Common Core Watch

We at Fordham are big fans of Jason Riley, a Wall Street Journal columnist who just joined the team at the Manhattan Institute. So we were doubly disappointed to see him parrot the Russ Whitehurst/Tom Loveless argument that “standards don’t matter.”

Of course they don’t—in isolation. On their own, content standards are just words on paper (or, as Rick Hess likes to say, akin to restaurants’ mission statements). We’ve acknowledged as much for years.

The question is whether they can spark instructional change. That’s no sure thing; as we’ve argued forever, it takes a ton of hard work at the state and local levels. First, it requires developing tests that assess the full range of the standards, including the challenging ones; this is something that arguably no state save for Massachusetts actually did in the pre-Common Core era. Second, it means investing in high-quality curricular materials and allowing time for teachers to master them. (No, the curricular materials need not be—and should not be—“national.” But surely we can do better than the schlock that textbook companies have been peddling for years.)

This is where Riley’s argument falls...

A report last month from a pair of advocacy organizations, the Alliance for Childhood and Defending the Early Years, argued that “there is a widespread belief that teaching children to read early will help them be better readers in the long-run,” but that there is “no scientific evidence that this is so.” The Washington Post and its Common Core-averse education blogger, Valerie Strauss, have been particularly aggressive in highlighting this report and running pieces from both parents and teachers arguing that “forcing some kids to read before they are ready could be harmful.”

The report, titled Reading in Kindergarten: Little to Gain and Much to Lose sounds an alarm over a perceived shift “from play-based, experiential approaches to more academic approaches” in early-childhood classrooms starting in the 1980s. “Under the Common Core State Standards (CCSS),” the authors claim, “the snowball has escalated into an avalanche which threatens to destroy appropriate and effective approaches to early education.”

The authors make much of the fact that no one involved with writing the standards was a K–3 teacher or early-childhood professional. The more important issue, however, isn’t who wrote it,...

Editor's note: These remarks were delivered as an introduction to Doug Lemov's February 10 panel discussion at the Fordham Institute.

It is a genuine honor and pleasure to be here with you today and to have the opportunity to introduce Doug Lemov. Doug is a man whose humility knows no bounds—indeed, he attributes his own success with Teach Like a Champion to his own limitations as a teacher. I’ve heard him more than once explain—earnestly and sincerely—that the reason he started filming and analyzing videos of great teachers in action was because he was such an “average” teacher, and he wanted to learn the magic of the champion teachers around him.

And that humility courses through all of his work, including his writing.

Yet his achievements are remarkable. He and his colleagues at Uncommon Schools consistently achieve at the highest levels on state tests. And Doug’s work identifying what “champion” teachers do that drives their results has been nothing short of transformational.

You might even say the work Doug and his team does is magic.

And so I thought it was fitting, before we launched into the weeds of how to improve teacher practice—a subject that is near and dear to my heart—to talk about...

Last week, in his State of the State address, New York Governor Andrew Cuomo put the weight of his office behind an education tax credit—a bill that would provide dollar-for-dollar tax relief to both individuals and businesses who donated money to either public schools or to scholarship funds that aid needy students in private and parochial schools.

This is an idea I have a personal stake in. As the superintendent of six Catholic schools in New York City, I know how financially challenging it is to keep these schools open and what a difference the donations from this tax credit would make in supporting the important work of our teachers and students.

Of course, for some people the idea of a public policy that provides any tax relief for supporters of religious schools is a third rail. They conjure up a vision of religion being forced on children or of the American ideal of “education for democracy” withering away.

But that not only represents a fundamental misunderstanding of the roots of American public education, it also ignores the reality of the debate. Rather...

Mary Scott Hunter

Editor's note: This post was originally published in a slightly different form on the Daily Caller.

There is a message for Republicans in the results from the last several election cycles: We must continue to expand our base to remain the party of leadership. The platform of “No” is no longer enough. We need leaders who are able to articulate policies of upward mobility, accountability, and prudent governance.

Too often we have let the poles of our party dictate the agenda, dismissing out of hand those candidates who show the conviction to stand up for sensible ideas. Nowhere is this reality more evident than in the public debate over the Common Core education standards. Despite the fact that this important education initiative remains a state-led effort; despite the fact most parents support high academic standards; and despite the fact the standards are working, a small but vocal faction of the party would have voters and candidates believe it is political treason to support them.

No sooner had former Governors Jeb Bush and Mike Huckabee announced they would consider running for president than were critics astir about how support for the Common Core would ruin their credibility with Republican voters....

Karen Vogelsang

Editor's note: This post originally appeared in a slightly different form in The Tennessean.

My name is Karen Vogelsang, and I am the 2014–15 Tennessee Teacher of the Year. I am a supporter of the Common Core State Standards, which we have adopted as our own state standards and which are taught in classrooms across the state. I am ill at the thought that these standards could be repealed.

As Tennesseans, we sought Race to the Top funds to make sweeping changes—not only to benefit our state but, more importantly, to benefit our students.

We have data showing that our students are performing at a rate faster than any other state in the nation. We (Tennesseans, not the federal government) made decisions about how the standards would be implemented and how our educators would be trained.

As educators, we have received top-quality training from experts in the fields of math and reading, and Tennessee is the only state that has provided consistent, focused training in the standards from the state’s Department of Education on down. No one has mandated the curriculum or instructional practices teachers use in their classrooms, and districts have selected the materials they want to use to best support...

At Inside Schools, a website for parents covering New York City schools, reporter Lydie Raschka visits a dozen elementary schools and comes away concerned. “[I] saw firsthand how hard teachers are working to meet the new Common Core standards for reading,” she writes. “I also saw precious time wasted, as teachers seemed to confuse harder standards with puzzling language.” A striking example:

At the teacher's prompting, a kindergartner at PS 251 in Queens tries to define "text evidence" for the rest of the class. "Test ed-i-dence," says the 5-year-old, tripping over the unfamiliar words, "is something when you say the word and show the picture.

“Text evidence?” What's with this incomprehensible jargon in kindergarten?

What indeed.

Raschka is absolutely correct to criticize the use of such arcane language and the practice of asking five-year-olds to toss around phrases like “text evidence” in kindergarten. Where I think she's mistaken is in attributing it to Common Core.

Elementary school English language arts classrooms have long been in the thrall of nonsensical jargon. Children "activate prior knowledge" and make "text-to-text" or "text-to-self" connections in book discussions in the...

Editor's note: This post originally appeared in a slightly different form in the Daily News and City Journal.

Last week, New York City Schools Chancellor Carmen Fariña demanded that dozens of New York City’s lowest-performing schools adopt and implement a widely criticized literacy curriculum with which she has long been associated. It was the most recent of a growing list of decisions she has made while running the nation’s largest school system that seem to be based not on empirical evidence, but on the chancellor’s personal preference.

In November, the city unveiled its School Renewal Program, a $150 million plan to turn ninety-four chronically low-performing schools into “community schools.” A concept paper inviting community-based organizations to partner with the New York City Department of Education (DOE) noted the approach “is based on a growing body of evidence” showing that “an integrated focus” on academics, health and social services, and other community supports are “critical to improving student success.”

What growing body of evidence? The paper didn’t say—not even in a footnote. Perhaps because the evidence is scant to nonexistent. New York’s initiative is modeled on a similar program in...

Editor's note: This post originally appeared in a slightly different form at RegBlog.

Most public policy issues fit roughly into one of three categories. The first contains fundamental matters of principle—what we generally call “social issues,” such as abortion, gay marriage, and gun rights. The second bucket includes topics that are more technical in nature: how to make various systems or sectors work better. Here we might put nuts-and-bolts issues like infrastructure or procurement reform. The third category is for issues that have elements of the first two, both fundamental matters of principle and technocratic questions of implementation. Health care reform certainly belongs there.

Category three is also where education reform in general, and Common Core in particular, belongs. There are clear matters of principle: Should all American children have equal access to challenging coursework? Do states have the right, perhaps even the responsibility, to set standards for their public schools, or should all such control remain with local school boards, educators, or parents? But technical questions are important too: Are the standards high enough? Are the tests properly aligned with them—and also psychometrically valid and reliable? Who is responsible for helping schools develop the capacity to teach to the new...

Jason Zimba

Editor's note: This post originally appeared in a slightly different form on the Tools for the Common Core Standards blog.

Standards shouldn’t dictate curriculum or pedagogy. But there has been some criticism recently that the implementation of the Common Core State Standards may be effectively forcing a particular pedagogy on teachers. Even if that isn’t happening, one can still be concerned if everybody’s pedagogical interpretation of the standards turns out to be exactly the same. Fortunately, one can already see different approaches in various post-CCSS curricular efforts. And looking to the future, the revisions I’m aware of that are underway to existing programs aren’t likely to erase those programs’ mutual pedagogical differences, either.

Of course, standards do have to have meaningful implications for curriculum, or else they aren’t standards at all. The Instructional Materials Evaluation Tool (IMET) is a rubric that helps educators judge high-level alignment of comprehensive instructional materials to the standards. Some states and districts have used the IMET to inform their curriculum evaluations, and it would help if more states and districts did the same.

The criticism that I referred to earlier comes from math educator Barry Garelick, who has written a...

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