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Common Core: A Solution to America’s Education Problems?

Jessica McLaughlin — Fri, 13 Mar 2015 13:00:58 +0000

Image courtesy of [woodleywonderworks via Flickr]

Common Core State Standards have been a matter of controversy for a few years now, garnering opposition from both sides of the aisle. Common Core in some ways saw its inception in the George W. Bush era and serves as a predecessor to the No Child Left Behind Act. But what exactly is Common Core, why was it launched, and what is the opposition? Read on to find out.

What is Common Core?

The Common Core State Standards “aim to raise student achievement by standardizing what’s taught in schools across the United States.” They include a particular focus on language arts and mathematics. The objective is to universally prepare students from Kindergarten to high school to be successful for entry-level college courses or to enter the workforce. It lays out what students should know and be able to do by the end of each specific grade. The standards are results driven, but the methods used to achieve the set results are chosen by local teachers and facilities.

The History Behind Common Core

The No Child Left Behind Act (NCLB) was first signed into law by President Bush in January 2002. The next decade was spent revising the law’s requirements and attempting to create more successful “adequate yearly progress” reports. However, people quickly realized that NCLB was in need of serious reform itself. In November 2007, state chiefs first brainstormed Common Core standards at the Council of Chief State School Officers (CCSSO) Annual Policy Forum. The following year, the National Governors Association Center for Best Practices (NGA), CCSSO, and education nonprofit Achieve released Benchingmarking for Success: Ensuring U.S. Students Receive a World-Class Education. In it they recommended the common standards. In April 2009, the NGA and CCSSO officially invited states to commit to the Common Core standards, and by June 49 states and territories announced commitments. After public feedback, a final draft was released in June 2010.

The NGA and CCSSO led the development of the standards and actively advocated for their implementation. They also sought input from teachers, parents, school administrators, and various state leaders in “how the standards are taught, the curriculum developed, and the materials used to support teachers.” Implementation, however, is completely up to the states. Once a state adopts the Common Core standards, it is delegated to local teachers, principals, and superintendents to introduce the standards into school curriculum.

Why was the Common Core program started?

It has long been a bipartisan view that the U.S. needs education reform. Common Core was started to allow high school graduates to be competitive in college, but also in “the rapidly changing American job market and the high tech, information-based global economy.” It is widely believed that U.S. students are falling behind their counterparts in other countries. Standardized tests in countries like China and Singapore have advanced well beyond the U.S. over the last few decades. Bill Gates, a heavy investor in the Common Core, advocated,

Our nation is one step closer to supporting effective teaching in every classroom, charting a path to college and careers for all students, and developing the tools to help all children stay motivated and engaged in their own education. The more states that adopt these college and career based standards, the closer we will be to sharing innovation across state borders and becoming more competitive as a country.

In Gate’s interview, he repeatedly noted that the standards are not based on curriculum. They are “solely” milestones for where the students should be at each grade level.

How much does Common Core cost?

The cost for implementing Common Core will vary from state to state, but will undoubtedly be expensive. Training teachers and buying new materials will take a substantial amount of money. In 2011, California estimated that replacing its current standardized tests with Common Core standards would cost taxpayers approximately $1.6 billion. In Texas, the estimate is upward of $3 billion dollars.

According to the Common Core Initiative however, the implementation will allow for states to eventually save on resources, materials, and “cross-state opportunities that come from sharing consistent standards.” The cost-benefit ratio should end favorably. As of 2014, 43 states, Washington D.C., Guam, the Northern Mariana Islands, and the Virgin Islands adopted the Common Core.

What are some characteristics of Common Core?

English and Language Arts

Generally, the standards call for “regular practice with complex texts and their academic language.” They demand a steady increase in complexity and progressive reading comprehension. There is to be an emphasis on academic vocabulary, focusing on meaning, nuances, and range. There isn’t a required reading list; however, categories of literature are required. Examples include classic myths, foundational U.S. documents, works of Shakespeare, and staples of American literature.

