scholarly journals Is the Common Core racing America to the top? Tracking changes in state standards, school practices, and student achievement

2017 ◽  
Vol 25 ◽  
pp. 35 ◽  
Author(s):  
Jaekyung Lee ◽  
Yin Wu
Keyword(s):  
Student Achievement ◽  
No Child Left Behind ◽  
Common Core ◽  
Performance Standards ◽  
Performance Outcomes ◽  
State Standards ◽  
School Practices ◽  
Before And After ◽  
Reading And Math ◽  
The Common

This study examines the trends of the U.S. states’ reading and math proficiency standards before and after the adoption of the Common Core State Standards (CCSS) and explores their impact on school practices and student achievement. Drawing on the 2003-15 National Assessment of Educational Progress (NAEP) grades 4 and 8 assessment and survey datasets, the study gives new insights into the CCSS policy challenges and outcomes. The states that adopted CCSS raised the rigor of proficiency standards for their student assessments, reversing ‘race to the bottom’ trend during the earlier period of the No Child Left Behind Act (NCLB). However, the CCSS states failed to improve schools’ alignment of ELA and math programs with state/district assessments and also failed to improve students’ reading and math achievement more than the non-CCSS counterparts. The Common Core has helped America race to the top for performance standards, but not for performance outcomes yet.

scholarly journals Relooking at the Common Core Standards Through the Lens of Equity – Closing the Achievement Gap

2017 ◽  
Vol 13 (22) ◽  
pp. 1
Author(s):  
N. K. Rathee
Keyword(s):  
No Child Left Behind ◽  
Achievement Gap ◽  
Common Core ◽  
State Standards ◽  
Common Core Standards ◽  
National Assessment ◽  
Closing The Achievement Gap ◽  
Left Behind ◽  
12Th Grade ◽  
The Common

On the failure of No Child Left Behind (NCLB) to close the “achievement gap” between whites and minorities, the Common Core State Standards were heralded as the best way of raising academic standards for all children around the country and closing the achievement gap. Numerous reports have emerged questioning the efficacy of the Common Core Standards to deliver what was promised. Public disillusion is apparent. This paper is an attempt to revisit the Common Core Standards through the lens of data generated by its implementation. Quantitative data available from the National Assessment of Educational Progress (NAEP) for 4th, 8th and 12th grade students and their achievements scores for mathematics and reading for the years 2009, 2011, 2013 and 2015 were taken into consideration. Results have revealed no increase, much less significant, in the average achievement scores and no indication that the achievement gap was being narrowed. Recommendations have been made for having a relook at the content and the implementation of the standards.

New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications

2013 ◽  
Vol 44 (2) ◽  
pp. 340-352 ◽  
Author(s):  
James E. Tarr ◽  
Erica N. Walker ◽  
Karen F. Hollebrands ◽  
Kathryn B. Chval ◽  
Robert Q. Berry III ◽  
...  
Keyword(s):  
No Child Left Behind ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Curriculum ◽  
Mathematical Practice ◽  
State Standards ◽  
Assessment Instruments ◽  
Core State ◽  
The Common ◽  
K 12

During the past 2 decades, significant changes in mathematics curriculum standards and policies have brought greater attention to assessment instruments, practices, purposes, and results. In moving toward stronger accountability, the No Child Left Behind Act (NCLB) of 2001 (NCLB, 2002) mandates that school districts receiving funding under NCLB formulate and disseminate annual local report cards that include information on how students and each school in the district performed on state assessments. This mandate has not only facilitated a growth in state testing (Wilson, 2007) but also influenced the teaching of mathematics (Seeley, 2006). More recently, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) crafted and launched the Common Core State Standards for Mathematics (NGA Center & CCSSO, 2010), which have been formally adopted by the vast majority of U.S. states and territories. The Common Core State Standards for Mathematics (CCSSM) specifies standards for mathematical content by grade in K–8 and by conceptual categories at the secondary level and identifies key Standards for Mathematical Practice that should be present in K–12 instruction. The CCSSM represents an unprecedented initiative to raise academic standards in school mathematics that will inevitably influence the development of curriculum materials, teaching, and assessment practices.

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

Disney in December

2012 ◽  
Vol 19 (5) ◽  
pp. 290-291 ◽  
Author(s):  
Sue E. Hoge ◽  
Karin E. Perry
Keyword(s):  
Problem Solving ◽  
Common Core ◽  
Common Core State Standards ◽  
Real Life ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Factual Data

Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for K–Grade 2, Grades 3–4, and Grades 5–6. This month's problem set aligns with the Common Core State Standards for Mathematics, includes factual data from Disney Parks, and makes connections between mathematics and real-life applications.

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