If Fordham Wants to Know Why Parents Hate CCSS Math, Why Doesn’t it Ask the PARENTS?
The Fordham Institute invites you to its webinar, Teachers Like Common Core Math. Why Don’t Parents?, on July 14:
July 14, 2016 –
Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should lead to noticeable changes in classrooms across the United States. After all, compared to most of the state standards they replaced, the CCSS-M boost rigor, focus on fewer topics, and purposefully link concepts across grade levels. In Fordham’s recent study, Common Core Math in the K-8 Classroom: Results from a National Teacher Survey, teachers report that several such shifts are indeed underway: Sixty-four percent say that they increasingly require students to explain how they arrived at their answers; 55 percent more frequently require students to use proper math vocabulary; and at every grade level, topics related to the application of math are taught by nearly all teachers.
But while teachers have begun to embrace Common Core math, parents (as perceived by teachers) seem less enamored. Eighty-five percent of instructors report that parents misunderstand the new methods and are less likely to reinforce math learning at home. What can we do to support parents and children during Common Core implementation? Are policy makers and advocates paying enough attention to their concerns now that much of the Common Core uproar has passed?
Join the Thomas B. Fordham Institute on July 14, 2016 for an in-depth discussion (including a math demonstration lesson) of how we can communicate the changes that the Common Core is prompting in classrooms—and help families learning to adjust to those changes.
Answer to the above question in the title: Fordham doesn’t ask parents because it doesn’t *care* why parents hate the math and don’t support its use at home. That thought apparently hasn’t even crossed its mind to ask the parents *why*. It accepts the *perception of teachers* that *parents hate it* but no panel members identified as parents opposed to the CCSS seem to be on the panel discussion. The panel members are CCSS supporting educators and/or NGO educational representatives:
Here is my question on the Fordham Institute site:
None of the supporters are identified as mathematicians. Fordham has adopted the elitist message of the adoption of the standards which circumvented the political process of educational development and delivery that constitutionally should have been state directed, not written by NGOs, or ‘guided’ and funded by the Federal Government.
The message from Fordham is simple: the standards are here to stay and ‘suck it up suckers’. You have to pay for standards that have not improved education, mandated invasive data mining, and you have no voice in your local/state educational policy and delivery. Now that the *uproar* of the CCSS conversation has wound down (according to Fordham), the reformers and/or supporters will pacify parents and educate them in the *preferred* manner of the elites. No representative government is permitted in public educational decisions and discussions. Nope.
Fordham invites you to follow the discussion of the panel here:
Follow the conversation on Twitter with @educationgadfly at #CCParents
If you still have issues the standards themselves, the curriculum accompanying the standards and the circumvention of the process, you can tweet to Fordham that the uproar has indeed not disappeared and your discontent with the CCSS based education your child is receiving. It might *assist* Fordham to also let them know the idea that it’s an ‘implementation problem’ might not be accurate. Parents opposed to CCSS based math should tweet their opinion to Fordham on Twitter as none were apparently invited to actually debate the education reformers.