Will Indiana Cut-and-Paste Its Way to Common Core Serfdom?

As a college professor and former head of a K-12 school, I know when a student is giving me the runaround. Here is one scenario I have been through more than once: I hand back a student’s paper—clearly written in a rush—that is bleeding with my markings on typos, incomplete sentences, contradictory statements, and bizarre punctuation. The student looks at the grade, gasps, and then exclaims, “Oh, my gosh! How could I have done such a thing? I handed in my rough draft by mistake. But here is my final draft!” (which the student just happens to have in his book bag).

Just such a scenario is unfolding in Indiana as the state school board tells citizens that the “new” standards in mathematics and English, unveiled a couple of weeks ago and meant to replace the Common Core, were only meant to be a draft; that the board was eager to solicit public input; that they have created a “process” (a word that we have heard ten thousand times by now) that is completely transparent; and that the hearings people just drove two hours to attend so that they could speak for 180 seconds were only the first step in coming up with an entirely new set of “college- and career-ready standards” entirely different from the Common Core. Is anyone buying this line? I see three substantial objections to this process as it has unfolded so far.

First, the allegedly new draft standards are a cut-and-paste job from the Common Core. Here is reading standard number 16 for Kindergarten in the “new” draft of the Indiana standards: “Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.” Here is reading standard RF.K.3b in the Common Core: “Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.” There is no difference. And such is the case with virtually all of the draft standards. The committee simply took the Common Core logo off the standards, made minute adjustments to them, and passed them on to the public to see if anyone would notice. Well, we did.

The second objection is that these standards are utterly inadequate and in many cases embarrassingly false or ridiculous. Take the standard written above. The original authors engaged in typical circumlocutory edu-speak in order to make something very simple sound wonderful and mysterious. But their standard doesn’t pan out. Presumably the authors of the standard are telling teachers to teach children the long and short sounds of the vowels. But that is not what it says. Rather, students are supposed to associate (know?) the long and short sounds when they see “the common spellings . . . for the five major vowels.” What?

Boy doing homeworkNow ask yourself: How many ways are there to spell the letter A? I can only think of one, unless you mean to distinguish between capitals and lower case, which is not what is being said. A is always spelled A. Even if we give the original authors of this standard and the Indiana committee the benefit of the doubt, and allow them to claim that learning the vowel sounds was what they meant, we still have the problem of the more generous reading of the standard not being true, either, or at best only half true. Why learn only the short and long sounds? Every vowel except for e has more than a long and a short sound. The letter A, for example, has four sounds: /ă/, /ā/, /ah/, /aw/, as in at, tape, want, talk. Consider the word father. You do not call your father your făther, nor your fāther. Yet this simple truth about the code that is the English alphabet is lost on the very people who are in charge of writing standards for our children’s schools.

The third objection concerns just who is in charge of this “process.” Teaching children to read, to write, and to understand and enjoy great literature, while not easy, is shockingly straightforward. Good schools did this for hundreds of years in America before mind-numbing and misnamed “standards” were introduced in the Sixties, when the level of both general and civic literacy began its steady decline. Yet whenever we ask the people in charge of this “process” to explain in direct terms how students learn to read and write we are not given anything close to a straightforward answer. A couple of weeks ago at a public meeting, I asked two state school board members whether a very clear sentence that I offered concerning the teaching of phonics could ever make it into the standards. I was basically testing whether the board members themselves understood phonics. The response was four minutes of dancing around the issue, with no indication that our school board members have any idea how students learn to read. Are these really the people in charge of our children’s education?

No one has been fooled by the promises of a “transparent process” in writing good standards for Hoosiers. Either the state school board and the committee they have appointed are in over their heads and unable to outline how students learn to read, write, and do math, or they are deliberately fighting a war of attrition in order to hold onto the Common Core, albeit without the name, hoping that the troublesome parents of Indiana will eventually lose interest in the issue and go away. Well, education leaders of the state, it’s now time to whip out your final draft and convince us that you know what you’re doing.

Terrence O. Moore

Terrence O. Moore, a professor of history at Hillsdale College and advisor to several classical charter schools, was a national evaluator of the new Indiana English standards. In that capacity, he wrote a 26,000-word critique which was largely ignored. He is the author of The Story-Killers: A Common-Sense Case Against the Common Core.

