Common Core Debate

In the article, “Quarrel over Common Core: A Pennsylvania Primer” by Randy Kraft (2014), Common Core and the controversy surrounding it are discussed heavily. Kraft’s thesis is to inform the audience about Common Core and explain, impartially, the arguments for and against it. In 2010, Pennsylvania took on the Common Core Standards. These standards were put in place to ensure that students of Pennsylvania were on the same academic level by graduation, and enable them to be better equipped to compete in a global marketplace (p. 1).

Many school districts and teachers have openly stated they do not agree with the Common Core standards and wish they did not have to implement them, but to get the funding the school needs they do. With curriculum changes currently happening all around the country, wherever the reader is have heard about the upcoming changes and have formed their own opinion on it. This is the closest anyone could get to the Colorado situation without actually being there. Common Core is such a controversial topic that many people think over reaches the federal governments grasp on education (CBS, 2014, para. 22). The states hold the power of education, which is why, up until now in history, there have been no national standards.

Explanation: This important because the backers of CCSS believe if that the general public could understand exactly what the standards are, there might be more support for them. Only seventeen percent of Americans who supported Common Core and the remainder was either confused or thought it was an umbrella for many topics other than education (Simon) This all connects back to my argument that the debate has spun out of control fueled by both sides, with the public stuck in the middle trying to grasp some understanding of CCSS. Analysis to compare of what is driving the resistance Politics, money, power

Sawchuk, S. (2012). Many Teachers Not Ready for the Common Core. Education Digest, 16-22. http://proxy.ashland.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=82981829&site=ehost-live Beginning this research I stumbled on this article which discusses the successful implementation of the Common Core Standards.

With over one million signatures and comments from parents against the program, there has been little progress with the disputes they have made. Some claim that education should be left entirely out of the hands of the government, with little to no interference in how classrooms are run or taught. The belief that the education of a child is best left in the hands of those closest are the best to make the decisions, rather than federal acts. The Common Core is a substandard arrangement of benchmarks which negatively affect instructor assessments, school responsibility measures, instructional procedures, educational modules, subsidizing, intercessions for low-performing schools, and school tests

Common Core Mathematic Standards have been under evaluation because of a debate between college professors, some who feel the standards are not substantial enough to prepare students for the college degree. It is a teacher’s responsibility to prepare their students for the next level. Even many supporters believe that the Common Core State Standards have many flaws and should be evaluated. With that being stated, the board that constructed the standards made mention that the cause for these flaws is because they focused so much on the K-8 standards that they ran out of time. Because of this short time, they ended up having to rush to work sure the K-8 plus or High School Standards were completed, meaning they had less time to truly think them through.

Why Common Core Standards Should Be More Common Why would students not want to be on a level playing field in their education? Why would they not want to be able to move seamlessly between states? These opportunities are given to students by Common Core. Although many opponents may say that these standards are a barrier of creativity, the Common Core Standards being accepted in all fifty states would help America, because it would have teachers across state borders instructing similar lesson plans, it would decrease the achievement gap, and it would better prepare students for college and the workforce by teaching them the needed materials for their futures.

It was discovered that in education there were certain areas that were universal and common among learning. The two main subjects of concern were English language arts and mathematics. Common core is the new curriculum implemented now in school systems to develop learning. Common Core Standards are a clear set of shared goals and expectations for the knowledge and skills students need in English language arts and mathematics at each grade level so they can be prepared to succeed in college, career, and life. Although, Common Core seems to be here to stay this article addresses concerns in reference to content, instruction, and assessment.

A Christian Worldview of Common Core Standards Christal Klinger EDU 520: Bishop Current Issues WebQuest: Session 4 A Christian Worldview of Common Core Standards The national Common Core standards assist in education by the use of a system of academic expectations students across the country must satisfy in order to move to the next grade level or graduate from high school. Consistency can occur because all students’ basic skills in English and math standards are evident. Why, therefore, are there concerns about the implementation and use of Common Core standards?

Nevertheless, schools are facing hard times and taking the loss right where it hurts, the pocketbook. Many states signed up for the new curriculum within only two months, which was not nearly long enough to make sure that the new learning standard was fit for them. By signing up, these states agreed to buy tests and upgrade their technology to administer the tests. All of this added up to thirty dollars per student, more than what half the states can afford. “Common Core Causes Collateral Damage” reveals, “Just last month, Maryland announced it would need $100 million to get schools up to speed to administer the tests”(McShane, 2).

The district, like most schools, is focused on standardized tests as they are the key to receiving sources of funding. Part of a teacher-focused essentialist view on education is a strong emphasis on a core curriculum centering around science, math, reading, and writing. Essentialism focuses on, “accuracy and thoroughness from each student” teachers are expected to push “for an overall higher standard for all students” in the core curriculum (Figures, 2012, n.p.). This philosophy is great, however, because the district is pushing it at the teachers through rigorous testing for their students and copious amounts of paperwork for teacher accountability there seems to be a disconnect between pushing all students to strive and creating a learning environment that fosters

The United States adaptation of the Common Core mathematics standards has reduced the competitiveness of American schools compared to other nations. In 2009 the Common Core State Standards Initiative developed new state curriculum standards for implementation across the country. The intention of these standards was not only to unify curriculums across the states, but to implement a greater focus for mathematics than previous

Recently, the Common Core State Standards were developed and kids were going to be tested more than ever. However, all of this education reform has been a failure because our testing scores have not improved, the testing makes children suffer, and it doesn’t improve how teachers teach. Education reforms has had little effect on our testing scores. The average score for a 17 year old student doing a reading test in the beginning of school is 285 and over 40

Say No To Standardized Testing (Rough Draft) On average, students are given 113 standardized tests from their kindergarten through their senior year, most of them being given in the 11th grade year. “‘In some places, tests — and preparation for them — are dominating the calendar and culture of schools and causing undue stress for students and educators.’” (“Testing: How Much Is Too Much?”) The cause of all of this testing is simple: The No Child Left Behind Act.

To begin with, many educators have found issues relating to the needs of standardized testing. The Council of the Great City Schools found that students sit for an average of 113 standardized tests between preschool and twelfth grade (Porter). A ridiculously large chunk of instructional time is taken away due to prepping for the test and taking the test. Administrators and teachers from Pennsylvania middle schools commented on this issue, stating that tested subject areas, such as reading, writing, and mathematics, are focused on the most, while other subjects are not given as much attention; as well as possibly sacrificing enjoyable school activities (Musoleno & White). As Nichols and Berliner declared, in test makers’ eyes, “what gets tested is what gets taught” (quoted in Musoleno & White).