Folks, here it is. From the mouth of the guy who co-wrote Common Core:
He wrote it because he felt guilty about his "White Privilege." He grew up somewhere different from me, because I sure never received anything based on the fact that I am a white male. N-E-V-E-R. I earned what I have gotten in my life, the good things and the bad things.
I was appraised by every company who hired me by what I had done and learned in the past. I was appraised on my knowledge and talents. My knowledge came from learning in school until I graduated from High School. My talents were developed by applying that knowledge. Just as an aside, I was one credit shy from graduating at the end of my junior year. I needed 18 credits to graduate, I had 17. At the end of my senior year, I had 23 credits. So I did not "coast" through my Senior year.
It was made very clear to me by my parents growing up that I had to acquire and understand knowledge. I had to acquire it so that it would always be at hand when I needed it. I also had to understand it so that I can make proper use of that knowledge. "He has more degrees than a thermometer but not a lick of sense" is someone who as acquired knowledge, but does not understand it enough to use it.
Most descriptors regarding human beings are reflected on a bell curve. It really doesn't matter what is being described, it is some form of a bell curve. There are some people on the far left, some people on the far right, and most in the middle. Liberals want us to all be the same. Like ants or bees. All working in harmony, together for the common good. Of course, they want to be the queen so they can be waited on hand and foot, but that's another story.
People are not ants or bees. We are individuals, and as such we each perform differently. Some people want to learn, some people don't want to learn, some people can't learn. Those people who want to learn generally end up on the right side of the bell curve. Those people who can't or don't want to learn generally end up on the left side of the curve. Just to be clear, we as a society should help those who can't learn to be productive to their level and have dignity in their lives. If you don't want to learn, you suffer the consequences of your actions.
When Liberals try to externalize the ideas that exist in the space that's between their ears, those ideas generally fall flat, or cause more damage than good. No matter how noble their intentions or lofty their goals, there are ideas that fail every time they are tried. To make everybody the same is one of them.
Liberals in education just can't fit some ideas into the universe between their ears, like some people don't want to learn. This clashes with their "everybody must be equal" meme, so their efforts must then revolve around pushing the entire curve to the left, to the lowest common denominator. Which is what I have seen the efforts have been in Common Core. Instead of requiring students to memorize multiplication tables, they are taught the most infuriating and mind-numbing method possible. Example: to answer 2 X 6, you have to draw two horizontal rows of six circles each, then count them to come up with twelve. Heavens forbid if you were to draw those rows vertically. You might get the answer correct, but the methodology is wrong, so the answer is wrong, even when it's correct.
Some subsets of society (say that three times fast) do not place a high priority on learning and knowledge. Some subsets of society of society do. By and large, those cultures who do not value learning end up with a large portion of those people ending up dropping out of school and becoming a drain on society. Here in Memphis, our graduation rate, last I heard was in the 50-60%. In order to correct that, some years ago they came up with the "Every Child. College Bound" program. It failed miserably. Why? Because not every young adult wants to go to college.
When I was in High School, your freshman year was used to evaluate you. Halfway through your sophomore year, you were guided towards one of three options for after graduation. Either you graduated and ended your academic learning at that point, which led to menial dead-end low-pay jobs. If you showed some talent with your hands, you could be steered into the Vo-Tech program, where you learned a trade (mechanic, plumber/electrician, etc.). The last option way you showed a penchant for learning and knowledge and you were groomed for college. When I was at the MEPS in Cleveland enlisting, the Petty Officer processing my paperwork took a look at my school grades and my ASVAB score, his jaw dropped open, and he asked me, "How would you like to go to Annapolis?" As in to be an officer. I turned it down. I had done enough research to know what I would be going through if I went, and I didn't want to endure it, no matter the prize at the end of the road.
You cannot force a person to learn, nor force them to think. The best thing you can do is leave those who do not wish to learn behind and cause them discomfort until they realize it's more comfortable to be intelligent than unintelligent. Use methodologies that have been proven to work to help children to acquire and understand knowledge. Guide them towards where their level of knowledge and talents would help them become whom they want to be. Train for the jobs of today, because yesterday's jobs aren't there anymore and tomorrow's jobs we don't know what you will need for them.