Educational standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.
We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce. Common standards will help ensure that students are receiving a high quality education consistently, from school to school and state to state. Common standards will provide a greater opportunity to share experiences and best practices within and across states that will improve our ability to best serve the needs of students.
Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms. Standards also help students and parents by setting clear and realistic goals for success. Standards are a first step – a key building block – in providing our young people with a high-quality education that will prepare them for success in college and work. Of course, standards are not the only thing that is needed for our children’s success, but they provide an accessible roadmap for our teachers, parents, and students.
Each state has its own process for developing, adopting, and implementing standards. As a result, what students are expected to learn can vary widely from state to state.
No. The Common Core State Standards are part of a state-led effort to give all students the skills and knowledge they need to succeed. The federal government was not involved in the development of the standards. Individual states choose whether or not to adopt these standards.
The Common Core State Standards Initiative is a state-led effort to establish a shared set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest state standards across the country and globe and designed by a diverse group of teachers, experts, parents, and school administrators, so they reflect both our aspirations for our children and the realities of the classroom. These standards are designed to ensure that students graduating from high school are prepared to go to college or enter the workforce and that parents, teachers, and students have a clear understanding of what is expected of them. The standards are benchmarked to international standards to guarantee that our students are competitive in the emerging global marketplace.
We want to make sure that every child across the country is given the tools they need to succeed. High standards that are consistent across states provide teachers, parents, and students with a set of clear expectations that everyone can work toward together. This will ensure that we maintain America’s competitive edge, so that all of our students are well prepared with the skills and knowledge necessary to compete with not only their peers here at home, but with students from around the world.
These standards are a common sense first step toward ensuring our children are getting the best possible education no matter where they live.
Of course, standards cannot single-handedly improve the quality of our nation’s education system, but they do give educators shared goals and expectations for their students. For example, the common core state standards will enable participating states to work together to:
Parents, teachers, school administrators and experts from across the country together with state leaders, through their membership in the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) are leading the effort to develop a common core of state standards.
In addition, CCSSO and the NGA Center have provided public comment periods for everyone to submit feedback on the draft standards documents. Those comments have been incorporated into the final standards.
The process of state standards adoption depends on the laws of each state. Some states are adopting the standards through their state boards of education, while others are adopting them through their state legislatures.
No. The Common Core State Standards are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms. Local teachers, principals, superintendents, and school boards will continue to make decisions about curriculum and how their school systems are operated.
Yes. Teachers have been a critical voice in the development of the standards. The National Education Association (NEA), American Federation of Teachers (AFT), National Council of Teachers of Mathematics (NCTM), and National Council of Teachers of English (NCTE), among other organizations have been instrumental in bringing together teachers to provide specific, constructive feedback on the standards.
We encourage teachers and practitioners to submit comments and feedback on the standards through the web site corestandards.org.
Not at all. The Common Core State Standards have been built from the best and highest state standards in the country. They are evidence-based, aligned with college and work expectations, include rigorous content and skills, and are informed by other top performing countries. They were developed in consultation with teachers and parents from across the country so they are also realistic and practical for the classroom. Far from looking for the “lowest common denominator,” these standards are designed to ensure that all students, regardless of where they live, are learning what they need to know to graduate from high school ready for college or a career.
No. For states that choose to adopt these common standards, having one set of standards will make it easier for states to pool information and resources to develop a shared set of high-quality tests to better evaluate student progress. The goal is not to have more tests, but to have smarter and better tests that help students, parents, and teachers.
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards (insert specific content area if you are using only one)
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C.
Copyright Date: 2010
This process is different because it is state-led, and has the support of educators across the country as well as prominent education, business, and state leaders’ organizations, including CCSSO, the NGA Center, Achieve, Inc, ACT, the College Board, the National Association of State Boards of Education, the Alliance for Excellent Education, the Hunt Institute, the National Parent Teacher Association, the State Higher Education Executive Officers, the American Association of School Administrators, and the Business Roundtable.
The federal government was NOT involved in the development of the standards. This has been a state-led and driven initiative from the beginning. States have voluntarily adopted the standards based on the timelines and context in their state.
CCSSO and the NGA Center led the standards’ development process in consultation with teachers, parents, experts and administrators. To ensure that this process is open, inclusive, and rigorous, several working groups and committees have been formed.
They include the:
The standards are being developed by the following criteria:
The English-language arts and math standards are for grades K-12. Research from the early childhood and higher education communities have also informed the development of the standards.
Common standards will provide a greater opportunity for states to share experiences and best practices within and across states that can lead to an improved ability to best serve young people with disabilities and English language learners. Additionally, the K-12 English language arts and mathematics standards include information on application of the standards for English language learners and students with disabilities.
English-language arts and math were the first subjects chosen for the common core state standards because these two subjects are skills, upon which students build skill sets in other subject areas. They are also the subjects most frequently assessed for accountability purposes.
Of course, other subject areas are critical to young people’s education and their success in college and careers. However, the NGA Center and CCSSO will not be developing standards in other subjects and are now focusing on implementing the standards in ELA and mathematics.
The NGA Center and CCSSO will not be developing standards in other subjects and are focusing on implementing the standards in ELA and mathematics. However, other groups are working on standards in the arts, world languages, and science.
Arts: The National Coalition for Core Arts Standards is leading the revision of the National Standards for Arts Education. Visit the National Art Education Association website to learn more. http://www.arteducators.org/news/national-coalition-for-core-arts-standards-nccas
Science: The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have embarked on a two-step process to develop the Next Generation Science Standards. The first step was the development of the Framework for K–12 Science Education. The second step is developing the science standards themselves. In a process managed by Achieve, states will lead the development of K–12 science standards, which will be based on the Framework and will prepare students for college and careers. For more information, please visit http://www.nextgenscience.org/.
World languages: First published in 1996, the National Standards for Learning Languages is now in its third edition. In April 2012, the American Council on the Teaching of Foreign Languages published an alignment of the National Standards for Learning Languages with the ELA Common Core State Standards. http://www.actfl.org/i4a/pages/index.cfm?pageid=1
Both content and skills are important and have been incorporated in the common core state standards. One of the criteria by which the standards will be evaluated is whether or not they include rigorous content and application of knowledge through high-order thinking skills.
The standards will provide more clarity about and consistency in what is expected of student learning across the country. Until now, every state has had its own set of academic standards, meaning public education students at the same grade level in different states have been expected to achieve at different levels. This initiative will allow states to share information effectively and help provide all students with an equal opportunity for an education that will prepare them to go to college or enter the workforce, regardless of where they live. Common standards will not prevent different levels of achievement among students. Rather, they will ensure more consistent exposure to materials and learning experiences through curriculum, instruction, and teacher preparation among other supports for student learning. In a global economy, students must be prepared to compete with not only their American peers in the next state, but with students from around the world. These standards will help prepare students with the knowledge and skills they need to succeed in college and careers.
The standards will provide important goals for teachers to ensure they are preparing students for success in college and the workforce. They will help teachers develop and implement effective strategies for their students by providing benchmarks for skills and knowledge that their students should have by the end of the year. The common core state standards will help colleges and professional development programs better prepare teachers; provide the opportunity for teachers to be involved in the development of assessments linked to these top-quality standards; allow states to develop and provide better assessments that more accurately measure whether or not students have learned what was taught; and guide educators toward curricula and teaching strategies that will give students a deep understanding of the subject and the skills they need to apply their knowledge.
Yes. There will be an ongoing state-led development process that can support continuous improvement of the standards.
Like adoption of common core standards, it will be up to the states: some states plan to come together voluntarily to develop a common assessment system, based on the common core state standards. A state-led consortium on assessment would be grounded in the following principles: allow for comparison across students, schools, districts, states and nations; create economies of scale; provide information and support more effective teaching and learning; and prepare students for college and careers.
The release of the final Common Core State Standards marks a historic moment in time. However, the NGA Center and CCSSO recognize that state adoption of the Common Core does not signify the conclusion of standards work. States that have adopted the Common Core must now turn their attention to the critical work of ensuring that implementation of the standards is carried out thoughtfully.
To that end, the NGA Center and CCSSO are committed to assisting state policymakers in the following ways:
The federal government has had no role in the development of the common core state standards and will not have a role in their implementation.
However, the federal government will have the opportunity to support states as they begin adopting the standards. For example, the federal government can
The Common Core State Standards Initiative was and will remain a state-led effort. In addition to supporting effective implementation of the Common Core, NGA and CCSSO are committed to developing a long-term governance structure with leadership from governors, chief state school officers, and other state policymakers.