Pickle, Maria Consuelo Capiral (2012). Statistical Content in Middle Grades Mathematics Textbooks, ProQuest LLC. This study analyzed the treatment and scope of statistical concepts in four, widely-used, contemporary, middle grades mathematics textbook series: "Glencoe Math Connects," "Prentice Hall Mathematics," "Connected Mathematics Project," and "University of Chicago School Mathematics Project." There were three phases for the data analysis. Phase 1 addressed the location and sequence of the statistical concepts. Phase 2 focused upon an examination of the lesson narrative, its components and scope. Phase 3 analyzed the level of cognitive demand required of the students to complete the exercises, and the total number of exercises per statistical concept. These three phases taken together provided insight into students' potential "opportunity to learn" statistical topics found in middle grades mathematics textbooks. Results showed that concepts, such as measures of central tendency, were repeated in several grades while other topics such as circle graphs were presented earlier than the recommendations in documents such as the National Council of Teachers of Mathematics Principles and Standards (2000) and the Common Core State Standards (2010). Further results showed that most of the statistical content was found in a chapter near the end of the book that would likely not be covered should time run short. Also, each textbook had a particular lesson narrative style. Moreover, most of the statistical exercises required low level cognitive demand of the students to complete the exercises, potentially hindering the development of deep understanding of concepts. [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: Statistics, Middle Schools, Textbooks, Content Analysis

Hinkle, Christine M. (2016). Political Skill: Principals' Self-Perception of Political Skill, ProQuest LLC. Purpose: The purpose of this study was to describe and determine the degree to which elementary school, middle school, and high school principals perceive their political skill, as measured by the Political Skill Inventory (PSI). A second purpose of the study was to determine if there was a difference for the perceived political skill of principals based on gender, as measured by the PSI. Methodology: A quantitative descriptive, comparative, and ex post facto research design was used to analyze the research questions regarding political skill of school administrators. The study used a survey method to collect data. A questionnaire was created to obtain demographic information and the use of the PSI to gather information on the four domains of political skill: social astuteness, interpersonal influence, apparent sincerity, networking ability. Of the principals in Southern California, 131 participated in the study. Findings: Overall, the respondents perceived themselves as having high political skill. Their mean average score was a 6 on a scale of 1-7. There was no significant difference in mean scores among elementary and high school principals based on gender whether male compared to female or compared to the same gender. A statistically significant difference exists in mean scores of middle school principals based on gender and school type. Male middle school principals scored higher in political skill compared to their female peers as well as to male elementary and high school principals. Conclusions: Based on the results, principals at all school levels of the K-12 systems scored high on political skill. These results are consistent with research that delineates the multiple roles of the principal and are supported by the ISLLC standards that emphasize the importance of the principal's ability to influence the organizational structure and culture of the school. The findings are also consistent with studies revealing that gender issues of school principals continue to persist in the 21st century, which include networking and mentoring opportunities for women. Recommendations for Actions: The researcher recommends that school districts and principal preparation programs address the type of support that programs provide to first-year principals and aspiring principals in the area of political skill as the shift to Common Core State Standards requires a shift in the mindset of teachers, parents, students, and community on how they teach their students. Additionally, districts should provide opportunities for females to network in formal and informal settings and explicitly provide mentors that will help grow professionally. [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: Elementary Schools, Middle Schools, High Schools, Principals

