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Info 101 – Common Core State Standards and the Race to the Top
After more than a year of development and building upon previously established college and career readiness standards, the Common Core State Standards have now been released.
You should know that…
• The standards were developed by the Council of Chief Public School Superintendents and the National Governors Association, with input from a wide range of teachers, parents, school administrators, civil rights and business leaders, and are designed to replace the various uncoordinated standards currently set by the High School. states.
• Only Texas and Alaska did not participate.
• The standards address English language arts (ELA), history/social studies, science and technology literacy, and math, K-12.
• All are “1) research and evidence-based; 2) aligned with college and job expectations; 3) rigorous; and 4) internationally comparable.”
• States are allowed to add up to 15% of their standards to fill any gaps.
If adopted nationally, as hoped, each state—that is, each district—would follow essentially the same curriculum guidelines, thus allowing a child to move smoothly from, say, a school in Oklahoma City to a school in Philadelphia. repeating a lot of material.
Meanwhile, state applications for the second round of the Race to the Top (RTTT) grant competition are being reviewed by the US Department of Education. In the first round, Pennsylvania was seventh; only Tennessee and Delaware won at that time. This time, 35 states and the District of Columbia are trying again.
At first, Secretary of Education Arne Duncan mandated the adoption of national standards to implement RTTT, but organizations such as the Association for Supervision and Curriculum Development were wary of such a mandate. As a result, adoptions now earn the state extra points per application.
Competition in this second round indicates that these 36 applicants are likely to adopt the Standards.
And we all owe it to all of us to read the Standards, which state “what students should understand and be able to do by the end of each grade.”
For example, you may find that instead of a list of required readings, the English Language Arts Standards include an appendix with suggestions for appropriate texts at each grade level. Exception: middle school juniors and seniors must study the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, Lincoln’s Second Inaugural Address, and a Shakespeare play.
At the same time, you would discover, for example, that third graders can describe characters in a story, sixth graders can compare different texts, and 11th graders can demonstrate their knowledge of grades 18, 19, and 20. -Major works in American literature throughout the centuries.
When it comes to writing, the standards indicate, for example, that a 5th grader can successfully write well-supported opinion essays, an 8th grader can write arguments based on relevant evidence, and adults can communicate complex ideas. ideas, concepts and information are clear.
Literacy levels for History/Social Studies and Science/Technical Standards in grades 6-12 include:
• Identifying aspects of the text that reveal the author’s point of view or purpose.
• Analyze the author’s purpose in explaining, describing a procedure, or discussing an experiment in the text, and identify the question the author wants to address.
Meanwhile, Math Standards require, for example, first graders to be able to solve word problems that require adding three whole numbers that total less than or equal to 20, and fifth graders to be able to handle fractions as opposed to denominators, 8- Grade 1 students use rational approximations of irrational numbers, and middle school students can apply the Remainder Theorem.
Of course, adoption will force states to make adjustments to standardized tests and curricula to align with the Standards. Is it worth it?
ED Hirsch, Jr., professor emeritus of education and humanities at the University of Virginia, founder and chairman of the Core Knowledge Foundation. says, “It’s just a welcome acknowledgment that a cumulative, grade-by-grade curriculum focuses on consistent content. , can lead to the high level of literacy that the nation needs. In short, the Common Core Standards represent a fundamental and long overdue revision of the dominant process-approach to U.S. literacy instruction.”
Meanwhile, Walt Gardner, a former Los Angeles Unified School District teacher and UCLA Graduate School lecturer, is now an education contributor to major newspapers and magazines. He writes, “National standards are not a panacea for the ills of public education, but they are a step in the right direction. There are always risks involved in undertaking a task of this magnitude. However, I believe they are worth taking. .”
The bottom line: these standards, developed by experts, will provide teachers with flexible guidelines to follow when designing lesson plans that meet the needs and interests of students.
And this is a plus, whichever way you look at it.
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