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The Challenge of Implementing the Common Core State Standards for ...
Typical coverage of topics lags. 2-3 years behind where they are intended in CCSSM. â Topics unique to grades in CCSSM
The Challenge of Implementing the Common Core State Standards for Mathematics William H. Schmidt
State Distribution for an Index of Similarity of Former State Standards to the CCSSM
Center for the Study of Curriculum
Representative Sample of District Curriculum Directors Indicated Current Coverage of CCSSM Topics
v Typical coverage of topics lags 2-3 years behind where they are intended in CCSSM v Topics unique to grades in CCSSM persist over multiple grades
Center for the Study of Curriculum
States’ Mean Year of Introduction for Each Year’s CCSSM Topics
Center for the Study of Curriculum
States’ Mean Number of Years Each Year’s CCSSM Topics Persist in Curriculum
Center for the Study of Curriculum
Representative Sample of Teachers in Each CCSSMAdopted State
u
90% have heard of the CCSSM
u
70% have read them
u
More than 90% like the idea of Common Standards
Center for the Study of Curriculum
Teachers Thoughts about CCSSM u
In general, ~30% think the CCSSM is “pretty much the same” as their former standards
u
If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it
u
After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards Center for the Study of Curriculum
Percent of Teachers Indicating Each Item May be an Obstacle to Implementing the more Challenging CCSSM Student inability to learn the material
20.0
Lack of needed mathematics knowledge among teachers
15.0
Lack of parental support
49.7
Lack of textbooks that support the standards
28.9
Lack of state assessments that are aligned to the standards and that provide feedback to districts / teachers
28.8
Center for the Study of Curriculum
What Teachers Say They Need to Implement the CCSSM
u
40% indicate they need new textbooks
u
60% say they need new online resources for students
u
About ⅓ report they have not participated in any sort of activity preparing for the implementation of the CCSSM Center for the Study of Curriculum
Teachers’ Reaction to the CCSSM for Their Grade Level
Center for the Study of Curriculum
Distribution of States’ Average Percent of Teachers Indicating They Feel Well Prepared to Teach the CCSSM Sample Topics for Their Grade
Center for the Study of Curriculum
State Distribution for Percent of Teachers Indicating the Textbook Primarily Determines Their Classroom Curriculum
