Even though the columns will be gone and it will be confusing and messy, I’m going to cut and paste a truckload of attributes from the National Data Collection model’s spreadsheet. You can click on the link to see the actual site and its spreadsheet so it’s not confusing or messy. http://nces.ed.gov/forum/datamodel/eiebrowser/techview.aspx?instance=studentElementarySecondary
These are the hundreds and hundreds of data points– personal details that the federal government is seeking to know about children. It’s absolute abuse of the trust we’ve put in our state and its schools, as now schools are forced to act as agents for state data collection without parental consent, through the use of many resources, including the standardized tests that are aligned to common standards, known as Common Core, and the housing of data in the State Longitudinal Databases (SLDS) that the federal government paid every state to build, for the purpose of reporting the K-12 data to the federal government.
Although this vast federal program (common nationalized standards, tests, and databases) started off appearing to collect just aggregated versions of data (not personally identifiable) the “aggregated” status is rapidly changing, as many state policies change, because the “big dogs” –such as the national association of state superintendents (CCSSO)– and others, have been working to fulfill their openly stated commitments to the DISaggregation of students’ data.
So, unless the National Center for Education Statistics deletes this information from its site, we can all see this information and then insist that elected representatives make a U-turn away from this nightmare of privacy invasion, and back to reason.
Step one: know what is happening. Step two: stop the state’s use of SLDS. I wish I could say Step two was to opt your child out of the SLDS tracking, but that is not allowed, at least not in Utah.
Below are the hundreds and hundreds of data points you’ll find there; my favorites include:
your child’s name
nickname
religious affiliation
birthdate
ability grouping
GPA
physical characteristics
IEP
attendance
telephone number
bus stop times
allergies
diseases
languages and dialects spoken
number of attempts at a given assignment
delinquent status
referral date
nonschool activity involvement
meal type
screen name
maternal last name
voting status
martial status
— even cause of death.
How they justify tracking students even beyond academics, even beyond death, I do not know.
–Keep in mind that this is the National Data Collection Model from the National Center for Educational Statistics, a federal agency. Keep in mind that it is illegal under G.E.P.A. law, and under the Constitution, to have a federal database for innocent citizen surveillance.
This illegality is why the federal government had to pay each of the 50 states to create interoperable STATE longitudinal databases, so that they’d acquire a national database parading as 50 independent ones.
Compare the information below (National Data Collection Model) to the data points being sought at other federal sites, such as the Data Quality Campaign or the Common Educational Data Statistics site.
Realize, too, that they are not just using standardized tests or first-day-of-school paperwork to track children. They hope to increase the use of school biological sensory tracking devices that are recommended on page 44/62 of the Department of Education’s recent report entitled “Promoting Grit, Tenacity and Perserverance”. There are descriptions and even photos of the biological detection devices that measure attitudes, engagement, and beliefs of students. http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf
They say this out loud? They publish for all to see online the recommended use on students of:
Facial Expression Cameras
Posture Analysis Seats
Pressure Mouses
Wireless Skin Conductance Sensors
How will such detailed, personal information about individuals be used or misused long-term? If a student is labeled –or mislabeled, will he/she lose future opportunities for jobs, education, political trust, or face gun ownership restrictions– based on tests or sensory devices or notes innocently scribbled by a gradeschool teacher, sent to the district-state-national databases?
Dear readers, if you are alive and breathing, you can do something to stop this. It’s your right and your duty. Contact your legislators and your governor. Show them the facts. Most simply haven’t been exposed to the facts and documentation yet.
Stand up and let your voice be heard. Our children cannot fight this fight for themselves; we have to do it.
Know that this is not theory. It is a real agenda, an openly documented plot: the federal government is in fact persuading test builders and governors of states to give away each child’s privacy rights, by building networks and databases and by secretly reducing formerly protective laws that once required written parental consent to access student data, but now call that just an optional “best practice.”
