Regarding the business, in fact, as illogical as it seems,
   change does take place in exactly that fashion; a single event
   will change business policy; and if it reaches the level of
   government or law, it can change how everybody has to do
   business.* It's an everyday thing.* Does it follow pure logic?*
   No.* But how many things really do? But yes, I personally came
   up with the same answers as you. By the way: I didn't advocate a
   complete overhaul using exclusively Youtube; if you remember my
   initial comment, my focus was that the Generation Z will make
   changes to the system when they are of age, thanks to pioneers
   such as VSauce (and yes, I expressed an over-expressed opinion
   of the current state of things; that's part of how I got 858
   Likes so far) - I may have seemed to imply that it should; but
   rather I was expressing my sense that is simply will, no matter
   what the adults making policy today do.* It will be a different
   generation that has different expectations when it's their turn
   in government and policy-making. (the way standardized testing
   is creating is to confuse the student; it is built-into it.*
   There are many reasons; and I'm sure they are valid; but I think
   it gets overused and overplayed as a technique. One of the
   reasons that college is so refreshing after high school is most
   college level education no longer tries to purposely confuse
   you; they want you to know and succeed.* Again, not a criticism
   of teachers; but a criticism of testing methodology). I will
   quote you: I think you may see that we might be in complete
   agreement on this point (if I'm understanding you correctly -
   and of course, I'm prepared to be wrong - Also, I know my style
   is off-putting to you, and I apologize for that): Are you trying
   to say here that the system should try and force everyone into
   the average? Gifted students shouldn't be pushed more than the
   students that hate school entirely? Oh, on the contrary.* I am
   saying that's what 'teaching to the average" is currently doing:
   Forcing people to the average and discouraging acceleration or
   special assistance. (Before I continue: Am I Mensa?* No.* 132 or
   142, depending on which one I took as kid.* I lean towards the
   132 as being more correct.* Not nearly Mensa). Old System (the
   one I was in, and presumably you were in): There are generally
   three tracks: Special Education ("slow learner") Average Special
   Education ("talented and gifted" / "fast learner") Classes are
   designed for Average.* There is a range within.* If you tend to
   fall more towards the A side, you may go on a fast track.* if
   you tend towards the D and F side, you may go on slow track; You
   may be: a) bumped ahead or behind a grade b) taken out of class
   to go to a 'special class' (Special Education by the way,*
   includes BOTH slow and fast learners; it is an all-encompassing
   category for those that fall outside of the range of Average (or
   Normal) c) Receive out of school remedial or accelerated
   education For a) Now, once you are taken out of class, you are
   "Special".* That almost happened to me.* I did not want to be
   special, but I did want to learn more than what I got in class.
   for b) Twice they tried to bump me up a grade; I refused, my
   mother backed me up.* Why?* I was already 'different' but I had
   friends. Changing grades while STILL being in the same school as
   peers?* Social Death.* Socializing is a part of schooling; its
   one of the biggest arguments against pure homeschooling - and
   most laws for homeschooling require a socialization aspect of it
   that's indeed graded. (A PS - my report cards from two different
   teachers in grade school had the comment "Kenny beats to a
   different drummer" - I didn't know what that implied until I was
   older; but I always took it as a complement; still do. I
   embraced my own weirdness young) For c) I supplemented my own
   education by a set of encyclopedias; and with a computer once I
   got one, and the public library.* Practically lived there after
   school for years;* Modern form of that is Youtube and online in
   general. Now - that is the old way. The new way (Common Core): I
   don't know about the bumping up or down of grades part, but I do
   know something about a) There is no "Special Education"
   component. This is important: No separate assistance for those
   who do not fit the Norm. Sounds good; remedial methods will
   theoretically bring up those who need to be brought up. But what
   of the accelerated students?** Well, they have an answer for
   that.* There are sample tests online for Common Core
   implementations in different states if you wish to confirm my
   hypothesis: they are designed to confuse and slow down the
   faster learners so that they are working at the same rate as the
   rest of the class. Think about that.* Use your imagination.*
   Forget all that stuff about parents need to step in for a moment
   and consider that the system - even as it is setup - is designed
   for minimal parental participation. One of the central
   principles with Common Core is the idea that teaching "Grit" is
   more important than good grades or getting correct answers or
   memorization. Grit. In theory, this sounds great - perhaps it
   is.* Nobody is special; we all have to learn how to work hard to
   achieve our goals. Rah-rah sounds wonderful; BUT: what of
   accelerated learners? It's great; they will no longer be
   ostracized in theory... It's great; they will be just like
   everybody else, all struggling through the same material. But
   what if there is one that can go faster?* further?* make
   tremendous strides at an earlier age?* Well, they are slowed
   down. Certainly; involved parents will supplement; or take them
   out of that school and put them in accelerated schools. But what
   of parents who are not involved?* A fast-learning kid in a home
   where the parents are working hard to feed and house but don't
   really have the time or energy?* Well, then it's up to the
   school. But there's no room for special.* They're not segregated
   anymore; but they're not accelerated either. These are the
   people that concern me the most; I'm not so worried about the
   Norm; the Norm will do fine as things are designed around it.
   I'm not as concerned for remedial; there are always programs for
   that; It's the smarter ones.* The outliers.* The case studies.*
   The ones that don't fit the models.* Those are the ones I'm
   concerned about.* I was affected in my time; and with Common
   Core, I see disaster in a different way for them.* They'll get
   through school.* But... what will get lost in the process? I
   know it's rhetoric; I sound like I'm making a
   political/emotional appeal; but that's all I have for this.* I
   just want you to really understand where I'm coming from;
   whether you agree or not is less important than understanding.