Not only does Common Core math spread ignorance but it’s proponents knew it would do so!
The fact that Common Core math education pushed math achievement off a cliff is not the worst thing reported here.
The worst thing is that the pushers deliberately destroyed testing to hide what they were doing. They wanted to make sure that no one would be tested and reveal the value of Common Core math. They even got colleges to agree to never put Common Core graduates in remedial math programs. Then they pointed to the fact that these students weren’t put in remedial classes in college as proof that common core “worked.”
Every evil cause has useful idiots, but this is what we know about the Common Core advocates who understood the program:
- They are liars.
- They knew the programs would spread math ignorance and pushed it onto California anyway.
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Which inevitably bring us to the inevitable tin-foil-hat conclusion: They wanted students to be worse at math.
That leaves us with one remaing question: Why?
The Federalist reports, “New Data Show California Kids’ Math Achievement Took A Nosedive After Common Core.”
While the highest-achieving nations make eighth-grade algebra the default, in the United States it has been more typical for students to take algebra in ninth grade. Common Core also pins the bulk of an algebra course to ninth grade, but its supporters still promised the nation their force-fed sandwich of curriculum mandates and federally required tests would boost student achievement to match that of international peers. Yet they did this not by actually raising the bar for what students would learn in states like California, but redefining success and taking away the public’s ability to measure it.
Here’s how. To improve their ability to compete for federal education grants during the Great Recession, states had to get their university systems to agree to not remediate students who passed Common Core exams. This is how Common Core deceptively achieved its public promise of getting all students “college and career-ready.” State higher education systems simply agreed to allow Common Core to define what constitutes college-ready. Take out definition, insert Common Core. Presto.
One problem with that: Common Core does not require enough math for students to actually be ready for college-level classes, especially for those who intend to major in math-related fields. In order for all students to actually be able to meet Common Core’s standards, those standards had to be set at a level that most everyone can achieve without major genuine curricular improvement. In other words, low.
“Common Core defines college readiness below what have traditionally been the prerequisites for essentially all state colleges across the nation […],suitable at best for community colleges,” Evers and Wurman write.
“Since remedial classes are gone this Fall, unprepared students will be placed in specially-designed credit courses—often called corequisite or stretch classes…” In other words, students who cannot do college-level work will nonetheless be told they are doing college-level work and given college credit for explicitly non-college-level work.
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