The whole idea of imposing a single set of age‐based standards on all students rests on a false premise: that children are identical widgets capable of being dragged along an instructional conveyor belt at the same pace, benefiting equally from the experience.
But kids are different — not only from one another, but when it comes to their own varying facility across subjects as well. Any single set of age‐based standards, no matter how thoughtfully conceived, will necessarily be too slow or too fast for most children.
Consider a concrete example. The new CCSSI math standards place trigonometric functions (sine, cosine, etc.) well into the high school curriculum. Students would be taught this material in their mid teens. What good would that do for someone like Dick, who wrote this: