States and districts adopt or create high standards based on effective practices in high-performing nations and states.
Performance indicators break down standards into concrete examples of the knowledge and skills students must demonstrate to show mastery of the standards. Performance indicators guide the development of curriculum and learning activities.
In order to measure mastery of the content and skills, educators use a variety of assessments aligned with standards and performance indicators.
States and districts provide resources to help teachers design learning activities and develop curriculum to help students master the content and skills described in the standards. Schools organize schedules so teachers have time to collaborate around creating learning activities and curriculum aligned to standards.
Proficiency and competencies must be defined for these school venues and adopted as legitimate parts of the school curriculum.
In Connecticut, Core Standards for Mathematics and English Language Arts were implemented in 2013. Since 2010, across the state high school graduate rates have improved 5.2%, to 87%.8 In 2015, graduation rates increased for nearly every group, and Connecticut leads the nation in closing achievement gaps around high school graduation.9 (The one exception involved English Language Learners, whose graduation rate slipped .8%) In addition, in 2013, Connecticut’s 12th graders achieved the highest scores in English Language Arts on the National Assessment of Education Progress.10
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