2010年美國《各州共同核心標準》首次實施國家級課程標準，採能力取向目標。本研究從聯邦政府主導的教育政策之發展背景脈絡加以論述，同時，探究從聯邦政府政策實施到學區落實情形。研究目的有二：一、評析美國CCSS課程改革政策推動的可能問題；二、對臺灣即將於2019年實施素養目標的十二年國民基本教育課程改革的啟示。研究者在美國賓州一年的時間蒐集資料，研究分析以官方資料為主，透過與當地教育學者及實務者對談，協助釐清與掌握文化脈絡，以相互檢證，探究課程政策的實施。研究發現：一、賓州已經建立有利於課程政策落實到學校教師教學之教育人員評鑑制度，然而，憲法並未賦予聯邦政府教育權，以及學區制度設計，不利於弱勢學區課程改革的落實；二、政策制定推動只圖學生學業表現提升，並未解決弱勢學區問題；三、成也評量，敗也評量，評量在課程改革具關鍵地位。四、本次課程改革只限於英語文與數學兩科，其他學科改革進度落後或被邊緣化。此對臺灣的啟示，課程政策除目標外，教材內容與評量三合一，缺一不可。我國課綱政策推動的主力仍放在目標，教材內容與評量都尚待發展，欲在2019學年度推動，十分倉促。盱衡中央集權制度雖有利於推動政策，但缺乏教育人員評鑑制度，恐將是課堂落實的困境。

The ability-driven Common Core State Standards is the first nationwide education policy in the U.S. in 2010. This study explores CCSS policy adoption from the context of Federal governmental education reform policies, and the implementation at school district level, using Pennsylvania State as a case study. Two research objectives are: 1. the comments of the policy promotion, adoption and implementation; 2. the inspiration from the adoption and implementation of CCSS to the 12-Year Basic Education Curriculum reform in Taiwan, which will be implemented in 2019. The researcher gathered data in Pennsylvania State for one year. Research analysis focuses on official documents which are inter-investigated with opinions from the talks with education scholars and practitioners in their positions to clarify and understand deeply the developmental context of CCSS curriculum reform in the U.S. Research findings include: 1. PA has built educators evaluation system which contributes to the reform. However, Federal government has no legal right in education, and the fully independent school district system fails to improve academic achievement in low SES school districts. The reform might result in polarization of academic achievement among school districts. 2. The education policy targets better academic achievement but it resolves the problem at low SES school district. 3. Assessment plays a critical role in curriculum reform. 4. Those subjects excluded from CCSS become marginalized and disadvantaged at school level. The research has implications for the curriculum reform in Taiwan. Goals, material content, and evaluation are three essential elements in curriculum reform. Our policy mainly focuses on goal while material content and evaluation are left far behind. The centralization system is advantageous for the implementation in Taiwan. However, lack of educators evaluation system will challenge the implementation when teachers resist change.