Archive for the ‘Parents’ Rights’ Category

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.

 

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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.

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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.

 

 

#StopCommonCore Mom Sheri Few Runs for U.S. Congress for South Carolina   3 comments

It isn’t every day that one of the original #StopCommonCore moms runs for U.S. Congress.

America, please support this mom; if every one who read this donated even five or ten dollars, that would buy many thousands of signs or mailings for Sheri Few’s important, but financially limited campaign.

The article below is a guest post by Sheri Few.

 

I want to thank Christel for the opportunity to explain why I am running for Congress and why my election is so important for those of us concerned about education in America today.

All my children attended public schools and I could see firsthand the problems in education, from proposed standards for sexuality education to anti-American and pro-Communist propaganda in geography and history books.  I decided to get active and fight for change.

I formed South Carolina Parents Involved in Education (SCPIE) in 2000 and began a newsletter informing parents and taxpayers about public education instruction problems, from teaching children they evolved from apes to teaching young children to put condoms on bananas, to anti-Christian/anti-American rhetoric.

Like many of you, I’ve been attending Donna Hearne’s Educational Policy Conference in St. Louis for many years, where I’ve learned so much more about the intentional agenda in public schools to transform our country’s government through the minds of our children – hearing all along about Common Core forerunners: Goals 2000, Outcome-based Education, School-to-Work, and No Child Left Behind.

Around the same time, I became politically active; joined my local Republican Party and was soon the Chairman and member of the State GOP Executive Committee.  This provided a platform for the changes I saw necessary in public education.  The work of SCPIE writing newsletters turned to educating lawmakers and advocating for and against education policy. I also became active in the Tea Party movement.

Although I knew what was being taught, I mistakenly left my children in public schools, thinking I would no longer have a voice if I withdrew them to homeschool.  Now, to my chagrin, my oldest son has rejected his Christian faith because of what he learned in public schools. He also believes the climate change hoax and has adopted many other liberal philosophies.  I now never recommend that anyone put their children in public schools.

Six years ago, Jane Robbins from the American Principles Project approached me to help expose the Common Core Standards in South Carolina.

I created a PowerPoint and began traveling my state, making presentations to audiences in nearly every county about the problems with Common Core and the data-mining tests.

Three years of work resulted in the bi-partisan, unanimous passage of a legislation rescinding our agreement with the Smarter Balanced Testing Consortium and a requirement for the State Department of Education to rewrite the English and Math standards.

In 2014, I ran in the Republican Primary for State Superintendent of Education in a field of nine candidates. narrowly missing the runoff by less than 2 points (in South Carolina, if one candidate does not receive 50 percent plus one, the top two vote-getters enter a runoff election).

The new Superintendent was charged with rewriting the English and Math standards, but to no one’s surprise, my state ended up with Common Core rebranded as South Carolina College and Career Ready Standards.

Even our state’s Education Oversight Committee did a comparison and found the standards to be 91 percent aligned to Common Core and they would have been more like 98 percent aligned if there hadn’t been a separate law passed the year prior mandating the return to memorization of Math facts and cursive writing.

SCPIE expanded in 2015 into a national organization adding a Leadership Team of colleagues from around the country who led the fight against Common Core in their state.

We had conference calls twice a month, and as we shared our very similar experiences with Common Core, we agreed that the problems originated with and are perpetuated by the federal government, so we set our goal to end the U.S. Department of Education and all federal education mandates.

Our movement grew quickly and thirty state chapters have been created, coupled with an exemplary Advisory Board of national leaders.

United States Parents Involved in Education (USPIE) still has twice-a-month calls with PIE state presidents and is very engaged in implementing strategies to obtain our goal.

President Trump’s decision to name my Congressman, Mick Mulvaney, to lead the Office of Management and Budget, created a vacancy for his seat.   I prayed about running, talked about it with my husband, made several calls to people in the District who supported my run for State Superintendent of Education, and talked to national Common Core leaders about a possible run.

Everyone I spoke with agreed that there is no one in the U.S. Congress that fully understands the problems in public education.  I also analyzed the returns from my 2014 Superintendent’s race and found that I had finished FIRST in the Fifth District, winning by more than 3,000 votes over my eight competitors.

I announced my candidacy in the Republican Primary for South Carolina’s 5th Congressional District in mid-January, and as of this writing, there are seven other Republicans who have filed with the Federal Election Commission.

