37 The Common Core State Standards for Mathematics

The Common Core State
Standards for
Mathematics
William H. Schmidt


Common Core State Standards for Mathematics
(CCSSM):


Are world-class



Can potentially elevate the academic
performance of America’s students



Most states have a long way to go:
some less



Teachers and parents overwhelmingly
support them



But we must convince students as well
Center for the Study of Curriculum

Top-Achieving Countries Composite Mathematics
Standards

Center for the Study of Curriculum


State Level Agreement

Center for the Study of Curriculum


The Common Core State Standards for Mathematics

Center for the Study of Curriculum


Possible Standard Based on Composite Profile of the
Top-Achieving Countries

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Number of Topics Intended at Each Grade for Various
Standards

Center for the Study of Curriculum

CCSSM Congruence and NAEP Mathematics
Performance

States with past mathematics
standards that were more
similar to the CCSSM had
statistically significantly higher
NAEP 2009 performance.

Center for the Study of Curriculum


How Standards May Affect Student Achievement

Standards
Student
Achievement
Classroom
Instruction
Center for the Study of Curriculum


Standards Relationship to Student Achievement
Is Influenced by . . .



Instructional support materials
produced by state, e.g., teacher guides



Professional development for teachers
sponsored/authorized by state



Assessments and assessment cutpoints that support state’s standards

Center for the Study of Curriculum


CCSSM Congruence and NAEP Mathematics
Performance

The change in the R-square
between a model including only
the congruence measure to one
that adjusted the congruence
measure for the NAEP cut points
yielded a 12% increase.
Center for the Study of Curriculum


Factors Affecting CCSSM Implementation



State assessment definitions
of proficiency



Measure of poverty



Percent of low-income family
students attending public
schools
Center for the Study of Curriculum


Relating State Standards to NAEP 2009 Scores

Model

Estimate

Model Number
Rp
of
squared value States

Congruence Measure
0.04* 0.67 0.00 50
Adjusted for Cut Points
Percent Federal Funding -0.95**
Percent Non-poor White 0.33**

*p < 0.016

**p < .001
Center for the Study of Curriculum


Consistency With the CCSSM



Consistency of state standards
with the CCSSM range from
66% — 83%



The measure of consistency
for the A+ standard is about
90%
Center for the Study of Curriculum


Consistency With the CCSSM

Most Like
CCSS

Alabama
Michigan

California
Minnesota

Florida
Mississippi

Georgia
Oklahoma

Indiana
Washington

Idaho
Utah

North Dakota
 

Oregon
 

South Dakota
 

Tennessee
 

Colorado
New York
Texas

Delaware
North Carolina
Vermont

Hawaii
Ohio
West Virginia

Alaska
Arkansas
Massachusetts New Mexico
Pennsylvania South Carolina

Least Like
CCSS

Connecticut
Montana

Illinois
Nebraska

Maine
New Hampshire

Maryland
Virginia

Missouri

Wyoming

Arizona
Nevada

Iowa
New Jersey

Kansas
Rhode Island

Kentucky
Wisconsin

Louisiana
 

Center for the Study of Curriculum


Representative Sample of Teachers in Each
CCSSM-Adopted State



90% have heard of the CCSSM



70% have read them



More than 90% like the idea of
Common Standards

Center for the Study of Curriculum


Teachers Thoughts about CCSSM


After reading sample CCSSM topics for
their grade, ~80% say CCSSM is
“pretty much the same” as their
former standards



If CCSSM places a topic they currently
teach in a different grade only about
¼ would drop it

Center for the Study of Curriculum


Teachers Sense of Preparedness to Teach CCSSM
Topics


Grades 1-5: About ½ feel well
prepared to teach their topics



Grades 6-8: Around 60% feel well
prepared to teach their topics



High School: Around 70% feel well
prepared to teach their topics

Center for the Study of Curriculum


Common Core State Standards for Mathematics
(CCSSM):


Are world-class



Can potentially elevate the academic
performance of America’s students



Most states have a long way to go:

some less



Teachers and parents overwhelmingly
support them



But we must convince students as well
Center for the Study of Curriculum