RIPEC’s Simmons Calls for RI to Adopt MA Education Structures
Thursday, March 07, 2019
Simmons joined GoLocal CEO Josh Fenton on GoLocal LIVE to discuss the analysis and the struggling condition of Rhode Island’s education system.
RIPEC is recommending that Rhode Island move towards Massachusetts' education model by focusing on two related categories of reform:
System-wide alignment: RIPEC suggests promoting system-wide alignment throughout Rhode Island's educational system. Specifically, RIPEC recommends requiring RIDE to develop a single, state-wide curriculum framework for Math and English and Language Arts (ELA). To aid in the implementation of curriculum frameworks, RIPEC suggests that RIDE additionally help develop high-quality and fully-aligned instructional and other support materials such as sample lesson plans and assignments. RIPEC also recommends requiring RIDE to develop a state-wide plan encompassing teacher certification, teacher evaluation, and professional development that is explicitly aligned with Rhode Island's current, highly-regarded content and performance standards (The Common Core and RICAS). In support of alignment, RIPEC urges policymakers to consider the system-wide implications of any future reforms, and commit to long-term and comprehensive reform over at least ten-year span.
Educational governance: An enhanced degree of state-level influence over key education functions is central to achieving system-wide alignment, and RIPEC thus suggests that RIDE provide districts and schools with the practical supports necessary for implementing reforms. RIPEC also recommends that the Ocean State move towards a school-based management model. As with alignment, school-based management necessitates that RIDE provides enhanced support to local officials. In turn, district-wide officials should be empowered to make district-level decisions, while school-based officials should have increased agency over school-level decisions," said the group.
RIPEC's sites the need for the changes due to the striking performance gap between Massachusetts and Rhode Island students on the 2018 RICAS/MCAS. Statewide, 51.0 percent of Massachusetts students in grades three through eight met or exceeded expectations on the English language arts and literacy component of the MCAS, and 48.0 percent met or exceeded expectations on the mathematics portion. Rhode Island students did not achieve the same standard on the RICAS, a direct reproduction of the MCAS; 34.0 percent met or exceeded expectations in English language arts and literacy, and 27.0 percent met or exceeded expectations in mathematics. The stark difference in student proficiency on display in the MCAS/RICAS results is also apparent in RIPEC's analysis of Rhode Island and Massachusetts students' performance on two nationally-administered assessments: the NAEP and the SAT.
These differences occur despite Massachusetts and Rhode Island's similarities in terms of education funding and student demographics. While there are some observed demographic differences at the statewide level, the performance gap between the two states persists even when comparing demographically-similar districts' performance on the RICAS/MCAS. Thus, demographic characteristics alone cannot fully account for observed differences in student achievement.
RIPEC's report reveals two essential structural differences between Massachusetts and Rhode Island's education systems. First, there is a greater degree of state influence over the governance and provision of education in Massachusetts, which has helped generate greater alignment throughout the education system. In recent years, Rhode Island has moved closer to Massachusetts' model, adopting the Common Core State Standards as well as the RICAS. However, a number of functions that are performed on the local level in Rhode Island are performed, in whole or in part, at the state level in Massachusetts.
RIPEC's second key finding is that Massachusetts uses a school-based management model that is distinct from local school governance in Rhode Island. In Rhode Island, district-level school committees take charge of district-wide policymaking as well as the day-to-day management and administration of schools and personnel.
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