Click to hear this week’s KFI radio interview with Dr. Bill Evers on Common Core, on KFI AM, Los Angeles. Dr. Evers is a scholar at the Hoover Institute of Stanford University. He has been an outspoken critic of the Common Core initiative from the beginning of the movement.
In addition to this radio Q & A with Dr. Evers, you’ll get to hear some VERY lively clips of parents, including a terrible one I hadn’t heard before about “daddy-baby biology”. (It is an example of the kinds of negative “curricular” value shifting that’s trickling into school rooms now, as more and more local control goes away under the Common Core power shift.)
In this interview, Dr. Evers also reminds listeners that they can legally opt their children out of any test for any reason at any time.
Conspiracy theory: not. This is conspiracy fact.
It’s become impossible to ignore the Constitutionally illegal federal takeover of education that uses federal grants, corporate partnerships with federal agencies, and now, the federal budget, to wrench power away from “we the people.” They are successfully moving the levers of control from us to these non-transparent, unaccountable-to-voters, closed-door organizations which are officially partnered with the federal government.) The voter and her representatives are forgotten in the process.
I didn’t know, until I read Neal McClusky’s blog at Cato Institute this week, though, that Obama had planned to cement Common Core via his latest budget proposal. But now I’ve seen it for myself.
If Obama succeeds unimpeded by Congress, how will states still claim the option of withdrawing from the Common Core –and all the tests and data collection that Common Core entails? How I hope Congress is watching –and will act. This is where we need those checks and balances –ACTING.
President Obama, McClusky explained, ”wants to make the Core permanent by attaching annual federal funding to its use, and to performance on related tests. Just as the administration called for in its 2010 NCLB reauthorization proposal, [the President] wants to employ more than a one-time program, or temporary waivers, to impose “college and career-ready standards,” which–thanks to RTTT and waivers–is essentially synonymous with Common Core. In fact, President Obama proposes changing Title I of the Elementary and Secondary Education Act – of which NCLB is just the most recent reauthorization – to a program called “College- and Career-Ready Students,” with an annual appropriation of over $14 billion.
This was utterly predictable … RTTT was the foot in the door, and once most states were using the same standards and tests, there was little question what Washington would eventually say: “Since everyone’s using the same tests and standards anyway, might as well make federal policy based on that.”
Perhaps given the scorching heat the Common Core has been taking lately, most people didn’t expect the administration to make the move so soon, but rational people knew it would eventually come. Indeed, the “tripod” of standards, tests, and accountability that many Core-ites believe is needed to make “standards-based reform” function, logically demands federal control… the end game is almost certainly complete federal control by connecting national standards and tests to annual federal funding. And that, it is now quite clear, is no conspiracy theory.”
So much for the Utah State Office of Education’s oft-published claim that Common Core is federal-strings-free. Maybe now they’ll remove those lies from the USOE website. Maybe now our State School Board will stop dismissing people’s concerns by assaulting them with the label “conspiracy theorists.” Maybe.
But I’m finding no relief in the thought that the state school board can’t keep calling us names anymore. (It really never bothered me that much, to tell you the truth. I just took it as a sign of their confusion.)
But I wish– oh, how I wish– that Utah had never given away the right to keep control. We had a Constitutional RIGHT to locally control that “tripod” — standards, tests, and local accountability. We did not fight for it. Too few made a peep.
If Obama’s budget succeeds, we appear to be toast.
Call your Congressmen.
P.S. If you live in Utah, be the 10,000th petition signer at http://www.utahnsagainstcommoncore.com
Utah parents, please take note:
Diana Suddreth, a curriculum director at Utah’s State Office of Education, sent out this email today:
From: Suddreth, Diana <Diana.Suddreth@schools.utah.gov>
Date: Mon, Mar 3, 2014 at 9:06 AM Subject: HB342
Just a heads up that today in the House Education Standing Committee HB342 (Powers and Duties of the State Board of Education by Rep. Layton) will be heard.
This bill essentially gives more power to parents over curriculum standards, would prohibit us from adopting any national standards, and would require a revision of our current math and ELA standards.
Go to www.le.utah.gov to read the bill and find additional information should you want to take any action. Rep. Layton has promised a substitute that will be softer but as of yet, the original bill is still on the agenda.
Sydnee Dickson, Ed. D.
Director, Teaching and Learning
Utah State Office of Education
Please note Utah has a very broad public records law. Most written communication to or from our state employees regarding state business are public records availiable to the public and media upon request. Your email communication may be subject to public disclosure.
Karl G. Maeser Preparatory Academy, in Lindon, Utah, is the first public school in Utah to issue a letter to the State School Board that asks the board to reject Common Core and return to time-tested, legitimate education.
The letter is posted here. The board of directors of this public charter school writes that the Common Core Standards compromise Maesar’s educational mission and purpose. They say that Common Core Standards were adopted without an opportunity for the local school districts or parents to review them first. And they urge the state school board, Governor Herbert, and the Utah legislature to replace the Common Core with locally vetted standards.
Amen, Karl G. Maeser Academy.
Parents and teachers against Common Core in New York are celebrating the fact that both Democratic and Republican legislators are now taking a stand against the Common Core.
Why are the two parties coming together?
Senator George Latimer (D) -Westchester County, wrote an article for the Albany Times last month that explained it well:
“For decades we have heard the rallying cry that American students’ performance is falling behind that of students in other countries and for decades education experts have attempted to come up with ONE solution. This time, under the guise of making students more prepared for a global economy, New York has adopted the “Common Core” standards and is forging ahead at breakneck speed to implement a new top-down education mandate on local school districts. Without dissecting the validity of the “global competition” argument, there are elements of the Common Core’s implementation in New York that must be addressed first.
… There is something wrong with asking our students to perform at a higher level without properly preparing them. There is something wrong with asking someone in Albany or beyond to evaluate a student in Brooklyn the same as one in Bedford or Buffalo.
There are many issues with New York’s implementation of Common Core, and the concerns are not limited to a small contingent, as some have suggested. Real people who have students in schools and are of every ethnic, socioeconomic, gender, age and geographic makeup share reservations about the Common Core. It is also an issue that does not pit Democrats versus Republicans; it is truly about the students.
New York is asking students to take exams based on curricula that are not fully implemented in and certainly not readily embraced by those who are actually in classrooms every day. Yet proponents of Common Core continue to move forward without compromise.
With significant corporate interests behind the shifts toward a “global” education system, I think it is imperative to analyze this in a business-oriented manner.
Many business school students and graduates are surely aware of failure of the “New Coke” initiative in the early ’80s, a product that the top brass of Coca-Cola were convinced would usher in a new generation of an already successful brand. Consumers rejected it, prefering they product they already knew and liked.
Aggregate scores from the entire state have already slipped in the first year of these new tests, and we know our students are not X percent less intelligent than they were the previous year. The scores dropped because the top officials at the Education Department, like those at Coca-Cola in the ’80s, are convinced that they have a new “brand” of education that will usher in a new generation of globally competitive students. The scores dropped because in its haste to implement the new “brand” of education, SED did not do “consumer” research and development before bringing this product to New York’s education “marketplace.”
The critics of elements of the Common Core, myself included, are not against having students who are able to understand the “why behind how things work,” but we are opposed to a one-size-fits-all approach to educating children in a state, nation and world where one size rarely fits all.
… the outcry against specific aspects of the Common Core — the lack of preparation, privacy of student data, and over-reliance on testing — is an opportunity for us to respond to consumer feedback and adjust to the market. … [P]roponents have failed to properly assess the need for a completely new product in their market, and if we don’t evaluate the public opposition to the Common Core as a gauge of the education market, we will make a mistake that will hurt our children.”
Two leaders who make judgments for our schools –two whose judgment I wish we were able to trust, each have made statements: that high-stakes tests and data mining are unrelated to Common Core standards.
This is a fact-checking post.
First, look at their statements:
Our governor’s education advisor, Tami Pyfer, was quoted in the Morgan News: “while not related to the Common Core, data mining and over-testing ‘will not be happening with Utah students.’” The Morgan News also wrote that Pyfer: “is concerned with high stakes testing and test results being used for purposes the tests were not originally designed for. ‘We do not support high stakes testing.‘”
Pyfer also wrote, at a blog called The Blue Hat Movement:
“I’m confused about how/why you are connecting assessment issues, like the one in this video, to the Common Core Standards.“
Meanwhile, Superintendent Martell Menlove has also said in many settings that he has concerns with high stakes testing and data mining –but says that he does not understand the relationship between high stakes testing and the Common Core. In emails to the public he has also written, “I am not aware of any additional data reporting requirements that are associated with Common Core.”
Oh, Dear. Tami and Martell!
Utah’s new school test is inseparable from the Common Core standards.
(FYI, readers, the test goes by many names: Computer Adaptive, AIR/SAGE, Utah Core, Common Core). And neither is the data-mining inseparable from Common Core, with its CEDS (common education data standards) and its SLDS (my nickname: longitudinal student stalking system).
Here are several hard-to-ignore reasons why:
1.) Utah’s 2012 house bill 15 makes Computer Adaptive Testing the law in this state, and it uses specific language that mandates that Common Core standards are used for the Common Core Computer Adaptive Tests for all Utahns.
2.) The four assurances or four key reforms for which the executive branch gave ARRA stimulus dollars (in exchange for Utah’s agreement to obey them) included common college and career-readiness standards, tests, and data collection. It was always a package deal.
“SFSF requires progress on four reforms ….
1.Making progress toward rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students, including English language learners and students with disabilities;
2.Establishing pre-K-to college and career data systems that track progress and foster continuous improvement;
3.Making improvements in teacher effectiveness and in the equitable distribution of qualified teachers for all students, particularly students who are most in need;
4.Providing intensive support and effective interventions for the lowest-performing schools.”
3.) The federal government paid for the Common Core tests and mandated in its test grant contract that testing groups align to one another and to Common Data Collection standards and to Common Core Standards. The standards promoters use veiled language and most often refer to Common Core as “college and career ready standards” instead, but they have been specifically defined on the ed.gov official website in a way that can only be interpreted as the Common Core. Utah’s testing group, AIR, is officially partnered with SBAC, which is under mandate to align its tests with Common Core and with the other testing groups.
4. The lead sponsor of Common Core Standards, Bill Gates, spoke at at national Conference for State Legislatures. He said that “We’ll only know if this effort has succeeded when the curriculum and tests are aligned to these standards.” This alignment has been the point all along. (Wouldn’t the man who funded multimillions of dollars toward the creation, development, marketing, implementation, and curriculum development of Common Core know what the goal was to be?)
5. The Council of Chief State School Officers, to which Supt. Menlove belongs, co-created and copyrighted Common Core. The CCSSO officially partnered with the Department of Education toward a common goal to collect “data on the national level” (see below) and to “coordinate assessments” –and to use the Common Core standards which CCSSO co-wrote.
It is difficult for me to understand how Menlove, who belongs to the CCSSO, or how Pyfer, who works so intimately with both the NGA and CCSSO, can mentally separate the Common Core aligned, high-stakes tests from the goals of the Common Core standards creators themselves.
Take a closer look at the CCSSO/EIMAC website:
“Education Data & Information Systems Programs:
Common Education Data Standards (CEDS)
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 States Department of Education. Educators and policy makers need clear, consistent data about students and schools in order to draw valid comparisons between key indicators of educational success and identify areas where we can improve classroom instruction and student support from early childhood through K-12 education to post secondary education and the workforce.
Education Information Management Advisory Consortium (EIMAC)
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.”
In light of these five points, can anybody honestly say that they cannot see a connection between the Common Core test and the Common Core high stakes AIR tests? Are we still to be called “conspiracy theorists” (my school board member Dixie Allen’s latest term of endearment for me) –for declaring that the tests and standards are one, are inseparable, and are equally harmful to our schools and to our liberties?
So, having made this point, now let me share what Principal Bob Schaeffer of Colorado shared with me today: a compilation of how bad the national Common Core high-stakes testing is waxing.
NEWS UPDATE: NATIONAL PROBLEMS WITH HIGH-STAKES TESTS
Former U.S. Labor Secretary Robert Reich Blasts “Obsessive Focus on Standardized Tests” http://dianeravitch.net/2014/02/19/robert-reich-on-standardized-testing/
Test Score Pressure May Lead to More ADHD Drug Prescriptions http://online.wsj.com/news/articles/SB10001424052702304275304579392932032900744
NCLB Waivers Reinforce Flawed Accountability Measures http://blogs.edweek.org/edweek/inside-school-research/2014/02/waivers_missed_opportunities.html
Testing Resistance & Reform Spring Alliance Formed to Bring Sanity to Education Policy
Timely Statement by Former U.S. Labor Sec. Robert Reich on Eve of Testing Resistance & Reform Spring Launch
Campaigns Against Test Misuse, Overuse Explode Across Nation
New National Alliance Aims to Unite Grassroots Opposition to Testing Overkill
High School Grades Are Better Predictors of College Performance Than Test Scores Are
New Report: Test-Optional Admissions Promotes Equity and Excellence
The Failure of Test-Based School “Reform” — By the Numbers
Test-Based “Accountability” Does Not Work
No High-Stakes Testing Moratorium, No Common Core
Common Core Testing Costs Strain Rural Schools
Washington State Senate Revolts Against Teaching to the Test
Feds Threaten Washington State With Return to NCLB Testing Rules
Chicago Parents Organize Opt-Out Campaign
Left and Right in Colorado Agree on Testing Cutback
Colorado Students Take a Stand Against One-Size-Fits-All Test-Driven Education
N.Y. Gov. Cuomo Continues to Support Common Core Test-Based Evaluation
Computerizing a Poor Standardized Exam Does Not Magically Make it Better (or Stop Test Score-Misuse)
Common Core Assessments: Myths and Realities
Teacher Apologizes to Third Grades for Being Forced to Label Them with Test Scores
Mom of Severely Disabled Boy Asks Florida School Board to Let All Kids Experiencing “Pain and Suffering” Opt Out of High-Stakes Testing
Washington, D.C. Mayoral Candidate Says Test-Driven Schooling is a Failure
Important New Book: “50 Myths & Lies That Threaten America’s Public Schools” by David Berliner, Gene Glass and Associates
Representative Dana Layton
I sent a an email letter to my representatives, asking them to vote yes on Represenative Dana Layton’s bill HB0342.
The bill would return local control to Utah’s educational system. Utah needs this bill. I hope every Utahn writes to his or her legislators and begs them to pass this bill.
For those who don’t know, Rep. Layton’s bill “specifies procedures for the development and adoption of core curriculum standards for English language arts, mathematics, science, and social studies, including: the establishment of a standards development committee consisting of parents, teachers, and representatives of school districts, business, and higher education to assist the board in developing standards; and public review and comment of draft core curriculum standards; equires the State Board of Education to establish a standards review committee consisting of 15 parents of Utah public education students to review proposed core curriculum standards for English language arts, mathematics, science, and social studies; requires the State Board of Education to maintain control of, and the power to modify, core curriculum standards for English language arts, mathematics, science, and social studies; and requires the State Board of Education, on or before July 1, 2016, to adopt revised core curriculum standards for English language arts and mathematics that are developed specifically for Utah.”
All day, I keep asking myself, why would the state school board NOT want this, not want a return to local control of education?
Anyway, I copied my letter (email number one, below) to legislators also to the school board.
Dixie Allen, my state school board representative, wrote back to me and to the same legislators, saying that what I had written was untrue. It’s not every day that I get called a liar, and I dislike it, for some reason. I doubt the school board enjoys it, either. So rather than rebut the lies, I simply wrote again, asking the legislators to fact-check for themselves. The truth can stand up under close inspection. Empty claims cannot.
Then Dave Thomas, another state school board member, sent the legislators and me the Utah State School Board’s link to a wordy, undocumented, verbiose posting –which is without any footnotes, without links or proof of truthfulness –and he said it “explains its position, inclusive of documentary evidence.”
Sigh. I try to keep giving the board the benefit of the doubt; they were rushed into Common Core adoption; they wanted that Race to the Top grant application turned in so fast; they made trusting assumptions about what the quality of the standards would be once they actually had the opportunity to study them; they asumed the standards had been pilot tested; whatever.
But now, now in 2014, when it’s been made so clear and obvious that the standards are not what they claimed to be, now that it’s so clear and obvious that we’ve traded local control for a substandard mess of pottage– now can’t we just ‘fess up and agree that Utah made a big mistake, a mistake anyone in the shoes of the state board could have made and would likely have made– and just turn around now and walk away from the mistake? Why hold on to this judgment error with such doggedness? It is not too late for us to change our course. In fact, the longer we stay in Common Core, the more money we waste and the more entrenched our curriculums are becoming in this substandard and centrally controlled monster.
So, here are all those emails in case anyone is interested.
EMAIL NUMBER ONE: (It was very long so I am not copying the whole thing; it’s just the Common Core 101 research that I cut and pasted from the front page of my blog.)
From me to the legislators and school board:
Please Pass HB 342. This is why:
EMAIL NUMBER TWO:
From Dixie Allen of the state school board:
Since many of you are my constituents or my respected representatives at the State Level, I feel like you need to understand that most of what Christel has alluded to is untrue.
First, the standards were written under the control and supervision of the nation’s Governor’s Association and the Chief State School Officers, by experts in the field, including our own experts from USOE and several of our college professors.
We did not receive any money for adopting the standards, but did save money because we did not need to go through the traditional method of upgrading our standards by bringing in experts in the field for days and weeks to help write and rewrite the upgraded standards for Math and English/Language Arts.
We continually at the State Office and State Board level, try to explain that we upgrade Standards in all areas of the curriculum about every 5 years. We have been working on Social Studies for the past two years. We have and will tweak and upgrade the Common Core Standards as we move forward. We have already added back in Cursive Writing into the Language Arts Standards and have asked teachers not to use some recommended readings, as they do not seem to be suitable for the age of students we are addressing. We will continue to upgrade and revise all our standards to insure they are the best standards for the expectations of our students as they move into college and careers.
I have often told my constituents that as a teacher and principal and curriculum director in the public schools for over 26 years, I see such great promise for especially the mathematics standards, as they make it possible for all students to become competent in the higher levels of mathematics, which before was a “stair step approach”, which many were not able to make it through in the 4 years of high school. Now we introduce some of the advanced mathematics concepts in late elementary and middle school, thus providing the opportunity for all students to receive the proper amount of mathematics instruction to enter STEM Fields and almost any college or career program they wish to pursue.
The same advantage is true of the English/Language Arts curriculum as it helps students identify and understand complicated texts, written to explain history, mathematics, etc. All of which is needed at the College and Career level.
Finally, if the legislature or any other group suggests or insists that we throw out the Common Core Curriculum, which has been in place for three plus years in our schools, it will cost millions of dollars to replicate standards that are as effective, and the school system will have to throw out years of work on creating curriculum and assessments to meet these standards.
Please allow the educators in the field, with help from USOE and our professors of higher learning work to upgrade these standards as we move forward, knowing that there has been and will always be invitations to parents and constituents to give input into any upgrades — as was the case with the Common Core. At the State Board and Utah State Office of Education level, we are always frustrated that the invitation to become involved in reviewing standards or test items is overlooked or possibly not shared with all that wish to be involved — however, in the case of the Common Core, I believe that most of those speaking out against the Core are not talking about the Standards or the Curriculum, but the intrusion of the Federal Government. I wish all could see that this set of standards was a coalition of Governors and State School Officers who knew we needed better standards and enough of our Nation using such standards to receive quality textbooks and computer programs to help teachers teach it in our schools.
I do hope that you will look at this issue realistically in relationship to insuring that our students can and will compete for quality higher education and careers, both within our state and throughout the nation and world.
Thank you for your service and continued support of our educational system!!
Dixie Allen, Region 12
Chair, Standards and Assessment
Utah State Board of Education
EMAIL NUMBER THREE
From me again:
It is time for the truth to stand up to fact-checking. I have given documented links
to all of my statements about Common Core, while you and the state school board continues to give none.
Let the legislators and the people do the fact-checking and look at documentation rather than words and claims.
Dixie, I am an honest and truthful reseacher and I will gladly alter anything if you can show me I have written anything false. Will you do the same?
EMAIL NUMBER FOUR:
From Dave Thomas of the state school board:
The State Board has had a website for a long time that explains its position, inclusive of documentary evidence. If you would like to read the State Board’s position it is at http://www.utahpublicschools.org/index.html.
David L. Thomas
Utah State Board of Education
1st Vice Chair
EMAIL NUMBER FIVE:
From Dixie Allen again:
As Dave Thomas suggests, we have done that!!
EMAIL NUMBER SIX:
Dixie, you have not.
Your claims are never linked to documentation. And you don’t acknowledge ours.
The USOE’s claims about Common Core are wordy and empty. Why not show me where Utah has a voice over amending the shared core? Show me how a teacher can have a voice in what will be tested. Show me where these experimental standards were tried in a classroom anywhere successfully prior to being foisted on all the states. Show me proof that deleting classics will improve literacy!
This is a giant academic fraud no matter how many people say it’s improving standards.
It is false to rob students of classical literature to 70% by senior year. It’s wrong to diminish the teaching of the personal narrative essay.
It is a crime to steal calculus and other higher level math from high school students.
It is absurd to make little children do the type of math they are being forced to do.
Almost weekly I get letters from people who are pulling their children out of math or all of public education. They want to know what they can do. I tell them to ask you. Your board has destroyed good education in this state and we are angry and we are not about to back down until you make it right.
A REPORT ON THIS WEEK’S STOP COMMON CORE RALLIES
This week, and especially Tuesday night, the Common Core Initiative took some tough hits. All on the same night, Florida had a newsmaking Common Core protest while Missouri had its Stop Common Core event, while here in Utah about 600 people gathered at the Capitol; on Wednesday, South Carolina was up to bat. More and more, people are taking a stand for local control: for the end of any involvement with Common Core.
Deseret News and Salt Lake Tribune reporters attended the Utah rally; read their reports here and here.
Here’s my shorter version of the events: photos first.
Siri Davidson, a Utah mother who began to home school her children because of Common Core math
Volunteers explained to attendees how to opt out of Common Core tests.
Attendance was strong at Salt Lake City’s rally to Stop Common Core on Tuesday night
Judge Norman Jackson, who gave the prayer, in this photo is on the front row, left.
After a prayer and a song, the rally began with Representative Brian Greene speaking about fairness and transparency in state school board elections. His new bill –if it gets a chance to be heard– creates it: House Bill 228. He asked Utahns to please write to the representatives and ask them to help push that bill out of committee so legislators may vote on it.
Representative Dana Layton spoke about her bill to restore local control of education, House Bill 342. She quoted Diane Ravitch’s words about Common Core from the speech/article “Everything You Need To Know About Common Core.”
State Senator Margaret Dayton spoke about the need for informed citizens and for a return to local control and away from Common Core.
Psychotherapist Joan Landes spoke about the psychological devastation that the age-inappropriate Common Core and its experimental testing wreaks on students.
Three essay winners read their essays and won boxes of Mrs. Cavanaugh’s chocolates: Brian Halladay, a member of the Alpine School Board; Amy Mullins, a teacher; and Cami Isle, a teacher. All the essays that were entered into the contest will be posted at Utahns Against Common Core.
I got to introduce these three writers, and got to explain why we held the essay contest. In the spirit of restoring legitimate learning and the joy of reading and writing, Utahns Against Common Core aimed to model the practice of written human conversation and critical thought –which happens in personal essays.
Common Core doesn’t encourage personal writing. It prefers technical writing and info-texts. In fact, David Coleman, lead architect of Common Core, explained why he ditched personal writing: ““As you grow up in this world you realize that people really don’t give a !% #*^ about what you feel or what you think… it is rare in a working environment that someone says, ‘Johnson I need a market analysis by Friday but before that I need a compelling account of your childhood.’ ” Coleman mocks personal writing and slashed it, as he also slashed the allowable amounts of classic literature, starting in elementary grades at just 50% but cutting more and more– until, as high school seniors, students must devote 70% of their readings to informational texts, allowing only 30% to be fictional stories, the stuff that makes us love reading in the first place. (Excuse me while I pull out my hair and scream.) So. Since Coleman mocks the personal essay and works to incrementally delete classical literature, we must work to restore them.
This is why we held the essay contest.
After the essay readings, teacher and author Sinhue Noriega spoke about Common Core being much more than just standards, and also being –despite proponents’ claims to the contrary– a curriculum; and he spoke about the unconstitutionality of the Common Core.
Attorney Ed Flint spoke about the Common Core-related law suit in which he is involved. Details here.
Radio host Rod Arquette spoke passionately, telling the story of how the Seattle Seahawks won the Superbowl this year in part because of the athlete who often asked the team, as his father had often asked him, “Why not you? Why not us?” Arquette turned the question to the audience. Why can’t we change the course of the Common Core? Why not us?
Representatives from the Left-Right Alliance, Libertas Institute, Utahns Against Common Core, FreedomWorks, and several other organizations spoke for just one minute apiece.
Dad Oak Norton and Mom Alisa Ellis closed the meeting with calls to action.
The words that stayed in my mind more than anything else from the evening were the words of retired Judge Norman Jackson’s opening prayer. These deserve to be remembered and pondered.
Judge Jackson prayed:
“Dear God and Father of us all,
We express our Gratitude for the time, means and opportunity to gather this day at the seat of our Government. We acknowledge our firm reliance on Thy Divine protection and guidance in all the affairs of life. And ask Thy forgiveness of our trespasses as we forgive those of others. Enable us to live with charity for all.
We thank Thee for the endowment of unalienable rights – including life, liberty and the education of our children. May our land, schools and homes be places of light, liberty and learning. Bless us and all citizens with the desire to be governed by correct principles. Bless those who govern with that same desire.
Protect parents, children and teachers from the designs of conspiring men and women. And from the pretensions of those who occupy high places. Preserve the sanctity of our homes from the decay of individual responsibility and religion. Stay the hands of those who would harm and offend our children. Grant us and all citizens the strength to be eternally vigilant in this great cause.
Bless the proceedings and participants of this gathering with Thy guiding influence and sustaining care. Bless us and our children with Thy holy light – we humbly pray in the name of Thy Son Jesus Christ. Amen.”
I like Superintendent Martell Menlove. He’s approachable, pleasant, polite; has a warm smile and even responds to emails.
But there is a problem. Dr. Menlove is not just any Utahn; he’s the State Superintendent. He supports Common Core and he’s a member of the Council of Chief State School Officers, which created and copyrighted Common Core (with the NGA).
Dr. Menlove is also on the Board of Directors of WestEd
, an organization with a key role in the creation of the Common Core tests.
I don’t know why he remains a member of these groups. Maybe he thinks he can influence them for good instead of having them drag him (and our state) down. Maybe. But Dr. Menlove told me once that the reason he supports Common Core is that the ACT and SAT do. He thinks that our students have to align with whatever ACT/SAT do because of college entrance traditions. (I suggested to Dr. Menlove that now that David Coleman has corrupted the college entrance exams
) down to Common Core standards, we should flee ACT/SAT and find alternative testing
for Utah students.) He did not agree.
Yesterday, my friend Oak Norton wrote a letter
to Dr. Menlove. He asked him to publically clarify whether Utah Core Standards are the same thing
as Common Core Standards because some people are of the false belief that Utah has independent math and English standards. Dr. Menlove wrote back and clarified. Utah does Common Core standards
. He wrote: “The Utah State Board of Education adopted the Common Core State Standards as Utah Core Standards in Math and English/Language Arts. I do not believe I have said anything contrary to this. If I have, I apologize.” (See? He is nice.)
But there’s still a problem. It’s never been made clear by him nor other leaders that because we do Common Core, we cannot control our own standards anymore. Whether our leaders don’t understand this, or choose not to understand this, or don’t want the people to understand this, is no matter. What matters is that people are confused.
