roadmap for a successful transition to the common core in states and districts

8/12/2019 Roadmap for a Successful Transition to the Common Core in States and Districts

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Roadmap for a SuccessfulTransition to the Common Core

in States and DistrictsBy Carmel Martin, Max Marchitello, and Melissa Lazarn June 2014


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1 Introduction and summary

3 Recommendations

1. States and districts should administer better, fairer, and fewer tests.

2. States and districts should phase in the use of high-stakes consequences

for teachers and students tied to the newly adopted Common Core-aligned

assessments.

3. States should maintain their statewide accountability systems based on

disaggregated student results on state assessments during the transition to

the Common Core and use the system to target more dollars and resource

to students and schools that are most in need.

4. States and districts must ensure that teachers are engaged in the develo

ofand have access tocomprehensive curricula and instructional mater

aligned with the Common Core standards.

5. States and districts must invest in teacher preparation and ongoing profe

development for educators.

6. States, districts, and schools should provide additional time for teachers

collaborate and plan together.

7. States and districts should engage educators, parents, and other stakeho

in the implementation effort.

8. States should assist districts and schools to further develop their technocapacity to support the new computer-based Common Core assessments a

provide instructional tools that allow for more individual instruction.

9. States and districts should use available resources and guidance to impr

the Common Core implementation process.

22 Conclusion

24 Endnotes

Contents


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1 Center for American Progress | Roadmap for a Successful Transition to the Common Core in States and Districts

Introduction and summary

Te Common Core Sae Sandards, which have been adoped by more han

40 saes, are one o he mos imporan reorms o American public educaion

in decades.1Te sandards will improve he qualiy o educaion by creaing a

roadmap or he knowledge and skills sudens need o know o be successul

in he 21s cenury. I implemened correcly, he new sandards will make roe

memorizaion, simplified curricula, and bubble ess hings o he pas. Insead,

sudens will be augh criical hinking and reading skills, including using daa o

problem solve and consruc argumens, and o be sronger wriers. Te CommonCore also will encourage changing he classroom experience. Sudens will work

ogeher and delve more deeply ino complex conceps, and engage in projec-

and discovery-based learning. Imporanly, he Common Core will give parens

confidence ha he sandards used o each heir children are evidence-based and

aligned wih wha hey will need o be successul afer high schoolno jus in

college, bu in heir careers and in lie.

Despie he many benefis o he Common Core, is biparisan suppor, and he

widespread adopion and inegraion ino sae plans o redesign heir educaion

sysems, he success o he sandards is in jeopardy. Several saes are reconsidering

heir commimen o he Common Core sandards and he aligned assessmens.2

Some on he ar righ are using he sandards or poliical gain by claiming hey

are an atemp by he ederal governmen o dicae educaion sandards. Tis is

despie he ac ha he sandards were creaed under he iniiaion and leadership

o biparisan sae leaders and developed wih absoluely no inpu rom ederal

acors. A he same ime, here are legiimae concerns abou he implemenaion

process. I has been uneven and many eachers and parens are unamiliar wih

he sandards. Educaors across he counry are concerned ha hey have received

inadequae suppor and have no been sufficienly engaged in he implemenaionprocess. Many eachers are apprehensive abou he use o suden perormance on

he new assessmens in eacher evaluaion.3


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Tese are all valid concerns, bu he good news is ha hey can be addressed.

Indeed, saes across he counry are geting many aspecs o implemenaion

righ. Alhough no sae has implemened he sandards perecly, here are many

examples o bes pracices o help saes course correc where needed wihou

compromising he inegriy o he Common Core or he benefis i will have or

sudens. Building on hese bes pracices, we recommend ha saes and disricsocus heir effors on nine criical seps required o effecively ranslae sandards

ino high-qualiy insrucion. Specifically, saes and disrics should:

Adminiser beter, airer, and ewer ess. Coninue o improve and implemen educaion evaluaion and suppor sysems

bu phase in high-sakes consequences or eachers and sudens ha are based

on he new Common Core-aligned assessmens. Mainain accounabiliy sysems based on disaggregaed suden resuls on

sae assessmens using he oucomes o he sysem o arge more dollars and

resources o sudens and schools ha are sruggling. Ensure ha eachers are engaged in he developmen oand have access o

comprehensive curricula and insrucional maerials aligned wih he Common

Core sandards. Inves in raining and ongoing proessional developmen or educaors. Provide eachers wih more ime or ongoing proessional developmen as well

as o plan and collaborae ogeher. Engage educaors, parens, and oher sakeholders in he implemenaion effor. Assis disrics and schools o urher develop heir echnological capaciy o

suppor he new compuer-based Common Core assessmens and provide

insrucional ools ha allow or more individual insrucion. Leverage addiional resources o improve he Common Core implemenaion

process.

Revamping sae educaion sysems o mee he demands o he 21s cenury is a

difficul endeavor and saes mus underake he ransiion responsibly wih air-

ness o sudens, amilies, and eachers. Tese recommendaions char a pracical

way ha saes and disrics can realize he benefis o he Common Core and

improve he qualiy o educaion or all sudens. Tis repor provides examples o

saes or disrics ackling each o he acions oulined by hese recommendaions.


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Recommendations

1. States and districts should administer better, fairer, and fewer tests.

esing is criical o ensuring sudens receive a high-qualiy educaion, bu some

parens and oher sakeholders have valid concerns ha sudens spend oo much

ime aking exams and ha ess have become he goal raher han a means o an

endlearning. Curren sae assessmens also do a poor job o measuring suden

knowledge, and do no useully assess wheher sudens have me he more rigor-ous expecaions o he Common Core. An analysis o 17 sae assessmens ound

ha none o he mah assessmens and only 6 percen o he English language

ars assessmens esed deeper learning conceps.4Te Common Core consoria

assessmens are designed o address hese problems.

wo groups o saeshe Parnership or Assessmen o Readiness or College

and Careers, or PARCC, and he Smarer Balanced Assessmen Consoria, or

SBAChave worked ogeher o build wo new, nex-generaion assessmen

sysems aligned wih he Common Core. Tese new ess move beyond radiional

muliple-choice exams. Similar o he Common Core sandards, which require

sudens o learn o be criical hinkers and problem solvers, he aligned assess-

mens will es more complex hinking, reading, compuaion, and wriing skills.

Furhermore, since he saes are working ogeher o develop hese new assess-

mens, he ess will be consisen and comparable across saes. Tereore,

sudens and parens can have confidence ha wha consiues proficiency will

be consisen even i hey move across sae lines. Tis will be helpul especially o

highly mobile amilies, including miliary amilies.

Te pracice o eaching o he es and weeks o drill-and-kill es prep should no

longer be seen as useul sraegies since he assessmens es high-level problem

solving and require sudens o show heir hough processes. Because hese ess

are compuer-based, hey should shoren he amoun o ime i will ake o provide

eedback o eachers on where sudens are and where hey need addiional help.


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Te new Common Core ess also provide saes and disrics wih he opporu-

niy o reduce he number o locally required sandardized esswhich are ofen

layered on op o sae assessmens in order o fill he gaps in sae assessmens. For

example, he average sevenh-grade suden in Denver, Colorado, spends 14 hours

per year aking disric-level sandardized ess.5Saes and disrics should conduc

an assessmen audi o deermine which ess bes assess suden progress againshigh sandards and suppor insrucion. Unnecessary ess should be eliminaed.

