Archive for the ‘Parents’ Rights’ Category

Event Ticket Giveaway Today: Beck’s We Will Not Conform   3 comments

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If you are interested in attending the Glenn Beck “We Will Not Conform” event which will play live on the big screen at the Provo, Utah Cinemark 16 on 1200 Towne Center Boulevard, today’s a lucky day. I’ve been given four special event passes by a Glenn Beck producer to give away and they need your name on them.

Just send an email to consecutiveintegers@yahoo.com with one reason that you would like two free tickets to this show.  Give me your mailing address and I’ll send out the four tickets,  two tickets per winner, today.  If you don’t win the free tickets, you may buy tickets at FathomEvents.com

About the event:

This Tuesday, July 22nd,  liberty goes up against the Common Core.  A live, interactive event will take place at about 700  local movie theaters across the nation simultaneously.  It will be filmed at the Glenn Beck studios in Dallas, Texas, where a handful of Utah friends will join others in Dallas as part of Glenn Beck’s participant panel.

Michelle Malkin, Glenn Beck, Jenni White, David Barton and many other Common Core fighters will interact with the nationwide audience, via social media, in a meeting of the minds to use “the brainpower, experience and passion of thousands of people from around the country…captured in a comprehensive, unified plan of action”.

You don’t want to miss this.

Another, non-interactive repeat showing of the evening will be rebroadcast in theaters on the evening of July 29th.

Dear Utah Educators Association: From Renee Braddy   1 comment

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Renee Braddy, a Utah mother and a former elementary school teacher, has given permission to post this letter which she sent to the Utah Educator’s Association office.

As of this posting, she has still not heard back from the UEA.

  Thank you, Renee.

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To Whom it Concerns:

I am writing to you first and foremost as a parent and second as a former public school teacher in Utah.   I faithfully belonged to and supported the UEA the entire time I taught..  Today, I was sent an email from a friend. [Read it here.]   The letter was from the UEA and it was a request for its members to voice their support for the Common Core because of concerns being voiced by a “small vocal minority”. 

I would likely fit into that category.  It seems this emailwas an attempt to label, marginalize, and thus dismiss those who have voiced concerns or opposition.  I feel that my concerns, both as a parent and educator, are valid and are based on legal documents and lengthy research.  I am writing in hopes of working together. 

My experience has been that the large majority of citizens (including parents, teachers and administrators) are unaware of the big picture that comes with the adoption of the Common Core agenda.  It is so much more than a set of standards.  So, I would say that my experience has been that a large majority are silent on their like or dislike for Common Core.  Silence is not acceptance; it is most likely ignorance. 

I believe that as American citizens, we have a responsibility and a right to voice our opinions and to have questions answered and concerns addressed.    Unfortunately, this opportunity never happened with Utah’s adoption of common core.  Due process didn’t occur and the parents and teachers feel like a trust was violated.

I believe that Utah has some of the finest educators in the nation and my hope is to return educational decisions to the hands of parents, teachers and local administrators.   I don’t think the shift began with Common Core, but it is the current reform and parents and teachers aren’t happy now. The issues need to be addressed, not dismissed. 

Teachers have been told that “it will not bode well professionally to speak against Common Core.”   They have told me that they have been sent a clear message that they should not talk about their concerns –and definitely not while at school.  Local school board members are also being told to not speak out, and that they need to support the state board.

I am happy to meet and listen to your concerns and attempt to work together for a solution that is right for our state. 

Please let me know when is most convenient.

Renee Braddy

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While we wait patiently together to see if the UEA has the inclination to respond to Renee, I have a few thoughts.   I happen to be waiting patiently, too, for a response to my letter to Governor Herbert (see below).   But visiting or writing letters to any member of  the education establishment results in either: a)  silence or: b)  a ridiculous pat on the head.   Anyone who’s tried, knows.
This happens over and over and over– not only at the Utah state level, but also at the local school board level, and at the federal (unconstitutional) Department of Education level.
It does not stop us from writing, calling, and going to as many of their meetings as we can stomach.
I believe in the squeaky wheel theory, and I believe in Jesus’ parable about the woman and the unrighteous judge from Luke 18.  If everyone who wanted Common Core to go away would call, write, and pray repeatedly, weekly, persistently, patiently, unceasingly Common Core could not stand.  No legs.
Why not?  Because Common Core has no legs –except expensive marketing networks and lies– to stand on.  It has countless millions of dollars gambled on this takeover of American schools as a “uniform customer base” and more millions spent on marketing its unsupportable talking points.
And that is the simple,  incredible truth.  No legs.
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 actual international benchmarking, no chance of improving “global competitiveness,” no heart, no wisdom, no love for classical education,  no state-led history,  no hope of developing a real love of learning; no common sense.

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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.”
There are people at the State Office of Education and at the State School Board who likewise “fear not God, nor regard man” yet because we trouble them, they may choose to “avenge” our cause, since by our “continual coming” we weary them.  And weary them we must because as a state, we are experiencing a huge Spiral of Silence.
Spiral of silence is the name of a well-studied communications theory by Dr. Elizabeth Noelle-Neumann, a phenomenon which happens when people fear separation or isolation (or job loss or even death) but perceiving or believing that they are in the minority, they keep their concerns to themselves.
Spiral of Silence theory arose as an explanation for why so many Germans remained silent while their Jewish neighbors were being persecuted in the 1940s.  Parents, teachers and legislators who do not know enough about Common Core and the Common Data Standards, and who are told to “support” them, do not feel comfortable arguing that we should be free of them.  The pressure is even more intense for state school board members and the UEA, which explains, in part, the repeated official stonewalling that we experience and the relatively low number of teachers and education officials who fight against the whole suffocating Common Core and Common Data Standards agenda.
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But I will admit that I laughed out loud when I saw the “official” silencing response sent to me by a clerk from the governor’s office, in response to my letter last week to our governor.  I would have received the same email had I sent the governor my favorite potato salad recipe.
Following my letter to the governor, I received this from constituentservices@utah.gov:

July 9, 2014

Dear Christel:

Thank you for your email to the Office of the Governor regarding Education (Common Core). I have been asked to respond on behalf of the Governor.

Our office appreciates hearing from constituents and your comments and opinion regarding this issue have been noted.

Thank you for taking time to contact us regarding this matter.

Sincerely,

Tiffany Clason
Constituent Services

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I wrote back.
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Tiffany,

That was not a response to my letter.  Please contact your supervisor..  I feel that an honest and important letter deserves and honest and important response.
Thank you.

Christel
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Constituent services wrote back:
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Christel, 

Thank you for your follow up email. I regret that my response was not satisfactory. We receive hundreds of email, letters, and calls daily and aim to make sure every constituent gets confirmation that their correspondence was received and that their opinion is taken under consideration.
Common Core is a very important issue and the Governor is paying close attention to the feedback, opinions, and concerns he is receiving from constituents all over the state. Having said that, our office is appreciative of the initiative you took to thoughtfully email us with your experience related to Common Core and your concerns for the Common Education Data Standards.
Kind Regards,
Tiffany Clason
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I wrote back.
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Tiffany,

While I appreciate the fact that you are responding, I still request a substantive response from someone at the Governors’ office.  Noting that the Governor “is paying close attention” is not a response to the issues I raised but merely an acknowledgement that I wrote at all.
Please, forward my email, and the other emails you have been receiving, to those in office who are responsible to the people for these decisions.  Perhaps the lieutenant governor has more time to answer specifics than the governor?
Constituents deserve real answers, not pats on the head and thank yous for simply writing at all.
Thank you.
Christel Swasey
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I  am patiently waiting to see if anyone at the Governor’s office or anyone who I copied the letter to at the office of education has the time to respond with substance.
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Meanwhile, I sent a form of the same letter to the Daily Herald.    My state school board representative, Dixie Allen, decided to respond.  Dixie Allen’s response at the Daily Herald did not address my concerns although it was long.  It said that she was one those responsible for bringing Common Core to Utah, and she defended that decision.   I remain unanswered, by deafening silence by both the Governor’s office and my state school board representative, on these issues:
  • 1) Why are parents denied the right to opt children out of the state longitudinal database system (SLDS)  which tracks them almost for their entire lives without parental consent?
  • 2)  Why has there been no freedom of conscience, no open debate among educators when it comes to Common Core?
  • 3) How can we maintain the reins of local control of education when we are attached like siamese twins to the will of the D.C. groups that control Common Core?
  • 4)  Why doesn’t Utah have her own standards, instead of copyrighted standards coming out of unelected D.C. groups?
  • 5) Why has Utah agreed to Common Education Data Standards (CEDS) which align our private data with federal data standards?
  • 6) Why doesn’t Utah look to the example of South Carolina’s and Oklahoma’s governors, who have decried the Common Education Agenda, and get Utah out of it, as those states have so wisely, so importantly, done?
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Please make some time and join me and other teachers and parents this Thursday in Salt Lake City as we simply show up to show that we are aware of what is going on in education today.  We will attend the open state school board meeting.  Some of us will speak at the 2 minute public comment segment.  Most of us won’t say a word.  Please, just show up.  That day, they are to decide whether or not to renew the federal NCLB waiver which Utah received in part as a reward for agreeing to do Common Core instead of NCLB.
If you can’t be there, please DO SOMETHING ELSE.  There is so much we can do.   Here is the Utah State School Board’s address: board@schools.utah.gov.  We can write or call the board, the 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 principals and state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber of Pearson Ed.  (If you want to get 2 minutes to testify about these things any month, at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov)

Utah: Getting Involved   Leave a comment

These are watershed moments for education in our State.

  If you’ve signed the petition at http://utahnsagainstcommoncore.com  you received the following update today.  If not, here you go.

 

Common Core Alerts

 

 

 

ACTION ITEMS:
1. Attend the Utah State Board of Education meetings Thursday, July 17 from – 4:00 PM to 5:45 PM and Friday, August 8 (please save the date) at Utah State Office of Education, Board Room/Conference Rooms, 250 East 500 South, Salt Lake City, Utah. We plan to PACK THE HOUSE.

The state school board will consider “a decision on whether to apply for an extension to its waiver under the federal Elementary and Secondary Education Act (ESEA)” to be voted on at the August Board meeting (http://schoolboard.utah.gov/news/board-considers-not-applying-for-an-extension-on-utahs-esea-waiver).  We hope that they DO NOT renew the waiver from No Child Left Behind.   By not renewing the waiver, Utah can send a clear message that we are in charge of our education and would take us one step closer to cutting the many federal ties that are preventing true local control over education.  We will not be the first state to make this vital stand.  Read more here.

Our strong presence is vital to voice our support so that the board to vote in our favor. This is a critical vote. Please attend; bring your children; we need to fill the room. (This is their work meeting but with brief public input, so we need to be respectful.  Signs are welcome to use in the hallways or outside.)

 

2. Call and write, before the July 17th meeting, to Governor Herbert, the State School Board, USOE representatives and send copies to your legislators, newspapers, and local school boards, asking them NOT to renew the ESEA waiver, to get us out of Common Core, and to return full control of education to Utah.

CONTACT INFORMATION:

Governor - http://governor..utah.gov/goca/form_governor.html State Board - board@schools.utah.gov Your Board Member - http://schoolboard.utah.gov/board-members-2

Find other officials here - http://vote.utah.gov/vote/menu/index

 

3. WE WILL NOT CONFORM – GLENN BECK EVENT

JULY 22nd we hope to see you as we pack all the available movie theaters throughout our state (and nationwide) for  Glenn Beck’s event: “We Will Not Conform: A night to make Common Core history”.  It’s in 700 movie theaters!  Several Utah parents will be attending the event live in Texas as well.  An updated theater list can be found here: http://www.fathomevents.com/event/we-will-not-conform-live/more-info/theater-locations

 

4.  Parent Groups and Candidates Organized to Stop Common Core:

We have updated the local parent group listings for those organizing in their areas.

http://www.utahnsagainstcommoncore.com/action-list/parent-groups/

 

There is a large SLC group until smaller groups form from it. Here’s an announcement from them.

Salt Lake County Committees – To Organize, Plan, Educate, and Act! Salt Lake County Committees will meet each fourth Thursday, except when it is a Holiday – like July 24. In which case we will meet on the third Wednesday (to help other attend that might not be able to). So we will meet July 16th 7 PM, at 7679 South Main St. (700 West), Midvale, a nicer and more central location. All are needed at these education and organization meetings (but attendance is more vital at State Board meeting on the 17th). Come one, come all and join your efforts to making Utah Education the best. The building is Utah Addition Centers – but is unmarked so look for signs, to enter, on the front and rear doors. Parking is in the rear. Contact Wendell W. Ashby ashbyww@gmail.com, and Administrative Support – Michelle Rodgers shelbysemail@yahoo.com

Candidate Alert

If you live in –or know people who live in– Rich County, please contact Bryce Huefner (435-757-0967behuefner@gmail.com) to help with his campaign.

Video: Utah Dad Speaks About Common Core   9 comments

Utah Dad, Oak Norton, made this information-packed presentation last week, entitled “Pulling Back the Curtain:  What’s the Real Agenda Behind Common Core?”

 

 

 

Oak Norton’s educational research story began when he asked his daughter’s third grade teacher why she hadn’t been learning the multiplication tables and was told, “We don’t do that anymore.”  That day, he bought multiplication flashcards for his daughter, realizing that it was time to take education back into his own hands.  This led to his many years of research on education reform, condensed in this one-hour presentation.  Mr. Norton shares the concentrated top of his research iceberg, discussing the historical roots of compulsory (forced government) education and answering why there is such a defined socialist agenda for national education.  That defined agenda includes teaching sex ed to five-year-old school children; officially tracking children from birth through the workforce; and central planning by the government of all education, including preschools.

Thank you, Oak Norton.

Goodbye to English Departments   4 comments

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This article, published yesterday in Minding the Campus,  is published here with permission. 

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Professor Grabar’s essay comes to this pointed conclusion: “If all poetry, writing, “spoken word,” and gesture is equally valuable, we don’t need literature professors.” 

This is the perversion of the concept of equality and the meat of current “education reform”.  Ed reformers’ quest for social justice has taken over good judgment and even honesty.

But no matter what they say, the truth remains; and there are such things as beauty and truth.  There is value in the study of classic literature.  Equality of human opportunity never should have been confused with sameness of result, of effect, or mandated sameness.

The prime movers of education reform are unwilling to distinguish between the value of a book, of an academic disciplines, a tradition or even a fact– which facts are true, and matter a lot– enough to fight for?  Which ones matter a little?  Which “facts” and “studies” do not matter much at all, or are inappropriate –or are lies?  Which academic departments are dismissable, replaceable, overvalued by past generations?  And who gets to call the shots on what matters, anyway?

They ignore the wisdom of the ages and suddenly treat every every  ink stain, every thought and utterance from any source, from grunts to glory, as belonging equally in our universities and schools and in the minds and hearts of our children.

This point of Professor Grabar’s meets up with with what I desperately hope is not a new ed reform trend, (which is happening in Boston now) –one I was shocked to learn about:   they are doing away with history departments   and no longer hiring real history teachers.  History will be “incorporated” under the concept of  informational text in language arts classes.    It makes sense, when you look at the actual, long winded 18-word title of the language arts standards of Common Core:  “The Common Core State Standards for Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.” 

Goodbye to classic literature departments, and to high quality history and science as well?

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Goodbye to English Departments

By Mary Grabar

English departments have pretty much given up on their mission of preserving a literary canon or teaching poetic form and rhetorical strategies.  Decades ago, politics of race, class, and gender overtook any concern for preserving and perpetuating poetic art.  In fact, to claim that there is such a thing as Literature was to align oneself with the right-wing Imperialists.

Today, “digital” is seen as dismantling the last vestige of literary hierarchy. James Pulizzi, in the New Republic, predicts, with no sorrow, that digitization will make literature departments “largely extinct.” His dismissal of traditional English departments is very casual: “As long as literature departments remain beholden to print culture, to the study and transmission of printed texts, they will continue to fade in relevance and prestige.”

English professors themselves have been ushering in this brave, new digital world.  Georgia Institute of Technology Professor Richard Utz last year lectured “hidebound faculty members who continue to assign and study only pre-computer-based media,” telling the English professoriate that they should “embrace, accompany critically, and shape the new discourses its students sorely need to communicate and compete: blogs, video essays, Web comics, digital archives, data visualization, and the like.”  The digital change is more profound than the transference of material from paper to screen.

The English Department home page of Georgia State University, where I earned my master’s in 1994, declares now, “We read the world.”  The profiles of faculty hired since my days as a student there reveal the changes and are representative of departments across the country.  Dr. Gina Caison’s work focuses on “southern and Native American studies.”  Her work is “interdisciplinary” and “incorporates her interests in performance studies and American visual culture.”   Dr. Caison seems to be doing very little analysis of the written word: her “book-length project” “explores the recurrent use of Native American history in literary and cultural texts of the U.S. South,” and she is co-producer of a documentary film about the history of “studying and collecting indigenous human remains.”  Whatever she is doing–drama, anthropology, history–it is a far cry from literary study. But even American literature anthologies have scalp dances and rain dances crowding out William Bradford and Anne Bradstreet.

Caison’s colleagues are doing similar work.  Dr. Lindsey Eckert “specializes in British Romanticism and Digital Humanities.” Dr. Mary Hocks does “digital rhetoric, visual rhetorics, and computers and composition studies.”  Dr. Audrey Goodman writes about “the literary and visual cultures of the American Southwest,” and Dr. Scott Heath “specializes in 20th and 21st century African American literature, black popular culture, and speculative race theory.”  He has a book contract on “hip-hop discourse.”

So what the University of Arizona is doing is only the logical conclusion in this move away from literature: they are eliminating the English department.  They don’t say this, but by moving English from the Humanities Department to the College of Social Behavior, they are relegating literature to the purely utilitarian.  They see the word as simply a means for persuading and transmitting information.  Such moves in higher education parallel the focus under the Common Core K-12 program on “informational texts,” which, as it turns out, often are slightly disguised ideological texts.

Today, we have a digital miasma of information with college graduates trained to discernment only to the point of being able to distinguish politically unacceptable ideas from those that are.  Anything that does not go along with the current political pieties is considered “far-right,” “extremist,” or “reactionary.”  These are terms used by professors and in assigned reading material.

Poetry then becomes nothing more than self-expression of momentary impulses or fleeting observations without regard to form or tradition–kind of like Tweets or Facebook posts about the delicious overstuffed sandwich on the plate.  Anyone can be a poet–as long as the message is acceptable politically.  At poetry slams in coffee houses across the country the pencil-scribbling on the step to the podium garners as much applause as the carefully constructed (rare) villanelle.  The subjects of the “poems” are usually the scribblers themselves–the outrages against them personally and the failure of the world to grasp their vision of justice.

If all poetry, writing, “spoken word,” and gesture is equally valuable, we don’t need literature professors–not even those specializing in “digital media.”  It’s a sad day for those of us who love and teach literature.

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I hope you are screaming and pulling out your hair as you read this. I hope you remain one of the squeakiest and most annoying wheels in the ears of your local and state school board, and that they receive emails and calls from you often enough that they no longer smile when they hear your name.    Their disdain doesn’t matter; the children do.

Our children deserve at least as high quality an education as we received.  This ed reform movement ain’t it.

 

Thank you, Mary Grabar.

 

Artist (Teacher) Protests Common Core at New York Art Gallery   2 comments

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An interesting art exhibit now at the 464 Gallery in Buffalo, New York  features the work of a teacher, Jennifer Scott.  It’s receiving national  attention because the art is an anti-Common Core protest. The central piece in Scott’s exhibit, “For the Love of Learning: Students First” stars a man in a crown of standardized test bubble sheets –a man exactly resembling NY Education Commissioner John King.

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Another Jennifer Scott art piece with a privacy-invasion theme also features Commissioner King.  This time he’s a giant, peering in through the school room window with a gleeful countenance at small, unhappy students.

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Why does Jennifer Scott use King as the puppetmaster of Common Core?  Why not Bill Gates, Arne Duncan, Sir Michael Barber, David Coleman or President Obama?

Commissioner King has been an longtime, outspoken defender of the indefensible in New York.

Recently, King has been more than just hotly criticized. The New York State Allies for Public Education (NYSAPE, a coalition of 45 parent and educator groups in the state)  actually, publically condemned Commissioner King to termination last month in a press release.

NYSAPE cited  too much emphasis on testing, problems with Common Core standards, “one-size-fits-all” statewide curriculum, and the casual dismissal of the concerns of parents and educators “to the detriment of their children for far too long.”  (Stop Common Core New York, a parent-led group, had been calling for King’s resignation for at least six months previous to NYSAPE’s call.)

The New York anti-fed-ed-reform movement grows and grows. (A full 48% of Worcester Central School District, NY, opted out of standardized math tests!) It was New York (Comsewogue District) Superintendent Joseph Rella who led a huge rally in his school’s football stadium against Common Core last year.  And now, national news about the poignant art of teacher Jennifer Scott is receiving media attention while New York legislators  work to restore local control and legitimate education.

Still, can the art of an indignant teacher, or can a handful of legislators, or can the pressure of 45 educational coalitions in New York, or can the clear reasoning of remarkable, outspoken local professors– Diane Ravitch, Alan Singer, Christopher Tienken, Nick Tampio and others–  really oust John King, his Board of Regents and the fed-ed reforms?

Consider the fact that King is a favorite, a true darling of Secretary Arne Duncan and a staunch member of the brave new politicorporate ed reform establishment.  For years, King and Duncan have been buddying about, making speeches both together and separately, officially explaining the religion of fed-ed.  This includes not only Common Core and “robust” federally accessible data but also the idea that children should be forced to stay in school for more  hours of the day, (a longtime Duncan favorite theme) or “let’s mandate more and more high stakes testing with Common Core adoption”   –notions the two insist are very, very good for children– despite a complete lack of empirical evidence to support their points.

How do they get away with this?

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I don’t know.  It’s so clearly wrong.  More people need to know it.

Let’s hope Jennifer Scott’s art multiplies and influences millions of additional New Yorkers to take a long, hard look at the awful transformations happening in their school systems.  Let’s hope the parents and educators in New York win the fight for their children.

Then, let’s have an early  –very early– retirement party for Commissioner King.

 

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Thank you,  Jennifer Scott.

 

 

Oklahoma Miracle: Common Core Officially Repealed   9 comments

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The hoped-for miracle happened.

After a long, remarkable effort led by Oklahoma parents and legislators, Governor Mary Fallin has signed Oklahoma’s  HB 3399 “Stop Common Core bill into law.

Governor Fallin stated:

“We are capable of developing our own Oklahoma academic standards that will be better than Common Core   What should have been a bipartisan policy is now widely regarded as the president’s plan to establish federal control of curricula, testing and teaching strategies.

We cannot ignore the widespread concern of citizens, parents, educators and legislators who have expressed fear that adopting Common Core gives up local control of Oklahoma’s public schools… 

“For that reason I am signing HB 3399 to repeal and replace Common Core with Oklahoma designed and implemented education standards…  They must raise the bar – beyond what Common Core offers…  I also ‘get it’ that Oklahoma standards must be exceptional, so when businesses and military families move to Oklahoma they can rest assured knowing their children will get a great education.

… While those new standards are being written, the state standards for English and math will revert to the Oklahoma Priority Academic Student Skills (PASS) standards used from 2003 to 2010. “

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How I wish I could be a fly on the wall, listening to conversations in Oklahoma now!   What is the local Oklahoma PTA saying?  What are Oklahoma state and local school boards thinking?  And what are Oklahoma’s chambers of commerce saying now to their members?  All these figureheads have pushed pro-Common Core marketing on parents and teachers and businesses for several years, and now they are having to change their whole story.

What are the students in Oklahoma saying?  What about the teachers!?  Are they having big bonfires, using the worthless pro-common core pamphlets, professional development handouts and books?

This is truly an historic moment.

The withdrawal from Common Core by Governor Fallin  –not only a member, but the chair of the National Governors Association –the same NGA to which Bill Gates has given millions upon millions of dollars to create and implement Common Core–  is a very big deal.

And the elephant that’s been crowding the room for years now –Common Core’s pretense of academic excellence– has taken a serious hit with Governor Fallin’s acknowledgement that Oklahoma’s soon-to-be-written NEW standards “must raise the bar beyond what Common Core offers.

Questions that will keep me up tonight:

Will Oklahoma’s new standards reintroduce Oklahoma’s children to mountains of stories and literature in unlimited amounts, re-igniting the love of language and reading?

Will Oklahoma’s new standards reinstate the traditional Algebra standards, and add higher math –beyond Common Core’s Algebra II?   Will they drop the absurd constructivist math methodology and teach math in clear, classical ways?

Will Oklahoma’s new standards require creation of an alternate college entrance exam, since the ACT, SAT, GED and AP have become Common Core aligned (corrupted)?

Will Oklahoma drop the common educational data standards (CEDS) and the common database that tracks children (SLDS) as well?

Will Oklahoma’s precedent of saying “no” to the unconstitutional moves of Secretary Duncan and President Obama also extend itself to dismiss the federally partnered, solely Common Core-aligned,  Pearson-Microsoft ed sales monstrosity?

How many thousands of not-from-Oklahoma teachers  plan to move from other states to Oklahoma –solely based on this turn of educational events?  How many parents in other states, who are exhausted from the effort of being endlessly dismissed by their state school boards and governors, are thinking what I’m thinking?

If the rest of our U.S. governors, legislators and school boards don’t see the light –and fast– it’s going to be wahoo, pack your bags and let’s move to Oklahoma.

 

 

 

oklahoma green too

 

 

 

Outsmarting the Language of the Common Core Cuttlefish   4 comments

A smiling school board member, tired of me and unwilling to fight the Common Core monster, advised me to do what she does: focus on the positive parts of Common Core.  Be an optimist, she said.

“The positive parts?  –You mean the lies?” I thought, because I’ve not seen positive parts unless you count the positive-sounding parts.

There are lots of those– the Common Core advertisements, the school board’s website promotions and newspaper quotes.

To the non-researcher, the Common Core sounds completely positive– but this “initiative” turns out to be very bad when the naked facts are revealed, about how it’s controlled,  whom it pays off and what it robs.

Because the smiling board member knew many of these unsavory facts that she wished not to know, her advice reminded me of the part in Dr. Jekyll and Mr. Hyde when Dr. Jekyll tells Utterton not to worry about Mr. Hyde.  How illogical, dangerous and self-defeating.  But to some, it seems that being an optimist requires putting ourselves at the mercy of bullies and pretending to agree to things that are clearly not so.

This conversation exposed the wide gap between the pretty surface language versus the ugly facts under the belly of Common Core.

 

orwell one

 

In response to that conversation, I’m promoting George Orwell’s brilliant 1946 “catalogue of swindles and perversions” entitled  Politics and the English Language.

Orwell’s great at explaining how to cut through verbal jungles of lies.  (Please read his whole essay here; I’m just borrowing highlights.)

My favorite image from the essay tops Orwell’s explanation of how manipulators make a bad situation sound grand by using language to cloud truth:  as a cuttlefish clouds his intentions by squirting a lot of ink.

cuttlefish and ink

When there is a gap between one’s real and one’s declared aims, one turns… to long words and exhausted idioms, like a cuttlefish squirting out ink” … the great enemy of clear language is insincerity,” he wrote. 

Orwell’s essay does more than reveal how political language deceived listeners in 1946; it also foretells 2014 ed reform lingo.  It could have been titled “Interesting Ways That People Cook Up Lies to Appear Not Only True, But Delicious.”

 

Many people have never considered Orwell’s main point:  that official language is not only used to express thought; language can be and is also used “for concealing or preventing thought.”  Orwell said that political language can “make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind”.

The politicorporate cuttlefish do this!

They can’t risk alerting Americans to the real direction in which ed reforms have taken our liberties.  Speaking plainly would reveal everything, so they use language to conceal and cloud the sources of the power grab, banking on the fact that most people accept wordiness as if it were smartness and lawfulness.

As a cuttlefish squirts out ink to mask the direction in which he’s really swimming, so do DuncanObamaGates, ColemanBarberTucker, writers of grants, reports and publications try to cloud our minds to lull us, as school boards, governors, parents and taxpayers, to nod and hand over our keys– because we can’t see where the cuttlefish is going and the ink’s kind of pretty.

This is how they do it.

1.  BORROWED WORDS OR PRIVATE DEFINITIONS

Those who are either lazy or liars continually borrow phrases and metaphors “tacked together like the sections of a prefabricated hen-house,” as Orwell called it, rather than to actually work to think of an original phrase, metaphor or image.

