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Assessing the Role of K-12 Academic Standards in States: Workshop Summary (2008)

Chapter: Appendix: Workshop Agenda and Participants

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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Page 42
Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Suggested Citation:"Appendix: Workshop Agenda and Participants." National Research Council. 2008. Assessing the Role of K-12 Academic Standards in States: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/12207.
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Appendix Workshop Agenda and Participants Workshop on Assessing the Role of K-12 Academic Standards in States January 17-18, 2008 National Academies Keck Center 500 Fifth Street, NW Washington, DC Room 100 AGENDA Thursday, January 17, 2008 8:00 am Continental Breakfast 8:30 am Introduction and Goals of Workshop Series  Michael Feuer, NRC Division of Behavioral and Social Sciences and Education  Judith Rizzo, James B. Hunt, Jr. Institute for Educational Leadership and Policy  Lorraine McDonnell, University of California at Santa Barbara; Chair, Workshop Series Steering Committee SESSION 1: SETTING THE STATE STANDARDS POLICY CONTEXT Orienting the event’s discussions in an analysis of existing literature and new research results on contemporary state standards-based reform efforts in California, Florida, Massachusetts, North Dakota, and Texas. Framing Questions 1. What are the major roles that standards play in state K-12 educa- tion policy and practice? 2. What are the major strengths and weaknesses of K-12 state s ­ tandards-based reform efforts with respect to achieving effi- ciency, equity, and quality? What are states doing to achieve these goals? 39

40 APPENDIX 3. How and to what degree are the strengths and weaknesses of reform efforts related to the standards themselves? How and to what degree have the standards changed other education policies in states? 4. How and to what degree are the strengths and weaknesses of reform efforts related to having unique state standards? 9:00 am Introduction and Goals of Session Lorraine McDonnell 9:15 am Roles, Impacts, and Perceptions of Standards:  Review of Existing Research and Results from Elite Policymaker Interviews in California, Florida, Massachusetts, North Dakota, and Texas Diane Massell, University of Michigan 9:45 am Moderated Discussion, Part 1: Research Perspectives Moderator Lorraine McDonnell Panelists Lynn Olson, Education Week Brian Stecher, RAND Corporation 10:45 am Break 11:00 am Moderated Discussion, Part 2: Policy and Practice Perspectives Moderator Lorraine McDonnell Panelists Rae Ann Kelsch, North Dakota State Representative Scott Montgomery, Council of Chief State School Officers 12:00 pm Session 1 Central Themes Lorraine McDonnell 12:15 pm Lunch

APPENDIX 41 SESSION 2: ESTIMATING COSTS TO STATES Providing a framework for considering costs of state standards and accountability systems and applying that framework to developing empirical estimates in Florida, North Dakota, and Texas. Framing Questions 1. What are the major activities states undertake to develop and maintain a standards-based K-12 education system? What is the nature of the costs to states associated with each of these major activities? 2. What are the sources of variation in these costs by state? 3. What are the costs associated with each major activity across select states? 4. How much do state cost estimates vary for each activity? 5. What are the conceptual and technical issues involved in developing empirical estimates of these costs? 1:15 pm Introduction and Goals for Session Lauress (Laurie) Wise, HumRRO 1:30 pm What States Do to Implement Standards-Based K-12 Education: Toward a Framework for Estimating State Costs Margaret (Peg) Goertz, University of Pennsylvania 1:50 pm Developing Empirical Estimates of State Costs: Results from Florida, North Dakota, and Texas Douglas Harris, University of Wisconsin, Madison Lori Taylor, Texas A&M University 2:30 pm Break 2:45 pm Moderated Discussion, Part 1: Research and Business Perspectives Moderator Laurie Wise Panelists Thomas Toch, Education Sector Susan Traiman, Business Roundtable

42 APPENDIX 3:30 pm Break 3:45 pm Moderated Discussion, Part 2: Policy and Practice Perspectives Moderator Laurie Wise Panelists David Driscoll, National Assessment Governing Board R. Mark Harris, Human Capital Strategies 4:30 pm Session 2 Central Themes Laurie Wise 4:45 pm End of Formal Agenda for Day 5:00 pm Reception Keck Atrium 6:00 pm Dinner Keck Atrium Friday, January 18, 2008 8:00 am Continental Breakfast SESSION 3: ANALYZING STATE STANDARDS Assessing the similarities and differences across K-12 state content and performance standards in core academic subject areas. Framing Questions 1. How and to what extent do K-12 state content standards vary in English/language arts, mathematics, and science at key grades? 2. How and to what extent do K-12 state performance standards vary in English/language arts, mathematics, and science at key grades? 3. How and to what extent does the implementation of K-12 state content and performance standards in classrooms vary in mul- tiple academic subjects?

APPENDIX 43 8:30 am Introduction and Goals for Session Thomas Corcoran, Teachers College 8:45 am Comparing State Content Standards: Topical Coverage and Cognitive Demand in Grades 4 and 8 Reading, Mathematics, and Science in Select States Andrew (Andy) Porter, University of Pennsylvania John Smithson, University of Wisconsin 9:15 am Comparing State Performance Standards: Results from Two Recent Studies Peggy G. Carr, National Center for Education Statistics Michael Petrilli, Thomas B. Fordham Foundation 10:00 am Moderated Discussion, Part 1: Research Perspectives Moderator Tom Corcoran Panelists Barbara Reys, University of Missouri William Schmidt, Michigan State University 10:45 am Break 11:00 am Moderated Discussion, Part 2: Policy and Practice Perspectives Moderator Tom Corcoran Panelists Peter McWalters, Rhode Island Commissioner of Education Roy Romer, Strong American Schools Campaign 11:45 am Session 3 Central Themes Tom Corcoran

44 APPENDIX BREAKOUT GROUPS: LOOKING ACROSS ISSUES Developing ideas from across the three sessions in small, mixed-role groups. 12:00 pm Working Lunch in Breakout Groups Goals, Introductions, Brainstorming 12:30 pm Breakout Group Moderated Discussions 1:45 pm Reporting Out (Room 100) Group Moderators 2:15 pm Wrap-Up of Workshop 1: Reflections on Workshop Themes Moderator Lorraine McDonnell Panelists Robert Linn, University of Colorado William Tate, Washington University in St. Louis Karen Wixson, University of Michigan 3:00 pm Looking Ahead to Workshop 2: Outstanding Issues and Questions Judith Rizzo 3:30 pm Adjourn

APPENDIX 45 PARTICIPANTS Allison Armour-Garb, Education Studies, Rockefeller Institute of Government Alix Beatty, Center for Education, The National Academies Ilene Berman, Education Division, National Governors Association Center for Best Practices Peggy G. Carr, National Center for Education Statistics, U.S. Department of Education Betty Carvellas, Teacher Advisory Council, The National Academies Michael Casserly, Council of the Great City Schools Thomas Corcoran, CPRE, Teachers College, Columbia University Stephanie Dean, The Hunt Institute David Driscoll, National Assessment Governing Board Kelly Duncan, Center for Education, The National Academies Stuart Elliott, Center for Education, The National Academies Mark Emblidge, Virginia Board of Education William Ewell, The Hunt Institute Michael Feuer, Division of Behavioral and Social Sciences and Education, The National Academies Catherine Freeman, Division of Behavioral and Social Sciences and Education, The National Academies Michael Gilligan, The Hunt Institute Margaret E. Goertz, Graduate School of Education, University of Pennsylvania Steven Gorman, National Center for Education Statistics, U.S. Department of Education Lisa Guckian, The Hunt Institute Ferrel Guillory, The Hunt Institute Daria Hall, The Education Trust Douglas N. Harris, Educational Policy Studies, University of Wisconsin at Madison R. Mark Harris, Human Capital Strategies, LLC Margaret Hilton, Center for Education, The National Academies Barbara Kapinus, National Education Association Rae Ann Kelsch, North Dakota State Representative Judy Koenig, Center for Education, The National Academies Andrew Kolstad, National Center for Education Statistics, U.S. Department of Education Barnett A. (Sandy) Kress, Akin Gump Stauss Hauer & Feld LLP Stephanie Levin, CPRE, Graduate School of Education, University of Pennsylvania Dane Linn, National Governors Association

46 APPENDIX Robert L. Linn, Department of Education, University of Colorado at Boulder Bethany Little, Alliance for Excellent Education Diane Massell, Consortium for Policy Research in Education, University of Michigan Lorraine M. McDonnell, Department of Political Science, University of California at Santa Barbara Gregory F. McGinity, The Broad Foundation Peter McWalters, Rhode Island Department of Education Talia Milgrom-Elcott, Carnegie Corporation Scott Montgomery, Council of Chief State School Officers Patricia Morison, Center for Education, The National Academies Lynn Olson, Education Week Michael Petrilli, Thomas B. Fordham Foundation Morgan Polikoff, Policy, Management and Evaluation, University of Pennsylvania Andy Porter, Graduate School of Education, University of Pennsylvania Suellen Reed, Indiana Department of Education Michael Resnick, National School Boards Association Barbara J. Reys, Learning Teaching and Curriculum, University of Missouri Judith Rizzo, The Hunt Institute Roy Romer, Strong American Schools Campaign Ian Rosenblum, Governor’s Office of Pennsylvania William Schmidt, Michigan State University Sheila R. Schultz, Educational Policy Impact Center, Human Resources Research Organization John Smithson, Measures of the Enacted Curriculum, University of Wisconsin at Madison Brian Stecher, RAND Corporation William Tate, Department of Arts and Sciences, Washington University in St. Louis Lori Taylor, Bush School of Government, Texas A&M University Thomas Toch, Education Sector Lisa Towne, Center for Education, The National Academies Susan Traiman, Education and Workforce Policy, Business Roundtable Ruth Wattenberg, American Federation of Teachers Lauress Wise, Human Resources Research Organization Karen K. Wixson, School of Education, University of Michigan

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Every state in the United States, the District of Columbia, and the Department of Defense Education Activity now has its own academic standards, at least in core subjects. These documents vary in their structure, level of specificity, and other characteristics. Professional societies have also developed standards, in mathematics, English language arts, science, social studies, civics, foreign languages, and other academic subjects, and many states have drawn on these as they prepared their own standards documents. Other organizations have also offered standards and benchmarks. For example, the Mid-continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects.

This abundance of standards reflects a vigorous response to the call for high standards articulated in the National Commission on Excellence in Education's 1983 report A Nation at Risk, and it also poses a variety of questions for educators, policy makers, and the public. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards-based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? Would it be feasible?

The committee identified three components to the charge for the first workshop: a review of the policy and research context in which current standards-based reform efforts are operating, a consideration of how the costs of standards and accountability systems might be calculated, and an analysis of similarities and differences among states' content and performance standards. Assessing the Role of K-12 Academic Standards in States: Workshop Summary summarizes this workshop and the committee's recommendations.

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