Oh, to be a fly on the virtual wall where the internal reviewers are talking.
From the Conceptual Framework web page:
UPDATE (as of 6/29/2011)
Due to the rigors of the NRC internal expert review, we are slightly delayed in releasing the Framework. We do anticipate it will be made public in Summer 2011. We are very pleased to announce that the National Academies Press has agreed to make PDF versions of all reports, including this one, available at no cost. We hope this will facilitate dissemination to all interested parties. We do intend to offer webinars and presentations, independently and jointly with other educational and scientific organizations. Please check back for listing of those opportunities to learn more about the Framework.
Anybody want to guess about what’s going on?
Bridge to Tomorrow 
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Speaking with a AAAS representative involved in the discussions, apparently there have been several long and challenging discussions of content topics in the different disciplines and how to best frame them
Based on our experiences in Florida, I would be astounded if evolutionary biology wasn’t the problem that needs to be carefully framed, but there could also be some great battles between experts in the natural sciences and experts in the learning sciences (I love that new term!) over the more-is-less issue. Paul could probably tell us about the battles involved in trimming the Florida standards to a shorter list of core topics.
Doc,
There is something else going on. Evolutionary fields are to the point where it rolls trippingly from the tongue. 2061 provides a well thought out foundation and framework. Soooo it’s some kind of political gerrymandering.
They need to look at where states are weakest implementing science education effectively – like FL – and try to come up with a strategy for nudging them in a useful direction. I hope that’s the holdup.
The Chemists are the best organized. The Biologists are the 600 lb gorilla. Physics has a good tactical position with people in key positions. All three are afraid of how states will misuse anything they say.
FL is such an interesting case, I am surprised it doesn’t get studied in its own right. FL gets a really high rating for its standards-based system by the educational bureaucrats (Learning Scientists?) who review those things. We look great on paper, where they have been fully implemented as state policy. Where we run into trouble is when it is time to put similar resources into the classroom so we can have teachers who know the science they have to teach so they can do so with confidence.
I only followed biology and physics, but they are well conceived and we would do well (or, at least, better) if they were effectively taught in all public and private schools that accept state funds. Of course, that might be a problem all by itself. Other states have likely done the same thing and come up with a different result, so doing anything at the national level will require a re-do by every state system. Maybe that is the real issue.