We need to examine:
- How school districts develop and execute comprehensive implementation plans for the standards.
- What the curriculum looks like.
- How teachers are prepared to use the standards.
- How teachers meaningfully base their instruction on the standards.
- How school leaders provide ongoing feedback to their teachers.
- How students will be assess on their understanding.
- How states will find the funding to support all these efforts.

All of these factors relate to whether the common core will make a difference to students.

State legislators recognize the efforts of the state-led consortium that has developed the standards. And state legislators are following the work of the two consortia that are developing assessments. At the same time, some state legislators are troubled that the people who are leading these efforts may move on from standards and assessments, to common curriculum, textbooks and teacher-preparation programs. There is concern that the effort that began with standards may have as its ultimate goal a nationalized K-12 system that will not remain voluntary to states. Recent actions have contributed to these fears.

For example:

- Rhode Island, like other states, was required by the federal government to commit to adopting the common standards as an eligibility criterion for the Race to the Top competition, even before the common standards were fully developed, released or endorsed.

- The federal government has committed $350 million to developing the common assessments that match up to the common standards.

- The Common Core Initiative acknowledges the need for ongoing federal support for its activities.

- The Obama administration's blueprint for reauthorization of ESEA suggests that Title I funds for disadvantaged children be contingent upon each state's acceptance of a set of voluntary common standards.

I think the most positive aspect of this voluntary, state-led effort is the renewed attention to the profound differences in expectations for student performance across states, and I am glad that Rhode Island is among states that want to do better. But I think there are still some unanswered questions that make it difficult for state legislators to lose their skepticism about the Common Core. Here are three of mine:

1. How will curricula be developed? Major publishers have had a place at every table during the development of the standards, and are now present for the development of the assessments. Are state departments of education prepared or able to take the lead in guiding the development of curricula, or will publishers decide what materials should be included?

2. What is the communication plan that will support the rollout of the Common Core standards and assessments? There are a lot of moving parts associated with the Common Core, and many state legislators still do not understand the implications associated with Rhode Island's adoption of the standards. For example, all indications are that with the greater rigor of the standards, the number of students who score below proficiency will increase. It will appear as if schools have slipped in their ability to prepare students. State legislators will receive calls from upset parents who demand to know what happened. How will the state department of education, superintendents, and principals work with their state legislators to prepare them for this situation, and make sure their elected officials understand the nuances associated with moving to a new assessment system?

3. Can Rhode Island afford this? The Common Core and its assessments call for professional development, upgrades to technology, purchases of new curricula and materials. I still have not seen any projections about the costs states will incur because of the Common Core, or about how state departments of education are planning to incorporate these costs into their budgeting.

To sum it all up, state legislators agree that students can benefit from rigorous state standards anchored in real-world demands that they will face after high school, and that are aligned to K-12 curriculum, assessments, high school graduation requirements and college placement standards. Legislators at the state level maintain that this can be best accomplished through the work of individual states or through voluntary participation in joint efforts like the Common Core. Rhode Island has opted to join in the Common Core, and we in the House of Representatives have faith that this effort will benefit our students, teachers and schools. Large, complex efforts like the Common Core always experience challenges, but we stand ready to work at the state and local levels to make decisions that optimize our chances for success here.