August 28, 2013
In South Dakota, Common Core State Standards (CCSS) for k – 12 have new expectations and schemes for educations that cost the state government $6.7 million to train schools faculty to ready the district.
Students will be given assessment testing next spring to evaluate the new standards. For now, testing is tallied for practice and not determination of efficiency.
State officials and residents are pressuring educators to perform well. The South Dakota Department of Education (SDDE) has paid for new training for 5,000 teachers from 151 public school districts.
Kansas and 44 other states are adopting CCSS while lawmakers decry that these new governmental regulations on education are proof of a federal takeover of education.
The general population has not heard of CCSS. Of the 4 in 10 Americans that know about the new education guidelines, the belief is that CCSS will make future generations in the US more competitive globally.
The Badass Teachers Association (BTA) are bringing awareness in Tallahassee, Florida with regard to CCSS. Members of BTA attend town hall meetings and inform the public about the dangers of government controlled standardized testing.
BTA is comprised of union leaders, activists and Democratic officials, Tea party members and libertarians.
Mark Naison, professor at Fordham University and co-founder of BTA said : “The liberal critique of Common Core is that this a huge profit-making enterprise that costs school districts a tremendous amount of money, and pushes out the things kids love about school, like art and music.”
Pennsylvania approved CCSS in 2010; however concerns caused parents to question whether or not there would be national statewide testing, new reading lists and data collection made on students attending public schools.
State House Representative Seth Grove asserted that “the community is screaming that we need career-ready kids.”
Teachers in Idaho will be using approved “strategy cards” to teach students how to drill for a math quiz. The idea is that students will be inspired to find the answer, rather than show children how to work through a math equation.
Memorization is the center of this new way of educating children with a focus on visualization to understand relationships between numbers. This is a technique that supposes the child will eventually come to the correct answer to the question.
By using deduction, the CCSS standard is part of the uniform “what every child should know curriculum.”
In Wisconsin, CCSS has is being fought against by teachers and Tea Party members alike. CCSS is described as a “kind of monstrosity that’s spreading across the country without much input from the town boards, school boards.”
Being touted as a path for academic mastery, CCSS focuses on emotional attribution to problems and downplays the necessity of critical thinking and analytic skills.
The National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) have discussed CCSS; including sitting with a panel of experts from the Bill and Melinda Gates Foundation (BMGF).
Joy Pullman, research fellow at the Heartland Institute (HI) said that CCSS are “unproven education theories, embedded in an Orwellian control system in which we have had no voice.”
The support for CCSS originates with Arne Duncan, secretary of the Department of Education for the Obama administration. Funding comes from the Race to the Top (RT) grant and monies from the No Child Left Behind (NCLB) waivers.
The Republican National Committee (NRC) say that CCSS is an “an inappropriate overreach to standardize and control the education of our children” and that this is a “collection of personal student data for any non-educational purpose without prior written consent.”
Supporters of CCSS claim that the scheme “itself does not require any data collection” and that the data on students shared with the federal government cannot be attributed to specific students.
CCSS provides nationwide standardized testing for students so that every child in every classroom across the country is learning the exact same lessons simultaneously.
The theory is that real-world settings will engage the children. Teachers are encouraged to have children write their own math problems to solve.
When the child chooses what they want to learn, their interests can be accessed and translated into data given over to the federal government for profiling purposes because the assurance is that student’s curriculum can be shaped around their individual learning needs.
Homework has turned into simple questions with the child being asked to justify their answers.
Teachers become facilitators, rather than educators. CCSS states that this will give the children more of an incentive to thinking independently; especially when they realize that there are no wrong answers.
Accessing historical figures such as George Washington for their leadership skills become the crux of the lesson.
Teachers focus on connecting the student’s to those persons to inspire the children to want to learn more.