Archive for the ‘Academic Standards’ Category

Responding to the Attorney General’s Report on Common Core   4 comments

utahns against Common Core

The Utah Attorney General (AG) recently issued a report about Common Core.  I’m grateful that Common Core concerns are receiving much-needed attention, rather than being dismissed as unfounded. I thank the Attorney General for his time spent on this issue.  But the report is egregiously errant.

I’m just a full-time mom, not a lawyer.  Though I have many years of experience teaching in public schools, plus years spent researching ed reforms, I never aimed to rebut a state attorney general’s education report.  But truth is truth and error should not be accepted as fact.

Please study this out for yourself. I’m here to point out and to back up with documentation, the errors and omissions of the A.G.’s  Common Core report.  It’s for you to draw your own conclusions.  It’s for our children to live with what we adults see as truth.

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Before I get to the errors and omissions, I will point with gratitude to three key issues that the report correctly clarified:

1)  The report’s first paragraph correctly clarified the fact that the “Utah Core” for K-12 math and English is, in fact, the exact same thing as “Common Core.”  Many have been confused about this fact and some in leadership allow that confusion to continue because they know Common Core has become a toxic term.  But no one need be confused.  The A.G. is correct:  Utah does (unfortunately and voluntarily) adhere to centralized, standardized Common Core standards and tests.

2) The report also  correctly stated that the US Dept. of Education ( by imposing waiver conditions and pushing states to adopt federally approved standards) “has infringed upon local and state authority over public education” and that Utah and other states “consented to this infringement through federal coercion...” (emphasis added).

3) The report correctly said that “Utah has the legal ability to repeal” Common Core.  Most people already knew that Utah CAN withdraw from Common Core; our point has always been that we REQUEST that our state will indeed withdraw from Common Core.

 

The Attorney General’s report wrongly concludes three main things, which I will afterward explain in detail:

1) That adoption of Common Core followed the rule of law; that the parent-teacher lawsuit –brought against the state’s decision to adopt Common Core without proper vetting– holds no water and that the board’s adoption of Common Core was legal;  that Common Core standards do not qualify as rules –so the UARA’s rulemaking process did not need to be followed;

2) That Utah has not ceded authority nor lost local control over its education system via the Common Core Initiative; and that there are no groups that now hold direct or indirect control over Utah’s education system;

3) That Common Core does not impact curriculum.

 

1.   The report incorrectly states that the board’s adoption of Common Core followed the rule of law, using “a very public process” and that it was not illegal in any way.  That question will soon be determined in a Utah court.  The lawsuit to which the report referred –in which parents and teachers are suing the board over its method of adopting Common Core– is still a live, active lawsuit.

Connor Boyack of Libertas Institute (the institution supporting the lawsuit) was correctly quoted by the Deseret News, saying, “Specific behavior was required of the board that was not done. That is the basis of our lawsuit, and that was not responded to by the attorney general.  Our allegations still stand and we’re confident that a judge will determine that the board, in fact, did not comply with the law.”

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The A.G. came to a different conclusion not only from that of Libertas Institute but also from U.S. Department of Education secretary Arne Duncan, who noted that Utah’s state school board and many other states very quickly, quietly adopted Common Core “without studying it, without writing a white paper on it,” without consulting with the teachers, administrators and others whose careers would forever be altered by it.

This clearly goes against our state’s law.

As a public school teacher whose credential has never lapsed out of date, I can attest that when Common Core came to Utah, neither I nor any teacher, to my knowledge, received so much as a letter or an email consulting with or discussing or debating or communicating the fact that a decision was in process, nor announcing any potential positive or negative consequences of the decision.  Local school boards can and have attested that they were likewise left out of the decision.   Millions of public school parents can testify that there was no “very public process”.  Although parents often get  letters, robocalls and emails about school pajama day, the fall carnival, community council elections and many other issues, it was only long after the state had agreed to Common Core (and its associated data, testing and evaluation reforms) that parents and teachers became aware of what it was and how it would change our lives forever.  Teachers and the general public would have had to have been actively scouring the state office of education website weekly basis (–and why would they?)  –to have come across any invitation for public discussion or feedback on this huge, transformative issue.

The report also falsely states that prior to adoption of Common Core, Utah was an active participant in the creation of Common Core standards.  This claim is not backed up with evidence of any kind. Listening to the minutes of the state school board meetings surrounding adoption of Common Core reveals that the claim is far from true.

Last, there’s the reference to Utah’s  UARA  which defines rules and rulemaking.  The A.G.’s report correctly states that a plausible case can be made that  because Utah is now ruled by Common Core’s rules, the rulemaking process should have been followed, and was not. UARA defines a rule as a statement by an agency (in our case, the USOE/school board) which implicitly or explicitly requires some class of people or agencies (in our case, school system employees)  to obey it; a statement that implements or interprets law (in this case both state and federal law, even though the federal government does not have constitutional authority to make education laws– since it has done so and it uses money to control states’ obedience to these unauthorized laws and policies, and now Common Core-implementing state laws are congruent with Common Core education reforms as well).

Common Core standards must be considered rules since the state school board and USOE mandate statewide adherence to its benchmarks and tests, and the legislature specifically mandates  teacher and school evaluation using Common Core computer adaptive testing.