Let’s not be confused. We can fact-check our leaders who say, ”Utah isn’t obligated to Common Core and we can easily alter “our” standards while still belonging to the Common Core Initiative”. It’s wishful thinking at best; lies at worst. Here’s why:
Look at 7 basic facts:
1. The Department of Education’s official website explains the conditions of getting ARRA money. It says:
“As part of its application for initial funding, the state must assure that it will take actions to: (a) increase teacher effectiveness and address inequities in the distribution of highly qualified teachers; (b) establish and use pre-K-through-college and career data systems to track progress and foster continuous improvement; (c) make progress toward rigorous college- and career-ready standards and high-quality assessments;
and (d) support targeted, intensive support and effective interventions to turn around schools identified for corrective action and restructuring.”
F.Y.I. - “College and Career Ready Standards and high-quality assessments” means only ONE thing to the federal government: COMMON CORE. Read their definitions page
Yes, we traded our educational freedom for federal ARRA money. Sad choice, Governor Huntsman. That’s where it all started: there were four assurances in that
signup (which included common standards
and assessments and data collection) that Governor Huntsman signed us up for in that State Fiscal Stabilization Fund
; the standards were one of the conditions. Data collection and testing were also included.
Maybe Dr. Menlove doesn’t know this. He really should.
2. BUT THERE IS MORE: the MOU
(Memorandum of Understanding) that the school board signed got us started further down the path of Common Core –this MOU, which was used in other federal funding applications, proved we were on the Common Core commitment train.
3. BUT THERE IS MORE: the NCLB temporary waiver application (see page 18)
binds Utah to COMMON STANDARDS.
4. BUT THERE IS MORE: the Common Core copyright page
itself binds users to precisely what’s written and offers no amendment process for states governed by the standards;
5. BUT THERE IS MORE: there is a 15% clause in the Achieve implementation manuals (see page 23)
and in the NCLB waiver and elsewhere, that is a “ceiling rule”, stifling what Utah can add to the Utah Core, and ensuring that anything Utah adds to the Common standards, including or beyond that 15%, won’t be tested
or recognized by the national testers nor written into the “acceptable” Common Core aligned curriculums
6. BUT THERE IS MORE. The lack of any amendment process for the states to alter the common standards should be a red flag to our leaders– whose duty is to protect us from the tyranny of corporate copyrights as well as to protect us from the tyranny of the federal Department of Education.
7. BUT THERE IS MORE. Even if we stand firm and reject the coming science
and social studies standards, which Dr. Menlove told us he would do, we are still standing without control over what our students will learn about history and science! We’ve been duped by David Coleman, lead Common Core creator and now College Board President.
This duping is clearly explained in a letter from another friend of mine, Jakell Sullivan, on the subject:
Oak Norton published Superintendent Menlove’s reply to his email where Dr. Menlove admits that we have indeed adopted Common Core; however, he does not make any effort to address the places where Utah is bound to the federal mandates—this is, in my opinion, a consistent effort by him and Board members to never address the actual reality of the situation. Please see Dr. Menlove’s response, and please keep in mind that the Common Core Standards creators were clever in their approach to telling states they were only adopting Math and English. The actual cover of the English Language Arts standards reads:
“English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects“
This was a sleight of hand by the Standards creators, and why parents around the country are beginning to see such wordy math problems. All subjects will be enmeshed under Common Core standards, providing an easier framework to slip ideas and beliefs into all subjects.
Here is video of CC architect, David Coleman, talking about how he threatened to resign from writing the standards unless “teachers in history and social studies, and tech subjects bear the responsibility of bringing their kids to literacy.”
But, it is not about bringing English into all subjects, it is about bringing all subjects together so that states, who would never accept the anti-American history standards, would be getting those standards through the back door through the recommended curricula.
Watch from about the 6 min.-7.5 min. point.
I hope legislators will find a way to vet what has actually occurred.
Please make your voice heard. Call or write to your local and state leaders. Let them know that this loss of local control is NOT OKAY with you. Speak up or you will lose your window of opportunity to defend freedom and your children’s rights. Silence is acquiescence.
Here’s contact information:
There are many Stop Common Core rallies happening now in Utah, Missouri, Louisiana, New York and elsewhere. The rallies come on the heels of a U.S. Senate resolution that denounced Common Core, signed by senators from South Carolina, Utah, Texas, Oklahoma, Iowa, and Wyoming.
Tonight, Tuesday, February 18th, at 6:30 at the State Capitol Building, Hall of Governors, is the Utah Stop Common Core rally. As the press release indicated, this is an action rally that sends a message to Utah legislators: “Stand up against Common Core or prepare to be voted out of office.”
Please, Utahns, come.
We need many hundreds of people here tonight. Your physical presence speaks more loudly than many other things. There is a battle going on, involving your children and their well-being. Drop your laundry folding and your soccer game and your genealogy club meeting and come; defend. I’ll tell you why.
If you care about liberty and local control, if you care about what your children will be learning in school and you want a voice in that, if you care about teachers being given respect and not micromanaged by an increasingly top-heavy government, if you care about the privacy of student data, if you think that classic literature should remain in schools, not edged out by “informational texts” down to 70% by the senior year, if you think that children should have access to calculus and other higher level math classes if they want to learn it, in high school; if you think traditional math algorithms are more valuable than group discovery of math pathways, if you believe in the U.S. Constitution’s guarantee that states, not federal forces or corporate boardrooms, should be directing schools; if you believe in the Declaration’s guarantee that innocent people will not be subjected to “unreasonable search and seizure” to which the educational SLDS tracking system does subject all schoolchildren; if you think schools should be using educational standards that are un-experimental, time-tested, and actually analyzed and vetted locally prior to adoption; if you want to send a message to the state school board and governor that we don’t want national sex standards, national social studies standards, and national science standards which are waiting in the wings to join our current math and English national standards; if you want to send a message that you believe in representation and not in having unelected corporate boards and untransparent, unelected groups like the CCSSO and NGA making decisions for US that we cannot alter; if you want to see independent thought and not just groupthink taking over the textbooks of our state and nation; if you believe in the principle of honest debate rather than profiteers paying for their version of reforms without the debate of the people ever happening; if you think education reforms should have something to do with parents and teachers rather than with bureaucrats and corporate partners— then COME TO THE RALLY TONIGHT. GOD BLESS YOU FOR COMING.
Speakers will each be giving 5-minute-or-shorter power speeches.
Utah Mom Alisa Ellis will be the Emcee.
Tonight’s speakers will be:
State Senator Margaret Dayton
Representatives Brian Greene and Dana Layton
Radio Host Rod Arquette
Attorney Ed Flint
Alpine School Board Member Brian Halladay – essay contest winner
Teacher Amy Mullins – essay contest winner
Teacher Cami Isle - essay contest winner
Agency Based Education – Oak Norton
Utahns Against Common Core – Renee Braddy
Teacher and Author Sinhue Noriega
Libertas Institute – Connor Boyack
Left/Right Alliance – Autumn Cook
Eagle Forum – Gayle Ruzicka
Mental Health Expert Joan Landes
There will be a meet-and-greet at 6:00 if you want to come early to ask questions.
…AND, IN OTHER PLACES….
THE NEW YORK RALLY:
The New York iREFUSE Rally will happen before the HST testing takes place in NY which is the following Monday (March 31st ) just after the rally. One of the goals of the rally is to help build awareness that a child can refuse the HST Common Core test. The iREFUSE New York community page: https://www.facebook.com/irefusethegreatamericanoptout
THE MISSOURI RALLY - HAPPENING TODAY:
THE LOUISIANA RALLY
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.
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.
Truth in American Education and Principal Bob Schaeffer of Colorado have compiled most of the following information and I thank them for it.
First, here are many of the Common Core, testing and student data privacy pushback bills happening right now, almost all over this nation:
Alabama tba; Arizona: SB 1121 SB 1153 SB 1095 HB 2316 SB 1310 ; Arkansas: HR 1007 SR 4; Colorado: SB 14-136; Connecticut: SB 53 Florida: PCB KTS 14-01: See Karen Effrem’s analysis of it here; HB 25 CS/HB 195 CS/SB 188 SB 232 SB 864 ; Georgia: B 167 SB 203 ; Illinois: HR0543 SR0638; Indiana: SB 91: This bill has passed the Senate 36-12 and will be considered by the Indiana House; Iowa HF 2140 HF 2141 SF 2123; Kansas tba; Kentucky: HB 5 HF 215; Louisiana: Here’s an article that discusses the work being done; Maryland: HB 76 SB 0578 SB 0579 SB 0408 Minnesota tba; Mississippi SB 2736; Missouri: HB 1708 HJR 74 SB 514 SB 798 SB 819 ; New Hampshire: HB 1239 HB 1508 HB 1262 HB 1586 HB 1496 HB 1587 HB 1238; New Jersey: S. 2973 A. 4403; New Mexico: SB 296: New York: A07994 S6604 S06267; Ohio: HB 237 HB 181 HB 193 HB 413; Oklahoma: HB 2786 HB 2849 HB 3331 HB 3166 HB 3399 SB 1146 SB 1310 Rhode Island: H 7095 South Carolina: SB 300 H. 3943 South Dakota: HB 1237: South Dakotans Against Common Core is against this bill. You can read why here. HB 1214 HB 1187 HB 1243 SB 63; Tennessee: SB 2405 HB 1549 SB 1835 (Tennessee Against Common Core is not excited about this bill.) HB 1826 HB 1825 SB 1985 HB 1828 SB 1984 HB 2253 HB 1697 HB 1696 HB 1841 HB 2453 SB 2559 HB 2290 SB 2057 HB 1882 SB 1470 HB 1705 Utah tba; Wisconsin tba; Wyoming: HB 0097
(To see a brief analysis of each bill, go to Truth in American Education.)
If you are a Utahn, did you notice Utah is on the “to be announced” list? We have no stop Common Core bill yet. We have too little political pressure from the people upon our leaders. So please: please come to the State Capitol next week, on Feb. 18th at 6:30-8:00 to show your concern for this issue. Please share this event where we will hear from and speak with legislators, parents and organizations who are opposed to Common Core. We need large numbers of people to show up and to show support, to get proper protections for our children here in Utah.
And here’s more related news:
Senate Republicans to Obama: No More Common Core Coercion http://dailycaller.com/2014/02/05/senate-republicans-no-more-common-core-coercion/#!
Both Houses of New York Legislature Support Two-Year Delay in Common Core Testing
Regents Likely to Stall Parts of Common Core Implementation
Parents and Educators Outraged by Regents Failure to Address Deeper Flaws
N.Y. PTA Survey Finds Students Stressed Out by Testing, Parents Opposed to Common Core Exams
Gov. Cuomo Appoints Common Core Proponents to Evaluate Common Core
Missouri Board of Ed. Plans Major Reduction in Testing
Alaska State Board of Education Supports Graduation Test Repeal
Virginia Senate Votes for Delay in Test-Based School Grades, Reduction in Testing Volume
Kentucky Ed. Commissioner: Kids Over-tested, Scores Misused
Connecticut Students Say Testing Fixation Kills Learning
“Guinea Pigs” and “Lab Rats” Storm Rhode Island State House as Student Protest Exit Exam
Students Aren’t “Guinea Pigs” — How Field Testing Hurts Children
Oregon Test is Wrong for Children
Parent of Dying Florida Boy Has to Prove Her Son Can’t Take Standardized Tests
Tennessee Teachers Fight Back Against Test-Fixated Evaluations
Exit Exams Make Diplomas, Jobs Elusive for Special Education Students
Technical Problems Plaque Nebraska Online Writing Exam
Chicago Opt Out Leaders Push Back Against Chief Executive Officer’s Hollow Threat
The 95% Participation Rate and How Schools Do Not Lose Funding
Test Scores = Voodoo Data for Evaluating Students, Teachers and Schools
Colorado School Testers Flunk Themselves
Federal Court Upholds New York City Liability for Teacher Licensing Test Racial Bias
Tennessee School Board Reconsiders Role of Student Test Scores in Teacher Licensure
Documentary Takes Standardized Testing Fight to Big Screen
NJ Professor Releases Common Core-Opposing “Assessments Landscape” Video http://www.youtube.com/watch?v=1r9_ZpNbU6A
Common Rotten Core Testing ‘Toon
Mexico Eliminates National Exam, Test Score Bonuses
Last July, the last time Utahns got together at the State Capitol to discuss Common Core with legislators listening, there was standing room only. Television stations and newspaper reporters were there. So many people wanted to stand and speak that hundreds and hundreds were turned away due to time running out.
This time it will be a bit different, and better. This time, along with listening, some Utah legislators will be speaking out about the problems of the Common Core Initiative. We hope to fill the capitol –not only to standing-room-only– but to overflowing: past the doors and into the parking lots.
This time –February 18th, 6:30 to 8:00 p.m., the speaker lineup includes State Senator Margaret Dayton, Representative Dana Layton, radio host Rod Arquette, Representative Brian Greene, Left-Right Alliance Spokeswoman Autumn Cook, and others that I can’t yet announce (yet to be confirmed). Please save the date and come. Show by your presence that you are awake and aware, that you claim authority over your own children’s learning and testing and data privacy — and that you are not going away. Let’s give the local media something of importance to take pictures of, to write about; please, come if you can.
Mom Alisa Ellis speaks with Rep. Curt Oda about Common Core (at the 2013 State Capitol event)
Professor Tienken turns his critical thinking on the testing megastrosity of Common Core.
Please share. You’re going to love this one.
Unless, of course, like millions of Americans, Bill Gates or Secretary Arne Duncan are paying the folks that you happen to work for, to believe otherwise.
NOT WITH MY CHILD YOU WON’T
Guest Post by Joan Landes
Joan Landes, a Utah mental health therapist, has spoken out in opposition to Common Core. The speech posted below comes from a recent conference where she spoke. She has given permission to post her findings here, and they are also posted on her blog here: Not with my child you won’t!
Thank you, Joan Landes.
National Educational Standards are Based on Myths and False Premises
Myth 1: International standardized tests are important indicators of international competitiveness
Fact: The U.S. has never scored well on these tests, but still led the world in all economic indicators.
- The international tests began in the mid-sixties and the most important test, PISA began more recently. Since the 1960s, the U.S. has led the world in every significant prosperity indicator including patents, research and development funding, business formation, growth in productivity (Baker, 2007). During this time, the number of years that U.S. students topped the international test scores? None. (Ravitch, 2013)
- High test scores are negatively correlated with national indicators of innovation and entrepreneurship (Baker, 2007). China and Singapore know this and are worried (Zhao, 2012).
- Twenty-five years ago, mediocre scores triggered biased groups to warn “that America’s inadequate education system and workforce skills imperiled our competitiveness and future. Their warnings were followed by a substantial acceleration of American productivity growth in the mid-1990s, and by an American economy whose growth rate surpassed the growth rates of countries that were alleged to have better prepared and more highly skilled workers”(Strauss, 2013).
Myth 2: International tests prove American students don’t perform as well as other industrialized nations’ students.
Fact: The tests don’t compare “apples to apples” for many reasons.
- For instance, the scores from China come only from Shanghai which is the richest and most educationally elite city in China, which forbids migrant children and represents a mere 2 percent of the students in China. (Nisan, 2013).
- U.S. scores, by contrast, are a much more representative sampling of our complex demographics. In fact, students from affluent suburban school districts in the U.S. are very competitive with other students. The student groups who don’t perform well tend to come from dysfunctional families and communities of which the U.S. samples contain more than most other OECD (Organization for Economic Cooperation and Development) nations (Strauss, 2013; Carnoy & Rothstein, 2013).
- The score spread between all countries is fairly narrow. Between the highest performing state in the U.S. and the highest performing nation in the world (Taiwan) in 2009 is only about a 10% difference in raw scores (Schneider, 2009). Even the spread between Taiwan and the lowest performing “state” (Washington D.C) is only about a 30%. So, that would mean Taiwan scores an “A”, Massachusetts an “A- or B+” and Washington D.C. earns a C-.
- The validity and reliability of the test itself is under serious question (Carnoy & Rothstein, 2013). Translations may not be good, scoring has not been validated and many student groups are not tested (Schneider, 2009). Many countries “cheat” on the test by using non-representative sampling and by “teaching to the test” to increase student scores (Stephen, 2013).
Myth 3: We should seek to emulate China and Singpore’s rigid educational system because they score well on standardized tests.
Fact: China and Singapore are very low on indices of innovation and creativity.
- High test scores are inversely related to high levels of creativity and innovation. Merely 473 innovations from China were recognized by the world’s leading patent offices outside China in 2008 versus 14,399 from the United States. (Zhao, 2012).
- Other indicators of happiness/prosperity/creativity are also inversely related to high test scores (Baker, 2007).
Steve Jobs, founder of Apple
A noted expert on Asia predicted at the World Economic Summit: “The next Apple, the next Google will come, but probably not in China, at least not in the 100 years . . .If China wants (to have an Apple or Google), it must rebuild its education system.”
Another expert states: “Standardized, narrow, and uniform educational experiences, high-stakes standardized testing, (and) a push for conformity . . . are . . . identified in China and Singapore’s education system for destroying the nations’ creativity and entrepreneurial spirits” (Zhao, 2012).
Steve Wozniak, co-founder of Apple
Steve Wozniak from Apple said of rigid systems like Singapore, “When you’re very structured almost like a religion . . . Uniforms, uniforms, uniforms . . . everybody is the same. Look at structured societies like Singapore where bad behavior isn’t tolerated. You are extremely punished. Where are the creative people? Where are the great artists? Where are the great musicians? Where are the great singers? Where are the great writers? Where are the athletes? All the creative elements seem to disappear” (BBC, 2011).
The highest performing nations on the tests (China, Singapore, India, Korea) are moving away from constant testing and rigid structure while the U.S., with the Common Core assessments are diving headlong into old methods that will kill innovation.
In fact, an educational “superstar”, Finland, has NO assessment program until the end of high school, shorter school days and a 3 month break in summer, and very little homework. Furthermore, school is not compulsory until age 7! (Hendrickson, 2012). In addition, the national curriculum is not used to roll spindle and mutilate students and teachers through punitive assessments. The nation has a very “hands-off” attitude toward individual schools and understands that individual customization of curriculum and independence of teachers and schools creates the best results overall (Hendrickson, 2012).
- After an average level of educational achievement is attained, further emphasis on tests is counterproductive to innovation (Baker, 2007).
“Among high-scoring nations, a certain level of educational attainment, as reflected in test scores, provides a platform for launching national success, but once that platform is reached, other factors become more important than further gains in test scores. Indeed, once the platform is reached, it may be bad policy to pursue further gains in test scores because focusing on the scores diverts attention, effort, and resources away from other factors that are more important determinants of national success.” (Baker, 2007)
Myth 4: We should embark on a national, top-down restructuring of educational standards such as Goals 2000, Outcome-Based Education, No Child Left Behind and the Common Core Standards to improve our scores and thus future prosperity.
Are you kidding?
Fact: National Standards in themselves do not determine student excellence. Both the highest and lowest performing nations have national standards. National standards/programs don’t correlate with high achievement on international testing.
But what does make a difference?
Unique state standards do make a difference in student achievement when combined with other layers of teacher requirements, moderate levels of subject mastery assessments and customizable programs for individual students. Massachusetts had a true state-led effort to craft excellent standards and supports. This process was transparent and involved years of public debate and input before a consensus was reached. The results were the envy of the rest of the U.S. and, even with the disparate SES, managed to compare favorably on international tests with the highest performing students in the world.
Using the 50 states as individual laboratories, each state and even each district can learn from the successes and failures of the others. An excellent example of this process is our neighbor to the north, Canada.
When international testing commenced, Canada occupied the middle of the pack, similar to the U.S. They have about 24% of students who are immigrants. But within a few decades, Canada was able to shoot to the top tier, while the U.S. remained stuck. What did Canada do? Did they fund a federal department of education, impose a draconian, coast-to-coast set of uniform standards, assessments and eventually curricula?
No, they did not (Edwards, 2013).
In fact, Canada’s educational system is much less structured than ours. They don’t have a national department of education or provide any federal funding. Each separate province (similar to States) is very competitive with the other provinces and seeks through a process of competition to quickly innovate and implement strategies which make real differences for students (Macleans, 2010). The gains have been real and well-documented by research. This kind of real evidence is what should drive educational decisions—not the machinations of special interests, crony governmentalism, and federal bribes from the Department of Education.
With monolithic national standards, students are effectively trapped with nowhere to escape for a better education. Unless they move to Canada.
Common Core Standards ignore recent research in neuroscience
Science/Research findings are of limited value and can be biased. If the findings of a particular study don’t sound intuitively correct, be very skeptical. Poor science has been used in the past to justify very harmful practices.
Example of the limits of Science: Marasmus
In the early part of the 20th century babies in orphanages were dying at an alarming rate. Scientists were flummoxed. They called the fatal disease “Marasmus” (Montagu & Matson 1979). Assuming the mortality rate was due to bacteria, they prescribed strict separation for the babies from touching or contact. Only ultra-hygenic feeding and diapering were allowed with no extra handling.
The babies continued to die as if in a plague.
Finally, some bright soul decided to start cuddling and hugging the babies. They stopped dying and started thriving. “Marasmus” was nothing more than the deprivation of attention and love (Stout, 2005).
Programs like Common Core Standards may be the “marasmus” of the 21st century. Will our children have to suffer because of badly researched programs?
No experts on child development, mental health, or neuroscience helped to craft Common Core
- CC is based on old motivational science from the 1910s and 1930s with B.F. Skinner.
- He studied “stimulus-response” patterns to learn how to manipulate animals and people.
- A Skinnerian Box
- Skinner developed ways to train people and animals through the coercion of punishments and rewards.
- He even had his own baby daughter in a glass box crib for the first years of life although he said the contraption was a solution to keep her warm without bedclothes (Snopes, 2014)
Skinner considered this box a great advancement in childrearing
Problems with using punishments and rewards as motivation
- External reinforcers tend to lose effectiveness over time
- External reinforcers usually take significant time/effort to administer properly
- External reinforcers are often expensive
- External reinforcers often leave subjects feeling manipulated and dependent on external control
- External reinforcers abrogate freedom
- External rewards tend to diminish intrinsic motivation (Timms, 2013)
Current Neuroscience finds that human learning occurs best in loving relationships
Child in a Factory
Unlike factory production methods from the 1910s, recent findings from neuroscience support the idea that relationships foster better, faster and more permanent learning for children (Cozolino, 2013).
Stressors from Common Core Assessments can interfere with two important types of learning
- Cognitive learning: Facts, procedures, memory, etc.
- Emotional learning: Interpreting others intent, expressing and identifying feelings, self-soothing, risk-taking, etc.
Common Core over-testing creates anxiety
Common Core Assessment partners SBAC and PARC add even more testing than NCLB requires at present. In addition their tests are longer and the consortiums encourage interim testing 2 or 3 times during the year besides the year-end test-weeks. In addition, these tests will be used improperly to decided teacher evaluation and sometimes pay, school rankings, child-progress and possibly even graduation (FairTest, 2014).
Common Core over-testing creates an environment of “conditions of worth”
Children need to feel intrinsically loved and valuable. Failure at tests, and even the testing itself can stress even the most resilient children. The are convinced that their worth is based on their performance.
Vulnerable children respond negatively to even normal stressors
- Children who have been abused, neglected or traumatized often display alarming responses to stress– especially outside of a safe, loving relationship. (Cozolino, 2013; Adams, 2014).
- Studies show that mammals and human that experience little nurturing in early childhood result in lower abilities to emotionally regulate themselves. (Raabe & Spengler, 2013)
Current neuroscience shows how early stress creates later emotional dysregulation
Emotional Dysregulation– crying
- Epigenetic studies show how the relational stress of maternal deprivation or early trauma creates genetic changes in protein synthesis resulting in the failure to uptake cortisol. This results in longer periods of distress to smaller triggers. (University of Utah, 2014; Weaver et. al, 2004)
Common Core Will Widen the Achievement Gap and Hurt the Most Vulnerable Children.
- 20% of students in school have a “serious” mental/emotional condition that could receive a DSM diagnosis (NIH, 2013)
- Examples: Depression, anxiety, bi-polar disorder, suicidality, self-mutilation, addictions, obsessions, compulsions, panic disorder, reactive attachment disorder, phobias, oppositional defiant disorder, ADHD, trichotillomania, etc.
- Sexual and other abuse is not rare. Approximately 20% of girls and 10% of boys have been sexually abused and have many resulting emotional, cognitive and behavioral problems. (Bolen, 1999)
- Many more students have experienced physical/emotional abuse and neglect and other traumatizing factors which create problems for learning (Childhelp, 2014; Adams, 2014)
Traumatized children are the most vulnerable of all
Common Core Doesn’t Allow for Individualized Needs of Traumatized Children:
- Healing relationships first (Adams, 2014)
- Development of neglected neural modalities
- Relief from assessments which can create anxiety, depression and avoidance symptoms
The following harms are predictable
- The most vulnerable children will fall further behind the rest of the students.
- The achievement gap will widen (Adams, 2014)
- Vulnerable children will react more dramatically
- Expect more mental disorders
- Expect more anti-social behavior
- Expect more school shootings
- Expect more self-harming and suicides
School violence will likely increase
How Should We Be Teaching Vulnerable Children?
With conditions of supportive relationships and few other resources, even traumatized students will tend to blossom (Cozolino, 2013, Adams, 2014).
Marva Collins taught “unteachable” inner city students in her home with practically no resources and they learned Shakespeare in third grade! Why? She first established a relationship! “I don’t care how much you know until I know how much you care” (Cozolino, 2013)
Marva Collins– she did miracles with “unteachable children” because of relationships
Relationships are Better Motivators Than Material Rewards
Children will perform better because of a relationship (I want my teacher to be proud of me!) more than for material rewards (I earned a candy bar!). Psychic rewards tend to be more powerful than material rewards.
Optimal Brain Development Requires Early Activation of Many Learning Modes
- Visual processing: drawing, painting, animation, and art appreciation, optical illusions, Where’s Waldo, video games.
- Auditory processing: foreign language, music, reading aloud, being read to, singing
- Emotional centers: identifying emotions, reading emotions on others, self-soothing strategies, emotional expression in safe environment (drama)
- Spatial/movement processing centers: building/manipulating objects, dance, sports, games, puzzles, cursive handwriting
- Memory centers: short term memory, long-term memory
Common Core Neglects Many Brain Modalities
- Common Core focuses huge amounts of time developing the left, prefrontal cortex activities in children to the neglect of other modalities. This will result in later difficulties in synthesis required for higher order thinking tasks such as creativity, innovation, critical analysis, perseverance in the face of opposition, etc. (Young & Doidge, 2013).
Common Core Reduces Experience with Literature
Common Core’s mandates for informational texts over literature deprive student’s brains of context (relationships). Stories/narratives foster larger areas of brain activation and memory activation than dry facts (Cozolino, 2013) Kids tell stories for a reason. The context gives meaning and meaning signals to the brain to remember (Cozolino, 2013)
Literature teaches both cognitive and emotional skills that informational texts can’t teach
One of the most important mental health purposes of education is to teach children to be empathetic, kind, to delay gratification and to become sensitive to their internal self-talk (conscience). Literature can assist with this through social learning. If these skills are not developed, the child becomes a heartless “clever devil” or as C.S. Lewis described, “Men without chests.” (People with active intellects and libido, but no heart or compassion). More admirable literature, not less, is what is need for children’s resilience.
Good literature embues the reader with compassion and empathy
Common Core Assessments Violate Student Privacy and Professional Ethics
Hundreds of assessment points on students and parents have been authorized by the DOE (NCES 2014) including substance abuse, record of child protective services, illnesses, affiliations, etc. These are information points which in the medical or mental health profession would be protected by HIPAA regulations.
