Choice First, Standards Second, Part 8,364

September 21, 2015


(Guest post by Greg Forster)

Rick Hess has an interesting article on NRO comparing two Common Core surveys. The first of his key takeaways:

Depending on which of the above questions one selects, it’s possible to argue that the public supports the Common Core by more than two to one or that it opposes it by more than two to one.

As I read the responses to the varying questions, the surveys are finding that parents want states to set high standards, but more than that, they want teachers to have autonomy.

Is that a juvenile have-your-cake-and-eat-it contradiction, like demanding high spending and low taxes with a balanced budget? Well, to some extent, no doubt. But there is another sense in which this circle can be squared.

“High standards” arbitrarily imposed by technocrats aren’t credible, and rightly so. School choice would create the necessary environment within which high standards could emerge with credibility.

It Depends on What the Meaning of “Testing” Is

July 9, 2015

Bill wagging finger

(Guest post by Greg Forster)

Lots of really good back and forth about NCLB testing and the federal opt-out over the past few days, in response to Matt’s posts. I just want to step in and point out something that seems to be getting lost in the discussion.

Testing of all students (other than those that get an opt-out) is not the only kind of NCLB-related testing. NCLB also required all states, for the first time, to participate in the Nation’s Report Card. NRC participation created the “academic transparency” Matt is looking for, but without raising any concerns about opt-outs, because it’s given to a representative sample of students rather than to all students. If you want to measure how states are doing at serving subgroups of students, this can be done by testing representative samples of those subgroups via the NRC.

My position is that the feds should not throw huge piles of money at schools, but if they’re going to do so (and it seems nothing can stop them) they can and should require the kind of “transparency” NRC provides without pushing states to test every child – and also without interfering with states’ ability to test every child in public schools if they wish to do so. Testing a representative sample of students provides “transparency” without forcing any particular child to take the test.

Unfortunately, the Common Core people have destroyed the bipartisan consensus for “transparency” of even the NRC kind, because now all testing has become suspect. Well done!

“I’m Practically a Socialist”

September 8, 2014


(Guest post by Greg Forster)

Don’t miss Politico’s thoughtful profile of Common Core godfather E.D. Hirsch, who says of himself:

I’m practically a socialist.

Yes, he is. He understands what is really going on better than most.

Granted, in its current incarnation CC lacks the teeth to put any of its implicitly dictatorial ambitions into effect. But that does not change the nature of the ambitions; it only means CC advocates understand the limits of what is currently possible. If CC is allowed to silently redefine the basic meaning of all educational terms, delegitimize authentic parent choice, and establish the expectation that powerful people can lie and cheat and get away with it, more and more will become possible for them.

P.S. Don’t forget, “practically” can mean “in practice, in effect, de facto.”

Five Answers for Mike Petrilli, Technocratic Progressive

September 5, 2014


(Guest post by Greg Forster)

Yesterday I highlighted Rick Hess’ five “half-truths” (really non-truths) of CC advocates. Now, Mike Petrilli has five questions for Rick. I don’t know how Rick would answer, but here’s how I would – consider it a cheat sheet on the nature of technocratic progressivism.

1) You dispute that the Common Core standards are “evidenced based” because “what the Common Core’s authors did falls well short of what ‘evidence-based’ typically means.” By your definition, would any set of standards be considered evidence-based? Such as those previously in place in the states? Or any set of education standards one might develop in the future? (Or, for that matter, in myriad other fields?) If no, then what’s your point? Do you think we should abandon standards-based reform?

No, no set of standards can be evidence based, because we don’t have anything like the level of evidence we would need for that designation to be meaningful. We need at least a generation of robust school choice and educational entrepreneurship before we will have the slightest idea “what works.” Technocratic progressivism always starts from the pretense that we know more than we really do.

