Parent Questions about the CCCS
Why did we switch? Where did it come from?
Every other year, The National Assessment of Educational Progress (NAEP) in Math, Reading, and Writing is given to randomly selected students in the U.S. Common Core advocates argue that long-term national NAEP results have been stagnant and that the significant differences in the rigor of the learning standards of each state were hindering equitable achievement of students in the U.S.
The state school chiefs and governors that comprise the Council of Chief State School Officers (CCSSO) and the National Governors' Association (NGA) recognized the need for consistent learning goals across states. Therefore, they coordinated a state-led effort to develop the Common Core State Standards. In 2010, the state of Connecticut adopted the standards in order to raise achievement levels and provide uniformity in school curricula and instruction among the States.
Former State Education Commissioner Mark K. McQuillan contended that “Connecticut’s standards are already high compared with many states. However, the National Standards Project provides an opportunity for all states to raise the bar, refocus instruction and to ensure that students are prepared to compete with students from throughout the world."
Kathleen Porter-Magee's testimony to the Wisconsin State Legislature's Committee on Education, delivered on May 22, 2013 sums up some of the benefits of the CCSS. See: http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2013/a-testimony-on-the-common-core-standards.html
Is it research-based?
That depends on whom you ask. According to the CCSS creators, the standards are based on scholarly research, curricula standards from high-performing countries, and findings from international testing, i.e. Trends in International Mathematics and Science (TIMSS). (See: http://www.corestandards.org/about-the-standards/frequently-asked-questions/#faq-2309for more information.)
A study at the University of Michigan found that states with standards that were already similar to the CCSS outperformed states whose standards were significantly different.(See http://edwp.educ.msu.edu/news/2012/study-supports-move-toward-common-math-standards/). Other advocates refer to evidence that the highest performing countries, such as Finland, Japan, and Korea, have a national set of rigorous standards. (See: http://asiasociety.org/education/learning-world/global-roots-common-core-state-standards.)
Yet, there is still significant debate about the effectiveness of the standards. A Brown Center report predicts that the CCSS will have little to no impact on student achievement. (See: http://www.brookings.edu/research/reports/2014/03/18-common-core-loveless).
Math Priority Clusters from Achieve the Core
Specifically For Parents:
Parent Roadmaps for the Common Core Standards - For grades K-8
Specifically For Teachers:
Engage New York (Extensive Curriculum and Assessment Resources for Math and ELA)
Smarter Balanced Released Items (Math and ELA)
SAS Curriculum Pathways - Online instructional tools aligned to the CCSS (all subjects)
Educore - Literacy Task Templates and Math and Literacy Lessons
New York Common Core Assessment Library
Achieve the Core
New York City Schools Teaching Resources - For all content areas and CCSS
Mathematics Assessment Project
Stanford History Group Lessons - For Social Studies Teachers
Beyond the Bubble: A New Generation of History Asessments - For Socila Studies Teachers
The Teaching Channel