But the A.G.’s report oddly states that because Utah law does not define the meaning of the term “standard,”  the standards aren’t really rules so the rulemaking process was correctly skipped over. That defies common sense, and research.  Teachers and administrators rely on USOE/USSB statements on Common Core to interpret and implement education law and policy.  Common Core is mandated by the legislature’s Common Core CAT testing laws, and adherence to Common Core was partial payment for receipt of federal waivers, monies and technologies; it was parceled with federal No Child Left Behind waivers, ARRA grant obligations, SBAC (Utah’s former) testing grants, and the federal SLDS grant, each of which helped bind Utah schools, teachers and students to Common Core and common data standards.

2.  The report incorrectly states that Utah has NOT ceded authority over standards and curriculum.  Utah ceded her authority by adopting Common Core, in several ways:

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Way one:  Utah has no vote or voice in the revisions to “its own” common core standards.  Utah did not write Common Core.  Neither did any other state. Common Core was never, despite its marketing claims, a state-led process.  The creator-copyrighters of Common Core were two unelected, nonpublic groups— unaccountable-to-voters groups, cannot-be-influenced-by-voters groups; closed-door, private D.C. groups, that go by the misleadingly governmental-sounding titles of “National Governors’ Association” (NGA) and “Council of Chief State School Officers” (CCSSO).  NGA and CCSSO are private clubs–  they are nongovernmental, and not all governors nor all superintendents choose to belong to NGA/CCSSO; in fact, some U.S. governors and state superintendents avoid the NGA and CSSSO like the plague.

The power of the NGA and CCSSO over standards and education policy in many states is the prime example of education without representation.

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Way two:  Utah cannot vote for those who have authority to revise or change Common Core.  And we know that Common Core IS going to change.

Utah’s Common Core standards are under copyright by NGA/CCSSO.  Utah can’t influence who gets hired by NGA/CCSSO or what policies get created in those closed-door meetings.  Utah can’t participate in any amendment meetings when Common Core “living work” standards get altered and revised, which the copyright holders  have promised to do.   The standards state:  “The Standards are intended to be a living work. As new and better evidence emerges, the Standards will be revised accordingly.”

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Way three:  The CCSSO –significantly– has also created the Common Educational Data Standards (CEDS), in partnership with the federal department of education, to match up with the Common Core standards technologically as well as academically.  Utah promised the federal government to adhere to CEDS tracking technologies in such documents as   Utah schools’ 2009 ARRA federal grant application,  which is fully explained and linked here.  Because our federally paid-for State Longitudinal Database System is also (per federal grant requirement) interoperable with federal systems, and because our Common education standards and Common data standards match the CCSSO’s CEDS requirements, student privacy and state autonomy over data systems are also no longer in our control.  Truly, control over student data privacy is threatened via the interdependence of Common Core standards and federal Common data standards.

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Way four:  Utah’s statewide SAGE/AIR Common Core tests enforce the Common Core being taught in Utah schools and the Common data standards (CEDS) being used in Utah schools.  SAGE/AIR are Common Core-led, computer adaptive tests which are not only end-of-year but year-round formative tests, controlled and created by the American Institutes for Research (AIR) with token help from a handful of appointed Utah teachers.  AIR is officially partnered with both the federal government and the SBAC (federally-funded testing consortium).  This means that the micromanagement of tests and the sharing of student level data –to which the SBAC is subject by contract– also binds AIR-partnered Utah.  Utah students must be tested on Common Core standards using SAGE/AIR tests, which are secretive in nature, written by psychometricians with a mission statement that focuses on applying behavioral and social science research, and which follow the Common Core copyrighters’ philosophies.  Test cannot be seen (because of secrecy rules) by those governed and tested and evaluated by them.

All of these controls do fetter Utah citizens to federal dictates, and each rests on the Common Core standards.

3.  The report incorrectly states that Common Core impacts only standards and not curriculum.  Because the state Common Core tests (aka SAGE tests) are not only year-end but formative (year-round) tests, they impact curriculum very much– much more than any previous statewide testing did.  Because state and federal reforms have now attached teacher evaluations and school evaluations directly to student scores on these Common Core tests, teachers must choose from an ever-narrowing spectrum of curriculum that teaches to the test more than ever before.  The SBAC testing group, which is partnered with Utah’s AIR testing group, and Microsoft (Bill Gates’ company) which is partnered with Pearson (the world’s largest education sales products company) each offer Common Core test-matched curriculum, and Utah schools and technologies are purchasing them over other products, because the board mandated that Common Core would be Utah’s Core.

Lead Common Core funder Bill Gates revealed in a speech, “Identifying common standards is just the starting point.  We’ll only know if this effort has succeeded when the curriculum and tests are aligned to these standards… When the tests are aligned to the common standards, the curriculum will line up as well. And it will unleash a powerful market of people providing services…  For the first time there will be a large, uniform base of customers looking at using products…”

The A.G.’s report also omits key concerns, including:

I. Copyright and control of Common Core-  The report ought to have clarified who truly controls and holds copyright over the Common Core standards and its related data standards, and who has authority to revise them.  Neither voters, nor elected representatives,  nor local teachers, nor Utah’s State school Board, but only the nonpublic D.C. group, NGA/CCSSO, controls them.)  As has been stated, there is no amendment process for our state to revise the “living work” of Common Core, by which we are now governed, although these standards will be revised by its copyrighters.

