If comprehension and critical thinking were all-purpose, content-free skills – as many leaders and educators believe – then the actual content of the academic curriculum would not be important. But such skills – and many others – may depend upon deep knowledge, stored in long-term memory, rather than on the capacity to look things up. An increasing number of educators have come to believe that equal opportunity can only be achieved if all children are taught a sequenced, content-rich curriculum. What is the evidence for such a conviction?
On November 10th, the Hopkins-Hunter Forum for Education Policy and Core Knowledge gathered for a conversation assessing the role that a strong curriculum might play in narrowing the achievement gap. Our expert panelists included: David Coleman, President of the College Board; Michelle Allen, Icahn Charter School Principal; Valarie Lewis, Fellow, Core Knowledge and Former Principal, P.S. 124; and Ian Rowe, CEO of Public Prep.