What IS the Common Core?

What is the Common Core? It certainly is not just this.

What is the Common Core? It certainly is not just this.

Here is an admission I am loath to make: I do not know what the Common Core State Standards are.

I have read them. Not only have I read the parts relevant to the grade and subject I teach, I have been slogging my way through the entire thing as well. I have read the blogs and the papers and the speeches. Not only have I been interested in how the CCSS might impact my classroom, I have been interested in how it was conceived and adopted. All of these elements, combined with its purported aims, constitutes what the Common Core is.

There are people, very intelligent people, who speak about the CCSS strictly in a vacuum. They look at its content and judge its merits based strictly on what is in black and white. Our old friend Leo Casey did something along these lines recently in his latest post on the Shanker Blog. Overall, Leo is in favor of the CCSS because he believes it has the potential to help equalize the quality of schooling across districts. His major bone of contention is with the way it has been implemented so far which, in his opinion, has been too much and too fast. Along the way, he labels some of the most vocal opponents of the CCSS as cranks and conspiracy loons. He quotes people who he dubs “fringe” characters on both the right and the left as a way to contrast them with the reasonable center who accept the merits of the CCSS, a center which he assuredly occupies.

For example, Mercedes Schneider is a conspiracy theorist because she has written articles that trace the money fueling the CCSS movement. Leo does not necessarily refute what she, or any of the “cranks” he quotes, actually say. Instead, he infers that these people are caught up on irrelevancies that merely distract us from the task at hand, and the task at hand is figuring out how we can use the Common Core to erase over 200 years of educational inequality in the United States. As a student of rhetoric, I do appreciate and respect what Leo Casey set out to do in his piece. It is a rhetorical sleight of hand that would make the likes of Roger Ailes over at Fox News proud indeed.

Yet, it is not just Leo Casey who attempts to put a velvet rope around the content of the Common Core. I have been in meetings with teachers, administrators and even savvy parents who get into hair-splitting discussions over the letter of this or that particular standard. However, the way my mind works will not allow me to separate what is in the CCSS from how it was conceived, ratified and implemented. To me, all of these things are what Common Core is.

The Rosetta Stone for deciphering the Common Core is its mission statement:

“The Common Core State Standards 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. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”

Like many things that pass themselves off as “school reform” in this day and age, the assumptions that lie underneath this statement are downright reactionary. The goal of public schooling is to prepare students for “success in college and careers” so that we can “compete successfully in the global economy.” In this view, our schools are not so much civic institutions as they are places in which to develop the nation’s human capital. They are places that cater to the needs of the marketplace rather than promote the free association of citizens in a democracy.

After reading the mission statement, one can either turn the page forward to learn about the standards that are necessary to keep America economically competitive or turn backward to learn about the interests that have concocted and promulgated such a mission for our schools. For those who are interested in the former, you can immerse yourself in the Common Core State Standards by clicking on the link to its website. For those interested in the latter, you can read the accounts of people far more erudite than me.

Leo Casey does mention the abortive movement in the 1990s to implement national standards for our schools. American Federation of Teachers president Albert Shanker had been a major proponent of national standards as a way to equalize the quality of education for all students while also introducing a new form of accountability for school districts that had long neglected their most underserved children. In this he was joined by several progressives who wanted so-called Opportunity-to-Learn Standards whose goal was to de-link property taxes from school districts. Instead, school districts would be funded equally across the nation. Proponents of OTL believe that raising standards must be accompanied by providing more resources to poorer school districts. In the end, the national standards movement of the 1990s was defeated in Washington mostly by Republicans who saw it as a violation of federalist principles.

While many Republicans still oppose the Common Core on the same grounds today as they did in the 1990s (Leo Casey labels all of these Republicans “Tea Partiers”), enough leaders of both parties support it so that it has become a reality in 45 states and the District of Colombia. So what changed between the 1990s and today?

The first thing that changed was our president. While the Clinton Administration was toying with a program that would merely foist national standards on the states, the Obama Administration came up with a scheme that helped many states’ rights advocates overcome their compunctions about violations of federalism. That scheme is Race to the Top and it has worked by tying federal funding of public schools to participation in, among other things, the Common Core.

The second thing that changed was that the Common Core is a completely different animal than Opportunity-to-Learn Standards. Common Core aims to raise standards without even hinting at equalizing resources across school districts nationwide. It does not leave itself open to shrill denunciations of “socialism” from the right like OTL did. Politically, it plays well with a certain segment of the population that not only abhors so-called “socialism” but also believes that “those” children who go to public schools have been coddled for far too long. Instead, all “they” need is a swift kick in the pants so they can pull themselves up by their bootstraps. No excuses.

