Hillsdale’s Common Core Connection

A report by Adam Friedman in the Tennessee Lookout suggests that Hillsdale College’s charter school network, American Classical Education, relies on curriculum closely tied to the Common Core.

Interestingly, Common Core has been banned in Tennessee and Gov. Bill Lee – who recruited Hillsdale to the state – has bragged about eradicating any traces of the curriculum from Tennessee public schools.

Public School Partners, a nonprofit organization I have been involved with, released a briefing today for Tennessee school superintendents and school boards designed to provide insight and analysis relative to the Hillsdale-Common Core Connection.

Here is that briefing:

SITUATION ANALYSIS

American Classical Education (ACE), a charter-school operator affiliated with Michigan-based Hillsdale College, is proposing to create five American Classical Academy charters based on virtually identical 500-page (+/-) applications submitted to local school boards in Madison, Maury, Montgomery, Robertson, and Rutherford counties.

ACE’s charter applications invoke the “Core Knowledge” educational theory as a key driver of curriculum and instruction for the proposed taxpayer-funded, privately run schools. Core Knowledge — a teaching method developed by theorist E. D. Hirsch, founder and chairman of the Core Knowledge Foundation — is  connected to the complex and politically controversial Common Core academic standards, which are banned in Tennessee along with aligned curriculum and materials.

This briefing memo examines how ACE seeks to circumvent Tennessee law and implement Common Core-aligned curriculum and materials. Specifically, this memo explains:

  • How Core Knowledge, the preferred curriculum and instructional approach for Hillsdale-affiliated charter schools, is connected to Common Core;
  • How the Hillsdale-affiliated charter operator’s board chair in Tennessee is a longtime Common Core advocate;
  • How the Hillsdale-affiliated charter applications in Tennessee are seeking a waiver of state law that bans Common Core-aligned curriculum and materials; and
  • How Hillsdale-affiliated charter schools in other states routinely invoke Common Core alongside Core Knowledge in the fine print of their applications.

CORE KNOWLEDGE, COMMON CORE ARE ‘INTERCONNECTED’

For more than a decade, Core Knowledge and Common Core have been synonymous. The Bill & Melinda Gates Foundation engineered the rapid creation of Common Core standards nationwide during the late-2000s. Alongside the Gates Foundation, Hirsch’s Core Knowledge Foundation unveiled plans in Education Week to link his curriculum to Common Core — and Hirsch personally endorsed the standards in a Washington Post op-ed entitled, “Common Core Standards could revolutionize reading instruction.”


According to a 2013 profile in the New York Times, Hirsch — whose earlier work was criticized as “elitist, antiquated and narrow-minded” — found vindication in the wake of Common Core’s adoption in dozens of states. Similarly, a 2014 article published by the conservative Fordham Institute celebrated a growing recognition of the “connective tissue” between Core Knowledge and Common Core.

More recently, J.C. Bowman, executive director and CEO of Professional Educators of Tennessee, observed the deep ties between Core Knowledge and Common Core in a report by the Tennessee Lookout: “You can’t say you’re against Common Core, but for Core Knowledge. They’re both ideologically from the same place. They’re very interconnected.”

ACE BOARD CHAIR IS LONGTIME COMMON CORE ADVOCATE

Former State Senate Education Committee Chair and now ACE Board Chair Dolores Gresham is a longtime champion for Common Core.

In a 2013 op-ed published in the Tennessean, Gresham touted Common Core as promoting “critical thinking, problem solving, and creativity.” While barnstorming the state in 2014, Gresham declared during a public meeting in Memphis: “We will be using Common Core standards in public education in Tennessee.” (video 3m10s). In a heated exchange with a parent, Gresham dismissed a child’s stress over Common Core as an “isolated incident” (video 4m30s).

Despite Gresham’s efforts to sell Tennesseans on Common Core, the tide turned against the standards with critics across the political spectrum ramping up attacks. Conservative Tea Party activists, especially, opposed what they saw as federally incentivized overreach by the Obama Administration — even deriding the standards as “Obamacore.”

By late 2014, Gresham responded to the political pressure by introducing legislation to repeal Common Core in Tennessee. Soon after, she switched positions, telling the Associated Press in early 2015 that she reconsidered and thought Common Core was the right approach. Then, she changed her mind again. Education Week chronicled Gresham’s back-and-forth policy shifts in an article with the headline: “Common Core Flip-Flop Times Two: One Tenn. Senator’s Changing Positions.”

Policymakers representing conservative suburbs in Middle Tennessee — where ACE is now seeking to open charter schools — blasted Common Core in public statements and legislation.


For example, then-State Representative Joe Carr, who now serves as Rutherford County mayor, issued a statement to Breitbart News saying that Common Core amounted to “centralized education.” Similarly, then-State Representative Sheila Butt, who now serves as Maury County mayor, penned an op-ed in the Columbia Daily Herald pledging to eliminate Common Core and in 2015 co-sponsored a bill to repeal the standards. (More recently, however, Butt reversed course with public statements voicing support for ACE’s Common Core-aligned “classical school curriculum.”)


DESPITE PUSHBACK, CORE KNOWLEDGE DOUBLED DOWN ON COMMON CORE

Ignoring the growing political furor in Tennessee and across the nation, Hirsch’s Core Knowledge Foundation doubled down on support of Common Core.

In a 2016 blog post in Achieve the Core (published by Common Core advocacy group Student Achievement Partners), Core Knowledge Foundation President Linda Bevilacqua wrote that the instructional design of the foundation’s language arts curriculum is not only aligned to the Common Core but “embodies the spirit and intent of the standards.”

Similarly, in a 2016 research paper, the Core Knowledge Foundation noted: “The Common Core State Standards (CCSS) establish an ambitious vision for the K-12 education system.” Moreover, the paper stated: “The Core Knowledge Language Arts (CKLA) program meets the CCSS in ways that are consistent with the research on how children learn and on effective pedagogy.”

In a 34-page compendium of “Frequently Asked Questions” published in 2017, the Core Knowledge Foundation noted that the organization’s language arts materials, known as CKLA, are “fully, and explicitly, aligned to the Common Core State Standards (CCSS).” The document repeatedly emphasized a deep and intentional connection with statements such as: “CKLA is 100% aligned to both the knowledge-building spirit of the standards and to each of the individual standards. At the individual standard level, the alignment is explicit: It is present at the domain level and unit level, as well as the lesson level; this explicit alignment is detailed in the teacher materials for the given domain or unit.”

TENNESSEE OFFICIALLY BANS COMMON CORE STANDARDS, MATERIALS

According to Chalkbeat, Tennessee officially repealed Common Core standards in 2015 and transitioned in 2017 to revised academic standards that were billed as homegrown. Legislative efforts to purge the Volunteer State of all vestiges of Common Core persisted for several more years.

During the pandemic in 2021, Governor Bill Lee sought to close what he called a lingering “Common Core loophole” with legislation banning teachers from using educational resources “marketed or otherwise identified as Common Core textbooks or materials.” Lee even pushed to allow the state to withhold funds from school districts caught using Common Core materials. Upon signing the Common Core materials ban into law, Lee stated in a tweet: “I promised that we would root out Common Core in TN public schools, and we’ve made tackling this issue a key legislative initiative.”


In follow-up guidance to school districts, the Tennessee Department of Education and State Board of Education explicitly noted: “When evaluating charter school applications for approval, local boards of education and other charter school authorizers will ensure that textbooks and instructional materials proposed by a charter school applicant comply with the law.” Put differently: Privately run charters, in addition to public schools, cannot utilize Common Core-aligned curriculum and materials.


ACE SEEKS WAIVER OF COMMON CORE BAN

Despite the state ban, ACE is now seeking waivers of the state law that prohibits the use of Common Core instructional materials, according to the Tennessee Lookout.

All of ACE’s charter applications in Tennessee — each signed by Gresham, the ACE board chair — include a list of 16 requested waivers from state law and policies. Near the bottom of the waiver list is an item described as “use of unapproved textbooks.” Specifically, the item requests relief from Tennessee Code Annotated 49-6-2206 — which is a statute entitled, “Use of Common Core textbooks or materials prohibited.”

ACE’s waiver requests don’t specifically mention Common Core, but instead note that the proposed schools’ “curriculum and instructional approaches will be linked to [each] school’s mission and philosophy” as well as curricular materials detailed in the applications. ACE’s curricular materials are based on Core Knowledge — which, again, is connected to Common Core.

