Bibliography: Common Core State Standards (page 065 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Michael Feder, Chris Dede, Robert Rothman, Holly Rhodes, Malbert III Smith, Justin D. Boyle, P. Shawn Irvin, Partnership for Assessment of Readiness for College and Careers, Gerald Tindal, and Lindsey M. Burke.

Smith, Malbert III; Schiano, Anne; Lattanzio, Elizabeth (2014). Beyond the Classroom, Knowledge Quest. We are at a transformative moment in education with the almost universal adoption (forty-five states, the District of Columbia, and four territories) of the Common Core State Standards (CCSS). As we move from adoption to implementation of these standards across the country, the climate for educational reform has led to expectations of change that are unprecedented in scope. As educators and policymakers embark on implementing these new standards, they are seeking ways to effectively maximize the use of existing resources and strengthen partnerships in both the public and private sectors. There is no doubt that school and public libraries and librarians across this country play an essential role in reaching this "Holy Grail." With the implementation of the CCSS, libraries should be one of the most valued and trusted resources for teachers, parents, and students. Why are school and public libraries so well positioned to take on this role? A look at the six critical shifts from previous standards to the Common Core State Standards for English Language Arts and Literacy (EngageNY n.d.) brings this connection to light. Other than classroom teachers, no other professionals are so well suited to address these core issues as librarians are. The CCSS Initiative stresses the importance of text complexity if we are to successfully prepare students for reading demands after high school. The Common Core cites Lexile measures as key indicators of text complexity and provides recommended Lexile grade bands for reading development to ensure students are on track for college and career text demands. Consistent with the conceptual triangle of text complexity, the Lexile Framework was created within the transactional nature of students' relationship with text. Unlike some quantitative text-complexity tools that are just "text-centric," the Lexile Framework was created through a conjoint measiurement model of both reader text. The Lexile Framework for Reading provides a common developmental scale and measure to match readers with resources and activities that are targeted to readers' ability levels.   [More]  Descriptors: State Standards, Program Implementation, Models, Reading Programs

Abdul-Alim, Jamaal (2012). The Art of Education, Diverse: Issues in Higher Education. Dr. Robert F. Sabol, professor of visual and performing arts at Purdue University says that art education has suffered some serious setbacks since No Child Left Behind–the landmark federal education law that put a greater emphasis on high-stakes testing. Since No Child Left Behind became law in 2002, school systems–under increased pressure to raise student proficiency rates in the "core" subjects of reading and math–have less money to spend on materials such as paint and clay, and art instructors have less time to teach students what to do with those things, a Sabol study found. But now–as the Obama administration grants states more flexibility under No Child Left Behind and state and local educators work to implement a new set of education standards known as the Common Core State Standards–art educators are hopeful that they can restore art education to what they believe is its rightful place.   [More]  Descriptors: High Stakes Tests, State Standards, Art Education, Federal Legislation

Rothman, Robert (2012). Laying a Common Foundation for Success, Phi Delta Kappan. For decades, the American elementary and secondary education system has operated somewhat as the railroads did before Lincoln's day, with each state setting its own expectations for what students should know and be able to do. To address that problem, nearly every state, with little fanfare, has adopted the Common Core State Standards for student learning in English language arts and mathematics. These standards spell out the knowledge and skills all students are expected to acquire in order to be prepared for college and careers by the time they graduate from high school. By setting common expectations states have made it possible for students everywhere to graduate from high school prepared for postsecondary education.   [More]  Descriptors: Academic Standards, State Standards, Elementary Secondary Education, Language Arts

