Comment Re:Sorry, but... why? (Score 1) 180
I think there is some truth to this, but there is a problem in our highly mobile society if one city teaches things in one order and another city two states away teaches things in a different order. When a student's parent's move between these two cities, their kids are screwed (for example, they may never have learned what their peers at their new school learned last year and may be bored stiff "relearning" what their peers are studying this year but they learned last year).
This is not an argument for federal education standards. This is an argument for fundamental education reforms. "Oh, I'm sorry, we can't talk about arithmetic on mixed fractions this year, because that's a 4th grade subject. This is 5th grade. We're doing geometric figures." Or whatever. What about the 5th graders who didn't really get mixed fractions last year? Many of the best mathematicians were made to feel stupid in school because they would rather think slowly than rush through all the subjects in the scheduled time.
Jo Boaler has been arguing that math education should be centered around Low Floor High Ceiling Tasks. Then it matters much less when your student enters the class, because they can learn from the activity at whatever level they've mastered. Somewhere else she argues that students should work on projects over an extended period of time.
The annoying part is that educational approaches take a very long time to see if they're really effective, so it's annoying to work out what is BS and what is useful out of the things that educational reformers say.