The Common Core: Educational Redeemer or Rainmaker?
by Julie L. Pennington ,Kathryn M. Obenchain ,Aimee Papola & Leia Kmitta — October 12, 2012
The Common Core State Standards are poised to guide U.S. educational practice and assessment for the coming years. This commentary examines the framing of the argument for the new standards by the constructors of the CCSS and how the alignment of resources during the implementation phase is tightly ensconced within the organizations who drafted the standards.
Framing education as in need of additional rigor and collective cohesion, the Common Core State Standards (CCSS) are now promoted as a redeemer for educational reform while No Child Left Behind quietly fades into the background. As states are currently invited to pursue “relief from provisions of …(NCLB)” (http://www.ed.gov/esea/flexibility), the CCSS are poised to preside over a movement to (what are self-described as) more rigorous, more communal and more state-led standards and assessments (http://www.corestandards.org/).