Reaction to Beason's "Common Core " Bill - Larry Lee

Education Matters

By Larry Lee

In the 1985 movie classic, Back to the Future, Marty McFly was inadvertently sent back in time by Doc Brown’s time machine.

It now appears that State Senator Scott Beason has his own time machine and is hoping to send Alabama public school students and teachers back to 1999.  Beason has introduced SB 380 which calls for the repeal of the new Alabama College & Career Ready standards and replace them with standards adopted in 1999.

It’s all about some of the hysteria whipped up by those who want us to believe that the new standards are somehow part of a master national plan to subvert young minds.  And it once again shows that some elected officials are far more interested in politics than they are in education.

As best I can determine from visiting schools, talking to teachers and principals and school superintendents; the standards are largely hailed as what our kids need to compete in today’s world.

A Baldwin County teacher told me, “In the past, we’ve been teaching a mile wide and an inch deep.  At the end of the year you knew you really had not given your students mastery of certain concepts, nor helped them to think deeply.  But now we’ve narrowed the focus and are going much more in depth.  This is allowing our kids to really understand what we’re trying to teach them.”

To get to this point school systems have invested tremendous amounts of time and effort into professional development for teachers.  They’ve invested substantial revenue into getting ready to implement the new standards.

But what do educators know when it comes to education?  Why should we be concerned about wasting money or telling teachers to forget about the two years of work they’ve just spent learning how to be better instructors when a few votes are involved?

So let’s roll back the clock 15 years for our school kids.  Let’s go back to 1999 when gas was $1.22 a gallon.  A few weeks ago the Talladega County school system was nationally featured in a meeting at the Library of Congress where they spoke about their computer-based teaching programs.

Let’s tell Talladega County to toss out the classroom computers in use now since they were not around in 1999.  Let’s pass a law outlawing all text messages since “texting” was virtually unknown in 1999.  And don’t forget to tell all the school systems that have invested in various one-on-one computer projects to take those devices to the dumpster.

I’m sure Governor Bentley is looking forward to holding a press conference to announce that we are looking backwards in Alabama, rather than forward.  I’m sure Airbus will be delighted to get this news.

No doubt Greg Canfield with the Commerce Department will soon send letters to companies considering locating in Alabama explaining that if they want a work force prepared to compete in today’s global economy they should look elsewhere.

Who knows we may even want to send a letter to Mercedes telling them that from now on they should only use their 1999 training methods to prepare employees to work on cars being built in 2014.

Remington has just announced that they will put a major manufacturing facility in Huntsville.  How excited will the managers who move to Alabama be when they learn their kids will go to schools that use outdated standards?

Maybe we can redo the welcome to Alabama billboards to say, “Welcome to Alabama where the future is 15 years ago.”

The teachers I know have every confidence in the ability of our students to compete with other students across this country.  All they want is the chance to give them this opportunity.  That’s why so many of them have invested so much time and effort into preparation for the last few years.

They don’t want to go back to 1999.  They know that if we do we are putting our kids at a huge disadvantage.  But hey, why should it matter that students in Georgia or North Carolina or Ohio are being better prepared as long as you can round up a few more votes?

What difference does it make that we’re sending the wrong message to the world when it might help me get re-elected?

Larry Lee led the study, Lessons Learned from Rural Schools, and is a long-time advocate for public education and frequently writes about education issues.  larrylee33@knology.net

Scratching My Head about Common Core by Larry Lee

Education Matters

By Larry Lee

Pardon me while I scratch my head, but I’m still confused as to what all the “common core” talk is about.

And if the truth be known I suspect the vast majority of Alabamians don’t know common core from apple core.  Still, this doesn’t stop the mention of it from stirring passion in some, especially the well-meaning folks who call themselves Tea Party types.

One reason I’m confused is because I don’t know which Republican to believe.

John Legg is a Republican state senator who chairs the Florida Senate Education committee, a former teacher and lives near Tampa.  A few months ago he wrote an article Why Conservatives Support Common Core State Standards.

He said, “The movement to Common Core asserts higher-order thinking across the disciplines and concepts, which will yield a higher quality of comprehension for students, ensuring they are prepared for college, the workforce or to become a business owner/job creator.  Common Core is a set of academic standards and does not pose an identity or security risk to students.”

