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The Common Core State Standards
And Financial Literacy
51st Annual Financial Literacy and Economic Education ConferenceKansas City, MOOctober 4, 2012
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• 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
Overview
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
About Achieve
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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
Achieve’s Board
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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
The Common Core State Standards
The Common Core State Standards Initiative
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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
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Common Core Initiative Mission
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.
Adapted from: The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)
Process and Timeline
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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
Adopted: 46 States + DC
*Minnesota adopted the CCSS in ELA/literacy only
Feedback and Review
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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): American Council on Education (ACE) American Federation of Teachers (AFT) Campaign for High School Equity
(CHSE) Conference Board of the Mathematical
Sciences (CBMS) Modern Language Association (MLA)
National Council of Teachers of English (NCTE)
National Council of Teachers of Mathematics (NCTM)
National Education Association (NEA)
Standards Evidence & Research Base
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Standards from individual high-performing countries and provinces were used to inform content, structure, rigor, coherence and language.
Mathematics
1. Belgium (Flemish)2. Canada (Alberta)3. China4. Chinese Taipei5. England6. Finland7. Hong Kong8. India9. Ireland10. Japan11. Korea12. Singapore
ELA/Literacy
1. Australia• New South Wales• Victoria
2. Canada• Alberta• British Columbia• Ontario
3. England4. Finland5. Hong Kong6. Ireland7. New Zealand8. Singapore
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
International Benchmarking
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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)
Evidence and Research Base, continued...
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English Language Arts and Literacy in History/
Social Studies, Science, and Technical Subjects
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
Design and Organization
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Four strandsReading
Writing
Speaking and Listening
Language
An integrated model of literacy
Media requirements blended throughout
Design and Organization
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College and Career Readiness (CCR)
anchor standards
Broad expectations consistent across grades and content areas
Based on evidence about college and workforce training expectations
Design and Organization
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K−12 standards
Grade-specific end-of-year expectations
Cumulative progression of skills and understandings
One-to-one correspondence with CCR standards
Design and Organization
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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
Reading
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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
Writing
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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
Speaking and Listening
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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
Language
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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
Key Advances
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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
Key Advances
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Mathematics Standards
Standards Evidence & Research Base
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Standards from individual high-performing countries and provinces were used to inform content, structure, rigor, coherence and language.
Mathematics
1. Belgium (Flemish)2. Canada (Alberta)3. China4. Chinese Taipei5. England6. Finland7. Hong Kong8. India9. Ireland10. Japan11. Korea12. Singapore
ELA/Literacy
1. Australia• New South Wales• Victoria
2. Canada• Alberta• British Columbia• Ontario
3. England4. Finland5. Hong Kong6. Ireland7. New Zealand8. Singapore
Grade
Topic 1 2 3 4 5 6 7 8 9 10 11 12
Whole Number: Meaning n n n l lWhole Number: Operations n n n n lMeasurement Units s n n n n n lCommon Fractions s n n lEquations & Formulas s l l l n n n n n nData Representation & Analysis s s l l s s s s s2-D Geometry: Basics s l l l n n l2-D Geometry: Polygons & Circles s l l n n n lMeasurement: Perimeter, Area & Volume l l l l s sRounding & Significant Figures l lEstimating Computations l l lWhole Numbers: Properties of Operations l lEstimating Quantity & Size s sDecimal Fractions l n lRelation of Common & Decimal Fractions s n lProperties of Common & Decimal Fractions l lPercentages l lProportionality Concepts l l l sProportionality Problems l l n n s s2-D Geometry: Coordinate Geometry s s l l n l lGeometry: Transformations l l l s s sNegative Numbers, I ntegers, & Their Properties s lNumber Theory l s sExponents, Roots & Radicals l l n lExponents & Orders of Magnitude s s sMeasurement: Estimation & Errors sConstructions Using Straightedge & Compass n s3-D Geometry l n n l n sGeometry: Congruence & Similarity n lRational Numbers & Their Properties s sPatterns, Relations & Functions s n n n nProportionality: Slope & Trigonometry s l lReal Numbers, Their Subsets & Properties lValidation & J ustification l n l lStructuring & Abstracting sUncertainty & Probability s n lComplex Numbers & Their Properties s sI nfinite Processes n nChange n nVectors n sSystematic Counting s s
Intended by 4 out of the 6 top-achieving counties
l Intended by all but one of the top-achieving countries (5 out of 6)
nIntended by all of the top-achieving countries
Top-Performing Countries vs. US
Topics
Whole Number Meaning
Whole Number Operations
Measurement Units
Common Fractions
Equations & Formulas
Data Representation & Analysis
2-D Geometry: Basics
Polygons & Circles
Perimeter, Area & Volume
Rounding & Significant Figures
Estimating Computations
Properties of Whole Number Operations
Estimating Quantity & Size
Decimal Fractions
Relationship of Common & Decimal Fractions
Properties of Common & Decimal Fractions
Percentages
Proportionality Concepts
Proportionality Problems
2-D Coordinate Geometry
Geometry: Transformations
Negative Numbers, Integers & Their Properties
Number Theory
Exponents, Roots & Radicals
Exponents & Orders of Magnitude
Measurement Estimation & Errors
Constructions w/ Straightedge & Compass
3-D Geometry
Congruence & Similarity
Rational Numbers & Their Properties
Patterns, Relations & Functions
Slope & Trigonometry
G1 G2 G3 G4 G5 G6 G7 G8
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Typical US State
Top-Performing Countriesvs.
The Common Core State Standards
From… To…
A mile-wide, inch-deep curriculum that speeds through topics, rather than building strong foundation
Focus: Focus strongly where the standards focus
Scattered, isolated topics that don’t build on student understanding
Coherence: Think across grades, and link to major topics
Math curricula that emphasize either fluency or understanding in mathematics and that application is often seen as just “extra”
Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Key Advances
The Common Core Standards provide coherent organization and clear student expectations
Advance #1: ContentFocus Snapshot from Grade 3
Advance #2: ContentCoherence Snapshot
K 1 2 3 4 5 6 7 8 9 10 11 12
The Common Core State Standards in Mathematics
© Copyright 2011 Institute for Mathematics and Education
Welcome to a clickable map of streams through CCSSM
Click anywhere to advance to the first of 7 streams, tracing topics across different grade levels
In each stream you can:
• get additional information about each of the highlighted red domains by clicking on the domain
• advance to the next stream by clicking in the upper left hand corner
Finding the Intersection Between the CCSS and Financial Literacy and Economics Education
ELA/Literacy: Leveraging Expectations
Leveraging the expectation for students to engage with informational texts
Research
Stress on academic language and domain specific language
Points of Intersection
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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
Points of Intersection
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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.
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
Source: COMAP
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.
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
Source: COMAP