New FERPA Changes Violate Privacy
Because the Obama administration made significant, executive changes to FERPA, student information can now be accessed by corporations, school personnel or any other entity that the state approves.
Trained professionals would be heavily fined or punished under the same circumstances
If doctors or psychologists did this, they would be fined at least $100,000 for each instance. And they could lose their license because of breach of confidentiality.
Why can the government get away with this violation?
Common Core is Completely Untested
Common Core Standards are completely untested experimentally yet are being inflicted on virtually every student in the entire U.S. from K-12 with NO PREVIOUS TESTING. This is an egregious violation of basic ethics and good science and shows the developers’ absolute disregard or ignorance of potential harms to children. The EPA conducts more testing for the food dyes in Kool-Aid than has been conducted on Common Core which kids will live with for 8 hours a day for 12 years.
No Hard Evidence Supports Common Core
Unlike other professions, educational bureaucrats are not using “evidence-based practices.”
Instead of funding yet another untested scheme, we must demand “Evidence-based Education”.
Show us the evidence FIRST.
Common Core Aligned Curriculum Provides Validation for Radical Lessons Which Can Harm Children.
CC alignment makes it more difficult for parents to challenge because the administrator appeals to the authority of the standards, “But it’s Common Core aligned!” However, the developers are careful to distance themselves from curriculum development so they can’t be held responsible for damaging lessons. We as parents can’t let them have it both ways. Either the Standards are RESPONSIBLE for the curriculum that is validated by “alignment” or they shouldn’t allow the label “Common Core Aligned.”
Numerous Examples Exist of Radical Curricula “Aligned” or Even Officially Recommended by Common Core:
The examples are multiplying every day, but here are just four problematic sources:
Toni Morrison, author of “The Bluest Eye”
ELA recommended books for 11 graders (Common Core Standards, 2012)
- The Bluest Eye, by Toni Morrison (Landes, 2013) Graphic child sex abuse depictions. Landes is a mental health professional who asserts that this book could endanger youth who are victims of sexual abuse by forcing them to relive their trauma while justifying the perpetrator.
- Dreaming in Cuban, by Cristina Garcia (Berry, 2013) Graphic sex depictions.
Other texts/books aligned with Common Core
- The Invisible Man, by Ralph Ellison (Kane, 2013) Graphic rape depictions.
- Voices in Literature and Writing, (Landes, 2013) Teaches first-graders how to create propaganda and trains them in mental health cognitive distortions.
- Adams, J.M. (2014). New ‘trauma-informed’ approach to behavioral disorders in special education. Ed Source website. Retrieved from: http://edsource.org/today/2014/new-trauma-informed-approach-to-behavioral-disorders-in-special-education/56753
- Arrowsmith-Young, B. & Doidge, N. (2013). The Woman Who Changed Her Brain: And Other Stories of Cognitive Transformation. Published by Simon and Shuster, New York; NY USA.
- Baker, K. (2007). Are International Tests Worth Anything? Phi Delta Kappan, 89(2). 101-104
- BBC. (2011, Jan. 20). Steve Wozniak: “Think for yourself.” www.bbc.co.uk
- Berry, S. (2013). ArizonaSchool District Pulls Sexually Explicit Book Recommended by Common Core Standards. Retrieved from: http://www.breitbart.com/Big-Government/2013/09/12/Arizona-School-District-Pulls-Sexually-Explicit-Book-Recommended-by-Common-Core-Standards
- Bolen, R.M. and M. Scannapieco, Prevalence of child sexual abuse: A corrective metanalysis. Social Service Review, 1999. 73(3): p. 281-313.
- Carnoy, M. & Rothstein, R. (2013). What do international tests really show about U.S. student performance? Economic Policy Institute. January 28, 2013. Retrieved from: http://www.epi.org/publication/us-student-performance-testing/
- Childhelp (2014). National Abuse Statistics, Childhelp website. Retrieved from: http://www.childhelp-usa.com/pages/statistics#gen-stats
- Common Core Standards (2012). Appendix B: text exemplars and sample performance tasks. Retrieved from: http://www.corestandards.org
- Cozolino, L. (2013) The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom. Published by W.W. Norton and Company. New York: NY USA.
- Edwards, C. (2013). PISA school test results. CATO Institute website. Retrieved from: http://www.cato.org/blog/pisa-school-test-results
- Henrickson, K.A. (2012). Assessment in Finland: A Scholarly Reflection on One Country’s Use of Formative, Summative, and Evaluative Practices. Mid-Western Educational Researcher. Volume 25, Issues 1/2. Retrieved from: http://www.mwera.org/MWER/volumes/v25/issue1-2/v25n1-2-Hendrickson-GRADUATE-STUDENT-SECTION.pdf
- Kane, A. (2013). Common Core reading lists and pornography. Retrieved from: http://watchdogwire.com/northcarolina/2013/09/29/common-core-reading-lists-and-pornography/
- Landes, J. (2013). Why the book, “The Bluest Eye” should be banned from schools. Psychouttheopposition website. Retrieved from: http://psychouttheopposition.wordpress.com/category/education/
- Maclean’s (2010). Website. Retrieved from: http://oncampus.macleans.ca/education/tag/pisa/
- Montagu, A., & Matson, F. (1979). The human connection. New York: McGraw-Hill.
- NCES(2014) NationalCenter for Educational Statistics. Retrieved from: http://nces.ed.gov/forum/datamodel/eiebrowser/techview.aspx?instance=studentPostsecondary
- NIH (2013) National Institute of Health website. Retrieved from: http://www.nimh.nih.gov/statistics/1anydis_child.shtml
- Nisan, M. (2013). Why Shanghai’s Amazing Test Scores are “Almost Meaningless,” Business Insider, December 3, 2013.
- Raabe, F.J. & Spengler, D. (2013). Epigenetic Risk Factors in PTSD and Depression. Frontiers of Psychiatry. 2013; 4: 80. Published online 2013 August 7. doi: 10.3389/fpsyt.2013.00080 PMCID: PMC3736070
- Ravitch, D. (2013). What You Need to Know About the International Test Scores, The Huffington Post. December 3, 2013.
- Schnieder, M. (2009) The International PISA Test. EducationNext. Fall 2009 / Vol. 9, No. 4.
- Snopes, (2014) One Man and a Baby Box. Snopes.com retrieved from http://www.snopes.com/science/skinner.asp
- Stephen, M. (2013). PISA: Poor Academic Standards–an Even Poorer Test, The Telegraph. December 2, 2013.
- Stout, M. (2005) The Sociopath Next Door. Broadway Books, a division of Random House Publishing.
- Strauss, V. (2013). How Public Opinion About the New PISA Test Scores is Being Manipulated. The Washington Post. December 1, 2013.
- Timms, M. (2013). Who cares about money? The New Economy. Retrieved from: http://www.theneweconomy.com/strategy/who-cares-about-money
- University of Utah Health Sciences Website (2014). Epigenetics: Lick Your Rats. Retrieved from: http://learn.genetics.utah.edu/content/epigenetics/rats/
- Weaver, I.C.G, Cervoni, N., Champagne, F.A., D’Alessio, A.C., Sharma, S., Seckl, J.R., Dymov, S., Szyf, M., & Meaney, M. (2004). Epigenetic programming by maternal behavior. Nature Neuroscience, 7, 847-854
- Zhao, Y. (2012) Flunking Innovation and Creativity. Phi Delta Kappan, September 2012 vol. 94 no. 1 56-61.
Guest Post by Wendy Hart, member of the Alpine School Board, Alpine, Utah
Some of you have followed my journey on this issue from the beginning. Others have just become acquainted. Here is a short summary of my opposition to Common Core. [As posted below] http://wendy4asd.blogspot.com/2014/02/why-i-oppose-common-core.html
I know many of you are in support of Common Core, and that’s fine. One of my biggest complaints about the whole process was the lack of transparency in the adoption process. I have found that the more people who can weigh in on an issue, the greater the opportunity we, as elected officials, have to see all the potential ramifications. I have been told that we, the public, just didn’t show up when we had the opportunity.
In point of fact, the Alpine School Board minutes do not make mention of Common Core or new standards at all until well after the formal adoption by the State Board in Aug. 2010. With all due respect, the public and, at least, the Alpine School Board were kept in the dark.
All that is to say, feel free to advocate for whatever position you see fit. I will not be offended.
I hope you will not be offended by my standing for what I believe.
Why I Oppose Common Core
Who is in control of our children’s education?
This shift to the Common Core is a huge lurch away from bottom-up, local control to top-down, centralized control. Common Core is about creating a single pathway to supposed economic and educational success. Think about it, 45 states all adopting the same standards at the same time. 45 states all implementing Common Core testing, nationwide, at the same time. All the publishers and teacher training courses aligning to Common Core at the same time. And, what about college? the ACT and SAT? They, too, will be aligning to Common Core. What are the options should you object, as a parent, as a school, as a district?
What are the options if we decide, once we have full implementation and actual experience to back up the Common Core experiment, that we made a mistake? How do we amend? How do we turn back? A few years from now, it will be too late. We have just signed on to a system to eliminate, through attrition, virtually all other options in public education.
And who made this decision about what our kids will learn? Five people with a nod from Bill Gates and a couple of D.C. lobbying groups, were able to get their untested vision implemented via financial and legal incentives, as well as disputed promises of ‘greater rigor’, ‘college and career readiness’, and ‘international benchmarking’. We have decided to go down this path due, in part, to incentives, but also to the idea of not being left behind the rest of the states. That, somehow, Utah wasn’t capable of taking care of our own. It shows a supreme lack of confidence in the people, teachers, and principals of Utah that our State Board thought they needed to rush to adopt the Common Core, along with other states to get the federal money, instead of allowing the debate, discussion, and involvement of local Utahns in this process.
People will say, “It doesn’t matter where we get it; the ends justify the means.” We must reject that notion. What we are saying, in effect, is that the principles we stand for don’t matter. That parents and local communities don’t matter—only the opinion of the so-called experts matters, as long as our kids learn what the experts want them to learn. Why would we want to encourage a system where the people are not involved in creating the best schools? Instead, we have a system where we trust the experts to tell us what ‘the best’ actually means. And in this case, those ‘experts’ are in control.
In 1816, Thomas Jefferson wrote a letter about education and linked it to the proper role of government. In it, he articulates two important principles. He said, “if it is believed that these elementary schools will be better managed by the governor and council, the commissioners of the literary fund, or any other general authority of the government, than by the parents within each ward, it is a belief against all experience. …
No, my friend, the way to have good and safe government, is not to trust it all to one, but to divide it among the many, distributing to every one exactly the functions he is competent to.”
Common Core violates both these principles: 1) Parents must direct the education of their kids in school, not the government, and 2) Good and safe government, and that includes public schools, comes from dividing and distributing power. Consolidated power is not safe, and creates the potential for corruption, and, at the very least, destroys the means for innovation and outside the box thinking.
Jefferson goes on to say,“What has destroyed liberty and the rights of man in every government which has ever existed under the sun? The generalizing and concentrating all cares and powers into one body…”
This is EXACTLY what Common Core does.
We are at the crossroads. We can abdicate our parental and local responsibilities to the so-called experts and the rich philanthropists, or we can reclaim bottom-up, parent-controlled education. In the end, I will stand on the side of parents, local teachers, and local communities deciding what is of most worth to pass on to their own children.
Wendy Hart has also explained Utah’s unthinking adoption of Common Core in this video
Why Obama’s Education Policies will not Change
Guest post by Chicago high school history teacher Paul Horton, also posted at Edweek
Back before the President was elected, he spoke to the 80th annual convention of the American Federation of Teachers (AFT). It is useful to compare the President’s speech to the AFT in July of 2008 and his state of the union address last week. In his state of the Union speech of 2013, he spoke of states “voluntarily” complying with the DOEd’s Race to the Top program. He is fond of saying that learning “is more than bubble tests,” and that “change is hard.”
It is also interesting to note that the President began this year’s state of the union speech with a compliment to teachers–an election cycle is approaching—but that he stuck with the “bubble test” line, and, most importantly, with the “change is hard” line.
My guess is that he dropped the “voluntary” line because many teachers, students, and parents don’t buy it anymore. Too many folks know too much.
I have just taken a closer look at the history of Illinois compliance. This example might be similar to what happened in many other states.
On January 13 and 14 of 2010, Governor Quinn and state Education Superintendent Christopher Koch signed the first round RTTT Illinois Application. Initial endorsements came from the Commercial Club of Chicago’s who’s who.
When Tennessee and D.C. won the first round, the pressure was on to beef up endorsements for the 2nd round of grants. This is where the heavy political muscle was applied. Democrats for Education Reform (DFER) put out fact sheets indicating that Illinois’ first application lacked broader support from education, business, and political leaders, the state legislature then magically brought a bill to the floor that called for a 1% increase in Education funding right at the point when Federal money that had allowed districts to retain thousand of teachers was cut off for the next fiscal year.
The money available would be dangled before the states facing huge cuts in the form of a Race to the Top grant competition. According to Illinois AFT President Ed Geppert, “Illinois is on the brink of budget disaster.” (Illinois AFT Facebook posting, March 10, 2010)
In response, AFT mobilized its base in rallies to increase state funding. But the state legislature had the NEA and AFT over a barrel. Not surprisingly, as the state Education bill was being negotiated, NEA and AFT both sent in phase two RTTT application endorsement letters. At the same time (February-July), district superintendents and NEA and AFT locals were being pressured to sign Memorandums of Understanding (MOUS) to mandate adherence to the Common Core Curriculum (CCCS), standardized testing based on the CCCS, Value Added Assessments (VAM), greater openness to charter school openings, and more support for Science, Technology, Engineering, and Math Education (STEM). This all sounded great to districts and locals facing huge job cuts, they could see the gruesome budget guillotine out the window.
With some resistance from better-funded north shore (Chicago) districts (i.e. Evanston) the state achieved “voluntary” buy-in when districts gave up local control of curriculum and union locals begged for crumbs at the legislative bargaining table.
A question that could be asked is: how could the state legislature be lined up so quickly to apply the pressure on districts and unions? My educated guess is DFER. DFER had access to “insider information” from DOEd.
A very porous membrane exists between the Department of Education, Democrats for Education Reform, the Bill and Melinda Gates Foundation, and Pearson Education.
DFER made it known to the Illinois House Speaker and Governor that Illinois’ application did not look “voluntary” enough. The House Speaker and the Governor’s allies in the state legislature came up with the idea of an underfunded Education bill as the leverage needed to create “voluntary” support for RTTT. Dozens of letters of endorsement began arriving to the Governor’s office in early May.
“Voluntary” my…. foot!
Back to the President’s campaign speech in July 2008 to the AFT convention. At this point Bill Gates was playing pretty coy with the President’s campaign. Candidate Obama already had strong ties to DFER, having worked with DFER as a state senator and US senator. His close circle of friends, the friends who had provided him with the cash to make it through the primaries, all supported charter schools. John Rogers created created the Ariel Academy and the Ariel Foundation. Marty Nesbitt and Penny Pritzker were breaking into the business of creating charter schools: the Noble Charter chain. Mr. Nesbitt, Diana Mendley Rauner, Rahm Emanuel, and Valerie Jarrett had close ties with the Chicago Housing Authority. Mr. Nesbitt was the CHA Board Chairman and worked to implement a Federally subsidized plan (Hope VI) in the Plan for Transformation that demolished public housing units and created public-private partnerships for mixed income development on the west and “mid-south” sides.
At the same time, the Commercial Club of Chicago hatched the Renaissance 2010 plan that sought to close 60 public schools in these mixed income developments and replace them with a mix of 100 public and private charter schools. The push for the Olympic bid for 2016 was intended to speed up south side gentrification to create a developer’s profit bonanza. Brand new “streamlined” charter schools would attract upper middle class buyers into mixed-income neighborhoods. (Pauline Lipman, The New Political Economy of Urban Education, 74-99)
The Olympic bid fell flat on its face, and the neighborhoods were not mixing as rapidly as developers hoped in the wake of the 2008 crash.
But the charter schools are still being built and public schools are still being closed in gentrifying areas. Former public housing residents are pushed out of these mixed income neighborhoods. Because the neighborhood schools lose enrollment, they are closed. Public schools are then replaced by charters that require an extensive application process. This story is the narrative of “reform” in several major cities. (Lipman, 95-99)
Candidate Obama, in his speech video cast to the American Federation of Teachers convention, insisted, “that we must fix the failures of “No Child Left Behind by providing the funding that was promised, giving states the resources that they need, and finally meeting our commitment to special education.”
“It is time to start treating teachers properly….In May, I visited a school in Colorado where just three years ago, only half the seniors are accepted to college. But thanks to the hard work of caring parents, innovative educators, and some very committed students, all forty-four seniors at this year’s class were accepted to more than seventy colleges and universities across the country. And that example trickles down.”
What the President did not tell the AFT crowd in 2008 was that the school that he was describing was a charter school that had closed its doors to a large percentage of students who started with the class that the future President was holding up as a model for all educators. He was also very careful not to mention that the school employed non-union teachers and was created by a former Teacher for America teacher—Michael Johnston.
The President knew what he was planning because his closest friends, and most important bundlers: John Rogers (Arne Duncan’s best friend), Marty Nesbitt (the President’s best friend), and Penny Pritzker (Marty Nesbitt’s boss who invested $50 million in his “Parking Spot” start-up), all board members of the University of Chicago Laboratory Schools (who served on that board with Michelle Obama), were heavily invested in the Noble charter chain.
For President Obama, education policy will not change because he owes the DFER bundlers, his closest friends, and Bill Gates a huge payback for their investment of time and funds into his campaign.
Our education policy is their education policy. It is a policy for those who own stock in charter chains, Microsoft, Apple, HP, and Pearson Education.
“Change is hard.”
Should Corporations and political friends be allowed to dictate Education Policy?
God bless these senators!
From a press release from Senator Mike Lee’s website:
Feb 05 2014
WASHINGTON – U.S. Senator Lindsey Graham (R-South Carolina) will introduce a resolution strongly denouncing the Obama Administration’s coercion of states into adopting Common Core State Standards by conferring preferences in federal grants and flexibility waivers. The resolution is co-sponsored by Senators Tim Scott (R-South Carolina), Chuck Grassley (R-Iowa), Mike Lee (R-Utah), Ted Cruz (R-Texas), James Inhofe (R-Oklahoma), Thad Cochran (R-Mississippi), Roger Wicker (R-Mississippi), and Mike Enzi (R-Wyoming).
“The Obama Administration has effectively bribed and coerced states into adopting Common Core,” said Graham. “Blanket education standards should not be a prerequisite for federal funding. In order to have a competitive application for some federal grants and flexibility waivers, states have to adopt Common Core. This is simply not the way the Obama Administration should be handling education policy. Our resolution affirms that education belongs in the hands of our parents, local officials and states.”
“Educational decisions are best made by parents and teachers – not bureaucrats in Washington,” said Scott. “While Common Core started out as a state-led initiative, the federal government unfortunately decided to use carrots and sticks to coerce states into adopting national standards and assessments. That is simply the wrong choice for our kids.”
“It is crucial that the money being spent on education in Oklahoma be controlled by Oklahomans who are familiar with the needs of our schools and students,” said Inhofe. “This is why I am proud to join Senator Graham in introducing a resolution that enforces vital education practices of leaving the decisions of children’s educational needs to the state and the parents.
“Common Core is another example of Washington trying to control all aspects of Americans’ lives, including the education of our children,” said Cruz. “We should not allow the federal government to dictate what our children learn; rather, parents, through their teachers, local schools and state systems, should be able to direct the education of their children.”
“Common Core has become polluted with Federal guidelines and mandates that interfere with the ability of parents, teachers and principals to deliver the education our children deserve,” said Lee. “Rather than increasing coercion, we should be demanding that further interference by the U.S. Department of Education with respect to state decisions on academic content standards be eliminated.”
“Decisions about what content students should be taught have enormous consequences for children and so should be made as close as possible to the affected parents and students,” said Grassley. “Federal interference in this area disrupts the direct line of accountability between parents and those making decisions about their children’s education. It also takes away needed flexibility from state education leaders to make changes as they learn more about what works and what does not.”
“This Administration favors a national school board approach to education and likes to ignore individual states’ decisions,” said Enzi. “It uses ‘free’ money as the carrot to dangle in front of the states. In effect it is trying to force states into accepting a one-size-fits-all approach. This coercion with Common Core is another example of the federal government trampling on states’ rights and is the wrong approach to fixing our education system in this country.”
The major provisions of the resolution affirm:
- Education belongs in the hands of parents, local education officials, and states.
- The federal government should not coerce states into adopting common education standards.
- No future application process for any federal grant funds or waivers should award additional points, or provide any preference, for the adoption of Common Core.
FACT SHEET :
- Strongly denounces President Obama’s coercion of states into adopting Common Core by conferring preferences in federal grants and flexibility waivers.
- Strongly supports the restoration and protection of state authority and flexibility in establishing and defining challenging student academic standards and assessments.
By the way, the Utah State Office of Education still claims that there are “no federal strings” attached to Common Core. Will they ever tell the people of Utah ?
New York Professor’s Run-in With NY Common Core Promotion Machine
Guest Post by Professor Alan Singer
This story is posted with permission from Professor Singer, and the article is also posted at the Huffington Post under the title: “Questions about Common Core – NYS Education Officials Do Not Want to Hear About It.”
In December 2013, the New York Regents, the policy making body for education in the state, formed a sub-committee to evaluate implementation of the national Common Core Standards. Merryl Tisch the chair of the Board of Regents and John King, the state’s educational commissioner, are both strong advocates for the rapid introduction of the Common Core accompanied by high-stakes testing of students and the evaluation of teachers based on student test scores. However, in a series of public forums across the state, Commissioner King was sharply criticized by both parents and teachers. Some Regents, including Roger Tilles who represents Long Island and Geraldine Chapey of Belle Harbor in Queens, have also been very critical of implementation of Common Core.
New York State United Teachers, the umbrella organization representing unionized teachers in New York State responded to the campaign to rapidly introduce Common Core and new high-stakes tests by calling for the immediate removal of the Commissioner of Education John King by the Board of Regents and postponement of Common Core graduation requirements. This move is supported by Randi Weingarten, president of the national union, the American Federation of Teachers. In addition, a coalition of 45 educational organizations called the NYS Allies for Public Education has launched a campaign to have four new members elected to the state educational governing body, all of whom have expressed reservations about the rapid implementation of Common Core in the state. Members of the Board of Regents are elected by the New York State Legislature.
In May 2011, in an essay published in New York Newsday and on the Washington Post website, Regent Tilles raised concerns about Common Core that have been largely ignored by its proponents for the last three years. Tilles argued “Student learning is complex” and “impacted by many factors which include, but are not limited to, prior learning, family background, level of poverty, classroom and school culture, access to private tutors, learning disabilities, access to adequate resources, and even school district governance,” none of which are taken into account by the Common Core standards, the testing program, or teacher evaluations. He objected to “using the student results of New York’s standardized tests to evaluate teachers” because it contributed to “the corrupting influence of high stakes on the education programs.” He was especially concerned that the focus of Common Core and the high-stakes assessments on reading and math skills was “snuffing out the creative thinking” and worried “that all of the above is an attempt to promote charter schools and dismantle the public school system.”
There are legitimate questions about how serious Tisch and King are about rethinking Common Core. At the same time as Tisch announced formation of the Regents sub-committee, Tisch and King, in an opinion article published in the Albany Times-Union declared “We want to hear from teachers, parents, and students about what’s working and what could work better. But we also know that moving forward with Common Core is essential.”
As far as I can see, there is little real discussion going on about the Common Core standards. Politicians and corporations who are selling the standards to the public and forcing it on teachers and schools ignore both supportive suggestions and opposition. The story I report here says that the champions of Common Core, no matter what they say, do not want to hear any other ideas.
In New York State, Common Core is promoted by EngageNY, a website “created and maintained by the New York State Education Department,” and a secretive non-governmental group called the Regents Research Fund. As the EngageNY website makes clear, its primary purpose is promoting Common Core.
“The New York State Education Department (NYSED) is engaging teachers, administrators, and education experts across the State and nation in the creation of curriculum resources, instructional materials, professional development materials, samples of test questions, test specifications, and other test-related materials that will help with the transition to the New York State P-12 Common Core Learning Standards (CCLS).”
The actions of the Regents Research Fund are a little harder to pin down. The Albany Times Union calls it a “shadow government” within the New York State Education Department. It is supported by $19 million in donations from wealthy individuals and foundations.
On the EngageNY website and for the Regents Research Fund the chief salesperson for Common Core is Kate Gerson, a very attractive woman who appears to have minimal teaching experience. Although she is not an actual employ of the State Education Department, Gerson represents them at Common Core meetings across the state and is the featured Common Core cheerleader on EngageNY online videos. The Times Herald-Record, based in Middletown, New York, described Gerson’s performance at a staff development workshop for teachers in the Monticello school district this way.
“With a microphone dangling under her chin, Kate Gerson paced the front of the high school auditorium in sweater dress and heeled boots, prodding teachers to rethink the Gettysburg Address. She used the word “text” over and over again.”
Gerson’s advice to teachers was “Try it out; get smarter at it. This is hard work. Pick a text and dive in, and build a unit around a text that you are devoted to, that you have to teach anyway, and teach it differently.”
You can view Gerson’s traveling show at the EngageNY website. In a fifteen minute video titled “Quick Explanation of the Shifts by Kate Gerson,” she basically tells the audience that they are already doing Common Core in small bursts, but they now have to do it more systematically and have students think more deeply about what they read.
I did not have many disagreements with the goals Gerson presented in her show, but I was very surprised by two things. It was very unclear how deeper literacy was going to be achieved in classrooms where students have serious academic difficulty. Mostly she just repeated educational clichés – we were going to have a shift in focus, text-based instruction, rigorous standards, and students would think deeply and marshal evidence. Teaching these academic skills to real students in actual classrooms was almost a hopeful wish on her part.
I was also struck by Gerson’s lack of knowledge about the English Language Arts curriculum in New York State. According to Gerson, as part of the new rigor and higher standards, students would read To Kill a Mocking Bird in eighth grade rather than in ninth grade. But students always read To Kill a Mocking Bird in eight grade because that is when they learned about the Civil Rights movement in social studies. Students were also going to read Achebe’s book Things for Apart in 10th grade rather than in12th grade, but students always read Things Fall Apart in 10th grade because that is when they study the impact of European imperialism on traditional societies in Global History.
Gerson is promoted as a former New York City teacher and school principal who brings legitimate educational credentials and experience to the discussion of Common Core. According to her LinkedIn site, Gerson has a B.A. in Women’s Studies from the University of Arizona and a M.A in Language Education from Indiana University. She began her career as a teacher in Indiana, but only worked in New York City for two years at a transfer school for over-aged-under-credited students before leaving for an organization called New Leaders for Schools where she worked from 2007 to 2010. Gerson is also associated with Frederick Hess, Resident Scholar and Director of Education Policy Studies at theAmerican Enterprise Institute, which pushes free market pro-business solutions to educational and social issues.
Gerson will be the keynote speaker at an Uncommon Core at a conference in Binghamton, New York on March 14, 2014.
I was also invited by conference organizers to speak there because of my Huffington Posts on Common Core where I am critical of Common Core, but also offer practical suggestions and lesson ideas on how it can be useful in the classroom. For example, I recently posted a blog on Huffington Post with quotations from two speeches by Martin Luther King, Jr. where he offers a more radical critique of American society.
