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Every week, she and cohost Scott Shafer sit down with political insiders on \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">Political Breakdown\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, where they offer a peek into lives and personalities of those driving politics in California and beyond. \u003c/span>\r\n\r\n\u003cspan style=\"font-weight: 400;\">Previously, she worked for nine years at the San Francisco Chronicle covering San Francisco City Hall and state politics; and at the San Francisco Examiner and Los Angeles Time,. She has won awards for her work investigating the 2017 wildfires and her ongoing coverage of criminal justice issues in California. 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Although \u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">not everyone agreed and controversies arose\u003c/a> during the four years of work it took to reach approval, math experts and organizations across the state are beginning to discuss what a statewide rollout could look like. [pullquote size=\"medium\" align=\"right\" citation=\"Mike Torres, director of curriculum frameworks and instructional resources, California Department of Education\"]‘This situation with the mathematics framework is not different. There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.’[/pullquote]The state hasn’t provided funding for implementation, which is typical, said Mike Torres, director of curriculum frameworks and instructional resources for the Department of Education.\u003c/p>\n\u003cp>Historically, framework rollouts have not been funded and are implemented with outside collaborators who are experts in the topic. For the most part, district officials must find ways to fund professional development independently.\u003c/p>\n\u003cp>“This situation with the mathematics framework is not different,” Torres said. “There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.”\u003c/p>\n\u003cp>It’s unclear why California has historically not set aside money to help districts implement new guidelines, but that could change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel82.asp\">During a news conference last month\u003c/a>, State Superintendent Tony Thurmond said he intends to introduce legislation to fund professional development for math and reading teachers. The funds could be up to $500 million, he said.\u003c/p>\n\u003cp>Torres said the California Department of Education would need to find other ways to offset costs if events are held. It’s too early to know what kind of rollout could or will happen. Torres and his team have had three meetings with groups they work with to talk about a framework rollout, he said.\u003c/p>\n\u003cp>Many organizations are collaborating with the California Department of Education on implementing the math framework, including the California Mathematics Project, California County Superintendents Curricular and Improvement Support Community, California Math Council, California Teachers Association and county offices of education. [pullquote size=\"medium\" align=\"right\" citation=\"Karajean Hyde, co-director, UC Irvine Math Project\"]‘One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all. It doesn’t necessarily create change in the classroom.’[/pullquote]During other framework rollouts, districts have sent teams of teachers and administrators to training and then had them relay information to the rest of the staff, said Kyndall Brown, one of the framework authors and executive director of the California Mathematics Project — one of the state’s partners. It’s something that could be replicated during a math framework rollout.\u003c/p>\n\u003cp>Even if there are conferences teachers can attend, one professor said she isn’t a huge fan.\u003c/p>\n\u003cp>“One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all,” said Karajean Hyde, co-director of the UC Irvine Math Project. “It doesn’t necessarily create change in the classroom.”\u003c/p>\n\u003cp>To create changes that will increase students’ proficiency in math, teachers need trainers who will work with them consistently in and outside of classrooms, Hyde said, which is work she does with her colleagues.\u003c/p>\n\u003cp>Brown said school districts do have pots of funding that could be used for professional development, such as special education funds or funds from the Local Control Funding Formula.\u003c/p>\n\u003cp>However, the governor allocated a $50 million math, science, and computer science professional learning grant in the 2022 budget to help fund professional development. Some allocations have been given to the county offices of education, Torres said, and the offices handle how the money is used.\u003c/p>\n\u003cp>The timing of the grant worked out perfectly with the beginning of a math framework rollout, said Ellen Barger, an associate superintendent of curriculum and instruction at the Santa Barbara County Office of Education. Other grant funds are being used to support rural school districts in particular, and the most recent grant will help to continue building coherence across all counties and to fill gaps.\u003c/p>\n\u003cp>“The framework is one of the tools that’s helping us achieve a vision of high-quality mathematics for every California student, and we are building structures to bring people together to build knowledge and skills to operationalize that vision in every county, district and community,” Barger said.\u003c/p>\n\u003ch2>Equity in implementation\u003c/h2>\n\u003cp>As of this school year, \u003ca href=\"https://www.cde.ca.gov/re/lr/do/schooldistrictlist.asp\">939 school districts in the state\u003c/a> will have to find resources to support educators in teaching under the new guidelines, which align with the \u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf\">California Common Core State Standards for Mathematics \u003c/a>passed a decade ago.\u003c/p>\n\u003cp>How to make that equitable will be a difficult task.\u003c/p>\n\u003cp>Each school district has different needs, unique populations, and different levels of resources. For example, a district with more than 50,000 students typically has more resources and staff to support professional development. A district with fewer than 50 kids might have just one staffer taking on multiple roles.\u003c/p>\n\u003cp>Brown said some school districts have yet to finish implementing the Common Core standards, which detail what students in each grade level need to master.\u003c/p>\n\u003cfigure id=\"attachment_11968349\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11968349 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut.jpg\" alt=\"Desks in a classroom.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Only about 35% of California students met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were lower for Black and brown students. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was no rollout of the 2013 framework [common core standards],” Brown said. “You had county offices and math project sites doing what we could, but we’re running into teachers who still don’t know about the elements of the common core standards.”\u003c/p>\n\u003cp>There are also always new teachers coming into schools who will need to be trained, Brown said. “We have years’ and years’ worth of content.”\u003c/p>\n\u003cp>But at least some colleges of education at California universities have had many aspects of the math framework already embedded in their curricula for the last decade. Professors at UC Davis, UC Irvine and UC Riverside all spoke about how ideas in the framework have been used in their classrooms and the long history of controversy over how to teach math.\u003c/p>\n\u003cp>Hyde, co-director of the UC Irvine Math Project, works with districts to train teachers and students in the credential program to teach math. For years, she said, the focus has been on student engagement, understanding motivation, including student identities in lessons, and building healthy classrooms — all included in the math framework.\u003c/p>\n\u003cp>Hyde said most teachers teach how they were taught, learning shortcuts to solving math problems. This results in current and future teachers not understanding the mathematics behind what they’re teaching.\u003c/p>\n\u003cp>During professional development training, Hyde and other Irvine professors make sure educators begin to understand the concepts behind what they are teaching, she said. They spend time co-planning lessons, observing lessons being taught and relating what they are teaching back to the common core standards.\u003c/p>\n\u003cp>“We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging? How do I connect this back to the kid’s prior experience?’” Hyde said.\u003c/p>\n\u003cp>If teachers don’t understand the content, Hyde said, “I fear they will just have a series of super fun, engaging lessons that kids feel super good about, but they’re not mastering mathematics. I feel, in turn, that that is going to increase the achievement gaps that we already have that are horrible in California.” [pullquote size=\"medium\" align=\"right\" citation=\"Karajean Hyde, co-director, UC Irvine Math Project\"]‘We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging?’[/pullquote]The professional development work UC Irvine is doing has helped the two dozen districts they work with, but many districts still don’t have this kind of support in place.\u003c/p>\n\u003cp>It will take years until every student in California is exposed to a way of learning math that follows the guidelines in the framework and Brown said, “Something needs to change.”\u003c/p>\n\u003cp>Only about 35\u003ca href=\"https://caaspp.edsource.org/\">% of California students\u003c/a> met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were \u003ca href=\"https://caaspp.edsource.org/sbac/california-00000000000000\">lower for Black and brown students\u003c/a>.\u003c/p>\n\u003cp>About 17% of African American students and nearly 23% of Hispanic students in the state met or exceeded math standards in 2023, which was only about a 1-point increase from the prior year. Brown called the results “horrendous.”\u003c/p>\n\u003cp>“It’s more than obvious the current system is failing too many people,” Brown said. “It’s long overdue — time to make some changes so we can see some different outcomes.”\u003c/p>\n\u003ch2>A long way to go\u003c/h2>\n\u003cp>The final version of the framework was posted last month on the California Department of Education website. Officials are still working on a professionally edited version of the framework, which can take about a year, Torres said. [aside label='More Stories on Education' tag='education']Although school districts have access to the final version of the framework, it will still take up to two more years to have math materials that are vetted and approved by the state board that align with the framework, Torres said. Some publishers have likely started to write new materials.\u003c/p>\n\u003cp>The earliest the State Board of Education will kick off the adoption of math instructional materials is January — when the board approves a schedule of hearings. Torres said districts aren’t required to use the materials approved by the state board, but it’s helpful for implementation.\u003c/p>\n\u003cp>School districts also don’t have deadlines for when the framework needs to be implemented, Brown said. Every district is on its own timeline.\u003c/p>\n\u003cp>Barger said a rollout isn’t an event but an ongoing continuous improvement process that could take six or seven years.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"California faces challenges implementing new math guidelines, needing support for school districts after a contentious approval process.","status":"publish","parent":0,"modified":1701134158,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1784},"headData":{"title":"California Schools Grapple with Implementing New Math Curriculum | KQED","description":"California faces challenges implementing new math guidelines, needing support for school districts after a contentious approval process.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Schools Grapple with Implementing New Math Curriculum","datePublished":"2023-11-28T22:00:55.000Z","dateModified":"2023-11-28T01:15:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"nprByline":"\u003ca href=\"https://edsource.org/author/mvelez\">Monica Velez\u003c/a>\u003cbr> EdSource","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/news/11968324/california-schools-grapple-with-implementing-new-math-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a contentious road to approve a new set of statewide guidelines on teaching students math, California officials must still figure out how to support school districts with implementation.\u003c/p>\n\u003cp>The 2023 math framework, which the State Board of Education passed\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel54.asp\"> in July\u003c/a>, is a 1,000-page document that details what many state and education officials accept as the best practices to teach mathematics. Although \u003ca href=\"https://edsource.org/2023/next-maybe-last-big-test-for-californias-controversial-math-framework/693653\">not everyone agreed and controversies arose\u003c/a> during the four years of work it took to reach approval, math experts and organizations across the state are beginning to discuss what a statewide rollout could look like. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘This situation with the mathematics framework is not different. There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Mike Torres, director of curriculum frameworks and instructional resources, California Department of Education","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The state hasn’t provided funding for implementation, which is typical, said Mike Torres, director of curriculum frameworks and instructional resources for the Department of Education.\u003c/p>\n\u003cp>Historically, framework rollouts have not been funded and are implemented with outside collaborators who are experts in the topic. For the most part, district officials must find ways to fund professional development independently.\u003c/p>\n\u003cp>“This situation with the mathematics framework is not different,” Torres said. “There isn’t any specific funding where we can pay experts to help us participate in webinars … or put on events.”\u003c/p>\n\u003cp>It’s unclear why California has historically not set aside money to help districts implement new guidelines, but that could change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.cde.ca.gov/nr/ne/yr23/yr23rel82.asp\">During a news conference last month\u003c/a>, State Superintendent Tony Thurmond said he intends to introduce legislation to fund professional development for math and reading teachers. The funds could be up to $500 million, he said.\u003c/p>\n\u003cp>Torres said the California Department of Education would need to find other ways to offset costs if events are held. It’s too early to know what kind of rollout could or will happen. Torres and his team have had three meetings with groups they work with to talk about a framework rollout, he said.\u003c/p>\n\u003cp>Many organizations are collaborating with the California Department of Education on implementing the math framework, including the California Mathematics Project, California County Superintendents Curricular and Improvement Support Community, California Math Council, California Teachers Association and county offices of education. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all. It doesn’t necessarily create change in the classroom.’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Karajean Hyde, co-director, UC Irvine Math Project","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>During other framework rollouts, districts have sent teams of teachers and administrators to training and then had them relay information to the rest of the staff, said Kyndall Brown, one of the framework authors and executive director of the California Mathematics Project — one of the state’s partners. It’s something that could be replicated during a math framework rollout.\u003c/p>\n\u003cp>Even if there are conferences teachers can attend, one professor said she isn’t a huge fan.\u003c/p>\n\u003cp>“One day of hearing these ideas doesn’t necessarily translate into having a balanced curriculum — at all,” said Karajean Hyde, co-director of the UC Irvine Math Project. “It doesn’t necessarily create change in the classroom.”\u003c/p>\n\u003cp>To create changes that will increase students’ proficiency in math, teachers need trainers who will work with them consistently in and outside of classrooms, Hyde said, which is work she does with her colleagues.\u003c/p>\n\u003cp>Brown said school districts do have pots of funding that could be used for professional development, such as special education funds or funds from the Local Control Funding Formula.\u003c/p>\n\u003cp>However, the governor allocated a $50 million math, science, and computer science professional learning grant in the 2022 budget to help fund professional development. Some allocations have been given to the county offices of education, Torres said, and the offices handle how the money is used.\u003c/p>\n\u003cp>The timing of the grant worked out perfectly with the beginning of a math framework rollout, said Ellen Barger, an associate superintendent of curriculum and instruction at the Santa Barbara County Office of Education. Other grant funds are being used to support rural school districts in particular, and the most recent grant will help to continue building coherence across all counties and to fill gaps.\u003c/p>\n\u003cp>“The framework is one of the tools that’s helping us achieve a vision of high-quality mathematics for every California student, and we are building structures to bring people together to build knowledge and skills to operationalize that vision in every county, district and community,” Barger said.\u003c/p>\n\u003ch2>Equity in implementation\u003c/h2>\n\u003cp>As of this school year, \u003ca href=\"https://www.cde.ca.gov/re/lr/do/schooldistrictlist.asp\">939 school districts in the state\u003c/a> will have to find resources to support educators in teaching under the new guidelines, which align with the \u003ca href=\"https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf\">California Common Core State Standards for Mathematics \u003c/a>passed a decade ago.\u003c/p>\n\u003cp>How to make that equitable will be a difficult task.\u003c/p>\n\u003cp>Each school district has different needs, unique populations, and different levels of resources. For example, a district with more than 50,000 students typically has more resources and staff to support professional development. A district with fewer than 50 kids might have just one staffer taking on multiple roles.\u003c/p>\n\u003cp>Brown said some school districts have yet to finish implementing the Common Core standards, which detail what students in each grade level need to master.\u003c/p>\n\u003cfigure id=\"attachment_11968349\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-11968349 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut.jpg\" alt=\"Desks in a classroom.\" width=\"1920\" height=\"1440\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2023/11/IMG_0008-qut-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Only about 35% of California students met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were lower for Black and brown students. \u003ccite>(Daisy Nguyen/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There was no rollout of the 2013 framework [common core standards],” Brown said. “You had county offices and math project sites doing what we could, but we’re running into teachers who still don’t know about the elements of the common core standards.”\u003c/p>\n\u003cp>There are also always new teachers coming into schools who will need to be trained, Brown said. “We have years’ and years’ worth of content.”\u003c/p>\n\u003cp>But at least some colleges of education at California universities have had many aspects of the math framework already embedded in their curricula for the last decade. Professors at UC Davis, UC Irvine and UC Riverside all spoke about how ideas in the framework have been used in their classrooms and the long history of controversy over how to teach math.\u003c/p>\n\u003cp>Hyde, co-director of the UC Irvine Math Project, works with districts to train teachers and students in the credential program to teach math. For years, she said, the focus has been on student engagement, understanding motivation, including student identities in lessons, and building healthy classrooms — all included in the math framework.\u003c/p>\n\u003cp>Hyde said most teachers teach how they were taught, learning shortcuts to solving math problems. This results in current and future teachers not understanding the mathematics behind what they’re teaching.\u003c/p>\n\u003cp>During professional development training, Hyde and other Irvine professors make sure educators begin to understand the concepts behind what they are teaching, she said. They spend time co-planning lessons, observing lessons being taught and relating what they are teaching back to the common core standards.