Myths vs. Facts about Common Core Standards

Achieving successful practice of the Common Core State Standards demands that the educators, parents, policymakers, and stakeholders for support. It is important to understand the facts between myths of the common core state standards 

Below are the most common myths and facts address the common misconceptions with the intent, development, content and implementation of the standards.

MYTH: If we adopt the common standards, this will mean that we must bring all states down to the standards.

FACT: The rules were built with the most progressive thinking to prepare students in achieving success to further their studies in education and in life. As a result, this will set the national state standards to the next degree. The CCSS were informed by the highest standards, expertise, and evidence in educational outcomes.

MYTH: The Common Core State Standards are not referenced internally.

FACT: The standards from countries with top performance have taken part of the role in the development of the language arts and math standards. In fact, higher education and career standards can be used as an appendix listing that consults the draft in the standards including those in the evolution process.

MYTH: The common standards include the required skills, but does not support the importance of knowledge in content.

FACT: the Common Core Standards recognize bot expertise and content. The English language arts require certain relevant content, including classic international stories. The founding documents, American literature, and more. Additionally, content coverage and standards require students to acquire systematical knowledge in disciplines through writing, reading, listening and speaking.

MYTH: CCSS suggests teaching advanced reading to younger levels.

FACT: The Core Standards recommend reading advanced books such as the “Grapes of Wrath” to second graders. For those who do not know, the book is meant for an appropriate level of ninth or tenth graders. According to research, evidence shows that the complexity of texts in students does not match the level that is demanded in college and career. This ultimately creates a gap between what students can do and what they need to be able to do.

The Common Core State Standards bridge to increase the text complexity as to that students are expected to do and develop their skills for complex documents.

MYTH: the CCSS is a short description of skills. There is no required list or another reference to information included.

FACT: The Standards include sample texts that demonstrate the text level of complexity that is appropriate for the grade level while meeting the demands of the standards. Teachers will have the chance to choose and make their own decisions about the text you should use and provide an excellent reference.

MYTH: English teachers are also requested to teach history and science materials.

FACT: With the Common Core Standards, English teachers will teach students literature and literary non-fiction. As the college and work readiness focus on various texts outside of the English language, these standards will ensure that students are prepared to read, research and write the curriculum – including science and history.

MYTH: Key math topics appear to be missing or in the wrong grade level.

FACT: the progress of math is coherent as based on evidence. However, different states cover different topics at different levels. What is important to understand is that the progression in the Common Care is coherent and will lead to college and career readiness at a competitive level.

MYTH: The standards have no evidence or any research to prove results

FACT: The started were carefully developed with a large group of research. The evidence includes research, assessment data, as well as the key surveys on what skills are required, comparisons to the standards from other nations and states with high performances.

The Standards focus on conclusions from TIMSS and other studies of countries with higher performances than the US mathematics. For the language arts, it is the standards that are built on the foundation of NAEP frameworks to draw on the extensive evidence and scholarly research.

MYTH: The Standards amount to a national curriculum.

The Standards are NOT a curriculum, but a set of shared goals and expectations of what the students need to succeed. The superintendents, principals, and local teachers decide how the standards are met. Teachers devise lesson plans and tailor the guidelines to meet the individual needs of their students and classrooms.

MYTH: The Standards provide teachers with the lessons they must teach.

FACT: The first understanding is that what may work in the classroom comes from the teachers. These standards will establish the curriculum of what students must learn but not how they will be taught. It is in the best manner that schools are deciding how to help guide the pupils in reaching the standards.

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