What Is Being Data-Mined Without Parental Consent?   15 comments

Even though the columns will be gone and it will be confusing and messy, I’m going to cut and paste a truckload of attributes from the National Data Collection model’s spreadsheet. You can click on the link to see the actual site and its spreadsheet so it’s not confusing or messy. http://nces.ed.gov/forum/datamodel/eiebrowser/techview.aspx?instance=studentElementarySecondary

These are the hundreds and hundreds of data points– personal details that the federal government is seeking to know about children. It’s absolute abuse of the trust we’ve put in our state and its schools, as now schools are forced to act as agents for state data collection without parental consent, through the use of many resources, including the standardized tests that are aligned to common standards, known as Common Core, and the housing of data in the State Longitudinal Databases (SLDS) that the federal government paid every state to build, for the purpose of reporting the K-12 data to the federal government.

Although this vast federal program (common nationalized standards, tests, and databases) started off appearing to collect just aggregated versions of data (not personally identifiable) the “aggregated” status is rapidly changing, as many state policies change, because the “big dogs” –such as the national association of state superintendents (CCSSO)– and others, have been working to fulfill their openly stated commitments to the DISaggregation of students’ data.

So, unless the National Center for Education Statistics deletes this information from its site, we can all see this information and then insist that elected representatives make a U-turn away from this nightmare of privacy invasion, and back to reason.

Step one: know what is happening. Step two: stop the state’s use of SLDS. I wish I could say Step two was to opt your child out of the SLDS tracking, but that is not allowed, at least not in Utah.

Below are the hundreds and hundreds of data points you’ll find there; my favorites include:

your child’s name
nickname
religious affiliation
birthdate
ability grouping
GPA
physical characteristics
IEP
attendance
telephone number
bus stop times
allergies
diseases
languages and dialects spoken
number of attempts at a given assignment
delinquent status
referral date
nonschool activity involvement
meal type
screen name
maternal last name
voting status
martial status
— even cause of death.

How they justify tracking students even beyond academics, even beyond death, I do not know.

–Keep in mind that this is the National Data Collection Model from the National Center for Educational Statistics, a federal agency. Keep in mind that it is illegal under G.E.P.A. law, and under the Constitution, to have a federal database for innocent citizen surveillance.

This illegality is why the federal government had to pay each of the 50 states to create interoperable STATE longitudinal databases, so that they’d acquire a national database parading as 50 independent ones.

Compare the information below (National Data Collection Model) to the data points being sought at other federal sites, such as the Data Quality Campaign or the Common Educational Data Statistics site.

Realize, too, that they are not just using standardized tests or first-day-of-school paperwork to track children. They hope to increase the use of school biological sensory tracking devices that are recommended on page 44/62 of the Department of Education’s recent report entitled “Promoting Grit, Tenacity and Perserverance”. There are descriptions and even photos of the biological detection devices that measure attitudes, engagement, and beliefs of students. http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf

They say this out loud? They publish for all to see online the recommended use on students of:

Facial Expression Cameras
Posture Analysis Seats
Pressure Mouses
Wireless Skin Conductance Sensors

How will such detailed, personal information about individuals be used or misused long-term? If a student is labeled –or mislabeled, will he/she lose future opportunities for jobs, education, political trust, or face gun ownership restrictions– based on tests or sensory devices or notes innocently scribbled by a gradeschool teacher, sent to the district-state-national databases?

Dear readers, if you are alive and breathing, you can do something to stop this. It’s your right and your duty. Contact your legislators and your governor. Show them the facts. Most simply haven’t been exposed to the facts and documentation yet.

Stand up and let your voice be heard. Our children cannot fight this fight for themselves; we have to do it.

Know that this is not theory. It is a real agenda, an openly documented plot: the federal government is in fact persuading test builders and governors of states to give away each child’s privacy rights, by building networks and databases and by secretly reducing formerly protective laws that once required written parental consent to access student data, but now call that just an optional “best practice.”

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Early Childhood Early Childhood Longitudinal Study (ECLS)
National Household Education Survey (NHES)

Elementary/SecondaryCommon Core of Data (CCD)
Secondary Longitudinal Studies Program
School District Demographics System
Schools and Staffing Survey (SASS)
more…

International Activities Program (IAP)

Library Library Statistics Program

Postsecondary Baccalaureate and Beyond
Career/Technical Education Statistics (CTES)
Integrated Postsecondary Education Data System (IPEDS)
National Postsecondary Student Aid Study (NPSAS)
more…

Data Systems, Use, & PrivacyCommon Education Data Standards (CEDS)
National Forum on Education Statistics
Statewide Longitudinal Data Systems Grant Program – (SLDS)
more…

ResourcesK-12 Practitioners Circle
National Postsecondary Education Cooperative (NPEC)
Statistical Standards Program
more…

Data; ToolsCustom Datasets; Tables
Search Tools
Peer Comparison Tools
Questionnaire Item Banks
States/District Profiles, Comparisons, and Mapping

Offsite Archive of NCES Data

Tables; Figures Search Tables/Figures
Popular Keyword Title Searches

For Kids

Fast Facts Assessments
Early Childhood
Elementary and Secondary
Library
Postsecondary and Beyond
Resources

School Search Search for Schools, Colleges and Libraries
College Navigator

Other Search Tools Public Schools
Public School Districts
Private Schools
Public Libraries

News; Events What’s New at NCES
Conferences/Training
NewsFlash

About NCES
Education Leadership Artifact
Information Exchange
Instruction Artifact
Operations Artifact Organization
PersonClientBeneficiary
Child
Education Completer
Learner
Library Patron
Parent/Guardian
Student Elementary Seco…
Students – Postsecondar…

Physical Characteristic

Service Provider
Person
Place
Program
Common Attributes
Entity Identifier
Locus
Organization Characteristic
Person Characteristic
Core Entities
Course
District
School
Section
State
Student
Teacher

Student Elementary Secondary (studentElementarySecondary)
Definitions

Source: Handbooks
An individual for whom instruction, services and/or care are provided in an early childhood, elementary or secondary educational program under the jurisdiction of a school, education agency, or other institution or program.

Relationships
Entity
Student Elementary Secondary

has Associated Accommodation
Student Elementary Secondary

Assessment Response

Student Elementary Secondary

Attendance Event
Bus Route
Student Elementary Secondary
Bus Stop
Student Elementary Secondary
Cohort
Student Elementary Secondary
Contact Person
Student Elementary Secondary
Diagnostic Statement
Student Elementary Secondary
Dropout Event
Student Elementary Secondary

hasAssociated

Elementary Secondary Transcript

Student Elementary Secondary

Emergency Contact

Student Elementary Secondary

Extra Curricular Program

Student Elementary Secondary

Family Relation

Student Elementary Secondary

Fr Free Reduced Fam App

Student Elementary Secondary

hasAssociated

Fr Head Start Eligibility Verification

Student Elementary Secondary

Home

Student Elementary Secondary

Individual Learning Plan

Student Elementary Secondary

Sponsor

Student Elementary Secondary

Student Academic Record
Student Elementary Secondary

hasAssociated

Student Administrator Conference

Student Elementary Secondary

hasAssociated

Student Advisor

Student Elementary Secondary

hasAssociated

Student Assessment Registration

Student Elementary Secondary

hasAssociated

Student District Enrollment

Student Elementary Secondary

hasAssociated

Student District Registration

Student Elementary Secondary

hasAssociated

Student School Assignment

Student Elementary Secondary

hasAssociated

Student Section Assignment

Student Elementary Secondary

isASynonymOf

Learner

Student Elementary Secondary

participatesIn

Class/Section

Student Elementary Secondary

participatesIn

Student Collaboration Group

Student Elementary Secondary

receivesServicesFrom

Substitute Teacher

Student Elementary Secondary

receivesServicesFrom

Teacher

Student Elementary Secondary

type

Client

Attributes

Show All
Ability Grouped Status
Absent Attendance Categories
Academic Honors Type

