Common Core, ‘dubious causality’Report cites flaws in new ed directions
The horse race of international rankings in education is based on misconceptions that can lead countries such as the United States to consider sweeping reforms that probably won’t improve academic achievement, according to a new report. The 2012 Brown Center Report on American Education released yesterday by the Brookings Institution makes a case against Common Core standards – arguing that California’s current standards are superior – and cautions against placing too much weight on the National Assessment of Educational Progress (NAEP) and international comparisons.
“We have to be careful when looking at test score data; it’s not the same thing as how many points did the New York Giants score versus the New England Patriots in the Super Bowl. These tests have to be interpreted very carefully,” said author Tom Loveless in a video accompanying the study.
Loveless is especially critical of using international exams, such as PISA, to rank countries’ educational systems. The United States tends to score in the average range on the test, behind top performers including Shanghai, Finland, Singapore, and Canada.
In what Loveless calls a flaw of “dubious causality,” lower performing countries mistakenly look for a single policy to explain the success of top performers. One of those dubious connections he’s referring to is Common Core standards. He said advocates of Common Core often point out that the top ten countries all have national standards. But, said Loveless, “if you look at the bottom ten nations in the world, they all have national standards too.”
The report cites arguments by two outspoken critics of Common Core in California, Ze’ev Wurman and Bill Evers, who “conclude that the math standards, in particular, are inferior to existing standards in Massachusetts and California.”
Wurman was a member of the Mathematics Curriculum Framework and Criteria Committee that developed California’s 1997 mathematics framework, and Evers served on the 1996 California State Commission for the Establishment of Academic Content and Performance. Both were members of the California State Academic Content Standards Commission and, as TOP-Ed reported here, their fellow commission members overwhelmingly rejected their efforts to rewrite the Common Core standards to look like California’s earlier math standards.
One of those other commissioners is Scott Farrand, a math professor at Sacramento State University. He questioned how California’s standards can be considered the highest in the country when two-thirds of elementary students score advanced or proficient on the California Standards Test, but that falls to less than a quarter by eleventh grade. What that says to Farrand is that merely setting a high bar doesn’t improve achievement.
“What sets the Common Core State Standards apart is not the level of the standards, however one might measure that. It is their focus and coherence, and their insistence on student understanding,” said Farrand. He’d like to see the “my standards are higher than yours” posturing end so the people responsible for implementing Common Core standards in California can spend their time understanding “what standards can and should do,” rather than engaging in “silly bickering” that detracts from that progress.
- The Educated Guess: Beware Common Core and “dubious causality” : SCOE News Reader
- Student Success | Pearltrees
- Dump Duncan | Reflections of a First Year Math Teacher