Common Core opponents concerns NOT resolved in K-5 “new” math standards
The chief complaint made by Common Core opponents in Indiana against the K-5 math standards was the abstract way the standards dictated children perform computations like addition, subtraction, multiplication and division, and the delay of teaching and practicing the standard algorithm for these operations. Parents wanted standards that resembled those in high-performing countries and states where memorization of basic math facts is required early and performing math procedures vs. conceptualization is central to the standards.
The “new” standards have 66 individual strands that deal with the computation of math procedures. 55 of these standards are identical word for word to the Common Core. The same methods and strategies that started this whole debate are still present and slightly enhanced with the draft standards. Because of the bias inherent in the those who determined these standards, this should be of no surprise to anyone.
The committees must be tone-deaf and believe they know better than the thousands of parents standing in rebellion to the Common Core. To place before us a set of standards that doesn’t address a single one of our concerns is beyond a polite snub, it’s a flagrant act of defiance. I have matched every “new” standard for computation to an identical Common Core standard with an 83% accuracy.
Three of the non-matched standards aren’t computation standards (see grade 3 and 5), they are probability standards and belong in that topic category. They deal with organizing data into charts and so forth, not solving math operations. This misplacement of standards shows the rushed pace they are running at is going to produce errors. If we remove the misplaced standards from the count, there are 63 standards with 55 exact matches. This brings the identical alignment to 87%.
The majority of the remaining 8 non-matched standards are reworded Common Core standards that remove the term “the standard algorithm” and replace it with “a standard algorithmic approach with understanding.” The difference between these terms requires a bit of explanation which I will provide in the next post.
See the chart below:
| Common Core vs. New Indiana Draft Standards for Computation/Operations | |
| 66 standards total , 55 standards are identical word for word“New” Indiana Standards | Common Core Standards |
| Kindergarten | |
| Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |
| Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1) | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |
| For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. |
| Compose and decompose numbers from 11 to 19 into ten ones. by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| First Grade | |
| Understand the role of zero in addition and subtraction | no exact match |
| Demonstrate fluency with addition facts and the corresponding subtraction facts for totals up to at least 20 | no exact match |
| Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |
| Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |
| Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13) | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |
| Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. |
| Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. |
| Grade 2 | |
| Use estimation to decide whether answers are reasonable in addition problems | no exact match |
| Use mental arithmetic to add or subtract 0, 1, 2, 3, 4, 5, or 10 with numbers less than 100 | no exact match |
| Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem | Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.8 |
| Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends | Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. |
| Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends | Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |
| Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction | Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. |
| Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds | Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. |
| Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900 | Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. |
| Grade 3 | |
| Solve problems involving addition and subtraction of whole numbers fluently within a 1000 using a standard algorithmic approach with understanding | no exact match- please note “a standard algorithmic approach with understanding” this is NOT the same as “the standard algorithm” |
| Represent the concept of multiplication of whole numbers with the following models: repeated addition, equal-sized groups, arrays, area models and equal “jumps” on a number line. Explain the result of multiplying by zero | no exact match |
| Represent the concept of division of whole numbers with models as successive subtraction, partitioning, sharing and an inverse of multiplication. Show that division by zero is not possible | no exact match |
| Construct and analyze frequency tables and bar graphs from data, including data collected through observations, surveys and experiments | this standard should be in data analysis- not computation |
| Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. |
| Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. |
| Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem | Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. |
| Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By end of Grade 3, know from memory all products of one-digit numbers. |
| Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding | Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity; assess the reasonableness of answers using mental computation and estimation strategies including rounding. |
| Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. |
| Understand a fraction 1/b as the quantity formed by 1 part when awhole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. |
| Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line | Represent a fraction 1/ b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/ b on the number line. |
| Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line | Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. |
| Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. |
| Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model | Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3); explain why the fractions are equivalent, e.g., by using a visual fraction model. |
| Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers | Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. |
| Grade 4 | |
| Understand the special properties of 0 and 1 in multiplication and division | no exact match |
| Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size; use this principle to recognize and generate equivalent fractions. |
| Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| Understand addition and subtraction of fractions as joining and separating parts referring to the same whole | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. |
| Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model | Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. |
| Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. |
| Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 |
| Grade 5 | |
| Solve problems involving multiplication and division of whole numbers fluently using a standard algorithmic approach with understanding and explain how to treat the remainders in division | not an exact match- note wording “a standard algoritmic approach” is not the same as “the standard algorithm.” |
| Construct and analyze line graphs and double-bar graphs from data, including data collected through observations, surveys and experiments | no exact match |
| Perform simple experiments to gather data from a large number of trials and use data from experiments to predict the chance of future outcomes | no exact match |
| Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them | Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. |
| Fluently multiply double-digit whole numbers using the standard algorithm with understanding | not exact but close: Fluently multiply multi-digit whole numbers using the standard algorithm. The new standard adds “with understanding.” |
| Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |
| Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used | Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
| Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. |
| Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. |
| Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |
| Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| Interpret the product (a/b) × q as a parts of a partition of qinto b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b | Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. |
| Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas | Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. |
| Interpret multiplication as scaling (resizing), by: | no exact match |
| Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication | Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. |
| Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1 | Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. |
| Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem | Solve real-world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |
| Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.24 |
| Interpret division of a unit fraction by a non-zero whole number, and compute such quotients | Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. |
| Interpret division of a whole number by a unit fraction, and compute such quotients | Interpret division of a whole number by a unit fraction, and compute such quotients. |
| Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem | Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. |
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Sites That Link to this Post
- Common Core opponents concerns NOT resolved in K-5 “new” math standards | Grumpy Opinions | February 24, 2014
- Want to have input on the proposed Indiana standards? Indiana children need your voices! | Saint Simon Common Core Information | February 24, 2014
- New Indiana standards make things worse | Hoosiers Against Common Core | February 24, 2014
Is this a joke? I eagerly began reading through the draft standards, excited that at last I (and thousands of other concerned citizens) had been heard. Within thirty seconds my optimism faded into profound disappointment. Virtually nothing has changed. Fuzzy contructive math is as prevalent throughout as it had been, sealing the fate of every child to become mathematically inept and unable to participate in the STEM careers of the future (unless of course they have the time and considerable money for after school math programs). The startling statistics of the incredible numbers of graduate students in engineering, the sciences and medicine being foreign born are being insured to continue growing ever higher. Nearly a third of undergraduates at Purdue are non-US citizens and for good reason. They know how to solve for x, which these standards ensure today’s Indiana students will not. Ok I thought, as much as I despise the math program, I can supplement it at home and at math centers. My kids are lucky, most others are not. Surely, I thought, the ELA standards would be different. No! Literature remains an afterthought, to the “informational texts” Bill Gates believes our children need to absorb to become cogs in the wheel. That’s what China has always produced – now they are feverishly emphasizing creativity and multiple perspectives, empathy and design… while here in the USA Common Core seeks to turn our economic future (uh, I mean students) into homogenized automatons. Have these “educational leaders” not read a book in the last decade? Tom Friedman, anyone? Daniel Pink? Great literature is the foundation of “reading between the lines” and the cornerstone of all the distinctly American skills we have brought to the global table over the last two centuries. The right-brained multi-disciplinary thinking that results from reading great novels cannot be replaced by non-fiction literal texts, articles, and technical manuals. Clearly the committee did not consist of mathematicians, literary experts, or excellent experienced educators. What a farce.
Thanks for your comments, they are spot on. Please share this with your friends and get them to attend the public hearings that are being held next week. Public testimony will be taken so you can stand up and speak. They will only give around 2 minutes a person.The second hearing is in Indy.
Monday, FEBRUARY 24, 2014, 3:00PM – 7:00PM
Ivy Tech Community College-Southern Indiana
Horseshoe Foundation Assembly Center, Ogle Hall
8204 Highway 311
Sellersburg, IN 47172
Tuesday, FEBRUARY 25, 2014, 3:00PM – 7:00PM
Indiana State Library
History Reference Room
315 W. Ohio St.
Indianapolis, IN 46202
Wednesday, FEBRUARY 26, 2014, 3:00PM – 7:00PM
Plymouth High School
Weidner School of Inquiry Room NT 201
810 Randolph Drive
Plymouth, IN 46563
Park in Lot 7, Enter through Door 7
Erin, words cannot express our gratitude to you for this thorough report. I have reposted and reposted. I have emailed Mike Pence. I will be there on Tuesday. God bless you – parents owe you a debt of gratitude.
You are too kind. The movement against Common Core has always been a group effort and it will continue to take many voices to effect change.I appreciate all your help.
Thank you, Erin and Heather, for your constant vigilance and hard work to get the word out to the public of what is happening in our schools. It saddens me to see after all of this time and effort put forth to enlighten our Governor, the Superintendent of Education, our legislators and educators, they can’t seem to get it. I will pray that God will open their minds and change their hearts. My husband and I will be there for the hearing on Tuesday. May God richly bless you for everything you have done to save the minds of the children, not only of Indiana, but of the entire country.
Most sincerely,
Joan Billman
Joan, It’s thanks to you and those in your group that is due. An idea is only as strong as the people who support it. Without your tireless efforts, this issue would never have been raised. Hopefully, those in leadership can get this over the finish line and make the necessary changes.
This is absurd. We parents were not educated under Common Core. So, we’re not stupid and as ignorant as these people think we are. We’re not falling for it. Unless someone has a better idea, I think we should demand these panels be re-appointed solely by the SBOE so that the selection process includes a screening and researching of each candidate to identify those who have either supported or opposed CC, by testimony, petition, etc… or belong to trade groups, non-profits, and the like, who currently or have previously supported or opposed CC. Since this research has already been done by Heather and Erin, it should’nt be too hard. Then either the panels are evenly stacked with opponents and proponents or all who meet the above criteria are not permitted a seat. Furthermore, no single member may sit on both panels. I think that these points need to be a main part of the testimony given at these hearings. However, I am open to any other ideas and suggestions. Please email me if you are opposing CC and will be attending one of these hearings. Billwillcutts@remax.net Whatever we’re going to do we better do it fast and effectively.
I would like to commend Dr. Brad Oliver on his work in this matter. His efforts have been effective, objective, diligent, and with integrity. I ha e every confidence in the developed review process, but as we can see, no confidence in the objectivity of those appointed to the review panels. 87% rate of identical standards so far. I don’t see how, but the comparison is incomplete and that number could go up.
Here’s a thought. I’m looking into the future and I’m seeing Indiana public and private schools with a record low re-enrollment rate in the fall of 2014. Record sales for homeschool ciriculums.
One more thing. Most importantly, thank you Heather and Erin, plus anyone else I’m forgetting. You have been awsome. Regardless of the outcome from this pause and evaluation, in our favor or not. We all need to remember this fight isn’t over. The otherside won’t quit and neither can we. A wise man once said, “You only lose if you quit.”
Erin, Thanks for a well thought out article on the follies of Common Core. Keep up the fight against this inane onslaught against education excellence across America. The mess we have in education today, and the consistently poor performance of our students on standardized test in comparison to other high performing countries, is a direct result of the “Standards” that were forced upon us in the 20th Century by these same Washington bureaucrats.
I plan on coming out today to express my opinion on Common Core and the insidious efforts to railroad it through. The future generations of Hoosiers are depending on us to make every effort to stop this! It is our time, our duty.
Thanks to all and may God bless our endeavors.