Education Week - March 5, 2014 - 15

GOVERNMENT& POLITICS
Common-Core-Aligned Field Tests Gain Foothold in States
Idaho, Montana get nod
to use option in all schools
By Michele McNeil
As the U.S. Department of Education continues
to give states more assessment flexibility
under the No Child Left Behind Act, the number
of states that plan to use common-corealigned
field tests in all, or nearly all, of their
schools continues to grow.
Late last month, Idaho won a waiver from
the Education Department to allow all of its
schools to field test new common-core-aligned
assessments this spring. Although the department
previously has approved more than a
dozen of these so-called "double testing" waivers,
Idaho is only the second state, in addition
to Montana, to win approval to give the field
test in all of its schools. These waivers mean
no state tests will be given in math and reading
in grades 3-8 and once in high school, as
the original NCLB required.
By authorizing the use of field tests in all
schools, these two states, and any that follow,
will not be required by federal officials to report
any data to teachers, administrators, and
parents on how students are performing-a
hallmark of the NCLB law. As of press time last
week, an application was still pending before
the department from California, which is seeking
to ditch its state tests entirely in favor of
common-core-aligned field tests designed by the
Offering Leeway
Last year, the Education Department offered
states flexibility so schools wouldn't have
to give the same students new common-corealigned
field tests, and their existing state
tests. Sixteen states are pursuing this doubletesting
flexibility; the rest are managing the
transition without interrupting accountability
Smarter Balanced Assessment Consortium.
Several other states have been granted ap-
proval to give these in almost all of their schools:
Connecticut, South Dakota, and Maryland.
For accountability hawks, a one-year delay
for states that won't post any student-performance
data is bigger than it seems-it's a
break in a student's growth trend line, said
Sandy Kress, an Austin, Texas, lawyer and
former education aide to President George
W. Bush who helped write the NCLB law. Student-growth
models often use multiple years
of test data to gauge how students are gaining,
performance-wise. So breaking the trend
line means that a new baseline won't be established
until the new common-core tests
are given in the spring of 2015, and growth
couldn't be determined for another year or two
after that. And those growth models are often
factored into state accountability systems.
"The loss of the year is damaging," Mr. Kress
said. "To have a year off means that you are
thrown off path in doing growth analysis for
everyone. You could be putting off accountability
for two, three, or even four years."
or student-performance trend lines.
When the details of the new federal testing
waivers were announced, all of the Education
Department's guidance envisioned that students
would take a mix of field tests and state
tests. That would ensure at least some data-
from the state tests-were still reported so
educators and parents could know how their
students are doing.
Field tests won't produce any usable data on
student performance because they are experimental
by design and used to "test the tests"
to make sure they are, among other things,
asking the right questions.
However, reporting data, even during field
testing, has been important to the department.
In September, regarding the California
situation, U.S. Secretary of Education Arne
Duncan said: "Raising standards to better
prepare students for college and careers is absolutely
the right thing to do, but letting an
entire school year pass for millions of students
without sharing information on their schools'
performance with them and their families is
the wrong way to go about this transition."
The department has quietly allowed Idaho
and Montana to do just that. However, accountability
designations in place this school year
will continue into next school year, so any interventions,
sanctions, or improvement efforts are
supposed to carry over for an extra year.
"This is a solid plan that will allow Idaho
to accomplish its three-year transition to a
new assessment," Idaho education department
spokeswoman Melissa McGrath said,
adding that the department hosted meetings
with educators in the spring of 2013 to discuss
the transition to the common core. "Among the
things we learned: Educators did not want to
double-test, and teachers did not want to administer
an assessment that was no longer
aligned to the standards."
California Seeks Flexibility
California may join Idaho on the short list
of states with blanket testing waivers. It submitted
a plan late last year to the Education
Department that calls for giving some version
of the field test to 95 percent of students in
tested grades, in both math and reading. No
state tests would be given.
The state's civil rights groups have said they
are alarmed that there would be no usable performance
data for 6 million students, including
large numbers of English-learners. And so,
these groups have called for the department to
require some sort of data reporting even if the
state only administers field tests.
Neither Idaho's nor Montana's waiver have
conditions that require them to do additional
data reporting on student performance.
"The issue is, how do you transition from one
set of standards to a new one without losing
too much continuity in terms of accountability
and tracking trends?" said Keith Rust, the
director of statistical operations at Westat, a
Rockville, Md.-based research firm that works
on, among many other projects, the National
Assessment for Education Progress.
Indiana's Draft of Home-Grown Standards Draws Skepticism
By Andrew Ujifusa
Indianapolis
Draft standards designed to replace
the Common Core State Standards
in Indiana drew a barrage of
skeptical and disappointed reactions
from a majority of those who turned
out for a hearing in the state capital
on the topic last week.
The session here was one of three
around the state intended to provide
public input as state policymakers
head toward an April decision date.
Some of those testifying Feb. 25
were dismayed that the draft Indiana
academic standards seemed very
similar to, or no different from, the
common core. Roughly 30 to 40 people
testified over the course of the hearing
held by the state board of education.
Others said the new standards,
which were created by a state panel
of educators by merging the common
core with portions of prior Indiana
standards, would only confuse students
and teachers and create more
instability in classrooms.
And some took the opportunity to
reiterate their opposition to the common
core itself-standards in English/language
arts and mathematics
that resulted from an initiative led
by the Council of Chief State School
Officers and the National Governors
Association. All but a handful of
states have adopted the common-core
standards, though the project has
continued to spark debate around
the country. (Indiana last adopted its
own English/language arts standards
in 2006 and math standards in 2009,
according to the Indiana Department
of Education.)
Over the past several months, Indiana
has been reconsidering its involvement
in the common core and has
"
Why are we so rushed,
especially when
we already drafted
standards in 2009 that
were thoroughly
vetted?"
AMY NICHOLS
Witness at State Hearing
developed new standards in English/
language arts and math with the help
of state education professors and K-12
teachers. The resulting draft Indiana
standards were released last month.
Diane Scott, the curriculum director
of the Lebanon Community
School Corp., said that despite being
the "cheerleader" for teachers in her
3,400-student district, she was worried
that yet another change in stan-
dards would make them lose heart.
"These shifts are very difficult for
the people in the field trying to do the
work," Ms. Scott told members of the
state board of education and other
education officials at the hearing.
Some people who testified also expressed
concern that the draft state
standards were not clear..
Amy Nichols, who said she was a
math specialist, argued that the approach
of merging standards has produced
a "confusing mess" for teachers.
She criticized the draft standards
for not separating certain mathematical
topics and for simply replicating
the common core.
"Why are we so rushed, especially
when we already drafted standards
in 2009 that were thoroughly vetted?"
she said.
But Kate Johnson of the advocacy
group Stand for Children said that
although the draft standards should
be better organized for teachers, "the
process definitely included input
from educators."
Federal Influence Feared
Critics of the common core in Indiana
showed that they were largely unsatisfied
by the new standards.
Heather Crossin, a leader of the
Hoosiers Against Common Core group,
said that they were simply a dressedup
and "bloated" version of the common
core and even more unclear.
"It is clear that they represent the
return to a mile-wide, inch-deep"
method of learning, Ms. Crossin said
at the hearing.
A few of those testifying urged the
state board not to knuckle under to
what they see as the federal government's
influence and money.
Randy Brown, who identified himself
as a common-core opponent, said
he resented the loss of the 2009 Indiana
standards, which he argued had
been the right direction for the state
all along.
"Common core came along from
the federal government and kind of
knocked that out of the water," he said.
(The U.S. Department of Education
gave incentives for states through
Race to the Top grants to adopt "college-
and career-ready" standards
like the common core, and it's paying
for common-core-aligned assessments,
but it did not pay for the common
core's development.)
Another political critique, from a dif-
ferent angle, came from Bonnie Fisher,
who said she represented a group critical
of the corporate influence in education.
She said that the draft standards
were really no different from the common
core, and that both sets of standards
simply prepared students to be
drones in a workforce.
If the state school board adopts the
draft Indiana standards, Ms. Fisher
said, "you should rename yourselves
'lords of basic worker training.' For
this is not education."
The draft content standards under
discussion have not stopped Indiana
lawmakers from taking further action
to distance the state from the
common core.
After passing the state Senate, legislation
that would void the state's
2010 adoption of the common core
was approved by the House education
committee in February.
The measure would not explicitly
prohibit the state school board, which
has final say over content standards,
from readopting the common core, or
from adopting standards that incorporate
portions of the common standards.
The author of the measure, Sen.
Scott Schneider, a Republican, first
introduced anti-common-core legislation
last year. The push eventually
led to a state law mandating a review
of the common core and the official
consideration of new standards.
Next Steps
That review and evaluation of
standards, in turn, led to the state's
consideration of the new Indiana
standards. Hearings also were held
last week in the communities of Sellersburg
and Plymouth.
The Indiana Education Roundtable-led
by Gov. Mike Pence, a Republican,
and Superintendent of Public Instruction
Glenda Ritz, a Democrat-is
to vote on the draft standards this
month. Finally, the state board of education
is to take a vote on the draft
standards April 9.
EDUCATION WEEK | March 5, 2014 | www.edweek.org | 15
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Education Week - March 5, 2014

