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The Center on Education Policy, with generous support from the William and Flora Hewlett Foundation, convened two meetings in 2013 to focus on the need for a more relevant and coordinated research agenda on the Common Core State Standards (CCSS). The idea behind this project was that the research agenda for the CCSS and aligned assessments should be informed not only by the interest areas of leading researchers, but also by the needs of policymakers and practitioners. In order to do that, the traditional roles, relationships, and incentives that have long kept researchers, policymakers, and practitioners huddled within their own silos will need to change. This summary report details the key findings from those meetings and makes recommendations for developing a robust and timely research agenda for the CCSS that informs both policy and practice.
On November 4, 2013, the Center on Education Policy at the George Washington University hosted the Education Writers’ Association symposium on the Common Core State Standards. This day-long event brought education writers and reporters from across the country to the GW campus to talk about the most pressing policy, practice, and research concerns related to implementation of the Common Core and the next generation assessments. A series of panel discussions featured some of the leading thinkers in education including CEP’s Maria Ferguson and Diane Stark Rentner, Randi Weingarten (AFT), Marc Tucker (NECC), former Michigan Gov. John Engler, and author Amanda Ripley. For more information, visit EWA’s website: www.ewa.org.
This summary report describes how states are defining career readiness and which assessments states and districts are using to measure this attribute. The report is based on a survey administered in the summer of 2013 to state directors of career and technical education (CTE) or their designees about career readiness assessments. A total of 46 states completed the survey, counting the District of Columbia. Also available on this site are four related papers containing additional details on the main topics covered in the summary report, including the responses of specific states, and profiles of major career and technical assessments.
This report, based on a spring 2013 survey of state education agency officials in Common Core-adopting states, focuses on state efforts to prepare students with disabilities for the Common Core State Standards. The report also addresses the challenges states face with supporting teachers of students with disabilities and state plans for assessing Common Core mastery for students with disabilities and students with the most significant cognitive disabilities.
This report, based on a spring 2013 survey of state education agency officials who oversee K-12 education in Common Core-adopting states, describes states’ perceptions about the variety of ways in which they are collaborating with their state’s postsecondary institutions to prepare for and implement the Common Core State Standards (CCSS). Other topics covered in the report include the role of postsecondary institutions in providing professional development and preparation for current and future educators under the new standards and postsecondary review and use of the CCSS and aligned assessments.
This report, based on a spring 2013 survey of state education agency officials in Common Core-adopting states, highlights states’ efforts to prepare for the administration of Common Core-aligned assessments, including plans to assess students' mastery of the standards prior to the administration of the state consortia-developed assessments, efforts to prepare teachers to interpret and use the results of the Common Core-aligned tests to improve student learning, and actions to inform parents and other stakeholders about potential lower student pass-rates on the exams. The report also discusses state education officials’ views of certain features of the state consortia-developed assessments.
This report, based on spring 2013 survey of state education agency officials in Common Core-adopting states, broadly examines states’ efforts to implement the Common Core. Topic covered include states’ views on the rigor of the standards, timelines for teaching a Common-Core aligned curricula, a discussion of state actions to help schools and districts prepare for the standards, and an assessment of state education agency capacity to implement the Common Core.
This report, based on spring 2013 survey of state education agency officials in Common Core-adopting states, provides information on state efforts to prepare teachers and principals. The report examines which entities are providing Common Core related-professional development services within the states, the estimated proportion of teachers and principals that have participated in such services, and the challenges that states face in preparing educators to teach a Common Core-aligned curricula.
This report, based on a winter/spring 2013 survey of 40 Common Core State Standards-adopting states, examines state education agency (SEA) officials’ views on the federal role in implementing the standards. The report finds that, although a direct federal role in implementing the Common Core State Standards has been controversial, a majority of states in the survey support legislative and/or regulatory changes to the federal Elementary and Secondary Education Act to help them with their implementation efforts. The report also addresses the issue of within-state opposition to standards and finds that the vast majority of survey states do not anticipate their state’s decision to adopt the standards will be reversed, limited or changed in 2013-14.
On March 4th, 2013 the Center on Education Policy (CEP) at the George Washington University’s Graduate School of Education and Human Development released States' Perspectives on Waivers: Relief from NCLB, Concern about Long-term Solutions, a state survey report offering insight on states' early experiences with No Child Left Behind waivers.
On March 14, 2013 CEP held an event to discuss the findings of this report by key thought leaders and representatives from the U.S. Department of Education and Capitol Hill. The first panel addressed the impact of the waivers on student learning, teacher evaluation, Common Core State Standards, and other critical policy decisions. The second panel debated the implications of the waivers on the pending reauthorization of the Elementary and Secondary Education Act. More than 80 attendees from education & policy organizations participated in the event.
Program and Panelists
Welcoming remarks and moderator: Maria Ferguson, Executive Director, CEP
Review of findings from CEP Report: Jennifer McMurrer, Senior Research Associate, CEP
Panel I Federal Waivers: State Planning and Impact
Panel II Federal Waivers and ESEA reauthorization
Brad Thomas, Senior Education Policy Advisory, U.S. House of Representatives Committee on Education and the Workforce
This report describes states’ early experiences in applying for flexibility from key requirements of the Elementary and Secondary Education Act (ESEA), also known as NCLB waivers, and their plans for implementing the new systems outlined in their applications. Findings from the 38 survey states indicate states believe that the waivers address several of the problems they see with the NCLB accountability requirements, however, many state officials are concerned about what will happen to the programs and policies in their waiver plans if ESEA is reauthorized. These and other key findings that emerged from the survey results are presented in this report.
At the request of the Spencer Foundation, CEP analyzed data and background variables from the 2010 NAEP civic assessment to learn how the performance of charter school students compared to traditional public school students. The study also reviewed other research on charter school students and civic education. The full report and a summary are available.