Common Core State Standards Initiative

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* Common_Core_State_Standards_Initiative (dutch)

Contents

General

  • Development in the USA, starting in 2009
  • Develop a common core of state standards in English-language arts and mathematics for grades K-12

Background

The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board. Governors and state commissioners of education from across the country committed to joining a state-led process to develop a common core of state standards in English-language arts and mathematics for grades K-12. The first step of this initiative is developing college- and career-readiness standards followed by K-12 standards.

These standards will be research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills. The NGA Center and CCSSO are coordinating the process to develop these standards and have created an expert validation committee to provide an independent review of the common core state standards, as well as the grade-by-grade standards.

Discussion 2014

  • Robert Rothman ("Core of the Matter: Common Core Assessments: Cause for Concern?", july 2014)

Four years after they were released, the Common Core State Standards have become one of the hottest political issues in the United States, igniting fierce debates, protest marches, and impassioned (though not always factual) speeches and articles. Three states, Indiana, Oklahoma, and South Carolina, have moved to rescind their adoption of the Common Core and replace them with home-grown standards, and other states are poised to join them.

One set of clues about states' intentions to implement the Standards are the decisions states are making about the assessments they will use to measure student progress toward the Common Core State Standards. These decisions are critical. If an assessment does not measure the full breadth of what the Standards expect, the information they provide to students, parents, and teachers about the extent to which students have learned what they were expected to learn will be misleading. In addition, research has shown clearly that when standards and tests diverge, teachers (quite understandably) focus on what is tested, rather than what the standards say.

The early indications raise some red flags. Only 42 percent of students live in states that plan to use tests developed by one of two state consortia (the Partnership for Assessment of Readiness for College and Careers, or PARCC, and the Smarter Balanced Assessment Consortium) that are creating assessments specifically designed to measure the Common Core. The other 58 percent live in states that are using other tests or haven't made up their minds. The situation is even more disturbing at the high school level. Seven states that are using consortia tests in grades three through eight will use a different test in high school.


References

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