For the past few decades public education in the United States has been the subject of major political debates and ideological revisions. One of the most controversial, a product of the National Governors Association and the Council of Chief State School Officers is called the Common Core Standards. The Common Core Standards (CSS) cover K-12 language arts & math. The proponents of the Common Core claim that mastery of these standards ensures that graduating high school students are ready to enter college and the workforce. But there are more things at stake with the common core standards than student success. Introduced in June 2010, the Obama Administration made the adoption of the Common Core Standards a requirement by August 2010 for states competing for a share of the dwindling federal funding for education. Why the rush to implement them?
The answer: it’s not about the students. It’s about the money to be made. David Coleman, one of the architects of the new standards, co-founded a non-profit called Student Achievement Partners to specifically promote the CCS. He’s also the head of the College Board and its cash cows, the SATS and AP program. The vastly profitable standardized testing industry receives multi-million dollar support from a variety of sources—chief among them the Bill and Melinda Gates Foundation. A staunch supporter of measures and programs that attack teacher unions and promote charter schools, the Gates Foundation also advocates for an increased role for standardized testing.
The Gates Foundation (along with other private foundations) has funded David Coleman’s College Board to the tune of 31 million dollars. It also has granted over six million to promoting the Common Core Standards. Its partner in the venture, General Electric, has donated a generous 18 million. What these groups have in common is a privatizing agenda that seeks to funnel public money into corporate hands.
But while advocates of the Common Core standards claim they will ensure student success, they don’t seem to care much about students at all. In his presentation at the New York State Education Building in April 2011, David Coleman declared that teachers must tell students: “When you grow up in this world you realize people don’t give a shit about what you feel or what you think.” With an education system geared toward teaching to standard-driven tests, there’s no need for children to learn to think critically or creatively. Is this healthy for a democracy?
Notwithstanding substantial financial backing, the Common Core Standards have come under fire. Diane Ravitch, a Research Professor of Education at NYU and former US Assistant Secretary of Education, states:
President Obama and Secretary Duncan often say that the Common Core standards were developed by the states and voluntarily adopted by them. This is not true. They were developed by an organization called Achieve and the National Governors Association, both of which were generously funded by the Gates Foundation. There was minimal public engagement in the development of the Common Core. Their creation was neither grassroots nor did it emanate from the states…standards are being imposed on the children of this nation despite the fact that no one has any idea how they will affect students, teachers, or schools. We are a nation of guinea pigs, almost all trying an unknown new program at the same time.
Stephen Krashen, an emeritus professor of education at USC says, “The mediocre performance of American students on international tests seems to show that our schools are doing poorly. But students from middle-class homes who attend well-funded schools rank among the best in the world on these tests, which means that teaching is not the problem. The problem is poverty.”
Journalist Valerie Strauss has also spoken against CCS. She writes in the Washington Post that when it comes to Common Core Standards, early childhood education experts and educators were not part of the process.
The promoters of the standards claim they are based in research. They are not. There is no convincing research, for example, showing that certain skills or bits of knowledge (such as counting to 100 or being able to read a certain number of words) if mastered in kindergarten will lead to later success in school. Two recent studies show that direct instruction can actually limit young children’s learning. At best, the standards reflect guesswork, not cognitive or developmental science.
Standards for public education are a fine idea. But when they serve as a Trojan horse to hide a profit-making agenda, we should beware of bureaucracies and private foundations bearing gifts. The common core standards demand a vast increase in testing—and testing isn’t free: school districts must now provide funds for new computers, new software, trainings, teacher hours, and grading services. Students who could be learning new things are instead only learning how to take a series of tests. The question is who will pay for this testing—and who benefits—our children or corporations?