Kim Reynolds, Lieutenant Governor of Iowa, shared that Iowa is very much involved in STEM, and the Iowa STEM Roadway is underway with the lieutenant governor working closely with the University of Northern Iowa.   An advisory team is working to consider ways to grow in math and science in Iowa.  They are focusing on opportunities for internships, connections with businesses, and increasing skills of math and science teachers.  

David P. Driscoll, Former Education Commissioner of Massachusetts and Chair of the National Assessment Governing Board shared these points:

• Context is important in reform.
• Learning from others is just as important.  They stole many ideas from Kentucky and Texas.
• We must expect bumps and contention.
• Framing of discussions is important.
• Their theme was "Every Child a Winner" and title of a guiding document that was the basis of change, beginning in 1993.
• The government gave to schools what they needed, and this included money to make it happen.  Even more important than money were the tools for the classroom.
• There was an increase in accountability - "higher standards and higher expectations" were key terms.  They found this easy to say, even easy to do initially, but was hard work along the way.
• Massachusetts started with standards established by teachers.  They were applauded by the AFT. 
• Assessments followed the development of the standards.  All students in grades 4, 8, and 10 take tests in social studies, science, math, language arts, and foreign language.   Students have to score proficiently on the grade 10 tests in order to graduate.  (72% of tenth grades passed in language arts in 2001, the first year the assessment was given.  68% passed in math.  See reminder of the "bumps and contention" mentioned above.) 
• The relationship of the standards and assessments is very important. 
• A test is given to all "entrance teachers."  The first time given, 61% failed the communications assessment.  They also learned that elementary teachers did not have content expertise or content pedagogy in math.   
• System issues beg for "fixing it together."  One issue was the lack of transparency in data, especially among their sub-groups.  They adapted Texas's system and gradually have seen growth in their sub-groups.
• He reminded the audience of the power of effort - reform is about hard work!  He encouraged teachers to get kids engaged in their learning because they found that the #1 reason high school students don't like schools is that they are bored.  He also encouraged all educators to use formative assessments to inform their instruction.
• We need, he said, to invest in education, including our pre-schools.
• "You gotta' come together!  That is the most important thing." 

A panel consisting of the following made these points: 

• David P. Driscoll, Former Education Commissioner of Massachusetts and Chair of the National Assessment Governing Board:
• Assessments of the National Core 
• School assessments need to complement the national assessments. These are part of the tools in the classroom that are a must if teachers are to be successful in helping students achieve the standards.
• NAEP - Do/Will we need it?
• Yes, we need an outside, independent verifier.
• NAEP has many test beyond reading and math; they test the arts, economics, geography, for instance.
• They provide lots of supporting and trend data that we need to use. 
• Todd Hellman, Battelle for Kids Managing Director of Strategic Measures:
• Assessments of the National Core 
• Formative assessment are for learning and should guide us in our teaching for the standards and the national assessment.
• Their organization observed in classrooms to identify what teachers say and do, what students say and do, and what learning tasks are available.  They noted problems of practice that need to be resolved include lack of student engagement, limited use of formative assessments to inform instruction, and use of meaningful tasks to achieve the learning.
• Feedback must be part of assessment, where we extend the opportunity for learning.
• Matthew Ladner, Senior Advisor for Foundation for Excellence in Education:
• Achievement Gap
• Florida has made great strides in eliminating the achievement gap for all sub-groups.  They have assured real transparency in test scores, which has resulted in ownership by teachers and students.  They have also raised the standards and assured incentives for success.  They also increased the dollars to poor schools. 
• Gene Wilhoit, Executive Director of the Council of Chief State School Officers
• Rigor of the National Core
• "Thoughtfully developed" describes the work behind the standards.   
• The National Core (Common Core) was internationally influenced by high-performing countries.
• Resources behind the standards are shared at http://www.corestandards.com/ 
• Attention was paid to learning progressions to allow for spiraling of the curriculum to achieve the intended learning. 
• There is more depth, more writing, more research, and more coherence in these standards than in those seen across the United States in state standards.
• Assessments of the National Core  
• There is close alignment of the assessments with the standards.
• There is a focus on cognitive application.  While there is an essential body of knowledge, it is the application of that knowledge that requires we go beyond multiple choice.
• The assessments are more robust, requiring students to write more to show what they know.
• College vs Career Readiness  
•  CCSSO asked businesses "What would it take for a career in your organization?"  All responded that it would be the same as for college, especially in the area of language arts.  However, it would probably take more math in their careers than that offered to most college students. 
• Jason Williams, Executive Director for Stand for Children Massachusetts
• The Role of Legislators
• He encouraged all of us to develop relationships with legislators.
• Equity is an issue to address if we are too assure ALL kids - each and everyone - have the opportunities they need to demonstrate the standards.  We must assure the leveling of funding based on kids' needs, not the way we have done it in the past. 
• Nadja Young, Consultant/Teacher with SAS.com 
• College vs Career Readiness
• We must prepare all for college, which then prepares them for careers.
• Algebra is the gateway course to success in life.   

• Ask often and to everyone:  "How much student learning is enough?"  It will energize people behind the right work.
• Focus on getting all kids engaged in their learning. 

The governor reminded us that . . .

• It will take all of us in the state to regain our ranking in the nation and world.
• The hard work begins after today.
• A draft of the changes will be provided this fall for feedback from Iowans.
• There is no status quo any longer. 

The American Legislative Exchange Council has released the

   "Report Card on American Education: Ranking State K-12 Performance, Progress, and Reform" by Dr. Matthew Ladner, Andrew T. LeFevre, and Dan Lips. This 16^th edition contains a comprehensive overview of educational achievement levels (performance and gains for low-income students) for the 50 states and the District of Columbia. The Report Card details what education policies states currently have in place and provides a roadmap for legislators to follow to bring about educational excellence in their state.

The authors analyzed student scores, looking at both performance as well as how scores have improved over recent years. The authors also assign each state a grade based on its current education policies. A snapshot of each state is also provided. (Iowa is ranked 31^st in the nation with Vermont and Massachusetts #1 and #2.)

The document can be downloaded at http://www.alec.org/AM/Template.cfm?Section=Report_Card_on_American_Education