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Common Core in the Schools: A First Look at Reading Assignments

October 28, 2013 Comments off

Common Core in the Schools: A First Look at Reading Assignments
Source: Thomas B. Fordham Institute

As forty-six states and the District of Columbia implement the Common Core State Standards, questions abound regarding implementation, including the implications for curriculum and pedagogy. In Common Core in the Schools: A First Look at Reading Assignments, researchers analyze what texts English teachers assign their students and the instructional techniques they used in the classroom. This study is meant to serve as a “baseline” that shows what the very early stages of CCSS implementation look like. This “baseline” study—with a follow-up slated for 2015—shows what the very early stages of CCSS implementation look like…

But findings from this survey also show that, for the most part, the heavy lifting of aligning curriculum and instruction to the rigor of the CCSS still lies ahead…

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The State of State Science Standards 2012

February 6, 2012 Comments off

The State of State Science Standards 2012
Source: Thomas B. Fordham Institute

American science performance is lagging as the economy becomes increasingly high tech, but our current science standards are doing little to solve the problem. Reviewers evaluated science standards for every state for this report and their findings were deeply troubling: The majority of states earned Ds or Fs for their standards in this crucial subject, with only six jurisdictions receiving As. Explore all the state report cards and see how your state performed.

+ Full Report (PDF)

Individual state reports also available.

Do High Flyers Maintain Their Altitude? Performance Trends of Top Students

September 23, 2011 Comments off

Do High Flyers Maintain Their Altitude? Performance Trends of Top Students
Source: Thomas B. Fordham Institute

Fordham’s latest study, “Do High Flyers Maintain Their Altitude? Performance Trends of Top Students,” is the first to examine the performance of America’s highest-achieving children over time at the individual-student level. Produced in partnership with the Northwest Evaluation Association, it finds that many high-achieving students struggle to maintain their elite performance over the years and often fail to improve their reading ability at the same rate as their average and below-average classmates. The study raises troubling questions: Is our obsession with closing achievement gaps and “leaving no child behind” coming at the expense of our “talented tenth”—and America’s future international competitiveness? Read on to learn more.

+ Full Report (PDF)

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