This is where I stand out from my opponents in this very conservative district that President Trump won by nearly twenty points.  Most are “establishment” Republicans who have raised taxes, supported Common Core or sat silent on issues of political correctness.

And none of the others in this race have a clue about education policy and the ongoing problems with Common Core and the data-mining tests that are used to enforce the standards.

I am writing my story to urge you to help me win this election and be our voice in Congress.

I am determined to win and am working 24/7 to do all I can to make that happen, but I need to raise a lot of cash to get my message out to this sprawling district.  Several of my opponents are wealthy and can self-fund their campaign, but I am just a mom activist who has volunteered and spent personal resources most of my adult life to fight for the children of this country and to maintain our free Constitutional Republic.

I took a trip to D.C. recently to meet with political action committees, hoping to gain endorsements and financial support.  Many of them said they will see how much money I can raise on my own first, and they will be looking at the financial disclosures due the end of this month to gauge who they might support.

I talked to them about the importance of our issue and explained that what is being taught in public schools is fundamental to many of the problems our country faces politically.  I explained the intentional agenda to change our form of government through the liberal indoctrination of our country’s children and pointed to the evidence of the fact that most young Americans wanted the self-proclaimed socialist Bernie Sanders for their President.  We must stop allowing our tax dollars to fund this agenda.

Please help this mom activist go to Washington D.C. to be our voice.  Seize the moment with me while we have a Republican-led Congress, and a bold president who does what he said he would do.  Time is of the essence if we are to preserve our Constitutional Republic.  I need your help.

Please donate any amount to my campaign, but please give a lot of thought to contributing $250 or more right away, so I can list your name on my FEC report as one of my strongest supporters.  Alternatively, would you consider a weekly pledge of $10, $20, $50 or $100 for the remaining nine weeks of the campaign?

Many of you have never contributed to a candidate before.  I hope you will consider making your first contribution to help me win this seat.

This election is too important to lose, because with President Trump’s election and Republican majorities in the House and Senate, it’s time to seize the moment and work as aggressively as possible to move our conservative agenda as fast and as far as we can.

I’m planning to run an aggressive campaign, and I have no fear of calling out my opponents for enabling those who are taking away our freedoms.  Too many conservatives lose elections because they are afraid to stand up when the left attacks.  I welcome it.

I am working twelve to sixteen hours a day, making calls to raise money, speaking at events and issuing press statements, because I know I can win this race.  I need your help and support from others across America who are concerned about our nation’s future.  Please do what you can today.

Thank you for taking the time to read this, for considering my candidacy, and for all the work you do to take back our schools.

Sheri Few

https://www.sherifewforcongress.com/

 

 

Please Don’t Align Utah to UN Comprehensive Sexuality “Advocacy”: #VoteNoSB196   1 comment

cse

 

Utah’s pro-SB196 and pro-CSE people make what they do sound like pure charity.

But it’s not.

SB196 promotes what the U.N. promotes:  adult advocacy of practicing homosexual behavior –to kids.  Note: by removing prior language that forbade teachers from advocating homosexuality, the bill now permits advocacy (to kids) about engaging in homosexual behavior.  There is a big difference between tolerance for a personal decision and advocacy to others about child engagement in controversial, potentially dangerous, behavior.

 

adamsjs

Stuart Adams, sponsor of SB 196

 

This article is not aiming to attack anyone, but aims to show that when you look at multiple bills, and what they are doing, you begin to see a big picture concerning sex ed here and around the globe;  it’s about bills that are perhaps unintentionally pushing immorality in the form of education through common, global “comprehensive sexuality standards”; it’s about a Utah bill pushing gay advocacy on children in the guise of kindness toward gays; it’s about a good bill on informed consent to educate pregnant women about abortion before they abort.

It might seem that these things are unrelated.  But they’re not.  They are all aligned to the globalist (UN) agenda –and monied lobbying groups and governments far from Utah do want to see Utah fall like a domino into line with their version of  “rights” and “education”.

Before I ask you to consider helping to stop SB196, the “advocacy of homosexuality to children” bill; and before I (relatedly, belatedly) report about the happy death of HB215 last month (that was to add erotic CSE sex standards, detailed in Comprehensive Sexuality Education Standards (CSE), here’s a frame of reference.  It’s a video clip that shows the divide in Utah’s legislature on reproduction and sex ed issues. Click here.

