How Common Core s ELA Standards Place College Readiness at Risk

Transcription

1 How Common Core s ELA Standards Place College Readiness at Risk A Pioneer Institute White Paper by Mark Bauerlein and Sandra Stotsky No. 89 September 2012

2 Pioneer s Mission Pioneer Institute is an independent, non-partisan, privately funded research organization that seeks to improve the quality of life in Massachusetts through civic discourse and intellectually rigorous, datadriven public policy solutions based on free market principles, individual liberty and responsibility, and the ideal of effective, limited and accountable government. Pioneer s Centers This paper is a publication of the Center for School Reform, which seeks to increase the education options available to parents and students, drive system-wide reform, and ensure accountability in public education. The Center s work builds on Pioneer s legacy as a recognized leader in the charter public school movement, and as a champion of greater academic rigor in Massachusetts elementary and secondary schools. Current initiatives promote choice and competition, schoolbased management, and enhanced academic performance in public schools. The Center for Better Government seeks limited, accountable government by promoting competitive delivery of public services, elimination of unnecessary regulation, and a focus on core government functions. Current initiatives promote reform of how the state builds, manages, repairs!"#$%"!"&'($)*($*+!"(,-+*!*)-"$!(('*($!($.'//$!($,01/)&$'2,/-3''$1'"'%*$+'4-+25 The Center for Economic Opportunity seeks to keep Massachusetts competitive by promoting a healthy business climate, transparent regulation, small business creation in urban areas and sound environmental and development policy. Current initiatives promote market reforms to increase the (0,,/3$-4$!44-+#!1/'$6-0()"7, reduce the cost of doing business, and revitalize urban areas. The Center for Health Care Solutions seeks to refocus the Massachusetts conversation about health care costs away from government-imposed interventions, toward market-based reforms. Current initiatives include driving public discourse on Medicaid; presenting a strong consumer perspective!($*6'$(*!*'$&-"()#'+($!$#+!2!*)&$-8'+6!0/$-4$*6'$6'!/*6$&!+'$,!32'"*$,+-&'((9$!"#$(0,,-+*)"7$ thoughtful tort reforms. Pioneer Institute is a tax-exempt 501(c)3 organization funded through the donations of individuals, foundations and businesses committed to the principles Pioneer espouses. To ensure its independence, Pioneer does not accept government grants.

3 How Common Core s ELA Standards Place College Readiness at Risk Mark Bauerlein Sandra Stotsky Contents Executive Summary 1 Purpose and Overview 3 Section I. Does College Readiness Depend on Informational Reading in the English Class? 4 Section II. Unwarranted Division of Reading Instructional Time 7 Section III. The Presence and Absence of Literary Study in Common Core 10 Section IV. How to Increase College Readiness and Analytical Thinking in the English Class 15 Section V. Policy Recommendations 17 Section VI. Conclusions 19 About the Authors 22 Endnotes 23 Appendix A 25 Appendix B 27 Appendix C 29 Appendix D 33 Appendix E 36

4 How Common Core s ELA Standards Place College Readiness at Risk Executive Summary Our aim in this paper is to convince state and local education policy makers to do two things:!" #$" %&'()*+,%" -$&&$." -$/%0*" %1+*2+.3" literary historical standards, requiring English departments and English teachers to begin with them as they redesign their secondary English curricula.!" #$" )44" ).4" '/+$/+2+,%" )".%5" 6+2%/)/78 historical standard of their own along the lines of Demonstrate knowledge of 9:62:/)667"+&'$/2).2"):2($/*").4;$/"2%12*"+." British literature from the Renaissance to Modernism. <)/" =/$&" 9$.2/) " -$&&$." -$/%>" 2(%*%" actions follow its injunction that, apart from certain critical content for all students, including: classic myths and stories from around the world,?&%/+9)0*" =$:.4)2+$.)6" American literature, and Shakespeare... the remaining crucial decisions about what content should be taught are left to state and local 4%2%/&+.)2+$.AB"""C."$2(%/"5$/4*>"-$&&$."-$/%" )*D*" *2)2%" ).4" 6$9)6" $=E9+)6*" 2$" *:''6%&%.2" +2*" /%F:+/%&%.2*" 5+2(" 2(%+/" $5.A" " C2" )6*$" %1'%92*" them to help students systematically acquire D.$56%43%" +." 6+2%/)2:/%AB" " #(+*" ')'%/" %1'6)+.*" why the two priorities spelled out above are necessary if we seek to use the English curriculum to increase college readiness and the capacity for analytical thinking in all students. #(%" ')'%/" G%3+.*" G7" %1'6)+.+.3" 5(7" 9$66%3%" readiness will likely decrease when the secondary H.36+*("9://+9:6:&"'/+$/+2+,%*"6+2%/)/7".$.E92+$." or informational reading and reduces the study of 9$&'6%1"6+2%/)/7"2%12*").4"6+2%/)/7"2/)4+2+$.*A""C2" 2(%."*($5*"2()2"-$&&$."-$/%0*"4+I+*+$."$="+2*" /%)4+.3"*2).4)/4*"+*":.5)//).2%4A""-$&&$."-$/%" itself provides no evidence to support its promise 2()2" &$/%" 6+2%/)/7".$.E92+$." $/" +.=$/&)2+$.)6" reading in the English class will make all students ready for college level coursework. In )44+2+$.>" J?HK0*" /%)4+.3" =/)&%5$/D*>" +.I$D%4" G7"-$&&$."-$/%"+2*%6=>"'/$I+4%".$"*:''$/2"=$/" -$&&$."-$/%0*"4+I+*+$."$="+2*"/%)4+.3"*2).4)/4*" into ten for information and nine for literature at all grade levels. Nor do they provide a research base for the percentages NAEP uses for its /%)4+.3" 2%*2*A" -$&&$." -$/%0*" )/9(+2%92*" ()I%" inaccurately and without warrant applied NAEP percentages for passage types on its reading tests to the English and reading curriculum, misleading teachers, administrators, and test developers alike. #(%"')'%/"'/$9%%4*"5+2(")"4%2)+6%4"4%*9/+'2+$."$=" 5()2"+*"'/%*%.2").4"5()2"+*"&+**+.3"+."-$&&$." -$/%0*" 6+2%/)2:/%" *2).4)/4*A" #(%" 4%E9+%.9+%*" +." -$&&$." -$/%0*" 6+2%/)2:/%" *2).4)/4*" ).4" +2*" &+*'6)9%4" *2/%**" $." 6+2%/)/7".$.E92+$." $/" informational reading in the English class /%L%92" 2(%" 6+&+2%4" %1'%/2+*%" $=" -$&&$." -$/%0*" )/9(+2%92*" ).4" *'$.*$/+.3" $/3).+,)2+$.*A" C2*" secondary English language arts standards were not developed or approved by English teachers and humanities scholars, nor were they researchbased or internationally benchmarked. M%"9$.96:4%"G7"*($5+.3"($5"J?HK0*"9/+2%/+)"=$/" passage selection can guide construction of state *'%9+E9"2%*2*"2$"%.*:/%"2()2")66"*2:4%.2*>".$2"N:*2" an elite, study a meaningful range of culturally ).4" (+*2$/+9)667" *+3.+E9).2" 6+2%/)/7" 5$/D*" +." high school. Such tests can promote classroom efforts to develop in all students the background knowledge and quality of analytical thinking that authentic college coursework requires. -$&&$."-$/%"G%6+%I%*"2()2"&$/%"+.=$/&)2+$.)6" readings in high school will improve college readiness, apparently on the sole basis that students in college read mostly informational 2%12*>".$2"6+2%/)/7"$.%*A"M%"D.$5"$=".$"/%*%)/9(>" however, to support that faith. Rather, the history of college readiness in the 20th century suggests that problems in college readiness stem from an incoherent, less challenging literature curriculum from the 1960s onward. Until that time, a literature heavy English curriculum was understood as precisely the kind of pre college training students needed. 1

