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Mel Riddile
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WASHINGTON - January 9, 2013 - Achieve, in partnership with College Summit, the National Association of Secondary School Principals (NASSP), and the National Association of Elementary School Principals (NAESP), has released a series of action briefs on the role of school counselors, secondary school leaders, and elementary school leaders in the implementation of the Common Core State Standards (CCSS).
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Mel Riddile
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Teachers think they're preparing students for higher education, but the reality those students encounter paints a different picture.
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Mel Riddile
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A cadre of critics — from conservative broadcaster Glenn Beck to Diane Ravitch, a newly prominent defender of traditional public education — — from Glenn Beck, the conservative broadcaster, to Diane Ravitch, a newly prominent...
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Algebra: Students struggle with Common Core Aligned Tests
Dr. John Barge
"The Georgia Department of Education (GaDOE) has heard from a number of districts and schools concerning the Coordinate Algebra EOCT results. We understand that student achievement, as indicated by the scores, is less than desired. It is important, however, to remember that this is our first assessment that has been specifically designed to send a clear signal of college and career readiness. These results reflect the increased rigor of the content standards as well as the increased expectations for student achievement and are not unlike other indicators of college and career readiness for our state."
The main areas where students struggled include: - Representing functions/equations as graphs or words: understanding what they mean and generalizing interpretations
- Using tables: equations representing relationships, conclusions, and specifying data (generalized), extending findings from the table; generalizing the interpretation of results
- Geometry and the coordinate plane: graphing, applying geometric shapes, and transformation using the coordinate plane
- Exponents, especially functions with time change and graphing and interpreting them
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The Council of the Chief State School Officers cites the need to focus its energy on helping states implement common standards in mathematics and English/language arts.
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A new study says most states have not aligned their math high school graduation requirements or course of study with the Common Core Standards.
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"The standards provide a road map of where students ought to be in math and English as they move from kindergarten through 12th grade, and one goal is to promote critical thinking as opposed to rote memorization."
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The increase, which follows more than two decades of slow growth in college completion, appears to be driven by the recent recession and the creation of new types of jobs.
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Given that 20 states and most test publishers (CTB, ETS, NWEA, Measured Progress, Pearson, Scholastic, Scantron, Cambium-Voyager) currently report student reading ability on the Lexile scale from MetaMetrics, it seems like a logical choice for a common reference point. In addition to test publishers, all the major text and trade book publishers have elected to use Lexile measures as a way to describe text complexity.
Instructional companies are building intervention and instructional programs around Lexile measures. For example, Scholastic Reading Inventory and Curriculum Associates' i-Ready have also linked their assessments with the Lexile Framework illustrating the practicality of a common scale.
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Republican Gov. Rick Perry of Texas today signed legislation to rewrite state graduation requirements, reducing from 15 to five the number of end-of-course exams students must pass to earn a high school diploma.
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Mel Riddile
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Recently, I had a conversation with a group of math coaches who are working with elementary teachers on implementation of the Common Core Standards for Mathematics. The discussion turned to a description of rigor in the classroom. The coaches commented that many of their teachers were confused by exactly what was meant by teaching and learning with rigor. The coaches weren’t sure how to respond.
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This study examines Ohio’s current math content standards in comparison to TIMSS, PISA, high performing international counterparts, and the recently released Common Core. Specifically, it examines whether the state’s standards are “a mile wide and inch deep.”
Ohio’s standards generally are less focused than the international comparisons, not very aligned to TIMSS and PISA, and have lower cognitive expectations.
The CCSS have greatly increased that focus by reducing the number of topics in the analyzed grade levels while increasing the levels of cognitive expectations.
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By Marc Tucker
"It takes time for states, districts, schools and teachers to absorb and put into practice a set of standards. Worldwide, 10 years is a common cycle."
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Debate over the subject's relevancy brews in several states even as the Common Core State Standards for mathematics expect students to master that content.
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Indiana Gov. Mike Pence's selections to the state school board could mean the common core is safe in the state.
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By Dr. Teresa Littrell McDaniel, Assistant Principal, Jackson (TN) Central-Merry Academy
The onset of the implementation of the Common Core State Standards has raised the awareness of educators regarding the rigor of instruction in many classrooms and the depth at which teachers engage students in rigorous curriculum.
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About a half-dozen years ago, governors and state education officials across the country grew concerned that their states had vastly differing expectations of what a high schooler should know.
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School Chiefs recommend "flexibility" in Common Core Implementation
The council wants states to be allowed to do the following: - Identify their lowest-performing schools at the end of this school year and maintain those designations and support through the assessment transition period (the 2013-14 and 2014-15 school years).
- Base teacher evaluations on measures other than the Common Core tests during the transition years and phase in the use of their educator evaluation systems in making personnel decisions.
- Decide which tests to use during the 2013-14 transition year and not be required to double test students.
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One of the things that drew me to the Common Core initially was its great potential as a platform to develop new, cool technologies that teachers all across the country could use to improve their i...
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Assessment Planner: Alignment to PARCC’s Blueprints and The Common Core | Partner in Education
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The standards are goals, not mandates. Teachers at individual schools will continue to decide what to teach and how to help children meet the basic goals.
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Elsewhere I have written about the potential power of narrative to help students understand and remember complex subject matter (Willingham, 2004 ; 2009). Now a new study ( Arya & Maul, 2012 )...
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