Our K-12 schools have more
essential tasks in 2025
A New Year, an old theme. Last August AV #273 criticized the “Big Blur.” Gov. Jared Polis is a strong advocate. I critique a related effort here, what Polis hopes will become a national initiative, “Let’s Get Ready: Educating All Americans for Success.” As chair of the National Governors Association this year, Polis has the clout to nudge his fellow governors to get on board. Here are reasons I find the effort misguided. We have other priorities for education. More important challenges to address.
On Dec. 4,
2024, the Public Policy Institute interviewed Gov. Jared Polis and explored his
initiative.[i]
I begin by challenging a central question he believes governors should be asking.
Then I will question three other points made
that morning. (Quotes from Polis in italics.)
Gov. Polis: [The initiative is about] “preparing people for the skills companies need to grow and thrive… And then it’s about how do we really measure and have metrics that establish how well we’re doing in this area.... There’s just very little data that comes back to states. States are major funders of education. It’s the biggest line item in our budget.… So it’s a great question for governors to ask. What are we getting for our money?”
|
New analysis rings alarm bells
on middle schoolers’ academic recovery Chalkbeat, by Erica Meltzer,
July 22, 2024 COVID disruptions continue to
cast a long shadow over student learning, with middle school students in
particular suffering the cumulative effects of years of missed lessons, new
research shows. Students Fell Behind During the Pandemic. Who Stayed Behind? Education Week, by Brooke Schultz, Sept. 17, 2024 Although schools have made up some
pandemic-related learning loss, not enough students are receiving the support
they need… Are Students Gaining Ground in
Math and Reading? Not Very Much … The 74, by Chad Aldeman, Dec.
10, 2024 Early assessments show little progress in making up
for pandemic learning loss. |
"In most cases, including Colorado, we don’t operate the schools … but we certainly fund them. So are we getting what we need for the individual learner to succeed and for our state’s economy to succeed?"
A Trumpy question, is it not? (The kind our new President will ask of our policy in, say, Ukraine or Taiwan.) As my next newsletter will show, this is the kind of ROI question the state of Colorado is using to assess “the value of higher education.” Also misguided.
I doubt many state leaders will frame the issue of funding public education as Polis has done. Just another business transaction?
Furthermore, governors have more urgent questions. They are about our students, and what they are learning. Such as:
- How well have they recovered from the COVID years? What more needs to be done to make up for the learning loss? (See sidebar.)
- Are the initiatives to improve the
reading skills of our students succeeding? Colorado has spent over $300 million
on the READ Act since 2013, and yet over 10,000 high school students are still
on a READ plan. See my November piece in Boardhawk, “Data reveal the shocking breadth and depth of
Colorado’s reading crisis.”[ii] See also the ECS report, “Governors’ Top Education Priorities in
2024 State of the State Addresses.” Note how other state leaders have focused on Academic Achievement and Literacy. Addendum A.)
- And more pressing than asking what are we
getting for our money, in Colorado anyway, is what
are rural students getting from the state? Why do many of our school districts
say they cannot offer the “required” 160 days of school? (Over 100 districts
get a waiver and meet with students, in many cases, fewer than 150 days a
year.) Are Colorado’s funding structures so inadequate that we cannot do
better by our students than this? (See
Chalkbeat Colorado: “How much is adequate education funding in Colorado?” Dec. 23, 2024. See
also questions raised in
AV #278-#280 on the four-day week and shorter school year. And take note
of efforts by governors Michelle Lujan Grisham (New Mexico) and Kevin Stitt (Oklahoma)
to challenge the four-day week. Addendum B.)
Three more issues: accountability,
achievement, the high school diploma
1.
Who wants to add another level of accountability to public education in Colorado?
Gov. Polis commended programs in Cherry Creek, St. Vrain, and Thornton that help high school students prepare for a career. “All of these things we do,” he said, “but how do we measure them? How do we make sure that the metric is universal and that we hold all of our schools accountable for delivering good results for the individual and for our economy?”
“… the meat of [this effort} - it’s the state being in an excellent position to ensure accountability for being ready for success for the individual and for the economy.” (Bold mine.)
