Common Core

Grades and student report cards provide parents with a picture of how their children are performing in school. New data, however, raises questions about just how accurate that picture is.

A pair of recent reports shed light on the connection, or lack thereof, between a student’s report card grades and their actual academic achievement.

The United States spends more than $600 billion a year on public elementary and secondary education, federal data indicate. By comparison, philanthropic organizations spend roughly $2 billion to $2.5 billion on education, according to Allan Golston, the president of the U.S. program at the Bill & Melinda Gates Foundation.

That’s less than half a percent — a relative drop in the bucket.

U.S. students are stagnating in reading and science proficiency while their math scores declined slightly, based on new results from an international assessment, cueing the usual spate of alarmed headlines, as well as no shortage of opportunities to misapply the data.

Like many of their counterparts across the country, 10th graders at the School of Business and Tourism, part of the Miguel Contreras Learning Complex near downtown Los Angeles, read To Kill a Mockingbird. But they also read the works of self-help writer Dale Carnegie. Eleventh graders study The Great Gatsby but earlier in the year they pondered Contagious: Why Things Catch On, by Jonah Berger.

Textbooks can have a tremendous effect on what children learn, and an upcoming  analysis from a University of Southern California researcher seeks to find out which books are in use in five large states.

But it’s hard to say which books are in use in which schools.

Although the Common Core State Standards have garnered significant attention nationwide, a set of common standards for science is gaining traction but far less public notice so far.

Do tests or high school grades better determine whether a student is ready for college-level math and reading? For public universities and community colleges, increasingly the answer is both – or no tests at all, reporters learned during a seminar hosted by the Education Writers Association in Los Angeles last month.

Tying teacher pay to student test scores. Creating public schools of choice with private operators. Setting common standards for all students. Those issues probably are familiar to any American reporter who covers education. They are also becoming more and more common in Brazil, where many policymakers are deeply inspired by the American experience.

Kentucky was the first state to adopt the Common Core, but with a new Republican governor elected Tuesday who opposes the standards for English language arts and math, that pioneering legacy could be upended.

Ohio is the latest state to back away from common assessments tied to the Common Core State Standards. In the face of strong political opposition to the tests (and apparently a lot of criticism from educators and parents), Republican Gov. John Kasich signed a budget bill last week that effectively prevents Ohio from using the PARCC exams in the future.

Negative reactions to the Common Core State Standards capture the headlines, but many teachers in the trenches of education reform say the standards are here so they have to implement them one way or another.

It’s the way that school administrators and politicians interpret the Common Core standards that some teachers feel is creating a sense of apprehension for their colleagues, students and parents.

Five years after the Common Core standards were completed, how have educational publishers responded? Where are schools turning for instructional materials? And what’s the best way to gauge whether a textbook is truly aligned with the new math and English/language arts standards. These were among the questions tackled by a panel of experts at the recent Education Writers Association seminar in Chicago.

Urban education leaders crammed a marathon of Chicago’s public education woes and wonders into a 45-minute session (more akin to a 5K race) at the Education Writers Association’s recent National Seminar in Chicago.

Sara Ray Stoelinga, the director of the University of Chicago’s Urban Education Institute, joined colleague Timothy Knowles for a breakfast panel titled “10 Lessons to Take Home From Chicago” at the EWA event.

This academic year marks a critical juncture for the Common Core, as most states started testing students on the standards for the first time. The beginning has had some rough moments, with thousands of students opting out of the tests, especially in New York and New Jersey, and technology glitches in some states disrupting the assessments.

The phrase “Common Core test” turns out to encompass far more than most people realize.

At the Education Writers Association’s spring seminar in Denver on covering assessments in the era of the new standards, it became clear to reporters that there is no such thing as “The Test.” Rather, there are many tests, developed by different organizations all purporting to be aligned with the new Common Core State Standards.

