Note: Below is a story I wrote and that appeared in a Massachusetts parenting magazine,
baystateparent, in August 2013. There were some editing errors as the story was laid out in the magazine so what appears below is the final, edited piece by the editor before it was moved into production.
An interesting note about the debate over Common Core: Frederick Hess, an adjunct professor at Harvard University and the executive editor of EducationNext.com, told me, while I interviewed him for this story, that U.S. Education Secretary Arne Duncan was prone to heavily criticizing opponents of Common Core. He held to his reputation, when, recently, he said the only people complaining about Common Core were "white suburban moms."
One wonders what the outcry would have been had Mr. Duncan been a Republican, not a Democrat.
Here's a link to The Washington Post story about Mr. Duncan:
http://www.washingtonpost.com/local/education/duncan-tries-to-quell-uproar-over-common-core-comments/2013/11/18/b88376d8-5085-11e3-a7f0-b790929232e1_story.html
Common Core: Will it water down education?
By DOUG PAGE
Those pushing Common Core see the country’s
schools in a desperate situation, needing an immediate fix if the nation’s
youth aren’t to be condemned to future economic failure.
Even Massachusetts schools require
further improvement because too many Bay State public high school graduates take
remedial classes in math and English in college or if they go directly into the
work force, lack the reading and math skills required for the job, according to
the Commonwealth’s top education officer.
But those against Common Core see it as
a nefarious plot to reduce the state’s exacting standards for K – 12 education,
making them more compatible to the whims of the man putting financial muscle
behind the effort – Out-of-state Billionaire and Microsoft Founder Bill Gates –
and not in the best interests of the kids.
One detractor says it’s like something
out of Aldous Huxley’s “Brave New World,” an effort to tailor the country’s
workforce to Microsoft.
Given these two, very opposing views, what’s
a parent to believe?
Ripe for Change
American public schools remain vulnerable
to reform because standardized test scores, like the one administered two years
ago by the Programme for International Student Assessment (PISA), showed only
32 percent of U.S. eighth graders proficient in math.
“Until the test scores improve, schools
will be seen as needing to be reformed,” says Paul Peterson, director of the
program on education policy and governance at Harvard University.
Massachusetts students, however, are
bucking the trends.
About 50 percent of all Massachusetts
fourth and eighth graders who took the National Assessment and Educational
Progress (NAEP) exam two years ago were considered proficient in math and
English.
In another standardized test, also taken about two years ago,
called Trends in International Mathematics and Science Study (TIMSS), which
measured math and science abilities of Massachusetts eighth graders against
their peers in 63 countries and nine U.S. states, Bay State students scored
near the top in math, just behind children from South Korea, Singapore, Taiwan
and Hong Kong.
In the science portion of the TIMSS
exam, Bay State eighth graders also scored near the top, falling only behind
kids from Singapore.
But Massachusetts Education
Commissioner Mitchell Chester sees it differently. “Massachusetts citizens
should be proud (of the schools), but having said that, our biggest disadvantage
is complacency,” he says. “And so we point out that 50 percent of our students
are proficient, but 50 percent are not.”
“As top-rated as our public school
system is, 40 percent of our public high school graduates who matriculate to
public universities or community colleges in Massachusetts take at least one
remedial, non-credit class because they don’t have the math and English skills needed
for college,” Chester says.
“Too many of our students can’t read
complex texts, technical information and non-fiction information, which is what
they have to tackle in college courses,” he says. “They can write a personal
essay, but when it comes to critiquing material they’ve just read, they don’t
have the skills.”
“Too many students are also without the
math skills that let them tackle more advanced classes. They also struggle to
apply math to real-life situations. These are the criticisms I’ve heard from
many employers,” Chester adds.
What About MCAS?
The standardized test kids have been taking
since 1998 in the state, the Massachusetts Comprehensive Assessment Study (MCAS),
will likely be replaced by a new, standardized test that’s given in 22 other states.
The new test, called Partnership for
Assessment Readiness for College and Careers (PARCC), will test kids in grades
3 to 11, says J.C. Considine, a spokesman for the Massachusetts Department of
Elementary and Secondary Education.
PARCC tests for what Common Core is all
about – career and college readiness.
Chester says many high school graduates
taking a remedial math or English class in college did well on the 10th
grade MCAS test and that’s the reason for the new PARCC test.
“We’ll know (with the PARCC test)
whether someone in the 10th grade or 11th grade is performing
on track to finish high school and do well in college or in their career.”
The first PARCC test is expected during
the 2014 – 2015 academic year.
Common Core Defined
Common Core’s has two components, mathematics
and English.
The math portion focuses instruction on
fewer topics and goes into greater depth. This means first grade math not only introduces
addition and subtraction but also makes kids understand the reason behind the
answer.
In the fifth grade, according to Common
Core, children are adding and subtracting fractions and graphing data.
There’s also a push, from the people
developing Common Core, to move Algebra 1 from eighth to ninth grade, but
Commissioner Chester says that doesn’t apply to Massachusetts.
“School districts can continue to teach
Algebra 1 in the eighth grade,” he says.
A retired Stanford University math
professor, R. James Milgram, who worked on Common Core standards, has expressed
much concern that the new Common Core math will put American children behind
their peers overseas.
