Archive for March 2013

Plea from Alabama 8th Grade Teacher   19 comments

 

I teach in Alabama, and will do anything I can do help defeat Common Core. We are experiencing a crucial week in Alabama. We have two bills, SB 190 and HB 254 to stop Common Core. SB 190 was not defeated, but “held indefinitely” in committee while they work on amendments.

The identical House bill, HB 254 was brought up in a subcommittee, and I was asked to speak at that hearing. I was told that we didn’t have the votes in that subcommittee, but that in the actual entire House, we are only TWO votes from knowing we have a passing vote. So the goal of my speech was to “buy time.” And that’s exactly what happened. I spoke from the heart, I cried, and so did many in the room. Again, it was not defeated, but sent to the entire House Committee to be “held” for more research.

This week, it is time to increase pressure on Governor Bentley. He’s ALWAYS been on our side. But we feel we need to kindly pressure him to force the legislators’ hands.

The governor’s office number is 1-334-242-7100, for anyone who’d like to leave a message to repeal Common Core. I think he really needs to hear from other states, to know it’s a huge national issue, and that he could pave the way for other states.”  –8th grade World History Teacher, Tuscaloosa County

The first state to successfully pull out of Common Core will greatly increase other states’ odds of pulling out. Please call!

Phone number for Alabama’s Governor Bentley 334-242-7100

Advertisements

On Common Core: Note from Bulgaria   8 comments

I received permission to share this email from Viktor Kostov of Bulgaria.

 

“The end result of  the full application of the Common Core will be fully socialized  communistic education, entirely controlled by the government…

I am speaking from the  reality of post-communist Bulgaria (Eastern Europe). The state  (government) Ministry of Education is the sole standard and source of  ANY thought on the philosophy of education (or lack thereof). Private  education is subject to the government’s a) permission and b)  curriculum. Homeschooling was unheard of until recently.

At a  conversation with the chair of the parliamentarian commission on  education last year I brought up the idea that the government-issued  diploma should not be the sole verification of one’s academic  achievement.

This was a novel idea to the gentleman — he was sincerely  amazed at the notion of a standardized test made up by educators  unrelated to the state; and that the purpose of government education  should be to provide an alternative for those who choose to, or cannot  school their children privately or at home. He and even a “right wing”  Bulgarian politician were stunned at the idea that a government school  should not be a factory for citizens (as many European states see  education).

Homeschooling here (Bulgaria), although now widely  debated due to the latest events and our efforts, is still a largely  non-existent category in the minds of the general public. The reason for this absence is in the worldview and the perception — the god of the  state provides knowledge for our children. For free.

This thinking is a  remainder from totalitarianism but is so deeply imbedded in the culture  that any thought of education free from government control and intrusion is political and social heresy. And biblical heresy for most Christians here (until the debate started about a year ago with the Child Law).

While America is still relatively far off from fully aligning all education  to a centralized government, that is the direction of the Common Core.  However, the introduction of a globalist agenda and the push to  socialism, so visible under the current federal government, will not let up any time soon in the U.S.

The issue of who controls education is deeply ideological, political, theological, value-based and  worldview-based. It is a faith-issue and religious freedom issue.

It is  even a matter of who do we worship — God or Caesar.

Viktor  Kostov, PhD
www.kmission.org

Videos: Meet Some Educational Freedom Fighters   3 comments

Top Ten Scariest People in Education Reform: # 5 – Bill Gates   55 comments

Top Ten Scariest People in Education Reform

Bill Gates: Scary Philanthropy

Countdown # 5

 This is the fifth in a countdown series of introductions, a list of the top ten scariest people leading education in America.  For numbers 67, 8 9 and 10,  click here.

The biggest philanthropist on earth comes across as the epitome of sincere, nerdy nice-guy.  And he probably is very nice and very sincere.  But does sincerity trump truth?

The truth is, Bill Gates’ herculean attempt to fund and market Common Core to Americans, and to circumvent the voting public on educational issues, is dangerously, dangerously misguided.

Thus,  not everybody is happy in philanthropy land.  The biggest philanthropist in the world got behind the unproven experiment  of Common Core and  –using money rather than the voice of the American voter– he pushed it into schools, circumventing any vetting  by legislative, educator or parent groups.

