The Common Core State Standards And Financial Literacy

1. The Common Core State Standards And Financial Literacy 51st Annual Financial Literacy and Economic Education Conference Kansas City, MO October 4, 2012

2. Overview • Background in the Common Core State Standards • Examining the ELA/Literacy Standards • Examining the Mathematics Standards • Finding the intersection with Financial Literacy and Economics Education • Q & A

3. About Achieve • Achieve is a bipartisan, non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for postsecondary education, work, and citizenship. • American Diploma Project Network: 35 states • Next Generation Science Standards: 26 states • CCSS and Evaluating Instructional Materials: 22 states • PARCC Project Management Partner: 23 states • Communications, Advocacy and Coalition Building

4. Achieve’s Board • Governor Dave HeinemanState of Nebraska • Governor Jay NixonState of Missouri • Governor Deval PatrickState of Massachusetts • Jeff WadsworthPresident & Chief Executive OfficerBattelle  • Chairman Emeritus: Louis V. Gerstner, Jr.Former Chairman & Chief Executive OfficerIBM Corporation ChairCraig R. BarrettFormer CEO/Chairman of the BoardIntel Corporation Board MembersMark B. GrierVice ChairmanPrudential Financial, Inc. Governor Bill HaslamState of Tennessee Governor Dave HeinemanState of Nebraska

5. The Common Core State Standards

6. The Common Core State Standards Initiative • Spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English Language Arts/Literacy (ELA/Literacy) and mathematics standards. • The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). • www.corestandards.org

7. Common Core Initiative Mission Adapted from: The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) The Common Core State Standards… Provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. Are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. Position US students to compete successfully in the global economy.

8. Process and Timeline • Core writing teams in English Language Arts/Literacy and Mathematics (See www.corestandards.org for list of team members) • External and state feedback teams provided on-going feedback to writing teams throughout the process • Draft K-12 standards released for public comment on March 10, 2010; 9,600 comments received • Validation Committee of leading experts reviewed standards • Final standards were released June 2, 2010

9. *Minnesota adopted the CCSS in ELA/literacy only Adopted: 46 States + DC

10. Feedback and Review • External and State Feedback Teams included: • Postsecondary Faculty • K-12 Faculty and staff • State curriculum and assessments experts • Researchers • National organizations (including, but not limited, to):

11. Standards Evidence & Research Base • Standards from individual high-performing countries and provinces were used to inform content, structure, rigor, coherence and language. Mathematics Belgium (Flemish) Canada (Alberta) China Chinese Taipei England Finland Hong Kong India Ireland Japan Korea Singapore • ELA/Literacy • Australia • New South Wales • Victoria • Canada • Alberta • British Columbia • Ontario • England • Finland • Hong Kong • Ireland • New Zealand • Singapore

12. International Benchmarking • International benchmarks were used to guide critical decisions in the following areas: • Whether particular content should be included • When content should be introduced and how that content should progress • Ensuring focus and coherence • Organizing and formatting the standards • Determining emphasis on particular topics in standards

13. Evidence and Research Base, continued... • Scholarly research on vocabulary, speaking, and listening • Surveys on what skills are required of students entering college and workforce training (argument, informational text) • Assessment data identifying college and career readiness performance (text complexity) • Comparisons to standards from high-performing states and the National Assessment (NAEP itself draws on extensive scholarly research)

14. English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects

15. Design and Organization Three main sections K−5 (cross-disciplinary) 6−12 English Language Arts 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

16. Design and Organization Four strands Reading Writing Speaking and Listening Language An integrated model of literacy Media requirements blended throughout

17. Design and Organization College and Career Readiness (CCR) anchor standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations

18. Design and Organization K−12 standards Grade-specific end-of-year expectations Cumulative progression of skills and understandings One-to-one correspondence with CCR standards

19. Reading Comprehension (Standards 1−9) Strong progression of standards for reading literature Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts Aligned with NAEP Reading framework (70:30) Range of reading and level of text complexity(Standard 10, Appendices A and B) “Staircase” of growing text complexity across grades High-quality literature and informational texts in a range of genres and subgenres

20. Writing Writing types/purposes (Standards 1−3) Writing arguments Writing informative/explanatory texts Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts

21. Speaking and Listening Comprehension and collaboration (Standards 1−3) Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (Standards 4−6) Formal sharing of information and concepts, including through the use of technology

22. Language Knowledge of language (Standards 1−3) Using standard English in formal writing and speaking Using language effectively and recognizing language varieties Vocabulary (Standards 4−6) Determining word meanings and word nuances Acquiring general academic and domain-specific words and phrases

23. Key Advances Address reading and writing across the curriculum • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects Anchored in college and career readiness

