Wendy Hart: Instead of wondering how kids are doing on state assessments and whether a school is “good” based on the assessment scores, we need to be asking what are these assessments supposed to be measuring and how do we know they really are measuring what they claim?
The Pioneer Institute released a report co-written by Mark Bauerlein, R. James Milgram, and Jane Robbins that reviews Massachusetts new academic standards.
The UK is investing heavily in textbooks used in schools in Shanghai, China; perhaps the United States could benefit by looking at their methods as well.
Barry Garelick: To overturn students’ “doing without knowing” reformers have created students for whom “understanding” foundational math is not even “doing” math.
Jane Robbins: Since Common Core architect David Coleman took over as president of the College Board, the scandals or at least embarrassments have come fast and furious.
Wayne Bishop, a professor of math at Cal State University Los Angeles, explains the problem of shifting to make multiple choice assessments more verbal.
The EdReports.org gave poor reviews to four out of the first five Common Core math textbooks they reviewed, and they are funded by the Gates Foundation.
Shane Vander Hart looks at some of the results of the Fordham Institute’s recent survey of K-8 math teachers addressing Common Core Math.
Jay Matthews at The Washington Post wrote another piece about the crisis in our nation’s math instruction under Common Core.
The American Principles Project Foundation has just published “Common Does Not Equal Excellent.” Focusing on the K-8 Common Core Math Standards.