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Savannah Rawlston
Dr. Gale Temple
EH 102
4 February 2015
Debunking the Myths of Common Core Educa(on
It is clear that the ways in which children aged kindergarten through twel*h grade are being
taught are changing na(on-wide. However, no one seems to really know why, or how these changes are
being made. Furthermore, most don’t even know the basics of these new standards, known as Common
Core Educa(on. According to the Washington Post, Common Core is simply “[a standard] on what
children aged K-12 should learn and when they should learn it regarding math and English” (Clements).
While this de7ni(on seems clear, what is unclear is how these standards came about, and who was
behind the transi(on. Many are not in favor of Common Core, and I am determined to 7gure out what
has lead them to this decision. If we only look surface deep, at the opinions of the persuasive political
icons, we are depriving ourselves of making a well-informed, non-biased decision about whether or not
we agree with the implementa(on of Common Core Educa(on. My topic, then, will be about Common
Core Educa(on, and how the lack of general knowledge about the process is detrimental to the success
of the new standards.
To begin, throughout my research process, I have found that many are confused as to what the
standards mean for their children and teachers. According to www.corestandards.org, one of the biggest
myths about Common Core is that it “[tells] teachers what to teach” (FAQ). The truth is that these new
standards are not in place to dictate how the material is taught, but what material should be taught. It is
up to each individual school and teacher as to how the standards are implemented and administered.
Also, it is a popular idea that Common Core standards “bring all states’ standards down to the lowest
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common denominator” (www.corestandards.org, FAQ). In reality, the standards will surpass those
previously in place, preparing students na(on-wide for success in school, work, and life. In fact, “the
standards were informed by the best in the country, the highest interna(onal standards, and evidence
and expertise about educational outcomes” (www.corestandards.org, FAQ). It is understandable why
parents would think that Common Core is “one-size-7ts-all” teaching, but truthfully, teachers s(ll have
the ability to structure their classes in individual ways, thus tending to each student’s learning needs.
Furthermore, another common idea about Common Core is that the federal government is in
charge of the process. It is understandable how one could think this, because there has been voiced
support by any members of the federal government. However, voicing support and having control are
two very di;erent things. Many have come to think that Common Core is part of the No Child Le*
