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Analysis of Common Core State Standards in K-12 Education, Thesis of Financial Accounting

University of Phoenix (UOPX)Financial Accounting

This document analyzes the Common Core State Standards (CCSS) in K-12 education, identifying key stakeholders and their relevance to the issues surrounding CCSS. the impact of CCSS on teachers and students, as well as key issues with the implementation of CCSS, including constraints on teacher creativity and the focus on standardized testing. The document emphasizes the need for continued research to provide better instructional opportunities for teachers and students.

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2023/2024

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EDSD 8006
Case Study 3 Analysis: Issues in K-12 Education
Doctor of Education, Walden University
EDSD 8006: Leading the Future of Education
Abstract
Several stakeholders play a valid role in the importance of how and why standards are necessary.
This paper will identify two key stakeholders and explain their relevance to the issues of
Common Core State Standards (CCSS) in Case Study for Issues in K-12 Education. These
issues with CCSS over time has been expressed and demonstrated through frustration by
teachers' instructional implementation and standardized testing as states, districts, and schools
have seen the ineffectiveness with students. As we continue to address these issues, questions
need to be asked, and research needs to continue to provide our teachers and students with better
instructional opportunities.
Case Study 3 Analysis: Issues in K-12 Education
Case Study 3 focuses on the educational initiative that details the national common
standards known as the Common Core State Standards (CCSS) for K-12 students. The lack of
standardization was one of the main reasons states decided to adopt these standards in 2009
(Barnum, 2019). However, there was some debate about the effectiveness of CCSS. The two
most impacted stakeholders are teachers and students, which should be the ones being focused
on receiving more efficient strategies to implement standards.
Stakeholders in the Adoption of Common Core
Stakeholder #1: Teachers
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EDSD 8006 Case Study 3 Analysis: Issues in K-12 Education Doctor of Education, Walden University EDSD 8006: Leading the Future of Education Abstract Several stakeholders play a valid role in the importance of how and why standards are necessary. This paper will identify two key stakeholders and explain their relevance to the issues of Common Core State Standards (CCSS) in Case Study for Issues in K-12 Education. These issues with CCSS over time has been expressed and demonstrated through frustration by teachers' instructional implementation and standardized testing as states, districts, and schools have seen the ineffectiveness with students. As we continue to address these issues, questions need to be asked, and research needs to continue to provide our teachers and students with better instructional opportunities. Case Study 3 Analysis: Issues in K-12 Education Case Study 3 focuses on the educational initiative that details the national common standards known as the Common Core State Standards (CCSS) for K-12 students. The lack of standardization was one of the main reasons states decided to adopt these standards in 2009 (Barnum, 2019). However, there was some debate about the effectiveness of CCSS. The two most impacted stakeholders are teachers and students, which should be the ones being focused on receiving more efficient strategies to implement standards. Stakeholders in the Adoption of Common Core Stakeholder #1: Teachers

Rigor was a considerable concern for states; therefore, CCSS was developed for teachers to implement in their classrooms. The adoption of these standards, teachers, tried to find various ways to deliver the best first instruction despite the lack of proper instructional support. CCSSO and NGA worked together to organize these common standards to provide teachers with a framework to follow in order to meet the basic set of performance requirements (Zimmer, 2019). CCSS is made with the intent for teaching to have similarity across the states and allowed teachers to measure and gain data of student progress in each school. Stakeholder #2: Students CCSS was developed for students to receive an equitable learning opportunity regardless of their cultural circumstances. With these common standards being having similarity across states, provided alignment for students to move from one grade level to the next with knowing what to expect as well as moving outside of their former state. By this, students will have a sense of success as they moved from the primary to secondary instruction. Lastly, these common standards were to promote college- and career readiness by the time they completed high school (Barrington, 2019). Key Issues with Common Core Key Issue #1: Teachers Teachers felt the effects of CCSS because it weighed on innovativeness and instructional creativity. CCSS and standardized testing cause constraints on how teacher delivered their instruction. Keeping this in mind, teachers began teaching to the test because states and school districts' rigid expectations to meet (Armstrong, 2018). Testing became a more significant desire to focus on, which lead to teachers not maximizing their creativity as they taught reading and math. The teacher focused on test prep that would led to ensuring that the skills mastered were that skills on state tests. The loss of funding takes away from student-centered learning because test scores were tied to state funding and teacher pay. This took a tremendous effect on teachers'

Conclusion Most states embraced the idea of Common Core, but it was challenges to be documented and addressed. Although CCSS limited teachers’ instructional delivery, they along with schools are responsible to provide high-quality instruction as they prepare students for college and careers. The proper tools, such as data, should be driving the “how” of instructional practices to ensure that each student is prepared for life beyond a classroom. References Armstrong, T. (2018, April 26). 12 Reasons the Common Core is Bad for America’s Schools. American Institute for Learning and Human Development. https://www.institute4learning.com/2018/04/26/12-reasons-the-common-core-is-bad-for- americas-schools/ Barnum, M. (2019, April 29). Nearly a Decade Later, Did the Common Core Work? New Research Offers Clues. Chalkbeat. https://www.chalkbeat.org/2019/4/29/21121004/nearly-a-decade-later-did-the-common- core-work-new-research-offers-clues Barrington, K. (2019, February 21). An In-Depth Look at Common Core- What’s Working and What Isn’t?. Public School Review. https://www.publicschoolreview.com/blog/an- in- depth-look-at-common-core-whats-working-and-what-isnt Polikoff, M. S. (2020). Common Standards Aren’t Enough. Education Next , 20 (2), 73–76. Zimmer, S. (2019). Funding for the Common Core. Salem Press Encyclopedia