Students should know how to provide evidence from the text when forming analyses and arguments at different levels. The standards call for text-dependent questions on assessments as opposed to questions based on student experiences and/or opinions. The objective is for students to be able to effectively inform and persuade, and for these skills to become stronger as students move up in grade levels.

There is also a larger focus on nonfiction. For grades K-5, there is a 50/50 ratio between informational (history, social sciences, etc.) and literary texts. In grades six through 12 there is substantially increased attention to literary nonfiction.

Mathematics

In mathematics, the standards call for a “greater focus on fewer topics.” The standards aim to narrow and deepen lessons on concepts, skills, and problemsolving depending on grade level. For example, K-2 will focus on addition and subtraction, while grades three through five will focus on multiplication and division of whole numbers and fractions.

There is an overriding theme across grades of linking topics and thinking. A standard at any grade level is designed to build upon the standard of the previous grade and act as an extension. This consistently reinforces major topics, which are used to support grade-level word problems that need mathematical applications to solve.

Finally, the mathematics standards aim to pursue conceptual understanding, procedural skills and fluency, and application with equal force. The idea is to deepen the understanding of concepts as opposed to memorizing rules. If the building blocks of complex math concepts are completely understood by students, that will eliminate degrees of future difficulty. Speed and accuracy are both to held in high importance.

What are the arguments against Common Core?

The goals of the Common Core seem to have U.S. students’ best interests at heart. So why is there so much opposition? Here’s a look at some of main challenges.

National Standards

First, some argue that the name “Common Core State Standards” is misleading. Since they have been adopted by 43 states, they are truly national standards. Detractors worry that states didn’t necessarily adopt the Common Core by choice, but were strong-armed by conditions ascribed by federal Race to the Top grants and the No Child Left Behind programs. Prior to the implementation of Common Core, all 50 states–whether on board or not–adopted NCLB or revised standards under the threat of losing federal funding.

More of the Same

Many see the Common Core as round two of No Child Left Behind. NCLB failed in both “raising academic performance and narrowing gaps in opportunity and outcomes.” This propagated the notion that American schools need to be fixed. Test results from NCLB did not meet expectations. After the first ten years, more than 50 percent of the nation’s schools were categorized as failing. Many of these same schools never received the support or resources necessary to stand a chance. In the same respect, will all schools be supplied with the needed computers required to take the Common Core tests?

Too Curriculum Based

There are also worries that Common Core has become more curriculum based than originally intended. In the video below, a seven-year public school teacher discusses why the Common Core is not good for kids and dictates curriculum. She argues, “when the standards are tested that’s what you are going to spend your time on…[there is] no room to teach anything else.” Her job security is based on meeting the standards. As a result, she’s concerned that the standards must be taught 100 percent of the time, and don’t allow flexibility or creativity.

She continues to argue that the material is not condensed, using the 93 elements of the third grade reading standard as an example. Her largest problem with Common Core is its age appropriateness. Although she advocates pushing students, she doesn’t believe seven year olds should be expected to master the difference between an adjective and an adverb. She labels the standards as a “race to the middle” with “mediocre teaching.” Using a uniform approach, the faster learners are bored, while the slower learners are under immense pressure.

There is plenty of concern on the length and difficulty of the assessments as well. In the first round of distribution of the Common Core tests in New York, students, parents, and teachers strongly voiced their concerns. Many students felt immense pressure and were scared of failing, and teachers complained about the atmosphere the tests created.

Opting Out

Some children have started to opt out of the tests, often with parental support. The “opt out movement” has grown in popularity–thousands of students nationwide have chosen this route. Opt-outs protest the Common Core standards and the overemphasis on testing in public schools. There is even a National United Opt Out group comprised of parents, educators, students, and social activists. The legality of opting out seems to be a gray area, varying from state to state. In an extreme case, the Illinois State Board of Education sent a letter stating students opting out would be breaking the law and teachers refusing to administer the test would face legal consequences.

