Real Republicans will resist Common Core

The column "Why conservatives can support Common Core" (Nov. 20) article is very interesting considering that it was written by two "R.I.N.Os" (Republicans in name only). A Republican asking for more bureaucracy would be like a Democrat asking for a tax cut.

These two gentlemen believe that the Idaho State education standards are too low, and that the only students that gain from this curriculum are lower performing students, and that the higher performing students aren't ready for college.

I would disagree with the statement that a lot of higher performing students may not be ready for college. I believe that the motivated students will be ready for a four year institution. Hard work and perseverance works wonders for motivated students

Consider this: A study I read recently of graduating high school students noted only 11 percent will ever go to a four year institution and further, only 4 percent will ever graduate from a four-year institution.

If we increase the standards for that 11 percent, what is going to happen to the lower 89 percent? I would suggest that most certainly those students will not be able to pass that exam and may drop out of high school.

Other studies indicate that those individuals that fail to graduate are the ones, unfortunately, that will end up on food stamps, subsidized housing, free cell phones and free health care. I don't think it's fair to sacrifice that 89 percent for the benefit of the 11 percent. (By the way, that's what KTEC is trying to address.)

After talking with many classroom teachers, I found out that the preparation time for teachers using the Common Core is excessive. Teachers are forced to work overtime and on weekends just to keep up with the paperwork. Good lesson plans are essential for good teaching process, but the bean counters would have you put in all sorts of extra documentation not necessary for teaching.

The Common Core requires documentation of every facet of the teaching process. This, I believe, is excessive and probably will not ever be looked at by administrators or bureaucrats from the state of Idaho.

Speaking of teachers, I know two math teachers, one with a Master's degree in math and both have been teaching math for more than 20 years. They tell me, after looking at a sample test, that they thought it would be difficult for them to pass it. What's wrong with that picture?

From one other document written by the State Department of Education addressing concerns by Senator Steven Thayn and Dr. Gregory Thomas from the Madison School District 321, gives a troubling picture of how the Common Core is to be implemented. On the front page of this document it states, "Common Core was vetted by teachers," but no evidence of that was recorded.

I hope those "teachers" weren't a bunch of bureaucrats and Ph.D.s who never taught a class in their life.

It goes on to state, "No textbooks, novels, curriculum materials or teaching methodology is required by the State."

Further, the document states that, "A new assessment tool is being piloted. All schools will be expected to use this test after the testing of the document is complete." My question is simple: If no assessment tool is in place, then the teacher is teaching to a moving objective - how can that work? I would also suggest that using different text books, teaching methodologies and curriculum will not match up with the state standards, even if they aren't moving.

On the same subject, even if a set test is in place, I do not believe that "one size fits all." As a teacher myself, I oftentimes have to modify my teaching methodology to allow advanced students to excel and those not as advanced to succeed. The curriculum doesn't change. The time spent with the less advanced student is increased.

Since "public schools are required to implement the minimum academic standards established by the State Board of Education," I would suggest, considering what I have just stated, that the "state Common Core standards," is a train wreck waiting to happen. (Where have we heard that before?)

My solution is relatively simple: Get rid of bureaucrats and Ph.D.s that think they have all the answers. Scrap this totally encumbered system that is being pushed onto Idaho, and give the individual school districts the autonomy to build, implement and test their own standards that are parallel with the state standards. In addition, the common core process requires millions of dollars just to administer and correct the tests and often times takes months to get the test results. That money could be spent more effectively.

Further, allow the state to issue vouchers to parents for education of their children at any school in the state of Idaho and provide transportation money, so students who want to go to a better school can do so. In a very short time, the underperforming schools will be gone. The exorbitant money that is spent on poor schools will go to the good schools making educational opportunities better for each student.

In other words, let's allow the free market to prevail. The good schools will thrive, the bad schools will lose their funding. It will probably eliminate the need for educational levies each year because the money follows the student, not the school district.

Lastly, and most important, get rid of the Idaho Education Association Union. This organization protects less effective teachers because they have seniority. When a reduction in force is required, a good teacher often is let go and the less effective teacher is retained because of seniority, not because they are an exceptional teacher. That is just wrong and counter to productive educational principles and goals.

Milt Turley, Ed.S., is a resident of Avery.