I've been in and out of this thread, so I'm not 100% sure how many I've noticed, but there were a number of statements made that I want to comment on.
There was someone a page or so back that made mention of how curriculum is 'set' at schools. As an educator who has worked at rural and urban schools, I can say that, at least in my experience, this is not the case. Curriculum is very much dependent on the individual district, and oftentimes not even set by the district. Where I currently work we have many foster students, and they move from school to school. In some cases they may read
To Kill a Mockingbird every year of high school, or, in one of my students' cases, read it two quarters in a row.
This conundrum is not merely in English. For Mathematics, the content of 'Algebra I' is not standard from textbook to textbook. The sequencing of classes-Algebra I, Geometry, Algebra II-is also not consistent from district to district, nor is the content within each. Claiming that, by virtue of it being a 'public school', that there is some form of curriculum standardization, is naive at best.
In short: There are more variables at play in public education than this thread's posters have asserted at times. Just because it's a public school does not make it substantially equitable to surrounding, or even the average school nationwide. Understanding the limits of Public, Private, and Homeschooling, and putting your child's and family's needs first, allows you to make an informed decision-and one that does not have to be irrevocable.
P.S. linked below is Missouri's adaptation of the CCSS for Mathematics, 6-12. They are rather vague and in practice, educators are chosen to choose 2-3 'power standards' to 'hang their had on' and have data for, for each semester. That makes 4-6 pieces of data a year, as a
goal.
https://dese.mo.gov/sites/default/files/curr-mls-standards-math-6-12-sboe-2016.pdf