Education Week - September 24, 2014 - 22

COMMENTARY
The Standards Are Not Ready
By Mike Schmoker
I
n the early 20th century, medical scientists
created an experimental drug
with immense potential for preventing
terminal illnesses. But before
the drug was tested in trial runs,
it was manufactured, distributed,
and sold nationally in its raw form.
Some might refer to this process as
a "pilot." But it wasn't a pilot at all; in other
words, it was not a small-scale, carefully studied
trial. Thousands died, and countless others
became ill. The drug was finally pulled from
the market and properly tested. Once scientists
refined it, the drug saved millions of lives.
I made that up. Forgive me. But replace
"drug" with the common core, and we might
have a good analogy for its botched and increasingly
troubled launch, but also the opportunity
to salvage it.
I don't believe we should abandon the
Common Core State Standards. Despite the
imperfections of the initiative, many have
broadly celebrated its essential vision and its
best features with good reason, including the
core's compelling introductory materials and
appendices.
But it is time to insist that those who are
leading the initiative do what should have
been done up front: Conduct actual smallscale
pilot testing of the grade-by-grade standards
themselves for at least a year.
Instead, the standards have been launched
on a near-national scale before even a single
district or school could pilot them. School personnel
did not have adequate time to see if the
standards were clear and concise enough to
achieve their primary purpose: facilitating the
creation of appropriate and coherent curricula
for English/language arts and math, by grade
level, that make sense within the constraints
of a nine-month school year.
Before we go one step further, states, unions,
and the major education organizations should
demand such pilots. The recent call by Vicki
Phillips of the Bill & Melinda Gates Foundation
for a two-year "moratorium" on tying
teacher evaluations or student promotion to
the standards assessments is encouraging,
but it misses the point. Teachers merely need
"time to develop lessons, receive more training,
and get used to the new tests," wrote Ms.
Phillips.
No they don't. Nothing could be more futile
than doubling down on training, testing, and
lesson planning based on the still-bloated,
misconceived lists of standards.
In math, we're seeing the confusion wrought
by the verbose, ambiguously worded, committee-generated
paragraphs that constitute the
eight "Standards for Mathematical Practice."
Elements of these are essential, but math
teachers tell me that no one really understands
all of them. Worse yet, no one knows
which "practices" should be implemented with
what standards, in what grade level, and for
what duration.
Clarity is paramount here: Marina Ratner,
a professor emerita of math at the University
of California, Berkeley, recently wrote in The
Wall Street Journal about the indiscriminate
and excessive "model-drawing mania"
encouraged in the
math practices
that she witnessed
in her grandson's
6th grade math
class. She argues,
"Simple concepts
are made artificially
intricate and complex
with the pretense of
being deeper-while the
actual content taught was
primitive."
"
In English/language arts, even the
former president of the Modern Language
Association, Gerald Graff, finds most of the
standards unnecessary and nonsensical. For
curriculum expert Robert Shepherd, they
are "just another set of blithering, poorly
thought-out abstractions." Teachers still don't
know if they should teach to the hundreds of
individual English/language arts standards
one-by-one (which is a terrible idea) or merely
to the "three instructional shifts" (which are
clear and concise instructional guidelines for
teaching texts). I know from visiting schools
across the country that confusion about this
is rampant.
Pity the 8th grade teacher who is asked
to implement such murky, indecipherable
standards as this one, which I guarantee no
teacher will ever assess:
Analyze how the points of view of the characters
and audience or reader (e.g. created
through the use of dramatic irony) create effects
like suspense or humor.
There is much to appreciate in the general
vision and direction of the common core. But
my sources at the highest levels of the common-core
initiative admit to a serious failure
of both clarity and concision in the standards
documents.
Nothing could
be more futile than
doubling down on training,
testing, and lesson planning
based on the still-bloated,
misconceived lists of
standards."
A lot of the current public confusion and
acrimony could have been avoided had we piloted
the standards in a small-scale, publicly
transparent fashion. They should have been
piloted for clarity, economy, and alignment
with the assessments with which they are
now appallingly misaligned. Instead, the standards
were launched, like an untested
prescription drug, even as they
were being used as the basis
for expensive new textbooks,
tests, and countless
misconceived training
sessions in dozens of
states.
So please, let's not
waste the moratorium
on more training or lesson
planning based on
such plainly problematic
standards. States, unions,
and national education
groups should demand that
they be piloted right now in these
critical respects:
* For clarity, by testing them on ordinary
school personnel to ensure that their language
is crystal clear to teachers, trainers, and curriculum
directors, just as Microsoft does with
its installation manuals.
* For economy, by having pilot teams create
Harnessing the Power of a Penny to Learn What Works
By Robert Balfanz
T
eachers and principals are
always looking for ways to
better teach and support
students-including searching
for reliable information
about interventions that
have been proven to work in
classrooms similar to their
own. Unfortunately, these searches often come
up empty, and education policy discussions on
how to invest limited taxpayer dollars are too
often driven by inadequate, incomplete, or biased
information as a result of the lack of data
on what works, when, where, and for whom.
What if Congress took a different approach?
What if the federal government used one
penny of every dollar it now spends on K-12
education-which I estimate to be about $40
billion-to develop evidence and knowledge
so that the rest of that dollar could be spent
wisely? This would free up approximately
$400 million annually, which could enable a
game-changing approach to how we spend
federal education dollars.
Recently, I published a report with the group
Results for America, with support from Bloomberg
Philanthropies, to show how this could
be done. If Congress set aside a bit more of
the money it already spends on education for
evaluations, the U.S. Department of Education
could figure out how to better invest the rest
by launching a comprehensive and responsive
knowledge-building effort to determine what
is working in federally funded education pro22
| EDUCATION WEEK | September 24, 2014 | www.edweek.org/go/commentary
grams. It could also help solve some common
problems of practice that educators face every
day-problems like how to help more children
get ready for kindergarten, how to improve
academic literacy for adolescents, and how to
help 9th graders stay on track to high school
graduation and college readiness.
The result of such an effort would determine
how existing federal education programs could
and should be improved to maximize their impact
and return on taxpayer investment. More
importantly, it would help millions more students
succeed in school and life.
Setting aside 1 percent of its funding for
rigorous, independent, third-party research
and evaluations would enable the Education
Department to:
* Evaluate diverse interventions with a
range of evaluation methodologies;
* Build a cumulative evidence base about
which interventions are most effective and
why, for whom, and under what circumstances;
*
Conduct studies of new policy ideas before
they receive substantial funding, continuously
improve programs, and over time build
enough of a knowledge base to support standards
of practice as they exist in medicine; and
* Allow funds to be driven toward those interventions
and efforts that result in the most
success and the highest return on taxpayer
investment.
To make this work, Congress would need
to give the Education Department direction
to set aside the money, the opportunity to
spend the pennies wisely, and the flexibility
iStockphoto
http://www.edweek.org/go/commentary

