A testimony on the Common Core standards

yes Kathleen Porter-Magee / May 22, 2013

The following is the text of Kathleen Porter-Magee's testimony to the Wisconsin State Legislature's Committee on Education, delivered on May 22, 2013.

My name is Kathleen Porter-Magee; I’m a senior director and Bernard Lee Schwartz policy fellow at the Thomas B. Fordham Institute, a right-leaning education-policy think tank in Washington, D.C., that also leads ground-level work in the great state of Ohio. We support a variety of education reforms, with a particular focus on school choice and standards- and accountability-driven reform. In addition to my own policy work, I’ve spent several years working to implement rigorous standards in urban Catholic and public charter school classrooms. Fordham’s president, Chester Finn, served in the Reagan Administration, and its executive vice president, Mike Petrilli, served under George W. Bush. Both are also affiliated with the Hoover Institution in California.

I’m honored to be with you here today, and I’m grateful for the opportunity to talk to you about what I believe is one of the most important education initiatives of the past decade: the development and adoption of the Common Core State Standards.

I hope to help explain why the Common Core holds such promise, to demystify what the standards are all about, and to debunk some of the most common myths and misconceptions.

For nearly two decades, state standards have been a cornerstone of our modern education system. State governments have long set minimum expectations for each grade level or grade band across all

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A testimony on the Common Core standards

By the Company It Keeps: The U.S. Department of Education

yes Andy Smarick / May 15, 2013

This revealing back-and-forth with the United States Department of Education is the third and final installment in our testing-consortia series.

“The Department,” like any hulking, beltway-bound federal agency, can seem like a cold, faceless leviathan—this imposing force, issuing impenetrable regulations from a utilitarian, vaguely Soviet, city block–sized building in the shadow of the Capitol.

But those who interact with it regularly, especially those of us fortunate enough to have worked there, know that it is made up of hundreds and hundreds of very fine people.

During my tenure there, I found both the career staff and the political appointees to be knowledgeable public servants and excellent colleagues. While working for a state department of education, I found the Department’s team to be thoughtful, accessible, and accommodating. And in my loyal-opposition think-tank stints, during which I sometimes find myself poking and prodding the Department, they’ve been patient, respectful, but understandably steely adversaries.

I’m appreciative that they took the time to answer these questions so thoroughly, and I’m flabbergasted that they did so at—in terms of agency timelines—Guinness-Book speed.

What would the U.S. Department of Education (ED) like people to know about the testing consortia?

The consortia are designing the next generation of assessment systems, which include diagnostic or formative assessments, not just end-of-the-year summative assessments. Their systems will assess student achievement of standards, student growth, and whether students are on-track to being college and career ready. These new systems will offer significant improvements directly responsive to the

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By the Company It Keeps: The U.S. Department of Education

By the Company It Keeps: Smarter Balanced

yes Andy Smarick / May 14, 2013

Our second installment of the testing-consortia series is a conversation with Smarter Balanced. Formed and federally funded in 2010, the consortium boasts an expert staff and set of advisory committees. Its members include the nation’s largest state, one of the first Race to the Top winners, and a number of states attempting to advance nation-leading reforms.

After my ominous prediction about the consortia’s fates, Smarter Balanced quickly responded in private. Their counter was both courteous and forceful. I was impressed by the initial case they made, and I’m very glad that they swiftly agreed to participate in this public Q&A.

Could you please briefly describe the process (including the challenges) of creating “next-generation” assessments aligned with new standards via a multi-state consortium?

The process Smarter Balanced is using is very similar to the processes that states have been using for over a decade to create assessments for NCLB accountability. Using a widely regarded conceptual approach called Evidence-Centered Design, and working in partnership with an array of private sector companies, work groups comprising assessment leadership from Smarter Balanced states have developed the various components necessary for a next-generation assessment system. Among the major elements are:

• IT architecture and open-source software to deliver, score and report on assessments
• Content and item specifications and a test blueprint to govern the content and format of the assessment
• Accommodations and accessibility features and policies
• Achievement-level descriptors, college content-readiness policy and plans for standard-setting
• Reporting system

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  Category: Curriculum & Instruction / Standards, Testing, & Accountability

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  By the Company It Keeps: Smarter Balanced

By the Company It Keeps: PARCC

yes Andy Smarick / May 13, 2013

Today marks the inaugural installment of By the Company It Keeps, an interview series with some of education reform’s most important contributors.

We’re launching with a three-day conversation with the primary players in the nation’s progression toward new, common assessments. Tomorrow, we’ll hear from Smarter Balanced, and Wednesday’s anchor leg will be run by the United States Department of Education.

But today, we have PARCC, the Partnership for Assessment of Readiness for College and Career, one of two consortia of states funded by the federal government to develop “next-generation” assessments aligned with the Common Core State Standards.

Its governing board is comprised of some of the nation’s most prominent state chiefs, and it is supported by Achieve, a national nonprofit known for its “college- and career-ready agenda.” While working for the New Jersey Department of Education, a PARCC member, I got to know and admire its leadership and staff. Those relationships and my participation in various PARCC meetings and activities contributed greatly to my appreciation for the enormous complexity of assessment and the critical role of the testing consortia.

So with no further ado: PARCC.

Could you describe the process (including the many challenges) of creating “next-generation” assessments aligned with new standards via a multi-state consortium?

It is a rigorous process that requires 22 states to work together every day to drive towards consensus about a range of policies and assessment practices that support a positive and strong learning environment

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By the Company It Keeps: PARCC