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Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness. David T. Conley Katie V. Drummond Alicia de Gonzalez Jennifer Rooseboom Odile Stout. Research Questions. - PowerPoint PPT Presentation
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Reaching the Goal: The Applicability and
Importance of the Common Core State Standards to College and Career Readiness
David T. ConleyKatie V. DrummondAlicia de Gonzalez
Jennifer RooseboomOdile Stout
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① How applicable are the Common Core standards to college courses?
② When they are perceived as applicable, how important are the Common Core standards to college courses?
1897 postsecondary instructors made two straightforward judgments on a per-standard basis.
All instructors were asked to rate all standards.
Research Questions
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Most Common Core standards received high ratings for applicability and importance.
ELA and literacy standards with highest ratings include those at higher levels of scope and breadth:
mastering comprehension of nonfiction text with grade-appropriate complexity
extracting key ideas and details from text possessing general writing skills and writing routinely using research to support written analysis.
Mathematics standards with highest ratings include those with an emphasis on thinking, reasoning, problem solving:
reasoning quantitatively interpreting functions The Standards for Mathematical Practice (emphasizing problem
solving, analytic thinking, and other thinking skills) 96% of respondents agree that the Common Core State
Standards sufficiently challenge students to engage higher-level cognitive skills.
Summary of Findings
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1897 Courses RatedContent area Course category N TotalEnglish language arts
Composition I312
1315
Composition IIEnglish Literature
MathematicsCalculus
302College AlgebraStatistics
ScienceBiology
281Chemistry Physics
Social science
Introduction to Economics
420Introduction to PsychologyIntroduction to SociologyU.S. HistoryU.S. Government
Business management
Human Resource Management
243
582
Introduction to AccountingIntroduction to Business ManagementIntroduction to Marketing
Computer technology
Computer Science I153Database Management Systems
Fundamentals of Programming
HealthcareAnatomy and Physiology
186Foundations of NursingHuman DevelopmentPharmacology
1819 Respondents: 2-year vs. 4-year
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Respondents Geographically Distributed
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Respondents by Institution Type
Instructors rated applicability of the CCSS for success in their course.
If applicability rated in first three categories, then importance rated.
Applicability and Importance Rating Scales
Prerequisite Reviewed Introduced Subsequen
tNot
Applicable
Least Less More Most
8
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Number of Rated Statements
MathematicsNumber and Quantity Algebra Functions Geometry Statistics and Probability Mathematical Practices Total statements 200
English language arts and literacy
Reading for Literature Reading for Informational Texts WritingSpeaking and Listening Language Reading for Literacy in History/Social Studies Reading for Literacy in Science and Technical Subjects Writing for Literacy in History/Social Studies, Science, and Technical SubjectsTotal statements 113
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Applicability Ratings for ELA and Literacy: General Education Courses
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Applicability Ratings for ELA and Literacy: Career Oriented Courses
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• Percent of all respondents who rated at least one standard as either prerequisite, reviewed, introduced, or subsequent.
Overall Applicability for ELA & Literacy
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Importance and average ratings rolled up to the strand level
Respondents chose from among an interval scale: 4 = most, 3 = more, 2 = less, and 1 =
least. Means are to summarize responses
only. Modal responses found in appendices
indicate most popular responses.
Importance Ratings
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Reading Standards for Literature• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
n=532
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Reading Standards for Informational Texts
• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• Light green bars are subjects with <5% of responses.
n=487
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Writing Standards• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
n=504
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
Speaking and Listening Standards
n=1500
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
Language Standards
n=1549
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• Light green bars are subjects with <5% of responses.
Reading Standards Literacy in History/ Social Studies
n=571
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
Reading Standards for Literacy in Science &Technical Subjects
n=1063
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
Writing for Literacy in History/Social Studies, Science, &Technical Subjects
n=1257
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Additional Data in Full Report
• We present additional data in the report:• average importance ratings at the topic level (the
two to four organizing categories or sub-areas)• ratings at the standard level, with the four
importance ratings categories collapsed into dichotomous ratings: (1) more or most important, or (2) less or least important
• standards that were rated above or below the average of other standards in the strand
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• In an appendix, we show full ratings (applicability and importance frequencies) for each standard.
FOR EXAMPLE:
Additional Data in Full Report
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Applicability Ratings for Mathematics: General Education Courses
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Applicability Ratings for Mathematics: Career Oriented Courses
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Overall Applicability for Mathematics• Percent of all respondents who rated at least one standard
as either prerequisite, reviewed, introduced, or subsequent.
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Importance and average ratings rolled up to the strand level
Respondents chose from among an interval scale: 4 = most, 3 = more, 2 = less, and 1 =
least. Means are to summarize responses
only. Modal responses found in appendices
indicate most popular responses.
Importance Ratings
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• One English response.
Number and Quantity Standards
n=796
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• No English responses.
Algebra Standards
n=792
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• Light blue bars are subjects with <5% of responses.
Functions Standards
n=603
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• Light green bars are subjects with <5% of responses.
Geometry Standards
n=331
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• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by
subject area.• Light green bars are subjects with <5% of responses.
Statistics and Probability Standards
n=739
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Mathematical Practices• Pie chart shows respondents to this strand by subject area.• Bar chart shows average importance rating at strand level by subject
area.• Light green bars are subjects with <5% of responses.
n=1339
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Are the English Standards, Taken as a Whole, a Coherent Representation of the Fields of Knowledge Necessary for Success in Your
Course? n = 1769
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Are the Mathematics Standards, Taken as a Whole, a Coherent Representation of the
Knowledge and Skills Necessary for Success in Your Course?
n = 1706
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Do the Standards Reflect a Level of Cognitive Demand Sufficient for Students
Who Meet the Standards to Be Prepared to Succeed in Your Course?
n = 1798
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Do the Standards You Just Reviewed Omit Key Knowledge and Skills?
n = 1785
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Comments from Additional Questions
Two most common deficits of standards mentioned: The standards should focus more on problem solving
and critical thinking. The wording of the standards could be improved for
clarity.
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How Applicable Are the Common Core Standards to College Courses?
Overall applicability is high. Variations exists among content areas and
across different strands. The Speaking and Listening and Language
strands are rated applicable across essentially all subjects.
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How Important Are the Common Core Standards to Success in a Wide
Range of Postsecondary Courses?
Importance rating of most ELA/L and many math standards exceeds 3 on a four-point scale.
The mathematics standards show a wider range of applicability and lower overall importance ratings. Geometry category may be a candidate for further
review. The Standards for Mathematical Practices received
the highest importance ratings from a very broad cross-section of respondents.
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Do the Standards Prepare Students for Both College and
Career?
Respondents tended to rate the reading and writing standards at the same applicability level for both baccalaureate and career-oriented courses.
Respondents from career-oriented course categories rated the Standards for Mathematical Practices importance nearly as high as mathematics and science instructors.
Some important overlap exists among Common Core standards that are applicable to and important for many general education courses and for many career-oriented courses.
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Will Students Who Do Well on the Common Assessments Be Ready for
College?
College and career readiness is a multidimensional construct, and content knowledge is only one of several key dimensions.
Achieving the goal of a college- and career-ready student is dependent on other factors that are not addressed by the Common Core standards.
The Common Core standards appear to be well aligned in English Language Arts/Literacy and mathematics, but other dimensions exist as well.
Key Learning
Skills &
Techniques
Key Co
gniti
ve
Stra
tegie
s
Key Content
Knowledge
Key
Trans
ition
Knowled
ge &
Skills
The Four Keys to College and Career Readiness
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Future Directions for Subsequent Research and Analysis
Look more in-depth at elements such as the ratings from specific content areas or from specific types of institutions.
Analyze content from the ~1800 syllabi submitted by respondents.
Compare the results from this survey with findings from other surveys that ask postsecondary faculty about the preparation of high school students.
Determine the relationship between the Common Core standards and the new version of the General Education Development (GED) certificate currently under design.
