Showing posts with label CommonCore. Show all posts
Showing posts with label CommonCore. Show all posts

Monday, July 12, 2021

In Case You Missed It – July 12, 2021

Here are links to last week's articles receiving the most attention on NEIFPE's social media accounts. Keep up with what's going on, what's being discussed, and what's happening with public education.

Be sure to enter your email address in the new Follow Us By Email box in the right-hand column to be informed when our blog posts are published.
THIS WEEK

The battle over Critical Race Theory is not over, but this week's list of articles includes more than CRT focused pieces. There are other issues which still interest our readers -- Common Core, teaching homeless students, celebrity sponsorship of schools, and more.

RACE, RACISM, AND CRITICAL RACE THEORY

As states place new limits on class discussions of race, research suggests they benefit students

Right-wing pundits and voters are raging against Critical Race Theory, yet it may surprise you to learn that discussing race and how racism exists in our society is actually good for students. Unfortunately, the anti-CRT crowd isn't really interested in helping students. They, apparently, are only interested in white-washing the nation's history.

From Chalkbeat*
A handful of recent studies have found that students are more engaged in school after taking classes that frankly discuss racism and bigotry — just as some educators like Mason fear such discussions could be threatened by a wave of broad state laws designed to limit the teaching of what some are calling “critical race theory.”

“These experiences where [students] grapple head-on with issues of identity and race and racism … does something to their level of engagement,” said Emily Penner, a professor at University of California, Irvine who has studied courses that include discussions of racism. “That process is really useful to them in an academic sense, probably in a personal sense as well.”

A handful of recent studies offer evidence of those benefits.

Douglass’ speech should be in school libraries

It seems that state AG Todd Rokita is unaware that Indiana requires schools to keep a copy of Frederick Douglass's famous speech about Independence Day. If he did, he might have thought twice about publishing his divisive Parents Bill of Rights.

From School Matters
Did you know that Indiana schools are required to keep a copy of Frederick Douglass’ speech “What to a Slave is the Fourth of July?” in their school libraries? I wonder how many schools actually do this. And how many Hoosier teachers assign their students to read or hear Douglass’ powerful words.

The speech, delivered 169 years ago today, is one of 15 “protected writings, documents and records of American history or heritage” identified in Indiana law. The expected documents are on the list: the U.S. and Indiana constitutions, the Declaration of Independence, the Federalist Papers, etc. But it also includes Douglass’ speech, Chief Seattle’s letter to a U.S. president (which may be apocryphal) and abolitionist David Walker’s “Appeal to the Colored Citizens of the World.”

Learn from the past...or repeat it.

“If Black children are old enough to experience racism, then other children are old enough to learn about critical race theory.”

From Live Long and Prosper
...Those who object to CRT (including their cable news allies) have redefined it to encompass anything that has to do with race, a Marxist incursion into K-12 education, a communist plot, or any number of other anti-American plots to indoctrinate our children. Even if CRT isn't being taught in America's K-12 classrooms, it is being rebranded as a danger to America.

The protests against the non-existent CRT threat come at the tail-end (hopefully -- but beware, the delta variant) of the coronavirus pandemic...which, in turn, arrived at the end of the previous political administration. Are people more susceptible to conspiracy theories after four years of the Cult of Trump? Are parents so frustrated by the forced educational adjustments of the pandemic that they are exploding in rage at...anything? Are right-wing politicians searching for something to enrage "the base" to replace the declining interest and anger against caravans, Dr. Seuss, socialism, and other political manipulations?

For whatever reason, it's apparently time to attack education -- again.
IGNORING EXPERTISE

The Single Biggest Scourge of Education Reform

Only teachers, among all the professions, are told how to do their jobs by people with no experience in the field. Only teachers are micromanaged by legislators, state school board members, and other politicians, who have never set foot in a classroom as an educator.

From Curmudgucation
Privatization? Profiteering? Vouchers? Charters? Teacher-proof classrooms? High-stakes testing?

No, these issues, in their worst forms, all have their roots in the same soil, the same fertile ground from which all rotten education fruit grows.

Amateurs.

The current flap flying under the banner of critical race theory panic is just the freshest example of people who really, truly don't understand how schools actually work.
REACHING OUT TO STUDENTS WHERE THEY ARE

An Indianapolis tutoring program meets homeless students where they are

This seems to be a great program, but it would be nice if Indiana addressed the problems of the homeless.

From Chalkbeat*
...working with School on Wheels, an organization that brings tutors to unhoused students. After a year of working virtually with them, the group returned to schools and more recently to shelters, seeking to replicate that human connection that sparked Novak’s distracted student.

Karen Routt, who directs the group’s work in schools, said the pandemic created challenges. For one, the organization struggled to locate students.

Staff members combed apartment complexes and motels in search of their students, sometimes conducting tutoring sessions in parking lots. They read to children outdoors while socially distant, conducted tutoring sessions via Zoom, and in Washington Township created a learning pod for virtual studies. But safety measures kept volunteers from meeting with children face to face.

Partner schools, which normally identify unhoused families and refer children to School on Wheels, lost touch with students in unstable housing — as did many school districts nationwide during the pandemic. Because of pandemic precautions and public fears, homeless shelters remained below capacity, further shrinking the number of families referred to the program.

