Tag: common core

The Common Core Is in Retreat

A Politico article today declares that the Common Core has “quietly” won the school standards war. It is a headline that would have been accurate several years ago, but today’s headline should be somewhat different:  “Common Core in major – but quiet – retreat.”

The one thing the article gets right is that the Core did, indeed, achieve almost complete domination very quietly. But that was around six years ago, when the Obama administration, at the behest of Core strategizers, slipped the de facto requirement that states adopt the Core into the $4.35 billion Race to the Top program, a pot of “stimulus” money the large majority of states grabbed for while the country panicked about the Great Recession. It was also used to pay for national tests to go with the Core. It was, for all intents and purposes, a silent coup.

But then something happened. Around 2011 the public suddenly became cognizant that they’d lost a war they weren’t even aware they were in. After the states had done their part in conforming to the new standards overlords, districts and schools were told, “implement this new set of standards you’ve never heard of.” That’s when the resistance began, and it quickly grew fierce. Indeed, the Core has been on the defensive ever since.

Polling, though subject to lots of variation thanks to wording and other issues, shows the losses the Core has suffered. As I noted a few months ago, more-neutral poll questions tend to show very low support for the Core, but it is a question that is biased in favor of the Core that captures the direction in which the Core has been going: backwards. Defining the Core as standards states simply choose to adopt that “will be used to hold public schools accountable,” the annual Education Next poll found support dropping from 65 percent in 2013 to 49 percent in 2015. Among teachers, the Core freefell from 76 percent support to 40 percent, with 50 percent now opposing.

Capturing how bad things are for the Core, a question in a brand new poll that blatantly spins for the Core, describing it as a “set of high-quality [italics added] academic standards,” elicited only 44 percent support, with only 9 percent saying the standards “are working in their current form and should not be changed.”

Sure doesn’t seem like the Core is triumphant, at least not on the battlefield of public opinion.

Analyzing Arne’s Era and What’s to Come

Arne Duncan announced Friday that he is resigning as Secretary of Education, effective sometime in December. He will be replaced – sort of – by Deputy Education Secretary John King, who will not be put up for the permanent job but will be kept until the end of the administration in an “acting” – and Senate confirmation-less – capacity.

Of course, what Duncan has done as Secretary reflects what the Obama administration wanted, not what Duncan did on his own. Regardless who was ultimately calling the shots, though, Duncan presided over a period that has fulfilled some of the worst fears of anyone who has ever said, “It might be a bad idea to have a federal education department. They might start trying to run things.”

The overarching theme under Duncan has been huge consolidation of power not just at the federal level – alone blatantly unconstitutional – but in the Department itself.

Another Poll: Core Getting Clobbered, Keep the Feds out, and More

Last week I dissected the annual Education Next poll a bit, and today the newest Phil Delta Kappa/Gallup poll on the state of education is out. Let’s take a look at several of the same topics we examined in the EdNext poll, shall we?

Common Core

Last week’s survey featured questions with several different wordings about Core backing, and while they all showed the Core hemorrhaging support over the last few years, percentages approving ranged from 49 percent to 39 percent. PDK/Gallup asked just one question about Core support, and it had very different wording from any used by EdNext, focusing not on the intention of the Core – “accountability” – or describing the Core as “standards for reading and math that are the same across states,” but asking if respondents approve of “having the teachers in your community use the Common Core State Standards to guide what they teach.” In response, 54 percent appeared to oppose the Core and only 24 percent supported it. It’s an odd way to ask about Core support – how about just ask if people “support or oppose the Common Core” – but it is unquestionably true both that an intended effect of the Core is to guide what is taught, and that this is more bad news for the Core.

Federal Role

EdNext found what I thought was unexpectedly (and discouragingly) high support for having Washington in charge of “setting educational standards for what children should know,” but still very low approval of federal direction over labeling schools as “failing” and dictating how to fix such schools. PDK/Gallup did not ask directly about setting standards, but did ask which level of government should be “holding schools accountable” and “determining the right amount of testing.” What they found was in line with what EdNext found: Only about 1 in 5 respondents want Washington in charge, with most wanting states and districts in control. Maybe the Constitution does still count.

Latest Poll: Common Core Crashing, People Want Everything, and More

The annual Education Next poll on school reform is out, and as always it’s boiling over with hot, tasty results. I won’t hit nearly everything in it, and even the topics I do cover can be dissected much further, but I have a few parts I want to highlight.

Common Core

Questions about the Common Core national curriculum standards have been my main focus in past EdNext polls, and they remain so this time around. The news isn’t good for the Core. Among respondents asked whether they support the Core, defined as standards states chose to adopt that “will be used to hold public schools accountable” – a description heavily biased with the promise of wonderful-sounding accountability – support has dropped from 65 percent in 2013 to 49 percent in 2015. Among teachers, the Core has donned its barrel and plunged from 76 percent support to 40 percent, with 50 percent now opposing it. Finally, getting rid of the accountability promise in the description resulted in just 39 percent of the public supporting the Core and 37 percent opposing, essentially a tie when margin of error is considered.

Federal Role

Questions about the federal role in education reveal what appear to be some serious inconsistencies. Unfortunately, 41 percent of the public thinks Washington should be in charge of “setting educational standards for what children should know,” while 43 percent think the states should be and 15 percent local governments. That means roughly 4 out of 10 people are ignoring the Constitution, as well as the federal government’s very poor track record. More encouraging, lower percentages of parents and teachers would have the feds lead on standards, and only about 1 in 5 members of the public think Washington should decide if “a school is failing” or “how to fix failing schools.” But get this: The poll also finds that 67 percent of the public thinks DC should require that all students “in grades 3-8 and once in high school” take math and reading tests. Oh, and allowing parents to opt their kids out of such tests? Only 26 percent of the public, and 32 percent of parents, support that. If there is a unifying theme here it may be that the public likes the abstract idea of national benchmarks but not centralized ramifications for performance, which we likely see reflected in the Common Core debate and No Child Left Behind reauthorization.

Rubio Was Right on Fed Ed Power Grabbing

In last night’s GOP presidential debate, Sen. Marco Rubio (R-FL) said in response to a question about the Common Core national curriculum standards that, sooner or later, the Feds would de facto require their use. If you know your federal education – or just Common Core – history, that’s awfully hard to dispute.

Said Rubio: “The Department of Education, like every federal agency, will never be satisfied. They will not stop with it being a suggestion. They will turn it into a mandate. In fact, what they will begin to say to local communities is: ‘You will not get federal money unless you do things the way we want you to do it.’”

That is absolutely what has happened with federal education policy. It started in the 1960s with a compensatory funding model intended primarily to send money to low-income districts, but over time more and more requirements were attached to the dough as it became increasingly clear the funding was doing little good. Starting in the 1988 reauthorization of the Elementary and Secondary Education Act (ESEA) we saw requirements that schools show some level of improvement for low-income kids, and those demands grew in subsequent reauthorizations to the point where No Child Left Behind (NCLB) said if states wanted some of the money that came from their taxpaying citizens to begin with, they had to have state standards, tests, and make annual progress toward 100 math and reading “proficiency,” to be achieved by 2014.

American Mathematical Society: Hurdles to U.S. Tech. Improvement

Allow me to liberally paraphrase a piece from the current issue of the AMS’s publication “Notices.” Thereafter, I’ll contrast my version with the original.

The US presents particular obstacles to achieving technological improvement at a national scale, deriving from its social and economic diversity and also from an entrenched tradition of entrepreneurship and private industry which precludes a federal role in any primary initiatives. Yet to achieve real improvement at scale requires some national coherence.

The laws of physics are the same in Florida and Montana; it makes little sense in a highly mobile population for more than one cell phone technology to exist within our borders. It would be like building a national railway system with different gauge tracks in each state.

Readers will no doubt realize that this argument is undermined by the substantial advances Americans have witnessed in Cell phone technology over the years, despite—perhaps even because of—the existence of alternative suppliers developing different hardware and operating systems. All the while, we are somehow still able to call/text one another without worrying whether our interlocutor is an Apple addict or an aficionado of Android. And scale hasn’t proven to be a problem. Apple and Google have managed to serve very, very large numbers of people indeed.

Misinformed on Common Core? This Won’t Set You Straight

Whenever someone declares opponents of the Common Core “misinformed,” get ready: there’s probably a lot more misinformation coming your way. Case in point, a new offering from Washington Post blogger Jennifer Rubin attacking Wisconsin Gov. Scott Walker (R) over his Common Core stance in a recent Des Moines Register op-ed. Her post is chock-full of misinformation, ironically intended to make Core opponents seem confused.

Start with this, in which Rubin asserts that Walker tried to conflate overall federal education funding with the Common Core:

As virtually all GOP contenders but Jeb Bush do, he then takes a swing at Common Core. “Nationwide, we want high standards but we want them set by parents, educators and school board members at the local level. That is why I oppose Common Core. Money spent at the local and state level is more efficient, more effective and more accountable. That is why I support moving money out of Washington and sending it to states and schools. Students deserve a better education.” This is confusing since Common Core per se does not affect how and where money is coming from.

This isn’t actually confusing when you read Walker’s piece, at least the online version (which I assume is like the print version, and is also likely the version Rubin read.) Why? Because Walker separated his ideas into paragraphs, which Rubin eliminated in the quote above, and the placement of the paragraphs makes clear that Walker’s Common Core thought and his federal funding thought were separate ideas. Directly from Walker’s piece:

Now, more than ever, we need to push big, bold reforms to improve our schools. If we can do it in Wisconsin, there is no reason we can’t push positive education reforms across the country.

Nationwide, we want high standards but we want them set by parents, educators and school board members at the local level. That is why I oppose Common Core.

Money spent at the local and state level is more efficient, more effective and more accountable. That is why I support moving money out of Washington and sending it to states and schools. Students deserve a better education.

And every student in the our [sic] nation’s capital should have access to a great education. Therefore, we should expand the options for families in the District of Columbia to choose the school that is best for their children.

Rubin proceeds to make the funding befuddlement worse by writing, “It is Race to the Top that affords states money if they can show either through Common Core or other standards that they are setting high expectations for students.” First, the Race to the Top that provided the primary impetus for states to adopt the Core de facto only allowed the Core – not “other standards” – saying that only states that were part of a standards-and-assessment consortium including “a majority of the States in the country” (p. 59689) could get maximum points in the funding contest. Only the Core met that criterion, and it was clearly the intent of many Core supporters and the Obama administration to have RTT push the Core specifically. That first Race to the Top, however, was basically a very powerful one-shot deal, not one that continuously “affords states money.” It was subsequent waivers out of No Child Left Behind requirements – which let states either use the Core or have a state university system certify state standards as “college- and career-ready” – that are currently in effect and offer two standards options.