II.  The State Duty to Educate Locally – While the report is correct in saying that the federal government coerced states into adopting its definition of college and career ready standards with the hope of getting federal money, the report does not stand up and say that Utah is under a constitutional obligation to stand up for the right to educate via local dictates.  The A.G.’s report does not recommend that Utah cease being controlled by and unreasonably swayed by federal money.  It apparently accepts Utah’s seeming submissiveness to the federal (unconstitutional) posture of authority over education.  If the A.G.’s office has not itself adopted the submissive mindset under the federal posture of (unauthorized) authority, then the report should have recommended that Utah fight for a reclaiming of state power over all aspects of education.  If Utah’s A.G. believes in the constitutional separation of powers and in the importance of maintaining local control of the constitutionally state-held right and responsibility over state education — then the report should have focused on that point rather than sidelining it as an historical, water-under-the-bridge detail.  Nor did the report recommend standing in solidarity with Oklahoma, a state which recently repealed Common Core and has faced federal power grabbing struggles as a result.

The report said, “Will we lose federal monies if we modify Common Core standards? No.”

That is a half-truth.  Utah didn’t lose federal monies by adding cursive to Utah’s English standards in addition to Common Core, true.  But if we make more than minimal additions (there’s a 15% cap on adding to Common Core) or if we aim to repeal the whole enchilada we end up with severe federal pushback as has been demonstrated in the case of Washington state and Oklahoma.  We should, of course, still hold the line of state authority and ignore the pretended authority of Secretary Duncan.

III.  The State Board’s Constitutional Duty to Not Cede Its Authority – The report correctly states that the school board has the authority to set standards, and that the board “is the appropriate constitutional body” to withdraw from Common Core, based on the Utah Constitution‘s words:  “The general control and supervision of the public school system shall be vested in a state board of education consisting of the Superintendent of Public Instruction and such other persons as the legislature may provide.”  True.

But nowhere in Utah’s Constitution does it say that the board, superintendent and other persons may give away or delegate  that “general control and supervision of the public school system”.

Conclusion:

The Attorney General’s report receives an “F” in my gradebook.  It simply veers so far from the truth that it cannot be taken as correct.

I don’t expect to hear from the Attorney General’s office, apologizing for the errors.  I don’t expect the state school board members nor those education staffers at the Governor’s office who openly call me and other teachers and parents “crazy” to suddenly fact-check, turn around and be enlightened.  I simply wrote this piece for other people like me– people who care about the truth, people who aren’t financially rewarded by and tied to the claim that Common Core is the One True Path, people who value this knowledge, to better protect and educate their children and to possibly have a chance at saving some of the local control that is our Constitutional inheritance.

 

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Reframing the Common Core Discussion: A Battle for our Freedom   4 comments

Educator Laurie Rogers has written “Reframing the Common Core Discussion: A Battle for our Freeedom” at her website, Betrayed.  It is published with permission here.  Even starting at its title it is brilliant and important.

When Governor Herbert and others say that they want to “take another look” at Common Core, that only means a narrow discussion of Common Core math and English standards.  It doesn’t mean to look at the entire monstrous machine, from standards to tests to test-score-driven teacher evaluation to student data mining without parental consent to corporate-political knots that remove the voter from the decision-making table.  It pretends that it’s about nothing but academics (and great ones– that fit all needs).

But the parent-led Stop Common Core movement is barely even about academics –kind of like the Revolutionary War was kind of about tea.  It’s beautifully clear in Rogers’ essay:  it’s all about your freedom and mine.  It’s local control.  It’s autonomy.  It’s not having our hands tied and decisions made for us by people we never elected and cannot vote out or fire.  It’s valuing individuals– not prioritizing a centrally controlled “collective workforce.”  This is what we are fighting for.

 

 

 

REFRAMING THE COMMON CORE DISCUSSION:  A BATTLE FOR OUR FREEDOM

by Laurie Rogers

 

“To learn who rules over you, simply find out who you are not allowed to criticize.”Voltaire

“The further a society drifts from the truth, the more it will hate those who speak it.”George Orwell

If I were to build a list of the worst systemic problems in public education, the Common Core State Standards would not be at the top of the list. The Common Core (CCSS) is a huge problem, to be sure. It’s dictatorial, inadequate, experimental, expensive, developmentally inappropriate, politically infused – it’s nearly everything critics have said it is. But it isn’t the worst problem we face.

That dishonor goes to The Network, a moniker I’ve given to the conglomeration of corporate and government interests (and their allies) that have seized control of America’s classrooms. The Network is huge – containing most of the K-12 education mob, plus its allies in the Department of Education; colleges of education; unions; media; government agencies, associations and legal teams; foundations; corporations; legislatures; fundraising groups; colleges and universities; business; and even the courts.

The Network prefers to operate quietly, promoting supposedly good intentions. Its hallmark phrase: “It’s all about the kids.” But try opposing The Network on behalf of a child – yours or anyone else’s. If you can’t be put off, persuaded, ignored, bullied or bought out, The Network has no problem getting nasty. The more honest and honorable you are, the nastier The Network becomes.

This isn’t about left or right, Democrat or Republican. It’s about “in” and “out”; money and power; agenda and ideology. The Network spends a lot of taxpayer money growing itself, feeding itself and shielding itself from accountability. The bigger it is, the more power it has. The more power it has, the more friends it gains. The more friends it gains, the more money it gets. The more money it gets, the bigger it grows – even as it completely fails our children. Allies of all stripes play along.

In Washington State, legislators and judges now tout the additional billions they’ll rip from taxpayers for failed school districts. They don’t say how much is spent currently or what it buys. They don’t hold districts accountable. Education already is a bottomless pit of wasted dollars; they don’t seem to care.

Parents must understand: The Network will never properly educate our children. A) It doesn’t know how. Its power structure has lost any sense of how to teach academics sufficiently, efficiently and effectively. B) It doesn’t care. The agenda is to gain money and power; push a particular political view onto the next generation; maintain position and income; and avoid accountability and transparency. Some allies work agreeably with The Network; others accept the benefits of looking the other way.

This is how we were stuck with the CCSS. They claim it will raise the bar and foster international competitiveness, but unless they mean to foster competitiveness IN our competitors, their claim is easily disproved by a comparison of what they’ve done versus what happens in the classrooms of our competitors. The CCSS is designed to deliver the agenda in such a way that it cannot be overcome.

The Network wants freedom, choices and privacy for itself, not for us. If it’s successful, it will have replaced the light constraints of a free people with the ropes and chains of the subjugated. To have what it wants in education, The Network must have it all – K-12, secondary education, early learning, preschools, private and faith-based schools – and someday – mark my words – homeschooling. Dissenters spend time and energy fighting off the CCSS but almost none fighting off The Network. Thus, they can’t defeat the agenda, and The Network knows it.

A few in The Network believe they’re doing right by children, but most deceive themselves and us about their level of independence — as they accept money, votes or benefits or do The Network’s bidding. You can establish who’s “in” by: following the money; speaking up publicly; or asking for help in opposing the agenda. The players and sycophants will undermine your message or crush it.

The Network will not tell the truth about the CCSS, for example. It was destined to be authoritarian and politically useful – not academically excellent. Nationalizing systems can work well for widgets, but not for children, learning, individuality or freedom. Politically biased, uninformed by what works elsewhere, and academically counterproductive, the CCSS is a national experiment on children and dangerous to the nation. The people who control it and push it aren’t accountable for it. It’s a lesser product than what many states had. It was deceitful from its inception in its adoption, writing, content, promotion and implementation. This was a bipartisan deceit – Republicans are as guilty as Democrats.

The CCSS is a godsend for district leaders, however. Many lack the knowledge necessary to identify a solid curriculum. They habitually adopt programs that are unproved or proved to be failures. The failures of the CCSS won’t be known for generations, so they’ll have lots of time to retire in comfort.

In math, the CCSS is cementing processes proved over three decades to be failures. Nationalization of education is how extreme constructivists plan to ultimately win the “math wars” – by using the CCSS to mandate their stupid methods across the country. They will destroy more generations of students and further endanger the country.

In English, the CCSS is allowing districts to eliminate great literature, replacing it with “informational” (pro-government, pro-extremist) material. Much of the history, culture, context, and factual information that would help to inform a student’s “critical thinking” has been or is being removed or minimized. Ray Bradbury, author of Fahrenheit 451, once presciently noted: “You don’t have to burn books to destroy a culture. Just get people to stop reading them.” The CCSS is doing that.

In history and civics, the new themes are content-light and opinion-heavy, pro-victimization, anti-Christian and anti-patriot. America is to be portrayed as bigoted, imperialistic, genocidal, misogynistic and anti-immigrant. Great historical figures and much daring and innovative history are to be eliminated, criticized or minimized. (This is what happens when those who view America with contempt are given free reign over academic standards.)

If the CCSS was ever about helping students academically, its promoters would have had proof of its efficacy – a track record of success. They don’t have it. The CCSS is an unproved product. Unfortunately, as bad as it is, the CCSS is just one tentacle of the monster. The Network remains largely hidden as its agenda oozes out around us, like a nasty sludge. It’s difficult to confront and defeat what we can’t see. It’s an ongoing challenge to explain this to people who would rather not believe it.

Another tentacle is the privacy-destroying longitudinal data systems. Another is the flawed testing, all online. Another is teacher evaluations, based on the faulty premise that good teachers can overcome bad curriculum, policy and administration. Another is the de facto federal takeover, now seeping into private schools, preschools, daycares and colleges. Another is the creepy technology: emails for children (that disallow parental access); scanning of driver’s licenses; and biometric intrusions on children.

We try to put all of this under the umbrella of the CCSS, and we can’t, because the CCSS is not the umbrella. We struggle because we’re missing the point. These are tentacles of the same monster. They’re separate – related but independent. It’s fascist, it’s corporatist, it’s dictatorial, selfish, larcenous… Call it what you like, but The Network is in charge and not accountable to anyone.

