This Sunday’s New York Times piece on Common Core standards, Queens College political-science professor Andrew Hacker and Columbia University adjunct professor Claudia Dreifus contribute greatly to the confusion and misinformation surrounding the issue of learning standards.
The piece conflates standards, which are agreed-upon expectations for what children should know in certain subjects by certain ages, with curricula, which are the materials and the approaches that teachers use to help kids learn. It also confuses assessments, which are tests to determine what students know, with accountability, which are systems of tracking student performance, determining which schools and teachers are succeeding or struggling, and providing support or intervening where necessary.
They open with an anecdote about some parents opting out of a new test in New York City as an indication that Common Core may face a broad national backlash. But the backlash—to the extent it exists—is about testing, not standards.
The authors wrongly suggest that the “uniformity of the standards” is what appeals to Common Core supporters. Actually it is the richness and rigor of the standards that appeals to supporters. The uniformity is a bonus. No one really expected forty-six states to adopt.
In their attempt to portray serious debate around the issue, they quote conservative pundit Glenn Beck (who is paid to stir the pot) to counter conservative education scholars (who are paid to actually think it through and get it right).
They suggest that Tea Party resistance to the Common Core comes from the...