Current Educational Issues PowerPoint
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The Common Core State Standards Initiative sets English and math standards for K-12 students across 46 states to ensure students are prepared for college and careers after graduation, including skills in areas like mathematical practice, reading, writing, and statistics. The standards were developed by the National Governors Association and Council of Chief State School Officers and are expected to impact around 45 million students as they create common benchmarks across states.
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The document discusses how governors can play a leadership role in supporting effective implementation of the Common Core State Standards (CCSS). It outlines several actions governors can take, including communicating a vision for reform, identifying performance goals and measuring progress, engaging key education leaders, building educator capacity, aligning state assessments to the CCSS, rethinking state accountability, supporting development of new curricula and materials, and maximizing resources. Implementing the CCSS will require significant changes but governors are well-positioned to provide leadership through their policymaking authority.
Introduction to the Common Core Standards
- 27 states adopted the Common Core Standards within two months of their release in July 2010, with more expected to follow, partly due to incentives from the Obama administration's Race to the Top program.
- The standards lay out detailed expectations of what skills students should have at each grade level in English and math.
- While called "Common Core Standards", they are essentially national standards that allow states to compare student performance across state lines.
Heath phillips ut ascd summit dec 15 2011 final
The document discusses the Common Core State Standards initiative which aims to prepare students with the knowledge and skills needed for college and careers. It provides a brief history of the standards, noting that they were state-led and developed to ensure consistent expectations across states. The standards do not define everything needed to teach the standards or support all students. It also discusses the new common summative assessments being developed and the need for changes to school accountability systems to align with the goal of college and career readiness for all students.
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A Look at the Education Crisis:
Tests, Standards, and the Future
of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
A Look at the Education Crisis:
Tests, Standards, and the
Future of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
1 Introduction and summary
6 An education crisis spanning centuries
8 The success of standards-based reform
9 How serious is the nation’s education problem?
13 Recommendations
16 Conclusion
17 About the authors and acknowledgments
18 Endnotes
Contents
1 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Introduction and summary
In many ways standards-based school reform is at a crossroads. On one side, the
movement has made tremendous strides. The Common Core State Standards
Initiative, known simply as Common Core, is now strongly established in more
than 40 states.1 Many teachers believe that the new, higher academic standards
have helped them improve instruction.2 And, most importantly, a solid body of
data demonstrates that the standards-based reform movement has shown success
in raising student outcomes.3
In some areas, outcome indicators are on the rise. Over the past two decades, for
instance, the number of students of color performing at grade level in reading and
math has more than doubled in elementary and middle school.4 Meanwhile, high
school graduation rates are the highest they have ever been: 81 percent of the class
of 2013 received their diploma within four years.5
But clearly much work remains. Achievement gaps in many subject areas remain
large. For example, only 21 percent of low-income fourth-grade students achieved
proficiency on the 2015 NAEP reading test compared to 52 percent of nonpoor
students.6 And if students of color graduated at the same rate as their white peers,
they would receive nearly two hundred thousand more diplomas each year.7
In a way, the question for education advocates boils down to: What’s next? For
a few vocal observers, the answer to this question is—surprisingly—anything
but standards-based reform. In other words, these observers believe that the
standards-based reform effort—and its associated assessments and accountabil-
ity efforts—have been a total failure. In a policy memo released last year, Kevin
Welner and William Mathis of the National Education Policy Center argued
that “we as a nation have devoted enormous amounts of time and money to the
focused goal of increasing test scores, and we have almost nothing to show for it.”8
2 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Some, such as blogger Anthony Cody, argue that policymakers should not really
even focus on raising standards or improving tests or reform ...
Common Core 101 - Arkansas Against Common Core
This document discusses concerns about the Common Core State Standards initiative. It argues that Common Core is more than just standards and represents a comprehensive federal reform agenda involving standards, assessments, data collection, curriculum, and teacher evaluation. It notes that Common Core was developed by non-elected groups and that states were coerced into adopting it through financial incentives from Race to the Top grants and NCLB waivers. Experts have raised concerns that the standards are not as rigorous as top international standards and do not adequately prepare students for STEM fields or four-year universities. The document also criticizes the extensive student data collection required by Common Core and its violation of state and federal laws regarding federal overreach into education.
Common core standards
The document summarizes the Common Core State Standards and their implementation in Plymouth. It discusses that the Standards define the knowledge and skills students should have by 12th grade to succeed in college or careers. They were developed to prepare students to compete globally and ensure consistency across states. The Standards are evidence-based, fewer and clearer than previous standards, and aligned with expectations of colleges and employers. The document then provides an overview of the English and Math Standards and announces that teachers will investigate the Standards in grade level groups.
Celebration Nelson Rotary Club
The document summarizes data from School District #8 that shows student performance and outcomes that can be celebrated. Some of the key points included are:
- Canadian students perform highly in international assessments like PISA, and students in BC and SD#8 typically meet or exceed provincial averages.
- SD#8 has a high graduation rate of 84% which is above the provincial average of 77%.
- Student performance on provincial exams is very strong, with pass rates over 90% in many subject areas.
- Literacy and numeracy assessment results for elementary students are mostly at or above expectations.
- Action research projects have helped support struggling "gray area" students, with most improving their performance levels.
CCSS for Business Leaders
The document discusses the need for higher education standards in the United States. It notes that student performance is currently too low, with 30% of graduates unable to pass military entrance exams and 600,000 vacant manufacturing jobs due to a lack of qualified applicants. It then introduces the Common Core State Standards as a nationally benchmarked standard developed by educators to ensure students graduate prepared for college and careers. The Common Core represents a shift towards fewer, higher quality standards and requires changes in how subjects are taught with a focus on complex texts and applying knowledge.
2 19-2015 tamsa-overview web-1
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
2 22-2015 tamsa-overview web
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
2015 CCSS Annual Conference
The document discusses the Common Core State Standards (CCSS), including debates around them. It provides background on CCSS, how they differ from previous standards, their development process, and implementation challenges. It notes both support for CCSS from those who see them preparing students for college and careers, and pushback from those concerned about federal overreach or corporate influence. Implementation challenges discussed include lack of resources, time needed for proper rollout, and declining teacher support as concerns grow around high-stakes testing.
Common core and readibility
The document discusses the need for school literacy plans to align with the Common Core State Standards (CCSS). It notes that while standards, plans, and assessments have been created, classroom instruction is what most directly impacts student learning. It then provides background information on the CCSS, including the subjects and grades they cover, new terminology, and how the standards are organized. The document outlines the shifts in emphasis between reading different text types and writing under the CCSS. It also discusses text complexity, vocabulary development, and tools for measuring reading levels. The overarching message is that district and school literacy plans should leverage the CCSS to strengthen classroom literacy instruction.
Pipelinebasicskillsmath2
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Pipeline math
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Voter Perceptions: Common Core State Standards and Assessments
On February 25, 2014 Achieve hosted a webinar open to state leaders and partners in all 50 states on the release of Achieve’s third national poll – Voter Perceptions: Common Core State Standards & Tests – which shows solid majorities of voters support common standards, common assessments, and allowing teacher and students time to adjust to these new expectations. Chad Colby, Achieve’s Director of Strategic Communications and Outreach, was joined on the webinar by Alex Bratty, Partner with Public Opinion Strategies and Dave Walker, Vice President of Greenberg Quinlan Rosner Research, to present an overview of the findings and discuss implications for leaders at the state level. This year's poll shows that awareness of the Common Core State Standards (CCSS) is inching up, even though nearly two-thirds of those surveyed still have heard "nothing" or "not too much" about the CCSS. Of those that said they had read, seen or heard recently about the standards, opinions were almost equally split between favorable and unfavorable, yet a plurality still favor implementation. Once voters were read a brief description of the CCSS, a solid majority, 69%, favored implementing the standards. For the first time in Achieve's series of polls, voters were asked about the effect of the Common Core and new tests on accountability and teacher evaluations. Voters believe that both student testing and teacher evaluations are important and should continue during implementation. Consequences, voters said, should only come for teachers, students and schools after an adjustment period, with a majority favoring a one or two year adjustment period. For more information, visit http://www.achieve.org/meetings-webinars
Common Core States Standards - presentation, 2013
The Common Core State Standards (CCSS) provide consistent educational standards across states to ensure students are prepared for college and careers. The standards were developed by teachers, education experts, and state leaders to define the knowledge and skills students should have from kindergarten through high school. Forty-five states have adopted the CCSS, which emphasize literacy and mathematics, with the goal of students gaining the skills they need to succeed after graduation.
10 20-2014 tamsa-overview
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. The document outlines concerns with the current STAAR testing system, including the large number of tests, high costs, lack of diagnostic value, and negative impacts on dropout rates and college readiness. It also summarizes TAMSA's objectives to reduce the number of state-mandated tests, replace some with nationally-recognized norm-referenced tests, and eliminate high-stakes consequences of the tests. The document encourages readers to get involved by joining TAMSA's advocacy efforts.
Common core
Overview of Common Core from the Media and resources as well. Looks at Common Core and Web 2.0 as an Instructional tool
Leadership
The document discusses supporting the implementation of the California Common Core State Standards with an Early Warning System and a mobile application. It describes an Early Warning and Intervention System pilot project that uses an online tool and provides contact information for those involved. It also mentions the development of an iPhone/iPad application to support the Standards.
Replacing Common Core
This document summarizes issues with the Common Core State Standards initiative for K-12 education in the United States. It outlines that Common Core has incomplete academic standards, inferior standards compared to alternatives like ACT, and poses privacy concerns regarding student data collection. The document also describes how Common Core transitioned from a voluntary program to being imposed by the U.S. Department of Education through funding incentives, despite claims that it would remain a state-led initiative.
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Common Questions Answered
The document discusses how governors can play a leadership role in supporting effective implementation of the Common Core State Standards (CCSS). It outlines several actions governors can take, including communicating a vision for reform, identifying performance goals and measuring progress, engaging key education leaders, building educator capacity, aligning state assessments to the CCSS, rethinking state accountability, supporting development of new curricula and materials, and maximizing resources. Implementing the CCSS will require significant changes but governors are well-positioned to provide leadership through their policymaking authority.
Introduction to the Common Core Standards
- 27 states adopted the Common Core Standards within two months of their release in July 2010, with more expected to follow, partly due to incentives from the Obama administration's Race to the Top program.
- The standards lay out detailed expectations of what skills students should have at each grade level in English and math.
- While called "Common Core Standards", they are essentially national standards that allow states to compare student performance across state lines.
Heath phillips ut ascd summit dec 15 2011 final
The document discusses the Common Core State Standards initiative which aims to prepare students with the knowledge and skills needed for college and careers. It provides a brief history of the standards, noting that they were state-led and developed to ensure consistent expectations across states. The standards do not define everything needed to teach the standards or support all students. It also discusses the new common summative assessments being developed and the need for changes to school accountability systems to align with the goal of college and career readiness for all students.
W W W. A M E R I C A N P R O G R E S S . O R GAP P
W W W. A M E R I C A N P R O G R E S S . O R G
A
P
P
H
O
TO
/ JO
SE F. M
O
R
EN
O
A Look at the Education Crisis:
Tests, Standards, and the Future
of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
A Look at the Education Crisis:
Tests, Standards, and the
Future of American Education
By Ulrich Boser, Perpetual Baffour, and Steph Vela January 2016
1 Introduction and summary
6 An education crisis spanning centuries
8 The success of standards-based reform
9 How serious is the nation’s education problem?
13 Recommendations
16 Conclusion
17 About the authors and acknowledgments
18 Endnotes
Contents
1 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Introduction and summary
In many ways standards-based school reform is at a crossroads. On one side, the
movement has made tremendous strides. The Common Core State Standards
Initiative, known simply as Common Core, is now strongly established in more
than 40 states.1 Many teachers believe that the new, higher academic standards
have helped them improve instruction.2 And, most importantly, a solid body of
data demonstrates that the standards-based reform movement has shown success
in raising student outcomes.3
In some areas, outcome indicators are on the rise. Over the past two decades, for
instance, the number of students of color performing at grade level in reading and
math has more than doubled in elementary and middle school.4 Meanwhile, high
school graduation rates are the highest they have ever been: 81 percent of the class
of 2013 received their diploma within four years.5
But clearly much work remains. Achievement gaps in many subject areas remain
large. For example, only 21 percent of low-income fourth-grade students achieved
proficiency on the 2015 NAEP reading test compared to 52 percent of nonpoor
students.6 And if students of color graduated at the same rate as their white peers,
they would receive nearly two hundred thousand more diplomas each year.7
In a way, the question for education advocates boils down to: What’s next? For
a few vocal observers, the answer to this question is—surprisingly—anything
but standards-based reform. In other words, these observers believe that the
standards-based reform effort—and its associated assessments and accountabil-
ity efforts—have been a total failure. In a policy memo released last year, Kevin
Welner and William Mathis of the National Education Policy Center argued
that “we as a nation have devoted enormous amounts of time and money to the
focused goal of increasing test scores, and we have almost nothing to show for it.”8
2 Center for American Progress | A Look at the Education Crisis: Tests, Standards, and the Future of American Education
Some, such as blogger Anthony Cody, argue that policymakers should not really
even focus on raising standards or improving tests or reform ...
