Standards-Based Reforms

Nationally and in Ohio, we press for the full suite of standards-based reforms across the academic curriculum and throughout the K–12 system, including (but not limited to) careful implementation of the Common Core standards (CCSS) for English language arts (ELA) and mathematics as well as rigorous, aligned state assessments and forceful accountability mechanisms at every level.

photo credit: Marco Bellucci via photopin cc


Results from the annual Education Next poll are out this week, and the news is not good for us proponents of the Common Core. Support among the public dropped from 65 percent to 53 percent in just one year (from June 2013 to June 2014); Republicans are now almost evenly split on the issue, with 43 percent in support, and 37 percent opposed. What’s more, the new PDK/Gallup poll (out today) corroborates these trends and offers even worse news, finding that a majority of the public, and three-fourths of Republicans, now oppose the Common Core. Finally, Education Next found that support from teachers plummeted from 76 to 46 percent in just twelve months.

Nobody who has been following the public debate should be particularly surprised, at least when it comes to the overall numbers or those for Republicans. (The results for teachers are another matter; more on that in a bit.) After two punishing years of legislative assaults, Tea Party attacks, implementation controversies, and negative stories in conservative media, it’s a bit of a miracle that the numbers aren’t even worse. (Still, let’s be honest: these numbers are plenty depressing.)

I see two silver linings for those of us who still think the Common Core has great potential to improve American education:

  1. While the
...
Categories: 

Hearings began this week for House Bill 597 (HB 597), the latest attempt to repeal Ohio’s New Learning Standards (which includes the Common Core in math and English language arts). The first of several days of proponent testimony began Monday. Sitting in on the hearings has offered me a chance to develop a better understanding of the opposition to the standards, and if it wasn’t clear to me before then it is now: These folks don’t want anything that even resembles the Common Core to be used in Ohio schools.

They could be in for a surprise then, because the language of HB 597 borrows, in some significant ways, from the Common Core. During testimony on the August 18 hearing, Rep. Andy Thompson explained that he wanted to avoid the “sleight of hand” he saw in Indiana, which infamously repealed Common Core only to replace it with standards that were remarkably similar. Judge for yourselves if Ohio’s lawmakers are proposing to break new ground in HB 597 or simply recycling.

...

What House Bill 597 wants

What the Common

Categories: 

WHAT WOULD HUEY P. LONG DO?
Jindal’s about-face on Common Core has created chaos in Louisiana, the New York Times reports, and turned some allies against him. Says one, “No permanent friends. No permanent enemies. Only permanent interests.” Somewhere, the Kingfish smiles.

PICK ME! PICK ME!
Which U.S. city is the choice and charter capital? New Orleans? New York? Try Miami. This year, half of Miami-Dade students, 56,000 total, are in schools their families picked themselves, says the Miami Herald.

I’LL BET KRUGMAN HAS TENURE
“There’s no sense in putting something as crucial as children’s education in the hands of a professional class with less accountability than others and with job protections that most Americans can only fantasize about,” opines the Times' Frank Bruni.  

I’LL HAVE WHAT SHE’S HAVING
Fordham’s Robert Pondiscio in the New York Daily News on the eye-popping test results posted by Eva Moskowitz’s Success Academy.  If she’s got the secret sauce to student achievement, it’s time for it to be bottled and sold.

FORDHAM IN THE NEWS
CSN News trumpets our new report The Hidden Half: School Employees Who Don't Teach.  And Gannett Newspapers reminds readers of our review of Common Core, which gave the standards a B+ in English and an A- in math.

WHERE THE WILD THINGS AREN’T
This pro-unschooling article in Outside magazine (naturally) says classroom education “enjoys scant historical precedent.” Bust those kids out of school! Turn ‘em loose in nature!  Know what else has scant historical precedent? Movable type. Penicillin. The internal...

Categories: 

Results from the annual Education Next poll are out today, and the news is not good for us proponents of the Common Core. Support among the public dropped from 65 percent to 53 percent in just one year (from June 2013 to June 2014); support from teachers plummeted from 76 to 46 percent. Republicans are now almost evenly split on the issue, with 43 percent in support, and 37 percent opposed.

Nobody who has been following the public debate should be particularly surprised, at least when it comes to the overall numbers or those for Republicans. (The results for teachers are another matter; more on that in a bit.) After two punishing years of legislative assaults, Tea Party attacks, implementation controversies, and negative stories in conservative media, it’s a bit of a miracle that the numbers aren’t even worse. (Still, let’s be honest: These numbers are plenty depressing.)

I see two silver linings for those of us who still think the Common Core has great potential to improve American education:

  1. While the Common Core “brand” is damaged, the concept is still popular. Education Next (where I’m an executive editor) ran an experiment, asking half of respondents to provide their views on the “Common Core,” and the other half to respond to a description of the reform without the label. Asked the latter way, support jumps from 53 percent to 68 percent; Republican support in particular bounces way up, eliminating any partisan divide.
  2. Misperceptions are driving down support; fix those
  3. ...
Categories: 

David Figlio, a researcher at Northwestern University, recently released his seventh-annual evaluation of Florida’s Tax Credit Scholarship Program. The study uses scholarship students’ results on national assessments, like the Stanford Achievement or Iowa Test of Basic Skills, to examine whether they are making year-to-year gains. (Elsewhere in this issue, I review the study in greater detail.) The Sunshine State’s program, which enrolls nearly 60,000 students, is akin to Ohio’s EdChoice and Cleveland scholarship (a.k.a., “voucher”) programs.

One of the study’s findings was particularly striking: Private schools in Florida, especially Catholic ones, appear to have a relatively larger impact on scholarship students’ reading scores than math. Across all schools, Figlio found that voucher students made a 0.1 percentile gain in reading but posted a loss of -0.7 percentiles in math. The overall math-reading difference may or may not be trivial—there is no test of statistical significance across the subject areas. But larger differences in reading-to-math gains appear when gains are disaggregated, for example, by religious affiliation:[1] Consider the large annual gain in reading for voucher students attending a Catholic school (1.98 percentiles) versus the slight loss in math (-0.25). True, the larger reading gains don’t hold across all school types—non-religious schools seem to make a fairly big difference in math—but it does seem like many of Florida’s private schools are having greater success boosting reading scores.[2]

Table 1: Average reading and math gains of Florida scholarship students by...

Categories: 

THE EVA EMPIRE
Seven of the fifteen top-scoring schools on New York’s math proficiency tests this year were Success Academy charter schools. Richard Whitmire says the stellar results make founder Eva Moskowitz more toxic as she seeks to expand.

DRILL, BABY, DRILL!
More evidence that memorizing basic math facts is good for kids. Healthy children switch from counting to math fact retrieval at 8-9 years old, says this new study.  

SHEEN FADES ON NCLB WAIVERS
Waivers "gave states room to breathe," says Andy Smarick, "but what's left feels extremely messy," he said. Meanwhile, remember not to mention the “w-word” around Petrilli.

WHY THE ATLANTA TESTING SCANDAL MATTERS
The trial raises two big questions, NPR notes: How common is cheating? And what else might be happening in schools as a result of tests?

TRADING HER BROOM FOR A RAKE?
Some teachers say they’ll boycott Scotts Miracle-Gro Co. now that Michelle Rhee has joined the board.

MAKING THE CUT
The New York State Education Department dropped the number of raw points needed to hit proficiency levels in half of this year’s Common Core tests, officials acknowledged to the New York Post.

DON'T READ THAT, READ THIS
Schools are not businesses, opines Berkeley professor David L. Kirp in The New York Times. That’s not an op-ed, responds Neerav...

Categories: 
Morgan Polikoff

Nearly all American K–12 students are exposed to it every day. It decides, in large part, what students will learn in school and how they will learn it.[1] It is never evaluated for quality in any serious way, but when it is rigorously evaluated, its impact on student achievement is significant.