Fast forward to 1:30 -ish on the video.  Representative Stratton speaks for the bill (at 1:30) which is written to promote informed consent of pregnant mothers prior to aborting babies.  It’s a good bill.  Then Representative King speaks against Stratton’s bill. (See 1:38 – one hour, thirty eight minutes)

At first, King sounds calm and almost reasonable.

Around 1:40 King’s tone turns and he says, “I don’t want to hear anyone stand up and talk to me about “babies” or killing babies,” he says, “What we are talking about are zygotes, embryos, and fetuses… When I hear an individual refer to an unborn child as a baby, I know immediately they are not to be taken seriously.”

photo-of-king-speech

 

This is who we are dealing with:  legislators who won’t call abortion a death, or fetuses, humans.

A year ago, pro-abortion UT Rep. Brian King pushed CSE language in a bill that failed to persuade the legislature that CSE standards were really an improvement over Utah’s current sex ed standards.

I was present last year.  There was an overflowing education committee room, lines and lines of people queuing up to speak for and against it, and, thankfully, that bill died in the committee’s vote.

One year later (a few weeks ago) again, the legislative education committee room was packed to standing room, with overflow rooms and online audiences receiving video or audio.  Many in the crowd wore red to signify “STOP CSE” (Stop Comprehensive Sexuality Education).  The bad bill was CSE-promoting, contraceptives-for-kids-promoting, parental consent-deleting  HB 215.

This meeting went on for about four hours.  As in the previous year, there were lines and lines of people queuing up to testify both for and against the bill.  It felt like a miracle when the bill failed in the vote.

We knew it was only a temporary miracle: the national, big-monied lobbying groups, such as Planned Parenthood, and the liberal, progressive think tanks, and the United Nations itself,  are relentlessly pushing CSE in every state. Bet money, if you are a gambler, that its core principles (anti-life, anti-morality) will be back every year, slid into multiple forms of bills.  But we didn’t know how temporary.

Refresher:  The national CSE standards call for children as young as third grade (nine years of age) to describe male and female reproductive anatomy and functions; to describe the changes of puberty; and to “define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender.”  And that’s just for nine year olds.  It gets more inappropriate for older children.  See: National Sexuality Education Standards  

In their testimonies, some of the pro-CSE speakers at the recent hearing said that they had been raped –as a direct result of lack of good sex ed.  They claimed that Utah doesn’t have thorough sex ed. But they must not have been taught in Utah schools; read the sex ed standards posted at USOE.

Interestingly, some of the anti-CSE testifiers were also rape victims. The rape-prevention argument for CSE thus bombed.  (Is it remotely logical that teachers’ advocacy of eroticism and masturbation (topics which CSE standards advocate as “rights of a child”) would be likely to cause –as soon as prevent– the horror of rape?)

It simply is not true that Utah’s sex ed standards are lacking substance or detail or science.  In Utah’s current, extremely thorough, sex ed standards and teacher/parent resource guides, I see nothing skipped over, nothing shallow, unscientific, sloppy or prudish.

So, if it isn’t really about decent education, what’s the real agenda?  It’s a far-left wish to push an amoral, early-age-sex pushing,  gay, lesbian, transgender-encouraging agenda on everyone, not just to prevent bullying, as they pretend it is.  This agenda is detailed by national groups SIECUS and FoSE and by global groups, including the United Nations, in its global, common Comprehensive Sexuality Standards.

It is very simple to document for yourself:  just lift terms out of Rep. King’s bill, and do an internet search to see how many far-left organizations and universities have used and coined, in their publications and initiatives, the same almost-bland sounding terms. Trace, for example, the scholarly articles and the money trails for groups publishing articles on “comprehensive sexuality” and “positive youth development”)

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What Rep. King and CSE promoters don’t like about Utah’s sex ed standards is probably, simply this:

“The following shall not be taught:

1. The intricacies of intercourse, sexual stimulation, erotic behavior, etc.

2. The advocacy of homosexuality.

3. The advocacy or encouragement of the use of contraceptive methods.

4. The advocacy of sexual relations outside of marriage or sexual promiscuity”.  

Each of those four things are fully promoted by CSE.

