Archive for the ‘dumbing down’ Tag
Guest Post by Shannon Crouch
Hello, my name is Shannon Crouch. I am a 20-year-old college student studying Mathematics and Statistics at Eastern Kentucky University.
I attended high school at Morgan County High School in West Liberty, Kentucky. I was a part of the graduating class in 2011 and though I did not receive this method of schooling I have seen it enacted in my brother’s high school career as he began Sophomore year in 2011-2012. I also dealt with its repercussions as a Developmental Lab Instructor at Eastern Kentucky University (EKU) for the Department of Mathematics & Statistics.
My brother’s story
To begin, I will share a brief description of the classes my brother has undertaken these last three years. At the beginning of each school year, all students are given a pre-test to determine the student’s understanding of the oncoming class content. As the semester continues, all homework assignments are handouts that relate to a ‘weekly’ mini-subject (ex. for math: solving for zeros, logarithms, solving rational functions, etc.) that make up the course outline. I will use the term ‘week’ loosely to relay the expected time frame schools believe each mini-subject should be taught. Students are pre-tested and post-tested at the beginning and ends of each ‘week’ and they move into the next ‘week’ mini-subject if a defined majority of the class passes. If that majority does not pass, then the class must repeat the subject content until either the majority has passed –or it has been taught three ‘weeks’ in a row.
To convey the detriment of such a process on student learning in full needs more than just typed words, but nonetheless I will try.
In simple terms, this modular system of teaching causes the average student to be the only student to excel. To break that sentence down further and define the difference from ‘average’ students to others, we have to look at the system being used. Given a student who makes good grades in a class and passes these pre- and post-tests each time, the process of having to repeat the class hinders his or her development in the progression of studies, but also thinking of a student who is not passing the pre- and post-tests, he/she is being dragged along by the system, unable to understand basic subjects, but often passing the class because he or she has been able to copy off peers. Some would ask what difference this last case has to older developmental systems. In return to that question, I would like to point out the handouts. These handouts are created based on the subjects to be taught for each class and are the only required work for the class. Students are no longer required to put in individualized effort into using textbooks, writing out questions, or even using critical thinking. These handouts are the perfect tools for a student to cheat with given that everything is outlined the same way.
My experience as a university math tutor
Taking a step away from its implementation, however, let’s look at the results some colleges and universities are seeing now. I will use Eastern Kentucky University as my example: According to statistics presented to us at orientation, when I enrolled in Fall 2011, approximately 48% of the incoming freshmen were required to take developmental math or Reading/English courses. This was before the implementation of Common Core –and you are correct in thinking that is a pretty high number.
The scarier thought, however, is information they shared in my job training as a developmental instructor and a tutor for the Department of Mathematics and Statistics. In the 2013-2014 academic year, approximately 60% of our incoming freshmen were required to take developmental Math or Reading/English classes. That means in a span of two years with Common Core Standards implemented in High Schools, college preparedness dropped by an extra 12% for students that enrolled to Eastern Kentucky University.
The effect seen at EKU frightens me as a student today and even as a future parent. This influx of developmental students tells me that our students are being pushed through high school without the literacy skills and basic math skills required to function in the world today. Students are being trained to pass the test rather than retain what they learn and so when it comes to their college readiness exams like the ACT, COMPASS, and KYOTE they fail to have the knowledge required to think through the questions they come across.
As an update to this story: Shannon’s relative lives in Utah. She sent a copy of the above article to a member of her Wasatch County School Board. This is what she received:
Subject: Re: Kentucky and Common Core
Date: March 13, 2014 at 8:33:22 AM MDT
It makes me sad that implementation of the standards isn’t going well for some districts, like the one in this story. I’m so grateful we have amazing teachers who are doing great things for students in our district.
Shannon then wrote back:
I was interested to learn that you believe the effects of common core in Morgan County are a result of poor teachers, but I feel that I must correct your assumption on this.
Morgan County has many amazing teachers, especially for their core curriculum in Math, Science, and English. One such teacher, Stacey Perry is a mathematics teacher. She is qualified to teach not only the required mathematics programs for high school but extends her knowledge to AP curriculum for Calculus I and Calculus II, with one of the highest AP Exam passing percentiles for AP Calculus in Eastern Kentucky.
I want to mention this in detail so that I can relay to you that it is not the desire of beautifully brilliant teachers such as Mrs. Perry to implement common core so poorly, but rather it has been forced on them via the agreements of common core with all states.
Please do not consider your district and state as having immunity because if you do then you will see your students declining in individuality, scholastic achievement, and critical thinking. If you have any concern for you future generations, take the matter seriously and question all that you are being told by Common Core representatives.
Click to hear this week’s KFI radio interview with Dr. Bill Evers on Common Core, on KFI AM, Los Angeles. Dr. Evers is a scholar at the Hoover Institute of Stanford University. He has been an outspoken critic of the Common Core initiative from the beginning of the movement.
In addition to this radio Q & A with Dr. Evers, you’ll get to hear some VERY lively clips of parents, including a terrible one I hadn’t heard before about “daddy-baby biology”. (It is an example of the kinds of negative “curricular” value shifting that’s trickling into school rooms now, as more and more local control goes away under the Common Core power shift.)
In this interview, Dr. Evers also reminds listeners that they can legally opt their children out of any test for any reason at any time.
Click here to watch the t.v. interview with Arkansas mother Karen Lamoreaux on the Glenn Beck show.
Click here (or below) to view Karen Lamoreaux’s smashing testimony to her state school board.
On her t.v. interview, Lamoreaux noted that most state school boards are appointed, not elected and that of the twenty two states that are fighting back against Common Core, all are legislative fights; none are state school boards who have seen the light.
Teachers across the country are contacting her, saying, “Please fight this for us,” because teachers who are currently teaching in government schools are told by their leaders (state school board and down) that they may not speak against Common Core. So teachers rely on parents to stop the Common Core train wreck.
Lamoreaux also said:
“The standards are not the issue; it’s the baggage that comes with it.”
“It is not state-led. It is state implemented.”
More and more sinister facts about Common Core are surfacing. Proponents are running scared. They are glossing over, avoiding, lying about and making fun of, those in possession of the powerful and ugly truths about Common Core.
For example, there’s a taxpayer-funded Utah propaganda campaign that the Utah State School Board is to employ this year to “correct the misinformation” that the board members won’t actually, directly address, at all. (See page 232-236 of the 518-page document) There’s the fact that the USOE refers to critics of Common Core as “The Common Core Crazies” in teacher development trainings. This has been verified to me directly by multiple teachers who’ve attended Utah teacher conferences this spring and summer.
Open debate is out of style. Freedom of speech, thought or expression seem politically incorrect. Proponents of Common Core are opposed to discussing pros and cons, and certainly won’t reference, source, or provide documented empirical studies (because they don’t exist) to prove the claims of Common Core’s proponents to be true.
This fear of standing in light should signal to honest seekers of truth that there’s something very wrong: intellectual honesty (defined by empirical evidence and pilot testing of new programs) and freedom of speech and thought (defined by two-sided conversations) are concepts that the proponents of Common Core dismiss in favor of hand-me-down,Gates-funded “talking points.” It’s: One Size Fits All. (“If the shoe doesn’t fit, you still have to wear it.”)
You may have seen the back and forth of national education analysts and former governors and assorted others.
These attacks, aimed at critics of Common Core, is actually great news: It’s evidence that we are making a dent in this power-grabbing beast.
Please remember three simple facts to spread the truth and to cut through Gates’ marketing noise:
It’s a shaky academic experiment; it slashes local control; it’s the glue in the unconstitutional surveillance program.
1) Common Core is an academic experiment on our children that will affect not just K-12 but also universities.
Nothing they say changes its experimental nature. There’s no empirical testing that’s ever been done, no pilot study, no proof that these standards are academically an improvement. It’s just marketing– the repetitive use of the misused words “rigorous” and “internationally benchmarked” which, just as any grocery item that’s labeled “new and improved” — isn’t remotely new or improved. But who fact-checks? And yes, we should be rattled; these are radical changes: less literature; untested, way-different math. The time-tested, classical instruction’s flown out the standardized-common-testing window with the massive increase of testing. The ACT/SAT/GED/AP are all aligning to the experiment. And don’t forget about the massive increase of nonacademic student data-mining linked to the Common testing. It’s not small potatoes, folks.
2.) Common Core circumvents local authority and hands power to those who are furthest from the children/teachers.
The copyright by NGA/CCSSO is one proof. The 15% rule of the feds, that disallows soaring, is another proof. The micromanagement of the feds over the testing is another. The lack of any coming together to create a state-led amendment process is another proof. The monopoly on thought (via all texts being aligned, all ACT/SAT/GED/AP tests aligned) is another. There is no local control when the standards and tests are created from “on high.” There is no legitimacy when the standards and tests are experimental in nature and lack empirical validity. So even if the standards WERE excellent, states/districts have no control over those entities (NGA-CCSSO) who can alter them without our consent, sooner or later. When you lose control, you lose control. It doesn’t come back.
