I think the way that CCSS rolled out and sort of gained speed as it did (runaway locomotive?) spurs concerns about consequences(note I did not use the adjective unintended when referring to consequences as I do believe that these "reformers" also have in mind the dismantling not just of teacher ed prep programs, but of so many other programs at the college and university levels they deem "useless" (how can a liberal arts degree help ANYONE, they wonder). I do think now that CCSS has taken hold in so many states that we will see more push back. For one thing, we are finally seeing how incredibly uneven (even more so than at the outset) the playing field is becoming. I think we are seeing implementation facing problems other than teacher and parent pushback. We are seeing problems with the initial assessments (some "new" tests have old items; some computer glitches have thrown monkey wrenches into the testing schedule, etc.). And some of us are agreeing with ultra-conservatives in our dislike and distrust of CCSS (though not for the same reason, but hey, power in numbers).
One other aspect of this piece echoes the concerns many of us have expressed about the overemphasis on nonfiction texts: "The trouble is that if you see the written word as mainly a device for conveying information, you miss many other things that writing can do. It stirs emotions; it points to truths beyond itself; alternatively, it conveys lies; it may possess beauty or it may be ugly; it can cause us to ask questions that the text itself does not ask; it possesses implications; it belongs to and participates in a larger context; it taps into secret memories; it rallies us to public causes. The Common Core slights all of these purposes. That is not to say it ignores them entirely. It gives some small space to mythology and literature—a space that retracts year by year as students progress through the Common Core. "
I know, I know. CCSS says some of this should be happening in content areas. I get that. However, all of this emphasis thus far is in the ELAR set of standards, so protests are, at beret, disingenuous. Syntax over similar, exile over literary elements. I would hate to be a freshman professor once the first crop of CCSS babies hit the colleges and universities.