The Thomas B. Fordham Institute released a new study, The State of State Standards–and the Common Core–in 2010, which offers a state-by-state comparison of Common Core vs. states’ existing academic standards. The study’s central findings are:
- Based on our criteria, the Common Core standards are clearly superior to those currently in use in 39 states in math and 37 states in English. For 33 states, the Common Core is superior in both math and reading.
- Three jurisdictions boast ELA standards that are clearly superior to the Common Core: California, the District of Columbia, and Indiana. Another 11 states have ELA standards that are in the same league as the Common Core (or “too close to call”).
- Eleven states plus the District of Columbia have math standards in the “too close to call” category, meaning that, overall, they are at least as clear and rigorous as the Common Core standards.
How did Massachusetts fare? The study deemed both ELA and math standards “too close to call.” A full analysis of Massachusetts is available here.
Fordham’s president Chester Finn described the study’s results on WBUR’s Morning Edition today; listen to the story here. The Massachusetts Board of Education is expected to vote on adopting the Common Core standards today.
On Twitter: Follow WBUR @WBUR; follow the Fordham Institute @EducationGadfly; follow the Massachusetts Secretary of Education, Paul Reville, @MassEducation
The Alliance for Excellent Education released a study estimating the benefits of reducing the dropout rate among students of color in the country’s 50 largest cities. According to the study, the most recent estimate shows that high school graduation rates for African American, Latino, and American Indian students is slightly higher than 50%. This is more than 20 percentage points lower than that of their white peers.
If the dropout rate in Boston–estimated at 10,400 students in the class of 2008– were cut in half, the study estimates that this single class of new graduates would likely earn the following amounts of combined income in an average year:
- African American: $6.9 million
- Latino: $9.5 million
- American Indian: $200,000
- Asian American: $5.7 million
As a result of their increased wages and higher levels of spending, state and local taxes in Boston would likely grow by as much as $2.3 million in an average year. The country would benefit as a whole as well; the study says that if half of the nation’s 600,000 dropouts graduated, the benefits would likely include:
- increased earnings of $2.3 billion in an average year;
- increased home sales of an additional $5.9 billion in mortgage capacity over what they would spend without a diploma;
- an additional 17,450 jobs from the increased spending in their local areas;
- an increase in the gross regional product by as much as $3.1 billion;
- an additional $1.6 billion spent and an additional $636.6 million invested each year;
- an additional $158.6 million spent on vehicle purchases; and
- increased tax revenues of $249.7 million.
Follow the Alliance for Excellent Education on Twitter: @All4Ed
Charles Leadbeater, a researcher from the London thank tank Demos, delivers an interesting global perspective on the need for radical innovation in education in this engaging TED talk. Rather than developed urban neighborhoods, Leadbeater concentrated on transformational new forms of education and schooling that have emerged in the slums in Brazil and Africa. He acknowledges that especially important in these settings for schools, families, and communities to work together.
TED, which stands for Technology, Entertainment, and Design, is a California-based nonprofit that brings together the world’s most fascinating thinkers and challenges them to give the “talk of their lives” in 18 minutes.
A new report out of the Boston-based Strategies for Children called Turning the Page: Refocusing Massachusetts for School Success says that efforts to increase literacy and produce strong readers need to be stepped up for children birth through age 9. According to data on their website, 31% of third graders in Boston are proficient on the MCAS reading test–that’s a full 26% lower than the state average of 57%. Taking a deeper look, the study also shows that two-thirds of low-income students and one-third of students who are not poor do not read at grade level.
With third-grade reading level a critical predictor of later success, the report, written by Nonie Lesaux, PhD, of the Harvard Graduate School of Education, recommends five avenues for improvement:
- Reallocate funds and alter policy to ensure programs are delivered effectively and with sufficient intensity.
- Conduct early and ongoing assessment of children’s language and reading and of the quality of services and supports.
- Increase adults’ capacity to assess and support children’s language and reading development.
- Bring language-rich, rigorous, and engaging reading curricula into early education and care settings, as well as pre-kindergarten to third grade classrooms.
- Expand and strengthen work with families across learning settings and within communities.
To promote reading among Boston’s students, Read Boston, one of City Connects’ community partners, provides students with free books and creates classroom libraries in elementary schools that allow students to take books home to read with their families. What effective reading programs are in place in your community?
The National Center for Education Statistics has just released its 2010 Condition of Education report, an in-depth examination of 49 indicators on the state of education across the country. This year’s report includes a special section devoted to profiling high-poverty public schools and their students, staff, and outcomes.
The report used the percentage of students who were eligible for free or reduced-price lunch (FRPL) through the National School Lunch Program to determine school poverty status. High-poverty schools had 76 to 100% of students eligible for FRPL and low-poverty schools had up to 25% of students eligible.
How does this compare to Boston? According to the most recent data from the Boston Foundation’s Indicators project, approximately 71% of Boston Public School students–roughly 40,000 students–qualify for FRPL. Nationally, there were 16,122 schools that were considered high-poverty, which shows a 5% increase over the past decade (12% of schools in 1999-2000 versus 17 percent in 2007-08).
The report says that for both elementary and secondary schools, there was little difference between the distribution of school support staff between high- and low-poverty schools. At high-poverty elementary schools, 62% of all staff were professional instructional staff, 5% were student services professional staff, 16% were aides, and 17% were other staff. The numbers at low-poverty elementary schools were very similar.
Despite the staffing levels being nearly identical, the report reiterated the outcomes of the National Assessment of Educational Progress (NAEP) assessments in reading, mathematics, music, and art, where students from high-poverty schools did not perform as well as students from low-poverty schools.
- The full report is available here.
Today, Massachusetts Governor Deval Patrick signed far-reaching anti-bullying legislation. From the State House press release:
“As Governor and as a parent, I feel very strongly that no child should feel threatened or unsafe in our schools,” said Governor Patrick. “Today, with this new law, we are giving our teachers, parents and kids the tools and protections they need so that every student has a chance to reach their full potential. I am proud to sign this bill and thank the Legislature for delivering on this critical priority.”
The release spells out new anti-bullying measures for teachers, schools, and communities:
- All school staff must fully and swiftly detail any instance of bullying or retaliation to the appropriate school official.
- The Board of Elementary and Secondary Education (ESE) will establish statewide academic standards that include age-appropriate instruction in bullying prevention.
- Every school, public and private, must publish detailed bullying prevention, intervention, and notification plans in student handbooks.
- Districts must provide all school staff–from bus drivers to athletic coaches–targeted professional development to build the skills necessary to prevent, identify and respond appropriately to bullying incidents.
- Rules and penalties apply to incidents that occur outside of school in the community and online (“cyber-bullying”)
You can follow the Governor’s office on Twitter for real-time updates like these: @MassGovernor