We are moving kids beyond just giving answers to explaining answers. That certainly won’t be an easy transition, but it most assuredly is a necessary one.
Last week the U.S. Department of Education made a groundbreaking decision to allow four school systems in New Hampshire to pilot a new accountability regime based on a mix of local and state assessments.
The advent of the Common Core standards can and should boost the learning of America’s ablest young learners, not serve as a rationale for denying them opportunities to fulfill their potential.
A new report from ETS highlights a troubling paradox. While millennials in the U.S. have attended more years of school than previous generations, their skills in literacy, numeracy, and problem solving are lower than those of previous generations and of their peers in other nations.
Telling states how to operate their accountability systems hasn’t worked. It’s time to put the accountability monkey back onto the backs of states.
As policymakers, educators and parents continue to debate concepts like standardized testing, it’s worth remembering that school accountability has a proud parentage that is worth preserving and modernizing.
What does it mean when Ted Cruz, or Rand Paul, or Bobby Jindal says he “opposes” the Common Core?
Here are some “talking points” that members of Congress might use when the testing issue comes up at town hall meetings and the like.
Since the Obama Administration has quietly transitioned to a normative accountability system, where schools are compared to each other rather than to some pre-determined “proficiency” benchmark, it doesn’t matter if all students appear to perform worse this year.
Curriculum and content matter—and for no one more than poor kids who get too little of that knowledge and vocabulary at home.
Increasingly, parents and taxpayers view the public schools as an unresponsive bureaucracy carrying out edicts from distant capitals.
Common Core proponents need an updated advocacy playbook. The political terrain of 2010 and 2015 are very, very different.
Rather than having regular check-ups on student progress, with relatively low stakes on those results, we’d have much higher stakes attached to a smaller number of test scores.
Ending statewide, comparable, annual testing is an overreaction that creates more problems than it solves.
For all the hoopla, just a handful of states have proposed significant changes to Common Core, and none of them has written higher standards.
Standards for any subject are most effective when used not to drive lesson planning on any given day, but rather the selection of a clear, teacher-friendly, coherently developed curriculum.
We must stop trying to teach reading the way we teach math.