Doorey, Nancy; Polikoff, Morgan (2016). Evaluating the Content and Quality of Next Generation Assessments, Thomas B. Fordham Institute. Approximately one-third of American freshmen at two-year and four-year colleges require remedial coursework and over 40 percent of employers rate new hires with a high school diploma as "deficient" in their overall preparation for entry-level jobs. Yet, over the past decade, as these students marched through America's public education system, officials repeatedly told them, and their parents, that they were on track for success. They passed their courses, got good grades, and aced state annual tests. To put it plainly, it was all a lie. Imagine being told year after year that you're doing just fine–only to find out when you apply for college or a job that you're simply not as prepared as you need to be. Thankfully, states have taken courageous steps to address this preparedness gap. Over the past five years, every state has upgraded its K-12 academic standards to align with the demands of college and career readiness (CCR), either by adopting the Common Core State Standards (CCSS) or working with their own higher education and career training providers to strengthen or develop standards. New assessments intended to align to these more-rigorous standards made their debut in the past year or two, and, as was widely expected (and, indeed, inevitable), student proficiency rates are lower than on previous tests–often significantly lower. Of course, test scores that more accurately predict students' readiness for entry-level coursework or training are not enough. The content of state assessments, too, is an important predictor of the impact of those tests on what is taught and learned. In this study, the authors evaluate the quality of four standardized assessments–three new, multi-state assessments and a well-regarded existing state assessment–to determine whether they meet new criteria developed by the Council of Chief State School Officers (CCSSO) for test quality. These new criteria ask that evaluators take a deep look at whether the assessments target and reliably measure the essential skills and knowledge needed at each grade level to achieve college and career readiness by the end of high school. The authors evaluate English language arts/literacy and mathematics assessments for grades 5 and 8 for this quartet of testing programs: (1) ACT Aspire; (2) The Partnership for Assessment of Readiness for College and Careers (PARCC); (3) The Smarter Balanced Assessment Consortium (Smarter Balanced); and (4) The Massachusetts Comprehensive Assessment System (MCAS, 2014). Seven appendices are included: (1) Depth of Knowledge (DOK) of the Four Assessment Programs as Compared to the CCSS and Other Policy-Relevant Assessments; (2) Key Terminology; (3) The Methodology as Written; (4) Author Biographies; (5) Review Panelist Biographies; (6) Full ELA/Literacy and Math Ratings and Summary Statements (Grades 5 and 8); an (7) Testing Program Responses to Study and Descriptions of Test Changes for 2015-2016. [Foreword by Amber M. Northern and Michael J. Petrilli.]   [More]  Descriptors: Standardized Tests, State Standards, Test Items, Evaluation Criteria

EdSource (2010). California and the "Common Core": Will There Be a New Debate about K-12 Standards?. A growing chorus of state and federal policymakers, large foundations, and business leaders across the country are calling for states to adopt a common, rigorous body of college- and career-ready skills and knowledge in English and mathematics that all K-12 students will be expected to master by the time they graduate. This report looks at the history of efforts to create common education standards, in particular the Common Core State Standards Initiative. It also describes factors California may consider when deciding whether to adopt them. Highlights of this report include: (1) The Common Core is the latest effort to create rigorous, common academic standards among states; (2) California is supporting the concept of common standards, but state law calls for further review and leaves the adoption decision to the State Board of Education; (3) Issues surrounding the adoption include the quality of the Common Core standards and their relationship to the state's current standards as well as costs and other implementation concerns; and (4) Common Core or not, California might decide to review its current standards and expectations for students.   [More]   [More]  Descriptors: Elementary Secondary Education, Academic Standards, State Legislation, State Standards

Cohen, David K.; Bhatt, Monica P. (2012). The Importance of Infrastructure Development to High-Quality Literacy Instruction, Future of Children. Although the education community has identified numerous effective interventions for improving the literacy of U.S. schoolchildren, little headway has been made in raising literacy capabilities. David K. Cohen and Monica P. Bhatt, of the University of Michigan, contend that a major obstacle is the organizational structure of the U.S. education system. Three features in particular–the lack of educational infrastructure, a decentralized governance system, and the organization of teaching as an occupation–stymie efforts to improve literacy instruction. The authors emphasize that the education system in the United States has always been a patchwork of local school systems that share no common curricula, student examinations, teacher education, or means of observing and improving instruction. Although localities have broad powers over education, few have built the capability to judge or support quality in educational programs. The quality criteria that have developed chiefly concern teachers, not teaching. The decentralization and weak governance of U.S. schooling also deprives teachers of opportunities to build the occupational knowledge and skill that can inform standards for the quality of work, in this case instruction. And, unlike practitioners in other professions teachers have little opportunity to try to strengthen teaching quality by setting standards for entry to the occupation. Cohen and Bhatt review six types of organizational reforms undertaken over the past several decades to improve literacy and other academic outcomes for U.S. students. After briefly describing accountability, comprehensive school reforms, knowledge diffusion, improvement of human capital, and market-based reforms, the authors turn to the Common Core State Standards, an effort initiated by state governors and school leaders to raise student achievement. The authors conclude that the fundamental question about the Common Core, as with the other reforms they discuss, is whether educators and policy makers can mobilize the capability to help states and localities invent, adapt, and implement reliable ways to improve instruction.   [More]  Descriptors: Teacher Effectiveness, State Standards, Governance, Literacy

