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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 New Hampshire Department of Education November 18, 2011
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 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%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.
Between 2008 and 2018, New Hampshire will create 223,000 job vacancies both from new jobs and from job openings due to retirement. • 141,000 of these job vacancies will be for those with postsecondary credentials, 67,000 for high school graduates and 15,000 for high school dropouts. Sources: Carnevale, Anthony P. and Donna Desrochers (2003).
New Hampshire ranks 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 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: 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.
Half 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)
350L Gap Source: Gary Williamon 2006)(from Appendix A of the CCSS)
Problem #3: Variance Across the Country
Point #1: Common Core State Standards Solve Three Specific Problems • Increased competition • Students not prepared • Need for consistency
Point #2: Common Core State Standards Are Not A Federal Mandate
Point #2: Common Core State Standards Are Not A Federal Mandate • State-led • Broad support
Point #3: Common Core State Standards Are Fewer, Clearer, and Higher
Criteria for New Standards • 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 • 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 • 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.
Let’s Address the Claims for New Hampshire: Fewer, Clearer, Higher
Point #3: Common Core State Standards Are Fewer, Clearer, and Higher. • Text increases in complexity. • Math standards are more coherent (fewer topics)
Point #4: Achieving on CCSS would significantly change our international standing.
College and Career Readiness in Mathematics College and Career Readiness Standards Increased readiness of students meeting College and Career Benchmark Current U.S. Performance
Internationally Competitive 7th Estimated U.S. rank on PISA if students all students were college and career ready Source: ACT, Affirming the Goal
Point #4: Achieving on CCSS would significantly change our international standing.
