Several of the forum presenters had impressive credentials and did a good job of pointing out glaring flaws in the Common Core State Standards. The presenters explained that the standards were developed by a self appointed group of academic elitists and testing company representatives and did not include any significant involvement of regular classroom teachers.
My opinion as an educator, is that the lack of field testing of the standards, the inappropriateness of many of the standards for the lower grades, and the poor and obscure wording of many of the standards will cause major problems in Louisiana if we continue with the present plan for implementation. For example, in New York, the standards so far, have resulted in a huge failure rate, a widening of the achievement gap between affluent and non-affluent students, and a demoralization of the teaching profession. This is the opposite of what it has been advertised to do.
One of the presenters pointed out how the wording of many of the standards ended up being needlessly obscure and jargon ridden. The second grade standard for range of reading is stated as follows: CCSS.ELA-Literacy.RL 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. The presenter translated the edu-jargon by restating the standard as follows: “By the end of the second grade students will read and understand second grade level literature with extra help by the teacher for the more difficult material.” I have to admit that even with my extensive experience in education I had not yet figured out what that “scaffolding” terminology meant. The presenter pointed out that the standards are obscured by pretentious, nonsensical wording and often include a complex mix of skills instead of discrete skills.