Bill Gates and Localizing Common Core and Standardized Testing by Paul DiPerna

“Innovations that are guided by smallholder farmers, adapted to local circumstances, and sustainable for the economy and environment will be necessary to ensure food security in the future.” – Bill Gates

The Andrew Carnegie of our time—and as a native of Pittsburgh, I say that respectfully—may want to consider how that same approach can augment education reform. In 2014, the “de facto organizer” of the contentious Common Core State Standards Initiative is now a witness with the rest of us to the mounting challenges to that grand framework—and they’re emerging from local sources.

Indeed, in recent months, outcries have inspired Indiana, Arizona, South Carolina, Oklahoma, and Louisiana to depart (to varying degrees) from the Common Core, committing to “homegrown” state-based standards and/or tests. As the Hechinger Report and Education Week reported, of the original 45 states that signed up for one of the two big assessment regimes tied to Common Core, 36 states as of now are still participating.

Is that 20 percent drop in state participation the start of a larger reactionary theme to standards, testing, and accountability in education?

To find out, we asked a nationally representative sample of the general population (“American Adults”)—in the latest installment of the Friedman Foundation’s “Schooling in America Survey”—their attitudes and opinions about:

• developing and implementing academic standards;
• Common Core (with and without context);
• standardized testing;
• who (respondents believe) are accountable to tests; and who (respondents say) should be accountable to tests.

Just as Bill Gates has recognized in agriculture, our findings indicate that local ownership—exemplified by parental input/action and teachers’ roles —also matters enormously in education:

When it comes to developing and implementing academic standards, Americans believe teachers and school district officials should take the lead. Respondents suggest it may be preferable for parents to play a larger role in development rather than implementation. Government officials at the state and federal levels should take a backseat in both.

Interviews suggest a mixed message about the Common Core State Standards. Without any context, Americans say they oppose Common Core. However, when providing some context, support increases substantially while the opposition remains about the same.

• Certain demographic groups set themselves apart either in their support of or opposition to Common Core. Groups most inclined to be supportive with the highest positive margins are: Midwest region (56 percent favor | +21 points), urbanites (60 percent favor | +26 points), Democrats (58 percent favor | +26 points), and African Americans (57 percent favor | +22 points).
• The views on Common Core are more negative among school parents (44 percent favor | -5 points) and middle-income earners (43 percent favor | -5 points).

There is no mixed message about the most intense reactions to the Common Core items in the survey. Respondents who hold hardened views on Common Core are mostly likely to be negative rather than positive—with or without context.

• The intensity (defined as the difference between “strongly favor” and “strongly oppose” responses) is negative against Common Core. Without any context and on first impression, 24 percent say they “strongly oppose” versus 11 percent who say they “strongly favor” (-13 points). Even with context, 25 percent say they “strongly oppose” versus 16 percent who say they “strongly favor” (-9 points). The intensity improves with further information but it still is considerably negative.
• Intensities are more heavily negative than positive for most groups. Just four observed demographics have a positive intensity (and it is relatively mild): urbanites (+6 points), Democrats (+4 points), African Americans (+6 points), and Latinos (+3 points).
• Intensity against Common Core is strongest among school parents (-21 points), small-town residents (-16 points), rural residents (-18 points), Republicans (-17 points), and middle-income earners (-17 points).

A plurality of Americans (36 percent) said the amount of time spent on standardized testing is “too high,” compared with 24 percent who said “too low.”

• Nearly half of high-income earners believe there is too much testing in America’s schools (49 percent too high vs. 15 percent too low). This group registers the highest level of resistance among observed demographics.
• The groups inclined to say there is not enough standardized testing are low-income earners (24 percent too high vs. 31 percent too low), African Americans (21 percent too high vs. 34 percent too low), and Latinos (28 percent too high vs. 35 percent too low).
• The most ambivalent groups on standardized testing are westerners (31 percent too high vs. 28 percent too low), urbanites (31 percent too high vs. 28 percent too low), and young adults (31 percent too high vs. 29 percent too low).

More than two out of five Americans (42 percent) believed students spend at least 16 days or more of the school year—roughly 10 percent of the year—on standardized testing activities.

• This response—16 or more school days—is even higher among school parents (51 percent), middle-age Americans (50 percent), and high-income earners (53 percent).

The average American believes teachers are being held most accountable to test results today, more so than other school officials, and far surpassing the proportion who believe students are held accountable to tests.

Americans appear to support some degree of test-based accountability and believe the focus should be on teachers, students, and school district officials.

Common Core and standardized testing will remain flashpoints for policy debates in K-12 education. For now, when weighing the most adamant views on testing and Common Core, Americans are resistant and likely to be negative. Interestingly, the parents of school-age children appear to be the most negative toward Common Core and resistant to the current level of standardized testing.

Politicians, especially local ones, tend to respond to the most vocal constituents and grassroots groups. The implications of our polling suggest that Common Core—and standardized testing to a lesser degree—will continue to face loud local and state-level opposition for months to come.

We’ll find out this November and in early 2015, once legislatures convene, whether such upheavals threaten the future of standards-based reform.

It seems Bill Gates and his foundation are taking it seriously, as evidenced by their suggested moratorium on “high-stakes decisions based on tests aligned with the new (Common Core) standards.” Perhaps that signals Gates’ belief in the power and influence of local forces isn’t limited to farming. Regardless, our survey can provide some additional food for thought.

For more on what Americans think about other education-related topics, including how Common Core would affect their electoral considerations, read the full “2014 Schooling in America Survey: Perspectives on School Choice, Common Core, and Standardized Testing.”

ABOUT PAUL DIPERNA

Paul DiPerna is Research Director for the Friedman Foundation for Educational Choice. He joined the Foundation in September 2006. Paul’s research interests include surveys and polling on K-12 education and school choice policies. He has developed and issued more than 20 state polls and other survey projects over the last four years. His other responsibilities include directing and managing all research projects commissioned by the foundation.

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