In comes the Obama administration, and in the zeal to demonstrate just how terrible the Bush administration was, we now have a new educational reform hitting the schools: Race to the Top.

The idea behind Race to the Top is that American education should be the best in the world – thus we begin the race to the top of the world in educational standards. (Kind of reminds me of kids playing King of the Hill) Along with this lofty ideal of being the best, we have sweeping changes including standardized core objectives for all states to adopt (if they want to, of course), new testing, new evaluations for teachers and much more.

There are a lot of questions that I have, and my biggest concern is that the entire education system doesn’t trip on the race to the top. If teachers evaluations are to be linked to student test scores, how do you differentiate between schools in affluent areas where the parents are involved and the students simply WILL achieve more? If teachers in that area are up against teachers in low income areas with absentee parents or parents who simply don’t care, then I know where I would want to teach.

If instead, teachers are evaluated based on individual growth of students over a single year in school, that would be better, the problem still remains those things which are out of the teacher’s control, like attendance. Missing school has a statistical impact on student scores according to the National Center for Educational Statistics, but is not something that teachers can have any control over, so how can we penalize teachers for that?

I suppose only time will tell, but it seems to me like more of the same, or if it is arguably different, then different for the wrong reasons… Because I know we all want to improve the educational system in America just so that we can be better than the Japanese and Swedish, right? I know everything I strive to do better at is for the purpose of being better than the person next to me…

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1. The Obama Effect
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3. 2011 Proposed Budget for Teachers

So what are these Common Core Standards?

They are exactly what they sound like: core standards that are common to everyone. Different states have had different standards, which has led to discrepancies between states; take an average student from Maryland and from Florida and you will see what I mean. These common standards are designed to eliminate this discrepancy.

The Core Standards are NOT Federal Mandates from the Government – this was a state led initiative, read more about their creation on their website. That said, in the FAQs there is talk about how the Federal Government can “support” schools in their adoption of these standards, kinda of reads like “no, the Federal Government didn’t create them, we did! Who cares if they are the ones who hired us to do this…” (Easier to get someone else to do your dirty work, right?)

Where Did these Core Standards Come From?

According to the Common Core State Standards website, teachers, school administrators (scary!) and “experts” (hmmmmm) developed the standards. While the collaboration may seem a bit suspect, I actually think the standards are probably pretty ok. I mean, educators don’t like to reinvent the wheel (even if the wheel is broken, perhaps) so likely they just took the “best” standards from various states (at least, they claim to not have formed the lowest common denominator, so I would hope they picked the best). So while they may look new, don’t panic, it’s probably not going to change what you do in the classroom all that much.

Who is Using the Common Core Standards? Are they Mandatory?

These Core State Standards are not mandatory – indeed not all states have adopted them yet. I wonder how long those remaining few states will hold out, though, peer pressure being what it is. So yes, they are voluntary and yet I am sure it will not be long before it is accepted by everyone.

Will This Lead to a Common Curriculum too? 

Check out the FAQ on their website and you get a lot of legalese – Read between the lines and you get “we’d love there to be a single common curriculum for all schools in all states, it would make it so much easier to ensure our agenda is accomplished!!!”

Beyond that, I withhold judgement until the results are in – For some teachers it will mean a change in the curriculum and for others it will be business as usual. Perhaps in 10 years we’ll all be glad for uniformity in standards… or perhaps not.

Related posts:

1. National Sexuality Education Standards
2. Don’t Trip on the Race to the Top
3. Should We Raise School Standards?

When planning any lesson, it is important to first ask: what is the ultimate goal behind this lesson?

Example One: Differentiated Instruction of Perimeter and Area

So for example – Students will learn how to measure the perimeter and area of a shape. The ultimate goal is NOT that students will simply be able to improve upon prior knowledge. (I am sure everyone will agree there, but surprisingly, differentiated instruction seems to lose this idea). Additionally it is NOT that students will be able to pass a unit test. You might say that the ultimate goal is to pass the state tests, and in one sense that is an ultimate goal. The final ultimate goal is for students to be able to grow up, measure their living room and purchase the correct amount of carpet.

Looking at differentiating instruction for this concept has come a long way from even just a few years ago. It used to be that teachers were told to provide several examples and then allow time to work in small groups so that students who struggled with the concept could have personal time with the teacher to learn a difficult concept.

A New Look at Differentiated Instruction

Now teachers are being prompted to provide a variety of complexities in the problems given. Now for this example, the complexity does not compromise the concept: finding the area of a room that is 5×5 square uses the same formula as finding the area of a room that is 10×32. When it is time to add other shapes to the room, the problem becomes more sticky.

One article I recently read stated that students should be given a list of several questions of varying difficulty and allowed to choose a couple of those to answer, allowing the advanced students the chance at harder questions and slower students the chance at easier questions. The problem is, if the easy problems: a room that is only 5×5, are the only ones answered, then those students who are struggling will never have practice with more difficult problems: a room that has to be divided into three sections in order to figure out the area, for example.

Example Two: Differentiated Instruction for Multiplication

One example given in the article was multiplication. Given a selection of multiplication problems, students who have not grasped double digit multiplication can answer only single digit questions while students who are more advanced can answer more difficult double digit multiplication.

My question – when does the slower student learn double digit multiplication? And if your ultimate goal is that state test, how does that slower student have a chance at passing when they are always given the option of a simpler problem? Lose the problem sets and bring back individualized attention, please!

