CCRStandardsAdultEd

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APPENDIX
A
IN-DEPTH DESCRIPTION OF THE
SELECTION PROCESS
Process Framework
Two expert panels (one for English language arts and literacy [ELA/literacy] and one
for mathematics) were convened to review the Common Core State Standards
(CCSS) for English Language Arts and Literacy in History/Social Studies, Science,
and Technical Subjects (ELA/literacy) and Mathematics in the fall of 2011. Their
charge was to make recommendations regarding a manageable yet significant set of
College and Career Readiness (CCR) content standards based on the CCSS and
tailored for adult students. The challenge was to take an expansive list of standards—
some 13 years’ worth—and identify those standards most useful for adult education
teachers in preparing adults across the United States. As explained below, several
factors influenced their decisions.
A primary goal was to establish an evidence-based process and to arm the panels with
the right kind of information. To support panelists in anchoring their decisions in
evidence, project staff developed an extensive reference/support document
summarizing relevant research and assessment information, including:
• Judgments of postsecondary faculty on the importance and relevance of a variety
of content items (ACT National Curriculum survey; American Mathematical
Association of Two-Year Colleges Standards; EPIC postsecondary faculty survey,
Reaching the Goal: The Applicability and Importance of the CCSS to College and
Career Readiness) (ACT 2009; AMATYC 1995; Conley et al. 2011).
• Judgments of employers on the importance and relevance of a variety of content
items (Are They Really Ready to Work?: Employers’ Perspectives on the Basic
Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce)
(Casner-Lotto and Barrington 2006).
• Content currently part of (or planned for inclusion in) pertinent assessments for
adult students (new GED ® , ACCUPLACER, and COMPASS) (ACT 2011;
American Council on Education n.d.; College Board 2011).