Archive for the ‘Arne Duncan, Common Core and the Witchery of Wordplay’ Category

Video: Michelle Malkin Roasts Common Core-Based GOP at CPAC Speech   5 comments

Watch this!

At minute 2:30, Malkin starts in on Common Core.

“It’s not people outside the party that have thrown the conservative, grassroots base under the bus.  It’s the people who have paid lip service to limited government while gorging on it.  It wasn’t any outside candidate that is not a part of our movement… it was not outsiders, who are not familiar with our movement, who conspired with the establishment on Common Core.  That was Republicans– who threw us under the bus.  That was Republicans who are con men.  And it was the heart and soul of conservative, grassroots activists, mostly everyday, ordinary moms, who shamed the Republican Party elites into backing away.

“And now what are they doing?  The same thing that they always do when grassroots conservatives call them out:  they smear the people who fought against them and who call them out.  They sneer at them as hysterical.  They sneer at them as just “fringe movements” on the Internet.  And then they go and campaign on our side, knowing that they’ve stabbed us.  My job is not to tell people what they want to hear, but what they need to hear.

“We just had Governor John Kasich, a nice guy, by all means, who last night, during the debate, pretended that he was on the side of local control.  Ohio grassroots activists and moms know better.  This is a man who smeared home schoolers and teachers for their opposition to Common Core.  I am telling you the truth.  I am asking you to do your homework.  I am asking you to follow the money.  I know it isn’t what you want to hear.  But do you want to hear the same Republicans promise you, as they have been, since 1981, that they’re going to abolish the Federal Department of Education?  It’s an empty talking point. And those empty talking points need to be punctured like helium balloons.”

“There are three reasons why Jeb Bush failed:  his last name, his support for Amnesty, and his cheerleading and cashing in on Common Core.”

 

 

Thank you for speaking the truth, Michelle Malkin.

 

“User Profiling” by Department of Ed #StopSETRA   5 comments

stealth assessment baby

Buried deep in a 2012 report on “Educational Data Mining and Learning Analytics,” the US Department of Education states that one of the key applications of educational data mining is “user profiling” (page 25).

The paragraph says:  “These application areas are (1) modeling of user knowledge, user behavior, and user experience; (2) user profiling; (3) modeling of key concepts in a domain and modeling a domain’s knowledge components, (4) and trend analysis.”

Later on, in Exhibit 1, we see a flow chart.  It shows “student learning data” flowing into the “predictive model,” the “intervention engine” and then into the “adaptation engine.”  Clearly, the goal  is government-directed behavior modification following student psychological profiling.

This is sad, because “users” now include even babies, since the Department of Education has successfully pushed ESSA into law, with its “early childhood education” programs that are included in the citizen data mining venture.

The Educational Data Mining report of 2012 is not the only such report from the U.S. Department of Education. Related is its 2013 report, “Promoting Grit, Tenacity and Perseverance” which contained more of the same psychological data gathering goals.

The “Promoting Grit” report included pictures of biometric sensory devices: pressure mouse sensors, posture analysis seats, facial expression cameras, and wireless skin conductance sensors, which would mine student psychological elements, including “grit,” “tenacity,” “perseverance” and more.

 

grit

In SETRA (the Strengthening Education Through Research Act, currently in the US House of Representatives, having somehow passed the Senate) we find that the federal research programs will be strengthened and enlarged so that more data, including “social and emotional learning” will be gathered for federal use.

Philosophical and constitutional questions need to be hotly debated by the House of Representatives.  More importantly, these need discussion at the dinner table, by moms and dads and teachers and principals and school board members:

  • Will American children grow up free– as self-governing, free agents, with intellectual and moral privacy and the accompanying power to soar outside any box, as well as the power to fail?  How, if even their thoughts and beliefs are monitored and subjected to “intervention”?

 

  • Do Americans want students to be profiled, centrally managed, and nudged in a predetermined, government-and-workforce approved direction –constantly monitored and told what to do?  If so, what qualifies central planners to trump individuals’ and families’ desires?

 

  • Does widespread societal faith in “experts” relegate personal privacy and real autonomy to historical artifact?  Should personal data be studied and behavior “intervened” by unsupervised central planners? Will this really keep us “safe,” as cogs in a centrally managed, economy-focused collective?  Do we want to be a government-branded herd, or free, individual, human beings?

Here come the practical questions for how all this profiling may pan out.

  • If we allow government to keep psychological profiles (not just on students– since the P-20 Workforce Pipeline  means preschool through workforce citizens get tagged) –then, what happens if a thirty year-old wants to buy a gun, and his background check comes back negatively because when he was in 5th grade, his data was interpreted to mean future depressed individual?  And what if his 5th grade data was incorrect?
  • What if “at-risk academically” is redefined and applied to a student for attending a private, religious, or home school?
  • What if “mentally unstable” is applied to anyone who does not agree with what is being taught in school?
  • What if “socially deviant” is applied to anyone who disagrees, or is bored with, collectivist groupthink and group work?  –The “what if” list could be endless.

