Inconsistent Learning Standards Create Wide Rigor Gap Among States

Education News in Alabama Nov. 16, 2010

AnchorResearch Finding:
Inconsistent Learning Standards Create Wide ‘Rigor Gap’ Among States

A new report by the American Institute of Research, which shows great disparities between student proficiency levels from state to state, clearly indicates that widely varied state-set learning standards cloud our understanding of how well American students are actually performing.

In the U.S., the learning standards for determining student proficiency vary significantly from state to state. As a result, “apples to oranges” state comparisons make it difficult, if not impossible, to get a clear picture of our students’ real progress.

Using international testing data to establish a common measuring stick, the AIR study showed that proficiency scores in one state may be as much as four grade levels below scores in other states where standards are more rigorous.

According to an article in Education Week, the AIR study compared each state’s standards for Math, Science and Reading Literacy against the subject benchmarks in two international assessments: Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS). The comparison showed a significant “rigor gap” between the standards used in many U.S. states and those found on international tests.

In many cases, the reported gap between what each state considered proficient and what is considered proficient by international standards was alarming. By Alabama standards, for example, 78 percent of 4th graders were proficient in Math in 2007. But, when measured against a common core of international standards, only 23 percent would be considered proficient.

According to Education Week’s review of the report, “measured against the international benchmarks, the state-to-state gaps were so great, that the difference in proficiency between students in states with the most rigorous standards and those with the least rigorous standards was double the national achievement gap between black and white students on the National Assessment of Educational Progress in 2007, which was then about two grade levels.”

This recent work by the American Institute of Research makes a clear, concise case for all states to adopt a common core of standards. Its report comes just as the Alabama Board of Education prepares to decide this week whether Alabama will join with leaders from 39 other states to take part in the Common Core State Standards – a state-led initiative to establish a clear set of learning goals for the knowledge and skills our students will need to succeed in the 21st century.

Education Week subscribers can read the article by clicking here

AnchorState Board of Education To Consider ‘Common Core’ Initiative

The State Board of Education will meet Thursday, Nov. 18, to vote on adopting the Common Core State Standards (www.corestandards.org) – a set of consistent standards for measuring student knowledge and skill in math and English language arts. Already, 39 other states and the District of Columbia have approved the Common Core, including all of Alabama’s southeastern sister states.

The standards are designed to ensure that what students at various grade levels are learning in math and English is consistent from state to state and sufficiently challenging to prepare them for college and/or a career.

The Common Core Standards represent an unprecedented opportunity to share in the resources, professional development and teaching tools that are being created to help teachers implement the standards. This is a cost effective and efficient way to provide hands-on support for local and state efforts to improve student achievement.

To review the standards, click here

AnchorA+ College Ready News

Please check out our new A+ College Ready website for regular updates on Advanced Placement ® and a great blog by A+ College Ready Content Science Director, Ryan Reardon.

AnchorFrom the A+ Blog:

By John Norton

In September 2010, Piedmont City Schools announced it would become the first Alabama school system “to engage in a bona fide one-to-one laptop initiative that provides a computer for student use 24 hours a day, seven days a week for all students in grades 4-12.”

Dubbed MPower Piedmont, the initiative’s goal, says PSC superintendent Matt Akin, is to strengthen the long-term viability of the Piedmont community by assuring that the young people growing up in the rural community have the skills and knowledge necessary to thrive in the 21st century.

In this interview, Akin shares details about the project’s origins and implementation. He also answers questions that many administrators, teachers and community leaders are likely to have about safety, responsibility and the professional development needed to maximize a major technology investment.

Click here to read the entire article.

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