Achieve, Inc. (2010). Achieving the Possible: What Americans Think about the College- and Career-Ready Agenda. For years, state and local policymakers and education leaders have embraced the goal of graduating students college and career ready, vaulting the agenda to become a national priority–as evidenced by the more recent dialogue on education reform, including Race to the Top, Common Core State Standards, and common assessments. But, while policy leaders at all levels embrace the goal of college and career readiness for all, what does the public think? To find out, Achieve commissioned a survey of registered voters to find out whether they support both the goal of graduating all students from high school ready for college and careers and the necessary policies to meet that goal. Key findings from the poll are: (1) There is widespread agreement that all students need additional education and training beyond high school; (2) Support for policies aimed at preparing high school students for college and careers is broad, deep and fully bipartisan with equally high numbers of Democratic, Republican and Independent voters supporting such reforms; (3) There is strong support for the specific policies that put common expectations in place for all students–including common standards, common assessments and graduation requirements; and (4) There is near universal agreement across partisan, ethnic/racial and geographic lines that some education and training beyond high school is necessary–and that stronger expectations in high school will go a long way towards preparing students for their next steps.   [More]  Descriptors: State Standards, Educational Change, College Preparation, Career Development

Mann, Sharmila Basu; Martin, Rebecca (2016). A Roadmap to College Readiness, State Higher Education Executive Officers. To successfully participate in today's global economy, young people must graduate high school with the skills and competencies that allow them to pursue further study and meaningful work. Yet the data around successful transition from high school to higher education, and then to the completion of a degree, show some alarming trends. In 2007, 70.5% of students graduated from high school on time, and 62.5% went on to enroll immediately in postsecondary education. However, only 59.4% of students from that cohort who enrolled full time in a four-year institution graduated in six years; only 29.8% who enrolled full time in a two-year institution graduated in three years. These numbers are even more stark for underserved populations–low-income, minority, and first-generation students. The data clearly indicate that while progress has been made in increasing high school graduation rates and postsecondary enrollment, we are not doing as well at ensuring students are enrolling in college with the "right stuff"–the knowledge and skills necessary for postsecondary success that are the hallmarks of true college readiness. State leaders–governors, legislators, and leadership from both K-12 and postsecondary education sectors–have recognized this issue and, particularly in the last decade, have taken steps in policy and practice to address the problem. In the late 2000s, state superintendents and governors worked together through their respective national associations–the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA)–to develop the Common Core State Standards (CCSS), a set of K-12 standards that would lead students to college readiness by high school graduation. The 2014 edition of the "Achieve" publication, "Closing the Expectations Gap," indicates that all 50 states and the District of Columbia (DC) have now adopted college and career ready standards (42 states and DC have adopted the CCSS). Most states have also taken other steps to increase college readiness, including implementing more rigorous courses in high school, college ready assessments in 11th grade, opportunities for acceleration within high school, and dual enrollment opportunities in local colleges. While progress has been variable, some states have been able to demonstrate early successes and build on early initiatives, even as they contend with various local and national challenges. To develop the "Roadmap," lead staff from State Higher Education Executive Officers Association (SHEEO) agencies and public university system offices in ten states–California, Colorado, Kentucky, Maryland, New York, Ohio, Tennessee, Texas, Washington, and West Virginia–were interviewed. These ten states were chosen because of the early engagement and continuing commitment demonstrated by their leadership in forging a stronger path to college readiness for their students. Using information shared during the interviews, as well as supporting materials from state and national sources, the policies and practices these ten states have put in place in pursuit of closing the gap between high school and college are highlighted. This report presents findings in six sections, each addressing key aspects of a coherent, multidimensional, statewide college readiness agenda: Determining College Readiness; Assessing College Readiness; Communicating College Readiness to Students; Developing Pre-College Pathways; Determining College Admissions and Placement; and Tracking Changes in College Readiness. The report concludes with a discussion of the reflections of lead system and agency staff on the challenges they faced in implementing these policies and practices, as well as their advice to others seeking to embark on this complex journey. The report includes Endnotes and the following are appended: (1) Participant Agencies by State; (2) Interview Protocol; (3) Resource Websites by State; and (4) Readiness Checklist.   [More]  Descriptors: College Readiness, Educational Policy, Educational Practices, Definitions

