Implementation of the Common Core State Standards

Implementation of the Common Core State Standards: Recommendations for the Department of Defense Education Activity Schools

Anna Rosefsky Saavedra
Jennifer L. Steele
Copyright Date: 2012
Published by: RAND Corporation
Pages: 38
https://www.jstor.org/stable/10.7249/j.ctt1q60f0
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  • Book Info
    Implementation of the Common Core State Standards
    Book Description:

    The Department of Defense Education Activity (DoDEA) recently adopted the Common Core State Standards (CCSS). This paper draws on prior literature on the implementation of large-scale educational reforms to frame CCSS implementation in terms of eight core tasks, each tailored to the DoDEA context. These tasks are based on a synthesis of scale-up efforts from 15 diverse, large-scale reforms.

    eISBN: 978-0-8330-7824-7
    Subjects: Management & Organizational Behavior, Education

Table of Contents

  1. Front Matter
    (pp. i-ii)
  2. Preface
    (pp. iii-iv)
  3. Table of Contents
    (pp. v-vi)
  4. Acknowledgments
    (pp. vii-viii)
  5. Abbreviations
    (pp. ix-x)
  6. CHAPTER ONE Introduction
    (pp. 1-2)

    The mission of the Department of Defense Education Activity (DoDEA) is for its schools to “inspire and prepare all students for success in a dynamic global environment” (DoDEA, 2006). DoDEA serves more than 86,000 students in 194 schools in the United States and abroad. Domestically, DoDEA operates 64 schools in seven states—Alabama, Georgia, Kentucky, New York, North Carolina, South Carolina, and Virginia—and in Cuba, Guam, and the Commonwealth of Puerto Rico. The schools are available to the children of active-duty service members living on U.S. military installations. On domestic soil, they serve as alternatives to local public schools...

  7. CHAPTER TWO The Common Core State Standards and the Current Status of Their Implementation
    (pp. 3-4)

    The CCSS Initiative is the latest in a long line of U.S. reforms—dating back to the original 1965 Elementary and Secondary Education Act (Pub. L. 89-10) and gaining in prominence after the 1983 publication of A Nation at Risk (National Commission on Excellence in Education, 1983)—aimed at delineating what schools should ensure that students at each grade level know and are able to do (Hamilton, Stecher, & Yuan, 2012). The 2001 passage of the federal No Child Left Behind Act (NCLB) (Pub. L. 107-110, 2002) required that states establish academic standards in mathematics and reading and assess students’...

  8. CHAPTER THREE Gaps Between Current Systems and Common Core State Standards Implementation
    (pp. 5-8)

    Like many of its state counterparts, DoDEA developed its own set of academic standards in the mid-1990s. In 2008, following a six-year review cycle and with advice from external reviewers (e.g., Wright, 2000), DoDEA adopted the most recent edition of its standards. By 2011, Midcontinent Research for Education and Learning (McREL), which has an extensive history of supporting states with drafting and review of standards (McREL, undated), had reviewed the 2008 standards for depth, breadth, clarity, and specificity and reported that the social studies, ELA, science, and mathematics standards met its criteria (DoDEA, 2011a).

    Despite McREL’s approval, DoDEA parents, teachers...

  9. CHAPTER FOUR Existing Guidelines for Implementing the Common Core State Standards
    (pp. 9-10)

    Nonprofit organizations, such as Achieve, the CCSSO, McREL, and the National Governors Association, as well as many state departments of education, offer guidelines for schools, districts, and states to aid them in their CCSS implementation (e.g., Grossman, Reyna, & Shipton, 2011; Achieve, 2012b; CCSSO, 2012; McREL, undated). Most of these sets of guidelines recommend similar steps, including reviewing current system capacity; building stakeholder support; aligning standards, PD, curriculum, and instruction; and planning for new assessments. These sets of guidelines share several principles.

    The first principle is that implementing the CCSS is a major reform that will require a lot of...

  10. CHAPTER FIVE A Reform Framework for Implementing the Common Core State Standards Within the Department of Defense Education Activity
    (pp. 11-20)

    In 2004, informed by insights gained from a review of 15 educational reform interventions, RAND researchers developed a framework for successfully taking a large educational reform to scale. They looked to Wilson (1989) to define reform as “specific types of educational improvement efforts—those that attempt to improve the existing practices of the existing teaching staff so as to improve teaching and learning in classrooms” (Glennan et al., 2004, p. 3). The CCSS fit squarely with the RAND authors’ definition of reform because the direct goal of the CCSS is to improve teaching and learning through improvements to classroom-based curriculum...

  11. CHAPTER SIX Summary of Findings and Recommendations
    (pp. 21-22)

    DoDEA’s broadest objective, like that of schools across the nation and worldwide, is to prepare students to respond successfully to the economic, civic, and global demands of the 21st century. To achieve this objective, many U.S. states are in the process of updating their standards and associated systems to reflect the importance of developing students’ higher-level complex communication and thinking skills (OECD, 2011). To this end, DoDEA has recently joined 45 states, the District of Columbia, Guam, and the U.S. Virgin Islands in adopting the CCSS, which will require a transition of curriculum, instruction, assessments, and PD from the current...

  12. References
    (pp. 23-28)