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|Create Date||May 9, 2010|
|Last Updated||May 9, 2010|
National Assessments Based on Weak “College and Career Readiness Standards”
Author(s): Sandra Stotsky and Ze’ev Wurman — Publication date: 2010-05-20
Abstract: During the past year, academic experts, educators, and policy makers have waged a confusing and largely invisible war over the content and quality of Common Core’s proposed high school exit and grade-level standards. Some critics see little or no value to national standards, explaining why local or state control is necessary for real innovations in education and why “one size doesn’t fit all” applies as strongly to the school curriculum as it does to the clothing industry. On the other hand, some supporters believe so strongly in the idea of national standards that they appear willing to accept Common Core’s standards no matter how inferior they may be to the best sets of state or international standards so long as they are better than most states’ standards. In contrast, others who believe that national standards may have value have found earlier drafts incapable of making American students competitive with those in the highest-achieving countries. No one knows whether Common Core’s standards will raise student achievement in all performance categories, simply preserve an unacceptable academic status quo, or actually reduce the percentage of high-achieving high school students in states that adopt them.