Table of Contents for the Digital Edition of Education Week - March 5, 2014

Contents
Education Week - March 5, 2014 - 1
Education Week - March 5, 2014 - 2
Education Week - March 5, 2014 - Contents
Education Week - March 5, 2014 - 4
Education Week - March 5, 2014 - 5
Education Week - March 5, 2014 - 6
Education Week - March 5, 2014 - 7
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Education Week - March 5, 2014 - Cover1
Education Week - March 5, 2014 - Cover2
Education Week - March 5, 2014 - Cover3
Education Week - March 5, 2014 - Cover4
Education Week - March 5, 2014 - S1
Education Week - March 5, 2014 - S2
Education Week - March 5, 2014 - S3
Education Week - March 5, 2014 - S4
Education Week - March 5, 2014 - S5
Education Week - March 5, 2014 - S6
Education Week - March 5, 2014 - S7
Education Week - March 5, 2014 - S8
Education Week - March 5, 2014 - S9
Education Week - March 5, 2014 - S10
Education Week - March 5, 2014 - S11
Education Week - March 5, 2014 - S12
Education Week - March 5, 2014 - S13
Education Week - March 5, 2014 - S14
Education Week - March 5, 2014 - S15
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Education Week - March 5, 2014 - S19
Education Week - March 5, 2014 - S20
Education Week - March 5, 2014 - S21
Education Week - March 5, 2014 - S22
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Education Week - March 5, 2014 - S24
Education Week - March 5, 2014 - S25
Education Week - March 5, 2014 - S26
Education Week - March 5, 2014 - S27
Education Week - March 5, 2014 - S28
Education Week - March 5, 2014 - S29
Education Week - March 5, 2014 - S30
Education Week - March 5, 2014 - S31
Education Week - March 5, 2014 - S32
Education Week - March 5, 2014 - S33
Education Week - March 5, 2014 - S34
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Education Week - March 5, 2014 - S46
Education Week - March 5, 2014 - S47
Education Week - March 5, 2014 - S48
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