This article examines the Common Core State Standards Initiative and provides a policy analysis of issues concerning its implementation as a policy initiative to achieve education reform in the U.S. Aside from highlighting developments concerning this policy initiative, it examines the origins of this movement toward adopting common core state standards and political implications of the education policy. The article assesses what are the advantages, disadvantages, and pitfalls concerning prospects for change that could result from the implementation of common core state standards, and examines the policy as it relates to theories of action or change. Specifically, as it concerns theories of action or change, it will focus upon how this education policy is supposed to improve student learning along with its prospects for success. The hypothesis proposed here is that this policy initiative as a reform will not result in improving student achievement. For one, there is clearly a flaw in the underlying rationale that uniform standards are needed to improve education in U.S. schools. Further, there is no clear evidence that raising standards will result in increased student learning. In addition, the common core initiative lacks a convincing research base to support this perspective which could in turn undermine support for implementation of the policy. Finally, research shows a weak or nonexistent relationship between common core standards and high test scores.