Written Testimony in Support of Senate Bill 210
Prohibiting Implementation of the Common Core State Standards
Testimony presented to the Senate Education Committee: Senators Pearce, Chairman;
Romine, Vice-Chairmen; Brown; Emery; Libla; Nieves; Rupp; Chappelle-Nadal; Curls; and
Holsman
Testimony presented by:
Dr. Wesley A. Scroggins, Associate Professor of Management
Missouri State University
Date: March 6, 2013
Dear Senate Education Committee:
I present this written testimony in support of Senate Bill 210, introduced by Senator John
Lamping, prohibiting the implementation of the Common Core State Standards in Missouri’s K12 public education institutions. The Common Core State Standards will likely have little effect
on increasing the proficiency rates of Missouri students on core knowledge and skills necessary
for success in adulthood. Although, to my knowledge, the Standards themselves have never
been empirically tested, history has shown that the implementation of common standards has
had little effect on increasing student proficiency rates in core subjects. Missouri has had a
common state standard since 2002 with the introduction of No Child Left Behind (NCLB).
However, over ten years later approximately 30%-40% of students in many Missouri schools
still do not perform proficiently in communications and mathematics. Many other states have
experienced similar results with common standards. The implementation of the Common Core
State Standards in Missouri Schools will likely be a poor business decision on the part of state
government, as there will likely be little return on the money invested to implement the
Common Core given little improvement in education achievement.
My testimony is based on three main points:
1) The Common Core State Standards will likely have little effect on educational
achievement and proficiency rates in Missouri schools.
2) Missouri students are not adequately equipped with the basic skills needed for success
in the workplace. This represents a cost to Missouri organizations and a poor return on
investment on education expenditures.
3) Most Missouri organizations are small to medium size organizations that do not operate
in the international or global market. Missouri students need to possess knowledge and
skills valuable to small and medium sized Missouri organizations.
I urge the Senate Education Committee to support Senate Bill 210 and move it to the Senate
floor for a vote. Missouri will do a better job educating its children for the future by exercising
local control over curriculum without the constraints of a federally mandated set of standards.
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Written Testimony in Support of Senate Bill 210
Prohibiting Implementation of the Common Core State Standards
1) The effect common standards on educational achievement and proficiency rates in
Missouri schools.
Since the implementation of No Child Left Behind (NCLB) in 2002, Missouri schools have
operated under a common standard. Each state was required to develop common standards for
schools within the state. Missouri’s common standards are a part of the Missouri School
Improvement Program (MSIP) and the Missouri Assessment Program (MAP).
A review of the assessment data from the Missouri Department of Elementary and Secondary
Education (DESE) indicates that the common standards employed over the last ten years have
not been overly effective at increasing proficiency rates among Missouri students. After ten
years of common standards, only 55.6% of Missouri students test proficient or above in
communication arts. Only 55.5% test proficient or above in mathematics. In 2012, only 55.0% of
Missouri high school students scored proficient or above on the End-of-Course Assessment final
exam in both communication arts and mathematics. On many of these measures, the data
indicate only about a 12% increase in the number of students scoring proficiently over the past
six years. Furthermore, the percentage of students requiring remedial education stayed fairly
constant between 2006 and 2011, at 35.5% and 32.2%, respectively (Missouri Department of
Elementary & Secondary Education, 2013).
Missouri’s performance in the National Assessment of Educational Progress (NAEP) is additional
evidence that common standards have not been effective at educating Missouri children. The
NAEP tests children in grades 4 and 8 and the latest scores are reported for 2011. In grade 8 in
2011, only 32% of students scored at or above the NAEP proficient standard in mathematics, a
3% drop from 35% in 2009. Only 35% of 8th grade students scored at or above the NAEP
proficient standard in reading. The percentage of 4th grade students scoring at or above
proficient actually decreased from 2009 to 2011, at 36% and 34%, respectively. Eighth grade
student performance in science and writing is not any better, with 36% of Missouri 8 th graders
scoring at or above proficient in science in 2011 and only 27% scoring at or above proficient in
writing in 2007. The 2007 writing scores are the latest reported by the NAEP in this subject.
Scores in both 4th and 8th grades little progress towards proficiency over the past several years,
and in some cases a decline from 2009 to 2011 (National Assessment of Educational Progress,
2013).
As seen from the above statistics, common standards over the past 10 years have done little to
develop acceptable rates of proficiency in Missouri students in core subjects. They have not
been effective. The proposed Common Core State Standards, to my knowledge, have never
been tested to determine whether they are effective at developing student proficiency in these
subjects. It is likely that the Common Core State Standards are just another set of standards
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that will have no effect in developing and producing educated individuals. Missouri cannot
afford to waste another ten years implementing untested, unproven common standards that
leave up to 50% of Missouri children scoring below proficient levels in core subjects.
2) Missouri students are not adequately equipped with the basic skills needed for success in
the workplace. This represents a poor return on education expenditures and a cost to
Missouri businesses.
