Civics Lessons

The Study Commission Recommended That Our Kids Be Stuck Testing Into Eternity: Now What?

Yesterday, New Jersey Governor Chris Christie’s Study Commission on the Use of Student Assessments in New Jersey issued its long-awaited final report.  To the surprise of no one, the Governor’s minions Commission concluded that the PARCC test is wonderful, and that not only should New Jersey keep using it, we should require all high school students to take it to qualify to graduate starting with the Class of 2020, and require them to earn passing scores on the 10th grade English and Algebra I tests starting with the Class of 2021.  My older daughter is in the Class of 2023 (and my younger daughter is in the Class of 2027), so this has a direct impact on my family and me.  For the record, this year 36% of NJ students who took the 10th grade English Language Arts test receiving scores demonstrating that they met or exceeded expectations, and again, 36% of Algebra I test takers received scores reflecting that they’d met or exceeded expectations.

Here are the initial thoughts I shared on Facebook about the result:

Over a hundred people came out to the 3 public comment sessions. All but maybe ONE of them spoke against PARCC testing in NJ. Parents and educators everywhere — from teachers to my daughter’s recently retired building principal to our town’s superintendent — are opposed to this sham of a test. But the pre-determined outcome is in fact the actual outcome. Public comment had no impact whatsoever. 

The game is rigged, and it’s our children who are losing. But this outcome can be laid solidly at Chris Christie’s door, and the national media should hold him accountable for it. After all: he appointed the “independent” study commission; he appointed New Jersey Education Commissioner David Hespe; and he appoints all of the members of the New Jersey State Board of Education. So the buck stops with Christie. 

But on a structural level, the fact that ALL public education policy makers are ultimately accountable to one person demonstrates how broken and easily manipulated our state education policy truly is. 

We the Parents, We the Taxpayers, and We the People need to step in. It is time to demand change — an amendment to the NJ state constitution, if necessary, to get elected representation on the State Board of Education.  Rule making bodies like NJSBOE and NJDOE have tremendous power to interpret state education statutes however they see fit. They must be accountable to the people and not just to a governor dreaming of the White House. 

In NJ, our local school boards have abdicated policy making responsibility saying that they’re hamstrung by state mandates. And those state mandates come from entities that are all accountable only to our governor. Structural change is necessary if we want to preserve public education for our children and the future.

And here are my expanded thoughts (very expanded, I’m sorry, I’m a lawyer, I’m nerdy, and since I was reading through the enabling legislation myself for my own edification, I figured that at least a few of you policy nerds might want to follow along at home as well.  For the rest of you, don’t say I didn’t warn you…) about where we go from here.  I think I will do a separate post looking at the actual report itself to see if it measures up to the Common Core standards PARCC claims to measure.  Look for that tonight or tomorrow.  In the meantime, here goes…

A Brief Digression on the Death of Local Control

Wednesday night I plan to attend my local district’s Board of Education meeting.  For me, at least, the hot topic will be school tours, which are a big deal for parents of incoming kindergarteners and incoming middle schoolers in our all-magnet suburban school system.

Last weekend, a local micro-news blog created a brouhaha when it reported a scuffle between the district PTA council president and the superintendent over whether the district had decided to replace school tours with online videos. For a whole lot of reasons, I think school tours are important, so Wednesday night I plan to attend our local Board of Education’s next meeting to express my opinion during public comment.

Why does this matter? What is unusual about this vignette is how rare it is for our local Board of Education to actually have the authority to set policy about a school-related issue, so for once my comment might actually make a difference.  The only reason our local board has sole authority over this issue is that this is such a unique local issue that Trenton has not bothered to dictate tour procedures to our town.  But on virtually every other topic these days, most New Jersey education policy decisions emanate from Trenton, where the New Jersey Department of Education and the New Jersey State Board of Education issue implementing regulations for state education statutes, and issue policy guidance and bulletins to New Jersey school districts.

New Jersey’s Code of Ethics for School Board Members Demonstrates State Usurpation of Local Control 

New Jersey’s Code of Ethics for School Board Members, N.J.S.A. 18A:12-24.1(a), requires local school board members to make this pledge even before they pledge to look out for the educational welfare of children:

“I will uphold and enforce all laws, rules and regulations of the State Board of Education, and court orders pertaining to schools.  Desired changes shall be brought about only through legal and ethical procedures.”

