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.

Common Core Standards for Mathematical Practice and TPACK

2013 ◽  
pp. 234-249
Author(s):  
Jayme Linton ◽  
David Stegall
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Classroom ◽  
Mathematical Practice ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
The Common

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers’ TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

Common Core Standards for Mathematical Practice and TPACK

2015 ◽  
pp. 92-107
Author(s):  
Jayme Linton ◽  
David Stegall
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Classroom ◽  
Mathematical Practice ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
The Common

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers' TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

The happy (and not so happy) accidents of Bush-Obama school reform

2018 ◽  
Vol 100 (4) ◽  
pp. 31-35 ◽  
Author(s):  
Frederick M. Hess ◽  
Michael Q. McShane
Keyword(s):  
No Child Left Behind ◽  
School Reform ◽  
Common Core ◽  
School Reforms ◽  
Achievement Testing ◽  
Data Systems ◽  
Left Behind ◽  
Policy Ideas ◽  
The Common ◽  
Unexpected Outcomes

Drawing upon their new edited volume of essays looking back on the school reforms of the Bush and Obama years, the authors explain just how few of those reforms went according to plan. Some of the unexpected outcomes were positive, they note, pointing to the improvement of school data systems and the bipartisan compromise that put an end to No Child Left Behind. Some of them were negative, such as a public backlash against achievement testing in general and the implementation of the Common Core in particular. And all of them should lead reformers to question their own certainty about how their policy ideas will play out.

scholarly journals Teachers' Implementation of and Stages of Concern Regarding English Language Arts (ELA) Common Core State Standards (CCSS) in New York State

2020 ◽  
Author(s):  
◽  
Aloze Ogbonna
Keyword(s):  
New York ◽  
Language Arts ◽  
Common Core ◽  
Common Core State Standards ◽  
New York State ◽  
Stages Of Concern ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
The Common

Problem In the State of New York, the adoption and implementation of the Common Core State Standards (CCSS) and associated high-stakes assessments have sparked debates among educators, parents, students and politicians. Educators are concerned about its impact on students' test scores, graduation rates and school funding. With mounting accountability threats, teachers are forced to teach to the test in order to produce desirable test scores (Zimmerman, 2010, as cited in Pinar, 2012, p.17). Unfortunately, there were no studies that promoted understanding of teachers' concerns and the extent to which they were implementing the CCSS. The purpose of this study was to investigate teachers' concerns and the extent to which they were implementing the CCSS in language arts in the state of New York. Method The design of this study is a non-experimental quantitative design using survey research methodology. A survey using a modified Stages of Concern Questionnaire (SoCQ) and a researcher-developed implementation of language arts core standards questionnaire were given to Grades 6-12 ELA teachers from 75 selected schools in New York state. Seventy-five teachers responded to the questionnaire with 53 useable responses. The data was analyzed using descriptive statistics and bivariate correlation. Results Respondents were mostly from urban/suburban schools (90.4%). Teachers implement 13 of the 15 common core standards in language arts at least once a week (M=4.02 to M=6.15). Levels of implementation were similar in both middle and high schools (p>.05) and appear to be unrelated to number of years implementing the CCSS. Approximately half (52.8%) were at concern stages 4 to 6. And overall, there is no relationship between stage of concern and levels of implementation of the common core standards. Conclusions Teachers are adequately implementing language arts common core standards in New York. Half of the teachers' concerns are generally about how implementation of the standards affect their students and their colleagues. The other half are concerned about how implementation affects them personally. To achieve the objective of the curriculum and the Every Student Succeeds Act (ESSA), teachers must continue to receive targeted professional development in their identified areas of needs.

Authority and Control: The Tension at the Heart of Standards-Based Accountability

2020 ◽  
Vol 90 (3) ◽  
pp. 419-445
Author(s):  
JACK SCHNEIDER ◽  
ANDREW SAULTZ
Keyword(s):  
No Child Left Behind ◽  
State Standards ◽  
Loose Coupling ◽  
High Profile ◽  
Left Behind ◽  
Accountability Movement ◽  
The Common ◽  
New Perspective ◽  
Every Student Succeeds Act ◽  
And Control

In this essay, Jack Schneider and Andrew Saultz offer a new perspective on state and federal power through their analysis of authority and control. Due to limitations inherent to centralized governance, state and federal offices of education exercised little control over schools across much of the twentieth century, even as they acquired considerable authority. By the 1980s, however, such loose coupling had become politically untenable and led to the standards and accountability movement. Yet, greater exertion of control only produced a new legitimacy challenge: the charge of ineffectiveness. State and federal offices, then, are trapped in an impossible bind, in which they are unable to relinquish control without abdicating authority. Schneider and Saultz examine how state and federal offices have managed this dilemma through ceremonial reform, looking at two high-profile examples: the transition from No Child Left Behind to the Every Student Succeeds Act, and states’ reaction to public criticism of the Common Core State Standards.

Learning from failure

2018 ◽  
Vol 99 (8) ◽  
pp. 46-50 ◽  
Author(s):  
Jay P. Greene ◽  
Michael Q. McShane
Keyword(s):  
No Child Left Behind ◽  
Education Reform ◽  
Large Scale ◽  
State Standards ◽  
Race To The Top ◽  
Reform Initiatives ◽  
Policy Makers ◽  
Left Behind ◽  
Learning From Failure ◽  
The Common

Over the last two decades, federal and state policy makers have launched a number of ambitious, large-scale education reform initiatives —No Child Left Behind, Race to the Top, the Common Core State Standards, and others — only to see them sputter and fail. In 2017, the authors convened a number of leading scholars to explore why those initiatives failed and what can be learned from them. Participants agreed that to be more successful in the future, reformers will need to balance ambition and urgency with humility, political acumen, and the ability to recognize when it’s time to slow down or scale things back.

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.

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.

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