Gary Troia, associate professor of special education in Michigan State University's College of Education, and Dr. Natalie Olinghouse from the University of Connecticut published an analysis of the Common Core curriculum in the Oct. 11, 2013, edition of the journal School Psychology Review that finds writing at the K-12 level is not sufficiently addressed by Common Core to improve the writing ability of K-12 or college aged students.
Only 25 percent of K-12 students in the United States can write well enough to compete with their European or Asian peers. This level of performance has not changed since the first assessment of K-12 writing skills in 2003 in the by the National Commission on Writing.
The researchers assert that writing is a fundamental skill necessary for job performance, living skills, civic life, and the production of authors and journalists who can write well.
The researchers maintain that Common Core does not emphasize writing sufficiently to make up for the lack of writing ability that has become a standard in U. S. schools.
The researchers note that the majority of the 45 states that have adopted Common Core and are in the process of implementing the program do not emphasize keyboarding skills early enough even though testing in the Common Core curriculum is done with computers. Basically, this failure sets children up to fail in writing and writing related tasks.
The focus on reading, math, and science by Common Core cannot produce skilled engineers, scientists, or medical professionals unless the children who will become these professional learn how to write like a professional.