Common Core State Standards
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| Common Core State Standards | |
|---|---|
| Name | Common Core State Standards |
| Established | 2010 |
| Jurisdiction | United States |
| Developer | National Governors Association; Council of Chief State School Officers |
| Domain | K–12 mathematics; English language arts |
Common Core State Standards is a set of academic benchmarks for K–12 mathematics and English language arts published in 2010. The initiative was led by the National Governors Association and the Council of Chief State School Officers with input from content experts and advocacy groups. The Standards aimed to provide consistent expectations across participating states to guide curriculum, assessment, and instruction.
Background and Development
The Standards emerged from policy discussions involving the National Governors Association, the Council of Chief State School Officers, and philanthropic organizations such as the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York. Early development drew on prior standards efforts including work by the National Council of Teachers of Mathematics, the International Reading Association, and the College Board. Drafting teams incorporated scholarship from scholars associated with Harvard University, Stanford University, and the University of California, Berkeley, and solicited feedback from professional associations such as the American Educational Research Association and the National Education Association. Adoption decisions by individual states were influenced by incentives created under the No Child Left Behind Act reauthorization discussions and later by competitive grant programs administered by the United States Department of Education.
Content and Structure
The Standards consist of grade-specific and grade-span expectations for K–12 mathematics and English language arts developed to align with college- and career-ready benchmarks used by institutions like the American Association of Colleges for Teacher Education and the ACT, Inc.. The mathematics Standards emphasize content domains historically associated with curricula from the National Council of Teachers of Mathematics and rigorous approaches reflected in materials from Carnegie Learning and textbooks used at institutions such as Massachusetts Institute of Technology. The English language arts Standards incorporate literacy skills across disciplines, referencing research traditions connected to scholars at Columbia University Teachers College and the University of Chicago. Appendices provided examples of text complexity referencing works by authors represented in collections at the Library of Congress and assessment frameworks influenced by testing consortia including the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers.
Adoption and Implementation
Early adopters included states that coordinated legislative action in bodies like the Ohio General Assembly and governing officials such as governors from states including New York (state), Massachusetts, and Indiana (U.S. state). Implementation required coordination among state education agencies, local school districts represented by organizations like the AASA (The School Superintendents Association), and teacher preparation programs at institutions such as Teachers College, Columbia University. Federal interactions involved departments and officials in the United States Department of Education and influenced related policymaking in state capitols like Sacramento, California and Austin, Texas. Assessment rollouts were managed by consortia and vendors with contracts involving firms based in regions including Washington, D.C. and Chicago, Illinois.
Reception and Criticism
Reactions spanned stakeholders including teachers represented by the National Education Association and parents organized through groups such as the Tea Party movement and advocacy organizations including the Fordham Institute and the Thomas B. Fordham Foundation. Critics cited concerns raised by legislators in bodies like the United States Senate and statehouses such as the Florida Legislature and the Texas Legislature. Academic critiques appeared from scholars at University of Virginia and University of Michigan, while proponents included researchers at Harvard Graduate School of Education and policy analysts associated with the Brookings Institution. Media coverage appeared in outlets headquartered in New York City, Washington, D.C., and Chicago, Illinois, amplifying debates over parental rights and curricular control.
Impact and Assessment
Empirical studies by researchers at institutions including Stanford University, George Washington University, and University of California, Los Angeles examined shifts in student performance using assessments from consortia such as Smarter Balanced and PARCC (Partnership for Assessment of Readiness for College and Careers). Analyses considered longitudinal data from statewide tests in jurisdictions like Massachusetts and Louisiana and college remediation rates reported by systems including the California State University system. Evaluations also drew on meta-analyses published by organizations like the RAND Corporation and policy reviews by the Urban Institute.
State and Federal Policy Context
The Standards intersected with federal initiatives including provisions from the Elementary and Secondary Education Act and programmatic incentives administered by the United States Department of Education. State-level policymaking involved elected officials such as governors and state boards of education in states like Michigan (U.S. state), Georgia (U.S. state), and Pennsylvania. Litigation and legislative actions related to standards and assessments appeared in courts and capitols across jurisdictions including Florida, Texas, and Ohio. Intergovernmental dialogues referenced models of interstate cooperation such as compacts used in other policy areas involving the National Governors Association.