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Actively worked to block a bill that would have repealed and replaced Michigan’s Common Core standards with the Massachusetts standards, arguably the best in the nation?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?
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
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
Betty Peters – Member, Alabama State Board of Education
Jennifer Helms, PhD, RN – President, Arkansans for Education Freedom
Orlean Koehle – President, California Eagle Forum
Orlean Koehle – Director, Californians United Against Common Core
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
Teri Sasseville – Georgians to Stop Common Core
Stephanie Froerer Zimmerman – Founder, Idahoans for Local Education
Donald Bauder – V.P Hamilton County Grassroots Conservatives
Shane Vander Hart and Leslie Beck – Iowa RestoreEd
Lisa Huesers, Courtney Rankin, Rosy Schmidt – Kansans Against Common Core
Shirley Daniels – Kentucky Eagle Forum
Dr. Elizabeth Meyers, Dr. Anna Arthurs, Mrs. Mary Kass, Mrs. Terri Temmcke – Stop Common Core in Louisiana
Deborah DeBacker, Tamara Carlone, Melanie Kurdys , & Karen Braun – Stop Common Core in Michigan
Linda Bell, founder; Kerstin Hardley-Schulz, & Chris Daniels – Minnesota Advocates and Champions for Children
Jennifer Black-Allen and Anne Taylor – MACC Refuse the Tests
Karen Briske – Stop Common Core in Nevada
Ken Eyring – Member, Windham School Board
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
Heidi Huber – Ohioans for Local Control
Oklahoma Jenni White – Education Director, Restore Oklahoma Parental Empowerment
Karen Bracken – President/Founder, Tennessee Against Common Core Bobbie Patray – President, Tennessee Eagle Forum
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.
Angela Summers – WV Against Common Core
JR Wilson – Stop Common Core in Washington State
Leah Huck, Karen W. Larsen, and Breann Treffry, Administrators – Washington State Against Common Core
Jeffrey Horn – Stop Common Core in Wisconsin
I am so annoyed. Those words actually came out of the mouth of the CEP Commission leader: “Ripping the Band-Aid (of data privacy and control) probably would not fly.” But pulling it off using (in his words) “baby steps” is the CEP’s plan, he said in the video of yesterday’s meeting.
Four-hour federal meetings posted on YouTube are not fun to watch. These arrogant –and, let me remind you, unelected CEP members, who we cannot possibly fire (they’re appointed) –spout blah-blah-blah that can consistently be summarized as something like: “… I feel great about the way we persuade the elite and rob Americans of privacy –without widespread knowledge and completely without consent.”
Wait: Before I say one more word: TOMORROW, 12-14-16, is the deadline for public input on privacy v. fed authority over data —here’s the comment link.
Please comment, even if all you write is something very short and very simple: “I believe in informed consent. I oppose non-consensual data mining. Stop this madness.” Do it, please: https://www.regulations.gov/docket?D=USBC-2016-0003
You and I both suspect that zero consideration will be taken by the CEP of the comments from the public. Do it anyway. Don’t let them think nobody sees or opposes this assault on personal data privacy. And yes, it’s about disaggregated data. See the quotes below, repeatedly speaking about PII. (Personally Identifiable Information as defined in federal FERPA includes so much, even biometric information: behavioral data, DNA samples, nicknames, bus stop times, family history, academic history, fingerprints, blood samples, etc.)
Since CEP has disabled embedding of its public meeting, I’m embedding a video that suffices as a metaphor for the whole thing, before I tell you what went on in the meeting itself.
See how this carnivorous sundew plant injests this insect? It illustrates the stealthy federal hunger for individuals’ data. As individuals (the insects) are drawn to the sweet federal dollars (nectar) coming from the hungry plant (federal government) the tentacles of the plant (federal data mining; SLDS and CEDS) become more and more attached until the insect finally loses all autonomy.
Here’s one where a carnivorous plant lures and later digests a mouse.
