Articles tagged with CCSS

Common Core implementation concerns raised

AASA, the School Superintendents Association, has newly released a survey of superintendents on the adoption and implementation of Common Core State Standards (CCSS). The survey, “Common Core and Other State Standards: Superintendents Feel Optimism, Concern and Lack of Support,” found that although superintendents were overwhelming optimistic about the new standards, a majority also expressed concern about a lack of implementation support at the local level.

Forty-six states and the District of Columbia have adopted CCSS, which establish grade-level expectations in math and English language arts for K-12 students. The standards go into effect next school year, with the first state-wide student assessments expected in the spring of 2015.

Of note in the AASA survey is that many superintendents expressed concern that their districts will not be prepared for implementation of the standards, especially the year-end assessments.

Other key findings in the AASA Common Core survey of superintendents include:

• Superintendents overwhelmingly (92.5 percent) see the new standards as more rigorous than previous standards.

• More than three quarters (78.3 percent) agree that the education community supports the standards, but that support drops to 51.4 percent among the general public.

• More than half (60.3 percent) of the respondents who had begun testing say they are facing problems with the tests.

• Just under half (41.9 percent) say schools in their states are not ready to implement the online assessment, while 35.9 percent say they lack the infrastructure to support online assessments.

Part of the problem has been finding and approving new curriculum and teaching materials aligned with CCSS. NPR recently reported on the “void” between the new rigorous standards and the curriculum materials available to help educators develop enriched lesson plans. Fears that teachers may “hit a wall” when asked to teach tougher standards without changes to materials have contributed to concerns about next year’s assessments.

The National School Board Association (NSBA) supports high academic standards, including CCSS when they are voluntarily adopted by states with school board input and when the standards are free from federal directions, mandates, funding conditions or coercion. NSBA has previously raised concerns about CCSS implementation.

“High academic standards are important for improving student achievement,” said NSBA Executive Director Thomas J. Gentzel. “For Common Core State Standards and other state standards to succeed, states and school districts must have the financial resources, infrastructure, and the necessary professional development for school personnel before implementation.”

For more information about CCSS, read NSBA’s Center for Public Education’sUnderstanding the Common Core.”

Alexis Rice|June 4th, 2014|Categories: Center for Public Education, Common Core State Standards, Student Achievement|Tags: , , , |

National school leadership organizations urge “adequate time” for Common Core implementation

States and school districts need adequate time, professional development, and the technical infrastructure to properly transition to the Common Core State Standards (CCSS) and the assessment requirements, the National School Boards Association (NSBA) and the major organizations representing school administrators say in a joint statement on the issue.

“Strong educational standards can be an important tool for improving student achievement, but states and school districts must be well prepared to successfully implement the Common Core State Standards,” said NSBA Executive Director Thomas J. Gentzel. “For the standards to succeed, states and school districts must have the financial resources and the infrastructure to manage online assessments, and they must be able to provide school administrators and teachers with the professional development.”

NSBA, AASA (the School Superintendents Association), the National Association of Elementary School Principals, and the National Association of Secondary School Principals wrote the document. It notes that states and districts face “very real obstacles” to align their curricula with the new standards and administer the required tests.

“Getting this transition right can mean the difference between getting and keeping public and educator support for the Common Core or a loss in confidence in the standards and even the public schools, especially if as expected the first-year scores will disappoint,” the statement notes.

There are further technical challenges surrounding the online assessments, which are scheduled to be put in place in 2014-15–including bandwidth, infrastructure and professional development. The concept of online assessments is widely supported by educators, but the timeline “could derail the good work already in place through the CCSS and deny the assessments the opportunity to provide the same academic benefits,” according to the document.

Currently 45 states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the CCSS. In supporting the development of the CCSS, NSBA believes that the standards should be adapted voluntarily by the states and not mandated as a condition for receiving federal education program funds.

Alexis Rice|May 29th, 2013|Categories: Budgeting, Educational Finance, Federal Programs, National Standards, Policy Formation, Public Advocacy, School Boards, Student Achievement, Teachers|Tags: , , , |
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