Archive for the ‘liberty’ Tag

Video: Professor Christopher Tienken in Connecticut   1 comment

Connecticut Against Common Core hosted Seton Hall University professor Dr. Christopher Tienken last month.   Start at minute 4:22 for Dr. Tienken’s speech.

Dr. Tienken talks about intended and unintended consequences of any treatment –including educational “treatment,” to children.  He explains how important it is to have evidence for the need and the effectiveness of Common Core, which he refers to as “the latest round of standardization.”  He defines himself not as others do, as “anti-Common Core” but more  “pro-evidence”.  He assesses education reforms through the lens of evidence, sourcing all of his statements and writings against Common Core, which you may read at his website and in the many academic journals in which he has been published.

He challenges the assumptions that underlie advocacy for Common Core.

For example: What if the results of the international test are not meaningful?  –We might not be lagging at all in international competitiveness.  None of the international tests can tell you the quality of a national education system nor can they predict the economic future.  That’s not just an opinion; that’s his job, he says –reading 400 page technical manuals on international testing. Only about 6,000 kids in a country take these tests, and they may not be at all representative of the rest of the kids in that country.  In China and Singapore, for example, most students aren’t in high school when the tests are administered.  Only the wealthiest kids take these tests, not second language learners and others.  These tests, he says, are sensitive to factors outside of school.  PISA and TIMMS tests, for example, measure skills akin to the 19th century.  Innovation, creativity and entrepreneurship, skills that drive economies today, are not even measured.

Why do Americans think that one narrow test (not evidence based) will be the ultimate predictor of student and national economic achievement?

Dr. Tienken later breaks out the charts to show how well the United States is actually doing, showing the misguidedness of Common Core’s foundational claims.

Watch the video to hear the rest.  It’s great.

 

Speak Up! Utah Should Not Adopt Non-Objective, Common Science Standards   1 comment

By JaKell Sullivan and Christel Swasey

 

Common science standards, the Next Generation Science Standards (NGSS) are gleefully trending all over the nation now, birthed by the same folks who pushed Common Core English and Math (Achieve, Inc.David Coleman’s baby and US Delivery Institute, Pearson CEA Michael Barber’s baby.

Many states have rejected, or are wisely in the middle of debating rejecting, the common science standards.

South Carolina utterly rejected them.    Wyoming’s legislature rejected them, in a move Truth in American Education called “a victory for objectivity and neutrality in science education.”  (Read Wyoming citizens’ testimonies  and more on Wyoming’s decision here.)

Meanwhile, in Kansas, Citizens for Objective Public Education (COPE) have filed a federal law suit  against the state school board and the state department of education for pushing NGSS in violation of the first and fourth amendments to the Constitution. In Kentucky, legislators wrote a bill to potentially reject the NGSS science standards, while Ohio passed a bill that made multi-state control of standards — including science standards– illegal.

So what about Utah?  Aren’t we discussing this and vetting these standards thoroughly here?  No, we are not.

Here in Utah, no legislator has written any bill to consider rejecting NGSS.  Search the internet, and you’ll find there’s nothing in the legislature nor in recent news at all about NGSS in Utah.

A year ago there was.  The then-chairwoman of the state school board Debra Roberts promised that Utah had no plans to adopt the NGSS standards although Utah would revise science standards.  She said, “they will be uniquely Utah standards”.  That turned out to be untrue.

Quietly, under the public radar, Utah’s Office of Education (USOE) is rushing forward to align with the national science standards without public knowledge.  I did a quick word search on the Utah State Office of Education website for “Next generation science standards” and found 143 references to it in USOE-published pdf’s and professional development conferences.  Right now, a Utah science standards review committee is reviewing Utah’s current science standards and is comparing them with NGSS national science standards.

According to a Utah law HB342,  a committee including a handful of parents must “review and recommend” to the board any new revisions to curriculum.  Some of those parents aren’t happy about being herded toward approving matching Utah’s science standards to NGSS science.  They say it’s abundantly clear that the Utah State Office of Education wants the NGSS standards here in Utah.