Proponents of the Common Core State Standards argue that these standards are necessary in
order to produce educated individuals that can outperform their global counterparts on tests of
academic achievement. They argue that performance on academic achievement tests are
related to the economic competitiveness and success of a nation (Tienken, 2011). However, this
necessity argument is only valid if the Common Core State Standards are truly effective in
producing educated individuals and increasing proficiency rates. As discussed above, common
standards have not had this effect over the past ten years. The proponents of the Common
Core have no empirical evidence that the Standards will be any more effective than the
common standards currently in use. Furthermore, Tienken states that the argument that a
relationship exists between tests scores and the economic competitiveness of a nation is an
assumption and myth created by proponents that has no empirical support.
The application of common standards over the past ten years has not prepared students for
careers and success in workplace organizations. In a recent survey of employers, 42.4% of
employers surveyed rated new workforce entrants with a high school education as deficient in
overall preparation for entry-level jobs. Over 80% of employers rated high school graduates
entering the workforce as deficient in written communications. Seventy two percent rated high
school graduates as deficient in writing in English and 38.4% rated them deficient in reading
comprehension. Over fifty percent (53.5%) of employers rated high school graduates as
deficient in mathematics, 69.6% rated them as deficient in critical thinking/problem solving
skills, and 70.3% rated new workforce entrants as deficient in professionalism and work ethic
(Society for Human Resource Management, 2006). Although this employer sample is not
specific to Missouri, there is no reason to believe that similar results would not be obtained
from a Missouri only sample.
The poor preparation of high school graduates translates into huge costs for employers. Costs
are incurred in the form of lost productivity and remedial training. Approximately 33% of
employers provide some form of basic skills remedial training for employees. Of those
employers that report providing remedial training, 60% report that it is only somewhat
effective. Although numbers vary as to the cost of remedial training, the median value of
estimates is approximately $500 per employee (Society for Human Resource Management,
2006). The cost of remedial training and lost productivity due to the lack of preparedness of
high school graduates represents huge costs to Missouri organizations, many of which are small
to medium sized companies.
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The evidence suggests that common standards have done little to educate Missouri children
and prepare them for careers. Billions of dollars have been spent on education in Missouri over
the past ten years since the introduction of common standards. Yet, 30%-40% of Missouri
children do not achieve proficient education levels and employers in Missouri and across the
nation report that many high school graduates are deficient in their overall preparation for
work, even in entry level jobs. This represents a poor return on investment. Missouri cannot
afford to continue to spend money on educational standards and curriculum that produces no
return in terms of educational proficiency and preparing studies for productive careers in
adulthood. The adoption of an untested and unproven set of standards such as the Common
Core State Standards will likely be a bad business decision because they will likely produce no
more return on educational expenditures than have the current standards of the past ten years.
3) Most Missouri organizations are small to medium size organizations that do not operate in
the international or global market. Missouri students need to possess knowledge and skills
valuable to small and medium sized Missouri organizations.
Proponents of the Common Core State Standards argue that the Standards will equip students
with global competencies and skills needed to function in a global society. It is my belief and
opinion that the Common Core Standards will be heavily weighted toward principles of
multiculturalism designed to increase the cultural awareness and sensitivity of children.
However, most organizations in Missouri are small to medium sized organizations. In the
Springfield, MO metropolitan area, 95% of businesses are small businesses, having less than 50
employees (Springfield Area Chamber of Commerce, 2013). Most Missouri organizations are
not operating in the international business context and do not need employees with various
multicultural competencies. Missouri businesses need employees well educated in basic skills
and core subjects.
The Society of Human Resource Management (2006) reports that the most important skills and
abilities for new entrants to the workforce (as reported by employers) are reading
comprehension (62.5%), proficiency in the English language (61.8%), good English written skills
(49.4%), oral communication skills (70.3%), ethics (63.4%), professionalism (80.3%), and critical
thinking/problem solving skills (57.5%). These are not global competencies or multicultural in
nature by any means. Missouri education curricula needs to focus on developing these and
other basic skills in our children that will enable them to have successful careers and meet the
needs of small to medium sized Missouri businesses. It is my belief that the Common Core State
Standards will focus heavily on the development of multicultural and global competencies that
will have limited value to most Missouri children and businesses.
I urge the Senate Education Committee to support Senate Bill 210 to prohibit the
implementation of the Common Core State Standards. The implementation of these untested
standards will likely have negative effects for Missouri education and business.
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References
Missouri Department of Elementary and Secondary Education. (2013).
http://mcds.dese.mo.gov/guidedinquiry/AYP/AYP%20-%20Grid.aspx.
National Assessment of Educational Progress. (2013). http://nces.ed.gov/nationsreportcard/states/.
Society for Human Resource Management. (2006). Are they really ready to work?: Employers’
perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S.
workforce. Report prepared in collaboration with the Conference Board, Partnership for 21st
Century Skills, and Corporate Voices for Working Families.
Springfield Area Chamber of Commerce. (2013). http://www.business4springfield.com/dataprofile/overview/.
Tienken, C. H. (2011). Common Core State Standards: An example of data-less decision making. AASA
Journal of Scholarship and Practice, 7(4), 3-18.
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