Over a thousand pages long, the ESEA bill is now online for all to see. [UPDATE: another new version was re-released on Tuesday, a day after the first version, a day before the vote.]
You can divide it up among your friends and read it. [Newest version here] Or you can call Congress (202-224-3121) and tell them that this is a familiar (Obamacare) recipe for disaster: A thousand pages. No debate. Vote in two days. Strike that; vote in one day.
Did you know that the average reader can read nontechnical information at about two minutes per page? (This bill is highly technical, legalistic, ed reform language) So it will take a genius reader at least 2118 minutes (over 35 hours) to read the bill.
That’s without stopping for a meal or a potty break, without having his or her mind wander from the sheer absurdity of the reading marathon– reading this breathtaking page-turner straight for about nine hours. That’s without stopping to define terms, research context, look at background on policies and initiatives and programs that a reader will come across.
Next, that genius Congressman or woman who will read the ESEA bill without pause, without proper sleep or food, in 48 hours, will have analyzed it thoroughly, from Constitutional, pedagogical, technological, logistical, financial and moral angles; not missing any key clause that could alter the meaning of a section; and then collect constituent (teacher) input, while finding time to discuss this with fellow members of Congress– which will at best happen at Burger King or on the phone, because there’s no time being put aside for a real debate on the actual floor of the House. Simultanesously, he or she is responsible for other issues and other bills.
Ridiculous is not a strong enough word.
And valiant is not a strong enough word for the Indiana moms who, on their own dime, have flown to Washington D.C. this week to plead for sanity from Congressmen in this ESEA reauthorization process. God bless them.
Something is rotten in the state of the Republican party when such disgraceful processes and policies are presented as good and right.
Call their bluff. Let them know that we are onto them.
Michelle Malkin’s #STOPESEA video is available on her public Facebook page; click here to view. It was posted 18 hours ago and already has over 120,000 views. I hope each viewer called D.C. (202-224-3121) or tweeted to Congress @repjohnkline @SpeakerRyan or will do so now.
Michelle Malkin said in the video that even though many have not heard of the hashtag #STOPESEA, it is one of the most important issues on the table in Washington D.C. today.
She called out the media for not covering “bread and butter” education issues like this one and praised “firebreathing moms and dads” from across the political spectrum who “have been ever vigilant on all of the issues involving federal encroachment into education”.
Minute 3:
She noted that “so much of this process is taking place behind closed doors out of view of the public with back door and back room negotiations and no sunlight and no input from the people who are most affected. That’s you and your kids and your grandkids.”
Minute 4:15
“You’ve got a vote coming up in just a couple of days on this massive piece of legislation which isn’t accessible to the public yet [wasn’t as of last night; link just added] that many of these politicians on Capitol Hill will, of course, never read, and will have two days for their staffs to digest before they cast votes on it. It is supposed to be released November 30 with the first vote on December 2nd….Same-o Same-o, business as usual in Washington, D.C., don’t you think?”
Minute 5:
“What good is it to elect new GOP leaders who promise transparency and pay lip service –the same way that Barack Obama did– and then sabotage that very process? So much for Constitutional Conservatives.”
“Not only does the process stink, but as many of these vigilant parents have been warning about, it’s the actual policy itself that stinks, too.”
” One of the few heroes out there who’s been warming about this Senator Mike Lee from Utah, who during a floor speech on November 18th warned that voting for this ESEA/NCLB reauthorization will be tantamount to doubling down or tripling down on all of the awful Common Core concepts that have taken so long for so many so-called Constitutional Conservatives on Capitol Hill to finally acknowledge. It’s the expansion of the federal role in education and the meddling in the classroom; the cementing of grant money to all sorts of crony educational special interests; along with that of course is the continued federalization of curriculum, the cementing again of contracts and special arrangements between the federal government and a lot of tech companies in the business of leveraging the power and the money that they’re making on these boondoggles on everything from textbooks to testing to technology. And that data mining aspect, of course, is something that people across the political and ideological spectrum should be objecting to and warning other parents about, and opposing.”
Minute 7:00
“Of course, it’s hard to digest all that’s in these hundreds and hundreds of still unseen pages in just a matter of days. It’s an absolute disgrace. So Monday morning, tomorrow morning, I hope those of you who have been active in any manner in opposing Common Core will see the connection here…call your congress people: 202-224-3121. ”
She emphasizes that (see minute 8:47) for those in every type of schooling system, those in “public schools, private schools, private schools, charter schools, home schools, Christian schools, secular schools— there is no safe space from fed ed. That’s one of the most important messages I want to get across tonight.”
She adds, “There are all of these strategists in Washington, D.C., who are always puzzling and pulling their chins on, ‘how do they reach out to nontraditional consitituencies” and you have to watch out because when they start talking out loud you have to watch out… that they are about to pander, pander, pander, pander, pander and move to the left on everything… how do we reach out to nontraditional constituencies? What it really means is throwing all their conservative principles and conservative constituencies under the bus in some desperate attempt to cow-tow to nontraditional constituencies. What they should be doing is looking at issues where they can find agreement with people across the political spectrum, without compromising their principles … and yes, that includes Common Core and this massive expansion of the testing racket that has usurped so much of the already limited time that there is in the classroom? Guess what? It’s not just us right-wing, fire-breathing Mammas and Pappas who care about that.”
Minute 25:
“…Issues include all of the money that is being poured into overtly political organizations that are using our kids as political and ideological and pedagogical guinea pigs. And I can’t tell you how many parents and educators who span the political spectrum who I’ve talked to over the years since I’ve started learning about this, who tell me, “I don’t agree with practically anything else you say, but you are right on this.”
“It’s finding those issues and actually listening to the people who are affected, that is going to have the most promise for Republicans who are looking to win over people who otherwise wouldn’t vote for them. Education is one of those issues.”
Former U.S. Department of Education Senior Policy Advisor Charlotte Iserbyt, patriot, whistleblower, and author of The Deliberate Dumbing Down of America, has written an open letter to Senator Mike Lee of Utah, which is posted with her permission below. She asks him to follow up on his speech about the mishandling of the ESEA bill, by working to postpone further votes until an investigation is made into the House and Senate’s failure to adhere to Congressional Procedural Laws in regards to this bill.
Please read and share this letter, especially with the most freedom-friendly members of the House of Representatives, whose twitter handles are here.
———————————————————————————
Dear Senator Lee,
You, Senator Lee, appear to be a friend of parents, teachers and plain grassroots Americans who have serious concerns related to the Reauthorization of the Elementary and Secondary Education Act (ESEA/NCLB).
A significant number of parents and teachers wonder if the most effective way to stop the Reauthorization of ESEA might be for you to request a delay in the House vote Wednesday, December 2, due not to the controversial nature of the bill, but to the circumvention of procedural requirements in passage of all legislation by the Congress.
Concerned parents, teachers and others who have been following the history of this legislation believe there have been important and disturbing irregularities in the normal procedure related to enactment of legislation.
What has transpired since Janary when HR5 was first being considered is itself interesting.
Our first concern was when, in February, Rep. John Kline postponed the House Education Committee vote on HR5 (Student Success Act) knowing he didn’t have enough Republican votes for passage. His excuse was that an urgent Homeland Security vote took precedence.
We know that Sen. Alexander wanted to move very fast with his version of the Reauthorization of ESEA. All of us kept wondering when he would get his Senate bill in shape for a Committee vote. It took Alexander from January to July to feel comfortable in moving ahead, only after Rep. Kline managed to get a five vote majority on HR5 (Student Success Act) in July. Those of us who watched the House vote on C-SPAN can attest to Kline’s HR5 initially losing by a substantial number of votes. Suddenly, after the Congressional clock stopped ticking, the necessary five votes for passage came in. Shouldn’t that be investigated?
We parents and teachers, and other groups opposed to this legislation, ask you to speak out (formally) regarding the Senate and House Education Committee’s not following the procedural rules required for passage of legislation.
You certainly recognized that what happened in the Conference Committee’s handling of the last stages of passage of this bill was illegal, and we thank you so much for making a public statement in that regard.
“So, from the surface it will still look like the conference process is happening, is unfolding in the manner in which it is supposed to, but beneath the surface we know that all of this has already been prearranged, precooked, predetermined by a select few Members of Congress working behind closed doors free from scrutiny, and we know this vote was scheduled on extremely short notice so it would be difficult, if not impossible, for the rest of us to influence the substance of the conference report through motions to instruct.”
Could you, Senator Lee, request a postponement of any further votes by the House or Senate until an investigation is made into the House and Senate’s strict adherence to Congressional Procedural Laws in regard to the Reauthorization of ESEA?
Such a postponement would allow for not only Congress to have more time and input into the legislation, but for grassroots Americans (not the usual lobbyists who attend all hearings) to have more time to express our opposition to what we consider legislation which will end forever many of the freedoms enshrined in the United States Constitution.
Thank you very much for whatever consideration you can give to this Open Letter.
Use the hashtag #STOPESEA in every tweet. Even if you have zero followers, you can still tweet to anyone with an account. You just say “at” someone to tag them. For example, tag Speaker of the House Rep. Paul Ryan by writing @PRyan or @RepPaulRyanVP.
If you upload a video version of your #STOPESEA message to YouTube or a blog, it may be even better. I love each of the #STOPESEA videos that are circulating right now, but this one is especially effective because it is directed specifically at those who will vote in a few days on ESEA.
In the video, Utah mom Laureen Simper says to her D.C. representatives:
“UtahRepresentatives, should you be asked to vote for any legislation which you haven’t read? Your default setting should be no. As our representatives, representing us, these bills affect the lives of people, real people– real children, real families. You have no business voting for something that you haven’t had a chance to read. The purpose of law is not to abolish or to restrain freedom but to enlarge and preserve it… You have no business voting on something that you haven’t read, that hasn’t been open to public scrutiny, and you certainly have no business impacting our lives by voting yes to something that has been rushed through with an air and a shroud of secrecy….Tomorrow is Thanksgiving and instead of preparing dinner for the sixteen people I have coming, I am trying to figure out to post a video of myself, to take time to plead with my representatives… Please stop listening to the so-called experts and listen to the families who you represent.”
#STOPESEA VIDEOS – More have been added each day, and more will be added as they are made.
If you have made, or are willing to make, a #STOPESEA video, please post a link to it in the comments section below so I can repost it, or you can post it to the YouTube playlist linked here with the hashtag #STOPESEA.
Thank you to all those who are beginning to post their #STOPESEA videos. I know that there will be more.
My husband, a computer guy, used one of his programming metaphors on me when I was remarking to him that I wish I was pro, that I wish I had at least had the time to practice.
He said, “It’s better to make bridge just two lanes wide that actually goes all the way across than an eight lane bridge that only goes a quarter of the way.” In other words, I (and all of you) are right to post our message before we’ve polished the presentation.
You now have to wait on hold as often as not when you call the D.C. capital switchboard to leave a message for your Congressional reps (202-224-3121) and I’m hopeful, so I think that many of those calls are about #STOPESEA.
My rep Senator Chaffetz’ voice mailbox is full and cannot accept any more messages.
I’m not calling Sen. Lee (except to thank him) since I know where he stands on ESEA– with unclouded dedication to principles of liberty, proper representation and due process.
(I like to leave messages for other Congressmen that are out of my state, both the ones I like (Amash) and the ones I half mistrust (Ryan).)
And more people are making #STOPESEA videos. This means that not only is there a greater possibility that we might impact this vote by pushing this bill out of its secretive, speed-without-debate path (what one videomaker, Jenny Hatch, called adding “the sunshine, the absolute disinfectant of debate“) that this bill so desperately lacks– but it also means that all of our friends are learning why we do what we do, and why they might want to join us. Think about it: Every day, big corporations and wealthy factions pay full time lobbyists big bucks to make sure politicians see these bills their way. We, on the other hand, have nothing. We are mothers. We are teachers. We do not have time or money or connections like the monied lobbies do.
But we have two things they don’t have, things more powerful by far. One is the mother (or father) bear instinct. The parental passion is unstoppable. We love our kids.
The other is dedication that springs from the love we have for American liberty. That dedication comes from appreciating the freedoms that we, as Year 2015 Americans, can still enjoy– freedoms that millennia of humans through history have not experienced because they were subject to the whims of kings, and not the rule of law like the incomparable U.S. Constitution, which acknowledges God, which acknowledges that we human beings do tend to control, dominate, bully and rob from one another, but by separating the powers of government, by providing representation and rule of law, by using due process of thoughtful debate, and checks and balances– in this way, we leash that dangerous tendency and that is why America has created unparalleled prosperity and peace in this freedom under God.
ESEA, a huge bill about data and federal roles in local education, is being rammed through in the dark. The vote is in a week and there’s no access to the final bill yet. Senator Lee is right. This process is wrong.
Don’t let a handful of people decide for the entire elected Congress and the entire population of the US what education, testing, standards, and data privacy should be, without debate, and without reading the bill. The political careers of those who are ramming through this anti-freedom legislation in the dark without debate are going to be over once America wakes up and figures out what they have done to us.
I sat down and wrote out what I wanted to say this blog-video. It’s posted here, for those who don’t want to sit through twenty minutes of talking. Sorry that I had to read much of it rather than making eye contact all of the time. I just needed to get it said right.)
VIDEO CONTENT:
Happy Thanksgiving Week!
My name is Christel Swasey, and I am a teacher and a mother living in Pleasant Grove, Utah. Today is November 24, 2015. In less than one week a handful of secretive congressmen are expecting to pass a bill called ESEA, or the reauthorization of No Child Left Behind, without our informed consent or the informed consent of our elected representatives.
