Consensus Questions
General Questions
These General Questions apply to the overall focus of the study.
1. The current role of the federal government in public education is
Much too small.. too small..about right.. too large.. much too large
2.What should be the role of the federal government in public education? (Rank)
a. To ensure that all students preK-12 receive a quality education.
b. To develop accountability measures that will study the progress of all students so that they achieve adequate yearly progress.
c. To mandate Common Core Standards for all students K-12.
d. To monitor state efforts for funding
e. To measure teacher effectiveness through test data.
3.A quality public education is important to perpetuate a strong and viable democracy.
Strongly agree Agree.. No consensus.. Disagree.. Strongly disagree
Common Core Standards
4. Currently the governors and state education officers have developed Common Core Standards that are national but not federal. Should the standards be mandated of the states in order to obtain federal funding? (Choose one)
a. Special grant programs such as Race to the Top
b. All programs under Elementary and Secondary Education Act where the needs qualify for funding.
c. All programs receiving federal funding from any source
d. All of the above
e. None of the above
5. Should there be a national assessment aligned with the common cores standards?
Yes.. | No
If Yes, Should implementation be voluntary or federally mandated? (choose one)
1. Voluntary
2. Mandated
3. Mandated, if fully funded
If No, what other accountability measures might you suggest? (choose one)
1. Continue to allow the states to develop their own assessments.
2. Suggest that the local education districts use their own assessments or adopt one that is a nationally norm-referenced assessment such as the Stanford Achievement Test or Iowa Test of Basic Skills.
3. Suggest that districts use a portfolio type of assessment where student projects and activities would be scored holistically
6. National standards should lead to: (choose one)
a. A nationally mandated curriculum to be aligned to the national standards and assessments.
b. A national curriculum that is only suggested but not mandated.
c. A suggested structure for states and local education agencies to develop their own curriculum.
d. No national curriculum.
7. What role should the national assessment consortia play in student evaluation? (Rank order)
a.Provide an assessment system that is aligned to the Common Core Standards.
b.Provide comparison data showing progress toward reaching Common Core Standards.
c.Provide criteria for determining readiness for college and careers.
d.Provide information to students, parents, teachers and school districts about student achievement.
e.Provide diagnostic information on each child.
8. Data from the national assessments are often difficult for parents, teachers and others to understand. If we have a national assessment, what information is most important to be reported to parents, teachers, students and the community? (choose one)
a.Data should be "norm referenced" (where students are ranked) for district comparison only.
b. Data should be "criterion referenced" and clearly informative so that teachers, parents, and students know how individual students have mastered criteria established at a national level.
c. Data should be used to determine "cut" scores knowing if students have mastered requirements for special grade levels.
9. Information from nationally required assessment data should be used to (Choose one):
a. Sanction schools not measuring up to the specific levels
b. Reward schools that achieve high scores
c. Rank teachers based on student test score data
d.Reward teachers who have exemplary scores
e. Inform districts how their population compares to others similar to theirs.
Funding and Equity
10. In the past most of the Elementary and Secondary Education Act (ESEA) funding has been non-competitive based on need. All/Any Schools that prove they fall under the federal guidelines for funding receive those funds. However, competitive grants are now being proposed to states/districts who meet certain federal requirements, such as Race to the Top. Which would be appropriate: (choose one)
a. Non-competitive funding for all applicants meeting requirements
b. A combination of non-competitive and competitive grants
c. Competitive grants only
d. No federal funding
11. If the federal government's role is the concern of the "common good" then: (choose one)
a. Mandates only should be sanctioned.
b. Mandates and funding should both be provided.
c. Funding should be provided through grants only.
d. A combination of funded mandates and grants should apply.
e. No mandates should be required and limited grants for innovation available.
