December 15, 2017

Controlling Education From the Top – Why Common Core is Bad for America

The Common Core State Standards Initiative presents the following problems:
1. Manner of creation and propagation – The national Common Core State Standards (the “Standards”) were not
created by the states, but rather by private organizations in Washington, DC, with lavish funding from private
entities such as the Gates Foundation.  The federal Department of Education then used legally suspect means – the
Race to the Top competition and the promise of waivers from No Child Left Behind – to impose the Standards on the
states. This effort has been accompanied by a misleading campaign to present the Standards as “state-­led” and “voluntary.”

2. Mediocre quality – The Standards, which are intended to prepare students for nonselective community colleges rather
than four-­year universities, are inferior to those of some states and no better than those of many others. Common
Core’s English language arts standards consist of empty skill sets that, once implemented, might not require reading
skills any higher than middle-­school level. Furthermore, their de-­emphasis of the study of classic literature in favor of
“informational texts” would abandon the goal of truly educating students, focusing instead on training them for static jobs.
Among the many deficiencies of the mathematics standards is their placement of algebra I in grade 9 rather than grade
8, thus ensuring that most students will not reach calculus in high school, and their mandate to teach geometry
according to an experimental method never used successfully anywhere in the world. Contrary to previous claims
by their creators, the Standards are not “internationally benchmarked.”

3. Illegal direction of curriculum and usurpation of state autonomy – The point of standards and assessments is
to drive curriculum. By imposing the Standards on the states, and by funding their aligned assessments and imposing
those on the states as well, the U.S. Department of Education is violating three federal statutes prohibiting its
direction, supervision, or control of curriculum. In addition, because states that adopt the Standards must accept
them word for word and will have little opportunity to add content, the states must relinquish their autonomy over
public education, all to the denigration of parents’ rights.

4. Vague and unaccountable governance – It is not clear what governance structure will be created in the future to address
issues related to the Standards. What is clear is that the Standards are owned and copyrighted by nongovernmental
entities unaccountable to parents and students in individual states.

5. Costs – The only national study done of the potential costs of implementing the Standards and assessments estimates
nationwide costs of almost $16 billion over seven years. Continuing costs will be substantial, especially with
respect to professional development and technology maintenance and upgrades.

6. Threats to student and family privacy – The federal Department of Education (the “Department”) is using the Standards
and the assessments as vehicles to mandate the construction of massive state student databases. The Department
has also gutted federal student-­privacy law to allow greater sharing of student data with other government agencies
and private entities. Partnering with the Department of Labor, the Department seeks to build a data system that allows
tracking of individual students from preschool through the workforce. This vision not only creates substantial
risks of privacy breach, but it also encompasses a worldview of the proper role of government that is greatly at odds
with American founding principles.

Taken from Pioneer Institute’ Center for School Reform paper  http://pioneerinstitute.org/download/controlling-education-from-the-top/

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