Transcript The Uncommon Common Core Where do they stand? Patte Barth ♦ Director ♦ NSBA’s Center for Public Education NSBA Annual Conference ♦ Nashville.

The Uncommon Common Core
Where do they stand?
Patte Barth ♦ Director ♦ NSBA’s Center for Public Education
NSBA Annual Conference ♦ Nashville TN ♦ March 21, 2015
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A CCSS decision tree
Are CCSS good
targets?
no
yes
Should we use
common, national
standards?
no
yes
Are there enough
resources & time to
implement ?
yes
Congratulations!
Keep your state
standards
Use CCSS to
inform new state or
local standards
no
Get to work &
advocate
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Are the CCSS good targets?
An attempt to define college- and career-readiness
3
The Common Core Standards
are intended to be:






Aligned with college and work expectations for ELA and math
Focused and coherent
Include rigorous content and application of knowledge through
high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared
to succeed in our global economy and society
Based on evidence and research
SOURCE: Common Core State Standards, www.corestandards.org
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The Common Core Standards
are NOT:

Curriculum

Data collection

Subject matter in social studies, science or CTE, although the
ELA defines subject specific reading & writing skills for these
subjects

Federal
SOURCE: Common Core State Standards, www.corestandards.org
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A state-led effort

CCSSO and NGA’s Center for Best Practices with an
advisory group: Achieve, Inc.; ACT, Inc.; College Board, NASBE,
and SHEEO

No federal dollars for development; foundation support,
notably from the Gates Foundation

US Dept of Ed provided incentives for adoption of “collegecareer ready” standards through RTTT competition and
NCLB waivers
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Before CCSS
Cory has 2 red crayons and 1 blue crayon. What
fraction of Cory’s crayons is red?
a.)
b.)
c.)
d.)
1/3
1/2
2/3
3/2
SOURCE: Minnesota released test item, grade 3
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After CCSS
Mariana’s Fractions (grade 3) Part A
Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces.
Write a fraction that shows how much of the hexagon each piece represents.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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After CCSS
Mariana’s Fractions (grade 3) Part B
Now show Mariana how to partition this number line into sixths. You can drag and move the
marker anywhere on the number line as many times as you like.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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After CCSS
Mariana’s Fractions (grade 3) Part C
Mariana thinks that 5/6 is greater than 1. Her thinking is incorrect.
Place the fraction 5/6 on the number line.
Explain how you decided where 5/6 is located.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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After CCSS
Mariana’s Fractions (grade 3) Part D
Mariana thinks that 3/4 is greater than 3/6. Do you agree or disagree with Mariana? Use the
number line and words to explain your answer.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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After CCSS
Mariana’s Fractions (grade 3) Part E
SOURCE: The Mathematics Common Core Toolbox, grade 4
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What’s different?

Both assess fractions

The second is multi-step and is scaffolded, meaning
each step helps students get to the next step

The second also requires the ability to reason
mathematically and communicate one’s own
reasoning
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Some fiction about nonfiction in
the Common Core standards

The emphasis on nonfiction texts will drive literature out
of the curriculum.


Nonfiction reading does not prepare students for college.


Done properly, students should have exposure to more reading
across the curriculum, not less literature.
The majority of reading required in college – and the
workplace, too – is nonfiction.
Nonfiction texts are boring.

Nonfiction can be as engaging, complex and relevant as
literature.
See, Beyond Nonfiction: The importance of reading for information, CPE, 2014
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A nonfiction sampler
See, Beyond Nonfiction: The importance of reading for information, CPE, 2014
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CCSS in the States
In the last three years, CCSS have come under political fire
16
46 states & DC had adopted
the CCSS by 2011
adopted
not
adopted
ELA only
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What ‘adoption’ means for states

must adopt 100% of CCSS K-12 standards
 CCSS should not represent more than 85% of
curriculum

must begin assessments on CCSS within three years

no requirements for public accountability

no mechanism for enforcement by NGA/CCSSO
SOURCE: NGA, CCSSO
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Several are having second thoughts
adopted
not
adopted
ELA only
pulled out
bills pending
under review
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CCSS Proponents
Promote a college- and career-ready agenda for all students;
support CCSS’s emphasis on knowledge and its applications; see
the value in common standards across the country.

