Truth in American Education has an article with a great break-down of the negative affects Common Core’s Math and English curriculums will have on students, schools and parents –
The CCSS Mathematics Standards:
- Delay development of some key concepts and skills.
- Include significant mathematical sophistication written at a level beyond understanding of most parents, students, administrators, decision makers and many teachers.
- Lack coherence and clarity to be consistently interpreted by students, parents, teachers, administrators, curriculum developers, textbook developers/publishers, and assessment developers. Will this lead to consistent expectations and equity?
- Have standards inappropriately placed, including delayed requirement for standard algorithms, which will hinder student success and waste valuable instructional time.
- Treat important topics unevenly. This will result in inefficient use of instructional and practice time.
- Are not well organized at the high school level. Some important topics are insufficiently covered. The standards are not divided into defined courses.
- Place emphasis on Standards for Mathematical Practice which supports a constructivist approach. This approach is typical of “reform” math programs to which many parents across the country object.
- Publishers of reform programs are aligning them with the CCSS Standards for Mathematical Practice. The CCSS will not necessarily improve the math programs being used in many schools.
- Unusual and unproven approach to geometry.
The Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA):
- Use confusing language in some standards.
- Are not always clear or measureable on expected student outcomes.
- Are not always organized in a logical way and are difficult to follow.
- Treat literary elements inconsistently.
- Have some writing standards that are general and do not specify what a student should be able to know or do.
- Focus on skills over content in reading.
- Do not address or require cursive writing.
Pioneer Institute Public Policy Research – Study Finds Common Core English and Math Standards Not Properly Validated –
Five of the 29 members of the Common Core Validation Committee refused to sign a report attesting that the standards are research-based, rigorous and internationally benchmarked. The report was released with 24 signatures and included no mention that five committee members refused to sign it.
No member of the Validation Committee had a doctorate in English literature or language and only one held a doctorate in math. He was one of only three members with extensive experience writing standards. Two of the three refused to sign off on the standards.
Other studies have come to very different conclusions. Stanford University mathematician R. James Milgram, the only member of the Validation Committee with a doctorate in mathematics, said that Common Core is two years behind the math standards in the highest-performing countries. Milgram also wrote that Common Core fails to prepare students for careers in science, technology, engineering, and math.
Here’s a series of videos by the Pioneer Institute –
America can do better!