According to ACE’s charter applications in Tennessee, the proposed schools’ K-12 Program Guide was “developed from the foundational tenets” of Core Knowledge. Further, ACE states that administrators, teachers, and staff will undergo intensive Core Knowledge training through workshops and summer programs.

Again, contrary to Tennessee law, Common Core is front-and-center in the Core Knowledge Foundation’s marketing. According to the foundation’s website, free downloadable materials include teacher guides, activity books, and other resources “aligned to the Common Core State Standards.” For example, the foundation notes that Core Knowledge history objectives are “correlated with the Common Core English Language Arts standards.”

In a lengthy 2023 publication entitled “Core Knowledge Sequence: Content and Skill Guidelines for Grades K-8,” the foundation repeatedly notes that the Core Knowledge academic objectives “embed all of the skills and concepts within the Common Core State Standards for English Language Arts.”

OTHER HILLSDALE-AFFILIATED CHARTER OPERATORS PUSH COMMON CORE

Across the country, other Hillsdale-affiliated charter operators routinely invoke Common Core alongside Core Knowledge in the fine print of their applications. For example:

  • In neighboring Illinois, the 2017 application for Chicago Classical Academy pledged that student achievement would be measured against standardized tests that are “valid, reliable, and appropriately aligned with curricula and Common Core State Standards (CCSS).”

Meanwhile, Texas education officials in 2020 blasted the Hillsdale-affiliated Heritage Classical Academy over trying to slip the Common Core into the Lone Star State. In written comments, reviewers for the state education agency and state board of education noted: “The charter intends to use the Common Core aligned Core Knowledge materials, which are not aligned to the Texas Essential Knowledge and Skills and have not been reviewed by Texas educators nor the SBOE.”


CONCLUSION

The evidence is clear: ACE is seeking to implement Common Core in Tennessee — with an initial focus on Madison, Maury, Montgomery, Robertson, and Rutherford counties. Core Knowledge, the preferred curriculum and instructional approach for ACE, is connected to Common Core. ACE is led by longtime Common Core advocate Dolores Gresham. Additionally, ACE is seeking a waiver from state law prohibiting the use of Common Core materials. Finally: ACE is part of a nationwide pattern in which other Hillsdale-affiliated charter operators tout Common Core-aligned materials and assessments.

A protest of Common Core organized by Americans for Prosperity

For more on education politics and policy in Tennessee, follow @TNEdReport

Breakin’ the Law, Florida Style

Over at Dad Gone Wild, Nashville education blogger TC Weber talks about the Florida Virtual School, Common Core State Standards, and MNPS. Here’s a little hint: Tennessee’s state standards are basically Common Core — but don’t tell that to the newest member of the Textbook Commission!

Here’s TC’s take on Florida Virtual School and some apparent law-breaking:

Tennessee school districts are required to teach Tennessee standards using materials drawn from the state’s approved list of materials, or in which a district has obtained a waiver of use. The emergency rules allow a little bit more flexibility when it comes to online learning, but not when a district is delivering in-person instruction.

As part of its response to the challenges presented by COVID-19, Metro Nashville Public Schools chose to purchase a curriculum from the Florida Virtual School in order to standardized instruction across the district. As an added benefit, many of the accountability requirements called for by the state were embedded in the FLVS offerings – attendance, grading, assessments. It was a plan that made a lot of sense in light of the disruption students would experience this year. But to bring to fruition, it required every school to adopt the curriculum with fidelity. Which is something, right or wrong, that did not happen.

At last week’s committee meeting, State Representative Regan brought forth a question as to whether MNPS had been granted a waiver to use the FLVS curriculum. Board spokesman Nathan James did his best to dance around the question, but Regan was relentless, and eventually, it was revealed that no such waiver had been secured despite ongoing collaboration between the DOE and MNPS. Furthermore, MNPS had received written notification that they were in violation of Tennessee state law due to a failure to secure that waiver.

This question of approval is not a new conversation for me. Back when the use of Florida Virtual School was first proposed I raised the question of it requiring a waiver. That question was posed at an MNPS school board meeting by then-school board member Jill Speering back in July. Speering’s question was dismissed and she was assured, no waiver was required.

