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COMMON CORE STATE STANDARDS
Localizing Requirements & Preserving Local Control
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AGENDA
• The origin of the Common Core State Standards
• Community Concerns: Understanding the Political Landscape
• Responding to Community Concerns: Envisioning Rigorous, Local Academic Benchmarks
• Sample Board Resolutions: Options for Promoting Rigorous and Local Academic Standards
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BACKGROUND
WHY WERE
“COMMON CORE STATE STANDARDS”
CREATED?
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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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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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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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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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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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Right now, three-quarters of
the fastest-growing
occupations require more than
a high school diploma. And
yet, just over half of our
citizens have that level of
education.
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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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Current workforce demands indicate acute labor surpluses and shortages.
SOURCE: Light, J. (2011). Labor Shortage Persists in Some Fields. Wall Street Journal
©BHEF
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And future workforce projections indicate on-going shortages, especially in high growth career fields.
0
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4
6
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10
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Management Education Health Care Computer
Specialties
Community
Services
Career Fields
Pe
rce
nt
Projected Annual Job Openings Career Interested and Math Proficient
SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010
©BHEF
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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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How high the Mountain…
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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
Quick Facts
• 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)
Students Obtaining Bachelor’s Degree in Eight Years
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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ACT Study – Schmeiser, 2006
Unprepared
in Reading
Prepared
in Reading
Chance of later success
1%
32%
Science
15%
67%
Mathematics
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Change in text complexity in textbooks over the last century
Source: Metametrics
34 Source: Metametrics
Today’s text gap
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Text Complexity
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1510 Agriculture
and Natural
Resources
3
6
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1370 Transportation,
Distribution, and
Logistics
3
7
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1300 Health
Services 38
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1100 Information
Tech 39
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900 Average High School
Graduate 40
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PREPARING OUR STUDENTS FOR COLLEGE & CAREER
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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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Case Study
• Gwinnett County Public Schools, GA
• 2010 Broad Winner
• Urban district with high performance
• Exceptionally high minority participation
• 1996: Adopted own “AKS” Academic Knowledge & Skills Standards
• “Aligned” to Georgia Common Core Performance Standards
• Enhanced reading & writing expectations
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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
• Place-based 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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“The Board of Education of the County of ___ does hereby adopt the ___ County Local Curriculum Standards, which shall in alignment with the then currently adopted standards of the State of _____, define the requirements for promotion within and graduation from ____ County schools. These Local Curriculum Standards shall represent the most rigorous reading, writing, and mathematics standards in the United States, and shall reflect our local commitment to economy, heritage, and the development of highly competent and competitive graduates.
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Specific Elements
• The district shall continuously measure, and shall report to the community monthly, the aggregate and detailed reading skill advancement of its students;
• 30% of High School Curriculum shall be focused on literature and writing;
• Beginning in 6th grade, all students shall write no less than 5 pages per week and shall fulfill a formal Writing Requirement;
• 100% of Teachers shall be certified to teach the ____ Local Curriculum Standards;
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LOCAL CONTROL: LOCALLY INFORMED
• Standards, Curriculum and Instruction are complex
• New Common Core Assessments predict 30%+ decline in scores against more rigorous requirements
• Information is the key
• Control is preserved by purchasing and policy
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PRIORITY
LEADERSHIP DEVELOPMENT
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The Building Leadership Team
• Classroom Observation (Evaluation)
• Coaching for Change
• Community / Parent Communication
• Instructional Leadership
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Seven SKILLS for Building Leaders
1. Know: Indicators of College & Career Readiness Rigor for their Grades
2. Believe & Articulate: High Performance College-bound Culture for All Students
3. Identify: College & Career Readiness Instructional Practices
4. Model: Rigorous Dialogue
5. Use & Do: Progress Monitoring Data to lead Instruction
6. Require: Aligned, Rigorous Curriculum
7. Practice: Sustainable Implementation for Change
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TODAY: HIGH SCHOOL EXIT
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LET US HELP!
Grant Funding for Board / Administrator Work Sessions &
Community Presentation:
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2013 National Conference
www.CollegeCareer.org
June 28-29 Orlando, FL
