A first look at today's most important education news:

  • In South Carolina an Anti-Common Core bill was put on hold and members were given a week to consider a "compromise”. Meanwhile Wisconsin state Superintendent Tony Evers wrote a letter to state residents asking with them to put an end to a vote on bills slated for today that could undo the state’s adoption of the Common Core.(The Post and Courier and Journal Sentinel) 
  • Gov. Cuomo’s Common Core panel recognized that success for the standards relies heavily on support from the general public. However The National Education Association has pulled back their support for the Common Core, stating that the standards will not succeed without major ‘course correction’. (Politico Pro)
  • The Education Achievement Authority has lost the exclusive right to work on improving and overseeing Michigan’s lowest-performing school districts. The State Superintendent, Mike Flanagan, wrote a letter ending the exclusive clause of the contract. (The Detroit News)
  •    New Legislation in California would prohibit education-related websites and online services for kindergartners through 12th graders from using the students’ personal information for “any reason other than what the school intended or for product maintenance”. (The New York Times)
  •  Washington rejected a change in teacher evaluations, potentially putting its NCLB waiver at risk and marking the first time a Senate Majority Coalition Caucus has lost a bill. (The Seattle Times)
  • Seven former employees of a for-profit trade school filed a lawsuit against school officials, claiming they falsified records to enroll students and mislead them about their career
  • ...

A first look at today's most important education news:

Pearson's new iPad app may help students prepare for rigorous Common Core assessments. 
Louisiana follows in the footsteps of the many states that have re-branded the Common Core. 
Superintendent William R. Hite Jr. plans to release a dramatic turnaround plan for the School District of Philadelphia. 
This week, Missouri Superintendent William Green spared the unaccredited Kansas City Public Schools from dissolution. Instead, the state and district will work together to bring to restore the district's accreditation. 
Kansas passes a Bill that allows corporeal punishment to be used in schools. 
Oakland, CA schools adding more fresh produce to school lunch menus.
A first look at today's most important education news:



Oops, he did it again. Eric Owens, the infamous Daily Caller “reporter” who has never seen a silly math problem he wasn’t willing to ascribe to the Common Core (the truth be damned!), has published yet another howler deploring a math problem purportedly of Common Core lineage. But this time he trades his trademark dishonesty for mathematical ignorance.

This flawed “front-end estimation” method wasn’t invented by the people behind Common Core. The concept—which refers to the correct answer to an addition problem as merely “reasonable” and allows students to be off by over 22 percent in their estimation—has been around for decades.

At the same time, the methodology is aligned with the Common Core State Standards Initiative, which attempts to standardize various K–12 curricula around the country.

This math lesson is just one more in the constantly burgeoning inventory of hideous Common Core math problems.

Being mathematically ignorant myself, I asked Jason Zimba, a lead author of the Common Core standards, if the standards do in fact promote this approach. Here’s what he had to say:

State standards have always set expectations for estimating the results of computations. Here for example was one of the previous California standards from grade 3:

“Use estimation to verify the reasonableness of calculated results.”

And here was one of the previous Indiana standards from grade 2:

“Use estimation to decide whether answers are reasonable in addition problems.”

And here was one of the previous Massachusetts standards from grade


Yesterday, I jokingly tweeted that since today would be a snowy Friday before a holiday weekend, the U.S. Department of Education would probably release SIG data. (They’ve executed numerous SIG-related “Friday afternoon trash dumps” in an attempt to minimize the field’s attention to this failed—and massively expensive—program.)

Turns out my joke wasn’t funny at all. 

They’ve done it again.

As you might remember, several months ago, the Department released second-year results, meaning two years of data from cohort-one SIG schools and one year of data from cohort-two schools. But they had to retract the data because of mistakes made by a contractor.

So today, they’ve released the corrected information.

On a Friday afternoon.

Before a holiday weekend.

I’ve belabored the fiasco that is SIG, so I won’t pile on today. I just hope someone, someone, in the Department is saying, “If we find ourselves continually dumping bad SIG news, shouldn’t we just admit we messed up and ask Congress to end this program?”

Here’s what you need to know.

  • When the program launched, we were told that this now-$6 billion program would produce “dramatic” improvements in our most troubled schools. The Secretary talked of “transformation not tinkering.”
  • The most persistently low-performing schools in American got several million dollars, on average, and yet a third of them got worse.
  • On average, schools with two years of funding and interventions under their belts saw a three percentage point gain in reading proficiency—just about the same gain as all
  • ...

Nothing helps pass the time better when you’re snowed in than some high-quality edu-reading. Here’s some of the best stuff I’ve come across recently.

Public Impact has produced a very good and very important report on “extraordinary authority districts,” entities like Louisiana’s Recovery School District. It’s exactly the kind of nuts-and-bolts document that’s needed right now. Many states are considering such bodies, and this is a thoughtful guide—informed by our experience to date—for how to do it right.

A group of University of Missouri researchers compared three different types of growth measures: “student-growth percentiles,” a.k.a. SGP (my preferred method), and two “value-added models,” a.k.a. VAM. They found that a VAM approach that incorporates a comparison of demographically similar schools produces the best results (for a number of reasons). The full working paper is a bit dense, but the shorter Education Next article is accessible and very informative. Growth measures are important and here to stay; this piece will help you bone up.

