“Less is More” versus “More is Better”
Respondents conceptually embrace the idea of “fewer, clearer, higher” standards. However, most also suggest the standards be expanded in one or more areas . . . There is a predictable relationship between a respondent’s expertise and his or her suggestions. Writing teachers want more specificity about the process, types, and purposes of writing woven into the Common Core State Standards; librarians tend to be more sensitive to the opportunities and demands created by the online environment; and reading teachers offer much more detailed and specific standards related to teaching reading.
Everyone wants things cut, but nobody wants their area to be the one cut.
The same effect occured in mathematics, and the entire excerpt is worth quoting:
Opinions divide along the lines of those who are connected to higher education and those who are not. The respondents who teach at the college level indicated that the standards lack key content, including
1) solutions of systems of linear equations with two or more variables using determinants; 2) solutions of systems of quadratic equations; 3) exponential equations; 4) logarithms; 5) solution of polynomial equations; 6) binomial theorem; 7) permutations and combinations; 8.) trigonometric functions and identities; 9) analytic geometry; 10) analytic geometry (distance formula, midpoint formula, translation of axes, distance from point to a line); 11) parametric and polar equations; 12) conic sections (equations for parabola, circle, ellipse, hyperbola); and 13) complex numbers.
Other respondents, including high school teachers and Other respondents, including high school teachers and those who work in vocational fields, see the content in the standards and model problems to be well beyond what is needed by work-bound students or those going on to non-technical study at the college level. Specific examples of content suggested for removal from the standards includes 1) completing the square, 2) graphing linear inequalities with two variables, 3) solving sets of equations with three variables, 4) conditional probability, and 5) modeling using probability and statistics.
Supposedly the full K-12 standard will be up this month, followed by another round of public comments.