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Early Childhood Early Childhood Longitudinal Study (ECLS)
National Household Education Survey (NHES)
Elementary/SecondaryCommon Core of Data (CCD)
Secondary Longitudinal Studies Program
School District Demographics System
Schools and Staffing Survey (SASS)
more…
International Activities Program (IAP)
Library Library Statistics Program
Postsecondary Baccalaureate and Beyond
Career/Technical Education Statistics (CTES)
Integrated Postsecondary Education Data System (IPEDS)
National Postsecondary Student Aid Study (NPSAS)
more…
Data Systems, Use, & PrivacyCommon Education Data Standards (CEDS)
National Forum on Education Statistics
Statewide Longitudinal Data Systems Grant Program – (SLDS)
more…
ResourcesK-12 Practitioners Circle
National Postsecondary Education Cooperative (NPEC)
Statistical Standards Program
more…
Data; ToolsCustom Datasets; Tables
Search Tools
Peer Comparison Tools
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States/District Profiles, Comparisons, and Mapping
Offsite Archive of NCES Data
Tables; Figures Search Tables/Figures
Popular Keyword Title Searches
For Kids
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Postsecondary and Beyond
Resources
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PersonClientBeneficiary
Child
Education Completer
Learner
Library Patron
Parent/Guardian
Student Elementary Seco…
Students – Postsecondar…
Physical Characteristic
Service Provider
Person
Place
Program
Common Attributes
Entity Identifier
Locus
Organization Characteristic
Person Characteristic
Core Entities
Course
District
School
Section
State
Student
Teacher
Student Elementary Secondary (studentElementarySecondary)
Definitions
Source: Handbooks
An individual for whom instruction, services and/or care are provided in an early childhood, elementary or secondary educational program under the jurisdiction of a school, education agency, or other institution or program.
Relationships
Entity
Student Elementary Secondary
has Associated Accommodation
Student Elementary Secondary
Assessment Response
Student Elementary Secondary
Attendance Event
Bus Route
Student Elementary Secondary
Bus Stop
Student Elementary Secondary
Cohort
Student Elementary Secondary
Contact Person
Student Elementary Secondary
Diagnostic Statement
Student Elementary Secondary
Dropout Event
Student Elementary Secondary
hasAssociated
Elementary Secondary Transcript
Student Elementary Secondary
Emergency Contact
Student Elementary Secondary
Extra Curricular Program
Student Elementary Secondary
Family Relation
Student Elementary Secondary
Fr Free Reduced Fam App
Student Elementary Secondary
hasAssociated
Fr Head Start Eligibility Verification
Student Elementary Secondary
Home
Student Elementary Secondary
Individual Learning Plan
Student Elementary Secondary
Sponsor
Student Elementary Secondary
Student Academic Record
Student Elementary Secondary
hasAssociated
Student Administrator Conference
Student Elementary Secondary
hasAssociated
Student Advisor
Student Elementary Secondary
hasAssociated
Student Assessment Registration
Student Elementary Secondary
hasAssociated
Student District Enrollment
Student Elementary Secondary
hasAssociated
Student District Registration
Student Elementary Secondary
hasAssociated
Student School Assignment
Student Elementary Secondary
hasAssociated
Student Section Assignment
Student Elementary Secondary
isASynonymOf
Learner
Student Elementary Secondary
participatesIn
Class/Section
Student Elementary Secondary
participatesIn
Student Collaboration Group
Student Elementary Secondary
receivesServicesFrom
Substitute Teacher
Student Elementary Secondary
receivesServicesFrom
Teacher
Student Elementary Secondary
type
Client
Attributes
Show All
Ability Grouped Status
Absent Attendance Categories
Academic Honors Type
Activity Code
Activity Curriculum Type
Activity Involvement Beginning Date
Activity Involvement Ending Date
Activity Leadership/Coordinator Participation Level
Activity Level
Activity Title
Activity Type
Additional Geographic Designation
Additional Post-school Accomplishments
Additional Special Health Needs, Information, or Instructions
Address Type
Admission Date
Admission Status
Ala Carte Non-Reimbursable Purchase Price
Alias
Allergy Alert
American Indian or Alaska native
Amount of Activity Involvement
Amount of Non-school Activity Involvement
Apartment/Room/Suite Number
Asian
Assessment Reporting Method
Assignment
Assignment Finish Date
Assignment Number of Attempts
Assignment Type
Assignment/Activity Points Possible
At-Risk Indicator
At-Risk Status
Attendance Description
Attendance Status Time
Awaiting Initial Evaluation for Special Education
Base Salary or Wage
Birthdate
Black or African American
Boarding Status
Born Outside of the U.S.
Building/Site Number
Bus Route ID
Bus Stop Arrival Time
Bus Stop Description
Bus Stop Distance
Bus Stop from School ID
Bus Stop to School Distance
Bus Stop to School ID
Career and Technical Education Completer
Career Objectives
Change in Developmental Status
Citizenship Status
City
City of Birth
Class Attendance Status
Class Rank
Cohort Year
Community Service Hours
Compulsory Attendance Status at Time of Discontinuing School
Condition Onset Date
Corrective Equipment Prescribed
Corrective Equipment Purpose
Country Code
Country of Birth Code
Country of Citizenship Code
County FIPS (Federal Information Processing Standards) Code
County of Birth
CTE Concentrator
CTE Participant
Daily Attendance Status
Day/Evening Status
Days Truant
Death Cause
Death Date
Developmental Delay
Diagnosis of Causative Factor (Condition)
Dialect Name
Diploma/Credential Award Date
Diploma/Credential Type
Discontinuing Schooling Reason
Diseases, Illnesses, and Other Health Conditions
Displacement Status
Distance From Home to School
Dwelling Arrangement
Dwelling Ownership
Early Intervention Evaluation Process Description/Title
Economic Disadvantage Status
Education Planned
Electronic Mail Address
Electronic Mail Address Type
Eligibility Status for School Food Service Programs
Emergency Factor
Employment End Date
Employment Permit Certifying Organization
Employment Permit Description
Employment Permit Expiration Date
Employment Permit Number
Employment Permit Valid Date
Employment Recognition
Employment Start Date
End Date
End Day
End of Term Status
English Language Proficiency Progress/Attainment
English Proficiency
English Proficiency Level
Entry Date
Entry Type
Entry/Grade Level
Established IDEA Condition
Evaluated for Special Education but Not Receiving Services
Evaluation Date
Evaluation Extension Date
Evaluation Location
Evaluation Parental Consent Date
Evaluation Sequence
Exit/Withdrawal Date
Exit/Withdrawal Status
Exit/Withdrawal Type
Experience Type
Expulsion Cause
Expulsion Return Date
Extension Description
Family Income Range
Family Perceptions of the Impact of Early Intervention Services on the Child
Family Public Assistance Status
Federal Program Participant Status
Fee Amount
Fee Payment Type
Financial Assistance Amount
Financial Assistance Descriptive Title
Financial Assistance Qualifier
Financial Assistance Source
Financial Assistance Type
First Entry Date into a US School
First Entry Date into State
First Entry Date into the United States
First Name
Former Legal Name
Full Academic Year Status
Full-time Equivalent (FTE) Status
Full-time/Part-time Status
Future Entry Date
Generation Code/Suffix
Gifted and Talented Status
Gifted Eligibility Criteria
GPA Weighted
Grade Earned
Grade Point Average (GPA): Cumulative (High School)
Graduation Testing Status
Head of Household
Health Care History Episode Date
Health Care Plan
Health Condition Progress Report
Highest Level of Education Completed
Hispanic or Latino Ethnicity
Homeless Primary Nighttime Residence
Homeless Unaccompanied Youth Status
Homelessness Status
Honors Description
Hospital Preference
IDEA Status
Identification Code
Identification Procedure
Identification Results
Identification System
IEP Transition Plan
IFSP Goals Met
Illness Type
Immigrant Status
Immunization Date
Immunization Status
Immunization Type
Immunizations Mandated by State Law for Participation
Impact of Early Intervention Services on the Family
In-school/Post-school Employment Status
Individualized Program Date
Individualized Program Date Type
Individualized Program Type
Information Source
Initial Language Assessment Status
Injury Circumstances
Injury Description
Insurance Coverage
International Code Number
IP Address
Language Code
Language Type
Languages Other Than English
Last/Surname
Last/Surname at Birth
Length of Placement in Neglected or Delinquent Program
Length of Time Transported
Life Status
Limitation Beginning Date
Limitation Cause
Limitation Description
Limitation Ending Date
Limited English Proficiency Status
Marital Status
Marking Period
Maternal Last Name
Meal Payment Method (Reimbursable/Non-reimbursable)
Meal Purchase Price (Reimbursable)
Meal Service
Meal Service Transaction Date
Meal Service Transaction Type
Meal Type
Medical Laboratory Procedure Results
Medical Treatment
Medical Waiver
Middle Initial
Middle Name
Migrant Certificate of Eligibility (COE) Status
Migrant Classification Subgroup
Migrant Continuation of Services
Migrant Last Qualifying Arrival Date (QAD)
Migrant Last Qualifying Move (LQM) Date
Migrant Priority for Services
Migrant QAD from City
Migrant QAD from Country
Migrant QAD from State
Migrant QAD to City
Migrant QAD to State
Migrant Qualifying Work Type
Migrant Residency Date
Migrant Service Type
Migrant Status
Migrant to Join Date
Migratory Status
Military Service Experience
Minor/Adult Status
Multiple Birth Status
Name of Country
Name of Country of Birth
Name of Country of Citizenship
Name of County
Name of Institution
Name of Language
Name of State
Name of State of Birth
National/Ethnic Origin Subgroup
Native Hawaiian or Other Pacific Islander
NCLB Title 1 School Choice Eligible
NCLB Title 1 School Choice Offered
NCLB Title 1 School Choice Transfer
Neglected or Delinquent Below Grade Level Status