Afer swiching o he Common Core-aligned assessmens, i is likely ha iniially,

suden scores may drop. Tis is o be expeced when swiching o new, more chal-

lenging sandards. However, educaors, parens, and oher sakeholders should

have confidence ha hese new ess will reveal a more accurae picure o sudens

academic preparedness and provide greaer ransparency around achievemen gaps.

District of Columbia: In January 2014, the District of Columbia

Public Schools, or DCPS, established a testing task force to minimize

student time and stress related to standardized testing. The task

force will conduct an assessment audit and determine which tests

are unnecessary and can be abandoned. There are 27 members on

the task force, including teachers, principals, instructional coaches,

and content specialists. Furthermore, the members will work with

parents, students, and other stakeholders to make recommendations

to ensure the district only administers essential tests.6

New York: The Board of Regents and the New York Department

of Education are working to restrict how much students are be-

ing tested. The initiative includes eliminating double testing in the

eighth grade, and through New Yorks Race to the Top funding, offers

grants to districts to review all local assessments and reduce local

standardized testing by retaining only those exams that best inform

instruction and improve student learning.7In January 2014, the

Department of Education granted New Yorks double-testing w

request. As a result, districts will be able to administer only the

mon Core-aligned Regents examination in Algebra I and Geom

students in seventh and eighth grade.8

U.S. Department of Education: In June 2013, U.S. Secretary

Education Arne Duncan sent a letter to chief state school office

announcing that states could apply for a double-testing waiver

states transition to new assessments aligned with their college

career-ready standards. States were eligible to request a one-ye

waiver to allow schools participating in the field tests of the ne

Common Core-aligned assessments to administer only either t

field test or the current state assessment in the 2013-14 school

Sixteen states applied for the double-testing waiver.10To date,

have been approved.11


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2. States and districts should phase in the use of high-stakes

consequences for teachers and students tied to the newly

adopted Common Core-aligned assessments.

Over he pas ew years, school disrics have worked o redesign heir educaor-

evaluaion sysems o make hem a much more effecive ool in providing eedbacko eachers abou heir insrucional pracice, and o beter ideniy and expand he

reach o effecive eaching. A meaningul sysem o eacher evaluaion ha assesses

eacher perormance across muliple measures, including muliple observaions

o classroom insrucion, suden eedback, and measures o achievemen gains

based on assessmens over muliple years,12can airly and reliably ideniy effecive

eaching. Disrics in mos saes have been revamping heir evaluaion sysems

in he pas ew years o include hese eaures, and hese effors should coninue.

Paricularly now ha he more rigorous sandards are reaching classrooms across

he counry, sronger evaluaion sysems are an essenial ool o ensure ha eachers

have he skills and knowledge necessary o each o hese sandards.

eacher-evaluaion sysems also are a criical ool or ensuring equiable access

o effecive eachers. In a 2011 sudy o 10 school disrics across 7 saes, he

Naional Cener or Educaion Evaluaion ound an overall rend ha indicaes

ha low-income sudens have unequal access, on average, o he disrics highes-

perorming eachers, and he disribuion o effecive eachers is uneven wihin

and across disrics. For example, across he enire sample, in middle school lan-

guage ars, he lowes-povery schools accouned or 32 percen o highly effecive

eachers compared wih only 12 percen in he highes-povery schools.13Tese

dispariies mater. Te gap in achievemen or sudens augh by a eacher in he

op quarile o eacher effeciveness compared wih a eacher in he botom quar-

ile can amoun o a difference o wo o hree monhs insrucion.14Te dispariy

in he impac o he mos and leas effecive eachers is even more significan: A

recen sudy o he Los Angeles school disric ound ha a suden augh by an

English language ars eacher in he op quarile is on average six monhs ahead o

a suden augh by a botom-quarile eacher.15

In order o increase he likelihood ha all sudens have access o a op-ier

eacher, disrics and schools mus ideniy he sronges eachers and pinpoin heweaknesses o ohers o help hem improve heir pracice. Te evaluaion sys-

ems ha disrics are currenly implemening based on guidelines suppored by

research will help accomplish his challenging ask.


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A he same ime, educaors are undersandably concerned abou how evaluaion

resuls ha are based, in par, on suden perormance on he new, more rigorous

Common Core ess will affec hem. Disrics and schools should begin using

heir educaor-evaluaion sysems o provide eachers wih useul eedback and

proessional developmen o help improve heir pracice. Te resuls o eacher

evaluaions will also help saes, disrics, and schools saff classrooms and schoolsha are sruggling academically wih he sronges eachers. Inormaion rom he

new assessmens should be used or hese purposes. Bu he assessmen resuls

should no be used o make high-sakes decisions wih respec o eachers or

sudens unil here has been an opporuniy or eachers and school sysems o

ransiion o he new assessmens.

We recommend ha saes and disrics coninue o implemen and refine heir

educaor-evaluaion sysems bu ollow a gradual hree-year plan o incorporae

high-sakes consequences based on es resuls. In he firs year ha he new

Common Core-aligned assessmens are used or all sudens, saes should noinclude suden perormance on a new es o make any high-sakes decisions.

In he second year, saes and disricsespecially hose ha are adequaely

prepared and have sakeholder supporshould have he discreion o use su-

den es daa o inorm personnel decisions. Finally, once saes reach heir hird

year o using a Common Core-aligned assessmen, all saes and disrics should

include suden es daa o inorm personnel decisions.

Troughou his process, saes and disrics should share evaluaion resuls,

including he impac o suden growh, wih eachers and use he daa o inorm

proessional developmen and oher effors o suppor insrucional improvemen.

Tis gradual, sep-by-sep approach affords eachers addiional ime o acclimae

o he new sandards and assessmens while mainaining he inegriy and uiliy

o he sae evaluaion sysems.

Having he abiliy o ideniy he sronges eachers and help ohers improve heir

pracice is paramoun. Te new evaluaion sysems help accomplish his impor-

an objecive. I would no be pruden o sall hese effors.


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New Haven Public Schools, Connecticut: In the fall of 2009,

New Haven Public Schools, or NHPS, and the New Haven Federation

of Teachers, or NHFT, signed a new teachers contract after working

together to build a new teacher-evaluation and development system,

known as TEVAL.16TEVAL is a part of the broader School Change Initia-

tive, which strives to close the performance gap between New Havenstudents and the rest of the state within five years, decrease New

Havens dropout rate by half, and ensure all students graduating from

the New Haven Public Schools are adequately prepared and have the

financial resources to be successful in college.17

The new teacher-evaluation system marks a significant departure

from previous practice. TEVAL prioritizes teacher development and

coaching while emphasizing professional feedback from managers

through periodic conferencing instead of simple classroom obser-

vations. Furthermore, it provides a clear and detailed performance

rubric that allows administrators to provide frequent feedback to

teachers and includes student growth as a factor in evaluations.18

At the end of the year, all teachers receive a performance rating50

percent of which is based on student growth on state tests and the

other 50 percent on classroom observations. Ratings range from one

to five for each of the following components:

Student-learning outcomes measured by growth in student learning

Teacher instructional practice measured by manager observations

of planning, preparation, practice, and reflection Teacher professional values measured by manager observations of

professionalism, collegiality, and high expectations for students19

As a result of the TEVAL process, teachers receive one of five ratings:

exemplary, strong, effective, developing, or needs improvemen

Teachers identified as exemplary are eligible for a variety of lea

ship opportunities and higher paya result of NHPS winning a

million grant from the U.S. Department of Education as a part o

Teacher Incentive Fund in fall 2012.20Teachers rated as develop

receive a development plan, increased targeted development otunities to improve instruction, and frequent support. Finally, t

ers in need of improvement receive an intensive improvement

and frequent support sessions with teaching coaches. Those te

who do not improve sufficiently despite intense development s

port and intervention will be subject to immediate sanctions u

and including termination.

