Do American Schools Need a Common Curriculum?

By: Amber Whiting

For
Equally high expectation state to state
Equally high expectation no matter your
background, culture, ethnicity, socioeconomic
status,
Texts,assessment, teacher training will
require a common ground that can be
invested in
High rigor/expectation
There would be variation among curriculum
and teacher presentation
Sequential
Collaboration
Teachers can share materials and ideas
across the country
The earlier the intervention begins, the more
chances we have to be successful closing the
gap.
especially impacting our most disadvantaged
students
Vocabulary building and increasing
experience
Decrease boredom of what has previously
been taught and increase in building on what
children have learned
Lean concepts- the most crucial information
Enhances critical thinking, problem solving,
reasoning, analysis
Increase the ability of where students are at
so as a teacher you can better your
instruction to meet individual students needs
Cultural connections
In Finland, Singapore, and south Korea it with
equitable resources have increased

Against
one size does not fit all
Creativity will be squandered
rote memorization will occur
teaching to the tests
kids are not developed enoug
handle such content
will not be able to attend to th
individual needs of students.
high kiddos will not progress a
high as there potential could r
and the low kiddo will never c
the gap
it will decrease student confid
students will give up after hav
such little success
neglect cultural sensitivity
power will be in politics
the federal government will co
teaching
political pressure
greater opportunity for politica
leverage
Against the law
Education is at the state and
level for a reason the federal
government should not gain
control over it
No evidence supports that
common standards lead to hig
achievement
France and Denmark have
demonstrated no change in
achievement or diminishing g

achievement and diminished the gap between

high and low achievers
college and career readiness
This kind of support is essential for students
who change homes
classrooms,school,districts, and even states,
which occurs at alarmingly high rates in the
U.S
Common assessment will follow the
standards
Created by professionals
Able to improving pacing
Create engaging meaningful experiences
Dig deeper into content and learn actively
Improved curriculum and assessment
save money due to similar assessments and
curriculum
Teachers across the nation could work
together to develop creative and engaging
integrated lessons and units to share using
cutting edge technology and e-tools.
It will be easier to advance gifted students
It will be easier to identify struggling learners
and their setbacks
The college transition will be easier because
the students with all come in with similar
knowledge base
A recent ACT study showed that only 31% of
eleventh graders were prepare for life after
school.

with a common curriculum

national standards are in ade
the college readiness bar is b
what most four year colleges
require for entry
Well below the highest perform
countries
Below the highest rank states
Who defines what is best
Encourage differences and
broaden horizons not squelch
with what is common
interests,needs, and talents n
to be found and built upon.
Finland tailors schools to mee
kids needs
No best way exist
Ability to teacher proof curricu
Maximize corporate profit for
curriculum and software
companies
The Thomas B. Fordham Institute, in the
May 2012 report, Putting a Price Tag on
Common Core, estimates the national co
compliance with Common Core will be
between $1 billion and $8 billion, and th
profits will go almost directly to publishe
Standards and test driven wh
about child focus
ignoring the entire 21st Centu
Skills perspective with its ess
emphases on technology,
innovation, life and career ski
critical thinking, and collabora
poor and rural communities w
suffer due to limited resource
funding
gifted children will be bored a

the struggling student will give

Bibliography
Koonce, G. (n.d.). Do American Schools need a Common Curriculum? In Taking sides:
Clashing views on educational issues (Eighteenth ed., pp. 115-124).
Myths vs. Facts. (n.d.). Retrieved December 11, 2015, from
http://www.corestandards.org/about-the-standards/myths-vs-facts/

The Common Core: The Good, the Bad, the Possible. (n.d.). Retrieved December 11, 201
from
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/1
ommon-Core-Good-Bad-Possible.aspx