Common Core Math Will Reduce Enrollment in High-Level High School Courses
Will the adoption of CCMS push some school districts to lower standards for all students?
Common Core math standards (CCMS) end after just a partial Algebra II course. This weak Algebra II course will result in fewer high school students able to study higher-level math and science courses and an increase in credit-bearing college courses that are at the level of seventh and eighth grade material in high-achieving countries, according to a new study published by Pioneer Institute.
Federal pressure to eliminate higher-level math courses
Low-income students will also be hurt the most by the shift to weaker math standards. Since the Common Core math standards only end at a partial Algebra II course, nothing higher than Algebra II will be tested by federally funded assessments that are currently under development. High schools in low-income areas will be under the greatest fiscal pressure to eliminate under-subscribed electives like trigonometry, pre-calculus, and calculus.
Lower chances of graduating from college
Research has shown that the highest-level math course taken in high school is the single best predictor of college success. Only 39 percent of the members of the class of 1992 who entered college having taken no farther than Algebra II earned a college degree. The authors estimate that the number will shrink to 31-33 percent for the class of 2012.
CCMS are ‘not for STEM’
Two of the authors of the Common Core math standards, Jason Zimba and William McCallum, have publicly acknowledged the standards’ weakness. At a public meeting in Massachusetts in 2010, Zimba said the CCMS is “not for STEM” and “not for selective colleges.”
What can we expect for results in our high schools? Because CCMS-aligned SAT and ACT tests will cover, at best, only the first two years of a high school curriculum (that is as far as the CCMS go, despite all the misleading rhetoric about how advanced they are), they will incentivize our students to learn nothing beyond what is in a junior-high-school level curriculum in high-functioning education systems. Indeed, the CCMS tests will encourage our high schools to spend four years teaching students what is taught in two years—and by grade 9—in the educations systems of our economic competitors. As we have seen, two of the three CCMS lead writers have publicly admitted the college readiness level is “minimal.”