\u003c/p>\n\u003cp>“We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging? How do I connect this back to the kid’s prior experience?’” Hyde said.\u003c/p>\n\u003cp>If teachers don’t understand the content, Hyde said, “I fear they will just have a series of super fun, engaging lessons that kids feel super good about, but they’re not mastering mathematics. I feel, in turn, that that is going to increase the achievement gaps that we already have that are horrible in California.” \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"‘We need to make sure teachers understand the math and how to teach the math first, and then it’s easier to help them consider, ‘How do I make this more engaging?’","name":"pullquote","attributes":{"named":{"size":"medium","align":"right","citation":"Karajean Hyde, co-director, UC Irvine Math Project","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>The professional development work UC Irvine is doing has helped the two dozen districts they work with, but many districts still don’t have this kind of support in place.\u003c/p>\n\u003cp>It will take years until every student in California is exposed to a way of learning math that follows the guidelines in the framework and Brown said, “Something needs to change.”\u003c/p>\n\u003cp>Only about 35\u003ca href=\"https://caaspp.edsource.org/\">% of California students\u003c/a> met or exceeded math standards this year, only about 1 percentage point higher than the previous year. Smarter Balanced Assessment results were \u003ca href=\"https://caaspp.edsource.org/sbac/california-00000000000000\">lower for Black and brown students\u003c/a>.\u003c/p>\n\u003cp>About 17% of African American students and nearly 23% of Hispanic students in the state met or exceeded math standards in 2023, which was only about a 1-point increase from the prior year. Brown called the results “horrendous.”\u003c/p>\n\u003cp>“It’s more than obvious the current system is failing too many people,” Brown said. “It’s long overdue — time to make some changes so we can see some different outcomes.”\u003c/p>\n\u003ch2>A long way to go\u003c/h2>\n\u003cp>The final version of the framework was posted last month on the California Department of Education website. Officials are still working on a professionally edited version of the framework, which can take about a year, Torres said. \u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"label":"More Stories on Education ","tag":"education"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>Although school districts have access to the final version of the framework, it will still take up to two more years to have math materials that are vetted and approved by the state board that align with the framework, Torres said. Some publishers have likely started to write new materials.\u003c/p>\n\u003cp>The earliest the State Board of Education will kick off the adoption of math instructional materials is January — when the board approves a schedule of hearings. Torres said districts aren’t required to use the materials approved by the state board, but it’s helpful for implementation.\u003c/p>\n\u003cp>School districts also don’t have deadlines for when the framework needs to be implemented, Brown said. Every district is on its own timeline.\u003c/p>\n\u003cp>Barger said a rollout isn’t an event but an ongoing continuous improvement process that could take six or seven years.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/11968324/california-schools-grapple-with-implementing-new-math-curriculum","authors":["byline_news_11968324"],"categories":["news_18540","news_8"],"tags":["news_30518","news_23778","news_25612","news_32200","news_4830","news_27626","news_32903","news_23313","news_33550"],"featImg":"news_11968344","label":"news"},"news_10770719":{"type":"posts","id":"news_10770719","meta":{"index":"posts_1591205157","site":"news","id":"10770719","score":null,"sort":[1448490892000]},"guestAuthors":[],"slug":"project-based-learning-on-the-rise-in-california-public-schools","title":"Project-Based Learning on the Rise in California Public Schools","publishDate":1448490892,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>Post updated Monday, Nov. 30. \u003c/em>\u003c/p>\n\u003cp>History teacher Edward Coyne believes class projects are the \u003cem>only\u003c/em> way to get students learning.\u003c/p>\n\u003cp>Coyne is considered one of the best teachers in the \u003ca href=\"http://www.beniciaunified.org/\">Benicia Unified School District\u003c/a> because he plans daily hands-on activities designed to get teenagers excited about everything from the Age of Imperialism to the Cold War.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Listen to the radio stories:\u003c/h3>\n\u003cp>Part 1:[soundcloud url=\"https://api.soundcloud.com/tracks/234543156\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003cbr>\nPart 2:[soundcloud url=\"https://api.soundcloud.com/tracks/234706466\" params=\"color=ff5500&inverse=false&auto_play=false&show_user=true\" width=\"100%\" height=\"20\" iframe=\"true\" /]\u003c/p>\n\u003c/aside>\n\u003cp>“All the projects I do in class, I’ve made up on my own based on playing military campaign games as a kid and with my 12-year-old son,” says Coyne, who teaches at \u003ca href=\"http://bhs.beniciaunified.org/\">Benicia High School.\u003c/a>\u003c/p>\n\u003cp>Coyne’s ultimate goal is to help students achieve a deeper level of understanding versus memorizing a list of facts and figures.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His projects range from a giant game of \"Risk\" to a scavenger hunt in the community.\u003c/p>\n\u003cp>\"You got to get buy-in from these kids. If they're not sold on this project, they’re not going to put the effort into it,\" Coyne says.\u003c/p>\n\u003cfigure id=\"attachment_10770830\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770830\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg\" alt=\"Benicia High School in the Benicia Unified School District is experimenting with project based learning in history teacher Edward Coyne’s class. \" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Benicia High School in the Benicia Unified School District is experimenting with project-based learning in history teacher Edward Coyne’s class. \u003ccite>(Benicia Film Festival)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State education officials now want more schools to take on this approach, known as \u003ca href=\"http://bie.org/about/what_pbl\">project-based learning\u003c/a> (PBL), because \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core academic standards\u003c/a> ask students to collaborate and solve real-world problems.\u003c/p>\n\u003cp>Group work is not a new idea in public education, but up until now it was considered an “add-on.\"\u003c/p>\n\u003cp>Five public school districts, including \u003ca href=\"http://sjusd.org/\">San Jose\u003c/a> and \u003ca href=\"http://www.fresnounified.org/Pages/Default.aspx\">Fresno\u003c/a>, have adopted this method on a voluntary basis, and more schools are embracing this method on their own.\u003c/p>\n\u003cp>\u003cstrong>Project-based learning in action\u003c/strong>\u003c/p>\n\u003cp>In Coyne’s World Civilization class, sophomores learn about life before the French Revolution.\u003c/p>\n\u003cp>Coyne removes all desks in class. Students sitting on the floor play the role of peasants. Those who grabbed one of the few open chairs play the parts of Louis XIV of France, Marie Antoinette and noble lords.\u003c/p>\n\u003cp>As part of the project, peasants have to draw strands of wheat on tiny pieces of paper under deadline. Once time is up, the groups tally their wheat and calculate profits.\u003c/p>\n\u003cp>[contextly_sidebar id=\"Ipd7nOy8PEQrAcAjS6AMlkchZ5NGhlvB\"]\u003c/p>\n\u003cp>The peasants get nothing back. The noble lords get a 10 percent cut. The rest goes to the king and queen.\u003c/p>\n\u003cp>“The projects allow the kids to learn more in-depth and get into serious analysis,” Coyne says. “It forces a lot of students to think, who have never been happy and successful in class.”\u003c/p>\n\u003cp>Students in his class also prefer this teaching approach because it “doesn’t follow a script” and they can interact with each other.\u003c/p>\n\u003cp>“I think our focus levels are a lot higher, and we’re also in a more relaxed environment,” says Harrison Meyer, a 16-year-old student at Benicia High. “You have more personal freedom here.”\u003c/p>\n\u003cp>Former students of Coyne’s class say they still remember what they learned in his class -- and that retention of information through hands-on activities is a selling point that PBL advocates like to emphasize.\u003c/p>\n\u003cp>\u003cstrong>Tapping into learning styles \u003c/strong>\u003c/p>\n\u003cp>For Coyne, there's a deeply personal reason why he has adopted project-based learning.\u003c/p>\n\u003cp>As a child, he was diagnosed with dyslexia. He hated going to school because of all the back-to-back lectures, memorizing and reading.\u003c/p>\n\u003cp>“I was told my personality reeks, that I’d never be successful, and never graduate from high school,” Coyne recalls. “I went to the dark side, based on that.”\u003c/p>\n\u003cfigure id=\"attachment_10770829\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\">\u003cimg class=\"size-full wp-image-10770829\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\" alt=\"History teacher Edward Coyne has been pioneering the project based learning approach in his classes at Benicia High School. \" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">History teacher Edward Coyne has been pioneering the project-based learning approach in his classes at Benicia High School. \u003ccite>(Malcolm Slight/Benicia Magazine)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coyne turned to drugs and alcohol as a teenager and wound up in the hospital on his 19th birthday.\u003c/p>\n\u003cp>Once he got clean and sober, Coyne realized the right thing to do was to finish school.\u003c/p>\n\u003cp>As a teacher, Coyne has been determined to help all students who have a tough time in the traditional classroom setting.\u003c/p>\n\u003cp>He admits successful projects take hours of planning, which can overwhelm many new and veteran teachers. Education experts say in order for this approach to really work, the entire school day has to be restructured so that teachers have more time to plan.\u003c/p>\n\u003cp>“Teachers will need leadership at their school that will give them the space to develop projects and also provide critical feedback,” says \u003ca href=\"https://www.usfca.edu/faculty/richard-ayers\">Rick Ayers\u003c/a>, professor of education at the\u003ca href=\"https://www.usfca.edu/\"> University of San Francisco.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Lincoln High’s big hope in San Jose\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sjusd.org/lincoln/\">Lincoln High School\u003c/a> in the \u003ca href=\"http://sjusd.org/\">San Jose Unified School District\u003c/a> is one campus that has re-engineered its traditional school schedule so that teachers can meet for longer periods of time to plan challenging hands-on activities together.\u003c/p>\n\u003cp>So far, the district has spent roughly $150,000 to hire consultants and train teachers.\u003c/p>\n\u003cp>Lincoln High made the switch to project-based learning three years ago because student test scores were stagnant.\u003c/p>\n\u003cfigure id=\"attachment_10770827\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770827\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg\" alt=\"Project based learning is on the rise in California public schools.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg 1632w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Project-based learning is on the rise in California public schools. \u003ccite>(Dorrin Akbari/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Student surveys also showed far too many teenagers were not engaged and did not feel connected to the campus.\u003c/p>\n\u003cp>Those indicators, combined with the mounting pressure to satisfy new state academic standards, forced Principal Matthew Hewitson to do something bold: He let his teachers decide how to get the school back on track.\u003c/p>\n\u003cp>Teachers chose projects to be the centerpiece in every class and in every grade.\u003c/p>\n\u003cp>“Your classroom may look chaotic, but there is a method to the madness,” says teacher Alison Zuniga.\u003c/p>\n\u003cp>There have been hundreds of projects at Lincoln High, from students redesigning their school to building theater sets in math class.\u003c/p>\n\u003cp>Many Lincoln High students say how much they learn depends on how relevant the project is to what they're learning in class.\u003c/p>\n\u003cp>They say group dynamics are also a factor.\u003c/p>\n\u003cp>“There is always that one person who doesn’t want to do anything,” says Pedro Castillo, a sophomore at Lincoln High. “There’s always the smart one who does everything. So I think it’s important for the teacher to lead you in the beginning.”\u003c/p>\n\u003cp>\u003cstrong>Academic results mixed \u003c/strong>\u003c/p>\n\u003cp>Students across California took the state’s\u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\"> Common Core-aligned test\u003c/a> for the first time last year.\u003c/p>\n\u003cp>Lincoln High did better than most schools in the state, especially when it came to students' inquiry and research skills.\u003c/p>\n\u003cp>However, in math and English, the school still fell short.\u003c/p>\n\u003cp>Hewitson admits Lincoln High may have jumped into project-based learning too quickly.\u003c/p>\n\u003cfigure id=\"attachment_10770828\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770828\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg\" alt=\"Abraham Lincoln High School Principal Matthew Hewitson (right) says Lincoln High students have completed hundreds of projects over the course of three years. \" width=\"800\" height=\"487\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Abraham Lincoln High School Principal Matthew Hewitson (R) says Lincoln High students have completed hundreds of projects over the course of three years. \u003ccite>(Nikola Zivkovic/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When you move too quickly, you can run into quality-control issues. So that’s where we’re at now,” Hewitson says.\u003c/p>\n\u003cp>However, Hewitson says fewer students are getting \"D\" and \"F\" grades compared with three years ago.\u003c/p>\n\u003cp>Student attendance rates have also improved.\u003c/p>\n\u003cp>District and state officials are watching closely because if Lincoln High succeeds, the campus could be a model for other schools in California.\u003c/p>\n\u003cp>Hewitson says the next step is holding teachers more accountable.\u003c/p>\n\u003cp>“There has always been a big wall of separation in California between student achievement results and teacher evaluations, but when it gets down to really trying to move a school forward, those are walls you have to figure out, tear down and deal with.”\u003c/p>\n\u003cp>San Jose Unified will not directly link student test scores with teacher evaluations, but student performance will still be a component. Under a new evaluation system, evaluators will now look at whether teachers learn from the results of assessments and use them to improve the way they teach.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lincoln High teachers admit there are going to be successes and failures as they move forward, but the school community is willing to see this effort through.\u003c/p>\n\n","blocks":[],"excerpt":"The teaching style is gaining popularity as Common Core academic standards call on students to collaborate and solve real-world problems.","status":"publish","parent":0,"modified":1448917855,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":1409},"headData":{"title":"Project-Based Learning on the Rise in California Public Schools | KQED","description":"The teaching style is gaining popularity as Common Core academic standards call on students to collaborate and solve real-world problems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Project-Based Learning on the Rise in California Public Schools","datePublished":"2015-11-25T22:34:52.000Z","dateModified":"2015-11-30T21:10:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10770719 http://ww2.kqed.org/news/?p=10770719","disqusUrl":"https://ww2.kqed.org/news/2015/11/25/project-based-learning-on-the-rise-in-california-public-schools/","disqusTitle":"Project-Based Learning on the Rise in California Public Schools","path":"/news/10770719/project-based-learning-on-the-rise-in-california-public-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Post updated Monday, Nov. 30. \u003c/em>\u003c/p>\n\u003cp>History teacher Edward Coyne believes class projects are the \u003cem>only\u003c/em> way to get students learning.\u003c/p>\n\u003cp>Coyne is considered one of the best teachers in the \u003ca href=\"http://www.beniciaunified.org/\">Benicia Unified School District\u003c/a> because he plans daily hands-on activities designed to get teenagers excited about everything from the Age of Imperialism to the Cold War.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>Listen to the radio stories:\u003c/h3>\n\u003cp>Part 1:\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/234543156&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/234543156'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003cbr>\nPart 2:\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='20'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/234706466&visual=true&color=ff5500&inverse=false&auto_play=false&show_user=true'\n title='https://api.soundcloud.com/tracks/234706466'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003c/aside>\n\u003cp>“All the projects I do in class, I’ve made up on my own based on playing military campaign games as a kid and with my 12-year-old son,” says Coyne, who teaches at \u003ca href=\"http://bhs.beniciaunified.org/\">Benicia High School.\u003c/a>\u003c/p>\n\u003cp>Coyne’s ultimate goal is to help students achieve a deeper level of understanding versus memorizing a list of facts and figures.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His projects range from a giant game of \"Risk\" to a scavenger hunt in the community.\u003c/p>\n\u003cp>\"You got to get buy-in from these kids. If they're not sold on this project, they’re not going to put the effort into it,\" Coyne says.\u003c/p>\n\u003cfigure id=\"attachment_10770830\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770830\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg\" alt=\"Benicia High School in the Benicia Unified School District is experimenting with project based learning in history teacher Edward Coyne’s class. \" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17527_benicia-1-qut.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Benicia High School in the Benicia Unified School District is experimenting with project-based learning in history teacher Edward Coyne’s class. \u003ccite>(Benicia Film Festival)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>State education officials now want more schools to take on this approach, known as \u003ca href=\"http://bie.org/about/what_pbl\">project-based learning\u003c/a> (PBL), because \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core academic standards\u003c/a> ask students to collaborate and solve real-world problems.\u003c/p>\n\u003cp>Group work is not a new idea in public education, but up until now it was considered an “add-on.\"\u003c/p>\n\u003cp>Five public school districts, including \u003ca href=\"http://sjusd.org/\">San Jose\u003c/a> and \u003ca href=\"http://www.fresnounified.org/Pages/Default.aspx\">Fresno\u003c/a>, have adopted this method on a voluntary basis, and more schools are embracing this method on their own.\u003c/p>\n\u003cp>\u003cstrong>Project-based learning in action\u003c/strong>\u003c/p>\n\u003cp>In Coyne’s World Civilization class, sophomores learn about life before the French Revolution.\u003c/p>\n\u003cp>Coyne removes all desks in class. Students sitting on the floor play the role of peasants. Those who grabbed one of the few open chairs play the parts of Louis XIV of France, Marie Antoinette and noble lords.\u003c/p>\n\u003cp>As part of the project, peasants have to draw strands of wheat on tiny pieces of paper under deadline. Once time is up, the groups tally their wheat and calculate profits.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The peasants get nothing back. The noble lords get a 10 percent cut. The rest goes to the king and queen.\u003c/p>\n\u003cp>“The projects allow the kids to learn more in-depth and get into serious analysis,” Coyne says. “It forces a lot of students to think, who have never been happy and successful in class.”\u003c/p>\n\u003cp>Students in his class also prefer this teaching approach because it “doesn’t follow a script” and they can interact with each other.