Jason Zimba teaching his children math

For passersby, Jason Zimba is one of 3 writers of the Common Core math standards.

Every Saturday morning at 10 a.m., Jason Zimba begins a math tutoring session for his two young daughters with the same ritual. Claire, 4, draws on a worksheet while Abigail, 7, pulls addition problems written on strips of paper out of an old Kleenex box decorated like a piggy bank.

If she gets the answer "lickety-split," as her dad says, she can check it off. If she doesn't, the problem goes back in the box, to try the following week.

"I would be sleeping in if I weren't frustrated," Zimba says of his Saturday-morning lessons, which he teaches in his pajamas. He feels the math instruction at Abigail's public elementary school in Manhattan is subpar — even after the school switched to the Common Core State Standards.

But Zimba, a mathematician by training, is not just any disgruntled parent. He's one of the guys who wrote the Common Core.

And four years after signing off on the final draft of the standards, he spends his weekends trying to make up for what he considers the lackluster curriculum at his daughter's school, and his weekdays battling the lackluster curriculum and teaching at schools around the country that are struggling to shift to the Common Core.

[snip]

Zimba gave up an academic career in which he had the freedom to wonder about abstract physics problems in the peace and quiet of his Vermont barn. But, he says, "I'm now participating in a much more urgent problem."

That problem is how to elevate the academic achievement of American students, especially the most disadvantaged, so the country can maintain its competitive advantage in the global economy. These days, Zimba and his colleagues acknowledge better standards aren't enough.

"I used to think if you got the assessments right, it would virtually be enough," he says. "In the No Child Left Behind world, everything follows from the test."

Now, he says, "I think it's curriculum."

The Man Behind the Curtain

The theory behind CC was that common tests were the ticket.

Common standards would produce common tests would produce common curricula.

No more race to the bottom.

Is the S finally hitting the fan?

From Allison, on EngageNY:

The problem is the name has changed, but the song remains the same.

Common Core is the new "new Math", unfortunately the umbrella name for everything happening in math ed these days as the standards get put in place, including things that really have nothing to do with standards.

The Common Core State Standards were, and are, a set of standards. Standards are lists of requirements. It's true that CCSSI were more proscriptive than typical standards, but they were still just standards. Standards are not curriculum. For more on this, see my post.

The CC standards in k-8 are better than NY's previous standards. That is about the end of the good I can say in NY's implementation of the new standards.

For whatever reasons, probably largely related federal funding, states adopted CCSS. Except they did so before any textbooks had been written. And before the assessments against the standards had been written.

So NY schools and teachers were supposed to magically teach from the new standards about which they had been told nothing, or use hastily repackaged curricula that wasn't really changed, or who knows what.

But help was on the way! Engage NY was created! It would be an entire curriculum online, free to everyone, digital! No need for textbooks! Isn't that great? And famous mathematicians and math teachers who are pro Singapore math had signed up to lead the writing of the curriculum on EngageNY.

At some point last spring, I saw several job reqs from EngageNY. They needed curriculum writers. I considered taking the position. Then I looked at what was already on EngageNY.

I saw a fraction lesson that was fundamentally wrong from beginning to end. I saw other lessons with equally egregious errors. I told someone who told someone high up at EngageNY. The response was, yes, it's wrong, and the writer was informed, but the writer could not understand what was wrong with it and refused to rewrite it, saying they knew it was better for kids this way.

EngageNY is still beholden to the same NYS ed people. The math people who were supposedly leads don't control the curriculum; the bureaucrats do, and are actually telling the math people what the scope and sequence must be.

This is now all called "Common Core."

Given the difficulty of the Common Core tests, I wonder if we'll see so many parents up in arms that .... that school boards will finally have to wake up.

Till now, the math warriors in any community were always a minority, but now everyone's child is failing math.

That said, here in Irvington sentiment in the one and only survey ever taken on the subject, was around 80% anti-Trailblazers, and the board still voted to reject Singapore Math & keep Trailblazers.

Of course, the Interim Curriculum Director announced at the time that the survey was favorable to Trailblazers. She also announced, again, that the Parents Forum (me) had misled the public.

I always enjoyed that, sitting in the audience at school board meetings, being slandered via innuendo.