Higgins, Ryan M. (2013). Examining Alignment: National and Local Assessments and the Common Core State Standards in Mathematics, ProQuest LLC. In support of the national movement to improve mathematics instruction and assessment, states and districts are looking for the best tools to measure student progress toward proficiency. There is a national dialogue about how to use 8th-grade measurements like ACT EXPLORE and NAEP as predictors of student success and school accountability. This dissertation shares research that examined alignment of district and national assessments to the 8th-grade Common Core State Standards in Mathematics (CCSSM). Three research questions were examined in this study to determine the extent of content validity and mathematical practice representation in three 8th-grade assessments compared to the CCSSM. The three assessments were: the ACT EXPLORE, the 2009 NAEP released mathematics items, and the Jefferson County Public School (JCPS) district interim assessments. The study utilized a mixed methods research design to answer the three research questions. To determine the extent of content validity in application to the 8th-grade CCSSM content standards, a quantitative principal component analysis to determine domains represented by assessment items was performed on the JCPS interim assessments and the ACT EXPLORE. Qualitative alignment data were gathered from the three assessments utilizing the Webb Alignment Tool (WAT), which also resulted in quantified data. To analyze the representation of the mathematical practices in the three assessments, the researcher used a method similar to that identified in the WAT to determine which practices each assessment item included. Thus, the mathematical practices were analyzed utilizing both qualitative and quantitative data and also included a meeting with content experts to discuss results of the data gathered. Findings of the study indicated that the JCPS interim assessments were considered well aligned to the 8th-grade CCSSM content standards. However, the ACT EXPLORE and 2009 NAEP released items did not align with the 8th-grade CCSSM. Further analyses of the two national exams revealed a higher level of alignment with the 7th-grade CCSSM content but warrant further analysis. Due to a lack of methodological support for identifying the mathematical practices, no results were reported regarding the level of representation of the practices in each of the assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Mathematics Instruction, Mathematics Tests, Student Evaluation, Measurement Techniques

Boyle, Justin D. (2012). A Study of Prospective Secondary Mathematics Teachers' Evolving Understanding of Reasoning-and-Proving, ProQuest LLC. Proof is a foundational mathematical activity that has been underrepresented in school mathematics. The recently adopted Common Core State Standards in Mathematics includes eight process standards, several of which promote the inclusion of reasoning and proof across all grades, courses, and students. If students are to reach the expectations recommended by mathematics researchers and explicitly identified in the Common Core State Standards, then students will need opportunities to construct and validate proof arguments. However, secondary students find it challenging to validate arguments and produce proofs and do not know what a mathematical proof is. Furthermore, those preparing to be secondary mathematics teachers in undergraduate mathematics courses are unable to construct proofs on a consistent basis, and practicing secondary teachers possess a limited conception of proof. A six-week graduate-level course was taught with the purpose of increasing practicing mathematics teachers' knowledge, expanding their conceptions of reasoning and proof, and preparing them to create similar experiences for their students. Research was conducted on the course to study the participants' evolving understanding of reasoning-and-proving. The results suggest that: 1) the course was successful at expanding the participants conception of proof; 2) the prospective teachers encountered five challenges when asked to write proofs that are at the secondary mathematics level; 3) specific types of arguments were challenging for participants to classify as proofs or non-proofs; and 4) even though the participants were skillful in selecting high-level tasks that they could modify to include reasoning-and-proving opportunities, more work is needed to integrate such task across any secondary curricula. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Secondary School Mathematics, Mathematics Activities, Mathematical Logic, State Standards

Webb, Krista Faith Huskey (2014). Secondary Social Studies Teachers' Experiences Implementing Common Core State Literacy Standards: A Phenomenological Study, ProQuest LLC. The purpose of this phenomenological study was to examine the experiences of secondary social studies teachers who implemented Common Core State Standards for English Language Arts & Literacy in history/social studies, science and technical subjects in social studies courses requiring End of Course Tests at secondary schools in one suburban district in Georgia. Ten teachers of United States history and economics courses participated in this study. Data was collected through questionnaires, reflective online journaling, documents, individual interviews, and focus groups. Analysis was conducted using transcription, thematic coding, textural and structural descriptions, and a composite description of the essence of the experiences. Findings included teachers used creative lesson plans, primary source documents, and writing to implement the literacy standards. Teachers expressed a need for professional development, concerns about students' knowledge and understanding of complex vocabulary and students' reading skills, and lack of alignment between the summative assessment instrument and the literacy standards. Economics teachers had a difficult time finding appropriate materials for the implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Social Studies, Secondary School Teachers, Teaching Experience, Common Core State Standards