In the first year of the evaluation system, 34 low-performing te

ers chose to leave the district.21Another 15 teachers were affor

another year to make adequate progress despite being eligible

fired. Of those 15, only 2 remained in the needs improvement

the following year.22In the second year of TEVAL, 28 teachers, o

percent of the teaching force, left NHPS due to poor performan

Despite contributing to the departure of 62 teachers in two yea

teachers favored the system by a 2-to-1 margin.24

In 2013the first year that teachers were eligible for terminat

after failing to improve to an effective rating after three years

teachers resigned from their jobs. That year, 79 teachers were

as developing, and 13 as needs improvement. Superintende

Garth Harries believes this rating distribution is evidence that system is working to improve the teacher workforce. Dave Cica

president of New Havens teachers union, maintains his suppo

the evaluation system, calling it very judicious. The union is n

fighting any of the dismissals.25


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3. States should maintain their statewide accountability systems based

on disaggregated student results on state assessments during the

transition to the Common Core and use the system to target more

dollars and resources to students and schools that are most in need.

o achieve he expecaions se by he Common Core, saes mus mainain arobus, saewide accounabiliy sysem or all sudens, bu paricularly or hose

who have been radiionally underser ved in public schools. During he ransiion

o he more rigorous, Common Core-aligned assessmens, saes should coninue

o publicly repor disaggregaed suden-perormance daa as required under he

Elemenary and Secondary Educaion Ac, or ESEA. Beyond reporing, saes

and disrics also should use he resuls o he accounabiliy sysem o drive

addiional resources and suppors o schools sruggling o prepare sudens o

mee he sandards.

Tese measures are paricularly imporan or schools serving high concenraionso low-income sudens, sudens o color, sudens wih disabiliies, and English

language learners.According o he 2013 Naional Assessmen o Educaional

Progress, or NAEP, eighh-grade mahemaics assessmen, Arican American su-

dens are approximaely one-hird as likely as heir whie peers o score proficien

or advanced.26On he same assessmen, affluen sudens are more han 2.5 imes

as likely o score proficien or advanced.27Te dispariies are even greaer or su-

dens wih disabiliies and English language learners.28

ransiioning o he Common Core and holding all sudens o he rigorous

sandards o college and career readiness will be beneficial o all sudens, bu

especially o low-income sudens and sudens o color. I properly suppored

and resourced, he Common Core should suppor increased achievemen o

underserved sudens. According o a 2012 repor rom he Educaion Secor,

an independen educaion policy hink ank, hose saes wih high academic

and proficiency sandards saw he mos significan reducion in sudens scoring

below basic on NAEP beween 2003 and 2011.29For example, high-sandards

saes such as Colorado and Massachusets saw a 26 percen decrease in sudens

scoring below basic, compared wih low-sandards saes such as Alabama and

Oklahoma, which only saw a 20 percen drop in sudens scoring below basic.30


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Te new sandards and common assessmens will also bring greaer ransparency

o achievemen gaps. In many saes due o low sae sandards, very high percen-

ages o sudens score proficien, masking gaps beween high-achieving and

low-achieving sudens. Across he counry, here is an alarming inconsisency

beween proficiency raes as esimaed by NAEPassessmens ha closely align

wih he Common Core sandardsand hose made by saes ess. For example,in Michigan, he sae deermined ha 41 percen o is Arican American sudens

were proficien in eighh-grade reading, while NAEP ound only 11 percen me

ha hreshold. Tereore, i is no surprising ha approximaely 35 percen o

Michigans high school graduaes who enroll direcly ino he saes our- and wo-

year insiuions require a leas one remedial class.31Michigan is no alone in over-

esimaing sudens college and career readiness. Naionally, in 2007-08, nearly

one-hird o Arican American and Laino sudens enrolled in remedial courses.32

By raising sandards and aligning wha sudens are expeced o know and be able o

do wih he knowledge and skills needed o be successul in college and careers, heCommon Core akes a significan firs sep in closing hese achievemen and readi-

ness gaps. Bu saes mus do more han simply adop he Common Core sandards.

Saes mus also direc addiional unding, resources, and suppors o schools wih

high-povery and high-need sudens. In paricular, saes should srenghen heir

school-unding sysems so hey are more equiable and arge greaer resources o

schools serving sudens wih he mos need. In addiion o direc financial sup-

por, resources can include iniiaives and acions such as increasing learning ime

by reorganizing or expanding he school day; providing one-on-one uoring and

oher direc insrucional suppors; and expanding summer academic programs.

Finally, sae educaor-evaluaion sysems will play a criical role in ensuring ha

all sudensparicularly hose rom disadvanaged backgroundshave access o

effecive eachers. eachers are he single greaes in-school influence on suden

achievemen,33ye low-income sudens and sudens o color are more ofen

augh by inexperienced or ou-o-field eachers.34Using he resuls o educaor

evaluaions and oher measures o eacher effeciveness o ideniy he highes-

perorming eachers, saes, disrics, and schools should creae incenives or heir

sronges eachers o work wih sudens who need o make he larges achieve-men gains and provide addiional suppor o eachers who need help masering

he sandards and modiying heir insrucion o align wih hem.35


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4. States and districts must ensure that teachers are engaged in the

development ofand have access tocomprehensive curricula and

instructional materials aligned with the Common Core standards.

Te Common Core oulines he skills and knowledge sudens should maser, bu

no he curriculum hey should be augh. Saes need o suppor he developmen

o curricula ha are aligned wih he new sandards. Te Common Core will only

succeed in raising suden achievemen i sudens are augh wih high-qualiy

insrucional maerials.41

Ye surveys conduced by he Naional Educaion Associaion, or NEA, reveal

ha many eachers say hey do no have exbooks and maerials aligned wih he

sandards.42Some publishers are inappropriaely labeling exbooks and oher

insrucional maerial as Common Core-aligned. For example, according o a 2014

sudy o hree o Floridas ourh-grade mah exbooks markeed as CommonCore-aligned, he exbooks were misaligned considerably wih he saes new

sandards. Te sudy concluded ha hese exbooks will sysemaically ail o

each he advanced cogniive demand levels called or by he sandards. Tey will

overemphasize some sandards opics and neglec ohers.43

Charlotte-Mecklenburg Schools, North Carolina: Beginning in

2008, the Charlotte-Mecklenburg school district implemented Strate-

gic Staffing, a program to improve student achievement by matching

their most effective principals and teachers with the students who

have the greatest needs. In its inaugural year, the district identified

seven struggling schools to participate in the program and an ad-ditional seven schools in 2009.36

As a part of the program, the selected principals were allowed to

recruit an assistant principal, a behavior-management technician,

academic facilitators, and up to five teachers with proven records of

improving student achievement to be members of his or her leader-

ship team. Each of the new faculty members committed to serving at

least three years in their new school placement.37To encourage edu-

cators to work in struggling schools, the program included financial

incentives. Each teacher received an additional $10,000 for their first

year of service and $5,000 for each the subsequent two years. Each

principal received a 10 percent pay increase.

In the first review of the program, participating schools showed

considerable student growth in proficiency on state end-of-gra

and end-of-course tests in 13 of the 14 schools. One school gain

14 percentage points in reading, while two others improved by

percentage points.38

California: In 2012, Gov. Jerry Brown (D) and the California leg

established a new school-funding formula, the Local Control Fu

Formula, of LCFF. Under this plan, districts receive an average of

more per pupil annually in base funding. The formula is also sen

to the additional needs of low-income students, English langua

learners, and other underserved students. Specifically, districts w

ceive an additional 20 percent for each English language learner

income student, and foster youth.39Since the creation of LCFF, G

Brown has maintained his commitment to both more adequate

equitably fund Californias schools. In his most recent budget pr

the governor allocated $4.5 billion for the second year of implem

tion, which closes the LCFF funding gap by 28 percent.40


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High-qualiy insrucional maerial, resources, and suppors also are key o

ensuring ha he specific needs o sudens wih disabiliies and English language

learners are me. Te increased rigor o he Common Core will be challenging or

all sudens; however, i will be mos difficul or sudens who ace addiional bar-

riers and challenges. Saes and disrics should ensure ha insrucional maerials

are appropriaely ailored o mee he unique needs o hese sudens o guaraneeha hey can access and maser grade-level conen.44

Indeed, some saes are addressing hese gaps. In Caliornia, he sae deparmen

o educaion has developed exensive online resources on he Common Core or

sudens wih disabiliies. Te agency developed maerials specifically or parens

and sudens, covering general and alernae assessmens, as well as insrucional

sessions o help eachers align suden individualized educaion programs o he

Common Core.45

However, building curricula and insrucional maerials can be difficul.Forunaely, saes do no have o do i alone. One advanage o having common

sandards is ha saes can leverage high-qualiy, scalable resources developed

by oher saes or mah and lieracy consoria. For example, he Lieracy Design

Collaboraive46and Inside Mahemaics47are naional proessional communiies

o educaors providing curricula resources, conen-specific proessional develop-

men, model lesson plans, and insrucional maerials aligned wih he Common

Core. Many saes rely on EngageNY,48an iniiaive o he New York Deparmen

o Educaion, which is a one-sop shop or policymakers, educaors, and parens

o learn abou he Common Core as well as access oolkis, model lessons, daa-

driven insrucion, and oher maerials aligned o he Common Core.

In some areas, eachers are no being apped a he local level o help ranslae he

sandards ino classroom insrucion.49Robus eacher paricipaion in curricula

developmen will increase eachers amiliariy and comor wih boh wha

hey will be eaching and he sandards ha heir sudens are expeced o mee.

eachers can also make recommendaions on wha will be consrucive in heir

classrooms and ideniy maerials necessary or heir aligned insrucion.


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5. States and districts must invest in teacher preparation

and ongoing professional development for educators.

eaching o he Common Core and preparing sudens o reach more rigorous

sandards han ever beore52requires eachers o change heir pracice and peda-

gogy. I is unreasonable, however, o expec eachers o accomplish his on heir

own. For a smooh ransiion, saes should make considerable invesmens in

ongoing and high-qualiy, job-embedded proessional developmen ha is conen

specific and eaches he sandards, relaed curricula, assessmens, bes pracices,

and sraegies. Disrics and schools may need o resrucure eachers schedules

o provide proessional developmen o his qualiy.

Beyond acclimaing educaors o he Common Core, here mus also be high-

qualiy proessional developmen designed o prepare eachers o mee he diverseneeds o heir sudens. In paricular, eachers mus receive guidance and suppor

o effecively serve sudens wih disabiliies and English language learners.

Colorado:Since Colorado adapted the Colorado Academic Stan-

dards, or CAS, to align with the Common Core in 2010, educators

have been deeply engaged in building curricula and instructional ma-

terials. To support the transition to the Common Core and ensure that

educators are well prepared to modify their instruction to meet the

new standards, the state established the District Sample CurriculumProject in 2012. The project has three main phases:

Curriculum overview samples. Educators from across Colorado

worked with the Standards and Instructional Support team to trans-

late CAS into content- and grade-level specific curriculum overviews.

Area refining workshops. In regional workshops held across the

state, educators commented on the project, the curriculum samples

developed in phase I, and offered recommendations on developing

CAS-aligned sample unit curricula.

Instructional unit samples. Educators from across the state

worked with the Standards and Instructional Support team to build

units based on the curriculum overview samples. During thre

workshops, district-level teams of general education, special

tion, English language learners, and gifted and talented teach

collaborated to plan instruction to meet the needs of all stud

To date, 116 school districts and approximately 500 teachers havworked together on the District Sample Curriculum Project and h

produced more than 650 materials aligned with the Colorado Ac

ic Standards. The materials provide a starting point for teachers a

offer examples of how to teach critical thinking and problem solv

As a result of the project, a regional network of teachers was cr

who can share the resources, strategies, and best practices they

learned in their home districts and schools. This is particularly i

tant in Colorado, where there are many small schools and distr

spread out across the state.51Furthermore, the curriculum over

samples, grade- and content-specific unit samples, project reso

instructional webinars, and a process to provide feedback are a

made available on the Colorado Department of Educations we


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Tis is no easy ask or saes and disrics. Much o he proessional developmen

provided o eachers hisorically has neiher sufficienly me he needs o eachers

nor subsanially affeced suden learning.53Bu here is evidence ha i designed

appropriaely, proessional developmen can improve suden achievemen. In

2007, he American Insiues or Research reviewed he mos rigorous evalu-

aions o he impac o proessional developmen on suden achievemen andound ha an average o 49 hours o proessional developmen improves suden

achievemen by 21 percenile poins.54While he evidence is limied in scope and

specific in naure, is implicaions are clear: Invesing in ongoing, job-embedded

proessional developmen aligned o he Common Core is essenial o improving

suden achievemen and readiness or college and career.

Jus as he demands on eachers evolve under he Common Core, so oo have he

responsibiliies and expecaions o school principals. Ye, according o he Schools

and Saffing Survey, or SASS, he vas majoriy o principals repor ha heir

proessional-developmen aciviies are predominanly ineffecive.55Some disricssuch as Gwinnet Couny Public Schools in Georgia and Denver Public Schools in

Colorado are redesigning heir principal proessional developmen o help princi-

pals ocus on how bes o coach eachers and are raining principals on disricwide

eaching and leadership rameworks.56For principals o be effecive insrucional

leaders and suppor eachers as hey ransiion o he Common Core, saes mus

provide high-qualiy proessional developmen o prepare principals.

Preparing he curren educaor workorce o mee he demands o he Common

Core is only hal o he equaion; saes mus also work wih eacher-preparaion

programs o ensure ha hey are ailored o mee he needs o he Common Core

and he new rigorous assessmens. Wih large numbers o eachers expeced o

reire in he near erm,57i is criical ha new cohors o eachers are well prepared

o each o he Common Core and suppor suden growh o sandard. o dae,

however, schools o educaion sill have a long way o go. Te Naional Council on

eaching Qualiy analyzed more han 1,000 higher-educaion eacher-preparaion

programs, including on how well prospecive eachers are prepared o each he

Common Core. Based on ha sudy, only 10 percen o insiuions earned hree

or more sars ou o a possible our.58Tere mus be a sronger, more concered

effor o improve schools o educaion o more adequaely prepare eachers or hechallenge o eaching he Common Core.


