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Common Core. New Hampshire Department of Education November 18, 2011. Summer 2010. Remember eight points. Point #1 : Common Core State Standards Solve Three Specific Problems. Problem #1: Increased Skills Demand and Competition.

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Common core

Common Core

New Hampshire Department of Education

November 18, 2011



Remember eight points


Point #1: Common Core State Standards Solve Three Specific Problems


Problem #1:

Increased Skills Demand and Competition


Jobs in today s and tomorrow s workforce require more education and training
Jobs in Today’s (and Tomorrow’s) Workforce Require More Education and Training

Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018. Georgetown Center on Education and the Workforce. ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf


In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled.

Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform. Education Testing Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf ; Skills to Compete. http://www.skills2compete.org National Center for Higher Education Management Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org


  • 83% attainable by young people with high school diplomas or less. Today, of New Hampshire’s jobs are middle- or high-skill (jobs that require some postsecondary education or training).

  • Between 2008 and 2018, new jobs in New Hampshire requiring postsecondary education and training will grow by 53,000while jobs for high school graduates and dropouts will grow by 22,000.

Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform.


Sources: Carnevale, Anthony P. and Donna Desrochers (2003).


  • New Hampshire ranks vacancies both from new jobs and from job openings due to retirement.7th in terms of the proportion of its 2018 jobs that will require a Bachelor’s degree, and is 45th in jobs for high school dropouts.

  • 64% of all jobs in New Hampshire (486,000 jobs) will require some postsecondary training beyond high school in 2018.

Sources: Carnevale, Anthony P. and Donna Desrochers (2003).


America s international edge is slipping in postsecondary degree attainment
America’s International Edge is Slipping in Postsecondary Degree Attainment

Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 American Community Survey. http://www.higheredinfo.org


Problem #2: Degree Attainment

Students Not College/Career Ready


Over 40% of employers rate new entrants out of high school as “deficient” (based on an assessment of 21st century skills: work ethic, communication, collaboration, and critical thinking) in their for the entry-level jobs they typically fill.

Source: Are they ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce.


42% as


65-70% as




37% as


Half as of the students taking the ACT meet benchmark for reading

Source: Reading Between the Lines: What the ACT Reveals About College Readiness in Reading (http://www.act.org/research/policymakers/pdf/reading_summary.pdf)


20% as


350L Gap as

Source: Gary Williamon 2006)(from Appendix A of the CCSS)


Problem #3: as

Variance Across the Country


46% as



Point #2 Problems: Common Core State Standards Are Not A Federal Mandate



Point #3 Mandate: Common Core State Standards Are Fewer, Clearer, and Higher


Criteria for new standards
Criteria for New Standards Mandate

  • Fewer, clearer, and higher (Consistent, rigorous, and shared aligned with college and work expectations)

  • Aligned with college and work expectations

  • Include rigorous content and application of knowledge through high-order skills

  • Build upon strengths and lessons of current state standards (think DNA of education)

  • Internationally benchmarked, so that all students are prepared to succeed in our global economy and society

  • Based on evidence and research


English language arts and literacy
English Language Arts and Literacy Mandate

  • Focus and coherence

    • Coherent progressions develop literacy skills across grade levels

  • Focus on text complexity

    • Students required to read texts of increasing complexity

  • College and career readiness in writing

    • Students required to write using evidence from informational reading.

  • Literacy as a shared responsibility

    • Literacy skills in reading and writing included in history/social studies, science, and technical areas


Mathematics
Mathematics Mandate

  • Focus and coherence

    • Focus on key topics t each grade level.

    • Coherent progressions across grade levels.

  • Balance of concepts and skills

    • Content standards require both conceptual understanding and procedural fluency.

  • Mathematic practices

    • Foster reasoning and sense making in mathematics.

  • College and career readiness

    • Level is ambitious but achievable.




Coherence
Coherence Mandate


Coherence1
Coherence Mandate



57% Mandate



Point #4 Mandate: Achieving on CCSS would significantly change our international standing.


College and Career Readiness in Mathematics Mandate

College and Career Readiness Standards

Increased readiness of students meeting College and Career Benchmark

Current U.S. Performance


Internationally competitive
Internationally Competitive Mandate

7th

Estimated U.S. rank on PISA if students all students were college and career ready

Source: ACT, Affirming the Goal



Point #5 international standing.: Districts in New Hampshire are fully adopting.


Nh districts phase in implementation n 64
NH Districts: Phase in Implementation international standing.(n=64)


Support suggestions
Support Suggestions international standing.

  • Guidance on what to expect (e.g. timelines and transition)

    • “Give clear direction of the NECAP testing or National testing timeline.”

  • Crosswalk between NECAP and CCSS

    • “Is there a side by side for the CCSS and NHDOE framework yet?”

  • Professional Development

    • “Continue to offer professional development opportunities for implementation of CCSS in all areas.”

  • Policy Support



Point #6 international standing.: The target date for full implementation is Fall 2013*.




Point #7 2013*.: Resources are available to support implementation.







Point #8 2013*.: Common Core is not necessarily significantly more expensive.


Text adoption professional development assessment availability of resources
Text adoption 2013*.Professional developmentAssessment Availability of Resources



To Learn More expensive.

National Website:

www.corestandards.org

NH DOE Website:

www.education.nh.gov/spotlight/ccss/index.htm

Questions:

Joe Miller - [email protected] or 271-3594


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