The business community’s support for more rigorous education
standards is motivated by a desire to ensure that tomorrow’s economy has the
talented workforce available that is necessary to keep the nation competitive.
It is not about whether schoolchildren should be
learning
cursive handwriting. Stories continue to pop up about how the standards,
known in our state as the Arizona College and Career Ready Standards, are
injecting
politics
into elementary school grammar lessons or are edging out the teaching of
quality
literature.
The truth is that the Standards themselves do not have the
power to do any of these things. Certain critics who oppose the fact that
Arizona collaborated with other states and experts to redesign our inadequate
standards continue to confuse education standards- a set of learning goals by
academic subject- with curriculum- the materials and lesson plans teachers use
to help students reach these goals.
Education standards are and always have been a set of
learning goals to measure students’ progress and ensure they remain on track to
be college or career ready upon graduation from high school. The standards are
set by the state, and enacted by local schools.
In some states, schools are denied the ability to choose
the curriculum they prefer because the state controls
all textbook and curriculum decisions.
Not in Arizona.
Some critics of the Standards have misleadingly labeled
instructional materials or lessons as mandated by the standards themselves.
While this is not accurate, we should also not be so quick to criticize some of
these materials.
The reason Arizona adopted these new Standards is to improve
what students learn by teaching critical-thinking, problem solving and
effective communication skills. Upon careful consideration, some of the lessons
under attack in the recent dust up appear to do exactly that.
Take, for example a recent lesson that was derided by The
Weekly Standard as undermining the teaching of U.S. history by instructing
teachers to “[r]efrain from giving background
context or substantial instructional guidance at the outset…This close reading
approach forces students to rely exclusively on the text…and levels
the playing field for all students as they seek to comprehend Lincoln’s
address.”
On further inspection, the lesson in its entirety is deeper and probably more memorable than most
U.S. history lessons in our schools today. By avoiding context at
the outset, students learn how to gain knowledge from the text itself. Once
they have taken all they can from reading the text and any knowledge they bring
to the reading, the teacher adds in context and challenges the students to
understand exactly what Lincoln was trying to say, up to and including reading
through several versions of the speech that Lincoln drafted.
I’m not a teacher, so I really cannot say definitively
whether the lesson in question is truly the best way to teach Lincoln’s
greatest speech. But the lesson explores the address more rigorously than I
recall being taught.
We will continue to hear examples of less-than-great lesson
plans, curricula that are irrelevant or classes that promote
ideals
contrary to those of most Americans. But that was also the case long before
the College and Career Ready Standards. When parents and community leaders
encounter such issues, they can and should be addressed locally at the
governing board level.
Arizona adopted new standards because our policymakers
recognized that
our
previous standards weren’t cutting it in a fast-paced, rapidly changing
economy. This in no way undercuts the local control over curriculum that
Arizona has always valued. We should encourage our local school boards, parents
and community members to critically examine and adopt curricula that are
aligned with the new standards and encourage this richer, deeper learning.