But the quality of those academic expectations varied from state to state. States began writing their own standards after the 1983 report “A Nation at Risk” warned of a “rising tide of mediocrity” in American schools.
The push to create shared standards took shape in part because of a key failing of the standards movement that swept the country in the 1990s. Why did state leaders think we needed a set of common standards? Writers also shared the drafts with state departments of education, which reviewed them and provided feedback. Additional panels reviewed and provided feedback on the draft standards.
Under pressure from teachers’ unions, they added K-12 teachers.
To write the standards, they assembled “work groups” that included university professors, leaders of education advocacy groups, and experts from testing companies. The two main associations representing those leaders-the National Governors Association and the Council of Chief State School Officers-led the initiative to build state support. Governors and chief state school officers launched the official push for the standards at a 2009 summit in Chicago. The high school standards expect students to be able to construct an “informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.” Who organized the initiative? Who wrote the common-core standards? By 5th grade, children should understand the concept of volume and be able to relate it to the operations of multiplication and addition, as well as solve real-world problems involving volume. The standards expect kindergartners to be able to count to 100 by ones and by tens. math curricula to be “a mile wide and an inch deep.” Common-core math seeks to build a coherent sequence of topics and concepts across grades, and aims not only for procedural skill and fluency, but also mastery in applying math skills and in understanding math concepts. In 93 pages, the math standards emphasize a deeper focus on fewer topics, a response to research that found U.S. By the end of 6th grade, they should be able to build a coherent analysis of a text, citing evidence to back up their arguments. Here’s a taste of the literacy expectations: By the end of 2nd grade, students should be able to explain how images in an informational text contribute to its meaning. It also envisions a new, distributed responsibility for teaching literacy, asking teachers of all subjects to teach literacy skills that are unique to those disciplines. The 66-page English/language arts document emphasizes students’ ability to read complex literary and informational texts, and cite evidence from them in constructing arguments and interpretations. They’re not a detailed, day-to-day curriculum they’re a broad outline of learning expectations from which teachers or district leaders craft a curriculum. Pure and simple, they are descriptions of the skills students should have at each grade level in English/language arts and math by the time they finish high school. Here are some common questions and answers about the complicated phenomenon known as the common core: What are the common-core standards?
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