..the fear is that content area teachers will not do their part. For those teachers in content areas, specifically in STEM areas, educators will be tasked with how to integrate reading materials into a subject that is already crowded and doesn't seem to lend itself naturally to literary endeavors.
Left with the fact that language arts teachers shouldn't sacrifice teaching literature and that content-area teachers are not the best at teaching language arts, it seems that to properly implement Common Core, collaboration across subject areas is going to become necessary.
Concern is growing among teachers and parents that literary classics will go the way of the dinosaurs under a set of new national curricular standards.
"In a paper by the Pioneer Institute, a Boston-based public policy think tank that is critical of the Common Core, language arts experts Sandra Stotsky and Mark Bauerlein claim that literature will inevitably have a lesser presence in curricula, as English teachers remain the ones held accountable for meeting reading standards in fiction and nonfiction alike.
"It's hard to imagine that low reading scores in a school district will force grade 11 government/history and science teachers to devote more time to reading instruction," Stotsky and Bauerlein wrote."
Getting real about the Common Core By Chester E. Finn
Mel Riddile's insight:
"How many states can withstand not giving diplomas to large fractions of kids who have persisted in school through 12th grade? Yet if they continue to give diplomas to just about everyone who persists, then many of those diplomas will continue not to signify college-workforce readiness and the real-world incentive/benefit effect will continue to be lost."
"it will take a decade or more..."
set more than one “cut score” on their new exams
award two kinds of high school diplomas
colleges must accept it as evidence of readiness for college-level work
This wordle gives us a different way to look at the Common Core State Standards. I just created it using Wordle which, in this case, offers us a useful view about what the Common Core values most at least according...
Florida’s remedial education needs are much greater than in many other states. Nationwide, about 40 percent of all first-year students need remedial education before they can enroll in credit-bearing courses
Mel Riddile's insight:
It is one thing to gain an "intellectual understanding" of the "why" of high standards and college- and career-readines. It is quite another thing to come to "emotional acceptance" of the urgency to adequately prepare students for postsecondary education and training. This article helped me with both issues.
In 2010-11, 54 percent of students coming out of high school failed at least one subject on the Florida College System’s placement test.
Education experts say part of the problem is that a high school diploma has never been the same thing as a certificate of college readiness.
State Tests Never Measured College-Readiness
Former Florida Governor Jeb Bush has been a proponent of the state’s high school exit exam – the FCAT. But now the conservative education advocate admits the test was never meant to determine whether students are prepared for college.
There’s a curriculum gap between what high school students are taught and what they need to know going into college. And it’s been an ongoing problem that state educators have not addressed until recently.
Low Expectations Equal Low Performance
"average 10th-grade student reads at a 7th-grade reading level"
At Miami Dade College, the final project for students in most remedial writing classes is to write a single paragraph by the end of a semester.
Rather than having curriculum that forces teachers to race through facts and loads of content, the Common Core State Standards emphasize adjusting curriculum to help students learn more practical and critical-thinking skills that can be applied...
Mel Riddile's insight:
"Expectations and emphasis on higher-level thinking and practical skills in Advanced Placement and honors classes are high, and they're becoming the new norm for all class levels as schools begin to implement the Common Core State Standards."
As many as half of third-graders in some of Ohio’s largest urban school districts aren’t reading on grade level. “It’s alarming,” said Jim Herrholtz, an associate superintendent at the Ohio Department of Education.
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