V. WHAT COMES NEXT? In regards to CCSS, there are certain steps to be taken for this issue and any other reform in the future. First, America’s public must be educated about reasons for standards in education regardless of what they are called. People have a right to be a part of a process and should elect representatives based on who will get the job done without bias. This could be accomplished at local, state, and national levels. An example would be utilizing the media as a tool in a positive way. There has been so much controversy surrounding the name “Common Core”. It should be changed and modified. Some states have already figured it out by modifying and adopted the standards under a new name. Whether people realize it or not, there
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The standards are a base set teachers can utilize as a roadmap for what students should know and be able to complete at the end of grade level. It has been shown states can modify the standards by as much as fifteen percent and still be within the guidelines. Why would we not want standards in education? In the beginning, the NGA and the CCSSO initiated effort to create standards to meet global standards. We had fallen behind when measured against other countries. The lessons learned from creating and adopting CCSS should be considered moving forward. The negativity embraced by politicians, uninformed citizens, pushed by a hostile media adding to the controversy should be avoided at all costs (Paulson). Education is a hot topic in this election season with America’s right and left want to tear it all down (Berry). Each element of their arguments may point in a minute way of standardizing our system, but it is not the true base of their grief. CCSS has its faults and the allowance for a fifteen percent variance by each state should be considered by all. The outcome should be quality standards. The drivers to the resistance can be revealed through research into background issues, such as politics, community beliefs, whether educated or uniformed, formal education remains a political issue in this
The standards are a base set teachers can utilize as a roadmap for what students should know and be able to complete at the end of grade level. It has been shown states can modify the standards by as much as fifteen percent and still be within the guidelines. Why would we not want standards in education? In the beginning, the NGA and the CCSSO initiated effort to create standards to meet global standards. We had fallen behind when measured against other countries. The lessons learned from creating and adopting CCSS should be considered moving forward. The negativity embraced by politicians, uninformed citizens, pushed by a hostile media adding to the controversy should be avoided at all costs (Paulson). Education is a hot topic in this election season with America’s right and left want to tear it all down (Berry). Each element of their arguments may point in a minute way of standardizing our system, but it is not the true base of their grief. CCSS has its faults and the allowance for a fifteen percent variance by each state should be considered by all. The outcome should be quality standards. The drivers to the resistance can be revealed through research into background issues, such as politics, community beliefs, whether educated or uniformed, formal education remains a political issue in this