This is how national tyrannies are born.

The Network’s strengths are in its size, money, and near-sociopathic ability and willingness to lie on a daily basis and with impunity. It benefits from our ignorance and passivity. It’s easy, safe and pleasant for us to believe that government/corporate “partnerships” are benevolent and that the government is still on our side. We are failing to recognize our new reality.

It’s almost too late. The Network now determines problems, makes decisions and provides solutions. It essentially has oversight over itself, and it’s rapidly gaining power over the rest of us. It cares less about the children or our rights than it does about protecting its interests. The finer details of the content of the CCSS were always immaterial – a distraction. The CCSS will be whatever The Network wants it to be. The goal was that we lose our power as individuals. Graduates won’t know they’ve been manipulated. The Network wants to be the decider; we are to be the obeyers. Hop to it.

It’s risky to draw this picture for the public. Network allies will kick into gear to mock and undermine the message. Since 2009, I’ve watched this come to fruition, hearing lie after lie about it, even as the dark truth blossomed right there in front of our face. We asked for help from legislators, board directors, government watchdogs, and the media — only to find out that most are part of The Network.

Sometimes a conspiracy “theory” isn’t a theory.

Fighting it off requires a certain mindset about freedom, knowledge, the law, the Constitution, and individuality – hence The Network’s attacks on those things. The Network is self-regenerating, with a long institutional memory. If it loses a tentacle to a determined group of dissenters, it grows another and renames it. In math, it can be Outcome-Based Education; New Math; Reform Math; inquiry-based math; student-centered learning; or constructivism. If a state rejects the CCSS, The Network can keep it in place under a different name. The Network isn’t worried. It intends to win. For the kiddoes, of course.

This is grim, so I hate to leave it here. This is America, and in America, it’s never over. But we’re now in a battle for our freedom, and most of us appear to not know it. It isn’t going to be a walk in the daffodils. The battle cannot be won by a few of us while the rest wait to hear how it went.

More citizens must become motivated, questioning, informed and involved. We must learn, vote, dissent, and inform others (including the few in The Network who will listen). We must stop supporting powerful people who demand that we acquiesce to The Network. We must vote against legislators who vote for The Network. We must walk away from schools run by well-heeled administrators and board directors who express solemn concern over students they never actually help. The Network prefers that we remain uninformed and obedient. As we wait in vain for it to do the right thing for our children, it advances the agenda. It’s symbiotic to itself but parasitic to the rest of us.

Americans have been asleep for too long. This battle is necessary to our children’s future as free Americans. If we don’t save them now from The Network, we risk losing them to it forever.

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Rogers, L. (September 2014). “Reframing the Common Core: A battle for our freedom.” Retrieved (date) from the Betrayed Web site: http://betrayed-whyeducationisfailing.blogspot.com

Top Ten Things Parents Hate About Common Core – by Joy Pullman   3 comments

This article is so easy to read and so well expressed.  I just had to ask permssion of the author to repost it here.   Read the original– and see the great embedded videos– at  The Federalist.

 

TOP TEN THINGS PARENTS HATE ABOUT COMMON CORE

 

By Joy Pullmann

This is the year new national Common Core tests kick in, replacing state tests in most locales, courtesy of an eager Obama administration and the future generation’s tax dollars. It’s also the first year a majority of people interviewed tell pollsters they’ve actually heard of Common Core, four years after bureaucrats signed our kids onto this complete overhaul of U.S. education.

1. The Senseless, Infuriating Math

Common Core has impressed everyone from Bill Gates to U.S. Education Secretary Arne Duncan. So why do 62 percent of parents think it’s a bad idea? For one, they can count. But their kids can’t.

Common Core math, how do we hate thee? We would count the ways, if Common Core hadn’t deformed even the most elementary of our math abilities so that simple addition now takes dots, dashes, boxes, hashmarks, and foam cubes, plus an inordinate amount of time, to not get the right answer.

There are so many examples of this, it’s hard to pick, but a recent one boomeranging the Internet has a teacher showing how to solve 9 + 6 the Common Core way. Yes, it takes nearly a minute.

Despite claims to the contrary, Common Core does require bad math like this. The Brookings Institution’s Tom Loveless says the curriculum mandates contain “dog whistles” for fuzzy math proponents, the people who keep pushing ineffective, devastating, and research-decimated math instruction on U.S. kids for ideological reasons. The mandates also explicitly require kids to learn the least efficient ways of solving basic problems one, two, and even three grade levels before they are to learn the traditional, efficient ways. There are ways for teachers to fill in the gaps and fix this, but this means a kid’s ability to get good math instruction depends on the luck of having an extra-savvy teacher. That’s especially a downer for poor and minority kids, who already get the greenest and lowest-quality teachers.

