Louisiana’s State School Chief John White Worries About Upcoming NAEP Results


The 2017 National Assessment of Educational Progress (NAEP) results will be released on April 10th and it seems as though Louisiana State Superintendent of Education John White got an advanced look and he is worried.

Matt Barnum with Chalkbeat reported on a letter that White sent to Dr. Peggy Carr, the Acting Commissioner of the National Center for Education Statistics, who administers NAEP, that questions about how the switch to computer-based testing will impact student scores.

White wrote:

The 2017 NAEP administration marked a significant transition from paper-based testing to computer-based testing. NCES found that, consistent with research on the NAEP (Bennett et al., 2008; Horkay, Bennett, Allen, Kaplan, & Yan, 2006), this shift in the mode of testing contributed to lower performance on NAEP forms among the general U.S. sample population. Using the small sample of paper-based testers, NCES calculated a baseline level of performance and adjusted nationwide scores to maintain the longitudinal NAEP trend. Based on this mode effect adjustment, NCES has preserved the integrity of its effort to report trends in nationwide math and reading over time.

I understand that NCES may have found disparities in the mode effect on different subgroups of students. However, any disparate effect found was not significant. Thus NCES did not include any difference from one group of students to the next in its calculation of the mode effect. The adjustment NCES made in order to preserve the national trend is the same for every student.

It is my understanding that, though NCES maintained a consistent longitudinal trend at the national level, there remains the possibility that the mode effect in a given state may have been greater than the nationwide mode effect. This could be attributable to a disproportionately large population of a subgroup that experienced a greater mode effect than the national effect. It also could be attributable to the relative capacity of 4th and 8th grade students in a given state to use computers.

As a potential illustration of this point, no Louisiana student in 4th grade or 8th grade had ever been required to take a state assessment via a computer or tablet as of the 2017 NAEP administration. This fact, coupled with a variety of social indicators that may correspond with low levels of technology access or skill, may mean that computer usage or skill among Louisiana students, or students in any state, is not equivalent to computer skills in the national population.

The first problem, as Richard Innes with the Bluegrass Institute pointed out is that NAEP may have some validity issues. He wrote, “Certainly, the possibility White raises that NAEP might have performed differently for different states could be a real concern. Could the comparability of NAEP data between states and across years have been compromised?”

To that end White asked Carr for additional information to which Chalkbeat reports Carr said she would provide. White wrote:

I am therefore writing to request that the following information be made available to state chiefs as soon as possible:

  1. The mode effect adjustment applied to each grade and subject nationally
  2. The average mean scores for students taking the paper-based test and for students taking the tablet-based test, at the state level and at the national level, in each grade, subject, and subgroup
  3. Evidence of the random equivalence of the groups of students taking the paper-based testsand students taking the tablet-based tests, at the state level and at the national level
  4. National subgroup performance trends, reported by performance quintile, quartile, or decile.

The second problem, that White concedes, is with using computer-based tests to begin with. He wrote, “I would like to be assured, as soon as possible, that when NCES reports math and reading results on a state-by-state basis over a two-year interval, the results and trends reported at the state level reflect an evaluation of reading and math skill rather than an evaluation of technology skill.”

This is why I don’t favor computer-based assessments.

This, of-course, could be spin. Barnum writes, “Even though researchers warn that it is inappropriate to judge specific policies by raw NAEP results, if White’s letter is a signal that Louisiana’s scores have fallen, that could deal a blow to his controversial tenure, where he’s pushed for vouchers and charter schools, the Common Core, letter grades for schools, and an overhaul of curriculum.”

White contends that he’s not concerned about Louisiana scores. “I doubt that any mode effect would have radically vaulted Louisiana to the top or dropped Louisiana further below,” White told Chalkbeat. “The issue is from a national perspective.”

Jay P. Greene, Chair of the Department of Education Reform at the University of Arkansas, says that it looks like “pre-spin” to him. He wrote on his blog, “Maybe it’s just a remarkable coincidence that White has suddenly developed these technical concerns about the validity of NAEP at about the same time that he was briefed on his state’s results.  How much do you want to bet that there is a decline in LA?”

I’m not a betting man.

Considering the Council of State School Chiefs also expressed concern, Louisiana is probably not alone.