Keeping that henhouse in mind, watch for the repetitive phrases tacked together in education reformers’ speeches.   The repeated handful of vague, positive terms include:

These terms have defined, mostly private second meanings.  For one example, “world class education” does not mean the best in the world, as we might think –instead, it means noncompetitive, as in: the same as all the world –which is supremely ironic given the fact that the phrase “international competitiveness”  is another prefabricated ed reform hen house phrase.

Orwell said that people use words of this kind “in a consciously dishonest way. That is, the person who uses them has his own private definition, but allows his hearer to think he means something quite different.”  The trendy, pre-fab terms are re-echoed by the federal government, the NGA, CCSSO, Achieve Inc., the Chamber of Commerce, and top university leaders.  Some high up officials do not even know that there are private definitions, and they parrot what they’ve heard from people who they may not even recognize as being liars;  real, actual, ongoing, habitual, caught-in-the-act liars.

The prime example, of course, of an overused, overborrowed term with a private definition is President Obama’s “call for success in college and careers” also known as “college and career ready standards.”  It sounds unobjectionable.  But it’s not just a nice, vague term to Obama.  It’s narrowly defined on the federal website as standards “common to a significant number of states.”  That’s no definition at all except common, the same.   Excellence doesn’t come into it.  And the phrase is repeated seven times just in one short white house press release.  It’s that important and weighty.  Now I can’t hear the term “college and career ready” without groaning and rolling my eyes.  The ed reformers stole its innocent meaning.

Another pet deceit among ed reformers is to misuse the word “back” by equating any attempt anyone makes (to restore freedoms previously held) to moving backward, or making unintelligent decisions.  Bill Gates said that controversy around Common Core “comes from people who want to stop the standards, which would send us back to what we had before.”   He did not define “what we had before” as freedom.  He left that intentionally vague.  But ponder it:  would restoring text and test diversity really be a step backward?  Would restoring student privacy by getting rid of common data standards (CEDS) and the common databases (SLDS) be a step backward or forward for lovers of freedom?  Is all change positive change?

Of course, some changes are good and some are bad.  But top ed reformers, including education sales giant Pearson, relentlessly push the idea that deletion of traditional education is good.  Pearson CEA Sir Michael Barber said,  “governments need to rethink their regulatory regimes for an era when university systems are global rather than national… standing still is not an option.”

Do you buy the idea that governments should give up their national constitutions and local systems and that holding fast to time-tested traditions in education is stupidly “standing still”?  Me neither.  But this gives us insight into the private definition of “globally competent”.

orwell two

2. VERBAL FALSE LIMBS

Overuse of the quantity words, especially of overused and educratically vogue words,  is usually deliberate snowing.  Ed reformers cover up the sharp truths so people don’t recognize what they’re doing, nor fight back.  But George Orwell pointed out that adding extra, unneeded words is as obvious and cumbersome –if you pay attention– as adding an extra limb to the body.  Watch for phrases lacking usefulness but still commanding space and posing as credibile.

The excessive limbs game was used, for example, when the Federal Register attempted to hide its removal of parental consent over student data-sharing in FERPA policy, by using so many words that only a committee of lawyers could uncover it.

Remember: the motive is to conceal, not to reveal, truth.  Orwell said that these excess words “fall upon the facts like soft snow, blurring the outlines and covering up all the details… ”

Indeed they try.  But there are red flags that they themselves created, phrases that can signal to us that lies are afoot.  One especially irksome phrase is “informed by” –such a trendy, snooty false limb.  Its academic tone may intimidate some readers, but the phrase is often used as a spout near missing evidence.  For example, the Common Core official website states that “Common Core is informed by  the highest, most effective standards from states across the United States and countries around the world.”  Not true!

Promoters used to claim, often and loudly, that Common Core was internationally benchmarked, but after critics pointed out that not a single country had math and English standards that matched Common Core, promoters changed to the term “informed by” which is so vague that it’s harder to prove it’s a lie.

Still, it’s a lie:  top state standards-holders prior to Common Core were Massachusetts, Indiana and California, and they dropped their high standards and came down to common core. Common Core didn’t reach up at all.  There’s nothing “internationally informed” about them.  Just ask validation committee member Dr. James Milgram, who said that the reason he didn’t sign off on the standards was that “they did not match up to international expectations. They were at least two years behind practices in high achieving countries by seventh grade”.

A very wordy example of verbal false limbs running amok is seen in a federal Common Core grant called the “Cooperative Agreement.” It connects the federal government and the Common Core tester, Smarter Balanced Assessment Consortium (SBAC).  The lengthy agreement applies to PARCC, too. And since SBAC partnered with Utah’s and Florida’s current testing group, A.I.R., this document still matters to me despite Utah’s dropping out of SBAC.  Buried in its snowbanks of wordiness is a micromanaging federal bully.  States must:

“Actively participate in any meetings and telephone conferences with ED staff… Be responsive to requests from ED for information about the status of the project… providing such information in writingComply with… ED staff … make student-level data that results from the assessment system available on an ongoing basis…  [R]espective Project Directors [this means the testing arms] will collaborate to coordinate appropriate tasks and timelines to foster synchronized development of assessment systems… The Program Officer for the RTTA grantees [this means the Feds] will work with the Project Directors for both RTTA grantees [this means the testing arms] to coordinate and facilitate coordination across consortia.”

In other words, conform.  But that sharp message is buried behind pleasant phrases earlier in the document, such as “the purpose of this agreement is to support the consortium recipient.”  Support?  The way that a jail supports those jailed inside it?  This brings us to the next tool: pretentious diction.

orwell four

3.  PRETENTIOUS DICTION

Orwell said that pretentious diction tries to “dignify sordid processes” and to “give an air of scientific impartiality to biased judgments.”

Example:  Read the pretentious, one-sided judgments underlying the highly controversial Obama-Duncan “Preschool For All Initiative”.  For those who don’t know, this move puts four year old toddlers in federal preschools –based on supposedly settled scientific research that concludes that this will benefit little ones.

Yet, highly respected researchers oppose  what Obama-Duncan tout; they say that it is best to keep young children free of institutionalization (not to mention keeping them free of data tracking and high stakes testing).  Still, President Obama speaks about the federal Preschool For All, using “research” that serves his idea that government should rear children from the cradle.

Watch how he does it.  He imposes the intimate, tiny yet very pretentious term “we” on listeners, and implies that “we” can simultaneously –and fairly– serve the child, the business interests, and the educational-political interests:

“Research  shows that one of the best investments we can make in a child’s life is high-quality early education.”

Notice that the president omits any mention of governmental mandate.  Elsewhere, we learn that Preschool For All  is to be mandatory.   In an April 29, 2014 speech, Duncan called for mandatory preschool, saying, “The third major priority in the 2015 request is to continue the President’s commitment to expanding educational opportunity for millions of children through a $75 billion mandatory Preschool for All program…”

Pretentious diction overflows,  like the polluted froth on a sick river,  over and through the current math and English Common Core standards.  It  lives in the speeches of education sales giant Pearson CEA Sir Michael Barber as he explains reasons for making environmental education a centerpiece of every school in every subject in every nation (see Pearson’s CEA Sir Michael Barber‘s speeches.)  It’s in the term “misinformed” that proponents loves to call all Common Core’s opponents.  Pretention is everywhere ed reformers speak and write.  They depend on pretense because they lack actual authority.

A clue to detecting the lies that are hidden behind pretentious diction is to search for links to research that supports the claims being made.  Usually, there are no references, no links; listeners are expected to be trusting and dumb enough to assume what is being said is truthful.  On those rare occasions that links to evidence are provided, find out if the cited think tank/university/publisher is financially partnered with the politicorporate cuttlefish of Common Core.  Invariably, they are.

We are left to realize that in Common Core ed reform, money now has a stronger voice than voters, teachers, parents, students or taxpayers in determining what will be policy.  And that money is deeply committed to making more of itself.  Case in point:

Gates’ company, Microsoft, wrote:  “At Microsoft, we are deeply committed to working with governments… [blah blah blah] … learning for all.”

Deeply committed” sounds good.  It sounds noble.  But why is Gates’ company so deeply committed to “learning for all”?  Because they’re making money while altering political and educational policy.  Making money is a good thing; I’m all for capitalism.  The problem is that nobody elected Microsoft or Pearson;  they have no authority other than the dollars they use as bait.  We can’t un-elect them now or ever, and we’ve swallowed their baited hooks right and left in countless “partnerships” with our governments.

Deeply committed.

 

 4. MEANINGLESS WORDS

Orwell pointed out that much of what passes for writing is “strictly meaningless, in the sense that they not only do not point to any discoverable object, but are hardly even expected to do so by the reader.”  Orwell despised “long passages almost completely lacking in meaning.”  He would not enjoy the 26-transcript-paged speech by David Coleman, current president of the College Board, because it is a black hole that says nothing except for the part when Coleman admitted he’s unqualified for his office.  That part would be funny if the education of children were some kind of laughing matter.

Here’s more meaninglessness:  Bill Gates said:  “common standards could transform U.S. education.”  It’s meaningless because nobody would argue it; it’s like saying rain could make your hair wet.  Common standards could and ARE transforming education.  But is it a disasterous or a delightful transformation?  He left out that part so nobody could argue with him or criticize his sound byte.  Except that I am criticizing it for its desperate spineless meaninglessness.

Sometimes Gates speaks so vaguely that he covers both ends of opposing concepts.  He said that Common Core would “enable American students to better compete globally.”  He didn’t explain how (considering the fact that the standards are only preparing students for nonselective colleges).  But since it’s an established, defined fact that “world-class education” now means “noncompetitive education,” Gates’ statement passes neither the logic nor the meaningfulness test.

Why does the second richest man in the world, who probably has dozens of speech writers and image makers, deliberately choose to speak and write meaninglessly, vaguely?  Because Common Core is a power grab and the truth would upset people.  He can’t say so.

Neither can Arne Duncan or President Obama.  So the cuttlefish use words that mean “we control; you submit” but that don’t sound that way.  Look at the beige terms they use such as:

  • turning around schools
  • fostering rigor
  • supporting states
  • flexibility for states
  • federal accountability
  • sustainable reform
  • education pipeline
  •  stakeholder

These terms support the top-down edu-politicorporate control system that boils down to “we are the boss of you.”

Orwell warned readers against such ready-made phrases, not only because they often veil corrupt power moves, but also because “every such phrase anaesthetizes a portion of one’s brain.”

Not to mention that they smell like lies from miles away.

Texas #CANiSEE Conference to Push Back During Duncan’s PTA Common Core Meeting   1 comment

#CANiSEE ™© SOLUTIONS CONFERENCE – COUNTERING COMMON CORE – JUNE 20 – 21, 2014 – AUSTIN, TEXAS

 

http://www.educationviews.org/canisee-solutions-conference-countering-common-core/

 

Because the pro-Common Core National PTA planned to have its convention in Austin, Texas, a group of educators and parents decided to hold a counter event. It is called #CANiSEE ™© Solutions Conference and will be held in Austin on June 20 – 21, 2014 in the downtown area close to the convention center.

 

The #CANiSEE hashtag means:

#CanISee™© WHAT you are teaching my child? 


#CANISEE™© HOW you are teaching my child?


#CANISEE™© WHO is financially benefiting from the curriculum on which my child’s teacher is being evaluated?

 

 

 For information and to make reservations:

http://womenonthewall.org/wp-content/uploads/2014/05/At-the-Core-CanISee-Sponsor-a-Mom.pdf

 

To give a donation:  https://secure.piryx.com/donate/zS27Wsi7/WomenOnTheWall-Org/

 

The Heritage Foundation is one #CANiSEE ™© Solutions Conference sponsor.

 

Lined up to speak are many of the nation’s best anti-Common Core voices to speak at our #CANiSEE ™© Solutions Conference,  to speak at the same time as the National PTA is bringing #FedLedEd Secretary of Education Arne Duncan to town.


SPEAKERS

 

Dr. Sandra Stotsky – Professor Emeritus, University of Arkansas

 

Dr. James Milgram — Professor Emeritus of Mathematics at Stanford University 

 

Jane Robbins – Attorney and senior fellow with American Principles Project

 

Dr. Peg Luksik – Founded on Truth

 

 

WORKSHOPS

 

Alice Linahan – Moderator, Women on the Wall

 

MerryLynn Gerstenschlager – Texas Eagle Forum

 

Mary Bowen – Current Texas classroom teacher

 

Jeanine MacGregor – Writer, researcher, cognitive learning expert

 

Nakonia (Niki) Hayes – “The Story of John Saxon” – Saxon Math

 

Henry W. Burke — EducationViews.org Contributor

 

Jenni White – ROPE – Oklahoma

 

Anita Moncrief – True the Vote

 

Lisa Benson — National Security Radio

 

Karen Schroeder – President of Advocates for Academic Freedom 

 

 

NOTABLE LEADERS WITH VIDEO MESSAGES TO SHARE WITH AMERICA

 

Dr. Terrence Moore — Author of “The Story Killers: A Common Sense Case Against the Common Core”

 

Dr. Chris Tienken – Co-author of “The School Reform Landscape: Fraud, Myth, and Lies”

 

Dr. Duke Pesta — Professor of English at the University of Wisconsin, Oshkosh, and the Academic Director of FreedomProject Education


The #CANiSEE ™© Solutions Conference will be highly attended, videotaped, and shared widely across this nation through DVD’s, MP3’s, On Demand, and Pay-Per View.

 

“Arne Duncan does not own our children; we do; and we are not ready to surrender their hearts and souls to the dumbing down and indoctrination of #FedLedEd.  We believe that with the ever-growing backlash all across the country against Common Core that our COUNTER EVENT will draw more interest from grassroots moms, pops, grandparents, and citizens than Arne Duncan can generate. Even people attending the PTA convention across the street may come to our event to find out what is really happening in our nation’s schools,” organizers wrote.

 

If you wish to volunteer to help at the #CANiSEE ™© Solutions Conference,  please contact Rebecca Forest who can  arrange for your 2-day admission ticket to be paid:  Rebecca@womenonthewall.org

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 CONFERENCE SCHEDULE

*Subject to Change

Friday, June 20, 2014

Day 1 — #CANiSEE the Reality on the Ground

TIME TOPIC SPEAKER
9:00 – 9:05 Prayer, Pledge, Opening Remarks Alice LinahanRebecca Forest
9:05 – 10:00 The Battles Fought and Won, The Story Called Common Core Begins (Video Message) Dr. Peg LuksikPhyllis Schlafly
10:10 – 11:10 Common Core Validation Committee Dr. Sandra StotskyDr. James Milgram
11:20 – 12:00 Common Core Implementation Costs, Type #1 vs. Type #2 Education Henry W. Burke
12:00 – 1:00 LUNCH
12:00 – 1:00 Vendor Booths and Exhibits Open
1:00 – 1:20 (Video Message) Dr. Terrence Moore
1:30 – 2:30 The Story Behind Saxon Math Nakonia Hayes
2:40 – 3:50 Reality on the Ground: Panel of Teachers

Panel of Parents

Panel of Students

Mary BowenDr. Stan Hartzler

Jeanine MacGregor

Andrew Bennett

Paul Swartz

Students

4:00 – 5:00 Reality on the Ground – Is Fed Led Ed a National Security Threat? Frank Gaffney
5:10 – 6:10 The Big Picture – From Fed Led Ed to the Reality for Our Children’s Data Collection, Questions and Answers Jane Robbins

#CAN I SEE SOLUTIONS CONFERENCE SCHEDULE

Saturday, June 21, 2014

Day 2 — #CANiSEE What Is Your Role?

TIME TOPIC SPEAKER
9:00 – 9:05 Prayer, Pledge, Opening Remarks Alice LinahanRebecca Forest
9:05 – 9:40 Special Audio Messages from Experts Dr. Duke PestaDr. Chris Tienken
9:50 – 10:40 Questions and Answers with Experts Jane RobbinsDr. Sandra Stotsky

Dr. James Milgram

10:50 – 11:30 Huge Success in Oklahoma – Repeal of Common Core Jenni White
11:40 – 12:30 Policy Think-Tank Panel Jane RobbinsLori Mashburn

Glyn Wright

Sarah Perry

12:30 – 1:30 LUNCH
12:30 – 1:30 Vendor Booths and Exhibits Open
1:30 – 2:30 Creating Change by Asking Questions Mary BowenJeanine MacGregor
2:40 – 3:40 Creating a Local Initiative – Building the Ground Troops Anita MontcriefAlice Linahan
3:50 – 4:50 Taking It Local, Parental Rights LegislationKeys to Testifying at Your State Capital Karen SchroederMerryLynn Gerstenschlager
5:00 – 6:00 Where Do We Go from Here?How Do We Take It Local? Mary BowenNakonia Hayes

Carole Haynes

 

 

Agency-Based Education   Leave a comment

Agency Based Education (ABE) is an important organization started by Oak Norton, the same man who is the webmaster for Utahns Against Common Core.

ABE holds yearly conferences attended by parents, teachers and legislators who want educational freedom.  (Agency here means free agency– not a government agency.)  It teaches the average person what should be widely known, but isn’t, about individual agency in education.

ABE’s site states:

Mission Statement

Our mission is to provide an opportunity for the parents and children of the state of Utah to choose an Agency-Based Education.

Principles of an Agency-Based Education

  1. Must be based in choice and not compulsion
  2. Helps develop an internal moral compass as one fosters a recognition and love of truth
  3. Recognizes that truth best inspires when sought from original source materials
  4. Should be individualized to allow children to identify and develop their gifts and talents and discover their life’s missions
  5. Must recognize that parents have the sovereign stewardship to guide their children’s educational journey

Our Organization’s Purpose

This is an educational organization that teaches parents:

  • Their natural rights
  • Principles of a higher quality education
  • Current laws on education (Utah)
  • What is wrong with compulsory education and why we want change
  • What education options are currently available and what they could be in the future
  • How to get involved with us

 

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HELPING AGENCY BASED EDUCATION

ABE’s asking friends of the cause for help.   I am a friend of ABE and I signed up.  It cost me nothing and it helps ABE.  You can help, too.

Rather than holding a traditional fundraiser, ABE is asking people to simply sign up for a free account here, so that ABE can receive points (and money) from the retailers who have agreed to pay ABE for the referral.  For details on how it works, just click here.

For more information about why ABE’s educational mission is so important, click here.

Here’s a portion of and ABE article that defines the term “agency based education.”

 

————————————————————————–

 

Defining “Agency-Based” Education

By Rebecca Bocchino

What is “agency-based” education as opposed to constructivism and behaviorism, and is there any scientific research supporting these methods?  Addressing these questions requires that we consider the various underlying assumptions of the nature of man, upon which are based the intellectual, moral, and cultural foundations for our differing views of the nature and purpose of education.  It might also help to put the issue of “scientific research”, with its emphasis on measurable, quantifiable, observable, and replicable behaviors, into a more Judeo-Christian perspective.

Behaviorism, as articulated by John Watson and B. F. Skinner, sees man as an object that is only capable of responding to external stimuli.  It claims that man acquired sense organs through evolution, not Divine design, and these sensory organs receive and transfer the environmental stimuli which then act upon the human “object”, causing a response.  Thus, choice and action are determined by the process of controlling and manipulating stimuli, which can be reduced to a science in a laboratory.

In his book, Beyond Freedom and Dignity, B. F. Skinner dismisses any belief in the free will or agency of man, claiming instead that

man does not act upon the world, the world acts upon him. … Freedom and dignity…are the possessions of the autonomous man of traditional theory, and they are essential to practices in which a person is held responsible for his conduct and given credit for his achievements.  A SCIENTIFIC ANALYSIS [BEHAVIORISM] SHIFTS BOTH THE RESPONSIBILITY AND THE ACHIEVEMENT TO THE ENVIRONMENT. (emphasis added)

It is upon this humanist moral foundation that behavioral methods using operant conditioning are based.

Constructivism or progressivism takes the concept of free will to the other extreme by operating on the assumption that man is not only a “self”, but that he possesses within himself all the wisdom and individual determination needed to progress.  InSummerhill, the British educator A. S. Neill counters the behaviorist assumption by suggesting that…

we should allow children to be themselves…renounce all discipline, all direction, all suggestion, all moral training, all religious instruction…a child is innately wise and realistic.  If left to himself, he will develop as far as he is capable of developing.

From this extreme springs methods such as “whole language” and “fuzzy math”.

Many are united in their rejection of constructivism and progressivism as one extreme, but controversy still exists between the humanist underpinnings of behaviorism and the Judeo-Christian belief in redemption and the nature of man.  Differences arise in how we define the capacity and nature of man:  whether he is a moral agent accountable to a higher, divine law, or a non-redemptive organism to be manipulated, controlled, shaped, and used by an external environment….

Read the rest here.

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Testing Resistance Movement Grows Nationwide   2 comments

Go to http://www.resistthetest.org to share upcoming events with allies across the nation. Note, also, that some politicians are beginning to change policies in response to constituent pressure.

 

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/04/15/testing-resistance-movement-exploding-around-country/

The Gathering Resistance to Standardized Testing
http://www.rethinkingschools.org/archive/28_03/edit2283.shtml

The Long and Narrow Rut of Standardized Testing
http://www.alternet.org/education/long-and-narrow-rut-standardized-testing

Testing Season Reveals Big Media Coverage Failures
http://educationopportunitynetwork.org/test-season-reveals-americas-biggest-failures/

Is Common Core Testing Really Working?
http://www.huffingtonpost.com/mercedes-schneider/parcc-tests_b_5144271.html

Why an LA Times Editorial Writer’s Daughter Is Opting Out of California Standardized Exams
http://www.latimes.com/opinion/opinion-la/la-ol-common-core-test-optout-20140408,0,4198942.story#axzz2yK5GZst9
Bullets Fly But the California Tests Must Go On
http://edsource.org/2014/bullets-fly-but-the-test-must-go-on/60663#.U0aCW_ldXnc
Hundreds of Technical Problems Plague California Computerized Tests
http://www.scpr.org/blogs/education/2014/04/09/16333/as-california-standardized-testing-gains-steam-hel/

Colorado Teacher Resigns Due to Testing Obsession
http://gazette.com/colorado-springs-teacher-goes-public-with-reasons-for-resignation/article/1517971
Rush to Administer Computerized Assessments Tests Colorado Schools
http://co.chalkbeat.org/2014/04/11/computer-based-assessments-testing-the-wherewithal-of-colorado-schools/

Wilton Connecticut Teachers Learn How to Develop Quality Performance Assessments
http://www.wiltonbulletin.com/15714/wilton-teachers-learn-to-develop-quality-assessments/
Listen to Youth About Problems of Standardized Testing
http://ctmirror.org/op-ed-still-more-standardized-testing-listen-to-the-youth/

Two Decades of Testing Leave Delaware With a Legacy of Failure
http://www.delawareonline.com/story/opinion/contributors/2014/04/09/put-end-harmful-high-stakes-student-testing/7515559/

Florida 8-Year Old Talks About Test-Prep Driven Schooling
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/04/09/an-8-year-old-talks-about-test-prep/
Resistance to Final Administration of Florida Test
http://www.news-press.com/story/news/education/2014/04/15/fcat-resistance-final/7724863/
Florida State Senate Unanimously Supports “Time Out” From Test-Based Accountability
http://www.abcactionnews.com/news/state/fla-senate-backs-timeout-on-school-grades_15168348

Georgia High-Stakes Testing Reaches a Low Point
http://onlineathens.com/opinion/2014-04-12/blackmon-high-stakes-testing-low-point

Indiana Officials Weigh Testing Cutback
http://www.journalgazette.net/article/20140412/LOCAL06/304129958/1002/local

Massachusetts Schools Concerned About Cost of Online Testing
http://www.commonwealthmagazine.org/News-and-Features/Inquiries/2014/Spring/002-Can-Bay-State-schools-afford-online-standardized-testing.aspx#.U0Q8afldXnd
Don’t Let Your Kids Be Pushed Around by Mass. State Test
http://www.gazettenet.com/home/11516379-95/amy-pybus-dont-let-your-kids-be-pushed-around-by-the-mcas-test-consider

Why Middle Class Minnesota Families Are Opting OUt
http://www.tcdailyplanet.net/blog/sarahlahm/i-am-middle-class-my-kids-test-well-and-i-opt-out

Nebraska Parent Explains State Test Opt Out Procedure
http://dianeravitch.net/2014/04/08/parent-in-nebraska-we-love-our-school-and-state-but-we-love-our-children-more/

“We Refuse” — Parents Explain Successful Campaign: 80% of Students Did Not Test at Their School
http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/04/11/we-refuse/
Principals Lead Protests at Three Dozen NYC Schools
http://www.newsday.com/news/region-state/dozens-of-nyc-schools-protest-state-english-tests-1.7679418
Upstate Parents Join Opt-Out Movement
http://www.rocklandtimes.com/2014/04/10/rockland-parents-join-opt-out-movement-to-protest-common-core-aligned-exams/
We Need to Talk About the Test: Time for Transparency
http://www.nytimes.com/2014/04/10/opinion/the-problem-with-the-common-core.html
NYC Chancellor Says Test Scores Will No Longer Be Major Factor in Student Promotion
http://online.wsj.com/news/articles/SB10001424052702304512504579491660423740176

First Ohio Students Begin to Skip Tests
http://www.dispatch.com/content/stories/local/2014/04/13/a-few-kids-openly-skip-state-testing.html

Statewide Testing Raises Stress Levels in Oklahoma Schools
http://www.krmg.com/news/news/local/testing-begins-oklahoma/nfXSK/

Testing Becomes Major Issue in Pennsylvania Governors Race
http://wesa.fm/post/education-focus-pa-governor-debate
More Pennsylvania Families Opt Out From Standardized Tests
http://www.eveningsun.com/local/ci_25558876/more-parents-are-taking-their-children-out-standardized

Tennessee House Unanimously Sends Governor Bill to Bar “Value-Added” Evaluation of Teachers
http://timesfreepress.com/news/2014/apr/08/bill-doesnt-tie-test-scores-teacher-licensing-goes/

Fewer Tests More Learning in Virginia
http://hamptonroads.com/2014/04/fewer-tests-more-learning

Washington State Teachers Union Backs Parents Holding Children Out of Testing
http://kuow.org/post/washington-teachers-union-supports-families-opting-out-state-testing

Will Wisconsin Students Join Opt-Out Movement
http://www.wkow.com/story/25206609/2014/04/09/wisconsin-schools-ready-for-common-core-testing-next-year-as-students-in-other-states-opt-out

Utah Teacher Fired for Standing Up to High Stakes Overtesting

http://www.utahnsagainstcommoncore.com/teacher-fired-for-letting-students-know-they-can-opt-out/

Utah SAGE test opt outs discussion at Salt Lake Tribune’s Trib Talk:

http://www.utahnsagainstcommoncore.com/trib-talk-uaccs-christel-swasey-vs-usoes-judy-park-on-sage-tests/

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THANKS TO BOB SCHAEFFER OF COLORADO FOR PROVIDING MOST OF THESE LINKS.

Leaked Letter: Panicked Common Core Creators Want Documentary Discredited –or Not Seen   9 comments

building the machine

A  revealing CCSSO letter, leaked to the public, reveals Common Core investors’ collective panic about Ian Reid’s new film, Building the Machine.

Missouri Education Watchdog and Breitbart News  reported that CCSSO deputy executive director Carissa Miller’s letter shows top Common Core moneymaking / grant-receiving businesses are combining to discredit the Common Core documentary.  Many businesses need Common Core’s claims to be believed, or they lose this gold rush.  So they’re trying to stop it, understandably.

And if the documentary is seen despite their efforts to discredit it, the groups have laid a plan to smother the truth with smooth “positive” talking points and with a soon-to-be-released documentary of their own.

If you watch the film, you’ll know why they’re panicking.   Truth is truth.

The documentary solidly wipes out the “higher standards” claims of Common Core’s creators, using filmed speeches by Common Core’s creators and funders, and using interviews with top Stanford professors, Common Core validation committee members and respected members of think tanks, both for and against Common Core.  Importantly, it shows that the real issue of education reform is not even about academics, ultimately;  it’s about power.

The CCSSO doesn’t want people to know this power struggle exists.  But it does exist.  In fact, who ends up holding decision-making power is the main conflict inside ed reform, despite all the pleasant words about education standards.

As the backers of the new documentary succinctly put it:

“…This issue is  far more than what standards public schools should use. It is about who will decide how and what our children are taught.” -William Estrada, in Breitbart interview.

You can read the leaked letter here.  You can watch the movie here.

I want to point out this part of the panic-letter:

“The U.S. Chamber of Commerce and Fordham [Institute] have put together the attached two documents that can be used to clarify the vast amount of misinformation that will be circulated as a result of the movie. Please note – these are EMBARGOED until Monday, March 31st…. The U.S. Chamber is in the final stages of producing their own Common Core mini-documentary…  Below we’ve include some tips for messaging and responding to the critical questions this film may generate in your state. We will send out the Chamber video when it is released.

Regards,

Carissa

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Why do they just include “tips for messaging and responding” rather than including documentation, facts, links to contracts and legally valid, scientifically valid evidence?  Evidence is not wanted.  Only marketing, “messaging.”

carissa-moffat-miller

FYI:    Carissa is  Carissa Miller, CCSSO deputy executive director.

For newcomers:  The CCSSO is a nontransparent group that co-created the Common Core and then partnered with the federal Department of Education to collect data on a national level.  It’s the same group that openly admits it has a “commitment to disaggregation of student data.”

I call the CCSSO a “superintendents’ club”.  It does not include all state superintendents nor is it an elected body.  The CCSSO seems want the public to believe –as does its twin sister, the NGA– that it has voter-designated authority to boss states around.  It does not.  Neither has authority and neither represents voters like our Congress does.  Repeat:  CCSSO and NGA have no elected authority.  Do not be decieved by their pomp.  They are just private groups that combined to create and copyright Common Core, heavily influenced/ funded by philanthopist-turned-takeover-king Bill Gates.

If you care about the traditional American voice of the local voter setting policy, rather than having closed-door private cliques that partner with the feds setting local policy, please oppose  these  goals of the CCSSO.  Make your voice heard.  Let your State Superintendent know you want him/her to bow out of membership in this club to focus energy on local control of education.

–While you’re at it, send your superintendent a link to the movie. 

I hope every American watches it.

 

building the machine

 

 

USOE Curriculum Director Opposes Increased Parental Power in Curricular Decisions   Leave a comment

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

Curriculum Friends,

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

801-538-7788

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.

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Utah Public School Rejects Common Core: Maeser Prep’s Open Letter to State School Board   1 comment

maeser

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.

 

High-Stakes Tests and Common Core Standards are Inseparable   3 comments

tami and martell

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.‘”

tami

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.

menlove

Really.

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.

http://www2.ed.gov/policy/gen/leg/recovery/factsheet/stabilization-fund.html

“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.”

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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.

Enjoy.

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

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/21/anti-testing-groups-form-alliance-to-bring-sanity-to-education-policy/

Timely Statement by Former U.S. Labor Sec. Robert Reich on Eve of Testing Resistance & Reform Spring Launch

http://blogs.edweek.org/teachers/living-in-dialogue/2014/02/coalition_launches_testing_res.html

Campaigns Against Test Misuse, Overuse Explode Across Nation

http://www.dailykos.com/story/2014/02/20/1279029/-Testing-Resistance-Reform-Spring-Launched?detail=hide

New National Alliance Aims to Unite Grassroots Opposition to Testing Overkill

http://blogs.edweek.org/edweek/parentsandthepublic/2014/02/new_alliance_aims_to_unite_grassroots_testing_opposition.html

High School Grades Are Better Predictors of College Performance Than Test Scores Are

http://www.cbsnews.com/news/confirmed-high-school-gpas-predict-college-success/

New Report: Test-Optional Admissions Promotes Equity and Excellence

http://fairtest.org/new-report-shows-testoptional-admissions-helps-div

The Failure of Test-Based School “Reform” — By the Numbers

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/23/why-test-based-school-reform-isnt-working-by-the-numbers/

Test-Based “Accountability” Does Not Work

http://blogs.edweek.org/edweek/top_performers/2014/02/nclb_california_and_accountability_in_all_its_guises.html

No High-Stakes Testing Moratorium, No Common Core

http://www.huffingtonpost.com/john-thompson/no-moratorium-no-common-c_b_4843791.html

Common Core Testing Costs Strain Rural Schools

http://www.wbir.com/story/news/2014/02/18/common-core-testing-costs-strain-rural-tennessee-schools/5575073/

Washington State Senate Revolts Against Teaching to the Test

http://www.nwprogressive.org/weblog/2014/02/state-senate-revolts-against-teaching-to-the-test.html

Feds Threaten Washington State With Return to NCLB Testing Rules

http://www.huffingtonpost.com/2014/02/21/washington-no-child-left-behind_n_4828183.html

Chicago Parents Organize Opt-Out Campaign

http://www.chicagotribune.com/news/education/ct-isat-testing-boycott-met-20140225,0,1746622.story

Left and Right in Colorado Agree on Testing Cutback

http://coloradostatesman.com/content/994657-left-right-agreement-state-testing

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

http://www.lohud.com/article/20140223/NEWS/302230033/Educators-say-evaluation-system-broken-Cuomo-isn-t-convinced

Computerizing a Poor Standardized Exam Does Not Magically Make it Better (or Stop Test Score-Misuse)

http://udreview.com/2014/02/24/delaware-explores-new-testing-options/

Common Core Assessments: Myths and Realities

http://fairtest.org/fairtest-infographic-common-core-more-tests-not-be

Teacher Apologizes to Third Grades for Being Forced to Label Them with Test Scores

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/18/teacher-to-3rd-graders-i-apologize-for-having-to-quantify-you-with-a-number/

Mom of Severely Disabled Boy Asks Florida School Board to Let All Kids Experiencing “Pain and Suffering” Opt Out of High-Stakes Testing

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/19/mom-to-officials-stop-forcing-severely-disabled-kids-to-take-high-stakes-tests/

Washington, D.C. Mayoral Candidate Says Test-Driven Schooling is a Failure

http://www.washingtonpost.com/local/education/shallal-criticizes-dc-school-reform-efforts-saying-he-would-chart-a-different-course/2014/02/18/4ba4b45a-97f7-11e3-9616-d367fa6ea99b_story.html

Important New Book: “50 Myths & Lies That Threaten America’s Public Schools” by David Berliner, Gene Glass and Associates

http://store.tcpress.com/0807755249.shtml

New Film With Dr. Chris Tienken: THE ASSESSMENT LANDSCAPE   2 comments

 

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.

 

THE STORY KILLERS by Dr. Terrence Moore – Book Review   1 comment

storykillers book

Michelle Malkin has called The Storykillers  “a stopcommoncore must-read.”

It is a must-read.  It’s interesting and important.  It’s packed full of understanding about the Common Core English standards, which are ruining the love of learning as they distort what it means to be educated.

The book pits logic and common sense against the theories, deceptions and absurdities of the Common Core.  It cuts through the Common Core’s wordiness and plainly states this truth:  that Common Core is stunting and killing both the classic literature stories themselves and The Great American Story of liberty and self-government, stories that our children and our country cannot do without.

In  The Story Killers: a Common Sense Case Against Common Core, Dr. Terrence Moore tells us that the restoration of legitimate, time-tested classic literature –the best that has been thought and said and done and discovered“– can solve  America’s educational decline.  The faulty theories of Common Core can not.

If you don’t read book, please remember Dr. Moore’s most important point:  We Must Fight For Our Stories– which Common Core is stealing

The great stories are not disposable!  Who persuaded us that they were?  Losing them means losing, piece by piece, what it means –or meant– to be us.  No amount of supposed career prep info-texts can pretend to make up for that.

Good readers, regardless of what they did after they grew up, developed the love of reading/learning by reading stories.  Young and old need stories to process life.  Great learners fall in love with learning not because of manuals, articles, and  informational texts but because of fascinating stories.  Classic works of literature are being neglected, shortened, misinterpreted and replaced, under Common Core.  And THE Great American Story– the story of freedom –  is being undermined along with the other classics that Common Core neglects.  The book explains exactly how this is happening, using the standards themselves as its centerpiece.

We must fight for our stories.

applebook - Copy

Dr. Moore’s book asks questions like this one:  Why does the new Common Core edition of the  American literature textbook, The American Experience, by Pearson/Prentice Hall 2012, contain sections on government forms,  and an EPA report?  Is this the new and “more rigorous” literature that will prepare our children for college?  Or is it an attempt to “keep the nation’s children from reading stories, particularly traditional stories that run counter to the political ideology” of the authors of  Common Core?

Dr. Moore points out that a widespread, fraudulent adoption of Common Core brought us the fraudulent reading (and math) theories upon which Common Core Standards rest. Common Core was never pilot tested as it should have been, before virtually the whole country adopted it.

You know how long it takes for a new drug to get on the market before it receives approval from the FDA,” he writes,  “Yet here is the educational medicine, so to speak, that all the nation’s children will be taking every day, seven hours a day– and no clinical trials have been done.”

Dr. Moore points out, too, that “most of the money that funded the original writing of the standards came from the deep pockets of Bill Gates. Perhaps related to this fact, the Common Core will have students working far more with computers… the people behind the Common Core also have a hand in running the tests and stand to gain financially…. the other people who stand to make out like bandits are the textbook publishers. If that’s not enough to get one wondering, it turns out that the actual writing of the standards was done in complete secrecy.

(Shocking! Terrible! And true.  Yet how many people know these facts in the face of so many ceaseless Common Core marketing lies being put out by the likes of Exxon, Harvard, Jeb Bush, the National Governors’ Association and even the National PTA, all of whom were paid by Bill Gates to say what they say about Common Core.  Don’t listen to them!  They are financially bound to say what they say.  Listen to people like Dr. Moore, who do not accept money from the Gates club.)

In his book, Dr. Moore talks a lot about what is NOT in the English standards as well as what’s there.

The traditional aims of education– to pursue truth, to find true happiness, to be good, to love the beautiful, to know the great stories of our American tradition– are not the designs of Common Core, he says.  The Common Core is a program that kills stories in order to direct people to “be preoccupied with only  the functional aspects of human existence and to have almost no interest in the higher aims of life.”

plato

Dr. Moore reminds us that controlling stories (or the lack of stories) is the same thing as controlling people:   “Plato pointed out in his Republic a book never read in today’s high schools, nor usually even in college– whoever writes the stories shapesor controls– the minds of the people in any given regime.”

The book’s title describes the killing of two important types of stories:

The great stories are, first, the works of literature that have long been considered great by any standard of literary judgment and, second, what we might call the Great American Story of people longing to be free and happy under their own self-government. The Common Core will kill these stories by a deadly combination of neglect, amputation, misinterpretation…”

Then,

On the ruins of the old canon of literary and historical classics will be erected a new canon of post-modern literature and progressive political doctrine. Simultaneous to this change, fewer and fewer works of literature will be read on the whole. Great literature will be replaced with ‘information’ masquerading as essential ‘workforce training’.”

Moore explains that the proponents of Common Core hold up “the illusion of reform” while continuing to “gut the school curriculum” and to remove its humanity.  He points to page five of the introduction to the Common Core where  this chart appears for English readings:

Grade Literary Information
4 50% 50%
8 45% 55%
12 30% 70%

So our little children under Common Core aligned school books won’t get more than 50% of their reading from stories.  And our high school seniors won’t get more than 30% of their reading from stories.  The bulky 70% of what they read must be informational text:  not poetry, not plays, not novels, not the books that move our souls.  In English class.

Thus literature is on the wane in public schools,” Dr. Moore writes, and traditional literature classes are being eroded, despite the fact that the Common Core proponents aim to deceive us and make the “public believe that they are requiring more rigor in reading.”

Dr. Moore calls us to fight for our children’s access to the great stories.

There has never been a great people without great stories. And the great stories of great peoples often dwell on the subject of greatness. They dwell on the subject of plain goodness as well: the goodness that is to be found in love, marriage, duty, the creation of noble and beautiful things. It is patently obvious that they authors of the Common Core are uncomfortable with these great stories of the great and the good.  They are plainly uncomfortable with great literature. And they are even more uncomfortable with what might be called the Great American Story.”

Read much of what the so-called education reformers are speaking about lately, and you’ll see it:  they call for sameness, common-ness, for the forced redistribution of teachers and funds, and above all, for equality of results.  Not greatness.  Not the ability for a single student or school to soar above the rest.  No exceptionalism allowed.  (Anyone ever read Harrison Bergeron?)

U.S. Secretary of Education Arne Duncan, Obama advisor Linda Darling-Hammond, the testing companies, the Common Core copyright holding groups– the reformers seem to avoid the concepts of goodness and greatness in favor of a twisted version of “social justice” equality, which is, frankly, theft, along with being as foolish as the reasoning behind the society of Harrison Bergeron, which is in no way truly fair, or truly helpful.

“…They fully expect us to shrug with thoughtless indifference.  Do not be fooled.  The fate of our stories is the fate of the nation,” writes Dr. Moore.

book and kite

Dr. Moore does the unthinkable:  he subjects the Common Core Standards to actual critical thinking (which they claim to promote).

Since everyone loves the expression ‘critical thinking’ these days, let us subject these standards to a little critical thinking.

He questions the  Common Core Initiative’s obsession with technology and testing.

bored by screen

Computers are a lot more like televisions than anyone is willing to admit… it is true that art teachers can now much more easily show their classes great paintings and sculptures by using the internet.  It is likewise true that history teachers can employ actual speeches of Churchill or Reagan using videos found on the web. Ninety percent of the time, though, that is not how the computer is being used… The arch-testers of the Common Core champion the use of the technological elixir that cures all illnesses and heals all wounds without even pausing to warn us of the potential side effects… we are not invited to consider how much technology is compromising the old literacy. Least of all are we supposed to realize that the remedy for our growing twenty-first-century illiteracy is traditional, nineteenth-century education.”

He asks us to re-examine the assumption that because technology has changed so much, schooling should also change so much.  “Does schooling belong in that class of things that does not get ‘updated’ every week…  human institutions and relations for which we must be initiated into certain permanent ways of thinking, lest we be cast adrift on a sea of moral, cultural, and political uncertainty?”

He points out that education should not be confused with job training and that “going to college” is not the same thing as gaining knowledge; and that the authors of Common Core are “lumping college readiness and career readiness together” without stopping to explain what either means nor how either will be affected by the lumping.

He points out that while the standards claim to wield the power to prepare children for “the twenty-first-century global economy,” that claim is based on nothing.  It’s just a claim.  And we have had economies to worry about since the beginning of time, none of which would have succeeded by taking away stories and classics, the very core that made people in the not too distant past far more literate than we are today.

He opposes this “pedestrian preoccupation with what will happen when children turn nineteen” because it “undermines the powers of imagination and of observation,” powers which are too important to ignore.  Think about it:  imagination makes children read and helps them to love books.  No little child is motivated to read because he/she is concerned about college and career, years from now.  The child reads because the story is interesting.  Period.

Dr. Moore also points out that the history of successful literacy shows a very different path from the one Common Core is leading America to follow.

Historically, what created the highest literacy rates?  Dr. Moore points out that it was high church attendance, combined with emphasis on the Bible, and schooling with an emphasis on traditional learning!  (And the Bible is composed mostly of stories and lyrical language, not of “rigorous informational texts.”)

Dr. Moore points out that Colonial Massachusetts and 18th-century Scotland had nearly universal literacy.  Newspapers in the 18th century were written at a far higher level than the journalism of today (which is written at the sixth-grade level.)

Yet the authors of Common Core insist that students should read far more recently written, informational texts, such as newspaper articles… Ergo, the literacy for the twenty-first-century global economy will be built upon the cracking foundation of our present semi-literacy. Was there not once a famous story-teller who said something about not building a house upon sand?”

He asks us to remember that the careful reading of stories enables us to “learn about good taste and manners. We learn all the the individual virtues and vices… human emotions… Through this vicarious activity, we are compelled to examine ourselves and thereby attain what used to be called self-government… What is a better study of ambition leading to ruin than Macbeth?  Wat is a better study of indecision and imprudence than Hamlet? What is a better example of adolescent love and passion in their raw state than Romeo and Juliet?  What is a better model of command than Henry V?… We hang onto these stories… that teach us who we are and who we ought to be. The study of human character through great literature, then, teaches us how to live.”

In the book’s last chapter, Moore explains that what is permanently valuable to students does not change very much.  He writes that a genuine common core would have included a group of magnificent books that each truly educated person would have read, at the very least.  Under THE Common Core, however, mostly informational, unproven texts and text excerpts are listed –and there is no set core of classic books.  He writes,  “Had the Common Core English Standards held up just a few great books, college professors could finally know what their incoming students had actually read.  Heck, even advertisers and comedians could know what jokes they could tell about literary characters”  Moore says that “the Holy Grail of school reform” is the set of “great books of our tradition.”

He recommends that students would read –PRIOR to high school–  titles such as The Tempest, Animal Farm, A Christmas Carol, and Dr. Jekyll and Mr. Hyde.

Then Dr. Moore lists a classical high school curriculum (which he says has been working in the schools in which he has helped to implement it):

Homer’s Iliad  (The whole thing, not a drive-by excerpt); the WHOLE of Shakespeare’s Julius Caesar, Hamlet and Macbeth; the WHOLE U.S. Constitution; Le Morte D’Arthur, Pride and Prejudice, Plutarch’s Lives; Moby Dick; Huckleberry Finn, 1984; A Tale of Two Cities; Crime and Punishment; The Scarlet Letter, The Mayflower Compact; Uncle Tom’s Cabin The Prince; Confessions of Augustine; poetry by Frost, Longfellow, Dickinson, Poe, Whitman, T.S. Eliot, Shakespeare; biographies of Benjamin Franklin and Theodore Roosevelt, speeches by Winston Churchill, Martin Luther King, George Washington, Abraham Lincoln and Ronald Reagan; and so on and so on.

Despite everything that is being taken away from the American English curriculum because of Common Core, despite the damage that is being done to children’s love of learning by removing the thing that makes people love to read and become great readers– stories– despite all else he exposes about the Common Core, Dr. Moore’s bottom line remains this one:

Anyone who thinks I have travelled too far afield or have jumped to conclusions about the true aims of the Common Core should read one further phrase found on the opening page of the English standards.  That phrase is more alarming and more revelaing than all the jargon about a new literacy and college and career readiness. ‘The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.’ …The authors of the Core are  forecasting that their program will change over the next ten, twenty, forty years… but the same people will be in charge. What will be the new and better evidence that emerges?  Who will get to decide what constitutes better evidence? Who will do the revising?”

I have only scratched the surface of this important book here.  I hope you will buy copies for your friends, your school board, your legislator, your governor, and especially for your favorite English teacher.  This book is a powerful tool in the fight to  reclaim legitimate K-12 and college education in this country.

Link to book:   The Story Killers: a Common Sense Case Against Common Core

Weighing Data-Driven Decision Making Against Privacy Under Common Core   4 comments

fish

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?

It’s either:

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)

OR:

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.”

Data Baby

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)

Not good.

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.

fish bigger

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.

Do you?

Open Letters: Common Core is Evil Posing as Good   10 comments

dixie

Dixie Allen, my State School Board Representative

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Sharing a long string of emails between my State School Board representative and me, from this week and last.
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Christel-

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.

Dixie Allen
Region 12
Utah State Board of Education

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Dear Dixie,

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.

Christel Swasey
Utah Teacher

apple books

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Updating with more letters 1-17-14

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Dixie,

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.

–Christel

Many State Legislatures 2014 Sessions to Debate Common Core Testing Issues

http://www.edweek.org/ew/articles/2014/01/08/15sessions_ep.h33.html

New York Assembly Speaker Says Case for Common Core Testing Should be Delayed

http://www.newsday.com/long-island/assembly-speaker-common-core-should-be-delayed-1.6752646

New York Teachers to Vote “No Confidence” in State Ed. Head for Ignoring Common Core Testing Moratorium Call

http://www.nystateofpolitics.com/2014/01/nysut-will-seek-no-confidence-vote-on-king/

New York Common Core Website Links to Offensive Test-Prep

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/11/common-core-chaos-ny-state-website-sends-kids-to-offensive-test-prep/

Florida Lawmakers Question Rush to Implement Common Core Exams

http://www.miamiherald.com/2014/01/08/3859588/lawmakers-question-timeline-for.html

North Carolina State Ed Board May Delay Move to Common Core Tests

http://www.newsobserver.com/2014/01/08/3516802/nc-education-board-wants-to-keep.html

New Testing Standards Stress Connecticut Educators

http://www.nhregister.com/social-affairs/20140108/new-testing-standards-stressing-new-haven-educators

Rushed Common Core Testing Rollout is Like Driving in the Fog

http://www.npr.org/2014/01/02/259082746/education-critics-say-common-core-standards-rollout-is-rushed

How Progressives Opposing Common Core Testing Should Deal with Strange Political Bedfellows

http://blogs.edweek.org/teachers/living-in-dialogue/2014/01/are_progressive_critics_of_com.html

FairTest Fact Sheet on Why a Common Core Testing Moratorium is Necessary

http://www.fairtest.org/common-core-assessments-factsheet

Educators Explain Alternatives to High-Stakes Exams

http://www.northjersey.com/news/239854621_Educators_air_academic_alternative_to_increased_student_testing.html

See Why and How Performance Assessment Works

http://www.fairtest.org/performance-assessments-succeed-new-york

Opt Out of Tests to Force a Balanced Assessment System

http://childrenaremorethantestscores.blogspot.com/2014/01/we-demand-balanced-assessment-system.html

Virginia Lawmakers Call for Fewer Tests

http://www.washingtonpost.com/local/education/virginia-lawmakers-call-for-fewer-sol-tests/2014/01/13/a7461654-789a-11e3-8963-b4b654bcc9b2_story.html

North Carolina Teachers Protest Plan to Give Third-Graders 36 Mini-Tests

http://www.newsobserver.com/2014/01/09/3519784/wake-to-give-more-tests-to-third.html

Rhode Island Expands Graduation Test Waivers

http://www.providencejournal.com/breaking-news/content/20140110-r.i.-department-of-education-expands-necap-waiver-for-high-school-graduation.ece

Mass. Teachers Reject Test-Based “Merit” Pay Bonuses

http://dianeravitch.net/2014/01/10/teachers-in-lee-ma-return-merit-pay/

Let’s Teach Students to Think Critically, Not Test Mindlessly

http://www.huffingtonpost.com/eric-cooper/lets-teach-students-to-th_b_4556320.html

Weingarten: Teaching and Learning Over Testing

http://www.huffingtonpost.com/randi-weingarten/teaching-and-learning-ove_b_4575705.html

Standardized Testing Has Created Standardized Students with Useless skills

http://www.highlandernews.org/11749/standardized-testing-has-created-standardized-students-with-useless-skills/

Anthem for a High-Stakes Testing Era (with apologies to Country Joe and the Fish)

http://www.schoolsmatter.info/2014/01/anthem-for-high-stakes-testing-era-with.html

“Standardized,” the Movie, Screening Schedule

https://www.facebook.com/STANDARDIZEDtheMOVIE

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Christel,

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.

Best Wishes,

Dixie

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elephant

Dear Dixie,

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 msanders@deseretnews.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.

Christel

—————–

Christel,

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.

Thanks again!!

Dixie
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elefant

Dixie,

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.

Christel
—————————

Christel,

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.

————————————-

Dixie,

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.

Christel
————————————-

Christel,

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.

Dixie
———————————-

Dixie,

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

———————-

Christel – since you choose to post my responses – I am through trying to help you understand the REAL truth.

So sorry!

Dixie

————————-

Dixie,

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.

Christel

——————-

Meme Unconstitutional Common Core Christel Swasey

Faltering Coleman and Turnabout Huckabee: Is the Stop Common Core Movement Succeeding?   11 comments

The Stop Common Core movement is gaining tremendous momentum and the proponents of Common Core seem to be slowing down. Some of the leading characters have been so slowed that they have been stopped in their tracks.

A recent broadcast by proponent Mike Huckabee said he’s suddenly turned around and is now NOT not a proponent of Common Core.

A recent public letter from David Coleman said he’s decided he must delay the Common Core version of the SAT until 2016.

—David Coleman! The noneducator-businessman-leading architect of the Common Core, the one who dismissed the value of narrative writing and espoused letting informational text edge out classic literature in English classrooms— THIS David Coleman who is now president of the College Board, who is aligning college entrance exams to his Common Core– this is the man who is admitting he cannot push his Common Core agenda up the hill fast anymore, because of so much pushback.

But that’s not all. Look at what is happening all over the nation!

We’ve seen handfuls of states drop out of the SBAC and PARCC Common Core testing consortia.

We’ve seen the Manchester, NH school district outright reject Common Core.

We’ve seen New York superintendent Joseph Rella hold a district-wide rally in a football stadium to create awareness about the damages of Common Core

We’ve read the testimonies of the official members of the Common Core validation committee who refused to sign off on the standards.

We’ve read parents’ own executive order against Common Core.

We’ve seen lawsuits and demonstrations.

We’ve even seen teenagers speaking out to legislatures in Arkansas and Tennessee, pleading with them to stop Common Core.

Top leaders in both the Democratic and the Republican parties are standing up and speaking out against Common Core.

There are countless grassroots groups in almost every state that are fighting Common Core, each going strong with thousands of Facebook and Twitter shares.

Every day we see more and more major news articles and radio programs and even debates and op-eds about the Stop Common Core movement.

There’s now a much-shared movie trailer for a Common Core documentary that comes out in February 2014. (It was posted on YouTube four days ago.)

We’ve seen anti-Common Core statements by many outstanding university professors; also, a letter from 132 Catholic scholars to Catholic Bishops, opposing Common Core.

There have been Stop Common Core resolutions passed in Bergen County, NJ; at Tammany Parish, Louisiana; at the Utah GOP convention, at the Alabama Republican Women’s Convention, and the national GOP convention, and elsewhere.

Many governors and other legislators are writing anti-Common Core documents and executive orders.

These happenings are simply amazing.

But listening to David Coleman and Mike Huckabee it becomes clear that the proponents have no intention of veering from their end goal: to hold complete local control in D.C. using the partnershipping of corporations and federal entities (neither of which have any authority over constitutionally state-held educational decisions).

Huckabee said, “Common Core is dead, but common sense shouldn’t be.”

Say what?

What part of stealing local control away from those who have a constitutional right to it, makes sense to Huckabee? What part of constitutionally, locally-set education standards aligns with the top-down “let’s raise standards nationwide” movement that pretends to serve while it robs? Huckabee even said that it was once a state-led movement that was hijacked by others. Really? Show me the convention at which my state representative helped write Common Core. I’ve talked to Sen. Lee and Sen. Chaffetz and they were not invited. Neither did anyone from my state school board come to such an event. There was none. It was businessmen and elite D.C. clubs that pushed this thing from day one, with the full support of the Obama Administration.

Sadly, it is clear that Huckabee in no way has abandoned the Common Core philosophy; he just wants to rebrand it.

Isn’t it AMAZING though, that Common Core has become an offensive word to many –even to Huckabee?

Isn’t it amazing that Huckabee wants to get away from the word, and that the U.S. Secretary of Education never uses it (instead using the term “college and career ready standards”. This could be seen as evidence that honest people with persistent voices can succeed against the mainstream, evidence that heaven has helped us.

But Common Core, by any other name, is still the unconstitutional partnershipping of corporations and federal entities to steal power from us.

Don’t be fooled. Obama’s Blueprint for Education is still with us although it never uses the term “Common Core,” either. But it’s all there: the federally-pushed standards, the standardization of student data, the teacher controls, etc. etc. etc. A rose by any other name…

Common Core Movie: Building the Machine (trailer)   13 comments

Here is the trailer for the upcoming Common Core documentary movie, Building the Machine.

To find out more, visit Common Core Issues at the Home School Legal Defense Association. http://www.commoncoremovie.com

STOTSKY: COMMON CORE MATH NOT PREPARING HIGH SCHOOL STUDENTS FOR STEM   1 comment

stotsky

Dr. Sandra Stotsky’s opinion editorial with Maureen Downey in the Atlanta Journal-Constitution is just plain important. It’s published in this week’s AJC:

SHOULD AMERICAN HIGH SCHOOLS PREPARE ANY STUDENTS FOR STEM? COMMON CORE DOESN’T THINK SO.

By Sandra Stotsky

When states adopted Common Core’s mathematics standards, they were told (among other things) that these standards would make all high school students “college- and career-ready” and strengthen the critical pipeline for science, technology, engineering, and math (STEM).

However, with the exception of a few standards in trigonometry, the math standards end after Algebra II, as James Milgram, professor of mathematics emeritus at Stanford University, observed in “Lowering the Bar: How Common Core Math Fails to Prepare High School Students for STEM,” a report that we co-authored for the Pioneer Institute.

Who was responsible for telling the Georgia Board of Education when it adopted these standards in 2010 that Common Core includes no standards for precalculus or for getting to precalculus from a weak Algebra II? Who should be telling Georgia business executives and Georgia college presidents today that high school graduates taught only to Common Core’s mathematics standards won’t be able to pursue a four-year degree in STEM?

Superintendents, local school committees, and most parents, in fact, have been led to believe that Common Core’s mathematics standards are rigorous. They are not complicit in this clever act of educational sabotage. But those who wrote these standards are. They knew that only one out of every 50 prospective STEM majors who begin their undergraduate math coursework at the precalculus level or lower will earn bachelor’s degrees in a STEM area.

It’s not as if the lead mathematics standards writers themselves didn’t tell us how low Common Core’s high school mathematics standards were. At a March 2010 meeting* of the Massachusetts Board of Elementary and Secondary Education, Jason Zimba, a lead writer, told the board that the standards are “not for STEM.” In January 2010, William McCallum, another lead writer, told a group of mathematicians: “The overall standards would not be too high, certainly not in comparison [to] other nations, including East Asia, where math education excels.”

Moreover, Professor Milgram and I were members of Common Core’s Validation Committee, which was charged with reviewing drafts of the standards. We both refused to sign off on the academic quality of the final version of Common Core’s standards and made our criticism public.

There are other consequences to having a college readiness test in mathematics with low expectations. The U.S. Department of Education’s Race to the Top program requires states to place students who have been admitted by their public colleges and universities into credit-bearing (non-remedial) mathematics (and English) courses if they have passed a Common Core–based “college readiness” test. All public colleges, engineering schools, and universities in Georgia will likely have to lower the level of their introductory math courses to avoid unacceptably high failure rates.

It is still astonishing that Georgia’s state Board of Education adopted Common Core’s standards without asking the engineering, science, and mathematics faculty at its own higher education institutions (and the mathematics teachers in its own high schools) to analyze Common Core’s definition of college readiness and make public their recommendations. After all, who could be better judges of what students need for a STEM major?

Georgia should revise or abandon its Common Core’s mathematics standards as soon as possible unless, of course, the governor and the state’s board of education aren’t interested in having American-born and educated engineers, doctors, or scientists.

If that is the case, then keep the Common Core status quo.

———————–

Professor Sandra Stotsky, who served on Common Core’s official Validation Committee from 2009-2010, wrote a report for Georgia state Sen. William Ligon comparing Common Core’s English standards with Georgia’s Performance Standards.

*The above-mentioned meeting (where Common Core creators admitted that Common Core does not prepare students for STEM careers, and that it is only meant for nonselective, two year colleges) was filmed and is viewable here: http://www.youtube.com/watch?v=eJZY4mh2rt8

Also, here is a link to view Dr. Sandra Stotsky, Dr. Christopher Tienken, and others speaking at a recent Carroll County, Maryland, pro-and-con Common Core Forum.

On December 8th, in Howard County, Dr. Stotsky and Dr. Tienken will be speaking at another forum, alongside many others including the Maryland Superintendent of Schools and the cofounder of United Opt Out. The press release gave the following time and address for anyone who is able to attend: 5:00 pm, Sunday, December 8th: Reservoir High School, 11550 Scaggsville Road in Fulton, Maryland.

Pullman: Common Core is the Big Election Issue That Politicians Try to Ignore   2 comments

Published this week at The Federalist is an article by Joy Pullman: “Common Core: The Biggest Election Issue Washington Prefers to Ignore”.

Pullman points out that while Washington does its best to ignore or discredit Common Core opposition, the fact remains that some heavy names and powerful organizations are fighting Common Core:

“Common Core opponents include, as entire institutions or representatives from them, the American Principles Project, Americans for Prosperity, the Badass Teachers Association, the Brookings Institution, the Cato Institute, Class Size Matters, Eagle Forum, FreedomWorks, the Friedman Foundation for Educational Choice, the Goldwater Institute, the Heartland Institute (where I work), the Heritage Foundation, Hillsdale College, the Hoover Institute, Notre Dame University, the National Association of Scholars, the Pioneer Institute, Stanford University, United Opt-Out, and leaders from Texas Gov. Rick Perry and Virginia Gov. Bob McDonnell to a coalition of Catholic university scholars and teachers union darling Diane Ravitch. These organizations’ flavors range from constitutionalist to libertarian to liberal. The people making the noise are regular moms, dads, and grandparents, but they’re backed up by organizations with intellectual chops.”

She writes, “Even so, knowledge of Common Core is relatively low among the general public, so many politicians have seen this as an opening to disregard or ignore it. That’s a dangerous move….the biggest thing Washington politicos may be overlooking about Common Core is the simple fact that wedge issues matter. Most of the populace does not show up to vote for most elections. People who have strong reasons to vote do, and turnout often determines elections. Getting passionate people to vote is half the point of a campaign. The Common Core moms have a reason to vote, and boy, do they have a lot of friends.”

Read the whole article.

7 Links to Evidence of Federal Control of Common Core   9 comments

arne barackk

Folks, there can be no question that the federal government is using Common Core to take away our freedoms.

So why do many people still believe that “there’s no federal control of Common Core”? Because trusted education leaders are not being forthright with –or are not in possession of– the truth. Here in Utah, for example, the Utah State Office of Education, has a “fact-versus-fiction” pamphlet which still says that the standards “are not federally controlled.”

The fact is that states that adopted Common Core standards are being co-parented by two groups in partnership, neither of which takes seriously the constitutional rights of the states to govern education locally: these partners are 1) The federal government and 2) Private trade clubs financed by Bill Gates– NGA and CCSSO.

So first, here’s evidence of terrible federal controls: (click to fact check, please)

1. Federal micromanagement in Common Core testing grant conditions and now, Race to the Top grant lures that go directly to districts and ignore state authority over districts.
2.Federal ESEA 15% capped waiver conditions that deny states the right to add more than 15% to our standards;
3. Federal reviews of tests
4. Federal data collection
5. Federal
disfiguration of previously protective FERPA laws that removed parental rights over student data;
6. President Obama’s four assurances for education reform which governors promised to enact in exchange for ARRA stimulus funds;
7.Obama’s withholding of funds from schools that do not adopt Common Core as read in his Blueprint for Reform (aka The Reauthorization of the Elementary and Secondary Education Act) which says, “Beginning in 2015, formula funds will be available only to states that are implementing assessments based on college- and career-ready standards that are common to a significant number of states.”

barack arne

And here’s evidence of unelected, corporate controls of Common Core:

1) Common Core copyrights (and “living work” alteration rights) are held solely by two unelected, private clubs, the superintendents’ club (aka CCSSO) and a governors’ club (aka NGA).
2) These two clubs’ Common Core creation was influenced and funded not by voters/taxpayers, by the politically extreme Bill Gates, who has spent over $5 Billion on his personal, awful version of education reform– and that dollar amount is his own admission.
3) No amendment process exists for states to co-amend the “living work” standards. The “living work” statement means that OUR standards will be changed without representation from US as the states; it will be controlled by the private trade groups CCSSO/NGA.
4) Bill Gates and Pearson are partnered. (Biggest ed sales company partnered with 2nd richest man on earth, all in the effort to force Common Core on everyone.)
5) The speech of corporate sponsor Bill Gates when he explains that “We’ll only know [Common Core] this works when the curriculum and the tests are aligned to these standards.” This explains why he is giving away so much money so that companies can be united in the gold rush of creating Common Core curriculum.
6. Virtually every textbook sales company now loudly advertises being “common core aligned” which creates a national monopoly on textbook-thought. This, despite the fact that the standards are unpiloted, experimental (in the words of Dr. Christopher Tienken, Common Core is education malpractice.)
7. The U.S. Chamber of Commerce and many huge corporations (ExxonMobil) are loudly selling Common Core as a way of creating wealth, despite the standards’ untested nature.

The federal partnering with the private groups like CCSSO/NGA, means that mandates and thought-monopolies of Common Core are truly beyond even legislative control. –Because they are privately controlled, they’re beyond voters’ influence.

This is why nothing short of an outright rejection of all things Common Core can restore us to educational freedom.

Why should you care? Why should you fight this, even if you don’t have children in school? Because of the Constitution.

The Constitution sets us apart as the only country on earth that has ever truly had the “freedom experiment” work. This makes us a miraculous exception. Why would we ever shred the Constitution by accepting initiatives that disfigure our representative system?

The G.E.P.A. law states that “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…”

So the federal government is prohibited from creating tests or instructional materials– but the private groups NGA and CCSSO, funded by Gates, are not! This is why the federal Department of Education officially partnered with these unelected, private corporate interests –groups which are not accountable to G.E.P.A. laws, to teachers, principals, taxpayers, voters or children. (This may also explain why Arne Duncan goes to such great lengths to distinguish between standards and curriculum. Everybody knows that standards dictate curriculum like a frame dictates the height and width of a house. But GEPA law doesn’t use the word “standards.”)

We are in unrepresented dire straits: In no way do voters or teachers (or states themselves) control what is now set in the Common Core standards.

This is true in spite of the so often-repeated “the standards are state-led” marketing line. Don’t believe the marketing lines! So much money is money being spent on marketing Common Core because of Bill Gates. Gates sees this whole Common Core movement as a way to establish his (and Pearson’s) “uniform customer base.”

Watch Gates say these words in his speech if you haven’t already. This speech needs to be widely known, especially by school boards –so that we can boycott this monopoly on thought and on our precious taxpayer dollars.

Please don’t let people keep getting away with saying that the Common Core is free from federal controls, or that “we can add anything we want to it” and “there are no strings attached.” It simply isn’t true.

(How we wish that it was.)

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Utah Mom Alyson Williams: The Common Core Standards That We Aren’t Talking About   15 comments

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Utah Mom Alyson Williams’ razor-sharp wit and use of unarguable facts makes the speech she gave at a Common Core debate (with State School Board member Dixie Allen and two professors) a powerful tool in the national Stop Common Core arsenal. Below are her prepared remarks. The event was filmed and will be posted soon.

6 few smashing highlights from the speech –words I’d like to slap up on websites and billboards and bumpers all over the country:

1 “There is no such thing in the U.S. Constitution as a council of governors… Allowing rules for education to be set by those with no authority to do so is not a high enough standard for me or my children.”

2 “The Department of Ed … set rules for education, in exchange for the money – rules that normally would be determined by the States themselves under the 10th Amendment.”

3 “The Utah Constitution … does not say that [the board] can outsource a role we entrusted to them to a non-governmental trade organization who outsourced it to another group of hand-picked experts. This is called “delegation” and it has been established in legal precedent to be unconstitutional.”

4 “Unelected officials gutting laws that were established by Congress to protect my family’s privacy is not a high enough standard for me and my children.”

5 “No meaningful public input on changes that affect all of our community schools is not a high enough standard for me and my children.”

6 “We can set high standards for math and English without circumventing, stretching, or ignoring the high standards for self government that have made our nation unique in all the history of the world.”

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THE COMMON CORE STANDARDS THAT WE AREN’T TALKING ABOUT

Guest post by Alyson Williams, Utah mom

We’ve heard that with Common Core we’re just setting higher standards for learning, right? Why would a mom who wants the very best for her children be against that?

We are a community with high standards for all kinds of things, not just education. Standards can be examples, expectations, models, patterns, or precedents to follow or measure oneself against.

Keeping those synonyms in mind I’d like to talk about the standards we’ve set for our children in the course of adopting the Common Core. You may be surprised to learn that we have set new standards not only for math and english, but also for how public education is governed.

At the beginning of Obama’s first term our Congress passed the American Reinvestment and Recovery Act, also known as “the Stimulus” which included $100 Billion dollars for education. At the time major newspapers buzzed about the unprecedented power of assigning this much money to the discretion of the Education Secretary with virtually no congressional oversight. From the Stimulus came the State Fiscal Stabilization Fund and the Race to the Top grant programs that enabled the Department of Ed to set rules for education, in exchange for the money – rules that normally would be determined by the States themselves under the 10th Ammendment.

This 36 page document, “The Road to a National Curriculum” was written by two former top lawyers for the US Department of Education. In it they offer an analysis of how these reforms violate three Federal laws. They conclude, “The Department has simply paid others to do that which it is forbidden to do.” (p.18)

Using taxpayer money from the stimulus to implement reforms that weaken the State’s autonomy over education is not a high enough standard for me and my children.

Proponents of these reforms like to point out that adopting these reforms was a legitimate exercise of state’s rights because the development of the standards was led by the Governors at the National Governors Association. The problem is, the Utah State Constitution does not grant authority over education to our Governor. Furthermore, there is no such thing in the U.S. Constitution as a council of governors. Comparing best practices is one thing, but 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. The organizations that introduced Common Core to our nation, state-by-state, had no constitutional commission to do what they did.

Allowing rules for education to be set by those with no authority to do so is not a high enough standard for me or my children.

The Governor didn’t decide on his own that Utah would adopt these reforms. The agreements were also signed by the State Superintendent acting in behalf of the State School Board. The Utah Constitution does give authority to the State School Board to set academic standards. It does not say that they can outsource a role we entrusted to them to a non-governmental trade organization who outsourced it to another group of hand-picked experts. This is called “delegation” and it has been established in legal precedent to be unconstitutional.

Elected officials delegating a job we entrusted to them to a body outside the jurisdiction of state oversight is not a high enough standard for me and my children.

The official USOE pamphlet on the Common Core adoption says that the State School Board “monitored this process.” But Dane Linn who was the education director for the NGA at the time the standards were being written stated, “All of the standards writing and discussions were sealed by confidentiality agreements, and held in private.” http://news.heartland.org/newspaper-article/2013/06/07/five-people-wrote-state-led-common-core

There were no meeting minutes, no public records, no obligation by the lead writers to even respond to the input of anyone who submitted it, including any input from our school board. As a parent and a taxpayer, this process cuts me out completely.

As citizens of a self-governing Republic, this non-representative process is not a high enough standard for me and my children.

While this process was different than the way standards have been vetted in the past, the State School Board insists their involvement and review was adequate and that there was time for public input. The USOE published this timeline for adoption of the standards. Here it says that the summer of 2010 was the public comment period. However, the final draft was not available until June 2, and the Board took their first of two votes to adopt them two days later on June 4. The second and final vote was made a month later, but the first formally announced public comment period I could find was in April of 2012 – 22 months after the Board officially adopted the standards.

No meaningful public input on changes that affect all of our community schools is not a high enough standard for me and my children.

When the Department of Education ran out of grant money to get states to implement their reforms, they offered the states waivers from unpopular requirements of No Child Left Behind that many Utah schools were not anticipated to meet. While the No Child Left Behind law did grant limited authority to the Department of Education to waive certain conditions, it did not grant them authority to require new conditions in exchange.

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This increasingly common habit of the executive branch to waive laws and replace them with their own rules, as if they held the lawmaking authority assigned to Congress, is not an acceptable standard for me and my children.

This is not the only example of the Department of Education overstepping their authority. In order for States to collect the individual student data required by these reforms, the US Department of Ed altered the Family Education Rights and Privacy Act (FERPA) weakening the protection of parental control over sharing student data. Both the Electronic Privacy Information Center and Fordham University’s Center for Law and Information Policy have written briefs charging that the Education Department acted illegally.

Unelected officials gutting laws that were established by Congress to protect my family’s privacy is not a high enough standard for me and my children.

Ever since we started down the road of adopting Common Core, in fact, I’ve noticed a much greater influence over education by unelected special interests. In an article published in the Washington Post in May (http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/12/gates-gives-150-million-in-grants-for-common-core-standards/), for example, it was estimated that the Gates Foundation has spent at least $150 million dollars to fund and promote Common Core.

A July 2010 BusinessWeek Coverstory on Bill Gates quotes Jack Jennings, director of the Center on Education Policy saying, “As a private entity that doesn’t answer to voters, Gates can back initiatives that are politically dicey for the Obama Administration, such as uniform standards … In the past, states’ rights advocates have blocked federal efforts for a national curriculum. Gates ‘was able to do something the federal government couldn’t do.” http://www.businessweek.com/magazine/content/10_30/b4188058281758.htm#p4

When one very rich man has a greater influence over the direction of public education than parents, teachers and local communities that sets an unacceptable standard for “we the people,” for me, and for my children.

What is the justification for pushing these reforms through, bypassing the checks and balances of our established legal framework? We have to do it we are told so that our children will be “career and college ready.”

The Govenor, on his webpage for education, says we need to implement these reforms to “align educational training to meet the workforce demands of the marketplace.” http://www.utah.gov/governor/priorities/education.html

To me, all of these workforce goals seem to imply that the highest aim of education is work. Historically, the purpose of American education was to nurture the development of self-governing citizens, with work being incidental to that development. This nation has uniquely thrived according to the principle that a free market with good people pursuing their own dreams works better than attempts at centrally regulated markets with efficiently trained workers.

Being an efficient employee in a job that matches a data profile collected by the state from cradle to career is not a high enough standard for education, not for my children.

Thomas Jefferson was an early proponent of publicly funded education. He saw literate citizens educated in history and principles of good government as a necessary condition of maintaining liberty. He said, “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.”

How tragically ironic if, in the very name of public education, we end up eroding those very safeguards of liberty that he championed.

My opposition to the way we’ve adopted Common Core (and the rest of the education reforms introduced in the Stimulus) is not just about the education of my children, it is about the type of government I hope my children will inherit when they have children of their own. I believe we can set high standards for math and English without circumventing, stretching, or ignoring the high standards for self government that have made our nation unique in all the history of the world. This is the Constitution of the United States of America. These standards ARE high enough for me, and my children.

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Brilliant. Thank you, Alyson Williams.

Dads Too, Mr. Duncan   4 comments

Countless –countless– men and fathers are publically and boldly standing up against Common Core. It’s not only “white, suburban moms” who oppose Common Core, and it’s not only the right or the left, either– despite what the U.S. Secretary of Education has so absurdly claimednot by a long shot.

A very partial list of a lot of dads who are fighting Common Core is listed below. They are professors, pastors, governors, truck drivers, psychologists, mathematicians, ministers and more. Read what they say.

First, please read this article written by a guest author, an Ohio father who is fighting Common Core.

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DADS TOO, MR. DUNCAN.

Guest post by an Ohio father against Common Core.

As a stay-at-home father of 2 elementary school children here in Ohio (where Common Core is being implemented), I take an active role in my kids’ education. I’ve tried to educate myself about Common Core – the history, the funding, how it’s been adopted – all of it. I have read many arguments, both pro and con. So when I read your recent comments labeling Common Core critics as: “white, suburban moms” who “All of a sudden, their child isn’t as bright as they thought and their school isn’t quite as good as they thought,” my reactions were varied.

First – How predictable: an elitist Progressive injecting race and gender into the debate (how does it go again? Identify it, label it, marginalize it? -something like that). I wasn’t insulted that you chose to identify all Common Core critics as white, suburban women. I don’t take offense at such things. But remember, these (the critics, whatever their gender or skin color) are the people who are seeing the actual Common Core materials and the effects they are having in the schools. Your response is to insult them.

I would think you might counter criticism of Common Core with tangible results showing how great it is. Lacking that, I guess you went with what you had. Trust me, there are serious problems and denigrating the critics only paints you as a tone-deaf authoritarian.

Second – Your comments help to dispel the “state-led” falsehood that was being thrown around some months back. Is it me, or has “state-led” become less frequently used by those who support Common Core? Like many of the oft-repeated buzz phrases and unsubstantiated claims used by Common Core supporters, when scrutinized they seem to dissolve. As the debate intensifies, and the federal government’s educrats become more vocal for the Common Core cause, it becomes exposed for what it is – a top-down, centrally-planned federalization of school curricula. Many Common Core opponents realize that it will lead to a near-total loss of local control over their schools.

Last, it may turn out that your comments have the opposite effect that you intended. It could be that you’ve drawn more interest to the Common Core from involved parents who aren’t going to be placated by claims of “college-preparedness” and “international competitiveness” that have exactly zero data to back them up. That remains to be seen. But more and more people are paying attention as this is being implemented.

Unlike others, I don’t want you fired over your recent comments. I want Common Core repealed in my state. Your removal would all-too-easily make this a “problem solved, let’s move on, shall we” scenario. And by all means, Mr Duncan, don’t suppress any contempt when making comments about Common Core critics. I actually appreciate the honesty.

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Many thanks to this Ohio Dad and to all the fantastic fathers who are fighting for their children, for legitimate education, and for freedom.

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tim-scott_thumb

Senator Tim Scott of South Carolina

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Emmett McGroarty of the American Principles Project

Dr Thompson

Dr. Gary Thompson, clinical child psychologist

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Dr. Yong Zhao of the University of Oregon

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Superintendent Joseph Rella, NY

evers

Dr. Bill Evers, Stanford University

stergios

Jim Stergios, Pioneer Institute

esolen

Dr. Anthony Esolen, Providence College

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Dr. James Milgram, mathematician on official Common Core validation committee

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Jamie Gass, Pioneer Institute

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Robert Small of Maryland

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Robert Scott, former Texas Education Commissioner

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Dr. Christopher Tienken, Seton Hall University

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Lt. Governor of North Carolina, Dan Forest

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Rep. Scott Schneider, Indiana

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Paul Horton, Chicago high school history teacher

DADS AGAINST COMMON CORE (Including the men pictured above):

Robert Small, father in Maryland; Superintendent Joseph Rella of Comsewogue District, New York; Dr. Bill Evers, of Stanford University’s Hoover Institute; Dr. Christopher Tienken, professor at Seton Hall University; Emmett McGroaty of the American Principles Project; Rep. Brian Greene of Utah; Dr. Gary Thompson, Utah clinical child psychologist; Robert Scott, former Commissioner of Education, Texas; Senator Mike Fair of South Carolina; Rep. John Hikel of New Hampshire; Nick Tampio and Fr. Joseph Koterski, professors at Fordham University; Oak Norton, author at Utah’s Republic; Senator Mike Fair, Alabama Governor Bentley; Dr. James Milgram of Stanford University, Emeritus; Ze’ev Wurman, mathematician and former Dept. of Education advisor; Dr. Terrence Moore and Dr. Daniel Coupland, of Hillsdale College; TX Governor Rick Perry; Paul Horton, high school history teacher – Chicago, Illinois; Maine Governor Paul LePage; Dr. Yong Zhao, professor at University of Oregon; Dr. Alan Manning, professor at Brigham Young University; Dr. Gerard Bradley and Dr. Duncan Stroik, both of the University of Notre Dame; NC Teacher Kris Nielsen; NY Father Glen Dalgleish; UT teacher David Cox; Dr. Robert George of Princeton University; Jamie Gass, of Pioneer Institute; Dr. Anthony Esolen, Professor of English at Providence College; Dr. Kevin Doak and Dr. Thomas Farr, professors at Georgetown University; Dr. Ronald Rychlak of the University of Mississippi; Professor Kenneth Grasso of Texas State University; Dr. James Hitchcock, professor at Saint Louis University; Francis Beckwith, professor at Baylor University; Dr. John A. Gueguen Emeritus Professor at Illinois State University; North Carolina Lt. Governor Dan Forest; Pastor Paul Blair, Fairview Baptist Church, Edmond, Oklahoma; Reverend Dr. Perry Greene, South Yukon Church of Christ, Oklahoma; Reverend Tim Gillespie, Seminole Free Will Baptist Church, Oklahoma; Reverend Dr. Steve Kern, Olivet Baptist Church, Oklahoma; Reverend Dr. Tom Vineyard, Windsor Hills Baptist Church, Oklahoma; Reverend Gerald R. Peterson, Sr. Pastor, First Lutheran Church, Oklahoma; Reverend Dan Fisher, Trinity Baptist Church – Yukon, Oklahoma; Reverend Christopher Redding, Stillwater, Oklahoma; Reverend Dr. Kevin Clarkson, First Baptist Church – Moore, Oklahoma; Reverend Bruce A. DeLay, Church in the Heartland – Tulsa, Oklahoma; and Reverends Chilles Hutchinson, David Evans, Dr. Bruce A. Proctor, Dr. Jim D. Standridge, Donnie Edmondson, Paul Tompkins, Craig Wright, Jesse Leon Rodgers, Ken Smith, Dr. Charles Harding, Rod Rieger, Ron Lindsey, Glen Howard, Dr. Jim Vineyard, Brad Lowrie, Jerry Pitts, Jerry Drewery, Mark McAdow, Jack Bettis, Stephen D. Lopp, Mark D. DeMoss, Jason Murray, Dr. Eddie Lee White, Mike Smith, Alan Conner, Dwight Burchett, Bill Kent, Keith Gordon, Wendell Neal– all Oklahoma Reverends; Glenn Beck, t.v. producer; Dr. Richard Sherlock, professor at Utah State University; Dr. Thomas Newkirk of the University of New Hampshire; Senator Tim Scott of South Carolina; Indiana Representative Scott Schneider.

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We’re Upset, Mr. Duncan: Slammed Mothers Bite Back   3 comments

U.S. Secretary of Education Arne Duncan felt free to slam moms who stand against Common Core –yes, MOMS– during an official speech last week.

He lashed out against “white, suburban moms” who stand up against Common Core. The story was reported by Politico and was echoed by Fox News, the Washington Post, the Huffington Post, the Manchester Union Leader, the New York Post, Washington Times, CNN and others.

U.S. Secretary of Education Arne Duncan

Moms are biting back. Read what they are saying. From New York mom Ali Gordon to Virginia mom Gretchen Moran Laskas to the Utah moms like me, we are all kinds of mothers –there are tea partiers and there are also moms who call themselves “Progressive, bleeding heart liberals.” Mother bears all.

Duncan’s comment revealed an odd disrespect for white, suburban moms (I wonder what his wife thought of the comment) and it also revealed that Mr. Duncan believes the reason that the average American mother is opposed to Common Core is as simple as (excuse the Secretary of Education’s grammar, please) “their child isn’t as brilliant as they thought they were and their school isn’t quite as good as they thought.” Really, Mr. Duncan?

Mr. Duncan.

We’re upset because students and teachers are being subjected to unpiloted standards and privacy-invading tests that no parent nor teacher had a say in crafting –standards contrived by businessmen intent on making a buck off the “uniform customer base” that schools represent.

We’re upset, Mr. Duncan, that education without representation is being sold to us deceptively, and that children are being experimented upon. We’re upset, Mr. Duncan, that the standards themselves were rejected by top members of their own validation committee, but are being touted as excellent college prep –Even Common Core’s own architects have admitted that they prepare kids at best for a nonselective college, not a four year degree, and do not prepare students for STEM careers. (What was that you said about international competitiveness?)

We’re upset, too, that Department of Education officials label us, but they do not listen. Last summer, the Department gave speeches labeling us as “just” right-wing tea-partiers. Now your spokesman, Massie Ritsch, is saying: “The far right and far left have made up their minds, but there’s angst in the middle.” Really?

Mr. Duncan, moms are going to bite back; that’s what mother bears do.

It’s not because your Common Core is discovering faults in our children! We already know our children.

Common Core is an affront to children, to parents, to teachers, and is a robbery of legitimate, time-tested education. Mr. Duncan, we do not and will not hold back when it comes to our childrens’ education, their Constitutional right to privacy (no “unreasonable searches”) and to their teachers’ freedom to teach as THEY —not as bureaucrats and corporate talking heads and grant lures— see fit.

Count on it.

Video: The Eloquent Ethan Young — Student in Tennessee — Calling Out Common Core   7 comments

Recently America met the remakable Patrick Richardson, a teenager from Arkansas, who blasted through Common Core in power point presentations and speeches to his legislators.

Now, meet the eloquent Ethan Young of Tennessee, another brilliant teenager whose five minute, out-of-the-ballpark speech, utterly flattens the many false claims of the Common Core.

In this video speech you can hear these highlights:

On teacher evaluations: “These subjective anxiety producers do more to damage a teacher’s self esteem than you realize.”

“Erroneous evaluation coupled with strategic compensation presents a punitive model that as a student is like watching your teacher jump through flaming hoops to earn a score.”

“A teacher cannot be evaluated without his students, because as a craft, teaching is an interaction. Thus, how can you gauge a teacher’s success with no control of a student’s participation or interest? I stand before you because I care about education but also because I want to support my teachers… This relationship is at the heart of instruction and there will never be a system by which it is accurately measured.”

On bureaucratic convenience: “We can argue the details ad infinitum. Yet I observe a much broader issue with education today. Standards based education is ruining the way we teach and learn. Yes, I’ve already been told by legislators and administrators: “Ethan, that’s just the way things work.” But why? I’m going to answer that question. It’s bureaucratic convenience.”

“…It works with nuclear reactor and business models…. I mean, how convenient: calculating exactly who knows what and who needs what? I mean, why don’t we just manufacture robots instead of students? They last longer and they always do what they’re told.”

