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Ohio and Illinois are the first states to release results from the spring
2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
assessments, and it is now becoming apparent that cross-state comparisons
of student performance won’t be as easy as once thought.
The Ohio state school board voted to break from the score rating levels set
by PARCC states to allow students who are “nearing expectations” according
to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
PARCC in June due to technical difficulties and public pushback—used PARCC
’s scoring levels, about a third of its students would be rated proficient.
Now, however, approximately 70 percent of students are deemed proficient by
the state.
One of the much-touted benefits of the Common Core State Standards (CCSS)
and aligned assessments is that they enable educators and the public to
compare student achievement across the states. But education policy experts
are concerned that the increasingly fragmented Common Core testing landscape
(only 21 states appear certain to administer the PARCC or Smarter Balanced
tests in spring 2016) and rating decisions like Ohio’s are jeopardizing
this goal.
In other CCSS test news, the Learning First Alliance (LFA)—a coalition of
15 education organizations including ASCD—hosted a webinar earlier this
week to help educators make the most of their students’ test results.
Moderated by ASCD Executive Director and CEO Deb S. Delisle, the webinar—“
Let’s Talk Data: What Common Core Test Results Tell Us About Teaching and
Learning”— featured input from education leaders and data experts. Webinar
panelists emphasized the need for test data to spur action and continuous
improvement. For more information, see the Resource section below.
Meanwhile, a new Mississippi poll shows that, despite some setbacks, it’s
not all doom and gloom for the CCSS. The state’s board of education
released results from its forum on the standards, which garnered more than 8
,500 points of feedback and showed strong support for the standards. About
65 percent of respondents identified themselves as educators, more than 90
percent of whom approve of the standards.
Lastly, Achieve is looking for educators and developers to submit high-
quality units aligned to specific Common Core standards. A panel of peer
reviewers will evaluate submissions for quality and alignment according to
Achieve's Educators Evaluating the Quality of Instructional Products (EQuIP)
initiative. Creators of units selected as exemplars will receive a
financial reward as well as dissemination of and recognition for their work.
The deadline to submit units to the K–8 Call to Action (PDF) is October 1,
2015. The first deadline for submitting units to the Call to Action for
high school materials (PDF) is October 26, 2015.
2015 Partnership for Assessment of Readiness for College and Careers (PARCC)
assessments, and it is now becoming apparent that cross-state comparisons
of student performance won’t be as easy as once thought.
The Ohio state school board voted to break from the score rating levels set
by PARCC states to allow students who are “nearing expectations” according
to PARCC to be considered “proficient” in Ohio. Had Ohio—which left
PARCC in June due to technical difficulties and public pushback—used PARCC
’s scoring levels, about a third of its students would be rated proficient.
Now, however, approximately 70 percent of students are deemed proficient by
the state.
One of the much-touted benefits of the Common Core State Standards (CCSS)
and aligned assessments is that they enable educators and the public to
compare student achievement across the states. But education policy experts
are concerned that the increasingly fragmented Common Core testing landscape
(only 21 states appear certain to administer the PARCC or Smarter Balanced
tests in spring 2016) and rating decisions like Ohio’s are jeopardizing
this goal.
In other CCSS test news, the Learning First Alliance (LFA)—a coalition of
15 education organizations including ASCD—hosted a webinar earlier this
week to help educators make the most of their students’ test results.
Moderated by ASCD Executive Director and CEO Deb S. Delisle, the webinar—“
Let’s Talk Data: What Common Core Test Results Tell Us About Teaching and
Learning”— featured input from education leaders and data experts. Webinar
panelists emphasized the need for test data to spur action and continuous
improvement. For more information, see the Resource section below.
Meanwhile, a new Mississippi poll shows that, despite some setbacks, it’s
not all doom and gloom for the CCSS. The state’s board of education
released results from its forum on the standards, which garnered more than 8
,500 points of feedback and showed strong support for the standards. About
65 percent of respondents identified themselves as educators, more than 90
percent of whom approve of the standards.
Lastly, Achieve is looking for educators and developers to submit high-
quality units aligned to specific Common Core standards. A panel of peer
reviewers will evaluate submissions for quality and alignment according to
Achieve's Educators Evaluating the Quality of Instructional Products (EQuIP)
initiative. Creators of units selected as exemplars will receive a
financial reward as well as dissemination of and recognition for their work.
The deadline to submit units to the K–8 Call to Action (PDF) is October 1,
2015. The first deadline for submitting units to the Call to Action for
high school materials (PDF) is October 26, 2015.
