Description:
"Core Knowledge is the common ground for uncommon success" (www.coreknowledge.org).

Core Knowledge (CK) was founded with the belief that all elementary and middle school students will benefit from sharing a common core curriculum designed to give them the foundation of knowledge necessary to succeed. That is not to say that Core Knowledge intends for all students to be the same, but that they should have equal access to a broad range of information that will stimulate intellectual growth (www.coreknowledge.org).

Core Knowledge is driven by the theory of the 4 S's:

1. Solid
2. Sequenced
3. Specific
4. Shared
   

"Solid" information refers to the reality that while the world continues to change there is a body of lasting knowledge that schools should be teaching such as important events in world history and the essentials of mathematics. By pinpointing "Specific" information and concepts students should learn in each grade, CK addresses the questions, "What do our children need to know?" By teaching this information in a clear "Sequence," students are able to build on their knowledge about different subjects from year to year. An example of how this is accomplished from K-6 is provided through the website. Students begin learning about magnetism, forces we cannot see, at the Kindergarten level and by sixth grade they are discussing different forms of kinetic and potential energy and how it is transferred (www.coreknowledge.org).

While the Core Knowledge Sequence is very specific, it is considered to comprise about half of any school's curriculum. Schools still have ample opportunity to meet state or local requirements not met by CK or otherwise tailor the remaining curriculum to reflect the different needs and interests of their individual communities (www.coreknowledge.org).

"The Core Knowledge Foundation is an independent, nonprofit, and nonpartisan organization founded in 1986 by Dr. E. D. Hirsch, Jr. Dr. Hirsch receives no remuneration from the Foundation or from the book royalties it generates. The Foundation staff conducts research on curricula; develops books and other materials for students, parents, and teachers; and serves as a training and communications hub for schools using Core Knowledge."
Retrieved on 01/28/04: Core Knowledge

Goal:
Core Knowledge seeks to establish a solid, specific, and shared core curriculum for the sake of academic excellence, greater fairness, and higher literacy to help children in elementary and middle schools establish strong foundations of knowledge, grade by grade.

(Statement of Core Knowledge "Idea", reworded January 27, 2004 from http://www.coreknowledge.org/CKproto2/about/index.htm)

Approach:
The process of implementing Core Knowledge begins with a pre- Implementation visit during which the school becomes acquainted with the program and establishes through secret ballot that at least 80% of teachers are in favor of implementation. Schools must also obtain the signature of the district/central office representative declaring her or his support of the schools decision. The school is then appointed with a Core Knowledge Coordinator responsible for onsite coaching, evaluating and monitoring of the implementation process. To begin teachers in each grade must coordinate 90 minutes of uninterrupted common planning time every week. The school must also establish sequential reading and math programs. For reading, scientifically-based programs such as Open Court, Success for All, and Reading Master are suggested. For math, Singapore Math, Saxon Math, or Direct Instruction are some of the suggestions. Schools may also apply in writing to have other programs not on CK's list approved. Core Knowledge also promotes the integration of reading and writing lessons in other content areas (www.coreknowledge.org).

Once these beginning steps have all been taken, leadership and Professional Development institutes begin. During these institutes teachers and administrators develop a year long plan of implementation, become oriented with the Core Knowledge Sequence and align it with state and local standards as well as draw comparisons between CK and the current curriculum. Details regarding a number of differnt topics such as assessments and resources are addressed. Teachers learn to write lessons based on the month-by-month planning guide for each subject. Visits to other Official Core Knowledge Schools (one recognized by CK as fully implementing the program) are scheduled for the principal and CK Coordinator, and suggested for staff. The coordinator conducts classroom observations and meets regularly with grade level groups and the principal to make suggestions and discuss progress. Schools are asked to administer Core Knowledge Curriculum-Referenced Tests at the end of each year for grades 1-5. This is not required but will be for schools desiring official status. In addition schools are expected to evaluate reading and math progress either through teacher-made formative tests or those included with selected programs (www.coreknowledge.org).

The website contains extremely thorough sections on frequently asked questions and common misconceptions. Within these sections are responses to some characteristics of other reform programs, such as the concept that with curriculum "less is more" meaning students should obtain depth of knowledge over learning a vast quantity of information. Core Knowledge claims that depth and breadth of knowledge are both important and can both be achieved (Written by Alanna Howe).

The CK Newsletter, Common Knowledge, is available through the site at no cost with no need to register or login:
CK Newsletter

Research:
An overview of studies and data on individual schools can be found with links to original texts at http://www.coreknowledge.org/CKproto2/about/eval.htm. Overall the studies have shown that in schools where the Core Knowledge Sequence is being fully implemented students tend to score better on standardized tests than students from comparison schools, particularly in the areas of reading, reading comprehension and social studies. One study showed little difference in the math scores of Texas students from CK and comparison schools as they moved from fourth to fifth grade. Another component of the same study revealed evidence of its positive cumulative effects (www.nwrel.org).

There has been evidence that Core Knowledge increases students cultural literacy. There is research suggesting that students with high cultural literacy do better in school. It has been linked also with higher scores on the verbal component of the SAT and overall GPAs of college freshman (www.coreknowledge.org).

Other resources of interest include:

Stringfield, S., Datnow, A., Nunery, J. and Ross, S. 1996. First-year evaluation of the implementation of the Core Knowledge Sequence: Qualitative report. Baltimore: Johns Hopkins University.

Stringfield, S., Datnow, A., Nunery, J. and Ross, S. 1996. First-year evaluation of the implementation of the Core Knowledge Sequence: Qualitative report. Baltimore: Johns Hopkins University.

Costs:
At the end of 2002, the Northwest Regional Educational Laboratory estimated that implementation in a school with 25 teachers and 500 students would cost $36,000 for the first year and $32,000 for each of the following two. This estimate covers the cost of training and certain teacher materials. In addition schools are required to purchase the Pearson Learning/Core Knowledge history and geography textbooks (K-6), the Baltimore Curriculum Project lesson plans, and allocate $1000 per teacher and $8 per student for testing and other educational materials (www.nwrel.org).

Implementation Sites:
Virgil Grissom Elementary
4900 Simsbrook
Houston, TX 77045
713-434-5662
Contact: Letitia Harrison

S. L. Mason Elementary
1605 Azalea Drive
Valdosta, GA 31602
912-333-8525
Contact: John Davis

Cale Elementary
1757 Avon Street Extended
Charlottesville, VA 22902
804-293-7455
Contact: Matthew Landahl

O. L. Slaton Junior High
1602 32nd Street
Lubbock, TX 79405
806-866-1555
Contact: Robert Guerrero

As listed in NWREL's catalogue of school reform Models, January 1, 2004, NWREL catalogue 01/01/04