**The U. S. Constitution requires states to retain authority over education. **

(http://thehill.com/blogs/floor-action/house/297219-gop-says-obama-administration-taking-over-education-policy-with-no-input-from-congress)

**The Wisconsin Constitution assumes responsibility for providing an education for its citizenry.**

**If we are a people of laws, should these violations be reason enough for ethical people to reject CCSS?**

**Why would state legislators willingly relinquish or limit their autonomy over public education?**

**The claim that only national standards will prepare students for a 21 ^{st}century economy requires citizens to suspend logic and to ignore truth.**

**^**Schülerzahlen Statistisches Bundesamt Deutschland. Retrieved 2007, 07-20

^{a}**Country Profile: Germany, U.S. Library of Congress. December 2005. Retrieved 2006, 12-04)**

^{b}*The War against the Common Core*. He explains that CCSS blurs the relationship between national and federal standards and that the standards will be “politicized, corrupted and turned from national/voluntary into federal/coercive.” Mr. Finn explains, “This is probably the strongest objection to the Common Core and, alas, it’s probably the most valid.” (http://www.edexcellece.net/commentary/education-gladfly-weekly/2012/march-1/the-war-a…)

*World Intellectual Property Indicators 2010.*Author. Retrieved from:

*Catching up or leading the Way.*Alexandria, VA: ASCD.;Tan, S. (2010). Singapore’s educational reforms. The case for un-standardizing curriculum and reducing testing.

*AASA Journal of Scholarship and Practice,*6 (4), 50-58.)

Why is Wisconsin willing to repeat the mistakes of other nations?**The claim that Common Core State Standards are rigorous and internationally benchmarked must be analyzed. **

**http://nces.ed.gov/pubsearch/index.asp?HasSearched=1&searchcat2=subjectindex&L1=2&L2=3**http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013009

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Table 7. Description of TIMSS international mathematics benchmarks, by grade: 2011 http://nces.ed.gov/pubs2013/2013009.pdf page number 19 but actually page 35 of the documentBenchmark (score cutpoint) |
Grade 4 |

Advanced (625) |
Students can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. |

High (550) |
Students can apply their knowledge and understanding to solve problems. Students can solve word problems involving operations with whole numbers. They can use division in a variety of problem situations. They can use their understanding of place value to solve problems. Students can extend patterns to find a later specified term. Students demonstrate understanding of line symmetry and geometric properties. Students can interpret and use data in tables and graphs tosolve problems. They can use information in pictographs and tally charts to complete bar graphs. |

Intermediate (475) |
Students can apply basic mathematical knowledge in straightforward situations. Students at this level demonstrate an understanding of whole numbers and some understanding of fractions. Students can visualize three-dimensional shapes from two-dimensional representations. They can interpret bar graphs, pictographs, and tables to solve simple problems. |

Low (400) |
Students have some basic mathematical knowledge. Students can add and subtract whole numbers. They have some recognition of parallel and perpendicular lines, familiar geometric shapes, and coordinate maps. They can read and complete simple bar graphs and tables. |

*TIMSS and PIRLS Methods and Procedures*(Martin and Mullis 2011).

**http://nces.ed.gov/pubsearch/index.asp?HasSearched=1&searchcat2=subjectindex&L1=2&L2=3**

**http://standards.dpi.wi.gov/stn_math-tchingandlrng**

**Operations and Algebraic Thinking**

Use the four operations with whole numbers to solve problems.

Gain familiarity with factors and multiples.

Generate and analyze patterns.

**Number and Operations in Base Ten**

Generalize place value understanding for multi-digit whole numbers.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

**Number and Operations—Fractions**

Extend understanding of fraction equivalence and ordering.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Understand decimal notation for fractions, and compare decimal fractions.

**Measurement and Data**

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.

**Geometry**

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

**Mathematical Practices**

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning, operations, and Algebraic Thinking (4.OA)

Only a mathematician would recognize that the grade four Common Core Standards do not require proficiency with multiplication using standard algorithm (step-by-step procedure for calculations). That skill is reserved for grade 5, a grade behind expectations of high-performing competitors. According to James Milgram, member of the CC validation committee, the material covered in arithmetic and algebra in CC in fifth grade should be covered in fourth grade if American students are to be competitive. He also stated that the standards are a “result of all the political pressure to make Core Standards acceptable to the special interest groups involved.”

**Teaching becomes a trade and not a profession when teaching methods are intertwined with standards while requiring children to accept a specific value system to advance academically.**

*Common Core Mathematical Practices*section for grade 4 math, item 3 requires students to:

**Wisconsin Guiding Principles for Teaching and Learning:**

**Item 5 includes, “Students share mathematical thinking. Multiple solution strategies are welcomed and discussed.” http://standards.dpi.wi.gov/files/cal/pdf/principles-for-math.pdf**

*What Do They Look Like in Mathematics Classrooms?*

**compared the different educational models which showed that the Explicit Instruction model (also known as direct instruction) was the only instructional approach which actually helps disadvantaged students.**

*Project Follow Through***Project Follow Through**remains the most comprehensive study of instructional models.

**See Addendum C**

**See Addendums D, E, F, and G**

**Educators should be justifiably leary of a set of standards which strictly define the teaching materials and teaching techniques allowed to be used in the classroom rather than provide a list of skills and knowledge that should be mastered.**

**Does Wisconsin know how much it will cost the state to implement federal testing tools once initial implementation is complete? **

**Addendum H**

**Testing for the 21 ^{st} Century**

**In Conclusion**

**Not one citizen-elected legislative body has had any input into the standards or the system of development by which those standards came to be. Is this ethical? Is it in the best interest of children?**

**T**and students in the individual states. “Race to the Top” required states to commit to a common set of K-12 standards by August 2, 2009.

**he Standards are owned and copyrighted by nongovernmental entities unaccountable to parents****States that did not commit to the program stood no chance of winning any of the grant money.**

**Phase I Race to the Top**

**applicants were required to demonstrate their commitment to Common Core without having seen a draft of the standards.**

**The required standards and teaching methods have historically failed students, especially minority/disadvantage/struggling students and their peers, while turning the teaching profession into a trade and granting federal government unwarranted power and influence over our children.**

One of the best articles about flawed Common Core I have read! I will be emailing to many and presenting to my school board president and our local school superintendent. Invaluable information! I will post on facebook also.

Thank you!