CELEBRITIES WORKING WITH PUBLIC SCHOOL SYSTEMS

Celebrities Fund Public Schools, Not Charter Schools

Celebrities from Tony Bennett (the singer, not the former Indiana schools chief), to George Clooney, to Dr. Dre, have invested in public schools.

From Diane Ravitch
The chair of the California State Board of Education, Linda Darling-Hammond, disparaged these efforts as “charity,” when what is need is justice.

Since so many media stars like John Legend and a bevy of billionaires from the Walton family to the Broad Foundation to the DeVos family to Charles Koch, and billionaire hedge funders with less familiar names have spent hundreds of millions to support alternatives to public schools, I salute those celebrities who put their money into public schools, not charter schools.

“The Frank Sinatra School of the Arts, founded by the singer Tony Bennett, has operated for decades within New York’s public school system, for example. And LeBron James has opened a highly successful public school with wraparound social services in Ohio. But a group of Texas charter schools founded in 2012 by Deion Sanders, the former N.F.L. player, closed in insolvency after three scandal-plagued years.”

It seems unfair to criticize private philanthropy to public schools while remaining silent about the billionaires (and the federal government with its Charter Schools Program, funded at $440 million annually) pouring hundreds of millions every year into the aggressive expansion of corporate charter chains that defund public schools.
THE COMMON CORE IS NOT DEAD

Nicholas Tampio: Whatever Happened to the Common Core?

From Diane Ravitch
On June 16, Emily Richmond of the Education Writers Association led off a lively social media exchange by tweeting: “Hey, remember the Common Core?”

One special education researcher replied that the Common Core is “implemented now in every classroom in America just under another name.”

Another teacher tweeted: “You mean what NY conveniently rebranded as “Next Generational Learning Standards”? It’s never gone away. 😞”

People also responded with memes of actors saying “Shhh!” and “We do not speak his name.”

Here, I would like to explain how the Common Core is implemented in nearly every classroom in America, and why people rarely say its name anymore.

INDIANA SCHOOLS JUGGLE FUNDS

8% Of schools miss state goal

From the Fort Wayne Journal Gazette**
After years of providing billions to fund K-12 schools, legislators in 2019 established a guideline that districts shouldn't transfer more than 15% of the tuition support dollars sent by the state to the operations fund. That was because they had been accused of not giving enough money for teacher pay raises.

“It was a simple piece of legislation about oversight,” said Sen. Jeff Raatz, R-Richmond. “The 15% was somewhat arbitrary. We needed a starting point.”

The highest transfer rate was 28.2% by Cannelton City Schools in Perry County – one of the smallest districts in the state.

Now that a baseline has been established Raatz said state and local education officials can begin to watch for problems. “If we are transferring too much does it indicate there is something wrong with the district? Are they heading in the wrong direction?” he said.

*Note: Financial sponsors of Chalkbeat include pro-privatization foundations and individuals such as Bloomberg Philanthropies, the Chan Zuckerberg Initiative, EdChoice, Gates Family Foundation, The Walton Family Foundation, and others.

**Note: The Fort Wayne Journal Gazette has changed its online access and is now behind a paywall. Digital access, home delivery, or both, are available with a subscription. Staying informed is important, and one way to do that is to support your local newspaper. For subscription information go to fortwayne.com/subscriptions/

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Monday, October 8, 2018

In Case You Missed It – Oct 8, 2018

Here are links to the articles receiving the most attention in NEIFPE's social media. Keep up with what's going on, what's being discussed, and what's happening with public education. There was an unusually high amount of traffic this week. Extra articles are included at the end.

Be sure to enter your email address in the Follow Us By Email box in the right-hand column to be informed when our blog posts are published.

THE CASE OF THE MISSING TEXTBOOKS

Miami: Teacher’s Favorite Literature Textbooks Disappear: Who Done It?

From Diane Ravitch
A highly experienced, very successful high school English teacher clung to her favorite literature textbooks. She preferred them to the digital textbooks adopted by the district. One day recently, she arrived in her class to discover that all her textbooks were gone. Her defiance was unacceptable to the state, the district and the principal. The state wants all children using digital material. It is de-emphasizing fiction and literature, replacing them with “informational text.” In short, the Common Core strikes again.


NEW JERSEY: PAUSE ON CHARTER SCHOOLS

New Jersey Hits the “Pause” Button on New Charter Schools

From Diane Ravitch
After the free-for-all expansion of charter schools in New Jersey during the Chris Christie administration, it is clear there is a new sheriff in town.

The State Commissioner of Education Lamont Repollet has turned down every charter application, saying that time is needed for the state to review the 20-year-old law and figure out how many new charters are needed.


PLAY IS CHILDREN'S WORK

Kids Need Play and Recess. Their Mental Health May Depend on It.

From Education Week
As superintendents, principals and teachers plan for the upcoming school year, one thing is certain: We are serving a generation of children who are more anxious, depressed and suicidal than any generation before. A recent NPR Education Series broadcast states, "Up to one in five kids living in the U.S. shows signs or symptoms of a mental health disorder in a given year."

