School reform through a highly specified curriculum: Implementation and effects of the core knowledge sequence

This article reports on the first systematic national study of Core Knowled ge Sequence implementation and effects. The Core Knowledge Sequence is a li st of curricular topics to teach in the elementary grades. This study emplo yed a mixed-method design involving longitudinal case studies of Core Knowl edge schools combined with a quasi-experimental, untreated control group de sign. Findings showed that the Core Knowledge Sequence was implemented succ essfully in 3 of 4 schools and that consistent relationships existed betwee n improved implementation and improved test scores. Core Knowledge students ' basic skills standardized tests scores were about the same as, or slightl y better than, demographically matched control students' scores. Students i n Core Knowledge schools, however, scored significantly higher than control students on tests of Core Knowledge content. Core Knowledge implementation also led to increased curricular coordination and the use of project-based instruction and contributed positively to teachers' professional lives. Ho wever, the reform was work intensive and was accompanied by negative politi cal attributes. Implications for curricular reform are discussed.