another round

Cuomo says Common Core ‘must be fixed,’ will begin (another) review process

PHOTO: Kevin P. Coughlin-Office of the Governor/Flickr
Mayor Bill de Blasio and Gov. Andrew Cuomo at a press conference in 2014.

Gov. Andrew Cuomo issued another sharp critique of New York’s implementation of new learning standards on Thursday, saying he understood the concerns of parents who opted their children out of taking state tests and would convene another group to examine the Common Core.

In a lengthy statement, Cuomo said he will task a team of advisors to review policies tied to the Common Core standards and make recommendations by January — in time for him to direct another round of legislative changes to state education policy. The announcement comes as political pressure has mounted on state officials to address its opt-out movement, which grew to one in five eligible students this year.

“The fact is that the current Common Core program in New York is not working, and must be fixed,” Cuomo said. “To that end, the time has come for a comprehensive review of the implementation of the Common Core Standards, curriculum, guidance and tests in order to address local concerns.”

It’s unclear how this review of the Common Core will differ from the one Cuomo convened in 2014, or a separate review being directed by new State Education Commissioner MaryEllen Elia. Spokeswoman Melissa DeRosa said the goal will be to “pass a new law that revamps the system” with input from school administrators, teachers, parents, legislators, and the State Education Commissioner.

Cuomo said he was responding to growing rancor from parents who oppose the state’s testing policies. After adopting the standards in 2010, New York rushed ahead of many states in tying its standardized math and English exams to the standards in 2013 and simultaneously introducing a new teacher-evaluation system that used student test results. Critics have said the state moved too quickly, providing too little training for teachers, botching textbook deliveries to schools, and not communicating clearly enough with families.

Cuomo — who was governor during that transition — criticized the State Education Department but steered clear of pointing a finger at Elia, saying she has “inherited this problem” and acknowledging her efforts to meet with state testing opponents.

But Cuomo implied that comments Elia has made since taking over the department, including saying teachers who encouraged the opt-out movement were “unethical,” have done little to reduce frustration.

“We must have standards for New York’s students, but those standards will only work if people – especially parents – have faith in them and in their ability to educate our children,” Cuomo said. “The current Common Core program does not do that. It must.”

In response, Elia said she was moving forward with her own review because “it’s the right thing to do for our students” and that she looked forward to input from the governor’s commission.

The statement created a rare moment of unity between the governor and the city teachers union. “We’ll be happy to work with the new group to help fix the problems created by the Common Core rollout and to help restore the public’s faith in state education policy,” United Federation of Teachers President Michael Mulgrew said in a statement.

Cuomo has often convened education commissions and panels to exert influence over the State Education Department, which is overseen by the 17-member Board of Regents, not his office. In 2012, the governor tapped an “education reform commission” whose recommendations spurred a series of competitive grants for districts.

Cuomo tapped a “Common Core panel” in the winter of 2014, as calls mounted for the state to pause tying state test results to consequences for students and teachers. The panel included Assemblywoman Catherine Nolan, Senate Majority Leader John Flanagan, IBM executive and former deputy city schools chancellor Stan Litow, and some teachers, including New York City teacher Nick Lawrence. A few months later they released a report that called for an end to a student data warehousing initiative and less test preparation, but did not call for changes to teacher evaluations.

Here is the governor’s full statement:

“There has been an ongoing discussion about Common Core Standards nationwide, and in this state as well. I have said repeatedly my position is that while I agree with the goal of Common Core Standards, I believe the implementation by the State Education Department (SED) has been deeply flawed. The more time goes on, the more I am convinced of this position.

“A growing chorus of experts have questioned the intelligence of SED’s Common Core program and objective educators across the state have found the implementation problematic, to say the least. The new Commissioner of Education has inherited this problem and I understand has been meeting with parents, educators and students, and has heard the same concerns. Recently, SED has made comments about organized efforts to have parents choose to opt out of standardized tests. While I understand the issue and SED’s valid concern, I sympathize with the frustration of the parents.

“We must have standards for New York’s students, but those standards will only work if people – especially parents – have faith in them and in their ability to educate our children. The current Common Core program does not do that. It must.

“The fact is that the current Common Core program in New York is not working, and must be fixed. To that end, the time has come for a comprehensive review of the implementation of the Common Core Standards, curriculum, guidance and tests in order to address local concerns. I am taking this action not because I don’t believe in standards, but because I do.

“In the past, I employed an Education Commission to make substantive, unbiased recommendations on reforms to our education system. It has worked very well. I will ask a representative group from that Commission, including education experts, teachers, parents, the Commissioner of Education and legislative representatives to review the issues raised above and provide recommendations in time for my State of the State Address in January.”

Indiana's 2018 legislative session

Indiana’s plan to measure high schools with a college prep test is on hold for two years

PHOTO: Alan Petersime

Thanks to last-minute legislative wrangling, it’s unclear what test Indiana high schoolers will take for the next two years to measure what they have learned in school.

Lawmakers were expected to approve a House bill proposing Indiana use a college entrance exam starting in 2019 as yearly testing for high schoolers, at the same time state works to replace its overall testing system, ISTEP. But the start date for using the SAT or ACT was pushed back from 2019 to 2021, meaning it’s unclear how high schoolers will be judged for the next two years.

This is the latest upheaval in testing as the state works to replace ISTEP in favor of the new ILEARN testing system, a response to years of technical glitches and scoring problems. While a company has already proposed drafting exams for measuring the performance of Indiana students, officials now need to come up with a solution for the high school situation. ILEARN exams for grades 3-8 are still set to begin in 2019.

“Our next steps are to work with (the state board) to help inform them as they decide the plan for the next several years,” said Adam Baker, spokesman for the Indiana Department of Education. “We take concerns seriously and we will continue doing all we can to support schools to manage the transition well.”

The delay in switching from the 10th grade ISTEP to college entrance exams for measuring high school students was proposed Wednesday night as lawmakers wrapped up the 2018 legislative session. Rep. Bob Behning, the bill’s author, said the change came out of a desire to align the testing plan with recommendations on high school tests from a state committee charged with rewriting Indiana’s graduation requirements.

It’s just the latest road bump since the legislature voted last year to scrap ISTEP and replace it with ILEARN, a plan that originally included a computer-adaptive test for grades 3-8 and end-of-course exams for high-schoolers in English, algebra and biology. Indiana is required by the federal government to test students each year in English and math, and periodically, in science.

The Indiana Department of Education started carrying out the plan to move to ILEARN over the summer and eventually selected the American Institutes for Research to write the test, a company that helped create the Common-Core affiliated Smarter balanced test. AIR’s proposal said they were prepared to create tests for elementary, middle and high school students.

Then, the “graduation pathways” committee, which includes Behning and Sen. Dennis Kruse, the Senate Education Committee chairman, upended the plan by suggesting the state instead use the SAT or ACT to test high schoolers. The committee said the change would result in a yearly test that has more value to students and is something they can use if they plan to attend college. Under their proposal, the change would have come during the 2021-22 school year.

When lawmakers began the 2018 session, they proposed House Bill 1426, which had a 2019 start. This bill passed out of both chambers and the timeline was unchanged until Wednesday.

In the meantime, the Indiana Department of Education and the Indiana State Board of Education must decide what test high schoolers will take in 2019 and 2020 and how the state as a whole will transition from an Indiana-specific 10th grade ISTEP exam to a college entrance exam.

It’s not clear what approach state education officials will take, but one option is to go forward with AIR’s plan to create high school end-of-course exams. The state will already need a U.S. Government exam, which lawmakers made an option for districts last year, and likely will need one for science because college entrance exams include little to no science content. It could make sense to move ahead with English and math as well, though it will ultimately be up to the state board.

Some educators and national education advocates have raised concerns about whether an exam like the SAT or ACT is appropriate for measuring schools, though 14 states already do.

Jeff Butts, superintendent of Wayne Township, told state board members last week that using the college entrance exams seemed to contradict the state’s focus on students who go straight into the workforce and don’t plan to attend college. And a report from Achieve, a national nonprofit that helps states work on academic standards and tests, cautioned states against using the exams for state accountability because they weren’t designed to measure how well students have mastered state standards.

“The danger in using admissions tests as accountability tests for high school is that many high school teachers will be driven to devote scarce course time to middle school topics, water down the high school content they are supposed to teach in mathematics, or too narrowly focus on a limited range of skills in (English),” the report stated.

House Bill 1426 would also combine Indiana’s four diplomas into a single diploma with four “designations” that mirror current diploma tracks. In addition, it would change rules for getting a graduation waiver and create an “alternate diploma” for students with severe special needs.The bill would also allow the Indiana State Board of Education to consider alternatives to Algebra 2 as a graduation requirement and eliminates the requirement that schools give the Accuplacer remediation test.

It next heads to Gov. Eric Holcomb’s desk to be signed into law.