Or is that libeled?

I never remember which is which.

I learned the legal meaning of the word innuendo through direct personal experience of innuendo about me, purveyed by sitting members of the school board and by central administrators.

I'm going to go read the link Allison left to Wu's piece now.

Emotional Intelligence brings empathy!

This shocking discovery was worthy of a headline in last week's New Haven Register.

Within the article, one finds pronouncements that are similarly astounding:

Emotional intelligence plays a part in a variety of human interactions.

and:

“Emotions are fundamental to who we are as humans. If we don’t have emotions, we can’t do our work, we can’t make decisions, we can’t have relationships.”

The person quoted here is Susan Rivers, deputy director of the Center for Emotional Intelligence at Yale University. As the article's lede explains: "Emotional intelligence is in the ascendancy at Yale University."

Yale, the same Ivy League institution that designed a new test that measures creative and practical skills and proposed it as a placement for the SATs, has recently jumped on the decades-old emotional intelligence bandwagon. This fall, it will officially open its emotional intelligence center. As the article reports:

The center, already operational, recently held its biggest training session to date, with educators from more than 50 schools across the country. They join 75,000 school leaders from more than 500 schools worldwide who also have had the training.

What exactly does the training consist of? It's hard to tell. In the words of director Marc Brackett:

“It isn’t a kit you can buy. It’s an approach. We are teaching the teachers and the kids. Some people call these 21st-century skills."

As the Register explains:

The training is known specifically as the RULER approach. It stands for: recognizing emotions, understanding the causes and consequences of emotions, labeling the full range of feelings, expressing them appropriately and regulating them.

Despite the gigantic number of school leaders who have already "had the training," much of it has yet to be developed. Purportedly in the works are instructional videos, games, and online simulations that will, in the Register's words, "illustrate emotional intelligence."

First train people, then develop the training curriculum... what's the logical final step? Perhaps, after hundreds of thousands more people have been trained and hundreds more schools have signed on and millions of dollars have changed hands, the center will conduct an efficacy study.

The ultimate goal? In the words of director Marc Brackett: "making Connecticut an emotionally intelligent state — one district at a time." How could anyone argue with that?

As for Yale itself, presumably it will take the lead in making emotional intelligence the single most important criteria for college admissions. In fact, it's already moving in this direction--especially when it comes to homeschooled applicants. "Yale wants to make sure homeschooled kids are not socially awkward," Joanne Jacobs reports. She cites Yale's admissions website:

We look for evidence of social maturity from all our applicants and especially from home-schooled students. Your personal statement, interests and activities, and letters of recommendation should speak to your ability to integrate well with other students and tell us about your non-academic interests.

As a side note, when it comes to impositions on home schooled children, we find another Yale-connected educational power broker. This would be Yale alumnus David Coleman, former lead architect of the Common Core and current president of the College Board. Coleman has been working had to align the SATs with the Common Core--in ways that, as Paula Bolyard writes in a recent post on Pajamas Media, may pressure home schools to conform to what's going on everywhere else.

Now all we need is for the Common Core to broaden its standards enough to make emotional intelligence its Meta-Standard. After all, emotions are so fundamental to who we are that, if we don’t have them, we can’t make decisions and do our work. Let alone attain any of the Common Core Standards.

(Cross-posted at Out in Left Field).

Bad-news scores

My district's first set of Common Core scores. (Sample test questions.)

I read a funny letter in the Times today from the mother of a child in third grade:

[snip] I am a journalist and editor, and I found the writing on my third grader’s sample language arts test so dense (and dull!) that even I sometimes had trouble reaching correct answers. Likewise, sample questions for the third-grade math test, which are intended to measure greater complexity in thinking, looked to me like basic word problems with lots of superfluous words.

Naturally that second observation forced me to drop everything (or, more accurately, further delay beginning everything) and check the 3rd-grade math questions.

I found this:

Two groups of students from Douglas Elementary School were walking to the library when it began to rain. The 7 students in Mr. Stem’s group shared the 3 large umbrellas they had with Ms. Thorn’s group of 11 students. If the same number of students were under each umbrella, how many students were under each umbrella?

You may use the space below to draw a picture of the problem.

Mom's got a point.