Showing posts with label Common. Show all posts
Showing posts with label Common. Show all posts

Sunday, 16 March 2014

Common Core and Medicaid Expansion: Comparing Big Decisions by States

As the debate over the Common Core State Standards and aligned assessments continues or grows in many states, one of the most prominent arguments from foes of the common core is that the federal government coerced states into adopting the standards.

According to this argument, states facing dire budget circumstances in the wake of the Great Recession were so desperate for the federal cash on offer in Race to the Top that they felt compelled to adopt the standards. And this argument holds that the cold-eyed, unsmiling department was only too willing to twist states' arms in this fashion, or blackmail them, to get what it wanted. The argument touches on the sensitive topic of states having their authority trampled by an overbearing Uncle Sam, and it has traction across ideological lines. Earlier this week, on Feb. 5, U.S. Rep. Phil Gingrey, a Georgia Republican, announced that he would introduce legislation that would bar the U.S. department from "mandating or incentivizing" states to adopt standards, and he singled out common core in his proposal.

But does the widespread rebuke by states of the Medicaid expansion show that states are not so easily coerced by the federal government--and its money--after all? Can common-core adoption be compared to decisions states faced regarding Medicaid expansion?

The expansion of Medicaid was a major feature of the Affordable Care Act, known as Obamacare. But the U.S. Supreme Court ruled essentially that states could decide on their own whether or not to use federal funds to expand Medicaid, which provides health insurance for low-income individuals and families. As my colleague Mark Walsh wrote back in 2012 on The School Law Blog, the Medicaid expansion in the original Obamacare law was deemed too coercive by the court because refusing it could have endangered a state's entire federal Medicaid funding. 

Let's lay out the basic information. On Jan. 14, CNN Health put together this map on the decisions states made with respect to expanding Medicaid:

MedicaidExpansion.PNG

So that's 21 states that have declined to expand Medicaid. And from a classic 2010 article by my Politics K-12 colleague Michele McNeil, here's the list of 40 states (plus D.C.) that applied to the first round of the federal Race to the Top grants:

RaceToTheTop.PNG

As for round two of Race to the Top, the deadline for which was June 1, 2010? A total of 35 states and D.C. applied. By the time the third round of Race to the Top winners were announced in December 2011, every state that ended up adopting common core had done so already, except Wyoming.

So far, so good. Next, let's consider the adoption of common core. As you may know, all but four states (Alaska, Nebraska, Texas, and Virginia) adopted the standards, with Minnesota only adopting the ELA standards from common core, not the math standards. What's less well known is that all the states to adopt common core did so after those 40 states applied for Race to the Top cash in the first round. My colleague at Curriculum Matters, Catherine Gewertz, has the common-core adoption timeline very neatly laid out in cartographical form. The first state to officially adopt, Kentucky, didn't do so until February 2010.

However, it's important to point out that in a 2009 memorandum of agreement, all but four states (Alaska, Missouri, South Carolina, and Texas) signaled that they were on board with the concept of common core before the standards were finalized. And Tennessee, for example, a winner of Race to the Top's opening round, told the U.S. department in its application that it would be adopting common core before it officially did so:

TennesseeRTT.PNG

What's my point here? Let's identify the states that fit both these categories:

1) Sought Race to the Top funds in at least one of the first two rounds and also adopted (or planned to adopt) common core in roughly the same time period

2) Declined to expand Medicaid after the 2012 Obamacare ruling

Here's the result in map form, with the states fitting both categories highlighted in blue:

CCStatesMedicaid.PNG

The total by my count is 17: Alabama, Florida, Georgia, Idaho, Indiana, Kansas, Louisiana, Maine, Mississippi, Missouri, Montana, North Carolina, Oklahoma, South Carolina, South Dakota, Utah, and Wisconsin

I've left out Wyoming because it officially adopted the standards in June 2012, nearly two years after the second round of Race to the Top grants were awarded, by which time common-core adoption had already taken place in roughly three-quarters of all states. Of those 17 states I listed, Maine was the last to adopt common core, doing so in April 2011. But Maine had signed onto the 2009 memorandum of agreement for common core. Also, a few states on that list that applied in Race to the Top's first round declined to do so in round two, like Indiana and Kansas.