“Education is unlike every other bureaucratic institute in our government. The task of teaching is never quantifiable. If everything I learned in high school is a measurable objective, I haven’t learned anything.

On the way Common Core sprung up:

“The initiative seemed to spring from states when in reality it was contrived by an insular group of testing executives with only two academic content specialists. Neither specialist approved the final standards and the English consultant, Dr. Sandra Stotsky, publicly stated she felt the standards left students with “an empty skill set, lacking literary knowledge.”

“While educators and administrators were later included in the validation committee and feedback groups, they did not play a role in the actual drafting of the standards…. the standards aren’t rigorous, just different, designed for industrial-model schools.”

“If nothing else, these standards are a glowing conflict of interest. And they lack the research they allegedly received. And most importantly, the standards illustrate a mistrust of teachers.”

On the purpose of teaching:

“Creativity, appreciation, inquisitiveness, these are impossible to scale. But they are are the purpose of education, why our teachers teachers, why I choose to learn.”

“And today we find ourselves in a nation that produces workers. Everything is career and college preparation. Somewhere our Founding Fathers are turning in their graves pleading, screaming, and trying to say to us that we teach to free minds, we teach to inspire, we teach to equip, and the careers will come naturally.”

“Ask any of these teachers, ask any of my peers… Haven’t we gone too far with data?”

“Any fool can criticize, condemn and complain and most fools do.. but… the problems I cite are very real… Do not dismiss them as another fool’s criticisms…”

“You can not ignore me, my teachers or the truth. We need change, but not Common Core, high stakes evaluations, or more robots.”

Watch the video here.

Louisiana Local Teachers Union President and Superintendent Stand Against Common Core   3 comments

St. Tammany Federation of Teachers President Elsie Burkhalter, and St. Tammany Schools Superintendent, Trey Folse, of the St. Tammany Parish Public school system in Louisiana, have taken a public stand against Common Core.  The resolution to stop Common Core involvement hit teachers’ mailboxes this week.

This was reported by the Greater New Orleans Times-Picayune as well as  by teacher Mercedes Schneider,  who added that “In response to St Tammany’s drafting the [anti-Common Core] resolution, the Louisiana Board … pushed Common Core in a tour of St. Tammany Schools in late October. The tour did not go well, with State Superintendent John White being met with lawn signs protesting his intent to push Common Core State Standards.”

Love those yard signs.

Thank you, Louisiana.

Teacher Meg Norris: To My Students   2 comments

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A letter is posted At The Chalkface. The powerful letter to seventh grade students comes from teacher Meg Norris who explains why she left teaching to fight Common Core.

Here’s just a small piece of it:

“To My Students,

I did not return to the classroom this year and I want to apologize… I want you to know none of this is your fault. It is not you… Your brain was designed perfectly. Common Core standards were not… Common Core is the first time in the history of this country that a privately written and copyrighted plan has become public policy. There is no research to back it and it has never been tested. Politicians are pushing it because these corporations are giving them money to push it. When I left, I met with members of your Board of Education and told them what was happening. They ignored me. I went to the local newspaper and they ignored me too. When I spoke to the state Senate education committee they dismissed me as a political nut job…”

The whole letter is a tearjerker. Please read it and share it.

Translating Obama’s Four Pillars of Education Reform: JaKell Sullivan   3 comments

Yesterday’s excellent editorial in the Deseret News by JaKell Sullivan translates the four innocent-sounding pillars of Obama’s education reforms into plain English.

The article points out: (The electronic links are mine)

“The US Department of Education’s website details the four federal education reforms that 46 states are almost done implementing:

1 Adopt College-and-Career Ready standards and high-quality, valid and reliable assessments for all students.
2 Develop and use pre-K through post-secondary and career data systems.
3 Increase teacher effectiveness and ensure equitable distribution of qualified teachers.
4 Turn around the lowest-performing schools.

These reforms sound somewhat innocuous until one starts reading… original source documents. The translation of the reforms appears to be:

1. Adopt 2-year college and job-ready national standards to ensure that college diplomas are “equitable” and more attainable to the masses through a Common Core that is not internationally benchmarked.

Use federally-required Computer Adaptive Tests that will not be accessible to local teachers or administrators — or parents at a set point after they are given. Meanwhile, federal reformers are remaking America’s entire testing system by aligning all K-12 testing — including the GED, SAT and ACT — to Common Core so that subjective questions can assess real world knowledge as the means for social change. This overhaul is being orchestrated by the new head of the College Board, David Coleman, who is considered the architect of Common Core.

2. Develop interoperable data systems to track students from “cradle to career.”

The federal executive branch revised regulations within FERPA —privacy law — so that data tracking could occur without Congressional approval and so student identifiable data can be shared with stakeholders without parental consent. According to the Data Quality Campaign, student data should be linked with health, social services and criminal justice data systems.

3. Tie teacher pay to student test scores on Common Core tests and redistribute “highly effective” teachers by federal mandate.

The federal government’s idea of “highly effective” teachers means people who complete 5 weeks of training through Teach for America, or teachers who are accredited in programs dedicated to equit, diversity and social justice — not student achievement.)

4. Create new school grading systems to enforce the federal government’s equity measures on schools.

This explains why West High and other outstanding schools recently received failing grades. They are “underperforming” in equity measures. The system is not set up to evaluate the student achievement that local parents value, but rather the equity measures that social justice reformers demand.

The article also points out that since governors were directed by the White House to spend the stimulus funds quickly, the directive “has allowed the federal government to remake K-12 education in three years time without public knowledge, without using our representative form of government and without vetting the ongoing costs to states.”

Read the whole article here: http://www.deseretnews.com/article/865589745/Education-reforms-Obamacare-destabilize-state-budgets.html

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THANK YOU, JAKELL SULLIVAN.

132 Catholic Professors Take “Extraordinary Step” Asking Bishops to Stop Common Core   9 comments

One hundred thirty two Catholic Professors have taken “the extraordinary step” of signing a letter that asks all Catholic Bishops to stand up and firmly oppose Common Core.

The letter says that “Sadly, over one hundred Catholic dioceses have set aside our teaching tradition in favor of these secular standards,” and says that “Common Core adopts a bottom-line, pragmatic approach to education. The heart of its philosophy is, as far as we can see, that it is a waste of resources to “over-educate” people.”

The letter says, too, that “notwithstanding the good intentions of those who made these decisions, Common Core was approved too hastily and with inadequate consideration of how it would change the character and curriculum of our nation’s Catholic schools. We believe that implementing Common Core would be a grave disservice to Catholic education in America.”

This thoughtfully written letter feels like an answer to the prayers of many parents of many children who cannot easily get out from under Common Core.

Thank you, professors.

catholic school kids

————————————————————————————————————-

Gerard V. Bradley, Professor of Law
c/o University of Notre Dame, The Law School
3156 Eck Hall of Law, PO Box 780
Notre Dame, IN 46556

October 16, 2013


This letter was sent individually to each Catholic bishop in the United States. 132 Catholic professors signed the letter.

Your Excellency:

We are Catholic scholars who have taught for years in America’s colleges and universities. Most of us have done so for decades. A few of us have completed our time in the classroom; we are professors “emeriti.” We have all tried throughout our careers to put our intellectual gifts at the service of Christ and His Church. Most of us are parents, too, who have seen to our children’s education, much of it in Catholic schools. We are all personally and professionally devoted to Catholic education in America.

For these reasons we take this extraordinary step of addressing each of America’s Catholic bishops about the “Common Core” national reform of K-12 schooling. Over one hundred dioceses and archdioceses have decided since 2010 to implement the Common Core. We believe that, notwithstanding the good intentions of those who made these decisions, Common Core was approved too hastily and with inadequate consideration of how it would change the character and curriculum of our nation’s Catholic schools. We believe that implementing Common Core would be a grave disservice to Catholic education in America.

In fact, we are convinced that Common Core is so deeply flawed that it should not be adopted by Catholic schools which have yet to approve it, and that those schools which have already endorsed it should seek an orderly withdrawal now.

Why – upon what evidence and reasoning – do we take such a decisive stand against a reform that so many Catholic educators have endorsed, or at least have
acquiesced in? In this brief letter we can only summarize our evidence and sketch our reasoning. We stand ready, however, to develop these brief points as you wish. We also invite you to view the video recording of a comprehensive conference critically examining Common Core, held at the University of Notre Dame on September 9, 2013. (For a copy of the video, please contact Professor Gerard Bradley at the address above.)

News reports each day show that a lively national debate about Common Core is upon us. The early rush to adopt Common Core has been displaced by sober second
looks,and widespread regrets. Several states have decided to “pause” implementation. Others have opted out of the testing consortia associated with Common Core. Prominent educators and political leaders have declared their opposition. The national momentum behind Common Core has, quite simply, stopped. A wave of reform which recently was thought to be inevitable now isn’t. Parents of K- 12 children are leading today’s resistance to the Common Core. A great number of these parents are Catholics whose children attend Catholic schools.

Much of today’s vigorous debate focuses upon particular standards in English and math. Supporters say that Common Core will “raise academic standards.” But we find persuasive the critiques of educational experts (such as James Milgram, professor emeritus of mathematics at Stanford University, and Sandra Stotsky, professor emerita of education at the University of Arkansas) who have studied Common Core, and who judge it to be a step backwards. We endorse their judgment that this “reform” is really a radical shift in emphasis, goals, and expectations for K-12 education, with the result that Common Core-educated children will not be prepared to do authentic college work. Even supporters of Common Core admit that it is geared to prepare children only for community-college-level studies.

No doubt many of America’s Catholic children will study in community colleges. Some will not attend college at all. This is not by itself lamentable; it all depends upon the personal vocations of those children, and what they need to learn and do in order to carry out the unique set of good works entrusted to them by Jesus. But none of that means that our Catholic grade schools and high schools should give up on maximizing the intellectual potential of every student. And every student deserves to be prepared for a life of the imagination, of the spirit, and of a deep appreciation for beauty, goodness,
truth, and faith.

The judgments of Stotsky and Milgram (among many others) are supported by a host of particulars. These particulars include when algebra is to be taught, whether advanced mathematics coursework should be taught in high school, the misalignment of writing and reading standards, and whether cursive writing is to be taught. We do not write to you, however, to start an argument about particulars. At least, that is a discussion for another occasion and venue. We write to you instead because of what the particular deficiencies of Common Core reveal about the philosophy and the basic aims of the reform. We write to you because we think that this philosophy and these aims will undermine Catholic education, and dramatically diminish our children’s horizons.

Promoters of Common Core say that it is designed to make America’s children “college and career ready.” We instead judge Common Core to be a recipe for
standardized workforce preparation. Common Core shortchanges the central goals of all sound education and surely those of Catholic education: to grow in the virtues necessary to know, love, and serve the Lord, to mature into a responsible, flourishing adult, and to contribute as a citizen to the process of responsible democratic self-government. Common Core adopts a bottom-line, pragmatic approach to education. The heart of its philosophy is, as far as we can see, that it is a waste of resources to “over-educate” people. The basic goal of K-12 schools is to provide everyone with a modest skill set; after that, people can specialize in college – if they end up there. Truck-drivers do not need to know Huck Finn. Physicians have no use for the humanities. Only those
destined to major in literature need to worry about Ulysses.

Perhaps a truck-driver needs no acquaintance with Paradise Lost to do his or her day’s work. But everyone is better off knowing Shakespeare and Euclidean geometry, and everyone is capable of it. Everyone bears the responsibility of growing in wisdom and grace and in deliberating with fellow-citizens about how we should all live together. A sound education helps each of us to do so.

The sad facts about Common Core are most visible in its reduction in the study of classic, narrative fiction in favor of “informational texts.” This is a dramatic change. It is contrary to tradition and academic studies on reading and human formation. Proponents of Common Core do not disguise their intention to transform “literacy” into a “critical” skill set, at the expense of sustained and heartfelt encounters with great works of literature.

Professor Stotsky was the chief architect of the universally-praised Massachusetts English language arts standards, which contributed greatly to that state’s educational success. She describes Common Core as an incubator of “empty skill sets . . . [that] weaken the basis of literary and cultural knowledge needed for authentic college coursework.” Rather than explore the creativity of man, the great lessons of life, tragedy, love, good and evil, the rich textures of history that underlie great works of fiction, and the tales of self-sacrifice and mercy in the works of the great writers that have shaped our cultural literacy over the centuries, Common Core reduces reading to a servile activity.

Professor Anthony Esolen, now at Providence College, has taught literature and poetry to college students for two decades. He provided testimony to a South Carolina legislative committee on the Common Core, lamenting its “cavalier contempt for great works of human art and thought, in literary form.” He further declared: “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.”

Thus far Common Core standards have been published for mathematics and English language arts. Related science standards have been recently released by Achieve, Inc. History standards have also been prepared by another organization. No diocese (for that matter, no state) is bound to implement these standards just by dint of having signed onto Common Core’s English and math standards. We nonetheless believe that the same financial inducements, political pressure, and misguided reforming zeal that rushed those standards towards acceptance will conspire to make acceptance of the history and science standards equally speedy – and unreflective and unfortunate.

These new standards will very likely lower expectations for students, just as the Common Core math and English standards have done. More important, however, is the likelihood that they will promote the prevailing philosophical orthodoxies in those disciplines. In science, the new standards are likely to take for granted, and inculcate students into a materialist metaphysics that is incompatible with, the spiritual realities –soul, conceptual thought, values, free choice, God– which Catholic faith presupposes.

We fear, too, that the history standards will promote the easy moral relativism, tinged with a pervasive anti-religious bias, that is commonplace in collegiate history departments today.

Common Core is innocent of America’s Catholic schools’ rich tradition of helping to form children’s hearts and minds. In that tradition, education brings children to the Word of God. It provides students with a sound foundation of knowledge and sharpens their faculties of reason. It nurtures the child’s natural openness to truth and beauty, his moral goodness, and his longing for the infinite and happiness. It equips students to understand the laws of nature and to recognize the face of God in their fellow man.

Education in this tradition forms men and women capable of discerning and pursuing their path in life and who stand ready to defend truth, their church, their families, and their country.

The history of Catholic education is rich in tradition and excellence. It embraces the academic inheritance of St. Anselm, St. Augustine, St. Thomas Aquinas, and Blessed John Henry Newman. In contrast to such academic rigor, the Common Core standards lack an empirical evidentiary basis and have not been field-tested anywhere. Sadly, over one hundred Catholic dioceses have set aside our teaching tradition in favor of these secular standards.

America’s bishops have compiled a remarkable record of success directing Catholic education in America, perhaps most notably St. John Neumann and the Plenary
Councils of Baltimore. Parents embrace that tradition and long for adherence to it – indeed, for its renaissance. That longing reflects itself in the growing Catholic homeschool and classical-education movements and, now, in the burgeoning desire among Catholic parents for their dioceses to reject the Common Core.
Because we believe that this moment in history again calls for the intercession of each bishop, we have been made bold to impose upon your time with our judgments of Common Core.

Faithfully in Christ, we are:

Institutional Affiliations Are for Identification Purposes Only

Gerard Bradley
Professor of Law
University of Notre Dame

Robert P. George
McCormick Professor of Jurisprudence
Princeton University

Anthony M. Esolen
Professor of English
Providence College

Anne Hendershott
Professor of Sociology
Franciscan University of Steubenville

Kevin Doak
Professor
Georgetown University

Joseph A. Varacalli
S.U.N.Y. Distinguished Service Professor
Nassau Community College-S.U.N.Y.

Patrick McKinley Brennan
John F. Scarpa Chair in Catholic Legal Studies
Villanova University School of Law

Robert Fastiggi, Ph.D.
Professor of Systematic Theology
Detroit, MI

Duncan Stroik
Professor of Architecture
University of Notre Dame

Thomas F. Farr
Director, Religious Freedom Project and
Visiting Associate Professor
Georgetown University

Matthew J. Franck, Ph.D.
Director, Simon Center on Religion and the Constitution
Witherspoon Institute

Ronald J. Rychlak
Butler Snow Lecturer and Professor of Law
University of Mississippi, School of Law

V. Bradley Lewis
Associate Professor of Philosophy
The Catholic University of America

Patrick J. Deneen
David A. Potenziani Memorial Associate
Professor of Political Science
University of Notre Dame

E. Christian Brugger, D.Phil.
J. Francis Cardinal Stafford Professor of Moral Theology
Saint John Vianney Theological Seminary, Denver

Kenneth L. Grasso
Professor of Political Science
Texas State University

James Hitchcock
Professor of History
Saint Louis University
Maria Sophia Aguirre, Ph.D.
Director of Economics Programs and Academic Chair
The Catholic University of America

Fr. Joseph Koterski SJ
President, Fellowship of Catholic Scholars
Fordham University

Francis J. Beckwith
Professor of Philosophy and Church-State Studies
Baylor University

Thomas V. Svogun
Professor of Philosophy and Administration
of Justice and Chairman of the Department of Philosophy
Salve Regina University

Scott W Hahn
Professor of Theology
Franciscan University of Steubenville
Eduardo J. Echeverria, Ph.D., S.T.L.
Professor of Philosophy and Systematic Theology
Sacred Heart Major Seminary

Ryan J. Barilleaux, Ph.D.
Paul Rejai Professor of Political Science
Miami University (Ohio)

Brian Simboli, Ph.D.
Science Librarian
Lehigh University

John A. Gueguen
Emeritus Professor, Political Philosophy
Illinois State University

G. Alexander Ross
Institute for the Psychological Sciences

Suzanne Carpenter, Ph.D., R.N.
Associate Professor of Nursing
Retired

Patrick Lee
McAleer Professor of Bioethics
Franciscan University of Steubenville

Peter J. Colosi, PhD
Associate Professor of Moral Theology
St. Charles Borromeo Seminary

Dr. Robert Hunt
Professor of Political Science
Kean University

Matthew Cuddeback, PhD
Assistant Professor of Philosophy
Providence College

Dr. Joseph H. Hagan
President Emeritus
Assumption College

John A. Cuddeback, PhD
Professor of Philosophy
Christendom College

Dr. Michael J. Healy
Professor and Chair of Philosophy
Franciscan University of Steubenville

Thomas Hibbs
Dean of the Honors College
Baylor University

Susan Orr Traffas
Co-Director, Honors Program
Benedictine College

Michael J. Behe
Professor of Biological Sciences
Lehigh University

Thomas R. Rourke
Professor of Politics
Clarion University

Robert H Holden
Professor, Dept. of History
Old Dominion University

Philip J. Harold
Associate Dean, School of Education and
Social Sciences
Robert Morris University

David T. Murphy, Ph.D.
Dept. of Modern & Classical Languages
Saint Louis University

W. H. Marshner
Professor of Theology
Christendom College

David W. Fagerberg
Associate Professor, Theology
University of Notre Dame

Melissa Moschella
Assistant Professor of Philosophy
Catholic University of America

Daniel J. Costello, Jr.
Bettex Professor of Electrical Engineering,
Emeritus
University of Notre Dame

Brian Scarnecchia,
Associate Professor of Law
Ave Maria School of Law

Thomas Behr
Assistant Professor of Comparative Cultural
Studies
University of Houston

Bernard Dobranski
Dean Emeritus and Professor of Law
Ave Maria School of Law

Daniel Philpott
Professor, Political Science and Peace Studies
University of Notre Dame

Anne Barbeau Gardiner
Professor emerita, Dept of English
John Jay College, CUNY

C.C. Pecknold
Assistant Professor of Theology
The Catholic University of America

Anthony Low
Professor Emeritus of English
New York University

Heather Voccola
Adjunct Professor of Church History
Holy Apostles College and Seminary

Raymond F. Hain, PhD
Assistant Professor of Philosophy
Providence College

Catherine Abbott
Professor of Mathematics
Keuka College

Thérèse Bonin
Associate Professor of Philosophy
Duquesne University

Dr. Francis P. Kessler
Prof. Political Science
Benedictine College

Christopher Wolfe
Co-Director, Thomas International Center
Emeritus Professor, Marquette University

Carson Holloway
Associate Professor of Political Science
University of Nebraska at Omaha

Stephen M. Krason, J.D., Ph.D.
President
Society of Catholic Social Scientists

Laura Hirschfeld Hollis
Associate Professional Specialist and
Concurrent Associate Professor of Law
University of Notre Dame

Wilson D. Miscamble, C.S.C.,
Professor of History
University of Notre Dame

Stephen M. Barr
Professor of Physics
University of Delaware

D.C. Schindler
Associate Professor of Metaphysics and Anthropology
The John Paul II Institute for Studies on Marriage and Family

Jeanne Heffernan Schindler
Senior Research Fellow
Center for Cultural and Pastoral Concerns

David L. Schindler
Gagnon Professor of Fundamental Theology
Pontifical John Paul II Institute, Catholic University of America

Rev. Edward Krause, C.C.C.
Professor of Social Sciences, Emeritus
Gannon University

Christopher O. Tollefsen
Professor of Philosophy
University of South Carolina

Paige E. Hochschild
Assistant Professor of Theology
Mount St. Mary’s University

Robert C. Jeffrey
Professor of Government
Wofford College

Rev. Anthony E. Giampietro, CSB
Executive Vice President and Academic Dean
Saint Patrick’s Seminary & University

Dr. Roger Loucks
Associate Prof. of Physics
Alfred University

J. Daniel Hammond
Professor of Economics
Wake Forest University

Kenneth R. Hoffmann, Ph.D.
Professor of Neurosurgery
SUNY at Buffalo

Timothy T. O’Donnell, STD, KGCHS
President Christendom College

Thomas W. Jodziewicz
Department of History
University of Dallas

Sr J. Sheila Galligan IHM
Professor of Theology
Immaculata University

Maura Hearden
Assistant Professor of Theology
DeSales University

Robert Gorman
University Distinguished Professor of
Political Science
Texas State University

Steven Justice
Professor of English
University of California, Berkeley and University of Mississippi

Carol Nevin (Sue) Abromaitis
Professor of English
Loyola University Maryland

Dr. Sean Innerst
Theology Cycle Director,
St. John Vianney Theological Seminary

Robert A. Destro
Professor of Law & Director
The Catholic University of America

Richard Sherlock
Prof. of Philosophy
Utah State University

Adrian J. Reimers
Adjunct Assistant Professor in Philosophy
University of Notre Dame

Dr. Jessica M. Murdoch
Assistant Professor of Fundamental and Dogmatic Theology
Villanova University

Mary Shivanandan, S.T.L., S.T.D.
Professor of Theology Retired
John Paul II Institute for Studies on Marriage and Family at
The Catholic University of America

Alice M. Ramos
Professor of Philosophy
St. John’s University

Dennis J. Marshall, Ph.D.
Professor of Theology
Aquinas College

Dennis D. Martin
Associate Professor of Theology
Loyola University Chicago

Janet E. Smith
Father Michael J. McGivney Chair of Life Ethics
Sacred Heart Major Seminary

Leonard J. Nelson,III
Retired Professor of Law
Samford University

Charles D. Presberg, PhD
Associate Professor of Spanish
University of Missouri-Columbia

Brian T. Kelly
Dean
Thomas Aquinas College

Michael F. McLean
President
Thomas Aquinas College

Philip T. Crotty
Professor of Management (Emeritus)
Northeastern University

James Matthew Wilson
Assistant Professor of Literature
Villanova University

R. E. Houser
Bishop Wendelin J. Nold Chair in Graduate Philosophy
University of St. Thomas (TX)

Gary D. Glenn
Distinguished Teaching Professor Emeritus
Department of Political Science, Northern Illinois University

Cynthia Toolin, Ph.D.
Professor of Dogmatic and Moral Theology
Holy Apostles College and Seminary

Virginia L. Arbery, Ph. D.
Associate Professor of Humanities
Wyoming Catholic College

Maryanne M. Linkes, Esquire
Adjunct Professor
University of Pittsburgh & Community
College of Allegheny County

James Likoudis, M.S.Ed.
Education writer
Montour Falls, NY 14865

Dr. Emil Berendt
Assistant Professor of Economics
Mount St. Mary’s University

David F. Forte
Professor of Law
Cleveland State University

Anthony W. Zumpetta, Ed.D.
Professor Emeritus
West Chester University (PA)

Thomas D. Watts
Professor Emeritus
University of Texas, Arlington

Catherine Ruth Pakaluk, PhD
Assistant Professor of Economics
Ave Maria University

Craig S. Lent
Freimann Professor of Electrical Engineering
University of Notre Dame

Christina Jeffrey, Ph.D.
Lecturer on the Foundations of American Government
Wofford College

Robert G Kennedy
Professor of Catholic Studies
University of St Thomas (MN)

Holly Taylor Coolman
Assistant Professor, Dept. of Theology
Providence College

Raymond F. Hain, PhD
Assistant Professor of Philosophy
Providence College

David Whalen
Provost
Hillsdale College

David M. Wagner
Professor of Law
Regent University School of Law

John G. Trapani, Jr., Ph.D.
Professor of Philosophy
Walsh University

Tina Holland, Ph.D.
South Bend, Indiana

James F. Papillo, J.D., Ph.D
Former Vice President of Administrative
Affairs and Associate Professor in the Humanities
Holy Apostles College and Seminary

Dr. J. Marianne Siegmund
Theo. Department and SCSS member
University of Dallas

Dr. Daniel Hauser
Professor of Theology
University of St. Francis

Joshua Hochschild
Mount St. Mary’s University

William Edmund Fahey, Ph.D.
Fellow and President
The Thomas More College of Liberal Arts

John C. McCarthy
Dean, School of Philosophy
The Catholic University of America

Christopher O. Blum
Academic Dean
Augustine Institute

Chiyuma Elliott
Assistant Professor of English and African-American Studies
University of Mississippi

Mark C. Henrie
Senior V.P., Chief Academic Officer
Intercollegiate Studies Institute

Jeffrey Tranzillo, Ph.D.
Professor, Systematic Theology

Craig Steven Titus, S.Th.D/Ph.D.
Associate Professor
Director of Integrative Studies
Institute of the Psychological Sciences

Rev. Peter M.J. Stravinskas, Ph.D., S.T.D.
Executive Director
Catholic Education Foundation

William W. Kirk
Vice President for Student Affairs and General Counsel
Ave Maria University

Curt H. Stiles, Ph.D.
Professor of Business Policy
Cameron School of Business
University of North Carolina

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My, What Big Data Teeth you have, Grandmother: An Open Letter to Utah Legislators   7 comments

Dear Utah Legislator,

I’m writing to you as a mother to ask you to put a stop to the use of Utah’s school systems as snooping agents on our children.

Corporate and federal partnerships and Utah state data systems and interstate partnerships now watch and track our children without anyone having asked for parental consent to do so.

Some Utah leaders are working hard to fortify privacy rights, I know. But many powerful organizations, departments and corporations are working hard to ignore, dismiss, or stop any efforts to defend student privacy– all with great intentions but absolutely without authority.

The result is a data collecting and sharing network that represents loss of parental authority and loss of individual privacy.

In recent years, Utah built and is now using a federally structured and paid-for ($9.6 M) State Longitudinal Database System (SLDS) from which no parent is permitted to opt their child out.

This lack of liberty should be a red flag.

But few Utahns know that their child is being tracked and very few know that they can’t opt out of that tracking.

Fewer still know that there’s a Utah Data Alliance (UDA) that links K-12 data, collected by schools, with higher ed., with the State workforce and other agencies.

Utah’s UDA has agreed to use the Postsecondary Electronic Standards Council (PESC) State Core Model –which means all of our data will be interoperable and sharable across state lines. The PESC’s State Core Model aligns different states’ SLDS data systems so that they all match.

I am not saying that Utah agencies are sharing private data yet; I am saying that there’s nothing strong preventing them from doing so and that school systems are moving in the direction of more and more data commonality and disaggregation of student data. (see point 4 at that link.)

Countless entities have lined up with a “Data Quality Campaign” to make sure all their data points and technologies match, so that student information can be pooled.

Federal FERPA laws, previously protective of student data, have now been grossly loosened, and federal agencies including the NCES and the Department of Education, as well as White House events such as “Datapalooza” and White House Chiefs such as Joanne Weiss, are encouraging us to pool data, while (weakly) noting that student privacy is, of course, important. Yet proper protections are missing.

The Department of Education does a two-faced dance, asking for “robust data” and altering FERPA on the one hand, and insisting that they don’t even collect student data when speaking to the press. The U.S. Department of Education’s intentions are, however, 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 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 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…”

I find this alarming. You might find it hard to believe that Utah is lined up with it.

So here is the evidence:

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) and other XML schemas.”

Here is the PESC State Core Model abstract.