There are a variety of other arguments as well. One other concern is that corporate businesses are behind the standards to create a marketplace for Common Core resources. Others argue that electives like music and art will be sidelined. Finally, many teachers and parents don’t approve of the “one-size fits all” approach to teaching children.

Conclusion

It’s hard to say what is in store for U.S. education reform. We do need a change, but is Common Core the right one? There aren’t any studies regarding Common Core’s success to fall back on. Only time will tell. There are convincing arguments on both sides. Ultimately, everyone involved wants the same thing: U.S. students to be as educated and prepared for the world as possible.

Resources

Primary

Common Core State Standards Initiative: About the Standards

CCSSO: National Governors Association and State Education Chiefs Launch Common State Academic Standards

U.S. Department of Education: No Child Left Behind

Additional

Washington Post: The Common Core’s Fundamental Trouble

EdWeek: Ensuring U.S. Students Receive a World Class Education

U.S. News & World Report: Who is Fighting for Common Core

Truth in American Education: State Costs for Adopting and Implementing the Common Core State Standards

U.S. News & World Report: The History of the Common Core State Standards

U.S. News & World Report: Opt-Out Movement About More Then Test, Advocates Say

U.S. News & World Report: Who is Fighting Against the Common Core

Why Science: A Historical Timeline of No Child Left Behind

Jessica McLaughlin

Jessica McLaughlin is a graduate of the University of Maryland with a degree in English Literature and Spanish. She works in the publishing industry and recently moved back to the DC area after living in NYC. Contact Jessica at staff@LawStreetMedia.com.

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No Child Left Behind: Where is it Now?

Joseph Palmisano — Wed, 03 Dec 2014 05:10:06 +0000

Image courtesy of [NCinDC via Flickr]

The now much-maligned No Child Left Behind Act (NCLB)–an attempt to improve the American education system–became law in early 2002. Since then, NCLB has become a divisive political issue, called a failure by many, and blamed for many inadequacies of our admittedly weak education system. But beyond all of the politics, what have the ramifications of NCLB actually been? Read on to learn about NCLB, and what it’s done to measure student growth and teacher effectiveness.

What exactly is NCLB?

The No Child Left Behind Act is bipartisan legislation signed in 2001 that was designed to improve student achievement and to help schools and parents work together to create educational solutions for struggling students. The act is based on four essential themes: accountability for results; doing what works based upon scientific research; expanded parental options; and expanded local control and flexibility.

The most controversial aspect of this act is the accountability for results. This requires states to create a single standardized test for each grade level to be administered to students of all levels, regardless of disability or educational background. Each state is required to determine a score on math and reading tests that they deem to be “proficient.” All states were then required to have 100 percent of students score at at least that level on their standardized tests by 2014. Additionally, each state had to define “Adequate Yearly Progress” (AYP) and ensure that all student groups make AYP based upon standardized tests administered each year. These accountability measures, according to NCLB co-author Representative George Miller, were intended to be diagnostic and to help schools and parents work together to remedy student weaknesses.

What’s the argument for NCLB’s effectiveness?

Advocates of NCLB argue that accountability serves as a way to identify areas where schools and students need improvement, and enables schools and parents to work together to make those improvements. No Child Left Behind mandates that its quota of 100 percent of students reaching the proficient level by 2014 includes students with disabilities and students from low socio-economic backgrounds. Advocates argue that accountability and testing ensure that these often marginalized groups do not slip through the cracks and that they obtain the support and resources they need to succeed in school.

The Act also demands higher qualifications for teachers as well as giving parents the option of transferring their children out of schools that have failed to meet their AYP quotas; both aspects have been seen as a step toward improving the American education system. Additionally, schools that do not meet their AYP receive technical assistance from the federal government and are required to draft an improvement plan aimed at targeting the groups of students who did not show improvement on standardized tests. Supporters of NCLB find these measures helpful in providing quality education to all student groups and in improving education in areas previously allowed to fall behind.

Why do people want to get rid of NCLB?

