Common Core State Standards Initiative

Common Core State Standards Initiative History and Context 2 Failed efforts at national standards and tests by Presidents George H.W. Bush and Bill Clinton NCLB has underscored extreme – and indefensible – differences in proficiency standards among states Global economic competition and interest in international benchmarking has fueled demand for national standards among business leaders, governors and state education leaders Nobody wants the federal government to develop standards and tests American Diploma Project Network had demonstrated the feasibility of a state-led approach to common standards and assessments

The ADP Network: 35 States Working to Improve Postsecondary Preparation 3

ADP Research Documents an Expectations Gap 4 In many states, students can earn a high school diploma without the skills necessary for success in college and careers. ≠ What students are typically expected to know at the end of high school, as defined by state standards, required curriculum and assessments The knowledge and skills demanded by postsecondary and employers for successful first-year students and new employees. RESULT

The College- and Career-Ready Policy Agenda 5 Align high school standards with the demands of college and careers. Require students to take a college- and career-ready curriculum to earn a high school diploma. Build college-and career-ready measures into statewide high school assessment systems. Develop reporting and accountability systems that promote college and career readiness for all.

31 States Have Adopted College- and Career-Ready Standards 6Source: Achieve Survey/Research, 2010 Though each state defined its own standards, there is a clear core of common expectations among them

21 States and DC Require a College- and Career-Ready Diploma 7Source: Achieve Survey/Research, 2010

15 ADP States Developed a Common Algebra II End of Course Exam That Measures Readiness for College Algebra 8Source:

Defining College & Career Readiness 9 College includes any education beyond high school leading to a postsecondary credential Careers of interest provide a family-sustaining wage and pathways to advancement….and typically require education or training beyond high school College-ready means prepared to enter and succeed in entry- level credit-bearing courses without remediation Research by conducted by ADP and independently by ACT found preparation for college or workforce training programs required comparable levels of skills in reading and mathematics

Types of evidence used to define college ready knowledge and skills 10 Relationship between performance on skills measured by ACT and SAT, and success in first year courses Analysis of syllabi in first year credit bearing math courses (college algebra) Curriculum Surveys – what is taught in first year courses Surveys of college faculty – what skills they think are most essential for success in the first year course they teach Focus groups with college and high school faculty Examination of college level work

Process and Timeline 11 Core writing teams in English Language Arts and Mathematics External and state feedback teams provided on-going feedback to writing teams throughout the process Draft College- and Career-Ready standards released for public comment October 2009 Draft K-12 standards released for public comment on March 10, 2010 Validation Committee of leading experts reviews standards Revisions being made in response to feedback

12 Overview of Draft High School Mathematics Standards The high school mathematics standards: Are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability Call on students to practice applying mathematical ways of thinking to real world issues and challenges Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions Include standards that are beyond the college and career readiness level but are necessary for STEM careers.

13 Overview of Draft Writing Strand Writing Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research—short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C)

14 Overview of Draft Reading Strand Reading Key Ideas and Details: Read closely to determine what the text says explicitly and make logical inferences from it Craft and Structure: Assess how point of view or purposes shapes the content and style of a text Integration of Knowledge and Ideas: Synthesize and apply information presented in diverse ways (e.g., through words, images, graphs, and video) in print and digital sources in order to solve problems, answer questions Range and Complexity: Read complex texts independently, proficiently and fluently, sustaining concentration, monitoring comprehension, and when useful, rereading

15 Overview of Speaking and Listening Strand Speaking and Listening Focus on speaking and listening in a range of settings, both formal and informal—academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Media and Technology are integrated throughout the standards.

16 Overview of Draft Reading Standards for History/Social Studies Reading Standards for History/Social Studies Key Ideas and Detail: Cite specific textual evidence to support analysis of primary and secondary sources Craft and Structure: Analyze, evaluate, and differentiate primary and secondary sources Integration of Knowledge and Ideas: Integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event

17 Overview of Draft Reading Standards for Science Reading Standards for Science Key Ideas and Detail: Cite specific textual evidence to support analysis of scientific and technical texts Craft and Structure: Analyze the scope and purpose of an experiment or explanation and determine which issues remain unresolved or uncertain Integration of Knowledge and Ideas: Synthesize information in different formats by representing complex information in a text in graphical form (e.g., a table or chart) or translating a graphic or equation into words

18 Common Core State Standards Initiative: Next Steps State Adoption Final standards released end of May Governing body, process and timing of formal consideration for adoption varies by state Federal incentives for state adoption Race to the Top State Grants – incentive for states to commit to adopt Common Core by end of 2010 Race to the Top Common Assessment Consortium grants – requirement that participating states adopt Common Core by end of 2011 Postsecondary institutions and systems should participate in state decision making If a student meets the college- and career-ready standards, will he/she be prepared to succeed in entry-level credit bearing courses?

19 Common Core State Standards Initiative: Next Steps Development of Common Assessment Aligned to Common Core Standards Race to the Top Common Assessment Grants Likely to award two multi-state consortia each $150 million to develop common assessments aligned to common core standards Will include high school level exams that assess whether a student has meet college-ready standards –Intent is that postsecondary institutions will use results of assessments as part of determination of placement into credit-bearing vs. remedial course Postsecondary institutions and systems in each participating state must be closely involved in the development of the assessments for this to work Model is Early Assessment Program developed jointly by CSU and California Department of Education High School juniors who score high enough are notified they will be placed into credit bearing course

Benefits to Higher Education of Common Standards and Assessments 20 Improved preparation of incoming students – from all states Better information about the preparation of incoming students Reduced remediation rates Increased degree attainment rates Clear guidance for teacher preparation programs regarding content and skills teacher at each grade must be prepared to teach

Common Core State Standards Initiative