Countless –countless– men and fathers are publically and boldly standing up against Common Core. It’s not only “white, suburban moms” who oppose Common Core, and it’s not only the right or the left, either– despite what the U.S. Secretary of Education has so absurdly claimed— not by a long shot.
A very partial list of a lot of dads who are fighting Common Core is listed below. They are professors, pastors, governors, truck drivers, psychologists, mathematicians, ministers and more. Read what they say.
First, please read this article written by a guest author, an Ohio father who is fighting Common Core.
DADS TOO, MR. DUNCAN.
Guest post by an Ohio father against Common Core.
As a stay-at-home father of 2 elementary school children here in Ohio (where Common Core is being implemented), I take an active role in my kids’ education. I’ve tried to educate myself about Common Core – the history, the funding, how it’s been adopted – all of it. I have read many arguments, both pro and con. So when I read your recent comments labeling Common Core critics as: “white, suburban moms” who “All of a sudden, their child isn’t as bright as they thought and their school isn’t quite as good as they thought,” my reactions were varied.
First – How predictable: an elitist Progressive injecting race and gender into the debate (how does it go again? Identify it, label it, marginalize it? -something like that). I wasn’t insulted that you chose to identify all Common Core critics as white, suburban women. I don’t take offense at such things. But remember, these (the critics, whatever their gender or skin color) are the people who are seeing the actual Common Core materials and the effects they are having in the schools. Your response is to insult them.
I would think you might counter criticism of Common Core with tangible results showing how great it is. Lacking that, I guess you went with what you had. Trust me, there are serious problems and denigrating the critics only paints you as a tone-deaf authoritarian.
Second – Your comments help to dispel the “state-led” falsehood that was being thrown around some months back. Is it me, or has “state-led” become less frequently used by those who support Common Core? Like many of the oft-repeated buzz phrases and unsubstantiated claims used by Common Core supporters, when scrutinized they seem to dissolve. As the debate intensifies, and the federal government’s educrats become more vocal for the Common Core cause, it becomes exposed for what it is – a top-down, centrally-planned federalization of school curricula. Many Common Core opponents realize that it will lead to a near-total loss of local control over their schools.
Last, it may turn out that your comments have the opposite effect that you intended. It could be that you’ve drawn more interest to the Common Core from involved parents who aren’t going to be placated by claims of “college-preparedness” and “international competitiveness” that have exactly zero data to back them up. That remains to be seen. But more and more people are paying attention as this is being implemented.
Unlike others, I don’t want you fired over your recent comments. I want Common Core repealed in my state. Your removal would all-too-easily make this a “problem solved, let’s move on, shall we” scenario. And by all means, Mr Duncan, don’t suppress any contempt when making comments about Common Core critics. I actually appreciate the honesty.
Many thanks to this Ohio Dad and to all the fantastic fathers who are fighting for their children, for legitimate education, and for freedom.
Senator Tim Scott of South Carolina
Emmett McGroarty of the American Principles Project
Dr. Gary Thompson, clinical child psychologist
Dr. Yong Zhao of the University of Oregon
Superintendent Joseph Rella, NY
Dr. Bill Evers, Stanford University
Jim Stergios, Pioneer Institute
Dr. Anthony Esolen, Providence College
Dr. James Milgram, mathematician on official Common Core validation committee
Jamie Gass, Pioneer Institute
Robert Small of Maryland
Robert Scott, former Texas Education Commissioner
Dr. Christopher Tienken, Seton Hall University
Lt. Governor of North Carolina, Dan Forest
Rep. Scott Schneider, Indiana
Paul Horton, Chicago high school history teacher
DADS AGAINST COMMON CORE (Including the men pictured above):
Robert Small, father in Maryland; Superintendent Joseph Rella of Comsewogue District, New York; Dr. Bill Evers, of Stanford University’s Hoover Institute; Dr. Christopher Tienken, professor at Seton Hall University; Emmett McGroaty of the American Principles Project; Rep. Brian Greene of Utah; Dr. Gary Thompson, Utah clinical child psychologist; Robert Scott, former Commissioner of Education, Texas; Senator Mike Fair of South Carolina; Rep. John Hikel of New Hampshire; Nick Tampio and Fr. Joseph Koterski, professors at Fordham University; Oak Norton, author at Utah’s Republic; Senator Mike Fair, Alabama Governor Bentley; Dr. James Milgram of Stanford University, Emeritus; Ze’ev Wurman, mathematician and former Dept. of Education advisor; Dr. Terrence Moore and Dr. Daniel Coupland, of Hillsdale College; TX Governor Rick Perry; Paul Horton, high school history teacher – Chicago, Illinois; Maine Governor Paul LePage; Dr. Yong Zhao, professor at University of Oregon; Dr. Alan Manning, professor at Brigham Young University; Dr. Gerard Bradley and Dr. Duncan Stroik, both of the University of Notre Dame; NC Teacher Kris Nielsen; NY Father Glen Dalgleish; UT teacher David Cox; Dr. Robert George of Princeton University; Jamie Gass, of Pioneer Institute; Dr. Anthony Esolen, Professor of English at Providence College; Dr. Kevin Doak and Dr. Thomas Farr, professors at Georgetown University; Dr. Ronald Rychlak of the University of Mississippi; Professor Kenneth Grasso of Texas State University; Dr. James Hitchcock, professor at Saint Louis University; Francis Beckwith, professor at Baylor University; Dr. John A. Gueguen Emeritus Professor at Illinois State University; North Carolina Lt. Governor Dan Forest; Pastor Paul Blair, Fairview Baptist Church, Edmond, Oklahoma; Reverend Dr. Perry Greene, South Yukon Church of Christ, Oklahoma; Reverend Tim Gillespie, Seminole Free Will Baptist Church, Oklahoma; Reverend Dr. Steve Kern, Olivet Baptist Church, Oklahoma; Reverend Dr. Tom Vineyard, Windsor Hills Baptist Church, Oklahoma; Reverend Gerald R. Peterson, Sr. Pastor, First Lutheran Church, Oklahoma; Reverend Dan Fisher, Trinity Baptist Church – Yukon, Oklahoma; Reverend Christopher Redding, Stillwater, Oklahoma; Reverend Dr. Kevin Clarkson, First Baptist Church – Moore, Oklahoma; Reverend Bruce A. DeLay, Church in the Heartland – Tulsa, Oklahoma; and Reverends Chilles Hutchinson, David Evans, Dr. Bruce A. Proctor, Dr. Jim D. Standridge, Donnie Edmondson, Paul Tompkins, Craig Wright, Jesse Leon Rodgers, Ken Smith, Dr. Charles Harding, Rod Rieger, Ron Lindsey, Glen Howard, Dr. Jim Vineyard, Brad Lowrie, Jerry Pitts, Jerry Drewery, Mark McAdow, Jack Bettis, Stephen D. Lopp, Mark D. DeMoss, Jason Murray, Dr. Eddie Lee White, Mike Smith, Alan Conner, Dwight Burchett, Bill Kent, Keith Gordon, Wendell Neal– all Oklahoma Reverends; Glenn Beck, t.v. producer; Dr. Richard Sherlock, professor at Utah State University; Dr. Thomas Newkirk of the University of New Hampshire; Senator Tim Scott of South Carolina; Indiana Representative Scott Schneider.
It’s always fun to watch smart people debate an important topic, but it’s especially satisfying when the person whose side you are on wins the day. That is Yong Zhao, who seems to me not only smart but also wise.
Many are following the Marc Tucker/ Yong Zhao interchange about Common Core with great interest. http://zhaolearning.com/2013/01/17/more-questions-about-the-common-core-response-to-marc-tucker/
Marc Tucker is an old pal and co-conspirator with Hillary Clinton, and their written “Let’s Take Over American Education” exchange has long been archived in the Congressional Record, partially because of its conspiratorial nature. I’ve posted about it before: http://whatiscommoncore.wordpress.com/2012/06/22/anti-liberty-plot-for-american-education-full-text-of-the-letter-from-marc-tucker-to-hillary-clinton-2/
So, Tucker is no friend to educational freedom; Zhao is.
Here is almost the whole of the latest brilliant response to Tucker by Yong Zhao. Full text here: http://zhaolearning.com/2013/01/17/more-questions-about-the-common-core-response-to-marc-tucker/
More Questions about the Common Core: Response to Marc Tucker
17 January 2013
…It is impossible, unnecessary, and harmful for a small group of individuals to predetermine and impose upon all students the same set of knowledge and skills and expect all students progress at the same pace (if the students don’t, it is the teachers’ and schools’ fault).
I am not against standards per se for good standards can serve as a useful guide. What I am against is Common and Core, that is, the same standards for all students and a few subjects (currently math and English language arts) as the core of all children’s education diet. I might even love the Common Core if they were not common or core.
Tucker disagrees. He argues it is both possible and necessary to predetermine and impose upon all students the same knowledge and skills and America is immune to the damages of such efforts that have been experienced in China and other similar East Asian countries.
Now response to Tucker’s arguments point by point.
Tucker: It is now more important than ever to figure out what all young people need to know and be able to do.
Zhao: First, it is not true that “it is now more important than ever to figure out what all young people need to know and be able to do.” Over a hundred and fifty years ago, the British philosopher Herbert Spencer thought it was so important to decide what children should learn that he wrote the essay What Knowledge is of Most Worth and came up with the answer “science” and his criteria was the utilitarian value of knowledge. He did not think Latin, Greek, and the classics were of much value for a person to live in a society being transformed by industrialization and history , to Spencer was “mere tissue of names and dates and dead unmeaning events…it has not the remotest bearings on any our actions.”
In 1892, the National Education Association (NEA) thought it was so important that it appointed the Committee of Ten, chaired by Harvard president Charles Elliot, to figure out what schools should teach.
In early 1900s, The NEA had another commission to rethink the curriculum and came up with The Cardinal Principals of Secondary Education
Activities intended to determine what all students should know and be able to do never actually stopped. In recent years, the 1994 Goals 2000 Act under President Clinton provided funds to develop standards that “identify what all students should know and be able to do to live and work in the 21st century.” Under NCLB, states were mandated to develop both content and academic achievement standards in reading/language arts, mathematics, and science.
There has never been a lack of attempts to figure out what all young people should know and be able to do, consequently there is no shortage of standards around. The fact that there have been so many attempts suggests the difficulty of the task. People simply cannot seem to agree what all children should know and learn in general. People cannot even agree what to teach in math, the supposedly the most straightforward, and have fought many math wars over the last century. It is actually a good thing, in my mind, that people cannot come to agreement and the American federal government was not given the authority to impose its own version upon all children. But despite the lack of a consistently implemented nationalized curriculum and standards, America did just fine as a nation.
The Common Core initiative seems to suggest that either there are no standards in America or the existing standards are not good enough. But what evidence is there to show the Common Core is better than previous ones, including those from all 50 states? Granted that things change and what students learn should reflect the changes, but how frequently should that happen? The state standards developed under NCLB are merely a decade old. If we have to make massive changes every five or 10 years, does not it mean it is nearly impossible to come up with content that is valid long enough for the nation’s over 100,000 schools to implement before it becomes outdated? If so, would it be much more likely that individual schools and teachers have a better chance to make the adjustment faster than large bureaucracies?
An anecdote: For hundreds of years it was possible for the adults in my little village in China to figure out what all children should know and be able to do: handling the water buffalo was one for the boys and sewing for the girls. My village was small and isolated, with around 200 people. But that predication became invalid when China opened up to the outside world in the 1980s. The common standards in my village proved to be wrong later in at least two cases. First it did not work for me. I was pretty bad at what my village’s Common Core prescribed (handling the water buffalo) so I had to do something else (coming to America to debate with Marc Tucker, for example). Second, it did not work for the rest of the children in the village either, because working as a migrant worker in the city is different from handling a water buffalo.
Tucker: Truly creative people know a lot and they have worked hard at learning it. They typically know a lot about unrelated things and their creativity comes from putting those unrelated things together in unusual ways. Learning almost anything really well depends on mastering the conceptual structure of the underlying disciplines, because, without that scaffolding, we are not able to put new information and skills to work.
Zhao: Very true, truly creative people know a lot and they have worked hard at learning it, but do they know a lot about what they are passionate about, or what the government wants them to know? Do they work hard at learning something that is personally meaningful, or do they work hard at learning something prescribed by others?
Also true that learning anything really well depends on mastering the conceptual structure of the underlying disciplines, but what disciplines: math, science, the arts, music, languages, or politics? I am embarrassed to admit as a Chinese, I had horrible math scores in school, which is why I chose to study English, but somehow I am good at computer programming and developed large-scale software. I am also good at understanding statistics and empirical evidence.
Tucker: Zhao says that we will not be competitive simply by producing a nation of good test takers. That is, of course, true. Leading Asian educators are very much afraid that they have succeeded in producing good test takers who are not going to be very good at inventing the future. But that does not absolve us of the responsibility for figuring out what all students will need to know to be competitive in a highly competitive global labor market, nor does it absolve us of the responsibility to figure out how to assess the skills we think are most important.
Zhao: Is it responsibility or arrogance? Almost all totalitarian governments and dictators claim that they have the responsibility to engineer a society so their people can live happily and that their people are not capable of knowing what is good for them and top-level design is necessary. For example, they claim that their people cannot defend themselves against bad information, thus the leaders have to impose censorship. The leaders should decide what their people should view, listen to, and read. This self-assigned responsibility comes from the assumption that the authority knows best. By the way, we adults (parents and teachers) often committee the same error of arrogance: we automatically assume we know better than our children.
Tucker: It is true that the future will be full of jobs that do not exist now and challenges we cannot even imagine yet, never mind anticipate accurately. But, whatever those challenges turn out to be, I can guarantee you that they will not be met by people without strong quantitative skills, people who cannot construct a sound argument, people who know little of history or geography or economics, people who cannot write well.