Although the local tide has turned and our local BOE seems slightly more independent now, for the past few years, our local school board interpreted this pledge as requiring it to slavishly follow Trenton’s mandates, regardless of whether the local board of education thought that such mandates might be harming our children.  Whether deliberately or not, they seemed to ignore the second sentence of that pledge, and nobody but nobody was willing to utter a peep against Trenton. Especially given that the Christie administration decided to ignore the legislatively enacted state aid funding formula (“SFRA”), I think they were all terrified to open their mouths and bring the wrath of Trenton down upon them in dollars of aid magically not allotted to our district.

So for the first couple of years in which I attended local Board of Education meetings, when the public spoke out – and speak out it did – about the harm that many of these state mandates were doing to children, our local BOE copped out by saying that these were decisions made in Trenton, and its hands were tied.  I urged it to take action to influence and change state policy, but was largely ignored, presumably as a naive gadfly, which I undoubtedly am.

From my talks with friends, colleagues, and fellow activists throughout the state, my understanding is that Montclair’s school board was far from alone in taking this position. This 2001 Code of Ethics for School Board Members seems to have served to hamstring many local school boards, depriving them of local control on any and all topics on which the State Board of Education and/or the New Jersey Department of Education have decided to opine.  The ethics rule, which sounds reasonable on the surface, has functioned to make our school boards little more than powerless rubber stamps for whatever state policies the NJDOE and the NJ State Board of Education decide to impose on New Jersey’s public school children.

NJ’s State-Level Policy Makers

So the real questions are – who are the members of the State Board of Education, and how does our Commissioner of Education get appointed?  Those are the true power brokers of education policy in the state, so let’s figure out how they get into office.  Here’s the answer:

The members of the NJ State Board of Education are appointed by the governor – currently, Governor Chris Christie, of course.  This is mandated by the New Jersey State Constitution of 1947 at Article 5, Section 4, Paragraph 4, which reads:

“Whenever a board, commission or other body shall be the head of a principal department, the members thereof shall be nominated and appointed by the Governor with the advice and consent of the Senate, and may be removed in the manner provided by law.  [irrelevant for our purposes section about the Lieutenant Governor’s appointment process]  Such a board, commission or other body may appoint a principal executive officer when authorized by law, but the appointment shall be subject to the approval of the Governor.  Any principal executive officer so appointed shall be removable by the Governor, upon notice and an opportunity to be heard.”

N.J.S.A. 18A:4-4 implements this constitutional requirement in the statute setting out how the New Jersey State Board of Education is chosen.  It reads, in relevant part:

“The members of the state board shall be appointed by the governor, by and with the advice and consent of the senate, for terms of six years commencing on July 1.”

What this tells us is that by now, given that we are in the seventh year of Governor Christie’s tenure, all of the New Jersey State Board of Education members were appointed, re-appointed or allowed to continue in office by Gov. Christie, and are beholden to him – and only to him – for their positions.

N.J.S.A. 18A:4-1 confirms that Art. 5, Sec. 4, Para. 4 of the Constitution applies to the state department of education, and that therefore the provisions about the appointment of a principal executive officer apply.  It reads:

“The state department of education is hereby continued as a principal department in the executive branch of the state government, and it shall consist of a state board of education, which shall be head of the department, a commissioner of education, and such divisions, bureaus, branches, committees, officers and employees as are specifically referred to in this title and as may be constituted or employed by virtue of the authority conferred by this title and by any other law.”

So again – who is responsible for appointing not just the members of the State Board of Education, but also the Commissioner of the Board of Education?  Chris Christie’s State Board of Education, subject to the governor’s approval, of course.  In fact, Dave Hespe can be removed by Chris Christie whenever Christie feels like it, so long as he gives his buddy Dave notice of his removal and an opportunity to plead his case first.

The long and the short of it is – New Jersey’s governor has a LOT of power over state education policy, especially since the 2001 local school board code of ethics hamstrung any local Board of Ed members who wanted to push back hard against asinine state mandates.  I have no idea of the backstory that led to the 2001 ethics law, but I do find it curious that the timing coincides with the federal government centralizing some control over education policy through the 2001 No Child Left Behind law.

Now, the legislature can, of course, override the State Board of Education by passing legislation abrogating Department guidance and/or Board-issued regulations.  However, to do so, it must pass such legislation through both houses of the legislature and, of course, get those bills signed by… you guessed it… the Governor.  And, of course, the implementing regulations for any such legislation passed by the legislature will be created and approved by… you guessed it… the State Board of Education.  So any way you parse it, the NJ governor has enormous control over what happens in our public schools, and among other negatives to this lack of checks and balances is the fact that governors with different policy prescriptions can wildly swing education policy from one election to the next.

The Study Commission 

Yesterday, as I mentioned at the top, the Governor’s “independent” Study Commission released its report on state testing in New Jersey, which concluded, unsurprisingly, despite around 200 in person or emailed public comments in opposition and virtually none in support, that the PARCC is super awesome.  But, of course, it’s absurd on its face to think that a Study Commission appointed by the same governor who is responsible for appointing the State Board of Education and the State Commissioner of Education would reach a different conclusion than whatever the governor’s office (or his presidential campaign) wanted it to reach.  All three of these entities are answerable only to Chris Christie, and as newspapers have reported throughout Governor Christie’s tenure, he is not hesitant to bully those who disagree with him into submission.  And when those who disagree with him are people he thinks should be loyal to him, the gloves truly come off.

So the Study Commission’s conclusion:

“However, one point must be abundantly clear: the Study Commission firmly believes all students in New Jersey’s public schools who are eligible should be required to take the State standardized assessment (i.e., PARCC).  Doing so will ensure all students are progressing well in their educational endeavors and all public schools are effective for all students.  High-quality assessments such as PARCC will hold schools accountable for serving all of their students, including those from disadvantaged backgrounds.  The Study Commission believes it will be impossible to effectively close achievement gaps between and among students without accurate and actionable information”

was pre-ordained.  Ironically, the Study Commission’s entire report would earn a big fat F under the Common Core Standards if it were graded according to PARCC scoring rubrics.  The reason for this, of course, is that paragraphs like the one I just quoted cite to absolutely no evidence to support their conclusions.

Where Do We Go From Here?

One of my takeaways from this sham of a process (and don’t even get me started on the Common Core Review Commission, which also issued recommendations yesterday, and which was, perhaps, even worse in terms of process, if that’s even possible) is that there is way too much power over education policy consolidated in the hands of one person in this state: our Governor.

There is no question that Governor Christie’s minions appointees on the State Board of Education and at NJDOE will gleefully embrace the Study Commission recommendations, and that so long as this governor or a successor who shares his education policy prescriptions remains in office, the people will have little to no ability to shape more student-friendly education policy.

It seems to me that from an education policymaking process standpoint, there are two takeaways to move New Jersey education policy in a productive direction:

(1) We need to amend the New Jersey State Constitution so that at least some of the members of the State Board of Education are elected officials, accountable directly to voters rather than to the Governor.  The governor’s control over the rule making process is way too all-encompassing, and at least some elected State Board of Education members would provide needed checks and balances for educational policy making in New Jersey.  Especially now, when the federal Every Student Succeeds Act (“ESEA reauthorization”; i.e., No Child Left Behind’s replacement) has moved a great deal of education policy making authority from the federal government back to the states, we need to ensure that state level education policy cannot be so easily held captive by special interest groups who’ve courted the governor, but no one else.

(2) We need to introduce and pass legislation that makes it explicitly ethical for local Board of Education members to push back against state mandates that harm students.  It seems to me Paragraph (b) of the Code Ethics should be strengthened and replace Paragraph (a) as the first duty of local school board members. Paragraph (b) currently reads:

“I will make decisions in terms of the educational welfare of children and will seek to develop and maintain public schools that meet the individual needs of all children regardless of their ability, race, creed, sex, or social standing.”

Our kids deserve local leaders with the authority to actually put the children’s best interests first.  As the Study Commision report hammers home, this administration can never be trusted to do that.

Who’s with me?

Updated to Add (1/13/2016): Apparently New Jersey Education Commissioner David Hespe agrees with me.  Here he is, quoted in yesterday’s Star Ledger:

image

New Jersey, let’s take our cue from New Jersey Education Commissioner and make a really good change to the New Jersey State Constitution.  It is time for We the People to reclaim our power over our children’s futures, instead of leaving that power consolidated in the hands of the New Jersey governor, currently Chris Christie; the unelected New Jersey State Board of Education, each of whom owes his current tenure in the job to Chris Christie; and Christie appointee, New Jersey Education Commission David Hespe.

The Common Core’s Scalia-esque “Originalism”

As you are no doubt aware if you are an education policy geek like me and/or even a mild political junkie, Governor Chris Christie of New Jersey, in his efforts to pander to the Republican base that will never nominate him for President anyway, announced a few months back that he was instituting a “review” of the Common Core State Standards here in New Jersey.  I’ve shared my thoughts about the process issues associated with that review in the companion piece to this one. The short version is that this past Thursday night, September 17, 2015, Governor Christie’s Common Core Review Farce Commission held the first of three public meetings to solicit feedback from the public about the standards.  Please note that each speaker was allotted a whopping 3 — count ’em, yes, 1, 2, 3 — minutes to provide feedback about the whole of the Common Core standards.