Gates’ astronomical wealth  has persuaded millions that Common Core is the solution to education problems,  the argument from everywhere,  approved (by him) and beyond debate.  But let me repeat the fact:  regardless of whether the standards are horrible or glorious, the truth remains that whenever unelected philanthropists are permitted to direct public policy, the voting public  gets cut out of the process.   It’s happening all over the U.S., but not just in the U.S.  The Gates-directing-world-education effect is happening everywhere.

Since Gates has no constituency he can’t be un-elected; so it’s not the the wisdom of experienced educators, but simply one man’s money that is directing implementation of  the controversial Common Core.  His  money has bought, besides technology, work groups, and a seat at the policy making table, extreme marketing success.

He’s got control of the education opinion factory.  When Common Core was debated at the Indiana State Capitol, who showed up to advocate for Common Core?  Stand for Children, which Bill Gates funds.  He also funds the League of Education Voters, the Center for Reinventing Public Education and the Partnership for Learning, all Common Core advocates;  Gates owns Editorial Projects in Education, parent of Education Week magazine.

No wonder, then, even educators don’t seem to know the full truth about Common Core.  They’re reading Education Week and  the Harvard Education Letter.  Translation: they are reading Gates’ dollar bills. (By the way: want to make some money selling out your fellow teachers?  Gates is searching for a grant recipient who will receive $250,000 to accelerate networking of teachers toward acceptance of Common Core. )

Wherever you see advocates for Common Core, you see Gates’ influence.  He gave a million dollars to the national PTA  to advocate to parents about Common Core.  He gave  Common Core developer NGA/CCSSO roughly $25 million to promote it.  (CCSSO: 2009–$9,961,842, 2009– $3,185,750, 2010–$743,331, 2011–$9,388,911 ; NGA Center: 2008–$2,259,780.)  He gave $15 million to Harvard for “education policy” research.  He gave $9 million to universities promoting “breakthrough learning models” and global educationGates paid inBloom 100 million dollars to collect and analyze schools’ data as part of a public-private collaborative that is building  “shared technology services.”  InBloom, formerly known as the Shared Learning Collaborative, includes districts, states, and the unelected Council of Chief State School Officers (CCSSO).  The list goes on and on and on.

It’s hard to know exactly how much money Gates has put toward the promotion of Common Core because of the chameleon-like wording of  educational granting areas.  For example, he gave $3 million  Stanford University and $3 million to Brown University   for “college and career readiness.” (The average person wouldn’t know that college and career readiness is a code phrase defined as  common core by the Department of Education.)  Sometimes he’s promoting “support activities around educational issues related to school reform” for the CCSSO (common core developer) and other times he’s “helping states build data interoperability” –which not everyone would recognize as Common assessments’  bed-making.

According to Gates himself, he’s spent five billion dollars to promote his vision of education since 2000.

He really,  reealllly believes in Common Core.  So it doesn’t matter that Common Core is an experiment on our children  that’s never been tested and has been rejected by countless  top education analysts.  It doesn’t matter that Common Core is an un-American, top-down, nonrepresentative system  that state legislatures didn’t even get to vet.  Bill Gates wants it.

And not just in America– he wants global education standards.

Gates’ company, Microsoft, signed a cooperative agreement with the United Nations’ education branch, UNESCO.  In it, Gates said, “Microsoft supports the objectives of UNESCO as stipulated in UNESCO’s constitution and intends to contribute to UNESCO’s programme priorities.” UNESCO’s  “Education For All” key document is called “The Dakar Framework for Action: Education For All: Meeting Our Collective Commitments.”  Read the full text here:  http://unesdoc.unesco.org/images/0012/001211/121147e.pdf

So Gates partners with the U.N.’s educational and other goals via UNESCO’s  “Education for All”  which seeks to teach the same standards to all children (and adults) on a global scale.  Why is this a problem?  It supercedes local control over what is taught to students, and dismisses the validity of the U.S. Constitution, all in the name of inclusivity and education and tolerance for all nations.

At this link, you can learn about how Education For All works: “Prior to the reform of the global EFA coordination architecture in 2011-2012, the Education for All High-Level Group brought together high-level representatives from national governments, development agencies, UN agencies, civil society and the private sector. Its role was to generate political momentum and mobilize financial, technical and political support towards the achievement of the EFA goals and the education-related Millennium Development Goals (MDGs). From 2001-2011 the High-Level Group met annually.”

