Education Week - March 25, 2015 - 24

COMMON CORE
in the CLASSROOM
What Will Be the
Impact of the
Assessments?
By Jeffrey Riley
F
or the first time in our country's history, a majority
of American public school children are
living at or near the poverty line. Given that
incredible statistic, the situation in our district
of Lawrence, Mass., with its winding journey
to common-core implementation, seemed
somewhat mundane by comparison. Until
I thought about it. And the more I thought
about it, the clearer it became: The debate over the Common
Core State Standards reflects the larger question of how we
improve public education for all our nation's children, particularly
as a path out of poverty and toward the American Dream.
Here in Massachusetts in 2010, we began integrating the
common core into our state standards and the system by which
we test those standards, the Massachusetts Comprehensive
Assessment System, or mcas. Five years later, K-12 district
leaders throughout the state, like me, are asking if it is time
for a wholesale replacement of the mcas with the common-core
assessment parcc-an option we have. My answer for Lawrence?
Not yet.
I've spent nearly 20 years in urban education. I've seen battles
over whole language vs. phonics, split elementary/middle school
models vs. combined K-8 schools, conceptual vs. algorithm-based
math, and, more recently, charter vs. traditional public schools.
To quote James Joyce, "I shall try to fly by those nets." Indeed,
it is both difficult and boring to be a moderate in these charged
educational times, when zealots garner the money and attention
for whichever cause they tub-thump. So to spice it up, we've
taken to characterizing our approach in Lawrence-among the
poorest cities in America-as "the radical center."
I was given the responsibility of turning around the Lawrence
public schools just over three years ago by our state's education
commissioner, Mitchell Chester. The district was among
the commonwealth's lowest-performing, as judged by the mcas.
Just before my arrival in the spring of 2012, Boston magazine
dubbed our community the "city of the damned."
My district is made up of immigrant children, mostly from
the Dominican Republic, and for many of them English is their
second language. They deserved a better education than they
were getting. Working with our community stakeholders, my
team and I put a plan in place to change the trajectory of the
school system, which included a focus on the successful imple"
MORE
EDUCATOR VOICES
ON COMMON-CORE
IMPLEMENTATION
The following are edited excerpts
from opinion essays and blog posts
published on Education Week Teacher.
"
All students should be challenged to
reach high standards."
mentation of the state standards.
Based on early results, Lawrence is arguably the state's most
improved district in the past two years: Student-growth levels
on the mcas are at an all-time high; the district's graduation
rate has increased nearly 15 percentage points; and studentproficiency
rates are also up, most notably in math, which has
jumped 13 percentage points. But these early gains are not
cause to declare victory. The reality is that we are still nowhere
near where we need to be-and the state's rigorous standards
as tested by the mcas reinforce this.
Before Massachusetts instituted state standards, our urban
school teachers were sometimes judged merely by classroommanagement
skills. It didn't matter whether the kids filled
out word-search worksheets or spent six weeks constructing
sugar-cube pyramids, so long as the classroom was orderly. The
passage of the state's 1993 Education Reform Act altered that
dynamic. In exchange for additional state funding-particularly
for low-income cities like Lawrence-all students would
learn the same standards and take the mcas. The new statewide
system gave educators a measuring stick and held them
accountable for results.
The introduction of the common core to that equation was
successfully embraced by Massachusetts schools beginning
in 2010. That means the common core itself is nothing new to
our state's educators, while a full replacement of the mcas with
the new parcc assessment would represent a dramatic shift.
That is why Massachusetts has adopted a thoughtful approach
to parcc implementation. This school year, districts have the
choice of continuing with the state assessment or trying out
the parcc exam. Based on the results of parcc's early implementation
in pilot districts and other factors, the state will
determine if parcc will become the statewide assessment
system, or if Massachusetts will instead beef up the mcas.
In Lawrence, we will continue with the mcas this year.
The reason is simple: For a district under receivership-
one in which I, as the receiver/superintendent, have expedited
decisionmaking authority-it is more helpful to
have an additional year of data from the same assessment
system. This continuity allows us to better analyze
our progress.
Do I also have some general concerns, beyond those for
our district, about parcc? Sure.
parcc tests a more focused set of standards than the mcas,
and it goes deeper into those standards. Will the rigor of the
new assessment create a floor effect whereby it becomes difficult
to differentiate student-performance levels? How will
parents, legislators, and other stakeholders react to the lower
scores likely produced in the early years? Finally, while parcc
currently offers a pencil- and-paper option, future versions will
be solely computer-based. Do districts have the hardware and
bandwidth to handle this?
On the plus side, critical thinking will play a larger role in
parcc than on the mcas. Students will be asked to make more
inferences and use multiple sources to compare and contrast,
synthesize, and create an argument .
I am agnostic on the state's assessment shift. I don't care if
we change the goal posts. What I do care about is having a way
to compare my district's students with the average suburban
kid in our state. In Lawrence, our goal is to mirror the suburban
experience so that our kids have access to the same opportunities
as students in the suburbs. If we can provide this
comparable experience, we believe our children will succeed at
similar levels.
That means more than test scores, by the way. Students from
urban schools with top test scores do not graduate from college
within four years at the same rate that students from suburban
schools do. In Lawrence, we believe that standards matter-but
not to the exclusion of other opportunities like high-quality arts,
athletics, and enrichment. We also believe in teaching kids to
be advocates for their own learning so that they will adapt and
thrive in college.
All students should be challenged to reach high standards.
Whether these are set locally, at the state level, or nationally,
I will leave it to the politicians to decide. The real question-
given that over half our nation's public school children now
live at or near the poverty line-is whether we can ensure
that all children receive a great education and a chance at
the American Dream. n
JEFFREY RILEY is the receiver/superintendent of the Lawrence
public school system in Massachusetts.
I welcome the common core
and its associated
assessments because I
believe they can usher in a
new era in education that
de-emphasizes rote testing
and spotlights learning.
ROBERT JEFFERS
English Teacher
Feb. 14, 2015
www.edweek.org/go/commoncore-jeffers
How well the new
assessments and their usage
actually align to new
teaching practices and values
will deeply influence what
the common core looks like
in the end.
CARL FINER
English Teacher
Sept. 11, 2014
www.edweek.org/go/commoncore-finer
When teachers are not given
the necessary support, time,
or freedom to explore
standards implementation
in their classroom, the result
is tangible frustration,
which hurts teachers and
students alike.
BRAD CLARK
Language Arts Teacher
Sept. 8, 2014
www.edweek.org/go/commoncore-clark
24 | EDUCATION WEEK | March 25, 2015 | www.edweek.org/go/commentary
http://www.edweek.org/go/commoncore-jeffers http://www.edweek.org/go/commoncore-finer http://www.edweek.org/go/commoncore-clark http://www.edweek.org/go/commentary

