Standards Are Expectations of Learning
Many ed reformers who are not experienced educators don’t understand that The Common Core State Standards are cognitive goals and expectations of student learning or “growth”.
The Standards demand a fixed set of cognitive skills that must be learned and levels of performance that must be achieved by every student each school year regardless of individual circumstance and cognitive ability or disability.
Many reformers don’t understand that standards identify the “college ready” skills that must be acquired by learners and they are not simply bestowed or imparted by teachers.
Our students are not standardized, they possess a wide range of cognitive capabilities and disabilities. These abilities and skills do not emerge and “blossom” at the same rate and in the same way.
Unfortunately, the extra academic assistance and support services that our schools and teachers provide for struggling students, may not be enough to compensate for the absence of learning after school hours.
Many students living in poverty begin their schooling lagging far behind in basic skills and vocabulary development. Many do not participate in after school enrichment activities and informal learning experiences during the summer and other breaks that help to support and advance student achievement in school.
Too often, at-risk students who begin their schooling lagging behind their classmates will actually fall even farther behind and the “gap” will increase as they progress through grade levels because their academic growth is delayed and restrained by numerous barriers to learning.
In effect, our disadvantaged students who are “Racing To The Top” have a much greater academic “distance” to travel to reach graduation performance standards and in many Standards Are Expectations of Learning | WagTheDog:
