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.

Reading aloud in an era of common core: An exploratory study of the perspectives of primary teachers serving African American children in low-income communities

2017 ◽  
Vol 19 (2) ◽  
pp. 252-278
Author(s):  
Shaunté Duggins ◽  
Melanie M Acosta
Keyword(s):  
African American ◽  
Reading Instruction ◽  
Low Income ◽  
Common Core ◽  
Common Core State Standards ◽  
Primary Teachers ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
American Children

Within the last decade, two large reading reform efforts have directed state and local state school reading instruction, the Reading First Initiative (2002) and the Common Core State Standards for English Language Arts (2010). These initiatives have heavily shaped literacy teaching and learning with a focus on disparity reduction in literacy achievement among culturally diverse student groups. Unfortunately, the impact of such policies on student reading achievement and reading instruction is mixed. In other words, there is little consensus or firm evidence to document substantial positive outcomes of reading policy implementation. The current study explores the influence of the Common Core State Standards on the read-aloud perspectives and practices of primary-grade teachers in schools serving predominantly African American children in economically marginalized communities after adoption of the standards. Participants included 64 primary teachers across five Title I schools who completed an online survey that included open and closed ended questions. Researchers used quantitative and qualitative methods to analyse the data, guided by a critical, sociocultural perspective. Overall, findings point to a disconnect between the intentions of the Common Core State Standards in primary classrooms and the realities of how classroom teachers are interpreting the policy and providing instruction as a result, particularly in schools in low-income communities.

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.

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

Disney in December

2012 ◽  
Vol 19 (5) ◽  
pp. 290-291 ◽  
Author(s):  
Sue E. Hoge ◽  
Karin E. Perry
Keyword(s):  
Problem Solving ◽  
Common Core ◽  
Common Core State Standards ◽  
Real Life ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Factual Data

Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for K–Grade 2, Grades 3–4, and Grades 5–6. This month's problem set aligns with the Common Core State Standards for Mathematics, includes factual data from Disney Parks, and makes connections between mathematics and real-life applications.

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