Diane Ravitch has a blog up on the new standard, Common Core for the public schools in NYC.

From The Economist comments section:

the new testing regime encourages a wider opening of the class gulf by giving teachers an incentive to compete for students with strong skills, excellent home support, and private resources to purchase any necessary tutoring to get Junior up to snuff. Who will stand up for the child of a poor single parent who can’t afford Khan Academy tutoring, doesn’t know enough algebra to help, and doesn’t have time to walk her/his child through the mountains of test preparation homework dispensed in the months leading up to this?

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Word.  The poor kids with no one at home who can help them and no money for tutoring and coming to school hungry because single Mom can’t afford breakfast…depressing….

An incident popped into my head when reading the comments on the link she provides to The Economist (strange that a story on education would end up there, eh?)  Anyway, being 34, the college I wanted to attend had required I take entrance exams a second time (the first time was the SAT’s in h.s.).  Algebra and Trigonometry were part of the exam.  I didn’t take the college prep courses in high school because I didn’t think I’d ever get to go to college (even though I wanted to)….so you could have knocked me over with a feather when the admissions counselor told me that I passed the Math test and could opt out of the pre-Math courses.  I think I actually laughed that I passed them without taking classes….which goes to show that exams shouldn’t have as much weight as they do.  I mean, I got decent grades in Math (B’s)…but did not know the material before taking the class—it would have been a disaster for me to opt-out.  Maybe, just maybe, I had a few Algebra and Trig problems while in h.s., because, if I recall correctly, textbooks at that time had problems for the next grade level at the back of the book, in order to prepare the students for the next year.  This might explain at least some of it.

Additionally, when I was in college, the ADD was bad and even though I studied my butt off for several hours and knew my subject matter, I still only got B’s and sometimes C’s because of poor test taking.  My mind would be all over the place.  This is another reason that testing shouldn’t be given the weight that it does–I knew the material, but you wouldn’t know it by the test.

Also, the university I began at had a much better support system with excellent tutors available to help unravel the Math mysteries.  The university I went to after the initial classes–the one I graduated from–deliberately made Math very difficult.  I think this was to “weed out” the students…after all, most of the professions that pay well involve Math.  If you have a lot of folks who can do Math, well then, you don’t have exclusivity, do you?  Harder to justify higher salaries when there are more folks who can do those jobs.

Lastly, testing aside, parents DO need to take an active role in supplementing their child’s teacher’s efforts.  AND even question their teachers when appropriate.  I had to do this twice –once when my middle child was having difficulty learning to read.  Her 1st Grade teacher was frustrated and going to label her as “stupid”…I could see the handwriting on the wall. I went to the precious gift of the library and checked out books on teaching kids to read, since I didn’t know how to help her—she was getting stuck on the words “a” , “and” and “the”….I luckily (or guided 🙂 found a book on Dyslexia.  I discovered that she was dyslexic.  And I discovered that I was, too.   Dyslexics have a hard time with a, and, the—because they learn to read by visualizing a picture in their head–b-a-l-l is a round thing they can bounce….they can’t picture a, and,the—because they don’t represent any *one* thing.  I checked out a Phonics book and began sitting down with her every night and eventually she *got it*.  She graduated from the same university many years later 😉

The second time I had to question my child’s teachers was when they were going to “Whole Language” — a stupid program that didn’t teach Phonics.  I wouldn’t have it and protested it.  I got a bunch of flack for it, but I went ahead and checked out the Phonics book a second time to help my third child  to read, too.  Incidentally, I also protested a change in class organization, when they were going to make the 2nd graders switch classes….like they were in middle school…to have two different teachers during the day.  I protested that because I believe the younger kids need to have one teacher for consistency…little ones need that security.  I was sent a condescending note that “they were sorry that I wouldn’t be joining them…”  As if everyone else didn’t have a problem with it, so why did I?