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Patte Barth ♦ Director ♦ NSBA’s Center for Public Education
NSBA Annual Conference ♦ Nashville TN ♦ March 21, 2015

Are CCSS good targets?
yes
Should we use common, national standards?
no yes yes
Are there enough resources & time to implement ?
Congratulations!
no
Get to work & advocate
Use CCSS to inform new state or local standards no
Keep your state standards
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An attempt to define college- and career-readiness

The Common Core Standards are intended to be:
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Aligned with college and work expectations for ELA and math
Focused and coherent
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared to succeed in our global economy and society
Based on evidence and research
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SOURCE: Common Core State Standards, www.corestandards.org

The Common Core Standards are NOT:
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Curriculum
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Data collection
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Subject matter in social studies, science or CTE, although the
ELA defines subject specific reading & writing skills for these subjects
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Federal
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SOURCE: Common Core State Standards, www.corestandards.org

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CCSSO and NGA’s Center for Best Practices with an advisory group: Achieve, Inc.; ACT, Inc.; College Board, NASBE, and SHEEO
No federal dollars for development; foundation support, notably from the Gates Foundation
US Dept of Ed provided incentives for adoption of “collegecareer ready” standards through RTTT competition and
NCLB waivers
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Cory has 2 red crayons and 1 blue crayon. What fraction of Cory’s crayons is red?
a.) 1/3 b.) 1/2 c.) 2/3 d.) 3/2
SOURCE: Minnesota released test item, grade 3
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Mariana’s Fractions (grade 3) Part A
Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces.
Write a fraction that shows how much of the hexagon each piece represents.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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Mariana’s Fractions (grade 3) Part B
Now show Mariana how to partition this number line into sixths. You can drag and move the marker anywhere on the number line as many times as you like.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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Mariana’s Fractions (grade 3) Part C
Mariana thinks that 5/6 is greater than 1. Her thinking is incorrect.
Place the fraction 5/6 on the number line.
Explain how you decided where 5/6 is located .
SOURCE: The Mathematics Common Core Toolbox, grade 4
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Mariana’s Fractions (grade 3) Part D
Mariana thinks that 3/4 is greater than 3/6. Do you agree or disagree with Mariana? Use the number line and words to explain your answer.
SOURCE: The Mathematics Common Core Toolbox, grade 4
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Mariana’s Fractions (grade 3) Part E
SOURCE: The Mathematics Common Core Toolbox, grade 4
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Both assess fractions
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The second is multi-step and is scaffolded, meaning each step helps students get to the next step
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The second also requires the ability to reason mathematically and communicate one’s own reasoning
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Some fiction about nonfiction in the Common Core standards
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The emphasis on nonfiction texts will drive literature out of the curriculum.
Done properly, students should have exposure to more reading across the curriculum, not less literature.
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Nonfiction reading does not prepare students for college.
The majority of reading required in college – and the workplace, too – is nonfiction.
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Nonfiction texts are boring.
Nonfiction can be as engaging, complex and relevant as literature.
See, Beyond Nonfiction: The importance of reading for information, CPE, 2014
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See, Beyond Nonfiction: The importance of reading for information, CPE, 2014
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In the last three years, CCSS have come under political fire

46 states & DC had adopted the CCSS by 2011
17 adopted not adopted
ELA only

 must adopt 100% of CCSS K-12 standards
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CCSS should not represent more than 85% of curriculum
 must begin assessments on CCSS within three years
 no requirements for public accountability
 no mechanism for enforcement by NGA/CCSSO
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SOURCE: NGA, CCSSO

Several are having second thoughts
19 adopted not adopted
ELA only pulled out bills pending under review

Promote a college- and career-ready agenda for all students; support CCSS’s emphasis on knowledge and its applications; see the value in common standards across the country.
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Business : US Chamber of Commerce, Business Roundtable
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Governors of both parties : eg., Jeb Bush (R-Fla.), Chris
Christie (R-NJ), Steve Beshear (D-Ky.), Andrew Cuomo (D-NY)
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Education associations : both teachers’ unions (with qualifications), the PTA
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Tea Party/libertarian groups : oppose the idea of common standards maintaining that they should be a local decision
Pioneer Institute, Heartland, Cato, American Principles Project,
Family Research Council, Home School Legal Defense Fund
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Progressive educators : oppose what they see as a corporate influence and fear it will impose more testdriven accountability
FairTest, Diane Ravitch, United Opt Out National
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NSBA’s position
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NSBA supports high academic standards, including Common Core standards, that are voluntarily adopted by states with local school board input and free from federal direction, federal mandates, funding conditions or coercion.
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Local school boards are responsible for the implementation of any new academic standards, such as Common Core standards, which include locally approved instruction and materials in a manger that reflects community needs.
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NSBA urges states to provide financial and technical support to enable school districts to implement, in an effective and timely manner, voluntarily adopted rigorous standards, including the Common Core standards.
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State CCSS assessment consortia
 formed to develop common “next generation” assessments aligned to the CCSS
 supported by $346 million federal grants
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PARCC: Partnership for Assessment of Readiness for College
& Careers headed by Achieve, Inc.
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SBAC: SMARTER Balanced Assessment Consortium headed by Washington state department of education
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Assessment consortia states
2012
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SBAC
PARCC neither both

Assessment consortia states
2015
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SBAC
PARCC neither undecided

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Many teachers and parents are already feeling test overload

Time taking tests
Test Type
District tests
District tests for state requirements
State tests
All tests total
Average Time
(hours per year)
3.3
7.8
8.7
19.8
Classroom time on tests:
Ohio
Averages 1-3% of total instructional time
Less for Kindergartners -11.3 hrs
Does not include:
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Teacher tests
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Tests of student learning objectives (Ohio required)
Time on test practice at an estimated 15 hrs per year
SOURCE: Ohio Department of Education, January 2015 27

