Common Core State Standards Essay Example for Free

Common essence call down Standards EssayIs a girl in your part being taught the alike(p) things as a son in another neighborhood? Is a graduating older in Baton Rouge as vigilant to get a job as a graduating senior in Minneapolis? The practise to these questions is no, and rightfully so. tout ensemble children ar unique. A student with autism or dyslexia should not be taught the identical way as students who befool no culture disabilities. Indiana, which paded the Common Core State Standards (CCSS), is now eliminating those standards because, the state asserts, Common Core takes control of educational content and standards away from p arnts, taxpayers, local cultivate districts, and states (Volsky). The Indiana legislators want to write new-made standards, which atomic number 18 governed locally, not at the federal aim.NEED A TRANSITION?Forty-five American states, the district of Columbia, four territories, and the surgical incision of Defense Education Activit y endure adopted the CCSS (Common Core State Standards Initiative). These standards were hunch overing by a group of teachers, school chiefs, administrators, and other experts. The CCSS atomic number 18 suggested targets in English Language humanities and Mathematics that set the skills a student should possess in order to proceed to the next level of education. there is no clear divide on the standards between Republicans and Democrats both have expressed their concerns. But, the list reached its peak when the Obama administration slowly started to support the CCSS (Bid closely). Proponents of the CCSS argue that the standards ensure that all students will have the same set of skills, the standards will make sure all students ar college ready, and that the standards are a new state-led stew instead of a federal effort. I believe that all states should abolish the CCSS because children with disabilities should not be pass judgment to learn the same way as advanced students , the CCSS takes away from the usage and individuality of self-reliant/insular schools, and the problem in education is not standards solely poverty.The CCSS have not made success halcyon for students with learning disabilities. According to the CCSS, students with disabilities must be challenged to excel within the general curriculum (Herbert 10). In admittance to students with disabilities, students without disabilities learn different things in different ways, mature at different rates, and have different talents and goals. There is no reason for states to have standards that require students to learn the same things at the same time, and learn them the same way (McClusky). The CCSS moves all kids largely in lock-step, processing them like soulless widgets (McClusky). In a late(a) discussion, Drexel University and University of Pennsylvania special education student teachers expressed their frustrations in trying to teach special-ed students within the confine of the CCSS (B eals 2). The CCSS are supposed to boost national achievement levels, but by restricting these students to subject progeny beyond their cognitive abilities, the standards are ultimately lowering student achievements.The CCSS also take away from the tradition and individuality of independent/parochial schools. Parochial schools are private schools that are affiliated with virtually sacred organization and whose curriculum includes trust along with all major subjects. As a graduate of Catholic schools, I believe it is important that the traditions and religion classes be kept alive in these schools. The standards were approved without friendliness of how they would affect Catholic schools (Strauss 4). The Catholic education is geared at preparing students for a life of spirit, truth, and faith in God, all of which are never mentioned in the CCSS. Adopting the standards into Catholic schools will essentially diminish them of their tradition to booster children not whole obtain an education but to develop their faith. As an education major, I have observed many Catholic schools. On the walls, on the boards, and in the hallways, there are examples of prayer and religion everywhere. Taking this away would be taking away the identity of these students. This will ultimately lead to the some students being ashamed of their religion. Another issue that arises is the involvement of the federal government. Independent and parochial schools are independent in their finances and governance and in most cases rely on tuition for funding. The CCSS are state-led efforts but, because theseschools are free from state and federal government financing and guidance, they will not be able to render the implementation of the CCSS.One of the reasons people believe CCSS are take is because of the idea that Americas school system has low national test scores. This is not because the current standards are not take a shiting the accredited issue is poverty. The reason for low-tes t scores is that about 23% of American students live in poverty. Finland, which has the highest-ranking test scores, has only 5% of students living in