5 Pioneer Institute for Public Policy Research #(%" 9(+%=" '/$G6%&" 5+2(" )" OP;OP" 4+I+*+$." $=" reading instructional goals in English language )/2*"+*"+2*"6)9D"$=")."%&'+/+9)6"/)2+$.)6%A"J?HK0*" division of passage types is based on estimates of the kinds of reading students do in and outside $="*9($$6A"J?HK"%1'/%**67"4%.+%*"2()2"+2*"3/)4%" 12 reading tests assess the English curriculum, especially since it has (deliberately) never )**%**%4"4/)&)A""Q$/%$I%/>"2(%"OP;OP"4+I+*+$."+." grades 6 12 makes English teachers responsible for informational reading instruction, something they have not been trained for, and will not be trained for unless the entire undergraduate English major as well as preparatory programs in English education in education schools are changed. R2)2%" 6)5" 27'+9)667" *'%9+E%*" $.67" 2()2" *2)2%" tests must be based on state standards. Since &$*2"*2)2%*"()I%")4$'2%4"-$&&$."-$/%0*"HS?" *2).4)/4*")*"2(%+/"*2)2%"*2).4)/4*>").4"-$&&$." -$/%0*" -$66%3%" ).4" -)/%%/" T%)4+.%**"?.9($/" Standards for Reading are mainly generic reading *D+66*>"*2)2%*"9)."3%.%/)2%"*2)2%8*'%9+E9"3:+4%6+.%*" for a secondary literature curriculum addressing 5()2" 5%" /%9$&&%.4" )G$I%" 5+2($:2" 9$.L+92+.3" 5+2(").7"$="-$&&$."-$/%0*"HS?"*2).4)/4*A" Otherwise, state and local policy makers will *%%" 2(%" I%/7" '/$G6%&*" +." /%)4+.3" 2()2" -$&&$." -$/%")+&%4"2$"/%&%47"5$/*%.A"#(%")9(+%I%&%.2" gap will persist or widen; while high achieving students in academically oriented private and suburban schools may receive rich literaryhistorical instruction, students in the bottom twothirds of our student population with respect to achievement, especially those in low performing schools, will receive non cumulative, watery training in mere reading comprehension. 2

6 How Common Core s ELA Standards Place College Readiness at Risk Purpose and Overview Our aim in this paper is to convince state and local education policy makers to do two things:!" #$" %&'()*+,%" -$&&$." -$/%0*" %1+*2+.3" literary historical standards, requiring English departments and English teachers to begin with them as they redesign their secondary English curricula.!" #$" )44" ).4" '/+$/+2+,%" )".%5" 6+2%/)/78 historical standard of their own along the lines of Demonstrate knowledge of 9:62:/)667"+&'$/2).2"):2($/*").4;$/"2%12*"+." British literature from the Renaissance to Modernism. <)/" =/$&" 9$.2/) " -$&&$." -$/%>" 2(%*%" actions follow its injunction that, apart from certain critical content for all students, including: classic myths and stories from around the world,?&%/+9)0*" =$:.4)2+$.)6" American literature, and Shakespeare... the remaining crucial decisions about what content should be taught are left to state and local determination. 1 "C."$2(%/"5$/4*>"-$&&$."-$/%" )*D*" *2)2%" ).4" 6$9)6" $=E9+)6*" 2$" *:''6%&%.2" +2*" requirements with their own ( what content *($:64"G%"2):3(2BUA"C2")6*$"%1'%92*"2(%&"2$"(%6'" students systematically acquire knowledge in 6+2%/)2:/%AB" #(+*" ')'%/" %1'6)+.*" 5(7" 2(%" 25$" priorities spelled out above are necessary if we as a nation seek to use the English curriculum to increase college readiness and the capacity for analytical thinking in all students. Q$*2" $=" 2($*%" I$2+.3" 2$" )4$'2" -$&&$." -$/%0*" standards may well have thought that English coursework in the high school was being *2/%.32(%.%4" G7" -$&&$." -$/%A" -$&&$." -$/%>"($5%I%/>"()*".%I%/"96)+&%4"2$"*2/%.32(%." either the high school English curriculum or requirements for a high school diploma; it simply claims to make all students college ready. As our paper argues, it fails to ensure that goal, and we urge state and local policy makers to bolster their literature standards and reading requirements before it becomes too costly to /%')+/"2(%"4)&)3%"2()2"-$&&$."-$/%"+*")6/%)47" doing to the secondary English curriculum, )*" +.4+9)2%4" G7" 2(%" %1)&'6%*" 5%" 4+*9:**" +." 2(%" concluding section. #(+*" ')'%/" G%3+.*" G7" %1'6)+.+.3" 5(7" 9$66%3%" readiness will likely decrease when the secondary H.36+*("9://+9:6:&"'/+$/+2+,%*"6+2%/)/7".$.E92+$." or informational reading and reduces the study $="9$&'6%1"6+2%/)/7"2%12*").4"6+2%/)/7"2/)4+2+$.*A" M%"2(%."*($5"2()2"-$&&$."-$/%0*"4+I+*+$."$=" its reading standards into ten for information and nine for literature at all grade levels is :.5)//).2%4A" " -$&&$." -$/%" +2*%6=" '/$I+4%*".$" evidence to support its promise that more literary.$.e92+$."$/"+.=$/&)2+$.)6"/%)4+.3"+."2(%"h.36+*(" class will make all students ready for college level coursework. In addition, reading frameworks for the National Assessment of Educational Progress VJ?HKU>" +.I$D%4" G7" -$&&$." -$/%" +2*%6=>" '/$I+4%".$"*:''$/2"=$/"-$&&$."-$/%0*"4+I+*+$." of its reading standards. Nor do they provide a research base for the percentages NAEP uses for +2*"/%)4+.3"2%*2*A"-$&&$."-$/%0*")/9(+2%92*"()I%" inaccurately and without warrant applied NAEP percentages for passage types on its reading tests to the English and reading curriculum, misleading teachers, administrators, and test developers alike. At the core of this paper is a detailed description $="5()2"+*"'/%*%.2").4"5()2"+*"&+**+.3"+."-$&&$." -$/%0*" 6+2%/)2:/%" *2).4)/4*A" #(%" 4%E9+%.9+%*" +." -$&&$." -$/%0*" 6+2%/)2:/%" *2).4)/4*" ).4" +2*" &+*'6)9%4" *2/%**" $." 6+2%/)/7".$.E92+$." $/" informational reading in the English class 2 /%L%92" 2(%" 6+&+2%4" %1'%/2+*%" $=" 2(%+/" )/9(+2%92*" ).4" *'$.*$/+.3" $/3).+,)2+$.*A" -$&&$." -$/%0*" secondary English language arts standards were not developed or approved by English teachers and humanities scholars, nor were they researchbased or internationally benchmarked. M%"9$.96:4%"G7"*($5+.3"($5"J?HK0*"9/+2%/+)"=$/" passage selection can guide construction of state *'%9+E9"2%*2*"2$"%.*:/%"2()2")66"*2:4%.2*>".$2"N:*2" an elite, study a meaningful range of culturally 3

7 Pioneer Institute for Public Policy Research ).4" (+*2$/+9)667" *+3.+E9).2" 6+2%/)/7" 5$/D*" +." high school. Such tests can promote classroom efforts to develop in all students the background knowledge and quality of analytical thinking that authentic college coursework requires. Section I: Does College Readiness Depend on Informational Reading in the English Class? We are not aware of any research showing that college readiness depends on any percentage of +.=$/&)2+$.)6" /%)4+.3" +." 2(%" H.36+*(" 96)**>" OP" '%/9%.2"$/").7"$2(%/"'/$'$/2+$.A""#$"2(%"9$.2/)/7>" the relevant information we can locate prompts us to look elsewhere for reasons why large numbers of high school students in this country fail to respond successfully to the challenges of (+3(%/"%4:9)2+$.A"#$"&)D%"$:/"9)*%>"5%"9$.*+4%/" 2(%"'/$E6%"$="2(%"(+3("*9($$6"H.36+*("9://+9:6:&" since 1900, the increase in incoherent, less challenging secondary literature curricula from the 1960s onward, and the focus of the 1997 ).4"WPPX"Q)**)9(:*%22*"H.36+*("S).3:)3%"?/2*" -://+9:6:&"</)&%5$/D").4"Y)7"R2)2%"*2:4%.2*0" scores on state and national tests. (1) Role of literary study in the high school English curriculum since S+2%/)/7"*2:47")**:&%4")"9%.2/)6"/$6%"+."2(%"(+3(" school English curriculum around 1900 due 2$" 2(%" %==$/2*" $=" 2(%" 5%668D.$5." -$&&+22%%" $=" #%.").4")"9$&').+$."9$&&+22%%>"G$2("$="5(+9(" convened in the 1890s to work out uniform /%F:+/%&%.2*"=$/"9$66%3%"%.2/).9%A"#(%+/"5$/D"6%4" to the development of syllabi in English and other subjects that came to be used in public as well )*" '/+I)2%" *9($$6*A" #(%" H.36+*(" *766)G+" :.+2%4" literary study with composition and rhetoric, two subjects that had long been in the curriculum, although rhetoric was later removed from the English curriculum and often taught as part of a course in public speaking. #(%" *766)G+" 4%I%6$'%4" =$/" (+3(" *9($$6" H.36+*(" classes hastened the evolution of literary content =/$&"96)**+9)6"5$/D*"2$"9(+%L7"Y/+2+*("6+2%/)2:/%A" By including some relatively contemporary British works, these syllabi helped to establish 6+2%/)/7" *2:47" )*" )" *+3.+E9).2" ')/2" $=" )" &$4%/." high school subject that could satisfy college %.2/).9%" /%F:+/%&%.2*" V)*" Z/%%D>" S)2+.>" ).4" &)2(%&)2+9*" 9$.2+.:%4" 2$" 4$UA" " #(%*%" *766)G+" +.L:%.9%4"2(%"(+3("*9($$6"H.36+*("9://+9:6:&"=$/" almost all students until well after World War II. 3 At no time was the focus on literary study in the English classroom considered an impediment to admission to a college; to the contrary, it was seen as an academic necessity. Or, to put it another way, at no time did any college recommend a reduction in the literature taught in the high school English class, or an increase in other types of readings, as a way to prepare students more effectively for college. (2) An increasingly incoherent and less challenging high school literature curriculum from the 1960s onward. In spite of the massive amount of money (public and private) poured into the K 12 educational *7*2%&" *+.9%" X[\O>" 5(%." 2(%" H6%&%.2)/7" and Secondary Education Act (ESEA) was E/*2" ):2($/+,%4>" )9)4%&+9" /%*:62*" ()I%" G%%." consistently disappointing. In the area of English language arts, efforts to improve student performance have been undermined by a gradually weakening secondary English curriculum for the large middle third of our student population with respect to performance. As a result, remedial coursework at post secondary public institutions ()*"%1'6$4%4>")G%22%4"G7"6$5"$/"$'%.")4&+**+$.*" requirements. Overall, the system has become 47*=:.92+$.)6>").4"2(%"4/$'$:2"/)2%"=$/"E/*287%)/" students who need remediation is sky high. As Michael Kirst has sagely observed, the placement tests given to incoming freshmen in reading, writing, and mathematics in post secondary public institutions are the real high stakes tests in this country. 4 R2/:92:/)6"9().3%*"=/$&"2(%"X[OP*"$."V2(%"G/%)D8 up of the year long high school English class, the proliferation of semester electives, and the conversion of junior high schools to middle 4

8 How Common Core s ELA Standards Place College Readiness at Risk schools) were accompanied by sweeping changes in what students read (more contemporary, shorter 5$/D*]"6%**"4+=E9:62"5$/D*UA O "#(%"*2/:92:/)6").4" content changes reduced the coherence and rigor of the literature/reading curriculum as well as 2(%"/%)4+.3"6%I%6"$="2%12G$$D*"+."$2(%/"*:GN%92*A"?*"-$&&$."-$/%0*"?''%.4+1"?")9D.$56%43%*>" Despite steady or growing reading demands =/$&" I)/+$:*" *$:/9%*>" ^8XW" /%)4+.3" 2%12*" ()I%" )92:)667" 2/%.4%4" 4$5.5)/4" +." 4+=E9:627" +." 2(%" last half century (p. 3). Given this background, +2"+*".$2"96%)/"($5")**+3.+.3"_+.=$/&)2+$.)6B"2%12*" V5(%2(%/"$/".$2"+."2(%"=$/&"$="6+2%/)/7".$.E92+$.U" =$/"&$/%"2()."OP"'%/9%.2"$="/%)4+.3"+.*2/:92+$.)6" time in the secondary English class addresses the failure of unready students to acquire adequate reading and writing skills for college coursework. (3) Where a stress on literary study is correlated with high academic performance. #(%"OP"'%/9%.2"4+I+*+$."5)*"96%)/67".$2".%%4%4" in the one state where all groups of students regularly made gains in the English language arts. Indeed, in this one state, the English language arts 9://+9:6:&" 5)*" *()'%4" G7" %1)9267" 2(%" 6+2%/)/78 (+*2$/+9)6"/+9(.%**"2()2"+*"2(/%)2%.%4"G7"-$&&$." -$/%0*"*2).4)/4*A"#(%"*2)2%"+*"Q)**)9(:*%22*A"" #(%" Y)7" R2)2%0*" $5." H.36+*(" 6).3:)3%" )/2*" curriculum framework, considered among the best in the country, was strongly oriented to 6+2%/)/7"*2:47"V).4"+.96:4%4"6+2%/)/7".$.E92+$.UA" C2*"&)N$/"*2/).4"5)*"2+26%4"T%)4+.3").4"S+2%/)2:/%" V2(%" $2(%/" 2(/%%" 5%/%" S).3:)3%>" -$&'$*+2+$.>" and Media), and it contained two appendices with recommended authors sorted by educational 6%I%6"V.$5")99$&').7+.3"-$&&$."-$/%0*"HS?" standards, adopted by the state board in 2010, as ')/2"$="2(%"XO"'%/9%.2"%12/)")66$5)G6%"G7"-$&&$." -$/%UA"#(%"^8`"6+*2*"()I%"G%%."I%22%4"/%3:6)/67" by the editors of The Horn Book (the major 9(+64/%.0*" 6+2%/)2:/%" F:)/2%/67" +." 2(%" 9$:.2/7U" using only literary quality as the criterion, and the high school lists by numerous literary scholars. #(%" %&'()*+*" $." 6+2%/)/7" *2:47" 5)*" 2(%" +.2%.2" of those who developed the document, and their work met with the approval of the vast majority of Bay State English teachers. Over the years (from 1997 to 2010), there was almost no criticism of the original document (1997), the revised version (2001), or their literature standards by anyone including the assessment development committees, which met annually from 1997 onward to select passages and develop test items =$/" 2(%" *2)2%0*" )..:)6" )**%**&%.2*" V5(+9(" 5%/%" also considered the most rigorous in the country). #(%" /%*:62*" 5%/%" +&'/%**+I%A" Q)**)9(:*%22*" students achieved the highest average scores on J?HK"/%)4+.3"2%*2*"=/$&"WPPO"$.5)/4"+."3/)4%"a" ).4"3/)4%"`A"#(%"'%/9%.2)3%"$="*2:4%.2*"%./$66%4" in and passing Advanced Placement literature and language courses remains among the highest in the country. When the Department of Elementary and R%9$.4)/7" H4:9)2+$." *:/I%7%4" 2(%" *2)2%0*" H.36+*(" ).4" /%)4+.3" 2%)9(%/*" +." WPP[" 2$" E.4" out if there were any changes they would recommend for another routine revision of the curriculum framework, less than 30 people in the state bothered to send in comments, only a few of whom were English teachers. At no point 4+4" 2(%" *2)2%0*" H.36+*(" 2%)9(%/*>" )*" )" 3/$:'" $/" individually, suggest to the Board of Education that a reduction in literary study or an increase in informational reading in the high school English class would make Bay State students better prepared for post secondary education, whether they were in regular comprehensive high schools $/"2(%"*2)2%0*"&).7"/%3+$.)6"I$9)2+$.)6;2%9(.+9)6" high schools. (4) Why college readiness is increased by the study of complex literary texts. Q)**)9(:*%22*0" '%/=$/&).9%" &)/D*" )" *2/+D+.3" 4+*9$.E/&)2+$." $=" -$&&$." -$/%0*" %&'()*+*" $."+.=$/&)2+$.)6"2%12A""#(%"=)92"2()2")"*2)2%"5+2(" literature heavy standards and tests (about 60% literary/ 40% informational as recommended G7" 2(%" *2)2%0*" H.36+*(" 2%)9(%/*" 2(%&*%6I%*U" produced high rates of college ready graduates, ($5%I%/>"&)D%*"'%/=%92"*%.*%A"#(%"/%)*$."6+%*"+." 5

