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Common Core: Slingshot to Progress or Spider Web? Part 4 of 5 [The probability of a national curriculum and a not-so-hidden agenda]

Common Core: Slingshot to Progress or Spider Web? Part 4 of 5 [The probability of a national curriculum and a not-so-hidden agenda]

The first three segments of this series covered the initial philosophy and strategies of the Common Core project, the actual writing of the standards with comparisons to existing standards, the true level of involvement of the states and teachers in the process, and the arbitrary rush to get the standards approved. [Read Part 1, Part

Common Core: Slingshot to Progress or Spider Web? Part 3 of 5 [Benchmarking, Involvement of the States and Teachers, Push to Gain Adoption by the States]

The two previous segments dealt with the founding strategy of the Common Core State Standards (CCSS) process, followed by how and by whom it was developed and then an assessment of the Common Core standards by the Committee and those opposed.  This article in the series will review conflicting claims as to who actually created

Common Core: Slingshot to Progress or Spider Web? Part 2 of 5 [Creation of the Standards and Comparison with those of the States]

Part 1 described the philosophy and strategy  used in the formation of the Common Core objectives (Common Core State Standards, or CCSS).  On the surface, they were a logical way to improve U.S. schools which have lost ground against the rest of the “developed” world. [Link to Part 1: “Philosophies and Strategies Behind the Standards”]

Common Core: Slingshot to Progress or Spider Web? Part 1 of 5 [Philosophy and Strategies Behind the Standards]

The Common Core State Standards (CCSS) resulted from a delayed awakening that the U.S. public educational system has been on a downhill slide for decades.  A root cause of some of this decline has come from a decrease in reading complexity for texts throughout the K-12 years despite the reverse trend in the world as

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