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• W2613168296 abstract "Irecently received an email from a mother in New Jersey, distraught at the deadening effect that Common Core reading instruction was having on her daughter. She wrote:One of the books she read was one of my favorites that I read at her age ( From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg [originally published in 1967]). The level of granular analysis that were asking of a fifth grader was enough for my daughter to say they are sucking the enjoyment out of I was mortified that her love of reading was starting to turn into something so negative. She wouldn't remember how great that book was like I did, just the assignment that went along with it. From that point on, it has been all downhill. She continued to get good books to read, but was a slave to microscopic questions that defeated the enjoyment of reading those same books. (personal communication, May 8, 2015)How paradoxical, I thought, that a book which celebrated the liberation of children from adult rules and restriction should be subject to this treatment.Of course, this is one parent describing the experience of one child, and can hardly indict a nationwide educational reform. The creators and proponents of the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) surely cannot be held accountable for every application. Bad things happen to all good ideas.But it is useful to visualize this fifth grader, grinding her way through this joyful book, as we assess the consequences of Common Core implementation. Bad things can also happen to bad ideas, or one-sided and imbalanced ideas, and I will argue here that the experience of this fifth grader was a predictable consequence of the Standards, particularly as creators of these Standards spelled out their own ideas for implementation.When the CCSS were rolled out in 2010, were met with widespread approval by many progressive educators (e.g., Calkins, Ehrenworth, & Lehman, 2012). It seemed that we were coming out from under the cloud of No Child Left Behind, leaving behind the scandals of Reading First, the imbalanced emphasis on decoding, and endless sanctions for failing to meet unrealizable standards. The new Standards emphasized comprehension, higher-l evel thinking, and close, attentive reading. By pushing for challenging reading, the Standards promised to break through the ceilings created by rigid adherence to leveled texts. At long last, the processes of reading and writing were stressed. The Standards pushed for attention to a robust range of texts-i nformational, argumentative, and narrative-starting in the early grades. And for the first time, created parity between reading and writing. And best of all, the CCSS claimed to still allow teachers agency in how the standards should be taught.There were, to be sure, elements of the roll-out that raised concerns. A major one was the role of private foundations, which formed a shadow government bankrolling the development and propagation of the Standards (Zancanella & Moore, 2014). The creation of the Standards was shaped by nonprofit groups-Achieve, The Education Trust, the Thomas Fordham Foundation, and Student Achievement Partners-t hat were virtually unknown to teachers (and on which teachers were under-represented) (Schneider, 2015). These groups were funded by foundations such as The Bill and Melinda Gates Foundation, the Hewlett Foundation (which also promoted work on the machine scoring of writing), along with numerous business foundations-IBM, ExxonMobil, MetLife, GE, AT&T, Alcoa, and others. This development process contrasted sharply with earlier reforms, particularly the Committee of 10, which transformed high school education in the 1890s. That reform was commissioned by the National Education Association, a teachers' group, and headed by Charles Eliot, the most famous educator of his day (National Education Association of the United States, 1894). …" @default.
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• W2613168296 date "2016-03-01" @default.
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• W2613168296 title "Unbalanced Literacy: Reflections on the Common Core" @default.
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