Right wing reaction to the Common Core State Standards for K-12 education is an almost instinctive rejection of anything aimed to the "common good." Perhaps this "reject instinct" hearkens back to the Cold War, where communism, which sounds like "common" and shares etymology tracing back to the Old French "comun."
In various social media exchanges, one of the things I have been instructed on is the notion that "parents should be trusted with decisions regarding their children, not bureaucrats." As a parent myself, with what most people would consider a reasonable level of education, I certainly want to be trusted with decisions regarding my children. But if pressed, I would not be able to come up with a list of skills and knowledge in math a 5th grader should be expected to understand and demonstrate, compared to the skills and knowledge that child should have learned in 4th grade. I suspect that, when pressed on the issue, most parents would be equally clueless on the matter.
But that is exactly what the Common Core State Standards establish - a list of expected skills and knowledge students should master at each grade level in the specific areas of mathematics and English language arts. For example, one of the specific standards for grades 11-12 states:
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Similarly, here is one of the specific standards for high school math: Distinguish between situations that can be modeled with linear functions and with exponential functions.
Now, apparently these types of standards are somehow controversial, yet the basis for controversy is unclear. In my mind, these sound like perfectly normal and acceptable expectations for an 11th or 12th grade public high school student.
And while these standards seem perfectly reasonable and appropriate, I would be hard pressed as a parent to develop such standards or proficiency targets for my children or anyone else's children, and I challenge any other parent who is not a professional educator to do the same.