These Action Briefs for school leaders are a starting point, designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders — who are faced with dramatically increased expectations in the context of fewer resources — with a deeper understanding of the standards and their role in implementing the standards. Achieve, in partnership with College Summit, the National Association of Secondary School Principals, and the National Association of Elementary School Principals, released this with support from MetLife Foundation.
High school counselors are showing no strong consensus on advising students about taking the current SAT, the new SAT, or the ACT, according to a survey from Kaplan Test Prep.
Counselors Divided On SAT Versus ACT.
Caralee Adams writes at the Education Week (5/26) “College Bound” blog that according to a new survey conducted by Kaplan Test Prep, high school counselors “are offering a range of advice to students about whether to take the current SAT, the new SAT in the spring of 2016, the ACT—or a combination of the three.” Roughly one third are urging “students to take more than one of the college-entrance exams to see which might help them most in getting into their top-choice school.”
This important historical literacy skill is closely aligned with Common Core State Standards, in particular CCSS.ELA-LITERACY.RI.8.9, where students “Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.”
A step-by-step process to anayze complex text and prepare them for teaching.
In this blog post, CEL Project Director Joanna Michelson takes a real-world example and shows step by step how a group of teachers collaboratively analyzed Elie Wiesel's Nobel lecture "Hope, Despair, and Memory" and found ways to help ninth grade students to comprehend and interact with the complex text.
Most teachers I know have a deep interest in words and academic language. That’s probably why many of us became teachers— so we could expand and deepen students’ vocabularies and in turn make them stronger readers, writers, speakers and thinkers. Right? Unfortunately, most teenagers are not inherently “word nerds” like we are. In addition to teaching students new words, it is our responsibility to make them more aware and interested in the words they encounter in their daily lives. We talk about foundations and scaffolds, but how can we build students’ vocabularies? How can we create a class culture that values curiosity and consciousness about new words? How can we raise students’ word consciousness?
"The states that are working to align their proficiency standards with NAEP have "the political courage" to rework their standards and tests to ensure that students are expected to master material that truly prepares them for college and good jobs, Karen Nussle, the executive director of the Collaborative, said during the conference call.
Many states are raising their sights, she said, and now is not the time for them to become "politically weak kneed" or be "bullied into turning back."
Mel Riddile's insight:
New York, singled out in Achieve's report as a "truth-teller" for its 5-point gap, had a 32-point gap in 2007 between the percentage of students meeting its own standard in 4th grade reading and the percentage meeting NAEP proficiency cutoffs in that subject.
Alabama's 56-point gap in 4th grade reading in 2007 dropped to 7 points by 2013-14.
Tennessee is among a handful of "truth-tellers" about how well its students are doing in reading, according to reserach on the "honesty gap" released Thursday. the state test scores don't match NAEP standards as well in math.
The Memphis (TN) Commercial Appeal (5/15) notes that the report named Tennessee among the eight states designated “truth-tellers,” pointing out that while 49% of the state’s students were deemed proficient on last spring’s reading tests, NAEP “said only 34 percent were actually prepared, a 15 percent gap.” Chalkbeat Tennessee (5/14) also covers this story, noting that the US Chamber of Commerce once panned the state as “among the nation’s most dishonest states when reporting student performance.”
In 2007, the Thomas B. Fordham Institute published what was probably the most influential study in our eighteen-year history: The Proficiency Illusion. Using data from state tests and NWEA’s Measures of Academic Progress, our partners at NWEA estimated the “proficiency cut scores” of most of the states in the country.
"PROVIDENCE, R.I. -- The American Civil Liberties Union, Rhode Island, and 14 other organizations have sent letters to every school committee in the state asking them to postpone tying the new state assessment to high school graduation.
The letter, signed by such groups as the NAACP, Providence, The Providence Student Union, Young Voices and the R.I. Disability Law Center, calls on local school committees and superintendents to "avoid any use of the PARCC scores for graduation or grading purposes until the 2020 date established in the (state) regulations."
Mel Riddile's insight:
Based on my personal experience, we need at least four years of experience with any test before it is used as a barrier to graduation.
It’s time to debunk the myths about who is good in math, and Common Core state standards move us toward this worthy goal. Mathematics and technology leaders support the standards because they are rooted in the new brain and learning sciences. All children are different in their thinking, strength and interests. Mathematics classes of the …
As the school year draws to a close, many students are taking standardized tests tied to the Common Core. But in some communities there has been a strong backlash, with parents deciding to opt out of having their children participate. The NewsHour’s William Brangham talks to special correspondent for education John Merrow and Motoko Rich of The New York Times.
The Parent Engagement Initiative (PEI), a branch of the Collaborative for Student Success, has embarked on a messaging and information campaign to reach parents in target states about the assessments and what they mean for students. In an effort to share the messaging research we have conducted and the state outreach, I hope you will join us for a webinar on Thursday May 28, 2015 from 3-4 ET. We will provide information on the materials developed and explain how you can brand, use and share thes
Guest Post by Stig Leschly, CEO of Match Education
"The new tests and the Common Core standards offer a more rigorous approach to math skills and knowledge than their predecessors, in our view. They prepare our students more clearly and from an earlier age for the challenges of advanced math (algebra, geometry, trigonometry, and calculus) that they will face at our high school and in college.
PARCC-Math is a challenge worthy of our students and of our teachers."
he National Council of Teachers of Mathematics and its sister group, the National Council of Supervisors of Mathematics, have written an open letter criticizing the methodolgy used by EdReports.org, which published its first round of curriculum reviews in March. Those reviews found that nearly all of the math series evaluated failed to meet criteria for alignment to the Common Core State Standards.
"Unfortunately, the EdReports methodology, including its evaluation tool and process, has produced reviews that fall short of providing useful and accurate information about many critical features of materials reviewed," the letter from NCTM and NCSM states. "As a result, the current ratings and reviews do not provide the types and quality of information needed to make informed choices about the extent to which particular materials support students' learning, or teachers' teaching, of [the common-core standards for mathematics]."
"With our principals’ and directors’ leadership, our staff embraces the Common Core standards as benchmarks for learning, and they are supported in using their own approaches and materials to get us there. This autonomy has allowed our staff to convey the content and concepts of the standards to students in a variety of ways — as initially intended by those who created the Common Core."
It is impossible to discuss education today without uttering the words, “Common Core.” Today, these two words have achieved the same status as Harry Potter’s nemesis Voldemort, or “he who must not be named.” For some, distaste for the Common Core came in 2011, when the Maine Learning Results were [...]
Four years have passed, and, today, I speak of the Common Core with a feeling of rejuvenation. I am thankful that educators and policy makers had more foresight than I did a decade ago to recognize the skills our students would need to be successful in college and careers of the 21st century.
As a middle school language arts teacher, I now realize I am teaching the same material I have always taught, but I am asking students to delve deeper and to apply higher-level thinking skills.
Chalkbeat New York (5/14) says that the report indicates that New York is “one of only two states” in which more students pass the NAEP than do the state test. The piece notes that most states “say most of their students are proficient, while NAEP scores paint a grimmer picture.”
NCTM and the Hunt Institute have produced a series of videos on Teaching and Learning Mathematics with the Common Core to enhance understanding of the mathematics that students need to succeed in college, life, and careers.
Washington, D.C. - May 14, 2015 - Achieve today released a new report that highlights the fact that too often, state-reported proficiency rates in English Language Arts (ELA)/literacy and mathematics are disconnected from other benchmarks of readiness and vary widely from state to state. The report, "Proficient vs. Prepared: Disparities between State Tests and the 2013 National Assessment of Educational Progress (NAEP)," details the discrepancies between student proficiencies as reported by states to students, parents, and educators, and as reported by NAEP, considered the gold standard of student assessment for comparisons across state lines.
I support Common Core for students in Nevada because I believe in the culture of innovation that I see when students are engaged in relevant learning. I want my students to be on the path to college so that when they're the first in their families to attend, they start with credit-bearing courses rather than remediation, and they find enjoyment in higher education. Common Core is not an experiment on students I get to work with each day; instead, it's the equalizer that all kids need to reach their limitless potentials.
The sixth in a series of letters between two principals, one who supports the Common Core and the other who doesn't. In this, one of the educators says that the Core isn't to blame for the things that are driving parents to opt out their kids from high-stakes standardized tests.
It turns out that the stakes for this spring’s Common Core-aligned tests are not quite as high as they might seem. The Hechinger Report surveyed the District of Columbia and all 44 states* that have adopted the Common Core and will be administering a Common Core-aligned test this spring to find out how they plan …
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