Louisiana Standards Compromise Not Kept

louisiana-state-flag-2The members of the Louisiana House of Representatives who negotiated new education standards now say that the Louisiana Board of Elementary and Secondary Education are not agreeing to a spirit of compromise.  Color me not shocked that educrats are not acting in good faith. I do appreciate the legislators calling attention to it.

From a news release sent last week:

The group of House members who negotiated the agreement on developing new standards in the 2015 legislative session, (Geymann, Schroder, Pope, Harris, Henry, Havard and Hensgens), have declared that the spirit of the compromise has not been kept by BESE or the Department of Education.  While negotiating the agreement, Superintendent John White made the point that the review committee should have access to anything they need to make their decisions.  The legislators who have concerns with the existing standards worked in good faith on this agreement with other legislators and stakeholders.  The intent was to identify the areas of concern and make appropriate adjustments to improve the standards and remove the controversy while making them Louisiana’s own.  This week the BESE members voted 7 – 4 not to give the standards review committee the data necessary to judge the validity and appropriateness of the existing standards. 

Without the appropriate data, the review committee cannot perform their job and have no way of judging the validity of the standards.  It is now the opinion of these House members that the majority of the current BESE board and department of education are not willing to allow this panel to achieve the intent of the legislative agreement to remove Louisiana from the existing standards and develop the state’s own high standards that have been improved by making adjustments in the areas of concern.

There is no reason to participate with a committee whose outcome has been predetermined by the lack of data and resources from the Department of Education. The House members also call for the four major candidates for governor to bring forth in their legislative package, legislation that will remove our state from the existing standards and create strong and appropriate Louisiana standards. 

They then listed some additional concerns about the review process given to them by some of the review panelists. Which you can read below:

Chamber Echoes Warning About Low Test Scores

louisiana-state-flag-2The Baton Rogue Area Chamber is warning about low test scores in Louisiana.  Perhaps they are receiving some blowback over their mindless support of Common Core and related assessments (one can only hope). All chambers of commerce do is parrot what Common Core advocates say, warnings about low test scores are the new thing.  They are just spinning the impending bad news.

The Advocate reports:

In a second warning, a report issued Thursday by the Baton Rouge Area Chamber said Common Core test results next week are likely to be low for students in Louisiana.

“BRAC does not expect the scores to be exceptionally high,” according to the report. “In fact, we anticipate quite the opposite.

“But we further posit that that’s a reasonable outcome, because transitioning to higher standards is difficult,” it says.

The comments mark the second time parents and others were told results on the exams are likely to be lackluster.

State Superintendent of Education John White said last monththe scores will be sobering.

“The fact is we have a long way to go to be competitive with other states,” White said then. “I think it will be sobering, but it will show evidence of progress.”


David Vitter Releases Anti-Common Core Commercial

U.S. Senator David Vitter (R-LA) is running to replace Louisiana Governor Bobby Jindal who will step down at the end of his current term due to term limits.  He was initially in favor of Common Core, but changed his mind and led the passage of anti-Common Core legislation in the U.S. Senate.  He has also championed a bill addressing student data privacy as well.  He just released a campaign commercial that highlights his opposition to Common Core.

A Louisiana parent-activist emailed these comments to me along with the link to the video:

Please watch this 30 sec commercial from David Vitter.  I am happy to see just how far Vitter is willing to take a stand with parents on this because taking this sort of action puts him at odds with our very own “Bill Gates,” Mr Lane Grigsby and other moneyed interests pushing CC, who think that our state and our children belong to them.  Nonetheless, please make sure in deciding whether to support Vitter for governor, you ask him “how” he exactly he plans to do all these great things in education and what his plan is to combat the rebrand of Common Core that is currently taking form under this faux review process led by the unqualified John White, who needs to be removed ASAP.  Reagan said trust but verify, so please take this to heart and reach out to Vitter.  I know that my experience thus far has been that he and his staff are very receptive to my concerns and that of others, who are very active in this CC fight; and both he and his staff have been very accessible to us.  And I can say that I have not always been nice, especially initially and that never once stopped him or them from continuing to reach out to me and others.  I appreciate communication, reception and accessibility in a candidate.  I reached out to John Bel Edwards as he is second to Vitter in the polls, requesting to meet with him on CC and other issues and was supposed to be contacted by a scheduler and to date that never happened.
Ask good questions and verify.  I’m not even sure you need to “trust,” but you do need to verify.  It is encouraging to see Vitter move on this issue however, but this parent is right he needs to have a plan to address the rebranding that is going on.

