Common standards: Where's the content?

A draft of proposed common core state standards for high school students is available as a pdf. The English Language Arts and math standards are supposed to provide “sufficient guidance and clarity so that they are teachable, learnable and measurable.”

Dead on Arrival” writes Core Knowledge Blog, which was the first to provide the pdf link.

. . .  the ELA guidelines offer almost no specific content and little that would be of use to teachers in planning lessons – or parents in understanding what their child is expected to know.

. . . Framed as a series of benchmarks students must reach “to be college and career ready,” the draft enumerates standards such as the ability to “determine what text says explicitly and use evidence within text to infer what is implied by or follows logically from the text.”

. . . Educators hoping for guidance on what particular texts are expected to be taught, or how to get students to reach the bland and obvious standards will be disappointed. On specific “texts” the draft says merely:

The literary and informational texts chosen should be rich in content….This includes texts that have broad resonance and are referred to and quoted often, such as influential political documents, foundational literary works, and seminal historical and scientific texts.

Core Knowledge founder E.D. Hirsch, Jr. complains that the standards ignore content knowledge. “They assume that the ability to understand literary and informational language is chiefly a how-to skill, whereas it is chiefly a topic-dependent skill that varies with specific topic familiarity.”

For example, students might have excellent reading skills but be unable to understand the sample text on covalent bonds because they don’t understand the science references.

This has been a hurry-up effort, so I’m not surprised at the lack of specifics. But I do wonder whether it would be better to start with the most-respected standards — Massachusetts’ — rather than starting from scratch.

The standards are a first draft that can be revised and improved, writes Common Core’s Lynne Munson. She hopes for “clear guidance and examples of the kind of novels, non-fiction works, poems, and plays that students should read.”

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