Common Core 101 - Arkansas Against Common Core
This document discusses concerns about the Common Core State Standards initiative. It argues that Common Core is more than just standards and represents a comprehensive federal reform agenda involving standards, assessments, data collection, curriculum, and teacher evaluation. It notes that Common Core was developed by non-elected groups and that states were coerced into adopting it through financial incentives from Race to the Top grants and NCLB waivers. Experts have raised concerns that the standards are not as rigorous as top international standards and do not adequately prepare students for STEM fields or four-year universities. The document also criticizes the extensive student data collection required by Common Core and its violation of state and federal laws regarding federal overreach into education.
Common core standards
The document summarizes the Common Core State Standards and their implementation in Plymouth. It discusses that the Standards define the knowledge and skills students should have by 12th grade to succeed in college or careers. They were developed to prepare students to compete globally and ensure consistency across states. The Standards are evidence-based, fewer and clearer than previous standards, and aligned with expectations of colleges and employers. The document then provides an overview of the English and Math Standards and announces that teachers will investigate the Standards in grade level groups.
Celebration Nelson Rotary Club
The document summarizes data from School District #8 that shows student performance and outcomes that can be celebrated. Some of the key points included are:
- Canadian students perform highly in international assessments like PISA, and students in BC and SD#8 typically meet or exceed provincial averages.
- SD#8 has a high graduation rate of 84% which is above the provincial average of 77%.
- Student performance on provincial exams is very strong, with pass rates over 90% in many subject areas.
- Literacy and numeracy assessment results for elementary students are mostly at or above expectations.
- Action research projects have helped support struggling "gray area" students, with most improving their performance levels.
CCSS for Business Leaders
The document discusses the need for higher education standards in the United States. It notes that student performance is currently too low, with 30% of graduates unable to pass military entrance exams and 600,000 vacant manufacturing jobs due to a lack of qualified applicants. It then introduces the Common Core State Standards as a nationally benchmarked standard developed by educators to ensure students graduate prepared for college and careers. The Common Core represents a shift towards fewer, higher quality standards and requires changes in how subjects are taught with a focus on complex texts and applying knowledge.
2 19-2015 tamsa-overview web-1
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
2 22-2015 tamsa-overview web
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
2015 CCSS Annual Conference
The document discusses the Common Core State Standards (CCSS), including debates around them. It provides background on CCSS, how they differ from previous standards, their development process, and implementation challenges. It notes both support for CCSS from those who see them preparing students for college and careers, and pushback from those concerned about federal overreach or corporate influence. Implementation challenges discussed include lack of resources, time needed for proper rollout, and declining teacher support as concerns grow around high-stakes testing.
Common core and readibility
The document discusses the need for school literacy plans to align with the Common Core State Standards (CCSS). It notes that while standards, plans, and assessments have been created, classroom instruction is what most directly impacts student learning. It then provides background information on the CCSS, including the subjects and grades they cover, new terminology, and how the standards are organized. The document outlines the shifts in emphasis between reading different text types and writing under the CCSS. It also discusses text complexity, vocabulary development, and tools for measuring reading levels. The overarching message is that district and school literacy plans should leverage the CCSS to strengthen classroom literacy instruction.
Pipelinebasicskillsmath2
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Pipeline math
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Voter Perceptions: Common Core State Standards and Assessments
On February 25, 2014 Achieve hosted a webinar open to state leaders and partners in all 50 states on the release of Achieve’s third national poll – Voter Perceptions: Common Core State Standards & Tests – which shows solid majorities of voters support common standards, common assessments, and allowing teacher and students time to adjust to these new expectations. Chad Colby, Achieve’s Director of Strategic Communications and Outreach, was joined on the webinar by Alex Bratty, Partner with Public Opinion Strategies and Dave Walker, Vice President of Greenberg Quinlan Rosner Research, to present an overview of the findings and discuss implications for leaders at the state level. This year's poll shows that awareness of the Common Core State Standards (CCSS) is inching up, even though nearly two-thirds of those surveyed still have heard "nothing" or "not too much" about the CCSS. Of those that said they had read, seen or heard recently about the standards, opinions were almost equally split between favorable and unfavorable, yet a plurality still favor implementation. Once voters were read a brief description of the CCSS, a solid majority, 69%, favored implementing the standards. For the first time in Achieve's series of polls, voters were asked about the effect of the Common Core and new tests on accountability and teacher evaluations. Voters believe that both student testing and teacher evaluations are important and should continue during implementation. Consequences, voters said, should only come for teachers, students and schools after an adjustment period, with a majority favoring a one or two year adjustment period. For more information, visit http://www.achieve.org/meetings-webinars
Common Core States Standards - presentation, 2013
The Common Core State Standards (CCSS) provide consistent educational standards across states to ensure students are prepared for college and careers. The standards were developed by teachers, education experts, and state leaders to define the knowledge and skills students should have from kindergarten through high school. Forty-five states have adopted the CCSS, which emphasize literacy and mathematics, with the goal of students gaining the skills they need to succeed after graduation.
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Common core
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Leadership
The document discusses supporting the implementation of the California Common Core State Standards with an Early Warning System and a mobile application. It describes an Early Warning and Intervention System pilot project that uses an online tool and provides contact information for those involved. It also mentions the development of an iPhone/iPad application to support the Standards.
Replacing Common Core
This document summarizes issues with the Common Core State Standards initiative for K-12 education in the United States. It outlines that Common Core has incomplete academic standards, inferior standards compared to alternatives like ACT, and poses privacy concerns regarding student data collection. The document also describes how Common Core transitioned from a voluntary program to being imposed by the U.S. Department of Education through funding incentives, despite claims that it would remain a state-led initiative.
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Current Educational Issues PowerPoint
- 1. Current Issues in Education:Common Core State Standards By Kayla Chambers
- 2. English (language arts) and Mathematics standards for grades K-12. Skills students should achieve before graduation. Prepare students for life after graduation. Standards are the common from state to state. 46 states have joined. Exceptions: Texas and Alaska. What is the Common Core State Standards Initiative?
- 3. Why are these standards needed? It is important that we prepare students as much as possible to compete with people from the next state as well as the next country, or continent.
- 4. Math Standards Include: Mathematical Practice Number Quantity Expressions Equations Functions Modeling Shape Coordinates Probability Statistics
- 5. Reading Writing Speaking and listening. English Language Arts Standards
- 6. This initiative will affect approximately 45 million students. What effect will these standards have on K-12 Education?
- 7. The NGA with CCSSO are creating a process to create the standards. 1st career readiness standards Then K-12 standards Validation committee will review them.
- 8. The standards in math and English are expected to be validated in November. K-12 standards are expected to be drafted this winter.
- 9. Supports the program. Planning a $350 million grant to encourage states to adopt. The Obama Administration
- 11. Conclusion
- 12. Sources
Editor's Notes
- The Common Core State Standards initiative is a new initiative led by the National Governors Association and the Council of Chief State School Officers. It is a movement to create common standards nationwide in English and Mathematics to prepare students for life after graduation. There is no promise that states will adopt the final product.
- These standards are needed to make our students ready for life after graduation, and to make them a more valuable asset to the world economy. The goal is to prepare American students not only to succeed in the U.S, but to be prepared to face their competition in the global sphere. Having common standards will allow students to have the same education wherever he/she lives in the U.S., ensuring that students everywhere get the education they deserve. These standards are good for parents because they will be able to know what is expected of their children.The standards will be beneficial to teachers so they can have a focus on these areas.
- Some examples of mathematics standards outlined in the Common Core State Standards Initiative include: the ability to be able to solve systems of equations, the ability to find and interpret rates of change, and finally students must apply probability problems to real-world situations.
- There are three main categories in the English language arts standards. These are: Reading, Writing, and Speaking and listening.For the reading portion, students must be able to recognize how word choices alter the meaning of text, they must analyze and compare two or more different texts, they must evaluate online sources, ect.In writing, they must be able to compose writing suitable for a specific audience, know how to establish a thesis, choose words and phrases to portray ideas precisely, and develop and maintain a writing style and tone that parallels the intent of the writing.For speaking and listening, students must constructively build on others’ work, ask relevant questions to clarify ideas, and demonstrate and practice formal Standard English when appropriate.
- The initiative will affect approximately 45.1 million students (about 91% of the student population in the U.S.) This will allow students to have an excellent education no matter where they live.
- The National Governor’s Association in partnership with the Common Core State Standards Organization are creating a process to develop these common state standards. First, college and career readiness standards will be created, then K-12 standards will be decided upon following plenty of research
- The Obama administration has applauded the effort to create these common core state standards. The administration is planning to give a $350 million grant to encourage states to adopt the common core state standards and develop tests.