Center for

School Reform
Common Core Claim: The standards are designed to
build upon the most advanced current thinking about
preparing all students for success in college, career,
and life. This will result in moving even the best state
standards to the next level. The standards were informed
by the best in the country, the highest international
standards, and evidence and expertise about educational
outcomes. States with college-readiness standards will
eliminate post-secondary remedial work.
Common Core Claim: Standards from top-performing
countries played a signifcant role in the development of
the math and English language arts/literacy standards. The
college- and career-ready standards documents provide
an appendix listing the evidence that was consulted in
drafting the standards, including the international standards
that were consulted in the development process.
Common Core Claim: The standards recognize that both
content and skills are important. The English language arts
standards require certain content for all students, including
classic myths and stories from around the world, Americas
founding documents, foundational American literature,
and Shakespeare. Appropriately, the remaining crucial
decisions about what content should be taught are made at
the state and local levels. In addition to content coverage,
the standards require that students systematically acquire
knowledge in literature and other disciplines through
reading, writing, speaking, and listening.
The mathematics standards lay a solid foundation in
whole numbers, addition, subtraction, multiplication,
division, fractions, and decimals. Taken together, these
elements support a students ability to learn and apply
more demanding math concepts and procedures. The
middle school and high school standards call on students
to practice applying mathematical ways of thinking to
real-world issues and challenges. They prepare students
to think and reason mathematically. The standards set a
rigorous defnition of college and career readiness not by
piling topic upon topic, but by demanding that students
develop a depth of understanding and ability to apply
mathematics to novel situations, as college students and
employees regularly do.
Fact: Adopting common standards means bringing
all states standards down to a mediocre common
denominator. This means that states with high standards
are actually taking a step backwards by adopting the
Common Core. Common Core addresses remediation at
the college level by demanding college credit for college-
level remedial courses, rather than preparing high school
students for authentic college-level work.
Fact: The Common Core State Standards are not
internationally benchmarked, and no study in a Common
Core appendix shows that they are.
Fact: Common Core focuses chiefy on skills in
English language arts and dictates specifc, sometimes
experimental, pedagogical practices in mathematics and
English language arts. While the standards do not provide
a clear defnition of college and career readiness, the lead
mathematics standards-writer has indicated that students
passing its mathematics college-readiness test will be
ready for community and non-selective colleges.
Claims and Facts about Common Core*
Successful removal of the Common Core State Standards requires parents, educators, policymakers, and other
stakeholders to have facts about what the standards are and what they are not. The following Claims and Facts
address Common Core myths about the development, intent, content, and implementation of the standards.
Claims and Facts About Content and Quality: General
*Source of inspiration: http://www.corestandards.org/about-the-standards/myths-vs-facts/
1
Common Core Claim: The standards accommodate and
prepare students for Algebra 1 in 8th grade by including
the prerequisites for this course in grades K-7. Students
who master the K-7 material will be able to take Algebra
1 in 8th grade. At the same time, grade 8 standards also
include rigorous algebra and will transition students
effectively into a full Algebra 1 course in grade 9.
Common Core Claim: The mathematical progressions in
the Common Core State Standards are coherent and based
on evidence. Part of the problem with having different sets
of state standards in mathematics is that different states
cover different topics at different grade levels. Coming
to a consensus guarantees that, from the viewpoint of
any given state, topics will move up or down in the grade
level sequence. What is important to keep in mind is that
the progression in the Common Core State Standards is
mathematically coherent and leads to college and career
readiness at an internationally competitive level.
Fact: The standards do not enable students to complete
Algebra I in the 8th grade. Common Core explicitly
places Algebra I in grade 9. Grade 8 in Common Core
mathematics is a useless placeholder.
Fact: Key mathematics topics appear in the wrong grade
or are missing in Common Core. As the lead mathematics
standards-writer acknowledged in 2010, Common Core
does not prepare students for STEM or selective colleges.
Having different standards in different states that cover
topics at different grade levels does not seem to hurt
Australia or Canada, or other top-performing countries that
have signifcantly varying progressions across provinces.