poverty (Krashen 37). Poverty stricken children in Queens, NY that have a insufficiency of health care, food insecurity, and lack of library access will not succeed as well as a student going to a school in the Upper East nerve of New York City. For example, studies show that food-insecure children are more likely to have slow language development, and problems in tender behavior and emotional control (Krashen 38). This results in missed schools days, causing students to repeat grades, which leads to low achievement scores. or else of spending money on implementing the standards, schools need to spend the funds on sufficient food programs, improve health care (including more school nurses), and more money going towards libraries in lower-income schools.Some in favor of the CCSS believe that the standards will ensure that all stud ents, no matter what race, gender, or state they are in, will have the same set of skills when graduating to each new grade level (Gardner and Powell 50). Although this is a dandy notion in theory, the idea that every single student in America will know the exact same things is a major overgeneralization. Even with the CCSS, children with disabilities are physically and mentally incapable of learning the same things at the same rate as a student in advanced or gifted programs. The CCSS have also increased the rigor of the curriculum students are learning. Therefore, students who are already try to not fall behind will struggle even further causing the students, parents, and teachers to suffer. In appendix to underachieving students, overachieving students will also be negatively affected by the standards. tikeren who learn faster than others, or who are naturally smarter than their peers will be forced to learn at the same pace as students who are not as gifted. This will result in students being boredand losing all interest in school. If every single child in America had the same cognitive abilities, the CCSS would be the answer but they are not.Other proponents believe that the CCSS will make sure all students graduating from high school are college ready. The problem with this is, America has too many over educated students the professional work force does not have enough jobs for American students when they graduate. If all students are college ready, no one will want to work at grocery stores, fast food restaurants, mechanic shops, etc. If every student gets a point and starts work in the professional world, the economy will eventually fail. There will be no farmers to produce groceries there will be no waitresses there will be no janitors or cleaning services. In order for this countrys economy to produce money, there needs to be people who do not earn college degrees.One major reason people are livelihood the CCSS is because they are state-led ins tead of being dictated by the federal government. The federal government is largely lordly the CCSS. The National Governors Association and the Council of Chief State School Officers, both of which do not represent states, created the standards. The precipitant adoption by most states was federal action. To compete for a part of the $4.35 billion Race to the guide (ADD DEFINITION) reward, a federal government led education effort, states had to adopt the CCSS (McCluskey). When the CCSS came about, the Obama administration only gave states two options adopt the CCSS or make sure a state university certified a student as college ready. Also, the U.S. Department of Education funded two programs that created the national tests that coincide with the CCSS (McCluskey). With all of this federal involvement, the CCSS is no longer a state-led effort. It is a one-size-fits-all program that ignores the needs of the individual states.The reason to oppose the CCSS is not because of the conten t, some of which is great, the reason is that the CCSS lacks most qualities needed to be considered authoritative, or to even be considered standards. Sadly, the CCSS is generating in Americas education system relentless and lasting damage that would take decades to reverse. The CCSS is bad for states, teachers,students, parents, and anyone associated with the education process. Now, ask yourself these questions again. Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? Still, the answer is no. Do you believe me now that this is a good answer?Works CitedBidwell, Allie. The History Of Common Core State Standards. U.S. News Digital Weekly 6.9 (2014) 7. Academic pursuit Complete. Web. 27 Mar. 2014. Common Core State Standards Initiative., 2012. Web. 3 Feb. 2014. Herbert, Marion. Common Cores Implications For Special Ed Students. District giv ing medication 47.2 (2011) 10.Academic Search Complete. Web. 27 Mar. 2014. Krashen, Stephen. THE COMMON CORE. (Cover Story). Knowledge Quest 42.3 (2014) 36-45. Academic Search Complete. Web. 15 Feb. 2014. McCluskey, Neal. No Child Is Standard. Reading Today 31.2 (2013) 30. Academic SearchComplete. Web. 27 Mar. 2014. Strauss, Valerie. Catholic scholars blast Common Core in letter to U.S. bishops. Washingtonpost.com. The Washington Post, 2 Nov. 2013. Web. 16 Feb. 2014.