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Standardized tests can disrupt regular classroom flow, especially when administered on a district- or state-driven schedule
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How is the information used? For improvement? For evaluation? For advancement?
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Multiple-choice tests typically take less time to administer than open-ended items
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Multiple-choice tests also tend to be less expensive, but is the information may not be as valuable as open-ended assessments.
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IT leaders reporting how ready their district is for online assessments (percent of respondents)
4,3
14,4
28,2
18,9
34,2 fully prepared almost ready
SOURCE: COSN, K12 IT Leadership Survey Report, 2015 half-way just began no resources
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CCSS assessments may bring the advantage of economies of scale
$27
$22.50 –
29.50
estimated per pupil cost for state assessments pre-CCSS
(Brookings Institute) estimated per pupil for
CCSS assessment
(PARCC - SMARTER)
SOURCES: Brookings Institute, 2012; PARCC, 2012; Education Week, December 7, 2012
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Cost of implementation vs
Cost of repeal in Indiana
K12 implementation costs
Current expenditures (3 yr est)
CCSS cost estimate net
“business as usual”
“bare bones”
“balanced implementation”
CCSS repeal cost (3 yr est)
Dollars (in millions)
$ 93.9
+ $196.8
- $ 23.2
+ $ 28.7
+ $50.5 - 69.5
SOURCES: Fordham Institute, 2012; Indianapolis Business Journal, estimates by Legislative Services
Agency, 2013
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Calls for a moratorium on CCSS accountability
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NEA and AFT called for 1-2 year moratorium on common core accountability
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NSBA joined AASA, NAESP and NASSP in statement calling for more time for CCSS implementation
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US Department of Education willing to waive “double-testing” with transition to CCSS; California granted waiver
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Teachers’ support for CCSS is declining
Teachers who support or oppose the use of CCSS (in percent)
76
12
12
2013
SOURCE: Education Next, 2014
46
14
40
2014 support oppose neither
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What changed?
Earlier polls showed wide support
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76% agreed that CCSS will improve their instruction ( EdWeek,
2012 )
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75% approved of their state’s decision to adopt them ( AFT, March
2013 )
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26% of teachers “wholeheartedly” favor CCSS; 50% favor “with some reservations”; only 11% opposed
(NEA, Sept 2013)
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Teachers are worried that tests will begin before they’re ready
How worried are you that the new assessments will begin … before instructional practice is fully aligned?
74
25
51 very
12 not very/fairly worried little/not worried
SOURCE: AFT, Inc., July 2013 data
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A majority report that their district is prepared to implement CCSS
How well prepared is your district to successfully implement the CCSS?
57
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26 very 10 very/fairly prepared somewhat/not
SOURCE: AFT, Inc., July 2013 data not
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Few teachers think district has done enough to provide …
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Planning time for understanding standards (21%)
Opportunities to observe colleagues (22%)
Provide model, aligned lesson plans (27%)
Ensure curricular materials are aligned (31%)
Communicate with parents on standards (29%)
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SOURCE: AFT, Inc., July 2013 data

There is a lot about the common core standards that educators like. The standards are written in a way that emphasizes conceptual understandings rather than skill based work which in my opinion is what real learning is all about. It also makes sense for children to have the same goals all over the country. But I take issue with three things: 1.
Developmental appropriateness, 2. Implementation, and 3. Measurement ….
I am realistic. I understand that there will always be tests. However, what I witnessed this year in terms of testing made me come home and cry for two weeks straight. The tests this year required eight year olds to sit still for 1.5 hours for three days in a row for two weeks in a row. They were tested in March at an "end of year" reading level and students who don't pass will not be allowed to move on to the next grade level … I've never been happy with the tests but these were really unfair.
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SOURCE: a NYC special education and ELL teacher, 2013

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Polls tell a complicated story

Voters’ attitudes varies by political party
Do you oppose or favor teachers in your community using the Common Core standards to guide what they teach?
7
17
9
53
6
34
6
32 don't know favor oppose
76
60 62
38
Republican Democrat Independent Parents
SOURCE: PDK/Gallup, 2014
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Americans who say they approve of …
55
36
27
25
14
9
Common Core Standards set by federal government
SOURCE: Farleigh Dickinson University, Feb 2015
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Republican
Democrat
Independent

Misconceptions about CCSS cross party lines
Americans who say the Common Core includes …
55
47
41
45
41
46
40
43
48
37
44
43
Republican
Democrat
Independent sex education evolution global warming
American
Revolution
SOURCE: Farleigh Dickinson University, Feb 2015
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While the politics play out, districts are having to move forward

What challenges do school districts face?
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Timeline : 1 st assessments administered this spring
Technology : more computers, greater bandwidth
Professional development: time is money
New curriculum & materials : CCSS aligned
Extra supports for students : crucial for ELL & special needs students
Managing expectations : CCSS are higher for most of you; expect your initial scores to be lower
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Communicated need for higher standards & getting public support
Collaborations among many stakeholders, including
KSBA
Aligned courses & curriculum
Professional development for school boards as well as teachers and principals
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Advice from Kentucky School Boards Association:
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Set clear and high expectations
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Create the conditions for success
Hold the system accountable
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Create the public will to succeed
Learn as a board team
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SOURCE: Kentucky School Boards Association, 2012

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Be informed and able to separate fact from rumor
Support your teachers; let their work carry the message to parents
Use your data to inform your policies and to engage the community
Engage with your state association about your experiences
Be an advocate
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Stay up to date about progress in common core implementation and policy www.centerforpubliceducation.org/commoncore
Download videos, presentations and other data resources www.data-first.org/learning-center
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