In the debate over Common Core, there may be only one certainty: Both advocates and opponents spend inordinate amounts of time trying to undermine their opponents by pointing to the perceived underhanded and manipulative actions of their foes. The hope, I suppose, is that if you can undermine the credibility of your opponents, you can win the day—facts be damned.
Unfortunately, by trying to make the conversation about intentions rather than about facts, important debates can be easily overlooked or obscured.
Take Jay Greene’s latest blog post, “Fordham and CC Backers Need To Get Their Stories Straight.” In it, Greene argues that we at Fordham were being inconsistent—perhaps even disingenuous—in our description of what Common Core standards are and are not. On the one hand, Greene argues, we’ve said that Common Core do not prescribe curriculum. But, he goes on,
“[those were] the promises the Fordham folks made when they were courting us on adopting Common Core, but now that we’re married, they’ve changed their tune … No longer do they bring us flowers, write love-poems, or assure us that Common Core in no way dictates how schools should teach or what they should teach—their pedagogy and curriculum.”
It's an odd line of argument, particularly given the simple and straightforward position Fordham has taken on this subject from before the existence of the Common Core. In short, we have always said that the only way for rigorous standards to lead to higher achievement is for state and...