Reasons to Oppose Common Core from the Left & Right

Once, I supported Common Core.

Now, I do not.

Read on to understand why.

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Everything you need to know about Common Core — Ravitch

By Valerie Strauss January 18, 2014

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/everything-you-need-to-know-about-common-core-ravitch/

Diane Ravitch, the education historian who has become the leader of the movement against corporate-influenced school reform, gave this speech to the Modern Language Association on Jan. 11 about the past, present and future of the Common Core State Standards.

Here’s her speech:

As an organization of teachers and scholars devoted to the study of language and literature, MLA should be deeply involved in the debate about the Common Core standards.

The Common Core standards were developed in 2009 and released in 2010. Within a matter of months, they had been endorsed by 45 states and the District of Columbia. At present, publishers are aligning their materials with the Common Core, technology companies are creating software and curriculum aligned with the Common Core, and two federally-funded consortia have created online tests of the Common Core.

What are the Common Core standards? Who produced them? Why are they controversial? How did their adoption happen so quickly?

As scholars of the humanities, you are well aware that every historical event is subject to interpretation. There are different ways to answer the questions I just posed. Originally, this session was designed to be a discussion between me and David Coleman, who is generally acknowledged as the architect of the Common Core standards. Some months ago, we both agreed on the date and format. But Mr. Coleman, now president of the College Board, discovered that he had a conflicting meeting and could not be here.

So, unfortunately, you will hear only my narrative, not his, which would be quite different. I have no doubt that you will have no difficulty getting access to his version of the narrative, which is the same as Secretary Arne Duncan’s.

He would tell you that the standards were created by the states, that they were widely and quickly embraced because so many educators wanted common standards for teaching language, literature, and mathematics. But he would not be able to explain why so many educators and parents are now opposed to the standards and are reacting angrily to the testing that accompanies them.

I will try to do that.

I will begin by setting the context for the development of the standards.

They arrive at a time when American public education and its teachers are under attack. Never have public schools been as subject to upheaval, assault, and chaos as they are today. Unlike modern corporations, which extol creative disruption, schools need stability, not constant turnover and change. Yet for the past dozen years, ill-advised federal and state policies have rained down on students, teachers, principals, and schools.

George W. Bush’s No Child Left Behind and Barack Obama’s Race to the Top have combined to impose a punitive regime of standardized testing on the schools. NCLB was passed by Congress in 2001 and signed into law in 2002. NCLB law required schools to test every child in grades 3-8 every year; by 2014, said the law, every child must be “proficient” or schools would face escalating sanctions. The ultimate sanction for failure to raise test scores was firing the staff and closing the school.

Because the stakes were so high, NCLB encouraged teachers to teach to the test. In many schools, the curriculum was narrowed; the only subjects that mattered were reading and mathematics. What was not tested—the arts, history, civics, literature, geography, science, physical education—didn’t count. Some states, like New York, gamed the system by dropping the passing mark each year, giving the impression that its students were making phenomenal progress when they were not. Some districts, like Atlanta, El Paso, and the District of Columbia, were caught up in cheating scandals. In response to this relentless pressure, test scores rose, but not as much as they had before the adoption of NCLB.

Then along came the Obama administration, with its signature program called Race to the Top. In response to the economic crisis of 2008, Congress gave the U.S. Department of Education $5 billion to promote “reform.” Secretary Duncan launched a competition for states called “Race to the Top.” If states wanted any part of that money, they had to agree to certain conditions. They had to agree to evaluate teachers to a significant degree by the rise or fall of their students’ test scores; they had to agree to increase the number of privately managed charter schools; they had to agree to adopt “college and career ready standards,” which were understood to be the not-yet-finished Common Core standards; they had to agree to “turnaround” low-performing schools by such tactics as firing the principal and part or all of the school staff; and they had to agree to collect unprecedented amounts of personally identifiable information about every student and store it in a data warehouse. It became an article of faith in Washington and in state capitols, with the help of propagandistic films like “Waiting for Superman,” that if students had low scores, it must be the fault of bad teachers. Poverty, we heard again and again from people like Bill Gates, Joel Klein, and Michelle Rhee, was just an excuse for bad teachers, who should be fired without delay or due process.

These two federal programs, which both rely heavily on standardized testing, has produced a massive demoralization of educators; an unprecedented exodus of experienced educators, who were replaced in many districts by young, inexperienced, low-wage teachers; the closure of many public schools, especially in poor and minority districts; the opening of thousands of privately managed charters; an increase in low-quality for-profit charter schools and low-quality online charter schools; a widespread attack on teachers’ due process rights and collective bargaining rights; the near-collapse of public education in urban districts like Detroit and Philadelphia, as public schools are replaced by privately managed charter schools; a burgeoning educational-industrial complex of testing corporations, charter chains, and technology companies that view public education as an emerging market. Hedge funds, entrepreneurs, and real estate investment corporations invest enthusiastically in this emerging market, encouraged by federal tax credits, lavish fees, and the prospect of huge profits from taxpayer dollars. Celebrities, tennis stars, basketball stars, and football stars are opening their own name-brand schools with public dollars, even though they know nothing about education.

No other nation in the world has inflicted so many changes or imposed so many mandates on its teachers and public schools as we have in the past dozen years. No other nation tests every student every year as we do. Our students are the most over-tested in the world. No other nation—at least no high-performing nation—judges the quality of teachers by the test scores of their students. Most researchers agree that this methodology is fundamentally flawed, that it is inaccurate, unreliable, and unstable, that the highest ratings will go to teachers with the most affluent students and the lowest ratings will go to teachers of English learners, teachers of students with disabilities, and teachers in high-poverty schools. Nonetheless, the U.S. Department of Education wants every state and every district to do it. Because of these federal programs, our schools have become obsessed with standardized testing, and have turned over to the testing corporations the responsibility for rating, ranking, and labeling our students, our teachers, and our schools.