9 Pioneer Institute for Public Policy Research the very nature of college readiness as outlined +.")"4$9:&%.2"9+2%4"):2($/+2)2+I%67"G7"-$&&$." -$/%A"#(%" E/*2" ')3%" $="?''%.4+1"?>" _T%*%)/9(" Supporting Key Elements of the Standards, &%.2+$.*" )" WPP\"?-#" /%'$/2" 2+26%4" _T%)4+.3" Y%25%%." 2(%" S+.%*>B" 5(+9(" /%I+%5%4"?-#" 2%*2" *9$/%*" ).4" 9$66%3%" /%)4+.%**" +." /%)4+.3A" #(%"?''%.4+1"*:&&)/+,%*"?-#0*"9$.96:*+$.b R:/'/+*+.367>" 5()2" 9(+%L7" 4+*2+.3:+*(%4" the performance of those students who had earned the benchmark score or better from those who had not was not their relative ability in making inferences while reading or answering questions related to particular cognitive processes, such as determining main ideas or determining the meaning of 5$/4*" ).4" '(/)*%*" +." 9$.2%12A" " C.*2%)4>" 2(%" 96%)/%*2" 4+==%/%.2+)2$/" 5)*" *2:4%.2*0" )G+6+27" 2$").*5%/"F:%*2+$.*")**$9+)2%4"5+2("9$&'6%1" 2%12*A?*"?-#"=$:.4>"(+3("*9($$6"*2:4%.2*"5($"*'%.4" ($:/*" /%)4+.3" 9$&'6%1" 2%12*" 4$" G%22%/" +." '$*28 secondary education than students who read 9(+%L7"*+&'6%/"2%12*A"-/+2+9)6"2(+.D+.3")''6+%4"2$" 6$589$&'6%1+27"2%12*>"+2"9$.96:4%4>"+*"+.=%/+$/"2$" 9/+2+9)6"2(+.D+.3")''6+%4"2$"(+3(89$&'6%1+27"2%12*A" -$66%3%" /%)4+.%**" 4%'%.4*" $." *D+66*" 4%I%6$'%4" 2(/$:3(")''6+9)2+$."2$"9$&'6%1"2%12*A c.=$/2:.)2%67>" -$&&$." -$/%" 4/)5*" 2(%" 5/$.3" 9$.96:*+$."=/$&"?-#0*"*2:47A"C2"96)+&*"2()2"2(%" +&'$/2).9%" $=" 2%12" 9$&'6%1+27" )/3:%*" =$/" =%5%/" 6+2%/)/7"2%12*"+."2(%"^8XW"9://+9:6:&A"S$3+9)667>" ($5%I%/>" +2" *($:64" )/3:%" =$/" &$/%" 9$&'6%1" 6+2%/)/7" 2%12*" +." 2(%" H.36+*(" 9://+9:6:&" $/" )" 3/%)2%/".:&G%/" $=" 9$&'6%1" 6+2%/)/7" 2%12*>".$2" &$/%"+.=$/&)2+$.)6"2%12*A""?-#0*"4%6+.%)2+$."$=" 2(%" =%)2:/%*" $=" 9$&'6%1" 2%12*" $." ')3%" d" $=" 2(%" report demonstrates why. 6 -$&'6%1+27" +*" 6)4%." 5+2(" 6+2%/)/7" =%)2:/%*A"?99$/4+.3" 2$"?-#>" +2" +.I$6I%*" _9()/)92%/*>B" literary devices, tone, ambiguity, elaborate structure, intricate language, and unclear intentions. Where is language more intricate than in Modernist poems? Where is structure more elaborate than in The Divine Comedy and Ulysses? Where are interactions among ideas and characters more involved than in a novel by George Eliot or C=" 9$&'6%1+27" 9$.2)+.*" *$" &:9(" 6+2%/)/+.%**>"5(7"/%4:9%"6+2%/)/7"/%)4+.3e"#(%"9)*%" of Massachusetts actually argues for elevating 6+2%/)/7" /%)4+.3*" 5%66" )G$I%" 2(%" OP" '%/9%.2" threshold at least to 60 percent and perhaps to 70 percent. -$&&$." -$/%" 4$%*.02" )9D.$56%43%" 2(%" 6+2%/)/+.%**"$="2%12"9$&'6%1+27>"2($:3(A""C.*2%)4>" it provides a spurious rationale for reducing the literary focus of the English classroom. In the section on Myths vs. Facts, in a probably ()*27"/%*'$.*%>"-$&&$."-$/%"2/+%*"2$")44/%**")" reasonable concern of many English teachers that they will have to teach the content of other subjects. Myth: English teachers will be asked to teach science and social studies reading materials. Fact:" M+2(" 2(%" -$&&$." -$/%" HS?" Standards, English teachers will still teach their students literature as well as literary.$.8e92+$.a" f$5%i%/>" G%9):*%" 9$66%3%" ).4" career readiness overwhelmingly focuses $."9$&'6%1"2%12*"$:2*+4%"$="6+2%/)2:/%>"2(%*%" standards also ensure students are being prepared to read, write, and research across the curriculum, including in history and *9+%.9%A" #(%*%" 3$)6*" 9)." G%" )9(+%I%4" G7" ensuring that teachers in other disciplines are also focusing on reading and writing to build knowledge within their subject areas. J$2%" 2()2" 2(%" E/*2" *%.2%.9%>" 5(+6%" )**:/+.3" English teachers that they will still teach what 2(%70I%"G%%."2/)+.%4"2$"2%)9(>"4$%*.02"+&'67"2()2" 2(%7"5+66"2%)9("6+2%/)2:/%"%I%."OP"'%/9%.2"$="2(%" 2+&%>".%I%/"&+.4"&$*2"$="2(%"2+&%A"#(%.".$2%"2(%" )**:&'2+$."+."2(%".%12"25$"*%.2%.9%*"2()2".$2"$.67" 4$%*"/%)4+.3"6+2%/)2:/%").4"6+2%/)/7".$.E92+$.".$2" develop college readiness (or much of it), but 2()2" +2" +*" )92:)667" 4%I%6$'%4" 2(/$:3(" 9$&'6%1" 6

10 How Common Core s ELA Standards Place College Readiness at Risk 2%12*"_$:2*+4%"6+2%/)2:/%B").4")'')/%.267"+."$2(%/" *:GN%92*A" #()2" &%).*>" )99$/4+.3" 2$" -$&&$." -$/%0*" )/9(+2%92*>" 2()2" )66" 2%)9(%/*>" +.96:4+.3" English teachers, must teach reading and writing to build knowledge for college readiness. What that knowledge is in English, though, we have 7%2"2$"E.4"$:2A #(%/%" )/%" 25$" '/$G6%&*" 5+2(" 2(+*" /%)*$.+.3>" $.%" '/)92+9)6" ).4" $.%" 2(%$/%2+9)6A" #(%" '/)92+9)6" problem lies in the error of making one discipline responsible for college readiness in several 4+*9+'6+.%*A" -$&&$." -$/%" &)7" 5).2" 2(%" pressure to fall on teachers in other areas, too, but the common tests in reading and English will ensure that English teachers alone bear the )99$:.2)G+6+27" =$/" /%)4+.%**" +." /%)4+.3A" #$" 2%66" English teachers that they will still teach their *2:4%.2*"6+2%/)2:/%")*"5%66")*"6+2%/)/7".$.E92+$.B" is misleading. Once the results of reading acrossthe curriculum college readiness tests come in, reading assignments in the English class will become ever less literary. Moreover, English teachers are not secondary reading teachers; English teachers have been trained to teach literature, not reading across the curriculum. #(%" 2(%$/%2+9)6" '/$G6%&" 6+%*" +." )**:&+.3" 2()2" *2:47+.3" 6+2%/)/7" 2%12*" 5+66".$2" (%6'" *2:4%.2*" +." 2(%+/"9$&'/%(%.*+$."$=".$.86+2%/)/7"2%12*A"C."=)92>" 3+I%."2(%"(+3("4%3/%%"$="_6+2%/)/+.%**B"+."9$&'6%1" 2%12*" V)99$/4+.3" 2$"?-#U" ).4" 2(%" (+3(" 9$66%3%" readiness of Massachusetts students, we assume the opposite. One likely reason that strong literary reading supports general college readiness in /%)4+.3" +*" 2()2" 96)**+9" 6+2%/)/7" 2%12*" '$*%" *2/$.3" challenges in vocabulary, structure, style, )&G+3:+27>" '$+.2" $=" I+%5>" E3:/)2+I%" 6).3:)3%>" and irony. In so doing, they build skills that can )44/%**" )" I)/+%27" $=".$.86+2%/)/7" 9$&'6%1" 2%12*A" #(%"$.67"6$3+9)6"9$.96:*+$."$.%"9)."4/)5"=/$&"?-#0*"/%'$/2").4"+2*"4%E.+2+$."$="9$&'6%1+27"+*" 2()2"*2:4%.2*".%%4"2$"/%)4"&$/%"9$&'6%1"6+2%/)/7" works, not more informational ones, especially not popular and relevant ones. f$5" 4+4" 2(%" H.36+*(" 96)**" 3%2" +2*" 2/)4+2+$.)6" content diminished and distorted in the name of making students more ready for college in general? A literature heavy English curriculum, properly constructed, yields college readiness in reading better than an information heavy English curriculum. And we know of no research showing otherwise. Section II. Unwarranted Division of Reading Instructional Time #(%"/%4:92+$."$="6+2%/)/78(+*2$/+9)6"9$.2%.2"+."2(%" *2).4)/4*"+*")".%9%**)/7"9$.*%F:%.9%"$="-$&&$." -$/%0*" %&'()*+*" $." +.=$/&)2+$.)6" /%)4+.3A" #(%" nine literature standards and ten informational *2).4)/4*" +." -$&&$." -$/%0*" 3/)4%86%I%6" *2).4)/4*" =$/" /%)4+.3" '/$&$2%" )" OP;OP" *'6+2" between literature and informational reading. At 2(%"*)&%"2+&%>"-$&&$."-$/%"+.4+9)2%*"2()2"2(%" common tests in English language arts now being developed at the high school level must match the 30/70 percentages on the NAEP grade 12 reading test, and that English classes must teach more +.=$/&)2+$.)6"/%)4+.3"$/"6+2%/)/7".$.E92+$."2()." %I%/"G%=$/%A"C."%==%92>"-$&&$."-$/%"7$D%*"2(%" English curriculum to a test of general reading ability! And, in addition, to a test with arbitrary percentages for types of reading that have no basis in research or in informed professional 9$.*%.2>")*"5%"*()66"%1'6)+.A NAEP never states that the percentages of types $=" /%)4+.3" +." )" 9://+9:6:&" *($:64" /%L%92" 2(%" percentages designed for a test. Aside from the philosophy that a test should not dictate the content $=")"9://+9:6:&>"2(%/%"+*"3$$4"/%)*$."=$/"J?HK0*" silence on the matter. NAEP percentages at all educational levels are merely estimates devised G7")4I+*$/7"/%)4+.3"%1'%/2*").4"2%)9(%/*"$I%/"2(%" years, based on the unremarkable observation that most students do more informational than literary reading in their school and out of school /%)4+.3AB" J?HK0*" '%/9%.2)3%8%*2+&)2%*" ()I%" regularly been approved by its governing board and, for the 2009 reading framework for grade 12, were apparently also approved by state reading 7

11 Pioneer Institute for Public Policy Research or assessment directors, according to Salinger et al. 7 "S+2%/)/7"*9($6)/*>"H.36+*("4%')/2&%.2"9()+/*>" English teachers, and literature specialists were )'')/%.267".%I%/")*D%4"2$"%1)&+.%").4")''/$I%" them, most likely because, since its inception, the grade 12 test had never been considered a test of the high school literature curriculum. C."WPPa>"J?HK0*"3$I%/.+.3"G$)/4")*D%4"?9(+%I%" to review the reading framework recommended G7" )" 9$&&+22%%" ):2($/+,%4" 2$" /%I+*%" 2(%" =/)&%5$/D" +." '6)9%" *+.9%" X[[WA"#(%" 9$&&+22%%" had recommended a 40/60 distribution of percentages, but Achieve recommended an increase from 60 percent to 70 percent of the informational passages on the grade 12 NAEP reading test and a decrease from 40 percent to 30 percent for the literary passages (20 percent E92+$.>" EI%" '%/9%.2" '$%2/7>" EI%" '%/9%.2" 6+2%/)/7".$.E92+$.UA 8 " R%%"?''%.4+1"?" =$/" =:/2(%/" 4%2)+6*" on the process. C2"+*"+&'$/2).2"2$".$2%"2()2"?9(+%I%0*"/%9$&&%.4%4" percentages were not based on studies that had F:).2+E%4" 2(%" )&$:.2" ).4" D+.4*" $=" /%)4+.3" students did inside and outside high school. No *:9(" *2:4+%*" %1+*2A" J$/" 5%/%" 2(%" '%/9%.2)3%*" +.2%.4%4" 2$" /%L%92" 5()2" *2:4%.2*" )92:)667" /%)4" N:*2"+."2(%"H.36+*("96)**A"#(%7"9$:64.02A"#(%/%"+*" no percentage for drama, for instance, because NAEP has never assessed drama (on the grounds that suitable portions of a play would be too long for a test item). NAEP has steadfastly ignored the fact that Massachusetts has regularly assessed drama on its English language arts tests since 1998, and at all grade levels. Achieve, too, did not recommend assessment of drama. Keeping in mind that nearly all high school literary reading takes place in English classes, 5%" 9$.96:4%" 2()2" -$&&$." -$/%" 5).2*" =:2:/%" high school English tests to assess informational reading more heavily than literary reading and $.67"*$&%"D+.4*"$="6+2%/)/7"/%)4+.3A"@+4"-$&&$." -$/%0*")/9(+2%92*".$2"D.$5")G$:2"2(%"6)9D"$="E2" G%25%%." 5()2" J?HK0*" 3/)4%" XW" 2%*2*" )**%**" +." literature and what is typically taught in high school English classes? -$&&$." -$/%" '/%2%.4*" 2$" *$=2%." 2(%" G6$5" G7" &)+.2)+.+.3" 2()2" 2(%" dp" '%/9%.2" E3:/%" +2" 2$$D" from the distribution of passages for the grade 12 NAEP reading test does not mean that grades 9 12 English classes should teach 70 '%/9%.2" +.=$/&)2+$.)6" 2%12*A" C2" 3$%*" $." 2$" *)7" 2()2" 2(+*" dp" '%/9%.2" &:*2" /%L%92" +.=$/&)2+$.)6" reading across the entire high school curriculum. Nevertheless, this requirement inevitably affects 2(%"_4+*2/+G:2+$."$="2%12*B"$."2(%"9$66%3%"/%)4+.%**" test for English language arts. As noted above, dp"'%/9%.2"$="j?hk0*"(+3("*9($$6"/%)4+.3"2%*20*" 5%+3(2"/%*2*"$."+.=$/&)2+$.)6"/%)4+.3A"#(+*"9).02" be interpreted in any other way. #5$" F:%*2+$.*" +&&%4+)2%67" )/+*%A" " f$5" 5+66" teachers in other subjects be held accountable =$/"*$&%"'$/2+$."$="2(+*"dP"'%/9%.2e""f$5"&:9(" of that 70 percent will English teachers be held )99$:.2)G6%" =$/e" XP" '%/9%.2e" " OP" '%/9%.2e" " \P" '%/9%.2e" " -$&&$." -$/%" 4$%*.02" *)7>" ).4" +." 2(%" )G*%.9%" $=" %1'6+9+2" '%/9%.2)3%*>" 5%" '/%4+92" that it will fall entirely on the English class. It is hard to imagine that low reading scores in a school district will force grade 11 government/ history and science teachers to devote more time to reading instruction. Instead, it is more likely 2()2"H.36+*("2%)9(%/*"5+66"G%"%1'%92%4"2$"4+&+.+*(" the number of their literary selections and align readings with test proportions. In any case, so far as we can tell at this point, English teachers are to be held accountable for an unknown percentage $="2(%"(+3("*9($$6"HS?"2%*2"$="9$66%3%").4"9)/%%/" readiness.!"#$%&$'()*+,-.*+&/$0&1$.$23423$5+6+)+&/$+/$*78$ classroom. J?HK"4$%*.02"$:26+.%"+.*2/:92+$.)6"%1'%92)2+$.*" for the English classroom or a school curriculum, only the distribution of types of passages for a test. See Figure 1. In pushing an instructional match between passage types and readings )**+3.%4"+."H.36+*(").4"$2(%/"96)**%*>"-$&&$." -$/%"&+*9$.*2/:%*"2(%"':/I+%5"$="2(%"2%*2"+2*%6=A" It also misreports a key percentage. 8

12 How Common Core s ELA Standards Place College Readiness at Risk Figure 1: Percentage of Passages by Text Type and Grade Level, for 2009 Onward on NAEP Reading Tests Grade Literary Informational VOPjU VOPjU 4 30% Fiction apj"h1'$*+2+$. XPj"S+2%/)/7"J$.E92+$. 10% Argumentation/Persuasive* 10% Poetry VWka"%&G%44%4"5+2(+."K/$9%4:/)6"2%12*U 8 12 VaOjU 20% Fiction XOj"S+2%/)/7"J$.E92+$. 10% Poetry (30%) 20% Fiction Oj"S+2%/)/7"J$.E92+$. Oj"K$%2/7 J?HK"*'%9+E9)2+$.*"*)7"2()2"6+2%/)/7".$.E92+$." *($:64" )99$:.2" =$/" $.67" O" '%/9%.2" $=" 2(%" 3/)4%" XW"2%*2>".$2"OP"'%/9%.2"$/"*$&%"'$/2+$."2(%/%$=A" M(%/%"4+4"2(%")/9(+2%92*"$="-$&&$."-$/%0*"HS?" *2).4)/4*" 3%2" 2(%" +4%)" 2()2" 6+2%/)/7".$.E92+$." belonged in the informational category? Where 4+4" 2(%7" 3%2" 2(%" OP" '%/9%.2" 2%)9(+.3" 4+I+*+$." =/$&e""m%"4$.02"d.$5a"k%/()'*"2(%7"2($:3(2"2()2" 2(%" OP;OP" 4+I+*+$." G%25%%." 27'%*" $=" ')**)3%*" for the grade 4 tests was for the curriculum, and 2(%."%12%.4%4"J?HK0*"'%/9%.2)3%*"=$/")"3/)4%"a" test to the entire public school curriculum. So far, the architects have provided no rationale %I%."=$/"$/3).+,+.3")"OP;OP"4+I+*+$."$="/%)4+.3" standards in grades 6 12 between informational 2%12").4"6+2%/)2:/%>".%I%/"&+.4")"(%)I7"%&'()*+*" $."6+2%/)/7".$.E92+$.A"!9#$ :+)18.5$ )&(1-8$ &0$ *78$ ;34<3$ =./5.*8$ 0&1$ the common test. #(%" gp;dp" &).4)2%" =$/" 2(%" 9$&&$." 2%*2" )6*$" /%L%92*" )" &+*:.4%/*2).4+.3" $=" 5()2" J?HK" reading tests purport to assess and whom NAEP 9$.*+4%/*" )99$:.2)G6%A" #(%" *'%9+E9)2+$.*" =$/" J?HK0*" 9://%.2" 3/)4%" XW" /%)4+.3" 2%*2" +.4+9)2%" VOOjU gpj"h1'$*+2+$. WOj"?/3:&%.2)2+$.;K%/*:)*+I% VWkg"%&G%44%4"5+2(+."K/$9%4:/)6"2%12*U (70%) gpj"h1'$*+2+$. 30% Argumentation/Persuasive VWkg"%&G%44%4"5+2(+."K/$9%4:/)6"2%12*U and/or 10% Stand Alone Procedural R$:/9%b"H1(+G+2"`"+." framework.pdf. that test items are to measure _*2:4%.2*0" 9$&'/%(%.*+$." $="2(%"4+==%/%.2"D+.4*"$="2%12" they encounter in their inschool and out of school reading experiences h%&'()*+*" )44%4iA" " #(%/%" is more: Stimulus material must be of the highest quality, and it must come from authentic sources such as those students would encounter in their in school and out of school reading ; and the assessment as a 5($6%"/%L%92*"2(%"=:66"/).3%" of print and noncontinuous 2%12" 2()2" *2:4%.2*" %.9$:.2%/" in their in school and out ofschool reading. In fact, both types of NAEP reading tests (the long term trend tests beginning in 1971 and the main tests beginning in 1992) were 4%*+3.%4"2$"/%L%92"2(%"/%)4+.3"*2:4%.2*"4$"$:2*+4%" $="*9($$6")*"5%66")*")9/$**"2(%"9://+9:6:&A"#(%" distance of NAEP reading passages from a typical English class becomes obvious when we consider 25$"%1)&'6%*A""#(%"E/*2"$.%>"$."2(%"WPPO"J?HK" grade 12 reading test, is part of a pamphlet guide to 2(%"M)*(+.32$.>"@->"Q%2/$"*7*2%&]"+2"3%.%/)2%4" such questions as According to the guide, how 6$.3")/%"Q%2/$G:*"2/).*=%/*"I)6+4eB"#(%"*%9$.4" one, on the 2009 NAEP grade 12 reading test, is a copy of a housing rental agreement, followed by questions including According to the rental )3/%%&%.2>"5()2"+*"2(%"E/*2")92+$."2(%"6).46$/4"5+66" 2)D%"+="2(%"/%.2"+*".$2"')+4"$."2+&%eB"#(%"/%)4+.3" 2%*2*"+.96:4%"6+2%/)/7"')**)3%*>"2$$>"G:2"*:9("L)267" informational materials with no literary elements 5()2*$%I%/" V)*" $''$*%4" 2$" 6+2%/)/7".$.E92+$.U" mark a distance that the English curriculum cannot cross and remain an English curriculum. C2"+*"96%)/"2()2"2(%")/9(+2%92*"$="-$&&$."-$/%0*" HS?"*2).4)/4*"+&'/$'%/67"%12%.4%4"2(%"':/I+%5" $="J?HK0*")**%**&%.2"*'%9+E9)2+$.*A 9

13 Pioneer Institute for Public Policy Research #(%"J?HK"/%)4+.3")**%**&%.2"=/)&%5$/D*")6*$" make it clear that student performance is the responsibility of more than teachers and schools. 9 l."'a"\>"5%"e.4b" NAEP assesses reading skills that students use in all subject areas and in their out ofschool and recreational reading. By design, many NAEP passages require interpretive and critical skills usually taught as part of 2(%" H.36+*(" 9://+9:6:&A" f$5%i%/>" J?HK" +*" an assessment of varied reading skills, not a comprehensive assessment of literary study. #(%" 4%I%6$'&%.2" $=" 2(%" G/$)4" /).3%" $=" *D+66*"2()2"2(%".)2+$.0*"*2:4%.2*".%%4"2$"/%)4" successfully in both literary and informational 2%12*"+*"2(%"/%*'$.*+G+6+27"$="2%)9(%/*")9/$**" the curriculum, as well as of parents and the community. #()2"J?HK"9$.*+4%/*"')/%.2*").4"2(%"9$&&:.+27" also responsible for NAEP reading scores shows that NAEP percentages for reading passage types are inappropriate as a driver of the English 9://+9:6:&A" " #$" :*%" J?HK0*" '%/9%.2)3%*" )*" )" model for the English syllabus is, in effect, to convert the latter into a reading comprehension course and to make English teachers bear the full burden of reading skills, a burden properly shared by reading teachers, parents, and teachers across the curriculum. To summarize, Common Core s stipulations for the English class have no basis in research, in NAEP documents, or in informed consent, and NAEP s percentages for passage types have no basis in research at any educational level. Section III: The Presence and Absence of Literary Study in Common Core (1) What Common Core requires -$&&$."-$/%0*"H.36+*("S).3:)3%"?/2*"R2).4)/4*" contain standards that can raise literary historical study to rigorous levels. For Grades 9 10, the literature standards include: TSA[8XPA\A"?.)67,%")"')/2+9:6)/"'$+.2"$="I+%5" $/"9:62:/)6"%1'%/+%.9%"/%L%92%4"+.")"5$/D"$=" literature from outside the United States, drawing on a wide reading of world literature. TSA[8XPA[A"?.)67,%"($5")."):2($/"4/)5*"$." ).4"2/).*=$/&*"*$:/9%"&)2%/+)6"+.")"*'%9+E9" work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). For Grades 11 12, the literature section goes further: 2(%" &%).+.3" $=" words and phrases as they are used in the 2%12>" +.96:4+.3" E3:/)2+I%" ).4" 9$..$2)2+I%" &%).+.3*]" ).)67,%" 2(%" +&')92" $=" *'%9+E9" word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) TSAXX8XWAdA"?.)67,%"&:62+'6%"+.2%/'/%2)2+$.*" of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version +.2%/'/%2*" 2(%" *$:/9%" 2%12A" VC.96:4%" )2" 6%)*2" one play by Shakespeare and one play by an American dramatist.) D.$56%43%" $=" eighteenth, nineteenth and early twentiethcentury foundational works of American 6+2%/)2:/%>" +.96:4+.3" ($5" 25$" $/" &$/%" 2%12*" from the same period treat similar themes or topics

14 How Common Core s ELA Standards Place College Readiness at Risk #(%*%" /%F:+/%&%.2*" )/%" *:''$/2%4" G7" 2(/%%" *2).4)/4*" =$/" +.=$/&)2+$.)6" 2%12*" V.$2%" 2(%" '/%*%.9%"$="2(%"2%/&"_6+2%/)/7"*+3.+E9).9%B"+."25$" of them): TCA[8XPA[A"?.)67,%"*%&+.)6"cARA"4$9:&%.2*" $=" (+*2$/+9)6" ).4" 6+2%/)/7" *+3.+E9).9%" V%A3A>" M)*(+.32$.0*" <)/%5%66"?44/%**>" 2(%" Z%227*G:/3"?44/%**>" T$$*%I%620*" <$:/" </%%4$&*" *'%%9(>" ^+.30*" ms%22%/" =/$&" Y+/&+.3()&" n)+60u>" +.96:4+.3" ($5" 2(%7" address related themes and concepts. RI Delineate and evaluate the /%)*$.+.3"+."*%&+.)6"cARA"2%12*>"+.96:4+.3"2(%" application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme -$:/2"&)N$/+27"$'+.+$.*").4"4+**%.2*U").4"2(%" premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). TCAXX8XWA[A"?.)67,%" *%I%.2%%.2(8>" eighteenth, and nineteenth century foundational U.S. documents of historical ).4" 6+2%/)/7" *+3.+E9).9%" V+.96:4+.3" #(%" Declaration of Independence, the Preamble 2$" 2(%" -$.*2+2:2+$.>" 2(%" Y+66" $=" T+3(2*>" ).4" S+.9$6.0*"R%9$.4"C.):3:/)6"?44/%**U"=$/"2(%+/" themes, purposes, and rhetorical features. <+.)667>" 2(%" -$66%3%" ).4" -)/%%/" T%)4+.%**" Anchor Standards for Reading terminate with this important pronouncement (or show it in a sidebar in some web based versions). Note on range and content of student reading #$"G%9$&%"9$66%3%").4"9)/%%/"/%)47>"*2:4%.2*" &:*2"3/)''6%"5+2("5$/D*"$="%19%'2+$.)6"9/)=2" ).4" 2($:3(2" 5($*%" /).3%" %12%.4*" )9/$**" genres, cultures, and centuries. Such works offer profound insights into the human 9$.4+2+$.").4"*%/I%")*"&$4%6*"=$/"*2:4%.2*0" own thinking and writing. Along with high F:)6+27" 9$.2%&'$/)/7" 5$/D*>" 2(%*%" 2%12*" should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. #(/$:3("5+4%").4"4%%'"/%)4+.3"$="6+2%/)2:/%" ).4"6+2%/)/7".$.E92+$."$="*2%)4+67"+.9/%)*+.3" sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the 9()66%.3%*"'$*%4"G7"9$&'6%1"2%12*A 11 #(%" 6).3:)3%" +*" *2/$.3" ).4" 96%)/b" _5+4%" reading of world literature, foundational 2%12*" ).4" 4$9:&%.2*>B" _(+*2$/+9)6" ).4" 6+2%/)/7" *+3.+E9).9%>B" &)2%/+)6*" =/$&" 2(%" Xd th and 18 th centuries, classics. It articulates the premises of a vigorous literature curriculum, insisting on /%)4+.3*"=/$&"6$.3")3$>"'/%*9/+G+.3"9%/2)+."2%12*" ).4" ):2($/*>" ).4" 4+*2+.3:+*(+.3" 2(%" *+3.+E9).2" =/$&" 2(%" +.*+3.+E9).2A" #(%*%" *2).4)/4*" $G6+3%" high school English teachers to survey a wide range of great literature of historical consequence. #$")9F:+/%"D.$56%43%"$="_%+3(2%%.2(8>".+.%2%%.2(8>" and early twentieth century foundational works of American literature, students must cover several thousand pages of complicated, profound, ).4" +.L:%.2+)6" 6+2%/)/7" %1'/%**+$.>" )*" 5%66" )*" gppo" 7%)/*" $=" *$9+)6" ).4" (+*2$/+9)6" 9$.2%12A" #(%" '/%*%.9%" $=" _*%&+.)6" cara" 4$9:&%.2*>" 2(%" classics of American literature, and the timeless dramas of Shakespeare sets a high criterion for 2(%"/%)4+.3")**+3.&%.2*A"#(%"G/$)4"_/).3%B").4" _%19%'2+$.)6B" F:)6+27" $=" *%6%92+$.*" 4%9/%%" 2()2" a few choices from the Bard and the American 6+2%/)/7" 2/)4+2+$." 5$.02" *:=E9%A" " R2:4%.2*" &:*2" read a rich, cumulative corpus of great works. #(%*%" /%F:+/%&%.2*" '/%*:&%" G/%)42(" ).4" %19%66%.9%"G$2("+."2(%"/%)4+.3*").4"+."2(%"6+2%/)/78 (+*2$/+9)6"D.$56%43%"$="2(%"2%)9(%/A"#(%"4+=E9:627" and remoteness of many of these works call for %12%.*+I%" *9)==$64+.3>" =$/" +.*2).9%>" (+*2$/+9)6" information about the Puritans in order for *2:4%.2*"2$":.4%/*2).4"2(%"*%22+.3"$="f)52($/.%0*" E92+$.A"#(%"_=$:.4)2+$.)6B").4"_96)**+9B".)2:/%" of these required works adds another dimension )*"5%66>"$.%"2()2"%1').4*"G%7$.4"2(%"+.4+I+4:)6" 2%12*"2(%&*%6I%*A"R2:4%.2*"/%)4"_Y)/26%G7>B"The Red Badge of Courage>"_#(%"p%66$5"M)66')'%/>B" 11

15 Pioneer Institute for Public Policy Research and other classics as distinct compositions, ).)67,+.3" '6$2>" 9()/)92%/>" 2(%&%>" ).4" *276%" +." %)9(" $.%A" Y:2" 2(%7" )6*$" 9$.2%12:)6+,%" 2(%&>" E2" them into relationships with elements outside 2(%&A" #(%*%" %6%&%.2*" +.96:4%" $2(%/" 2%12*" 2()2" came before and after them, aspects of American *$9+)6" ).4" '$6+2+9)6" 6+=%" /%'/%*%.2%4" +." 2(%" 2%12>" national ideals and character, and broader cultural movements and artistic schools. We proceed past basic comprehension of the 2%12" ).4" G:+64" :'" 5()2" 2(%" )G$I%" _J$2%B" 2%/&*" a reservoir of literary and cultural knowledge. #(%" /%)4+.3*" $." 2(%" *766)G:*" *2).4".$2" &%/%67" )*" 4+*9/%2%" *)&'6%*" $=" 3/%)2" 6+2%/)2:/%A" #(%7" accumulate into a tradition, a story, so to speak, one that enriches each entry in it. If a teacher chooses The Autobiography of Malcolm X for a 10 th grade class, students comprehend it all the &$/%"+="2(%7"%1'6$/%"2(%"9$.4+2+$.*"$="n+&"-/$5"+." 2(%"X[OP*").4"/%)4"*$&%"$="</%4%/+9D"@$:36)**0*" Narrative>"MAHAYA"@:"Y$+*0*"Souls of Black Folk, ).4"T)6'("H66+*$.0*"Invisible Man. Indeed, such 9$.2%12*")/%.02"%12%/.)6"2$"G)*+9"9$&'/%(%.*+$.>" but essential to it. For instance, Invisible Man loses much of its meaning if students have no D.$56%43%"$="Y$$D%/"#A"M)*(+.32$.A In other words, knowledge of individual classic 2%12*").4")5)/%.%**"$="?&%/+9)."6+2%/)/7"2/)4+2+$." are dictated by literary historical statements in -$&&$."-$/%A"#(%/%"+*".$"$2(%/"5)7"2$"+.2%/'/%2" the blunt assertion Demonstrate knowledge of eighteenth, nineteenth, and early twentiethcentury foundational works of American literature or to narrow the range of readings to less than across genres, cultures, and centuries. -$&&$." -$/%0*" (+3(" *9($$6" H.36+*(" *2).4)/4*" contain resolute literary historical obligations,.%9%**+2)2+.3" )" *766)G:*" E66%4" 5+2(" 96)**+9*" through the ages, instilling in students a broad, comprehensive awareness of tradition, not just =)&+6+)/+27"5+2("*%6%92%4"4+*9/%2%"2%12*A"" But how binding are these standards? And how well supported by other demands in the document? (2) What the right hand giveth, the left hand taketh away. Unfortunately, these praiseworthy content requirements lack the accompanying machinery necessary to guarantee translation into curriculum ).4"*2:47"+."2(%"96)**/$$&A"#(%7"*2).4"E/&"+."2(%" -$66%3%").4"-)/%%/"T%)4+.%**"?.9($/"R2).4)/4*" for Reading and the grade level reading standards =$/" S+2%/)2:/%>" G:2" -$&&$." -$/%" =)+6*" 2$" G)9D" them up by specifying the contents of literaryhistorical knowledge and the criteria by which )" 2%12" 5$:64" F:)6+27" =$/" *%6%92+$.A"?')/2" =/$&" Shakespeare and a few informational documents, ):2($/*" ).4" 2+26%*" )/%" &+**+.3A" #(%" 2%/&*" _%19%'2+$.)6B").4"_=$:.4)2+$.)6B")/%".$2"4%E.%4>" ).4" 2(%" 4+*9:**+$." $=" _2%12" 9$&'6%1+27B" +." -$&&$."-$/%0*"?''%.4+1"?"4$%*".$2"%&'()*+,%" 2%12*"5($*%"4+=E9:627"4%/+I%*"=/$&"2(%+/"6+2%/)/78 historical nature (perhaps for reasons we give G%6$5UA" #(%" &+**+.3" 9$&'$.%.2*" $=" 6+2%/)/78 historical machinery are easy to identify. No list of recommended authors and titles. If the standards do not identify which works qualify as foundational and classic, literary historical D.$56%43%"/%&)+.*"I)3:%A"#%)9(%/*").4"*9($$6*" &:*2"4%9+4%"$."2(%+/"$5."5()2"5+66"E66"2(%"H.36+*(" curriculum, a system that promotes inconsistency and lower standards across districts. It suggests that the content of literary tradition is unsettled and arbitrary, a contention that may be true at the %43%*"V=$/"%1)&'6%>"2(%"4+*9$I%/7"$=")".%36%92%4" author), but not at the center (Melville, Wharton, ).4"<):6D.%/")/%"E12:/%*".$5").4"+."2(%"=:2:/%UA" M%" /%9$3.+,%" 2(%" 4+*9$&=$/2" &).7" '%$'6%" =%%6" with the fact that literature in English before 1800 is authored almost entirely by white males, but this is no reason to allow literary historical knowledge of those areas to disappear from the classroom. We note, too, that under its grade level *2).4)/4*" =$/" +.=$/&)2+$.)6" /%)4+.3" -$&&$." -$/%" 4$%*" *+.36%" $:2" *'%9+E9" 2%12*" =$/" *2:47>" +&' "/%9$3.+,+.3"2()2"2($*%"2%12*"&)7"4/$'" off the syllabus if they do not. We see no reason for not doing the same for foundational literary 2%12*A 12