So if a state adopted common core as part of a quest for Race to the Top dollars, but subsequently declined to expand Medicaid through Obamacare, does it demonstrate that the state was exercising its autonomy and independent decision-making in both cases, and didn't have its arm twisted in either case?

There are a lot of questions and issues that this comparison brings up. 

• Content standards, while an important piece of Race to the Top applications, technically wasn't the only factor in whether states ultimately got federal cash. Teacher evaluations and tests, for example, are two controversial policies that played major roles in the Race to the Top scoring rubric. With Medicaid, on the other hand, the key question has been relatively clear for states: Do you want to expand the program or not?

• The adoption of "college- and career-ready" standards was also an issue for states when they sought waivers from portions of the No Child Left Behind Act. Those waivers didn't involve grants of federal dollars, just flexibility from federal law that many states felt they strongly needed. A major question during the waiver-intense period was whether a state that had not adopted common core would ultimately be granted a waiver, given the U.S. department's strong support for the standards. Texas and Virginia, both non-common core states, did receive NCLB waivers in the end. Medicaid expansion hasn't faced dual pressure points (Race to the Top and waivers) in the same way.

• This is related to the previous section regarding Texas and Virginia receiving NCLB waivers without common core. Could a state have won Race to the Top without adopting common core? Ultimately, that question can't be answered now, although given how few points separated Race to the Top winners from losers, and how many points "standards" were worth in the scoring rubric, it seems unlikely. Nor can this question be answered: How many states would have adopted common core if Race to the Top did not exist? However, if you look at Gewertz's map from 2010 below, and compare it to Race to the Top winners from the first two rounds, those winners had adopted, or were at least right on the verge of adopting, common core when they won their grants.

RTTJulyAugust.PNG

• State budgets were in worse shape in 2010 than they were in 2012 or 2013, when states were making their minds up about Medicaid expansion. In theory, states were therefore more desperate for any form of federal aid to shore up any part of their budgets in 2010 than 2012 and 2013. At the same time, Medicaid expansion in total involves substantially more dollars than Race to the Top offered. Race to the Top funding for states (not counting Race to the Top competitions for districts or for early learning) added up to $4 billion. In 2012, the Center on Budget and Policy Priorities reported that the total cost of Medicaid expansion from 2014 to 2022 would be $1 trillion. This created a greater incentive, in theory at least, for states to agree to expand Medicaid.

• As controversial as common core has been, Obamacare blows it out of the water when it comes to the explosive political passions involved. And Race to the Top trails both of them on that score by a country mile. So it's not totally unexpected that more states would refuse to be associated with Obamacare if given the chance, even if they refuse federal dollars in the process.

• Just as some on both sides of the political spectrum see common core as an initiative that purports to lead to big things but won't deliver them, some see Medicaid as a big federal program that won't hold up over time:


• Michael McShane at the American Enterprise Institute has argued that the true costs of implementing common core were not as clear as the costs of implementing Medicaid for states, although the Medicaid expansion isn't totally cost- or hassle-free for states despite the federal dollars provided. 


• Finally, in many if not all cases, Medicaid expansion has required the approval of state legislatures, whereas common-core adoption has mostly been the work of state boards of education. They're different parts of state government with different responsibilities, desires, and pressures. However, in the end, they're both part of state government. 

There are other aspects of, or problems with, the comparison I'm sure I haven't thought of. No comparsion of this nature can be dispositive. And this comparison is ultimately a philosophical exploration. The push to win Race to the Top dollars tied to standards-adoption is a part of history now. And most states, for now at least, have made decisions about Medicaid expansion one way or the other. But it's likely that the debate over when the federal government crosses a line into coercion will go on hot and heavy for the foreseeable future. 


