This wonky but important (and exceptionally timely) book by Michigan State’s Bill Schmidt and Curtis McKnight, an emeritus math professor at the University of Oklahoma, is a distinctive, deeply researched, and amply documented plea for full-scale implementation of the Common Core math standards.
The authors examine the extent to which young Americans in various states, districts, schools, and classrooms have equal opportunities to learn the same high-quality math content in grades K–8—and they find grievous gaps and injustices.
One might suppose that this most hierarchical and standardized of core subjects would yield the greatest uniformity from place to place within the United States. Critics of national curricula (and Common Core) periodically declare that NAEP, the textbook oligopoly, the National Council of Teachers of Mathematics, and nationwide college-entrance exams have caused math curricula to be very similar across the land.
Schmidt and McKnight, however, show conclusively that this presumption is far from true. And they link that variation in content coverage and delivery to the country’s vexing achievement gaps, its deteriorating social mobility, and its generally weak educational performance. Here are a few excerpts from the book’s genuinely alarming—and stirring—final chapter:...