ELA teachers aren’t making the instructional shifts necessary for the Common Core
According to a stunning report released today, “a huge percentage of ELA teachers” aren’t making the instructional shifts necessary for the Common Core, instead relying on old teaching materials and classroom practices. The report suggests that this lack of proper implementation could be setting students back in reading skills.
The report, released today by The Thomas B. Fordham Institute, “Common Core in the Schools: A First Look at Reading Assignments,” makes the argument that since the implementation of No Child Left Behind (NCLB), though national math scores have improved, reading (ELA) scores have barely budged. [Click here for the publication homepage.]
“How can it be that a nationwide push to improve reading has had only a negligible impact on overall reading achievement, even among out nation’s highest-performing districts and schools?” asks Chester E. Finn, Jr., president of the Fordham Institute and former United States Assistant Secretary of Education; and Kathleen Porter-Magee, senior advisor for Policy and Instruction at The College Board and a Bernard Lee Schwartz Policy Fellow at the Thomas B. Fordham Institute.
According to Finn and Magee, there are four main reasons, based on meticulous research, that national reading scores have not seen significant change:
(Next page: Low reading scores and not implementing the right texts)