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This is an exciting time for education in the United
States. For the first time in our nation’s history, forty five
states, four territories and the Department of Defense
Education Activity (DODEA) have adopted a rigorous set
of standards in mathematics and English language arts
and literacy to ensure that every child graduates from
high school ready to succeed in college and careers
(Common Core State Standards Initiative, 2012). The
significance of this collaboration is best understood
within the context of American education in the 21st
century.
The 21st century began with the enactment of the No
Child Left Behind Act, which mandated high academic
standards and held states accountable for increasing
academic achievement for all students. (No Child Left
Behind Act of 2001). The resulting standards were often
vague and undemanding and varied widely from state
to state (Carmichael, Martino, Porter-Magee, & Wilson,
2010). The Common Core State Standards Initiative, a
joint venture led by the nation’s governors and education
commissioners under the auspices of the National
Governors Association (NGA) and the Council of Chief
State School Officers (CCSSO), was created to address
the inequities that NCLB inadvertently caused (Common
Core State Standards Initiative, 2012). This collaboration,
which included representatives fromK–12 and university
education, business, and community members, resulted
in the creation of the Common Core State Standards in
Mathematics and English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
(National Governors Association Center for Best Practices
& Council of Chief State School Officers, 2010).
The Partnership for 21st Century Skills identifies four
learning and Innovation skills essential to college and
career readiness—Critical Thinking, Collaboration,
Communication and Creativity (Partnership for 21st
Century Skills, n.d.). Likewise, the new standards in
English Language Arts and Literacy, as well as their
corresponding standards in Spanish (
Estándares
Comunes para las artes del lenguaje en español y para la
lecto-escritura en historia y estudios sociales ciencias, y
materias técnicas
, San Diego County Office of Education,
2012) will require fundamental changes in both content
and delivery of instruction.
Many states have developed rigorous curriculum
and guidance tools to assist practitioners as they
implement the new standards. Engage NY, a website
sponsored by the New York Department of Education,
has identified six instructional shifts necessary for
successful implementation of the Common Core State
Standards: Balancing Informational and Literary Texts,
Knowledge in the Disciplines, Staircase of Complexity,
Text-based Answers, Writing from Sources, and Academic
Vocabulary (EngageNY, 2012). An examination of these
new pedagogical demands and the decreased reading
levels in K–12 textbooks (National Governors Association
Center for Best Practices & Council of Chief State School
Officers, Appendix A, 2010a) indicates that teachers
will need to turn to authentic literature and innovative
instructional strategies to ensure that their students
achieve the goal of college and career readiness.
It is important to note that these increased demands
apply to all students, including those who are learning
a second language. The following section of this paper
will examine each of the six instructional shifts and offer
suggestions for supporting success in ESL/ELD, FLES,
world language, and NLA classrooms.
This is an exciting time for education
in the United States.
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