Anonymous wrote:Have you ever tried teaching "missing addend" to first graders? It might work for the sophisticated ones, but it doesn't for a lot of them. It frustrates them. Sure, you teach it--but it is not a value we should be testing.

Yes, I have taught it to my ESOL students. Very easy.

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Yes, I've read the standards, and they are rife with problems. Close reading is totally unproven -- Good God, the clueless children that will come out of that curriculum!


Most of the math standards are problematic because they insist on explaining in great detail in abstract terms at young ages with writing skills well beyond their ability. Until middle school, kids are concrete thinkers. These standards insist they be abstract thinkers well before the time that they are biologically wired to do so. It's like asking a fish to fly.

NO THEY DON'T. We have been over and over this. That is NOT what the math standards require.

It's been reported on the PARCC, the Smarter Balance, and the Pearson NY tests.

For starters, the standards were written in total violation of accepted protocol. Pretty funny -- and sad and twisted -- for such alleged "rigorous" standards.


http://www.huffingtonpost.com/diane-ravitch/common-core_b_5016877.html

The Fatal Flaw of the Common Core Standards

They were written in a manner that violates the nationally and international recognized process for writing standards. The process by which they were created was so fundamentally flawed that these "standards" should have no legitimacy.

Setting national academic standards is not something done in stealth by a small group of people, funded by one source, and imposed by the lure of a federal grant in a time of austerity.

There is a recognized protocol for writing standards, and the Common Core standards failed to comply with that protocol.

In the United States, the principles of standard-setting have been clearly spelled out by the American National Standards Institute (ANSI).

On its website ANSI describes how standards should be developed in every field.....



"The Common Core standards cannot be considered standards when judged by the ANSI requirements. According to ANSI, the process of setting standards must be transparent, must involve all interested parties, must not be dominated by a single interest, and must include a process for appeal and revision.

The Common Core standards were not developed in a transparent manner. The standard-setting and writing of the standards included a significant number of people from the testing industry, but did not include a significant number of experienced teachers, subject-matter experts, and other educators from the outset, nor did it engage other informed and concerned interests, such as early childhood educators and educators of children with disabilities. There was no consensus process. The standards were written in 2009 and adopted in 2010 by 45 states and the District of Columbia as a condition of eligibility to compete for $4.3 billion in Race to the Top funding. The process was dominated from start to finish by the Gates Foundation, which funded the standard-setting process. There was no process for appeal or revision, and there is still no process for appeal or revision."

Have you ever tried teaching "missing addend" to first graders? It might work for the sophisticated ones, but it doesn't for a lot of them. It frustrates them. Sure, you teach it--but it is not a value we should be testing.

Anonymous wrote:
Yes, I've read the standards, and they are rife with problems. Close reading is totally unproven -- Good God, the clueless children that will come out of that curriculum!


Most of the math standards are problematic because they insist on explaining in great detail in abstract terms at young ages with writing skills well beyond their ability. Until middle school, kids are concrete thinkers. These standards insist they be abstract thinkers well before the time that they are biologically wired to do so. It's like asking a fish to fly.

NO THEY DON'T. We have been over and over this. That is NOT what the math standards require.

Anonymous wrote:So, you are going to have the kids sit in first grade until they meet the first grade standards?

No.

Are you under the impression that if kids can't meet the standards, they will have to repeat that grade until they can?

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70 percent of the white student body will fail this test, and up to 95 percent of black, Hispanic and special needs students will fail.

How can you possibly know these numbers about a test that is only in pilot form? And what a sad statement about public education in America if this was true.

Because that is what has happened in every state that rolled out Common Core, then tested their kids on it.

Every state = 2. Kentucky and New York. Neither of the states used the two main Common Core-aligned tests (PARCC and Smarter Balanced), because those tests won't be ready until next year (this year they're getting field-tested). In Kentucky, it's pretty clear that one of the reasons so many kids failed is because their education was not as good as it should be. And the New York so-called "Common Core" curriculum is full of stuff that has nothing whatsoever to do with the Common Core.

Add North Carolina to the mix. Their results were the same as Kentucky and New York.

One person who worked on the Common Core ELA standards said they were designed for the top 30 percent of students, not the entire student population. And that is exactly the percentage who passes them. Hardly a coincidence.

Seems like you've made up your mind prior to the standards even being put into place (and certainly before the national standardized tests are in place)). That's fine, but own up to it. Frankly I don't think higher standards are bad, clearly you do. I think more kids lose interest in school out of boredom than too much challenge. But I don't think you can judge common core on the data that is currently available -- it will take 5 to 10 years to have a clear picture

5 to 10 years -- and an entire generation's education down the toilet.

You act like the standards are any good. There is ZERO PROOF that they are better. And for kids with language disabilities, they make every party of the curriculum unattainable. That is what my child is experiencing right now.


Why are you such a gullible believer? They trot out standards, and you are immediately on your knees worshipping them. They are a fad, just like Everyday Math and New Math.