Common Core Watch

Bobby Jindal recently announced that he’s running for president. The two-term governor of Louisiana is one of fourteen hopefuls in the increasingly crowded race for the GOP primary. He’s also the subject of the eighteenth installment of the Eduwatch 2016 series chronicling presidential candidates’ stances on education issues.

A lifelong Louisianian, Jindal has been involved in politics since the mid-nineties, when he worked for Governor Murphy Foster. He went on to represent the Bayou State’s First Congressional District for two terms in the House of Representatives, after which he returned to state politics to take Louisiana’s helm. In his long career, he’s had a lot to say about education. Here’s a sampling:

1. Common Core: “We want out of Common Core....We won't let the federal government take over Louisiana's education standards. We're very alarmed about choice and local control of curriculum being taken away from our parents and educators....Common Core's become a one-size-fits-all model that simply doesn't make sense for our state.” June 2014.

2. High Standards: “High standards for our students? Count me in. My dad was not happy with straight As. If my brother or I got a 95 percent, he wanted to know what happened on...

June marked the end of my first year as superintendent of Partnership Schools, a nonprofit school management organization that (thanks to an historic agreement with the Archdiocese of New York) was granted broad authority to manage and operate six K–8 urban Catholic schools. Our work is one part of a nationwide effort to help save urban Catholic education. It’s a mission that has brought together an amazing group of Catholic educators and philanthropists with a common commitment: to not let this essential element of American education disappear from the communities our schools serve.

The urgency of this work is grounded in the seriousness of the problems our schools face. The Partnership Schools—three in the South Bronx and three in Harlem—have been struggling. Like so many urban Catholic schools subsisting on tuition payments or private philanthropy, our teachers and leaders have been forced to operate on austerity budgets. Salaries have been low. Textbooks have been sorely outdated. Professional development has been thin, and our principals have faced the almost impossible job of juggling tasks ranging from operations to fundraising to parent outreach to managing union grievances—all virtually on their own. They had scant time to serve teachers as instructional leaders and...

Last week, Chris Christie announced his candidacy for president. The current governor of New Jersey in one of fourteen Republicans running for the White House—a group that vastly outnumbers the five Democrats in the race. He’s also the subject of the seventeenth installment of the Eduwatch 2016 series chronicling presidential candidates’ stances on education issues.

Christie has been at New Jersey’s helm since 2010. A lawyer by trade, he’s been a lobbyist, practiced law in private firms, and served as the U.S. attorney for the District of New Jersey from 2002 to 2008. In his five years leading the Garden State, he’s made a number of changes to the state’s education system, including expanding charter schools and reforming teacher tenure and evaluation. Here are some of his recent stances on education:

1. Common Core: “It's now been five years since Common Core was adopted, and the truth is that it's simply not working....It has brought only confusion and frustration to our parents and has brought distance between our teachers and the communities where they work....Instead of solving problems in our classrooms, it is creating new ones.” May 2015.

2. School choice: “Students in struggling districts should have...

Lisa Hansel

Editor's note: This post originally appeared in a slightly different form at the Core Knowledge Blog.

Education Week noted recently that there is an increasing demand for bites of curriculum, as opposed to comprehensive programs: Instead of selecting one comprehensive program, “districts are asking to...mix and match with selections from other content providers, material that teachers and students have created, and open educational resources.” That’s awesome—and a disaster.

It’s awesome for schools that have a coherent, cumulative, grade-by-grade, topic-specific curricula. Teachers will have the curriculum as a scaffold, and they can search for materials that best meet their students’ needs on each topic. Assuming that scaffold is well developed, the topics will build on each other, giving all students an equal opportunity to acquire broad knowledge and skills.

It’s a disaster for schools that don’t have such curricula. In schools that aim to instill skills without realizing that a broad body of knowledge is necessary to cultivate them, a tapas-style curriculum will only lead to malnutrition. No matter who is choosing the small plates, we’ll end up with some students getting bacon-wrapped sausage and others getting mostly sautéed spinach and grilled chicken.

A well-rounded education is much like a well-balanced diet....

I taught fifth grade for many years at P.S. 277, in New York City’s South Bronx. But the school's full name was the Dr. Evelina Lopez-Antonetty Children's Literacy Center. I'd wager heavily there's not a student in that elementary school, or more than two or three adults, who could tell you a single fact about Lopez-Antonetty, whose name is on the door they walk through every morning and whose portrait (last time I looked) hangs in the school auditorium. I always found this odd and irksome. If it's important enough to put someone's name on a public building, it should be important enough to know why.

In the wake of the horrific, racially motivated shooting at the Emanuel African Methodist Episcopal Church in Charleston, there have been demands to remove the Confederate battle flag from the capitol grounds in Charleston and wherever else it appears. Activists are demanding the removal of statues of Confederate Civil War figures and the rechristening of roads, bridges, and military bases bearing their names. There are nearly two hundred K–12 schools in America named after Confederate leaders, and now the calls have begun to strip the names from those buildings as...

Yesterday, Donald Trump announced that he’s running for president. The business magnate joins eleven others in the crowded race for the republican primary. (On the other side of the aisle, only four democrats have declared.) He’s also the subject of the sixteenth installment of the Eduwatch 2016 series chronicling presidential candidates’ stances on education issues.

This is Trump’s first official political campaign, though he’s floated the idea many times. “In 2000, Trump declared he might run for president as an independent. He did it again for the 2004, 2008 and 2012 races. In 2006, he said he was thinking about running for governor [of New York]. In 2014, he said it again,” reports the New York Post. He’s also dabbled in higher ed, having started an online institution formerly known as Trump University—but that’s currently shuttered because of this lawsuit (there’s also this one). Here are some of his views on education:

1. Common Core: “End Common Core. Common Core is a disaster.” June 2015.

2. School choice: “Our public schools are capable of providing a more competitive product than they do...

It wasn’t that long ago when you could go from one end of your K–12 education to the other without even laying eyes a student with a disability. “In the early 1970s, these youths were marginalized both in school and in life, with only one-fifth of children with disabilities even enrolled in public schools,” notes Education Week, whose tenth annual Diplomas Count report focuses this year on students with disabilities. Today, nearly six million such students are enrolled in U.S. public schools, with the vast majority studying alongside non-disabled peers. They are “coming of age at a time when they, like all high school students, are increasingly expected to perform to high academic standards and to prepare for further education or training and a productive role in the workplace,” the authors observe.

How are they doing? Eighty-one percent of our public high schools students can now expect to march across stage and be handed a diploma within four years; that’s both a historic high and the headline finding of Diplomas Count 2015. However, the graduation rate among students with disabilities is 62 percent—a figure that masks wild (and somewhat suspicious) variations from state to state: from a low of 23...

Jeb Bush announced today that he's running for presidentsurprising few and becoming an instant frontrunner. He's the eleventh republican to enter the race, and he’s also the subject of the ninth installment of the Eduwatch 2016 series chronicling presidential candidates’ stances on education issues.

Out of all the people who are running or may run for president, Bush is probably the most reform-minded. He was elected governor of Florida in 1999, and during his eight years in office, he focused heavily on public education—instituting, among other things, tougher standards, a voucher program, and corporate tax scholarships for low-income students. In 2008, a year after he left office, he founded the Foundation for Excellence in Education, an influential education reform nonprofit that works on standards and accountability, school choice, college and career readiness, and a number of other issues. The son and brother of former U.S. presidents has said...

Those of us who have hoped Common Core would hasten the demise of dry and deleterious skills-driven literacy practices at the elementary level can only be heartened by Education Week’s recent in-depth report on building early literacy skills. The package is deeply practice-based and will cheer those who have championed the cause of content knowledge and vocabulary development as a means of raising proficiency—particularly among low-income kids, for whom early reading success (or lack thereof) establishes a trajectory that is devilishly hard to alter.

Highlights include Catherine Gewertz’s first-rate dispatch on the transformation of early-grade read-alouds: Teachers increasingly ask “text-dependent” questions that can only be answered with “detailed understanding of the material, rather than from students’ own experience.” She focuses on a collaborative effort of more than three hundred teachers called the Read-Aloud Project, which was launched by the Council of Great City Schools and Student Achievement Partners.

One of the most important pieces in the package ever-so-slightly misses its mark. Liana Heiten’s report on vocabulary development correctly notes—heavens be praised—the limits of direct vocabulary instruction. (Do the math: there’s not enough time to grow the fifty-thousand-word vocabulary of a literate adult by memorization or word study...

Contractors removing old chalkboards from an Oklahoma City high school last week uncovered a second set of chalkboard drawings still covered with lessons and student work from a school day in 1917. The Thanksgiving-themed drawings, multiplication problems, musical scales, and lessons on cleanliness offer an eerie, time-capsule glimpse into the past. But the discovery was important for another reason: Researchers finally have tangible evidence of what kids were learning in at least one American school.

I’m not entirely joking. Pop quiz: Can you name the English language arts curriculum in the public schools where you live? How about the math program? If you can name them, are they any good? How do you know? Do you have student performance data on the program or textbook? Or is your opinion just based on philosophy and preference?

I’ve long lamented the general lack of curiosity within education reform about curriculum as a means of improving student outcomes, despite good evidence that curriculum effects are larger than teacher effectiveness, chartering, standards, and other beloved reform levers. Likewise, I’ve expressed the hope that Common Core might spur something of a golden age in curriculum development (hell, I’ll settle for bronze)....