Archive for the ‘american principles project’ Tag

What’s Wrong With a Federal Unit Tracking System? Video Testimony From D.C. Hearing on Student Unit-Record Identifiers   4 comments

The brand-newly created federal Commission on Evidence-based Policymaking (CEP) held a public hearing in Washington, D.C. a few days ago.

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The testimony of Emmett McGroarty of the American Principles Project (APP) stood out from the other testimonies that were presented, and is posted in full below, with permission from APP.   Many of the other organizations whose representatives testified do financially benefit from the privacy-stomping, data-mining, gold rush, including the  Data Quality Campaign, American Institutes for Research, etc.  But APP does not.  APP exists to maintain local control, constitutional rights, and individual privacy rights.

On the video, Mr. Emmett McGroarty of APP testifies at about hour 2:45 to 3:07.  To see the agenda of who else was slated to testify at this hearing, click this link: final-cep-oct-21-agenda_updated-1

Testimony Abstract:

We urge the Commission to resist calls to repeal the statutory prohibition on the development, implementation, or maintenance of a federal student unit-record system. Such a system would curtail liberty interests of the individual, would invite the collection and use of ever-more data, and would fundamentally alter the relationship between the individual and government in a way that is incompatible with our constitutional republic.

Statement by Emmett J. McGroarty, JD

The Commission on Evidence-Based Policymaking was created to pursue a laudable goal: To improve analysis of the effectiveness of federal programs. But when such a pursuit is used to justify collecting, conglomerating, and tracking massive amounts of Americans’ personal data, as is certainly true in the realm of education, it’s necessary to examine the dangers and the tradeoffs. American Principles Project (APP) believes that such activities suppress the liberties of the people and pervert the relationship between the people and government. We urge the Commission to reject calls to establish a federal student unit-record system and to engage in such Orwellian activity.

Section 134 of the Higher Education Act wisely prohibits the development, implementation, or maintenance of a federal student unit-record system (one that would allow the government to collect personally identifiable information (PII) on individual higher-education students and link education data to workforce data). Recently, though, an orchestrated demand for repeal of this prohibition has been swelling. According to well-funded organizations with a vested interest in accessing that data for their own purposes, the federal government suffers from data-deprivation. Think how much more efficiently our nation could operate, and how much more the government could help people run their own lives, if it maintained a centralized repository tracking almost every conceivable data point about every citizen – where he attended school, what courses he took, what grades he earned, what extracurricular record (good or bad) he compiled, what jobs he applied for, what jobs he got, what salary he made, whether he was promoted, what salary he earned in his new position, whether he lost his job and why, whether he joined the military, what sort of military record he established, whether he was arrested and for what, whether he went to jail, and on and on ad infinitum.

This is not a description of a free and open United States of America. This is a description of a totalitarian society that keeps tabs on its own citizens – for their own good, of course. It’s also a description of what would inevitably happen with the establishment of a student unit-record system, all in the name of “better consumer information,” “accountability,” and “transparency.”

What’s wrong with a federal unit-tracking system?

First, it would compile students’ personally identifiable information (PII) without their consent – or even their knowledge that their data is being collected and disclosed. It’s one thing to collect data from a student who voluntarily (which of course presumes actual notice of the program) participates in a government program and understands that participation will expose his PII to program administrators; it’s quite another to forcibly suck every individual into a datacollection system simply because he enrolled in an institution of higher education. Telling that student that he must hand over his personal data to promote a greater good as defined by bureaucrats and lobbyists – or even worse, just dragooning him without telling him anything – is simply un-American.

Second, the purposes of the proposed system would be so open-ended that the repository is certain to be expanded over time to centralize data far beyond collegiate and employment data. In the creative bureaucratic mind, literally everything can be linked to education. So why stop with employment data? Why not see how one’s education affects his participation in the military? Or his health? Or his criminality? Or his housing patterns? Or the number of children he has? Or whether he purchases a gun? Or his political activity? Inquiring bureaucrats want to know, and every question can be justified by citing “better consumer information.”

And will this dossier created on every citizen become permanent? Presumably so. If the goal of providing maximum consumer information is to be achieved, both historical and current data – constantly updated and expanded – must be compiled and preserved.

Perhaps this expansion won’t happen. Perhaps the federal government, in stark contrast to its behavior over the last 100 years, will stay within its boundaries. But reality-based Americans know the government will push the envelope as far as it possibly can, as it always does. And they know that giving that government access to such a treasure trove of data is dangerous to privacy and to individual liberty.