Third, the litany of textbooks, exams and other classroom “resources” aimed at getting schools ready for the CCSS has been a boon to the McGraw-Hills and Pearsons of the world. It is another case of public dollars flowing into corporate pockets. This sits well with politicians on both sides of the aisle, since many of those bucks will eventually come back to them in the form of campaign contributions. It is a win-win if you are a politician or a publisher, lose-lose if you are anyone else.

Finally, faux progressives of the 21st century like Barack Obama and even Leo Casey himself can freely support the CCSS whilst brandishing their progressive credentials. Leo Casey makes much of the idea that the Common Core will help bring some form of equality to public schooling.

It is a curious equation. By mandating that all teachers in all schools teach to the same “standards”, teachers will somehow magically do so, accomplishing equality of education for all. It does not matter that the standards are generally nebulous. It does not matter that school budgets are shrinking. It does not matter that childhood poverty is out of control. It does not matter that our children’s brains are pickled in pop culture, Facebook and text messages for most of the day. A few black and white standards will do the trick. The Common Core is the “no excuses” mantra writ large. It is an expression of the vapid “pick yourself up by your bootstraps” trope that has been used to avoid serious solutions to inequality for the past four decades.

Yes, I am loath to admit that I do not know what the Common Core is. However, I know what it is not. It is not a recipe to bring equality to schooling in America. It is not a way to make participation in our democracy easier. Leo Casey accuses the critics of Common Core of ignoring its content in favor of tinkering around its edges. Yet, it is Leo Casey and the rest of the Common Core’s supporters who are tinkering around the edges. A focus on the content of the Common Core State Standards turns our gaze away from the material issues of poverty and inequality that have been proven, time and again, to be the biggest determinants of “success” in school and the job market. Any type of school “reform” that ignores these material issues is not really school reform at all.

As far as what the Common Core is: it is much more than the sum of its parts. Aside from being a list of standards for different grades and subjects, it is also a political program that helps Democrats pass themselves off as progressives and Republicans as friends of market-based school reform. It enshrines in law the idea that schools are nothing more than factories for human capital whose widgets exist to serve the imperatives of corporations. It is an exercise in self-serving lip service for the likes of David Coleman and Bill Gates who believe that standards can be raised without the messy work of raising material conditions.

I might not know what the Common Core is, but I do know that it is impossible to understand it without examining its antecedents.

10 responses to “What IS the Common Core?

  1. I am a liberal Democrat, not a Tea Party activist and proud to join the ranks of the cranks. My administer recently told me that I am not to use my materials because they are not Core aligned. The previous NJ standards were better designed than the Common Core. In my view, the Common Core is nothing more than a slick marketing tool. I just received nearly $7,000 of math materials, yet I am told that the school has no paper, or pencils on hand and I am to wait for the order. Maybe Bill Gates can advise me as to how I am to teach.

  2. I disagree with you, Assailed: you seem to know and have explained quite well what the Common Corporate Standards are.

  3. Thank you for explaining BOTH what the Common Core IS AND IS NOT. When you really sink your teeth INTO the CCSS- you realize it is not about putting “Children First” but more about trying to fatten pockets-cloaked in the false hope that it is all for the students. Hopefully, more people will wake up to this pyramid scheme and when they do the ed “reformers will not only be left at the bottom of the pyramid, but underneath it! Thanks for picking yourself up, dusting off, and getting back to writing!

  4. freire would roll over in his grave. the banking model and hegemony are alive and well, just as he wrote about (in what, to me, is one of the seminal books of critical pedagogy) “pedagogy of the oppressed.” originally published in 1968, still relevant today.

    • That is the scariest thing to me about ed deform.. it is the fact that it puts in place a system designed to destroy imagination and critical thought. Do corporate types really want an intelligent citizenry? They want pliant consumers and low-wage workers. The whole notion that Common Core is about developing critical thinking is a cruel bit of reformy doublespeak.

  5. While the excellent and well articulated views and conclusions expressed here are 100 % correct from every perspective, it yet remains important to bear in mind that in addition to the long range goals of all the myriad forces that have hijacked the entire field of Education in America, there is the immediate goal of reaping billions of dollars in profits annually.
    One would be well advised to read:
    “WHITE CHALK CRIME: The REAL Reason Schools Fail: Untold story of crime that has destroyed our schools and how teacher abuse and teacher cleansing have kept this from you by KAREN HORWITZ, M.Ed.

    This in depth study is a shattering expose of corruption on a mind boggling scale about how the multi-billion dollar world of education in America has been turned into a business. This seminal work by an expert who has spent her entire life in the field of education pulls back the curtain and exposes the almost unbelievable degree of corruption and theft that exists in the Wizard of Oz world of educating our nation’s children.

    It has become less about what is good for children and more about how tens of thousands of people, reaching to the highest levels of government have found countless ways to skim and milk the system of money that should be going towards helping educate children in the classroom.
    In particular “at risk”, socio-economically deprived children in the “inner cities”. In short, those least able to defend themselves and their Rights under the Constitution of the United States.

