Tests in use from Kindergarten through eleventh grade need to have cut scores that denote true readiness for the next grade and that culminate to "college and career readiness."
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As the U.S. education world eagerly awaits more information about the new assessments that two consortia of states are developing to accompany the Common Core standards, dozens of perplexing and important questions have arisen: Once the federal grants run out, how will these activities be financed? What will it cost states and districts to participate? Who will govern and manage these massive testing programs? What about the technology infrastructure? The list goes on.
The assessment questions that weigh most heavily on my mind these days, however, involve “cut scores.” For if the Common Core is truly intended to yield high school graduates who are college and career ready, its assessments must be calibrated to passing scores that colleges and employers will accept as the levels of skill and knowledge that their entrants truly need to possess. Adequately equipping young people cannot wait ‘til twelfth grade, nor can the assessment sequence. The tests in use from Kindergarten through eleventh grade need to have passing scores that denote true readiness for the next grade and that cumulate to “college and career readiness.”
That’s a daunting challenge
Finland: Land of reindeer, snow, and a world-class education system.
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Finland—the tiny land of reindeer, snow, and more snow—burst onto the scene in the past decade as the unlikely poster child for the anti-reform movement in the United States. Hardly a week goes by that someone doesn’t implore reformers to learn from Finland—a nation with low poverty, high achievement, and virtually no standardized tests—and abandon our support for standards- and accountability-driven reform. After all, Finland’s education system today is characterized by loose central regulations, broad teacher curricular and instructional autonomy, and virtually no centralized accountability. Given Finland’s success on international assessments, it must follow that American schools would do better if we Xeroxed the Finland model.
First, there has been at least some evidence of late suggesting that Finland’s successes may not be as miraculous as once thought. But more than that, to understand what is going on in Finland, its perhaps important to start not with a snapshot of their test scores and existing education structures but, rather, with a November 2010 McKinsey study entitled, “How the world’s most improved school systems keep getting better.”
As part of their research, McKinsey studied twenty school systems from around the
Earlier this year, the GE Foundation awarded an $18 million, four-year grant to Student Achievement Partners—the group co-founded by the chief CCSS architects David Coleman, Sue Pimentel, and Jason Zimba—to support (among other things) the development of Common Core–aligned curriculum and instructional resources. In addition to being developed under the careful guidance of the lead authors of the standards themselves (and all signs seem to suggest that these materials will be top-notch), SAP-developed resources will be open source and provided at no cost to teachers around the country.
This week, Student Achievement Partners announced a new partnership with the NEA and AFT, which will be funded with a three-year, $11 million grant from The Leona M. and Harry B. Helmsley Charitable Trust, “to jointly design tools and digital applications to support teachers in their practice.”
Here’s what Sue Pimentel told Education Week:
…The New York City–based nonprofit would be "the engine room" for the new project, but teachers would be the fuel behind it. It will cover both ELA and math.
SAP will meet regularly with teachers to find out what they need most in the classroom, and come back to them with early versions that can then be reviewed and revised, Pimentel said. Teachers from the two unions will also play a key role by piloting the tools in their classrooms next year, she said. The tools will be available on SAP's website, Achieve The Core, and NEA
The claim that Common Core will be the death of great literature wilts under scrutiny.
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To believe the latest criticisms of the Common Core is to believe that these rigorous new standards for English language arts, despite their focus on increasing the quality and complexity of the books read in English classes across grades K–12, signal the death of great literature in American schools. Like many arguments against the Common Core, however, this latest one wilts under scrutiny.
At the heart of this critique is a two-paragraph section found on page 5 of the introduction to the CCSS that mentions the NAEP assessment framework, shows the distribution of literary and informational texts across the grades (50/50 in 4th grade, 45 percent literary to 55 percent informational in 8th, and 30 percent literary to 70 percent informational in 12th), and suggests that teachers across content areas should “follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects.”
Never mind that the document immediately clarifies—no fewer than three times!—the fact that “a significant amount of reading of informational texts take place in and outside the ELA classroom.” Denizens of the anti-Common Core
About the Editor
Bernard Lee Schwartz Policy Fellow
Kathleen Porter-Magee is a Bernard Lee Schwartz Policy Fellow and the Senior Director of the High Quality Standards Program at the Thomas B. Fordham Institute, where she leads the Institute’s work on state, national, and international standards evaluation and analysis.
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