Opponents of NCLB argue that standardized testing is a flawed method of gauging student learning and that “accountability” causes schools and teachers to teach to the test. Opponents of standardized testing argue that these types of tests measure only superficial knowledge and do not measure critical or creative thinking. Scientists and psychologists have also determined that all students have different learning styles and intelligences; some are visual learners, some are kinesthetic learners, etc. Standardized tests, with their “one size fits all” method of testing, do not account for this diversity among student learning styles. Additionally, many students simply are not good test takers, and while they may know the content, the anxiety of test-taking impedes their ability to recall and use this information.

Due to this uncertainty about the validity of test scores, opponents of NCLB argue that schools and teachers are forced to “teach to the test” or “drill and kill.” With the funding of their schools and the security of their jobs hinging solely upon the results of standardized tests, teachers often feel they have to provide a narrow form of education for their students. These teaching styles require minimal critical thinking and understanding of topics, and instead rely on repetition and quick regurgitation of information to ensure students do well on a standardized test. This method of teaching offers an incomplete education to students and teaches them to simply memorize and repeat instead of understand the underlying concepts of a topic.

It has also been argued that states will lower their AYP quotas in order to meet NCLB standards instead of providing further funding for educational support. Opponents of NCLB argue that the act’s emphasis on accountability and standardized testing lead schools and teachers to adopt faulty educational methods in order to meet federal requirements.

Conclusion

NCLB can certainly be considered a good idea in theory that attempted to fix a struggling American education system. Unfortunately, the results speak for themselves, and they certainly leave a lot to be desired. NCLB still has some supporters who point out its advantages, but most are turning to new ways to reform our educational system.

Resources

Primary

Department of Education: “No Child Left Behind” Act (2001)

Department of Education: “No Child Left Behind” Act Is Working

SC Department of Education: New Study Confirms Vast Differences in State Goals for Academic ‘Proficiency’ Under NCLB

NJDOE: No Child Left Behind Overview

Additional

National Center on Educational Outcomes: “No Child Left Behind” Act: What it Means for Children With Disabilities

Wrights Law: “No Child Left Behind Act”

Wrights Law: What Teachers, Principals & School Administrators Need to Know

Education: The Purpose of No Child Left Behind

EdSource: NCLB Author Rep. Miller Says He Never Anticipated NCLB Would Force Testing Obsession

NPR: Former “No Child Left Behind” Advocate Turns Critic

Fair Test: What’s Wrong With Standardized Tests?

ASHA: “No Child Left Behind” Fact Sheet

RAND: Accountability for NCLB: A Report Card for “No Child Left Behind”

Schools of Thought: The High Stakes of Standardized Tests

Huffington Post: States Offered More Time to Ignore Education Law

Joseph Palmisano

Joseph Palmisano is a graduate of The College of New Jersey with a degree in History and Education. He has a background in historical preservation, public education, freelance writing, and business. While currently employed as an insurance underwriter, he maintains an interest in environmental and educational reform. Contact Joseph at staff@LawStreetMedia.com.

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Could Merit Pay for Teachers Fix Our Education Woes?

Joseph Palmisano — Fri, 12 Sep 2014 18:30:21 +0000

Image courtesy of [andeecollard via Flickr]

It’s no secret that the state of public education in the United States is concerning. We are falling behind our peer nations, and recent efforts to improve the American education system haven’t been great. So what can be done? One proposal that has been floated is to link the pay of teachers to how successful their students are, sometimes referred to as “merit pay.” Read on to learn why merit pay was suggested, what it means, and what the arguments for and against merit pay are.

How’s the state of public education in the U.S.?

Let’s be honest, not that great. There are a lot of factors at play here, but a lot of people are concerned about what our students are learning. There are many voices and debates out there — should we test more or test less? Offer more structured education, or less structured education? No one’s really sure, but what we do know is that something definitely needs to change. A big question is if we’re spending money in the right places. Here’s a quick overview on the money spent in the American educational system.

