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Support the Common Core - Some Resources to Get Started

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I believe that a key to the success of our educational system lies in supporting the Common Core standards. I say that because over the last 38 years I have watched students react to expectation levels. In most cases I have seen them rise to meet higher performance levels as expectations rose. The Common Core does just that - increasing rigor and raising expectations to levels that are internationally benchmarked. If our kids are going to compete globally, and of course we want them to be ready to do that, we must have standards that are equal to or greater than those of our competition.

Through a project called ReadyKentucky we at the Prichard Committee have been traveling around Kentucky for the last few years sharing information about the Common Core Standards and why it is so important to support these new, and higher, expectations for academic performance. We want our students to be the ones achieving at the highest levels, performing well in college and life and getting the best jobs when they move into the workforce. It cannot be emphasized enough: it is critical that our students master these standards to be internationally competitive. The quality of the implementation of the standards couldn't be of greater importance.

Part of our role as engaged and informed advocates is to be ever mindful of what is right for kids. This is one of those times where we must demand - at the community, state and national levels - that we continue in the rigorous direction the higher standards have established. As you begin or continue this advocacy in your community, here are some resources that can help.

There are many, many more resources available that can help you garner support for these standards. The key is to share the information to let people know why their support is so important during this time of transition. The bottom line: we must prepare our kids to succeed, as citizens at home and workers in a global marketplace, and this is the way to get there.

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