What Is Common Core?
This post aims to be as unmistakably direct and documented as possible. Feel free to use it without asking permission.
DOES COMMON CORE PREPARE STUDENTS FOR COLLEGE?
Not for a 4-year university. It minimally prepares students for the non-collegiate workforce or for non-selective community colleges.
A key Common Core creator, Jason Zimba, said that the Common Core can prepare students for non-selective colleges but that it does not prepare students for STEM careers. He said: “I think it’s a fair critique that it’s a minimal definition of college readiness… but not for the colleges most parents aspire to… Not only not for STEM, it’s also not for selective colleges. For example, for U.C. Berkeley, whether you are going to be an engineer or not, you’d better have precalculus to get into U.C. Berkeley.”
IS THERE AN AMENDMENT PROCESS FOR VOTERS TO ALTER THE COMMON CORE?
No. When it changes, it will be changed by those who wrote them. (See official site .)
ARE COMMON CORE STANDARDS LOCALLY CONTROLLED?
No. They are under copyright by an unelected, private D.C. group called NGA/CCSSO which has reserved the legal right to alter them. The federal government has made money and waivers conditional on using Common Core standards and tests.
DO THE COMMON CORE STANDARDS IMPROVE K-12 EDUCATION?
No one knows. They are an unpiloted experiment. But people who are financially invested in Common Core say yes to the question, while people who aren’t financially interested, and who study and analyze the Common Core standards, say no.
Dr. James Milgram (Stanford University emeritus professor who served on the official Common Core validation committee) reported:
“I can tell you that my main objection to Core Standards, and the reason I didn’t sign off on them was that they did not match up to international expectations. They were at least 2 years behind the practices in the high achieving countries by 7th grade, and, as a number of people have observed, only require partial understanding of what would be the content of a normal, solid, course in Algebra I or Geometry. Moreover, they cover very little of the content of Algebra II, and none of any higher level course… They will not help our children match up to the students in the top foreign countries when it comes to being hired to top level jobs.“
Dr. Sandra Stotsky (University of Arkansas emeritus professor who served on official Common Core validation committee and also refused to sign off on the academic legitimacy of the Common Core) said:
“As empty skill sets, Common Core’s ELA standards do not strengthen the high school curriculum. Nor can they reduce post-secondary remedial coursework in a legitimate way. As empty skill sets, Common Core’s ELA “college readiness” standards weaken the base of literary and cultural knowledge needed for authentic college coursework, decrease the capacity for analytical thinking… and completely muddle the development of writing skills.” Full testimony here.
IS COMMON CORE LEGAL?
No. Under the Constitution, education belongs to individual states. It is illegal for the federal government to interfere in the states’ right of making educational decisions. National standards are illegal. National data collection is illegal. And the General Educational Provisions Act prohibits the federal government from directing education –very, very clearly:
“No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…”
DOES COMMON CORE REALLY TAKE AWAY MOST OF THE TRADITIONAL CLASSIC LITERATURE AND NARRATIVE WRITING?
Yes. Although it does not specify which classic books cannot be read, the Common Core contains a chart that explains that in fourth grade, students must cut their classic/fiction reading to 50%. By twelfth grade, students must reduce their classic/fiction reading to 30% with informational text taking up 70% of the time spent reading.
WHAT IS INFORMATIONAL TEXT?
Informational text is anything that used to belong mostly in other subjects. It is now taking 70% of high school seniors’ English class readings, in the form of scientific writings, political writings; opinion pieces; almost anything other than classic novels, poetry, plays or other fictional works.
WHY DON’T COMMON CORE PROPONENTS WANT STUDENTS TO LEARN MUCH MATH?
It costs money to educate beyond minimal workforce training. In this 2013 document put out by the NCEE (National Center on Education and the Economy) we learn that it’s not important under Common Core to have high educational standards in high school; it’s seen as a waste of time to educate the high school graduates past Algebra II. They’re pushing for an emphasis on the lowest common denominator, while deceptively marketing Common Core as a push for “rigorous” academics.
Read these Common Core proponents’ lips: “Mastery of Algebra II is widely thought to be a prerequisite for success in college and careers. Our research shows that that is not so… Based on our data, one cannot make the case that high school graduates must be proficient in Algebra II to be ready for college and careers. The high school mathematics curriculum is now centered on the teaching of a sequence of courses leading to calculus that includes Geometry, Algebra II, Pre-Calculus and Calculus. However, fewer than five percent of American workers and an even smaller percentage of community college students will ever need to master the courses in this sequence in their college or in the workplace… they should not be required courses in our high schools. To require these courses in high school is to deny to many students the opportunity to graduate high school because they have not mastered a sequence of mathematics courses they will never need. In the face of these findings, the policy of requiring a passing score on an Algebra II exam for high school graduation simply cannot be justified.”
The report goes on to say that traditional high school English classes, with their emphasis on classic literature and personal, narrative writing, is useless. The report says that Common Core will save students from the irrelevant classics with a new emphasis on technical subjects and social studies via the dominance of informational text:
“The Common Core State Standards in English Language Arts (CCSSE) address reading in history/social studies as well as science and technical subjects, and in so doing may increase the relevance of high school instruction.”
In calling classic literature and personal writing irrelevant, these Common Core proponents underscore the idea that job prep matters, but not the pursuit of wisdom or knowledge.
WHY DID ALMOST EVERY STATE IN THE U.S. DROP THEIR EDUCATIONAL STANDARDS, WHETHER LOWER OR HIGHER, TO ADOPT COMMON CORE STANDARDS?
Proponents say that the reason was to improve education. Opponents say that it had nothing to do with education; that the standards were adopted without analysis or any vetting because the adoption was offered by the federal government under time pressure, in exchange for a chance at large federal grant monies called Race to the Top. Even those states that applied and won no money (like Utah) stayed with Common Core, because there were many other federal reasons and incentives to do so.
WILL THE COMMON CORE STANDARDS REMAIN AS THEY ARE TODAY?
No. Common Core’s official site says: “The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.” There’s no way for the governed to revise the document by which they’ve agreed to be governed.
WHY DOES THE STATE SCHOOL BOARD SAY WE’RE FREE TO CHANGE THEM?
States can’t delete anything. We can add –a tiny bit. A Common Core 15% rule says: “A State may supplement such standards with additional standards, provided that the additional standards do not exceed 15 percent of the State’s total standards”
(This rule is repeated in the federal waivers from No Child Left Behind, in the Race to the Top Assessments Grant application, in documents of both PARCC and SBAC testing groups, and in the implementation guide of Achieve, the group contracted to create Common Core.)
WILL THE CREATORS OF COMMON CORE CHANGE THESE STANDARDS WITHOUT OUR APPROVAL?
Yes. Common Core’s official site says: “The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.” There’s no invitation for the governed to revise.
WHERE DO PROPONENTS GET THE NOTION THAT COMMON CORE WILL IMPROVE EDUCATION?