In fact, Dr. Peter Gray a research professor at Boston College found that, "Rates of depression and anxiety among young people in America have been increasing steadily for the past 50 to 70 years. Today, by at least some estimates, five to eight times as many high school and college students meet the criteria for diagnosis of major depression and/or anxiety disorder as was true half a century or more ago." If that doesn't alarm you as a parent, educator or as a concerned citizen, I'm not sure you have a pulse. The fact is, we have an existential mental health crisis in K-12 education and beyond. The question is, what can schools do about it?


OUR STUDENTS ARE MORE THAN TEST SCORES

Want to boost test scores? Experts say Indiana must change teaching

We say, “Want successful schools, change LEGISLATORS to those who will support public schools and families.”

From Chalkbeat
Bob Schaeffer, spokesman for The National Center for Fair and Open Testing, an organization that acts as a testing watchdog, said the flat scores could be indicative of a larger issue, but also show the accountability system as a whole isn’t leading to improvement — its stated purpose.

“It’s worth an investigation to try to see what’s going on and why things are flat,” Schaeffer said. “But (the state) should look at better ways to assess Indiana’s public school students that actually improves academic excellence and equity.”


SURPRISE! VOUCHER SCHOOL CAUGHT CHEATING

Private Voucher School Caught Cheating Taxpayers

From ISTA
...Midwest Elite failed to administer ISTEP and IREAD...the school failed to keep basic student records like enrollment and special education forms. Also missing – voucher records...

...failed to refund the state voucher money the school received for students who left the school during the school year...

...on multiple occasions the school’s checks to the state bounced...

How many more private voucher schools are cheating taxpayers? Considering private voucher schools do not have the same strict accountability that public schools must comply with, we may never know.


OUR STUDENTS ARE MORE THAN TEST SCORES PART 2

As Indiana test scores remain flat overall, gaps are growing between race and income groups

ISTEP pass rates have been released. Perhaps our legislators need to reflect on why scores are not improving especially in certain populations. Or perhaps we need different legislators who will look for real solutions rather than blindly upping the expectations as if measuring the temperature will help with the heat.

From Chalkbeat
Indiana’s most vulnerable students have far lower passing rates than their peers on the state’s ISTEP exams — and the gaps are widening even as scores overall remain steady.

Only half of the state’s elementary and middle school students passed both English and math exams in 2018, but the results released Wednesday were worse for students of color. For example, about a quarter of black students in the lower grades earned passing scores on both tests, compared to nearly 60 percent of white students.

The gaps in passing rates were also more than 30 percentage points between general education and special needs students, as well as students from affluent and low-income families. And with the exception of special education students in grades 3-8, and Native American students in grade 10, these gaps have increased by several percentage points since 2015 and 2016.


FUNDING DISPARITIES CONTINUE

For black, brown, and low-income students, public education is underfunded on purpose

From In the Public Interest (linked from Diane Ravitch)
Like many reports, the latest from the Alliance to Reclaim Our Schools (AROS) drops a number of disturbing facts.

Between 2005 and 2017, the federal government neglected to spend $580 billion it was supposed to on students from poor families and students with disabilities. Over that same time, the personal net worth of the nation’s 400 wealthiest people grew by $1.57 trillion.

Seventeen states actually send more education dollars to wealthier districts than to high-poverty ones.


REPUBLICAN INDIANA SUPERINTENDENT DISCOVERS THAT HER PARTY SUPPORTS PRIVATIZATION

Indiana State Superintendent of Public Instruction, Jennifer McCormick has announced her intention to not run for reelection in 2020. McCormick has discovered what her Democratic predecessor, Glenda Ritz, learned...that Indiana's Republican super-majority is in the pocket of privatizers.

We had several articles on this topic.

With re-election off the table, Indiana schools chief Jennifer McCormick also backs away from leading state board

McCormick plans to cede control over to the partisan appointed board.

From Chalkbeat
McCormick’s decision to not seek out the chair position, a move that is unprecedented in recent Indiana education policy history, comes two days after she said she wouldn’t seek re-election as state schools chief in 2020. McCormick, a Republican and former public school educator, said political squabbles were distracting her from the important work of educating Indiana’s students and said she would “still serve students for the rest of my life, but it may not be in this role.”

Such infighting likely led to McCormick’s announcement on Wednesday as well. Though she campaigned as a more collaborative leader than her predecessor, Democrat Glenda Ritz, McCormick has butted heads with fellow Republicans as often as she’s agreed with them in the first half of her term.

McCormick asks Indiana lawmakers for charter school oversight and preschool support in 2019

From Chalkbeat
Indiana’s state superintendent made it her goal for the next legislative session to lobby lawmakers for more oversight of charter schools — and any schools taking public money, for that matter.

The call for more regulations governing the fiscal and academic operations of charter schools is an ambitious part of Jennifer McCormick’s wide-ranging 2019 legislative agenda, which she unveiled Monday at a press conference.

