Education Week - October 8, 2014 - 24

LETTERS to
the EDITOR
More 'Pilot Study' Would Not Help
Rollout of the Common Standards
To the Editor:
In Mike Schmoker's recent Commentary
about the Common Core State Standards,
he argues that the standards are "not
ready" and need a pilot test ("The
Standards Are Not Ready," Sept. 24,
2014). There are several issues with this
argument, but I will focus on two.
First, the last several years-before
the tests and accountability have rolled
out -have been a pilot test on perhaps the
grandest scale possible. If we have learned
about specific problems with the standards,
states should address those problems by
changing the standards. Indeed, many
states have edited the standards already,
and there is nothing prohibiting them from
doing so.
Second, while I can understand what it
means to pilot standards for clarity, it's not
clear to me how one could pilot standards
for efficacy (that is, to see if they're "good"
or "right").
Would one want aligned curriculum
materials and tests to be a part of the
pilot? Well, publishers don't produce
those materials for pilot studies. Efficacy
evidence would require things like
large samples, experimental or quasiexperimental
designs, high-quality outcome
measures, and conditions similar to full
implementation. To my knowledge, that
kind of pilot has never been undertaken in
the history of standards, and it never will
be. Of course we all want the standards to
"
be the best they can be; that's one reason
the rollout has been historically slow.
If we don't have a specific sense of what
the problems with the standards are and
how to change them by now, it's not clear
what we could learn from more time spent
on pilot studies that won't produce the
evidence we need.
Morgan Polikoff
Assistant Professor of Education
University of Southern California
Los Angeles, Calif.
Why Supporters of Common Core
Are Losing Public Relations Fight
To the Editor:
Over the past year, the war against
the Common Core State Standards has
escalated, and as a pdk/Gallup Poll recently
confirmed, the opposition is winning the
public relations battle.
While 81 percent of respondents said
they were aware of the common core (up
significantly from 38 percent last year),
60 percent opposed using the standards.
Parents, among other stakeholders, are
skeptical, and many believe the standards
are being pushed on them by the federal
government ("Polls Capture Public's Sour
View of Common Core State Standards,"
Aug. 26, 2014).
Parents are closely connected to
classroom teachers and school principals,
and they are frequently wary of politicians,
so a discussion led by state education chiefs
and governors would have little impact on
building brand trust, let alone support, for
the common core.
The result: The common core has become
a negative brand, much like the No Child
Left Behind Act. Although most people
agree with their underlying goals of
providing students with a strong education
to ensure future success, the common core
and nclb are blamed for whatever is not
working in our public schools. And changing
perceptions is difficult.
Public relations and branding are all
about creating feelings and inspiring
others. More than a decade ago, a
Northwest Regional Educational Lab
study stated that "public relations is less
about transmitting information, and more
about listening and responding to the
expectations and concerns of all citizens."
Relevant words of wisdom.
The common-core conversation must focus
on people, not just policy. It's important to
shine a light on the many faces of those
who are affected by the standards and
ignite meaningful engagement that will
influence change. Until that happens,
common-core supporters will continue to
cede the branding battle to public-relationssavvy
opponents who have learned their
lessons well.
Cathleen Healy
President
CMH Consulting
Washington, D.C.
Hampshire College President:
Grades Are Not Enough
To the Editor:
Imagine going into a performance review
with your boss, eager for substantive
guidance on how to grow and advance -and
being handed a letter or number. Not much
of a learning experience, you might think. Yet
grades remain the standard for evaluating
students' performance.
Grade-based evaluation fails because:
* Grades are inarticulate, telling students
nothing about what they've done well or
might do better.
* Grades inhibit curiosity, encouraging
students to do only what is required.
* Grades stress competition and reduce
collaboration, a much-needed skill for
meeting today's challenges.
* Grade inflation makes it difficult to talk
meaningfully about excellence.
* Grades won't be part of students' lives
once they leave school because "real world"
evaluation functions much differently.
Hampshire College, where I serve as the
president, uses narrative evaluations instead
of grades because they are teaching tools
and our mission is to educate. Professors cite
particulars as they convey detailed useful
information. Students understand strengths
and weaknesses in their work, and how they
might improve, learning to strive for their
own best performance.
Grades might seem necessary if one accepts
the premise that one purpose of education is
to sort out winners and losers, and who gets
