The scores, released Wednesday, “reflect the hard truth that students are struggling to meet these higher goals,” said Chris Minnich, executive director of the Council of Chief State School Officers, one of the groups developing the Common Core, in a statement.
Some critics of the Common Core, however, see it as a misguided attempt to create national standards. Others see it as yet another example of overreliance on testing and a way to label the public schools as failing to create an excuse for more privatization of education.
“The leaders of [New York] state seem intent on discouraging students, teachers and principals. Why do they want public schools to look bad?” wrote Diane Ravitch, an education historian and prominent critic of test-based accountability reforms, in an opinion piece for Newsday.
Common Core standards, and the tests associated with them, are controversial, and the New York results have given both sides fresh material to support their side of the debate.
“It’s a complicated issue, transitioning from one set of tests and standards to another … and people are spinning these results” based on their political agenda surrounding education, says Patrick McGuinn, a political science professor at Drew University in Madison, N.J.
In the middle, a number of groups are preaching patience with the Common Core but are worried that states will move ahead with the reforms without giving educators the resources needed to succeed.
“The low scores will be used by some as an excuse to throw out the Common Core or denigrate public education; those are the wrong lessons,” said Randi Weingarten, president of the American Federation of Teachers, a national union, in a statement. But teachers need “a system that provides the resources and supports – the curriculum, the professional development, the time, and the extra help kids need to achieve the deeper knowledge and understanding embedded in the Common Core.”