Letters: Evaluating Common Core

Re “Was adopting Common Core a mistake?,” Editorial, June 17

Politics aside, the changes outlined in the Common Core curriculum standards — which emphasize analysis and understanding over rote memorization — are essential.

For too long, classroom time has been spent on vocabulary tests, plot quizzes and work packets that waste time and value low-level thinking. It’s time to develop close reading, deep thinking and clear, relevant writing.

Many will resist Common Core because it requires changing what happens in classrooms — and change is scary. Technology limitations are a real concern, but most of the rest of the resistance to Common Core is simply noise meant to distract from improving classroom instruction.

As a teacher and a parent, I’ve seen both the amazing skill development resulting from implementing Common Core as well as the time-wasting busy work it is meant to replace.

James R. Evans

Torrance

The Times’ editorial doesn’t mention that for the 2013-14 school year, most districts will have their third- through 12th-grade teachers implementing Common Core while still teaching the old California standards. I will be teaching my class three three-week Common Core units while also being evaluated and perhaps disciplined according to the old standards.

What drives education policy today is the testing industrial complex and its control of bureaucrats like U.S. Education Secretary Arnie Duncan and L.A. schools Supt. John Deasy. Until we stop obsessing over test scores, we will continue to have a one-size-fits-all approach to education.

Next school year, thousands of teachers like me will be pulling their hair out trying to balance two sets of standards.

Chris Damore

Santa Ana

Adopting anything without a field test is a mistake. For example, we expect our government to protect us from defective medicines that might cause harm.

How is it, then, that we implement unproven reforms to solve our educational woes? Before the rollout of Common Core, the U.S. Department of Education created Race to the Top, which induced districts to evaluate their teachers using test scores. And as The Times notes, those who support this evaluation system can’t back up their claims with evidence.

In California, the Parent Trigger law, which allows parents to petition for administrative changes at a school, was enacted without an extensive field test. We are now seeing the negative consequences: At Weigand Elementary, all but one of the school’s 22 teachers will be transferring.

Without a field test, no one can predict the outcomes.

Sari Rynew

Studio City

ALSO:

Letters: Controlling access to bullets

Letters: What value are costly jet programs?

Letters: Immigration quotas and the Holocaust