Common Core State
Standards
Carolyn Campbell
Common Core State Standards

The controversy surrounding the Common
Core State Standards (CCSS) has been of
great interest to me. Therefore, I have
taken on the task of determining if the
CCSS are a viable option for my school.
Literature Review
Author: SHENINGER, ERIC.
Source:
Sheninger, Eric. (2013). Shifts and issues associated with the common core.
Technology & Learning, 33(6), 30.
Document Type:
Article
Abstract:
The purpose of this article geared to two facilitators sharing input from
educators in four states about the standards and the assistance needed to
integrate common core into schools and classrooms during the 2012 ASCD
Annual Conference. Case studies reveal about 50 percent of educators in
Arkansas felt they did not have the resources and tools necessary to
successfully implement the common core standards. Their biggest concern
was the technological capacity to teach and assess students when there is no
money to purchase what is needed to meet the expectations that come along
with the assessment.
Literature Review - SHENINGER
continued
45 percent of the educators in North Carolina feel they do not have the
resources and tools necessary to successful implement the common core
state standards. Utah teachers were concerned about the availability of
professional development offerings.
To summarize, “successful transition to the common core hinges on the
amount of support that schools will receive from states (if any) and quality
professional development opportunities”. “As long as this issue and others
discussed persist, resentment for the common core initiative will continue to
grow” (Sheninger, 2013, p. 30).
Literature Review
Author: LOVELESS, T.
Source:
Loveless, T. (2012). He common core initiative: what are the chances of
success?. Educational Leadership, (70(4), 60-63.
Document Type:
Article/Commentary
Abstract:
The purpose of this commentary is what the chances of success of the
common core are. Loveless attempted to estimate the probability that the
common core standards will produce more learning. She determined a good
way to predict the future effects was to examine how well similar policies have
worked in the past by examining the past effects of the state education
standards. Loveless covered three areas in her original study.
Initially, the writer looked at whether the quality of state standards is related to
past gains in student achievement. Second, Loveless look at whether the
levels at which states set past proficiency standards made a difference in
achievement.
Literature Review - LOVELESS
continued
Finally, the author looked at variation in achievement.
On the basis of the findings, the most reasonable prediction is that the
common core initiative will have little to no effect on student achievement.
Loveless went on to say “There’s an important lesson here for educators
who, in coming years, will be bombarded with tales of wonderful
professional development tied to the common core standards. Be on
guard” (Loveless, 2012). In closing, “The most reasonable prediction is
that the Common Core initiative will have little to no effect on student
achievement. Moreover, on the basis of current research, high-quality
professional development and “excellent” curricular materials are also
unlikely to boost the common core standards’ slim chances of success”.
Literature Review
Author: EILERS, L. H., & D’AMICO, M.
Source:
Eilers, L. H., & D’Amico, M. (2012). Essential leadership elements in
implementing common core state standards. Delta Kappa Gamma
Bulletin, 78(4), 46-50.
Document Type:
Article
Abstract:
The purpose of this article is to explain the six essential elements in
implementing common core state standards. The six elements are a clear
purpose, priorities, alignment, professional discourse, risk taking, and feedback.
The CCSSI sets standards for learning to ensure that all students in U.S.
Schools are ready for college and the workplace. The CCSSI poses an additional
challenge of not providing a blueprint for leaders. Rather, the school leaders are
required to chart and modify the course as needed, identify the vessels for the
journey, and keep everyone on board throughout the voyage. “Only skilled and
principled leaders will facilitate the necessary changes in school personnel and
climate required to establish more rigorous and robust schools. School leaders
who embrace these elements will be better equipped to move their colleagues
from current beliefs and practices to new and uncharted territory”.
Literature Review
Author: BELL, J. & THATCHER, D.
Source:
Bell, J., & Thatcher, D. (2012). Challenged to the core. State Legislatures, 38(8), 1317.
Document Type:
Article
Abstract:
The purpose of this article is to decide if the common core is either one of the most
significant state education reforms ever or just another short-term fix. The common
core state standards (CCSS) fully adopted by 45 states now place legislatures
squarely in the middle of the most important next step. They must decide which
reforms and laws are necessary to meet the initiatives’ requirements. To date, all but
Alaska, Nebraska, Texas and Virginia have adopted the new standards.
Even though the standards were developed at the state level, some policymakers
are concerned the federal government will insert its influence into the project,
causing states and localities to lose some control over education and their state
standards. Wisconsin’s Senator Olsen states “I’m concerned that by trying to do
everything at once we are going to implode, especially when state legislators have
not been a part to this from the beginning”.
The United Sates is currently ranked 17th in reading and math world-wide.
Literature
Review
Author: YATVIN, J.
Source:
Yatvin, J. 2013). Warning: the common core standards may be harmful to children.
Phi Delta Kappan, 94(6), 42-44.
Document Type:
Article
Abstract:
The purpose of this article is to ascertain whether the language arts standards of
the common core in too many places are simply too difficult and/or irrelevant for
elementary grade students. Ms. Yatvin states “I have read the English/language
arts (ELA) standards many times; each time, they are more troubling. Some
standards call on young children to behave like high school seniors, making fine
distinctions between words or literary devices, carrying on multiple processes
simultaneously, and expressing their understandings in precise academic
language”.
The article gives several scenarios on why the CCSS aren’t suitable for
elementary aged children.
The author concluded “The reality is that the standards’ creators have laid out a
set of expectations for America’s children that are grounded only in an antiquated
conception of education and their personal preferences”.
Analyzing, organizing, and
reporting the literature and
research groups
I continue to do research. New developments continue to happen as late as
today in other states who have adopted and now trying to get out from under the
common core. I will dissect these articles I will organize and report the literature.
My research group consists of quantitative and qualitative research. At such
time as the Nebraska Department of Education adopts or rejects the CCSS, a
research group is premature.
Statement of Ethical Considerations
I will take great care in the proper use of citations, credits, etc., in my study. At
this time, I do not intend to use blogs unless they are authored by experts in
the field of education.
Data Analysis
Through the words I have read and the research I have done, I will compile
and analyze the data to form an educational opinion as to impact the common
core state standards will have in my school. The true test of my work won’t be
revealed until such time as the Nebraska Department of Education accepts or
rejects the adoption of the common core state standards. At that time,
assessments will clarify the study.
Data Collection
My data analysis will consist of quantitative research as well as qualitative
research completed in the area of the common core state standards. I have
gathered a variety of research from numerous sources dealing with both the
positive and the negative aspects of the common core in different states,
different schools, and different demographics. Through the words I have read
and the research I have done, I will compile and analyze the data to form an
educational opinion as to impact the common core state standards will have
in my school. The true test of my work won’t be revealed until such time as
the Nebraska Department of Education accepts or rejects the adoption of the
common core state standards. At that time, assessments will clarify the study.
References
Baule, S. M. (2013). With common core and NCLB, are we missing the point?
Technology & Learning, 33(6), 32.
Bell, J., & Thatcher, D. (2012). Challenged to the core. State Legislatures, 38(8),
13-17.
Eilers, L. H., & D’Amico, M. (2012). Essential leadership elements in implementing
common core state standards. Delta Kappa Gamma Bulletin, 78(4), 46-50.
Greene, K. (2012). Common core: Fact or fiction. Instructor, 122(2), 23-27.
Eubanks, S. ,. E. A. ,. National Education Association, NEA Education Policy and
Practice Department. (2013). Nea common core state standards toolkit
(10933-2013). Washington, D.C.: National Education Association.
Guliano, J. A. (2013, June 01). Battle lines drawn over common core standards.
GoLocalProv. Retrieved from http://www.golocalprov
References - Continued
Guilfoile, L., & Ryan, M. (2013). Education Commission of the States, (April,
2013).
Linking service- learning and the common core state standards: alignment,
progress, and obstacles. Retrieved from National Center for Learning
and Leadership website: http://www.ecs.org
Katzman, J. (2012). Putting the schools in charge. Education Digest, 78(4), 37-47.
Loveless, T. (2012). The common core initiative: What are the chances of
success?. Educational Leadership, 70(4), 60-63.