The National Association of Secondary School Principals (NASSP) supporting school leaders in helping all students become college and career-ready and to succeed in post-secondary education and training
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...
"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
"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."
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.
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.
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.
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.
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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