Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Impact of common core standards
The importance of common core state standards
The dangers & opportunities of the common core
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Impact of common core standards
The Common Core might or might not succeed to the expectations that the creators envision it to be. Even though the creators behind he Common Core have good intentions and have done a lot of research there isn’t a program that can fix it all (1). The Common Core program states that they have a solution for any kind of problem (2). The Common Core standards are so long any teacher can use them with any kind of situation. Once the teachers all learn the system they can all work with each other and find the best possible solution. If the Common Core is going to be used in all the schools how will the No Child Left Behind (NCLB) act play a role in the schooling system? With all the changes the Common Core will bring how will this affect our school and their students?
Four researchers have said that generally one-third of all high schoolers can read proficiently which is a problem that needs to be fixed (Pitcher et al. 636-645). In July of 2009 a group of teachers began to work on what is now called the Common Core in hopes of making the standards for schools now days more sufficient (3). The next two years they made modifications through feedback from the teachers who used it and had concerns (4). One of the main concerns was if it would even work because the ten-year experiment no child left behind was a failure (Strauss). Even though they think it’s a failure, they have learned that making students take these big tests such as Florida Comprehensive Assessment Test (FCAT) will make them want to learn less, there is a higher drop out rate and school are dropping low test taking students because of this act, so the creators have hopefully learned not to focus on their test taking skills (5). Teachers are trying to put reading material ...
... middle of paper ...
.... 23 Mar. 2014.
Pitcher S, Martinez G, Dicembre E, Fewster D, McCormick M. The Literacy Needs of Adolescents in Their Own Words. Journal Of Adolescent & Adult Literacy [serial online]. May 2010; 53(8): 636-645. Available from: Academic Search Complete, Ipswich, MA. Accessed February 23, 2014.
Warren, James E. "Rhetorical Reading As A Gateway To Disciplinary Literacy." Journal Of Adolescent & Adult Literacy 56.5 (2013): 391-399. Academic Search Complete. Web. 23 Mar. 2014.
Ying Guo, Laura M. Justice, Joan N. Kaderavek, Anita McGinty. “The Literacy Environment of Preschool Classrooms: Contributions of Children’s Emergent Literacy Growth.” Journal of Research in Reading 35.3 (2012): 308-327. Academic Search Complete. Web. 11 Feb 2014.
Shepherd, Jessica. “How the UK scored against other OECD countries.” Diagram. 2009. World education rankings. The Guardian. 15 Apr 2014.
Other People’s Words: The Cycle of Low Literacy by Victoria Purcell-Gates recounts the author’s two-year journey with an illiterate Appalachian family. Purcell-Gates works with Jenny, the mother, and her son, first grader Donny, to analyze the literacy within the household. Throughout the journey, we learn the definition and types of literacy, the influences of society and the environment, and the impacts of literacy on education from the teacher’s perspective. In order to evaluate literacy in the household, one must study multiple types, including functional, informational, and critical literacy. As the name implies, functional literacy incorporates reading and writing as tools for everyday survival. Informational literacy is used through text to communicate information to others. The highest level of literacy, critical literacy, requires critical interpretations and imaginative reflections of text. In her study, Purcell-Gates strives to teach Jenny and Donny functional literacy.
...e level.” Journal of Adolescent and Adult Literacy, v. 39, no. 6 (March 1996): 436-445. [E Journal]
Another major criticism of the “No Child Left Behind” deals with the implications of using a standardized test as means of assessing achievement.
Lonigan, C. J., Allan, N. P., & Lerner, M. D. (2011). Assessment of Preschool Early Literacy
With the common core standards students now will be able to transfer schools and understand what is going on because the Common Core Standard provides a clear understanding to all students of what they are expected to learn. It will provide all of the students with an equal opportunity to learn same curriculum no matter which school they are going to. These standards will not limit the students with different level of achievement among students; instead they will ensure a more consistent exposure to materials and learning experience though instructions and teacher preparation. However, two c...
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
In 2002, President George W. Bush passed the “No Child Left Behind Act” which tied in schools’ public funding to standardized tests and enforced the tests in elementary and high schools every year by state education departments. This law also began to put more emphasize on standardized tests which has diminished our level of education and the law “made standardized test scores the primary measure of school quality” (Diane Ravitch 28). Bush hoped this law motivated more students to do well on these exams and teachers to help them prepare better, but it ended up hurting many schools in the process. These exams like the Texas Assessment of Knowledge and Skills (TAKS) should not play such a prominent role in schooling and the government should not make tests the main focal point.
These learning goals outline what a student should know and be able to do at the end of each grade Anya Kamenetz author of "Tough Week for the Common Core" writes that “[t]he Common Core [is] not, strictly speaking, national standards. They were developed independently of the federal government, and states are not under a mandate to adopt them,” but then goes on to say that the “standards received a big boost in the form of funding incentives from the Obama administration” (1). These “big boost[s]” are what concerns many like Bobby Jindal. “A few years ago, Jindal was one of the Common Core 's biggest proponents. But he has since had a change of heart” (3). Bobby Jindal, along with many other opposers, question what would happen if state who had implemented common core in their schools suddenly dropped the plan? Anya Kamenetz furthers her article by stating that the three states who have already done this “now face spending tens of millions of dollars to create new standards, adopt new materials to go with them and retrain teachers” (1). Some might say that this decrease in funding is expected because the federal government had agreed to fund a specific program and although schools don 't have to use that program, those who don 't have to find the funding for their programs themselves. But how is this
In practice, when done by Washington politicians who know nothing about education, these standards are awful. Common Core boasts terrible standards and forces itself on districts that are failing, which is not really the worst thing since those districts usually cannot get any worse. Districts that are good and preforming above national levels are also subject to the same standards. Common Core is not for everyone. Medicine is not for everyone. At this point, educators and the people that care about students instead of mere test scores should be the ones setting and regulating standards. Teachers that care will get those test scores. Schools that do not meet the standard should be regulated and evaluated, but not the healthy schools that preform above and beyond the national standard. It would be helpful to diagnose the issue instead of pretending that the problem is solved when it is not. The Common Core standards creates more problems than it can even begin to solve and fails to diagnose any real issue. The future is bright for students and that future needs to be protected from Washington politicians at all costs. As a teacher, I will see to it that I not only meet standards, but overcome them and outshine them. Then, perhaps Common Core will leave the district that I teach in alone and reconsider the atrocity that Common Core
The Common Core has been a highly debated educational initiative based in the United States that provides children of all race, religious denomination, and socioeconomic background the same educational path from kindergarten through senior year of high school or the 12th grade. The Common Core provides six standards on its website that serve as its oath. “The standards are: 1. Research- and evidence-based. 2. Clear, understandable, and consistent. 3. Aligned with college and career expectations. 4. Based on rigorous content and application of knowledge through higher-order thinking skills. 5. Built upon the
Common Core is pushing students to think critically by answering questions with more explanation. Students are required back their answer providing evidence for their answers. “The Common Core strives to create a uniform playing field for all kids and an evidence-based, robust learning system in every grade, with the end goal of college and career success in clear and obtainable sight” (How Will the Common Core Standards Affect You Child?, 2014). On a positive note, this is great for the students, but will require corporation from everyone to make it happen. Teachers are required to make their math and literacy lesson plans rigor. “Urged to dig deeper, students will find themselves interacting with subject matter at an enhanced level, allowing for long-term retention of information and an enhanced ability to utilize analytical thinking throughout multiple areas of their lives” (How Will the Common Core Standards Affect You Child?, 2014). Common Core not only affects student learning, but it affects test also. With Common Core, tests will be more challenging and scores are said to drop. “As a measure of accountability, both for students and for schools, testing under the Common Core will be more challenging and for some, might produce temporarily drop scores and possibly the need for summer school” (How Will
The Common Core State Standards are simply learning goals that are outlined for the students. This outline is a way to show the students what they should be able to do at the end of each grade. These learning goals are supposed to “provide a consistent, clear understanding of what students are expected to learn so teachers and parents know what they need to do to help them” (Top Ten Things to Know, 2015). These certain standards are also supposed to be designed to be “robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in the near future” (Top Ten Things to Know, 2015). Common Core State Standards were actually being introduced while I was attending
Initiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America’s youth. No Child Left Behind has left many to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as the implications to America’s youth.
The assessment is to inform a beginning teacher of the most important philosophical and developmental factors which should be considered when planning a literacy rich environment for an early years setting. As children in the early years from aged three to five require a literacy rich environment to learn and develop sound language and literacy skills. A high quality literacy environment is one that includes well designed with literacy materials and resourced, and provides effective teaching and learning practices for children to experience (McLachlan, Nicholson, Fielding-Barnsley, Mercer & Ohi, 2013, p. 102). In addition, the importance of intentional teaching, reading, writing, engaging in multi literacies and teaching approaches that would be suitable to phonological awareness would be considered to design a literacy rich environment. The role of the teacher Educators play important roles in children’s lives in
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.