The final bill has not even been released yet but the vote is in a week. It won’t be read by turkey-gobbling Congressmen when it is released in a few days. But they’ll be forced to vote on Tuesday, uninformed or misinformed because all they’ll read is a sheet of talking points put out by the bill’s lobbyists. This will have a disasterous, long term effect on liberty in America.
I am asking you to help #STOPESEA by calling Congress at 202-224-3121. Tell Congress to vote NO on ESEA based on what’s slated to be in it, and maybe more importantly, based on the corrupt, un-American process of passing it without giving time to read and debate about it.
I’m a big fan of a phrase in the Declaration of Independence: THE CONSENT OF THE GOVERNED”.
The Declaration explains that to secure our God-given rights, we the people instituted government: “to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed…”
So government has no just powers outside of consent by the governed, and so my life, liberty and pursuit of happiness, and yours, are not secure when government is operating outside the informed consent of the governed. I am telling you that it is happening right now.
My own Senator, Mike Lee, has been an inspiration this week as he’s spoken out about this corrupt process and explained how it’s operating. He said that how the conference process is supposed to work is not how is has been conducted. Quote: “from the surface it will still look like the conference process is happening the way it’s supposed to, but beneath the surface, we know that all of this has already been prearranged, precooked, predetermined by a select few members of Congress working behind closed doors, free from scrutiny. And we know that this vote was scheduled on extremely short notice, so that it would be difficult if not impossible for the rest of us to influence the substance of the conference report through motions to instruct.” Senator Lee said, “Because process influences policy… the process expedites the passage of policies that we know don’t work—policies to which the American people are strongly opposed.” Then Senator Lee named a few of those bad policies, such as “the discredited common core approach” and the centrally planned, failed model of federal preschool which the bill will use $250 million to promote. There are many more terrible policies that ESEA will cement. I will list more later on in this video.
My own representative, Jason Chaffetz, has also been in the Congressional spotlight this week, shedding light on what the federal government, via the Dept. of Education, is doing to American privacy. I watched him in a video leading a congressional hearing on the improper practices of the Dept of Education in its student data collection and data mining programs. The hearing revealed that the federal Dept of Education has somewhere between one and two hundred ways that it collects data about your child and mine, but the Department only admits to having three because it contracts out the rest of the systems. As if that’s better. The hearing revealed that the Dept of Education received negative scores across every category of data security, and Rep Chaffetz gave the Dept. an “F”—calling it “a monster, an absolute monster”.
This is the same federal Dept of Education that is pushing, through the current ESEA bill, additional methods of mining student data.
But the things that Sen. Lee and Rep. Chaffetz oppose are not the only things that the ESEA bill will foist on us. I predict that the final version of the ESEA bill will contain many more grants to promote more “voluntary” data mining in addition to the compulsory data collection that’s already taking place; more federal preschools, more psychological profiling of teachers, students and families inside and outside of public schools under the banner of the kindly nanny state’s data-driven decision making, more career tracking, more longitudinal citizen stalking via college student and graduate reporting, more assessments or more deeply embedded forms of stealth assessments, and a subtle undermining of parental authority, teacher creativity and student autonomy from the community-centric, workforce-focused, data-focused initiatives in this bill. (We’ll see this week, won’t we?)
A group of over two hundred grassroots organizations representing most of the states in the United States signed an open letter to Congress opposing this ESEA bill. The letter outlines four things that are strong reasons to oppose ESEA. I’m summarizing. The first is–
COMMON CORE – the letter calls common core “academically inferior, developmentally inappropriate, psychologically manipulative and privately copyrighted Common Core Standards…” End quote. Now, in my opinion, the talking points that will be used to promote the bill will likely say that it’s common-core free, or at least, the bill will avoid using the phrases “common core” or “common data standards”. The bill will rely very deceptively on the fact that most people don’t know that there is an official federal definition of common core. That other phrase that the bill WILL include, repeatedly, is: “career and college ready standards” or “career and college readiness”. Do an internet search for the federal definition of “college and career ready”. You’ll find that the phrase is officially defined by the federal Dept. of Education as “standards common to a significant number of states” which can only be the common core.
The second reason that the grassroots letter asks Congress to oppose ESEA is its push for:
ASSESSMENTS THAT PROFILE CITIZENS – the letter calls an over-reliance on tests never independently validated, high-stakes standardized tests supervised by the federal government , tests that are psychologically profiling our children more than assessing their academic knowledge…a problem. The third reason to oppose ESEA is:
SLDS – State Longitudinal Database Systems (stalking of kids by the government) and the massive increase in state and federal gathering of private family, education and psychological data … without consent. The fourth reason:
CAREER TRACKING – Career tracking, which undermines self-determination by means of unconstitutional profiling…”
Some people don’t understand why it’s a bad thing for the government to centrally manage and guide (or control) citizens into different career tracks; some think that’s helpful for the individual and good for the collective economy.
But I think of a quote from my favorite Disney movie, “Prince of Egypt” where Moses says, “No kingdom should be made on the backs of slaves”.
Since student self-determination is undermined by the dictates of the government’s workforce needs, even if it is data-driven dictatorship, and since a student’s interests won’t be judged as equally important to a student’s capabilities when the collective workforce or the government is the main determiner of what that student’s career path should be, we are creating a system for our children where they are not free. Maybe it is an exaggeration to say that education reforms are aiming to build a global kingdom on the backs of children without their consent; but I think, in the long run, maybe not.
Either you believe that parents are the God-given authority over a child, or you believe that children’s lives should be managed by the government and its “data driven decision making,” for the building up of the government’s economy– in the style of countries without freedom, like China.
Either you support the continued tracking and nonconsensual stalking of your child and family, using local schools as the data collection pawns in a federal system that tracks children and families for life, –or you believe in freedom, self-determination and privacy.
Either you believe that individuals should control their own lives despite the risks that freedom allows, or you believe that the government should control the lives of the people, because of the risks that freedom allows. If you are getting sucked into believing the latter, please remember this: we the people created government. We own it; it did not create us and it does not own us. It cannot boss us without our consent. Anytime government does a thing without the full, informed consent of the governed, it is unjust and it is dangerous.
But government can and does get away with bossing and bullying –when we let go of our own power. I am asking you to use your power to call and stop ESEA this week.
Because Congress isn’t being given time to read or debate the bill prior to a vote, the bill’s promoters will pass out a sheet of biased talking points for the rest of Congress to read before they vote (this is how they got the Student Success Act passed) –and these talking points will sound so good. But they will be full of lies.
I know this because I saw the last set of talking points when they passed the house and senate versions of this monster bill. They had things that successfully deceived almost all of our elected conservatives, such as: “this bill will reduce the federal footprint” and “this bill restores power to the states and localities”—these things weren’t true.