Third, the idea that this massive repository of PII will be protected against unauthorized access and data breaches is quite simply delusional. Less than a year ago, a hearing of the House Committee on Government Oversight and Reform revealed the shocking lack of student-data security throughout the U.S. Department of Education (USED). The problems encompass both lax controls over the people allowed access to sensitive data, as well as outdated technology and inadequate security to prevent unauthorized access.

USED’s system contains over 139 million Social Security numbers (largely through its office of Financial Student Aid), along with sensitive borrower information about students and families contained in the National Student Loan Database. The findings of the Office of the Inspector General (OIG) and the General Accounting Office were disturbing:

  •  Of the 97,000 account/users with access to this information (government employees and contractors), fewer than 20 percent have undergone a background check to receive a security clearance.
  • The security mechanisms protecting that data are grossly inadequate. As one OIG witness testified, “During our testing . . . OIG testers were able to gain full access to the Department’s network and our access went undetected by Dell [the vendor] and the Department’s Office of the Chief Information Officer.”
  • USED ignored repeated warnings from OIG that its information systems are vulnerable to security threats.

That the federal government should now consider ballooning the sensitive data contained in these insecure systems is at best misguided and reckless.

Even if the data systems were secure, the Obama administration’s gutting of the Family Educational Rights and Privacy Act (FERPA) means that government education officials (federal, state, and local) now have enormous leeway to disclose PII on individual students without their consent. Pursuant to the recent FERPA regulations, these officials may share private PII with other government agencies, nonprofit entities, corporations, researchers, and literally anyone on the planet as long as the disclosure can be characterized as an audit or evaluation of a (broadly defined) “education program.”

Will the new conglomeration of student data be fair game for disclosure under these regulations? The danger is too real to dismiss.

The philosophical problem with a federal student unit-record system is that it treats free-born American citizens as objects of research and study. It assumes that the goal of benefitting others in society, in vague and theoretical ways, authorizes the powerful federal government to collect and disseminate millions of data points on individuals – without their consent. This fundamentally changes the relationship between the individual and government. Collecting and holding massive amounts of data about an individual has an intimidating effect on the individual—even if the data is never used. This is even more so the case when the collector has the force of the law behind it. Our republic rests on the idea that the citizen will direct government. That cannot happen where government sits in a position of intimidation over the individual.

Submitted by:

Emmett J. McGroarty, Esq.

Senior Fellow

American Principles Project

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If you wish to testify, there will be additional public hearings in various places across the country.  You may also submit written testimony online.

 

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Here’s a P.S. to all of the above from me, Christel, because I am absolutely screeching and screaming over this and wish more people would get it, would speak up and would speak out.

It does not take a brilliant lawyer to understand how wrong this is– although it’s nice to have the brilliant Mr. Emmett McGroarty, and words cannot describe the debt that freedom lovers owe to APP and McGroarty.

But this unit-record identifier issue is not, at heart, complicated, nor should it be the least bit intimidating –to anyone in this country, of any age or occupation.  Get involved.  Say something.

Ask people to think:

Who holds the keys and drives education?  It should be those closest to each individual child: the parents, the teachers, and the principal.  They are the most accountable and care the most.

But today, because “We, the People” collectively have not been paying attention, corporations and governments have taken too much power over DATA  –and that’s daily increasing.  If CEP goes in the direction that it seems to be going, then soon, individual student record identifiers will track individuals so that governments and corporations can “see” and “help” us all. Heaven save us from that kind of help.

The federal and corporate push for ever more individual data is supposedly to improve education and workplaces for the children, but this agenda does not seem to serve children, but to treat them as “human capital” –experiments, worker bees and lab rats, while making certain groups unbelievably rich, meaning rich both in money itself, and also rich in data –which in our day equals money.

Our country went through the land rush, the gold rush, but now it’s the data rush.

Now it’s data mining instead of strip mining.

WE are the ones being mined—by BigGov-BigBiz-BigEd.

If the push for personally identifiable information sharing succeeds fully, we will not own ourselves.

The sweetest and most naiive among us are thinking, “It’s okay if the corporations and governments know everything about me, about my children, my finances, my religious beliefs, gun rights, sexual morality beliefs and more– because I don’t do anything wrong.

By whose definition do you not do anything wrong?  Do your values and beliefs match those of the government’s so perfectly that you can trust its judgment and its interventions over your own?

