Common Core Watch

photo credit: Jelle Drok via photopin cc

For over a year, I’ve been encouraging Common Core advocates to stop endlessly re-litigating the standards and instead to focus on getting implementation right. Taking my own advice last week, I traveled to Reno to see first-hand the work of the Core Task Project, the initiative driving implementation of the standards in Washoe County, Nevada.

It was a refreshing and invigorating visit. Common Core is not without controversy anywhere. But Reno seems to have largely sidestepped some of the more heated battles. Washoe County’s implementation has become something of a national model—being one of four case studies highlighted in Fordham’s report Common Core in the Districts, published in February 2014.

Reno’s relative peace can be explained, I think, by several factors. First and foremost, under the leadership of curriculum and instruction specialist Aaron Grossman, implementation has focused on the right things—including building a coherent body of knowledge across and within grades (one of the broad “instructional shifts,” along with reading for evidence and a greater focus on complex and nonfiction text)—that are easy to rally around and hard to dismiss as unimportant.

But more importantly, Washoe County’s work simply gainsays many of the criticisms leveled at Common Core. Far from a top-down initiative, driven from afar by nationalizers, privatizers and moneyed interests, the Core Task Project is homegrown, teacher-led, and the...

Categories: 

On September 9th, the Fordham Institute’s Mike Petrilli participated in an Intelligence Squared U.S. debate on the Common Core, along with Carmel Martin, Carol Burris, and Rick Hess. These are his opening comments, as prepared for delivery. Or watch the video, embedded below, starting at minute 07:15.

Let me tell you a bit about the game plan that Carmel and I have sketched out.

First, I’m going to talk about the motion. What does it mean to “embrace the Common Core”?

Then I’m going to discuss the problems that the Common Core is designed to address—the problems with our education system and, frankly, with some of our previous education reform efforts.

Carmel will take up the potential of the Common Core to help narrow the achievement gaps in this country; the role that evidence and educators played in the development of the standards; and the issue of implementation—how it’s going and how we can help it go better.

Let’s be clear: we’re not going to argue that the Common Core standards are perfect. They aren’t. They weren’t handed down from Mt. Sinai.

We’re not going to argue that the Common Core is going to solve all of our educational problems. It won’t. No one reform...

Categories: 

Over the past four years on this blog, I’ve strived to advance a substantive conversation around standards and assessment through complex (and hopefully interesting) policy arguments. But finding new things to advance a discussion sometimes means losing sight of large and obvious things that need to be said over and over again. So, in my first post since returning to the world of schools, I want to make a completely obvious point: standards-aligned, summative tests are really, really important to providing students—especially our most disadvantaged students—with the education they deserve.

Yet, in the increasingly acerbic debate over school reform, these kinds of state-driven standardized tests have become an easy scapegoat for everything that ails education policy broadly and standards-driven reform more specifically. Indeed, with all the political capital being spent to save Common Core, opponents of the accountability side of standards-and-accountability-driven reform have seized an opportunity to push back against statewide testing mandates—to throw the tests under the bus in order to “save” the standards.

Leading the charge are, perhaps unsurprisingly, the nation’s largest teachers unions, who’ve long pushed back on the notion that assessment data should be a factor in school and/or teacher accountability. This summer, the NEA capitalized on the anti-CCSS momentum to launch a targeted campaign against “toxic testing.” And NEA president Lily Eskelsen García went as far as saying that that state CCSS-aligned tests are “corrupting the Common Core” and that they are made by people who “don’t have a clue” what they’re doing.

Adding insult...

Categories: 

One of the arguments I’ve long made in support of Common Core is that properly understood and implemented, it’s a delivery mechanism for the ideas and work of E. D. Hirsch, Jr., and the Core Knowledge curriculum he created.

It’s gratifying—and, alas, too rare—when others connect the dots. But here is Politico, out with its list of fifty “thinkers, doers and dreamers who really matter.” Sharing number eight on the list is Hirsch and David Coleman, the principal author of the Common Core State Standards in English Language Arts.

Hirsch’s work and output span decades, but a principal thrust of his ideas can be summarized thusly: reading comprehension is not a “skill” we can teach directly, practice, or master. It is not like riding a bike, where if you learn on one you can ride another with ease. Once you learn to “decode” the words on a page, your ability to read with understanding is largely a reflection of how much knowledge and vocabulary you have and share with the writer.

If schools understood and embraced this well-grounded insight, American education—and elementary education specifically—would look very different. There would be a lot less “question the author” and “find the main idea.” Instead you’d see teachers (especially those who work with our poorest children) restored, in David Coleman’s lovely and apt phrase, “to their rightful place as guides to the universe.” You’d see big chunks of the K-5 school day handed over to science, history, geography, and the...

Categories: 
Neal P. McCluskey

photo credit: flazingo_photos via photopin cc

Over the past couple of years, a raucous debate has emerged over the Common Core, content standards in English and mathematics adopted by states nationwide. The debate has been marked by acrimony rather than analysis, but there is hope that both sides want a reset. We—one Core advocate, one opponent—want to assist by laying out the facts on which we think everyone should agree.

What are some signs of detente? Core architect David Coleman recently decried characterizations of Core opponents “as crazies or people who don’t tell the truth,” while strategists at firebrand Glenn Beck’s “We Will Not Conform” event called for ditching invective like “ObamaCore” or “communist plot.”

Now, the facts.

First, there is no evidence that most Core opponents or advocates are ill-intentioned. There’s no compelling reason to believe, for instance, that Bill Gates is funding Core advocacy for any reason other than that he thinks it is beneficial, or that opponents are motivated by anything other than concern that the standards are inadequate, or amount to dangerous national standardization.

Next, the Core was not created by Washington, but groups that saw crummy state standards and tests and agreed on the need to improve their quality. In particular, these organizations wanted to ensure that “proficient” meant the same thing in Mississippi as Massachusetts, and sought to reduce the huge proportion of people arriving at college or workplaces without the skills to...

Categories: 

In NRO today, Rick Hess explores “five half-truths” that he says supporters of the Common Core like to propagate. These spurred five questions of my own:

  1. You dispute that the Common Core standards are “evidenced based” because “what the Common Core’s authors did falls well short of what ‘evidence-based’ typically means.” By your definition, would any set of standards be considered evidence-based? Such as those previously in place in the states? Or any set of education standards one might develop in the future? (Or, for that matter, in myriad other fields?) If no, then what’s your point? Do you think we should abandon standards-based reform?
  2. Relatedly, would you consider elements of the Common Core to be evidence-based? Such as their focus on scientifically-based reading instruction in the early grades, or the demand for fluency in arithmetic, or the admonition to delay calculator use? Would you disagree that those decisions were based on evidence? Do you think states should go back to standards that don’t include these evidence-based expectations?
  3. You complain that the Common Core standards don’t include calculus. Do you think states should expect all students to learn calculus? If not, where would you set the bar for “college and career ready”? 
  4. You say that it’s hard to judge the “rigor” of standards. OK. So do you think other standards are more rigorous than the Common Core? Ohio, for example, is having a debate about whether it should repeal the Common Core and deploy the old Massachusetts standards instead. Do
  5. ...
Categories: 


photo credit: DonkeyHotey via photopin cc

It’s too soon to guess TIME Magazine’s person of the year, but a clear favorite has emerged for Common Core person of the year: the man, woman, or group that has done the most to advance the adoption and implementation of Common Core State Standards in the U.S. 

Ladies and gentleman, for meritorious service to further the cause of rigorous academic standards and educational excellence, please put your hands together for the governor of the great state of Louisiana, Common Core Man of the Year, Bobby Jindal!”

