Thank you for sharing that interesting article, which provides a great high-level summary.

Proponents of common core may forget that the official standards website specifies parameters for implementation, including key shifts in standards, and publisher's criteria "for selecting, developing, or revising instructional materials, textbooks, and other resources."

Especially pertinent to this conversation may be math K-8.
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Publishers cannot deliver focus to buyers who only ever complain about what has been left out, yet never complain about what has crept in.
Dear publishers, we are complaining about what has crept in. Do you hear us? Possibly the publishers hear the CCSS publisher criteria, rather than hearing us.

Other pages in these math k-8 publisher's criteria point readers to implementation guidance provided by the smarter balanced assessment and PARCC websites, the Council of Great City Schools and discussions on:
- how the shifts in standards will impact what is done in the classroom, necessitating instructional shifts
- "how we ask our students to present their learning"
- curriculum is prioritized by focus on standards, within concept clusters, within domains
- focus, described as meaning:
---- spending more time on fewer things
---- significantly narrowing the scope of topics covered

Examples include composing/decomposing numbers, bundling/unbundling, and changing problems to find "10" in them. A box method is shown at 31 minutes in this linked video, and described as a precursor to the distributive property. A closing statement at 55 minutes in the video presents that the purpose of common core is to help urban children.

The intentional slowing of progress (more time, more practice, gradual understanding) is described as the required implementation of the standards. Unfortunately, this slow pace is the opposite learning environment from that in which most kids tend to thrive and find the joy of challenge in their learning, rather than being steeped in the frustration of boredom which leads to underachievement.

Some have said that the problems inherent in implementation of the standards are not separate from the standards, rather they are planned and dictated by the standards. The above linked resources from the common core website are a source informing that view.