Education Week - September 10, 2014 - 1

EDUCATION WEEK
AMERICAN EDUCATION'S NEWSPAPER OF RECORD * © 2014 Editorial Projects in Education * $4
By Catherine Gewertz
expected on
alignment of
standards and
assessments, as
well as results
For four years, schools in nearly every
state have been working to put the Common
Core State Standards into practice
in classrooms, but few have put them to
the test-literally. This year, that changes.
The 2014-15 academic year is when
nearly every state must have assessments
in place to reflect the common
core, or other "college- and careerready"
standards they have adopted.
And unlike last year, when many
states were allowed to cut back on
their regular tests because they were
field-testing new assessments, this
year's achievement results will be a
cornerstone of states' public accountability
reporting.
The specter of college- and careerready
assessments has loomed large
in education leaders' minds for several
years, since it comes with a volatile mix
of novelty and risk.
Schools will be held responsible for
how well they've imparted the new
standards, even as skills such as reading
complex text and demonstrating
mathematical reasoning are new to
many students, and as teachers are
still figuring out how best to teach
them. States face big drops in proficiency
rates if the new tests are, as exVOL.
34, NO. 3 * SEPTEMBER 10, 2014
edweek.org: BREAKING NEWS DAILY
Common-Core Tests Loom Large for States, School Districts
Scrutiny
pected, tougher than the previous ones.
Even as educators steel themselves
for those results, questions swirl about
how well the tests will measure the
standards they're based on, and the
skills educators value most.
Two dynamics further complicate the
question of assessment.
Some states have moved to choose
new tests after backing out of shared
PAGE 16 >
Study: Teacher Data
Remain Untapped
By Denisa R. Superville
Despite a trove of data on teacher effectiveness
that has accumulated from the rollout of teacherevaluation
systems in recent years, many principals
are not using that information to guide
decisions about hiring, assignments, and professional
development, according to the findings in a
report scheduled for release this week by Vanderbilt
University researchers.
When principals do avail themselves of that information,
they are more likely to rely on classroomobservation
data, rather than on value-added measures
of students' test scores or parent, student, and
teacher surveys. They viewed the surveys, particularly
those of parents, as less "valid, specific, and
PAGE 12 >
DIGITAL DIRECTIONS
Hard Lessons Learned
In L.A. iPad Initiative
Third grader Elyse Vinton hangs upside down during recess at Eastridge Elementary School in Lincoln, Neb., where schools are now
required to report on their progress on student-health-related measures, including the time allotted for recess.
School-Level Report Cards Add Health Metrics
By Evie Blad
When parents in Colorado check statemandated
reports to see how their child's
school is faring academically, they can also
quickly learn if that school has a nurse, if
it offers 30 minutes of daily physical activity
for students, and if it has a school-based
health center.
Though school-level report cards typically
feature information about standardized-test
scores and student demographics, the Rocky
Mountain State also requires schools to report
a variety of other factors that affect students'
health and wellness.
In a trend that children's health advocates
are seeking to promote, a growing number of
states and school systems are taking similar
actions, integrating health metrics into their
school improvement goals and, consequently,
into the information they share with the
public to boost accountability.
Language Program
Focuses on Dialects
By Sarah D. Sparks
As far back as George Bernard Shaw's fictional
professor Henry Higgins, language experts
have argued that low-income students
who learn to switch from speaking a dialect
to using standard English have an easier time
By Benjamin Herold
The connections between student health
and well-being and academic success are
well-understood and supported by a growing
body of research, said officials at the
Healthy Schools Campaign, an organization
that supports increased use of health data
in education.
But school programs too often focus largely
on proficiency in a narrow set of academic
skills, overlooking other efforts that could
PAGE 14 >
The Los Angeles school system's ambitious effort
to provide all its students with digital computing
devices is again in flux, this time after complaints
about possible conflicts of interest and bid manipulation
by senior district officials.
Superintendent John Deasy late last month
halted an agreement with Apple Inc. and the educational
publisher Pearson, which in 2013 partnered
to win a $30 million contract to provide
iPads preloaded with a new digital curriculum to
30,000 students in 47 schools.
That nationally watched deal was for the first
phase of a planned systemwide, billion-dollar technology
initiative through which Apple and Pearson
PAGE 13 >
moving up academically and socially.
Now, researchers at the University of
Michigan are scaling up a language program
intended to help students embrace
their home dialect, while also recognizing
when and how to switch to standard American
English in academic and professional
settings.
In the United States alone, there are more
than two dozen dialects of English, from the
Y'at in New Orleans to urban African-American
in Detroit, to Boston Brahmin, according
to the Washington-based Center for Applied
Linguistics.
They often cross race, class, and geographic
regions, and every so often educators and
policymakers voice concerns about the disintegration
of "standard English" and issues
associated with student dialects. In 1997, the
Oakland, Calif., school board touched off a racially
charged national debate when it ruled
the dialect known as African-American Vernacular
English (also called "ebonics") was linguistically
distinct and urged teachers to help
students who used the dialect understand how
it differed from "mainstream English."
"People still don't understand what teachers
are trying to do in bringing the vernacular into
schools in any sense. The knee-jerk negative
reaction is really detrimental to any kind of
progress," said John R. Rickford, a professor of
linguistics and humanities at Stanford University,
who participated in the Oakland ebonics
debates. "There's a thinking that anyone using
nonstandard English is operating at a lower
PAGE 14 >
Andrew Dickinson for Education Week
http://www.edweek.org

Education Week - September 10, 2014

Table of Contents for the Digital Edition of Education Week - September 10, 2014

Contents
Education Week - September 10, 2014 - 1
Education Week - September 10, 2014 - 2
Education Week - September 10, 2014 - Contents
Education Week - September 10, 2014 - 4
Education Week - September 10, 2014 - 5
Education Week - September 10, 2014 - 6
Education Week - September 10, 2014 - 7
Education Week - September 10, 2014 - 8
Education Week - September 10, 2014 - 9
Education Week - September 10, 2014 - 10
Education Week - September 10, 2014 - 11
Education Week - September 10, 2014 - 12
Education Week - September 10, 2014 - 13
Education Week - September 10, 2014 - 14
Education Week - September 10, 2014 - 15
Education Week - September 10, 2014 - 16
Education Week - September 10, 2014 - 17
Education Week - September 10, 2014 - 18
Education Week - September 10, 2014 - 19
Education Week - September 10, 2014 - 20
Education Week - September 10, 2014 - 21
Education Week - September 10, 2014 - 22
Education Week - September 10, 2014 - 23
Education Week - September 10, 2014 - 24
Education Week - September 10, 2014 - 25
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Education Week - September 10, 2014 - 27
Education Week - September 10, 2014 - 28
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Education Week - September 10, 2014 - 30
Education Week - September 10, 2014 - 31
Education Week - September 10, 2014 - 32
Education Week - September 10, 2014 - Cover1
Education Week - September 10, 2014 - Cover2
Education Week - September 10, 2014 - Cover3
Education Week - September 10, 2014 - Cover4
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