This study finds that, breaking with decades of slow improvement, U.S. reading and math scores on the National Assessment of Educational Progress (NAEP) and other assessments have seen historic declines since most states implemented national Common Core English and math curriculum standards six years ago.
About Ted Rebarber
Theodor Rebarber has worked on education reform and policy for three decades in the public, nonprofit and private sectors. He currently leads nonprofit AccountabilityWorks, which conducts education policy research and offers online testing services at AWSchoolTest.com. Among AW’s projects have been: an evaluation of state curriculum standards; management of a consortium of five states that developed a large-scale assessment in English language in partnership with ETS, and; development of an online testing platform serving 40,000 students. Previously, he was co-founder and chief education officer of a venture capital-backed charter school management company that attained accelerated academic achievement for 10,000, primarily disadvantaged students in ten states. Rebarber served as senior staff in Congress, where he was the lead staff author of the federal charter schools statute for Washington, D.C., which resulted in nearly half of the city’s public school students being educated in charter schools. He worked on education policy, including curriculum standards and testing, at the U.S. Education Department for the office of research and at the Vanderbilt Institute for Public Policy Studies. He has testified before Congress and state legislatures as well as developed a range of education policy analyses and publications, including on education costs, state and national standards and assessments, accountability systems, differential and performance-based teacher compensation, program evaluation and teacher certification.
While U.S. academic performance has declined since the broad implementation of Common Core, school choice programs are increasingly hamstrung by regulations that require private schools to adopt a single curriculum standards-based test as a condition for receiving public money, according to a new study published by Pioneer Institute.
As the fight over the national Common Core academic standards continues to heat up in the states, it’s worth taking another look at the Obama Administration’s claim that they are absolutely, positively not using federal power to coerce states into adopting the Common Core. For those who haven’t been following the ins and outs of this particular federal soap opera, states are now in the position of pleading with federal officials for waivers from unworkable provisions in federal law. In 2002, Congress and the Bush Administration passed the No Child Left Behind Act (NCLB), which mandated that by the spring of 2014 (next year!) fully 100% of all public school students in America must meet grade level standards in English […]
It is the purpose of this study to stimulate an informed policy dialogue about the likely costs of implementing the Common Core standards. The nationwide calculations are intended to encourage similar, more detailed efforts in individual states that take into account additional local considerations.
This report analyzes achievement gaps for African-American and Hispanic minority students in selected Massachusetts school districts. It examines the gaps in English Language Arts and Mathematics achievement on the state assessment, MCAS, between each minority group and White students.
Business leaders, educators, policy makers, and civil rights advocates are increasingly dedicated to fundamental reform to close the achievement gap that limits hope and opportunity for students from historically disadvantaged groups. Substantial gaps in academic achievement between groups of students based on race, ethnicity and similar factors should have no place in American society in the 21st century.
Teachers are critical to attaining world-class levels of performance in mathematics and science. A growing body of research has documented a wide range in the effectiveness of individual teachers with respect to raising student achievement.