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.
A new study looking at the relationship between the National Assessment of Educational Progress and the Common Core State Standards for mathematics finds that the two have "reasonable" overlap, but that the national test falls short on assessing some of the common standards.
The study, commissioned by the NAEP Validity Studies Panel, an independent panel run by the American Institutes for Research, was published in advance of this week's release of the 2015 NAEP reading and math scores for 4th and 8th grade students. NAEP is administered to a nationally representative sample of students about every two years.
The NAEP test was not designed to be aligned with any particular set of standards—it is meant to be used as a barometer of student achievement across the United States.
Massachusetts Releases First Round Of PARCC Field Test Results.
The Boston Globe (9/22, Fox) reports that Massachusetts education officials have released the results from the first year of PARCC testing in the state, noting that students “generally had lower scores” on the test. The piece quotes state Education Secretary James A. Peyser stressing that the results are preliminary, “This early report on PARCC results is preliminary and incomplete and therefore cannot yet be directly compared to this year’s MCAS results,” Secretary of Education James A. Peyser said in a statement. “I look forward to seeing the complete results as they become available.” The piece notes that the state BOE is scheduled to vote on whether to replace the MCAS with PARCC this November.
The Springfield (MA) Republican (9/22) reports that MCAS scores rose this year, while “preliminary results from limited field tests of the PARCC exam were less likely to score in that test’s ‘meeting expectations’ category.” This piece also reports that Peyser “cautioned about ‘reading too much’ into the preliminary results.”
One teacher says she’s reading harder books with her students. A second is asking them to provide more evidence to support their answers. A third is now pushing students to find the solutions to math problems on their own. Last month, I spoke with eight actual teachers with actual classrooms...
Results for some of the states that participated in Common Core-aligned testing for the first time this spring are out, with overall scores higher than expected though still below what many parents may be accustomed to seeing.
If there are exceptions to Malcolm Gladwell’s rule, writing is surely one of them. Even after 10,000 hours, the process can still feel tedious, frustrating and lonely.Practice may not make perfect, but feedback and repetition can help students be more competent at writing. At least, that’s the hope
Epler of the Nebraska education department said he anticipates that, at some point, his organization will do a crosswalk with the new standards, "mainly to support our teachers and schools as many resources (textbooks, etc.) are CCSS-based."
This past spring saw the rollout of new tests based on the Common Core standards. The reading and math tests replace traditional spring standardized tests. About 12 million students in 29 states and the District of Columbia took the tests developed by two groups — the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for College and Careers (PARCC).
According to Smarter Balanced, only a few states have released scores from the spring — Connecticut, Idaho, Washington, Oregon, Missouri, West Virginia, and Vermont. Most states have not been able to put out test scores before the start of classes. The delay was expected in the exam's first year, but it's still frustrating for some teachers and parents.
Scores for the almost 5 million students who took the PARCC tests still have yet to be released. PAARC is still setting benchmarks for each performance level. The partnership says they're due for release this fall, and that the goal in future years of the tests is to release the results as close to the end of the school year as possible.
"New York, NY (August 24, 2015)—A Kaplan Test Prep survey finds that 85% of parents of college-bound students are still unaware that the SAT is changing, even after two years since the change was announced and less than seven months before the new SAT launches in March 2016.* When provided more details about the proposed changes to the SAT, the surveyed parents’ opinions about the new format were divided: 30% say they viewed the changes as something negative or think the exam will be harder; 30% view the changes as something positive; 20% are indifferent; and 15% still don’t know enough to form an opinion. However, views on specific changes reveal that a majority of parents believe the new SAT will be harder:
Math: The current SAT focuses on computational skills and allows students to use a calculator during all sections. The new SAT will focus on advanced algebra, data analysis, and real-world problem solving and calculators will only be permitted for one of two math sections. Fifty-six (56%) percent of parents say these changes make the Math portion of the new SAT harder; 18% say it will become easier; and 26% say it makes no difference.
Reading: The current SAT Reading section includes three 20-25 minute sections of sentence completions, and long- and short-passage reading questions. The new SAT Reading section will last 65 minutes and be made up of long passages followed by reading comprehension questions and will also test understanding of passages from U.S. and World Literature, History/Social Science and Science. Fifty-three (53%) percent of parents say the redesigned SAT Reading section will be harder than the current one; 12% say it will become easier; and 36% say it makes no difference.
Writing and Language/Grammar: The current SAT tests grammar in the form of individual sentence correction. The new SAT will test grammar in the form of passages and will also include questions about structure and reading comprehension. Fifty-three (53%) percent of parents say the Writing and Language/Grammar portion of the new SAT will become harder; 13% say it becomes easier; and 34% say it makes no difference.
Essay: The current SAT essay is required, and asks students to develop a persuasive essay about an issue; facts and grammar have little bearing on the overall score. The new SAT essay is optional, and asks students to read a 650-750 word passage and then prepare a facts-based essay analyzing how the author builds her/his argument. Sixty (60%) percent of parents say the SAT essay will become harder; 15% say the essay will become easier; and 25% say it makes no difference.
No Wrong Answer Penalty: The current SAT includes a ¼ point penalty for wrong answers. The new SAT eliminates the wrong answer point penalty. Fifty-six (56%) percent of parents say this change will make the new SAT easier; 22% say the change will make it harder; and 23% say it makes no difference"...
When George Washington University announced last month that it was adopting a “test-optional” admissions policy, it repeated a standard line made by colleges that allow prospective students to opt out of sending SAT or ACT scores. “The test-optional policy should strengthen and diversify an already outstanding applicant pool and will broaden access for those high-achieving …
Mel Riddile's insight:
In practice, however, colleges have used these policies to become even more exclusive than they previously were. Here’s how schools do it: by freeing prospective students from having to provide SAT and ACT scores, they tend to attract more applicants, many of whom may have scored poorly on the tests. (The University of Georgia study found that these schools “receive approximately 220 more applications, on average, after adopting a test-optional policy.”)
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