Seven Traps of the Common Core State Standards

Abstract

Using sociologist C. Wright Mill's analogy of the trap, this piece invites readers to think about the Common Core State Standards beyond the classroom, outward toward its historical and political context. The traps describe the connection between larger social issues related to the implementation of the Common Core and changes at the classroom level with immediate impact on teachers' and students' daily lives. Within the analysis of the seven traps is critical examination of the production of both the Common Core and the Publisher's Criteria and how the documents represent literacy generally, reading and writing specifically, and children's literature. The analysis positions both documents as open and changeable texts waiting for the thoughtful input of teachers, parents, community members, and students.

Teacher Agency and Resilience in the Age of Neoliberalism

“…These systemic factors cited by teachers are a product of neoliberal reforms and policies. The neoliberal agenda includes a focus on economic well-being and competitiveness in a global economy (Woodrow, 2003) and reflects a shift from education as a social concern to education as a market concern (Eppley, 2015). In this neoliberal context, curricular reforms were implemented which reduced learning to bits of information and skill to be taught and tested, efforts were made to reduce educational costs through moves such as increasing class sizes, and teachers' work was intensified at the same time teachers were isolated from decision-making processes and from each other (Ross & Gibson, 2006).…”

Common Core Standards and their Impact on Standardized Test Design: A New York Case Study

“…In only offering expository and argumentative writing, we risk denying students opportunities to draw from their personal connections and backgrounds as well from creative and social imagination (Eppley, 2015). Destigter (2015) warns against an overemphasis on argument, which limits what "counts" as valid thought, explaining that we need to "foster diverse forms of [students'] expression and honor the countless reasons why we choose-or need-to write" (p. 31).…”

What influences development of science content standards?

“…Critiques are generated by practitioners, policymakers, and scholars, all of whom may provide valuable appraisals of standards (e.g., Clements, Fuson, & Sarama, ; Eppley, ). However, critiques usually make their cases without acknowledging the circumstances, political and intellectual influences, and rationales surrounding standards development.…”