Lately, the Common Core Learning Standards (CCLS) has taken a good piece of my life.
First, it was the beginning of the year meetings that introduced us to the CCLS (then called the Common Core State Standards, or CCSS) and how they will impact our instruction. Then came the periodic meetings evaluating student work, supposedly using the CCLS (but often not).
Now, in a frantic pace to stay on the CCLS bandwagon, I’m involved with not one, but two taskforces attempting to integrate social studies instruction and museum education into the new standards.
During the whole time, I didn’t even attempt to read the standards. Maybe it’s time that I did.
The Common Core Learning Standards were part of a two-year long initiative by the National Governors’ Association (NGA) and the Council of Chief State School Officers (CCSSO). Their goal was to provide a uniform set of standards for reading and mathematics nationwide, supplementing the various state benchmarks and standards that had been implemented in the early stages of No Child Left Behind (NCLB).
The CCLS was rolled out in 2010, and immediately many states jumped aboard. Washington had much to do with the enthusiasm: Race to the Top grants were determined—de facto, if not de jure—through swift and thorough adoption of the CCLS. To date, 48 of 50 states have jumped on the initative (except Texas and Alaska) and 47 of 50 have adopted the standards (Virginia chose not to).
On the surface, the CCLS is a noble idea. It would be an incredible leap for our educational system if a child were held to the same standards in any part of the country—the same way other, smaller countries handle it.
Looking at the standards themselves, however, leads me to believe they are not the silver bullet everyone makes them out to be.
I decided to see how the Common Core stacked up against the old standards used in New York City up until now. Here’s the first elementary standard for reading in the old system:
“E1a: The student reads at least twenty-five books or book equivalents each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.” ~ NYC Performance Standards in ELA
It’s what we expect from standards: broad, verbose, and so cumbersome that any set of criteria could fit in here. A combination of Marvel comic books, Mad Magazines, the Onion, the history textbook and some selection from the class library should do the trick. By the way, this is what you’re expected to do once you reach sixth grade.
The CCLS addresses this standard differently, as it does with others: instead of one culminating indicator, there are benchmarks for each year from Kindergarten to 5th for elementary, and from 6th to 12th for secondary. In first grade, the similar CCLS standard for reading would read like this:
“RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.” ~ Common Core Learning Standards
By fifth grade, the same standard reads like this:
“RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.” ~ Common Core Learning Standards
It appears that the Common Core has won this round—after all; grade scaffolding seems more palatable than a one-shot deal. Yet look at the old standard compared with the one above: other than the quantity constraints of the old standard, don’t they look suspiciously similar?
Let’s try a writing standard now. In the old standards, we have:
“E2a: The student produces a report that:
• engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
• develops a controlling idea that conveys a perspective on the subject;
• creates an organizing structure appropriate to a specific purpose, audience, and context;
• includes appropriate facts and details;
• excludes extraneous and inappropriate information;
• uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote;
• provides a sense of closure to the writing.” ~ NYC Performance Standards in ELA
The fifth grade standard in the CCLS for report writing is as follows:
“W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.” ~ Common Core Learning Standards
Again, apart from a difference in vocabulary, these two standards bear a striking resemblance.
The Mathematics standards, on the other hand, seem to be a real improvement. Here’s the old standard for 5th grade for using base ten number systems:
“5.N.3 Understand the place value structure of the base ten number system” ~ NYS State Education Department Mathematics Standards
We could all agree that’s pretty lame, even by the already-low standards (no pun intended) of the authors of these standards. The CCLS version gives much more detail:
“5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3. Read, write, and compare decimals to thousandths.
• Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
• Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4. Use place value understanding to round decimals to any place.” ~ Common Core Learning Standards
So the new standards are pretty hit-and-miss. There’s a lot of good stuff to get out of them, but also plenty of pitfalls along the way to implementation—and especially assessing them.
First, realize that, especially in English, the CCLS is largely a re-packaging of the standards we have already used—standards that lack much substance to begin with. So for all the hoopla of newness and scaffolding, in the end the final benchmarks will not be so radically different from before.
Second, the “Common” in Common Core is a real misnomer. Many states, including New York, are allowed to tweak or alter the standards to meet the needs of their particular groups of students. This is important, to be sure, but then it no longer makes these standards very “common” anymore. How is this any different from the old state standards?
Furthermore, don’t expect to see a massive overhaul of the standardized testing situation because of these standards—at least not yet. It is claimed that full implementation of the standards, with new assessments, curricula, etc., will be in place by 2015 the latest. I’m guessing we’ll see the new assessments sooner than that, because there will be little new about them. If the CCLS is a re-packaging of the old, then wouldn’t the new tests be a re-packaging of the old, as well?
