How Teachers Avoid the Common Core

Here's an important thing to understand about the Common Core Standards--nobody is in charge of them.

Many standards have official gatekeepers. For instance, the National Institute of Standards and Technology in Colorado is the official civilian source for the answer to "What time is it?" through the national atomic clock.

There is no such body for the CCS. When the standards were first unleashed, the official word was that a state could not change a single word of them, and the states could add no more than 15%. The unanswered question was, "Or what...?" There has never been an official body to monitor state use of the standards. The folks who wrote the standards might have fulfilled such a function, but they dispersed almost immediately to new jobs (David Coleman took over the College Board, Jason Zimba booked some consultant gigs, etc). Sure, there's a site where you can look at the standards and read some PR, but it's the equivalent of a business site that won't let you contact the company or order product.

There has never been an official Common Core office to say, "This is correct, but that is not."

The implications for the use of the standards are huge. There is not, for instance, a body that approves whether or not a textbook can call itself "Common Core ready." Some organizations have tried to fill that gap by doing reviews based on textbook alignment to the Core, but those groups are themselves taking an unauthorized stab at what the Core says.

When the Core started finding its way to individual districts and schools, an army of consultants was unleashed to lead sessions on "unpacking" the standards. At these sessions, teachers would be put through the painstaking process of saying, "Well, what this standard is actually after is this..." with an explanation of what the consultants believed the standards said. Again, there was no oversight, no authority to "certify" that a consultant had a True Understanding of the standards.

That process was often followed by alignment--a process by which curricula were supposed to be written to match the requirements of the newly unpacked standards.

Problems emerged almost immediately. For instance, the lack of a Central Common Core Office meant there was also no Common Core review and revision process. If 500 schools all discovered what they believed was a flaw, omission, or misplacement of a standard, there was nobody to call, no process by which the regular review of the Core would lead to a Core 2.0 that improved the flaw. The Core's writers were either so confident or unconcerned that they created a system in which the standards would be more set in stone that the United States Constitution. All of that meant that if a district or state felt that there was a flaw in the standards, they had no option other than to just be rebels and change some standards anyway.

Another issue was the parallel roll-out of the Big Standardized Test, a test which immediately signaled that some standards mattered and some did not. Some states gave some standards fancy names like "anchor standards" which meant, roughly, the only standards you need to care about. For instance, there are ELA standards about speaking and listening, but they don't matter, because speaking and listening will never be on the Big Standardized Test.

The theory was that if one unpacked the standards and aligned one's curriculum, higher test scores would fall like manna from heaven. It became almost immediately obvious that this was not true--higher test scores would result from teaching to the test, standards be damned.

A few years in, all of these factors contributed to one important revelation.

What happens to a teacher who doesn't teach to the standards?

Nothing.

Oh, teachers still had (and have) to submit lesson plans that show alignment to standards, based on curriculum that is aligned to the standards. However, the alignment process is simply a piece of bureaucratic paperwork-- you can simply write down the lessons and units that your professional judgment considers best, and then just fill in the numbers of various standards in the blanks. Maybe you have an administrator who will hold your feet to the fire ("Mrs. McTeachalot, I believe your use of standard RL.5.2a is not entirely on point"), but mostly, life will go on, your paperwork will be filed, the district's report to the state will show that teachers are teaching to the standards with fidelity, and you can close your classroom door and do what you know is right. As long as the paperwork is good, reality can take care of itself.

This avoidance of the Common Core is also widely practiced by teachers and administrators who will deny that they're doing it. Innumerable teachers have written glowing essays about how they've used the Core to open up new avenues of swellness in their classrooms, and then go on to describe lessons that have nothing at all to do with the standards. But that's where we are. I can claim that my lesson about students meditating on a head of cabbage is Core aligned, and I may know I'm lying, or I may sincerely believe that I'm doing great Core things, but it doesn't matter--nobody is ever going to show up at my classroom door to say that the lesson is not Core-approved.

There are teachers who are less able to escape, who are trapped in micromanaged situations where administrators insist on scripted lessons straight out of the box. Mind you, those scripted lessons may also be a poor representation of the Core, but that's a small matter compared to scripting (it's a topic for another day, but the short line is that any administrator who insists their teachers teach from a script should be banished from education forever).

