If you hope the Euro crashes, that this week’s Brussels summit fails, and that European commerce returns to francs, marks, lira, drachma, and pesetas, you may be one of those rare Americans who also seeks the demise of the Common Core State Standards Initiative in U.S. education. Crazy analogy? Please read on. To be sure, the Euro already exists in the real world—you can hold one in your hands and buy things with it—and its demise would likely trigger a worldwide economic crisis, whereas the Common Core so far exists only on paper and all of its implementation challenges lie ahead. If it fails to gain traction, the sky won’t fall; we’ll simply stick with the status quo. If you find the status quo in American K-12 education acceptable, bully for you. I find it akin to the condition of Europe and its economy after World War II: weak, battered, and fragmented, in need of a major tune-up and tone-up. It needs more focus, too—and greater capacity to help states pull in the same direction instead of pulling apart. Recognizing those woes, and sensing that their war-torn nations would be better served by joining forces, the post-war years saw a half-dozen visionary European leaders striving to construct something more coherent and viable. In 1957, six core countries signed the Treaty of Rome, creating the “common market,” or the European Union as it’s been known since 1967, which has slowly grown to include twenty-seven
It's official: Federal policymakers across the political spectrum are finally willing to admit that Congress overreached when it passed No Child Left Behind and put Uncle Sam in the driver's seat on education accountability. First there was (Republican) Senator Lamar Alexander's proposal to get the feds out of the business entirely, save for requirements around the worst five percent of schools. Then there was (Democratic) President Obama's waiver package, which allows states to make a pitch for their own approach to accountability. And, this week, there's the (bipartisan) Harkin-Enzi bill, authored by the chairman and ranking member (respectively) of the Senate education committee, which, well, it's hard to tell exactly what it does, but it surely reduces the federal footprint around accountability. (Try making sense of the convoluted bill yourself. And quick?the mark-up is next week.)
[pullquote]Could we be watching the beginning of the end for the accountability movement in toto?[/pullquote]
But if the debate around the federal role in accountability is coalescing, a much bigger question remains wide open: Could we be watching the beginning of the end for the accountability movement in toto?
One harbinger might be California Governor Jerry Brown's veto of a bill to tweak his state's accountability system by adding ?multiple-measures? to a test-score laden index. Brown's complaint wasn't the multiple measures per se, but the notion of data-based accountability writ large. ?Adding more speedometers to a broken car,? he wrote, ?won't turn
Last week, Fordham released a groundbreaking new study on high-achieving students, titled Do High Flyers Maintain Their Altitude? Performance Trends of Top Students. In a series of Flypaper posts that followed, we examined the report's main findings: First, that three in five high-achieving students remain that way over time; second, that most students coming in and out of the 90th percentile never fall below the 70th percentile overall; and third, that high achievers maintain the same pace as middle and low achievers over time in math, but grow more slowly than middle and low achievers in reading.
For those readers interested in more nuanced findings, I encourage you to poke around the report's data gallery, hosted by the Kingsbury Center at the Northwest Evaluation Association. Through the data gallery, you can break down these findings by grade range, subject, year, and even demographics?gender, ethnicity, poverty status, and location.
The future of our country rests on the shoulders of those high achievers in our schools today. While this study suggests that they are not in short supply, it also demonstrates that we could expand our pool of high achievers by identifying and supporting students with potential?many of those students above the 70th percentile overall?and by intervening before other students fall out of the high-achieving ranks. While this study has shed new light on the progress, missteps, and success of our
The Obama administration's new waiver plan (officially here, and covered extensively here, here, and here?and elsewhere, I'm sure) doesn't officially repeal the No Child Left Behind Act, but it is tantamount to making large-scale amendments to it. Which it does unilaterally, without even a thumbs-up from Congress.
Though the specific conditions that the White House and Secretary Duncan are attaching to statewide ?flexibility waivers? are consistent with the Administration's long-standing ?blueprint? for reauthorizing NCLB, and also happen to be conditions that I think generally have merit, they amount to changing the law, not just waiving it. This raises Constitutional as well as statutory issues?though the administration's response, not surprisingly or implausibly, is that ?if a do-nothing Congress won't act to solve problems, we'll solve them ourselves as best we can.?
Yet the changes themselves?at least their timing and high-profile release?are motivated at least as much by election-year political considerations as by policy. This is not the first example, and surely won't be the last, of appealing to key constituencies by undoing, suspending, or waiving government practices that they find onerous and unpleasant. Consider the non-deportation of illegal aliens who haven't committed crimes. Hispanic (and other immigrant) voters will surely applaud this move and likely thank the administration in November 2012.
Today's announcements mean that teachers and parents (and school-board members and
About the Editor
Michael J. Petrilli
Executive Vice President
Mike Petrilli is one of the nation's foremost education analysts. As executive vice president of the Thomas B. Fordham Institute, he oversees the organization's research projects and publications and contributes to the Flypaper blog and weekly Education Gadfly newsletter.
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