Will changing Texas math standards be subtraction by addition?

yes Kathleen Porter-Magee / April 17, 2012

As the Texas Board of Education weighs revisions to the state's math standards, it must also consider strong criticism from the business community and the media over the proposed changes. Fordham's new review of the draft math standards, by W. Stephen Wilson, adds another reason for the board to think twice before approving the changes. As Wilson writes,

The new standards are an improvement. Some content that was previously missing from the [existing] standards has been included, the standards remain clear and well organized, and the high school content remains strong.
Unfortunately, Texas has overcorrected its minimalist problem by adding too many standards—many of which descend inappropriately into pedagogy—and including a lot of unnecessary repetition. Worse, the new draft standards overemphasize process, and arithmetic is not given suitable priority.

By going it alone, Texas had hoped to do better than the Common Core. Unfortunately, it missed the mark. Check out to full report to learn more.

» Continued

Will changing Texas math standards be subtraction by addition?

You heard that right

yes Arthur McKee , yes Kate Walsh / April 13, 2012

Guest bloggers Kate Walsh and Arthur McKee are the president and managing director of teacher preparation studies, respectively, at the National Council on Teacher Quality. This post was originally published on NCTQ's Pretty Darn Quick blog.

You might not expect us to champion this great new report from Brookings, but we are. Russ Whitehurst and his new colleague, former Harvard professor Matt Chingos, not only decry the nation's excessive focus on teacher quality—at the expense of curriculum—but also provide some neat evidence of the cost of that imbalance to student performance.

Source: "Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core," by Matthew M. Chingos and Grover J. Whitehurst, (Washington, D.C.: The Brookings Institution, 2012).

One might quibble over the source of data for this little chart, given that the big impact from a better curriculum is derived from just a single study (though a very good one), but we think their point is still valid. Curriculum can and does move student performance. To quote the authors: "To focus education reform policy on selecting and retaining effective teacher while ignoring the role of instructional materials is to pay too much attention to the aspects of teacher quality that are set in stone and too little attention to ways that the

» Continued

You heard that right

Thank you, Bruce. I’ve been meaning to explain this: How choice and common standards work together

yes Kathleen Porter-Magee / April 11, 2012

Is it intellectually inconsistent to promote common standards while advocating for school choice?

Bruce Baker—Rutgers professor by day, anti-reform gadfly by night—thinks so, and took Fordham to task for either inconsistency between its goals or harboring a “weird, warped agenda.” He explains:

Collectively what we have here is a massive effort on the one hand, to require traditional public school districts to adopt a common curriculum and ultimately to adopt common assessments for evaluating student success on that curriculum and then force those districts to evaluate, retain and/or dismiss their teachers based on student assessment data, while on the other hand, expanding publicly financed subsidies for more children to attend schools that would not be required to do these things (in many cases, for example, relieving charter schools from teacher evaluation requirements).

This is a helpful way to frame it because I think Baker has gotten it precisely wrong.

Adopting common standards does not mean forcing a common curriculum on all schools.

For starters, adopting common standards does not mean forcing a common curriculum on all schools. And the difference between standards and curriculum is more than mere semantics. Standards define a baseline set of knowledge and skills that all students should learn. How students should learn that content—the curriculum—is up to the district/school/teacher to decide. And suggesting that holding all schools to the same standards somehow limits “any potential for real innovation,” as Bruce does, is misguided. Innovation stems not from different schools defining different ends, but instead

» Continued

Thank you, Bruce. I’ve been meaning to explain this: How choice and common standards work together

What should accountability look like in the Common Core era?

yes Amber M. Winkler, Ph.D. / April 5, 2012

As of April 5, 2012, forty-five states plus the District of Columbia had adopted the Common Core State Standards (CCSS). While they deserve plaudits for strengthening their previously lackluster expectations for students, nobody should expect standards-adoption alone to drive academic gains. Nor will the development of curriculum, adoption of new textbooks, and ramped up professional development—some of the “stuff” that folks refer to when they talk about “implementing” the CCSS—mean much unless accompanied by means of holding individuals and buildings accountable for progress. To get real traction from new standards, states must also install robust accountability systems that incentivize, support, reward, and sanction districts, schools, students, teachers, and other adults.

This is the perfect time for states to reboot their accountability systems, not only because of the opportunity presented by CCSS, but also due to the availability of waivers from some of the accountability shackles and oddities of No Child Left Behind. Moreover, most of the ESEA reauthorization bills now creaking through Congress would give states even wider latitude to design their own approaches to accountability.

But what do strong state accountability systems look like? And how strong are they today?

The time is ripe for states to revamp their approaches to accountability.

To examine those questions, Fordham probed the accountability

» Continued

What should accountability look like in the Common Core era?