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The Uncommon Common Core

Where do they stand?Patte Barth ♦ Director ♦ NSBA’s Center for Public

EducationNSBA Annual Conference ♦ Nashville TN ♦ March 21,

2015

Are CCSS good

targets?

Should we use common, national

standards?

Are there enough

resources & time to

implement ?

Use CCSS to inform new

state or local standards

Keep your state standards

Congratulations!

Get to work & advocate

noyes

yes

yes

no

no

A CCSS decision tree

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Are the CCSS good targets?

An attempt to define college- and career-readiness

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The Common Core Standards are intended to be:

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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

The Common Core Standards are NOT:

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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

A state-led effort

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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

“college-career 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.) 1/3b.) 1/2c.) 2/3d.) 3/2

SOURCE: Minnesota released test item, grade 3

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After CCSS

SOURCE: The Mathematics Common Core Toolbox, grade 4

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.

9SOURCE: The Mathematics Common Core Toolbox, grade 4

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.

After CCSS

10SOURCE: The Mathematics Common Core Toolbox, grade 4

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.

After CCSS

11SOURCE: The Mathematics Common Core Toolbox, grade 4

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.

After CCSS

12SOURCE: The Mathematics Common Core Toolbox, grade 4

Mariana’s Fractions (grade 3) Part E

After CCSS

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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. Done properly, students should have exposure to

more reading across the curriculum, not less literature.

Nonfiction reading does not prepare students for college. 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

A nonfiction sampler

15See, Beyond Nonfiction: The importance of reading for information, CPE, 2014

CCSS in the States

In the last three years, CCSS have come under political fire

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adoptednot adopted

46 states & DC had adoptedthe CCSS by 2011

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ELA only

What ‘adoption’ means for states

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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

adoptednot adopted

Several are having second thoughts

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ELA onlypulled out

bills pendingunder review

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 20

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 test-driven accountability FairTest, Diane Ravitch, United Opt Out National

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NSBA’s position

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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.

State CCSSassessment consortia

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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

SBAC

Assessment consortia states2012

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PARCC

neither

both

SBAC

Assessment consortia states2015

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PARCC

neither

undecided

Resources & time

Many teachers and parents are already feeling test overload

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Classroom time on tests:Ohio

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Test Type

Average Time

(hours per year)

District tests 3.3

District tests for state requirements

7.8

State tests 8.7

All tests total 19.8

Averages 1-3% of total instructional time

Less for Kindergartners -11.3 hrs

Does not include: Teacher tests Tests of student learning

objectives (Ohio required) Time on test practice at

an estimated 15 hrs per year

Time taking tests

SOURCE: Ohio Department of Education, January 2015

Other considerations

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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.

IT readiness is top priority

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28.2

34.2

18.9

14.4

4.3

IT leaders reporting how ready their district is for on-line assessments (percent of respondents)

fully prepared almost ready half-wayjust began no resources

SOURCE: COSN, K12 IT Leadership Survey Report, 2015

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 29.50 CCSS assessment (PARCC - SMARTER)

SOURCES: Brookings Institute, 2012; PARCC, 2012; Education Week, December 7, 2012 30

Cost of implementation vsCost of repeal in Indiana

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K12 implementation costs

Dollars (in millions)

Current expenditures (3 yr est) $ 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 - 69.5SOURCES: Fordham Institute, 2012; Indianapolis Business Journal, estimates by Legislative Services Agency, 2013

Calls for a moratoriumon 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

2013 2014

12

4012

14

76

46

support neither

oppose

SOURCE: Education Next, 2014 33

Teachers who support or oppose the use of CCSS (in percent)

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

very/fairly worried

little/not worried

51

12

74

25

very not

SOURCE: AFT, Inc., July 2013 data

How worried are you that the new assessments will begin … before instructional practice is fully aligned?

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A majority report that their district is prepared to implement CCSS

very/fairly prepared

somewhat/not

2610

57

39

very not

SOURCE: AFT, Inc., July 2013 data

How well prepared is your district to successfully implement the CCSS?

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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 37

… 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

Repub

...

Demo.

..

Inde

p...

Par

76

3860 62

17

53

34 32

7 9 6 6

don't knowfavoroppose

SOURCE: PDK/Gallup, 2014 40

Do you oppose or favor teachers in your community using the Common Core standards to guide what they teach?

Contradictory views

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Common Core Standards set by federal government

9

2527

55

14

36RepublicanDemocratIndependent

Americans who say they approve of …

SOURCE: Farleigh Dickinson University, Feb 2015

Misconceptions about CCSScross party lines

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41 43 4441

4648

434540

37

55

RepublicanDemocratIndependent

Americans who say the Common Core includes …

SOURCE: Farleigh Dickinson University, Feb 2015

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

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

www.data-first.org/learning-center

Stay up to date about progress in common core implementation

and policy

Download videos, presentations and other data resources

www.centerforpubliceducation.org/commoncore

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