The Common Core Standards remain a sort of toxic vaporware--dangerous and damaging when first released, but slowly dissipating into a vague and formless while people try to recover from the damage they originally caused and are, in some places, still causing. We can only hope more teachers figure out how to escape.

Originally posted at Forbes.

One More Lousy Side Effect

One of my former colleagues and her husband are expecting a baby, and that is good news for everybody-- except, maybe, all the rest of my former colleagues.

Here's the problem. Since my retirement and the concurrent non-filling of my position, four English teachers are divided among the four high school grades. One teacher for each grade-- and that means that my colleague teachers all the students in the grade our high school subjects to the Big Standardized ELA Test.

She's due in March.

"Sorry to be a problem."

That means the district will be searching for a sub to fill in for the critical weeks before the students take the BS Test. My colleague has that test prep down to a science, so maybe her sub will be able to just kind of follow along and.... no, my district is probably about to experience a sudden mysterious dip in the effectiveness of high school teaching.

And while the state of Pennsylvania is on the brink of making our BS Test (the Keystones, because Pennsylvania is the keystone state-- get it?) optional for graduation, so that the stakes for students will be little-to-none, the stakes for the school remain large. Test scores (both raw scores and VAM-soaked "improvement" scores) are used to evaluate English and Math teachers- but they are also part of a score given to the entire building. And that building score is used as part of the evaluation score for every teacher in the building. That's right-- we still do that thing where teachers are judged in part based on the scores of students they never see in courses they never teach.

So that's where we are in this awesome teacher evaluation system-- one teacher experiences one of life's great personal joys, and a building full of teachers have to sweat their professional standing.

You may say that her maternity leave shouldn't really make any difference, that years of awesome instruction will be more than enough to lift those students to heights of swellness on the BS Test and all I can say is, Honey, aren't you cute. The test requires test prep-- not the kind where students drill and memorize certain facts and figures, but where they learn certain key vocabulary and learn to navigate the kinds of tricky gotchas favored by these test manufacturers.

Plenty of schools face this extra challenge-- a pregnancy or injury at an inconvenient time. And don't imagine that test-centered accountability doesn't affect which teachers will accept a student teacher, or if they do, what they allow those student teachers to do. Families are encouraged to schedule vacations at Not The Wrong Time. All sorts of events that used to be normal pieces of the ordinary life of a school have become dangerous bumps in the testing road.

My old department will pull together, and plenty of commercially available test prep materials will be marshalled, and my former colleague will help more than she should have to at such a moment because she's That Person, but the whole exercise is just a reminder of how far the Big Standardized Test is from measuring any of the things it pretends to measure.

John White Remains Confused

Last week the Policy Innovators in Education (PIE) network held its annual meeting, this time in New Orleans. It's a jolly gathering of all our reform friends, and this year it featured a speech from Louisiana school chief John White, the test of which was run by Fordham's Flypaper blog. I'll warn you-- this starts out just sort of ill-formed, and ends up pretty awful. But it is a window, once again, on how fully lost some reformsters are.

White has a hefty reform pedigree-- Teach for America, TFA director, Joel Klein's team in NYC, Broad Academy of Faux Superintendency). The headline that gave this piece some legs and attention was White's observation that education is no longer a political winner, which is only slightly more insightful than suggesting that Barack Obama will probably win the Democratic nomination over Hilary Clinton. Or as I've commented elsewhere, 2018-- the year I run out of new ways to say "And you just figured this out now..."

White does note that the 2016 election put paid to the notion that education would be an important political issue. Jeb! Bush tried to make education a chunk of his campaign foundation, and Campbell Brown tried to set up a website that would position her as arbiter of the education discussion (remember when she staged education summits and nobody came). In 2016, people who banked on education as an issue were like folks who speculated in real estate, but the railroad went through some other town.

But White believes this lack of political interest in education is a serious problem. I don't disagree with that basic point-- it sucks that politicians, leaders, media outlets, and strangers on the street aren't more interested in what goes on in the world of education. But beyond that-- well, I find White's analysis suspect at best.

Education reform has made positive gains in this country for the people whom it’s set out to serve without question.

Yes, "without question" probably belongs somewhere else in that sentence, but it's a sentence that should be stricken, anyway, without question. Unless he means that the people ed reform set out to serve were profiteers and privatizers, in which case he may have a point. If he meant actual children, I don't think he does.

Nor does he offer much to back it up:

And whereas, when I started out my career in the 1990s and people ask you, “Point me to a set of schools where large groups of students are beating the odds, and are achieving some semblance of hope in the American dream in spite of challenging conditions as a child,” you could count on your hand how many schools met those criteria. Today, there are hundreds of them.

How many times do miracle schools have to be debunked? Roughly a zillion, I guess. What are miracles based one? Extra resources. Careful attention to which students they let in the door. Depending on a lousy measure of students achievement to make pretty numbers. None of that is particularly miraculous. Where are the thousands upon thousands of students who, by now, should have swelled the college ranks with success and gone on to richer, happier lives? And what do we know about the cost of those "miracles"? How many students had to be left behind in schools with even fewer resources so that some charter operator could stage a "miracle"?

And yet for some reason, today we have a political climate in which—whatever side of the Common Core issue you are on, whatever your take on school vouchers, wherever you come out on standardized testing or what have you—you cannot question the fact that politicians are running from education and not toward it. They are running from our elementary schools, our middle schools, and our high schools. And where they are even remotely interested in our education, it is in thin solutions for our postsecondary education and thin solutions for early childhood education. Somehow it’s the thirteen years, the thirteen deeply formative years, of school that they seem to want nothing to do with.

This is a great paragraph, capturing both the current state of politics vs. reformsterism and also capturing the confusion and cluelessness of some Reformsters. It's as important, in its own way, as Arne Duncan's sweetly oblivious memoir.

Politicians have decided to shy away from those thirteen years because virtually everything reformsters have talked them into in the last couple of decades has been a mess. Common Core turned out to be a nightmare, a disaster. Test-centered schools-- disaster. Charters-- looked like they might not be a disaster, but now stalled out. To the extent that White is correct, politicians have learned that many policy wonks are not very wise about schools, and that their ideas are often laced with kryptonite.

Of course, they have also learned to keep a lower profile. They've learned that you can get away with Common Core if you just call it something else. And they've learned that the next round of privatizing profiteering (personalized learning, competency based education, techno-data-everything, etc) can be better played close to the vest.

I'd also like to think that they've learned that education does not boil down very effectively to a sound bite on the stump. And that many people are very invested in education, so when you say something stupid, they will make a fuss.

White is missing one other puzzle piece. I'd argue that a huge reason that education wasn't a big deal in 2016 is because everyone, from corporate GOP candidates to corporate Democrats, agreed on one basic education policy-- "those smart guys with all that money should get to call the shots." You can't have much of a debate between people who are all on the same side.

Having missed that, White has also missed that something is changing right now. Teachers are running for office. And in several major races, education is actually a big issue. The problem for White and his PIE cronies is that the political noise about education is coming in opposition to reformsters and their legacy of educational vandalism. And with the election of Trump, reformsters had to learn another lesson that is coming back to haunt them this cycle-- when people are your allies only because it's politically and financially expedient to be so, then when it's no longer expedient, they will no longer be your allies.

White's confusion is as great as ever. When trying to explain "the brilliance represented in this room and in your organizations" is not about their ideas, but  instead

it has to do with the fact that over two or three decades, some of the nations most committed, invigorated, finest people, rich and poor, from west and east, from all racial backgrounds, have actually come together to focus on public education, or publicly-funded education. They have brought tremendous and uncommon energy to this issue, Republicans, Democrats, and independents alike. And we have achieved the gains we have, not because we are smarter than everybody else, but because we have great people who saw this as an issue to which they wanted to dedicate their life.

It occurs to me at this point that among his problems, White is a policy guy, defining "the spectrum" as a bunch of policy and political operatives (but not any actual teachers or people who work in the field), and that "success" in this context means issued some position papers and schmoozed some statehouse allies and got some laws passed here and there, and that John White neither knows nor cares how any of that played out for actual children in actual classrooms.