Besides, if you fuck with those tests too much, Pearson and McGraw-Hill will have a serious chat with you.
Finally, the CCLS does not even address content areas, science and social studies, until the 6th grade, and then it is merely a test of “Literacy in Science/Social Studies.” Those standards are a re-packaging of the re-packaging: a reformation of the English standards to make them more content-specific. Yet no actual content standards are addressed: what actual stuff do kids need to know?
It’s nice how we focus on the process, the skills, the strategies, but without the actual stuff of learning the CCLS—like any set of standards—is really meaningless.
So what can we get from this new initiative foisted on most of us in this country?
Not much, but that’s okay.
To those who are getting their shorts in a knot over the CCLS…relax. It’s not as big a deal as even they think it is. These standards are no more rigorous than the personal set of standards any good teacher uses throughout his/her day. It’s simply a new paper trail for what you already do.
Hopefully it’ll lead to changes for the better. Probably, it won’t.
Just grin and bear through the workshops, lectures, symposia and focus groups—knowing that the next “silver bullet” is coming right around the corner…
…and it’ll be just as effective as the last one.
Bring Back Social Studies – From the Pages of The Atlantic
The beginning of the end: President Bush signing NCLB at Hamilton H.S. in Hamilton, Ohio. (Photo credit: Wikipedia)
Even if you’ve said it a thousand times, it doesn’t hurt to say it again.
Mr. D’s much more industrious little sister, Dr. D (yep, she finished that doctorate!) drew my attention to this recent article from The Atlantic. The article advocates stopping the current trend towards neutering social studies as a distinct discipline in American education.
While the article itself breaks no new ground, it encapsulates the history and status of the issue well so that newbies to the struggle get an eye opener–whilst the veterans get a refresher course in the shitstorm that is No Child Left Behind.
Jen Kalaidis opens with the decline of student time spent studying social studies, to a whopping 7.6 percent. More importantly, she details the history of this decline–and contrary to popular belief, it didn’t happen in the Cold War.
Kalaidis does mention the 1957 Sputnik launch as a “Pearl Harbor” moment in American education. From that point on, millions of dollars poured into math and science programs to keep up the space race against the Commies. Yet to assume education was a zero-sum game at the time would be false: social studies did maintain its status through the Cold War, in fact peaking in 1993-1994 at 3 hours per week on average in US classrooms.
The reasoning is simple: the Cold War was more than just a technological race. It was a battle of ethics and morals, of hearts and minds. Social studies was at the center of that struggle, for better or worse. At its worst, social studies channeled jingoistic American patriotism into half-truths and propaganda. At its best, social studies provided the historical foundations, civic structure and critical analysis that helped shape a better America–one that could hopefully achieve that moral high ground against the Soviets.
The real decline came with No Child Left Behind–and here is where the article gets mundane.
To old-timers of the education wars, Kalaidis’ retread of the decline of social studies–the sacrifical lamb at the altar of Common Core, ELA, and STEM–is an old argument shouted out in hundreds of teacher lounges, conferences and workshops across the country. The emphasis on reading, math and science pushed social studies to a secondary discipline–one that was often not subject to standardized testing. If you couldn’t use a number 2 pencil, it wasn’t worth knowing.
We also all know how important it is to develop critical thinking and analysis skills, something social studies was designed for. If taught well, social studies makes students take ownership of history, of civics and economics, leading them to their own ideas, conclusions and opportunities.
One aspect of this decline that Kalaidis did mention–and should be mentioned more–is the “civic achievement gap.” The lack of civic education has created an underclass not only ignorant of their own government, but wholly unable or unwilling to vote, to participate in local politics or pursue careers in public service. As much as we rag on the government, we need one–a competent one–and that involves competent people working in all levels. To ignore the civic gap in low-income Americans is tantamount to disenfranchising them.
Lastly, Kalaidis does mention steps to move social studies back to the forefront. Obama has decried the lack of civic education in NCLB. So has Arne Duncan in a half-hearted article in the NCSS journal in 2011 (I ripped him a new one about it). Yet most of this is lip service, or that dreaded word integration (as in subject integration, not race).
The reality is that there is no concrete move to make social studies important again in American schools. And I hate to admit it–but the conspiracist in me thinks the decline of social studies is deliberate.
When the lunatics run the asylum, they make sure no one figures out they’re really lunatics. Without proper social studies education, there’s no way to tell the difference.
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Tagged as American History, Arne Duncan, Barack Obama, Cold War, Commentary, Common Core, Communications, Cultural Literacy, Curriculum, Education, education reform, No Child Left Behind Act, Opinion, Pearl Harbor, Social studies, Teaching, U.S. History, United States, World History