So, what do Common Core assessments really mean? Here are five key points – emphasized in a recent field memo from Deputy Commissioner for P-12 Education Slentz – that should help address some frequently asked questions about the transition to the Common Core.
- In 2013, New York State, for the first time, will be reporting 3rd through 8th grade student grade-level expectations against a trajectory of college- and career-readiness as measured by tests fully reflective of the Common Core. As a result, the number of students who score at or above grade level expectations will likely decrease.
- As mentioned above, we expect the assessment scores will decline. But we also expect that decline will have little or no impact on principals’ and teachers’ State-provided growth scores. Based on New York’s approach to measuring growth relative to demographically similar students, similar proportions of educators will earn each rating category (Highly Effective, Effective, Developing, and Ineffective) in 2012-13 compared to 2011-12.
- The number of students meeting or exceeding Common Core grade-level expectations should not be interpreted as a decline in student learning or a decline in educator performance. The results from these new assessments will give educators, parents, policymakers, and the public a more realistic picture of where students are on their path to being well-prepared for the world that awaits them after they graduate from high school.
- No new districts will be identified as Focus Districts and no new schools will be identified as Priority Schools based on 2012-13 assessment results.
- Local policies and practices should balance the need for increased rigor against legitimate student expectations for access to educational programs, including local promotion and admission policies.
There’s much more information about the Common Core and the new assessments below and on EngageNY.org. Take a moment to check out what’s posted there.
Again, I understand how stressful change can be, especially when you’re asking students to read more challenging texts, to better support their arguments with evidence drawn from text, to write from sources, to achieve deep conceptual understanding of the most important math concepts of each grade, and to apply their math skills to real-world problems. But we owe it to our students to move forward; opportunity awaits them and it’s our responsibility to make sure they’re equipped to seize that opportunity.
Thank you for your dedication and perseverance over these last three years and now as we continue to move forward to implement the Regents Reform Agenda. Our students, schools, communities, and state are all the better for the work you do every day.
Dr. John B. King, Jr.
Interestingly, I also found out that today, this NYSUT Ad is running across the state. So, folks, now is the time to REALLY put the pressure on Albany. Go to http://www.nysut.org/testing and sign the petition. While you’re there……..take the opportunity to “Tell It Like It Is” – no worries if you don’t consider yourself an “educator”, you have the chance to let the “man behind the curtain” know that you’ve pulled the curtain back and see him for what he is – NO FRIEND OF PUBLIC EDUCATION!