For millions of American schoolchildren, taking a test for which they are completely unprepared is like a nightmare from which they cannot wake. It is a trial visited upon them each year when the law requires them to take reading tests with little preparation. Formally preparing for reading tests has become more than just a ritual for schools. It…

Most of today's reading programs rest on faulty ideas about reading comprehension. The author argues that comprehension is not a general skill; it relies on having relevant vocabulary and knowledge. He explains the need for a fact-filled, knowledge-building curriculum. He suggests that states should adopt a common core curriculum that builds…

To achieve fairness and excellence in education, an elementary school should teach a body of shared knowledge, grade by grade. The Core Knowledge Foundation offers some principles and guidelines for developing such programs. As one South Bronx inner-city school shows, core knowledge works because it acknowledges human learning limitations,…

In reaction to articles by J. Warnock and W. Bennett, argues that a common background knowledge required for literacy does not depend on specific texts, or a literary canon, rather one needs to know a few facts about some of them. Concludes that cultural literacy is not text-bound. (SRT)

Most Americans oppose establishing a set of universally required texts--not because creating a core curriculum is inherently undemocratic, but because it's an un-American idea. The Chall curve shows graphically what is at stake in teaching literate culture to everyone. (MLW)

American elementary school children need a common core curriculum so that they can share common points of references that will enable further learning; multiculturalism must be a part of this curriculum. But two types of multiculturalism exist: one that is universalistic in viewpoint, which might be called cosmopolitanism, and another that is…

The best way to help disadvantaged and minority children overcome educational injustice is to impart to them, and all students, a universally shared core of knowledge. Unless this is done, many disadvantaged and minority students will continue to lag behind their peers in academic achievement. Research has shown that systems that achieve…

Discusses the utilitarian goals of education and examines how cultural literacy can contribute to a discourse on art education. Makes observations about utilitarian versus intrinsic education. Maintains that the concept of cultural literacy can help art educators make decisions regarding the common core of art education. (KM)