Activity Code

Activity Curriculum Type

Activity Involvement Beginning Date

Activity Involvement Ending Date

Activity Leadership/Coordinator Participation Level

Activity Level

Activity Title

Activity Type

Additional Geographic Designation

Additional Post-school Accomplishments

Additional Special Health Needs, Information, or Instructions
Address Type

Admission Date

Admission Status

Ala Carte Non-Reimbursable Purchase Price

Alias
Allergy Alert
American Indian or Alaska native
Amount of Activity Involvement
Amount of Non-school Activity Involvement
Apartment/Room/Suite Number
Asian
Assessment Reporting Method
Assignment
Assignment Finish Date
Assignment Number of Attempts
Assignment Type

Assignment/Activity Points Possible

At-Risk Indicator

At-Risk Status

Attendance Description

Attendance Status Time

Awaiting Initial Evaluation for Special Education

Base Salary or Wage

Birthdate

Black or African American

Boarding Status

Born Outside of the U.S.
Building/Site Number

Bus Route ID

Bus Stop Arrival Time
Bus Stop Description

Bus Stop Distance

Bus Stop from School ID

Bus Stop to School Distance

Bus Stop to School ID

Career and Technical Education Completer

Career Objectives
Change in Developmental Status
Citizenship Status

City
City of Birth
Class Attendance Status

Class Rank

Cohort Year

Community Service Hours

Compulsory Attendance Status at Time of Discontinuing School

Condition Onset Date

Corrective Equipment Prescribed

Corrective Equipment Purpose

Country Code

Country of Birth Code

Country of Citizenship Code

County FIPS (Federal Information Processing Standards) Code

County of Birth

CTE Concentrator

CTE Participant

Daily Attendance Status

Day/Evening Status

Days Truant

Death Cause

Death Date

Developmental Delay

Diagnosis of Causative Factor (Condition)

Dialect Name

Diploma/Credential Award Date

Diploma/Credential Type

Discontinuing Schooling Reason

Diseases, Illnesses, and Other Health Conditions

Displacement Status

Distance From Home to School

Dwelling Arrangement

Dwelling Ownership

Early Intervention Evaluation Process Description/Title

Economic Disadvantage Status

Education Planned

Electronic Mail Address

Electronic Mail Address Type

Eligibility Status for School Food Service Programs

Emergency Factor

Employment End Date

Employment Permit Certifying Organization

Employment Permit Description

Employment Permit Expiration Date

Employment Permit Number

Employment Permit Valid Date

Employment Recognition

Employment Start Date

End Date

End Day

End of Term Status

English Language Proficiency Progress/Attainment

English Proficiency

English Proficiency Level

Entry Date

Entry Type

Entry/Grade Level

Established IDEA Condition

Evaluated for Special Education but Not Receiving Services

Evaluation Date

Evaluation Extension Date

Evaluation Location

Evaluation Parental Consent Date

Evaluation Sequence

Exit/Withdrawal Date

Exit/Withdrawal Status

Exit/Withdrawal Type

Experience Type

Expulsion Cause

Expulsion Return Date

Extension Description

Family Income Range

Family Perceptions of the Impact of Early Intervention Services on the Child

Family Public Assistance Status

Federal Program Participant Status

Fee Amount

Fee Payment Type

Financial Assistance Amount

Financial Assistance Descriptive Title

Financial Assistance Qualifier

Financial Assistance Source

Financial Assistance Type

First Entry Date into a US School

First Entry Date into State

First Entry Date into the United States

First Name

Former Legal Name

Full Academic Year Status

Full-time Equivalent (FTE) Status

Full-time/Part-time Status

Future Entry Date

Generation Code/Suffix

Gifted and Talented Status

Gifted Eligibility Criteria

GPA Weighted

Grade Earned

Grade Point Average (GPA): Cumulative (High School)