Keep Out

What’s wrong with auditing all of Colorado’s education programs? Everything, lawmakers said.

Students at DSST: College View Middle School work on a reading assignment during an English Language Development class (Photo By Andy Cross / The Denver Post).

State Rep. Jon Becker pitched the idea as basic good governance. The state auditor’s office examines all sorts of state programs, but it never looks at education, the second largest expenditure in Colorado’s budget and a sector that touches the lives of hundreds of thousands of children. So let the auditor take a good, long look and report back to the legislature on which programs are working and which aren’t.

The State Board of Education hated this idea. So did Democrats. And Republicans. The House Education Committee voted 12-0 this week to reject Becker’s bill, which would have required a systematic review of all educational programs enacted by the legislature and in place for at least six years. Even an amendment that would have put the state board in the driver’s seat couldn’t save it.

As he made his case, Becker, a Republican from Fort Morgan in northeastern Colorado, was careful not to name any specific law he would like to see changed.

“I don’t want people to say, ‘Oh, he’s coming after my ox,’” he told the House Education Committee this week. “I know how this works. And that’s not the intent of this bill. It’s to look at all programs.”

But members of the committee weren’t buying it.

State Rep. Alec Garnett, a Denver Democrat, pressed school board members who testified in favor of the bill to name a law or program they were particularly excited to “shed some light on.” If there’s a law that’s a problem, he asked, wouldn’t it make more sense to drill down just on that law?

They tried to demur.

“I feel like you’re trying to get us to say, we really want you to go after 191 or we really want you to go after charter schools,” said Cathy Kipp, a school board member in the Poudre School District who also serves on the board of the Colorado Association of School Boards. “That’s not what this is about.”

Kipp said committee members seemed to be “scared that if their pet programs get looked at, they’ll be eliminated. Why be scared? Shouldn’t we want these programs to be looked at?”

But proponents’ own testimony seemed to suggest some potential targets, including Senate Bill 191, Colorado’s landmark teacher effectiveness law.

As Carrie Warren-Gully, president of the school boards association, argued for the benefits of an independent evaluation of education programs, she offered up an example: The schedules of administrators who have to evaluate dozens of teachers under the law are more complicated than “a flight plan at DIA,” and districts have to hire additional administrators just to manage evaluations, cutting into the resources available for students, she said.

The debate reflected ongoing tensions between the state and school districts over Colorado’s complex system for evaluating schools and teachers and holding them accountable for student achievement. The systematic review bill was supported by the Colorado Association of School Boards, the Colorado Association of School Executives, and the Colorado Rural Schools Alliance.

Lawmakers repeatedly told school officials that if they have problems with particular parts of existing legislation, they should come to them for help and will surely find allies.

Exasperated school officials responded by pointing to the past failure of legislation that would have tweaked aspects of evaluations or assessments — but the frustration was mutual.

“Just because people don’t agree with one specific approach doesn’t mean people aren’t willing to come to the table,” said committee chair Brittany Pettersen, a Lakewood Democrat.

There were other concerns, including the possibility that this type of expansive evaluation would prove expensive and create yet another bureaucracy.

“When have we ever grown government to shrink it?” asked state Rep. Paul Lundeen, a Monument Republican. “There’s a paradox here.”

And state Rep. James Wilson, a Salida Republican who is also a former teacher and school superintendent, questioned whether the auditor’s office has the expertise to review education programs. He also asked what standard would be applied to evaluate programs that are implemented differently in more than 170 school districts across the state.

“If it’s effective more often than not, will they keep it?” Wilson asked. “If it doesn’t work in a third of them, it’s gone?”

State Board of Education members had similar questions when they decided earlier this year that this bill was a bad idea. Many of Colorado’s education laws don’t have clear measures of success against which their performance can be evaluated.

The READ Act, for example, stresses the importance of every child learning to read well in early elementary school and outlines the steps that schools have to take to measure reading ability and provide interventions to help students who are falling behind their peers.

But how many children need to improve their reading and by how much for the READ Act to be deemed effective or efficient? That’s not outlined in the legislation.

Proponents of the bill said outside evaluators could identify best practices and spread them to other districts, but state board members said they already monitor all of these programs on an ongoing basis and already produce thousands of pages of reports on each of these programs that go to the legislature every year. In short, they say they’re on the case.

“The state board, I can assure you, are very devoted and intent to make sure that we follow, monitor, and watch the progress of any programs that go through our department and make sure they’re enacted in the best way possible within the schools,” board member Jane Goff said.