A new poll checks the temperature of how early-voting states feel about the Common Core math and language arts standards. The poll shows support is stronger among potential Democratic voters than Republican ones. Of the three early-voting states, Common Core is least popular among Iowa Republican voters.
One of the by-products of states around the country adopting Common Core is that the standards have brought attention to long-running education debates that aren’t about money or testing.
This week our story looked at how Miami-Dade schools are changing math lessons to teach Florida’s Common Core-based math standards. The standards outline what students should know at the end of each grade — such as kindergarteners being able to count to 100.
As we noted in the story, many of these “new” techniques schools are adding have been around a while. And math educators have spent years debating the best ways to teach math.
Journalist Elizabeth Green cataloged what some argue are deficiencies in math education in a New York Times Magazine story headlined: “Why Do Americans Stink At Math?”
School board members dissatisfied with the statewide association who represents them are forming their own group, the Fort Myers News-Press and others report.
One reason is the school board members are unhappy the Florida School Boards Association joined a lawsuit challenging the state’s private school tax credit scholarship.
The Florida Coalition of School Board Members seeks to become a “financially responsible,” grassroots group that supports school choice options including charter school and local control of education issues.
“One of our responsibilities as a school board is to partner with the state… however, it’s become very clear that the school boards are really losing influence in Tallahassee,” said [Erika] Donalds, who was elected to the Collier school board in November. “We feel the FSBA has kind of lost touch.”
At dinner tables across Florida, parents and their elementary school children are trying to solve a math problem: What’s going on with my kid’s homework?
Florida is one of dozens of states that has switched to new math standards based on Common Core. The standards outline what students should know in every grade.
Experts say it means big changes to how math is taught. More focus on understanding concepts and solving problems multiple ways. Less memorization of formulas and grinding out worksheets full of similar problems.
Math is a constant conversation for Jessica Knopf and her fifth-grader, Natasha.
They talk about math at the dinner table. They send questions and answers by phone. They sought tutoring in online videos.
“When this Common Core stuff starting coming home,” Knopf says, “it wasn’t something I could just scribble and go ‘Oh, here it is.’ No. I had to stop. I had to think about it. I had to go online to Khan Academy. I had to bring my husband in. It wasn’t logical.”
A proposal to limit students to 45 hours of testing a year is unlikely to reduce the amount of time spent on exams, according to a survey of Florida’s largest school districts.
Districts say they don’t currently track the time individual students spend on testing.
Calculating the number is complicated. The amount of testing varies by a student’s grade, the classes he or she is taking and other factors, such as whether the student is learning English or receives extra time to accommodate a disability.
Orange and Miami-Dade county schools provided estimates and say even if a student were to take every test available in a single year, the student still would not exceed 45 hours of testing.
For instance, the district says a Miami-Dade eleventh grader has 20.6 hours of required tests. If the student took every eleventh grade test possible that would add 15.2 hours. And two International Baccalaureate courses — an advanced program for motivated students — would add eight more hours.
That’s a total of 43.8 hours of testing — and most students don’t take that course load.
A Florida State University researcher says programs which reward colleges and universities for hitting targets — known as performance funding — don’t help more students graduate or stay in school.
Florida has performance funding for its university system. So how does it work?
Universities are scored in ten categories, with a maximum of 50 points. There are two pots of funding determined by a university’s score: $100 million in new funding; and $65 million contributed proportionally from each university’s budget.
Schools must earn at least 25 points out of 50 on the scoring scale to be eligible for a slice of the new funding. But the three lowest-scoring universities do not receive new money, even if they receive a score of more than 25 points.
The British publishing company is one of the biggest names in testing. And a Politico investigation finds the University of Florida gave the company a no-bid $186 million contract to launch UF Online.
A Tallahassee judge will rule on whether a lawsuit challenging Florida’s tax credit scholarship program can proceed. Opponents, including Florida’s statewide teacher’s union, argued the program is a way to circumvent previous court rulings outlawing vouchers. Supporters said opponents can’t prove the program harms public school students and the case should be thrown out.
The unemployment rate for people with at least a bachelor’s degree is nearly three percentage points lower than the overall rate. Low unemployment among college grads means wages are likely to rise, experts say.
Performance funding in public higher education is a way for states to hold institutions accountable for certain outcomes. But new research shows it doesn’t do much to keep students enrolled or boost graduation rates.
A study co-authored by Dr. David Tandberg, Florida State University assistant professor of higher education, shows little difference in outcomes between institutions that receive performance funding and those that don’t.
The latest report examined community colleges in Washington State, but the research is part of a series of studies measuring outcomes nationally.
Florida currently has no performance funding model for state colleges. But its program for state universities considers a long list of metrics including how many bachelor’s recipients are employed or furthering their education one year after graduation, their salaries, and the six year graduation rate.