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ERIC Number: ED558124
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 4
ISBN: N/A
ISSN: N/A
Implementing the Common Core State Standards for Mathematics: A Comparison of Current District Content in 41 States. Working Paper #32
Cogan, Leland; Schmidt, William; Houang, Richard
Education Policy Center, Michigan State University
Beginning in the spring of 2011 the Center for the Study of Curriculum at Michigan State University conducted a survey of school district curriculum directors/supervisors in the 41 states that had officially adopted the new Common Core State Standards for Mathematics (CCSSM). The Center's goal was to provide baseline information to inform and guide the efforts of states, local districts, and schools as each entity moves toward implementation of the newly adopted CCSSM. The challenge of implementing the world-class and demanding CCSS is likely to vary from state to state depending, for example, on the age and quality of a state's former mathematics standards. Additional factors likely to affect CCSSM implementation include the ability of a state education agency to disseminate information and expectations about the standards to local districts, schools, and teachers. The following are appended: (1) Percent of Districts in the 41 States that Currently Intend Coverage of the Fourth Grade Topic: "Understand decimal notation for fractions, and compare decimal fractions; (2) Percent of Districts in the 41 States that Currently Intend Coverage of the Eighth Grade Topic: "Understand congruence and similarity using physical models, transparencies, or geometry software; and (3) Percent of Districts in the 41 States that Currently Intend Coverage of the High School Topic: "Use properties of rational and irrational numbers.
Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Michigan State University, Education Policy Center