Curriculum & Instruction

As followers of the Common Core debate know all too well, when it comes to the veracity of publishers’ claims of “Common Core alignment,” the most we supporters have been able to offer in the way of advice is: “buyer beware.” You need only know that publishers slapped “Common Core Aligned!” stickers on previously published materials—almost before the standards themselves were finalized and definitely before any serious curriculum reviewing and rewriting could have been done—to realize that teachers were going to be faced with the unenviable task of wading through a morass of materials of varying degrees of quality and alignment in their attempt to find quality, well-aligned materials for their classrooms.

Because there is no agency tasked with trademark enforcement, any company can say its books and resources are Common Core aligned. And publishers seem determined to take advantage of this Wild West environment. Against this backdrop, someone needs to step in as sheriff—a role state departments of education are well suited to fill.

On March 5, the Louisiana Department of Education did just that with their release of a suite of tools aimed at supporting teachers as they align curriculum and instruction to the Common...

Everyone knows that the Common Core State Standards initiative has turned into a political football. But a more apt analogy might be baseball—spring training, to be exact. That’s because, for all the colorful commentary, the Common Core is still in the very earliest phases of implementation. It isn’t yet time to pay much attention to the score; instead, we ought to work out the kinks and improve the fundamentals.

And to be sure, tons of progress is needed before states, districts, and schools are ready for game day. That’s the upshot of Common Core in the Districts: An Early Look at Early Implementers, a new in-depth study from our think tank. Along with analysts at the group Education First, we examined initial implementation efforts in four districts that are ahead of the curve: Kenton County (KY), Metro Nashville (TN), Illinois’s School District 54 (Schaumburg and vicinity), and Washoe County (Reno, NV).

Here are three major challenges they are facing and what they are doing to overcome them:

1. In the absence of externally vetted, high-quality Common Core materials, districts are striving to devise their own—with mixed success.

Curriculum publishers were suspiciously quick to proclaim that what they are selling is aligned...

The modern education-reform movement is essentially made up of two distinct but complementary strands: one focuses primarily on raising K–12 academic expectations, particularly for poor and minority students, who have long been held to lower standards than their middle-class and affluent peers. The second is aimed at expanding education choice through various mechanisms, chiefly charter schools and vouchers.

Unfortunately, these reforms have often been pursued in isolation, with advocates pushing for one or the other but not both together. Some even claim that the two strategies are competitors, if not antagonists. But the reality is that, in order to see real progress and avoid the most vexing unintended consequences of either reform pursued alone, each needs the other in order to deliver on its promise. And therein lies a challenge.

Over the past 25 years, both standards-based and choice-based reforms have moved forward, but standards/assessment/accountability has grown faster than choice. Today, it’s fair to say that every public-school student in the country is impacted in one way or another by his or her state’s standards. By comparison, the number of youngsters benefiting from choice programs is much smaller. In 2014, only 16 states offer tax credits to assist with private-school tuition, while just 13 have voucher programs of any kind; and although 43 jurisdictions have passed charter laws, more than half of these (22 states) have caps that limit the expansion of charters.

Perhaps even more telling, more than two decades after the first charter laws were passed, students enrolled in charter schools across the land comprise just 4.6 percent of the total public-school population. The number of students taking advantage of vouchers or tax-credit-supported scholarships amounts to fewer than 1 percent of the public-school population. In fact, even the most generous estimate of choice—one that accounts for every kind of choice you can imagine—approximates that 52 percent of families exercise school choice in some form (whether by moving into a desirable district; participating in a public choice program; selecting a private school; homeschooling; or choosing a magnet, charter, or virtual school). In other words, standards affect the education of approximately twice as many youngsters as does the broadest conception of choice, and 20 times more children than do charters and vouchers.

At the same time, because standards and testing have expanded more rapidly than choice, states have limited their conception of accountability to top-down, test-driven metrics. States have erected technocratic—and often wildly confusing—accountability systems that tie consequences to test scores and little else.

Educators have responded to these incentives logically, essentially saying: if test scores will define my success or failure, I will narrow my focus to what the test tells me is most important, even if that’s not what’s in the best interest of my students or consistent with the wishes of their parents. We should hardly be surprised that schools spend little time on science, history, and the arts when we’ve provided teachers little incentive to prioritize them.

In a must-read Bridging Differences column published this week, Robert Pondiscio took forceful issue with reforms that prioritized standards and accountability above all else:

As long as we insist on attaching stakes to testing, for students and teachers alike, we are not merely incentivizing teaching to the test, but functionally requiring it. We simply do not have the luxury of blithely ignoring the classroom practices tests encourage or discourage. Those of us who consider ourselves reformers must own that.

Reform opponents, most of whom agree with Pondiscio’s diagnosis, offer one solution: keep the standards if you like, but get rid of the tests and the accountability.

But rejecting state testing and accountability is not the answer, not least because state standards and tests have drawn needed attention to the very real and very damaging expectations and achievement gaps that exist between rich and poor, black and white, and Latino and Asian students. And, perhaps even more importantly, rejecting testing and accountability would ignore the very real and positive impact that standards and accountability reform has had on student learning—particularly among poor and minority students, who have made the most significant achievement gains in the accountability era.

Instead, the answer is to broaden our conception of accountability to include parental choice—something that choice advocates have been rightly arguing for decades.

Imagine, for a moment, if universal choice had spread alongside standards, so that today, every family had an educational option. Or better yet, let’s look at places where that idea is emerging.

Take D.C., for example. There, all parents can choose, which has encouraged a variety of school models to flourish—schools that differ in their approaches to curriculum and instruction, not just structure and management. As a result, there are real choices: Montessori charters, Catholic charters, Hebrew immersion, Reggio Emilia, No Excuses, and on. All are held accountable to the same standards, but real innovation is not only possible—it is encouraged and thriving. In fact, that innovation is possible not in spite of the standards but because of them.

Parent choice provides a much needed counterbalance to the potential excesses of standards-driven reform. Critics are right when they argue that not all parents want the kind of no-excuses, data-driven instruction that has become the norm. But without a mechanism that allows the broader interests of parents to carry real weight—in urban and suburban areas alike—we’re left with an overly narrow set of top-down incentives that crowds out everything else.

Of course, choice advocates maintain that parent choice is all we need. Just yesterday, in an open letter posted on National Review Online, several argued,

True accountability comes not from top-down regulations but from parents financially empowered to exit schools that fail to meet their child’s needs. Parental choice, coupled with freedom for educators, creates the incentives and opportunities that spur quality.

But choice without some kind of standards-based accountability has also fallen well short of its promise. Take, for instance, the experience in Milwaukee, where the nation’s first voucher program demonstrated that market forces alone weren’t enough to drive quality, particularly in urban areas that serve predominantly poor and minority students. Instead, low-quality schools opened or benefited from public money, and Milwaukee students were no better educated or served.

A Hoover report authored by Paul Peterson found that

…even Milwaukee’s strongest school-choice supporters have come to worry about the ease with which new schools, of problematic quality, have been able to attract students and secure state reimbursements under the voucher program … the number of weak and failing schools participating in the MPCP has been uncomfortably large.

Perhaps Howard Fuller, an architect of the Milwaukee school-choice effort, put it best:

When I first became engaged in the parent-choice movement…I believed that parents would drive quality by simply refusing to attend bad schools….I have learned that parents choose schools for a variety of reasons….I think private school parent choice 2.0 or 3.0 has to address the way to keep bad schools from participating in the programs and ways to remove those that continue not to serve kids well.

In other words, as Checker and Mike argued in an Ed Next piece published last June, while “some conservatives saw standards and choice as conflicting…in fact they’re complementary, even (in today’s argot) co-dependent.”

Where does leave us?

Perhaps it’s time, 25 years into this reform effort, to recognize that we can no longer afford to pursue reform on these two parallel tracks. Standards need choice, and choice needs standards; they are mutually reinforcing, not at odds. And so, as states move to reimagine accountability and to build “next-generation” accountability systems, they need to imagine a system that allows real and universal choice to thrive.

Perhaps New York mayor Bill de Blasio is starting to see that attacking charter schools is a better Democratic-primary strategy than governing philosophy. This turn of events can be illustrated by his appearance earlier this week on MSNBC’s Morning Joe show, where he encountered a surprisingly sharp round of questioning from the roundtable of (left-leaning) hosts on the matter. The New York Times notes that de Blasio is softening his rhetoric and reaching out to charter groups “more sympathetic” to his administration. With his approval rating already down to 39 percent—just ten weeks after taking office—here’s hoping Hizzoner will stop antagonizing charter schools altogether.

The Kansas Supreme Court ruled on an important school funding case this week, finding that the state’s legislature does, in fact, have the authority to make budgetary decisions—but that it also must maintain an educational system that meets constitutional requirements. In Education Next, Eric Hanushek contends that the court got it right. Unlike previous rulings in the state, the court indicated that the “total spending is not the touchstone for determining adequacy”; rather, the skills of students ought to be so.

In a new Huffington Post article, Diane Ravitch argues that the “reform” narrative is a fraud: NAEP scores and graduation rates are at their highest point in history for both whites and minorities, the dropout rate is at a historic low, and so on. But in this week’s Education Gadfly Show podcast, Mike Petrilli looks at the same information and comes to an entirely different conclusion: that the education-reform movement, rather than being unnecessary, is working. Listen in to hear more.

After rejecting a slate of curricular materials that claimed but did not deliver Common Core alignment, Louisiana state superintendent John White went back to the drawing board, embarking on an effort to identify quality materials for his districts. Now, he has unveiled a set of curriculum guides and unit plans that are Common Core aligned and optional (but recommended) for districts, as well as a frank review of various vendors’ offerings. Upstarts Eureka Math and Core Knowledge ELA received top marks, while some pretty big names (e.g., Glencoe and Houghton Mifflin Harcourt) did not fare so well.

Just because the label on that pint of ice cream says it’s “fat free” doesn’t mean it won’t expand your waistline—and just because a textbook is labeled “Common Core aligned” doesn’t mean it actually covers the material it’s supposed to. In this new study (which has already garnered some serious attention from the press), USC assistant professor (and alum of Fordham and AEI’s EEPS program) Morgan Polikoff studied seven math textbooks aimed at fourth graders, including their work samples and practice exercises. Polikoff found that the content of the textbooks ranged from 27 percent to 38 percent aligned—dismal results. Further, he found that one-sixth to one-seventh of the material in the Common Core standards was not covered in the analyzed textbooks. However, though these findings highlight important Common Core implementation concerns, we would be remiss if we did not point out a significant methodological issue: Polikoff compared the textbooks and the standards using the Survey of Enacted Curriculum, which—while, granted, one of the very few tools available—doesn’t measure content coherence. What’s more, the analysis assumes equal weight for all standards, though school districts, assessments, and common sense dictate that some should receive greater attention than others. For a more nuanced look, stay tuned for a Fordham review of leading “Common Core” curricular materials in the months ahead.

SOURCE: Morgan S. Polikoff, “How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?” to be presented at the Annual Conference of the Association for Education Finance and Policy, San Antonio, TX, March 13–15, 2014.

Research has repeatedly found that being a firstborn can come with advantages—they tend to be natural leaders, have higher IQ’s, and are often chosen to portray James Bond. They also perform better in school. This new NBER study sheds light on why this is so, testing the conventional wisdom that earlier-born siblings put more effort in school and perform better than their later-born siblings partly because their parents are more strict with them. Using the 1979 National Longitudinal Survey of Youth (which includes data from parent surveys), they track outcomes for children as they transition between the ages of 10 and 14. Three key findings: First, there is a clear association between school performance and birth order. For example, 34 percent of firstborns are viewed by their mothers as “one of the best in the class,” versus 27 percent of those coming fourth in birth order. Likewise, just 7 percent of firstborns are considered below the middle or at the bottom of the class, compared to 11 percent of fourth-borns. (The analysts use GPAs on school transcripts to validate the moms’ self-reported data regarding how their children perform in school.) Early birth order is also associated with higher scores on standardized math and reading tests. Second, parents regulate earlier-born siblings’ television-viewing and homework-completing behaviors more intensely. Third, the more younger siblings a child has, the more likely are his parents to closely supervise him in the event that he brings home low performance on a report card. For instance, within a family of four, the first born is 6.6 percentage points more likely to have the parent be “very likely” to punish him for bad grades, relative to the last born. (They control for a variety of confounding variables, such as family size and disruption in the family structure.) Now we have a plausible explanation of how parental behavior could at least partially explain why we see birth-order effects relative to student performance—and a clear message to parents: don’t let your high expectations flag when your younger children come along!

SOURCE: V. Joseph Hotz and Juan Pantano, “Strategic Parenting, Birth Order, and School Performance,” NBER Working Paper 19542, October 2013.

New York mayor Bill de Blasio has made clear his aversion toward charter schools, singling out in particular his predecessor’s policy of allowing charter schools to co-locate with the city’s traditional public schools for free. But what impact has charter co-location actually had on New York’s public schools? This timely report from the Manhattan Institute digs in, measuring the academic growth of public school students in grades 3–8 in math and English language arts over five years. When the author compared individual students’ test scores before and after co-location or when the co-locating charter schools expanded (taking up more space in the building), he uncovered no evidence to suggest that co-locating with charter schools or losing space within a building has any significant impact—positive or negative—on public-school students’ test scores. The paper concluded with some advice for policy makers: when space is limited, weigh the costs (for the most part, simply the inconvenience of changing school schedules and moving classrooms) against the potential benefits to the charter-school kids.

SOURCE: Marcus Winters, “The Effect of Co-Locations on Student Achievement in NYC Public Schools,” Civic Report no. 85 (New York: Manhattan Institute for Policy Research, February 2014).

“Grit” is a hot new buzzword—and what some believe to be the key to whether a student succeeds. But this study takes a slightly different tack, demonstrating a link between a teacher’s grit and her effectiveness and longevity in the classroom. The authors determined the “grittiness” of a selection of first- and second-year teachers via a blind rating system of their résumés, awarding points to individuals who remained in activities (sports, clubs, and so on) for more than two years and extra points for high achievement in those areas. Then, the researchers assessed the teachers’ performance via their students’ proficiency on a standardized assessment. The teachers who were most effective possessed demonstrably higher grit ratings than their counterparts. Grittier teachers were also more likely to complete the school year. Other measures—such as demographic characteristics, school assignment, SAT scores, college GPA, and leadership abilities—did not yield the same statistically significant correlation. The researchers concluded that strong teachers can be identified during the hiring process through a careful examination of the right personality traits, which manifest in teachers’ high-school and college activities. Principals, take heed!

SOURCE: Claire Robertson-Kraft and Angela Lee Duckworth, “True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention among Novice Teachers,” Teachers College Record 116(3).

Mike and Leo Casey of the Shanker Institute prepare to duke it out over New York’s charter school debate, education finance, and whether positive school trends mean reform is unnecessary—but end up with surprisingly similar conclusions.

Does three times four equal eleven? Will "fuzzy math" leave our students two years behind other countries? Will literature vanish from the English class? Is gifted-and-talented education dying? A barrel of rumors and myths about curriculum has made its way into discussions of the Common Core State Standards for math and English language arts. Experts will tackle these fears and claims at Fordham on October 23, 2013. Hear from Jason Zimba on math myths, Tim Shanahan on the texts that teachers may assign, and a panel of practicing K--12 educators for an early look at Common Core implementation in their states and districts.
 
