Archive for the ‘liberty’ Tag
These are watershed moments for education in our State.
If you’ve signed the petition at http://utahnsagainstcommoncore.com you received the following update today. If not, here you go.
Common Core Alerts
1. Attend the Utah State Board of Education meetings Thursday, July 17 from – 4:00 PM to 5:45 PM and Friday, August 8 (please save the date) at Utah State Office of Education, Board Room/Conference Rooms, 250 East 500 South, Salt Lake City, Utah. We plan to PACK THE HOUSE.
The state school board will consider “a decision on whether to apply for an extension to its waiver under the federal Elementary and Secondary Education Act (ESEA)” to be voted on at the August Board meeting (http://schoolboard.utah.gov/news/board-considers-not-applying-for-an-extension-on-utahs-esea-waiver). We hope that they DO NOT renew the waiver from No Child Left Behind. By not renewing the waiver, Utah can send a clear message that we are in charge of our education and would take us one step closer to cutting the many federal ties that are preventing true local control over education. We will not be the first state to make this vital stand. Read more here.
Our strong presence is vital to voice our support so that the board to vote in our favor. This is a critical vote. Please attend; bring your children; we need to fill the room. (This is their work meeting but with brief public input, so we need to be respectful. Signs are welcome to use in the hallways or outside.)
2. Call and write, before the July 17th meeting, to Governor Herbert, the State School Board, USOE representatives and send copies to your legislators, newspapers, and local school boards, asking them NOT to renew the ESEA waiver, to get us out of Common Core, and to return full control of education to Utah.
Governor - http://governor..utah.gov/goca/form_governor.html State Board - firstname.lastname@example.org Your Board Member - http://schoolboard.utah.gov/board-members-2
Find other officials here - http://vote.utah.gov/vote/menu/index
3. WE WILL NOT CONFORM – GLENN BECK EVENT
JULY 22nd we hope to see you as we pack all the available movie theaters throughout our state (and nationwide) for Glenn Beck’s event: “We Will Not Conform: A night to make Common Core history”. It’s in 700 movie theaters! Several Utah parents will be attending the event live in Texas as well. An updated theater list can be found here: http://www.fathomevents.com/event/we-will-not-conform-live/more-info/theater-locations
4. Parent Groups and Candidates Organized to Stop Common Core:
We have updated the local parent group listings for those organizing in their areas.
There is a large SLC group until smaller groups form from it. Here’s an announcement from them.
Salt Lake County Committees – To Organize, Plan, Educate, and Act! Salt Lake County Committees will meet each fourth Thursday, except when it is a Holiday – like July 24. In which case we will meet on the third Wednesday (to help other attend that might not be able to). So we will meet July 16th 7 PM, at 7679 South Main St. (700 West), Midvale, a nicer and more central location. All are needed at these education and organization meetings (but attendance is more vital at State Board meeting on the 17th). Come one, come all and join your efforts to making Utah Education the best. The building is Utah Addition Centers – but is unmarked so look for signs, to enter, on the front and rear doors. Parking is in the rear. Contact Wendell W. Ashby email@example.com, and Administrative Support – Michelle Rodgers firstname.lastname@example.org
If you live in –or know people who live in– Rich County, please contact Bryce Huefner (435-757-0967, email@example.com) to help with his campaign.
The Utah Education Association sent out an email yesterday. I’m posting it at the bottom (scroll down.)
It’s sad evidence of the loss of open debate and the loss of freedom of conscience that the UEA pretends all educators agree with its pro-Common Core agenda.
I’m a Utah credentialed teacher and I sure don’t agree.
Please help counteract their mass email request by writing to Governor Herbert (and cc it to legislators, newspapers and school boards). If you want to share, feel free to post your letter here in the comments section as well.
Governor Herbert is surely tired of people like you and me by now. We’ve been speaking with him and writing to him for well over two years, pleading with him to free us from the Common Core agenda and to restore local control of education and of student data privacy.
Still, he needs to hear from us again. The UEA’s action bulletin is recruiting pro-Common Core emails to hang on to Common Core in Utah. The UEA asked readers to forward the email to those who care about public education. — Hey, that is you and me!
Below is the letter that I sent. If you write, please use this instead of the non-functioning email address the UEA gave out: http://governor.utah.gov/goca/form_governor.html. You may also send a copy to all members of the state school board at firstname.lastname@example.org
Dear Governor Herbert,
Please restore local control of education in our state by rejecting Common Core aligned testing and standards in Utah. We deserve to maintain the reins of control here, and this cannot happen when we are attached like Siamese twins to the will of the D.C. groups that control the tests, data collection network, and education standards: Achieve Inc., CCSSO, NGA and the federal Department of Education.
Utah needs her own, not-D.C.-copyright-protected, education standards so that we can ensure that we will always be teaching our students according to the values of the conscience of Utah parents and teachers, unencumbered by influences or pressures from the D.C. groups that control the Common Core agenda.
The Common Education Data Standards (CEDS) that align with the Common Core standards further control our citizenry by reducing the privacy of Utah students and families. This is an issue connected to the repeal of Common Core Standards that must not be ignored. Our federally paid for State Longitudinal Database System (SLDS) will continue to inform federal agencies about our local schools unless we put an end to CEDS involvement, or scrap the SLDS system completely. At the very least, parents in Utah ought to have the right to opt out of having a child tracked from preschool through workforce by the SLDS system.
Please, Governor, pay attention to these things. It is difficult to imagine any other issue being a more important use of your time. Utahns are watching what you will do, as we see governors in other states such as Oklahoma
and South Carolina
taking steps to restore liberty in education. Please follow their lead.
Utah Credentialed Teacher
Here is a condensed version of the UEA email that was sent out yesterday statewide:
|DEAR UEA MEMBER:…There is overwhelming consensus among educators that the Core Standards will ultimately be good for students and education, if implemented properly. There are significant challenges associated with implementing the Core, but the possibilities are immense.Utah has invested years of work and millions of dollars into creating its standards. There is concern that reversing course on Utah’s Core Standards now would mean starting the process all over again.• See more about the Utah Core Standards
What you can do:
Contact the Governor and your legislators NOW and share your opinion about the Utah Core Standards.
• Call or email your legislator* (House / Senate)
o Look up your legislators
• Call or email Governor Gary Herbert:
o Tel: 800-705-2464
o Email: email@example.com
*NOTE: Do not use school computers or email addresses
Sharon Gallagher-Fishbaugh, UEA President
For more information about the Core Standards:
P.S. Please forward this message to co-workers, friends, family and anyone who supports Utah public education.
|875 E Pontiac Dr. Murray, UT 84107-5299 Phone: 801-266-4461
It is ironic that the UEA warns its members: “Do not use school computers or email addresses.” The UEA knows that it is wrong to use school resources and tax dollars to influence political decisions, yet its email does that very thing.
The Domino effect is happening. States are getting free of Common Core.
First was Indiana. South Carolina and Oklahoma officially dropped out next. Now, here are two more immediately dropping dominoes, Louisiana and Mississippi:
Domino one: Mercedes Schneider provided details on Louisiana Governor Jindal’s Common Core and PARCC exit here. Fascinating conflict of powers in Louisiana. (Thank you, Mercedes Schneider!)
Domino two: The Clarion-Ledger reports that Governor Bryant of Mississipi wants to be free of Common Core.
“I think Common Core is a failed program, and the United States is beginning to realize that,” Bryant said. “Governors all across America are realizing states can do it better.”
Hope that Utah’s Governor Herbert is next.
Note to Utahns: Utah children are being tested by AIR, not by Pearson. So why post this article?
It’s no secret that Utah, as well as the federal government, has heavily invested in Pearson/Microsoft‘s philosophy and product. Pearson leads out in all Common Core implementation and student-data gathering products nationwide, including here in Utah (except for the SAGE/AIR test itself).
Alan Singer’s article adds to the growing argument against Pearson, period. My hope is that both Pearson’s products and its “one-global-governance-system” philosophy will be vigorously rejected and that Pearson will not receive one more penny of the countless Utah tax dollars it has already claimed, both via curriculum sales and via its creepy database building for our state’s school system.
Why Pearson Tests Our Kids
by Alan Singer, Hofstra University
(Posted with permission from the author and also published here)
Pearson invited me to breakfast. Well not just me. I received an email inviting Long Island educators to a free “Breakfast Briefing” promoting “Pearson Personalized Learning” that would empower me to “Turn your traditional student learning into Student-Centered learning by delivering the right curriculum to the right student, at the right time.” I checked out Pearson’s personal learning products online and then decided that the free breakfast and the opportunity to annoy them was not worth the trip.
Pearson is promoting GradPoint, “an easy to use web based solution for grades 6-12″ that “includes over 180 rigorous courses (Core, Electives, AP and Foreign Language & CTE).;” iLit, “a tablet-based reading intervention for students in grades 4-10″ which promises “it has everything your class needs to gain two years of reading growth in a single year;” and aimsweb, “the leading assessment and RTI solution in school today-a complete web-based solution for universal screening, progress monitoring, and data management for Grades K-12.”
I thought calling their literacy program iLit was pretty funny, but otherwise I find their promotion scary. “Pearson Personalized Learning” is not about supporting schools; it is about replacing them. And it is about replacing them without any evidence that their products work or any concern for the impact of their products on schools and student learning.
Pearson executives Sir Michael Barber, Saad Rizvi and John Fallon call their global market strategy “The Incomplete Guide To Delivering Learning Outcomes.” Fallon, Pearson CEO, has been with the company for most of his professional career. He is behind the push for “efficacy,” the corporate buzzword, which in practical terms translates into the constant assessing of student performance who are using Pearson products. The testing strategy tied into common core in the United States is neither an accident nor an accessory. Testing is the core of common core.
I find Barber and Rizvi even more interesting than Fallon for understanding Pearson’s marketing strategies. Barber is Pearson’s chief education strategist and leads its three-pronged assault on education around the world through what Pearson calls efficacy, affordable learning, and the Pearson Knowledge and Research Centre. Efficacy is supposed to be about what works in education based on research done at the research centre, but everything is actually organized around the Pearson goal of “finding business models for affordable schools” that they will be selling, especially in “developing areas of the world.”
If you want to know how Pearson plans to operate, you have to look at McKinsey & Company, a global management consulting firm and advisor to some of the world’s leading businesses, governments, and institutions. Before joining Pearson, Michael Barber had a similar role at McKinsey where he was a partner. Saad Rizvi, who is Pearson’s Senior Vice President for Efficacy and head of its Catalyst for Education team, was a consultant at McKinsey. McKinsey & Company’s clients include 100 of the top 150 companies in the world. It has advised the Bank of England, the Roman Catholic Church in the United States, and the German government.
The main job of McKinsey is to help companies maintain profitability by closing subsidies, selling assets, shifting production, and laying off workers. McKinsey has had its share of mishaps. Former employees include Jeff Skilling, the disgraced chief executive of Enron and Rajat K. Gupta, who was convicted of insider trading. Other disasters include advising Time Warner on its ill-fated merger with AOL, advising General Motors on how to compete with Japanese automakers, and advising AT&T not to be concerned about cellphones. A top McKinsey partner dismissed these failures saying “We are advisers, and it is management’s job to take all the advice they receive and make their own decisions. Not to say that McKinsey told me to do this.”
I think a fair question to ask is, do we want the business model that led to the Eron scam and these other corporate disasters employed in operating American schools and McKinsey’s no-fault attitude toward advising local, state, and federal governments on educational policy?
Pearson’s Affordable Learning division currently focuses on emerging markets in Africa and India, but it is the model for Pearson business worldwide. It includes eAdvance (South Africa), which sponsors a blended learning chain called Spark Schools; Omega, a chain of thirty-eight private schools in Ghana; Bridge International Academies in Kenya; and Zaya, an educational technology and service company contracted to operate twenty-seven schools; Suiksha, a chain of pre-schools; Experifun, which markets science learning products; Avanti, after-school test prep; and Village Capital (Edupreneurs) promoting private education start-up companies, all based in India. The blurb for eAdvance’s Spark Schools give some sense of what Pearson is trying to do in Africa, India and worldwide – under price the market to disrupt existing educational institutions so Pearson companies can move in, take over, and gobble up profits.
“SPARK Schools has bold aspirations to disrupt the South African education system through introducing an innovative learning methodology to the African continent. In the SPARK Schools model, students split their time between digital content that adapts in difficulty to their learning and classroom interaction based on best practice pedagogy. Importantly, the blended model also allows eAdvance to deliver high quality education at an affordable price.” It will “build eight low-cost blended learning schools over the next three years, and more than 60 in the next ten.”
Pearson is also using mergers to expand its markets and influence. In December 2013, Pearson agreed to purchase Grupo Multi, an English-language training company in Brazil, to accelerate growth in Latin America.
Pearson uses the desperation of Third World countries to modernize to get its foot in the door and to act without regulation or oversight. Up until now, about sixty percentof Pearson’s sales were in the United States, however expansion stalled in this country because of lower freshman enrollments in U.S. colleges and a slowdown in textbook markets. Sales also suffered in Great Britain because of curriculum changes and the company spent about $200 million organizing its push into foreign digital markets.
As a result of these issues, Moody’s Investors Service, a ratings agency, lowered its evaluation of Pearson from stable to negative. “We are changing the outlook to negative as Pearson’s debt protection metrics for fiscal year 2013 are likely to weaken considerably,” says According to Gunjan Dixit, a Moody’s Assistant Vice President-Analyst, “This view reflects Pearson’s tough trading conditions, particularly in North America and the UK; the greater-than-originally-anticipated spending on restructuring; and certain start-up costs for new contracts in higher education and increased provisions for returns.” According to Moody’s, key challenges for Pearson in the future include (1) the fiscal health of U.S. states and international government funding bodies, in its schools and higher education businesses; (2) difficult market conditions in the U.S. education market; (3) the vulnerability of its Financial Times group; and (4) the accelerating transition of trade book publishing to electronic formats. Pearson stockholders were so disappointed in the company’s financial performance that in April 2014, shareholders protested against excessive executive bonuses.
In the United States, Pearson faces other problems that may be related to over expansion, the inability to deliver what was promised, and possible under the table agreements on contracts. In Florida, state officials blamed Pearson Education when at least a dozen Florida school districts were forced to suspend online testing this April because students had trouble signing in for the test. for the situation. Other problems included slowness when students tried to download test questions or submit answers and an inexplicable warning message that students should notify their teacher or proctor about a problem that did not exist. “State Education Commissioner Pam Stewart complained to Pearson that the “failure is inexcusable. Florida’s students and teachers work too hard on learning to be distracted by these needless and avoidable technological issues.”
Pearson blamed the test problems on a third-party hosting service provider. However, in recent years Pearson has had similar problems with computerized tests in Florida before as well as in other states. In 2011, Wyoming fined Pearson $5.1 million because of software problems and then switched back to paper tests. In April, Pearson was also forced to acknowledge and apologize for “intermittent disruptions to some of our online testing services.” This time they blamed a different sub-contractor.
In the meantime, the American Institutes for Research is challenging the awarding of a lucrative common core test development contract to Pearson. While the complaint is being brought in New Mexico, it has national ramification. The contract is for developing test-items, test delivery, reporting results, and analysis of student performance for states that are part of the Partnership for Assessment of Readiness for College and Careers, or PARCC, one of two main consortia designing tests linked to the common-core standards. The plaintiff claims the process for awarding the contract was designed to specifically benefit Pearson, which ended up being the only bidder, and was therefore illegal.
In New York State, parents and teachers are outraged because teachers and building administrators are forced to sign statements promising not to discuss or release questions about new Pearson “Common Core” aligned high-stakes tests. In the past, questions from past state high school “Regents” exams were posted on the State Education website. Now Pearson, which is paid $32 million by New York State to create the tests is demanding a payment of an additional $8 million to permit the state to post the questions.
In New Zealand, a group called Save Our Schools NZ is protesting the misuse of PISA (Programme of International Student Assessment) tests and rankings by national education departments. They charge “Pisa, with its three-year assessment cycle, has caused a shift of attention to short-term fixes designed to help a country quickly climb the rankings, despite research showing that enduring changes in education practice take decades, not a few years, to come to fruition.” Pearson holds the contract to prepare PISA assessments starting in 2015.
For all its claims about efficacy, Pearson is not a very efficient company. For all its claims about valuing education, the only thing Pearson appears to value is profit.
Alan Singer, Director, Secondary Education Social Studies
Department of Teaching, Literacy and Leadership
128 Hagedorn Hall / 119 Hofstra University / Hempstead, NY 11549
Agency Based Education (ABE) is an important organization started by Oak Norton, the same man who is the webmaster for Utahns Against Common Core.
ABE holds yearly conferences attended by parents, teachers and legislators who want educational freedom. (Agency here means free agency– not a government agency.) It teaches the average person what should be widely known, but isn’t, about individual agency in education.
ABE’s site states:
Our mission is to provide an opportunity for the parents and children of the state of Utah to choose an Agency-Based Education.
Principles of an Agency-Based Education
- Must be based in choice and not compulsion
- Helps develop an internal moral compass as one fosters a recognition and love of truth
- Recognizes that truth best inspires when sought from original source materials
- Should be individualized to allow children to identify and develop their gifts and talents and discover their life’s missions
- Must recognize that parents have the sovereign stewardship to guide their children’s educational journey
Our Organization’s Purpose
This is an educational organization that teaches parents:
- Their natural rights
- Principles of a higher quality education
- Current laws on education (Utah)
- What is wrong with compulsory education and why we want change
- What education options are currently available and what they could be in the future
- How to get involved with us
HELPING AGENCY BASED EDUCATION
ABE’s asking friends of the cause for help. I am a friend of ABE and I signed up. It cost me nothing and it helps ABE. You can help, too.
Rather than holding a traditional fundraiser, ABE is asking people to simply sign up for a free account here, so that ABE can receive points (and money) from the retailers who have agreed to pay ABE for the referral. For details on how it works, just click here.
For more information about why ABE’s educational mission is so important, click here.
Here’s a portion of and ABE article that defines the term “agency based education.”
Defining “Agency-Based” Education
By Rebecca Bocchino
What is “agency-based” education as opposed to constructivism and behaviorism, and is there any scientific research supporting these methods? Addressing these questions requires that we consider the various underlying assumptions of the nature of man, upon which are based the intellectual, moral, and cultural foundations for our differing views of the nature and purpose of education. It might also help to put the issue of “scientific research”, with its emphasis on measurable, quantifiable, observable, and replicable behaviors, into a more Judeo-Christian perspective.
Behaviorism, as articulated by John Watson and B. F. Skinner, sees man as an object that is only capable of responding to external stimuli. It claims that man acquired sense organs through evolution, not Divine design, and these sensory organs receive and transfer the environmental stimuli which then act upon the human “object”, causing a response. Thus, choice and action are determined by the process of controlling and manipulating stimuli, which can be reduced to a science in a laboratory.
In his book, Beyond Freedom and Dignity, B. F. Skinner dismisses any belief in the free will or agency of man, claiming instead that
man does not act upon the world, the world acts upon him. … Freedom and dignity…are the possessions of the autonomous man of traditional theory, and they are essential to practices in which a person is held responsible for his conduct and given credit for his achievements. A SCIENTIFIC ANALYSIS [BEHAVIORISM] SHIFTS BOTH THE RESPONSIBILITY AND THE ACHIEVEMENT TO THE ENVIRONMENT. (emphasis added)
It is upon this humanist moral foundation that behavioral methods using operant conditioning are based.
Constructivism or progressivism takes the concept of free will to the other extreme by operating on the assumption that man is not only a “self”, but that he possesses within himself all the wisdom and individual determination needed to progress. InSummerhill, the British educator A. S. Neill counters the behaviorist assumption by suggesting that…
we should allow children to be themselves…renounce all discipline, all direction, all suggestion, all moral training, all religious instruction…a child is innately wise and realistic. If left to himself, he will develop as far as he is capable of developing.
From this extreme springs methods such as “whole language” and “fuzzy math”.
Many are united in their rejection of constructivism and progressivism as one extreme, but controversy still exists between the humanist underpinnings of behaviorism and the Judeo-Christian belief in redemption and the nature of man. Differences arise in how we define the capacity and nature of man: whether he is a moral agent accountable to a higher, divine law, or a non-redemptive organism to be manipulated, controlled, shaped, and used by an external environment….
Read the rest here.
Some people get hot round the collar when the Common Core Standards Initiative is blamed for the absurd Common Core-aligned horrible worksheets.
“Common Core is just minimum, state-created, better standards,” they insist.
Few people understand that there’s an intimate connection between Common Core standards, tests and curriculum –because there’s an intimate connection between the corporate edu-sellers and the government, both of whom push for Common Core standardization of education –because it increases their power and money flow. (Click here to read about the corporate Common Core gold rush; click here to read about the federal Common Core gold rush. Click here to read about the official partnership between the federal government and the “state-led” creators of Common Core.)
To me, the horrible worksheets are illustrations of what happens when we let slip the reins of local control of education, which is an abdication of our Constitutional duty and right to determine education quality locally. Whether we give up local control to the federal government, to a consortium of states, or to a monopolistic corporate connivance, the fact remains that we’ve given up local control. Central planning by distant, self-appointed “experts” is the opposite of what made America, her scholars, and her universities, great.
What a lot of people don’t understand is that Obama’s 2010 blueprint for education reform had four main points, only one of which is the national common standards. Look at all four, equally being pushed alongside the Common Core, each part of the American Recovery and Reinvestment Act of 2009 : (1) Judging teachers and principals by federally approved standards; (2) Collecting more data about students via more tests and state databases than ever; 3) Using Common Core “college- and career-ready standards” along with tests (“assessments aligned with those standards”); (4) Intervening –or closing down– any (government-determined, government test-determined) “low performing” schools.
Think about those FOUR things, not just the standards; now add this: Bill Gates (partnered with Pearson) has paid for virtually all the development, promotion and implementation of the standards (and the rest of the four-part initiative Obama outlined in his blueprint). He has called schools a uniform customer base. He has begun to create, together with Pearson, curriculum to match the national standards and tests. He has said that “we’ll only know if the standards work” when the curriculum and tests all align to the standards. Watch him on Youtube speaking to legislators on the subject.
When you look at these things as a whole, you see that we are dealing with an entire coffle, not just minimum standards. And sure: coffles are efficient, more efficient than “letting” freedom loving individuals (what governments, including our Secretary of Education Arne Duncan, now refer to as “human capital“) run off in any direction they desire.
But is standardization and efficiency worth the loss of freedom, worth the end of American exceptionalism in education?
Speaking of coffles and the ugly history of human slavery, here’s a question for you.
Why did U.S. slavery last so long, when people knew it was wrong, when the founding fathers condemned it, when brilliant thinkers decried the practice? It continued and continued until only bloodshed could end it.
And the reason was simply economic: slavery brought wealth to plantation owners and indirectly to the rest of the nation, even to those who said they opposed it.
So it goes with Common Core. Standardizing American tests, curriculum, standards and teacher development is a mass market for educrats, one never before seen.
So, although an increasing number of Americans are now awake, and know Common Core is wrong, see that the Common Core Initiative is a step away from local control and liberty and real, legitimate, traditional education– the kind of education our ancestors struggled for– they do nothing but pretend to oppose it. Even though they see that the tests are data collection vehicles, that that the academics are problematic, that teachers are being de-professionalized with the central planning and test-score-based judgments of teachers and schools, they don’t stop the Common Core machine.
Common Core goes on and on, full speed ahead, in my state, at least. Not a hiccup. Even in states where there have been legislative hiccups, the Common Core wolf gets renamed and reintroduced to the state wearing the same federal leash and eating the same federal fodder.
Common Core will continue to strangle us –until we say no to the money! We must say no to federal grants, federal “rewards” and “incentives” and say no to the corporate gold rush.
We can do it!
Most of what supports our schools locally is LOCAL property tax. Another huge chunk is state money. The smallest fraction of what supports our local schools is federal money.
Ideas for how to tighten the belt: Fire those officials at the Utah State Office of Education who are not friends to liberty and local control, whose fat salaries could fund five or six teachers’ salaries combined. Justify –or fire– all of the money-sappers at the state and federal offices of education. Stop buying absurdly expensive testing technologies before making class sizes smaller and teacher salaries better. Rebudgeting could mean we don’t even need the federal/corporate grants with their absurd Common Core Initiative and data-collecting handcuffs.
We can do this. But will we?
We may be haunted by Sam Adams’s words,echoing in our ears:
“If ye love wealth better than liberty…. Crouch down and lick the hands which feed you. May your chains set lightly upon you, and may posterity forget that ye were our countrymen.” – Samuel Adams
Good news for education and for freedom: the Utah Senate today passed SB 39 - a homeschool-friendly bill. I want to post these words, written by another Utah mom, Rhonda Hair, because her point is an important one: that her high educational goals for her children are not the same as the goals of the board of education, nor of the new national dictators of education in Washington D.C. (Common Core copyright holders NGA/CCSSO).
This mother’s goals are higher, not lower; but being subjected to state-set or D.C.-set standards and testing could disrupt what she, the educational director (and ultimate authority over her children) has set out to do.
(Write to the senators and thank them for upholding liberty and education in this state, please!)
My Goals Are Not the Board of Education’s Goals
By Rhonda Hair
“I began homeschooling three of my children this school year. My understanding of what education really means continues to deepen. As of now, I’m convinced that my children will be well-educated if they obtain the following:
-a love of reading and of good books, -the ability to understand and express themselves well through writing, -enough math to manage their own affairs, -an understanding of what their God-given rights are, and what their duties are towards God, family, country, and neighbor, -the ability to discern between truth and error, which requires qualifying for and listening to the Holy Ghost, which requires obedience to God’s commandments, -high appreciation for virtue, good character, and self-control, and to apply these to themselves, -a strong work ethic, -gratitude, -understanding of human nature, -understanding of history- how we got to be where we are, and what great people have learned and written along the way, -an understanding of their unique abilities, gifts, and talents and how to use them for good.
Few of these are taught in the public schools, and particularly not encouraged in Common Core.
If they do the things above, they will naturally learn about the world around them, serve the Lord faithfully, and be a benefit to others in whatever they choose to focus on.
Some people think that homeschooled children should be subject to yearly testing to be sure they’re ‘on track’.
The problem with this is that my goals are not the Board of Education’s goals. The testing is to see if I’m on board with their objectives. I’m not. My goals far exceed theirs, but each subject taught might not be taught at the same time as they dictate.”
Conspiracy theory: not. This is conspiracy fact.
It’s become impossible to ignore the Constitutionally illegal federal takeover of education that uses federal grants, corporate partnerships with federal agencies, and now, the federal budget, to wrench power away from “we the people.” They are successfully moving the levers of control from us to these non-transparent, unaccountable-to-voters, closed-door organizations which are officially partnered with the federal government.) The voter and her representatives are forgotten in the process.
I didn’t know, until I read Neal McClusky’s blog at Cato Institute this week, though, that Obama had planned to cement Common Core via his latest budget proposal. But now I’ve seen it for myself.
If Obama succeeds unimpeded by Congress, how will states still claim the option of withdrawing from the Common Core –and all the tests and data collection that Common Core entails? How I hope Congress is watching –and will act. This is where we need those checks and balances –ACTING.
President Obama, McClusky explained, “wants to make the Core permanent by attaching annual federal funding to its use, and to performance on related tests. Just as the administration called for in its 2010 NCLB reauthorization proposal, [the President] wants to employ more than a one-time program, or temporary waivers, to impose “college and career-ready standards,” which–thanks to RTTT and waivers–is essentially synonymous with Common Core. In fact, President Obama proposes changing Title I of the Elementary and Secondary Education Act – of which NCLB is just the most recent reauthorization – to a program called “College- and Career-Ready Students,” with an annual appropriation of over $14 billion.
This was utterly predictable … RTTT was the foot in the door, and once most states were using the same standards and tests, there was little question what Washington would eventually say: “Since everyone’s using the same tests and standards anyway, might as well make federal policy based on that.”
Perhaps given the scorching heat the Common Core has been taking lately, most people didn’t expect the administration to make the move so soon, but rational people knew it would eventually come. Indeed, the “tripod” of standards, tests, and accountability that many Core-ites believe is needed to make “standards-based reform” function, logically demands federal control… the end game is almost certainly complete federal control by connecting national standards and tests to annual federal funding. And that, it is now quite clear, is no conspiracy theory.”
So much for the Utah State Office of Education’s oft-published claim that Common Core is federal-strings-free. Maybe now they’ll remove those lies from the USOE website. Maybe now our State School Board will stop dismissing people’s concerns by assaulting them with the label “conspiracy theorists.” Maybe.
But I’m finding no relief in the thought that the state school board can’t keep calling us names anymore. (It really never bothered me that much, to tell you the truth. I just took it as a sign of their confusion.)
But I wish– oh, how I wish– that Utah had never given away the right to keep control. We had a Constitutional RIGHT to locally control that “tripod” — standards, tests, and local accountability. We did not fight for it. Too few made a peep.
If Obama’s budget succeeds, we appear to be toast.
Call your Congressmen.
P.S. If you live in Utah, be the 10,000th petition signer at http://www.utahnsagainstcommoncore.com
Karl G. Maeser Preparatory Academy, in Lindon, Utah, is the first public school in Utah to issue a letter to the State School Board that asks the board to reject Common Core and return to time-tested, legitimate education.
The letter is posted here. The board of directors of this public charter school writes that the Common Core Standards compromise Maesar’s educational mission and purpose. They say that Common Core Standards were adopted without an opportunity for the local school districts or parents to review them first. And they urge the state school board, Governor Herbert, and the Utah legislature to replace the Common Core with locally vetted standards.
Amen, Karl G. Maeser Academy.
Parents and teachers against Common Core in New York are celebrating the fact that both Democratic and Republican legislators are now taking a stand against the Common Core.
Why are the two parties coming together?
Senator George Latimer (D) -Westchester County, wrote an article for the Albany Times last month that explained it well:
“For decades we have heard the rallying cry that American students’ performance is falling behind that of students in other countries and for decades education experts have attempted to come up with ONE solution. This time, under the guise of making students more prepared for a global economy, New York has adopted the “Common Core” standards and is forging ahead at breakneck speed to implement a new top-down education mandate on local school districts. Without dissecting the validity of the “global competition” argument, there are elements of the Common Core’s implementation in New York that must be addressed first.
… There is something wrong with asking our students to perform at a higher level without properly preparing them. There is something wrong with asking someone in Albany or beyond to evaluate a student in Brooklyn the same as one in Bedford or Buffalo.
There are many issues with New York’s implementation of Common Core, and the concerns are not limited to a small contingent, as some have suggested. Real people who have students in schools and are of every ethnic, socioeconomic, gender, age and geographic makeup share reservations about the Common Core. It is also an issue that does not pit Democrats versus Republicans; it is truly about the students.
New York is asking students to take exams based on curricula that are not fully implemented in and certainly not readily embraced by those who are actually in classrooms every day. Yet proponents of Common Core continue to move forward without compromise.
With significant corporate interests behind the shifts toward a “global” education system, I think it is imperative to analyze this in a business-oriented manner.
Many business school students and graduates are surely aware of failure of the “New Coke” initiative in the early ’80s, a product that the top brass of Coca-Cola were convinced would usher in a new generation of an already successful brand. Consumers rejected it, prefering they product they already knew and liked.
Aggregate scores from the entire state have already slipped in the first year of these new tests, and we know our students are not X percent less intelligent than they were the previous year. The scores dropped because the top officials at the Education Department, like those at Coca-Cola in the ’80s, are convinced that they have a new “brand” of education that will usher in a new generation of globally competitive students. The scores dropped because in its haste to implement the new “brand” of education, SED did not do “consumer” research and development before bringing this product to New York’s education “marketplace.”
The critics of elements of the Common Core, myself included, are not against having students who are able to understand the “why behind how things work,” but we are opposed to a one-size-fits-all approach to educating children in a state, nation and world where one size rarely fits all.
… the outcry against specific aspects of the Common Core — the lack of preparation, privacy of student data, and over-reliance on testing — is an opportunity for us to respond to consumer feedback and adjust to the market. … [P]roponents have failed to properly assess the need for a completely new product in their market, and if we don’t evaluate the public opposition to the Common Core as a gauge of the education market, we will make a mistake that will hurt our children.”
Two leaders who make judgments for our schools –two whose judgment I wish we were able to trust, each have made statements: that high-stakes tests and data mining are unrelated to Common Core standards.
This is a fact-checking post.
First, look at their statements:
Our governor’s education advisor, Tami Pyfer, was quoted in the Morgan News: “while not related to the Common Core, data mining and over-testing ‘will not be happening with Utah students.’” The Morgan News also wrote that Pyfer: “is concerned with high stakes testing and test results being used for purposes the tests were not originally designed for. ‘We do not support high stakes testing.‘”
Pyfer also wrote, at a blog called The Blue Hat Movement:
“I’m confused about how/why you are connecting assessment issues, like the one in this video, to the Common Core Standards.“
Meanwhile, Superintendent Martell Menlove has also said in many settings that he has concerns with high stakes testing and data mining –but says that he does not understand the relationship between high stakes testing and the Common Core. In emails to the public he has also written, “I am not aware of any additional data reporting requirements that are associated with Common Core.”
Oh, Dear. Tami and Martell!
Utah’s new school test is inseparable from the Common Core standards.
(FYI, readers, the test goes by many names: Computer Adaptive, AIR/SAGE, Utah Core, Common Core). And neither is the data-mining inseparable from Common Core, with its CEDS (common education data standards) and its SLDS (my nickname: longitudinal student stalking system).
Here are several hard-to-ignore reasons why:
1.) Utah’s 2012 house bill 15 makes Computer Adaptive Testing the law in this state, and it uses specific language that mandates that Common Core standards are used for the Common Core Computer Adaptive Tests for all Utahns.
2.) The four assurances or four key reforms for which the executive branch gave ARRA stimulus dollars (in exchange for Utah’s agreement to obey them) included common college and career-readiness standards, tests, and data collection. It was always a package deal.
“SFSF requires progress on four reforms ….
1.Making progress toward rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students, including English language learners and students with disabilities;
2.Establishing pre-K-to college and career data systems that track progress and foster continuous improvement;
3.Making improvements in teacher effectiveness and in the equitable distribution of qualified teachers for all students, particularly students who are most in need;
4.Providing intensive support and effective interventions for the lowest-performing schools.”
3.) The federal government paid for the Common Core tests and mandated in its test grant contract that testing groups align to one another and to Common Data Collection standards and to Common Core Standards. The standards promoters use veiled language and most often refer to Common Core as “college and career ready standards” instead, but they have been specifically defined on the ed.gov official website in a way that can only be interpreted as the Common Core. Utah’s testing group, AIR, is officially partnered with SBAC, which is under mandate to align its tests with Common Core and with the other testing groups.
4. The lead sponsor of Common Core Standards, Bill Gates, spoke at at national Conference for State Legislatures. He said that “We’ll only know if this effort has succeeded when the curriculum and tests are aligned to these standards.” This alignment has been the point all along. (Wouldn’t the man who funded multimillions of dollars toward the creation, development, marketing, implementation, and curriculum development of Common Core know what the goal was to be?)
5. The Council of Chief State School Officers, to which Supt. Menlove belongs, co-created and copyrighted Common Core. The CCSSO officially partnered with the Department of Education toward a common goal to collect “data on the national level” (see below) and to “coordinate assessments” –and to use the Common Core standards which CCSSO co-wrote.
It is difficult for me to understand how Menlove, who belongs to the CCSSO, or how Pyfer, who works so intimately with both the NGA and CCSSO, can mentally separate the Common Core aligned, high-stakes tests from the goals of the Common Core standards creators themselves.
Take a closer look at the CCSSO/EIMAC website:
“Education Data & Information Systems Programs:
Common Education Data Standards (CEDS)
The Common Education Data Standards Initiative is a joint effort by CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United States Department of Education. Educators and policy makers need clear, consistent data about students and schools in order to draw valid comparisons between key indicators of educational success and identify areas where we can improve classroom instruction and student support from early childhood through K-12 education to post secondary education and the workforce.
Education Information Management Advisory Consortium (EIMAC)
The Education Information Management Advisory Consortium (EIMAC) is CCSSO’s network of state education agency officials tasked with data collection and reporting; information system management and design; and assessment coordination. EIMAC advocates on behalf of states to reduce data collection burden and improve the overall quality of the data collected at the national level.”
In light of these five points, can anybody honestly say that they cannot see a connection between the Common Core test and the Common Core high stakes AIR tests? Are we still to be called “conspiracy theorists” (my school board member Dixie Allen’s latest term of endearment for me) –for declaring that the tests and standards are one, are inseparable, and are equally harmful to our schools and to our liberties?
So, having made this point, now let me share what Principal Bob Schaeffer of Colorado shared with me today: a compilation of how bad the national Common Core high-stakes testing is waxing.