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Delaware: The Delaware Department of Education developed an

18-month projectCommon Ground for the Common Coreto

train a network of guiding teams of educators to support the success-

ful implementation of the new standards. Beginning in early 2013,

more than 700 educators from more than 140 schools across the state

collaborated on strategies to improve the transition to the CommonCore. They also worked together across grades and content areas to

delve more deeply into the standards and translate them into effec-

tive classroom practice.59

In May 2014, the Common Ground participants, superintendents,

school board presidents, PTA representatives, state board of educa-

tion members, and legislators met in the capital of Dover to share

lessons learned over the first year of the project. Team presentations

highlighted their successes without shying away from the chal-

lenges that they faced in implementing the standards and how they

changed their practice to overcome those difficulties. The goal of

the project is to build educator capacity to implement and teach to

the Common Core.60

Maryland: In 2011, the Maryland State Department of Education

established Educator Effectiveness Academies, or EEAs, to provide

professional development directly to schools. Every school in Mary-

land sent a leadership team made up of the principal and one English

language arts; one math; and one science, technology, engineering,

and math, or STEM, teacher to participate in the EEAs.

The EEAs were four day-long, in-person meetings held each sum-

mer in 11 regional centers across the state with follow-up webinars

throughout the year to supplement the meetings and provide further

support for the implementation of the Common Core. The meetings

focused on unpacking the Common Core, translating the literacy

standards into the other subjects, connecting the Common Core with

teacher evaluations and state assessments, and planning to me

needs of diverse learners.

As a result of the EEAs, each school has a team of master teache

fully versed in the Common Core, aligned curricula and instruct

practice, educator evaluation, and new statewide assessments.master teachers develop and administer trainings and impleme

tion plans in their schools.61

Arizona: The public universities in Arizona are leading the way

ensuring both current and future teachers are prepared to mee

more rigorous demands of the Common Core and the 21st cen

classroom. The Mary Lou Fulton Teachers College at Arizona Sta

University, or ASU, established a professional learning library, w

includes more than 1,200 resources aligned with Arizonas Colle

and Career Ready Standards. ASU Teachers College faculty cont

produce, evaluate, and share lesson plans in the learning librar

viding educators with model lessons and other strategies to pr

instruction aligned with Arizonas new standards.62

ASUs Teachers College embeds Arizonas College and Career Re

Standards into their teacher preparation coursework and clinica

periences. The syllabi for all undergraduate and graduate classe

being revised to align with the standards. Students in ASUs Tea

College also participate in district-led professional developmen

training on the new standards.63

Finally, ASUs Teachers College leads a multi-institutional collab

tion to provide professional development in Arizonas College a

Career Ready Standards in math to educators across the state. T

collaboration includes Arizona State University, Northern Arizo

University, and the University of Arizona.64


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7. States and districts should engage educators, parents,

and other stakeholders in the implementation effort.

Parens, eachers, communiy members, businesses, insiuions o higher educa-

ion, and suden advocaes mus be engaged regularly or he Common Core

o be implemened successully. Tese key sakeholders can be powerul allies

in supporing he new sandards and in ensuring saes underake he necessary

seps o prepare eachers o each he sandards and or sudens o achieve hem.

However, or parens and oher relevan sakeholders o be engaged sufficienly in

he ransiion o he new sandards, saes should expand heir communicaions

and oureach effors. o increase he reach and efficacy o sakeholder engage-men, saes and disrics should parner wih supporive nonprofis and oher

organizaions across he sae.

Fresno Unified School District, California: For the 2013-14

school year, Fresno Unified School District, or FUSD, redesigned the

schedule in 11 middle schools to embed professional development into

the school day. The schools in the district alternate between their nor-

mal schedule and a single-schedule design. Without adding any addi-

tional time to the day, the new schedule affords core academic teachersa full day of professional development and opportunities for collabora-

tion. On the alternative schedule, students take an intensive Common

Core-aligned class taught by a Plus Team, comprised of experienced

educators, which affords the classroom teachers the time to collabo-

rate. In this class, students work on Common Core-aligned, skills-based

tasks such as citing evidence to support strong arguments.74

Newton School Elementary, Greenfield, Massachusetts: For

the past six years, Newton Elementary has been collaborating with

the Massachusetts Expanded Learning Time Initiative75to improve

student outcomes in core academic subjects, broaden enrichment

opportunities, and improve instruction by adding more planning and

professional development time for teachers.76Since 2007, Newton

Elementary has added 90 minutes of additional learning time and

time for teachers to collaborate to each school day.77Teachers often

use additional time to collaborate on designing unit and lesson plans,

and to align instruction to the Common Core. For example, for

on colonial times:

In advance of their planning meeting, one teacher had reviewed

[Common Core] and highlighted the standards that this unit cou

address. Then, the Newton teachers spent their 45-minute meetidiscussing how to address the specific standards identified and h

to employ top-down topic websone of the schools common

structional strategiesin the upcoming lesson. Toward the end

the meeting, the team members divided planning tasks for the u

One teacher agreed to develop the activities for the lesson; anoth

took on outlining a research component, and the third agreed to

focus on selecting specific texts.78

Providing teachers with additional time to collaborate and plan a

them the opportunity to work together to determine how best to

meet standards and share responsibilities to ensure their lessons

as comprehensive as possible. The initiative has resulted in signifi

growth in student achievement. Since 2008, Newton has increase

percentage of their students achieving proficiency on the Massac

setts Comprehensive Assessment System, or MCAS, by 19 percen

points in English language arts and 16 percentage points in math


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When i comes o amilies, saes and disrics mus be sure ha hey are prepared

or depressed suden-perormance scores ha may resul rom he more chal-

lenging assessmens ha will accompany he new sandards. I mus be under-

sood ha hese scores do no represen a loss o achievemen, bu raher a more

accurae evaluaion o wha sudens acually know and can do. In ac, he mos

recen poll o regisered voers by Achievea nonparisan educaion reormorganizaionound ha he majoriy o hose surveyed believe a drop in scores

does no mean he sandards are no working.80Neverheless, saes and disrics

need o work wih parens and he communiy o ensure ha hey are no alarmed

by lower es scores. Undersanding where sudens acually are will orm he

new baseline o achievemen daa and is vial o building a more equiable school

sysem ocused on promoing greaer achievemen and gap closure.

Saes and disrics mus similarly engage eachers. No only will i increase

eacher readiness o each o he Common Core, bu i also recognizes ha each-

ers are rused ambassadors wih parens and oher sakeholders. A recen naionalpoll o regisered voers conduced by 50CANa nonprofi ha works in seven

saes o improve he qualiy o educaion afforded o all sudensound ha

eachers were he mos rused group o deermine wha is bes or improving

schools.81Tereore, acive engagemen wih educaors will increase heir readi-

ness o each o he sandards and make hem effecive parners in conveying he

imporance o he sandards and assessmens o parens and oher sakeholders.


21/31


8. States should assist districts and schools to fur ther develop

their technological capacity to support the new computer-

based Common Core assessments and provide instructional

tools that allow for more individual instruction.