12. Equity in public education means equitable access to: (Rank order)
a. high quality teaching/learning
b. adequate and current learning materials
c. clean and well maintained physical facilities
d. food and health care
e. safe and secure neighborhoods
f. secure housing
13. Currently Elementary and Secondary Education Act (ESEA) funding is considered "categorical" rather than for general use. This means that it can only be used with special populations for special purposes. ESEA should remain targeted toward poverty and special needs.
Strongly agree.. Agree.. No consensus.. Disagree.. Strongly disagree
14. The federal government has a role in supporting early childhood education, birth to 5, for all children?
Strongly agree Agree No consensus Disagree Strongly disagree
15. Federal support for early childhood education programs ( e.g.Head Start, Title I, Special Education, Early Start) should include funding for parent education and support regarding child development, child health and nutrition, and access to other supportive services, such as mental health as needed.
Strongly Agree.. Agree.. No consensus.. Disagree.. Strongly Disagree
b. This funding should be extended to :
All children.. only those with special needs.. special needs first
Glossary
Adequacy of funding: This is an attempt to define the cost of an education, which would use research and identified methods to enable a high percentage of students to reach or exceed mandated performance levels.
Adequate Yearly Progress (AYP): This is a statewide accountability system, negotiated separately by every state with the U.S. Department of Education and mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress.
Assessments (Formative vs. Summative):
Summative Assessments are given periodically to determine at a particular point in time what students know and do not know in order to make a decision or determine a grade. Many associate summative assessments only with standardized tests such as state assessments, but they are also used as an important part of district and classroom programs.
Formative Assessments are part of the instructional process. When incorporated into classroom practice, they provide the information needed to adjust teaching and learning while they are happening. In this sense, formative assessments inform both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve targeted standards-based learning goals within a set time frame.
Common Core Standards (CCS): The Common Core Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). As such, the initiative is a national one and neither developed nor funded by the federal government.
Compensatory education: Compensatory education is a legal term used to describe future educational services which courts award to a special needs student under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) when a school district has failed to provide a free and appropriate public education that meets their needs.
Cut scores: The cut score on a test (or on multiple tests) is the score that separates test takers into various categories, such as a passing score and a failing score, or a selected score and a rejected score. For example, the cut score on most state driving exams is 70%, meaning that anything below that score is a failing grade, and anything above that score is a passing grade.
de facto: in effect; for all intents and purposes
Elementary and Secondary Education Act (ESEA) or No Child Left Behind (NCLB): The Act is an extensive statute that funds primary and secondary education, while explicitly forbidding the establishment of a national curriculum. It also emphasizes equal access to education and establishes high standards and accountability. In addition, the bill aims to shorten the achievement gaps between students by providing each child with fair and equal opportunities to achieve an exceptional education. As mandated in the Act, the funds are authorized for professional development, instructional materials, resources to support educational programs and parental involvement promotion. The Act was originally authorized through 1970; however, the government has reauthorized the Act periodically since its enactment. The current reauthorization of ESEA is the No Child Left Behind Act of 2001, named and proposed by President George W. Bush. The ESEA also allows military recruiters access to 11th and 12th grade students' names, addresses and telephone listings when requested.
Equity of funding: An attempt to equalize educational opportunities by sharing resources with equal access across schools.
Equity vs. Equality: Equity connotes fairness, rather than equal funding because there is a growing awareness that some students are more expensive to educate than others. Some educators talk about "equity of opportunity" and "opportunity to learn," ideas that deal with access to what is deemed necessary to have an equal opportunity, opportunities that are often denied children of poverty.
English Language Learner (ELL) has replaced the term ESL English as Second Language learner. These are students who do not have English as their first language.
Federal vs. National Initiatives refers to both mandates and funding. A national program is one that was developed by a national organization. For example the Common Core Standards were developed by an initiative of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), and neither was required, promoted or funded by the federal government. Federal refers to those programs that are funded and/or mandated by the federal government. For this study, the Common Core Standards are a national initiative, but the federal government has required it for the grant program, "Race to the Top." There have long been national standards developed by professional organizations like the National Council of Teacher of Math, English, etc. But to date, there have not been federal standards.