Education Week - March 25, 2015

Table of Contents for the Digital Edition of Education Week - March 25, 2015

Education Week - March 25, 2015
Civics Tests for Diplomas Gain Traction
For Education Next, Views With An Edge
Employers Integral To Career Studies
Experience Seen as Boost For Teachers
Elite Private Schools Tackle Ed Tech
Contents
News in Brief
Report Roundup
Eligibility Rules Fuel Growth Of Indiana’s Voucher Program
States Should Play Role in Fostering Engagement, Report Says
Teacher-Leadership Movement Gets Boost From Ed. Dept.
Blogs of the Week
Nonprofits Link Businesses To Career-Tech Programs
At Beaver Country Day, Investing In Innovation
Special Education Task Force Urges Overhaul for California
Gov. Cuomo’s Budget Sparks Backlash in N.Y.
Fight Looms on Kansas Plan To Fund K-12 Via Block Grants
Blogs of the Week
Why School Policies Need to Be Fine-Tuned
Which ‘Common Core’ Are We Talking About?
What Will Be the Impact of the Assessments?
More Educator Voices on Common-Core Implementation
Overcoming ‘Initiative Fatigue’
Letters
TopSchoolJobs Recruitment Marketplace
Breaking the Code of the Common Core
Education Week - March 25, 2015 - Elite Private Schools Tackle Ed Tech
Education Week - March 25, 2015 - 2
Education Week - March 25, 2015 - Contents
Education Week - March 25, 2015 - News in Brief
Education Week - March 25, 2015 - Report Roundup
Education Week - March 25, 2015 - Eligibility Rules Fuel Growth Of Indiana’s Voucher Program
Education Week - March 25, 2015 - 7
Education Week - March 25, 2015 - States Should Play Role in Fostering Engagement, Report Says
Education Week - March 25, 2015 - Teacher-Leadership Movement Gets Boost From Ed. Dept.
Education Week - March 25, 2015 - Blogs of the Week
Education Week - March 25, 2015 - 11
Education Week - March 25, 2015 - Nonprofits Link Businesses To Career-Tech Programs
Education Week - March 25, 2015 - 13
Education Week - March 25, 2015 - 14
Education Week - March 25, 2015 - At Beaver Country Day, Investing In Innovation
Education Week - March 25, 2015 - 16
Education Week - March 25, 2015 - Gov. Cuomo’s Budget Sparks Backlash in N.Y.
Education Week - March 25, 2015 - Blogs of the Week
Education Week - March 25, 2015 - 19
Education Week - March 25, 2015 - 20
Education Week - March 25, 2015 - 21
Education Week - March 25, 2015 - Which ‘Common Core’ Are We Talking About?
Education Week - March 25, 2015 - 23
Education Week - March 25, 2015 - More Educator Voices on Common-Core Implementation
Education Week - March 25, 2015 - Overcoming ‘Initiative Fatigue’
Education Week - March 25, 2015 - Letters
Education Week - March 25, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - March 25, 2015 - 28
Education Week - March 25, 2015 - 29
Education Week - March 25, 2015 - 30
Education Week - March 25, 2015 - 31
Education Week - March 25, 2015 - Breaking the Code of the Common Core
Education Week - March 25, 2015 - CT1
Education Week - March 25, 2015 - CT2
Education Week - March 25, 2015 - CT3
Education Week - March 25, 2015 - CT4
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