Subservience to truly stupid ideas —like dumbing down high school math for economic gain— was never meant to be the destiny of the free American people.
Yet that is what has happened to American education under Common Core. In the video testimony of Common Core creator Jason Zimba, in recent articles by the American Institutes for Research (AIR), in the written testimony of Common Core validation members Dr. Sandra Stotsky and Dr. James Milgram, and in the 2013 Common Core report of the National Center for Education and the Economy (NCEE) we see that Common Core math deliberately diminishes and weakens, rather than adding to, high school math standards.
At the American Institutes for Research (AIR) website, (FYI, this is the company that writes Utah’s Common Core math and English test) there are articles claiming that it’s in the best interest of the taxpayers that more students should only aim for a two year college degree.
AIR dismisses the idea that a student might WANT to learn more than what is available at the associates’ degree level. Individual desires and rights don’t even factor into the collectivism of education reform.
AIR fails to address the fact that not all college educations are tax-funded; some people actually pay for their own tuition. AIR takes the socialist view that taxpayers are “stakeholders” so they should determine whether a student may or may not get more education. AIR says: “Do graduates who earn an associate’s degree and participate in the labor force experience returns, such as higher wages, that justify the costs incurred by them in obtaining that degree? Do taxpayers receive a positive return on their investment in the production of associate’s degrees?”
Professor Sandra Stotsky, who served on the official Common Core Validation Committee, has written an article, Common Core Math Standards Do Not Prepare U.S. Students for STEM Careers. How Come?” (It is posted in full at Heritage Foundation’s website.)
Dr. Stotsky writes that states adopted Common Core math because they were told that it would make high school students “college- and career-ready” and would strengthen the pipeline for science, technology, engineering, and math (STEM), but it is clear this claim was not true. Stotsky reminds us that Professor James Milgram has testified to the fact that common core math dumbed down U.S. high school standards.
With the exception of a few standards in trigonometry, the math standards END after Algebra II, reported Stanford emeritus professor James Milgram (Milgram was also an official member of the Common Core validation committee.)
Both Milgram and Stotsky refused to sign off on the academic quality of the national standards, and made public their explanation and criticism of the final version of Common Core’s standards.
Stotsky points out that the lead mathematics standards writers themselves were telling the public how LOW Common Core’s high school math standards were. At a March 2010 meeting of the Massachusetts Board of Elementary and Secondary Education, Jason Zimba, a lead writer, told the board that the standards are “not only not for STEM, they are also not for selective colleges.”
Yet, strangely, Stotsky was the only member of the board who expressed concern upon hearing Zimba’s words. Watch that one minute video here.
“U.S. government data show that only one out of every 50 prospective STEM majors who begin their undergraduate math coursework at the precalculus level or lower will earn bachelor’s degrees in a STEM area. Moreover, students whose last high school mathematics course was Algebra II or lower have less than a 40 percent chance of earning any kind of four-year college degree.”
Not only that: Stotsky points out that in January 2010, William McCallum, another lead mathematics standards writer, told a group of mathematicians: “The overall standards would not be too high, certainly not in comparison [to] other nations, including East Asia, where math education excels.”
Dr. Stotsky also notes that there are “other consequences to over 46 states having a college readiness test with low expectations.” The U.S. Department of Education’s competitive grant program, Race to the Top, required states to place students who have been admitted by their public colleges and universities into credit-bearing (non-remedial) mathematics (and English) courses if they have passed a Common Core–based “college readiness” test. Stotsky writes: “Selective public colleges and universities will likely have to lower the level of their introductory math courses to avoid unacceptably high failure rates.”
Stotsky says, “It is still astonishing that over 46 boards of education adopted Common Core’s standards—usually at the recommendation of their commissioner of education and department of education staff—without asking the faculty who teach mathematics and English at their own higher education institutions (and in their own high schools) to do an analysis of Common Core’s definition of college readiness… Who could be better judges of college readiness?”
What about NCEE? Surely the National Center on Education and the Economy (NCEE) would not want to dumb down your child!
In the 2013 report from NCEE, “What Does It Really Mean to be College and Career Ready?” it recommends that we all throw out the higher math we used to teach in high schools in America.
“Mastery of Algebra II is widely thought to be a prerequisite for success in college and careers. Our research shows that that is not so… Based on our data, one cannot make the case that high school graduates must be proficient in Algebra II to be ready for college and careers. The high school mathematics curriculum is now centered on the teaching of a sequence of courses leading to calculus that includes Geometry, Algebra II, Pre-Calculus and Calculus. However, fewer than five percent of American workers and an even smaller percentage of community college students will ever need to master the courses in this sequence in their college or in the workplace… they should not be required courses in our high schools. To require these courses in high school is to deny to many students the opportunity to graduate high school because they have not mastered a sequence of mathematics courses they will never need. In the face of these findings, the policy of requiring a passing score on an Algebra II exam for high school graduation simply cannot be justified.”
Read the rest of the NCEE report here.
When will people stop saying that Common Core standards are legitimate preparation for 4 year colleges? It so obviously isn’t true.
When will people admit that Common Core caters to a low common denominator and robs high achievers and mid-achievers? Probably never. Proponents pushed Common Core on Americans for a deliberate purpose: so that politicians and the private corporations they’ve partnered with, can analyze, punish and reward those who have forgotten that they have real rights under a real Constitution to direct and control their own affairs.
Thank you, Dr. Sandra Stotsky and Dr. James Milgram for your tireless testimonies about American education reforms that hurt our children and our country.