Alvermann, Donna E.; Jackson, Glen (2016). Alvermann & Jackson: Response to "Beyond the Common Core: Examining 20¬ Years of Literacy Priorities and Their Impact on Struggling Readers", Literacy Research and Instruction. When the editors of "Literacy Research and Instruction" invited Donna Alvermann and Glenn Jackson to respond to "Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers," they both instantly recognized the strengths and limitations in their collaboration. In the strengths corner, they bring different perspectives and experiences to bear on the article coauthored by Jack Cassidy, Evan Ortlieb, and Stephanie Grote-Garcia (2016). For example, Donna Alvermann, a teacher educator and researcher, has been involved in the annual "What's Hot, What's Not" survey. Her insider status, however, is not shared by Glenn Jackson, a first-year doctoral student who currently holds the position of instructional coach in a neighboring county's school system. The authors believe these differences to be an asset because they feel their separate filters may help to expose unexamined biases or at the very least offset each other's views due to their varying responsibilities as literacy educators. The primary limitation they perceive is having less than ample space in which to provide sufficient evidence that struggling readers and literacy coaching are in no danger of disappearing from the "What's Hot, What's Not" list. For the purposes of this response, they filter Cassidy et al.'s survey results through recent professional and local policy-related shifts that indicate a continued focus on these distinct but related topics. Here, based on recently breaking news, the authors build a case for a resurgence of interest in struggling readers. Jackson, a full-time instructional coach and part time doctoral student applauds this development. He sees the recent creation of coaching positions at middle and high schools in his district as a sign that administrators are recommiting themselves to ongoing professional development within their schools for the purpose of improving instruction for struggling readers. Since struggling readers are often struggling writers, Jackson's school has emphasized the importance of writing instruction to help students generate and clarify understandings about cross-curricular texts. The Common Core State Standards (CCSS) and corresponding standardized assessments have significantly impacted teaching and learning across the nation. The "Georgia Milestones Assessment", implemented in 2015, has substantially raised the bar for what are considered proficient reading and writing skills. The authors agree that since students, teachers, and schools are all evaluated using test scores, one major priority will remain on the hot list: closing achievement gaps by helping all students, particularly struggling readers, demonstrate growth in reading comprehension on an annual basis. Renewed emphasis on advanced reading and writing skills necessitates professional learning opportunities in these areas, and coaches can help meet this need. Jackson closes the article by saying that he agrees with the majority of experts surveyed that literacy coaches "should" remain a hot topic in literacy education.   [More]  Descriptors: Reader Response, Literacy, Reading Difficulties, Achievement Gap

Achieve, Inc. (2010). Perspective, August 2010. "Perspective" is a monthly e-newsletter presenting news and views from Achieve. This month's issue commences with a report stating how Achieve commissioned a first-of-its-kind national poll of American voters to determine their views on college and career readiness. The results of the survey show that there is overwhelming support for college-and career-ready policies–including common standards, common assessments and rigorous graduation requirements. This issue also reports that: (1) More than two thirds of states have adopted the K-12 Common Core State Standards (CCSS) for English Language Arts and mathematics that were released on June 2 by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO); (2) A two-step process that will culminate in the development of Next-Generation Science Standards (NGSS) is well underway. The project, supported by the Carnegie Foundation, begins with the National Research Council (NRC) developing a conceptual framework for science education and ends with Achieve coordinating the development of the NGSS; and (3) on July 27 the U.S. Secretary of Education announced the finalists for more than $3 billion available in the second round of funding in the Race to the Top program. Brief news clips and descriptions of new resources are also included.   [More]  Descriptors: State Schools, Public Opinion, State Standards, Graduation Requirements

Carmichael, Sheila Byrd; Martino, Gabrielle; Porter-Magee, Kathleen; Wilson, W. Stephen (2010). The State of State Standards–and the Common Core–in 2010, Thomas B. Fordham Institute. This review of state English language arts (ELA) and mathematics standards is the latest in a series of Fordham evaluations dating back to 1997. It comes at a critical juncture, as states across the land consider adoption of the Common Core State Standards. These are the authors' major findings: (1) Based on their criteria, the Common Core standards are clearly superior to those currently in use in thirty-nine states in math and thirty-seven states in English. For thirty-three states, the Common Core is superior in both math and reading; (2) However, three jurisdictions boast ELA standards that are clearly superior to the Common Core: California, the District of Columbia, and Indiana. Another eleven states have ELA standards that are in the same league as the Common Core (or "too close to call"); and (3) Eleven states plus the District of Columbia have math standards in the "too close to call" category, meaning that, overall, they are at least as clear and rigorous as the Common Core standards. Appendices include: (1) Grading and Criteria; (2) Detailed Grades; and (3) 2005 to 2010 Comparisons. Individual sections contain footnotes. (Contains 12 tables and 2 figures.) [This paper was written with Daniela Fairchild, Elizabeth Haydel, Diana Senechal, and Amber M. Winkler. Foreword by Chester E. Finn, Jr. and Michael J. Petrilli is included.]   [More]  Descriptors: State Standards, Mathematics Education, Language Arts, English Curriculum

Kindall, Heather (2013). "An Easy Switch": A Descriptive Case Study Exploring the Shift toward Informational Text Accompanying the Implementation of Common Core State Standards in Five Primary Classrooms, ProQuest LLC. The purpose of this descriptive case study was to discover how the newly implemented Common Core State Standards (CCSS) may have changed teachers' practices and philosophies regarding literacy instruction and to determine which teaching strategies were being presented in regard to informational text in the studied Kindergarten through second grade classrooms. The research was conducted in five classrooms within one elementary school in the mid-Southern United States. The study design involved semi-structured interviews, classroom observations, and teacher-reported lesson plans over a fourteen week data collection period. The aim of this research was to portray a vivid description of the implementation of CCSS and the subsequent changes to the teaching of literacy, with a focus on the increased use of informational text. The outcome of this study was portrayed through a flowchart which emerged from the data using grounded theory during the final step of data analysis. The key findings from this study were discovered in two areas: (a) change in the classroom and (b) teachers and informational text. It was discovered that (a) teachers will shift their way of teaching if they perceive a positive change in their students, (b) in order to change, teachers must receive support and then provide specific supports to students, and (c) if teachers receive support but do not carry this over into student support, there will not be a noticeable change in their teaching. The result of this classroom change was that the teachers in this study acknowledged that children's curiosity enables teachers to choose informational text for instruction. This was recognized as the easiest part of the switch to CCSS. The teachers also discovered that young students can appropriately utilize informational text for learning and can then transfer that learning to other content areas. It was anticipated that these authentic descriptions could further understandings on the process of teacher change and bring new insight for those schools considering an increased focus on informational text with young children. The findings confirmed theories presented in other research within the areas of teacher change and informational text interest to support the reading development in young children. [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: State Standards, Program Implementation, Literacy Education, Elementary Education

Wu, Hung-Hsi (2011). Phoenix Rising: Bringing the Common Core State Mathematics Standards to Life, American Educator. Many sets of state and national mathematics standards have come and gone in the past two decades. The Common Core State Mathematics Standards (CCSMS), which were released in June of 2010, have been adopted by almost all states and will be phased in across the nation in 2014. The main difference between these standards and most of the others is that the CCSMS are mathematically very sound overall. They could serve–at long last–as the foundation for creating proper school mathematics textbooks and dramatically better teacher preparation. In this article, the author gives two examples of the kind of change the CCSMS (if properly implemented) will bring to the mathematics classroom.   [More]  Descriptors: Textbooks, Mathematics Instruction, Mathematics, Standards