My position on Common Core is that it is useful to teachers and schools as a guideline but not as a mandated set of skills that must be achieved in a specific time frame by every student. I am also disturbed that the almost universal focus on skills acquisition will interfere with the teaching of subject content. AsRegent Tilles argued, to be most effective, Common Core Standards must be separated from high-stakes testing for students and the evaluation of teachers. State Education needs to provide teachers with sample material that defines what they mean by “college and career ready,” but scripted lessons that inhibit teacher creativity and eliminate flexibility are not useful. Among the things I like about Common Core is that it encourages the Horizontal (across subject) and Vertical (across grade level) Integration of instruction and it supports systematic planning and conscious decision-making by teachers. However, to the extent that it is tied into the privatization of curriculum, staff development, student assessment, and teacher preparation it is undermining public education.
The problem with the invitation to speak at the Binghamton conference with Gerson is that the conference organizers were not be able to pay an honorarium despite the fact that I would have a ten-hour round trip drive from New York City and have to spend the night. This basically meant I am unable to participate.
Merryl Tisch (non-responder)
I emailed Merryl Tisch, Chair of the New York State Board of Regents, Education Commissioner Jon King, Ken Wagner, Deputy Commissioner for Curriculum, Assessment, and Educational Technology at the New York State Education Department, and Kate Gerson and Joshua Skolnick of the Regents Research Fund in an effort to secure financial support to participate in the conference. I did not get a response from Tisch, King, or Skolnick. Gerson emailed back that she had forwarded my request to Skolnick and Wagner.
Ken Wagner, Deputy Commissioner for Curriculum, Assessment, and Educational Technology and a person in charge of implementing Common Core standards in New York State
I received a curt response from Wagner, Deputy Commissioner for Curriculum, Assessment, and Educational Technology at the New York State Education Department. According to his LinkedIn page, Mr. Wagner has a very interesting resume. He has worked at the State Education Department in different capacities since 2009. Before that he was a district administrator in Suffolk County for three years, an assistant principal and a principal for five years, and a school psychologist for four years. However, Mr. Wagner rose to become Deputy Commissioner for Curriculum, Assessment, and Educational Technology and a person in charge of implementing Common Core standards in New York State without ever having been a classroom teacher.
Mr. Wagner emailed me: “There is no funding available. Perhaps you should cancel.”
I later emailed Mr. Wagner the Common Core based lesson on the speeches of Martin Luther Kin, Jr. that I had developed for Martin Luther King Jr. Day commemorations in local secondary schools.
This time he responded:
Please remove me from your list.
Thanks a bunch,
I emailed him back:
“I thought you were a state official and this was a public email address?
Any update on the honorarium so that I can present on Common Core at the Binghamton Uncommon Core Conference?”
Mr. Wagner responded, denying funding for the conference again, and this time accusing me of sending spam in violation of federal law:
From: Ken Wagner
Sent: Saturday, January 11, 2014 8:28 PM
To: Alan J. Singer
Subject: Re: The Other Martin Luther King – Alan’s Latest Huffington Post
No worries, thanks.
It is generally best practice for authors to provide their readers with options and choice. Self-publishing has changed all that, I suppose.
You should be aware, however, that sending unsolicited email without the ability to decline meets the federal definition of Spam.
As I said, funding is not an option.
At least in my experience, education officials in New York State are not interested in what anyone else has to say about Common Core.
Post-It Note: I checked the federal definition of spam. According to the CAN-SPAM act of 2003 spam is “any electronic mail message the primary purpose of which is the commercial advertisement or promotion of a commercial product or service.”
I fail to see how a lesson on Martin Luther King, Jr. aligned with Common Core that I am making freely available to teachers and available to state curriculum officials constitutes spam under this law, but I guess Mr. Wagner, as an expert on Common Core, is able to understand the statute’s deeper meaning.
Alan Singer, Director, Secondary Education Social Studies Department of Teaching, Literacy and Leadership 128 Hagedorn Hall / 119 Hofstra University / Hempstead, NY 11549
Should parents have the right to opt out of having children essentially stalked by SLDS, the State Longitudinal Database?
The State School Board doesn’t think so.
Boiling down the conflict about personal data, we get to two ideas; which one do you value more?
1) - Our Constitutional right to be free from “unreasonable search and seizure” of ”private effects” (unless there truly is some “probable cause” of our guilt)
2) - The corporate and government-backed movement to gather and share “robust data” to enable “data-driven decisions” that may serve educational research.
Take some time. Think about it. We cannot have our cake and eat it, too.
Many organizations, agencies and movements have begun to depend on the second philosophy and Utah has aligned its school systems and other government agencies to it– without thinking too deeply about it.
Secretary of Education Arne Duncan hosts the White House “Datapalooza” event and gives speeches about the wonders of data collection. He persuades unrelated governmental agencies to share personal data. His right-hand woman, Joanne Weiss, encourages inter-agency “data-mashing.” And Duncan not only supports, but has been the main speaker at Data Quality Campaign’s summit. This is key. I’ll tell you all about the DQC.
“Data Quality Campaign” has many partners including (no coincidence) all of the Common Core creators and testers! “Achieve,” “National Governors’ Association,” “Council of Chief State School Officers,” “American Institutes for Research,” “PESC” (a council that makes data standards common) and MANY more share the DQC’s “vision of an education system in which all stakeholders… are empowered with high-quality data from the early childhood, K–12, postsecondary, and workforce systems.”
From the DQC’s site: “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.”
Do you share that vision?
On November 12, 2009, at a Data Quality Campaign conference, (note: the keynote speaker was an NGA leader; NGA copyrighted Common Core) they encouraged ”the status of states’ ability to link data across agencies and provided several state case studies of promising strategies to sharing individual-level data across systems and agencies.”
And Utah was “honored” by DQC for providing an example of linking criminal justice agencies, educational agencies, medical agencies, etc. using school-collected data and common data standards. Some data on a child that had been USOE-collected (private student data) was accessed by Utah’s Department of Human Services, according to this DQC brief, because of Utah MOUs that permitted data exchanges. Excerpt:
“Utah’s State Office of Education (USOE) has an extensive data warehouse, but initially, concerns about student privacy protection, especially related to the federal FERPA legislation, prohibited data sharing. However, Human Services worked with the USOE to develop two memoranda of understanding (MOUs) to permit data exchange and mitigate student privacy concerns. One MOU established that the state serves as the child’s parent when the child is in state custody. Although this MOU often is not employed, it did clarify the role of the state and its permission to attain and view student records housed in the USOE. The second MOU established that by connecting these two databases to evaluate the educational outcomes of children who aged out of foster care. Utah Human Services was conducting research on behalf of the USOE and, therefore, could be granted access to student-level data. http://www.dataqualitycampaign.org/files/65_meetings-dqc_quarterly_issue_brief_091807.pdf
Why isn’t this stuff in the papers?
But DQC reminds us that “Every Governor and Chief State School Officer agreed to build longitudinal data systems that can follow individual students from early learning through secondary and postsecondary education and into the workforce as a condition for receiving State Fiscal Stabilization Funds. The American Recovery and Reinvestment Act (ARRA) not only provided states the venture and political capital to build on the growing momentum behind statewide longitudinal data systems, but also offered state agencies the chance to think creatively and break down traditional silos. For policymakers, educators, parents, and students to have the information they need to improve student and system performance, state K-12 longitudinal data systems must be able to exchange and use information across the early learning, postsecondary, and workforce sectors as well as health and social services systems.”
So, to ponder how this affects YOUR child:
DQC is partnered with American Institutes for Research (AIR) which is Utah’s Common Core test maker for the Computer Adaptive Math and English Common Core test, also known as the SAGE test. (FYI, AIR is fully partnered with SBAC, the testing group Utah dropped in 2012.)
American Institutes for Research will not only test Common Core standards teachings, but will also upload all Utah student test takers’ personally identifiable information, academic and nonacademic information into its database.
(Why the nonacademic information too? Because Utah’s HB15 mandates that behavioral indicators will be tested and conveniently, AIR is a psychometrics specialist.)
Understandably, all over the country and in my own home state of Utah, legislators are scrambling to create student data protection bills. But they face a problem that most maybe don’t want to see.
Every state has a federally-invented SLDS: State Longitudinal Database System. In Utah, we have been recipients of millions of dollars (and have been entangled in the federal strings that have come with those dollars) because we agreed to the four education reform assurances that came with the State Fiscal Stabilization Fund money (ARRA Stimulus funding). And we agreed to build our SLDS (State Longitudinal Database System) to federal specs. So did all the other states. It’s an illegal, de facto national database because of that interoperability factor and because we’ve agreed to it through PESC.
We built the SLDS monster. Now legislation is trying to put a muzzle and a leash on him. Why keep him around at all?
The SLDS’s core function is “to fulfill federal reporting.” This fact comes from the PESC State Core Model, which Utah agreed to when the Utah Data Alliance agreed to the Postsecondary Electronic Standards Council (PESC) Model and the SIF (interoperability framework) in the SLDS grant application –which means all of our data will be interoperable and sharable across state lines. The PESC’s State Core Model deliberately aligns different states’ SLDS data systems so that they all match.
Not surprisingly, the PESC model was developed by the unelected, private trade group, CCSSO, as part of the Common Education Data Standards (CEDS) funded by the Gates Foundation. (CCSSO is the same private group that developed and copyrighted Common Core standards). The PESC “establishes comparability between sectors and between states” and brags that it “will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum Frameworks and the two assessment consortia. The core purpose of an SLDS is to fulfill federal reporting…”
The agreement is stated on page 4 of section 1 (page 20 on the PDF) of Utah’s 2009 ARRA Data Grant: “The UDA will adhere to standards such as the School Interoperability Framework (SIF), the Postsecondary Electronic Standards Council (PESC)
Nothing’s preventing agencies from sharing data. In fact, the DQC praises those who, like Utah’s USOE, have created ways to share data with other agencies.
But there’s an even bigger fish to fry.
Although, years ago, there was a protective federal privacy law called FERPA, it’s been corrupted by the Department of Education.
Federal FERPA laws have been grossly loosened. Every federal agency I can find, including the NCES and the Department of Education are encouraging us to pool data.
The U.S. Department of Education’s intentions are further, very clearly, revealed in the student-level data-sharing mandate in its cooperative testing agreements (and in the contrast between what Secretary Arne Duncan says and does.)
The bottom line is that we should not align any privacy law with federal FERPA and we should shut the SLDS monster’s big mouth by creating opt-out allowances for parents to protect their children from this big government stalker.
I have serious concerns about a bill that’s being written in Utah right now, SB0049, which aligns with federal FERPA’s definitions of “personally identifiable information” and “authorized representative.”
Reading this bill, I could hardly believe that Utah legislators care to protect us.
Surely legislators have read that the Department of Education has, without Congressional approval, altered federal FERPA to loosen privacy protections by having redefined terms. (This resulted in a big law suit with the Electronic Privacy Information Center.) The loosening of student privacy protections by the federal government took place during the same time as the Department of Education was creating national school assessment contracts that stated that the Department would access student-level data through the assessments “subject to applicable privacy law.” Thus they changed the law to suit their data-hungry point of view. The federal FERPA reduced parental consent over student data from a requirement to a “best practice”!
It changed the definition of “personally identifiable information” to include biometric information, which includes DNA, handwriting, iris scans, fingeprints, as well as behavioral information
Is this what we want for Utah?
Behavioral and belief-based information on a child is without question going to be collected by Utah’s math and English tests by psychometric embedding by test writer and psychometric specialist AIR -American Institutes for Reasearch. Utah gave AIR $39 million to do this terrible mistake when the Utah legislature mandated it, in HB15, the Computer Adaptive Testing bill.
To align state privacy laws with federal definitions is to guarantee a toothless and spineless pretense of protection.
This is not hyperbole. Follow the money trail to see who has a vested interest in denying parents and students authority over their own private data. We can’t afford to give our ear to those who are making the money from the exposure of student data to “researchers” —who are really just greedy vendors.
Microsoft owner Bill Gates, who has called schools a “uniform customer base” has paid hundreds of millions to align common data standards with common educational standards. He has partnered with Pearson (who is contracted to make Utah’s UTREX) which pushes the same thing. Gates/Pearson partnered with the Midvale, Utah-based School Improvement Network, which pushes the same thing. They give lip service to student privacy, but none of these groups seems to want to see REAL protection for privacy.
How would you like to be a fly on the wall in a teacher education classroom? What are colleges training teachers to teach today? Is it legitimate education?
Barry Garelick, a California math teacher, has written a book (his introduction is below) based on his university teacher- education experiences, and experiences as a student teacher. Garelick used two pen names, “Huck Finn” and “John Dewey” –to avoid ruining his chance of obtaining a teaching credential at the time, and to avoid being blackballed from teaching because of differences in teaching philosophy.
The insightful and sometimes very funny chronicles show that the one-size-fits-all mentality displayed by Common Core starts before our children enter K-12 classrooms; it starts in the groupthink of teacher education schools.
In Which I Explain Myself Without Apology
Guest post by Barry Garelick
I have written a book entitled “Letters from John Dewey/Letters from Huck Finn: A Look at Math Education from the Inside”. It is a collection of letters that I wrote which chronicle my experiences in a math teaching methods class in Ed. school (using the name John Dewey) and my experiences student teaching (using the name Huck Finn). I teach mathematics in California. I have a degree in the subject and an intense interest in how it is taught.
When my daughter was in elementary school I saw things I didn’t like about the way she was being taught math. I was also tutoring high school students in math and saw disturbing weaknesses in basic math skills. This caused me to embark in research about what is going on in math education. I decided that the way I could possibly make a difference was to teach mathematics in middle or high school. In the fall of 2005, with six more years left until I could retire, I enrolled in education school.
By way of a short background, the debate over how math is best taught in K-12 (and which is known as the “math wars“) has been going on for many years, starting perhaps in the early part of the 20th century. The education theory at the heart of the dispute can be traced to John Dewey, an early proponent of learning through discovery. Fast forward to 1957 when Sputnik was launched and the New Math era began in earnest, which continued until the early 70′s. Then came the “back to basics” movement, and in 1989 the National Council of Teachers of Mathematics (NCTM) came out with The Curriculum and Evaluation Standards for School Mathematics, also known as the NCTM standards.
The NCTM’s view was that traditional teaching techniques were akin to “rote memorization” and that in order for students to truly learn mathematics, the subject must be taught “with understanding”. Thus, process trumped content. Showing how students obtained the answer to a problem was more important than getting a right answer. Open-ended ill-posed problems became the order for the day. The prevailing education groupthink was (and still is) that teaching the mathematical procedures for particular types of problems was just more rote. Such approaches didn’t teach students “higher order thinking skills”, “critical thinking” and many other terms that are part of the education establishment’s lexicon.
By the time I enrolled in Ed. school, I pretty much knew what I was in for. I was well acquainted with the theories of teaching and learning which dominated the education establishment in general and education schools in particular. Nevertheless, I was surprised at what I heard when going through the candidate interviews, which was part of the application process. Future teachers of science and math were herded in one group and given a brief talk by the coordinator of secondary education. Among her opening remarks was the announcement that “The way math and science are taught today is probably not how you were taught when you were in school.” A few sentences later, the coordinator, with index finger pointing to the ceiling for emphasis, said “Inquiry-based learning!” Though a bit unnerved, I at least knew where I was.
All in all, my Ed. school experience had some redeeming features. Most of my teachers had taught in K-12, and had valuable advice about classroom management problems and some good common-sense approaches to teaching that didn’t rely on nausea-inducing theories. Also, I learned how to make it sound like my approach to teaching was what was being taught. I learned to talk about discovery approaches and small group exercises—no one has to know that such techniques are not going to be your dominant teaching approach. In short, since future teachers will be working in a bureaucracy that is often dictated by the groupthink of the education establishment, Ed. school serves the purpose of teaching survival techniques.
Sometime after I took my first course, I decided to write a series of letters documenting my experience in Ed. school, using the pseudonym of John Dewey. There was a new education blog that had emerged called Edspresso, edited by a genial and talented young man named Ryan Boots. (Unfortunately, he left Edspresso several years ago). I pitched the idea to him, asking him what he thought. He responded almost immediately along the lines of “An Ed. school mole writing about his experiences? When can you start?”
My series of letters for Edspresso covered mainly one class—the beginning math teaching methods class. The letters proved to be very popular and many people left comments—some supportive, and some very angry. I wrote the letters almost in real time—there was perhaps a one or two week delay between the letter I was writing and the events of a particular class.
As I progressed through the class, I noticed that while my views on teaching may have differed from that of the teacher (an adjunct professor who I refer to as Mr. NCTM), there were certain views that we shared in common. We were both around the same age, and he had taught high school math for 30 years. He had very good advice and it was clear that he liked me. I came to the realization that though there were vast differences in teaching philosophies within the teaching profession, one had to work with fellow teachers as well as the people in power on a daily basis. The trick would be to find a situation in which I could be loyal to how I believed math should be taught, and find that common bond with the other teachers and the administration that would allow us all to get along.
I decided to stop writing the letters when the math teaching methods class ended. This was not only because of the time involved in writing them, but because of a fear that their continuation would ultimately lead someone to discover the identity of the author. I didn’t want to ruin any chance of obtaining a teaching credential, nor to be blackballed from any teaching positions because of differences in teaching philosophy.
After several years, I had completed all my coursework and was ready to move on to student teaching. I had a few months to go until retirement, and then could take on the commitment for the remaining task. I felt that this phase called for a resurrection of John Dewey, but my initial draft of a letter seemed forced and the voice of Mr. Dewey no longer seemed appropriate.
Around that time, I had the good fortune to have seen a performance of Hal Holbrook as Mark Twain. Mr. Holbrook was 85, so I knew this might be my last chance to see him. The performance lived up to everything I had heard about it, but one part of the evening stood out. He did a reading from Huckleberry Finn that was extremely moving and convincing. I heard the voice of a naive young boy commenting on rather serious matters over which he had no control, but about which he was beginning to form life-changing opinions. I realized the next day that Huck Finn was the perfect choice for the author of the letters about student teaching, immersed in the polarized world of education, and drifting along the ideological, political and cultural divide.
I asked Katharine Beals who runs the blog “Out In Left Field” if she wouldn’t mind publishing some letters from Huck Finn about the process of becoming a math teacher. She was excited about this and so I decided to give it a go. I was grateful for her taking Huck in; she is known as “Miss Katharine” in the letters. The name seemed to fit her quite well.
The first two Huck Finn letters are about a year apart, and then they follow the student teaching. I couldn’t write those in real time since the teaching kept me rather busy, so I wrote the letters after I finished. After another year I wrote six more episodes, this time looking at Huck’s experience as a substitute teacher.
I’m trying to think of something profound and moving to close with here and the best I could come up with was “For anyone wanting to make a movie based on these letters, please don’t have me played by Matt Damon.” Actually, a comment I received on one of the Huck Finn letters from Niki Hayes, a former teacher and principal, is much better I think, so let me close with that and offer it to you as advice:
So you learned what teaching is about: The dispensing of content information so that kids don’t have to “struggle” repeatedly to understand it (which makes most humans turn off the learning switch) AND experiencing those wonderful young eyes that make you want to be a better teacher and person. You’ll always remember these kids because they were your first “tutors.” Let me assure you, there will be many more as you enter the special land of teaching.
My goal is to get this book to be required reading in math teaching methods classes at ed schools. So if you know anyone in an Ed. school with influence, please tell them about this book. -Barry Garelick
“Letters from John Dewey/Letters from Huck Finn: A Look at Math Education from the Inside” is available on Amazon.
With all the pushback across our country against Common Core standards and testing it’s almost impossible to keep up!
Here is an incomplete list with links to some important, recent news stories you may have missed.
SOUTH CAROLINA: Sen. Lindsey Graham (R-S.C.) is taking on the Common Core standards in a draft resolution that he says is “an incentive-based mandate from the federal government.”
It states: “national standards lead to national assessments and national assessments lead to national curriculum.” http://www.theblaze.com/stories/2014/01/31/senate-resolution-to-tackle-common-cores-threat-of-national-curriculum/
KENTUCKY: Kentucky drops membership in one of the federally funded Common Core testing groups as many states (including Utah) have done: http://blogs.edweek.org/edweek/curriculum/2014/01/kentucky_withdraws_from_parcc_.html?cmp=ENL-EU-NEWS2
KANSAS: U.S. Sen. Pat Roberts introduced a bill Thursday targeting the U.S. Department of Education over the Common Core mathematics and English standards. The bill would stop the federal government “from coercing states to adopt education standards like Common Core” and would “strictly forbid the federal government from intervening in a state’s education standards, curricula, and assessments through the use of incentives, mandates, grants, waivers or any other form of manipulation.”
Sen. Roberts said Kansas should pick standards “without bribes or mandates from Washington.” http://cjonline.com/news/2014-01-30/roberts-targets-us-ed-department-bill
ARKANSAS: Arkansas Teachers Against Common Core join Arkansas parents to rally against Common Core at state capitol. http://www.thv11.com/news/article/296732/2/Parents-rally-against-common-core
TENNESSEE: Tennessee hitting the brakes on Common Core after realizing what Common Core and its testing will cost. http://www.fox17.com/news/features/top-stories/stories/calls-curb-common-core-tn-19336.shtml and: Test-Fixated Schools Hurt Tennessee
and: Tennessee Republican Legislators Prepare Resolution Seeking Delay of Common Core Tests and Standards http://www.wbir.com/story/news/local/2014/01/21/tn-lawmakers-balk-at-common-core-school-standards/4709341/
NEW HAMPSHIRE: Nashua, New Hampshire principal writes a letter to the superitendent, saying his school staff “believe that the Smarter Balance [Common Core] Test is inappropriate for our students… this test will not measure the academic achievement of our students; but will be a test of computer skills and students’ abilities to endure through a cumbersome task.” http://www.nashuatelegraph.com/news/1027308-469/nashua-middle-school-principal-outlines-serious-concerns.html#
CONNECTICUT: Connecticut Common Core Costs Up, Teaching Time Down, Opt-Out Movement Takes Hold http://jonathanpelto.com/2014/01/27/common-core-costs-instruction-time-opt-movement-takes-hold/ and Opting Out: Connecticut Parents Answer to a Higher Authority
IDAHO: Testing Crisis in Idaho Public Schools
NEW YORK: Defiant Parents: Testing’s Discontents http://www.newyorker.com/online/blogs/comment/2014/01/the-defiant-parents-testings-discontents.html#entry-more
Resources for Refusing the Test: Samples From New York
Schools with High-Stakes Testing Exemption
http://ny.chalkbeat.org/2014/01/21/school-without-regents-exams-says-mayor-should-spread-its-model/ NY Governor Cuomo under attack by Stop Common Core in New York State: http://whatiscommoncore.wordpress.com/2014/01/30/new-york-parents-launch-common-core-math-homework-at-governor-nygovcuomo/ NY Republican Legislators Push Bill to Cut Back Common Core Testing http://www.silive.com/news/index.ssf/2014/01/post_690.html
MICHIGAN: Michigan Schools Not Ready for Shift to Online Common Core Testing
CALIFORNIA: Los Angeles Classrooms Lack Technology Capacity for New Exams
INDIANA: Indiana Testing Not Designed to Improve Learning
RHODE ISLAND: Rhode Island Grad Test is Not a Good Measure of Student Achievement
http://www.providencejournal.com/opinion/commentary/20140120-ron-wolk-rhode-island-flubs-diploma-standards.ece Providence City Council Unanimously Endorses Testing “Pause”
MASSACHUSETTS: Mass. Teacher Licensing Tests Block Minority Access
MINNESOTA: Task Force Wants to Scrap Minnesota Teachers Tests
OHIO: Ohio House Passes Bill to Let Schools Delay New Test Requirements
D.C. DC Scales Back Test-Based Evaluations of Principals
D.C. Schools Forms Parent Task Force to Examine Testing
The Coming Common Core Meltdown:
Bipartisan Opposition to Common Core Tests-and-Standards Grows
States Examine Cost, Quality of Common Core Assessments
Why a Common Core Testing Moratorium is Necessary
Resist Federal Pressure to Use Test Scores in Teacher Evaluation
Time to Hold Arne Duncan Accountable to a Higher Standard
Education historian Diane Ravitch speaks at MLA Conference about Common Core: http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/everything-you-need-to-know-about-common-core-ravitch/
Mike Huckabee speaks to CCSSO officers (Common Core creators) telling them to just “rebrand” rather than to drop Common Core because the term has become “toxic”. http://www.breitbart.com/Big-Government/2014/02/01/Huckabee-To-Common-Core-Creators-Rebrand-Refocus-But-Don-t-Retreat
Guest post by Alyson Williams
Utah mother Alyson Williams has given permission to post her letter that was written this week to former State School Board member Joel Coleman in response to his suggestion that citizens should “ask the members of the board” to alleviate their concerns about Common Core.
Joel, many of us in this group have indeed asked members of the board about the adoption and more, and when their answers didn’t match up with the verifiable facts, our confidence in them was understandably diminished.
I understand what you are saying about the Board reviewing the standards for months… you are probably referring to the DRAFT of the standards that had been made public. Funny thing though, the board’s feedback resulting from this months-long review has never been publicly shared so I guess we’ll just have to take their word for it in spite of the fact that representative government doesn’t typically require blind trust. Perhaps they felt confident that private reviews of the draft was adequate, but if they had anticipated that the standards writers would actually incorporate any of the feedback of those select few who were even able to give it, wouldn’t they also be anticipating the possibility of significant changes in the final version? Or, is this an admission that everyone knew the standards would be what they would be and that the board’s decision was really about whether to go along with the other states, and not about the standards on their own merits?
You’re right, meeting minutes can be vague at times. Good thing we have the audio. As Brenda had so succinctly put it in the meeting where the board authorized the initial MOU for the state to participate with the Common Core initiative in the first place, “half a billion is no small chuck of change” and “it doesn’t concern me that it will be so wildly out of line that we couldn’t live with it.”
Two Days after the final draft was released the board voted to adopt on first reading. Then a handful of weeks more there was the final vote. Why the rush? They wouldn’t be implemented for over a year. In the audio of that first board meeting that Connor referred to, Larry Shumway makes it clear that the standards had to be adopted for an upcoming interview about the State’s Race to the Top application. Now, after losing out on that grant, the board inexplicably insists that there was no Federal influence on their decision!
Dave Thomas stated in our recent debate that the Federal government was deliberately excluded from the initiative, implying the USED jumped on the bandwagon later with Race to the Top. I wonder, did he read the MOU the board had authorized the superintendent to sign in 2009 that clearly outlines what the Federal role would be? It’s only a couple of pages long.
Or, there is the congressional hearing around that same time where T. Kenneth James, then president of the Council of Chief State School Officers said, “I think it [the Common Core Initiative] can be done without the perception that the federal government is driving the train.” Then they discussed how the Feds leverage education funding and use their “pulpit” to promote it.
On your blog, Joel, you talk about the public comment on the standards to the board as evidence that the public was aware of what was happening and link to the minutes of two State Board Meetings as evidence. If anyone bothers to click on the links and read, they will see that Oak (one person, not plural) was one of two “public” and the only one to comment on standards. It turns out that at that time he was talking about Utah’s own Social Studies Standards, not Common Core. He also presented the board with a petition that you mention, also not about Common Core, but about including instruction about our country as a Republic in our state Social Studies Standards. At the end of Oak’s comments in one of the two meetings he makes reference to some new, national standards that he’d heard of saying something about how he hoped we wouldn’t go that direction. Evidence of the board’s representation, of their engagement with their constituents, or should I say constituent, on Common Core?
You can read more of what I’ve already written about what I think are flaws with the adoption process: (http://www.utahnsagainstcommoncore.com/the-common-core-standards-were-not-talking-about/.)
Some of us have asked about the costs and why there wasn’t a formal cost study done. There was the claim you shared with me on FaceBook about the tens of millions saved by adopting the Common Core. Didn’t you say $75 million? I read over the budget for the past four years and couldn’t find that. I asked you for a reference then and am still waiting.
