In this commentary, Alice Wexler notes that as the Common Core State Standards (CCSS) become reality, teachers have reason for concern. She contends that this reform to public education has consequently marginalized the arts and exacerbated the inequities of people in poverty and those with disabilities. Teachers, principals and, ultimately, schools are accountable for student test scores. Consistently low-performing schools face corrective action, restructuring, or closure. Most at stake are the arts, faced with elimination if test scores are not raised in English Language Arts (ELA) and Mathematics. In January 2013, the revision of the National Arts Standards was begun, its purpose was to place the arts in the curriculum beyond their "integration" into ELA and mathematics. Members of the coalition [National Coalition for Core Arts Standards (NCCAS)] intend to dispel any doubt that the arts have a meritorious place within the curriculum. A declaration against the betrayal of children's potential is underway and communities resisting CCSS are gaining momentum around the country by creating coalitions of educators, academics, administrators, and parents. The removal of affect from the already emotionally flattened public school system will leave children unprepared to find what they are good at, to use their imaginations, to make school relevant in a critical period of transition into a technological world, thus wasting precious human resources. Wexler argues that CCSS has overlooked the most fundamental growth to which children are entitled: "to imagine and shape their future."