Authors: Dongchan Lee
This paper is an extension of the previous paper by the author on the theme of the math stagnations in almost all developed (OECD) nations internationally, for all developed English-speaking and most of the Latin American countries. The author has covered this theme for the USA math stagnations in the international math assessments, national NAEP’s national math growth stagnations, most of the states’ math stagnations, and at least 90-95% of the large districts’ (or cities’) math stagnations over the past 5-10-15-20 years. In this paper, the author observes and demonstrates the following: 1) the longer the states had stayed with the Common Core math standards, the math grade 4 average and 25 percentile had declined more than the USA states that had never participated in the Common Core math or those that had opted out by the end of 2014 or so before the NAEP 2015 math dipping happened for both the grade 4 and 8; 2) The similar pattern was also observed for the grade 4, however, with much less effect; 3) Although the negative impacts of the Common Core math on the NAEP 2015 was not negligible for the grade, the dips for the grade 8 was more likely caused by the Common Core more so than for the grade 4th math. Regardless, the math stagnations are persistent with or without the Common Core math’s overall negative effects for math for both grades will be as such. There were math dips in the grade 8 math for the states that had been out of the Common Core math, which means that the math stagnations in the USA may enter a worse phase in 2017 on even if the negative effect of the Common Core math is overcome.
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