While the book is specifically about Common Core, the failure of that bold initiative can only be understood in the context of standards-based reform, of which Common Core is the latest and most famous example. For three decades, standards-based reform has ruled as the policy of choice for education reformers.
The Theory of Standards-Based Reform
The theory of standards-based reform rests on the belief that ambitious standards in academic subjects should be written first, guiding the later development of other key components of education—curriculum, instruction, assessment, and accountability. By promoting a common set of outcomes, standards-based reformers argue, the fragmentation and incoherence plaguing previous reform efforts could be avoided.
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The approach is inherently top-down and regulatory, with standards developed by policy elites and content experts at the top of the system. The other components, all of which are bolted to the academic standards, grow in importance downstream and are often under the control of practitioners. The book focuses on curriculum and instruction, the what and the how of learning. They are key to the production of learning in classrooms.
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Despite the theory’s intuitive appeal, standards-based reform does not work very well in reality. One key reason is that coordinating key aspects of education at the top of the system hamstrings discretion at the bottom. The illusion of a coherent, well-coordinated system is gained at the expense of teachers’ flexibility in tailoring instruction to serve their students. Classrooms are teeming with variation. An assumption of Common Core advocates is that variation in learning occurs primarily because of schools and classrooms possessing disparate, and all too often, indefensibly low standards—that if schools were brought under a common regime of high expectations, children who are falling behind would catch up or never fall behind in the first place.
High Expectations Are Not Enough
That basic notion is wrong. Simply having higher expectations is not enough to drive systemic improvement downstream. One of the most highly replicated findings of education research is that a good predictor of how much students will learn tomorrow is how much they know today. Studies of interventions that simply ratchet up expectations without regard for students’ prior knowledge have yielded disappointing results. The “algebra for all” policies of the 1990s and early 2000s placed many unprepared eighth graders in Algebra I courses. They not only failed to learn algebra and fell further behind their peers, but many subsequently took a series of advanced math courses that doomed their high school math careers to repeated failure.
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