Mississippi is a little more than half way through a public comment period on the 2014 Mississippi College and Career Readiness Standards for English Language Arts—a document that is co-branded with the Common Core and Mississippi Department of Education logos on every page.
The Common Core squabbles in Mississippi became interesting last week when a state official said that “Almost 92% of the individuals that commented have indicated full approval of the state’s academic standards.”
Conventional wisdom seems to be that Mississippi’s standards are the same as the Common Core (e.g., see here and here). With the high approval rating, I wanted to see if the standards really are identical. Each individual standard might be a copy (I only did a spot check), but Mississippi’s version is at best Common Core lite. It’s almost Common Core gutted.
What did Mississippi drop? Just the most important part: the guidance on developing a content-rich, coherent, carefully sequenced curriculum.
In the Common Core, there are three strong statements on curriculum. None of them appear in Mississippi’s version.
This isn’t an oversight. While two of the calls for content-rich curriculum are omitted entirely, one was edited out. Let’s start with the edit.
The Common Core has a “Note on range and content of student reading.” Mississippi’s version has the exact same note—but for the one key sentence I underlined below:
Note on range and content of student reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
Now on to the omissions. Mississippi’s version omits the entire Common Core section titled “What is not covered by the Standards.” In so doing, it drops this critical statement:
[W]hile the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed, cannot—enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.
Mississippi’s version also omits the section titled “Staying on Topic Within a Grade & Across Grades.” This one really gets me. This section is the absolute best of the Common Core. In just two paragraphs, it explains how to efficiently and enjoyably build knowledge and vocabulary in the early grades with read-alouds of domain-specific text sets. And in one simple table, it provides an excellent example of how to systematically build knowledge of the human body across K–5. This is the type of guidance educators desperately need to meet the Common Core—or any college-, career-, and citizenship-ready standards.
I wish I could claim that this Common Core lite is limited to Mississippi. I don’t know why or how teachers in other states are being prevented from reading the full standards, but it appears to be a widespread problem. A couple of months ago, a colleague who does professional development on the Common Core across the country told me he has yet to encounter a single teacher who is familiar with what Robert Pondiscio has dubbed the “57 most important words in education reform”:
By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.
Common Core is supposed to be rich and rigorous, well sequenced and well rounded. Even with a knowledge-building, carefully articulated curriculum, meeting these standards will be tough. Without such a curriculum, all hope is lost.