Truth in American Education

Fighting to stop the Common Core State Standards, their Assessments and Student Data Mining.

  • Home
  • About Us
    • TAE Advocates
    • Network Participants
    • Related Websites
  • Common Core State Standards
    • National Education Standards
    • Gates Foundation & NCEE Influence
    • State Costs for Adopting and Implementing the Common Core State Standards
    • National Curriculum
    • Common Core State Standards Content
      • Standard Algorithms in the Common Core State Standards
    • Myths Versus Facts
    • States Fighting Back Map
    • Closing the Door on Innovation
    • CCSSI Development Teams
  • Common Core Assessments
    • Opt Out Info
  • Race To The Top
    • District-Level Race to the Top–Race to the Top IV
  • Resources
    • Legislative Bills Against CCSS
    • Pioneer Institute White Papers
    • Model Resolutions
    • Parents’ & Educators’ Executive Order
    • CC = Conditions + Coercion + Conflict of Interest
  • Audio & Video
  • Privacy Issues and State Longitudinal Data Systems
    • Statewide Longitudinal Data Systems
  • ESEA/NCLB
    • Statements and Proposed Plans
    • Every Child Achieves Act July 2015
    • Student Success Act
    • Every Child Ready for College or Career Act
    • No Child Left Behind Waivers
    • ESEA Blueprint, Briefing Book, and Position Paper
  • Home School/Private School
  • Action Center
    • Parent and Community Action Plan
    • Stop CCSSI ToolKit
    • Sign Up or Contact TAE

A New $5 Million Study into Impact of Common Core

October 27, 2016 By Shane Vander Hart

Photo credit: Woodley Wonder Works (CC-By-2.0)

Photo credit: Woodley Wonder Works (CC-By-2.0)

The Spencer Foundation and William T. Grant Foundation are spending $4.9 Million for a study, led by researchers from the University of Michigan, Stanford University and Brown University, into how Common Core has impacted classroom instruction.

eSchool News reports:

Based at U-M’s Institute for Social Research, the project, “Under Construction: The Rise, Spread, and Consequences of the Common Core State Standards Initiative in the U.S. Educational Sector,” is being led by principal investigator Brian Rowan, research professor at the institute and the Burke A. Hinsdale Collegiate Professor at U-M’s School of Education. Co-principal investigators include David K. Cohen, a public policy professor and the John Dewey Collegiate Professor at the U-M School of Education; Susan L. Moffitt, associate professor of political science and international and public affairs at Brown University; and Sean F. Reardon, professor of poverty and inequality in education at the Stanford University.

“The Common Core is a watershed in American education—the first time the vast majority of states have committed to common standards for all children,” Rowan said. “Our research will look at a wide range of data to determine whether the effort to organize instruction around common standards is, in fact, improving academic performance for all students.”

The Spencer Foundation is contributing the bulk of the funding for the research—nearly $4.4 million—with the remainder coming from the William T. Grant Foundation.

“We are pleased to be funding this set of interwoven research studies to help understand the implementation of this controversial endeavor,” said Michael McPherson, president of the Spencer Foundation. “Although the ultimate outcome will not be clear for years to come, we are convinced that these studies of the evolution of this effort, in the context of an extraordinarily complex and decentralized educational system, will prove highly instructive.”

“Educational inequality is one of our nation’s greatest challenges, and some view the adoption of common standards as an important step towards fostering greater equity,” said Adam Gamoran, president of the William T. Grant Foundation. “This study will help us understand how trends in achievement levels and achievement gaps may be related to patterns of adoption and implementation of Common Core. In doing so it will also help us to understand the limits and possibilities of large-scale standards-based reform to achieve greater equity in educational outcomes.”

It will be interesting to see what they determine. Looking at NAEP scores, what’s going on in Kentucky with their student achievement, etc. I think the answer is obvious. We’ll see if they draw the same conclusions.

Filed Under: Common Core State Standards Tagged With: Brown University, Common Core, Spencer Foundation, Stanford University, University of Michigan, William T. Grant Foundation

  • Email
  • Facebook
  • Phone
  • Twitter

States Fighting Back

https://app.box.com/s/10nl1409mkaf00zzzuyf

CCSS Opt-Out Form

  • Click here to download the CCSS Opt-Out Form

Campbell’s Law

"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor."

- Donald Campbell

Copyright © 2021 Truth in American Education · Developed & Hosted by 4:15 Communications, LLC.