Archive for the ‘Parents’ Rights’ Category
Have you seen Senator Mike Lee’s statement on education policy?
Senator Mike Lee
The first principle of education, and therefore of education policymaking, is that parents are the primary educators of their children.
And because responsibility for children’s education lies primarily with parents, to the greatest extent possible so should decision-making authority over Pre-K to secondary education.
The further pre-K to secondary policymaking authority is removed from the parents and guardians of children, the further it is removed from those who will promote the best interests of students.
Therefore federal pre-K, elementary, and secondary education policy should be limited. Neither members of Congress nor Department of Education bureaucrats can be expected to promote the interests of individual students – with unique talents, interests, and learning styles – more than those students’ parents, their teachers or principals.
And indeed, history has borne out this basic human insight. Pre-K Federal pre-K policy primarily amounts to the Head Start program, which for forty years has utterly failed to improve the lives of the poor children and families it ostensibly serves.
It is a demonstrable fact that the federal Head Start program does not help, and in most cases hurts the children and families enrolled in it. The $8.1 billion the federal government today wastes on this failed program, on the other hand, might conceivably do some good for poor children and families – if federal bureaucrats surrender control over it to states, school boards, and, ideally, parents themselves.
Senator Lee has therefore introduced the Head Start Improvement Act (S. pending) to eliminate the federal Head Start bureaucracy and block grant its full $8.1 billion budget to the states, to spend on pre-K education for the underprivileged as they see fit, including as vouchers to defray the costs of private pre-school tuition.
Primary & Secondary
Federal K-12 policy today consists of the No Child Left Behind Act, which has bound states and schools in so much red tape that even some of NCLB’s “successes” have been revealed as little more than administrative book-cooking.
Tying educators and administrators in federal red tape does nothing to educate children, or protect parents’ rightful authority over the education of their children.
Therefore Sen. Lee is an original co-sponsor of the “A-Plus” Act, which creates an alternative, locally-controlled accountability and regulatory system for federal K-12 funds. Borrowing the logic of charter schools – under which new public schools are freed from bureaucratic supervision in exchange for meeting performance goals – APlus would in effect allow for the creation of “Charter States.”
States would be free to continue under the current NCLB system, or they could instead adopt rigorous performance standards in exchange for being released from NCLB red tape. If over time the standards are not met, the state will revert back to the NCLB system.
Federal K-12 funding – which should generally be limited – should finance innovation, opportunity, and success in the classroom – not Washington bureaucracy.
Utah’s Republican state delegates sent a clear message to the Governor, Utah legislators, and to the State Office of Education at Saturday’s GOP convention when 65% of the state delegates voted yes to support the resolution written by Utahns Against Common Core.
Utah’s delegates are calling on Governor Herbert and the Utah State School Board to withdraw from Common Core, and are calling on the Utah State Legislature to discontinue funding all programs in association with the Common Core Initiative.
If you missed the GOP convention, here’s what happened.
An ocean of people swarmed in from every corner of Utah to the South Jordan Expo Center Saturday to debate and vote upon the issues of the day. Present were the Governor and his bodyguard; legislators, activists, school board members; candidates for political offices, and 2,584 delegates. The swarm began before 7 a.m. and didn’t end until late in the afternoon.
At the Utahns Against Common Core booth there was a video loop showing the audience current, common core aligned textbooks that are approved for Utah schools. The booth also featured a handful of teachers and parents, answering questions about why they opposed Common Core. (The video that was looped is viewable here. For further analysis of these texts from a Utah mental health therapist’s view – see this video, too.)
There were more delegates clustered around the Utahns Against Common Core (UACC) booth than around any other, by a long shot. Many of the delegates signed the UACC petition, wore Stop Common Core buttons and stickers, and asked questions because of the conflicting (and may I point out, unreferenced) information coming from the State Office about Common Core.
I told delegates near our booth that I dislike the mandates of the common standards and I don’t believe for a minute that they are the solution to our educational problems. (It seems a no-brainer that it’s harmful, not helpful, to lessen the amount of classic literature that a child may read, and to delay the age at which students learn basic math algorithms, etc.)
But academics are not the key issue; academic problems can normally be fixed, but under Common Core there is not even an amendment process. These are copyrighted, D.C.-written, common standards.
Without a written amendment process, it’s a case of education without representation. It’s a case of giving up the ability to even debate what the standards for Utah children ought to be. It’s a case of allowing the federal government, and the philosophies (and money) of Bill Gates-Pearson Co., to micromanage local educational decisions.
Driving home, after four hours, I wondered if the resolution for local control would pass. It did not seem likely even though our resolution closely matched the Republican National Committee’s anti-common core resolution that had passed earlier this year in California.
But in Utah, the GOP committee had given our resolution an “unfavorable” rating, saying that the wording was inflammatory. The Governor was against us, having long been promoting Common Core and a related project, Prosperity 2020, very openly. The State Office of Education was against us and had been passing out pamphlets, fliers and stickers to “support common core” –and had sent mailers to delegates, telling them to support common core. (They used our tax money for this. Since when is tax money used to lobby for one side?)
And the media were generally against us. Both the Tribune and KSL had been covering this issue mostly from a pro-common core point of view.
So I was just thankful that we had gotten the opportunity to educate people at our booth. I hoped for, but didn’t expect, the miracle of the resolution passing.
Four hours later, I was completely stunned with the great news. Alisa, my friend and a state delegate, texted me one word: “PASSED!!!!”
Our resolution passed! It did match the feelings of a majority of Utahns. 65% of the elected state delegates in the State of Utah voted NO to Common Core.
It was a welcome surprise.
Delegate friends filled me in on the details of what I’d missed. I learned that the powers-that-be tried their best to muffle the resolution. They held it to the very end, after multiple speakers and presentations and other votes were held. Some even called for the meeting to adjourn before the resolution could be debated on the stage. There was a vote about whether to adjourn that was soundly defeated by the delegates.
Finally the resolution was debated. There were elecrifying speeches, for and against. Then there was the vote.
Sixty five percent voted for it to pass! That’s well over a thousand people, elected by their neighbors, from caucuses in every corner of Utah, who all said NO to Common Core. This is huge, huge news to teachers, school boards, parents, students, and politicians, regardless of which side of the argument you choose.
But it didn’t make the Tribune. It didn’t make the Deseret News. It didn’t make the Daily Herald or KSL.
Who knows why? Sigh.
Looks like we have to spread this one by social media, folks. There are powerful people who want to muffle the voice of WE, THE PEOPLE.
Let’s not let them get away with it.
An article in the Washington times about the Romeike family contains some very important details. For example, U.S. Attorney-General Holder argues in the brief for Romeike v. Holder that parents have no fundamental right to home-educate their children.
The arguments being presented by the U.S. government against the soon-to-be-deported Romeike family are important to all American people.
Will the U.S. uphold the rights of parents to raise their children in the way that seems best to them, or will a socialist standard be imposed upon millions of homeschooling families in America?
The WT article says:
“HSLDA founder Mike Farris warns, “[Holder’s office] argued that there was no violation of anyone’s protected rights in a law that entirely bans homeschooling. There would only be a problem if Germany banned homeschooling for some but permitted it for others. Let’s assess the position of the United States government on the face of its argument: a nation violates no one’s rights if it bans homeschooling entirely. There are two major portions of constitutional rights of citizens – fundamental liberties and equal protection. The U.S. Attorney General has said this about homeschooling. There is no fundamental liberty to homeschool. So long as a government bans homeschooling broadly and equally, there is no violation of your rights.”
Farris goes on to reveal another argument presented by the Attorney-General: “The U.S. government contended that the Romeikes’ case failed to show that there was any discrimination based on religion because, among other reasons, the Romeikes did not prove that all homeschoolers were religious, and that not all Christians believed they had to homeschool.”
The US Government, says Farris, “does not understand that religious freedom is an individual right.”
Just because all adherents of a particular religion do not abide by a certain standard does not mean that individuals who feel compelled to abide by this standard do not have the right to do so. Religious decisions must be made by individuals, not by groups.
Farris contends, “One need not be a part of any church or other religious group to be able to make a religious freedom claim. Specifically, one doesn’t have to follow the dictates of a church to claim religious freedom—one should be able to follow the dictates of God Himself.
“The United States Supreme Court has made it very clear in the past that religious freedom is an individual right. Yet our current government does not seem to understand this. They only think of us as members of groups and factions. It is an extreme form of identity politics that directly threatens any understanding of individual liberty.”
Read the WT article: http://communities.washingtontimes.com/neighborhood/high-tide-and-turn/2013/feb/12/deportation-german-homeschool-family-affects-us-ho/#ixzz2TZwwBfNU
See also: http://www.foxnews.com/politics/2013/04/12/german-home-schooling-family-fights-to-stay-in-us/
See also: http://www.theblaze.com/stories/2013/03/18/there-is-nothing-more-un-american-than-this-becks-interview-with-the-lawyer-representing-homeschooling-familys-fight-to-stay-in-the-u-s/
Kansas is requesting help from all those who care for educational liberty nationwide. Do you have time to send an email or make a phone call?
The Kansas legislature is discussing whether to promote or oppose Common Core. What happens in other states affects our own.
Here’s the contact information for the Kansas Legislature.
Kansas House Roster 2013
Name District Capitol Phone Email
Rep. Alcala 57 785 296-7371 firstname.lastname@example.org ,
Rep. Alford 124 785 296-7656 email@example.com,
Rep. Ballard 44 785 296-7697 firstname.lastname@example.org ,
Rep. Barker 70 785 296-7674 email@example.com ,
Rep. Becker 104 785 296-7196 firstname.lastname@example.org ,
Rep. Bideau 9 785 296-7636 email@example.com,
Rep. Boldra 111 785 296-4683 firstname.lastname@example.org ,
Rep. Bollier 21 785 296-7686 email@example.com ,
Rep. Bradford 40 785 296-7653 firstname.lastname@example.org ,
Rep. Bridges 83 785 296-7646 email@example.com ,
Rep. Bruchman 20 785 296-7644 firstname.lastname@example.org ,
Rep. Brunk 85 785 296-7645 email@example.com ,
Rep. Burroughs 33 785-296-7630 firstname.lastname@example.org,
Rep. Campbell 26 785 296-7632 email@example.com ,
Rep. Carlin 66 785 296-7649 firstname.lastname@example.org ,
Rep. Carlson 61 785 296-7660 email@example.com
Rep. Carpenter 75 785 296-7673 firstname.lastname@example.org ,
Rep. Cassidy 120 785 296-7616 email@example.com ,
Rep. Christmann 113 785 296-7640 firstname.lastname@example.org,
Rep. Claeys 69 785 296-7670 email@example.com ,
Rep. Clayton 19 785 296-7655 firstname.lastname@example.org ,
Rep. Concannon 107 785 296-7677 email@example.com ,
Rep. Corbet 54 785 296-7679 firstname.lastname@example.org ,
Rep. Couture-Lovelady 110 785 296-4683 email@example.com,
Rep. Crum 77 785 296-6989 firstname.lastname@example.org,
Rep. Davis 46 785-296-7630 email@example.com,
Rep. DeGraaf 82 785 296-7693 firstname.lastname@example.org ,
Rep. Dierks 71 785 296-7642 email@example.com ,
Rep. Dillmore 92 785 296-7698 firstname.lastname@example.org ,
Rep. Doll 123 785 296-7380 email@example.com ,
Rep. Dove 38 785 296-7670 firstname.lastname@example.org
Rep. Edmonds 112 785 296-5593 email@example.com,
Rep. Edwards 93 785 296-7640 firstname.lastname@example.org ,
Rep. Esau 14 785 296-7631 email@example.com ,
Name District Capitol Phone Email
Rep. Ewy 117 785 296-7105 firstname.lastname@example.org,
Rep. Finch 59 785 296-7655 email@example.com ,
Rep. Finney 84 785 296-7648 firstname.lastname@example.org
Rep. Frownfelter 37 785 296-7648 email@example.com,
Rep. Gandhi 52 785 296-7672 firstname.lastname@example.org ,
Rep. Garber 62 785 296-7665 email@example.com ,
Rep. Goico 94 785 296-7663 firstname.lastname@example.org ,
Rep. Gonzalez 47 785 296-7500 email@example.com ,
Rep. Grant 2 785 296-7650 firstname.lastname@example.org ,
Rep. Grosserode 16 785 296-7659 email@example.com ,
Rep. Hawkins 100 785 296-7631 firstname.lastname@example.org ,
Rep. Hedke 99 785 296-7699 email@example.com ,
Rep. Henderson 35 785 296-7697 firstname.lastname@example.org ,
Rep. Henry 63 785 296-7688 email@example.com ,
Rep. Hermanson 98 785 296-7658 firstname.lastname@example.org ,
Rep. Hibbard 13 785 296-7380 email@example.com ,
Rep. Highland 51 785 296-7310 firstname.lastname@example.org ,
Rep. Hildabrand 17 785 296-7659 email@example.com ,
Rep. Hill 60 785 296-7632 firstname.lastname@example.org ,
Rep. Hineman 118 785 296-7636 email@example.com ,
Rep. Hoffman 116 785 296-7643 firstname.lastname@example.org ,
Rep. Houser 1 785 296-7679 email@example.com,
Rep. Houston 89 785 296-7652 firstname.lastname@example.org,
Rep. Howell 81 785 296-7665 email@example.com ,
Rep. Huebert 90 785 296-1754 firstname.lastname@example.org,
Rep. Hutton 105 785 296-7673 email@example.com ,
Rep. Jennings 122 785 296-7196 firstname.lastname@example.org ,
Rep. Johnson 108 785 296-7696 email@example.com ,
Rep. Jones 5 785 296-6287 firstname.lastname@example.org,
Rep. Kahrs 87 785 296-5593 email@example.com ,
Rep. Kelley 80 785 296-7671 firstname.lastname@example.org
Rep. Kelly 11 785 296-6014 email@example.com ,
Rep. Kinzer 30 785-296-7692 firstname.lastname@example.org,
Rep. Kleeb 48 785 296-7680 email@example.com,
Rep. Kuether 55 785 296-7669 firstname.lastname@example.org ,
Rep. Lane 58 785 296-7649 email@example.com ,
Rep. Lunn 28 785 296-7675 firstname.lastname@example.org ,
Rep. Lusk 22 785 296-7651 email@example.com,
Rep. Macheers 39 785 296-7675 firstname.lastname@example.org ,
Rep. Mast 76 785-291-3500 email@example.com ,
Rep. McPherson 8 785 296-7695 firstname.lastname@example.org ,
Rep. Meier 41 785 296-7650 email@example.com ,
Rep. Meigs 23 785 296-7656 firstname.lastname@example.org,
Rep. Menghini 3 785 296-7691 email@example.com,
Rep. Merrick 27 785-296-2302 firstname.lastname@example.org ,
Rep. Montgomery 15 785 296-7677 email@example.com,
Rep. Moxley 68 785 296-7689 firstname.lastname@example.org ,
Rep. O’Brien 42 785 296-7683 email@example.com,
Rep. Osterman 97 785 296-7689 firstname.lastname@example.org,
Rep. Pauls 102 785 296-7657 email@example.com,
Rep. Peck 12 785 296-7641 firstname.lastname@example.org,
Rep. Perry 24 785 296-7669 email@example.com ,
Rep. Peterson 32 785 296-7371 firstname.lastname@example.org ,
Rep. Petty 125 785 296-7676 email@example.com ,
Rep. Phillips 67 785 296-6014 firstname.lastname@example.org ,
Rep. J. Powell 50 785 296-7674 email@example.com,
Rep. Proehl 7 785 296-7639 firstname.lastname@example.org,
Rep. Read 4 785 296-7310 email@example.com,
Rep. Rhoades 72 785 291-3446 firstname.lastname@example.org ,
Rep. Rooker 25 785 296-7686 email@example.com
Rep. Rothlisberg 65 785 296-7653 firstname.lastname@example.org,
Rep. Rubin 18 785 296-7690 email@example.com ,
Rep. Ruiz 31 785 296-7122 firstname.lastname@example.org,
Rep. Ryckman Jr. 78 785 296-6287 email@example.com ,
Rep. Ryckman Sr. 115 785 296-7658 firstname.lastname@example.org ,
Rep. Sawyer 95 785 296-7691 email@example.com ,
Rep. Schroeder 74 785 296-7500 firstname.lastname@example.org,
Rep. Schwab 49 785 296-7501 email@example.com ,
Rep. Schwartz 106 785 296-7637 firstname.lastname@example.org ,
Rep. Seiwert 101 785 296-7647 email@example.com ,
Rep. Shultz 73 785 296-7684 firstname.lastname@example.org ,
Rep. Siegfreid 121 785 368-7166 email@example.com ,
Rep. Sloan 45 785 296-7654 firstname.lastname@example.org ,
Rep. Sloop 88 785 296-7646 email@example.com ,
Rep. Suellentrop 91 785 296-7681 firstname.lastname@example.org ,
Rep. Sutton 43 785 296-7676 email@example.com ,
Rep. Swanson 64 785 296-7642 firstname.lastname@example.org ,
Rep. Thimesch 114 785 296-7105 email@example.com ,
Rep. Tietze 53 785 296-7668 firstname.lastname@example.org ,
Rep. Todd 29 785 296-7695 email@example.com ,
Rep. Trimmer 79 785 296-7122 firstname.lastname@example.org ,
Rep. Vickrey 6 785-296-7662 email@example.com ,
Rep. Victors 103 785 296-7651 firstname.lastname@example.org ,
Rep. Ward 86 785 296-7698 email@example.com ,
Rep. Waymaster 109 785 296-7672 firstname.lastname@example.org ,
Rep. Weber 119 785 296-5481 email@example.com ,
Rep. Weigel 56 785 296-7366 firstname.lastname@example.org ,
Rep. Whipple 96 785 296-7366 email@example.com ,
Rep. Wilson 10 785 296-7652 firstname.lastname@example.org ,
Rep. Winn 34 785 296-7657 email@example.com,
Rep. Wolfe Moore 36 785 296-7688 firstname.lastname@example.org ,
Here’s a letter for reference:
Dear Kansas Legislator,
It might surprise you that a citizen of Utah is going out of her way to ask you to oppose the Common Core agenda taking root in Kansas.
I have studied the Common Core thoroughly. I urge you to study it closely.
1) It isn’t state-led, despite the rhetoric. Legislators and voters were totally bypassed. The NGA is not a constitutionally recognized entity to rule on the national stage.
2) The academic standards are highly controversial, are untested and are based on no evidence to support their theories (diminishing classic literature, slowing math, etc.)
4) THERE IS NO AMENDMENT PROCESS. The standards are under copyright. Local control is gone.
Here are some videos that will help you learn the agenda of Common Core.
Thank you for studying this issue very carefully.
Utah Teacher and Mom
Common Core: The Vehicle of our Educational Future
–Driving Away Freedom
The chart below is adapted from J.R. Wilson’s article at Education News, Common Core and the Vehicle of our Future. Thanks to J.R. Wilson for sharing this insightful metaphor.
Read the whole article here:
||For a Car
||For Common Core
||You decide what car best fits your needs. You shop around and find the best car for your money.
||You had no say in these standards. They are not the best. You didn’t get to test the standards – or see any testing of these standards – before they were bought for you with your tax money.
|Decision to Buy
||You make the decision to buy, or – just as important – to not buy.
||You bought these standards though you may not know it, and even if you protested their purchase. The decision to buy, or to not buy, was never up to you.
||You get to select the make, model, package, and options you want.
||You don’t know what you’re buying. The Common Core began with math and language arts standards. Then it included tests; then social studies, science, and civics; then curricular materials; a data system; and an early learning program. Then it included public colleges.
||Most car salesmen are knowledgeable about the features of the car. Buyers still need to be responsible and do their own fact checking.
||Many of the selling points used to sell these standards sound wonderful, but in truth are deceptive. The deeper you dig, the more dismayed you become.
||You know exactly how much the car will cost you once you have settled on a price. Once the car is paid for it is yours.
||There was no state cost analysis. Costs will be ongoing. The public does not own Common Core and has no ability to change it although they must pay.
|Safety & Quality Control
||The car has to meet required safety standards. The automaker has put the car and many components through a lot of testing and checks to make sure the components work well together.
||There are no required safeguards to protect our children’s academic success, their future, and our liberty. It is unknown how anyone will be held accountable for outcomes.
||You can get insurance for your car when you buy it.
||No insurance is available although you still have to pay premiums. There is no protection for children’s academic success or liberties.
||You can take the car to the dealer or any other auto mechanic. If you don’t like the car, you can get rid of it and buy a different car.
||There is no dealer for repair. Modifications can only be made by the owners (two non-government entities). Parents or teachers cannot change the standards.
||Most cars come with a warranty.
||No warranty is available.
||There are some protections provided by state and federal lemon laws.
||There are no lemon law protections.
||Records of maintenance and repairs are kept in a database with information available to others.
||The data is compiled in a state longitudinal data system with intergovernmental access to data, without parental knowledge or permission and with no opt-out alternative.
Common Core presentation- this week in Orem, Utah.
I appreciate Rep. Brian Greene’s recent statement on his Facebook page, in reference to the recent KSL article. He said that the state school board should not ask the Legislature “to validate the board’s adoption of Common Core by quashing public opposition to it. “
Funny how the state school board wants to make it clear that they have full authority over public education, but want the Legislature to validate their adoption of CC by quashing public opposition to it. If the Board is so committed to CC, they need to begin acting like the elected officers they are and take their message directly to the voters and stop acting like unaccountable bureaucrats.
The State School Board has unanimously passed two resolutions that state official positions on the Utah Core Standards and the security of personal student information.
Heritage Foundation hosted a multi-day conference recently in Orlando. Below is a video which is available at Heritage Foundation’s website and on YouTube, taken from a panel at that conference, which was followed by Q & A about Common Core.
Conference Keynote speaker Michelle Malkin, recipient of the 2013 Breitbart Award for Excellence in Journalism was an attendee at the panel that discussed the Common Core.
Panelists included Lindsey Burke of Heritage Foundation, Jim Stergios of Pioneer Institute, Ted Rebarber of Accountability Works, Heather Crossin of Hoosiers Against Common Core, and me.
None of us have enough time to process, comprehend and then fight against all of the intrusions on our time and our God-given rights and liberty.
But some things are more important than others. And fighting the adoption of Common Core-aligned science standards and textbooks must be high on the To-Do list.
Heartland Institute’s Joy Pullman explains it in a great article found here. http://heartland.org/policy-documents/research-commentary-common-core-science-standards
She writes: “Individual liberty advocates counter that centralization in education is as foolish and damaging as centralizing the economy. They note the ideological tendencies of science education toward politics as a substitute for actual science, particularly in the area of highly debatable global warming alarmism, which is falsely assumed as reality in these standards. The standards also promote a simplified understanding of science and are still incoherent despite revisions…. They ignore central scientific concepts and push a progressive teaching style that has been proven to erode student learning…”
Yet textbook companies are rewriting science to align to the false assumptions of common core, so even those states who wisely rejected the common core or who aim to do so, will likely end up with common core textbooks anyway.
Here’s a letter I wrote to my local and state school boards and superintendents today.
Dear Superintendent and School Boards,
Our homeschooling group attended the Leonardo Museum in Salt Lake City yesterday. What a wonderful museum. The Mummy exhibit was fascinating, the hands-on digital learning activities were great, the craft workshop and prosthetics exhibits and art were absolutely engaging for visitors of all ages.
But in the multi-room exhibit entitled “Human Rights Exhibit,” visitors were shown not only ecology art, but vocabulary words in the context of the claim that human behavior is killing plant and animal life –and will likely kill off the human race. There were paintings of futuristic apartment projects teetering dangerously close to the ocean, on islands and cliffs. The captions stated that because of the FACT of global warming and oceanic flooding, people will be living like this.
I use this as an example of the unscientific assumptions and lies being taught all around us, which are also loading the common core-aligned science standards and science textbooks coming our way.
Let’s not turn a blind eye to the ongoing politically-based rewrite of actual science. Let’s stand independent of this. Let’s actually teach the kids hard science based on settled facts as we did in all the wise years up till now.
For a detailed list of news articles and science reviews of Common Core science standards and textbooks, please read this.
We have Martell Menlove’s word that Utah will never adopt Common Core science and social studies standards. But with the majority of textbook companies belonging to the monopoly of the insanely unrepresentative system of Common Core, we as a state have to go out of our way to find true science for our kids. Let’s do it.
Thanks for listening.
Green Insanity in the Schools Update:
You have to read this woman’s blog. First, she and her husband protested the Disney-like green propaganda film that was shown to the elementary school children to “teach” them that humans are destroying the earth. Then she was banned from volunteering in the school. Then she was reinstated. Sigh.
Worth watching to the end.
Before I post the highlights from the Tribune article, I have to make a comment.
I read the two USOE-created resolutions* cited below. They are written by people who obviously do not understand the recently altered federal FERPA changes which have severely weakened student privacy and parental consent requirements, among other things. One resolution used the word “erroneous” to describe citizens opposing Common Core’s agenda. This, for some reason, makes me laugh. Why?
Because so much of what the Utah State Office of Education does is utterly erroneous, unreferenced, theory-laden and evidence-lacking; it may be nicely based on slick marketing, financial bribes and the consensus of big-government promoters– Bill Gates, Pearson Company, Secretary Arne Duncan, Obama advisor Linda Darling-Hammond, etc but it is nonetheless false. (“State-led”? “Internationally benchmarked”? Improving Education”? “Respecting student data privacy”? “Retaining local control”? —NOT.)
It is downright ridiculous (although sad) that the State Office of Education calls those citizens who ask questions armed with documents, facts, references and truth, the “vicious attackers” and the “erroneous.”
Let’s call their bluff.
Let’s insist that the Utah State School Board engage in honest, open, referenced debate with those they label “erroneous.”
It’ll never happen. They cannot allow that. They know they have no leg to stand on, or they’d already have provided references and studies showing the Common Core path they chose for Utah was a wise and studied choice. We’ve asked repeatedly for such honest face-to-face discussion. We’ve asked them to send someone to debate Common Core.
They have no one to send; sadly, each USOE official and USSB member can only parrot the claims they’ve had parroted to them about Common Core.
Honest study reveals that local control is gone under Common Core, privacy is gone, parental consent is no longer required to track and study a child, and academic standards are FAR from improved.
I pray that level-headed Utah legislators will study this Common Core agenda thoroughly and will act as wisely as those in Indiana have done with their “time-out” bill that halts implementation of Common Core, pending a proper study and vetting of the expensive, multi-pronged academic experiment that uses and tracks children as if they were government guinea pigs.
And now, the Tribune article:
Utah school board denies guv’s Common Core request
Board rejects request to change paperwork critics see as a commitment to use Common Core academic standards.
By Lisa Schencker
| Highlights of article reposted from the Salt Lake Tribune
First Published 2 hours ago
Hoping to ease some Utahns’ fears about Common Core academic standards, the Governor’s Office asked the state school board to change an application it submitted last year for a waiver to federal No Child Left Behind requirements.The state school board, however, voted against that request
Utah education leaders checked the first option, as Utah had joined most other states in adopting the Common Core. Critics have decried that decision, saying it tied Utah to the standards.
Christine Kearl, the governor’s education advisor, told board members Thursday that she believes checking Option B would alleviate those concerns without actually having to drop the standards. She said the Governor’s Office hears daily complaints about the Common Core.
“It’s become very political as I’m sure you’re all aware,” Kearl said. “We’re under attack. We try to get back to people and let them know we support the Common Core and support the decision of the state school board, but this has just become relentless.”
But Assistant Attorney General Kristina Kindl warned board members the change would give the state’s higher education system approval power over K-12 standards.
Some board members also bristled at the idea of changing the application, saying it wouldn’t mean much. Former State Superintendent Larry Shumway had already sent the feds a letter asserting that Utah retains control over its standards.
“It just seems like we are caving to political pressure based on things that are not based in actual fact,” said board member Dave Thomas.
Some also wondered whether switching would allay the concerns of foes, who began arguing that the Core was federally tied before Utah applied for the waiver. State education leaders have long responded that the standards were developed in a states-led initiative and leave curriculum up to teachers and districts
Oak Norton, a Highland parent who helped develop a website for the group Utahns Against Common Core, said he was disappointed by the board’s decision against changing the waiver.
“Then we could have looked at adopting our own standards that were higher than the Common Core,” Norton said.
The board did vote to send a resolution* to the governor, lawmakers and the state’s political parties asking them to work with the state school board to support the Common Core for the good of Utah’s students.
The resolution follows a letter sent by members of Congress, including Sen. Mike Lee, R-Utah, last week to Senate budget leaders asking them to eliminate “further interference by the U.S. Department of Education with respect to state decisions on academic content standards.”
—- —- —–
The Deseret News is carrying Common Core controversial news as well: http://www.deseretnews.com/article/765628026/Utah-Common-Core-testing-fraught-with-flaws.html
Utah senator joins others in signing letter opposing the Common Core.
By Lisa Schencker
|Reposted highlights from Salt Lake Tribune article
First Published Apr 29 2013 06:48 pm
Sen. Mike Lee, R-Utah
, has jumped into the ongoing fray over Common Core State Standards
, signing a letter asking Senate budget leaders to “restore state decision-making and accountability.”Lee, along with eight other Republican senators, sent the letter to the chairman and the ranking member of the Senate Appropriations Subcommittee that funds education on Friday. The letter asks that any future education appropriations bill includes language prohibiting the U.S. Secretary of Education from using the money to implement or require the standards in any way, in hopes of eliminating “further interference by the U.S. Department of Education
with respect to state decisions on academic content standards.”