Claims and Facts About Content and Quality: Math
Claims and Facts About Content and Quality: English Language Arts/Literacy
Common Core Claim: The standards include sample
texts that demonstrate the level of text complexity
appropriate for the grade level and compatible with the
learning demands set out in the standards. The exemplars
of high-quality texts at each grade level provide a rich set
of possibilities and have been very well received. This
provides a reference point for teachers when selecting their
texts, along with the fexibility to make their own decisions
about what texts to use.
Common Core Claim: With the ELA standards, English
teachers will still teach their students literature as well as
literary nonfction. However, because college and career
readiness overwhelmingly focuses on complex texts
outside of literature, these standards also ensure students
are being prepared to read, write, and research across
the curriculum, including in history and science. These
goals can be achieved by ensuring that teachers in other
disciplines are also focusing on reading and writing to
build knowledge within their subject areas.
Common Core Claim: The Common Core requires
certain critical content for all students, including classic
myths and stories from around the world, Americas
founding documents, foundational American literature, and
Shakespeare. Appropriately, the remaining crucial decisions
about what content should be taught are made at the state
and local levels. The standards require that a portion of
what is read in high school should be informational text,
yet the bulk of this portion will be accounted for in non-
ELA disciplines that do not frequently use fctional texts.
This means that stories, drama, poetry, and other literature
Fact: The standards are mostly vague descriptions of
skills. The document does not contain a recommended title
or author list. The standards rarely contain examples of
specifc texts to give teachers a reference point for grade
level diffculty.
Fact: English teachers will teach literary texts for
about 50% of their reading instructional time and
informational selections from science and social studies
for the other 50% at all grade levels. It is not possible for
most secondary teachers in other subjects to teach reading
and writing in addition to the content of these subjects.
Fact: The standards de-emphasize the study of fction/
literature. Over 50% of the reading standards in
the English language arts at each grade level is for
informational or nonfction reading.
2
account for the majority of reading that students will do
in their ELA classes. In addition to content coverage, the
standards require that students systematically acquire
knowledge in literature and other disciplines through
reading, writing, speaking, and listening.
Fact: No teachers were involved in writing the standards.
No teachers have claimed responsibility for any of the
ELA standards. The entire development process was
non-transparent; there are no public records showing
comments and suggestions received, or any actions taken
or changes made.
Fact: The standards are not based on research or evidence.
The curriculum study of high-performing countries on
TIMSS covered only grade 1 to grade 8. The NAEP
frameworks for assessing mathematics, reading, and
writing are not for curriculum in English language arts.
The reading document explicitly indicates this.
Common Core Claim: The Common Core drafting
process relied on teachers and standards experts from
across the country. In addition, many state experts came
together to create the most thoughtful and transparent
process of standard setting. This was only made possible
by many states working together.
Common Core Claim: The standards have made careful
use of a large and growing body of evidence. The evidence
base includes scholarly research, surveys on what skills
are required of students entering college and workforce
training programs, assessment data identifying college-
and career-ready performance, and comparisons to
standards from high-performing states and nations.
In English language arts, the standards build on the frm
foundation of the National Assessment of Education
Progress (NAEP) frameworks in reading and writing,
which draw on extensive scholarly research and evidence.
In mathematics, the standards draw on conclusions from
the Trends in International Mathematics and Science Study
(TIMSS) and other studies of high-performing countries
that found the traditional U.S. mathematics curriculum
needed to become substantially more coherent and
focused in order to improve student achievement,
addressing the problem of a curriculum that is a mile
wide and an inch deep.
Claims and Facts About Process
Claims and Facts About Implementation
Common Core Claim: Teachers know best about what
works in the classroom. That is why these standards
establish what students need to learn but do not dictate
how teachers should teach. Instead, schools and teachers
will decide how best to help students reach the standards.
Common Core Claim: Decisions on how to implement
the standards are made at the state and local levels. As
such, states and localities are taking different approaches
to implementing the standards and providing their teachers
with the supports they need to help students successfully
reach the standards.
Common Core Claim: The Common Core is a state-
led effort that is not part of No Child Left Behind or any
other federal initiative. The federal government played
no role in the development of the Common Core. State
adoption of the standards is in no way mandatory. States
began the work to create clear, consistent standards before
Fact: The standards tell teachers what kinds of texts to
teach in English language artsi.e., how to organize their
classroom curriculaand in mathematics how to approach
teaching geometry, for example.
Fact: Teachers are being left to implement the standards
with little support or guidance. That is why they are asking
for a moratorium on Common Core in many states.
Fact: The standards are being implemented through
No Child Left Behind (NCLB) and newer federal
programs, signifying that the federal government will be
leading them. Flexibility waivers from NCLB, granted
by the federal government to over 40 states, effectively
require states to use Common Core standards.
3
the American Recovery and Reinvestment Act, which
provided funding for the Race to the Top grant program.
It also began before the Elementary and Secondary
Education Act blueprint was released, because this
work is being driven by the needs of the states, not the
federal government.
Common Core Claim: Recognizing the strength
of having high standards for all students, the federal
government gave competitive advantage to Race to the Top
applicants that demonstrated that they had or planned to
adopt college- and career-ready standards for all students.
The program did not specify the Common Core or prevent
states from creating their own, separate college- and
career-ready standards. States and territories voluntarily
chose to adopt the Common Core to prepare their students
for college, career, and life. Many states that were not
chosen for Race to the Top grants continue to implement
the Common Core.
Common Core Claim: The Common Core is not
a curriculum. It is a clear set of shared goals and
expectations for what knowledge and skills will help
our students succeed. Local teachers, principals,
superintendents, and others will decide how the standards
are to be met. Teachers will continue to devise lesson plans
and tailor instruction to the individual needs of the students
in their classrooms.
Common Core Claim: The federal government will not
govern the Common Core State Standards. The Common
Core was and will remain a state-led effort. The NGA
Center and CCSSO are committed to developing a long-
term governance structure with leadership from governors,
chief state school offcers, and other state policymakers to
ensure the quality of the Common Core and that teachers
and principals have a strong voice in the future of the
standards. States and local school districts will drive
implementation of the Common Core.
Common Core Claim: There are no data collection
requirements for states adopting the standards.
Implementing the Common Core State Standards does not
require data collection. The means of assessing students
and the use of the data that result from those assessments
are up to the discretion of each state and are separate from
the Common Core.
Fact: Most states committed to the Common Core State
Standards as part of the Race to the Top grant application.
In return, they were supposed to be given evidence of
international benchmarking for these standards. However,
they have not been given the names of these countries
or crosswalks showing comparisons of standards at each
grade level.
Fact: These standards are intended to lead to a national
curriculum for our schools. Bill Gates has said so
explicitly. Further, the standards contain explicit guidelines
for the amount of time to be allotted to informational
reading, use an experimental approach to teaching
Euclidean geometry, and expect all students in a class to be
taught to the same set of standards for the entire academic
year. No acceleration is encouraged or desired.
Fact: The Common Core State Standards initiative has
never been state-led, and states are not fnding it easy
to withdraw from the commitments made by their state
boards of education, governors, and commissioners of
education. In addition, plans are already being made to
eliminate local school boards in favor of regional school
boards controlled by the federal government. The federal
government will monitor what states do through its
waiver-granting process and the Common Core-based
assessments developed by the federally-funded assessment
consortia. No mechanism exists for revising Common
Cores standards.
Fact: The assessments based on the Common Core State
Standards are intended to result in a national database
on all students. While the standards do not in themselves
require data collection, data are to be collected as part
of administering the Common Core assessments, and
the consortia are legally obligated to transfer individual
student-level data to the federal government.
185 Devonshire Street, Suite 1101, Boston, MA 02110 T: 617.723.2277
F: 617.723.1880 | www.pioneerinstitute.org
4