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Source-Focused Analysis of Common Core Starts Here: An Updated Syllabus   8 comments

Original source documents arm honest people who want to know the truth about Common Core to take back the reins of control.

This is important because proponents are increasing false advertisements about Common Core.  They’re also hiding the Common Core Inititative under different names, such as “Utah Core” or  “Indiana Core“.  Unfortunately, well intentioned people whom we trust to tell us the truth often simply don’t know the whole story.  It is up to us to find out for ourselves.

Please go go directly to source documents to fact-check claims being made by proponents of Common Core.

(This slightly updated syllabus was shared in a previous  post.  It is republished today because Alisa, Renee and I are speaking in Vernal tonight and we want to point our Vernal friends to solid information.  If anyone wants to come to the meeting tonight, you are welcome.  There is, of course, no charge and the event begins at 7:00.)

Link to tonight’s Vernal, Utah, meeting:   204 E 100 N, Vernal, UT 84078  (435) 789-0091

 

 

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 A Source-Focused Analysis of the Common Core Initiative

  1. The General Educational Provisions Act – This law prohibits the federal government from directing or supervising education:  “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system…” The Dept. of Education, by forming multiple  official partnerships with corporate America, has gotten away with breaking this law.
  2. U.S. Constitution – Amendment 10 – “The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.” The disregard by the Dept. of Education for the authority and diversity of individual states’ educational pathways must be stopped.
  3. Utah’s Race to the Top Grant Application– Utah got points from the federal government for having a SLDS database system. (This tracks children without parental consent or knowledge.  There’s no legal opt-out for SLDS child inventorying.  Corporations, in partnership with state SLDS systems, collect millions of data points on children, without parental consent. ) Also in the Race to the Top Grant Application document, see that Utah got more points for having adopted Common Core. This was how we got in. Despite not winning the grant money, we remained in these systems.
  4. The No Child Left Behind Waiver– This shows the 15% cap the federal government put on top of the copyrighted, unamendable (by states) common standards.  So states are allowed to add frosting and sprinkles to state standards, but they have no say in what goes into the cake itself.
  5. The State Longitudinal Database System (SLDS) Grant– All states have one. This is a federally paid-for database that every state in the US now has. It tracks students within the state. Aggregated data ion students is sent from this system to the federal EdFacts Exchange. Parents can not opt their children out. (They can and probably should opt out of Common Core tests, however.)
  6. The lawsuit against the Department of Education– The Electronic Privacy Information Center has sued the DOE for destroying the previously data-privacy protective federal FERPA. The lawsuit explains that parental consent is a best practice, not a mandate, prior to data sharing; it shows that terms were redefined, that personally identifiable information, including biometrics, can be shared, and that agencies have legal access to private data of students.
  7. The copyright on Common Core held by CCSSO/NGA – The fact that there are “terms of use” and a copyright shows that we have no real control over the standards which are written behind closed doors in D.C. Notice that no one outside CCSSO/NGA may claim to have helped write the standards.
  8. The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama. It reveals that forced redistribution of wealth is a main reason for the national education system.
  9. The Cooperative Agreement between the Dept. of Education and the testing consortia – Even though Utah escaped the SBAC and is not bound by the Cooperative Agreement directly, Utah’s current testing group, A.I.R., is partnered with SBAC. This document shows clearly the mandates for synchronizing tests and sharing student data to mesh testing companies with federal aims and agents.  Its only claim to binding authority is money.
  10. The speeches of Secretary Arne Duncan on education – He states that Common Standards were Obama’s idea and that the federal government is moving to play a larger role in education.  Also, the speeches of President Obama on education – Obama’s top 4 education goals: control data, common standards, teachers, and to take over low-performing schools.
  1. The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every school on the globe to have the exact same academic standards and to underpin every standard with environmental propaganda. He also pushes for global data and stresses the term “sustainable reform” which he calls “irreversible reform”.
  2. The speeches and actions of the main funder of Common Core, Bill Gates – He’s funded Common Core almost completely on his own; he’s partnered with Pearson; he says “we won’t know it works until all the tests and curriculum aligns with the standards” and he’s writing curriculum for his “uniform customer base” –all children and all schools.
  3. The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President -He mocks narrative writing, he’s diminished the percentage of classic literature that’s allowable in the standards. He’s not been elected, he’s never taught school, yet he’s almost singlehandedly altered the quality and liberty of classrooms. As he’s now the College Board President, he’s aligning the SAT to his version of standards.
  4. The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance– behavioral indicators are sought by the federal government. They may include monitoring children using cameras, posture chairs, and bracelets. (see graphic, mid-report.)
  5. Federal data collection websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database. -The first link shows what we already give to the federal government; the others show what the federal government is requesting that we share, which includes intimate, personally identifiable information. See Common Core creators’ data management branch, EIMAC of CCSSO, with its stated mission to disaggregate student data.  The EIMAC/CCSSO link also shows the official partnership of the federal government with corporate Common Core.
  1. The Official Common Core Standards – English and Math standards. Here you will see Common Core calling itself a “living work” meaning that what Common Core is today, will not remain. There is no amendment process for states to have a voice in altering the commonly held standards because they’re under private copyright. See a recommended reading list in Appendix B that includes “The Bluest Eye,” a pornographic novel.
  2. See academic testimonies of the official Common Core validation committee members who refused to sign off on the legitimacy of the standards; other professors have also testified that Common Core hurts legitimate college readiness.  See in contrast the motive of Common Core promoters such as Marc Tucker of the Center for American Progress who report that “the United States will have to largely abandon the beloved emblem of American education: local control.  …[N]ew authority will have to come at the expense of local control.”
  3. Federal Definition of College and Career Ready Standards – the federal government hides the phrase “common core” from public view by using the term “college and career ready standards” in its documents.  Know that they are the same thing.
  4. Common Educational Data Standards – The same private groups (NGA/CCSSO) that created Common Core have also created Common Educational Data Standards, so that student data mining and citizen tracking is interoperable and easy.  Coupled with the breakdown of family privacy law (federal FERPA, altered by the Dept. of Education) we see that children’s data lacks proper protections, and that students are being used as compulsory, unpaid  research objects.
  5. Follow the money trails – Study what advocacy and development of common standards Bill Gates has paid for; see how his unelected philanthropy affects education and its governance, and see how his partnerships with Pearson, with the United Nations and others monopolize the U.S. and global education markets, excluding voters as public-private partnerships make decisions, instead of voters or elected representatives such as school boards or legislators making decisions.