Sure enough. He defines the biggest crisis facing education reform and it has nothing to do with the lack of perceptible positive life effects for students or the state of actual learning or the problems of poverty and racism as they affect students' ability to be their most excellent selves-- no, the "crisis" is "the relevance of our issue, and therefore the attractiveness of our issue, for the next generation of activists, advocates, philanthropists, and politicians." John White isn't even worried about a teacher shortage-- it's the politician shortage that he thinks is the biggest crisis.

And as he outlines the problem and possible solutions, he talks about how he used to think that the solution was better PR (I'm paraphrasing here) as in a set of issues that would play better, or some billionaire who could kick them loose from a tired message or, well, "finding value in things that offer more value to a more diverse audience." He's just not so sure any more.

But here comes the big finish-- if reformsters are going to grow more reformsters like Bill Haslam or Mike Bloomberg, who can "create newness" or invent, they will have to reinvent, "be new." He wants the PIE folks to appreciate how rare and precious it is for folks to join across party lines. So think about how to "remain relevant" and "remain on the front page." Because PR.

Just when I think he will manage to discuss education without mentioning a single human being who's actually involved in doing it, as if the whole "do it for the children" mantra is only for the public and not something reformsters say to each other when they're the only ones in the room, he busts out the children-- and it's even worse.

I believe it’s possible because the good news is, whether you are in New Orleans or New York or anywhere in this country, there is one force that we can harness, that no other issue can harness, and that is the love of Americans for their children. Everyone knows that children are our most precious assets, and therefore we have a tremendous platform from which to get advocates. 

So don't forget-- people love their damn children and we should be able to leverage that love into political capital. Think I'm being harsh? Here's the very next, and final, two sentences:

But for some reason we are not converting that into attention, into political capital, and into new ideas. And that has to change.

Well, something has to change. Perhaps the cluelessness of reformsters like White could change. I would recommend less time schmoozing with the members of PIE and more time in an actual classroom, because this is a stunning display of reform disconnect, of a focus on policy winning (at whatever policy, as he seems none too attached to any particular policy-- just one that could get them winning again) at the complete neglect, ignorance, dismissal and obliviating of the children. It's a world in which education policy looms large, but actual schools and classrooms and teachers and children are virtually invisible.

And, yeah-- that has to change.

Follow Nancy Flanagan

When I first wandered into the world of edubloggery, one of the first names I learned was Nancy Flanagan's. Her voice and insights jumped out as being uniquely smart, insightful, and valuable, and she turned out to be an exceptional persona as well). If you are like me, then she is already part of your required reading and you can skip what follows. But for the rest of you, take a second and check this out.

Her nine years writing Teacher in a Strange Land at EdWeek were a Master's class in how to balance the personal and the professional, the passionate and the rational in talking about what is happening in the world of education these days. Hers is exactly the kind of point of view that the education debates need more of-- a knowledgeable, accomplished, and articulate classroom teacher (now retired).

She's making a big leap; she has closed down the EdWeek blog and has set up shop out in the open internet-- behind a paywall no longer!

Teacher in a Strange Land can now be found here, and if you have not been a regular reader, now is the time to start. Bookmark it, add it to your feed list, write it on a sticky note, subscribe-- whatever it is you do to keep up with your preferred blogs. No collection of education blogs is complete without it.

DEY: Opposing Online Preschool

Defending the Early Years and Campaign for a Commercial Free Childhood have released a co-authored statement in response to the rise of online "preschools." This exceptionally dumb concept has been around for a few years (Utah leapt in with UPSTART in 2015) and yet there is still scant evidence that it's a good idea to plunk three and four year olds down in front of a computer screen to practice academic subjects.

Never not a terrible idea

Utah, a state unwilling to provide state funded preschool, did their own study and found that UPSTART students did better on standardized exams from kindergarten through fourth grade than "non-participating" students. In other words, online preschool provided better test prep than no preschool at all. The whole business is enough to make one rage-weep because A) there's no evidence that the standardized test means anything important (and even reformsters are coming to understand that) and B) why in God's name are we giving standardized tests to K-4 students?