\u003c/p>\n\u003cp>“I think our focus levels are a lot higher, and we’re also in a more relaxed environment,” says Harrison Meyer, a 16-year-old student at Benicia High. “You have more personal freedom here.”\u003c/p>\n\u003cp>Former students of Coyne’s class say they still remember what they learned in his class -- and that retention of information through hands-on activities is a selling point that PBL advocates like to emphasize.\u003c/p>\n\u003cp>\u003cstrong>Tapping into learning styles \u003c/strong>\u003c/p>\n\u003cp>For Coyne, there's a deeply personal reason why he has adopted project-based learning.\u003c/p>\n\u003cp>As a child, he was diagnosed with dyslexia. He hated going to school because of all the back-to-back lectures, memorizing and reading.\u003c/p>\n\u003cp>“I was told my personality reeks, that I’d never be successful, and never graduate from high school,” Coyne recalls. “I went to the dark side, based on that.”\u003c/p>\n\u003cfigure id=\"attachment_10770829\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\">\u003cimg class=\"size-full wp-image-10770829\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17529_coyne-1-qut.jpg\" alt=\"History teacher Edward Coyne has been pioneering the project based learning approach in his classes at Benicia High School. \" width=\"300\" height=\"250\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">History teacher Edward Coyne has been pioneering the project-based learning approach in his classes at Benicia High School. \u003ccite>(Malcolm Slight/Benicia Magazine)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coyne turned to drugs and alcohol as a teenager and wound up in the hospital on his 19th birthday.\u003c/p>\n\u003cp>Once he got clean and sober, Coyne realized the right thing to do was to finish school.\u003c/p>\n\u003cp>As a teacher, Coyne has been determined to help all students who have a tough time in the traditional classroom setting.\u003c/p>\n\u003cp>He admits successful projects take hours of planning, which can overwhelm many new and veteran teachers. Education experts say in order for this approach to really work, the entire school day has to be restructured so that teachers have more time to plan.\u003c/p>\n\u003cp>“Teachers will need leadership at their school that will give them the space to develop projects and also provide critical feedback,” says \u003ca href=\"https://www.usfca.edu/faculty/richard-ayers\">Rick Ayers\u003c/a>, professor of education at the\u003ca href=\"https://www.usfca.edu/\"> University of San Francisco.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Lincoln High’s big hope in San Jose\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://sjusd.org/lincoln/\">Lincoln High School\u003c/a> in the \u003ca href=\"http://sjusd.org/\">San Jose Unified School District\u003c/a> is one campus that has re-engineered its traditional school schedule so that teachers can meet for longer periods of time to plan challenging hands-on activities together.\u003c/p>\n\u003cp>So far, the district has spent roughly $150,000 to hire consultants and train teachers.\u003c/p>\n\u003cp>Lincoln High made the switch to project-based learning three years ago because student test scores were stagnant.\u003c/p>\n\u003cfigure id=\"attachment_10770827\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770827\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg\" alt=\"Project based learning is on the rise in California public schools.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1440x1080.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17531_pbl-1-qut.jpg 1632w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Project-based learning is on the rise in California public schools. \u003ccite>(Dorrin Akbari/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Student surveys also showed far too many teenagers were not engaged and did not feel connected to the campus.\u003c/p>\n\u003cp>Those indicators, combined with the mounting pressure to satisfy new state academic standards, forced Principal Matthew Hewitson to do something bold: He let his teachers decide how to get the school back on track.\u003c/p>\n\u003cp>Teachers chose projects to be the centerpiece in every class and in every grade.\u003c/p>\n\u003cp>“Your classroom may look chaotic, but there is a method to the madness,” says teacher Alison Zuniga.\u003c/p>\n\u003cp>There have been hundreds of projects at Lincoln High, from students redesigning their school to building theater sets in math class.\u003c/p>\n\u003cp>Many Lincoln High students say how much they learn depends on how relevant the project is to what they're learning in class.\u003c/p>\n\u003cp>They say group dynamics are also a factor.\u003c/p>\n\u003cp>“There is always that one person who doesn’t want to do anything,” says Pedro Castillo, a sophomore at Lincoln High. “There’s always the smart one who does everything. So I think it’s important for the teacher to lead you in the beginning.”\u003c/p>\n\u003cp>\u003cstrong>Academic results mixed \u003c/strong>\u003c/p>\n\u003cp>Students across California took the state’s\u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\"> Common Core-aligned test\u003c/a> for the first time last year.\u003c/p>\n\u003cp>Lincoln High did better than most schools in the state, especially when it came to students' inquiry and research skills.\u003c/p>\n\u003cp>However, in math and English, the school still fell short.\u003c/p>\n\u003cp>Hewitson admits Lincoln High may have jumped into project-based learning too quickly.\u003c/p>\n\u003cfigure id=\"attachment_10770828\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg\">\u003cimg class=\"size-medium wp-image-10770828\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg\" alt=\"Abraham Lincoln High School Principal Matthew Hewitson (right) says Lincoln High students have completed hundreds of projects over the course of three years. \" width=\"800\" height=\"487\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-800x487.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut-400x244.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/11/RS17535_matt-1-qut.jpg 900w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Abraham Lincoln High School Principal Matthew Hewitson (R) says Lincoln High students have completed hundreds of projects over the course of three years. \u003ccite>(Nikola Zivkovic/Lincoln Lion Tales)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“When you move too quickly, you can run into quality-control issues. So that’s where we’re at now,” Hewitson says.\u003c/p>\n\u003cp>However, Hewitson says fewer students are getting \"D\" and \"F\" grades compared with three years ago.\u003c/p>\n\u003cp>Student attendance rates have also improved.\u003c/p>\n\u003cp>District and state officials are watching closely because if Lincoln High succeeds, the campus could be a model for other schools in California.\u003c/p>\n\u003cp>Hewitson says the next step is holding teachers more accountable.\u003c/p>\n\u003cp>“There has always been a big wall of separation in California between student achievement results and teacher evaluations, but when it gets down to really trying to move a school forward, those are walls you have to figure out, tear down and deal with.”\u003c/p>\n\u003cp>San Jose Unified will not directly link student test scores with teacher evaluations, but student performance will still be a component. Under a new evaluation system, evaluators will now look at whether teachers learn from the results of assessments and use them to improve the way they teach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lincoln High teachers admit there are going to be successes and failures as they move forward, but the school community is willing to see this effort through.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10770719/project-based-learning-on-the-rise-in-california-public-schools","authors":["211"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_17286","news_4398","news_17041"],"featImg":"news_10770826","label":"news_72"},"news_10755302":{"type":"posts","id":"news_10755302","meta":{"index":"posts_1591205157","site":"news","id":"10755302","score":null,"sort":[1447371904000]},"guestAuthors":[],"slug":"4-myths-about-californias-new-common-core-academic-standards","title":"4 Myths About California's New Common Core Academic Standards","publishDate":1447371904,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>This is the first year in which all California public school districts are required to carry out new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core.\u003c/a>\u003c/p>\n\u003cp>Many parents are still confused as to what these standards are now demanding from our young children.\u003c/p>\n\u003cp>Over the course of the year, I will separate fact from fiction as \u003cem>The California Report’s\u003c/em> resident Common Core MythBuster.\u003c/p>\n\u003cp>So far, two of the biggest questions involve \u003ca href=\"http://www.corestandards.org/ELA-Literacy/SL/K/\">new kindergarten reading standards\u003c/a> and the rollout of the Common Core curriculum.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/232465537\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>\u003cstrong>Myth 1: Kindergartners will be held back if they don’t meet new reading standards\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Kindergartners will be asked to read at a higher level than before. However, they will not be held back from moving on to first grade if they do not satisfy the standards.\u003c/p>\n\u003cp>Under Common Core, kindergartners are now being asked to learn more vocabulary words and read short sentences fluently.\u003c/p>\n\u003cp>Before, they had to understand only a limited number of sight words, like “and,\" “said” and “play.”\u003c/p>\n\u003cp>Teachers will also use more informational text instead of fun storybooks in reading circles and activities. So, instead of turning to “Frog and Toad,” the teacher might read a nature book about frogs.\u003c/p>\n\u003cp>Many educators say that if kindergartners do not satisfy Common Core reading standards by the end of the year, they could quickly fall behind in first, second and third grade because Common Core content demands stronger literacy and comprehension skills from students.\u003c/p>\n\u003cp>\u003cstrong>Myth 2: Kindergartners will now be required to take a Common Core-aligned test\u003c/strong>\u003c/p>\n\u003cp>Kindergartners are exempt from taking tests under the \u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\">Smarter Balanced Assessment System.\u003c/a> Testing begins after students enter third grade. However, teachers do evaluate their kindergarten students based on a number of academic-readiness factors before they move on to first grade.\u003c/p>\n\u003cp>\u003cstrong>Myth 3: Common Core standards were implemented in California without a standardized curriculum to teach it\u003c/strong>\u003c/p>\n\u003cp>California’s state Board of Education did adopt Common Core “frameworks” for \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/\">English\u003c/a> and \u003ca href=\"http://www.cde.ca.gov/ci/ma/cf/\">math\u003c/a>, which serve as general academic road maps that all educators are expected to follow.\u003c/p>\n\u003cp>However, it is true that Common Core-aligned curricula in the form of lesson plans and textbooks were adopted after the standards were rolled out in many public schools.\u003c/p>\n\u003cp>The upside: Teachers now have wide latitude to interpret the standards in their classrooms, and have more freedom to develop their own lesson plans. Many educators like this change because they have felt stifled by what they called “overly prescribed” state curricula under the previous standards, leading to a \"kill and drill\" approach in public education.\u003c/p>\n\u003cp>The downside: Some parents feel far too many teachers are “piecing” together their lesson plans, which are not as thought out, methodical or effective. They believe this will have a huge impact on how their kids will progress academically in school.\u003c/p>\n\u003cp>\u003cstrong>Myth 4: Recent Common Core test results show students can’t reach these new standards\u003c/strong>\u003c/p>\n\u003cp>The state’s new \u003ca href=\"http://www.smarterbalanced.org/practice-test/\">Common Core-aligned test\u003c/a> made its official debut last year, with students from third through eighth grade, as well as 11th grade, taking the test.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201509110930\">The results were dismal\u003c/a>, but state education officials countered by saying this was the first time students were being tested on Common Core content and that scores are expected to greatly improve over the next few years.\u003c/p>\n\u003cp>The computer-adaptive tests now offer teachers a much more detailed picture of the academic strengths and weaknesses of each student, and those data are expected to help educators recalibrate the effectiveness of their lesson plans.\u003c/p>\n\u003cp>Indeed, many teachers are still grappling with this new way of teaching and learning. Next year’s test scores will offer the public a better understanding of whether districts are doing a good job.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you have questions about the state’s Common Core academic standards, post them here or on our \u003ca href=\"https://www.facebook.com/TheCaliforniaReport/?fref=ts\" target=\"_blank\">Facebook page\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The California Report's education reporter, Ana Tintocalis, separates fact from fiction when it comes to the state's new academic standards.","status":"publish","parent":0,"modified":1447376244,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":693},"headData":{"title":"4 Myths About California's New Common Core Academic Standards | KQED","description":"The California Report's education reporter, Ana Tintocalis, separates fact from fiction when it comes to the state's new academic standards.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"4 Myths About California's New Common Core Academic Standards","datePublished":"2015-11-12T23:45:04.000Z","dateModified":"2015-11-13T00:57:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10755302 http://ww2.kqed.org/news/?p=10755302","disqusUrl":"https://ww2.kqed.org/news/2015/11/12/4-myths-about-californias-new-common-core-academic-standards/","disqusTitle":"4 Myths About California's New Common Core Academic Standards","path":"/news/10755302/4-myths-about-californias-new-common-core-academic-standards","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This is the first year in which all California public school districts are required to carry out new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core.\u003c/a>\u003c/p>\n\u003cp>Many parents are still confused as to what these standards are now demanding from our young children.\u003c/p>\n\u003cp>Over the course of the year, I will separate fact from fiction as \u003cem>The California Report’s\u003c/em> resident Common Core MythBuster.\u003c/p>\n\u003cp>So far, two of the biggest questions involve \u003ca href=\"http://www.corestandards.org/ELA-Literacy/SL/K/\">new kindergarten reading standards\u003c/a> and the rollout of the Common Core curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/232465537&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/232465537'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Myth 1: Kindergartners will be held back if they don’t meet new reading standards\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Kindergartners will be asked to read at a higher level than before. However, they will not be held back from moving on to first grade if they do not satisfy the standards.\u003c/p>\n\u003cp>Under Common Core, kindergartners are now being asked to learn more vocabulary words and read short sentences fluently.\u003c/p>\n\u003cp>Before, they had to understand only a limited number of sight words, like “and,\" “said” and “play.”\u003c/p>\n\u003cp>Teachers will also use more informational text instead of fun storybooks in reading circles and activities. So, instead of turning to “Frog and Toad,” the teacher might read a nature book about frogs.\u003c/p>\n\u003cp>Many educators say that if kindergartners do not satisfy Common Core reading standards by the end of the year, they could quickly fall behind in first, second and third grade because Common Core content demands stronger literacy and comprehension skills from students.\u003c/p>\n\u003cp>\u003cstrong>Myth 2: Kindergartners will now be required to take a Common Core-aligned test\u003c/strong>\u003c/p>\n\u003cp>Kindergartners are exempt from taking tests under the \u003ca href=\"http://www.cde.ca.gov/ta/tg/sa/\">Smarter Balanced Assessment System.\u003c/a> Testing begins after students enter third grade. However, teachers do evaluate their kindergarten students based on a number of academic-readiness factors before they move on to first grade.\u003c/p>\n\u003cp>\u003cstrong>Myth 3: Common Core standards were implemented in California without a standardized curriculum to teach it\u003c/strong>\u003c/p>\n\u003cp>California’s state Board of Education did adopt Common Core “frameworks” for \u003ca href=\"http://www.cde.ca.gov/ci/rl/cf/\">English\u003c/a> and \u003ca href=\"http://www.cde.ca.gov/ci/ma/cf/\">math\u003c/a>, which serve as general academic road maps that all educators are expected to follow.\u003c/p>\n\u003cp>However, it is true that Common Core-aligned curricula in the form of lesson plans and textbooks were adopted after the standards were rolled out in many public schools.\u003c/p>\n\u003cp>The upside: Teachers now have wide latitude to interpret the standards in their classrooms, and have more freedom to develop their own lesson plans. Many educators like this change because they have felt stifled by what they called “overly prescribed” state curricula under the previous standards, leading to a \"kill and drill\" approach in public education.\u003c/p>\n\u003cp>The downside: Some parents feel far too many teachers are “piecing” together their lesson plans, which are not as thought out, methodical or effective. They believe this will have a huge impact on how their kids will progress academically in school.\u003c/p>\n\u003cp>\u003cstrong>Myth 4: Recent Common Core test results show students can’t reach these new standards\u003c/strong>\u003c/p>\n\u003cp>The state’s new \u003ca href=\"http://www.smarterbalanced.org/practice-test/\">Common Core-aligned test\u003c/a> made its official debut last year, with students from third through eighth grade, as well as 11th grade, taking the test.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kqed.org/a/forum/R201509110930\">The results were dismal\u003c/a>, but state education officials countered by saying this was the first time students were being tested on Common Core content and that scores are expected to greatly improve over the next few years.\u003c/p>\n\u003cp>The computer-adaptive tests now offer teachers a much more detailed picture of the academic strengths and weaknesses of each student, and those data are expected to help educators recalibrate the effectiveness of their lesson plans.\u003c/p>\n\u003cp>Indeed, many teachers are still grappling with this new way of teaching and learning. Next year’s test scores will offer the public a better understanding of whether districts are doing a good job.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>If you have questions about the state’s Common Core academic standards, post them here or on our \u003ca href=\"https://www.facebook.com/TheCaliforniaReport/?fref=ts\" target=\"_blank\">Facebook page\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10755302/4-myths-about-californias-new-common-core-academic-standards","authors":["211"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_17286","news_17041"],"featImg":"news_10756442","label":"news_72"},"news_10673825":{"type":"posts","id":"news_10673825","meta":{"index":"posts_1591205157","site":"news","id":"10673825","score":null,"sort":[1441818474000]},"guestAuthors":[],"slug":"california-parents-brace-for-big-dip-in-test-scores","title":"California Parents Brace for Big Dip in Test Scores","publishDate":1441818474,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>The state will soon release the\u003ca href=\"http://caaspp.cde.ca.gov/\"> test scores\u003c/a> of 3.2 million public school students who took \u003ca href=\"http://www.cde.ca.gov/nr/re/ht/caaspp.asp\">California’s first computerized state test\u003c/a>.\u003c/p>\n\u003cp>Many educators predict the results won’t be pretty.\u003c/p>\n\u003cp>They say students are just beginning to grasp the new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, and many teachers admit they need more training to teach the new content as their schools transition to a different curriculum.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/223082593\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>“We ask people to use patience,” says Bill Ainsworth, chief spokesman for the \u003ca href=\"http://www.cde.ca.gov/index.asp\">California Department of Education\u003c/a>. “This year is a starting point. We would caution parents to see the test as just one indicator of where students are at.”\u003c/p>\n\u003cfigure id=\"attachment_10639348\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform.jpg\">\u003cimg class=\"size-medium wp-image-10639348\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform-800x535.jpg\" alt=\"Millions of California school children will take Common Core tests administered by ETS.\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-400x268.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1440x963.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1180x789.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-960x642.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Millions of California schoolchildren will take Common Core tests administered by ETS. \u003ccite>(Tim Boyle/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Families across the state already have lots of questions.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A \u003ca href=\"http://www.edpolicyinca.org/node/545\">new poll \u003c/a>conducted by the \u003ca href=\"http://www.edpolicyinca.org/\">Policy Analysis for California Education \u003c/a>shows many parents still have misconceptions about the level of testing now required under Common Core.\u003c/p>\n\u003cp>The poll also finds one in four California voters doesn't know or doesn't care much about the academic standards driving the need for the new exam.\u003c/p>\n\u003cp>Researchers say that’s important data because low test scores might cause more families to opt out of these state-backed education reforms.\u003c/p>\n\u003cp>“I should know exactly what’s going on, but it’s not as clear as it could be,” says Rosa Cardenas, a mother in the \u003ca href=\"http://www.lafsd.k12.ca.us/\">Lafayette School District\u003c/a>. “I feel like I have to go back to school to understand all this information.”\u003c/p>\n\u003cp>Cardenas’ 11-year-old son, Paul Munnelly, took the new online exam last year in fifth grade.\u003c/p>\n\u003cp>She and her husband, Michael Munnelly, noticed Paul’s teachers did not “teach to the test” as they did with the previous multiple choice assessment, called the Standardized Test and Reporting exam, or STAR.\u003c/p>\n\u003cfigure id=\"attachment_110939\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\">\u003cimg class=\"wp-image-110939 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\" alt=\"File photo. Getty Images\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gone are the days of multiple-choice Scantron tests.\u003c/figcaption>\u003c/figure>\n\u003cp>“Paul and the other students would practice and practice taking the STAR test for what it seemed like a month,” Michael says. “I found that to be very intimidating for the students. That didn’t happen last year.”\u003c/p>\n\u003cp>The new test features so-called computer adaptive technology, which makes it harder to predict what is actually on the test.\u003c/p>\n\u003cp>Questions become easier or more difficult, depending on a student’s ability to answer them correctly.\u003c/p>\n\u003cp>An interesting twist in all this?\u003c/p>\n\u003cp>Despite digitizing the test itself, the state is sending scores the old-fashioned way to families: printing individual student scores and sending them in the mail.\u003c/p>\n\u003cp>Parents will now get \u003ca href=\"http://www.cde.ca.gov/ta/tg/ca/documents/caaspp15scorerpt.pdf\">scorecards\u003c/a> based on their children's performance.\u003c/p>\n\u003cp>Levels of performance are divided into four categories:\u003c/p>\n\u003cul>\n\u003cli>Standards not met\u003c/li>\n\u003cli>Standards nearly met\u003c/li>\n\u003cli>Standards met\u003c/li>\n\u003cli>Standards exceeded\u003c/li>\n\u003c/ul>\n\u003cp>Each student is also given a score, which will fall between 2,000 and 3,000 -- as well as a brief overall description of how he/she did.\u003c/p>\n\u003cp>“The scorecard actually looks pretty easy to understand,” Cardenas says, after viewing online samples that the state has provided. “If that’s how it’s going to come out, it will be much easier to understand.”\u003c/p>\n\u003cp>Other states, like Oregon and Connecticut, are also using a similar online test aligned with Common Core standards. So far, scores in those states are higher than expected but still below what families are used to seeing.\u003c/p>\n\u003cp>In California, state education officials have been warning the public not to be alarmed if they don’t get the results they were hoping for.\u003c/p>\n\u003cp>They say some districts made the curriculum switch under Common Core a few years ago, but others did not.\u003c/p>\n\u003cp>That means some students took the new test last year, even though they weren't fully prepared.\u003c/p>\n\u003cfigure id=\"attachment_10453116\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform.jpg\">\u003cimg class=\"size-medium wp-image-10453116\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform-800x562.jpg\" alt=\"Students studying math problems.\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-400x281.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1440x1012.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1180x829.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-320x225.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students studying math problems. \u003ccite>(woodleywonderworks/\u003ca href=\"https://www.flickr.com/photos/wwworks/8081867203/in/photolist-djaFxZ-8Jkhjr-djaFtt-5gmRgy-2jpYsH-6tSE7W-4KgiQw-8SELd2-4LhoFG-r1V8cr-di1LZa-6kv8oX-aFeTEL-dqN4Kb-9NFVNX-9NDvLH-9NGKrb-9M2DZZ-k1UHwL-niaHHt-dPcqJ1-9NEtYQ-9NJybd-9NAsCc-6oG67K-9NKJWL-8Phfb6-9NGabs-9NH11D-9NGYu8-8DkkKh-9NEwpU-9NGBho-9NJKMw-9M2DUT-9NvgtE-9NGokq-9NG7YG-9NC5eF-hE5oza-9NsCbe-9NDrQR-9NDtMv-9NGcbW-9NDy6B-9NC2JV-o2hmdW-6xe2Xo-bsGWaz-f53z1p\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools will not be penalized and students will not be held back for low scores this year because they serve as the baseline for improvement.\u003c/p>\n\u003cp>The \u003ca href=\"http://capta.org/\">California State PTA\u003c/a> is helping in a big way by answering all the burning questions parents have, such as: What’s a good or bad score? How will scores be used? Who grades the writing portion of the test?\u003c/p>\n\u003cp>The organization created a \u003ca href=\"http://capta.org/focus-areas/education/student-assessments/\">parent’s guide\u003c/a> to understanding the test, and it’s also helping districts plan weekend workshops in which parents can go over the results together.\u003c/p>\n\u003cp>“We’re just trying to help people feel comfortable,” says Celia Jaffe, vice president of education for the state PTA. “Some parents get it and some have not been fully informed yet.”\u003c/p>\n\u003cp>Paul Munnelly, the son of Rosa and Michael, thinks he did a decent job on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I went through it until the end,” he says. “I got a little frustrated, but I’m pretty certain I didn’t fail.”\u003c/p>\n\n","blocks":[],"excerpt":"State will soon release results for 3.2 million students who took first-ever online assessment.","status":"publish","parent":0,"modified":1441900801,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":863},"headData":{"title":"California Parents Brace for Big Dip in Test Scores | KQED","description":"State will soon release results for 3.2 million students who took first-ever online assessment.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Parents Brace for Big Dip in Test Scores","datePublished":"2015-09-09T17:07:54.000Z","dateModified":"2015-09-10T16:00:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10673825 http://ww2.kqed.org/news/?p=10673825","disqusUrl":"https://ww2.kqed.org/news/2015/09/09/california-parents-brace-for-big-dip-in-test-scores/","disqusTitle":"California Parents Brace for Big Dip in Test Scores","path":"/news/10673825/california-parents-brace-for-big-dip-in-test-scores","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The state will soon release the\u003ca href=\"http://caaspp.cde.ca.gov/\"> test scores\u003c/a> of 3.2 million public school students who took \u003ca href=\"http://www.cde.ca.gov/nr/re/ht/caaspp.asp\">California’s first computerized state test\u003c/a>.\u003c/p>\n\u003cp>Many educators predict the results won’t be pretty.\u003c/p>\n\u003cp>They say students are just beginning to grasp the new academic standards called \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, and many teachers admit they need more training to teach the new content as their schools transition to a different curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/223082593&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/223082593'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We ask people to use patience,” says Bill Ainsworth, chief spokesman for the \u003ca href=\"http://www.cde.ca.gov/index.asp\">California Department of Education\u003c/a>. “This year is a starting point. We would caution parents to see the test as just one indicator of where students are at.”\u003c/p>\n\u003cfigure id=\"attachment_10639348\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform.jpg\">\u003cimg class=\"size-medium wp-image-10639348\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/1435_transform-800x535.jpg\" alt=\"Millions of California school children will take Common Core tests administered by ETS.\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-400x268.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1440x963.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-1180x789.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/1435_transform-960x642.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Millions of California schoolchildren will take Common Core tests administered by ETS. \u003ccite>(Tim Boyle/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Families across the state already have lots of questions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A \u003ca href=\"http://www.edpolicyinca.org/node/545\">new poll \u003c/a>conducted by the \u003ca href=\"http://www.edpolicyinca.org/\">Policy Analysis for California Education \u003c/a>shows many parents still have misconceptions about the level of testing now required under Common Core.\u003c/p>\n\u003cp>The poll also finds one in four California voters doesn't know or doesn't care much about the academic standards driving the need for the new exam.\u003c/p>\n\u003cp>Researchers say that’s important data because low test scores might cause more families to opt out of these state-backed education reforms.\u003c/p>\n\u003cp>“I should know exactly what’s going on, but it’s not as clear as it could be,” says Rosa Cardenas, a mother in the \u003ca href=\"http://www.lafsd.k12.ca.us/\">Lafayette School District\u003c/a>. “I feel like I have to go back to school to understand all this information.”\u003c/p>\n\u003cp>Cardenas’ 11-year-old son, Paul Munnelly, took the new online exam last year in fifth grade.\u003c/p>\n\u003cp>She and her husband, Michael Munnelly, noticed Paul’s teachers did not “teach to the test” as they did with the previous multiple choice assessment, called the Standardized Test and Reporting exam, or STAR.\u003c/p>\n\u003cfigure id=\"attachment_110939\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\">\u003cimg class=\"wp-image-110939 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2013/09/6104_transform.jpg\" alt=\"File photo. Getty Images\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Gone are the days of multiple-choice Scantron tests.\u003c/figcaption>\u003c/figure>\n\u003cp>“Paul and the other students would practice and practice taking the STAR test for what it seemed like a month,” Michael says. “I found that to be very intimidating for the students. That didn’t happen last year.”\u003c/p>\n\u003cp>The new test features so-called computer adaptive technology, which makes it harder to predict what is actually on the test.\u003c/p>\n\u003cp>Questions become easier or more difficult, depending on a student’s ability to answer them correctly.\u003c/p>\n\u003cp>An interesting twist in all this?\u003c/p>\n\u003cp>Despite digitizing the test itself, the state is sending scores the old-fashioned way to families: printing individual student scores and sending them in the mail.\u003c/p>\n\u003cp>Parents will now get \u003ca href=\"http://www.cde.ca.gov/ta/tg/ca/documents/caaspp15scorerpt.pdf\">scorecards\u003c/a> based on their children's performance.\u003c/p>\n\u003cp>Levels of performance are divided into four categories:\u003c/p>\n\u003cul>\n\u003cli>Standards not met\u003c/li>\n\u003cli>Standards nearly met\u003c/li>\n\u003cli>Standards met\u003c/li>\n\u003cli>Standards exceeded\u003c/li>\n\u003c/ul>\n\u003cp>Each student is also given a score, which will fall between 2,000 and 3,000 -- as well as a brief overall description of how he/she did.\u003c/p>\n\u003cp>“The scorecard actually looks pretty easy to understand,” Cardenas says, after viewing online samples that the state has provided. “If that’s how it’s going to come out, it will be much easier to understand.”\u003c/p>\n\u003cp>Other states, like Oregon and Connecticut, are also using a similar online test aligned with Common Core standards. So far, scores in those states are higher than expected but still below what families are used to seeing.\u003c/p>\n\u003cp>In California, state education officials have been warning the public not to be alarmed if they don’t get the results they were hoping for.\u003c/p>\n\u003cp>They say some districts made the curriculum switch under Common Core a few years ago, but others did not.\u003c/p>\n\u003cp>That means some students took the new test last year, even though they weren't fully prepared.\u003c/p>\n\u003cfigure id=\"attachment_10453116\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform.jpg\">\u003cimg class=\"size-medium wp-image-10453116\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/03/14507_transform-800x562.jpg\" alt=\"Students studying math problems.\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-400x281.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1440x1012.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-1180x829.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform-320x225.jpg 320w, https://ww2.kqed.org/app/uploads/sites/10/2015/03/14507_transform.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students studying math problems. \u003ccite>(woodleywonderworks/\u003ca href=\"https://www.flickr.com/photos/wwworks/8081867203/in/photolist-djaFxZ-8Jkhjr-djaFtt-5gmRgy-2jpYsH-6tSE7W-4KgiQw-8SELd2-4LhoFG-r1V8cr-di1LZa-6kv8oX-aFeTEL-dqN4Kb-9NFVNX-9NDvLH-9NGKrb-9M2DZZ-k1UHwL-niaHHt-dPcqJ1-9NEtYQ-9NJybd-9NAsCc-6oG67K-9NKJWL-8Phfb6-9NGabs-9NH11D-9NGYu8-8DkkKh-9NEwpU-9NGBho-9NJKMw-9M2DUT-9NvgtE-9NGokq-9NG7YG-9NC5eF-hE5oza-9NsCbe-9NDrQR-9NDtMv-9NGcbW-9NDy6B-9NC2JV-o2hmdW-6xe2Xo-bsGWaz-f53z1p\">Flickr\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools will not be penalized and students will not be held back for low scores this year because they serve as the baseline for improvement.\u003c/p>\n\u003cp>The \u003ca href=\"http://capta.org/\">California State PTA\u003c/a> is helping in a big way by answering all the burning questions parents have, such as: What’s a good or bad score? How will scores be used? Who grades the writing portion of the test?\u003c/p>\n\u003cp>The organization created a \u003ca href=\"http://capta.org/focus-areas/education/student-assessments/\">parent’s guide\u003c/a> to understanding the test, and it’s also helping districts plan weekend workshops in which parents can go over the results together.\u003c/p>\n\u003cp>“We’re just trying to help people feel comfortable,” says Celia Jaffe, vice president of education for the state PTA. “Some parents get it and some have not been fully informed yet.”\u003c/p>\n\u003cp>Paul Munnelly, the son of Rosa and Michael, thinks he did a decent job on the test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I went through it until the end,” he says. “I got a little frustrated, but I’m pretty certain I didn’t fail.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10673825/california-parents-brace-for-big-dip-in-test-scores","authors":["211"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_4830"],"featImg":"news_131520","label":"news_72"},"news_10651360":{"type":"posts","id":"news_10651360","meta":{"index":"posts_1591205157","site":"news","id":"10651360","score":null,"sort":[1440168614000]},"guestAuthors":[],"slug":"california-kindergarten-fun-or-boot-camp-for-first-grade","title":"Is There Still Room for Play in California Kindergartens?","publishDate":1440168614,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/220329112\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Six-year-old Mateo Long is a soft-spoken, shy little boy. Reading with his mother, Marisa Strong, is one thing that gets him out of his shell.\u003c/p>\n\u003cp>His favorite book is \"\u003ca href=\"http://www.harpercollins.com/9780062303820/pete-the-cat-and-the-bad-banana\">Pete the Cat and the Bad Banana\u003c/a>,\" a children’s story about a cat that discovers his love for bananas after eating not-so-appetizing food.\u003c/p>\n\u003cp>Strong points to the words and begins to read.\u003c/p>\n\u003cp>“Pete tries a ... ” Strong pauses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Pickle!” Mateo exclaims, as he follows along.\u003c/p>\n\u003cp>“Pete tastes it,” Strong continues. “It tastes better, but not as good as a ...”\u003c/p>\n\u003cp>“Banana!” Mateo exclaims, finishing the sentence.\u003c/p>\n\u003cp>Mateo will be going into kindergarten this year, and he’ll be a little older than most kids in his class. But still, Strong is worried.\u003c/p>\n\u003cfigure id=\"attachment_10651424\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\">\u003cimg class=\"wp-image-10651424 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\" alt=\"Teaching materials pinpoint the words kids must learn in kindergarten.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching materials pinpoint the words kids must learn in kindergarten. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Oakland mom knows that under the state’s \u003ca href=\"http://www.sdcoe.net/commoncore/documents/0-ccss-ela-kinder-standards.pdf\">new academic standards for kindergarten\u003c/a>, Mateo will have to read at a higher level before moving on to first grade.\u003c/p>\n\u003cp>“I’m not going to fight it. ... I want to give it a try,” Strong says. “Let’s just try and not expect him to do everything perfectly all the time.”\u003c/p>\n\u003cp>Under the state’s old standards, kids moved on to first grade if they could sound out letters and read basic words like \"cat,\" \"mop\" and \"the.\"\u003c/p>\n\u003cp>The new \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core State Standards\u003c/a> require kindergartners to learn more words and read short sentences fluently.\u003c/p>\n\u003cp>Teachers will also do more with informational books and do less with all those fun storybooks.\u003c/p>\n\u003cp>So instead of reading a children’s book like \"Frog and Toad,\" teachers might now opt for a science book about frogs. Kristen Cruz Allen, administrator of curriculum frameworks at the state Department of Education, says that's part of helping children gain skills they'll need in the future.\u003c/p>\n\u003cp>“They actually can do\" the more complex work, she says. “It’s really making them think critically about the text that they’re reading and preparing them later on, when they’re going to write arguments with text evidence.”\u003c/p>\n\u003cfigure id=\"attachment_10651417\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\">\u003cimg class=\"size-full wp-image-10651417\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\" alt=\"Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many kindergarten teachers say they understand why the shift in standards is necessary but are still concerned about students who didn’t go to preschool, who speak another language at home or who simply need more time to grasp the new concepts.\u003c/p>\n\u003cp>“What would be nice is if we didn’t have to put an evaluation on them,” says Renee Smith, a kindergarten teacher in Fremont. \"When you have to give it a grade, it doesn’t necessarily show you growth. When we have to stick something on kids, that judges them.\"\u003c/p>\n\u003cp>Smith and others say the reality is that kindergarten has become a boot camp for first grade.\u003c/p>\n\u003cp>“You don’t want to turn them off to school at age 5,” Smith says. “The hardest part is how do you still make it fun and get them to come back every day.”\u003c/p>\n\u003cp>One expert who is trying to put the fun back into lesson plans is Heidi Butkus.\u003c/p>\n\u003cp>The veteran teacher has created her own Common Core-aligned curriculum called \u003ca href=\"http://www.heidisongs.com/\">Heidi Songs\u003c/a>, which teaches kids how to read using memorable songs, physical activities, and bold images and videos.\u003c/p>\n\u003cp>“Play develops language and vocabulary better than any lesson you can give them,” Butkus says.\u003c/p>\n\u003cp>She says the problem with the new standards is that teachers take them too literally and suck the fun and imagination out of the schoolday.