Highlights from the OpEd by Jim Milgram and Emmett McGroarty:
If you’re not familiar with Dr. Milgram…
“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.”
Do the math – Common Core = a massive, risky experiment on your kids
Controversy is swirling about the new Common Core national standards, which are designed to transform K-12 education in English language arts and math.
Especially in the area of math, Common Core proponents insist that it is the only way to address the problem of lagging achievement by American students. But the Common Core math standards fall far short of what students need for more advanced work.
In some ways Common Core amounts to a massive experiment with our children – an experiment we think the states would be wise to reconsider.
…One of Common Core’s most glaring deficiencies is its handling of adding, subtracting, multiplying, and dividing numbers.
Remember “fuzzy math”? It’s back with a vengeance under Common Core.
…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.
…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.
…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.
…So before states forge ahead with a set of standards created, owned, copyrighted, and controlled by anonymous interests outside the state, they should be aware that those interests seem to be motivated by the desire for minimal workforce-development rather than genuine math education.
Is the Common Core experiment the best we can do?
Parents and teachers should refuse to settle for this Common Core mediocrity, and demand truly world-class standards for the good of our students and our country.
You can read the article in its entirety here.