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ERIC Number: EJ1113495
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: ERIC
ISSN: ISSN-1539-9664
The Politics of the Common Core Assessments
Jochim, Ashley; McGuinn, Patrick
Education Next, v16 n4 p44-52 Fall 2016
This article reports on why states are quitting the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC). The two consortia sought to develop state-of-the-art assessments that focused on problem solving and the application of knowledge, and that moved away from former tests' reliance on multiple-choice questions and the testing of factual recall. The consortia-designed assessments, however, have not fared so well, because their implementation became intertwined with new, controversial teacher evaluations and school accountability measures. Much opposition rose regarding the aligned assessments, particularly among parents. The backlash was against the amount of testing students would undergo and a perception that it diminished instructional time and encouraged "teaching to the test." In many states, policymakers who initially supported Common Core sought to diffuse opposition to the standards by withdrawing from the consortia-designed assessments. These issues have resulted in the consortia's announcement of new flexibility for states, and the option of using the complete assessment or specific items to customize their own assessments. Whatever fate awaits the consortia, their work has resulted in new opportunities and imperatives for states to work together on assessment design and implementation. A significant number of states are now engaged in unprecedented collaboration around common standards and tests, with or without the consortia.
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A