Graduation Testing Status

Head of Household

Health Care History Episode Date

Health Care Plan

Health Condition Progress Report

Highest Level of Education Completed

Hispanic or Latino Ethnicity

Homeless Primary Nighttime Residence

Homeless Unaccompanied Youth Status

Homelessness Status

Honors Description

Hospital Preference

IDEA Status

Identification Code

Identification Procedure

Identification Results

Identification System

IEP Transition Plan

IFSP Goals Met

Illness Type

Immigrant Status

Immunization Date

Immunization Status

Immunization Type

Immunizations Mandated by State Law for Participation

Impact of Early Intervention Services on the Family

In-school/Post-school Employment Status

Individualized Program Date

Individualized Program Date Type

Individualized Program Type

Information Source

Initial Language Assessment Status

Injury Circumstances

Injury Description

Insurance Coverage

International Code Number

IP Address

Language Code

Language Type

Languages Other Than English

Last/Surname

Last/Surname at Birth

Length of Placement in Neglected or Delinquent Program

Length of Time Transported

Life Status

Limitation Beginning Date

Limitation Cause

Limitation Description

Limitation Ending Date

Limited English Proficiency Status

Marital Status

Marking Period

Maternal Last Name

Meal Payment Method (Reimbursable/Non-reimbursable)

Meal Purchase Price (Reimbursable)

Meal Service

Meal Service Transaction Date

Meal Service Transaction Type

Meal Type

Medical Laboratory Procedure Results

Medical Treatment

Medical Waiver

Middle Initial

Middle Name

Migrant Certificate of Eligibility (COE) Status

Migrant Classification Subgroup

Migrant Continuation of Services

Migrant Last Qualifying Arrival Date (QAD)

Migrant Last Qualifying Move (LQM) Date

Migrant Priority for Services

Migrant QAD from City

Migrant QAD from Country

Migrant QAD from State

Migrant QAD to City

Migrant QAD to State

Migrant Qualifying Work Type

Migrant Residency Date

Migrant Service Type

Migrant Status

Migrant to Join Date

Migratory Status

Military Service Experience

Minor/Adult Status

Multiple Birth Status

Name of Country

Name of Country of Birth

Name of Country of Citizenship

Name of County

Name of Institution

Name of Language

Name of State

Name of State of Birth

National/Ethnic Origin Subgroup

Native Hawaiian or Other Pacific Islander

NCLB Title 1 School Choice Eligible

NCLB Title 1 School Choice Offered

NCLB Title 1 School Choice Transfer

Neglected or Delinquent Below Grade Level Status

Neglected or Delinquent Pre-test and Post-test Status

Neglected or Delinquent Program Placement Duration Status

Neglected or Delinquent Program Type

Neglected or Delinquent Progress Level

Neglected or Delinquent Status

Nickname

Non-course Graduation Requirement Date Met

Non-course Graduation Requirement Scores/Results

Non-course Graduation Requirement Type

Non-resident Attendance Rationale

Non-school Activity Beginning Date

Non-school Activity Description

Non-school Activity Ending Date

Non-school Activity Sponsor

Non-school Activity Type

Nonpromotion Reason

Notice of Recommended Educational Placement Date

Number of Days Absent

Number of Days in Attendance

Number of Days of Membership

Number of Dependents

Number of Hours Worked per Weekend

Number of Hours Worked per Work Week

Number of Minutes per Week Included

Number of Minutes per Week Non-Inclusion

Number of Tardies

Other Name

Overall Diagnosis/Interpretation of Hearing

Overall Diagnosis/Interpretation of Speech and Language

Overall Diagnosis/Interpretation of Vision

Overall Health Status

Participant Role

Participation in School Food Service Programs

Payment Source(s)

