PARCC monitoring student's social media, wants schools to "punish" them

[Anonymous]

Anonymous wrote:

We have no idea how they came up with the standards because there was no explanation put out to the public.

To rephrase that statement more accurately, "I was too lazy to google so therefore I came up with a bogus, made-up statement that there was no reason or explanation put out to the public."

[Anonymous]

Anonymous wrote:

However, high-stakes testing does cause problems of its own:

http://www.amazon.com/Tested-American-School-Struggles-Grade/dp/0805088024
http://www.newyorker.com/magazine/2014/07/21/wrong-answer

More on the Atlanta case: http://www.slate.com/blogs/the_slatest/2015/04/01/atlanta_standardized_test_cheating_teachers_principal_others_convicted.html

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Expel kids?

Remember, these are KIDS, not adults we are talking about. Maybe they could be counseled to opt out of the PARCC.

If they're publishing the questions, that's a form of cheating, which is an offense worth expulsion.

Why on EARTH would they counseled to "opt out" of the PARCC? That's the most ridiculous thing I've ever heard. They have these tests for a very good reason.

That's right. So Pearson can make a profit, and politicians can suck up to ignorant constituents who don't understand what's happening. Expel those kids fast, before they manage to stand up for themselves.

Ah yes, because *suddenly* Pearson can sell textbooks and materials and make money doing that.

Except, Pearson was already making textbooks and materials long prior to Common Core.

And, all the non-Pearson companies making money selling textbooks and materials long before Common Core and after too.

And if you get rid of Common Core Pearson will make more money selling new textbooks for whatever comes after Common Core.

So if you have some notion that getting rid of Common Core will somehow change anything about that, you are stupefyingly naive.

[Anonymous]

Hot off the press as of yesterday: A new Brookings Institute report shows that there are in fact some gains starting to show up as a result of Common Core: http://www.nationaljournal.com/policy/insiders/education/is-common-core-working-early-report-gives-very-qualified-yes-20150330

So much for "it won't improve anything" let alone "it will make things worse"

Seems like your arguments keep going down in flames.

[Anonymous]

The bottom line is that there are very slight upticks in both reading and math scores of students whose schools are using Common Core. The differences in scores are so small that it wouldn't be credible for a school to cite them as real improvements, but they could suggest a trend in the right direction.

Too early to start celebrating.

[Anonymous]

More from your article that is going to make the anti CC go "down in flames":

There are a lot of cautionary notes with these findings. First, the data are based on 2013 testing done on a sample basis by the Education Department. Even the earliest adopters of Common Core are going on only four years of implementation to demonstrate progress. The 2015 test results will shed more light on whether these initial differences stick. Second, the data can get a little messy when broken down by state. To wit, Kentucky was the first state to implement Common Core, and its fourth-grade reading score declined from 2009 to 2013. We're still not really sure what the long-term impact will be.

[Anonymous]

Anonymous wrote:

The bottom line is that there are very slight upticks in both reading and math scores of students whose schools are using Common Core. The differences in scores are so small that it wouldn't be credible for a school to cite them as real improvements, but they could suggest a trend in the right direction.

Too early to start celebrating.

Won't know until there is longitudinal data, a decade and a half. But it's certainly already a good start thus far, and it flies directly in the face of the hysterical extremists who have been proclaiming doom and disaster around here.

[Anonymous]

Won't know until there is longitudinal data, a decade and a half. But it's certainly already a good start thus far, and it flies directly in the face of the hysterical extremists who have been proclaiming doom and disaster around here.

Well the scores went down over 4 years in Kentucky. So we should try for 11 more years? Great. Suffer the children.

[Anonymous]

Anonymous wrote:

Won't know until there is longitudinal data, a decade and a half. But it's certainly already a good start thus far, and it flies directly in the face of the hysterical extremists who have been proclaiming doom and disaster around here.

Well the scores went down over 4 years in Kentucky. So we should try for 11 more years? Great. Suffer the children.

Again, no. This was the prediction on DCUM: The Common Core standards will lead to doom and catastrophe!

Here is the reality:

Part two is about reading achievement, too. More specifically, it’s about reading and the English Language Arts standards of the Common Core (CCSS-ELA). It’s also about an important decision that policy analysts must make when evaluating public policies—the determination of when a policy begins. How can CCSS be properly evaluated?

Two different indexes of CCSS-ELA implementation are presented, one based on 2011 data and the other on data collected in 2013. In both years, state education officials were surveyed about their Common Core implementation efforts. Because forty-six states originally signed on to the CCSS-ELA—and with at least forty still on track for full implementation by 2016—little variability exists among the states in terms of standards policy. Of course, the four states that never adopted CCSS-ELA can serve as a small control group. But variation is also found in how the states are implementing CCSS. Some states are pursuing an array of activities and aiming for full implementation earlier rather than later. Others have a narrow, targeted implementation strategy and are proceeding more slowly.

The analysis investigates whether CCSS-ELA implementation is related to 2009-2013 gains on the fourth grade NAEP reading test. The analysis cannot verify causal relationships between the two variables, only correlations. States that have aggressively implemented CCSS-ELA (referred to as “strong” implementers in the study) evidence a one to one and one-half point larger gain on the NAEP scale compared to non-adopters of the standards. This association is similar in magnitude to an advantage found in a study of eighth grade math achievement in last year’s BCR. Although positive, these effects are quite small. When the 2015 NAEP results are released this winter, it will be important for the fate of the Common Core project to see if strong implementers of the CCSS-ELA can maintain their momentum.

A brilliant success? It's too early to tell. Doom and disaster? Definitely not.

[Anonymous]

Anonymous wrote:

Won't know until there is longitudinal data, a decade and a half. But it's certainly already a good start thus far, and it flies directly in the face of the hysterical extremists who have been proclaiming doom and disaster around here.

Well the scores went down over 4 years in Kentucky. So we should try for 11 more years? Great. Suffer the children.

Not at all the case, Kentucky is showing significant improvements, according to this article:

http://www.wcpo.com/news/education/controversial-common-core-testing-is-new-in-ohio-but-kentucky-offers-clues-for-the-future

After three years progress has been made including:

• More than 62 percent of middle and high school students are on track to be ready for college or career, up from 54 percent in 2013 and 47 percent in 2012.
• Four-year graduation rate up to 87.4 percent compared to 86.1 percent in 2013.
• Fewer schools in the state's "needs improvement" category (636 compared to 779 in 2013) and more in the "distinguished" category (289 compared to 179 in 2013).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Won't know until there is longitudinal data, a decade and a half. But it's certainly already a good start thus far, and it flies directly in the face of the hysterical extremists who have been proclaiming doom and disaster around here.

Well the scores went down over 4 years in Kentucky. So we should try for 11 more years? Great. Suffer the children.

Not at all the case, Kentucky is showing significant improvements, according to this article:

http://www.wcpo.com/news/education/controversial-common-core-testing-is-new-in-ohio-but-kentucky-offers-clues-for-the-future

After three years progress has been made including:

• More than 62 percent of middle and high school students are on track to be ready for college or career, up from 54 percent in 2013 and 47 percent in 2012.
• Four-year graduation rate up to 87.4 percent compared to 86.1 percent in 2013.
• Fewer schools in the state's "needs improvement" category (636 compared to 779 in 2013) and more in the "distinguished" category (289 compared to 179 in 2013).

^ Wow, that is truly impressive. Kentucky was one of the earliest adopters, and the payoff is showing!

[Anonymous]

I think that TOTALLY blows apart the CC objections that it makes things worse.

Stick a fork in this thread, it's DONE.

[Anonymous]

After three years progress has been made including:

• More than 62 percent of middle and high school students are on track to be ready for college or career, up from 54 percent in 2013 and 47 percent in 2012.
• Four-year graduation rate up to 87.4 percent compared to 86.1 percent in 2013.
• Fewer schools in the state's "needs improvement" category (636 compared to 779 in 2013) and more in the "distinguished" category (289 compared to 179 in 2013).

Are those things the direct result of CC? Proof of that?

[Anonymous]

After three years progress has been made including:

• More than 62 percent of middle and high school students are on track to be ready for college or career, up from 54 percent in 2013 and 47 percent in 2012.
• Four-year graduation rate up to 87.4 percent compared to 86.1 percent in 2013.
• Fewer schools in the state's "needs improvement" category (636 compared to 779 in 2013) and more in the "distinguished" category (289 compared to 179 in 2013).

In order to relate this to CC I would have to know how "on track to be ready for college or career" is measured. Does this have to do with CC tests or is it related to classes taken in high school or what?

Graduation rate may have nothing to do with CC. Graduation rates have been increasing all over, even in non CC states.

There may be fewer schools in the "needs improvement" category simply because the NCLB requirements for AYP were waived. Lots of schools would have been in the "needs improvement" category if it had not been for the waivers.

Don't stick you fork in anything yet.

[Anonymous]

I think that TOTALLY blows apart the CC objections that it makes things worse.

You know what I love about you though? Your passion for this. You are a great marketing person. I think you could sell anything.