Colorado’s accountability
system has been in place since 2009. I am sure Gov. Polis knows of the frustration
and resentment around this effort over the past 15 years. He knows, too,
of the 1241 Task Force that recently completed its yeoman work (26 people,
over 150 hours of meetings, 16 Task Force meetings), producing a full 30
recommendations[iii]
to improve the system now in place. In this context, it seems tone-deaf of the
Governor to push for another level of accountability.
Moreover, ask educators
if they believe the mission of our schools is to “deliver good results for the
economy.” “No,” they will answer. “Not our job. We have plenty on our plate.”
This old
teacher would say to the Governor: You are speaking a foreign language to us. It
is our responsibility to teach and to help our students develop the skills and
knowledge that are in our state standards … and yes, to help our boys and girls
know themselves better and grow as individuals … and yes, to encourage them to
find and pursue their interests and to foster the values that will lead them to
become good citizens and good members of their community.
And now add to that - measure their skills
for the marketplace? No thank you. (See more in #2.)
2.
Achievement – Most
students do not perform at grade level. This has to be our priority.
[On at least
three occasions Gov. Polis sounded ill-informed on test scores.] “… just
because students are able to achieve at grade level in reading and math
does not necessarily mean that they’re ready for today’s and tomorrow’s job
market … Of course people need to read, but reading alone or mathematical
skills at grade level alone, those are not the requisite skills for
many of the wonderful jobs that we have today and tomorrow… But even if
somehow every student was proficient in math and reading, that doesn’t
correlate to are they ready for success in having good jobs. So we’re really
looking at other indicators…”
(Bold
mine)
|
CMAS - % Met or Exceeded
Expectations - 2024 |
||
|
Grade |
ELA |
MATH |
|
3 |
42.1 |
41.7 |
|
4 |
42.0 |
34.1 |
|
5 |
47.3 |
37.3 |
|
6 |
44.0 |
29.2 |
|
7 |
46.3 |
29.8 |
|
8 |
42.8 |
32.5 |
“… even if somehow…” Gov. Polis then breezes past this
point. Let’s stop there. We first used CMAS as our state assessment (for grades
3-8) in 2016. Is it possible Gov. Polis is not aware that the
majority of Colorado students have never been able to “achieve at grade level”?
In English Language Arts (ELA) we
have never seen 50% of our students in any of these grades Meet Expectations;
in Math, only 35% or so score at grade level.
And now Gov. Polis wants to add metrics that
will measure the “requisite skills for jobs”?
“… doesn’t correlate to … success in having
jobs.” Whoever said they should? That is not
the purpose of these tests. They measure a student’s performance on academic
subjects we consider the most essential in the K-12 curriculum.
Even though our schools are unable, to date,
to help most students gain the knowledge and skills we have set as our expectations,
the Governor seems to be saying: never mind. Let’s create another set of
metrics, this time around job preparation.
Sure, just what our schools need!
3. The high school diploma – let’s get this right first, before creating a new "indicator."
Another View will soon explore the dramatic decline in remediation numbers in Colorado. Is this good news? |
“… So we’re really looking at other indicators…. A high school diploma? It’s not a very good indicator. It’s good to have it. It helps open doors. It’s important. But again, a high school diploma doesn’t tell employers a lot.”
“… If they are going on to higher ed, how do we make
sure they don’t need remediation, right? That that high school diploma signifies
you are ready to learn at the college level?”
“So what kind of skills certifications can we get? Can
we get students, for instance, to have a cyber security certificate … that
enables them to get a good job when they graduate?”
Before racing past the value of a high
school diploma and the need for remediation, before we ask schools to develop new
metrics to measure job skills, again, let’s stop. First, no one thinks a high
school diploma tells employers a lot. Again, that is not its purpose. Second,
as I say above, if accountability for academic results and a focus on academic
achievement are central to K-12 education, then Colorado should be clear
about what a high school diploma represents. Are we awarding diplomas to
students who have demonstrated academic proficiency in key subjects: in reading,
writing, and mathematics? The evidence tells me we are not.
On the final state assessment high school
students take (as 11th graders), scores have declined.[iv]
Striking, is it not? While Colorado’s SAT scores decline,
our high school graduation rates continue to rise.[v]
You will be right to point out that our new Graduation Guidelines[vi] include a Menu of Options (eleven in all) that offer a wide range of ways to demonstrate “college and career readiness” without meeting a minimum score on the SAT. But who believes each option truly demonstrates "college and career readiness"?
