Maj. Gen. James “Spider” Marks is the former commanding general of the U.S. Army Intelligence Center.
It might be strange to hear a retired Army guy commend the new system of standardized tests given to students from elementary to high school, but if there’s one thing military personnel know well, it’s how to measure achievement and progress.
Everything that an individual does, a unit does, even the Defense Department does is measured against a known and accepted standard. That is how we determine readiness and operational success. If our standards are off, the consequences of mission failure can be very serious.
So we take great care in developing our standards, take the time to ensure that everyone who will be assessed understands the benchmarks, and then devote effort to after-action reports to learn more about our strengths and our weaknesses.
Denver resident Pamela Norton is the founder and president of Activate.
Leading up to the controversial Partnership for Assessment of Readiness for College and Careers (PARCC) testing in Colorado last month, several friends said they planned to pull their kids from the test.
Other friends said their kids were pressuring them to do so. My child did try that tactic, but he knew I wouldn’t agree.
I told my friends to stay strong so they could learn from the data the test would provide. I asked, “How can you help ensure your children are getting the best education if you don’t know how they are doing compared to children in the rest of the world?”
For years, we have been living on “feel-good” subjective standards that gave some of us a false sense that our school is “blue-ribbon,” with the smartest and brightest students. We’ve had only subjective standards for K-12 ever since the testing conversation began in 1959. Since then, we’ve seen many failed government initiatives and programs, until we finally obtained a bipartisan solution six years ago.
Finally, after all this work and investment, the state has implemented the Colorado Measures Academic Success (CMAS) PARCC tests so we can provide parents, teachers and schools with a benchmark and real insights to ensure our children are competitive.
Denver resident Pamela Norton is the founder and president of Activate, mother of two, and has many friends with children across the Colorado school system.
Parents, teachers, and the larger community in Colorado are frustrated with the amount of testing in our schools. Unfortunately, to demonstrate this concern, some parents are threatening to pull students out of the statewide PARCC test. This dissenting voice should be heard, but the tactic of opting-out doesn’t solve the problem of over-testing. Instead, it reduces transparency.
I am a parent of two children, who were students at what I thought were high performing public schools. However, after my oldest graduated, I was shocked to learn that she didn’t have many of the skills needed to succeed in college. Since then, I also realized my son is behind in high school. How could a school be labeled as an A+ school yet still have 40 percent of its students needing some sort of remedial education? That doesn’t sound like an A+ to me. (more…)
For this Front Porch article, we wanted to go beyond the politically charged national controversy and glean a deeper understanding of the CCSS and their impact on our neighborhood schools. So we turned to area experts. We spoke with State Sen. Mike Johnston (D-Denver) and convened a discussion group consisting of Denver School Board member Landri Taylor (District 4), principals Marcia Fulton (Odyssey), Liz Tencate (Swigert), Jill Corcoran (Westerly Creek); and fifth-grade math, science, and social studies teacher Marie Gruber (Westerly Creek). Our conversations revealed not only the complexity of and the controversy surrounding the CCSS, but also the promise this educational revolution holds for students.
States across the country have always established their own academic standards, curricula, and achievement goals. This inconsistency, however, creates problems for children from military families, who must move and change schools frequently as their parents are reassigned. For these children, moving from state to state not only has significant social and emotional challenges, it also complicates their education. It is critical for states to minimize the strain that moving has on these children; adopting and effectively implementing the Common Core State Standards would ensure that as students change schools, their education is consistent and of high quality.
Common Core can help improve education for children from military families:
• Families can be confident that their children will receive a high-quality and consistent education when they move across state lines.
• Students will not bear the burden of missing or repeating classes on top of the stress of moving across state lines.
• Consistent expectations will ease the transition from one year to the next as students cross state lines, allowing them to graduate on time.
School systems around the country are implementing new learning standards designed to ensure that all children – no matter where they live – graduate high school with the skills they need to be ready to succeed in college or careers. These standards are known as Common Core State Standards (CCSS), and while they may have a different name in your state, they have a shared goal – to better prepare all of our children to compete in today’s and tomorrow’s economy. (more…)