One of the most heated topics in education today is the current implication of the Common Core State Standards. Created by education leaders and the governors from 48 of the 50 United States (Texas’ Rick Perry and Alaska’s Sarah Palin refused to participate) and the District of Columbia (Murphy) the CCSS was deigned to prepared students for college, and get schools away from curriculums that catered to standardized tests. The creators also hoped that it would create an even benchmark for learning and progress across the entire country. Up until now, every state had set their own standards, creating an uneven learning curve.
Most of the opposition seems to come from those who do not fully understand what the CCSS actually is. They relate it …show more content…
Unfortunately, standardized tests are a necessary evil in education. We cannot have a curriculum based off what is assessed by these tests, but we do have to measure each individual student’s progress. This helps teachers detect where students are lacking, and point out any problem areas a student might have. A small group of 13 states, which including Illinois and the District of Columbia are creating a new assessment on student’s abilities in English and mathematics that coincide with the …show more content…
Students who are behind in reading comprehension would benefit most from this method, but could potentially hold back students who are already at or above the required level. Advocates for this type of teaching believe that using these simpler texts, but more frequently and vigorously, is the best way to move students up to the next level. (Hodge and Benko)
Some of the text recommended by the CCSS for use in the 11th and 12th grade include The Great Gatsby by F. Scott Fitzgerald, Common Sense Thomas Paine, and “Because I Could Not Stop for Death” by Emily Dickenson. This is where some of the opposition becomes slightly apparent. While some schools might see these as appropriate, others would look at these as quite below their current benchmark. They have listed “The Raven” by Edgar Allan Poe under 9th and 10th grade curriculum, but believe Dickenson to be more complex, which is
Most of the opposition seems to come from those who do not fully understand what the CCSS actually is. They relate it …show more content…
Unfortunately, standardized tests are a necessary evil in education. We cannot have a curriculum based off what is assessed by these tests, but we do have to measure each individual student’s progress. This helps teachers detect where students are lacking, and point out any problem areas a student might have. A small group of 13 states, which including Illinois and the District of Columbia are creating a new assessment on student’s abilities in English and mathematics that coincide with the …show more content…
Students who are behind in reading comprehension would benefit most from this method, but could potentially hold back students who are already at or above the required level. Advocates for this type of teaching believe that using these simpler texts, but more frequently and vigorously, is the best way to move students up to the next level. (Hodge and Benko)
Some of the text recommended by the CCSS for use in the 11th and 12th grade include The Great Gatsby by F. Scott Fitzgerald, Common Sense Thomas Paine, and “Because I Could Not Stop for Death” by Emily Dickenson. This is where some of the opposition becomes slightly apparent. While some schools might see these as appropriate, others would look at these as quite below their current benchmark. They have listed “The Raven” by Edgar Allan Poe under 9th and 10th grade curriculum, but believe Dickenson to be more complex, which is