This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Felicia C. Smith, Rachel F. Quenemoen, Ed Finkel, Michelle Stephan, Jennifer Smith, Hilary McLean, Nancy Kober, Gayl Bowser, Joy Smiley Zabala, and Catherine Gewertz.
(2012). Common Core: Fact vs. Fiction, Instructor. Despite students' interest in informational text, it has played second fiddle in literacy instruction for years. Now, though, nonfiction is getting its turn in the spotlight. The Common Core State Standards require that students become thoughtful consumers of complex, informative texts–taking them beyond the realm of dry textbooks and self-selected reading. What has triggered the push for more informational text? For one, the goal of Common Core is to prepare students for college and career, both of which require a reservoir of knowledge about the natural, physical, and social world around them. And that's exactly what informational texts provide them. Another rationale can be summed up in one word: "assessment". The developers of the standards sought to align the instructional balance of literary and informational text with that of the National Assessment of Educational Progress (NAEP)–tests administered across the country at grades 4, 8, and 12. According to this model, fourth-grade students should receive a 50-50 balance between the two types of texts across the school day. Ready to master the basics of informational text and Common Core? This article provides answers to some commonly asked questions and offers a few ideas on how instruction in informational text could look like in the classroom. [More] [More] Descriptors: State Standards, Textbooks, Classroom Techniques, Information Literacy
(2012). Three Core Shifts to Deliver on the Promise of the Common Core Standards, State Education Standard. The Common Core State Standards (CCSS) were developed through an unprecedented, state-led initiative that drew on the expertise of teachers, parents, administrators, researchers and content experts from across the country. The Standards define a staircase to college and career readiness, building on the best of previous state standards in English language arts/literacy and mathematics and evidence from international comparisons and domestic reports and recommendations. Three core shifts in literacy and math, deeply grounded in the new standards themselves, offer ways to focus implementation on the few things that bring the most significant return for students. These shifts should guide all aspects of implementing the CCSS–including professional development, assessment design, and curriculum. Education leaders from state boards to building principals must now act to make the new standards a reality in classrooms. By describing these three core shifts, the authors aim to ensure that expectations for teaching and learning are clear, consistent, and tightly aligned to the goals of the Common Core standards themselves. [More] Descriptors: State Standards, Evidence, Expertise, Academic Standards
(2012). The Single Largest Education Donor Comes with Controversy, District Administration. For the last decade, in districts big and small, the Bill & Melinda Gates Foundation has emerged as the largest private funder of educational efforts. This began with an initiative around small schools in the early to mid-2000s, mostly abandoned now, and has gained traction in the past few years in areas such as teacher evaluation, the Common Core State Standards and district-charter collaboration. At a time when schools are more strapped financially than ever, it's hard for districts to refuse money from the foundation when offered, although it often comes with strings attached asking districts to follow reforms pushed by the foundation, including teacher evaluations and district-charter collaborations. Six districts–Denver, Pittsburgh, Tulsa, Atlanta, Memphis and Prince George's County–and an additional network of four charter management organizations in Los Angeles, have received grants from the Gates Foundation to put into place a three-part teacher evaluation system that incorporates feedback from principals and peer evaluators along with measures of student achievement. The foundation also provides funding for veteran teachers to serve as full-time mentors for those new to the profession. [More] Descriptors: Private Financial Support, School Districts, Responsibility, Philanthropic Foundations
(2012). GAISEing into the Common Core of Statistics, Mathematics Teaching in the Middle School. In education, it is common to set aside older curriculum documents when newer ones are released. In fact, some instructional leaders have encouraged the "out with the old, in with the new" process by asking teachers to turn in all copies of the older document. Doing so makes sense when the old curriculum document is incompatible with the new. However, when the two documents are complementary, a great deal can be lost by discarding the older curriculum. At this writing, the Common Core State Standards for Mathematics (CCSSM) themselves are new, influential, national curriculum guidelines. Although these standards will replace many current state requirements, some older curriculum documents are useful for helping to implement CCSSM and other middle school curricula. The GAISE report ("Guidelines for Assessment and Instruction in Statistics Education Report: A Pre-K-12 Curriculum Framework"), for example, contains valuable insight about teaching and learning the statistical content prescribed in CCSSM. This document, endorsed by the American Statistical Association, provides a framework for students' learning progressions that aligns well with CCSSM. CCSSM places a large amount of statistics content in the middle grades, thus charging middle school teachers with the responsibility of delivering a major portion of students' statistics education. In this article, the authors explain how GAISE is an important tool for practitioners who are working to implement CCSSM for statistics and probability in grades 6-8. [More] Descriptors: National Curriculum, Middle Schools, Elementary Secondary Education, State Standards
(2012). Leading Common Core Implementation, Principal. Kentucky is no stranger to education reform, having worked for the better part of 20 years on raising standards to improve student achievement. In 2009, the Kentucky General Assembly called for more rigorous standards to address high school graduates' college and career readiness. So when the National Governors Association and the Council of Chief State School Officers led states to develop Common Core State Standards (CCSS) in language arts and mathematics in 2010, Kentucky became the first state to adopt the standards. During the 2011-2012 school year, teachers in Kentucky implemented the standards in all grades and in the spring of 2012, students were assessed on CCSS. This article describes how Kentucky prepared principals to integrate the standards with leadership networks and a new technology platform. The implementation of CCSS in Kentucky has brought about systems change. Principals have had to communicate the changes to their education communities while providing teachers with the necessary resources for success. In developing principal and teacher capacity, working collaboratively, and supporting district and school planning processes, Kentucky will realize the intended vision of CCSS, with more children graduating prepared for success in college and career. [More] Descriptors: State Standards, Integrated Services, Principals, Educational Change
(2012). Opportunities for Students with Disabilities: From the Common Core Standards, State Education Standard. The Common Core State Standards (CCSS) represent an unparalleled opportunity for students with disabilities. But this opportunity will be realized only if states, districts, and schools approach the implementation of these standards with forethought and careful planning, particularly for students with disabilities. The CCSS were developed for all K-12 students, including those with disabilities. But people often ask whether this really means all students with disabilities who are served in public schools. Does it mean students with intellectual disabilities as well as those with learning disabilities? Does it include students with significant cognitive disabilities as well as those with milder disabilities? As these questions suggest, students with disabilities are a diverse group of students. Most of them are students whose disabilities should not interfere with them attaining the same standards and outcomes as students without disabilities–as long as they receive access to the curriculum with the supports and accommodations needed to reduce any barriers to learning due to their disabilities. From the beginning, the developers of CCSS declared that the standards were for all students, including those with disabilities. The standards developers created documents that clarified how the standards were to be applied to these groups of students. Recommendations for state policymakers to ensure that the opportunities of CCSS are realized for students with disabilities are offered. [More] Descriptors: Disabilities, State Standards, Educational Opportunities, Elementary Secondary Education
(2012). Pieces of the Puzzle: Factors in Improving Achievement of Urban School Districts. Education Outlook. No. 4, American Enterprise Institute for Public Policy Research. In one of the first large-scale analyses of urban trends on the National Assessment of Educational Progress (NAEP), the Council of the Great City Schools and the American Institutes for Research identified urban school systems that demonstrated high achievement or significant achievement gains on the NAEP, and examined possible factors behind these gains. The overarching goal was to identify variables that might be contributing to improvement in urban education nationwide, and to explore what is needed to accelerate these gains. The results demonstrated that improvement was less related to how well state and local standards aligned with NAEP frameworks, and more so to the instructional and organizational practices in the participating districts. These findings suggest broad implications for urban education reform, as well as the importance of strong instructional programming, leadership, and support for implementation of the new Common Core State Standards. (Contains 7 notes.) [For similar report, "Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress," see ED528220.] [More] Descriptors: Urban Schools, School Districts, National Competency Tests, Achievement Gains