So, for what it’s worth, here is my 3 minute critique of the Common Core ELA standards:

I am here to discuss two major flaws in the ELA standards: (1) their insistence on privileging “close reading” and use of “textual evidence” over reading texts as products of their broader historical, social, and political contexts, and (2) their insistence on ignoring the reader’s experience as a participant in making meaning of texts.

First, as a lawyer, I had to learn multiple approaches to analyzing the Constitution.  There is originalism a la Justice Scalia, in which judges purport to divine the original intent of the framers of the Constitution and then apply that intent to analyses of statutes and fact patterns.  This is akin to the Common Core’s approach: for example, a high school ELA standard reads: “Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.” See CCSS.ELA-Literacy.RL.11-12.5. This is one approach to literary analysis.

The problem, however, is that like Justice Scalia, the ELA standards rely on only this one party trick, this one way of analyzing, interpreting, and making meaning of texts. The ELA standards end their analysis at the author’s choices and author’s intent.  The standards ignore the idea that it is possible — and, indeed, sometimes critical, to analyze how understanding of a text has changed as society has changed.

For instance, between 1898 and 1954, the text of the Fourteenth Amendment to the U.S. Constitution did not change.  However, the Plessy v. Ferguson court interpreted that text to condone “separate but equal” while 56 years later the Brown vs. Board of Education court interpreted that very same text as prohibiting “separate but equal.”  The words did not change: society did. No ELA standard requires students to grapple with the impact of social conditions on understanding texts.

Second, the ELA standards suffer from not capitalizing on teenage self-absorption.  Reader response theory is the theory that a text’s meaning arises in the transactions between readers and texts. For instance, the students I taught in western Maine made sense of The Great Gatsby very differently than did my wealthy, suburban peers back at my high school in Short Hills, NJ.  Both offered valuable perspectives that deepened my understanding of the text.

In discussing the ELA standards, David Coleman famously said: “…as you grow up in this world you realize people don’t really give a shit about what you feel or think.” It is heartbreaking that his philosophy permeates the standards.  In truth, each human being makes meaning out of the texts she encounters.  Our standards should reflect this truth, and indeed, literature classes built around this truth help our teens to move from self-absorption to empathy, a net gain for our democracy.

As you review the ELA standards, I implore you to fundamentally re-imagine the standards so that context and reader response theory are once again offered as meaningful analytical frameworks. Justice Scalia’s originalism adds an important layer of insight to Constitutional analysis, but his approach is not — nor should it be — the only one available to lawyers and judges.  Similarly, English teachers across New Jersey need standards that allow them the freedom to offer their students multiple analytical lenses. Our children deserve no less.

Thank you.

P.S. For more insight on this topic, please read Seton Hall education professor Daniel Katz’s essay titled “Dear Common Core English Standards: Can We Talk?

Newark Residents Should Select Their Own Next Superintendent

A group of New Jersey public education supporters crafted this letter to encourage the New Jersey State Board of Education not to rubber stamp Governor-and-Presidential-hopeful Chris Christie’s choice to replace outgoing Newark Superintendent of Schools Cami Anderson. As a believer in the critical importance of local democratic control over our nation’s public schools, I cannot agree more that after 20 years, it is time for the people of Newark to choose their own leaders for their children’s public schools.  Our public schools are intended to prepare our children for the responsibilities and duties of democratic citizenship. How can Newark’s children internalize democratic principles if their parents and community members are told, decade after decade, that the adults of Newark cannot be trusted to democratically govern their children’s schools?


Newark Residents Should Select Their Next Superintendent

We believe that the people of Newark should be able to democratically govern their public schools.  

Fortunately, Mark Biedron, President of NJ’s State Board of Education, seems to agree. Mr. Biedron recently told the Star Ledger that the people of Newark having local control over the school district…is a good thing.” 

On Wednesday, Mr. Biedron will have an opportunity to act on this belief when the State Board votes on whether Chris Cerf should become Newark’s next Superintendent.  

If the State Board approves Mr. Cerf, it will be continuing a 20 year history of disenfranchisement for Newark’s nearly 300,000 residents, who have had no say in this decision.

If the Board rejects Mr. Cerf and instead approves a candidate selected by Newark’s popularly-elected Board of Education, it will be putting Mr. Biedron’s admirable philosophy into practice.

There is plenty of precedent for allowing Newark to select its own superintendent.

Newark, Jersey City, and Paterson are all statecontrolled school districts.  Yet Jersey City’s popularlyelected Board of Education selected its Superintendent, Marcia Lyles.  Paterson’s Superintendent, Dr. Donnie Evans, was selected by a committee that included members of Paterson’s popularly-elected Board of Educationalong with other community leaders.  In contrast, Newark’s popularly-elected Board of Education has had no voice in selecting Mr. Cerf, who was nominated for this position by Governor Christie.

Approving Mr. Cerf is also difficult to justify because Mr. Cerf lacks the qualifications necessary to run New Jersey’s largest school district.  Unlike Jersey City’s and Paterson’s leaders, Mr. Cerf has no prior experience as a superintendent.  

Nor is there a record of success in related public-education positions on which to base Mr. Cerf’s nomination.  In fact, Mr. Cerf’s tenure as New Jersey’s Commissioner of Education was marked by numerous poor decisions regarding Newark, including:

• Appointing and continuing to support Newark’s prior Superintendent, Cami Anderson, whose policies and behaviors generated broad-based rejection and rebellion from Newark residents;
• Improperly giving in to a demand from Ms. Anderson to allow her to retain full control over 28 low-performing schools,” which resulted in New Jersey failing to comply with federal requirements; and 
• Forcibly maintaining State control of Newark’s schools by dramatically lowering the district’s scores on the State’s monitoring system (QSAC) from the scores that Mr. Cerf had given the district less than a year earlier.  

The people of Newark deserve the right to select their next Superintendent.  They also deserve an experienced public education leader with a proven record of success.  Mr. Cerf’s candidacy fails on all these counts.

We encourage Mr. Biedron and the other State Board of Education members to vote no on Mr. Cerf’s nomination and to allow Newark’s popularly-elected Board of Education to nominate the district’s next Superintendent.  

Newark’s residents have been deprived of their right to democratically control their public schools for 20 years.  It is long past time to correct this wrong! 

 

Rosie Grant, Piscataway, NJ

Parent and nonprofit leader

 

Michelle Fine, Montclair, NJ

Parent and professor

 

Judy DeHaven, Red Bank, NJ

Parent and writer

 

Valerie Trujillo, Jersey City, NJ

Parent and public education advocate

 

Jacklyn Brown, Manalapan, NJ

Parent and educator

 

Julia Sass Rubin, Princeton, NJ

Parent and professor

 

Linda Reid, Paterson, NJ

Parent and nonprofit leader

 

Melissa Katz, South Brunswick, NJ

Future educator

 

Bobbie Theivakumaran, Metuchen, NJ

Parent and investment banker

 

Lisa Winter, Basking Ridge, NJ

Parent, technology manager and former Board of Education member

 

Marcella Simadiris, Montclair, NJ

Parent and educator

 

Michelle McFadden-DiNicola, Highland Park, NJ

Parent and public education advocate

 

Bill Michaelson, Lawrence Township, NJ

Parent and computer scientist

 

Marie Hughes Corfield, Flemington, NJ

Parent and educator

 

Rita McClellan, Cherry Hill, NJ

Parent and administrator


Sarah Blaine, Montclair, NJ

Parent, attorney, and blogger

 

Susan Cauldwell, Spring Lake, NJ

Parent and nonprofit leader

 

Heidi Maria Brown, Pitman, NJ

Parent and educator

 

Julie Borst, Allendale, NJ

Parent and special education advocate

 

Susan Berkey, Howell, NJ

Parent and educator

 

Darcie Cimarusti, Highland Park, NJ

Parent and Board of Education member

 

Amnet Ramos, North Plainfield, NJ

Parent and educator

 

Elana Halberstadt, Montclair, NJ

Parent and writer/artist

 

Ani McHugh, Delran, NJ

Parent and educator

 

Jill DeMaio, Monroe, NJ

Parent 

 

Tamar Wyschogrod, Morristown, NJ

Parent and journalist

 

Lauren Freedman, Maplewood, NJ

Parent and public education advocate

 

Lisa Rodgers, South Brunswick, NJ

Parent and business owner

 

Laurie Orosz, Montclair, NJ

Parent and public education advocate

 

Michael Kaminski, Mount Laurel, NJ

Parent and educator

 

Ronen Kauffman, Union City, NJ

Parent and educator

 

Frankie Adao, Newark, NJ

Parent and social media specialist

 