Related posts:

1. Extension Ideas for Lesson on Obama’s Speech
2. Do not Differentiate Your Instruction…or Should You?
3. Report Card Comments for the End of the School Year

While on the one hand this seems like a logical step – the kids who will be tested need to have the help necessary to catch up and be “on level” for their grade in math.

On the other hand, the logic seems a bit backwards – the kids who now will not receive the math lab in second grade will be the ones who will eventually have to participate in the remediation in older grades.

Putting a bandage on a problem, like remediation for students with poor test scores, can help heal the wound (poor test scores), but why do this at the expense of those students who are at high risk for needing remediation later?

Any Dr.will agree that preventative medicine is the best – eat healthy, exercise, get plenty of sleep. If the medical industry stopped focusing on these healthy lifestyle choices, teaching individuals how to care for themselves and stay healthy, and instead focused all their time and energy on healing those who became sick, that would turn our health care system upside down. While Dr’s (and remediation) are absolutely necessary, preventative medicine (and perhaps math labs for second graders) is just as important if not more so.

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In Providence, Rhode Island, Central Falls district has made the striking decision to fire every teacher on staff at Central Falls High School. In all, 93 were fired, including teachers, principal, guidance counselors, reading specialists, 3 vice principals, school psychologist, and physical education teachers.

This was one option available to the school officials who were required to take drastic measures to turn around what was labeled as a chronically low-preforming school. The preferred method of extreme reform failed as the union and school officials were unable to come to an agreement. The school officials were asking teachers to take on additional tasks for no or little pay. Now, instead, all the teachers will be fired.

The school is allowed to hire back no more than 50% of those teachers fired, so all is not lost for every employee let go. Teachers from across the state, parents and students all gathered in support of the fired teachers, but Secretary Duncan said, “when schools continue to struggle we have a collective obligation to take action.”

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Here are some tips for improving test scores based on research from the National Center for Educational Statistics. Check out these tips for improving test scores, then follow the links to read more and find out what surprising things actually make no difference in the test scores.

First, my opinion – be sure that in the ever present push to get through each standard on the state mandated curriculum, that children are learning why they need to know the information. Understanding the facts may help them pass a test, but understanding how that information is applicable to their lives is priceless and will ultimately result in better educated adults. It may also be worthy of note to reduce test stress.

Here are research-based specific things that teachers can do to ensure higher test scores.

To Improve Elementary Reading Test Scores:

1. Make reading a fun and enjoyable activity. Research shows that students who perform well on standardized reading tests enjoy reading and find it fun.
2. Focus on building student vocabulary.
3. Provide time for silent reading

Read more tips on improving reading test scores.

To Improve Elementary Level Math Test Scores:

1. Spend 3-5 hours on math. While this may seem simple, it provides teachers the amount of time necessary to teach each skill.
2. Avoid excess homework. Research shows that an excess of 15 minutes of math homework each day might actually hinder the goal of improving test scores.
3. Ability grouping is helpful as well, providing teachers the ability to focus on a single level of student ability at a time and really bring up the skill set of each group.

Read more tips on improving math test scores.

Teach Middle or High School level? Here are some tips for you on improving reading test scores:

Raising Middle School Reading Test Scores

Raising High School Reading Test Scores

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With this understanding comes a bit of confusion, though, as teacher performance begins to play into teacher salary. While it is true that student assessment demonstrates teacher effectiveness, it is not true that a standardized test can demonstrate the overall effectiveness of any one teacher, school or school district.

When the proper tools and ample amount of teaching time is provided to teachers, all students should learn. Unfortunately, though, all students cannot be expected to learn at the same rate. Even two students in the same grade cannot be expected to learn at the same rate, and expecting teachers to have all students passing the same test at the same time is ludicrous.

Instead, teachers should be held responsible for student learning. If John knows 50% of the information on a test prior to instruction, that teacher should be held responsible for Johns increase in knowledge to, say, 80% on the same test. The problem is, without knowing what the student starting level is, there is no way to hold teachers properly responsible for student growth.

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Could the focus on tests and scores be misplaced? While schools are focusing more on test scores, some parents are choosing to “unschool” their children, an extreme version of homeschooling that has drawn criticism from many. While unschooling does have its downsides, namely, that students may not learn the necessary information to compete with their peers, the concept behind it may be closer to true education than the public school option.

Perhaps taking the focus off of tests and scores and objectives would allow teachers the option of focusing more on educating students – not imparting knowledge but helping students learn how to learn. Read more about Unschooling America’s Children.

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What do these test scores actually tell us? Are teachers doing their jobs better? Are students getting smarter?

The only thing these scores tell us is that students are getting better at passing a specific test. This would indicate that students are learning the basic skills required by these tests and that teachers are doing a better job teaching these skills.

The better question to ask is: are these state tests looking at the right thing? Are these tests measuring the skills that our students need to learn?

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1. How to Improve Standardized Test Scores
2. Changing the Focus of Education
3. Preparing for State Testing

Traditionally, African Americans perform lower than their Caucasian counterparts on the same test, but after President Obama became president, this achievement gap effectively disappeared. Researchers believe that expectation based on race has a huge impact on the achievement of individuals. This study shows the power of a role model in impacting the expectations and achievement of a group of people.

Time will tell whether the Obama effect will have a long term impact, and more studies are needed to verify the findings, but the implications are vast. In essence, African American students perform better simply by having an African American role model demonstrating the importance of a good education.

Teachers, especially those who teach low achieving students such as special education students and minorities, need to learn how to extend the Obama effect to each of their students. They need to teach their students that they can achieve, and help them believe it through positive role models and effective teaching strategies.

This study demonstrating the Obama effect is only the beginning of the necessary changes in the educational system.

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