A Case for Common Core State Standards Gifted Curriculum 3.0

The Common Core State Standards (CCSS) is the most successful attempt to gain consensus across states for 21st century standards in language arts and mathematics. So far, 46 states have accepted these standards, with two consortia organized to translate them into resources and sample activities. A c...

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Bibliographic Details
Published inGifted child today magazine Vol. 35; no. 3; pp. 222 - 223
Main Author VanTassel-Baska, Joyce
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2012
SAGE PUBLICATIONS, INC
Subjects
Academic Standards
Academically Gifted
Common Core State Standards
Core curriculum
Curriculum Development
Gifted
Gifted children
Gifted education
Individualized Instruction
Language Arts
Mathematics Instruction
National Curriculum
Science education
State Standards
Students
standards
assessment
curriculum
gifted
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Summary:The Common Core State Standards (CCSS) is the most successful attempt to gain consensus across states for 21st century standards in language arts and mathematics. So far, 46 states have accepted these standards, with two consortia organized to translate them into resources and sample activities. A consultant firm has been hired to develop the assessments that will replace current state tests and be more performance based in orientation than many state assessments currently are. These standards and assessments then will become a de facto national curriculum that intends to be rigorous and challenging for all learners in these core subject areas. Plans for the science standards are currently in process as well. This is all good news for gifted education as the level of some of the standards is well aligned with the new National Association for Gifted Children (NAGC) program standards. In this article, the author discusses the importance of gifted education participating in the translation of the new CCSS in local and state contexts. She cites several reasons people need to engage in this process.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Commentary-1
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ISSN:1076-2175
2162-951X
DOI:10.1177/1076217512445990