From believable, expensive marketing lines. Not from evidence. Opponents point out that there was never any field testing for Common Core standards; so this is a national experiment using virtually all children. Supporters never attempt to explain how education is supposedly improved by Common Core, nor show a pilot state or pilot classroom where Common Core had been successfully used. Beyond the many pleasant-sounding and but words, there is no documentation or evidence to back up any of the claims that the standards are higher, nor the other claims such as “Common Core was internationally benchmarked” or “is rigorous” or “improves college and career readiness.” They are baseless advertising words.
Upon this lack of evidence we build our children’s futures.
ARE COMMON CORE STANDARDS FREE TO US?
No. The standards’ development and marketing was paid for primarily by Bill Gates. The Common Core tests for most states was paid for primarily by the federal government. States pay countless millions for the rest of the Common Core Initiative: the re-training, new text purchases, aligned computer technologies, etc. They incorrectly say that these high costs would have been spent anyway, even without Common Core.
WAS THE FEDERAL GOVERNMENT “HANDS-OFF” THE STATES’ ADOPTION OF COMMON CORE?
No. Secretary Duncan announced and praised the release of the standards in 2010. He bribed states using Race to the Top grant money. He contracted with the testing groups to micromanage the Common Core tests, in exchange for federal grant money.
DID THE FEDERAL GOVERNMENT BRIBE STATES TO ADOPT COMMON CORE?
Yes. States received federal ARRA money to implement pre-common core reforms that paved the way for Common Core, including building a State Longitudinal Database System. There were 4 federal key objectives for education reforms laid out by President Obama which were the four conditions for receiving stimulus monies. Federally defined common standards and tests were one of the conditions.
More evidence of bribery and coercion can be seen in the timing of a majority of the states’ adopting Common Core simultaneously with the Race to the Top money lure. And recently, a group of U.S. Senators have denounced what the Executive Branch (Obama Administration) has done in coercing states with Common Core bribes.
IS COMMON CORE RELATED TO STUDENT DATA MINING?
Yes. But Secretary Arne Duncan told the American Society of News Editors that opponents make “outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, we are not allowed to, and we won’t.”
He just told a bold-faced lie. The federal Edfacts Exchange collects data for local, state and federal levels. The federal government paid for the states to build matching and interoperable State Longitudinal Database Systems. The White House hosts Datapalooza where Common Core and common data standards are spoken of warmly and together. The Department of Education is listed as a partner at the EIMAC (Education Information Management Advisory Consortia) There are many other things that the Department of Education has done to take away student privacy, aiming aims to align common data standards with common educational standards.
WHAT SPECIFICALLY DID THE DEPARTMENT OF EDUCATION DO TO REMOVE PRIVACY FROM STUDENT DATA?
– It bribed the states with ARRA Stimulus monies to build 50 linkable, twinlike State Longitudinal Database Systems (SLDS). This created a virtual national database.
– It altered the (previously privacy-protective) federal FERPA (Family Educational Rights Privacy Act) law to make access to personally identifiable student data –including biological and behavioral data– “legal”. Now, the act of requiring parental consent (to share personally identifiable information) has been reduced from a requirement to just a “best practice” according to the altered federal FERPA regulations.
For more information on this, study the lawsuit between the Electronic Information Privacy Center and the Department of Education.
– The US Department of Education partnered with private groups, including the Data Quality Campaign and the CCSSO (that’s the Council of Chief State School Officers –copyright holders on Common Core–) to collect student data nationally.
For a 15-minute crash-course on Common Core’s connection with student data mining, watch this video by Jane Robbins of the American Principles Project:
IS THIS ABOUT MAKING MONEY AT THE EXPENSE OF QUALITY EDUCATION?
Yes. Educational gains are not the motivator for Common Core. Notice that proponents are either financially invested in the implementation of Common Core, or else must be subservient to it and call it good because they rely on payment from those who are invested. The financial obligation should make the following groups’ promotion of Common Core extremely suspect:
Bill and Melinda Gates Foundation - Microsoft – Pearson Education - National PTA - Jeb Bush - Harvard University - National Governors’ Association - Council of Chief State School Officers - Fordham Institute – Manhattan Institute – Exxon, and many, many more.
IS COMMON CORE RESPECTED BY HIGHER ED?
132 professors of Catholic Universities recently wrote a letter denouncing Common Core on both academic and moral grounds.
Dr. Anthony Esolen of Providence College in Rhode Island has written:
“What appalls me most about the standards … is the cavalier contempt for great works of human art and thought, in literary form. It is a sheer ignorance of the life of the imagination. We are not programming machines. We are teaching children. We are not producing functionaries, factory-like. We are to be forming the minds and hearts of men and women… to be human beings, honoring what is good and right and cherishing what is beautiful.”
Dr. Thomas Newkirk of University of New Hampshire has written:
The standards are portrayed as so consensual, so universally endorsed, so thoroughly researched and vetted, so self-evidently necessary to economic progress, so broadly representative of beliefs in the educational community—that they cease to be even debatable… The principle of opportunity costs prompts us to ask: “What conversations won’t we be having?” Since the CCSS virtually ignore poetry, will we cease to speak about it? What about character education, service learning? What about fiction writing in the upper high school grades? What about the arts that are not amenable to standardized testing? … We lose opportunities when we cease to discuss these issues and allow the CCSS to completely set the agenda, when the only map is the one it creates.”
Dr. Daniel Coupland of Hillsdale College has written:
“Yes, man is made for work, but he’s also made for so much more… Education should be about the highest things. We should study these things of the stars, plant cells, Mozart’s Requiem… not simply because they’ll get us into the right college or into the right line of work. Rather, we should study these noble things because they can tell us who we are, why we’re here… If education has become –as Common Core openly declares– preparation for work in a global economy, then this situation is far worse than Common Core critics ever anticipated. And the concerns about cost, and quality, and yes, even the constitutionality of Common Core, pale in comparison to the concerns for the hearts, minds, and souls of American children.”
Dr. Christopher Tienken of Seton Hall University has written:
“Education reform in the United States is being driven largely by ideology, rhetoric, and dogma instead of evidence…. Where is the evidence of the efficacy of the standards? … Let us be very frank: The CCSS are no improvement over the current set of state standards. The CCSS are simply another set of lists of performance objectives.” Dr. Tienken also has two powerful short videos on the subject of standards and of assessments.
Dr. Alan Manning of Brigham Young University has written:
“The Core standards just set in concrete approaches to reading/writing that we already know don’t work very well. Having the Core standards set in concrete means that any attempts to innovate and improve reading/writing instruction will certainly be crushed. Actual learning outcomes will stagnate at best. An argument can be made that any improvement in reading/writing instruction should include more rather than less attention the reading/analysis of stories known to effective in terms of structure (i.e. “classic” time-tested stories). An argument can be made that any improvement in reading/writing instruction should include more rather than fewer exercises where students write stories themselves that are modeled on the classics. This creates a more stable foundation on which students can build skills for other kinds of writing. The Core standards would prevent public schools from testing these kinds of approaches.”
Dr. Bill Evers of Hoover Institute at Stanford University noted:
“The Common Core — effectively national math and English curriculum standards coming soon to a school near you — is supposed to be a new, higher bar that will take the United States from the academic doldrums to international dominance.