Rather than restoring power to the localities, the bill assigned enforcement of federal priorities to the localities. Think about that: there’s a big difference between assigning federal priority enforcement and implementation to states, and actually restoring freedom to states. The new bill will likely use many phrases conservatives love while it also intrudes on basic rights and institutions, for example, on private schools and home schools by offering them attractive grants or services –in exchange for student, teacher and family data. It’s all about data—it’s all about reducing citizen privacy, because information is power.
And the bill won’t be written in clear language that is accessible to the average person. You will have to really study it and find out what its words and phrases mean in definitions outside the bill itself, to understand what is being traded.
The bill and its talking points will likely use language to appeal to the compassionate person, but it will force the federal concept — a parent-replacing definition– of government compassion. It will promote parent-neutralizing, nanny-state enabling concepts and programs, including increased data mining –to identify (quote) ”academic, physical, social, emotional, health, mental health and other needs of students, families, and community residents.” The last bill promoted “Full Service Community Schools” and “student needs” and “wraparound services” and extended learning time that make school, not family or church, the central hub of a child’s life.
202-224-3121. Memorize that number or put it in your speed dial. Ask Congress to vote NO on ESEA.
It is wrong for you and I to sit by while the partnership of federal and corporate forces take away our authority by changing who gets to define and enforce what learning means and what will be learned –taking this authority from the parent and teacher; and reassigning it to the government;
It is wrong for you and I to sit by while the federal government narrows academic freedom by dicating a communistic, workforce-centered vision of what academic success is for;
It is wrong for you and I to sit by while the federal government cements into federal law the common core standards.
It is wrong for you and I to sit by while the federal government cements processes built on student-stalking common data standards and interoperable state databases that report to the federal edfacts data exchange, tracking children’s academic and psychological data, without consent;
It is wrong for you and I to allow any kind of assessments to be mandated upon us by federal forces, whether in the form of formal, standardized tests or stealthy, embedded tests that are quietly woven into the daily curriculum and assignments of students. These tests lock us into a federal definition of what academic excellence looks like and will narrow academic creativity in classrooms that are built on one standard and one set of data tags and tests. They certainly make things more efficient, but at the expense of a teacher’s professional judgment and her curricular liberty.
It is wrong for you and I to sit by while a few members of Congress ram a bill through, mostly in the dark, without allowing any space for analysis or debate. It is truly a dark and un-American process.
Fight for freedom with your telephone.
These freedoms, once lost, won’t come back easily: the freedom to define with our own conscience and intellect what education should look like; the freedom from invasion of privacy; the freedom from being centrally managed and tracked without consent. These are not small things.
I’m asking you to call 202-224-3121 and tell Congress to vote NO on ESEA.
Even if you had time to read the final version of the new ESEA bill which will get released days from now –which you won’t, because you’ll be eating turkey– and even if you agreed with every word (which I’m betting you won’t, because Senator Alexander’s view of ed reform is sick and wrong) –but even if you liked it– shouldn’t you, on principle, still oppose its passage, based on the devious process being used, a pushing of laws into their cemented form without representative debate– very fast, and mostly in the dark?
Senator Mike Lee’s fight against this now-brewing, corrupt, “new” No Child Left Behind, inspires me. His backbone in standing up to the corruptos in Congress that are pushing ESEA is a rare treasure in politics. Do you realize that he’s fighting for the actual freedom of our children and grandchildren? This is real. Listen to him.
Senator Lee’s railed against some of the corruption; for example, its $250 million plan to hurt good preschools by pushing loser-federal preschools on all; its cementing of Common Core standards, etc. There’s more brewing that he hasn’t taken time to denounce yet, such as its creepy, parent-ditching “community school” program that puts government ahead of families, churches or anyone else in influencing kids and eating up too much of kids’ time; and its cementing of common, kid-stalking data tags (CEDS) –but you can study all of that.
(I keep calling the other members of the Utah delegation to leave messages asking them to join his fight. Please do, too.)
This process that Senator Lee speaks of is so corrupt.
It is un-American to make Congress vote on something so fast that it hasn’t been vetted or understood by voters. It is un-American to skip debate and to ditch input. We all know that this law will weigh heavily on everyone who will be ruled by it afterward. Shouldn’t voters have a real opportunity to look at the bill from all angles and then take the vote?
Senator Lee has pointed out that the process creates the policy. This is how ESEA/NCLB is to be rammed down the throat of Congress (and all of us) next week.
Step one: right now, a tiny handful of pro-reauthorization members of Congress, behind closed doors, are cooking up the poison pill.
Step 2: They’ll speed it to a vote so fast that the rest of Congress has no time to think before swallowing, no chance to offer what they are supposed to be allowed to offer: “motions to instruct the conferees” (input).
Step 3: They’ll market it under the banner of good-sounding lies and slanted press releases and news stories that will successfully deceive Americans (including our politicians) into believing that control has been returned to the localities. It won’t be true. But we’ll figure it out too late to easily reverse it. Because nobody’s going to really read the bill before they vote yes.
The draft was released a few day ago.The bill won’t be released until next week, the same week that the vote will be taken: December 2.
This hurried method is a sick pattern used by the Obama administration. We saw Secretary Duncan push states with the monetary lure of “Race to the Top” millions to adopt Common Core and its tests and SLDS systems for a chance in that race. Before that, there was the ARRA funding that was tied, among other things, to governors agreeing to get federally-approved student data collection systems and standards.
Now, the speed of ESEA will similarly maim freedom, pushing these controversial programs into nation-binding law.
I’m reposting Senator Lee’s entire speech below.
After you read it, please call. This monster will affect all Americans for years to come.
Ask for any senator and representative in D.C. at 202-224-3121. Say, “VOTE NO ON ESEA.” Done? Thank you!! Please call again. Then call for your neighbor who isn’t taking the time to call. Skip the gym or the crochet project and call some who aren’t your direct reps, too. Leave them messages — ask them to call you to account for how they plan to vote on December 2.
Politicians need constituents’ support to get re-elected. Tell them that this is a make or break issue; you won’t vote for them again if they vote yes on ESEA. Your voice and vote are leverage.
At some point today the Senate will vote on the motion to appoint conferees – or what’s often called the motion to go to conference – for a bill that reauthorizes the Elementary and Secondary Education Act, or the ESEA, which is the legislation governing our federal K-12 education policy.
Because most Americans have probably never heard of this obscure parliamentary procedure – the motion to appoint conferees – I’d like to take a moment to explain how it works… or at least, how it’s supposed to work.
When the House and the Senate each pass separate, but similar, bills, the two chambers convene what’s called “a conference.”
A conference is essentially a meeting where delegates from each chamber come together to iron out the differences between their respective bills, and put together what’s called “a conference report” – which is a single piece of legislation that reconciles any disparities between the House-passed bill and the Senate-passed bill.
Once the delegates to the conference – the conferees – agree on a conference report, they bring it back to their respective chambers, to the House and to the Senate, for a final vote.
It’s important to note here that, once the conference report is sent to the House and the Senate for a final vote, there’s no opportunity to amend the legislation. It’s an up-or-down vote: each chamber can either approve or reject the conference report in its entirety.
If each chamber votes to approve the conference report, it’s then sent to the president, who can either sign it into law or veto it.
So what we’re doing today is voting on the motion to appoint conferees for the reauthorization of the Elementary and Secondary Education Act.
Earlier this year, both the House and the Senate passed their own ESEA reauthorizations. And now, we’re voting to proceed to the conference process and to appoint certain senators to participate in that process as conferees.
Historically, and according to the way the conference process is supposed to work, this vote is not that big of a deal. Voting on the motion to appoint conferees is usually, and mostly, a matter of routine.
But it’s not a vote that should be rushed through on a moment’s notice, because it is the last opportunity for senators and representatives who are not conferees – such as myself – to influence the outcome of the conference process.
We can do that by offering what are called “motions to instruct the conferees.”
For example, let’s say I was not chosen to be a conferee to a particular bill, but there was an issue related to the bill that was important to me and to the people I represent – in that case, I could ask the Senate to vote on a set of instructions that would be sent to the conference to inform their deliberations and influence the substance of the conference report.
Mr. President, this is how the conference process is supposed to work.
But it is not how the conference process has been conducted with respect to this bill, the Elementary and Secondary Education Act reauthorization.
Sure, we’re still voting to appoint conferees.
And those conferees will still convene a conference.
And that conference will still produce a conference report.
So from the surface, it will still look like the conference process is happening the way it’s supposed to.
But beneath the surface we know that all of this has already been pre-arranged, pre-cooked, pre-determined… by a select few members of Congress, working behind closed doors, free from scrutiny.
And we know that this vote was scheduled on extremely short notice, so that it would be difficult – if not impossible – for the rest of us to influence the substance of the conference report through motions to instruct.
Now, why does this matter?
We know the American people care deeply about K-12 education policy. But why should they care about this obscure parliamentary procedure in the Senate?
They should care – and Mr./Madam President, we know that they do care – because the process influences the policy.
In this case, the process expedites the passage of policies that we know don’t work – policies to which the American people are strongly opposed.
For instance, it’s my understanding that this pre-agreement may authorize $250 million in new spending on federal pre-K programs – what amounts to a down-payment on the kind of universal, federally-run pre-K programs advocated by President Obama.
This would be a disaster not only for American children and families, but for our 21st-century economy that increasingly requires investments in human capital.
We know that a good education starting at a young age is an essential ingredient for upward economic mobility later in life. A mountain of recent social science research proves what experience and intuition have been teaching mankind for millennia: that a child’s first few years of life are critical in their cognitive and emotional development.
Yet we also know that too many of America’s public schools, especially those in low-income and disadvantaged neighborhoods, fail to prepare their students to succeed.
Nowhere has the top-down, centrally planned model of public education failed more emphatically than in our nation’s public pre-K programs. The epitome of federal preschool programs is Head Start, which has consistently failed to improve the lives and educational achievements of the children it ostensibly serves.
According to a 2012 study by President Obama’s own Department of Health and Human Services, whatever benefits children gain from the program disappear by the time they reach the third grade.
But because bureaucracies invariably measure success in terms of inputs, instead of outcomes, Head Start and its $8 billion annual budget is the model for Democrats as they seek to expand federal control over child care programs in communities all across the country.
This bill also doubles down on the discredited common-core approach to elementary and secondary education that the American people have roundly, and consistently, rejected.
Mr. President, parents and teachers across America are frustrated by Washington, D.C.’s heavy-handed, overly prescriptive approach to education policy.
I’ve heard from countless moms and dads in Utah who feel as though anonymous government officials living and working 2,000 miles away have a greater say in the education of their children than they do.
The only way to improve our K-12 education system in America is to empower parents, educators, and local policymakers to meet the unique needs of their communities and serve the low-income families the status quo is leaving behind.
With early childhood education, we could start block granting the Head Start budget to the states.
This would allow those closest to the children and families being served to design their own programs – rather than spending all their time complying with onerous, one-size-fits-all federal mandates – and designate eligible public and private pre-schools to receive grants.
We know this works because many states are already doing it. In my home state of Utah, for instance, United Way of Salt Lake has partnered with two private financial institutions, Goldman Sachs and J.B. Pritzker, to provide first rate early education programs to thousands of Utah children.
They call it a “pay-for-success” loan.
With no upfront cost or risk to the taxpayers, private capital is invested in the Utah High Quality Preschool Program, which is implemented and overseen by United Way.
If, as expected, the preschool program results in increased school readiness and improved academic performance, the state of Utah repays the private investors with the public funds it would have spent on remedial services that the children would have needed between kindergarten and the twelfth grade, had they not participated in the program.
Washington policymakers should not look at Utah’s pay-for-success initiatives – and other local success stories like them – as potential federal programs, but as a testament to the power of local control.
Mr. President, we shouldn’t expand Washington’s control over America’s schools and pre-K programs. Instead, Congress must advance reforms that empower parents – with flexibility and choice – to do what’s in the best interest of their children.
The policies in this bill move in the opposite direction.
Parents and Educators Against Common Core Standards posted the following incredibly important video of this week’s “Information Security Review” of the US Department of Education which was led by Utah Representative Jason Chaffetz.
Please watch it.
Chaffetz opens the discussion (minutes 1-9) showing slides of the US Department of Education getting an “F” in protecting student data –with negative scores across every category. The students’ vulnerability, Rep Chaffetz says, is huge, not only students but for their parents, because of data collected, for example, in the National Student Loan Database which collects data that families fill out and submit together.
(He doesn’t mention this, but each state’s SLDS system gathers and feeds data from your child’s schoolwork to the state to the feds, too; for example, via the EdFacts Data Exchange.)
Next, Chaffetz says that the Dept. of Education is responsible for 4 billion dollars in improper payments (minute 8:30) which will be discussed in the next hearing in detail (not during this one).
After summarizing the mismanagement of funds and data, Chaffetz summarizes the gargantuan harms of the Department of Education: “It has become a monster, an absolute monster. We don’t know who’s in there; we don’t know what they’re doing.”
Then, the hearing begins.
Listen at minute 43 to minute 47. Those four minutes blew my mind. The US Dept. of Education’s representative, Dr. Harris, nervously skirts having to directly answer the question, at first, of how many databases it holds. It admits to three. The chairman says that it has at least 123, but if you count all of the data contractors, there are countless more. The only way that the Dept. of Education can say it only has three is by pretending that it is not responsible for, or does not subcontract out, the service, the questioner points out. And those high numbers of organizations collecting data for the US Dept. of Education mean a high probability that data will be compromised.
Meanwhile, most people believe that student data remains with the teacher and principal; those who do know that there’s a state/federal database believe that it’s a good thing; and they tell me that my opposition to permitting databases to stalk our kids is baseless, that the Utah State Office of Education does not release individual students’ information and that nonconsensual student data mining could never have a down side.
