Solutions for Urban Education Reform: Are
Common Core State Standards the Answer?
A commentary
By, Marcia Watson
It is no surprise that No Child Left Behind is receiving substantial criticism in the
academic world. Teachers, parents, students, administrators, and researchers
are discovering that overarching standardized testing is punitive and
inadequately serving American students. With the dusk of No Child Left Behind in 2014, federal legislation has suggested for
the Common Core curriculum to take its place. To date, forty-five states, the
District of Colombia, four territories, and the Department of Defense have
approved this aforementioned curriculum change (Jones & King, 2012). This
means, all states except Alaska, Nebraska, Minnesota, Texas and Virginia have
adopted the Common Core Standards for curriculum upgrading and replacement.
The dawn of the Common Core curriculum is
already receiving substantial federal attention. There are currently
mathematics and literacy standards written for the 2014-2015 school year. Once
accepted, participating states will focus on state benchmark assessments, which
will monitor student achievement. Many educators are questioning this federal
initiative (Eilers & DÕAmico, 2012; Jones &
King, 2012; Saunders, Bethune, Spoonder, &
Browder, 2013). Some educators question Common CoreÕs difference from No Child Left Behind. With the pressure
to implement a nationwide curriculum, there is growing question on what
curriculum material will be deemed important for national standards. Because
there has been little progress with curriculum multiculturalism, the national
benchmarks created by federal administration will assumingly be written through
the same lens as past curriculum models. All in all, this poses several
questions in the relevancy of another system of standardized assessments. Some
of these questions are addressed throughout the Urban Education Research and Policy Annuals first issue entitled, ÒThe
State of Urban Education: Implications, Directions, and Policy Reform for
Increasing Student Achievement.Ó Authors critically examined educational
topics, methods, and practices that – like Common Core State Standards
– will heavily impact the status of urban education in the United States.
In
the first article, ÒEquity in Education: The Relationship between Race, Class,
and Gender in Mathematics for Diverse Learners,Ó Debra Rohn
analyzes mathematics education for its practicality and functionality for
students. Different realities of race, class, and gender are examined based on
achievement and equity among subgroups. With the growing push in Common Core to
enforce mathematics achievement, these subgroups are ever pertinent to school,
district, state, and national success. As the article mentions, the issues of
equity become complex when compounding variables like race, class, and gender
are factored (Rohn, 2013). This is an area of
educational reform that needs further attention. Even when considering the
implementation of Common Core standards, educational access and equity will
most likely undergird new curriculum initiatives.
In the second article, ÒEffective Writing Instruction for
African American Speakers,Ó Crystal Glover examines similar curriculum issues that
factor into the newly adopted Common Core standards. Whereas the Common Core State
Standards have a language arts and writing component, there is little indication
of how these new standards will accommodate diverse languages and learner
needs. Meaning, although the standards are considered as more holistic in comparison
to No Child Left Behind (Jones & King, 2012; Schmidt & Houang, 2012), the diversity within the curriculum content
as it pertains to cultural hegemony and refuting grand narratives are not
discussed in detail. As the article mentions, one effective way to teach
African American students is to be mindful of cultural speech patterns (Glover,
2013). Teacher preparations and professional development programs must continue
to supplement curriculum models that lack diversity or cultural relevance.
Eugenia Hopper takes a more theoretical approach in the third
article. ÒA Dichotomy of Necessary
Behaviors and Implementation of Constructivism in Urban Schools,Ó
acknowledges the implementation of Common Core curriculum standards. As
mentioned in the article, the attempts to standardize skills and knowledge
nationwide stemmed from the desires to make American students more globally
competitive (Darling-Hammond, 2010; Hopper, 2013). Because the standards are
written in a way to build upon prior knowledge, the importance for focusing on
underserved urban areas is increasingly important.
The last manuscript is an educational policy brief written
by Howard Menand. In, ÒEducational Policy
Developments in North Carolina and its Impact on African American Students,Ó Common
Core is examined for its impact on African American students. Questions from this article permeate the
importance of reexamining curriculum models that will specifically impact
underserved students (Menand, 2013). More
specifically, how will students who lack basic skills respond to these
curriculum changes? While the article highlights North Carolina specifically,
the same holds true for each U.S. state and territory that has transitioned to Common
Core standards. If Common Core is a one-size-fits-all model to ensure
streamlined and consistent academic success for its students, how will this new
model accommodate all students?
Aside from the replacement of No Child Left Behind standards, state
and federal governments must recapture the persistence of globalization and
American student competitiveness (Darling-Hammond, 2010; Schmidt & Houang, 2012). Changing state standards is only a topical
effort. The urgency surrounding instructional methods, teacher quality, and the
re-centering of teacher professionalism is an area that must be intertwined
with the heightened complexity of national standards (Eilers
& DÕAmico, 2012). While implementation of Common Core standards is still
debatable, it is only one piece to the complex urban education puzzle.
References
Darling-Hammond,
L. (2010). The flat world and education:
How AmericaÕs commitment
to
equity will determine our future.
New York: Teachers College Press.
deMarrais, K.B. & LeCompte, M. D. (1999). The
Way Schools Work. New York:
Addison Wesley Longman.
Eilers, L.H. & DÕAmico, M. (2012).
Essential leadership elements in implementing
common core state standards. Delta Kappa Gamma Bulletin, 78(4), p.
46-50.
Freire, P. (2000). Pedagogy of the Oppressed. New York: Continuum International
Publishing Group.
Glover, C. (2013). Effective writing
instruction for African American English speakers.
Urban
Education Research and Policy Annuals, 1(1), p. 23-32.
Hopper, E.B. (2013). A dichotomy of necessary behaviors and
implementation of
constructivism in urban schools. Urban Education Research and Policy Annuals,
1(1), p. 33-42.
Jones, A.G. & King, J.E. (2012). The common core state
standards: A vital tool for
higher education. The
Magazine of Higher Learning, 44(6), p. 37-43.
Menand, H. (2013). Educational policy developments in North Carolina
and its impact on
African American students:
Policy Brief. Urban Education Research
and Policy Annuals, 1(1), p. 43-47.
Rohn, D. (2013). Equity in education: The
relationship between race, class, and gender in
mathematics for diverse learners. Urban Education Research and Policy Annuals,
1(1), p. 12-22.
Saunders,
A.F, Bethune, K.S., Spoonder, F. & Browder, D.
(2013). Solving the common
core equation. Teaching mathematics CCSS to
students with moderate and severe disabilities. Teaching Exceptional Children, 45(3), p. 24-33.
Schmidt, W.H. & Houang, R.T.
(2012). Curricular coherence and the common core state
standards for mathematics. Educational Researcher, 41(8), p.
294-308.