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

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

Jobs in Today’s (and Tomorrow’s) Workforce Require More Education and Training

8

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

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.

9

Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform.

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 53,000 while jobs for high school graduates and dropouts will grow by 22,000.

10Sources: Carnevale, Anthony P. and Donna Desrochers (2003).

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.

11Sources: 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.

% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)

55-64 45-54 35-44 25-34 ALL (25-64)

1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)

2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)

3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)

4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)

5 Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)

6 Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)

7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)

8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)

9 Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)

10 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)

11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)

12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)

13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)

14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)

15 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)

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.

42%

65-70%

$1.3 Billion

$1.2 Million

37%

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)

20%

350L Gap

Source: Gary Williamon 2006)(from Appendix A of the CCSS)

Problem #3:Variance Across the

Country

46%

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.

Format is Similar to NH

Text Complexity Increases

Coherence

Coherence

Let’s Address the Claims for New Hampshire: Fewer, Clearer, Higher

English Language Arts Mathematics

Fordham K. Hess Fordham Petit

Fewer -- No -- Yes

Clearer Yes Varies Yes Yes

Higher Yes Varies Yes Yes

57%

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.

Current U.S. Performance

College and Career Readiness Standards

331360365368371371377381386387388

403405414419419421427427428431442445447453460466468477482483483487487

489490492493

495

496497497498501503507

513514515519525526

534536541543546555562

600

529527

494

512

530

496

487

0 100 200 300 400 500 600 700 800 900 1000

KyrgyzstanPanama

PeruQatar

IndonesiaTunisiaAlbania

ColombiaBrazil

JordanArgentina

MontenegroKazakhstan

Trinidad andMexico

ThailandChile

UruguayRomaniaBulgaria

AzerbaijanSerbiaTurkey

IsraelDubai (UAE)

CroatiaGreece

RussianLithuania

LatviaItaly

SpainPortugal

Ireland

LuxembourgHungary

United KingdomCzech Republic

SwedenPoland

OECD averageAustria

Slovak RepublicFranceNorway

SloveniaDenmark

IcelandEstonia

GermanyAustraliaBelgium

New ZealandMacao-ChinaNetherlands

CanadaJapan

SwitzerlandLiechtenstein

FinlandChinese Taipei

KoreaHong Kong-China

SingaporeShanghai-China

Average PISA 2009 Mathematics Score

Not significantly different from the OECD average

Significantly above or below the OECD average

US College & Career Readiness Benchmark

Significantly above theCollege & Career Readiness

Benchmark

Significantly below theCollege & Career Readiness

Benchmark

United States

College and Career Readiness in Mathematics

Increased readiness of students meeting College and Career Benchmark

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.

Point #5: Districts in New Hampshire are fully

adopting.

NH Districts: Phase in Implementation(n=64)

Support Suggestions• Guidance on what to expect (e.g. timelines and

transition)– “Give clear direction of the NECAP testing or National

testing timeline.” • Crosswalk between NECAP and CCSS

– “Is there a side by side for the CCSS and NHDOE framework yet?”

• Professional Development– “Continue to offer professional development

opportunities for implementation of CCSS in all areas.”

• Policy Support

Point #5: Districts in New Hampshire are fully

adopting.

Point #6: The target date for full implementation is

Fall 2013*.

2011-2012 2012-2013 2013-2014 2014-2015

NH Standards for ELA and Math

Teach NH Curriculum Frameworks for ELA and Math

Begin to seriously map the grade level differences between NH and CCSS to plan for SY13-14

First full year for new standards to be used in classrooms

Common Core fully implemented

Common Core for ELA and Math

Continue Review, using NH Toolkit – Begin implementation of K-2 standards.

Begin to seriously map the grade level differences between NH and CCSS to plan for SY13-14 .

NECAP in Reading, Math, and Writing

NECAP (fall) NECAP (fall) NECAP (fall) Smarter Balanced Assessment (spring)

NECAP in Science NECAP (fall) NECAP (fall) NECAP (fall) NECAP (fall)

Fall 2013: Some changes to Math

NECAP.

Point #6: The target date for full implementation is

Fall 2013*.•Current KG and 9th graders will take

SBA.•Changes in Fall 2013

Point #7: Resources are available to support

implementation.

Other resources are to come…

Additional Resources

http://commoncoretools.wordpress.com/

Common core app

Point #7: Resources are available to support

implementation.

Point #8: Common Core is not necessarily

significantly more expensive.

Text adoptionProfessional development

Assessment Availability of Resources

Point #8: Common Core is not necessarily

significantly more expensive.

To Learn MoreNational Website:www.corestandards.orgNH DOE Website:www.education.nh.gov/spotlight/ccss/index.htmQuestions: Joe Miller - joseph.miller@doe.nh.us or 271-3594