The Common Core State Standards Initiative (CCSSI) is a national movement, primarily led by state educational leaders, which attempts to provide a clear, consistent framework of skills for teachers to “teach to.” The belief is that the list of skills will help prepare students for college and the workforce by providing teachers and parents with a common understanding of what students are expected to learn. With our transient society, it is hoped that consistent standards will provide appropriate benchmarks for all students, regardless of where they live or how often they relocate.
Though it is seen as a “grassroots” effort by educational experts, there is little doubt that federal money will follow state educational agencies which adopt and implement the standards. Forty-eight states, including Hawaii have done so.
There are many positive aspects to this movement. It is good that the standards:
- Are aligned with college and work expectations;
- Are clear, understandable and consistent;
- Include content and application of knowledge (skills) benchmarks;
- Build upon strengths and lessons of current state education standards;
- Are evidence-based.
However, there are at least three major concerns with this initiative. The first is the most obvious — educational standards don’t teach. Teachers teach. Just because you have a framework of basic expectations does not mean they will be followed well or learned at all. It does not guarantee that the standards will get from the page to the person. Educational standards don’t bring about quality education any more than the Ten Commandments produce a holy life. The effort of the student and the quality of the school (read teacher) will still be the key to learning — whether it is “21st century skills” or the alphabet that is being taught.
The second concern relates to the fact that most programs like this turn from “core” or “minimum” initiatives to “total” or “maximum” expectations. Our schools must remember that these are core standards. They include high expectations, but are still not the bar that our schools should see as the ultimate goal. They should be viewed as the standards on which to base our higher expectations as quality Catholic educational institutions.
The third concern is related to the philosophy of education which undergirds the CCSSI. The CCSSI, in many ways, focuses the school’s goals toward “college and career readiness.” That may be an admirable goal for public schools, however our Catholic schools must do much more to live out our mission which is based on a different philosophy of life and of education — a philosophy that wants so much more for our students than to prepare them for professional or educational endeavors.
For centuries Catholic schools have educated the whole person. We understand educational excellence includes faith, personal excellence and moral character. We see these qualities, not as add-ons to our curriculum areas, but as realities which touch and enliven every part of our school day and every curriculum area. Our schools are called to be uncommon. We are called to graduate students with faith, integrity and scholarship; not just the skills to fit into a job or college.
So, let’s use the common core state standards to provide a systematic look at basic/core educational goals. However, let’s always remember that our mission is to graduate uncommon individuals who have been given all they need to be the adults God has called them to be, as well as the servant-leaders we desperately need in our church and community.
Michael Rockers is the diocesan Superintendent of Catholic Schools.
