A Problem Solving Approach

8/18/2019 A Problem Solving Approach

1/18

Center for the Study of Curriculum

Common Core State Standards for Mathematics(CCSSM):

Are world-class

Can potentially elevate the academicperformance of America’s students

Most states have a long way to go:some less

Teachers and parents overwhelminglysupport them

But we must convince students as well


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Top-Achieving Countries Composite MathematicsStandards


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State Level Agreement


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The Common Core State Standards for Mathematics


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Possible Standard ased on Composite Pro!le of the Top-Achieving Countries


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"umber of Topics #ntended at $ach %rade for &ariousStandards


7/18Center for the Study of Curriculum

CCSSM Congruence and "A$P MathematicsPerformance

States with past mathematics

standards that were more

similar to the CCSSM had

statistically significantly higher

NAEP 2009 performance.



'o Standards Ma A*ect Student Achievement

Standards

Classroom#nstruction

StudentAchievement



Standards +elationship to Student Achievement#s #n,uenced b

Instructional support materialsproduced by state e!g! teacher guides

"rofessional development for teacherssponsored#authori$ed by state

Assessments and assessment cut-points that support state’s standards



CCSSM Congruence and "A$P MathematicsPerformance

he change in the !"s#uare

$etween a model including only

the congruence measure to one

that ad%usted the congruence

measure for the NAEP cut pointsyielded a &2' increase.



.actors A*ecting CCSSM #mplementation

%tate assessment definitionsof proficiency

Measure of poverty

"ercent of low-income familystudents attending publicschools



+elating State Standards to "A$P /001 Scores

* p < 0.016 ** p < .001

Model EstimateR-

squared

Model

p

value

Number

of States

Congruence MeasureAd2usted for Cut Points

0034 056 000 70

Percent .ederal .unding -01744

Percent "on-poor 8hite 09944



Consistenc 8ith the CCSSM

Consistency of state standardswith the CC%%M range from

&&' ( )*'

The measure of consistency for

the A+ standard is about ,'



Consistenc 8ith the CCSSM

Most Like

CCSS Alabama California Florida Georgia Indiana

Michigan Minnesota Mississippi Olahoma !ashington

Idaho "orth #aota Oregon $o%th #aota &ennessee

'tah

Alasa Aransas Colorado #ela(are )a(aiiMassach%setts "e( Meico "e( +or "orth Carolina Ohio

,enns-lania $o%th Carolina &eas /ermont !est /irginia

Connectic%t Illinois Maine Mar-land Misso%ri

Montana "ebrasa "e( )ampshire /irginia !-oming

Least Like

CCSS

Ariona Io(a ansas ent%c- 2o%isiana

"eada "e( 3erse- 4hode Island !isconsin



+epresentative Sample of Teachers in $achCCSSM-Adopted State

,' have heard of the CC%%M

.' have read them

More than ,' li/e the idea of

Common %tandards



Teachers Thoughts about CCSSM

After reading sample CC%%M topics fortheir grade 0)' say CC%%M is

1pretty much the same2 as theirformer standards

If CC%%M places a topic they currentlyteach in a different grade only about

3 would drop it

T h S f P d t T h CCSSM



Teachers Sense of Preparedness to Teach CCSSM Topics

4rades 5-6: About 7 feel wellprepared to teach their topics

4rades &-): Around &' feel wellprepared to teach their topics

8igh %chool: Around .' feelwell prepared to teach their topics

C C St t St d d f M th ti



Common Core State Standards for Mathematics(CCSSM):

Are world-class

Can potentially elevate the academicperformance of America’s students

Most states have a long way to go:some less

Teachers and parents overwhelminglysupport them

But we must convince students as well

Documents

A Problem Solving Approach