NEWS UPDATE: NATIONAL PROBLEMS WITH HIGH-STAKES TESTS
Former U.S. Labor Secretary Robert Reich Blasts “Obsessive Focus on Standardized Tests” http://dianeravitch.net/2014/02/19/robert-reich-on-standardized-testing/
Test Score Pressure May Lead to More ADHD Drug Prescriptions http://online.wsj.com/news/articles/SB10001424052702304275304579392932032900744
NCLB Waivers Reinforce Flawed Accountability Measures http://blogs.edweek.org/edweek/inside-school-research/2014/02/waivers_missed_opportunities.html
Testing Resistance & Reform Spring Alliance Formed to Bring Sanity to Education Policy
Timely Statement by Former U.S. Labor Sec. Robert Reich on Eve of Testing Resistance & Reform Spring Launch
Campaigns Against Test Misuse, Overuse Explode Across Nation
New National Alliance Aims to Unite Grassroots Opposition to Testing Overkill
High School Grades Are Better Predictors of College Performance Than Test Scores Are
New Report: Test-Optional Admissions Promotes Equity and Excellence
The Failure of Test-Based School “Reform” — By the Numbers
Test-Based “Accountability” Does Not Work
No High-Stakes Testing Moratorium, No Common Core
Common Core Testing Costs Strain Rural Schools
Washington State Senate Revolts Against Teaching to the Test
Feds Threaten Washington State With Return to NCLB Testing Rules
Chicago Parents Organize Opt-Out Campaign
Left and Right in Colorado Agree on Testing Cutback
Colorado Students Take a Stand Against One-Size-Fits-All Test-Driven Education
N.Y. Gov. Cuomo Continues to Support Common Core Test-Based Evaluation
Computerizing a Poor Standardized Exam Does Not Magically Make it Better (or Stop Test Score-Misuse)
Common Core Assessments: Myths and Realities
Teacher Apologizes to Third Grades for Being Forced to Label Them with Test Scores
Mom of Severely Disabled Boy Asks Florida School Board to Let All Kids Experiencing “Pain and Suffering” Opt Out of High-Stakes Testing
Washington, D.C. Mayoral Candidate Says Test-Driven Schooling is a Failure
Important New Book: “50 Myths & Lies That Threaten America’s Public Schools” by David Berliner, Gene Glass and Associates
There are many Stop Common Core rallies happening now in Utah, Missouri, Louisiana, New York and elsewhere. The rallies come on the heels of a U.S. Senate resolution that denounced Common Core, signed by senators from South Carolina, Utah, Texas, Oklahoma, Iowa, and Wyoming.
Tonight, Tuesday, February 18th, at 6:30 at the State Capitol Building, Hall of Governors, is the Utah Stop Common Core rally. As the press release indicated, this is an action rally that sends a message to Utah legislators: “Stand up against Common Core or prepare to be voted out of office.”
Please, Utahns, come.
We need many hundreds of people here tonight. Your physical presence speaks more loudly than many other things. There is a battle going on, involving your children and their well-being. Drop your laundry folding and your soccer game and your genealogy club meeting and come; defend. I’ll tell you why.
If you care about liberty and local control, if you care about what your children will be learning in school and you want a voice in that, if you care about teachers being given respect and not micromanaged by an increasingly top-heavy government, if you care about the privacy of student data, if you think that classic literature should remain in schools, not edged out by “informational texts” down to 70% by the senior year, if you think that children should have access to calculus and other higher level math classes if they want to learn it, in high school; if you think traditional math algorithms are more valuable than group discovery of math pathways, if you believe in the U.S. Constitution’s guarantee that states, not federal forces or corporate boardrooms, should be directing schools; if you believe in the Declaration’s guarantee that innocent people will not be subjected to “unreasonable search and seizure” to which the educational SLDS tracking system does subject all schoolchildren; if you think schools should be using educational standards that are un-experimental, time-tested, and actually analyzed and vetted locally prior to adoption; if you want to send a message to the state school board and governor that we don’t want national sex standards, national social studies standards, and national science standards which are waiting in the wings to join our current math and English national standards; if you want to send a message that you believe in representation and not in having unelected corporate boards and untransparent, unelected groups like the CCSSO and NGA making decisions for US that we cannot alter; if you want to see independent thought and not just groupthink taking over the textbooks of our state and nation; if you believe in the principle of honest debate rather than profiteers paying for their version of reforms without the debate of the people ever happening; if you think education reforms should have something to do with parents and teachers rather than with bureaucrats and corporate partners— then COME TO THE RALLY TONIGHT. GOD BLESS YOU FOR COMING.
Speakers will each be giving 5-minute-or-shorter power speeches.
Utah Mom Alisa Ellis will be the Emcee.
Tonight’s speakers will be:
State Senator Margaret Dayton
Representatives Brian Greene and Dana Layton
Radio Host Rod Arquette
Attorney Ed Flint
Alpine School Board Member Brian Halladay – essay contest winner
Teacher Amy Mullins – essay contest winner
Teacher Cami Isle - essay contest winner
Agency Based Education – Oak Norton
Utahns Against Common Core – Renee Braddy
Teacher and Author Sinhue Noriega
Libertas Institute – Connor Boyack
Left/Right Alliance – Autumn Cook
Eagle Forum – Gayle Ruzicka
Mental Health Expert Joan Landes
There will be a meet-and-greet at 6:00 if you want to come early to ask questions.
…AND, IN OTHER PLACES….
THE NEW YORK RALLY:
The New York iREFUSE Rally will happen before the HST testing takes place in NY which is the following Monday (March 31st ) just after the rally. One of the goals of the rally is to help build awareness that a child can refuse the HST Common Core test. The iREFUSE New York community page: https://www.facebook.com/irefusethegreatamericanoptout
THE MISSOURI RALLY - HAPPENING TODAY:
THE LOUISIANA RALLY
New York parents are launching their children’s Common Core math homework – AT Governor Cuomo.
Mark Ferreris, a leader in Stop Common Core in New York State, came up with the idea of sending the children’s homework to the Governor. Tired of seeing their children “suffer each night with abusive, age-inappropriate homework that destroys both their self-esteem and their freedom to truly learn,” Ferreris and other organizers planned the campaign and created a public Facebook event page at Stop Common in New York State, set for February 28, 2014: https://www.facebook.com/events/1433445366892441/
New York parents will simply send their child’s homework via email or regular mail to Governor Cuomo. They plan to title each email or tweet: “CAN YOU DO THIS? –Because Our Children Can’t.”
“Let him get a taste of the suffocating, mind-numbing curriculum that he’s helped shove down our children’s throats which will enslave their impressionable minds….. It’s simple, it’s quick and it’s for YOUR CHILDREN…. Flood him with emails daily or send weekly updates to him,” said organizers.
If you are in New York, here is the contact information for your governor:
Governor Andrew M. Cuomo – Office of the Governor – NYS State Capital Building – Albany, NY 12224
Wondering what the homework actually looks like? Here are a few samples.
EngageNY/Common Core Math Homework
This one is from a first grade class:
Governor Cuomo, can you do it?
The next one is from a kindergarten class. (Where are the plus, minus, or equals signs? What is a “number bond”?)
This next one is for second graders. It could as well be for college students; it makes no sense.
Here’s one for third graders that avoids simplicity and clarity, deliberately:
Here’s a video created by Stop Common Core in New York State: “Governor Cuomo, Can You Hear Us: 20,000?”
Dear Governor Herbert,
Let’s be like Indiana! The support of the State Superintendent Ritz and Governor Pence are making it possible for the people to reclaim local control of education. Indiana’s dropping Common Core. We in Utah should do the same, rather than continually giving lip service to local autonomy.
Please, fellow Utahns– write often to our Utah leaders. Let them know what is going on in national education reform and pushback, since our local newspapers rarely do. Tell them what you want them to do. They are supposed to represent us– not D.C. corporations or agencies of the federal government. We must speak up.
Missouri Representative Kurt Bahr and Representative Bryan Spencer are running a bill to put a stop to the Common Core.
Read it here.
If you are in Missouri, here is the directory of all MO representatives. If you see your rep’s name as a co-sponsor, give him or her a call and let him or her know how grateful you are. If not, shoot your rep and email and ask him or her to sponsor this bill.
My concerns about the academic merits of Common Core paled in comparison to the much larger issue of the loss of freedom and the stripping away of local control – Alisa Ellis
Picture a bread-baking, fun-loving, church-going, small-town mother of seven –who was never politically active, who never even used to vote, –picture her becoming a sudden political activist who now travels across Utah and to other states to speak to live audiences, radio audiences, and on t.v. about the Common Core Initiative. Let me tell you a little bit about Alisa Ellis, a woman whose motto is, “I do not live in fear.”
To Alisa, education had always been important. She and her husband liked to say that they were proudly raising a family of nerds. They were the kind of parents who volunteered in the classroom. They were the kind who paid attention.
But their introduction to the educational transformation of America known as Common Core came in 2011, long after the initiative had been adopted by the state. (2011 is a whole year after the Utah state school board adopted Common Core without public knowledge or vetting; and it was two years after the state had agreed to accept the federal $9.6 million to create an “SLDS” student tracking database.)
Alisa received a Common Core pamphlet at a parent-teacher conference.
She stared at it. She puzzled. She asked the teacher to explain.
“I didn’t know how one size-fits-all would work without hurting the top and bottom students,” she recalls. But when she asked the teacher to expound on the subject, that teacher didn’t know anything.
Alisa began to ask around.
“I asked everyone I knew for their thoughts on Common Core. I tried researching online but everything was fluff,” she said, “It was nine months before I was invited to a meeting to learn more.”
One day at the grocery store, she bumped into a friend who actually knew something about the Common Core Initiative. The conversation lasted a long time. The friend invited Alisa to come to a “Cornerstone of Freedom” meeting to learn more. The friend added, “Oh, and would you make a few comments?”
Alisa thought that meant that she should raise her hand and make comments. She found out, during the meeting, that she was an actual scheduled speaker– after the other speaker.
“I saw my name on the schedule and immediately panicked. I pulled out my tablet and started researching ‘What is Common Core?’ After a few minutes, I realized it was pointless and I would be better off just sharing my concerns.”
She told the audience of her concerns which had begun with the Common Core pamphlet at the parent/teacher conference. She told the story of another meeting, a gifted-and-talented informational meeting, where the director said that next year, teachers would ‘start digging deeper.’
(“Digging deeper? That same line was repeated so many times that I knew I was being fed something,” she explained.)
She also told the audience another story: a school guidance counselor had advised her to take her son out of AP history. The counselor had said that her son’s “career track was more along the lines of engineering.”
He’d said, based on Alisa’s son’s ACT practice test, that: “clearly your son isn’t going to be a history professor, so we should pull him out of AP world history and put him in a class that follows his career path.” Because Alisa had trusted the system, she hadn’t questioned the counselor’s advice so she pulled her son out of AP history. This was a decision she later regretted.
Alisa started digging more deeply into the whole Common Core Initiative. She read the state’s Memorandum of Understanding with the developers of the Common Core. She read the Cooperative Agreement. She saw how the State Longitudinal Database System intertwined with the academic standards and tests. She read speeches by secretary of education Arne Duncan. She read the No Child Left Behind documents and waivers. She read the implementation manuals that were sent out to governors to tell them how to promote Common Core. She read documents by Achieve, Inc., the group that helped create the standards for the copyrighters. She could hardly believe that the Common Core’s takeover of local control was out in the open, yet unknown by virtually everyone who ought to know about it.
“My concerns about the academic merits of Common Core paled in comparison to the much larger issue of the loss of freedom and the stripping away of local control,” she said.
She went with her friend, Renee Braddy, to meet with local teachers, principals, local school board members, the community council, and the local superintendent to discuss Common Core. These discussions resulted in the opportunity to make a presentation at the local school board meeting. (That presentation was filmed, and is called Two Moms Against Common Core on YouTube.) The superintendent had asked them not to film their presentation, but since it was an open, public meeting they did anyway. The video was shared around the state and ignited a firestorm of activists to stand up and fight against Common Core. I was among the people who got to see Alisa and Renee’s video the first week it was posted.
Next, Alisa decided it was time to become more active. She became the county delegate to the Republican convention, and before the convention, she started making phone calls to find out which candidates were promoters of Common Core. She found that all the candidates running for national level seats were opposed to Common Core. All the local candidates, aside from the current Governor, were also against it. (Governor Herbert was undecided at the time.) However, the candidates running for state legislature seats were less willing to take a position.
With unflinching determination, she successfully set up two face-to-face meetings with Governor Herbert to discuss Common Core. Then she organized public meetings and helped bring in expert academic witnesses to meet with legislators; she started her blog called Common Core Facts, she repeatedly attended and spoke up at state school board meetings, and she co-founded Utahns Against Common Core with a handful of other Utahns. (That website and petition “Utahns Against Common Core” today has over 8,000 signatures.)
Alisa’s actions, along with other activism happening around the state, eventually helped push Utah’s leadership to agree to withdraw from the SBAC Common Core testing consortia. It was a chink in the seemingly impenetrable armor of Common Core. (Side note: after Utah bowed out of SBAC, other states also began to withdraw from SBAC and PARCC. Sadly, Utah’s state school board subsequently chose to use another Common Core testing entity, AIR, which is partnered with the same SBAC. –But that’s another story.)
From the beginning, Alisa began to get invitations to speak across the state and then from other states. Today, she has probably given over fifty speeches on the subject, in tiny places and large venues, both with other speakers from Utahns Against Common Core and on her own.
This week, she will be speaking in Jackson Hole, Wyoming and in Merriam, Kansas.
You are invited.
What: WHAT YOU HAVEN’T BEEN TOLD ABOUT COMMON CORE: TRACKING YOUR CHILDREN FROM PRE-K INTO THE WORKFORCE
Where: Snow King Resort Teton Room
When: 6:15 PM on January 28, 2014
Who: Speakers will include Amy Edmonds – Wyoming Liberty Group; Alisa Ellis – Utahns Against Common Core; Christy Hooley – Wyoming Teacher; Kelly Simone – Wyoming Citizens Opposing Common Core – Presented by Concerned Women’s Group of Jackson Hole
Cost: Admission free; a donation of any amount to help cover expenses will be appreciated.
What: Alisa Ellis will speak on the history and truth about Common Core and its impact on our children and their education.
When: Tuesday, February 4th, 7:00 pm
Where: Antioch Library – 8700 Shawnee Mission Pkwy, Merriam, KS 66202
Note from the Antioch Library: Besides the library’s parking lot, parking is available behind Taco Bell and to the larger lot west of Taco Bell.
Thank you, Alisa. And thank you, Renee. (I will write about Renee and her adventures another day.)
This post is long. But I cannot “byte” these pieces apart for easier consumption. They have to be seen as a whole.
Thanks for reading –and sharing. Unpaid parents and teachers like me (and there are many of us) –have to report, because the so-called “real” reporters are failing to give us real reports with actual evidence and fact-checkable links about what is going on in education.
Today I’m reporting that the Common Core developers (in corporate and governmental partnerships) and the United Nations’ global education developers (also in corporate and governmental partnerships) are working hand in hand to deliberately take away classical education. Yep. They call it “whole system revolution.”
Actual classic literature and classic math takes up too much time that the globalists desire to use to teach environmental “education.” (Why? It sounds so nutty.)
The reason is both sneaky and evil. The one-world-government believers (U.N., Sir Michael Barber, Bill Gates, and others) want big power and big money, and that comes when they get rid of pesky things like loyalty to a country, local control and local rights, –all easily done when they circumvent the voice of the people by creating public-private partnerships. –Which is exactly how Common Core’s developers have done what they’ve done. (Links and specifics on that, below)
This puts our most basic rights and liberties at risk. If we have no actual representation, no actual say in how education is run, what is to be taught, or whether our children will have to attend these nonrepresentative systems, what do we have?
Let me bring you to some sites to show what I mean.
Did you know that there was a global monitoring report on education put out by the International Bureau of Education at the U.N.?
Did you know that last year, the U.N. launched a “Global Education First Initiative”?
What is the “GLOBAL EDUCATION FIRST INITIATIVE“?
The Global Education First Initiative is the United Nations’ Secretary General’s new program, launched last year. (See http://www.globaleducationfirst.org/ )
It states that it plans to:
1. Put every child in school.
2. Improve the quality of learning.
3. Foster global citizenship.
This might sound nice to some. But think about it.
1. “Put every child in school”? Will this pit the government against some parents? (What if the student’s physical or other circumstances mean he or she should not be in school? What if the U.N.’s definition of school differs from yours or mine? What if the school is a danger to the student?) The word “every” can be tyrannical as easily as it can be compassionate.
2. “Improve the quality of learning” ? Whose definition is meant by “quality” of learning? Newsflash: the UN’s “global” and “sustainable” definition of education is not about classical education, nor is it about teaching time-tested truths.
It’s full of politics in “environmental stewardship” lessons, an environmental focus used as a facade to teach that individual freedoms and individual property rights should be destroyed for the global, collective, environmental “good”. (But again, whose definition of “good”? See globalist/Common Core Implementation Guru, Sir Michael Barber’s international speech where he explains that “ethical underpinnings” of global education are nothing other than an intensely environment-bent focus.) So when they say “quality of learning” they are not talking, for example, about helping more students learn calculus in high school, as you might assume. –In fact, the globalist NCEE has called Algebra II “too much” math for high schools.
They are talking about teaching students to be prepared to sacrifice country loyalty, religious loyalty, and God-given rights to life, liberty and the pursuit of property– anything for the global green collective. The U.N.’s education arm, UNESCO, has endless documents which preach the same doctrine: environmentalism IS the new global education.
This leads us to #3.
3. “Foster Global Citizenship”? As opposed to what– local citizenship, national citizenship? Yep. What global citizenship really means is global law and global punishment. They talk about the obliteration of local and individual liberty. They make the United Nations a governmental god.
Don’t believe this?
Check out Article 29 of the U.N.’s Declaration of Human Rights which states that “rights and freedoms may IN NO CASE be exercised contrary to the purposes and principles of the United Nations.”
Please read that out loud.
“RIGHTS AND FREEDOMS MAY IN NO CASE BE EXERCISED contrary to the purposes and principles of the United Nations.”
My question is: What purposes or principles could possibly deserve more weight than human rights and freedoms?
I’ll answer the question for myself: one purpose and principle of the U.N. that the U.N. feels deserves more weight than human rights is “sustainable growth“.
But free agency is more important than the U.N.’s “sustainability” principle. Freedom is a God-given natural right that every person can claim and no person nor government has a right to steal, no matter how pretty their reasoning.
My rights should only end when I aim to destroy the freedoms of others; that’s why we have laws– to protect individual freedoms and rights. Article 29 of the U.N.’s Declaration of Human Rights is perversion.
Because the U.N. believes that it should destroy individual rights when they conflict with the U.N.’s designs, it flat out believes in tyranny. It believes that it knows better than anyone and that it has more authority than anyone.
One of my religious leaders, Elder James Faust, spoke about the United Nations’ “sustainability” phraseology, in a 1994 speech at Brigham Young University entitled, “Trying to Serve the Lord Without Offending the Devil.”
Elder James Faust said:
“Much controversy surrounded a recently concluded United Nations International Conference on Population and Development held in Cairo, Egypt. No doubt the conference accomplished much that was worthwhile. But at the very center of the debate was the socially acceptable phrase “sustainable growth.”
This concept is becoming increasingly popular. How cleverly Satan masked his evil designs with that phrase.
Few voices in the developed nations cry out in the wilderness against this coined phrase “sustainable growth.” In Forbes magazine of September this year, a thoughtful editorial asserts that people are an asset, not a liability. It forthrightly declares as preposterous the broadly accepted premise that curbing population growth is essential for economic development. The editorial then states convincingly that “free people don’t ‘exhaust resources.’ They create them” (Forbes, 12 September 1994, p. 25).
… Those who argue for sustainable growth lack vision and faith. The Lord said, “For the earth is full, and there is enough and to spare” (D&C 104:17).
That settles the issue for me. It should settle the issue for all of us. The Lord has spoken.”
Elder Faust, a man I recognize as an apostle of Christ, just said that the phrase “sustainable growth” is being used as a tool of Satan to try to curb population growth in the name of economic prosperity, and that those who argue for “sustainable growth” (U.N.) are lacking “vision and faith”.
I say Amen.
Just as I don’t believe in the assumptions of “sustainable growth” nor of the “Global Education First Initiative,” I do not believe in the U.N.’s “Academic Impact” program.
WHAT IS “ACADEMIC IMPACT“?
The United Nations is not content simply to push their version of education on children. They also mean to push it on university students via the initiative called “Academic Impact.”
What is the “Academic Impact”?
The stated purpose is to bring together “universities committed to the goals and values of the United Nations.”
Why should we oppose this?
The United Nations has a stated opposition to individual liberty if it conflicts with U.N. dogma. The United Nations places itself above countries’ and individuals’ freedom.
Why would ANY university or college join the “Academic Impact” movement? Doing so means that the institution agrees with the U.N.’s Declarations, which –I am repeating this because it’s so important– openly states:
Article 29- “rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.”
Please tell your local colleges and universities and schools to RUN from the United Nations’ “purposes and principles”. Don’t JOIN with them, for heaven’s sake.
Now, what does all of this have to do with Common Core?
You won’t see it in the text of the standards but you will find it in the network of individuals and corporations and governments that worked in harmony to develop, fund, market, implement and entrench Common Core’s power grab everywhere.
The Common Core is the globalists’ approved method for making sure students in the U.S. can be tracked and compared, and also that they will not be able to be exceptional, very easily. Everyone must be the same.
See this: http://asiasociety.org/education/learning-world/global-roots-common-core-state-standards for more evidence of the globalists fawning over the United States’ acceptance of Common Core to reach their global goals.
For evidence of this globalist-approval of Common Core, study globalist (and Pearson CEA) Sir Michael Barber who has been praising and pushing and profiting from Common Core and its alignment with globalist goals, all along.
Worldwide, Pearson’s CEA is pushing the idea of partnering governments and corporations (which circumvents voters).
Public-private partnerships (such as Pearson and Microsoft’s partnership with the U.S. Department of Education, via the U.S. Council of Chief State School Officers acting as middleman, is a case like that old song:
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
These groups that promote Common Core, whether globally or locally, are all partnered and connected with MONEY and not by any vote by the people’s voice:
Pearson is officially partnered with Microsoft. Microsoft’s officially partnered with UNESCO. (UNESCO is the education arm of the U.N.)
The owner of Microsoft and partner of Pearson, Bill Gates, is partnered with, or the creator of, Common Core, having given millions to Common Core’s developers, CCSSO and NGA, and to its paid promoters, the National PTA and Harvard and Fordham Institute and Jeb Bush and many, many others.
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
Pearson AND Microsoft are corporate partners of the Council of Chief State School Officers. And the Council of Chief State School Officers is officially partnered with the National Governors’ Association and have developed and copyrighted the Common Core together.
The U.S. Department of Education and the Council of Chief State School Officers are officially partnered to collect national Common Core data.
The U.S. Department of Education is financially partnered with SBAC and PARCC test creation and data collection.
No potty breaks. We’re not done.
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
Pearson’s CEA, Sir Barber, is on the Board of Directors of U.S. Education Delivery Institute. He also has made Pearson the lead implementer of Common Core nationwide. And Pearson’s CEA is a directing force behind Common Core test creation at PARCC. Pearson’s Sir Barber wrote the book “Deliverology” for American educators to help them implement Common Core (like good little globalists.)
Secretary of Education Arne Duncan and Pearson’s CEA Sir Michael Barber are as mutually fawning as can be. Secretary Duncan quotes Barber and praises his “Deliverology” methods (which are controversial in their ruthless aim to “deliver” without regard for people). See Secretary Duncan’s Vision of Education speech to UNESCO.
And Barber is equally cozy with Duncan. He retweets Duncan’s tweets on Twitter all the time. Think about that. Our U.S. Secretary of Education is holding hands with the head of the largest educational sales company on earth.
“The hipbone’s connected to the thighbone, the thighbone’s connected to the kneebone, the kneebone’s connected to the shinbone…”
And the CEA of the world’s largest educational sales company, (who is cozy with the U.S. Secretary of Education, who, like Duncan, loves and praises Common Core) happens to believe that education reform is a “global phenomenon,” and reform is no longer to be managed by individuals or sovereign countries; education reform has “no more frontiers, no more barriers.”
Pearson’s Sir Barber shows a chart during this summit speech, displayed at 12:06 minutes, which he calls his goal of ”whole system revolution,” pinpointed as the sum of the following addends: systemic innovation + sameness of standards + structure + human capital.
–Whole system revolution? Human capital? What awful word choices, even for a global-control-freak.
Sir Michael Barber admits that he’s after your privacy, too: “We want data about how people are doing. We want every child on the agenda.” (6:05)
Who will control or protect global student data? And what if my desire to maintain my rights to privacy, conflicts with the U.N.’s article 29 “purposes and principles?”
Tonight’s much-anticipated Common Core debate, featuring Alpine school board member Wendy Hart and mother Alyson Williams arguing against Common Core, versus two state school board members, Dave Thomas and Tami Pyfer arguing for Common Core, will be live-streamed by the Deseret News.
Additionally, it will be featured on http://www.deseretnews.com later today and on http://watchit.deseretnews.com.
If you want to attend the event in person, here is the time and address.
(Note: a Logan newspaper mistakenly wrote the start time to be 7:00. It is actually 6:00.)
Where: Mount Logan Middle School at 875 N. 200 E. Logan, Utah.
When: January 6th, 2014, from 6:00 to 8:00 p.m.
Who: The public, legislators and press will be there. Moderator: radio personality Jason Williams of KVNU’s “For the People.”
The public is invited to submit questions for the debaters to: firstname.lastname@example.org or email@example.com.
Please come and bring friends.
Live Stream/ Youtube link:
Utah radio personality Jason Williams of KVNU’s “For the People” has asked the public to submit questions for next week’s Common Core debate, which will take place at Mount Logan Middle School on January 6th, 2014, from 6:00 to 8:00 p.m. in Logan, Utah, at 875 N. 200 E.
Submit questions to: firstname.lastname@example.org or email@example.com.
Legislators have already committed to attend the debate. I hope thousands of teachers, parents, grandparents, students and reporters show up.
The debaters will be Alpine School Board member Wendy Hart and mother Alyson Williams (against Common Core) versus state school board members Dave Thomas and Tami Pyfer (for Common Core). The event will be moderated by radio personality Jason Williams.
I sat down to write a few questions and ended up with 40. Some are borrowed from Professors Yong Zhao, Professor Christopher Tienken, Dr. Sandra Stotsky, Dr. Daniel Coupland and others. I hope Mr. Williams has time to ask them all.
40 COMMON CORE DEBATE QUESTIONS
1. Is Common Core constitutional? Why or why not?
2. How important is the defense of local autonomy and local control of schools, to you personally –and does Common Core affect local control in any way? Yes or no?
3. The Common Core itself calls itself a “living work” and it admits that the document will change. Does the Utah State School Board have authority over the copyrighted Common Core “document” to change the document itself? ( To clarify: this is not a question of adding 15% as the Common Core governance allows a state to add in-state, but we are asking about changing the national standards themselves.) Yes or No?
4. Can Utah voters remove from positions of power the people who hold copyright over Utah’s Common Core standards (Board of Directors of CCSSO/NGA) if we do not approve of the direction of Common Core? Yes or No?
5. Are those who hold copyright over Common Core subject to transparency (“sunshine” laws) –so that the Utah State School Board can supervise the decisions which affect and govern Utahns? Yes or No?
6. Where can I read for myself how the states-led (inter-state) amendment process will work when we want to change something in the Common Core standards, if a process exists?
7. Where can I see for myself the evidence that Common Core standards have been field tested prior to implementation, so they were proven to be of superior academic quality, if testing evidence exists?
8. Professor Christopher Tienken of Seton Hall University has called Common Core “educational malpractice.” Regardless of how you feel about Common Core, how would you recognize educational malpractice if you saw it; what would be its hallmarks?
9. Would widespread mandating of experimental, untested standards constitute educational malpractice?
10. Where can I see for myself the specific countries and specific standards to which the Common Core standards are “internationally benchmarked” if such benchmarking exists?
11. Where is the American process of representation of individuals in the Common Core education and assessments system, if it exists?
12. Where can I see for myself empirical, researched evidence (not opinion) that Common Core’s increasing informational text and decreasing classic literature will benefit children, if it exists?
13. Where can I see for myself empirical, researched evidence that Common Core’s move away from traditional math toward constructivist math will benefit our children, if it exists?
14. Many mathematicians and math experts, even including Common Core architect and advocate Jason Zimba, have pointed out that students who want to take Calculus in college will need to take more math than Common Core math courses in high school. What should the Utah State School Board do to make sure Utah students are truly prepared for STEM careers despite Common Core’s low math standards?
15. A mathematician is one who has an advanced degree in advanced mathematics; a math educator is one who has an advanced degree in educating students on any level of math. How do you feel about the fact that there was only one actual mathematician on the Common Core validation committee, Dr. James Milgram, and that he refused to sign off because he said the standards were not legitimate math for college preparation?
16. Several official documents show that there is a 15% cap on a state adding to the Core; we also from Common Core architect Jason Zimba and validation committee member James Milgram that Common Core math does not prepare students for STEM math careers; then how are Utahns to prepare for STEM careers?
17. If local Utahns break through the common core academic ceiling and add more than the allowable 15% to their local standards, how will that 15% be taught using common core aligned math and English tests and texts?
18. Although we have been told that Common Core was state-led, no citizen in this state received an invitation to discuss this, before math and English standards were decided. To make sure this does not happen again, please explain the vetting process for Utah teachers and parents, before we add upcoming national science, national social studies, and national sex ed standards.
19. Which element played a larger role in Utah’s decision to adopt Common Core: the chance to win Race to the Top grant money, or a thorough review of the Common Core academically? Please give evidence for your answer.
20. Where can I read our state’s cost analysis for implementing Common Core standards, tests and professional development costs?
21. Does the Common Core essentially discriminate against talents and interests that are not consistent with their prescribed knowledge and skills?
22. What roles does the Utah State Longitudinal Database System (SLDS)play in reporting to the federal Edfacts Exchange and to the national E.I.M.A.C./CCSSO data collection machines?
23. How do you respond to the question asked by Christopher Tienken of Seton Hall University? He said:
“This is not data-driven decision making… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Where is the evidence to support the rhetoric surrounding the Common Core standards?”
24. Do you see Common Core’s emphasis on testing as potentially harming American creativity and entrepreneurial fields in which U.S. graduate have historically led the world– or do you see this emphasis on standardization and testing as simply creating more individuals who are very good at taking tests– like students in some Asian countries– without any harm being done to creativity or love of learning?
25. The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system …“ In light of this, please explain why our state has partnered with those who agree to micromanagement by the federal department of education such as the CCSSO.
26. Which portions of local autonomy have been traded for federally-lauded Common Core standards and tests?
27. What types of legal protections does student data have in writing that can protect us from the federal government and vendors and researchers– in light of recent changes to FERPA privacy regulations, and in light of the federally funded and federally-reporting State Longitudinal Database System (SLDS) that is partnered with the CCSSO (and PESC) under Utah’s SLDS grant agreement?
28. Why has the Utah State School Board not stood up against federally-partnered and SBAC-partnered Common Core tests to defend local control?
29. For students in the United States to be globally competitive, they must offer something different, that is, something that cannot be obtained at a lower cost in developing countries. High test scores in a few subjects can be achieved in most developing countries, so how could Common Core increase global competitiveness for U.S. students?
30. How can any test predict global competiveness or economic growth?
31. What empirical evidence do you have that high Common Core test scores could result in higher levels of innovation, creativity, and entrepreneurship?
32. If countries like Estonia, Hungary, Slovenia, Vietnam, Latvia, and Poland routinely outscore the U.S. on standardized tests such as PISA, why isn’t their per capita gross domestic product or other personal economic indicators equal to those in the U.S. (World Bank, 2013)? In other words, what evidence do we have that pressuring students to focus on standardized testing will improve the U.S. economy?
33. Are you aware, that when you disaggregate the data by percentages of poverty in a school, the U.S. scores at the top of all the international PISA tests? (see Riddle, 2009) In other words, why are we pushing Common Core when our previous system of local control and freedom worked better academically than other countries’ governmentally standardized systems?
34. Companies like Boeing and GE are allowed to give their technology, utility patents, and know-how to the Chinese in return for being able to sell their products in China (Prestowitz, 2012). Can U.S. emphasis on standardized test scores create global competitiveness, really, or is it more likely that we should change the policy of allowing U.S. multinationals to give away our technological advantages, to increase our global competitiveness?
35. Are you aware that 81% of U.S. engineers are qualified to work in multinational corporations – the highest percentage in the world (Kiwana, 2012) while only 10% of Chinese engineering graduates and 25% of Indian engineers are prepared to work in multinational corporations or corporations outside of China or India (Gereffi, et al., 2006; Kiwana, 2012)?
36. Are you aware that the U.S. produces the largest numbers of utility patents (innovation patents) per year and has produced over 100,000 a year for at least the last 45 years? No other country comes close (USPTO, 2012).
37. Are you aware that adults in the U.S. rank at the top of the world in creativity, innovation, and entrepreneurship –and that those adults were educated during a time of NO state or national standards (Tienken, 2013)?
38. To what extent do you agree with this statement? “Common Core is a standardized education philosophy that transmits prescribed content via nationally aligned standards, aligned tests and aligned texts; the previous system was less organized, more loosely monitored, less unified, but spent more time on creativity, individual exploration and innovation.”
39. How do you feel about the funding of the Common Core: one unelected businessman– Bill Gates– funded the Common Core initiative, paid the PTA and the pro-Common Core think tanks (Fordham Institute, Manhattan Institute, Foundation for Educational Excellence) that advocate for it, he partnered with Pearson, the largest educational text sales company in the world to market it, that he publically calls American schools his “uniform customer base”, and that he has said that his goal is for Common Core tests, curriculum and standards to align? See Gates’ public speech here.
40. How do you feel about Secretary Arne Duncan’s stated goals for national Common Core Educational Standards and Common Data Standards? To summarize, a few of Duncan’s stated goals are:
–1) to have the federal government take more control over American schools than ever before,
–2) to make schools (not families) be the community centers, open 6-7 days a week, 12 months a year, 14 hours per day; and
–3) to partner the federal department of education with the copyrighters of the Common Core (CCSSO) for both education standards AND for data collection standards.
THE CONTINUAL WEARYING a.k.a. THE SQUEAKY WHEEL
(More thoughts on the ongoing Common Core debate:)
If you aren’t going to attend the debate, please use these questions or your own to create more strong pushback from the Common Core disaster.
This is America! We are the people with the power to make things right when we see that they are wrong. This is not a land of centralized power, dictatorship, socialism. This is a land of liberty, where the local people self-govern. We have to wake people up to see that freedom matters– and that Common Core surely takes it away from our children.
We can use the beautiful American processes of debate, of real representation, and of constitutional balances of powers that are supposed to defend freedom and local autonomy.
If everyone who cared deeply about the damages of Common Core were to weary the school boards and governors with questions –repeatedly, weekly, persistently, patiently, unceasingly– Common Core could not stand.
Common Core has no legs –except expensive marketing legs and lies– to stand on.
It has no academic pilot testing, no written amendment process for states to retain local control, no privacy protections for its tests’ data collection processes, no wisdom, no international benchmarking, no chance of improving “global competitiveness,” no heart, no state-led history, no commitment to local control; no hope to develop any real love of learning; no common sense.
What it does have is millions upon millions of dollars gambled on this takeover of American schools as a “uniform customer base” and many more millions spent on marketing its unsupportable talking points.
But it lacks the important stuff.
Parents (and teachers) can win back local control. We care more deeply about our children and about legitimate education than the proponents care about our children or Common Core.
We just have to be the squeaky wheel.
Remember the parable of Jesus from Luke 18:
“There was in a city a judge, which feared not God, neither regarded man:
And there was a widow in that city; and she came unto him, saying, Avenge me of mine adversary.
And he would not for a while: but afterward he said within himself, Though I fear not God, nor regard man;
Yet because this widow troubleth me, I will avenge her, lest by her continual coming she weary me.”
Weary them, weary them.
We can write or call newspapers and t.v. stations.
We can politely and persistently pester our governor: 801-538-1000 or 800-705-2464 (Utah’s Governor Herbert’s number).
We can politely and persistently pester the principal and others in the school districts and especially make sure to pester state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber.
Here is the Utah State School Board’s address: firstname.lastname@example.org
Here is the state superintendent’s address: email@example.com
Here is the governor’s education counselor’s address: firstname.lastname@example.org
If you want to get 2 minutes to testify about these things at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov
A friend called last week to say that she’s decided to home school her child. She wanted to know what curriculum I use. She said that ever since Common Core came to town, her child hates school –and sadly, he especially hates math. I told her that I use pre-Common Core Saxon, but that there are many good non-Common Core math programs she can find. The point is to steer clear of Common Core aligned education products. Classical math works. It’s worked for a long, long, long, long time.
Story time: When I began to home school my son just fourteen months ago, his main complaint was being bored in school. He was then just an average student. But he wasn’t given any extra attention, nor extra challenges, as a middle of the road student at that school. He spent a lot of time being finished with his math, just reading at his desk while the teacher helped the slower children, and while the gifted children were in another classroom.
This wasn’t a good use of my son’s time. That was in his first month of fourth grade; and I said, “enough”.
Now, as a fifth grader, he loves math. He’s good at it and proud of it. He wouldn’t admit this. But I know he is. He’s already on the seventh grade math level.
He’s not being forced. He is experiencing the LOVE of learning math, alongside the love of actual autonomy. Liberty.
We slow down or speed up as we need to; our little kitchen/living room/park bench/front yard/ anyplace-we-want-to-go home school is customized to his abilities. We skip along past what he doesn’t need to over-review. We slow down and do extra on the parts he does need to work on.
And we take recess any old time we feel like it. We work hard and we take education seriously, but JOYFULLY. We don’t stress him out. We play at math, we work at math, the way we also play at basketball and at engineering and we still bake cookies and blow up home made kitchen volcanoes and wrestle the three-year-old and visit museums and play the piano or paint or play with the microscope or do deep research on some question he came up with –any time we want to.
We can take naps. We can write books. We can compose music. We can talk as long as we want to about what we learn in history, geography, languages. We are in charge of us.
And he’s sprinted ahead, two years ahead of his grade level in math.
Why do I tell you this? Am I just bragging? No. I am rejoicing. There is freedom in this country to homeschool –or to private school or to public school. (One can not legally home school in MANY places– even in Germany or Sweden, where I spent much of my early life– these supposedly “free” countries. I thank God for this freedom in America.
My high schooler attends public school. Sadly, she and I both realize that she has lost the love of learning. She does the bare minimum to get a decent grade. She doesn’t like math. She doesn’t like science. She doesn’t even like English anymore. It’s dreary now. She puts up with it and then she reads what she actually enjoys reading at home.
Is this just my imagination? Is there an actual, national tragedy going on, that schools under Common Core are sapping the love of learning away from students? Is it to be blamed on the “human capital” angle, the factory view of humanity; just processing people to prepare them to be worker bees rather than preparing them to be free, original thinkers, forging their own paths in life?
I think so.
But there’s one more thing. My son’s math success story is not, as some of my friends suppose, because I happen to be a credentialed teacher.
It’s because I’m a mom who loves to learn. I believe in REAL, classical education, where we teach what’s been time-tested for centuries, and teach a love of learning and a love of God. We do not teach toward a test that politicians and businessmen have hung their career hats on (and have then shoved down others’ throats.) That’s increasingly what public school teachers must do, and what they now also must advocate for. Shudder!
The love of home learning explains why I like this news clip so much. The t.v. clip explains that parents in Oregon are pulling their students out of Common Core math classes to teach them real math at home.
I can’t get the clip to embed, so click here to see the Oregon TV News clip or read more about it at The Blaze.
It’s good to know that there are options. There may be people for whom Common Core makes sense and fits. But it’s not for everyone.
One size does not fit all– never has, never will.
DR. TERRENCE MOORE
This week “Grassroots Radio Colorado” hosted two lively, informative Common Core debates. The podcasts are available by clicking here.
Hour one features History Professor Terrence Moore of Hillsdale College (opposed to Common Core) versus former school board member Laura Boggs (pro Common Core).
Highlights from hour one:
At minute 10:45 Laura Moore gives a 7-minute pro-Common Core intro. She explains why she thinks that it is good to have national education standards, comparing educational standards to car wheels. She speaks about the “states coming together” as if they did so.
She says that she is opposed to the federal government having much say in education, which really confuses me. I don’t comprehend how she can sit on that fence, but she apparently believes that Colorado’s Common Core was created largely by Colorado teachers, rather than the CCSSO and NGA. This, even though the CCSSO/NGA declares, right on the copyright page, that it is the sole developer of the standards, and even though the CCSSO declares, on its official website, that it is partnered with the federal Department of Education.
At minute 17:50 Dr. Terrence Moore gives a 7-minute anti-Common Core intro.
He talks about the reduction of literary texts, and discusses the lexile framework of the Common Core creators that makes huge errors, such as placing Steinbeck’s “The Grapes of Wrath” on a 3rd grade reading level; he discusses the Appendix B recommendations of Common Core that crowds out classics and religious writers and Ben Franklin, with the Common Core’s preference for modern authors and informational text.
Here’s a great moment: at minute 36:00 the question is asked: “Are Common Core standards actually field tested?”
Laura Boggs says that they are “absolutely tested.” (She does not say where or how or by whom they were supposedly tested.)
Dr. Terrence Moore answers the same question: he says that the Common Core standards were absolutely not field tested.
At minute 42:00 Dr. Terrence Moore explains why we should reject Common Core outright. He also mentions learning more about this in his book, “Storykillers.”
He asks when the last time was, that we heard Secretary Arne Duncan or a school board member quote Shakespeare. He makes the point that one of the biggest problems we have in education is that “the people who are in charge do not love education.”
LAURA BOGGS (FORMER SCHOOL BOARD MEMBER)
TEACHER ANTHONY CODY
Hour two features California teacher Anthony Cody (opposed to Common Core) versus Fordham Institute member Michael Brickman (pro Common Core).
Hour two also includes Common Core validation committee member Dr. Sandra Stotsky and The American Principles Project’s Jane Robbins.
DR. SANDRA STOTSKY
This should be very interesting.
Mount Logan Middle School is providing the facility for a Common Core issues debate on January 6th, 2014, from 6:00 to 8:00 p.m. at 875 N. 200 E. Logan, Utah.
Alpine school board member Wendy Hart and mother Alyson Williams will debate two state school board members: Dave Thomas and Tami Pyfer.
The event is open to the public and will be moderated by radio personality Jason Williams of KVNU’s “For the People.”
Please come and bring friends.
The public is invited to submit questions for the debaters to: email@example.com or firstname.lastname@example.org.
This informative video, “Utah Bites Into Common Core” features Wendy Hart, one of the debaters, who is both an elected member of the Alpine School Board, and an active member of Utahns Against Common Core.
Junior class president Adam Hasan of Knox County, Tennessee, adds his voice to other remarkable teens (Ethan Young and Pat Richardson) as he articulately defends teachers’ and students’ rights in this testimony against Common Core.
Here’s another teacher who is standing up and speaking out, saying exactly why she does not like Common Core for her students.
She recently took a large pay cut to transfer from a public school to an independent, Common-Core-less private school.
She speaks out here about what seven year olds really need and how Common Core hurts them, in this 7-minute video.
Carol S. Moss, Utah legislator, caused a bit of a splash when she posted this photo of herself with U.S. Secretary of Education Arne Duncan on Facebook this week. Rep. Moss must have felt it was an honor to meet Mr. Duncan.
Some Utahns feel very differently.
If you don’t know much about your U.S. Secretary of Education, please learn about him.
1. In his own words: (speech) How Duncan and President Obama plan to increase the role of the federal government.
2. In his own words: what top-heavy controls Duncan has mandated for those states who were beneficiaries of the Race to the Top for the Assessments grant (SBAC and PARCC testing consortia members)
3. There is Duncan’s outrageous, official Department of Education “partnership” with the unelected, private D.C. club (CCSSO) that wrote and copyrighted the Common Core Standards –as well as the Common DATA standards. Yes, you read that right. Common Data Standards. The better to control you with, my dear.
4. In Duncan’s own words: what Duncan spun to the Society of American News Editors last June about student privacy and Common Core.
5. A letter– un-responded-to open letter to Secretary Duncan from teachers in Chicago.
6. Another letter –also un-responded-to – the open letter to Secretary Duncan from Democratic Senator Edward Markey about Duncan’s abuses of student data privacy.
Additional own research on Secretary Duncan’s “reforms”:
–Why Duncan made the “Top Ten Scariest People in Education Reform” list
–The obvious lies of Arne Duncan about student privacy violations: “Spin it Like Duncan“
–Six sneaky moves that truly harm student privacy that Secretary Duncan has spearheaded
I don’t think many people could be aware of all of this and still feel good about posing for a picture with Secretary Duncan.
I do not think Rep. Moss is bad. I think she is naiive like virtually all our state education leaders. So few have even bothered to ask question one about Common Core’s origins, designs, price tag, experimentality, controlling governance system, and ultimate effects on children.
I’m going to paste Rep. Moss’s Facebook thread here. Decide for yourself whether we ought to be modeling admiration for this “reformer” as Rep. Moss has done, in front of children and other citizens. Or not.
REP. CAROL MOSS: Secretary of Education Arne Duncan came to Salt Lake City to see the remarkable success of Northwest Middle School and hear from their administrators, teachers, students, and parents about how they transformed Northwest from a low-achieving school with an at-risk population to one of Utah’s best middle schools. A major factor: a $2.3 million school improvement grant which provided additional resources needed to assist struggling students. Most important factor: Visionary administrators and dedicated, talented teachers. (Yes, I am short, but Sec. Duncan is verrrrry tall.) I wish every legislator had been there.
LISA CUMMINS (of Utahns Against Common Core): What a shameful picture! After what Mr. Duncan has said and done, to violate family privacy rights, what he has said about parents (and white suburban moms) and other things, this is not a proud moment for Utah Rep. Moss! I wonder, as does Heather Andrews Williamson, if data was sold for Mr. Duncan’s visit, as it was in California. If I was a parent who’s child was at Northwest, I’d pull my child out of that school as fast as I could! What a pariah!
Rep. Carol Spackman Moss: Your comments are insulting to all the great teachers, administrators and parents who are proud of the success of NW Middle School. They used the grant to help the students make great gains and change a school culture that did not create a great learning environment. They were proud to have Sec. Duncan visit their school and tout it as a public school success. I am sorry to hear such hateful comments about what was a celebratory occasion.
Christel Lane Swasey: Carol Moss, I have to defend Lisa Cummins. Arne Duncan has a history of lying to the American people. I’m sure he’s nice to his children and small animals, and I wish him a Merry Christmas, but he is not a good Secretary of Education nor is he a good example of one who upholds the Constitution or teacher’s autonomy. Lisa Cummins and others are trying to defend teachers’ rights, to defend students’ rights and to fight Duncan’s Common Core and related disaterous “reforms” that hurt us. Some may have felt Mr. Duncan’s visit was a celebratory occasion, but many do not. His painful reforms speak for themselves. We cannot pretend that “all is well in Zion” when it is not.
LISA CUMMINS: Carol, I am sorry you feel my comments are insulting. But I was in no way directing them to the parents, administrators, and especially the teachers. I believe that local control is best, and they do not need the head of education, a department which I see as unconstitutional, to come to give them praise! Seeing their children succeed is of course, great to see. However with Mr. Duncan coming to our State, into our schools, coming close to our children concerns me a great deal!
This man has limited my and other parents authority over our kids’ data by his editing of FERPA laws, two years ago this month. He had the laws edited without Congressional approval or oversight, sighting that shareholders needed to be able to have access when necessary. That getting parental approval was ‘optimal or best practice’.
As our Representative, I would hope that you would support parents’ rights and the privacy of our children, and not be proud to celebrate with a man who seeks to take these away. If Utah is going to retain local control we cannot take handouts and the strings that are attached. There are better ways and people have succeeded with much less.
I hope you will respect my concerns of Arnie Duncan and protecting my and others’ children.
Christel, thank you for standing beside me!
SARAH FELT: I agree with Lisa and Christel. His visit is not something I would be proud of. Yes, be proud of NW school’s accomplishments. (Which by the way she did not attack.) And I would still like to know if what Lisa brought up is true here in Utah also. Was our student data bartered for just like in California? That question was not answered by you. I, as a parent, do not feel it justified to have my child’s personal data sold, particularly without my express consent, not for any amount of money for any potential educational “gain”. You mentioned that NW accepted a grant. What were the terms and conditions of that grant? Are all the parents aware of those conditions? Was there full disclosure?
LeNell Hancock Heywood: Arne Duncan is not a celebrity. The teachers are the true heroes! We need less bureaucrats and more teachers so that class sizes are smaller.
Here is the trailer for the upcoming Common Core documentary movie, Building the Machine.
To find out more, visit Common Core Issues at the Home School Legal Defense Association. http://www.commoncoremovie.com
All over the internet, all over Facebook, and not just in America we see problems with Common Core –confusing math, twisted worksheets, stressful high-stakes tests. They’re troubling. But what about the blatant unconstitutionality of the system itself?
This week’s striking op-ed by Michael Lotfi at BenSwann.com and Alyson Williams’ recent speech at a debate in Utah (posted here) each make the point that commentary about Common Core should end when we realize it is unconstitutional!
“We cannot oppose Common Core because it does not align with our values. We must oppose it because it violates this country’s principles. The pundits, journalists, etc. who report and commentate on Common Core only serve to further the disease. The commentary should end at Common Core being unconstitutional because it is not an explicit power delegated to Congress and therefore the Tenth Amendment is remedy.
Say Common Core was struck down because of the values it teaches, but was kept in place with neutral, or conservative values. Again, many would applaud this as victory. However, you’ve only picked off the flower of the weed, which has roots growing ever deeper through the soil. This is no victory. For it is only a matter of time until someone strikes at the values again and replaces them with their own, thus growing the flower back.”
“My opposition to the way we’ve adopted Common Core (and the rest of the education reforms introduced in the Stimulus) is not just about the education of my children, it is about the type of government I hope my children will inherit when they have children of their own. I believe we can set high standards for math and English without circumventing, stretching, or ignoring the high standards for self government that have made our nation unique in all the history of the world. This is the Constitution of the United States of America.”
How is Common Core unconstitutional?
1. IT LACKS A REPRESENTATIVE AMENDMENT PROCESS. If the Common Core Initiative was in harmony with the Constitution, it would be amendable by those governed by it. You and I would have a voice. But it’s only amendable by the NGA/CCSSO, according to their own words and website. They claim: “The Standards are intended to be a living work: as new and
better evidence emerges, the Standards will be revised.” Revised by whom? Again, from the official Common Core site: (their caps, not mine) “ANY USE OF THE COMMON CORE STATE STANDARDS OTHER THAN AS AUTHORIZED UNDER THIS LICENSE OR COPYRIGHT LAW IS PROHIBITED. ANY PERSON WHO EXERCISES ANY RIGHTS TO THE COMMON CORE STATE STANDARDS THEREBY ACCEPTS AND AGREES TO BE BOUND BY THE TERMS… NGA Center/CCSSO shall be acknowledged as the sole owners and developers of the Common Core State Standards, and no claims to the contrary shall be made.”
2. IT LACKS CHECKS AND BALANCES. The use of checks and balances was designed to make it difficult for a minority of people to control the government and to restrain the government itself. If the Common Core Initiative– a nationalized system of standards, aligned tests, data collection and teacher accountability measures promoted federally– if this initiative were in harmony with the Constitution, it would not be held in the power of a minority of the people (of the NGA/CCSSO and of the Dept. of Ed which is partnered with CCSSO). It would have been vetted prior to implementation by the proper means outlined in the Constitution– but it wasn’t. As Alyson Williams points out, “There is no such thing in the U.S. Constitution as a council of governors… Governors working together to jointly address issues and create rules that affect the whole nation is not a legitimate alternative to Congress, our national representative body.”
3. IT LACKS AUTHORITY. If the Common Core Initiative was in harmony with the Constitution, it would have been born legitimately: but its only “authority” is the unprecedented assigning of money to the discretion of the Education Secretary without proper congressional oversight. From that Stimulus money came the State Fiscal Stabilization Fund and the Race to the Top grant programs that enabled the Department of Ed to get away with setting up their own, experimental rules for us to follow in exchange for the money – rules that normally would be determined by the States alone.
4. IT ALTERS THE LIMITS OF FEDERAL POWER. If the Common Core Initiative was in harmony with the Constitution, it would not be admitted even by its most notorious proponent, Secretary of Education Arne Duncan, to alter the traditionally limited role of the federal government.
Duncan said, in his 2010 “Vision of Education Reform” speech: “Our vision of reform takes account of the fact that, in several respects, the governance of education in the United States is unusual. Traditionally, the federal government in the U.S. has had a limited role in education policy… The Obama administration has sought to fundamentally shift the federal role, so that the Department is doing much more… the Recovery Act created additional competitive funding like the high-visibility $4.35 billion Race to the Top program and the $650 million Investing in Innovation Fund… America is now in the midst of a “quiet revolution” in school reform… In March of 2009, President Obama called on the nation’s governors and state school chiefs to develop standards and assessments… Virtually everyone thought the president was dreaming. But today, 37 states and the District of Columbia have already chosen to adopt the new state-crafted Common Core standards in math and English. Not studying it, not thinking about it, not issuing a white paper—they have actually done it.”
Common Core governance is a slap in the face to the work of the Founding Fathers.
Yes, we should rightly be shuddering at the math disasters and the high-stakes tests, should be gasping at the lack of any cost analysis to taxpayers, and at the privacy-robbing aspects of the Common Core agenda. But these arguments are secondary to the hairiest of the reform devils, the destruction of individual liberty.
“I don’t know how you feel, my brethren and sisters, but I’d rather be dead than to lose my liberty…” – Ezra Taft Benson, 1952.
Folks, there can be no question that the federal government is using Common Core to take away our freedoms.
So why do many people still believe that “there’s no federal control of Common Core”? Because trusted education leaders are not being forthright with –or are not in possession of– the truth. Here in Utah, for example, the Utah State Office of Education, has a “fact-versus-fiction” pamphlet which still says that the standards “are not federally controlled.”
The fact is that states that adopted Common Core standards are being co-parented by two groups in partnership, neither of which takes seriously the constitutional rights of the states to govern education locally: these partners are 1) The federal government and 2) Private trade clubs financed by Bill Gates– NGA and CCSSO.
So first, here’s evidence of terrible federal controls: (click to fact check, please)
1. Federal micromanagement in Common Core testing grant conditions and now, Race to the Top grant lures that go directly to districts and ignore state authority over districts.
2.Federal ESEA 15% capped waiver conditions that deny states the right to add more than 15% to our standards;
3. Federal reviews of tests
4. Federal data collection
5. Federal disfiguration of previously protective FERPA laws that removed parental rights over student data;
6. President Obama’s four assurances for education reform which governors promised to enact in exchange for ARRA stimulus funds;
7.Obama’s withholding of funds from schools that do not adopt Common Core as read in his Blueprint for Reform (aka The Reauthorization of the Elementary and Secondary Education Act) which says, “Beginning in 2015, formula funds will be available only to states that are implementing assessments based on college- and career-ready standards that are common to a significant number of states.”
And here’s evidence of unelected, corporate controls of Common Core:
1) Common Core copyrights (and “living work” alteration rights) are held solely by two unelected, private clubs, the superintendents’ club (aka CCSSO) and a governors’ club (aka NGA).
2) These two clubs’ Common Core creation was influenced and funded not by voters/taxpayers, by the politically extreme Bill Gates, who has spent over $5 Billion on his personal, awful version of education reform– and that dollar amount is his own admission.
3) No amendment process exists for states to co-amend the “living work” standards. The “living work” statement means that OUR standards will be changed without representation from US as the states; it will be controlled by the private trade groups CCSSO/NGA.
4) Bill Gates and Pearson are partnered. (Biggest ed sales company partnered with 2nd richest man on earth, all in the effort to force Common Core on everyone.)
5) The speech of corporate sponsor Bill Gates when he explains that “We’ll only know [Common Core] this works when the curriculum and the tests are aligned to these standards.” This explains why he is giving away so much money so that companies can be united in the gold rush of creating Common Core curriculum.
6. Virtually every textbook sales company now loudly advertises being “common core aligned” which creates a national monopoly on textbook-thought. This, despite the fact that the standards are unpiloted, experimental (in the words of Dr. Christopher Tienken, Common Core is education malpractice.)
7. The U.S. Chamber of Commerce and many huge corporations (ExxonMobil) are loudly selling Common Core as a way of creating wealth, despite the standards’ untested nature.
The federal partnering with the private groups like CCSSO/NGA, means that mandates and thought-monopolies of Common Core are truly beyond even legislative control. –Because they are privately controlled, they’re beyond voters’ influence.
This is why nothing short of an outright rejection of all things Common Core can restore us to educational freedom.
Why should you care? Why should you fight this, even if you don’t have children in school? Because of the Constitution.
The Constitution sets us apart as the only country on earth that has ever truly had the “freedom experiment” work. This makes us a miraculous exception. Why would we ever shred the Constitution by accepting initiatives that disfigure our representative system?
The G.E.P.A. law states that “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…”
So the federal government is prohibited from creating tests or instructional materials– but the private groups NGA and CCSSO, funded by Gates, are not! This is why the federal Department of Education officially partnered with these unelected, private corporate interests –groups which are not accountable to G.E.P.A. laws, to teachers, principals, taxpayers, voters or children. (This may also explain why Arne Duncan goes to such great lengths to distinguish between standards and curriculum. Everybody knows that standards dictate curriculum like a frame dictates the height and width of a house. But GEPA law doesn’t use the word “standards.”)
We are in unrepresented dire straits: In no way do voters or teachers (or states themselves) control what is now set in the Common Core standards.
This is true in spite of the so often-repeated “the standards are state-led” marketing line. Don’t believe the marketing lines! So much money is money being spent on marketing Common Core because of Bill Gates. Gates sees this whole Common Core movement as a way to establish his (and Pearson’s) “uniform customer base.”
Watch Gates say these words in his speech if you haven’t already. This speech needs to be widely known, especially by school boards –so that we can boycott this monopoly on thought and on our precious taxpayer dollars.
Please don’t let people keep getting away with saying that the Common Core is free from federal controls, or that “we can add anything we want to it” and “there are no strings attached.” It simply isn’t true.
(How we wish that it was.)
A letter is posted At The Chalkface. The powerful letter to seventh grade students comes from teacher Meg Norris who explains why she left teaching to fight Common Core.
Here’s just a small piece of it:
“To My Students,
I did not return to the classroom this year and I want to apologize… I want you to know none of this is your fault. It is not you… Your brain was designed perfectly. Common Core standards were not… Common Core is the first time in the history of this country that a privately written and copyrighted plan has become public policy. There is no research to back it and it has never been tested. Politicians are pushing it because these corporations are giving them money to push it. When I left, I met with members of your Board of Education and told them what was happening. They ignored me. I went to the local newspaper and they ignored me too. When I spoke to the state Senate education committee they dismissed me as a political nut job…”
The whole letter is a tearjerker. Please read it and share it.
Subservience to truly stupid ideas –like dumbing down high school math for economic gain– was never meant to be the destiny of the free American people.
Yet that is what has happened to American education under Common Core. In the video testimony of Common Core creator Jason Zimba, in recent articles by the American Institutes for Research (AIR), in the written testimony of Common Core validation members Dr. Sandra Stotsky and Dr. James Milgram, and in the 2013 Common Core report of the National Center for Education and the Economy (NCEE) we see that Common Core math deliberately diminishes and weakens, rather than adding to, high school math standards.
At the American Institutes for Research (AIR) website, (FYI, this is the company that writes Utah’s Common Core math and English test) there are articles claiming that it’s in the best interest of the taxpayers that more students should only aim for a two year college degree.
AIR dismisses the idea that a student might WANT to learn more than what is available at the associates’ degree level. Individual desires and rights don’t even factor into the collectivism of education reform.
AIR fails to address the fact that not all college educations are tax-funded; some people actually pay for their own tuition. AIR takes the socialist view that taxpayers are “stakeholders” so they should determine whether a student may or may not get more education. AIR says: “Do graduates who earn an associate’s degree and participate in the labor force experience returns, such as higher wages, that justify the costs incurred by them in obtaining that degree? Do taxpayers receive a positive return on their investment in the production of associate’s degrees?”
Professor Sandra Stotsky, who served on the official Common Core Validation Committee, has written an article, Common Core Math Standards Do Not Prepare U.S. Students for STEM Careers. How Come?” (It is posted in full at Heritage Foundation’s website.)
Dr. Stotsky writes that states adopted Common Core math because they were told that it would make high school students “college- and career-ready” and would strengthen the pipeline for science, technology, engineering, and math (STEM), but it is clear this claim was not true. Stotsky reminds us that Professor James Milgram has testified to the fact that common core math dumbed down U.S. high school standards.
With the exception of a few standards in trigonometry, the math standards END after Algebra II, reported Stanford emeritus professor James Milgram (Milgram was also an official member of the Common Core validation committee.)
Both Milgram and Stotsky refused to sign off on the academic quality of the national standards, and made public their explanation and criticism of the final version of Common Core’s standards.
Stotsky points out that the lead mathematics standards writers themselves were telling the public how LOW Common Core’s high school math standards were. At a March 2010 meeting of the Massachusetts Board of Elementary and Secondary Education, Jason Zimba, a lead writer, told the board that the standards are “not only not for STEM, they are also not for selective colleges.”
Yet, strangely, Stotsky was the only member of the board who expressed concern upon hearing Zimba’s words. Watch that one minute video here.
“U.S. government data show that only one out of every 50 prospective STEM majors who begin their undergraduate math coursework at the precalculus level or lower will earn bachelor’s degrees in a STEM area. Moreover, students whose last high school mathematics course was Algebra II or lower have less than a 40 percent chance of earning any kind of four-year college degree.”
Not only that: Stotsky points out that in January 2010, William McCallum, another lead mathematics standards writer, told a group of mathematicians: “The overall standards would not be too high, certainly not in comparison [to] other nations, including East Asia, where math education excels.”
Dr. Stotsky also notes that there are “other consequences to over 46 states having a college readiness test with low expectations.” The U.S. Department of Education’s competitive grant program, Race to the Top, required states to place students who have been admitted by their public colleges and universities into credit-bearing (non-remedial) mathematics (and English) courses if they have passed a Common Core–based “college readiness” test. Stotsky writes: “Selective public colleges and universities will likely have to lower the level of their introductory math courses to avoid unacceptably high failure rates.”
Stotsky says, “It is still astonishing that over 46 boards of education adopted Common Core’s standards—usually at the recommendation of their commissioner of education and department of education staff—without asking the faculty who teach mathematics and English at their own higher education institutions (and in their own high schools) to do an analysis of Common Core’s definition of college readiness… Who could be better judges of college readiness?”
Read the rest of Stotsky’s article here.
What about NCEE? Surely the National Center on Education and the Economy (NCEE) would not want to dumb down your child!
In the 2013 report from NCEE, “What Does It Really Mean to be College and Career Ready?” it recommends that we all throw out the higher math we used to teach in high schools in America.
“Mastery of Algebra II is widely thought to be a prerequisite for success in college and careers. Our research shows that that is not so… Based on our data, one cannot make the case that high school graduates must be proficient in Algebra II to be ready for college and careers. The high school mathematics curriculum is now centered on the teaching of a sequence of courses leading to calculus that includes Geometry, Algebra II, Pre-Calculus and Calculus. However, fewer than five percent of American workers and an even smaller percentage of community college students will ever need to master the courses in this sequence in their college or in the workplace… they should not be required courses in our high schools. To require these courses in high school is to deny to many students the opportunity to graduate high school because they have not mastered a sequence of mathematics courses they will never need. In the face of these findings, the policy of requiring a passing score on an Algebra II exam for high school graduation simply cannot be justified.”
Read the rest of the NCEE report here.
When will people stop saying that Common Core standards are legitimate preparation for 4 year colleges? It so obviously isn’t true.
When will people admit that Common Core caters to a low common denominator and robs high achievers and mid-achievers? Probably never. Proponents pushed Common Core on Americans for a deliberate purpose: so that politicians and the private corporations they’ve partnered with, can analyze, punish and reward those who have forgotten that they have real rights under a real Constitution to direct and control their own affairs.
Thank you, Dr. Sandra Stotsky and Dr. James Milgram for your tireless testimonies about American education reforms that hurt our children and our country.
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.
Utah Mother of seven Alisa Ellis, with recently retired teacher Margaret Wilkin, spoke out in favor of rejecting Common Core in Utah, at a debate in Cedar City this month. Iron County Superintendent Shannon Dulaney and John Meisner spoke for the promotion side of Common Core.
A key moment in this debate came at minute 25:50, when Alisa Ellis said:
“Proponents of Common Core often find themselves perplexed by the information being disseminated by opponents of Common Core. That’s because we’re continually having different conversations. The proponents speak only of the standards themselves. The opponents are speaking of a much larger reform package. The standards are being sold as the “gold standard” in education but they’ve never been tried anywhere. They’re actually the “fool’s gold standards”. We’re taking these on faith.”
Margaret Wilkin, the recently retired teacher, then spoke in opposition to the tight scheduling, excessive testing and burdensome top-down oversight that affect teacher autonomy under Common Core and said, “the pressure on teachers… is intense and many teachers say that they just can’t do it anymore.”
She mentioned four “talented, wonderful teachers” she knows personally who are retiring early because of the pressure.
She said, “Yes, [teachers] are teaching to the test.”
She also said that she was opposed to having children’s report cards aligned with the national Common Core standard.
The story of Common Core and data mining begins as most stories do, with a huge, unmet need.
Self-appointed “stakeholder” know-it-alls at the federal level (also at state, corporate, and even university levels) determined that they had the right, and the need, for open access to personal student data– more so than they already had.
They needed state school systems to voluntarily agree to common data core standards AND to common learning standards to make data comparisons easy. They didn’t care what the standards were, as teachers and parents and students do; they only cared that the standards would be the same across the nation.
So, without waiting around for a proper vote, they did it. The CEDS (Common Education Data Standards) were created by the same people who created and copyrighted Common Core: the Council of Chief State School Officers (CCSSO). No surprise.
Because the federal “need” to control schools and data was and is illegal and unconstitutional –the federal government “needed” to do (and did) at least six sneaky things.
SIX SNEAKY THINGS THE U.S. DEPARTMENT OF EDUCATION DID TO DEPRIVE YOUR CHILD OF PRIVACY:
1. Sneaky Thing Number One: It bribed the states with ARRA Stimulus monies to build 50 linkable, twinlike State Longitudinal Database Systems (SLDS). This act created a virtual national database.
These SLDS’s had to be interoperable within states and outside states with a State Interoperability Framework. Utah, for example, accepted $9.6 million to create Utah’s SLDS. Think about it. All states have an SLDS, and they are built to be interoperable. How is this not a de facto national database?
2. Sneaky Thing Number Two: It altered the (previously privacy-protective) federal FERPA (Family Educational Rights Privacy Act) law to make access to personally identifiable student data –including biological and behavioral data– “legal”.
So now, the act of requiring parental consent (to share personally identifiable information) has been reduced from a requirement to just a “best practice” according to the altered federal FERPA regulations.
For more information on this, study the lawsuit against the Department of Education by the Electronic Information Privacy Center (EPIC).
The Department of Ed also altered FERPA’s definitions of terms, including what would be defined as “personally identifiable information”.
So personally identifiable, shareable information now includes biometric information, (which is behavioral and biological information) collected via testing, palm scanning or iris scanning, or any other means. Schools have not been told that the information they submit to the state SLDS systems are vulnerable to federal and corporate perusal. Legislators write bills that call for the testing of behavioral indicators– but have they considered how this can damage a student’s lifelong need for, and right to, privacy?
The Department of Education openly promotes schools collecting data about students’ personalities and beliefs in the report called “Promoting Grit, Tenacity and Perserverance.” This document promotes the use of facial expression cameras, posture analysis seats, wireless skin conductance sensors and other measures of students’ beliefs and emotions. See page 44.
3. Sneaky Thing Number Three: The US Department of Education partnered with private groups, including the CCSSO (that’s the Council of Chief State School Officers –copyright holders on Common Core–) to collect student data nationally.
The CCSSO, or “Superintendents’ Club” as I like to call it, is a private group with no accountability to voters. This makes it in-valid and un-American, as far as governance goes. The CCSSO has a stated mission: to disaggregate student data. Disaggregate means to take away anonymity.
The CCSSO states that it has a mission to collect data nationally in partnership with the US Dept of Ed: “The Education Information Management Advisory Consortium (EIMAC) is CCSSO’s network of state education agency officials tasked with data collection and reporting; information system management and design; and assessment coordination. EIMAC advocates on behalf of states to reduce data collection burden and improve the overall quality of the data collected at the national level.
The CCSSO site states that its data collection effort is a USDOE partnership: “The Common Education Data Standards Initiative is a joint effort by CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United Staes Department of Education.”
(Do you recall voting for this arrangement, anyone? Anyone? –Me neither! )
4. Sneaky Thing Number Four: It used private-public partnerships to promote data linking among agencies. The Data Quality Campaign is one example. The National Data Collection Model is another example. The Common Educational Data Standards is another example.
What do these “models” really model?
Example one: from the Data Quality Campaign: “as states build and enhance K12 longitudinal data systems they continue building linkages to exchange and use information across early childhood, postsecondary and the workforce and with other critical agencies such as health, social services and criminal justice systems.”
Let that sink in: linking data from schools, medical clinics, and criminal justice systems is the goal of the Federal-to-CCSSO partnership. So nothing will be kept from any governmental agency; nothing is to be sacred or private if it is known by an SLDS serving entity (any state-funded, state-accountable school).
Example two: from the National Data Collection Model:
your child’s name
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.
Proponents point out that this is not mandatory federal data collection. True; not yet. But it’s a federally partnered data model and many states are following it.
5. Sneaky Thing Number Five: The Department of Ed created grants for Common Core testing and then mandated that those testing groups synchronize their tests, report fully and often to the U.S. Department of Education, share student-level data, and produce “all student-level data in a manner consistent with an industry-recognized open-licensed interoperability standard that is approved by the Department”.
So federally funded Common Core tests require Common data interoperability standards.
Check out that Cooperative Agreement document here.
But, do you think this “Agreement” information does not apply to you because your state dropped its SBAC or PARCC membership –as several states have? Think again. There is an incestuous, horrific pool of private and public organizations, all of which are VOLUNTARILY agreeing to Common Core based, technological interoperability and data collection standards!
The Data Quality Campaign lists as its partners dozens of groups– not only the CCSSO and NGA (Common Core creators), not only the College Board –which is now run by the lead architect of Common Core, David Coleman; –not only Achieve, Inc., the group that contracted with CCSSO/NGO to write the Common Core, but even the School Interoperability Framework Association, the Pell Institute (Pell Grants), Jeb Bush’s Foundation for Excellence in Education, American Institutes for Research (Utah’s Common Core testing provider) and many other Common Core product-providing organizations.
So virtually everyone’s doing data the same way whether they’re privately or publically funded. This should freak anybody out. It really should. We the People, individuals, are losing personal power to these public-private partnerships that cannot be un-elected and that are not subject to the transparency laws of elected offices.
6. Sneaky Thing Number Six: The Department of Education directly lied to the American Society of News Editors. In a June 2013 speech given to the American Society of News Editors, Secretary Duncan mocked the concerns of parents and educators who are fighting Common Core and its related student data mining:
“A new set of standards — rigorous, high-quality learning standards, developed and led by a group of governors and state education chiefs — are under attack as a federal takeover of the schools. And your role in sorting out truth from nonsense is really important… They make.. outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, we are not allowed to, and we won’t. And let’s not even get into the really wacky stuff: mind control, robots, and biometric brain mapping. This work is interesting, but frankly, not that interesting.”
Despite what the state school board and the federal Department of Education claim, corporations do know that Common Core and student data mining are interdependent.
CEO of Escholar Shawn Bay spoke at a recent White House event called “Datapalooza.” He said (see his speech on this video, at about minute 9:15) that Common Core “is the glue that actually ties everything together” for student data collection.
And President Obama himself has called his educational and data related reforms so huge that they are “cradle to career” -affecting reforms. Secretary Duncan now refers to the reforms not as “K-12″ but as “p-12″ meaning preschool/prenatal. These reforms affect the most vulnerable, but not in a positive way, and certainly not with voters’ knowledge and consent.
The sneakiness and the privacy invasion isn’t just a federal wrong; there’s state-level invasion of local control, too: to be specific, our state’s robbing parents of the right to fully govern their own children.
When I asked my state school board how to opt out of having my children tracked by the State Longitudinal Database System, I was told that the answer was no. There was no way to opt out, they said: all children registered in any state school system (charters, online schools, homeschool-state hybrid programs) are tracked by the SLDS. Here’s that letter.
Despite Constitutional and G.E.P.A.-law prohibitions, Secretary of Education Arne Duncan admitted that “The Obama administration has sought to fundamentally shift the federal role, so that the Department is doing much more”. Duncan also said, “America is now in the midst of a “quiet revolution” in school reform.” (Yes, it’s been so quiet that the people governed by it weren’t asked about this revolution.)
Yet, federal speeches, and scholarly research conferences and corporate marketers now openly push for common standards and common data systems. From the official White House website to federal educational grant applications to federally partnered corporate sites, to Secretary Duncan’s speeches, there are countless examples to show that the priorities of the federal government are these four things: 1) standards 2) staff 3) “robust” national data systems 4) labeling certain schools as low-achieving.
And the data product sales companies couldn’t agree more.
Common Core proponents insist that Common Core has nothing to do with data mining. But the federal government always bundles the common standards and the data systems, always. This federal push for common data standards and common education standards ought to be household knowledge. That is step number one, seeing the federal patterns and federal pushes for what they are.
So, what difference does it make? I hear people say that since they have nothing to hide, they’re unconcerned about who’s tracking their children or their families without consent.
I say our founding fathers didn’t write the Constitution without inspiration.
The Constitution describes the God-given right to privacy:
“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”
How easy will it be for those with access to the national databases to label a person as behaviorally unstable and therefore, unworthy of passing a background check for a job or for a gun purchase? How easy will it be for those with access to the databases to search and seize anything at all that they deem inappropriate, that they deem threatening, that they deem theirs?
Privacy is not properly protected by our state school systems and those who ought to know this, don’t. It’s not their fault; the truth has been carefully, quietly hidden. But widespread knowledge of the facts can –and must-- alter these facts.
Postscript: About Control
State school boards tell citizens to give them feedback on the Common Core Standards, and not to discuss anything else related to Common Core or its governance structures.
But citizens have the right to determine what will be discussed; this is America. And any discussion of the standards themselves can only be very temporarily relevant.
Why is academic argument about Common Core only temporarily relevant?
Because two private D.C. trade groups, the NGA (Governors’ club) and the CCSSO (Superintendents’ club) own the standards and have copyrighted them. They alone control the standards. The states do not; nor do the voters in the states.
Inside the state: We can alter the standards only by 15%, according to federal mandates and the writings of the private trade groups that created the standards.
Outside the state: We have no voice in future alterations to the standards. There is no written amendment process outlined for states to have a voice in “their” standards. There is no representative process. That’s why Common Core is unAmerican.
This is why we call Common Core education without representation. It is also accurate to call the education reform package citizen surveillance without warrant, as detailed above.
For a 15-minute crash-course on the connection between Common Core and student data mining, watch this video by Jane Robbins of the American Principles Project:
My jaw is on the ground.
Not only is teen Patrick Richardson’s powerpoint presentation excellent, but as a kid –free of the parental panic that is quite paralyzing to many adults– he finds humor in the horror story of the takeover of U.S. education!
For example, at minute 16:48 Patrick says:
“How will student data be collected? This is another funny topic when you start asking people who are supposed to know the answers, because they swear up and down that they aren’t collecting this data, they never will, they never have. They tell you no. Bottom line is, they’re sort of being bypassed too.”
Then he goes on to show exactly how it’s happening.
I LOVE THIS BOY!
Patrick Richardson is the 2013 version of the boy in “The Emperor’s New Clothes” who dares say out loud, that the darn emperor is stark naked. And he’s right.
At the Arkansas Against Common Core site, you will find this video, and an introduction to the remarkable Patrick Richardson. The site explains:
“Grace Lewis, founder and organizer of Arkansas Against Common Core, did not know the power she would unleash when she asked a technologically savvy local youth to help her create a website for Arkansas Against Common Core. Patrick Richardson, a then 15 year old youth with high personal standards and a vast interest in technology, answered that request when he presented Mrs. Lewis with an organized, well researched, fact based website… shocked and elated, Mrs. Lewis asked Richardson if he would also like to speak at the upcoming House and Senate Joint Education Committee Interim Study on Common Core. He was up to the challenge and showed up at the hearing with a presentation that completely amazed everyone including the Joint Education Committee and the State Department of Education. No one was prepared for Patrick’s well researched power point presentation on the money trail behind Common Core. He left many with dropped jaws and stunned faces.”
Read the rest.
Rep. John Hikel, a Republican Member of the New Hampshire House of Representatives since 2008, often shares this quote from Thomas Jefferson:
“The spirit of resistance to government is so valuable on certain occasions, that I wish it to be always kept alive. It will often be exercised when wrong, but better so than not to be exercised at all. I like a little rebellion now and then”.
A little rebellion is exactly what’s happening in New Hampshire, as more and more parents and legislators are waking up to the takeover of education by corporate and federal forces. Rep. Hikel is asking New Hampshire citizens to sign the petition, to stop common core.
New Hampshire may be at an advantage constitutionally (state-constitutionally). As Representative Hikel reminds people, there is a New Hampshire redress allowance to repeal problems (such as common core.) It states, in part 1, article 31: “The legislature shall assemble for the redress of public grievances and for making such laws as the public good may require”.
Rep. Hikel notes that article 32 also states that the people have the right to instruct their representatives to redress wrongs:
[Art.] 32. [Rights of Assembly, Instruction, and Petition.] The people have a right, in an orderly and peaceable manner, to assemble and consult upon the common good, give instructions to their representatives, and to request of the legislative body, by way of petition or remonstrance, redress of the wrongs done them, and of the grievances they suffer.
Hikel explains: “Most states have a redress process but New Hampshire is the only one that has a mandate written in its Constitution– that the People are guaranteed redress. People need to know their full authority.”
To read more about inherent parental rights over the children’s educational system, or to sign the NH petition, or to read the September 2013 testimony of New Hampshire Parents for Education against Commmon Core click here.
Common Core Down: Crossing the Line
An Open Letter to Parent Advocates for Local Control
Guest Post –by someone who wishes to remain anonymous
The Common Core is going down.
It is going down one way or another. It will happen sooner in some places and later in others. In large part it is going to go down as a result of your efforts and the efforts of countless and nameless others like you. It will go down in spite of the efforts of the likes of Boeing, Microsoft, Exxon, Gates, the federal government and the rest of the human capital/workforce pipeline driven corporate entities, within and without our country (read that as global corporations). They have been messing with the education of students in our country for decades now. They have gone too far this time. They have crossed the line.
Let me tell you about that line. If you are a birder or someone who enjoys nature you may have experience with this. On a number of occasions I have been out in the wild and spotted nests in trees and cliff aeries of owls, falcons, and hawks when there have been young ones in the nest. It usually was the cries of the young ones in the nest that attracted my attention. The momma bird has a protective eagle eye (pun intended). I have approached and found the line. The line was never visible. I knew I found the line when I stepped too close and the momma bird took flight and started to attack me. One step back and momma bird, while still on guard, would cease her attack. That is how you know where the line is—-when momma starts to attack out of a maternal instinct to protect her offspring.
This line occurs elsewhere in nature and not just with birds of prey. You do not want to get between a momma bear and her cub or between a cow moose and her calf (I have watched the nostrils flare and the ears lay back on a cow moose). If you do, you are in danger. And I never want to get so far across the line with a bird of prey or any other living creature that I can’t rapidly, within one step, retreat across the unseen line.
Well, they, with the CCSS and related issues, have crossed the line. As a result the CCSS is in serious danger. The CCSS and related issues have been placed smack between parents and their children and as a result are or will be seen as an imminent threat. And parents, in particular, moms, are on the attack as maternal instincts kick in to protect their offspring from accurately perceived physical, emotional, and/or intellectual harm.
The common core could and should go down for any number of reasons—federal overreach, constitutional issues, content, cost, privacy… but it really is going to go down because it has crossed the invisible line that will invoke the protective parental nature. That is what will bring it down. All of you have been instrumental in helping, and must continue to help, parents see where that line is.
I have been tracking issues related to CCSS since spring of 2009. It was a rare article that could be found at that time about it and it was usually one glowing with what we now see as the standard boiler plate blather. As time progressed it was a busy day if there were three to five articles about the CCSS. Of course, they were all positive about the CCSS or promoting the CCSS. That continued for some time. At some point a rare article would appear that was negative towards the CCSS. Over time that grew—-now I see what appears to be as many anti=CCSS articles as pro-CCSS. Even after filtering out many articles, it is common to see 10 to 30+ new articles a day. A significant portion of those articles is about the push back against the CCSS or they are anti-CCSS. With the increase in articles it is hard to find the time to read them all. It is easy to see that the CCSS is in trouble. The CCSS is not just in trouble it is in serious trouble. At this point only a small portion of parents have realized the line has been crossed. More will realize it soon enough.
Don’t let up. Keep the pressure on and help others learn to see the line and what it means to them and the future of their children. Keep up the good work!
Thank you, anonymous friend, for this guest post.
This press release was issued last month by Pittsburgh Catholics Against Common Core, a group of parents dedicated to educating citizens about, and reversing the adoption of, the Common Core in Catholic schools across the country.
(Below the press release, see the video-statement about why Catholic K-12 private schools are moving to Common Core, by Sister Dale McDonald, Director of NCLA Public Policy.)
National Catholic Educational Association promoting controversial Common Core Standards across the country
Pittsburgh, PA – The National Catholic Educational Association (NCEA), the largest private professional education organization in the world (according to their website), had its first national conference on June 30, 2013 in Nashville, TN in support of the very controversial Common Core State Standards. It has hosted a total of three conferences in major cities this summer, called “The Cure for the Common Core Conference” in addition to a convention this past spring that presented everything Common Core and “21st Century” education models.
Common Core is being hotly debated right now. Citizens and legislators in cities and states nationwide have sounded the alarm about Common Core and have decried its content and inferior standards. And yet – the NCEA is forging ahead in building and promoting a vast network of resources for Catholic schools centered on Common Core
instruction and content. Sadly, over 100 Diocese across the country have succumbed to the secular influence of the Common Core proponents.
The NCEA is actively promoting and marketing these nationalized one-size fits all standards by providing teaching materials to Catholic Educators all over the country. They have helped create a Catholic version of Common Core, called the Common Core Catholic Identity Initiative (CCCII) that is stated to 1) empower Catholic schools and dioceses to design and direct the implementation of the Common Core standards within the culture and context of a Catholic school curriculum and 2) infuse the Common Core standards with the faith/principles/values/social justice themes inherent in the mission and Catholic identity of the school.
We are hearing from some Dioceses that they are using the Common Core Standards as a “minimum” benchmark for students, because Catholic standards are already so high. One wonders why they are needed if Catholic schools already have such a strong tradition and history of success with their existing standards. It is confounding to think that a minimum is even required when student performance can be, and always has been, measured
against the higher standard. The Common Core proponents tell us that the Common Core standards are more rigorous and require higher order thinking skills. With this, why would they be considered “minimum” standards by Catholic school leaders? This makes no sense.
We are also hearing from our sources in several cities that parents simply cannot get answers from their Diocesan school leaders about how it will be implemented. What parts of Common Core have been approved? What tests will be used? How will technology be used? Is the Diocese using CCCII? Parents are being left in the dark about these major shifts in how their children will be taught and how they will be expected to learn.
This has led us to believe that Diocesan leaders are either very uninformed on this significant shift in Catholic education and are merely reiterating what they were sold, or they are purposefully being elusive.
Under the direction of Dr. Lorraine Ozar, from Loyola University Chicago, and Sr. Dale McDonald, Director of Public Policy for the NCEA, the CCCII has created a massive amount of materials and detailed teaching guidelines, even showing the controversial behavioral psychology methods and philosophies that it is based on (Bloom’s taxonomy, Understanding by Design, Backward Design, Outcome Based Education, digital learning), weeks of unit content by grade and theme – including book lists for 1st grade that contain books referencing same-sex marriage, website links and books promoting social activism, questioning of parental authority and secular ideas such as building a Facebook page to make friends.
The NCEA has declared in a statement on their website that it does not “endorse” the Common Core State Standards. Yet it has fully embraced them; they were a “Launch supporter” of CCCII, according to the CCCII website. Its conferences allowed them to aggressively market this “Catholic” version of Common Core.
According to Dr. Lorraine Ozar in a July 2012 presentation, “Catholic schools need to pay attention to the fact that the common core standards are here and it is important to get on board”. And Sr. Dale McDonald said in an April 2012 video, “even though these are called ‘secular’ standards, there are ways in which we can make them personal to the Catholic School”.
Why do Catholic schools “need to get on board”? Are they worried about accreditation? Will they lose funding from the government in some way? Are they fearful of losing their alliances with Public-private organizations and partnerships?
Why are they embracing such an insidious agenda that is so diametrically opposed to the Catholic
Dioceses are being pushed and swooned in this direction and then guided by the NCEA, when really they should be seizing this opportunity to proclaim the accolades of a traditional Catholic classical education. We could see a true renaissance in Catholic education if school leaders chose to lead and purposefully distinguish themselves from public schools. But if Common Core is implemented in Catholic Schools, will it be worth the sacrifice that families are making to send their children to them? There are so many questions that have gone unanswered.
And we keep asking – why?
Catholic schools surely do not “need to get on board”. There is always a choice. And as this moves forward, many more Catholic parents will be asking the same questions and wanting to take their Catholic schools back.
Pittsburgh Catholics Against Common Core is a group of Catholic parents who are dedicated to educating citizens on the dangers of Common Core in Catholic schools and reversing the adoption of these standards in Catholic schools across the country.
“All these groups want accountability from our children but I demand accountability from them“ – Debbie Higginbotham, Florida mother
FLORIDA’S FIGHT FOR EDUCATION: FREEDOM FROM “THE MACHINE”
By Debbie Higginbotham
In every state across this great nation, parents, grandparents, and great Americans are speaking out loudly against Common Core and the Race to The Top Agreement (RTTT). And they should!
Each state has their grassroots groups and coalitions marching to their state capitols demanding answers on why their children have been sold to the Federal Government.
When I started this personal crusade to save my children’s educational freedoms about a year ago, I had no idea what I was going to encounter. I am just a mom who is enjoying raising six beautiful children with no political aspirations nor experience in debating these political cronies.
Every state has their mountains to climb when fighting CC and ridding their state of these horrible standards and mandates all enclosed with the RTTT. Here in Florida most of our battles are the same, but we are fighting a white elephant in the room as well. That white elephant is Jeb Bush and his foundations and other groups he has “founded” that are promoting “higher standards”.
Many refer to Jeb Bush and his cronies as “The Machine”.
When originally talking with school board members and legislators– and being told that Common Core was here to stay and there was nothing I could do about it, I knew something was not right with this whole thing.
Some legislators were giving me the smile and wink –and I thought I was making progress.
It was pleasing to know, at the time, that my elected officials were taking my complaints to heart because this was going to affect their children as well.
I quickly started doing more research and that old saying of “follow the money trail” came to light so true and it wasn’t just looking into Bill Gates anymore, but looking into Jeb Bush and his involvement with Gates and his continuing efforts to alter Florida’s education system for his own political gain and a bid for the White House.
Those winks and nods were just that, empty promises.
The more I was learning, it soon disgusted me. How can a man with no elected accountability from voters have such an influence on my children’s education?
Everywhere I turned I was hitting the same roadblocks and that was “The Machine”. It wasn’t only Jeb Bush but I came to find out through more digging that Jeb Bush has pretty much bought and paid for almost all of the Republican legislators in office right now, including Governor Rick Scott. Even Lobbyists have a loyalty to him.
Jim Horne is the prominent one.
Back in August, Rick Scott called for an education summit to make it look like he was making an effort of hearing all sides of the education issues. He never showed up at the summit he’d called for, but then decided to further his political career and make decisions about Florida’s children over a bottle of an alcoholic beverage and dinner
on a Thursday evening with “The Machine” and its allies, Chair of the State Board of Education Gary Chartrand, and Republican Rep John Thrasher.
Most recently, Governor Rick Scott issued an Executive Order to withdraw from PARCC and resign from being the lead state. http://www.fldoe.org/news/2013/2013_09_23-2.asp?style=print
He also stated he would hold three district hearings to give parents and experts opportunities to voice their concerns on specific standards within Common Core. Great move on the Governor’s part, but the response from all of us was that this is just smoke and mirrors. Scott was only trying to pacify us, the parents, while still keeping “The Machine” happy.
When will this man stand on his own two feet? Even more disturbing is in the last few days our Education Commissioner, Pam Stewart, has come out and said that even though the hearings will be held, it will not change any outcome continuing with the implementation of Common Core.
REALLY! That just goes to prove it is all smoke and mirrors.
Everywhere we turn this white elephant shows up uninvited! There are little worker bees “The Machine” spreads throughout the state to try and shut us down. They make it their life each day to seek out moms like me and try to prove that we are misinformed about Common Core and how Florida needs higher standards and accountability from our children and teachers.
ACCOUNTABILITY!? Who is holding “The Machine” accountable?
Who is holding the NGA and CCSSO accountable? Let’s not forget ACHIEVE!
All these groups want accountability from our children but I demand accountability from them and what they believe to be best for my children. They have nothing better to do than come after moms and dads like me and call us misinformed! Only my husband and I, the true authorities, know what is best for our children.
“The Machine” has even promoted radio ads to be played boasting the standards on how they will give our children higher learning. The group “Conservatives For Higher Standards” was also involved with making and promoting the ad. We know those two have close ties to each other. The ad also touts making getting into college a fair playing field, no rote memorization, helping kids learn more, and states can opt in or our of the standards along with the lie that there are no DC mandates.
We are working on a counter ad to make sure our voices are right with theirs, and we are not backing down.
We are going to call their lies out.
Debbie Higginbotham is a mighty but tiny, very adorable, very-pregnant-with-her-seventh-child, mother and fredom fighter, who currently homeschools all but her oldest child.
She can be reached via Florida Parents Against Common Core. (www.flparentsagainstcommoncore.com)
Thank you, Debbie.
Jenni White, cofounder of Restore Oklahoma Public Education (R.O.P.E.) is a remarkable mother of five who writes research papers on ed reform with her children at the kitchen table, runs the organization of R.O.P.E., writes a lively education reform blog, creates videos, and also finds time to go (or sends a friend) to monitor each public meeting of the state department of education. Jenni’s videos, essays, memes, and white paper research are exceptional.
She’s very smart, and she’s very, very funny!
Attending the state meetings allowed Jenni/R.O.P.E. to discover (and share) that Oklahoma (like all 50 states) tracks students in a State Longitudinal Database. Attending meetings is also how Jenni and R.O.P.E. realized that Common Core was a network of corporate collusion that uses taxpayers and schools for their gigantic, uniform market base. Reading countless government documents and contracts added to the knowledge base, and now, R.O.P.E.’s website teaches the general population of Oklahoma vital, little-known facts about state and federal education reforms that are hurting children, teachers and taxpayers.
She puts a lot of fun into the dysfunction of education reform, with blogposts like “What Would Einstein Think of Common Core?” or “Critical Thinking and the Common Core – Snake Oil Salesmanship At Its Best!” or “The Dirty Little Secret of Common Core” or “Jeb Bush’s Common Core Valentine.”
She has given permission to repost her writing. Here’s a favorite:
WHAT WOULD EINSTEIN THINK OF COMMON CORE?
I commented on an article today regarding Michigan’s attempts to shake free from the Common Core. Many of the comments came from sadly misinformed individuals who seem to believe that “common” is good and anything to which a large number of others subscribe must amount to some kind of awe-inspiring notion, spawning my concern that none apparently had mothers like mine, who constantly queried, “If Mary was going to jump off a bridge, would you?”
One man began his comment with this, “Not everything that counts can be counted, and not everything that can be counted counts.” (Sign hanging in Einstein’s office at Princeton)
This thought captured my imagination thoroughly. I have been blessed to know a man named Dr. Everett Piper, the President of Oklahoma Wesleyan University. I love to hear him discuss the horrors of Common Core from a philosophical perspective, not only because he is such an excellent orator, but because people tend to forget the philosophical point of view – the notion that ideas shape the human condition and ideas reduced to commonalities do not advance the human condition.
The best opponents of Common Core predicate their arguments on fact – in stark opposition to proponents who tend to use half-truths and lies upon which to base their case – but the philosophy behind our Common Core concerns are palpable and real and I believe we need to advance these arguments at least as often as we tout our facts.
In this thought, I penned the following response:
The Common Core State Standards were written by several individuals – without education degrees I might add – who then, knowing national standards are against federal law, sent them out through a private organization – Achieve – to the nation’s governors and superintendents with the promise of federal money waiting in the wings – 500 BILLION dollars through Race to the Top – if they adopted them for their state sight unseen. It happened here in Oklahoma exactly as it happened in Michigan and all other adopting states.
Granted, the term “Common” was used to mean ubiquitous, however, another meaning for “Common” is the OPPOSITE of “individual”, which begs the question: How in the world can America continue to be seen as the most innovative country in the world when states fully intend to collaboratively adopt standards to “commonize” all students across all states?
How do you INCREASE student knowledge levels by pulling successful students down to the level of the ‘common’?
Are there really that many low performing students in every school in every state in the nation that we need to stop everything to bring them up to the ‘common’ level of each class?
Do we bring down 25 kids for 1 kid or even 6 kids in a class?
If so, then what are we doing to the other 21?
The simple, straightforward answer is that we’re dumbing them down – there is no other characterization possible – and we can’t scream “civil rights” for those at the bottom without inquiring about the “civil rights” of the individuals in the majority being pulled down.
For those of you in the Chamber of Commerce sect, how do you convince a company to come to Michigan when your students will be taught in a thoroughly homogenous way, forcing out uniqueness, drive and imagination – the very qualities necessary to produce the Einstein’s and Edison’s of this world?
How well do you think Einstein would fair with the Common Core?
Do you think we would have had a Theory of Relativity with the Common Core…well silly question…of course we would – the Common Core is nothing if not ‘relative’ among every state and every child.
Common Core is what it is – nonsense dreamed up by well-connected philanthropists (Carnegie, Broad, etc) and innovator/billionaires such as Bill Gates, with a dollar to be made in the education “industry”.
I hope no one escapes the irony imbued in the fact that these people who worked and scrapped and sacrificed to make their dreams reality – who reached the pinnacle of success by truly innovating in America – suddenly seem to forget that the great thing about America – the thing that gave them the ability to get to the top – was the variety inherent in every aspect of the American condition – the FREEDOM to receive the best education one could seek out from the very variety contained within.
Thank you, Jenni White.
In the latest publication by the USOE, we read that Common Core is the “new gold standard” for education. Also, this latest publication fails to address the #1 concern of opponents to Common Core: that the privately copyrighted, “living work” standards will change, but states have no representative voice in those national changes.