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Saturday, 15 March 2014

N.Y. Regents: Common Core Needs More State Aid, Periodic Adjustments

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N.Y. Regents: Common Core Needs More State Aid, Periodic AdjustmentsBy Andrew Ujifusa on February 10, 2014 11:09 AM Tweet

UPDATED

A Feb. 10 report from the New York Board of Regents has laid out options for improving implementation of the Common Core State Standards in the Empire State, including advocating for periodic review and updating of the math and English-language arts standards, additional state funding totaling $525 million over the next three budget years to provide "equitable" aid to districts, and clarifying that the state doesn't encourage assessments aligned to the common core to be used in decisions about students' promotion and placement. 

UPDATE: The proposals in the report were adopted by the Board of Regents on Feb. 10. In a subsequent conference call with reporters, state Commissioner of Education John King said he was disappointed about one other significant change that I didn't touch on (and should have touched on) in the original post: Delaying the requirement that students demonstrate college- and career-readiness on common-core aligned exams in order to graduate high school from the Class of 2017 until the Class of 2022. 

King said that 2022 seems like "a very significant time away" and added that for every class graduating between 2017 and 2022, "That's another generation of students who will leave high school underprepared." 

However, the commissioner said that the state will continue to report student performance on these exams to the Board of Regents even though those performance data won't have high stakes for students seeking to graduate high school until the Class of 2022. The Class of 2017 will take common-core aligned exams in high school, but they'll have a lower performance threshold to meet. 

Asked if he thought these adopted recommendations were a concession to critics that common core had been rolled out too quickly in New York, King responded he thinks the changes mean that common core had been implemented unevenly across the state, but that the importance to students of implementing common core the right way hasn't changed. 

The board's report was the result of a "work group" convened last December to examine ways to improve implementation of the common core in New York, which has been the subject of rigorous debate as well as resistance in recent months. The report offered up a total of 19 options to alter how the standards have been implemented in New York. The options cover the standards themselves, as well as professional development, state and local assessments, educator evaluation, and curriculum. 

It's important to point out that this work group and its recommendations are separate from the common-core implementation task force announced by Gov. Andrew Cuomo, a Democrat, on Feb. 7. 

In addition to the options the board lays out for funding and reducing high stakes linked to common-core assessments, the report includes the proposal that if a district seeks to fire a teacher for students' relatively poor performance on common-core aligned assessments in the 2012-13 or 2013-14 school years, "he or she may raise as a defense an alleged failure by the board of education to timely implement the common core by providing adequate professional development, guidance on curriculum, or other necessary supports to the educator during those school years."

It's unclear how many teachers would be affected by this move, either from the most recently completed school year or the current school year. But it doesn't go as far as the proposal from the New York State United Teachers, the state teachers' union, which called for a three-year moratorium on high stakes for educators tied to the common core back in September 2013. 

CORRECTION: It turns out that the state board held its official vote on the recommendations in the report one day after they were released, on Feb. 11. (The Feb. 10 vote I referenced yesterday was a preliminary one.) In that official vote, the Regents voted to adopt all but one of the recommendations from the work group—the one that would have provided teachers facing dismissal with the defense that they were inadequately prepared for common core. Between the preliminary and actual vote, both the New York State United Teachers and Cuomo criticized the Regents' report. NYSUT claimed that this supposedly new defense was already a protection afforded to teachers, while Cuomo argued that the Regents were inappropriately delaying the teacher-evaluation system. My colleague Stephen Sawchuk at Teacher Beat has more on these evaluation reactions.  

Other recommendations are more technical in nature, but at least nominally address the objections from NYSUT and others that the state has dropped the ball on providing enough classroom resources aligned to the common core. Among them: "Develop an online tool to allow educators from around the state to share curricular resources, including adaptations of modules."

In addition, the options push for "smarter" testing options for English-language learner and special-education students, dealing mostly with waivers from current federal testing requirements. 

