1. The Uncommon Common Core
Where do they stand?
Patte Barth ♦ Director ♦ NSBA’s Center for Public Education
NSBA Annual Conference ♦ Nashville TN ♦ March 21, 2015
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2. Are CCSS
good targets?
Should we use
common, national
standards?
Are there enough
resources & time
to implement ?
Use CCSS to
inform new state
or local standards
Keep your state
standards
Congratulations!
Get to work &
advocate
noyes
yes
yes
no
no
A CCSS decision tree
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3. Are the CCSS good targets?
An attempt to define college- and career-readiness
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4. The Common Core Standards
are intended to be:
4
Aligned with college and work expectations for ELA and
math
Focused and coherent
Include rigorous content and application of knowledge
through high-order skills
Build upon strengths and lessons of current state
standards
Internationally benchmarked so that all students are
prepared to succeed in our global economy and society
Based on evidence and research
SOURCE: Common Core State Standards, www.corestandards.org
5. The Common Core Standards
are NOT:
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Curriculum
Data collection
Subject matter in social studies, science or CTE,
although the ELA defines subject specific reading &
writing skills for these subjects
Federal
SOURCE: Common Core State Standards, www.corestandards.org
6. A state-led effort
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CCSSO and NGA’s Center for Best Practices with an
advisory group: Achieve, Inc.; ACT, Inc.; College Board,
NASBE, and SHEEO
No federal dollars for development; foundation support,
notably from the Gates Foundation
US Dept of Ed provided incentives for adoption of
“college-career ready” standards through RTTT
competition and NCLB waivers
7. Before CCSS
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Cory has 2 red crayons and 1 blue crayon. What
fraction of Cory’s crayons is red?
a.) 1/3
b.) 1/2
c.) 2/3
d.) 3/2
SOURCE: Minnesota released test item, grade 3
8. After CCSS
8SOURCE: The Mathematics Common Core Toolbox, grade 4
Mariana’s Fractions (grade 3) Part A
Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal
pieces. Write a fraction that shows how much of the hexagon each piece represents.
9. 9SOURCE: The Mathematics Common Core Toolbox, grade 4
Mariana’s Fractions (grade 3) Part B
Now show Mariana how to partition this number line into sixths. You can drag and move
the marker anywhere on the number line as many times as you like.
After CCSS
10. 10SOURCE: The Mathematics Common Core Toolbox, grade 4
Mariana’s Fractions (grade 3) Part C
Mariana thinks that 5/6 is greater than 1. Her thinking is incorrect.
Place the fraction 5/6 on the number line.
Explain how you decided where 5/6 is located.
After CCSS
11. 11SOURCE: The Mathematics Common Core Toolbox, grade 4
Mariana’s Fractions (grade 3) Part D
Mariana thinks that 3/4 is greater than 3/6. Do you agree or disagree with Mariana?
Use the number line and words to explain your answer.
After CCSS
12. 12SOURCE: The Mathematics Common Core Toolbox, grade 4
Mariana’s Fractions (grade 3) Part E
After CCSS
13. What’s different?
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Both assess fractions
The second is multi-step and is scaffolded,
meaning each step helps students get to the next
step
The second also requires the ability to reason
mathematically and communicate one’s own
reasoning
14. Some fiction about nonfiction in
the Common Core standards
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The emphasis on nonfiction texts will drive literature
out of the curriculum.
Done properly, students should have exposure to more
reading across the curriculum, not less literature.
Nonfiction reading does not prepare students for
college.
The majority of reading required in college – and the
workplace, too – is nonfiction.
Nonfiction texts are boring.
Nonfiction can be as engaging, complex and relevant as
literature.See, Beyond Nonfiction: The importance of reading for information, CPE,
2014
18. What ‘adoption’ means for states
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must adopt 100% of CCSS K-12 standards
CCSS should not represent more than 85% of
curriculum
must begin assessments on CCSS within three
years
no requirements for public accountability
no mechanism for enforcement by NGA/CCSSO
SOURCE: NGA, CCSSO
20. CCSS Proponents
Promote a college- and career-ready agenda for all
students; support CCSS’s emphasis on knowledge and its
applications; see the value in common standards across the
country.
Business: US Chamber of Commerce, Business
Roundtable
Governors of both parties: eg., Jeb Bush (R-Fla.), Chris
Christie (R-NJ), Steve Beshear (D-Ky.), Andrew Cuomo
(D-NY)
Education associations: both teachers’ unions (with
qualifications), the PTA 20
21. Pushback
Tea Party/libertarian groups: oppose the idea of
common standards maintaining that they should be a
local decision
Pioneer Institute, Heartland, Cato, American Principles
Project, Family Research Council, Home School Legal
Defense Fund
Progressive educators: oppose what they see as
a corporate influence and fear it will impose more
test-driven accountability
FairTest, Diane Ravitch, United Opt Out National
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22. NSBA’s position
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NSBA supports high academic standards, including Common Core
standards, that are voluntarily adopted by states with local school
board input and free from federal direction, federal mandates,
funding conditions or coercion.
Local school boards are responsible for the implementation of any
new academic standards, such as Common Core standards, which
include locally approved instruction and materials in a manger that
reflects community needs.
NSBA urges states to provide financial and technical support to
enable school districts to implement, in an effective and timely
manner, voluntarily adopted rigorous standards, including the
Common Core standards.
23. State CCSS
assessment consortia
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formed to develop common “next generation”
assessments aligned to the CCSS
supported by $346 million federal grants
PARCC: Partnership for Assessment of Readiness for
College & Careers headed by Achieve, Inc.
SBAC: SMARTER Balanced Assessment Consortium
headed by Washington state department of education
27. Classroom time on tests:
Ohio
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Test Type
Average Time
(hours per
year)
District tests 3.3
District tests for
state
requirements
7.8
State tests 8.7
All tests total 19.8
Averages 1-3% of total
instructional time
Less for Kindergartners -11.3
hrs
Does not include:
Teacher tests
Tests of student learning
objectives (Ohio required)
Time on test practice at an
estimated 15 hrs per year
Time taking tests
SOURCE: Ohio Department of Education, January
2015
28. Other considerations
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Standardized tests can disrupt regular classroom flow,
especially when administered on a district- or state-driven
schedule
How is the information used? For improvement? For
evaluation? For advancement?
Multiple-choice tests typically take less time to administer than
open-ended items
Multiple-choice tests also tend to be less expensive, but is the
information may not be as valuable as open-ended
assessments.
29. IT readiness is top priority
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28.2
34.2
18.9
14.4
4.3
IT leaders reporting how ready their district is for online
assessments (percent of respondents)
fully prepared almost ready half-way just began no resources
SOURCE: COSN, K12 IT Leadership Survey Report, 2015
30. CCSS assessments may bring the
advantage of economies of scale
$27 estimated per pupil cost for state
assessments pre-CCSS (Brookings
Institute)
$22.50 – estimated per pupil for
29.50 CCSS assessment (PARCC - SMARTER)
SOURCES: Brookings Institute, 2012; PARCC, 2012; Education Week, December 7, 2012 30
31. Cost of implementation vs
Cost of repeal in Indiana
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K12 implementation costs Dollars (in millions)
Current expenditures (3 yr est) $ 93.9
CCSS cost estimate net
“business as usual” + $196.8
“bare bones” - $ 23.2
“balanced implementation” + $ 28.7
CCSS repeal cost (3 yr est) + $50.5 - 69.5
SOURCES: Fordham Institute, 2012; Indianapolis Business Journal, estimates by
Legislative Services Agency, 2013
32. Calls for a moratorium
on CCSS accountability
NEA and AFT called for 1-2 year moratorium on common
core accountability
NSBA joined AASA, NAESP and NASSP in statement
calling for more time for CCSS implementation
US Department of Education willing to waive “double-
testing” with transition to CCSS; California granted waiver
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33. Teachers’ support for CCSS
is declining
12
4012
14
76
46
2013 2014
support neither
oppose
SOURCE: Education Next, 2014 33
Teachers who support or oppose the use of CCSS (in
percent)
