The Common Core State Standards
(CCSS) have made careful use of a large and growing body of evidence. The evidence base includes scholarly research, surveys on what skills are required of students entering college and workforce training programs, assessment data identifying college‐ and career‐ready performance, and comparisons to standards from high‐performing states and nations.
In English Language Arts, the CCSS build on the firm foundation of the National Assessment of Educational Progress frameworks in Reading and Writing, which draw on extensive scholarly research and evidence.
In mathematics, the CCSS draw on conclusions from Trends in International Mathematics and Science Study and other studies of high‐performing countries. These conclusions indicate that the traditional US mathematics curriculum must become substantially more coherent and focused in order to improve student achievement, addressing the problem of a curriculum that is “a mile wide and an inch deep.”
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