(2012). Principal Prep for Common Core Gaining Traction, Education Week. A year ago, top officials in the school leadership world were worried. It seemed to them that principals were being overlooked in national conversations about how to get educators ready for the Common Core State Standards. But that is changing. The past six months have seen a surge of activity to acquaint principals with the new standards and teach them how to lead their staff members through the profound changes that are required to turn the new expectations into classroom instruction. The National Association of Secondary School Principals (NASSP) jumped into the void by partnering with the College Board to offer a series of six webinars that walked principals through some of the issues they will face as they work with their teachers to implement the new standards. The National Association of Elementary School Principals (NAESP) is also beginning to offer common-core information to its members. The group hired a full-time staff member devoted to the standards, compiled a "checklist" aimed at helping principals take stock of what they must do to move ahead with the new standards, and set up a Web portal to house its new stock of common-core resources. The two national principals' groups have conducted recent joint trainings in Georgia and Michigan, supported by the Council of Chief State School Officers and the James B. Hunt Institute, a North Carolina nonprofit that supports the common standards. The groups hope to offer more such trainings in states that want them. [More] Descriptors: Academic Standards, State Standards, Principals, Instructional Leadership
(2012). Secondary Mathematics Inclusion: Merging with Special Education, Mathematics Teaching in the Middle School. The merging of the fields of special education and mathematics was never meant to be a recent phenomenon. The true intention of the Individuals with Disabilities in Education Act (1975) was for students with disabilities to remain in the least restrictive environment. However, because mathematics is a content area with the greatest dependency on spiraling curriculum and cumulative knowledge, students with disabilities were often relegated to a self-contained classroom. This article reflects on the positive potential of a merger between general education and special education. With the Common Core State Standards in Mathematics (CCSSI 2010), students with disabilities will be included in math classes that have a higher emphasis on language, vocabulary, and critical thinking and processing skills. With this in mind, this article provides the most common ways that learning issues might present themselves in math class and practical ideas to address these issues. Examples of two co-teachers using various co-teaching approaches in a Standards-based middle school classroom are also given. [More] Descriptors: Academic Standards, State Standards, Special Education, Teaching Methods
(2012). California's Early Assessment Program: Its Effectiveness and the Obstacles to Successful Program Implementation, Policy Analysis for California Education, PACE (NJ1). The Early Assessment Program (EAP) has emerged as a national model for states seeking to design policies that increase the number of students who leave high school ready for college and careers. In addition, the two national consortia designing new assessments aligned to the Common Core State Standards have recognized the EAP as a model for the design of new high school assessments, which California will implement in 2014-15. The report was written by Hilary McLean of Capitol Impact, LLC. The report describes the key features of the EAP, with a particular focus on the ways in which the program can help to strengthen coherence and alignment in California's fragmented educational system. The report reviews the available research on the EAP and its impact on student access and success in post-secondary education, and identifies ways in which the program could be modified to increase its value to California students and educators. Statement Signed By California Diploma Project Signatories is appended. [More] Descriptors: State Standards, Program Implementation, Program Effectiveness, Educational Assessment
(2012). Accountability Issues to Watch under NCLB Waivers, Center on Education Policy. In September 2011, the Obama Administration invited states to apply for waivers of key requirements of the Elementary and Secondary Education Act (ESEA) as amended by the No Child Left Behind Act (NCLB). The Administration's waiver initiative offers states the flexibility to move away from the flawed provisions of NCLB, including several significant requirements intended to hold schools accountable for raising student achievement. The waivers also give states a chance to design new accountability systems that incorporate the Common Core State Standards (CCSS) and common assessments being developed with the leadership and cooperation of many states. As of September 1, 2012, the U.S. Department of Education (ED) had approved waiver applications from 33 states and D.C. These waivers will remain in effect through 2013-14, and states will have to request an extension for future years. This report highlights issues to watch over the next few years as states with waivers implement new accountability systems. For each of the issues discussed in this report, the authors have tried to consider the implications for public education systems, teachers, and students. The discussion must be speculative because the new systems are just getting underway, and key details have yet to be determined in some states. [More] Descriptors: State Standards, Accountability, Public Education, Elementary Secondary Education
