6 Reasons Why the Common Core is NOT Progressive Ideology

imageA growing criticism of the Common Core State Standards and the Next Generation Science Standards is that its a way for progressives to inject their philosophies and ideology onto children and youth in American schools.

One reader of this blog made this comment about my post in which I discuss why Bill Gates defends the common core.

Common Core is Progressive Speak for a Nationalized (Common), Centrally Planned (Core), Agenda (Education), System (Standards). It will become a continuous accelerated march to Socialism and to the destruction of America through indoctrination of our kids.

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The Testing Games: How America’s Youth are being put at Risk

Note: This is the third in a series of articles on the consequences of the authoritarian standards & high-stakes testing.

Starting tomorrow every American girl and boy in grades 3- 8 will participate in the testing games, an annual competition to determine which schools are good or bad, whether they have a good teacher or a bad one, and what factoids they put to memory or guesswork.

The “testing games” have been part of human culture for a long time, but they have taken on greater significance since policy makers have figured out how to differentiate “winners and losers” in the annual contest held each spring.… Read more

Teacher Power: The One Percent Solution

For some time I have been writing about high-stakes testing and the standards-based corporate movement which are creating havoc with our schools.  One of the principal writers on the critique of testing and standards has been Anthony Cody, a 24 year veteran teacher in Oakland.  For 18 years he was a science teacher, and is a National Board certified teacher, and now leads workshops on Project Based Learning.  His weblog, Living in Dialogue, can be found on Education Week.… Read more

In High Stakes Testing, Science Trumped by Math & Reading

This is a post I wrote five years ago today, and it sheds some light on the pressure that school districts experience as a result of high-stakes testing.  In particular, I draw attention to Atlanta cheating scandal which appears to have had its origins about five years ago when I first wrote this post.  There were warning signs then, as I wrote then, that teachers were pressured to focus their attention on reading and math literacy and not be concerned about other subjects, especially at the elementary and middle school levels.… Read more

The Enigma of High-Stakes Testing in Science: A New eBook

The Art of Teaching Science has just published a new eBook entitled The Enigma of High-Stakes Testing in Science.

Cover page of the eBook "The Enigma of High-Stakes Testing in Science

The Enigma of High-Stakes Testing in Science is a new eBook published by the Art of Teaching Science Weblog, and made available free. This eBook is based on blog posts that were written over the past few months. The content of this eBook is based on the position that high-­stakes tests, which are used to make life-­changing decisions about students, teachers, and schools, should be banned from use as further research is carried out to design alternate systems that are humanistic and student-centered.… Read more

New eBook on High-Stakes Testing

A new eBook will soon be published by The Art of Teaching Science Blog with the title: Why Should High-Stakes Testing be Banned?

Over the past three months, I have written about the Common Core State Standards, the Next Generation of Science Standards, and the corporate take-over of public education.  Living in the Atlanta area, and having been a professor at Georgia State University (GSU) for many years, the Atlanta test cheating scandal hit very close to home.  … Read more

If We Ban High Stakes Testing, How Can We Assess Learning in Science?

High stakes testing should not be used to make significant decisions about student performance (achievement in a course, passing a course, being promoted, graduating) and should be banned.  In this post we explore formative assessment methods, and show how teachers to make decisions and judgments about student achievement should use a combination of formative and summative assessments.

Some would argue that we don’t have the science right to make such a decision.  If you were to interview staff at Achieve, Inc.Read more

With Out Science Inquiry Activities, Science Test Scores Are Better

In an article in the The Palm Beach News, science teachers discovered that when they threw out the recommended science inquiry and hands on activities, their students improved their scores on the Florida Comprehensive Assessment Test (FCAT).

I am not writing this as a protest against these science teachers.  They know their students better than you and I, but I want to use this case as a way to talk about the Collateral Damage (as described by Sharon Nichols & David Berliner in their book) caused by high-stakes testing.… Read more

Teachers of English Oppose Common Core Standards and National Tests

I read on the Schools Matter weblog site that the National Council of Teachers of English will consider a resolution to oppose the use of the Common Core State Standards, and national testing.  What about science teachers?  What about the National Science Teachers Association?

In their resolution, they directly show that the claims that the common core movement and national testing uses included:

  • The American educational system is broken.
  • Education must be improved to improve the economy.
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