A friend of mine is in the midst of a yearlong quest to lose 20 pounds before her high school reunion. She starts each day by stepping onto a bathroom scale to measure her progress. The results are not coming as quickly as she would like. Of course, my friend could just stop her daily weigh-ins or convince herself that the scale is of no use in her effort because it isn’t as accurate as it could be. But she knows better. So she continues the slow, tough, unglamorous work of changing her eating and exercise habits to reach her goal.
A rising tide of protest is sweeping across the nation as growing numbers of parents, teachers, administrators and academics take action against high-stakes testing. Instead of test-and-punish policies, which have failed to improve academic performance or equity, the movement is pressing for broader forms of assessment. From Texas to New York and Florida to Washington, reform activists are pressing to reduce the number of standardized exams.
On July 30, The New Teacher Project (TNTP), a nonprofit dedicated to closing the achievement gap, released a study that, according to David Keeling, vice president of communications, tells a story of systemic neglect for our nation’s best teachers.
Since the law went into effect in December 2010, the trigger had yet to be pulled on California’s Parent Trigger Law—that is, until a Southern California Superior Court ruled July 23 in favor of a group of parents from the Desert Trails Elementary School, part of the Adelanto (Calif.) School District.
In 1969, a concern with the deep inequity of students’ experiences and opportunities in traditional school systems first drove social studies teacher Rick DuFour to begin advocating for the kind of reforms that would jell into his transformative model, Professional Learning Communities at Work, some 16 years later. The core belief of the PLC at Work model—that all students should have access to the most rigorous curriculum and that all students should learn, was counter to common practices in the era when DuFour taught.
0ne in four students under the age of six comes from an immigrant family in which at least one parent does not speak English, says Maki Park, early education policy analyst for the Migration Policy Institute (MPI).
Saying Goodbye After six years, Gene Wilhoit, executive director of the Council of Chief State School Officers, has decided to step down. Wilhoit was a key in working with the National Governors Association to develop the Common Core State Standards.
A new survey of Louisiana schools reveals a critical issue facing most states nationwide: schools are lacking the technology needed to conduct online testing required by the Common Core State Standards. Although the looming requirement that all testing be conducted online has been discussed, the degree to which states are unprepared has not been known. And only five school systems meet the requirements.
There was a time when it seemed a day didn’t go by without reading about Michelle Rhee, the former chancellor of the District of Columbia Public Schools. Rhee, known for her passion for raising student achievement—and for her aggressive style—became a symbol for the new school reform movement.
The trend of personalized learning has caught on nationwide, but the entire state of Oregon has been using a similar method—proficiency-based instruction—since 2002 when it gave districts the option to award credit for proficiency. To earn credit, students demonstrate what they know based on clear learning targets defined by state standards. Students have intervention time built into their school day to work on concepts in which they aren’t yet proficient. Once they master a concept, they move on.
Without question, America’s greatest social experiment—it’s greatest social contribution—is public education. Educate all children until the age of 18 for free? It was an unprecedented idea, but the system it led to is now broken.
Two-thirds of California’s elementary school teachers feel unprepared to teach science, according to High Hopes—Few Opportunities, a study of science teaching and learning that was conducted recently by the University of California at Berkeley. On the state science test administered to fifth-graders last year, only 55 percent achieved or exceeded proficiency in the subject. On the 2009 National Assessment of Educational Progress, California ranked near the bottom in fourth-grade science scores.
It’s becoming clearer by the minute that, as Web technologies open more and more doors for learners, they also pose more and more challenges to traditional thinking about schools. At the center is figuring how best to prepare students for the vast learning opportunities they have outside of the traditional education system. While the challenges are different for each individual school and district, all will be forced to come to terms with five new realities in the short term.
A substantial number of the 45 states plus the District of Columbia that had adopted the Common Core State Standards in math and English Language Arts as of January anticipate major challenges in implementing the online assessments now being developed, according to a report released in January by the Center on Education Policy, an independent public education advocacy organization in Washington, D.C.