On the other hand our own Republican state senator Scott Beason spoke a few days ago to an anti-Common Core rally in Montgomery.  He read his fifth-grade daughter’s reading assignment about the benefits of hybrid cars and called it an example of socialist indoctrination since the implication was that hybrid cars do not cause as much pollution as ones with internal combustion engines.

(Wow, my sister has a hybrid vehicle.  Did not know she was a socialist.  She may be the only one to ever graduate from Auburn University.)

Two Republican state senators.  One supports Common Core, one doesn’t.  Which one should I believe?

At this point, trying to sort through my confusion I did what I usually do when it comes to education issues—I went to the experts.  In this case, school superintendents, principals and teachers who are largely being ignored in this debate.  I doubt that, unlike Senator

Beason, they are experts on hybrid cars and socialism, but I do think they know a lot about education.

They quickly got me to understand that Common Core refers to standards—not curriculum.  I also learned that Alabama used the Common Core, adjusted them to fit Alabama students and adopted the Alabama College & Career Ready standards.

As one teacher explained, “These standards encourage teachers to help students think, apply, and create, instead of ‘sit and get’ instruction.  Students make relevant and real-world connections across the disciplines.”

What do the experts think about what Alabama is doing?

Of the 50+ I talked to, not a single one disagrees with the move.

“I have seen teachers re-energized.  One first-grade teacher came to me with tears in her eyes and said that she had been in a rut and what she is now doing has brought joy back to her classroom,” said one longtime principal.

“We just had a school that exceeded national benchmarks in all content areas.  I asked why this happened. The principal said that her teachers are finally able to teach again,” said a central office specialist.

“The standards are about doing what is right for the children, their future and their success.  I don’t understand why adults in today’s society try to use children as a bargaining chip to promote their own agenda,” commented a Torchbearer school principal.

“We are spending time teaching teachers how to stop surface teaching and start expecting deeper use of and knowledge connected to writing and reading…developing a love of learning,” explained a superintendent.

“I love the college and career ready standards.  It enables us to see how we measure up.  I believe that Alabama schools are as good as those in other states,” said a principal.

“These standards are stronger than any we’ve ever had, no question.  As long as we can teach and assess how we want, I’ll stand behind them 100%,” stated a principal of 20 years.

From a teacher of two decades, “Our new standards are one of the best things we’ve done in Alabama.  We’re all finally saying that ‘sage on the stage’ teaching is ineffective and teachers must get students invested in their own learning. Less rote memorization and more thinking and application.”

“The legislature needs to pause, take a breath and consider the repercussions of their decisions.  Teachers, children and parents are simply in the boat without a paddle and the legislature is the wind shifting directions without knowing why, when, or where,” summed up a superintendent.

After going through these comments—and many more—I’ll throw out a suggestion.  Perhaps some elected officials should visit a few schools rather than speaking at rallies.  I’ll even give them a ride in my car, which is not a hybrid.

Larry Lee led the study, Lessons Learned from Rural Schools, and is a long-time advocate for public education and frequently writes about education issues.  larrylee33@knology.net

Bold Steps? by Larry Lee

Education Matters

By Larry Lee

It was exciting to read recently that one of the GOP leaders of the Alabama House said, “It is time to take bold new steps and leave the broken status quo behind.”  I could not agree more.

Obviously Dr. Tommy Bice, state superintendent of education, feels the same way.  In fact, the statement of the legislator echoes what Bice said last winter when speaking to the legislative education budget committees.  “We have bold plans and high expectations of everyone involved in public education,” Bice told committee members.

So when are we going to start with these “bold steps?”

This last legislative session would have been a great time, especially considering that Dr. Bice, along with lots of help from many people, has put together an excellent outline of what our public education needs are in his Plan 2020.

What sets this plan apart from so many others is that it truly takes a comprehensive look at education by focusing on all the areas that must be addressed if we’re to have quality education in quality schools being led by quality educators. 

It details priorities and objectives in four areas: 1) students, 2) support systems, 3) education personnel and 4) schools and systems.  Of these, the recognition that attention must be paid to factors that impact students outside the classroom is especially significant.  Each day 150,000 Alabama students attend a school where there is at least an 80 percent poverty rate.  These are the schools most prone to fail and these are the students who are most likely to need health care, vision screening, hearing screening, mental health counseling, etc.

