This testimony was presented before the Education Committee in the Ohio House of Representatives by Ze’ev Wurman, visiting scholar along at the Hoover Institution, on November 20, 2013.

I am a visiting scholar at the Hoover Institution at Stanford University. Between 2007 and 2009 I served to be a senior policy adviser on the U.S. Department of Education. I served as being a commissioner on the California Academic Content Standards Commission that 2010 evaluated the Common Core’s suitability for California adoption. We have authored multiple academic studies evaluating the normal Core mathematics standards.

In my testimony today I will address these two points.

? The Common Core’s reduced rigor in K-8 will directly bring about reduced enrollment particularly of disadvantaged and minority students in advanced mathematics courses in highschool, and is particularly required to harm their chances to pursue challenging and rewarding careers.

? The fact that Common Core’s concept of secondary school mathematics bringing about its so-called “college readiness” can be a low level definition that prepares students to visit only community and non-selective colleges, even so it is not going to prepare students to type in either STEM programs or selective state colleges.

Rigor of Mathematics in K-8

Since the 1990s, a leading thrust in improving our mathematics achievement is the time and effort to safely move a real Algebra 1 course from the secondary school and into grade 8, similar to what high-achieving countries happen to be doing for a long period. Supporters of this idea include math education reformers, civil right leaders for instance Robert Moses, and in some cases President Clinton throughout his period in office. As the consequence, the world much more than doubled the enrollment of 8th graders in Algebra 1 course since 1990. Now the Presidential National Mathematics Advisory Panel recommended:

All school districts should ensure that all prepared students have access to an authentic algebra course-and should prepare more students than at the moment to join a real course by Grade 8.

This involve more prepared students for taking early Algebra was echoed during the 2008 seminal report Benchmarking for Success authored by several progenitors from the Common Core