Curriculum & Instruction

Welcome to the new Common Core kerfuffle.

Recently, School Achievement Partners, the nonprofit created by the authors of the Common Core standards (CCSS), featured a set of “model” close-reading lessons focused on the Gettysburg Address that were initially published in 2011.

The backlash against the approach to close reading outlined in the Gettysburg lesson was fast and furious. Are these the kinds of lessons that should be touchstones in American classrooms? Or are they more what you try to ward off by wearing garlic around your neck?

I first heard of the lessons not from an educator but from a Lincoln scholar. (We take Mr. Lincoln seriously here in Illinois). This colleague sent me a link to a recent post published on Valerie Strauss’s The Answer Sheet blog with a note that said, simply: “I hope the linked story from the Washington Post is inaccurate.”

Strauss’s post focused mainly on the fact that the Gettysburg Address lesson encouraged teachers to read the speech “cold,” without giving students historical context and without engaging in pre-reading. The post suggested that such an approach was “odd” and “baffling.”

Of course, like most things in education and in the increasingly politicized debate over the Common Core, the reality is far more complicated.

These lessons raise at least two important issues about reading instruction and the Common Core. First, whether there is—or should be—a difference between...

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Traversing the Teacher-Evaluation Terrain

Traversing the Teacher-Evaluation Terrain

How are teacher-evaluation policies shaping up across the fifty states and Washington, D.C.? Are these policies building strong structures that will lead to academic success? Or are statewide evaluations the latest Rube Goldberg invention, with too much complexity and too little of the local flexibility that would allow for continuous improvement in teaching? Which states are leading the way and which are just checking off the policy box for an NCLB waiver?
 
Join the Thomas B. Fordham Institute, National Council on Teacher Quality, and School Improvement Network for a double feature on the latest teacher-evaluation research and a lively discussion about the best way forward on teacher-evaluation reform.

The follicly defeated edition

Mike and Brickman celebrate the miraculous survival of skydivers whose plane crashed in midair—but they were never in any danger, since the hot air emanating from Bill de Blasio’s campaign would have saved them anyway. Safely on the ground, they discuss the future of the Common Core in Florida and Mike’s anti-poverty strategy, while Amber considers the merits of bribing teachers to retire early.

Amber's Research Minute

Early Retirement Incentives and Student Achievement,” by Maria D. Fitzpatrick and Michael F. Lovenheim, NBER Working Paper No. 19281 (Cambridge, MA: National Bureau of Economic Research, August 2013).

Playing telephone in the age of the internet

Are states making progress towards implementing the Common Core ELA standards? Did New York waste its time revamping its teacher-evaluation system? Is Teach For America getting too big for its britches? And what exactly is the anti-blob? Mike and Michelle ponder these questions, while Amber lays out the impact of IMPACT.

Common Core & Curriculum Controversies

Common Core & Curriculum Controversies

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

Re-Imagining Teaching: Five Structures to Transform the Profession

Re-Imagining Teaching: Five Structures to Transform the Profession

Teacher preparation, evaluation, and the characteristics of effective teaching are at the center of contemporary education research and policymaking.

Yet teaching is not afforded the same status as other professions in terms of recognition, pay, and career-advancement opportunities. As a result, nearly half of all new teachers leave the profession by their fifth year, and our finest teachers are among those who exit our nation’s classrooms for good.

How do we improve the stature of teaching to attract and retain more great teachers? What would it take to professionalize teaching?

NNSTOY believes that five key structures—found in almost every other field—have the potential to transform teaching into a profession that fosters continuous improvement, high expectations, and shared accountability.

This distinguished panel of educators and policymakers examine the ideas presented in this paper and their potential impact on the teaching profession.

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Dear Deborah,

I’m glad you brought up the topic of democracy. In future posts, I plan to explore the habits and attributes we hope to inculcate in our youthful, budding citizens, including a commitment to self-sufficiency. But today let’s continue the conversation about democratic...

Thanks to the tireless work of school-choice advocates and wise policymakers, millions of U.S. children and their parents now have education options that were not available to them a few short years ago. But the choice picture is sorely incomplete. Consider:

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Does school accountability boost students’ long-term prospects? That’s the question this new study by David Deming, Sarah Cohodes, Jennifer Jennings, and Christopher Jencks seeks to answer by examining the impact of accountability pressure in the Texas public high schools in the 1990s. (Jennings...

We all know the story: the team that's always way back in the standings employs a brilliant new strategy to try to close the gap between itself and the wealthy powerhouses. The strategy works, but only briefly, as the well-off teams quickly steal the winning strategies to maintain their...