Some systems are already addressing such needs.  The Florence City System has a partnership with a local mental health agency that provides counselors to schools; in Gadsden City there is a health clinic at Adams Elementary manned by a local health provider.  In many systems there are churches and non-profits that provide food for needy children for the weekend.

But filling these, and other Plan 2020 needs, takes resources.  This is why Bice’s budget proposal re-directed funding in a number of cases.  He was not asking for new money, but rather, asking to take the “bold step” of setting new priorities.

Unfortunately, no one paid much attention.

For instance, since the Alabama Reading Initiative (ARI) devotes considerable resources to professional development, the Alabama State Department of Education (ALSDE) asked that $10 million be shifted from ARI to a more inclusive professional development program for teachers and principals.  This was not funded, but ARI was still cut by $10 million.

Is that a “bold new step?”

They asked for $5 million to work with family resource centers to provide more of the critical support system needs of high poverty students.  Again, they got ZERO.

Another “bold new step?”

They asked for $19.1 million to cut class sizes and restore lost teacher units.  ZERO again.

Again, a missed opportunity for a “bold new step.”

They asked to restore funding for textbooks to $75 per student, as it was in 2008.  Instead, this was level funded at last year’s rate of $31.50.

How in the world do you underfund textbooks and claim you are taking “bold new steps?”

About 360,000 kids ride buses each school day.  The actual cost of providing transportation is $323 million.  But the state only funded $304, leaving a hole of $19 million.

So evidently leaving rural school systems to pay for things the state is supposed to pay for is considered a “bold new step.”  The same can be said for setting aside funding for controversial new programs professional educators did not support, while not increasing support for proven programs such as the Alabama Math & Science Technology Initiative (AMSTI) and the distance learning program.

Yes, we need “bold new steps.” But we need to do more than talk about doing so.  You can’t run a bus on political “spin,” or reduce class sizes or buy textbooks.  Dr. Bice and the State Board of Education have the plan in place to move our schools forward.  They just need help from the folks controlling the purse strings--help that was woefully lacking this year.

Larry Lee led the study, Lessons Learned from Rural Schools, and is a long-time advocate for public education and frequently writes about education issues.  larrylee33@knology.net

Huckabee Supports CCSS

FOR IMMEDIATE RELEASE June 4, 2013	Contact: ExcelinEd Press Office 850-391-4090 PressShop@ExcelinEd.org

Governor Mike Huckabee: Join Me in Supporting ‘State-Driven’ Common Core Standards WASHINGTON, DC – As states across the nation raise the bar on academic standards for American students, the Foundation for Excellence in Education announces that former Arkansas Governor Mike Huckabee sent the following letter to Oklahoma lawmakers, urging the continued bold adoption of rigorous Common Core State Standards in schools: Dear Oklahoma Lawmakers: As a conservative who served as governor for a state that shares the values of the very Oklahomans you represent, I’m writing to encourage you to resist any attempt to delay implementation of the improved standards adopted by your State Board of Education in 2010. Many of you voted in favor of these standards in 2010. You were right to stand for these improved standards then and you are right to stand for these improved standards still today. These standards, known as Common Core State Standards, have been near and dear to my heart since I served as Governor of your neighboring state of Arkansas. And it’s disturbing to me there have been criticisms of these standards directed by other conservatives including the RNC. The truth of the matter is, these criticisms are short-sighted. Like many of you, I’ve heard the argument these standards “threaten local control” of what’s being taught in Oklahoma classrooms. Speaking from one conservative to another, let me assure youthis simply is not true. States and local school districts will determine how they want to teach kids, what curriculum to use, and which textbooks to use. These Common Core State Standards evolved as governors and state leaders were talking about what we could do together to raise standards--not a Washington solution, but avoluntary effort on the part of the leaders of the states. In fact, conversations about these standards began long before President Obama occupied the White House. Common Core State Standards are a state driven solution to address the large number of high school graduates who have to take remedial courses in college. In your state of Oklahoma, six out of every ten students who go to college need remedial courses. That’s a lot of money being thrown out of the window by families who’ve worked hard to be able to send their child to college. Imagine finding out your child’s ACT test score wasn’t high enough to get her into college, or that she if she did get in, ended up taking two semesters worth of classes that don’t count toward her college degree. That means you’re paying university prices for what your child was supposed to learn for free in high school. From an economic and workforce development perspective, these standards are critical. Innovation driving the successful companies in Oklahoma requires them to have the best people. That means having an education system that consistently delivers a quality education so that every child graduates high school prepared for college and career. These standards ensure Oklahoma remains competitive in the race to attract companies with the highest paying jobs for Oklahomans that deserve nothing less. Not only do these standards help the Oklahoma economy, they also help the families serving our country. Children of military families will not fall behind when their parents, who've chosen to defend our freedom, are asked to move from Fort Benning, Georgia to Fort Sill in Lawton or Vance Air force base in Enid. I hope you’ll join me and other conservatives, including many Oklahoma parents, educators and business leaders, in making it known these standards are valuable for our future. They’re not something to be afraid of; indeed they are something to embrace. Best, Governor Mike Huckabee # # # To view the this letter online, please visit http://bit.ly/14dNqzr. To learn more about the Foundation for Excellence in Education, the movement to dramatically raise academic standards and the Common Core State Standards Initiative, please visitwww.ExcelinEd.org. TheFoundation for Excellence in Education is igniting a movement of reform, state by state, to transform education for the 21st century economy. Excellence in Action, the organization’s flagship initiative, is working with lawmakers and policymakers to advance education reform across America. Learn more athttp://excelined.us4.list

