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Why Is It Important To Write An Analysis Of Why Adopt These Standards

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Why adopt these standards?
“Analysis of Why Adopt the standards”

For a parent or a person interested in CCSS you will find many educators and politicans argue that children will be learning skills for jobs that do not exist today. But history reveals many problems in trying to develop standards occurred over the past thirty years. The evidence can be found when considering commercial as well as economic reasons, as well as resolve complaints to help minorities, and add a rigor to the standards to live into the future. It is important to have students learning under the same standards objectives across the nation. History provides a lesson to us about lower standards.

In 1983, the National Commission on Excellence in Education published “A Nation At Risk1” which was a report that revealed schools in the U.S. were inadequate and did not compete globally with other countries. The main thread of the report was that the U.S. emphasized “equity over excellence” in its attempt to provide a quality education for all students. This is important because in doing this, academic standards were lowered to accommodate students at different achievement levels. This is important because equity of education should be provided to all children from all backgrounds but …show more content…

The Commission’s recommendation was to strengthen the curriculum with higher standards. This shows that the current anti – CCSS pundits have looked to this time line in history as a source for their theme pointing to a possible federal government national curriculum. . This is important because the standards are not a curriculum. This connects to my argument that the curriculum with higher standards did not lift the academic results because no one had moved to address the issue of having a common standard across the nation. In other words adopting a more rigorous curriculum was more important to the nation at that

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One of the biggest concerning the need for an increase in rigor in instruction in American schools. She discusses that in Poland students must stay in academic classes for an extra year and teachers are paid bonuses to engage in professional development work. She also notes that in Finland they “rebooted their teacher-training colleges, forcing them to become much more selective and rigorous.” In an article written by Sarah Tantillio on Only Good Books, she recognizes the validity of these statements, but comments that in America “the Common Core States Standards, which most states have adopted, they are definitely rigorous, But how they are implemented (and assessed) from state to state and school to school is still a Very Big Question.” Further in her article she points out the large population differences between Finland, Poland, and the United States, and how this affects our education system.

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Instead of just bombarding readers with different tools, the author highlights that standards should not and cannot be forgotten about. Teachers are professionals and public educators have a requirement to align their lessons with state standards. However, the author shows readers how standards can be accompanied by resources and primary sources that exist outside of the given text materials. This strength reminds teachers of their obligations as well as guides them on how to use it to their

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What was revealed by analysis showing a progression through time with CCSS? Both America’s political left and right vigorously tout their solution is the only one and education is a hotbed because it is an easy target. Evidence: Activists and politicos try and harness the debate from any angle that would put their point of view ahead of their rival. Common Core in the mainstream right media is portrayed as an evil creation by the left. Generally it has nothing to do with the standards themselves, but is likely to be any additional hot point that can be born under the name Common Core (Simon).

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The standards focus on math and English language arts in an effort to

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A Standard SOS There is a standard SOS. A reform is needed for how the Common Core State Standards (CCSS) are used to instruct and assess students in K-3rd. The National Association for the Education of Young Children (NAEYC) has brought attention to Common Core as having direct and immediate impact on children in the later years of early childhood and potential impact on programs for children prior to Kindergarten (2012, p. 3). According to the Common Core State Standards Initiative, the state standards are “a clear set of shared goals and expectations for what knowledge and skills will help our students succeed,” yet it is the responsibility of local administrators to decide how it will be taught and assessed (2016). Theoretically, it raises

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In 2009, governors and state commissioners alike came together to formulate the development and implementation of the Common Core State Standards. Through membership organizations such as the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) (http://www.corestandards.org/about-the-standards/frequently-asked-questions/), they were able to create a system that represented a clear-cut caliber of expectations meant for students in kindergarten to grade 12. Over the past several years, new amendments have been added to keep up with the standard that 48 states have adopted into their school systems, although the adoption of the policy was voluntary (http://www.corestandards.org/about-the-standards/frequently-asked-questions/). Despite majority of the states in the U.S. having decided on the policy already, there has been conflict amongst the parents of the children who are subject to the rigorous and exhausting amount of tests they must take to keep up with what is fixed into their school systems. The argument against test-taking is a controversy in itself as many believe

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