What is merit pay?

Amid a general call for reform in American education that resulted in legislation such as the Bush Administration’s “No Child Left Behind” Act and the Obama Administration’s “Race To The Top” school incentive program, there has been a call for the implementation of a merit pay system for public school teachers. Currently, teachers get a set raise in salary each year. Merit pay would establish a system in which teachers would receive raises and bonuses based upon their effectiveness, much the same way that corporate employees receive raises.

There’s no real consensus about how merit pay would be decided — some suggestions include that it be tied to test scores, teacher evaluations, or a combination of those factors and other more intangible parameters.

What are the arguments for merit pay?

Advocates see merit pay as a fair system that would create a form of natural selection that retains effective teachers and drives out those who are ineffective. Advocates of merit pay note the flaws in the current system, wherein teachers who have been at a school the longest have the highest salaries based on set raises each year, and the tenure system that keeps older teachers in their jobs. They say this old system assumes that experience translates into effectiveness, which is not always the case, and also prevents younger teachers with newer, fresher ideas from being able to get jobs.

Advocates point to merit pay’s successful use in the corporate world as an indicator of its possibilities in education. If teachers’ salaries were based upon their performance, all teachers, young and old, would continually strive to improve their teaching and work hard throughout their careers to ensure that they are effective in teaching their students. This system would also draw more highly-qualified professionals to the profession who would have otherwise been driven away from a profession known for its relatively moderate salaries, thus adding more quality to the talent pool. While many opponents chafe at the thought of standardized test scores determining teacher salaries, advocates argue that this system could be based on a combination of test scores, lesson observations, school involvement, and even peer reviews.

Those who favor a merit pay system also point out that it was originally met with resistance in the business sector, as well. The current system of rewards that we see right now at many corporations only came to fruition around the early 1980s. It was deemed unfair and too subjective by many workers, but now it’s become the norm. Advocates for merit pay point out that the transformation didn’t happen overnight but rather took some time, and now business as a whole has been improved by the implementation. They argue that the same thing will happen with merit pay for teachers — it will take some time but the kinks will be worked out and everyone will eventually be pleased with the changes.

What are the arguments against merit pay?

Opponents of merit pay argue that this system would have less-than-desirable side effects that would damage the education system. Opponents point out that education budgets in most towns and cities are already stretched thin, and that these limited budgets would make the bonus incentives of merit pay minimal and parsimonious. Therefore this system would pit teachers against one another in competition for raises and destroy the collaboration that currently exists between teachers, while possibly leading to favoritism.

Merit pay would also reduce the intrinsic motivation that currently drives many teachers, replacing a genuine desire to educate students with a desire to merely jump through hoops in order to gain more money. Such attitudes, opponents argue, would promote a narrow focus on what educators are teaching students and, if the system were based even in part on standardized test scores, would also promote a practice of “teaching to the test”. “Teaching to the test” shows students how to answer simple, multiple-choice style questions without activating any deeper analytical or critical thought, and would provide an incomplete and shallow education for students as a result of standardized testing. If this emphasis were placed on standardized testing, the pursuit of merit pay would drive many effective teachers toward affluent, high-achieving districts and away from less affluent school districts where low socio-economic status and other problems often factor just as much into test scores as the effectiveness of a teacher.

There’s also the issue that merit pay would be very difficult to organize. The businesses that give certain employees bonuses for good performance already have many of the bureaucratic mechanisms in place. Schools don’t necessarily have the extra administrative capacity to come up with a fair and equitable way to measure merit in addition to actually implementing it. It would distract from the real goal of administrators: making sure that students receive the best education possible. Overall, opponents argue, these negative side effects of merit pay far outweigh the benefits it may bring to education.

Conclusion

There’s no doubt that there are plentiful issues that need to be discussed in the way we run our public schools. One proposition has been to link teachers’ salaries to their performance, however that performance may be measured. The idea, while certainly drawing some applause, and some ire, is an interesting one in an environment where ingenuity is so desperately needed.