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ERIC Number: ED516607
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 373
Abstractor: ERIC
Reference Count: N/A
The State of State Standards--and the Common Core--in 2010
Carmichael, Sheila Byrd; Martino, Gabrielle; Porter-Magee, Kathleen; Wilson, W. Stephen
Thomas B. Fordham Institute
This review of state English language arts (ELA) and mathematics standards is the latest in a series of Fordham evaluations dating back to 1997. It comes at a critical juncture, as states across the land consider adoption of the Common Core State Standards. These are the authors' major findings: (1) Based on their criteria, the Common Core standards are clearly superior to those currently in use in thirty-nine states in math and thirty-seven states in English. For thirty-three states, the Common Core is superior in both math and reading; (2) However, three jurisdictions boast ELA standards that are clearly superior to the Common Core: California, the District of Columbia, and Indiana. Another eleven states have ELA standards that are in the same league as the Common Core (or "too close to call"); and (3) Eleven states plus the District of Columbia have math standards in the "too close to call" category, meaning that, overall, they are at least as clear and rigorous as the Common Core standards. Appendices include: (1) Grading and Criteria; (2) Detailed Grades; and (3) 2005 to 2010 Comparisons. Individual sections contain footnotes. (Contains 12 tables and 2 figures.) [This paper was written with Daniela Fairchild, Elizabeth Haydel, Diana Senechal, and Amber M. Winkler. Foreword by Chester E. Finn, Jr. and Michael J. Petrilli is included.]
Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; Louis Calder Foundation; Brookhill Foundation; Thomas B. Fordham Foundation
Authoring Institution: Thomas B. Fordham Institute
IES Cited: ED559916; ED548005; ED549979