House Deal Would Change Louisiana Common Core Review

louisiana-state-flag-2There are plans underway to review the Common Core State Standards in Louisiana.  Under a deal reached with a bill, HB 373, sponsored by State Representative Brett Geymann (R-Lake Charles) there would be additional steps added to the process including legislative and Gubernatorial oversight.

The Advocate reports:

Under current plans, four committees of roughly 100 educators and others are reviewing Common Core in classrooms now for possible changes.

Recommendations are supposed to go to the state Board of Elementary and Secondary Education, without formal legislative input.

Geymann’s bill would change the review of Common Core in three ways.

It would:

Require BESE to hold public hearings this year in all six congressional districts to allow citizens a voice in the benchmarks that Geymann and other critics say they were unfairly denied.

Allow the state House and Senate education committees to review changes recommended by BESE by March 4, 2016, and take all-or-nothing votes on the modifications.

Permit future governors veto authority on the changes, also all or nothing.

The House Education committee passed the bill and it will face a vote in the full house next week.  Typically review and replace bills are met with a tepid response by Common Core opponents, but with the current legislative make-up and being unable to pass repeal bills out of committee this appears to be the best bill Common Core opposition can hope for this session.

Geymann told the Advocate that the bill gives the Common Core some of what they were asking for.

Geymann and others contend the plan is part of a three-bill package that answers many of the demands of Common Core opponents.

“It gives us an opportunity for the public to be engaged,” the lawmaker said in an interview outside the committee room, moments before the debate began.

“There is committee oversight,” Geymann said. “There is governor veto potentially of the standards. … It is all the things we have been asking for.

“There are three hurdles that it has to go through. There is about as much transparency as you could ask for.”

The Common Core bill compromise which includes the unanimous passage of HB 373 out of the House Education Committee is a victory.  It is an important  step in a path that leads to the removal of Common Core from Louisiana by allowing our state to once again have control of its own standards.  One of the most important steps in that path will occur when Governor Jindal signs HB 373 into law,” Anna Arthurs, an activist with Louisiana Against Common Core, told Truth in American Education.

Fortunately, we have a governor strongly opposed to Common Core and our state not be in the same situation as New Hampshire which saw its governor veto their bill to remove Common Core.  Regaining control of our standards and having an opportunity to develop new ones in a transparent process with legislative approval should allow our state to once again have excellent standards and not just a rebrand of the developmentally inappropriate Common Core State Standards,” Arthurs added.

The Advocate reports that the Governor’s office has concerns about the deal.

While the veto would apply to future governors, Jindal is concerned that a future chief executive could leave Common Core intact merely by vetoing changes recommended during the review process.

“Secondly, there is concern about the commission set up by BESE to come up with new Louisiana standards because some believe it is filled with Common Core supporters,” Kyle Plotkin, Jindal’s chief of staff, said in a prepared statement.

Jindal, a former Common Core backer turned opponent, leaves office in January, well ahead of the time when he could review any suggested changes.

Even if this bill passes whether or not Louisiana ends up with a rebrand or significantly different standards will still remain to be seen.

Ethics Complaints Directed at Louisiana Education Officials Prompts Bill

louisiana-state-flag-2Associated Press reports there has been legislation filed that will be heard tomorrow in a Louisiana House committee related to ethics questions and complaints directed at State Superintendent of Education John White and Board of Elementary and Secondary Education president Chas Roemer.

Among the complaints, Common Core opponents have particularly criticized Superintendent of Education John White for his affiliation with the Partnership for Assessment of Readiness for Colleges and Careers, which developed the testing material tied to Common Core that Louisiana uses.

Questions also have been raised about the sister of Chas Roemer, head of the Board of Elementary and Secondary Education, working as president of the Louisiana Association of Public Charter Schools and about BESE member Kira Orange Jones, who received ethics clearance several years ago to stay on the board while working for Teach for America.

Some of those types of affiliations would be prohibited under proposed legislation.

Read more.


What Assessment Is Louisiana Taking? It’s Not PARCC

louisiana-state-flag-2Mercedes Schneider wrote a good piece on Friday that points out that Louisiana State Superintendent of Education John White says Louisiana is taking the PARCC assessments, but there is no way the state could possibly be administer PARCC.

An excerpt:

It is clear that Pearson is responsible for the PARCC assessments.

It is also clear on this Pearson technology platform, PearsonAccess, which “serves as the entry point to all Pearson services used by school districts participating in the PARCC consortium,” that Louisiana is not listed among the states granted access to the Pearson-administrated PARCC assessments.

Here are Pearson’s advertised Fall 2014 and Spring 2015 testing schedules.

No Louisiana.

The states allowed to access Pearson’s PARCC platform are Arkansas, Colorado, Illinois, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, Ohio, Rhode Island, and the territory, Washington, DC.

PARCC is down to ten states and DC for 2014-15. (Note: New York will be administering Pearson tests for five years beginning in 2011, not the Pearson PARCC tests.)

Louisiana is not an active PARCC state according to official PARCC contractor, Pearson.

So, if White is advancing the idea that “PARCC” tests administered in Louisiana are the same PARCC tests taken by “5 million students across the country,” he is lying.

In order for Louisiana to be among the official PARCC states in 2014-15, LDOE must have a PARCC contract with Pearson.

Louisiana has no PARCC contract with Pearson and never did.

Currently, White is hanging all of his Louisiana assessment hopes on two contracts that LDOE has had for years with Data Recognition Corp (DRC).

DRC is advertising its own CCSS-aligned test questions, but these are not the official PARCC assessments that now are the business of Pearson.

Be sure to read the whole piece.  Louisiana parents (and citizens in general) deserve the truth from the Louisiana Department of Education and they are currently not getting it.


Louisiana BESE: Jindal Does Not Have Authority to Pull Out of PARCC, Common Core

The Louisiana Board of Elementary and Secondary Education released a statement after Governor Bobby Jindal issued his executive orders saying  that he lacked the authority for this action:

BATON ROUGE, La. – The state Board of Elementary and Secondary Education (BESE) and the Louisiana Department of Education today reaffirmed that the state will implement the Common Core State Standards, as well as grade 3-8 test forms and questions developed by states within the Partnership for Assessment of Readiness for College and Career (PARCC) for the 2014-2015 school year. The Department will deliver and score the grade 3-8 tests using the state’s currently active contract for grade 3-8 testing, awarded through the state procurement process.

In 2010, after a public review process, BESE adopted the Common Core State Standards as minimum expectations for reading, writing, and mathematics. The Governor, the BESE President, and the State Superintendent then signed a commitment to developing test forms and questions that would allow the state’s performance to be measured in comparison with other states. Nearly 45,000 Louisiana students tried out the resulting PARCC forms and questions in March and April of 2014.

The plan to continue implementation fulfills BESE’s legal role and obligations. Under the Louisiana State Constitution, BESE “shall supervise and control the public elementary and secondary schools and special schools under its jurisdiction and shall have budgetary responsibility for all funds appropriated or allocated by the state for those schools, all as provided by law.”

State law requires that “[t]he state Department of Education shall, with the approval of the State Board of Elementary and Secondary Education, as part of the Louisiana Competency-Based Education Program, develop and establish statewide content standards for required subjects to be taught in the public elementary and secondary schools of this state.”

Regarding the implementation of the Common Core State Standards and the PARCC tests, state law mandates that “[b]eginning with the 2014-2015 school year, standards-based assessments shall be based on nationally recognized content standards.” State law also mandates that “[t]he rigor of each standard-based test, at a minimum, shall be comparable to national achievement tests” and “student achievement standards shall be set with reference to test scores of the same grade levels nationally.” The plan reaffirmed by BESE and the Department today meets with these legal requirements.

“For years, the law has required that BESE measure literacy and math achievement,” said BESE President Chas Roemer. “Four years ago, our board committed to measuring learning in comparison with states across the country, and two years ago the Legislature put this plan into the law. BESE is continuing to implement that law.”

“State and federal law have long required that Louisiana measure literacy and math performance through standards and annual tests,” said State Superintendent John White. “By using test forms and questions that make results comparable among states, we are following the Legislature’s mandate that we not only measure but also compete.”

It seems like they’re setting up a constitutional crisis here.

Here is what the Louisiana Constitution says about the office of Governor in Article IV, Section 5 (A):

The governor shall be the chief executive officer of the state. He shall faithfully support the constitution and laws of the state and of the United States and shall see that the laws are faithfully executed.

Article VIII, Section 3(A) describes the duties of the State Board of Elementary and Secondary Education:

The State Board of Elementary and Secondary Education is created as a body corporate. It shall supervise and control the public elementary and secondary schools and special schools under its jurisdiction and shall have budgetary responsibility for all funds appropriated or allocated by the state for those schools, all as provided by law. The board shall have other powers, duties, and responsibilities as provided by this constitution or by law, but shall have no control over the business affairs of a city, parish, or other local public school board or the selection or removal of its officers and employees; however, the board shall have the power to supervise, manage, and operate or provide for the supervision, management, and operation of a public elementary or secondary school which has been determined to be failing, including the power to receive, control, and expend state funds appropriated and allocated pursuant to Section 13(B) of this Article, any local contribution required by Section 13 of this Article, and any other local revenue available to a school board with responsibility for a school determined to be failing in amounts that are calculated based on the number of students in attendance in such a school, all in the manner provided by and in accordance with law.

Ok, look I’m not going to claim to be a Louisiana Constitutional scholar here, but who is the chief executive?  He is the one charged with making sure that the state law is faithfully executed.  He has charged the board to write new standards, and he is making provisions for a new assessment.  PARCC and the Common Core are not codified in state law.  It seems to me that the Governor has the purview to direct the Board as to how that law is executed.  I don’t know of any other state where the State Board of Education trumps the Governor of the State.

What hubris.

Jindal Already Fell Off the Common Core Tightrope

Bobby-Jindal.jpgJeff Sadow has a piece up at The Hayride that discusses the tightrope that Governor Bobby Jindal (R-LA) has taken on the Common Core State Standards.  At first he gave tacit support, and now he is an outspoken critic.  This morning he said that he wants the state out of the Common Core and the tests that go with it saying, “It is time for the Department of Education to come up with a Plan B… I am committed to getting us out of PARCC, out of Common Core.”

But other than talk what has he done?

Sadow points out that he missed his opportunity to use the Administrative Procedures act which gave Jindal the ability to veto the regulations developed by the Board of Elementary and Secondary Education early in May.  He had until the end of the month and he failed to do so.

But the Administrative Procedures Act clearly gave Jindal the ability to veto the regulations which, for whatever reason, were issued only in early May. This meant that Jindal had until the end of that month essentially to reject them, which would restart the process. Theoretically, this loop could continue indefinitely and presumably CCSS/PARCC opponents could use the time to induce the state’s withdrawal from them.

However, it also would throw the state’s educational delivery into chaos, not knowing what would be assessed and therefore not knowing what to teach, and could lead to a legal violation that requires the state to use nationally-standardized exams in its assessment by a certain date. As such, practically deferment by Jindal would prevent a train wreck of this nature.

And, for whatever reason, the deadline came and went without any action on Jindal’s part, although he never acknowledged that he had considered this and only said that he would review possible administrative actions if the Legislature failed to act to remove the state from participation. It now has, with that same clock ticking to expiration also eliminating this opportunity to accomplish rejection through his inaction, which brought him criticism from PARCC opponents.

He points out that the contract withdrawal option from PARCC is unlikely since he will get a fight from BESE board president Chas Roemer and Superintendent of Education John White.  Any attempt to pull Louisiana out, Sadow predicts, would wind up in court.

Then Sadow states he has an escape valve, but it would only be symbolic in nature:

So it seems fortunate for him that an escape valve of a kind appeared from the Legislature at its end. HB 953 by state Rep. Walt Leger would codify into law and extend an exemption from two to three years for schools to use data from a national standardized exam (planned to be PARCC) in computing accountability measures if that use lowers their scores and in computing teacher evaluations. These measures already were promulgated by BESE for the shorter period.

Obviously, the bill must go to the governor for his disposition, and CCSS opponents now clamor for Jindal to veto it, because it reaffirms that the state will use PARCC. This provides the perfect pitch out over the middle of the plate for Jindal to blast out of the park: he reaps all the benefits of credibly asserting he took action to reduce the impact of CCSS, yet it does nothing to stop adoption of PARCC and actually speeds up its full evaluative use by a year – meaning because of the extant rules it still won’t go that far until he has left office. And, BESE could accomplish everything in the bill through rulemaking simply by extending its current manifestation by a year. There’s no cost to anyone with a veto.

Sadow also notes that he didn’t try to utilize any political capital and apply pressure on the Legislature and BESE members he helped to get elected.  Basically he’s in danger of falling off the Common Core tightrope pleasing none.

