Common

StandardsState

CoreMyths

vs.Facts

Fact: CCSS are a set of benchmarks for what students should know in each

grade. They are not a curriculum. Trib-ally controlled, BIE, parochial and public

school districts will continue to develop their own curriculum, and select text-books and other instructional materi-

als reflective of their community.

Myth: The Common Core is a curriculum.

Fact: Individual states chose to adopt Common Core standards which are

directly linked to what students need to be prepared for post-secondary or

career technical education.

Myth: The Common Core is

a “federal mandate.”

Fact: CCSS are more rigorous than previ-ous standards, focusing on more critical

thinking and problem solving skills. It is expected that students may, at least at

first, have lower test scores since the bar is being raised in the classroom.

Myth: The Common Core is a “dumbing down” of indi-

vidual state standards.

Fact: The Common Core assessments that are under development are new tests based on new standards, which means they will set a new benchmark

for student performance.

Myth: Student test scores will drop on the new

Common Core assess-ments compared with

scores on current state

assessments.

Fact: The Common Core gives teachers more freedom than they have had in the past. With fewer standards to teach in each subject, teachers can now spend

more class time devoted to making sure every student understands the material.

Myth: The Common Core is a “threat to academic

freedom.”

Fact: The best understanding of what works in classroom comes from the teachers who are in them. CCSS will

establish what students need to learn, but they will not dictate how teacher

should teach. Instead, schools and teach-ers will decide how best to help students

reach the standards.

Myth: The Standards tell

teachers what to teach.

Fact: Common Core does provide sample text that demonstrates the level of text complexity appropriate

for the grade level and compatible with learning demands. This provides teach-ers and administrators with flexibility

to make their own decisions about what texts to use – while providing an excellent reference point when select-

ing texts.

Myth: The Standards are vague description of skills; they don’t include a read-

ing list or any other similar reference to content

Fact: The Standards do accommodate and prepare students for Algebra I in 8th grade by including the prerequisites for

this course in grades K-7th. Students who master the K-7 material will be able

to take Algebra I in 8th grade.

Myth: The Standards do not prepare or require

students to learn Algebra in the 8th grade, as many

states’ currently do.

Fact: The Common Core State Standards initiative is a state-led effort that is not part of NCLB and adoption of the Stan-

dards is in no way mandatory. The Stan-dards implementation is being driven by the needs of state, not the federal gov-

ernment.

Myth: The Standards will be implemented through NCLB – signifying the fed-

eral government will be leading them.

Fact: The Standards are not a curricu-lum. They are a clear set of shared goals and expectations for what

knowledge and skills will help students succeed. Teachers will develop lesson

plans and tailor instruction to the individual needs of the students in

their school community.

Myth: These Standards amount to a national cur-

riculum for our schools.

Fact: English teachers will teach stu-dents literature as well as literary non-fiction. In addition to non-fiction litera-ture, teachers will focus on complex

text to ensure students are prepared to read, write, and research across the

curriculum.

Myth: English teachers will have to teach science and

social studies reading mate-rials

Fact: The Standards require certain criti-cal content for all students, including: classic myths, stories of Indigenous

communities around the world, America’s Founding Documents, and

foundational American literature. Conse-quently the remaining decisions about what content should be taught are left

to local education agencies to determine.

Myth: The Standards don’t have enough emphasis on

fiction/literature