After Common Core, States Set Rigorous Standards

Autor/inn/en	Peterson, Paul E.; Barrows, Samuel; Gift, Thomas
Titel	After Common Core, States Set Rigorous Standards
Quelle	In: Education Next, 16 (2016) 3, S.9-15 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Common Core State Standards; Accountability; Program Effectiveness; Success; Reading Achievement; Mathematics Achievement; Achievement Gains; Student Educational Objectives; Educational Quality; Educational Improvement; Student Improvement; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs; National Competency Tests; Politics of Education; United States; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Verantwortung; Erfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Bildungsrecht; Schulgesetz; Bundesrecht; Educational policy; Bildungspolitik; USA
Abstract	In spite of Tea Party criticism, union skepticism, and anti-testing outcries, the campaign to implement Common Core State Standards (otherwise known as Common Core) has achieved phenomenal success in statehouses across the country. Since 2011, 45 states have raised their standards for student proficiency in reading and math, with the greatest gains occurring between 2013 and 2015. Most states set only mediocre expectations for students for nearly 10 years after the passage of the federal No Child Left Behind Act (NCLB). Now, in the wake of the Common Core campaign, a majority of states have made a dramatic move forward. If Common Core works as its proponents expect, higher proficiency standards could propel schools to achieve at more impressive levels and thus raise the nation's ranking on international tests. Of course, it is imperative that parents, teachers, administrators, and policymakers recognize the low levels of student proficiency now being identified in most states as a serious warning that action is needed. Otherwise, raising the proficiency bars will be for naught. Still, it is a hopeful sign that standards have moved in the right direction. If student performance shifts upward in tandem, it will signal a long awaited enhancement in the quality of American schools. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01