“Children Lose Out” was the title of an editorial penned by The Salt Lake Tribune in response to last week’s State Board of Education decision to withdraw from the Smarter Balanced Assessment Consortium (SBAC). Nationally, Common Core (CCSS) advocates worry that this move will not only hurt Utah’s kids, but also that it represents a weakening of support for the new expectations, and they worry that it could fuel even more anti-CCSS fire across the country.
On the other hand, if Utah education leaders seize this moment as an opportunity to prove both that the CCSS is truly a state-lead initiative and to show how a state can take the reins to ensure that the aligned assessments are clear and rigorous and to give teachers the implementation tools they need, this move could do more to garner support for CCSS implementation than either consortium has done to date.
The reality is that, more than two years after the release of the final version of the CCSS, SBAC and the other assessment consortium, PARCC, have released scant information about what their assessments will look like—and how (if at all) they’ll differ from the mediocre tests we have now. Nor have they given teachers the information they need to guide lesson planning and instruction. Given the pressure that states are feeling to develop implementation plans, and that teachers are feeling to quickly align their practice to the new expectations, this lack of information
Lucy Calkins, Mary Ehrenworth, and Christopher Lehman—together with their colleagues at the Heinemann publishing house—have just released a new book entitled Pathways to the Common Core. The book sounds like a useful resource that ELA teachers can use to figure out how to align their instruction to the new standards. Unfortunately, it misses the mark. Part ideological co-opting of the Common Core (CCSS) and part defense of existing—and poorly aligned—materials produced by Heinemann, the book is the leading edge of an all-out effort to ensure that adoption of the new standards requires very few changes on the part of some of the leading voices—and biggest publishing houses—in education.
On page one, the authors explain the book’s mission:
Pathways to the Common Core will help you and your colleagues teach in ways that will bring your students to the Common Core State Standards’ level of work in literacy. This book will illuminate both the standards themselves and the pathways you can take to achieve those ambitious expectations. It will help you understand what is written and implied in the standards and help you grasp the coherence and central messages of them….
…Pathways to the Common Core is written for teachers, literacy coaches, and school leaders who want to grasp what the standards say and imply—as well as what they do not say—deeply enough that they can join
Since the release of the Common Core state math standards two year ago, math textbook writers and publishers have fallen over themselves to release new or “updated” curriculum resources that they declare to be “aligned” with the new expectations. Unfortunately, until recently there have been scant resources available to educators seeking to determine whether any of these ballyhooed instructional materials have truly been aligned with the content and rigor of the new expectations.
The criteria are clear, readable, and user-friendly.
Enter the lead authors of the CCSSM and their just-released “K-8 Publishers Criteria for the Common Core State Standards for Mathematics.” While ostensibly aimed at publishers earnestly struggling to align their resources with CCSSM, the ten criteria (and accompanying rubric) can also be used by math teachers, department heads, instructional specialists, principals, and superintendents who are wading through and trying to judge the quality and alignment of materials for their schools and classrooms. They can, in fact, be treated as a “buyer’s guide” that helps show which publishers have made the necessary changes for this big shift in math education. And here is hoping that is one way they get used.
The criteria are clear, readable, and user-friendly. For instance, one of the most critical aspects of the standards is their focus on essential content. “Focus,” the criteria explain, “requires that we significantly narrow the scope of content in each grade so that students more deeply experience that which remains.” To that
The introduction to the Common Core English language arts standards includes a page that articulates “what is not covered by the standards.” The first bullet notes that,
…while the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed, cannot—enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document. [emphasis added]
Proponents of content-driven curricula would do well to keep the champagne on ice.
Photo by James Cridland.
An article penned by Sol Stern in the latest edition of the City Journal argues that this call for a content-based curriculum is perhaps the most important element of the standards and that is has led to at least one “undeniably positive development” in American education: “States are now having a serious discussion about the specific subject matter than must be taught in the classroom. And that’s a discussion that hasn’t happened in American schools for almost half a century.”
Yet, proponents of content-driven curricula would do well to keep the champagne on ice because, while the standards hint at this important restoration, they alone can’t
About the Editor
Bernard Lee Schwartz Policy Fellow
Kathleen Porter-Magee is a Bernard Lee Schwartz Policy Fellow and the Senior Director of the High Quality Standards Program at the Thomas B. Fordham Institute, where she leads the Institute’s work on state, national, and international standards evaluation and analysis.
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