You probably don’t recall the “bagels and bills” event that I attended and sat at the same table as you did. I had come in hopes of meeting my State Board representative with whom I’d been unable to connect via email or phone. Instead I sat dumbfounded as he used his time to talk to the audience about the crazy moms (lumping all mothers’ voices into one) who were publicly discussing their concerns about Common Core, which he called “conspiracy theories,” and basically asked the local school board and local chamber to disregard what he characterized as unfounded fringe opinions, as he had determined to do. All this without his ever having engaged in a conversation with a single one of us. I never was able to introduce myself to him that day.
There was the time that Christel was speaking to a board member about why the board was unwilling to meet and discuss with some of us our concerns. The board member said she had met several times with Ms. Swasey. Christel had to ask, “Did you know that is me? I’m Ms. Swasey?” I could go on, but as you can see, it’s kind of embarrassing and that is not my goal.
It’s not these interactions alone that shake people’s confidence. I am always told to “read the standards” as if they are so wonderful I couldn’t possibly have concerns if I’d actually read them. We parents don’t have the benefit of the official professional development to help us overlook the obtuse and jargon-filled wording of the standards themselves to construct generous interpretations of their quality.
I went to the Logan debate prepared to discuss the standards themselves and instead fielded nebulous questions about what my “dream education system” would look like. I thought it silly that as Tami talked about the standards that night she gave examples of counting to 100 and basic addition – as if that’s all the standards are, as if we didn’t teach those things before Common Core. She got applause for claiming that with common standards kids will be able to move from state to state and be on the same page. Is she not aware that there are four adoption paths outlined in Appendix A of the CC Math Standards? Utah adopted was is called the “integrated” path that spreads the topics across classes and grades so uniquely that it seems likely that Utah will be even more out of sync with what other states (including those that adopted CC) are teaching, and in what order, than ever. Only one other state did this. So, unless those who were applauding are planning to move to Vermont they may be in for a rude awakening. What about all those students who move here from other states, or a homeschool student trying to be placed back into public school, but who had been studying math by discrete subject? How will they fit into a system that teaches a little algebra here and a little geometry there? Did the board study that? If commonality is the most appealing benefit that is supposed to compensate Utahans for what we’ve given up, why are we implementing it the way we are?
Then there is the increase in informational texts recommended for ELA. Appendix A of the ELA standards is the “research” for the standards. It is basically just an essay about text complexity with only a couple of footnotes through which the writers notably, in the first instance, consult themselves. It offers some kind of interesting insights about how text complexity is measured and how text complexity differs across various media and over time. Then, it puts forth what is basically a hypothesis that if kids dissect a graduated complexity of informational texts they will be more career-ready. It is followed by a list of other research papers (not directly referenced to anything in the text itself as one would expect of a “research”paper), also primarily about text complexity. There is no Newkirk, who wrote about how kids who read a lot and are intrinsically engaged in what they read are better readers and writers. There is no Oatley who has been recognized internationally for his research on the psychological effects of reading and writing and the importance of reading fiction. The Common Core hypothesis for ELA is that in college and as adults we typically read more informational text, therefore we should read more in K-12 as well. It’s nothing more than an untested theory that is made all the more concerning by the fact that there does exist research that might suggest the opposite is true – that, for that very same reason, students ought to be reading more classic literature and fiction to voluntarily increase reading stamina and to develop a more sure foundation in the ideas of the best thinkers and observers of our civilization as can only be conveyed in the great literary works that have outlasted the educational fads of the moment.
I’m not saying I am absolutely right or have all the answers but am discouraged that the board can’t offer anything of substance to counter concerns, but tend to rely on endorsements as if it were evidence.
They don’t even seem to be familiar with the basics of the agreements they authorized to be signed, like the 15% cap on adding to the standards. The board gave a presention to members of the legislature in which they denied that such limitation even existed despite the fact that we were able to show them several places in primary governing documents where it did exist, not counting the minutes of the board meeting where the 15% was stated expressly in their adopting vote. (See slide 20 of the board’s presentation posted here:http://www.utahnsagainstcommoncore.com/rebuttal-to-usbe-presentation-on-common-core/)
Sorry about rambling on. I share all this “water under the bridge” stuff only to make the point that many of us have “asked the board” and discovered that as much as we like you and the members of the board personally, and as well-intentioned as they undoubtedly are, they haven’t proved to be a reliable source of information or insight on these topics. That is why your advice here “to ask” comes across as a little condescending and why many of us are looking forward to enabling a process of getting members on the state board who are more electorally accountable to their constituents, who might demonstrate a little more independence of thought instead of parroting the company line, and who might be a little more diligent with the details.
It’s not about finding someone who always agrees with one view on Common Core or another. I’d prefer disagreement in the context of an honest discourse about the pros and cons of de facto national standards,
or about what is really meant by the “critical thinking”that seems to be the magic sauce of the standards according to proponents, (you thought “state-led” had a lot of different meanings!)
or about the obligations associated with and our reliance on federal funds,
or about whether workforce preparation should be the primary goal of education
and about how the adoption of the Common Core standards and the other stimulus-driven reforms affect Utah in all of those areas.
In conclusion, repeating to parents ad nauseam talking points about how the standards are “rigorous” (because we said so) and“internationally benchmarked” (“in spirit,” to quote directly from the CCSS) smacks of propaganda. I really don’t think I’m the only person who is tired of such nonsense and that’s why I believe the controversy around this topic is not going to die down any time soon. Advising clearly frustrated constituents who have done their homework to “ask” board members who haven’t been able to demonstrate that they’ve done theirs only adds fuel to the fire.
New York parents are launching their children’s Common Core math homework – AT Governor Cuomo.
Mark Ferreris, a leader in Stop Common Core in New York State, came up with the idea of sending the children’s homework to the Governor. Tired of seeing their children “suffer each night with abusive, age-inappropriate homework that destroys both their self-esteem and their freedom to truly learn,” Ferreris and other organizers planned the campaign and created a public Facebook event page at Stop Common in New York State, set for February 28, 2014: https://www.facebook.com/events/1433445366892441/
New York parents will simply send their child’s homework via email or regular mail to Governor Cuomo. They plan to title each email or tweet: “CAN YOU DO THIS? –Because Our Children Can’t.”
“Let him get a taste of the suffocating, mind-numbing curriculum that he’s helped shove down our children’s throats which will enslave their impressionable minds….. It’s simple, it’s quick and it’s for YOUR CHILDREN…. Flood him with emails daily or send weekly updates to him,” said organizers.
If you are in New York, here is the contact information for your governor:
Governor Andrew M. Cuomo – Office of the Governor – NYS State Capital Building – Albany, NY 12224
Wondering what the homework actually looks like? Here are a few samples.
EngageNY/Common Core Math Homework
This one is from a first grade class:
Governor Cuomo, can you do it?
The next one is from a kindergarten class. (Where are the plus, minus, or equals signs? What is a “number bond”?)
This next one is for second graders. It could as well be for college students; it makes no sense.
Here’s one for third graders that avoids simplicity and clarity, deliberately:
Here’s a video created by Stop Common Core in New York State: “Governor Cuomo, Can You Hear Us: 20,000?”
Dear Governor Herbert,
Let’s be like Indiana! The support of the State Superintendent Ritz and Governor Pence are making it possible for the people to reclaim local control of education. Indiana’s dropping Common Core. We in Utah should do the same, rather than continually giving lip service to local autonomy.
Please, fellow Utahns– write often to our Utah leaders. Let them know what is going on in national education reform and pushback, since our local newspapers rarely do. Tell them what you want them to do. They are supposed to represent us– not D.C. corporations or agencies of the federal government. We must speak up.
Missouri Representative Kurt Bahr and Representative Bryan Spencer are running a bill to put a stop to the Common Core.
Read it here.
If you are in Missouri, here is the directory of all MO representatives. If you see your rep’s name as a co-sponsor, give him or her a call and let him or her know how grateful you are. If not, shoot your rep and email and ask him or her to sponsor this bill.
My concerns about the academic merits of Common Core paled in comparison to the much larger issue of the loss of freedom and the stripping away of local control – Alisa Ellis
Picture a bread-baking, fun-loving, church-going, small-town mother of seven –who was never politically active, who never even used to vote, –picture her becoming a sudden political activist who now travels across Utah and to other states to speak to live audiences, radio audiences, and on t.v. about the Common Core Initiative. Let me tell you a little bit about Alisa Ellis, a woman whose motto is, “I do not live in fear.”
To Alisa, education had always been important. She and her husband liked to say that they were proudly raising a family of nerds. They were the kind of parents who volunteered in the classroom. They were the kind who paid attention.
But their introduction to the educational transformation of America known as Common Core came in 2011, long after the initiative had been adopted by the state. (2011 is a whole year after the Utah state school board adopted Common Core without public knowledge or vetting; and it was two years after the state had agreed to accept the federal $9.6 million to create an “SLDS” student tracking database.)
Alisa received a Common Core pamphlet at a parent-teacher conference.
She stared at it. She puzzled. She asked the teacher to explain.
“I didn’t know how one size-fits-all would work without hurting the top and bottom students,” she recalls. But when she asked the teacher to expound on the subject, that teacher didn’t know anything.
Alisa began to ask around.
“I asked everyone I knew for their thoughts on Common Core. I tried researching online but everything was fluff,” she said, “It was nine months before I was invited to a meeting to learn more.”
One day at the grocery store, she bumped into a friend who actually knew something about the Common Core Initiative. The conversation lasted a long time. The friend invited Alisa to come to a “Cornerstone of Freedom” meeting to learn more. The friend added, “Oh, and would you make a few comments?”
Alisa thought that meant that she should raise her hand and make comments. She found out, during the meeting, that she was an actual scheduled speaker– after the other speaker.
“I saw my name on the schedule and immediately panicked. I pulled out my tablet and started researching ‘What is Common Core?’ After a few minutes, I realized it was pointless and I would be better off just sharing my concerns.”
She told the audience of her concerns which had begun with the Common Core pamphlet at the parent/teacher conference. She told the story of another meeting, a gifted-and-talented informational meeting, where the director said that next year, teachers would ‘start digging deeper.’
(“Digging deeper? That same line was repeated so many times that I knew I was being fed something,” she explained.)
She also told the audience another story: a school guidance counselor had advised her to take her son out of AP history. The counselor had said that her son’s “career track was more along the lines of engineering.”
He’d said, based on Alisa’s son’s ACT practice test, that: “clearly your son isn’t going to be a history professor, so we should pull him out of AP world history and put him in a class that follows his career path.” Because Alisa had trusted the system, she hadn’t questioned the counselor’s advice so she pulled her son out of AP history. This was a decision she later regretted.
Alisa started digging more deeply into the whole Common Core Initiative. She read the state’s Memorandum of Understanding with the developers of the Common Core. She read the Cooperative Agreement. She saw how the State Longitudinal Database System intertwined with the academic standards and tests. She read speeches by secretary of education Arne Duncan. She read the No Child Left Behind documents and waivers. She read the implementation manuals that were sent out to governors to tell them how to promote Common Core. She read documents by Achieve, Inc., the group that helped create the standards for the copyrighters. She could hardly believe that the Common Core’s takeover of local control was out in the open, yet unknown by virtually everyone who ought to know about it.
“My concerns about the academic merits of Common Core paled in comparison to the much larger issue of the loss of freedom and the stripping away of local control,” she said.
She went with her friend, Renee Braddy, to meet with local teachers, principals, local school board members, the community council, and the local superintendent to discuss Common Core. These discussions resulted in the opportunity to make a presentation at the local school board meeting. (That presentation was filmed, and is called Two Moms Against Common Core on YouTube.) The superintendent had asked them not to film their presentation, but since it was an open, public meeting they did anyway. The video was shared around the state and ignited a firestorm of activists to stand up and fight against Common Core. I was among the people who got to see Alisa and Renee’s video the first week it was posted.
Next, Alisa decided it was time to become more active. She became the county delegate to the Republican convention, and before the convention, she started making phone calls to find out which candidates were promoters of Common Core. She found that all the candidates running for national level seats were opposed to Common Core. All the local candidates, aside from the current Governor, were also against it. (Governor Herbert was undecided at the time.) However, the candidates running for state legislature seats were less willing to take a position.
With unflinching determination, she successfully set up two face-to-face meetings with Governor Herbert to discuss Common Core. Then she organized public meetings and helped bring in expert academic witnesses to meet with legislators; she started her blog called Common Core Facts, she repeatedly attended and spoke up at state school board meetings, and she co-founded Utahns Against Common Core with a handful of other Utahns. (That website and petition “Utahns Against Common Core” today has over 8,000 signatures.)
Alisa’s actions, along with other activism happening around the state, eventually helped push Utah’s leadership to agree to withdraw from the SBAC Common Core testing consortia. It was a chink in the seemingly impenetrable armor of Common Core. (Side note: after Utah bowed out of SBAC, other states also began to withdraw from SBAC and PARCC. Sadly, Utah’s state school board subsequently chose to use another Common Core testing entity, AIR, which is partnered with the same SBAC. –But that’s another story.)
From the beginning, Alisa began to get invitations to speak across the state and then from other states. Today, she has probably given over fifty speeches on the subject, in tiny places and large venues, both with other speakers from Utahns Against Common Core and on her own.
This week, she will be speaking in Jackson Hole, Wyoming and in Merriam, Kansas.
You are invited.
What: WHAT YOU HAVEN’T BEEN TOLD ABOUT COMMON CORE: TRACKING YOUR CHILDREN FROM PRE-K INTO THE WORKFORCE
Where: Snow King Resort Teton Room
When: 6:15 PM on January 28, 2014
Who: Speakers will include Amy Edmonds – Wyoming Liberty Group; Alisa Ellis – Utahns Against Common Core; Christy Hooley – Wyoming Teacher; Kelly Simone – Wyoming Citizens Opposing Common Core – Presented by Concerned Women’s Group of Jackson Hole
Cost: Admission free; a donation of any amount to help cover expenses will be appreciated.
What: Alisa Ellis will speak on the history and truth about Common Core and its impact on our children and their education.
When: Tuesday, February 4th, 7:00 pm
Where: Antioch Library – 8700 Shawnee Mission Pkwy, Merriam, KS 66202
Note from the Antioch Library: Besides the library’s parking lot, parking is available behind Taco Bell and to the larger lot west of Taco Bell.
Thank you, Alisa. And thank you, Renee. (I will write about Renee and her adventures another day.)
Dr. Terrence Moore of Hillsdale College speaks in this video about the Common Core standards in a college lecture entitled “Story-Killers: How the Common Core Destroys Minds and Souls”.
The architects of Common Core, Dr. Moore contends, are deliberately killing stories.
First Dr. Moore discusses what Common Core leaves out, in great detail. Then he asks (at minute 16:50) “what kind of mind, indeed what kind of soul will you have after going through this sort of stuff [Common Core high school]?”
He answers. This is the part we must hear.
“Nothing but mischief” is what students are learning that our country has been up to for over two centuries; and, that the past is a dark cloud that has nothing to teach us.
“No appreciation for beauty or heroism or faith” is what students will hold –because they will most likely never have discussed such things in relation to a whole book of classic literature.
“Not too high of an opinion as a family as an institution” nor of the love that holds families together –because no such models are being provided.
“Not to have been invited to love the thing we call good” and “not being taught how to laugh and how to find humor in the human condition” are additional results Dr. Moore sees coming from Common Core English classes.
Common Core high school English classes will take students down one of two roads, says Dr. Moore: either “utter boredom” or, “if you actually took these lessons seriously, down the depressing path of the prematurely jaded, postmodern anti-heroic view of life.”
He calls this movement intellectual and moral debilitation, as it deprives students of the best stories, and as it deprives them of learning about what it means to be human. Whoever controls the narrative, he explains, also controls the politics, the economics, the families, the ways we think, the ways we believe.
What is wrong with the rhetoric surrounding education reform, he asks? The architects of Common Core are simply asserting that their scheme will make students college and career ready, with no proof to back them up. “That is astonishing!” he says.
(Yes, it is.)
The authors of Common Core can point to no successes where this scheme has been tried. So the 45 states that have adopted Common Core, Dr. Moore says, “bought the farm, sight unseen.”
The traditional aims of education: truth, knowledge goodness, virtue, justice, industriousness, and happiness are no longer the aims of education.
“There is no search for happiness in the Common Core,” Dr. Moore says, noting that happiness was one of the main purposes for education according to our founding fathers.
Art, music and literature, he says, which are focused on the human soul, are being seen as increasingly dispensible under Common Core. Modern journalists are seen at the same status level as Shakespeare. “Drive by’s” of literature are now encouraged, rather than the careful, slow reading of a great classic work.
He speaks about the numbers of hours students are being put in front of a computer in the quest to prepare them for jobs. But “Jobs” he says, “do not make the human mind. The human mind makes jobs.”
Then he points out the wordiness and the silliness and the lack of age-appropriateness of many of the standards themselves.
There are pathetically humorous examples, such as why students studying “Frankenstein” don’t actually get asked to read the book.
“I am not making this up. This is straight out of the Common Core State Standards.”
He speaks about the Constitution.
“The scariest thing I actually think is written on the first page of the introduction to the Common Core…and I will read that… ‘The standards are intended to be a living work. As new and better evidence emerges, the standards will be revised accordingly.’ … Who gets to decide what constitutes new and better evidence? … The standards will be rewritten and rewritten again… what states have signed on to, they have no control over whatsoever.”
He says this is the way the progressives are pulling off the takeover. But Moore says that the authors of Common Core made two fundamental mistakes.
“First, they didn’t think that the American people would want to fight for its stories. They thought that the American people with the promises of a globally competitive society (as though we’d never seen that before) somehow would embrace computers and new technologies every new fangled idea in education and forget the fact that we as a nation understand what it means to be a globally competitive society and what we should be doing in the classroom is forming the minds and souls of the nation’s youth and therefore, we need our stories because stories are the thing that form and educate the heart.
“The second thing that they overshot and did not expect is that they simply underestimated the suburban mom. There is nothing that a suburban mom –or any mom, for that matter– cares more about than the heart and happiness of her children.
“And when that comes into danger, suburban moms who vote and who know how to organize themselves (as two ladies in Indiana do, named Heather Crossin and Erin Tuttle) and who can form organizations like Hoosiers Against the Common Core, they will mobilize people and they will take action and state legislatures then have to listen…”
“The issue that is boiling right now (other than Obamacare) in this country right now, is Common Core. And this is a fight over our schools and ultimately the souls and minds of our young people.”
“This is the time to take our stories back. After we do that, we can take our schools back, and once we have our schools back we are on the road to taking our nation back.”
Thank you, Dr. Moore.
I am fascinated with the increasing convergence of honest right-wing thinkers and honest left-wing thinkers in the context of protecting legitimate, locally controlled education and fighting Common Core and its data-mining tentacles. Professor Singer points out in his article not only what Pearson is doing in England and in the U.S., but how these “curious connections” that form alliances between “exceedingly rich men” whether socialists or capitalists, who, together with government boards, are taking over education, literally all over the globe.
People on both sides of the political aisle are feeling similar alarm at the partnershipping of governments and private corporations that is taking away the voice of the voter as it hands over the keys of the American (in this case, also the British) school bus –to that wild and crazy driver known as Sir Michael Barber, CEA of Pearson, self-proclaimed revolutionary.
The article below is reposted with permission from Alan Singer of Hofstra University, and it’s been posted at the Huffington Post. I actually prefer and recommend reading it at the Huffington Post, where helpful links are embedded, so you can fact-check the article for yourself.
For more information about Pearson’s CEA, Sir Michael Barber, and what he stands for, there are several articles I’ve posted previously here and here and here.
Beware! Pearson’s Plan for Education Is Coming to a Country Near You
By Alan Singer, Hofstra University Social Studies Educator, New York
In the United States school districts are traditionally organized and funded locally. Parents, teachers, and school and district administrators usually only think about state and national issues when they feel pressed from above by state imposed budget cuts or federal demands for curriculum change and new assessments. Much of the opposition to Common Core and Race to the Top arose because parents, teachers, and administrators felt local prerogatives were being undermined by unwarranted pressure from above. But an examination of the Pearson publishing mega-giant’s plan to control public education in Great Britain makes clear, the greatest threat to local initiatives in public education may be from powerful global corporations. Beware! The Pearson Plan for education in the United Kingdom may be coming to a country near you — unless we can stop it now.
In March 2013, The Guardian, one of the leading British daily newspapers, published an opinion piece charging that “unelected oligarchs” and “private sponsors” were taking over the British school system. The academy schools discussed in this article sound very similar to the charter school movement in the United States.
“All over England, schools are being obliged to become academies: supposedly autonomous bodies which are often “sponsored” (the government’s euphemism for controlled) by foundations established by exceedingly rich men. The break-up of the education system in this country, like the dismantling of the National Health Service, reflects no widespread public demand. It is imposed, through threats, bribes and fake consultations, from on high.”
The “academy” alternative was supposed to be reserved for failing schools, but according to the article, the reality in Britain is much different. A Department of Education memo makes clear “it is our ambition that academy status should be the norm for all state schools.” Another memo recommended transferring academies out of the state-run school system into the private sector. To achieve these goals, “academy” sponsors appear to be targeting good schools with temporary problems that they can claim to have turned around.
For example, from 2007-2012 the Roke primary school in the community of Croydon in south London was rated “outstanding” by the British government’s quality control department known as OFSTED (Office for Standards in Education, Children’s Services and Skills). However, after several senior staff retired and a computer failure caused a delay in reporting data to inspectors, the school received a “Notice to Improve.” Although the school subsequently met the required standards, it was notified by the British Department for Education that it would be turned into an academy.
In September 2012, the British Department for Education held a closed meeting with school administrators and reportedly told them that if they did not immediately accept the demand to become an “academy,” they would be fired by the local school authority. They threatened that if local school officials did not carry out the order, it would be replaced by an interim board of governors that would. They also warned school administrators not to inform parents about the meeting or the decision.
School administrators at Roke acquiesced and selected the local secondary school as its partner. However, on the last day of the fall term, the Department of Education rejected the plan and paired the school with the “Harris Foundation,” a group founded by the chairman of a large retail store chain with close ties to the ruling Conservative Party. When parents learned of these events they rebelled and unanimously voted to partner with the secondary school. But the community was overruled by the British schools minister, who happens to be a wealthy businessman, a major donor to the British Conservative Party, and a sponsor of the academies plan.
In many ways the strategy for promoting academies in Great Britain is similar to the strategy for promoting charter schools in the United States. Working class and poor families are told the academies are a solution to educational inequality. The academies are also exempt from following national curriculum and are not answerable to local governments. According to one British commentator who has carefully documented the history of the academies, “When threats don’t work, the department resorts to bribery. Schools receive up to an extra £65,000 or over $100,000 in state funds, if they become academies. As a result, the academies program exceeded its budget by £1 billion ($1.6 billion) from 2010 to 2012.
The Guardian is especially concerned about the influence of Pearson, the educational publishing giant, over the so-called educational reform movement in Great Britain. Pearson, originally based in Great Britain but with most of its current revenue from the United States, is at the center of the academy movement. In partnership with the Royal Society of Arts, Pearson funded a study the Guardian suspects will be used to demonstrate the success of the academies scheme.
In addition, Pearson, through its Edexcel subsidy, is the largest testing company in Great Britain with sales totally over £317 million in 2010. It also has a contract to grade achievement tests for English 11-year-olds. Not surprisingly, Pearson sponsored another study to show how the exam system promotes “high standards.” Other Pearson ventures designed to shape educational policy and maybe also boost Pearson corporate profits include “Pearson Think Tank,” funding Oxford University’s Centre for Educational Assessment, and the “Pearson school model.” The “Pearson school model” includes a computer-based curriculum that can be sold to schools, dubbed “the Always Learning Gateway.”
The “Pearson Think Tank” is an excellent example of the way Pearson’s not-for profit policy and research programs and its for-profit corporate activities intersect. According to its website, “Although the Pearson Think Tank is funded by Pearson, it is independent from its commercial activities. We are conscious of any conflicts of interest and operate accordingly, and final decisions about what and when we publish reside with us.” However, “Where possible we try to draw on Pearson’s networks, knowledge and expertise to gather new evidence about educational quality and access that is of interest to the wider sector.”
But the reality is that the Pearson Think Tank is actively promoting Pearson corporate interests. The think tank is working in partnership with the British Academies Commission to examine the implications of the “mass academisation,” or privatization, of Britain’s state run schools. Between May 2010 and November 2012 the number of academized schools increased from about 200 to almost 2,500. As with other Pearson supported “studies,” it somehow aligns with corporate goals. In this case its goal is “to develop a practical but compelling vision for the future of UK academisation” so that “young people experience the benefits of academisation.” The Commission’s report is titled, “Unleashing greatness: Getting the best from an academised system.”
The Pearson Think Tank has also conducted “research” to support the use of Pearson high-stakes tests in the United Kingdom; to promote the type of “enterprise and entrepreneurship education” provided by the Pearson UK online university; and to support “Pearson’s Teacher Training and Certification Programme.”
In praise of Pearson for-profits high-stakes testing programs, the Pearson Think Tank quoted Michael Gove, Great Britain’s Conservative Party Education Secretary who defended the tests as “tools of social mobility” based on human nature because “humans are hard-wired to seek out challenges”; sources of “satisfaction and contentment” for students on “a job well done”; and the basis to “ensure that a solid base of learning is complete before progressing on to further learning.” The tests are great because they “drive creativity” and “signal that a person is ready to take on greater challenge and responsibility.” Unfortunately, there was no research cited to support these over-the-top claims.
The Guardian article quoted Stephen Ball, a professor of the sociology of education at London University’s Institute of Education and an expert on education business, on Pearson’s “educational” ventures. According to Ball:
“They want to offer products and services in all areas of school practice: assessment, pedagogy, curriculum and management, and they want to create the possibility for that through policy work. They want to have indirect influence in policy to create opportunities for business expansion. It’s a very well thought-out business strategy.”
As we know from recent revelations by the Attorney General of New York State, Pearson operates the same way in the United States blurring the lines between its not-for-profit Foundation and its for-profit company. As a penalty and to avoid prosecution the Pearson Foundation agreed to pay $7.5 million into a fund managed by the Attorney General to support education in high-needs schools. When I posted a Huffington Post “Pearson Caught Cheating, Says Sorry, But Will Pay” on the Pearson Foundation Facebook page, Foundation officials responded:
“Pearson and the Foundation maintain we have always acted with the best intentions and complied with the law. However, we recognize that there were times when the governance of the Foundation and its relationship with Pearson could have been clearer and more transparent. The Foundation has adopted a number of reforms to enhance operations and programs and further its charitable mission.”
In the United States, Pearson donates to the Center for American Progress, a think tank with close ties to the Obama White House. John Podesta, Founder and Chair of the Center for American Progress, was Chief of Staff in the Clinton White House and is an important advisor to President Obama. Reports issued by the Center for American Progress have advocated in favor of the national Common Core Standards, changes in teacher preparation programs including alternative certification routes, and the validity of high stakes student assessments, all areas where Pearson for-profit is marketing products and services. While the Center for American Progress is considered a “liberal” think tank, it has some curious conservative and business connections. For example, Ulrich Boser, a Senior Fellow at the Center for American Progress where he analyzes education issues also serves as research director of Leaders and Laggards, a joint project of the Center for American Progress, the U.S. Chamber of Commerce, and Rick Hess of the American Enterprise Institute.
I do not think Pearson’s problems in New York State were related to unclarity at all. What is happening in Great Britain makes it perfectly clear, Pearson’s not for-profit activities serve the global profit making goals of the Pearson company. If parents, teachers and students do not organize to resist corporate incursions into American public education, the Pearson Plan for Education will be coming to a country, state, city, town, and school near you!