Common Core math myths: A conversation with Jason Zimba
 
Are teachers assigning Common Core aligned texts? A conversation with Tim Shanahan
 
An early look at Common Core implementation: A panel discussion
 
Moderated by Michael Petrilli

Just because the label on that pint of ice cream says it’s “fat free” doesn’t mean it won’t expand your waistline—and just because a textbook is labeled “Common Core aligned” doesn’t mean it actually covers the material it’s supposed to. In this new study (which has already garnered some serious attention from the press), USC assistant professor (and alum of Fordham and AEI’s EEPS program) Morgan Polikoff studied seven math textbooks aimed at fourth graders, including their work samples and practice exercises. Polikoff found that the content of the textbooks ranged from 27 percent to 38 percent aligned—dismal results. Further, he found that one-sixth to one-seventh of the material in the Common Core standards was not covered in the analyzed textbooks. However, though these findings highlight important Common Core implementation concerns, we would be remiss if we did not point out a significant methodological issue: Polikoff compared the textbooks and the standards using the Survey of Enacted Curriculum, which—while, granted, one of the very few tools available—doesn’t measure content coherence. What’s more, the analysis assumes equal weight for all standards, though school districts, assessments, and common sense dictate...

Common Core in the Districts: An Overview

Common Core in the Districts: An Overview

Preparation is key to any successful team’s run to the playoffs and a World Series championship. Spring training gets players in game shape. Teams play exhibition games, trying out prospects and going through different scenarios to be as prepared as possible before the season gets underway.

Similarly, the implementation of the Common Core standards is underway in 45 states and, in a lot of ways, these states are also in Spring training.  With key resources still to come—especially the aligned assessments and curriculum-- districts and schools are in an early, preliminary phase. But they’re getting ready for the big season nonetheless. Here’s how:

They’re leaning on their General Managers and coaches. Teachers and principals are leading the charge of the Common Core Standards in their communities. The vision for Common Core implementation is communicated by this group and shared with students, parents, the community, and others—all who will be impacted by these rigorous, new standards. If the GM and coaches believe in the vision, the players and the fans will too.

They are also running through various game-day scenarios.

First, in the absence of externally-vetted, high-quality Common Core materials, districts are striving—with mixed success—to devise their own. Second, high-quality CCSS-aligned professional development is crucial but districts have to have the expertise to do it right. .

Spring training allows players to refine skills and give coaches a chance to set the vision. In the same way, during implementation, leaders must lock onto the Common Core Standards as the linchpin of instruction, professional learning and accountability in their buildings. They  need to be squarely focused on winning a championship, or in this case, ensuring that the standards are implemented with fidelity.

Hall of Fame pitcher, Bob Feller said, “Every day is a new opportunity. You can build on yesterday's success or put its failures behind and start over again. That's the way life is, with a new game every day, and that's the way baseball is.”

Today IS a new opportunity. Learn how to build on the success of real teachers in real districts as they attempt in earnest to put the Common Core State Standards into practice in their classrooms day in and day out . Read our latest report Common Core in the Districts: An Early Look at Early Adopters.

We’ve got a game to win. Let’s “PLAY BALL!”

“Vanity and pride are different things, though the words are often used synonymously. A person may be proud without being vain. Pride relates more to our opinion of ourselves, vanity to what we would have others think of us.”

Jane Austen, Pride and Prejudice

I vividly remember a seventh-grade English teacher telling our class, with great solemnity, “Small minds use big words.”

For years, this guided my writing.

Until I figured out how wrong, how profoundly wrong, she had been.

And that’s why I’m so concerned about the new SAT’s approach to vocabulary—namely cutting “obscure” and “arcane” words. According to the Times,The SAT’s rarefied vocabulary challenges will be replaced by words that are common in college courses, like ‘empirical’ and ‘synthesis.’”

Over the last 25 years, I’ve come to the conclusion that maximizing the words at one’s disposal is indispensable for two reasons.

First, words enable us to explain, and an infinitely complex world requires an expansive vocabulary so we can be clear and precise.

