I don’t remember what I said, but it was probably some version of what I’ve long taken for granted: Most people think that whatever they and the people they like happen to know, everybody else should be required to know.
In education, of course, what it’s assumed that everybody should be required to know is called “the core.” Responsibility for teaching the core is divvied up between teachers of math, science, language arts, and social studies.
Variously motivated corporate interests, arguing that the core was being sloppily taught, organized a behind-the-scenes campaign to super-standardize it. They named their handiwork the Common Core State Standards to hide the fact that it was driven by policymakers in Washington D.C., who have thus far shoved it into every state except Alaska, Minnesota, Nebraska, Texas, and Virginia.
This was done with insufficient public dialogue or feedback from experienced educators, no research, no pilot or experimental programs — no evidence at all that a floor-length list created by unnamed people attempting to standardize what’s taught is a good idea.
It’s a bad idea. Ignore the fact that specific Common Core State Standards will open up enough cans of worms to keep subject-matter specialists arguing among themselves forever. Consider instead the merit of Standards from a general perspective: