Common Core: Cornerstone for Success

Change is never easy. Maintaining the status quo is often the path of least resistance, and systemic change can require years of commitment and hard work. Here are some voices supporting higher standards who acknowledge the challenges associated with the major changes brought about by the Common Core State Standards, but know that these efforts will truly pay off in the end.

Common core: cornerstone for success

by Jeffery Villar, CTPost.com

July 12, 2014

“It can be inconvenient to acknowledge that times have changed and that things don't work as they did when we--the adults--were kids. That's why I'm not that surprised when many ignore the fact that over 3 million jobs in America remain unfilled because we don't have enough skilled workers. Neither am I surprised when many ignore the alarming statistic that 40 percent of Connecticut's high school graduates need remediation in college. Or when people overlook the fact that Connecticut has the widest achievement gap in the nation, miring students from low-income backgrounds in a perpetual cycle of poverty.”

And,

“…Connecticut remains committed to raising our expectations for our children because the status quo is simply not good enough. The Common Core has great potential to impact: (1) the growing need for students to take remedial courses in our colleges and universities; (2) the need for highly skilled labor for our businesses; and (3) the growing gap in learning between our economically disadvantaged students and their more affluent peers.

“While Common Core raises expectations for student learning, it also provides teachers with greater freedom to attack the learning difficulties experienced in their classrooms. This is because the standards allow for greater focus on key foundational concepts, instead of pressuring teachers to briefly cover huge amounts of material. It provides an opportunity for teachers to retool their curriculums, allot time for deeper dives into the types of engaging materials that capture the imaginations of our children, and make sure students are understanding and retaining the skills they need in the modern day.”

And,

“Proper implementation is going to take patience, and it's going to take collaboration. Let's get past the misinformation and get serious about improving outcomes for all children in Connecticut. Let's build a quality system for teaching and learning, and let's make Common Core the corner stone of that effort.”

Jeffrey Villar is the Executive Director of the Connecticut Council for Education Reform and the former Superintendent of Windsor Public Schools.

Common Core standards will better prepare students

by Gary Standafer, Cincinnati.com

July 13, 2014

“It is difficult to deal with and accept change. We tend to reject what we don’t understand, and what I gather…[is that] there is indeed a great deal of misunderstanding about the Common Core state standards in terms of both their intent and their content.

“…The government did not write the Common Core standards. They were written by scholars who represent the best base of knowledge of how students learn and what they need to know in order to be prepared for college and careers. As Xavier professor Debora Kuchey points out, they are needed because our country is so far behind student achievement levels in other industrialized nations. Perhaps that is why the Common Core is officially titled ‘Common Core State Initiative: Preparing America’s Students for College and Career.’”

And,

“…The Common Core state standards for mathematics are research-based and represent what is known about learning progressions and how students’ mathematical knowledge and skills develop over time. The Common Core standards for other subjects, English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, also are research-based and aligned with college and work expectations.

“The Common Core state standards are more rigorous but they represent a better understanding of how students learn. The Common Core standards for mathematics are not based on strands or reporting categories that are common to all grade levels, as is the case with previous state standards, but are based on learning progressions. …This is an excellent step in ridding the nation of old standards that have been labeled as a mile wide and inch deep.”

Gary Standafer is a former classroom teacher who has worked in textbook publishing and test development. He lives in Mason, where he tutors adult students preparing for GED exams in Warren County.