2019 NAEP Results: Evidence mounts against Common Core. Georgia stagnant; achievement gap widens

He inherited the Common Core from his 2014 election victory and despite his best efforts to stop the effects of Common Core, Georgia's State School Superintendent, Richard Woods, must convince the State Board and Governor Brian Kemp to get rid of the developmentally inappropriate standards.  Woods ran as the anti-Common Core candidate and has made noble efforts to stop Common Core's influence in Georgia. However, the truth remains. Georgia still has Common Core in Reading and Math, and it's not working. 

The new 2019 NAEP scores, known as the nation's report card, is out and the progress for our nation's education system continues to stagnate.

What is NAEP? According to the Georgia Department of Education press release (10/30/2019): 

NAEP, or the “Nation’s Report Card,” is a nationally representative and continuing assessment of what America’s students know and can do in various subject areas. The test is administered every two years to a sample of fourth and eighth graders from a sample of schools across each state.

Even after the adoption of the famed Common Core State Standards initiative, which promised greater achievement and the claims of being internationally benchmarked with other countries, the Common Core has proven to be the biggest education disaster since No Child Left Behind. 

The nation and the state of Georgia must turn course now. Most of the states that adopted Common Core has proven they have not been able to meet the predictions of these so-called "internationally benchmark" standards. 

The evidence continues to mount that the Common Core is not working, and now the 2019 NAEP results continue to add to the talking points backed up by ten years of data. 

·         Nationally, ACT scores in math achievement are at a 20-year low. Georgia had a slight improvement in 2017, but the  gains are far from significant, but rather anemic.

·         SAT scores dropped until they changed the test to align to the Core – anything to change the goal post and create a perception it is working. After the change to the Core, national scores increased only by0.7 percent. 

·         On the Progress in International Reading Literacy Study (2017), comparing 58-countries, U.S. fourth-graders dropped almost 10points on the reading test.

·         U.S. dropped from fifth to 13th on the Progress in International Reading (2017) – the study said the U.S. made no statistically significant improvement.

·         Program for International Student Assessment, or PISA, results in science and math show “stagnant” for 15 year-olds.

·         NAEP scores, “the Nation’s Report Card,” shows similar trends in the data nationwide, and Georgia’s rate of change is also not significant in the NAEP, anddropped in reading for fourth graders in 2017. 

·         AP course taking in AB and BC calculus has been rising steadily over the years, yet the number of students who scored a passing grade this year – 3 and above – has plateaued in BC calculus and declined in AB calculus for many demographic groups.

This map shows which states adopted the implementation of Common Core, and the parallelisms of the 2019 NAEP results cannot be more clear. Get rid of Common Core and its assessments. 

(Picture - Education Week) 

2019 Math: 

Below is a screenshot image of the overall performance of the NAEP nationwide for 4th-grade math for 2017 to 2019. The data shows that over 40 states, most who adopted Common Core, have no change or a decrease in achievement results. 

• In 2019, average mathematics scores for the nation were 1 point higher at grade 4 and 1 point lower at grade 8 than in 2017.
• Georgia continues not to be proficient in 4th-grade math on the nation's report card. 
• Georgia improved overall by 1 point in 4th-grade math, and that is not significant. 

The eighth grade math results are lower for Georgia.

• Nationally, eight graders decreased by one 1 point while Georgia decreased in performance by 2 points. 

Reading:
Nationally, 4th grade students dropped 2 points while 8th grade students dropped 3 points. For Georgia, 4th grade students continues to score below proficient.

• Most states that adopted Common Core, had no change or dropped significantly in reading for 4th and 8th graders. 

 (8th Grade 2019 - Georgia)

Eighth grade:

• Nationally, the 8th grades look significantly lower and that can also be said for Georgia's eighth graders. 
• The nation had a 3 point drop in reading while Georgia had a 4 point drop, that is significant. 

