Monday, March 27, 2017

Chester Finn Laments Maryland’s Corporate Reform Resistance; Fails to Connect Common Core to Falling NAEP Scores | deutsch29

Chester Finn Laments Maryland’s Corporate Reform Resistance; Fails to Connect Common Core to Falling NAEP Scores | deutsch29:

Chester Finn Laments Maryland’s Corporate Reform Resistance; Fails to Connect Common Core to Falling NAEP Scores



On March 22, 2017, former Fordham Institute President and current Maryland State Board of Education Vice President Chester Finn published an opinion piece for the ed reform think tank, Fordham Institute, entitled, “A Painful ESSA Setback in Maryland.”
Finn is upset that signature ed reform policies, such as the expansion of charters and vouchers and test-score-centric policies for “grading” schools are taking a hit in the Maryland legislature.
Finn tries to leverage his argument by centering on Maryland’s 2015 National Assessment of Educational Progress (NAEP) scores:
Maryland prides itself on having high-performing public schools, but the truth is that its primary-secondary education system is failing to prepare far too many children for what follows. On the most recent (2015) National Assessment of Educational Progress, for example, barely one third of the state’s eighth graders were “proficient” or “advanced” in either math or reading. Among African-American youngsters, that key benchmark was reached by fewer than one in five.
Yet lawmakers are on the verge of undermining the best chance the state has had in ages to do something forceful about the schools that have allowed this sad situation to endure. They’re about to prevent the State Board of Education from installing a new school-accountability system that prioritizes pupil achievement and student success, as well as true transparency by which parents can easily tell whether their child’s school is succeeding or failing. Instead, House Bill 978 and Senate Bill 871, now speeding toward enactment, sharply limit the extent to which learning counts, restrict the use of achievement data, forbid the state from “grading” its schools (or intervening in dreadful ones), and give top billing to measures of teacher satisfaction, class size, adult credentials, and other inputs that are dear to the hearts of teacher unions but have woefully little to do with classroom effectiveness. The General Assembly has already killed Governor Hogan’s proposed expansion of the state’s cramped charter school program and is threatening to shrink its tiny voucher program, thereby ensuring that kids stuck in district-run dropout factories won’t have any alternatives. Maryland districts are also famously allergic to public-school choice, save for the occasional magnet.
Maryland’s House Bill 978 and Senate Bill 871 are essentially the same bill. Both call for school quality indicators to be included in school performance grades; both specifically forbid school quality from being measures using test scores. Furthermore, regarding schools identified for intervention, both bills specifically forbid 1) the Chester Finn Laments Maryland’s Corporate Reform Resistance; Fails to Connect Common Core to Falling NAEP Scores | deutsch29:


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