Neglected or Delinquent Pre-test and Post-test Status
Neglected or Delinquent Program Placement Duration Status
Neglected or Delinquent Program Type
Neglected or Delinquent Progress Level
Neglected or Delinquent Status
Nickname
Non-course Graduation Requirement Date Met
Non-course Graduation Requirement Scores/Results
Non-course Graduation Requirement Type
Non-resident Attendance Rationale
Non-school Activity Beginning Date
Non-school Activity Description
Non-school Activity Ending Date
Non-school Activity Sponsor
Non-school Activity Type
Nonpromotion Reason
Notice of Recommended Educational Placement Date
Number of Days Absent
Number of Days in Attendance
Number of Days of Membership
Number of Dependents
Number of Hours Worked per Weekend
Number of Hours Worked per Work Week
Number of Minutes per Week Included
Number of Minutes per Week Non-Inclusion
Number of Tardies
Other Name
Overall Diagnosis/Interpretation of Hearing
Overall Diagnosis/Interpretation of Speech and Language
Overall Diagnosis/Interpretation of Vision
Overall Health Status
Participant Role
Participation in School Food Service Programs
Payment Source(s)
Percentage Ranking
Personal Information Verification
Personal Title/Prefix
Placement Parental Consent Date
Planned Assessment Participation
Points/Mark Assistance
Points/Mark Value
Points/Mark Value Description
Post-school Recognition
Post-school Training or Education Subject Matter
Postal Code
Preparing for Nontraditional Fields Status
Present Attendance Categories
Primary Disability Type
Primary Telephone Number Status
Program Eligibility Date
Program Eligibility Expiration Date
Program Eligibility Status
Program Exit Reason
Program of Study Relevance
Program Participation Reason
Program Placement Date
Program Plan Date
Program Plan Effective Date
Progress Toward IFSP Goals and Objectives
Promotion Testing Status
Promotion Type
Public School Residence Status
Qualified Individual with Disabilities Status
Race
Reason for Non-entrance in School
Recognition for Participation or Performance in an Activity
Reevaluation Date
Referral Cause
Referral Completion Date
Referral Completion Report
Referral Date
Referral Purpose
Related Emergency Needs
Released Time
Religious Affiliation
Religious Consideration
Residence after Exiting/Withdrawing from School
Residence Block Number
Resident
Resource Check Out Date
Resource Due Date
Resource Title Checked Out
Responsible District
Responsible District Type
Responsible School
Routine Health Care Procedure Required at School
Safety Education Status
School Choice Applied Status
School Choice Eligible Status
School Choice Transfer Status
School District Code of Residence
School Food Services Eligibility Status Beginning Date
School Food Services Eligibility Status Determination
School Food Services Eligibility Status Ending Date
School Food Services Participation Basis
School Health Emergency Action
School ID from which Transferred
Score Interpretation Information
Score Results
Screening Administration Date
Screening Instrument Description/Title
Screening Location
Section 504 Status
Service Alternatives
Service Category
Service Plan Date
Service Plan Meeting Location
Service Plan Meeting Outcome
Service Plan Meeting Participants
Service Plan Signature Date
Service Plan Signatures
Sex
Social Security Number
Social Security Number (SSN)
Special Accommodation Requirements
Special Diet Considerations
Special Education FTE
Start Date
Start Day
State Abbreviation
State FIPS (Federal Information Processing Standards) Code
State of Birth Abbreviation
State Transportation Aid Qualification
State-assigned Code for Institution
State-assigned County Code
Street Number/Name
Student Program Status
Substance Abuse Description
Technology Literacy Status in 8th Grade
Telephone Number
Telephone Number Type
Telephone Status
Title I Instructional Services Received
Title I Status
Title I Supplemental Services: Applied
Title I Supplemental Services: Eligible
Title I Supplemental Services: Services Received
Title I Support Services: Services Received
Title III Immigrant Participant Status
Title III LEP Participation
Total Cost of Education to Student
Total Distance Transported
Total Number in Class
Transition Meeting Date
Transition Meeting Location
Transition Meeting Outcome
Transition Meeting Participants
Transition Plan Signature
Transition Plan Signature Date
Transition Service Description
Transportation at Public Expense Eligibility
Transportation Status
Tribal or Clan Name
Tuberculosis Test Type
Tuition Payment Amount
Tuition Status
Uniform Resource Identifier
Unsafe School Choice Offered Status
Unsafe School Choice Status
User/Screen Name
Voting Status
Ward of the State
White
Work Experience Paid
Work Experience Required
Work Type
Zip Code
Zone Number
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Remember– the Utah State Office of Education’s official statement still goes like this:
Nothing in Utah’s adoption of the Common Core State Standards promotes data mining of student’s personal information or other inappropriate use of student data. The Utah State Board of Education is committed to student and teacher privacy and will not share personally identifiable data.