Need evidence? Watch the “War on Children” video.  Read the CSE standards  of  FoSE and SIECUS here.  Visit the United Nations’ website, which openly  states that it works through governments [people like Representative King] to push its values on the entire world.

It admits:  “UNFPA works with governments to implement comprehensive sexuality education, both in schools and through community-based training and outreach. UNFPA also promotes policies for, and investment in, sexuality education programmes that meet internationally agreed standards.”

Internationally agreed?

Have you agreed to CSE?  Has our entire country, our entire world? Do you even know what’s written in CSE?

I do.

This fight is not over.

How relieved we felt, a few weeks ago, when the vote was taken and King’s CSE bill died. We thought we had a break until next year’s session.

We were wrong to think we had a year of rest.

csee

RIGHT NOW, there’s another bill, SB196,  working its way through the legislature –right now– that has already unanimously passed a Senate ed committee.  It will remove point #2 above:  “the advocacy of homosexuality”.

KSL reported that SB 196 unanimously passed the ed committee, even though it removed the prohibition against Utah teachers advocating for homosexual lifestyles for Utah children.

News flash:  Advocacy of homosexuality is not sex ed.  It’s advocacy!

Education about homosexuality,  or teaching kids kindness toward homosexual individuals, is not the same thing as having teachers advocate engagement in homosexual behavior, to children.

How could the senate pass this “advocacy of homosexuality” bill?  I was told it was to dodge a huge law suit.

I don’t get it.  Do you?  What are the weights and measures– what do we prioritize: protecting and educating kids, or fearing law suits?

And in my estimation, the law suit is a brain dead argument.

The Salt Lake Tribune reported that the law suit (which supposedly spurred the unanimous yes vote on bill 196) said:

“These laws prevent presentation of accurate information concerning lesbian, gay, bisexual people in health classes and other classes, even when such information serves important educational purposes, while imposing no similar restriction on discussion of heterosexuality”.

That’s not true.  Utah law does not prevent presentation of accurate information; in fact, USOE standards explicitly say that sex ed includes discussion of homosexuality.  The laws do say that teachers cannot advocate for homosexual nor for heterosexual promiscuity.  Advocacy rightly is prohibited in schools.  It’s not a school’s job to advocate, but to teach academics and health.

More ridiculousness in the suit:  the Tribune reported that the lawsuit claimed that there were no similar bans applying to clubs about heterosexuality, heterosexual persons or heterosexual issues, and that “that discrimination harms LGBT students… preventing them from participating equally in student clubs, stigmatizing them as inferior an unequal.”

Not true.  Teachers are not permitted to advocate for heterosexual promiscuity, either.

Some people claim that the legalization of gay marriage necessitates teachers advocating gay lifestyles in schools.  That makes no sense to me.

What will teachers advocate for next, if this passes?  Pedophilia, so that pedophiles can have an after-school club, too?  Where do we draw a line?

All human beings should support and practice advocacy for special needs children, and for any individual being bullied, whether he/she is gay or is of an ethnic or religious minority, or is obese, or is blind, or is anything else that others may bully. What I do not support is party-line advocacy of participation in a very controversial, potentially dangerous sexual behavior to young people who are, by law, in school.

If you live it Utah, and if you think that altering the language to make advocating for homosexual behavior is wrong, please asking the representatives to say “no way” on SB 196.

Protect kids!  Stop SB196 now.  Then, work to educate  others to stop CSE in all its forms.

You can tweet #VoteNoSB196 @utahreps  – https://twitter.com/utahreps .

You can email the Utah House of Representatives.  Contact emails are here for a handful to get your started.  Look up others here.

They often prefer to have emails addressed to them individually, rather than mass emails.

