Over 100 of the countries top professionals in education wrote an article and this is what they had to say –
“We have grave concerns about the core standards for young children now being written by the National Governors Association and the Council of Chief State School Officers. The draft standards made public in January conflict with compelling new research in cognitive science, neuroscience, child development, and early childhood education about how young children learn, what they need to learn, and how best to teach them in kindergarten and the early grades.”
Here’s the rest of the article.
Mary Black, a veteran educator, who has four decades of teaching students of all ages, warned that Common Core and its poor standards are part of a much broader agenda. This is her conclusion –
“My review of the Common Core standards indicated that they were designed to teach students what to think and not how to think. The literary classics have been stripped and replaced with books promoting a socialist agenda…. It is certain that it will leave students unable to think for themselves. As an educator, I admit the poor standards are not my major concern. It is what comes along with the standards that is most concerning.”
Diane Ravitch, a former assistant U.S. Secretary of Education had this to say –
“I have long advocated for voluntary national standards, believing that it would be helpful to states and districts to have general guidelines about what students should know and be able to do as they progress through school. Such standards, I believe, should be voluntary, not imposed by the federal government; before implemented widely, they should be thoroughly tested to see how they work in real classrooms; and they should be free of any mandates that tell teachers how to teach because there are many ways to be a good teacher, not just one. I envision standards not as a demand for compliance by teachers, but as an aspiration defining what states and districts are expected to do. They should serve as a promise that schools will provide all students the opportunity and resources to learn reading and mathematics, the sciences, the arts, history, literature, civics, geography, and physical education, taught by well-qualified teachers, in schools led by experienced and competent educators. For the past two years, I have steadfastly insisted that I was neither for nor against the Common Core standards. I was agnostic. I wanted to see how they worked in practice. I wanted to know, based on evidence, whether or not they improve education and whether they reduce or increase the achievement gaps among different racial and ethnic groups.
After much deliberation, I have come to the conclusion that I can’t wait five or ten years to find out whether test scores go up or down, whether or not schools improve, and whether the kids now far behind are worse off than they are today.
I have come to the conclusion that the Common Core standards effort is fundamentally flawed by the process with which they have been foisted upon the nation.
The Common Core standards have been adopted in 46 states and the District of Columbia without any field test. They are being imposed on the children of this nation despite the fact that no one has any idea how they will affect students, teachers, or schools. We are a nation of guinea pigs, almost all trying an unknown new program at the same time. Maybe the standards will be great. Maybe they will be a disaster. Maybe they will improve achievement. Maybe they will widen the achievement gaps between haves and have-nots. Maybe they will cause the children who now struggle to give up altogether. Would the Federal Drug Administration approve the use of a drug with no trials, no concern for possible harm or unintended consequences?
President Obama and Education Secretary Arne Duncan often say that the Common Core standards were developed by the states and voluntarily adopted by them. This is not true. They were developed by an organization called Achieve and the National Governors Association, both of which were generously funded by the Gates Foundation. There was minimal public engagement in the development of the Common Core. Their creation was neither grassroots nor did it emanate from the states. In fact, it was well understood by states that they would not be eligible for Race to the Top funding ($4.35 billion) unless they adopted the Common Core standards. Federal law prohibits the U.S. Department of Education from prescribing any curriculum, but in this case the Department figured out a clever way to evade the letter of the law. Forty-six states and the District of Columbia signed on, not because the Common Core standards were better than their own, but because they wanted a share of the federal cash. In some cases, the Common Core standards really were better than the state standards, but in Massachusetts, for example, the state standards were superior and well tested but were ditched anyway and replaced with the Common Core.”
Joanne Yatvin, a longtime public school educator, author and past president of the National Council of Teachers of English. She teaches part-time at Portland State University and is writing a book on good teaching in high poverty schools. Ms. Yatvin has this to say about Common Core –
“Reading through the whole list of ELA standards several times, I marked 18 others in reading, writing, speaking or language that I consider inappropriate for elementary level students because of the emphasis on skills or knowledge that children have not yet developed. I will not quote any of them here, but I urge interested readers to read the standards and see how many they think are beyond the range of elementary level students. According to an introduction piece the standards were developed, “in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.” But in looking through the names, titles and institutions of the fifty people who made up the ELA development team, I was able to identify only one current elementary teacher. All the rest, were college/university professors, state or school district administrators, or representatives of private educational companies. In reality, then, these standards were written by highly educated adults who do not teach children at present and, possibly, never did. Unconnected to the scientific research on children’s intellectual and emotional development and the everyday realities of children’s needs, interests and behavior, these writers relied only the folklore of academia, fantasizing not only what children should be expected to know and do, but also what adults need to function in actual colleges and workplaces.The only hope for America’s children and its public schools is that parents and teachers will raise their voices for reason, wisdom, and quality education.”
The video below gives great detail as to how Common Core started and how it will ultimately affect our children and national school system –