Category Archives: Grades and Standards

With all the important results related to education in last night’s election here in Colorado — hooray, the only dominoes that toppled were the ones supporting the Prop 103 tax increase on families like mine, AND the school choice champions in Douglas County all won — it would be easy for me to overlook some other significant education news. Rather than overlook it on one hand or delve deeply into it on the other, I’m merely going to point you to some early thoughts and observations. I’m talking about yesterday’s release of the latest results for math and reading from the National Assessment of Educational Progress (NAEP), better known as the Nation’s Report Card, the gold-standard test to measure what 4th grade and 8th grade students in different states are learning about important subjects. Without further ado, here are some good reads:

Colorado’s education story of the month has been the state of public online schools. An in-depth investigative report by Ed News Colorado (and Rocky Mountain Investigative News Network) coincided with a request for a formal legislative audit by the state senate’s highest-ranking Democratic official. Ed News Colorado’s three-part series: Identified a problem with students transferring out of online programs after the student count day that determines funding; Observed shortcomings among online schools in academic test performance and completion rates; and Found one bad apple of an irresponsible online school operator that since has changed management companies. The discouraging news cannot be completely brushed aside, yet the attention brought to online schools in Colorado demands context and a focus on genuine, equitable policy solutions that benefit students and support the ability of families to choose among excellent educational options. That’s why I have waited to write about the “story of the month” until my Education Policy Center friend Pam Benigno’s op-ed response was published today in the Denver Post:

Yesterday I told you that effective education reform might be ready to give Iowa a try. A major piece of the plan proposed by Gov. Terry Branstad and education department leader Jason Glass is to end social promotion for 3rd graders who can’t read. Well, my timing as usual is golden, since key Colorado education leaders yesterday gave serious discussion to moving the very same reform issue forward. Ed News Colorado reports: The anxiety level in the room rose quickly after Rep. Tom Massey, R-Poncha Springs and chair of the House Education Committee, briefed the group on his idea for a bill that would hold back third-graders who are the furthest behind in literacy. [link added] About five years ago my Education Policy Center friends hosted an event with a couple experts who explained some major reasons behind Colorado’s “reading crisis.” Not all kids will be reading as well at the 3rd grade as I am, unfortunately. Let’s hope the issue of teacher training doesn’t get overlooked in this policy discussion. Not surprisingly, though, the idea to end social promotion already has opposition:

How did Colorado get to be the oddball? It’s got to be more than just so I would have something to tell you about. Oddball at what? you ask. Okay, let me back up and give you a little context. Yesterday Harvard professor Paul Peterson wrote yesterday on Education Next about a new U.S. Department of Education report rating state math and reading standards for 4th and 8th grade. Though USDOE’s report didn’t acknowledge it, Dr. Peterson and his team had published very similar research — comparing state standards to the “gold standard” National Assessment of Educational Progress (NAEP) — just a year ago: Every state, for both reading and math (with the exception of Massachusetts for math), deems more students “proficient” on its own assessments than NAEP does. The average difference is a startling 37 percentage points. Interestingly, the new USDOE report concludes:

I’m not sure what it is with big people’s fascination with politics, and how discussions about education seem to cross over into the absurd the closer big elections get. Case in point: the Republican governor of Texas announces he is a candidate for President. Less than a week later, the Democratic U.S. Secretary of Education levels a bizarre and scathing critique at the Lone Star State: “Far too few of their high school graduates are actually prepared to go on to college,” Duncan said on Bloomberg Television’s “Political Capital With Al Hunt” airing tonight and tomorrow. “I feel very, very badly for the children there.” “You have seen massive increases in class size,” Duncan said of the Texas public school system during Perry’s terms as governor since December 2000. “You’ve seen cutbacks in funding. It doesn’t serve the children well. It doesn’t serve the state well. It doesn’t serve the state’s economy well. And ultimately it hurts the country.” Eduwonk and Time Magazine education columnist (and Democrat) Andrew Rotherham was as puzzled as anyone by the Secretary’s broadside, and got a chance to follow up directly:

Camping trips can be fun, but no one told me just how hard it would be to blog while out in the middle of nowhere in the great outdoors. No, seriously, it was fun to get away for awhile. But I hope none of you were left to wonder: If little Eddie isn’t watching the world of Colorado education, then who is? Probably not so much, especially since school is out for most students and people are focusing more on soaking up the summer rays. Anyway, while I’m trying to get my bearings a bit, maybe it’s time to take a look at a couple of good summer reads on the world of education:

If you gave me a big box of crayons and asked me to write a manifesto, it’s probably not what I would have come up with. But I am glad to give it a big thumbs up, and hope that lots of big people sign on. What am I talking about? Closing the Door on Innovation: Why One National Curriculum is Bad for America: We, the undersigned, representing viewpoints from across the political and educational spectrum, oppose the call for a nationalized curriculum in the Albert Shanker Institute Manifesto “A Call for Common Content.” We also oppose the ongoing effort by the U.S. Department of Education to have two federally funded testing consortia develop national curriculum guidelines, national curriculum models, national instructional materials, and national assessments using Common Core’s national standards as a basis for these efforts. We agree that our expectations should be high and similar for all children whether they live in Mississippi or Massachusetts, Tennessee or Texas. We also think that curricula should be designed before assessments are developed, not the other way around. But we do not agree that a one-size-fits-all, centrally controlled curriculum for every K-12 subject makes sense for this country or for any […]

I’ve been to Glenwood Springs before with my parents. It’s a neat place, with the caves and the rides and, of course, the hot springs. But this has got to be the first time I’ve blogged about it here. The local Post Independent reports that the Roaring Fork School District looks like they are about to forge ahead with something quite innovative: At tonight’s meeting, principals and teachers from Glenwood Springs and Sopris elementary schools, Glenwood Springs Middle School and Glenwood Springs High School, as well as district officials, will all be on hand to explain the concept and answer questions. Called “Moving On,” the new levels approach to student placement is the next step in district’s ongoing effort to adopt a standards-based learning model. The standards approach is intended to ensure that students achieve a certain degree of proficiency in a subject area, primarily reading, writing and math, before they move on to the next level.

I only have time for a short posting this morning, but thought you should be aware of the newly-released results of the 12th-grade NAEP (National Achievement of Educational Progress) test scores. Instead of weighing in, I’ll point you to the analysis of a few others. First, Fordham’s Checker Finn writes: The big news, alas, isn’t news at all, which is that proficiency levels remain dreadfully low in both reading and math (worse in math), that gains have been tiny, that college readiness is nowhere near what it ought to be, that the achievement gap hasn’t narrowed by a micron….

With a little snow finally starting to fall around here, it’s time to go outside and play. So instead of any sort of grand analysis today, I just want to extend my congratulations to Michelle Pearson — who last week was named Colorado’s 2011 Teacher of the Year: Pearson comes from a teaching family; both the maternal and paternal sides of her family had teachers in them, working in schools in the U.S. and Canada. She says her greatest accomplishments in education have not been what she’s done alone, but what students, families, colleagues and the community do together. Pearson believes standards are the key to teaching. She says in a true standards-based environment students should understand what they are learning, why they are learning it and be able to connect their work to their world. Her belief in the importance of standards is exemplified by her recent service on the Colorado Department of Education’s social studies standards committee (along with my Education Policy Center friend Ben DeGrow).