In
the U.S., education standards are determined by each state. In 2009, some states
came together and developed a uniform set of standards with the idea of
creating consistency among our different education systems.
Known
as the Common Core State Standards (CCSS), these standards impact curricula and
testing that are already in effect across all grade levels in every state.
Indiana,
a state that originally supported the CCSS, decided it no longer wants to
conform to these standards. On March 24, 2014, it became the first state to
formally withdraw from the standards. Governor Mike Pence believes this is a
victory at the state level, and was a move to avoid “top-down takeover of local
schools.” State legislators noted the curricula they develop will closely
mirror the CCSS.
The
Oklahoma Senate passed a bill on April 2, 2014 moving to withdraw from CCSS as
well. If the governor signs the bill, Oklahoma will be the second state to officially
withdraw.
Two
days later, Kansas passed a bill stripping funding for the CCSS. While this
does not mean Kansas is officially withdrawing, it may mean it is leaning
toward following in Indiana and Oklahoma’s footsteps.
These
changes have the potential to strongly affect adult education in particular.
The
GED Testing Service (GEDTS) just launched a newly designed exam in January
2014. The test was aligned to the CCSS, which may mean that Oklahoma will drop
the GED test in favor of one or both of the new alternative high school
equivalency tests—TASC or HiSET. Indiana has already chosen CTB-McGraw-Hill’s
TASC as its replacement for the GED test.
Several
states have rejected the GED test and replaced it with one of the other high
school equivalency exams. And some are making changes in their legislation to
refer to the generic “high school equivalency tests” instead of using the more
restrictive “GED.”
In
the meantime, adult students who are attempting to move forward in their
education are in a limbo because they don’t know what this means for the future
of standardized tests such as the GED test. And in states that offer two or
three optional tests, students, instructors, and programs need to choose. But
how?
The
GED exam and other HSE exams are not the only things affected by this
disagreement among states. The Office of Career, Technical, and Adult Education
(OCTAE) in the U.S. Department of Education previously developed a subset of
standards for adult education, based on the CCSS. If the standards, meant to
unify the nation across states, are not enforced, what will become of OCTAE’s
new adult education standards?
Unfortunately,
students (of any age or grade level), as well as their
teachers, are the victims of this battle. While states decide which education
system is best, these two groups are suffering because education is compromised.
Students cannot plan ahead and begin studying for important exams, which might
be restructured soon. They may be confused as to whether their scores for high
school equivalency exams will be accepted in the near future, or if they have
to take tests all over again. Teachers cannot move forward or purchase
materials to continue teaching if curricula are subject to change.
ProLiteracy
and New Readers Press (NRP) have experienced the results of this firsthand.
While NRP publishes materials for all three exams, it is now a confusing issue
for customers. Programs and administrators have been purchasing materials and
preparing curricula for several months. What effects will these CCSS shakeups
have on them and their students?
To
top it all off, there seems to be no end to the debate in sight. There is no
timeframe or deadline by which states need to make a decision, meaning students
and teachers have no idea when to expect any changes to take place. This puts into
question the progress of their studies, test preparation, and education, while
lawmakers continue to argue about what standards will become state policy.
