After 10 Years of Hopes and Setbacks, What Happened to the Common Core?

The plan was hatched with excessive hopes and missionary zeal: For the primary time in its historical past, the US would come collectively to create constant, rigorous schooling requirements and cease letting so many college youngsters fall behind academically.

Greater than 40 states signed on to the plan, often known as the Widespread Core State Requirements Initiative, after it was rolled out in 2010 by a bipartisan group of governors, schooling consultants and philanthropists. The schooling secretary on the time, Arne Duncan, declared himself “ecstatic.”

American youngsters would learn extra nonfiction, write higher essays and perceive key mathematical ideas, as a substitute of simply mechanically fixing equations.

“We’re being outpaced by different nations,” President Barack Obama stated in a single 2009 speech, wherein he praised states that have been shifting towards the Widespread Core. “It’s not that their children are any smarter than ours — it’s that they’re being smarter about the way to educate their youngsters.”

The Common Core got caught up in an old-fashioned culture war, one that pitted activists on both the right and left, who came to detest the Core, against an education policy establishment that was sometimes surprised by the fierce resistance to its actions.

“There is so much space between the people who cook up these policies and the classroom,” said Amy Wilkins, a longtime advocate in Washington for racial equity in education, and currently senior vice president at the National Alliance for Public Charter Schools.

“We underestimated how difficult it is to change a big, entrenched system,” she said of the broad education efforts of the past two decades.

The Common Core began, in part, as a response to the bipartisan No Child Left Behind Act of 2002, the sweeping federal mandate that required all schools to test students annually in reading and math, in the third through eighth grades and once in high school.

The law was largely seen as a disappointment. It allowed all 50 states to set their own standards and create their own tests, making it impossible to compare students across the country, let alone American children to children abroad.

In response, in 2009, the National Governors Association and the Council of Chief State School Officers, a coalition of state superintendents, formed a working group of consultants, educators and experts tasked with drafting shared national standards in English and math.

In 2010, Kentucky became the first state to adopt the Common Core. The vast majority of states and territories followed. But soon after, the initiative ran into both logistical and political roadblocks.

By the mid-2010s, the Common Core had a public relations problem. More than 20 states eventually repealed, revised or rolled back parts of the program.

Kentucky did so in 2017, with bipartisan support. Many teachers were shocked.

“We couldn’t fathom that they would actually upend the whole system,” said Ms. Wilkerson, who now teaches second grade in Jessamine County, outside Lexington.

So she was relieved, she said, when the new state standards were similar to the Common Core’s. But rather than bear a name that evoked universality, they were called the Kentucky Academic Standards. This was a tactic used by many of the states that retreated from the official coalition.

Despite the challenges, Ms. Wilkerson said she believed in the Common Core’s priorities, such as more nonfiction reading, which she thinks better prepares students for work they will do in college.

The issue of lost time for history and science has gotten better, she said, as educators become more aware of research showing that rich social studies and science lessons build background knowledge that improves reading comprehension.

Indeed, many of those who crafted the Common Core said that despite all the political resistance, the program has penetrated deeply into classrooms.

Washington, D.C., one of the few education systems to see growth in reading on the most recent National Assessment of Educational Progress, has attributed its success, in part, to its long-term commitment to the Common Core.

“A part of what we’re doing is taking part in catch-up,” stated Allan Golston, president of the US program on the Invoice & Melinda Gates Basis, a lead philanthropic backer of the Core. “We did study in regards to the significance of wider group engagement.”

Others stated that the eye paid to elevating check scores can be higher centered on the bigger societal issues that maintain many youngsters again.

Jack Schneider, a professor of schooling on the College of Massachusetts, Lowell, stated the concept of shared, nationwide requirements made sense, however that it was “naïve” to count on them to make a big effect on scholar achievement with out broader investments in early childhood schooling, instructor coaching and faculty integration.

In the end, he added, “I might say that poverty alleviation applications are a greater funding than standardized exams.”

Kitty Bennett contributed analysis.



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