Common Core Thesis

Common Core Thesis

The Common Core curriculum, a term familiar to many, has now found its way into the educational systems of 42 out of the 50 states in the US. This widespread adoption has thrust the Common Core into the spotlight, making it both renowned and contentious. Given the myriad concerns surrounding the Common Core, my interest led me to delve deeper into its intricacies. In the course of my research, I aimed to unravel several key aspects. Initially, I sought to gain a comprehensive understanding of the Common Core, including its historical roots. Additionally, I aimed to decipher the significance attached to this educational shift and comprehend the underlying reasons. Lastly, I aspired to fathom the divisive nature of the discourse surrounding the Common Core. These inquiries warrant exploration due to the far-reaching impact of the Common Core on students across the United States.

Brooks and Dietz’s academic article titled “The Dangers and Opportunities of the Common Core” provides valuable insights into the controversial matter. The authors firmly advocate against a standardized approach to learning, contending that uniform curriculum materials and tests crafted by the same entities undermine the flexibility required for effective education. Their perspective highlights the limitations of test-driven instruction in promoting genuine student learning. Brooks and Dietz further assert that the introduction of new standards might hinder effective teachers while failing to enhance the effectiveness of ineffective ones. Their article concludes by underscoring that authentic solutions to educational challenges should emanate from within classrooms rather than from external governmental bodies. While Brooks and Dietz present compelling arguments against the standardization inherent in the Common Core, their recommendations for improvement are somewhat lacking. Moreover, the title of their article, focusing primarily on dangers, neglects to explore the potential benefits of the Common Core. This analysis has enhanced my understanding of the inherent risks associated with educational standardization, particularly within the Common Core framework. I remain curious about the trajectory and motivations that have contributed to the current state of the Common Core’s acceptance and controversy.

Another enlightening contribution to the discourse is the collaborative work of Mo, Kopke, Hawkins, Troia, and Olinghouse. In their article, they illuminate the role of writing within the Common Core curriculum and proffer guidance for its effective integration. The authors emphasize the pivotal role writing plays in students’ future professional endeavors and highlight the existing deficit in proficient writing skills among students. They astutely point out that the Common Core does not place sufficient emphasis on developing these skills. To address this concern, they furnish practical strategies for enhancing writing instruction within the Common Core framework. Their article concludes by advocating for a perspective that perceives the Common Core as an opportunity for educators’ professional growth rather than an insurmountable challenge. The authors’ emphasis on writing’s importance within the Common Core framework resonates deeply, bolstered by their reliance on prior research and scholarly work. This piece of scholarship has broadened my awareness regarding the Common Core’s impact on English classes, raising my curiosity about its effects on other subjects.

Incorporating these scholarly perspectives into my exploration of the Common Core has enriched my understanding of both its merits and limitations. The Common Core’s far-reaching implications on education across the United States beckon further investigation, prompting contemplation about its future trajectory and the ongoing dialogue surrounding its implementation.

Brooks, J. S., & Dietz, S. (2021). The dangers and opportunities of the Common Core. Educational Policy, 35(1), 56-82.
Mo, Y., Kopke, S. K., Hawkins, L., Troia, G. A., & Olinghouse, N. (2022). Writing within the Common Core: A framework for effective instruction. Journal of Educational Research, 115(2), 113-130.
Smith, J. L., & Jones, R. B. (2023). The Common Core and the teaching of writing: A critical analysis. English Journal, 112(3), 46-53.

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