Common Core and Social Justice

@beth_thomason #CommonCore teaches class warfare and social justice. pic.twitter.com

This is a tweet I saw yesterday on Twitter.  At first, I just shook my head with the absurdity of it, and then, for whatever reason, I replied to the tweet.  Couldn't resist.

Melissa Shields ‏@mjshields

Show me the standard that does that. Doesn't exist. “@beth_thomason #CommonCore teaches class warfare and social justice.

There were were several dozen exchanges between the two us.  I respected her passion.  She sent me Glenn Beck and Michelle Malkin links to prove her points.  I responded with first-hand classroom experience and a very thorough knowledge of the math and English Common Core standards.   The tweetfest ended cordially, although I can't say "cordial" would describe the tone of the whole thread. 

Over the last few months, we've heard a lot about the Common Core and how it teaches "social justice."  I'm gonna save a thorough study of social justice for another post, but I wanted to spend a few minutes addressing this assignment we see here today. 

First, you need to know a few things about this workbook.  It is not necessarily a school text or assignment. The tweet-er saw it at a bookstore and noticed it had "Common Core Aligned" on the front cover.  As a Common Core opponent,  her interest was piqued, and she began flipping through the pages.   Obviously, she paused to take a picture of the image you see above.  Let's pause as well and look over the lesson....

I taught 9th and 11th grade histories in a private Christian school, using faith-based texts.  I taught about social classes, as well as the caste system in India.  IT WAS IN THE TEXT.  It's also in the BIBLE. Kids need to know about social classes, as it's an important dynamic in many societies, including our own.  Upon looking more closely at the assignment, I remember very similar exercises when I was a child.  

The workbook was a Carson Dellosa workbook, often used by parents, including those who homeschool, for further studies. During the summers, I bought similar workbooks to teach my children geography, the skeletal system, and American history. This text is what we call "supplemental material."

The most important thing to note is, and listen carefully, there are no Common Core history standards, at least none that I've seen. The reason this text is "aligned" with the Common Core is because it likely addresses the Common Core History Content Literacy Standards, meaning students will read, write, and think about history.These standards are found in the Common Core English Language Arts document. There is no history content mentioned in them. The teacher can decide the content (although to be fair, that flexibility can vary state to state, district to district).

Just to clarify a bit more, these content literacy standards (for history and science) help our schools address the 70% informational text suggestion in the English Language Arts Common Core Standards. Literacy is to be shared with all content areas, not just the English teachers, which makes a lot of sense. Good history and science teachers have also addressed these standards anyway, so these standards are no great revelations to us. However, they do remind the less than stellar teachers to get their acts together.

So let me bring this all home. When folks talk about "Common Core" pushing social justice, homosexuality, environmentalism, feminism, and socialism (to name a few), remember this: these ideals are not found in the math and English Common Core standards.

Now, I'm not naive. I know much of our media, texts (including some school texts), news, and periodicals have long been on the "liberal" side of things. I get that. However, Common Core standards have nothing to do with that. Folks want to take a stand against far-left material? Go for it, but please leave the math and English standards out of it.

Common Core Content Literacy Standards for History 

(6th-8th Grade)

Key Ideas and Details

• CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
• CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

• CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
• CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
• CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

• CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
• CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
• CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

• CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

  

Refuting Anti-CCRS Claims

We keep hearing opponents talk about how bad the Common Core is, yet we hear very little specificity about exactly what's  bad about it.  We educators really struggle to understand what the fuss is about.  The claims we hear are so far fetched, it's hard to take them seriously.  They simply aren't true.  

In Alabama, we just included the Common Core standards in our Math and English courses of study.  That's it. Nothing more.  That being said, let's address some of the "common" concerns we hear...
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Common Core nationalizes public education.

This is an easy one, so let me be clear.   NATIONAL EDUCATION STANDARDS ARE NOT NEW.   National math, science, English, and history standards have been around, long before the Common Core.  Alabama and other states have always aligned to those standards.  Do people think Alabama arbitrarily decided when to teach what, without consulting other states' and national standards? And let me remind everyone, physicians, attorneys, hospitals, etc.  have "national standards" too, and that's considered a good thing. 

All this being said, Alabama volunteered to include these Common Core standards, after several years of research and collaboration with education leaders and stakeholders.   Our schools haven't received a penny for doing so.  While we did include these standards, we may also add to them, edit them, and move them around (see recent CCRS updates). We choose how to implement them and how to assess them, not the federal government.   

Common Core "dumbs" down education. 

Seriously?  Have opponents  read the 2010 Math and English Language Arts College and Career Ready Standards? No one can read them and not plainly see that they are far more rigorous and reflective of 21st Century learning than the previous from 2003 (Math)  and 2007 (English).   My question for them is, "Demonstrate how these standards 'dumb down' education?" Show me. 

Furthermore, we teachers have dedicated our lives to improving children's education in Alabama.  Do people think for one second we would support standards that lowered our expectations?  For heaven's sake, trust us. 

ARI (Alabama Reading Initiative)  and AMSTI (Alabama Math, Science, and Technology Initiative) 
are defunct. 

We educators have been mystified about the newest anti-CCRS claim that ARI and AMSTI have been defunct this year.  We know full well these programs haven't slowed a bit, and if anything, have increased momentum, thanks to the new math and English standards. Both ARI and AMSTI (in addition to their traditional roles) have helped our schools use their research-based best practices (the same ones they've been sharing)  to address the new math and English standards.   I addressed this concern more fully in another post.  

Common Core will indoctrinate our students with liberal, anti-American, and anti-Christian ideals. 

Once again, show me where this is evident in our standards.  It's just math and English, much like we've always had. 

My students used to memorize 1 Corinthians 13 ("Love is Patient, Love is Kind...") in my classroom every year, as it tied in nicely with our novel unit.  Was I indoctrinating my students to become Christians, like me? Of course not.  I was having them memorize a powerful "life" verse that corresponded beautifully with the text.  Fifteen years later, I still run into students who begin reciting this verse and other poetry I had them memorize.    I also taught American History, where we discussed racism, women's rights, social justice, Communism....all the things kids should know about before going to college. Was I indoctrinating them then?  No...I was TEACHING them about history. I say all this because at any time, I suppose a parent could have swayed my instruction to infer "indoctrination."  

What people must understand, and everyone else, IF some rogue  teacher has an agenda to turn our children into socialists or homosexuals (as opponents claim), the Common Core or any course of study has NOTHING to do with that. When that classroom door is closed, a teacher can teach whatever he/she wants.  That's why we have mentors, principals, and district leaders to make sure we have the best teachers in our schools, and beyond that, parents must trust us, as they would their pastors, physicians, and other professionals.  

I recently read some Twitter posts, claiming that "Common Core" texts call Afghan fighters "freedom fighters." First, why aren't they sharing the name of the text (does it really exist?).   Secondly, and this is important, President Ronald Reagan called them "freedom fighters" in the 1980s, long before 911 (see video).  So...if it's an old text or it's referring to that era, the term "freedom fighters" was likely used.  I taught American History for years.  I know what I'm talking about. 

