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. Look at all four, equally being pushed alongside the Common Core, 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