The Ithaca Journal (Nov. 9-10) front page featured an article covering issues with the common core standards.
I was excited to see some coverage of the Common Core Learning Standards
in The Journal. Newsprint has covered some reform public outrage, but
little of the nuts and bolts. It seemed an overly generous treatment, though, because
while the concept of common standards is acceptable on its surface, the sources
and methods in the creation are more the concern than ineptitude in the
implementation.
The standards
were developed using a somewhat amorphous "college ready" question
mark, then skills back-filled into the grades below. The supposed demands of
"college and career ready" avoid the current realities of crushing
college debt and how little our economy offers lately in terms of careers.
Also, little input seemed to come from research on how learning foundations are
built developmentally-it was more like a goal oriented workout schedule that
now has primary age children being cored on abstract skills that brain research
shows they are not prepared for.
While a set
of common core standards is reasonable and even wise considering the
instability and transiency in a growing number of households, caused by failed
supply side economics, a better set of standards would empower students to lead
to more equitable outcomes, not submit to the demands of inequity.
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