So why is there so much unhappiness about it? There didn’t seem to be much just three years ago. Back then, state school boards and governors were sprinting to adopt the Core. In practically the blink of an eye, 45 states had signed on.
But states weren’t leaping because they couldn’t resist the Core’s academic magnetism. They were leaping because it was the Great Recession — and the Obama administration was dangling a $4.35 billion Race to the Top carrot in front of them. Big points in that federal program were awarded for adopting the Core, so, with little public debate, most did.”
Dr. Terrence Moore of Hillsdale College has written:
“Literature is the study of human nature. If we dissect it in this meaningless way, kids not only do not become college and career ready, they don’t even have a love of learning; they don’t even have an understanding of their fellow men… The thing that bothers me more than anything else is found on page number one of the introduction. That says that Common Core is a living work. That means that the thing that you vote on today could be something different tomorrow, and five years from now it is completely unrecognizable.” (Dr. Moore also wrote a most excellent book about Common Core English standards, entitled “The Storykillers.”)
Dr. Sandra Stotky (spoken of at the top) has written:
“The wisest move all states could make to ensure that students learn to read, understand, and use the English language appropriately before they graduate from high school is first to abandon Common Core’s ‘standards’…”
“The notion that Common Core’s college and career readiness standards are “rigorous” needs to be publicly put to bed by Arne Duncan, his friends at the Fordham Institute and the media. Two of Common Core’s own mathematics standards writers have publicly stated how weak Common Core’s college readiness mathematics standards are. At a public meeting of the Massachusetts Board of Elementary and Secondary Education in March 2010, physics professor Jason Zimba said, “The concept of college readiness is minimal and focuses on non-selective colleges.”
Dr. Stotsky also testified that:
“Beyond the lack of clarity from the outset about what college readiness was intended to mean and for whom, Common Core has yet to provide a solid evidentiary base for its minimalist conceptualization of college readiness–and for equating college readiness with career readiness. Moreover… it had no evidence on both issues.”
“Common Core supporters still can’t figure out how to deal with legitimate criticisms of its English language arts (ELA) standards. So they just keep parroting the line that Common Core’s ELA skills are actually standards, are rigorous and prioritize literary study, when it’s quite obvious to any English teacher that they are none of the above.”
“Common Core was/is not about high-quality national education standards. It was/is not about getting low-income, high-achieving students into advanced math and science courses in high school and then into college. CCSSI was and is about how to lower the academic level of what states require for high school diplomas and for admission to public colleges.”
“Of course, Common Core proponents can’t say that lowering academic standards is their goal. Instead, they claim that its standards will reduce the seemingly terrible problems we have with interstate mobility (actually less than 2 percent nationally) or enable Massachusetts teachers to know how Mississippi students compare to theirs (something they never said they were eager to learn), or facilitate nationally the sale of high-tech products to the public schools (something the P-21 skills folks were eager for). They have looked desperately for motivating issues and these are the best cards in their deck, as poor as they are.”
“Their major selling point is how poor our K-12 public education system is in too many states. But it needs to be strengthened, not weakened. We continue to need capable doctors and engineers who build bridges and tunnels that won’t collapse.”
“Are we as a society really ready to agree to Common Core’s low-expectations for college readiness (as professors Zimba and McCallum indicate)? Are we willing to lower the bar as a way of closing the achievement gap?”
“We hear no proponents or endorsers of Common Core’s standards warning this country about the effects of the college-readiness level in Common Core’s mathematics standards on postsecondary and post-baccalaureate academic and professional programs. We hear no proponents or endorsers of Common Core’s standards advising district superintendents and state education policy makers on the kind of mathematics curriculum and courses they need to make available in our secondary schools if our undergraduate engineering colleges are to enroll American students. At this time we can only conclude that a gigantic fraud has been perpetrated on this country, in particular on parents in this country, by those developing, promoting, or endorsing Common Core’s standards. We have no illusion that the college-readiness level in ELA will be any more demanding than Common Core’s college-readiness level in mathematics.” – Sept. 2013 paper: Can This Country Survive Common Core’s College Readiness Level? by R. James Milgram and Sandra Stotsky
Dr. William Mathis, of the University of Colorado, has written:
“The adoption of a set of standards and assessments, by themselves, is unlikely to improve learning, increase test scores, or close the achievement gap. • For schools and districts with weak or non-existent curriculum articulation, the CCSS may adequately serve as a basic curriculum. • The assessment consortia are currently focused on mathematics and English/language arts. Schools, districts, and states must take proactive steps to protect other vital purposes of education such as citizenship, the arts, and maximizing individual talents – as well as the sciences and social sciences. As testbased penalties have increased, the instructional attention given to non-tested areas has decreased. • Educators and policymakers need to be aware of the significant costs in instructional materials, training and computerized testing platforms the CCSS requires. It is unlikely the federal or state governments will adequately cover these costs. • The nation’s “international economic competitiveness” is unlikely to be affected by the presence or absence of national standards.”
Parents and retired teachers, it is up to us to stop this thing. Teachers who are currently teaching, or principals, or others who work in the education sales industry dare not speak up too loudly or risk losing their jobs. It is up to us.
The story of Common Core and data mining begins as most stories do, with a huge, unmet need.
Self-appointed “stakeholder” know-it-alls at the federal level (also at state, corporate, and even university levels) determined that they had the right, and the need, for open access to personal student data– more so than they already had.
They needed state school systems to voluntarily agree to common data core standards AND to common learning standards to make data comparisons easy. They didn’t care what the standards were, as teachers and parents and students do; they only cared that the standards would be the same across the nation.
So, without waiting around for a proper vote, they did it. The CEDS (Common Education Data Standards) were created by the same people who created and copyrighted Common Core: the Council of Chief State School Officers (CCSSO). No surprise.
Because the federal “need” to control schools and data was and is illegal and unconstitutional –the federal government “needed” to do (and did) at least six sneaky things.
SIX SNEAKY THINGS THE U.S. DEPARTMENT OF EDUCATION DID TO DEPRIVE YOUR CHILD OF PRIVACY:
1. Sneaky Thing Number One: It bribed the states with ARRA Stimulus monies to build 50 linkable, twinlike State Longitudinal Database Systems (SLDS). This act created a virtual national database.
These SLDS’s had to be interoperable within states and outside states with a State Interoperability Framework. Utah, for example, accepted $9.6 million to create Utah’s SLDS. Think about it. All states have an SLDS, and they are built to be interoperable. How is this not a de facto national database?
2. Sneaky Thing Number Two: It altered the (previously privacy-protective) federal FERPA (Family Educational Rights Privacy Act) law to make access to personally identifiable student data –including biological and behavioral data– “legal”.
So now, the act of requiring parental consent (to share personally identifiable information) has been reduced from a requirement to just a “best practice” according to the altered federal FERPA regulations.
For more information on this, study the lawsuit against the Department of Education by the Electronic Information Privacy Center (EPIC).
The Department of Ed also altered FERPA’s definitions of terms, including what would be defined as “personally identifiable information”.