Schachter, Ron (2012). A New Prescription for Fighting Drug Abuse, District Administration. It's a drug prevention conversation–and program–that was largely missing as recently as a decade ago in most middle and high schools. In those days, the principal concern of health educators and disciplinarians alike was to keep students from misusing alcohol and illegal street drugs such as ecstasy, cocaine and even heroine. But driven by the proliferation of high-powered prescription drugs, from the highly addictive painkiller OxyContin to the ADHD remedy Adderall–and sobered by prescription drug abuse statistics for school-age children–educational leaders are answering back with a host of new initiatives targeted to that very problem and aimed largely at middle schools, where such drug abuse often begins. Besides the risk of addiction and overdoses, the widespread and unauthorized use of these drugs is having other far-reaching effects. The 2009 National Risk Behavior Survey conducted by the Centers for Disease Control showed a strong correlation between illicit prescription drug use and academic performance in high school. Of those students who had taken such drugs once or more, 26 percent earned mostly Cs, while 41 percent registered Ds and Fs. Last fall, the National Association of School Nurses (NASN) started distributing "Smart Moves, Smart Choices," a comprehensive "school toolkit" designed to prevent prescription drug abuse and featuring noted authority Drew Pinsky in a series of video segments. The National Education Association's (NEA) Health Information Network is creating an anti-prescription-drug-abuse curriculum that its framers promise will adhere to the National Health Education Standards and to the Common Core State Standards. The curriculum is scheduled for release at the NEA's national conference in July. Some school districts, meanwhile, have taken prescription drug education into their own hands–the result of growing abuse in their communities and fatalities in their schools.   [More]  Descriptors: Video Technology, Prevention, Health Promotion, Health Education

Quay, Lisa (2010). Higher Standards for All: Implications of the Common Core for Equity in Education. Research Brief, Chief Justice Earl Warren Institute on Race, Ethnicity and Diversity. The Civil Rights Research Roundtable on Education is an initiative of the Warren Institute that convenes an ongoing learning community composed of leading national civil rights organizations to discuss the latest educational research and evidence-based practices related to civil rights goals in education. This research brief reviews the research and evidence that informs the Common Core State Standards Initiative (Common Core), an effort led by governors and state school leaders to promote universal adoption of "fewer, clearer, higher" content standards that are internationally benchmarked and aligned with the skills and knowledge necessary for college and career success. In addition, the brief examines the available research to better understand how the adoption of the Common Core might affect students of color and English Language Learners (ELL) in particular–those students who have historically been held to lower academic expectations; enrolled in the least challenging, often non-academic courses; and continue to experience far worse academic outcomes in comparison to their white and non-ELL peers.   [More]  Descriptors: Equal Education, State Standards, Evidence, Educational Research

Gewertz, Catherine (2010). Allies Shift Focus toward Promoting Standards Adoption, Education Week. With the new common standards completed, education leaders in nearly every state face the critical decision of whether to adopt them. To maximize the number of states that do, a core group of advocates is providing information and advice to help build the necessary base of support. The support network includes groups that spearheaded the Common Core State Standards Initiative, such as the National Governors Association and the Council of Chief State School Officers. Also included are key partners in the project, such as Achieve; the high school improvement group Alliance for Excellent Education; the civil rights group Campaign for High School Equity; the Council of State Governments, which represents state government leaders; the National Association of State Boards of Education; and the James B. Hunt Jr. Institute, a North Carolina-based school reform group. All receive funding from the Bill & Melinda Gates Foundation, with most of the grants specifically geared to supporting the common standards. The author discusses how common-standards advocacy groups are working to communicate the importance of the standards, dispel inaccuracies, and highlight essential political messages.   [More]  Descriptors: Educational Change, State Boards of Education, Evaluation, Academic Achievement