Some education issues never appear in political debates, op-ed pages or blue-ribbon commission reports. That doesn't make them any less irritating.
Take, for instance, the widespread reluctance to let students take exams home after they are marked and graded.
I wrote in a recent column about a Montgomery County, Md., father who was denied a chance to see his son's tests so he could help the boy improve.
That brought a surge of e-mails and blog comments, as happens every time I mention this mostly ignored but frequent parental complaint.
"Any test deserves a critique, otherwise how is the student to learn from his or her mistakes or, even better, build on their strengths," said Terry Davies, a father and grandfather in Leesburg, Va.
"How many times have I heard a teacher say that the biggest problem in education today is not the quality of the teaching but the quality of the parenting? Now here a quality parent is stonewalled in an attempt to aid his struggling students."
One mother said a well-regarded D.C. charter school returned only the multiple-choice answer sheets, not the corresponding questions, because it wanted to recycle them on future exams. "That made no sense to us," she said.
An elementary school father said he was mystified for more than a year because his son seemed to understand his lessons but did so poorly on standardized tests.
Only when a test came home by mistake did he discover his son's obsessive-compulsive disorder was causing him to avoid marking any B or C answers.
A father said that when he protested a school's refusal to let him see the graded exams of his autistic son, an administrator said it would be unfair "to let those students with involved parents get the extra help."
Not seeing state standardized final exams does not bother parents so much. The results come too late to help their children prepare.
But barring them from seeing monthly and midterm exams makes little sense to them or me.