Learning First Alliance

Strengthening public schools for every child

Data Driven Instruction

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By Adam Ezring, Collaborative for Student Success

Third graders across the country are proving that higher math standards contribute to significant growth.

Results from 2015-2016 test scores show that third graders are making really meaningful gains in math, and the Collaborative for Student Success has put together the infographic, below, to show which states have adopted higher math standards and are seeing an increase in student achievement. We hope you will share this graphic on social media to celebrate the continued success by our third graders: 


You don’t need to look far within the hallways and classrooms to see the digital revolution in our schools. The growing use of technology is not only transforming learning – it is also extending and personalizing the learning experience.  

While this e-learning shift holds the promise to accelerate student success, school system leaders are faced with increased responsibility. Chief among those challenges: managing student data and security – and doing so with limited time and resources.

School system leaders need guidance when it comes to safeguarding the privacy of student data – and they need it today. That’s why the Trusted Learning Environment (TLE) Seal Program was developed for school systems. 

Collectively formed by national and local education leaders, the voluntary CoSN-led TLE Seal is a mark of distinction for school systems, signaling to parents and communities that they have taken the measurable steps to assure the digital privacy of student data. ...

Learning First Alliance Executive Director Richard M. Long chatted today with Education Talk Radio about the new Elementary and Secondary Education Act and its impact on college- and career-ready standards.

Dr. Long and host Larry Jacobs discussed DC’s move to give states more say in accountability for student achievement as well as the political environment behind Common Core and similar standards.

Dr. Long emphasized that the ability to use higher-level skills, including in literacy and math, is now part of the agenda, and this demand came from the business community, not the federal government. There are many new jobs for well-educated workers, he noted, but students must have the skills that employers need to attain these jobs.

The broadcast, "The New ESSA Law, Politics and Education,"  is archived on Education Talk Radio: http://www.blogtalkradio.com/edutalk/2016/04/06/the-new-essa-law-politics-and-education ...

Sandy Boyd, chief operating officer at Achieve, discusses the organization's research around the "honesty gap" – comparing state test results to NAEP scores. Achieve's analysis has revealed gaps in student proficiency levels. This is important, she says, because many parents feel their children are subjected to too many tests but yet they do not have accurate information about student performance from those tests.

"We think it's really important that states be as honest as possible about how students are actually performing," she said. "Our hope, too, is that states will get better about improving how they communicate this information to parents and to schools and to teachers so that test results can be meaningful and that people understand what those test results actually mean." ...

Did a relationship ever sour so quickly as the Common Core and public opinion? Back in 2010 when the college- and career-ready standards were shiny and new, leaders from business and higher education as well as a certain U.S. Secretary of Education praised their rigor, coherence and attention to critical thinking. Within a year, 45 governors and D.C. had rushed to adopt them as their own – a move a majority of teachers and parents viewed favorably.

Then, implementation happened. Many teachers felt rushed to produce results. Parents couldn’t understand their child’s homework. Their anxiety fed chatter on talk radio and social media that did the incredible. It united anti-corporate progressives and anti-government tea partiers in opposition to the new standards and the assessments that go with them. States once on board with the program began to bail in face of angry constituents. ...

With the arrival of spring comes assessment season for students, families and educators across the country. When my girls were in grade school, I remember dedicating time to helping them be confident and ready to take state tests. I also remember some feelings of anxiety before the tests, but at the same time, the importance of the assessments in helping my children’s teachers and school better support their success through data-driven planning and decision-making.

During testing season last year, reports emerged that a large number of students were opted out of state assessments. While polls have indicated a majority of parents do not support the concept of opt-out, the movement has vocal supporters and it is expected that even more attention will be paid to student participation in assessments. ...

February 17 is Digital Learning Day, and the Consortium for School Networking is excited to also announce the launch of a new Digital Equity Action Toolkit for district leaders.

Introduced through CoSN’s new Digital Equity Action Agenda leadership initiative, the toolkit provides school system leaders with thoughtful strategies to address and narrow the “homework gap” in their communities.

Ensuring equitable access to technology inside and outside the classroom is the civil rights issue of today. Alarmingly, many lower-income families cannot stay connected to complete homework assignments, and parents are unable to track their child’s academic performance. School leaders must work with their communities to ensure digital equity and enable all students to benefit from learning that is increasingly delivered digitally. ...

By Keith Krueger, CEO, CoSN

This month, CoSN (the Consortium for School Networking) – in partnership with AASA, The School Superintendents Association, and MDR – unveiled the results of our annual survey that laid out the state of connectivity in schools across the U.S. There is lots of data for both pessimists and optimists among us.

Without question, there are some major challenges that are holding many school systems back from having a robust education network with broadband and WiFi capacity. Score one point for the pessimists.

And, there are also some encouraging signs that we are on the right track to reaching the President Obama’s ConnectEd vision of broadband and WiFi in 99 percent of classrooms over the next four years. Score half a point for the optimists. ...

High-performing nations set themselves on a course of steady, long-term improvement, which includes consistent practices for recruiting, preparing, and supporting teachers — that is among the big takeaways from state legislators who participated in a year-long study of education outside the United States.

The study was convened by the National Conference of State Legislatures to explore how education functions in countries that are high performers on the PISA assessment. The 22 legislators all serve on their states’ legislative education committees. (I talked with two of them as part of Kappan’s work preparing our November 2015 issue on what the United States can learn from other countries.)

What they’ve learned so far has surprised them.

Indiana State Rep. Bob Behning, a Republican from Indianapolis, and Arkansas State Sen. Joyce Elliott, a Democrat from Little Rock, came to the exploration with different experiences and political ideas, but they sound a lot alike when they describe what they learned from studying Shanghai, Finland, Singapore, Ontario, and more. ...

Joshua Starr, who took the helm of Phi Delta Kappa International this summer, left a high-profile job as Superintendent of the Montgomery County, Md., schools, where he had focused on accountability and high standards for the fast-growing and increasingly diverse 154,000-student district. While some were surprised that Dr. Starr did not seek another job as superintendent, he is now focusing his work on improving teaching and learning through systemic change at PDK International.

Dr. Starr also has worked as director of accountability for the New York City public schools and as superintendent of the Stamford, Conn., school district. Dr. Starr has a doctorate in education from the Harvard University Graduate School of Education, a master’s degree in special education from Brooklyn College, and a bachelor’s degree in English and history from the University of Wisconsin. His three children attend public schools in Montgomery County, and he began his career as a teacher working with adolescents with several emotional disabilities.

Dr. Starr recently spoke with the Learning First Alliance about his experience as a superintendent, the recent PDK/Gallup Annual poll, and his plans for the organization. ...

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