I disagree with Sadow on how much benefit he will get from a veto that would largely be symbolic.  It seems to me that Governor Jindal has finessed this issue to the point of inaction which surely isn’t pleasing to Louisiana parents who want to see these standards gone.  He’s not entirely to blame, he had a (largely, opponents of the Common Core excluded) do-nothing Legislature to deal with.

Photo credit: Gage Skidmore

Two States Delay Fully Implementing PARCC

parccTwo states last week made moves to address Common Core concerns, specifically the implementation of the PARCC assessment.

Louisiana Superintendent of Education John White announced a 10-year plan which would do the following:

  • Test scheduling.  The state will propose that in 2015 students take the PARCC test in grades 3 to 8 (online in grades 5-8; paper in grades 3 and 4).  However, to allow schools and districts more time to learn the new expectations, Louisiana high schools will not transition to PARCC in 2015.
  • School accountability.  School letter grades will be assigned on a curved distribution in 2014 and 2015, so that the starting point is fair and transparent prior to the 10-year escalation.
  • Teacher accountability. For 2014 and 2015, the state will not produce "value-added data" because there will be no baseline for calculating the scores. Compass and related compensation tenure policies will remain in effect, but there will be no requirement that student learning scores be based on value-added data. 
  • Student accountability.  In 2014 and 2015, the state will maintain current 4th grade promotion policies, but the proposal allows districts to issue waivers for students demonstrating readiness to progress.  The state will also shift the 8th grade retention policy to be a remediation policy, proposing that remediation take place on the high school campus in a "transitional 9th grade" year.

So this addresses implementation, but to be clear this does not repeal or stop the implementation of the Common Core.  It simply slows it down.

Massachusetts Commissioner of Elementary and Secondary Education, Mitchell Chester, announced a “two-year test drive” for PARCC.

On Tuesday, the Board of Elementary and Secondary Education approved my recommendation for a two-year transition plan to the Partnership for Assessment of Readiness for College and Careers (PARCC). My recommendation reflects direct feedback I have heard from superintendents, principals, teachers, and school committee members about the importance of pacing ourselves so schools can implement PARCC and other reform initiatives in a thoughtful manner. If we had adhered to the timetable that we anticipated three years ago, we would be administering MCAS tests for the last time this spring (2014) before adopting PARCC as the state’s new testing program. With the Board’s action this week, though, Massachusetts educators and students will have a chance to "test drive" PARCC for two years.

PARCC is designed to build on the strengths of our current testing program and add additional features. These include more open-ended, performance-based tasks to better measure students’ ability to think critically and to apply what they know, as well as the use of innovative technology-based items. Further, at the high school level, PARCC intends to assess a broader range of the skills that employers and colleges report as essential for success after high school. PARCC promises to provide clearer signals to educators and students about the readiness of students for the next grade level and, in high school, for college and career. PARCC also will allow us to produce more timely results for districts and schools to assist educators in planning and tailoring instruction for students in the coming year.

The two-year transition provides for a robust comparison of MCAS and PARCC, so that we can decide in the fall of 2015 whether to sunset the MCAS English language arts (ELA) and mathematics assessments for grades 3-8 and employ PARCC as our state testing program for these subjects beginning in spring 2016. This "test drive" provides two years to compare and contrast MCAS and PARCC, including the content, format, quality, and standards of performance for the two assessments. It also permits us to transition our accountability uses of the assessment results while maintaining trend lines that link back to pre-PARCC performance.

The two-year transition provides teachers and administrators with additional time to refine their implementation of the 2011 Massachusetts Curriculum Frameworks in ELA and mathematics, which incorporate the Common Core State Standards, that the State Board adopted in December 2010, as well as to become familiar with new online test administration procedures before any final decision on full-scale implementation of PARCC. We know that not all districts and schools are ready to administer computer-based assessments. The transition period allows us to secure additional funding to ensure that all schools are able to incorporate 21st century learning technologies, including the ability to administer online assessments.

Here is a memo he sent to the Board on the matter.  Again the standards will still be in place, but at least they’re exercising caution in going ahead with PARCC and may ultimately not implement it whereas Louisiana is just delaying the test with apparently no plan to jettison it.

I’m more encouraged by what I see in Massachusetts than Louisiana, but neither state has given us a reason to run victory laps.