2) Relatedly, would you consider elements of the Common Core to be evidence-based? Such as their focus on scientifically-based reading instruction in the early grades, or the demand for fluency in arithmetic, or the admonition to delay calculator use? Would you disagree that those decisions were based on evidence? Do you think states should go back to standards that don’t include these evidence-based expectations?

Designating these policy decisions – for that is what they are – as “evidence based” suggests that they are the One Best Way for all students, and disagreement is illegitimate. The next step for technocratic progressivism, after pretending that we know more than we really do, is to take policy decisions that involve the exercise of a wide-ranging human judgment, upon which wise and well-informed people might therefore be expected to disagree, and reframe them as mere technical questions that have one objectively right answer.

3) You complain that the Common Core standards don’t include calculus. Do you think states should expect all students to learn calculus? If not, where would you set the bar for “college and career ready”?

This question reveals the fundamental bankruptcy of the whole CC enterprise. It requires a single authority to take control of the content of education for all students at a detailed level. Who died and put Rick Hess in charge of when my daughter should learn calculus? And who says the right answer is the same for all students? Technocratic progressivism, having presented policy questions requiring complex human judgment as technical issues that have a single right answer to be determined straightforwardly by evidence, delivers unlimited power to an elite class of politicians posing as scientists.

4) You say that it’s hard to judge the “rigor” of standards. OK. So do you think other standards are more rigorous than the Common Core? Ohio, for example, is having a debate about whether it should repeal the Common Core and deploy the old Massachusetts standards instead. Do you think the old Massachusetts standards were more rigorous than the Common Core? Or is it impossible to know?

I had thought everyone paying attention to the discussion was aware by now that the old Massachusetts standards were more rigorous than CC, but if Mike wants to remind us of this unflattering comparison, who am I to stop him? It is especially helpful because the overthrow of superior standards in Massachusetts demonstrates that CC is not only a floor but also a ceiling (as all “floors” must be by their very nature). Technocratic progressivism, by putting all power in the hands of politicians posing as scientists, undermines the functioning of the very systems it intends to improve.

5) You call us at the Fordham Institute “avidly pro-Common Core.” Do you think it’s possible that we are “avidly pro-Common Core” precisely because we think the standards are so strong? We also support the concept of national standards for science, but we’re not “avidly pro-Next Generation Science Standards.” We’ve recommended that states not adopt those standards because they are mediocre. How would you explain that position?

It’s strange that the observation that Fordham is “avidly pro-Common Core” should set off this defensive and oversensitive reaction. That Fordham is avidly pro-Common Core is obvious to all. Just look at their snide and juvenile piece on Bobby Jindal. And everyone knows Fordham is avidly pro-Common Core because they believe the CC standards are strong; Rick wasn’t suggesting otherwise. Why does Mike feel the need to snap back when people point out that he and his organization are for what they are for? Here we see the first stage of the final development of technocratic progressivism. The first stage (seen here) is guilty conscience. At future stages, the conscience will no longer feel guilty, having become accustomed to living in a false reality and being surrounded by the kind of unscrupulous people power attracts. That is when the really nasty stuff begins to happen.

If you want to move from the crib sheet to the Cliff’s Notes, start here. The primary source text can be found here.

Update: Mike writes in: “I think you missed my point on the Fordham Institute, though it was subtle. I thought Rick implied (unintentionally, as it turns out) that we gave the Common Core high marks because we were avidly pro Common Core. In fact, the reason we are so supportive of the effort is because the standards turned out so well. We would certainly never dispute that we are “avidly pro-Common Core.” We are, and proudly so!”

Common Core’s Flimsy Basis

September 3, 2014


(Guest post by Greg Forster)

Two outstanding posts today on the flimsy basis of Common Core are very much worth your attention. At NRO, Jason Richwine notes an academic article that examines anonymous interviews with Common Core’s leading designers:

McDonnell and Weatherford are clear that research evidence did play a role in Common Core’s development, but almost all of the evidence was used either to identify problems (such as America’s poor ranking on international tests) or to generate hypotheses (for example, that higher achieving countries have superior standards). When it came time to actually write the standards, the developers could not draw from a large store of empirical evidence on what works and what doesn’t. They had little to go on except the standards of high-performing nations and the “professional judgment” of various stakeholders.