NACSA and Charter School Growth Fund have put together a good, short report on how to ensure that the charter sector’s future growth leads to more and more high-quality seats and fewer low-quality ones. It has valuable policy recommendations and even better suggestions for improving authorizer practice. I particularly liked the report’s view that authorizers aren’t just disinterested umpires—they also have a role to play in identifying and replicating great schools.

I really enjoyed Fordham’s recent...


Over the past eight years, New Orleans students have achieved what few previously thought was possible. In her recent Atlantic article on charter-school discipline policies in New Orleans, Meredith Simons recognizes these gains, noting that “New Orleans’s graduation rate has surpassed the state’s, growing from 54.4 percent in 2004 to 77.8 percent in 2012.”

Yet Ms. Simons, as well as others, believes that these gains have come at a high cost—that the results, while impressive, have too often relied on discipline policies that “feel at odds with the city’s culture.” In her article, Ms. Simons proposes her own ideal solution for melding our city’s culture with a positive school climate. And, to be honest, her vision sounds great. I imagine many parents would (and do) take pleasure in sending their children to such a school. And I’m thrilled that she and her colleagues have created an excellent school.

However, I do wish Ms. Simons had visited the schools she critiqued, as she might have gained an understanding of why parents send their children to these schools.

Because what often goes unexplained in such stories is this: Sci Academy, the flagship school of the nonprofit of whose school culture has come under attack, happens to be the third-most popular school for ninth-grade enrollees in the entire city.

The school that is supposedly inapposite to New Orleans’s culture happens to be amongst...


For a couple weeks now, I’ve been obsessing over this map. It’s the product of a remarkable research project that collected and analyzed the incomes of the thirty-year olds who were born between 1980 and 1982.

The map shows, by small geographic areas, the likelihood that a child born into the lowest-income quintile ended up (as an adult) in the highest-income quintile.

This isn’t the necessarily the best indicator of economic mobility, but it is still edifying. (The fantastic interactive map from the Times allows you to look at mobility from a number of other angles, as well).

A whole lot of staring at this map and some additional research has produced ten thoughts—most of them gloomy.

  1. The miniscule chance of a rags-to-riches rise in some locations takes my breath away. In Memphis, the chance of this “lowest-to-highest” movement is only 2.6 percent. Atlanta, at 4 percent, is barely better.
  2. The stickiness of poverty in some locations is heartrending. In most of the red areas in the Mississippi Delta, a child born into a family at the tenth percentile of earnings has a 75 percent chance of having an adulthood in one of the bottom two economic quintiles. 

    This is a catastrophic distortion of the American Dream.
  3. The belt of red in the Southeast is absolutely shameful. An entire swath of our nation is constricting the opportunities of low-income kids. The “Rust Belt,” once the nation’s manufacturing
  4. ...

A first look at today's most important education news:

Mayor Bill de Blasio announces that he will formalize his policy on charging charter schools rent. Meanwhile, state officials say they would consider pulling back some building aid if the city appears to turn a profit on space used by charter schools. (Capital Playbook and Wall Street Journal)

Researchers find that the number of nonacademic professional and administrative employees at colleges and universities in the U.S. has doubled in the last twenty-five years, greatly outstripping the growth in the number of students or faculty. (Stay tuned for a soon-to-be-released Fordham report on similar issues in K–12 education.) (Hechinger Report)

A Vanderbilt survey finds that 63 percent of Tennessee teachers who teach subjects impacted by the Common Core think that the new standards will improve their instruction. (Tennessee Consortium on Research, Evaluation, and Development)

The U.S. Census Bureau will overhaul the Survey of Income and Program Participation, a cross-sectional study that tracks over a four-year period the economic health of families. (Inside School Research)

The Understanding Language initiative will teach a second set of free MOOCs this spring for teachers seeking information on how to support English-language learners with the rigor of the Common Core State Standards. (Learning the Language)...


If you want to understand why supporters of the Common Core are frustrated—OK, exasperated—by some of our opponents’ seemingly unlimited willingness to engage in dishonest debate, consider this latest episode.

On Monday, EAG News published an article entitled, “Common Core math question for sixth graders: Was the 2000 election ‘fair’?

Would you ever consider the question ‘Whom do you want to be president?’ to be asked of your third grader during a math class (or any class)?

Would you expect your fourth grader to be asked to create a chart of presidents along with their political persuasions? Or, how about a discussion on whether the 2000 presidential election resulted in a “fair” outcome? Or, what if the teacher for your sixth grader was advised to “be prepared” to discuss the “politically charged” 2000 election - all during math.

Common Core aligned, of course.

This was picked up by the Daily Caller’s Eric Owens on Wednesday, who piled on via his article, “Common Core MATH lesson plans attack Reagan, list Lincoln’s religion as ‘liberal’”

Another week has gone by and, like clockwork, some more hilariously awful Common Core math lessons have oozed out of the woodwork.

And the story jumped to cable news this morning on a Fox segment, “Common Core lesson lists Abraham Lincoln as a liberal.”

So this is pretty damning for the Common Core, right?