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How Common Core and School Data Mining are Inseparable   8 comments

A growing number of the proponents of Common Core say they are opposed to the data mining that uses school-collected data.

How does this position even make sense?  The two programs are so married. 

1.  President Obama’s the  head cheerleader for both programs and he bundles them in his vision for education reform.  Part of the Race to the Top application was an agreement for states to adopt Common Core Standards, and part was to have a State Longitudinal Database System (SLDS) that would match every other SLDS in the nation (using federal grants to build it.)  Points were awarded to states who did both.   Clearly, both Common Core and the SLDS data system were part of that federal reform package and both comply with the “Big Government” vision of socialistically controlled education.  (The fact that our state –Utah– received no RTTT monies and isn’t part of RTTT, is irrelevant, since Utah still chose to remain bound under Common Core and the federally funded SLDS even after not winning any grant monies.  Don’t ask me why.  That decision makes no sense at all.)

2. In public speeches, Secretary Arne Duncan calls for “robust data” –and he is the very man who altered federal FERPA regulations to make access to private data more easily accessible by a large number of agencies –without parental consent, and this is the same Arne Duncan who boasts of Obama’s “College and Career Readiness” (Common Core standards) as if he birthed them,  in public speeches.  Again, the two programs go hand in hand and come from the socialistic ideals of the Department of Education.
3. At a recent White House event entitled “DataPalooza,” eScholar CEO Shawn T. Bay gave a speech in which he stated that although aggregate data is useful, it’s most useful to look at the individual consumer or the individual student. He said, too, that Common Core is so important to the open data movement, because Common Core is “the glue that actually ties everything together.”Here is the video.  http://youtu.be/9RIgKRNzC9U?t=9m5s  See minute nine to find where the data push depends on Common Core.
4.  For those states (including SBAC-droppers like Utah) who are still in any way connected to the Smarter Balanced Assessment Consortium (SBAC) there is the damning evidence found in a key document called the Cooperative Agreement with the Dept of Education.  Here you will discover that only the fiscal agent state, Washington, has any real authority over what happens in all the other states of the SBAC.  Here you will also see the illegal moves of the Department of Education very clearly.  The Department mandates synchronization of tests between the SBAC and the PARCC.  It mandates the sharing of data on an ongoing basis.  It mandates phone calls, conferences and much more sharing of testing information. This is completely illegal under GEPA law and under the 10th Amendment.  By triangulating tests and data between the SBAC, the PARCC and the Dept. of Education, they have created a nationalized system that removes local authority and the local voice.It troubles me that the proponents of Common Core continue to call opponents like me “misinformed” when the opposite is obvious from source documents.

It troubles me that I actually go out of my way to request proof that we opponents are “erroneous” and “misinformed” and the proponents don’t even respond to the emails.

Proponents of Common Core seem to me to be increasingly uninterested in the truth.  That troubles me most of all.

I am interested in the truth.  I have no other object in this fight against Common Core except wanting academically legitimate, locally amendable and locally controlled standards.

I am a teacher and a mother, not a politician or lobbyist or even a reporter.

But.
If I actually was a politician or reporter, here’s what I would take the time to study and then write.  The article would be entitled:
“Putting the Pieces Together on the Data Mining – Common Core Puzzle.”
A good starter article on the data mining of schools has been done by Caleb Warnock at the Daily Herald.  More is needed.
First, I’d call state technology directors in various states and I’d ask them the same questions about federal compliance issues surrounding data collection that I’ve asked our Jerry Winkler of Utah.
First, I’d  clarify whether the technology director is aware of the federal requests for voluntary submission of private student data (not in aggregate form).  I would mention at least three federal sources: CEDS, DQC, NDCM.  They’d likely be unaware (but maybe not).
Then I would ask the technology director what information is currently being collected by the state student surveillance system, the SLDS, (which all states have and use on the state level but which most states do not YET open up to the feds –except on an aggregate level.)  This would vary from state to state.
Then I would ask him/her what information is given to the federal EDFACTS Data Exchange.  I would also ask if he/she is aware of the law suit against the federal Dept. of Education (altering privacy regulations to loosen parental rights)
Then I would ask the big question:  Who makes the call on when these puzzle pieces will fit together in compliance with federal goals?  Who has that authority in our state?
We have fitting pieces of the horrific, 1984-esque puzzle, but when will we choose to put it  together? 
We know that the feds are asking us to voluntarily share personally identifiable data, we know that the Dept. of Ed sneakily destroyed FERPA privacy law to make data accessing easier; we know that we as states do collect it, and we know that we already share the aggregated form of student data.
What’s next? And who makes the call?
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