 

2. The Lies

The American Enterprise Institute’s Rick Hess recently wrote about Common Core’s “half-truths,” which Greg Forster pointedly demonstrated he should have called “lies.” These include talking points essential to selling governors and other state leaders on the project, such as that Common Core is: “internationally benchmarked” (“well, we sorta looked at what other nations do but that didn’t necessarily change anything we did”); “evidence based” (“we know there is not enough research to undergird any standards, so we just polled some people and that’s our evidence“); “college- and career-ready” (“only if you mean community-college ready“); “rigorous” (as long as rigorous indicates “rigid”); and “high-performing nations nationalize education” (so do low-performing nations).

 

3. Obliterating Parent Rights

Common Core has revealed the contempt public “servants” have for the people they are supposedly ruled by—that’d be you and me. Indiana firebrand Heather Crossin, a mom whose encounter with Common Core math turned her into a nationally known activist, went with other parents to their private-school principal in an attempt to get their school’s new Common Core textbooks replaced. “Our principal in frustration threw up his hands and said, ‘Look, I know parents don’t like this type of math because none of us were taught this way, but we have to teach it this way because this is how it’s going to be on the new [standardized] assessment,” she says. “And that was the moment when I realized control of what was being taught in my child’s classroom — in a parochial Catholic school — had not only left the building, it had left the state of Indiana.”

A Maryland dad who stood up to complain that Common Core dumbed down his kids’ instruction was arrested and thrown out of a public meeting. See the video.

Parents regularly fill my inbox, frustrated that even when they do go to their local school boards, often all they get are disgusted looks and a bored thumb-twiddling during their two-minute public comment allowance. A New Hampshire dad was also arrested for going over his two-minute comment limit in a local school board meeting parents packed to complain about graphic-sex-filled literature assignments. The way the board treats him and his fellow parents is repulsive.

The bottom line is, parents have no choice about whether their kids will learn Common Core, no matter what school they put them in, if they want them to go to college, because the SAT and ACT are being redesigned to fit the new national program for education. Elected school boards pay parents no heed, and neither do state departments of education, because the feds deliberately use our tax dollars to put themselves in the education driver’s seat, at our expense. So much for “by the people, for the people, of the people.”

4. Dirty Reading Assignments

A red-haired mother of four kids read to our Indiana legislature selections from a Common Core-recommended book called “The Bluest Eyes,” by Toni Morrison. I’m a grown, married woman who enjoys sex just fine, thank you, but I sincerely wish I hadn’t heard her read those passages. I guess some people don’t find sympathetically portrayed rape scenes offensive, but I do. So I won’t quote them at you. If you have a perv-wish, Google will fill you in. Other objectionable books on the Common Core-recommended list include “Make Lemonade” by Virginia Euwer Wolff, “Black Swan Green” by David Mitchell, and “Dreaming in Cuban” by Cristina Garcia.

There are so many excellent, classic works of literature available for children and young adults that schools can’t possibly fit all the good ones into their curriculum. So why did Common Core’s creators feel the need to recommend trash? Either they want kids to read trash or they don’t think these are trash, and both are disturbing.

5. Turning Kids Into Corporate Cogs

The workforce-prep mentality of Common Core is written into its DNA. Start with its slogan, which is now written into federal mandates on state education systems: “College and career readiness.” That is the entire Common Core conception of education’s purpose: Careers. Job training. Workforce skills. There’s not a word about the reasons our state constitutions give for establishing public education, in which economic advancement is largely considered a person’s personal affair. (Milton Friedman takes the same tack, by the way.) State constitutions typically mimic the Northwest Ordinance’s vision for public education (the ordinance was the first U.S. law to discuss education): “Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”

Common Core makes no promises about fulfilling public education’s purpose of producing citizens capable of self-government. Instead, it focuses entirely on the materialistic benefits of education, although human civilization has instead long considered education a part of acculturating children and passing down a people’s knowledge, heritage, and morals. The workforce talk certainly tickles the ears of Common Core’s corporate supporters. Maybe that was the intent all along. But in what world do corporations get to dictate what kids learn, instead of the parents and kids themselves? Ours, apparently.

6. The Data Collection and Populace Management

Speaking of corporate cronyism, let’s talk about how Common Core enables the continued theft of kids’ and teachers’ information at the behest of governments and businesses, furthering their bottom lines and populace-control fantasies at the expense of private property and self-determination.Well, I coauthored a 400-footnote paper on this very topic. I’ll just summarize the list of direct connections between intrusive data-mining and Common Core from my favorite passage (in the section starting on page 52):

The documents that ‘created the (dubious) authorization for Common Core define the initative as curriculum mandates plus tests. The tests are the key instrument of data collection.

Common Core architect David Coleman has confirmed that special-interests deliberately packaged data mining into Common Core.
Common Core creates an enormous system of data classification for education. It’s probably easiest to think of it as an enormous filing system, like the equivalent of the Dewey Decimal System for lessons, textbooks, apps, and everything else kids learn. That’s by design.
States using the national, federally funded Common Core tests have essentially turned over control of what data they collect on children to private organizations that are overseen by no elected officials. Those organizations have promised complete access to kids’ data to the federal government. Common Core and data vacuuming are philosophically aligned—they both justify themselves as technocratic, progressive solutions to human problems. The ultimate goal is using data to “seamlessly integrate” education and the economy. In other words, we learned nothing from the USSR.