Legendary US Dept of Education whistleblower Charlotte Iserbyt has pointed out at her blog, ABCs of Dumbdown, that some members of Congress are deliberately concealing machinations of No Child Left Behind/ESEA and are planning a rushed vote so that no time is allotted for public scrutiny nor for full Congressional analysis of the huge federal law. She also points out that others, like Utah Senator Mike Lee, aren’t falling for the ruse.
“So from the surface it will still look like the conference process is happening, is unfolding in the manner in which it is supposed to, butbeneath the surface we know that all of this has already been prearranged, precooked, predetermined by a select few Members of Congress working behind closed doors free from scrutiny, and we know this vote was scheduled on extremely short notice so it would be difficult, if not impossible, for the rest of us to influence the substance of the conference report through motions to instruct.”
Senator Lee also stated that the new ESEA/NCLB aims to spend $250 million on federal preschool, even though:
“Nowhere has the top-down, centrally planned model of public education failed more emphatically than in our nation’s public pre-K programs. The epitome of federal preschool programs is Headstart, which has consistently failed.”
Senator Lee noted that the bill must be stopped because it cements Common Core:
“The bill also doubles down on the discredited common core approach to elementary and secondary education the American people have roundly and consistently rejected. Parents and teachers across America are frustrated by the heavy-handed, overly prescriptive approach to education policy by Washington, D.C. I have heard from countless moms and dads in Utah who feel as though anonymous government officials living and working 2,000 miles away have a greater say in the education of their own children than they do.”
Please call the US Capital in D.C. to ask your senators and representatives to VOTE NO on ESEA/NCLB reauthorization. 202-224-3121.
For additional information and details on who is fighting with us and why we must stop the bill,click here.
Call 202-224-3121 to be connected to your Representatives and Senators in D.C. today.
They are about to vote to pass No Child Left Behind/ESEA in a new form that is Constitutionally unacceptable.
It promotes accountability, backwards. Instead of the creation (government school system) being accountable to its creator (We, the individual People) this NCLB/ESEA proposed law wants We, the People accountable to the creation itself via data tagging and an increase of laws to bind us.
You can also just read the official US Dept. of Education blog to see the at-first-glance-seemingly-innocuous words from Secretary Duncan:
“…the nation is at a crossroads with two different paths for an new ESEA — a choice with moral and economic consequences“. That is true. Then he says, “ESEA should be replaced with a law that ensures opportunity for every child in this country; strengthens our nation economically; and expands… accountability.”
Do you see any dangerous false premises behind those words?
It’s based on the premise that the new version of ESEA is a better law, which is false. ESEA cements big government controls over citizens, assumes that the federal government knows best how to define and how to turn around struggling schools; increases the workforce-not-academic mindset of schools; pushes toddlers into the government influence with early childhood education fund promotion, and builds its whole monstrous mess on federally structured, interoperable, common longitudinal databases (SLDS), and common educational data standards— data tags that are nonconsensual citizen tracking for most of the person’s life. That alone should give Congress a second thought.
It assumes that the federal government Constitutionally does, or morally should, hold the power to influence “every child in this country”. But the Constitution says otherwise. So does the Bible.
It assumes that economic fulfillment, defined by government, is a proper role of a school system. That’s communism, folks. In America, we go to school to learn truth– not to be minimally trained in order to serve the government’s definition of what the economy needs.*
It assumes that accountability should be from students, teachers and schools to Big Government. False. That’s almost exactly backwards. Accountability should be from public servants (teachers, state officials, and elected officials, to the clients of public ed: that is, voters, student familes, and taxpayers. We the People created government. We created the school system. The creation cannot demand accountability from its creator. The creation cannot boss its creator –unless We the People who created it, are sweet-talked and bribed by Duncan and others into allowing it. We the People must hold on to the reins of power and not become sheep to our own creation. But ESEA is threatening us.
*The Business Roundtable has written a letter to Congress that says, “A prepared workforce is essential for U.S. employers of all sizes. This is how we guarantee a brighter future for our workers and their families. We ask you to encourage the conferees to strengthen ESEA’s accountability provisions. Schools should be required to implement support strategies in cases where students are not meeting state-defined achievement goals…”
What? Corporations want Congress to pass ESEA so that schools will be forced to move toward a workforce-based, rather than a liberty and individual-based, achievement plan. That sounds no different that the thinking of the communist countries’ systems. Decision making for children should never be based on the judgment of the government machine’s economic dictates –but on what the student, with guidance from the parent, and trusted teachers, choose.
Please don’t be fooled by the cronies’ talk. This is America. We want academic and creative and computer freedom, not a top-down system run by the coupling of government to corporation, which bypasses the will of the voters and the individuals that must abide by it.
Call today. Tell your Senator and Representative in DC to vote NO on ESEA reauthorization. 202-224-3121.
Elder M. Russell Ballard’s keynote speech a few weeks ago at the World Congress of Families pointed out that sometimes, schools and school systems make decisions that are a direct assault on the role of parents in raising their children. (Hear one poignant story at minute 8:30) He also pointed out that most nations, including the United States, signed a document agreeing to respect the liberty of parents. (Article 18 of the International Covenant on Civil and Political Rights states that signers agree that parents have the right “to ensure the moral and religious education of their children in conformity with their own convictions.)
1) First, I’m sharing an open letter of fellow Utah mom, Rhonda Hair, to the State Board, protesting Utah’s move toward inept common national science standards;
2) Second, I’m sharing a link to a review of the “science” in these standards by top biology professor Stan Metzenberg, published by Pioneer Institute;
3) Third, I’m republishing Alpine District board member Wendy Hart’s video alerting the public to the error of Utah adopting NGSS (also known as Utah’s New Science Standards or Massachusetts’ “new” draft science standards.
Dear Utah State School Superintendent Brad Smith, State Science Specialist Ricky Scott, and State School Board Members:
I filled out the survey and would like to let you know a few things.
First, I am frustrated with the survey: it reads like a scholarly paper and is inaccessible to so many parents who intuitively know what is good but are intimidated by its complexity and minutiae. As a consequence, only parents who have obtained high-level education are going to feel confident about filling out such a survey. Are they the only parents who matter? I’ve been told you keep hearing from professors that these standards are great. Of course they think that. Your survey and standards draft are aimed at people at that level, and they live in a fairly insulated world of theory and numbers, not regular, real-world jobs.
Last time you offered a survey to parents, it was of a similar nature. I attended the board meeting when the results were reported. My survey was not counted; though I did give feedback, it didn’t fit your data set structure. If I remember correctly, only about 70 surveys had been filled out the way demanded. That is because what you are asking about is not what the parents are concerned about. You are asking about the cabins and furniture on a ship that has been hijacked.
While I do object to some specifics in the standards, what is most crucial in my opinion is the overruling of parental control that the Utah Board and Office of Education have done, with the legislature’s blessing. I don’t need to spend considerable time reviewing the standards (though I did) to know you are on the wrong track. These things should be decided at the very local level, where parents and teachers can work together to address the needs, wants, talents, and values of the families and individuals. The state Constitution specifies the Board is to have “general control” of education, which means what can apply to everyone, not “detailed control”. Your predecessors overstepped the intended bounds.
Please help remedy the situation by dropping these standards, rejecting federal strings and intervention, dropping state educational core curriculum, and allow the resulting vacuum to be filled naturally by the districts, schools, and families.
Sincerely,
Rhonda Hair
Parent of Utah public-ed students and homeschool students, B.S. in Elementary Education
“Astonishing” gaps in science content too large to be resolved editorially
BOSTON – Massachusetts’ draft pre-K through introductory high school Science and Technology/Engineering standards contain such startling gaps in science that they should be withdrawn from consideration, according to a new Policy Brief published by Pioneer Institute.
“The proposed science standards have significant, unacceptable gaps in science content,” says Dr. Stan Metzenberg, a professor of biology at California State University and author of “A Critical Review of the Massachusetts Next Generation Science and Technology/Engineering Standards.” “For example, they are stunningly devoid of Mendelian genetics and large parts of cellular biology. This is an astonishing oversight for a state that has notable institutions of higher education and a thriving biotechnology industry.”
At the high school level, the draft standards almost completely exclude Mendelian genetics. These concepts are not easily absorbed before high school, and their exclusion means students won’t be exposed to ideas that revolutionized biology at the beginning of the 20th century.
Their exclusion also makes it impossible to understand modern evolutionary theory and for students to grasp their own risk of carrying inherited disease. Massachusetts’ current science and technology/engineering curriculum frameworks include three Mendelian genetics standards.
The draft standards also exclude large parts of cellular biology, failing to teach high school students about the nucleus, mitochondria or chloroplasts.
Massachusetts currently has a curriculum framework for each of the body’s seven major systems (digestive, circulatory/excretory, respiratory, nervous, muscular/skeletal, reproductive and endocrine). But the draft would include these systems in a single composite standard, reducing students’ understanding and lessening their ability to talk to and understand their own physician and make healthy choices.
The draft standards never mention the name “Charles Darwin” and don’t adequately develop the basis for concepts of natural selection, making it exceedingly difficult to address Darwin’s theory of evolution in later grades.
Finally, the way the draft standards are written is overly complex, using sometimes ambiguous or grammatically incorrect language that fails to clearly communicate what students should know and be able to do. This ambiguity causes difficulty in the later grades.
About the Author
Dr. Stan Metzenberg is Professor of Biology at California State University, Northridge. He has 20 years’ experience teaching biological science at the university level. He was a senior science consultant for the Academic Standards Commission in California (1998) and a state Board of Education appointee to the California Science Project (1999-2003), the California Curriculum Development and Supplemental Materials Commission (2003- 2006) and a content review panelist for development of the California Standards Tests (1999-2010). He has recently assisted the ministries of education of Saudi Arabia (2010) and Qatar (2015) in training teacher leaders to use newly adopted science instructional materials.
About Pioneer
Pioneer Institute is an independent, non-partisan, privately funded research organization that seeks to improve the quality of life in Massachusetts through civic discourse and intellectually rigorous, data-driven public policy solutions based on free market principles, individual liberty and responsibility, and the ideal of effective, limited and accountable government.
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3. From Wendy Hart, board member of Alpine School Board, Utah’s largest public school district:
Thank you, Rhonda Hair, Professor Metzenberg, and Wendy Hart.
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And now, a few closing thoughts of my own:
ON ACADEMIC FREEDOM
The entire nation of scientists do not agree on a common core of science. Why should kids be forced to do so? Science is a quest. Academic freedom to question with a fully open mind, matters. NGSS ends that for schools. NGSS’s vision of truth, including political underpinnings of “green” science, is the only correct science.
While some members of the USOE have pretended that the anti-NGSS people (like me) are anti-science people who would force God and intelligent design on all students, and that we would have public schools teaching nothing but the Old Testament as science school, that is not true. It is the pro-NGSS people who want to limit truth. They want the one-sided, politically charged version of science, slanted toward controversial “facts” being accepted by students as unquestionable scientific standards of truth; they want kids to believe that global warming and climate change is a fact, for example– even though in the real world of real scientists, that is a hotly debated and far from settled scientific issue. They want kids to believe that Darwinian evolution is flawlessly true. But that’s not what real scientists agree upon. Academic freedom demands the continuation of these huge questions in the classroom. That won’t happen with NGSS and the associated tests and curriculum defining scientific truth from a slanted perspective.
ON MISSING OUT ON MORE THAN JUST A FEW STRANDS OF SCIENCE
Beyond academic holes such as missing Mendelian genetics and missing math in NGSS, beyond the blind acceptance of Darwin and an overabundance of green-slanted “science” –there is an even bigger issue. In adopting NGSS, we are losing the freedom to set our own standards in the future because NGSS alignment stifles and shackles us with common, aligned tests and common educational data standards that tag our students’ daily work.
ON THE LOSS OF CONTROL OF STANDARDS, TESTING AND PRIVATE STUDENT DATA
It is impossible to exaggerate the importance of preserving the right and power of our local teachers, principals, parents, scientists, and board members to influence what is to be taught as truth under the banner of science.
Adopting NGSS, which are not being called NGSS standards by the USOE, but which are, in fact, NGSS standards, (see the side by side comparison of NGSS to Utah’s “new” standards ) is more than adopting academically debatable, “new” but not “improved” standards.
It’s a decision to shackle our students and teachers to a nationalized, common content that NGSS is promoting, and to shackle them to the testing and data mining of student attitudes about this politicized science. This move makes it efficient and easy for centralized power-holders (NGSS, federal government, state government, CEDS-aligned researchers) who have no business doing so, to not only dictate what truth in science looks like, but what student “achievement” in science will be. Why give them that power?
Opting out of standardized testing will not get around these problems, by the way, since “embedded assessment” (aka stealth testing) will make every student using technology in any form, a data-mining gold mine, daily.
Please, wake up, friends!
We are, right now, putting Utah on the conveyor belt of politically loaded, pre-packaged “true science” defined only by NGSS, with matching SAGE tests (or the upcoming, embedded tests) to monitor whether our kids are buying their version of “true science”.
This grave error comes with long lasting consequences. It will be as immovable as any long-lasting, formative decision. Long ago, we decided to build I-15. Theoretically, we can put it somewhere else now. But that is not very likely when the traffic (as NGSS-aligned technologies, codes, curricula, tests, teacher professional development, textbook purchasing and more) begins to barrel down that imperious boulevard.
ON THE WORD “NEXT GENERATION”
Big wigs have verbally crowned their crime against academic freedom with the glittering term “next-generation science.” Some people fall for the term; it must be the next great thing with such a title; but NGSS buy-in is an investment in long-term political and academic snake oil. There is nothing modern and magical about this slippery snake oil except the very big marketing dollars behind it.
