scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

scholarly journals Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards

AERA Open ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 233285842096854
Author(s):  
Ellen C. Litkowski ◽  
Robert J. Duncan ◽  
Jessica A. R. Logan ◽  
David J. Purpura
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Cardinal Number ◽  
State Level ◽  
Early Learning ◽  
State Standards ◽  
Core State ◽  
Age Related ◽  
Nationally Representative ◽  
Early Learning Standards

The current study examined preschoolers’ (N = 801) age-related performance on one measure of verbal counting and two measures of cardinality (“how many” and “give n”) aligned with the kindergarten Common Core State Standards for Mathematics (CCSSM) and included in the majority of states’ early learning guidelines for mathematics. Children were grouped into five age categories (3, 3.5, 4, 4.5, 5, 5.5), and within-age-group average rates of correct responses for each item within these three measures were calculated. Results demonstrated that the majority of children were already successfully meeting the CCSSM standards for both cardinal number knowledge tasks (86.5% and 53.3%, respectively) prior to kindergarten entry but that only 18.9% of the children were meeting the standard for verbal counting. Findings indicate potential misalignment between children’s existing capabilities and the CCSSM standards for cardinality and underscore the need to conduct large, nationally representative studies measuring children’s abilities on items that more closely assess the specific mathematics skills included in the CCSSM and early learning guidelines.

scholarly journals Listening to Latinx Students through Translanguaging

2020 ◽  
Vol 10 ◽  
pp. 105-105
Author(s):  
Patricia Velasco ◽  
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Next Generation ◽  
Core State ◽  
Learning Standards

"Are you listening to me?” We often hear this question in classrooms where teachers are aiming to garner the students’ attention. Listening is also emphasized in the Speaking and Listening Common Core State Standards as well as in the Next Generation Learning Standards. It seems that the students are the ones expected to do all the listening while teachers do most of the talking.

scholarly journals The Equitable Distribution of Opportunity to Learn in Mathematics Textbooks

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110657
Author(s):  
Morgan S. Polikoff ◽  
Sarah J. Rabovsky ◽  
Daniel Silver ◽  
Rosalynn Lazar-Wolfe
Keyword(s):  
Low Income ◽  
Common Core ◽  
Common Core State Standards ◽  
Cognitive Demand ◽  
Opportunity To Learn ◽  
State Standards ◽  
Student Characteristics ◽  
Core State ◽  
The Common ◽  
Content Coverage

Low-income students and students of color are faced with pervasively lower levels of opportunity to learn compared with their peers, creating unequal opportunities for educational success. Textbooks, which serve as the backbone of the curriculum in most mathematics classrooms, present a potentially powerful tool to help mitigate unequal opportunity to learn across students. Using the Surveys of Enacted Curriculum framework, we investigate the content of commonly used eighth-grade math textbooks in California and the extent to which they align with the Common Core State Standards. We also explore the relationship between the variation in content coverage and alignment and student characteristics. We find poor alignment between the textbooks in our sample and the Common Core State Standards and low overall levels of cognitive demand, but only limited evidence of systematic differences in alignment or cognitive demand coverage associated with student characteristics at the school or district level.

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