Watering Down Education
There’s much skepticism about Common
Core because leading scholars on education, English and math take issue with it.
Board of Massachusetts and Secondary
Education Member Dr. Sandra Stotsky was on the Common Core’s Validation Committee
and refused to approve its standards.
“We’re dumbing down the entire
population,” she says. “That’s what you get when you have standards that have
been lowered and you don’t provide any understanding of history and the
heritage of the English language.”
She fears high school English teachers,
instead of focusing on literature, drama and poetry, will be forced to teach the
writings of political philosophers and how they’re relevant to high school students’
understanding of the U.S. Constitution.
Massachusetts Education Commissioner
Chester disagrees. “Literacy skills are the teachers’ responsibility. You don’t
expect English teachers to solve this problem alone. This requires history
teachers and science teachers to make sure their students understand the
vocabulary being used, how a textbook is structured and how to read critically
what’s being presented,” he says.
When the commissioner was asked if he
expected high school English teachers to teach informational texts as they
relate to U.S. history, Chester said, “No. They’re not teaching U.S. history.”
“If Common Core standards are going to
be set at the international level and against the NAEP (National Assessment of
Education Progress) standardized test, then the American public is in for a
very rude shock,” says Harvard University’s Education Policy Professor
Peterson.
He says Common Core is a step up for
weak public schools, like those in California, but, he says, “I’d be upset if I
was a parent in Massachusetts.”
Who Controls the Curriculum of
Common Core?
Worcester School Committee Member Donna
Colorio has just formed a group, The Massachusetts Coalition for Superior
Education, that’s opposed to Common Core.
She worries it’ll lower the educational
standards Massachusetts set when it reformed its curriculum about 15 years ago
and, eventually, nationalize the K – 12 school curriculum and standards.
“This is a top down approach to
education,” Colorio says. “There’s no local control.”
She says teachers are worried they’ll
be held to a timeline to keep students on track as they teach material that’s
part of Common Core and, as a result, won’t be able to help their slower
learners.
Commissioner Chester takes issue with
this prediction.
“There are some states that specify the
curriculum and give you textbook lists and have a syllabus of what high school
biology will cover,” he says. “We don’t.”
“We’ve adopted frameworks that include
the Common Core standards for English and math. We’re developing resources and
model units of study,” Chester adds.
“Teachers can still customize and
individualize education and meet students where they are to move them forward,”
he says. “Even if you wanted a lock-step curriculum, it’s not a day-by-day or
month-by-month plan. It’s end of the year expectations.”
The Funding Behind Common Core
The Massachusetts Department of
Elementary and Secondary Education was awarded a Race to the Top (RTTT) grant of
$250 million by the U.S. Department of Education in Washington.
The Bill and Melinda Gates Foundation
helped Massachusetts win the grant by paying a Boston-based company, The Bridgespan
Group, to prepare the Bay State’s application for the grant.
Critical to receiving the grant is that
Common Core will be introduced into Massachusetts’ educational system as well
as into local school districts applying for a portion of the grant.
So far about 65 percent of the state’s school
districts have accepted RTTT funds, including Boston Public Schools as well as
the districts of Brockton, Haverhill, New Bedford, Springfield, Worcester,
Revere and many others, according to Commissioner Chester.
In addition, 44 of the state’s charter
schools have also received RTTT funds.
Common Core came from the National Governor’s
Association and the Council of Chief State School Officers about six years ago,
Harvard’s Professor Peterson says, because results on a standardized test by
the National Association of Educational Progress (NAEP) differed from
standardized test results conducted by individual states.
Future Problems
The biggest potential problem for Common
Core, says one education expert following its progress, is that it’s been done
so quietly.
“Common Core advocates have been
perfectly happy to have states quietly sign up for Race to the Top dollars,”
says Frederick Hess, a faculty associate at Harvard University’s Program on
Education Policy and Executive Editor of Education Next. “They’ve been
perfectly happy to take their bureaucratic victories and just go home.”
The best reason for Common Core, he says,
is the standardized test results around the country.
“They’re all gobbledygook,” Dr. Hess
says. “Massachusetts has some of the best national assessments as the National
Association of Education Progress test show, but parents in other states are
not getting reliable information about their schools.”
“While maybe this idea has merit,
Common Core’s been done off the radar by a couple of hundred folks, operating
out of sight, with the U.S. Department of Education leaning on states to apply
for Race to the Top funds, all the while paying little attention to what Common
Core means in practice,” Hess says.
“Common Core advocates want to change
the way schools think about math and reading instruction for 50 million kids,
and they’ve been very reluctant to publicly debate why this is good,” he
says. “They’ve tended to dismiss
critics as ‘no-nothings’ and U.S. Education Secretary Arne Duncan has said
they’re part of some crazy fringe.”
Emory University English Professor Mark
Bauerlein, who’s against Common Core, looks at this reform movement as similar
to a science fiction novel.
“This is more ‘Brave New World,’” he
says, with one person, or group of people, determining how future generations
will think, act and how they will be employed.
Indeed, The Boston Globe, recently
reported Google and Microsoft executives want Massachusetts public schools to
teach computer science and “add computing questions to the state’s standardized
tests.”