16 How Common Core s ELA Standards Place College Readiness at Risk No historical period coverage requirements. S+2%/)/7"(+*2$/7"+*")//).3%4"9(/$.$6$3+9)667"5+2(" subdivisions by cultural and social categories. #/)4+2+$.)667>" 4+I+4+.3" 2(%" (+*2$/7" $=" 6+2%/)2:/%" written in English begins philologically with Old English (BeowulfU>"Q+446%"H.36+*("V-():9%/" et al), and Modern English (roughly, the T%.)+**).9%").4")=2%/UA"#(%"Q$4%/."K%/+$4"()*" fallen into various sub categories over the years: H6+,)G%2().>" -)I)6+%/>" T%*2$/)2+$.>"?:3:*2).>" 18 th century, Romantic, Victorian, Modernist.?&%/+9)."6+2%/)2:/%"*').*"2(%"K:/+2).*>"-$6$.+)6" and Early Republic, American Renaissance, Realism and Naturalism, Modernism. Some labels are no longer in use and we do not insist on maintaining them, but some chronological )//).3%&%.2" +*".%9%**)/7A" l/3).+,+.3" )**+3.%4" 2%12*" +.2$" &%).+.3=:6" 3/$:'+.3*" *%/I%*" )." educational purpose. Without them, the English curriculum is a random assembly of literary and.$.86+2%/)/7" 2%12*A" -$&&$." -$/%" 4$%*" $/4%/" teachers to select works from different centuries, but imparts nothing about the connections G%25%%."2(%&A"C2"*$6+9+2*")"&+12:/%"$="$64%/").4".%5%/>"G:2"4$%*.02")*D"*2:4%.2*"2$"+.2%/'/%2"2(%&" together as pieces in one or more traditions. No British literature aside from Shakespeare. l." 3/$:.4*" $=" +.L:%.9%" )6$.%>" 2(%" )G*%.9%" $=" Y/+2+*("6+2%/)2:/%"=/$&"-$&&$."-$/%"+*")"*%/+$:*" 4%E9+%.97A" R9($$6*" &)7" 4%*+3." )" 9://+9:6:&" 2()2"=:667")6+3.*"5+2("-$&&$."-$/%"7%2"'/$4:9%" students who never have to read anything produced in the British Isles save for two R()D%*'%)/%" '6)7*A" -%/2)+.67" 2(%" =$:.4)2+$.)6" authors in American literature avidly read the ^+.3" n)&%*" q%/*+$." $=" #(%" Y+G6%>" Q+62$.>" Swift, Pope, Wordsworth, Byron, and others, and their works become clearer in the light of British Romanticism, Restoration Satire, etc. British literature forms the literary heritage of our own language, too, and it offers models of prose style from Addison to Orwell that are still useful in composition classes. For much of the 20th century, British literature held the center of high school English, and it still pops up in college courses in composition, English, history, 6+.3:+*2+9*>" E6&>" ).4" 9:62:/)6" *2:4+%*A" M%" E.4".$"%1'6).)2+$."+."-$&&$."-$/%"=$/"4+*'%.*+.3" with it. No philology." l.%" $=" 2(%" E/*2" '/+.9+'6%*" $=" 2(%" 6).3:)3%").4"6+2%/)2:/%"E%64*"+*"2()2"6).3:)3%"+*" a historical practice. It changes over time and from place to place. Words appear and disappear, styles rise and fall, verbal media are invented ).4" )G).4$.%4A" C." -$&&$." -$/%0*" 3/)4%86%I%6" S).3:)3%" *2/).4" +*" )" (%)4+.3" _^.$56%43%" $=" S).3:)3%>B" 7%2" +2" 9$&'6%2%67" $I%/6$$D*" 2(%" '(+6$6$3+9)6" )1+$&>" =$9:*+.3" +.*2%)4" $." :*)3%" ).4"9$&'/%(%.*+$."V=$/"%1)&'6%>"_c*%"I%/G*"+." the active and passive voice and in the conditional and subjunctive mood to achieve particular %==%92*BUA"C."4$+.3"*$>"-$&&$."-$/%"4$5.'6)7*" the historical understanding of language, a 9)')9+27"2()2")4I).9%*"*2:4%.2*0")G+6+27"2$"().46%" 9%/2)+."D+.4*"$="2%12"9$&'6%1+27A"K(+6$6$37"2:/.*" 6).3:)3%"+.2$")."%1'6+9+2"$GN%92"$="*2:47>"&)D+.3" students more conscious of the words they read and write. Philology also sets the history of the English (and American) language amidst a long foreground of world events and geography, including different regions and demographic groups. No literature curriculum is complete without a history of the language itself. A 50 percent division."-$&&$."-$/%0*"/%)4+.3" standards for K 12 are divided into 10 for +.=$/&)2+$.").4"["=$/"6+2%/)2:/%A"-$&&$."-$/%0*" authors insist that at least half of English course /%)4+.3*"G%"+.=$/&)2+$.)6"2%12"V2$"+.96:4%"6+2%/)/7".$.E92+$.U>"6%)I+.3"6+2%/)/7"/%)4+.3")2"$.%8()6="$/" less (although nothing in the standards themselves /%F:+/%*" OP;OP" 2%)9(+.3UA 12 But the literary (+*2$/+9)6"D.$56%43%"4%&).4*"$="-$&&$."-$/%>" if interpreted correctly, cannot be met on a half 2+&%"*9(%4:6%A"#(%")&$:.2"$="9$.2%12").4"*(%%/".:&G%/" $=" ')3%*" %19%%4" 5()2" %I%." 2(%" &$*2" %=E9+%.2"2%)9(%/"9).")**+3.").4"4+*9:**>"3+I%."2(%" OP8'%/9%.2"+.=$/&)2+$.)6"2%12"/:6%A" #(%"$.67"5)7"2$"&%%2"6+2%/)/78(+*2$/+9)6"*2).4)/4*" ).4"%*2)G6+*(")"OP"'%/9%.2"4+I+*+$."$="2+26%*"+*"=$/" an English teacher to make all the informational 13