No, this isn’t another blog about teachers. I’m talking textbooks. We need good textbooks in front of kids just as badly as we need good teachers. However, from a research and policy perspective, improving textbook quality is a lot easier.[2]

A little-noticed report last week in Education Week described a new initiative to be the Consumer Reports of textbooks. A new nonprofit called EdReports plans to post “free online reviews of major textbooks and curricula that purport to be aligned to the Common Core State Standards.” If they’re careful, credible, and diligent, this initiative could turn the lights up on a largely ignored factor in student outcomes that is ripe for analysis and improvement.[3] And it could even blunt some of the more heated criticisms of the Common Core. Here’s why I think EdReports, and textbooks in general, matter:

First, textbooks aren’t people. There is no union seeking to protect the interests of textbooks. They don’t need due process protections, and it’s unlikely that the choice to replace an old textbook with a new one will result in onerous court cases....

Categories: 

Can’t get enough Common Core? The Center on Education Policy’s got you covered with this hefty compendium of over sixty CCSS-focused studies, including several from Fordham. CEP summarizes each, providing brief overviews of the focus, the findings, and the methodology (only methodologically sound studies were chosen). It’s handy one-stop shopping, covering a wide range of Common Core–related topics. Want to know whether the standards are likely to be effective? William Schmidt and Richard Houang’s study concluded that states with math standards most similar to the Common Core made greater gains on NAEP, and the Brown Center for Education Policy’s follow-up, which saw “no clear trends” in student achievement with regard to the adoption of standards, still found that “states with the strongest implementation of the CCSS had the highest achievement gains on NAEP between 2009 and 2013.” Curious whether students were college-and-career-ready before the standards? Check out the 2010 ACT study, which found that a measly one-third of students were ready for life after high school. Other topics addressed by the studies include Core-related teacher training, state and district implementation, and assessment adoption. The biggest take-way is that, so far, the Common Core holds up remarkably well to rigorous academic research.

SOURCE: A Compendium of Research on the Common Core State Standards (Washington, D.C.: Center for Education Policy, August 2014)....

Categories: 

With the release last week of half of the test questions from the most recent round of New York State Common Core ELA/Literacy and math tests, we can now begin to see if the tests are, as one New York principal insisted last spring, “confusing, developmentally inappropriate and not well aligned with the Common Core standards.”

Do the charges stick? After a quick analysis of the released items, on the charge of “confusing,” I find the tests (at least somewhat) guilty. Not well aligned with the Common Core standards? Not guilty. Developmentally inappropriate? That charge should never have been brought in the first place.

Calling Common Core “developmentally inappropriate” has become something of a blanket criticism, but it’s largely irrelevant. University of Virginia cognitive scientist Dan Willingham has repeatedly cautioned against invoking the idea of developmental stages to draw strong conclusions about what children are ready for. “Hard” and “developmentally inappropriate” are not synonyms.

Critics are on firmer footing describing some test items as confusing. The first passage on the fifth-grade reading test was “My Grandma Talley,” a short story by Nadine Oduor that makes frequent use of vernacular language. Unfamiliar words like “frettin’,” “lotta” (a lot of), and “doodlebug” and idiomatic language like “wet behind the ears” could easily trip up young readers. Dialect is not the same as the archaic language typically found in historical documents, which have been heavily signaled as important under Common Core.

Following the passage, one question asks...

Categories: 

Representative Andy Thompson and Speaker Pro Tempore Matt Huffman have introduced new legislation to repeal the Common Core, and hearings start today (Monday, August 18). But they’re not telling you the whole story. Read on to find out what they don’t want you to know and why their reasoning doesn’t make sense. 

[All opponent statements are direct quotes from this press conference]

1. Ohio was ahead of the game in wanting change: It began reviewing its academic standards back in 2007—long before governors and state superintendents started to talk about creating Common Core.

What opponents said:

[We] want to make sure Ohio is in the driver’s seat in this process.

The truth: By the time the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) started work on replacing state standards that were sorely lacking, the Buckeye state had already begun to respond to educator concerns about Ohio’s standards. In fact, the Ohio Department of Education conducted an international benchmarking study in 2008 (published in 2009) that laid out some guiding principles for revised Ohio standards—principles that Ohio stuck to when they started considering the Common Core.

2. Ohio played a significant role in crafting and revising the Common Core.

What opponents said:

Ohio’s kind of been […] tied to the railroad tracks here on this mission.

...
Categories: 

Pages