Oregon's Smarter Balanced Readiness 1 Assessing Oregon Schools ’ Preparedness to Implement Smarter Balanced Assessments

The Common Core State Standards (CCSS) has been touted as providing “a consistent, clear understanding of what students are expected to learn in K-12 math and English language arts. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers ” (ODE, 2014a). Supporters of CCSS see them as part of an unprecedented national education reform aimed at “…aligning states behind a select set of essential content standards that reflect the academic knowledge and skills that research suggests are the most crucial for college and career success ” (Quay, 2010; ODE, 2014a). Additionally, proponents of the CCSS argue that the initiative “responds to the increasing concern among the public, business community, and policy makers that American students are ill-equipped to meet postsecondary and career demands and are falling behind their international peers ” (Quay, 2010, p.1). Initial state support for CCSS was fairly ubiquitous, with the adoption of the standards by forty-three states, the District of Columbia, and four territories (See Figure 1). However, support has waned, with three states (Oklahoma, Indiana, and South Carolina) withdrawing thei