On the subject of whether additional state money to help with common core, the report is very clear.

"The implementation of the common core and teacher and principal evaluation during a time of limited resources has come with significant challenges," the report states. "School districts need additional financial resources to implement these rigorous reforms."

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Thursday, 13 March 2014

Examining How Common Core and Indiana's Draft Standards Differ

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Examining How Common Core and Indiana's Draft Standards DifferBy Andrew Ujifusa on February 20, 2014 11:25 AM Tweet

Now that Indiana has released the draft version of English/language arts and math standards intended to replace the Common Core State Standards, we can try to discern where the standards actually differ.

As a sample, let's look at the youngest students—kindergarteners—and see how the two sets of standards handle the teaching of measurement and data. I chose this area in part because the language and concepts will be as basic (and therefore, hopefully, as clear) as possible. Here's a screenshot of the standards in the Indiana College and Career Ready Standards:

IndianaKMeasurementStds.PNG

In those draft Indiana standards, the three standards above the grey bar are for measurement, the three below are for data.

Now, here's how the Common Core State Standards deal with measurement and data for kindergarteners:

CCSSKMeasurementStds.PNG

Some initial, superficial observations are that there are only three discrete standards in the common core in this area, while there are a total of six in Indiana's draft standards. This isn't surprising, since one of common core's main selling points is that it requires teachers to address fewer content standards across the board, but allows them to address each standard that is included in more detail in their classrooms. 

One other thing that jumps out quickly is that the third standard from Indiana is the same, word for word, as the first standard from common core: "Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object."

Now, look at the first standard from Indiana. It asks students to make direct comparisons between two objects and recognize the differences between them. It specifies a number of ways the two objects can be distinguished, such as length, weight, and temperature. Now contrast it to the second standard from common core, which also asks students to compare two objects, but doesn't ennumerate the different categories through which the objects can be distinguished. It provides an example and asks students to describe the difference, which the Indiana standard doesn't explicitly do. The common core standard also seems to leave more latitude in terms of how the objects can be compared.

One notable contrast is the second Hoosier standard, which requires students to understand concepts of time, such as morning and afternoon, and also to recognize that calendars and clocks measure time. You won't find the concept of time addressed in the common core standards in question. This is in the same vein as something I wrote about recently, when the Florida state school board altered the common core to require that basic and practical financial concepts be taught. There's an emphasis on every-day life in the shifts Florida has made and that Indiana is now considering. Here's the new Florida standard on money that was added:

FloridaDecimalStandard.PNG

Another Indiana standard not found in common core standards is having students formulate questions that they must answer by organizing data using pictures, graphs, and objects. And a separate standard requires Indiana student to "record and organize information using objects and pictures." (CLARIFICATION: The common core does contain these two standards regarding pictures and organizing information, but in later grades and not in kindergarten.) So the authors of these draft Indiana standards have taken pains to spell out some specific examples of how the standards could actually be taught in classrooms.

Now, that's just one comparison of one area of the standards in one grade. But perhaps some of the differences and similarities identified are instructive. 

I asked Marc Porter Magee, a supporter of the common core standards and the president of 50CAN, a nationwide K-12 advocacy group, how important the gap between the Indiana standards and the common core is for the state's public schools. He said that while states can make some alterations or additions to the standards and still keep them essentially at the same level of quality, at some point, major deviations from the common core will make the new standards into a lesser product overall.

"If Indiana went back to their old standards, that would be a step backwards," he said. 

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Monday, 10 March 2014

Adjustments to Common Core in Florida Approved by State School Board

37634 « Confusion Over a Wyo. Common-Core Bill; Push to Support Standards in Ga. | Main | Indiana Releases Draft of New Academic Standards to Replace Common Core »

The Florida State Board of Education unanimously voted on Feb. 18 to alter the Common Core State Standards in the Sunshine State. The suggested alterations to the way the standards will play out in classrooms were presented to the state board by the Florida education department last month, and all of those suggestions were adopted by the state board. The department reviewed proposed revisions and public comments on the common core before making its own list of suggested tweaks. 

As my colleague Catherine Gewertz wrote last month, the revisions include additional math standards related to calculus. That latter change, one which was highlighted during public discussion earlier this year, isn't an alteration of the standards per se—it's the addition of new standards. The revisions also include a requirement that students demonstrate beginner's skills in cursive writing, a divisive issue surounding the common core. 

Other changes include requiring the use of money when teaching certain concepts related to decimals, and scaling back expectations in terms of students' ability to explain the way ideas are transmitted through texts and illustrations. 

You can see this example of a new standard on page 5 of this document detailing the changes to the math standards; use this link to see the changes made to the English/language arts standards. It's unclear if these changes will quell fears about the standards in Florida, including the belief that the common core, which was developed at the direction of the National Governors Association and the Council of Chief State School Officers, are an attempt by the federal government to claim more power over education. (Gewertz also touched in this issue last month when the proposed revisions were made public).

Notably, Florida Commissioner of Education Pam Stewart said she is "on track" to select a new common-core aligned assessment for Florida, after the state officially distanced itself from the Partnership for Assessment of Readiness for College and Careers last year. Last month, Stewart told lawmakers that Florida will select a new assessment in March.  


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Sunday, 9 March 2014

Indiana Releases Draft of New Academic Standards to Replace Common Core

37670 « Adjustments to Common Core in Florida Approved by State School Board | Main | Calling Common-Core Implementation 'Botched' NEA Calls for Changes »

The Indiana Department of Education has released a draft version of new content standards for English/language arts and math that would replace the Common Core State Standards that were adopted by the state in 2010. The drafting of the new standards was required under a law approved last year.  

According to what the state board has said, the new Indiana College and Career Ready Standards "represent Indiana sovereignty, demonstrate high levels of quality, and are aligned with nationally and internationally benchmarked definitions of college- and career-readiness and postsecondary expectations."

The state's Academic Standards Evaluation Panels, which oversaw the creation of the draft content standards following an earlier review of standards in the fall, had 27 members, including English and math teachers, as well as English and math professors and professors at schools of education in the state. These members compared the current common core standards to prior Indiana standards and held them up against aforementioned criteria for state standards, then "reconciled" them into a final set of draft standards.

It's still unclear how much and exactly where the draft standards deviate from the common core—at some level, the difference between the two sets of standards may become very minute or non-existent. And whatever set of standards the state board ultimately adopts, it will still have to select a state assessment aligned to their standards. 

Under the No Child Left Behind Act, the U.S. Department of Education requires states to have assessments that align to their standards. Even states with NCLB waivers still have to meet this requirement, but the federal Education Department's peer review guidance process to aid that alignment was recently suspended. That review by outside experts doesn't look at the assessments themselves, but rather at states' plans for reviewing and implementing high-quality assessments as they relate to their standards. It's unclear how much in-depth review the department is actually doing in terms of this alignment work without that peer-review process. 

Indiana distanced itself last year from the Partnership for Assessment of Readiness for College and Careers, one of two federally funded consortia developing common-core aligned tests. Although it's still technically a member of that consortium, it seems unlikely that Indiana will ultimately use a PARCC test. (It's easy to imagine common-core foes in the state being very unhappy if the state drops the common core but uses a common-core aligned test.) It remains to be seen if Indiana can find an existing assessment that's aligned to its new standards in the eyes of the peer-review process. If the draft standards are ultimately adopted, it might take some time before the state can field-test and then administer a new assessment that does. 

Common core supporters in the state have expressed the hope that the new Indiana standards will either match what common core offers or improve on it, while foes of the common core say the new standards shouldn't simply be a rebranded version of the common core.

In the background, there is a bill this year from GOP Sen. Scott Schneider that would nullify the state's 2010 adoption of the common core. The new standards would take their place. 