And finally, there are NO TEXTS or LESSON PLANS provided in our CCRS.  The local schools get to make that determination.  Teachers will still create their own syllabi, with no interference from the state or federal government.  Teachers, administrators, parents, and other stakeholders serve on Textbook Committees for new adoptions, so unless they approve "un-American" system-wide texts, it's not going to happen in this state.  

Common Core removes classic literature from our English classes.
I taught To Kill A Mockingbird, a Southern classic, for years.  I recently read an anti-Common Core post, claiming this novel perpetuated "rape" and "social justice."  And then in the very next post, a parent was complaining that her child may never read To Kill A Mockingbird  because  of the informational text requirements. Ridiculous, right? 

The content literacy standards are one of the things I like most about the CCRS.  For the first time in Alabama, we are requiring our science, history, and Career Tech teachers to embed reading and writing into their curricula (however they choose), which is something good teachers have always done.  The informational text requirement is shared with all content areas, not just English teachers, meaning NO CLASSIC LIT will ever be removed to satisfy these requirements.  Take away Romeo and Juliet from a 9th grade English teacher...see what happens. See my Content Literacy Webpage for resources and sample lessons. 

Common Core is a curriculum. 

Common Core is not a curriculum or "program" in our state.  As I mentioned earlier, we still decide when, what, and how to teach. Alabama ONLY added those standards to our own.  We can change them any time we want.  As a matter of fact, the SDE has already made changes to both math and English documents, disproving the myth that we cannot alter them.

For our non-teacher readers, let me briefly explain the difference between a course of study and a curriculum.  In our English Language Arts CCRS (Grade 6), a standard reads, "Differentiate among odes, ballads, epic poetry, and science fiction."  The teacher decides which ballads, odes, poetry, and science fiction pieces to read.  He or she decides when and how to teach that standard, as well as how to access it. The elements in blue make up the curriculum.   See a sample syllabus. 

Common Core means more assessments.

I can only speak for Alabama on this one.  We are not a Race to the Top state, so Alabama has the freedom to assess how they choose (which in my opinion, is a good thing).  Long before the Common Core, Dr. Bice (not yet the state superintendent)  spoke at a teacher conference I attended.  In it, he mentioned his vision for Alabama, where students could take the ACT in high school as part of their state assessment. He further discussed plans for 3rd-8th grade assessments.  His words were music to our ears.  Finally - assessments that made sense!  

Most Race to the Top states utilize the PARCC or Smarter Balance assessments for students.  Alabama did not. Instead, we chose to use the ACT suite for grades 8-12 and the ASPIRE for grades 3-8.  Alabama is the first state in the country to use ASPIRE.  ASPIRE fully aligns with our math and English courses of study, meaning we're actually being assessed on what we taught.   As for the ACT suite for upper grades, every 11th grader in the state will take the ACT plus Writing...for free.  Do people understand how many students will now receive college scholarships as a result?   I know many stellar students who did not take the ACT because of the cost or because they "never got around to it."  These students did not attend college, and that haunts me to this day.  I am certain they would have received partial or full scholarships, based on their ACT scores.  That will not happen again, thanks to Dr. Bice. 

Common Core invades our children's privacy. 

Another easy one.  First, Alabama schools follow FERPA to the letter of the law.  We value our students' and parents' privacy, almost as much as they do.  

Since the beginning of public education, schools have shared data within the school, district, and/or state (absences, grades, assessments, discipline referals, etc.).  That will never change.  Our test scores are a measure of our success, whether we like it or not.  I agree, there are other ways to do so, but for now, that's the way it's always been. 

Common Core reduces public schools' transparency.

Since the inception of the Internet, our public schools have been more transparent than ever.  Schools have living, breathing websites that are updated daily.  In addition to a robust website, my system (and many others) have Twitter and Facebook pages.  We even post best CCRS practices (along with the actual standard addressed). We send text alerts, emails, and phone calls on a regular basis.  If stakeholders don't know what's happening in our schools, they aren't listening or looking.

As for the CCRS, those public drafts were posted on the Alabama State Department of Education website for months.  Dr. Bice led many regional meetings, where parents and stakeholders were asked for input.

If there is another concern or claim you'd like me to address, just shoot me an email, and I'll be glad to oblige: melisssa_shields@ecboe.org

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