24. Key Advances Reading Balance of literature and informational texts Focus on text complexity and what students read Writing Emphasis on argument and informative/explanatory writing Writing about sources (evidence) Speaking and Listening Inclusion of formal and informal talk Language Stress on general academic and domain-specific vocabulary

25. Mathematics Standards

26. Standards Evidence & Research Base • Standards from individual high-performing countries and provinces were used to inform content, structure, rigor, coherence and language. Mathematics Belgium (Flemish) Canada (Alberta) China Chinese Taipei England Finland Hong Kong India Ireland Japan Korea Singapore • ELA/Literacy • Australia • New South Wales • Victoria • Canada • Alberta • British Columbia • Ontario • England • Finland • Hong Kong • Ireland • New Zealand • Singapore

27. Top-Performing Countries vs. US Typical US State Topics G1 G2 G3 G4 G5 G6 G7 G8 l l l l l l l l Whole Number Meaning l l l l l l l l Whole Number Operations l l l l l l l l Measurement Units l l l l l l l l Common Fractions l l l l l l l l Equations & Formulas l l l l l l l l Data Representation & Analysis l l l l l l l l 2-D Geometry: Basics l l l l l l l l Polygons & Circles l l l l l l l l Perimeter, Area & Volume l l l l l l l l Rounding & Significant Figures l l l l l l l l Estimating Computations l l l l Properties of Whole Number Operations l l l l l l l l Estimating Quantity & Size l l l l l l l l Decimal Fractions l l l l l l l l Relationship of Common & Decimal Fractions l l l l l l l l Properties of Common & Decimal Fractions l l l l Percentages l l l l l l l l Proportionality Concepts l l l l l l l l Proportionality Problems l l l l l l l l 2-D Coordinate Geometry l l l l l l l l Geometry: Transformations l l l l l l l l Negative Numbers, Integers & Their Properties l l l l l l l l Number Theory l l l l l l l l Exponents, Roots & Radicals l l l l l l l l Exponents & Orders of Magnitude Intended by 4 out of the 6 top-achieving counties l l l l l l l l Measurement Estimation & Errors l l l l l l l l Constructions w/ Straightedge & Compass l l l l l l l l 3-D Geometry l l l l l l l l Congruence & Similarity Intended by all but one of the top-achieving countries (5 out of 6) l l l l l l l l Rational Numbers & Their Properties l l l l l l l l l Patterns, Relations & Functions l l l l l l l l Slope & Trigonometry Intended by all of the top-achieving countries n

28. Top-Performing Countriesvs.The Common Core State Standards

29. Key Advances The Common Core Standards provide coherent organization and clear student expectations

30. Advance #1: ContentFocus Snapshot from Grade 3

31. Advance #2: ContentCoherence Snapshot

32. Finding the Intersection Between the CCSS and Financial Literacy and Economics Education

33. Points of Intersection ELA/Literacy: Leveraging Expectations Leveraging the expectation for students to engage with informational texts Research Stress on academic language and domain specific language

34. Points of Intersection Mathematics: Making Explicit Connections • Standards for Mathematical Practice: • Modeling • Making and Critiquing Arguments • Attending to Precision • Reasoning Abstractly and Quantitatively • Making sense of and persevering in solving problems • Standards for Mathematical Content • Ratios and Proportional Relationships Domain (Grades 6 – 7) • Functions Domain (Grade 8) • Algebra and Functions Conceptual Categories in High School

35. Example #1 (Financial Investing) • Leveraging the expectation for students to engage with informational texts • Research • Stress on academic language and domain specific language • Modeling • Making and Critiquing Arguments • Attending to Precision • Reasoning Abstractly and Quantitatively • Making sense of and persevering in solving problems • Algebra and Functions Conceptual Categories in High School The Rule of 72 To estimate the number of years it takes money to double at r% interest compounded annually, divide 72 by r.  Show mathematically in general terms or by using graphs and examples that this rule is correct. Source: COMAP

36. Example #2(Financial Investing) • Leveraging the expectation for students to engage with informational texts • Research • Stress on academic language and domain specific language • Modeling • Making and Critiquing Arguments • Attending to Precision • Reasoning Abstractly and Quantitatively • Making sense of and persevering in solving problems • Number and Quantity Category in High School • Algebra and Functions Conceptual Categories in High School Become a Millionaire Assume that you are 18 years old and drink a latte a day.  Show that under some reasonable set of assumptions that if you give them up and invest the money saved at historical interest rates (or at the average rate of return of the stock market) you will be a millionaire by the time you're 60. Source: COMAP

37. Comments and Questions? Email: dsovde@achieve.org Twitter: @dougsovde