In a recent update to the thousands who signed the principals’ letter, I encouraged others to write about their concerns to the Governor and SED regarding the Regents Reform agenda.
Below is a letter written by Julie A. Gorlewski, Assistant Professor at New Paltz.
Let’s make this the summer of a thousand voices. Write. You can find all of the email addresses you need at http://www.newyorkprincipals.com
June 23, 2013
Dear Andrew Cuomo, John King and the Board of Regents,
Please consider the voices of educators who are expressing concerns about the implementation of the
Common Core Standards. These standards are not beneficial for students, learning, or schools. If you are
dedicated to the well-being of children and the future of our society, you will attend to these issues and
refuse the Common Core.
1. The CCSS were not developed by educators; they were written by appointees representing
philanthropists, corporations, and politicians. These groups support the Common Core because
they stand to benefit from its implementation.
2. The CCSS have not been piloted, researched, or proven to enhance the educational experiences of
students. Projected achievement gains are pure speculation, intended to market the CCSS product
to maximize profits related to CCSS implementation. The rush to execute and assess the CCSS
distracts from their lack of validity. In an era saturated by rhetoric of accountability, the lack of
evidence of effectiveness is both ironic and troubling.
3. The CCSS represent a corrupt and devious means of implementing a national curriculum and
set of assessments. The use of the term “State” in the CCSS title is propaganda. This national
curriculum fails to acknowledge the diverse nature of U.S. society, much less advocate for those
already marginalized. Moreover, this national curriculum will not affect elite private schools; it is
meant only for the children of commoners – the 99%.
4. The Race to the Top program, to which the CCSS are tied, is diverting funds from alreadystrapped public school budgets. Curriculum materials, assessments, and data analysis systems are displacing comprehensive education systems, narrowing curriculum, and leading to large
class sizes. Public funds are shifting from public schools to private corporations – curriculum
developers, test makers, and charter school management organizations.
5. CCSS are part of the effort to deprofessionalized education, to recreate teaching as a technocratic
activity and minimize the kinds of critical, creative instruction that might cultivate critical,
creative citizens who question the status quo and might reject the current movements toward
standardization and privatization.
Please stop the Race to the Top. Stop the Common Core. Serve the citizens of New York State by doing
what is right for our children.
Julie A. Gorlewski, Ph.D.
Department of Secondary Education
Incoming Co-Editor of English Journal
SUNY New Paltz
800 Hawk Drive
Old Main 321B
New Paltz, NY 12561