| 来源类型 | Report
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| 规范类型 | 报告
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| In premise, not in practice: Perspectives of higher education personnel on the Common Core state standards |
| Rooney Columbus; Jenn Hatfield
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| 发表日期 | 2017-03-13
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| 出版年 | 2017
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| 语种 | 英语
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| 摘要 | Key Points
Although the public often considers the Common Core to be solely a K–12 initiative, it was designed with the higher education sector in mind, too. As a result, proponents had high hopes that the Common Core would create buy-in all the way from K–16.
Seven years on, college personnel are generally aware and somewhat supportive of the Common Core standards. However, they tended to be more supportive of the endeavor in premise than in reality.
At present, there does not seem to be much concrete action on campuses in response to the Common Core. The only distinct change seems to be in teacher preparation programs. Nevertheless, respondents expressed some confidence that their institutions could do more in the future.
Read the full PDF.
Introduction
College and career readiness is a pressing concern for the American educational system. According to 2015 results from the National Assessment of Educational Progress (NAEP), 25 percent and 37 percent of US students in grade 12 are at or above NAEP proficiency levels in math and reading, respectively.1 At the same time, 68.4 percent of seniors will immediately enroll in college upon leaving high school.2 That means hundreds of thousands of students matriculate to college each year lacking adequate academic preparation.
Once enrolled, many students find themselves in remedial education programs in math and English to catch up to their college-ready peers. Researchers estimate that more than one-third of first-year college students are placed into remedial math or English courses.3 But they often do not catch up, with fewer than 30 percent of remedial education students ever receiving a bachelor’s degree.4 As a result, lackluster college readiness precludes many students from attaining a postsecondary credential and succeeding in the labor market.
College administrators and faculty have a clear interest in the preparedness of incoming students. At the same time, K–12 educators have had strong reasons to reexamine how they prepare their students for the next step. This paper explores the most wide-ranging reform to college and career readiness in the past decade—the Common Core State Standards for K–12 math and English language arts (ELA)—and the degree to which K–12 and higher education collaborated on the effort. It finds that, unfortunately, the latter constituency has had limited involvement in and influence on the standards, for several reasons.
The paper begins by outlining the history of the Common Core State Standards (hereafter called the Common Core or CCSS), detailing how their emergence influenced K–12 and postsecondary education. Then, to ascertain the role higher education played in this reform effort, the report explores the findings of a survey of 50 college administrators and faculty in Common Core states. It concludes by discussing the implications of the survey findings.
Read the full report.
Notes |
| 主题 | Higher Education
; K-12 Schooling
|
| 标签 | Center on Higher Education Reform
; Common core
; education
; K-12 education
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| URL | https://www.aei.org/research-products/report/in-premise-not-in-practice-perspectives-of-higher-education-personnel-on-the-common-core-state-standards/
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| 来源智库 | American Enterprise Institute (United States)
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| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/206365
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推荐引用方式
GB/T 7714 |
Rooney Columbus,Jenn Hatfield. In premise, not in practice: Perspectives of higher education personnel on the Common Core state standards. 2017.
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文件名：
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In-Premise-Not-in-Practice.pdf
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格式：
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Adobe PDF
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