Connecticut Senate Bill SB00344

Connecticut 2015 Regular Session

• Introduced: 1/22/15
• Refer: 1/22/15

Caption

An Act Concerning The Phase In Of The Common Core State Standards And Smarter Balanced Assessment.

Impact

The adoption of Common Core State Standards is expected to significantly alter the educational landscape by standardizing educational expectations and assessments across the state. By transitioning to the Smarter Balanced assessment system, students' mastery of the outlined standards will be evaluated in a uniform manner. Proponents argue that this consistency will enhance educational quality and create a more equitable academic environment, ensuring that all students are assessed under the same criteria, regardless of their school or district. This moves the education system toward a broader harmonization of educational objectives, which supporters believe is essential for student achievement in a globally competitive environment.

Summary

SB00344 aims to implement the Common Core State Standards and the Smarter Balanced assessments in a phased approach across public schools in the state. This bill proposes to initiate the rollout beginning with grades kindergarten through three for the school year starting July 1, 2015, and subsequently expanding to include higher grades in the following years. The timeframe established by this bill ensures that all grades up to twelve will be covered by the new standards by the school year of 2021. This systematic approach is designed to give schools adequate time to prepare for the changes associated with the new curriculum and assessments.

Contention

Despite the advantages presented by the implementation of SB00344, the bill is not without controversy. Critics of Common Core have raised concerns regarding the effectiveness of standardized testing and its implications for student learning. Opponents argue that an overreliance on tests can undermine the quality of education and stifle creativity in teaching. Additionally, questions arise about the appropriateness of these assessments for all students, particularly those with diverse learning needs. This has led to debates over parental rights, local control of education, and the potential for one-size-fits-all solutions in an increasingly diverse educational ecosystem.