The six goals of “Education For All” are claimed to be internationally agreed-upon. On the linked Education and Awareness page of the U.N. website, we learn:

Education, Public  Awareness and Training is the focus of Chapter 36 of Agenda 21. This is a cross-sectoral theme both relevant to the implementation of the whole of Agenda 21 and indispensable”   http://www.un.org/esa/dsd/susdevtopics/sdt_educawar.shtml

Did you get that?  Education is indispensable for the U.N. to get its agenda pushed onto every citizen worldwide.  They just admitted it out loud.  They want a strong hand in determining what is taught worldwide.

So then we click on Chapter 36.  In 36.2 it says we should “reorient” worldwide education toward sustainable development.  (No discussion, no vote, no input needed on this reorientation plan, apparently.)  36.3 says:  “Both formal and non-formal education are indispensable to changing people’s attitudes…. It is also critical for achieving environmental and ethical awareness, values and attitudes, skills and behaviour consistent with sustainable development…  To be effective, environment and development education should deal with the dynamics of both the physical/biological and socio-economic environment and human (which may include spiritual) development, should be integrated in all disciplines, and should employ formal and non-formal methods”

The take-away?  What does Bill Gates agree to in his Microsoft – UNESCO partnership?

  • Environmental education will be incorporated in formal education.
  • Any value or attitude held by anyone globally that stands independent to that of the United Nations’ definition of “sustainable education” must change.  Current attitudes are unacceptable.
  • Education will be belief-and-spirituality based as defined by the global collective.
  • Environmental education will be integrated into every subject, not just science.

The stated objectives (36.4) include endorsing “Education for All,” and “giving special emphasis to the further training of decision makers at all levels.”

Hence the need for people like Gates to influence the training of decision makers.  When asked what matters most to him, Gates said: education.  His version of education. The Huffington Post reported:

“I’d pick education, if I was thinking broadly about America,” Gates responded. “It’s our tool of equality.”  Is it coincidence that equality and redistribution are also concepts that Linda Darling-Hammond, Chaka Fattah and Arne Duncan are promoting in the federal Equity and Excellence Commission?

How committed is Bill Gates to the United Nations having a say in American education?

In his annual letter, Gates emphasized the importance of  following the United Nations’ Millennial Goals and measuring teachers more closely.  One of those UN Millennial goals is to achieve universal education.  Also, Gates helped create Strong American Schools (a successor to the STAND UP campaign launched in 2006, which was an outgrowth of UNESCO’s Millennium Campaign Goals for Universal Education). It called for U.S. national education standards. (link 1) (link 2)

Also,  Gates’ Foundation funded the International Benchmarking Advisory Group report for Common Core Standards on behalf of the National Governors Association, Council of Chief State School Officers, and ACHIEVE, Inc. titled, “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education.” This report showed the United Nations is a member of the International Benchmarking Advisory Group for Common Core Standards. (link)

It appears that Bill Gates is more than a common core philanthopist; he is a promoter of global sameness of education as defined by UNESCO and the U.N.

That’s scary.

School Data Collection Facts Summary   45 comments

 
  • Does every state have a federally funded, interoperable State Longitudinal Database System that tracks people throughout their lives?  Yes.
Every state has accepted 100% federally funded data collection (SLDS). The Data Quality Campaign  states:  “every governor and chief state school officer has agreed to build statewide longitudinal data systems that can follow individual students from early childhood through K-12 and postsecondary ed and into the workforce as a condition for receiving State Fiscal Stabilization Funds as part of the American Recovery and Reinvestment Act (ARRA).  A condition of getting the funding (ARRA money) was that the system would be interoperable.
  • Is the SLDS accessible by the federal government?  Yes.
The SLDS grant explains that the SIF (state interoperability framework) must provide interoperability from LEA to LEA, from LEA to Postsecondary, from LEA to USOE, and from USOE to the EdFacts Data Exchange.  The EdFacts Data Initiative is a “centralized portal through which states submit data to the Department of Education.”

The P-20 workforce council exists inside states to track citizens starting in preschool, and to “forge organizational and technical bonds and to build the data system needed to make informed decisions” for stakeholders both in and outside Utah. — http://www.prweb.com/releases/2012/2/prweb9201404.htm

