The Common Core and the Common Good
America, we have a problem.
Our educational system is not keeping up with that of many other industrialized countries, even as the job market becomes more global and international competition for jobs becomes steeper.
We have gone from the leader to a laggard.
According to the Broad Foundation, an educational reform group, “American students rank 25th in math, 17th in science and 14th in reading compared to students in 27 industrialized countries.”
And we have gone from No. 1 in high school graduation to 22nd among industrialized countries, according to a report last year by the Organization for Economic Cooperation and Development.
That same report found that fewer than half of our students finished college. This ranked us 14th among O.E.C.D. countries, below the O.E.C.D. average. In 1995 we were among the Top 5…
A report this month by the company that administers ACT, the college admissions test, found that only a fourth of those tested were ready for college. And that was among motivated students who want to go to college, from all sorts of schools, not just public school students.
Any way you slice it, we’re not where we want or need to be.
One strategy of changing our direction as a nation is the adoption of Common Core State Standards, meant to teach children the skills they need to be successful in college and careers — skills like critical thinking and deep analysis.
These are things that Americans recognize that our schools need to teach. According to a Phi Delta Kappa/Gallup poll released Wednesday, 80 percent of Americans strongly agree that schools should teach critical thinking skills, 78 percent agree that they should teach communication skills, 57 percent agree that they should teach students how to collaborate and 51 percent believe that they should help build student’s character…
This seemed like a sure thing. The problem is that, in some states, Common Core testing has been implemented before teachers, or the public for that matter, have been instructed in how to teach students using the new standards.
This means that, when students score poorly on the more rigorous Common Core-based tests, it threatens to cause a backlash among parents, who increasingly see testing as the problem, not the solution…
In all the discussions I have with educational leaders and reformers on improving our educational outcomes, there seems to be some level of agreement — though obviously not full agreement — on strategies that work: attracting, supporting and keeping the best teachers and investing in their development; providing “wrap-around” services for poor and struggling students; making schools safe, welcoming, fun places with recess and art and music and nutritious food; and strongly promoting parental engagement.
And we need a national standard for what the kind of education that we want our children to receive. Our educational system has become so tangled in experiments and exams and excuses that we’ve drifted away from the basis of what makes education great: learning to think critically and solve problems.
We have drifted away from the fundamentals of what makes a great teacher: the ability to light a fire in a child, to develop in him or her a level of intellectual curiosity, the grit to persevere and the capacity to expand. Great teachers help to activate a small thing that breeds great minds: thirst…
The Common Core is for the common good, if only we can get our act together and properly implement it.
Those nations achieving the highest results in metrics used to evaluate education around the world utilize very different systems. From demanding and authoritarian to free-flowing and emphasizing creativity, from Singapore to Finland, the crucial quality appears to me to be high standards, uniformly emphasized, in the education of teachers.
Something I rarely see discussed in the United States in any public forum.