Mark you calendars! The CATO Institute is hosting an event you won’t want to miss.
Opposing Common Core:
- Neal McCluskey, Associate Director, Center for Educational Freedom, Cato Institute
- Emmett McGroarty, Executive Director, Preserve Innocence Project, American Principles Project
Supporting Common Core:
- Chester Finn, President, Thomas B. Fordham Institute
- Michael Petrilli, Executive Vice President, Thomas B. Fordham Institute; moderated by Fawn Johnson, Correspondent, National Journal
This event will be streamed live www.cato.org/live, starting at 11am CST. Click here to learn more about this event and what will be covered.
This is a great chance to see experts go head-to-head in a debate over Common Core and then share your thoughts with us!
This article written by Valerie Strauss, at the Washington Posts delivers a thoughtful approach to what Common Core means to parents, educators, students and school districts.
Here’s a snippet of the article posted June 18th:
“For starters, the misnamed “Common Core State Standards” are not state standards. They’re national standards, created by Gates-funded consultants for the National Governors Association (NGA). They were designed, in part, to circumvent federal restrictions on the adoption of a national curriculum, hence the insertion of the word “state” in the brand name. States were coerced into adopting the Common Core by requirements attached to the federal Race to the Top grants and, later, the No Child Left Behind waivers. (This is one reason many conservative groups opposed to any federal role in education policy oppose the Common Core.)
Written mostly by academics and assessment experts—many with ties to testing companies—the Common Core standards have never been fully implemented and tested in real schools anywhere. Of the 135 members on the official Common Core review panels convened by Achieve Inc., the consulting firm that has directed the Common Core project for the NGA, few were classroom teachers or current administrators. Parents were entirely missing. K–12 educators were mostly brought in after the fact to tweak and endorse the standards—and lend legitimacy to the results.”
Read the entire article here: