Common Core
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| Common Core | |
|---|---|
| Name | Common Core State Standards Initiative |
| Established | 2009 |
| Jurisdiction | United States |
| Developers | National Governors Association; Council of Chief State School Officers |
| Related | No Child Left Behind Act; Every Student Succeeds Act |
Common Core is a set of academic standards created to define learning expectations for K–12 students in the United States. The initiative was drafted by consortia of state officials and standards experts to align curriculum, instruction, and assessment across jurisdictions such as California, New York, and Texas (though adoption varied). Proponents cited influences from international benchmarks like Programme for International Student Assessment and comparative models used in Singapore and Finland, while critics linked debates to U.S. presidential elections and state legislative actions.
Overview and Purpose
The initiative aimed to provide consistent expectations for student achievement across participating states including Florida, Ohio, Illinois, Pennsylvania, and Georgia. Purpose statements referenced goals from organizations such as the National Council of Teachers of Mathematics, the International Reading Association, and the American Educational Research Association. Advocates argued standards would support interstate comparisons with tools like the National Assessment of Educational Progress and influence professional development offered by institutions including Harvard Graduate School of Education and Stanford Graduate School of Education. Opponents framed objections through venues including Tea Party movement forums, state capitol hearings, and commentary in outlets like The New York Times and Fox News.
Development and Adoption
Development was coordinated by the National Governors Association and the Council of Chief State School Officers with input from advisors linked to Achieve, Inc., the Bill & Melinda Gates Foundation, and academic researchers from University of California, Berkeley and University of Michigan. Drafts underwent public comment periods and reviews by groups including the U.S. Department of Education and state education agencies such as the California Department of Education. Adoption varied: early adopters included Delaware, Maryland, and Rhode Island, while other states like Texas and Virginia declined formal adoption, and several states later repealed or revised adoption through legislatures in South Carolina, Florida, and Oklahoma.
Standards Content (Mathematics and English Language Arts)
Mathematics standards drew on work from the National Council of Teachers of Mathematics and emphasized domains related to algebraic thinking, number operations, geometry, and statistics—topics aligned with mathematics curricula from places such as Massachusetts and international systems like South Korea. English Language Arts standards incorporated literacy expectations across content areas influenced by standards promulgated at institutions like National Council of Teachers of English and assessment frameworks used by Educational Testing Service. The ELA strand included reading complex texts from authors associated with William Shakespeare, Mark Twain, and selections used in curricula at Columbia University Teachers College and Johns Hopkins University programs. Standards referenced college- and career-readiness benchmarks promoted by consortia such as the College Board and ACT, Inc..
Implementation and Assessments
Implementation required states to align curricula, educator preparation, and professional development through agencies such as state departments of education and regional education service centers like those in Texas Education Agency and New York State Education Department. Assessment consortia including the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium developed tests administered in participating states such as Illinois and Washington. Funding and technical assistance came from philanthropic sources like the Gates Foundation and federal incentives tied to programs under the U.S. Department of Education during the Barack Obama administration. Implementation efforts intersected with teacher evaluation systems influenced by models from Danielson Framework proponents and initiatives like Race to the Top.
Controversies and Criticisms
Critics ranged from state legislators in Oklahoma and activists in the Liberty movement to scholars at Harvard University and commentators at The Wall Street Journal. Objections cited concerns about federal overreach associated with the U.S. Department of Education, the role of private funders such as the Bill & Melinda Gates Foundation, and the effect on local control in districts like Los Angeles Unified School District and Chicago Public Schools. Pedagogical criticisms referenced disputes among scholars from Stanford University, University of Texas at Austin, and University of Chicago about depth versus breadth, sequence of topics, and alignment with teacher training at institutions like Teachers College, Columbia University. Legal and political challenges proceeded through state supreme courts and legislative battles in forums like the Iowa Legislature and Kentucky General Assembly.
Impact and Outcomes
Empirical studies by researchers at RAND Corporation, Brookings Institution, and American Institutes for Research produced mixed findings on student achievement outcomes in states such as Massachusetts and Tennessee. Analyses using datasets from the National Assessment of Educational Progress and longitudinal studies from universities including University of Virginia examined effects on mathematics and reading performance, showing modest gains in some cohorts and negligible changes in others. Implementation influenced textbook publishers including Pearson Education and Houghton Mifflin Harcourt, assessment firms like Educational Testing Service, and professional development providers such as Learning Forward.
State and Federal Policy Responses
Responses included legislative repeal or modification in states like Indiana, South Carolina, and Missouri, administrative realignment under governors from both the Republican Party and the Democratic Party, and federal policy shifts under administrations including Barack Obama and Donald Trump. The Every Student Succeeds Act altered federal incentives, leading states to craft their own standards or revise adopted standards in venues such as state education boards in Arizona, Colorado, and Arkansas. Ongoing debates continue in academic journals published by American Educational Research Association and policy forums hosted by National Conference of State Legislatures.