At issue here is that Tennessee law prohibits the teaching of Common Core State Standards, it takes less than a perfunctory search to identify that Florida Virtual School curriculum is deeply rooted in CCSS. Now that might be a dismissable factor considering the current situation if we choose to ignore the proliferation of CCSS architects currently employed by the Tennessee Department of Education. Be it AchieveTheCore, the Liben Foundation, CKLA, or David Steiner, it’s pretty clear that the department is deeply invested in the theory of CCSS despite their repeated claims to the contrary. If it looks like a duck, walks like a duck, quacks like a duck… it’s probably a duck.

MORE from Weber>

Nathan James and Penny Schwinn?

For more on education politics and policy in Tennessee, follow @TNEdReport

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Show Them the Money!

Nashville’s charter schools were not shy about applying for federal paycheck protection funds to supplement their budgets. Jason Freeman has the details:

https://twitter.com/AnneMarieDF/status/1280500895172767747?s=20

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Mary Holden Talks Common Core

Education blogger and former teacher Mary Holden talks about her experience with Common Core in Part 3 of her teaching story.

Here’s a bit of what she has to say:

Many of the English standards were vague and some of them couldn’t even clearly be assessed at all, and others were so very specific. So I was frustrated by that because I had become well-versed in breaking down a standard and determining the best way to assess mastery of it myself. But now I saw that these standards were part of a bigger plan, and I didn’t like it. I was also dismayed by the influx of informational text and the resulting decrease in literature, as well as CC developer David Coleman’s insistence on how we teach literature. I was becoming increasingly bothered by all of this. This was not why I became an English teacher.

READ MORE>

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

The Paper Chase

Following the failure of TNReady on Day One, Commissioner Candice McQueen announced a simple solution: Tests will now be administered on pencil and paper. Except, it turns out, it’s not so simple. What if the paper tests don’t arrive on time?

The Dickson Herald reports:

Dickson County Schools have delayed administering the paper version of the state’s new TN Ready standardized tests until March 7 after a delay in receiving the testing materials, the schools director said.

Schools Director Dr. Danny Weeks alerted parents to the issue in a SchoolReach phone message and he also discussed the matter with the county School Board on Thursday night.

Educators and parents had prepared for administering the paper tests on Monday. However, Weeks said the school system had not yet received confirmation the print testing materials had yet shipped Thursday.

The ongoing saga of the TNReady challenges reminds me of the time the legislature pulled Tennessee out of PARCC just as we were preparing to have our first year with the Common Core aligned tests. Instead of a year without a test, we administered another year of TCAP — a test not aligned with our state’s current standards, and thus not an accurate indicator of student mastery or teacher impact.

Governor Haslam and Commissioner McQueen have announced that teachers and students alike won’t be held accountable for test results this year, but what about just taking the year off and getting it right?

For more on education politics and policy in Tennessee, follow @TNEdReport

Testing Time

While Tennessee teachers are raising concerns about the amount of time spent on testing and test preparation, the Department of Education is lauding the new TNReady tests as an improvement for Tennessee students.

According to an AP story:

However, the survey of nearly 37,000 teachers showed 60 percent say they spend too much time helping students prepare for statewide exams, and seven out of ten believe their students spend too much time taking exams.

“What teachers recognize is the unfortunate fact that standardized testing is the only thing valued by the state,” said Jim Wrye, assistant executive director of the Tennessee Education Association, the state’s largest teachers’ union.

“Teachers and parents know there are so many things that affect future student success that are not measured by these tests, like social and emotional skills, cooperative behaviors, and academic abilities that do not lend themselves to be measured this way.”

Despite teacher concerns, the Department of Education says the new tests will be better indicators of student performance, noting that it will be harder for students to “game” the tests. That’s because the tests will include some open-ended questions.

What they don’t mention is that the company administering the tests, Measurement, Inc., is seeking test graders on Craigslist. And, according to a recent New York Times story, graders of tests like TNReady have, “…the possibility of small bonuses if they hit daily quality and volume targets.”  The more you grade, the more you earn, in other words.

Chalkbeat summarizes the move to TNReady like this:

The state was supposed to move in 2015 to the PARCC, a Common Core-aligned assessment shared by several states, but the legislature voted in 2014 to stick to its multiple-choice TCAP test while state education leaders searched for a test similar to the PARCC but designed exclusively for Tennessee students.

Except the test is not exactly exclusive to Tennessee.  That’s because Measurement, Inc. has a contract with AIR to use test questions already in use in Utah for tests in Florida, Arizona, and Tennessee.

And, for those concerned that students already spend too much time taking standardized tests, the DOE offers this reassurance about TNReady:

The estimated time for TNReady includes 25-50 percent more time per question than on the prior TCAP for English and math. This ensures that all students have plenty of time to answer each test question, while also keeping each TNReady test short enough to fit into a school’s regular daily schedule.

According to the schedule, the first phase of testing will start in February/March and the second phase in April/May. That means the tests are not only longer, but they also start earlier and consume more instructional time.

For teachers, that means it is critical to get as much curriculum covered as possible by February. This is because teachers are evaluated in part based on TVAAS — Tennessee Value-Added Assessment System — a particularly problematic statistical formula that purports to measure teacher impact on student learning.

So, if you want Tennessee students to spend more time preparing for and taking tests that will be graded by people recruited on Craigslist and paid bonuses based on how quickly they grade, TNReady is for you. And, you’re in luck, because testing time will start earlier than ever this year.

Interestingly, the opt-out movement hasn’t gotten much traction in Tennessee yet. TNReady may be just the catalyst it needs.

For more on education politics and policy in Tennessee, follow @TNEdReport

Candice Clarifies

Commissioner of Education Candice McQueen issued an email to teachers today clarifying an email she sent Monday regarding Tennessee standards and the upcoming TNReady tests.

It seems there was some confusion about what standards to teach in the 2015-16 academic year and what Tennessee standards may look like going forward.

Below is today’s email followed by the one sent Monday:

Teachers,

I’m writing to clarify information I shared on Monday about the standards review and development process. We have received several questions about which standards teachers should use during the 2015-16 school year. We want to make sure that your questions are answered quickly, so you can move into summer with clear expectations for the upcoming school year.

Tennessee teachers should continue to use the state’s current academic standards in English language arts and math, not the previous SPI’s. The current state standards are available on our website.

TNReady, the state’s new and improved TCAP test in English language arts and math, will assess the state’s current academic standards in English language arts and math, not SPI’s.

As we shared on Monday, the standards review and development process that Gov. Haslam and the State Board of Education established last fall will continue. Teams of educators will work to review public input and will then recommend new sets of math and English language arts standards to the State Board of Education to be fully implemented during the 2017-18 school year. TNReady will evolve as our math and English language arts standards do, ensuring that our state assessment will continue to match what is being taught in Tennessee classrooms.

Please feel free to reach out with additional questions or clarifications. We look forward to sharing more information about TNReady and the standards review and development process in the coming weeks.

Best,
Candice

_________________________________________________________________
From: Commissioner.McQueen@tn.gov
Date: Monday, May 11, 2015 3:20 PM
To: Tennessee teachers
Subject: Update on Standards Review Process

Teachers,

The Tennessee General Assembly recently voted to support our administration’s efforts to ensure that Tennessee students graduate from high school ready for post-secondary education or the workforce.

The vote complements the academic standards review and development process established by Gov. Haslam and the State Board of Education last October, and it will maintain the participation of Tennessee educators and parents in the process.

At the conclusion of the review process, Tennessee’s new academic standards, which will include public input and are established by Tennessee educators, will replace the existing set of standards in English language arts and math. These standards will be fully implemented during the 2017-18 school year.

In addition to the teams of educators established by the State Board of Education that will review the existing standards, the adopted legislation also provides for a 10-member standards recommendation committee appointed by the Governor, Lieutenant Governor, and Speaker of the House. This committee will review the recommendations of our educator groups and will then make a final recommendation to the State Board of Education for consideration and approval.

In addition, the state’s academic standards in math and English language arts will also inform and help guide the state’s new assessment, TNReady. TNReady begins during the 2015-16 school year, and it will be aligned to the state’s existing academic standards in math and English language arts. TNReady will then evolve as the standards do, ensuring that our state assessment matches what is actually being taught in Tennessee classrooms.

As I travel around the state listening to teachers, I continue to hear teachers’ confidence in Tennessee’s higher standards and the positive impact they are having on students. I also continue to hear your desire for stability and alignment, so teachers and school leaders can make informed decisions about what works best for your students. We hope this process encourages you to continue on the path that you boldly started – great teaching to high expectations every day – as we all continue to work together to improve the standards during the review process.

