It’s been a rough year for the Common Core standards. As parents, teachers, officials, and politicians learn more about the standards, more and more states are considering ways to get out of Common Core. The standards in math and reading were allegedly designed to make students career- and college-ready. Now that the public is able to see them, the standards have proven not to be what was promised. People are fighting back.
The 2010 introduction of Common Core, a set of requirements for what elementary and secondary school children should know in math and English language arts, has turned schools in one state after another into battlefields as its complexity and other factors led to protests against it. Even so, by mid-2014, a NBC/Wall Street Journal poll found that very nearly half of those asked about it hadn’t even heard of it. A number of states, such as Missouri, Indiana, Oklahoma, and South Carolina have withdrawn from it.
To ensure the quality of the education provided to students, the Texas State Board of Education has begun the process of updating its textbooks to reflect the latest information and advancements in history and science, because part of giving kids the best education possible means giving them access to the best resources available.
Behavioral psychologists and economists have considered incentives to be a normal part of human nature for decades, if not centuries, but applying them to education still stokes controversy. For example, some people recoil at the idea of paying kids and their teachers for high scores on Advanced Placement tests that get students college credit in high school, as some schools in Northern Virginia are doing,
The time is right to refocus school reform on practical objectives that can be achieved in local communities. Fortunately, a new online tool can empower parents and local school boards to work in unison toward an important common goal: ensuring third-graders have learned to read.
Writing in Canon and Culture, Prof. Colin Garbarino of Houston Baptist University poses an interesting and accurate critique of the common notion that the nation’s colleges and universities indoctrinate a generally conservative or at least politically and culturally neutral incoming student population into advanced progressive leftism and political correctness. They do impose such an agenda, he notes, but the overwhelming majority of students they are indoctrinating have already heard and adopted its fundamental premises upon arrival.
Well-designed and carefully implemented reward systems can improve student achievement in elementary schools. While young children are often intrinsically motivated, they benefit when their accomplishments, however small, are pointed out by parents and teachers and appropriately rewarded.
By exercising even a little of the critical thinking the pushers of these national standards claim to want mandated in all classrooms, consumers can learn a big, valuable lesson about polling that seeks to shape public opinion rather than honestly gauge it.
Most experts recognize that reward systems are especially valuable at the earliest ages to help students attain the habit of deferring gratification. Failure to develop this habit can handicap learners for the rest of their lives.
When a friend of mine was young, his family kept their dog close to home with one of those invisible fences. It delivered a mild shock to the dog’s collar when he crossed its line. One day, the fence posts shorted out. But the dog still refused to cross the shock-less border. There was nothing keeping him fenced in but his mind.
In their new book, Rewards: How to use rewards to help children learn – and why teachers don’t use them well, Herbert Walberg and Joseph Bast point out, “research makes clear that reward systems can significantly raise academic achievement levels … for adolescents.”
According to data collected by the Program for International Student Assessment, or PISA, American students continue to slide down the international rankings, failing to break the top 20 best-performing countries as of 2012. U.S. students rank below average in math and near average in reading and science. PISA is just one assessment, but it reflects a clear trend: U.S. students are not achieving what they need to achieve in an increasingly competitive global economy.
In Part 1 published by Thorner and O’Neil at Illinois Review on Monday, June 2nd, Common Core Language Arts and Math were evaluated and shown to be seriously lacking in content as a practical and common sense approach to education, assuming as it does that all children will learn what is prescribed at the same rate within each grade level.
Indiana Gov. Mike Pence has started to prance about the country, touting himself as the governor who ousted Common Core, a set of national curriculum and testing mandates in math and English. But it’s Oklahoma that may actually merit that distinction, if Gov. Mary Fallin signs a bill to do so by June 2.
For most individuals, what is next revealed will be the most shocking aspect of Dr. Duke Peta’s revelations during his presentation titled, “Common Core: Dangers and Threats, as the featured[...]
Last week was National School Choice Week. Negative vibes and views about school choice whether achieved through vouchers, charter schools, Educational Savings Accounts, or by other means are quite common.