Formula Grant Programs are noncompetitive awards based on a predetermined formula. These programs are sometimes referred to as state-administered programs.
Funding (Categorical vs. General): Categorical funding refers to the funding under the Elementary and Secondary Act which is awarded to districts with specified populations of high needs learners, for example Native Americans, special needs, poverty, etc. General funding is awarded for all children regardless of economic or social category.
GDP: Gross Domestic Product is the market value of all goods and services produced in a country over a period of time.
Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to age 18 or 21 in cases that involve 13 specified categories of disability. The current law is the reauthorization of the Individuals with Disabilities Education Act of 1997 commonly referred to as IDEA.
Norm-referenced Tests vs. Criterion-referenced Tests: Norm-referenced tests are those that are interpreted by rank ordering children so that on a particular test children are compared to their peers, typically with percentile scores. Criterion-referenced tests are interpreted by comparing student scores to certain objectives or criteria.
Peer-reviewed journal is an academic journal edited by acknowledged experts in the broad field. When an article is submitted, an editor sends it to people who are specialists researching the topic addressed in the paper. Based on their feedback, the editor tells the prospective author whether the article is accepted for publication. Some articles are returned for revisions and may be resubmitted to the approval process.
Pedagogical: referring to the process of teaching
Race to the Top: Race to the Top, abbreviated R2T, RTTT or RTT, is a $4.35 billion U.S. Department of Education program designed to spur reforms in state and local district K-12 education. It is funded by the ED Recovery Act as part of the American Recovery and Reinvestment Act of 2009 and was announced by President Barack Obama and Secretary of Education Arne Duncan on July 24, 2009.
Racial Achievement Gap: This terminology describes differences in educational performance between groups of students compared by race or ethnicity.
Standards and Curriculum:
Content standards establish the goals of learning whereas curriculum is the "how" to implement the standards or goals with specific materials and instruction to correspond to the standards. The Common Core Standards initiative is a U.S. education initiative that seeks to bring diverse state curricula into alignment with each other by following the principles of standards-based education reform. The initiative, sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), was announced on June 1, 2009. The initiative's stated purpose is to provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
Performance standards determine how much of the content standards a student must know in order to reach a particular level, such as "proficient."
Curriculum is an educational plan that spells out which goals and objectives will be achieved, how to achieve those goals and what topics should be covered as well as the methods and materials to be used for learning and evaluation. Neither the original Elementary and Secondary Education Act nor President Obama's Blueprint supports federal development of curriculum.
Common Acronyms/Abbreviations
ACT:
American College Test
AERA: American Educational Research Association
APA: American Psychological Association
AYP: Adequate Yearly Progress
Blueprint: A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act
BIA: Bureau of Indian Affairs
BIE: Bureau of Indian Education
CCR: College and Career Readiness
CCSI: Common Core Standards Initiative
CCSSO: Council of Chief State School Officers
CSSRS: Center for Study of Small Rural Schools
ELA: English Language Arts
ELL: English Language Learners
ESEA: Elementary and Secondary Education Act
FAPE: Free and Appropriate Education
HUD: U.S. Department of Housing and Urban Development
IDEA:
Individuals with Disabilities Education Act of 1997
IDEIA: Individuals with Disabilities Education Improvement Act of 2004
IEP: Individualized Education Program
K-12: Kindergarten through Grade 12
LEA: Local Education Agency
LRE: Least Restrictive Environment
NAEP: National Assessment of Education Progress
NCES: National Center for Education Statistics
NCLB: No Child Left Behind
NCME: National Council on Measurement in Education
NGA: National Governor's Association
OME: Office of Migratory Education
PARCC: Partnership for Assessment of Readiness for College and Careers
RTTT: Race to the Top
SBAC: SMARTER Balanced Assessment Consortium
SEA: State Education Agencies
UNICEF: United Nations International Children's Emergency Fund
U.S.C: United States Code
USDE: United States Department of Education
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