“Mounting evidence clearly shows that our educational performance is not just a challenge of poverty, it’s an American challenge. Many middle class schools in the U.S. are not yet producing students ready to compete in the global economy.”
A new test from the Organisation for Economic Co-operation and Development (OECD) will let individual schools see how their achievement ranks compared to schools in other countries around the world.
According to a recent report released by the nonprofit educational organizationAmerica Achieves, it’s not just low-income schools in the U.S. that have poor performance—it’s the country’s middle-class students, too.
Beginning in the fall, public school students will be encouraged to think more critically, write more convincingly and spend more time discussing the "why" of a math problem instead of just the "how-to."The new approach to teaching and learning...
Why do people insist on viewing the Standards as inconsistent with teacher creativity and choice? I am baffled by such uncreative thinking. That's like saying the architect cannot be creative becau...
Mel Riddile's insight:
"When I hear everyone endlessly whining about what harm the Standards are doing to creative teaching it has the opposite effect on me that you intend. I think: boy, how unimaginative those teachers are. Glad my kid doesn’t have them."
The Common Core State Standards will require new assessments that measure students’ abilities to design and conduct investigations, analyze data, draw valid conclusions, and report findings—the kinds of deeper learning competencies necessary in the twenty-first century. But developing these new assessments poses challenges, particularly around funding. How can states and districts support the development and implementation of new assessments that might be more costly than current tests? What might make these assessments more affordable?
The lead writers of the math common-core standards have developed new "publishers' criteria" intended to guide the development and selection of instructional materials.
More than just working problems!
Over the course of any given year of instruction, each mathematical practice standard is meaningfully present in the form of activities or problems that stimulate students to develop the habits of mind described in the practice standards.
Materials provide sufficient opportunities for students to reason mathematically and express reasoning through classroom discussion, written work, and independent thinking.
Materials attend thoroughly to those places in the content standards that explicitly set expectations for multistep problems. Such problems are not scarce in the materials. Some or many of these problems require students to devise a strategy autonomously.
Each math problem or exercise has a purpose, whether to teach new knowledge, bring misconceptions to the surface, or engage the student in math practices.
Materials that devote roughly equal time to each content standard do not allow teachers and students to focus where necessary, as the standards "are not written at a uniform grain size."
There is variety in what students are asked to produce, including answers and solutions, arguments, explanations, diagrams, and mathematical models.
Parents will soon be told whether their children are “on the road” to college readiness based on cut scores on tests of the new Common Core standards. But there is no evidence the scores will have any meaning.
In many U.S. schools, students struggling the most in mathematics at the start of high school have the worst odds of getting a qualified teacher in the subject, new research finds.
Succeeding in freshman-level mathematics is critical for students to stay on track to high school graduation, with students who make poor grades in math in 8th and 9th grades more likely to leave school entirely.
Just about every new product to hit the edtech space is touting that it is “aligned with Common Core standards” as a prime feature. But how can schools be sure these companies aren’t just finessing existing features to fit broad CCCS definitions?
"Many people still hold to the belief that nonfiction writing is “just the facts,” often synonymous with formulaic, dull writing. Nothing could be further from the truth! For years, authors of all genres have honed their writing by reading literary nonfiction by the likes of David McCullough, Anna Quindlen, John McPhee, Susan Orlean, and so many others."
During a two-hour visit, Chancellor Dennis Walcott, Regents Chancellor Merryl Tisch, and State Education Commissioner John King sat in on an English class and watched sixth-graders identify specific words that illustrated the theme of a poem about mushrooms. In a math class, they saw five students present different solutions for the same problem, then heard the teacher explain that one strategy of problem-solving might make more sense for one student, or in one situation, than another.
“Three nonselective high schools in Fairfax, Va., outperformed the average of virtually every country in the world.” One of them, W.T. Woodson, outperformed every region in the world in reading, except Shanghai."
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