Jamie Gass, of the Boston-based thinktank Pioneer Institute, speaks at a news conference as Indiana Senator Scott Schneider and Hoover Institute Scholar Bill Evers observe.
Indystar article by Jill Disis explains what’s being debated in Indiana about Common Core: http://www.indystar.com/article/20130115/NEWS05/130115032/Sen-Scott-Schneider-reintroduces-bill-withdraw-state-from-Common-Core-standards
Here are highlights from the Indystar article–
Jamie Gass of Pioneer Institute spoke this week at a news conference in support of Indiana Senator Scott Schneider’s proposal to withdraw Indiana schools from the Common Core Initiative.
Senator Schneider has stated that “Common Core nationalizes education and dumbs down Indiana’s previous academic standards.” Common Core is a program “backed by President Barack Obama’s administration,” and “the administration offered states an incentive to participate by tying federal grant money to the program,” the Indystar reported.
Independent sources say the Common Core makes traditional methods of teaching and learning more challenging. For example, Bill Evers, a research fellow at Stanford University’s Hoover Institution and former U.S. assistant secretary of education for policy, attended the news conference in support of Senator Schneider’s bill.
Evers explains that the Common Core method of adding two numbers together is less useful for learners: “Normally, you start from the ones (column) and you normally start by borrowing or what’s otherwise called regrouping… There are some other ways, some alternative, not-as-good ways.”
But in a Common Core Indiana math book, children are instructed to add from the 100s column and move left-to-right.
“You can do it that way, but it’s harder to teach.”
Proponent of Common Core Larry Grau, the Indiana State Director of Democrats for Education Reform, said “Common Core doesn’t change the way things are taught.”
Larry Grau, Director of Indiana Democrats for Education Reform
Full article: http://www.indystar.com/article/20130115/NEWS05/130115032/Sen-Scott-Schneider-reintroduces-bill-withdraw-state-from-Common-Core-standards
Dear Utah Leaders,
I am writing to ask you not to promote the government-run preschool bill further. This preschool issue is keeping me up at night. Literally.
Why? I think about the borderline-poor moms –as I have often been– who will say, “Well, preschool is free, so I guess I better put my baby in the preschool and go make money.” It makes my heart ache. That is no kindly favor from the government. That is a temptation that most parents will not choose to resist.
It will push them to leave their children to go to work.
I am praying that you will take the time to listen further to Jonas Himmelstrand http://www.mireja.org/articles.lasso
and to analyze how Sweden went from good, helpful intentions (based on someone’s version of research, as always) –to a point where parents are being disenfranchised from children via the “helpfulness” of the government.
I’ve been reading “A Patriot’s History of the United States.” Great book. I read that when the U.S. government decided to give money to single mothers, long ago, to be helpful, guess what happened? People stopped getting married, of course. So children went fatherless, literally, because of the “helpfulness” of the government; the temptation for that money was too great for people to resist. And it mostly impacted black families, who were economically more disadvantaged. It perpetuated the cycle of trouble for black families; fatherlessness led to children growing up troubled and in jail; more single moms, more fatherless kids, more poverty. No help at all.
I’ve also been in contact with Jonas Himmelstrand. His writings ring true. They make sense. They are profoundly different than the studies and reasoning that is bringing Utah legislators to consider adding free government preschool for at-risk children.
I appreciate that the government has good intentions. But if they are not based on correct principles (limiting the involvement of government, rather than increasing it) the intentions will backfire; it is only a question of how long it takes to backfire.
Putting at-risk babies in government preschools is not a good idea. Those families need strengthening, but not by being tempted to separate from those with whom they need the strong attachment bonds.
Encourage mothers to stay at home with their children. Don’t tempt them to go to work and drop off their kids. Could you use the money to create jobs for moms that they can perform from home, instead? Could you use the money to pay grandmothers to do the daycare if the moms have to work, at least? I’m sure there are solutions other than creating Swedish-styled free government preschool.
- – – – – – – – – -
So, after doing more reading today, I wrote the legislators another letter on the subject:
The following research sharply contradicts the research that has previously been presented in the Legislative Education Interim Committee meeting regarding the wisdom of providing early preschool for at-risk children.
