In 2010, if your final Common Core State Standards (CCSS) were unveiled, our content experts?found them value praise, awarding the maths standards an A-minus as well as the English language arts standards a B-plus. That meant that CCSS was “clearly superior” to the standards within the majority of states-and which the vast majority of American children are the best if their schools taught them the information and skills they established.
Since then, we’ve remained steadfast inside our thought that the standards, if adequately implemented and supported, could boost the educational trajectories and life prospects of the students. Yet our earnest, unequivocal support within the CCSS does not necessarily mean that we’re wearing rose-colored glasses. In fact, we’ve not been shy in anyway about exposing?implementation warts?during six years.
Our latest study,?Common Core Math during the K-8 Classroom: Is because a National Teacher Survey, also doesn’t pull any punches. It seeks to make available relevant, honest, and-we hope-practical findings on CCSS implementation. We examined whether teachers the cause of elementary and middle school math instruction alike Core states have changed what and exactly how they teach-and whether they’re seeing improvements in students’ math understanding as a result. (This is actually the math parallel to our own?English language arts study?released in 2013.) It joins a growing body of research showing that teacher knowledge of the more common Core standards is growing, as is also their acceptance of which. There is however ample concern about implementation in the process.
Successfully undertaking survey research that talks to K