Archive for the ‘FERPA’ Tag
————— On Children’s Privacy ————————–
The insatiable data-hunters at American Institutes for Research (AIR) –who also happen to create Utah’s SAGE/Common Core/Utah Core school tests– seem to qualify as stark enemies of student privacy and parental rights.
Desperate to access personal information about children, AIR wants us to believe the following lie: “your information is out there anyway, so stop fighting for your child’s right to privacy.” That’s the gist of this interview with Julia Lane, a “fellow” at American Institutes for Research (AIR). It’s short, and a must-see.
Jakell Sullivan, a Utah mom, has provided the following commentary on Julia Lane’s interview:
- “It’s impossible to get informed consent about collecting big-data.”
… (TRANSLATION-”We can’t wait for you, the parent, to understand our need to collect your child’s data. We’ll need to change public policies at the federal and state level without your consent. We can unilaterally do this by lobbying legislators to stomp out your parental rights.”)
- “Google knows where you are every single minute of the day”
… (TRANSLATION-”We couldn’t let Google have a monopoly over big-data, so we partnered with them in 2012. Now, we can drill down on what your child is doing and thinking. Luckily, your child will be using Google Chromebooks soon to learn and take SAGE tests. Once we get every child on a one-to-one device, we can continuously assess your child’s skills through the technology without them having to take a formal test—or be at school!”)
- “The private sector has been using the data to make a lot of money.”
… (TRANSLATION-”We deserve to make obscene amounts of money, too, by tracking your child’s thinking patterns from PreK to Workforce. Then, we can manipulate their education data to spread the wealth right back into our coffers.”)
- “In the public sector, we tend not to use those data.”
… (TRANSLATION-”We don’t see a need to follow ethical rules anymore. Everybody else is collecting big-data. We deserve big-data on your child! Your natural right to direct your child’s learning is getting in the way of US doing it. We deserve to control their learning!”)
- “The good that is being lost is incalculably high.”
… (TRANSLATION-”We can’t save your child because you won’t let us track their personal learning. We must be able to track what they think from PreK to Workforce—for the good of the collective.”)
- “The rules that exist are no longer clear and are probably no longer applicable.”
… (TRANSLATION-”We don’t think federal or state privacy laws are fair. We will unilaterally decide how Utah’s state policies will be changed so that we can track your child’s personal learning styles, beliefs, and behaviors. It’s for the good of the collective, of course!”)
This video shows how very wrong we are to buy into AIR at all, or to buy into the current “children live to serve the workforce” movement.
Consent does matter. Privacy is an important right. Personal choice shouldn’t be superseded by what so-called “stakeholders” desire. Governments and corporations don’t have the right to take away privacy –any more than they have the right to take away your property. No fluffy argument can trump these inherent rights.
Don’t let them have it! Don’t give your child’s privacy up so easily! The more people who opt their children out of taking the high-stakes AIR/SAGE tests, the less information these data hounds will have.
Just today, I was registering my high school student for the upcoming school year, online, and was asked many questions about personal, non-academic things: what languages do we speak at home, whether my child has contact lenses, emotional troubles, what our ethnic background is, and endless medical data questioning.
It was not possible to go to the next screen without saying “yes” or giving out each piece of information.
So I wrote to the school district and complained. Please do the same.
If many of us stand up, things will not continue to hurtle down the path toward a real-life Orwellian 1984 where privacy can no longer exist.
——————– On Children’s Happiness ————————–
Privacy from big-data mining is not the only reason people are opting their children out of state tests.
The other thing that opting your child out of state testing gives you, is a happier child. The tests are very long and don’t benefit your child. They are non-educating, are secretive (parents may not see them) and test the experimental Common Core standards rather than legitimate, classic education. Why participate? What is in it for your child?
Currently, teachers in Utah are under a gag order; they are not allowed to tell parents that parents have a legal right to opt a child out of state testing. The fact is that although schools are required by current law to administer these terrible tests, students and parents are under no obligation to take them. Schools are not allowed to penalize students for opting out, in any way.
Learn more about how and why to boycott SAGE/AIR/Common Core tests, and learn what your legal rights are, as a parent or as a student, at Utahns Against Common Core.
Democratic Massachusetts Senator Edward J. Markey has written a vital letter to U.S. Secretary of Education Arne Duncan about the loss of student privacy under new education reforms. The Senator asks the Secretary eight great questions. My favorite is question #2.a): “Should parents, not schools, have the right to control information about their children?”
