Shop by Topic
Shop by Product
ExchangeEveryDay Past Issues
<< Previous Issue
| View Past Issues | | Next Issue >> 
Ten Colossal Common Core Errors
November 26, 2013
You never change things by fighting the existing reality. To change something, build a new model.
-Buckminster Fuller
-Buckminster Fuller
Anthony Cody in his Education Week article, "Common Core Standards: Ten Colossal Errors," shares these concerns:
| 1. | The process by which the Common Core standards were developed and adopted was undemocratic. |
| 2. | The Common Core State Standards violate what we know about how children develop and grow. |
| 3. | The Common Core is inspired by a vision of market-driven innovation enabled by standardization of curriculum, tests, and ultimately, our children themselves. |
| 4. | The Common Core creates a rigid set of performance expectations for every grade level, and results in tightly controlled instructional timelines and curriculum. |
| 5. | The Common Core was designed to be implemented through an expanding regime of high-stakes tests, which will consume an unhealthy amount of time and money. |
| 6. | Proficiency rates on the new Common Core tests have been dramatically lower — by design. |
| 7. | Common Core relies on a narrow conception of the purpose of K-12 education as "career and college readiness." |
| 8. | The Common Core is associated with an attempt to collect more student and teacher data than ever before. |
| 9. | The Common Core is not based on any external evidence, has no research to support it, has never been tested, and worst of all, has no mechanism for correction. |
| 10. | The biggest problem of American education and American society is the growing number of children living in poverty.... The Common Core does nothing to address this problem. |
Note: It is likely that many readers will strongly agree and many strongly disagree with the opinions of Anthony Cody. You can share your views by clicking the "Comment on this article" link below. You can follow the comments of all readers by going to www.ChildCareExchange.com/eed/archive and clicking on the title of today's ExchangeEveryDay story.
A Personal Journey to save 20% on Teaching Four-Year-Olds |
|
|
What does every young child need to be a well-adjusted, happy person? From Carol Hillman's years of experience and wisdom comes the answer: Help each child discover a world where play, creative freedom, self trust, and personal responsibility open the child's mind and heart to the excitement of learning and the enjoyment of sharing it with others.|
Enter coupon code "FOUR" when at checkout.
 Offer valid through June 9, 2020 at 11:59 pm Pacific Time. |
ExchangeEveryDay
Delivered five days a week containing news, success stories, solutions, trend reports, and much more.
What is ExchangeEveryDay?
ExchangeEveryDay is the official electronic newsletter for Exchange Press. It is delivered five days a week containing news stories, success stories, solutions, trend reports, and much more.
Comments (21)
Displaying 5 of 21 Comments [ View all ]Fitchburg, MA, United States
I totally agee with Sandra C. from W.Roxbury, MA and the rest of the respondents. What on earth are we doing appointing government as god of education? Seriously.
W. Roxbury, MA, United States
I am an inner city public schools Kindergarten teacher. I am gravely concerned about the total avoidance of the issue of poverty and the myriad of effects poverty imposes on children. The Common Core standards, at least in Masschusetts, are not significantly different enough from our MA curriculum frameworks to justify the massive amounts of money to create assessments, curriculum, etc.Where are are the profits and who is benefitting from the Common Core? Publishers and those that seem to already have a monopoly on tests and scoring of tests and more assessments. The Common Core standards have not been proven to address the socio/economic risk factors that plague so many children's educational success.
Ivy Tech Comm College
United States
I have been watching this nations educational system self destruct for years. Teaching tests for statistics or government monies is suicidal. We can see this in action on a daily basis. Go to a store, buy something, and then ask for change without using the register. Talk about a deer in the headlights look.
It is extremely sad for the people who put faith in our government and educational system only to become extremely disillusioned if not angry after they graduate, if they actually do. I teach college, and many of my students do not have a clue about writing, studying, or even managing their time. They haven't in many cases, even understand their roles and responsibilities in their own educational process. Sad.
One reply stated that poverty is a huge problem. Yes, and education, not government handouts (at least for now) is the answer in large part.
Okay, I will play, what is the purpose of the math question????
7 with old math, could be 22 with common corp.
Milwaukee, WI, United States
I work with the preschool age, and all of this makes me worry about what is going to happen next. The needs and rights of the individual child are getting lost in the pile of standards, rules, and regulations being passed. There do need to be some standards and accountability, but we need to put what is best for the children at the center.
Penn State University
Altoona, PA, United States
I agree with Mr. Cody. I've read some of the standards for kindergarten and first grade, and they are not developmentally appropriate. In addition every child is supposed to get to certain benchmarks at the same time. Now when has that ever happened in any of our classrooms? But the thing I find most horrifying is that the materials being developed to accompany the CC, at least those I have seen (mostly from NY State) are top-down lesson plans, with accompanying work sheets and homework assignments. There is no respect given to teachers to decide on their own (or with their colleagues) how best to create specific lessons, activities and projects for their students. I think we are in for some bad times in education until these standards are completely rejected, or at least taken back to square one so that they are created based on what we know about child development, good pedagogy, and so that they can be tested in some way.
Post a Comment