Business: US Chamber of Commerce, Business Roundtable

Governors of both parties: eg., Jeb Bush (R-Fla.), Chris
Christie (R-NJ), Steve Beshear (D-Ky.), Andrew Cuomo (D-NY)

Education associations: both teachers’ unions (with
qualifications), the PTA
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Pushback

Tea Party/libertarian groups: oppose the idea of
common standards maintaining that they should be a local
decision


Pioneer Institute, Heartland, Cato, American Principles Project,
Family Research Council, Home School Legal Defense Fund
Progressive educators: oppose what they see as a
corporate influence and fear it will impose more testdriven accountability

FairTest, Diane Ravitch, United Opt Out National
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NSBA’s position

NSBA supports high academic standards, including Common Core
standards, that are voluntarily adopted by states with local school board
input and free from federal direction, federal mandates, funding conditions
or coercion.

Local school boards are responsible for the implementation of any new
academic standards, such as Common Core standards, which include locally
approved instruction and materials in a manger that reflects community
needs.

NSBA urges states to provide financial and technical support to enable
school districts to implement, in an effective and timely manner, voluntarily
adopted rigorous standards, including the Common Core standards.
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State CCSS
assessment consortia

formed to develop common “next generation” assessments
aligned to the CCSS

supported by $346 million federal grants

PARCC: Partnership for Assessment of Readiness for College
& Careers headed by Achieve, Inc.

SBAC: SMARTER Balanced Assessment Consortium headed
by Washington state department of education
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Assessment consortia states
2012
SBAC
PARCC
neither
both
24
Assessment consortia states
2015
SBAC
PARCC
neither
undecided
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Resources & time
Many teachers and parents are already feeling test overload
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Classroom time on tests:
Ohio
Time taking tests
Test Type
Average Time
(hours per year)
Averages 1-3% of total
instructional time
District tests
3.3
Less for Kindergartners -11.3 hrs
District tests for
state
requirements
7.8
State tests
8.7
All tests total
19.8
Does not include:
 Teacher tests
 Tests of student learning
objectives (Ohio required)
 Time on test practice at an
estimated 15 hrs per year
SOURCE: Ohio Department of Education, January 2015
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Other considerations

Standardized tests can disrupt regular classroom flow, especially
when administered on a district- or state-driven schedule

How is the information used? For improvement? For evaluation? For
advancement?

Multiple-choice tests typically take less time to administer than
open-ended items

Multiple-choice tests also tend to be less expensive, but is the
information may not be as valuable as open-ended assessments.
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IT readiness is top priority
IT leaders reporting how ready their district is for online
assessments (percent of respondents)
4.3
14.4
28.2
18.9
34.2
fully prepared
almost ready
SOURCE: COSN, K12 IT Leadership Survey Report, 2015
half-way
just began
no resources
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CCSS assessments may bring the
advantage of economies of scale
$27
estimated per pupil cost for state
assessments pre-CCSS (Brookings Institute)
$22.50 –
estimated per pupil for
CCSS assessment (PARCC - SMARTER)
29.50
SOURCES: Brookings Institute, 2012; PARCC, 2012; Education Week, December 7, 2012
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Cost of implementation vs
Cost of repeal in Indiana
K12 implementation costs
Current expenditures (3 yr est)
Dollars (in millions)
$ 93.9
CCSS cost estimate net
“business as usual”
+ $196.8
“bare bones”
- $ 23.2
“balanced implementation”
+ $ 28.7
CCSS repeal cost (3 yr est)
+ $50.5 - 69.5
SOURCES: Fordham Institute, 2012; Indianapolis Business Journal, estimates by Legislative Services
Agency, 2013
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Calls for a moratorium
on CCSS accountability

NEA and AFT called for 1-2 year moratorium on common
core accountability

NSBA joined AASA, NAESP and NASSP in statement calling
for more time for CCSS implementation

US Department of Education willing to waive “double-testing”
with transition to CCSS; California granted waiver
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Teachers’ support for CCSS
is declining
Teachers who support or oppose the use of CCSS (in percent)
46
76
14
12
12
40
2013
2014
SOURCE: Education Next, 2014
support
oppose
33
neither
What changed?
Earlier polls showed wide support

76% agreed that CCSS will improve their instruction (EdWeek,
2012)

75% approved of their state’s decision to adopt them (AFT, March
2013)

26% of teachers “wholeheartedly” favor CCSS; 50% favor “with
some reservations”; only 11% opposed (NEA, Sept 2013)
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Teachers are worried that tests will
begin before they’re ready
How worried are you that the new assessments will
begin … before instructional practice is fully aligned?
74
51
25
very
12
very/fairly worried
little/not worried
SOURCE: AFT, Inc., July 2013 data
not
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A majority report that their district
is prepared to implement CCSS
How well prepared is your district to successfully
implement the CCSS?
57
39
26
very
10
very/fairly prepared
somewhat/not
SOURCE: AFT, Inc., July 2013 data
not
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Few teachers think district has
done enough to provide …





Planning time for understanding standards (21%)
Opportunities to observe colleagues (22%)
Provide model, aligned lesson plans (27%)
Ensure curricular materials are aligned (31%)
Communicate with parents on standards (29%)
SOURCE: AFT, Inc., July 2013 data
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… a voice from the field
There is a lot about the common core standards that educators like. The standards are
written in a way that emphasizes conceptual understandings rather than skill based work
which in my opinion is what real learning is all about. It also makes sense for children to
have the same goals all over the country. But I take issue with three things: 1.
Developmental appropriateness, 2. Implementation, and 3. Measurement ….
I am realistic. I understand that there will always be tests. However, what I witnessed this
year in terms of testing made me come home and cry for two weeks straight. The tests this
year required eight year olds to sit still for 1.5 hours for three days in a row for two weeks
in a row. They were tested in March at an "end of year" reading level and students who
don't pass will not be allowed to move on to the next grade level … I've never been happy
with the tests but these were really unfair.
SOURCE: a NYC special education and ELL teacher, 2013
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What the public thinks
Polls tell a complicated story
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Voters’ attitudes varies by
political party
Do you oppose or favor teachers in your community using
the Common Core standards to guide what they teach?
7
9
17
6
6
34
32
60
62
Independent
Parents
don't know
favor
oppose
53
76
38
Republican
SOURCE: PDK/Gallup, 2014
Democrat
40
Contradictory views
Americans who say they approve of …
55
36
27
Republican
Democrat
Independent
25
14
9
Common Core
SOURCE: Farleigh Dickinson University, Feb 2015
Standards set by federal
government
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Misconceptions about CCSS
cross party lines
Americans who say the Common Core includes …
55
47
41
45
48
46
41
40
44 43
43
37
Republican
Democrat
Independent
sex
education
evolution
SOURCE: Farleigh Dickinson University, Feb 2015
global
warming
American
Revolution
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Getting ready
While the politics play out, districts are having to move forward
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What challenges do school districts
face?






Timeline: 1st assessments administered this spring
Technology: more computers, greater bandwidth
Professional development: time is money
New curriculum & materials: CCSS aligned
Extra supports for students: crucial for ELL & special
needs students
Managing expectations: CCSS are higher for most of
you; expect your initial scores to be lower
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What Kentucky did




Communicated need for higher standards & getting
public support
Collaborations among many stakeholders, including
KSBA
Aligned courses & curriculum
Professional development for school boards as well as
teachers and principals
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What school boards should do
Advice from Kentucky School Boards Association:

Set clear and high expectations

Create the conditions for success

Hold the system accountable

Create the public will to succeed

Learn as a board team
SOURCE: Kentucky School Boards Association, 2012
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Good communication is essential





Be informed and able to separate fact from rumor
Support your teachers; let their work carry the message to
parents
Use your data to inform your policies and to engage the
community
Engage with your state association about your experiences
Be an advocate
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Watch this space
Stay up to date about progress in
common core implementation
and policy
www.centerforpubliceducation.org/commoncore
Download videos, presentations and other
data resources
www.data-first.org/learning-center
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