https://pioneerinstitute.org/wp-content/uploads/credit-card-11.png 512 1024 Ted Rebarber https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ted Rebarber2020-04-27 15:43:192020-06-24 19:05:15The Common Core Debacle: Results from 2019 NAEP and Other Sources
The Common Core Debacle: Results from 2019 NAEP and Other Sources
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.
https://pioneerinstitute.org/wp-content/uploads/splash_screen_schoolgirl_watercolor_1900x1400.jpg 1400 1900 Ted Rebarber https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ted Rebarber2018-09-01 14:15:502020-06-29 14:21:55Common Core, School Choice and Rethinking Standards-Based Reform
Common Core, School Choice and Rethinking Standards-Based Reform
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.
https://pioneerinstitute.org/wp-content/uploads/Teacher-Classroom.jpg 1521 2299 Tom Birmingham https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Tom Birmingham2018-04-05 15:08:432020-06-29 15:10:43Remarks at 25th Anniversary Event for the Massachusetts Education Reform Act
Remarks at 25th Anniversary Event for the Massachusetts Education Reform Act
Massachusetts Education Reform Act co-author and former Senate President Tom Birmingham praised the historic success that has been achieved since the law was enacted in 1993, but expressed concern that the Commonwealth is veering away from basic principles of the law that produced that success at a State House event marking the 25th anniversary of the Education Reform Act.
https://pioneerinstitute.org/wp-content/uploads/math.jpg 533 800 Mark Bauerlein https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Mark Bauerlein2017-12-12 15:58:512020-06-29 16:00:31Mediocrity 2.0: Massachusetts Rebrands Common Core ELA and Math
Mediocrity 2.0: Massachusetts Rebrands Common Core ELA and Math
The 2017 update of Massachusetts’ English and math K-12 academic standards represents further deterioration in English, while the math standards are essentially unchanged from the 2010 version, according to the first independent evaluation of the newly revised standards. The 2010 standards, which were based on Common Core, led to declining scores on national tests in both English and math.
https://pioneerinstitute.org/wp-content/uploads/boy-in-science-class.jpg 2292 1525 Paul Gross https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Paul Gross2016-12-05 12:18:182020-07-01 12:20:54What Goes Up Must Come Down: New, Lower K-12 Science Standards for Massachusetts
What Goes Up Must Come Down: New, Lower K-12 Science Standards for Massachusetts
This paper, the second of a two-part analysis, finds that Massachusetts’ Next Generation Science Standards adopted last spring by the state Board of Elementary and Secondary Education (BESE) fall short. The authors conclude they are unclear, unnecessarily complicated, miss important content, and fail to make important connections.
https://pioneerinstitute.org/wp-content/uploads/credit-card-2-2.png 512 1024 Anthony Esolen https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Anthony Esolen2016-10-12 12:46:242020-07-01 12:52:43After the Fall: Catholic Education Beyond the Common Core
After the Fall: Catholic Education Beyond the Common Core
The workforce-preparation focus of the K-12 English and math standards known as Common Core puts them at odds with Catholic education, and the standards should not be adopted by parochial schools. In “After the Fall: Catholic Education Beyond the Common Core,” authors Anthony Esolen, Dan Guernsey, Jane Robbins, and Kevin Ryan argue that the national standards’ unrelenting focus on skills that transfer directly to the modern work world conflicts with Catholic schools’ academic, spiritual, and moral mission.
https://pioneerinstitute.org/wp-content/uploads/teacher-chalkboard.jpg 2480 3721 Richard Phelps https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Richard Phelps2016-02-01 14:36:562020-07-01 14:39:02Fordham Institute’s Pretend Research
Fordham Institute’s Pretend Research
The Thomas B. Fordham Institute has released a report, Evaluating the Content and Quality of Next Generation Assessments, ostensibly an evaluative comparison of four testing programs, the Common Core-derived SBAC and PARCC, ACT’s Aspire, and the Commonwealth of Massachusetts’ MCAS. The latest Fordham Institute Common Core apologia is not so much research as a caricature of it.
https://pioneerinstitute.org/wp-content/uploads/Student-holding-books-in-front-of-face-at-library1.jpg 1733 1733 Richard Phelps https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Richard Phelps2015-11-10 15:01:032021-11-23 11:04:58Setting Academic Performance Standards MCAS vs PARCC
Setting Academic Performance Standards MCAS vs PARCC
Author and career testing expert Dr. Richard Phelps writes that adopting PARCC would result in a one-half year drop in performance expectations for 4th grade math and reading, and 8th grade math, in Massachusetts. He also argues that critics of MCAS misunderstand its intended purpose, and explains why this is problematic.
https://pioneerinstitute.org/wp-content/uploads/ThinkstockPhotos-146967884-Copy.jpg 1415 2122 Mark McQuillan https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Mark McQuillan2015-10-27 15:05:382020-07-01 15:09:07How PARCC’s False Rigor Stunts the Academic Growth of all Students
How PARCC’s False Rigor Stunts the Academic Growth of all Students
This report concludes that revising and updating MCAS would result in lower costs and more rigorous assessments that would provide better information about student performance than adopting PARCC.
https://pioneerinstitute.org/wp-content/uploads/science.jpg 1527 2290 Stan Metzenberg https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Stan Metzenberg2015-10-15 15:12:032020-07-01 15:14:17A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards
A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards
Massachusetts’ draft pre-K through introductory high school Science and Technology / Engineering standards contain such startling gaps in science that they should be withdrawn from consideration.
https://pioneerinstitute.org/wp-content/uploads/credit-card-13-1.png 512 1024 Williamson Evers https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Williamson Evers2015-07-22 15:26:332020-07-01 15:29:56Federal Overreach and Common Core
Federal Overreach and Common Core
This report provides the historical background and interpretive analysis needed to understand controversies surrounding Common Core and its associated tests.
https://pioneerinstitute.org/wp-content/uploads/milfam-640x427.jpg 427 640 Bruce Wykes https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Bruce Wykes2015-06-10 15:47:112020-07-01 15:50:51Support & Defend: The K-12 Education of Military-Connected Children
Support & Defend: The K-12 Education of Military-Connected Children
In-depth analysis of how the Department of Defense Education Activity (DoDEA) provides high-quality education to more than 84,000 eligible Military-Connected Children in more than 190 schools around the world and scores above the national averages on nearly all standardized assessments. This report also examines efforts to expand that success to Military-Connected Children attending non-DoDEA schools.
https://pioneerinstitute.org/wp-content/uploads/children-at-desks.jpg 1415 2121 Sandra Stotsky https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Sandra Stotsky2015-06-01 15:45:022021-11-23 10:38:03Why Massachusetts Should Abandon the PARCC tests and the 2011 Coleman et al English Language Arts Standards on which the MCAS Tests are Based
Why Massachusetts Should Abandon the PARCC tests and the 2011 Coleman et al English Language Arts Standards on which the MCAS Tests are Based
Stotsky first describes her qualifications, as well as the lack of relevant qualifications in Common Core’s standards writers and in most of the members of Common Core’s Validation Committee, on which she served in 2009-2010.
https://pioneerinstitute.org/wp-content/uploads/Copy-of-credit-card-4.png 512 1024 Ralph Ketcham https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ralph Ketcham2014-09-01 16:28:012020-07-08 16:33:10Imperiling the Republic: The Fate of U.S. History Instruction under Common Core
Imperiling the Republic: The Fate of U.S. History Instruction under Common Core
The Founders of the American experiment in democracy assumed that understanding American history was essential in a Union where publicspirited citizenship and the capacity to live under laws “wholesome and necessary for the public good” would characterize the new nation. To proceed without the knowledge of history, in their view, was a sure path to “a tragedy or a farce.”
https://pioneerinstitute.org/wp-content/uploads/Math-problems-on-chalk-board.jpg 1413 2124 Richard Phelps https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Richard Phelps2014-09-01 16:24:332020-07-08 16:27:30Study Finds Common Core Math Standards Will Reduce Enrollment in High-Level High School Math Courses, Dumb Down College Stem Curriculum
Study Finds Common Core Math Standards Will Reduce Enrollment in High-Level High School Math Courses, Dumb Down College Stem Curriculum
However, the greatest harm to higher education may accrue from the alignment of the SAT to Common Core’s high school standards, converting the SAT from an adaptable test predictive of college work to an inflexible retrospective test aligned to and locking in a low level of mathematics. This means that future SAT scores will be less informative to college admission counselors than they now are, and that the SAT will lose its role in locating students with high STEM potential in high schools with weak mathematics and science instruction.
https://pioneerinstitute.org/wp-content/uploads/Teacher-with-kids-in-computer-lab1.jpg 1526 2290 Emmett McGroarty https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Emmett McGroarty2014-05-01 16:54:442020-07-08 16:59:42Cogs in the Machine: Big Data, Common Core, and National Testing
Cogs in the Machine: Big Data, Common Core, and National Testing
The era of “Big Data” has overtaken the field of education. New technology promises to transform education, facilitating previously unimagined learning opportunities and, from a purely administrative standpoint, allowing educators to complete in seconds what used to consume laborious hours.
https://pioneerinstitute.org/wp-content/uploads/KidsThumbsUp.jpg 420 630 Sandra Stotsky https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Sandra Stotsky2014-05-01 16:52:002020-07-08 16:54:30How to Address Common Core’s Reading Standards: Licensure Tests for K-6 Teachers
How to Address Common Core’s Reading Standards: Licensure Tests for K-6 Teachers
The purpose of this report is to provide information to state legislators, boards of education, and departments of education on why they should adopt a stand-alone and comprehensive reading licensure test addressing Common Core’s reading standards. We do not tell states what test to adopt. Rather, we describe the features they should consider before they decide on a test that these prospective teachers should be required to pass if the state does not already require a reading test adequately addressing all of Common Core’s reading standards
https://pioneerinstitute.org/wp-content/uploads/Teacher-with-little-kid-at-computer1.jpg 1415 2122 Ze'ev Wurman https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Ze'ev Wurman2014-04-01 10:11:552020-07-13 10:14:23Common Core’s Validation: A Weak Foundation for a Crooked House
Common Core’s Validation: A Weak Foundation for a Crooked House
The final version of the Common Core standards was released in June 2010. Also released at the same time was a report containing the signatures of 24 members of the Common Core Validation Committee, a committee appointed in the summer of 2009 to review the various drafts of the standards and to assure the public that the standards in mathematics and English language arts were research-based, rigorous, and internationally competitive.
https://pioneerinstitute.org/wp-content/uploads/PoetryWeb.jpg 330 645 Anthony Esolen https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Anthony Esolen2014-04-01 10:06:352020-07-13 10:10:29The Dying of the Light: How Common Core Damages Poetry Instruction
The Dying of the Light: How Common Core Damages Poetry Instruction
The fate of poetry in the school curriculum may seem like an odd subject for a Pioneer Institute report. But we are struck by the absence of comments on what constitutes literary study in the schools from organizations that might be expected to have a professional interest in the school curriculum (e.g., National Council of Teachers of English, International Reading Association, Association of Supervisors and Curriculum Developers) and from higher education sources that might be expected to have a discipline-based interest in the topic (e.g., American Academy of Arts and Sciences, Modern Language Association).
https://pioneerinstitute.org/wp-content/uploads/splash_screen_schoolgirl_watercolor_1900x1400.jpg 1400 1900 Jim Stergios https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Jim Stergios2014-02-01 22:19:592020-07-30 22:21:57Testimony to the Missouri Elementary and Secondary Education Committee
Testimony to the Missouri Elementary and Secondary Education Committee
Testimony to the Missouri Elementary and Secondary Education Committee provided in February 2014.
https://pioneerinstitute.org/wp-content/uploads/boy-in-backpack-at-school.jpg 1414 2121 Jim Stergios https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Jim Stergios2014-02-01 22:17:482020-07-30 22:19:52Testimony to the Kansas House Standing Committee on Education
Testimony to the Kansas House Standing Committee on Education
Testimony to the Kansas House Standing Committee on Education in February 2014.
https://pioneerinstitute.org/wp-content/uploads/science.jpg 1527 2290 James Milgram https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png James Milgram2013-09-01 12:05:522020-07-13 12:11:32Lowering the Bar: How Common Core Math Fails to Prepare High School Students for STEM
Lowering the Bar: How Common Core Math Fails to Prepare High School Students for STEM
This paper began as a response to the attempt by Professor Jason Zimba, a lead writer of Common Core’s mathematics standards, to revise in 2013 what he said about the meaning of “college readiness” in 2010. Zimba’s original comments on this topic were uttered at the March 2010 meeting of the Massachusetts Board of Elementary and Secondary Education. In the official minutes of this meeting, we find the following: “Mr. Zimba said that the concept of college readiness is minimal and focuses on nonselective colleges.”
https://pioneerinstitute.org/wp-content/uploads/Teacher-with-little-kid-at-computer.jpg 1415 2122 Sandra Stotsky https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Sandra Stotsky2013-04-01 21:49:592020-08-01 21:52:40Common Core Facts
Common Core Facts
Who developed Common Core's standards? Three private organizations in Washington DC: the National Governors Association (NGA), the Council for Chief State School Officers (CCSSO), and Achieve, Inc.—all funded for this purpose by a fourth private organization, the Bill and Melinda Gates Foundation.
https://pioneerinstitute.org/wp-content/uploads/KidsThumbsUp.jpg 420 630 Pioneer Institute https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Pioneer Institute2013-04-01 21:47:172020-08-01 21:49:45Claims and Facts about Common Core
Claims and Facts about Common Core
Successful removal of the Common Core State Standards requires parents, educators, policymakers, and other stakeholders to have facts about what the standards are and what they are not. The following Claims and Facts address Common Core myths about the development, intent, content, and implementation of the standards.
https://pioneerinstitute.org/wp-content/uploads/KidsClassroom.jpg 434 650 Pioneer Institute https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Pioneer Institute2013-04-01 21:42:402020-08-01 21:46:23One-Page Primer on Common Core: Quality
One-Page Primer on Common Core: Quality
When President Obama unveiled his “Race to the Top” (RttT) initiative in 2009, the idea was to award $4.35 billion in federal grant money to states to replicate policies that boosted student achievement. That quickly changed and the federal money was instead used to persuade states to adopt administration-backed nationalized K-12 English and math standards and tests.
https://pioneerinstitute.org/wp-content/uploads/Teacher-with-little-kid-at-computer.jpg 1415 2122 Sandra Stotsky https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Sandra Stotsky2012-09-01 12:15:062020-07-15 12:39:47How Common Core’s ELA Standards Place College Readiness at Risk
How Common Core’s ELA Standards Place College Readiness at Risk
Far from contradicting Common Core, these actions follow its injunction that, apart from "certain critical content for all students, including: classic myths and stories from around the world, America's Founding Documents, foundational American literature, and Shakespeare . . . the remaining crucial decisions about what content should be taught are left to state and local determination."
https://pioneerinstitute.org/wp-content/uploads/white-picket-fence-Huck-Finn.jpg 2151 3504 Jocelyn Chadwick https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Jocelyn Chadwick2012-09-01 11:26:572020-07-29 11:40:21Transcript: Why Huck Finn Matters: Classic Literature in Schooling
Transcript: Why Huck Finn Matters: Classic Literature in Schooling
I have heard, read, or seen these statements within the last year. What fascinated and concerned me then and continues to fascinate and concern me today is the level, the preponderance, and the consistency of this vitriol. I have come to a singular conclusion: race continues to be a primary way many people construct, deconstruct, and understand meaning in our country today. Race and the role it plays in America's history continue to impact every individual, everyday.
https://pioneerinstitute.org/wp-content/uploads/Teacher-1.jpg 1414 2121 Jim Stergios https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Jim Stergios2012-08-01 08:47:302020-07-31 08:50:47Testimony to the Utah 2012 Education Interim Committee
Testimony to the Utah 2012 Education Interim Committee
Testimony to the Utah 2012 Education Interim Committee in August 2012.
https://pioneerinstitute.org/wp-content/uploads/Copy-of-credit-card-12.png 512 1024 Emmett McGroarty https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Emmett McGroarty2012-05-01 11:40:122020-07-27 11:43:31Controlling Education from the Top
Controlling Education from the Top
The pressure exerted by the Department for the states to fall in line on Common Core was enormous. The Department dangled Race to the Top funding during a time of economic crisis, when forecasters were warning of impending economic cataclysm. And the Department demanded action immediately.
https://pioneerinstitute.org/wp-content/uploads/sidebar_kids_300x1741.jpg 174 300 Robert Eitel https://pioneerinstitute.org/wp-content/uploads/logo_440x96.png Robert Eitel2012-02-01 21:35:332020-08-01 21:39:47One-Page Primer on Common Core: Legality
One-Page Primer on Common Core: Legality
Despite three (3) federal laws that prohibit the federal government from directing, supervising or controlling elementary and secondary school curricula, programs of instruction and instructional materials, the U.S. Department of Education (USDOE) has placed the nation on the road to a national curriculum.