We often hear of the silent majority that remains on the sidelines when important issues are being considered — even those issues that could impact them daily.
Because of that, oftentimes a very vocal minority has inordinate influence on policy because they engage, often daily, advocating tirelessly for their specific issue.
On Wednesday, in Alabama, that vocal minority prevailed — hopefully only temporarily—in their efforts to repeal Alabama’s College- and Career-Ready standards for students in our public schools.
This was their fourth effort to have the standards repealed. Finally, on a voice vote, the Senate Education Committee gave them their way by sending the bill to repeal the standards to the Senate floor.
Repealing our standards means we’ll expect less from our students
For years, we have heard business and community leaders — and many parents — bemoan Alabama’s public education system. They tell stories of interviewing job candidates who do not possess the necessary skills for today’s jobs. And, Alabama colleges and universities report that more than one-third of entering freshmen need remediation.
This scenario isn’t just true in Alabama. It plays out to varying degrees in almost every state of the nation.
That’s why several years ago, governors from more than 45 states decided to move beyond low expectations and minimum requirements and really DO something about their public schools. They agreed to champion the development of higher standards in mathematics and English so that students would be better prepared to achieve in all their schoolwork.
These “Common Core State Standards” were developed by content experts in English and mathematics, and they were specifically designed to help students do more than simply memorize answers. These standards — which are meant to be helpful guides not mandates from “on high” — focus not only on getting the right answer, but on students understanding the process needed to reach that answer. Because they have to dig deeper and gain greater skills and knowledge, students (and their teachers) will better grasp the “what” and the “why” as well as the “how.”
A recent article at the ABPC website, written by math teacher and instructional coach Jackie Flowers of Madison City’s Discovery Middle School, explains how these important changes are already taking place in math classrooms around Alabama.) She writes:
Thanks to my participation in the state Instructional Partners Pilot project, I am blessed with the opportunity to not only go in and out of classrooms at my school but to visit other schools in Alabama and observe the teaching and learning going on there.
From my perspective as a former high school math teacher, I have seen an amazing increase in rigor and high expectations for students with the implementation of the Math CCRS. In the past, we discussed rigor with teachers, but the misconception continued to prevail among them that if you assigned more math problems then you attained a more rigorous curriculum.
That’s changed. With the implementation of the CCRS math standards, teachers are now seeing that the rigor is embedded within the curriculum itself. The comprehensive standards require us to focus on the depth of student understanding revolving around the mathematical concepts. Students are expected to explain, justify, model and defend their problem solving capabilities.
Isn’t this the kind of learning experience we want and expect our students to have?
These are Alabama standards
In our rapidly changing world, students not only need to possess basic knowledge, they need to apply it. The Common Core standards were designed to do exactly that.
But Alabama didn’t just adopt the standards without a close examination of their content.
A committee of educators and content experts met for almost a year examining and discussing the standards, comparing them against Alabama’s previous standards, and augmenting them to strengthen them even more and tailor them to the specific needs of Alabama’s citizens, businesses and industries.
To underscore this important “personalization” of the CCSS, the Alabama State Board of Education gave their final product a new name: Alabama College- and Career-Ready Standards (CCRS).
Now, a small handful of people who claim to be afraid of “government intrusion” and “mind control” have been successful in convincing some of our legislators to repeal what offers Alabama students their best chance for a top-notch education.
Over the past two years, teachers from across Alabama have been learning about these new standards and working hard to implement them. Through the A+ Best Practices Center, our staff and consultants are working closely with hundreds of school-based educators who are going about this work.
An instructional coach from one Attalla public school wrote about this about the new standards:
“We have teachers who are collaborating and writing lessons aligned with the new CCRS. We have never had students so engaged in learning and teachers so excited!
I have so enjoyed sitting with teachers and all of us planning. I have teachers texting me throughout the weekends, sending email, etc. — excited about finding some new things to use in their classrooms.
I see smiles on teachers and students’ faces. Students that were never engaged or slept through class, now have found a reason to listen…..they are engaged in the learning! It has meaning!! So exciting!!!
Fear-mongering shouldn’t guide our state’s destiny
Are we really going to let a few loud voices decide Alabama’s future? You can review Alabama’s new standards here. You’ll see that there is nothing there involving “indoctrination,” “mind control,” or “having President Obama as your teacher.” Instead, you’ll see that these standards will challenge both teachers and students to work harder so we’ll have the type of workforce and responsible citizens our great state wants and deserves.
So, please don’t be silent about this issue. Pick up the phone or send an email to your state senator and representative. You can find them here.
