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ERIC Number: ED361110
Record Type: Non-Journal
Publication Date: 1991
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Fairness and Core Knowledge.
Hirsch, E. D., Jr.
The best way to help disadvantaged and minority children overcome educational injustice is to impart to them, and all students, a universally shared core of knowledge. Unless this is done, many disadvantaged and minority students will continue to lag behind their peers in academic achievement. Research has shown that systems that achieve across-the-board effectiveness in early schooling are those which specify a core of knowledge that children should acquire in each grade of elementary school. By contrast, educational systems without a core knowledge requirement have universally failed to achieve educational fairness. French, German, and Swedish elementary schools, for example, effectively narrow the gap between advantaged and disadvantaged students in the first few years of schooling. In the United States, on the other hand, this gap widens, with many disadvantaged students falling further behind as the years progress. Without an agreed-upon core of knowledge at each grade level, the American system is also unfair to the large number of students, both advantaged and disadvantaged, who transfer from one school district to another each year. The Core Knowledge Foundation has developed a "Core Knowledge Sequence for Grades 1-6" to address these deficiencies in the American system. Those few schools that are well along in implementing Core Knowledge are reporting improved test scores and attendance. (MDM)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Core Knowledge Foundation, Charlottesville, VA.
Identifiers - Location: United States