Of course, the feeling is mutual;  NGSS wants to be in Utah.  That’s obvious since “Education First” of Utah (partner of  NGSS) rolled out their (uncalled-for) five-year plan for Utah’s education system recently– and it so happens that “Education First” is not only partnered with the co-creators of NGSS: Achieve and US Delivery Institute but it also heavily promoted Common Core in propaganda mailings to the Utah legislature last year.  Most likely, Education First will be promoting NGSS in similar legislator mailings and Prosperity 2020 radio spots– after they’ve been adopted, as was the case with Common Core.

Still, by law, it’s not Education First or its partners who have authority to set education policy or standards or create five-year plans.  Even the USOE lacks that authority.  It’s only the State School Board –with the assistance of the parent committee– who is supposed to weigh in.

ngss

 

Profound problems are being reported by the few parents who are allowed to weigh in on these standards.

1- First, oddly, some of the same individuals are serving on both the new science standards writing committee and the review committee.  That is like the judge judging himself.

2- Second, the “new and improved” Utah science standards currently being “reviewed” by parents just so happen to be 99.9% the same as the national, standardized Next Generation Science Standards, according to parents currently on that committee.

3- Third, parents note that even thought the Utah State Office of Education (USOE) does not have legal authority to make new science standards for Utah schools; the Utah State School Board does; yet the board has not been in charge of this science standards-altering process; the USOE took it over.

4- Fourth: NGSS science standards –to which Utah’s aiming to align– do come from the same private business people who brought us Common Core math and English standards:  Achieve Inc., David Coleman,  etc. , yet the claim is that these science standards have nothing to do with Common Core.

5- Fifth:  Most importantly– NGSS are not scientifically neutral or objective.  The NGSS Frameworks and Standards promote every tenet of a belief system called secular humanism, as listed in Humanist Manifesto III.  This is not separating church and state; it is creating a dogma of anti-religion as a religion.

To understand #5, jump to the Kansas law suit on this issue.

In December of last year, Citizens for Objective Public Education (COPE) filed suit in federal court against the Kansas State Board of Education and the Kansas Department of Education to stop implementation of science standards designed for every child in the United States. Why?

The suit says that NGSS science standards aren’t objective nor neutral science standards.  Rather than showing multiple beliefs about the origin and end of life, they adhere religiously to the humanistic/atheistic view of science, which is, ironically, pushing religion:  the anti-religion religion.  This violates the Constitution’s first and fourteenth amendments. NGSS pushers try to argue that anyone opposed to NGSS is for teaching another religion in the classroom.  Actually, the opposite is true.  It is the NGSS which promotes its religion of atheism and secular humanism represented in NGSS.  That’s not only not objective, not neutral, and not scientific; it’s also a violation of law.  Pushing secular humanism and atheism (and controversial environmental issues) as if they were settled facts is, ironically, unscientific.

In the words of John Calvert, lead counsel for the plaintiffs:

“This case is actually about a concealed Orthodoxy that requires all explanations provided by science to be materialistic/atheistic.”

A press release from Citizens for Objective Public Education states, “The Orthodoxy is not religiously neutral as it permits only the materialistic/atheistic answers to ultimate religious questions.  The concealed use of the Orthodoxy in [Frameworks & Standards] has the effect of promoting the core tenets of non-theistic religions like Atheism and Religious (secular) Humanism.”

The press release lists mechanisms and strategies used by the NGSS Frameworks and Standards to establish the materialistic/atheistic worldview:

  • Systematic omissions and misrepresentations
  • Teaching materialistic/atheistic ideas to primary children whose minds are susceptible to blindly accepting them
  • Programs designed to become habits of mind
  • Implicit exclusion of theists from provisions that require education to promote “equity,” diversity and non-discrimination

How did NGSS (and how did Common Core) make such strides across America?  Here’s how.

1. State Offices of Education now only exist to pedal federal programs that are administrative in nature, not Constitutional.  We’ve strayed not only from our national Constitution but from our Utah Constitution also.  Rather than allow the state school board to truly set standards, the USOE offices run the educational show, unaccountable to anyone.

2. Both the Common Core Standards and NGSS and the new AP History Standards come with Appendices and Federal Frameworks and implementation handbooks to control adoption, curriculum and how teachers teach.

The NGSS come with a written Framework in order to control what/how teachers teach.  What is tested is what will have to be taught.

Does anyone wonder why SAGE tests, already administered statewide last year, INCLUDED SCIENCE questions?  Wasn’t the original claim that Common Core standards just included math and English? Nope. The AIR/SAGE tests were already set up to test the NGSS from the start.  The Utah State Office of Education (USOE) knew that we would essentially be adopting the NGSS.

The USOE’s deceptive relationship with AIR and deceptions to the State Board and to parents of Utah have to be stopped.  The USOE knows that the Common Core Standards’ Appendices and NGSS Framework will control what/how teachers teach and they know that SAGE tests are already set up to test NGSS.

The parent committee to review the science standards is a mockery of the Utah law that set it up.  Meanwhile, NGSS also goes out of its way to create, in its NGSS Implementation workbook a long list for states of useful “Members of a Guiding Coalition” but parents are excluded from the recommended coalition member list.  Oversight?  Hardly.

The guiding coalition of those who should adopt and implement NGSS standards is officially defined this way: “a small group of highly visible and credible leaders who share your aspiration and will sustain your effort and will implement NGSS in the face of pushback...”  (This reminds me of the way the USOE has gone out of its way to marginalize, demonize, or simply ignore parent pushback while it told the public that appendices and frameworks would not control Utah education at the local level.)  Here are those links, for reference:

Common Core Appendices (For English Standards):

http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_C.pdf

 

Common Core Appendix (For Math):

http://www.corestandards.org/assets/CCSSI_Mathematics_Appendix_A.pdf

 

Common Core Framework (Next Generation Science Standards):

http://sites.nationalacademies.org/dbasse/bose/framework_k12_science/index.htm

 

Note that the Science Standards report admits the purpose of its framework: “Students will make the greatest strides in learning science and engineering when all components of the system—from professional development for teachers to curricula and assessments to time allocated for these subjects during the school day—are aligned with the vision of the framework.”

3. The College Board, under the direction of David Coleman, Common Core’s architect, is revamping ALL AP Courses to include Federal Frameworks to control curriculum and pedagogy.  For example:

AP U.S. History Curriculum Framework

http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-/

exam-description.pdf

AP U.S. History Curriculum Framework Evidence Planner for Teachers (teachers manual)

http://media.collegeboard.com/digitalServices/pdf/ap/ap-us-history-curriculum-framework-evidence-planner.pdf

 

4. Big-Government and Big-Business both within Utah and elsewhere are profiting from federal reforms that these Appendices and Frameworks require of states. This includes federal programs to retrain principals and teachers to “trust that data” and federally funded programs to implement 1-to-1 technology in schools.

Last week, the Governor’s committee chair, Rich Kendall, along with the Salt Lake Chamber and Education First, unveiled their 5-year education plan. No teacher or school board or parental input was needed.  This plan hinges on Common Core’s English and math standards now (and will no doubt eventually include all of Utah’s standards that will be aligned to Common Core for the profit of business, not to profit or protect our children.

Education First and the Governor’s Prosperity 2020 really must believe that parents don’t see what’s going on.  The entire standards review process is political theater—and parents, teachers, and local school districts are being played for patsies.

5. The Appendices and Federal Frameworks function to dismantle local education control because he who controls the testing, controls the teachers. These Frameworks are embedded into the AIR/SAGE tests and in 1-to-1 technology, coming to our schools via federal funding.

6. As the Federal Frameworks work with business powers to dismantle local education control, we will see our representative form of government dismantled. The Federal Executive Branch is effectively corralling states by using administrative law, bypassing Constitutional law.

Let’s stop the “Next Generation Science Standards”.

 

 

 next-generation-science-standards

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

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

 

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

 

Passed: Utah County Republican Resolution Against Common Core   3 comments

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

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

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

Utah County Republican Resolution

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

Report on Jenni White’s Utah Speech   4 comments


jenni

Jenni  White of Oklahoma’s Restore Oklahoma Public Education spoke  last night in Midvale, Utah, to a clapping, cheering, energized crowd that included two  legislators from the Utah House of Representatives, Kay Christofferson and LaVar Christiansen, both of whom stood and spoke after Jenni’s speech to voice their support.

Feisty, hilarious, sassy and smart, Jenni White’s presentation explained that she and her group have been working for many, many years (longer than the majority of us have in Utah) to stop Common Core.  The bills that were written there never got heard, or only made it through one committee hearing, year after year.  It took hard work and dogged persistence to work the miracle that Oklahoma finally saw this year.  Her speech was filmed and will be posted soon.  Here are highlights:

What Oklahoma moms did:

1.  They didn’t just work with one or two legislators.  They emailed all the legislators, every week, with short, vital pieces of information to help educate them about just what the Common Core Initiative has done to schools, to student privacy, to teacher autonomy, to the voice of parents, to the power of local control of education.

2.  They showed up by the hundreds during the legislative session, wearing the green Stop Common Core t-shirts, and made it impossible during rallies for legislators to walk down the halls without swerving around green t-shirted parents and teachers and students.  They would not be ignored or dismissed.

3.  They sent legislative baseball cards, stop common core cookie bouquets, postcards, notes, legislator memos, tweets, emails.

4.  They held a “Hear the Bills!” rally to persuade legislators to at least listen, to at least let this issue have a fair hearing.

5. They did photo ops with Governor Fallin, wearing the green t-shirts, even before she had decided to stand against Common Core.

6. They had meetings statewide, educating the public, asking the public to call their legislators and tell them they wanted Common Core to be repealed and replaced with better standards like Massachusetts had prior to the Common Core-ing of America.

7. They stuck together, not allowing infighting or small disagreements to break apart their coalition of parents, teachers and citizens who wanted Common Core to go away.

Since the Oklahoma miracle, some pro-Core advocates such as Fordham Institute’s Mike Petrelli, (a financial beneficiary of Bill Gates, of course) have tried to spin the Oklahoma miracle of repealing Common Core as a disaster, saying that Oklahoma teachers have no idea what to teach right now.

The indomitable Jenni White, rather than shrink under his arrogance and criticism, happily invited Petrelli to Oklahoma for an open debate and discussion on this subject.

Petrelli has accepted, according to his Twitter feed.

Thank you, Oklahoma!  We love you!

green

 

 

Guarding the Minds and Hearts of Our Children: What Utah Parent Whitne Strain Discovered While Taking the SSAT   3 comments

Guarding the Minds and Hearts of Our Children

By Whitne Strain

As parents desiring to find a proper high school education for our 13 year old son, my husband and I have been researching a prep school in Indiana that shares our values of faith, founders and traditional academics.  This school employs the services of the SSAT (Secondary School Admissions Test) exam as most prep schools do.   To help my son, I voluntarily took the first practice exam which we purchased directly from SSAT.org.

I labored through the reading comprehension portion, shocked and dismayed.  Within the nine essays presented were subjects on racism, an anti-Christian sarcastic dig, environmentalism, class warfare, history revision and collectivism.  Any follower of current affairs recognizes these issues as tools of manipulation used by those of the “progressive” ideology.   Here is one example:

“Approximately 28 percent of all energy used in the United States is devoted to transportation and of that fraction, 40 percent is supplied in the form of gasoline to fuel the nation’s nearly 255 million registered passenger vehicles.  Americans use more energy to fuel their cars than they do for any other single purpose. The fuel used by American automobiles and personal trucks would just about fill all the energy needs of Japan, a nation of over 127 million and the world’s largest consumer of energy after the United States and China.  In an urgent effort to reduce consumption of an increasingly costly fuel whose chief reserves lie overseas, the government has RIGHTLY [emphasis added] identified the American automobile and current habits of its utilization as prime targets for change.”

My first thoughts were, “Do any of the teachers and administration of these schools ever read these tests?   Isn’t it presumptuous on the part of the creators to include politically charged, behaviorally persuasive essays for children in 8th grade?”

This started me on a journey and here is what I found:

The SSAT board consists of 19 participants who mostly come from private schools across the country.  I found that the board chair, Kilian Forgus, is a spokesperson for one of their 2014 annual meeting sponsors, inResonance. On the face of it, I see a financial conflict of interest.

More concerning to me, though, is their keynote speaker, Charles Fadel, Founder and Chairman of CENTER FOR CURRICULUM REDESIGN. On Fadel’s website at www. curriculumredesign.org/about/team/#charles, he is presented as a global education thought leader and expert who was the liaison with UNESCO, the World Bank and Change the Equation (STEM) while the Global Education Lead at Cisco Systems. Of the other six speakers, five had backgrounds in global aspects of culture, trade, demographics, marketing and business .  Progressive ideology uses the word “global” freely as a euphemism for  ”make everyone the same”.  One of the speakers, Amy Wilkinson, recently spoke at a National Governor’s Association meeting, the birthplace of the national institution of Common Core.

