this post was submitted on 21 Nov 2023
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A significant share of people finish common core curriculum long before graduating. That's why AP, IB, and other advanced courses exist.
As for English, I don't think so, I just think there's only so much to cover. I got a 35 on act reading, and many of my classmates were similar. How're you going to teach them basic reading better?
I meant Common Core in terms of English, like the basing your interpretations of a text on evidence, etc. Catching students up in basic reading skills is a real problem, but I don't think that's an issue with how the curriculum is designed, but rather a problem with the basic economic functions of the country, where parents don't have time to meaningfully interact with their kids because of job pressures. Starting kids on literacy young is hugely important, but a parent with 3 jobs isn't going to have time to read to their kids every night.
So there's pressure on the school to get kids up to grade level without economic support, and there's pressure on the parents to help their kids without having any time to deal with it... turns out stagnating wages in favor of the millionaire class for 50 years wasn't the solution after all.
Is it not also a problem to wastes years of millions of students lives on education of specifics far beyond what they need or want, merely to fill time because they want everyone in highschool until 17 or 18?
I'm not quite understanding your point. Should we stop educating most kids at 14 or 15? Then the prospects for them are starting full time work a few years earlier or something?
If mandatory education is really about basic knowledge, if they can demonstrate that basic knowledge at any age they should be free, rather than continuing to imprison them now for no point at all. Of course they could choose to study more if they wanted to.
As a former teacher, this is not how educational standards work at all.
What did I say about educational standards?
That's what common core is. A curriculum is built from a set of standards.
I never talked about common core itself. I said many students take classes beyond what is covered in common core because they already have learnt the content long before graduating.
... I literally quoted you.
You don't seem to understand what common core, educational standards, or a curriculum are. Perhaps you should not have strong opinions on this topic
You quoted me saying that people took courses beyond what is covered in common core. You said I didn't understand educational standards, but I never made a claim about the content of common core other than AP and IB courses cover more specialized topics than what are in common core. And that is simply true. If you disagree actually articulate it rather than saying, "No, you don't understand but I won't elaborate"
I too can edit my comment to add insults! Multiple times!
Yes because this is impossible. Standards re the roadmap by which curricula are built. This is sort of like saying "I'm not made of atoms, I'm made of amino acids."
AP and IB cover standards more deeply, but the standards are the same.
Also I've never insulted you.
In the field I work in I read a lot standards, have contributed to a couple, very minor changes though. A standard how I perceive it and I think many others is a number of clearly defined conditions that something must meet to be compliant with the standards. Something can usually fulfill more than what is prescribed in the standard, that is going beyond the standard while still complying with it. I haven't read Common Core, you're right on that, but I can read a summary of what is taught in different topics to comply with it, and those things I was taught long before graduating.
And this is where I disagree, looking at summaries of what is prescribed in common core, much of what I was taught is never mentioned. Of course it's not precluded, but an elementary school math standard doesn't preclude teaching calculus- but calculus is beyond the standard.
An insult doesn't need to be, "you're dumb". Think about it like this, if you were telling your friend a story about how you personally witnessed someone do something ridiculous and you're friend insisted that no one would do that so you are clearly wrong- would you feel insulted?
No. If I'm wrong and you explain how I'm wrong, I do not feel insulted. I generally do not speak about things I'm not informed about, however, and rather ask questions to learn more.
Regardless, I apologize if I've hurt your feelings, full stop. That being said, the facts here are the facts. You are wrong about the initial point, I just don't intend to make you feel bad about being wrong.
I strongly recommend you review standards for 6-12 - it will immediately become obvious that what I'm saying about deeper application is correct. The standards are quite broad, and there are entire guidelines and supplementary materials written for how to design curricula for varying standards. A single glance will make this picture clear for you, I'd guess.
Also fun little side note: the second-worst human being I've ever personally met was our curriculum director at the high school I taught at. It was her job to organize curricula for varying performance levels based on the educational standards. She was a terrible human being.