This journal article discusses a study investigating whether college readiness improved among high school students affected by the early stages of the Common Core State Standards (CCSS) implementation and whether students from different backgrounds and types of high schools were affected differently. In the case of the CCSS transition in Kentucky, the findings suggest that students continued to improve their college readiness, as measured by ACT scores, during the early stages of CCSS implementation. Furthermore, evidence suggests that the positive gains students that made during this period accrue to students in both high- and low-poverty schools.

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