But, let's proceed. The author asserts that all previous complaints about CCSS came from the right. Nope, wrong again. There have been challenges to CCSS from folks all along the spectrum from left to right. I hardly self-identify as "right," for instance. What this piece is about, really, is the fact that there is mounting concern in NY over the tests that ahve accompanied the new standards. And there is good cause for consternation since the passing rate on the new tests is less than 33%. So, there is a call for a moratorium on testing. Right nwo, there is no push back about the adoption of the CCSS, just the tests.
Then this piece goes on to fling all manner of "facts" at the reader including some quotes about engagement, about good curriculum (from E D Hirsch?) and concerns about CCSS not taking development of kids into consideration particularly in the younger grades. In short, this article lacks a real focus, a cogent organizational structure, and a logical progression of ideas (including transitions). Bottom line: this would not pass muster under the CCSS. I suspect deadlines and word counts and such are partly to blame. However, I am growing really weary of the slap dash approaches to the narrative. From my point of view, it smacks of the sort of dismissive attitude I see in far too many pieces of writing about education. This topic is too important, folks. Maybe we need to take carge of the narrative ourselves? Tell the story or stories of experiences from our own classrooms? Take the initiative and make sure the mistakes are pointed out, the facts stated, the stories accurate?