Common Core, Part 10

In 1943, Professor Abraham Maslow of Brooklyn College proposed that human behavior is guided by five basic needs (in this order): 1) physiological, 2) safety, 3) belongingness, 4) esteem, and 5) self-actualization. People, children included, are motivated to fulfill the basic needs (1-3) first before moving on to the last two needs. In other words, food and shelter (1), safety and protection (2), love and affection (3) come before learning or achieving on test or in school (4 and 5). Individuals will not move on to higher needs until the lower, basic needs are satisfied.

Maslow’s Theory has formed the foundation of modern psychology, something which Common Core proponents ignore but is essential to learning. Just as improving technology in schools will not feed hungry children, the Common Core State Standards (CCSS) do not consider the basic needs of children. The assumption is that the basic needs do not matter.

Supporters of CCSS, including Secretary of Education Arne Duncan and the U.S. Department of Education, assert that poverty is no excuse for not doing well in school. And they are correct. “Poverty is not an excuse. Poverty is a condition. It’s like gravity. Gravity affects everything you do on the planet. So does poverty,” to quote Gerald Bracey, an education researcher and critic of national education policy.

True, poverty does not cause school failure, but it sets up conditions that make it difficult for many poor children to succeed in school. Having rigorous standards has little meaning when children come to school at 6 a.m. hungry because their last meal was school lunch the day before or sit with head on the desk due to lack of sleep because they had to take care of their siblings all night long.

Poverty has a huge impact on student learning.

Dr. Duane Pitts is a former English teacher at Odessa High School, now retired and residing in Moses Lake.