Parents should know that Common Core State Standards are:
• High academic expectations for students in English language arts and mathematics;
• Internationally benchmarked expectations, similar to those in high-performing countries;
• Designed by teachers and other learning experts across the country;
• Informed by the most advanced and current thinking on what students should know and be able to do at each grade level;
• The result of a multi-state effort to prepare all children to succeed, especially students who by necessity move from one state to the next;
• Not curriculum or assessment. They are a clear set of learning expectations that local teachers and districts use to provide customized instruction that meets the needs of their students;
• Aligned with the development of 21st-century skills, which are necessary for success in college and the workplace.
Did you know most students lose two months of knowledge in the summer? Find more statistics and how to promote summer learning in our guide.
Beth Dichter’s insight:
The summer reading slump…as teachers we know that learners will lose skills if they do not use them during the summer. This article (which includes a lengthy infographic) shares statistics about what may happen over one summer (and also shares long- term consequences).
Did you know that a learner at the end of Grade 6 whom has experienced summer learning loss over the years may be 2 years behind their peers?
Or that 2.6 months of math skills are lost over the summer
“You might be thinking that it has become hard to track just what states are doing with respect to reconsidering or taking a second look at the common core. Fortunately, Dan Thatcher of the National Conference of State Legislatures has a handy map tracking reviews, executive orders, and other state actions with respect to the standards. Click here for the most recent version of that common-core map; a version of the map updated April 23 is below, with the key included:” (more…)
A seminal study on the early word gap between the children of college graduates and high school dropouts has led to more nuanced findings about language development.
- The researchers found that, on average, children from professional families heard more than 2,150 words an hour. Those in working-class families heard about 1,250 words. Children in families on welfare heard little more than 600 words an hour.
- “It’s not just the word gap; it’s what you use language for,” said Barbara T. Bowman, a child-development professor and co-founder of the Chicago-based Erikson Institute.
- Children of professionals also heard twice as many unique words, and twice as many “encouraging” versus “discouraging” conversations (“What did you think of that?” versus “Don’t touch that,” for example.) (more…)
While this study relates to business, it does apply directly to principals’ efforts to engage teachers in collaborative decision making.
“Engaged companies outperform their competition, Gallup finds. And when it comes to assessing their workforces’ engagement, those companies measure the right things in the right way.”
Collaborative leadership makes a huge difference in a number of key areas of school effectiveness: (more…)
The state blames the vendor.
Students across Florida were supposed to spend Monday taking computer-based standardized exams — high school students, end-of-course tests; kids in Grades 5-10, the math portion of the new high-stakes Florida Standards Assessment.
In some states, it is the vendor. In others, the problem is the state computers and servers. In some instances, the district is the problem. While in other situations, the school has the problem.
States, districts, and schools with more experience with online testing have fewer issues. (more…)
Teachers can’t do it all. The question of who leads a school is crucial.
Principals Said To Play Key Role In School Improvement.
Will Miller, president of the Wallace Foundation, writes in an op-ed in the New York Times (4/17, Subscription Publication) on the importance of principals for improving schools. He argues the need for getting great principals into “the schools that need them most — those with poor and minority students.” He also cites a study “covering 180 schools in nine states,” by “researchers from the University of Minnesota and the University of Toronto” concluding, “We have not found a single case of a school improving its student achievement record in the absence of talented leadership.” He argues that this means there should be much greater investment in training and development for principals.
Principal-counselor relationships are critical to student success.
“We hope that by sharing the results of our research – which we have undertaken in collaboration with the National Association of Secondary School Principals (NASSP) and the American School Counselor Association (ASCA) – we can inspire principals, counselors and other educators to examine the principal-counselor relationships in their own schools. This can help them determine how they might be able to work together effectively to improve the educational outcomes for all students.”
Research adds to the debate about the growing academic gap between poor and rich students.
The Washington Post (4/16, Layton) reports that neuroscientists have showed in a new study that the cerebral cortexes of affluent children are larger than those of their poorer counterparts. Theories posited by Noble and another scientist studying the matter include that poorer families lack the nutrition and healthcare needed to develop the brain and that poorer children undergo more stressful lives, which may “inhibit healthy brain development.” University College London psychologist James Thompson is paraphrased positing that intelligence has “a genetic component” and that less able, poorer families pass on their genes. The research and its implications are timely, as policymakers such as Education Secretary Arne Duncan seek to direct funding to promoting better education, especially in early education.