Common Core creates no-knowledge students

The Common Core Standards are looming this fall as a new, “radical” (according to Lake Pend Oreille School Board chairman Steve Youngdahl) method of teaching math and English in our public schools, and questions abound as justifications are touted.

Common Core represents an instructional shift that originates from yet another in a long line of theories of how to raise student’s performance. Unfortunately, it is based on no empirical evidence that supports the opinions of the individuals or private organizations involved in writing the standards. It is also untested, so students once again become guinea pigs of educational theory.

The very words “Common Core” are revealing. They are explained as meaning that an identical teaching method will prevail throughout the country. Perhaps identical but certainly not excellent, because they are a mandate for mediocrity. There is no incentive to aspire to first-rate standards, because all states will be judged by the same “common” national benchmark. Once you examine the Common Core math standards, you’ll wonder if we could have ever put a man on the moon using them as a foundation.

In English/language arts, traditional literature is under assault by de-emphasizing great literary works over “informational” nonfiction texts, which could include an essay in a magazine or “alternative literacies” such as pop song lyrics — basically a literary-lite approach. Huge financial cost are associated with changing to these standards: redevelopment of curriculum, complete retraining of teachers, and purchasing of text books. The bigger and more important cost: the no-knowledge student.

LINDA BROWNING

Sandpoint