Common Core…designed to create failure?

(LFC Comments: Thanks to for passing along this article on Common Core.)



Published Wednesday, January 8, 2020
By Joseph V. Mestnik | Liberty News & Views

Common core was sold on the idea that if all the schools taught the same information at exactly the same time, a transient student could go from one school to another and not be impacted adversely by his families’ mobility. This was a “great idea” to sell to two groups: socialistic federal governmental elected officials and the gullible general public. “No Child Left Behind” fit directly as a precursor to this vulgar idea. Why? Because children are not homogenized! They are all different coming from all different backgrounds, economic conditions, family economic and educational backgrounds and most important literacy. You can’t design as system of “One size fits all!”

facepalm imageDavid Coleman was the architect of the Common Core standards. It was developed by a leftist-Washington-based think tank, achieved and funded with millions of dollars from the Bill and Melinda Gates Foundation, the American Civil Liberties Union, the Center for American Progress, and others, allies of the left and George Soros groups. Coleman’s vision was profoundly flawed, and parents were not consulted. Secretary of Education Betsy deVos admitted, “The results are, frankly, devastating.”

The results are more than devastating to the children and the communities. Housing values have declined as student test scores declined. When I was first elected to the school board, I was sent off to school board school. I will never forget the first time I was lectured on Ohio Standard Test Scores by Frank Gerbaldi. I raised my hand and asked, “How do you take into consideration that students have different learning styles and abilities?” Mr. Gerbaldi said, “That’s just a fallacy of the test!” Yes, that’s right. You read that correctly. The test does not take into consideration the reality of education and educating children with a spectrum of learning abilities.

During the first few years on the Bedford School board, we had real problems in the elementary educational system (1990-91 school year). We didn’t know what a teacher had done until the end of the school year and the beginning of the next grade when the next teacher asked, “What did you teach these children, because they are so far behind?” This got my thinking going and I went back to our Superintendent Dr. George Bowdouris and said I came up with a solution. I call it “Team teaching and looping.”

The concept is to take two teachers teaching two classes teaming together to gain synergy and create a check and balance measurable between the two of them. If one teacher was not performing we would know very early in the process that we had a problem and had time to make adjustments. The two teachers team teach and would stay with the students from kindergarten until the second grade then two new teachers would continue team teaching from third grade to the fifth. The first set of teachers would loop back to kindergarten and the process would repeat itself as did the second set of teachers. We tried this and the system worked perfectly. There were many benefits, because the students knew the teachers and the teacher really got to know the students and the best of all got to know the parents. There was a gain of about 30 days per year, because the teachers already knew the students.

I am the creator of “Team Teaching and Looping” and the first one to ever come up with this educational process. The feedback we got from the teachers was also positive, because each had someone who they could share experiences and ideas. The process would assign an experienced teacher with newly hired or less experienced teacher.

Common Core is a failure and causes failing in schools around the nation.

The solution for Bedford is to reduce class sizes to 10-15 in a classroom. I came up with Center Academy for those 8th graders that never had above a “D.” You must have an educational system that fits the children. Children need the individual time to keep from falling behind. You can’t have a one size fits all Common Core and ever think this will work.

Only Progressive Democrats have this goal to destroy and keep ignorant a large segment of the population to make them totally dependent on the government and have their Utopian dream of socialism for all and free education, free health care, free housing, free . . . free, etc. Tax the rich out of existence.

Hmmmm image

(LFC Comment: If the Common Core system is not working then why is it still in existence?  We will reach out to our friends that are, or were school board members for some answers.)


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18 replies

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  9. Thanks. But who is this “we”?

  10. We agree completely with your suggestions.

  11. Actually, I don’t see myself anything more than what any teacher can do. It’s just that we’re not bringing in the best and brightest, the ones who have a lot to offer, and the ones who can think outside the box, following a good curriculum of course (quality history and science included), which can make all the difference in the world. I think we also need to encourage those who’ve had businesses, have had other careers, and in their retirement, want to give back (as they’ve already done) by preparing the next generation. I would love an entrepreneur teaching kids, even getting them to start their own small businesses.

  12. No doubt, you are an amazing teacher. Our issues are not with the teachers. Quite frankly, we think that they have been hampered by the bureaucrats at the federal and state level, and their creativity has been stifled by the need to “teach to the test.” We cannot continue to spend more per child and get lower standards. It is just not acceptable or sustainable. Just our opinion.

  13. I taught for over two decades, and every step of the way was an experience in understanding. Give me any curriculum and I will teach it, but also teach the students to think for themselves. This took time. I had to have a quality education myself (i.e. work, hobbies, reading, research, and lesson designs). I had to understand what real learning is, which occurred during my second stint in college and teaching at summer camps. And some of my teacher friends taught in ways I seriously appreciated and gained much. All along the way.
    So, when I demonstrated a writing lesson that encompassed all of grammar and punctuation, that included many aspects of reading goals, and included many standards in a practical form. When my students, year after year, did as well as or better than other classes on tests (My teacher friends, the ones who thought outside the box did well, as well.). When we could use a myriad of interesting lessons and projects that brought the students “out” of linear thinking and opened a host of interests. When we worked on students becoming self-dependent. When we encouraged them to figure out their own peer problems, using cause and effect and calmness. When we could have students creating songs, commercials, and games (once they were done with their work), then put on skits while the rest worked, and it didn’t interfere but gave them enjoyment in learning. When we gave great ideas that worked. Why did they not see value? We didn’t toot our own horns. We didn’t look for accolades. We weren’t looking for teacher of the year. We just wanted to teach, enjoy the process, watch as the kids and teens learned and had fun learning, but also be responsible, and learn to solve their own problems. Yet, though we worked “quietly” in our classes (usually), though we tried this and that, though we only offered ideas when asked, why did they not “see”? And why were the teachers who didn’t think for themselves, who had very little originality or creativity sought after? Why would you turn to a teacher who didn’t do well on tests and their students falling in skills to be the advisors or leaders? What is the thinking?
    Of course, though we wanted to do well, and in such a case, the students, we realized more and more an effort to prevent understanding and self-dependence was actually what elements out there are creating. That explains why the home schooled young adults are leaps and bounds higher in understanding. That explains why kids, after they’ve been in our (my friends and I) classes for one year, why their skills are so much improved, but also why, when many come to our classes, why their skill sets start out so low. Many.
    But there’s something else. Yes, a healthy curriculum. Then, allow good teachers to do what’s best. I have learned, though I am absolutely confident in my teaching, that I don’t know everything. I have met teachers that are amazing, but each is different. One teacher can be very “old school”, which isn’t old school but real. One teacher is very strict and follows the curriculum, adapting where needed, but requires the students to quietly work, and allowing collaboration only when she allows. One teacher is more “free flowing,” yet always directs the learning and allows for self-directed learning more so as the year progresses. Another teacher requires notes and names written at the top, right hand corner, on every paper, some in cursive. Another has a different set of skills. For myself, no one can figure what I do. I cannot understand myself at times. Yet, I’m organized, but different with different groups. Yet, they all learn and do better when they cannot predict where I will be from day to day, for I seize moments as they occur. And their skill sets greatly improve, more so when earlier in my career and teachers were left to their own devices. Interesting.
    As teachers, we have to understand what teaching is. And not try to think we have the answers for everyone else. That’s what got us to where we are today. No, a healthy curriculum. Real and lengthy history books which accurately explains. Lots and lots of math problems. Homework. Projects. An understanding of discipline, management, and responsibility. Responsibility is not the enemy of creativity. A respect for our youth and the understanding of the seriousness of our jobs. For my goal is to teach the necessary skills, but also to get kids thinking for themselves which means I have to have my understanding. And I keep researching. Learning from all those of the past.
    Something happens when these things happen. We encourage a whole generation of students to work hard, be creative, be responsible, learn, but also think for themselves. They become professional. Then, when the grow up, have careers, and have children, they know what good education should look like, but also when they see variety in teachers, why these teachers are good. Then, the “bad” teachers will eventually be weeded out. And we won’t have so many education problems.

  14. Thank you for your insight.

  15. We are all guilty of not being involved enough. We are all too trusting. We have been naive thinking that politicians and bureaucrats are working for best interests of the average taxpayer. The Bush family have some explaining to do about Common Core. I remember Jeb Bush extolling the virtues of Common Core.

  16. I was under the impression that “ Common Core “ was supported and promoted by former president George W Bush.. I know at the time the teachers that I know were all speaking against it. My children went through the Mentor system years ago and I admit I wasn’t as involved as I should have been, due to being young and very involved with my business. The challenge today is the same, how to get this information to young parents that have a lot on their plate.

    Bob Sanderson

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