34. What changed?
Earlier polls showed wide support
76% agreed that CCSS will improve their instruction
(EdWeek, 2012)
75% approved of their state’s decision to adopt them (AFT,
March 2013)
26% of teachers “wholeheartedly” favor CCSS; 50%
favor “with some reservations”; only 11% opposed (NEA,
Sept 2013)
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35. Teachers are worried that tests will
begin before they’re ready
51
12
very/fairly worried little/not worried
74
25
very not
SOURCE: AFT, Inc., July 2013 data
How worried are you that the new assessments will
begin … before instructional practice is fully aligned?
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36. A majority report that their district
is prepared to implement CCSS
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10
very/fairly prepared somewhat/not
57
39
very not
SOURCE: AFT, Inc., July 2013 data
How well prepared is your district to successfully
implement the CCSS?
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37. Few teachers think district has
done enough to provide …
Planning time for understanding standards (21%)
Opportunities to observe colleagues (22%)
Provide model, aligned lesson plans (27%)
Ensure curricular materials are aligned (31%)
Communicate with parents on standards (29%)
SOURCE: AFT, Inc., July 2013 data 37
38. … a voice from the field
There is a lot about the common core standards that educators like. The
standards are written in a way that emphasizes conceptual understandings
rather than skill based work which in my opinion is what real learning is all
about. It also makes sense for children to have the same goals all over the
country. But I take issue with three things: 1. Developmental
appropriateness, 2. Implementation, and 3. Measurement ….
I am realistic. I understand that there will always be tests. However, what I
witnessed this year in terms of testing made me come home and cry for two
weeks straight. The tests this year required eight year olds to sit still for 1.5
hours for three days in a row for two weeks in a row. They were tested in
March at an "end of year" reading level and students who don't pass will not
be allowed to move on to the next grade level … I've never been happy with
the tests but these were really unfair.
SOURCE: a NYC special education and ELL teacher, 2013 38
40. Voters’ attitudes varies by
political party
76
38
60 62
17
53
34 32
7 9 6 6
Republican Democrat Independent Parents
don't know
favor
oppose
SOURCE: PDK/Gallup, 2014 40
Do you oppose or favor teachers in your community
using the Common Core standards to guide what
they teach?
42. Misconceptions about CCSS
cross party lines
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55
sex
education
evolution global
warming
American
Revolution
Republican
Democrat
Independent
Americans who say the Common Core
includes …
SOURCE: Farleigh Dickinson University, Feb 2015
44. What challenges do school districts
face?
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Timeline: 1st assessments administered this
spring
Technology: more computers, greater bandwidth
Professional development: time is money
New curriculum & materials: CCSS aligned
Extra supports for students: crucial for ELL &
special needs students
Managing expectations: CCSS are higher for
most of you; expect your initial scores to be lower
45. What Kentucky did
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Communicated need for higher standards &
getting public support
Collaborations among many stakeholders,
including KSBA
Aligned courses & curriculum
Professional development for school boards as
well as teachers and principals
46. What school boards should do
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Advice from Kentucky School Boards Association:
Set clear and high expectations
Create the conditions for success
Hold the system accountable
Create the public will to succeed
Learn as a board team
SOURCE: Kentucky School Boards Association, 2012
47. Good communication is essential
Be informed and able to separate fact from rumor
Support your teachers; let their work carry the message
to parents
Use your data to inform your policies and to engage the
community
Engage with your state association about your
experiences
Be an advocate
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48. Watch this space
www.data-first.org/learning-center
Stay up to date about progress in
common core implementation
and policy
Download videos, presentations
and other data resources
www.centerforpubliceducation.org/commoncore
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