Professional judgment – where have we heard about that before?

One member of the validation committee admitted that “it was pretty clear from the start that nobody thought there was sufficient evidence for any of the standards” but defended them as “thoughtful professional judgment, applied systematically.”

The academic article also notes that CC designers were aware CC could not succeed without certain “enabling conditions” in place, but chose to ignore this fact for political reasons:

Common Core advocates understood what researchers were telling them about enabling conditions. However, during this stage of the policy process, they chose to downplay them because they would complicate the agenda at a time when a policy window was opening but might not be open for long.

Also very much worthy of your attention is this handy overview of five CC “half-truths” from Rick Hess. He demonstrates the lame rationalization behind claims that:

  1. CC is “internationally benchmarked” (nope)
  2. CC is “evidence-based” (nope)
  3. CC is “college- and career-ready” (double nope)
  4. CC is “rigorous” (only if your definition of rigor is unrigorous)
  5. High-performing nations have national standards (so do the low-performing nations)

Based on Rick’s review, they look more like non-truths than half-truths to me.

Told You So!

August 28, 2014

Casablanca - Shocked!

I am shocked – shocked! – to discover that

nationalization of education is going on in here!

Casablanca - Your Winnings

Your NCLB subsidies, monsieur.

(Guest post by Greg Forster)

Common Core is not federally driven!

We repeat, Common Core is not federally driven!

Crimethink doubleplusungood!

It’s too bad nobody predicted this would happen – oh, wait, hang on:

Could we now at least ask for a moratorium on the silly “we can quit any time we want!” argument? I mean the assertion that once states have been forced to sign up for Common Core, the fact that they remain signed up rather than dropping out somehow counts as evidence that they’re really “voluntarily” on board. Leave aside the fact that it basically boils down to saying it’s OK for state political leaders to be prostitutes and destroy children’s lives for money as long as they then come out after the fact and admit openly that that’s what they were doing all along. Does anyone really think that strongarming is something that happens only once? I mean, if your corner grocery gets a visit from Guido and Rocco and immediately thereafter signs up as a member of the Legitimate Businessmen’s Neighborhood Business Protection Society, does its membership count as “voluntary” because it stays in the society year after year even though Guido and Rocco never set foot in the place again?

Suppoose the LBNBPS people swear – cross their hearts and hope to die – that they’ve fired Guido and Rocco and have gone totally legitimate? Would anyone believe them? Would businesses feel free to leave?

This part seems strangely relevant, too:

I get the sense that conservatives who like Common Core want a do-over. They want to disengage from their former allies among the nationalizers and reposition themselves as champions of high state standards.

Fine! Step one to getting a do-over is to actually do it over.

Common Core is irreversibly associated with nationalization. It already was before the latest word about NCLB waivers; that news doesn’t create, but merely confirms, the permanent link between CC and nationalization of education.

You want genuinely state-driven common standards? Create some.

Kill Us Both, Mike

August 15, 2014

kill us both, spock

(Guest post by Greg Forster)

I’m not sure what alternate universe this version of Mike Petrilli is visiting from. Here on Earth Prime, we already have all the tools we need to evaluate our schools using high standards. That was sort of the whole point of my article.

Wait, it gets better. The tools I used in my article compare the US to other countries, measuring how we’re doing against our global peers and competitors. That’s the kind of comparison we need most, for a variety of reasons. Common Core isn’t internationally benchmarked; its standards were cooked up in smoke-filled rooms by politicians and their cronies, not by education experts. So to the extent that political power forces us to pay more attention to CC and thus less attention to the tools we’re using now, we will know less than we did before about how we’re doing relative to other countries.

Beam me up, Jay, there’s no intelligent life down here.


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