So personally identifiable, shareable information now includes biometric information, (which is behavioral and biological information) collected via testing, palm scanning or iris scanning, or any other means. Schools have not been told that the information they submit to the state SLDS systems are vulnerable to federal and corporate perusal. Legislators write bills that call for the testing of behavioral indicators– but have they considered how this can damage a student’s lifelong need for, and right to, privacy?
The Department of Education openly promotes schools collecting data about students’ personalities and beliefs in the report called “Promoting Grit, Tenacity and Perserverance.” This document promotes the use of facial expression cameras, posture analysis seats, wireless skin conductance sensors and other measures of students’ beliefs and emotions. See page 44.
3. Sneaky Thing Number Three: The US Department of Education partnered with private groups, including the CCSSO (that’s the Council of Chief State School Officers –copyright holders on Common Core–) to collect student data nationally.
The CCSSO, or “Superintendents’ Club” as I like to call it, is a private group with no accountability to voters. This makes it in-valid and un-American, as far as governance goes. The CCSSO has a stated mission: to disaggregate student data. Disaggregate means to take away anonymity.
The CCSSO states that it has a mission to collect data nationally in partnership with the US Dept of Ed: “The Education Information Management Advisory Consortium (EIMAC) is CCSSO’s network of state education agency officials tasked with data collection and reporting; information system management and design; and assessment coordination. EIMAC advocates on behalf of states to reduce data collection burden and improve the overall quality of the data collected at the national level.
The CCSSO site states that its data collection effort is a USDOE partnership: “The Common Education Data Standards Initiative is a joint effort by CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United Staes Department of Education.”
(Do you recall voting for this arrangement, anyone? Anyone? –Me neither! )
4. Sneaky Thing Number Four: It used private-public partnerships to promote data linking among agencies. The Data Quality Campaign is one example. The National Data Collection Model is another example. The Common Educational Data Standards is another example.
What do these “models” really model?
Example one: from the Data Quality Campaign: “as states build and enhance K12 longitudinal data systems they continue building linkages to exchange and use information across early childhood, postsecondary and the workforce and with other critical agencies such as health, social services and criminal justice systems.”
Let that sink in: linking data from schools, medical clinics, and criminal justice systems is the goal of the Federal-to-CCSSO partnership. So nothing will be kept from any governmental agency; nothing is to be sacred or private if it is known by an SLDS serving entity (any state-funded, state-accountable school).
Example two: from the National Data Collection Model:
your child’s name
bus stop times
languages and dialects spoken
number of attempts at a given assignment
nonschool activity involvement
maternal last name
– and even cause of death.
Proponents point out that this is not mandatory federal data collection. True; not yet. But it’s a federally partnered data model and many states are following it.
5. Sneaky Thing Number Five: The Department of Ed created grants for Common Core testing and then mandated that those testing groups synchronize their tests, report fully and often to the U.S. Department of Education, share student-level data, and produce “all student-level data in a manner consistent with an industry-recognized open-licensed interoperability standard that is approved by the Department”.
So federally funded Common Core tests require Common data interoperability standards.
Check out that Cooperative Agreement document here.
But, do you think this “Agreement” information does not apply to you because your state dropped its SBAC or PARCC membership –as several states have? Think again. There is an incestuous, horrific pool of private and public organizations, all of which are VOLUNTARILY agreeing to Common Core based, technological interoperability and data collection standards!
The Data Quality Campaign lists as its partners dozens of groups– not only the CCSSO and NGA (Common Core creators), not only the College Board –which is now run by the lead architect of Common Core, David Coleman; –not only Achieve, Inc., the group that contracted with CCSSO/NGO to write the Common Core, but even the School Interoperability Framework Association, the Pell Institute (Pell Grants), Jeb Bush’s Foundation for Excellence in Education, American Institutes for Research (Utah’s Common Core testing provider) and many other Common Core product-providing organizations.
So virtually everyone’s doing data the same way whether they’re privately or publically funded. This should freak anybody out. It really should. We the People, individuals, are losing personal power to these public-private partnerships that cannot be un-elected and that are not subject to the transparency laws of elected offices.
6. Sneaky Thing Number Six: The Department of Education directly lied to the American Society of News Editors. In a June 2013 speech given to the American Society of News Editors, Secretary Duncan mocked the concerns of parents and educators who are fighting Common Core and its related student data mining:
“A new set of standards — rigorous, high-quality learning standards, developed and led by a group of governors and state education chiefs — are under attack as a federal takeover of the schools. And your role in sorting out truth from nonsense is really important… They make.. outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, we are not allowed to, and we won’t. And let’s not even get into the really wacky stuff: mind control, robots, and biometric brain mapping. This work is interesting, but frankly, not that interesting.”
Despite what the state school board and the federal Department of Education claim, corporations do know that Common Core and student data mining are interdependent.
CEO of Escholar Shawn Bay spoke at a recent White House event called “Datapalooza.” He said (see his speech on this video, at about minute 9:15) that Common Core “is the glue that actually ties everything together” for student data collection.
And President Obama himself has called his educational and data related reforms so huge that they are “cradle to career” -affecting reforms. Secretary Duncan now refers to the reforms not as “K-12″ but as “p-12″ meaning preschool/prenatal. These reforms affect the most vulnerable, but not in a positive way, and certainly not with voters’ knowledge and consent.
The sneakiness and the privacy invasion isn’t just a federal wrong; there’s state-level invasion of local control, too: to be specific, our state’s robbing parents of the right to fully govern their own children.
When I asked my state school board how to opt out of having my children tracked by the State Longitudinal Database System, I was told that the answer was no. There was no way to opt out, they said: all children registered in any state school system (charters, online schools, homeschool-state hybrid programs) are tracked by the SLDS. Here’s that letter.
Despite Constitutional and G.E.P.A.-law prohibitions, Secretary of Education Arne Duncan admitted that “The Obama administration has sought to fundamentally shift the federal role, so that the Department is doing much more”. Duncan also said, “America is now in the midst of a “quiet revolution” in school reform.” (Yes, it’s been so quiet that the people governed by it weren’t asked about this revolution.)
Yet, federal speeches, and scholarly research conferences and corporate marketers now openly push for common standards and common data systems. From the official White House website to federal educational grant applications to federally partnered corporate sites, to Secretary Duncan’s speeches, there are countless examples to show that the priorities of the federal government are these four things: 1) standards 2) staff 3) “robust” national data systems 4) labeling certain schools as low-achieving.
And the data product sales companies couldn’t agree more.
Common Core proponents insist that Common Core has nothing to do with data mining. But the federal government always bundles the common standards and the data systems, always. This federal push for common data standards and common education standards ought to be household knowledge. That is step number one, seeing the federal patterns and federal pushes for what they are.
So, what difference does it make? I hear people say that since they have nothing to hide, they’re unconcerned about who’s tracking their children or their families without consent.
I say our founding fathers didn’t write the Constitution without inspiration.
The Constitution describes the God-given right to privacy:
“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”
How easy will it be for those with access to the national databases to label a person as behaviorally unstable and therefore, unworthy of passing a background check for a job or for a gun purchase? How easy will it be for those with access to the databases to search and seize anything at all that they deem inappropriate, that they deem threatening, that they deem theirs?