Education Week - September 24, 2014

Table of Contents for the Digital Edition of Education Week - September 24, 2014

Contents
Education Week - September 24, 2014 - 1
Education Week - September 24, 2014 - 2
Education Week - September 24, 2014 - Contents
Education Week - September 24, 2014 - 4
Education Week - September 24, 2014 - 5
Education Week - September 24, 2014 - 6
Education Week - September 24, 2014 - 7
Education Week - September 24, 2014 - 8
Education Week - September 24, 2014 - 9
Education Week - September 24, 2014 - 10
Education Week - September 24, 2014 - 11
Education Week - September 24, 2014 - 12
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Education Week - September 24, 2014 - 18
Education Week - September 24, 2014 - 19
Education Week - September 24, 2014 - 20
Education Week - September 24, 2014 - 21
Education Week - September 24, 2014 - 22
Education Week - September 24, 2014 - 23
Education Week - September 24, 2014 - 24
Education Week - September 24, 2014 - 25
Education Week - September 24, 2014 - 26
Education Week - September 24, 2014 - 27
Education Week - September 24, 2014 - 28
Education Week - September 24, 2014 - Cover1
Education Week - September 24, 2014 - Cover2
Education Week - September 24, 2014 - Cover3
Education Week - September 24, 2014 - Cover4
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