What Gov. Polis might not know: Although our Graduation Guidelines have been in place since 2021-22, the Colorado State Board of Education has never studied and reviewed them. Some of us have been raising questions about the rigor and clarity of expectations in these Guidelines (see AV #263- Colorado’s new graduation guidelines – early warning signs that they fall short, and AV #264 - State’s Menu of Options: greater flexibility – and a lower bar; Case in point: District Capstones - where we have no “guidelines.” Fall 2023). District Capstones deserve a close examination by the State Board, as do the Industry Certificates, the Armed Services Vocation Aptitude Battery (ASVAB), and ACT WorkKeys (see Addendum C, two samples from a Practice Test).
Is handing out a high school
diploma more important than being sure it stands for something?
In a world where almost all students are reading at grade level,
demonstrating proficiency in writing and in math, and graduating high school
with a strong foundation in all of the Colorado Academic Standards, I could see
some value in this effort to develop “skills certifications,” “stackable credentials,”
and whatever else can “measure” a high school senior’s job readiness.
But that is not where Colorado is today.
In opposing “Educate-for-the-Economy,” I am often told, “It is not
either/or. We can do both. We can do what is best for our kids and what is best
for the economy.”
But priorities matter.
I believe the Governor’s “Let’s Get Ready” would distract any state from more fundamental matters for K-12 education. For Colorado, at least, this is not what we need.
What does that safety sign on the highway flash? Don’t Drive Distracted.
Here’s a familiar New Year’s resolution: Let’s focus on what is most important.
Addendum A
From the
Education Commission of the States (March 2024):
GOVERNORS’ TOP EDUCATION PRIORITIES
in 2024 State of the State Addresses*
ACADEMIC ACHIEVEMENT AND LITERACY
“At least 25
governors addressed academic achievement and literacy. In some addresses,
governors highlighted efforts to improve students’ academic proficiency through
efforts such as intensive tutoring, increased funding for academic progress
plans and efforts to support comprehensive testing plans. Governors also
stressed the importance of focusing on early literacy and the importance of using
updated literacy instruction to improve reading outcomes.”
(Bold mine)
|
Alabama Gov. Kay Ivey |
… the Governor’s Commission on Teaching and Learning
provided a report that will serve as a blueprint for improving student
outcomes for the next three years. Celebrated the efforts of the
Turnaround Schools Initiative and its impact on student achievement. |
|
California Gov. Gavin Newsome |
… budgeting
$25 million to support trainings for educators to administer literacy
screenings and $20 million to develop and provide training for math
coaches and leaders who can provide training and support to math teachers. |
|
Idaho Gov. Brad Little |
Spoke about increasing funding for literacy
by 500% over the course of his administration. |
|
New Mexico Gov. Michelle Lujan Grisham |
Highlighted a 4% increase last year in reading
scores for students in third through eighth grade and a 5% increase for
Native American students. Noted the U.S. has some of the lowest literacy
rates of any wealthy nation and called for greater investment in literacy
for New Mexico. |
|
Rhode Island Gov. Dan Mckee |
Shared that the student achievement goal will
be met by improving three main areas: Rhode Island Comprehensive
Assessment System scores, student attendance and FAFSA completion.
Proposed $15 million for math and English language arts coaching for
students and professional development for teachers. Announced that 38 out of
39 cities and towns have joined the Learn365RI effort. |
|
Virginia Gov. Glenn Youngkin |
Highlighted intensive tutoring efforts in math
and reading between third and eighth grade to support student
achievement through the ALL-IN Virginia Plan. Highlighted the impact of
interrupted instruction on students and praised the role of the state’s
tutoring program in catching students up. |
*Summary provided by Education Commission of the States, written by Lauen Peisach and Gerardo Sliva-Padrón, March 2024, https://www.ecs.org/wp-content/uploads/Governors-Top-Education-Priorities_2024.pdf
Addendum B
(New Mexico) - Governor Michelle
Lujan Grisham Highlights Plan
to Improve Education in State of
the State Address
Jan. 16, 2024
In her State of the State address, Governor Michelle Lujan Grisham laid out an ambitious agenda for New Mexico, with a significant focus on improving education.