Can anyone say CONNECTIONS?  Are these the types of philosophies that influence the design of that test? After three hours of research, I stopped for the night, but I can tell you that I’m not done.

Ezra Taft Benson, Secretary of Agriculture for President Dwight D. Eisenhower, speaking at a conference on February 28, 1966 in St. Louis, Missouri had this to say,

“To take over our schools, the educational system will first have to be federalized and then prostituted entirely to serving the propaganda needs of the state planners with absolutely no regard for truth or scholarship or tradition.”

Is this happening today?  Is the SSAT just one of many means of prostitution and propaganda? Are the SAT and ACT similar? Who is guarding the minds and hearts of our children?

I ask myself whether it’s worth fighting.  The machine is so big.  I’m just one mom.  But I’ve decided to adopt this statement from Secretary Benson’s  same speech: “We must be neither fatalists nor pessimists.  We must be realists, of high character and deep spirituality.”

If enough of us see this, we can stop it.

 

———————————————————————————————————————————

 

Thank you, Whitne Strain!   Parents, please research textbooks and other materials found in schools, soon to be found in our children’s minds.  I want to back up Whitne’s perspective with my own recent experience (and encourage all parents and teachers to do this.)

 

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Is This Curriculum Politically Neutral?

by Christel Swasey

For the past few months I’ve been tutoring some high school students, part time.  The students are enrolled in an online, digital school.  I’ve been appalled by the online school’s lack of political neutrality and the emphasis on the same types of things Whitne Strain mentioned above:    curriculum that is extremely politically charged, an extreme environmental focus, the assumption that global warming is a settled scientific fact (not just in the “environmental science” class but also in English class) and an emphasis on collectivism –along with a de-emphasis, even in the U.S. history class, on our founding fathers.

For example, I read one test question for an environmental science class that  went like this (paraphrasing, from memory):

“Which of the following terms best describes an environmental movement that views the rights of the majority of people as more important than the rights of individual property owners?  a) environmental law  b) environmental justice  c) environmental activist  d) other”

The question was not teaching science.  It was teaching a one-sided political message.  It was teaching that the public (the government) could have the right to infringe on individuals’ property rights –maybe for any reason, but at least for environmental reasons.  This may be common speech among extreme left-wing politicians –but in school!?

Schools should teach, and used to teach, that all Americans have constitutional rights, including the right and control of their own property.  Now it seems that some are teaching that individual, constitutional rights are subservient to environmental socialism.

Tutoring other high school students in their online English classes this summer, I noticed the same extreme left-wing rhetoric.  I didn’t write down the questions but recall –for example–  many global warming political cartoons popping up multiple times even within one English test.  This didn’t seem to match what English classes are supposed to be teaching.

Test questions in this English class took a one-sided stand, making the assumption, for example, that global warming was a settled scientific fact –and that this message belonged in an English class.   I asked the online school to take a look at the controversies and debates among scientists in the news to see that global warming is highly controversial, and far from a settled science.  I asked them to consider tossing out these inappropriate questions.

Regardless of parents’ own political ideology, I think most would agree that school is not the place for any type of subtle political indoctrination.  Just as schools are forbidden from preaching a particular religion, schools must be forbidden from preaching a particular political doctrine.

Parents and teachers, we can’t move a mountain all at once.   But we can start by being more aware.  We can notice what is being emphasized and re-emphasized, and also notice what isn’t there and should be.

Tell your local and state school boards that you insist on politically neutral curriculum.  Look at the curriculum for yourself.  You’ll soon dodge anything from Pearson and Microsoft, for example, which together form the world’s largest and most powerful education sales group partnership and which also happen to be working for the United Nations’ Global Education First Initiative.  Ask yourself as you read:

  • Is it promoting “social justice” (socialism and collectivism over classic Americanism) while teaching math, English, history or science?
  • Is it glorifying the politically controversial United Nations and “global citizenship”? (As I noticed years ago that the widely-used Pearson “Human Geography” textbook does)
  • Is it pushing minimizing or degrading the American Constitution and founders?
  • Does it push environmentalism into every subject, promoting environmental activism as an appropriate or necessary behavior for students?    (To get up to speed on this issue, look at minute 4:00 -6:05 on http://youtu.be/T3ErTaP8rTA –the Pearson Education CEA Summit speech.  Pearson CEA Sir Michael Barber said “citizens of the world” including every child, “all 9 billion people who will be alive in 2050″ must have all teachings multiplied by “ethical underpinnings.” Barber explains that “ethical underpinning” is “shared understanding” of earth and “sustainability” that every child in every school around the world will learn.  Ethics, to Barber, have nothing to do with the supreme sanctity of human life, individual liberty or the Golden Rule.  It’s simply education for the environmental collective.)

So, if you see the typical “learning target” which says something like: “Students will understand current global issues and their rights and responsibilities in the interconnected world,” which is a learning target that I recently saw in my own child’s student disclosure– then speak up.

Say that it troubles you, and say why. Speak from the heart.

I recently explained this to one of my children’s teachers, after receiving the above mentioned “learning target”.  I said, “Even though we are of Swedish heritage and speak Swedish at home, I have taught my child to be a deeply rooted American citizen, and to avoid teachings that push global citizenship.  I’m opposed to the now-popular concept of “global citizenship” in education, because rights and responsibilities as Americans differ dramatically from those held in other countries or those promoted by the U.N., and I don’t want my child to think of himself/herself as subject to global values, laws, or global governance, which allow for fewer freedoms than those guaranteed by the U.S. Constitution.” 

 

If schools do not respect your wishes, take your business (and children) elsewhere:  to private schools, to home schools, or to a different public school where the principals and curriculum directors still respect parental research and input.

 

 

Utahns Petition State School Board to Drop Fed Waiver and Common Core   1 comment

aaa

 

If you have not already done so, please sign the petition letter that’s going to the State Board of Education.  Link here.

 

Tomorrow’s state school board meeting is a big deal.   Please be there and bring people.  Wear a grass green shirt to show opposition to the federal ESEA/NCLB waiver and to Common Core.

At 9:00 a.m., this peaceful outdoor protest by the offices of education will feature YOU and YOUR friends and family, with your signs, taking a stand.

We will take a stand against the stripping away of local control of our schools, the guinea pig-like academic experimentation on our children, and against the replacement of classic, time-tested education with the Common Core snake oil that nobody was consulted about, prior to being billed for.  We will  stand against the unconstitutional power grab of the Department of Education and claim the right as parents and as citizens to reclaim local control.  We are calling the bluff of the Department of Education, which pretends to authority that it does not hold.

If you have not already done so, please sign the petition letter that’s going to the State Board of Education.  Link here.

Another letter and petition has already gone to the State School Board from members of the Utah Chamber of Commerce and others.  It says the opposite message.  Understand:  the national and state Chambers of Commerce have put huge pressure on the state school boards to continue with the ESEA/NCLB waivers for one simple reason:  money.

In their  letter, signed by many Utah business people and local school board members, the governor’s appointee to review Common Core wrote that “as a key stakeholder, surely the perspectives and support of the business community are an important plan of any successful plan for improving education in the state.”  Translation:  “because we’ve invested money in the Common Core-based technologies and are making a mint off this experiment, and because we work for organizations heavily funded by Common Core financier Bill Gates, we want and claim a stake in your child’s education.”

Our letter, which was written yesterday, has already been signed by hundreds and hundreds of people.  It says this  (highlights):

 

To the Members of the Utah state Board of Education:

… To receive a waiver from NCLB, Utah agreed to option A, which required Utah to show proof that we had adopted Common Core.  In other words, the state was coerced into agreeing to a reform package that exerts a far greater control over our state education system than NCLB.

The waiver should not be renewed… The U.S. Constitution gives the federal government no opportunity to be involved in Utah education.  By renewing the waiver, Utah will be obligated to continue with their Common Core commitment to the federal government, which is a violation of both federal and state Constitutions.  

…Utah law states that we can and shall be flexible with our funding to utilize it to meet state goals and objectives over federal goals and objectives.

Concerns that there may be a reduction in federal funds affecting Title I schools should not stop the board from doing the right thing.

 It will be the responsibility of the legislature and the Governor to make sure that Title I schools have necessary funding.

Please do not sign the waiver.

Signed—

 

Please ask friends to  sign  our letter to the board.   Then come to tomorrow’s open board meeting and to the protest.   If you are unable to come, write to the state and local boards of education.

Thank you.

 

 

 

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