If state legislators and administrators would exercise some self-reliance, tighten their financial belts, turn to ourselves (localities) to fund schools and other agencies instead of using federal funds or national, corporate lobby cash, which only give money in exchange for data– then the federal and global data mining traps would fail.
States are stupidly giving away our vital liberties, addicted to the sweet, sticky money that we’ve been lapping at federal troughs.
I am longing to see evidence that our friends in freedom (in D.C. or here in Utah) are making the smallest peep to protect our children from this ongoing, slow-motion, tsunami-like data grab. Maybe it’s happening behind the scenes. I pray at least that that is so.
So, unembedded, if you want to hear the federal “Let’s Take Student Data Without Consent” Commission (aka CEP Commission on Evidence-Based Policymaking) is saying, check out this link. https://www.youtube.com/watch?v=MXasJLAWgtc
Ironically, CEP disabled the video‘s embedding function (it’s a public meeting) but if you look at this link, at hour 1:25 to 1:31 you’ll hear this question from an attendee, followed by a CEP response that summarizes the event:
“Let me try and ask what I think is a very difficult question, and I don’t expect you to be able to answer it, but maybe we can start a conversation that could be useful to us. So, I see census as having made a lot of steps to move in the kinds of directions that are suggested or anticipated by the Commission bill, in that you are working to bring data from other agencies or you have, into the — 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 kinds of things have you thought about? What are the barriers to moving toward more coordination between the statistical agencies?”
The response at 1:29 from the CEP:
“…One of the biggest constraints that everybody involved in this sort of endeavor faces is the 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 state; versus 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.”
Summary: the CEP just said that “ripping the band-aid” of privacy off the arm of the American people will “probably not fly”; so the CEP has got to “do it in sort of baby steps.”
I don’t think I’m going to watch the rest of this dog and pony show. I’m going to write again to Mia, Jason, Mike and Gary.
What are you going to do? Send CEP a comment? Email your legislators? Say a prayer for the privacy of American people? Re-read 1984 to motivate yourself to care?
You can attend the CEP’s next public meetings in various places across the nation by visiting the CEP federal site here.
A news bomb about the theft of student data exploded in Utah’s Deseret News last July, but nobody noticed, apparently.
The article’s headline — “Wrongful Termination Lawsuit Puts Spotlight on Utah Autism Rates” — focused primarily on things other than the data theft. It highlighted former University of Utah research professor Judith Zimmerman’s allegations that university researchers were falsifying Utah’s autism rates.
But to me, the unheadlined bomb that the article dropped was the 750,000 students who had their data and their families’ data stolen by unauthorized “researchers”. The families now have no way of knowing this happened.
Zimmerman was fired for raising concerns about protected student data that she said the researchers had “compromised and accessed without proper authority.” She told the Deseret News that unauthorized individuals took 750,000 sensitive records with neither parental nor schools’ consent. This private “medical and educational information” included “names, birthdays, information about medical characteristics… special education classification and parents’ names and addresses,” reported the Deseret News.
How would these families now be notified? I wonder: with the whistleblower fired and with a years-long lawsuit and likely gag orders pending, the only people who now could potentially contact those families would be still employed at the university –who, being accused of the wrongdoing, certainly won’t go out of their way to inform the affected families right now.
I’m not going to discuss the ways in which the stolen records, and the children they represented, are vulnerable to potential crimes of credit card fraud, health insurance identity theft, crimes of predatory stalkers or the mandates of well-or-ill-intentioned governmental activists.
I’m here to ask –and answer– a very simple question that I hope readers are asking: how could this have happened? How were three quarters of a million records of children just lying around under the noses of any unscrupulous university researchers?
It’s simple. Utah has a STATE LONGITUDINAL DATABASE SYSTEM (SLDS) and it’s managed by the UECP at the University of Utah.
You, your children, and your grandchildren are in the SLDS whether you like it or not –unless you pay 100% of your own money in tuition for a 100% private school, and always have. There is no other way to opt out. I’ve tried.
Don’t get me started about how blindly stupid Utah is (all states now are) for having –and continuing to support– the SLDS.
We’re subject to this SLDS data surveillance system simply because in some USOE cubicle, some clueless grant writer responded to Obama’s mess of pottage and decided that the state of Utah might exchange students’ privacy for a $9.6 million dollar federal grant.
Utah traded all students’ data records, longitudinally (permanently) into this data-slurping machine, euphemistically titled the State Longitudinal Database System, which the feds designed and oversaw— all for the love of money and nonconsensual research.
Without parental consent, Utah children’s data now is daily being collected –using schools to vaccum it up. This is not a legitimate situation, but you can’t blame schools. They are being used. They have to give daily data to the state/fed system, or they lose funds/grind to a halt. In a recent Utah rulemaking statement, we read: “all public education LEAs shall begin submitting daily updates to the USOE Clearinghouse using all School Interoperability Framework (SIF) objects defined in the UTREx Clearinghouse specification. Noncompliance with this requirement may result in interruption of MSP funds.”
So we can’t believe the ear candy we’re told, about how this data mining is about keeping data on kids so teachers can do their best teaching. It’s not staying in the local school for teachers and administrators to legitimately peruse, but it goes into the federally designed, federally interoperable SLDS database held at UECP/U of U which many state agencies can peruse and which the feds can already partially peruse.
(Side note: the feds are feverishly working to get much greater unit-record access as we speak. If you’re interested, livestream the CEP’s federal public hearing on that subject today: https://www.youtube.com/watch?v=bvvatB_NBWI )
Every state has an SLDS system. The feds paid the states to build them. The feds told the states how the SLDS’s had to be built. Utah got nearly $10 million to make Utah’s federal SLDS in 2009. And the grant’s been renewed to keep trading cash for students, in recent years.
Utah children and their families thus have their data sucked away to where unelected, unaccountable “researchers” are entrusted with data via SLDS. The University’s “Utah Education Policy Center” (UEPC) is a founding partner in the Utah Data Alliance, which controls Utah’s SLDS system. According to UEPC’s website:
“Five other partners include the Utah State Office of Education (public education), Utah System of Higher Education, Utah College of Applied Technology, Utah Education Network, and the Department of Workforce Services. UEPC serves as the research coordinator for the Utah Data Alliance. UEPC coordinates access for individuals and organizations interested in collaborating with the Utah Data Alliance, or researchers interested in accessing data for research purposes.”
That’s a long answer to a short question. That’s how the data got stolen.
Here’s the follow up question: what’s keeping the other millions of records of students from going the same way that those 750,000 records went?
Ask your legislator that question. Ask him/her to show you any proper privacy protections that are actually in place. (FERPA was shredded; don’t let them pretend there’s protection anymore under FERPA.)
We do not even have the freedom to opt out of SLDS tracking. But all of this can change– if more good people speak up– act.
How did the fox persuade the gingerbread boy to get on his back? The fox said that he would never eat him, but would surely protect the gingerbread boy from everyone who was trying to eat him on the dangerous side of the river.
On shore stood the hungry horse, the farmer, the dog, the others– and the fox said that he could help the gingerbread boy to get away. The fox protected the gingerbread boy like the federal government is protecting your child’s personal data.
Every time I read an official promise like this recent CEP statement (and there are so many; even the federal alterations to FERPA sounded like the CEP statement) –I think of the gingerbread boy. The CEP (federal “Commission on Evidence-Based Policymaking”) promises that the government only wants more individual “data in order to build evidence about government programs, while protecting privacy and confidentiality.” I think of the fox “protecting” the gingerbread boy.
That fox wanted to eat the boy just as much as the dog and the farmer and everyone else did. Even the gingerbread boy probably suspected it, but he really, really wanted to cross that river.
When the government says that it can and will protect privacy while accessing greater amounts of data, I think:
River = money
Gingerbread boy = a child’s sensitive data
Horse = educational sales corporations
Farmer = educational researchers
Fox = federal government
Dog= state government
The oven where the boy was born = SLDS database
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.
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.
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…