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The value to children of Core Knowledge

Read a piece by Toby Young about Piloting Core Knowledge UK in Free Schools, published by The Guardian:
Free schools: the research lab of state education? (October, 2012)

Read a piece by Sol Stern about Core Knowledge's success in New York City's schools, published by City Journal:
The Curriculum Reformation (Summer, 2012)

Read a piece by David Green, the director of Civitas, published by The Sun:
Our Kids Need Learning Not League Tables (Oct., 2011)

Read an article published by Parenting.co.uk:
What Your Year 1 Child Needs to Know: How do you know what this is? (Aug., 2011)

Read a press release:
Core Knowledge and Civitas Announce U.K. Partnership (Aug., 2011)


Research showing the effectiveness of Core Knowledge in the US

We are currently pioneering Core Knowledge UK, and it has already proven to be effective in the US. The quotations below are from published research highlighting students' gains using Core Knowledge in the US.

[US] Schools that implemented the Core Knowledge curriculum consistently exceeded the national averages across six content areas, regardless of the ethnic profile, economic profile, or school size. Not only is there a performance gap favoring Core Knowledge schools over their national counterparts, the gap widens over time suggesting the performance gains may be long-term and sustainable provided the schools continue to implement the Core Knowledge curriculum.
From the Core Knowledge Curriculum and School Performance: A National Study (Sept., 2004)

According to the report, implementing Core Knowledge "consistently contributed to making instruction more interesting and content rich for students, provided coherence to the curriculum, and contributed to increased teacher collaboration and professionalism. Core Knowledge was also associated with more hands-on, activity-based instruction, and... was associated with greater academic engaged time in schools."
From the Three-Year National Study Confirms Effectiveness of Core Knowledge Sequence (Winter, 1999)

The analyses showed that Core Knowledge [US] schools excelled the other schools in achievement progress in eight of ten comparisons of reading and mathematics in the five grade levels available for analysis.
From the Walberg study: The Effects of Core Knowledge on State Test Achievement in North Carolina (April 2004)