I have admired Rodin’s statue of “The Thinker” for many years.
Yet the statue is not a man of action.
Too much thinking, too little action is a recipe for fecklessness. Yet too much action, too little thought are ingredients for a potential disaster.*
And this is where the Common Core standards enter the picture.
Exactly how much evidence did policymakers have to justify the crafting and adoption of national standards? Of that evidence supporting the policy, what part, if any, did research play in making policy? Since evidence never speaks for itself–it has to be interpreted–these are fair questions to ask of any policy but especially one with high-stakes consequences for how teachers teach to the standards, what children and youth study in classrooms lessons, and tests used to measure how much of the standards students have learned.
There have been two major justifications for Common Core standards: (1)…
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