COMMON CORE STANDARDS DAILY UPDATE // JUNE 16, 2016
News You Can Use:
Public Education Fails Too Many Hispanic Students | The Sacramento Bee
Rev. Samuel Rodriguez, president of the National Hispanic Christian Leadership Conference, reports how Hispanic students are underperforming academically. In his Sacramento Bee opinion piece, he argues that “every year, we fail to deliver on the promise of public education for too many Hispanic students. In many cases, this includes even those with high school diplomas in hand.” Rodriguez continues, “We at the National Hispanic Christian Leadership Conference consider education equity a matter of biblical justice, and we’re committed to raising the standards for all students, especially minority children and those living in poverty.” Rodriguez also cites a recent Learning Heroes survey, which highlights the disconnect between parent expectations and student success in the Hispanic community – showing that while 90 percent of Hispanic parents want their children to go to college, only 42 percent of Hispanic students are making it to college graduation.
Utah School Board Candidates Defend Teachers and Common Core During SLC debate | Salt Lake Tribune
During a debate among candidates for Utah’s State School Board, several candidates noted that the Common Core are a set of much-needed benchmarks that provide guidance for students. One candidate, Bountiful Elementary teacher Laurie Williams, spoke in favor of the Common Core, “It does need to be tweaked. But it is a really good, rigorous set of standards.” Williams’ comments coincide with the recent Utah School Board decision to conduct a full review of Common Core, which is exactly what states were intended to do with the standards. Like Williams, teachers across the country have acknowledged that Common Core State Standards are key to helping students apply classroom skills to the real world.
Correcting the Record:
How to Opt Part 2: Parent Advice | Education Week
In the second part of a two part series, LAUSD teacher Robert Jeffers and teacher and columnist John McCrann respond to a parent, who doubts that vendors can offer assessments aligned to the high-quality education his fourth grade son receives at his private school student in Brooklyn, NY – and questions the pressure and competition surrounding testing culture. McCrann encourages the parent to opt out, while Jeffers discusses the importance of assessments. Here is where McCrann gets it wrong: http://forstudentsuccess.org/assessments-matter-why-you-shouldnt-opt-out/
On Our Reading List:
Teacher and School Capacity for Meaningful Learning: Opportunities Under ESSA | Education Week
Elizabeth Leisy Stosich, research and policy fellow for the Stanford Center for Opportunity Policy in Education (SCOPE), highlights how ESSA presents opportunities for states to develop state and local goals for educators and students. She notes, “There is a growing recognition among educational leaders that setting high standards for student learning and providing professional development to teachers about how to support students in meeting these standards is insufficient for making widespread changes in teachers’ practice and students’ learning.” According to Stosich, ESSA gives states room to develop “more balanced systems of accountability and support.”
Changing Tests Render Student Analyses Useless | Baraboo News Republic
Wisconsin Public schools have changed their standardized tests for the third time in three years. The article notes, “The changes in tests make efforts to gauge improvement, or decline, difficult, if not impossible. Different tests. Different preparation. Different results.” Noting that support for the Common Core-aligned Badger Exam eroded due to political pressure, the article encourages Wisconsin to stick with one exam, “If the state is going to spend tens of millions of dollars on a state standardized test, let’s make it worthwhile and not switch every year based on party politics.”
2-Pronged Approach to NC Math Earns Initial Senate Approval | WRAL
The North Carolina Senate granted tentative approval to a measure that would direct school districts to offer traditional math courses – like algebra and geometry – alongside the newer “integrated” Math 1, Math 2 and Math 3 pathway that the state adopted as part of Common Core in 2012. Sen Jerry Tillman, who is moving the bill in the Senate, says the bill is meant to help students learn basic math skills in addition to the high standards set by Common Core. If passed, the Senate version of the proposal will return to the House for approval.