Te Common Core-aligned assessmens developed by PARCC and Smarer

Balanced are designed o be adminisered online. Alhough boh ess will be

available in paper-and-pencil orm or hree years,85saes should inves in heir

echnological inrasrucure so ha all sudens and eachers can benefi rom he

compuer-based ess. Saes should use available ederal unds under he E-rae

program, which provides discouns o afford schools elecommunicaions and

Inerne access, o arge resources o hose disrics mos in need o enhanced

echnological inrasrucure. Federal unding or assessmen adminisraion under

ESEA may also be used o improve echnological capaciy.

Kentucky: In 2009, Kentucky passed S.B. 1, or the Unbridled Lear-

ning act, which officially adopted the Common Core, required the

state to implement new assessments aligned with the standards,

and revamped the accountability system.82Shortly after the bill was

passed, the Kentucky Department of Education, or KDE, launched a

robust communications and outreach plan to engage stakeholdersabout the forthcoming changes to the state education system.

All of the communications around the new education system

focused on two central themes. First, that Kentucky was moving to-

ward preparing all public school students for college and/or careers,

and that effort would start as soon as a child entered the public

school system. Second, that the new assessment and accountabil-

ity system would be more useful and deep and provide educators,

parents, elected officials and communities with reliable data that

could be used to move schools forward.83

It was critical for KDE to contextualize these efforts to ensure that

parents and other stakeholders were fully aware that the ultim

goal of the Common Core is to improve education for all stud

To accomplish this, KDE emphasized Kentuckys long history o

state-mandated assessments and accountability; developed a

variety of accessible resources about the standards for teache

parents; maintained continual public communication about tstandards; established steering committees and working grou

educators; and partnered with education organizations, nonp

and the Kentucky Chamber of Commerce.

The expansive outreach campaign has helped the vast majority

teachers feel comfortable and ready to teach the Common Cor

dards. Last November and December, the Kentucky Departmen

Education conducted an anonymous, voluntary survey to gaug

cator attitudes about the states new standards. According to su

findings, 86 percent of respondents believe that they are prepa

teach the standards, and 90 percent believe that the new stand

are more rigorous than the previous standards.84


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Compuer-based assessmens have he advanage o providing es scores almos

immediaely o help eachers undersand wha heir sudens have masered and

he areas in which hey need o improve. In he case o Smarer Balanced, he ess

will be compuer adapive, which will more precisely deermine suden knowl-

edge and skills and allow sudens o be esed across a range o difficuly while

remaining on grade level.

o benefi ully rom an online assessmen sysem, saes and disrics mus pro-

vide proessional developmen o eachers ocused on inerpreing he es resuls

and using he inormaion o improve classroom insrucion. Finally, i is impor-

an ha saes ensure suden privacy is proeced. Parens, eachers, and commu-

niy members mus be inormed o he srong proecions sudens are afforded

under he ederal Family Educaional Righs and Privacy Ac, or FERPA.

Increasing sae and disric echnology capaciy wil l also help connec wha su-

dens are learning wih heir everyday lives, enhance insrucion, and personal-ize learning. By using echnology in he classroom, eachers can presen maerial

in a way ha is accessible o odays sudens, and also more easily differeniae

insrucion o mee sudens individual needs. Finally, improving access o ech-

nology and broadband will help saes and disrics expand he reach o effecive

eachers and more rigorous coursework o sudens who oherwise would no

have access o hem.

Rhode Island: Rhode Island has undertaken a Wireless Classroom

Initiative to provide $20 million in technology grants to expand wire-

less access to classrooms across the state over the next several years.86

Increasing bandwidth is perhaps the most important investment

states need to make to improve their technological infrastructure.

Building on existing support through the federal E-rate program, the

state developed the Rhode Island Telecommunications Educational

Access Fund, or RITEAF. This fund supplements the financial support

of E-rate to ensure that Internet access is available and affordable in

all K-12 schools and public libraries.87

Illinois: Spearheaded by Bloomington Public School District in

nois, the Illini Cloud is a district-led initiative that allows partici

schools and districts to save 30 percent to 60 percent in techno

related costs by sharing hardware, applications, data storage, a

IT support.88The Illini Cloud provides an opportunity for all dist

regardless of size, to provide state-of-the-art computing, netwo

and data storage. With the Illini Cloud, school districts have inc

technology capacity and flexibility, greater computing mobility

complete control over their resources and data.89More than 20

linois districts participate in the program.90


23/31


9. States and districts should use available resources and

guidance to improve the Common Core implementation process.

ransiioning o new sandards, new assessmens, and educaor-evaluaion sysems

is cerainly challenging, and saes should leverage all available resources o ensure

smooh implemenaion. Tere are a muliude o resources available o aid in imple-mening he Common Core, bu CAP recommends he ollowing because hey are

comprehensive and arge differen audiences involved in sae educaion sysems.

Realizing the Potential: How Governors Can Lead Effective Implementation

of the Common Core State Standards by the National Governors Association 91

Governors have a criical role o play in seting prioriies and direcion he sae

will ollow. Governors provided srong leadership in he creaion o he san-

dards and can be an exremely effecive champion o successul implemenaion.

Tis repor highlighs sraegies o effecively communicae he saes vision or

reorm, engage sakeholders, build capaciy and curricula, develop impaculassessmen and accounabiliy sysems, and maximize resources and limi coss.

Implementing Common Core State Standards and Assessments:

A Workbook for State and District Leaders by Achieve and the

U.S. Education Delivery Institute92

Tis resource is inended o help sae and disric policymakers consruc a

pracical plan o implemen he Common Core sandards and assessmens. For

hose saes and disrics ha eel implemenaion hus ar has been uneven or

incomplee, he workbook includes a diagnosic assessmen o help deermine

areas where a saes implemenaion effors have been successul and where

more work is needed. Te workbook hen guides policymakers hrough srae-

gies o organize or implemenaion, or effecive implemenaion acions, and

how o monior and susain progress.

Implementation of the Common Core State Standards: A Transition Guide for

School-Level Leaders by the Aspen Institute and Society Program, Education

First, Insight Education Group, Student Achievement Partners, and Targeted

Leadership Consulting93

School-level leaders play he mos significan role in successully ransiioningo he new sandards. Tis guide provides advice, planning ools, and merics

o help schools smoohly swich o he Common Core. In paricular, he guide

ocuses on orming in-school leadership eams, ongoing proessional learning,

aligning insrucional resources wih he sandards, and communicaing effec-

ively wih parens and communiies.


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25/31


Conclusion

Te Common Core Sae Sandards presen he greaes opporuniy in decades

o improve he qualiy o educaion afforded o all sudens. Uniormly raising

sandards across he majoriy o saes and increasing he rigor o assessmens ses

an ambiious bar o college and career readiness or all sudens. Furhermore,

assessing sudens agains his more difficul benchmark will shine a brigh ligh

on schools and disrics ha are sruggling o provide he caliber o educaion

necessary or sudens o be successul. Armed wih a more accurae picure o su-

den perormance, saes and disrics will be beter posiioned o direc resourcesand suppors o sudens who need hem he mos. Tese new sandards will also

beter prepare sudens o adjus o a changing economy by providing hem wih

no jus he base knowledge hey need, bu also he skills o be lielong learners,

effecive communicaors, and criical hinkers.

Effecive insrucion requires much more han rigorous sandards and high-qual-

iy aligned assessmens, bu sandards ha are he oundaion upon which good

schools build effecive insrucion. Te Common Core was developed based on

a robus evidence-based process. Te sandards allow a remendous amoun o

reedom a he classroom level or deermining how o ranslae he sandards or

individual sudens. Bu he ocus on 21s cenury skills, such as criical hinking

and he use o daa, will drive schools o incorporae sraegies ha educaors have

always known are beneficial o sudens such as problem-based learning.

