Ah, after all of the regulations from Washington and Albany, the end product eventually produces a poor taste. I believe the process is actually the reason for resistance more than the proposed product. In particular, these requirements may be disdained by those who decry the loss of local control of public education. Boards of education and school leaders are deprived of opportunities to exercise policies and practices preferred by the community they serve - from curriculum to evaluation, from resource allocation to assessment standards.
It just doesn't seem practical to levy uniform requirements across such a disparate array of schools. A plan like this appears to ignore the vast differences inherent in a diverse population across the state with respect to values and beliefs and the ability to generate revenue juxtapositioned with the needs of each community.
There are plenty of examples of two school districts equal in the number of learners they serve yet widely different in the amount of funding available to them to respond to the needs of their learners. Equal in this case is not equitable. The gap between rich and poor schools is widening. The concern is not unlike the issue playing out in headlines across the country whereby a greater share of wealth is distributed a tiny minority of our population.
In sum, there are many schools struggling to meet basic instructional needs while a similar number have the capacity to go well beyond needs and address instructional wants. That scenario leaves a bad taste.