Percentage Ranking

Personal Information Verification

Personal Title/Prefix

Placement Parental Consent Date

Planned Assessment Participation

Points/Mark Assistance

Points/Mark Value

Points/Mark Value Description

Post-school Recognition

Post-school Training or Education Subject Matter

Postal Code

Preparing for Nontraditional Fields Status

Present Attendance Categories

Primary Disability Type

Primary Telephone Number Status

Program Eligibility Date

Program Eligibility Expiration Date

Program Eligibility Status

Program Exit Reason

Program of Study Relevance

Program Participation Reason

Program Placement Date

Program Plan Date

Program Plan Effective Date

Progress Toward IFSP Goals and Objectives

Promotion Testing Status

Promotion Type

Public School Residence Status

Qualified Individual with Disabilities Status

Race

Reason for Non-entrance in School

Recognition for Participation or Performance in an Activity

Reevaluation Date

Referral Cause

Referral Completion Date

Referral Completion Report

Referral Date

Referral Purpose

Related Emergency Needs

Released Time

Religious Affiliation

Religious Consideration

Residence after Exiting/Withdrawing from School

Residence Block Number

Resident

Resource Check Out Date

Resource Due Date

Resource Title Checked Out

Responsible District

Responsible District Type

Responsible School

Routine Health Care Procedure Required at School

Safety Education Status

School Choice Applied Status

School Choice Eligible Status

School Choice Transfer Status

School District Code of Residence

School Food Services Eligibility Status Beginning Date

School Food Services Eligibility Status Determination

School Food Services Eligibility Status Ending Date

School Food Services Participation Basis

School Health Emergency Action

School ID from which Transferred

Score Interpretation Information

Score Results

Screening Administration Date

Screening Instrument Description/Title

Screening Location

Section 504 Status

Service Alternatives

Service Category

Service Plan Date

Service Plan Meeting Location

Service Plan Meeting Outcome

Service Plan Meeting Participants

Service Plan Signature Date

Service Plan Signatures

Sex

Social Security Number

Social Security Number (SSN)

Special Accommodation Requirements

Special Diet Considerations

Special Education FTE

Start Date

Start Day

State Abbreviation

State FIPS (Federal Information Processing Standards) Code

State of Birth Abbreviation

State Transportation Aid Qualification

State-assigned Code for Institution

State-assigned County Code

Street Number/Name

Student Program Status

Substance Abuse Description

Technology Literacy Status in 8th Grade

Telephone Number

Telephone Number Type

Telephone Status

Title I Instructional Services Received

Title I Status

Title I Supplemental Services: Applied

Title I Supplemental Services: Eligible

Title I Supplemental Services: Services Received

Title I Support Services: Services Received

Title III Immigrant Participant Status

Title III LEP Participation

Total Cost of Education to Student

Total Distance Transported

Total Number in Class

Transition Meeting Date

Transition Meeting Location

Transition Meeting Outcome

Transition Meeting Participants

Transition Plan Signature

Transition Plan Signature Date

Transition Service Description

Transportation at Public Expense Eligibility

Transportation Status

Tribal or Clan Name

Tuberculosis Test Type

Tuition Payment Amount

Tuition Status

Uniform Resource Identifier

Unsafe School Choice Offered Status

Unsafe School Choice Status

User/Screen Name

Voting Status

Ward of the State

White

Work Experience Paid

Work Experience Required

Work Type

Zip Code

Zone Number

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Remember– the Utah State Office of Education’s official statement still goes like this:

Nothing in Utah’s adoption of the Common Core State Standards promotes data mining of student’s personal information or other inappropriate use of student data. The Utah State Board of Education is committed to student and teacher privacy and will not share personally identifiable data.

–Please contact the state school board! I don’t think they understand what the Utah SLDS is doing, nor how weak the current policy is, against the mighty designs of the federal government, how the Common Core standards and tests play into the data mining scheme, or what the U.S. Department of Education has done to circumvent parents and Congress.

The Utah State School Board’s group email address is Board@schools.utah.gov

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15 responses to “What Is Being Data-Mined Without Parental Consent?

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  1. Sorry ladies but I think the only alternative parents will have is to either submit to the communist plot or withdraw your children from school. Believe me if we had a national movement to withdraw children from school leaving the classrooms empty and BEP reduce to $0 the schools and the states will stop Common Core in a week. Sorry but time to take bold action and stop all the pussy footing around!!! We need to stop begging our elected officials to do what the voters want. WE have the power to stop this NOW if we take to the brave, bold steps needed to make it happen. All this begging and disruption to our lives and the lives of our children is not necessary. Lets start getting serious about this.

    • I think I agree…..I have home schooled my children for the last 5 years. and will continue to do so..but I will be letting others know, who have their children in public school about this issue. I am sure they have NO clue.

  2. There is no need to collect ANY data. This country produced some of the greatest minds the world has ever seen prior to the computer being invented. There is no need to collect data except for devious reasons.

  3. If you are in a charter school or if you are home schooling you will still be impacted by common core, if my understanding of what is taking place, because the SAT and ACTs are going to be realigned to the curriculum/standards – the CEO who helped write this is now in charge of the College Board….and if your Board of Educations inform you that they are not submitting this data to the “cloud” be aware that the next administration might and the pressure will be forthcoming from the top

    Jack Scheidell

    • Elite private schools are not using Common Core and some of these schools even ban the use of computers in the classroom. So why aren’t they worried about the SAT? Don’t let fear of the SAT convince you to dumb your child down and let the government violate his or her privacy.

  4. Christel, I can’t thank you enough for putting all this together. You have shown me things I didn’t know before and I am printing like crazy. I have to agree with Karen Bracken, we need to pull our kids out of the system and let them sink under their own destructive ways. They are playing with our children’s future and that is not tolerated! I have pulled my kids out of the public school and have dedicated even more of my life to giving them the best we possibly can.

    Debbie Higginbotham
  5. I have also pulled my kids from public school and now private school here in Nevada. The many things I did not like about public school I now know were Common Core related. So we put our children in a private Christian school. They were there last year and we loved it. Now this year they informed parents that they were going to begin implementing the “wonderful CC standards!” Ugh….!!!! So after my losing battle (to the board) of bringing the dangers of Common Core to this wonderful little school we let the kids finish up the year and we now home school with a non CC aligned Christian curriculum!

    In my opinion we should ALL be taking our kids OUT of public school. We need to make a stand as parents and they will get the point when they have no children there! No children=No money! I feel so many parents think that their kids “have” to go to public schools.
    So even though we are now a home schooling family I realize that my fight against CC is not over. This evetually WILL affect home schoolers. It may in fact even be the begining stages of outlawing home schooling. How can they indoctrinate our children if they are not in public schools?

    Anyway, my point is even if you pull your children from public/private school you have to continue to get Common Core OUT of our schools!

  6. From my point of view taking your child out of school does establish a point, but I remind you that your child will be impacted by the common core and the data mining. For the moment he/she is protected by your move, but what about the other students who do not have parents capable of this avenue – home schooling, charters, or private?

    My attack to the solution would be – is to go to the local boards of ed, state board of eds and to your state
    representatives – in groups with petitions – vote the reps out who do not concur – an election is upon them – write letters to Obama – flood the phone banks – Use the Constitution – news paper adds – tv news interviews – what ever means necessary to help all children.

    Jack Scheidell

  7. I was able to click on this link this past week-> http://nces.ed.gov/forum/datamodel/eiebrowser/techview.aspx?instance=studentElementarySecondary but now it’s not working. Hmm.

  8. Pingback: What Is Being Data-Mined Without Parental Consent? | Idahoans For Local Education

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  12. These “biological sensory tracking devices” sound exactly like a Scientology E-Meter. Scary! Thanks for the great blog!

  13. Pingback: Has Your School Adopted All-Year-Round Common Core Testing? | COMMON CORE

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