3) Common Core tests further entrench the surveillance of teachers and students by the government without parental consent.
If you remember these three points– and know where the links are to document them, you can stand up to the bullies, or to those who are uneducated about what Common Core is really all about.
All the opinion editorials in the world are not going to make the day night, or night day. Truth is truth whether people choose to believe it or not.
Do the math — Common Core = a massive, risky experiment on your kids
Yesterday’s Fox News editorial by Emmett McGroarty and James Milgram is staggeringly important. I’ve pasted excerpts. Plese read the whole article at this link.
Remember that James Milgram is a former NASA mathematician, Stanford math professor, and the only true mathematician to serve on the validation committee for Common Core (a mathematician, a math analyst, as opposed to just being a math teacher). He refused to sign off that there was adequate academic legitimacy to Common Core. This is why.
“One of Common Core’s most glaring deficiencies is its handling of adding, subtracting, multiplying, and dividing numbers.
… The classic method of, for example, adding two-digit numbers is to add the digits in the “ones” column, carry the remainder to the “tens” column, and then add the “tens” digits. This “standard algorithm” works first time, every time. But instead of teaching this method, which enables students to solve problems quickly and routinely, Common Core creates a two-step process.
The first is to let students choose from several alternative algorithms (number lines, estimating, etc.) for doing one-digit additions, subtractions, and multiplications.
The second is probably to extend these student constructions to more complex calculations. (We say “probably” because the standards are not at all clear on this point.)
There is no point where the student-constructed algorithms are explicitly replaced by the very efficient standard methods for doing one-digit operations.
Why does Common Core adopt this convoluted method of teaching math?
The stated reason is that learning the standard algorithm doesn’t give students a “deeper conceptual understanding” of what they’re doing. But the use of student-constructed algorithms is at odds with the practices of high-achieving countries and is not supported by research. Common Core is using our children for a huge and risky experiment.
There are also severe problems with the way Common Core handles percents, ratios, rates, and proportions – the critical topics that are essential if students are to learn more advanced topics such as trigonometry, statistics, and even calculus.
As well, the way Common Core presents geometry is not research-based — and the only country that tried this approach on a large scale rapidly abandoned it.
In addition to these deficiencies, Common Core only includes most (but not all) of the standard algebra I expectations, together with only some parts of standard geometry and algebra II courses. There is no content beyond this.
Hidden in Common Core is the real objective – presenting the minimal amount of material that high-school graduates need to be able to enter the work force in an entry-level job, or to enroll in a community college with a reasonable expectation of avoiding a remedial math course.
There is no preparation for anything more, such as entering a university (not a community college) with a reasonable expectation of being able to skip the entry-level courses.
(Virtually no university student who has to take an entry-level math course ever gets a degree in a technical area such as the hard sciences, engineering, economics, statistics, or mathematics.)
Common Core thus amounts to a disservice to our students. It puts them at least two years behind their peers in high-performing countries, and leaves them ill-prepared for authentic college course work.
Those who doubt that this low-level workforce-development is the goal of Common Core should ponder the admission of Jason Zimba, one of the chief drafters of the math standards.
In a public meeting of the Massachusetts State Board of Education in 2010, Dr. Zimba testified that Common Core is designed to prepare students only for a non-selective community college, not a university… …”
Read the rest:
Dr. James Milgram, Professor of Mathematics at Stanford University, has extensive experience developing mathematics standards throughout the nation and served on the Validation Committee for the Common Core Standards.
Emmett McGroarty, serves as Executive Director of the American Principles Project’s Preserve Innocence Initiative which informs Americans about the dangers of centralizing education through the Common Core. He is co-author of “Controlling Education From the Top: Why Common Core Is Bad for America.”
Dr. Milgram has elsewhere written (responding to a request for clarification about math standards):
“I can tell you that my main objection to Core Standards, and the reason I didn’t sign off on them was that they did not match up to international expectations. They were at least 2 years behind the practices in the high achieving countries by 7th grade, and, as a number of people have observed, only require partial understanding of what would be the content of a normal, solid, course in Algebra I or Geometry. Moreover, they cover very little of the content of Algebra II, and none of any higher level course… They will not help our children match up to the students in the top foreign countries when it comes to being hired to top level jobs.“