COMMON CORE: THE RESULTS ARE IN, AND PREDICTABLY, THEY’RE BAD

COMMON CORE: THE RESULTS ARE IN, AND PREDICTABLY, THEY’RE BAD

Many people spotted this article and passed it along, and I'd like to thank you for  doing so. When co-author Gary Lawrence and I wrote our book Rotten to the (Common) Core, one of the things that Mr. Lawrence kept stressing to me was the deleterious effects of standardized testing, which would only get worse - much worse - under Common Core (and let it be recalled, for the record, that Billious Hates was one of its sponsors).  The reason it would get much worse, he emphasized, was its reliance on adaptive computerized standard tests. The result would be "teaching to the test, on steroids", reduction of teachers to proxies for the testing company, and a dramatic erosion of academic standards in the name of a standardized curriculum.

He didn't need to convince me, because in my own short stint of college teaching, I could readily see the "results" of America's obsession with all things technological, including standardized tests "graded" and "scored" by computers. Students overwhelmingly were unable to think, unable to write, and most of all, wanted to know "the answer", when what I wanted to know was why they were thinking what they were thinking. In a nutshell, there simply is no substitute for the human interaction element of pedagogy, and there is no substitute for the ability to write out answers and argue a case. I recall even in my geometry and algebra classes in school, when teachers were still permitted to teach their subject disciplines, that they were always interested in "seeing our work," the steps we used in a geometric proof or the working out of a quadratic equation. The process of reasoning getting to the answer was as important as the correct answer itself.

Regurgitating an answer for a computerized test is not education, it's indoctrination.

With that in mind, consider now the results of Common Core:

Study Finds 'Historic' Drop In Math, Reading Scores Since Adoption Of Common Core

What intrigues me with this article is that the results are even worse than I or Mr. Lawrence were imagining when we wrote our book:

Reading and math scores in the US have suffered 'historic' declines since most states implemented the Common Core curriculum standard six years ago, according to a new study from the Pioneer Institute.

While Common Core was promoted as improving the international competitiveness of U.S. students in math, our international standing has remained low while the skills of average and lower performing American students have dropped in both math and reading. -Pioneer Institute

The study notes that in the years leading up to common core, fourth and eight-grade reading and math scores on the National Assessment of Educational Progress (NAEP) were rising gradually (2003-2013). After Common Core was implemented, scores for both grades have fallen - with eighth grade falling nearly as fast as it had been rising.

One of the components of the Rotten to the Common Core "system" was computerized books. There too, the USSA has paid a heavy price, adopting a technology just as studies were being done about the reading retention between an actual physical book, and an ebook read on a computer screen or ipad. For most people, those studies concluded that the physical book somehow correlated with retention of knowledge. (Personally, I can vouch for that; I do little research reading computer screens, and when I do, I seem to get much less out of it.)

What caught my eye here, however, was this:

"Several of us allied with Pioneer Institute have been pointing out, ever since it was introduced, the deeply flawed educational assumptions that permeate the Common Core and the many ways in which it is at odds with curriculum standards in top-achieving countries," said the institute in a statement.

According to the report lower scores as a result of Common Core were predicted a decade ago.

"Nearly a decade after states adopted Common Core, the empirical evidence makes it clear that these national standards have yielded underwhelming results for students," said Pioneer Executive Director Jim Stergios. "The proponents of this expensive, legally questionable policy initiative have much to answer for"

"It’s time for federal law to change to allow states as well as local school districts to try a broader range of approaches to reform," Rebarber added. "With a more bottom-up approach, more school systems will have the opportunity to choose curricula consistent with our international competitors and many decades of research on effective classroom teaching"

It's precisely those "progressive"  assumptions that were the focus of our book, and that some teachers have been warning about for years, for ultimately those assumptions stem from the "stimulus-response" psychology of German psychologist Wilhelm Wundt in the 19th century, and his influence spread far and wide, with Russian psychologist Pavlov (of bell and salivating dog fame), and American "educators" John Dewey, Thorndike and many others falling under his spell. And that means at the rotten core of Common Core there's a philosophy that humans are nothing but cattle and consumers, a ball of chemical reactions disguised as emotions and thoughts. A mechanism, with a heartbeat. That philosophy is behind all computerized standardized tests, and I do mean, all, without exception. The stimulus is the question; the response is selecting the "correct" answer. Learn by rote, don't think. Stimulus: "Who killed John Kennedy?"  Response: Answer C: "Lee Harvey Oswald." No room to question, no acknowledgement that that case has massive problems. Just memorize, repeat. Next question. Memorize. Repeat. Next question... An endless cycle of boredom, of having to "pass" tests designed to ensure you agree with "the narrative." No wonder our students are not only failing, but bored. In the end, the Amairikuhn edgykayshun system is nothing but a form of mind control technology. A soft form of it, to be sure, but a form of it nonetheless. And if you think I may be exaggerating in that assumption, check out our book, where we expose the curious relationship between the Clowns In America's MK Ultra program of mind control and standardized tests.

And those types of assumptions, like it or not, form the basic assumptions of most of the entrenched "progressive" "elite" that fill the federal "education" bureaucracy. Those assumptions empower them because they keep the "products" - there's that assumption again - of the "education" "system" indoctrinated and subservient. Expecting that they, or the federal bureaucracy will relinquish that power is whistling in the wind.

But here's a thought: civil disobedience maybe should begin in the school "systems"...

See you on the flip side...

30 thoughts on “COMMON CORE: THE RESULTS ARE IN, AND PREDICTABLY, THEY’RE BAD”

  1. A child knows only the environment he or she has grown up in!! If the parents are not smart enough to “guide” a child in learning to explore & question….only some later “jolt” in life might stir one out of the “box” one has been living in!!

    I have been so impressed in listening to CYRUS A. PARSA!! He recalls his childhood in Iran, how he was slapped by his teacher for not repeating the hate theme he was supposed to & then the teacher allowed the other children to beat him up & cut his hair off. I’m not sure at what age his family came to the States.

    He took the American Dream & ran with it!! His Co. is The A.I. Organization & what he has accomplished is amazing!!
    He was able to get to the President & warn him about Huawei; how China would literally control the world if not stopped!!

    I think we all can agree that Americans have been “dumbed down” & it has been done on purpose, part of a plan….as we all know!! Maybe this isolation period will start waking some up…. hopefully!!!

  2. My grandson now in 8th grade has yet to conjugate a verb. He gets good grades, yet gives disappointing results when I quiz him about history and U.S. history. The kid’s smart and does well in karate. Too bad how our kids had to suffer common core just so Neil Bush could make a fortune. Remember “IGNITE”?

  3. May be it’s not the fault of common core but the change in ethnic demographics.

    There are also studies that show decrease of IQ in european countries like Norway. You can’t blame that on the american common core, so we have to address the elephant in the room… that white children are becoming a minority in every white country, and that races have different average IQs.

    1. There is a great discussion over at unz.com about all factors involved in intelligence. The great thing is Ron Unz will let opposing views post 1,000 to 5,000 word essays so you can get hereditist (genetic heredity is the most important factor in intelligence) views by Murray & Thompson and environmental (environment is the most important) views by Chisala and Unz. Read both sides and let it roll around in your head for a while. Great fun.

      https://www.unz.com/runz/raceiq-super-flynn-effects-in-germans-jews-and-hispanics/

      https://www.unz.com/article/a-troublesome-intelligence/

      https://www.unz.com/runz/race-iq-and-wealth/

      A few to get you started.

  4. There’s no question that the “Amairikuhn edgykayshun system” is “Rotten to the (Common) Core.” In one’s humble opinion, where the students are concerned, they remain savable and resilient to an incalculable potential.

    One has maintained that each individual has the capacity to exceed their birthright. Many are intelligent enough to already have concealed their awareness of certain nefarious goings-on because friends have demonstrated the hard way what happens when they’re not first savvy to those manipulators and get attacked. They need not pander to the malicious or subliminally tyrannical as a puppet played to amuse those for a smiley face, either, just remain aware, for now.

    What’s seems to be happening currently, besides George Orwell’s, 1984 playing out, is what one refers to as the Joker effect. Making a reference to the first “Batman” film with the rise of the Joker played quite well by Jack Nicholson. Those who saw it know that part of his scripted genius was to put several chemicals together to come up with assorted outcomes when mixed together with others – some of them with lethal outcomes with a smile. All done to look like himself. Such an image it was, too, to remember.

    A chimeric virus would serve such a purpose, too, in how it affects those susceptible almost by design. Heavy metals, nutrient deficient food, airborne pollutants, high density population centers, poorly chosen daily activities, and other contributors toward what would and could work to deter a person’s well-being when mixed together might derail any health left in an individual going through the growing years. Sort of like what happens when those afflicted with cardiovascular Ds, hypertension, and diabetes, as well as immune compromised, and they meet SARS-CoV-2. (there are at least two hypotheses on why the specifics seem set up as well as slanted to an age / infirm group by design) Those endothelial cells affected and taken over by the bug are found nearly everywhere blood flows in the body. They’re major components of blood vessels right down to the capillaries in the heart, kidneys, liver, and, especially, of the alveoli of the lungs where that presumptive mystery Wuhan pneumonia festers. Voila! Cells flood and rot from the inside out caused by oxidative stresses and exacerbated inflammatory processes. The body is after all responding to a multitude of chemical imbalances. The favored phrase, “cytokine storm.”

    If only it were so easy. Top down, bottom up, from this angle, or from that side, and through the back, another wasted decade of hearsay, trial, and, in this case, failure. Those models they used then most definitely had garbage presumptions put into them and as a result had garbage outcome of the empirical kind their product. Talk about fraud, waste, and abuse.

    It seems they need to localize the teaching efforts to more easily account for local environmental conditions, health and welfare of the student (and family unit), as well as have learned something of what the recent blunder hasn’t produced. If they’re going to exercise those young synapses, they need to invest in them first to include the diversity they are, not simply write them off as electrochemical processes with a biological likeness and expect a favorable outcome like folks across oceans. Their symbology is different over there. This nations student will likely do better by doing things differently from what just a few folks of high-density population centers sought.

    Just think, dumb down a population from toddler to adulthood with distractions (that forced common core crap called education), bombard the sensory apparatuses with unrelated fast paced drivel by way of digitized signals of light, sound, and add chemicals with an instigating narrative and one is left with a recipe for chaos maneuvered by a few over payed opportunists out of vanity with little else to do in their miserable frames.

    As for why the younger are thinking what they are thinking it is empirically observable on multiple external levels and of multiple sensory levels. They’re the finished product of inputs at any one time as electromechanical as that might sound.

    One still prefers to listen to books well read and to those perambulating Peripatetics with something to teach as one witnesses the world as it is, instead of what the few wealthy and narrowminded dissonant impose upon the majority.

    Good grief! Who started this anyway?

    1. Druidry for Dummies, the cartoonish version of the Ryne-Stafas, has following hidden goals:

      1. Showing the human narrative, as straightforward as possible.

      2. Everyone looks himself up in the “phone book”, and – in so doing – asks a question.

      3. All “stepping stones” are needed, to cross the river, and therefore they are equivalent.

      4. Equivalence enforces a holistic view, demonstrating, that “all twigs are dreamt by tree”.

      5. All twigs grow from trunk – the axial center – defining man as “standing stone”, a tree.

      This is just a general preparation, fertilizing the ground, for following propositions:

      1. Ryne-Stafas are a social contract.

      2. Outside the social contract, the is NO social contract.

      3. Outside the social contract, there is natural state.

      These three propositions will cause widespread panic, when fully realized, that present fallen state is no social contract.

      Present state is a “slave contract in natural state” – called empire – caused by a mesmerizing snake, the Satanic papacy.

      The tree has a snake, in the garden.

      Circular Jacob’s Ladder:
      https://dl.dropboxusercontent.com/s/pnz9jpb73u1gfla/druidry-for-dummies.pdf

  5. From 1987 by Allan Bloom, “The Closing of the American Mind”.
    Is there still an opening or has it completely closed by now?

    1. Read and own a copy…my opinion, most don’t even realize it’s closed and are not inclined to suffer the consequences of opening it. Mass media has successfully captivated their minds and are holding them hostage. How else to explain our current state of affairs? The TV and Internet programming has worked its magic.

  6. I had access to my father’s era of American and Ancient history textbooks. They were much more interesting and informative than the ones from my school years. Also one should look at maps of the world they should be centered with the Pacific ocean in the middle to show the real geography of the planet. My father’s textbooks were from the late 1920s to about the late 1930s.

  7. This Communist core is entrainment for Norman Bates’ cryptocurrency. https://patentscope.wipo.int/search/en/detail.jsf;jsessionid=70D052DFC2C222ADAEDA586E55AC0CD1.wapp2nC?docId=WO2020060606&tab=PCTDESCRIPTION

    D Rockerfller said ‘I dont want thinkers, I want workers’. What they want is worker bees feeding all their energies (and bio data) into the hive (the system) to augment and enrich it (and those who own it). Those who enrich it best by providing the right answers – compliance – are rewarded. Those who dont become irrelevant and ergo, poor. Control by carrots and sticks= rewards and punishments.
    The patent was filed 20/6/2019. And note the occult numerology: WO 2020/060606 aka 22/666.

  8. The test is the sine qua non of education. The money maker: data. Not only data; but behaviorized data on the fly; dependent on previous answers to winnow the results into different student corrals, from which the product/student will be sold.

    1. What kind of society would treat her children that way.?
      One where the adults are also treated that way,
      Exhibit A: covid-19.
      But then the real question is; What product is this fearless leadership looking for?

      1. The Protocols of the ……., lets you know what society can do this. I read them years ago and just recently re-read them and it’s mind blowing how accurate it was. The original Communists!

    2. Frankly, I just don’t believe any stats that “they” quote. Those stats are like covid-19[, cooked. Yet, one can’t deny Common Core is rotten to the core. In methods and results. And again; Frankly, that’s what they want: Mission Accomplished. Another Microsoft failures, as designed. Wouldn’t want a competent operating system, nor competent student. Gates to rescue. He personifies systems’ failures. A true Rothschild/Rockefeller tool.

    3. Remember; to the internationalists, the USA is standing in their NWO way! Hence the common cold, aka covid-19 is bein used to destroy her society and economy. Student destruction was a given; when the internationalists were put in charge. Remember, local is THE enemy of internationalists. Ironically, they’re using States to accomplish international goals. Like The people electing those who don’t have their back. In fact, their representatives continually stab the people in their backs.
      Exhibit A: covid-19.

    4. The Common goal of Common Core is to put all student into a Skinner Box. Because, he or she must be conditioned for the live-in-action continuous life of being experimented upon/a USA prime grade-A guinea pig.

    5. The education system would be an absolute failure if today everyone was ceaselessly questioning and not complying w/the covid-19 narrative. A failure, if the public refused the medias narratives from A to Z. A failure, if the USA Congress and Senate had no incumbents. A failure, if the FED was a public Bank. A failure if health Care was public; not private. Utilities public; not private.
      A Democracy; not an Oligarchy.

    6. Why is there no civic education in the American school education system? Of course, if it were, it would surely be an Orwellian education beyond measure.
      Wait! It already is!
      Mission Accomplished!

  9. Actully the Common Care project has been a resounding success from the view point of creating a nation of workers and/or compliant non-producers, instead of a bunch of pointy headed intelluals with free thinking open minds that could create and work to get things accomplished. Also proves ignorance can be passed generation to generation once programmed.

  10. Unfortunately, they will use the poor results to justify even more reform. Thus, further epstupdation. We need to bring back teaching Greek, Latin, the arts and humanities in public schools. They should read primary texts starting at an early age and not summaries of what some professor wrote. Also, classical and baroque music needs to be taught more. Until this happens our culture will continue to suffer attacks and the kids are dumbed down further.

  11. Joseph: “An endless cycle of boredom, of having to ‘pass’ tests designed to ensure you agree with ‘the narrative’. No wonder our students are not only failing, but bored.”

    This is a feature, not a bug. The PTB want workers, not questioners. Learning should be a wonder-filled, expanding experience. Think of how a pre-school youngster responds to their environment. Try to stop them from learning…

    The antithesis to this love-of-learning is to make education as boring as possible. Plus, a specific subject is probably out of whack with Nature’s cycles of unfoldment, as researched by Joseph Chilton Pearce – and thus actually harmful. In addition, let it be known to the students that sports stars, music stars, movie stars, and even race car drivers are the Golden Path – not becoming wise.

    Thus, “education” is set-up so that the vast majority is conditioned to emotionally-abhor learning. Every conceivable tactic is used to drill this revulsion in, from the methods-of-testing to teachers functioning as merely test-monitors. Many do not recover, and settle-in to the desired mass-consciousness ‘bubble’.

    We are witnessing a feature, not a bug…

      1. Actually, no. You focused on students being ‘bored’. I focused on ’emotional-abhorrence and revulsion’ to learning conditioning. There is a difference. Much stronger.

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