\u003c/p>\n\u003cp>She says some teachers don't know how to bring play back into the classroom because they’ve “lost that skill.”\u003c/p>\n\u003cp>Parents like Strong understand there is no avoiding these new standards, so they're planning to put their trust in teachers, yet keep a close eye on how they're teaching the new content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m just happy that he’s trying to sound out the words,” Strong says. “It would be nice if my son was reading (fluently), but it will come.”\u003c/p>\n\n","blocks":[],"excerpt":"Some early-education advocates express concern about more rigorous reading standards for youngest students.","status":"publish","parent":0,"modified":1521761019,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":765},"headData":{"title":"Is There Still Room for Play in California Kindergartens? | KQED","description":"Some early-education advocates express concern about more rigorous reading standards for youngest students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"Is There Still Room for Play in California Kindergartens?","datePublished":"2015-08-21T14:50:14.000Z","dateModified":"2018-03-22T23:23:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10651360 http://ww2.kqed.org/news/?p=10651360","disqusUrl":"https://ww2.kqed.org/news/2015/08/21/california-kindergarten-fun-or-boot-camp-for-first-grade/","disqusTitle":"Is There Still Room for Play in California Kindergartens?","path":"/news/10651360/california-kindergarten-fun-or-boot-camp-for-first-grade","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/220329112&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/220329112'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Six-year-old Mateo Long is a soft-spoken, shy little boy. Reading with his mother, Marisa Strong, is one thing that gets him out of his shell.\u003c/p>\n\u003cp>His favorite book is \"\u003ca href=\"http://www.harpercollins.com/9780062303820/pete-the-cat-and-the-bad-banana\">Pete the Cat and the Bad Banana\u003c/a>,\" a children’s story about a cat that discovers his love for bananas after eating not-so-appetizing food.\u003c/p>\n\u003cp>Strong points to the words and begins to read.\u003c/p>\n\u003cp>“Pete tries a ... ” Strong pauses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Pickle!” Mateo exclaims, as he follows along.\u003c/p>\n\u003cp>“Pete tastes it,” Strong continues. “It tastes better, but not as good as a ...”\u003c/p>\n\u003cp>“Banana!” Mateo exclaims, finishing the sentence.\u003c/p>\n\u003cp>Mateo will be going into kindergarten this year, and he’ll be a little older than most kids in his class. But still, Strong is worried.\u003c/p>\n\u003cfigure id=\"attachment_10651424\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\">\u003cimg class=\"wp-image-10651424 size-full\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg\" alt=\"Teaching materials pinpoint the words kids must learn in kindergarten.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16442_IMG_0819-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teaching materials pinpoint the words kids must learn in kindergarten. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Oakland mom knows that under the state’s \u003ca href=\"http://www.sdcoe.net/commoncore/documents/0-ccss-ela-kinder-standards.pdf\">new academic standards for kindergarten\u003c/a>, Mateo will have to read at a higher level before moving on to first grade.\u003c/p>\n\u003cp>“I’m not going to fight it. ... I want to give it a try,” Strong says. “Let’s just try and not expect him to do everything perfectly all the time.”\u003c/p>\n\u003cp>Under the state’s old standards, kids moved on to first grade if they could sound out letters and read basic words like \"cat,\" \"mop\" and \"the.\"\u003c/p>\n\u003cp>The new \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core State Standards\u003c/a> require kindergartners to learn more words and read short sentences fluently.\u003c/p>\n\u003cp>Teachers will also do more with informational books and do less with all those fun storybooks.\u003c/p>\n\u003cp>So instead of reading a children’s book like \"Frog and Toad,\" teachers might now opt for a science book about frogs. Kristen Cruz Allen, administrator of curriculum frameworks at the state Department of Education, says that's part of helping children gain skills they'll need in the future.\u003c/p>\n\u003cp>“They actually can do\" the more complex work, she says. “It’s really making them think critically about the text that they’re reading and preparing them later on, when they’re going to write arguments with text evidence.”\u003c/p>\n\u003cfigure id=\"attachment_10651417\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\">\u003cimg class=\"size-full wp-image-10651417\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg\" alt=\"Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2015/08/RS16440_IMG_1194-qut-400x300.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kindergarten teacher Renee Smith preps her classroom for a new group of students at Glenmoor Elementary in the Fremont Unified School District. \u003ccite>(Ana Tintocalis )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many kindergarten teachers say they understand why the shift in standards is necessary but are still concerned about students who didn’t go to preschool, who speak another language at home or who simply need more time to grasp the new concepts.\u003c/p>\n\u003cp>“What would be nice is if we didn’t have to put an evaluation on them,” says Renee Smith, a kindergarten teacher in Fremont. \"When you have to give it a grade, it doesn’t necessarily show you growth. When we have to stick something on kids, that judges them.\"\u003c/p>\n\u003cp>Smith and others say the reality is that kindergarten has become a boot camp for first grade.\u003c/p>\n\u003cp>“You don’t want to turn them off to school at age 5,” Smith says. “The hardest part is how do you still make it fun and get them to come back every day.”\u003c/p>\n\u003cp>One expert who is trying to put the fun back into lesson plans is Heidi Butkus.\u003c/p>\n\u003cp>The veteran teacher has created her own Common Core-aligned curriculum called \u003ca href=\"http://www.heidisongs.com/\">Heidi Songs\u003c/a>, which teaches kids how to read using memorable songs, physical activities, and bold images and videos.\u003c/p>\n\u003cp>“Play develops language and vocabulary better than any lesson you can give them,” Butkus says.\u003c/p>\n\u003cp>She says the problem with the new standards is that teachers take them too literally and suck the fun and imagination out of the schoolday.\u003c/p>\n\u003cp>She says some teachers don't know how to bring play back into the classroom because they’ve “lost that skill.”\u003c/p>\n\u003cp>Parents like Strong understand there is no avoiding these new standards, so they're planning to put their trust in teachers, yet keep a close eye on how they're teaching the new content.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m just happy that he’s trying to sound out the words,” Strong says. “It would be nice if my son was reading (fluently), but it will come.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10651360/california-kindergarten-fun-or-boot-camp-for-first-grade","authors":["211"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_18500","news_17286","news_17041"],"featImg":"news_10652166","label":"news_72"},"news_10639346":{"type":"posts","id":"news_10639346","meta":{"index":"posts_1591205157","site":"news","id":"10639346","score":null,"sort":[1439449282000]},"guestAuthors":[],"slug":"240-million-education-contract-illustrates-state-lobbying-loopholes","title":"$240 Million Education Contract Illustrates State Lobbying Loopholes","publishDate":1439449282,"format":"standard","headTitle":"Political Muscle | The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>This is one of two stories that look at California's largest lobbying player -- local governments -- and the lack of transparency in how private companies lobby for state government contracts. \u003c/em>\u003ca href=\"http://bit.ly/1HJ8E84\" target=\"_blank\">\u003cem>Read Part 1 here.\u003c/em> \u003c/a>\u003c/p>\n\u003cp>When California education officials \u003ca href=\"http://www.cde.ca.gov/be/ag/ag/yr15/agenda201505.asp\" target=\"_blank\">awarded\u003c/a> a $240 million, three-year contract to conduct Common Core testing for millions of school children this spring, they said it was an open and competitive process -- and that \u003ca href=\"https://www.ets.org/\" target=\"_blank\">Educational Testing Service\u003c/a>, the winning company, simply had the best proposal.\u003c/p>\n\u003cp>Not everyone agrees the process was so open, nor do they agree that ETS was the clear choice. And several weeks of KQED News questions about the contracting process ended without a full set of answers.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/219067611\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>California's murky disclosure laws make it nearly impossible to know exactly what kinds of work private companies do to influence how thousands of state government contracts are awarded, including whether those same companies seek advantages at every step of the process with behind-the-scenes lobbying.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.fppc.ca.gov/manuals/7-05lobbymanual.pdf\" target=\"_blank\">Existing state law generally limits the disclosure of influence\u003c/a> to anyone being paid to advocate for changes in state law or regulations, the traditional kind of lobbying that’s largely focused around the work of the California Legislature and the executive branch. But a private company looking to influence the awarding of a state contract by one of dozens of state agencies and departments isn’t held to the same standards.\u003c/p>\n\u003cp>That means conversations between advocates and key decision-makers about the roughly 100,000 state contracts handed out each year -- worth some $12 billion in taxpayer funds in 2014 and an average of $34 billion a year since 2010 -- remain in the shadows, far from public scrutiny. The totals were culled from a\u003ca href=\"http://www.dgs.ca.gov/pd/Programs/eprocure/SCPRSData.aspx\" target=\"_blank\"> state Department of General Services database\u003c/a> that does not include contracts worth less than $5,000.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=1803940951&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=606977930&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003csmall>These numbers were culled from a California Deptartment of General Services database. The totals may be incomplete as DGS depends on departments and agencies to self-report their own totals and doesn't request information on state contracts worth less than $5,000. The numbers represent the total amounts awarded, not paid out, in a calendar year.\u003c/small>\u003c/p>\n\u003cp>These kinds of conversations are common knowledge among Sacramento insiders. And while many prominent lobbying firms in the capital city even \u003ca href=\"http://www.capitoladvocacy.com/services-solutions/procurement/\" target=\"_blank\">advertise their expertise\u003c/a> in helping to secure lucrative contracts, they are nonetheless allowed to keep that part of their business a secret.\u003c/p>\n\u003cp>Gary Winuk, the former chief enforcement officer for \u003ca href=\"http://www.fppc.ca.gov/\" target=\"_blank\">California's Fair Political Practices Commission\u003c/a>, said more than two dozen states and the federal government require disclosure of lobbying efforts to win government contracts. So do nearly all of California’s big cities and counties -- including San Francisco, San Jose, Los Angeles and San Diego.\u003c/p>\n\u003cp>“To me it always seemed like a common sense idea,” Winuk said. “The same reason you want it for bills, you want it for (contracts), because you want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.”\u003c/p>\n\u003cp>Winuk helped write a legislative attempt to tackle the issue, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB1200\" target=\"_blank\">Assembly Bill 1200\u003c/a> by Assemblyman Rich Gordon (D-Menlo Park), which is pending in the state Senate as legislators return from summer recess next week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.” \u003ccite>Gary Winuk, former ethics officer\u003c/cite>\u003c/aside>\n\u003cp>AB 1200 would expand state lobbying disclosure laws to include contracts. If it’s ultimately signed into law, private companies and organizations that hire lobbyists would have to disclose how much they are spending to influence which contracts -- the same way they have to divulge which legislation and regulations they seek to impact.\u003c/p>\n\u003cp>But not everyone thinks there needs to be more transparency. Jim Sutton, a San Francisco lawyer who works on campaign finance and lobbying issues, said that AB 1200 has “surface appeal,” but won’t really give Californians any more information than they have under existing law. Sutton argues that it’s already clear who wants to influence a contracting process: the companies that bid on the contracts.\u003c/p>\n\u003cp>\"You know who is influencing the process,” Sutton said. “You know who the companies are and frankly whether it's through a public records request for emails or the bid itself, you are going to know who is working on it, or if they have hired a lobbyist.”\u003c/p>\n\u003cp>That wasn’t our experience, however, when we started digging into the circumstances surrounding the Common Core testing contract.\u003c/p>\n\u003cp>\u003cstrong>‘They Are Going to Have Some Advantages’\u003c/strong>\u003c/p>\n\u003cp>In some ways, it wasn’t surprising the California State Board of Education decided to award the Common Core contract to ETS in April. The New Jersey nonprofit has a long and lucrative history with the department, one worth $800 million over the past 15 years. ETS has held the state Department of Education’s main standardized testing contract for more than a decade -- a contract repeatedly extended without a competitive bidding process.\u003c/p>\n\u003cp>The new contract is a new version of that 13-year-old contract; earlier this year, ETS was also awarded a three-year, $38 million contract to oversee English language testing.\u003c/p>\n\u003cp>But the Common Core contract is the one that seems to have raised the most eyebrows -- in large part because ETS’ winning proposal will cost taxpayers $34 million more than the lowest alternative bid.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"There’s very little question in my mind that Educational Testing Service was the favorite from the beginning.\" \u003ccite>Doug McRae, retired testing publisher\u003c/cite>\u003c/aside>\n\u003cp>Longtime observers said it’s not unusual for education officials to favor known vendors and for the state Board of Education to rubber stamp those staff recommendations.\u003c/p>\n\u003cp>“There’s very little question in my mind that Educational Testing Service was the favorite from the beginning,” said Doug McRae, a retired test publisher who closely follows state education policy and raised questions about whether ETS should have won the newest contract.\u003c/p>\n\u003cp>ETS officials sought to capitalize on that that familiarity when they presented their bid to state board members last March.\u003c/p>\n\u003cp>“One of the things we’d like you to consider when you are looking at the proposals from these great companies is our track record,” said John Oswald, ETS vice president for K-12 schools. \"Here in California, we obviously have had the advantage that we’ve been here, so you know our work.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"vnGU5mAa7a7R0Pb19njbU4BBsPMz3t6H\"]\u003c/p>\n\u003cp>But a track record of familiarity isn’t the only thing public officials are supposed to be considering when they award taxpayer money. While in this case, the Department of Education was not required by state law to pick the lowest bidder, it was supposed to make the process “open and competitive” -- and make sure the public got the best possible deal.\u003c/p>\n\u003cp>Keric Ashley, a deputy state superintendent of public instruction, insisted in an interview that the agency did just that, that it considered the “depth and quality” of the proposals as well as the cost to choose a vendor with “the best chance of delivering a successful test contract.”\u003c/p>\n\u003cp>Still, Ashley said any familiar contractor is going to have a leg up.\u003c/p>\n\u003cp>“Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages. I wouldn't call them unfair advantages,” he said. “It’s the same everywhere.”\u003c/p>\n\u003cp>Ashley admitted that representatives of all three testing companies that bid on the most recent contract met with him and his supervisor prior to the contract being put out to bid -- meetings he described as routine. He insisted that those conversations were only general in nature and didn’t include detailed discussions about how the department would structure its request for bids, known as the request for submissions (RFS).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages.\" \u003ccite>Keric Ashley, deputy state superintendent of public instruction\u003c/cite>\u003c/aside>\n\u003cp>“We meet fairly regularly with a lot of different vendors,” Ashley said. “We certainly don’t discuss the RFS itself, because we have to maintain not only objectivity but make sure all the test vendors get the same information.”\u003c/p>\n\u003cp>But when KQED News sought detailed information about those meetings, we came up empty-handed.\u003c/p>\n\u003cp>\u003cstrong>Proof Hard to Come By\u003c/strong>\u003c/p>\n\u003cp>A public records request only turned up information on a single meeting -- between the deputy superintendent, Ashley, and an official with the low bidding company that lost the contract, Pearson Education. State officials disclosed no records of meetings between ETS and education officials, despite Ashley’s admission in a KQED News interview that at least one meeting occurred.\u003c/p>\n\u003cp>Tom Ewing, an ETS spokesman, first said that no such meeting occurred; then, he later admitted that it had.\u003c/p>\n\u003cp>State education officials were more vague. Elizabeth Stein, an attorney for the Department of Education, wrote in an email, “the fact that the search did not uncover a record of a meeting ... that you were told may have taken place does not shed light on whether such a meeting did or did not actually occur, and it would be wrong to draw conclusions or entertain speculation based on the fact that records were not located in our search.”\u003c/p>\n\u003cp>All three companies that bid on the Common Core testing contract retain professional lobbyists in Sacramento, and spend tens of thousands of dollars a year on their advocacy services inside the state Capitol. Ewing, however, said that ETS does not use its firm to lobby for government contracts.\u003c/p>\n\u003cp>Pearson Education, the rival company that lost out on the contract, did make use of its lobbyist to reach out to Board of Education officials, according to emails disclosed through the public records request. Those emails indicate that Pearson officials met with two members of the \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">state Board of Education\u003c/a> but that a third, Sue Burr, wrote that she could not sit down with them.\u003c/p>\n\u003cp>“I am sorry but I have to decline,” she wrote. “All board members have recently been advised by our legal counsel that, due to competitive procurement process for statewide assessments, we should not engage in independent conversations with potential contractors.”\u003c/p>\n\u003cp>The email was sent in October, a month before the request for bids went out.\u003c/p>\n\u003cp>Winuk, the former FPPC enforcement chief, said those early meetings are troubling, because that’s when a private company can actually exercise the most influence: while the language of a contract proposal is still being drafted, language that can ultimately favor a specific bidder.\u003c/p>\n\u003cp>“That’s really where the process can potentially be manipulated to give someone a leg up,” Winuk said. “If you are building an arena, for example, you (could say) you have to have built another arena in California -- but maybe there is only one company that has ever built an arena in California. That company is going to have an advantage if you have that criteria.”\u003c/p>\n\u003cp>In the the case of the state’s Common Core contract, concerns about the internal process extended throughout the bidding process.\u003c/p>\n\u003cp>Both Pearson officials and McRae, the retired testing executive, took issue with the scoring process used by education officials to evaluate the bids. McRae raised his concerns in public testimony prior to the board's final vote.\u003c/p>\n\u003cp>He noted that ETS scored the highest in virtually all of the areas assessed, even though some of its proposals were clearly inferior to those of the other bidder.\u003c/p>\n\u003cp>McRae said other aspects of the scoring also didn’t make sense. For example, he said, Pearson had the lowest cost proposal but was scored number two out of three vendors in that area.\u003c/p>\n\u003cp>Pearson, an international education company, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article17481269.html\" target=\"_blank\">initially threatened to file a lawsuit over the decision\u003c/a> but has since backed off -- meaning ETS appears here to stay.\u003c/p>\n\u003cp>Even if ETS was the best choice, supporters of ethics reform said disclosure laws are really about assuring Californians that they can have confidence that the process is fair.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“A lot ethics rules are designed to deal with the issue of trust in government,” Winuk said. “Part of this is help to instill some transparency, some sunshine, so people can really see what’s going on and hopefully get more engaged in the process.”\u003c/p>\n\n","blocks":[],"excerpt":"A new education contract shows how opaque California's lobbying laws are when it comes to taxpayer money.","status":"publish","parent":0,"modified":1444943112,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":2179},"headData":{"title":"$240 Million Education Contract Illustrates State Lobbying Loopholes | KQED","description":"A new education contract shows how opaque California's lobbying laws are when it comes to taxpayer money.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"$240 Million Education Contract Illustrates State Lobbying Loopholes","datePublished":"2015-08-13T07:01:22.000Z","dateModified":"2015-10-15T21:05:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10639346 http://ww2.kqed.org/news/?p=10639346","disqusUrl":"https://ww2.kqed.org/news/2015/08/13/240-million-education-contract-illustrates-state-lobbying-loopholes/","disqusTitle":"$240 Million Education Contract Illustrates State Lobbying Loopholes","path":"/news/10639346/240-million-education-contract-illustrates-state-lobbying-loopholes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This is one of two stories that look at California's largest lobbying player -- local governments -- and the lack of transparency in how private companies lobby for state government contracts. \u003c/em>\u003ca href=\"http://bit.ly/1HJ8E84\" target=\"_blank\">\u003cem>Read Part 1 here.\u003c/em> \u003c/a>\u003c/p>\n\u003cp>When California education officials \u003ca href=\"http://www.cde.ca.gov/be/ag/ag/yr15/agenda201505.asp\" target=\"_blank\">awarded\u003c/a> a $240 million, three-year contract to conduct Common Core testing for millions of school children this spring, they said it was an open and competitive process -- and that \u003ca href=\"https://www.ets.org/\" target=\"_blank\">Educational Testing Service\u003c/a>, the winning company, simply had the best proposal.\u003c/p>\n\u003cp>Not everyone agrees the process was so open, nor do they agree that ETS was the clear choice. And several weeks of KQED News questions about the contracting process ended without a full set of answers.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/219067611&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/219067611'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>California's murky disclosure laws make it nearly impossible to know exactly what kinds of work private companies do to influence how thousands of state government contracts are awarded, including whether those same companies seek advantages at every step of the process with behind-the-scenes lobbying.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.fppc.ca.gov/manuals/7-05lobbymanual.pdf\" target=\"_blank\">Existing state law generally limits the disclosure of influence\u003c/a> to anyone being paid to advocate for changes in state law or regulations, the traditional kind of lobbying that’s largely focused around the work of the California Legislature and the executive branch. But a private company looking to influence the awarding of a state contract by one of dozens of state agencies and departments isn’t held to the same standards.\u003c/p>\n\u003cp>That means conversations between advocates and key decision-makers about the roughly 100,000 state contracts handed out each year -- worth some $12 billion in taxpayer funds in 2014 and an average of $34 billion a year since 2010 -- remain in the shadows, far from public scrutiny. The totals were culled from a\u003ca href=\"http://www.dgs.ca.gov/pd/Programs/eprocure/SCPRSData.aspx\" target=\"_blank\"> state Department of General Services database\u003c/a> that does not include contracts worth less than $5,000.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=1803940951&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"371\" frameborder=\"0\" scrolling=\"no\" src=\"https://docs.google.com/spreadsheets/d/1bxPDbzrZzR_7pYIqbmpECMNkadh2qGslcaXtuuPFILk/pubchart?oid=606977930&format=interactive\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003csmall>These numbers were culled from a California Deptartment of General Services database. The totals may be incomplete as DGS depends on departments and agencies to self-report their own totals and doesn't request information on state contracts worth less than $5,000. The numbers represent the total amounts awarded, not paid out, in a calendar year.\u003c/small>\u003c/p>\n\u003cp>These kinds of conversations are common knowledge among Sacramento insiders. And while many prominent lobbying firms in the capital city even \u003ca href=\"http://www.capitoladvocacy.com/services-solutions/procurement/\" target=\"_blank\">advertise their expertise\u003c/a> in helping to secure lucrative contracts, they are nonetheless allowed to keep that part of their business a secret.\u003c/p>\n\u003cp>Gary Winuk, the former chief enforcement officer for \u003ca href=\"http://www.fppc.ca.gov/\" target=\"_blank\">California's Fair Political Practices Commission\u003c/a>, said more than two dozen states and the federal government require disclosure of lobbying efforts to win government contracts. So do nearly all of California’s big cities and counties -- including San Francisco, San Jose, Los Angeles and San Diego.\u003c/p>\n\u003cp>“To me it always seemed like a common sense idea,” Winuk said. “The same reason you want it for bills, you want it for (contracts), because you want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.”\u003c/p>\n\u003cp>Winuk helped write a legislative attempt to tackle the issue, \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160AB1200\" target=\"_blank\">Assembly Bill 1200\u003c/a> by Assemblyman Rich Gordon (D-Menlo Park), which is pending in the state Senate as legislators return from summer recess next week.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You want to see out in the open who’s trying to influence who and if there are any indications that people aren’t working on behalf of the public.” \u003ccite>Gary Winuk, former ethics officer\u003c/cite>\u003c/aside>\n\u003cp>AB 1200 would expand state lobbying disclosure laws to include contracts. If it’s ultimately signed into law, private companies and organizations that hire lobbyists would have to disclose how much they are spending to influence which contracts -- the same way they have to divulge which legislation and regulations they seek to impact.\u003c/p>\n\u003cp>But not everyone thinks there needs to be more transparency. Jim Sutton, a San Francisco lawyer who works on campaign finance and lobbying issues, said that AB 1200 has “surface appeal,” but won’t really give Californians any more information than they have under existing law. Sutton argues that it’s already clear who wants to influence a contracting process: the companies that bid on the contracts.\u003c/p>\n\u003cp>\"You know who is influencing the process,” Sutton said. “You know who the companies are and frankly whether it's through a public records request for emails or the bid itself, you are going to know who is working on it, or if they have hired a lobbyist.”\u003c/p>\n\u003cp>That wasn’t our experience, however, when we started digging into the circumstances surrounding the Common Core testing contract.\u003c/p>\n\u003cp>\u003cstrong>‘They Are Going to Have Some Advantages’\u003c/strong>\u003c/p>\n\u003cp>In some ways, it wasn’t surprising the California State Board of Education decided to award the Common Core contract to ETS in April. The New Jersey nonprofit has a long and lucrative history with the department, one worth $800 million over the past 15 years. ETS has held the state Department of Education’s main standardized testing contract for more than a decade -- a contract repeatedly extended without a competitive bidding process.\u003c/p>\n\u003cp>The new contract is a new version of that 13-year-old contract; earlier this year, ETS was also awarded a three-year, $38 million contract to oversee English language testing.\u003c/p>\n\u003cp>But the Common Core contract is the one that seems to have raised the most eyebrows -- in large part because ETS’ winning proposal will cost taxpayers $34 million more than the lowest alternative bid.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"There’s very little question in my mind that Educational Testing Service was the favorite from the beginning.\" \u003ccite>Doug McRae, retired testing publisher\u003c/cite>\u003c/aside>\n\u003cp>Longtime observers said it’s not unusual for education officials to favor known vendors and for the state Board of Education to rubber stamp those staff recommendations.\u003c/p>\n\u003cp>“There’s very little question in my mind that Educational Testing Service was the favorite from the beginning,” said Doug McRae, a retired test publisher who closely follows state education policy and raised questions about whether ETS should have won the newest contract.\u003c/p>\n\u003cp>ETS officials sought to capitalize on that that familiarity when they presented their bid to state board members last March.\u003c/p>\n\u003cp>“One of the things we’d like you to consider when you are looking at the proposals from these great companies is our track record,” said John Oswald, ETS vice president for K-12 schools. \"Here in California, we obviously have had the advantage that we’ve been here, so you know our work.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But a track record of familiarity isn’t the only thing public officials are supposed to be considering when they award taxpayer money. While in this case, the Department of Education was not required by state law to pick the lowest bidder, it was supposed to make the process “open and competitive” -- and make sure the public got the best possible deal.\u003c/p>\n\u003cp>Keric Ashley, a deputy state superintendent of public instruction, insisted in an interview that the agency did just that, that it considered the “depth and quality” of the proposals as well as the cost to choose a vendor with “the best chance of delivering a successful test contract.”\u003c/p>\n\u003cp>Still, Ashley said any familiar contractor is going to have a leg up.\u003c/p>\n\u003cp>“Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages. I wouldn't call them unfair advantages,” he said. “It’s the same everywhere.”\u003c/p>\n\u003cp>Ashley admitted that representatives of all three testing companies that bid on the most recent contract met with him and his supervisor prior to the contract being put out to bid -- meetings he described as routine. He insisted that those conversations were only general in nature and didn’t include detailed discussions about how the department would structure its request for bids, known as the request for submissions (RFS).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Anytime you have a contractor currently in place and doing activity and they are doing a job well, they are going to have some advantages.\" \u003ccite>Keric Ashley, deputy state superintendent of public instruction\u003c/cite>\u003c/aside>\n\u003cp>“We meet fairly regularly with a lot of different vendors,” Ashley said. “We certainly don’t discuss the RFS itself, because we have to maintain not only objectivity but make sure all the test vendors get the same information.”\u003c/p>\n\u003cp>But when KQED News sought detailed information about those meetings, we came up empty-handed.\u003c/p>\n\u003cp>\u003cstrong>Proof Hard to Come By\u003c/strong>\u003c/p>\n\u003cp>A public records request only turned up information on a single meeting -- between the deputy superintendent, Ashley, and an official with the low bidding company that lost the contract, Pearson Education. State officials disclosed no records of meetings between ETS and education officials, despite Ashley’s admission in a KQED News interview that at least one meeting occurred.\u003c/p>\n\u003cp>Tom Ewing, an ETS spokesman, first said that no such meeting occurred; then, he later admitted that it had.\u003c/p>\n\u003cp>State education officials were more vague. Elizabeth Stein, an attorney for the Department of Education, wrote in an email, “the fact that the search did not uncover a record of a meeting ... that you were told may have taken place does not shed light on whether such a meeting did or did not actually occur, and it would be wrong to draw conclusions or entertain speculation based on the fact that records were not located in our search.”\u003c/p>\n\u003cp>All three companies that bid on the Common Core testing contract retain professional lobbyists in Sacramento, and spend tens of thousands of dollars a year on their advocacy services inside the state Capitol. Ewing, however, said that ETS does not use its firm to lobby for government contracts.\u003c/p>\n\u003cp>Pearson Education, the rival company that lost out on the contract, did make use of its lobbyist to reach out to Board of Education officials, according to emails disclosed through the public records request. Those emails indicate that Pearson officials met with two members of the \u003ca href=\"http://www.cde.ca.gov/be/ms/mm/\" target=\"_blank\">state Board of Education\u003c/a> but that a third, Sue Burr, wrote that she could not sit down with them.\u003c/p>\n\u003cp>“I am sorry but I have to decline,” she wrote. “All board members have recently been advised by our legal counsel that, due to competitive procurement process for statewide assessments, we should not engage in independent conversations with potential contractors.”\u003c/p>\n\u003cp>The email was sent in October, a month before the request for bids went out.\u003c/p>\n\u003cp>Winuk, the former FPPC enforcement chief, said those early meetings are troubling, because that’s when a private company can actually exercise the most influence: while the language of a contract proposal is still being drafted, language that can ultimately favor a specific bidder.\u003c/p>\n\u003cp>“That’s really where the process can potentially be manipulated to give someone a leg up,” Winuk said. “If you are building an arena, for example, you (could say) you have to have built another arena in California -- but maybe there is only one company that has ever built an arena in California. That company is going to have an advantage if you have that criteria.”\u003c/p>\n\u003cp>In the the case of the state’s Common Core contract, concerns about the internal process extended throughout the bidding process.\u003c/p>\n\u003cp>Both Pearson officials and McRae, the retired testing executive, took issue with the scoring process used by education officials to evaluate the bids. McRae raised his concerns in public testimony prior to the board's final vote.\u003c/p>\n\u003cp>He noted that ETS scored the highest in virtually all of the areas assessed, even though some of its proposals were clearly inferior to those of the other bidder.\u003c/p>\n\u003cp>McRae said other aspects of the scoring also didn’t make sense. For example, he said, Pearson had the lowest cost proposal but was scored number two out of three vendors in that area.\u003c/p>\n\u003cp>Pearson, an international education company, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article17481269.html\" target=\"_blank\">initially threatened to file a lawsuit over the decision\u003c/a> but has since backed off -- meaning ETS appears here to stay.\u003c/p>\n\u003cp>Even if ETS was the best choice, supporters of ethics reform said disclosure laws are really about assuring Californians that they can have confidence that the process is fair.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“A lot ethics rules are designed to deal with the issue of trust in government,” Winuk said. “Part of this is help to instill some transparency, some sunshine, so people can really see what’s going on and hopefully get more engaged in the process.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10639346/240-million-education-contract-illustrates-state-lobbying-loopholes","authors":["3239"],"programs":["news_7051","news_6944","news_72"],"series":["news_17955"],"categories":["news_18540","news_13"],"tags":["news_4830","news_17599","news_3172","news_17041"],"featImg":"news_10639348","label":"news_72"},"news_10610214":{"type":"posts","id":"news_10610214","meta":{"index":"posts_1591205157","site":"news","id":"10610214","score":null,"sort":[1437605364000]},"guestAuthors":[],"slug":"san-francisco-middle-schools-no-longer-teaching-algebra-1","title":"San Francisco Middle Schools No Longer Teaching 'Algebra 1'","publishDate":1437605364,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>Justin Van Zandt is a busy dad.\u003c/p>\n\u003cp>He has five kids, all under 18 years old, and holds down a demanding full-time job. But that doesn’t stop him from spending all his free time teaching and tutoring his kids.\u003c/p>\n\u003cp>“I want my kids to do as well as possible,” says Van Zandt. “I want them all to graduate college and have good jobs. If I work hard as a parent, that’s going to give them an edge.”\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/215134361\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Lately, Van Zandt has been focusing his time on his 11-year-old daughter, Valentina.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She’s a straight \"A\" student, plays four instruments and is fluent in Spanish.\u003c/p>\n\u003cp>She'll be in seventh grade this fall, and her dad is determined to get her into \u003ca href=\"https://lhs-sfusd-ca.schoolloop.com/\">Lowell High School\u003c/a>, San Francisco’s highest-performing public high school.\u003c/p>\n\u003cp>So this summer, Valentina has been working hard to hone her math skills.\u003c/p>\n\u003cfigure id=\"attachment_10610347\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg\">\u003cimg class=\"size-medium wp-image-10610347\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg\" alt=\"An algebraic equation is displayed on whiteboard.\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1440x956.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1400x930.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1180x784.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-960x638.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An algebraic equation is displayed on whiteboard. \u003ccite>(James Lee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Math] used to come fairly easy to me, but now it’s getting a little bit challenging,” says Valentina. “[My dad] teaches a lot, but he doesn't always have a whole lot of patience.”\u003c/p>\n\u003cp>Van Zandt admits he has high expectations for his children. He also has high expectations for \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified\u003c/a>, which is why he and many parents like him were outraged when they learned\u003ca href=\"http://www.sfusdmath.org/middle-school-faq.html\"> Algebra 1 will no longer be taught in middle school\u003c/a> under \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, the state’s new academic standards.\u003c/p>\n\u003cp>Instead, all students will have to wait until their freshman year in high school to take the class.\u003c/p>\n\u003cp>Valentina says delaying Algebra 1 is going to hurt gifted students because some classes are “too easy” or “aren't very challenging” for high-achieving students.\u003c/p>\n\u003cp>The shift to now require Algebra 1 in high school may seem like a subtle change, but it hits on a deep-rooted debate over when advanced math should be introduced, and to which students.\u003c/p>\n\u003cp>Some say Algebra 1 at a young age causes students to flounder.\u003c/p>\n\u003cp>Others say students will be unprepared for tough college-prep courses in high school if they don’t take Algebra 1 early.\u003c/p>\n\u003cp>Districts like\u003ca href=\"http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/219/ccss%20docs/CCSS%20for%20MATH.pdf\"> Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/2993/ParentGuide_Math_8.pdf\">Oakland\u003c/a> are going to allow some high-achieving kids to go ahead and take algebra in middle school.\u003c/p>\n\u003cp>But not \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/Math%20Resources/ccss-math-faq.pdf\">San Francisco Unified\u003c/a>.\u003c/p>\n\u003cp>For years, all eighth-graders had to take Algebra 1. The vast majority, however, either failed or did poorly in the subject.