Burke, Lindsey M. (2012). States Must Reject National Education Standards while There Is Still Time. Backgrounder, No. 2680, Heritage Foundation. For four and a half decades, the federal role in education has been growing. Costly in terms of taxpayer dollars spent and local control of education lost, this expanding federal control has failed to improve outcomes for America's children. National standards will further expand Washington's role–and will remove parents from decisions about the content taught in their children's schools. Yet the Obama Administration is intent on nationalizing the content taught in every public school across America. Without congressional approval, the Administration has used a combination of carrots and sticks to spur states to sign on to the Common Core State Standards Initiative. Common Core includes costly and questionable national standards for English and math, and federally funded national assessments have been crafted to align with the standards. State leaders who believe in limited government and liberty should resist the imposition of national standards and tests in their states.   [More]   [More]  Descriptors: Public Schools, State Standards, Federal Regulation, National Standards

Partnership for Assessment of Readiness for College and Careers (2012). Connecting the Dots: Postsecondary's Role in Preparing K-12 Students. For the first time in the nation's history 46 States and the District of Columbia have agreed that all K-12 students will be educated along a common continuum of high academic expectations known as the Common Core State Standards (CCSS). Having clear, consistent standards in English language arts/literacy and mathematics will help ensure that all students, regardless of zip code, graduate fully prepared to succeed in college, careers and life. This brief document provides an overview of postsecondary's role in preparing K-12 students. The document also offers a great amount of information about a variety of efforts and ways higher education institutions can contribute to K-12 efforts and collaborate with K-12 educators to help ensure students are prepared for successful entry into and experiences with higher education. [The following contributed both content and expertise to this report: Chad Colby, Deborah Grossman-Garber, Zakiya Lee, Karen Nicodemus, Callie Riley, and Debra Stuart.]   [More]  Descriptors: Postsecondary Education, Elementary Secondary Education, College Role, College School Cooperation

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald (2012). easyCBM CCSS Math Item Scaling and Test Form Revision (2012-2013): Grades 6-8. Technical Report #1313, Behavioral Research and Teaching. The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10 progress monitoring and 3 benchmark) five items were selected for removal based on statistics indicating less than optimal functioning. Items from the current pilot were used to replace the five selected items. Additionally, five items previously written to the National Council of Teachers of Mathematics Focal Point Standards, but rated as aligned with the CCSS, were added to each form. Finally, an additional fifteen items were included in benchmark tests to link forms across grades, in preparation for future vertical scaling of tests. Common items were also included between benchmark forms within each grade for planned horizontal scaling analyses.   [More]  Descriptors: Curriculum Based Assessment, Mathematics Tests, Academic Standards, State Standards

August, Diane; Branum-Martin, Lee; Cárdenas-Hagan, Elsa; Francis, David J.; Powell, Jennifer; Moore, Sarah; Haynes, Erin F. (2014). Helping ELLs Meet the Common Core State Standards for Literacy in Science: The Impact of an Instructional Intervention Focused on Academic Language, Journal of Research on Educational Effectiveness. The goal of this study was to assess the effectiveness of an intervention–Quality English and Science Teaching 2–designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in seven middle schools were randomized within teacher to the intervention or the control condition. Treatment effects were tested separately for academic language and science knowledge. For the whole group, results indicated posttest differences favoring the treatment group sections were statistically significant for academic language and science. For ELLs however, posttest differences favored the treatment group for academic language only. Follow-up analyses investigating implementation found that treatment fidelity was related to gains in both academic language and science knowledge for the group as a whole and for ELLs. Effect sizes suggest the intervention was promising in promoting the academic language in science of both ELLs and their English proficient classmates.   [More]  Descriptors: English Language Learners, State Standards, Academic Standards, Intervention

Dede, Chris, Ed.; Richards, John, Ed. (2012). Digital Teaching Platforms: Customizing Classroom Learning for Each Student. Technology & Education, Connections (TEC), Teachers College Press. The Digital Teaching Platform (DTP) brings the power of interactive technology to teaching and learning in classrooms. In this authoritative book, top researchers in the field of learning science and educational technology examine the current state of design and research on DTPs, the principles for evaluating them, and their likely evolution as a dominant medium for educational improvement. The authors examine DTPs in light of contemporary classroom requirements, as well as current initiatives such as the Common Core State Standards, Race to the Top, and the 2010 National Educational Technology Plan. This up-to-date volume shows how a fully fledged DTP supports classroom teachers with tools for: (1) Creating lessons and assignments; (2) Displaying and evaluating student work; (3) Generating student progress reports; and (4) Managing group discussions and activities.   [More]  Descriptors: Technology Planning, State Standards, Educational Improvement, Educational Technology

Gewertz, Catherine (2012). Test Group Rethinks Questions, Education Week. A group that is developing tests for half the states in the nation has dramatically reduced the length of its assessment in a bid to balance the desire for a more meaningful and useful exam with concerns about the amount of time spent on testing. The decision by the Smarter Balanced Assessment Consortium reflects months of conversation among its 25 state members and technical experts and carries heavy freight for millions of students, who will be tested in two years. The group is one of two state consortia crafting tests for the Common Core State Standards with $360 million in federal Race to the Top money. From an original design that included multiple, lengthy performance tasks, the test has been revised to include only one such task in each subject–mathematics and English/language arts–and has been tightened in other ways, reducing its length by several hours.   [More]  Descriptors: State Standards, Test Length, Questioning Techniques, Test Construction

Rhodes, Holly; Feder, Michael (2014). Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary, National Academies Press. The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives–the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS)–are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. "Literacy for Science" is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. "Literacy for Science" articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. "Literacy for Science" will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience. The following are appended: (1) Workshop Agenda; (2) Registered Workshop Participants; and (3) Biographical Summaries of Steering Committee Members and Workshop Speakers. [The content of this document was prepared by the Steering Committee on Exploring the Overlap Between Literacy in Science and the Practice of Obtaining, Evaluating, and Communicating Information; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Research Council.]   [More]  Descriptors: Language Arts, English Instruction, Science Instruction, Academic Standards

Anderson, Daniel; Irvin, P. Shawn; Patarapichayatham, Chalie; Alonzo, Julie; Tindal, Gerald (2012). The Development and Scaling of the easyCBM CCSS Middle School Mathematics Measures. Technical Report #1207, Behavioral Research and Teaching. In the following technical report, we describe the development and scaling of the easyCBM CCSS middle school mathematics measures, designed for use within a response to intervention framework. All items were developed in collaboration with experienced middle school mathematics teachers and were written to align with the Common Core State Standards. Items were calibrated to a common, vertical scale spanning grades 6-8. The results of the scaling analysis were then used to assemble items into 13 comparable alternate test forms in each grade, with 10 designated for progress monitoring and 3 designated for seasonal benchmarking. Evidence of alternate form equivalence is provided through both test characteristic curves (TCCs) and test information functions (TIFs). Individual item functioning is reported in appendices by both the total pool of items piloted and by test form. The following are appended: (1) Training Materials; (2) Item Statistics; (3) Item Statistics by Test Form; (4) Distractor Statistics; and (5) Distractor Statistics by Form.   [More]  Descriptors: Curriculum Based Assessment, Middle Schools, Mathematics, Mathematics Tests

Anderson, Daniel; Rowley, Brock; Alonzo, Julie; Tindal, Gerald (2012). Criterion Validity Evidence for the easyCBM¬© CCSS Math Measures: Grades 6-8. Technical Report #1402, Behavioral Research and Teaching. The easyCBM¬© CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM¬© CCSS Math tests by evaluating the relation between students' scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10th edition (SAT-10). High correlations between the two would provide evidence for the validity of the easyCBM¬© CCSS Math Measures, while a low relation would provide evidence that the measures are targeting different constructs and/or functioning differently. We explore the relation between the measures using both correlational and regression analyses. Results suggest a high relation between the measures, adding to the validity evidence for the easyCBM¬© CCSS Math measures.   [More]  Descriptors: Curriculum Based Assessment, Mathematics Tests, Validity, Academic Standards

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