Archive for the ‘Democrats and Republicans agree’ Category

“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   13 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.

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