Is personally identifiable student information gathered, or only aggregate group data?  Personal, identifiable, individual data is collected.
  • Many of us in Utah were present last summer when UT technology director John Brandt stood up in the senate education committee and testified that there are roughly twelve people in the state of Utah who have access to the personally identifiable information of students which is available in the Utah Data Alliances inter-agency network of student data.  So it is not true that we are talking about only aggregate data, which leaders often insist.  The Utah School Board confirmed to me in writing, also, that it is not allowed for any student to opt out of the P-20/ SLDS/ UDA tracking system, (which we know is K-workforce (soon to include preschool) citizen surveillance.)
  • Is the collected private student data accessible to agencies beyond than state education agency?  Yes:
There are state data alliances that connect agencies.  The Data Quality Campaign states:states must ensure that as they build and enhance state K–12 longitudinal data systems, they also continue building linkages to exchange and use information across early childhood, postsecondary and the workforce (P–20/workforce) and with other critical agencies, such as health, social services and criminal justice systems.”
  • What data will be collected?  According to the new FERPA regulations, pretty much anything.  Social security numbers, psychometric and biometric information (see pg. 4 and 6) are not off the table.   According to the National Data Collection model, over 400  points.  Jenni White mentioned another federal model that asks for thousands of data points.
The types of information that the Department will collect includes biometric information (DNA, fingerprints, iris patterns) and parental income, nicknames, medical information, extracurricular information, and much more. See page 4 at  http://www2.ed.gov/policy/gen/guid/fpco/pdf/ferparegs.pdf and see http://nces.sifinfo.org/datamodel/eiebrowser/techview.aspx?instance=studentPostsecondary
  • How does this affect parents?
Data linking changes being made in regulations and policies make former privacy protection policies meaningless. The Electronic Privacy Information Center (EPIC) sued the Dept. of Education, under the Administrative Procedure Act, arguing that the Dept. of Ed’s regulations that changed the Family Educational Rights and Privacy Act in Dec. 2011 exceeded the Department of Education’s authority and are contrary to law. http://epic.org/apa/ferpa/default.html
The Federal Register outlines, on page 51, that it is not now a necessity for a school to get student or parental consent any longer before sharing personally identifiable information; that has been reduced to the level of optional.

It is a best practice to keep the public informed when you disclose personally identifiable information from education records.”  http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/pdf/2011-30683.pdf

Dec. 2011 regulations, which the Dept. of Education made without Congressional approval and for which they are now being sued by EPIC, literally loosen, rather than strengthen, parental consent rules and other rules.  http://www.jdsupra.com/post/documentViewer.aspx?fid=5aa4af34-8e67-4f42-8e6b-fe801c512c7a

The Federal Register of December 2011 outlines the Dept. of Education’s new, Congressionally un-approved regulations, that decrease parental involvement and increase the number of agencies that have access to private student data: http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/pdf/2011-30683.pdf (See page 52-57)

Although the Federal Register describes countless agencies, programs and “authorities” that may access personally identifiable student information, it uses permissive rather than mandatory language.  The obligatory language comes up in the case of the Cooperative Agreement between the Department of Education and the states’ testing consortium http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf

Effectively, there is no privacy regulation governing schools anymore, on the federal level.  Khalia Barnes, a lawyer at EPIC disclosed that these privacy intrusions affect not only children, but anyone who ever attended any college or university (that archives records, unless it is a privately funded university.)

  • Why did the Dept. of Ed need to alter FERPA regulations?

To match their data collection goals (stated in the Dept. of Ed cooperative agreement with testing consortia) which contracts with testing consortia to mandate triangulation of tests and collected data. This federal supervision is illegal under G.E.P.A. law and the 10th Amendment).   http://www2.ed.gov/programs/racetothetop-assessment/sbac-cooperative-agreement.pdf

  • Who can access collected data?
The National Data Collection Model (the federal request for what states ought to be collecting) represents 400 data points schools should collect and “it is a comprehensive, non-proprietary inventory… that can be used by schools, LEAs, states, vendors, and researchers”.  Vendors are already using this.
  • How can we get free of this system?
Jenni White of ROPE (Restore Oklahoma Public Education) states that the only way to get free of this federal data collection invasion is to put political pressure on our governors to give that ARRA money back.  As long as we keep it, we are in data collection chains by the federal government; also, our increasing buy-in to common core exacerbates the educational tech scam on the corporate side. Dept. of Education infringements upon state law and freedom are explained in the white paper by Jenni White entitled “Analysis of Recent Education Reforms and the Resulting Impact on Student Privacy”  –  http://www.scribd.com/doc/94149078/An-Analysis-of-Recent-Education-Reforms-and-the-Resulting-Impact-on-Student-Privacy
  • What else is at stake?
Sheila Kaplan has provided expert testimony about the student data collection, but has also said that an educational data monopoly is an issue, too.  She explains that a group exists, including Bing, Yahoo, Microsoft, etc., that assigns high or low attention to content and directs internet traffic.  So if code uses hashtags and common core aligned taxonomies, your education data will get traffic.  If not, it won’t.  If you are searching for any educational data it won’t come up unless it’s using that coded taxonomy.  This wrecks net neutrality and is, in her educated opinion, an anti-trust issue of the internet. She mentioned the CEDS, (common element data system) that is ending net neutrality.  She also finds appalling the Learning Registry, funded by the Department of Defense and the Department of Education, which is a place for teachers to advertise for common core aligned products– all using stimulus money.
  • Why did the Dept. of Ed redefine FERPA’s meaning of the term “educational agency” to include virtually any agency and redefine “authorized representative” to mean virtually anyone, even a “school volunteer?

