The Public School Insights Blog
The results of Maryland’s annual reading and math assessments were recently announced – and scores are at their lowest level in seven years, according to The Washington Post. Why? In large part, because the state is currently teaching to the Common Core State Standards (CCSS), but the tests are not aligned to them. So ultimately, as social studies teacher and Maryland state legislator Eric Luedtke said, “The scores mean nothing at all. You are testing kids on content that they are no longer learning.”
Maryland education officials were prepared for this situation – both State Superintendent of Schools Lillian M. Lowery and Maryland State Department of Education Chief Academic Officer Jack Smith are quoted in the Post article acknowledging it directly. And the results had “no bearing on school accountability measures or principal and teacher evaluations” – appropriate, given that the tests did not reflect what was happening in the classroom.
But the Maryland situation is far from unique. Across the country, schools, districts and states are in different phases of Common Core implementation. In some places, the standards have been adopted, but the curriculum not yet aligned. In others, the curriculum has been aligned, but the assessments have not. In still others, the standards and assessments have been aligned, but the curriculum has not. In all, educators are working hard to implement, but they are not done yet. ...
By Morgan Lang, Unified Partner from Special Olympics Maryland
Morgan, a high school student in Calvert County MD, recently competed in unified basketball at the Special Olympics USA Game in New Jersey. Dedicated to promoting social inclusion through shared sports training and competition experiences, Unified Sports joins people with and without intellectual disabilities on the same team. It was inspired by a simple principle: training together and playing together is a quick path to friendship and understanding. The teams are comprised of similar age and ability matching of unified partners (individuals without intellectual disabilities) and Special Olympics athletes (individuals with intellectual disabilities). Click here to learn more about Unified Sports.
Below is a poem Morgan wrote about being a unified partner and how the Special Olympics athletes have impacted her life. ...
By Daniel A. Domenech, Executive Director, AASA, The School Superintendents Association
AASA, The School Superintendents Association, has been deeply involved in the nearly year-long conversation about modernizing E-Rate, a program that provides schools and libraries with discounts that support affordable telecommunications and Internet connectivity. We made numerous visits to Capitol Hill, the Administration and the Federal Communications Commission (FCC) to talk through a myriad of proposals.
The FCC's July 11 vote to adopt the final proposal overlapped with AASA’s Legislative Advocacy Conference. As part of the conference, more than 100 of our members visited Capitol Hill to discuss strengthening E-Rate with policymakers and their staff. I am pleased that this advocacy from school system leaders played a large role in ensuring that the voice of Congress—echoing many of the same concerns AASA had long articulated—resonated in both the FCC and the final vote. ...
It is no secret that in many places the Common Core State Standards (CCSS) are under attack. Yet despite what those of us paying attention to the debate at the national level hear, the fact is that there are a number of communities in which the Common Core is NOT controversial. In some of these places, that is because communications about the standards have been so direct and informative. But in other places, the controversy might be biding its time, waiting for a trigger – for example, the results of CCSS-aligned assessments that show a significant drop in proficiency rates – before it erupts.
Pre-Empting a Local Debate
At the national (and in some cases, state) level, one huge factor contributing to the current rhetoric around the Common Core is that, on the whole, advocates were often not prepared for the pushback that the standards received. As a result, they did not always respond quickly or appropriately to criticisms (or even general inquiries) about the CCSS, which created an empty space that opponents of the standards were able to fill with their voices – and occasionally, misinformation. So even if you are fortunate not to have experienced pushback yet in your community, you may still want to prepare for an upcoming debate. ...
By Tatyana Warrick, for the Partnership for 21st Century Skills (P21)
What do students need to know and do to be able to thrive in the 21st century? This is the question that P21 has been working in concert with business, education leaders, and policymakers to answer over the last 10 years. Turns out, the skills that students need to succeed in college and workplace – a.k.a. to be college & career ready – are the same ones they need to be 21st century citizens.
Just as the world of work has changed, with the advent of technology and globalization, so has the nature of citizenship. The challenges of being a responsible, effective citizen are more diverse, nuanced and complex than they have been before. Because of this, our understanding of what it means to be a citizen in the 21st century needs to be expanded. Public schools have always played an important part of shaping tomorrow's citizens and safeguarding the ideals of our democracy. That responsibility is just as vital today. In fact, as we discuss standards, assessments and teaching practices, we can't forget that our educators also carry with them the responsibility to impart to students what it means to be a citizen of this nation, this world and online. ...