Senator Markey’s full letter is posted below. Please share it with your senators and with your state superintendents, who may, by their connection to the Council of Chief State School Officers (CCSSO) and its partnership with the U.S. Department of Education, have sway in getting to real answers more quickly.
October 22, 2013
The Honorable Arne Duncan
U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202
Dear Secretary Duncan:
The efficient collection, analysis and storage of K-12 students’ academic records holds promise for improving scholastic performance and closing the achievement gap. By collecting detailed personal information about students’ test results and learning abilities, educators may find better
ways to educate their students. However, putting the sensitive infomation of students in private hands raises a number of important questions about the privacy rights of parents and their children.
According to a recent article in The New York Times (“Decidir1g Who Sees Students’ Data”, October 5, 2013), a growing number of school districts are outsourcing data storage functions to private companies. This change, the companies assert, will “streamline access to students’ data to bolster the market for educational products”. While better analysis of student reading may, for example, help educators better target the appropriate reading materials to students, disclosure of such information, which mayr extend well beyond the specific private company hired by the school district to a constellation of other firms with which the district does not have a business relationship, raises concerns about the degree to which student privacy mayI be compromised.
Moreover, as the article cited above also explains, sensitive information such as students’ behavior and participation patterns also may be included in files outsourced to third-party data firms and potentially distributed more widely to additional companies without parental consent.
Such loss of parental control over their child’s educational records and performance information could have longstanding consequences for the future prospects of students.
Recent changes to the Family Educational Rights and Privacy Act (FERPA) permit “schools to share student data, without notifying parents, with companies to which they have outsourced core functions like scheduling or data management,” according to the Times article. The infomation shared with private companies mayr vary from infomation such as grades, test scores, and attendance records, to other sensitive data such as disability, family relationships, and
In an effort to understand the Department’s views on the impact of increased collection and distribution of student data on their privacy, I respectfully request that the Department provide answers to the follow questions:
1) In 2008 and 2011, the Department issued new regulations with respect to FERPA that addressed how schools can outsource core functions such as scheduling or data management and how third parties may access confidential information about students. These changes also permit other government agencies that are not under the direct control of state educational authorities, such as state health departments, to access student infomation. Please explain those changes.
a. Why did the Department make these changes?
b. Did the Department perform any analysis regarding the impact of these changes on student privacy? If yes, please provide it. If not, why not?
2) Has the Department performed an assessment ofthe types of infomation that are shared by schools with third party vendors, including but not limited to Contact information, grades, disciplinary data, test scores, curriculum planning, attendance records, academic subjects, course levels, disabilities, family relationships, and reasons for enrollment? If yes, please provide it. If not, why not?
a. Should parents, not schools, have the right to control infomation about their children even when their data is in the hands of a private company?
b. Do you believe that parents should have the right to choose which infomation is shared by schools with third party vendors and which is kept confidential?
In other words, is it the Department’s view that some elements of personal data are more sensitive than others, and therefore deserve greater protections?
2) Has the Department issued federal standards or guidelines that detail what steps schools should take to protect the privacy of student records that are stored and used by private companies? For example, are there guidelines about access to the information, how long it can be retained, hcw it will be used, whether it will be shared with other parties (including but not limited to colleges to which students apply), and if it can be sold to others? lf yes, please provide those standards 0r guidelines. If not, why not and will the Department undertake the development and issuance of such guidelines?
4) Are there minimization requirements that require private companies to delete information that is not necessary to enhance educational quality for students?
5) Do students and their families continue to have the right to access their personal infomation held by private companies as they would if their personal information were held by educational institutions? If yes, please explain how students and families may exercise this right and how they should be informed of the existence of this right. If not, why not?
6) While there are significant potential benefits associated with better collection and analysis of student data, does the Department believe that there also are possible risks when students’ personal infomation is shared with such ñrms and third parties? If yes, what is the Department doing to mitigate these risks? If not, why not?
7) Does the Department require entities that access student data to have security measures in place, including encryption protocols or other measures, to prevent the loss of or acquisition of data that is transferred between schools and third parties? What security measures does the Department require that private companies have in place to safeguard the data once it is stored in their systems?
8) Does the Department monitor whether these third parties are safeguarding students’ personal infomation and abide by FERPA or guidelines released by the Department? If yes, please explain. If not, why not?
Thank you for your attention to this important matter. Please provide written responses to these questions no later than November 12, 2013. If you have any questions, please have a member of your staff contact Joseph Wender on Senator Markey’s staff at 202-224-2742.
Edward J. Markey
United States Senator
Thank you, Senator Markey.
On Wednesday, I gave this talk at the Governor Hill Mansion in Augusta, Maine. I spoke alongside Erin Tuttle, Indiana mother against Common Core; Jamie Gass, of Pioneer Institute; Heidi Sampson, board member of the Maine State School Board, and Erika Russell, Maine mother against Common Core. I hope to publish the other speakers’ speeches here soon.
Speaking with legislators in Utah, I’ve learned that the number one concern that Utah constituents repeatedly bring up to representatives is the Common Core and its related data mining.
Utah has not yet followed the lead of Indiana, Michigan and other states in pausing and/or defunding the Common Core, but I believe Utah legislators will soon take a stand. They have to; the state school board and governor won’t, even though the Utah GOP voted on and passed an anti-common core resolution this year, and even though thousands of Utahns are persistently bringing up documented facts to their leaders showing that Common Core damages local liberties and damages the legitimate, classical education tradition that Utahns have treasured.
My talk today will explain how federal data mining is taking place with the assistance of the Common Core initiative.
The Declaration of Independence states that governments derive “their just powers from the consent of the governed”.
So, I ask: Have voters given consent to be governed in matters of education, by the federal government? Nope.
Does the federal government hold any authority to set educational standards and tests, or to collect private student data?
The Constitution reserves all educational authority to the states; the General Educational Provisions Act expressly prohibits the federal government from controlling, supervising or directing school systems; and the Fourth Amendment claims “the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures”.
Clearly, the federal government lacks authority to search private data, to produce common tests, or to promote common standards, yet using private institutions, secretive regulatory changes to privacy laws, long-winded grantmaking contracts, and a well-intentioned governors’ club and superintedents’ club as smokescreens, it is overstepping its bounds and is falsely assuming these powers.
U.S. Secretary of Education Arne Duncan is fully aware of these limitations placed upon his agency.
This summer Duncan made another speech, saying critics of Common Core were making “outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, we are not allowed to, and we won’t.”</strong>
I need to get that quote cross-stitched and framed.
For years, Duncan has been saying that, “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…”
Translation: Duncan and Obama won’t let pesky laws nor the U.S. Constitution stop them from their control grab even though they’re fully aware of the laws of the land.
Are they really collecting student data without parental knowledge or consent?
How are the Common Core standards and tests involved?
There are at least six answers.
The U.S. Department of Education is:
1. STUNTING STANDARDS WITH A PRIVATE COPYRIGHT AND A 15% CAP FOR THE PURPOSE OF TRACKING STUDENTS:
Why would the federal government want to stunt education? Why would they say to any state, “Don’t add more than 15% to these common standards.” ? Simple: they can’t track and control the people without a one-size-measures-all measuring stick. It is irrelevant to them that many students will be dumbed down by this policy; they just want that measure to match so they can track and compare their “human capital.”
The federal Department of Education works intimately with the Superintendents’ club known as the Council of Chief State School Officers (CCSSO). After the CCSSO wrote and copyrighted the Common Core standards –in partnership with the governors’ club (NGA)– the federal government put a cap over that copyright, saying that all states who adopted Common Core must adhere to it exactly, not adding any more than 15% to those standards, regardless of the needs, goals or abilities of local students. This stunting is embarrassing and most state boards of education try to deny it. But it’s published in many places, both federal and private: That 15% cap is reiterated in the federal Race to the Top Grant, the federal NCLB Waiver, the federal Race to the top for Assessments grant, the SBAC testing consortia criteria, the PARCC eligibility requirement, the Achieve, Inc rules (Achieve Inc. is the contractor who was paid by CCSSO/NGA/Bill Gates to write the standards).
2. CREATING MULTIPLE NATIONAL DATA COLLECTION MECHANISMS
a) Cooperative Agreement with Common Core Testers
In its Cooperative Agreement with the testing group known as Smarter Balanced Assessment Consortium (SBAC) the federal government mandated that tests “Comply with… requirements… including, but not limited to working with the Department to develop a strategy to make student-level data that results from the assessment system available on an ongoing basis… subject to applicable privacy laws.” Making student-level data available means that personally identifiable student information, such as name, academic scores, contact information, parental information, behavioral information, or any information gathered by common core tests, will be available to the federal government when common core tests begin.
b) Edfacts Data Exchange
Another federal data collection mechanism is the federal EDFACTS data exchange, where state databases submit information about students and teachers so that the federal government can “centralize performance data” and “provide data for planning, policy and management at the federal, state and local levels”. Now, they state that this is just aggregated data, such as grouped data by race, ethnicity or by special population subgroups; not personally identifiable student information. But the federal agency asks states to share the intimate, personally identifiable information at the NCES National Data Collection Model
c) National Data Collection Model
It asks for hundreds and hundreds of data points, including:
your child’s name
bus stop times
languages and dialects spoken
number of attempts at a given assignment
nonschool activity involvement
maternal last name
– and even cause of death.