\u003c/p>\n\u003cp>“Those students are now in a cycle of failure,” says \u003ca href=\"http://www.sfusdmath.org/our-team.html\">Lizzy Hull Barnes\u003c/a>, mathematics program administrator for the district.\u003c/p>\n\u003cfigure id=\"attachment_10611633\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg\" alt=\"Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011.\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10611633\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1400x961.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-960x659.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011. \u003ccite>(Lenny Gonzalez/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new standards, the district is no longer taking a “drill and kill” approach to math. Instead, algebraic concepts will be woven into all math courses, beginning in kindergarten.\u003c/p>\n\u003cp>The goal is to get students fully prepared for \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/curriculum-and-standards/files/ccss-math-faq.pdf\">Math 8\u003c/a>, a hybrid pre-algebra class in eighth grade focusing on how linear functions and equations all fit together.\u003c/p>\n\u003cp>Students will then take a deep dive into Algebra 1 as high school freshman, which will also include transformational geometry and angle relationships.\u003c/p>\n\u003cp>Hull Barnes says exposing all students to high-quality math instruction is a social justice issue for SFUSD.\u003c/p>\n\u003cp>District officials say the controversial practice of tracking students -- or separating them based on talent and ability -- is simply wrong.\u003c/p>\n\u003cp>Math is now supposed to be more rigorous and engaging at all levels, regardless of the students' ability.\u003c/p>\n\u003cp>“What it means to be good in math is no longer about answer-getting and speed,” Hull Barnes says. “To be truly deeply proficient in math, you have to defend your reasoning and understand how a mathematical situation would apply in the real world. That's a very significant shift.”\u003c/p>\n\u003cp>This summer, San Francisco math teachers have been working hard to figure out how to implement Algebra 1 under the new standards because now teachers will have to engage students at all levels.\u003c/p>\n\u003cp>Before, most students didn’t talk in their Algebra 1 class unless a teacher called on them for an answer.\u003c/p>\n\u003cp>The course was also “packed” with content, says eighth-grade teacher Vriana Kempster, forcing educators to “move pretty quickly” and “skip the parts about when you would use those skills.”\u003c/p>\n\u003cp>Now students will be asked to tackle a math assignment in small groups so they can discuss, interact and problem-solve together in a more methodical manner.\u003c/p>\n\u003cp>But is this the best thing for the super-smart kids?\u003c/p>\n\u003cp>A growing group of San Francisco parents don’t believe so.\u003c/p>\n\u003cp>They say that not allowing their children to take Algebra 1 in middle school is going to significantly slow down their progress, and they’ll wind up helping other students in class.\u003c/p>\n\u003cp>They’re now pressuring the district to create more options so they don't have to choose between private school or paying extra for advanced math classes.\u003c/p>\n\u003cp>“It’s very disappointing to me that our education system is really starting to be this cookie-cutter approach,” says Melody Hernandez, whose 13-year-old son will be in eighth grade this year. “It’s not feasible. … I really don’t want [my son] to lose his engagement in school because it’s not moving at a fast enough pace for him.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The California Report’s education reporter, Ana Tintocalis, will be taking a closer look at how Common Core Academic Standards are transforming education across the state as students gear up for the 2015-2016 school year . \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parents of high-achieving students say delaying the course until high school will slow children's progress. ","status":"publish","parent":0,"modified":1437605364,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1010},"headData":{"title":"San Francisco Middle Schools No Longer Teaching 'Algebra 1' | KQED","description":"Parents of high-achieving students say delaying the course until high school will slow children's progress. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"San Francisco Middle Schools No Longer Teaching 'Algebra 1'","datePublished":"2015-07-22T22:49:24.000Z","dateModified":"2015-07-22T22:49:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10610214 http://ww2.kqed.org/news/?p=10610214","disqusUrl":"https://ww2.kqed.org/news/2015/07/22/san-francisco-middle-schools-no-longer-teaching-algebra-1/","disqusTitle":"San Francisco Middle Schools No Longer Teaching 'Algebra 1'","path":"/news/10610214/san-francisco-middle-schools-no-longer-teaching-algebra-1","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Justin Van Zandt is a busy dad.\u003c/p>\n\u003cp>He has five kids, all under 18 years old, and holds down a demanding full-time job. But that doesn’t stop him from spending all his free time teaching and tutoring his kids.\u003c/p>\n\u003cp>“I want my kids to do as well as possible,” says Van Zandt. “I want them all to graduate college and have good jobs. If I work hard as a parent, that’s going to give them an edge.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/215134361&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/215134361'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Lately, Van Zandt has been focusing his time on his 11-year-old daughter, Valentina.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s a straight \"A\" student, plays four instruments and is fluent in Spanish.\u003c/p>\n\u003cp>She'll be in seventh grade this fall, and her dad is determined to get her into \u003ca href=\"https://lhs-sfusd-ca.schoolloop.com/\">Lowell High School\u003c/a>, San Francisco’s highest-performing public high school.\u003c/p>\n\u003cp>So this summer, Valentina has been working hard to hone her math skills.\u003c/p>\n\u003cfigure id=\"attachment_10610347\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg\">\u003cimg class=\"size-medium wp-image-10610347\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg\" alt=\"An algebraic equation is displayed on whiteboard.\" width=\"800\" height=\"531\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1440x956.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1400x930.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-1180x784.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut-960x638.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/RS16111_5484003804_34b3805bcd_o-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">An algebraic equation is displayed on whiteboard. \u003ccite>(James Lee)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“[Math] used to come fairly easy to me, but now it’s getting a little bit challenging,” says Valentina. “[My dad] teaches a lot, but he doesn't always have a whole lot of patience.”\u003c/p>\n\u003cp>Van Zandt admits he has high expectations for his children. He also has high expectations for \u003ca href=\"http://www.sfusd.edu/\">San Francisco Unified\u003c/a>, which is why he and many parents like him were outraged when they learned\u003ca href=\"http://www.sfusdmath.org/middle-school-faq.html\"> Algebra 1 will no longer be taught in middle school\u003c/a> under \u003ca href=\"http://www.cde.ca.gov/re/cc/\">Common Core\u003c/a>, the state’s new academic standards.\u003c/p>\n\u003cp>Instead, all students will have to wait until their freshman year in high school to take the class.\u003c/p>\n\u003cp>Valentina says delaying Algebra 1 is going to hurt gifted students because some classes are “too easy” or “aren't very challenging” for high-achieving students.\u003c/p>\n\u003cp>The shift to now require Algebra 1 in high school may seem like a subtle change, but it hits on a deep-rooted debate over when advanced math should be introduced, and to which students.\u003c/p>\n\u003cp>Some say Algebra 1 at a young age causes students to flounder.\u003c/p>\n\u003cp>Others say students will be unprepared for tough college-prep courses in high school if they don’t take Algebra 1 early.\u003c/p>\n\u003cp>Districts like\u003ca href=\"http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/domain/219/ccss%20docs/CCSS%20for%20MATH.pdf\"> Los Angeles\u003c/a> and \u003ca href=\"http://www.ousd.org/cms/lib07/CA01001176/Centricity/Domain/2993/ParentGuide_Math_8.pdf\">Oakland\u003c/a> are going to allow some high-achieving kids to go ahead and take algebra in middle school.\u003c/p>\n\u003cp>But not \u003ca href=\"http://www.sfusd.edu/en/assets/sfusd-staff/Math%20Resources/ccss-math-faq.pdf\">San Francisco Unified\u003c/a>.\u003c/p>\n\u003cp>For years, all eighth-graders had to take Algebra 1. The vast majority, however, either failed or did poorly in the subject.\u003c/p>\n\u003cp>“Those students are now in a cycle of failure,” says \u003ca href=\"http://www.sfusdmath.org/our-team.html\">Lizzy Hull Barnes\u003c/a>, mathematics program administrator for the district.\u003c/p>\n\u003cfigure id=\"attachment_10611633\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg\" alt=\"Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011.\" width=\"800\" height=\"549\" class=\"size-medium wp-image-10611633\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-800x549.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1440x989.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1400x961.jpg 1400w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-1180x810.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls-960x659.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2015/07/AlgebraGirls.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Eighth grade algebra students study at Presidio Middle School, a San Francisco Unified School District school, in 2011. \u003ccite>(Lenny Gonzalez/MindShift)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under the new standards, the district is no longer taking a “drill and kill” approach to math. Instead, algebraic concepts will be woven into all math courses, beginning in kindergarten.\u003c/p>\n\u003cp>The goal is to get students fully prepared for \u003ca href=\"http://www.sfusd.edu/assets/sfusd-staff/curriculum-and-standards/files/ccss-math-faq.pdf\">Math 8\u003c/a>, a hybrid pre-algebra class in eighth grade focusing on how linear functions and equations all fit together.\u003c/p>\n\u003cp>Students will then take a deep dive into Algebra 1 as high school freshman, which will also include transformational geometry and angle relationships.\u003c/p>\n\u003cp>Hull Barnes says exposing all students to high-quality math instruction is a social justice issue for SFUSD.\u003c/p>\n\u003cp>District officials say the controversial practice of tracking students -- or separating them based on talent and ability -- is simply wrong.\u003c/p>\n\u003cp>Math is now supposed to be more rigorous and engaging at all levels, regardless of the students' ability.\u003c/p>\n\u003cp>“What it means to be good in math is no longer about answer-getting and speed,” Hull Barnes says. “To be truly deeply proficient in math, you have to defend your reasoning and understand how a mathematical situation would apply in the real world. That's a very significant shift.”\u003c/p>\n\u003cp>This summer, San Francisco math teachers have been working hard to figure out how to implement Algebra 1 under the new standards because now teachers will have to engage students at all levels.\u003c/p>\n\u003cp>Before, most students didn’t talk in their Algebra 1 class unless a teacher called on them for an answer.\u003c/p>\n\u003cp>The course was also “packed” with content, says eighth-grade teacher Vriana Kempster, forcing educators to “move pretty quickly” and “skip the parts about when you would use those skills.”\u003c/p>\n\u003cp>Now students will be asked to tackle a math assignment in small groups so they can discuss, interact and problem-solve together in a more methodical manner.\u003c/p>\n\u003cp>But is this the best thing for the super-smart kids?\u003c/p>\n\u003cp>A growing group of San Francisco parents don’t believe so.\u003c/p>\n\u003cp>They say that not allowing their children to take Algebra 1 in middle school is going to significantly slow down their progress, and they’ll wind up helping other students in class.\u003c/p>\n\u003cp>They’re now pressuring the district to create more options so they don't have to choose between private school or paying extra for advanced math classes.\u003c/p>\n\u003cp>“It’s very disappointing to me that our education system is really starting to be this cookie-cutter approach,” says Melody Hernandez, whose 13-year-old son will be in eighth grade this year. “It’s not feasible. … I really don’t want [my son] to lose his engagement in school because it’s not moving at a fast enough pace for him.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The California Report’s education reporter, Ana Tintocalis, will be taking a closer look at how Common Core Academic Standards are transforming education across the state as students gear up for the 2015-2016 school year . \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10610214/san-francisco-middle-schools-no-longer-teaching-algebra-1","authors":["211"],"programs":["news_6944","news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_18362","news_17286"],"featImg":"news_10610292","label":"news_72"},"news_10453109":{"type":"posts","id":"news_10453109","meta":{"index":"posts_1591205157","site":"news","id":"10453109","score":null,"sort":[1426122676000]},"guestAuthors":[],"slug":"california-suspends-school-grades-for-first-year-of-common-core-test","title":"California Suspends School Ratings for First Year of Common Core Test","publishDate":1426122676,"format":"standard","headTitle":"The California Report | KQED News","labelTerm":{"term":72,"site":"news"},"content":"\u003cp>\u003cem>Christine Armario, Associated Press, contributed to this report.\u003c/em>\u003c/p>\n\u003cp>Across California, kids this week are hunkering down over new standardized tests. In the future, these tests will help determine how we decide which schools are good and which aren't. But this year schools and students are getting a break.\u003c/p>\n\u003cp>The California Board of Education suspended the state's school accountability system on Wednesday for one year to give teachers and students time to adjust to new standardized tests aligned with Common Core standards.\u003c/p>\n\u003cp>The board voted at a meeting in Sacramento not to produce an Academic Performance Index for the 2014-15 school year. The index uses student results on statewide tests to rank schools and to identify those that need improvement.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/195511615\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>School board President Michael Kirst said the state wants to make sure it is measuring student growth, not just baseline performance, on the new Smarter Balanced tests.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"[Things like] college readiness, career and technical education, in order to understand the complex mosaic of a school and not just rely on a single test number,\" Kirst said.\u003c/p>\n\u003cp>The changes are hailed by University of Southern California Professor Morgan Polikoff. He says relying only on test scores has pushed some teachers to focus only on test prep.\u003c/p>\n\u003cp>\"It's not clear at all to me that it accurately describes which schools are, you know, doing a good job educating kids and which schools aren't. Right now it's primarily a measure of, you know, what proportion of the kids in the school are affluent,\" Polikoff said.\u003c/p>\n\u003cp>\u003cstrong>California Prepares for Common Core\u003c/strong>\u003c/p>\n\u003cp>The Common Core benchmarks adopted by a majority of states around the nation have come under fire in recent years, largely from conservatives who decry them as a federal infringement on school policy. The standards were approved for implementation by individual states, though the U.S. Department of Education encouraged their adoption through initiatives like Race to the Top.\u003c/p>\n\u003cp>The new tests have angered some parents and teachers across the nation, who say the exams distract from real learning, put added stress on students and staff members, and waste resources, especially in poor districts.\u003c/p>\n\u003cp>In California, by contrast, the Common Core standards have been largely embraced by district leaders, parents and teacher unions.\u003c/p>\n\u003cp>[contextly_sidebar id=\"RCkqA06d80cS9DcW8cvuvDFyvBzPHu8m\"]\u003c/p>\n\u003cp>Kirst said even if the new test results aren't used on the state index, they will still be reported at the school, district and state level.\u003c/p>\n\u003cp>\"They'll be held accountable to the public,\" Kirst said.\u003c/p>\n\u003cp>Several districts, including Los Angeles Unified, the nation's second-largest, requested that this year's assessments not be used for accountability purposes, arguing that students have not had enough time to practice on testing devices and that the new tests could not be reliably compared with the old pencil-and-paper standardized tests that California children took to measure growth.\u003c/p>\n\u003cp>\"We need that next year to look at this issue of growth,\" said Edgar Zarzueta, LAUSD chief of external affairs.\u003c/p>\n\u003cp>The Smarter Balanced tests are required to be taken on a computer or tablet. At LAUSD, there were numerous problems when a practice test was administered, including the website crashing and slow connectivity.\u003c/p>\n\u003cp>Those issues appear to be resolved: The tests are now being administered in 94 Los Angeles schools, and officials said Tuesday there were no major issues.\u003c/p>\n\u003cp>The tests evaluate students in grades three through eight and 11th grade in Common Core-aligned English-language arts and math.\u003c/p>\n\u003cp>\u003cstrong>Delay Gives State More Time to Build New Grading System\u003c/strong>\u003c/p>\n\u003cp>Suspending the state's evaluation system means scores in the first year won't be used to take any corrective actions. Numerous parent, teacher and education organizations commented in favor of the delay at Wednesday's meeting.\u003c/p>\n\u003cp>\"We feel that accountability is very important to the public, but it's sensible to delay because the information is not all going to be clear and solid and current, and we need the transition time,\" said Celia Jaffe, education commissioner of the California State PTA.\u003c/p>\n\u003cp>The decision to suspend California's school accountability system is also part of a larger effort to develop a new framework using multiple measures to evaluate school performance, rather than a single number tied to a test.\u003c/p>\n\u003cp>The board voted in favor of moving forward on a Department of Education recommendation to develop a new framework that would replace the one suspended this year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it reflects the inherent need to take a pause ... as we look at the best way to evaluate a school,\" board member Kenton Shimozaki said.\u003c/p>\n\n","blocks":[],"excerpt":"Board of Education votes to give teachers and students time to adjust to new standardized tests.","status":"publish","parent":0,"modified":1426199062,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":794},"headData":{"title":"California Suspends School Ratings for First Year of Common Core Test | KQED","description":"Board of Education votes to give teachers and students time to adjust to new standardized tests.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Suspends School Ratings for First Year of Common Core Test","datePublished":"2015-03-12T01:11:16.000Z","dateModified":"2015-03-12T22:24:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"10453109 http://ww2.kqed.org/news/?p=10453109","disqusUrl":"https://ww2.kqed.org/news/2015/03/11/california-suspends-school-grades-for-first-year-of-common-core-test/","disqusTitle":"California Suspends School Ratings for First Year of Common Core Test","customPermalink":"2015/03/11/california-suspends-school-grades-for-first-year-of-common-core-test/","path":"/news/10453109/california-suspends-school-grades-for-first-year-of-common-core-test","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Christine Armario, Associated Press, contributed to this report.\u003c/em>\u003c/p>\n\u003cp>Across California, kids this week are hunkering down over new standardized tests. In the future, these tests will help determine how we decide which schools are good and which aren't. But this year schools and students are getting a break.\u003c/p>\n\u003cp>The California Board of Education suspended the state's school accountability system on Wednesday for one year to give teachers and students time to adjust to new standardized tests aligned with Common Core standards.\u003c/p>\n\u003cp>The board voted at a meeting in Sacramento not to produce an Academic Performance Index for the 2014-15 school year. The index uses student results on statewide tests to rank schools and to identify those that need improvement.