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Kevin Baird
www.CollegeCareer.org
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LET US HELP!
Grant Funding for Board / Administrator Work Sessions &
Community Presentation:
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COMMON CORE STATE STANDARDS
Information for our
Communities
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BACKGROUND
WHY WERE
“COMMON CORE STATE STANDARDS”
CREATED?
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Student Performance
Student performance in college, in job training, and on rigorous tests from the ACT and SAT ….
… lagged student performance on state tests.
Simply put: State tests said our kids were doing well, but in the real world, they were struggling.
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Reading Performance
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The quality of our math and
science education lags behind
many other nations. America
has fallen to 9th in the
proportion of young people with
a college degree.
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12 ©BHEF 12
American students’ math proficiency and STEM career interest decline throughout high school. By 12th grade, only 17% of students are math proficient and interested in a STEM career.
SOURCE: The Business-Higher Education Forum. (2011). The STEM interest and proficiency challenge: Creating the workforce of the future.
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And only about half of STEM college graduates choose to work in STEM careers upon graduation.
SOURCE: Carnevale, T. (2011). The STEM Workforce. Presentation to the PCAST Working Group on STEM Higher
Education, April 15, 2011.
©BHEF
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www.CollegeCareer.org
Remedial College Courses
• Each year, approximately 1.2 million students fail to graduate from high school, more than half of whom are from minority groups.
• Percent of freshmen that enroll in at least one remedial course
Community College
Four-Year Institution
42% 20%
Alliance for Excellent Education, February 2009 edition.
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Students who enroll in
a remedial reading
course are 41 percent
more likely to drop
out of college.
(NCES, 2004a)
58%
17%
0%
10%
20%
30%
40%
50%
60%
70%
No Remedial Course(s) Remedial Course(s)
College Drop Outs
Alliance for Excellent Education, February 2009 edition.
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Remediation
• 40 to 60% of Students entering college require “developmental” or remediation courses.
• Cost to families: $3 Billion and Growing
• Average time to an associate’s degree: 6 years
• Total College Debt: $1Trillion and Rising
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National Issue (www.asa.org)
• 12 Million Students (60%+ of total) borrow annually
• 40 Million Students have current debt
• 15% of all borrowers are past due
• Students who need remediation are 41% more likely to drop out of college
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Goal
The goal of the standards is to increase the level of expectations for students in reading and math proficiency, so they are employable.
The standards do not describe content or curriculum. They describe student outcomes.
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BACKGROUND
WHO WROTE THE
“COMMON CORE STATE STANDARDS”?
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History
No Child Left Behind was enacted at the beginning of the Bush administration.
By the middle of those eight years, it was clear that students were not progressing sufficiently.
The Common Core State Standards initiative was developed by Governors and Education Leaders in the last half of the 2000’s.
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Authorship
• Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
• Title: Common Core State Standards
• Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
• Copyright Date: 2010
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Adoption
• The Common Core State Standards are voluntary. They are adopted by state legislatures.
• They are not required by the U.S. Department of Education.
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BACKGROUND
WHAT DO THE
“COMMON CORE STANDARDS”
SAY?
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ACT Study – Schmeiser, 2006
Unprepared
in Reading
Prepared
in Reading
Chance of later success
1%
32%
Science
15%
67%
Mathematics
25 Source: Metametrics
Today’s text gap
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ENGLISH LANGUAGE ARTS
• Students should be able to read both non-fiction and literature
• By 12th grade, students should read at a level required for entry level college, military entrance exams, and job training
• Students should be able to use knowledge – writing and speaking, using critical thinking skills
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What’s New?
• Reading Fundamentals
• Speaking & Listening
• More Rigorous Reading & Writing
• Use of Argument & Critical Thinking
• The standards do not have content requirements. For instance, a Catholic School could use religious texts and historical documents to meet English Language Arts Standards.
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27% of Students are Writing Proficient
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Real World Reading Requirements
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MATH
• Students should first master the basic skills in math
• Students should begin Algebra in 8th grade, and should study geometry in all grades
• Students should be able to solve real-world problems, not just math worksheets
• The Common Core Standards do not establish high school requirements beyond algebra
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FLUENCY
Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20
Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100
Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division
Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
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BACKGROUND
EXAMPLES
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“Traditional” Test Question
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Common Core Type Question
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You have read three texts describing Amelia Earhart. All three include
the claim that Earhart was a brave, courageous person. The three texts
are:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s
bravery.
Write an essay that analyzes the strength of the arguments about
Earhart’s bravery in at least two of the texts. Remember to use textual
evidence to support your ideas.
Grade 7 Common Core Test Item
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Part A
Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?
a.Striving to achieve one’s dreams is a worthwhile endeavor.
b.The thoughtlessness of youth can have tragic results.*
c.Imagination and creativity bring their own rewards.
d.Everyone should learn from his or her mistakes.
