In the conclusion, this article rather clumsily introduces 'Common Core' as a causal factor, without having engaged with it in any of the preceding discussion. One might argue that the Common Core represents a baseline of common educational material, yet here it is deployed as a rhetorical flourish, an afterthought devoid of substantiation.
The argument navigates through a series of points about High Performing schools, only to suddenly invoke the specter of Common Core at the end. This abrupt shift is problematic, as it positions Common Core—an endeavor to standardize and elevate educational content—as a lowest common denominator, a diluted and reductionist framework.
Such a leap demands more rigorous reasoning. The article should interrogate the implications of its own critique: Are we suggesting that certain students should be exempt from foundational learning because it imposes stress? Are we advocating for a system where basic mathematical literacy, as defined by Common Core, is deemed too onerous? The absence of a cohesive argument leading to this conclusion undermines the critique and leaves us questioning the coherence of the proposed educational standards.
The argument navigates through a series of points about High Performing schools, only to suddenly invoke the specter of Common Core at the end. This abrupt shift is problematic, as it positions Common Core—an endeavor to standardize and elevate educational content—as a lowest common denominator, a diluted and reductionist framework.
Such a leap demands more rigorous reasoning. The article should interrogate the implications of its own critique: Are we suggesting that certain students should be exempt from foundational learning because it imposes stress? Are we advocating for a system where basic mathematical literacy, as defined by Common Core, is deemed too onerous? The absence of a cohesive argument leading to this conclusion undermines the critique and leaves us questioning the coherence of the proposed educational standards.