The Pearson Corporation has become

Alabama Common Core Math

According to Dr. Tommy Bice, Alabama State Superintendent of Education, high schools in the state have achieved an 80% graduation rate. While that sounds impressive, there is an underlying problem, which is this:

How do we know that the children being graduated are competent?

Competency is exemplified as being able to do something successfully. So if merely graduating high school was sufficient demonstration of competence, everyone with a high school diploma would be competent. But sadly, we know that is NOT the case. For example, one need only look to private high schools to so illustrate. Very few private high schools have any such problems. And, it is not to say that all public schools suffer problems. And yet, it is evidence as well that many courses taught in 1960, or even 1860 at the “high school” level are more advanced than those taught today.

For example, consider the following courses of study were required for a diploma of graduation from Middletown City High School, Connecticut in 1848:

Alabama Common Core Textbooks: Who Calls the Shots?

Alabama continues to be the butt of every joke – from the psuedo state motto “Thank God for Mississippi,” to those which are more biting – every laughingstock must have its basis in truth.

And the truth is undeniable.

Alabama consistently ranks below practically every marker for achievement, success, well-being and health.

Alabama has been on the wrong side of history, which for many, dates back to the days of the Civil War… which ended in 1865.

One could hardly imagine that an event settled nearly 150 years ago would motivate so many to such an extent that they would behave so vociferously, so negatively so vehemently and violently. And yet…

To be certain, Alabama has wonderful people – people who are kindhearted, generous to a fault, loving, diligent, creative, honest, conscientious, forthright, compassionate, intelligent, and more. And yet, for all those positive character qualities, there is always at least one bad apple that spoils the whole bunch, that sours the deal, that gives the entire state a black eye. Such is the case with those naysayers whom oppose Common Core educational standards.

There are people who, when faced with evidence, continue to choose to believe a lie. For example, there is a “Flat Earth Society,” whose members state that their purpose (according to their website) is to establish “… a place for free thinkers and the intellectual exchange of ideas.” “Free thinking” and “intellectual exchange” must acknowledge the truth of facts. And the fact is, that Earth is NOT flat. Any assertion contrariwise is so preposterously absurd that is it is not merely asinine, it is psychotically deranged to so believe.

Such problems of belief contrary to the truth are among those which face Alabamians. From a scientific, factually valid perspective, a belief is an idea held to be true, even though there may be insignificant or no evidence to support the idea held to be true, or the outcomes which would naturally emerge from the same. From there, it’s a short step to conspiracy thinking, Area 51 space aliens and the loony bins that still walk among us. But those lunatic fringe elements exist in every state, not exclusively in Alabama.

Nevertheless, former Alabama Governor Bob Riley has again written of his support for the attainment of educational excellence in state public schools, his first OpEd – Why I Support Common Core Standards – having been published March 25, 2014 in the conservative digest National Review.

 

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RILEY: The truth about Common Core textbooks

In Alabama, final selections are made locally

By Bob Riley
Friday, May 2, 2014
Just about everyone is familiar with the old idiom “Don’t judge a book by its cover.” It’s a valuable metaphor, but as it turns out, it’s also very useful literal advice as it relates to the growing public policy debate over Core State Education Standards.

My wife Patsy and I are very lucky to have all our children and grandchildren living close to us. We love being part of their daily lives and watching our children raise families of their own.

A fifth-grade teacher helps students at Silver Lake Elementary School in Middletown, Delaware (AP Photo/Steve Ruark) Photo **FILE**

A few weeks ago, one of our daughters shared with me a textbook belonging to her son, a public school student in Homewood, a suburb of Birmingham, Ala. Something on the cover of my fourth-grade grandson’s textbook alarmed her, and after she showed it to me, it triggered an investigative instinct in me as well. On the cover, in bright red letters, unmistakable, were the words “Common Core State Standards.”

“If you want to know why so many people do not like Common Core, there it is,” said my daughter. Parents are under the impression that a central, national entity is dictating what our children read and learn, she continued, and every time a parent disagrees with the subject matter or struggles with a new method of math, we do not have to look far to find where to place the blame.

Then she asked me: “If there is no required reading list, no required curriculum for Common Core, why are these books labeled as belonging to and adhering to Common Core?”

Quite frankly, I did not know the answer. I was certain that no single organization in Washington D.C. or elsewhere dictates what children in the Homewood public schools read. I could not explain, though, why my grandson’s textbook made it appear that such a group does in fact exist.

I did what I always do when I don’t know the answer to something — I ask someone who does know.

Betty Winches is the assistant superintendent of instruction for Homewood City Schools, a top-rated public school system, and for years I have known her to be a world-class educator and academic leader in the schools. So I asked her the same question that my daughter asked me: “If there is no Common Core reading list or curriculum, why are the textbooks in Homewood’s schools labeled “Common Core?”

The answer, as Betty explained to me, is

Ignorance abounds in Alabama… but, there are signs of hope & change!

I wouldn’t have believed it had I not seen it with my own two eyes.

Alabama State Senator Bryan Taylor’s (R) response to a query on McCarthyism.

In a recent news report, it was mentioned that Alabama State Senator Bryan Taylor – whose Twitter presence and moniker is @SenBryanTaylor – recently Tweeted in response to a query mentioning late former United States Senator Joe McCarthy, that “Never heard of the guy, so I guess I’ll have to get the book, study up on him, and see if its credible.”