    Teachers nationwide who dare to expose this corruption, that manifests itself in countless different forms, (both within schools proper as well as inside the labyrinthian bureaucracies that control the funding), are dealt with swiftly and harshly.

    I myself was one such Whistle-blower who attempted to report massive corruption, financial mismanagement and ongoing Federal Civil Rights violations occurring in schools in New York City.
    See: http://www.parentadvocates.org/nicemedia/documents/David%20Pakter's%20case%20and%20Chad%20Vignola.pdf

    My reward for doing the right thing was that I was removed on trumped up allegations and found myself fighting a “David versus Goliath” legal battle for almost nine years.

    I was ultimately fully exonerated and all the knowingly fraudulent and fabricated charges against me were dismissed by one of the very few NY State Hearing Officers for 3020-a Teacher trials, who could not be intimidated by the New York City Dept. of Education. This highly and widely respected Hearing Officer paid dearly for his integrity, unswerving honesty and independence in dismissing all the ludicrous charges against me, by being unceremoniously removed from his position. No good deed ever goes unpunished.

    Should anyone wish to know the real reason/s I was removed from the schools system, it is only necessary to visit the well known Education website, NYC RUBBER ROOM REPORTER, of the highly respected Education expert, Betsy Combier. Please Google search: “NYC RUBBER ROOM REPORTER, David Pakter” and/or “Parent Advocates, David Pakter”.
    See: http://www.parentadvocates.org/index.cfm?fuseaction=article&articleID=7501
    There one will see a photograph of me being decorated by former Mayor Rudolph Giuliani in New York’s City Hall as a “Teacher of the Year” for Exceptional Achievement in Education. I had designed, built from the ground up, and personally funded, the first premiere Medical Illustration Program in the United States for gifted Minority students. The goal of the program was to serve as a launching pad to propel those highly intellectually gifted students from socio-economically deprived backgrounds into Ivy League Universities and into careers including Medicine, as Physicians and research Scientists.

    The success of this unique program was such, that it attracted the attention of Pulitzer Prize winning Journalist, Clara Hemphill.
    But once I became a Whistle-blower the New York City Board/Dept of Education went after me with a blistering degree of vengeance and non-stop retaliation not witnessed in decades.

    My case, in the way the press and other assorted news media reported the above story, in the most skewed and distorted manner possible, makes the case one of the poster children of Karen Horwitz’s amazingly factually detailed book. Ms. Horwitz recounts dozens of stories, like my own, all part of an ultimately shocking and illuminating expose of how the world of Education has become a form of billion dollar “piggy bank” for those in a position to raid and feed at the trough of publicly funded Education budgets.

    The countless stories of the fates that have befallen American teachers nationwide and the abusive, often sadistic and illegal methods that have been utilized to retaliate against and silence teachers who have tried to report egregious wrongdoing and outright theft of taxpayer money is ultimately heartbreaking but a story that must be told.

    This is a landmark and seminal book, painstakingly researched over a decade, that will hopefully serve and assist the long overdue need to expose the rampant theft of the enormous financial resources that are intended to educate our children. This monumental work will also hopefully call the public’s attention to what has happened to the lives and careers of hardworking, dedicated educators nationwide, who at great personal and professional risk to their careers, have spoken out about WHITE CHALK CRIME: The REAL Reason Schools Fail.

    David Pakter, M.A., M.F.A. Artist and former Instructor of Medical Illustration

  6. For those saying that their admin won’t let them do what they have always done because it isn’t CCSS aligned… ALIGN IT. Doing the alignment of your own current practices isn’t that difficult. The CCSS are broad enough to pretty much squeeze any good practice into an alignment. If we take the CCSS hold by publishers away, then they can’t pull this garbage on us. I feel that the CCSS is a red cape…. and the publishers use it to focus our attacks on it rather than the profiteering they are seeking to derive from it, both in curriculum sales and increased corporate-owned charter enrollment from the bad press the schools then get for it all. We need to take away their distracting tool and make it our own. I align all of what I do to CCSS and most of what I use isn’t publisher-aligned to CCSS. Only when it is OUT of non-educator hands, is it time to address its flaws including developmental inappropriateness, scrambled secondary math sequences, and its current use as a limit rather than a base. Teaching in a rather migrant area, I see some benefits of having a base set of what will be taught in what grade across the nation… and I like the idea of complete vertical alignment. L1 in Kindergarten is addressing the same skill set as it does in grade 12. This helps big time with differentiation… IF the levels were developmentally appropriate it would be pretty good. But until the non-educators lose their control of this whole thing, we need to focus on taking every tool we can away from them. We need to own the CCSS for ourselves.

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