Arizona Education Association

Spring 2013

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Common Core Myths and Facts Full implementation of the Common Core State Standards (CCSS) is scheduled for 2014. Arizona is one of 46 states that have agreed to a set of voluntary K-12 state standards in English language arts/literacy and mathematics, and efforts are ongoing to establish future standards for science and social studies. The goal of the CCSS is to provide a clear, consistent understanding of what students are expected to learn. They reflect the knowledge and skills required for successful entry into college and careers. NEA has created this guide to provide accurate information about these standards. Myths about Content and Quality: General Myth: Common standards will bring states' standards down to the lowest common denominator. Fact: At the outset of developing the standards, there was an explicit agreement that no state would lower its standards. College and careerready standards are needed because – even in high-performing states – students are graduating and passing all the required tests and still require remediation in their postsecondary work. The standards are designed to build upon the most advanced current thinking about preparing all students for success in college and their careers. They were informed by the best in the country, the highest international standards, and evidence and expertise about educational outcomes. Myth: The standards are not internationally benchmarked. Fact: International benchmarking played a significant role in both the English Language Arts (ELA) and Math standards. In fact, the college and career-ready standards include an appendix listing the evidence that was consulted in drafting the standards and the international data referenced in the benchmarking process. Spring.13advo.indd 11 Myth: The standards only include skills and do not address the importance of content knowledge. Fact: The standards recognize that both content and skills are important. In ELA, the standards require certain critical content for all students, including: classic myths and stories from around the world, America's founding documents, foundational American literature, and Shakespeare. Appropriately, the remaining crucial decisions about what content should be taught are left to state and local determination. In addition to content coverage, the standards require that students systematically acquire knowledge in literature and other disciplines through reading, writing, speaking, and listening. In Mathematics, the standards lay a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. Taken together, these elements support a student's ability to learn and apply more demanding math concepts and procedures. The middle school and high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. In addition, the standards set a rigorous definition of college and career readiness, not by piling topic upon topic, but by demanding that students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do. Myths about Content and Quality: Mathematics PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT Myth: The standards do not prepare or require students to learn Algebra in the 8th grade, as many states' current standards do. Fact: The standards do accommodate and prepare Continued on next page AEA Advocate x Spring 2013 11 1/29/13 10:53 AM

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