The standards will be up for review for several weeks, including at three meetings where the public can comment later this month. Next, the Indiana Education Roundtable—which is led by Gov. Mike Pence, a Republican, and Superintendent of Public Instruction Glenda Ritz, a Democrat, and which includes business leaders and members of the education community—will vote on the draft standards March 31. Finally, the state school board will vote on the new standards April 9.


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Saturday, 8 March 2014

Examining How Common Core and Indiana's Draft Standards Differ

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Andrew Ujifusa

Andrew Ujifusa covers state education policy for Education Week, from new legislation and trends to eye-catching political battles. He previously worked at newspapers in Maryland and Mississippi, and taught high school English in Japan. 3769437694 « Calling Common-Core Implementation 'Botched' NEA Calls for Changes |Main| Bipartisan Support Clear for Early Education at Governors' Gathering »

Examining How Common Core and Indiana's Draft Standards DifferBy Andrew Ujifusa on February 20, 2014 11:25 AM Tweet

Now that Indiana has released the draft version of English/language arts and math standards intended to replace the Common Core State Standards, we can try to discern where the standards actually differ.

As a sample, let's look at the youngest students—kindergarteners—and see how the two sets of standards handle the teaching of measurement and data. I chose this area in part because the language and concepts will be as basic (and therefore, hopefully, as clear) as possible. Here's a screenshot of the standards in the Indiana College and Career Ready Standards:

IndianaKMeasurementStds.PNG

In those draft Indiana standards, the three standards above the grey bar are for measurement, the three below are for data.

Now, here's how the Common Core State Standards deal with measurement and data for kindergarteners:

CCSSKMeasurementStds.PNG

Some initial, superficial observations are that there are only three discrete standards in the common core in this area, while there are a total of six in Indiana's draft standards. This isn't surprising, since one of common core's main selling points is that it requires teachers to address fewer content standards across the board, but allows them to address each standard that is included in more detail in their classrooms. 

One other thing that jumps out quickly is that the third standard from Indiana is the same, word for word, as the first standard from common core: "Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object."

Now, look at the first standard from Indiana. It asks students to make direct comparisons between two objects and recognize the differences between them. It specifies a number of ways the two objects can be distinguished, such as length, weight, and temperature. Now contrast it to the second standard from common core, which also asks students to compare two objects, but doesn't ennumerate the different categories through which the objects can be distinguished. It provides an example and asks students to describe the difference, which the Indiana standard doesn't explicitly do. The common core standard also seems to leave more latitude in terms of how the objects can be compared.

One notable contrast is the second Hoosier standard, which requires students to understand concepts of time, such as morning and afternoon, and also to recognize that calendars and clocks measure time. You won't find the concept of time addressed in the common core standards in question. This is in the same vein as something I wrote about recently, when the Florida state school board altered the common core to require that basic and practical financial concepts be taught. There's an emphasis on every-day life in the shifts Florida has made and that Indiana is now considering. Here's the new Florida standard on money that was added:

FloridaDecimalStandard.PNG

Another Indiana standard not found in common core standards is having students formulate questions that they must answer by organizing data using pictures, graphs, and objects. And a separate standard requires Indiana student to "record and organize information using objects and pictures." (CLARIFICATION: The common core does contain these two standards regarding pictures and organizing information, but in later grades and not in kindergarten.) So the authors of these draft Indiana standards have taken pains to spell out some specific examples of how the standards could actually be taught in classrooms.

Now, that's just one comparison of one area of the standards in one grade. But perhaps some of the differences and similarities identified are instructive. 

I asked Marc Porter Magee, a supporter of the common core standards and the president of 50CAN, a nationwide K-12 advocacy group, how important the gap between the Indiana standards and the common core is for the state's public schools. He said that while states can make some alterations or additions to the standards and still keep them essentially at the same level of quality, at some point, major deviations from the common core will make the new standards into a lesser product overall.

"If Indiana went back to their old standards, that would be a step backwards," he said. 

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