Privacy is not properly protected by our state school systems and those who ought to know this, don’t. It’s not their fault; the truth has been carefully, quietly hidden. But widespread knowledge of the facts can –and must-- alter these facts.
Postscript: About Control
State school boards tell citizens to give them feedback on the Common Core Standards, and not to discuss anything else related to Common Core or its governance structures.
But citizens have the right to determine what will be discussed; this is America. And any discussion of the standards themselves can only be very temporarily relevant.
Why is academic argument about Common Core only temporarily relevant?
Because two private D.C. trade groups, the NGA (Governors’ club) and the CCSSO (Superintendents’ club) own the standards and have copyrighted them. They alone control the standards. The states do not; nor do the voters in the states.
Inside the state: We can alter the standards only by 15%, according to federal mandates and the writings of the private trade groups that created the standards.
Outside the state: We have no voice in future alterations to the standards. There is no written amendment process outlined for states to have a voice in “their” standards. There is no representative process. That’s why Common Core is unAmerican.
This is why we call Common Core education without representation. It is also accurate to call the education reform package citizen surveillance without warrant, as detailed above.
For a 15-minute crash-course on the connection between Common Core and student data mining, watch this video by Jane Robbins of the American Principles Project:
Some people get hot round the collar when the Common Core Standards Initiative is blamed for the absurd Common Core-aligned horrible worksheets.
“Common Core is just minimum, state-created, better standards,” they insist.
Few people understand that there’s an intimate connection between Common Core standards, tests and curriculum –because there’s an intimate connection between the corporate edu-sellers and the government, both of whom push for Common Core standardization of education –because it increases their power and money flow. (Click here to read about the corporate Common Core gold rush; click here to read about the federal Common Core gold rush. Click here to read about the official partnership between the federal government and the “state-led” creators of Common Core.)
To me, the horrible worksheets are illustrations of what happens when we let slip the reins of local control of education, which is an abdication of our Constitutional duty and right to determine education quality locally. Whether we give up local control to the federal government, to a consortium of states, or to a monopolistic corporate connivance, the fact remains that we’ve given up local control. Central planning by distant, self-appointed “experts” is the opposite of what made America, her scholars, and her universities, great.
What a lot of people don’t understand is that Obama’s 2010 blueprint for education reform had four main points, only one of which is the national common standards. The other four, equally being pushed alongside the Common Core, are each part of the American Recovery and Reinvestment Act of 2009 : (1) Judging teachers and principals by federally approved standards; (2) Collecting more data about students via more tests and state databases than ever; 3) Using Common Core “college- and career-ready standards” along with tests (“assessments aligned with those standards”); (4) Intervening –or closing down– any (government-determined, government test-determined) “low performing” schools.
Think about those FOUR things, not just the standards; now add this: Bill Gates (partnered with Pearson) has paid for virtually all the development, promotion and implementation of the standards (and the rest of the four-part initiative Obama outlined in his blueprint). He has called schools a uniform customer base. He has begun to create, together with Pearson, curriculum to match the national standards and tests. He has said that “we’ll only know if the standards work” when the curriculum and tests all align to the standards. Watch him on Youtube speaking to legislators on the subject.
When you look at these things as a whole, you see that we are dealing with an entire coffle, not just minimum standards. And sure: coffles are efficient, more efficient than “letting” freedom loving individuals (what governments, including our Secretary of Education Arne Duncan, now refer to as “human capital“) run off in any direction they desire.
But is standardization and efficiency worth the loss of freedom, worth the end of American exceptionalism in education?
Speaking of coffles and the ugly history of human slavery, here’s a question for you.
Why did U.S. slavery last so long, when people knew it was wrong, when the founding fathers condemned it, when brilliant thinkers decried the practice? It continued and continued until only bloodshed could end it.
And the reason was simply economic: slavery brought wealth to plantation owners and indirectly to the rest of the nation, even to those who said they opposed it.
So it goes with Common Core. Standardizing American tests, curriculum, standards and teacher development is a mass market for educrats, one never before seen.
So, although an increasing number of Americans are now awake, and know Common Core is wrong, see that the Common Core Initiative is a step away from local control and liberty and real, legitimate, traditional education– the kind of education our ancestors struggled for– they do nothing but pretend to oppose it. Even though they see that the tests are data collection vehicles, that that the academics are problematic, that teachers are being de-professionalized with the central planning and test-score-based judgments of teachers and schools, they don’t stop the Common Core machine.
Common Core goes on and on, full speed ahead, in my state, at least. Not a hiccup. Even in states where there have been legislative hiccups, the Common Core wolf gets renamed and reintroduced to the state wearing the same federal leash and eating the same federal fodder.
Common Core will continue to strangle us –until we say no to the money! We must say no to federal grants, federal “rewards” and “incentives” and say no to the corporate gold rush.
We can do it!
Most of what supports our schools locally is LOCAL property tax. Another huge chunk is state money. The smallest fraction of what supports our local schools is federal money.
Ideas for how to tighten the belt: Fire those officials at the Utah State Office of Education who are not friends to liberty and local control, whose fat salaries could fund five or six teachers’ salaries combined. Justify –or fire– all of the money-sappers at the state and federal offices of education. Stop buying absurdly expensive testing technologies before making class sizes smaller and teacher salaries better. Rebudgeting could mean we don’t even need the federal/corporate grants with their absurd Common Core Initiative and data-collecting handcuffs.
We can do this. But will we?
We may be haunted by Sam Adams’s words,echoing in our ears:
“If ye love wealth better than liberty…. Crouch down and lick the hands which feed you. May your chains set lightly upon you, and may posterity forget that ye were our countrymen.” – Samuel Adams
Go to http://www.resistthetest.org to share upcoming events with allies across the nation. Note, also, that some politicians are beginning to change policies in response to constituent pressure.
Guest Post by Alma Ohene-Opare
“Raise your heads out of the dust and realize that America is great because America bucked against the status quo. Thinking a standardized and common core curriculum is innovative is like discovering water in the ocean and patting yourself on the back for it. This system is not new. Its greatest success was to create a conforming working class for the industrial revolution. It is not fit for a dynamic 21st century that needs constant innovation and the confidence to create new solutions to the problems that continue to beset and confound the smartest minds in the world. ”
Alma Ohene-Opare, now a Utahn, is originally from Accra, Ghana. Alma came to the U.S. at age 19, primarily because of what he called “America’s innovative educational system.” He said, “I was educated from K-12th grade in a Common-Core-like educational system. My family (who owns and runs a private K-12 institution) battles daily because of the system.The end result is seemingly educated (on paper) graduates, with no ability to think for themselves, solve problems or innovate in any way. Parents and teachers alike have become conditioned to place the standardized tests at the forefront of education, leading to what we call in Ghana, “Chew and pour, pass and forget.” Here is his story.
Common Core – A Failed Idea Newly Cloaked in the Robes of Good Intentions
My name is Alma Ohene-Opare, an alumnus of BYU and a native of Accra, Ghana. Over the past few months, I have followed with much amusement, the nationwide debate for or against the adoption and implementation of the Common Core standards. The arguments have been fierce and passionate on both sides and seem to stem from a universal desire to raise the quality of education in America. The desire is noble. However, this noble desire will not compensate for or mitigate the empirically documentable effects of the failed policy being proposed.
Common Core may be new to America, but to me and the thousands who have migrated to the United States to seek better educational opportunities, it is in large part the reason we came here. If you are wondering what qualifies me to make the assertions I will make in this article, know this; I am one of the few victims of a standardized national education system in Ghana, who was lucky enough to escape its impact. I am also a member of the Board of Directors of a private K-12 institution in Accra, Ghana. Golden Sunbeam Montessori School was founded by my mother in 1989 and is currently leading the fight to rid our country of an educational system that has led to the systematic degradation and deterioration of our human capital.
Let’s get to the core of my argument; pun intended. What Americans are calling Common Core is eerily similar to my educational experience growing up in Ghana. In Ghana, K-12th grade education was tightly controlled by the Ghana Education Service, an organization similar to the US Department of Education. From curricula to syllabi to standardized testing, the government controlled everything.
In 9th grade, all students, in order to progress to high school are required to take a standardized exam known as the B.E.C.E, which stands for Basic Education Certification Examination. Depending on the results of the test, each student is assigned by a computer program to a public high school without regard to his or her interests, passions or ambitions. Each student is then assigned an area of focus for the next three years. Some of the focus areas are General Science, Business Management, General Arts, Visual Arts, Home Economics, Agriculture, etc.
Although things may have changed slightly since I graduated, most students generally did not have a choice as to which area of focus they were assigned. The only way to get a choice was to ace the standardized exam or to call in a favor either through bribery or some other type of corruption. The students who failed miserably were usually those who attended public schools; many of whom dropped out of school entirely.
The process was then repeated at the end of High School with another standardized exam called the W.A.S.S.S.C.E. This exam tested your readiness for college and ultimately determined which course of study you were assigned by the government in college. I did not ace that exam and did not get admission into the state run college of my choice. Instead, I went to a private university founded by a former Microsoft employee and was found smart enough to be admitted to BYU a year later as a transfer student, to graduate with a Bachelor’s in Information Technology and to be hired right out of college as a Program Manager at Microsoft Corporation.
Although the education system in Ghana is not similar in all aspects to Common Core as it is being proposed today, some of the basic tenets are the same. The curriculum was controlled by an external body without input from or accountability to teachers, individual schools or parents. Some argue that teachers and parents have control in Common Core. It pains me to witness such naivety. That myth has always been an inevitable play by proponents of any centralized system. The goal is to make people think they are in control while nudging them blindly towards a perceived public interest. The truth is simple; the institution that controls the exams, controls the curriculum.
By controlling the standardized exams, each school in Ghana was forced to make passing the exam its primary focus rather than actual teaching and learning. Hence anything that was deemed outside the purview of the test was cast aside and treated as non-important. Extra-curricular activities were cut if not totally eliminated and the school day was lengthened to ensure that students had even more time to prepare for the test.
In my case, school started at 6:00 am and ended as late as 6:00 pm. We attended school on Saturdays. Even when school was out we still attended school half day. Our lives were consumed with preparation for the standardized test. We all had booklets of past tests going back 15 years. Those who anticipated failing the test registered in advance to retake the test. The value of teachers was measured solely on the performance of their students on the standardized tests. Scammers who purported to know what would appear on the tests duped schools, parents and teachers alike by selling bogus test questions. Schools with political connections always unanimously aced the tests.
You may wonder why nobody ever tried to change the system. The answer was simple. The government made it impossible by requiring all students who wanted to go to High School or College to take the test. Hence, any time spent trying to change the system meant time taken away from preparing for the test. Parents became completely beholden to the system and would threaten to take the kids to other schools if administrators spent any time not preparing their kids for the test.
Now that you have a sense of how an education system can become trapped in the death spiral of standardized tests, let me interest you with the impact of this system on actual student outcomes. In Ghana, we had a phrase to describe how we felt about standardized tests. We called it “chew and pour, pass and forget”. Translated, it means memorize, regurgitate, pass the exam and forget everything.
Unfortunately that has become reality for many graduates of our educational system. As my father put it in a recent petition to the Ghana Education Service, “the education system in Ghana is akin to an assembly line setup by the government to create employees for an economy largely devoid of innovation, entrepreneurship, originality or risk taking”. Because students never learn to solve problems or think critically for themselves and are largely discouraged from challenging their teachers or the status quo, they are inevitably groomed to maintain the failed traditions of the past while believing they are completely powerless to change anything. The result is the fact that even with an abundance of natural resources, the country in general continues to suffer in the doldrums of socio-economic development without any clear path out of it.
Recently my brother left a well-paying job in the US to return to Ghana to take over my parent’s school. He had dreams of changing the system. He imagined students groomed to become innovators and entrepreneurs. He soon learned it was impossible to achieve any of those dreams if the school was to remain subject to the rules, restrictions and common standards the government had set. The only solution was to completely abandon the system, which he fears would cause parents to withdraw their children from the school. He is now stuck in the limbo of a catch 22 but continues to fight to win students, teachers and parents over to a new beginning for the education of their children.
In December 2012, I returned to Ghana with my family and had the opportunity to speak to 10th grade students at the school. I gave what I thought was an inspiring speech. I proposed to start an innovation and entrepreneurship club which will employ students to identify and propose solutions to some of the problems facing the country. I promised to provide the capital and resources necessary to support these kids in this new challenge. I ended by asking the kids who were interested to write their names on a piece of paper and email it to me. It’s been more than 18 months since I returned. I have received nothing and I don’t blame them. Their parents have paid a large sum of money because they believed our school would help their kids pass the standardized exam. I was not about to distract them from that goal. What a tragedy.
I have personally wondered what makes Africa so uniquely challenged in its attempts at economic development especially when all the innovations needed to do so are readily available to us. I came to a personal conclusion which admittedly is not scientific but captures what I believe to be the elusive culprit. It is contentment with mediocrity and a lack of curiosity to change the status quo. The problem is not inherent in the nature of Africans but rather the imposition of an educational system that burned out the light of innovation and made us content to live on the spoils of the countries brave enough to venture into the glory of the unknown.
When I came to the US, many people would ask what the difference was between the US and Ghana. I responded that in Ghana, I could dream. In America I can do.
In writing this article, I am by no means endorsing the current state of public education in the United States. The problem with the system today is that the US government, aided by self-interested unions, has spent decades and billions of dollars trying to return to a system of education that America abandoned a long time ago; a system which has proven a failure in many parts of the world. Common Core is just the latest iteration of the failed system. Like a wise man once said, oh that I were an angel and could have the wish of my heart; to stand on the mountain top to warn against the path you are choosing to take. As an outsider looking in, I recognize one thing that most Americans lack. Because America has been free for so long, many have no sense of what tyranny looks like and how quickly physical and intellectual freedom can be lost on the path paved with good intentions.
