September 3, 2013
Forty-five states in the US and the District of Columbia (DC) have adopted the Common Core State Standards (CCSS) which mandates federal accountability rules to public schools as outlined by the 2010 CCSS regulations encouraged by the Obama administration.
Now Indiana, Michigan, Florida and Pennsylvania are rethinking the validity and necessity of CCSS.
At the inception of the initiative, CCSS was meant sold as voluntary and the answer to inconsistent academic standards.
It was not long before the Obama administration began demanding that states follow federal regulations in standardized education for all public school students.
The catch was billions of dollars in government subsidies that were hung like a carrot on a stick to educational district officials to guarantee compliance.
Simply put: either the district performed by and to the standards set forth by the government or they did not receive federal education stimulus funds.
Instead of fostering educated critical thinkers, CCSS uses tactics such as “real-world problems”, the necessity of group-think or “collaborative learning” and the vague “higher-order thinking”.
The ideology that through memorization, utilizing only practical skills and a rudimentary understanding of broad-based information, CCSS claims that children will become liberated is part of the ruse.
Inspiring a love for reading has been reduced to assigning the children to read newspaper editorial.
Because of this new educational standard, the National Assessment of Educational Progress (NAEP) shows that students in K – 12 have stagnated and are not expected to improve.
Career – ready children are the clear focus of CCSS.
Michigan state house is contemplating CCSS and whether or not it is hindering the ability of children to learn.
Michigan state house representative Tim Kelly heads the house subcommittee that is questioning the continued implementation of CCSS.
Since 2010, Michigan has adhered to CCSS for the hope that this style of learning would facilitate college ready generations.
Kelly is heading a push to take advantage of loopholes in the No Child Left Behind (NCLB) law that would not impede on the state’s ability to collect government funding for public schools while retaining the right to not go forth with CCSS.
Mainstream media calls those who speak out against the dumbing down of our youth as “Washington cronies” while establishing that CCSS improves student’s ability to learn by “better align[ing] to the new standards.”
It is asserted that CCSS benefits the US Military Forces (USMF) by readying potential new recruits with the future of a “rewarding career in the military.”
However, the reality is that because of CCSS, there is a 30% increase in new recruits who cannot pass the entry exam.
This is an issue in Tennessee where military families are concerned that the next generation will not be able to function within the military.
The GI Bill and educational subsidies may become obsolete should new recruits not need to learn, but rather acquire a skill.
CCSS emphasizes “skill that military leaders value and need in our servicemen and women”; however the trade-off are generations that cannot think for themselves, cannot reason independently and are lacking the ability to perform simple tasks such as structuring a sentence.