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SETTING HIGHER EXPECTATIONS

The Colorado Academic Standards, which include the Common Core Standards, describe what students need to learn by the end of a school year. These help ensure that all students, no matter where they live, have an opportunity to achieve success after school.

By reaching for and exceeding Colorado’s high academic standards, our youth will develop the resiliency and skills to excel in college and become top performers in any profession.

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PUTTING KIDS FIRST


By 2020, 74% of Colorado jobs will require some post-secondary education. Currently, only 22 of every 100 high school students end up with that credential. As a result, Colorado schools currently are producing less than half of the workers needed to fill the top 30 occupations with the largest projected openings.

Strong academic preparation will give our children the skills and confidence they need to achieve their dreams.

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READYING OUR KIDS FOR COLORADO’S JOBS

Colorado’s economy is rising to meet the needs of the 21st century but the state’s employers don’t have enough skilled candidates so they increasingly import workers from other states and countries.

With the higher expectations set by Colorado’s new academic standards, which include the Common Core Standards, our students will keep pace with the constant change in our communities, our business climate, and our world.

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The latest news from Future Forward Colorado

What do teachers think of the Common Core? The power of teaching (and speaking) in the present tense: a teacher’s testimony in favor of Common Core

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by Jessica Keigan, English Language Arts teacher at Horizon High School in Thornton, Colorado

Last week, I was able to testify on behalf of the Common Core State Standards to the Colorado state senate committee on education, who convened to hear testimony for and against a bill written to pause implementation.

I found out late last Thursday that my voice, along with other voices from CTQ Colorado teachers, parents, union leadership and concerned stakeholders, influenced the committee so much that the proposed bill was voted down by a four to three vote.

As a topic of much debate across the country, here are my remarks on how the Common Core (embedded into our state’s Colorado Academic Standards) have become a positive force for learning and growth in my classroom. (more…)

“New Standards” – A Video by Learn More. Go Further.

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The Foundation for Excellence in Education, along with the Higher State Standards Partnership, have created new resources about the Common Core, including this video.

 

 

Why Our Education Standards Need To Be A Mile High by Pam Norton

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Pamela NortonSome of our country’s leading companies such as Dell, IBM, Microsoft, Verizon and Boeing support states who have adopted rigorous K-12 math and reading standards. 

I believe companies will invest in these states and opportunities will flourish in the years ahead because education, business and community groups are collaborating to support higher education standards that will produce students who are workforce and college ready upon graduation. Traditional benefits such as tax breaks and low overheads will continue to be part of the decision, but states that are willing to invest in knowledge capital will now have a major influence where companies locate, expand, recruit and invest in the future.

Unfortunately, Colorado as a state is falling further and further behind in the knowledge gap race. GlobalReportCard.org shows the average Denver public school math score was only 46 percent compared to 25 of the world’s top industrialized countries. For reading, Denver’s public school scored only 74 percent compared to the same countries. And while a few local exceptions exist, Colorado public school municipalities, in general, find themselves well behind the mean of the 25 industrial countries included in this report. This is likely a big part of the reason that only 22 out of every 100 students entering high school in our state will earn a post-secondary degree(more…)

The Common Core’s Unsung Benefit: It teaches kids to be good citizens

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by Ross Weiner

The Common Core has started to take political flak from the right and the left. Conservatives worry about the overreach of federal incentives, while unions don’t want the standards connected to teacher evaluations. What is being lost?  The standards’ significant emphasis on reinvigorating the democratic purpose of public education. Making good on this promise presents a once-in-a-generation opportunity to redefine and reprioritize the special role that schools play in preparing students for active civic participation. (more…)

Why the Right Should Love the Common Core, by Rich Galen

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You may not have heard of Common Core, but it’s the most controversial two words in the American education system right now.

Common Core is the shorthand for a requirement that, beginning as early as possible in elementary school and continuing throughout high school, students be exposed to, and become comfortable with, a college-prep set of skills. These skills—especially in mathematics and English—will provide a foundation for students to go in any career direction.

This is so transparently a good thing that it’s hard to figure out why anyone would be opposed. That’s especially true for conservatives, who have long believed our education system is underperforming; that student progress needs to be measured; and that teachers and school superintendents should be accountable for better outcomes in the classroom.

Conservatives are instinctively pro-standard. And yet the latest round of opposition to Common Core comes primarily from the right. What gives?

As with so many other major initiatives, those who disagree with any portion of the idea want to scrap the whole thing. Why, they ask, does a 10th grader interested in auto mechanics need to know whether it was David Copperfield or Oliver Twist who asked for more porridge? (Hint: It was Oliver.) Why does that same student need to pass Algebra II to achieve proficiency in setting the timing on a Tesla “S” model electric car? (Hint: Electric cars don’t have timing issues.)

Not every high-school student needs to go to a traditional four-year college. But, those who claim we are wasting the time of students who are likely to get on a vocational instead of an academic track are settling for low expectations at a time when we should be setting high expectations.

What if, instead, we made the case that students who were either pushed into a vocational lane or self-selected for it, were being deprived of skills they may need later in life? What if they want to progress beyond being an hourly worker to being the manager of a business, or perhaps owning his or her own business?

When we look at the Bureau of Labor Statistics employment numbers on the first Friday of every month, we are treated to an amazing graph. That graph shows a straight line in employment from someone who did not finish high school to someone with a professional degree. The line goes up from no high-school diploma through a two-year community college associate’s degree to some four-year college to a college degree through an advanced degree to being a doctor or a lawyer.

Rich Galen is a Republican strategist.

This piece originally appeared in Politico. Read the rest of the piece here.

Business Roundtable Members Support the Common Core State Standards

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Business Roundtable

John Engler, President of the Business Roundtable, writes of his members’ support of the Common Core State Standards in this letter to the Republican National Committee.

On behalf of the members of Business Roundtable – more than 200 chief executive officers who lead U.S. companies located in states across the nation from every sector of the economy – I am writing to express our steadfast support for the Common Core State Standards and explain why the Republican Party should support them too.

Click here for the full letter.

Major Businesses & the US Chamber Support the Common Core State Standards

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Xerox. Raytheon. DaVita. State Farm Insurance. BP America.

These businesses have offices based in Colorado — and they are just a few of the more than 70 leading businesses and business groups that signed on in support of the Common Core State Standards, via this letter in The New York Times from the US Chamber of Commerce Foundation.  (more…)

What Gets Measured Gets Done – by Luke Ragland

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Luke Ragland is Vice President of Policy at Colorado Succeeds, a Future Forward coalition member. This blog is a version of testimony he provided before the Colorado General Assembly House Education Committee in February 2014.

Our state’s accountability framework serves as indispensable tool for system-wide improvement.

As business leaders, Colorado Succeeds’ members know that what gets measured gets done.  And the key to accurate and useful measurement lies in the ability to compare actual performance against desired outcomes.

The inability to accurately measure student growth would undermine Colorado’s capability to assess whether teachers, schools, and districts are improving student achievement. Similarly, eliminating the requirement for early literacy assessments would undercut Colorado’s ability to identify struggling readers so that they can receive targeted supports and interventions to get them back on track.

Put plainly, if we stop measuring the progress of our students, we will have no way to ensure that students don’t fall through the cracks. Statewide assessments and the related accountability framework are absolutely fundamental tools to ensure that every student, regardless of zip code, has access to a quality school.

Anti-testing proponents say that students spend too much time taking statewide tests.  This is an incredibly important topic, but we need to be sure the discussion is based on facts. So, exactly how much time are students spending taking statewide assessments?  The answer may surprise you:  Under the new statewide assessments, the average student will spend less than 1.5 percent of total instructional time taking statewide tests.

Of course, this fact seems wholly incompatible with the commonly-accepted rhetoric surrounding tests, namely, that our students are being inundated with constant state-mandated assessments. This confusion is likely a result of the confluence of several factors, including how district-mandated tests are administered, testing windows, human resource allocation, and technology capacity.

It is important to be precise when identifying concerns related to testing so that we can address the issues actually at play.  If we need to adjust testing windows, provide training to teachers, or increase technology capacity; let’s figure out solutions to those specific problems.

Why CEOs support the Common Core, by Craig Barrett, former chairman & CEO at Intel

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GlobeIt seems the Common Core State Standards detractors follow Lenin’s maxim that, “A lie told often enough becomes the truth.” Their most recent foray into trying to take down the effort spearheaded by the nation’s governors and chief state school officers to outline what all students should know and be able to do in reading and math leaves us with no choice but to roll up our sleeves and yet again set the record straight.

Sandra Stotsky, holding herself out as a mathematics expert, has been traveling from state to state alleging that the Common Core math standards hold students back from pursuing advanced post-secondary studies in science, math, engineering and technology (STEM) fields. She made this point to Wisconsin legislators in October last year. Stotsky, a former high school French and German teacher, goes so far as to question how leaders of major STEM companies could support the standards. Well, she should just ask.

As a former engineering professor, the former chairman and chief executive of Intel and current CEO of one of the highest-performing charter school systems in the country (BASIS Schools) I can speak directly to why businesses, and, indeed, higher education, benefits from the Common Core, and why concerns about the math standards’ rigor are misplaced. (more…)