7. Distancing Parents and Children

A recent study found that the Common Core model of education results in parents who are less engaged in their kids’ education and express more negative attitudes about schools and government. Does it need to be noted that kids desperately need their pre-existing, natural bond with their parents to get a good start in life, and anything that attacks this is bad for both the kids and society?

In addition, math even highly educated engineers and math professors can’t understand obviously has the effect of placing a teacher and school between a child and his parent. Parents are rife with stories about how they tried to teach their kids “normal” math, but it put pressure on the tots because teacher demanded one thing and mom demanded another, which ended up in frustration, confusion, and resentment. That won’t make a kid hate school, right?

8. Making Little Kids Cry

It’s one thing to teach a child to endure life’s inevitable suffering for a higher purpose. It’s another thing to inflict children with needless suffering because you’ve got a society to remake, and “it takes a few broken eggs to make an omelet.” One is perhaps the essence of character. The other is perhaps the essence of cruelty.

There have been reports nationwide from both teachers and a litany of child psychologists that Common Core inflicts poorly designed instruction on children, thus stressing them out and turning them off academics.The video below, courtesy of Truth in American Education and a Louisiana mother, shows a second grader crying over her math homework. A SECOND GRADER. You know, when the little people are still learning addition?

Below, find a picture from a New York mother and photographer Kelly Poynter. This is her second-grade daughter, utterly frustrated at her math homework. The little girl is a cancer survivor, Poynter explains, so she doesn’t lack persistence or a fighting spirit. Incomprehensible math problems downed a child that cancer couldn’t.

Common-Core-tears
9. The Arrogance

So imagine you’re a mom or dad whose small child is sobbing at the table trying to add two-digit numbers. Then you hear your elected representatives talking about Common Core. And it’s not to offer relief. It’s to ridicule your pain—no, worse. It’s to ridicule your child’s pain.

Florida Senate President Don Gaetz said of Common Core: “You can’t dip [Common Core mandates] in milk and hold them over a candle and see the United Nations flag or Barack Obama’s face. They’re not some federal conspiracy.” Ohio House Education Chairman Gerald Stebelton (R-Lancaster) called Common Core opposition a “conspiracy theory.” Wisconsin state Sen. John Lehman (D-Racine) told a packed audience state hearings on the topic were “crazy” and “a show.” Delaware Gov. Jack Markell (D) has called opponents a “distract[ing]” “fringe movement.” Missouri Rep. Mike Lair put $8 into the state budget for tinfoil hats for Common Core supporters.

Since when is it okay for lawmakers to ridicule their employers? Aren’t they supposed to be “public servants”? What part of “this math is from hell” sounds like “I think Barack Obama wrote this math curriculum”? Those lawmakers must have encountered an early form of Common Core in school, because they can’t comprehend their way out of a paper bag.

It gets even worse. I thought racial slurs were wrong, but Education Secretary Arne Duncan has no problems slinging those around in his disdain for people who disagree with him on Common Core. You may recall that he dismissed them as “white suburban moms who—all of a sudden—their child isn’t as brilliant as they thought they were.” So only white moms hate crappy curriculum?

And then parents have to endure a litany of pompous, sickeningly well-paid experts all over the airwaves telling us it’s a) good for them that our babies are crying at the kitchen table or b) not really Common Core’s fault or 3) they don’t really get what’s going on because this newfangled way of adding 8 + 6 is so far above the average parent’s ability to understand.

10. The Collectivism

It’s easy to see Common Core appeals to those anal-retentive types who cannot function unless U.S. education has some sort of all-encompassing organizing principle.

But there’s more. Common Core supporters will admit that several states had better curriculum requirements than Common Core. Then they typically say it’s still better for those states to have lowered their expectations to Common Core’s level, because that way we have more curricular unity. That’s what the Fordham Institute’s Mike Petrilli told Indiana legislators when he came to our state to explain why, even though Fordham graded Indiana’s former curriculum requirements higher than Common Core, Indiana should remain a step below its previous level. One main reason was that we’d be able to use all the curriculum and lesson plans other teachers in other states were tailoring (to lower academic expectations, natch). Yay, we get to be worse than we were, but it’s okay, because now we’re the same as everyone else!

Tech companies are uber excited about Common Core because it facilitates a nationwide market for their products. Basically every other education vendor feels the same way, except those who already had nationwide markets because they accessed pockets of the population not subject to mind-numbing state regulations such as home and private schools. But the diversity of the unregulated private market far, far outstrips that of the Common Core market. There are, you know, actual niches, and education styles, and varying philosophies, rather than a flood of companies all trying to package the same product differently. The variety is one of substance, not just branding. In other words, it’s true diversity, not fake diversity.

What would you rather have: Fake freedom, where others choose your end goal and end product, but lets you decide some things about how to achieve someone else’s vision for education, which by the way has to be the same for everyone everywhere; or genuine freedom, where you both pick your goals and how to achieve them, and you’re the one responsible for the results? Whoops, that’s a trick question, moms and dads. In education, no one can pick the latter, because our overlords have already picked for us. Common Core or the door, baby.

 

Dear Common Core English Standards: Can we talk?   1 comment

Dear Common Core English Standards: Can we talk?  – Here’s the link to the latest, greatest takedown of Common Core English Language Arts Standards, by an English teacher.  Classic!

