Writing in the Baltimore Sun earlier this week, the Lexington Institute's Robert Holland and Don Soifer reject the idea of national education standards on three grounds: that they're not truly voluntary, that they'll inevitably lead to a much-feared "national curriculum, and that part of the roadkill will be Maryland having to replace its "rich," "well-organized" English standards with this unproven multi-state model.
It's premature to evaluate the products of the current "common standards" project being led by the National Governors Association and the Council of Chief State School Officers for the subjects of reading/writing and math. The first "public" draft is promised to be available for comment in mid-September. (I saw an earlier version of the reading/writing part a few weeks back??and, within some important limits and caveats, found considerable merit there.)
Yes, those who abhor the thought of national education standards and tests for the United States will find all sorts of reasons to oppose them. I don't know if the forthcoming product, once fully massaged, will be to my liking. But I do know that our present motley array of state-specific standards and assessments is??obsolete and dysfunctional--as well as mediocre or worse in many states. (There are a few happy exceptions.)
In Maryland, for example, the last time Fordham examined that state's standards (2006),??our evaluators gave them an overall C+ grade--including a flat C in English (down from B a few years earlier). Maybe Maryland has since cleaned up its act--we're embarking on...