(2012). Inequality for All: The Challenge of Unequal Opportunity in American Schools, Teachers College Press. "Inequality for All" makes an important contribution to current debates about economic inequalities and the growing achievement gap, particularly in mathematics and science education. The authors argue that the greatest source of variation in opportunity to learn is not between local communities, or even schools, but between classrooms. They zero in on one of the core elements of schooling–coverage of subject matter content–and examine how such opportunities are distributed across the millions of school children in the United States. Drawing on data from the third TIMMS international study of curriculum and achievement, as well as a six-district study of over 500 schools across the United States, they point to Common Core State Standards as being a key step in creating a more level playing field for all students. This book is divided into three parts: (1) Part I: The Inequalities that Permeate the American Educational System; (2) Part II: Factors that Shape Content Coverage and Increase Inequality; and (3) Part III: Facing the Consequences. Appended are: (1) Data Sources Used in This Book; (2) Mathematics Content Topics; and (3) Science Content Topics. [More] Descriptors: Equal Education, Achievement Gap, Mathematics Achievement, Science Achievement
(2012). Calif. Laws Shift Gears on Algebra, Textbooks, Education Week. New laws in California have set the state on a course for some potentially significant changes to the curriculum, including a measure that revisits the matter of teaching Algebra 1 in 8th grade and another that revamps the state's textbook-adoption process and hands districts greater leeway in choosing instructional materials. The algebra-related legislation, in particular, has been the subject of considerable debate. State officials say it aims to help clear up confusion among school districts about state expectations in the 8th grade with the Common Core State Standards, but critics contend that it will effectively end the state's long-standing embrace of Algebra 1 at that grade level. At issue are additions the state made before adopting the common core, essentially approving two sets of 8th grade math standards. The textbook measure, meanwhile, ends a budget-driven moratorium on adopting new instructional materials, and makes changes to that process, including stating explicitly that districts are free to spend state dollars on materials not on the state-approved list. Glen W. Thomas, a former state secretary of education under Gov. Arnold Schwarzenegger, Mr. Brown's Republican predecessor, praised the measure, saying it converts state adoption into "more of a "Consumer Reports" for districts." The author reports on how the measures give districts newfound flexibility over buying curriculum materials with state money and when to teach Algebra 1. [More] Descriptors: State Standards, Algebra, State Programs, Grade 8
(2012). The Common Core Standards: A Teacher Board Member's Perspective, State Education Standard. As the teacher representative on the Mississippi Board of Education, the author often has the opportunity to hear about many educational programs and initiatives during their early stages of development. One particular initiative presented to the state board in 2010 was the Common Core State Standards. After reading and studying the standards, the author quickly realized that significant changes in education would be coming soon. In the two years that have passed since the Common Core inauguration, she has gained a deeper understanding of just how much those changes will affect her, her students, and her own children. In her role as a board member, the word "state" is significant because for the first time in the history of America's education system, a large majority of states are collaborating for the common good of the students. By sharing common standards, teachers from all over the country will be able to hold all students to the same high level of academic achievement. The author trusts that through the standards, teachers will have the opportunity to improve, grow, and flourish in all areas of instruction. She is confident that the standards will help provide America's students with a solid and meaningful education that will lead them to success wherever their futures direct them. [More] Descriptors: Academic Achievement, State Standards, Academic Standards, Teacher Attitudes
(2012). AIM for Digital Equity, Learning & Leading with Technology. In a 2011 segment on CNN "Headline News," Doug Levin, CEO of the State Educational Technology Director's Association, asserted that the shift to Common Core State Standards, the prevalence of open content, and the rapid increase in the availability of mobile technology will soon make paper textbooks a thing of the past in U.S. schools. He predicts that within the next 10 years, school districts will be providing most textbooks and core instructional materials in electronic formats on mobile devices. If Levin's predictions are correct, the shift from print to digital text has the potential to offer greater access to information for a wide range of students who are unable to use traditional printed instructional materials effectively. There is, however, a danger with a shift from one format to another. If the haste to produce marketable digital materials results in little or no attention to broad usability, it is possible that the move to digital materials will create new barriers to access, participation, and achievement for these students. In this article, the authors point out that instructional materials should be universally designed to be flexible, accessible, and usable for students with and without disabilities. [More] Descriptors: State Standards, Educational Technology, Access to Information, Usability