to go on to the next level of education, but
two-thirds of Hampshire students go on to
earn graduate degrees.
Thoughtful narrative evaluations demand
more from both teachers and students. Far
more is also gained. Rigor in education is not
about being told how well you did, but about
being told what you need to do next in order
to improve.
Jonathan Lash
President
Hampshire College
Amherst, Mass.
COMMENTARY POLICY
Education Week takes no editorial positions, but
publishes opinion essays and letters from outside
contributors in its Commentary section.
For information about submitting an essay or letter
for review, visit
www.edweek.org/go/guidelines.
| READERS REACT ON EDWEEK.ORG |
Education Week's Sept. 24, 2014,
issue juxtaposed two
Commentaries offering widely
divergent perspectives on the
Common Core State Standards.
In one, Mike Schmoker likens the
standards to an untested (but
potentially promising) prescription
drug to argue that the common
core still needs pilot-testing before
it's ready for the classroom.
Conversely, 2014 Kansas State
Teacher of the Year Jeff Baxter
shares his experiences teaching
Moby Dick to demonstrate how the
standards have "helped enliven and
enhance" his instruction.
Common-core defenders and
detractors came out in force to
weigh in, with the latter accounting
for a majority of the more than 60
comments left on the two essays.
Many readers registered their
general opinions of the standards;
the sampling at the right has been
limited to those who chose to engage
with the particulars of the essays.
Read the full Commentaries and
reader responses:
www.edweek.org/go/
schmoker-core
www.edweek.org/go/baxter
Mike Schmoker's
'The Common Core
Jeff Baxter's
'The Common Core
Is Not Ready'
Your example of an untested
drug is made up, but the process
it depicts accurately describes
what is happening with the common
core. ... One could argue that it's somehow wrong or unethical to
experiment with children. But, as your example suggests, implementing
the common core indeed is an experiment, but not one
supported by evidence it will be effective.
Is Working in My
Classroom'
Your support for the standards follows
the same pattern I've been seeing in
such op-eds. You're giving credit where
no credit is due. It's nothing more than bandwagon propaganda. What
in the world were you doing in the classroom prior to the standards?
DREW33
MARK DYNARSKI
The standards were introduced in 2010. Four years later, we are still
complaining that we haven't had enough time to plan for or work with
the standards before assessments demand implementation? I don't
get it. No, they are not perfect, but for most states, including my own,
they are an improvement over previous standards-which, by the way,
were implemented without any pilot, as I suspect most state-created
standards are.
Whatever one thinks about common core, comparing it to a drug that
kills people is irrational and fallacious. How about we keep it real?
JKUEHT
This proposal makes "reasonable" recommendations that do little to address
the problems caused by the common core. ... Our country does not
need to waste any more time or money on the common core. Let's call it
for what it is: a failed experiment.
NICHOLAS TAMPIO
Sadly, this is just another testimonial, designed to make those against
the ccss feel unworthy and unprofessional. Being beholden to the same
foundations that have pushed the ccss down our proverbial throats,
Education Week has become a reliable, but shameful, propagandist for
the common core.
Kudos to Mr. Baxter for thinking for himself and daring to think things
might be even better in his classroom than they probably [already]
were. This is the kind of teacher who should be talking about the
common-core standards and what they actually are all about. J. OTTMAN
KAD4
It's good to hear that Mr. Baxter's experience is a good one, and his students
love the novel. But we haven't seen an examination of what the
students actually learned and retained. ... Our children aren't guinea
pigs, and before anything is foisted upon them nationwide, it needs to
be tested and proven. Until it is, anecdotal evidence, such as we have
from Mr. Baxter, isn't what we need to rely on.
CHARLOTTE G
MCRUIZ
-COMPILED BY MARY HENDRIE
24 | EDUCATION WEEK | October 8, 2014 | www.edweek.org/go/commentary
Illustrations from iStockphoto
http://www.edweek.org/go/guidelines http://www.EDWEEK.ORG http://www.edweek.org/go/schmoker-core http://www.edweek.org/go/schmoker-core http://www.edweek.org/go/baxter http://www.edweek.org/go/commentary

Education Week - October 8, 2014

Table of Contents for the Digital Edition of Education Week - October 8, 2014

Contents
Education Week - October 8, 2014 - 1
Education Week - October 8, 2014 - 2
Education Week - October 8, 2014 - Contents
Education Week - October 8, 2014 - 4
Education Week - October 8, 2014 - 5
Education Week - October 8, 2014 - 6
Education Week - October 8, 2014 - 7
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Education Week - October 8, 2014 - 27
Education Week - October 8, 2014 - 28
Education Week - October 8, 2014 - C1
Education Week - October 8, 2014 - C2
Education Week - October 8, 2014 - C3
Education Week - October 8, 2014 - C4
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