Why are people so upset about Common Core?

[Anonymous]

This principal is talking about the New York state tests of New York state's curriculum. (The failings of which have been thoroughly described.) Here's a link to the comment:

http://testingtalk.org/response/disheartened-and-disgusted

Did New York state really mess up its implementation of the Common Core standards? Pretty clearly, yes.

Does this mean that, therefore, everything related to the Common Core is bad? Nope.

[Anonymous]

Anonymous wrote:]
For example, a 4th grade math question this year: "1/3 plus 1/3 equals what? Explain why?" "Explain why" in this situation is such an esoteric question (especially for 4th graders), that it is illogical for it to be part of the math curriculum. At this age, many kids don't have the command of language to explain in detail "why" this is the case. In fact, when asked, the teacher couldn't explain "why" and told us that under 2.0 there isn't really a right answer to this "why" question(!!). That is more of a mind-game for these kids than an educational exercise.

Please show me the 4th grade Common Core math objective that states that students must be able to "explain why" 2 fractions added together equals another number.

Here's the link to the 4th grade math standards regarding fractions:

http://www.corestandards.org/Math/Content/4/NF

The only possibilities I am seeing are ones which say students should be able to justify why 3/8 = 1/8 + 1/8 + 1/8 -- by using visual fraction model. That just means they make a circle, divide it into 8 parts, and color 3 of the 8 pieces. They don't need to use words. If the teacher is requiring your child to use words to explain why 1+ 1 + 1 = 3, just show her these standards. They aren't required to use words.

Extend understanding of fraction equivalence and ordering.

CCSS.MATH.CONTENT.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions.

CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

CCSS.MATH.CONTENT.4.NF.B.4.C
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Understand decimal notation for fractions, and compare decimal fractions.

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

[Anonymous]

Anonymous wrote:

They are testing across the country this week using the PARCC and Smarter Balanced. It's a debacle. Terrible technology issues, and kids giving up. Looks like it wasn't just NY tests, as some people were claiming.


http://testingtalk.org

Just one of hundreds of examples, this from an NY principal:

As an administrator of a suburban public school, I have dedicated my life to educating young children… as a teacher, as a parent and as a school administrator. When asked, I will readily share that I believe my job to be exciting, invigorating and rewarding. I describe it as the best job a person can have. After all, I awake each morning eager to get to school because I have the privilege of spending many hours with students who bounce into school with a thirst for learning and a dedicated staff, who work tirelessly to provide the best education possible for their students. When the common core standards were first introduced, my staff and I did what we always do…we met, we conversed, we scrutinized the standards to gain an in-depth understanding, and then we organized our curriculum and collected materials so that we could work with our students to achieve the desired outcomes. As an experienced curriculum leader, I take my responsibility to students and teachers very seriously. Today, for the first time ever, I doubt my work and question what it is we are trying to teach children.

Each day of the ELA testing, I sat down to read the assessments my students were taking. I was appalled at what they were asked to answer and exhausted from reading and rereading passages over and over again. If I as an adult struggled with the task, I can only imagine how my students suffered.

Each day of the ELA testing, I have walked my building, peering into classrooms and observing my third, fourth and fifth graders attempting to complete what I have now termed a ludicrous ELA assessment. I became increasingly disheartened as I watched my young students, with anguished looks upon their faces, struggling to answer poorly worded and ambiguous questions based on text too difficult for them to comprehend. After twenty-nine years of administering standardized tests, I noted for the first time children handing in test booklets with many blank pages. Instead of children feeling exhilarated after completing the ELA because they knew they had successfully met the high expectations that have been set for them, the children were forlorn because they knew that they had failed to rise to the occasion. How could we have done this to young children????

Throughout the day, I have engaged in informal conversations with my teachers questioning how going forward we will try and prepare our youngsters for this exam. The answer is unanimous… preparing for this exam is impossible and so going forward, we will continue to do what we do best, teach children to embrace the joy of reading and writing. We will teach to the common core standards so that we prepare children for real-life reading … reading for enjoyment, reading for key ideas and details, reading for craft and structure, and reading for the integration of knowledge and ideas.

All of my life I have been a rule follower. Now, for the first time, I will become a staunch advocate for eliminating these assessments that have no validity and offer no legitimate data for improving students’ English Language Arts skills.

This was not the PARCC field test which would have been administered online. This was the batshit crazy New York State exam.

http://www.capitalnewyork.com/article/politics/2013/11/8535761/state-hedges-testing-consortium-says-it-can-meet-new-yorks-needs

"The state Board of Regents voted at its October meeting to stick with its own exams in 2014-15 rather than switching to those developed by the consortium."

