"Two disturbing policy trends have emerged which emphasize impersonal
analysis at the expense, I believe, of relevance and meaning for the
learner:
The ubiquitous use of standardized testing has become the sine qua non of teacher evaluations. By insisting that teachers improve their students’ test scores or
risk termination, the message is clear. Teachers must reduce the
personal, the meaningful, the long arduous and messy journey to
understanding, and get to the point if they want to keep their jobs.
Never mind that the kids are bored. You’ve got a test to prepare for.
Never mind that you’ve heard about your work affecting eternity. You’ve
got the state tests next month.
And now comes the Common Core State Standards. From the gushing and congratulations all around, you’d think we’ve finally found the magic bullet. The Common Core standards promise
to remake education in the United States. This message is on the tip of
every commissioner’s tongue and somewhere up front in every governor’s
speech on education policy.
I fear that this Trojan gift, all decked out in promises of
coherence, unity and alignment, will be yet another nail in the
engagement coffin. (Remember that regardless of how common the
curriculum is, the standard of success will still be test results.) Most
troubling is a seeming disregard for personal meaning making in the
Common Core initiative. David Coleman, the chief architect of the Common
Core, has this to say about the child’s perspective in learning: “As
you grow up in this world you realize people really don’t give a sh--
about what you feel or what you think.” He really said that. You could look it up.**"
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