Thank you, Alan Singer.
Many newspapers, including the Deseret News, carried an op-ed this week by George Will about Common Core. (George F. Will is one of the most widely recognized writers in the world who works with more than 450 newspapers, has a biweekly Newsweek column, and makes frequent political television commentary appearances.)
“Viewed from Washington, which often is the last to learn about important developments, opposition to the Common Core State Standards Initiative still seems as small as the biblical cloud that ariseth out of the sea, no larger than a man’s hand. Soon, however, this education policy will fill a significant portion of the political sky.
The Common Core represents the ideas of several national organizations (of governors and school officials) about what and how children should learn. It is the thin end of an enormous wedge…
… it is more likely there will be half a dozen innovative governors than one creative federal education bureaucracy. And the mistakes made by top-down federal reforms are continental mistakes.
The Obama administration has purchased states’ obedience by partially conditioning waivers from onerous federal regulations (from No Child Left Behind) and receipt of federal largess ($4.35 billion in Race to the Top money from the 2009 stimulus) on the states’ embrace of the Common Core. Although 45 states and the District of Columbia have struck this bargain, most with little debate, some are reconsidering and more will do so as opposition mounts…
… Opposition to the Common Core is surging because Washington, hoping to mollify opponents, is saying, in effect: “If you like your local control of education, you can keep it. Period.” To which a burgeoning movement is responding: “No. Period.”
Click here to read the rest.
Click here to watch the t.v. interview with Arkansas mother Karen Lamoreaux on the Glenn Beck show.
Click here (or below) to view Karen Lamoreaux’s smashing testimony to her state school board.
On her t.v. interview, Lamoreaux noted that most state school boards are appointed, not elected and that of the twenty two states that are fighting back against Common Core, all are legislative fights; none are state school boards who have seen the light.
Teachers across the country are contacting her, saying, “Please fight this for us,” because teachers who are currently teaching in government schools are told by their leaders (state school board and down) that they may not speak against Common Core. So teachers rely on parents to stop the Common Core train wreck.
Lamoreaux also said:
“The standards are not the issue; it’s the baggage that comes with it.”
“It is not state-led. It is state implemented.”
Dixie Allen, my State School Board Representative
Sharing a long string of emails between my State School Board representative and me, from this week and last.
I hope that given the time you have spent the last couple of years discussing this issue, that you would understand that Utah has already adopted and put in place the Common Core Standard in Mathematics and English/Language Arts. We have added some standards and will contiue to update the Standards as needed – but we have already adopted and have wonderful teachers working on Curriculum and lesson design to effectively teach the Core.
If you have specific concerns with specific standards – please let me know.
Utah State Board of Education
My purpose in sharing the article was to suggest that Utah’s State School Board, like so many boards and legislators nationwide, might consider halting or at least pausing Common Core as many other places are doing (or are seriously considering doing) given the amount of pushback that continues on this subject.
I am fully aware that Utah adopted Common Core!
Common Core is, frankly, evil posing as good. For the state school board to continue to deny this is either evidence of incompetence or it’s endorsement of these evils.
I do not use the word “evil” casually.
Common Core is evil because it is based on political power-grabbing that snuffed the voice of the people, a move that was based on dollar signs and not academic honesty. It was agreed to for a chance at federal cash.
It cannot back up its lies of “being an improvement” academically, since it’s totally experimental and untested. Similarly, it cannot back up its lie of being “internationally benchmarked” because it’s not internationally benchmarked.
It cannot back up its lie of being unattached to the federal government since it is tied like an umbilical cord to the Department of Education; the Dept. of Ed is officially partnered with the very group that created it (CCSSO) both in the standards and in common data technologies. The Department of Ed has contracts that mandate micromanagement of Common Core testing. There is much more –all documented online and you can prove or disprove it if you are honest enough to try.
And why should we– why should you, specifically, fight federal intrusion into education?
I am a teacher. Common Core diminishes teachers’ autonomy –and students’ well-being– through federally supervised testing that drives curriculum (or will, by next year when testing really kicks in) and by the federally funded SLDS data mining that amounts to “unreasonable search and seizure” of private effects.
While there are some harmless or even some good things in the standards themselves at the elementary school level perhaps, the standards do diminish classic literature especially for high schoolers, and they marginalize narrative writing, and dumb down high school math –as has been admitted even by its creators. (Click here to see this very short video link of this out loud admission of the math-dumbing, by Common Core creator Jason Zimba).
Even if this all were not true– if somehow standards did not diminish classic literature, marginalize narrative writing, and dumb down high school math, they are still AN ATROCITY, Dixie, from which you should be protecting the children of Utah. And the teachers of Utah.
Because they suffocate the spirit of liberty and independence.
1. COMMON CORE LACKS A REPRESENTATIVE AMENDMENT PROCESS.
If the Common Core Initiative was in harmony with the Constitution, it would be amendable by those governed by it.
Dixie, if this were legitimate, you and I would have a voice. But we do not.
Neither you as a state school board member, nor I as a Utah credentialed teacher, have diddly squat to say over what gets tested and taught in our math and English classrooms in Utah– because Common Core is only amendable by the NGA/CCSSO, according to their own words on their own creepy website.
Read it, for heaven’s sake! It states: “The Standards are intended to be a living work: as new and
better evidence emerges, the Standards will be revised.” (Revised by whom?)
Not you and not me.
Again, from the official Common Core site: (their caps, not mine) “ANY USE OF THE COMMON CORE STATE STANDARDS OTHER THAN AS AUTHORIZED UNDER THIS LICENSE OR COPYRIGHT LAW IS PROHIBITED. ANY PERSON WHO EXERCISES ANY RIGHTS TO THE COMMON CORE STATE STANDARDS THEREBY ACCEPTS AND AGREES TO BE BOUND BY THE TERMS… NGA Center/CCSSO shall be acknowledged as the sole owners and developers of the Common Core State Standards, and no claims to the contrary shall be made.”
2. IT LACKS CHECKS AND BALANCES. The use of checks and balances was designed to make it difficult for a minority of people to control the government and to restrain the government itself. If the Common Core Initiative– a nationalized system of standards, aligned tests, data collection and teacher accountability measures promoted federally– if this initiative were in harmony with the Constitution, it would not be held in the power of a minority of the people (of the NGA/CCSSO and of the Dept. of Ed which is partnered with CCSSO). It would have been vetted prior to implementation by the proper means outlined in the Constitution– but it wasn’t. As Alyson Williams pointed out, “There is no such thing in the U.S. Constitution as a council of governors… Governors working together to jointly address issues and create rules that affect the whole nation is not a legitimate alternative to Congress, our national representative body.”
3. IT LACKS AUTHORITY. If the Common Core Initiative was in harmony with the Constitution, it would have been born legitimately: but its only “authority” is the unprecedented assigning of money to the discretion of the Education Secretary without proper congressional oversight. From that Stimulus money came the State Fiscal Stabilization Fund and the Race to the Top grant programs that enabled the Department of Ed to get away with setting up their own, experimental rules for us to follow in exchange for the money – rules that normally would be determined by the States alone.
4. IT ALTERS THE LIMITS OF FEDERAL POWER. If the Common Core Initiative was in harmony with the Constitution, it would not be openly admitted even by its most notorious proponent, Secretary of Education Arne Duncan, to alter the traditionally limited role of the federal government. Look:
Duncan said, in his 2010 “Vision of Education Reform” speech
: “Our vision of reform takes account of the fact that, in several respects, the governance of education in the United States is unusual. Traditionally, the federal government in the U.S. has had a limited role in education policy… The Obama administration has sought to fundamentally shift the federal role, so that the Department is doing much more… [THIS IS CLEARLY, CLEARLY UNCONSTITUTIONAL, DIXIE.] …the Recovery Act created additional competitive funding like the high-visibility $4.35 billion Race to the Top program and the $650 million Investing in Innovation Fund… America is now in the midst of a “quiet revolution” in school reform… In March of 2009, President Obama called on the nation’s governors and state school chiefs to develop standards and assessments… Virtually everyone thought the president was dreaming. But today, 37 states and the District of Columbia have already chosen to adopt the new state-crafted Common Core standards in math and English. Not studying it, not thinking about it, not issuing a white paper—they have actually done it.”
Do you hear Secretary Duncan gloating over his ability to control us?
Yet the honorable Utah State School Board continues to promote the notion that we are free under Common Core. It’s a lie. The State School Board may be full of very good people like yourself, who donate to Sub-for-Santa and read to their grandchildren; but they are still guilty of passing along huge lies which they have received and believed from the pushers of the Common Core gold rush.
Common Core governance is a slap in the face to the work of the Founding Fathers.
We are rightly shuddering at the math disaster and the high-stakes testing, are rightly gasping at the lack of any cost analysis to taxpayers and at the privacy-robbing aspects of the Common Core agenda. But these arguments are secondary to the hairiest of the reform devils, the destruction of individual liberty and the end of local control of education.
Dixie, my dear representative! Please, please stand up to these people. Stop swallowing the hogwash. Stop allowing your peers on the board to spread the propaganda. It is not based in truth.
Updating with more letters 1-17-14
To answer your question, I taught public high school English for five years, University level English at UVU for two years, and public school third grade for two years. I have also been a home school teacher of fourth and fifth grade for two years. I began teaching in 1995, am still teaching, and my credential has never expired.
But. I don’t think my resume (nor yours) matters, though, because it is the principle of local and individual liberty that is the issue most harmed by the Common Core Initiative and the “Blueprint for Reform” that Common Core rides upon.
Educational experience and resumes don’t even come into the question; anyone can see through this if they take five minutes to use their brains.
I notice that you are still avoiding the issues I raised, and that you are unruffled by where the Common Core came from, or who gains financially at our expense from them, and who ultimately controls them –and thus who ultimately controls you and me and our grandchildren.
It is unfortunate that you will not confront these uncomfortable realities, very sad for the rest of us whom you are supposed to be elected to represent.
I’m forwarding news links that a Colorado principal forwarded to me today. I hope you become aware of not only the important reasons, but also the speed at which Common Core opposition is growing.
Many State Legislatures 2014 Sessions to Debate Common Core Testing Issues
New York Assembly Speaker Says Case for Common Core Testing Should be Delayed
New York Teachers to Vote “No Confidence” in State Ed. Head for Ignoring Common Core Testing Moratorium Call
New York Common Core Website Links to Offensive Test-Prep
Florida Lawmakers Question Rush to Implement Common Core Exams
North Carolina State Ed Board May Delay Move to Common Core Tests
New Testing Standards Stress Connecticut Educators
Rushed Common Core Testing Rollout is Like Driving in the Fog
How Progressives Opposing Common Core Testing Should Deal with Strange Political Bedfellows
FairTest Fact Sheet on Why a Common Core Testing Moratorium is Necessary
Educators Explain Alternatives to High-Stakes Exams
See Why and How Performance Assessment Works
Opt Out of Tests to Force a Balanced Assessment System
Virginia Lawmakers Call for Fewer Tests
North Carolina Teachers Protest Plan to Give Third-Graders 36 Mini-Tests
Rhode Island Expands Graduation Test Waivers
Mass. Teachers Reject Test-Based “Merit” Pay Bonuses
Let’s Teach Students to Think Critically, Not Test Mindlessly
Weingarten: Teaching and Learning Over Testing
Standardized Testing Has Created Standardized Students with Useless skills
Anthem for a High-Stakes Testing Era (with apologies to Country Joe and the Fish)
“Standardized,” the Movie, Screening Schedule
It is good to know where you have experienced teaching and educational oversight. Thanks for sharing!
However, the concerns you share form the Colorado administrator still are mostly about the assessment programs. I hope that you are aware that we are developing our own assessments with the help of the AIR Company. We are doing everything we can to be in control of our Standards, Assessments and Data and I am convinced we are accomplishing our goals.
Thanks for your input, but would really like to see you look at what Utah is actually doing and not align us to other states, especially without checking out the facts as they apply to our state. It would be so good to have you working to help us improve our school system, rather than identifying what isn’t working across the nation. We still are trying to focus on improving education for the students of Utah and I believe we are making progress each and every year.
It’s not just other states that are unhappy with Common Core tests. Utahns have plenty to say about Common Core tests and their AIR/SAGE $39 million dollar waste– costs to us not only in dollars but costs to student data privacy and costs to liberty from oppressive federal and corporate oversight of Utah’s own educational business.
Have you read Matthew Sanders’ Deseret News “Common Core Testing Fraught With Flaws” op-ed on AIR? Have you read Dr. Gary Thompson’s many writings and heard his testimony? Thompson, a Utah child psychologist, exposed how AIR tests are to embed subjective assessments which are illegal. He sees AIR subjecting all students, but especially more vulnerable populations (including African Americans, gifted students, autistic students, Latino students, Asbergers’ students) to what he names “cognitive child abuse”. Thompson has spoken out here in Utah and across the nation, notably at the Wisconsin Legislature, specifically about the huge problems with AIR and similar tests.
Dr. Thompson said: “AIR’s stated mission is to “to conduct and apply the best behavioral and social science research and evaluation towards improving peoples’ lives, with a special emphasis on the disadvantaged,” and any reasonable minded person, as well as a State Superintendent of Public Schools, should at least reasonably conclude that this billion dollar research corporation (AIR) with some of the brightest minds on the planet can design tests any way that they please, unless per contractual agreement and other applied constraints, they are expressly forbidden from doing so. Utah’s parents have been told in multiple town hall meetings by the USOE that they will never be able to have access to testing questions devised by AIR in order to ensure “test integrity.” Although I am impressed with USOE and various politicians who stated that 15 parents and a few politicians will be allowed to view the tests being designed by AIR, I question their qualifications to perform anything more than a cursory review of the questions being designed. Speaker of the House Becky Lockhart may be able to balance a complex state budget, but I doubt that she has the necessary background in psychometrics to perform a critical analysis of the issues that need to be examined.”
Matt Sanders expressed additional concerns with AIR/SAGE very concisely. I would love to see the state board answer his questions, and Dr. Thompson’s concerns, about privacy of student data under AIR/SAGE.
Sanders’ article, in the April 2013 Deseret News, said:
“A key component of the Utah Common Core implementation is a new online, adaptive testing system called Student Assessment of Growth and Excellence (SAGE). The the Utah State Office of Education (USOE) contracted to pay $39 million to American Institutes of Research, a Washington, D.C., behavior and social science research organization, to build and host the new testing environment.
I applaud innovation in education and believe the pursuit of standards to improve competitiveness a step in the right direction. I also believe adaptive testing shows some promise. Further, I admire the efforts made by USOE personnel to hold town meetings across the state to introduce the proposed new testing approach to educators and parents — at times encountering some hostility from parents concerned about their children being subjected to unproven educational systems.
At the SAGE introduction in Davis County, I observed many concerns raised by parents. While there, I also asked a couple of questions, but the answers left me wanting. Upon further reflection and analysis, I believe the SAGE approach is deeply problematic, and I put forth the following questions:
Where is the evidence?
Public sector projects should carry assurance of maximum societal benefit for optimal cost. For approval, they should present evidence from research and pilot or scaled tests of the proposed reform.
Despite substantial searching, I could find no defensible studies anywhere on the USOE website, and was given no assurance by state officials that any pilot studies underpin the wholesale changes. They have not cited, as would be asked of any high school research paper, any support for their reforms. Thus, the USOE has implemented new standards, new curriculum and has spent scarce state resources on an apparently untested, unproven testing approach.
How will student data be used?
The contract with AIR contains no explicit protections of student data collected in testing by the well-known federally funded researcher. Despite repeated questions to USOE officials, they could provide no reference statutory protection of student data. USOE should provide complete assurance to families and educators that data are protected and not available for personal identification.
One of the key objectives of the Common Core initiative is to provide means for inter-state performance comparisons. However, the USOE FAQ on testing indicates that, “There are currently no national norms for the new common core or Utah Core Standards … they cannot indicate where Utah’s students stand relative the common-core standards.” So no collaborative benefits exist for developing a unique Utah test.
Why not a different approach?
Consistent with its mandate, the USOE is appropriately concerned by the college readiness of Utah students. Rather than wholesale reforms dependent on unproven curricula and tests, why not direct efforts to proven methods with known cost effectiveness?
For instance, the USOE could be redirecting the $39 million to Utah school districts to reduce class size and invest in technology, increasingly necessary to accommodate Utah’s rising student population.
… Utah schools could adopt and adapt the use of ACT benchmark tests beginning in the 8th grade to determine college preparation progress. The ACT and SAT tests have long been considered robust indicators of readiness by educators and college admissions staff alike.
While the Common Core aims are admirably ambitious, the outcomes so far don’t seem to make the grade…” — Matt Sanders email@example.com TWITTER: Sanders_Matt
Another point is my own: It is clear to all Utahns (it’s stated on AIR’s website) that AIR is partnered with SBAC, which is under a stranglehold by the Department of Ed. SBAC is mandated to “share student data”, to “synchronize tests” with other national common core testing groups, and to give constant reports to the feds. By its partnership, thus AIR is entangled in the same stranglehold. That means Utah is entangled, despite what the state board claims and wishes.
I have yet to see any evidence that AIR/SAGE tests are purely math and English assessments. I have yet to see any evidence that the tests are even being developed by Utahns rather than by the psychometricians that the AIR website flaunts as spearheading all the works of AIR.
Again, thanks for talking.
I am well aware of all your quotes and concerns. Having served on the adoption committee for our new assessment with testing directors, superintendents, teachers and specialists in the field from districts and the state office, I have heard all the concerns and recommendations on our new assessment program. I also was privileged to meet with the parent committee that examined all the test items and helped correct a few minor problems, but heard nothing about any far reaching problems that hadn’t been noted and improved.
I also had the opportunity to oversee several of the pilot districts that used “computer adaptive assessment” which was then the North West Evaluation Association. The pilots were created by the State Board and Governor Huntsman after a year or so of looking at quality assessment programs. These districts had used the assessment to accomplish great growth in student scores for about five years. NWEA was one of the companies that applied to fill the role of our assessment program that had been funded and approved by the legislature. However, NWEA was not willing to write test items that addressed Utah’s specific Core Items. Thus our committee chose AIR because of their willingness to help us (teachers in the field) to help write items that addressed our specific Core Curriculum and they also had great recommendations from other educational entities throughout the nation.
It would be great if we did not have to invest so much in evaluation, but with Grading Schools and other legislation throughout our state and the nation, we must insure we are providing accurate information for the public and our schools. It has also been proven over the past few years that the Computer Adaptive Assessments have been valuable to teacher, parents and students, as it provides a clear understanding of what curricular issues students understand and what needs extra work and support. Testing is now and has always been an instructional support to help teachers, students and parents know how to help our students improve and be successful.
Now, as you suggest, it would be great if our legislature understood how important it is to fund lower class size, preschool education for “At-Risk” students and establishing enough funding to attract the best and brightest teachers to our classrooms. As the lowest per pupil funding in the nation, I really believe that both the State Office of Education and our district partners are doing the very best they can to provide a quality education for our students. Can we do more? SURE!! But the more takes funding and spending less energy and resources to fight battles that reflect on issues that we have already identified and attempted to solve.
Christel, it would be so nice if you would come to our Board Meetings and take in all that has and continues to be done to improve our standards, our curriculum support systems, our assessment and our commitment to quality educators and education for all of our students. Many people are working so hard to insure we are doing the best with what we can afford to provide the children of our state.
Thanks for the opportunity to discuss these issues, but hope you will come see the process in action and join with us to improve our education with a positive attitude and support system.
I guess I should thank you for the invitation to “join with you to improve education with a positive attitude” at school board meetings.
But I noticed at the State School Board Meetings that I went to in 2013 and 2012 that there was an elephant that filled the room; he was so big that people couldn’t even see around him and so loud that people couldn’t talk.
He stood so that people could not move. He silenced visitors who were in his way just by leaning on them, and his glare frightened teachers, parents, and students who had come to participate in the meetings. He had his feet on some children. He wore a huge banner with his name on it, but the school board used different language to name him than what he had named himself, if they spoke of him at all.
Oddly, the Board most often dodged elephant-related questions.
He attended the Wasatch District’s school board meetings too.
For two years now, he’s eaten endlessly at the expense of taxpayers –money which was reserved for the sacred use of school children and their teachers. He ate a lot.
He’s still eating. There is not enough food for him as well as for the children, yet the Board said it would rather feed him, for some reason. So the board asks the legislature to feed the children and the teachers. Because all the board’s money is gone to feeding the elephant.
A positive attitude?
I howl because I can not get the damn elephant off my children without your help.
You have the power. Please remove him.
Although you don’t name the “elephant in the room” — I surmise you see it as Federal Intrusion. I encourage you to really look at what the Federal Government does to help provide dollars for public education and the actual data that they and our state legislature ask for in policy and then help us find ways to insure that such data doesn’t compromise the individual rights of our students. Some data is absolutely necessary, but if we know specifically what data is problematic, we can look at those issues. From my point of view as an educator, I see that test data pulled together for teachers, schools, districts and the state helps us insure that we are providing a quality education. If we overstep the process in regard to trying to insure a quality educational system — we need to know specifics — not the letters to the editor or posting on facebook, twitter and etc., with no details as to what is the real problem.
We all want to improve and support public education. Hope you will help us, instead of continuing to state there is an “elephant in the room” — but with no definition of what the elephant is and how you see we can solve the problem.
The elephant is the Common Core Initiative.
The Common Core elephant –its head is the set of experimental, untested, distorted standards which were neither written nor known about by Utahns before they were forced upon us.
I say “forced” because that is exactly what happened. The board never asked legislators, teachers, principals or parents to analyze these standards prior to throwing away classic standards. And if we speak against them now, we are labeled “insubordinate” or “misinformed”.
I say “distorted” because they are inappropriately “rigourous” for the youngest grades and inappropriately low, especially in math, for the high school grades.
The Common Core elephant– its heart is common data standards (via PESC) which Utah agreed to in its acceptance of federal grant money for the federal SLDS system. This is the heart of the data problem. We don’t have a state system; we have a federal system that we call the “state” longitudinal database. But there is nothing protecting private student data from being submitted to the federal Edfacts exchange nor to the federally partnered EIMAC/CCSSO national data collection vehicle.
Individual student data is none of anyone’s business beyond the district. Only the teacher and principal and parents need to know how a student is doing. Period. The end of the data story.
Governments grading schools is a wrong concept and should be fought but until that’s won, let them grade in aggregate form. That’s not what is happening. Even Superintendent Menlove is a member of the CCSSO, whose stated goal is to disaggregate student data.
I do not see any justification for Utah’s FORCED database (SLDS) from which no parent may opt her child out, according to this very board.
The Common Core elephant– its legs are the tests. The tests drive the future curriculum. They label teachers. They force the standards to center stage, stealing from other subjects and activities that the teacher would otherwise focus on, for example, Utah’s added standard of cursive or a teacher’s personal expertise and enthusiasm for things that go above or beyond Common Core.
Utah’s AIR/SAGE test’s alignment with all the other national common core tests are the death of its autonomy. And the federal say in these tests makes them illegitimate under the Constitution and GEPA law, which states: 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 .
Common Core is the elephant in the room because at the board meeting, nobody talks about it. They call it “Utah core.” They call them “Utah’s standards.”
Common Core sits on top of and drives EVERYTHING in Utah education today. It saps all our funding. It dominates all our teacher preparation. It dictates all new technologies. It defines our data collection. It is the basis for our $39 million dollar test. And alignment to Common Core is the ONLY prerequisite for any textbook to be used in a classroom anymore– content no longer matters; just common core alignment matters. I know this from speaking with the Utah curriculum committee.
One would think that Common Core must be remarkable and wonderful, to have such honored place in Utah, to wield such power. But it’s a joke. A joke on us. It costs us countless millions yet it’s academically distorted, is not even written by educators and has never been field tested!
It’s nothing that it says it is– not “globally competitive,” not “internationally benchmarked,” not “state-led” nor “state created.” It was David “Corporate” Coleman who on a whim decided informational text is better than classic literature, and he is the King of Common Core. Not only did he design the ELA, but now he runs the entire College Board where he aligns college entrance exams to his creation– not the other way around, as has been claimed. This is not college readiness. It’s corporate control of what that term even means anymore. We don’t get a say. The corporate elite, meaning David Coleman/Achieve Inc./Bill Gates/Pearson/CCSSO who are officially in partnership with Arne Duncan, are calling the shots. And why don’t they want us to have legitimate, high, classical college-ready standards? Because it costs too much money. This is clearly explained by Marc Tucker, CEO of the National Center on Education and the Economy .
Dixie, I have told you all of this before. You either don’t believe me or don’t think it matters.
Many people don’t want to call anything evil. But I believe there is no good if there is no evil, and I believe that good and evil do not form alliances. There are people and collaborations with whom we should not shake hands, no matter how pleasingly they present themselves to us. Because they are selfish; they are steal what is good and important away from us. They hurt us while promising us the moon.
Common Core is the excuse and the rallying cry for the robbers of autonomy and our local conscience in educational decision making. These people ride on the back of the elephant and get richer and more powerful all the way. These riders of the elephant include David Coleman and his corporations, the CCSSO, NGA, Pearson, Gates, Arne Duncan, and the corporations that sell Common Core aligned products. None of them care whether they’re selling snake oil or something real. They don’t care. They count on us to be too busy or too stupid to check their claims and their price tags.
Thanks for listening.
Wow — I really thought you might have a valid point with the intrusion element. However, as a teacher, principal, curriculum director and now a State School Board Member for now over 40 years total, I have to tell you some facts!
First – all of our standards for the State of Utah have been unproven — mostly because they were created by educators in the field and tested over time and revised over time. Over the years we have, as a state, created our own assessments with help of great talent at our State Office — but both standards and testing items are created by our state teachers and specialists and evaluated and revised over time. The Common Core is and will be the same — except there are several specialists at the university level who has helped us look forward to the ramifications of State and Federal Standards and how all students will be equipped for college and universities regardless of what state university or college they choose.
Secondly, as a Principal of elementary, a 5th grade center and a high school, I can attest that with our past “stair step curriculum” – using Pre-Algebra, Algebra 1 and 2, we lost almost a third of our students in being prepared to master the math curriculum for the high school. The standards for both the Mathematics and Language Arts for the Common Core is much more relevant to the investigative and inquiry expectations of both learning and work skills needed by our graduates.
Finally, Utah did not take any money specifically from the Feds for adopting the Common Core. We, along with 47 other states, found the standards higher and more relevant to the expectations of higher education and careers throughout the United States. Also, we had the support of our Governor and the Governor’s Association, the Chief School Officers and our Chief School Officer and almost all university professors and teachers we asked to evaluate the standards.
Bottom line, Christel, the Standards are a higher quality than what we have had previously and they have saved our state thousands of dollars, as we did not have to bring the specialists together by ourselves, but were able to share with the rest of the nation in the creation and evaluation of the standards.
I am sorry you see the Standards as the “Elephant in the Room” — because they are a very effective step forward toward a 21st century curriculum for our state and our teachers and students are rising to the level of the new standards very effectively. Even my elementary grandchildren now know how to substitute letters for numbers and solve for the unknown. Interestingly, as a high school junior I was the only one in my small high school that was taking Algebra — and that was only about 40 years ago. Needless to say our standards need to change over time and working together is much more effective than attempting to do it by ourselves.
Let me know if you want to find answers and work to help us move forward. I would like to have you working with us, instead of buying into the right wing rhetoric that you find on the internet.
Previous standards were not unproven; they were time-tested. Common Core is not time tested. ( Did you look at the article I shared about the “dataless decision making” that is Common Core, the link from Seton Hall University?)