Zhao: Almost true but strong quantitative skills are not the same as the skills to mark the right choice on a multiple choice exam, constructing a sound argument is different from repeating the “correct way” of arguing, and writing well certainly does not mean scoring high against a writing rubric. More importantly, as far as I can tell, the Common Core does not include what Tucker wants: history, geography, or economics. Where do the children learn these and other “unrelated things” when they are pushed aside by the Common Core?
Tucker: Zhao grew up in a country in which the aim was not learning but success on the test. There was wide agreement that the tests were deeply flawed, emphasizing what Mao called “stuffing the duck”— shoving facts and procedures into students—in lieu of analysis, synthesis and creativity. But few wanted to change the system, because the tests were one of the few incorruptible parts of a deeply corrupt system.
Zhao: Very good observation but I cannot help but pointing out that Tucker just published a book entitled Surpassing Shanghai: An Agenda for American Education Built on the World’s Leading Systems. If it is such a bad system, why does Tucker consider it one of the world’s leading systems and want to build American education on it? If it is so bad, what is it in Shanghai, a city of China, he wants America to surpass?
And by the way, it is not true that “few wanted to change the system, because the tests were one of the few incorruptible parts of a deeply corrupt system.” Many, perhaps, most people in China, want the system changed. The Ministry of Education and provincial governments have been making changes over the past few decades (for details read my books Catching Up or Leading the Way and World Class Learners)
Tucker: So Zhao is very much aware of the consequences of a rigid system set to outdated standards. But that is not the problem in the United States. We don’t suffer from ancient standards wildly out of tune with the times, enforced by tests that are no better. We suffer from lack of agreement on any standards that could define what all students must know and be able to do before they go their separate ways. We suffer in a great many schools from implicit standards that translate into abysmally low expectations for far too many students.
Zhao: I am very appreciative of Tucker’s understanding of my background but I am not convinced that the U.S. is immune to the same problems China has suffered from testing. Is it not the goal of the Common Core to instill a rigid system? Isn’t the Common Core to be enforced by tests? If not, why do we have the Common Assessment? Why are we connecting teacher evaluation to test scores? Moreover, haven’t we seen plenty of cases of cheating on standardized testing in our schools under NCLB? Isn’t there enough evidence of states manipulating data and cut scores? For more evidence, read Collateral Damage: How High-stakes Testing Corrupts America’s Schools by Sharon Nichols and David Berliner.
Another by the way: When I described the teacher evaluation efforts mandated by the Race to the Top to a group of science teachers from Beijing to study American science education this week, they were appalled and commented: Isn’t that a violation of human dignity?
Tucker: Without broad agreement on a well designed and internationally benchmarked system of standards, we have no hope of producing a nation of students who have the kind of skills, knowledge and creative capacities the nation so desperately needs. There is no substitute for spelling out what we think students everywhere should know and be able to do. Spelling it out is no guarantee that it will happen, but failing to spell it out is a guarantee that we will not get a nation of young people capable of meeting the challenges ahead.
Zhao: This I will have to respectfully disagree with. The U.S. has had a decentralized education system forever (until Bush and Obama) and it has become one of the most prosperous, innovative, and democratic nations on earth. The lack of a common prescription of content imposed on all children by the government has not been a vice, but a virtue. As Harvard economists Claudia Goldin and Lawrence Katz wrote in their book The Race between Education and Technology: “We must shed our collective amnesia. America was once the world’s education leader. The rest of the world imported its institutions and its egalitarian ideals spread widely. That alone is a great achievement and one calls for an encore.”
Tucker: Zhao apparently believes that standards mean standardization and standardization would inevitably lead to an inability to produce creative solutions to the problems the workforce will face in the years ahead. That could certainly happen. But it need not happen.
Zhao: Yes, it does not need to, but it does happen, has happened, and is unavoidable. When standards are enforced with high stakes testing, when teachers and principals are evaluated based on students’ test scores, when students’ fate are decided by test scores, the teaching and learning must become standardized and constrained. One does not have to go to China to see this. Just take a look at what happened under NCLB. It did not ask schools to narrow the curriculum, to reduce time for music and the arts, for social studies and science, or for lunch and recess, but it all happened. For the impact of NCLB on instructional time and curriculum, check out these reports (1 and 2)from the Center on Education Policy.
Tucker: It is simply not true that our inability to predict the jobs people will have to do in the future and the demand of creative, entrepreneurial young people relieves us of the obligation to figure out what skills and knowledge all young people need to have before they go their separate ways, or the obligation to translate that list of skills and knowledge into standards and assessments that can drive instruction in our schools.
Zhao: It is simply not true that the Common Core will prepare our children for the future. To conclude, I quote a comment left on my Facebook page by one of my personal heros, former president of America Educational Research Association (AERA) and widely respected educational researcher Gene Glass: “Common Core Standards are idiots’ solution to a misunderstood problem. The problem is an archaic, useless curriculum that will prepare no child for life in 2040 and beyond.”
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