Utah State School Board to Vote on Science: Effects on Local Control, Academic Freedom   3 comments

poli science

In case there were not enough fires to put out for those who value academic freedom and local control of education, this week there’s another situation for Utah patriots to address that’s as important to me as the huge ESEA debacle.

This week, the Utah State School Board will vote to pass or not to pass (but by all indications, they will pass) a disaster akin to the day they adopted the Common Core and the day they accepted the student stalking database known as State Longitudinal Database System.  It’s called an update to Utah’s Science Standards, but it’s truly the same as the Next Generation Science Standards (which are the common core for science because NGSS standards, like Common Core, are federally approved, federal-test aligned, and are controlled by a little elite group far away who will centrally manage its “truth” without representation from us.)  And some “expert” Utahns think they’re dandy.

You are invited to the public meeting.  Here are details: http://www.schools.utah.gov/board/Meetings/Agenda.aspx

Sadly, the Utah State Office of Education created a stifling, manipulative “public comment” survey which many called into question (and asked for an audit) — but that survey’s results have not even been given to the Board, according to one board member.  That survey’s problems (and the attitude of USOE in general) included these:

  • Nowhere did 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 did 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 CEDStags.)
  • Nowhere did the survey allow a member of the public to state opposition to narrowing the science survey to only 6th through 8th grades.
  • Nowhere did 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 did the survey allow space for true freedom of expression.

schoolkids

If you truly want input, you will have to contact the Board members one by one.  (The USOE, too.)

Vince Newmeyer, who has been valiantly opposing Utah’s move toward NGSS, has composed a letter to the board, one that he hoped could serve as a template for others’ letters.  Here it is.

 

October 2015 Science Draft

Letter to the Utah State Board of Education

Dear State School Board Member,

Please reject the “SEEd” standards proposed in October 2015. These standards are obsessively focused on environmental and socialissues 1 and neglect many aspects of important science. These standards also do not explore evolution in light of the latest data available but continue promoting some evolution theories that have been discredited years ago.2 Furthermore, USOE has finally admitted that these standards are based3 on the Next Generation Science Standards, the science complement to the Common Core State Standards 4. In fact, there is only one NGSS standard not represented in this October draft 5. Our April “SEEd” draft of standards was a word-for-word 6copy of the NGSS contrary to the USOE’s repeated but false assertions 7. USOE officials have also made multiple public statements8 thatUtah would not adopt national standards beyond Common Core, yet that is essentially what they are doing.

A report that was presented at the conclusion of the 90 day public review of the April 2015 draft. Though a number of aspects were reported on by the USOE, one part of the public input was conspicuously missing. Emails from the public were not reported on by USOE.9The fact that emails were received was mentioned but no measure was given as to the overall public sentiment. Now at the conclusion of the October draft we see no report at all made available to the public that indicates what the results were on the 30 day public review of the October draft. Where is the USOE accountability to the public in this process?

It is argued by some, even some professors of our Utah campuses, that there is a consensus in science; that Global Warming 10 is primarily man caused and Darwinian Evolution (the concept that you, a fish, and a turnip are all distant cousins, separated only by time and chance chemical reactions) are essentially scientific fact11. As such they claim that man caused Global Warming and Darwinian evolution should be taught in our public schools without considering scientific evidence that speaks against such notions.12 It is alleged that true scientist don’t doubt Darwin but such assertions are not supported by the data.13 Science, they say, is reserved for that which is demonstrated 14 and not for teaching beliefs, yet we find that Utah university and public school science classrooms and are filled with the teachings of belief. These proposed standards invite much more, the turning of the science classroom into a mechanism to manipulate future societal thoughts and behaviors.15

None-the-less, here in Utah we like to think that our Utah science teachers and professors only teach actual science. Unfounded myths or beliefs about, for example, our origins, are reserved for places of faith. But even now, such is not the case.16 Also, studies have shown overwhelming support that “teachers and students should have the academic freedom to discuss both the strengths and weaknesses of evolution as a scientific theory.” According to polls, 80% of likely voters are in support of such education.17

Furthermore, even with the recent “clarifications” added to the October “SEEd” draft18, the clarity is no where near the clarity of the existing standards19. This is abundantly clear to those who have taken the time to read the proposed draft and then compare it to the current standards. Yes, modeling, etc. are useful learning tools and good teachers already to do that, and other teachers can be taught about such skills.

Another point: the slight20 positive adjustments that have been made to these standards from the Utah April 2015 word-for-word copy of the NGSS performance standards, will be essentially lost as school districts and teachers select textbooks, sample lesson plans, etc, from the array of “NGSS compatible materials” bringing our classroom education right in line with the materialistic perspective of the NGSS.

You sit on the Board of Education to represent us, the Parents of Utah, and not the elitist educational thinking that is politically popular today.

Again, please reject these standards.

Sincerely,

Concerned Citizens of Utah
Visit http://www.sciencefreedom.org/articles.html for access to resources and research that will help one understand the details and issues related to these proposed standards.

The survey conducted by the USOE on the October 2015 draft, did not give one an opportunity to express an overall thumbs down to reject the whole of the proposal. What they are saying is that you are going to get this NGSS based set of standards regardless of if you like it or not, although they will allow you to provide input for possible minor modifications.

