By Michelle Malkin
Wednesday, January 23, 2013
America's downfall doesn't begin with the
"low-information voter." It starts with the no-knowledge student.
For decades, collectivist agitators in our schools have
chipped away at academic excellence in the name of fairness, diversity and
social justice. "Progressive" reformers denounced Western
civilization requirements, the Founding Fathers and the Great Books as racist.
They attacked traditional grammar classes as irrelevant in modern life. They
deemed ability grouping of students (tracking) bad for self-esteem. They
replaced time-tested rote techniques and standard algorithms with fuzzy math,
inventive spelling and multicultural claptrap.
Under President Obama, these top-down mal-formers --
empowered by Washington education bureaucrats and backed by misguided liberal
philanthropists led by billionaire Bill Gates -- are now presiding over a
radical makeover of your children's school curriculum. It's being done in the
name of federal "Common Core" standards that do anything but raise
achievement standards.
Common Core was enabled by Obama's federal stimulus law
and his Department of Education's "Race to the Top" gimmickry. The
administration bribed cash-starved states into adopting unseen instructional
standards as a condition of winning billions of dollars in grants. Even states
that lost their bids for Race to the Top money were required to commit to a
dumbed-down and amorphous curricular "alignment."
In practice, Common Core's dubious "college- and
career"-ready standards undermine local control of education, usurp state
autonomy over curricular materials, and foist untested, mediocre and incoherent
pedagogical theories on America's schoolchildren.
Over the next several weeks and months, I'll use this
column space to expose who's behind this disastrous scheme in D.C. backrooms.
I'll tell you who's fighting it in grassroots tea party and parental revolts
across the country from Massachusetts to Indiana, Texas, Georgia and Utah. And
most importantly, I'll explain how this unprecedented federal meddling is
corrupting our children's classrooms and textbooks.
There's no better illustration of Common Core's
duplicitous talk of higher standards than to start with its math
"reforms." While Common Core promoters assert their standards are
"internationally benchmarked," independent members of the expert
panel in charge of validating the standards refute the claim. Panel member Dr.
Sandra Stotsky of the University of Arkansas reported, "No material was
ever provided to the Validation Committee or to the public on the specific
college readiness expectations of other leading nations in mathematics" or
other subjects.
In fact, Stanford University professor James Milgram, the
only mathematician on the validation panel, concluded that the Common Core math
scheme would place American students two years behind their peers in other
high-achieving countries. In protest, Milgram refused to sign off on the
standards. He's not alone.
Professor Jonathan Goodman of New York University found
that the Common Core math standards imposed "significantly lower
expectations with respect to algebra and geometry than the published standards
of other countries."
Under Common Core, as the American Principles Project and
Pioneer Institute point out, algebra I instruction is pushed to 9th grade,
instead of 8th grade, as commonly taught. Division is postponed from 5th to 6th
grade. Prime factorization, common denominators, conversions of fractions and
decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional
Euclidean geometry is replaced with an experimental approach that had not been
previously pilot-tested in the U.S.
Ze'ev Wurman, a prominent software architect, electrical
engineer and longtime math advisory expert in California and Washington, D.C.,
points out that Common Core delays proficiency with addition and subtraction
until 4th grade and proficiency with basic multiplication until 5th grade, and
skimps on logarithms, mathematical induction, parametric equations and
trigonometry at the high school level.
I cannot sum up the stakes any more clearly than Wurman
did in his critique of this mess and the vested interests behind it:
"I believe the Common Core marks the cessation of
educational standards improvement in the United States. No state has any reason
left to aspire for first-rate standards, as all states will be judged by the
same mediocre national benchmark enforced by the federal government. Moreover,
there are organizations that have reasons to work for lower and less-demanding
standards, specifically teachers unions and professional teacher organizations.
While they may not admit it, they have a vested interest in lowering the
accountability bar for their members. ...This will be done in the name of
'critical thinking' and '21st-century' skills, and in faraway Washington, D.C.,
well beyond the reach of parents and most states and employers."
This is all in keeping with my own experience as a parent
of elementary- and middle-school age kids who were exposed to "Everyday
Math" nonsense. This and other fads abandon "drill and kill"
memorization techniques for fuzzy "critical thinking" methods that
put the cart of "why" in front of the horse of "how." In other
words: Instead of doing the grunt work of hammering times tables and basic
functions into kids' heads first, the faddists have turned to wacky, wordy
non-math alternatives to encourage "conceptual" understanding --
without any mastery of the fundamentals of math.
Common Core is rotten to the core. The corruption of math
education is just the beginning.
No comments:
Post a Comment