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  • Plenty of evidence to say its dumbing down the youth. Look up alabama mother common core. Thousands of parents lay it out there.

    Just look up common core laws. They make a problem like 25-6 into 6 steps instead of 2. The government is intentionally dumbing down the population with this system. If you have any opposing points make your case but I doubt it. It's going to make us a less productive, less intelligent society

  • I think that common core is tedious and slow.

    I know from current experience, the classes move too slow for advanced students. It weighs down the advanced students to help the average students. I am in no way trying to boast. I am advanced in math, but the classes move so slow that it loses my interest. I think that other students agree. Students have to explain every step and process. This takes time. Time is valuable. I think that students would learn more if we didn't have to explain every step and process. Common core wastes time and education.
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  • Common core doesn’t prepare students for college and the real world.

    The Common Core standards were designed to prepare students for successful career and college experiences, but The 2016 ACT National Curriculum Survey® shows that there are gaps between visions and reality. In a statement, the chief executive officer of ACT Inc., said that the study’s conclusions are not intended as a “rebuke” of the Core, but that they “highlight the disconnect between what is emphasized in the Common Core and what many college instructors perceive as important to college readiness. In March, more than 100 education researchers in California issued a brief saying that there is no “compelling” evidence that the Common Core State Standards will improve the quality of education for children or close the achievement gap, and that Common Core assessments lack “validity, reliability and fairness.” The researchers, from public and private universities in California — including Stanford University, UCLA, and the University of California at Berkeley — said in a brief that the Core standards do not do academically what supporters said they would and that linking them to high-stakes tests harms students. In a brief, There are discrepancies between some state standards and what some educators believe is important for college readiness.
    For example, middle- and high-school teachers say that they have been emphasizing analyzing source texts and summarizing other authors’ ideas as required by the Core, but college instructors say they value this much less than the “ability to generate sound ideas — a skill applicable across much broader contexts.

  • Common core doesn’t prepare students for college and the real world.

    The Common Core standards were designed to prepare students for successful career and college experiences, but The 2016 ACT National Curriculum Survey® shows that there are gaps between visions and reality. In a statement, the chief executive officer of ACT Inc., said that the study’s conclusions are not intended as a “rebuke” of the Core, but that they “highlight the disconnect between what is emphasized in the Common Core and what many college instructors perceive as important to college readiness. In March, more than 100 education researchers in California issued a brief saying that there is no “compelling” evidence that the Common Core State Standards will improve the quality of education for children or close the achievement gap, and that Common Core assessments lack “validity, reliability and fairness.” The researchers, from public and private universities in California — including Stanford University, UCLA, and the University of California at Berkeley — said in a brief that the Core standards do not do academically what supporters said they would and that linking them to high-stakes tests harms students. In a brief, There are discrepancies between some state standards and what some educators believe is important for college readiness.
    For example, middle- and high-school teachers say that they have been emphasizing analyzing source texts and summarizing other authors’ ideas as required by the Core, but college instructors say they value this much less than the “ability to generate sound ideas — a skill applicable across much broader contexts.

  • With a common set of standards for the entire nation colleges can rely on incoming students (and teachers) to all have an equivalent educational background.

    A case study from an actual, United States school-district (in Louisiana), provides some insight: This school-district's current math standards require multiplication (and most multiplicative reasoning) to be taught in 4th grade, whereas many other districts across the nation (and the world) teach these things in 3rd grade.

    The majority of school districts across the nation have standards that do not align (as there is no reason to align them with other districts). The problem with this is that students are educated differently depending on where they live, and if they move to a new district they are either behind or ahead in some areas. Obviously, this effects how students do on national college-preparedness tests like the SAT and ACT, and it drastically effects how colleges treat the educational backgrounds of ALL incoming students.

    With that out of the way, I want to also address something I find in common with most advocates denying implementation:

    Many parents do not understand the educational system enough to revolt in the implementation of a common set of standards. Schools rely on private companies to create curriculums that address standards implemented by the school, or district, or state. Companies like Pearson, or McGraw-Hill, must create new curriculums to address new standards - they have used this increase in market demand to develop new curriculums that are up-to-date with current education paradigms. The vast majority of people against Common Core are against these curriculums and NOT the standards themselves.

    Being involved in Mathematics Education research myself, it is extraordinarily evident that a combination of both "poor" standards and outdated curriculums contribute to the high-degree lack of understanding of rudimentary mathematics. I know this "understanding based approach" is key in Pearson's newer curriculums, but NOT in their older curriculums.

    The crux of education is NOT (IT'S NOT AND NEVER WAS!!) to prepare citizens for society. It has always been to cultivate critical and well-reasoned thinking - to solve problems. Any case against this is lower priority.


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