Myth: The Standards don’t have enough emphasis on fiction/literature.
Fact: The Standards require certain critical content for all students, including: classic myths and stories from around the world, America’s Founding Documents, foundational American literature, and Shakespeare. Appropriately, the remaining crucial decisions about what content should be taught are left to state and local determination. In addition to content coverage, the Standards require that students systematically acquire knowledge in literature and other disciplines through reading, writing, speaking, and listening.
Myths About Content and Quality: Math
Myth: The Standards do not prepare or require students to learn Algebra in the 8th grade, as many states' current standards do.
Fact: The Standards do accommodate and prepare students for Algebra 1 in 8th grade, by including the prerequisites for this course in grades K‐7. Students who master the K‐7 material will be able to take Algebra 1 in 8th grade. At the same time, grade 8 standards are also included; these include rigorous algebra and will transition students effectively into a full Algebra 1 course.
Myth: Key math topics are missing or appear in the wrong grade.
Fact: The mathematical progressions presented in the common core are coherent and based on evidence.
Part of the problem with having 50 different sets of state standards is that today, different states cover different topics at different grade levels. Coming to consensus guarantees that from the viewpoint of any given state, topics will move up or down in the grade level sequence. This is unavoidable. What is important to keep in mind is that the progression in the Common Core State Standards is mathematically coherent and leads to college and career readiness at an internationally
Myths About Process
Myth: No teachers were involved in writing the Standards.
Facts: The common core state standards drafting process relied on teachers and standards experts from across the country. In addition, there were many state experts that came together to create the most thoughtful and transparent process of standard setting. This was only made possible by many states working together. For more information, please visit: www.corestandards.org
Myth: The Standards are not research or evidence based.
Facts: The Standards have made careful use of a large and growing body of evidence. The evidence base includes scholarly research; surveys on what skills are required of students entering college and workforce training programs; assessment data identifying college‐ and career‐ready performance; and comparisons to standards from high‐performing states and nations.
In English language arts, the Standards build on the firm foundation of the NAEP frameworks in Reading and Writing, which draw on extensive scholarly research and evidence.
In Mathematics, the Standards draw on conclusions from TIMSS and other studies of high‐performing countries that the traditional US mathematics curriculum must become substantially more coherent and focused in order to improve student achievement, addressing the problem of a curriculum that is "a mile wide and an inch deep."
Myths About Implementation
Myth: The Standards tell teachers what to teach.
Fact: The best understanding of what works in the classroom comes from the teachers who are in them. That’s why these standards will establish what students need to learn, but they will not dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.
Myth: The Standards will be implemented through NCLB – signifying the federal government will be leading them.
Fact: The Common Core State Standards Initiative is a state‐led effort that is not part of No Child Left Behind and adoption of the Standards is in no way mandatory. States began the work to create clear, consistent standards before the Recovery Act or the Elementary and Secondary Education Act blueprint were released because this work is being driven by the needs of the states, not the federal government.
Myth: These Standards amount to a national curriculum for our schools.
Fact: The Standards are not a curriculum. They are a clear set of shared goals and expectations for what knowledge and skills will help our students succeed. Local teachers, principals, superintendents and others will decide how the standards are to be met. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms.