Thank you for sharing these links. Similarly, I also found information regarding serving gifted pupils, when reading ABOUT the Common Core, but not IN the Common Core.
While the Common Core is presented as
State Standards, the information at these links shows that
international sources also informed the creation of Common Core. In discussing this and other talking points presented, some excerpts and phrases which may raise questions include:
1)
"Students who are truly prepared for an accelerated sequence should also have access to one." Because of how this is worded, some might wonder whether "
truly prepared " indicates not only readiness and ability based upon mathematical mastery but also skill in writing, etc.
2)
"Students who have demonstrated the ability to meet the full expectations of the standards quickly should, of course, be encouraged to do so." Some may ask whether
all students meet the
full expectations? In other words, does "
full expectations" mean 100% mastery, or 80% to pass, or...? How quickly may children meet these expectations? May pupils and/or their parents request end-of-year tests at various intervals? May pupils work ahead, at their own comfortable pace, with support, and without admonishment?
3)
"Data from international studies suggest that we are far behind the rest of world in bringing even our advantaged students to the highest levels of accomplishment." Might this have been presented as a chart or numerical comparison rather than a generalized statement without definition of "advantaged" or "highest levels of accomplishment"?
4)
"There should also be a variety of ways and opportunities for students to advance to mathematics courses beyond those included in the 2011 Framework. Districts are encouraged to work with their mathematics leadership, teachers, and curriculum coordinators to design pathways that best meet the needs of their students." Curriculum compacting (three years of math condensed slightly to two years) and doubling-up enrollment in math classes are discussed. Neither of these options explored sound like they may meet the wishes often expressed by parents on gifted forums. Fortunately, the talking points do not state a prohibition to skipping.
5)
"Common standards also allow the nation’s teacher preparation programs to be more focused on the mathematics teachers will be teaching, rather than on generic courses designed for a wide variety of state standards." Some may wonder whether a teacher less versed in mathematics beyond the prescribed standards for one's grade level may be less inclined to provide curriculum compacting or other acceleration support.
