July 2, 2016
Once again, Donna Garner has given us a helpful introduction, and forwarded us a link to an excellent scholarly article. She keeps us up-to-date on the continual destruction of public schooling, through the devious debacle (disaster/failure) called Common Core State Standards (CCSS).
Below you can read Donna Garner’s helpful introduction and comments about Sandra Stotsky’s article, read some excerpts from the article, or here you can go straight to Sandra Stotsky’s scholarly article talking about the secret changes to Common Core State Standards.
Note: Since the beginning of Obama’s administration, he, some people under him, and some people of his choosing, have been using our tax dollars to coerce elected officials into forcing the country into Common Core State Standards. Common Core deliberately dumbs down our public school children, and constantly indoctrinates them into the social justice agenda.
See more about the social justice agenda in Donna Garner’s email below.
From: DONNA GARNER <firstname.lastname@example.org>
Sent: Saturday, July 2, 2016 9:31 AM
Subject: CURRICULUM CHANGING AGAIN WITHOUT PUBLIC DISCUSSION – BY SANDRA STOTSKY – 7.1.16
7.1.16 – NewBostonPost.com
[COMMENTS FROM DONNA GARNER: Dr. Sandra Stotsky is a brilliant education expert and researcher. Because of her stellar background, she was chosen by the Obama administration to validate the research behind the Common Core Standards.
Neither she nor Dr. Jim Milgram, an expert mathematician at Stanford University, signed off on the Common Core Standards because there was no independent, peer-reviewed, replicated research nor any international benchmarking to prove that the Common Core Standards were a credible improvement over the traditional forms of education. In fact, David Coleman known as the “architect of the Common Core” never taught school a day in his life.
Dr. Stotsky’s article (posted below) contains critical information, one of which is that the Common Core Standards force schools away from the great classic pieces of literature and into the reading of snippets of “informational text.” CCS has forced the teaching of writing into what CCS calls “evidence-based writing.” Most experienced English teachers know that students learn to be better writers when they are heavily exposed to classic authors who are great writers – not so with CCS.
Unfortunately, there is an even larger and more sinister motive behind David Coleman’s CCS: He decided that teachers need to dwell on “evidence-based writing” in which students are told they are doing research when they respond to carefully selected snippets of texts. These snippets of text are chosen by CCS entities, and parents all across the country are finding in their children’s CCS curriculum that there is a heavy emphasis in these snippets on the social justice agenda (e.g., subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and climate change, victimization, diversity, acceptance of homosexuality as normal, redistribution of wealth, etc.).
Concerned parents see that their children are being indoctrinated instead of being allowed to do authentic research/argumentative writing.
What children should be taught to do is to seek out multiple sources to formulate their research question and then to support their thesis with the documentation they themselves have located. Instead, the Obama administration through the U. S. Dept. of Education, Arne Duncan, and David Coleman have managed to push nearly every school in America into the indoctrination of our nation’s children.
People who care about the future of America must work to take our classrooms back. The future of this and future generations of Americans depends upon it. – Donna Garner]
7.1.16 — “The Curriculum Is Changing, Once Again Without Public Discussion” – by Sandra Stotsky – NewBostonPost.com —
What kind of writing should kids do at different educational levels? We know that writing is related to reading, but what does that mean for the K-12 curriculum? What are effective ways to develop a range of writing skills? What are the elements of a sound K-12 writing curriculum?
Coleman himself, a Rhodes Scholar with undergraduate and graduate degrees in classical philosophy but no K-16 teaching experience; Joel Zarrow, chief executive officer of the Children’s Literacy Initiative (which focuses on P-3); Robert Pondiscio, vice-president for external affairs at the Thomas B. Fordham Institute; Joan Dabrowski, a literacy consultant, Tanya Baker, director of national programs at the National Writing Project since 2007; and Carol Jago, associate director of the California Reading and Literature Project at UCLA, once president of the National Council of Teachers of English (NCTE), and high school English teacher for many years. A strange mix of informants, none of whom have ever focused on the teaching of writing; none of whom ever spelled out ideas on a K-12 writing curriculum; none of whom now addresses Common Core’s writing standards in a K-12 classroom.
…For students to move from autobiographical writing to opinion-based arguments, based on “evidence” from pre-selected texts, is not the direction for developing critical thinking…it serves to cover up the deeper problems in a K-12 ELA curriculum based on Common Core’s standards and tests:
high school students are given a false understanding of what real research entails and do not reach a high school level in reading that would enable them to do real research.
And the June 2016 “report” on changes in writing instruction, funded by the Bill and Melinda Gates Foundation, is not designed to point out the right questions to ask about a K-12 writing and reading curriculum, but rather to help teachers “adjust” to the change Gates is promoting — for other people’s children.
Sandra Stotsky, former Senior Associate Commissioner of the Massachusetts Department of Education, is Professor of Education emerita at the University of Arkansas. Read her past columns here.