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ERIC Number: EJ882683
Record Type: Journal
Publication Date: 2010-Apr-7
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0277-4232
Potential for both Value and Harm Seen in K-3 Common Standards
Gewertz, Catherine
Education Week, v29 n28 p1, 20 Apr 2010
This article reports on the common academic standards proposed for state adoption which outline what students must master by graduation in order to flourish in college or good jobs. Defining how they reach those goals, however, means spelling out what they must learn at each step of the way, starting in kindergarten. And those expectations are getting a mixed reception among early-childhood experts. While some view the proposed expectations as valuable guidance, others worry that they are inappropriate for youngsters. In some quarters, the standards are being greeted as valuable guidance for teachers of children in K-3, or as a tool that can improve preschool programs. In others, educators are concerned that the standards ask more of many youngsters than their developmental progress allows. Some fear they could drive play-based learning from children's classrooms or serve as a basis for high-stakes decisions such as denying kindergartners promotion to 1st grade if they cannot show they have learned required skills. One area of concern among early-childhood advocates is that the draft K-12 standards cover only math and literacy, leaving out subjects such as science and the arts; expectations for social and emotional growth and motor development; skills such as problem-solving; and such qualities as curiosity and persistence--all considered pivotal to young children's healthy growing-up.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3; Kindergarten; Preschool Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A