The Common Core State Standards for Reading and Mathematics appear to be simultaneously unstoppable trains and under siege, making strange bedfellows of both supporters and opponents. Two issues cloud the debate about their validity, value and efficacy: (1) The idea of standards has been conflated with standardization; (2) Standards have become inextricably linked to high-stakes assessments. ….However, there is something deeper contributing the cloudiness. …
In education, the cloudiness of past associations distorts our vision and constrains our ability to make progress. Our unexplored views on the role of autonomy and control in improvement make it challenging to sort through the issues surrounding the current fierce debates about education reform.
The views expressed in this article are solely mine and do not represent those of Stevens Institute of Technology.
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