Behind The Curtain Of Common Core State Standards On The Visual Arts, Poverty, And Disabilities

Behind The Curtain Of Common Core State Standards On The Visual Arts, Poverty, And Disabilities

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Behind the Curtain of Common Core
Support for Common Core falters even from a non-political perspective, however. One major controversy pertains a subject frequently broached: the sufficiency of disadvantaged students in the American educational school system. According to the standards set forth by both the No Child Left Behind Act and the Common Core curriculum, children with disabilities or learning impairments are expected to produce the same high testing results as other, less-challenged students in order to determine their global workplace readiness. The results of nationwide testing by the Common Core State Standards consistently demonstrate that students are not improving, and this is largely attributed to the “persistent gap in the opportunity to learn for low-income and minority students” (Rycik 54). In her article, “Reaching Higher? The Impact of the Common Core State Standards on the Visual Arts, Poverty, and Disabilities”, author Alice Wexler argues that the impossibly high standards which Common Core presents limit every child’s ability to think creatively; additionally, the standards do not account for the individual needs of the students (52). The Common Core curriculum is accredited with empowering students to embrace “creativity, problem-solving and critical thinking” (Conrad, et al. 52); however, Wexler states that this curriculum, which is currently being forced upon schools, is accomplishing the opposite by pushing children to accept what is deemed by the government as “what every child should know” (52). The individual needs of the students, and particularly the needs of those with disabilities or those living in poverty, are disregarded in favor of advancing the students with observable potential; as a resul...


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...l system which aims solely at increasing government power and disregarding the educational needs of disadvantaged children across the nation. The Common Core State Standards, which were once embraced as advances in educational development, are continuing to be exposed as unnecessary, fruitless, and politically driven; additionally, evidence against the curriculum suggests that a real issue at hand, poverty, is being intentionally avoided. At this point in time, we have caught only glimpses of what lies behind the curtain of Common Core, as both concerned and inquisitive organizations unearth evidence against the curriculum. It is only a matter of time before the remaining American states which have yet to reject Common Core will do so with undeniable proof against it, and the curtain concealing the true purpose of Common Core is finally and fully pushed to the side.

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