Archive for the ‘Democrats and Republicans agree’ Category

America, Learn from Rwanda and Jamaica – the Price of the Loss of Privacy   3 comments

 

 

National I.D. cards in Rwanda, like the one above, (see PreventGenocide.org) cost hundreds of thousands of innocent people to lose their lives in 1994, since certain tribal affiliation was cause for slaughter by the Rwandan government, and the government had access to all that ID information.

This week, in Jamaica, the big news is rollout of a mandatory, national ID card.  This ID system, hastily and without vetting, became law, despite concerns, protests and a 60,000 signature petition.

Today in the United States Congress, there are bills poised to create a system of national identification of individuals, being promoted by Republicans and Democrats.  I have listed them in bullet point form at the bottom of this article.

See what is happening in Jamaica, where national I.D. cards are suddenly now mandatory for all.  Below, watch this current-event (video).  A Jamaican student, Daniel Thomas, gets shouted at by his prime minister, after politely asking Prime Minister Holness to consider the 60,000 signatories of the petition against the ID, and to consider waiting for three months, to allow for discussion of both the pros and cons of having a national I.D. card, rather than to force the decision so quickly and without “ventilation”.

At minute 6:55, the Prime Minister says, “You know what I reject? Do you know what I reject? I reject the view that somehow you have a higher moral authority on this matter than I do. I am not here to create— and I make that point very clear– I am not here to create the system that is going to deprive Jamaicans of their freedom. And ..”

Student Daniel Thomas breaks in:  “But the bill does.”

He gets ignored and the prime minister goes on, “I am not hiding from consultation.  I am here facing the questions and answering them…  And I will go to every church in Jamaica, I will go to every room, every house, and I will answer them.  Because I am not trying to take away anybody’s rights.  And I find that this discussion is disingenuous, unfair, and untruthful.  And I will tell you, Jamaica, that I am not going to hide from this.”

 

Daniel Thomas of Jamaica

 

 

 

Holness denies trying to take away citizens’ freedoms.  But the bill has already passed.  Citizens did not get to discuss and debate it beforehand.  Holness seems to have persuaded himself despite facts.

Dear Prime Minister Holness, there are, as you know, penalties for failing to register for the Jamaican national I.D.  Jamaicans who don’t sign up will not be eligible for government handouts, and will be fined $100,000, or at a judge’s discretion, may be given “community service” to match the fine.

And how will the prime minister be able to control what happens with citizens’ data after he is no longer the prime minister?

I guess the  prime minister is shouting at the student because of the $68M grant from the Inter American Development Bank that Holness would lose if he failed to get the national ID card movement rolling in Jamaica.

Money, to the promoters, seems to follow the loss of liberty, everywhere you look.  The Inter American Development Bank gave Jamaica $68 million  to create this database of personal information on every Jamaican Citizen. Similarly, in 2009,  to promote common education standards and common data standards, the US federal government granted states a few millions each, to establish federally-interoperable student databases (SLDS systems).  And there are also smaller “grants” given to individual citizens, aka handouts/ benefits to Jamaican citizens who give up their data to the government.  This is happening in some places in the U.S. too.

How cheaply and carelessly some people sell other people’s lives/data, calling it not theft or and resale but progress, partnering, or “sharing”.

Right now in the U.S., though, people are probably more aware of and annoyed by corporate snooping than they are about the increase of government snooping.  But do they know that public-private partnerships combine corporate and government snooping!?  Facebook and the U.S. Department of Education have teamed up to make digital student badges.   Congress and corporate researchers teamed up to promote the FEPA bill (federal-state-corporate pii access) that sits in the Senate today. (S.2046).

Some folks see well-intentioned “research” as outlined by the Commission of Evidence Based Policy, or they agree with some “re-educating” of citizens about the “violence of patriarchal order” via the U.S. Department of Peacebuilding.  Understandable, I suppose.

But do they agree with the flat-out death to citizens who were pegged (via national I.D.) as dangerous in Rwanda?   –Or do they stomach the death of citizens in Germany and elsewhere who were pegged (via both identification documents and by the yellow star) as enemies of their government?  Should government have that much power to potentially weed us out– even if they “never would”?  Should they have the power to make that kind of choice?!

How would a survivor of the Rwandan genocide or the Jewish German genocide advise a Jamaican citizen, or a U.S. citizen, today?

Register for the ID, or pay the $100,000 fine?

Make a call to the U.S. Senate, or just keep eating Christmas cookies?

Here are a few of the data-grabbing and freedom-harming bills that must not pass into U.S. law.

 

  • Utah’s Senator Orrin Hatch is pushing his College Transparency Act, S1121.  It would remove the prohibition against sharing student pii (personally identifiable information) with the federal government.
  • Paul Ryan and Trey Gowdy pushed HR4174/S2046, The Foundations of Evidence-based Policymaking Act, which passed the House but still hasn’t passed the Senate.  It would mandate the sharing of personally identifiable information on citizens (without their knowledge) between agencies, both federal and state, as well as to private groups who define themselves as researchers.  This is a non-centralized, easily accessible, hackable, federal database of pii (personally identifiable information) collected without consent.
  • The Keeping Girls in School Act, S1171, from New Hampshire’s Senator Sheehan, would tax the U.S. an extra $35M per year to promote common education standards and data mining of foreign girls in foreign schools without their informed consent.  (Privacy of data is a joke in that bill: it promises, but contains no enforcement mechanism, to disaggregate students’ data “to the extent practicable and appropriate“. -i.e., not at all.)
  • The HR1111 The Department of Peacebuilding Act of 2017 makes a U.S. Department of Peacebuilding, requiring an office of “peacebuilding information and research” that will “compile studies on the physical and mental condition of children” and “compile information” and “make information available” because it requires the “free flow of information”.

Who gets to define children’s peace?  The Department of Peacebuilding. The bill creates that department, as well as a “peacebuilding curriculum” to be taught in pre-k, elementary, secondary, and beyond.

Among other things, students are to be taught that violence is: “the patriarchal structure of society and the inherent violence of such structure in the shaping of relationships and institutions“.

I think:  traditional family can be called a patriarchal structure.  Christians build lives on the words of 12 male apostles and Jesus Christ, and pray to a patriarchal Heavenly Father.  Are these institutions and relationships “inherently violent”?

Will the Department of Peacebuilding “compile information” and “make available” the “mental condition” of family life, a patriarchal order, as “inherently violent”?  Will my children be “rescued” from this “physical and mental condition”?

The concerns I am outlining would be nothing more than empty fears IF local decision makers were not gathering and sharing daily data on most school children, in response to grant opportunities— but they are!

The concerns I am outlining would be nothing more than empty fears IF corporate and federal agents were not able to access that personally identifiable student data, IF congress smartly nixed bills like the ones mentioned above– but why would they, when they are already ramming bills like these down our throats:  See here.

The concerns I am outlining above would be nothing more than empty fears IF decision makers locally chose not to use technologies that mine children’s social and emotional learning (SEL) and their “mental conditions”–but SEL and CES mining and labeling children’s social, emotional, sexual and religious “conditions” is growing.

The concerns I am outlining above would be nothing more than empty fears IF the United Nations was not promoting its own global ID system, in its I.D. 2020 program, and influencing nations to write bills/laws that will permit global identification systems of individuals, reasoning that there is a “critical importance of identity as an enabler of economic opportunity and explore the role that technology could play in providing a solution.”

Remember Rwanda.  Look at Jamaica.  Just say no to the U.N.’s, Congress’, and corporations’ looting of our kids’ data. 

 

 

 

 

 

 

 

 

 

 

 

Big Data Control Freaks, Don’t Tread on Me #StopFEPA #STOPCTA #StopKGIS #StopKBYG   2 comments

How much bleeding out of freedom do we need before we take action –to demand from  Congress an end to the privacy erosion that’s going on in multiple big-data bills right now?  (To track what’s going on in Congress, click here).

Taking liberty, including privacy, for granted is a lazy, dangerous luxury.   We suppose that freedom is as forthcoming as sunlight, but Constitutional norms of freedom are the new kid on the block historically, and both intentionally and unintentionally, Congress –and initiatives of the U.N. promoted in our Congress, are running away with our rights today.

So what?  Still not moved?  Please, then, take a moment for the real “why” factor:  remember what life looks like when freedom gets fully eroded.

Remember the 1600’s  – People who read the Bible in England were burned at the stake  by their own government.  This was a catalyst for pilgrims to leave, to establish this country’s liberty.

How many of those pilgrims would have made it to Plymouth Rock alive, if the English government had had a data sharing system like the one proposed in S.2046 (FEPA) where every government agency can and must share data on individuals, with every other government agency?

Remember the 1930’s – Innocent millions in the Soviet Union were intentionally starved to death under Stalin’s communism.  There were no Constitutional norms for those people to point to, before their lands were eminent-domained (collectivized) by their governments, prior to the extermination of the people.  I recommend reading Execution by Hunger, by a survivor of that time.

Remember the 1940’s – Throughout Europe, led by Hitler, governments killed millions in  state-sponsored death.  The yellow star that Jews were forced to sew onto their clothes to mark them as enemies of the government would be much more easily removed than digitized social security numbers, names and family information that FEPA and CTA  will hand to the federal government through individuals’ data collected by FAFSA, SLDS, IRS, Census, statistical agencies, and more.  Soon after this, in 1948, George Orwell wrote 1984, which I wish everyone voting for big data bills in Congress would read.

Remember 1958-62 – In China, about 45 million were killed under Mao Zedong’s “Great Leap Forward” initiative.  You can learn a lot about the erosion of freedom by reading the remarkable history Life and Death in Shanghai, written by a survivor of that murderous time.

(And today, in China, there is no privacy and no digital freedom:  everyone is inventoried, everyone is watched;  everyone is punished or rewarded according to the government’s value system.)

Remember the 1970’s – In Cambodia, millions were killed by Khmer Rouge communists who had control of Cambodia.  The government, unleashed from any Constitutional principles, turned on its own citizens in a way that was not predictable.

Remember the 1990’s – In Rwanda, Africa, close to a million were killed by their government.  (Rwandan I.D. cards had people’s ethnic groups listed on them, making it easy for the government’s military, with lists of ethnic data, to find individuals labeled “government opponents”.  Note:  this is historical fact, not fake news, not fearmongering.  This is an example of modern, governmentally-organized,  data-mining-related, genocide.

All of these abominations  happened because:

1) government had amassed power, including at least some personal data about victims, upon which to base punishing decisions, and:

2) leaders were evil.

But the dead!  These were real people– with nicknames, with holidays, with faith, with families.  They might have had friends in the government whom they liked, whom they trusted– but without a Constitutional fortress in place, good intentions are nothing.

Individuals can’t punish or kill others unless they amass power over them.  Why is eroding freedom not a clear and present danger to Congress?   Why do we keep writing big-data bills and passing them into law, which authorize more and more power of one set of individuals over others?  I have two theories: 1) big money influencing big votes and  2) a pop culture that celebrates conformity, dependency, obsession, victimhood and socialism instead of self-reliance, choice and accountability, virtue, individual worth and freedom.

Ask yourselves this, Big Money and Pop Culture:  “Are control freaks, bullies, and liars things of the past, things of distant places?  Is communism nowadays going to lead to happiness and wealth, even though in the past it has always led to piles of dead bodies?  Is there nothing historically sacred to defend?”

The thing that the man or woman in the concentration camp or the killing field would have done anything to reclaim– freedom– is without question dying as bills authorize unelected bureaucrats and unelected researchers full access to your personal data.  It seems that congressional bills value constitutional principles (that would have kept  control freaks and bullies in check) like used kleenex.

Is it too big a leap for us to say that giving away the average American’s personal power over his or her data is a path toward misery and loss?  I guess so, because so many legislators and citizens  even in supposedly conservative Utah all now sway to the tune of tech-justified, big-data justified socialism — the same Americans who cry patriotic tears when they see the flag pass by in a parade and who campaign with, “God Bless America.”  They don’t seem to get it anymore.

It’s not the left wing leading the pack.  Did you know who was involved in big data pushing now?  Trey Gowdy? Orrin Hatch?  Paul Ryan? Marco Rubio?   What was of such great value that it rose above sacred Constitutional principles of CONSENT and privacy and personal liberty, to these supposed conservatives who are pushing the big-data bills?

Meanwhile, patriotic Americans who read these bills and voice their concerns are being ignored or rebutted by Congress.

Names like Jane Robbins, Joy Pullman,  Jakell Sullivan, Cheri Kiesecker,  Lynne Taylor, Peter Greene, Emmett McGroarty, and so many, many, many others are  exposing and challenging the erosion of data privacy and autonomy.  But they aren’t making headlines.  Please read them anyway.

Some of their brand new work is linked or excerpted below, especially concerning these big-data bills:  FEPA – S.2046, Keeping Girls in School Act S.1171, College Transparency Act S.1121, HR 3157 The Student Privacy Protection Act, and Know Before You Go Act of 2017.

JANE ROBBINS

Jane Robbins, at Truth in American Education, writes about FEPA, “Senators, do you want your children’s and your families’ highly sensitive data shared across the federal government without your knowledge and consent, for purposes you never agreed to?  Do you want researchers or private corporations to have access to it?”

Robbins lists the 108 types of data stored in one agency (Dept of Ed, via FAFSA) and asks senators to consider the insanity of opening up all agencies’ data to share with one another and with private “research” entities.  From name and social security number of students, parents and stepparents, to how much money parents spend on food and housing, to the parents’ net worth of investments, the 108 items are only a tip of the data-sharing iceberg.  She asks senators to stop #FEPA (which already passed the House and will soon be up for a Senate vote; read the full bill — S.2046 here.)

JOY PULLMAN

Joy Pullman, at The Federalist, offers “12 Reasons Congress Shouldn’t Make Lifelong Surveillance the Price of Citizenship”:

  1. Personal Data is Private Property
  2. These Bills Kill Informed Consent
  3. Informed Consent is Key to Social Science Ethics
  4. It’s Wrong to Exploit Americans Unable to Object
  5. Kids Do Stupid Things More Often
  6. The Bigger the Database, the Bigger the Bait
  7. Federal Data Security is Awful
  8. Big Data is Prone to Prejudice and Political Manipulation
  9. No Research or Experience Justifies Sweeping Data Collection on Citizens
  10. Government Doesn’t Use Well the Data it Already Has
  11. Data Collection is Not About Improving Education, But Increasing Control
  12. Americans Are Citizens, Not Cattle or Widgets

She concludes here article:  “In the United States, government is supposed to represent and function at the behest of the people, and solely for the protection of our few, enumerated, natural rights. Our government is “of the people, by the people, for the people.” We are the sovereigns, and government functions at our pleasure. It is supposed to function by our consent and be restrained by invoilable laws and principles that restrain bureaucrats’ plans for our lives. These include the natural rights to life, liberty, and property. National surveillance systems violate all of these.”

Read Joy Pullman’s full article,  here.

 

JAKELL SULLIVAN

 

Jakell Sullivan has been researching and writing for nearly a decade about education reforms and data reforms that harm liberty.  This recent talk, given at an education conference at Agency Based Education, reveals the corporate-government partnershipping strategy to undermine local values, including religious freedom, which necessitates big-data bills to that align schools globally to UN-centric, data-bound values.

 

CHERI KIESECKER

 

 

When Cheri Kiesecker was cited as one who had falsely attacked these big-data bills, and was rebutted in a handout given to Congress from Congressional staffers, you might have known she had hit on truth.  Why would Congressional staff take the time to research and write a rebuttal to a simple mom writing at Missouri Education Watchdog?!  Read her analysis of the big-data bills here.  Read her rebuttal to Congress here.

She wrote, “I am a mom. My special interests are my children.  I write as a parent, because like many parent advocates, blogging is the only (small) way to be heard.  And No.  My concern DOES NOT “arise from a misunderstanding of what the bill does to the personal data that the government already has”…  

MY CONCERN IS THAT THE GOVERNMENT HAS CITIZENS’ AND ESPECIALLY SCHOOL-AGED CHILDREN’S PERSONAL DATA, WITHOUT PERMISSION…AND IS EXPANDING ACCESS, ANALYSIS OF THIS DATA, AGAIN WITHOUT PERMISSION.

It’s not your data. Data belongs to the individual.  Data is identity and data is currency.   Collecting someone’s personal data without consent is theft. (When hackers took Equifax data, that was illegal. When the government takes data… no different.)

If you support parental rights, you should not support HR4174 or its sister bill S2046. “

 

Dear Readers:

Like Cheri, Jakell, Joy, Jane and countless others, we can each do one small thing for liberty.  You could talk to your kids or grandkids about the founding of the USA.   You could help a friend register to vote.  You could call your senators and tell them to vote no on each of these big-data bills that DO NOT protect privacy as they claim that they can. Write an email.  Call a radio station talk show.  Write an op-ed.  Do it even though we are in the middle of the Christmas bustle.  (Actually, do it especially because we are in the middle of the Christmas bustle, which is when the dark side of Congress always counts on not being watched as it passes bad bills.)

I’m asking you to sacrifice a little time or maybe just your own insecurity, to join the writers and speakers whom I’ve highlighted above, to make your own voice heard, for liberty’s sake.  Here is that number to the switchboard at Congress:  (202) 224-3121.

Even if we don’t turn the Titanic away from the iceberg, even if freedom keeps eroding away, we can live or die with the failure, knowing that we honestly valued freedom enough to try.

If Many Agree to Participate in Stealing, is it Still Stealing? Stop #FEPA in the Senate: S.2046   5 comments

Knowing that the history of liberty is “the history of the limitation of government power,” I ask you to take action to stop the bills known as FEPA (HR4174/S.2046) and CTA (S.1121).  This post will focus on the first bill, which is already teetering on the edge of passing into law.

FEPA is a pompous euphemism that stands for Foundations for Evidence-Based Policymaking.  But “evidence based policymaking” means that they’ll redefine data theft and stalking by calling it “evidence-based research”.  Because if agencies and organizations on the state and federal level  participate in the data-looting act together, it doesn’t feel quite like looting or stealing, as it would if just one well-intentioned, evidence-collecting creep stole data by himself.

All the fancy commissions and all the big-data infatuations in the world cannot change a wrong principle into a good one.  I’d love to ask the CEP leaders face to face whether big data is so important that freedom basics should be made obsolete.  Do we no longer worry about having our personal personal power limited– in consequence of personal data being taken?  No big deal?

I used to think that while all Democrats pushed for increased government, all Republicans sought limited government.  Not now:  Republicans Orrin Hatch, Paul Ryan, and even Trey Gowdy are supersizing government to empower big-data goals in their current bills– without any informed consent from the individuals whose data will be confiscated.

Representative Paul Ryan’s baby, the 2017 Commmission on Evidence-Based Policy, birthed this uglier baby,  Foundations of Evidence-Based Policymaking (FEPA HR4174)  that passed the U.S. House of Representatives without debate or a roll call vote, this month.

Unless the Senate ditches it next week, which is extremely unlikely, it will become national law.  But do you know what’s emerging in the bill?  Does your senator know?

The news media haven’t covered it, and Congress hasn’t debated it.  In fact, the House of Representatives suspended its rules to pass the House version super quickly, without a normal roll call vote: because it was supposedly so uncontroversial that there was no reason to have a real debate nor a recorded vote.

Yet it is highly controversial to those Americans who are passionate about a thing called human freedom.  We watched and listened to the CEP’s year-long hearings and submitted public comment and read the CEP’s final report.

Unpaid moms at Missouri Education Watchdog and expert lawyers at American Principles Project each recently published important warnings about the FEPA bill.   But proponents of FEPA rebutted those moms and lawyers.  What followed were brilliant, unarguable rebuttals to that rebuttal.  If truth and liberty were prime concerns to Congress, then FEPA would, following the study of these rebuttals, surely be gone.  But no.

 

 

You see, a lot of people are  counting on this particular set of claims to make them wealthy or powerful.

I am having what I wish was only deja vu.

Do you remember another Thanksgiving week, with freedom-harming bills slimeing their secretive way through Congress without debate, while most of us were too busy eating cranberries and turkey to pay attention?  Remember, after the ESSA bill passed, that then-Secretary Duncan boasted about the secretive nature of passing the ESSA bill into law.

He said, “We were intentionally quiet on the bill – they asked us specifically not to praise it – and to let it get through. And so we went into radio silence and then talked about it after the fact. . . . Our goal was to get this bill passed. . . [W]e were very strategically quiet on good stuff”.

Now it’s 2017.

Not surprisingly, proponents of FEPA (HR4174/S2046)  say that FEPA is so harmless and uncontroversial as to require zero debate– but in the same week, proponents released a myths-vs-facts sheet to Congressmen, rebutting the controversies outlined by the American Principles Project and by the Missouri Education Watchdog.   Hmm.

Additionally, although the majority of the public commenters who wrote to the CEP said that they were opposed to the data-sharing of student records without consent, FEPA does direct agencies to ignore their concerns.

FEPA says that agencies must report “statutory restrictions to accessing relevant data”–in other words, muggle bureaucrats must find ways to overcome people’s privacy rights.

FEPA gives no provisions for data security, while encouraging and enabling unlimited data swapping between government agencies.

FEPA  creates a “National Secure Data Service” with such extensive data sharing that creation of one central housing agency would be completely redundant.

There is much more.  You can read the bill.

The American Principles Project produced a rebuttal to the rebuttal of FEPA.  I am reposting just a piece of it.

 

RESPONSE TO HOUSE MAJORITY STAFF’S ARGUMENTS IN FAVOR OF FEPA

EXECUTIVE SUMMARY

 

Claim: FEPA doesn’t create a centralized data repository.

Rebuttal: FEPA moves toward the recommendation of the Commission on Evidence-Based Policymaking (Commission) to create a “National Secure Data Service” by 1) requiring each agency to create an evidence- building plan; 2) requiring the OMB Director to unify those plans across the entire federal government; 3) creating a “federal data catalog” and a “national data inventory”; and 4) requiring various councils to recommend how to vastly increase data linking and sharing among federal agencies, with states, and with public and private research entities.

Claim: FEPA doesn’t authorize any new data collection or data analysis.

Rebuttal: Regardless of whether FEPA expressly authorizes new data collection, it 1) incentivizes agency heads to expand, not maintain or minimize, data collection; 2) creates new sources of data for agencies by allowing unfettered access to other agencies’ data; 3) creates a process whereby public and private organizations can access non-public government data; 4) allows the OMB Director to expand the universe of statistical agencies and units; and 5) allows one person, the OMB director, to decide via post-enactment “guidance” what if any data will be exempt from sharing as too private or confidential.

Claim: FEPA “does not overturn an existing student unit record ban, which prohibits the establishment of a database with data on all students,” so parents need not worry about their children’s personally identifiable information (PII).

Rebuttal: FEPA doesn’t overturn this ban – that will almost certainly come later. But its extensive data-linking and data-sharing mandates create a de facto national database, whereby the data stays “housed” within the collecting agency but can be accessed by all. Title III specifically authorizes data “accessed” by federal agencies to be shared. This will threaten the security of not only the student data already maintained by the U.S. Department of Education (USED), but also the data in the states’ longitudinal data systems.

Claim: FEPA doesn’t repeal CIPSEA but rather strengthens it.

Rebuttal: FEPA strengthens nothing. It merely reiterates the same penalties (fine and jail term) in existence since 2002 that have rarely or never been enforced. Worse, FEPA increases threats to privacy and data security by mandating increased access to confidential data and metadata and encouraging unlimited data-swapping with no provisions for data security.

Claim: FEPA “does not respond to the Commission’s recommendations to repeal any ban on the collection or consolidation of data.”

Rebuttal: FEPA directs agency heads to identify and report “any statutory or other restrictions to accessing relevant data . . . ” Because the entire thrust of the bill is to use more and more data for “evidence-building,” the inevitable next step will be to implement the Commission’s recommendation of repealing these pesky statutory obstacles to acquiring “relevant” data.

Claim:  FEPA will make better use of existing data.

Rebuttal:  The federal government has reams of data showing the uselessness or harm of existing programs. When the government continues to fund those programs despite this data (see Head Start and manifestly ineffective programs under ESEA), there’s no reason -none- to assume it will change its behavior with even more data.

 

The following list of contact information is supplied by Missouri Education Watchdog Cheri Kiesecker.  Please don’t just share this on social media; actually call, yourself.  Actually tweet, yourself.  Others may not be doing their part.  Please, do yours and a few extra calls, if you can.

The Senate version of the bill (S2046) has been read twice and was referred to the Senate Committee on Homeland Security and Governmental Affairs.

Here is the list of the committee members.

The message is: vote no.  We don’t want information about private citizens shared at the national level, without any individual consent.

NO on  S.2046   NO on the Foundations for Evidence-Based Policymaking Act of 2017 (FEPA).

(And, coming up soon:  No on S.1121 – College Transparency Act – for the same reason: student privacy.)

Thank you.

Happy Thanksgiving.

 

Please Call to Stop Student Privacy-Torching Bills Now   4 comments

It’s a good day to call Congress.

It’s a good week to call repeatedly.

I hope thousands will pick up their phones to call (202-224-3121) to halt the student/citizen privacy-torching bills that are now up for a vote.

 

Here’s why.

Bills that destroy privacy in the name of research are right now, quite incomprehensibly, being sponsored by Republicans Orrin Hatch, Paul Ryan, and Trey Goudy, as well as Democrat Patty Murray.

Even though public comment was overwhelmingly AGAINST the formation of a federal database on individual citizens, the bills are moving, without debate.

Missouri Education Watchdog pointed out:

“There was tremendous public opposition to the CEP Commission’s proposal to create a national student record, as stated on page 30 of the CEP report:

Nearly two-thirds of the comments received in response to the Commission’s Request for Comments raised concerns about student records, with the majority of those comments in opposition to overturning the student unit record ban or otherwise enabling the Federal government to compile records about individual students.’ ”  

Bless the dear soul of the CEP clerk who was honest enough to publish that important tidbit in the CEP’s report of public comment.  But still, the CEP ignored the public’s wishes, and now, Paul Ryan and friends plan to continue to ignore the American people and to skip the debate process that Congress is supposed to follow.

Here are the bills:

In both cases, the promotion byte for passage of the bills is the government’s desire to do “transparent” research on the people, for the people’s own good.  Congress calls this “evidence-based policymaking“.

But a stalker could call his studies evidence-gathering, too.  Without informed consent, there is no justification for evidence-gathering on individuals.  I honestly keep scratching my head as to why these representatives and senators don’t get it.  Is someone paying them to give away Americans’ rights?  Do they honestly, in their heart of hearts, not see that this is theft?

Many trustworthy sources are in a panic about this, as am I.  Read what Missouri Ed Watchdog, Education Liberty Watch, and McGroarty/Robbins have written about this:  here and here and here 
Months ago, I wrote about Ryan’s precursor, the Commission on Evidence-Based Policy (CEP) and its designs– here.
I recorded the core of what the Commission on Evidence-Based Policymaking (CEP) was doing, after I’d painfully viewed hours of Ryan’s CEP Commission’s public meetings that promoted the benefits (to researchers and to the government) of creating a federal database of personally identifiable, individual information.  –By the way, no mention was ever made of gaining informed consent from citizens, prior to creating that database.  Lip service was given to the idea of “ensuring” that no unauthorized citizen could hack the federal database (an impossible thing to ensure).  At the time of the Commission’s posting of that video and my writing about it, I complained that their video was not embeddable.   Today, their video’s not even there.   Still, I do have an exchange, which I had typed up on that day:
The question was asked of the Commission:

“Let me try and ask what I think is a very difficult question …  you are working to bring data from other agencies or you have…  you’ve broadened their mission and you are bringing together data from many agencies and allowing researchers in and outside of government to access the data that you’ve brought together.  What are the ways that you could expand those efforts?  Um, and I’m not suggesting that we talk about a single statistical agency across government, but how could there be more of a coordination or maybe a virtual one statistical agency where census is playing a coordinating role, or what kinds of movements in that direction should we think about?…  What are the barriers to moving toward more coordination between the statistical agencies?”

The response at 1:29 from the CEP:

“… different rules that are attached to data that are sourced from different agencies or different levels of, you know, whether it’s federal or state… that if there was broad agreement in, that, you know, if there was one law that prosc–  had the confidentiality protections for broad classes of data, as opposed to, you know, here’s data with pii on it that’s collected from SSA, here’s data with pii on it that’s collected from the IRS; here’s data with pii on it that’s collected from a stateversus from a statistical agency– if data with pii on it was treated the same, you know I think that would permit, you know, organizations that were collecting pii-laden data for different purposes to make those data available more easily. Now, that’s probably a pretty heavy lift… do this in sort of baby steps as opposed to ripping the band aid. I think ripping the band-aid would probably not fly.”

 

 

 

So, months ago, Ryan’s CEP  admitted  that what it was doing would be considered unacceptable, so unacceptable that it “would probably not fly” so they ought to carefully trick the American people by moving toward such a centralized database in “baby steps”.

Yet, this week,  Ryan’s CEP has skipped its own recommended baby steps,  and is about to openly rip off more than just a band aid from the American people.

Congress is about to vote to rip off American privacy rights.

Pro-citizen-tracking Republicans and data-desperate researchers are making a bet that the American people are so asleep or confused or unconcerned, that we will say nothing while they make the theft of individual privacy justified, under new laws.

The CEP and Paul Ryan are undoubtedly good folks with research-driven intentions, butno good intention can supercede the vital importance of this basic American right: to keep personal privacy– to not be tracked, as an innocent citizen, without reason or warrant, by the government.

 

Please call and stop these bills.

Call Congress– 202-224-3121.  Or check the directory here. 

If you don’t know what to say, use this simple truth: that without individuals’ informed consent, it is theft to collect and store an innocent citizen’s personally identifiable information.  If an individual does this to another individual, it’s punishably wrong; if a government does it to individuals, even after voting itself into justification of the act, it’s still wrong.

Please call, and call, and call.  (202-224-3121)

 

 

Student Data Privacy Toolkit Available Now   Leave a comment

Free to use and share:  the Student Data Privacy Toolkit has arrived!

  If you’re wondering why it matters, read on.

———————————– ————————————- —————————————–

 

Is anyone honestly opposed to having students govern and own their own private data?  Are reputable organizations openly, actively working around systems to get hold of individual students’ data?

Yes.   There are so many that it’s overwhelming to learn.   The biggest organizations that you can think of, both political and corporate, are either looking away from scary privacy issues, or are actively engaged in promoting the end of student data privacy for reasons either research-based or greed-based (or both).

Trendy, probably well-meaning power brokers profit hugely from data sharing –done without the informed consent of students and parents.  Most of them probably aren’t thinking through what they are doing, nor of its effects on individual freedom.  Many of the richest and most powerful of them (even Betsy DeVos herself) were here in Salt Lake City last week at the Global Silicon Valley convention; attendance there cost $2,795 per person, which is a clue to how exclusionary the conspiracy of greed really is and how it fears pushback from teachers and parents and lovers of liberty.  That is a conspiracy of greed against local control.

I am not fighting greed.  I believe in capitalism even with its greedy warts, because capitalism represents freedom.

It’s piracy that I balk at.  And the student data-mining madness is absolute piracy.  Parents, students and teachers were never asked for consent prior to having their data mined by the schools or the schools’ agents.  In some cases, that data is already being held against them.

How can this be happening?  Is it really happening?  Can we comprehend it?

To make it simple, look at this notification of inspection.  It seems snoopy, yet reasonable.  I found it in my suitcase when I came home recently from San Francisco.

Think about it.

Did you as a student, a parent, or a teacher, ever receive a “NOTICE OF INSPECTION”?

No!  Of course not.  You are being given less respect than a suitcase.  Children are being scrutinized for academic, social and psychological data, their data saved in State Longitudinal Database Systems and in third party corporate data systems, without informed consent and without notice.  That is snoopy –and unreasonable.

“Partnershipping” education-data piracy is happening rampantly.  It includes all the states who took the federal bribe and then created a student stalking system known as the State Longitudinal Database System (SLDS).   The data piracy includes the U.S. Department of Education (see its EdFacts Data Exchange and its Datapalooza conferences and its official student-data partnership with private groups such as the Council of Chief State School Officers and National Governors Association.)  The data piracy party includes the U.S. Chamber of Commerce –and the United Nations.  (See the U.N. Data Revolution)  The Bill and Melinda Gates Foundation is in. (Just see how much money Gates gives to, and earns from,  this movement.)  The federal Commission on Evidence Based Policy, the Data Quality Campaign, American Institutes for Research, the United Nations’ Data Revolution Initiative, Pearson, Microsoft, and Jeb Bush’s Foundation are in. Betsy DeVos does nothing, nothing to stop it.  Nothing.

Lest we believe that it’s all bad guys, far away, realize that the Goliaths of data piracy also includes locals:  the Utah Data Alliance, Utah’s Prosperity 2020, The Utah Chamber of Commerce, the University of Utah’s K-12 research database (SLDS) and many Utah corporations.

These groups are financially thriving financially from the common use of Common Educational Data Standards (CEDS) and Common Core academic standards, which go  hand in hand.  They also thrive on the lack of proper protections over student data privacy, although many of them give loud and proud lip service to caring about student data privacy.

Hearing these groups claim commitment to student privacy (after having listened to the CEP‘s meetings, or after having seen what the USDOE did to shred protective FERPA law) is like hearing a boat captain boast about the safety of his vessel to passengers who have been handed sandwiches instead of life vests.  If you don’t know what I’m talking about, look into the federal Commission on Evidence Based Policy (CEP) for starters.

It’s pretty fascinating, but inspiring at the same time, to see that some people are thinking through all of this: a group of smart, conservative Republicans and smart, progressive Democrats are joining forces because they see student data privacy being of extreme, non-negotiable importance.  The non-bought, pro-privacy coalition, called The Parent Coalition for Student Privacy, has just released its Parent Toolkit for Student Privacy, which it calls “a practical guide for protecting your child’s sensitive school data from snoops, hackers, and marketers”.

I’m not anti-data or anti-progress.  Invention and science are wonders!  I balk at, and hope others will consider, the idea that personal privacy of children is being taken without their consent and without their parents’ consent, for cash.

The conspiracy of greed does not want to talk about that.

It just wants to keep collecting the golden eggs.

 

It’s up to individual parents to care and to act, to protect student data privacy.  State school systems are not going to do it; they are taking huge grants from the feds, on an ongoing basis, to beef up the “robust data systems” instead.

You can download the free toolkit here: https://www.studentprivacymatters.org/…/Parent-Toolkit…

Use it.  Share it.  Student privacy matters.

 

 

Questions for Congressional Betsy DeVos Hearing: Letter from Grassroots Nationwide Coalition   1 comment

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Nationwide Coalition letter

linked at Florida’s Stop Common Core Coalition here.

 

January 9, 2017

Senate Health, Education, Labor and Pensions Committee

428 Senate Dirksen Office Building, Washington, DC 20510

 

Dear Chairman Alexander, Ranking Member Murray, and Members of the Health, Education, Labor, & Pensions Committee,

 

We, the undersigned leaders of a nationwide coalition of grassroots parent groups, wish to raise significant concerns about Secretary-designate Betsy DeVos, and request that you ask her these questions about education, standards, privacy and autonomy issues:

1) We understand that your website statement right after your appointment that you are “not a supporter – period” of Common Core was meant to reassure activists that you oppose the standards and will honor Mr. Trump’s promise to get rid of Common Core.

Please list your efforts during your extensive period of education activism and philanthropy to fight the implementation of the standards.

2) In your November 23 website statement you mention “high standards,” and in the Trump Transition Team readout of your November 19th meeting with the president-elect, you reportedly discussed “higher national standards.”

Please explain how this is different from Common Core. Also, please justify this stand in light of the lack of constitutional and statutory authority for the federal government to involve itself in standards, and in light of Mr. Trump’s promise to stop Common Core, make education local, and scale back or abolish the U.S. Department of Education.

3) Would you please reconcile your website statement that you are “not a supporter – period” of Common Core with your record of education advocacy in Michigan and elsewhere – specifically, when you have, either individually or through your organizations (especially the Great Lakes Education Project (GLEP) that you founded and chaired, and of which your family foundation is still the majority funder):

 Been described as supporting Common Core by Tonya Allen of the Skillman Foundation in the Detroit News?

 Actively worked to block a bill that would have repealed and replaced Michigan’s Common Core standards with the Massachusetts standards, arguably the best in the nation?

 Actively lobbied for continued implementation of Common Core in Michigan?

 Financially supported pro-Common Core candidates in Michigan?

 Funded Alabama pro-Common Core state school board candidates?

 Threatened the grassroots parent organization Stop Common Core in Michigan with legal action for showing the link between GLEP endorsement and Common Core support?

4) The Indiana voucher law that you and your organization, the American Federation for Children (AFC), strongly supported and funded requires voucher recipient schools to administer the public school Common Core-aligned tests and submit to the grading system based on those same Common Core-aligned tests. The tests determine what is taught, which means that this law is imposing Common Core on private schools. Indiana “is the secondworst in the country on infringing on private school autonomy” according to the Center for Education Reform because of that and other onerous requirements, and the state received an F grade on the Education Liberty Watch School Choice Freedom Grading Scale.

Do you support imposing public-school standards, curriculum and tests on private and or home schools?

5) Through Excel in Ed and the American Federation for Children, you have influenced legislation that has made Florida a “leader” in school choice, yet the majority of students, especially those in rural areas, in states like Florida, still chooses to attend traditional public schools. Public school advocates in Florida complain that expanded school choice has negatively affected their traditional public schools, even in previously high performing districts.

As Secretary of Education, how will you support the rights of parents and communities whose first choice is their community’s traditional public school?

6) You and AFC have been strong supporters of federal Title I portability. As Secretary of Education, would you require the same public school, Common Core tests and the rest of the federal regulations for private schools under a Title I portability program as Jeb Bush recommended for Mitt Romney in 2012 (p. 24)? If yes, please cite the constitutional authority for the federal government to be involved in regulating schools, including private schools, and explain how this policy squares with Mr. Trump’s promise to reduce the federal education footprint.

7) The Every Student Succeeds Act (ESSA) requires secretarial approval of state education plans for standards, tests and accountability. Will you support state sovereignty by approving the state plans in line with Mr. Trump’s vision of decreasing the federal role in education, or will you exercise federal control by secretarial veto power over these plans?

8) The Philanthropy Roundtable group that you chaired published a report on charter schools, but did not mention the Hillsdale classical charter schools, even though they are in your home state of Michigan and Hillsdale is nationally renowned for its classical and constitutional teaching and for not taking federal funding. Have you or any of your organizations done anything substantive to support the Hillsdale model aside from a few brief mentions on your websites? If not, do you want all charter schools in Michigan and elsewhere to only teach Common Core-aligned standards, curriculum and tests?

9) During the primary campaign, President-elect Trump indicated that he strongly supported student privacy by closing the loopholes in the Family Education Rights and Privacy Act (FERPA), saying the following to a parent activist:

I would close all of it,” Trump replied. “You have to have privacy. You have to have privacy. So I’d close all of it. But, most of all, I’d get everything out of Washington, ‘cause that’s where it’s all emanating from.

Will you commit to reversing the Obama administration’s regulatory gutting of FERPA and to updating that statute to better protect student privacy in the digital age?

10) We are sure you are aware of serious parental concerns about corporate collection and mining of highly sensitive student data through digital platforms, without parental knowledge or consent. But the Philanthropy Roundtable, which you chaired, published a report called Blended Learning: A Wise Giver’s Guide to Supporting Tech-assisted Teaching that lauds the Dream Box software that “records 50,000 data points per student per hour” and does not contain a single use of the words “privacy,” “transparency” [as in who receives that data and how it is used to make life-changing decision for children], or “consent.”

Will you continue to promote the corporate data-mining efforts of enterprises such as Dream Box and Knewton, whose CEO bragged about collecting “5-10 million data points per user per day,” described in your organization’s report?

11) Related to Questions 9 and 10 above, there is currently a federal commission, the Commission on Evidence-based Policymaking, which is discussing lifting the federal prohibition on the creation of a student unit-record system. If that prohibition is removed, the federal government would be allowed to maintain a database linking student data from preschool through the workforce. That idea is strongly opposed by parent groups and privacy organizations.

Will you commit to protecting student privacy by recommending to the Commission on EvidenceBased Policymaking that this prohibition be left in place?

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12) As outlined in a letter from Liberty Counsel that was co-signed by dozens of parent groups across the nation, the National Assessment Governing Board (NAGB) plans to add subjective, invasive, illegal, and unconstitutional survey or test mindset questions to the 2017 administration of the National Assessment of Educational Progress (NAEP).

What will you do to rein in NAGB and protect the psychological privacy and freedom of conscience of American students?

13) Through commissions, programs, federally funded groups, the newly passed Every Student Succeeds Act (ESSA), the proposed Strengthening Education Through Research Act, and other entities, there has been an explosion of effort to expand invasive, subjective social emotional learning (SEL) standards, curricula and assessment.

What is your view of SEL and what will you do to protect student psychological privacy and freedom of conscience?

Thank you for your willingness to hear and address the concerns of hundreds of thousands of parents across this nation.

Should you need any further detail on any of these issues, I am acting as point of contact for this coalition.

Karen R. Effrem, MD President – Education Liberty Watch

http://www.edlibertywatch.org

Office: 952-361-4931

Mobile: 763-458-7119

dockaren@edlibertywatch.org

 

Sincerely,

 

National Organizations and Education Policy Leaders

Karen R. Effrem, MD – President, Education Liberty Watch

Sandra Stotsky, Professor of Education emerita, 21st Century Chair in Teacher Quality, University of Arkansas

Eunie Smith, Acting President & Mary Potter Summa, National Issues Chair – Eagle Forum

Angela Davidson Weinzinger – Leader, Parents and Educators Against Common Core Standards

Donna G. Garner, Retired Teacher and EdViews.org Policy Commentator

Christel Swasey – Advisory Board Member, United States Parents Involved in Education

Shane Vander Hart – Caffeinated Thoughts

Teri Sasseville – Special Ed Advocates to Stop Common Core

Michelle Earle – Founder and Administrator, Twitter Stop Federal Education Mandates in the U.S

Gudrun & Tim Hinderberger – Founding Administrators & Michelle Earle, Co-administrator, Americans Against Common Core Group

Alice Linahan, Vice-President – Women on the Wall

Teri Sasseville – Stop Early Childhood Common Core

Lynne M Taylor – Common Core Diva, education researcher and activist

 

State Organizations and Education Policy Leaders

Alabama

Betty Peters – Member, Alabama State Board of Education 

Arkansas

Jennifer Helms, PhD, RN – President, Arkansans for Education Freedom

California

Orlean Koehle – President, California Eagle Forum

Orlean Koehle – Director, Californians United Against Common Core

Florida

Karen R. Effrem, MD – Executive Director, Florida Stop Common Core Coalition

Meredith Mears, Debbie Higgenbotham, Stacie Clark – FL Parents RISE Keith Flaugh – Florida Citizens Alliance

Janet O McDonald, M.Ed., LMT, Neurodevelopmental Specialist & Instructor – Member, Flagler County School Board, District 2

Catherine Baer – Chairwoman, The Tea Party Network

Suzette Lopez – Accountabaloney

Sue Woltanski – Minimize Testing Maximize Learning

Beth Overholt, MSW – Chair, Opt Out Leon County

Deb Gerry Herbage – Founder, Exposed Blog

Lamarre Notargiacomo – Indian River Coalition 4 Educational Freedom

Charlotte Greenbarg – President, Independent Voices for Better Education

Georgia

Teri Sasseville – Georgians to Stop Common Core

Idaho

Stephanie Froerer Zimmerman – Founder, Idahoans for Local Education

Indiana

Donald Bauder – V.P Hamilton County Grassroots Conservatives

Iowa

Shane Vander Hart and Leslie Beck – Iowa RestoreEd

Kansas

Lisa Huesers, Courtney Rankin, Rosy Schmidt – Kansans Against Common Core

Kentucky

Shirley Daniels – Kentucky Eagle Forum

Louisiana

Dr. Elizabeth Meyers, Dr. Anna Arthurs, Mrs. Mary Kass, Mrs. Terri Temmcke – Stop Common Core in Louisiana

Michigan

Deborah DeBacker, Tamara Carlone, Melanie Kurdys , & Karen Braun – Stop Common Core in Michigan

Minnesota

Linda Bell, founder; Kerstin Hardley-Schulz, & Chris Daniels – Minnesota Advocates and Champions for Children

Jennifer Black-Allen and Anne Taylor – MACC Refuse the Tests

Nevada

Karen Briske – Stop Common Core in Nevada

New Hampshire

Ken Eyring – Member, Windham School Board

New York

Michelle Earle – Founder and Administrator, Stop Common Core and Federal Education Mandates in the Fingerlakes, NY

Alphonsine Englerth – Advocate & Founder, Flo’s Advocacy for Better Education in NYS

Ohio

Heidi Huber – Ohioans for Local Control

Oklahoma Jenni White – Education Director, Restore Oklahoma Parental Empowerment

Tennessee

Karen Bracken – President/Founder, Tennessee Against Common Core Bobbie Patray – President, Tennessee Eagle Forum

Texas

Lynn Davenport – Parents Encouraging A Classical Education (PEACE)

Mellany Lamb – Texans Against Common Core

Meg Bakich – Leader, Truth in Texas Education

A. Patrick Huff – Adjunct Professor, University of St. Thomas

Utah Michelle Boulter – Member, Utah State Board of Education, District 15, as an individual

Wendy K. Hart – Member, Alpine School District Board of Education, ASD2, as an individual

Oak Norton – Executive Director, Agency Based Education

Gayle Ruzicka – President, Utah Eagle Forum

Oak Norton and Christel Swasey – Co-Founders, Utahns Against Common Core

Dr. Gary Thompson – Founder, Early Life Psychology, Inc.

West Virginia

Angela Summers – WV Against Common Core

Washington

JR Wilson – Stop Common Core in Washington State

Leah Huck, Karen W. Larsen, and Breann Treffry, Administrators – Washington State Against Common Core

Wisconsin

Jeffrey Horn – Stop Common Core in Wisconsin

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Chicken Thieves and Data Thieves: What’s Up with CEP?   3 comments

chick-in-ladle

 

In The Adventures of Huckleberry Finn, Huck stole chickens.  Huck’s father had taught him how to stomach chicken theft.

That reminds me of the way the federal CEP (Commission on Evidence Based Policy) stomachs human data theft.  Huck said:

… Pap always said, take a chicken when you get a chance, because if you don’t want him yourself you can easy find somebody that does, and a good deed ain’t ever forgot. I never see pap when he didn’t want the chicken himself, but that is what he used to say, anyway.

Just as the Finn thieves lied to themselves, saying that they might do society a favor while they did themselves a favor, stealing chickens, so ed reformers and CEP data gatherers lie to themselves and to the public.  After all, the CEP doesn’t do its own thieving; why should it judge or disclose the immoral origins of the data?

CEP simply says that it wants to centrally house data (that’s previously been taken, without permission from citizens, by school State Longitudinal Database Systems and by other entities.)  CEP members wring their hands over the inconvenience they have endured, not fully being able to access all the pii.  So also say the elite researchers and Gates-linked business people testifying at CEP’s public hearings.

Maybe you didn’t know that citizens’ data is being taken without our permission.

Think: when did you receive a permission slip from the school district, or from the state, asking you to sign away all student academic and nonacademic data for the rest of your child’s life?  Never.

Yet SLDS systems do track a child for life.  That’s what “longitudinal” means: through time.  They call it P-20W.  That means preschool through grade 20 and Workforce. Life.

Well, now you know.  And we can’t opt out of the data theft system.  I tried.  The biggest, most vibrant source of citizen data is our public school system, and the government is unwilling to stop stealing from us in this way.

I do not use the word “stealing” lightly, nor am I exaggerating.  Personal data is literally being confiscated without informed consent or permission of any kind, via school databases linked with many state agencies.  Every digital record created by students, teachers, counselors, school nurses or administrators can be stored (and shared) from there.

Sometimes it is hijacked by unethical researchers entrusted with care of the pii.

chick-on-skate

No one seems to notice these articles about stolen pii.

And on it goes.  Data points are taken and taken and taken –about both academic and nonacademic lives. Schools feed aggregate data and pii into federally-created “State Longitudinal Database Systems” (SLDS). Because SLDS systems use common educational data standards (CEDS) that the federal-corporate partners created, that data is portable and re-shareable (or re-stealable).

Many people believe that federal FERPA privacy laws protect the data, but it doesn’t.  It used to.  The Department of Education shredded the protective parts of FERPA several years ago.  What’s actually protecting student privacy right now is the territorial unwillingness of agencies to share all data.

But the CEP is out to change that.

gold-bars

CEP will lead you to believe that it’s all about benefiting society.  But that’s a side show, because data is the new gold.   Everyone wants the data!

Sadly, individuals aren’t guarding this irreplaceable gold; most people aren’t aware that this pii is so valuable, that it’s being taken –and that it’s THEIRS.

Meanwhile, the elite at the CEP speak about data as if it’s oxygen, free for all, belonging to all.  It makes sense from their (bottom line) point of view; governments and ed vendors have financially benefited from SLDS’s taking students’ data since about 2009, when SLDS databases were installed in every state by federal grants, and when federal FERPA changes allowed almost anyone access, for supposed research purposes.

Luckily, there’s so much territorialism by the various holders of the taken data that it hasn’t yet been centrally housed all in one spot.  The federal EdFacts Data Exchange has some data. Each state’s SLDS has tons of data. Universities, hospitals, corporations, criminal justice agencies, and other organizations have other caches of pii.  But the elite (the federal government, globalists, corporate elite, and some scientists) are desperate to have one national “clearinghouse” so that they can see and use our data to their own designs.  They speak a smooth line in each of their CEP hearings.  But don’t forget:  that data is your life.  Yours.  Not theirs.

There was a recent three hour conversation that you most likely missed last week. Held in Chicago, this “public” hearing of the federal Commission on Evidence-Based Policymaking (CEP) discussed what should be done with the  pii (personally identifiable information) that federal agencies, state agencies, counties, school systems, hospitals, criminal justice systems, colleges and other organizations have collected.  They’ve been discussing this all year long.

I picture Pap with a crate of stolen chickens.  I picture his pirating friends with their own crates nearby.  I think there might even be a few crate-holders who ethically came by their chickens, but the federal Chicken Evidence Policy says that all chickens go in one central pen, on an ongoing basis, so all the elite can access the chickens conveniently–  conveniently for everyone except the chickens and their owners.

chicks-and-lab-coat

When you listen to their hearings, you find that the federal CEP is leaning toward creating a federal clearinghouse where every individual’s data can be centrally managed.  CEP is also hoping to overturn the federal ban on unit-record identifiers.

Welcome to the real live prequel to Orwell’s 1984.

Do I sound calm?  I’m not.  This makes me almost unspeakably angry.

While trusting parents, teachers, school administrators and students are being used as pawns in the great data-gathering heist, arrogant members of Congress, of science, of CEP, of big data, are assuming authority over MY life and yours in the form of our personally identifiable data.  And who is stopping them?

Despite a huge number of public comments that told the CEP that Americans want the CEP to get its hands off our data, the CEP moves ahead at a steady pace.  And why not?  We can never un-elect this appointed group that Congress created less than a year ago.  What motivation would CEP have to actually incorporate the public comments?

As the Missouri Education Watchdog pointed out in October, there was only one man in America who seemed to care about protecting citizen privacy at that month’s hearing.  Mr. Emmett McGroarty testified to the CEP that what they were doing was wrong.  Similarly, at last week’s January 5 CEP hearing, there was only one woman who spoke ethically about children’s data privacy rights.  She did a magnificent job.  Everyone else testified that data should be gathered in one place, or possibly in a few places; and none of the others mentioned permission or informed consent. I took pages and pages of notes, since the meeting was only public in the sense that I could listen in to it on my phone.

It wasn’t filmed.  It wasn’t truly public.  It’s aiming to fly under the radar because it’s theft.

chicks

Huck Finn’s father’s plan to later share the stolen chickens didn’t make the chickens less stolen.  Other people’s information doesn’t suddenly become your “scientific research” or your “evidence” for “evidence-based policymaking” just because Congress created a commission and appointed you to chat about it.

Shame on the CEP.  Shame on all who turn a blind eye to this evil, open assault on the basic freedom of personal privacy.

What’s Competency Based Education?   2 comments

Alyson Williams, who worked in data management for the publishing industry, a mother who has written and spoken much about education and data reforms over the past several years, has just given a speech at the Agency Based Education Conference.

It’s worth your time.

Alyson raises and expands upon many of the issues that are also being raised by other data privacy experts, including  American Principles ProjectElana Zeide, the Electronic Privacy Information Center, Education Liberty Watch, Return to Parental Rights, the Parent Coalition for Student Privacy,  and the Electronic Frontier Foundation.

She asks us to consider how current trends toward consent-less gathering and use of student data are to be affected by frameworks already in place (such as SLDS databases) and by new movements, such as the federal Commission on Evidence-based Policymaking (CEP) and the Competency-based Education reforms now arising in many legislatures (including Utah’s) today.  She points out that a key cheerleader for Competency-based Education is Marc Tucker, the avowed enemy to local control of education who is, nonetheless, a mistakenly respected advisor to the Utah legislature.  How might Marc Tucker’s CBE Baby affect my children and yours?

Please watch and share with your legislators.

Who’s Trump Pick for Education?   5 comments

evers-meme

I agree with Joy Pullman: “I shouldn’t have to give a flying fig about whom Donald Trump picks for this position.”

But we care, and the figs are flying, because there’s so much power unconstitutionally wielded by the executive branch over local education.

Although Trump did say in a campaign interview that he wanted to eliminate the Department of Education,  it does not look as though that’s going to happen, sadly.  The next best thing is to name a local-control oriented, constitution-loving Education Secretary.

Will Trump do that?

Trump’s choice of ed guru Bill Evers to his transition team spoke hope to those opposed to Common Core.   Evers, a scholar at Hoover Institute (Stanford University) had been speaking out and writing bookswhite papersthink tank documents, and columns against Common Core; he served on panels and published opinion editorials  against the nationalization of our formerly autonomous educational system.  He’d been featured widely for his scholarship and activism; see for example, Breitbart, CSPAN, Stanford UniversityUtahns Against Common Core, Education Reporter.

Evers proclaimed that Common Core “violated the traditions of open debate and citizen control that are supposed to undergird public schooling” and said that “Common Core’s national uniformity runs counter to competitive federalism”.

Surely Evers would turn the Common Core machine around, thought parents and freedom loving teachers across this nation, and they took action.

A public letter from United States Parents Involved in Education last week pleaded with Trump to choose Dr. Bill Evers for Education Secretary.  (See who signed that letter here.)

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A similar public  letter from Parents Against Common Core asked Trump to consider, along with Dr. Bill Evers, Dr. Larry Arnn, Dr. Sandra Stotsky, Dr. Peg Luksik, or Dr. William Jeynes.

You can still sign that letter here.

Frighteningly though, this week Trump interviewed Michelle Rhee, one of the top ten scariest education reformers in the nation, for the job; the scandal-pocked former Commissioner of Education in D.C. and author of a creepy ed reform book, “Radical” is no friend to children, to opt-out liberty, or to the free market.  Of “letting them choose wherever they want to go,” she said, “I don’t believe in that model at all.”  So, Goodbye freedom, under Rhee.

There should be no chance that she’s chosen.  (Even though she’s suddenly, cutely, dressing in red, white and blue to meet the president elect, do not be fooled!)

I hope Trump’s receiving a storm of anti-Rhee letters this week from parents and educators at his public input website.  He’s probably going to make his announcement this week.  Please, please speak up.

 

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#BillEvers for Secretary!  #NeverRhee!

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Trump won. Now what?? -by Emily Talmage   3 comments

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This must-read article is partially reposted from Emily Talmage’s blog (Maine mom against common core).  I think my favorite part is the video clip at the end, depicting a real cat and a real alligator, where the cat swats and intimidates the alligator, causing it to retreat in fear.  What an iconic metaphor for what we the little people are trying to do as we fight the machine.

Read the whole article at EmilyTalmage.com.

 

Several weeks ago, I wondered in a blog post whether or not public education would survive the next administration. Admittedly, I was all but certain at the time that Hillary Clinton would be our next president, and my predictions were more than dismal: more screen time for even our youngest children, inflated local budgets, invasive school-wide and individual data collection, a proliferation of low-quality online K-12 and higher education programs, etc.

Ever since the big shock of Tuesday night, however, I’ve been scrambling to say something coherent about what we can expect now that Donald Trump really is going to be our next president.

Will public education survive?

Here’s the funny (and by that I mean incredibly scary) thing about federal public education policy: the big agenda – the real agenda – seems to survive no matter who is put in charge.

The real agenda – the ongoing march toward a cradle-to-grave system of human capital development that relies on the most sophisticated data collection and tracking technologies to serve its unthinkably profitable end – is fueled and directed by a multi-billion dollar education-industrial-complex that has been built over the course of decades.

It’s an absolute beast, an army of epic scale, and it’s a system that has the same uncanny ability to blend in with its surroundings as a chameleon.

Take, for example, the new “innovative assessment systems” that are being thrust on us every which way in the wake of ESSA.  Under the banner of free market ideology, the far-right American Legislative Exchange Council (ALEC) is promoting the very same assessment policies that far-left groups like the national unions and the National Center for Fair and Open Testing are now pushing. And though some claim that one ideology is merely “co-opting” the ideas of the other, the reality is that they lead to the same data-mining, cradle-to-career tracking end.

Consider, too, the massive push for blended, competency-based, and digital learning – all unproven methods of educating children, but highly favored by ed-tech providers and data-miners.

Most of these corporate-backed policies were cooked up in Jeb Bush’s Foundation for Excellence in Education, and then made their way not only to the far-right ALEC, but also to left-leaning groups like the Center for Collaborative Education, the Coalition for Essential Schools, and the Great Schools Partnership. Depending on what sort of population each group is targeting, these wolves will dress themselves up in sheep’s clothing and make appeals to different values. For the right, they will package their policies in the language of the free market and choice; for the left, they will wrap them in a blanket of social-justice terminology.

Pull back the curtain far enough, however, and you will see they are selling the same thing.

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There is, of course, no question that Hillary Clinton has been deeply entrenched in the education-industrial-complex for many, many years – even profiting from it personally – and that the big agenda was going to move full speed ahead if she were elected.

But what will happen now that we’re guaranteed to have a President Trump?

Unfortunately, we need look no further than the man leading Trump’s education transition team to understand how much trouble we are in.

Not long ago, Gerard Robinson, a research fellow at the American Enterprise Institute, was one of only eleven members of the Executive Team of Jeb Bush’s “Digital Learning Now!” council, along with Joel Klein of NYC Public Schools, Gregory McGinity of the Broad Foundation, and Susan Patrick of the International Association for K-12 Online Learning.

Former Gates Foundation executive Tom Vander Ark, who sits on the board of the world’s creepiest education organizations while overseeing a giant portfolio of digital and online learning companies, picked Robinson as one of his top ten reformers to watch back in 2010.

It should be no surprise, then, that Robinson recently told EdWeek: “I see [Trump] supporting blended learning models, alternative learning models,” and that he will “likely want to continue significant investments in colleges and universities, but also closely track how well graduates do in the labor market.”

That’s all part of the big agenda right there, and here is no big surprise: for-profit education chains are already seeing their stocks rise.

For those of you now protesting that Trump said he would get rid of the Department of Education, well, President Reagan said that too, but then he sponsored a report called “A Nation at Risk” which kicked the role of the federal government in education into high gear. According to Robinson, Trump may “streamline” the department  …whatever that means.

As for rumors circulating that either Ben Carson or William Evers of the Hoover Institute will be tapped for the role of Education Secretary under Trump, I think we’re more likely to get someone akin to what Robinson told Edweek:  “Someone from the private sector, who may not have worked in education directly, but may be involved in philanthropy or some kind of reform.”

So what does this mean for us? For our kids, our schools and our communities?

More than likely, it won’t be much different nor any less dismal than what I wrote when I assumed Hillary would be president: more screen time for even our youngest children, inflated local budgets to support one-to-one tech initiatives, invasive (way more invasive) school-wide and individual data collection, and a proliferation of low-quality online K-12 and higher education programs.

Unless!

And this is a big unless..

 Unless parents and activists from across the political spectrum can mobilize now and stand up now to say enough is enough. We knowwhat the big agenda is, and we aren’t going to manipulated by superficial policy change anymore.

This means that those who lean right can’t afford to go back to sleep once they hear talk of school choice and vouchers and the elimination of Common Core, and those leaning left can’t afford to throw in the towel or be led astray by phony anti-privatization movements run by neoliberal groups pushing the same darn thing as everyone else

Read the rest here…

 

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Zeide: On Ethics in Common Data Standards and Competency-Based Ed   Leave a comment

Watch the last ten minutes, at least.

Zeide is a scholar and a lawyer, not an activist for student privacy. She lays out the pros and cons of Competency Based Education with probing ethical questions.

She also notes at minute 14 that there is a movement to use unit record data, which I have been stressing in recent posts concerning the activities of the federal CEP — “Commission on Evidence Based Policymaking”.

She does not use the word “Orwellian,” speaking of unit record data, but I do. If that governmental stalking of individuals idea bothers you, give online comment at the CEP Commission’s website. That CEP comment deadline is this weekend. Be heard.

https://www.regulations.gov/docket?D=USBC-2016-0003

If words don’t come easily, just say that student privacy is very important, and that consent is important, and that a move to a database of individual unit records is unacceptable in our free country.

Three Anti-Common Core State School Board Members Elected in Utah Last Night   3 comments

 

happy dance dog

Miracles do happen.

Utah’s liberty-loving, anti-common core community did a lot of happy dancing last night when candidates Alisa Ellis, Michelle Boulter and Lisa Cummins won three seats on the state school board. This election showed what can happen when people actually get to vote, instead of having the governor appoint board members, as had happened for so many years in the past.

Utah’s board finally has vibrant voices and votes for parent-and-teacher directed, not federal-corporate directed control of curriculum, testing, and student data.

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Although the Utah anti-common core community was saddened that the heroic Dr. Gary Thompson (pictured above with Senator Mike Lee and Lisa Cummins) did not win his bid for a seat on the state school board, his campaign had an undeniable impact in raising awareness about student mental health, student data privacy, and the supremacy of family /parental rights.  How often Dr. Thompson repeated this truth: “Parents are, and always must be, the resident experts of their children”.

The spirit of what Dr. Thompson’s all about thrives in Alisa, Michelle and Lisa.

The news of three of our strongest freedom-fighter parents taking three seats on the state school board is nothing short of miraculous.

Celebrate!

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Testify Now.   7 comments

 

The purpose of this post is to ask you to testify this week to the newly created White House Commission on Evidence-Based Policymaking (CEP)– either online or in person— against CEP’s idea of studying to remove protective barriers on unit-level data for federal access and policymaking.

Here’s why.

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Apparently chafing against constitutional and tech barriers against unrestrained access to student-level data, the federal government, this year, invited 15 people to help remove those barriers.

It’s a motley crew: a British behavioral scientist, an American data crime lawyer, a White House Medicaid bureaucrat, and piles of professors who formerly worked for the feds.

They named the group The Commission on Evidence-Based Policymaking (CEP) and passed a law (led by Dem. Senator Murray, Speaker Ryan and President Obama) that gives the semblance of authority to the commission and allows them to post on the White House website.

The law passed in March.

The CEP’s stated purpose is to increase “use of data in order to build evidence about government programs“.

How would this be done?  CEP doesn’t say on its website, but the trend in data mining is to push for unit record data sharing.

Individual students are, in computer jargon, “unit record data“.  CEP promises to focus on “existing barriers” that are standing in the government’s way of accessing data [unit record data included] or, in their words, “data already being collected” [by states, in SLDS systems]. That data is none of the federal government’s business. In my opinion, it’s none of the state’s business. My data belongs to me. My child’s data should not be harvested without my written consent. The state never asked before it began to longitudinally study my child. And now, the feds want full access to disaggregated data to “build evidence” of all kinds.

CEP’s website claims that “…while protecting privacy and confidentiality” the Commission will “study how data, research, and evaluation are currently used to build evidence, and how to strengthen the government’s evidence-building efforts.

In the context of the decade-long Congressional debate for and against unrestrained federal study of individuals,  how can CEP simultaneously persuade Congress that it will protect student privacy while pushing Congress to increase its evidence-building efforts?

I suppose if they gain unlimited access to data but deny access to at least one person, they can call this “protecting privacy”.

They used the phrase “protecting privacy” while they:

  1. Installed fifty interoperable, federally designed-and-funded “State Longitudinal Database Systems” (SLDS)  to track the nation’s schoolchildren. There was no vote, no request for parental consent– it was part of the “government evidence-building effort”.
  2. Stripped privacy protections that used to  be in federal FERPA law, which earlier had  mandated parental consent (or adult consent) –for the all important “government evidence-building effort”.

They made scary, transformative changes effortlessly, as unelected bureaucrats dangled money (our taxes) in front of other unelected bureaucrats.  No representation.

When CEP begins its planned study of “practices for monitoring and assessing outcomes of government programs,” and other “studies,” you can just insert your child or grandchild’s name wherever you see the term “government programs”.

It’s all about unit-record data: the kids.

And it’s not a new idea!

In 1998, Hillary Clinton and Marc Tucker conspired to create a system they envisioned as “seamless”; a “cradle-to-grave system that is the same for everyone” to “remold the entire American system” using “large scale data management systems”.  It was exposed, but not abandoned.

In 2013, Senators Warner, Rubio and Wyden called for a federal “unit record” database to track students from school through the workforce.  That was shot down; Congress didn’t want to end the protective ban on unit record collection. In 2008, reauthorization of the Higher Education Act expressly forbade creation of a federal unit record data system.

In 2013 InsideHigherEd.com reported:

A unit record database has long been the holy grail for many policy makers, who argue that collecting data at the federal level is the only way to get an accurate view of postsecondary education…

…[V]oices calling for a unit record system have only intensified; there is now a near-consensus that a unit record system would be a boon… An increasing number of groups, including some federal panels, have called for a federal unit record system since 2006: the Education Department’s advisory panel on accreditation, last year; the Committee on Measures of Student Success, in 2011; and nearly every advocacy group and think tank that wrote white papers earlier this year for a project funded by the Bill & Melinda Gates Foundation…

… through linkage with Social Security or other databases, it could track graduates’ wages… The Obama administration — unable to create a federal unit record database — has offered states money to construct longitudinal databases of their own…”

It is time to stand up.

We missed the public meeting and the public hearing last month, but we can still speak at next week’s public testimony at the Rayburn Office Building.

If you can be in D.C. next Thursday, and want to offer public comment to offset the Gates-funded organizations that will be speaking in favor of sharing unit-record data, please send an email to  Input@cep.gov.  Ask for time to speak on the 21st of October.  They ask for your name, professional affiliation, a two sentence statement, and a longer, written statement.

If you can’t make it to D.C. on Thursday, you can catch them in a few months at similar meetings in California and in the Midwest.

At the very least, you can send your opinion online to the CEP at:   https://www.regulations.gov/docket?D=USBC-2016-0003

 

My submission to the CEP is below.  Feel free to use it as a template.

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Dear Commission on Evidence-Based Policymaking,

I love the American concept of voter-based, Constitution-based, elected representative-based, policymaking.  It’s why I live in America.

In contrast to voter-based policymaking there is evidence-based policymaking, which I don’t love because it implies that one entity’s “evidence” trumps individuals’ evidence, or trumps individuals’ consent to policy changes.

Former Secretary of Agriculture Ezra Taft Benson said something about education that also applies to educational data and policymaking:

“The best way to prevent a political faction or any small group of people from capturing control of the nation’s educational system is to keep it decentralized into small local units, each with its own board of education and superintendent. This may not be as efficient as one giant super educational system (although bigness is not necessarily efficient, either) but it is far more safe. There are other factors, too, in favor of local and independent school systems. First, they are more responsive to the needs and wishes of the parents and the community. The door to the school superintendent’s office is usually open to any parent who wishes to make his views known. But the average citizen would be hard pressed to obtain more than a form letter reply from the national Commissioner of Education in Washington, D.C.”

Local control, and consent of the governed, are two foundational principles in our great nation.

Because the CEP is not an elected body, it does not actually hold representative authority to collect, or to recommend collection, of student-level evidence, or of any evidence, without written consent; and, for the same reasons, neither does the Department of Education.

Because the fifty, federally-designed, evidence-collecting, State Longitudinal Database Systems never received any consent from the governed in any state to collect data on individuals (as the systems were put into place not by authority, but by grant money) it follows that the idea of having CEP study the possible removal of barriers to federal access of those databases, is an egregious overstep that even exceeds the overstep of the State Longitudinal Database Systems.

Because federal FERPA regulations altered the original protective intent of FERPA, and removed the mandate that governments must get parental (or adult student) consent for any use of student level data, it seems that the idea of having CEP study and possible influence removal of additional “barriers” to federal use of data, is another egregious overstep.

As a licensed teacher in the State of Utah; as co-founder of Utahns Against Common Core (UACC); as a mother of children who currently attend public, private and home schools; as acting president of the Utah Chapter of United States Parents Involved in Education (USPIE); as a patriot who believes in “consent of the governed” and in the principles of the U.S. Constitution; and, as a current tenth grade English teacher, I feel that my letter represents the will of many who stand opposed to the  “study” of the protective barriers on student-level data, which the CEP’s website has outlined it will do.

I urge this commission to use its power to strengthen local control of data, meaning parental and teacher stewardship over student data, instead of aiming to broaden the numbers of people with access to personally identifiable student information to include government agencies and/or educational sales/research corporations such as Pearson, Microsoft, or the American Institutes for Research.

 

To remove barriers to federal access of student-level data only makes sense to a socialist who agrees with the Marc Tucker/Hillary Clinton 1998 vision of a cradle-to-grave nanny state with “large scale data management systems” that dismiss privacy as a relic in subservience to modern government.  It does not make sense to those who cherish local control.

It is clear that there is a strong debate about local control and about consent of the governed, concerning data and concerning education in general. NCEE Chair Mark Tucker articulated one side of the debate when he said:  “the United States will have to largely abandon the beloved emblem of American education: local control. If the goal is to greatly increase the capacity and authority of the state education agencies, much of the new authority will have to come at the expense of local control.”

Does that statement match the philosophical stand of this commission?  I hope not.  Local control means individual control of one’s own life.  How would an individual control his or her own destiny if “large scale data management systems” in a cradle-to-grave system, like the one that Tucker and Clinton envisioned, override the right to personal privacy and local control?  It is not possible.

I urge this commission to use any influence that it has to promote safekeeping of unit-record data at the parental and teacher level, where that authority rightly belongs.

Sincerely,

Christel Swasey

 

 

 

 

Join Us: U.S.P.I.E. to #ReinInTheKing Tonight – Sign Petition to Congress   Leave a comment

#ReinInTheKing

              #ReinInTheKing

It is one of the ironies of life that Secretary King’s name matches his actions as throne-sitter at the unconstitutional U.S. Department of Educsation.  As Secretary of Education, he has followed in the outrageous, extreme, fully socialist footsteps of his predecessor, Secretary Arne Duncan.

Tonight, U.S.P.I.E. (U.S. Parents Involved in Education) is pushing back, hosting a nationwide #StopFedEd twitter rally to raise awareness.

Join us.

Tweet about the outrageous encroachments of the Department of Education.  Tweet about our current Secretary, John King, also known as “The King of Common Core.”  You can learn more about Secretary King by reading posts  and articles that many have written, for years, about his education shenanigans.  (#ReinInTheKing)

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Please join the rally at PJNET; click here.

Make some noise across the twittersphere.

Let the U.S. Department of Education know that millions of voters, teachers, parents and legislators aim to stop its monstrous agenda that wants to eliminate local control of schooling.  Let them know we are not blind to the unwanted  data gathering agenda, the teacher-stifling agenda, the collectivist agenda, nor the encroachments that abound in the new federal ESSA.  Let them know that we will not put our heads in the sand while Secretary King and his unconstitutional department has its heavy-fisted, unkind, unconstitutional way with our tax dollars and our children.

This is America; we, the people, standing on the U.S. Constitution, claim our rights and reject this King!  Tweet it, Facebook it, LinkedIn it, Pin it; share your voice.  We demand educational local control and liberty and true, high quality education.

Use the hashtags #ReinInTheKing and #StopFedEd, please.  If you want to find out more about USPIE, click here.   To join the twitter rally click here, or just tweet #ReinInTheKing and #StopFedEd, with whatever message you wish to send @ federal and state leadership

(Here’s one link to the twitter handles of the U.S. Congress, to get you started.)

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For additional context:

Below is a letter to be delivered this week to the U.S. Congress.  It is written by U.S.P.I.E. and has been signed by pages and pages of names of leaders of U.S. organizations and individual teachers and parents and voters.  That official list of signers will be available soon, as the deadline is tonight.  If you want to be a signer, email Ms. Few at:      afew@uspie.org

Here is the letter:

United States Parents Involved in Education (USPIE), a nationwide, nonpartisan coalition of state leaders with thirty state chapters focused on restoring local control of education, do hereby submit opposition to the proposed regulations of Every Student Succeeds Act (ESSA) accountability and state plan rule-making. USPIE is joined in our dissent by many other local and national organizations with shared goals as cosigners to this letter.

As part of our opposition, we point to Chairman of the U.S. Senate Committee on Health, Education, Labor, and Pensions Lamar Alexander’s comments concerning ESSA, “…it prohibits Washington from deciding which schools and teachers are succeeding or failing.” As well, Senator Alexander states, “…the new law explicitly prohibits Washington from mandating or even incentivizing Common Core or any other specific academics standards.” These two quotes point directly to our opposition. As Senator Alexander explains, ESSA “prohibits Washington” from being entrenched in education. As detailed below, we find this to be untrue.

 

In a thorough review and analysis of the proposed regulations against the Act, written into law in January of 2016, we found five main areas where the requirements of the regulations supersede States’ rights as defined in the 10th Amendment of the U.S. Constitution. The five areas include: The Power of the Secretary of Education, accountability through data reporting, accountability through assessments, state plan requirements, and identification for targeted support and improvement. Below are bulleted concerns where we believe federal overreach impedes states’ rights. These beliefs correspond with specific sections of the proposed regulations.

 

THE SECRETARY OF EDUCATION IS GRANTED MORE POWER OVER STATES

 

  • Proposed 299.13 allows the Secretary to control how States are to submit their education plans and the deadline by which they are to submit.
  • Proposed 299.13 states the Secretary is authorized to establish consolidated State Plan Programs, information about these programs, the materials needed for these programs, and to set all assurances for the programs for adherence.
  • The proposed regulations allow the Secretary to amend requirements for implementing Title I programs including requirements for States when submitting their State Education Plans.
  • Proposed 299.13 say if States make any changes to State Education Plans, the Secretary must approve.
  • 46 of ESSA: The Secretary can withhold funds if States fail to meet any of the State Plan requirements.

 

**Recommendation: The Secretary should not be allowed to amend requirements. Title I should be implemented as the law states, not how the Secretary thinks it should be carried out. States should not be bribed into complying with regulations issued from any government agency.

DATA REPORTING IS EXPANDED AT THE COST OF THE STATES

 

  • Proposed 200.20 gives States “flexibility” to average data across years or combine data across grades because averaging data across school years or across grades in a school can increase the data available as a part of determining accountability.
  • Proposed 200.20 will also require States who combine data across grades or years to also report data individually for each grade/year, use the same uniform procedure, and explain the procedure in the State plan and specify its use in the State report card.
  • ESSA is supposed to give flexibility and more control to States by decreasing the burden of reporting requirements. Proposed regulations 299.13 and 299.19 will expand data reporting for “States and LEAs in order to provide parents, practitioners, policy makers, and public officials at the Federal, State, and local levels with actionable data,” which will entail additional costs for States. These reports must include accountability indicators to show how the State is aligned with a College and Career Readiness Standard (Common Core).
  • Proposed regulations 200.30 and 200.31 will implement requirements in the ESSA that expand reporting requirements for States and LEAs “in order to provide parents, practitioners, policy makers, and public officials at the Federal, State, and local levels with actionable data,” and information on key aspects of our education.
  • Proposed 200.17 clarifies data disaggregation requirements. It states that the n-size used to measure test scores and graduation rates of any subgroup for state accountability purposes should not exceed 30 students.
  • Proposed 200.21 through 200.24 require LEA’s to include evidence-based interventions in order to receive improvement funds. Such interventions include the safe and healthy school environments and the community and family engagement plans.  These plans include the heavy use of surveys—student surveys and home surveys.

 

**Recommendation: We recommend removing these regulations, letting States decide subgroup size as ESSA states

**Recommendation: We recommend not expanding data collection. Along these lines, we recommend the federal government not collect data on children at all.

RIGOROUS STANDARDIZED TESTS ARE THE MEASUREMENT FOR STUDENT SUCCESS

(These regulations heavily incentivize keeping Common Core as State standards)

 

  • Proposed 200.12 will require a State’s accountability system to be based on the challenging State academic standards (Common Core) and academic assessments.
  • Proposed 200.13 will require States to establish ambitious long-term goals and measurements of interim progress for academic achievement that are based on challenging State academic standards (Common Core) and the State’s academic assessments.
  • Proposed 200.14 states assessments provide information about whether all students are on track to graduate “college-and-career-ready” (Common Core).
  • Proposed 200.15 will require States who miss the 95% participation requirement to: a) be assigned a lower rating (200.18); b) be assigned the lowest performance level under State Academic Achievement (200.14); c) be identified for target support and improvement (200.19); and d) have another equally rigorous State-determined action, as described in its State plan, which the Secretary has to approve.
  • States who miss the 95% would be required to develop and implement improvement plans that address the law participation rate and include interventions.
  • Proposed 200.15 will require States to explain in its report card how it will factor the 95% participation rate requirement into its accountability system. (This is not flexibility; this is the government telling States what to do.)
  • Proposed regulations will ensure that States who fail to meet the 95% rate have rigorous actions taken (lower rating, identified for targeted support/improvement), providing incentive for schools to ensure all students take the annual State assessments.
  • Proposed 200.18 requires each school to receive a single “summative” grade or rating, derived from combining at least 3 of the 4 indicators used to measure its performance. Further, the regulation “forbids” states from boosting school’s rating if it has made substantial improvement in the 4th non-academic category.
  • Proposed 200.15 requires states to intervene and/or fail schools who do not meet the 95% participation rate on the state test.

 

**Recommendation: We recommend letting states determine their own rating system and choose other indicators of school performance.

**Recommendation: We recommend taking emphasis off Common Core aligned assessments and giving teachers the freedom to teach.

**Recommendation: We recommend removing these regulations as it violates the provision of the ESSA to recognize state and local law that allow parents to opt-out their child from participating in the state academic assessments.

STATE PLAN REQUIREMENTS

 

  • Proposed 299.13 will establish procedures and timelines for State plan submission and revision and the Secretary is authorized to approve revisions.
  • Proposed 299.14 to 299.19 will establish requirements for the content of consolidated State plans.
  • Proposed 299.16 will require States to demonstrate that their academic standards and assessments meet federal requirements.
  • Proposed 299.19 will require states to describe how they are using federal funds to provide all students equitable access to high-quality education and would include program-specific requirements necessary to ensure access.
  • Proposed 299.13 outlines requirements for an SEA to submit in order to receive a grant. The state must submit to the Secretary assurances in their plan including “modifying or eliminating State fiscal and accounting barriers so that schools can easily consolidate funds from other Federal, State, and local sources to improve educational opportunities and reduce unnecessary fiscal and accounting requirements”.

 

**Recommendation: We recommend removing these regulations and allowing States to establish State plan procedures and timelines.

IDENTIFICATION FOR TARGETED SUPPORT AND IMPROVEMENT

 

  • Proposed 200.15 will require subgroups (homeless, military, foster, etc.) to adhere to the 95% participation rate along with their peers.
  • Proposed 200.19 will provide parameters for how States must define “consistently underperforming.”
  • Proposed 200.24 grants States additional funds for low performing LEAs but instructs how States must use these funds.
  • Proposed 299.17 will include State plan requirements related to statewide school support and improvement activities.
  • Proposed 200.24 says if schools do not show improvement by a set time, SEAs may take additional improvement actions including: a) replacing school leadership; b) converting to a charter school; c) changing school governance; d) implementing new instructional model; or c) closing the school. This is called, “whole school reform.”
  • Proposed 200.19 and 200.23 also talk about the use of whole school reform.

 

**Recommendation: We recommend giving States the power to define schools which “consistently underperform” and allowing States to decide appropriate improvement activities.

We, the undersigned, agree to these points and respectively ask Congress to reconsider the regulations as written. Our suggestion is the regulations are retracted and either rewritten so they closer align with the law or they are completely discarded and States are left to interpret the law as they see fit.

 

Lastly, USPIE leadership is more than willing to meet and discuss these points, our recommendations, and solutions with any Congressional member at a time and place convenient to them. Like you, we would like to see education brought to a level where all children, teachers, schools, and communities succeed.

 

With utmost respect and regards,

 

Sheri Few, President

United States Parents Involved in Education

 

Tracie Happel, President

South Carolina Parents Involved in Education

 

Lynne Taylor, President

North Carolina Parents Involved in Education

 

Ida Frueh, President

North Dakota Parents Involved in Education

 

 

 

Dr. Stotsky Exposes MA Supreme Court’s Stopping of Voters From Opportunity to Repeal Common Core   1 comment

Guest post by Dr. Sandra Stotsky, published with permission from the author;

article was originally published July 8, 2016 at New Boston Post.

Dr. Sandra Stotsky

       Dr. Sandra Stotsky

 

Last week, the Supreme Judicial Court of Massachusetts stopped voters from weighing in on a citizen-backed initiative to repeal Common Core.

In her opinion, Chief Justice Margot Botsford blocked on a technicality the petition to let voters decide whether to keep Common Core or revert to the state’s own educational standards. Her reasoning? The measure, she wrote, was unconstitutional because the portion of the ballot question that required the state to release used test items is unrelated to the transparency of state tests.

Got that? Justice Botsford thinks that release of used test items is unrelated to the transparency of state tests and standards as a matter of coherent public policy.

It was an oddly-reasoned decision since any classroom teacher in Massachusetts could have told her that the annual release of all used MCAS test items in the Bay State, from 1998 to 2007, was clearly related to the transparency of the state tests and very useful to classroom teachers. Among other things, the information allowed teachers to find out exactly what students in their classes did or did not do well and to improve their teaching skills for the next year’s cohort of students.

Botsford could have asked test experts as well. Any test expert would also have told her that the transparency of an assessment begins with an examination of the test items on it, followed up first by the names and positions of the experts who vetted the items on all tests at each grade level, and then by information on how the pass/fail scores for each performance level were determined, and the names and positions of those who determined them.

Botsford could also have found out from the testimony of those involved with the state’s tests from 1998 to 2007 that the cost of replacing released test items is negligible. It is not clear if her unsupported belief that there is a high cost for replacing released test items was what led her to conclude that the petition addressed matters that were unrelated to each other. As Botsford indicated in her ruling, “the goal of the petition…

… comes with a significant price tag: as the Attorney General agreed in oral argument before this court, implementing section 4 will require the development and creation of a completely new comprehensive diagnostic test every year, which means a substantial increase in annual expense for the board — an expense to be borne by taxpayers and to be weighed by voters in determining whether increased transparency is worth the cost.

In 2015, Attorney General Maura Healey certified the petition for placement on the November 2016 election ballot. But the Massachusetts Business Alliance for Education (MBAE) was not content to let the democratic process play out, so they brought a lawsuit — seemingly paid for by grants to the MBAE from the Bill and Melinda Gates Foundation — to stop the matter from ever reaching the voters.

Both Botsford’s decision that the petition was unconstitutional and the unanimous agreement by the other justices as part of a “full court” session are puzzling, given the thorough review the petition had received from the Attorney General’s office. Here is how one of the pro bono lawyers who wrote the petition for the organization collecting signatures to place it on the November 2016 ballot described the vetting process to me (in a personal e-mail):

The process for an initiative petition has a series of check points. The initial draft is reviewed by the staff in the Government Bureau in the Attorney General’s Office (AGO). They look at the proposal to identify whether the proposal meets the threshold of the Constitutional requirements. The Government Bureau is made up of the best attorneys in state government. This review raised no flags.

After the collection of the signatures and submission to the AGO, the language is published and offered for public comment. It was at this point (in 2015) that the MBAE weighed in and opposed the petition (in a Memorandum of Opposition), using arguments that were dismissed by the AGO but that were later used in 2016 with the Supreme Judicial Court (as part of the MBAE’s lawsuit). In 2015, the review includes the staff attorney who oversees the petitions, the chief of the Government Bureau, the chief of the Executive Office (the policy-making administrative part of the AGO) and the Attorney General herself. This is a strictly legal discussion on the merits. … In my opinion, she decided it on the legal issues alone. And she and her staff decided that the petition passed the Constitutional requirements.

Now there can be legitimate differences on legal issues. But we structured the petition with the advice of a former U.S. attorney and his staff at his law firm. We passed several reviews at the Attorney General’s Office, including a contested review. The AGO’s brief on behalf of the petition was strong.

We had a petition that was complete, parrying threats that would have undermined the repeal of Common Core. The Attorney General understood that and supported our desire to bring it before the public.

To date, the parent organization that collected about 100,000 signatures for the petition has received no explanation from the lawyers who wrote the petition for them about why there was a unanimous decision by the Supreme Judicial Court that the petition was unconstitutional (on the grounds that there was a lack of connection among its sections, even though all the sections were in the original statute passed by the state legislature in 1993—a statute that was never criticized as incoherent). Nor has there been any word from the Attorney General’s office.

By preventing the voters from having their say, the Massachusetts court did a disservice not only to our public schools – which were better off under Massachusetts’ own rigorous academic standards — but even more to the institution of democracy itself.

 

Sandra Stotsky, former Senior Associate Commissioner of the Massachusetts Department of Education, is Professor of Education emerita at the University of Arkansas. Read her past columns here.

Can Parents Combat the Media’s Tolerance of Institutional Manipulation?   Leave a comment

Guest post by Dr. Sandra Stotsky

This week, the New Boston Post published this article by Dr. Sandra Stotsky, which is republished here with the author’s permission.

Dr. Sandra Stotsky

Dr. Sandra Stotsky

The efforts by the Gates Foundation to manipulate our major institutions lie at a very deep level in order to remain difficult to detect. Its efforts have been made much easier because our media don’t seem to care if the manipulation is done by a “generous philanthropist,” someone with an extraordinary amount of money and ostensibly the best of intentions for other people’s children. At least, this is how they seem to rationalize their tolerance of political manipulation by moneyed and self-described do-gooders—and their unwillingness to dig into the details.

As one example, we can surmise that Gates gave the Massachusetts Business Alliance for Education (MBAE) the funds it would need to pay a very pricey Boston law firm (Foley Hoag) for its 2015 Memorandum of Opposition to the citizen petition asking for a ballot question on Common Core and for the MBAE’s 2016 lawsuit against the Attorney General. We can assume the connection because Gates gave the MBAE large funds in recent years under the guise of “operating” costs. Until Judge Margot Botsford sings, we will not know her reason for using the flawed argument that had been worked out by Foley Hoag for the MBAE 2015 Memorandum of Opposition and that had already been rejected by the Attorney General’s Office (AGO) when it declared the citizen petition constitutional in September 2015. The flawed argument, to remind readers, was that the release of used test items is NOT related to the transparency of a test—an illogical statement that most Bay State teachers would recognize as reflecting more the thinking of the Red Queen or Duchess in Wonderland than that of a rational judge. Moreover, the flawed argument was supported unanimously by Judge Botsford’s colleagues on the Supreme Judicial Court (SJC). Not a murmur of dissent is on record.

Why Foley Hoag repeated the flawed argument it first offered in the 2015 MBAE Memo of Opposition in the 2016 MBAE lawsuit is something only the well-paid lawyers at Foley Hoag can explain. Why Judge Botsford and her colleagues on the SJC so readily used an already rejected and poorly reasoned argument for a “full court” opinion in July 2016 is what only she (and they) can explain. The end result of this fiasco is a corrupted judiciary and legal process. But how many reporters have spent time looking into this matter?

The Boston Globe published a long article the very day Judge Botsford’s decision was released (an amazing feat in itself) that revealed no inquiry by the reporter, Eric Moskowitz, into some of the interesting details of the ultimately successful effort by the MBAE and Gates to prevent voters from having an opportunity to vote on Common Core’s standards. Recall that these were the standards that had been hastily adopted by the state board of education in July 2010 to prevent deliberation on them by parents, state legislators, teachers, local school committee members, and higher education teaching faculty in the Bay State in mathematics and English.

As another example, we know from 1099 filings that the Gates Foundation gave over $7 million in 2014 to Teach Plus, a Boston-area teacher training organization, to testify for tests based on Common Core standards at Governor Baker-requested public hearings in 2015. These hearings were led by the chair of the state board of education and attended by the governor’s secretary of education. Teach Plus members earned their Gates money testifying at these hearings. (See the spreadsheet for the amounts) For links to all the testimony at these hearings, see Appendix B here. Has any reporter remarked on what many see as an unethical practice?

As yet another example, it is widely rumored that the Gates Foundation also paid for the writing of the 1000-page rewrite of No Child Left Behind known as Every Student Succeeds Act (ESSA). It is public knowledge that Senators Lamar Alexander (TN-R) and Patty Murray ((WA-D) co-sponsored the bill, but the two senators have been remarkably quiet about ESSA’s authorship. No reporter has commented on the matter, or reported asking the senators who wrote the bill and who paid for the bill.

In addition, the accountability regulations for ESSA now available for public comment were not written by the USED-selected committees (who failed to come to consensus on any major issue), but by bureaucrats in the USED. Who gave the USED permission to write the accountability regulations it wanted, and who wrote them? No reporter has expressed any interest in finding out who these faceless bureaucrats are. Why?

 

Sandra Stotsky, former Senior Associate Commissioner of the Massachusetts Department of Education, is Professor of Education emerita at the University of Arkansas. 

Video: Dr. Gary Thompson For Utah State School Board: The Dirty Dozen   Leave a comment

In case you missed the rally speeches and missed the Fox News report, here begins a series of posts featuring the speakers at this week’s rally at the state capitol, where Utah voters had the opportunity to hear from candidates for Utah State School Board.

The rally was entitled “Elevating Education:  Common No More”.

Radio host Rod Arquette introduced each school board candidate speaker and the gubernatorial candidate Johnathan Johnson. Each speaker declared that Utah can elevate education beyond the Common Core.

The first video shows Dr. Gary Thompson‘s speech; below is the text version of that speech.   (Other candidates’ speeches will be posted soon.)

Text of Dr. Thompson’s speech:

Communities are judged by how well they treat the most vulnerable children amongst them.

If given the honor of representing parents and teachers as a State Board Member, I will only ask four questions regarding any policies placed in front of me regarding our children and students:

1.  Does the policy conform to industry standard ethical practices?

2.   Does the policy allow ground level parental control and teacher choice?

3.   Are stealth psychological evaluations and data collection being performed on children without your knowledge and informed consent?

4.  Is the policy based on “Voodoo-Pseudo Science”, or independent, peer reviewed research?

Our School Board’s failure to view education policy via these four principles has resulted in 12 dangerous realities in place in Utah public schools:

I call them the “Dirty Dozen”:

1.    Lawmakers recently deemed the SAGE test invalid for teacher evaluations, yet did nothing to protect our most vulnerable children from the same flawed test.

2.   Many Utah Standards are developmentally inappropriate for our younger children.

3.  Not one independent developmental psychologist was active in writing Utah K-3 Educational Standards.

4.  The test used to measure knowledge of Utah Standards, the SAGE test, has never been independently validated to measure academic performance.

5.  Without parental knowledge and informed written consent, Utah schools are collecting our children’s most intimate cognitive, behavioral, emotional, and sociological information.

6.  Utah’s test vendor, AIR, is currently using Utah public school children as “experimental lab rats”, as part of the largest, non consensual, unethical, experimentation ever performed on Utah soil.

7. Performing unethical, experimentation on Utah’s children place many of them at risk for serious emotional, behavioral and cognitive damage.

8.  Common Core special education practices are harmful, not based on sound science, and put our divergent learning students at risk for suicide.  Utah has one of the highest youth suicide rates in the Country.

9.  The Utah State Board of Education does not have effective policies in place requiring technology vendors to follow ethical and privacy guidelines, designed to protect parents and children from exploitation and harm.

10.  Student data security and privacy is a myth.

11.  Utah’s Preschool and Kindergarten programs are not supported by independent, peer-reviewed research.

12.   Utah’s adoption of the Common Core Federal mandate to have ALL Kindergartners reading, as opposed to emphasizing play, is abusive, and flies in the face of 75 years of child developmental research.

Since the advent of Common Core, the Board of Education, and the Utah State Office of Education, have dismissed “The Dirty Dozen” as “dangerous misinformation”, and have accuse parents like me of spreading fear into the community.

Today I draw a line in the sand, and for the sake of my children and Community, I ask State School Board Chairman Dave Crandall to do the same.

The contrasts between us could not be more evident.

One of us will protect your children….
One of us is dangerously wrong.

In Exchange, I challenge Chairman Crandall to publicly acknowledge the existence of “The Dirty Dozen”, as THE most pressing, dangerous assault on parental rights, teacher autonomy, and child safety present in Utah Public Schools.

If Chairman Crandall ignores this,  and ignores this challenge, I believe he is not fit to serve another term representing our children, and I respectfully request for him to immediately drop out of the election.

I ask the next Governor of this State, sitting on this stage;  I ask Governor Johnson to place the destiny of the next generation of children into the hands of local parents and our talented ground level teachers, as opposed to catering to technology special interest groups, who now own many Utah lawmakers.

I ask parents to demand that our education leaders base their decisions on ethics, and the rule of constitutional law, as opposed to agenda based, harmful mandates being forced upon our children via the U.S. Office of Education, and adopted without question by the Utah State Office of Education, and the State Board of Education.

I close from a quote from an American who was buried yesterday in Kentucky, Muhammad Ali. His example and courage inspired my father to pursue a dream of becoming one of America’s first generation of black medical doctors in modern history:

“Impossible is just a big word thrown around by small men who find it easier to live in the world they’ve been given, than to explore the power they have to change it.

Impossible is not a fact…. It’s an opinion.

Impossible is not a declaration…. It’s a dare.

Impossible is potential…Impossible is temporary….Impossible is nothing.”

Thank you for your time and consideration. May God bless this great, and truly exceptional Nation.”

————-

Dr. Thompson’s campaign website link is here:  http://www.vote4drgary.com/#!Dr-Thompsons-Utah-CapitolTown-Hall-Speech/b8v6m/575b6c780cf24c9615a7f130

Early voting begins tomorrow, and voting ends June 28th.  Please vote wisely.  No elected position in this state affects your children and your family more than the state school board position.

Obama, Keep Your 30 Pieces of Silver: No One Trumps My Child’s Bathroom Privacy   3 comments

In the moment when the home invader is at the door, yelling that he will break in and rearrange everyone and everything inside, do you panic and plead, hide, try to reason– or do you fight and defend your little ones?

I fight.

This week’s invasion of children’s bathrooms by would-be Dictator Obama is two things.

  1.  It is a precedent-setting blast to Constitutionally protected rights.  (He has no authority to do this.   We must call his bluff. )
  2. It is a foundational step to tragic sexual abuses and crimes which will take place in children’s and college students’ bathrooms because it’s founded on twisted logic: that  a minority’s desires (not rights, but desires) should trump both the rights and desires of the majority.  It’s absurd and dangerous.

Obama –and the whole world– must know that American people stand up and fight for our little ones.

We are not cowards.  We are not slaves to federal refunding of our tax dollars.  Obama’s planning to withhold funding unless we all cower to his rewrite of what gender and proper values should mean in public bathrooms.   Don’t swallow his incorrect definition.

For the record, here’s the best definition I have ever read.

Yesterday, Friday, May 13th, a letter was issued to all schools from the Departments of Justice and Education threatening to withhold federal funding from any school that fails to make accommodations for gender identity and transgenderism.

The letter calls compliance a “legal obligation” and states, “As a condition of receiving Federal funds . . a school must not treat a transgender student differently from the way it treats other students of the same gender identity . . even in circumstances in which other students, parents, or community member raise objections or concerns.”

The letter then goes into specifics about restrooms, locker rooms, athletics, housing, etc. mandating that, “A school may not require transgender students to use facilities inconsistent with their gender identity or to use individual-user facilities . . ”

Here is Utah’s Governor Herbert’s response:

“Today’s action by President Obama is one of the most egregious examples of federal overreach I have ever witnessed. Schools are the domain of state and local government, not our nation’s president. Unfortunately, this is exactly what I have come to expect from the Obama administration. If we have to fight this order, we will not hesitate to do so.”

Knowing that this letter on Transgender Students went out to schools, transgender students could force the issue on Monday.  Schools need to know that they can and must say “NO.”

We need the Utah State School Board to communicate that message to all the schools in Utah.  Then, we need the state legislature to address the problem in special session this week.

THE SCHOOL BOARD NEEDS TO HEAR FROM US TODAY, BEFORE THEY SEND A CLARIFICATION LETTER TO SCHOOLS.

Please, please, act.

Below are Utah contacts who need to hear from courageous and moral voices.

THE GOVERNOR AND THE STATE LEGISLATURE NEEDS TO HEAR FROM US TODAY BECAUSE THE DEADLINE FOR MAKING IT AN ISSUE FOR THE SPECIAL SESSION IS MONDAY.

Please, please act.

CHECK LIST:

1) CONTACT State School Board members to ask them to reject the edicts in the letter and support Utah schools in adopting policies which protect our children from being forced to co-mingle in bathrooms and showers;
2) CONTACT Governor Herbert to ask him to make this issue a matter for the Special Legislative Session this Wednesday, May 18th;
3) CONTACT State Legislators to ask them to support adding this issue to the special sessionn and to pass legislation that will protect our children AND their schools.
4) SPREAD THE WORD.   The societal shift that the Obama administration is proposing would be viewed as abhorrent to all generations before us and to moral people worldwide.  Now we are supposed to make it the norm for children across America?  Everyone who loves children and wants to protect them will care about this issue.  Tell them, so they can help guard our children’s innocence and moral privacy.

Send this on to family, friends, groups. Please use email, texting, social media, etc.

IS THIS AN EMERGENCY? . . . YES!!!! Please drop everything and make time for this today.  There is no time for cowardice.

State Board of Education Contacts:

District 1 – Terryl Warner . . . 435.512.5241
District 2 – Spencer Stokes . . . 801.923.4908
District 3 – Linda Hansen . . . 801.966.5492
District 4 – David Thomas . . . 801-479-7479
District 5 – Laura Belnap . . . 801.699.7588
District 6 – Brittney Cummins . . . 801.969.5712
District 7 – Leslie Castle . . . 801.581.9752
District 8 – Jennifer Johnson . . . 801.742.1616
District 9 – Joel Wright . . . 801.426.2120
District 10 – David Crandall . . . 801.232.0795
District 11 – Jefferson Moss . . . 801.916.7386
District 12 – Dixie Allen . . . 435.789.0534
District 13 – Stan Lockhart . . . 801.368.2166
District 14 – Mark Huntsman . . . 435.979.4301
District 15 – Barbara Corry . . . 435.586.3050

Terryl.Warner6@gmail.com
utahboard2@gmail.com
linda.hansen@schools.utah.gov
dthomas@summitcounty.org
lbelnap@utahonline.org
b4cummins@gmail.com
lesliebrookscastle@gmail.com
jj@jenniferajohnson.com
joel.wright.uted@gmail.com
crandall@xmission.com
jeffersonRmoss@gmail.com
dixieleeallen@gmail.com
stanlockhartutah@gmail.com
mhuntsman@sunrise-eng.com
Barbara.corry@schools.utah.gov

REMEMBER TO BLIND COPY.

Governor Gary Herbert:  801.538.1000

Utah State Legislature:

Rep. Scott Sandall . . . 435-279-7551
Rep. David Lifferth . . . 801-358-9124
Rep. Jack Draxler . . . 435-752-1488
Rep. Edward Redd . . . 435-760-3177
Rep. Curt Webb . . . 435-753-0215
Rep. Jacob Anderegg . . . 801-901-3580
Rep. Justin Fawson . . . 801-781-0016
Rep. Gage Froerer . . . 801-391-4233
Rep. Jeremy Peterson . . . 801-390-1480
Rep. Dixon Pitcher . . . 801-710-9150
Rep. Brad Dee . . . 801-479-5495
Rep. Mike Schultz . . . 801-859-7713
Rep. Paul Ray . . . 801-725-2719
Rep. Curt Oda . . . 801-725-0277
Rep. Brad Wilson . . . 801-425-1028
Rep. Stephen Handy . . . 801-979-8711
Rep. Stewart Barlow . . . 801-289-6699
Rep. Timothy Hawkes . . . 801-294-4494
Rep. Raymond Ward . . . 801-440-8765
Rep. Becky Edwards . . . 801-554-1968
Rep. Douglas Sagers . . . 435-830-3485
Rep. Susan Duckworth . . . 801-250-0728
Rep. Sandra Hollins . . . 801-363-4257
Rep. Rebecca Chavez-Houck . . . 801-891-9292
Rep. Joel Briscoe . . . 801-946-9791
Rep. Angela Romero . . . 801-722-4972
Rep. Michael Kennedy . . . 801-358-2362
Rep. Brian King . . . 801-560-0769
Rep. Lee Perry . . . 435-225-0430
Rep. Fred Cox . . . 801-966-2636
Rep. Sophia DiCaro . . .
Rep. LaVar Christensen . . . 801-808-5105
Rep. Craig Hall . . . 801-573-1774
Rep. Johnny Anderson . . . 801-898-1168
Rep. Mark Wheatley . . . 801-556-4862
Rep. Patrice Arent . . . 801-889-7849
Rep. Carol Moss . . . 801-647-8764
Rep. Eric Hutchings . . . 801-963-2639
Rep. Jim Dunnigan . . . 801-840-1800
Rep. Lynn Hemingway . . . 801-231-2153
Rep. Daniel McCay . . . 801-810-4110
Rep. Kim Coleman . . . 801-865-8970
Rep. Earl Tanner . . . 801-792-2156
Rep. Bruce Cutler . . . 801-556-4600
Rep. Steve Eliason . . . 801-673-4748
Rep. Marie Poulson . . . 801-942-5390
Rep. Ken Ivory . . . 801-694-8380
Rep. Keven Statton . . . 801-836-6010
Rep. Robert Spendlove . . . 801-560-5394
Rep. Rich Cunningham . . . 801-722-4942
Rep. Greg Hughes . . . 801-432-0362
Rep. John Knotwell . . . 801-449-1834
Rep. Mel Brown . . . 435-647-6512
Rep. Kraig Powell . . . 435-65-0501
Rep. Scott Chew . . . 435-630-0221
Rep. Kay Christofferson . . . 801-592-5709
Rep. Brian Greene . . . 801-358-1338
Rep. Derrin Owens . . . 435-851-1284
Rep. Val Peterson . . . 801-224-4473
Rep. Brad Daw . . . 801-850-3608
Rep. Keith Grover . . . 801-319-0170
Rep. Jon Stanard . . . 435-414-4631
Rep. Dean Sanpei . . . 801-979-5711
Rep. Norman Thurston . . . 385-399-9658
Rep. Francis Gibson . . . 801-491-3763
Rep. Mike McKell . . . 801-210-1495
Rep. Marc Roberts . . . 801-210-0155
Rep. Merrill Nelson . . . 801-971-2172
Rep. Brad King . . . 435-637-7955
Rep. Kay McIff . . . 801-608-4331
Rep. Brad Last . . . 435-635-7334
Rep. John Westwood . . . 435-590-1467
Rep. Mike Noel . . . 435-616-5603
Rep. Lowry Snow . . . 435-703-3688
Rep. Don Ipson . . . 435-817-5281
Sen. Luz Escamilla . . . 801-550-6434
Sen. Jim Dabakis . . . 801-815-3533
Sen. Gene Davis . . . 801-647-8924
Sen. Jani Iwamoto . . . 801-580-8414
Sen. Karen Mayne . . . 801-232-6648
Sen. Wayne Harper . . . 801-566-5466
Sen. Deidre Henderson . . . 801-787-6197
Sen. Brian Shiozawa . . . 801-889-7450
Sen. Wayne Niederhauser . . . 801-742-1606
Sen. Lincoln Fillmore . . . 385-831-8902
Sen. Howard Stephenson . . . 801-815-6800
Sen. Daniel Thatcher . . . 801-759-4746
Sen. Mark Madsen . . . 801-360-9389
Sen. Al Jackson . . . 801-216-4479
Sen. Margaret Dayton . . . 801-221-0623
Sen. Curt Bramble . . . 801-361-5802
Sen. Peter Knudson . . . 435-730-2026
Sen. Ann Millner . . . 801-900-3897
Sen. Allen Christensen . . . 801-782-5600
Sen. Scott Jenkins . . . 801-731-5120
Sen. Jerry Stevenson . . . 801-678-3147
Sen. Stuart Adams . . . 801-593-1776
Sen. Todd Weiler . . . 801-599-9823
Sen. Ralph Okerlund . . . 435-979-7077
Sen. Lyle Hillyard . . . 435-753-0043
Sen. Kevin VanTassell . . . 435-790-0675
Sen. David Hinkins . . . 435-384-5550
Sen. Evan Vickers . . . 435-817-5565
Sen. Stephen Urquhart . . . 435-668-7759

ssandall@le.utah.gov
dlifferth@le.utah.gov
jdraxler@le.utah.gov
eredd@le.utah.gov
curtwebb@le.utah.gov
janderegg@le.utah.gov
justinfawson@le.utah.gov
gfroerer@le.utah.gov
jeremyapeterson@le.utah.gov
dpitcher@le.utah.gov
bdee@le.utah.gov
mikeschultz@le.utah.gov
pray@le.utah.gov
coda@le.utah.gov
bradwilson@le.utah.gov
stevehandy@le.utah.gov
sbarlow@le.utah.gov
thawkes@le.utah.gov
rayward@le.utah.gov
beckyedwards@le.utah.gov
dougsagers@le.utah.gov
sduckworth@le.utah.gov
shollins@le.utah.gov
rchouck@le.utah.gov
jbriscoe@le.utah.gov
angelaromero@le.utah.gov
mikekennedy@le.utah.gov
briansking@le.utah.gov
leeperry@le.utah.gov
fredcox@le.utah.gov
sdicaro@le.utah.gov
lavarchristensen@le.utah.gov
chall@le.utah.gov
janderson34@le.utah.gov
markwheatley@le.utah.gov
parent@le.utah.gov
csmoss@le.utah.gov
ehutchings@le.utah.gov
jdunnigan@le.utah.gov
lhemingway@le.utah.gov
dmccay@le.utah.gov
kimcoleman@le.utah.gov
earltanner@le.utah.gov
brucecutler@le.utah.gov
seliason@le.utah.gov
mariepoulson@le.utah.gov
kivory@le.utah.gov
kstratton@le.utah.gov
rspendlove@le.utah.gov
rcunningham@le.utah.gov
greghughes@le.utah.gov
jknotwell@le.utah.gov
melbrown@le.utah.gov
kraigpowell@le.utah.gov
scottchew@le.utah.gov
kchristofferson@le.utah.gov
bgreene@le.utah.gov
derrinowens@le.utah.gov
vpeterson@le.utah.gov
bdaw@le.utah.gov
keithgrover@le.utah.gov
jstanard@le.utah.gov
dsanpei@le.utah.gov
normthurston@le.utah.gov
fgibson@le.utah.gov
mmckell@le.utah.gov
mroberts@le.utah.gov
mnelson@le.utah.gov
bradking@le.utah.gov
kaymciff@le.utah.gov
blast@le.utah.gov
jwestwood@le.utah.gov
mnoel@kanab.net
vlsnow@le.utah.gov
dipson@le.utah.gov
lescamilla@le.utah.gov
jdabakis@le.utah.gov
gdavis@le.utah.gov
jiwamoto@le.utah.gov
kmayne@le.utah.gov
wharper@le.utah.gov
dhenderson@le.utah.gov
bshiozawa@le.utah.gov
wniederhauser@le.utah.gov
lfillmore@le.utah.gov
hstephenson@le.utah.gov
dthatcher@le.utah.gov
mmadsen@le.utah.gov
abjackson@le.utah.gov
mdayton@le.utah.gov
curt@cbramble.com
pknudson@le.utah.gov
amillner@le.utah.gov
achristensen@le.utah.gov
sjenkins@le.utah.gov
jwstevenson@le.utah.gov
jsadams@le.utah.gov
tweiler@le.utah.gov
rokerlund@le.utah.gov
lhillyard@le.utah.gov
kvantassell@le.utah.gov
dhinkins@le.utah.gov
evickers@le.utah.gov
surquhart@le.utah.gov

 

What to say:

Utah is leading the way in the fight against pornography. We have declared it a public health hazard. Making girls shower with boys and vice versa is insanely counter-productive to that. Virtue and innocence must be protected at all costs.

No one should be forced to be part of something that violates time-tested  standards and values.
The Obama administration has no authority to blackmail school districts or mandate this type of policy.
Protecting our children is more important than federal funds, especially when they come with all kinds of strings attached.
This policy will cause an exodus from public schools to private schools and homeschool.
Withholding federal funds will hurt poor students since most of that money goes to programs for under-privileged children.

 

Dan-Patrick (1)

Texas Lt. Gov. Dan Patrick described the situation:

“. . it is the biggest issue facing families and schools in America since prayer was taken out of public school. [Obama] has set a policy in place that will divide the country . . he says he’s going to withhold funding if schools do not follow the policy . . he can keep his 30 pieces of silver, we will not yield to blackmail.”

 

Amen.

 

“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!

Michelle Malkin’s #STOPESEA VIDEO   6 comments

michelle malkin

 

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 schoolsthere 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.”

Thank you, Michelle Malkin!

Note to readers: today, the full ESEA bill was released. It’s well over 1,000 pages long.  The Congressional vote is set for the day after tomorrow.  MAKE SOME NOISE.

 

michelle malkin

Open Letter to Senator Mike Lee from Charlotte Iserbyt: #STOPESEA   1 comment

mike lee

 

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.

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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.

 

Sen. Mike Lee, Utah:

“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.

Charlotte Thomson Iserbyt

Former Senior Policy Advisor

U.S. Department of Education

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VIDEO: Why the American People Must #STOPESEA   17 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.

Utah Rep Jason Chaffetz on Dept. of Ed Data Mining: “It has become an absolute monster”   4 comments

jason

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.

 

You Shall Not Pass: Utah Senator Mike Lee Isn’t Fooled by No Child Left Behind Reauthorization   Leave a comment

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.

In the official Congressional Record of two days ago, you can read the entire statement of Utah Senator Mike Lee, who said (see page S8032):

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.”

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.

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

 

Please Audit Utah State Office of Education’s Public Comment Survey   4 comments

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.
Today is the last day that you can make public comment on Utah’s move to “Utah Science Standards” –standards which are, in fact, national common standards also known as NGSS (Next Generation Science Standards.  See the official NGSS link here.
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.
Click to make public comment here.  (Deadline today)
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.
Christel Swasey

Not Too Late to Stop Reauthorization of No Child Left Behind: Open Letter to Congress   3 comments

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.

http://www.flstopcccoalition.org/files/340E4386-4C72-4839-A8DC-2F671AF25561–0B810B12-A6E9-4D7F-9414-7DC79D4D7940/congressional-esea-letter-final.pdf#sthash.YLc0t0ki.dpuf

For more information, see these links:  here’s what’s wrong with the bills, in bullet-point form, from American Principles Project:

http://www.americanprinciplesinaction.org/action/take-action-reasons-to-oppose-hr-5-the-reauthorization-of-nclb/

http://www.americanprinciplesinaction.org/apia-education/every-child-achieves-act-a-wolf-in-sheeps-clothing/ (the only point that’s changed, and is no longer valid, is #14, which was taken care of by amendment on the Senate floor)

 

Here are analyses of the amendments to both bills:

http://www.flstopcccoalition.org/blog/analysis-amendments-votes-hr-student-success-act.htm

http://www.flstopcccoalition.org/blog/analysis-amendments-votes-us-senate-every-child-achieves-act.htm

Video: Board Member Wendy Hart on Why Common Science Standards Adoption is a Bad Idea   4 comments

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.

This is not fine.

You have less than a week to leave a big “NO THANKS” in the public comment area on the USOE website, herehttp://www.schools.utah.gov/CURR/science/Revision.aspx

Stanley Kurtz: Drilling Through the Core   2 comments

I can’t wait to read Drilling Through the Core.

I’m sharing this brand new book before reading it myself, because I know these authors and I’ve read their work, making it a must-read for me.

You can check out the book’s review at:  The Corner (National Review) by Stanley Kurtz, senior fellow at the Ethics and Public Policy Center.

Buy the book  here.

 

 white Book cover isolated on plain background
Kurtz’ review of Drilling Through the Core says:    “It’s all here, from the most basic explanation of what Common Core is, to the history, the major arguments for and against, and so much more. The controversies over both the English and math standards are explained; the major players in the public battle are identified; the battle over Gates Foundation’s role is anatomized; the roles of the tests and the testing consortia are reviewed; concerns over data-mining and privacy are laid out; the dumbing-down effect on the college curriculum is explained; as is the role of the Obama administration and the teachers unions. I found the sections on “big data” particularly helpful. I confess that despite my considerable interest in Common Core, I hadn’t much followed the data-mining issue. Boy was that a mistake. It strikes me that the potential for abuse of personal data is substantially greater in the case of Common Core than in the matter of national security surveillance. With Common Core we are talking about databases capable of tracking every American individual from kindergarten through adulthood, and tremendous potential for the sharing of data with not only government but private groups…
    Read more at: http://www.nationalreview.com/corner/424714/whats-wrong-common-core-stanley-kurtz

 

 

Fake Research Used to Remove Authority From States Over Special Education Testing and Curriculum   5 comments

gary

 

 

The US Department of Education created a “Final Rule” under the new No Child Left Behind to take away constitutional local control; this time, control of special education tests and standards.  It said:

 

The Secretary amends the regulations governing title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (the “Title I regulations”), to no longer authorize a State to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards…

Dr. Gary Thompson, a Doctor of Clinical Psychology who has exposed the non-validity of the Common Core tests themselves, has now written an analysis of the federal “Final Rule” entitled “Primum Non Nocere: First Do No Harm.”

(Please share “Primum Non Nocere,” or this introduction to it with legislators and school board members, and especially with US Congressmen who voted FOR the NCLB reauthorization –under the premise that it would not harm parental nor local control but was supposed to “reduce the federal footprintOrrin Hatch and virtually the entire US Congress bought that talking point.)

Dr. Thompson was furious that the Final Rule of NCLB, which takes effect September 15, 2015,  forces special education students to take the same tests and to use the same curriculum that all other students take, based on cited research studies of the U.S. Dept. of Education –studies that are ludicrously far from being valid.  (More on that, below.)  He was even more infuriated when he discovered that the research studies were unapplicable, or fake.

In a follow-up post to the “Primum Non Nocere” analysis, Dr. Thompson made all of this fake research much  easier to wrap our brains around with this analogy: Imagine that a parent takes a very sick child to the doctor’s office and the doctor prescribes eating “Froot Loops” three times each day while watching SouthPark episodes.  The doctor cites research to support this course of action, taken from the journal of gynecology, and expects the parent to comply.

Ludicrious?

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Dr. Thompson finds this as ludicrious, and so he has put into more readable language what the US Department of ED decreed –and remember, this decree takes effect September 15, 2015:

1. All learning-disabled students can become grade level scholars with no differentiated learning– they just need great teaching and great supports.

2. The new testing (Common Core/SAGE) is valid for ALL students with ALL learning disabilities.

3. These new tests are so good that we don’t need alternative or modified tests.

4. The ONLY thing reading and math disabled students need, to become grade level scholars, are good teachers.

5. These new tests are so perfect that they were designed specifically to perfectly measure academic achievement in ALL learning-disabled children.

6. States and ground-level teachers have denied proper instruction for divergent-learning students; therefore, we no longer need individual states to make special tests, because now special education students will be saved by the new Common Core Standards.

 

In “Primum Non Nocere,” Dr. Thompson read through each of these USDOE decrees,  went to the cited research journal itself, and dug around.

He pointed out that in every case, the research was either directly paid for by the USDOE and its partners, or it did not qualify as research because it had never been peer reviewed, or it tested one age or ability grouping of children but applied the findings to a different age or ability grouping;  or the decree/claim was not even linked to any research study whatsoever.

Below are just three sample highlights from Dr. Thompson’s “Primum Non Nocere” that stood out as I read the 44-page analysis.

I hope this seems important enough to study more closely and to share with your senators and representatives; Dr. Thompson is calling for a Congressional hearing on this, the US Department of Education’s obviously false use of research, which it used to fraudulently justify taking away local authority over our special education children.

I hope that our nation is not so numb to morality that we no longer care to prosecute deceit and fraud– especially even when it concerns innocent, disabled children.

froo

 

THREE HIGHLIGHTS from Primum Non Nocere:

 

US Department of Education Fraudulent Conclusion – Number One:

To support the Department’s decree, that special education students don’t need special education, it cited a 2010 research journal article: “Do Special Education Interventions Improve Learning of Secondary Content? A MetaAnalysis.”  Dr. Thompson went to that research journal.

Guess what he found there?

  • That research didn’t include kindergarteners through fifth graders–  no elementary school aged children were studied!  Most of the students were in eighth grade.  –Yet the Department is applying their conclusion to all students.
  • The “study” was paid for by the US Department of Education.
  • Math and reading weren’t included.  The studies used science, social studies, and English; and, only 10% of those studies actually reported on English at all.  –Yet the Department includes math and reading in its approved Common tests, to be applied to all, now including special education students.
  • Most of the students included in the meta-analysis were of average I.Q.  Yet the Department is applying their conclusion to special education.
  • Virtually none of the students were behaviorally or emotionally disturbed (only 4%)  Yet the Department is applying their conclusion to special education students who are behaviorally or emotionally disturbed.
  • It was not an original research study.  It was a holistic, literary study of other studies.
  • Demographics were lacking, so nobody knows how these studies impact children who come from groups who historically test very poorly.

 

US Department of Education Fraudulent Conclusion – Number Two:

To support the Department of Education’s decree that special education students will benefit from taking Common Core/SAGE tests,  it claimed that “new assessments have been designed to facilitate the valid, reliable, and fair assessment of most students, including students with disabilities who previously took an alternate assessment”.

Guess what Dr. Thompson found?

  • There was no research study cited.
  • There was no evidence given.
  • The claim that these new tests have been designed to be fair and valid and reliable for special education students, is utterly baseless.
  • Not one of the Common Core testing consortia, funded by grants from the U.S. Department of Education the Bill and Melinda Gates Foundation (such as SBAC, PARCC, and AIR which designs Utah’s SAGE test) have published independently reviewed validity data on special education students (or any students for that matter).

 

 

US Department of Education Fraudulent Conclusion – Number Three:

To support the Department’s decree that “alternate assessments based on modified academic achievement standards are no longer needed,” the Department cited a  study that (surprise) was also paid for by the US Department of Education– in partnership with the CCSSO, the group that co-created Common Core.  This study was never peer-reviewed, and thus qualifies as propaganda rather than real scientific research.

 

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Other studies, that were also used as references by the USDOE, openly urgedcaution in interpretation of our findings given the small number of participants,” and warned: “no instructional method, even those validated using randomized control studies, works for all students” — serious cautions that the USDOE clearly did not heed.

Dr. Thompson has called for a congressional hearing:

If the U.S. Department of Education’s force feeding of “Fruit Loops”to our public school children (especially with our vulnerable divergent learning and minority children & teens, all justified via the use of “gynecology” research,) does not justify an immediate Congressional Hearing, I honestly don’t know what the hell else would justify that action.   My four, soon to be five children, are more important, and deserve more attention, than Benghazi, or Hillary Clinton’s alleged misuse of government email servers.

 

 

fl

 

 

I urge you to read all of the findings of USDOE fraudulent use of citations, as discovered in “rimum Non Nocere“.  These were only three highlights of many sobering points.

 

Primum Non Nocere: Dr. Gary Thompson on USDOE Final Rule for Special Education   3 comments

gary

Primum Non Nocere:  First Do No Harm

An Ethical & Psychology-Based Analysis of the U.S. Department of

Education’s Change in Common Core Testing Policies for Divergent Learning

Children in Public Schools

by Dr. Gary Thompson

Early Life Child Psychology and Education Center

10757 S. Riverfront Pkwy. #275 South Jordan, Utah 84095

Phone: 385-900-4020

 E-Mail: drgary@earlylifepsych.com

#SpecialEducationKidsMatter

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Forward:

Primum non nocere in Latin means “first, do no harm.” One of the elemental precepts of ethics, taught across disciplines and throughout the world, this ancient principle holds that given an existing problem, it may be better not to do something, or to do nothing, than to risk causing more harm than good. It reminds the doctor, the psychologist and the educator that he or she must consider possible damage that any intervention might do and to invoke Primum non nocere when considering use of any intervention that carries a less- than-certain chance of benefit.

As objective, local clinical community scientists, we at Early Life Child Psychology and Education Center have had no previous interest or involvement in education public policy or in politics.   Our involvement now stems from observations as professionals, is founded on ethics, and must increase as we see that as a consequence of changes in education policy, many children’s lives are being fractured.

We are not a special interest group: within the walls of our Education Psychology Clinic are professionals from diverse cultural, political, ethnic and religious backgrounds, united under one cause: the ethical and safe practice of administering psychological assessment, therapy, and educational interventions to “divergent learning” children who reside in our respective communities in Southern California, and Salt Lake City, Utah. We are African Americans, Caucasians, Latinos, Asians, progressives, tea party activists, socialists, LGBT, traditionally married and single parents, agnostics and conservative Christians.

The harmony we share as a diverse group of clinicians-educators, dedicated to serving the needs of children, has not been duplicated by the diverse group of political and corporate public policy makers who have been entrusted with decision-making power. We here note: that agenda-laden political and corporate partnerships, entrusted with power, have made life-altering decisions regarding education policies for children in public schools, placing their interests above the direct needs of children, resulting in ground-level chaos we have heretofore never seen.

This paper is written not only because of our professional observations of increased numbers of suffering public school children whom our clinic serves; it is also written in response to recent public policy changes, initiated by U.S. Department of Education Secretary Arne Duncan under the 2015 reauthorization of No Child Left Behind, regarding assessment practices and states’ loss of authority over the education of our nation’s “special education” children. Those new policies and the cited research, upon which they claim to be based, are herein examined.

Under the light and concept of ethics, using ethical application of peer-reviewed science toward the subject matter of testing and mental health, this paper examines the influence of each on education policies. It will be clear to objective readers that Secretary Duncan’s policies do not share the ethical professionals’ commitment to the standards set by the American Psychological Association’s (APA) Code of Ethics. The US Department of Education’s interpretation of cited “studies” used to justify policy changes have been dangerously manipulated and are utilized to achieve political goals at the expense of millions of public school children.

We strongly encourage politicians, policy makers, and state education leaders to examine education policies under the light and scope of ethics, as opposed to catering to the requests of corporate and political special interests. Failure to do so will result in harm to our nation’s vulnerable divergent learning children, including African American, Latino, autistic, dyslexic, gifted, mentally ill, poverty-stricken, and “learning disabled” children.

Parents, not governments, are and must always be the resident experts of their own children. May readers be endowed with discernment and wisdom as they ponder the effects of policy in the service of children.

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Acknowledgements:

Wendy Hart & Brian Halladay:

Alpine District school board members whose intellect and courage, in the face of much ridicule and derision, have been an inspiration to thousands of parents nationwide.

Colorado public school teacher Peggy Robertson:

Ms. Robertson’s courageous stance against high stakes, experimental achievement testing on behalf of poverty stricken African American and Latino youth in America, set the tone nationwide for public school teachers to find their voices.

2016 Utah Gubernatorial Candidate Jonathan Johnson & Staff:

For challenging the current incumbent so that ground level parents and teachers can best meet the needs of students, as opposed to serving corporate and political interests.

Parents, educators and advocates in the States of New York & Florida:  Positive proof that opposition to increased high stakes testing  is a culturally and politically diverse endeavor.

Licensed Clinical Psychologist Dr. Francis Thompson:

Her creative and ethical service to children in our community, as well as her own large contingent of children/teens in her own home, has been inspirational.

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Media Inquiries:

Please direct all inquiries for media requests, interviews, or commentary to Mr. Brook Wardle, Chief Operations Officer/Spokesperson for Early Life Psychology, via email ONLY: bwardle@earlylifepsych.com

images3LFCMWU7

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Guide to Content:

Eight direct statements were examined from the U.S. Department of Education’s August 2015 Rule titled: “Improving the Academic Achievement of the Disadvantaged: Assistance to States for the Education of Children With Disabilities.”

Every factual statement written by the USDOE that was referenced and cited to peer reviewed research as support for the policy changes was examined separately under the heading of “USDOE STATEMENT OF FACT #     .”

All eight “USDOE STATEMENT OF FACTS” were directly copied and pasted from the “Rule” to this review document. The statement of fact will be quickly and concisely reviewed and evaluated under the following subheadings:

 

  1. Research cited to support USDOE’s factual statement: A direct citation of the research cited by USOE is provided.
  2. Scope & Limitations of USDOE Cited Research: The size and conceptual scope of the research, and cautionary limitations of the cited research, often quoted directly by authors.
  3. Summary & Conclusion:  A straightforward, brief summary analysis to determine if the research cited by the U.S.D.O.E. was relevant and supporting of the factual statement.
  4. Prior to presenting the Department of Education’s eight “statements of facts”, we have copied and pasted the Department’s “Summary” and “Background” sections of the Rule for your brief review. That full 8-page ruling can be found at this linkhttp://www.noticeandcomment.com/Improving-the-Academic-Achievement-of-the-Disadvantaged-Assistance-to-States-for-the-Education-of-Children-fn-292468.asp
  5. This review will close with a concluding message to all stakeholders in public school education, and a reference to several applicable American Psychological Association (APA) statements of ethics.

 

 

 

U.S. DEPARTMENT OF EDUCATION AUGUST 2015 RULE:

“Improving the Academic Achievement of the Disadvantaged; Assistance to States for the Education of Children With Disabilities”

AGENCY:

Office of Elementary and Secondary Education, Office of Special Education and Rehabilitative Services

ACTION:

Final regulations.

USDOEs SUMMARY:

The Secretary amends the regulations governing title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (the “Title I regulations”), to no longer authorize a State to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards for eligible students with disabilities.

In order to make conforming changes to ensure coordinated administration of programs under title I of the ESEA and the Individuals with Disabilities Education Act (IDEA), the Secretary is also amending the regulations for Part B of the IDEA.

DATES:

These regulations are effective September 21, 2015.

Background:

In 2007, the Department amended the Title I regulations to permit States to define modified academic achievement standards for eligible students with disabilities and to assess those students with alternate assessments based on those modified academic achievement standards. The Department promulgated those regulations based on the understanding that (1) there was a small group of students whose disabilities precluded them from achieving grade-level proficiency and whose progress was such that they would not reach grade-level achievement standards in the same time frame as other students, and (2) the regular State assessment would be too difficult for this group of students and the assessment based on alternate academic achievement standards would be too easy for them. 72 FR 17748 (Apr. 9, 2007). In addition, at that time, the Department acknowledged that measuring the academic achievement of students with disabilities, particularly those eligible to be assessed based on modified academic standards was an area “in which there is much to learn and improve” and indicated that “[a]s data and research on assessments for students with disabilities improve, the Department may decide to issue additional regulations or guidance.” 72 FR 17748, 17763 (Apr. 9, 2007).

 

BRIEF OUTLINE OF USDOE’S CHANGES TO EXISTING ASSESSMENT RULES:

 

  1. States may no longer define modified achievement standards for the vast majority of divergent learning students in public schools.

 

  1. States may no longer develop alternative assessments based on modified achievement standards (with the exception of a small percentage of children ill- defined and labeled “severely cognitively impaired”).

 

  1. Prior April 2007 modifications allowed such action under the premise that students with disabilities would not reach grade level achievement standards in the same time frame as other students.

 

  1. Prior April 2007 modifications allowed testing modifications under the premise that students with disabilities would find the regular State Assessments too difficult.
  2. Prior April 2007 modifications stated that “as addition data and research was obtained in the future on tests for students with disabilities, the Department “may decide to issue additional regulations for guidance”. (72 FR 17748, 17763 (Apr. 9, 2007).

 

Summary:

The Department of Education now requires that states can no longer modify academic standards for students with disabilities (with the noted “exception” of the most cognitively impaired special education students), nor can states develop alternative assessments for those modified assessments.he Department of Education justified these new rule modifications from the prior 2007 rules based on new research that it claims supports the idea that all students with disabilities can perform on the same grade level as traditional students, and that students with disabilities can be tested fairly on the same test used by traditional students.   An examination of the claims of the USDOE, and its research, which the Department says supports these claims, are outlined in the next section.

 

FACTUAL STATEMENT ANALYSIS OF USDOE’S SUPPORTING RESEARCH

USDOE FINDING OF FACT #1:

Since these regulations went into effect, additional research has demonstrated that students with disabilities who struggle in reading and mathematics can successfully learn grade-level content and make significant academic progress when appropriate instruction, services, and supports are provided.”

Research Cited To Support the USDOE’s Factual Finding #1:

 

Scruggs, T., Mastropieri, M., Berkeley, S., & Graetz, J. (2010). Do Special Education Interventions Improve Learning of Secondary Content? A Meta- Analysis. Remedial and Special Education, 31(6), 437-449.

 

Scope & Limitations of USDOE Cited Research:

 

 

  1. Meta Analysis of existing research; not an original research study:

(“To address these issues, we conducted a comprehensive literature search and synthesis”) P.437

  1. Criterion for inclusion in this study did not include elementary students from Kindergarten to grade 5:

(“Included in this meta-analysis were original content area intervention studies that included data on secondary aged students with disabilities for which standardized mean difference effect sizes could be computed. Students were considered secondary if they were identified as attending classes in middle schools, junior high schools, or high schools.”) (P. 438).

  1. Content areas examined for this study were limited to only science, social studies, and English. Math and reading were not included in this meta-analysis:

(“Content area interventions included content relevant to any area within science (e.g., chemistry, biology), social studies (e.g., history, geography), or English.). P.438

 

  1. The mean grade level of participants reviewed was 8th grade:

 

(“Of the 67 studies (95.7%) that provided grade-level information, students were enrolled at a mean grade level of 8.3 (SD = 1.5). p. 439

 

  1. The mean I.Q. level of reported participants was “Average”:

(The 42 (60.0%) studies that included IQ information reported a mean sample

IQ of 91.2 (SD = 7.2).) P.439

 

  1. Only 4.3% of the students examined in the Meta analysis were categorized as emotionally/behaviorally disturbed:

 

“(Including students with emotional/behavioral dis- abilities (4.3%).). P. 439

 

7.). Only 50% of the studies examined reported data on race/ethnicity. The studies that reported data on race and ethnicity were not sufficient in number to warrant substantive conclusions:

 

(“These proportions overrepresented Caucasian students (61.7%) and underrepresented African American (20.5%), Hispanic (14.6%), and Asian/Pacific Islander (1.9%) students (USDOE, 2005)”.). P. 440

 

  1. Only 10% of the studies examined reported subject matter data on English:

 

(“More studies were conducted in the area of science (40.0%), followed by social studies (34.3%), English(10.0%) ). P. 440

 

  1. Researcher’s state that “unfortunate” limitations of this study are the lack of demographic variables:

 

(“It was unfortunate to note that not all studies reported important demographic variables, such as gender and race/ ethnicity. Such information can provide information regarding whether research samples are representative of the students placed in special education today.) P. 445

 

  1. The study was paid for by the USDOE:

 

(“Research for this article was supported in part from grants from the U.S. Department of Education, Office of Special Education Programs, numbers H325D020020, H325D070008, and H324C020085.)

 

Summary & Conclusion:

This peer-reviewed study cited by the USDOE, as “evidence” that all special education students “struggling in reading and mathematics” can “successfully learn grade level content,” is a claim that is clearly not supported.   Specifically, the subject of math was not examined, no Kindergarten through Grade 5 students were part of this meta-analysis, and an extremely limited number of emotionally disabled, African American, Latino, or Pacific Islanders were examined.   The study was funded by the U.S. Department of Education.

 

USDOE FINDING OF FACT #2:

In addition, nearly all States have developed new college- and career-ready standards and new assessments aligned with those standards. These new assessments have been designed to facilitate the valid, reliable, and fair assessment of most students, including students with disabilities who previously took an alternate assessment based on modified academic achievement standards.”

 

Research Cited To Support the USDOE’s Factual Finding #2:

NONE

Scope & Limitations of Cited Research:

 

NOT APPLICABLE. NO INDEPENDENT RESEARCH CITED.

 

Summary & Conclusion:

 

Not one of the Common Core testing consortia funded by grants from the U.S. Department of Education, and the Bill and Melinda Gates Foundation (SBAC, PARCC, AIR) who designed these new Common Core assessments, has published independently reviewed validity data on special education students (or any students for that matter).

“Validity”, simply put, is the process of providing empirical evidence that a designed test performs as it’s stated purpose.

In the absence of such documentation, it is reasonable to conclude that the USDOE of educations statement in this regard, has no basis in truth, and to change policies based on this assertion is a potentially dangerous and far-reaching violation of ethics in the fields of psychology and psychometrics.

1 The Florida Department of Education (FLDOE), under pressure from lawmakers and activists, paid $600,000.00 to a private psychometric research group, Alpine Testing, to perform a validity test on their high stakes, experimental Common Core achievement test. The non-peer reviewed results of their study were published September 1, 2015. The scope, depth, and subject matter of inquiry of the test review deviated radically from traditional psychological methods of scientific assessment validity inquiry. We elected to not provide legitimacy to FLDOE”s politically driven “validity” project by providing extensive commentary to a report that does not place the legitimate science of psychometric validity in a true and accurate light.

USDOE FINDING OF FACT #3:

 

“Therefore, we believe that alternate assessments based on modified academic achievement standards are no longer needed and, with high-quality instruction and appropriate accommodations, students with disabilities who took an alternate assessment based on modified academic achievement standards will be able to demonstrate their knowledge and skills by participating in the new general assessments.

Research Cited To Support the USDOE’s Factual Finding #3:

 

Thurlow, M. L., Lazarus, S. S., & Bechard, S. (Eds.). (2013). Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities. (Note: This research was not peer reviewed, and was prepared by a “think tank” funded in full by the USDOE).

 

Scope & Limitations of Cited Research:

 

  1. Research was not peer reviewed, was funded by the USDOE and was written in collaboration with the USDOE-partnered education reform group, CCSSO.

 

  1. The compilation of multiple articles submitted by multiple State Offices of Education did not address specific special education populations.

 

  1. Every separate article placed in this document cited the need for further research, and mostly relied on “surveys” of education teachers as the source of their data.

Summary and Conclusions:

Not one sentence, or article submitted in this compilation of papers by various state education agencies, supported (or even mentioned) the USDOE’s premise that alternative assessments should be eliminated for any population of public school students.   In fact, multiple articles cited herein, suggested the need for further research on how to implement better alternative assessments for special education children in their respective states.

USDOE FINDING OF FACT #4:

“The assessments being developed by States based on college- and career-ready standards, including those developed by PARCC and the Smarter Balanced Assessment Consortium, do not eliminate the authority or need for States to administer alternate assessments based on alternate academic achievement standards for students with the most significant cognitive disabilities.”

Research Cited To Support the USDOE’s Factual Finding #4:

NONE

Scope & Limitations of Cited Research:

NOT APPLICABLE. NO INDEPENDENT RESEARCH CITED.

Summary & Conclusion:

The USDOE has not issued eligibility criteria of what constitutes a special education student having “significant cognitive disabilities.”   USDOE has stated within this document that these students will compromise approximately 10% of all disabled students in a given population.   This narrow and arbitrary definition excludes minority groups who have traditionally not performed well in high stakes testing arenas (e.g., African American, Latino students, etc.) and also takes away local States’ choices so that they cannot create and implement alternative assessments for children with dyslexia, severe emotional disturbances and disabilities, and children who have been diagnosed as being along the autistic spectrum.

To date, no peer reviewed publication in the world has opined that the education or clinical psychology community has ever designed a high stakes achievement test that has achieved a high level of validity for the aforementioned groups of children and teens in public school systems.   USDOE is thus dictating the use, application, and interpretation of a test not validated for these specific purposes or interpretations.

USDOE FINDING OF FACT #5:

“Research demonstrates that low-achieving students with disabilities who struggle in reading [6] and low-achieving students with disabilities who struggle in mathematics [7] can successfully learn grade-level content when they have access to high-quality instruction.”

 

Research Cited To Support the USDOE’s Factual Finding #5 (Reading):

Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J.P., & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities. Psychology in the Schools, 47, 445- 466

Scope & Limitations of Cited Research:

  1. Extremely small sample size of study participants. Only three students were used: (“Three students were selected based on teacher recommendation and difficulty in transferring skills on progress monitoring measures. The participants were Jus- tin, Grace, and Kristen. Justin was an 8-year-old Hispanic male with an IQ of 52. Grace was a 10-year-old Hispanic female with an IQ of 59. Kristen was a 12-year-old African American female with an IQ of 45.”) P.348

(“Clearly, we urge caution in interpretation of our findings given the small number of participants.”) P.354

  1. No independent investigation was taken to verify the accuracy and efficacy of the I.Q. scores of the participants located in their school records files. Regardless, by all indication, all three participant’s scores indicate “mental retardation” on a severe level.
  2. The psychometric instrument to measure “reading” performance in this study was the DIBELS. No validity measures were provided for this instrument. No commonly used measures of reading that have decades of peer reviewed validity studies attributed to them were utilized for this study:

(“Progress monitoring scores, specifically Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002), phoneme segmentation fluency (PSF), nonsense word fluency (NWF), and first-grade ORF subtests were used to identify students who showed limited growth despite some progress during the daily instructional sessions.”). P. 349

 

  1. The study does not conclude that the end result of the interventions provided, resulted in these children learning how to read. (“In summary, these preliminary results provide promising evidence that even students who initially do not respond to systematic instruction can learn to improve their ability to sound out and unitize words.”) P. 355
  2. The study did not, on any level, conclude (or even examine) whether the three participants were ever able to read at grade level.
  3. Study funded by the “Institute of Education Science,” an arm of the USDOE.

 

Summary & Conclusion:

Given the small sample size, as well as the other serious limitations in this study provided above, an attempt by the USDOE to utilize such psychometrically weak and/or non existent evidence to support broad claims that all students with disabilities can read at grade level with proper instruction, is fanciful at best, and deliberately deceitful at worst.

(The two other articles cited to support the USDOE statement specifically dealt with ADHD, and “interventions” to improve reading. Neither study provides any support for the USDOE’s broad claims, and were not worthy of this reviewer’s additional time to write up the deficiencies of the studies, as such related to the USDOE claims. For those who wish to review them; they are cited in the USDOE references under #7).

Research Cited To Support the USDOE’s Factual Finding #5: (Math):

Fuchs, L. S. & Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice.

Scope & Limitations of Cited Research:

  1. This was the first independent, peer-reviewed article cited by the USDOE that was not funded by the Department of Education.   It was very well written.
  2. The authors listed “Seven Principles in Designing Effective Intensive Interventions” for student with math disabilities.   One intervention, “Ongoing Progress Monitoring” was formed under the premise that “no instructional method, even those validated using randomized control studies, works for all students”. P.86
  3. Individually tailored programs of intervention are needed. (“We also emphasized that the last principle, ongoing progress monitoring to quantify response and formulate individually tailored programs, may be the most essential principle of intensive intervention.”) P. 86
  4. The focus of this research was limited to only 3rd grade students.

Summary & Conclusion:

This was the most complete, independent, interesting and well-researched article thus far cited by the USDOE, yet does not support the overreaching conclusions

of the Department’s rule change in any aspect of its scholarly work.   (In fact, this article may lend itself to the notion of even more diverse methods of intervention, teaching, and testing of children who suffer from math disabilities than what may be on the current “curriculum menu” in many public schools.)

Nevertheless, a well written and crafted study limited to just 3rd grade students, does not support USDOE premise that every learning disabled child in America can, and will benefit from current interventions developed and implemented in public schools.

(The last article cited by the USDOE as evidence of efficacy for the 5th “finding of fact”, was written directly and published by the USDOE and will not be reviewed. The subject matter is based on “Response to Intervention”, and it is general knowledge amongst educational and neuropsychologist in the field that this practice, although effective amongst some student populations, has no peer- reviewed backing that suggests that it can be used on all reading “disabled” students successfully in the entire country.)

USDOE FINDING OF FACT #6:

the developers of the new generation of assessments considered the needs of students with disabilities to ensure that the assessments are designed to allow those students to demonstrate their knowledge. [9]

Research Cited To Support the USDOE’s Factual Finding #6:

 

For additional information on assessment accommodations, see: PARCC Accessibility Features and Accommodations Manual (Nov. 2014) at http://www.parcconline.org/sites/parcc/files/parcc-accessibility- features- accommodations-manual-11-14_final.pdf.

 

Scope & Limitations of Cited Research:

  1. Disturbingly, test developer cited by the USDOE (PARCC) to support this bold premise, no longer has the link listed above on its corporate site. (“The requested URL /sites/parcc/files/parcc-accessibility- features-accommodations-manual-11-14_final.pdf. was not found on this server.”)

Summary & Conclusion:

There are no independent studies (or even grant-supported studies from the USDOE) in existence, which indicates that Common Core test developers (PARCC, AIR, SBAC) have published validity documents indicating that they:

considered the needs of students with disabilities to ensure that the assessments are designed to allow those students to demonstrate their knowledge.” More than likely, these high stakes, Common Core developed tests are still in the experimental phase of development while they are being currently used on special education students, as well as every other child in public schools in the nation.

Evidence strongly suggests that the above-named testing consortia and developers, supported by tax payers’ dollars, may in fact be in the midst of the largest, most comprehensive experimentation –as defined by the Ethics Code of the American Psychological Association– on American public school children, in our nation’s history.

If, in fact, independent investigations confirm this well-grounded theory, the U.S. Department of Education, and Secretary Arne Duncan, are in violation of multiple APA (American Psychological Association) assessment and experimentation ethics codes. (See APA Ethics Codes 8.02 “Informed Consent to Research” & 8.07 “Deception in Research” & 9.03 “Informed Consent In Assessments” http://www.apa.org/ethics/code/principles.pdf)

The basic foundational purpose of conforming assessment and research practices to ethics codes is to ensure that vulnerable populations, such a special education students, are not exploited and/or harmed.

USDOE FINDING OF FACT #7:

We learned through States that received funding from the Department through the GSEG and EAG programs that some students with disabilities who might be candidates for an alternate assessment based on modified academic achievement standards may not have had an opportunity to learn grade-level content, and more effort was needed to support teachers in ensuring students have meaningful opportunities to learn grade-level content….. Six of the projects found that students who might be candidates for an alternate assessment based on modified academic achievement standards had difficulty…”

 

Research Cited To Support the USDOE’s Factual Finding #7:

 

Thurlow, M. L., Lazarus, S. S., & Bechard, S. (Eds.). (2013). Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

Scope & Limitations of Cited Research:

(Note: This same compilation of research “studies” was cited above in Findings of Facts #3. The “limitations” noted in #3 are applicable and repeated below).

 

  1. Research is not peer-reviewed and is funded by the USDOE. It was written in collaboration with the Council of Chief State School Officers, a group long partnered with USDOE (for example, USDOE and CCSSO partnered in the creation of national common educational data standards, called CEDS.)

 

  1. The compilation of multiple articles submitted by multiple State Offices of Education did not address specific special education populations.

 

  1. Every article placed in this document cited the need for further research, and mostly relied on “surveys” to education teachers.

 

Summary and Conclusions:

 

A statement of belief by the USDOE that “more effort was needed to support teachers in ensuring students have meaningful opportunities to learn grade- level contentis not justification to limit local and states’ judgment and creativity with regard to modifying assessments and curriculum for special education students.

Not one sentence or article submitted in this compilation of papers by various state education agencies, supported (or even mentioned) the USDOE’s premise that alternative assessments should be eliminated.   In fact, multiple articles cited herein the need for further research on how to implement better alternative assessments for special education children in their respective states.

USDOE FINDING OF FACT #8:

 

“Parents and teachers have the right and need to know how much progress all students, including students with disabilities, are making each year toward college and career readiness. That means all students, including students with disabilities, need to take annual Statewide assessments.

 

Research Cited To Support the USDOE’s Factual Finding #8:

NONE

Scope & Limitations of Cited Research:

NOT APPLICABLE. NO INDEPENDENT RESEARCH CITED.

 

Summary & Conclusion:

It would be reasonable and proper to assume that parents and education stakeholders would “have the right and need to know” how much progress their divergent learning students were making academically.

The USDOE, however, insists that parents and teachers need to know about students’ “career and college readiness.” What exactly is “career- and college readiness” and how does such a confusing and undefined standard apply to children and teens with diagnosed learning disabilities?

What evidence does the USDOE have to show that all students wish to have a career, and if so, are at a developmental or life-experience level to start to think along those lines?

What evidence does the USDOE have to show that it is responsible, or even possible, to assess for “college readiness” for divergent-learning students?

What evidence does the USDOE have to make the unilateral decision, on behalf

of every student and scientist living in the country, without regard to the judgment or wishes of individual students, parents, teachers, doctors, or states, that all students, including students with disabilities, “must take annual statewide assessments?”

How ethical is it to require every public school student in the country to take an experimental test, without their informed written consent; a test that has yet to undergo independent validity reviews by any organization free of contractual ties to either the U.S. Department of Education or the Bill and Melinda Gates Foundation?

 

FINAL CONCLUSION AND SUMMARY OPINIONS:

 

We need to know much more than we now know about the actual consequences of implementing large-scale, high-stakes assessment and accountability systems.

It is assumed that holding schools responsible for improved outcomes for students with disabilities, will lead to increased instructional effort, improved instruction, and better outcomes. A government education agency, making policy changes based on assumptions, is engaging in experimentation– unethical experimentation on our nation’s most vulnerable children.

Educators do not yet have the science to know how to teach most of these standards to students with moderate and severe developmental disabilities. At the present time little is known about how much academic content students with moderate and severe learning and emotional disabilities can learn in traditional public school settings.

Common sense, as well as decades of peer-reviewed research in the areas of cognitive and developmental psychology, indicates strongly that restricting students to curricula beyond their cognitive capacities substantially lowers their achievement.

Test publishers often have not conducted adequate research on how accommodations affect test validity. It is unfair and discriminatory to penalize a student with a disability, any disability, for using a needed accommodation on an assessment, simply because the test publisher has not conducted the necessary research about the effect of the particular accommodation on the test.

In fact it is unfair, discriminatory and unethical to require any student to take a test that, by all accounts, is an experimental design that has yet to undergo extensive, independent validity reviews.   There should be candor not only about what is known about these high stakes, computer adaptive assessments, but also about what is unknown. (LORAN Commission, 1988, p. 27) (LORAN Commission. (1988). Report of the LORAN Commission to the Harvard Community Health Plan: Harvard Community Health Plan, Boston, MA.)

Assessment technology, like medical technology, is not perfect; there are potentially harmful side effects associated with treatments determined to be generally safe and efficacious. We certainly are not suggesting to throw the baby out with the proverbial bathwater. (We utilize the same, if not similar, innovative assessment technologies as the education system). However, like physicians and clinical psychologists, educators should know the nature and extent of research documented harmful side effects on vulnerable groups of children, before adopting any high- stakes testing program. Always, there must be informed, written consent from parents.

Failure to do so places special education students in positions of being subjected to frustrations that may exacerbate known, as well as unknown, potential comorbid emotional disorders that many of these students may possess.

We encourage public school districts across the nation to disprove our well- researched and disturbing hypothesis, that not one district website in the entire nation has notified parents of the experimental nature of Common Core high- stakes testing, nor has a single one of the government-funded test makers ever completed independent, peer reviewed validity studies on these assessments.

These “lies of omission,” perpetuated and sponsored by the U.S. Department of Education under the leadership of Secretary Duncan, will continue to have dangerous consequences for traditionally “test vulnerable” African American, Latino, Pacific Islander, autistic, dyslexic, dual-exceptional, poverty-stricken, and emotionally disturbed children who are enrolled in public and charter schools across the country.

It is the ultimate height of hypocrisy for an Education Department Secretary to insist on “evidence” based conformity to unilateral rule changes, and then make massive special education rule changes based on cited references which appear to have been pulled blindly out of the magician’s hat.

Under Secretary Arne Duncan’s tenure, public schools and special education teachers are not getting the support they need to meet IDEA requirements anywhere in the country, despite special education ballooning class sizes and despite massive layoffs of teachers and support staff all over the country.

Secretary Duncan’s prescription of education reform has resulted thus far in feeding those frenzied financial interests that are aligned with corporate testing corporations, as well as alienating masses across the country, and not just conservative-leaning “white suburban moms” as Secretary Duncan blustered.

We are not politicians or public policy experts. We do not purport to have the answers to perplexing issues facing our nations children in public schools.   What we DO know is that parents are, and must always be, the resident experts of their own children.

A shift from the dictatorial-like control now emanating from the Department of Education, and supported by Big Testing’s financial corporate interests– back to states, local school districts, and ground level teachers and parents– is the foundation from which all hope and change in our nation’s education system must start.

Respectfully submitted by:

 

Gary Thompson, Psy.D.

Early Life Child Psychology & Education Center

 

 

USDOE SUPPORTING REFERENCES & COMMENTARY

COPIED VERBATIM:

 

  1. See discussion of this research in Assessing Students with Disabilities Based on a State’s Academic Achievement Standards.

 

  1. See Scruggs, T., Mastropieri, M., Berkeley, S., & Graetz, (2010). Do Special Education Interventions Improve Learning of Secondary Content? A Meta-Analysis. Remedial and Special Education, 31(6), 437-449.

 

  1. ESEA flexibility refers to the Department’s initiative to give a State flexibility regarding specific requirements of the No Child Left Behind Act of 2001 in exchange for developing a rigorous and comprehensive plan designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.

 

  1. For more information, see: Thurlow, M. L., Lazarus, S. S., & Bechard, S. (). (2013). Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

 

  1. The IDEA prescribes certain requirements for IEPs for students who take alternate assessments aligned to alternate academic achievement standards. 34 CFR 300.160(c)(2)(iii), 300.320(a)(2)(ii), and 300.320(a)(6) (ii). This approach addresses the educational and assessment needs of a relatively small percentage of students with the most significant cognitive disabilities, estimated at approximately 1% of all students in a State (approximately 10% of students with disabilities), who cannot be held to the same academic achievement standards as students without the most significant cognitive disabilities.

 

  1. For example, see: Allor, H., Mathes, P. G., Roberts, J. K., Cheatham, J.P., & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities. Psychology in the Schools, 47, 445- 466; Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008); Mautone, J. A., DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. V., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention- deficit/hyperactivity disorder. Psychology in the Schools, 46, 919-931; and Scammacca, N., Vaughn, S., Roberts, G., Wanzek, J., & Torgesen, J. K. (2007). Extensive reading interventions in grades K-3: From research to practice. Portsmouth, N.H.: RMC Research Corporation, Center on Instruction; and Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010).

 

Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47, 32-444; Wanzek, J. & Vaughn, S. (2010). Tier 3 interventions for students with significant reading problems. Theory Into Practice, 49, 305-314.

 

  1. For example, see: Fuchs, L. S. & Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disabilities Quarterly, 31, 79-92; and Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009).

Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved November 1, 2010 from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

  1. For example, see Archamboult, I., Janosz, M., & Chouindard, R. (2012). Teacher beliefs as predictors of adolescent cognitive engagement and achievement in mathematics. The Journal of Educational Research, 105, 319-328;

Hinnant, J., O’Brien, M., & Ghazarian, S. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101 (3), 662-670; and Hornstra, L., Denessen, E., Bakker, J., von den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of Learning Disabilities, 43 (6), 515-529.

 

  1. For additional information on assessment accommodations, see: PARCC Accessibility Features and Accommodations Manual (Nov.2014) at http://www.parcconline.org/sites/parcc/files/parcc- accessibility- features-accommodations-manual-11-14_final.pdf.

 

  1. For more information, see: Thurlow, M. L., Lazarus, S. S., & Bechard, S. (). (2013). Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.

 

  1. Achieve. (2012). The Future of the U.S. Workforce: Middle Skills Jobs and the Growing Importance of Post Secondary Education. American Diploma Project, achieve.org

————————————

RELEVANT APA ETHICS CODES:

Ethical Principles of Psychologists and Code of Conduct

Adopted August 21, 2002 Effective June 1, 2003

With the 2010 Amendments Adopted February 20, 2010

Effective June 1, 2010

 

INTRODUCTION AND APPLICABILITY (In Part)

 

Areas covered include but are not limited to the clinical, counseling, and school practice of psychology; research; teaching; supervision of trainees; public service; policy development; social intervention; development of assessment instruments; conducting assessments; educational counseling; organizational consulting; forensic activities; program design and evaluation; and administration.

 

PREAMBLE (In Part)

 

Psychologists respect and protect civil and human rights and the central importance of freedom of inquiry and expression in research, teaching, and publication. They strive to help the public in developing informed judgments and choices concerning human behavior. In doing so, they perform many roles, such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator, social interventionist, and expert witness.

 

ETHICAL STANDARDS (In Part)

 

3.04 Avoiding Harm

 

Psychologists take reasonable steps to avoid harming their clients/patients, students, supervisees, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and un- avoidable.

 

8.02 Informed Consent to Research

 

(a) When obtaining informed consent as required in Standard 3.10, Informed Consent, psychologists inform participants about (1) the purpose of the research, expected

duration, and procedures; (2) their right to decline to participate and to withdraw from the research once participation has begun; (3) the foreseeable consequences of declining or withdrawing; (4) reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects; (5) any prospective research benefits; (6) limits of confidentiality; (7) incentives for participation; and (8) whom to contact for questions about the research and research participants’ rights. They provide opportunity for the prospective participants to ask questions and receive answers.

 

9.01 Bases for Assessments

 

(b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or re- liability has not been established, psychologists describe the strengths and limitations of test results and interpretation.

 

9.05 Test Construction

 

Psychologists who develop tests and other assessment techniques use appropriate psychometric procedures and current scientific or professional knowledge for test design, standardization, validation, reduction or elimination of bias, and recommendations for use.

 

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Thank you, Dr. Thompson.

 

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2015 Update: US Congressman Schaffer on Marc Tucker’s “Dear Hillary” Letter   14 comments

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The following is authored by former US Congressman Bob Schaffer and is posted with his permission.  In light of the fact that Marc Tucker has been invited to advise the Utah legislature on education at this week’s two day education conference, it seemed important to remember the history behind the changes that are culminating now, which Tucker and Hillary Clinton detailed in motion in the 1990s.  Thanks to Bob Schaffer for his timely update.

_________________________________________________________

Thanks Christel: 

 

I am grateful for your inquiry and certainly wish you well in your patriotic efforts in Utah.  Incidentally, your readers can find PDF files of each page of Marc Tucker’s “Dear Hillary” letter in the 1998 Congressional Record through these links: 1  2  3  4  5  6  7

 

The “Dear Hillary” letter is as relevant today as it was in 1992.  Though I doubt anyone in the halls of government much remembers the letter itself, it is the concise, clear, and intentional nature of the letter that is instructive to those of us who still find value in the idea of a constitutional republic self-governed by free and intelligent citizens.  Tucker’s sweeping 1992 blueprint for nationalizing the American public-education system is especially pertinent now because, at least since the day it was penned, it has been brilliantly executed with virtually no deviation.

 

It is instructive to note Tucker’s blueprint does not stop at nationalizing primary public education.  It entails merging nationalized primary-education goals with a nationalized higher-education system and a nationalized labor-administrative function.  Think of the 1990s doublespeak “School-to-Work” and you get an accurate picture.  School-to-Work, as you know, was the apt title of the Clinton-era initiative setting the Tucker letter into actual national public policy.  More practically, think of the “Prussian-German, education-labor model” because it is the same thing.  Tucker actually says so in the letter itself:  “We propose that (President-elect) Bill take a leaf out of the German book.”

 

Truly, Tucker’s ideas are not new.  They were formalized by Jean-Jacques Rousseau, refined by Georg Wilhelm Friedrich Hegel, embedded by Hegel in the German university structure, then exported throughout the world including to virtually every “teachers college” in America.   Specific to the perpetual, anti-intellectual quest to undermine the traditions of “classical” education, Rousseau’s “social-contract” ideas (wherein individuals are understood as subordinate to state interests and royal continuity) were perfected for European classrooms by heralded social engineers such as Heinrich Pestalozzi and Friedrich Froebel.  These ideas were most powerfully applied to American classrooms by John Dewey.  Despite being deeply embedded in the curriculum of modern American teacher’s colleges, these collectivist ideals and progressive-romantic philosophies have been held in marginal abeyance by the brilliant American design of decentralized, independent, sovereign states each in charge of its own public-education system. 

 

Accordingly, this is where Tucker’s “Dear Hillary” letter earns its notorious repute.  An acolyte of the worn Rousseau-Dewey, progressive-romantic line of thinking, Tucker eloquently maps in his 1992 letter to the new First Lady a sharp and detailed political plan for mutating American primary education, secondary education, and labor policy in ways that can breach the pesky firewalls of the Tenth Amendment if not the core revolutionary ideal of federalism itself.  Hegel would have been elated.  Dewey’s, Pestalozzi’s, and Froebel’s names are already painted on the ceiling of the Library of Congress – main floor, at that.

 

Though eight years of the Clinton administration have come and gone (maybe), the tactics of the “Dear Hillary” letter roll onward.  Not a single manifestation of “Dear Hillary” policies was curtailed during the Bush presidency.  In fact, many were accelerated through “No Child Left Behind.” The Obama administration has effectuated “Dear Hillary” objectives to nearly complete fruition. 

 

As to your curiosity about why I petitioned the House of Representatives in 1998 to allow me to preserve the Tucker letter as I did, my best explanation follows.

 

After discovering, studying and digesting the transformational implications of the “Dear Hillary” letter, and concluding it carried credible political heft, I thought it important to enshrine the missive via The Congressional Record perhaps as a self-explanatory and incontrovertible marker as to whom, when, where and how the United States of America finally and completely disconnected itself from the proven ideals of classical education – the kind of education the country’s Founders received.  As a youngish, backbench first-term Member of Congress in 1998, I thought someday maybe someone working on a Master’s thesis would like to pinpoint the moment our former republic opted instead for the amply disproven, constrained and anti-intellectual objectives of formalized “training.”  Maybe my Congressional-Record entry would be of good use to an aspiring scholar or two.

 

Indeed, history is replete with examples of classical education leading to strong, powerful individuals; and formalized training leading to a strong, powerful state.  I regarded this letter as a signal of an epic American turning point.  I actually did imagine the letter would one day be regarded as an important historic document worthy of being singled out and remembered.  I maintain that belief even now, and am delighted you are among those who recognize its significance.

 

It seemed to me at the time, the “Dear Hillary” letter was the most concise, honest and transparent political document of its kind.  It reminded me of the moment Gen. George McClelland at Sharpsburg came into possession of Gen. Robert Lee’s plans for an offensive at Antietam Creek.  Here in these plans, one actually reads a credible battle strategy for overcoming American federalism.  Tucker’s war cannons were fully charged and tightly packed with progressive-romantic canister, aimed directly upon the Founder’s revolutionary idea of republican, self-government and our traditions of states’ rights.  

 

I had anticipated my colleagues in the Congress and various state-education leaders would benefit from knowing, in advance, of Tucker’s offensive strategy especially as his battle plan was specifically addressed to, and received by, the occupants of the White House.  The last thing I ever imagined at the time (and I am heartbroken to realize it now), is how political leaders in the several states have stood indolently for it.  Never did I picture the baleful scene we are witnessing today – state leaders themselves dutifully lowering Tucker’s linstock to the touch hole of statism.

 

At least for the past couple of decades, the vast majority of elected leaders in both political parties have clearly – if not enthusiastically – worked to outdo one another in applying Rousseau-Hegel-Dewey ideas to public education.  They offer little, if any, impressive resistance to policies, laws, rules, and mandates relegating American education to a job-training enterprise despite the prescient warnings of Albert Jay Nock, E.D. Hirsch, Tracy Lee Simmons and others who have underscored the crucial difference between classical education and anti-intellectual training.  As such, Tucker’s letter and goals, though overtly political, cannot be fairly regarded as a partisan.  No, the epic transformation of American culture and national character is being achieved rather quickly due to an overwhelming advantage of spectacular bipartisan cooperation. 

 

Henceforward, when intelligent people scratch their heads and wonder how it was that the citizens of the United State of America inexplicably stood by and unwittingly participated in the systematic demise of their blessed republic, at least they’ll find one comprehensive and compelling explanation, assuming it survives the censors’ notice, in The Congressional Record on September 25, 1998.

 

Thank you for finding me, reaching out to me, and granting me an opportunity to underscore the perilous certainties of the country’s education system.

 

Very truly yours,

Bob Schaffer

 

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On a related note, I invite the officials who will be participating in so-called “guided” discussions at this week’s conference to truly arm themselves against the manipulative “delphi technique” that is used to force consensus, as outlined by Jenny Hatch here.

 

U.S. Senator David Vitters’ Privacy Bill in Congress Can Protect Student Data   1 comment

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Ever since that dark day three years ago when I received a written response from the State Office of Education saying that the answer to my question was “No,” –NO to the question of whether a student could attend school to simply learn (as opposed to being tracked at school, as “human capital” by the state and federal SLDS and P-20w data mining systems, without parental consent or knowledge)  –ever since that day, I’ve been on a quest to reclaim our basic constitutional freedom of privacy, the right to NOT be inventoried like merchandise of the state.

A lot of other people agree that privacy and freedom matter.   But not all.   The big money in big data is so big; data is the Gold Rush of our age, not to mention to big control issue “datapalooza movement” of our age, making it difficult to overpower the big data lobbyists and their giant piles of fat money that work very effectively against moms and dads and non-monied lobbyists and activists like you and me.

Twice, for example, a Utah state legislator has tried to run a privacy protection bill for Utah kids.  Two years in a row it hasn’t even gotten close to getting off the ground in the Utah legislature.  Seems that money and power talk more persuasively than children’s or family’s rights, even in Utah.

But today many organizations nationwide are joining to support and to push forward Louisiana Senator David Vitter’s congressional bill that returns control of education records to parents on the federal level.  It’s big news.  See Breitbart, The Hill, Truth in American Education.

The bill summary focuses on:

Rolling Back Department of Education Regulations:

Ensuring Parental Consent in All Cases

  • The bill implements new, more robust guidelines, in order to protect student privacy, for schools and educational agencies to release education records to third parties, even in cases of recordkeeping.
  • These entities will be required to gain prior consent from students or parents and implement measures to ensure records remain private. Further, educational agencies, schools, and third parties will be held liable for violations of the law through monetary fines.

Extending Privacy Protections to Home School Students

  • FERPA does not currently apply to students who do not attend a traditional education institution, such as students who are homeschooled, despite some states requiring homeschoolers to file information with their school district.
  • This bill extends FERPA’s protections to ensure records of homeschooled students are treated equally.

Limits Appending Data and Collection of Additional Information

  • The bill prohibits educational agencies, schools, and the Secretary of Education from including personally identifiable information obtained from Federal or State agencies through data matches in student data.
  • Federal education funds will be prohibited from being used to collect any psychological or behavioral information through any survey or assessment.

 

Organizations supporting Vitters’ privacy bill include:

  • American Principles in Action
  • Concerned Women for America Legislative Action Committee
  • Eagle Forum
  • Education Liberty Watch
  • Home School Legal Defense Association
  • Women on the Wall
  • Special Ed Advocates to Stop Common Core
  • Stop Early Childhood Common Core
  • Arkansans for Education Freedom
  • Arkansas Against Common Core
  • The Florida Stop Common Core Coalition
  • Florida Parents RISE
  • The Tea Party Network
  • Georgians to Stop Common Core
  • Opt Out Georgia
  • Idahoans for Local Education
  • Hoosiers Against Common Core
  • Iowa RestorEd
  • Iowa for Student Achievement
  • Kansans Against Common Core
  • Louisiana  Against Common Core
  • Common Core Forum
  • Stop Common Core Massachusetts
  • Stop Common Core in Michigan, Inc.
  • Minnesotans Against Common Core
  • Missouri Coalition Against Common Core
  • South Dakotans Against Common Core
  • Tennessee Against Common Core
  • Truth in Texas Education  
  • Truth in Catholic Education  
  • Utahns Against Common Core
  • WV Against Common Core
  • Wyoming Citizens Opposing Common Core

 

Please contact your state legislators, board members and congressional representatives in support of this bill. 

Board@schools.utah.gov  is the email for all the members of the state school board.    Find congressional legislators and state legislators here:   http://www.utah.gov/government/contactgov.html
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P.S.      I often get asked why this matters.   Last week, for example, at the Salt Lake County Republican Organizing convention, people came up to the booth where I was answering questions and asked, “What information is being collected about my child?”  My response?  Rather than to point them to the National Data Collection Model data points that are being requested, I simply say this truth:  there are NO proper privacy protections in place; federal FERPA law was destroyed by the Dept. of Education, and we have no idea what information is being collected locally; we do know there is a database that we aren’t allowed to opt out of;  we do know that there are no prohibitions on the schools/state/federal government/corporations collecting as much as they can get away with.
We know that the National Data Collection Model invites and encourages schools and states to collect over 400 data points.  And we know that no laws currently prevent schools/states from doing so.  It is only good intentions and individual/district policy that is preventing an Orwellian data collection reality today.
We need to establish proper, real protections.  We need strong laws that establish that students and families, not the state/corporate/federal education forces, own the data and control the data.  We need opt out laws from participation in the database systems too.  We need to talk about this issue often and openly.  And the ball is in the parents’ court.  The boards aren’t fighting for data privacy.  The lobbyists are actively fighting against data privacy.  And no legislator will fight for your child until you demand that he does.
Ask your legislator to support Senator Vitters’ bill, and to write state laws that enforce these protections too.

New York Teacher: “Bald Piano Guy” Plays Now-Viral Billy Joel Anti-Common Core Songs   Leave a comment

“Bald Piano Guy” is a New York teacher who sings “Opting Out” to the tune of Billy Joel’s “Moving Out,” and sings “Seen Them Opting Out on Broadway” to the tune of “Seen the Lights go out on Broadway”. He sings “The Arrogant Man” dedicated to NY Governor Cuomo, to the tune of “Angry Young Man”.  He has many more YouTube performances but I’ll share just a few here.

I appreciate “Bald Piano Guy”!  I also feel jealous of the passion and care that New Yorkers and parents in many other states seem to have for honest education; they seem to have many more people on the ball about fighting for their rights of liberty than we do in Utah.  While New York opt outs are angering Arne Duncan and making headlines with hundreds of thousands of opt outs, and while zero juniors showed up to take the Common Core SBAC test at Seattle High School, here in Utah, opt out numbers are low and the State Office of Education pooh-poohs the concerns, research, and even the political rights of teachers and parents.

Hats off to this teacher, who chooses to be simply:  “Bald Piano Guy”.

New York and “Bald Piano Guy,” I feel you!

Pay attention to the lyrics of the last song especially:

“Just like the Battle of Saratoga turned around the American Revolution, the revolution against standardized testing began in New York State….

I’ve seen them opting out on Broadway from Babylon to Buffalo. Parental anger up in Albany; they chased the Senators to the stop at Ramapo.

They tore the Common Core in Plattsburgh and threw the tests into Oyster Bay.

The governor lost his clout the day they opted out.

 And schools could live another day

… They slam-dunked Pearson there in Syracuse.

 They never made a truce

with children’s lives at stake.

They all refused the test in Lockport and Rockville Center rocked with rage.

Assemblymen took flight

when parents showed their might

and shredded booklets page by page.

 You know they opted out on Broadway.  But those refusals meant much more.

It’s ’cause America took note of this

and forced the government to kill the Common Core.

When parents stand up for their children

how can opponents still survive?

We’ll tell the world about

the way we opted out

and kept our public schools alive

…. Agree or disagree with opting out, the power of a parent can spark a revolution.”

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National Opt Out Movement Update:

Bob Schaeffer, of Fairtest.org in Colorado,  again provided the following links of news updates about the national opt out movement:

U.S. Opt-Out Movement Explodes, Test-and-Punish Empire Strikes Back
http://www.huffingtonpost.com/lisa-guisbond/the-testing-optout-moveme_b_7222544.html
Federal Education Department Disinformation Campaign Seeks to Quell Opt-Out Movement
http://www.edweek.org/ew/articles/2015/05/06/education-dept-disinformation-aims-to-quell-opt-out.html

Arizona Seven Schools Implicated in Exam Cheating Scandal
http://www.tucsonweekly.com/TheRange/archives/2015/05/11/did-seven-schools-in-arizona-cheat-on-high-stakes-tests-and-is-it-really-only-seven

California
Standardized Testing Sparks Backlash
http://www.eastbayexpress.com/oakland/california-standardized-tests-spark-backlash-in-oakland/Content?oid=4269257

Colorado
Legislature Passes Modest Assessment Reform “Compromise” in Final Hours of Session
http://co.chalkbeat.org/2015/05/06/testing-agreement-comes-in-sessions-final-hours/#.VUqwtEZLUZw

Connecticut
Officials Confuse Parents About Test Opt Outs
http://jonathanpelto.com/2015/05/06/on-common-core-sbac-still-left-asking-what-the-hell-is-wrong-with-these-people/

Delaware
House Overwhelmingly Supports Opt-Out Rights
http://www.delawareonline.com/story/news/education/2015/05/07/house-passes-testing-opt-legislation/70966896/

Florida
Ongoing Computer Testing Programs Disrupts School Schedules
http://www.orlandosentinel.com/features/education/os-computer-testing-schools-20150505-story.html
Florida Elected Officials Don’t Subject Their Own Kids to the Standardized Exam Frenzy They Mandate
http://www.orlandosentinel.com/opinion/os-florida-school-testing-scott-maxwell-20150507-column.html

Georgia
Exams Leave Some Feeling “Testy”
http://mdjonline.com/view/full_story/26615357/article-Georgia-Voices–Exams-have-some-feeling-testy
Atlanta Test Cheating Hurt Students’ Reading Performance
http://blogs.edweek.org/edweek/District_Dossier/2015/05/atlanta_schools_test-cheating_.html

Louisiana
Testing Overkill Drives Veteran Teachers Out of the Profession
http://www.katc.com/story/29029794/lack-of-education-veteran-educators-walk-away-from-the-profession

Massachusetts
Teachers Say PARCC Test is “Bar to Real Work”
http://www.cambridgeday.com/2015/05/06/teachers-renew-efforts-against-parcc-test-as-bar-to-real-work-student-has-other-way-to-reduce-stress/
Mass. Teachers Association Supports Parental Opt-Out Rights
http://massteacher.org/news/archive/2015/annual_meeting_coverage.aspx

Maine Legislature Hears Bill to Eliminate Smarter Balanced Test
http://www.wcsh6.com/story/news/education/2015/05/11/state-test-bills/27136703/

Michigan
District Super and PTA President Outline Five Ways to Improve State Assessments
http://www.mlive.com/opinion/index.ssf/2015/05/5_ways_to_improve_standardized.html

Mississippi
Educators Protest Politically Set Test-Score Cutoff That Could Hold Back 6,000 Third Graders
http://www.clarionledger.com/story/news/2015/05/07/nearly-6k-could-repeat-third-grade/70947606/

Montana
State Testing Will Not Come Close to 95% Participation
http://www.washingtontimes.com/news/2015/may/5/montana-unlikely-to-meet-test-participation-requir/

New Hampshire
Parents on a Mission
http://www.ledgertranscript.com/home/16720744-95/parents-on-a-mission

New Jersey
Students Share Thoughts on PARCC
http://www.app.com/story/news/education/in-our-schools/2015/05/08/students-parcc/26980093/

New York
English Language Arts Test Opt Outs Topped 205,000 Statewide
https://docs.google.com/spreadsheets/d/t2_8Bg3h8mqx6Ax8rwGG5Mw/htmlview
N.Y. Educators Have Lengthy Grievance List Against State Assessments
http://blog.timesunion.com/capitol/archives/233549/educators-have-lengthy-grievance-list-about-evaluations/

North Dakota Computerized Testing Glitches Hurt Students
http://www.grandforksherald.com/opinion/our-opinion/3742822-our-opinion-testing-glitches-hurt-students-common-core

Ohio Super Says K-3 Literacy Test Scores Are Unfair
http://www.springfieldnewssun.com/news/news/local-education/literacy-scores-unfair-springfield-superintendent-/nmCYZ/

Oklahoma
School Testing Error Affecting Thousands of Students
http://www.newson6.com/story/28985864/oklahoma-school-testing-error-affecting-thousands-of-students

Pennsylvania Overhaul of Federal, State Laws Needed to Curb Testing Frenzy
http://thenotebook.org/blog/158537/nclb-rewrite-relieve-standardized-testing-abuse-opt-out-frenzy
Pennsylvania Keystone Exams Are One Big Headache for Students
http://www.mcall.com/news/local/mc-lehigh-valley-keystone-project-based-assessments-20150509-story.html#page=1

Texas Governor Signs Law Exempting Thousands of Seniors From Graduation Exams
http://www.dallasnews.com/news/politics/state-politics/20150511-abbott-signs-bill-exempting-thousands-of-high-school-seniors-from-graduation-exams.ece

Vermont
Testing is Profitable But Not for Students
http://www.vnews.com/home/16811190-95/steve-nelson-testing-is-profitable-but-not-for-students

Virginia
Parents Learn How to Keep Their Kids Out of Standardized Tests
http://www.newsleader.com/story/news/local/2015/05/06/in-a-season-of-testing-how-to-avoid-them/70901846/
Virginia is Sadly Obsessed With State Testing
http://www.newsleader.com/story/opinion/editorials/2015/05/09/sadly-obsessed-sols/27062009/

Washington
Students Protest Common Core Exams
http://www.keprtv.com/news/local/Students-protest-Common-Core-testing-302683131.html
Maryville, Washington, Teachers Hold One-Day Strike Over Funding, Testing
http://www.marysvilleglobe.com/news/302779281.html#

Wisconsin State Legislature Advances Bill to Make Opting Out Easier
http://www.twincities.com/education/ci_28068256/wisconsin-bill-would-make-opting-out-school-tests

Contact U.S. Senators for Less Testing, More Learning
http://www.fairtest.org/roll-back-standardized-testing-send-letter-congres

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As I’ve said before, please be wise and very careful about what happens in each of our states as a replacement for high stakes testing.  The controlistas love to take a crisis and turn it to their own advantage.

In Utah we are on another brink of doing something exceedingly stupid right now:  Utah’s legislature has created a task force that will promote the idea of stealth assessment, or embedded, hidden tests in assignments.  This absolutely kills privacy and kills parents’ ability to opt out or even to know when tests are happening at all.  Think I’m kidding?  Rep. Marie Poulson’s resolution passed this last legislative session.  See line 66 and ask your legislator exactly what it means.  

Detailed Schedule: Band of Mothers Event at UVU this Wednesday, May 13   1 comment

The Band of Mothers Tour proudly presents the “Empowering Parents Symposium,” convening to present freedom’s true fight for children this Wednesday, May 13th, at Utah Valley University in Orem, Utah.

Have you registered yet?  (Click here!)

 

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Here’s the outline.  Starting at 9:00 a.m., attendees will choose from nine available workshops held in classrooms at the UVU Sorenson Center (see below – detailed workshop information follows).

Following the workshops, attendees will enjoy an elegant luncheon while hearing from KNRS star Rod Arquette.  In the evening, the symposium reconvenes at the UVU Ragan Theater 6:00 with entertainment and discussion starting with the Five Strings Band, followed by keynote speakers Senator Al Jackson,  Analyst Joy Pullman and Child Rescuer Tim Ballard.  The evening’s finale will be “The Abolitionist,” the documentary movie, introduced by its star, Tim Ballard, founder of the truly amazing rescue force, Operation Underground Railroad.

Operation-Underground-Railroad

 

If you haven’t registered yet, please click here.  Donations are appreciated and needed, but all the evening events are free and the morning workshops only cost $5 apiece.  You can register at UACC or just show up.  Remember: all events are first-come, first-served, with registered attendees having priority.  (If you happen to own filming equipment, please bring it and film the workshops that you attend.)

rod

If you want to hear Rod Arquette’s power-packed talk at mid-day and haven’t registered for the catered lunch, you have now missed the deadline for the order, but you can brown-bag it or come listen without eating.

To see “The Abolitionist” documentary, come very early because the seats will be filled up in the Ragan Theater by those who are there for the earlier events that begin at 6:00.

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Here’s the morning workshop schedule.  (Descriptions and teacher bios further below.)

  • 9:00 to 9:55 a.m. – Choose from:

1.  Common Core 101 by Jenny Baker – room 206 a

2. The Next Frontiers:  Data Collection from Birth to Death by Joy Pullman – room 206 b

3. Principles of the Constitution by Stacie Thornton and Laureen Simper – room 206 c

  • 10:00 to 10:55 – Choose from:

1. Data – by Big Ocean Women – room 206 a

2. The Difference Between Progressive and Effective Education – by Joy Pullman – room 206 b

3. Parental Rights – by Heather Gardner – room 206 c

  • 11:00 to 11:55 – Choose from:

1. It is Utah Science Standards or National Science Standards? – by Vince Newmeyer – room 206 a

2. SAGE/Common Core Testing – Should I Opt Out?  – by Wendy Hart – room 206 b

3. Getting Involved and Making a Difference – by Jared Carman – room 206 c

 

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MORNING WORKSHOPS – Register here.

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Detailed Class Descriptions with Teacher Bios:

9:00 to 9:55 a.m.

1.  Common Core 101 by Jenny Baker – room 206 a

The word “Education” has been redefined.  Education used to evoke images of children and youth engaged in the learning process as they discover their own endless potential.  With recent educational changes, “Education” brings an image of frustration, canned answers and testing.  What is the purpose of this new form of “Education”?  What can you do about it?

Jenny Baker is the founder of Return to Parental Rights and The Gathering Families Project.  She has just returned from the United Nations as part of the Big Ocean Women delegation which hopes to raise awareness of the anti-family ideas that affect our world.  Jenny lives in St. George, Utah and is married to Blake Baker.  She is the mother of five daughters.

Stories_BakerFamily

 

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2. The Next Frontiers:  Data Collection from Birth to Death by Joy Pullman – room 206 b

Technology has opened Pandora’s Box by giving government and private organizations the power to collect very private information about people and create unerasable dossiers that can follow them for life.  What is possible now– how can we benefit from technology while controlling it, and what are ways people can reclaim their personal property from the institutions taking it without consent?

joyJoy Pullman comes to Utah for this event from Indiana.  She  is a research fellow on education policy for The Heartland Institute and is managing editor of The Federalist, a web magazine on politics, policy and culture.  She is also a former managing editor of School Reform News.

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3.  Principles of the Constitution by Stacie Thornton and Laureen Simper – room 206 c

This class is an introduction to the principles of liberty embedded in the Constitution.  It explains the Founders’ “success formula” based on their thorough study and knowledge of history, past civilizations and human nature.  Learn the principles behind what George Washington called “the science of government” which, when applied, yields results that can be predicted and replicated.

Watching the news can leave us feeling helpless and hopeless.  Studying eternal principles of agency will leave you feeling empowered, joyful and hopeful!

laureen

Laureen Simper taught junior high English and reading before raising her two children.  She has run a private Suzuki piano studio for much of 31 years.

 

stacie t

Stacie Thornton was the financial administrator for the U.S. District Court in Utah before marrying and raising five children.  She began homeschooling nearly 20 years ago, and continues now with her two youngest children.

——————————————————————————————-

 

10:00 to 10:55

1. Data – by Big Ocean Women – room 206 a

big ocean

Learn about international organizations and their motivations behind data collection.  Come unite in standing in defense of our families:  find out what you can do and what we can do together.

carolina

Carolina S. Allen is the founder and president of Big Ocean Women which is an international grassroots “maternal feminist” movement taking the world by storn. Recently representing at the United Nations this past march, their message is picking up steam internationally.  Big Ocean Women are uniting in behalf of faith, family and healing the world in their own way, on their own terms.  Carolina is the happy homeschool mother of five.

michelle boulter

Michelle Boulter is a mother of three boys.  She recently attended the United Nations Commission on the Status of Women in New York.  She currently serves on the board of Big Ocean Women over politics and policy.  She is co-founder of Return to Parental Rights and Gathering Families.  Her passion is to empower other families to be primary educators in the lives of their children.

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2. The Difference Between Progressive and Effective Education – by Joy Pullman – room 206 b

This class is a short history lesson explaining why and how American education shifted from supporting self-government through individual and local action into a massive national conglomerate where no one is responsible but everyone is cheated.

joy

 

Joy Pullman comes to Utah for this event from Indiana.  She  is a research fellow on education policy for The Heartland Institute and is managing editor of The Federalist, a web magazine on politics, policy and culture.  She is also a former managing editor of School Reform News.

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3. Parental Rights – by Heather Gardner – room 206 c

Heather Gardner will speak about the parental rights laws that are in place –and the laws that are lacking– for the protection of children and the rights of parents in determining what they will be taught and who can access data collected on individual children.  Know the law and know your rights.

 

heather gardner

 

Heather Gardner is a former state school board candidate and is currently a middle school teacher at Liberty Hills Academy, a private school in Bountiful, Utah.  She was appointed by Senator Niederhauser to the standards review committee for Fine Arts in Utah.  She has been actively involved in supporting parental rights via media interviews and grassroots efforts during legislative sessions.  She and her husband are the parents of five children.  Heather is an advocate for students, special needs children, teachers and parents.

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11:00 to 11:55

1. It is Utah Science Standards or National Science Standards? – by Vince Newmeyer – room 206 a

Utah is in the process of adopting new science standards.  Contrary to public pronouncements from officials of the State Office of Education, on multiple occasions and before a variety of legislative bodies, that Utah would not adopt common national standards, there is now an admission that this is precisely what is happening.  Just what is in these standards that would be troubling for most Utah parents– and what can we do about it?

politics of science 10

Vince Newmeyer has had a lifelong love of science.  He attended BYU studying engineering, and has dabbled with experiments and inventions.  Vince ran his own computer consulting company, designed and built solar power installations, and engaged in electronic technical work.  Vince took an intense interest in evolutionary thought in 1998 and has studied it deeply since that time.  As an amateur geologist and science buff, he has done extensive research on topics in geology, biology, physics, astronomy and earth sciences.  He speaks about data which fundamentally challenges current popular views on our origins.

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2. SAGE/Common Core Testing – Should I Opt Out?  – by Wendy Hart – room 206 b

Should you opt your children out?  Come learn about SAGE testing and why thousands of parents are choosing to opt their children out.

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Wendy Hart:  “First and foremost, I am a mom.  I have three kids and a wonderful husband.  The responsibility I have for my children’s well being motivates me to ensure that they have the best education possible.  I currently have the honor of representing Alpine, Cedar Hills, and Highland residents on the Alpine School Board.

I started my own data migration and programming business 14 years ago.  Before establishing my own business, I worked for various local companies doing database migration and analysis, as well as project management.  I graduated from BYU cum laude with a Bachelor of Science in Mathematics and a French minor.  I served a mission for my church in Northern France and Brussels, Belgium.  Raised in Cupertino, CA (home of Apple Computers) I am the oldest of five girls.  I play the piano and harp, and I like to sing.”

 

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3. Getting Involved and Making a Difference – by Jared Carman – room 206 c

Centrally managed education policy is weaking Utah family rights, responsibilities and relationships.  We need to “run, not walk” to turn this around.  What could we accomplish with 1,000 active, local groups of families in Utah who know each other, meet regularly, set and achieve specific goals, and synchronize efforts with other groups?  Come learn how to:

  • Organize and nurture a local group
  • Conduct effective, action-oriented meetings
  • Coordinate with other group leaders to support education policies that “put family first”.

 

 

jared carmen

 

Jared Carmen is a husband, dad, citizen lobbyist on education issues, member of the Utah Instructional Materials Commission, and advisory board member for a K-8 private school in Salt Lake City.  He holds an MS in Instructional Technology from Utah State University and is the founder/owner of two online learning companies.  He serves his precinct as a state delegate.

 

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EVENING EVENTS – Register here.

Evening events begin at 6:00 p.m. in the Ragan Theater at UVU

FIVE STRINGS BAND

five strings

SENATOR AL JACKSON WITH HIS WIFE, JULEEN JACKSON

al jackson

JOY PULLMAN

joy

TIM BALLARD AND “THE ABOLITIONISTS” DOCUMENTARY

Tim-Ballard-620x331

abolitionist movie

abolition poster

Letter from Local School Board Member to State School Board   4 comments

This letter is reposted with permission from its author, Wendy Hart of Alpine School Board, of Utah’s largest school district.

wendy alyson

Wendy Hart is sitting on the left in this photo.

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Dear State Board Members,

I am asking that you restart the entire process of science standards adoption.  There is a very real, very large deficit of public trust on the issue of standards.  While I appreciate the parent review committees and the public comment periods, it really is the perception that this was a ‘done deal’.  The subsequent release of the Fine Arts standards that are identical to the national fine arts standards indicates a desire by either this Board or the USOE or both to completely align everything we do to a national set of standards created by a national set of ‘supposed’ experts in these fields.  The assumption that national (or broadly-adopted) standards are inherently superior is flawed, as is the assertion that a lack of national (or broadly-adopted) standards will  prohibit individual students to grow up to be successful, educated individuals.  Some high-performing nations have national standards, but about the same number do not.

Here are some of my concerns and requests.

The most major concern is that of creating uniformity and centralization.  Education is not something that can or should be standardized.  We like to think that there are certain basics that all kids should know, and there may be, but they are very broad and many must keep the individual child in mind.  In point of fact, that is why we have teachers…to customize and personalize this process of every individual.  Our system of education has been extremely successful when we harness the power of the individual, and not try to fit everyone into the same mold.  I realize with accountability measures, this is a very difficult thing to do.  But it doesn’t get easier when we buy into the idea that we will be left behind if we don’t keep up with the national standards group du jour.   While that may be true, we will never have the opportunity to excel either.  And, I’m afraid, that is the intent.  When we have no risk, we have no chance of failure, but we have no chance of success either.  Centralization removes the flexibility of adaptation and change.  Even if we have the power to change, in a few years, we will lack the ability due to SAT, GED, ACT and textbooks all aligning.  We have to be completely sure that these are the very best standards and that we will NEVER want to change without the rest of the states going along.

Additionally, adopting national or broadly adopted standards has been touted as allowing teachers greater resources.  I have heard this repeated over many years as justification for national or frequently adopted standards.  We have felt slighted in the past for having had our own standards.  However, I hope you understand that in trying to find non-CC textbooks and materials, right now, it is virtually impossible.   You have to order out-of-print materials and lots of things on eBay.  Common Core was officially adopted by 46 state only 5 years ago.  So, while you may have a lot of materials to choose from that are aligned to CC, they are really shades of gray.  Bright colors and pastels no longer exist.  There are no laboratories of education that are trying different ideas and finding success or failure.  There is no compelling free-market interest to create or to continue to supply textbooks and teaching materials to the small private and homeschool market and the 5 states that didn’t sign on to Common Core.  It’s a boon for the textbook suppliers–one set of standards equals one set of teaching materials that can be moved around and modified, but, ultimately, stay the same.  (Bill Gates predicted as much, and was quite excited about it.  Bill Gates at the National Conference of State Legislatures clip on Common Core )  It has been suggested that because of this lack of resources, we MUST align our standards to those of other states.  With all due respect, we will then be hastening the demise of diversity and options.  We are walking directly into that trap and helping set the bait for others.

At the end of the day, each of you has the burden of proof, as our elected representatives, to explain the following to us, the parents and citizens of Utah, for every set of standards that you adopt.
1.) What is lacking in our current set of standards?  Please be specific; don’t just say ‘they need to be updated’.  With all due respect, if our previous standards were based on truth and objective fact, then, unless there have been changes, and science would be one of those areas where I would agree there are probably ‘holes’, there is no need to throw out the objective truth that we are already teaching.  Can we simply ‘tweak’ what we have now?2.) What is the evidence that the proposed set of standards will be able to fill those gaps in our current standards?3.) Have the proposed standards been either pilot-tested (for how long, what were the demographics, what were the metrics used to show improvement) or, as a baseline, benchmarked against other states or countries that we feel confident have been successful with this particular discipline?  (And what are those metrics?)

4.) Taken as a whole, over the course of 13 years, is there a prevailing worldview that emerges, and if so, is that worldview consistent with the diversity and the values of the citizens of this state? Do we seek to provide a broad, general knowledge, without influencing the attitudes, values, and beliefs of our students?

5.) What are the pieces that are missing from the current standards?  For example, the NGSS does not address Life Systems, specifically body systems, or Computer Science.  Climate change is heavily emphasized, but electric circuits are briefly mentioned.  While I appreciate both climate change and electric circuits being taught, it appears, at least to me, that there is an over-emphasis of one at the expense of others.  It is usually easier to find problems in things that exist.  It is much more difficult to take the time to determine what isn’t even there.  (This concept is why the request to point out the standards one doesn’t like doesn’t work.  I can point to those I don’t like, but I can’t point to those that do not exist but should.)

6.) Do the standards seek to obtain compliance of thought, instead of an understanding of the rationale and disagreements involved in controversial or politically charged issues?  This is especially important in science.  If we create a generation of students who believe that all science is not to be questioned, we have failed in our task.  Science is always to be questioned, and refined.  We should be constantly looking for ways to support or to disprove the current knowledge of the day.

7.) Have you looked at some of the available curricular materials, as well as other states’ implementations, to make sure that implementation of these standards, while supposedly wonderful in theory, won’t fall flat in the application?  My past experience with the adoption of new standards and ‘programs’ (over the last decade) has been a trail of grand promises and disappointing results that are always blamed on local districts and teachers.  There has never been, to my knowledge, a set of bad standards.  It’s always, we are told, just poor implementation.  With all due respect, if a set of standards can’t be implemented successfully in at least 51% of the schools, then they should not be adopted, no matter what the claims and promises.  (Please see item #3.)

8.) Is there enough emphasis on fact and foundational knowledge?  There is a trend to focus on the ‘critical thinking’ and to not get bogged down into rote memorization.  While I can appreciate and respect that position, it is impossible to have critical thinking about any issue without the foundational, factual knowledge of the subject.  Especially for children in the early grades who have limited abstraction and limited reasoning skills, are we allowing and encouraging those fact-based pieces of information that will form the foundation for greater understanding later on?

9.)  Will these standards strengthen the parent-child relationship or hinder it?  For example, implementing standards that parents don’t understand, no matter how great they are supposed to be, creates a rift between parent and child.  This is an unacceptable consequence for an education system that is supposed to be secondary and supportive to the primary role of the parent in educating his or her children.  The more involved parents are, the better the academic success of the child.  That is the number one factor in student success… the parent, not the standards.  We need to keep that in mind.

Having attended the Provo meeting last night, I heard a lot of promises and things that sounded really good.  I have heard all those things as they relate to Common Core and Investigations Math.  In both instances, the promises did not materialize.  Please do not adopt standards based on promises.  Please adopt standards based on fact, and knowledge, and proof, not just the opinion of ‘experts’.  Sometimes ‘experts’ are wrong or have their own agendas too.

The burden of proof is not on the people to show that the standards are bad, or wrong, or insufficient.  It is up to you to demonstrate to us that adopting these new standards will provide the opportunity for each, individual student in Utah to live up to their potential, to be free to choose their own direction in life.

Thank you for all the long hours that you spend in our service and your willingness to listen, even when we disagree.  It is greatly appreciated.

Sincerely,

Wendy Hart
Mother of 3
Highland, UT
Board Member, Alpine School District, Alpine/Cedar Hills/Highland
Business Owner

Utah State Office of Education Lies to Legislature and Board about National Common Science Standards Adoption   3 comments

You can’t just watch this; you have to act:  email your legislators and school board members and members of the media.

One dog barking does not wake up a town.  Ten thousand barking dogs will.

This short, seven minute video is a powerful documentation that uses the actual voices from recorded audio and video from legislative meetings and school board retreats that show the trail of promises broken and the belittling and bullying happening to our legislators, parents, and teachers by the Utah State Office of Education.

  • You will hear the USOE curriculum director promising an elected school board that Utah will never adopt national common science standards.
  • You will hear the USOE superintendent promising the Utah legislature that Utah will never adopt national common science standards.
  • You will hear the USOE representative justifying the adoption of the common science standards and their hiding of the true science standards, giving parents a watered down, fake version –even during the time that USOE has an official “public comment” period happening— with the excuse that parents would find the standards “overwhelming”.

 

Please watch and share.

Please Show Up to Push Back on Science Standards at Statewide USOE Meetings Starting TOMORROW   4 comments

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The Utah State School Board —despite last year’s pushback, despite serious concerns of some of the state school board members–  is now moving to adopt national, common standards for science.  Watch this video to see the documented false promises by the USOE to legislators and local school board members, that Utah would never adopt nationalized science standards; this string of broken promises needs to be exposed and those breaking the promises need to be held accountable by our legislature and governor.

 

 

 

You are invited to the USOE’s public meetings on the subject, to be held statewide for a few weeks, starting TOMORROW.

Be forewarned: the USOE won’t admit that Utah is adopting NGSS.   To know this bit of information, you have to be in touch with those parents who served on the science study committee.  Utah indeed is (out of sight of the public) pushing for adoption of NGSS but the USOE claims that it’s only revising its old standards, and that the revision is limited to middle school science standards for now, so it’s not whole NGSS adoption, they say.  But do your research.  They’ve been caught fibbing more than once.  And they are fibbing now.

So, what are the “Next Generation Science Standards” (NGSS)  and why should we take time fight them?

NGSS are common Science Standards created by businessmen and politicians at Achieve, Inc., aimed to make all students use (and be tested on) the same set of science-related standards nationwide.  Achieve, Inc., is the same group that pushed Common Core math and English into being.  (So if you didn’t love Common Core, heads up.)

As with Common Core math and English standards, states lose control when they adopt NGSS.  Achieve Inc., is private, so it’s not subject to sunshine laws– no transparency.  So right or wrong, good or bad, we’ll have no way to even know which scientific theories are being accepted or rejected, or what kind of lobbying monies are determining priorities for learning.  We will not be able to affect in any appeal to local boards, what our children will be taught or tested.  That power will have gone to the standards copyright holders and corporate test creators.  We have no method of un-electing those controllers, no way for our scientists to affect any amendments made in the ever-changing and politically charged future of science.

It is also tragically true that Fordham Institute rated NGSS as inferior to many states’ science standards.  Still, many states, including Utah, are adopting NGSS anyway– a sad reminder of recent history, when certain states with prior standards higher than Common Core dropped their standards  to be in Common Core.  It’s also a sad proof that the claim that “the standards are higher and better for all” was nothing more than a marketing lie, then for English and math, and now for science.

There are important reasons  that South Carolina officially rejected NGSS.

And so did Wyoming.

Kansas parents sued the state school board over it.

West Virginia is fighting about it.

It’s a hot topic in many other  states.

But do Utahns even know it’s going on here?  (How would they know unless they were personal friends of the parent review committee?)  The USOE won’t even admit that Utah is aiming to adopt NGSS!  To do Utah-specific homework on this, read this article.  And this one. 

Then come to the meeting.  The USOE is calling the new standards “a revision” rather than a wholesale adoption of NGSS standards, in what appears to be an attempt to deceive the people. Parent committee members opposed to the change, including scientist Vincent Newberger, have pointed out that one word– one– was altered from NGSS standards in Utah’s “revision of its own standards” and some NGSS standards were only renumbered, so that the proponents could feel truthful about calling these standards a “revision” of Utah’s prior science standards rather than an adoption of national standards.  The USOE’s open meetings are not, supposedly, to promote NGSS but are to promote what USOE calls a “revision of middle school science standards” only.

Parents need to take control of this conversation.

Ask yourself:  1)  Is this revision actually an adoption of NGSS?  2)  Do I want national science standards in Utah?

Answer one:  If you read what parent committee members are testifying, you will conclude that this revision IS an adoption of NGSS.

Answer two:  As with Common Core, we must push back against national science standards for two reasons:  control of standards (liberty) and content of standards (academics).

CONTROL

Although parent committee members on Utah’s “revision” team testify that the content is global warming-centric, and electricity-dismissive, and testify that the standards present as facts, controversial theories only accepted by certain groups; to me, the enduring issue is control, local power.

If we adopt standards written by an unrepresentative, nonelected, central committee– standards that don’t come with an amendment process for future alterations as scientific theories and studies grow– we give away our personal power.

Even if these standards were unbiased and excellent, we should never, even for one second, consider adopting national/federally promoted standards– because science is ever-changing and ever politically charged.  We are foolish to hand away our right to judge, to debate, to control, what we will be teaching our children, and to let unelected, unknown others decide which science topics will be marginalized while others are highlighted in the centrally controlled standards.   Would we allow a nontransparent, unelected, distant group to rewrite the U.S. Constitution?  Never.  Then, why is representation and power concerning laws and policies affecting our children’s knowledge, beliefs and skills any less important?

Representation is nonexistent in NGSS standards adoption, despite the token cherrypicked teacher or professor who gets to contribute ideas to the new standards.  Unless there is a written constitution for altering our standards so that we retain true control of what is taught, no federal or national standards should ever, ever be accepted.  Adopting centralized standards is giving away the key to the local castle.

Are these just harmless, minimal standards without any teeth or enforcer?  Hardly; the enforcement of the science standards is embedded in the nationally aligned tests, tests which carry such intense pressure for schools and students (school grading/shutdown; teacher evaluation/firing) that they have become the bullies of the educational system.

CONTENT

Know this:  NGSS are neither neutral nor objective.   This explains why pushback against NGSS is so strong in some states, even to the point of lawsuits against state school boards over NGSS.  NGSS standards are slanted.

It may come as a surprise that religious freedom is a key complaint against these standards.  This was pointed out by plaintiffs in the Kansas lawsuit, which alleged that implementation “will cause the state to infringe on the religious rights of parents, students and taxpayers under the Establishment, Free Exercise, Speech and Equal Protection clauses of the U.S. Constitution.”

The legal complaint stated that “the principal tool of indoctrination is the concealed use of an Orthodoxy known as methodological naturalism or scientific materialism. It holds that explanations of the cause and nature of natural phenomena may only use natural, material or mechanistic causes, and must assume that supernatural and teleological or design conceptions of nature are invalid. The Orthodoxy is an atheistic faith-based doctrine that has been candidly explained by Richard Lewontin, a prominent geneticist and evolutionary biologist, as follows:

“Our willingness to accept scientific claims that are against common sense is the key to an understanding of the real struggle between science and the supernatural. We take the side of science in spite of the patent absurdity of some of its constructs, in spite of its failure to fulfill many of its extravagant promises of health and life, in spite of the tolerance of the scientific community for unsubstantiated just-so stories, because we have a prior commitment, a commitment to materialism. It is not that the methods and institutions of science somehow compel us to accept a material explanation of the phenomenal world, but, on the contrary, thatwe are forced by our a priori adherence to material causes to create an apparatus of investigation and a set of concepts that produce material explanations, no matter how counter-intuitive, no matter how mystifying to the uninitiated. Moreover, that materialism is absolute, for we cannot allow a Divine Foot in the door.” [Richard Lewontin, Billions and Billions of Demons, 44 N.Y. Rev. of Books 31 (Jan. 9, 1997) (emphasis added)]

 

So, under NGSS, you can’t teach, as some scientists do, that evolution can exist alongside creationism.  Under scientific materialism/methodological naturalism, any “design conception” is invalid.

Other complaints against NGSS science standards are that they pit environmental activism against activists who want freedom to use natural local resources;  that they ask students to see themselves as either global warming believers or global warming deniers, to the exclusion of scientific inquiry; that they pit advocates of scientific open debate against advocates for scientific and political consensus-seeking; that they push the orthodox religion of atheism rather than allowing students to decide for themselves whether or not to include Creation in their personal scientific study.

Below is a list of the upcoming science meetings in Utah, where any citizen may come and ask questions and make comments.

Friends, we need to show up and bring neighbors.  If too few Utahns find out and push back, the NGSS standards will slide right in like Common Core for math and English did.  Please cancel your other plans.  Bring your video cameras if you come.  It’s an open, public meeting so recording seems proper and fair.  Recording USOE official replies to questions from parents can only encourage accountability from the USOE to the citizens.  If you can’t attend one of the meetings in the next weeks, please comment (and ask others to comment) on the USOE’s  90 day public comment survey link.

Before I list the meeting times and dates and cities, I want to share portions of an email sent out from a Washington County, Utah citizen to other citizens of Washington county.  I don’t know who wrote this email:

 

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Washington County Email:

“Washington County was settled by wise men and women who worked hard to make our red desert bloom.  They have passed down a wonderful heritage of hard work and love for the land to all who have followed them.  We are now reaping the fruits of the careful planning and preservation that has become a way of life to all who make Washington County their home.  We desire to pass this heritage along to our children so that the generations to come will continue to be wise stewards of this land that we love.

 

It is hard to understand why anyone from Washington County would allow their children to be taught a science curriculum that does not align with our value system.  Imagine how powerful it would be to teach our children the science behind why our soil is red, how ancient volcanos came to pepper our back yards with basalt rock, what made our sand dunes petrify, why dinosaur footprints can be found in farm land and what makes our sunsets so spectacular.  As our children learn the unique science of the environment around them, they will have greater knowledge and appreciation of the diverse environments around the world.  They will also come to appreciate the importance of being wise stewards wherever their paths may lead them.

 

We now have an opportunity to protect our right to teach our children.   The Federal Government has incentivized groups to develop the Next Generation Science Standards (NGSS) and those groups have worked tirelessly to get them implemented in Utah, and all states.  Please come and learn more about the NGSS from Vincent Newmeyer, a member of the NGSS review committee.  We will be meeting on Thursday, April 23rd at 6:00 P.M. at the St. George Downtown Library (88 W. 100 S. St. George).  Mr. Newmeyer is one of the review committee members who have great concerns about the NGSS.  These members are generously giving their time to visit communities to warn them about these new federal standards.

 

Directly following the meeting with Mr. Newmeyer, there will be a public meeting with the State and Local School Boards to discuss these federal standards tied to high-stakes testing onThursday, April 23rd at 7:00 P.M. at the Washington School District Office Board Room at 121 Tabernacle Street in St. George.”  

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USOE Public Feedback Meetings

All Meetings are 7 p.m. – 8 p.m.

Thursday, April 23
Washington School District Office
Location: Board Room
121 Tabernacle Street
St George, Utah 84770
Note: The main doors will be locked.  Access through the front side doors.

Tuesday, April 28
Uintah School District Office
Location: Board Room (Upstairs)
635 West 200 South
Vernal, Utah 84078

Wednesday, May 6
Provo School District Office
Location: Professional Development Center
280 West 940 North
Provo, Utah 84604

Wednesday, May 13
Cache County School District Office
Location: Professional Development Center
2063 North 1200 East
North Logan, Utah 84341

Tuesday, May 19
Salt Lake Center for Science Education (SLCSE)
Location: The Media Center
1400 Goodwin Avenue
Salt Lake City, Utah 84116

 

 

Ten Reasons To Opt Out of Common Core/SAGE Testing   26 comments

opt out 2015

 

 

1.  THE TESTS HAVE NEVER BEEN VALIDATED.  It is out of the norm for tests to be given to children that never have been validated in a formal, scientific, peer-reviewed way.  Professor Tienken of Seton Hall University calls this “dataless decision making“.  What does it mean to a mom or dad to hear that no validity report has ever been issued for the SAGE/Common Core tests?  It means that the test is as likely to harm as to help any child.

We would not give our children unpiloted, experimental medicine; why would we give them unpiloted, experimental education?  –And, did you know that Florida bought/rented the SAGE test from Utah, and now Florida points to Utah students as its guinea pigs?  Where was Utah’s parental consent? Is it okay that the youngest, most helpless citizens are compulsory research subjects without the knowledge or consent of their parents?

2.  THE STANDARDS (upon which the test is based) HAVE NEVER BEEN VALIDATED.   Building a test on the sandy foundation of unvalidated standards –hoping but not having actual evidence on which to base that hope– that the standards are unquestionably legitimate, means that not only the test but the teaching that leads up to it, is experimental, not time-tested.  The SAGE evaluates teachers and even grades schools (and will close them) based on test scores from this flawed-upon-flawed (not to mention unrepresentative/unconstitutional) system.   Dr. Tienken reminds us that that making policy decisions in this baseless way is “educational malpractice.”

3. THE TESTS UNFAIRLY REDEFINE WHAT IT MEANS TO BE EDUCATED.  The tests assume improper authority to enforce the common core and they thus cement this new definition of what education is.  The redefining was not done by educators, but by businessmenfalse philanthropists and politicians. The copyright on the standards for this test ensure that nobody gets any influence in what the standards will look like years from now, except those who hold copyright.  Teachers are pressured, even against their professional judgment, to conform to test-centric standards and curriculum.  Schools can get shut down, teachers can get rewarded, punished or fired, all based on the high stakes test.

4. THE TESTS ARE SECRETIVE.  Parents and teachers may not see test questions, not even years after the test is over.  Last year’s leaked screen shots of the test, taken by a student with her cell phone to show her mother, revealed an unpleasing agenda that asked students to question the value of reading (versus playing video games).  The student who took the photos was told that she was a cheater, was threatened with expulsion; and the teacher who didn’t notice (or stop) the cell phone photography was threatened with job loss.  Members of Utah’s 15-parent SAGE review committee have expressed grave concerns about the quality and content of SAGE, citing “grammar, typos, content, wrong answers, glitches, etc.,” but were never shown whether corrections were made to SAGE, prior to its hasty rollout.

5.  TEST ITEM CREATION IS QUESTIONABLE.  SAGE questions were written by two groups: a few hand picked Utah educators, and the psychometricians at the testing company, American Institutes for Research (AIR) which is not an academic organization but a behavioral research group.  We don’t know why psychometricians were entrusted to write math and English questions.  And we don’t know what the percentages are– how many SAGE questions come from educators, and how many from AIR’s psychometricians?

6.  THE TEST DISREGARDS ETHICS CODES FOR BEHAVIORAL RESEARCH TESTING.  As Dr. Gary Thompson has pointed out, behavioral tests are normally governed by strict codes of ethics and test-giving psychologists lose their licenses to practice if they veer from the codes of ethics.

The Utah State Office of Education claims tests do not collect psychological information, but it seems unreasonable to believe the claim.

Consider:

  • Behavioral Indicators” is a phrase that’s been in Utah laws concerning student testing for years.  It’s old news.  Happily, last month, Sen. Aaron Osmond wrote a bill to remove that language.  (Thank you,  Senator Osmond.)  Time will tell if the new law is respected or enforced.
  • Psychometric census” of Utah students was part of the agreement Utah made with the federal government when it applied for and received a grant to build a longitudinal database to federal specifications, (including federal and international interoperability specifications.)  Utah promised in that grant contract to use its Student Strengths Inventory to collect noncognitive data.
  • The test company, AIR, is a behavioral research company that creates behavioral assessments as its primary mission and focus.
  • U.S. Dept of Education reports such as “Promoting Grit, Tenacity and Perserverance” promote collection of students’ psychological and belief-based data via tests, encouraging schools to use biometric data collection devices.  I have not seen any of these devices being used in Utah schools, but neither have I seen any evidence that the legislature or our State School Board stand opposed to the Dept. of Education’s report or the advice it gives.
  • The NCES, a federal agency, has a National Data Collection Model which it invites states to follow.  Since Utah has no proper legal privacy protections in place, there is nothing stopping us from accepting the invitation to comply with the Model’s suggestions, which include hundreds of data points including intimate and even belief-based points: religious affiliation, nickname, voting status, bus stop times,  birthdate, nonschool activities, etc.

7.  UTAH’S NEW SCHOOL TURNAROUND LAW WILL SHUT DOWN SCHOOLS OR TAKE THEM OVER –USING SAGE AS JUSTIFICATION.  The bell curve of school-grading uses SAGE as its school-measuring stick; when a certain number of schools (regardless of quality) are inevitably labeled “failing” because of their position on that bell curve, they will be turned over to the state, turned into a charter school, or closed.  These events will alter lives, because of Utah’s belief in and reliance on the illegitimate SAGE test scores.

8.  SAGE TESTS ARE GIVEN ALL YEAR LONG.  These are not just end-of-year tests anymore.  SAGE tests are summative, formative, interim, and practice (assignment based) tests.  The summative (ending) test is given so early in the year that content has not been taught yet.  But it gets tested anyway, and teachers/students/schools get negatively judged, anyway.

9.  OPTING OUT IS ONE WAY TO PROTEST DATA MINING AND TO MINIMIZE IT.  The State Longitudinal Database System (SLDS) collects daily data on every school child without ever asking for parental consent.   SLDS collects much more than test-gathered data.  The government of Utah will not allow an SLDS opt out.  And since SLDS does not have an opt out provision (while SAGE does) it makes sense to minimize the amount of data mining that’s being done on your child by not taking these tests.

10.  OPTING OUT OF SAGE FIGHTS EDUCATION WITHOUT REPRESENTATION.  The lack of transparency, of fairness, of any shared amendment process or true representation under Common Core and its testing system defies “consent of the governed,” a principle we learned in the Declaration of Independence.  “It is the right [and responsibility] of the people to alter or abolish” governments [or educational programs] destructive of life, liberty or the pursuit of happiness –or those that govern without the knowledge of, or consent of, the governed.

I believe that parents now have the right and responsibility to abolish SAGE testing, by refusing to participate.

If you haven’t yet realized that the Utah State Office of Education acts as an unaccountable bully to both the State School Board and to parents/teachers/legislators, please watch this; it is yet more reason to not allow your child to take the SAGE/AIR test, which is a science test as well as English and math:

 

Beware of Stealth Assessment as SAGE replacement

Please beware, however:  The testing opt out movement has grown so huge (outside Utah) that some Utah legislators have decided to hop on the anti-testing bandwagon with an eye toward replacing SAGE with something  from which public school parents can never, ever opt out (unless they home school or use private school).  That’s called embedded testing, or stealth assessment.

Rep. Marie Poulson’s resolution to create a task force to study getting rid of SAGE and to replace it with embedded, or stealth assessments, passed in the Utah legislature this year.  That means that it will most likely become law next year.

Opt out of SAGE this year; fight Stealth Assessment next year.

 

———————————————————————————————

 National News Update on Test Opt-Out Movement

provided by Fairtest.org 

We’ve pulled together this special edition of our usually-weekly newsclips because of three huge stories that broke in the past several days.

–  In New York, more than 173,000 students opted out of the first wave of state testing, at least tripling last year’s boycott level.

–  In five states (Colorado, Minnesota, Montana, Nevada and North Dakota) computerized Common Core testing systems collapsed in a replay of the widespread technical problems which plagued Florida exams earlier this spring.

Both major developments further undermine the credibility of judgements about students, teachers and schools made on the basis of standardized exam results.

—  And, in Washington DC, the U.S. Senate education committee responded to grassroots pressure for assessment reform by endorsing an overhaul of “No Child Left Behind,” which eliminates most federal sanctions for test scores.  The bill does not go far enough to reversing test misuse and overuse, but it is a step in the right direction

Remember that these updates are posted online at: http://fairtest.org/news/other for your reference and for use in Facebook posts, Tweets, weblinks, etc.


U.S. Senate Committee Votes to Kill “No Child Left Behind,” But High-Stakes Testing Era is Far From Over
http://www.thenation.com/blog/204593/senate-committee-votes-kill-no-child-left-behind-high-stakes-testing-era-isnt-over#
NCLB Reauthorization: A Chance to Right a Wrong That is Hurting Low-Income Children
http://blogs.rollcall.com/beltway-insiders/esea-reauthorization-chance-right-wrong-commentary/

California Large Urban School District Leadership Rebukes Standardized Testing Fixation
http://www.utsandiego.com/news/2015/apr/15/san-diego-schools-rebuke-testing/

Colorado Computerized Testing Shut Down Statewide by “Technical Difficulties”
http://gazette.com/technical-difficulties-cause-statewide-shutdown-of-standardized-testing-in-colorado/article/1549677

Florida
Governor Signs Modest Testing Reductions into Law; Parents and Teachers Promise Escalating Pressure
http://www.miamiherald.com/news/local/education/article18529547.html
Florida’s New Student Testing Law Should Have Gone Further
http://www.tampabay.com/opinion/editorials/editorial-new-student-testing-law-should-have-gone-further/2225493

Georgia Judge Sentences Educators to Up to Seven Years in Prison for Test Cheating
https://celebrity.yahoo.com/news/pleas-mulled-former-atlanta-educators-test-cheating-scandal-120733406.html

Indiana
Legislators Have Competing Views About Future of State Testing
http://in.chalkbeat.org/2015/04/15/no-clarity-yet-on-competing-vision-for-indiana-state-testing/#.VTDyTkZLUZw

Michigan
Opt-Out Movement is Starting to Gain Steam
http://www.tctimes.com/news/local_news/opting-out/article_231a679c-e377-11e4-9a4a-53b0b97da9c8.html

Minnesota
Student Assessments Snarled by Computer Crash
http://www.twincities.com/localnews/ci_27914106/minnesota-student-assessments-snarled-by-computer-crash

Montana
Cancels Smarter Balanced Testing Mandate After Computer Administration Woes
http://blogs.edweek.org/edweek/state_edwatch/2015/04/montana_lets_schools_cancel_smarter_balanced_testing_after_technical_woes.html

Nevada
Common Core Testing Disrupted for Two Days by Computer Problems
http://www.8newsnow.com/story/28811425/nevadas-common-core-testing-halted-for-second-day

New Jersey
More than 15% of 11th Graders Skipped Standardized Test
http://www.thedailyjournal.com/story/news/local/new-jersey/2015/04/15/new-jersey-nearly-th-graders-skipped-standardized-test/25850117/

New York
Fed-up Parents Revolt Against Testing in Historic Fashion
http://www.nydailynews.com/new-york/education/fed-up-parents-revolt-state-standardized-tests-article-1.2185433
Tens of Thousands Boycott New York State Exams, Raising Questions About Test-Based Evaluations
http://www.ksl.com/index.php?nid=157&sid=34264074&title=thousands-skip-ny-tests-raising-questions-about-evaluations
Track District-by-District Data Here:
https://docs.google.com/spreadsheets/d/t2_8Bg3h8mqx6Ax8rwGG5Mw/htmlview?pli=1

North Dakota Testing Plagued by More Computer Glitches
http://bismarcktribune.com/news/local/education/more-glitches-plague-standardized-tests/article_a5de5054-375e-5a8e-97ad-448efbf4cc39.html

Ohio Panelists Blast Testing at League of Women Voters Forum
http://www.ohio.com/news/local/panelists-relay-school-testing-concerns-at-league-of-women-voters-forum-1.583799

Oklahoma
Schools Struggling to Meet State Requirements for Test Monitors
http://www.tulsaworld.com/news/education/help-wanted-schools-struggling-to-meet-state-requirements-for-test/article_ce65ce4c-28ce-577d-9815-66ee2f0a1631.html

Oregon
House Passes Bill Making it Easier to Opt Out of Tests
http://registerguard.com/rg/news/local/32990672-75/oregon-house-oks-bill-making-it-easier-for-parents-to-opt-out-of-common-core-standardized-tests.html.csp
Oregon District Considers Suspending Common Core Test
http://registerguard.com/rg/news/local/32980118-75/springfield-board-considers-moratorium-on-smarter-balanced-standardized-tests.html.csp

Pennsylvania Sees More Students Opting Out of Standardized Tests, Especially in Philadelphia
http://bismarcktribune.com/news/local/education/more-glitches-plague-standardized-tests/article_a5de5054-375e-5a8e-97ad-448efbf4cc39.html
Lehigh Valley Opt-Outs on the Rise
http://www.lehighvalleylive.com/breaking-news/index.ssf/2015/04/lehigh_valley_pssa_opt_outs_on.html

Texas Parents Speak Out Against STAAR Exams
http://www.connectamarillo.com/news/story.aspx?id=1192443
Texas Principal’s Firing May Stem From Testing Criticism
http://www.dallasnews.com/news/20150416-popular-dallas-isd-principal-at-rosemont-elementary-to-lose-her-job.ece

Vermont
School Board Chair Explains Why State Voted to Suspend Use of Smarter Balanced Scores
http://www.burlingtonfreepress.com/story/opinion/my-turn/2015/04/16/opinion-vermont-dropped-sbac-testing/25901041/

Washington
State Students Are Right to Fight Testing Requirements
http://www.queenannenews.com/Content/News/Breaking-News/Article/EDITORIAL-Students-right-to-fight-testing-requirements/26/539/37377
Washington Board of Ed Wants to End Biology Exam That Blocks 2,000 From Graduating
http://www.seattletimes.com/education-lab/scrap-biology-test-or-2000-students-wont-graduate-state-board-of-education-tells-lawmakers/

West Virginia Common Core Testing Off to Rocky Start, “The Logistical Issues Are Terrible
http://wvmetronews.com/2015/04/17/common-core-woes-continue-in-wv/

Wisconsin Opt-Out Movement Gains Ground
http://host.madison.com/ct/news/local/writers/pat_schneider/opt-out-movement-gaining-ground-for-testing-in-madison-schools/article_83c01e97-b2d8-5fbc-b595-ce437251d1b5.html

Computerized Tests Face Major Technical Barriers
http://www.brookings.edu/blogs/techtank/posts/2015/04/15-next-generation-assessment-glitches
FairTest Chronology of High-Stakes Computer Test Failures
http://www.fairtest.org/computerized-testing-problems-2013-2015

Video: Florida Senators Lee and Hayes: Why They are Done With Common Core Testing   3 comments

florida senator lee florida senator hayes

Florida’s Senators Tom Lee and Alan Hayes

This week in Florida, senators are speaking up against the Common Core testing and “accountability” systems.

In the video below, Florida’s Senator Lee’s states:

“I’m done with the testing program in the state of Florida; I’m done with the “accountability” system.  Whoever those people are out there from whatever foundation they may be from, whatever testing groups they may be supporting:  I’m over you.  You’ve lost my confidence… You’re so married to this system, you don’t have a shred of common sense left…. As this has progressed, it has become a behemoth… We are now complicit in this problem…  I hear the people supporting this system telling me that it’s so important to them that we maintain the bureaucracy that we hold this system up as so sacrosanct and so inflexible…

I just want to send a message… go find somebody else to talk to ’cause I’m done with you.  

And I hope the folks over at the Dept. of Education understand that it takes a good long while to get me fed up, but I’m there.  “

Senator Alan Hayes also stood up and spoke against the ed reform machine that’s hurting children. Senator Hayes’ admission here is that he realizes that he has been part of the problem, and now he regrets the mess that’s been made.  He said that the intentions of ed reforms were honorable but the results are not good.

These short videos should be widely shared.

Little Children and Freedom of Speech   2 comments

A few days ago, fifth grader Aaron Bencomo spoke to the Arizona Senate, explaining in his own words, using his own experience to express how bad the Common Core is.  He quoted the Declaration of Independence.  He talked about the pursuit of happiness.  He described the “one size does not fit all,” boring, wasteful reviews of last year’s math in this year’s math.  He talked about not every child being the same, but being treated as if they were the same, under Common Core. His speech was a beautiful example of how even a little child can be an agent for freedom and truth.  Watch from minute 1:20 to 4:05.

 

Children do have great power.

Aaron is not the first child to speak out powerfully against the Common Core agenda’s destruction of individual freedoms.  Teenager Patrick Richardson of Arkansas spoke out.   Ethan Young of Tennessee spoke out.  Sydney Lane of Connecticut spoke out.   Please watch and share these videos if you haven’t already!

Freedom of speech is, of course, closely tied to freedom of religion; both are versions of free exercise of conscience and of free thought.

Inspired by Dallin Oaks’ article in this month’s Ensign Magazine, I reminded my children this week that they are not government employees living under rules that constrain religious speech in a school setting.  In other words, children may say, write, report, and share their faith in God freely, including in a public school if they want to.

Elder Dallin Oaks reminded us that freedom of religion is not limited to the inside of a church.  He wrote:  “…oppose government officials and public policy advocates who suggest that the free exercise of religion is limited to “freedom of worship.” In the United States, for example, the guarantee of “free exercise” protects the right to come out of our private settings, including churches, synagogues, and mosques, to act upon our beliefs, subject only to the legitimate government powers necessary to protect public health, safety, and welfare. Free exercise surely protects religious citizens in acting upon their beliefs in public policy debates...

I also reminded my children of a well-loved story in the Book of Mormon about the “Army of Helaman.” In the story, adults with histories of evil had made promises not to take up their swords to kill again, but their innocent children were under no such obligation; when attacked by an enemy, the boys took up their swords and defended their own lives and the lives of their families.  God preserved those young men, and helped their families, through them.  (See Alma 56-58)

I tell my children never to assume they are under the same obligation as their public school teachers are.  Children can speak positively about their religion.  Children have great freedom of speech.  If they feel they want to, they should speak and write about their beliefs, including belief in Constitutional liberty, and belief in God, wherever they are.

Hats off to those who are doing so.

No School Turnaround: Unanimous Board Veto Request from Utah’s Largest School District – to Gov Herbert   2 comments

alpine page one veto

alpine page two veto

For  documented articles about why school turnaround is far from an innocuous concept, please read this and this.

Dr. Gary Thompson’s $100,000 Reward For SAGE Common Core Test Validity Reports   34 comments

 

 

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Last year, on behalf of Early Life Child Psychology and Education Center, Dr. Gary Thompson offered $100,000.00 to the Utah State Office of Education (USOE) for validity reports for Utah’s SAGE Common Core test.

He made the offer after Associate Superintendent Judy Park made a public statement regarding the validity of SAGE which Dr. Thompson knew to be false.  He knew that test makers such as American Institutes for Research (AIR)  or Pearson routinely provide validity reports to psychologists in the private sector, because by law and ethics, they know the tests can’t be used otherwise.

Dr. Thompson gave the USOE a 24-hour deadline to forward to his clinic some certified copies of industry-standard validity reports prepared by AIR.  Such reports would show the test’s construct validity, criterion validity, content validity, concurrent validity, and predictive validity.

In exchange for copies of the reports, Early Life Corp would donate $50,000.00 to a public school of USOE’s choice, plus an additional $50,000.00 to the 2014-15 Utah Public School Teacher of the Year.  He sent the offer directly to Dr. Judy Park and to some of the Utah State School Board members; he also posted the offer on his personal Facebook page, the clinic’s Facebook page, and on the Utahns Against Common Core Facebook page.

The offer was quickly big news among those who follow the Common Core Initiative’s unfolding saga nationwide.  Six clinicians and partners of Early Life, including the CEO who happens to be Dr. Thompson’s wife, were not happy about the offer.  That night was a sleepless one for them and Dr. Thompson was consigned to the couch for the night by the CEO.  Still, Dr. Thompson slept like a baby.  Why?

Here’s a little bit of history:

Right after his appearance on the Glenn Beck TV show, where Dr. Thompson had exposed the Common Core/SAGE test’s assault on student privacy and its unanswered validity questions, Dr. Thompson had been summoned to the offices of then-Superintendent Dr. Martell Menlove and Associate Superintendent Brenda Hales.  He accepted the invitation, bringing along his clinic’s lawyer and his best friend, Edward D. Flint.

During the two and a half hour meeting, Dr. Thompson and Ed Flint first sat and listened to “Brenda Hales’ hour-long lecture about ‘the Standards'”.  Dr. Thompson finally explained, when she was finished speaking, that academic standards were not Thompson/Flint’s area of expertise and that the subject was of no interest to them on any level.

Next, Menlove/Hales listened to Thompson/Flint.  The doctor and the lawyer explained the fundamentals of test validity issues and data gathering, and expressed their concerns about privacy and testing issues, laying out a careful analysis of how easily potential violations could occur under Common Core’s tests.

Menlove/Hales dismissed their concerns as “conspiracy theories” and requested that Thompson/Flint “stop bringing fear into our community via social media”.  Thompson and Flint promised to cease speaking of their concerns if Menlove and Hales would agree to contact AIR to provide documentation that the concerns were unwarranted.

Dr. Menlove agreed.

Weeks later, still having seen no validity reports, Dr. Thompson finally received a phone call –from a parent, who had noticed an AIR letter posted  on the USOE webpage.  The letter was directed to Dr. Menlove from AIR Vice President Jon Cohen; it purported to address the concerns of Mr. Flint and Dr. Thompson, using their names.

AIR Vice Presid