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View from the Experts: 'Core' foundation can help schools get back to basics
Sunday, March 18, 2001 By Lynda Guydon Taylor, Post-Gazette Staff Writer
As a professor of English at the University of Virginia, E. D. Hirsch Jr. has noticed a distinct difference in student competency during his many years of teaching.
He cited a lack of basic background knowledge that has handicapped students' ability to appreciate literature. Knowing little about the Civil War, for example, left a pupil ill-prepared to understand the work of writer Stephen Crane.
Thus began Hirsch's research into student preparedness and a magazine article that evolved into the book, "Cultural Literacy: What Every American Needs to Know." His findings fell in line with Think Tank parents' complaints that schools need to get back to basics.
Hirsch's research has resulted in the Core Knowledge Foundation, a nonprofit organization based in Charlottesville, Va., said Linda Bevilacqua, foundation vice president and early childhood director. Established in 1986, the nationwide network of schools is dedicated to excellence and fairness in the education of elementary and middle school students.
Hirsch's objective is equity, Bevilacqua said. Every student is entitled to a good education.
Still, initial reaction to Hirsch's book was not entirely welcoming. While some teachers, parents and students responded positively to the book, others in the education establishment, particularly those at university schools of education, were hostile. They believed because Hirsch wasn't in the department of education, he was not in a position to criticize. Bevilacqua said his detractors have come around to praising him.
Core provides a curriculum to which member schools sign on. Today, Core members can be found in 46 states and in more than 1,000 public and private schools. What Core Knowledge offers is specificity in curriculum guidelines, Bevilacqua said.
"From a global perspective, typically what you find at the district or state level is ambiguous and content-free guidelines. [Districts and states] tend to focus on things like critical thinking but don't define what you want students to think critically about. Core Knowledge is very specific about what is taught," she said.
Eight or 10 years ago when Core Knowledge was getting started, there were no standards to any degree of specificity, Bevilacqua said.
Besides requiring specificity in subject matter, Core Knowledge also subscribes to what it calls "sequential knowledge," or that which builds on previously developed knowledge.
Schools can use the Core guidelines and still meet those required by their local districts or states, Bevilacqua said. Most of the time, Core's guidelines are more rigorous. When schools become part of the network, they're advised to analyze and correlate state guidelines with those of Core. If there are any differences, such as learning state history, then school officials can make adjustments.
Test results have underscored Core Knowledge success.
And here's a factor that may interest parents: There's a strong focus on parental involvement, Bevilacqua said.
Many times, the strongest advocates and those critical in initiating Core Knowledge are the parents. They're the ones who bring it to the attention of school board members.
To learn more, visit the Core Knowledge Foundation Web site.
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