In 2011 the editors of AFT’s publication, “American Educator” devoted their Winter edition to a discussion of the Common Core State Standards. The pro-Common Core publication included commentary from a variety of Common Core cheerleaders.
The AFT editors also enthusiastically endorsed the standards AND even called for a National Common Core Curriculum…
“A common curriculum – meaning one that is shared by all schools-is what binds all the different actors together…A common core curriculum – meaning one that fills roughly two-thirds of instructional time – leaves teachers ample room to build on students’ interests and address local priorities…This is an exciting new movement…but standards are just a beginning. They set forth the goals of an education, not the education itself. The essential knowledge and skills – the key to a rich life – must be set forth in a common core curriculum. It’s an idea who’s time has come”
Misleading and meaningless eduspeak coming from some ed reformers is to be expected, but from the leadership of The American Federation of Teachers?
Curriculum that “fills roughly two-thirds of instructional time” is a disingenuous claim that no experienced teacher would make when it is virtually impossible to predict and estimate the amount of instructional time needed for ESL, disadvantaged, learning disabled, regular ed, and gifted students to master the untested and unproven Common Core Standards.
One of the contributors to the Common Core issue was E.D. Hirsch, Jr. who stated…
“We have yet to adopt a common core curriculum that builds knowledge grade by grade – but we need to…if we are really to serve all of our children to the best of our ability, then nothing short of a common curriculum – one shared by all schools – will do…”
E.D. Hirsch, Jr. “Beyond Comprehension”
Fast forward to 2014 and E.D. Hirsch’s Core Knowledge web site provides a rationale for a common and content-specific curriculum…
“A typical state or district curriculum says, “Students will demonstrate knowledge of people, events, ideas, and movements that contributed to the development of the United States.” But which people and events? Which ideas and movements? The Sequence is distinguished by its specificity. By clearly specifying important knowledge in language arts, history, geography, math, science, and the fine arts, the Sequence presents a practical answer to the question, “What do our children need to know?” Teachers are free to devote their energies and efforts to creatively planning how to teach the content to the children in their classrooms.”
Core Knowledge: “Why Knowledge Matters”
The New York State ELA Curriculum materials for grades Pre-K-2 are created by Core Knowledge and according to the EngageNY web site, these curriculum modules are optional and they can be adopted or adapted by schools to assist with implementation of the Common Core.
The Core Knowledge web site also reports…
“During the 2012–2013 school year there were 1,230 schools (ranging from preschool through eighth grade) in 45 states and the District of Columbia using all or part of the Core Knowledge Sequence. Thousands more schools use Core Knowledge materials, but the community includes only those schools that send their profile form to the Foundation annually.”
The Common Core has been “sold” as a way to make our students more globally competitive and to properly prepare them for the rigors of college and careers.
The Common Core video below explains that another important reason we need the Common Core is it will allow us to compare the performance of students and teachers from state to state and even compare our students’ performance with other nations…
Teachers are certainly important, but so are police, firefighters, doctors, and even parents. Don’t quite understand the urgency of comparing the quality of teachers and education programs from state to state or the efficacy of using a national standardized test to do this, when there are so many variables outside the classroom that significantly impact the academic performance of our students.
If we were to compare the quality of doctors from state to state, we certainly wouldn’t look at the average weight of citizens, blood pressure, cholesterol levels or lung cancer rates, to measure and compare the effectiveness of doctors and then presume to know how well they had taught their patients about the importance of healthy eating and regular exercise or the dangers of smoking cigarettes.
Environmental and community factors are so powerful, that most people understand it would be foolish to claim that Beverly Hills police officers have superior policing skills compared to police officers in Newark, New Jersey because of the much lower crime rate in that city in California.
Even if we are able to solve the problem of equitable funding for distressed schools so they have the necessary programs and wrap around services to support student learning, CC evangelists have not provided sufficient evidence to support their claim that student performance on national assessments provides enough data to reliably measure and compare the skills of students and effectiveness of teachers on a national and international basis.
An essential and missing ingredient would be a national curriculum, otherwise both teachers and students could explain that their lower performance is attributed to a different and inferior curriculum.
To be fair, AFT has adjusted it’s position regarding VAM, the over use of testing, and have called for a decoupling of standardized tests. CCSS supporters also continue to proclaim that the Common Core are standards and curriculum decisions should be made at a local level.
That said, if we are adopting national standards for the purpose of creating a unified educational system that will fairly and reliably evaluate and compare student and teacher performance across the country, then isn’t a national curriculum an inevitable and necessary outcome to assure the validity of the data?
Time for AFT to publish another American Educator issue devoted entirely to the Common Core so the leadership of The American Federation of Teachers can clarify their position on a National Common Core Curriculum, and clearly explain to; members, reformers, and the general public…Where They Stand?