“It does us no good to allow any type of choice to happen without some type of accountability,” said McCormick, a Republican who, unlike some of her colleagues, has not spoken favorably about expanding school choice programs unless they can demonstrate results. “It can’t be, open the doors and hope for the best — it’s got to be about quality.”
MORE ON MCCORMICK


EXTRAS

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Monday, September 10, 2018

In Case You Missed It – Sep 10, 2018

Here are links to the articles receiving the most attention in NEIFPE's social media. Keep up with what's going on, what's being discussed, and what's happening with public education.

Be sure to enter your email address in the Follow Us By Email box in the right-hand column to be informed when our blog posts are published.

THE DPE MOVEMENT

A Layman’s Guide to the Destroy Public Education Movement

From Tom Ultican
The destroy public education (DPE) movement is the fruit of a relatively small group of billionaires. The movement is financed by several large non-profit organizations. Nearly all of the money spent is free of taxation. Without this spending, there would be no wide-spread public school privatization.


SUPREME COURT

A Teacher from Oklahoma Explains Why Brett Kavanaugh Should Not Be Confirmed

From John Thompson via Diane Ravitch
Kavanaugh’s support for private school voucher programs, with little oversight and accountability, would siphon even more funding away from public education. Moreover, his support for anti-union rulings like Janus v. AFSCME could do to the rest of the nation what Right to Work has done to Oklahoma in the last 20 years.


HOW THE RICH HAVE BOUGHT EDUCATION

“Hijacked by Billionaires:” The Shameful Role of Big Money in Buying Education and Undermining Democracy

From Diane Ravitch
This morning, the Network for Public Education Action has published a major report on the role of Big Money in buying elections to control education and undermine democracy.

“Hijacked by Billionaires: How the Super Rich Buy Elections to Undermine Public Schools” examines several districts/states where the super-rich have poured in money from out-of-state to buy control of school boards and buy policy, with the goal of advancing privatization.

The case studies include: Denver, Los Angeles, Newark, Minneapolis, Perth Amboy, N.J., Washington State, New York City, Newark, Rhode Island, and Louisiana.

This carefully documented report deserves your attention. It names names.


CHOICE

The Three Flavors of Choice

From Curmudgucation
For example, 97% of the schools receiving vouchers in Indiana were religiously-affiliated. And because these are private schools, they are free to reject your student for being the wrong religion or race or hair color...


INDIANAPOLIS' NEW IDEA

Indianapolis’ new idea to get kids through college: Stop small stumbles from becoming big barriers

From The Chalkbeat
To reach the city of Indianapolis’ lofty goal of giving every resident access to college, it’s going to take more than money.

It’s going to take a lot of nudging.

Educators know that many students are capable of college coursework and could qualify for financial aid — but too many of them are failing at the logistics of getting into college and sticking with it until they graduate.

That’s why the city’s new education initiative, a key state scholarship program, and private organizations are all looking to improve those nudges — using a human touch to prepare students for college, encourage them to apply, and push them to graduate.


POISONING AMERICA'S CHILDREN

Still a problem and still outrageous: Too many kids can’t drink the water in their schools

From The Answer Sheet
...it's not just in Michigan: A new U.S. government report says millions of children were potentially exposed to unsafe drinking water at their schools, but nobody really knows how many. Why? Because many states don't bother running the tests.

A July 2018 report by the U.S. Government Accountability Office, which surveyed school districts across the country on testing for lead in drinking water in 2017, found:

● 41 percent of districts, serving 12 million students, had not tested for lead in the 12 months before completing the survey.

● 43 percent of districts, serving 35 million students, tested for lead. Of those, 37 percent found elevated levels and reduced or eliminated exposure.

And then there was this: 16 percent of the districts replied to the nationally representative survey by saying that they did not know whether they had tested.


ISTEP IS MESSED UP AGAIN

State to seek damages against delayed ISTEP+ results

From The Fort Wayne Journal Gazette
Indiana Department of Education officials plan to seek damages against testing vendor Pearson for scoring issues and a delay of ISTEP+ results.

The contract allows for daily damages between $50,000 and $150,000 but Superintendent of Public Instruction Jennifer McCormick said the full impact won't be known until results are finalized.

"It's frustrating. Our team works really, really hard to get things right," she said. "We're at the mercy of the vendor getting it right."


CLOSE READING

Some Close Reading Practice

From Curmudgucation
Here at the Curmudgucation Institute, we have recently turned that corner and are now deeply interested in literature. The board of directors here at the Institute has become interested in many of the classics (and by "interested" I mean "interested in having them read aloud 20 or 30 times per hour"). But while we are deeply committed to Is Your Mama a Llama and Cleo and The I Love You Book and Feminist Baby and all the Llama Llama books, there is one book that commands our loyalty and devotion above all others.

Hop on Pop.


FUNDING IN ARIZONA

Arizona Supreme Court Blocks Ballot Initiative to Fund Public Education

From Jan Resseger
Paying taxes for the common good. What a novel idea these days—and something blocked last week by the Arizona Supreme Court. Failing to connect the taxes we pay with what the money buys, many of us find it easy to object to more taxes, but the case of Arizona makes the arithmetic clear. After slashing taxes for years, Arizona doesn’t have enough money to pay for public schools and universities. Not enough for the barest essentials.


LABOR

Lewis Hine, the Man Whose Photographs Ended Child Labor, and Reflections on Labor and Our Moment

From Diane Ravitch
Lewis Hine was the photographer whose work led to the passage of child labor laws.


TESTING

No test can capture a student's essential interests and abilities

From NACS Superintendent, Chris Himsel, in The Fort Wayne Journal Gazette
Today's students are influenced, for better or worse, by extreme political divide, social media, and images of shootings at schools, churches, theaters, night clubs, cafes, and airports, along with other acts of terrorism. They have concerns about a trade war and other potential global conflicts. They have access to smartphones and hundreds of TV stations. They use the internet to stream their favorite TV programs, music and movies.

And our current senior class will be the seventh in Indiana whose entire educational career – from kindergarten through graduation – was dictated by a system of high-stakes, government-mandated standardized testing – a testing system that requires each student to regurgitate standardized answers on standardized tests. A system that promotes and encourages all students to be standard.

However, at their core, our students are far from standard. They are uniquely talented.

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Sunday, May 15, 2016

The PARCC Test: Exposed

The author of this blog posting is a public school teacher who will remain anonymous.

I will not reveal my district or my role due to the intense legal ramifications for exercising my Constitutional First Amendment rights in a public forum. I was compelled to sign a security form that stated I would not be “Revealing or discussing passages or test items with anyone, including students and school staff, through verbal exchange, email, social media, or any other form of communication” as this would be considered a “Security Breach.” In response to this demand, I can only ask—whom are we protecting?

There are layers of not-so-subtle issues that need to be aired as a result of national and state testing policies that are dominating children’s lives in America. As any well prepared educator knows, curriculum planning and teaching requires knowing how you will assess your students and planning backwards from that knowledge. If teachers are unable to examine and discuss the summative assessment for their students, how can they plan their instruction? Yet, that very question assumes that this test is something worth planning for. The fact is that schools that try to plan their curriculum exclusively to prepare students for this test are ignoring the body of educational research that tells us how children learn, and how to create developmentally appropriate activities to engage students in the act of learning. This article will attempt to provide evidence for these claims as a snapshot of what is happening as a result of current policies.

The PARCC test is developmentally inappropriate

In order to discuss the claim that the PARCC test is “developmentally inappropriate,” examine three of the most recent PARCC 4th grade items.

A book leveling system, designed by Fountas and Pinnell, was made “more rigorous” in order to match the Common Core State Standards. These newly updated benchmarks state that 4th Graders should be reading at a Level S by the end of the year in order to be considered reading “on grade level.” [Celia’s note: I do not endorse leveling books or readers, nor do I think it appropriate that all 9 year olds should be reading a Level S book to be thought of as making good progress.]

The PARCC, which is supposedly a test of the Common Core State Standards, appears to have taken liberties with regard to grade level texts. For example, on the Spring 2016 PARCC for 4th Graders, students were expected to read an excerpt from Shark Life: True Stories about Sharks and the Sea by Peter Benchley and Karen Wojtyla. According to Scholastic, this text is at an interest level for Grades 9-12, and at a 7th Grade reading level. The Lexile measure is 1020L, which is most often found in texts that are written for middle school, and according to Scholastic’s own conversion chart would be equivalent to a 6th grade benchmark around W, X, or Y (using the same Fountas and Pinnell scale).

Even by the reform movement’s own standards, according to MetaMetrics’ reference material on Text Complexity Grade Bands and Lexile Bands, the newly CCSS aligned “Stretch” lexile level of 1020 falls in the 6-8 grade range. This begs the question, what is the purpose of standardizing text complexity bands if testing companies do not have to adhere to them? Also, what is the purpose of a standardized test that surpasses agreed-upon lexile levels?

So, right out of the gate, 4th graders are being asked to read and respond to texts that are two grade levels above the recommended benchmark. After they struggle through difficult texts with advanced vocabulary and nuanced sentence structures, they then have to answer multiple choice questions that are, by design, intended to distract students with answers that appear to be correct except for some technicality.

Finally, students must synthesize two or three of these advanced texts and compose an original essay. The ELA portion of the PARCC takes three days, and each day includes a new essay prompt based on multiple texts. These are the prompts from the 2016 Spring PARCC exam for 4th Graders along with my analysis of why these prompts do not reflect the true intention of the Common Core State Standards.

ELA 4th Grade Prompt #1

Refer to the passage from “Emergency on the Mountain” and the poem “Mountains.” Then answer question 7.

7. Think about how the structural elements in the passage from “Emergency on the Mountain” differ from the structural elements in the poem “Mountains.”
Write an essay that explains the differences in the structural elements between the passage and the poem. Be sure to include specific examples from both texts to support your response.

The above prompt probably attempts to assess the Common Core standard RL.4.5: “Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.”

However, the Common Core State Standards for writing do not require students to write essays comparing the text structures of different genres. The Grade 4 CCSS for writing about reading demand that students write about characters, settings, and events in literature, or that they write about how authors support their points in informational texts. Nowhere in the standards are students asked to write comparative essays on the structures of writing. The reading standards ask students to “explain” structural elements, but not in writing. There is a huge developmental leap between explaining something and writing an analytical essay about it. [Celia’s note: The entire enterprise of analyzing text structures in elementary school – a 1940’s and 50’s college English approach called “New Criticism” — is ridiculous for 9 year olds anyway.]

The PARCC does not assess what it attempts to assess

ELA 4th Grade Prompt #2

Refer to the passages from “Great White Shark” and Face the Sharks. Then answer question 20.

Using details and images in the passages from “Great White Sharks” and Face to Face with Sharks, write an essay that describes the characteristics of white sharks.


It would be a stretch to say that this question assesses CCSS W.4.9.B: “Explain how an author uses reasons and evidence to support particular points in a text.”

In fact, this prompt assesses a student’s ability to research a topic across sources and write a research-based essay that synthesizes facts from both articles. Even CCSS W.4.7, “Conduct research projects that build knowledge through investigation of different aspects of a topic,” does not demand that students compile information from different sources to create an essay. The closest the standards come to demanding this sort of work is in the reading standards; CCSS RI.4.9 says: “Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.” Fine. One could argue that this PARCC prompt assesses CCSS RI.4.9.

However, the fact that the texts presented for students to “use” for the essay are at a middle school reading level automatically disqualifies this essay prompt from being able to assess what it attempts to assess. (It is like trying to assess children’s math computational skills by embedding them in a word problem with words that the child cannot read.)

ELA 4th Grade Prompt #3
25. In “Sadako’s Secret,” the narrator reveals Sadako’s thoughts and feelings while telling the story. The narrator also includes dialogue and actions between Sadako and her family. Using these details, write a story about what happens next year when Sadako tries out for the junior high track team. Include not only Sadako’s actions and feelings but also her family’s reaction and feelings in your story.
Nowhere, and I mean nowhere in the Common Core State Standards is there a demand for students to read a narrative and then use the details from that text to write a new story based on a prompt. That is a new pseudo-genre called “Prose Constructed Response” by the PARCC creators, and it is 100% not aligned to the CCSS. Not to mention, why are 4th Graders being asked to write about trying out for the junior high track team? This demand defies their experiences and asks them to imagine a scenario that is well beyond their scope.

Clearly, these questions are poorly designed assessments of 4th graders CCSS learning. (We are setting aside the disagreements we have with those standards in the first place, and simply assessing the PARCC on its utility for measuring what it was intended to measure.)

Rather than debate the CCSS we instead want to expose the tragic reality of the countless public schools organizing their entire instruction around trying to raise students’ PARCC scores.

Without naming any names, I can tell you that schools are disregarding research-proven methods of literacy learning. The “wisdom” coming “down the pipeline” is that children need to be exposed to more complex texts because that is what PARCC demands of them. So children are being denied independent and guided reading time with texts of high interest and potential access and instead are handed texts that are much too hard (frustration level) all year long without ever being given the chance to grow as readers in their Zone of Proximal Development (pardon my reference to those pesky educational researchers like Vygotsky.)

So not only are students who are reading “on grade level” going to be frustrated by these so-called “complex texts,” but newcomers to the U.S. and English Language Learners and any student reading below the proficiency line will never learn the foundational skills they need, will never know the enjoyment of reading and writing from intrinsic motivation, and will, sadly, be denied the opportunity to become a critical reader and writer of media. Critical literacies are foundational for active participation in a democracy.

We can look carefully at one sample to examine the health of the entire system– such as testing a drop of water to assess the ocean. So too, we can use these three PARCC prompts to glimpse how the high stakes accountability system has deformed teaching and warped learning in many public schools across the United States.

In this sample, the system is pathetically failing a generation of children who deserve better, and when they are adults, they may not have the skills needed to engage as citizens and problem-solvers. So it is up to us, those of us who remember a better way and can imagine a way out, to make the case for stopping standardized tests like PARCC from corrupting the educational opportunities of so many of our children.

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Thursday, September 5, 2013

Common Core Assessment Myths and Realities

The following Fact Sheet is being reprinted from Fairtest:
Common Core Assessment Myths and Realities: Moratorium Needed From More Tests, Costs, Stress

Submitted by fairtest on September 3, 2013 - 12:55pm accountability assessment authentic assessment fact sheets k-12 news whats new
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Under No Child Left Behind (NCLB), each state set its own learning standards and developed tests to measure them. But NCLB’s failure to spur overall test score gains or close racial gaps led “reformers” to push for national, or “common,” standards. With millions in federal Race to the Top money and NCLB “waivers” as incentives, all but a few states agreed to adopt Common Core standards. Two multi-state consortia — the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness for College and Careers (PARCC) — won federal grants to develop Common Core tests, which are due to be rolled out in 2014-15. Here are the realities behind major Common Core myths.

Myth: Common Core tests will be much better than current exams, with many items measuring higher-order skills.
Reality: New tests will largely consist of the same old, multiple-choice questions.
Proponents initially hyped new assessments that they said would measure – and help teachers promote – critical thinking. In fact, the exams will remain predominantly multiple choice. Heavy reliance on such items continues to promote rote teaching and learning. Assessments will generally include just one session of short performance tasks per subject. Some short-answer and “essay” questions will appear, just as on many current state tests. Common Core math items are often simple computation tasks buried in complex and sometimes confusing “word problems” (PARCC, 2012; SBAC, 2012). The prominent Gordon Commission of measurement and education experts concluded Common Core tests are currently “far from what is ultimately needed for either accountability or classroom instructional improvement purposes” (Gordon Commission, 2013).

Myth: Adoption of Common Core exams will end NCLB testing overkill.
Reality: Under Common Core, there will be many more tests and the same misuses.
NCLB triggered a testing tsunami (Guisbond, et al., 2012); the Common Core will flood classrooms with even more tests. Both consortia keep mandatory annual English/language arts (ELA) and math testing in grades 3-8 and once in high school, as with NCLB. However, the tests will be longer than current state exams. PARCC will test reading and math in three high school grades instead of one; SBAC moves reading and math tests from 10th grade to 11th. In PARCC states, high schoolers will also take a speaking and listening test. PARCC also offers “formative” tests for kindergarten through second grade. Both consortia produce and encourage additional interim testing two to three times a year (PARCC, 2012; SBAC, 2012). As with NCLB, Common Core tests will be used improperly to make high-stakes decisions, including high school graduation (Gewertz, 2012), teacher evaluation, and school accountability.

Myth: New multi-state assessments will save taxpayers money.
Reality: Test costs will increase for most states. Schools will spend even more for computer infrastructure upgrades.
Costs have been a big concern, especially for the five states that dropped out of a testing consortium as of August 2013. PARCC acknowledges that half its member states will spend more than they do for current tests. Georgia pulled out when PARCC announced costs of new, computer-delivered summative math and ELA tests alone totaled $2.5 million more than its existing state assessment budget. States lack resources to upgrade equipment, bandwidth and provide technical support, a cost likely to exceed that of the tests themselves (Herbert, 2012). One analysis indicates that Race to the Top would provide districts with less than ten cents on the dollar to defray these expenses plus mandated teacher evaluations (Mitchell, 2012).

Myth: New assessment consortia will replace error-prone test manufacturers.
Reality: The same, incompetent, profit-driven companies will make new exams and prep materials.
The same old firms, including Pearson, Educational Testing Service and CTB/McGraw-Hill, are producing the tests. These firms have long histories of mistakes and incompetence. The multi-national Pearson, for example, has been responsible for poor-quality items, scoring errors, computer system crashes and missed deadlines (Strauss, 2013). Despite these failures, Pearson shared $23 million in contracts to design the first 18,000 PARCC test items (Gewertz, 2012).

Myth: More rigor means more, or better, learning.
Reality: Harder tests do not make kids smarter.
In New York, teachers witnessed students brought to tears (Hernandez & Baker, 2013), faced with confusing instructions and unfamiliar material on Common Core tests. New York tests gave fifth graders questions written at an 8th grade level (Ravitch, 2013). New York and Kentucky showed dramatic drops in proficiency and wider achievement gaps. Poor results hammer students’ self-confidence and disengage them from learning. They also bolster misperceptions about public school failure, place urban schools in the cross hairs and lend ammunition to privatization schemes. If a child struggles to clear the high bar at five feet, she will not become a "world class" jumper because someone raised the bar to six feet and yelled "jump higher," or if her “poor” performance is used to punish her coach.

Myth: Common Core assessments are designed to meet the needs of all students.
Reality: The new tests put students with disabilities and English language learners at risk.
Advocates for English language learners (Maxwell, 2013) have raised concerns about a lack of appropriate accommodations. A U.S. Education Department’s technical review assessed the consortia’s efforts in July 2013 and issued a stern warning, saying that attempts to accommodate students with disabilities and ELLs need more attention (Gewertz, 2013).

Myth: Common Core "proficiency" is an objective measure of college- and career-readiness.
Reality: Proficiency levels on Common Core tests are subjective, like all performance levels.
Recent disclosures demonstrate that New York State set passing scores arbitrarily (Burris, 2013). There is no evidence that these standards or tests are linked to the skills and knowledge students need for their wide range of college and career choices (Ravitch, 2013). In addition, school officials have often yielded to the temptation to cheat and manipulate test results to bolster the credibility of their favored reforms. Examples include Atlanta, New York, Washington, DC, Indiana, Florida, and more (FairTest, 2012).

Myth: States have to implement the Common Core assessments; they have no other choice.
Reality: Yes they do. Activists should call for an indefinite moratorium on Common Core tests to allow time for implementation of truly better assessments.
High-quality assessment improves teaching and learning and provides useful information about schools. Examples of better assessments include well-designed formative assessments (FairTest, 2006), performance assessments that are part of the curriculum (New York Performance Standards Consortium), and portfolios or Learning Records (FairTest, 2007) of actual student work. Schools can be evaluated using multiple sources of evidence that includes limited, low-stakes testing, school quality reviews, and samples of ongoing student work (Neill, 2010). It’s time to step back and reconsider what kinds of assessments will help our students and teachers succeed in school and life.

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Friday, January 25, 2013

January 25, 2013: Question of the Day

TODAY'S QUESTION: Much has been written about the Common Core State Standards. What are your thoughts?

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Click the question mark below to see all our Questions of the Day or click the link in the sidebar.


