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Common Core Ed Reforms in a Nutshell NYS

Common Core Ed Reforms in a Nutshell NYS

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Published by NYSAPE
Go beyond the hype and the media that would have us accept the Common Core and NYS education reform at face value. The Common Core is an experiment with no basis in evidence or research.
Go beyond the hype and the media that would have us accept the Common Core and NYS education reform at face value. The Common Core is an experiment with no basis in evidence or research.

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Published by: NYSAPE on Mar 03, 2014
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03/04/2014

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What’s wrong with the Common Core and Education Reform in NYS? In a nutshell….
The Accountability Mandates in Race to the Top:
Discourages emphasis on “un-tested” subjects like art and music, which are often areas of significant strength for students for students who struggle in other academic areas.
Eliminate teacher autonomy over pacing in the classroom. he pace is dictated by “the test,” not the students. his hurts both struggling learners and “gifted” students.
!e"uire schools to share sensitive, personally identifiable student information that can be shared with #
rd
 party vendors without parental consent. $or students with disabilities, this often includes information that in a medical setting would be protected under %&'(( law. %owever, their educational records )including &E's* are afforded no such protection.
Discourage teacher responsiveness to student interests +if content is not on the test, there is  time to pursue student directed avenues of in"uiry.
&gnore research indicating that standardiation is decreasing student creativity, a "uality that is needed in the fields of engineering, medicine, music and art. )/im 0122* !ead more about that here.
&n 34 are based on cut scores and levels of proficiency that are not based in research or evidence, but rather on an illogical and faulty premise. !ead more about that here, http566www.washingtonpost.com6blogs6answer-sheet6wp6012#6176206how-come-officials-could-predict-results-on-new-test-scores6.
The Common Core Learning Standards:
're-4upposes that students will demonstrate greater academic gain by arbitrarily making standards more difficult to achieve. here is  evidence to support this.
&gnores the basic pedagogical tenant that student engagement is the largest influence on student learning. 8y teaching to developmentally inappropriate standards, we risk losing student engagement and actually risk a decline in student achievement.
 (re based on flawed research. ne of the premises of the 9ommon 9ore 4tandards is that te:t comple:ity has declined since the early 01
th
 century and that we have “dumbed down” the curriculum. !esearchers from 'enn 4tate published a report in ctober of 012# that indicates te:t comple:ity has in fact increased. );amson, <u, and Eckert, 012#*
That study can be found here:
 
Due the erroneous assumption that te:t comple:ity has decreased, the 9ommon 9ore arbitrarily increased grade level reading benchmarks by 0 to # years. &n doing so, the achievement gap widened overnight and many students have been turned off to reading. !ead more about this here, http566www.washingtonpost.com6blogs6answer-sheet6wp6012#61760F6common-core-tests-widen-achievement-gap-in-new-york6
 
Encourage instructional methods that are not aligned with evidenced based best practice. he 9ommon 9ore promotes a reading strategy called “9lose !eading.” 9lose !eading encourages students to rely <3 on the information on the ne:t rather than accessing their own background knowledge and personal e:periences.
Read more about that here,
 
and here
,
9ompel the use of mental math strategies and multiple methods to solve a single problem. !esearch shows that direct and e:plicit instruction in one strategy is the most effective way to learn a new concept. he 9ommon 9ore encourages a type of learning that will result in a student who is “a jack of all trades, master of none.”
Iere created without the input of elementary school teachers, pre-school teachers and child development e:perts. 3ou can read about the 99<4 work groups here,
 
9arry a liability waiver which you can read here, http566www.corestandards.org6public-license 
Do nothing to address the real problems facing students + poverty, insufficient funding of public schools, lack of appropriate support and access to assistive technology.
The rushed implementation of the Common Core Learning Standards:
&gnored the fact that students are sensitive to change and improper scaffolding.
!esulted in students receiving instruction without being taught the necessary pre-re"uisite skills.
Iidened the achievement gap by raising standards “overnight.” 4tudents who were struggling prior to implementation suddenly found themselves significantly further behind.
!esulted in 0J million dollars being spent on curriculum materials rife with errors and inappropriate content, many of which have not yet been released even though students are already being tested on the standards.
9ould have been predicted and prevented. 'ublic feedback in 0121 revealed significant concern regarding a possible rushed implementation. 3ou can read about that here, http566www.corestandards.org6assets6k-20-feedback-summary.pdf .
The Common Core Raises the Questions:
Iill the teaching of developmentally inappropriate learning standards result in more students being erroneously identified as learning disabled@
Iill the lack of teacher autonomy and the inappropriate use of test scores to evaluate teachers cause more e:perienced teachers to shy away from teaching students with the highest level of need@
Ihy would ew 3ork 4tate adopt copyrighted, unproven learning standards that they have no control over and no ability to revise@
Ihat are the long term effects of using learning standards that have no basis in evidence or scholarly research@
Ihat was wrong with the previous standards held in 34@ 3ou can read the 011J 34 ath standards here, http566www.p20.nysed.gov6ciai6mst6math6standards6core.html

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