Inform your representatives and board members that you say “No” to NGSS. (State board email: board@Utah.schools.gov)
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Update: 11/13/15
Vince Newmeyer reported that:
“Board members have been told that the October draft is the existing standards updated with just the good stuff from the NGSS. To support their claim then produced a spreadsheet called the USEO standards crosswalk… I have taken their crosswalk and researched it further. The results are:
One new standard was written (6.3.4). Two standards originating from the current Utah Standards were added (7.2.4 & 8.1.2). Some existing NGSS standards went through a thesaurus translation but generally without change in character. Some NGSS standards remain word-for-word. Six standards were formed by combining two or more of the previous NGSS standards. Most of the previously duplicated standards were removed. Only one NGSS standard (MS-LS1-8) is not found. see also http://www.sciencefreedom.org/Issues-With-Oct-SEEd-Draft.html http://www.sciencefreedom.org/Oct-Utah-NGSS-Side-By-Side.html
USOE Admits that they Seek to generally adopt the National Next Generation Science Standard
USOE now admits in the materials distributed to the board members related to the October draft of the (UT SEEd) Standards October for their October 8-9, 2015 meeting that “Most SEEd standards remain based on the Next Generation Science Standards.” A similar statement is found in the foot notes of the introduction pages to each grade level of the standards released for the 30-day public review. (http://www.schools.utah.gov/CURR/science/Revision/SEEdStandardsDraft.aspx ) As we have seen in this text that “most” means that essentially all of the NGSS standard concepts are found in the October draft of the “Utah SEEd” with little added. More details are at my ScienceFreedom.org webpage under articles.”
After everything scientist and patriot Vince Newmeyer has written, after everything that people in other states have said and done (and sued about) concerning the INSANE error of adopting national, common science standards; after all the parental uproar here in Utah, still, the USOE is still moving ahead with its bullheaded determination to strip Utah of any local control and align everything we do to federal standards. I am convinced that this is simply because of USOE’s passionate devotion to money –not to children, teachers or education– but to continued federal grant eligibilty. There is no other logical explanation.
NGSS standards are beloved of the Obama administration (Obama launched a global warming education initiative recently). NGSS are politicized and controversial, which Utah’s previous standards were not. NGSS have been called the anti-science science standards because they minimize the scientific habit of actually questioning settled science, while maximizing “climate change” evangelism as presented by the left wing.
If Utah teachers and parents really wanted common NGSS standards, I would have to put a sock in my mouth and go away. But the Utah Office of Education (USOE) has underhandedly presented these standards, refusing to admit that they are NGSS (by changing one word here or there) and by calling them “Utah Science Standards”.
The public comment site is RIDICULOUS. I encourage you to go there tonight and spout off, but beware; they’ve made it hard. They have almost made it impossible.
Hence my letter today, sent to the auditing department, asking them to sock it to USOE for their dishonesty and sellout of our schools and kids and real science. Here’s the board’s email address if you feel so inclined to take a stand next to me on this issue. board@schools.utah.gov
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Dear Audit Department of USOE and State Board,
I am writing to ask you to audit the USOE’s public comment survey about the new NGSS/Utah Science standards.
These “standards” are being called “Utah Science Standards” but they are in reality the same as the NGSS, common national science standards. This fact has been concealed by USOE in its presentations to the public, unfortunately, but it is true.
Today is the last day that the public is invited to comment.
I am certain that very, very few people have commented. It severely restricts and frames comments. The micromanaging nature of the survey, which is a narrow, opinion-managing effort, does not allow for true public comment on the entire scope, process, nature and academic quality of the proposed standards.
It limits commenters to specific strands of specific grades and even limits the space for commenting itself! What if I was a science teacher who wanted to explain in scientific, pedagogic detail, why it’s so wrong to take out most of what we used to teach kids about electricity, for example? That has happened. But there’s no space for it on the survey.
But there is more.
Nowhere does the survey allow a member of the public to state opposition to the fact that these standards are IDENTICAL to the NGSS common, national standards.
Nowhere does the survey allow a member of the public to state opposition to the fact that these standards are exactly ALIGNED with federally-approved standardized testing. (This is probably why USOE pushed these narrowed standards so hard; federal cash follows federally-aligned standards for embedded CEDS tags.)
Nowhere does the survey allow a member of the public to state opposition to narrowing the science survey to only 6th through 8th grades.
Nowhere does the survey allow a member of the public to state opposition to the politically slanted nature of a new, extreme interest in environmentalism, materialism, and “climate change”; the survey pretends that the science standards are only about science.
Nowhere does the survey allow space for true freedom of expression.
I could go on.
It feels as if this survey was deliberately written to constrain the public to NOT say what they may want to say; as if the survey-data-tally officers wanted to be able to throw out any comments that did brought up the controversies that the creators didn’t want to discuss.
This is certainly an auditing issue.
Millions of dollars will be spent by USOE and the school system to replace Utah’s previous science curricula. Millions will go to “trainings” for teachers to alter our traditional, time-tested science pedagogy to make it match the new, NGSS, national-federal standards.
Money will be spent (wasted) not just in an excited, misguided grab for the latest and the best, but in a sickeningly politicized, even anti-God, materialism-belief-based, green-evangelized “science” that the USOE pretends is not NGSS.
The dishonest presentation of the 6th to 8th grade science standards to the public as if they were not NGSS is an issue for an audit. Does honesty matter, or not?
The money that will be spent bases in part on this very survey, will be taken from taxpayers to put Utah on the federally aligned (unconstitutional) curriculum for politicized science, which is an issue for an audit.
For almost four years, many of us (including teachers, like me) have been carefully, sadly following the activities of the USOE as it has, time and time again, sold out what’s best for Utah’s children, teachers, and future autonomy, for money. For grant upon grant upon federal grant.
It is sickening. NGSS alignment is more of the same.
Please audit this public comment survey and let’s insist that USOE be honest. Have a public comment survey that actually invites full commentary on all aspects of this transformation of our schools.
Audit this survey, and strike it. Have an honest look at NGSS and ask the public about moving to national standards for science.
Ask the public to evaluate NGSS, and call it what it really is. Audit whether it is even legitimate science. It redefines the concept by dropping the classic scientific model of questioning, basing itself and its unquestionable “facts” on controversial issues with heavy political underpinnings, not on real, actual, open-minded science.
Here’s the powerful open letter, signed by individuals and organizations from all over the country including several Utah grassroots organizations, asking Congress to stop the reauthorization of No Child Left Behind.
Wendy Hart, a member of the school board in Alpine School District, Utah’s largest district, has taken a public stand against the Utah State Office of Education’s adoption of NGSS national “Science” standards. You can, too.
Please watch her video and share it. When we don’t tell legislators or other elected officials how we feel, the USOE feels justified in assuming it’s fine with us.
COMMON CORE 
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