Grade 10 Common Core Test Item
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Part B
Select three pieces of evidence from Ovid’s “Daedalus
and Icarus” that support the answer to Part A.
a.“and by his playfulness retard the work/his anxious
father planned” (lines 310-311)*
b.“But when at last/the father finished it, he poised
himself” (lines 312-313)
c.“he fitted on his son the plumed wings/ with trembling
hands, while down his withered cheeks/the tears were
falling” (lines 327-329)
d.“Proud of his success/the foolish Icarus forsook his
guide” (lines 348-349)*
e.“and, bold in vanity, began to soar/rising above his
wings to touch the skies” (lines 350-351)*
f.…
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Today’s High School Test Question
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Common Core High School Test Question
41 ©BHEF 41
American students’ math proficiency and STEM career interest decline throughout high school. By 12th grade, only 17% of students are math proficient and interested in a STEM career.
SOURCE: The Business-Higher Education Forum. (2011). The STEM interest and proficiency challenge: Creating the workforce of the future.
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Are the Common Core Standards a “Curriculum”?
• The Common Core Standards do not require a specific curriculum
• Publishers are changing their materials to make them more rigorous
• Each district chooses its own curriculum materials
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What is the Federal Government Doing?
• Does not require the Common Core Standards nor new Common Core Assessments
• Supports new Common Core Assessments as one type of proficiency measure
• Requires Common Core Standards for Race to the Top Grants
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States
Adopt: Standards
Tests
Districts: Write / Purchase
Curriculum
Train Staff
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STANDARDS vs. TESTS
• Two Consortia of STATES are creating new Common Core Assessments
• SMARTER BALANCED CONSORTIA
• PARCC CONSORTIA
Roll out in Spring 2015
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PARCC ASSESSMENT STATES
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State Notes
• Alaska: No official adoption, but recently joined the “Smarter Balanced” Assessment Consortia. Anchorage, with 30%+ of state students, has adopted the Common Core.
• Minnesota: Adopted English Language Arts.
• Utah: Initial adoption, but withdrew officially. However, state standards are essentially parallel to Common Core.
• Indiana: Adopted, and a Governing member of the PARCC Assessment Consortia. Implementation “on pause”.
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BACKGROUND
ARE THE
“COMMON CORE STANDARDS”
GOOD FOR KIDS?
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The U.S.A. Tomorrow 2018: 63% of Jobs Require College
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CHOICES in LIFE are Determined by the OUTCOME
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Nationally, employers expect employees to use a broad set of skills.
SOURCE: Hart Research Associates. (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of
the Economic Downturn.
©BHEF
0% 20% 40% 60% 80% 100%
The ability to effectivelycommunicate orally and in writing
Critical thinking and analyticalreasoning skills
The ability to apply knowledge andskills to real-world settings
The ability to analyze and solvecomplex problems
Concepts and new developments inscience and technology
Percent Who Agree With Each Statement
Learn
ing
Ou
tco
mes
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1510 Agriculture
and Natural
Resources
5
3
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1370 Transportation,
Distribution, and
Logistics
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4
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1300 Health
Services 55
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1100 Construction
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1100 Information
Tech 57
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900 Average High School
Graduate 58
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CONCERN
IS THE FEDERAL GOVERNMENT
TRYING TO CONTROL
LOCAL SCHOOLS?
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Washington Post 4/29/13
And conservative radio talk show host Glenn Beck has suggested the Common Core represents a move by the federal government to take control of children. “You as a parent are going to be completely pushed out of the loop,” he said on a recent program. “The state is completely pushed out of the loop. They now have control of your children.”
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AGREEMENT
• We want the most challenging education for our students
• We want our students to be ready for college or the job of their choice
• We want teachers to be well prepared
• We want local schools to succeed (and be recognized as successful)
• We want local community control of our schools
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HOW TO ENSURE LOCAL CONTROL
WHILE ADOPTING THE HIGHEST STANDARD
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Actions
• Locally adopt standards
• Specify types of curriculum and standards:
–Research-based
–Teachers fully trained
–Highest expectations
– Local curriculum guidelines
–Curriculum reviewed and approved by local board
• Locally-Focused Curriculum
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Local Core Standards
• Increase Writing Proficiency
• Increase Vocabulary Focus
• Ensure Equal Proficiency: Fiction & Non-Fiction
• Increase Local Economy & History Focus
• Increase focus on Basic Math Skills Fluency
• Reinforce that Local Control = Power of the Pocketbook
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Case Study
• Gwinnett County Public Schools, GA
• 2010 Broad Winner
• Urban district with high performance
• Exceptionally high minority participation
• Adopted own “AKS” Academic Knowledge & Skills Standards
• “Aligned” to Georgia Common Core Performance Standards
• Enhanced reading & writing expectations
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LET US HELP!
Grant Funding for Board / Administrator Work Sessions &
Community Presentation:
