Response to Wall Street Journal Article Regarding Standards Backlash

Response to Wall Street Journal Article Regarding Standards Backlash

http://blogs.edweek.org/edweek/engagement_and_reform/2013/05/response_to_wall_street_journal_article_regarding_standards_backlash.html

Common Core and Kentucky: Fordham says we made a big step up!

In a single year, Kentucky mathematics standards moved from a D to an A-.  We did it by adopting Common Core.

For years, the Fordham Institute has provided the most consistent ratings of state standards, issuing letter grades for each subject accompanied by often biting reviews. In their early reports, before KDE's website became a complete source for key materials they sometimes relied out-of-date Kentucky documents, but in recent years, they've checked the right materials and given blunt assessments to what they read.  

In 2006, Fordham explained our D for mathematics this way:

The organization of Kentucky's standards is difficult to understand and often incoherent. In addition, the standards are often vaguely stated. Arithmetic is not identified as an elementary school priority and is developed poorly. The coverage of high school content is variable.

Have I mentioned that Fordham is famed for its blunt wording?

Now, however, the Fordham rating for Kentucky reflects the strength we have gained from working with other states:

The final version of the Common Core State Standards for math is exemplary in many ways. The expectations are generally well written and presented, and cover much mathematical content with both depth and rigor. But, though the content is generally sound, the standards are not particularly easy to read, and require careful attention on the part of the reader.  

The development of arithmetic in elementary school is a primary focus of these standards and that content is thoroughly covered. The often-difficult subject of fractions is developed rigorously, with clear and careful guidance. The high school content is often excellent, though the presentation is disjointed and mathematical coherence suffers. In addition, the geometry standards represent a significant departure from traditional axiomatic Euclidean geometry and no replacement foundation is established.  

Despite some weaknesses, the Common Core standards provide a solid framework for learning rigorous mathematics.

It's worth noting that Fordham did not think the Common Core is better than the prior standards in every state.  Using the same criteria for all ratings, the Institute found that:

Eleven states plus the District of Columbia have math standards in the "too close to call" category, meaning that, overall, they are at least as clear and rigorous as the Common Core standards.

Kentucky was not one of those states.  Here's Fordham's map showing those states and making a clear point: Kentucky made a substantial step up when we adopted Common Core:

NPR Interview on Common Core Standards

Questions answered about the Common Core:

http://www.prichardcommittee.org/media-center/prichard-committee-director-answers-questions-about-common-core-standards

Common Core: Bringing focus to math learning

For parents, the most helpful element of the Common Core State Standards in Mathematics may be the opening paragraph of the introduction for each grade.  For example, the section for kindergarten begins this way:

In Kindergarten, instructional time should focus on two critical areas: (1) representing, comparing and ordering whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

For each elementary grade, two to four critical areas are listed in similar paragraphs.  Here's are the focus points:

Grade 1

• Developing understanding of addition, subtraction, and strategies for additions and subtractions within 20
• Developing understanding of whole number relationships and place value, including grouping in tens and ones
• Developing understanding of linear measurement and measuring lengths as iterating length units
• Reasoning about attributes of, and composing and decomposing geometric shapes

Grade 2

• Extending understanding of base-ten notation
• Building fluency with additions and subtractions
• Using standard units of measure
• Describing and analyzing shapes

Grade 3

• Developing understanding of multiplication and division and strategies for multiplication and division within 100
• Developing understanding of fractions, especially unit fractions (fractions with numerator 1)
• Developing understanding of the structure of rectangular arrays and of area
• Describing and analyzing two-dimensional shapes

Grade 4

• Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends
• Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers
• Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry

Grade 5

• Developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)
• Extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations
• Developing understanding of volume

Grade 6

• Connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems
• Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers
• Writing, interpreting, and using expressions and equations
• Developing understanding of statistical thinking

Grade 7

• Developing understanding of and applying proportional relationships
• Developing understanding of operations with rational numbers and working with expressions and linear equations
• Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume
• Drawing inferences about populations based on samples

Grade 8

• Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations
• Grasping the concept of a function and using functions to describe quantitative relationships
• Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem

Those paragraphs are followed by a slightly longer explanation each item, and then by the full standards for the grade.  All three levels of detail are helpful, but I think the outline above is the version parents can find most helpful in understanding their children's studies and in providing home support for students to succeed.

[Note to long-time readers: this post updates a March 21, 2010, post that reflected the draft Common Core Standards at a point when the public was invited to comment.  After that comment period, changes were made to clarify the focus of each grade, resulting in the lists above.]

Speaking and Listening (CCSS Goes Deep)

The Common Core State Standards reach beyond reading and writing to address speaking and listening.  The anchor standards for college and career readiness come under two headings and look like this.

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.  

Presentation of Knowledge and Ideas 
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Through the Literacy Design Collaborative, I'm seeing lots of potent work on these skills, with students becoming more able to do this work and teachers developing new insights into what further support and challenge students will need.

I'm a bit more puzzled about whether states can and will assess these skills in a standardized way.

Maybe the answer will be that, to learn academic content and make sense of complex texts they read, students will need to use these kind of speaking and listening as part of how they sort out what they are studying, and to write their own strong pieces, they will need to use similar skills on the way to organizing their work.  I see many LDC teachers adding those steps as means to the end of strong writing about important reading and essential questions in academic fields.

 Or, possibly, innovative districts like my own Danville Independent will work out richer ways for students demonstrate this sort of skill, moving us beyond what "pencil and paper" or "keyboard and screen" assessments can measure well.

Or, perhaps, some other approach is already being developed for these issues.  Part of the genius of Common Core is that, because many states have the same goals, an innovative approach can be used many places.  For all kinds of organizations working to support schools and students, that means each effort that works can spread farther and make a bigger difference.

Writing Many Ways, For Many Reasons

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Ultimately, writing is a skill for adult life, growing steadily more important in an information age.  This last Common Core writing standard calls for writing to become a reliable, flexible habit for all students by the time they complete high school, so that they are ready for college and career success. 

That writing won't all be sonnets and it won't all be work memos: the writing the next generation will do will have varied goals and styles and deadlines, but Common Core aims for them to be ready to participate, contribute, and write in the ways that are valuable for their future and ours.

You can download the complete Common Core State Standards here. They were developed by organizations of governors and chief state school officers like Kentucky's Commissioner of Education, and they've been adopted by 46 states (47 for the mathematics standards).

Writing to Build and Share Knowledge (CCSS 7-9)

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.  

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.  

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Here are three more Common Core anchor standards for writing.  These focus on what goes into the writing, expecting students to gather and organize evidence, rather than just invent their pieces by imagining or imitating adult debates.   They build on the three kinds of writing (argumentation, explanation, and narrative) and the three skills for producing and distributing those writings, and again, I think they're the right thing to work on.

Standard 8 is especially valuable.   Assessing sources has always been key to well-informed citizenship, and it's become even more important as the Internet makes so many texts available with so little filtering for quality.  The next generation will need to be able to use those resources wisely, and Common Core calls for us to equip them to do that well.

You can download the complete Common Core State Standards here. They were developed by organizations of governors and chief state school officers like Kentucky's Commissioner of Education, and they've been adopted by 46 states (47 for the mathematics standards).