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/195511615&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/195511615'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>School board President Michael Kirst said the state wants to make sure it is measuring student growth, not just baseline performance, on the new Smarter Balanced tests.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"[Things like] college readiness, career and technical education, in order to understand the complex mosaic of a school and not just rely on a single test number,\" Kirst said.\u003c/p>\n\u003cp>The changes are hailed by University of Southern California Professor Morgan Polikoff. He says relying only on test scores has pushed some teachers to focus only on test prep.\u003c/p>\n\u003cp>\"It's not clear at all to me that it accurately describes which schools are, you know, doing a good job educating kids and which schools aren't. Right now it's primarily a measure of, you know, what proportion of the kids in the school are affluent,\" Polikoff said.\u003c/p>\n\u003cp>\u003cstrong>California Prepares for Common Core\u003c/strong>\u003c/p>\n\u003cp>The Common Core benchmarks adopted by a majority of states around the nation have come under fire in recent years, largely from conservatives who decry them as a federal infringement on school policy. The standards were approved for implementation by individual states, though the U.S. Department of Education encouraged their adoption through initiatives like Race to the Top.\u003c/p>\n\u003cp>The new tests have angered some parents and teachers across the nation, who say the exams distract from real learning, put added stress on students and staff members, and waste resources, especially in poor districts.\u003c/p>\n\u003cp>In California, by contrast, the Common Core standards have been largely embraced by district leaders, parents and teacher unions.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Kirst said even if the new test results aren't used on the state index, they will still be reported at the school, district and state level.\u003c/p>\n\u003cp>\"They'll be held accountable to the public,\" Kirst said.\u003c/p>\n\u003cp>Several districts, including Los Angeles Unified, the nation's second-largest, requested that this year's assessments not be used for accountability purposes, arguing that students have not had enough time to practice on testing devices and that the new tests could not be reliably compared with the old pencil-and-paper standardized tests that California children took to measure growth.\u003c/p>\n\u003cp>\"We need that next year to look at this issue of growth,\" said Edgar Zarzueta, LAUSD chief of external affairs.\u003c/p>\n\u003cp>The Smarter Balanced tests are required to be taken on a computer or tablet. At LAUSD, there were numerous problems when a practice test was administered, including the website crashing and slow connectivity.\u003c/p>\n\u003cp>Those issues appear to be resolved: The tests are now being administered in 94 Los Angeles schools, and officials said Tuesday there were no major issues.\u003c/p>\n\u003cp>The tests evaluate students in grades three through eight and 11th grade in Common Core-aligned English-language arts and math.\u003c/p>\n\u003cp>\u003cstrong>Delay Gives State More Time to Build New Grading System\u003c/strong>\u003c/p>\n\u003cp>Suspending the state's evaluation system means scores in the first year won't be used to take any corrective actions. Numerous parent, teacher and education organizations commented in favor of the delay at Wednesday's meeting.\u003c/p>\n\u003cp>\"We feel that accountability is very important to the public, but it's sensible to delay because the information is not all going to be clear and solid and current, and we need the transition time,\" said Celia Jaffe, education commissioner of the California State PTA.\u003c/p>\n\u003cp>The decision to suspend California's school accountability system is also part of a larger effort to develop a new framework using multiple measures to evaluate school performance, rather than a single number tied to a test.\u003c/p>\n\u003cp>The board voted in favor of moving forward on a Department of Education recommendation to develop a new framework that would replace the one suspended this year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I think it reflects the inherent need to take a pause ... as we look at the best way to evaluate a school,\" board member Kenton Shimozaki said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/10453109/california-suspends-school-grades-for-first-year-of-common-core-test","authors":["237","3225"],"programs":["news_72"],"categories":["news_18540","news_8"],"tags":["news_4830","news_4844","news_17286"],"featImg":"news_10453116","label":"news_72"},"news_145006":{"type":"posts","id":"news_145006","meta":{"index":"posts_1591205157","site":"news","id":"145006","score":null,"sort":[1408460401000]},"guestAuthors":[],"slug":"california-public-schools-usher-in-funding-and-curriculum-changes","title":"California Public Schools Usher In Funding and Curriculum Changes","publishDate":1408460401,"format":"aside","headTitle":"News Fix | KQED News","labelTerm":{"term":6944,"site":"news"},"content":"\u003cfigure id=\"attachment_137444\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr.jpg\">\u003cimg class=\"size-medium wp-image-137444\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr-640x425.jpg\" alt=\"The 2014-2015 school year will see reforms to funding and curriculum for California schools. (David McNew/Getty Images)\" width=\"640\" height=\"425\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The 2014-2015 school year will see reforms to funding and curriculum for California schools. (David McNew/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Tara Golshan and Adam Grossberg\u003c/strong>\u003c/p>\n\u003cp>With the new academic year set to begin this month, California’s education system will see changes in terms of both funding and curriculum for the 2014-15 academic year.\u003c/p>\n\u003cp>Last year, California adopted a new way of funding its public school system by giving local districts \u003ca href=\"http://www.dof.ca.gov/reports_and_periodicals/district_estimate/documents/LCFF_Policy_Brief.pdf\" target=\"_blank\">more control\u003c/a> over how they spend the money they get from the state. Backed by Gov. Jerry Brown, the revamped system is meant to increase budgeting flexibility for both districts and individual schools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The old funding system 'had no underlying rationale, it did not adjust for different pupil needs, it was ... almost impossible to understand.'\u003ccite>— Michael Kirst,\u003cbr>\nState school board president\u003c/cite>\u003c/aside>\n\u003cp>For the past several decades, schools received two-thirds of their state money as general purpose funding and one-third through so-called categorical programs -- additional funding meant to address very specific needs, such as American Indian childhood education or reducing classroom size. However, many of the more than 40 “categorical programs” were frozen due to California’s fiscal restraints. Opponents of the old funding model argued that the outdated system had become overcomplicated over many decades of reform.\u003c/p>\n\u003cp>“The old system was really an historical accretion, going back to the 1960s,” said Michael Kirst, president of the California State Board of Education, in a recent \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">\u003cem>KQED Newsroom\u003c/em> \u003c/a>interview. “[The funding system] had no underlying rationale, it did not adjust for different pupil needs, it was convoluted and almost impossible to understand. The change made was to really throw all that out and start over.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The local funding formula attempts to simplify the process. Under the new system, funding is based largely on student demographics. Schools receive a base grant per number of registered students and additional grants depending on the schools’ population of high-need students: English learners, socioeconomically disadvantaged students and foster kids. Individual school districts then have the discretion to spend the grant money as they see fit.\u003c/p>\n\u003cp>Kirst estimates that low-income districts will see roughly a 50 percent increase in funding per pupil over the next five or six years.\u003c/p>\n\u003cp>The formula also seeks to address accountability in a way the old system did not. California public school district administrators were required to submit a three-year plan, to be updated each year, outlining how their budgets will improve student performance.\u003c/p>\n\u003cp>This change in fiscal policy comes alongside another major change in California’s education policy with the implementation of \u003ca href=\"http://www.corestandards.org\" target=\"_blank\">Common Core\u003c/a>, a standardized nationwide curriculum for students from kindergarten through 12th grade.\u003c/p>\n\u003cp>Common Core started as \u003ca href=\"http://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-of-common-core-state-standards\" target=\"_blank\">an initiative of the National Governors Association\u003c/a> with a goal of establishing consistent curriculum across the 50 states. Currently 43 states have adopted the curriculum, including California.\u003c/p>\n\u003cp>“It’s a whole new ballgame,” Kirst said, noting Common Core has a “very, very different assessment theory and implementation” process, compared with the current California education model.\u003c/p>\n\u003cp>“It will bring all students up over time to a level where they’re much better able to succeed in secondary education or job training,\" he said.\u003c/p>\n\u003cp>The new Common Core curriculum is still being phased in to California schools and teachers are still being trained, a process that will take three to four years to complete, according to Kirst.\u003c/p>\n\u003cp>The change isn’t without controversy, however.\u003c/p>\n\u003cp>In a \u003ca href=\"http://online.wsj.com/articles/marina-ratner-making-math-education-even-worse-1407283282\" target=\"_blank\">recent Wall Street Journal\u003c/a> op-ed piece, UC Berkeley mathematics Professor Marina Ratner criticized Common Core for complicating basic principles. Ratner also argued that the standard Common Core curriculum does not even exceed California’s old standards.\u003c/p>\n\u003cp>Although first endorsed by both ends of the political spectrum, the Obama administration's support of the change has prompted \u003ca href=\"http://www.nytimes.com/2014/05/30/education/common-core-standards-face-a-new-wave-of-opposition.html?_r=0\" target=\"_blank\">Republican legislators in some states\u003c/a> to fight Common Core as a federal takeover of the education system. Some states have opted out of the curriculum, citing concerns about the lack of local input.\u003c/p>\n\u003cp>Concern has also risen about the lack of involvement from higher education professionals in the Common Core, questioning whether the curriculum will actually allow for students to excel beyond middle school and high school level math, science and language arts instruction.\u003c/p>\n\u003cp>Nonetheless, public school administrators and teachers are working to bring this new curriculum to the classrooms.\u003c/p>\n\u003cp>Jill Tucker, education reporter for the San Francisco Chronicle, recently told \u003cem>KQED Newsroom's\u003c/em> Thuy Vu, “This year is definitely going to be an interesting year” for California schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Watch the entire panel from Friday's episode of \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">KQED NEWSROOM:\u003c/a>\u003c/em>\u003cbr>\n[youtube http://www.youtube.com/watch?v=HZJAIaym7BU&w=640&h=360]\u003cbr>\n\u003cem>\u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">KQED NEWSROOM\u003c/a> is a weekly news magazine program on television, radio and online. Watch Fridays at 8 p.m. on KQED Public Television 9, listen on Sundays at 6 p.m. on KQED Public Radio 88.5 FM and watch on demand \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">here\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"New local funding model and Common Core curriculum to be phased in for 2014-2015 school year.","status":"publish","parent":0,"modified":1521761930,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":838},"headData":{"title":"California Public Schools Usher In Funding and Curriculum Changes | KQED","description":"New local funding model and Common Core curriculum to be phased in for 2014-2015 school year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"NewsArticle","headline":"California Public Schools Usher In Funding and Curriculum Changes","datePublished":"2014-08-19T15:00:01.000Z","dateModified":"2018-03-22T23:38:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png","isAccessibleForFree":"Y","publisher":{"@type":"NewsMediaOrganization","@id":"https://www.kqed.org/#organization","name":"KQED","url":"https://www.kqed.org","logo":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}}},"disqusIdentifier":"145006 http://ww2.kqed.org/news/?p=145006","disqusUrl":"https://ww2.kqed.org/news/2014/08/19/california-public-schools-usher-in-funding-and-curriculum-changes/","disqusTitle":"California Public Schools Usher In Funding and Curriculum Changes","customPermalink":"2014/08/18/california-public-schools-usher-in-reform/+/","path":"/news/145006/california-public-schools-usher-in-funding-and-curriculum-changes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_137444\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr.jpg\">\u003cimg class=\"size-medium wp-image-137444\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2014/05/RS1394_57641874-lpr-640x425.jpg\" alt=\"The 2014-2015 school year will see reforms to funding and curriculum for California schools. (David McNew/Getty Images)\" width=\"640\" height=\"425\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The 2014-2015 school year will see reforms to funding and curriculum for California schools. (David McNew/Getty Images)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Tara Golshan and Adam Grossberg\u003c/strong>\u003c/p>\n\u003cp>With the new academic year set to begin this month, California’s education system will see changes in terms of both funding and curriculum for the 2014-15 academic year.\u003c/p>\n\u003cp>Last year, California adopted a new way of funding its public school system by giving local districts \u003ca href=\"http://www.dof.ca.gov/reports_and_periodicals/district_estimate/documents/LCFF_Policy_Brief.pdf\" target=\"_blank\">more control\u003c/a> over how they spend the money they get from the state. Backed by Gov. Jerry Brown, the revamped system is meant to increase budgeting flexibility for both districts and individual schools.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The old funding system 'had no underlying rationale, it did not adjust for different pupil needs, it was ... almost impossible to understand.'\u003ccite>— Michael Kirst,\u003cbr>\nState school board president\u003c/cite>\u003c/aside>\n\u003cp>For the past several decades, schools received two-thirds of their state money as general purpose funding and one-third through so-called categorical programs -- additional funding meant to address very specific needs, such as American Indian childhood education or reducing classroom size. However, many of the more than 40 “categorical programs” were frozen due to California’s fiscal restraints. Opponents of the old funding model argued that the outdated system had become overcomplicated over many decades of reform.\u003c/p>\n\u003cp>“The old system was really an historical accretion, going back to the 1960s,” said Michael Kirst, president of the California State Board of Education, in a recent \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">\u003cem>KQED Newsroom\u003c/em> \u003c/a>interview. “[The funding system] had no underlying rationale, it did not adjust for different pupil needs, it was convoluted and almost impossible to understand. The change made was to really throw all that out and start over.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The local funding formula attempts to simplify the process. Under the new system, funding is based largely on student demographics. Schools receive a base grant per number of registered students and additional grants depending on the schools’ population of high-need students: English learners, socioeconomically disadvantaged students and foster kids. Individual school districts then have the discretion to spend the grant money as they see fit.\u003c/p>\n\u003cp>Kirst estimates that low-income districts will see roughly a 50 percent increase in funding per pupil over the next five or six years.\u003c/p>\n\u003cp>The formula also seeks to address accountability in a way the old system did not. California public school district administrators were required to submit a three-year plan, to be updated each year, outlining how their budgets will improve student performance.\u003c/p>\n\u003cp>This change in fiscal policy comes alongside another major change in California’s education policy with the implementation of \u003ca href=\"http://www.corestandards.org\" target=\"_blank\">Common Core\u003c/a>, a standardized nationwide curriculum for students from kindergarten through 12th grade.\u003c/p>\n\u003cp>Common Core started as \u003ca href=\"http://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-of-common-core-state-standards\" target=\"_blank\">an initiative of the National Governors Association\u003c/a> with a goal of establishing consistent curriculum across the 50 states. Currently 43 states have adopted the curriculum, including California.\u003c/p>\n\u003cp>“It’s a whole new ballgame,” Kirst said, noting Common Core has a “very, very different assessment theory and implementation” process, compared with the current California education model.\u003c/p>\n\u003cp>“It will bring all students up over time to a level where they’re much better able to succeed in secondary education or job training,\" he said.\u003c/p>\n\u003cp>The new Common Core curriculum is still being phased in to California schools and teachers are still being trained, a process that will take three to four years to complete, according to Kirst.\u003c/p>\n\u003cp>The change isn’t without controversy, however.\u003c/p>\n\u003cp>In a \u003ca href=\"http://online.wsj.com/articles/marina-ratner-making-math-education-even-worse-1407283282\" target=\"_blank\">recent Wall Street Journal\u003c/a> op-ed piece, UC Berkeley mathematics Professor Marina Ratner criticized Common Core for complicating basic principles. Ratner also argued that the standard Common Core curriculum does not even exceed California’s old standards.\u003c/p>\n\u003cp>Although first endorsed by both ends of the political spectrum, the Obama administration's support of the change has prompted \u003ca href=\"http://www.nytimes.com/2014/05/30/education/common-core-standards-face-a-new-wave-of-opposition.html?_r=0\" target=\"_blank\">Republican legislators in some states\u003c/a> to fight Common Core as a federal takeover of the education system. Some states have opted out of the curriculum, citing concerns about the lack of local input.\u003c/p>\n\u003cp>Concern has also risen about the lack of involvement from higher education professionals in the Common Core, questioning whether the curriculum will actually allow for students to excel beyond middle school and high school level math, science and language arts instruction.\u003c/p>\n\u003cp>Nonetheless, public school administrators and teachers are working to bring this new curriculum to the classrooms.\u003c/p>\n\u003cp>Jill Tucker, education reporter for the San Francisco Chronicle, recently told \u003cem>KQED Newsroom's\u003c/em> Thuy Vu, “This year is definitely going to be an interesting year” for California schools.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Watch the entire panel from Friday's episode of \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">KQED NEWSROOM:\u003c/a>\u003c/em>\u003cbr>\n\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/HZJAIaym7BU'\n title='//www.youtube.com/embed/HZJAIaym7BU'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cbr>\n\u003cem>\u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">KQED NEWSROOM\u003c/a> is a weekly news magazine program on television, radio and online. Watch Fridays at 8 p.m. on KQED Public Television 9, listen on Sundays at 6 p.m. on KQED Public Radio 88.5 FM and watch on demand \u003ca href=\"http://www.kqed.org/tv/programs/newsroom/\" target=\"_blank\">here\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/news/145006/california-public-schools-usher-in-funding-and-curriculum-changes","authors":["236"],"programs":["news_6944"],"categories":["news_18540"],"tags":["news_4830","news_4593"],"featImg":"news_137444","label":"news_6944"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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