Dr. Terrence Moore, Hillsdale College professor and author, has penned a book he hopes will serve as a user’s guide for parents, citizens, and state lawmakers to help them fully grasp what will actually happen in classrooms where the Common Core standards are being implemented—and how this initiative will only hasten the full decline of our schools.
First, Dr. Anthony Esolen of Providence College in Rhode Island:
“What appalls me most about the standards … is the cavalier contempt for great works of human art and thought, in literary form. It is a sheer ignorance of the life of the imagination. We are not programming machines. We are teaching children. We are not producing functionaries, factory-like. We are to be forming the minds and hearts of men and women… to be human beings, honoring what is good and right and cherishing what is beautiful.”
Second, Dr. Thomas Newkirk of University of New Hampshire:
The standards are portrayed as so consensual, so universally endorsed, so thoroughly researched and vetted, so self-evidently necessary to economic progress, so broadly representative of beliefs in the educational community—that they cease to be even debatable… The principle of opportunity costs prompts us to ask: “What conversations won’t we be having?” Since the CCSS virtually ignore poetry, will we cease to speak about it? What about character education, service learning? What about fiction writing in the upper high school grades? What about the arts that are not amenable to standardized testing? … We lose opportunities when we cease to discuss these issues and allow the CCSS to completely set the agenda, when the only map is the one it creates.”
Third, Dr. Daniel Coupland of Hillsdale College:
“Yes, man is made for work, but he’s also made for so much more… Education should be about the highest things. We should study these things of the stars, plant cells, Mozart’s Requiem… not simply because they’ll get us into the right college or into the right line of work. Rather, we should study these noble things because they can tell us who we are, why we’re here… If education has become –as Common Core openly declares– preparation for work in a global economy, then this situation is far worse than Common Core critics ever anticipated. And the concerns about cost, and quality, and yes, even the constitutionality of Common Core, pale in comparison to the concerns for the hearts, minds, and souls of American children.”
Fourth, Dr. Christopher Tienken of Seton Hall University:
“Education reform in the United States is being driven largely by ideology, rhetoric, and dogma instead of evidence…. Where is the evidence of the efficacy of the standards? … Let us be very frank: The CCSS are no improvement over the current set of state standards. The CCSS are simply another set of lists of performance objectives.”
Fifth and Sixth, Dr. James Milgram (Stanford University) and Dr. Sandra Stotsky (University of Arkansas): BOTH SAT ON THE VALIDATION COMMITTEE FOR COMMON CORE STANDARDS BUT REJECTED THE STANDARDS
“We hear no proponents or endorsers of Common Core’s standards warning this country about the effects of the college-readiness level in Common Core’s mathematics standards on post-secondary and post-baccalaureate academic and professional programs. We hear no proponents or
endorsers of Common Core’s standards advising district superintendents and state education policy makers on the kind of mathematics curriculum and courses they need to make available in our secondary schools if our undergraduate engineering colleges are to enroll American students.
At this time we can only conclude that a gigantic fraud has been perpetrated on this country, in particular on parents in this country, by those developing, promoting, or endorsing Common Core’s standards. We have no illusion that the college-readiness level in ELA will be any more demanding than Common Core’s college-readiness level in mathematics.” – Sept. 2013 paper: Can This Country Survive Common Core’s College
Readiness Level? by R. James Milgram and Sandra Stotsky
Seventh, Dr. Alan Manning of Brigham Young University:
“The Core standards just set in concrete approaches to reading/writing that we already know don’t work very well. Having the Core standards set in concrete means that any attempts to innovate and improve reading/writing instruction will certainly be crushed. Actual learning outcomes will stagnate at best. An argument can be made that any improvement in reading/writing instruction should include more rather than less attention the reading/analysis of stories known to effective in terms of structure (i.e. “classic” time-tested stories). An argument can be made that any improvement in reading/writing instruction should include more rather than fewer exercises where students write stories themselves that are modeled on the classics. This creates a more stable foundation on which students can build skills for other kinds of writing. The Core standards would prevent public schools from testing these kinds of approaches.”
Eighth, Dr. Bill Evers of Hoover Institute at Stanford University:
“The Common Core — effectively national math and English curriculum standards coming soon to a school near you — is supposed to be a new, higher bar that will take the United States from the academic doldrums to international dominance.
So why is there so much unhappiness about it? There didn’t seem to be much just three years ago. Back then, state school boards and governors were sprinting to adopt the Core. In practically the blink of an eye, 45 states had signed on.
But states weren’t leaping because they couldn’t resist the Core’s academic magnetism. They were leaping because it was the Great Recession — and the Obama administration was dangling a $4.35 billion Race to the Top carrot in front of them. Big points in that federal program were awarded for adopting the Core, so, with little public debate, most did.”
Ninth: Dr. Terrence Moore of Hillsdale College:
“Literature is the study of human nature. If we dissect it in this meaningless way, kids not only do not become college and career ready, they don’t even have a love of learning; they don’t even have an understanding of their fellow men… The thing that bothers me more than anything else is found on page number one of the introduction. That says that Common Core is a living work. That means that the thing that you vote on today could be something different tomorrow, and five years from now it is completely unrecognizable.”
Tenth: Dr. William Mathis, of the University of Colorado
“The adoption of a set of standards and assessments, by themselves, is unlikely to improve learning, increase test scores, or close the achievement gap.
• For schools and districts with weak or non-existent curriculum articulation, the CCSS may adequately serve as a basic curriculum.
• The assessment consortia are currently focused on mathematics and English/language arts. Schools, districts, and states must take proactive steps to protect other vital purposes of education such as citizenship, the arts, and maximizing individual talents – as well as the sciences and social sciences. As testbased penalties have increased, the instructional attention given to non-tested areas has decreased.
• Educators and policymakers need to be aware of the significant costs in instructional materials, training and computerized testing platforms the CCSS requires. It is unlikely the federal or state governments will adequately cover these costs.
• The nation’s “international economic competitiveness” is unlikely to be affected by the presence or absence of national standards.”
Professor Jonathan Goodman of New York University found that the Common Core math standards imposed “significantly lower expectations with respect to algebra and geometry than the published standards of other countries.” (http://www.educationnews.org/ed_reports/94979.html)
Prof. Andrew Porter, the dean of the University of Pennsylvania Graduate School of Education, wrote in a research paper after studying them: "Those who hope that the Common Core standards represent greater focus for U.S. education will be disappointed by our answers. Only one of our criteria for measuring focus found that the Common Core standards are more focused than current state standards … some state standards are much more focused and some much less focused than is the Common Core, and this is true for both subjects. …