People may say that this is not mandatory federal data collection. True; yet it’s a federal data model and many are following it.
d) CCSSO and EIMAC’s DATA QUALITY CAMPAIGN and Common Educational Data Statistics
The Dept. of Education is partnered with the national superintendents’ club, the CCSSO in a common data collection push: common data standards are asked for at the website called Common Education Data Standards, which is “a joint effort by the CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United States Department of Education.“
Also at the same CCSSO site (remember, this is a private Common Core-creators’ website, and not a voter-accountable group) CCSSO we learn that the CCSSO runs a program called the Education Information Management Advisory Consortium (EIMAC) with this purpose: “improve the overall quality of the data collected at the NATIONAL level.” – See more at: http://www.ccsso.org/What_We_Do/Education_Data_and_Information_Systems.html#sthash.L2t0sFCm.dpuf
The CCSSO’s Data Quality Campaign has said that
“as states build and enhance K12 longitudinal data systems they continue building linkages to exchange and use information across early childhood, postsecondary and the workforce and with other critical agencies such as health, social services and criminal justice systems.”
Let that sink in: linking data from schools, medical clinics, and criminal justice systems is the goal of the USDOE-CCSSO partnership.
And it’s already begun.
There are state data alliances that connect data in state agencies, and there are federal data alliances, too. In Utah, the Utah Data Alliance uses the state database to link six agencies that enables examination of citizens from preschool through the workforce. On the federal level, the Department of Defense has partnered with the Department of Education.
3. PROMOTING CORPORATE DATA COLLECTION
Data-mashing across federal agencies and is not the only way in which data is becoming accessible by greater numbers of eyes. It’s also across corporate entities that data sharing is becoming more and more of a push.
At a recent White House event called “Datapalooza,” the CEO of Escholar stated that Common Core is the “glue that actually ties everything together.” Without the aligned common standards, corporate-aligned curriculum, and federally-structured common tests, there would be no common measurement to compare and control children and adults.
4. BUILDING A CONCEALED NATIONAL DATABASE BY FUNDING 50 STATE DATABASES THAT ARE INTEROPERABLE
Every state now has a state longitudinal database system (SLDS) that was paid for by the federal government. Although it might appear not to be a national database, I ask myself why one of the conditions of getting the ARRA funds for the SLDS database was that states had to build their SLDS to be interoperable from school to district to state to inter-state systems. I ask myself why the federal government was so intent upon making sure every state had this same, interoperable system. I ask myself why the grant competition that was offered to states (Race to the Top) gave out more points to those states who had adopted Common Core AND who had built an SLDS. It appears that we have a national database parading as fifty individual SLDS systems.
5. SHREDDING FEDERAL PRIVACY LAW AND CRUSHED PARENTAL CONSENT REQUIREMENT
There was, up until recently, an old, good federal law called FERPA: Family Educational Rights Privacy Act. It stated, among other things, that no one could view private student data without getting written parental consent.
That was then. This is now.
Without getting permission from Congress to alter the privacy law, the Department of Education made so many regulatory changes to FERPA that it’s virtually meaningless now. The Department of Ed loosened terms and redefined words such as “educational agency,” “authorized representative,” and “personally identifiable information.” They even reduced “parental consent” from a requirement to a “best practice.”
The Department of Ed formally defined the term “biometric” on a list of ways a student would be personally identified: “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.
For all of this, the Department has been sued.
6. RELEASING A REPORT PROMOTING BIOLOGICAL AND BEHAVIORAL DATAMINING TECHNIQUES
In his speech to the American Society of News Editors this year, Secretary of Education Arne Duncan said that there is no federal collection of student data, and then he said, “Let’s not even get into the really wacky stuff: mind control, robots, and biometric brain mapping. This work is interesting, but frankly, not that interesting.”
This was another attempt to mock those who are doing their homework, and to further deceive the American people. Because biometric data mining (biometric is defined by the Dept. of Ed as biological and behavioral characteristics of students –see above–) is exactly what Duncan is advocating. In the 2013 Department of Education report entitled “Promoting Grit, Tenacity and Perserverance” the federal government recommends the use of data-mining techniques that use physical responses from biofeedback devices to measure mood, blood volume, pulses and galvanic skin responses, to examine student frustration and to gather “smile intensity scores.” Using posture analysis seats, a pressure mouse, wireless skin conductors, schools are encouraged to learn which students might lack “grit, tenacity and perserverance” in engaging with, or in believing, what is being taught.
We can call the bluff on the Department of Education and on the Council of Chief State School Officers. They have no authority to gather private student data without parental knowledge or consent. We can help state leaders understand and fight against what is going on, and help them to say no to what the CCSSO terms their “coordinated data ask.” Strong legislation can be written and SLDS systems can be reworked to end privacy threatening interoperability frameworks.
Here’s a To-Do list for state representatives:
— We can stop the 50 states’ SLDS interoperability.
— We can make it possible for parents and students to opt out of the Common Core tests without penalizing the student academically.
— We can make it possible for parents and students to opt out of the SLDS tracking and surveillance databases.
— We can stop the educational and data mining malpractice that is clearly happening under the Common Core Initiative, remembering what Dr. Christopher Tienken of Seton Hall University said: “When school administrators implement programs and policies built on faulty arguments, they commit education malpractice.”
We, the People, have to call them on it.
My heart was pounding with indignation when I read today that the CCSSO (–that’s the State Superintendents’ Club– a private group, not accountable to the public and in no way under voters’ influence– the same group that created and copyrighted Common Core–) this CCSSO has a division called EIMAC. It stands for Education Information Management Advisory Consortium.
Why was my heart pounding? 2 reasons:
1) EIMAC’s formation is even more proof that America is being led into a system of nonrepresentative governance, an un-American, nonvoting system.
2) U.S. Secretary of Education Arne Duncan is a liar, a deliberate, conscious liar. (I only dare make such an awful accusation because it’s obvious to anyone who does even a small amount of fact checking on his statements.)
So let me explain. EIMAC declares, out loud, that its purpose is to network state education agency officials tasked with data collection and reporting; EIMAC advocates to improve the overall quality of the data collected at the NATIONAL level - See the rest at: http://www.ccsso.org/What_We_Do/Education_Data_and_Information_Systems.html#sthash.UZIBs53C.dpuf
Ah, did they just say: DATA COLLECTED AT THE NATIONAL LEVEL?!??
Does anyone remember that earlier this summer, U.S. Secretary of Education Arne Duncan made a speech to the American Society of News Editors, in which he claimed that there is NO NATIONAL COLLECTION OF STUDENT DATA?
Secretary Duncan’s exact words were these:
“Critics… make even more outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, we are not allowed to, and we won’t.”
FACT: Duncan collects student level data directly from the Common Core testing consortia, as mandated in his Cooperative Agreement with these testing groups.
FACT: Duncan collects K-12 state school data directly at the federal EdFacts Exchange.
FACT: Duncan collects personally identifiable information indirectly via the 50 federally paid-for, fully interoperable State Longitudinal Database Systems (SLDS) that could be called a separated, but interlocking, national database in matchable segments.
FACT: Duncan has direct access to personally identifiable information indirectly via the National Data Collection Model, Data Quality Campaign, and Common Educational Data Statistics.
FACT: Most angering of all, Duncan circumvented Congress to destroy the power of the longstanding federal privacy law called FERPA. His damages there mean that parents have no guarantee, no legal stand, no rule saying that they MUST be asked for consent, before their child’s personally identifiable information will be accessed by governmental and corporate “stakeholders” who have been redefined as “authorized representatives.”
The longitudinal databases don’t just track students; they track people throughout their careers. This is lifelong citizen tracking, without our vote, without our consent, and without most people’s knowledge.
Secretary Duncan has made the unconscienable, legal.
He’s done what he’s done with the blessing of President Obama, whose four pillars of education reform are stated to alter these four things: COMMON STANDARDS, GREATER CONTROL OF TEACHERS, and ALTERING OR CLOSING OF SCHOOLS, and DATA COLLECTION.
Right Under Our Noses.
This week, an Edweek article focuses on Utah’s “robust” data collection system and portable “backpack” records that track students. The article doesn’t mention the fact that parents were never asked whether they wanted their children to be tracked (stalked) by the government. Nor does it mention the fact that parents have no recourse to opt out of this state surveillance program. (I know this because I asked and got a response from the State School Board.)
The article also fails to mention word one about the federal shredding of FERPA law (Family Educational Rights Privacy Act) that takes away the parental consent requirement and makes students sitting ducks for snoopy vendors, federal snoops and virtually any snoop who calls himself an “authorized representative”. Check out the lawsuit against the Federal Department of Education for more on that.
The article does expose the fact that “In addition to demographic information, state testing data, and supplementary student supports” new recommendations will be “tracking additional information” which has long being sought from numerous federal education agencies. Here and here and here.
And Utah law has created “data backpacks” so all student data is in one place. Here’s the lead to that article:
Utah Personalizes Learning With Portable Records
By Tom Vander Ark on August 7, 2013 9:25 AM Coauthored by Robyn Bagley and Tom Vander Ark
In October, Digital Learning Now! published Data Backpacks: Portable Records & Learner Profiles . The paper makes the case for portable academic K-12 transcript that follows students grade to grade and school to school. In addition to demographic information, state testing data, and supplementary student supports, the paper recommended tracking additional information in order to represent a more holistic picture of student achievement–such as a gradebook of standards-based performance data and a portfolio of personal bests–and better capture the student’s progression at any moment in time. Since this data would follow students to each new learning experience, learning could be tailored to meet their individual needs from the first lesson rather than the extra time teachers must spend diagnosing student needs and abilities.
Robyn Bagley, Parents for Choice in Education, saw the paper and knew Utah’s existing data system infrastructure gave them a big head start on a portable record. She talked to a champion of Ed Tech policy and personalized learning, Senator Jerry Stevenson who agreed to sponsor a bill. Together they were able to knock out this groundbreaking legislation in one session, placing Utah schools one step closer to tailoring education to the individual needs of the student by providing those closest to them with access to meaningful data.
The Student Achievement Backpack bill, Utah Senate Bill 82, was signed into law in March. It provides for access by a student’s parent/guardian or school/district to the electronic record. The bill gives schools until June 30, 2017 to fully incorporate the expanded record into their student information system.
When fully implemented, The Student Achievement Backpack will use cloud-based technology to create a common Student Record Store. Senate Bill 82 implementation will occur in three phases:
•Phase one creates a cloud-based repository for all grades.
•Phase two functionality will expand the data collected from student information systems into the Student Record Store.
•Phase three will ensure final mobility integration of all required data collected in the Student Record Store into all LEA student information systems; and made available to all authorized users in an easily accessible viewing format to include administrators, teachers and parents no later than June 30, 2017.
… Utah has one of the most robust longitudinal data collection systems in the nation due to federal grants adding up to nearly $15 million plus an investment of over $6 million appropriated by the Utah Legislature…
Read the rest here:
Today is big.
The federal district court in Washington, D.C. is hearing arguments today from Khalia Barnes and Marc Rotenburg of the Electronic Privacy Information Center in support of nationwide student privacy, in support of parental consent laws, in support of protective definitions of terms.
So, who on earth is on the opposite team? Who’s actually arguing against student privacy? Drumroll….
THE U.S. DEPARTMENT OF EDUCATION.
EPIC to Defend Student Privacy Rights in Federal Court
On July 24, EPIC President Marc Rotenberg and EPIC Administrative Law Counsel Khaliah Barnes will present arguments in federal district court in Washington, DC in support of student privacy. In EPIC v. Dept. of Education, No. 12-327, EPIC is challenging recent changes to the Family Educational Rights and Privacy Act (FERPA) that allow the release of student records for non-academic purposes and undercut parental consent provisions. In 2011, EPIC submitted extensive comments to the agency opposing the changes. After the Education Department failed to modify the proposed regulation, EPIC filed a lawsuit and argued that the agency exceeded its authority with the changes, and also that the revised regulations are not in accordance with the 1974 privacy law. EPIC is joined in the lawsuit by members of the EPIC Board of Directors Grayson Barber, Pablo Garcia Molina, Peter Neumann, and Deborah Peel. For more information, see EPIC: EPIC v. The U.S. Department of Education and EPIC: Student Privacy.
The big question is, why isn’t this gigantic, unbelievable story being covered by the mainstream media?
It’s not important enough? People don’t really care about the privacy rights of children? Parents don’t really care that their parental consent rights have been undercut by the U.S. Department of Education? It’s no big deal that the U.S. Department of Education redefined terms that include “directory information,” “educational agency,” and “authorized representative,” –loosening and widening each term to make students’ privacy easier to hack?
No big deal?
Shame on the mainstream media for blacking this out in favor of non-news, celebrity scandals and trumped-up racism stories.
Share, share, share.