Students have NEVER been deprived of classic literature or basic high school math in past sets of standards. They have never been pushed, for example, to write so many “boring” informational essays to the exclusion of narrative writing. They have not been given insurmountable, unreasonable obstacles to hurdle at first grade levels before. They have not been deprived of calculus in high school math before. This is all new. This is all totally unproven. This is so dangerous as we have no idea what the consequences will be, good or bad. We are putting unfounded, undeserved faith in people like noneducator David Coleman who wrote the ELA standards. We are putting all our eggs in a soggy paper basket.
Math: Thousands of Utahns disagree with your assessment of what good math teaching should look like. You are entitled to your opinion, but I can tell you that my son’s friends’ mothers (of children who remained in public school when I took my son out to home school him two years ago) now tell me their children cry and hate school, and ask their mothers (who are not as willing) to please home school them also. This is tragic. And these mothers always say the children’s cries of discontent center on the bad “new” math– which is Common Core math. These are fifth graders.
Money: We took millions from the feds for their ed reforms– which specifically included Common Core and SLDS. Utah took these many millions in exchange for adoption of four federal education reforms. Part of the money, $9.6 million from the feds, built the student-snooping system they wanted, which we now call the Utah State Longitudinal Database System. As part of that SLDS grant, we agreed to PESC common data standards. This agreement is stated on page 4 of section 1 (page 20 on the PDF) of Utah’s 2009 ARRA Data Grant: “The UDA will adhere to standards such as… the Postsecondary Electronic Standards Council (PESC)…”
“The State Core Model is a common technical reference model for states implementing state longitudinal data systems (SLDS). It was developed by CCSSO as part of the Common Education Data Standards (CEDS) adoption work with funding from the Gates Foundation…The State Core Model will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum Frameworks and the two assessment consortia. The core purpose of an SLDS is to fulfill federal reporting (EDEN/EDFacts)…”
Those are their words, not mine.
Obama gave governors $53.6 billion from the “State Fiscal Stabilization Fund” contained in the federal stimulus. The money, used in exchange for the adoption of four federal ed reforms, was given conditionally: These reforms are detailed on the US Department of Education’s website. They are:
1.Adopt College-and-Career Ready standards [COMMON CORE] and high-quality, valid and reliable assessments [SAGE/AIR].
2.Develop and use pre-K through post-secondary and career data systems [SLDS].
3.Increase teacher effectiveness and ensure equitable distribution of qualified teachers. [FORCED REDISTRIBUTION]
4.Turn around the lowest-performing schools [ACCORDING TO THE FEDS' DEFINITION, NOT OURS].
How anyone can say with a straight face that the feds aren’t involved with Common Core, is beyond me. They even redefined the term “college and career readiness” as “standards common to a significant number of states” which is only Common Core, on their federal site.
As for right-wing rhetoric or left-wing rhetoric, there’s as much left-wing rhetoric condemning Common Core (tests and standards and student data snooping) as there is right-wing rhetoric, anyway.
Left wing criticism of Common Core/SLDS: Diane Ravitch, Paul Horton, Mass Sen. Ed Markey (D)
Right wing criticism of Common Core/SLDS: Pioneer Institute, Heritage Foundation, Cato Institute, The Blaze network, Fox News network.
And there are right wingers who praise it –or refuse to condemn it– (notably Jeb Bush, Rush Limbaugh, Gary Herbert) just as there are left-wingers.
Thanks again for talking and listening.
Christel – since you choose to post my responses – I am through trying to help you understand the REAL truth.
I appreciated your openness, which seemed so much more courteous and open-minded than other USOE and USSB representatives have been to the teachers and public who have asked to talk with them about Common Core.
I am sorry that you aren’t comfortable with others reading your responses. I feel people have a right to know what their board representatives really think and what they see as the truth, especially where their children are concerned.
As you know, all state school board correspondence is open to the public via GRAMA legal requests as well.
This post is long. But I cannot “byte” these pieces apart for easier consumption. They have to be seen as a whole.
Thanks for reading –and sharing. Unpaid parents and teachers like me (and there are many of us) –have to report, because the so-called “real” reporters are failing to give us real reports with actual evidence and fact-checkable links about what is going on in education.
Today I’m reporting that the Common Core developers (in corporate and governmental partnerships) and the United Nations’ global education developers (also in corporate and governmental partnerships) are working hand in hand to deliberately take away classical education. Yep. They call it “whole system revolution.”
Actual classic literature and classic math takes up too much time that the globalists desire to use to teach environmental “education.” (Why? It sounds so nutty.)
The reason is both sneaky and evil. The one-world-government believers (U.N., Sir Michael Barber, Bill Gates, and others) want big power and big money, and that comes when they get rid of pesky things like loyalty to a country, local control and local rights, –all easily done when they circumvent the voice of the people by creating public-private partnerships. –Which is exactly how Common Core’s developers have done what they’ve done. (Links and specifics on that, below)
This puts our most basic rights and liberties at risk. If we have no actual representation, no actual say in how education is run, what is to be taught, or whether our children will have to attend these nonrepresentative systems, what do we have?
Let me bring you to some sites to show what I mean.
Did you know that there was a global monitoring report on education put out by the International Bureau of Education at the U.N.?
Did you know that last year, the U.N. launched a “Global Education First Initiative”?
What is the “GLOBAL EDUCATION FIRST INITIATIVE“?
The Global Education First Initiative is the United Nations’ Secretary General’s new program, launched last year. (See http://www.globaleducationfirst.org/ )
It states that it plans to:
1. Put every child in school.
2. Improve the quality of learning.
3. Foster global citizenship.
This might sound nice to some. But think about it.
1. “Put every child in school”? Will this pit the government against some parents? (What if the student’s physical or other circumstances mean he or she should not be in school? What if the U.N.’s definition of school differs from yours or mine? What if the school is a danger to the student?) The word “every” can be tyrannical as easily as it can be compassionate.
2. “Improve the quality of learning” ? Whose definition is meant by “quality” of learning? Newsflash: the UN’s “global” and “sustainable” definition of education is not about classical education, nor is it about teaching time-tested truths.
It’s full of politics in “environmental stewardship” lessons, an environmental focus used as a facade to teach that individual freedoms and individual property rights should be destroyed for the global, collective, environmental “good”. (But again, whose definition of “good”? See globalist/Common Core Implementation Guru, Sir Michael Barber’s international speech where he explains that “ethical underpinnings” of global education are nothing other than an intensely environment-bent focus.) So when they say “quality of learning” they are not talking, for example, about helping more students learn calculus in high school, as you might assume. –In fact, the globalist NCEE has called Algebra II “too much” math for high schools.
They are talking about teaching students to be prepared to sacrifice country loyalty, religious loyalty, and God-given rights to life, liberty and the pursuit of property– anything for the global green collective. The U.N.’s education arm, UNESCO, has endless documents which preach the same doctrine: environmentalism IS the new global education.
This leads us to #3.
3. “Foster Global Citizenship”? As opposed to what– local citizenship, national citizenship? Yep. What global citizenship really means is global law and global punishment. They talk about the obliteration of local and individual liberty. They make the United Nations a governmental god.
Don’t believe this?
Check out Article 29 of the U.N.’s Declaration of Human Rights which states that “rights and freedoms may IN NO CASE be exercised contrary to the purposes and principles of the United Nations.”
Please read that out loud.
“RIGHTS AND FREEDOMS MAY IN NO CASE BE EXERCISED contrary to the purposes and principles of the United Nations.”
My question is: What purposes or principles could possibly deserve more weight than human rights and freedoms?
I’ll answer the question for myself: one purpose and principle of the U.N. that the U.N. feels deserves more weight than human rights is “sustainable growth“.
But free agency is more important than the U.N.’s “sustainability” principle. Freedom is a God-given natural right that every person can claim and no person nor government has a right to steal, no matter how pretty their reasoning.
My rights should only end when I aim to destroy the freedoms of others; that’s why we have laws– to protect individual freedoms and rights. Article 29 of the U.N.’s Declaration of Human Rights is perversion.
Because the U.N. believes that it should destroy individual rights when they conflict with the U.N.’s designs, it flat out believes in tyranny. It believes that it knows better than anyone and that it has more authority than anyone.
One of my religious leaders, Elder James Faust, spoke about the United Nations’ “sustainability” phraseology, in a 1994 speech at Brigham Young University entitled, “Trying to Serve the Lord Without Offending the Devil.”
Elder James Faust said:
“Much controversy surrounded a recently concluded United Nations International Conference on Population and Development held in Cairo, Egypt. No doubt the conference accomplished much that was worthwhile. But at the very center of the debate was the socially acceptable phrase “sustainable growth.”
This concept is becoming increasingly popular. How cleverly Satan masked his evil designs with that phrase.
Few voices in the developed nations cry out in the wilderness against this coined phrase “sustainable growth.” In Forbes magazine of September this year, a thoughtful editorial asserts that people are an asset, not a liability. It forthrightly declares as preposterous the broadly accepted premise that curbing population growth is essential for economic development. The editorial then states convincingly that “free people don’t ‘exhaust resources.’ They create them” (Forbes, 12 September 1994, p. 25).
… Those who argue for sustainable growth lack vision and faith. The Lord said, “For the earth is full, and there is enough and to spare” (D&C 104:17).
That settles the issue for me. It should settle the issue for all of us. The Lord has spoken.”
Elder Faust, a man I recognize as an apostle of Christ, just said that the phrase “sustainable growth” is being used as a tool of Satan to try to curb population growth in the name of economic prosperity, and that those who argue for “sustainable growth” (U.N.) are lacking “vision and faith”.
I say Amen.
Just as I don’t believe in the assumptions of “sustainable growth” nor of the “Global Education First Initiative,” I do not believe in the U.N.’s “Academic Impact” program.
WHAT IS “ACADEMIC IMPACT“?
The United Nations is not content simply to push their version of education on children. They also mean to push it on university students via the initiative called “Academic Impact.”
What is the “Academic Impact”?
The stated purpose is to bring together “universities committed to the goals and values of the United Nations.”
Why should we oppose this?
The United Nations has a stated opposition to individual liberty if it conflicts with U.N. dogma. The United Nations places itself above countries’ and individuals’ freedom.
Why would ANY university or college join the “Academic Impact” movement? Doing so means that the institution agrees with the U.N.’s Declarations, which –I am repeating this because it’s so important– openly states:
Article 29- “rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.”
Please tell your local colleges and universities and schools to RUN from the United Nations’ “purposes and principles”. Don’t JOIN with them, for heaven’s sake.
Now, what does all of this have to do with Common Core?
You won’t see it in the text of the standards but you will find it in the network of individuals and corporations and governments that worked in harmony to develop, fund, market, implement and entrench Common Core’s power grab everywhere.
The Common Core is the globalists’ approved method for making sure students in the U.S. can be tracked and compared, and also that they will not be able to be exceptional, very easily. Everyone must be the same.
See this: http://asiasociety.org/education/learning-world/global-roots-common-core-state-standards for more evidence of the globalists fawning over the United States’ acceptance of Common Core to reach their global goals.
For evidence of this globalist-approval of Common Core, study globalist (and Pearson CEA) Sir Michael Barber who has been praising and pushing and profiting from Common Core and its alignment with globalist goals, all along.
Worldwide, Pearson’s CEA is pushing the idea of partnering governments and corporations (which circumvents voters).
Public-private partnerships (such as Pearson and Microsoft’s partnership with the U.S. Department of Education, via the U.S. Council of Chief State School Officers acting as middleman, is a case like that old song:
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
These groups that promote Common Core, whether globally or locally, are all partnered and connected with MONEY and not by any vote by the people’s voice:
Pearson is officially partnered with Microsoft. Microsoft’s officially partnered with UNESCO. (UNESCO is the education arm of the U.N.)
The owner of Microsoft and partner of Pearson, Bill Gates, is partnered with, or the creator of, Common Core, having given millions to Common Core’s developers, CCSSO and NGA, and to its paid promoters, the National PTA and Harvard and Fordham Institute and Jeb Bush and many, many others.
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
Pearson AND Microsoft are corporate partners of the Council of Chief State School Officers. And the Council of Chief State School Officers is officially partnered with the National Governors’ Association and have developed and copyrighted the Common Core together.
The U.S. Department of Education and the Council of Chief State School Officers are officially partnered to collect national Common Core data.
The U.S. Department of Education is financially partnered with SBAC and PARCC test creation and data collection.
No potty breaks. We’re not done.
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
Pearson’s CEA, Sir Barber, is on the Board of Directors of U.S. Education Delivery Institute. He also has made Pearson the lead implementer of Common Core nationwide. And Pearson’s CEA is a directing force behind Common Core test creation at PARCC. Pearson’s Sir Barber wrote the book “Deliverology” for American educators to help them implement Common Core (like good little globalists.)
Secretary of Education Arne Duncan and Pearson’s CEA Sir Michael Barber are as mutually fawning as can be. Secretary Duncan quotes Barber and praises his “Deliverology” methods (which are controversial in their ruthless aim to “deliver” without regard for people). See Secretary Duncan’s Vision of Education speech to UNESCO.
And Barber is equally cozy with Duncan. He retweets Duncan’s tweets on Twitter all the time. Think about that. Our U.S. Secretary of Education is holding hands with the head of the largest educational sales company on earth.
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
And the CEA of the world’s largest educational sales company, (who is cozy with the U.S. Secretary of Education, who, like Duncan, loves and praises Common Core) happens to believe that education reform is a “global phenomenon,” and reform is no longer to be managed by individuals or sovereign countries; education reform has “no more frontiers, no more barriers.”
Pearson’s Sir Barber shows a chart during this summit speech, displayed at 12:06 minutes, which he calls his goal of ”whole system revolution,” pinpointed as the sum of the following addends: systemic innovation + sameness of standards + structure + human capital.
–Whole system revolution? Human capital? What awful word choices, even for a global-control-freak.
Sir Michael Barber admits that he’s after your privacy, too: “We want data about how people are doing. We want every child on the agenda.” (6:05)
Who will control or protect global student data? And what if my desire to maintain my rights to privacy, conflicts with the U.N.’s article 29 “purposes and principles?”
Hear Dr. Sandra Stotsky and Dr. James Milgram explain to interviewer Ann Marie Banfield why they each refused to sign off on the academic legitimacy of the Common Core standards, when they served as official Common Core validation committee members. Intro is about five minutes; Dr. Stotsky begins to speak at about minute 5:00.
Tonight’s much-anticipated Common Core debate, featuring Alpine school board member Wendy Hart and mother Alyson Williams arguing against Common Core, versus two state school board members, Dave Thomas and Tami Pyfer arguing for Common Core, will be live-streamed by the Deseret News.
Additionally, it will be featured on http://www.deseretnews.com later today and on http://watchit.deseretnews.com.
If you want to attend the event in person, here is the time and address.
(Note: a Logan newspaper mistakenly wrote the start time to be 7:00. It is actually 6:00.)
Where: Mount Logan Middle School at 875 N. 200 E. Logan, Utah.
When: January 6th, 2014, from 6:00 to 8:00 p.m.
Who: The public, legislators and press will be there. Moderator: radio personality Jason Williams of KVNU’s “For the People.”
The public is invited to submit questions for the debaters to: firstname.lastname@example.org or email@example.com.
Please come and bring friends.
Live Stream/ Youtube link:
Utah radio personality Jason Williams of KVNU’s “For the People” has asked the public to submit questions for next week’s Common Core debate, which will take place at Mount Logan Middle School on January 6th, 2014, from 6:00 to 8:00 p.m. in Logan, Utah, at 875 N. 200 E.
Submit questions to: firstname.lastname@example.org or email@example.com.
Legislators have already committed to attend the debate. I hope thousands of teachers, parents, grandparents, students and reporters show up.
The debaters will be Alpine School Board member Wendy Hart and mother Alyson Williams (against Common Core) versus state school board members Dave Thomas and Tami Pyfer (for Common Core). The event will be moderated by radio personality Jason Williams.
I sat down to write a few questions and ended up with 40. Some are borrowed from Professors Yong Zhao, Professor Christopher Tienken, Dr. Sandra Stotsky, Dr. Daniel Coupland and others. I hope Mr. Williams has time to ask them all.
40 COMMON CORE DEBATE QUESTIONS
1. Is Common Core constitutional? Why or why not?
2. How important is the defense of local autonomy and local control of schools, to you personally –and does Common Core affect local control in any way? Yes or no?
3. The Common Core itself calls itself a “living work” and it admits that the document will change. Does the Utah State School Board have authority over the copyrighted Common Core “document” to change the document itself? ( To clarify: this is not a question of adding 15% as the Common Core governance allows a state to add in-state, but we are asking about changing the national standards themselves.) Yes or No?
4. Can Utah voters remove from positions of power the people who hold copyright over Utah’s Common Core standards (Board of Directors of CCSSO/NGA) if we do not approve of the direction of Common Core? Yes or No?
5. Are those who hold copyright over Common Core subject to transparency (“sunshine” laws) –so that the Utah State School Board can supervise the decisions which affect and govern Utahns? Yes or No?
6. Where can I read for myself how the states-led (inter-state) amendment process will work when we want to change something in the Common Core standards, if a process exists?
7. Where can I see for myself the evidence that Common Core standards have been field tested prior to implementation, so they were proven to be of superior academic quality, if testing evidence exists?
8. Professor Christopher Tienken of Seton Hall University has called Common Core “educational malpractice.” Regardless of how you feel about Common Core, how would you recognize educational malpractice if you saw it; what would be its hallmarks?
9. Would widespread mandating of experimental, untested standards constitute educational malpractice?
10. Where can I see for myself the specific countries and specific standards to which the Common Core standards are “internationally benchmarked” if such benchmarking exists?
11. Where is the American process of representation of individuals in the Common Core education and assessments system, if it exists?
12. Where can I see for myself empirical, researched evidence (not opinion) that Common Core’s increasing informational text and decreasing classic literature will benefit children, if it exists?
13. Where can I see for myself empirical, researched evidence that Common Core’s move away from traditional math toward constructivist math will benefit our children, if it exists?
14. Many mathematicians and math experts, even including Common Core architect and advocate Jason Zimba, have pointed out that students who want to take Calculus in college will need to take more math than Common Core math courses in high school. What should the Utah State School Board do to make sure Utah students are truly prepared for STEM careers despite Common Core’s low math standards?
15. A mathematician is one who has an advanced degree in advanced mathematics; a math educator is one who has an advanced degree in educating students on any level of math. How do you feel about the fact that there was only one actual mathematician on the Common Core validation committee, Dr. James Milgram, and that he refused to sign off because he said the standards were not legitimate math for college preparation?
16. Several official documents show that there is a 15% cap on a state adding to the Core; we also from Common Core architect Jason Zimba and validation committee member James Milgram that Common Core math does not prepare students for STEM math careers; then how are Utahns to prepare for STEM careers?
17. If local Utahns break through the common core academic ceiling and add more than the allowable 15% to their local standards, how will that 15% be taught using common core aligned math and English tests and texts?
18. Although we have been told that Common Core was state-led, no citizen in this state received an invitation to discuss this, before math and English standards were decided. To make sure this does not happen again, please explain the vetting process for Utah teachers and parents, before we add upcoming national science, national social studies, and national sex ed standards.
19. Which element played a larger role in Utah’s decision to adopt Common Core: the chance to win Race to the Top grant money, or a thorough review of the Common Core academically? Please give evidence for your answer.
20. Where can I read our state’s cost analysis for implementing Common Core standards, tests and professional development costs?
21. Does the Common Core essentially discriminate against talents and interests that are not consistent with their prescribed knowledge and skills?
22. What roles does the Utah State Longitudinal Database System (SLDS)play in reporting to the federal Edfacts Exchange and to the national E.I.M.A.C./CCSSO data collection machines?
23. How do you respond to the question asked by Christopher Tienken of Seton Hall University? He said:
“This is not data-driven decision making… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Where is the evidence to support the rhetoric surrounding the Common Core standards?”
24. Do you see Common Core’s emphasis on testing as potentially harming American creativity and entrepreneurial fields in which U.S. graduate have historically led the world– or do you see this emphasis on standardization and testing as simply creating more individuals who are very good at taking tests– like students in some Asian countries– without any harm being done to creativity or love of learning?
25. The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “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 …“ In light of this, please explain why our state has partnered with those who agree to micromanagement by the federal department of education such as the CCSSO.
26. Which portions of local autonomy have been traded for federally-lauded Common Core standards and tests?
27. What types of legal protections does student data have in writing that can protect us from the federal government and vendors and researchers– in light of recent changes to FERPA privacy regulations, and in light of the federally funded and federally-reporting State Longitudinal Database System (SLDS) that is partnered with the CCSSO (and PESC) under Utah’s SLDS grant agreement?
28. Why has the Utah State School Board not stood up against federally-partnered and SBAC-partnered Common Core tests to defend local control?
29. For students in the United States to be globally competitive, they must offer something different, that is, something that cannot be obtained at a lower cost in developing countries. High test scores in a few subjects can be achieved in most developing countries, so how could Common Core increase global competitiveness for U.S. students?
30. How can any test predict global competiveness or economic growth?
31. What empirical evidence do you have that high Common Core test scores could result in higher levels of innovation, creativity, and entrepreneurship?
32. If countries like Estonia, Hungary, Slovenia, Vietnam, Latvia, and Poland routinely outscore the U.S. on standardized tests such as PISA, why isn’t their per capita gross domestic product or other personal economic indicators equal to those in the U.S. (World Bank, 2013)? In other words, what evidence do we have that pressuring students to focus on standardized testing will improve the U.S. economy?
33. Are you aware, that when you disaggregate the data by percentages of poverty in a school, the U.S. scores at the top of all the international PISA tests? (see Riddle, 2009) In other words, why are we pushing Common Core when our previous system of local control and freedom worked better academically than other countries’ governmentally standardized systems?
34. Companies like Boeing and GE are allowed to give their technology, utility patents, and know-how to the Chinese in return for being able to sell their products in China (Prestowitz, 2012). Can U.S. emphasis on standardized test scores create global competitiveness, really, or is it more likely that we should change the policy of allowing U.S. multinationals to give away our technological advantages, to increase our global competitiveness?
35. Are you aware that 81% of U.S. engineers are qualified to work in multinational corporations – the highest percentage in the world (Kiwana, 2012) while only 10% of Chinese engineering graduates and 25% of Indian engineers are prepared to work in multinational corporations or corporations outside of China or India (Gereffi, et al., 2006; Kiwana, 2012)?
36. Are you aware that the U.S. produces the largest numbers of utility patents (innovation patents) per year and has produced over 100,000 a year for at least the last 45 years? No other country comes close (USPTO, 2012).
37. Are you aware that adults in the U.S. rank at the top of the world in creativity, innovation, and entrepreneurship –and that those adults were educated during a time of NO state or national standards (Tienken, 2013)?
38. To what extent do you agree with this statement? “Common Core is a standardized education philosophy that transmits prescribed content via nationally aligned standards, aligned tests and aligned texts; the previous system was less organized, more loosely monitored, less unified, but spent more time on creativity, individual exploration and innovation.”
39. How do you feel about the funding of the Common Core: one unelected businessman– Bill Gates– funded the Common Core initiative, paid the PTA and the pro-Common Core think tanks (Fordham Institute, Manhattan Institute, Foundation for Educational Excellence) that advocate for it, he partnered with Pearson, the largest educational text sales company in the world to market it, that he publically calls American schools his “uniform customer base”, and that he has said that his goal is for Common Core tests, curriculum and standards to align? See Gates’ public speech here.
40. How do you feel about Secretary Arne Duncan’s stated goals for national Common Core Educational Standards and Common Data Standards? To summarize, a few of Duncan’s stated goals are:
–1) to have the federal government take more control over American schools than ever before,
–2) to make schools (not families) be the community centers, open 6-7 days a week, 12 months a year, 14 hours per day; and
–3) to partner the federal department of education with the copyrighters of the Common Core (CCSSO) for both education standards AND for data collection standards.
THE CONTINUAL WEARYING a.k.a. THE SQUEAKY WHEEL
(More thoughts on the ongoing Common Core debate:)
If you aren’t going to attend the debate, please use these questions or your own to create more strong pushback from the Common Core disaster.
This is America! We are the people with the power to make things right when we see that they are wrong. This is not a land of centralized power, dictatorship, socialism. This is a land of liberty, where the local people self-govern. We have to wake people up to see that freedom matters– and that Common Core surely takes it away from our children.
We can use the beautiful American processes of debate, of real representation, and of constitutional balances of powers that are supposed to defend freedom and local autonomy.
If everyone who cared deeply about the damages of Common Core were to weary the school boards and governors with questions –repeatedly, weekly, persistently, patiently, unceasingly– Common Core could not stand.
Common Core has no legs –except expensive marketing legs and lies– to stand on.
It has no academic pilot testing, no written amendment process for states to retain local control, no privacy protections for its tests’ data collection processes, no wisdom, no international benchmarking, no chance of improving “global competitiveness,” no heart, no state-led history, no commitment to local control; no hope to develop any real love of learning; no common sense.
What it does have is millions upon millions of dollars gambled on this takeover of American schools as a “uniform customer base” and many more millions spent on marketing its unsupportable talking points.
But it lacks the important stuff.
Parents (and teachers) can win back local control. We care more deeply about our children and about legitimate education than the proponents care about our children or Common Core.
We just have to be the squeaky wheel.
Remember the parable of Jesus from Luke 18:
“There was in a city a judge, which feared not God, neither regarded man:
And there was a widow in that city; and she came unto him, saying, Avenge me of mine adversary.
And he would not for a while: but afterward he said within himself, Though I fear not God, nor regard man;
Yet because this widow troubleth me, I will avenge her, lest by her continual coming she weary me.”
Weary them, weary them.
We can write or call newspapers and t.v. stations.
We can politely and persistently pester our governor: 801-538-1000 or 800-705-2464 (Utah’s Governor Herbert’s number).
We can politely and persistently pester the principal and others in the school districts and especially make sure to pester state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber.
Here is the Utah State School Board’s address: firstname.lastname@example.org
Here is the state superintendent’s address: email@example.com
Here is the governor’s education counselor’s address: firstname.lastname@example.org
If you want to get 2 minutes to testify about these things at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov
A friend called last week to say that she’s decided to home school her child. She wanted to know what curriculum I use. She said that ever since Common Core came to town, her child hates school –and sadly, he especially hates math. I told her that I use pre-Common Core Saxon, but that there are many good non-Common Core math programs she can find. The point is to steer clear of Common Core aligned education products. Classical math works. It’s worked for a long, long, long, long time.
Story time: When I began to home school my son just fourteen months ago, his main complaint was being bored in school. He was then just an average student. But he wasn’t given any extra attention, nor extra challenges, as a middle of the road student at that school. He spent a lot of time being finished with his math, just reading at his desk while the teacher helped the slower children, and while the gifted children were in another classroom.
This wasn’t a good use of my son’s time. That was in his first month of fourth grade; and I said, “enough”.
Now, as a fifth grader, he loves math. He’s good at it and proud of it. He wouldn’t admit this. But I know he is. He’s already on the seventh grade math level.
He’s not being forced. He is experiencing the LOVE of learning math, alongside the love of actual autonomy. Liberty.
We slow down or speed up as we need to; our little kitchen/living room/park bench/front yard/ anyplace-we-want-to-go home school is customized to his abilities. We skip along past what he doesn’t need to over-review. We slow down and do extra on the parts he does need to work on.
And we take recess any old time we feel like it. We work hard and we take education seriously, but JOYFULLY. We don’t stress him out. We play at math, we work at math, the way we also play at basketball and at engineering and we still bake cookies and blow up home made kitchen volcanoes and wrestle the three-year-old and visit museums and play the piano or paint or play with the microscope or do deep research on some question he came up with –any time we want to.