Unfortunately, there is plenty of evidence that while this idea may suck from an educational, developmental, spiritual, and general being human standpoint, it is absolutely awesome from a make-a-whole-bunch-of-money standpoint. Some of the programs are "non-profit" which, as we've seen repeatedly, is a distinction without a difference-- somebody, somehow, is making money off them. Some programs are sold to the state, and some are sold to individual families, and yes, the damned feds are in there throwing money around, too ($11.5 million to help expand the UPSTART program).

The cyberpreschool programs are not just bad in their own right-- they also help feed the notion that the little should be spending more time on academics and less time playing and messing around like a bunch of little kids. This flies in the face of virtually everything we know about the development of tiny humans, but there's not nearly as much money to be made in having kids go out and play in a field with each other.

From the DEY/CCFC statement about cyberpreschool:

Recognizing the estimated $70 billion a year “preschool market,” an increasing number of Silicon Valley companies with names like “K12 Inc.” and “CHALK" are selling families and policymakers the idea that kindergarten readiness can be transmitted through a screen. What these companies offer is not preschool, but a marketing scheme designed to sell a virtual facsimile of real preschool. By adopting online pre-k, states are selling out kids and families for the benefit of private industry.

All of our knowledge about human development demonstrates that children learn best through exploratory, creative play and relationships with caring adults. As the American Academy of Pediatrics notes, “Higher-order thinking skills and executive functions essential for school success, such as task persistence, impulse control, emotion regulation, and creative, flexible thinking, are best taught through unstructured and social (not digital) play.” By contrast, there is virtually no evidence showing that online preschool improves outcomes for kids.

Online pre-K may expose kids and families to new types of risks. Research shows that screen overuse puts young children at risk of behavior problems, sleep deprivation, delays in social emotional development, and obesity. Extended time on screens diminishes time spent on essential early learning experiences such as lap-reading, creative play, and other social forms of learning.

All of the assertions come with footnotes to back them up. And if you like your experts a bit more live, here's an important quote from the news release that came with the statement this morning:


"All children should have access to high-quality, fully funded preschool," said Diane Levin, Professor of Early Childhood Education, at Boston University's Wheelock College.  "Online ‘preschool’ lacks the concrete, hands-on social, emotional and intellectual educational components that are essential for quality learning in the early years. Further, online preschools are likely to exacerbate already existing inequalities in early education by giving low-income children superficial exposure to rote skills and ideas while more privileged children continue to receive developmentally sound experiences that provide a solid foundation for later academic success.”

And another point well worth remembering:

“Allowing tech companies to push online preschools will lead to further marginalization of low-income families who already lack access to high-quality affordable child care,” said Dr. Denisha Jones, Assistant Professor of Early Childhood Education at Trinity Washington University and DEY Advisory Board member. “If the parents of Silicon Valley won’t put their own children in online preschool, why would we think this is good for other people's children?”

The statement has been signed by an extraordinary list of 100+ organizations and education professionals, including Parents Across America, the Network for Public Education, Common Sense Media, the CEO of Chicago's Children's Museum, Peter Gray, Rae Pica, Tim Slekar, and author Joe Clement.

Read the statement, and check out the press release for more details.

Holding the line for the littles is one of the most important things we can advocate for, because running some unfounded bone-headed profiteering experiment on a four year old creates a lifetime of issues for that child. Online PreK should not be a thing at all, ever.

Is The Big Standardized Test A Big Standardized Flop?

Since No Child Left Behind first rumbled onto the scene, the use of a Big Standardized Test to drive accountability and measure success has been a fundamental piece of education reform. But recently, some education reform stalwarts are beginning to express doubts.

There are plenty of reasons to doubt the validity of the Big Standardized Test, be it PARCC or SBA or whatever your state is using these days. After almost two decades of its use, we've raised an entire generation of students around the notion of test-based accountability, and yet the fruits of that seem.... well, elusive. Where are the waves of students now arriving on college campuses super-prepared? Where are the businesses proclaiming that today's grads are the most awesome in history? Where is the increase in citizens with great-paying jobs? Where are any visible signs that the test-based accountability system has worked?

