The Common Core's Image Problem

The Common Core's Image Problem

A number of recent surveys have shown that the Common Core State Standards may have a growing image problem. One poll found that 60 percent of U.S. adults oppose the standards, though some 73 percent support the idea of having a single set of standards. Another found that support for the standards among teachers is dropping, too—from 76 percent to 46 percent over the past year. A poll conducted by Education Week’s Research Center, meanwhile, found that less than half of teachers feel well-prepared to teach the standards, even as more than 65 percent believe that they will improve student learning.

Why do you think confidence in the common core appears to be slipping, at least according to surveys? Does it surprise you? How would you characterize your experience working with the common standards? How can schools and teachers navigate the negative publicity surrounding the standards?

Share your thoughts on this topic during the #CTQchat on Twitter Thursday, September 18th at 8:30 p.m. ET.

By maintaining a focus on excellence, schools and teachers can navigate the negative publicity associated with the common core, Anitra Butler says.


The future of the common core depends less on today's opinion polls and more on efforts to address implementation challenges and to support the next generation of teachers as a natural part of their professional identity.


If we step back from the standards, we will be doing our students a disservice, writes Jessica Keigan.


When teachers are not given the necessary support, time, or freedom to explore standards implementation in their classroom, the result is tangible frustration—which hurts teachers and students alike.


We can say that the standards has a growing image problem, or we could say that teachers and parents are having a growing problem with the reality of the standards, Peter Greene says.


The opinions expressed in Teaching Ahead: A Roundtable are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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