TECH Update: Common Core
The latest developments in hot areas of school technology. By Calvin Hennick
When Susan Gendron was commissioner of education for Maine, the state’s SAT scores dropped from within the top 10 in the country to dead last overnight. But there wasn’t any backlash. People were expecting it.
That’s because, for the first time, Maine was requiring all of its students (not just those going to college) to take the test, and Gendron had spent months telling the state’s education reporters and politicians to expect the 50th-place finish.
“It was the best thing we did,” Gendron, now president of the International Center for Leadership in Education, says of the public relations move.
Gendron recommends that school districts take a similar approach to the first round of Common Core–aligned test results. It’s widely assumed that, because of the enhanced rigor of the new standards, scores will drop dramatically in most locales. Given the antipathy with which the standards have already been greeted in some circles, plunging scores could cause an uproar in districts that lack a strong communication plan.
Gendron says administrators should talk to local press about the new tests, put sample questions in school newsletters, and enlist area employers to provide testimonials about how the skills assessed by the exams are valuable in the workplace. School leaders should also take to social media channels and board and PTA meetings to warn about the score drop, she says.
But schools shouldn’t just tell people that scores will be low. Leaders should also explain what they’re going to do about it. Results from the new tests are expected to come in much earlier than data from previous state assessments, and Gendron says schools should use the numbers to form a plan that addresses the areas of highest need.
“In the past, schools got scores so late that it was difficult to do anything with them,” Gendron says, noting that results used to come in as late as the fall. Schools are now expected to get them in the spring—early enough to help inform instruction for the end of the school year, or the following fall. “The intent is to give actionable data to the schools. They can reprioritize what they offer for student intervention, they can act upon the data in summer school, they can offer PD for teachers,” Gendron explains.
If parents, teachers, or community members are concerned about low scores, administrators would do well to tell the story of Kentucky. The Bluegrass State was the first to administer Common Core–aligned assessments, and schools saw the predicted drop in scores during the first year of implementation. But the numbers have risen, and state officials say that more students are graduating ready for college and careers than in previous years.
Students shouldn’t be left out of this conversation, Gendron advises. Kids can see that they’re being asked to do different things on the new assessments, and they may not be surprised that their scores take a dip.
“We have to say to kids, ‘We can’t compare to where you were before. This is a starting point,’ ” Gendron says. “We want kids to own their learning so they can start to measure their own progress.”
Illustration: Viktor Koen