Additionally, Lujan Grisham advocated for the expansion of
the school year to 180-days and requested legislative funding to support this. This argument
follows a push from her office and the Public Education
Department to expand the actual days students are in school. She said that more quality instruction time is crucial for
improving educational outcomes. “No student should be told that their progress
isn’t a priority,” the governor said, emphasizing the state’s commitment to
providing top-notch education for its youth. “It’s challenging, but it’s time
we did the right thing,” Lujan Grisham said.
Oklahoma lawmakers tried to limit
four day school weeks,
but they’re hanging on in rural communities
Four day weeks in the political crosshairs
Oct. 27, 2022
Gov. Kevin Stitt has campaigned on saying that limiting
four day school weeks was one of the great successes of his first term.
“You know, we’ve gone from budget deficits to a record
savings account,” he said during his opening statement of a debate earlier this month. “From four day school weeks and teacher walkouts to now
the largest investment in education and teachers in the history of our state.”
The practice was limited by Senate Bill 441, a 2019 measure that upped the number of days schools must
be in session each year to 165.
Addendum
C
WorkKeys
- Preparing for WorkKeys Assessments – from ACT Inc.
Reading for Information Level 3
Individuals with Level 3 skills understand basic words and
can identify main ideas. They understand when to follow each step in a set of
instructions and can apply the instructions to situations that are the same as
the one they are reading about. Level 3 materials include simple instructions,
company policies, and announcements. They are short and straightforward, and
contain basic vocabulary.
Sample question
MARCO Industries
14428 Del Rio
San Diego, CA
To: All
Employees
Fr: President's
Office
Re: Holiday
Closing
The past year has been a good one for MARCO Industries. Our
sales are way up. I believe that there will be more orders for our products in
the new year, too.
All of you have worked very hard and should be rewarded. So
I have decided to close MARCO Industries from December 24 through January 2.
All employees will get a paid vacation during that time. This vacation will not
count against your regular paid vacation time. It is a bonus. Simply write
"holiday leave" on your time sheets for those dates.
1. Based on this memo, what should you write on your time
sheet for December 24 through January 2?
A. Bonus sales
B. Holiday leave
C. Industry closed
D. Paid vacation
E. Regular vacation
From ACT WorkKeys - Practice Test - sample
The following diagram
shows the 800 m men's race results at the 1976 Summer Olympics. What was the
running time for the runner from India?
A. 1:43.86
B. 1:44.12
C. 1:54.44
D. 1:45.77
E. 1:48.39
From Free WorkKeys Practice Test for 2024. At JobTestPrep, https://www.jobtestprep.com/workkeys-practice-test
Endnotes
[i] “Pathways
to Opportunity: A View From the National Governors Association and Colorado,” Gov.
Polis interviewed by Bruno Mano, Public
Policy Institute, Dec. 4, 2024, https://www.youtube.com/watch?v=LlF2EGcRIAk.
[ii] “Data
reveal the shocking breadth and depth of Colorado’s reading crisis,” Huidekoper,
Boardhawk, Nov. 25, 2024, https://boardhawk.org/2024/11/data-reveals-the-shocking-breadth-and-depth-of-colorados-reading-crisis/.
[iii] “How much is adequate education funding in Colorado? Colorado lawmakers approved a brand new funding formula last year — the first major revamp since 1993.
However, the formula didn’t say whether the new funding levels were enough.
“So how much money
do school districts need to adequately teach students?
“Colorado
commissioned two “adequacy studies” to understand the answer. Those studies are
due at the beginning of the year.”
From “Nine Colorado education stories to watch in 2025,” Chalkbeat Colorado, Dec. 23, 2024.
[iv] “Colorado
SAT and PSAT Data and Results, Colorado Department of Education, https://www.cde.state.co.us/assessment/sat-psat-data.
[v] “Graduation
Statistics,” Colorado Department of Education, https://www.cde.state.co.us/cdereval/gradratecurrent.
[vi] Colorado Department of Education
–
“Graduation Guidelines
“Menu of College and Career-Ready Demonstrations
“Students choose from a Menu of Options - embedded in each school district’s graduation requirements - to
demonstrate their readiness for career, college and the military, based on at
least one measure in Reading, Writing, and Communicating, and one measure in
Mathematics.”
https://www.cde.state.co.us/postsecondary/graduationguidelinesmenuofoptionspdf
