This is exactly the kind of thinking I see in my school district. 12 years ago I moved positions, from an emotional support teacher to an elementary learning support/emotional support teacher. The students at the 2-4 grade levels did horribly on spelling standardized tests. They could pass weekly spelling tests but couldn't remeber them long term. I chose to work with my students on their developmental level and saw reading and spelling ability jump 2 grade levels. Come to find out that the regular students weren't learning their grade level spelling words, which were deemed too easy, but the next grade's spelling words. These words were above what most students could read and write and, as such, students had difficulty using them long term.
Fast forward a few years and our math program changes to emphasize geometry and algebra starting in 3rd grade instead of basic math facts, and are given calculators as they can be used on standardized tests. I left for the high school. At this level almost all of my special education students don't know their multiplication tables or basic math facts, which seriously impacts their learning and passing Algebra, along with at least a third of the regular students. My district is now considering taking algebra, as a district, at the 7th grade level and moving all high school science programs a grade level earlier, mainly based on the state exit exams for the courses, whether students are ready for them or not. Over-inflated belief in the power of expectations indeed!
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