When FERPA is weak, linking of data allows easy access to data, both technologically and in terms of legal policy.  It also trumps other laws, such as HIPPA.  For example, as both Gary Thompson and Jenni White have pointed out, the new, weak FERPA law takes precedence over HIPPA (patient privacy) when medical or psychological services are provided in schools or when educational services are provided in jails.

In that document, states are obligated to share data with the federal government “on an ongoing basis,” to give status reports, phone conferences and other information, and must synchronize tests “across consortia”. This triangulation nationalizes the testing system and puts the federal government in the middle of the data collecting program.

For understanding of the motivation of the federal government, read some of US Dept. of Education Arne Duncan’s or Obama’s speeches that show the passion with which the federal agency seeks access to data to control teachers and educational decisions. http://www2.ed.gov/news/speeches/2009/06/06082009.pdf
  • Are teachers also to be studied like guinea pigs, along with students? Yes.
The Common Core of Data (CCD) is another federal program of data collection that studies TEACHERS as well as students.  It calls itself  “a program of the U.S. Department of Education’s National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States. The data are supplied by state education agency officials and include information that describes schools and school districts, including name, address, and phone number; descriptive information about students and staff, including demographics; and fiscal data, including revenues and current expenditures.”  http://nces.ed.gov/ccd/
The system also allows the governments to track, steer and even to punish teachers, students and citizens more easily. http://cte.ed.gov/docs/NSWG/Workforce_Data_Brief.pdf
  • How does Common Core relate to the federal and corporate data collection movement?
 Chief of Staff Joanne Weiss at the Dept. of Education has been publicly quoted saying that “data-mashing” is a good idea.  Secretary of Education Arne Duncan gives speeches calling for “more robust data.” And at the recent White House Datapalooza, the CEO of eScholar stated that without Common Core tests being “the glue” for open data, this data movement would be impossible.

Oklahoma Rally Against Common Core Agenda   5 comments

Common Core is like the hull of a ship sailing out of a harbor, while still under construction.

Reposted from http://blog.newsok.com/educationstation/2013/03/25/representative-education-group-plan-rally-against-common-core/

Common Core will make sweeping changes to the education system in Oklahoma and the nation, but the cost-benefit analysis of these changes has yet to be scrutinized, according to one state lawmaker.

A rally will be held at noon, Wednesday, March 27, 2013, in the Oklahoma State Capitol building, Second Floor, west hallway of the Supreme Court offices. This rally will be sponsored by state Rep. Gus Blackwell (R-Laverne) and Restore Oklahoma Public Education (R.O.P.E.). Blackwell, Glenda Murphey, the Reverend Paul Blair, Traci Montgomery and Jenni White will be speaking about problems with the Common Core agenda.

Common Core was written into state law in 2010. It was one of four education ‘reform’ measures necessary to make the state competitive for a federal Race to the Top, Common Core became law before the standards were available for review or any research had been accumulated on their efficacy or cost. Oklahoma never received that grant. Now that the Common Core and its testing arm, PARCC, are being instituted across the state, districts must have hundreds of thousands of dollars in eRate grants and writing school bond initiatives to fund these mandates. Oklahoma taxpayers are being asked to fund these reforms through property tax, cell phone plans and an increase in the state education budget. The total cost of which is still unknown.

The Common Core changes will also necessitate changes to the increased collection of personal student data, student testing, teacher evaluation, and school performance. At a conference attended by Blackwell and sponsored by Common Core advocates, in the summer of 2012, Common Core was likened to the hull of a ship sailing out of a harbor, while still under construction.

“The fact of the matter is: Few people know the extent of the changes, driven by the private groups advocating this change, which will result in large profits for a few private companies.” Blackwell said.