I plead with all you well-intentioned but definitely misguided administrators, teachers and politicians. Raise your heads out of the dust and realize that America is great because America bucked against the status quo. Thinking a standardized and common core curriculum is innovative is like discovering water in the ocean and patting yourself on the back for it. This system is not new. Its greatest success was to create a conforming working class for the industrial revolution. It is not fit for a dynamic 21st century that needs constant innovation and the confidence to create new solutions to the problems that continue to beset and confound the smartest minds in the world.
America is desperate to find a solution to a problem that you solved decades ago. Return to originality. Put teachers and parents in charge of the education of their children. Encourage critical thinking that rejects conformity for the sake of some perceived societal benefit. Teach children to solve problems and not just to regurgitate the solutions of generations past. I have been silent too long and have now seized this opportunity to stand up for what I believe, which ironically is something I have learned from my experience in America.
America, I urge you to learn from the mistakes of those around because, like the plaque in my former bishop’s office read, “you may not live long enough to make all those mistakes yourself.”
–Alma Ohene-Opare, Salt Lake City, UT
This week, the Salt Lake Tribune invited Utah Assistant State Superintendent Dr. Judy Park and me to a filmed interview concerning the increasing number of Utah parents who are opting their children out of the Common Core aligned SAGE testing. Here is the link if you want to watch the half hour at “Trib Talk.”
(I will return to this post to update it soon. There is so much more that needed to be explained about the psychometrics that are apparent when you read the AIR (test writer) contract with Utah; about the data collection SLDS machine that is fed by student participation in SAGE and other digital testing/learning; about the need to defend teaching time and teacher professional judgment which are harmed by this testing; about the national opt out movement that is growing in strength and numbers across the nation. I also want to transcribe some of the questions and answers, word for word, later.)
“I am required to teach key reading comprehension strategies, the writing process, information-gathering skills, grammar, vocabulary, etc., etc. But I also hope to awaken a love of reading and literature, ignite curiosity about our complex world…. “All children are gifted—some just open their presents earlier than others.” I know that every one of my students understands something I don’t and has something to tell the world that no one else ever has. I am a “treasure seeker” and “talent scout,” hoping to help young people discover the gold within themselves and each other.”
This quote is excerpted from the disclosure statement of Utah English teacher Ann Florence who has been placed on forced leave, pending probable termination. How awful. This beautiful quote reveals that Florence is a treasure, not some problem teacher to be forced out. But she has been pushed out, for her act of standing up for the right to teach and the right to be judged on her actual teaching rather than endless government mandated tests.
Administrators have labeled her insubordinate. Read the news. See what has happened.
It seems to me that Ann Florence doesn’t buy the notion that teachers must give up their rights to free speech, nor give up their rights to participation in the political process, just because they are employed by the government. She certainly doesn’t believe that teachers should give up the art of real teaching to bow to government enforced, excessive high-stakes tests that narrowly judge not only students, but teachers as well.
A year ago, Florence wrote an op-ed voicing her concerns. She explained (excerpt):
“Managing teachers through intimidation is not working… teachers are looking for work elsewhere. Teachers who have loved their jobs are discouraging their own children from pursuing careers in education…. we feel exhausted and demoralized by the avalanche of mandates from the state and district… While legislators constantly raise expectations and think they can motivate us by publicly posting test scores, our time for teaching has shrunk….I now administer 19 days of standardized tests, costing me an entire month of instruction. This doesn’t include the days the testing site is down or the system crashes, eating up even more days…. I am held accountable for nine months of curriculum without enough time to teach it… Granite District has required teachers to learn the new Common Core, use a new grades program (which crashes regularly), design a new honors curriculum, use a new online system requiring the scanning and posting of all assignments and a daily summary of class activities, and learn to analyze complex data … No test score reflects the number of students who return to thank a teacher, the number who fall in love with reading again, gain new confidence to speak up in class, find solace in a teacher’s support, decide to try one more time just when they want to quit… We are tired of having our dedication reduced to a number.”
Now, the Salt Lake Tribune reports that after Florence criticized new “standardized tests as a waste of time and irrelevant to what students are being taught” she was “placed on administrative leave and may be fired.”
Her students’ response?
“Oh captain, my captain, you have taught me so much this year. The value of honesty, imagination, and freedom to express myself. I cannot thank you enough for that. You are the best teacher Wasatch could ever ask for.”
Along with the emailed poetry, students launched a petition drive, urging that Florence not be terminated.
The Tribune reported that Granite District spokesman “Ben Horsley said personnel decisions of this gravity take time to make the right choice. He said Florence has been unreasonably aggressive in demanding an answer.”
“Unreasonably aggressive” seems a more appropriate label for the policymakers at the district, state and federal levels who are intimidating and degrading the professionalism of top notch teachers while trying to pull the wool over the eyes of the public. Shame on them.
Bravo, Ann Florence.
Update: The Salt Lake Tribune reported that Ann Florence has been fired. I sent a letter today and encourage others to write as well. Every voice counts. Here’s mine, and contact info if you want to write too, down after the letter:
Dear Granite School District, State Board, and State Office of Education:
Granite District made news this week by firing Ann Florence, an honors English teacher who stood on principle and did what she (and I) saw as the right thing to do. I am writing to voice my support for Ann Florence’s actions and to ask the District and State Board to take action to right this wrong.
The Salt Lake Tribune reported
, “Florence refused to grade the writing portion of the districtwide Acuity Test. She said the exam was a waste of students’ and teachers’ time, did not further any education agenda and that it was unethical to have teachers grade their own students on a standardized test that then would be used to judge the teacher. In a letter to her students, she said she loved her career but had to stand up for principle.”
The Acuity Test (McGraw Hill) was offering financial compensation to schools for having students take this test.
Did Granite District actually fire Ann Florence for refusing to enable the District to make money –by using children for unpaid research guinea pigs? What does “professional compliance” and “teacher ethics” really mean to the district?
Ann Florence’s opinion editorial of one year ago in the Salt Lake Tribune deserves careful re-reading. Her concerns included the non-validity of high-stakes testing because of the testing conditions provided at the school, about the push for Common Core and data analysis, and about the non-validity of reducing the whole time and dedication of a teacher to one student-test-based number, a number over which that teacher has relatively little actual control.
The Tribune also reported that this teacher was punished for speaking about her concerns with the high-stakes tests vocally, including speaking out in front of students. Does a teacher lose her Constitutional right to freedom of speech just because she is employed by the government? Are teachers to pretend to political neutrality or should they instead be shining exemplars as vibrant participants in the American process of open debate –and sometimes also in honorable disagreement?
Furthermore, basing the heaviest “accountability measures” of state tests on the federal-corporate collusion known as Common Core State Standards, in my opinion, is not only an error but a form of academic malpractice.
Thus, any teacher who refuses to push the SAGE test on students, or refuses to give or grade the Acuity Test, or to promote other high-stakes tests that do not honestly benefit students nor teachers –tests that exist to benefit powermonering politicians and moneygrubbing corporate aims, is, in my opinion, the teacher who is ethically and morally defensible.
The Granite District has marred its honor by firing Ann Florence. The State Board and Office, by doing nothing in this teacher’s defense, are complicit in the wrong.
Granite District Superintendent Martin Bates: firstname.lastname@example.org
State Superintendent Dr. Martell Menlove: Martell.Menlove@schools.utah.gov
Wasatch Jr High Principal Christine Judd: email@example.com
Wasatch Jr High Asst. Principal John Anderson: firstname.lastname@example.org
State School Board:
email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; jeffersonRmoss@gmail.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com;
Granite School Board:
firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org; email@example.com; firstname.lastname@example.org;
Governor Herbert: http://governor.utah.gov/goca/form_comment.html (copy/paste your email into this form to send it to the Governor)
Utah legislators: http://le.utah.gov (look up by address here)
A revealing CCSSO letter, leaked to the public, reveals Common Core investors’ collective panic about Ian Reid’s new film, Building the Machine.
Missouri Education Watchdog and Breitbart News reported that CCSSO deputy executive director Carissa Miller’s letter shows top Common Core moneymaking / grant-receiving businesses are combining to discredit the Common Core documentary. Many businesses need Common Core’s claims to be believed, or they lose this gold rush. So they’re trying to stop it, understandably.
And if the documentary is seen despite their efforts to discredit it, the groups have laid a plan to smother the truth with smooth “positive” talking points and with a soon-to-be-released documentary of their own.
If you watch the film, you’ll know why they’re panicking. Truth is truth.
The documentary solidly wipes out the “higher standards” claims of Common Core’s creators, using filmed speeches by Common Core’s creators and funders, and using interviews with top Stanford professors, Common Core validation committee members and respected members of think tanks, both for and against Common Core. Importantly, it shows that the real issue of education reform is not even about academics, ultimately; it’s about power.
The CCSSO doesn’t want people to know this power struggle exists. But it does exist. In fact, who ends up holding decision-making power is the main conflict inside ed reform, despite all the pleasant words about education standards.
As the backers of the new documentary succinctly put it:
“…This issue is far more than what standards public schools should use. It is about who will decide how and what our children are taught.” -William Estrada, in Breitbart interview.
You can read the leaked letter here. You can watch the movie here.
I want to point out this part of the panic-letter:
“The U.S. Chamber of Commerce and Fordham [Institute] have put together the attached two documents that can be used to clarify the vast amount of misinformation that will be circulated as a result of the movie. Please note – these are EMBARGOED until Monday, March 31st…. The U.S. Chamber is in the final stages of producing their own Common Core mini-documentary… Below we’ve include some tips for messaging and responding to the critical questions this film may generate in your state. We will send out the Chamber video when it is released.
Why do they just include “tips for messaging and responding” rather than including documentation, facts, links to contracts and legally valid, scientifically valid evidence? Evidence is not wanted. Only marketing, “messaging.”
FYI: Carissa is Carissa Miller, CCSSO deputy executive director.
For newcomers: The CCSSO is a nontransparent group that co-created the Common Core and then partnered with the federal Department of Education to collect data on a national level. It’s the same group that openly admits it has a “commitment to disaggregation of student data.”
I call the CCSSO a “superintendents’ club”. It does not include all state superintendents nor is it an elected body. The CCSSO seems want the public to believe –as does its twin sister, the NGA– that it has voter-designated authority to boss states around. It does not. Neither has authority and neither represents voters like our Congress does. Repeat: CCSSO and NGA have no elected authority. Do not be decieved by their pomp. They are just private groups that combined to create and copyright Common Core, heavily influenced/ funded by philanthopist-turned-takeover-king Bill Gates.
If you care about the traditional American voice of the local voter setting policy, rather than having closed-door private cliques that partner with the feds setting local policy, please oppose these goals of the CCSSO. Make your voice heard. Let your State Superintendent know you want him/her to bow out of membership in this club to focus energy on local control of education.
–While you’re at it, send your superintendent a link to the movie.
I hope every American watches it.
by the mother of the Utah high school student who captured questionable screen shots of the Common Core/SAGE test
The minds of our children are our most precious asset. They are the most vulnerable citizens and we must protect them.
If my daughter comes to me with a questionable essay test, then I must listen to her and validate her feelings. But more than that, I felt like other parents deserve to know that kind of propaganda that is being pushed on our children.
Abraham Lincoln said, “He who molds public sentiment goes deeper than he who enacts statues or pronounces decisions”. The public sentiment is being changed here, little by little. These high school students who were in the room with my daughter were not, for the most part, taking this essay test seriously. They thought the questions were a joke. Her daughter was offended by the claims in the articles attached to her test question.
The statement made about books and dyslexia was a complete joke. We know people who have had dyslexia and work through it. Now they are fabulous readers. Books do not discriminate against them.
Even if these questions are just being posed in some alternate universe, they are biased.
Ultimately, the reason why Common Core and SAGE tests are raising so many flags for parents is because we cannot even see the test after the fact.
Why not make test questions available to see after the tests are taken? Why does everything have to be kept secret?
Again, I say, that my daughter was not cheating. No one even felt it necessary to cheat because they were not being graded anyway.
Let’s have some common sense here. Let’s try to reason together for the safety and protection of our children from powerful men and women who want to take over our education system so they can rule the minds of our children.
Thank you to this mother and her courageous high school daughter.
Now, another Utah mother reported that her high-school attending son took the Common Core writing test this week.
Her son saw bias in a question that was framed around the question of whether property ownership or renting is better. (He didn’t take any screen shots.)
Some readers may not see his test question as propaganda. I do. Property ownership is basic to the pursuit of happiness. Americans have always seen this as true; it’s one reason we fought England in the 1770′s. Being subservient to a landlord will never be superior to the empowerment of owning your own land, in any universe.
As Professor Boettke of George Mason University has put it, “Few concepts have been more important for human survival, yet maligned as unjust by intellectuals, as the concept of private property rights. Since at least the time of Aristotle, the superiority of private property over collective ownership in generating incentives to use scarce resources effectively has been recognized. It was a core idea of the Scottish Enlightenment thinkers such as David Hume and Adam Smith, as well as the American Revolutionaries such as Thomas Jefferson, James Madison, and George Washington.”
But there are some today (including the test writers, apparently) who want young people to question the wisdom of property ownership. It’s a very trendy concept within the education branch of the United Nations and elsewhere to suggest that individual property ownership is “not sustainable”. Renting, they say, is more compassionate to Mother Earth.
Introducing this socialist notion to impressionable minds during a secret test makes a lot of sense to those who oppose personal property ownership. Undiscerning others think it’s fine. They chalk it up to “critical thinking” and the humanists’ idea that truth and God don’t exist. Yet critical-thinking humanists don’t like it when students or parents think critically about the assignments. Ironically, thinking critically about the test is called a shutting down of critical thinking.
In the 80′s when I took high school writing tests, we were given literature-based writing assignments that were not very controversial nor politically charged, yet they demanded strong critical thinking skills –and as a bonus, the test itself exposed students to time-tested classics.
If the shift from classic literature to modern informational text hadn’t taken place, as it did under the Common Core, our students might actually have been exposed to something valuable during these tests, rather than being exposed to the ideas that video games could have more value than libraries of books, or that renting a little apartment might have more value than owning a mansion.
How dumb do they think our children are?