“The decision about what students should be taught and when it should be taught has enormous consequences for our children,” the letter says. “Therefore, parents ought to have a straight line of accountability to those who are making such decisions. State legislatures, which are directly accountable to the citizens of their states , are the appropriate place for those decisions to be made, free from any pressure from the U.S. Department of Education
In an interview with the Tribune Tuesday, Lee declined to comment on Utah’s adoption of the standards, saying his concern is with keeping the federal government out of state and local education decisions.
“If they choose to adopt them, I hope they do so because they’re relevant standards and local leaders think they’re good standards not because of any federal mandate,” he said of states’ adoption of the standards. He said, so far, he’s noticed “disturbing trends” in the direction of the federal government becoming overly involved in pushing the standards.
Utah proponents of the standards, however, have long fought against arguments that they were federally developed or imposed. The Utah state school board adopted the standards in 2010 in hopes of better preparing students for college and careers. The standards — developed as part of a states-led initiative — outline the concepts and skills students should learn in each grade, while leaving curriculum decisions up to local teachers and districts.
Critics of the standards point out that the federal government, several years ago, encouraged states to adopt the standards as they applied for federal Race to the Top grant money. They also point to a federal requirement that states adopt college- and career-ready standards in order to receive a waiver to No Child Left Behind .
But Utah did not win that money, and to receive waivers, states could adopt either Common Core standards or different standards of their choosing…
Another #Stopcommoncore Twitter Rally
Just a week ago Parent Led Reform rallied 2,493,308 Twitter users to #Stopcommoncore. A second Twitter Rally is planned for today, Thursday, May 2, at 9pm EST- 7pm MST to include participation of working parents, educators and citizens.
Parent Led Reform will host the rally as a collaborative project with Truth In American Education, designed to share the research diligently collected by parents and citizens concerned about the government’s push for national common standards in education.
This rally is an encore of the April 16 #Stopcommoncore Twitter event, which reached 2,493,308 Twitter users.
Karin Piper, spokesperson for Parent Led Reform, said, “Parent Led Reform opposes a lock-step approach to education that takes the focus away from the student and decisions away from the parent.”
The #Stopcommoncore Twitter Rally features a panel of experts who are planning on answering questions by the moderator, as well as taking live questions from Twitter users across the nation.
Panelists are Shane Vander Hart (Truth in American Education), William Estrada (Homeschool Legal Defense Association) Joy Pullmann (Heartland Institute), Ben DeGrow (Independence Institute), Emmett McGroarty (American Principles Project).
Follow our host and panel: @parentledreform @shulsie @shanevanderhart @BenDegrow @will_estrada @Joypullmann @approject @Truthinamed
Supported by Pioneer Institute, AFP, Heartland, Independence Institute, American Principles Project, Freedom Works, Home School Legal Defense Association
Karin Piper, a freedom fighter at Colorado’s @Parent Led Reform is leading a national #StopCommonCore Twitter rally. The rally is promoted and supported by Michelle Malkin, the Truth in American Education network and countless parent and teacher groups for educational freedom nationwide. The event begins Tuesday, April 16th at 10:00 and goes until 12:00.
@ParentLedReform is also hosting an expert panel and a multi-state coalition of organizations to talk discuss #stopcommoncore in conjunction with the rally.
Join LIVE via Twitter to listen or share your view about Common Core Standards. Twitter is free and easy to join.
This is a public event. Please share with your friends and neighbors.
Last night at your presentation on Common Core tests, you promised to direct me to references documenting the truth of your statement: that the new common core AIR/SAGE tests are written by Utahns, for Utahs, in Utah. I am writing to request a direct link to that documentation. I appreciate your response.
You also promised to answer questions after the meeting; however, when I asked you mine after the meeting, you turned away from me and began to speak to a principal instead. The question remains unanswered: will you please direct me to documentation of the claim that the common core standards, upon which this test is built, are truly legitimate and that they have been empirically tested, rather than being the experimental idea of unelected noneducators?
While the testing technology is indeed impressive, it reminds me of admiring a shiny new roof on a building built on quicksand. Admiring the roof seems a bit pointless. I’m asking you to prove we’re not on quicksand. Can you?
Last night, a few of us were asking whether student behavioral indicators would be tested. You smiled warmly and said the test would only cover math, English and science.
However, in HB15, the legislation that created space for these new common core computer adaptive tests, it says:
59 (d) the use of student behavior indicators in assessing student performance;
I was unsure what student behavior indicators were until I read the recent explanation of a licensed clinical psychologist, who explained that it’s literally anything– anything from mental health evaluation to sporting events to social habits to family status and that measuring behavioral indicators gives results-readers “godlike predictive ability” over that child. Since A.I.R. is a behavioral research agency before it’s an academic testing company, according to its own website, this concerns me greatly.
Please explain how Utah parents can rest assured that their children will not be tested and tracked concerning anything other than math, English and science in light of this legislation and in light of A.I.R.’s stated purpose.
They really think they (the government) owns the children.
Education reform has redefined itself as the communist takeover of children by the government. You have to see this video to believe it.
This diminishing of parental authority is re-emphasized by the fact that in the common core tests, (the Linda Darling-Hammond- led CSCOPE and Common Core tests) parents cannot view the tests.
Why have our school systems have done this? When will a majority of parents and teachers join this fight for the children and fight to repeal the Common Core?
Please write or call our governor and school board. email@example.com
Tell them that you are opposed to Common Core which makes student data mining –without parental consent– possible. Tell them that you are opposed to the Common Core tests which are not viewable by parents, except for (in Utah) for a panel of 15 governmentally-appointed parents.
Tell them you want local control, especially parental control, back. Now.
Today, Utah Stories magazine interviewed Alisa, Renee and me. Here’s the clip.
Today, Alisa and I spoke with Chicago History teacher Paul Horton about Common Core and his group, Citizens Against Corporate Collusion. A few highlights:
1. What’s wrong with high stakes testing?
2. How does Common Core turn teacher artisans into teacher widgets?
3. Dept. of Ed Secretary Arne Duncan graduated from the high school where Horton teaches; what does Horton say about Sec. Duncan?
4. Why does Pearson Company stand to face legal trouble?
5. What does Horton see Bill Gates doing Common Core pushing for?
6. Why are Democrats and Republicans increasingly seeing eye to eye on the need to stop common core?
Here’s the segment.
“Person enrollment tracker”? “Single unique I.D.”?
The following page is not written by me. It’s pasted word for word, directly from the Texas Student Data System, the group which collects data on every student in every governmentally funded school in Texas. They are not even pretending to protect student privacy anymore.
— — — — — — — —
Why Is TSDS Unique ID Necessary?
TSDS Unique ID is necessary in order to integrate the various subsystems of TSDS smoothly and accurately. Since TEA will run both TSDS and the legacy EDIT+ systems in parallel for some time, Unique ID must be used with both systems.
Read TEA’s official letter on Unique ID training and TEA Login (TEAL).
How Will Unique ID Be Used?
NOTE: Unique ID training is now available from the ESCs! Contact your ESC for details.
Local education agencies (LEAs—Texas school districts and charter schools) must use Unique ID numbers to load student and staff information to the TSDS Education Data Warehouse (EDW). Each student and staff member will have a single unique identifier for his or her entire career within the Texas educational system (from early education programs through the twelfth grade). Individuals will retain the same unique identifier even if they leave the Texas education system and return years later or transition from being a student to a staff member.
Implementing Unique ID is the first phase of TSDS project implementation. TEA will create the initial Unique ID database from the existing Person Identification Database (PID). Once Unique ID is in production, all student and staff additions and changes will be made through Unique ID instead of PID.
All LEAs must implement TSDS Unique ID in Spring, 2013 in order to load their PEIMS data for the 2012-13 Summer Collection.
How Will TSDS Unique ID Benefit my LEA?
The TSDS Unique ID system provides enhanced matching logic to assist users in reconciling individuals who have closely matching demographics (first name, last name, date of birth, etc.). Through Unique ID’s user-friendly interface, LEA users will be able to assign IDs and update student and staff demographics more quickly and efficiently than in the past.
What Does My LEA Need To Do?
NOW: Contact your source vendors to ensure they are:
- Developing the batch file process needed to (a) upload student and staff data for the initial assignment of Unique IDs and (b) import the resulting assigned Unique IDs into their systems
- Adding the required Unique ID data elements to their databases
- Revising their PEIMS submission extracts for the upcoming PEIMS 3 and 4 submissions
TEA is currently working with many vendors on the changes for Unique ID.
FEB – MAR 2013: Attend training provided by your Education Service Center (ESC) Unique ID champion. A Unique ID champion has been identified by each ESC. TEA will train these champions the first week in February, and the champions will offer training to LEA staff in February and March.
FEB – MAR 2013: All TSDS Unique ID users will need a TEAL account. Further instructions will be available prior to the go-live date.
Unique ID TEDS Standards
LEAs and vendors must ensure that their Unique ID extracts are compliant with TEDS Section 9 standards. Unlike all other TEDS extracts, extracts for Unique ID must be in comma-separated variable (CSV) format.
Data loaded to the EDW will be validated against the Unique ID system, ensuring that every person is assigned a unique identification number.
*NEW* Unique ID Rollout Progress : Update
*UPDATED* Detailed ESC-by-ESC rollout plan (3/15/2013)
Feb – Mar 2013 – Ensure all TSDS Unique ID users have a TEAL account and have applied for access to the TSDS application and Unique ID role.
Mar 11, 2013 – TEA will create the TSDS Unique ID database. PID and Person Enrollment Tracker (PET) updates through EDIT+ will no longer be available. PET Files cannot be submitted March 11 – 25, 2013.
Mar 25, 2013 – The TSDS Unique ID system is in production (except for web services). Unique IDs are made available to LEAs. Demographic updates will be made through the TSDS Unique ID system.
Mar – Apr 2013 – LEAs upload batch files to the TSDS Unique ID system containing any student or staff member active in the 2012-13 school year in order to assign them Unique IDs.
Apr 2013 – TEA adds student and staff Unique IDs to EDIT+ for PEIMS Submission 3 and 4.
Apr 8, 2013 – LEAs populate their student/staff source systems with Unique IDs, enabling the data to be submitted to EDIT+ in Submissions 3 and 4.
Jun 1, 2013 – The Unique ID application is available to LEAs via web service interface.
Aug 2013 – TSDS early adopters submit data to the EDW, which requires student and staff Unique IDs.
PET and TREx
- TSDS Unique ID will be added to the PET submission file and the TREx extraction file in the 2013-14 school year.
- March 11 – 25, 2013, LEAs cannot submit a PET file while the TSDS Unique ID database is being created.
- Starting March 25, 2013, the PET submission file will be checked against the TSDS Unique ID database to ensure the student has a Unique ID.
- Starting March 25, 2013, all demographic updates will need to be made through the TSDS Unique ID system.
For More Information
LEAs will be able to assign Unique IDs to student and staff in two ways: via a batch file created in CSV format or via individual record entry through the Unique ID application.
Top Ten Scariest People in Education Reform
Bill Gates: Scary Philanthropy
Countdown # 5
This is the fifth in a countdown series of introductions, a list of the top ten scariest people leading education in America. For numbers 6, 7, 8, 9 and 10, click here.
The biggest philanthropist on earth comes across as the epitome of sincere, nerdy nice-guy. And he probably is very nice and very sincere. But does sincerity trump truth?
The truth is, Bill Gates’ herculean attempt to fund and market Common Core to Americans, and to circumvent the voting public on educational issues, is dangerously, dangerously misguided.
Thus, not everybody is happy in philanthropy land. The biggest philanthropist in the world got behind the unproven experiment of Common Core and –using money rather than the voice of the American voter– he pushed it into schools, circumventing any vetting by legislative, educator or parent groups.
Gates’ astronomical wealth has persuaded millions that Common Core is the solution to education problems, the argument from everywhere, approved (by him) and beyond debate. But let me repeat the fact: regardless of whether the standards are horrible or glorious, the truth remains that whenever unelected philanthropists are permitted to direct public policy, the voting public gets cut out of the process. It’s happening all over the U.S., but not just in the U.S. The Gates-directing-world-education effect is happening everywhere.
Since Gates has no constituency he can’t be un-elected; so it’s not the the wisdom of experienced educators, but simply one man’s money that is directing implementation of the controversial Common Core. His money has bought, besides technology, work groups, and a seat at the policy making table, extreme marketing success.
He’s got control of the education opinion factory. When Common Core was debated at the Indiana State Capitol, who showed up to advocate for Common Core? Stand for Children, which Bill Gates funds. He also funds the League of Education Voters, the Center for Reinventing Public Education and the Partnership for Learning, all Common Core advocates; Gates owns Editorial Projects in Education, parent of Education Week magazine.
No wonder, then, even educators don’t seem to know the full truth about Common Core. They’re reading Education Week and the Harvard Education Letter. Translation: they are reading Gates’ dollar bills. (By the way: want to make some money selling out your fellow teachers? Gates is searching for a grant recipient who will receive $250,000 to accelerate networking of teachers toward acceptance of Common Core. )
Wherever you see advocates for Common Core, you see Gates’ influence. He gave a million dollars to the national PTA to advocate to parents about Common Core. He gave Common Core developer NGA/CCSSO roughly $25 million to promote it. (CCSSO: 2009–$9,961,842, 2009– $3,185,750, 2010–$743,331, 2011–$9,388,911 ; NGA Center: 2008–$2,259,780.) He gave $15 million to Harvard for “education policy” research. He gave $9 million to universities promoting “breakthrough learning models” and global education. Gates paid inBloom 100 million dollars to collect and analyze schools’ data as part of a public-private collaborative that is building “shared technology services.” InBloom, formerly known as the Shared Learning Collaborative, includes districts, states, and the unelected Council of Chief State School Officers (CCSSO). The list goes on and on and on.
It’s hard to know exactly how much money Gates has put toward the promotion of Common Core because of the chameleon-like wording of educational granting areas. For example, he gave $3 million Stanford University and $3 million to Brown University for “college and career readiness.” (The average person wouldn’t know that college and career readiness is a code phrase defined as common core by the Department of Education.) Sometimes he’s promoting “support activities around educational issues related to school reform” for the CCSSO (common core developer) and other times he’s “helping states build data interoperability” –which not everyone would recognize as Common assessments’ bed-making.
According to Gates himself, he’s spent five billion dollars to promote his vision of education since 2000.
He really, reealllly believes in Common Core. So it doesn’t matter that Common Core is an experiment on our children that’s never been tested and has been rejected by countless top education analysts. It doesn’t matter that Common Core is an un-American, top-down, nonrepresentative system that state legislatures didn’t even get to vet. Bill Gates wants it.
And not just in America– he wants global education standards.
Gates’ company, Microsoft, signed a cooperative agreement with the United Nations’ education branch, UNESCO. In it, Gates said, “Microsoft supports the objectives of UNESCO as stipulated in UNESCO’s constitution and intends to contribute to UNESCO’s programme priorities.” UNESCO’s “Education For All” key document is called “The Dakar Framework for Action: Education For All: Meeting Our Collective Commitments.” Read the full text here: http://unesdoc.unesco.org/images/0012/001211/121147e.pdf
So Gates partners with the U.N.’s educational and other goals via UNESCO’s “Education for All” which seeks to teach the same standards to all children (and adults) on a global scale. Why is this a problem? It supercedes local control over what is taught to students, and dismisses the validity of the U.S. Constitution, all in the name of inclusivity and education and tolerance for all nations.
At this link, you can learn about how Education For All works: “Prior to the reform of the global EFA coordination architecture in 2011-2012, the Education for All High-Level Group brought together high-level representatives from national governments, development agencies, UN agencies, civil society and the private sector. Its role was to generate political momentum and mobilize financial, technical and political support towards the achievement of the EFA goals and the education-related Millennium Development Goals (MDGs). From 2001-2011 the High-Level Group met annually.”
The six goals of “Education For All” are claimed to be internationally agreed-upon. On the linked Education and Awareness page of the U.N. website, we learn:
“Education, Public Awareness and Training is the focus of Chapter 36 of Agenda 21. This is a cross-sectoral theme both relevant to the implementation of the whole of Agenda 21 and indispensable” http://www.un.org/esa/dsd/susdevtopics/sdt_educawar.shtml
Did you get that? Education is indispensable for the U.N. to get its agenda pushed onto every citizen worldwide. They just admitted it out loud. They want a strong hand in determining what is taught worldwide.
So then we click on Chapter 36. In 36.2 it says we should “reorient” worldwide education toward sustainable development. (No discussion, no vote, no input needed on this reorientation plan, apparently.) 36.3 says: “Both formal and non-formal education are indispensable to changing people’s attitudes…. It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development… To be effective, environment and development education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which may include spiritual) development, should be integrated in all disciplines, and should employ formal and non-formal methods”
The take-away? What does Bill Gates agree to in his Microsoft – UNESCO partnership?
- Environmental education will be incorporated in formal education.
- Any value or attitude held by anyone globally that stands independent to that of the United Nations’ definition of “sustainable education” must change. Current attitudes are unacceptable.
- Education will be belief-and-spirituality based as defined by the global collective.
- Environmental education will be integrated into every subject, not just science.
The stated objectives (36.4) include endorsing “Education for All,” and “giving special emphasis to the further training of decision makers at all levels.”
Hence the need for people like Gates to influence the training of decision makers. When asked what matters most to him, Gates said: education. His version of education. The Huffington Post reported:
“I’d pick education, if I was thinking broadly about America,” Gates responded. “It’s our tool of equality.” Is it coincidence that equality and redistribution are also concepts that Linda Darling-Hammond, Chaka Fattah and Arne Duncan are promoting in the federal Equity and Excellence Commission?
How committed is Bill Gates to the United Nations having a say in American education?
In his annual letter, Gates emphasized the importance of following the United Nations’ Millennial Goals and measuring teachers more closely. One of those UN Millennial goals is to achieve universal education. Also, Gates helped create Strong American Schools (a successor to the STAND UP campaign launched in 2006, which was an outgrowth of UNESCO’s Millennium Campaign Goals for Universal Education). It called for U.S. national education standards. (link 1) (link 2)
Also, Gates’ Foundation funded the International Benchmarking Advisory Group report for Common Core Standards on behalf of the National Governors Association, Council of Chief State School Officers, and ACHIEVE, Inc. titled, “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education.” This report showed the United Nations is a member of the International Benchmarking Advisory Group for Common Core Standards. (link)
It appears that Bill Gates is more than a common core philanthopist; he is a promoter of global sameness of education as defined by UNESCO and the U.N.
- Does every state have a federally funded, interoperable State Longitudinal Database System that tracks people throughout their lives? Yes.
Every state has accepted 100% federally funded data collection (SLDS). The Data Quality Campaign
states: “every governor
and chief state school officer has agreed to build statewide longitudinal data systems that can follow individual students from early childhood through K-12 and postsecondary ed and into the workforce as a condition for receiving
State Fiscal Stabilization Funds as part of the American Recovery and Reinvestment Act (ARRA). A condition of getting the funding (ARRA money) was that the system would be interoperable
- Is the SLDS accessible by the federal government? Yes.
The SLDS grant
explains that the SIF (state interoperability framework) must provide interoperability from LEA to LEA, from LEA to Postsecondary, from LEA to USOE, and from USOE to the EdFacts Data Exchange.
The EdFacts Data Initiative
is a “centralized portal through which states submit data
to the Department of Education.”
The P-20 workforce council exists inside states to track citizens starting in preschool, and to “forge organizational and technical bonds and to build the data system needed to make informed decisions” for stakeholders both in and outside Utah. — http://www.prweb.com/releases/2012/2/prweb9201404.htm
Is personally identifiable student information gathered, or only aggregate group data? Personal, identifiable, individual data is collected.
- Many of us in Utah were present last summer when UT technology director John Brandt stood up in the senate education committee and testified that there are roughly twelve people in the state of Utah who have access to the personally identifiable information of students which is available in the Utah Data Alliances inter-agency network of student data. So it is not true that we are talking about only aggregate data, which leaders often insist. The Utah School Board confirmed to me in writing, also, that it is not allowed for any student to opt out of the P-20/ SLDS/ UDA tracking system, (which we know is K-workforce (soon to include preschool) citizen surveillance.)
- Is the collected private student data accessible to agencies beyond than state education agency? Yes:
There are state data alliances that connect agencies. The Data Quality Campaign states: “states must ensure that as they build and enhance state K–12 longitudinal data systems, they also continue building linkages to exchange and use information across early childhood, postsecondary and the workforce (P–20/workforce) and with other critical agencies, such as health, social services and criminal justice systems.”
- What data will be collected? According to the new FERPA regulations, pretty much anything. Social security numbers, psychometric and biometric information (see pg. 4 and 6) are not off the table. According to the National Data Collection model, over 400 points. Jenni White mentioned another federal model that asks for thousands of data points.
- How does this affect parents?
Data linking changes being made in regulations and policies
make former privacy protection policies meaningless. The Electronic Privacy Information Center (EPIC) sued the Dept. of Education
, under the Administrative Procedure Act, arguing that the Dept. of Ed’s regulations that changed the Family Educational Rights and Privacy Act in Dec. 2011 exceeded the Department of Education’s authority and are contrary to law
The Federal Register outlines, on page 51, that it is not now a necessity for a school to get student or parental consent any longer before sharing personally identifiable information; that has been reduced to the level of optional.
“It is a best practice to keep the public informed when you disclose personally identifiable information from education records.” http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/pdf/2011-30683.pdf
Dec. 2011 regulations, which the Dept. of Education made without Congressional approval and for which they are now being sued by EPIC, literally loosen, rather than strengthen, parental consent rules and other rules. http://www.jdsupra.com/post/documentViewer.aspx?fid=5aa4af34-8e67-4f42-8e6b-fe801c512c7a
The Federal Register of December 2011 outlines the Dept. of Education’s new, Congressionally un-approved regulations, that decrease parental involvement and increase the number of agencies that have access to private student data: http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/pdf/2011-30683.pdf (See page 52-57)
Although the Federal Register describes countless agencies, programs and “authorities” that may access personally identifiable student information, it uses permissive rather than mandatory language. The obligatory language comes up in the case of the Cooperative Agreement between the Department of Education and the states’ testing consortium http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf
Effectively, there is no privacy regulation governing schools anymore, on the federal level. Khalia Barnes, a lawyer at EPIC disclosed that these privacy intrusions affect not only children, but anyone who ever attended any college or university (that archives records, unless it is a privately funded university.)
- Why did the Dept. of Ed need to alter FERPA regulations?
To match their data collection goals (stated in the Dept. of Ed cooperative agreement with testing consortia) which contracts with testing consortia to mandate triangulation of tests and collected data. This federal supervision is illegal under G.E.P.A. law and the 10th Amendment). http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf
- Who can access collected data?
The National Data Collection Model
(the federal request for what states ought to be collecting) represents 400 data points schools should collect and “it is a comprehensive, non-proprietary inventory… that can be used by schools, LEAs, states, vendors, and researchers”.
Vendors are already using this
- How can we get free of this system?
has provided expert testimony about the student data collection
, but has also said that an educational data monopoly is an issue, too. She explains that a group exists, including Bing, Yahoo, Microsoft, etc., that assigns high or low attention to content and directs internet traffic. So if code uses hashtags and common core aligned taxonomies, your education data will get traffic. If not, it won’t. If you are searching for any educational data it won’t come up unless it’s using that coded taxonomy. This wrecks net neutrality and is, in her educated opinion, an anti-trust issue
of the internet. She mentioned the CEDS, (common element data system) that is ending net neutrality. She also finds appalling the Learning Registry
, funded by the Department of Defense and the Department of Education, which is a place for teachers to advertise for common core aligned products– all using stimulus money.
- Why did the Dept. of Ed redefine FERPA’s meaning of the term “educational agency” to include virtually any agency and redefine “authorized representative” to mean virtually anyone, even a “school volunteer?
When FERPA is weak, linking of data allows easy access to data, both technologically and in terms of legal policy. It also trumps other laws, such as HIPPA. For example, as both Gary Thompson and Jenni White have pointed out, the new, weak FERPA law takes precedence over HIPPA (patient privacy) when medical or psychological services are provided in schools or when educational services are provided in jails.
In that document, states are obligated to share data with the federal government “on an ongoing basis,” to give status reports, phone conferences and other information, and must synchronize tests “across consortia”. This triangulation nationalizes the testing system and puts the federal government in the middle of the data collecting program.
For understanding of the motivation of the federal government, read some of US Dept. of Education Arne Duncan’s or Obama’s speeches that show the passion with which the federal agency seeks access to data to control teachers and educational decisions. http://www2.ed.gov/news/speeches/2009/06/06082009.pdf
- Are teachers also to be studied like guinea pigs, along with students? Yes.
The Common Core of Data (CCD)
is another federal program of data collection that studies TEACHERS as well as students. It calls itself “a program of the U.S. Department of Education’s National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States. The data are supplied by state education agency officials and include information that describes schools and school districts, including name, address, and phone number; descriptive information about students and staff, including demographics; and fiscal data, including revenues and current expenditures.” http://nces.ed.gov/ccd/
- How does Common Core relate to the federal and corporate data collection movement?
Chief of Staff Joanne Weiss at the Dept. of Education has been publicly quoted saying that “data-mashing” is a good idea. Secretary of Education Arne Duncan gives speeches calling for ”more robust data.” And at the recent White House Datapalooza
, the CEO of eScholar stated that without Common Core tests being “the glue” for open data
, this data movement would be impossible.
Common Core is like the hull of a ship sailing out of a harbor, while still under construction.
Reposted from http://blog.newsok.com/educationstation/2013/03/25/representative-education-group-plan-rally-against-common-core/
Common Core will make sweeping changes to the education system in Oklahoma and the nation, but the cost-benefit analysis of these changes has yet to be scrutinized, according to one state lawmaker.
A rally will be held at noon, Wednesday, March 27, 2013, in the Oklahoma State Capitol building, Second Floor, west hallway of the Supreme Court offices. This rally will be sponsored by state Rep. Gus Blackwell (R-Laverne) and Restore Oklahoma Public Education (R.O.P.E.). Blackwell, Glenda Murphey, the Reverend Paul Blair, Traci Montgomery and Jenni White will be speaking about problems with the Common Core agenda.
Common Core was written into state law in 2010. It was one of four education ‘reform’ measures necessary to make the state competitive for a federal Race to the Top, Common Core became law before the standards were available for review or any research had been accumulated on their efficacy or cost. Oklahoma never received that grant. Now that the Common Core and its testing arm, PARCC, are being instituted across the state, districts must have hundreds of thousands of dollars in eRate grants and writing school bond initiatives to fund these mandates. Oklahoma taxpayers are being asked to fund these reforms through property tax, cell phone plans and an increase in the state education budget. The total cost of which is still unknown.
The Common Core changes will also necessitate changes to the increased collection of personal student data, student testing, teacher evaluation, and school performance. At a conference attended by Blackwell and sponsored by Common Core advocates, in the summer of 2012, Common Core was likened to the hull of a ship sailing out of a harbor, while still under construction.
“The fact of the matter is: Few people know the extent of the changes, driven by the private groups advocating this change, which will result in large profits for a few private companies.” Blackwell said.
This year, Blackwell authored House Bill 1907 to create a task force to study the cost of Common Core. Though the bill passed its committee hearing unanimously, Blackwell learned it would not be heard in the state Senate. Blackwell was able to reach an agreement with House leadership authorizing a long-overdue extended legislative study on the costs of Common Core in Oklahoma schools.
“I do not think Oklahomans want to relinquish the local control of their schools or the state-guidance of standards to the nationalization of education, by a handful of elitists in Washington, D.C.,” Blackwell said.
“The Common Core State Standards must be brought to bear under public scrutiny before we move further into its implementation. Taxpayers should not bear the brunt of a program for which we know little about, even three years after its inception.”
Here’s a link to the radio show where David Cox and I were guests of Rod Arquette last week.
Q & A covers:
How much momentum is the Common Core pushback movement gaining nationwide?
What do people need to know about Common Core?
How does Common Core hurt education? Why is classic literature diminished?
Is there any actual evidence that the standards are of good quality?
Why were the standards written behind closed doors? Who is getting rich with taxpayers’ funding of Common Core?
How does Common Core end local control of education? Are unelected people and organizations making education policy for our children?
Are teachers afraid to speak out against Common Core?
Who paid the PTA to advocate for Common Core without showing any pros and cons?
How does the test data collection process change how education had been done in the past?
What can one person do?
Arne Duncan: U.S. Secretary of Education
This is the third in a countdown series of introductions, a list of the top ten scariest people leading education reform in America. For number 9 and 10 click here.
Before I begin, let’s remember a few pesky laws that make it illegal for Arne Duncan’s Department of Education (as part of the Executive Branch) to tell any state what to do about any aspect of education. States, not the federal government, hold authority over education. Period.
Under 1) the General Educational Provisions Act (GEPA law) and 2) the U.S. Constitution, the Department of Education has zero authority. You already know the Constitution gives states authority over education in the tenth amendment. But did you know that federal GEPA law states this?
“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”) Translation: the Department of Education has no authority and nobody really knows why it exists at all.
This is, in some circles, common knowledge.
So topping the list of reasons that U.S. Secretary of Education Duncan is on the “Top Ten Scariest People in Education Reform” list is this: he’s doing the wrong thing –and he knows it.
SECRETARY DUNCAN’S MICROMANAGEMENT PLANS
“…We have tried to flip the traditional tight-loose relationship between the federal government and the states, where the federal government had been loose“
“…We have pursued a cradle-to-career agenda, from early childhood programs through postsecondary graduation… [the] final core element in our strategy is promoting a career-to-cradle agenda.”
Part of that agenda involves the creation of a school-centered rather than a family-centered nation. Duncan aims to make the schools the community center, to include health care clinics and after school programs and to extend school to fourteen hours a day, seven days a week. He insists that America needs to extend learning time and says, “we have to learn to think very, very differently about time. I think our school day is too short. I think our school week is too short. I think our school year is too short.”
- In a June 2009 speech Duncan showed his aim to centralize power over education through tracking and data collection:
“[No Child Left Behind] let every state set its own bar and we now have 50 states, 50 different states all measuring success differently, and that’s starting to change. We want to flip that.”
“Hopefully, some day, we can track children from preschool to high school and from high school to college and college to career. We must track high growth children in classrooms to their great teachers and great teachers to their schools of education.”
“Robust data gives us the roadmap to reform.” (Who exactly is the “us” in a country that constitutionally gives zero authority to the executive branch over education?)
- In 2010 speech to Unesco Duncan showed how he consciously –though illegally– grows the federal intrusion into states’ running of education:
“Our goal for the coming year will be to work closely with global partners, including UNESCO” –Wait a minute. What business does UNESCO have in my state’s right to educate? It’s almost unbelievable that Duncan dares say this stuff out loud. But it does get worse.
“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…”
Reread that quote. Then check G.E.P.A. law, above. Really, Mr. Duncan?
Duncan has also admitted that the Common Core Standards were not state-led: “President Obama called on the nation’s governors and state school chiefs to develop standards and assessments,” he said, adding, “America is now in the midst of a “quiet revolution” in school reform… To cite just one example, the department’s Race to the Top Program…”
–Quiet revolution is right. Virtually no one knows what Common Core really is.
In the most ironic line, Duncan called Common Core assessments the tests teachers have longed for. Seriously, Mr. Duncan. “Teachers will have the assessments they have longed for“? The truth is, teachers are lining up to sign a Dump Duncan petition because –the petition states– Duncan coerces states into using high-stakes tests and student test scores in the evaluation of teachers, as well as using test scores as a basis for closing schools; Duncan excludes and demoralizes teachers and discourages creative pedagogy, instead pushing assessments and “teaching to the test.”
- Most tellingly, we read Duncan’s Cooperative Agreement with the Common Core testing groups and we see even more micromanagement and data collection to come:
The Cooperative Agreement mandates that “the recipient [all the states under Common Core testing] will …provide updated, detailed work plans and budgets for all major activities… use and validation of artificial intelligence for scoring…. actively participate in any meetings and telephone conferences with ED staff… collaboration with the other RTTA recipient… be responsive to requests from ED for information… Comply with, and where applicable coordinate with the ED staff … working with the Department to develop a strategy to make student-level data that results from the assessment system available on an ongoing basis… foster synchronized development of assessment systems”
SECRETARY DUNCAN’S PRIVACY-KILLING FERPA ALTERATIONS
Secretary Duncan altered longstanding federal privacy law (FERPA) and loosened its parental consent rules and redefined its key terms. These alterations got his Department of Education sued by the Electronic Privacy Information Center, but for some reason, that doesn’t seem to be newsworthy. According to Khalia Barnes, the lead lawyer on the E.P.I.C. case, they’ve had virtually no press on the law suit.
She also told me that few people realize that it’s not just children who will be hurt by the alterations to privacy law. Any one, of any age, whose records are archived at any university that ever received federal funding, can have their data seen without their knowledge or consent.
The Department of Education has lied. It said that the FERPA alterations would improve student privacy, while the opposite is true. The regulations exceed the agency’s legal authority and expose students to huge privacy risks. The new rules permit educational institutions to release student records to non-governmental agencies without obtaining parents’ consent. The rules broaden the permissible purposes for which third parties can access students records. The rules also fail to safeguard students from the risk of re-identification.
Not newsworthy at all.
SECRETARY DUNCAN’S REDEFINITIONS OF TERMS
Next, let’s look at the terms that our U.S. Secretary of Education has had redefined to better suit his purposes:
1) COLLEGE AND CAREER READINESS. Did you know that ”college and career readiness” can now officially mean only one thing? It means having the same standards as other states. Odd! Check it out on the ed.gov website.
2) AUTHORIZED REPRESENTATIVE – Did you know that an “authorized representative” has been redefined by the Dept. of Education (without Congressional approval) to expand privacy exemptions that had previously protected student privacy under FERPA law? And reinterpretations ”remove affirmative legal duties for state and local educational facilities to protect private student data.” Yes, the Dept. has been sued over this. Yet, ”authorized representative” can now mean anyone who wants to see student data, even “a contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions…” A volunteer can be “authorized” to see personally identifiable data without parental consent.
3) EDUCATION PROGRAM – Did you know that Sec. Duncan’s redefinition of “education program” now ”includes, but is not limited to” early childhood education, elementary and secondary education, postsecondary education, special education, job training, career and technical education, and adult education, “regardless of whether the program is administered by an educational authority.” That last part is almost funny. But not.
4) DIRECTORY INFORMATION – Sec. Duncan made sure it would be allowable to “nonconsensually disclose a studentnumber or other unique personal identifier” and that directory information could include a name; address; telephone listing; electronic mail address; photograph; date and place of birth; major field of study; grade level; enrollment status, dates of attendance; participation in activities and sports; weight and height; degrees, honors and awards received; and educational institution attended.
5) BIOMETRIC DATA - in the Dept. of Education’s definition of “personally identifiable information,” biometric data means a record of one or more measurable biological or behavioral characteristics that can be used for automated recognition of an individual. Examples include fingerprints; retina and iris patterns; voiceprints; DNA sequence; facial characteristics; and handwriting. That one wins the creepy award.
SECRETARY DUNCAN’S ROLE IN WEALTH REDISTRIBUTION
Of all the reasons Secretary Duncan is scary, the cherry on top is his role in the Obama wealth redistribution agenda. With the help of Congressman Fattah (PA) and Congressman Honda (CA) Sec. Duncan was an architect of the wealth redistribution program known as The Equity and Excellence Commission, which is sliding under the public radar disguised as education reform.
Congressman Fattah explained what he and Duncan and Honda created: “The Equity and Excellence Commission I worked with Congressman Honda to initiate and that has been established by Secretary Arne Duncan will begin to close the gap in resource distribution between rich and poor…” The commission presents “a big and bold new vision on the federal role in education by recommending transformations in school funding structures.”
While Duncan more often employs the term “social justice” than the term “wealth redistribution,” the documents of his Equity and Excellence Commission reveal that they are one and the same. And Duncan does push for both. At a University of Virginia speech, Duncan said: “Great teaching is about so much more than education; it is a daily fight for social justice.” At an IES research conference, he said: “The fight for quality education is about so much more than education. It’s a fight for social justice.”
FYI, social justice means governmentally-enforced financial equality; it means wealth and property redistribution.
We are not talking about philanthropy, compassionate, voluntary giving. We are talking about force.
Alisa, Renee and I have been doing more and more of these Google Hangout filming chats. So far we’ve interviewed Jenni White, Dr. Bill Evers, and Angela Weinzinger. Today Renee and Alisa said they wanted to interview me, to talk about what it was like to visit the Glenn Beck t.v. show as a guest. So we did.
Michelle Rhee: Putting Students Last
Countdown # 10:
Top Ten Scariest People in Education Reform
This is the first in a countdown series of introductions, a list of the Top Ten Scariest People Leading American Education.
It’s so troubling to see local and state leaders put their trust –and our childrens’ minds– in the hands of people who openly work to destroy the great American tradition.
It’s been said –and I agree– that American liberties are being lost because of the strange coalition of three unlikely groups: the well-intentioned, the slothful, and the subversive.
This series will focus on the third group, the subversive.
Watch the antics of the people who lead the educational philosophies of our nation. Topping my list of educational subversives: Common Core architect/College Board President David Coleman; Common Core testing advisor /Obama campaign advisor Linda Darling-Hammond; Secretary of Education Arne Duncan, Sir Michael Barber, who is CEA of Pearson Education; and Dept. of Education consultant Bill Ayers.
Today I will introduce Michelle Rhee, President of StudentsFirst. She is a self-proclaimed radical left wing progressive “change agent”. This Harvard graduate, former chancellor of D.C. schools and White House darling is rumored to be the logical replacement for Secretary of Education Arne Duncan.
Her book, “Radical,” was published last month.
It is troubling to read about the scandal in which Rhee was accused and partially acknowledged the erasing by adults of wrong answers and correcting student tests dishonestly to make the scores appear higher than they really were.
And it is very troubling to see how little student learning really means to her. From American Thinker:
“Michelle Rhee, founder of StudentsFirst, had gotten into a discussion with former teacher Robert Pondiscio, of the website Core Knowledge, about curriculum. Pondiscio had just finished listening to a speech Rhee gave at the Manhattan Institute on December 16, 2010, when he asked her if she could comment on the importance of curriculum.
Here’s the exchange:
Pondisco: ”I had the opportunity to talk briefly with Rhee about my reform game -curriculum, teaching and learning…
“I know you have a lot on your plate,” I concluded. “But I’d urge you to at least keep curriculum in mind.”
“The last thing we’re going to do,” she replied with a chuckle, “is get wrapped up in curriculum battles.”
A stunning reply if you think about it.
The poster child for bare-knuckle reform, who moments earlier was urging her listeners to “embrace conflict,” has no stomach for a debate about what kids should learn in school.
Read more: http://www.americanthinker.com/blog/2013/03/suspect_common_core_standards_linked_to_studentsfirst_former_board_members.html#.UUkTCyJvIaY.email#ixzz2O62fGLq3
Rhee has been criticized endlessly by a California teacher whose blog about absurd education reforms includes posts decrying common core, data madness, and Michelle Rhee. At that blog I also found this Dr. Seuss-styled satire –about Michelle Rhee.
Did you see the recent view that Missouri Education Watchdog has taken on “Datapalooza” at the White House? Most telling is a pleasant sounding speech by eScholar CEO Shawn T. Bay, given at the White House, in which he states that although aggregate data (not individual) is useful, it’s most useful to look at the individual consumer or the individual student. He says, too, that Common Core is so important to the open data movement, because it’s “the glue that actually ties everything together.”
Common Core tests begin in 2014. The tests are to be the vehicle for the nationwide student data collection, both academic and nonacademic. Without Common Core, the federal and corporate invasion of privacy could not be effective. I do not think many people, including the speaker in this video, understand the underhanded (nonconsensual) alterations to privacy law of the Department of Education.
Here is the video. http://youtu.be/9RIgKRNzC9U?t=9m5s
At about minute nine, he explains how the data push depends on Common Core State Standards.
There may be someone in America who has studied the education data collection scheme more than Jenni White of Restore Oklahoma Public Education. But I haven’t found that person. Here’s a video interview that Alisa, Renee and I filmed with Jenni this week.
What is the State Longitudinal Database System?
Why does every state track every citizen with the SLDS?
What is the P20 system?
Why did the federal government pay every state many millions to build the system?
Why did they require states to build interoperable systems if they were not to share data outside the state?
How do schools, prisons, hospitals and military agencies now share data?
Is this really just career path assistance or is it citizen surveillance?
It was a privilege to speak with Glenn Beck on his t.v. show on Thursday, along with Utah teacher David Cox of Odyssey Charter School , Emmett McGroarty of the American Principles Project, and Sherena Arrington of Stop Common Core in Georgia. I’m posting three clips from the show.
This first portion of the show is a clip of Glenn Beck introducing common core and its “Equity and Excellence Commission” which aims to use the educational system to redistribute; to redistribute not only exactly the same standards and testing nationwide, but also the nation’s wealth. Glenn calls the Common Core issue bigger than any other issue facing America today.
The next clip introduces the scarily non-traditional Common Core math, the dumbing-down via “student-centered” rather than teacher-directed instruction; and shows –my favorite part– the moment Glenn was stunned to find out that state legislatures were not a part of the adoption of Common Core, in any state.
Notice when Sherena Arrington describes this. She calls it the executive branch being ”off the chain.” Great choice of words. Off the chain– like a mad bulldog. Yes, there is a chain and American needs to stay attached to it because it’s an umbilical cord to mother freedom. It’s a chain forged by the U.S. Constitution, the process of voter representation, the importance of due process and the separation and balance of powers.
This next clip covers the part of the show where we discussed the ”no-parental-consent” school data mining.
I mentioned one of the seminal documents of the Common Core movement, the Cooperative Agreement between Secretary Arne Duncan and the SBAC testing group, which says that the SBAC and PARCC (the other testing group) have to synchronize their tests and data, and that student-level data (personal, identifiable data) must be shared. That creates a national testing system, nationalizing education just like China or any socialist/communist country. This is so offensive, considering the fact that both the Constitution and U.S. GEPA law (General Educational Provisions Act) specify that the federal government may not direct or supervise educational programs or curriculum or tests in any way.
Then I brought up the fact that the Department of Education went behind Congress’ back to alter FERPA law (privacy law) so that parental consent is no longer a legal requirement to access student information. The National Data Collection Model asks for hundreds of data points to be collected on our loved ones, including family income, religion, nicknames, psychological issues, and so much more.
Yes, the executive branch is way off the chain and does need to be brought to account by Congress. By We, The People.
Thank you, Glenn Beck. Thank you for exposing to parents and other viewers nationwide what common core is really all about: it’s so much more than just academic standards.
Glenn Beck’s TV show, The Blaze, will be interviewing teachers who are speaking out against Common Core on tomorrow afternoon’s show. 4:00 their time; 3:00 Utah time. One of those teachers will be me.
(You can get a free two week trial membership to the Blaze TV at the link above.)
David Cox, a fifth grade teacher from American Fork, Utah will also be on the show.
I hope many, many people tune in. We need everybody in the nation to be talking about Common Core so we can push back, repeal it, reclaim our lost freedom over education, get student privacy back, and ensure real education for our children and grandchildren in years to come.
Hot off the press– a NASBE press release that lets us know Common Core science standards are on their way to local schools –unless parents, teachers and legislators rise up and say no.
FOR IMMEDIATE RELEASE
CONTACT: Steve Berlin
March 7, 2013
703-684-4000 , ext. 1118
NASBE Launches Next Generation Science Standards Policy Initiative
Arlington, VA — As states work to implement new math and English standards, policymakers from 26 lead state partners are participating in the development of the voluntary Next Generation Science Standards (NGSS) for K-12 education, which are now nearing completion. The National Association of State Boards of Education (NASBE) is embarking on a yearlong initiative to provide state board members with information, analysis, and resources about the new standards so they are fully prepared to make the best, evidence-based decisions for their states. The project is supported by a $319,000 grant from Carnegie Corporation of New York.
NASBE has been a leader in the effort to assist states as they adopt and implement the Common Core State Standards, and it will apply that experience to help state board members understand the development, history, and future of the Next Generation Science Standards. The development of the science standards – now in their second draft, with a final version expected in March – is being spearheaded by Achieve in conjunction with the National Research Council, the National Science Teachers Association, and the American Association for the Advancement of Science.
“State education policymakers, like many others, are working hard to answer the national call for greater emphasis on science, and the Next Generation Science Standards will provide them with a critical tool to do this,” said NASBE Deputy Executive Director Brad Hull. “But the existence of the NGSS is just a first step. The state board members who must adopt them need targeted resources and opportunities to discuss the meaning, content, and policy implications of the standards in order to effectively do their jobs. NASBE, in partnership with other education stakeholders, including those involved in the NGSS development as well as other state-level policy organizations, is uniquely positioned to provide this assistance to state boards.”
The NGSS are focused on four areas: physical science; life science; earth and space science; and engineering, technology, and practical applications of science. The standards, which were built upon on a vision for science education established by the Framework for K-12 Science Education, published by the National Academies’ National Research Council in 2011, seek to move science instruction from an inch-deep, mile-wide approach to one that is centered on deeper learning and helping students grasp concepts that stretch across traditional scientific disciplines.
During the year, NASBE will host regional symposia at which state board of education members can develop adoption plans and conduct policy audits to identify other policy areas affected by the NGSS, such as assessments, teacher professional learning, and educator licensure. In addition, NASBE staff will provide state board members with online and print resources, webinars, and toolkits – all with a special emphasis on communications – to help inform policymakers and other local, district, and state-level stakeholders.
The National Association of State Boards of Education represents America’s state and territorial boards of education. NASBE exists to strengthen State Boards as the preeminent educational policymaking bodies for citizens and students. For more, visitwww.nasbe.org.
Popular Home School Curricula and Common Core
By Kristen Chevrier
Reposted from http://homeschoolwise.com/2013/03/02/popular-home-school-curricula-and-common-core/
After learning that some very popular home school curricula have aligned their programs with Common Core, I decided to do some research. I will be keeping a running list of those who have and have not aligned with Common Core. I would appreciate your input.
After learning that some very popular home school curricula have aligned their programs with Common Core, I decided to do some research. I will be keeping a running list of those who have and have not aligned with Common Core. I would appreciate your input.
Having curricula that meet (or exceed) Common Core standards is not the same as aligning a program with Common Core. And having elements of Common Core in a program does not make it all bad. What is important in choosing any study materials is that you are aware of what your child is learning.
While we are on the topic of curricula: Many people come into home schooling thinking that they must have a completely planned curriculum and follow it exclusively. Not so. You have much more flexibility to address the needs and interests of individual children if you are willing be creative. While there are benefits to having a standard curriculum for the basics, it’s okay to create your own by picking and choosing materials from any source that suits your needs. Don’t get stuck in a box. Be flexible. Embrace your instincts. And actively choose to be your child’s guide.
Here is what I have found, so far:
Common Core-Aligned or Receiving Funding from Common Core Proponents:
Right Start Math
Critical Thinking Press
BYU Independent Study
Writing Road to Reading (Spalding)
Core Knowledge Curriculum
Appear to be acknowledging where they align with CC, but not necessarily changing to align:
Singapore Math (Please see statement by Jeffrey Thomas, President and Co-Founder of Singapore Math in the comments below.)
Explode the Code
Excellence in Writing
Khan Academy (Khan Academy is funded by some of the same people who fund and promote Common Core, but the videos are pre-CC and not likely to be re-made to align with CC. )
Currently Not Aligned with Common Core:
Rod and Staff Arithmetic
Life of Fred
Primary Language Lessons
Media Angels Curriculum
This is not an exhaustive list. I will add to it as I find more information. Please feel free to give input.
If you are using one of the programs that has aligned with Common Core I encourage you to write to or call the publisher and let them know how you feel about it.
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Thank you, Kristen, for your helpful research.
Last night, the Rod Arquette radio show discussed Common Core again with Alisa Ellis speaking. Here’s the podcast.
A friend forwarded the article below to me. I have to repost the whole thing– there’s not a sentence I can leave out. The authors, Raymond and Dorothy Moore, point out that parental time and warmth –and less child-institutionalization– benefits children in significant ways. This method creates the success that eludes the institutions who attempt to force ever more government styled schooling upon ever-younger members of society.
This article validates what I see every day at home. But before you read the Moore article, I want to explain why it means so much to me.
This is our first year doing homeschool and we’re thriving. My fourth grader liked his public school teacher and the children in his class, but he so disliked being institutionalized.
He disliked the one-size-fits-all approach to computers, to math, to art, to most things. He disliked the repetitious “sell-stuff” and ”anti-bully” assemblies. He disliked having so little time at home. But he didn’t know how to articulate these things fully. He said that he was bored.
Now homeschooling my nine year old (and two year old) we have learned so much together. (No matter how many degrees any adult has, there are so many knowledge gaps. There is so much to learn or re-learn while teaching– in geography, biography, science, literature, history.)
We do a lot of out-loud reading. And he reads alone plenty, too.
This year he has read books I couldn’t have imagined he was capable of comprehending and enjoying at age nine: Tolkien’s The Hobbit and Twain’s Tom Sawyer, for example. We’re starting Dickens’ Great Expectations this week. Did I mention that he’s a fourth grader?
He was not previously a stand out academic at the top of his school class; yet now he’s far ahead of his age group. Why?
His curriculum is so far beyond what the governments hope for: to churn out worker bees –or “human capital.”
His curriculum’s limitless; it’s customized to his abilities, interests, faith and curiosity; he gets to independently explore; he gets to bask in the love of his family every day. Who wouldn’t thrive?
He has come to the end of the 5th/6th grade Saxon math book (the old, trustworthy, pre-common core text) already; he has read U.S. History and world geography, learned about the elements, electricity and astronomy; studied the life of Joseph of Egypt, short stories and Fairy Tales. He has written Haiku, Limericks, fiction, a 500-word essay (for a contest) and all kinds of codes.
I give him a lot of freedom. I rarely force anything because I want him to love learning and love life. I don’t impose things unless I feel very strongly about them, and then I do it in small amounts: some cursive, some grammar, some sentence diagramming, some multiplication drills, all Swedish conversing all day (until my husband comes home).
On his own, he has studied volcanoes, cars, optical illusions, magic tricks, dinosaurs and inventions. The things my nine year old loves, we do much more of: math, talking, reading, and field trips.
Other things we minimize. For example, although I wanted him to learn a lot of music (piano) he’s not that interested, so we only do a little. I wanted him to do calligraphy, but he’s not that interested, so he draws. I want him to do more reading in Swedish, but he only wants to do a little. (He does speak Swedish with me, but doesn’t want to read much in Swedish.)
I let him take time to live life, to sit on a swing, to visit new places, see animals, play with his baby brother or his cars, his legos –or waste time in the bathtub long after his hair’s been washed, if there are experiments with bubbles or food coloring or squirt guns or thinking that he wants to do. One day he spent hours making Valentine’s Day decorations; another day he spent hours organizing his drawers and his room. We plant things and make things and I let him sit and think.
And the two year old? Well, I don’t believe in “schooling” two year olds, but I do read to my two year old almost every time he wants to, and I speak only Swedish to him and ask him questions all day. He shouts: “MAFF!” (math) and grabs a pencil and does his hieroglyphics in his way while the nine year old does his Saxon math lesson. The two year old loves to point out letters of the alphabet everywhere we go. And when the two year old interrupts the nine year old’s lesson one too many times, we don’t call for a babysitter. We just go outside or take an early lunch or put on his favorite Swedish YouTube video, or move the lesson into the hallway, so we can distract the two year old with toys from another room.
I give this as an introduction to why I appreciate the article below so much. It rings so true to me now. I would not fully have appreciated it a year ago.
This article is enlightening for everyone, whether you choose to homeschool or not. It shows a parent what a child really needs to thrive.
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When Education Becomes Abuse:
A Different Look at the Mental Health of Children
By Raymond S. Moore, Dorothy Moore
Reposted from http://www.moorefoundation.com/article/48/about-moore-home-schooling/moore-foundation/articles/when-education-becomes-abuse
“We need more parent education and less institutionalizing of young children.”
In Acres of Diamonds, Russell Conwell’s most famous Chautauqua story, Al Hafed sold his farm to finance his quest for a legendary diamond mine. He searched the world over until his fortune was gone. He died penniless, unaware that a vast diamond deposit had been discovered in the river sands which snaked through his own backyard, now the famed Golconda Diamond Mines.
America’s quest for excellence—for healthy, self directed, student minds—very well could have the same ending.
From the White House to the humblest home, Americans are groping for answers to declines in literacy, ethics, and general behavior which threatens our nation. Apparently, few have noticed the close relationship between the achievement, behavior and sociability we prefer, and the lifestyles that we impose on our children daily which may amount to our most pervasive form of child abuse. For example, a surprising ignorance or indifference exists to peer dependency, a mental health nemesis that is rampant even in preschools.
Instead of studying how best to meet their needs, we often put our “little ones” out of the home, away from environments that best produce outgoing, healthy, happy, creative children. In a federally-sponsored analysis of more than 8,000 early childhood studies, Moore Foundation concluded that the United States is rushing its little ones out of the home and into school long before most, particularly boys, are ready.  The effect on mental and emotional health is deeply disturbing. Dropout rates also are mute testimony, though in some cases, the dropout, like Thomas Edison, is more fortunate than those who stay.
From Piagetian specialist David Elkind in Boston to William Rohwer in Berkeley, Calif., top learning and development authorities warn that early formal school is burning out our children. Teachers who attempt to cope with these youngsters also are burning out. The learning tools of the average child who enrolls today between the ages of four and six or seven are neither tempered nor sharp enough for the structured academic tasks that increasingly are thrown at them. Worse still, we destroy positive sociability.
The sequence for the average child these days often spells disaster for both mental and physical health in a sure sequence:1) uncertainly as the child leaves the family nest early for a less secure environment, 2) puzzlement at the new pressures and restrictions of the classroom, 3) frustration because unready learning tools — senses, cognition, brain hemispheres, coordination — cannot handle the regimentation of formal lessons and the pressures they bring, 4) hyperactivity growing out of nerves and jitter, from frustration, 5) failure which quite naturally flows from the four experiences above, and 6) delinquency which is failure’s twin and apparently for the same reason.
Indifference to the mental and emotional health of children is not new. The pages of history outline great cycles that began with vigorous cultures awaking to the needs of children and ending with surrender of family ties and the death of societies and empires.
Research provides a link from past to present and provides a moving perspective on children today. Persuasive reasons exist for declining literacy, academic failures, widespread delinquency, and rampant peer dependency. All four act in concert to deny our goal of happy, confident children who are healthy in body, mind, and spirit.
Whether or not we can be conclusive about causes, America’s decline in literacy from the estimated 90 percentiles in the last century to the 50 percentiles today parallels the parental scramble to institutionalize children at ever younger ages. 
The Moore Foundation analyses  concluded that, where possible, children should be withheld from formal schooling until at least ages eight – ten. Elkind  warned against student burnout which has become pervasive in American schools. Rohwer  agreed, basing his conclusions in part on investigations in 12 countries by Sweden’s Torsten Husen. Husen subsequently confirmed Rohwer’s perceptions, according to a letter from Husen, Nov. 23, 1972. Rohwer, with deep concern for conceptual demands of reading and arithmetic, offered a solution:
“All of the learning necessary for success in high school can be accomplished in only two or three years of formal skill study. Delaying mandatory instruction in the basic skills until the junior high school years could mean academic success for millions of school children who are doomed to failure under the traditional school system.”
This solution would delay school entrance at least until the child is 11 or 12, ages which become critical.
In face of present practice, how can these remarks be justified, bearing in mind that the present and future health of the child is at stake? First, children normally are not mature enough for formal school programs until their senses, coordination, neurological development, and cognition are ready. Piagetian experiments have shown repeatedly that cognitive maturity may not come until close to age 12.
Interestingly, the ancient Bar Mitzvah of the Orthodox Jew provided no schooling until after age 12 when the child was considered able to accept full responsibility for his actions. Fisher, then considered dean of American psychiatrists, wrote in 1950 how he started school at 13, unable to read or write. Graduating from a Boston high school at 16, he thought he was a genius until he found that any “normal” child could do it. He added, “if a child could be assured of a wholesome home life and proper physical development, this might provide the answer to … a shortage of qualified teachers.” 
Nearly a century ago, Dewey  called for school entry at age eight or later. A half century ago, Skeels  proved that loving, though retarded, teenagers made remarkably good teachers. A quarter century ago, Geber  demonstrated that mothers in the African bush brought up children who were more socially and mentally alert than youngsters of the elite who could afford preschool. Warmth was the key.
Still later, Mermelstein and others  proved that, at least until ages nine or ten, children who went to school did no better than those who did not attend school. De Rebello (unpublished data, January 1985) reported that dropouts who find employment are ahead of their peers in mental and social perception.
Few conventional educators understand this situation. We do not understand fully the damage of frustration nor denial of free exploration, nor the value of warmth as a learning motivator, nor yet the tutorial method which historically never has been equaled.
A UCLA study  of 1,016 public schools found that teachers averaged about seven minutes daily in personal exchanges with their students. This would allow for no more than one or two personal responses for each student. In contrast, our counts of daily responses in typical home schools ranged from about 100 to more than 300.
We should not be shocked then by the Smithsonian Report  on genius which offered a three -part recipe for high achievement, consisting of 1) much time spent with warm, responsive parents and other adults, 2) very little time spent with peers, and 3) a great deal of free exploration under parental guidance.
Study director Harold McCurdy concluded:
“the mass education of our public school system is, in its way, a vast experiment on reducing … all three factors to a minimum; accordingly, it should tend to suppress the occurrence of genius.” 
At the Moore Foundation we recently obtained the court-approved standardized test scores of children whose mothers or fathers were arrested for teaching at home. Most parents were of low socio-economic status with less formal education than usual, yet , the children averaged 80.1%, or 30 percentile ranks higher than the nation’s average classroom child.
Very young children do indeed learn very fast, as is commonly believed, yet only in proportion to their maturity.
The child who combines cognitive maturity with eight – ten years more of free exploration has developed thousands of “learning hooks” and an ability to reason consistently which is impossible for the younger child. Without this maturity, and confined to a classroom, the child often becomes anxious, frustrated, and eventually learning disabled.
The common assumption these days is that well – socialized children require the association schools afford. Replicable evidence clearly points the other way. Cornell studies  found that children who spend more elective time with their peers than with their parents until the fifth or sixth grades — about ages 11 or 12 — will become peer dependent. Such “knuckling under” to peer values incurs four losses crucial to sound mental health and a positive sociability. These losses are self worth, optimism, respect for parents, and trust in peers.
The loss to boys is of particular concern academically, behaviorally, and socially. Despite their widely-acknowledged delay in maturity, we demand their enrollment in school at the same ages as girls. In recent years, many reports suggest that boys are several times as likely as girls to fail, become delinquent, or acutely hyperactive. Perhaps most ominous are recent (Education Week, March 14, 1984, p. 19) findings in American high schools that there are eight boys for each girl in classes for the emotionally impaired, and 13 boys for each girl are in remedial learning groups. Self worth, male identity, and respect for women are lost—unfortunate outcomes especially in today’s society.
A COMMON SENSE SOLUTION
We need more parent education and less institutionalizing of young children.
In the home school renaissance, hundreds of thousands of parents have re-evaluated their child-rearing roles and have begun to study warmly their children’s developmental needs. The result is higher achieving, better behaving, self-directed children.
Some demur, pointing to Head Start. Yet, the Ypsilanti study, the only long -range experiment consistently upholding Head Start, involves the home far more than typical programs. Even such key Head Start founders as Bloom and Nimnicht now laud the home as the best learning nest and parents as the best teachers. [13,14] In physical health and behavior — in exposure to disease (Wall Street Journal, Sept. 5, 1984) and to negative aggressive acts — the home is 15 times as safe as the average day care center.
Several suggestions can help us improve the mental and emotional health of our children:
1) More of home and less of formal school;
2) More free exploration with the guidance of warm, responsive parents and fewer limits of classrooms and books;
3) More concern for readiness for learning and ability to think and less training to be simple repeaters;
4) More attention to educating parents and less to institutionalizing young children;
5) More and higher priorities to child-rearing and fewer to material wants; and
6) More old fashion chores —children working with parents—and less attention to rivalry sports and amusements.
To some educators and parents such ideas may appear prosaic or dull—like the backyard Al Hafed left. Yet, everyone likes diamonds, and that backyard can be an exciting place.
Anything else may be more child abuse than education.
1. Moore RS: School Can Wait. Provo, Utah, Brigham Young University Press, 1979, pp 175-186
2. The Adult Performance Level Project (APL). Austin, Texas, University of Texas, 1983
3. Elkind D: The case for the academic preschool: Fact or fiction: Young Child 1970; 25:180-188.
4. Rohwer WD Jr.: Prime time for education: Early childhood or adolescence? Harvard Education Rev 1971;41:316-341
5. Fisher JT, Hawley LSH: A Few Buttons Missing. Philadelphia JB Lippincott, 1951, p 14.
6. Dewey J: The primary education fetish. Forum 1898; 25:314-328
7. Skeels HM: Adult Status of Children with Contrasting Early Life Experiences: A follow-up study. Chicago, Univ. of Chicago Press, 1966.
8. Geber M: The psycho-motor development of African children in the first year, and the influence of maternal behavior. J Soc Psychol 1958;47: 185-195
9. Mermelstein E, Shulman LS: Lack of formal schooling and the acquisition of conversation. Child Dev 1967;38:39-52
10. Goodlad JI: A study of schooling: Some findings and hypotheses. Phi Delta Kappan 1983;64(7):465
11. McCurdy HG: The childhood pattern of genius. Horizon 1960;2:33-38
12. Bronfenbrenner U: Two Worlds of Childhood; US and USSR. New York, Simon and Schuster, 1970,pp97-101.
13. Bloom BS: All Our Children Learning. Wash. DC, McGraw-Hill, 1980
14. Hoffman BH: Do you know how to play with your child? Women’s Day 1972;46:118-120.
15. Farran D: Now for the bad news….Parents Magazine 1982 (Sept.)
Journal of School Health February 1986, Vol. 56, No. 2 73
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Thank you, Raymond and Dorothy Moore.
Across the nation, many people are beginning to raise concerns about implementing Common Core in our schools.
Wondering what you can do? Here are some suggestions that add to what you’ll find in Truth in American Education’s action center tool kit.
1) Check this map of the U.S. to see if legislative educational liberty movements are happening in your state.
2) Check this spreadsheet to see if there are people fighting common core in your state and join them.
3) If nothing is happening at all in your state, do an internet search for Race to the Top application (name your own state) and find the application from Jan. 2010
4) Go to your state school board’s minutes site and find out at which meeting the CCSS were approved (June 2, 2010 the standards were finalized… states such as Illinois approved them 22 days later!)
5) Like “Truth in American Education“ because this is a main hub for national cooperation.
6) Start speaking to friends, teachers and family about common core — many use Facebook FB, Twitter, Pinterest, email, etc.
7) Call or write your state representatives.
8) Sign your state’s educational liberty petition or start one. If you need assistance, ask people from other states for help.
9) Attend local and state school board meetings and visit or call your state superintendent to find out who actually cares about this issue. Sample questions to ask:
- Where can I read our state’s cost analysis for implementing Common Core and its tests?
- What is the amendment process for Common Core standards if we find out they are not working for us?
- Where can I see for myself the evidence that Common Core standards have been proven to be of superior quality and that they are internationally benchmarked?
- Where can I see for myself evidence that Common Core’s transformations (deleting cursive, minimizing classic literature, moving away from traditional math, etc.) –will benefit our children?
- What is the American process of representation of individuals in the Common Core education and assessments system?
- Does it seem good that the meetings of the standards writers (the CCSSO/NGA) are all closed-door meetings?
- I read that there is a 15% cap on a state adding to the Core; so what do we do if we need to add a whole lot more to actually prepare our children well?
- Although I have been told that Common Core is state-led, I missed the invitation to discuss this before it was decided for me and my children; please explain the analysis and vetting process for the upcoming national science and social studies standards.
- The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…“ In light of this, please explain why our state has agreed to intense micromanagement by the federal government under Common Core testing.
This is a huge week for educational liberty and for the future quality of education in Alabama. Other states are watching breathlessly.
The AL legislature will listen to testimony from both sides of the argument and will decide whether or not to pass SB 190. If passed, the bill would:
- prohibit implementation of Common Core;
- prohibit state bodies from compiling/sharing data about students or teachers except under limited circumstances;
- prohibit the State Board of Education from ceding control to an entity outside the state; and
- require notice and public hearings before the State Board of Education adopts or implements any statewide standards.
This is such a good and important bill –for reasons that are academic, financial and constitutional.
Yet, Alabama’s pro-common core superintendent fears that Alabama will be “an island” if the state votes to withdraw from Common Core.
An island of educational freedom in a nation of now mostly fettered states– is bad thing?
An island of potentially high educational standards that could soar beyond the unpiloted experiment called Common Core– that’s a bad thing?
An island of educational solvency, no longer under mandate to implement the costly and unwanted technologies demanded by Common Core– also a bad thing?
Both the pro- and anti- Common Core groups cite detrimental effects on the economy and on the children’s academic achievements as reasons to implement –or to drop– Common Core. Only the pro-common core side cites a fear of being isolated.
I’ll bet there were people in the 1700′s who feared withdrawing from Great Britain’s rule over the American colonies for the same reason. There are always those who would prefer to risk dying like a lemming than to stand independently.
My questions to the AL superintendent would be:
How bad was it before, when we were ”isolated,” before the advent of Common Core? Were we unable to work collaboratively with other states before? If not, what prevents us from working with others now? We don’t have to be fettered to others to collaborate with the best they have to offer.
What Alabama –or any state– would be isolated from, would be great things to skip out on: skip the unpiloted experiment, skip the micromanagement of state education data by the federal testing/data collection system; skip “standards” mandates coming forth from secret closed-door meetings of the CCSSO (the Council of Chief State School Officers, FYI, is a group that, along with whomever Bill Gates pays to join his agenda– created, and continues to create, the federally-promoted common standards.)
Many people across the nation are praying for Alabama this week. We are praying that those who study this issue look at the whole issue and all of its intended and unintended consequences.
It is not enough to study common core on academic points, although they are in trouble on their own; the Common Core initiative hurts the states it touches in many ways– in academics, in finances, in constitutionality, and in the ability to have any voice in future decisions over local education.
RECLAIM EDUCATIONAL LIBERTY
Many people –including bipartisan U.S. groups and freedom fighters in other nations– are working to save educational liberty. We are waking up to shake off the chains that have settled over education.
Please leave a comment if you know of updates to this chart.
Interesting. In the same month, both President Obama and Utah’s Sen. Aaron Osmond are pushing to get more toddlers in the arms of the government. Are they concerned for the well-being of the little ones? Then why are they doing this? Why does government desire to hold our babies while we work?
Two reasons: both titled “human capital.”
1. HUMAN CAPITAL. Government sees toddlers as property. Socialist-styled governments increasingly are using the term “human capital” to refer to the people they plan to feed, work, tax, and yes, teach. They want to imprint upon their capital their ideas and values as early as possible. Yes, it’s creepy. But it’s no secret; it’s very openly admitted and promoted. “Education for all” (UNESCO’s term) has now become “Preschool for all” (Obama’s term.)
2. HUMAN CAPITAL. Government sees mothers (or fathers) as property. The socialist-styled governments are increasingly hoping to redistribute the parents; if a parent is highly educated or trained, it is not in the best interest of those who view those parents as human capital to “allow” them to be home, raising children, when they could be serving the government in other ways. It is a basic choice that is being taken away from a parent when the government financially or in other ways, incentivizes the leaving of babies in daycare so that the adults will work and be taxed.
Think I’m making this up?
US Education Secretary Arne Duncan’s speech: “Improving Human Capital in an Competitive World– Education Reform in the United States” here:
Then read Sweden’s Mireja Institute’s sad “lessons learned” on the topic, here: http://www.mireja.org/articles.lasso
We are not the government’s human capital. We are free human beings, children of God.
Let’s not be asleep while our leaders turn our society into a socialist/communist styled nanny-government nation and manipulate our babies out of our arms.
Recognize the wrong-minded, popular notion that socialism is good, that government is the ultimate provider, and that individual families are inept caretakers for their own offspring. This should be taken as false doctrine in any church, in any family, in any reasonable mind. Government can never provide a thing; it can only forcibly take from you to redistribute to me, or, forcibly take from me to redistribute to you. But government is not a provider– it’s only a forcible redistributor.
I believe these words on the subject, from Ezra Taft Benson:
“It is a fundamental truth that the responsibilities of motherhood cannot be successfully delegated. No, not to day-care centers, not to schools, not to nurseries, not to babysitters.
“We become enamored with men’s theories such as the idea of preschool training outside the home for young children. Not only does this put added pressure on the budget, but it places young children in an environment away from mother’s influence.
“It is mother’s influence during the crucial formative years that forms a child’s basic character.
“Home is the place where a child learns faith, feels love, and thereby learns from mother’s loving example to choose righteousness.”
I’m posting the bills from South Carolina, Indiana, and Missouri which have attempted to reclaim state educational decision-making for those states. I’m also posting the resolution unanimously passed by the Alabama Republican Women’s Federation, cosponsored by the Republican Women’s Federations from Delaware, Tennessee, Nebraska, etc.
So far, we have nothing like this in Utah, although at every political meeting I go to or hear about, the majority of citizens are extremely interested in getting our state free of Common Core.
Utah representatives, do you hear your constitutents?
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SOUTH CAROLINA S.604
South Carolina General Assembly
119th Session, 2011-2012
Download This Bill in Microsoft Word format
Sponsors: Senators Fair, Grooms, Bryant, Campsen, Bright and S. Martin
Introduced in the Senate on February 23, 2011
Summary: Common Core State Standards
2/23/2011 Senate Introduced and read first time (Senate Journal-page 19)
2/23/2011 Senate Referred to Committee on Education
A BILL TO AMEND ARTICLE 5, CHAPTER 1, TITLE 59 OF THE 1976 CODE, RELATING TO GENERAL PROVISIONS CONCERNING EDUCATION, BY ADDING SECTION 59-1-490 TO PROVIDE THAT THE COMMON CORE STANDARDS MAY NOT BE IMPOSED ON SOUTH CAROLINA.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION 1. Article 5, Chapter 1, Title 59 of the 1976 Code is amended by adding:
“Section 59-1-490. The State Board may not adopt and the State Department may not implement the Common Core State Standards developed by the Common Core State Standards Initiative. Any actions taken to adopt or implement the Common Core State Standards as of the effective date of this section are void ab initio.”
SECTION 2. This act takes effect upon approval by the Governor.
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INDIANA SENATE BILL No. 193
DIGEST OF INTRODUCED BILL
Citations Affected: IC 20-19-2-14.5.
Synopsis: Common core state educational standards. Provides that the state board of education may not adopt as standards for the state any common core educational standards developed by the Common Core State Standards Initiative. Voids any action taken to adopt common core educational standards.
Effective: July 1, 2013.
January 7, 2013, read first time and referred to Committee on Education and Career Development.
First Regular Session 118th General Assembly (2013)
SENATE BILL No. 193
A BILL FOR AN ACT to amend the Indiana Code concerning education.
Be it enacted by the General Assembly of the State of Indiana:
SOURCE: IC 20-19-2-14.5; (13)IN0193.1.1. –> SECTION 1. IC 20-19-2-14.5 IS ADDED TO THE INDIANA CODE AS A NEW SECTION TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2013]: Sec. 14.5. (a) As used in this section, “common core standards” refers to educational standards developed for kindergarten through grade 12 by the Common Core State Standards Initiative. (b) Notwithstanding section 14 of this chapter, the state board may not adopt as standards for the state or direct the department to implement any common core standards developed by the Common Core State Standards Initiative. (c) After June 30, 2013, any action taken by the state board before July 1, 2013, to adopt common core standards as standards for the state is void.
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MISSOURI SENATE BILL 210
FIRST REGULAR SESSION
SENATE BILL NO. 210
97TH GENERAL ASSEMBLY
INTRODUCED BY SENATORS LAMPING AND NIEVES.
Read 1st time January 24, 2013, and ordered printed.
TERRY L. SPIELER, Secretary.
To amend chapter 161, RSMo, by adding thereto one new section relating to the
Common Core Standards Initiative.
Be it enacted by the General Assembly of the State of Missouri, as follows:
Section A. Chapter 161, RSMo, is amended by adding thereto one new
2 section, to be known as section 161.855, to read as follows: 161.855.
Notwithstanding any provision of law to the contrary,
2 the state board of education and the department of elementary and
3 secondary education shall not implement the Common Core State
4 Standards developed by the Common Core Standards Initiative. Any
5 actions taken to adopt or implement the Common Core State Standards
6 as of the effective date of this section are void. Common Core State
7 Standards or any other statewide education standards shall not be
8 adopted or implemented without the approval of the general assembly.
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NATIONAL FEDERATION OF REPUBLICAN WOMEN RESOLUTION
Defeat National Standards for State Schools
Passed Unanimously at the NFRW36th Biennial Convention Kansas City, MO – October 1, 2011
WHEREAS, The national standards-based “Common Core State Standards” initiative is the centerpiece of the Obama’s Administration’s agenda to centralize education decisions at the federal level;
WHEREAS, The Obama Administration is using the same model to take over education as it used for healthcare by using national standards and boards of bureaucrats, whom the public didn’t elect and can’t fire or otherwise hold accountable;
WHEREAS, National standards remove authority from States over what is taught in the classroom and how it is tested;
WHEREAS, National standards undercut the principle of federalism on which our nation was founded;
WHEREAS, There is no constitutional or statutory authority for national standards, national curricula, or national assessments and in fact the federal government is expressly prohibited from endorsing or dictating state/local decisions about curricula; and
WHEREAS, The Obama Administration is attempting to evade constitutional and statutory prohibitions to move toward a nationalized public-school system by (1) funding to date more than $345 million for the development of national curriculum and test questions, (2) tying national standards to the Race to the Top charter schools initiative in the amount of $4.35 billion, (3) using the Common Core State Standards Initiative (CCSSI) to pressure State Boards of Education to adopt national standards with the threat of losing Title 1 Funds if they do not, and (4) requesting Congress to include national standards as a requirement in the reauthorization of the Elementary and Secondary School Act (No Child Left Behind);
BE IT RESOLVED, That the National Federation of Republican Women vote to encourage all State Federation Presidents to share information about national standards with their local clubs; and
BE IT FURTHER RESOLVED, That State Federation Presidents ask their members to (1) contact their State Boards of Education members and request that they retain control over academic standards, curriculum, instruction and testing, (2) contact their Congress Members and request that they (i) protect the constitutional and statutory prohibitions against the federal government endorsing or dictating national standards, (ii) to refuse to tie national standards to any reauthorization of the Elementary and Secondary Education Act, (iii) defund “Race to the Top” money, and (iv) prohibit any more federal funds for the Common Core State Standards Initiative, including funds to assessment and curriculum writing consortia, and (3) spread the word about the threat of a federal government takeover of education.
Submitted by: Alabama Federation of Republican Women
Elois Zeanah, President
Nebraska Federation of Republican Women, Delaware Federation of Republican Women, Wisconsin Federation of Republican Women, Georgia Federation of Republican Women, Tennessee Federation of Republican Women
After a recent town hall meeting, I stood in line to mention to my visiting Congressman that the Department of Education had gone behind Congress’ back to alter FERPA (family privacy law) that circumvented parental consent and broadened definitions of who gets access to personal student data, including nonacademic and family data.
This is, of course, dangerous to student privacy and ultimately, to citizen autonomy.
The Congressman said he was interested in more information about what the Department of Education had done. So, here is what I have shared, and I share it here, too, for anyone who’s interested in parental consent laws or student privacy protection.
The interplay of the several Dept. of Ed. actions reveal to me that a main reason the Executive Branch alloted so much money toward incentivizing Common Core to states, is this fact: common, national tests will collect so much data, to be perusable by the federal government –and others.
“Others” will include public-private-partnerships (PPP’s) as modeled by global-education sales giant Pearson. Pearson’s CEA, Michael Barber –who is quoted often and praised by U.S. Secretary of Education Arne Duncan– says that education standards should be the same globally, and that global data must be perused “without borders”. See Pearson’s new global education data bank .
Arne Duncan is aware of the limitations of the federal role in educational decision making and data collection, legally, in America.
Still, he meddled. He altered the Family Education Rights Privacy Act (FERPA) regulations to benefit the Dept. of Education’s testing/data collection goals; the FERPA alterations will continue to benefit corporations, notably Pearson; and will link to various state and federal agencies under the Data Quality Campaign. Any “authorized representative” who claims to be a “stakeholder” –even a school “volunteer” can access the now loosened rules about seeing personally identifiable information (PII) unless a school refuses to collect it in the first place. You will notice that the Federal Register speaks out of both sides of its mouth about loosening and preserving privacy rights. It is impossible to do both, and the Dept. of Education has not done both.
It loosened the requirement that school systems previously were under; previously, schools had to get parental consent (or above 18-yr-old students’) consent, before sharing data. It also altered definitions of terms including “directory information” and “educational agency.” Very dangerous stuff.
The alterations by the Dept. of Education really need a context, to understand the motives, and why the Dept. didn’t wait for Congressional approval.
So, in addition to recommending you read the incredibly boring but vital Federal Register vol 76.232: http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/html/2011-30683.htm which laid out the alterations to FERPA– in addition to that, I’m also recommending reading:
1. A link to the lawsuit filed by EPIC (Electronic Privacy Info Center) against the Dept. of Ed: http://epic.org/apa/ferpa/default.html
2. A “Cooperative Agreement” – another super boring but vital “governmentspeak” document that shows the Sec. Arne Duncan micromanagement and oversight that the Dept. of Ed plans to have over citizen data, via national test consortia: http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf
3. A link to the National Data Collection Model’s recommended data points, for schools to collect (including health-care history, family income, nicknames, family voting status, gestational age of students at birth, student ID number, and bus stop times among other pieces of information on the student and the families. http://nces.sifinfo.org/datamodel/eiebrowser/techview.aspx?instance=studentPostsecondary
4. The official White House push for “robust data” for tracking of citizens (students): http://www.whitehouse.gov/sites/default/files/microsites/ostp/ed_data_commitments_1-19-12.pdf and by Sec. Duncan: http://www2.ed.gov/news/speeches/2009/06/06082009.html
5. The SLDS (State Longitudinal Database System) information. http://nces.ed.gov/programs/slds/index.asp SLDS was bought with ARRA Stimulus money; every state bought one and they must be interoperable; they track students/citizens using personally identifiable information that includes biometric, psychometric, nonacademic and academic info.
6. A link to the Race to the Top application, since it shows that one of the points necessary was the SLDS people-tracking database. http://www.schools.utah.gov/arra/Uses/Utah-Race-to-the-Top-Application.aspx The No Child Left Behind waiver pushes the same thing. See: http://truthinamericaneducation.com/federalized-education/facts-about-the-no-child-left-behind-waivers/ and http://pdflike.com/read.php?url=http://www.nsba.org/SchoolLaw/Issues/NCLB/NSBAFederalGuidanceDocumentsandPublications/ESEA-Flexibility-Request.pdf
7. Another link to how FERPA alterations of the USDE allow DNA, fingeprints, voiceprints and other biometric records to be used to identify persons. http://www2.ed.gov/policy/gen/guid/fpco/pdf/ferparegs.pdf This link states: “’Biometric record,’ as used in the definition of “personally identifiable information,” means a record of one or more measurable biological or behavioral characteristics that can be used for automated recognition of an individual. Examples include fingerprints; retina and iris patterns; voiceprints; DNA sequence; facial characteristics; and handwriting.”
By stealth, and by financial incentivization to states (increasingly to school districts directly, in states that rejected Common Core data collection tests), it appears that the Department of Education used school systems to create a strong citizen surveillance web, better known as “robust data.”
It turns out that the Constitutional rights-saving fairies are off duty. They’ve left it up to you and me.
We, the People, must call the Dept. of Education on this.
WHAT WE KNOW:
1. ALL UTAHNS ARE TRACKED VIA SCHOOLS USING A FEDERALLY PROMOTED AND PAID-FOR SLDS.
I have an email from the State School Board that says there is no possibility for my student to opt out of being tracked. When a parent signs his/her child up for school, the information is gathered and added to, throughout the life of that child because of the State Longitudinal Database System (SLDS). The SLDS was paid for by the federal government and all states accepted the money and built this interoperable system. It works with the P-20 (preschool through workforce) council, which is appointed by the Governor. http://nces.ed.gov/programs/slds/state.asp?stateabbr=UT
2. THE TRACKING OF CITIZENS GOES BEYOND THE SCHOOL DISTRICT AND STATE OFFICE OF EDUCATION.
The Utah Data Alliance, directed by John Brandt, links six state agencies to share the data collected by schools. These include workforce services; the system is a socialist program to align education and workforce and manage the people as “human capital,” one of their favorite phrases. According to a John Brandt online powerpoint, federal agencies also receive access to the data in the Utah Data system. According to the Joanne Weiss, chief of staff of the Dept. of Education, federal agencies are mashing data and are going to be “helpful” to states “wishing” to do the same.
3. INTEROPERABILITY WAS REQUIRED OF ALL SLDS SYSTEMS FOR FEDERAL PURPOSES.
4. REGULATIONS HAVE BEEN ALTERED WITHOUT CONGRESSIONAL APPROVAL CONCERNING PRIVACY LAW.
The Dept. of Education changed definitions and broadened allowances of the Family Education Rights Privacy Act. Though they have been sued for this move, the fact remains that without parental consent, researchers, federal agencies and any “authorized” volunteer can look at the collected data, which includes biometric information (personally identifiable).
5. DATA POINTS TO BE COLLECTED BY STATES HAVE BEEN “RECOMMENDED” BY FEDERAL GOVERNMENT:
According to the National Data Collection Model, the government should collect information on health-care history, family income, family voting status, gestational age of students at birth, student ID number, and bus stoptimes among other pieces of information on the student and their families. You can view the National Data Collection Model database attributes (data categories) at http://nces.sifinfo.org/datamodel/eiebrowser/techview.aspx?instance=studentPostsecondary
6. DEPT. OF EDUCATION COOPERATIVE AGREEMENTS CONTRACTED WITH TESTING CONSORTIA MANDATE INFORMATION SHARING
This means that there is a triangulation of tests, test data and federal supervision (all highly illegal under G.E.P.A. law and the 10th Amendment). http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf
WHAT WE DON’T KNOW:
1. John Brandt has not revealed the exact number of people or agencies in Utah (or elsewhere) who have access to the personally identifiable information collected by schools on individuals. He does not return emails or phone calls.
2. At what point does “allowance” to share information turn into “must” share information? The FERPA alterations right now only removed the requirement for schools to keep the data on students private without parental consent. They have not yet mandated that schools must share the data without parental consent. But we also don’t know which identified information is being shared with which agency in Utah, or which agency outside Utah. We just don’t know.
3. What effect will the Common Core (national) testing have on the data collection and ease of persual by the federal agencies? Is there a “Cooperative Agreement” between Utah’s test writer, the American Institutes for Research, and the federal government, as there is with the other testing consortia SBAC and PARCC?
Of all the things that the Truth in American Education site has posted, my favorite thing is that title.
Truth in American Education. The title itself teaches a fact most Americans still don’t realize: that there are loads of lies parading as education reform improvements that need exposure via verifiable, well researched facts. It does not matter if good people with good intentions, merely parroting information received from other organizations, tell those lies in all sincerity. Sincerity does not trump truth. Facts are still facts and the consequences for all of us are huge for aligning our school systems with such lies.
Our children’s futures are at stake, yet few parents stand up. Why? For those of us who are naturally nonconfrontational and trusting, the title, Truth in American Education, is a wakeup call that we should ask questions, verify claims and demand references for promises being spoken by authority figures in education reform today. We should know our educational rights under the Constitution and know our rights as parents. Don’t take unreferenced promises as answers.
Speaking of which: today I became aware of a 204-page document put out by the Utah State Office of
It’s called “A Complete Resource Guide On Utah’s Core Standards.”
You can access the 204-pager here:
Dr. Sandra Stotsky, an education scholar and whistleblower, one who is often quoted at the Truth in American Education website, happens to have read the 204-page Utah document, “A Complete Resource Guide On Utah’s Core Standards.”
Stotsky previously served on the official Common Core Validation Committee and was among those who refused to sign off that the Common Core standards were, in fact, adequate.
Of ”A Complete Resource Guide On Utah’s Core Standards,” Stotsky states, ”lies and unsupported claims“ abound in the document.
She also writes:
“the writers didn’t even get the committee I was on right. I was appointed to the Validation Committee, not the Standards Development Committee, and along with the one mathematician on the Validation Committee (and 3 others) declined to sign off on the final version of Common Core’s standards.
The writers keep repeating ad nauseam that Common Core was a state-led effort. Everyone knows most of the effort was financed by the Gates Foundation and that Gates chose the standards writers who had no qualifications for writing K-12 standards in either ELA or math (David Coleman and Jason Zimba).
… I frankly can’t spend time on people who can’t document with citations their claims. What country was used for international benchmarking? Where’s the evidence?
The document simply repeats the false claims made by CCSSO from the beginning.”
— —– —
Despite not being willing to spend time rebutting a resource guide that fails to document its claims with citations, Dr. Stotsky took the time to bust 5 myths that the document contains:
1. Myth (Lie): Common Core was a state-led initiative.
Truth: Common Core was funded and directed behind-the-scenes by the Gates Foundation at every step. Gates funded NGA and CCSSO to serve as the front organizations, selected key people to be on the standards development committees (mostly from testing agencies), and funded many organizations, including the Fordham Institute and the PTA, to promote its adoption. Fordham was funded in particular to ensure that Common Core’s math and ELA standards (no matter what their condition) were given a high grade in a comparison review so that most states would accept the lie that CC’s standards were fewer, clearer, and more in-depth than whatever they had. Most states were willing to accept this lie because the USDE dangled RttT funds before their eyes. Gates and the USDE worked together on the incentives to states. Gates also funded the writing of many states’ applications for RttT funds by hiring consultants to write the applications for them.
2. Myth (Lie): Common Core’s standards were developed by the states—or by experts.
Truth: CC’s standards were written by people chosen by the Gates Foundation to write the standards: David Coleman and Jason Zimba, in particular. Coleman had no credentials for writing ELA standards, had never taught at any grade level, and was not a literary scholar. (Nor had his associate—Susan Pimentel. She had taught only in Head Start and had no degree in English.) Zimba, too, had never taught in K-12 mathematics, and had no experience in developing or writing math standards.
3. Myth (Lie): Common Core’s standards are internationally benchmarked.
Truth: Common Core’s standards were never internationally benchmarked because they couldn’t be. They are about two grades lower than what most other countries accept as “college readiness”. No countries have ever been mentioned by CCSSO as “benchmarking” countries.
4. Myth (Lie): Common Core’s standards prepare students for college or university.
Truth: Jason Zimba told the Massachusetts Board of Education in March 2010 that college readiness in mathematics means readiness for admission to a non-selective community college. (This is recorded in the minutes of the meeting.)
5. Myth (Lie): Common Core’s ELA standards promote literary study.
Truth: Coleman’s 50/50 mandate requires English teachers to teach to 10 informational reading standards and 9 literary standards each year. His mandate reduces literary study because English teachers must add informational texts to their curriculum. There is no research base showing that an increase in informational reading in the English class leads to greater college readiness. Just the contrary. The evidence, historical and empirical, shows that a focus on reading and discussing complex literature in high school leads to college readiness.
What more can I possibly add to Dr. Stotsky’s clear corrections to the Utah State Office of Education?
–Maybe an acronym translator:
ELA – English Language Arts
NGA – National Governors’ Association (the group that with CCSSO created Common Core)
CCSSO – Council of Chief State School Officers (the group that with NGA created Common Core)
USDE (U.S. Department of Education)
RTTT – Race To The Top (a competitive grant opportunity that the federal government used to incentivize Common Core adoption to the states)
PTA (Parent-Teacher Association, a national group that promoted Common Core because Bill Gates paid them to)