–Please contact the state school board! I don’t think they understand what the Utah SLDS is doing, nor how weak the current policy is, against the mighty designs of the federal government, how the Common Core standards and tests play into the data mining scheme, or what the U.S. Department of Education has done to circumvent parents and Congress.
The Utah State School Board’s group email address is Board@schools.utah.gov
Sorry ladies but I think the only alternative parents will have is to either submit to the communist plot or withdraw your children from school. Believe me if we had a national movement to withdraw children from school leaving the classrooms empty and BEP reduce to $0 the schools and the states will stop Common Core in a week. Sorry but time to take bold action and stop all the pussy footing around!!! We need to stop begging our elected officials to do what the voters want. WE have the power to stop this NOW if we take to the brave, bold steps needed to make it happen. All this begging and disruption to our lives and the lives of our children is not necessary. Lets start getting serious about this.
I think I agree…..I have home schooled my children for the last 5 years. and will continue to do so..but I will be letting others know, who have their children in public school about this issue. I am sure they have NO clue.
There is no need to collect ANY data. This country produced some of the greatest minds the world has ever seen prior to the computer being invented. There is no need to collect data except for devious reasons.
If you are in a charter school or if you are home schooling you will still be impacted by common core, if my understanding of what is taking place, because the SAT and ACTs are going to be realigned to the curriculum/standards – the CEO who helped write this is now in charge of the College Board….and if your Board of Educations inform you that they are not submitting this data to the “cloud” be aware that the next administration might and the pressure will be forthcoming from the top
Jack Scheidell
Elite private schools are not using Common Core and some of these schools even ban the use of computers in the classroom. So why aren’t they worried about the SAT? Don’t let fear of the SAT convince you to dumb your child down and let the government violate his or her privacy.
Christel, I can’t thank you enough for putting all this together. You have shown me things I didn’t know before and I am printing like crazy. I have to agree with Karen Bracken, we need to pull our kids out of the system and let them sink under their own destructive ways. They are playing with our children’s future and that is not tolerated! I have pulled my kids out of the public school and have dedicated even more of my life to giving them the best we possibly can.
I have also pulled my kids from public school and now private school here in Nevada. The many things I did not like about public school I now know were Common Core related. So we put our children in a private Christian school. They were there last year and we loved it. Now this year they informed parents that they were going to begin implementing the “wonderful CC standards!” Ugh….!!!! So after my losing battle (to the board) of bringing the dangers of Common Core to this wonderful little school we let the kids finish up the year and we now home school with a non CC aligned Christian curriculum!
In my opinion we should ALL be taking our kids OUT of public school. We need to make a stand as parents and they will get the point when they have no children there! No children=No money! I feel so many parents think that their kids “have” to go to public schools.
So even though we are now a home schooling family I realize that my fight against CC is not over. This evetually WILL affect home schoolers. It may in fact even be the begining stages of outlawing home schooling. How can they indoctrinate our children if they are not in public schools?
Anyway, my point is even if you pull your children from public/private school you have to continue to get Common Core OUT of our schools!
From my point of view taking your child out of school does establish a point, but I remind you that your child will be impacted by the common core and the data mining. For the moment he/she is protected by your move, but what about the other students who do not have parents capable of this avenue – home schooling, charters, or private?
My attack to the solution would be – is to go to the local boards of ed, state board of eds and to your state
representatives – in groups with petitions – vote the reps out who do not concur – an election is upon them – write letters to Obama – flood the phone banks – Use the Constitution – news paper adds – tv news interviews – what ever means necessary to help all children.
Jack Scheidell
I was able to click on this link this past week-> http://nces.ed.gov/forum/datamodel/eiebrowser/techview.aspx?instance=studentElementarySecondary but now it’s not working. Hmm.
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These “biological sensory tracking devices” sound exactly like a Scientology E-Meter. Scary! Thanks for the great blog!
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