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[quote=Anonymous][quote=Anonymous][quote]A report by the Thomas B. Fordham Institute, a conservative think tank, gave Kentucky’s old math and English standards a D. Only 11 other states were rated as poorly or worse in both subjects.[/quote]

What basis did Fordham use for evaluation in their [b]The State of State Standards—and the Common Core—in 2010[/b] paper? They used the Common Core for comparison [b]because they are PAID to promote Common Core.[/b]
[/quote]

But many states scored quite high in that evaluation.  Common Core scored a B+ and several states scored the same or higher.

This was an evaluation of state standards prior to Common Core.   You ( or someone) were arguing that Kentucky students were doing quite well, and then BAM! a new test based on new standards comes along, and suddenly they are doing poorly.

My comments were to show that actually, people in Kentucky have had concerns about their students progress for the past 2 decades, and it's not surprising given that an evaluation of their state standards showed that compared with all the other states, the standrads were vague and confusing, and not very rigorous.  
Here is the full text of the results (study done in 2010).   I'm not sure why DC's standards scored so high -- did they recently get revamped?

http://www.edexcellence.net/publications/the-state-of-state-of-standards-and-the-common-core-in-2010.html

New York: C
"The presentation of the New York State Learning Standards for ELA—and the accompanying English Language Arts Core Curriculum—is somewhat confusing; and although much of the essential K-12 ELA content is included, it is often buried among non-essential standards more focused on instruc- tional strategies than on student outcomes. In addition, many vaguely worded standards leave too much room for weak or inconsistent implemen- tation across schools and districts."

Kentucky: D
"The Kentucky ELA standards are confusingly organized and laced with vague or overly general expectations that fail to show a clear progression
of rigor from one grade to the next. The standards for high school resemble those for middle school. At times the standards seem to represent a perpetu- al remedial course."

Maryland: C
"The Maryland ELA standards are a mixed bag. Standards are generally well organized, and many are clear and specific. Others, however, fail to clarify expectations or omit essential content that students should master as part of a rigorous, K-12 curriculum. What’s more, the failure to delineate grade- specific expectations in high school leaves teachers of grades 9-12 with very little guidance about the essential content and progression of rigor from grade to grade."

Virginia:  B+
"Virginia’s standards are straightforward and, despite a few weaknesses, pro- vide solid guidance for a strong K-12 ELA program."

California: A
"California’s well-sequenced and thorough ELA standards explicitly address all of the essential content that students must master in a rigorous, college- prep K-12 curriculum. With very few exceptions, the standards are clear and concise and exhibit an appropriate level of rigor at each grade. Minor flaws are noted below, but overall these standards are exceptionally strong."

Indiana:  A
"Indiana’s ELA standards are clear, specific, and rigorous, and include nearly all of the critical content expected in a demanding, college-prep curriculum."

DC: A
"The District of Columbia ELA standards are thoughtful, detailed, and rigor-
ous. They delineate concrete and specific objectives in every strand priori-
tized in the ELA Content-Specific Criteria (see Appendix A), including those
for the study of American literature. The District appends a thorough and
strong reading list that was adapted from the list included with the Mas-
sachusetts standards; D.C. added Caldecott, King, and Newberry literary
award winners. Standards for English language conventions, research, and media are all included in addition to strong standards for reading, writing, and listening and speaking."
[/quote]

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