FishEaters Traditional Catholic Forums

Full Version: Common Core Education
You're currently viewing a stripped down version of our content. View the full version with proper formatting.
Pages: 1 2
This is the intersection of Government, and the wicked Philanthropies, that the rich use to change the world to their purposes. Once again money influences it all. What passes for Catholic schools are hopping on board for the promise of moola. What's new ?? In another thread I spieled about teaching kids to find source material, cut and paste, never mastering the materials, and this pushes that farther. Next it chops math or maths if you're in England, they will drop Euclidean Geometry. No more formal proofs, I guess because who ants kids to be able to reason correctly. The Goblin in charge is Bill Gates. See what money and no morality can do !!

Here's the article from Crisis;

OCTOBER 14, 2013
The Federal Takeover of Catholic Education
by Anne Hendershott

As teachers throughout the country introduced the new Common Core curriculum—the federal  standards for mathematics and English Language Arts—in their classrooms this fall, most parents had no idea this radical change in their children’s education was coming.  Some might have noticed over the past month that there were dramatic changes in the textbooks and tests that their children were bringing home.  Others may have noticed that in language arts, their children are now being introduced to some very different kinds of books—texts with more emphasis on technical or informational material, and less emphasis on classical literature.  It would be difficult not to notice, as the Common Core curriculum is a dramatic change in the ways in which education is being delivered.  Yet, few parents, and even fewer elected political representatives, knew this was coming.

A recent poll by Phi Delta Kappa International and Gallup revealed that 62 percent of the population has never heard about the Common Core curriculum.  Now that they are finally finding out about what can only be called a federal takeover of public education, it may be too late.  The curriculum has been created, the books have been purchased, and the standards have been implemented.  Assessment testing has already begun.  Many are asking how something like this could happen without parental and local input.  Others are wondering how education could have become federalized when there are already laws in place to prevent just such federal intervention?

The answer is that it was a stealthy appropriation by the federal government to take control of the curriculum in the local public schools—and now, in some private schools also.  The federal takeover involved no parental input, and very little involvement by elected representatives.  It had to be done covertly because there are indeed laws protecting states against unwanted federal intrusion into the educational curriculum of local school districts.  The General Education Provisions Act, the Department of Education Organization Act, and the Elementary and Secondary Education Act all protect states against intrusion by the United States Department of Education.  The problem is that the “intrusion” has not been entirely “unwanted” by state political leaders—especially the governors of each state.  Enlisting the state governors as allies in the creation of the curriculum through the National Governor’s Association,  the Bill and Melinda Gates Foundation used the lure of more than $150 million in grant money—and the promise of future federal funds—to convince the leaders of budget-strapped states to support the federal standards.

Working collaboratively with the Obama administration, the Gates Foundation helped to subsidize the creation of a national curriculum that has now been adopted by 46 states and the District of Columbia.  Endowing the creation of the Common Core State Standards in English language arts and mathematics, the Bill and Melinda Gates Foundation has committed an additional $76 million to support teachers in implementing the Common Core—a standardized national curriculum.  This, on top of the more than 100 million they have already awarded to the National Governor’s Association and the Council of Chief State School Officers to develop the Common Core in the first place.

Although the Common Core was designed to address problems in the public schools, many Catholic schools have decided to adopt the Common Core standards also.  Eager to share in the largesse of the Gates Foundation, and the promise of future federal funds, Catholic school superintendents from more than 100 Catholic dioceses across the nation have embraced the federal education standards.  According to the National Catholic Register, the National Catholic Education Association (NCEA), while not formally endorsing the Common Core, has been holding workshops on how to implement the standards in Catholic schools.

Many parents of these Catholic school children are unhappy with the implementation of federal guidelines in their Catholic schools.  Catholic parents groups are emerging throughout the country to try and fight against the continued implementation of the Common Core. New Jersey parents have banded together to address the problems they see with the common core, and Pittsburgh Catholics Against the Common Core have organized to protest the implementation of the federal standards in their children’s Catholic schools. The National Catholic Register published comments from Ann Hynds, one of the members of the Pittsburgh parents’ group, who declared that “Catholic parents are so angry … we are the primary educators of our children, and we are being told not to worry, that they know better.”

These angry sentiments are echoed by many other concerned parents.  Most have said that they believe the Common Core will be detrimental to Catholic education—as Hynds said “Catholic educators all say how excellent Catholic education has always been.… So why are they doing this?”

That is a good question.  While it is understandable that the governors were empowered to make the decision in collaboration with their school superintendents, it is less clear how Catholic school superintendents were empowered to make the decision about Common Core unilaterally.  Many parents are asking whether their bishops were involved in the decision to implement the federal curriculum.

Still, there are many dioceses that have refused to implement the Common Core.  Richard Thompson, superintendent of Catholic schools for the Denver Archdiocese has refused to allow the Common Core in the Catholic schools there.  In a published interview in the National Catholic Register, Thompson said that he saw no need to install the federal standards in the Catholic schools in Denver because the schools are already “exceeding most of Common Core standards.  We’re already there and more.”

