Research Project #2: Re-aligning K-16 Education

 

Much has been said about increasing rigor in U.S. K-12 education to stem the decline in student achievement compared to other industrialized nations. But just how much “rigor” now exists in K-12 curriculum, assessment and teaching and what increased “rigor” should be? i.pel’s research will include in-depth examination of the leading K-12 educators, curriculum developers and publishers as to what the definition of what Common Core “rigor” should look like. In addition, this analysis will also look at re-aligning K-16 education to see what college level courses can be taught at the K-9 to K-12 level and what high school courses can be taught at the K-6 to K-8 level.

For example, Collaborative project-based Learning and Problem-based Learning courses have long been used in higher education. These programs are now being developed for implementing the new Common Core imitative. What other higher education courses could be effective at the K-12 level?

Part of this analysis will include the “use of failure” in K-12 education. That is, making select assessment intentionally difficult for students to pass. The reasoning behind this controlled “use of failure” is the prepare students for “real life” situations and to allow them to actually self-assess their knowledge levels and not see failure as a bad thing but rather a tool for growth (see: K-12 Learning & Teaching Platforms and K-12 Testing and Assessment Standards).

STATUS: Grant proposal in development