It would be more honest to call it the “new fool’s gold” of American education both in terms of their academic status and in terms of the lack of legitimate representation at the standards-writing level.
As has been often repeated, the standards haven’t been piloted and have not been empirically validated. This makes our adoption of them a case study in educational malpractice.
The standards lower college readiness standards, as they prepare students only for a 2 year Jr. college. The standards hurt little children in the youngest grades, using absurdly rigorous expectations; this has been explained by an increasing number of child psychologists nationwide.
Worst of all, Common Core is a changeable and changing standard. It calls itself “a living work.” This means that it can and will be altered.
Gold does not change its quality or makeup. These standards do.
And when the standards do change, we all know that there is no written amendment process for the states who hold the standards in common to have a guaranteed voice in those alterations and amendments which are to happen.
This is why we keep on begging the Utah State School Board to abandon these standards, which are not only insufficient as they stand, but will change on a national scale– and we have no voice in those changes.
Please encourage the board to stop using deceptive terms such as “gold standard” when discussing and publishing information about Common Core.
Diana McKay is a currently teaching, Utah public school teacher who wrote this poem, “I Became a Teacher– Why?” and the essay “Saturday Musings” below, and also the statement on Common Core below that.
She said, “This poem sums up what it is that we want for our educated children and why I went into education –and why I never would in today’s climate. It is frightening to look at how political maneuvering can have a subversive intent that is not immediately apparent”.
I Became a Teacher. Why?
I became a teacher
to lead children along the journey of learning
so they might journey to where the love of learning leads.
I became a teacher
to introduce children to the world of awesome art
so they might create art to awe the world.
I became a teacher
to ensure children recognize and cherish nature’s gifts
so they might ensure nature’s gifts are preserved to cherish.
I became a teacher to encourage children to dream so they might find encouraging dreams to follow.
I became a teacher to open children’s minds to all that is possible so they might put their open minds to making the impossible, possible.
I became a teacher to show children how to find peace in the world around them
so they might bring peace to the world.
I became a teacher to inspire these future citizens of our country to have a vision
so they might envision a greater future for our country.
I became a teacher to model putting one’s efforts toward that which is greater than one’s self
so that my students might find the greatness within themselves.
This why I can no longer be a teacher. I can no longer do what I went
into teaching to do.
by Diana McKay
A Letter to my mother-who believed I could have been more.
I just called you, wanting you to tell me that it is acceptable, no, justifiable, to still be in my pajamas at almost noon, escaping in novels, or just musing, thereby avoiding the endless and monumental pile of test papers waiting to be scored. I wanted you to tell me, that after almost forty years of nights, weekends, spent on lesson plans, on time consuming preparations and collections for science experiments or social studies lessons, on wasted hours providing so called “instructional feedback” that I deserve a break. I needed you to tell me that I am entitled to enjoy a Saturday. You didn’t answer. But, you would have scolded me again reminding me that I was magna cum laude, Phi Beta
Kappa, for hell’s sake, I could have been a doctor, lawyer, chief executive officer and I’d
retort, “They make only money, I make a difference.”
I often wonder was a “difference” worth it?
Then, once in a decade, a letter arrives at the school address, with “please forward to” in front of my name. No need to “forward to” me, I’m still here. The letter opens with, “You may not remember me, but I was in your 2nd grade class in 1988 and I became a teacher because of the way you taught,” or “ I just wanted to thank you for making me believe in myself,” and a flood of emotion washes over me. Is it joy in knowing I did indeed make a little difference or is it relief that my life was not totally wasted in hours of test grading? But, then it hits me with astounding clarity. It is not the lessons, the science experiments, the hours spent writing “constructive” feedback on papers or comments on report cards that make a difference. It is the moments spent in “real” time, the “teachable” moment, guiding students toward something far more vital and ephemeral. It is the discovery that we are only here in this world, this universe, to learn and grow into whomever we are meant or choose to be, and we’re here for such a short time.
So in these last hours of a lifetime career, I will wave a white flag and surrender the minutia of unnecessary skill “kill” drills.
I’ll surrender soul-sucking data delirium, and follow my 1969 musings about my future in education. I’ll embrace this quote by John Holt as I did in those youthful years when choosing to become a teacher.
“Children do poorly in school because they’re bored with the meaningless work . . . scared of being punished or humiliated . . . In essence I’d realized, from observing and teaching, that school is a place where children learn to be stupid!” – John Holt
Holt explains why in these last ten years I am shockingly aware of the seeming decline of intellect. In the effort to “train” students to perform better in world competition for the right answers on tests, the No Child Left Behind Act of 2002 has failed to raise test scores, failed to lower drop out rates, failed to increase literacy rates and failed to increase rates of college graduation. It has only been successful in “failure”. Failure is the theme, the torch, the stick, and the misnomer given to the public schools. Feed on failure, focus on failure, hold failure foremost, and what you get is failure. Is it the schools or the teachers’ failure or is it a failure of leadership?
It is a fact, as the proportion of children in poverty rises, the scores for US schools drop. In November 2012 the U.S. Census Bureau reported more than 16% of the U.S. population lived in poverty, including 22% of all people under age 18, approximately 13 million children. The number of people in the U.S. who are in poverty is approaching 1960s levels that led to the national War on Poverty. The war on poverty has been replaced with a war on public education scapegoating teachers who devote their
lives to educating our youth, despite the rhetoric.
Maybe next year will be my last.
I’ll be a casualty of that war, but, before I go I may just finally teach children “to fish” so that they will always be able to satisfy their hunger for information. Maybe I’ll create “seekers of knowledge” and guide them in their self selected quests to quench their curiosity. I will promote passion. I will not police production, or sort students by standardized scores, and waste gifted minds with endless mind numbing repetition so that “no child is left behind”. Next year, I will not bow to the tyranny of parent terrorists whose agenda is to destroy at least one teacher each year to appease their guilt over not really wanting to participate in educating their own child. I will not become dispirited by legislators abusing their political right to blame educators for their own failure in economic policy to reduce poverty. I will not surrender to the district dictates to demonstrate mastery of core skills under the NCLB Act which demoralizes both the student and me, with the threat of being doomed to failure if we don’t continually collect data as mandated, and to master the skills on the testing timeline. I think next year I will actually choose to “fail” to do what I am accused of failing to do and instead I’ll make a difference. But first, I’ll have to quit musing and get busy. I still have all those tests to score.
Statement by Diana McKay on Common Core:
My position is that the Common Core Standards left to teachers to teach is not the problem.
The problem is multifaceted. The data addiction and dictates derived from research using easily measured variables in schools impacted from poverty and applied to all settings is causing no child to be “left ahead”.
Overzealous testing of easily measured objectives using multiple choice answers and the omission of any untestable processes that are essential, reduces education to training. The arts are therefore being lost, but it might be worse if the arts were to be tested.
Scapegoating teachers and reducing them to robots who follow scripted lessons “with fidelity” that are designed by publishing companies has killed the professionalism of talented teachers. Publishing companies are profiting most from the Common Core– one set of texts fit all–no updates needed. Profiteers selling data system management has caused spread sheets to become more important than the content of instruction.
The grading of schools is a precursor to justifying voucher systems to line the pockets of richly connected individuals who can tap the taxpayers for private school buildings, etc. that aren’t needed, and which contribute to a caste system as children are prevented from mixing with ethnically or economically different peers.
This is my position. Politicians and corporations have no business in education and school districts
should not use taxpayers’ money to support the goals of business.
Thank you, Diana McKay.
Fast forward to minute 9 where Professor Nick Tampio of Fordham University speaks, in this video segment from HuffPost Live entitled “Race to the FLOP”:
“I moved into my school district because it has small classes, very well educated teachers… Each year they put out a pamphlet showing where the graduates go to school… 95 out of 100 are going to good schools, some are going to the very best in the country.
Our school district was not broken.
In 2012 we got this incredible, radical shift across the curricula… I just got my son’s homework last night. It’s a MacMillan McGraw Hill which I just learned is a subsidiary of Pearson. And it’s just this incredibly rote –I just think it’s way beneath– where a lot of children are. And what’s very frustrating to me is that I can’t have a meaningful discussion with my son’s teacher or the principal or the superintendent because it’s not our call anymore.
I have this letter from 2010 signed by David Patterson saying we’re committed to Race to the Top. There was no public debate beforehand. There was no legislative debate. Now, as a parent, I’m voiceless in my school district.
I just think that’s outrageous.”
Hear more from Professor Nick Tampio about Common Core on this radio interview from Pacifica News:
The following Common Core informational meetings are scheduled in Utah.
– LOGAN: September 24th, 6 p.m. 29 South Main Street, Logan, Utah
Speakers: Autumn Cook and Christel Swasey
– HEBER: September 24th, 7 p.m. in the Senior Center at the Wasatch County Library
Speakers: Alyson Williams and Jakell Sullivan
– MANTI: September 26th, 7 p.m. 50 S. Main Street, Highway 89
Eva Beal Auditorium, City Building
Speakers: Alisa Ellis and Christel Swasey
The meetings are free and open. We especially hope teachers, principals, legislators and school board members will attend. There will be question and answer discussions following each presentation. If you cannot attend, please study Common Core facts for yourself and verify before trusting those who say that Common Core is a blessing to our economy or to our children. It is neither.
A recommended Syllabus for Common Core Study might look like this:
The General Educational Provisions Act – this law prohibits the federal government from directing or supervising state education. “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…”
U.S. Constitution – powers are delegated to the states. “Amendment 10 – The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.”
The Race to the Top Grant Application- Utah got points from the federal government for having a child tracking SLDS database system. This tracks children without parental consent or knowledge. Also in this document, see that Utah got more points for having adopted Common Core. This was how we got into it. Despite not winning the grant money, we remained in these systems.
The No Child Left Behind Waiver– This shows the 15% cap the federal government put on top of the copyrighted, unamendable (by states) common standards.
The State Longitudinal Database System (SLDS) Grant– All states have one. This is a federally paid-for database that every state in the US now has. It tracks students within the state. Aggregated data ion students is sent from this system to the federal EdFacts Exchange. Parents can not opt their children out. (They can, however, opt out of Common Core tests.)
The lawsuit against the Department of Education– The Electronic Privacy Information Center has sued the DOE for destroying the previously data-privacy protective federal FERPA. The lawsuit explains which terms were redefined, which agencies now have legal access to the private data of students, and much more.
The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama. It reveals that redistribution of wealth is the real reason that Obama wants a national education system.
The Cooperative Agreement between the Dept. of Education and the testing consortia – Even though Utah escaped the SBAC and is not bound by the Cooperative Agreement directly, Utah’s current testing group, A.I.R., works closely with SBAC. This document shows how clearly the DOE has broken laws like the General Educational Provisions Act and the 10th Amendment. It mandates the synchronizing of tests and the sharing of data to triangulate the SBAC, PARCC and DOE.
The speeches of Secretary Arne Duncan on education – He states that Common Core was Obama’s idea and that the federal government is moving to play a larger role in education.
The speeches of President Obama on education – Obama’s top 4 education goals: control data, common standards, teachers, and to take over low-performing schools.
The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every school on the globe to have the exact same academic standards and to underpin every standard with environmental propaganda. He also likes having global data on kids and stresses the term “sustainable reform” which is “irreversible reform”.
The speeches and actions of the main funder of Common Core, Bill Gates – He’s funded Common Core almost completely on his own; he’s partnered with Pearson; he says “we won’t know it works until all the tests and curriculum aligns with the standards” so he’s writing curriculum for his “uniform customer base” –all children.
The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President -He mocks narrative writing, he’s diminished the percentage of classic literature that’s allowable in the standards, he’s not been elected, he’s never taught school, yet he’s almost singlehandedly destroyed the quality and liberty of an English teacher’s classroom. And as he’s now the College Board President, he’s aligning the SAT to his version of what Common standards should be. This will hurt colleges.
The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance– behavioral indicators of students are wanted by the federal government. This may include physically monitoring children using cameras, posture chairs, and bracelets. (see graphic embedded in the report.)
The federal websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database. -The first link shows what we already give to the federal government; the others show what the federal government is requesting that we share, which does include intimate, personally identifiable information.
The Common Core creators’ data management branch, EIMAC of CCSSO, with its stated mission to disaggregate student data.
The Official Common Core Standards – English and Math standards – These are the actual standards. Here you will see that it’s a “living work” meaning that what you think Common Core is, it may not remain in the future. There is no amendment process for states to have a voice in the commonly held standards. There is a recommended reading list in Appendix B that includes “The Bluest Eye,” a pornographic novel.
The testimonies of the official Common Core validation committee members who refused to sign off on the legitimacy of the standards; other professors who have testified that Common Core hurts legitimate college readiness.
Follow the money trails – See what Bill Gates has paid for, and see how Common Core is a money-making monopoly that circumvents voters via public-private partnerships.
Utah Moms Alisa Ellis and Renee Braddy, the two whose 2012 presentation was my first introduction to Common Core, spoke this week at the Stop Common Core Forum in West Harrison, New York.
Here’s what they said. Please watch and share.
East Newton School District in Missouri needs a standing ovation. The resolution posted below has passed, according to the Missouri Education Watchdog.
The school board officially recognizes that Common Core is: “designed to manipulate states and facilitate unconstitutional federal overreach to standardize and control the education of our children for the purposes of workforce planning.” Well put.
Here’s the whole resolution:
This RESOLUTION was made and adopted by the Board of Education of the School District of East Newton, R- 6, on the date set forth after the signature of each of the board members set forth below.
1. CCSSI was never approved by Congress, but was embedded in the “four assurances” that the U.S. Department of Education required of governors to apply for State Fiscal Stabilization Funds and Race to the Top grants financed by the American Recovery Reinvestment Act (ARRA).
2. CCSSI was never evaluated by Missouri State Legislators; the people’s representatives were bypassed.
3. CCSSI was presented as an enticement for “Race to the Top” funds and the waiver of “No Child Left Behind.” Because “No Child Left Behind” saddled school districts with the unrealistic requirement that 100% of students be proficient in reading and math by 2014, a waiver was a must to avoid loss of accreditation.
4. CCSSI are copyrighted to non-government trade organizations. We have concerns regarding access to additional information and the cost of such information.
5. Individual school districts are committed to paying unknown costs associated with implementing Common Core assessment plans, and purchase of materials, of which tax payers and their elected representatives never had any input. This would imply taxation without representation.
6. There is an apparent conflict of interest by our Governor who sat on the Board of Directors of the National Governors Association in 2010, which holds the copyright to the CCSSI English and math standards when the standards were developed. He currently sits on the Board of Directors of Achieve Inc. which holds the copyright to the Next Generation Science Standards.
7. CCSSI, which is an integral component of a U.S. Department of Education plan to collect a large amount of data collection on students as well as teachers, could lead to unauthorized sale or sharing of personal data to commercial sources. Although, it has not presented a problem to date, MO has no formal restrictions on DESE from populating data systems designed according to the National Data Model of over 400 data points including non-education related information such as religion, voting history, biometric data, etc.
8. The Department of Education Organizational Act of 1979, the General Education Provision Act, and the Elementary and Secondary Education Act of 1965 that was reauthorized as the No Child Left Behind of 2001 each prohibits the U.S. Department of Education from involvement in developing, supervising, or controlling instructional materials or curriculum (Federal Law 20 USC 1232a-Sec. 1232a. and The Elementary and Secondary Education Act (ESEA) Pub.L. 89-10, 79 Stat. 27, 20 US.C. ch. 70), CCSSI and the Smarter Balanced Assessment Consortium assessment tests coming in 2014 were funded, incentivized, and will be controlled under the memorandum of agreement with the Federal Department of Education. This seems to be an overreach of the Federal Government into the state’s educational system.
9. There is no evidence that DESE complied with Missouri State Statute 160.526 2. prior to administration of Smarter Balanced Assessment Consortium pilot tests. The statute states,
The state board of education shall, by contract enlist the assistance of such national experts, as approved by the commission established pursuant to section 160.510, to receive reports, advice and counsel on a regular basis pertaining to the validity and reliability of the statewide assessment system. The reports from such experts shall be received by the commission, which shall make a final determination concerning the reliability and validity of the statewide assessment system. Within six months prior to implementation of
the statewide assessment system, the commissioner of education shall inform the president pro tempore of the senate and the speaker of the house about the procedures to implement the assessment system, including a report related to the reliability and validity of the assessment instruments, and the general assembly may, within the next sixty legislative days, veto such implementation by concurrent resolution adopted by majority vote of both the senate and the house of representatives.
THEREFORE, BE IT RESOLVED, THE BOARD OF EDUCATION OF THE EAST NEWTON R6 SCHOOL DISTRICT
1. Recognizes the CCSS for what it is – a component of the four assurances that are designed to manipulate states and facilitate unconstitutional federal overreach to standardize and control the education of our children for the purposes of workforce planning, agreed to by Governor Nixon outside of due process while on the Board of Directors of the National Governors Association,
2. Recognizes that, as per Missouri Revised Statute 160.514 of the Missouri Outstanding School Act, curriculum frameworks adopted by the state board of education may be used by school districts, and we have great concerns regarding the adoption of the Missouri Core Standards/Common Core State Standards curricular framework for the East Newton School District,
3. Recognizes that, as per Missouri Revised Statute 160.514 of the same Act, the state board of education shall develop a statewide assessment system that provides maximum flexibility for local school districts to determine the degree to which students in the public schools of the state are proficient in the knowledge, skills, and competencies adopted by such board, and we exercise our right to insist on that flexibility. We have great concerns in participating in the Smarter Balanced Assessment Consortium assessments,
4. Rejects the collection of student assessment data outside of the limits specified in Missouri Revised Statute 160.518; and rejects the collection of personal student data for any non-educational purpose without the prior written consent of an adult student or a child student’s parent and rejects the sharing of such personal data, without the prior written consent of an adult student or a child student’s parent, with any person or entity other than schools or education agencies within the state,
5. Insists that the Missouri Department of Elementary and Secondary Education (DESE) shall adopt academic standards and a statewide assessment system as required by Missouri Revised Statute 160.526 of the same Act, that is, as approved by the legislature,
6. Insists that any amending of Missouri’s Learning standards must be done through a transparent public rulemaking process that allows Missouri’s people ample time and opportunity to review proposed changes and provide feedback. Specifically, the DESE shall ensure that any amendment to the Learning Results be posted for public review and comment for at least 60 days. Any comments received during this notice period shall be made public prior to final adoption of any changes.
7. Calls on the Governor and the Missouri State Board of Education to re-evaluate Missouri’s participation in the Common Core State Standards Initiative, and asks the Missouri State Legislature to discontinue funding programs in association with Common Core State Standards Initiative/Missouri’s Core and any other alliance that promotes standards and assessments aligned to them until such re-evaluation can be completed.
THEREFORE, BE IT FURTHER RESOLVED that a copy of this resolution shall be delivered to the Governor and the State Legislature for executive and legislative action.
This resolution was adopted by the Board of Education School District of East Newton, R-6.
22808 East Highway 86
Granby, Missouri 64844