Anthony Cody points out the contradiction between claims that the Common Core will prepare students for college and careers and the reality that the Common Core tests are designed to fail most students.
He also notes what happened to the GED graduation rate after Pearson took control of the program. The pass rate on the GED plummeted.
What is going on? Cody has two hypotheses:
“Corporations are unable to find an adequate supply of highly skilled and educated people, and if we make it harder to graduate high school or earn a GED we will get a larger number of people on track for these skilled jobs.
“This is the basic reason stated by the Gates Foundation and other advocates of “higher standards.” This has been the rationale for the Common Core, along with the idea that we are somehow losing in an international race for higher test scores.
“If this were the case, we should see employers experiencing some sort of shortage of skilled workers. Economists can find no evidence of such a shortage. This report from the Bureau of Labor Statistics shows that the top seven occupations with the largest projected numerical growth require at most a two-year Associates degree, and most require only short-term on-the-job training.
“Employers actually need FEWER employees with college degrees, and perhaps even fewer workers overall, due to increases in efficiency that are coming through technology. This creates a challenge to the stability of the system – how can we justify leaving many people who are willing to work idle? Perhaps we need a system to label these people “unready for college and career.”
“I do find some evidence to support this hypothesis. We are already in what has been termed a “jobless recovery,” which means that while corporate profits are sky-high, these profits are being made with fewer and fewer workers. A report in the MIT Technology Review suggests that in the next 20 years, 45% of American jobs could be eliminated as a result of computerization.
“There is an idea, most recently expounded by Secretary of Education Arne Duncan, that any student, including those with significant learning disabilities, can pass ever more difficult tests. If our entire education system is re-tooled to prepare for Common Core tests, teachers are evaluated based on test scores, and energetic innovators produce new devices and “learning systems,” ALL students will somehow rise to meet the challenge. Where have we heard this premise before? Oh yes. The mythical 100% proficiency rates of No Child Left Behind. We have abandoned one myth simply to embrace another. I think it is time to call an end to this charade.
“Tests do not and cannot accurately measure who is “ready for college and career.” They can only serve to stigmatize, rank, sort, and justify the abandonment of an ever larger number of our students. The Gates Foundation’s Common Core project, in spite of Vicki Phillips’ reassurances, is NOT acting in the interests of our students when it labels large numbers of them as rejects. It is putting millions of them in grave danger. Fortunately, the Common Core tests are encountering serious trouble. The Pearson GED test ought to be rejected as well, and the sooner the better.
“Our public education system has as its noble mission the elevation of all students to their highest potential. This is not defined by their future usefulness to employers. And if corporations find ways to make their billions while employing fewer and fewer of our graduates, that will not be a failure of our educational system, nor of our students themselves. Our economic system ought to be critically examined and re-thought, if, in fact, “all lives have equal value.” As advances in efficiency allow greater productivity, those gains should be shared widely, not hoarded by the .01%. Any testing system that results in massive failure is an assault on our students and should be fought by anyone who cares for their future.”