Common Core and the Value of a Diploma

Posted by on June 24, 2013

When a diploma no longer signals competence

A new report from the Center for Public Education finds that until states and districts re-examine their graduation policies, a high school diploma will not necessarily signify college- and career-readiness as envisioned by the Common Core. The authors compared state high school graduation requirements in math for alignment with the standards, defining alignment as including math in each year of high school, with substantial content typically taught in Algebra I, Geometry, and Algebra II classes. Their analysis found that graduation requirements in only 11 Common Core states meet this definition; requirements in 13 are partially aligned. Twenty-two states have adopted the Common Core but lack graduation requirements that match standards expectations. Even states whose graduation requirements reflect the Common Core have work to do to ensure that their high school course sequence and content is truly aligned to the standards, in the view of the authors. Because the standards describe outcomes, states and districts must outline classes and curricula that best deliver the content and practices the standards define. Traditional course pathways  — Algebra I, Geometry, Algebra II, and further mathematical coursework — may neglect critical Common Core content or mathematical practices if the courses are not re-examined and aligned to the new demands, and teachers given preparation.

http://www.centerforpubliceducation.org/Main-Menu/Policies/Understanding-the-Common-Core/Out-of-Sync-Many-Common-Core-states-have-yet-to-define-a-Common-Core-worthy-diploma