Common Core Standards
Common Core Standards
Heather L. Dudziak
MTE 501
February 14, 2011
Cristina Campisano
Common Core Standards
Today the federal government has taken a role as a promoter of educational opportunity to students with numerous disadvantages. These disadvantages range from poverty to discrimination based on race and sex, to special education needs or even language barriers (Umpstead, 2008). Funds are supplied by the federal government for specific programs to improve educational quality; however, there may not be enough funds to cover all that is needed to make improvements. This is the controversial debate over the No Child Left Behind Act (2001). This act assisted in setting priorities when it came to education, but the accountability measures made it difficult to “use assessments as levers for good practices” (Phillips & Wong, p.38). The Common Core Standards, developed by the education team at the Bill and Melinda Gates foundation, is an education initiative that follows the basis of standards-based education. The purpose is to provide a clear and consistent understanding of what students are expected to learn. College ready is the goal. With this, parents and teachers know exactly what they need to do to help students succeed. It will allow states to work from the same core and share with one another not only what works, but also how best to teach the core.
Fewer, Clearer, Higher Fewer, clearer, higher refers to the standards for math and literacy. These standards have been designed to allow teachers flexibility and manageability and to prepare students for college (Phillips & Wong, 2010). “Fewer” refers to the academic expectations for students. What is necessary to be successful and how can courses be organized to allow sufficient time to teach and learn core content? “Clearer” refers to states being sure that standards are comprehensible and coordinate with assessments used to determine progress and competency. “Higher”
Heather L. Dudziak
MTE 501
February 14, 2011
Cristina Campisano
Common Core Standards
Today the federal government has taken a role as a promoter of educational opportunity to students with numerous disadvantages. These disadvantages range from poverty to discrimination based on race and sex, to special education needs or even language barriers (Umpstead, 2008). Funds are supplied by the federal government for specific programs to improve educational quality; however, there may not be enough funds to cover all that is needed to make improvements. This is the controversial debate over the No Child Left Behind Act (2001). This act assisted in setting priorities when it came to education, but the accountability measures made it difficult to “use assessments as levers for good practices” (Phillips & Wong, p.38). The Common Core Standards, developed by the education team at the Bill and Melinda Gates foundation, is an education initiative that follows the basis of standards-based education. The purpose is to provide a clear and consistent understanding of what students are expected to learn. College ready is the goal. With this, parents and teachers know exactly what they need to do to help students succeed. It will allow states to work from the same core and share with one another not only what works, but also how best to teach the core.
Fewer, Clearer, Higher Fewer, clearer, higher refers to the standards for math and literacy. These standards have been designed to allow teachers flexibility and manageability and to prepare students for college (Phillips & Wong, 2010). “Fewer” refers to the academic expectations for students. What is necessary to be successful and how can courses be organized to allow sufficient time to teach and learn core content? “Clearer” refers to states being sure that standards are comprehensible and coordinate with assessments used to determine progress and competency. “Higher”
References: Phillips, V., & Wong, C. (2010). Tying Together the Common Core of Standards, Instruction, and Assessments. Phi Delta Kappan, 91(5), 37-42. Umpstead, R. R. (2008, April). The No Child Left Behind Act: Is it an Unfunded Mandate or a Promotion of Federal Educational Ideals? Journal of Law and Education, 37(2), 193-229.