All good questions, but let's move on to our current reality. After the Standards Commission meeting of earlier this week, it's clear that on August 2, the State Board of Education is going to have a really complex set of standards for consideration. It is highly likely that the English Language Arts standards will be Common Core plus an additional 15-30 standards from California and Massachusetts. It's also clear that California is not going to back away from the 8th grade Algebra 1 issue.
In the closing moments of this week's meeting, as the discussion turned to math, Commissioner Jim Lanich asked for clarification on what is meant by statutory language guiding the commission's work regarding academic rigor of the standards. Undersecretary of Education Kathy Gaither stepped forward to explain that, apropos Algebra 1, the intent was to ensure that the progress California has made in enrolling students in Algebra 1 in 8th grade must continue; that growth in student proficiency rates (substantial numerically, but still lagging against other CSTs) must continue; that the regard for California's academic standards must continue.
I found the exchange helpful for Lanich's attempt to try to bring some context and meaning to the discussion. The commissioners were facing a whirlwind of ideas, slides, handouts, and discussion. And my single greatest concern about the final meeting and about the decisions the commission needs to make regarding math is that someone--staff, commission leadership, appointing authorities--needs to step up and reign in the free-flow of ideas and put something in concrete.
It's going to be hard. It's not a stretch to imagine that commissioners will encounter another flurry of documents: staff recommendations on 15 percent; staff recommendations on how to deal with Algebra 1 and 8th grade; and Commissioners Evers and Wurman are certain to introduce their own proposals on math. Someone will need to lead.
I've stated previously my confidence that as long as the Commission begins its work from the Common Core Standards and brings forward recommendations that build from them, California's students will almost certainly benefit in the long-term. Yes, there are opportunities to confuse and make opaque. Yes, there are ways to add so many standards to the Common Core that new questions about assessment, instructional materials, and coherence become critical again.
So here's what I'll be looking for at the final meeting:
1. A clear statement on English Language Arts that shows the Common Core standards and the proposed additional standards from California and Massachusetts that the Commission recommends for adoption.
2. A clear statement on Math that California is adopting the Common Core standards and clarifying that:
- the K-7 Common Core standards lead to preparation for California's students to take Algebra 1 in 8th grade
- additional standards in K-7 that ensure preparation for Algebra 1 in 8th grade
- recommendations by the commission to the State Board of Education on the policy that California's standards prepare students for Algebra 1 in 8th grade
- a clear statement regarding the need for all students to be continuously enrolled in math throughout high school
- a clear statement on mathematics skills and knowledge that constitute college and career readiness
Finally, it is my hope that staff will acknowledge on behalf of the commission that the standards being recommended will need to be analyzed and understood in terms of their coherence and alignment. That understanding will be critical for participating in the Common Core assessments, for any stand-alone assessments California must develop, for instructions to publishers, and for teacher/administrator support.
I'm looking for leadership, awareness, and understanding. Who will step up?
