Common Core Watch. Since we at Fordham began reviewing state academic standards in 1997, we have understood—and made clear—that standards alone are insufficient to drive improvements in student achievement.
Standards describe the destination, but they don’t chart the journey for leaders, teachers, or schools, which means that for standards to have any impact on what students actually learn, they must influence curriculum decisions, assessments, and accountability. Educators intuitively understand this, but not all policy makers and pundits appear to. The need for standards-aligned curricula is undoubtedly the most cited challenge for states, districts, and schools implementing the Common Core. Yet five years into that implementation, teachers still report scrambling to find high-quality, standards-aligned instructional materials. Despite publishers’ claims, there is a dearth of programs that are truly aligned to the demands of the Common Core for content and rigor.
In Uncommonly Engaging? Education Week. By Peter Greene June 10, 2015 at 8:41 AM Balancing the Equation: Supply and Demand in Tomorrow's School Choice Marketplaces offers a more nuanced view of a charter-choice landscape than the freemarket acolytes at AEI have presented in the past, but it still reads like an exercise in unicorn farming.
By Peter Greene June 3, 2015 at 11:49 AM It's time for the beginning of summer break. That means a time of opportunity for teachers, ranging from the personal to the professional. But the greater availability of teachers also means that summer is a time of opportunity for policy makers and education deep thinkers. By Peter Greene May 31, 2015 at 9:30 AM Charters, data, oxymorons, writing, Wisconsin suckage, sad cybers, and more kerfluffling in New Jersey.
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