We don’t want to see any “what if”s come to pass.  We can put proper protections in place.  Legislators, write bills and voters, actively push to get them passed –laws that will deny researchers, school systems and governments access to psychologically profiling, via tests, curricula, and standards without informed, written consent.

The fact that “profiling’s already here” is no excuse.  We can begin where we are, and take a stand today. It is true that our students are already being psychologically profiled, to some degree, by the government and schools, already: look at the math standard for Common Core that requires a student to be tagged for presence or absence of “perseverance”. That’s not about math; that’s about psychology and character.

The perseverance tag and others like it will certainly be on the SAGE (Common Core, CEDS aligned) tests; notably in Utah and Florida, which use tests created and scored by the behavioral research company AIR (American Institutes for Research).

For additional evidence of current psychological profiling, look at Utah’s “Student Strengths Inventory,” which gathers nonacademic data on high schoolers.

But none of that is any excuse.

If rain is leaking through a hole in the kitchen, that does not mean we can innocently stand by while someone pokes holes in our living room roof and the bedroom ceiling, and makes plans for the removal of the roof.

The Father of the Constitution, James Madison, said that if men were angels, no government would be necessary.  To that I add, if governments and corporations were angels, no privacy protections would be necessary; student data would be consensually collected, analyzed, and used to bless the lives and enlarge the opportunities of every student.  But men, governments, and corporations are not angels.  That’s why We, the People, need to stop invasive bills like federal SETRA; it’s why we need to write and pass good, protective laws locally.

Take action today.

Write a letter. Make a phone call. Meet with a legislator. Pray with great faith; miracles of knowledge and understanding and miracles within political workings are needed, to awaken an asleep populace and to build up protections for our children’s minds, hearts, and freedoms.

 

Inspiration From Houston’s #AboutTheChild Conference   Leave a comment

At the #AboutTheChild conference in Houston last week, B&L Network speakers said that even in the middle of a struggle we might seem to be losing, we have great power and great hope.

Although America is seeing dangerous shifts in who can and who cannot amend tests, in who controls (and does not protect) children’s data;  in who gets to redefine even babies’ “educations” as a collective-economy-purposed thing; while we see corporate and federal “central planners” ram initiatives without a vote to assume “stakeholder” rights over our little ones– even in this awful situation, we can defend children’s rights to life, liberty, and the pursuit of happy education; that is, time-tested, soul-enlarging, non-Common Core education.

I cannot do the conference justice briefly, yet I want to try. A few moments that stood out came from these speeches:

Troy

 

1          Troy Towns, an Alabama minister and political activist, spoke about the numbers of people who should be actively involved in the fight against Common Core and other false reforms.  He retold the story of Gideon in the Old Testament.  Not only did it not bother the Lord that Gideon was vastly outnumbered; the Lord told Gideon to reduce his numbers, by sending away all warriors who were fearful.  Then the Lord instructed Gideon further, to send away all those who were not alert to the enemy while drinking at the stream.  Reduced to 300 people, surrounded by countless armies, the Lord then led Gideon’s group to victory…  It’s not about numbers.  It’s not about who appears to be winning in the moment.  It is about who is on the side of true and honorable principles.

 

daisy

 

2.         Daisy Whisenant, Texas advisor in the Christian Educators Association International, a Christian teacher’s union,  implored listeners to let teachers and students know the truth about “separation between Church and State”.  That idea is designed to prevent governments from promoting one religion above another, while upholding all religions’ freedom of speech.  It is not designed to shut down religious discussions.  A teacher is a government employee, but a child is not.  Nongovernmental citizens (students of all ages) may speak and write freely about their religious beliefs.   For more information, visit CEAI.

hoyt

 

3.      Jason Hoyt, Florida radio personality and author, discussed what “Consent of the Governed” means.  The concept is also the title of his book.  (Click here to find the book Consent of the Governed. )  I read it on my trip home. It teaches the history of local, state, and federal grand juries, and outlines the disintegration of that constitutional authority, which serves –or should serve– as a fourth branch and a check on the other three branches.  The book shows that if “We the People” reclaim proper controls of our grand juries, we can reclaim vital, lost political power –more effectively than if we rely only on elections as the means to enforce fair government.