 

bradking@le.utah.gov

dsanpei@le.utah.gov

kimcoleman@le.utah.gov

vpeterson@le.utah.gov

blast@le.utah.gov

lavarchristensen@le.utah.gov

vlsnow@le.utah.gov

fgibson@le.utah.gov

keven@kevenstratton.com

ehutchings@le.utah.gov

mariepoulson@le.utah.gov

lhemingway@le.utah.gov

brucecutler@le.utah.gov
seliason@le.utah.gov
justinfawson@le.utah.gov
dlifferth@le.utah.gov
dmccay@le.utah.gov
csmoss@le.utah.gov
mnoel@kanab.net
mariepoulson@le.utah.gov

csmoss@le.utah.gov

angelaromero@le.utah.gov

shollins@le.utah.gov

sduckworth@le.utah.gov

parent@le.utah.gov

jbriscoe@le.utah.gov

briansking@le.utah.gov

Rep. Knotwell:

801-449-1834

Rep. Brad Wilson:

801-425-1028

Rep. Greg Hughes

801-432-0362

greghughes@le.utah.gov  (Speaker of the House)
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Deadline tonight: Federal Comment-Gathering on Data Mining the Emotions of Little Ones (IELS)   1 comment

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The Federal Register is collecting comments on and International Early Learning Study (IELS) that’s scheduled to be conducted next year. The deadline for these comments is midnight tonight, February 13, 2017! Here’s the link:

https://www.federalregister.gov/documents/2016/12/13/2016-29749/agency-information-collection-activities-comment-request-international-early-learning-study-iels#open-comment    For more information, Dr. Karen Effrem explains more about IELS and early childhood data mining here: http://edlibertywatch.org/2017/02/urgent-submit-comments-against-global-pre-k-sel-data-mining/

The IELS is a proposed international study that seeks to collect data on kindergarteners about their academic competencies. This might sound harmless, but the most problematic aspect of this study is the effort to collect data on the children’s SEL: “social-emotional skills.” This opens the door to invasive analysis of the students’ home life and personal beliefs. It turns untrained and already overworked teachers into psychoanalysts.

Jonas Himmelstrand, Phyllis Schafly, Mireja Institute and many others have published studies about the lack of benefit and the terrible potential harms that early childhood education can do.

Student data collection also undermines parental authority and citizen privacy.

Please send a brief comment to oppose this study — today.

Below is a longer comment, submitted to the Federal Register’s call for comments by Joan Landes, a Utah clinical mental health counselor.  She submitted these comments to the Federal Register’s comment site this week and gave permission to publish them here.

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I am a Master’s Level Clinical Mental Health Counselor, fully licensed in my state to assess, diagnose and treat emotional and cognitive problems in individuals, couples and families. I have served as a Mental Health Counselor to treat stress, anxiety, suicidality and depression in students grade 1-12 in a charter school during school hours. I currently work in a residential treatment center for troubled teen girls. I also have a private practice which includes children and adolescents. I have served as the church leader for hundreds of youth over the last 30 years. I have taught homeschool, private school and charter schools. Finally, I have seven children of my own who are grown except one daughter in seventh grade. I think you could say I am an expert of children — what they need to be happy and how things can go terribly wrong. Along with academic training, I have spent my life in the trenches dedicated to the emotional and intellectual growth of children.

Governments should not abrogate the rights of parents to rear their children without significant interference from bureaucrats. Governments should not exploit schools as data-sweat shops, and abuse children as unpaid fodder for Big Data. If Governments and corporations adhered to minimally ethical practices, all children would be compensated a living wage ($25.00 per hour) for the data they are working to provide for the benefit of entities who will profit from the labors of these small children. Since this compensation has never been discussed, it will be no surprise that every other ethical protection for vulnerable children and their data will be violated in the rush to profit from the involuntary servitude of the young.

If entities are interested in gleaning data from children the following protections MUST be required:

1. The entire research project must pass review by a research ethics review board.
2. Parental notification and review is required of all assessments prior to the administration.
3. No surveys, questions or assessment in violation of United States Code, Title 20 1232h which prohibits (among other things), questions eliciting responses regarding parental beliefs, income, sexual mores etc.
4. All assessments to be previously researched and normed on the appropriate population and will meet superior criterion validity and reliability standards.
5. All assessments to be administered by licensed mental health professionals on an individual basis.
6. All assessments to take less than 1% of the child’s learning time per day so as to limit the child’s stressors.
7. All assessments to be interpreted by fully licensed mental health experts and research psychologists.
8. All data to be disaggregated at every point with no personally identifying information attached.
9. All children will be compensated a living wage ($25.00 per hour) for parts of every hour they are subjected to the assessments.

Without these protections in place, the object of the data accumulation becomes obvious to all who understand such things, and this purpose is absolutely unacceptable to those who hold even a shred of ethical integrity.

Joan Landes, CMHC

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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.

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