From the Blog of @AnnaShah schoolsofthoughtny.wordpress/ Please consider the Children of Common Core: youtu.be/YUKq54BSBOY youtu.be/YOe7M3LkEm0 Moreover, a large body of evidence exists to debunk the value of Common Core to our students. Research demonstrates that countries that out perform the United States and show high student achievement do not use CCSS nor do they use higher level thinking pedagogies similar to CCSS. These standards were crafted in conclusory form and implemented in NY without ever having been tested or piloted. Thus, CCSS amounts to an unproven, unfounded experiment on our children in contravention of every student’s right to recieve a sound basic education in New York. CCSS has the net effect of removing traditional math and replacing classic literature with tedious amounts of increased technical reading and writing that have not been shown to improve student achievement, In fact studies show that the higher level thinking forming the basis for measure has not proven to improve student achievement. CCSS is a top-down set of standards tied to teacher evaluations and the lure of RTT monies, which connection diverts school districts’ of the autonomy they need to exercise local control, forcing districts to implement a myopic and “one size fits all” curriculum that undermines our district’s highly qualified administrators, teachers, and staff from being able to instill individualized lessons so that they can instill the joy of learning in our students. CCSS does not address the needs of the individual learner, English language learners, or students with disabilities. The standard is utterly deficient in this regard as has been cited by the USDE Peer Panel in the 2012 ESEA Flex application review which noted these deficiencies. Did NYSED ever bother to correct them in good faith? No. 500 educators and child development professionals have declared grave concerns that CCSS are not developmentally appropriate, are didactic, and that the CCSS does not value practical, individual and experiential problem solving skills. This remains unrefuted except by those who have financial interests in the measure who support, in conclusory form but without evidence to back their claims. CCSS requires students to perform copious and tedious amounts of work under the guise of higher level thinking which impairs student performance, is an obstacle to student engagement, undermines student confidence and impedes the joy of learning, Contrary to claims otherwise, truth be told, adoption of the CCSS occurred without the input of primary stakeholders, including teachers, administrators, parents, and community members which is a critical ingredient to sound decision making policies in public schools. This lack of transparency continues at every stop down the pike. Significant time, effort and expense is associated with the modification of local curriculum to comply with the CCSS requirements and its implementation to the detriment of students and teachers. Major investments to equipment and upgrades to infrastructure are required to comply with the requirements of PARCC that may undermine and/or preclude programs offered to students in school districts
Posted on: Thu, 27 Mar 2014 12:13:03 +0000
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