Action Item: To show our discontent we should now make comments to Board members and the State Superintendent as input to these people should be available as the vote on the standards will not be held until the 5th of December (see below for contact info)

Contacts:

The entire Utah State Board of Education Members may be reached via

board@schools.utah.gov

Individual Board Member and Contact info is here
http://schoolboard.utah.gov/board-member-bios

You can find your specific school board representative
here http://elections.utah.gov/map/district-maps

Brad C. Smith
State Superintendent of Public Instruction
Utah State Office of Education
250 East 500 South
P.O. Box 144200
Salt Lake City, UT  84114-4200

Curriculum & Instruction
Phone: (801) 538-7698

Ricky Scott
State Science Specialist
Phone: (801) 538-7808
richard.scott@school.utah.gov

David Smith
Coordinator
Science, Technology, Engineering, Mathematics (STEM), Elementary Math (K-6)
Phone: (801) 538-7766
david.smith@schools.utah.gov

1The largest portion of the 6th grade standards are devoted to environmental issues. See http://www.sciencefreedom.org/Issues-With-Oct-SEEd-Draft.html and also http://www.sciencefreedom.org/Oct-Utah-NGSS-Side-By-Side.html

2See standard discussion of 7.5.4 at http://www.sciencefreedom.org/Issues-With-Oct-SEEd-Draft.html see also Professor Spicer TEDx talk on the theory of recapitulation https://www.youtube.com/watch?v=zzJP7QKUQ3U

3This admission from USOE was found on page 7 of the front material given to board members to introduce the October draft of the science standards. This is also documented in the footnote on the introductory page of each of the grade levels on the October draft of the standards. See http://www.sciencefreedom.org

4See paper “What? NGSS is Common Core Science???” http://www.sciencefreedom.org/NGSS-is-Common-Core-Science.html

5NGSS standard not represented in the October draft is MS-LS1-8. See http://www.sciencefreedom.org/Oct-Utah-NGSS-Side-By-Side.html for details.

6See http://www.sciencefreedom.org/Utah-NGSS-Side-By-Side.html

7See Utah Science Standards Review Meeting – May 19, 2015 https://www.youtube.com/watch?v=izVPsNYB6PU#t=3m56s

8See Utah’s Deceptive Science Standards Adoption https://www.youtube.com/watch?v=yQGN31POb_Y

9See http://sciencefreedom.org/USOE-Report-Reviewed.html

10Anthropomorphic or man caused global warming is questioned. Data and techniques use by researchers are challenged see JohnColeman challenges the science in new global warming study https://www.youtube.com/watch?v=Aq3LS4BVSA0 see also GLOBAL WARMING TEST http://www.geocraft.com/WVFossils/GlobWarmTest/start.html

11Example: Professor Tolman in the Science Standards Parent Review Committee stated that “Evolution theory is just as solidly supported by data as gravitational theory or relativity theory.” email in authors position.

12There are far too many resources which powerfully tend to falsify the Darwinian paradigm. Here are a few to start with: The Top Ten Scientific Problems with Biological and Chemical Evolution http://www.discovery.org/a/24041 and Respected Cornell geneticist rejects Darwinism http://www.uncommondescent.com/intelligent-design/respected-cornell-geneticist-rejects-darwinism-in-his-recent-book/

13Educated Intelligent People Don’t Doubt Darwin Right? http://sciencefreedom.org/educated-intelligent-eople-dont-doubt-darwin.html

14The Faith that is Taught in Our Public Schools and Universities http://sciencefreedom.org/faith-taught-in-our-public-schools.html

15Not only is the unquestioned faith of materialism taught in our public schools, but with these proposed standards, based on the NGSS, there is a wide adoption of politicized content in environmentalism in addition to the evolutionary doctrine. The best examples is NGSS itself. One instance is: http://nextgenscience.org/ms-ess3-5-earth-and-human-activity . Though some will claim that a radical environmentalist temperament has been removed, really it still exist. More to the point, though there has been some minor relief in this area, the FULL NGSS will again be enthroned in our science classrooms as district curriculum specialist and teachers adopt or incorporate sample lesson plans and support material that are NGSS compliant.

16The Faith Taught in our Public Schools http://sciencefreedom.org/faith-taught-in-our-public-schools.html

17Zogby Poll: 80% of likely voters agree that “teachers and students should have the academic freedom to discuss both the strengths and weaknesses of evolution as a scientific theory” http://www.evolutionnews.org/2009/02/poll_shatters_stereotypes_with016931.html

18October “SEEd” draft can be found here for grades 6-8 http://www.schools.utah.gov/CURR/science/Revision/SEEdStandardsDraft.aspx

19Existing standards can be found at http://www.schools.utah.gov/CURR/science/Core/Grade36.aspx and http://www.schools.utah.gov/CURR/science/Core/Grade78.aspx

20List of changes to October draft http://sciencefreedom.org/short-summary-of-changes-april-october-2015-utah-seed.html

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

Vince Newmeyer suggests viewing the following videos to further understand the NGSS – Utah Science alteration situation.

 

  1. “Do Human Embryos Have Gills and Does it Matter?”

2.   News Report on Global Warming Not Being True Science

3.   Utah Board Minutes on Science Standards Adoption

4.  Public Comment Meeting on the Utah Adopting NGSS-Aligned Standards  (2015)

 

3 responses to “Utah State School Board to Vote on Science: Effects on Local Control, Academic Freedom

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  1. The NGSS are truly horrible. They are scientifically not sound and pedagogically they are untenable. The were created at the behest of the IBM CEO, Louis Gerstner. He spent two decades pursuing his take over of science education in America. In 1996, he called 40 state governors to his conference facility in Palisades, New York, where they established the corporate vehicle to create and manage the standards, Achieve Inc. Arrogance and hubris are the toxic soil this horrible idea grew from.

    In California, we have already started re-writing the NGSS while keeping the name. It is not even workable in its present form.

    Utah, don’t let them do this to your children and harm your wonderful public schools.

  2. Tultican, thanks for your comment.

  3. The letter cites the Discovery Institute for the proposition that evolution is a discredited theory. Yet, the Discovery Institute itself is not exactly a respected scientific institution, instead being best known for its promotion of “Intelligent Design,” which is a great religious doctrine, but bears no relation whatsoever to science.

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