Angelique

4.      Angelique Clark, a Las Vegas high school student, spoke about the stand she took and the fight that ensued as she founded a pro-life group for teen activists.  When her application for a high school pro-life club was denied, Angelique fought for her First Amendment rights inside a school, with a lawsuit to the school district that finally allowed her to form the pro-life club.  She won.  Her story has been seen on Fox & Friends, On the Record with Greta, Fox, Bill O’Reilly, and elsewhere.

karen

5.      Dr. Karen Effrem, a pediatrician, author and researcher, a leader of the Alliance for Human Research Protection, of the Florida Stop Common Core Coalition and of Education Liberty Watch, spoke about the amount of data being collected on every public school student in the nation without parental knowledge or consent; about the psychological and belief data-gathering goals outlined in the US Department of Education’s “Developing Grit, Tenacity and Persistance” Report; about the unfortunate, newly passed, Every Student Succeeds Act; and about the monster on the horizon, the “Strengthening Education Through Research Act“.  Her presentation should be seen by every member of the U.S. Congress.

peg

6.     Dr. Peg Luksik, a former reform evaluator for the U.S. Department of Education, a lifelong teacher, speaker, and honoree by multiple U.S. Presidents, spoke about the idea of common standards.  She asked the audience if there was such a thing as good standards, and answered her question:  no.  There is no such thing as a good set of standards because every child is so different.  She has a child who is a math genius, who cannot do ballet.  She has a daughter who is a ballet genius, who cannot do math.  She asked:  where would the proper, common standard be for those two children?  The idea of top-down decision making for teachers and students is ridiculous.  She said that years ago, “Outcome Based Education” was pushed on the nation, and was defeated by a handful of level-headed patriots.  Common Core and its related initiatives are the same thing, repackaged.  Those who would be central planners of all children’s lives must be defeated again.

duke

7.      Dr. Duke Pesta, an energetic literature professor and administrator at Freedom Project Academy, spoke about the devious history of the Common Core Initiative, up to its promoters’ most recent coup against liberty, the Every Student Succeeds Act.  He emphasized the words of Arne Duncan about the Every Student Succeeds Act, and pointed out that even trusted Republican leadership betrayed liberty with ESSA. We must be smarter and faster in overturning the deceptions of this fight.  (FYI, Utahns: rumor has it that Dr. Pesta will be speaking in Utah this April.)

neil

8.      Neil Mammen, a minister and activist at NoBlindFaith.com (author of 40 Days to a More Godly Nation and Jesus Is Involved in Politics: Why Aren’t You?) echoed the message given by Troy Towns (about Gideon and the numbers-of-warriors issue, above) as he spoke about the St. Crispin’s Day speech from Henry V.  In the scene, when Westmoreland laments not having ten thousand more men to help them fight, the king responds:

We few, we happy few, we band of brothers;
For he to-day that sheds his blood with me
Shall be my brother; be he ne’er so vile,
This day shall gentle his condition;
And gentlemen in England now-a-bed
Shall think themselves accurs’d they were not here,
And hold their manhoods cheap whiles any speaks
That fought with us upon Saint Crispin’s day.   (Read the whole speech.)

joan

9.     Joan Landes,  a Utah therapist, crystallized the issue when she said that the problem with government initiatives like Common Core and its web of tests and controls is that it hurts human relationships.  Her presentation about reversing Saul Alinsky’s evil tactics, and her idea of asking every concerned citizen to spend five minutes or five dollars as often as they can, were truly remarkable.

I spoke, too.  The heart of my speech, “Reclaiming Parental Power” came from a realization I had a few nights before the conference, as I thought about the awful situation that is U.S. Education Reform today.  As I wondered how we can keep going in the face of losing, losing, and losing (Common Core is still here; Common Education Standards and Longitudinal Databases are still here; the ESSA federal law makes things so much less free; and SETRA may soon make them even worse) –I had a clear thought:  HOW WOULD YOU LIKE TO TRADE PLACES WITH A MOM IN CHINA– or a mom in any socialist/communist nation, for that matter?  You would have no freedom of expression, freedom of religion, freedom to publish, freedom to work to repeal bad laws.  You hardly have freedom to think, in China.  A lover of freedom living in China, loving her children, would give her arms or legs to have the opportunity to face the problems that we face.  Arms and legs.

The glass will always be half full– never half empty–  as long as there is a person left in America who remembers the words and the spirit of the U.S. Constitution.

Freedom is always worth the fight.

Children will always be the reason.

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This blog post is a partial, inadequate sampling that has not included many additional, wonderful  speakers at the conference.  Every speaker (see biographies and speaker list here) –was moving.

If you missed the conference and the livestream, you can still watch it as part of a package deal with B&L*  Network by purchasing a B&L year membership here.  I’m advertising it because:

The conference speakers were an inspiration, and their words need to be heard far and wide, as do the messages from United States Parents In Education (USPIE) which held a press conference as part of this conference, rolling out a campaign to #StopFedEd.   Also, importantly, consider this: the conference organizer was Alabama homemaker and radio show host Diana Crews, who, with her sweet husband, a professional trucker, went into debt to make this conference happen.  If nobody  watches, she stays in debt.  This was her sacrifice because she believes in making this issue About The Child.  It’s not about the “global economy” or the “school to workforce pipeline” or about “human capital”.  It is about the child.