UT Canyons District Teacher: “This is Why Teachers Are Afraid to Speak Out”   9 comments

Utahns Against Common Core receives notes from parents and teachers on a regular basis.  Here is a heartbreaking message from an anonymous teacher in Canyons District:

 

“We are currently gearing up for our new educator evaluation system called CTESS.  Today I was reading through the evaluation and of the 12 standards 3 require you to show that you are supportive of and actively teaching the “Utah Core Standard”, otherwise known as “Common Core.”  This is why teachers are afraid to speak out. I really am fearful for my job. There have been times when I have wanted to speak up, like recently when attending a district meeting and Common Core came up. The comment was made by a district official that those who were against Common Core were “kooks.”  This is the environment teachers have to work in.  If you disagree, you have no place to turn. I am ready to find another career and get out.”

 

Passed: Utah County Republican Resolution Against Common Core   3 comments

Below is the full text of the resolution that Utah County Republicans voted to pass, in opposition to Common Core this week. 

It will be interesting to see what Governor Herbert does with the mounting evidence that Utahns oppose Common Core.  Despite publically taking a second look at the academics, he has not taken any steps to get a second look at state  and federal data mining done in Utah, nor has he taken a second look at the actual governance structure of Common Core which seems far, far more important than the academic snapshot.  The governor’s still moving full steam on with the Common Core-promoting Prosperity 2020 and SLDS systems in this state, and has not resigned from his Common Core-promoting role in the  National Governors Association (that unelected, private trade group which created and copyrighted the Common Core.) 

Governor, is it time to start listening more closely to voters?

Utah County Republican Resolution

 utahns against Common Core
WHEREAS, The Common Core State Standards Initiative (“Common Core”), adopted as part of the “Utah
Core,” is not a Utah state standards initiative, but rather a set of nationally-based standards and tests
developed through a collaboration between two NGO’s (non-governmental organizations) and
unelected boards and consortia from outside the state of Utah; and,
 
utahns against Common Core
WHEREAS, Common Core binds us to an established copyright over standards, limiting our ability to
create or improve education standards that we deem best for our own children; and,
 
utahns against Common Core
 
WHEREAS, the General Educational Provisions Act prohibits federal authority over curriculum and
testing, yet the U.S. Department of Education’s “Cooperative Agreements” confirm Common Core’s test-
building and data collection is federally managed; and,
 
utahns against Common Core
WHEREAS, “student behavior indicators” – which include testing for mental health, social and cultural
(i.e. religious) habits and attitudes and family status – are now being used for Common Core tests and
assessments; and,
 
utahns against Common Core
WHEREAS, Common Core promotes the storage and sharing of private student and family data without
consent; using a pre-school through post-graduate (P-20) tracking system and a federally-funded State
Longitudinal Database (SLDS), creating substantial opportunities for invasion of privacy; and,
 
utahns against Common Core
WHEREAS, Common Core intrudes on the constitutional authority of the states over education by
pressuring states to adopt the standards with financial incentives tied to President Obama’s ‘Race to the Top’, and if not adopted, penalties include loss of funds and, just as Oklahoma experienced a loss of
their ESEA waiver; and
 utahns against Common Core
WHEREAS, the Republican National Committee and Utah State Republican Convention recently passed a
resolution opposing Common Core State Standards;
utahns against Common Core
THEREFORE, BE IT RESOLVED, that we call on the Governor and the Utah State School Board to withdraw
from, and we ask the Utah State Legislature to discontinue funding programs in association with, the
Common Core State Standards Initiative/Utah’s Core and any other similar alliance, and;
utahns against Common Core
THEREFORE, BE IT FURTHER RESOLVED, that a copy of this resolution shall be delivered to the Governor
and the State legislature requesting executive and legislative action.

Peter Greene: Common Core is a Bad Boyfriend   Leave a comment

peter_greene_100w

His  latest:  detecting a bad boyfriend is like seeing through Common Core.

“…The crying kids. When your boyfriend makes your kids miserable, that’s a sign that he’s toxic. When your educational reform problem sucks the joy of learning out of children, something is wrong.

The addictions. If bad boyfriend is an alcoholic, you can argue that he’s not the problem—it’s just the alcohol. But the truth is you can’t separate the two. The common core has a bad addiction to high-stakes testing, lesson micro-management, and invalid teacher evaluations. It’s technically true that CCSS and these other reform ideas are separate, but they come as a package.

The lies. If you catch bad boyfriend lying about his job, his age, and his family, all the charm in the world can’t keep you from wondering what else he has lied about. Common-core boosters claimed it was written by teachers, internationally benchmarked, and research based. Turns out none of that is true

The money. Money is not inherently evil. But when it turns out bad boyfriend has been taking money out of your purse, that doesn’t help the romance. Common-core-based reform keeps revealing new ways to suck money out of schools and deliver it to corporate interests.

The blaming. Bad boyfriend is sorry that he yells at you, but you shouldn’t have made it necessary. The common-core narrative asked teachers to see themselves as failures, regardless of what they could see with their own eyes…”

(Read the rest!)

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