Fresh out of New York University film school in 2003 and with only a whirlwind summer of training, it was pretty clear to me that I wasn’t safe to practice as a new teacher. Still, the New York City Teaching Fellows gave me hiring papers. Fueled by excitement and inspiration, I took a job teaching 26 4th graders in the Bronx that fall. Although I knew virtually zero about effective teaching, I plunged ahead armed with wits and worksheets.
My rookie year in Class 4-217 at P.S. 85 was, of course, a fiasco – lost learning time that those students can’t get back. Visitors to our class would have seen student fights, unceasing chatter and a stressed-out teacher resorting to survival mode and lowered expectations.
I should have had to wait until I could demonstrate a baseline of competency. The practice of heaping everything on underprepared rookies – like my 22-year-old self – needs to stop. In this trial-by-fire culture, everyone loses: students and parents get stuck with low-skilled teachers, new teachers struggle and run for the door, and our education system remains locked in a state of churn.
The lack of a clear, high bar for what new teachers should know and be able to do on day one also has lowered expectations and respect for the teaching profession. ...
By Carolyn Sykora, Senior Director of Standards, International Society for Technology in Education (ISTE)
Common Core State Standards and the first iPad were released. Together, these changed the name of the game in U.S. education.
The Common Core assessments were designed to be taken online, requiring students to be comfortable with using and navigating digital resources. The tablet offered an affordable alternative to computer labs and carts — one that was portable enough for students to use throughout their school day and at home.
Reviewing the current body of research, ISTE found that 1:1 programs were already showing educational gains for students in special education as well as improved reading and writing skills in certain student populations, piquing the attention of decision makers. ...
By Jim Hull, Senior Policy Analyst, National School Boards Association’s Center for Public Education (CPE)
Last month’s Vergara decision, where a California judge ruled the state’s teacher tenure law was unconstitutional, sent shock waves across the education world. Debates simmered over what the decision would mean for teacher tenure in other states. The big question being asked: Is this the beginning of the end of tenure for teacher’s nationwide?
Time will only tell but it is unlikely teacher tenure will be going away on a mass scale anytime soon. That’s because California has long had some of the most lenient tenure requirements in the country. It was this low bar for obtaining tenure that the judge cited in his decision, which found the state’s teacher tenure laws deprived students of their right to an education under the state constitution and violated their civil rights. Even so, this low bar for tenure may still have passed constitutional mustard if they weren’t so closely tied to key personnel decisions such as determining which teachers could be laid off and the ability to dismiss ineffective teachers, which the plaintiffs’ claimed disproportionately impacted disadvantaged students.
If this decision had happened five years ago I would have predicted a larger ripple effect. However, as our Trends in Teacher Evaluations report found, a number of states have already made the changes to their laws ...
By Sharon P. Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)
Once upon a time, we were challenged to find useful data about education. Not much information was collected, and it was largely inaccessible. In recent years, as public demands for greater transparency and evidence-based accountability have generated an information frenzy, we still face this challenge—but not because data are scant. Now they are overabundant, often difficult to decipher, or of unreliable quality. In this new environment, we must prepare teachers and other education leaders to be not only data literate, but also advocates for effective data use by others.
Researchers and education leaders must take responsibility for helping PK-12 practitioners and other decision makers interpret the data being generated by districts, states, think tanks, research and policy organizations, schools themselves, and a multitude of other sources—often with set agendas that taint the evidence. Too often, unscrupulous data collection and usage leads to antagonistic distractions, bad press, and worse policy decisions ...
By Casey Carlson, American Federation of Teachers member and resource specialist at Soquel High School in Santa Cruz City Schools (CA)
Editor's note: This month, a judge in California handed down a ruling that pits teachers against their students, claiming that due process rights for teachers – often called tenure – negatively affect disadvantaged students. The American Federation of Teachers asked educators to offer their perspectives on what due process rights mean to them and how those rights impact their work in the classroom. The following post is one teacher’s response.
What Due Process Means to Me
As a special educator, I have often had to disagree with, or act in opposition to, directions of my administrators in order to stand up for the rights of students with disabilities.
When I was a young teacher in Oakland, I was part of a program that moved students with more severe disabilities from a segregated campus to a junior high school. At first, we were not included in school activities like assemblies, and my students were not integrated in PE or music. I had to stand up for their right to be included ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Excellence is the Standard
At Pierce County High School in rural southeast Georgia, the graduation rate has gone up 31% in seven years. Teachers describe their collaboration as the unifying factor that drives the school’s improvement. Learn more...
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