While there is little debate about whether academic performance is enhanced for preschool attendees generally, it is found that behavioral problems, self-control problems, motor skill trouble, aggression, illness, worse parent-child relationships, and other disadvantages arise from early preschool attendance.
We must not assume the proposed Utah preschool bill is good in the short or long term, especially not for at-risk children.
Jonas Himmelstrand of Sweden, who provided me with the research, is an international consultant, speaker and author. He has consulted for the 2011 EU Child Wellbeing Workshop in Brussels, the 2011 UN World Expert Group Meeting in New York, the Institute of Marriage and Family in Canada, the Hungarian Presidency Conference, the Conferenza Famiglia in Italy, the FamilyPlatform Conference in Lisbon, and the Forum Europeen de Femmes in Brussels. He is also the chairman of the board of the world’s global home education conference. He suggested that I share this research with you.
Himmelstrand finds that Swedish children do not suffer from material poverty but from emotional poverty, attributed to too much separation from parents at too early an age.
His charts on the envisioned outcomes versus the actual outcomes of the Swedish model are astonishing. The envisioned model planned to increase academic success, to even out social class differences, and to liberate mothers, for example. The actual model resulted in serious discipline problems in school, national school rating –going from top to average in 30 years– plummeting quality in day care, high rates of sick leave, especially among women; deteriorating psychological health in youth, and deteriorating parental abilities, even in the middle class.
See pages 2 through 4:
He also directed me to the research done by others on this subject:
Does Prekindergarten Improve School Preparation and Performance?
NBER Working Paper No. 10452 Issued in April 2004 NBER Program(s): CHED
Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children’s school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children’s family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.
Universal Childcare, Maternal Labor Supply, and Family Well-Being
NBER Working Paper No. 11832 Issued in December 2005 NBER Program(s): CHPE
The growing labor force participation of women with small children in both the U.S. and Canada has led to calls for increased public financing for childcare. The optimality of public financing depends on a host of factors, such as the “crowd-out” of existing childcare arrangements, the impact on female labor supply, and the effects on child well-being. The introduction of universal, highly-subsidized childcare in Quebec in the late 1990s provides an opportunity to address these issues. We carefully analyze the impacts of Quebec’s “$5 per day childcare” program on childcare utilization, labor supply, and child (and parent) outcomes in two parent families. We find strong evidence of a shift into new childcare use, although approximately one third of the newly reported use appears to come from women who previously worked and had informal arrangements. The labor supply impact is highly significant, and our measured elasticity of 0.236 is slightly smaller than previous credible estimates. Finally, we uncover striking evidence that children are worse off in a variety of behavioral and health dimensions, ranging from aggression to motor-social skills to illness. Our analysis also suggests that the new childcare program led to more hostile, less consistent parenting, worse parental health, and lower-quality parental relationships.
http://www.nber.org/papers/w11832 – Full text
Finally, Himmelstrand directs us to study the findings of the Canadian Institute of Marriage and Family.
This research includes a psychological explanation of why early formal learning is harmful to children, and offers some public policy advice: http://www.imfcanada.org/issues/nurturing-children-why-early-learning-does-not-help
The Institute says:
There are some elements of public policy being discussed that would help undo the damage of current trends. Family income splitting allows parents to share their income and pay a lower tax burden. More money in parents’ pockets always means more choices. While the federal Conservatives made this a policy plank in the last election, they watered it down by saying they’d only institute family taxation when the books were balanced, possibly in 2015. Ending the preferential treatment of non-parental care by funding families themselves would make a dramatic difference.
For Dr. Neufeld, the capacity for healthy relationships is meant to unfold in the first six years of life. “It’s a very basic agenda,” he says. “By the fifth year of life if everything is continuous and safe then emotional intimacy begins. A child gives his heart to whomever he is attached to and that is an incredibly important part….The first issue is always to establish strong, deep emotional connections with those who are raising you. And that should be our emphasis in society. If we did this, we would send our children to school late, not early.”
I hope this is helpful to you.