“1.0 Abstract

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)…
The Model [can replace] 625 distinct Federal reporting types with record-level data collections.

… The Model is designed to address unique, complex P20 SLDS relationships, business rules, and entity factoring… It addresses student-teacher link, common assessment data model, and comes pre-loaded with Common Core learning standards.

The State Core Model consists of three principle artifacts… All three artifacts can be downloaded and used without charge or attribution from [the EIMAC group site].”

Data Baby

And, what is EIMAC? In case you hadn’t heard of EIMAC: it’s the branch of the CCSSO that “advocates on behalf of states to reduce data collection burden and improve the overall quality of the data collected at the national level.” Yes, they said that out loud. They collect data at the national level without authority nor any representation.

But, but– (we say) –Aren’t we protected by GEPA law and by the Constitution from any sort of “accountability” to federal agencies in educational matters or privacy matters including “unreasonable searches”?

Not if our legislators don’t defend these rights.

According to the PESC document, on page 5, we are drowning in “federal accountability”. There are at least 625 federal reports mentioned at PESC. A few include: http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf

EDEN – EDFacts 79 file types
CRDC – Civil Rights Data Collection 2 parts
SFSF – State Fiscal Stabilization Fund 33 indicators, 3 descriptors
MSRI – Migrant Student Records Exchange Initiative
CSPR – Consolidated State Performance Reports 191 Indicators
OSEP – Office of Special Education Programs 34 indicators
IPEDS – Integrated Postsecondary Education Data System
CCD – Common Core Data (fiscal) Financial data collected in survey format
SDFSCA – Safe and Drug Free Schools and Communities Act Data are collected in CSPR
M-V – McKinney-Vento Collected through CSPR.
Perkins – Perkins Act
RTTT – Race to the Top N/A
TIF – Teacher Incentive Fund 6 Sections
N or D Annual Report of Neglected and Delinquent (N or D) Children Collected through CSPR”

—————–

To clarify: the document that signed us up for PESC is the Utah application for the ARRA grant for a SLDS database. (This document resulted in Utah receiving $9.6 million from the federal government, none of which was used for actual education, but only to build the student database (SLDS).)

That SLDS grant application talks about authorizing de-identification of data for research and it says that individuals will be authorized to access personal student information in the various Utah agencies that belong to UDA.

Who are these individuals? How many of them are there? Why does the UDA trust them with information that parents weren’t even told was being gathered on our children?

NON-COGNITIVE AND PSYCHOLOGICAL DATA, TOO.

Starting at page 87, we read how non-cognitive behaviors that have nothing to do with academics, will be collected and studied by school systems.

These include “social comfort and integration, academic conscientiousness, resiliency, etc.” to be evaluated through the psychometric census known as the “Student Strengths Inventory. (SSI)”

The SSI inventory –your child’s psychological information– will be integrated into the system (SLDS) and there are plans to do this for earlier grades, but for now it’s for 11th and 12th graders. Demographic information is captured while administering the test and SSI data will be given to whomever it is assumed needs to see it. (This is not a parental decision but a state decision.)

INTEGRATING STUDENT PSYCHOMETRIC CENSUS DATA INTO THE SLDS SYSTEM:

The SLDS grant also promises to integrate our psychological data into the SLDS (that database which the feds paid for/pushed on us.)

“Utah’s Comprehensive Counseling and Guidance programs have substantial Student Education Occupation Plan, (SEOP) data, but they are not well integrated with other student data. With the introduction of UtahFutures and the Student Strengths Inventory (SSI) and its focus on noncognitive data, combining such data with other longitudinal student level data to the USOE Data
Warehouse
the UDA. Both the USOE (K-12) and the Postsecondary Outcomes and Data Needs
sub-sections will address these needs.”

(My, what big data collection teeth you have, Grandmother!The better to integrate you with, my dear.)

Next, on page 87 of the same grant, Utah’s application for the ARRA money, it says:

“… psychosocial or noncognitive factors… include, but are not limited to educational commitment, academic engagement and conscientiousness, social comfort and social integration, academic self-efficacy, resiliency… Until recently, institutions had to rely on standardized cognitive measures to identify student needs.
… We propose to census test all current student in grades 11 and 12 and then test students in grade 11 in subsequent years using the Student Strengths Inventory (SSI) – a measure of noncognitive attitudes and behaviors.”

So the Student Strengths Inventory (SSI) is a “psychometric census” to be taken by every 11th and 12th grade student in Utah. That’s how they’re gathering the psychological data.

But that’s not the only way psychological data is being taken in Utah schools. “Behavioral indicators” are also required to be collected by the Common Core tests, those math and English A.I.R. or SAGE tests, as Utah House Bill 15, aka the Common Core Computer Adaptive Testing Bill, demands.

What can we do?

markey images

Massachusetts Democratic Senator Edward Markey has taken action. He articulated his concerns on this subject in a letter to Secretary Arne Duncan. Other legislators around the nation are writing bills to take protective action for student privacy.

I hope all Utah legislators read Senator Markey’s letter, peruse the PESC and ARRA (SLDS) grant documents, look into the SSI surveys, study the machinations of Secretary Arne Duncan,and then take action to put an end to the unreined and ever-growing network of entities which collude for profit and for other, various control-related reasons, to dismiss the vital right of student privacy.

This would mean ending the “partnerships” by Utah with: the CCSSO, the Data Quality Campaign, the PESC State Model, the SLDS interoperability framework, the National Data Collection Model, the CEDS program of EIMAC; it would mean creating proper protections inside the Utah Data Alliance, and most of all, it would mean establishing permission from parents prior to any student SLDS surveillance.

Thank you.

Christel Swasey
Utah Mother

Dr. Gary Thompson Testifies to Wisconsin Legislature: Common Core Test is Cognitive Child Abuse   13 comments

Dr Thompson

Dr. Gary Thompson of the Utah-based Early Life Child Psychology and Education Center traveled to Wisconsin to testify about the damages of Common Core to the Wisconsin Legislature.

You can watch his whole testimony by clicking here.

Below is a lively commentary by Dr. Thompson about his reasons for testifying boldly against Common Core both as a father and as a clinical psychologist.

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Our Kids Are Bigger Than You: Final Thoughts on Wisconsin Common Core Legislative Testimony

by Dr. Gary Thompson

“All students are expected to participate in the state accountability system with only a few exceptions, as noted below. This principle of full participation includes EL students, students with an IEP, and students with a Section 504 plan…. The IEP, EL, Section 504, EL with disabilities, and EL on Section 504 team cannot exempt a student from the statewide testing requirements.”
-Utah State Office Of Education, 2013-14 Testing accomodations policy

Part I: Pre Hearing, or, My Motivations for Professional Suicide

On October 12, 2013, “a person in a position of influence” called from Wisconsin and asked if I would like to participate as an expert witness in the State of Wisconsin’s “War against Common Core.”

He obviously did not have that much influence, because my response was a quick, “Thank you, but hell, no.”

Education leadership, both at the local and national levels, is talented at turning any movements geared towards change into politically-based personal warfare.

I had already attempted to fight this battle in Utah and did not wish to engage in it any further.

But then an interview, featuring my teenage daughter and her battle to drop an AP class that was exacerbating her anxiety, appeared in our local newspaper:
Utah Father Had To Fight To Have Daughter Drop A Class“.

After reading over 50 ignorant and cruel comments directed toward my daughter —many of which were made by (alleged) current educators/administrators in Utah—I simply could not take it anymore.

Now, I generally have a pretty thick skin. Although I currently do not practice clinical psychology in any licensed form, I am a licensed – eligible trained clinician with over 5,000 documented clinical training hours (11,000 hours total). Part of that training revolves around maintaining a healthy professional distance from highly emotional situations. But these people were attacking my child. And they didn’t even know her!

andie thompson

Prior to my daughter’s situation with her school, I had given up all thoughts of future participation regarding Utah’s education reform. Politicians, educators, and parents had decided the current path of Common Core-based education was just fine for their constituents and their children. My response to that was basically, “Good for you. Have fun with that… I’m out.”

My focus would be on my work, my wife and my children. I felt relief.

To hell with the State of Utah.

To hell with the Common Core movement.

It was not my problem anymore. My kids were “safe.”

Wisconsin’s education issues? Not my problem either.

But after my daughter’s school decided to play hardball over what should have been a relatively simple decision and total strangers decided to weigh in with their opinions on my daughter’s character, my wife received the following e-mail from a professor at the University of Wisconsin:

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Dear Dr. Frances Thompson:

I write to thank you sincerely for understanding why it is imperative that Gary testify against Common Core in the state of Wisconsin on 23 October 2013.

Common Core will put our most vulnerable students at risk, and is especially destructive to special needs children. We have already seen the damage done to these students by programs like No Child Left Behind, which in reality left behind many of our poorest and most needy students, especially minority students.

The problems with No Child Left Behind are magnified significantly with Common Core, and the high stakes testing and one size fits all approach to education will wreak irreparable harm for a whole new generation of special needs kids.

We have invited anumber of specialists in Math and Science and English to testify about the data and explain to our state senatorial committee why Common Core is bad education, bad pedagogy, and bad for teachers and students in general These committed scholars will provide raw numbers and make academic arguments.

Gary’s gift –beyond his credentials and professionalism–lies in putting a human face on these kids for the committee, humanizing a problem that is all too often viewed in terms of statistics and dollars, and championing with great compassion those who have no voice of their own in this battle for our children’s futures. In the final analysis, this is what matters most, and without Gary our case is merely mechanical.

I cannot guarantee that Gary’s testimony will be the blow that turns back Common Core in Wisconsin. But I do know that without him, our case is weakened. I understand the hardship his absence will cause your family in the short term, but I also believe that Gary’s advocacy for thousands and thousands of school children in Wisconsin will bless them and his family in the long run. We would be extremely grateful to you for enduring his absence for a short period of time on behalf of the people of Wisconsin.

Thank you very much,

Dr. Duke Pesta
Professor of English
University of Wisconsin

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That simple, humble plea from someone who has dedicated his life to teaching our nation’s young adults affected me deeply.

I decided I had to go to Wisconsin.

I also decided that if I went, I wanted to be effective. I am not an effective public speaker. I speak slowly, and I stammer sometimes when my brain processes information faster than I can speak.

It is my disability, and going to Wisconsin would display it to the world. However, if my teenager had the courage to display her “disability” to the world, I did not care if I stuttered and stammered like an uneducated idiot on crack on live television for two hours for the world to see. I was going.

Part II: Preparation, or, Ensuring That My Professional Suicide Is Effective

That meant I had to condense a very complex issue down to a few key points and hammer them home with the force of my convictions. I also had to communicate in a way that would resonate with conservatives and liberals of all cultures.

I also had to prepare myself for those who seek to destroy reputations and self-esteem. People entrenched in the political and education machines of either party will go to great lengths to keep the status quo. I knew the facts of what I would testify to would be indisputable. However, I had to find a way to blunt the comments of those who would seek to make this about politics,religion, as opposed to what was in the best interest of the children or myself.

My theme was simply going to be this: “You are not bigger than the children.”

It was this thought that came to mind when what I feared the most occurred during the very first question of the hearing from a Senate Democrat Lehman. It was not about the issues, but about the money.

http://www.wqow.com/story/23774236/2013/10/23/core-inspection-eau-claire-public-hearing-about-education-standards.

Politics and money have to take a backseat to the best interests of the children in order for education to be effective. Ironically, the comments directed towards my family and my daughter in the Tribune served as a training ground for the upcoming testimony. I read every of those vile attacks in preparation. I was more than prepared for “straw man” attacks.

The “Core” Of the Issue: Testing — the Ultimate Trojan Horse

The November 13, 2013 issue of Wired magazine published an article titled, “How A Radical New Teaching Method Could Unlock A Generation of Geniuses”.

http://www.wired.com/business/2013/10/free-thinkers/

I found it by accident on the plane to Wisconsin. Here are some excerpts that hit home:

“…the dominant model of public school education is still fundamentally rooted in the industrial revolution that spawned it, when work places valued punctuality, regularity, attention, and silence above all else.” (P.159).

“…we don’t openly profess those values nowadays, but our educational system—which routinely tests kids on their ability to recall information and demonstrate a master of narrow skill sets— doubles down on the view that students are material to be processed.” (P.160).

I found that I could not focus on research articles on the subject at hand, but was drawn to read the hundreds of letters and texts I have received from parents around the country whose children have been victimized, some permanently, by a education system that values conformity over the common sense and expertise of the parent.

I then made the decision to use these letters as my motivation, but to keep the issue simple. I have always advised “professional” activists to focus less on the political or religious aspects that may or may not be associated with the Common Core. Trying to convince a group of Democrat lawmakers that President Obama is a socialist from Kenya who is undergoing mind control from the Chicago Political Machine did not make sense to me as a Doctor. If the goal was to stop Common Core, then my plan was to relentlessly attack their “Trojan Horse,” which was the test itself.

So in the 20 minutes of… testimony, the following points were hammered home:

1. Despite misleading reports from State Superintendents from Utah and Wisconsin regarding how well Core Tests have been “pilot tested”, it was indisputable that the FINAL version of the Core test (complete with its most experimental component of “adaptability”) would never be properly tested, evaluated and “tweaked” in a transparent manner by independent experts prior to our children taking the tests in 2014-2015.

2. With that fact in mind, the only reasonable conclusion was that our children were being used as research guinea pigs under the direction and approval of our respective State Superintendents. (See Dr. Thompson and Attorney Ed Flint’s Letter To Utah Superintendent of Schools Dr. Martell Menlove: http://www.utahnsagainstcommoncore.com/dr-thompsons-letter-to-superintendent-menlove/)

3. We have over 50 years of peer reviewed data showing psychology’s struggles of measuring “achievement” as well as cognitive potential (I.Q.) of African American, Latino, ADHD, Autistic, Dual Exceptional, and children diagnosed with specific learning disabilities.

The SBAC (Smarter Balanced Assessment Consortium), the group that the federal government paid hundreds of millions of dollars to facilitate the production of these tests, proudly proclaimed on their web pages that they have basically solved this problem. My exact words were, “SBAC has just announced to the world that they have created the ‘Holy Grail’ of Achievement Tests.” That feat is kind of hard to perform if no validation studies have been performed.

4. I compared and contrasted the extreme difference between the ways children were tested/evaluated in the private clinical psychology sector, versus the current way proposed by the U.S. Department of Education via the SBAC. Professionals in clinical psychology have learned through a 100-year history of well-documented testing abuse in America to put into place restraints to ensure the safety of our children. Common Core testing policies arrogantly ignored each and every one of these.

5. We need to stop our obsessive focus on measuring WHAT our children havel earned and focus on utilizing neuropsychology technologies available that can now measure with great accuracy HOW a child’s brain processes information (PASS Theory, Naglieri, 2008).

6. Professional recommendation: Stop Common Core testing.

7. Recommendation as a father: Don’t let your kids take the test.

Part III: The Night Before: Fearless or Foolish?

I did not sleep the entire night before the Hearing. The enormity of what I was about the say to the entire country, and the probable consequences for engaging in this form of idiocy against the “machine” weighed heavily on my mind. It is one thing for a father to get ticked off at a local high school’s treatment of his daughter and have that anger on display in a mid-market newspaper.

It’s a entire different ballgame for a Black dude to get up in front of 17 of the State of Wisconsin’s lawmakers with cameras rolling and tell them that the most significant piece of the U.S. Department of Education’s signature education reform in the history of the nation… was simply made up.

If that was not enough, I was going to tell them this piece of legislation that came through under their watch, as currently constituted, has a very high statistical chance of harming millions of children while the “kinks” get worked out. Indeed, they would be initiating “cognitive child abuse.”

Unlike the Affordable Care Act, whose rocky start has been chronicled by both liberal and conservative media outlets, if Common Core displays similar problems, a generation of children will not be able to take advantage of the power that higher education bestows. Ironically, the group of children of Black and Latino descent stand to suffer at the hands of the nation’s first African American President. Even more ironic was the fact that I campaigned for the President with my daughter.

Mark Twain famously penned, “There are lies, damn lies, and then there are statistics.”

The education machine was caught without a significant form of statistical validity proof showing that the Common Core tests will actually work on a significant population of children.

The solution for the education machines problem? Make something up. Publish the imaginary statistics. Call the Doctor an idiot. Move on.

When Utah’s Superintendent of Schools Martell Menlove was confronted with the same exact proof that Common Core tests will be nothing more than an experimentation that will most likely harm tens of thousands of vulnerable children in Utah, he responded to the masses with a letter from the Test Designer (American Institute of Research) that is still posted on the Utah State Office of Education website.

After the powers to be from the powerful AIR test development group devoted a page-and-a-half of weak attempts to debunk solid concerns surrounding privacy issues of testing, my concerns were addressed in a single paragraph. The response from the V.P. of AIR can be roughly translated as, “Trust me.”

“On a final note, Dr. Thompson expresses concern about the tests appropriately serving students with disabilities. AIR has a long history of serving students with disabilities, and we have invested in making our testing platform the most accessible possible. In addition, we always advise our clients to design tests that adhere to the principles of fair testing outlined by the Consortium for Citizens with Disabilities guidelines for adaptive testing, which can be found at: http://www.c-c-d.org/task_forces/education/CCD_Computer_Adaptive_Testing_final.pdf.

Sincerely,

Jon Cohen”

Part V: Aftermath, or, What’s Next?

…Suffice to say, I do not feel that I am a hero or a role model. Heroes and role models do the right thing, regardless of consequences, because of a well-formed sense of right and wrong based on well-developed principles.

Me? Arne Duncan of the U.S. Department of Education sent down a bunch of unproven education policies that harmed not one, but two of my children over the past two years. I went to Wisconsin because I was a rage-filled dad. I was a father who was able to tap into a Doctoral level education as well as his “inner A-Hole.” The e-mail sent to my wife by Professor Pesta was influential in my decision, but it was not what fueled my passion. Nelson Mandela I am not.

A parent wrote me last night and asked if I was going to send a copy of this treatise along with the clip of my testimony to the very same Utah Board of Education that ignored my public pleas as a father. I did not respond at the time, but here is my emphatic reply: No.

With a few clicks of a mouse on Google, interested parties, parents, and activist groups can find close to 100 pages of my written opinions, multiple video testimonies, and radio/television interviews. There is nothing more to say.

I did, however, hire a publicist yesterday after my cell phone started ringing off the hook with media requests and my Facebook page filled up with everything from a marriage proposal, to a guy in Georgia who called me a “House Negro.” My days of putting myself out there via attempts to reform public school education are over. It appears from the size of her operation that Julie Jakob of Jakob Marketing Partners does not need a business plug from me, but perhaps it may save our clinic some money when the first invoice arrives (http://www.jakobmp.com).

In addition to answering inquiries and protecting the brand of my wife’s clinic that may come under siege because her husband “lost his mind”, I will be using this firm to assist those without means to obtain the state-of-the-art services my wife’s educational psychology clinic offers. Jakob Marketing Partners will be responsible for touting a future webpage/link that will solicit donations from this community to help children whose families are not otherwise in a position to help them.

In 2014, we will be proud to announce the formation of the “Booker-Dewey Early Life Scholarship Foundation” which will be the vehicle for securing funds for those children in Utah with unique learning disabilities to obtain services not offered in public schools.

The scholarship is named after two highly influential people in my life. The first is my recently deceased grandmother, Lizzette Booker. While living in the sticks of West Virginia without plumbing, she raised two African-American daughters who obtained college degrees. She also obtained one herself when she was 70 years old. John Dewey is a former classmate of mine who saved my life during a difficult time during my long journey to obtain my doctorate degree. You would not be reading this letter if it was not for either of them. Their legacy will ensure that the lives of at least some vulnerable children in the States of Utah and California will be able to take advantage of the talents of the next generation of clinical psychologists. I placed emphasis on the word “next” because my time at the clinic needs to come to an end.

I have a three-year-old that is (still) waiting for her dad to help her learn to “poop in the potty”.

I also need to contribute my time and talents to the “Booker-Dewey Foundation”. Someone sent me a message two days ago stating that there is a book about Common Core on Amazon that apparently is making profit off the fruits of my many interesting journeys as a reluctant “activist.” I figure I could probably do the book thing better, since they were my experiences. All proceeds will be donated to the Foundation. I would encourage you all reading this to “Like”the Clinic’s Facebook page so you can be informed of future developments of the foundation and the upcoming e-book.

Thank you, State of Wisconsin, for this opportunity. Please remember and practice the mantra, “Parents are, and must always be, the resident experts of their own children.”

Why? Because “They are not bigger than your children.”

Best Regards,

Dr. Gary T. Thompson

Director of Clinical Training and Community Advocacy Services

Early Life Child Psychology and Education Center, Inc.

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Thank you, Dr. Thompson.

Admitted: Common Core Math is NOT Meant to Prepare Students for Bachelor’s Degrees   8 comments

Subservience to truly stupid ideas –like dumbing down high school math for economic gain– was never meant to be the destiny of the free American people.

Yet that is what has happened to American education under Common Core. In the video testimony of Common Core creator Jason Zimba, in recent articles by the American Institutes for Research (AIR), in the written testimony of Common Core validation members Dr. Sandra Stotsky and Dr. James Milgram, and in the 2013 Common Core report of the National Center for Education and the Economy (NCEE) we see that Common Core math deliberately diminishes and weakens, rather than adding to, high school math standards.

At the American Institutes for Research (AIR) website, (FYI, this is the company that writes Utah’s Common Core math and English test) there are articles claiming that it’s in the best interest of the taxpayers that more students should only aim for a two year college degree.

AIR dismisses the idea that a student might WANT to learn more than what is available at the associates’ degree level. Individual desires and rights don’t even factor into the collectivism of education reform.

AIR fails to address the fact that not all college educations are tax-funded; some people actually pay for their own tuition. AIR takes the socialist view that taxpayers are “stakeholders” so they should determine whether a student may or may not get more education. AIR says: “Do graduates who earn an associate’s degree and participate in the labor force experience returns, such as higher wages, that justify the costs incurred by them in obtaining that degree? Do taxpayers receive a positive return on their investment in the production of associate’s degrees?”

stotsky

Professor Sandra Stotsky, who served on the official Common Core Validation Committee, has written an article, Common Core Math Standards Do Not Prepare U.S. Students for STEM Careers. How Come?” (It is posted in full at Heritage Foundation’s website.)

Dr. Stotsky writes that states adopted Common Core math because they were told that it would make high school students “college- and career-ready” and would strengthen the pipeline for science, technology, engineering, and math (STEM), but it is clear this claim was not true. Stotsky reminds us that Professor James Milgram has testified to the fact that common core math dumbed down U.S. high school standards.

milgram
James Milgram

With the exception of a few standards in trigonometry, the math standards END after Algebra II, reported Stanford emeritus professor James Milgram (Milgram was also an official member of the Common Core validation committee.)

Both Milgram and Stotsky refused to sign off on the academic quality of the national standards, and made public their explanation and criticism of the final version of Common Core’s standards.

Stotsky points out that the lead mathematics standards writers themselves were telling the public how LOW Common Core’s high school math standards were. At a March 2010 meeting of the Massachusetts Board of Elementary and Secondary Education, Jason Zimba, a lead writer, told the board that the standards are “not only not for STEM, they are also not for selective colleges.”

Yet, strangely, Stotsky was the only member of the board who expressed concern upon hearing Zimba’s words. Watch that one minute video here.

Stotsky explains:

“U.S. government data show that only one out of every 50 prospective STEM majors who begin their undergraduate math coursework at the precalculus level or lower will earn bachelor’s degrees in a STEM area. Moreover, students whose last high school mathematics course was Algebra II or lower have less than a 40 percent chance of earning any kind of four-year college degree.”

Not only that: Stotsky points out that in January 2010, William McCallum, another lead mathematics standards writer, told a group of mathematicians: “The overall standards would not be too high, certainly not in comparison [to] other nations, including East Asia, where math education excels.”

Dr. Stotsky also notes that there are “other consequences to over 46 states having a college readiness test with low expectations.” The U.S. Department of Education’s competitive grant program, Race to the Top, required states to place students who have been admitted by their public colleges and universities into credit-bearing (non-remedial) mathematics (and English) courses if they have passed a Common Core–based “college readiness” test. Stotsky writes: “Selective public colleges and universities will likely have to lower the level of their introductory math courses to avoid unacceptably high failure rates.”

Stotsky says, “It is still astonishing that over 46 boards of education adopted Common Core’s standards—usually at the recommendation of their commissioner of education and department of education staff—without asking the faculty who teach mathematics and English at their own higher education institutions (and in their own high schools) to do an analysis of Common Core’s definition of college readiness… Who could be better judges of college readiness?”

Read the rest of Stotsky’s article here.

What about NCEE? Surely the National Center on Education and the Economy (NCEE) would not want to dumb down your child!

Sigh.

In the 2013 report from NCEE, “What Does It Really Mean to be College and Career Ready?” it recommends that we all throw out the higher math we used to teach in high schools in America.

“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.”

MARC TUCKER NCEE

Read the rest of the NCEE report here.

When will people stop saying that Common Core standards are legitimate preparation for 4 year colleges? It so obviously isn’t true.

When will people admit that Common Core caters to a low common denominator and robs high achievers and mid-achievers? Probably never. Proponents pushed Common Core on Americans for a deliberate purpose: so that politicians and the private corporations they’ve partnered with, can analyze, punish and reward those who have forgotten that they have real rights under a real Constitution to direct and control their own affairs.

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Thank you, Dr. Sandra Stotsky and Dr. James Milgram for your tireless testimonies about American education reforms that hurt our children and our country.

ben franklin tyrants rebellion is obedience

Senator Markey: Letter to Arne Duncan Questioning Student Data Collection Practices   8 comments

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Democratic Massachusetts Senator Edward J. Markey has written a vital letter to U.S. Secretary of Education Arne Duncan about the loss of student privacy under new education reforms. The Senator asks the Secretary eight great questions. My favorite is question #2.a): “Should parents, not schools, have the right to control information about their children?”

Senator Markey’s full letter is posted below. Please share it with your senators and with your state superintendents, who may, by their connection to the Council of Chief State School Officers (CCSSO) and its partnership with the U.S. Department of Education, have sway in getting to real answers more quickly.

Markey letter on data

October 22, 2013

The Honorable Arne Duncan
Secretary
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202

Dear Secretary Duncan:

The efficient collection, analysis and storage of K-12 students’ academic records holds promise for improving scholastic performance and closing the achievement gap. By collecting detailed personal information about students’ test results and learning abilities, educators may find better
ways to educate their students. However, putting the sensitive infomation of students in private hands raises a number of important questions about the privacy rights of parents and their children.

According to a recent article in The New York Times (“Decidir1g Who Sees Students’ Data”, October 5, 2013), a growing number of school districts are outsourcing data storage functions to private companies. This change, the companies assert, will “streamline access to students’ data to bolster the market for educational products”. While better analysis of student reading may, for example, help educators better target the appropriate reading materials to students, disclosure of such information, which mayr extend well beyond the specific private company hired by the school district to a constellation of other firms with which the district does not have a business relationship, raises concerns about the degree to which student privacy mayI be compromised.

Moreover, as the article cited above also explains, sensitive information such as students’ behavior and participation patterns also may be included in files outsourced to third-party data firms and potentially distributed more widely to additional companies without parental consent.

Such loss of parental control over their child’s educational records and performance information could have longstanding consequences for the future prospects of students.

Recent changes to the Family Educational Rights and Privacy Act (FERPA) permit “schools to share student data, without notifying parents, with companies to which they have outsourced core functions like scheduling or data management,” according to the Times article. The infomation shared with private companies mayr vary from infomation such as grades, test scores, and attendance records, to other sensitive data such as disability, ­family relationships, and
disciplinary data.

In an effort to understand the Department’s views on the impact of increased collection and distribution of student data on their privacy, I respectfully request that the Department provide answers to the follow questions:

1) In 2008 and 2011, the Department issued new regulations with respect to FERPA that addressed how schools can outsource core functions such as scheduling or data management and how third parties may access confidential information about students. These changes also permit other government agencies that are not under the direct control of state educational authorities, such as state health departments, to access student infomation. Please explain those changes.

a. Why did the Department make these changes?

b. Did the Department perform any analysis regarding the impact of these changes on student privacy? If yes, please provide it. If not, why not?

2) Has the Department performed an assessment ofthe types of infomation that are shared by schools with third party vendors, including but not limited to Contact information, grades, disciplinary data, test scores, curriculum planning, attendance records, academic subjects, course levels, disabilities, family relationships, and reasons for enrollment? If yes, please provide it. If not, why not?

a. Should parents, not schools, have the right to control infomation about their children even when their data is in the hands of a private company?

b. Do you believe that parents should have the right to choose which infomation is shared by schools with third party vendors and which is kept confidential?

In other words, is it the Department’s view that some elements of personal data are more sensitive than others, and therefore deserve greater protections?

2) Has the Department issued federal standards or guidelines that detail what steps schools should take to protect the privacy of student records that are stored and used by private companies? For example, are there guidelines about access to the information, how long it can be retained, hcw it will be used, whether it will be shared with other parties (including but not limited to colleges to which students apply), and if it can be sold to others? lf yes, please provide those standards 0r guidelines. If not, why not and will the Department undertake the development and issuance of such guidelines?

4) Are there minimization requirements that require private companies to delete information that is not necessary to enhance educational quality for students?

5) Do students and their families continue to have the right to access their personal infomation held by private companies as they would if their personal information were held by educational institutions? If yes, please explain how students and families may exercise this right and how they should be informed of the existence of this right. If not, why not?

6) While there are significant potential benefits associated with better collection and analysis of student data, does the Department believe that there also are possible risks when students’ personal infomation is shared with such ñrms and third parties? If yes, what is the Department doing to mitigate these risks? If not, why not?

7) Does the Department require entities that access student data to have security measures in place, including encryption protocols or other measures, to prevent the loss of or acquisition of data that is transferred between schools and third parties? What security measures does the Department require that private companies have in place to safeguard the data once it is stored in their systems?

8) Does the Department monitor whether these third parties are safeguarding students’ personal infomation and abide by FERPA or guidelines released by the Department? If yes, please explain. If not, why not?

Thank you for your attention to this important matter. Please provide written responses to these questions no later than November 12, 2013. If you have any questions, please have a member of your staff contact Joseph Wender on Senator Markey’s staff at 202-224-2742.

Sincerely,

Edward J. Markey
United States Senator

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Thank you, Senator Markey.

Video: How Indiana Mom Heather Crossin is Beating Common Core   6 comments

This interview with Indiana Mother Heather Crossin is not to be missed. Speaking to the Civitas Institute, she tells the story of how she got involved with the fight against Common Core:

Her third grade daughter came home from her Catholic parochial school with Common Core math worksheets. The worksheets had a “shockingly small amount” of practice, and an “inordinate amount of time spent explaining in writing how students got to answers” which had to be written by students in very scripted ways. Heather started to ask questions.

She soon found herself at a school meeting to discuss the Common Core styled math, and heard a sales pitch from a Pearson Education sales representative. She and the parents in the room didn’t like the pitch nor the new math. Then the principal informed them that there was no choice. That was Heather’s moment of illumination.

Suddenly I realized the control over what was being taught in my child’s third grade classroom was now not at my school level. In fact, it was not even at the state level. It had been removed and all control now resided outside the state of Indiana, with private trade associations that owned the copyright to these standards. So no one in my school building, or even in my state, had the ability to change, edit or delete a set of standards that I found right out of the gate to be problematic…

“…We could not believe that a shift of this magnitude had occurred in our state and no one was aware of it. We felt an overwhelming desire to at least let the people know what had happened. We felt strongly that if people knew that this type of a shift in power and control had occurred, they would be outraged as we were, and I think we found that they were.”

In this interview, Heather also explains why parents can and must get involved:

“The stakes are so high. This is not an issue that can be ignored. It really affects not just our children’s future but really our country’s future.”

She touches on the fact that the Common Core testing system (aligned now with college entrance exams) places even home schooled students and private school students at a serious disadvantage. She also relates the method by which she and other parents pushed for, and succeeded in getting, the first “pause” legislation to stop Common Core for Indiana, adding:

“The most powerful weapon that we’ve had… is that the truth and the facts are overwhelmingly on the side of the Common Core opponents. That is a very powerful weapon.”


Watch and share.

To see an additional film of Heather’s public speech at the Civitas event, see: http://stopcommoncorenc.org/2013/10/14/heather-crossin-ordinary-people-can-make-difference/

Thank you, Heather!

Video: Teacher, Parent, Sup’t Speak at Pro-Con Debate in Cedar City   3 comments

Utah Mother of seven Alisa Ellis, with recently retired teacher Margaret Wilkin, spoke out in favor of rejecting Common Core in Utah, at a debate in Cedar City this month. Iron County Superintendent Shannon Dulaney and John Meisner spoke for the promotion side of Common Core.

A key moment in this debate came at minute 25:50, when Alisa Ellis said:

“Proponents of Common Core often find themselves perplexed by the information being disseminated by opponents of Common Core. That’s because we’re continually having different conversations. The proponents speak only of the standards themselves. The opponents are speaking of a much larger reform package. The standards are being sold as the “gold standard” in education but they’ve never been tried anywhere. They’re actually the “fool’s gold standards”. We’re taking these on faith.”

Margaret Wilkin, the recently retired teacher, then spoke in opposition to the tight scheduling, excessive testing and burdensome top-down oversight that affect teacher autonomy under Common Core and said, “the pressure on teachers… is intense and many teachers say that they just can’t do it anymore.”

She mentioned four “talented, wonderful teachers” she knows personally who are retiring early because of the pressure.

She said, “Yes, [teachers] are teaching to the test.”

She also said that she was opposed to having children’s report cards aligned with the national Common Core standard.

SIX THINGS THE US DEPT OF EDUCATION DID TO DEPRIVE YOUR CHILD OF PRIVACY   44 comments

The story of Common Core and data mining begins as most stories do, with a huge, unmet need.

Self-appointed “stakeholder” know-it-alls at the federal level (also at state, corporate, and even university levels) determined that they had the right, and the need, for open access to personal student data– more so than they already had.

They needed state school systems to voluntarily agree to common data core standards AND to common learning standards to make data comparisons easy. They didn’t care what the standards were, as teachers and parents and students do; they only cared that the standards would be the same across the nation.

So, without waiting around for a proper vote, they did it. The CEDS (Common Education Data Standards) were created by the same people who created and copyrighted Common Core: the Council of Chief State School Officers (CCSSO). No surprise.

CEDS common elements

Because the federal “need” to control schools and data was and is illegal and unconstitutional –the federal government “needed” to do (and did) at least six sneaky things.

SIX SNEAKY THINGS THE U.S. DEPARTMENT OF EDUCATION DID TO DEPRIVE YOUR CHILD OF PRIVACY:

1. Sneaky Thing Number One: It bribed the states with ARRA Stimulus monies to build 50 linkable, twinlike State Longitudinal Database Systems (SLDS). This act created a virtual national database.

These SLDS’s had to be interoperable within states and outside states with a State Interoperability Framework. Utah, for example, accepted $9.6 million to create Utah’s SLDS. Think about it. All states have an SLDS, and they are built to be interoperable. How is this not a de facto national database?

2. Sneaky Thing Number Two: It altered the (previously privacy-protective) federal FERPA (Family Educational Rights Privacy Act) law to make access to personally identifiable student data –including biological and behavioral data– “legal”.

So now, the act of requiring parental consent (to share personally identifiable information) has been reduced from a requirement to just a “best practice” according to the altered federal FERPA regulations.

Best practice FERPA

For more information on this, study the lawsuit against the Department of Education by the Electronic Information Privacy Center (EPIC).

The Department of Ed also altered FERPA’s definitions of terms, including what would be defined as “personally identifiable information”.

Biometric Definition FEDERAL

So personally identifiable, shareable information now includes biometric information, (which is behavioral and biological information) collected via testing, palm scanning or iris scanning, or any other means. Schools have not been told that the information they submit to the state SLDS systems are vulnerable to federal and corporate perusal. Legislators write bills that call for the testing of behavioral indicators– but have they considered how this can damage a student’s lifelong need for, and right to, privacy?

The Department of Education openly promotes schools collecting data about students’ personalities and beliefs in the report called “Promoting Grit, Tenacity and Perserverance.” This document promotes the use of facial expression cameras, posture analysis seats, wireless skin conductance sensors and other measures of students’ beliefs and emotions. See page 44.

3. Sneaky Thing Number Three: The US Department of Education partnered with private groups, including the CCSSO (that’s the Council of Chief State School Officers –copyright holders on Common Core–) to collect student data nationally.

The CCSSO, or “Superintendents’ Club” as I like to call it, is a private group with no accountability to voters. This makes it in-valid and un-American, as far as governance goes. The CCSSO has a stated mission: to disaggregate student data. Disaggregate means to take away anonymity.

CCSSO disaggregation

The CCSSO states that it has a mission to collect data nationally in partnership with the US Dept of Ed: “The Education Information Management Advisory Consortium (EIMAC) is CCSSO’s network of state education agency officials tasked with data collection and reporting; information system management and design; and assessment coordination. EIMAC advocates on behalf of states to reduce data collection burden and improve the overall quality of the data collected at the national level.

The CCSSO site states that its data collection effort is a USDOE partnership: “The Common Education Data Standards Initiative is a joint effort by CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United Staes Department of Education.”

(Do you recall voting for this arrangement, anyone? Anyone? –Me neither! )

4. Sneaky Thing Number Four: It used private-public partnerships to promote data linking among agencies. The Data Quality Campaign is one example. The National Data Collection Model is another example. The Common Educational Data Standards is another example.

What do these “models” really model?

Example one: from the Data Quality Campaign: “as states build and enhance K12 longitudinal data systems they continue building linkages to exchange and use information across early childhood, postsecondary and the workforce and with other critical agencies such as health, social services and criminal justice systems.”

Let that sink in: linking data from schools, medical clinics, and criminal justice systems is the goal of the Federal-to-CCSSO partnership. So nothing will be kept from any governmental agency; nothing is to be sacred or private if it is known by an SLDS serving entity (any state-funded, state-accountable school).

Example two: from the National Data Collection Model:

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

Proponents point out that this is not mandatory federal data collection. True; not yet. But it’s a federally partnered data model and many states are following it.

5. Sneaky Thing Number Five: The Department of Ed created grants for Common Core testing and then mandated that those testing groups synchronize their tests, report fully and often to the U.S. Department of Education, share student-level data, and produce “all student-level data in a manner consistent with an industry-recognized open-licensed interoperability standard that is approved by the Department”.

So federally funded Common Core tests require Common data interoperability standards.

Check out that Cooperative Agreement document here.

But, do you think this “Agreement” information does not apply to you because your state dropped its SBAC or PARCC membership –as several states have? Think again. There is an incestuous, horrific pool of private and public organizations, all of which are VOLUNTARILY agreeing to Common Core based, technological interoperability and data collection standards!

The Data Quality Campaign lists as its partners dozens of groups– not only the CCSSO and NGA (Common Core creators), not only the College Board –which is now run by the lead architect of Common Core, David Coleman; –not only Achieve, Inc., the group that contracted with CCSSO/NGO to write the Common Core, but even the School Interoperability Framework Association, the Pell Institute (Pell Grants), Jeb Bush’s Foundation for Excellence in Education, American Institutes for Research (Utah’s Common Core testing provider) and many other Common Core product-providing organizations.

So virtually everyone’s doing data the same way whether they’re privately or publically funded. This should freak anybody out. It really should. We the People, individuals, are losing personal power to these public-private partnerships that cannot be un-elected and that are not subject to the transparency laws of elected offices.

6. Sneaky Thing Number Six: The Department of Education directly lied to the American Society of News Editors. In a June 2013 speech given to the American Society of News Editors, Secretary Duncan mocked the concerns of parents and educators who are fighting Common Core and its related student data mining:

A new set of standards — rigorous, high-quality learning standards, developed and led by a group of governors and state education chiefs — are under attack as a federal takeover of the schools. And your role in sorting out truth from nonsense is really important… They make.. outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, we are not allowed to, and we won’t. And let’s not even get into the really wacky stuff: mind control, robots, and biometric brain mapping. This work is interesting, but frankly, not that interesting.”

Despite what the state school board and the federal Department of Education claim, corporations do know that Common Core and student data mining are interdependent.

CEO of Escholar Shawn Bay spoke at a recent White House event called “Datapalooza.” He said (see his speech on this video, at about minute 9:15) that Common Core “is the glue that actually ties everything together” for student data collection.

And President Obama himself has called his educational and data related reforms so huge that they are cradle to career” -affecting reforms. Secretary Duncan now refers to the reforms not as “K-12″ but as “p-12″ meaning preschool/prenatal. These reforms affect the most vulnerable, but not in a positive way, and certainly not with voters’ knowledge and consent.

The sneakiness and the privacy invasion isn’t just a federal wrong; there’s state-level invasion of local control, too: to be specific, our state’s robbing parents of the right to fully govern their own children.

When I asked my state school board how to opt out of having my children tracked by the State Longitudinal Database System, I was told that the answer was no. There was no way to opt out, they said: all children registered in any state school system (charters, online schools, homeschool-state hybrid programs) are tracked by the SLDS. Here’s that letter.

The Answer is No

Despite Constitutional and G.E.P.A.-law prohibitions, Secretary of Education Arne Duncan admitted that “The Obama administration has sought to fundamentally shift the federal role, so that the Department is doing much more”. Duncan also said, “America is now in the midst of a “quiet revolution” in school reform.” (Yes, it’s been so quiet that the people governed by it weren’t asked about this revolution.)

Yet, federal speeches, and scholarly research conferences and corporate marketers now openly push for common standards and common data systems. From the official White House website to federal educational grant applications to federally partnered corporate sites, to Secretary Duncan’s speeches, there are countless examples to show that the priorities of the federal government are these four things: 1) standards 2) staff 3) “robust” national data systems 4) labeling certain schools as low-achieving.

And the data product sales companies couldn’t agree more.

Common Core proponents insist that Common Core has nothing to do with data mining. But the federal government always bundles the common standards and the data systems, always. This federal push for common data standards and common education standards ought to be household knowledge. That is step number one, seeing the federal patterns and federal pushes for what they are.

EDFACTS

So, what difference does it make? I hear people say that since they have nothing to hide, they’re unconcerned about who’s tracking their children or their families without consent.

I say our founding fathers didn’t write the Constitution without inspiration.

The Constitution describes the God-given right to privacy:

“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”

How easy will it be for those with access to the national databases to label a person as behaviorally unstable and therefore, unworthy of passing a background check for a job or for a gun purchase? How easy will it be for those with access to the databases to search and seize anything at all that they deem inappropriate, that they deem threatening, that they deem theirs?

Privacy is not properly protected by our state school systems and those who ought to know this, don’t. It’s not their fault; the truth has been carefully, quietly hidden. But widespread knowledge of the facts can –and must-- alter these facts.

Please share.

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Postscript: About Control

State school boards tell citizens to give them feedback on the Common Core Standards, and not to discuss anything else related to Common Core or its governance structures.

But citizens have the right to determine what will be discussed; this is America. And any discussion of the standards themselves can only be very temporarily relevant.

Why is academic argument about Common Core only temporarily relevant?

Because two private D.C. trade groups, the NGA (Governors’ club) and the CCSSO (Superintendents’ club) own the standards and have copyrighted them. They alone control the standards. The states do not; nor do the voters in the states.

Inside the state: We can alter the standards only by 15%, according to federal mandates and the writings of the private trade groups that created the standards.

Outside the state: We have no voice in future alterations to the standards. There is no written amendment process outlined for states to have a voice in “their” standards. There is no representative process. That’s why Common Core is unAmerican.

This is why we call Common Core education without representation. It is also accurate to call the education reform package citizen surveillance without warrant, as detailed above.

—————-

For a 15-minute crash-course on the connection between Common Core and student data mining, watch this video by Jane Robbins of the American Principles Project:

Parents Launch Executive Order to Stop Common Core and to Stop Student Data Mining   28 comments

This week, a group of Florida parents, supported by parents and educators nationwide, released an executive order, demanding an end to Common Core and the parentally unauthorized student data mining that’s taking place in every state.

As parents, we claim the privilege of directing our childrens’ educations, free from SLDS (state longitudinal database tracking systems), free from Common Core-aligned testing, standards, or “model” curriculum; free from private trade group EIMAC/CCSSO data collection, free from federal micromanagement, free from federal “accountability”; free from the both student and teacher data mining and tracking that is offensive to individual liberty and to Constitutional, local control.

As parents and teachers, we claim the privilege outlined in the Declaration of Independence that government is by consent of the governed. We, the governed, have not been asked nor have we approved these unvetted standards and systems. Therefore, any governance of children or school staff under the Common Core agenda is simply invalid.

Why: The promises of the promoters of the Common Core Standards do not add up. The evidence is overwhelming, and increases daily, that the Common Core agenda damages where it claims to serve; yet those who push back against the Common Core agenda are disrespected by school boards and in hearings around the nation. This is outrageous. We are the children’s parents; children are not the government’s human capital” despite what the Department of Education repeatedly claims.

Along with the executive order, parents have issued a longer, referenced document that explains the reasoning behind the executive order. This document is entitled “Welcome to the Common Core Fuzzy Math: Common Core Equals Conditions Plus Coercion Plus Conflict of Interest.”

Suzette Executive Order CC

Please pass this message along.

Here is a partial list of all the parent-educator groups working to fight the federal-and-corporate partnered machine of Common Core.

■Alabama: http://www.facebook.com/al.againstcommoncorestandards?fref=ts
■Alabama: https://www.facebook.com/AlabamiansUnitedForExcellenceInEducation?fref=ts
■Alaska: https://www.facebook.com/StopCommonCoreAK
■Arizona: https://www.facebook.com/groups/533815266661341/?fref=ts
■Arizona: https://www.facebook.com/groups/178924678928084/
■Arkansas: http://www.facebook.com/groups/ARKANSASAGAINSTCOMMONCORE/
■Arkansas: https://www.facebook.com/ArkansasAgainstCommonCore?fref=ts
■California: http://www.facebook.com/pages/Stop-Common-Core-in-California/436128033134967?fref=ts
■California: https://www.facebook.com/groups/239664519505257/
■Colorado: https://www.facebook.com/pages/Parents-and-Educators-Against-Common-Core-Curriculum-in-Colorado/369263259855000
■Colorado: https://www.facebook.com Mesa County Citizins/Businesses Against Common Core Curriculum & Colorado Parents Against Common Core
■Colorado: https://www.facebook.com/pages/Parent-LED-reform/183654775048900?fref=ts
■Conneticut: https://www.facebook.com/TheCommitteeToCombatCommonCoreCurriculumInCT?fref=ts
■Conneticut: https://www.facebook.com/StopCommonCoreinCT
■Delaware: https://www.facebook.com/pages/Delaware-Against-Common-Core/141637639346274?ref=ts&fref=ts
■Delaware: https://www.facebook.com/groups/157115501116902/
■Florida: https://www.facebook.com/pages/Stop-Common-Core-in-Florida/516780045031362
■Florida (Central): https://www.facebook.com/groups/CentralFPACC/?fref=ts
■Georgia: http://www.facebook.com/StopCommonCoreInGeorgia?fref=ts
■Georgia: https://www.facebook.com/groups/505453512861887/
■Idaho: https://www.facebook.com/IdahoansAgainstCommonCore?fref=ts
■Idaho: https://www.facebook.com/pages/Idahoans-for-Local-Education/120194641494340?fref=ts
■Illinois: https://www.facebook.com/pages/Stop-Common-Core-in-Illinois/388021897963618
■Indiana: http://www.facebook.com/HoosierMomsSayNoToCommonCore?fref=ts
■Indiana: https://www.facebook.com/HoosiersAgainstCommonCore?fref=ts
■Iowa: https://www.facebook.com/IowansforLocalControl
■Kansas: https://www.facebook.com/pages/Kansans-Against-Common-Core/166572220165485?fref=pb
■Kentucky: https://www.facebook.com/KentuckiansAgainstCommonCoreStandards
■Louisiana: http://www.facebook.com/StopCommonCoreLa andhttps://www.facebook.com/pages/Stop-Common-Core-in-Louisiana/325178490918603?fref=ts
■Maine: https://www.facebook.com/groups/StopCCMaine/?fref=ts
■Maryland: https://www.facebook.com/groups/StopCCSSinMaryland/
■Michigan: http://www.facebook.com/pages/Stop-Common-Core-in-Michigan/303312003109291?fref=ts
■Minnesota: https://www.facebook.com/groups/MinnesotansAgainstCommonCoreStandardsinEducationCG/
■Mississippi: https://www.facebook.com/StopCommonCoreInMississippi
■Missouri: https://www.facebook.com/pages/Missouri-Against-Common-Core/115085478685281?fref=ts
■Missouri: https://www.facebook.com/pages/Missouri-Education-Watchdog/107272389320928
■Missouri: https://www.facebook.com/groups/missouriagainstcommoncore/
■Montana: https://www.facebook.com/groups/475298309202714/
■Nebraska: https://www.facebook.com/groups/nebraskafamilypolicyforum/
■Nevada: https://www.facebook.com/groups/183062228539486/184305295081846/?notif_t=group_activity
■New Hampshire:https://www.facebook.com/NHSchoolChoice; https://www.facebook.com/StopCommonCoreInNH?ref=hl; https://www.facebook.com/CornerstonePolicyResearch?ref=hl
■New Hampshire: http://nhfamiliesforeducation.org/;https://www.facebook.com/groups/nhfamiliesforeducation
■New Mexico: http://www.facebook.com/StopCommonCoreInNewMexico
■New Jersey: https://www.facebook.com/pages/CURE-NJ/274974855970782
■New Jersey: https://www.facebook.com/groups/220888071386355
■New Jersey: http://www.facebook.com/groups/363967600385017/
■New York: https://www.facebook.com/groups/607166125977337/
■New York (State Island specifically): http://www.facebook.com/groups/638305829518125/
■New York (Long Island specifically): https://www.facebook.com/groups/141680156005331/
■North Carolina: https://www.facebook.com/pages/Stop-Common-Core-in-NC/150345585132550?fref=ts
■North Dakota: https://www.facebook.com/pages/Stop-Common-Core-in-North-Dakota/431076243650481
■ Ohio: ohioansagainstcommoncore.com
■Ohio: http://www.facebook.com/OhioCommonCore
■Ohio: https://www.facebook.com/groups/415835035179973/
■Ohio: https://www.facebook.com/groups/516040641778582/?bookmark_t=group
■Oklahoma: http://www.facebook.com/pages/Restore-Oklahoma-Public-Education/116011401766695
■Oregon: https://www.facebook.com/pages/Stop-Common-Core-in-Oregon/310461619079878
■Pennsylvania: http://www.facebook.com/pages/Pennsylvanians-Against-Common-Core/566916409995216
■Rhode Island: https://m.facebook.com/profile.php?id=542616145789229&_mn_=11&refid=7&_ft_=qid.5865817560745279255%3Amf_story_key.-1168715708737317007
■Rhode Island: https://www.facebook.com/pages/Stop-common-core-in-Rhode-Island/542616145789229?ref=ts&fref=ts
■South Carolina: https://www.facebook.com/StopCommonCoreInSouthCarolina?ref=stream
■South Dakota: http://www.facebook.com/SouthDakotansAgainstCommonCore
■South Dakota: http://www.facebook.com/groups/stop.common.core.in.south.dakota/
■Tennessee: http://www.facebook.com/pages/Stop-Common-Core-in-Tennessee/322248557894269?fref=ts
■Texas: https://www.facebook.com/groups/157776591054666/
■Utah: http://www.facebook.com/UtahnsAgainstCommonCore
■Virginia: https://www.facebook.com/groups/134077993445892/
■Washington State Group: http://www.facebook.com/groups/WAstateAgainstCommonCore/?fref=ts
■Washington State Page: http://stopcommoncorewa.wordpress.com/
■West Virginia: https://www.facebook.com/pages/WV-Against-Common-Core/359684890815537
■Wisconsin: https://www.facebook.com/pages/Stop-Common-Core-in-Wisconsin/185213384959404?ref=ts&fref=ts
■Wyoming: https://www.facebook.com/groups/434220420005865/
■Special Education Group: https://www.facebook.com/groups/249171258560458/249174031893514/?comment_id=249175028560081&notif_t=group_comment

New Hampshire Representative Aims to Repeal Common Core With NH Constitutional Redress   6 comments

NH senate

Rep. John Hikel, a Republican Member of the New Hampshire House of Representatives since 2008, often shares this quote from Thomas Jefferson:

“The spirit of resistance to government is so valuable on certain occasions, that I wish it to be always kept alive. It will often be exercised when wrong, but better so than not to be exercised at all. I like a little rebellion now and then”.

A little rebellion is exactly what’s happening in New Hampshire, as more and more parents and legislators are waking up to the takeover of education by corporate and federal forces. Rep. Hikel is asking New Hampshire citizens to sign the petition, to stop common core.

New Hampshire may be at an advantage constitutionally (state-constitutionally). As Representative Hikel reminds people, there is a New Hampshire redress allowance to repeal problems (such as common core.) It states, in part 1, article 31: “The legislature shall assemble for the redress of public grievances and for making such laws as the public good may require”.

Rep. Hikel notes that article 32 also states that the people have the right to instruct their representatives to redress wrongs:

[Art.] 32. [Rights of Assembly, Instruction, and Petition.] The people have a right, in an orderly and peaceable manner, to assemble and consult upon the common good, give instructions to their representatives, and to request of the legislative body, by way of petition or remonstrance, redress of the wrongs done them, and of the grievances they suffer.

Hikel explains: “Most states have a redress process but New Hampshire is the only one that has a mandate written in its Constitution– that the People are guaranteed redress. People need to know their full authority.”

To read more about inherent parental rights over the children’s educational system, or to sign the NH petition, or to read the September 2013 testimony of New Hampshire Parents for Education against Commmon Core click here.

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ben franklin tyrants rebellion is obedience

Common Core Down: Crossing the Line   16 comments

Common Core Down: Crossing the Line
An Open Letter to Parent Advocates for Local Control

Guest Post –by someone who wishes to remain anonymous

The Common Core is going down.

It is going down one way or another. It will happen sooner in some places and later in others. In large part it is going to go down as a result of your efforts and the efforts of countless and nameless others like you. It will go down in spite of the efforts of the likes of Boeing, Microsoft, Exxon, Gates, the federal government and the rest of the human capital/workforce pipeline driven corporate entities, within and without our country (read that as global corporations). They have been messing with the education of students in our country for decades now. They have gone too far this time. They have crossed the line.

bird mom

Let me tell you about that line. If you are a birder or someone who enjoys nature you may have experience with this. On a number of occasions I have been out in the wild and spotted nests in trees and cliff aeries of owls, falcons, and hawks when there have been young ones in the nest. It usually was the cries of the young ones in the nest that attracted my attention. The momma bird has a protective eagle eye (pun intended). I have approached and found the line. The line was never visible. I knew I found the line when I stepped too close and the momma bird took flight and started to attack me. One step back and momma bird, while still on guard, would cease her attack. That is how you know where the line is—-when momma starts to attack out of a maternal instinct to protect her offspring.

This line occurs elsewhere in nature and not just with birds of prey. You do not want to get between a momma bear and her cub or between a cow moose and her calf (I have watched the nostrils flare and the ears lay back on a cow moose). If you do, you are in danger. And I never want to get so far across the line with a bird of prey or any other living creature that I can’t rapidly, within one step, retreat across the unseen line.

Well, they, with the CCSS and related issues, have crossed the line. As a result the CCSS is in serious danger. The CCSS and related issues have been placed smack between parents and their children and as a result are or will be seen as an imminent threat. And parents, in particular, moms, are on the attack as maternal instincts kick in to protect their offspring from accurately perceived physical, emotional, and/or intellectual harm.

The common core could and should go down for any number of reasons—federal overreach, constitutional issues, content, cost, privacy… but it really is going to go down because it has crossed the invisible line that will invoke the protective parental nature. That is what will bring it down. All of you have been instrumental in helping, and must continue to help, parents see where that line is.

I have been tracking issues related to CCSS since spring of 2009. It was a rare article that could be found at that time about it and it was usually one glowing with what we now see as the standard boiler plate blather. As time progressed it was a busy day if there were three to five articles about the CCSS. Of course, they were all positive about the CCSS or promoting the CCSS. That continued for some time. At some point a rare article would appear that was negative towards the CCSS. Over time that grew—-now I see what appears to be as many anti=CCSS articles as pro-CCSS. Even after filtering out many articles, it is common to see 10 to 30+ new articles a day. A significant portion of those articles is about the push back against the CCSS or they are anti-CCSS. With the increase in articles it is hard to find the time to read them all. It is easy to see that the CCSS is in trouble. The CCSS is not just in trouble it is in serious trouble. At this point only a small portion of parents have realized the line has been crossed. More will realize it soon enough.

