A legislative Column by Assemblyman Will Barclay

Week of September 29, 2014

Common Core Still Leaves Room for
Improvement

The New York State Department of Education recently released the assessment results
for third through eighth graders. The Department of Education reports there were some gains
statewide over last years results. Statewide the percentage of students scoring on the math exam
at or above the proficient level (receiving a score of 3 or 4) increased only slightly from 31.2% to
35.8%. The English Language Arts exam showed virtually no change, with 31.4% of New York
students "proficient" as compared to last year's score of 31.3% scoring proficient.

This was the first year the state tests were based on Common Core Learning Standards.
Many have heard the term Common Core by now. Common Core is meant to serve as a
consistent set of expectations for what students should learn and be able to graduate college and
career ready. New York was one of the first states to implement these standards.

Whether Common Core will achieve its aim is debatable and often depends on who you
ask. One thing that is for sure: it's been one year since the Common Core was introduced to New
Yorks public school students and I continue to hear from constituents who are upset at the
direction of education. With test scores recently being mailed to parents, it has brought the
debate back to the forefront.

The introduction of the Common Core curriculum last fall was met with criticism by
teachers, parents, students, and administrators. Hearings were held across the state, with angry
and concerned people, urging the Department of Education to slow the process, make changes,
and give teachers time to understand the modules themselves before they were pressured to teach
the kids and have their job performance tied to students' test scores. Some schools have decided
on using the modules exactly as they are written, while others have allowed instructors more
latitude. Most lower wealth schools are forced to use the state modules because they cannot
afford to develop their own curriculum that meet the new standards.

A lot is at stake for school districts because state funding can be affected by a schools
performance. Parents have the right to opt out but are strongly encouraged to have their
children take the test. Without a 95% participation, schools will not make Adequate Yearly


Progress and a districts Title I funding could be affected. In addition, there are other
intervention and consequences for schools in this situation. Its especially tricky for low-wealth
schools because their budgets are highly dependent on state aid. Some schools are facing this
situation after the Common Cores shaky rollout and parents rallied in certain districts to opt
out.

In response to the justifiable outrage over the rollout of the Common Core, the state made
some changes and in the legislature, we delayed tying teacher evaluations to student performance
by two years. We also prohibited standardized testing for Pre-K through 2
nd
grades. Further, we
prohibited promotion or placement decisions of students based solely on state assessments.
Other changes were made by the Regents and the Department of Education. They extended the
phase-in so that the Class of 2022 will be the first class that is required to pass English and Math
Regents exams at college and career ready levels. Previously, it was the class of 2015. The
Board of Regents also provided alternative testing for special education students, subject to the
receipt of a federal waiver; and further enhanced protections for personally identifiable student
information and created penalties for breach of student and teacher data.

Wherever you stand on this issue, its important to let your school board members, your
school principals, and students teachers know your thoughts. Last year some of the changes to
Common Core were made because people talked to their representatives and made their voices
known to the Board of Regents. I was able to forward testimony and letters to the State
Education Department and also act on legislative changes after hearing from many constituents. I
plan to continue to work toward improving education in the upcoming legislative year and hope
you will take the time to write or call my office with any questions or concerns.

I would also encourage you to write directly to the State Education Department at New
York State Education Department, 89 Washington Avenue, Albany, New York 12234, by phone
at 518-474-3852 or you may find online contact forms at www.nysed.gov/contact-NYSED. You
may also write to the Board of Regents at New York State Education Department, 89
Washington Avenue, Board of Regents, Room 110 EB, Albany, New York 12234 or email at
RegentsOffice@mail.nysed.gov.

If you have any questions or comments on this or any other state issue, or if you would
like to be added to my mailing list or receive my newsletter, please contact my office. My office
can be reached by mail at 200 North Second Street, Fulton, New York 13069, by e-mail at
barclaw@assembly.state.ny.us or by calling (315) 598-5185.

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