Common Core State Standards: An Example of Data-Less Decision Making

Sonst. Personen	Tienken, Christopher H. (Hrsg.)
Titel	Common Core State Standards: An Example of Data-Less Decision Making
Quelle	In: AASA Journal of Scholarship & Practice, 7 (2011) 4, S.3-18 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Stellungnahme; State Standards; Educational Quality; Educational Change; Decision Making; Educational Policy; Policy Analysis; Language Skills; Mathematics Skills; Evidence; Economic Factors; Curriculum Research; Academic Achievement; Curriculum Development; Criticism; Educational Practices; Change Strategies + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Bildungsreform; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Politikfeldanalyse; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Evidenz; Ökonomischer Faktor; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Schulleistung; Development; Curriculumentwicklung; Entwicklung; Kritik; Bildungspraxis; Lösungsstrategie
Abstract	The Common Core State Standards (CCSS) initiative continues to move forward. As of October 2010, 37 states and territories made the CCSS the legal law of their land in terms of the mathematics and language arts curricula used in their public schools. Over 170 organizations, education-related and corporations alike, have pledged their support to the initiative. In this article, the author argues that the evidence presented by its developers, the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), seems lacking compared to the independent reviews and the available research on the topic that suggest the CCSS and those who support them are misguided. The standards have not been validated empirically and no metric has been set to monitor the intended and unintended consequences they will have on the education system and children. Yet most of the nation's governors, state education leaders, and many education organizations remain committed to the initiative. The author contends that children have a right to a quality education. School leaders, those who prepare them, and the people who lead professional organizations have a duty to help provide the quality. Children do not have a seat at the policy-making table. Policy is thrust upon them, not created with them. They are helpless to defend themselves against poor decision making. They do not have a voice. They have only the voices of the adults who are supposed to know better. The author stresses that if some school leaders and their organizations do not want to stand up for children then they should stand down and let those who are willing assume the leadership reins. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10