Jindal, as I’m sure you know, is suing the federal government over Common Core. And for this, he deserves enthusiastic cheers and undying gratitude from supporters of the Common Core State Standards. He has thrown into profound jeopardy the most effective talking point that their opponents have: that the feds forced national standards down the states’ throats and that Uncle Sam is illegally dictating what schools will teach. If this were true, any number of states, districts, or other stakeholders would have been in court ages ago. But they haven’t. The blunt fact of the matter is that this is powerful rhetoric atop an extremely weak legal case—like posting a “beware of dog” sign on your home when you own a beagle puppy.

Jindal’s suit alleges that the Department of Education forced adoption of Common Core through its Race to the Top program, which “required” states to “enter...

Categories: 

I have a complicated relationship with testing. I refuse to pretend that it’s caused no mischief in our schools—narrowing curriculum, encouraging large amounts of ill-conceived test prep, and making school a joyless grind for too many teachers and students alike—but neither can any fair-minded analyst deny that there have been real if modest gains in our present era of test-driven accountability, especially for low-income black and Hispanic children, particularly in the early grades.

What to make, then, of Secretary Duncan’s widely heralded concession that testing is “sucking the oxygen out of the room in a lot of schools” and his offer to states of a year-long delay in making test scores part of their evaluation systems?

“There’s wide recognition that annual assessments—those required by federal law—have done much to shine a light on the places and groups of students most in need of help. Yet in too many places, it’s clear that the yardstick has become the focus,” Duncan wrote in a lengthy blog post Thursday.

We at Fordham have been among those pleading for some reasonable flexibility in this area, particularly as new standards and assessments kick in, so the secretary’s message is welcome. Some states don’t want to shift gears, but others crave a breather while curriculum and pedagogy catch up with newly rigorous expectations. (We’ll save for another day an examination of the constitutional aspects of all this, as Duncan’s department evidently will be offering states waivers from conditional waivers, the statutory...

Categories: 
Morgan Polikoff

photo credit: albertogp123 via photopin cc


Nearly all American K–12 students are exposed to it every day. It decides, in large part, what students will learn in school and how they will learn it. It is never evaluated for quality in any serious way, but when it is rigorously evaluated, its impact on student achievement is significant.

No, this isn’t another blog about teachers. I’m talking textbooks. We need good textbooks in front of kids just as badly as we need good teachers. However, from a research and policy perspective, improving textbook quality is a lot easier.

A little-noticed report last week in Education Week described a new initiative intended to be the Consumer Reports of textbooks. A new nonprofit called EdReports plans to post “free online reviews of major textbooks and curricula that purport to be aligned to the Common Core State Standards.” If they’re careful, credible, and diligent, this initiative could turn the lights up on a largely ignored factor in student outcomes that is ripe for analysis and improvement. And it could even blunt some of the more pointed criticisms of the Common Core. Here’s why I think EdReports, textbooks, and other curricular materials, in general, matter:

First, textbooks aren’t people. There is no union seeking to protect the interests of textbooks. They don’t need due

...
Categories: 

photo credit: Marco Bellucci via photopin cc

Results from the annual Education Next poll are out this week, and the news is not good for us proponents of the Common Core. Support among the public dropped from 65 percent to 53 percent in just one year (from June 2013 to June 2014); Republicans are now almost evenly split on the issue, with 43 percent in support, and 37 percent opposed. What’s more, the new PDK/Gallup poll (out today) corroborates these trends and offers even worse news, finding that a majority of the public, and three-fourths of Republicans, now oppose the Common Core. Finally, Education Next found that support from teachers plummeted from 76 to 46 percent in just twelve months.

Nobody who has been following the public debate should be particularly surprised, at least when it comes to the overall numbers or those for Republicans. (The results for teachers are another matter; more on that in a bit.) After two punishing years of legislative assaults, Tea Party attacks, implementation controversies, and negative stories in conservative media, it’s a bit of a miracle that the numbers aren’t even worse. (Still, let’s be honest: these numbers are plenty depressing.)

I see two silver linings for those of us who still think the Common Core has great potential to improve American education:

  1. While the Common Core “brand” is
  2. ...
Categories: 

Pages