The Achievement Gap in Georgia: 

The covenanted achievement gap widens, although the efforts from the National Governor's Associations claim that the achievements would close significantly. If anything, they are getting wider and wider. Common Core is not developmentally appropriate for all children.

How many times do legislators and state Department of Education officials have to be told that Common Core is causing more problems than it is helping? 

Score Gaps for Student Groups

•  In 2019, Black students had an average score that was 27 points lower than that for White students. This performance gap was not significantly different from that in 1998 (30 points). 
• In 2019, Hispanic students had an average score that was 23 points lower than that for White students. Data are not reported for Hispanic students in 1998, because reporting standards were not met.
•   In 2019, female students in Georgia had an average score that was higher than that for male students by 8 points.
•   In 2019, students who were eligible for the National School Lunch Program (NSLP), had an average score that was 33 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (32 points).

The Common Core has run its course in Georgia and in the nation. It's clear; Common Core must go. I would like to say to the education establishment and the policymakers to control their enthusiasm for these "innovative" testing pilots and their Responses to Interventions programs. If we cannot get the content standards right with effective teachers in place that KNOW their content, how are we ever going to implement such "innovations"? 

It's time to stop telling us to be patient. We have been for ten years now. It's time to stop feeding us the line that this would cause teachers to quit if we change the standards again. We already have a teacher retention issue, and its not solely due to the standards. Districts cannot adapt to these standards and no amount of money will help. Let's get rid of these standards now. Almost two generations of students have been impacted by these standards and the achievement disparities continue for our minority students. 

The "needle" is not moving in the right direction. This is the 9th inning of the game. It's over. 

Currently, there is an effort to change the standards. The Georgia Department of Education and Governor Brian Kemp's office have put a timeline to review and rewrite the standards. I hope after reviewing the 2019 NAEP scores that there will be significant efforts not to just rewrite the standards but to completely wipe them out. 

Author:

Jeremy Spencer, Ed.S. - former teacher, educator, and state department official. 

Broken Public Ed Model Endures In Charters & Vouchers

The voucher and charter school debate have been around for many decades. One part of that debate which never seems to change is the viability of school vouchers and charter schools. The voucher bill in Georgia failed this year, but there is a rumor that it will return next year. With the state's funding mechanism alluding two previous Governors, the voucher debate will likely catch momentum once corrections can be made to Georgia's state funding formula. 

The singular problem with all of these choices is that the current choice model is built on the foundation of the current antiquated public system which does not drastically improve student achievement. The public system works for some and not for others, and that’s what is true. The public system needs a positive change that is more inclusive and allows for dynamic learning with real results. Those of us that support the public system must come to terms with the notion that the funding schemes and the way schools are evaluated are not viable anymore. One could argue this failure was completely designed. 

Results?

A recent study from the research arm of the U.S. Department of Education published that charter schools enrollment in middle school "had no significant impact" on college enrollment. The study also determined that college degree attainment or did not impact students' chances of remaining enrolled in college. Furthermore, the study revealed that such charter schools did not reveal an increase in student achievement on average. However, a limitation of the study only looked at admission to charter middle schools in school years 2005-2006 and 2007-2008. Since then, charter schools may have changed admission requirements since that timeframe. 

These findings are consistent with other studies that state that no significant finding from charter schools save students from failing public schools in reference to student outcomes. Even with President Obama's massive School Improvement Grants (SIG) to infuse $7 billion into the public charter system, no significant gains were made in student outcomes. This should not be a shock that the failure of the SIG program did not use current best practices to improve schools was not considered. What's even more detrimental, and likely the root cause of the public systems failure is an unwillingness to change the traditional model even if options are made available. 

Are vouchers a viable choice? Depends on who you ask. If you ask the collective public system, it just takes money away from the students that really need it. If you ask the parent who wants their child out of a failing school, then it was worth it.

