The president of the American Federation of Teachers says students need a "rich, well-rounded curriculum" and that these offerings are not "routinely in place" in public schools.


Georgia adopts the common standards.


Connecticut adopts the common standards.


One-quarter of Americans, and even more young adults, do not the country from which the United States gained independence.


States are busily comparing their own standards to the common core.


A federal competition for innovation dollars attracts lots of ideas to improve education across a variety of areas in the curriculum, from math and science to literacy.


Two more states adopt the common standards. But finding out about it isn't as easy as we anticipated.


How can states and districts figure out which curriculum and instructional materials are strongly aligned to the common standards? That's a question that's hovering large in the minds of the people who have been designing the standards and those who will have to put them into action. We've reported on some of the ongoing discussions in the field about this. It's a tricky question that wanders into some sticky turf. Some have suggested that it would be best to set up an independent panel to review materials that publishers will predictably rush to claim are highly aligned to the standards. ...


A lot of discussion and debate have accompanied the design stage of the common standards, and more will follow as states move into the adoption and implementation stages. But as important as the standards are, many have long argued that the assessments designed to reflect those standards will be far more influential on education than will the standards themselves. Bill Tucker makes this case in an article appearing in the magazine Education Next and in Education Sector's blog, The Quick and the Ed. (Check an earlier blog post of ours , too, for more on the importance of the common assessments.) ...


Pennsylvania and Louisiana make 18 states that have adopted the common standards.


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