Below, you can read diverse perspectives on P-12 learning standards. Note that while the most has been written about the Common Core standards, many of these perspectives also apply to state-specific learning standards.
This article explores the extent to which official social studies curriculum documents (including state standards) acknowledge difficult questions raised by the persistence of poverty in the United States.
Petrilli argues that while the Common Core has not yet resulted in progress towards higher student achievement, "it is only very recently...that local school districts have had the time and money to adopt new, Common Core–aligned curricula." Making change takes time, and Petrilli argues that we need to "stay the course."
Polikoff argues, "The Common Core standards have done as much as they can with the system that exists. So the choice presents itself: change the policy, or change the system. The system is the problem, and that is what needs fixing."
Loveless describe three studies that show that the Common Core has not improved student achievement: "Despite the fact that Common Core enjoyed the bipartisan support of policy elites and commanded vast financial resources from both public and private sources, it simply did not accomplish what its supporters had intended. "
"This study of 54 college-bound, inner-city high school seniors seeks to determine how students perceive their college readiness during the implementation of the new standards...The findings call into question the capacity of the Common Core to prepare all students for college due to challenges of implementation."
In this article, Ellison provides parents' view on the Common Core: "parents posit valid critiques about CCSS and quality teaching, but [there is an] absence of spaces where their voices and perspectives can be heard without marginalization."
Polikoff argues that the evidence is that standard-based reform works: teachers change their instruction in accordance with the standards and assessments, and this improves student outcomes.
Vilson argues that while standards ensure that students of color can learn the dominant culture's ways and means, we're still "trying to talk to the winners of the game instead of asking hard questions about the game itself".
The Center for American Progress, National Urban League, and National Council of La Raza argue that "the Common Core will improve education quality for all students---particularly traditionally underserved students."
Karp argues, "The trouble with the Common Core is not primarily what is in these standards ...The bigger problem is the role the Common Core State Standards (CCSS) are playing in the larger dynamics of current school reform and education politics." He quotes blogger Jose Vilson, who says: "It makes no sense for us to have high expectations of our students when we don’t have high expectations for our school system."
In this article, the authors analyze social studies standards that address race, racism, and communities of color. They "uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it-the 'illusion of inclusion.'"
