First, let’s recall why Common Core was enacted by the Democrats by excerpting this post from The Pulse.
When Common Core was sprung on the whole nation in 2010, it promised that every kid graduating high school will be “career- and college-ready.” Career-readiness was quickly left by the wayside — nobody, including the NAGB [National Assessment Governing Board], could figure out what it means — but college-readiness remained the “chicken in every pot” promise of Common Core.
The Daily Signal reports on a new report by the American College of Testing, the group behind the ACT college readiness test.
A recently released report confirms what Common Core critics have suspected all along: Common Core State Standards do not adequately prepare students for college-level work.
The ACT report finds many concerning shortcomings in the Common Core State Standards, which have been adopted by most states. Notably, the report reveals:
“While secondary teachers may be focusing on source-based writing [essays written about source-based documents], as emphasized in the Common Core, college instructors appear to value the ability to generate sound ideas more than some key features of source-based writing.
“Some early elementary teachers are still teaching certain math topics omitted from the Common Core standards, perhaps based on the needs—real or perceived—of students entering their classrooms.
“In addition, many mathematics teachers in grades 4–7 report including certain topics relevant in STEM coursework in their curricula at grades earlier than they appear in the Common Core.”
Teachers who must adjust their curriculum to fit Common Core aligned state tests now find themselves in a bind. As the report finds, the Common Core math standards do not adequately provide a child with the skills needed to succeed in the classroom, forcing teachers to add on extra material to their limited instruction time.
Additionally, high school English teachers must now emphasize material that leaves students lacking in original thought and analytical skills, according to many college professors. For example, only 18 percent of college professors surveyed rated their students as prepared to distinguish between opinion, fact, and reasoned judgement—a skill determined to be important for college-level work.
The “one-size-fits-all” national standards are underserving American children. It is nearly impossible, and does a great disservice to future generations, to demand uniformity and place restrictions on the classroom that assumes one “best practice.”
Common Core was designed to better prepare students for college, but now we know that it had the exact opposite effect from what the leftists intended – and what the leftists promised us. Just like Obamacare, we elected people who didn’t know what they were doing, did something that made the problem worse, and wasted a ton of taxpayer money in the process. Failure across the board.
One obvious point to make about Common Core is that conservatives are right when we say that education is a state and local issue. It shouldn’t be a federal level issue. Ted Cruz was going to abolish the Department of Education at the federal level and push it down to the states, so that we wouldn’t have screw-ups like this. Just think of all the money that’s been wasted on Common Core, and now we find out that it’s a disaster, just like Head Start.
Big government liberals like the idea of making everything equal, but if everything is equally bad then we really should let parents decide how to educate their kids. They’ll make better choices than secular leftist educrats anyway. The right solution is to give the parents a voucher, and let them choose which school to send their child to – and homeschooling parents should not have to pay into a system that they don’t even use.
Little Zhuangzhuang, a newborn elephant at a wildlife refuge in China, was inconsolable after his mother rejected him and then tried to stomp him to death.
Tears streamed down his gray trunk for five hours as zookeepers struggled to comfort the baby elephant.
They initially thought it was an accident when the mom stepped on him after giving birth, according to the Central European News agency.
Employees removed him, cleaned him up and treated his injuries, then reunited the baby with his momma.
But she was having none of it, and began stomping him again.
So the game keepers stepped in once more and permanently separated the two.
“We don’t know why the mother turned on her calf but we couldn’t take a chance,” an employee told CEN.
“The calf was very upset and he was crying for five hours before he could be consoled,” he said.
“He couldn’t bear to be parted from his mother and it was his mother who was trying to kill him.”
The petite pachyderm, born in August, is now doing well. The zookeeper who rescued him from his violent mother adopted him and helped him thrive at the Shendiaoshan wild animal reserve in Rong-cheng, China.
Elephants rejecting their young is not uncommon, either in captivity or in the wild. In 2004, baby elephant Keemaya died at the Calgary Zoo after its mother refused to care for it.
I guess a lot of my views on ethics are rooted in the obvious needs that children have. When I look at an unborn baby, I can tell what it needs. So, I am careful not to cause a pregnancy before I can supply its needs. The needs of the little unborn creature are driving these moral boundaries on me. And the same with born children. I oppose gay marriage because when I look at little children, I want them to have a stable environment to grow up in with a mother and father who are biologically related to them (in the best case). I permit lots of arrangements, but I promote one arrangement over the others because that’s what’s best for children. Anyone can look at unborn and born children and see that, just like anyone can look at a crying baby elephant and understand – “I have to govern my behavior so that I don’t hurt you”. If that means cutting off the premarital sex and making decisions that are likely to produce a stable marriage, then that’s what we should do.
Children cry too, you know. They cry when we hurt them. They cry when we make bad decisions and when we don’t provide them with what they need. Children need mothers and fathers who care about them. Making a safe environment for a child isn’t an accident. It isn’t random and unpredictable. We have to control our desires before we have children, so that we provide children with what they need. It would be nice if men and women were more thoughtful and unselfish about children and marriage before they started in with sex.
Does God care whether we people marry and have children?
Does God care whether Christian parents raise their children to know him?
Should government promote bearing children?
What are some effects of declining birth rates in other countries?
What are the economic effects of declining birth rates?
Who has the right to decide how children are trained: government or parents?
What does the Bible say about parents having to raise children to know him?
Does the government have the responsibility for training children?
What do educational bureaucrats think of parents training children?
What do school boards think of parents training children?
Should school boards be elected by local, state or federal government?
Should Christians be opposed to government-run education? (public schools)
How should schools be viewed by parents? As a replacement or as a helper?
How are schools viewed by those on the left and in communist countries?
How can you measure how supporting a government is of parental rights?
How is parental authority viewed in left-wing EU countries like Germany?
How is parental authority respected in the United States?
Should parents have a choice of where their children go to school?
What is a voucher program? How is it related to parental autonomy?
How does competition (school choice) in education serve parental needs?
Why do public school teachers, unions and educrats oppose competitition?
How well do public schools do in educating children to achieve?
Does the government-run monopoly of public schools produce results?
Does paying more and more money to public schools make them perform?
How do teacher unions feel about having to compete in a voucher system?
Does the public school monopoly penalize the poorest students?
Does the public school monopoly penalize children of certain races?
Does the public school monopoly cause racial prejudice?
What else should parents demand on education policy?
Is it good for parents when schools refuse to fire underperforming teachers?
This podcast is just amazing! This is what we need to be teaching in church. Church should be the place where you go to learn and reflect about how to tailor your life plan based on what the Bible says. And I think that this whole notion of free market – of choice and competition benefiting the consumer (parents) – applies to everything that government does, especially education and health care. The genius of America is that our Founding Fathers engineered a system that reflected all of this knowledge of economics, which then made it much easier for individuals and families to enjoy liberty and a higher quality of life. If we want to keep the benefits, we have to remember why these decisions were made at the founding of our nation.
Private school choice initiatives have become increasingly common across the United States. Far from being rare and untested, private school choice policies are an integral part of the fabric of American education policy.
In the United States today, 56 different school choice policies exist in 28 states plus the District of Columbia, and the number of choice policies has approximately doubled every four years from 2000 to 2012.
The District of Columbia Opportunity Scholarship Program remains the nation’s only federally sponsored private school choice initiative. It provides scholarships worth up to $8,000 in grades K-8 and $12,000 in high school to low-income children in D.C. to attend any of more than 50 participating private schools.
When the Opportunity Scholarship Program was launched in 2004, the U.S. Department of Education’s Institute of Education Sciences selected me to lead the initial government evaluation of this pilot program in parental school choice. Demand for scholarships exceeded supply, so most applicants faced a lottery to determine if they would receive an Opportunity Scholarship, permitting us to use a “gold standard” experimental research design to determine what impact the program had on participants.
Students in our pioneering study graduated from high school at a rate 21 percentage points higher than they otherwise would have as a result of using an Opportunity Scholarship. In scientific terms, we are more than 99 percent confident that access to school choice through the Opportunity Scholarship Program was the reason students in the program graduated at these much higher rates.
But that’s just one program, how about some others?
My research team similarly found the Milwaukee Parental Choice Program significantly increased the rates of high school graduation, college enrollment and persistence in college for the low-income students participating in our nation’s oldest urban private school choice program.
Researchers at Harvard University and the Brookings Institution determined that a privately funded K-12 scholarship program in New York City significantly increased the rate at which black and immigrant students enrolled in college. Increasingly and consistently, researchers are finding that private school choice programs like the Opportunity Scholarship Program enable students to go farther in school.
It is so good for the poor, minority children if we let their parents get money for school tuition directly. We should let parents make the choice about which school is best for their child. But, Democrats oppose school choice, because they want their allies in the teacher unions to be insulated from competition from better-performing private schools.
This is an editorial from the Washington Examiner, authored by school choice champion Bobby Jindal.
What is school choice?
On the most basic level, school choice represents the freedom to choose — empowering parents to select the best educational options for their sons and daughters. That could be a charter school, a private school, a religious school, home schooling, or even online learning. Governments should provide parents with the personalized and individualized tools they need to help their children excel academically.
That freedom to choose in turn will provide children with the freedom to succeed. With the right educational environment, teachers and academic training; students from all locations, income brackets and demographic groups will have better tools to compete in the global economy. We need to develop the talents of every American — no matter where he or she is from, and no matter the color of his or her skin — to maximize our country’s potential.
School choice also serves another important purpose — freeing low-income children from failing schools. No child should see his God-given talents go to waste because he is stuck in a failing school — and no parent should face the disempowerment that comes from knowing her son or daughter remains trapped in a poor school, and she lacks the financial means to move that child elsewhere. We can do better — and, by allowing parents dissatisfied with their school to move with their feet, school choice gives both high-performing and low-performing schools more incentive and motivation to improve their offerings.
Finally, school choice provides parents with freedom from the status quo — an educational-industrial complex that thinks bureaucrats, not parents, can best make decisions about the lives and futures of America’s children. It’s about pushing back when the then-head of Louisiana’s largest teachers’ union said low-income parents had “no clue” how to choose the right school for their children. And it’s even about standing up to the Attorney General of the United States, when the Department of Justice asked a court to block Louisiana’s school scholarship program on civil rights grounds — even though 90 percent of the program’s participants come from racial minority groups.
I don’t like people who talk conservative but govern liberal. I want to see the achievements.
For here in Louisiana, we’ve put those principles to practice. Since we removed the cap on charters in 2009, we’ve authorized almost 200 charter schools throughout the state — that’s 70,000 kids who now have a choice about where they go to school. This last year, our Recovery School District became the nation’s first school district with 100 percent charter school enrollment. And the results are dramatic: The graduation rate in New Orleans has increased from 54.4 percent before Hurricane Katrina in 2004 to 72.8 percent; the percentage of New Orleans students scoring basic and above has increased from 35 percent to 63 percent; and the percentage of failing schools in New Orleans has dropped from 67 percent in 2005 to 17 percent.
We expanded our school choice scholarship program, which was initially confined to New Orleans, statewide. Parental satisfaction with the statewide scholarship program stands at a whopping 91.9 percent. We went even further though and created a dollar for dollar rebate for donations used to fund nonpublic school scholarships low-income students through our “school tuition organizations.” Between 2008 and 2013, the percentage of students in the scholarship program who are proficient in third grade English language arts has grown by 20 percentage points and in math by 28 percentage points. Again and again, we’ve proven that giving more choice to parents is not only vital, but it gets results.
We also expanded access to online and dual enrollment courses for students across the state. This year, we’ve had over 19,000 students take advantage of our Course Choice program enrolling in advanced placement courses and career and technical courses that they otherwise wouldn’t have access to.
He’s in my top 2 for the 2016 presidential race, along with Scott Walker.
I’d like to see school choice enacted at the federal level, and fortunately, Utah Senator Mike Lee has the same idea.
I recently introduced in the Senate a bill that would empower the people most acutely committed to the quality of our education system: America’s moms and dads. My colleague on the other side of the Capitol, Rep. Luke Messer, R-Ind., has introduced a companion bill in the House.
By giving parents more power to invest in their child’s education and to choose what school best meets their needs, the Enhancing Educational Opportunities for All Act takes an important step toward restoring accountability to our public education system—something that has been missing for far too long.
Under our current system—which has remained essentially unchanged since President Lyndon B. Johnson signed the 1965 Elementary and Secondary Education Act—most parents are powerless to influence the quality of their child’s education.
What occurs in public school classrooms around the country—what teachers teach and how they teach it—is the result of a long, convoluted, bureaucratic chain of command that zigzags its way from Washington to local school districts, but never includes parents.
First, Congress passes legislation authorizing federal bureaucrats to establish rules, regulations, and standards with which states must comply in order to receive federal education funds.
Next, state officials refine—or in some cases distort—these Washington directives, writing narrower rules for their school districts, which then establish the specific policies for individual schools.
At no point in this decision-making process are parents consulted.
Instead, they are left with a “take it or leave it” choice: either accept the education offered at the local public school—no matter how bad it may be—or buy a better alternative, by moving closer to a better school or paying private school tuition.
For America’s most affluent families, this is no big deal—they can afford private schools and so have the power to choose the school that is best for their children. For everyone else, it precludes parents from making choices about their children’s education.
So our bill would expand school choice to all parents, regardless of socio-economic status or zip code, by allowing federal “Title I” K-12 support funds to follow low-income students to any public or private school of their choice.
It would also remove the contribution limits on Coverdell education savings accounts and allow “529” account funds to cover K-12 education expenses.
Our bill would give working parents more opportunities to invest in a variety of learning services and products outside the classroom, such as tutoring, online courses and textbooks.
The problem facing our public school system today is not about a lack of money—we have nearly tripled our investments in elementary and secondary students since 1970. The problem is dysfunctional government policy—however well intentioned—and a lack of accountability.
And that’s exactly what we should expect when Washington bureaucrats have more control than parents over a child’s education. We have a moral and economic obligation to flip this equation and put parents back in the driver’s seat.
For when we tolerate a system in which the quality of a child’s education depends on her parents’ zip code, we fail to live up to the ideals at the heart of American exceptionalism.
And when millions of children learn from a young age not to dream big, but to surrender to the hopelessness of low expectations, we will live in a society where upward mobility is no longer rule but the exception.
We can and we must do better.
If a school is failing – and they often are, especially in poorer areas – then shouldn’t parents have the ability to send their kids to a better school? When I want to buy something online, I know I can always do better by comparing prices and reviews. Competition between suppliers drives prices down, and raises quality up. The customer is king in the free market. It can work in education, too.