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Here's the follow-up post to "Why I'm For the Common Core." It explains why we should be leery of the forthcoming "core-aligned" tests -- especially those in English Language Arts that people are rightly anxious about.

These tests could endanger the promise of the Common Core.

The first thing I'd want to do if I were younger would be to launch an effective court challenge to value-added teacher evaluations on the basis of test scores in reading comprehension. The value-added approach to teacher evaluation in reading is unsound both technically and in its curriculum-narrowing effects. The connection between job ratings and tests in ELA has been a disaster for education.

 A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that:  reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.

First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.  In fact, there isn’t even a positive correlation between, on the one hand, having younger children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement.  If we’re making 12-year-olds, much less five-year-olds, do homework, it’s either because we’re misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.

Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.

The ballpoint’s universal success has changed how most people experience ink. Its thicker ink was less likely to leak than that of its predecessors. For most purposes, this was a win—no more ink-stained shirts, no need for those stereotypically geeky pocket protectors. However, thicker ink also changes the physical experience of writing, not necessarily all for the better.

Once I started to adjust to this change, however, it felt like a godsend; a less-firm press on the page also meant less strain on my hand.

I can’t recall the last time I saw students passing actual paper notes in class, but I clearly remember students checking their phones (recently and often).

Despite the proliferation of handwriting eulogies, it seems that no one is really arguing against the fact that everyone still writes—we just tend to use unjoined print rather than a fluid Palmerian style, and we use it less often.

My experience with fountain pens suggests a new answer. Perhaps it’s not digital technology that hindered my handwriting, but the technology that I was holding as I put pen to paper. Fountain pens want to connect letters. Ballpoint pens need to be convinced to write, need to be pushed into the paper rather than merely touch it.

Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.