We are proud that Tennessee is the fastest-improving state in the nation in student achievement, and your work this year to ensure that Tennessee stays on a path of high academic standards to help continue that success has been critical. Thank you to those that commented on the math and English language arts standards on the review website, www.tn.gov/standardsreview.

I am confident that the process that the General Assembly has now adopted will only enhance our efforts to improve outcomes for all of our students.

We look forward to sharing more updates with you as the standards review and development process continues this summer. Thank you again for all you do in support of Tennessee families and students.

Best,
Candice

For more on education politics and policy in Tennessee, follow @TNEdReport

Dr. Sharon Roberts: Students, Teachers, Principals Need Stability on Standards

NOTE: Below is a guest post by Dr. Sharon Roberts, Chief Operating Officer, State Collaborative on Reforming Education (SCORE).

There has been a lot of discussion recently about how to improve our schools and increase student achievement, and it can often be tough to cut through the chatter and identify the smartest solutions. But right now, Tennessee has a clear path forward that is easy to see.

Superintendents from 114 of the state’s 141 school districts have signed letters asking their state legislators not to change Tennessee’s academic standards during this legislative session. The letters echo the findings of SCORE’s 2014-15 State of Education in Tennessee report, which identified moving ahead with updated assessments and stability for the standards as the top priority for the coming year.

It’s not often that we see this much alignment from such a diverse group – representing small rural districts, large cities, and communities of sizes in between. The leaders that signed these letters represent districts that educate about 85 percent of all Tennessee public school students. When we have this many voices speaking together, it is important to respectfully listen to what they are saying. The great majority of Tennessee school district leaders – the people who witness every day how our academic standards are working in classrooms – want to keep those standards unchanged this year and let the current process to review and refine our standards play out.

On the heels of these superintendents and directors of schools speaking out, we heard from community college presidents who agree. They know that in recent years about 68 percent of students entering community college have needed to take remedial classes to get prepared for college-level work and that a stronger foundation in K-12 means success in post high school credentialing and work. They are working diligently to help Tennessee achieve the bold goals of the Drive to 55. That’s why they, too, asked policymakers to maintain the existing standards that are helping strengthen students’ skills.

Superintendents, college presidents, and educators we talk to across the state agree that providing a stable environment to move ahead is the best thing we can do for Tennessee students this year.

The urge to take bold action during the legislative session can be strong, especially when it comes to setting our kids up for success. But this year, educators and many others believe that the strongest leadership our leaders can provide is to hold off on major changes and give our teachers, students, and parents some stability while they implement the student-focused policies that have already been put in place.

While there is no need for legislative action, I do urge other Tennesseans – especially teachers – to take action by taking the time to review our English language arts and math standards and provide feedback on what’s working and what can be improved. That’s the best way to ensure our state standards will work in Tennessee classrooms. You can visit www.tn.gov/standardsreview to see what the standards look like and offer your own thoughts.

The decisions we make today will impact an entire generation of Tennesseans. We all want to make sure that our students are on the path to success in college, careers, and wherever life takes them. Right now, our policymakers can keep students on that path by rejecting proposals to start over or to go back and committing to gathering thoughtful input and building on the strong foundation that is already in place, and that is paying dividends for our students.

Dr. Sharon Roberts oversees SCORE’s organizational operations and project management to further the organization’s mission, vision, and strategic plan. She is also heavily involved in SCORE’s outreach program, targeting and engaging stakeholders across the state. Prior to joining SCORE, Dr. Roberts entire career was spent as an educator, beginning as a special education teacher in the Grainger County School System, spending 21 years in Knox County School system as a teacher, instructional coach, principal and assistant superintendent, and then becoming Director of the Lebanon (TN) Special School District.

Core Support

The Tennessee Organization of School Superintendents (TOSS) released a letter yesterday urging the General Assembly to support the Common Core State Standards as they are rather than delaying their full implementation and developing new standards.

Legislation has been filed that would lead to the creation of new Tennessee Standards and delay testing aligned to those standards until the 2017-2018 academic year.

Here’s the text of the news release from TOSS and a list of the signers:

The Tennessee Organization of School Superintendents (TOSS) today released a letter to all members of the General Assembly signed by 114 Tennessee superintendents and school district directors who are asking lawmakers not to change the state’s academic standards during this legislative session.
The leaders who signed the letter represent school districts that are educating more than 850,000 students, or nearly 86 percent of public school students in Tennessee. The letter points out that in the past seven years Tennessee’s K12 education system has undergone significant changes that have led to unprecedented progress in the quality of education that students receive.

Another major change will occur in the spring of 2016, when TNready, a new
statewide assessment aligned to Tennessee’s State Standards, is introduced.
“This work is paying off,” said TOSS Board Chairman Randy Frazier, Director of Weakley County Schools. “Tennessee has received national attention for historic gains in student achievement. That’s why we say to the
General Assembly, please do not derail this momentum. We are asking the members to make no adjustments to Tennessee’s State Standards before we have the results of the public review process set up by the Governor and the
State Board of Education. We also are asking that the implementation of TNready be allowed to proceed with no delays.”
The public review process allows Tennessee residents to review each standard for math and English language arts, to recommend whether the standard should be retained or changed, and to explain why.
“There has been unprecedented participation in the review process, especially by Tennessee teachers,” the TOSS letter says. “We ask that their input be valued and that we move forward with efforts to improve and enhance our
current standards and truly make them our own, while also giving educators and students the stability they desire and deserve.”
“The superintendents who signed these letters believe the input from those closest to the classroom should be valued and more of it should be gathered through the online review,” Kingsport City Schools Superintendent Dr.
Lyle Ailshie said. “We also believe that our teachers, principals, and students deserve some much-needed stability. For those reasons, we urge the General Assembly to allow the review to continue and to refrain from passing
legislation this year that disrupts standards or assessment.”
TOSS represents the state’s superintendents and directors of schools and is the leading advocate organization for public education in the state of Tennessee. The TOSS mission encompasses advancing public education, promoting
the work and interest of the superintendency, gathering and circulating information on general school matters, and providing pertinent information on sound education legislation to the General Assembly. TOSS also proposes and analyzes legislation that impacts local school systems.
These school district leaders signed the letter to the General Assembly:

Brian Bell, Alcoa City Schools
Larry Foster, Anderson County Schools
Robert Greene, Athens City Schools
Don Embry, Bedford County Schools
Mark Florence, Benton County Schools
Jennifer Terry, Bledsoe County Schools
Rob Britt, Blount County Schools
Dan Black, Bradford Special District
Gary Lilly, Bristol City Schools
Barbara Parker, Cannon County Schools
Johnny McAdams, Carroll County Schools
Kevin Ward, Carter County Schools
Stan Curtis, Cheatham County Schools
Troy Kilzer, Chester County Schools
Connie Holdway, Claiborne County Schools
B.J. Worthington, Clarksville-Montgomery
County Schools
Jerry Strong, Clay County Schools
Martin Ringstaff, Cleveland City Schools
Vicki Violette, Clinton City Schools
Manney Moore, Cocke County Schools
LaDonna McFall, Coffee County Schools
Robert Mullins, Crockett County Schools
Donald Andrews, Cumberland County
Schools
Mike Latham, Dayton City Schools
Mark Willoughby, DeKalb County Schools
Danny Weeks, Dickson County Schools
Dwight L. Hedge, Dyer County Schools
Neel Durbin, Dyersburg City Schools
Cory Gardenhour, Elizabethton City Schools
James Teague, Fayette County Schools
Janine Wilson, Fayetteville City Schools
Mike Jones, Fentress County Schools
Rebecca Sharber, Franklin County Schools
David L. Snowden, Franklin Special School
District
Eddie Pruett, Gibson County Special District
J.B. Smith, Giles County Schools
Edwin Jarnagin, Grainger County Schools
Vicki Kirk, Greene County Schools
Linda Stroud, Greeneville City Schools
David Dickerson, Grundy County Schools
Dale P. Lynch, Hamblen County Schools
Rick Smith, Hamilton County Schools
Troy Seal, Hancock County Schools
Warner Ross, Hardeman County Schools
Michael Davis, Hardin County Schools
Steve Starnes, Hawkins County Schools

Teresa Russell, Haywood County Schools
Steve Wilkinson, Henderson County Schools
Sam Miles, Henry County Schools
Jerry W. Nash, Hickman County Schools
Cathy Harvey, Houston County Schools
Versie Ray Hamlett, Humboldt City Schools
James L. (Jimmy) Long, Humphreys County
Schools
Pat Dillahunty, Huntingdon Special District
Joe Barlow, Jackson County Schools
Verna Ruffin, Jackson-Madison Co. Schools
Charles Edmonds, Jefferson County Schools
Mischelle Simcox, Johnson County Schools
Lyle Ailshie, Kingsport City Schools
James McIntyre, Knox County Schools
Sherry Darnell, Lake County Schools
Shawn Kimble, Lauderdale County Schools
Bill Heath, Lawrence County Schools
Scott Benson, Lebanon Special District
Jeanne Barker, Lenoir City Schools
Susan Bunch, Lexington City Schools
Wanda Shelton, Lincoln County Schools
Jason Vance, Loudon County Schools
Mark Griffith, Marion County Schools
Mike Winstead, Maryville City Schools
Edward (Eddie) Hickman, Maury County
Schools
Lynn Watkins, McKenzie Special District
Mickey Blevins, McMinn County Schools
John Prince, McNairy County Schools
Don Roberts, Meigs County Schools
Jesse Register, Metropolitan Nashville Public
Schools
Mary Reel, Milan Special School District
Tim Blankenship, Monroe County Schools
Chad Moorehead, Moore County Schools
Edd Diden, Morgan County Schools
Linda Arms Gilbert, Murfreesboro City
Schools
Steve Thompson, Newport City Schools
Bruce Borchers, Oak Ridge City Schools
Russ Davis, Obion County Schools
Ann Sexton, Oneida Special School District
Mike Brown, Paris Special School District
Eric Lomax, Perry County Schools
Diane Elder, Pickett County Schools
Jerry Boyd, Putnam County Schools
Jerry Levengood, Rhea County Schools
Cindy Blevins, Richard City Special District

Gary Aytes, Roane County Schools
Mike Davis, Robertson County Schools
Rebecca C. Isaacs, Rogersville City Schools
Don Odom, Rutherford County Schools
Bill Hall, Scott County Schools
Johnny G. Cordell, Sequatchie County
Schools
Jack A. (Jackie) Parton, Sevier County Schools
Dorsey Hopson, Shelby Unified County
Schools
Tony Tucker, South Carroll Special District
Jubal Yennie, Sullivan County Schools
Beth Litz, Sweetwater City Schools

Sandra Harper, Trenton Special School
District
Clint Satterfield, Trousdale County Schools
Denise H. Brown, Unicoi County Schools
Jimmy Carter, Union County Schools
Cheryl Cole, Van Buren County Schools
John R. (Bobby) Cox, Warren County Schools
Ron Dykes, Washington County Schools
Gailand Grinder, Wayne County Schools
Randy Frazier, Weakley County Schools
Eric D. Williams, West Carroll Special District
Sandra Crouch,White County Schools
Donna Wright, Wilson County Schools

 

For more on education politics and policy in Tennessee, follow @TNEdReport

Still Opposed

After mistakenly suggesting that she might actually be listening to the teachers in her district on education issues, Dolores Gresham quickly issued a clarifying statement today setting the record straight.

The confusion began when Gresham reportedly told the Associated Press  she was “OK” with the Common Core State Standards.

The AP reported that Gresham said:

“I have talked to teachers who have told me in so many words, at last, we are no longer dumbing down our children,” she said. “That kind of encouragement is very important when other people are not so enthusiastic.”

Gresham’s statements appeared to be a reversal of position, as she is the prime sponsor of legislation that would repeal Common Core in Tennessee and replace it with Tennessee Standards.

Gresham has historically been more responsive to her donors than to teachers in her district, carrying legislation that authorized K12, Inc.’s failing Tennessee Virtual Academy and supporting a voucher scheme backed by Koch-brothers funded Americans for Prosperity.

Just this summer, she seemed to be on the hunt for an attack on teacher tenure when she requested an Attorney General’s opinion on the issue.

However, when it appeared she might be asking for and responding to educator input on education policy, Gresham was quick to put out a statement saying she still opposes Common Core and wants it repealed in Tennessee.

According to the Tennessean, Gresham wasn’t available to further clarify her statement. But it seems her momentary intimation that she may actually be further considering her stance may have been a verbal lapse rather than a thoughtful reflection.

For more on education politics and policy in Tennessee, follow @TNEdReport