To listen to the leaders of the leaders of Connecticut public schools, the controversy surrounding the Common Core State Standards is merely a misunderstanding that will be clarified once the standards are adopted.

Bob Rader, executive director of the Connecticut Association of Boards of Education, said “there’s a lot of misinformation about the teacher evaluation system and how it’s going to work together with the Common Core,” according to a CTNewsJunkie report.

“What we’re trying to do is give a little cooling off period so we can implement Common Core,” Rader said during the legislature’s hearing on March 12. “Then I think you’ll see this all dissipate.”

Regarding a survey that found 97 percent of Connecticut teachers “believed there should be some sort of moratorium on the implementation of the standards,” Joseph Cirasuolo, executive director of the Connecticut Association of Public School Superintendents, said that he didn’t know where “the approximately 1,500 teachers surveyed by the Connecticut Education Association came from because that’s not what he’s hearing from the leaders of school districts.”

Note to Mr. Cirasuolo: I know where at least one of them came from.

What we have here is a classic case of “decoupling.” That is, proponents of the Common Core have separated themselves from the pushback simply because it’s an impediment to their agenda.

“Moratorium says to me: You stop,” said Cirasuolo. “All of that just stops. Our members are saying, ‘We can’t do that. What do we do if we stop? Do we go back and get the stuff we used to use four years ago?’ You’re not going to improve a process if you stop it.”

Cirasuolo’s attitude is mirrored at the national level.

“The standards are portrayed as so consensual, so universally endorsed, so thoroughly researched and vetted, so self-evidently necessary to economic progress, so broadly represented of beliefs in the educational community,” writes respected author and literacy expert Thomas Newkirk in a must-read essay, “that they cease to be even debatable.”

Problem is, adds Newkirk, these bold attitudes “hide their controversial edges.”

Newkirk outlines multiple reasons why — despite the self-assurance of Common Core supporters — the current resistance should not be so readily dismissed.

For one, many standards are “developmentally inappropriate.”

“[T]he CCSS has taken what I see as exceptional work, that of perhaps the top 5 percent of students, and made it the new norm,” writes Newkirk. “What had once been an expectation for fourth graders [has] become the standard for second graders, as in this example:

Write informative/explanatory texts in which they [i.e., second graders] introduce a topic, use facts and definitions to develop points and provide a concluding statement.

“Normally this would be the expectation of an upper-elementary report; now it is the requirement for seven-year-olds.”

Newkirk also has concerns about the connection between standardized testing and the Common Core, a situation that ultimately limits what is taught: “These tests will give operational reality to the standards — in effect they will become the standards; there will be little incentive to teach to skills that are not tested.”

Perhaps most significantly, the full-speed-ahead attitude of the CCSS proponents “drowns out” all other educational discussions.

Explains Newkirk: “The principle of opportunity costs prompts us to ask: ‘What conversations won’t we be having?’ Since the CCSS virtually ignore poetry, will we cease to speak about it? What about character education, service learning? What about fiction writing in the upper high school grades? What about the arts that are not amenable to standardized testing? What about collaborative learning, an obvious twenty-first-century skill? We lose opportunities when we cease to discuss these issues and allow the CCSS to completely set the agenda, when the only map is the one it creates.”

The history of our country is filled with examples of cognitive dissonance created by people who question the so-called “conventional wisdom.” Newkirk cites Martin Luther King, Jr., who stated in his “Letter from a Birmingham Jail” that it is never “untimely” in a democracy to scrutinize policies.

The leaders of the leaders of our public schools would do well to remember this lesson. King’s “Letter,” after all, is included in Common Core Standard 10 as a “Text Illustrating the Complexity, Quality, & Range of Student Reading 6-12.”

Barth Keck is an English teacher and assistant football coach who also teaches courses in journalism and media literacy at Haddam-Killingworth High School. .

Barth Keck

Barth Keck is in his 30th year as an English teacher and 15th year as an assistant football coach at Haddam-Killingworth High School where he teaches courses in journalism, media literacy, and AP English Language & Composition.