The Evolution of Common Core Standards Research Paper

Middle School Common Core Standards for English Language Arts

There is a growing consensus among middle school educators, including the National Education Association, that English language arts form the foundation for all other academic achievements. Consequently, it is not surprising that there has been a great deal of scholarship devoted to identifying optimal approaches to teaching English language arts over the years. One of the most influential outcomes of this process has been the development of Common Core Standards for English language arts that are adopted in whole or in part in 46 states and the District of Columbia today (Common Core state standards adoption, 2016). This paper reviews the relevant literature to provide the historical evolution of the teaching of English language arts in the United States and a discussion concerning recent changes and developments in English language arts of importance to students. In addition, a description of the current state of the subject matter is followed by an analysis of New Jersey's Common Core standards. A discussion concerning the part played by funding/politics/history in the creation and implementation of curriculum in English language arts and how English language arts relate to other aspects of the curriculum are followed by an assessment of possible future development in English language arts. Finally, a summary of the research and important findings concerning the foregoing issues are presented in the conclusion.

The historical evolution of the teaching of English language arts

The historical evolution of the teaching of English language arts originated in the United Kingdom as early as the 17th century and in the United States as early as the pre-Revolutionary War era (Sewell, 2008). Indeed, Sewell emphasizes that, "Even Benjamin Franklin called for grammar studies" (p. 88). In 1874, though, a so-called "anti-grammar swing" emerged that called into question the utility of teaching English language arts that resulted in the elimination of numerous grammar courses in the nation's secondary schools (Sewell, 2008). Likewise, another such anti-grammar swing occurred in 1963 following the publication of the Braddock Report that maintained in part that "formal instruction did not improve writing and could even be detrimental to writers" (cited in Sewell, 2008, p. 88). The publication of the Braddock Report resulted in a transition from what Sewell terms "product" writing to "process" writing as well as a "new grammar" that prevailed until the latter half of the 1970s (Sewell, 2008). During the latter half of the 1970s, yet another crisis in the teaching of English language arts resulted in the so-called "Grammar Wars" and initiatives such as the "Back to Basics" that characterized the 1980s and beyond (Sewell, 2008). In 2008, former Arizona Governor Janet Napolitano, the 2006-2007 chair of the National Governors Association (Bidwell, 2014), called for Common Core standards which have since been adopted in whole or in part by…