ERIC Number: ED559992
Record Type: Non-Journal
Publication Date: 2015-Feb-22
Abstractor: As Provided
Common Core and America's High-Achieving Students
Plucker, Jonathan A.
Thomas B. Fordham Institute
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America's high-ability students? This brief addresses that question and provides guidance for CCSS-implementing districts and schools as they seek to help these youngsters to reach their learning potential. Four key points emerge: (1) Common Core is no excuse to ditch gifted services; (2) State and local officials should get rid of policies that hurt gifted students and strengthen those that help them; (3) Schools should work hard to make differentiation "real"; and (4) Schools should make use of existing high-quality materials that help teachers adapt the Common Core for gifted students.
Descriptors: Academic Standards, State Standards, Alignment (Education), Gifted, High Achievement, Academic Ability, Educational Policy, Barriers, Individual Instruction, Instructional Materials, Educational Quality, Educational Benefits, Student Needs, Professional Development
Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: email@example.com; Web site: http://www.edexcellence.net
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Louis Calder Foundation; Bill and Melinda Gates Foundation; Thomas B. Fordham Foundation
Authoring Institution: Thomas B. Fordham Institute