Embracing Hirsch’s Concepts, Florida School Aims To Instill ‘Core Knowledge’ In Students

Constance Jones, an elementary-school principal and former teacher, had a strong desire to understand what knowledge children possessed before coming to her school, as well as what they were expected to know when they left. Her search for an answer led her to E.D. Hirsch Jr.’s popular book, “Cultural Literacy: What Every American Needs to Know.” Hirsch proposed that all students should be taught a common “core” of knowledge in various subjects such as literature, history, the arts, mathematics, and science. While some educators disagreed with Hirsch’s emphasis on factual information over deep understanding, Jones embraced his ideas.

At Three Oaks Elementary School, where Jones is the principal, Hirsch’s concept has become highly regarded. It was the first school in the country to adopt Hirsch’s “core knowledge” curriculum for elementary-school students. The school now teaches kindergartners the names of the planets in the solar system and introduces 5th graders to protozoans and parasites. The curriculum covers a wide range of subjects, including literature and ancient Egypt. While skeptics may remain unconvinced, educators at Three Oaks Elementary School believe they have seen positive results. The success of the program has led 20 out of the 31 schools in the district to follow suit, and the idea has spread to other cities as well.

Jones believes that every school could benefit from Hirsch’s curriculum. Hirsch argues that a lack of shared knowledge contributes to educational issues in the nation. He believes that having a common body of knowledge helps students make sense of what they read. His book includes a list of the knowledge he believes every student should possess. He goes even further by outlining a specific “core curriculum” for grades 1-6. Hirsch’s intentions are rooted in egalitarianism, as he aims to bridge the gap between disadvantaged children, who often have less background knowledge, and their more privileged peers. He believes that knowledge builds upon knowledge and that the current educational system in the United States is unfair.

At Three Oaks, Hirsch’s theories have found resonance. Despite being a predominantly white, middle-class school, a significant percentage of students come from disadvantaged backgrounds. The school also experiences a high turnover rate due to students moving in and out of the district. Jones believes that the lack of a common curriculum leads to gaps in students’ education. Teachers at Three Oaks enthusiastically embraced Hirsch’s ideas. They formed a committee and integrated the “core curriculum” into their lessons. They searched for literature appropriate for their students’ reading levels and incorporated hands-on activities to enhance the learning experience. These efforts were coordinated to ensure that lessons in different subjects were interconnected.

Overall, Jones and the educators at Three Oaks Elementary School are strong believers in the benefits of Hirsch’s “core knowledge” curriculum. They have witnessed positive outcomes and believe that every school should adopt a similar approach.

The curriculum at Three Oaks includes a significant focus on “core knowledge,” making up approximately half of the school’s curriculum. While some of this information was already being taught, the new curriculum has brought radical changes to the way these subjects are being taught. For instance, in social studies, students as young as kindergarten are now being introduced to historical information, whereas in the past, this time was spent teaching them about their families, neighborhoods, and communities.

Ms. Jones, the principal, believes that underestimating our children’s ability to learn is a disservice to them. She believes that children are eager to learn this knowledge because they see it as something adults know. As students progress through school, their understanding of these topics is expected to deepen, even though in the early grades, they may only know names and stories.

The educators at Three Oaks have noticed some initial signs of success anecdotally. For example, one boy developed a passion for ancient Egypt after being introduced to it in second grade. He went on to borrow every book on ancient Egypt from the library and even chose it as the theme for his birthday party. Another fifth-grade boy borrowed a book on poetry from the library after being introduced to the “witches poem” from Macbeth in his previous year’s class.

Students at Three Oaks have also become fans of the television quiz show “Jeopardy.” One fifth-grade student, John Paul McLean, notes that the knowledge he acquires at this school stays with him, unlike in his previous schools where it would quickly be forgotten. According to the principal, Ms. Jones, there has been a slight improvement in test scores, increased attendance rates, and a significant decline in school suspensions. She attributes this to the fact that children are actively engaged and enjoying what they are learning, reducing the need for disruptive behavior.

It is difficult to determine the exact impact of the “core knowledge” curriculum versus the stimulation of being part of an experimental program. Janet Emig, a researcher from Rutgers University, who visited the school last year, suggests that the true measure of success will be seen in how students fare three or four years from now. Formal studies on the Three Oaks program are not currently being conducted. Nonetheless, educators at Three Oaks believe that their initial success can be attributed to the “core knowledge” curriculum, and they see their efforts as revolutionary.