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14-111-AD_CollegeCareerBriefing_rev2[1]

14-111-AD_CollegeCareerBriefing_rev2[1]

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Published by The Washington Post

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Published by: The Washington Post on Jun 03, 2014
Copyright:Traditional Copyright: All rights reserved

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06/05/2014

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 P o l i c y  R  e c o m m e n d a t i o n s  f o r  C o l l e g  e  a n d  C a r e e r  R  e a d y  S t a n d a r d s  i n  S e c o n d a r y  S c h o o l s
NASSP Policy Recommendations
 
2
 
Policy Recommendations for College and Career Ready Standards in Secondary Schools
Barbara-Jane Paris
President
G.A. Buie
President-Elect
 JoAnn Bartoletti
Executive Director
Dick Flanary
Deputy Executive Director, Programs and Services
Chuck Wellard
Deputy Executive Director, Operations
Amanda Karhuse
Director, Advocacy
 Jacki Ball
Associate Director, Advocacy
Beverly Hutton
Director, Professional Development
Mel Riddile
Associate Director, High School Services
Bob Farrace
Director, Communications
 Jan Umphrey
Associate Director, Communications
 Jeanne Leonard
Director, Marketing
Tanya Senef 
 
Associate Director, Graphic Services
David Fernandes
Production Manager
Christopher Stevens
Graphic Designer
 
 Policy Recommendations for College and Career Ready Standards in Secondary Schools
 
3
Introduction
NASSP has long supported the adoption and successful implementation of college and career ready standards that are designed to prepare all students for success in postsecondary education and training. To ensure equal educational
opportunities for all children, student prociency
must be measured against a consistent set of high academic standards that will open career and college options to students after they graduate. Such standards will promote equity, comparability
of results, eciency, cost eectiveness, consistency, collaboration, and innovation (NASSP,
2013).
As a condition for receiving a exibility waiver
under the Elementary and Secondary Education
Act (ESEA), states were required to adopt a set of
more-rigorous college and career ready standards. As of February 2014, 45 states and the District of
Columbia have adopted the Common Core State Standards (Common Core) and tailored them to
suit the unique needs of their states. States that
chose not to adopt Common Core have worked
with their institutions of higher education to certify
that students who have met the standards will be prepared for entry-level college coursework. The standards—which were reviewed by teachers, school leaders, and education experts across the country—specify the knowledge and skills that
students must possess to be college and career ready upon graduation from high school. These
standards reset expectations to go beyond high
school graduation and encompass successful completion of postsecondary education and training. Compared with international standards, the English language arts standards, in particular,
raise the bar for the nation’s middle level and high schools by making literacy—reading, writing, listening, and speaking—a shared responsibility
across all content areas.
Instead of simply solving math problems, students will also be expected to know how and why
to apply mathematics concepts to real-world
situations using higher-order thinking skills. It is
important to note that college and career ready
standards set expectations for
what 
 students
should know and be able to do, but the standards themselves are not a curriculum—they are a road
map to the
how.
 They act as a guide, which allows for state and local autonomy in deciding both the curriculum and the teaching strategies that states and districts will use to meet the standards. Two consortia of states as well as ACT, Pearson, the American Institutes for Research, and other
private vendors are developing new assessments
in mathematics and English language arts that are aligned with the Common Core. Field testing began in spring 2014 and will require states to
invest heavily in instructional materials that are
aligned with the assessments and to ensure that
they have adequate technology and infrastructure
to complete the online assessments.Success of the new standards is dependent upon well-thought-out and long-term implementation
eorts in states and districts that set reasonable expectations for educators. Standards are not xed entities and should undergo a process of continual review and improvement. As part of that review, states should sunset outdated standards and assessments to create more cognitive
bandwidth for new college and career ready standards. The initial implementation of college
and career ready standards should be viewed as a culture shift—a long-term process that will take
years to accomplish. Further, the implementation
of the standards should be viewed as an ongoing process of continuous, incremental improvement.Leadership from principals is pivotal to ensuring
the successful implementation of college and career ready standards in their schools. A 2014
report from the Fordham Institute that examined
the implementation of Common Core in select

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