We can take naps. We can write books. We can compose music. We can talk as long as we want to about what we learn in history, geography, languages. We are in charge of us.
And he’s sprinted ahead, two years ahead of his grade level in math.
Why do I tell you this? Am I just bragging? No. I am rejoicing. There is freedom in this country to homeschool –or to private school or to public school. (One can not legally home school in MANY places– even in Germany or Sweden, where I spent much of my early life– these supposedly “free” countries. I thank God for this freedom in America.
My high schooler attends public school. Sadly, she and I both realize that she has lost the love of learning. She does the bare minimum to get a decent grade. She doesn’t like math. She doesn’t like science. She doesn’t even like English anymore. It’s dreary now. She puts up with it and then she reads what she actually enjoys reading at home.
Is this just my imagination? Is there an actual, national tragedy going on, that schools under Common Core are sapping the love of learning away from students? Is it to be blamed on the “human capital” angle, the factory view of humanity; just processing people to prepare them to be worker bees rather than preparing them to be free, original thinkers, forging their own paths in life?
I think so.
But there’s one more thing. My son’s math success story is not, as some of my friends suppose, because I happen to be a credentialed teacher.
It’s because I’m a mom who loves to learn. I believe in REAL, classical education, where we teach what’s been time-tested for centuries, and teach a love of learning and a love of God. We do not teach toward a test that politicians and businessmen have hung their career hats on (and have then shoved down others’ throats.) That’s increasingly what public school teachers must do, and what they now also must advocate for. Shudder!
The love of home learning explains why I like this news clip so much. The t.v. clip explains that parents in Oregon are pulling their students out of Common Core math classes to teach them real math at home.
I can’t get the clip to embed, so click here to see the Oregon TV News clip or read more about it at The Blaze.
It’s good to know that there are options. There may be people for whom Common Core makes sense and fits. But it’s not for everyone.
One size does not fit all– never has, never will.
DR. TERRENCE MOORE
This week “Grassroots Radio Colorado” hosted two lively, informative Common Core debates. The podcasts are available by clicking here.
Hour one features History Professor Terrence Moore of Hillsdale College (opposed to Common Core) versus former school board member Laura Boggs (pro Common Core).
Highlights from hour one:
At minute 10:45 Laura Moore gives a 7-minute pro-Common Core intro. She explains why she thinks that it is good to have national education standards, comparing educational standards to car wheels. She speaks about the “states coming together” as if they did so.
She says that she is opposed to the federal government having much say in education, which really confuses me. I don’t comprehend how she can sit on that fence, but she apparently believes that Colorado’s Common Core was created largely by Colorado teachers, rather than the CCSSO and NGA. This, even though the CCSSO/NGA declares, right on the copyright page, that it is the sole developer of the standards, and even though the CCSSO declares, on its official website, that it is partnered with the federal Department of Education.
At minute 17:50 Dr. Terrence Moore gives a 7-minute anti-Common Core intro.
He talks about the reduction of literary texts, and discusses the lexile framework of the Common Core creators that makes huge errors, such as placing Steinbeck’s “The Grapes of Wrath” on a 3rd grade reading level; he discusses the Appendix B recommendations of Common Core that crowds out classics and religious writers and Ben Franklin, with the Common Core’s preference for modern authors and informational text.
Here’s a great moment: at minute 36:00 the question is asked: “Are Common Core standards actually field tested?”
Laura Boggs says that they are “absolutely tested.” (She does not say where or how or by whom they were supposedly tested.)
Dr. Terrence Moore answers the same question: he says that the Common Core standards were absolutely not field tested.
At minute 42:00 Dr. Terrence Moore explains why we should reject Common Core outright. He also mentions learning more about this in his book, “Storykillers.”
He asks when the last time was, that we heard Secretary Arne Duncan or a school board member quote Shakespeare. He makes the point that one of the biggest problems we have in education is that “the people who are in charge do not love education.”
LAURA BOGGS (FORMER SCHOOL BOARD MEMBER)
TEACHER ANTHONY CODY
Hour two features California teacher Anthony Cody (opposed to Common Core) versus Fordham Institute member Michael Brickman (pro Common Core).
Hour two also includes Common Core validation committee member Dr. Sandra Stotsky and The American Principles Project’s Jane Robbins.
DR. SANDRA STOTSKY
This should be very interesting.
Mount Logan Middle School is providing the facility for a Common Core issues debate on January 6th, 2014, from 6:00 to 8:00 p.m. at 875 N. 200 E. Logan, Utah.
Alpine school board member Wendy Hart and mother Alyson Williams will debate two state school board members: Dave Thomas and Tami Pyfer.
The event is open to the public and will be moderated by radio personality Jason Williams of KVNU’s “For the People.”
Please come and bring friends.
The public is invited to submit questions for the debaters to: email@example.com or firstname.lastname@example.org.
This informative video, “Utah Bites Into Common Core” features Wendy Hart, one of the debaters, who is both an elected member of the Alpine School Board, and an active member of Utahns Against Common Core.
If you scour the official Common Core websites, ed.gov website, and the official speeches of Secretary Duncan and President Obama and the Pearson CEA on education, as many of us have done, you may at first knit your eyebrows in confusion.
It all sounds sweet.
How would education reforms that use such pleasant words ever be taking away my constitutional rights? Did the reformers really aim in completely opposite directions from their peachy words in arrangements and mandates and deprivations written elsewhere, in contracts and speeches and grant documents and regulatory changes on the same subject, written by the same groups of people?
Yes, they did.
Government and CCSSO/NGA sites come across as harmless, toothless, and positive, making it nearly impossible to interest the masses in fighting education reforms even though they are hurting our children and our country’s future. It’s even harder to change the direction of state school board members, governors and business people who also see nothing wrong with implementation of Common Core.
Why don’t they see the shackles?
It’s all about the language.
Daniel Greenfield at the Sultan Knish Blog has shed light on the deception. He illuminates the differences between the “new speak” envisioned by “1984″ author George Orwell, and the actual “new speak” deceiving people in 2013.
Below are highlights from Greenfield’s explanation.
Read his full article here.
“Orwell’s mistake in 1984 was assuming that a totalitarian socialist state would maintain the rigid linguistic conventions of bureaucratic totalitarianism…. Liberal Newspeak is the hybrid product of advertising, academia and bureaucracy. It takes ideas from creative leftists, rinses them in conformity, uses techniques from the ad world to make them as safe as possible and then shoves them down everyone’s throat.
[In Orwell's "1984"] Newspeak’s objective was to enforce linguistic schizophrenia… making opposition into a form of madness. Liberal Newspeak’s is less ambitious. It settles for muddling your brain.
Like modern advertising, its goal is to make you feel comfortable without actually telling you anything.
Liberal Newspeak is the chirpy announcer in a drug commercial soothingly telling you about all the fatal side effects while on screen couples have romantic picnics and go whitewater rafting.
That is the job of most of the news media… to be that announcer telling you that… your taxes will go up, your job will go to China and you will die, without getting you upset about the terrible news.
The dictionary of Liberal Newspeak is full of empty and meaningless words. Community, Care, Access, Sharing, Concern, Affordability, Options, Communication, Listening, Engage, Innovating and a thousand others like it are wedged into sentences. Entire pages can be written almost entirely in these words without a single note of meaning intruding on the proceedings.
… The techniques of advertising have been used to pluck up words that people once felt comfortable with and wrap them around the agendas…
Liberal Newspeak is concerned with making people safe while telling them absolutely nothing. It’s a new language that conveys reassurance rather than meaning. Its totem words are almost pre-verbal in that they mean nothing except “You are safe” and “We are taking care of you.”
That is what gibberish like, “We are improving access options for all community interest groups” or “We are striving to innovate while listening to everyone’s concerns” means. Daily life has become filled with meaningless pats on the head like that, which dedicated liberal newspeakers spew up like newborns. This empty babble says nothing. It’s the hum of the beehive. The signal that keeps all the drones headed in the same direction.
… It owes less of its perversity to Marxism than it does to Madison Avenue. The language that was used to convince millions to buy junk that was bad for them or that they didn’t need is used to convince them to buy liberalism.
While the implications of Liberal Newspeak are ominous, its tones aren’t. It deliberately embraces the feminine side of language. It strives to be comforting, nurturing and soothing. It never tells you anything directly. Instead it makes you read everything between the lines. It rarely answers questions. Instead its answers indirectly explain to you why you shouldn’t even be asking the questions.
… Its terminology is so vague that specific questions require a convoluted assemblage of words … There is no room for thoughts, only feelings. You can feel guilty in Liberal Newspeak. You can be outraged, self-righteous or concerned. But you can’t weigh one idea against another because it isn’t a language of ideas. It’s a vocabulary of emotional cues that could just as easily be taught to a smart animal.
… what they are really doing is maintaining conformity in the same way that the Soviet and Red Chinese engineers constantly discussing Lenin and Mao as inspirations for their work…Liberal Newspeak is full of terms about listening, engaging and sharing, but it’s a closed loop.
It’s language as a command and control mechanism for establishing conformity… It’s an unbroken loop of reassuring gibberish punctuated by bursts of anger at outsiders who are not part of the hive and don’t understand how important community access and engaged listening really are.
… It has emotions, but no ideas. Its purpose is to take an individualistic culture… and reduce it to a conformity that promises safety in exchange for never thinking again.”
COMMON CORE (AKA VOLDEMORT)
If you want to see one example of Greenfield’s idea applied to Common Core, simply look at the word Common Core.
It is the phrase that is most often unspoken. Like Voldemort.
In Utah, they call Common Core the “Utah Core”. In other states it has other names.
On the federal website, it is magically defined without even using the term at all!
“College and Career Ready Standards” are defined there as standards common to a significant number of states.
So any time –ANY TIME– you hear the phrase “college and career ready” you are being talked at, about Common Core.
But you don’t know that, or most people don’t.
You think it could be anybody’s legitimate definition of what makes a student prepared for a great career or a great college. Right? Nope. It means a mediocre standard that may or may not mean a student even studied as high as what used to be a normal course of high school math. (Just ask the NCEE or Jason Zimba.)
It’s all about the language.
The only way to fight manipulation of words and of truth is with its opposite: clear, direct, truthful language.
Thank you, Daniel Greenfield.
I loved this year’s public high school Christmas concert. The jazz band and orchestra were energetic, talented and joyful — as you’d expect from teenaged musicians jamming at Christmas. (I almost forgot about Common Core.)
But meanwhile, my friend Laureen attended a very different kind of school Christmas concert.
And her story, (the guest post below) has little to do directly with the Common Core Standards. I’m posting it because it is a metaphor for the numbing-down of children who are viewed, even by the U.S. Secretary of Education, as “human capital” – a mass to wrangle, clump and process commonly. Not to expect to excel, individually.
EXCELLENT OR COMMON
Guest Post by Laureen Simper, Utah mother and piano teacher
I attended our elementary school’s “Christmas” program last night, because my piano student invited me to come hear her play her Christmas piano solo. She and her little sister – also my student – were singing in the “choir”.
I would estimate that less than a third of the kids knew the songs. It didn’t matter; they were singing to recordings. As in, singing WITH recordings. As in, SINGING WITH RECORDED VOICES. Ish.
It absolutely DID NOT MATTER that less than a third of the kids were prepared to perform after spending hours coming to school early to be in this choir.
Then there was the “choreography”: either running in a circle, shaking a stick with a streamer on the end of it, or shifting weight back and forth to shake those booties! And no need to practice or remember this either – either the teacher or a couple of the older students were doing the movements down in the front so the children could just copy them. The recordings, all with the same mind-numbing beats and instrumentals, just flowed over the top of this unorganized, unlearned trainwreck, making any effort inconsequential, making any non-effort inconsequential, dumbing down…dumbing down…dumbing down…numbing down…
The only bright spot was my piano student playing the Christmas piano solo she had spent weeks learning and mastering.
And where was the piano, where everyone could see her? No, no, no! Over at the side, like an afterthought.
Because HELLO! It –of course– wasn’t used to accompany any numbers! Who needs a live instrument when you’ve descended into sort-of-lip-syncing…..ish?
So maybe the first three rows were able to see her. And would you like to know why she was the ONE AND ONLY real musical number on the program? THEY DIDN’T HAVE TIME FOR THE CHOIR TO “LEARN” THAT PARTICULAR SONG. Excuse me, LEARN? Who learned ANYTHING?
And of course there wasn’t a single song about the Savior in the program – it was all mindless, secular drivel. I swear they did nothing but use the same CD for every single number.
I thought about all these families, a week before Christmas, rushing to get to this program after a busy day. Younger siblings were tired – babies and toddlers – many had probably been at day care all day, who still didn’t get to go home. I watched tired parents bouncing babies on their laps, walking with them in the back or in the hall, chasing toddlers – or not, getting phones ready to video the big moment.
WHAT BIG MOMENT?
I watched the children on stage – MOST of whom had no clue what was going on. I pictured the homes they lived in on any particular school morning as they had to get up early and shake up the families’ routines to get to school early to practice….. THIS? Families all through my neighborhood were sacrificing family time – weekly for the practices, and now, the final culmination of all that……was THIS? You could be home watching a secular movie like “A Christmas Story” and baking Christmas cookies and it would have been a more valuable use of your family’s time than THIS.
Then I thought about what we are teaching the children, the “participation trophy” mentality that rears its ugly head everywhere.
My student told her mother the day of the program that she shouldn’t even bother coming because it was so bad. She TOLD her mother that nobody knew the songs, that they didn’t know what they were doing, that it was bad.
So, in spite of the hype – she knew. ‘Cause HELLO! Kids are not dumb!
I imagined other kids with similar sensibilities, knowing in their hearts that this program was a mediocre mess, and then I imagined them being told what a great job they did, how cute it was, etc., etc. I thought, WOW.
What a great way to train a populace to not trust their instincts, to go along, because what’s the harm in it? – to believe the unbelievable. If, in your heart of hearts, you know the sky is blue, and you spend thirteen years of your life at a place that tells you in a million ways every day that it is green, what kind of discrimination skills do you end up developing?
How capable will you be of detecting lies when all you have ever heard are lies?
I feel so unbelievably sad for all the children sitting in schools across this country this morning. They are being taught that COMMON is good, because public school has become nothing – NOTHING – more than a giant bucket for all the little crabs.
Public education has become nothing more than a training program for all the common little crabs to yank any free-thinking crabs back down into the common swill.
They are all being taught that excellence is what we pay lip service to, but in subtle ways, you will be singled out – negatively – if you try to achieve it (Harrison Bergeron!)
All the while, the ever-lowering bar continues to be celebrated, photographed for a scrapbook page, and videotaped for Instagram and Facebook brags.
Worst of all, they are subtly being taught that even THIS is more important than time spent at home with your family. How subtly, subtly, subtly is the message being taught that home and family are absolutely, completely, at the bottom of your priorities.
So thanks for listening to the rant. I weep for so many well-meaning parents who do not see – maybe WILL not see.
Even though my job as a piano teacher is nearly dead because of this cultural shift, I feel like I need to point out the sign that hangs over my front door every week my students leave my house. I need to teach them more intentionally the reason I do what I do.
The plaque says: “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” (Aristotle)
Excellence matters…BECAUSE it is UN COMMON.
In four minutes, Arkansas mother Karen Lamoreaux flattens Common Core at this state school board meeting.
I feel sorry for school guidance counselors. There’s a document out called “Role of the School Counselor in Utah Core” that says:
“You [the guidance counselors] are often the first line of defense in honoring the validity of the Utah Core State Standards.”
How many school counselors do you think became counselors so that they could serve (without pay) as marketing agents for the Gates-Pearson-Duncan power machine? I wonder if any school counselors are asking the state school board or their local superintendents on WHAT grounds they should honor the Core’s supposed validity. –Or is even the asking now seen as being insubordinate?
School counselors are supposed to “honor” the validity of UNVALID standards.
Does anything about this seem right to you?
Doesn’t the word “valid” imply passing a validity test?
Common Core is both academically and politically invalid.
It’s 100% untried, experimental, and was rejected by its key validation committee members. It has a governance system over states that is contrary to the Constitutional way.
Surely at least some of the school counselors know these things.
The document quotes Jeb Bush: “The Common Core State Standards are an example of states recognizing a problem, then working together, sharing what works and what doesn’t.”
Yikes. Jeb Bush, of all people, is not about to tell the truth about Common Core. Jeb Bush is funded by the very “philanthropist” who funded the entire Common Core and all its marketing, the one and only Bill Gates. Jeb Bush as a neutral, trustworthy source? Not even close!
But his statement is a lie even if it wasn’t coming from a Gates-bought man. Because Common Core is not, and never has been, an example of states “working together”. States didn’t ever “share what works and what doesn’t” to create the Core. That never happened, no matter how many times proponents claim that it did.
It was a group of D.C. businessmen that created the Common Core Standards without input from any Utah representatives nor Utah educators. There’s nothing state-led about it!
Nor did any state (or anyone) ever test these experimental standards. Ever.
This document for school counselors fails to mention, too, that no state has been given any authority by the Common Core Initiative to “work together” in the future, either, to amend or ever ALTER these commonly-held, supposedly states-controlled standards.
In truth, only the D.C. businessmen who created the standards can alter them because the standards are bound under copyright by D.C. businessmen. And they’re not accountable to voters.
So where’s the voice of the people in all of this?
School counselors are being pressured to believe and repeat actual falsehoods to students and parents.
Guidance counselors are told in the document that the standards are internationally benchmarked, which is another lie. As Dr. Stotsky has explained, “we are regularly told that Common Core’s standards are internationally benchmarked. Joel Klein, former head of the New York City schools, most recently repeated this myth in an interview with Paul Gigot, the Wall Street Journal editor… Not mentioned at all… is Klein’s current position in a company that does a lot of business with Common Core. An Exxon ad, repeated multiple times during a recently televised national tennis match, also suggested that Common Core’s standards were internationally benchmarked. We don’t know who influenced Exxon’s education director. Gigot never asked Klein what countries we were supposedly benchmarked to. Nor did the Exxon ad name a country to which these standards were supposedly benchmarked. Klein wouldn’t have been able to answer, nor could Exxon have named a country because Common Core’s standards are not internationally benchmarked.“
On what planet are the Common Core standards in fact internationally benchmarked?
STATE-LED? NO FEDERAL ROLE?
According to U.S. Secretary of Education Arne Duncan, “In March of 2009, President Obama called on the nation’s governors and state school chiefs to develop standards and assessments”.
So the President claims he thought up Common Core.
But school guidance counselors are reading that “The Federal Government played NO role in the development of the Common Core State Standards.”
Confusing? Not really.
There are unarguable proofs to rebut the “no-federal-control-of-standards” claim.
There’s a federal cap of 15% on Common Core in the ESEA flexibility document, meaning that the federal government is telling states that they can’t add more than 15% to their standards if they’ve accepted Common Core.
There’s a federal review of Common Core tests.
Obama claimed he asked American governors to create common standards.
Duncan and Obama advocate for Common Core as they alter the meaning of the term “college and career ready standards,” –(click on it)– the term is now officially redefined on the federal website as being standards “COMMON TO A SIGNIFICANT NUMBER OF STATES” –on the ed.gov website!
Duncan promised that he and Obama would enlarge the federal role in education. He announced in a speech to UNESCO, “Traditionally [Constitutionally] the federal government in the U.S. has had a limited role in education policy… The Obama administration has sought to fundamentally shift the federal role, so that the Department is doing much more“. Clearly, Duncan and Obama have unconstitutional aims in controlling states’ educational systems. They are not hiding their aims very well.
There is also the top-heavy federal controls mandated for beneficiaries of the Common Core test grant called “Race to the Top for the Assessments” for (SBAC and PARCC testing consortia members.)
There is also the outrageous, official Department of Education partnership with the unelected D.C. club (CCSSO) that wrote and copyrighted the Common Core Standards –as well writing the Common DATA standards. Then we have the federal carrot of money going directly from the federal Department of Education to individual DISTRICTS that accept Common Core. Next there are federal reviews of Common Core tests. And there is federal data collection by federally partnered EIMAC/CCSSO and the federal EDFACTS data exchange, of information gathered by Common Core tests. And don’t forget President Obama’s Blueprint for Reform, which includes STANDARDS as well as data collection and teacher controls and more.
This lie is repeated, as counselors are told in the document’s “helpful talking points” section, that Common Core was a state-led effort “spearheaded by governors and state school chiefs” –assuming counselors (and all of us) are too stupid to realize that governors and school chiefs have ZERO authority over creation of unconstitutional, national education standards and do not represent voters on a national stage.
So on what planet is it a true statement that there is no federal role in the Common Core?
NO HARM TO CLASSIC LITERATURE?
The next “myth” that the document addresses is “the standards do not limit reading to non-fiction but promote a balance between literature and non-fiction works”.
The fact is that Common Core standards will drive the Common Core aligned tests and thus will drive the teaching.
Common Core standards do reduce the amount of classic literature that a student may be exposed to, and that limitation level increases gradually so that by the time a student is in high school, only a small percentage of his/her reading may be literature; most of it must be informational text, the types of nonfiction reading assignments that used to be given in history, science, journalism, or health classes. Now it’s invaded the sacred territory of the English classroom, to the marginalization of stories, and in my view, also to the detriment of the love of reading.
The English professor who served on the Common Core validation committee and refused to sign off on the validity of the standards, Dr. Sandra Stotsky, explained in a white paper:
“Common Core’s “college-readiness” standards for ELA and reading are simply empty skill sets… As empty skill sets, Common Core’s college-readiness standards for ELA and reading cannot strengthen the high school curriculum, and they cannot reduce post-secondary remedial coursework in a legitimate way. Instead, they weaken the base of literary and cultural knowledge needed for authentic college coursework… Common Core expects English teachers to spend over 50 percent of their reading instructional time on nonfiction and informational texts such as seminal U. S. political documents, court decisions, and scientific and technical manuals. This is not what English teachers are trained to do in any college English department or teacher-preparation program… Common Core makes it impossible for English teachers to construct a coherent literature curriculum in grades 6-12, since most of the reading curriculum in those grades must address nonfiction and informational topics. Information about what? Will test developers select informational texts from science, history/social studies, and mathematics that English teachers have never been expected to teach?”
On what planet is there no harm to classic literature (to student learning of it) under Common Core?
STUDENT DATA PRIVACY?
Next, the school counselors’ document says that it is a myth that “implementation of the standards requires the collection and retention of personally-identifiable student data“.
First, a few questions: Can I, (barring homeschool) opt my child out of the Common Core aligned curriculum in any public/charter school in Utah? Of course not; it’s the new (although WRONG) normal.
Second: Can I opt my child out of being tracked by the SLDS (State Longitudinal Database System)? No. Not according to the Utah State School Board.
(If Common Core and student data tracking are completely unrelated, as the document claims, then why are both mandated by the state school board and why do new core tests link the two?)
Third: Even if I opt my child out of taking the Common Core math and English tests, can I opt her out of taking Common Core-aligned college entrance exams, to keep her information from reaching the State Longitudinal Database Systems and the federal reporting exchanges? How?
Common sense shows us that Common Core and common data systems are intertwined. But here’s more than common sense: links to proof.
If you go to the website of the CCSSO, that private D.C. club to which some superintendents belong, that same club that created and copyrighted Common Core, you will read this:
“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 States Department of Education.” So the Department of Education has partnered officially with the CCSSO/Common Core makers to also create a Common Data Standards Initiative.
When Utah accepted a $9.6 million grant to build a federally-stipulated student longitudinal database in Utah, it also agreed to the PESC model, a CCSSO creation funded by the Gates Foundation. The PESC Model, in its own definition, “includes early childhood, elementary and secondary, post-secondary, and workforce elements, known as “P20,” and establishes comparability between sectors and between states.”
PESC states that it “will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum Frameworks and the two assessment consortia. The core purpose of an SLDS is to fulfill federal reporting…”
Did you read that? The core purpose of SLDS is to FULFILL FEDERAL REPORTING. Creepier and creepier. Why even call it a “State” database? Why not just call it a federal database housed inside our state?
I find this alarming. Here is the evidence:
The agreement is stated on page 4 of section 1 (page 20 on the PDF) of Utah’s 2009 ARRA SLDS Data Grant: “The UDA (Utah Data Alliance) will adhere to standards such as the School Interoperability Framework (SIF), the Postsecondary Electronic Standards Council (PESC) and other XML schemas.”
We see clearly that Utah agreed to PESC common data standards in exchange for federal money. And the PESC “will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum” and the purpose of the $9.6 million SLDS was “to fulfill federal reporting.”
But wait, there’s more.
The Common Core federal grant for Common Core testing, also known as the “Cooperative Agreement,” says that states receiving this grant money must “Comply with, and where applicable coordinate with the ED staff to fulfill, the program requirements… including, but not limited to working with the Department to develop a strategy to make student-level data that results from the assessment system available on an ongoing basis for research, including for prospective linking, validity, and program improvement studies; subject to applicable privacy laws.” (And recall that the Department of Education shredded the previously protective privacy laws.)
Democratic Senator Edward markey of Massachusetts wrote a letter to Secretary Arne Duncan months ago, to which Duncan has not yet responded. In it, the Senator asked Duncan to explain why he had altered previously protective student privacy regulations known as FERPA.
Equally bad is the lack of safety for student data in the hands of the vendors of Common Core-aligned educational products. A New York Times article this week says that “when school districts are transferring student information to cloud service providers, by and large key privacy protections are absent from those arrangements,’ said Joel R. Reidenberg, a law professor at Fordham who led the study. ‘We’re worried about the implications for students over time, how their personal information may be used or misused.’”
The NYT article also states that “privacy specialists, industry executives and district officials say that federal education privacy rules and local district policies are not keeping up with advances like learning apps that can record a child’s every keystroke or algorithms that classify academic performance. Without explicit prohibitions on the nonacademic use of the information, specialists warn that unflattering data could hypothetically be shared with colleges or employers, to the detriment of the student” and that “under the Family Educational Rights and Privacy Act, schools that receive federal funding must generally obtain written permission from parents before sharing students’ educational records. An exception allows school districts to share student information with companies, like those providing student information systems, without parental consent.”
So, on what planet does Common Core have nothing to do with federal student data collection or vendor data collecting?
A TRAGIC EXPERIMENT ON OUR FUTURE
Tragically, the entire underlying assumption that the Common Core standards are in fact an improvement, rather than a detraction from education, is totally questionable.
Though we wouldn’t allow a doctor to operate on our children without first vetting his surgical theories, yet state school board members and our governor are allowing children to be subjected to experimental standards that rest on zero research data– and there is no empirical data for unpiloted experimental standards. (For more on that, read Seton Hall University Professor Christopher Tieken’s article and video on “Dataless Decisionmaking” and the educational malpractice of Common Core.)
At what point does a parent raise her voice?
At what point does a teacher just say no?
At what point does a guidance counselor stand up for truth?
If I were a school guidance counselor, I would find a job at a private school, independent of Common Core.
If I couldn’t find another job, I would tell my students and inquiring parents that Common Core is a controversial topic and that they should research it for themselves.
I would tell my principal and school board that I did not become a guidance counselor to promote unproven theories of businessmen, noneducators, federal agencies and racketeers.
I would call out the lies of all the Common Core pushers, and not let them make me one of them.
Junior class president Adam Hasan of Knox County, Tennessee, adds his voice to other remarkable teens (Ethan Young and Pat Richardson) as he articulately defends teachers’ and students’ rights in this testimony against Common Core.
Here’s another teacher who is standing up and speaking out, saying exactly why she does not like Common Core for her students.
She recently took a large pay cut to transfer from a public school to an independent, Common-Core-less private school.
She speaks out here about what seven year olds really need and how Common Core hurts them, in this 7-minute video.