Standards, Testing & Accountability

The introduction to the Common Core English language arts standards explains that the standards cannot possibly “enumerate all or even most of the content that students should learn,” and need to be “complemented by a well-developed, content-rich curriculum.” That last bit recently caused the City Journal’s Sol Stern to applaud the return of content-based curriculum to American education, from whence it has been AWOL for most of the past half century. And where it firmly belongs: Results from a three-year pilot study in New York City indicate that shifting from process- and skills-driven reading programs to E.D. Hirsch’s Core Knowledge content-based curriculum did wonders for student learning. Reading-achievement gains at schools that implemented Core Knowledge were five times greater than in “demographically similar” schools that continued to employ a more conventional literacy program. Still, proponents of content-driven curricula would do well to keep the champagne on ice because, while the standards hint at this important restoration, they alone can’t deliver on it. Instead, it will be up to state and district leaders and teachers to wade through the morass of new and updated curriculum materials and select those that put the focus squarely on content over process. Only...

Last week I attended the GE Foundation's Summer Business and Education Summit in Orlando. Most of the two-day conversation among the 150 or so participants revolved around Common Core implementation. Former Florida Governor Jeb Bush captured the scale of the challenge when he told the gathering on the first morning that states are heading for a “train wreck.” He noted that when the new standards and assessments come fully online in 2015 that many communities, schools, and families are in for a rude awakening.

Running away from the Common Core would be a huge mistake and a serious step back for the country, its children, and its future.

Governor Bush said that the more rigorous Common Core standards, if backed by equally rigorous assessments, will show that only one in three children in America qualify as college or career ready. Bush warned that such bluntness about the poor health of American education and student achievement will trigger serious political backtracking. He said, “My guess is there’s going to be a lot of people running for cover and their going to be running fast.”

But, as Governor Bush and other speakers during the two-day conference argued, running away from the Common...

Terry Ryan of Fordham's Ohio team recently returned from the GE Foundation's Summer Business and Education Summit and provided a fascinating recap of the diverse groups rallying around the Common Core effort. Here are a few of the highlights:

Former Florida Governor Jeb Bush captured the scale of the [Common Core implementation] challenge when he told the gathering on the first morning that states are heading for a “train wreck.” He noted that when the new standards and assessments come fully online in 2014-15 that many communities, schools and families are in for a rude awakening... He said, “My guess is there’s going to be a lot of people running for cover and they’re going to be running fast.”

The need for higher standards was brought home by business leaders:

During breakout sessions business leaders from some of the largest, most innovative and successful companies in the world – General Electric, IBM, Boeing, Disney World, Apple Inc., and Intel – lamented that they had good jobs in American factories and offices they couldn’t fill because they couldn’t find candidates with the required math and science skills to do the work.

Terry also recounts the remarks by NEA President Dennis...

Earlier this week I attended the GE Foundation's Summer Business and Education Summit in Orlando. Most of the two-day conversation among the 150 or so participants revolved around the Common Core and the implementation challenges this effort to reboot public education across 46 states is sure to face in the coming years. Former Florida Governor Jeb Bush captured the scale of the challenge when he told the gathering on the first morning that states are heading for a “train wreck.” He noted that when the new standards and assessments come fully online in 2014-15 that many communities, schools and families are in for a rude awakening.

Governor Bush said that the more rigorous Common Core standards, if backed up by equally rigorous assessments, will show that only one in three children in America would qualify as college or career ready. Bush warned that such bluntness about the poor health of American education and student achievement will trigger serious political backtracking. He said, “My guess is there’s going to be a lot of people running for cover and they’re going to be running fast.”

But, as Governor Bush and other speakers during the two day conversation argued, running away from the...

Move to the head of the class

Mike and Rick reunite to talk social mobility, the NEA’s membership woes, and what sequestration would actually mean for schools. Amber explains where parents stand on digital learning.

Amber's Research Minute

Learning in the 21st Century: A 5 Year Retrospective on the Growth in Online Learning - Project Tomorrow

Earlier this week I attended the GE Foundation's Summer Business and Education Summit in Orlando. Most of the two-day conversation among the 150 or so participants revolved around Common Core implementation. Former Florida Governor Jeb Bush captured the scale of the challenge when he told the gathering on the first morning that states are heading for a “train wreck.” He noted that when the new standards and assessments come fully online in 2015 that many communities, schools, and families are in for a rude awakening.

Running away from the Common Core would be a huge mistake for the country, its children, and its future.

Governor Bush said that the more rigorous Common Core standards, if backed by equally rigorous assessments, will show that only one in three children in America qualify as college or career ready. Bush warned that such bluntness about the poor health of American education and student achievement will trigger serious political backtracking. He said, “My guess is there’s going to be a lot of people running for cover and their going to be running fast.”

But, as Governor Bush and other speakers during the two-day conference argued, running away from the Common Core would be a...

Mike is from Mars; Kathleen is from Venus

Kathleen and Mike wonder how to hold states accountable in twenty-seven different ways and debate whether gender-specific curricula make sense. Amber dives deep into census data on edu-spending.

Amber's Research Minute

Public Education Finances Report - United States Census

Anti-testing advocates frequently decry the amount of time students spend on state summative assessments. I must admit that I’m persuaded that it’s gotten out of hand—in Connecticut, where I lived for the past 6 years, nearly every public school student in the state spent the better part of March taking tests. Even if the tests were better, it’s hard to justify taking 3-4 weeks out of a roughly 36-week school year away from instruction. But maybe it doesn’t have to be this way?

It’s hard to justify taking 3-4 weeks out of a roughly 36-week school year away from instruction.

There is an old engineering maxim: “Good, fast, cheap; pick two.” When it comes to summative state assessments, we seem to have picked just one: cheap.

The truth is, if we want to build a better assessment, we need to set a more ambitious goal. The current crop of time consuming, low-quality tests isn’t the way the world needs to work; it’s simply the byproduct of a failure of imagination and leadership.

But what if we simply raised our expectations? Why can’t we, for example, have a new kind of test, aligned to the Common Core and leveraging the latest...

Last December, I wrote a post criticizing the assessment consortia for their failure to release more information about the development of the forthcoming Common Core assessments. At the time, I argued that providing information about how the standards would be assessed is critical for teachers working to align their planning, curriculum, and instruction to the new expectations.

Providing information assessments is critical for teachers working to align their planning, curriculum, and instruction to the new expectations.

Today—seven months later and just two years from implementation of the new tests—we aren’t much closer to giving teachers a clear sense of how they and their students will be held accountable to the new standards. And while state and district leaders have begun to put pressure on curriculum developers to provide CCSS-aligned materials, there is very little public pressure being put on the consortia to release more information that would help teachers (and curriculum writers) in their quest to align planning, curriculum, assessment, and instruction to the Common Core.

Fortunately, a few states have started to provide more of the guidance that teachers so desperately need. To that end, the New York department of education has released a set of...

Curriculum nerds

Kathleen Porter-Magee makes her podcast debut, debating reading requirements with Mike and explaining why the new science standards need improvement. Amber wonders whether upper-elementary teachers outshine their K-2 peers.

Amber's Research Minute

School Based Accountability and the Distribution of Teacher Quality Among Grades in Elementary School by Sarah C. Fuller & Helen F. Ladd - Download PDF

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