For teacher Merlinda Maldonado’s sixth graders at Hill Middle School in Denver, it’s not necessarily about getting the answer right. It’s not about memorizing procedures, either. If Maldonado’s classroom is clicking, frustration can be a good thing.

Rolling Stone retracted its story that supposedly detailed a University of Virginia student’s brutal rape by several members of a campus fraternity, and a report by the Columbia University Journalism School called the debacle “a journalistic failure.” 

Things are getting messy in Oklahoma, where a prolonged battle over the Common Core State Standards has widened to include an effort by lawmakers to block students from participating in Advanced Placement classes. 

This spring, schools in most states are preparing for a critical juncture with the Common Core State Standards: Their students will take state tests pegged to the standards for the first time.

When education analyst Maria Ferguson looks at data from across the country, she sees record-setting confidence levels among school district leaders that the Common Core State Standards are more rigorous than what states had in place before. At the same time, Ferguson told reporters at a recent Education Writers Association seminar, these new expectations are barreling down on educators faster than they are able to prepare.

EWA was in Chapel Hill, N.C. earlier this week for our seminar on covering assessments in the era of the Common Core State Standards. We heard from policymakers, elected officials, and educators about how new expectations are reshaping the business of schooling, particularly in southern states. 

There’s a busy year ahead on the schools beat – I talked to reporters, policy analysts and educators to put together a cheat sheet to a few of the stories you can expect to be on the front burner in the coming months: 

Revamping No Child Left Behind

When you write a blog, the end of the year seems to require looking back and looking ahead. Today I’m going to tackle the former with a sampling of some of the year’s top stories from the K-12 and higher education beats. I’ll save the latter for early next week when the final sluggish clouds of 2014 have been swept away, and a bright new sky awaits us in 2015. (Yes, I’m an optimist.)

For education reporters looking for story ideas, talking to teachers is a smart place to start. That was the key takeaway from the “Performance and Perceptions: Taking the Pulse of the Profession” session at EWA’s recent seminar on the teaching profession, held last month in Detroit.

How can assessments get beyond rote memorization and capture the skills most valued to prepare young people for college and the workforce? Can tests effectively measure critical thinking and creativity? Will standardized tests tied to the Common Core provide a richer picture of student learning?

District superintendents are increasingly confident in the potential of the Common Core State Standards to help improve student learning even as the school leaders question whether there’s enough time and resources for a smooth implementation, a new survey finds.

In a new survey, teachers say they’re feeling more confident about using the Common Core State Standards in their classrooms — an optimistic finding that comes even as recent polls suggest dwindling public support for the initiative.

Marc Tucker, president and chief executive of the National Center on Education and the Economy, recently unveiled a proposed accountability plan for public schools that includes significantly reducing the number of tests students take, and building extensive professional development time for teachers into every school day. He spoke with EWA.

The cover story of the New York Times Magazine’s Education Issue is a coveted position, and this week it goes to the Big History Project, an online curriculum backed by Bill Gates that’s expanding into public school classrooms across the country. 

A new poll from PACE/USC Rossier School of Education suggests California voters are losing enthusiasm for the Common Core State Standards.

PACE/Rossier pollsters spoke with more than 1,000 Californians to gauge their views on a number of key issues, including the recent Vergara vs. California teacher tenure ruling, the new Common Core standards, and the job performance of state and national policymakers. Among the highlights:

Tennessee joins a phalanx of other states in ending its relationship with one of the two Common Core-aligned assessment groups.

The state’s top three education leaders sent a letter to Partnership for the Assessment of Readiness for College and Careers (PARCC) announcing that Tennessee will be seeking a new set of tests and leaving the consortium. Education Week has more.

When Randi Weingarten gets depressed about the state of public education, she told attendees of EWA’s 67th National Seminar, she calls up memories of her students at the “We the People” competition in upstate New York a couple of decades ago.

For months, education experts critical of the Common Core have sounded the alarm over the standards’ push to feature more non-fiction reading at the expense—say detractors—of poetry and literature.