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Rotten to the Core: Obama's War on Academic Standards (Part 1) ^ | January 23, 2013 | MIchelle Malkin

Posted on 01/22/2013 11:21:35 PM PST by Kaslin

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.

TOPICS: Culture/Society; Editorial
KEYWORDS: barackrigged; brains85percent; cokehead; math; maybealittleblow; mohambone; racetothetop; snort; snortsnort; snortsnortsnort; snortsnortsnortsnort; statusquo; teachersunions

1 posted on 01/22/2013 11:21:51 PM PST by Kaslin
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To: Kaslin

Despite his war on vouchers that benefit the Black community, the jackass still enjoys a virtually pure Black vote.

2 posted on 01/22/2013 11:24:45 PM PST by Gene Eric
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To: Gene Eric
That's because most blacks went to public school, and are, therefore, STUPID!
Most blacks are soooooo STUPID! They think Obama is black!
Arab-Muslims have been selling blacks into slavery for centuries.
Husein Obama is selling their children into economic slavery for the next several centuries.

Obama is NOT black !
The ILLEGAL ALIEN IN CHIEF is ARAB-KENYAN. The Arab-Kenyan Barack Hussein Obama II, (a.k.a. Barry Soetoro), ( the one guilty of TREASON ! ) has NO legitimate Social Security Number.
His father was NOT an immigrant to the United States. Barack Obama Sr. was a "Transient Alien" because he did NOT intend on residing in the United States permanently.
Barack Obama Sr. was a dual citizen of Great Britain and Kenya, and NEVER a United States Citizen.His mother could NOT impart U.S. citizen to her son, Barack Obama II, because she did NOT meet the legal requirements to do so,
at the time her son was born IN the Coast Provincial General Hospital, MOMBASA, KENYA at 7:21 pm on August 4, 1961.
Democrats knew this and tried to eliminate the "Natural Born Citizen" requirement at least 8 times BEFORE Obama won his election in 2008.

Obama is NOT a United States Citizen, and is NOT a LEGAL IMMIGRANT.
He has no VISA allowing him into this country.
Barack Hussein Obama II IS ILLEGAL !
He should be IMPEACHED IMMEDIATELY, tried for TREASON, SENTENCED to death, and then have his body deported back to Kenya.

Obama is NOT Christian. He's MUSLIM.
Didn't our Heavenly Father, through our Savior tell us...

How well we deserve this curse (~so shall the LORD bring upon you all evil things~) God has given us,
through the ILLEGAL ALIEN IN CHIEF, the FASCIST Obama.

Barack Hussein Obama II IS a Muslim.
His actions prove it.
To believe Barack Hussein Obama II, when he claims to be a Christian, is to trust Satan.
Muslims are well know for lying about their faith.

For a better understanding of the issue, read HISTORY of Mohammed ( spelled variously; Mahomet, Muhammed, Mehmet, etc. ).

3 posted on 01/22/2013 11:53:03 PM PST by Yosemitest (It's Simple ! Fight, ... or Die !)
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To: Kaslin; Gene Eric

The important word in this sham “Race to the Top” is “Race.”

4 posted on 01/23/2013 4:44:24 AM PST by livius
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To: Kaslin


5 posted on 01/23/2013 4:44:33 AM PST by VTenigma
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To: SoftballMominVA

We’ve discussed this nonsense before, haven’t we?

6 posted on 01/23/2013 5:13:02 AM PST by Gabz (Democrats for Voldemort.)
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To: Kaslin
Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations.

The NEA and the AFT have destroyed el-hi public education in this country. They exist for the benefit of the teachers and the students be damned.

7 posted on 01/23/2013 5:32:18 AM PST by Rummyfan (Iraq: it's not about Iraq anymore, it's about the USA!)
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To: Gene Eric

It doesn’t matter what he’ll do or has done or has promised to do FOR them,

their support of him centers around the subtle inference that he’s “gonna get Whitey”.

8 posted on 01/23/2013 5:34:09 AM PST by MrB (The difference between a Humanist and a Satanist - the latter admits whom he's working for)
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To: Gabz

Thanks goodness VA is not a part of Common Core. If we were, I’d have to seriously rethink a lot of what I do and where I teach.

And you are right, it IS nonsense.

9 posted on 01/23/2013 5:53:21 AM PST by SoftballMominVA
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To: SoftballMominVA

That’s what I thought. Especially considering how English (reading and spelling) and Math are taught here. Little Miss absolutely hated the “drill and kill” in elementary school, but now that she is taking geometry in 9th grade, understands why it was so important.

10 posted on 01/23/2013 6:18:21 AM PST by Gabz (Democrats for Voldemort.)
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To: Southside_Chicago_Republican


11 posted on 01/23/2013 6:50:34 AM PST by Southside_Chicago_Republican (If liberty means anything at all, it means the right to tell people what they do not want to hear.)
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To: Kaslin

Reminds me of Richard Feynman’s experience when he was appointed to a California textbook review committee. He wrote a chapter about it in SURELY YOU’RE JOKING, MR. FEYNMAN.

Feynman wrote about how he would get so angry when reading the books. “The reason was that the books were so lousy. They were false. They were hurried. They would try to be rigorous, but they would use examples (like automobiles in the street for “sets”) which were almost OK, but in which there were always some subtleties. The definitions weren’t accurate. Everything was a little bit ambiguous — they weren’t smart enough to understand what was meant by “rigor.” They were faking it. They were teaching something they didn’t understand, and which was, in fact, useless, at that time, for the child.”

After Feynman plowed through various books he would go to committee meetings to evaluate and rate the books. Feynman found out that sometimes he was the only one who read the books. In fact a blank book had gotten a high rating by a number of committee members.

12 posted on 01/23/2013 10:37:27 AM PST by Colinsky
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