Two years ago Jay Greene (no relation), head of the Department of Education Reform at the University of Arkansas, was writing about the disconnect in test scores-- if test scores were going up, wasn't that supposed to improve "life outcomes." Wasn't the whole argument that getting students to raise test scores would be indicative of better prospects in life? After all, part of the argument behind education reform has been that a better education was the key to a better economic future, both for individuals and for the country. Greene looked at the research and concluded that there was no evidence of a link between a better test score and a better life.

On Forbes.com, contributor Frederick Hess (director of education policy studies at the American Enterprise Institute, a right-tilted thinky tank) expressed some doubts as well. AEI has always supported the ed reform cause, but Hess has often shown a willingness to follow where the evidence leads, even if that means challenging reform orthodoxy. He cites yet another study that shows a disconnect between a student's test scores and her future. In fact, the research shows that programs that improve "attainment" don't raise test scores, and programs that raise test scores don't affect "attainment."

Test scores can be raised with several techniques, and most of those techniques have nothing to do with providing students with a better education. Drill the test prep. Take at-risk students out of electives and make them take test-related courses instead. And have teachers learn, over the years, how to teach more directly to the test. But do you want higher test scores or better education? Because those are two unrelated things.

The end result is that the test scores do not tell you what they claim they tell you. They are less like actionable data and more like really expensive noise.

Hess and Greene represent a small but growing portion of the reform community; for most, the Big Standardized Test data is God. For others, the revenue stream generated by the tests, the pre-tests, the test prep materials, and the huge mountains of data being mined-- those will be nearly impossible to walk away from.

But there is one critical lesson that ed reform testing apostates should keep in mind. The idea that the Big Standardized Test does not measure what it claims to measure, the idea that it actually does damage to schools, the idea that it simply isn't what it claims to be-- while these ideas are presented as new notions for ed reformers, classroom teachers have been raising these concerns for about 20 years.

Teachers have said, repeatedly, that the tests don't measure what they claim to measure, and that the educational process in schools is being narrowed and weakened in order to focus on testing. Teachers have said, repeatedly, that the Big Standardized Tests are a waste of time and money and not helping students get an education. Teachers have been saying it over and over and over again. In return teachers have been told, "You are just afraid of accountability" and "These tests will finally keep you honest."

After 20 years, folks are starting to figure out that teachers were actually correct. The Big Standardized Test is not helping, not working, and not measuring what it claims to measure. Teachers should probably not hold their collective breath waiting for an apology, though it is the generation of students subjected to test-centered schooling that deserve an apology. In the meantime, if ed reform thought leader policy wonk mavens learn one thing, let it be this-- the next time you propose an Awesome idea for fixing schools and a whole bunch of professional educators tell you why your idea is not great, listen to them.

Originally posted at Forbes.    

ICYMI: Post Show Edition (10/7)

Final performance and set strike last night, so I'm operating on too-little sleep. But that doesn't mean I didn't find you some worthwhile reads for your Sunday afternoon.

Tackling Bro Culture Is Hard

The Kavanaugh spectacle has opened up sopme discussion of dealing with bro culture in high schools. Here's a NYT take on the subject.

School Hopping Brings Chaos

A visit to Detroit shows how the proliferation of shake shady charters leads to a great deal of destructive disruption in students' educations.

The Easiest Money Bill Ackerman Has Made

The umpteenth example of how charters can be great tools for profiteers (particularly if they are also legislators who get to write the rules of the game).

It Didn't Start with Trump

The Guardian takes us back to the roots of modern teacher-bashing. Let's go back to 1983 and Ronald Reagan...

What Top-Rated Schools Have In Common- Fewer Poor Kids

The Nevada Current takes a look at high-achieving schools and discovers a strong link to wealth.

Guilty Verdict for Man Who Defrauded Newpoint Charter Schools

A look at yet another scam artist who uses the unregulated freedom of charters to make himself rich at taxpayer expense. Will you be surprised if I tell this story is from Florida?

Don't Let Richmond Dictate Charter Schools

Laura Bowman's plea to keep Virginis relatively clean of charter blight.

The  Truth About Money in Public Education Politics

Yet another look at how dark money worms its way into local education elections.

What Happens When There Are No Public Schools      

Jeff Bryant takes us to Michigan for a look at the bad outcomes of bad choice programs.