 A report analyzed four different school vouchers studies, each with different methodologies, shows that student who received vouchers to private schools did less well on standardized tests than their peers already enrolled in private schools. However, graduation rates for students that have vouchers still remain higher than their public counterparts. There are multiple reasons for this, but one reason can be linked to parental and family support of those students or lack thereof. 

All this money, and little to no results in the overall scheme of public education. Those that know education policy and school improvement can look at the current model with one glance and determine that the foundational model in American public education has become an utter failure, and the choice models are not improving the situation. 

The Organization for Economic Co-operation and Development (OECD), the prime source for data on education, administers the Program for International Student Assessment, or PISA, the "gold standard" for global tests. The exam, which measures reading, math and science, samples 15-year-olds in 72 countries every three years. The last test was in 2015. The United States fell just above the OECD average in reading and science, and below average in math, where it dropped 11 points since the last exam. 

So, what is the answer?

A complete overhaul. Throw out the traditional model. Yes, throw the baby out with the bath water. Pull the band-aid off quickly. It cannot be any worse now that Common Core is in place; the damage is done. What does that look like? What that looks like is a system that provides multiple options and choices for students of all backgrounds. The public system is trying to do that with options such as Dual Enrollment, etc, but is that enough?

Parents have to step up because parental influence is more impactful on student learning than a good teacher and a good curriculum. Parents have to take an active role in policy making and classroom teachers, not administrators, have to be at the table working alongside to improve outcomes. School districts say they want parental involvement, but do they? One only has to attend several Individual Education Plan meetings with parents to find out that "free and appropriate" education is a ruse. 

The inconvenient truth was unveiled in the 1960s in a report by James S. Coleman, known as the Coleman report, was released that said differences among schools in their facilities and staffing “are so little related to achievement levels of students that, with few exceptions, their effect fails to appear even in a survey of this magnitude,” the authors concluded. Furthermore, the report stated that family background explained more about a child’s achievement than did school resources ran contrary to contemporary priorities, which were focused on improving educational inputs such as school expenditure levels, class size, and teacher quality.  

What a travesty to the traditional public model? This is counterintuitive to all the "reform" we've seen since the establishment of the U.S. Department of Education. 

What do parents want for their children’s education?

The days of dropping kids off from 8 AM to 3 PM is not doable. What most parents want is an elementary system that focuses on reading and basic math skills to where there is no question that a child knows their basic math facts or that their child can read on grade level...Is that too much to ask?

What parents of secondary students want is a curriculum that will allow a student’s talent to develop into a productive career without sacrificing the basic knowledge learned. The current test-measure-punish model of public education does not work, and it is showing in the national and international measures of our nation’s students.

The only way the public improves is through parental choice, but that comes with responsibility from the parent, not solely based on the classroom teacher. Choice does not mean dropping kids off at a charter school or a voucher program from 8 AM to 3 PM daily. Choice means taking an active role in your child’s success. Babysitting is not education and schools have to really want parental input.

 - Author: J. Mylen Spencer, Ed.S.: Sixteen-year veteran public educator

Vote 'no' on OSD: More government does not mean 'better' education

Published in the Augusta Chronicle, Sept. 11, 2016

This November, voters will decide if Georgia public education needs more layers of government to operate schools.

The proposed constitutional amendment would create a new layer known as the Opportunity School District, under which Gov. Nathan Deal would appoint a highly paid bureaucrat with access to local tax dollars to “fix” unsatisfactory schools. This appointee would answer only to the governor as to what he or she does with the money. (Apparently, the governor dislikes working through the elected state superintendent – who, after all, must answer to the people.)

The OSD plan illustrates the reflex of education “reformers” in Georgia – more government must mean better schools. Georgia voters have seen this before, when they were urged to vote for the charter-school amendment and thereby create another bureaucratic layer. But the achievement gains promised in the charter-school campaign haven’t materialized. Georgia is headed for another blunder in education reform if the OSD amendment passes.

Education reformers love fads, and the greatest fad being ignored in the OSD push is the Common Core State Standards (now renamed the “Georgia Standards of Excellence”), adopted to qualify for federal Race to the Top money, which is meant to reward innovation in state and local schools. The metrics and other internal variables embedded in the implementation of the CCSS will guarantee more “failing” schools to be taken over by Deal’s OSD.

EMERGING RESEARCH indicates that teachers are losing faith in the CCSS implementation and the metrics that define its success. As implementation continues to unravel, teachers increasingly are dismayed about curriculum and professional-development materials that are inconsistent with the standards or otherwise not based on well-established and well-researched instructional practices.

Some researchers report that the CCSS authors ignored these best practices. So the standards themselves, and the deficient curricula and professional development associated with them, will increase the likelihood that more schools will “fail” and be subjected to the OSD.

Another problem is related to the well-documented phenomenon of “curriculum narrowing,” which means subjects not included on the high-stakes testing are given less emphasis in the curriculum. CCSS and its aligned tests will continue to contribute to curriculum narrowing (because CCSS addresses English and math), but even more rapidly because of ineffective implementation.

Teachers are struggling with poorly aligned instructional materials that foster ineffective teaching practices. Furthermore, these studies note that high-poverty schools have difficulty obtaining and creating aligned resources to prepare students for the high-stakes tests associated with the CCSS.

The chaotic implementation of the already problematic CCSS makes it more likely that schools – especially high-poverty schools – will fall short on the accountability measures that will subject them to the centralized OSD.

In addition, with simultaneous implementation of unreliable teacher evaluations; disparities in textbook alignment; lack of digital resources; poor or nonexistent teacher professional development; and other problems related to the CCSS; it is plausible that such “reforms” aligned to the CCSS have destabilized the teaching profession – with predictable effects on the success or “failure” of schools.

FOR EDUCATORS who have endured similar reforms for many years, the intent of the OSD is clear –consolidation of power in the governor’s office to the detriment of local control. And if the operation of the OSD schools is turned over to private companies (as in New Orleans, which Deal touts as a model for OSD), these companies will turn a net profit courtesy of Georgia taxpayers. Education reform will be shown to be a euphemism for the destruction of public education.

Georgia education reformers might merit more trust if they made it a practice to base policy on peer-reviewed studies and practical anecdotal evidence. Unfortunately, their track record shows otherwise.

Case in point: the adoption of the untested Race to the Top policies, which included the CCSS. In 2010, to qualify for a federal bribe of $400 million spread over four years, Georgia adopted the CCSS and much of the Race to the Top policies associated with President Obama’s education agenda.

By 2013, to comply with all the Race to the Top mandates, Georgia education leaders adopted more than 80 percent of Race to the Top policies – even though none were supported by persuasive evidence of effectiveness. Then, when the expensive and unrealistic expectations of the CCSS and all of its testing glory actually harm schools, Deal uses this as an excuse to entrench another bureaucracy that siphons dollars away from local control.

This “reform” misstep will ensure a public perception that teachers are continuously ineffective, thus further destabilizing the profession. Of course, this will invite more “reforms” with no empirical evidence that they improve the learning of our most deprived students. We are at a critical mass with public education in this state.

Vote no on OSD. It’s just more useless government.

(The writer is a veteran Georgia educator of 16 years with a master’s degree in teaching and an education specialist degree in educational leadership, and is a doctoral student who provides education policy consulting. He wrote this column on behalf of the American Principles Project think tank.)

Remembering 9-11 is not enough

The multiple terrorist attacks of 9-11-2001 occurred during my second year of teaching high school....I remember the day vividly. The second bell rang, and students were dismissed to their next class. I moved into the hallway to supervise student traffic and noticed an eerie calm, but I was somewhat oblivious to its significance as a second-year teacher. Next door, I could see my colleague's television through the open doorway. I noticed many students were not in the hallway walking to their next class, and many students were standing around watching the television.  By this time, my students were trickling into my classroom and one student, Heather, told me that "we were under attack" and to turn on the television.

