Virginia, take a bow.
While Maryland, 44 other states and the District are spending billions of dollars to install new national standards for their schools, Virginia has stuck with the standards it has. Mounting evidence shows Virginia is right, and the others wrong.
Common Core standards are the educational fashion of the moment, but your child’s teacher can name many similar plans that went awry. I was impressed at first with the brain power and good intentions behind the Common Corestandards, launched by nongovernmental groups with the support of the Obama administration and governors of both parties. I thought the change would elevate instruction and end the distressing difference between what defined student proficiency in Massachusetts (pretty high) compared with Mississippi (quite low.)
But I have been talking to Brookings Institution scholar Tom Loveless, a national expert on this topic, and read his latest research paper: “Predicting the Effect of Common Core Standards on Student Achievement.” He reviewed the research. He assessed the chances of the Common Core standards making a difference. It turns out this is another big disappointment we should have figured out long ago.
As Loveless notes, there are three main arguments for having all public schools teach the same subjects at the same level of rigor and complexity. First, students will learn more if their learning targets are set higher. Second, students will learn more if the passing grade for state tests are set higher. Third, students will learn more if lesson plans and textbooks are all made more complex and rigorous through required high standards.
Loveless analyzed all available research and found that none of those arguments holds enough validity to risk all that money and effort.
The notion that high-quality standards correlate with higher student achievement was disproved long before Loveless wrote his paper. His Brookings colleague Russ Whitehurst showed in 2009 that states with weak content standards, as judged by the American Federation of Teachers and the Thomas B. Fordham Foundation (not ideological bedfellows), had about the same average scores on the National Assessment of Educational Progress tests as states with strong standards. Loveless investigated the possibility that strong standards might predict future achievement gains. They don’t.
Similarly, states that required students to have higher scores on their state tests in order to be judged proficient did not have stronger NAEP scores than states that grant proficiency status even to students who miss half of the questions….
The idea that common standards might create efficiencies and motivations that raise achievement is disproved by what has happened in the many states that created their own standards. Those states still have some schools scoring very well and others scoring miserably. That variation has not declined, defying happy talk from Common Core advocates….
I have interviewed hundreds of teachers who significantly raised student achievement. Not one has ever said it was because of great state learning standards. Good curriculums help, but high-minded, numbingly detailed standards don’t produce them. How teachers are trained and supported in the classroom is what matters, even in states as enlightened as Virginia.
Chester Finn gives six reasons why critics attack Common Core standards, a reform he endorses. It is the last reason, blurring “national” with “federal” standards that he fears will destroy it.
Let’s face it. Three major actions by the Obama administration have tended to envelop the Common Core in a cozy federal embrace, as have some ill-advised (but probably intentional) remarks by Messrs. Duncan and Obama that imply greater coziness to follow.
There was the fiscal “incentive” in Race to the Top for states to adopt the Common Core as evidence of their seriousness about raising academic standards.
Then there’s today’s “incentive,” built into the NCLB waiver process, for states to adopt the Common Core as exactly the same sort of evidence.(In both cases, strictly speaking, states could supply other evidence. But there’s a lot of winking going on.)
The third federal entanglement was the Education Department’s grants to two consortia of states to develop new Common Core-aligned assessments, which came with various requirements and strings set by Secretary Duncan’s team.
This trifecta of actual events is problematic in its own right, not because the federal government is evil but because Washington has become so partisan and politicized and because of angst and suspicion that linger from failed efforts during the 1990s to generate national standards and tests via federal action.
What’s truly energized the Common Core’s enemies, however, has been a series of ex cathedra comments by President Obama and Secretary Duncan. Most recently, the Education Secretary excoriated South Carolina for even contemplating a withdrawal from the Common Core. Previously, the President indicated that state eligibility for Title I dollars, post-ESEA reauthorization, would hinge on adoption of the Common Core. Talking with the governors about NCLB waivers earlier this week, he stated that “if you’re willing to set higher, more honest standards then we will give you more flexibility to meet those standards.” I don’t know whether he winked. But everybody knew what standards he was talking about.
It will, of course, be ironic as well as unfortunate if the Common Core ends up in the dustbin of history as a result of actions and comments by its supporters. But in March 2012 there can be little doubt that the strongest weapons in the arsenal of its enemies are those that they have supplied.
For readers who would like a veteran teacher’s perspective, see Steve Davis’s comments on the Common Core Standards.