Core Knowledge

2002

Overview of model
Requirements for school support
Implementation/technical assistance
Fixed and other costs
National contact information
Evaluation studies
Sites in California

Overview of model
The Core Knowledge Foundation is an independent, non-profit organization founded in 1986 by E. D. Hirsch, Jr. The mission of the foundation is to conduct research on curriculum and instruction, develop instructional materials, provide professional development for teachers, and serve as the hub for its national network of Core Knowledge schools.

Developed by the foundation, the Core Knowledge school reform model is based on the philosophy that all children, "for the sake of academic excellence, greater fairness, and higher literacy," (Core Knowledge website, 2002) must develop strong educational foundations in core academic subjects. To put this philosophy into practice, the developer designed the Core Knowledge Sequence, a curriculum guide and accompanying instructional materials for each grade level, kindergarten through eighth, in language arts, history, geography, visual arts, music, math, and science. The content is meant to support the development of skills specified in state and local curriculum guides. The Core Knowledge approach is based on work described in E.D. Hirsch, Jr.’s Cultural Literacy and The Schools We Need and Why We Don’t Have Them.

The Core Knowledge Sequence was first implemented in one school in 1990. Since that time, it has expanded to more than 1,000 schools across the country. Public and private K–8 in urban, suburban, and rural settings have adopted Core Knowledge. While the program is designed to serve all children, currently the primary users are schools that serve disadvantaged students.

Requirements for school support
Schools that wish to adopt the Core Knowledge model must make three commitments: to teach all of the topics in the Core Knowledge Sequence; to teach them at the grade levels assigned by the Sequence; and to teach the topics to all students.

In order to become a Core Knowledge school, at least 80% of the faculty must vote in favor of implementing the program and meeting the commitments described above. Implementation requires full school participation for a minimum of three years. During this time, schools may phase in implementation by topics, subjects, and/or grade levels.

Implementation/technical assistance
After a school decides to adopt the program, Core Knowledge staff conduct an initial training, and continue with intensive, on-site training for all administrators and faculty during the first year of implementation. In these sessions, Core Knowledge schools develop their school-wide plans and learn strategies for obtaining and harnessing parental and community support and involvement. Schools also receive instruction and guidance in using the Core Knowledge Sequence.

Core Knowledge also offers leadership training for school administrators, conducts multiple site visits, and operates summer workshops that specifically focus on lesson-planning and integrating the Core Knowledge curriculum with local guidelines and requirements.

Lastly, the developer offers networking opportunities through an annual national conference, a newsletter, and an extensive website section geared toward participating and interested schools.

Fixed and other costs
Implementation costs vary from school to school. While there are some flat rate fees for all participants, most of the implementation costs depend on the size of the student body and faculty and on how many additional materials must be purchased to supplement what the school already has. Fees cover professional development, site visits, and student assessments.

National contact information
Core Knowledge Foundation
801 East High Street
Charlottesville, VA 22902
phone: 434/977-7550 or 800/238-3233
website: www.coreknowledge.org

Evaluation studies
MacIver, M.A., Stringfield, S., McHugh, B. Core Knowledge Curriculum: Five-Year Analysis of Implementation and Effects in Five Maryland Schools. Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), Report No. 50, December 2000.
The purpose of this study was twofold: to assess the contexts and conditions under which full implementation of the Core Knowledge Sequence may or may not occur and to evaluate general academic effects of the curriculum. Researchers collected and analyzed both longitudinal and outcome data of five Maryland schools during this five-year study.

Stringfield, S., Datnow, A., Borman, G. Rachuba, L. National Evaluation of Core Knowledge Sequence Implementation: Final Report. Johns Hopkins University Center for Social Organization of Schools, Report No. 49, December 2000.

Sites in California
The Core Knowledge website lists contact information for Core Knowledge sites in California and across the country that welcome questions from interested parties. Go to www.coreknowledge.org and search for "list of official schools."