I was taken aback by this comment from Heather and asked her to get ready for class because we had a lot to get done today. She replied by saying that I probably would not get anything taught today because someone bombed the Pentagon. I was perplexed by her comment, and suddenly the atmosphere of the hallway and the eerie behavior of the student body began to make sense there was something wrong. I turned on the television to the news and could not believe what I was watching. I saw the Pentagon on fire. At that moment, a fellow teacher walked into my room and stated that the United States is under attack. I was stunned. I did not know what to say, and all I could do was watch the reports of the news with a room full of impressionable minds now locked on to the moment.  Then a student asked me: " Mr. Spencer, what is going to happen?" 

Being dismayed by the images of the Pentagon attack, I could not find any words to comfort the students. Shortly, after that comment, the news reported that a plane flew into one of the Twin Towers in New York City, and images began to pour over the television. Then the next plane hit the other tower and students were crying and getting very upset at what they saw. I could not believe what I was witnessing, and then more destruction continued. I honestly thought this was the day of Armageddon. I turned off the television to try comfort the students the best way a second-year teacher could at this point. This confusion turned to panic and dismay - and then to anger. The students had so many emotions to try and manage. It was chaotic, and I was overwhelmed. In a refreshingly familiar (but odd moment in public education), we all began to pray for the victims. Yes, we brought prayer back to school that day. That was the only logical thing that made sense to do was to pray. There was complete unity and comfort as our minds raced with the horrific images while trying to make peace with such horror.

As the days followed the attack, it was important for me to continue talking to the students about what it means to be an American and the great respect we should have for our troops and our way of life. This tragedy taught me a lot about being a teacher very quickly. The main thing it taught me was that we have a great country and love for American values.  Importantly, students look to adults to make sense of all that is good and bad with our world.  Being prepared to teach students about a tragedy of this magnitude is not taught at the teacher's college. Feelings of togetherness began to permeate throughout our school and small military community. The emotion of patriotism and American pride in our country began to show brightly in the face of this tragedy. It was a moment that was so impressionable on the students. A moment of pride for our country's values was palpable across so many different people and ideologies.

Even though it has been 15 years since this horrific day, this moment in our history is a good reminder that America is not immune to evil forces, and we must continue to educate our students on what it means to be an American and how we should value our freedom. Since 9-11, there have been a lot of changes to our perspective as a nation: bickering, bloated budgets, insurmountable debt, widespread felonies, a broken educational system, and divisiveness at every turn in our culture. Was this the real intent of that attack? Did this attack allow our familial capacity as Americans to unwittingly embrace such actions as being tolerant at the expense of jeopardizing the welfare of successive generations? Such problems cry out for America to unite once again. We need to be reminded of our history (good and bad) and what it has taught us about the best qualities of being an American citizen and seek out the lessons learned from 9-11. We should never forget that day. That day changed America's mindset as a people, forever. Patriotism is a double-edged sword, and sometimes it can blind us of what we are truly supposed to fight for and instill in our young people.

The deeper meaning behind 9-11 is not the sense of patriotism we need to instill in our young minds, but that the United States of America is not finished. Our nation's exceptionalism has not come and gone; however, our exceptionalism is being suppressed by internal political and ideological forces which may be causing more damage than what occurred fifteen years ago. This suppression is larger than the 9-11 terror attack, and this concern should cause Americans to be more unified than ever. We can blame our leaders for this suppression, but we the people elected them.  I believe some our society is mistaking oppression for suppression, and this misinterpretation is remedied by guaranteeing that our young people are taught the principles of liberty and freedom.  The act of 9-11 has had a deleterious effect on our morals and has misconstrued our mindset as a free people. Remembering 9-11 is not enough, but we must continue to unite around the cause that represents freedom for all with an unwavering resolve.

- Jeremy Spencer