Which takes us back to the logic. If the Common Core came to into existence as a solution to America’s apparent lag behind other countries, there seems to be very little consensus that having children learn the three R’s earlier is the best way. The issue may be partly due to the fact that the primary goal of the Common Core writers was college- and career-readiness; 12th grade graduation standards were apparently createdfirst, and then the other grades “staircased” down. Which not everyone supports: “Who said that the finding that we’re behind in Math and Science is solved by throwing stuff at kids when they’re young?” asks Rosenfeld. “It’s so presumptuous… Homework assigned in lower grades is negatively correlated with success. This was all done with good intentions; but we know what the road to hell is paved with.”
Burris adds that exactly which countries to which the Common Core is benchmarked remains a mystery. “What’s so fascinating is that many of the high-performing countries children start much later. In some countries, like Singapore, there are two years of Kindergarten. In Finland, another high performing nation, students start much later. In Canada, which uses provincial standards, the early years are a time for play and exploration. No one can find to what country these Standards are benchmarked.”
So having kids learn to read and do math at four and five years old may be uncharted territory. Burris is particularly concerned about the potential fallout for the youngest grades who are going through it now, and what their relationship with education will be in the future. “I’m worried,” says Burris. “If this continues the way it’s going, my prediction is that by the time they get to high school, they will not like learning. We’ll see tremendous academic push back, over-anxious kids, and school phobia issues. Kids are supposed to enjoy elementary school. There’s never been a time where we’ve had the need for psychological and social support services as we do now, and the Common Core is only going to exacerbate the crisis of over-stressed students, who struggle emotionally day to day. The other problem I see is purely academic: As students push through it, they’ll learn the material, but they won’t learn it well.”
Beresin also expresses concern about the long-term ramifications of a too-early push. “If kids are pushed to work on material too far above their intellectual level, it could be highly demoralizing, and some may simply give up….
Very interesting, Read it all here...