Kathleen Nolan, Princeton, NJ

Parent, researcher and lecturer

 

Sue Altman, Camden, NJ

Educator

 

Jennifer Cohan, Princeton, NJ

Parent and publicist

 

Daniel Anderson, Bloomfield, NJ

Parent and Board of Education member

 

Debbie Baer, Robbinsville, NJ

Parent and educator

 

Dan Masi, Roxbury Township, NJ

Parent and engineer

 

Susan Schutt, Ridgewood, NJ

Assistant principal and public education advocate

 

Karin Szotak, Madison NJ

Parent and business owner

 

Tiombe Gibson, Deptford, NJ

Parent and educator

 

Lisa Marcus Levine, Princeton, NJ

Parent and architect

 

Kristen Carr Jandoli, Haddon, NJ

Parent and public education advocate

 

Jean Schutt McTavish, Ridgewood, NJ

Parent and high school principal

 

Virginia Manzari, West Windsor, NJ.

Parent and businesswoman

 

Stephanie LeGrand, Haddonfield, NJ

Parent and public education advocate

 

Melanie McDermott, Highland Park, NJ

Parent and sustainability researcher

 

Nora Hyland, Asbury Park, NJ

Parent and professor

 

Beth O’Donnell-Fischer, Verona, NJ

Parent

 

Susie Welkovits, Highland Park, NJ

Parent and Borough Council President

 

Gregory M. Stankiewicz, Princeton, NJ

Parent and nonprofit leader

 

Margot Embree Fisher, Teaneck, NJ

Parent and former Board of Education member

 

Stephanie Petriello, Dumont, NJ

Parent, educator and business owner

 

Laura BeggBernards Township, NJ

Parent and public education advocate

 

Gary C. Frazier, Camden, NJ

Parent and community activist

 

Debbie Reyes, Florence Township, NJ

Parent

 

Christine McGoey, Montclair, NJ

Parent 

 

Regan Kaiden, Collingswood, NJ

Parent and educator

 

Moneke Singleton-Ragsdale, Camden, NJ

Parent and administrator

 

Liz Mulholland, Westfield, NJ 

Parent and former educator

 

Toby Sanders, Trenton, NJ

Parent, pastor and educator

 

 

Chris Christie Has A Bridge To Sell Us

As you may have heard (my phone’s notifications certainly blew up yesterday when this announcement came out), Governor Chris Christie of New Jersey, in a bid to rescue his floudering-before-it-begins presidential run, announced that after five years of shoving the Common Core State Standards down our throats, he is joining the bandwagon of parents across the country, and now proudly shouting:”No More Common Core!” See, e.g., ABC’s coverage of his announcement.

It is a heck of a sound bite, and will bring him some momentum in the 24-hour news cycle.  However, it is a sham.  His announcement changes nothing. Because along with his announcement, as we here in New Jersey have come to expect, he included some fine print:

Meanwhile, Christie said that the state will continue using a new standardized test [i.e., the Partnership for Assessment of   Readiness for College and Career (PARCC) test] that was developed to measure how students were doing with the Common Core.

So Christie is “rejecting” Common Core but still requiring kids to take PARCC, a test developed to measure their achievement of the Common Core. Additionally, teacher and school evaluations throughout the state will still be based (10% this year, and as of now, 20% next year, and 30% in years to follow) on kids’ scores on those Common Core-aligned tests. Placement decisions for children will still be predicated on their “achievement” of the Common Core standards, evaluations for teachers will still be predicated on their students’ “achievement” of the Common Core standards, and schools will still be labeled as “failing” based on their students’ alleged “failure” to achieve those Common Core standards — all as measured by PARCC.

Christie’s announcement changes nothing, and shame on the media for lapping it up so naively. Christie’s so-called rejection of Common Core is simply a sound bite for him to take on the road to Iowa and New Hampshire while our NJ public school kids continue to deal with a language arts curriculum that doesn’t teach them to consider texts and ideas within their broader historical context.  

The irony is that Christie’s faux-announcement proves what so many of us have been saying all along: curriculum and education these days aren’t standards-driven, they’re test driven. The one thing this announcement does provide is a lesson in the convoluted logic of politics. So in that sad, cynical sense, at least Christie is providing our kids with a lesson in practical civics, which many of their schools no longer teach.

However, as long as the Common Core-aligned PARCC test continues to be the barometer to allegedly measure our schools, teachers, and children’s efficacy, Christie’s announcement is worth even less than the paper his speech was written on. If you believe otherwise, then man, I’ve got a bridge to sell you…