Jane Austen is known for her extensive vocabulary, which can cause eye rolling: “blowsy,” “solicitude,” “diffident,” “abstruse,” and “licentiousness.”

But as I...

“Shoot for the Moon. Even if you miss, you’ll land among the stars”: this clichéd adage, often found on motivational posters, actually has something worthwhile to say. Sometimes where we set goals determines where we end up, even if the goal is seldom met. A forthcoming American Educational Research Journal study applies this proverbial wisdom to content coverage in Kindergarten. Focusing on math and reading, researchers examine whether replacing “basic” content (content mastered by 50 percent or more of incoming Kindergarten students) with “advanced” content (mastered by less than 50 percent) leads to greater academic gains, as measured by assessments administered in the fall and spring of Kindergarten. The answer? Yes. And this holds regardless of the child’s childcare experiences prior to Kindergarten (i.e., center-based care, Head Start, or “other”). The researchers conclude that lackluster content coverage in Kindergarten helps explain the fading benefits of pre-school. Basically, Kindergarten teachers spend too much time on “basic content” that, by definition, most of the students already know, especially those that attended center-based pre-K programs. Kindergarten is simply too easy. When teachers instead focus more on teaching students advanced content, every student benefits, even students who didn’t attend pre-K. These teachers are shooting...

Dara and the Following

Dara’s taste in TV shows is questionable, but her ed-policy knowledge is not. She and Michelle dish on Common Core implementation, student-data privacy, and marketing in schools. Amber gets pensive about pensions.

Amber's Research Minute

Missouri Charter Schools and Teacher Pension Plans: How Well Do Existing Pension Plans Serve Charter and Urban Teachers? by Cory Koedel, Shawn Ni, Michael Podgursky, and P. Brett Xiang, (Kansas City, MO: Ewing Marion Kauffman Foundation, February 2014).

The fancy-footwork edition

Mike welcomes Ohio's Chad to the podcast to disparage teacher tenure, anguish over the charter assault in Gotham, and debate the realities for charter schools in rural areas. Amber finds value in growth measures.

Amber's Research Minute

Choosing the Right Growth Measure,” by Mark Ehlert, Cory Koedel, Eric Parsons and Michael Podgursky, Education Next 14(2).

The Student and the Stopwatch: How much time is spent on testing in American schools?

The Student and the Stopwatch

In this era of results-based academic accountability, teachers and their students spend class time taking—and preparing for—standardized tests. But just how much time? An inordinate amount? Does it vary by locale? What is the ideal amount of prep time? What are the policy implications for districts and states? The curricular and instructional implications? And what are the consequences for children, especially disadvantaged students?
 
JOIN THE DISCUSSION ON THE FORDHAM LIVE PAGE
 
In the largest study of its kind, Teach Plus brings empirical evidence to the table with its new report, The Student and the Stopwatch: How Much Time is Spent on Testing in American Schools? The report examines district- and state-required testing in more than thirty urban and suburban districts nationwide, featuring input from more than 300 teachers.
 
Join the Thomas B. Fordham Institute and Teach Plus for a discussion on time-on-testing in American classrooms.
 
Panel I
 
Joseph Espinosa - Instructional Coach, First Street Elementary, Los Angeles, California
Joe Gramelspacher - Math Teacher, Crispus Attucks High School, Indianapolis, Indiana
Christina Lear - English and Journalism Teacher, Herron High School, Indianapolis, Indiana
Dr. Joy Singleton Stevens - Third-Grade Teacher, Double Tree Montessori School, Memphis, Tennessee
 
Panel I Moderator
Alice Johnson Cain - Vice President for Policy, Teach Plus
 
Panel II
Celine Coggins - CEO and Founder, Teach Plus
Dave Driscoll - Chair, National Assessment Governing Board
Andy Rotherham - Co-founder and Partner, Bellwether Education Partners
 
Panel II Moderator
Michael J. Petrilli - Executive Vice President, Thomas B. Fordham Institute

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