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Thursday, January 17, 2013

Vic’s Statehouse Notes #106– January 17, 2013

Dear Friends,

Yesterday’s committee vote on Senate Bill 184, the voucher expansion bill, was delayed until next Wednesday’s meeting. This gives us all more time to send additional messages of opposition before the vote.

Voucher Expansion

Senator Kruse announced at the beginning of yesterday’s Senate Education Committee meeting that the vote on SB 184, the voucher expansion bill, as well as on two other bills would be taken at the January 23rd meeting. The only bill voted on as scheduled was Senate Bill 189, which was passed 9-0 with bipartisan support after being amended.

I have no inside information about SB 184, but sometimes bills are delayed in this manner because the sponsor doesn’t have the votes lined up to pass the bill and wants more time to try to find the votes. Whether this is true in the case of the sibling voucher bill is up to speculation, but the net result is that the bill still has not passed the committee and public school advocates have until January 23rd to reach more Senators, especially those on the Education Committee, to share your deep opposition to sending more public money to private schools through an expansion of vouchers for siblings. In many legislative districts, this weekend will be the first “Third House” or “Crackerbarrel” meetings in which legislators meet with constituents back home. I hope public school advocates will show up at such meetings with the message that public schools need more support and supporting private schools with more vouchers is the wrong priority. Go to it!

Common Core

Senator Kruse then turned yesterday to a hearing on SB 193, the Common Core bill, subject of two rallies and much debate prior to the hearing. Many of us in fighting the voucher bill in 2011 argued that private schools should not want vouchers because the strings that come with public dollars will take away the independence of private schools. That is exactly what has happened in this case and should prompt a reassessment of the full consequences of the voucher law.

As I listened to the story of how the fight against the Common Core began in Indiana, I learned that private school independence has already been corrupted by the voucher program. Senator Schneider, in introducing his bill to take Indiana out of the Common Core program, described how two parents in his district came to him greatly concerned that their voucher-accepting parochial school was changing its textbooks and curriculum to comply with the Common Core curriculum and the new assessments to come, since voucher schools must take the state assessments. These parents were greatly distressed by the changes they traced back to the Common Core curriculum, especially in math, and thus, a movement to overturn the 2010 decision of the Roundtable and the State Board was born.

Without the voucher program requirement that schools accepting vouchers must take the state tests, the private school could have ignored the Common Core and used textbooks and tests that fit its preferred curriculum. Now this huge public policy debate with national implications is being driven by private and parochial school parents and the outcome will impact every public and private school in Indiana. The voucher law has thus entwined public and private schools in an unanticipated way through the Common Core curriculum battle.

The hearing, which Senator Kruse noted began at 1:37, went on until 7:00pm last night. The Senate Chamber and gallery were standing room only and some 50 chairs were filled in the hallway outside the Senate Chamber. The vote on SB 193 is scheduled for the next meeting, January 23rd.

House Education Committee

The first meeting of the House Education Committee was held this morning at 8:30am. House Bill 1012 amending the law governing the transfer of surplus buildings to charter schools was passed 12 to 1. The bill reduces the four year waiting period to sell a building to two years and includes a 30-day fast track procedure when a ready buyer is available. House Bill 1060 amending the law governing criminal background checks on teacher applicants was passed 12 to 0.

Chairman Behning announced that House Bills 1005, a complex bill regarding high school remediation, and 1295 regarding the IU School of Public Health would be given hearings at the next meeting on Tuesday, January 22nd. The new schedule for the House Education Committee is to meet every Tuesday and Thursday from 8:30 until the House convenes around 10:30.

Contact Senators

Senators need to hear again this week from the grassroots about Senate Bill 184. Please let them know of your opposition to expanding the voucher program in a way that will for the first time add new and expensive fiscal costs to the program. Other voucher bills have been announced, and strong resistance to this first one, SB 184, will help us fight the others down the road. The Senators on the committee to contact are as follows:

Chair: Sen. Kruse

Republican Members: Senators Yoder, Banks, Buck, Kenley, Pete Miller, Leising and Schneider

Democrat Members: Senators Rogers, Broden, Mrvan, Taylor

Thanks for all you are doing to support public education!

Best wishes,

Vic Smith

ICPE is working to promote public education in the Statehouse as efforts are made this week to expand vouchers. We are well represented by our lobbyist Joel Hand, but to keep him in place we need all members from last year to renew and we need new members who support public education.

Go to www.icpe2011.com for membership and renewal information.

Some readers have asked about my background in Indiana public schools. Thanks for asking! Here is a brief bio:

I am a lifelong Hoosier and began teaching in 1969. I served as a social studies teacher, curriculum developer, state research and evaluation consultant, state social studies consultant, district social studies supervisor, assistant principal, principal, educational association staff member, and adjunct university professor. I worked for Garrett-Keyser-Butler Schools, the Indiana University Social Studies Development Center, the Indiana Department of Education, the Indianapolis Public Schools, IUPUI, and the Indiana Urban Schools Association, from which I retired as Associate Director in 2009. I hold three degrees: B.A. in Ed., Ball State University, 1969; M.S. in Ed., Indiana University, 1972; and Ed.D., Indiana University, 1977, along with a Teacher’s Life License and a Superintendent’s License, 1998.