Why Not Common Core?

Extracts from an interesting article by Barbara Haney, PhD.:

If the objective of the K-12 education system in Alaska is to produce students who can excel in the areas of math and science, the Alaska State Standards and the Common Core will not produce that result. These standards are not more rigorous, they are simply ridiculous. They are developmentally inappropriate and do not specify outcomes. Standards specify outcomes, not processes. With rare exceptions, the Alaska State Standards and the Common Core specify processes, not outcomes.
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It is noteworthy that states have been fleeing the consortia and the common core. Michigan has paused and is re-writing their standards. Massachusetts has paused implementation. Maine and Florida left the consortia via executive order and they are fighting to get the common core out of their state with the assistance of both the governor and the legislature. Georgia left the consortia and is re-writing their standards. Alabama and Utah left the consortia, and there are active movements to get the common core out of that state. Pennsylvania has an effort to rescind the core as well, because oil companies like Exxon and Anadarko have thrown considerable support behind the core making the job of Senate Democrats difficult. (Note: Mike Hanley’s brother, Mark Hanley, is a lobbyist for Anadarko). New York State has what could be termed as a rebellion, and the rejection of the common core was decisive in the school board elections in Buffalo, New York as well as in the Mayor’s race in New York City. Governor Cuomo is a major advocate of the Common Core nationally, along with his anti-gun agenda.
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The developmentally inappropriate nature of the common core has had disastrous results in New York and in other parts of the country. The increase in suicides and clinical depressions that have accompanied the implementation of the common core are well documented. One researcher who has been tracking the impact of the standards on mental health is Mary Calamia. Her research shows a marked increase in self-mutilating behaviors, insomnia, panic attacks, depressed mood, school refusal, and suicidal thoughts during the state exam cycle last spring.
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