Honestly, I'm not seeing how this presents the schools with a different problem than the one they've been facing for decades. Schools have always had curriculum standards. Students who exceed those standards for their age level have always had a need for acceleration.
Ye, but schools resist acceleration like it was tantamount to feeding plutonium to students. The Common Core and the various writings about them claiming that acceleration isn't necessary just give the anti-acceleration and/or anti-gifted crowd more excuses.
And the new standards are not a radical departure from those faced by previous generations.
Well, I agree that they aren't profound. My DD9 needed about 30 minutes to learn the 3rd grade fraction standards, and an hour-ish for the fourth grade fraction standards. And I was teaching her the stuff that Wu teaches to the teachers (i.e. he does basic proofs using algebra). If I was just teaching her the stuff they teach students, we would have done 3rd through 5th grade CC fractions in a single session and she would have been feeling underchallenged by the end of it.
But the math standards are a significant departure from the usual memorize-and-move-on approach, and there are presumably a lot of teachers out there who are feeling uncomfortable around them. I've read through the fractions standards. They're arguably the most difficult of the K-6 stuff, yet also are extremely important. I can see that a teacher who had relied on rote teaching of algorithms from a book would feel stressed by these standards. TBH, unless schools start hiring math specialists for K-8 students, I'm dubious about the CC's chances for success.
