What topic? Your OP was a rambling, repetitive screed of gloating, blame and righteous indignation. Stripping all that aside my takeaway was "Common Core fizzles, now what?" I was more interested in "Now what" than in finding a scapegoat.
Actually, you defended the lame math revisions, which have already reduced academic scores on the NAEC exam for the first time in its 25 year history.
And there is reason to gloat. Reason for indignation that the richest man in the world would cause this disruption to US education and then run for the hills blaming everyone else for its failure.
snipping snippiness...
I'm interested in how people learn math, and what that says about how to deliver instruction. Fortunately there have been decent discussions in other sub-forums where this has been productively addressed.
You actually defended the common core math which is one of the first things the rejecting states are eliminating. It was stupid on the face of it.
I was interested in teaching math too, and figured out how to get a six year old into 4th grade math. And that was rather quickly determined through experimentation. Solid objects they could touch, move around, put into sets, add and subtract, etc. over and over again. Coins, pool balls, candy, and the problems always involved mommy daddy and his brother so there was plenty of motivation to do them.
From drilling over and over and over again it became obvious to them that memorizing tables of addition, subtraction, multiplication, and division saved time. How using spreadsheets allowed them to do whole columns of operations all at the same time. How programming language works.
That made algebra a snap at age six, and pre-calculus a breeze with the graphing functions excel has to offer.
All that I figured out without a single class in how to teach and especially not how to teach elementary students. No guidance from some national core.
Your teacher rep correctly told you that common core doesn't affect anything anymore as of the passage of ESSA. Nobody can be subject to it, there is no structure by which it can be modified in terms of curriculum and tests - it is over. Dead. In terms of any future. They needed a force of compulsion in order to keep anyone to its terms.
States can continue to adhere to the stagnant wreckage, but they've got to understand now that there is no reason, no money you can lose, for dropping it.
Now I ask you again: Why do you keep trying to enroll your kids in public school if you think they are full of such idiocy and abuse? What do you think it can add to your home school efforts?
Talk about fixated. My oldest wasn't even eligible for kindergarten until this last academic year. He was reading at the college level by December. Reading level, not comprehension level.
So "keep trying" is bizarre. The other son still isn't old enough for school. So how could we "keep trying" to register a child not even eligible? He is reading at 7th grade level. We're not putting him in public school kindergarten. It's only half a day and he would be learning the alphabet. Why would we do that?
Sure, we went in and looked at the competition and asked the older one what he wanted to do. They claimed to have a talented and gifted program. So we checked it out. But they really were every bit as bad as the professional literature says. The math teacher laughed at our six year old reciting the Pythagorean theorem..."ha ha ha, I haven't seen that since high school". That is the math teacher, through 8th grade. A Japanese teacher will have majored in math, then gone through education training that is zealous for its applied practice testing of effectiveness.
The head teacher told us we had a "problem", this advanced academics. But don't worry, it isn't as bad as being developmentally delayed. This is the school that is tied with the youth jail in its academic scorecard.
What a wonderful attitude! So no, we are not trying to get them in there.