I do not share B. Alberts's enthusiasm for the draft Framework for Science Education (“Reframing science standards,” Editorial, 30 July, p. [491][1]). For no apparent reason, the process has been insanely rushed: less than a year for a report that could have a major impact (for better or worse). The Framework committee met just four times before release of the draft, and then the time allotted for serious peer review was vanishingly small. Contrary to the Editorial, I found the draft to be far from promising. Among other deficiencies, it does not support its claim to call for reduced content. It is also conceptually confusing and muddies the distinction between framework and standards. Except for its inclusion of engineering, there is little in it that is new. It vastly overemphasizes (as does the Editorial) the importance of everyone being able to “do” science and “do” engineering, and of the capacity of schools to deliver such training. I believe that scientists and teachers would be well advised to call for a more protracted, properly peer-reviewed process, and especially one that takes time to examine thoroughly the half-century-old issue of K–12 education for understanding science versus doing science ([ 1 ][2]). To assume that the shortcoming of the framework will be taken care of in the next phase is to avoid our scientific and educational responsibility to get it right from the start. 1. [↵][3] 1. J. Rutherford , J. Res. Sci. Teach. 2, 80 (1964). [OpenUrl][4][CrossRef][5] 2. The author is the former Chief Education Officer of AAAS. [1]: /lookup/doi/10.1126/science.1195444 [2]: #ref-1 [3]: #xref-ref-1-1 View reference 1 in text [4]: {openurl}?query=rft.jtitle%253DJ.%2BRes.%2BSci.%2BTeach.%26rft.volume%253D2%26rft.spage%253D80%26rft_id%253Dinfo%253Adoi%252F10.1002%252Ftea.3660020204%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [5]: /lookup/external-ref?access_num=10.1002/tea.3660020204&link_type=DOI