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Raise the Bar


The vision

Students in Connecticut are prepared for the global economy through robust and coordinated “anytime, anywhere” learning opportunities that help them communicate, collaborate and foster their abilities to be creative and think critically.

Why is this important?

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Video by MacArthur Foundation

Students in Connecticut will grow up to live and work in a global society that will require skills and knowledge that schools are now incorporating into curricula. Children learn when they are provided with high-quality and equitable education opportunities. Investing in ways that enhance these opportunities shows the greater promise for addressing the nation’s achievement gap. To prepare students for post-secondary education, careers, and citizenship in the 21st Century, teaching and learning must be aligned to academic standards and curricula that have been benchmarked against those in high-performing school systems in this and other nations.6  Within a balanced curriculum, students learn traditional academic subjects as well as art, physical education, technology, and life skills. Rather than adding courses, skills are integrated into academic content. An integrated, benchmarked curriculum will raise the achievement of all students.7


FOOTNOTES

6     Schmidt, W. H. & Houang, R. T. (2012). “Curricular Coherence and the Common Core State Standards for Mathematics” Educational Researcher, November 2012 vol. 41 no. 8 294-30; Pearson, P. D. (2013). ‘Research foundations of the Common Core State Standards in English language arts,” in S. Neuman and L. Gambrell (Eds.), Quality reading instruction in the age of Common Core State Standards (pp. 237-262). Newark, DE: International Reading Association.

7     Gullat, D.E. (2008). “Enhancing Student Learning Through Arts Integration: Implications for the Profession,” The High School Journal, Vol. 91, No. 4, April-May 2008. pp. 12-25; Hinde, E.T. (2005). “ Revisiting Curriculum Integration: A Fresh Look at an Old Idea,” The Social Studies, Vol. 96, Issue 3, May 2005, pages 105-111

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