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Comments

  1. vivian himelick says

    Dear Mr Moore,

    As you stated, I actually drove 3 hrs to attend the hearing on Wednesday in Plymouth , Indiana. Several of my friends were there from grass roots groups in northern Indiana. I actually had not planned on speaking, just listen. However, several teachers with access to the CC standards spoke of the comparison with the “new” Indiana standards . What I learned was that in K-5, teacher after teacher said the standards were identical. One lady said she found 4 words different.. 4 words?
    I was outraged! What a scam this board it perpetuating on the citizens of Indiana.I got up and told them I was embarrassed at their performance! My business is in Richmond, and the following day a 4th grade teacher for the Centerville school system stopped in. Her class is specifically designed for “exceptional” children. When Itold her I had been at the meeting in Plymouth, and it certainly appeared that the standards were the same, she almost cried. What a travesty this board is perpetuating on the children of Indiana. My final comment at the hearing, was to the audience.. ‘
    “my advise to parents and grandparents here.. plan on home schooling”…
    I absolutely do not know how to reverse this, as they say “the fix is in”…
    In Liberty,
    Viv. Himelick

  2. Jim Billingsley says

    Thanks so much for sounding the alarm. There is much wisdom in this article and I just pray that parents will wake up and realize that they (and not politicians and bureaucrats) are the ones who should be directing the education of their children. And I appreciate Vivian’s insightful comments, too. If common core standards, regardless of what name they go by, starts dictating what is on the SAT and ACT, then it’s time liberty-minded people create a new standard by which kids are accepted to colleges. And if colleges refuse to accept that, then perhaps liberty-minded people need to start our own colleges. Oh, if only there were more Hillsdales in academia.

  3. gabe says

    Apparently they are in charge – more’s the pity!
    I have often been told that the poorest performing academic discipline (in terms of genuine understanding and knowledge) is education. I’ll not provide examples from the educational “adventures” of my own children as they are too numerous to list and would leave the reader somewhat incredulous for the educators absence of basic knowledge and logic.
    No attempt to cover this absence of knowledge / logic by obscure, cult-like phraseology can successfully mask both the modern educators disdain for those in his / her charge and their self serving portrayal of their discipline as the “savior” of the children – not to mention their utter lack of common sense.

    • gabe says

      You guys are quite right!
      How in the world did it ever come to this.
      Don’t wish to sound like an ole fogey – but!!!

      We used to read simple readers that progressed along a clear line of difficulty.
      We performed rote memorization of the multiplication tables, diagrammed sentences so that we would understand the structure of our native tongue.
      We had straightforward yet tough tests – and received the grades that we DESERVED – there was no consideration for enhancing one’s self esteem – one earned that by performing well and mastering the materials.
      All this was done in language that my immigrant grandfather could understand – better yet – our teachers could understand. And, oh yeah, these teachers had in fact mastered their subject matter.

      To do as is currently done today whereby the educator tries to teach logic and “deeper” understanding is both illusory and self-defeating. I submit that grade school children do not, as of yet, have the intellectual wherewithal nor life experience to benefit from such attempts We all seemed to do quite well having such studies delayed until high school.

      But I suppose that presenting oneself as being capable of instilling logic in un-formed young minds may serve to justify the high slaries and benefits that these “educators” demand.

      Oh well, I am just an old crank!!~!

  4. Joe says

    I’m just concerned parent, but I highly recommend Dr. Moore’s, “The Story-Killers: A Common-Sense Case Against the Common Core”. It will not only validate what you thought was a problem with the Common Core as a parent of school-aged children, but it will hopefully ruffle your feathers enough to make a change in our state’s (and country’s) education path down the Common Core rabbit hole.

Trackbacks

  1. […] When Indiana education officials released a new set of draft standards at the end of February, they were almost universally panned by interested observers and experts. Among them: University of Arkansas professor Sandra Stotsky, Hoover Institution fellow Ze’ev Wurman and Hillsdale College professor Terrence Moore. […]

  2. […] The standards themselves read like the product of any bureaucratic mind-meld. Try some of it on for size. Reading standard RF.K.3B says “Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.” That sounds really impressive, until someone who knows better analyzes it, as Dr. Terrence Moore has this one. Let me quote him: […]

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