Indeed, this is a major concern for Catholic school parents. One of the reasons that many of these parents sent their children to Catholic schools was because of the academic rigor that was missing in the public schools.  In a critical op-ed published in the Wall Street Journal by Jamie Gass and Charles Chieppo, we learn that Stanford University emeritus mathematics professor James Milgram, the only academic mathematician on the Common Core’s validation committee, refused to sign onto the final draft.  Milgram described the Common Core standards as having “extremely serious failings” and reflecting “very low expectations.”  Reflecting these concerns, Phyllis Schlafly, President of the Eagle Forum wrote a letter to the Catholic bishops  warning them that in the Common Core,  “conceptual math has replaced fundamentals,” and “Euclidian geometry was displaced.”  She also asserted that in language arts, students are forced to read texts “in a vacuum” without contextual information, and lamented the reductions in classical literature that accompanied the Common Core.

Parents are worried.  So concerned about the negative response to the Common Core from parents of Catholic school children that Father Peter Stravinskas, executive director of the Catholic Education Foundation, has scheduled a conference titled “Catholic Concerns About the Common Core” in Elberon, New Jersey next month (at the Stella Maris Retreat Center on November 5-6).  The National Association of Private Catholic and Independent Schools will co-host the event with the schools office of the Diocese of Gaylord, Michigan, and the superintendent of high schools of the Archdiocese of Los Angeles.  Father Stravinskas has warned that since the SATs and other standardized tests will be geared to the Common Core, Catholic schools need to pay attention to the federalized standards.

Education policy expert, Diane Ravitch appears to agree with Father Stravinskas about the standardized testing issues.  Ravitch pointed out that since David Coleman, the primary architect of the Common Core standards has become president of the College Board, “we can expect that SAT will be aligned to the standards.  No one will escape their reach, whether they attend public or private school.” Even homeschooled children will be vulnerable to the federalization of public education standards.

It is possible that some school districts—especially those in economically deprived areas—will benefit from the federal intervention in their local schools.  But, it is difficult to see how inviting the federal government into our Catholic schools to help create a new curriculum can make things better.

Great! less competition for the elite private school kids and homeschooled kids.

And who says that America's public schools are failing? Aren't they producing vast waves of government dependent, democrat voting, wage slaves? God bless America.
(10-14-2013, 01:12 PM)Roger the Shrubber Wrote: [ -> ]Great! less competition for the elite private school kids and homeschooled kids.

And who says that America's public schools are failing? Aren't they producing vast waves of government dependent, democrat voting, wage slaves? God bless America.


What I wonder is how are the group of the common core kids and the group of kids educated to think going to interact? We already see a major group of society today that isn't able to think or argue well without holding on to objective truth since all seems subject to emotions of a social or political bend. I wonder if the ones that can will just shake their heads knowing the majority is irrational, full of relativistic selfishness and carry on or if they will try to fight the madness. Like an Alice in Wonderland tea party Wink

On another note, this relativism creeping into core subjects is frightening, I'd hate little Johnny become a dr someday and be able to reason his way through med school because he explained (bs'd) his (deadly) orders well.
Thank you for this, Tim.

Scary stuff - really scary.

I am grateful that, by the grace of God, I have been preserved from having to take the route of supporting Microsoft ...
I've got tell you this. Way back in the day math was taught without the aid of calculators. We had slide rules for science for stuff like Physics. When my siblings kids would get in trouble in math I tutored them. I was taken back at the method of using a TI- 80 series for the particular math. I quickly found I had to get the textbook and re-learn how it was taught. Not to mention getting another TI-85 for home. I've seen them breeze through statistics and only know which keys to punch. All the while when you go to the grocer or the mall, the kid needs to wait for the register to tell them what change to give. Whew, good thing so many use credit cards. I remember tutoring a friend of my baby sister in college. She was actually frightened of college algebra.

Its worse than you think, I worked as an in class tutor two years and the kids here in Ontario don't learn multiplication tables anymore, so kids into grade 6 still use blocks to count out multiplication problems. They can't even count by fives, you should see how long it takes when they do something like 12*11 with blocks and count them 1 by 1 its really sad.
Yeah it must be similar here. I noticed they didn't recognize the relationships between the numbers and because of the calculator they weren't getting the rules. I remember showing one of them the quadratic form and set the equation to zero and they were blind and didn't see the immediate relationship. I also remember a space vehicle which went far from it's mark because the engineer forgot to change from meters back to inches. Imagine NASA blowing that.

When I was in high school during the late nineties, we used calculators for the "hard" stuff.  One of my math teachers once expounded on calculators and the pros and cons of allowing them.  Though she used them in class, she had misgivings.  I should contact her and see what her thoughts are today.
The deficits in math have been coming for 20 years. That's when I got my first teaching job. The first few years (in elementary grades, mind you), we were encourage to have kiddos memorize their basic facts, addition, multiplication, subtraction and division. I learned early on, as a second grade teacher, that if they didn't have the addition facts and subtraction facts memorized by January it was nigh near impossible to get them doing addition and subtraction with regrouping and borrowing. There are too many steps involved. (We don't realize that because it's second nature to us - but to break it down for a child there are.)

About five years into my teaching, this big push came through the mathematics chairman and beyond that it was not "necessary" to get kids to memorize facts. They needed to "understand" them. Hogwash! Mine understood what was going on - then they memorized them. I use to argue why did it need to be one or the other? Why couldn't it be both? Teachers who taught for years, and even those of us who hadn't, knew this was bad strategy. But, of course, no one listened.

Needless to say, I still required them to memorize, but that was around the time I got pregnant with the boys and quit to stay home. I'm not sure how much longer I could have done so without getting into "trouble."

Pages: 1 2