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

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[quote=Anonymous][quote=Anonymous][quote]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.[/quote]

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

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

Here is the reality:

[i]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.[/i]

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

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