[Anonymous]

Because if you have one third, and then you add another third, you have two thirds.

What's esoteric, illogical, and age-inappropriate about that?

It is the "explain why". This is a stupid, make-work question.

[Anonymous]

Most of the people at that site PP listed from New York gave the batshot crazy NYS test.

Here's a comment from a NYS reading teacher who gave her kids the PARCC test:

"It makes me angry to read a test question that asks young children to analyze a text structure or the author’s intentions. Save that for high school; maybe middle school. What is this measuring? I would MUCH rather have my students read a story or article and respond to sensible, cognitively- appropriate questions that demonstrate their ability to comprehend what they have read at both the literal and critical levels of thinking. Asking them to deconstruct a text is sheer MADNESS, even stupidity. Prepping kids for these tests is a waste of time and a real turn-off for both students and teachers. And the testing times are too short for most kids to do as well as they could if given more time. On the other hand, they reach their saturation point usually before they’ve finished, anyway. Further, teachers are never given any useful data to help them understand the child’s strengths and needs. So, great job, NYSED!!"

So her frustration is that a 3rd grader was asked to analyze author's intent in writing a story or paragraph. THE HORROR!

[Anonymous]

So her frustration is that a 3rd grader was asked to analyze author's intent in writing a story or paragraph. THE HORROR!

Yes, it would be a shame for the teacher to waste her time teaching something else--like grammar, maybe? Or punctuation?
You do realize that teachers have a finite time in which to teach, don't you?

[Anonymous]

Anonymous wrote:

Because if you have one third, and then you add another third, you have two thirds.

What's esoteric, illogical, and age-inappropriate about that?

It is the "explain why". This is a stupid, make-work question.

"Explain why" is a stupid, make-work question?

[Anonymous]

Anonymous wrote:

So her frustration is that a 3rd grader was asked to analyze author's intent in writing a story or paragraph. THE HORROR!

Yes, it would be a shame for the teacher to waste her time teaching something else--like grammar, maybe? Or punctuation?
You do realize that teachers have a finite time in which to teach, don't you?

You don't think that third-graders should be analyzing pieces of writing? At what age should students be doing this?

[Anonymous]

You don't think that third-graders should be analyzing pieces of writing? At what age should students be doing this?

Teachers do this incidentally. Testing it is another issue. This is something developed over time. When do you want the teachers to teach punctuation and grammar? Or, maybe you don't think those matter.

[Anonymous]

"Explain why" is a stupid, make-work question?

Yes, if you are explaining why one-third plus one-third equals two-thirds. Tell me why is one plus one equal two?

[Anonymous]

Anonymous wrote:

"Explain why" is a stupid, make-work question?

Yes, if you are explaining why one-third plus one-third equals two-thirds. Tell me why is one plus one equal two?

I'm guessing that you've never taught children about fractions.

[Anonymous]

Anonymous wrote:

You don't think that third-graders should be analyzing pieces of writing? At what age should students be doing this?

Teachers do this incidentally. Testing it is another issue. This is something developed over time. When do you want the teachers to teach punctuation and grammar? Or, maybe you don't think those matter.

What time? By when should we expect a student to be able to do this? When would it be appropriate for to test a student on their ability to do this?

And no, teachers don't do this incidentally. They actually do it explicitly, starting in first grade (in my experience).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

"Explain why" is a stupid, make-work question?

Yes, if you are explaining why one-third plus one-third equals two-thirds. Tell me why is one plus one equal two?

I'm guessing that you've never taught children about fractions.

It is a stupid question, but it isn't required by common core. The "Explain why" came from somewhere else.

A good question would be "Show that 2/6 = 1/3 by using numbers , symbols OR words" This IS required by Common Core.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

You don't think that third-graders should be analyzing pieces of writing? At what age should students be doing this?

Teachers do this incidentally. Testing it is another issue. This is something developed over time. When do you want the teachers to teach punctuation and grammar? Or, maybe you don't think those matter.

What time? By when should we expect a student to be able to do this? When would it be appropriate for to test a student on their ability to do this?

And no, teachers don't do this incidentally. They actually do it explicitly, starting in first grade (in my experience).

Punctuation, grammar AND author's purpose for writing should all be taught in 3rd grade.

[Anonymous]

These tests are poorly written. Is that the fault of Common Core? No. Now, you take those standards and develop a test. It takes years.