Common Core Standards’ call for a “well-developed, content-rich curriculum” is forcing “a serious discussion about the specific subject matter that must be taught in the classroom,” writes Sol Stern in The Curriculum Reformation. “And that’s a discussion that hasn’t happened in American schools for almost half a century.”
Of course, E.D. Hirsch has been talking about content-rich curriculum for years, but nobody was listening. His Core Knowledge curriculum, which proved itself in a New York City experiment, is “intentionally and coherently structured to develop rich content knowledge within and across grades,” as called for by the new standards’ guidelines, Stern writes.
The Common Core train has left the station, but we don’t know yet whether that train will follow a route that leads to a restored American curriculum and a nation of literate and knowledgeable adults. Whatever differences they might have on other issues, school reformers of all stripes should monitor and comment on the standards’ implementation in the coming years. Reformers could help ensure that the curricula that state and local school-district officials select meet the Common Core’s own benchmark of “rich content knowledge.”
Love ‘em or hate ‘em, CCSS has put curriculum on the map as a reform lever, writes Robert Pondiscio on Core Knowledge Blog.