To support B&L, click here.

* (If you want to know what B & L stands for– and I asked, and was so glad I did– it’s Bears and Lord; as in, Mama & Papa Bears and their Lord).

 

 

 

VIDEO: Jakell Sullivan on Building Something Better (ABE Conference)   Leave a comment

At this year’s Agency Based Education (ABE) conference, one speaker, Jakell Sullivan, presented the following remarkable research.  Please watch and share.

Oak Norton, founder of ABE, shared this insight in his introduction to Jakell’s video:

“In the Old Testament we read of a curious story where “Satan stood up against Israel, and provoked David to number Israel” (1 Chron. 21:1). David’s temptation caused him to look upon his people as human capital and as a result he brought a severe curse upon Israel. As a result, God took away a portion of David’s “capacity” to build or make war by offering him one of three curses. David chose the shortest curse, pestilence, which brought upon his kingdom a three day plague and killed 70,000 men.

Statewide longitudinal database systems and digital badging are the designated “numbering” systems used by the education system in America today. When Secretary Arne Duncan and others speak about human capital, they are literally engaging in an effort to control and direct the economic future of our nation. Instead of independent thinkers, we have “common” education standards nationwide, with national assessment, tracking, and a host of other programs to bring all children into a standardization to fit them to the economic desires of those in power.

In this presentation, JaKell Sullivan enlightens and exposes what is happening in the White House and departments of education across the nation and how they are dramatically overstepping their bounds. Please watch and share this presentation, and become a member of Agency Based Education today to help support our mission.”

(You might want to tweet it to @OrrinHatch or other D.C. senators who are about to vote about ESEA/ESSA.  Ask them to vote no because the bill hurts Jakell’s cause, the cause of freedom and putting family and individuals first as it entrenches standardization, gives the feds veto power over anything a state wants to do, enriches ed corporations rather than children, accepts as normal the ongoing, unconstitutional federal encroachment into education, and cements the power of student-data mining.)

Thanks, Jakell!

VIDEO: Why the American People Must #STOPESEA   14 comments

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–

  1. 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:

  1. 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:
  2. 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:
  3. 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.

The four points outlined by the grassroots organizations’ letter, in my  opinion boil, down to this:

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.

 

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Update:  Additional #STOPESEA videos here:

 

SENATOR MIKE LEE: HOW SENATOR ALEXANDER’S ESEA/NCLB IS TO BE RAMMED DOWN CONGRESS’ THROAT   4 comments

mike lee

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.

Lee’s big focus is on something more basic:  the dark, un-American process  by which ESEA/NCLB is about to pass into law.

(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.

The draft bill itself, still called what Sen. Alexander named it years ago, “The Every Child Ready for College and Career Act of 2015” will pass out of draft form into final form as a concoction, mixing  what the house passed plus what the senate passed, both of which were, to freedom lovers, pure ugly.

Now, superglued together under the supervision of those working in the dark with Senator Alexander, it will surely have even a worse blast radius than its past incarnations.

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.

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Speeches

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.

From Big Think Tanks to Individual Thinkers: a “NO” to NGSS Common Science Standards   2 comments

poli science

What’s the big deal about Utah changing its science standards?  Doesn’t “new” equal “improved”?

I have three items to share on this subject that come from other people, which I add to what I wrote in yesterday’s letter to the USOE Auditing Department, and then I’ll spout my own thoughts at the end.

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.

(If you want still more, read Utah scientist Vince Newberger’s blog, Science Freedom; see the side by side comparison of NGSS to Utah’s “new” standards (they are as identical twins with one freckle different); watch the  video documentary to hear recorded promises of Utah legislators and board members who explained why Utah should/would never adopt federal/common science standards; read the furious report of parent Alisa Ellis who served on Utah’s parent review committee for these draft standards, read why Kansas parents for objective education sued their state school board for adopting these standards; watch the May 2015 public comment meeting in Salt Lake City about these standards, and read what Jakell Sullivan and I researched about NGSS many months ago.)

Then, contact the board:  board@schools.utah.gov !

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  1.  FROM A UTAH MOTHER, RHONDA HAIR:

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

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2.  FROM PIONEER INSTITUTE:

Study Calls for Draft Science and Technology/Engineering Standards to Be Withdrawn

“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?

Note:   the official site for NGSS states: “To reap the benefits of the science standards, states should adopt them in whole, without alteration”.   That is what Utah is doing.  Compare for yourself.

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.”

–From Vince Newmeyer

 

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