By Steph Wetzel
The Common Core curriculum has become a controversial topic over the past couple years. Last year, less than five percent of students in New York State opted out of both the English and math tests. This year, the number has increased to 14 percent and is expected to continue increasing. More than 175,000 students have opted out of the English tests taken from Tuesday, April 14 to Thursday, April 16 this year. Although New York State is still involved with this method of teaching, nine states are no longer a part of the Common Core, four states are considering withdrawing, and another four never joined.
As Barry Erwin, in a commentary in The Times summarized the controversy, “It is unfortunate that the whole debate about the Common Core academic standards has devolved into a political soap opera that has blurred fiction and reality in such a way that the facts have been almost hopelessly obscured for the average citizen.”
Some Freshmen and Sophomore students at East are frustrated with the Common Core standards, while others are indifferent towards it. Since the system is relatively new, and students do not have much experience with this specific method, some are finding it more challenging. Sophomore Caroline Schnabel stated, “Some parts aren’t so bad and I understand them, but then there are others where I’m completely lost, and it’s very difficult.” Other sophomores also find this curriculum hard to understand. “I went in for extra help, had a tutor, and I still struggled,” Matt Meade said.
Freshmen, on the other hand, do not find the curriculum challenging but redundant. Several freshmen remarked that the curriculum is repetitive and unengaging. It seems that the freshman who have had more experience with this style of teaching are more indifferent and even immune to the over testing and amount of work involved in Common Core. Sophomores who have had less experience are the ones finding it more challenging.
Although many students are working to the best of their ability, this style of learning comes easier to certain students. Some find it more beneficial to work on problems and actively study, while others prefer reading over their notes. Other students have a harder time finding ways to study. “I mostly do review packets that my teachers give me. It’s harder to study for classes especially math and English,” freshman Julia Meyer said.
While some students spend time working on review packets and going over their notes, others have found other methods that works for them that they can also do. “I would study with my tutor once a week and would use my notes to help me study at least the day before the test,” Meade said. Although students have found study methods that work for them, some are still struggling with the Common Core Standards and subsequent Common Core ELA and Math exams.
Students are not the only ones subjected to the Common Core standards—teachers are having a hard time grasping the new curriculum. They are now forced to change their methods of teaching, and to focus more on certain topics that were not in the curriculum before. “Common Core at any of the levels is very rigorous. One of our biggest challenges over the past two years would be understanding the gaps that student’s have since our current students only have two or three years of a Common Core background,” math teacher Ms. Patti said . The teaching format for English has also been altered. “The emphasis is on nonfiction. For Instance, with my ninth graders, I’m going to be reading one less fiction text,” English teacher Mrs. Piatek stated.
The format is different for both teachers and students, and is not convenient for either. They understand how challenging some students find it, and intend on helping them have a better understanding of it. In the English 10-12 program, where classes are heterogeneously mixed, sophomores were pulled out of classes on Wednesday during the third marking period to receive specific preparation for next year’s Common Core Regents exam. The amount of time put into the Wednesday pull out sessions, took up a large portion of the second semester, and prevented teachers from educating students on other relevant topics.
Assistant principal Ms. DeSantis stated, “We have hard working teachers that are balancing the rigorous demands of the Common Core standards while making sure the students’ needs are met.”
“I think that students are tired of the over testing that it involves,” Mr. Kryder said. “My sense is when I speak to students, is that they seem to be inured, dulled out, and pained by it. They seem concerned as they, and anyone should be with the effects of over-testing that the Common Core involves.”