Politics aside, the fate of the Common Core begins and ends with implementation. Particularly during this initial transition, it is critical that educators have sufficient support and guidance to successfully teach these standards. Unfortunately, much existing information focuses on content...

High school sports and other misadventures

In this week’s podcast, Dara and Brickman tackle Amanda Ripley’s condemnation of the athlete-centric culture in America’s high schools. They also take on GOP governors’ wobbliness on Common Core and the morally bankrupt Philadelphia teacher union. Amber holds us all accountable.

Amber's Research Minute

School Accountability, Postsecondary Attainment and Earnings,” by David J. Deming, Sarah Cohodes, Jennifer Jennings, and Christopher Jencks, NBER Working Paper No. 19444 (Cambridge, MA: National Bureau of Economic Research, September 2013)

Journalist and author Amanda Ripley has received well-deserved attention for her book The Smartest Kids in the World—but we’re not sold on her case against high school sports, which headlines this month’s Atlantic. Check out this week’s Education Gadfly Show for an informed debate.

On Monday, Florida governor Rick Scott issued an executive order withdrawing the Sunshine State from PARCC. Bobby Jindal and Scott Walker—governors of Louisiana and Wisconsin, respectively—have also expressed “reservations” about the Common Core of late. As Margaret Thatcher would say, “This is no time to go wobbly!” On the brighter side, earlier today, the Michigan House of Representatives voted 85–21 to adopt a resolution authorizing funding for Common Core implementation.

A Wall Street Journal editorial blasted Philadelphia’s teacher union for dragging its feet on Governor Corbett’s proposal to bail out the failing district, which—if accepted—would be conditional on the elimination of teacher seniority rights and basing future pay increases on achievement-based teacher evaluations. (For more on the roots of Philadelphia schools’ sticky financial situation, see Paying the Pension Price in Philadelphia.) In this week’s podcast, Dara urges Philly’s teacher union, and unions everywhere, to take a more active role in pushing teacher quality....

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Among the many arguments raging—and more than a little mud-slinging—around the Common Core State Standards, perhaps the most arcane involves the blurry border between academic standards and classroom curricula.

Begin with the fact that neither term has a clear definition. Most people hazily understand that standards involve the destination that students ought to reach—i.e., the skills and knowledge (and sometimes habits, attitudes, and practices) that they should have acquired by some point in their educational journey. Often it’s the end of a grade (“by the end of fifth grade, students will know how to multiply and divide whole numbers”), sometimes the completion of a grade band (“by the end of middle school…” or “during ninth and tenth grade”).

Curriculum, on the other hand, is what Ms. Robertson teaches on Tuesday, in week 19, or during the “fourth unit,” and it generally consists of scopes and sequences, actual lessons, textbooks, reading assignments, and such.

Over a stated period of time, curriculum combined with pedagogy, properly applied by teachers and ingested by students, is supposed to result in the attainment of standards.

But it’s blurry. Standards range from vague to specific and from few to numerous. Curriculum ranges all over the place, from a forty-seven-minute lesson to a yearlong, even multi-year scope and sequence.

In general, in the U.S. in 2013, states prescribe standards, at least in core school subjects, but they...

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Don’t call me and my friends Chicken Littles or “boys (and girls) who cried wolf.” The sky was beginning to fall down—and the wolf was approaching the lamb—three decades ago when we joined the National Commission on Excellence in Education in warning that the country’s future and the career (and...

For the past year, much of the ed-reform world has been concerned about the (seemingly) growing opposition from the right to the Common Core standards. But the closer you look at these critiques of Common Core, the weaker their case appears. Can something as solid as CCSS really be stopped by...

This valuable paper from the Brown Center on Education Policy at Brookings sounds an important alarm: “The danger is that grade inflation, the often discussed phenomenon of students receiving higher and higher grades for mediocre academic achievement, has been joined by course inflation....

Among the provisions of Indiana’s so-called Common Core “pause” legislation was a requirement that the state’s Office of Management and Budget (OMB) provide an estimate of the cost of implementing these standards and their assessments. The results are in, along with OMB’s conclusion: “Local...

This study of Teach For America (TFA) and Teaching Fellows secondary math teachers explores how their students compare to peers taking the same course, in the same school, from teachers who entered the profession through traditional certification programs (or other programs not as rigorous as...

Sue, baby, sue!

Mike tries to goad an unflappable Michael Brickman into a fight on New York’s mayoral election, whether school choice is the only path to reform, and whether Arne Duncan is bullying California. Dara does the math on math teachers from TFA and Teaching Fellows.

Amber's Research Minute

The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs by Melissa A. Clark, et al., (Washington, D.C.: Institute of Education Sciences, September 2013).

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