The chronic achievement gap in most American schools has created an epidemic of dependent learners unprepared to do the higher order thinking, creative problem solving and analytical reading and writing called for in the new Common Core State Standards.
One of the goals of education is not simply to fill students with facts and information but to help them learn how to learn. Classroom studies document the fact that underserved English learners, poor students, and students of color rou-tinely receive less instruction in higher order skills development than other students (Allington and McGill-Franzen, 1989; Darling-Hammond, 2001; Oakes, 2005). Their curriculum is less challenging and more repetitive. Their instruction is more focused on skills low on Bloom’s taxonomy. This type of instruction denies students the opportunity to engage in what neuroscientists call productive struggle that actually grows our brainpower (Means & Knapp, 1991; Ritchhart, 2002). As a result, a disproportionate number of culturally and linguistically diverse students are dependent learners.