Don’t let up. Keep the pressure on and help others learn to see the line and what it means to them and the future of their children. Keep up the good work!

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Thank you, anonymous friend, for this guest post.

Video: Vacaville, CA Hosts Pro and Con Common Core Forum   3 comments

A few weeks ago, Vacaville, California hosted a pro- and con- Common Core Forum.

Speakers include Bill Evers, of Hoover Institute, Stanford University; Wendy Hart, of Alpine School Board, Alpine, Utah; Daly Gordon Koch, 4th grade teacher; Jeannette LaFors, former teacher and education analyst.

Pro Common Core:

Daly Jordan Koch, California Teachers Association teachers union
Jeannette LaFors, Education West-West
======
Con Common Core:

Bill Evers, Research Fellow, Hoover Institution
Wendy Hart, parent, Highland, Utah

Opening statements begin at minute 11:30, followed by a round table discussion, questions and responses among panelists; and questions and answers with audience members.

Common Core Eerily Like Challenger Launch   2 comments

In January 1986 I was a high school student in Orlando, watching out the window as the Challenger Space Shuttle launched about fifty miles away. Christa MacAuliffe, the first teacher in space, was being launched with a seven member crew.

shuttle challenger

Then we all saw the explosion in the sky.

The plumes represented total failure and the deaths of seven people. Christa MacAuliffe perished along with every one of the seven members of the Challenger crew– a horrible, history-scarring launch. But.

What wasn’t widely known until years later was that the Challenger disaster had been avoidable.

Avoidable!

Top engineers had alterted NASA not to launch. Memos had been circulated. Calls had been made but ignored. Groupthink had taken over.

help memo challenger

NASA chose to ignore legitimate concerns –under financial and cultural pressures. That decision to ignore proved disasterous to the entire country.

Today, launch-executives of Common Core (including School Boards/PTA/NGA/CCSSO/Bill Gates’-funded thinktanks) are choosing to ignore concerns because of financial pressure. This will prove disasterous to the children and teachers now being launched into Common Core.

The morning of the Challenger’s launch, Florida temperatures were very cold.

ice and challenger launch pad

As NASA has documented:

NASA remembered that the builder of the shuttle, Morton-Thiokol, had been concerned about low temperature launches and made a call to the Utah headquarters.

“A manager came by my room and asked me if I was concerned about an 18 degree launch,” recalled Morton Thiokol engineer Bob Ebeling. “I said ‘What?’ – because we’re only qualified to 40 degrees. I said, ‘What business does anyone even have thinking about 18 degrees, we’re in no man’s land.’”

The O-rings had never been tested below freezing.

The Senior Representative for Morton Thiokol, at the Kennedy Space Center, Alan McDonald, refused to sign off that the project was ready and safe; he said temperatures were too cold to safely use the booster motors Morton Thiokol had built.

But his supervisors in Utah OVERRULED HIM and faxed a signature to NASA indicating that the company approved the launch anyway. (Doesn’t this remind you of the way the state school boards are overruling concerned, local superintendents, teachers, parents and administrators?)

It wasn’t just the temperatures on that day that were a problem. It wasn’t just the fact that they hadn’t tested the O-rings at these temperatures. Problems had been percolating all along. Months earlier, in October 1985, engineer Bob Ebeling had sent out a memo with the subject heading, “HELP!”

The purpose of Ebeling’s memo was to draw attention to dangerous structural errors in engineering. Roger Boijoly, yet another Morton Thiokol Engineer, validated Ebeling and McDonald, saying that the management’s style, the atmosphere at Morton Thiokol, dis-allowed dissent. (Doesn’t this description remind you of the atmosphere of the State Office of Education which treats dissenting voices on Common Core as “misinformed” and insubordinate?)

Boijoly testified that “Many opportunities were available to structure the work force for corrective action, but the Morton Thiokol management style would not let anything compete or interfere with the production and shipping of boosters. The result was a program which gave the appearance of being controlled while actually collapsing from within due to excessive technical and manufacturing problems as time increased.”

Why were these whistleblowers ignored? This question lingers. Many university courses use the Challenger disaster as a case study in the dangers of groupthink and the importance of listening to dissenting voices –even when listening means risking great financial and cultural pressures.

(See samples of university case studies of the Challenger ethics/groupthink disaster here and here.)

Today, the Florida Department of Education uses this image on its website, calling it “Countdown to Common Core.” It is eerie but it’s real.

Eerie logo or not, most states in the US are launching these un-vetted, un-tested, un-piloted, un-constitutionally governed Common Core standards. And whistleblowers who testify that this launch must be stopped, are being marginalized and scorned, rather than being heard.

florida countdown common core launch logo

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Here are five parallels between the launch of Common Core and the launch of the 1986 Challenger.

1. In both cases, teachers were placed in harm’s way yet they nobly and confidently took on the high-risk role.

2. In both cases, there was a lack of pilot testing and a lack of proper study of the structure of the thing that was to be launched.

See Professor Christopher Tienken’s condemnation of the launching of Common Core without pilot testing in his research paper, here. See the side-by-side studies of pre and post Common Core academic standards, commissioned by Senator William Ligon of Georgia, here. See Pioneer Institute’s white paper on the rapid, unvetted implementation of Common Core across the nation, here.

3. In both cases, leading experts risked reputation and careers to be whistleblowers, to stop the doomed launches.</strong>

See expert educators’ testimonies here and here and here and here and here and here and here and here and here and here.

4. In both cases, whistleblowers were marginalized and leadership forged ahead, heedlessly.

See how the U.S. Secretary of Education and his corporate allies and pseudo-governmental allies deride the increasing number of dissenting voices.

5. <strong>In both cases, there was no escape hatch provided for those who chose to be onboard.

In the case of the Challenger shuttle, evidence suggests that some if not all of the people on board were alive during part or all of the descent of the cabin after it detached from the rest of the shuttle. It took over 2 minutes for the cabin to crash into the Atlantic. Might lives have been saved if there had been an escape system?

Launch escape systems had been considered several times during shuttle development, but NASA’s conclusion was that the shuttle’s expected high reliability would PRECLUDE THE NEED for one.

In the case of the Common Core launch, again, high expectations for reliability have apparently precluded the need for an escape hatch. While states may technically drop out of the Common Core initiative at any time, it becomes about as realistic to do so as it was for Hansel and Gretel being able to find their trail of crumbs in the woods that might have led them to freedom; with each passing day, that likelihood diminishes.

States are investing hundreds of millions upon hundreds of millions nationwide to create technological infrastructures, teacher trainings, textbook repurchasings, and public advocacy programs to implement Common Core. They are not likely to pull out.

States staying in do try to make these standards feel locally owned, by changing the name from “Common Core” to “Utah Core” or “California Core,” or by adding some of the federally permitted 15% to the Common Core.

But the nationally aligned tests will never take any 15% into account. (How could they? Differing would mean states’ standards were no longer “common.” And then comparisons from state to state would not be useful to the data hungry corporations and governmental “stakeholders” who crave that student testing data)

And if states were to try to get together and actually significantly alter and improve the commonly held standards, GOOD LUCK.

The Common Core State Standards are under private copyright and there’s no amendment process offered outside of that private club which claims to be the “sole developers and owners” of the standards.

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Anybody see see an actual, functioning escape hatch for Common Core?

What happens if we decide, down the line, that we don’t like how things are going? How can we regain that control, that copyright, that states-owned amendability of state standards, and that privacy (pre-S.L.D.S?)

I don’t see proper testing or vetting in the history of these standards. Do you?

I don’t see proper discussion of whistleblowers’ concerns. Do you?

I don’t see proponents caring at all for the well-being of the children and teachers being launched without their consent on this thing. Proponents are driven by money and by indebtedness to funders and by the desire for greater power over our children and over all people.

It is time to stop the Common Core launch.

And if we can’t stop this launch– if our leaders choose to ignore all reason and ignore the voices of those who not only have elected them, but who are the first authorities over the children– then it is time to take action and pull our children off the machine.

shuttle challenger

Press Release: Pittsburgh Catholics Against Common Core   3 comments

This press release was issued last month by Pittsburgh Catholics Against Common Core, a group of parents dedicated to educating citizens about, and reversing the adoption of, the Common Core in Catholic schools across the country.

(Below the press release, see the video-statement about why Catholic K-12 private schools are moving to Common Core, by Sister Dale McDonald, Director of NCLA Public Policy.)

PRESS RELEASE

Contact: pittsburghcacc@gmail.com
http://www.pghcatholicsagainstcommoncore.com

National Catholic Educational Association promoting controversial Common Core Standards across the country

Pittsburgh, PA – The National Catholic Educational Association (NCEA), the largest private professional education organization in the world (according to their website), had its first national conference on June 30, 2013 in Nashville, TN in support of the very controversial Common Core State Standards. It has hosted a total of three conferences in major cities this summer, called “The Cure for the Common Core Conference” in addition to a convention this past spring that presented everything Common Core and “21st Century” education models.

Common Core is being hotly debated right now. Citizens and legislators in cities and states nationwide have sounded the alarm about Common Core and have decried its content and inferior standards. And yet – the NCEA is forging ahead in building and promoting a vast network of resources for Catholic schools centered on Common Core
instruction and content. Sadly, over 100 Diocese across the country have succumbed to the secular influence of the Common Core proponents.

The NCEA is actively promoting and marketing these nationalized one-size fits all standards by providing teaching materials to Catholic Educators all over the country. They have helped create a Catholic version of Common Core, called the Common Core Catholic Identity Initiative (CCCII) that is stated to 1) empower Catholic schools and dioceses to design and direct the implementation of the Common Core standards within the culture and context of a Catholic school curriculum and 2) infuse the Common Core standards with the faith/principles/values/social justice themes inherent in the mission and Catholic identity of the school.

We are hearing from some Dioceses that they are using the Common Core Standards as a “minimum” benchmark for students, because Catholic standards are already so high. One wonders why they are needed if Catholic schools already have such a strong tradition and history of success with their existing standards. It is confounding to think that a minimum is even required when student performance can be, and always has been, measured
against the higher standard. The Common Core proponents tell us that the Common Core standards are more rigorous and require higher order thinking skills. With this, why would they be considered “minimum” standards by Catholic school leaders? This makes no sense.

We are also hearing from our sources in several cities that parents simply cannot get answers from their Diocesan school leaders about how it will be implemented. What parts of Common Core have been approved? What tests will be used? How will technology be used? Is the Diocese using CCCII? Parents are being left in the dark about these major shifts in how their children will be taught and how they will be expected to learn.

This has led us to believe that Diocesan leaders are either very uninformed on this significant shift in Catholic education and are merely reiterating what they were sold, or they are purposefully being elusive.

Under the direction of Dr. Lorraine Ozar, from Loyola University Chicago, and Sr. Dale McDonald, Director of Public Policy for the NCEA, the CCCII has created a massive amount of materials and detailed teaching guidelines, even showing the controversial behavioral psychology methods and philosophies that it is based on (Bloom’s taxonomy, Understanding by Design, Backward Design, Outcome Based Education, digital learning), weeks of unit content by grade and theme – including book lists for 1st grade that contain books referencing same-sex marriage, website links and books promoting social activism, questioning of parental authority and secular ideas such as building a Facebook page to make friends.

The NCEA has declared in a statement on their website that it does not “endorse” the Common Core State Standards. Yet it has fully embraced them; they were a “Launch supporter” of CCCII, according to the CCCII website. Its conferences allowed them to aggressively market this “Catholic” version of Common Core.

According to Dr. Lorraine Ozar in a July 2012 presentation, “Catholic schools need to pay attention to the fact that the common core standards are here and it is important to get on board”. And Sr. Dale McDonald said in an April 2012 video, “even though these are called ‘secular’ standards, there are ways in which we can make them personal to the Catholic School”.

Why do Catholic schools “need to get on board”? Are they worried about accreditation? Will they lose funding from the government in some way? Are they fearful of losing their alliances with Public-private organizations and partnerships?

Why are they embracing such an insidious agenda that is so diametrically opposed to the Catholic
faith?

Dioceses are being pushed and swooned in this direction and then guided by the NCEA, when really they should be seizing this opportunity to proclaim the accolades of a traditional Catholic classical education. We could see a true renaissance in Catholic education if school leaders chose to lead and purposefully distinguish themselves from public schools. But if Common Core is implemented in Catholic Schools, will it be worth the sacrifice that families are making to send their children to them? There are so many questions that have gone unanswered.

And we keep asking – why?

Catholic schools surely do not “need to get on board”. There is always a choice. And as this moves forward, many more Catholic parents will be asking the same questions and wanting to take their Catholic schools back.

Pittsburgh Catholics Against Common Core is a group of Catholic parents who are dedicated to educating citizens on the dangers of Common Core in Catholic schools and reversing the adoption of these standards in Catholic schools across the country.
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Florida Mother of Six Fights “The Machine” of Jeb Bush and Bill Gates, FLA Legislature   5 comments

“All these groups want accountability from our children but I demand accountability from them – Debbie Higginbotham, Florida mother

jeb bush

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debbie h

FLORIDA’S FIGHT FOR EDUCATION: FREEDOM FROM “THE MACHINE”

By Debbie Higginbotham

In every state across this great nation, parents, grandparents, and great Americans are speaking out loudly against Common Core and the Race to The Top Agreement (RTTT). And they should!

Each state has their grassroots groups and coalitions marching to their state capitols demanding answers on why their children have been sold to the Federal Government.

When I started this personal crusade to save my children’s educational freedoms about a year ago, I had no idea what I was going to encounter. I am just a mom who is enjoying raising six beautiful children with no political aspirations nor experience in debating these political cronies.

Every state has their mountains to climb when fighting CC and ridding their state of these horrible standards and mandates all enclosed with the RTTT. Here in Florida most of our battles are the same, but we are fighting a white elephant in the room as well. That white elephant is Jeb Bush and his foundations and other groups he has “founded” that are promoting “higher standards”.

Many refer to Jeb Bush and his cronies as “The Machine”.

When originally talking with school board members and legislators– and being told that Common Core was here to stay and there was nothing I could do about it, I knew something was not right with this whole thing.

Some legislators were giving me the smile and wink –and I thought I was making progress.

It was pleasing to know, at the time, that my elected officials were taking my complaints to heart because this was going to affect their children as well.

I quickly started doing more research and that old saying of “follow the money trail” came to light so true and it wasn’t just looking into Bill Gates anymore, but looking into Jeb Bush and his involvement with Gates and his continuing efforts to alter Florida’s education system for his own political gain and a bid for the White House.

Those winks and nods were just that, empty promises.

The more I was learning, it soon disgusted me. How can a man with no elected accountability from voters have such an influence on my children’s education?

Everywhere I turned I was hitting the same roadblocks and that was “The Machine”. It wasn’t only Jeb Bush but I came to find out through more digging that Jeb Bush has pretty much bought and paid for almost all of the Republican legislators in office right now, including Governor Rick Scott. Even Lobbyists have a loyalty to him.

Jim Horne is the prominent one.

Back in August, Rick Scott called for an education summit to make it look like he was making an effort of hearing all sides of the education issues. He never showed up at the summit he’d called for, but then decided to further his political career and make decisions about Florida’s children over a bottle of an alcoholic beverage and dinner
on a Thursday evening with “The Machine” and its allies, Chair of the State Board of Education Gary Chartrand, and Republican Rep John Thrasher.

Most recently, Governor Rick Scott issued an Executive Order to withdraw from PARCC and resign from being the lead state. http://www.fldoe.org/news/2013/2013_09_23-2.asp?style=print

He also stated he would hold three district hearings to give parents and experts opportunities to voice their concerns on specific standards within Common Core. Great move on the Governor’s part, but the response from all of us was that this is just smoke and mirrors. Scott was only trying to pacify us, the parents, while still keeping “The Machine” happy.

When will this man stand on his own two feet? Even more disturbing is in the last few days our Education Commissioner, Pam Stewart, has come out and said that even though the hearings will be held, it will not change any outcome continuing with the implementation of Common Core.

REALLY! That just goes to prove it is all smoke and mirrors.

Everywhere we turn this white elephant shows up uninvited! There are little worker bees “The Machine” spreads throughout the state to try and shut us down. They make it their life each day to seek out moms like me and try to prove that we are misinformed about Common Core and how Florida needs higher standards and accountability from our children and teachers.

ACCOUNTABILITY!? Who is holding “The Machine” accountable?

Who is holding the NGA and CCSSO accountable? Let’s not forget ACHIEVE!

All these groups want accountability from our children but I demand accountability from them and what they believe to be best for my children. They have nothing better to do than come after moms and dads like me and call us misinformed! Only my husband and I, the true authorities, know what is best for our children.

“The Machine” has even promoted radio ads to be played boasting the standards on how they will give our children higher learning. The group “Conservatives For Higher Standards” was also involved with making and promoting the ad. We know those two have close ties to each other. The ad also touts making getting into college a fair playing field, no rote memorization, helping kids learn more, and states can opt in or our of the standards along with the lie that there are no DC mandates.

We are working on a counter ad to make sure our voices are right with theirs, and we are not backing down.

We are going to call their lies out.

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debbie higginbotham

Debbie Higginbotham is a mighty but tiny, very adorable, very-pregnant-with-her-seventh-child, mother and fredom fighter, who currently homeschools all but her oldest child.

She can be reached via Florida Parents Against Common Core. (www.flparentsagainstcommoncore.com)

Thank you, Debbie.

Dear School Board: Please Stop Deceiving the People About Common Core   5 comments

Dixie,

In the latest publication by the USOE, we read that Common Core is the “new gold standard” for education. Also, this latest publication fails to address the #1 concern of opponents to Common Core: that the privately copyrighted, “living work” standards will change, but states have no representative voice in those national changes.

It would be more honest to call it the “new fool’s gold” of American education both in terms of their academic status and in terms of the lack of legitimate representation at the standards-writing level.

As has been often repeated, the standards haven’t been piloted and have not been empirically validated. This makes our adoption of them a case study in educational malpractice.

The standards lower college readiness standards, as they prepare students only for a 2 year Jr. college. The standards hurt little children in the youngest grades, using absurdly rigorous expectations; this has been explained by an increasing number of child psychologists nationwide.

Worst of all, Common Core is a changeable and changing standard. It calls itself “a living work.” This means that it can and will be altered.

Gold does not change its quality or makeup. These standards do.

And when the standards do change, we all know that there is no written amendment process for the states who hold the standards in common to have a guaranteed voice in those alterations and amendments which are to happen.

This is why we keep on begging the Utah State School Board to abandon these standards, which are not only insufficient as they stand, but will change on a national scale– and we have no voice in those changes.

Please encourage the board to stop using deceptive terms such as “gold standard” when discussing and publishing information about Common Core.

Christel Swasey

Alabama School Board Fights For Childrens’ Privacy   3 comments

Betty-Peters- -Alabama-State-Board-of-Education_

Betty Peters of the Alabama State School Board is fighting for the privacy rights of children in Alabama by requesting documentation about what types of information is currently being disclosed without parental consent, and to whom.

Below are draft versions of the requests.

For more information about the shredding of parental rights under previously protective federal FERPA laws, see the lawsuit currently raging against the Department of Education, brought by the Electronic Privacy Information Center. I have written about this issue previously as have many other people.

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Memo to Alabama State Board Members:

Since there is a debate without documentation about the use of data on our students of whether personally identifiable data is released on our students, we must request the following documents to clarify and end this discussion. Once we have documents that would substantiate the use of redisclosure of data, personally
identifiable information, PII, that the US Department of Education now allows under FERPA, we can better resolve the issues and take steps to protect our children in the state of Alabama. I am requesting and demanding that all documents requested herein, be given to each State Board Members and legislators, and only then, can we make decisions to protect our students and their families. All meetings and debates should be tabled until documents are received from the Department, and/or under the Freedom of Information Act that will prove one way or another, that will substantiate whether personally identifiable information can be used or not be used without the informed written permission of parents. These documents will provide the basis of our decisions and requests to our legislators of what should be done to protect student privacy.

Sincerely,

Betty Peters

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Request for Documents, Written Agreements, Cooperative Agreements

RE: Redisclosure of Personally Identifiable Information on Students According to 99.31 of the Family Education Rights and Privacy Act, FERPA Unknown to Parents and Legislators

Request the Cooperative Agreements between the US Department of Education and Partnership for Assessment of Readiness of College and Careers, PARCC, and Smarter Balanced Assessment Consortium, to determine the use of redisclosed personally identifiable information, PII, used to evaluate individual students toward Common Core Standards.

Request the Cooperative agreement with the Department of Education allowing Florida to be the fiscal agent for each of the states in the PARCC consortium. Request the Cooperative Agreement with the Department of Education allowing Washington to be the negotiating partner for each state in the Smarter Balanced Assessment consortium.

Request the Memorandum of Understanding between Washington state as the negotiating partner, and WestEd, the project management partner, that has access to redisclosed personally identifiable information, PII, for each state in the Smarter Balanced Assessment Consortium.

Request the Memorandum of Understanding between Florida, and Achieve, Inc., Florida as acting fiscal agent for the PARCC consortium and Achieve, Inc as project management partner. Please submit all written agreements allowing access to redisclosed personally identifiable information , PII, for each state.

Request any written agreements, memorandums of understanding, or cooperative agreements Alabama or other states not using PARCC or Smarter Balanced Assessment, has with the US Department of Education, ACT (Aspire, Explore, or Plan,) and/or Pearson, that has access to redisclosed personally identifiable information, PII,
used to evaluate individual students toward Common Core Standards.

Request any written agreements, memorandums of understanding, or cooperative agreements with other contractors who have been given redisclosed PII on student data to develop curriculum, computer adaptive digital software, and/or any testing development. These “school officials” may be identified as private sector contractors, consultants, volunteers, or other parties to whom an agency or institution has outsourced services or functions, including, non-profit organizations, corporations, or businesses to develop curriculum and/ or computer adaptive resources for individual students. These contractors may include Microsoft, Pearson, Houghton Mifflin Harcourt, ETS, & ACT. Please submit any written agreements that allow access to PII, which was unlocked by order of President Obama, Office of Science and Technology Policy Executive Office of the President, January 19, 2012

Request the purchase agreement and amount for each written agreement between any “school official” and the US Department of Education, PARCC, and/or Smarter Balanced Assessment, for the purchase of obtained redisclosed data on personally identifiable information, PII, on individual students to develop curricula or computer
digital programming or testing materials.

Request any Requests for Proposal, RFP, or Written Agreements between any private sector working group, defined as a “school official” in FERPA, 99.31, including PARCC, Smarter Balanced Assessment, Wested, or Achieve, ACT or ETS, who are developing and expanding Common Core Standards to new individualized criteria to “
improve instruction”, called, CCCR, College Career Citizenship Readiness, in which Citizenship, measures dispositions. Source: http://www.ccsso.org/Documents/ILN%20Knowledge%20Skills%20and%20Dispositions%20CCR%20Framework%20February%202013.pdf

Request any memorandums of understanding or cooperative agreements to test and measure disposition test items that are ” difficult to measure” and may infringe on personal privacy rights, violate federal law for redisclosing psychological information without informed written parental consent.

Request any memorandums of understanding or cooperative agreements that may be used as identifiers for interventions for changing dispositions or improving instruction, without the informed written consent of the parent violating privacy laws, personal liberty, and illegal access to mental health criteria.

Request sample test items or test blueprints with scoring criteria that will measure dispositions and values in the new College Career Citizenship Ready Standards, CCCR, that are being introduced to the Common Core Standards by the CCSSO.

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Working Draft:

Put this letter in writing to clarify requests:

Since there is a debate without documentation about the use of data on our students of whether personally identifiable data is released on our students, we must request the following documents to clarify and end this discussion. Once we have documents that would substantiate the use of Redisclosure of data, personally identifiable information, PII, that the US Department of Education now allows under FERPA, we can better resolve the issues and take steps to protect our children in the state of Alabama. I am requesting and demand that all documents requested herein, be given to each State Board Member, and only then, can we make decisions to protect our students and their families. All debates should be tabled until documents are received from the Department, and/or under the Freedom of Information Act that will prove one way or another, that will substantiate whether personally identifiable information can be used or not without the written permission of parents. These documents will provide the basis of our decisions and requests to our legislators of what
should be done to protect student privacy.

Other questions to be answered:

Was Congressional authority given to expand FERPA regulations concerning redisclosed access of data and the flow of personally identifiable information, PII to outside contractors?

Which federal law expanded FERPA to include all outside contractors as “school officials” to have access to personally identifiable information, PII,on students without the informed written consent of parents or legislators?

Why was the Hanson Memorandum rescinded in the ‘‘direct control’’ requirement contained in the policy guidance on authorized representatives allowing the flow of personally identifiable information to outside organizations, corporations, non-profits, and business to have access to personally identifiable information, PII?

Request the Presidential Executive Order providing that FERPA regulations were to be revised and changed to unlock data and allow re-disclosure of personally identifiable information, PII, to outside contractors.

Do outside contractors pay for the data? Examples:

• If outside for-profit contractors are developing tests, assessments, curriculum, or computer software to meet individual specific outcomes aligned to the Common Core Standards, including non-cognitive areas called dispositions, do these contractors pay for the data or intellectual property rights taken from individual students to research and develop testing, assessments, curriculum, and adaptive software to be re-sold to
states and individual schools for use in the classroom?

• If non-profit contractors are developing tests, assessments, curriculum, or computer software to meet individual specific outcomes aligned to the Common Core Standards, including non-cognitive areas called dispositions, do they pay for intellectual property rights? Are they violating their non-profit status to make a profit when these items that they are developing are re-sold to states and individual schools
for use in the classroom?

• Are individual states co-contributors to Redisclosure of PII?

• Is the National Center for Education Statistics co-contributors to Redisclosure of PII?

Whitehouse Unlocks Data:see source http://www.whitehouse.gov/sites/default/files/microsites/ostp/ed_data_commitments_1-19-12.pdf

FERPA sections allowing Re-Disclosure of PII

§ 99.31 Under what conditions is prior consent not required to disclose information?

(a) An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by § 99.30 if the disclosure meets one or more of the following conditions:

(1)(i)(A) The disclosure is to other school officials, including teachers, within the agency or institution

whom the agency or institution has determined to have legitimate educational interests.

(B) A contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions may be considered a school official under this paragraph provided that the outside party—

( 1 ) Performs an institutional service or function for which the agency or institution would otherwise use
employees;

( 2 ) Is under the direct control of the agency or institution with respect to the use and maintenance of

education records; and ( 3 ) Is subject to the requirements of § 99.33(a) governing the use and redisclosure of personally identifiable information from education records.

§ 99.31(ii) Paragraph (a)(5)(i) of this section does not prevent a State from further limiting the number or
type of State or local officials to whom disclosures may be made under that paragraph.

(6)(i) The disclosure is to organizations conducting studies for, or on behalf of, educational agencies or institutions to:

(A) Develop, validate, or administer predictive tests;

(B) Administer student aid programs; or

(C) Improve instruction.

Video: Dr. Christopher Tienken Speaks Out in New York   1 comment

Dr. Christopher Tienken spoke at a conference on Common Core held in New York this month. His hard-hitting speech, posted below, includes the powerful, shattering truth that there’s no evidence to support the claims of Common Core proponents. The emperor is wearing no clothes.

“Major policies that we impose on children and parents should have evidence to support their effectiveness.” -Dr. Christopher Tienken, Seton Hall University

After you watch the speech, read Dr. Tienken’s scholarship, book chapter excerpts and previously released video about Common Core at his website.

Video: Professor Nick Tampio Speaks on Outrages of Common Core – HuffPostLive   7 comments

Fast forward to minute 9 where Professor Nick Tampio of Fordham University speaks, in this video segment from HuffPost Live entitled “Race to the FLOP”:

“I moved into my school district because it has small classes, very well educated teachers… Each year they put out a pamphlet showing where the graduates go to school… 95 out of 100 are going to good schools, some are going to the very best in the country.

Our school district was not broken.

In 2012 we got this incredible, radical shift across the curricula… I just got my son’s homework last night. It’s a MacMillan McGraw Hill which I just learned is a subsidiary of Pearson. And it’s just this incredibly rote –I just think it’s way beneath– where a lot of children are. And what’s very frustrating to me is that I can’t have a meaningful discussion with my son’s teacher or the principal or the superintendent because it’s not our call anymore.

I have this letter from 2010 signed by David Patterson saying we’re committed to Race to the Top. There was no public debate beforehand. There was no legislative debate. Now, as a parent, I’m voiceless in my school district.

I just think that’s outrageous.”

Hear more from Professor Nick Tampio about Common Core on this radio interview from Pacifica News:

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