I is rue ha he ransiion o he sandards and assessmens is difficul and will

require paience, persisence, and coninual parenal and communiy engagemen,

wih ongoing suppor and proessional developmen or educaors. Bu he re-

mendous benefis o he Common Core are oo imporan o allow incomplee or

inadequae implemenaion o undermine hem. Te good news is ha across hecounry, saes and disrics are using promising and effecive pracices o imple-

men he Common Core. Te examples highlighed in his repor are esimony

o his effor. Bu more work remains, and saes and disrics should ake noe o

bes pracices as hey coninue heir ransiion o he Common Core.


26/31


About the authors

Carmel Martinis he Execuive Vice Presiden or Policy a he Cener or

American Progress. She manages policy across issue areas and is a key member o

CAPs execuive eam. Beore joining CAP, Marin was he assisan secreary or

planning, evaluaion, and policy developmen a he Deparmen o Educaion. Inhis posiion, she led he deparmens policy and budge developmen aciviies

and served as a senior advisor o Secreary o Educaion Arne Duncan. Prior o

he Deparmen o Educaion, Marin served as general counsel and depuy saff

direcor or he lae Sen. Edward Kennedy (D-MA) as chairman o he Healh,

Educaion, Labor and Pensions Commitee.

Max Marchitellois a Policy Analys or he Pre-K-12 Educaion Policy eam a

he Cener or American Progress. He has ocused principally on accounabiliy,

sandards, assessmens, school finance, and educaion issues relaed o low-

income sudens and sudens o color. Prior o joining CAP, Marchiello servedas he inaugural William L. aylor Fellow or Educaion Policy a Te Leadership

Conerence on Civil and Human Righs. He also augh high school English and

coached baskeball in norh Philadelphia.

Melissa Lazarinis he Managing Direcor or Educaion Policy a he Cener orAmerican Progress. She has ocused principally on school improvemen, edu-

caional innovaion including expanded learning ime and charer schooling,

high school reorm, sandards, and educaion issues relaed o English language

learners and Lainos. Prior o joining CAP, Lazarin served as direcor o educaion

policy a Firs Focus, a naional childrens advocacy organizaion, and associae

direcor o educaion policy a he Naional Council o La Raza, a naional Laino

civil righs and advocacy organizaion.


27/31


28/31


27 Ibid.

28 Ibid.

29 Constance Clark and Peter Cookson Jr., High StandardsHelp Struggling Students: New Evidence (Washing-ton: Education Sector, 2012), available at http://www.educationsector.org/sites/default/files/publications/Equity_CYCT_RELEASED.pdf.

30 Ibid.

31 Ron French, See how your local schools do on collegeremediation, Bridge, May 8, 2012, available at http://bridgemi.com/2012/05/see-how-your-local-schools-do-on-college-prep/.

32 Dinah Sparks and Nat Malkus, First-Year Under-graduate Remedial Coursetaking: 1999-2000, 2003-04,2007-08 (Washington: National Center for Educa-tion Statistics, 2013), available at http://nces.ed.gov/pubs2013/2013013.pdf.

33 Rand Education, Teachers Matter: UnderstandingTeachers Impact on Student Achievement (2012),available at https://www.rank.org/content/dam/rank/pubs/corporate_pubs/2012/RAND_CP693z1-2012-09.pdf.

34 U.S. Department of Education Office for Civil Rights,Civil Rights Data Collection, available at http://ocrdata.

ed.gov/(last accessed May 2014).

35 Glenda Partee, Attaining Equitable Distribution ofEffective Teachers in Public Schools (Washington:Center for American Progress, 2014), available athttp://www.americanprogress.org/issues/education/report/2014/04/11/87695/attaining-equitable-distribu-tion-of-effective-teachers-in-public-schools/.

36 Charlotte-Mecklenburg School District, StrategicStaffing, (Charlotte, NC: CMS, 2009), available athttp://www.cms.k12.nc.us/superintendent/White%20Papers/Strategic%20Staffing.pdf.

37 Charlotte-Mecklenburg Schools Center for Research &Evaluation Office of Accountability, Evaluation of theStrategic Staffing Initiative (2011), available athttp://www.cms.k12.nc.us/cmsdepartments/accountability/REA/Documents/Stategic%20Staffing%20Evalua-

tion%20Report%20January%202011.pdf.

38 Charlotte-Mecklenburg School District, StrategicStaffing (2009), available athttp://ww w.cms.k12.nc.us/superintendent/White%20Papers/Strategic%20Staff-ing.pdf.

39 California Department of Education, Local ControlFunding Formula Overview, available at http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp(last accessed June2014).

40 California School Boards Association, GovernorsBudget Continues to Invest in CA Education, Pressrelease, May 13, 2014, available athttp://www.csba.org/Newsroom/PressReleases/2014/2014_0513_MayRevise.aspx.

41 Matthew Chingos and Grover Whitehurst, Choosing

Blindly: Instructional Materials, Teacher Effectiveness,and the Common Core (Washington: The BrookingsInstitution, 2012), available athttp://www.brookings.edu/research/reports/2012/04/10-curriculum-chingos-whitehurst.

42 Dennis Van Roekel, We Need a Course Correction onCommon Core, Huffington Post, February 20, 2014,available at http://www.huffingtonpost.com/dennis-van-roekel/commonc-core_b_4823795.html.

43 Morgan S. Polikoff, How Well Aligned Are Textbooks tothe Common Core Standards in Mathematics? (Phila-delphia: Annual Meeting of the American EducationalResearch Association, 2014), available at http://www-bcf.usc.edu/~polikoff/textbooks.pdf.

44 Sue Gamm and others, Common Core State Standardsand Diverse Urban Students: Using Multi-TieredSystems of Support (Washington: Council of Great CitySchools, 2012), available at http://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/87/77--Achieve-ment%20Task%20Force--RTI%20White%20Paper-Final.

pdf.

45 California Department of Education, Common CoreResources for Special Education, available at http://www.cde.ca.gov/sp/se/cc/(last accessed June 2014).

46 Literacy Design Collaborative, Overvie w, availableat http://www.ldc.org/how-ldc-works/overview(lastaccessed March 2014).

47 Inside Mathematics, About Inside Mathematics, avail-able at http://www.insidemathematics.org/index.php/about-inside-mathematics(last accessed March 2014).

48 Engage NY, Common Core Curriculum, available athttp://www.engageny.org/common-core-curriculum(last accessed March 2014).

49 Dennis Van Roekel, We Need a Course Correction on

Common Core, Huffington Post, April 22, 2014, avail-able at http://www.huffingtonpost.com/dennis-van-roekel/commonc-core_b_4823795.html.

50 Colorado Department of Education, Colorados DistrictSample Curriculum Project-Introduction, available athttp://www.cde.state.co.us/standardsandinstruction/samplecurriculumproject (last accessed May 2014).

51 U.S. Department of Education, Colorado TeachersLeading New Standards Adoption, Progress Blog,April 7, 2014, available at http://www.ed.gov/edblogs/progress/2014/04/colorado-teachers-leading-new-standards-adoption/.

52 Sheila Byrd Carmichael and others, The State ofState Standardsand the Common Corein 2 010(Washington: Fordham Institute, 2010). Forty-five stateshave adopted both the math and English language arts

standards, and one state, Minnesota, has adopted onlythe English language arts standard.

53 Matthew DiCarlo, The 5-10 Percent Solution, TheShanker Blog, December 16, 2010, available at http://shankerblog.org/?p=1473.

54 Kwang Suk Yoon and others, Reviewing the Evidenceon How Teacher Professional Development AffectsStudent Achievement (Washington: U.S. Departmentof Education, 2007).

55 Jenny DeMonte and Kaitlin Pennington, PrincipalsNeed Support Too: New Professional Support forPrincipals is Essential for Strong Evaluation Systems(Washington: Center for American Progress, forthcom-ing).

56 Lee Alvoid and Watt Lesley Black, The Changing Role

of the Principal: How High-Achieving Districts AreRecalibrating School Leadership (Washington: Centerfor American Progress, forthcoming).

57 Richard Ingersoll and Lisa Merrill, L, Seven trends: Thetransformation of the teaching force (Philadelphia: TheConsortium for Policy Research in Education, Universityof Pennsylvania, 2013), available athttp://cpre.org/seven-trends-transformation-teaching-force-0.
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58 Julie Greenberg, Arthur McKee, and Kate Walsh,Teacher Prep Review: A R eview of the Nations TeacherPreparation Programs (Washington: National Councilon Teacher Quality, 2013), available at http://www.nctq.org/dmsView/Teacher_Prep_Review_2013_Report.

59 Delaware Department of Education, Schools toCelebrate Successes in Common Core Implementation,Press release, April 23, 2014, available at http://www.doe.state.de.us/news/2014/0423.shtml.

60 Ibid.

61 Southern Regional Education Board, State Implemen-tation of Common Core State Standards: ProfessionalDevelopment (2014), available at http://publications.sreb.org/2014/CCSS3PD_SREB.pdf.

62 Arizona State University Mary Lou Fulton TeachersCollege, Arizonas College and Career Ready Standards,available at http://education.asu.edu/resources/accrs(last accessed May 2014).

63 Ibid.

64 Ibid.

65 Linda Darling-Hammond, The Flat World and Education:How Americas Commitment to Equity Will Determine OurFuture(New York: Teachers College Press, 2010).

66 Jessica Edwards and Jennifer Davis, InternationalPerspectives on the Use of Learning Time in H igh-Performing and Rapidly Improving Education Systems.Working Paper (National Center on Time and Learning,2012).

67 Ibid.

68 Ibid.

69 David A. Farbman, David J. Goldberg, and Tiffany D.Miller, Redesigning and Expanding School Time toSupport Common Core Implementation (Washing-ton: Center for American Progress, 2014), availableat http://www.americanprogress.org/wp-content/uploads/2014/01/CommonCore-reprint.pdf.

70 Scholastic and Bill & Melinda Gates Foundation, Pri-mary Sources: Americas Teachers on Teaching in an Era

of Change (2014), available at http://www.scholastic.com/primarysources/.

71 Ibid.

72 National Center for Literacy Education, Remodel-ing Literacy Learning Together: Paths to StandardsImplementation (2014), available at http://www.literacyinlearningexchange.org/sites/default/files/2014nclereport.pdf.

73 Clair Kaplan and Roy Chan, Time Well Spent: EightPowerful Practices of Successful, Expanded-TimeSchools, (Boston: National Center on Time and Learn-ing, 2011), available at http://www.timeandlearning.org/?q=time-well-spent-eight-powerful-practices-successful-expanded-time-schools.

74 Julie Severns, assistant superintendent for professional

learning at the Fresno Unified School District, interviewwith author, March 27, 2014.

75 Shaunda Lewis, comment on MA Expanded LearningTime Initiative: Farther Reaching than You Think, TimeMatters Blog, comment posted on March 26, 2013 ,available at http://www.timeandlearning.org/?q=ma-expanded-learning-time-initiative-farther-reaching-you-think.

76 Mass 2020, Expanded Learning Time Initiative, avail-able at http://www.mass2020.org/elt-initiative(lastaccessed May 2014).

77 Jeanette DeForge, Massachusetts Schools to ExtendSchool Day Following Those in Springfield, Holyoke andGreenfield, The Republican, December 3, 2012, availableat http://www.masslive.com/news/index.ssf/2012/12/massachusetts_schools_to_exten.html.

78 National Center on Time and Learning, Time forTeachers: Leveraging Expanded Time to Strengthen

Instruction and Empower Teachers (2014), available athttp://www.timeandlearning.org/files/Time%20for%20

Teachers%20%28FINAL%29.pdf.

79 DeForge, Massachusetts Schools to Extend School DayFollowing Those in Springfield, Holyoke and Greenfield.

80 Achieve, Inc., Voter Perceptions: Common Core StateStandards & Tests (2014), available athttp://www.achieve.org/files/VoterPerceptionsCCSSandTestsre-port2014.pdf.

81 50CAN, The Education Road Trip: A Survey of 6,400Americans Across 8 Regions, available athttp://edroadtrip.50can.org/(last accessed May 2014).

82 Kentucky Department of Education, Senate Bill 1Highlights, available athttp://education.ky.gov/comm/UL/Documents/SENATE%20BILL%201%20HIGHLIGHTS.

pdf (last accessed May 2014).

83 Kentucky Department of Education, Unbridled Learn-ingCommunications and Collaboration (2012), avail-able at http://education.ky.gov/comm/UL/Documents/UNBRIDLED%20LEARNING.pdf.

84 Nancy Rodriguez, Kentucky teachers support CoreAcademic Standards, Kentucky Teacher, February 4,2014, available at http://www.kentuckyteacher.org/news/2014/02/kentucky-teachers-support-core-aca-demic-standards/.

85 Smarter Balanced Assessment Consortia, Test Adminis-tration, available athttp://www.smarterbalanced.org/smarter-balanced-assessments/test-administration/(last accessed May 2014).

86 Rhode Island Department of Education, Wireless Class-

room Initiative, available at https://www.ride.ri.gov/FundingFinance/SchoolDistrictFinancialData/Wireless-ClassroomInitiative.aspx(last accessed June 2014).

87 Rhode Island Department of Education, E-RateProgram and the R.I. Telecommunications AccessFund (RITEAF), available at https://www.ride.ri.gov/FundingFinance/SchoolDistrictFinancialData/RITEAFE-RateProgram.aspx(last accessed June 2014).

88 Illini Cloud, About, available at http://www.illinicloud.org/about-2/ (last accessed June 2014).

89 Jim Peterson and Vicki DeWitt, The Illini Cloud: State ofthe Art Computing Resources for K-12 (2011), availableat http://www2.illinois.gov/ltgov/documents/cfc%20materials/november%2016,%202011%20meeting/pe-terson%20the%20illini%20cloud%20presentation.pdf.

90 Letter from John B. King Jr., October 24, 2013, availableat http://usny.nysed.gov/docs/teaching-is-the-core.pdf.

91 Tabitha Grossman, Ryan Reyna, and Stephanie Shipton,Realizing the Potential: How Governors Can LeadEffective Implementation of the Common Core StateStandards (Washington: National Governors Associa-tion, 2011), available at http://www.nga.org/files/live/sites/NGA/files/pdf/1110CCSSIIMPLEMENTATIONGUIDE.PDF.
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