Earlier this week, Gates Foundation education chief Vicki Phillips wrote a “letter to our partners” urging that states give students and teachers time to adjust to the new Common Core standards before using those standards as factors “in high-stakes decisions on teacher evaluation or student promotion for the next two years, during this transition.”
Earlier today, writing on behalf of the reform-minded “Chiefs for Change” group (seven current and six past state superintendents), New Mexico education secretary Hanna Skandera politely disagreed. Common Core implementation is well begun in many places, she noted, with some states having already worked at this for as long as four years, and states should decide for themselves whether they’re ready to attach consequences to student and school performance vis-à-vis the Common Core. “We must uphold our commitment to our students,” she wrote, “by ensuring the standards are measured and results are used to build a world-class education system….”
Call me a wimp, caught between two powerful women whom I like and respect, but honestly, they’re both right, albeit in different ways.
Attaching consequences to student achievement is always touchy, tricky, and technically complex, whether we’re talking about promoting and graduating kids, evaluating and rewarding (and retaining/dismissing) those who teach them, or giving grades (and interventions) to entire schools and districts. The data may be shaky, the analyses precarious, and the consequences almost inevitably unfair to some.
Change the standards, the curriculum and instruction, the tests and cut scores, and...