This year, Blackwell authored House Bill 1907 to create a task force to study the cost of Common Core. Though the bill passed its committee hearing unanimously, Blackwell learned it would not be heard in the state Senate. Blackwell was able to reach an agreement with House leadership authorizing a long-overdue extended legislative study on the costs of Common Core in Oklahoma schools.

I do not think Oklahomans want to relinquish the local control of their schools or the state-guidance of standards to the nationalization of education, by a handful of elitists in Washington, D.C.,” Blackwell said.

“The Common Core State Standards must be brought to bear under public scrutiny before we move further into its implementation. Taxpayers should not bear the brunt of a program for which we know little about, even three years after its inception.”

Top Ten Scariest People in Education Reform: #6 – Linda Darling-Hammond   31 comments

Top Ten Scariest People in Education Reform

 Linda Darling-Hammond

Countdown # 6

This is the fourth in a countdown series of introductions, a list of the top ten scariest people leading education in America.

  For number 7 ,  number 8number 9 and number 10,  click here.

Don’t be fooled by her sweet-baby face.  Linda Darling-Hammond stands for one thing:  forced national redistribution of wealth.

Yes, really.

And does Darling-Hammond wear  powerful hats!   A pillar of the Common Core movement, she’s been helping run closed-door meetings of the standards since before they were created, as a member of the Council of Chief State School Officers (CCSSO) Advisory Group since 2006.  She also leads (or plays key advisory roles) in all top educational bureaucracies, both governmental and corporate, including The Obama Administration, the National Governors’ Association, the  Common Core testing consortiaCSCOPE, WestEd, the American Institutes for Research (AIR), Alliance for Excellent Education, the American Educational Research Association, the National Academy of Education and many more.  She is a hero to communist reformer Bill Ayers. Why?  And what is she likely saying behind the closed doors?

Try this on for an explanation:  it’s a speech she gave last summer at a UNESCO conference in Paris.

In the speech, Darling-Hammond says that “we allow this extraordinary inequality” in America which may cause us to “innovate our way to failure.”  She shows a chart entitled “The Anatomy of Inequality” (see minutes 15:06- 16:00) that explains that taking away money from the areas of richer kids’ schools is a good idea (she mentions rich schools having too many swimming pools).

In her book, “A Flat World and Education: How America’s Commitment to Equity will Determine our Future,” she further explains why pushing for equity (communism) will solve the problems of education.  The book illustrates poverty’s effect on education (tell us something we didn’t know) and she comes to the false conclusion that a governmentally forced attempt at financial equity (redistribution) can create better education.  She doesn’t mention how this is to happen without harming individual liberty and without punishing the kids in financially stable schools.

Her ideas are being absolutely shoved down the throats of state school boards and legislators nationally.

And she is dead set on Common Core being the means to these ends.  Always has been.  She knew that others on the Common Core validation committee refused to sign off that the standards were legitimate; she was aware that common core would be an experiment on millions, implemented without any empirical data supporting its superiority claims. She not only supported this baseless decision making and the copyrighting and implementation of the common standards –but she’s now helping to write the common tests!

She provides professional development for CSCOPE teachers. (CSCOPE is the extremely controversial, secretive curriculum that parents cannot access, which now used in Texas schools.)

Darling-Hammond and her ideas are mentioned 52 times in the EEC report  For Each and Every Child, a “strategy for equity report” that she co-wrote.  In the words of Congressman Honda, another EEC member, it’s a “bold new vision on the federal role in education”  that wants to see “transformations in school funding.”

What does it mean that Darling-Hammond headed Obama’s  education policy team and is a member of Obama’s Equity and Excellence Commission (EEC)? What is she aiming to do for him?

Take a look at the EEC’s Opportunity to Learn Campaign.  Included in the “opportunity” is also the cessation of any semblance of liberty.  Dropping out is not an option; you can’t get suspended or expelled from school no matter how hard you try.  The EEC calls this “positive discipline.”  Also included in the “Opportunity to Learn Campaign” are “wraparound supports” such as extended learning time which might sound good until you realize that we’re moving away from a family-centered to a school-centered way of life that pushes parents to the periphery of children’s lives.

To translate:  Linda Darling-Hammond pushes for communism in the name of social justice, for a prison-like view of schooling in the name of extended opportunity, and for an increased federal role in education in the name of fairness.  She gets away with it because she comes across as sweetly compassionate.

But she scares me.   And people who listen to her scare me too.

%d bloggers like this: