Forty-four states in the United States have adopted the Common Core State Standards Initiative; an educational initiative that sets standards for what is expected knowledge for each grade level, from kindergarten through high school. The program is intended to insure that educational standards are met by every student throughout compulsory schooling and that students are prepared to begin college courses or join the work force following their high school graduation. Common Core relies largely on standardized tests to gauge students’ understanding of English language arts and mathematics, with less focus on social studies and science. The program was first implemented in Kentucky, where it was modestly effective, and was subsequently adopted
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While in some states, the initiative has achieved modest success, for the majority of participating states, it has provided little more than a complicated new set of strict, unreasonable mandates adding to the growing number of regulations that must be implemented by teachers and school officials. One especially discouraging aspects of the Common Core Initiative is its use of standardized tests to gauge knowledge of students, and the use of test scores as a realistic representation of intelligence. The heavy focus on standardized testing proves to be problematic in that an increasing amount of in-class time is being allocated to standardized test practice, such as ACT preparation exercises in high schools. Students are spending many school hours not learning skills that will benefit them in an employment situation or secondary education, but rather learning how to achieve high scores on standardized tests, many of which require the use of test taking capability, not actual knowledge. Most of the tests are to be taken on computers using expensive testing software which many schools, especially those serving low-income areas, cannot afford, putting students at a serious educational disadvantage. The majority of the educational mandates described in the Common Core Standards initiative are costly, ineffective, and have an inverse, negative impact on the quality of public education along with the students and teachers that are required to follow
While in some states, the initiative has achieved modest success, for the majority of participating states, it has provided little more than a complicated new set of strict, unreasonable mandates adding to the growing number of regulations that must be implemented by teachers and school officials. One especially discouraging aspects of the Common Core Initiative is its use of standardized tests to gauge knowledge of students, and the use of test scores as a realistic representation of intelligence. The heavy focus on standardized testing proves to be problematic in that an increasing amount of in-class time is being allocated to standardized test practice, such as ACT preparation exercises in high schools. Students are spending many school hours not learning skills that will benefit them in an employment situation or secondary education, but rather learning how to achieve high scores on standardized tests, many of which require the use of test taking capability, not actual knowledge. Most of the tests are to be taken on computers using expensive testing software which many schools, especially those serving low-income areas, cannot afford, putting students at a serious educational disadvantage. The majority of the educational mandates described in the Common Core Standards initiative are costly, ineffective, and have an inverse, negative impact on the quality of public education along with the students and teachers that are required to follow