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February 17, 2012

S.C. Lawmakers Hear Testimony on Anti-Common-Standards Bill

Senators in South Carolina hear arguments on a bill that would bar implementation of the common standards.

February 16, 2012

Journal Hosts Debate on Merits of Common Math Standards

Two experts debate the Common Core standards in mathematics.

February 16, 2012

Study: Common Standards Will Not Affect Student Achievement

A new study argues that common standards won't make much of a difference in student achievement.

February 15, 2012

Teachers Debate Value of 'Close Reading'

English/language arts teachers are arguing about the value of "close reading," a key tenet of the common standards.

February 10, 2012

NCLB Waivers: Implications for Testing, Standards Implementation

The ten states who have won NCLB waivers outline plans to implement college- and career-ready standards.

February 09, 2012

Think Tank Raises Alarm of Federal Overreach Into Curriculum

In a new white paper, the Pioneer Institute suggests that the U.S. Department of Education may be violating prohibitions against a federally dictated curriculum.

February 07, 2012

South Dakota Lawmakers Weighing More Debate on Common Standards

South Dakota lawmakers are considering forcing the state board of education to hold a second public-comment period on the common core standards.

February 06, 2012

Close Reading: Are Educators Behind the Curve?

Close-reading isn't anything new, and it's amazing that more instructional leaders don't know about it and use it, a curriculum consultant argues.

February 06, 2012

Calling All Teachers: An Invitation to Help Design Common-Core Tools

One of the two state assessment consortia begins the process of recruiting groups of teachers who will take leadership roles in teaching colleagues about the new tests, and help design instructional resources for them.

February 02, 2012

Common Standards, Not Tests, for Charter Schools Network

A charter schools network with schools in both New York and Connecticut exemplifies the challenge of having common standards without fully common assessments.

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