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Also, some learning goals may start to show up earlier than expected. For example, second-graders will be expected to add and subtract triple-digit numbers. Fractions will start in third grade. Kindergartners will be expected to learn to count to 100. One math expert who was not involved in writing the draft standards questioned the value of moving lessons earlier. Cathy Seeley, senior fellow at the Charles A. Dana Center at the University of Texas, has been involved in the revision of math standards in more than a dozen states. She saw a lot of similarity between the recent state revisions and the national plan. Seeley said she didn't think making kids learn things earlier translated into higher standards. "It's not that they're learning it well but too late. It's that they're not learning it well," Seeley said. The new standards are based on evidence and input from educators, researchers and mathematicians to determine when students should study certain topics, said Chris Minnich, director of standards and assessment for the Council of Chief State School Officers. Some states' existing standards aren't tough enough because they were formed based on consensus among all parties, he said, not evidence of what works. "We really used evidence in an unprecedented fashion," Minnich said. ___ On the Net: Common Standards Initiative: http://www.corestandards.org/
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