Focusing on creating digitally savvy life-long learners sounds great; but cognitive science shows that trying to cultivate skills directly—without a knowledge-rich curriculum—is pure folly. The Common Core addresses this problem by increasing the amount of informational text students read and calling for curricula “intentionally and coherently structured to develop rich content knowledge within and across grades.”


Susan Neuman
Professor of Childhood and Literacy Education, New York University
Valarie Lewis
Former Principal, PS 124 in Queens
Dispelling the Myth Award Winner
Amanda Pecsi
Director of Curriculum, Center City Public Charter Schools
Merryl Tisch
Chancellor of the New York State Board of Regents


Robert Pondiscio
Senior Fellow and Vice President of External Affairs, Thomas B. Fordham Institute