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2. APPLICABILITY OF THE COMMON CORE TO ADULT EDUCATION 6 Identifying these standards will benefit states in a variety of ways, including the promotion of: • Consistent expectations between K–12 and adult education systems so all students—whatever their pathway to graduation—will have access to the preparation they need to enter credit-bearing freshman courses without a need for remediation; • Partnerships between and among states and programs to combine financial resources and human capital to create common tools and materials to support implementation; and • Student preparation for new assessment models using knowledge and skills identified by the CCSS required for the attainment of a high school diploma or its equivalent (e.g., GED ® , Partnership for Assessment of Readiness for College and Careers, and Smarter Balanced Assessment Consortium).
7 3 PROCESS OF SELECTING COLLEGE AND CAREER READINESS STANDARDS FOR ADULT EDUCATION To identify a set of College and Career Readiness (CCR) standards for adult education, MPR Associates, Inc. convened two independent panels—one each for English language arts and literacy (ELA/literacy) and mathematics—to look at the Common Core State Standards (CCSS) from the perspective of adult education. Rather than asking Adult Basic Education experts to work in isolation, a cross section of stakeholders who serve adults participated. To forge a vigorous synergy, each panel included a mix of expertise and experience, including representatives from adult education, community colleges, career and technical training, and the military. The methodology employed was deliberative, multilayered, iterative, and evidencebased (see In-Depth Description of the Selection Process in Appendix A for more detail). Over nine months, panelists were asked to make reasoned judgments about the relevance of the CCSS for adults, based on where the evidence for college and career readiness was most compelling, and to revisit and verify those judgments in light of feedback and new questions. 2 Because the goal was to determine the applicability of an accepted set of essential CCR standards, judgments about relevance and importance were made based on each standard as written. This project was not designed to edit or refine the wording of the CCSS or otherwise develop CCR standards de novo; panelists did not have the autonomy to add content to the CCSS. The only exceptions made to maintaining the exact wording of the CCSS were the following: • Some examples included with the standards for K–12 students (usually found in parentheses or italics within the standards) were adapted to be more appropriate for adult students because these were only illustrations and not meant to be mandatory or to apply universally. 2 Data from national surveys were compiled as background for the panel review from: ACT (2009); Conley et al. (2011) (referred to in this report as the EPIC faculty survey); and Casner-Lotto and Barrington (2006) (referred to in this report as the employer survey). Refer to Appendix A for descriptions of these resources.
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