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what sounds unfair, and probably is, is not to ramp up to the CC levels over a few years. Gotta give the education system a chance itself to ramp up to new standards.
Ravitch says CC is too hard, duh. too many students will fail, duh. CC will "hurt the kids", duh.Here's something else you won't be bothered to read because itdoesn't say what you want it to.
http://dianeravitch.net/2013/02/26/w...ore-standards/
which corresponds with too many HS diploma'd students entering college in need of remedial studies.
"I wish we knew more about how they will affect our most vulnerable students."
hey, Diana, try this:
Is Common Core Too Hard-Core?
And the results are not pretty.
31% of New York students in grades three though eight met or exceeded math and English competency standards on tests given over six days this past April. In 2012, under the older, far easier, standards, 65% of New York students were proficient in Math and 55% proficient in English. Moreover, according to the Summary of Statewide 3-8 Exam Results, “only 16.1% of African-American students and 17.7% of Hispanic students met or exceeded” the English Language Arts (ELA) proficiency standard, far lower than in years past.
http://www.forbes.com/sites/jamesmar...too-hard-core/
what sounds unfair, and probably is, is not to ramp up to the CC levels over a few years. Gotta give the education system a chance itself to ramp up to new standards.
Dumbass, it's not that it's too hard, it's that the design is so ing poor. The standards are almost ing identical.
Jesus ing Christ.
BTW, if you actually read that cite, you would see your VWRC/Education soliloquy completely exposed for the idiocy it is.
This is true and is the least of the problems with CC.
While I can appreciate the urgency of reform, you don't reform education with a single act and you sure as don't do it without some kind of testing and assessment of effectiveness beforehand.
That's how we got hoisted on the NCLB pe .
This response is a fair exposition of the problems with a national CC program:
Andy Morris Andy Morris 4 hours ago
Mr. Crotty,
Can you explain to me, specifically, how more Common Core-aligned tests and higher standards are going to help students in large, low-income urban areas attain higher achievement rates? Take a city like Rochester, NY where only 5% of students are proficient in math and English. Do you really think these schools will turn around simply because we’ve raised the bar, the tests are more convoluted, curriculum is canned (via Odell Education), and instruction is data-driven? This is a naïve argument. We need to improve lives before we can improve achievement outcomes. Maybe the eight-lane highway and basketball stadium need to be sidelined. Maybe more local control is needed. Maybe the government needs to end its system of endless measurement and punishment.
I keep reading nothing but empty rhetoric from the supporters of Common Core and standardized testing. It’s easy to say that more rigorous testing and raising the bar will fix things. It’s easy to say that new standards and more rigorous testing will prepare our students for college and the workforce but nobody has the ability to explain how. “Ready” is a relative term, right? How is college-ready different from what it was ten or twenty years ago? If a college accepts you, doesn’t that mean students are college-ready? Gaps in skills and knowledge are inevitable. Some students will need remediation as college freshman, and they will quickly adjust. Some will drop out. That doesn’t mean that can’t return down the road. Maybe the emotional maturity wasn’t there. Maybe they simply didn’t have transportation. Maybe bad habits got in the way. Maybe some wanted to immediately enter the workforce or attend a community college.
These days, employment is precarious for college graduates. Tuition rates and student indebtedness are soaring. Are we preparing our current high school students for this? We need to be more creative, open up alternate paths to work and college. There are many programs of study out there and jobs that do not require the same body of knowledge and skills set. Why are we forcing this, via standardized testing and Common Core, on all students? More standards, more tests, less local control, more data, and more whacky accountability measures aren’t going to get our students more ready for college or the workforce, or improve education in this country. If we continue to focus on results, we will continue to vulgarize education. We’re creating a Sisyphean task for ourselves. We’re simply assuming that the system is eternally broken, that our students are eternally lacking. It’s regressive and constrictive.
Our public schools aren’t failing. I work in a healthy and successful one. I’ve been in charge of my curriculum for a decade. My test scores are exemplary. The school I work in is considered a low-income school. We graduate 100% of our students.
Since the reforms were ins uted last year (Common Core, teacher accountability measures, data-driven instruction, and more standardized testing), I no longer have control of my rich and lively curriculum. I’ve been given a flat-as-a-tire curriculum from Odell Education (NYSED contracted with them). My students spend more time preparing for tests and being tested than engaging in learning projects, debates, independent studies, etc., The test includes TerraNova, Acuity, Regents exams, state exams, interim assessments, and my own more relevant tests and quizzes.
There are more time-wasting hoops to jump through with regard teacher accountability measures, all of which lack a human face (evidence binders, data spreadsheets, HEDI scores, composite scores, student learning objectives, etc.,).
I know that many public schools are hurting. I would argue the one-size-fits-all mentality has failed. Trying to quantify learning, at every corner, has failed. Top-down mandates without much public discourse and teacher input have failed. The standards and accountability movements have failed…Maybe what many see as “failure” has more to do with politics, moneyed interests, and the social fabric rather than these students and teachers and the human endeavor they’re engaged in.
Who decides what proficiency means? Are these Common Core exams measuring important skills and doing so in a way that’s applicable to the way skills are used in the real world – in college, in work environments? I would argue that multiple-choice exams are not capable of measuring what our students are truly capable of doing if given the right context and time frame.
Data and test scores are “dust in the wind.” The data is limited. If each of us allowed a test score (SAT, etc.,) or a collection of data to dictate our future, we’d all be screwed. There’s no correlation between high standards, test scores and future success.
We need good teachers. They need to be able to use their expertise without the top-down mandates squashing their creativity and passion. They need autonomy. These teachers already collect important data, assess, re-teach, develop and tweak their rich and lively curriculum. They already have high achievement results. They meet students where they’re at and get them to a set of goals. They’re already held accountable by their administrators, students, colleagues, and parents.
Some public schools possess this, but it’s being stripped away by the heavy-handed reforms. Other schools need it, badly, before we throw more tests and standards at them, before we tie funding to results, before we tie employment to snapshot test scores…
Your wife teaches at UTSA?
LOL people who raged against Bush's standardized testing loving it when it's Magic Negro doing it tbh gfy.
Magic Negro is doing nothing, CC is not a federal program.
I don't think anyone is against raising the level of education in public schools, but the way Duncan and his buddies in the Gates Foundation are going about it is wrong...
lol...the DOE is tying Federal funding to it.
you mean Race to Top ?lol...the DOE is tying Federal funding to it.
"These teachers already collect important data, assess, re-teach, develop and tweak their rich and lively curriculum. They already have high achievement results. They meet students where they’re at and get them to a set of goals. They’re already held accountable by their administrators, students, colleagues, and parents."
then why do you right-winger and VRWC trash teachers non-stop as under-worked, over-paid, and unionized?
and why do American kids' learning levels compare so poorly with other countries, many of whom have NATIONAL TESTING.
Last edited by boutons_deux; 08-19-2013 at 08:50 PM.
Yup. The state's are hung out to dry for the rest of the funding for this initiative.
lol simpleton. These are questions you probably need to answer before you go on another VRWC rant. The original NY cite you posted but didn't read, completely destroyed you.
Btw, back that bull up or GTFO.
Not the states....the districts, the schools, the administrators, the teachers, and the kids are being hung out to dry..and this after years of slashing education budgets...
True..that's where the buck stops, literally.
What the policy makers and the pro-reformers, ie..the for-profit crowd don't tell you is that in America we test every kid — the mentally disabled, thesick, the hungry, the homeless, the transient, the troubled, those for whom English is a second language. That done, the scores are lumped together. When the scores of the disadvantaged aren’t counted, American students are at the top.
, we even test Texans. English is like a 3rd language to me.
This was implemented with no public dialogue, no feedback from experienced educators, no research, no pilot or experimental programs — no evidence at all that a floor-length list created by unnamed people attempting to standardize what’s taught is a good idea. Past experiences already show that state level standards and assessment have not improved the educational outcomes of poor and minority students.
Now a new generation of philanthropic billionaires, including Gates, homebuilding and insurance entrepreneur Eli Broad, members of the Walton family that founded Wal-Mart Stores, and former hedge fund manager Julian Robertson, want public education run more like a business. Charter schools, independent of local school districts and typically free of unionized teachers, are one of their favorite causes. "We don't know anything about how to teach or reading curriculum or any of that," Broad said last year at a public event in Manhattan. "But what we do know about is management and governance."
http://www.nbcnews.com/id/38282806#.UWsUX3y9KSN
This is where the Common Core standards come from.
"But what we do know about is management and governance."
which are very distant behind their mastery of wealth extraction, cartelization, effective monopolization, and rentier capitalism.
Govt isn't a business, and public schools aren't a business.
Exactly what my state, Texas, does to school districts with TAKS (going away) and what was supposed to be 15 STARR tests. (Currently 5) Our State Board is run by a bunch of numb nut Perry pats.
This is what most Americans misunderstand about our system. We are equivalent or better than almost every other nation in math and science if we take kids in the advanced classes. The numbers are already skewed high for the rest of the world because they have already culled poor students out through a variety of methods. We teach all comers in public schools.
keep the sheep dumb
and once they are all connected to the internet, keep them dumber
the only reason to give the sheep some kind of education was so the sheep can mobilize themselves and communicate to each other in society. Once the internet came in, there is not even need to do that.
educating them enough so they can feed themselves and wipe themselves is sufficient
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