The CCSS open the door to success
Do you wish you could leverage the Common Core State Standards (CCSS) to equip all students—not just high achievers—with the higher-level thinking skills they need? You can, and this book will show you how. The authors helped lead their district—Rockville Centre in Long Island, New York—in closing achievement gaps and increasing the number of students who completed four-year college programs. The results of their efforts show a remarkable increase in both excellence and equity in English language arts, math, and science. This book outlines the authors' research-based ACES framework for instructional improvement to help achieve similar results:
Acceleration rather than remediation; Critical thinking; Equity in education for all students; Support
Educators will find practical strategies that are applied and developed in model lessons linked to the CCSS and KSUS (Knowledge and Skills for University Success) standards. Understanding why we need to prepare all children to be college and career ready is easy. Making it happen is not. Learn from those who have succeeded, and your students will reap the rewards.
Chapter 4: Equity—the E in ACES
Equity—the E in ACES
Giving All Students the Opportunity to Learn
Ensuring that all of our students have the opportunity to learn is what equitable schooling is all about. The term Opportunity to Learn (OTL) was first introduced by John B. Carroll in 1963 (Burstein, 1993). Its importance as a determinant of student achievement was recognized by the First International Mathematics Survey, which took place during the same era. Opportunity to Learn (OTL) represents a simple yet powerful concept—students cannot be expected to master what they have not been taught (Burstein, 1993; Lucas, 1999). Those who support OTL identify curriculum as a primary determinant of students’ learning. In Linda Darling-Hammond's (2010) recent book on equity, she notes that decades of research show that ...