Think about what’s going on.

To the U.S. Commission on Civil Rights, you are now labled WRONG if you believe in God, because religious doctrine of any kind is only a “pretext” to discriminate on the basis of racism, sexism, etc.  That’s your federal government judging your “social emotional learning” right there!

To gun control advocates at the state and federal levels, you are not concerned about “supporting nonviolence” if you own a gun.

To the federal political activists of the LGTB movement, you are either a discriminator or mentally unwell if you promote marriage between a man and a woman.

And now that SEL (Social Emotional Learning) standards for K-12 are being developed and promoted to track “non-cognitive” factors, starting on children and moving into the workplace, it seems not even our personal psychology is to be permitted to be private any longer.  What types of emotions or beliefs or traditions are mentally or socially “at-risk” and by whose definition?  When we give up power over our own data privacy, we give up at least some control over our own judgments of values.

What makes us certain that the world that federal SEL activists and the CEP Commission wants is the same world that I or you or other free people want?  Just look at what the federal activists are doing!  Don’t give them more power over us!

As Dr. Karen Effrem and Jane Robbins recently pointed out at The Federalist:

“The new federal Every Student Succeeds Act (ESSA) …requires rating schools based partly on “nonacademic” factors.  ESSA …  pours money into SEL programs, “which may include engaging or supporting families at school or at home” … training school personnel on “when and how to refer… children with, or at risk of, mental illness,” and implementing programs for children… “at-risk” of academic or social problems, without ever defining “at-risk”  …ESSA language urges school officials to cast a wide net for special education in school-wide “intervention” and “support” programs, allowing schools to sidestep parental consent requirements. [There’s a] planned revision of the National Assessment of Educational Progress (NAEP), the test referred to as “the nation’s report card,” to assess mindsets and school climate… [There’s] funding for federally controlled and funded “social emotional research” in the proposed Strengthening Education Through Research Act (SETRA)—a bill supported by individuals and corporations that will profit handsomely from all this sensitive data to help them mold worker bees for the global economy…  A third federal initiative is USED’s bribery of states to promote SEL standards and data-gathering on preschool children via the Race to the Top Early Learning Challenge grants. These grants, along with the preschool grants in ESSA and Head Start, promote “Baby Common Core”-style SEL standards and data-collection.”

Please find a way to stand up and say no to the call for using “Unit-Record Identifiers,” no matter what the reasoning may be.  Say yes to personal privacy, personal responsibility, and to family-based, individual-based, local control of social and emotional and academic and religious values.

#STOPSETRA – Congress! Protect the Psychological Privacy of Children   1 comment

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Here’s a must-read, new article at Townhall.com (here) by Emmett McGroarty and Jane Robbins, “Why Does Your Congressman Want to Psychologically Profile Your Children?”

The article begins:

“If the GOP-led Congress had not done enough damage to public education by passing the statist Every Student Succeeds Act (ESSA), it’s poised to make things even worse. The new threat is theStrengthening Education Through Research Act (SETRA). If SETRA passes in its current form, the federal government will be empowered to expand psychological profiling of our children. Parents must understand this threat so they can mobilize to stop it.”

It also states:  “Section 132 of SETRA expands authorized research to include ‘research on social and emotional learning [SEL] . . . .’

“SEL is defined as ‘the process through which children . . . acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.’  SEL is all the rage in public education…”

“…SETRA would authorize the federal government to sponsor research on these social and emotional attributes. This means the government may analyze a child’s psychological makeup…”

stealth eye two

Another important point:

“…even if there were real, measurable educational value in analyzing every child’s psyche, do members of Congress really believe government has any business doing this?… SETRA also allows the approved bureaucracy to ‘establish . . . cooperative education statistics systems for the purpose of producing and maintaining . . . data on early childhood education, elementary and secondary education, postsecondary education, adult education…‘”

The article concludes:  “SETRA passed the Senate on a voice vote and now awaits action in the House. House members, take note: A vote for SETRA in its current form is a vote for psychological profiling of innocent children. It’s bad enough that so-called conservatives in Congress voted for ESSA; it will be unforgivable if they vote for SETRA.”

Read the entire article at Townhall.com.

Call US Congress at 202-224-3121 to influence your elected representatives.

crying stopesea

 

A Titanic NO on Twin Ed Bills – Children Deserve Better Than HR5 and S1177   9 comments

titanic

 

 

You can’t stick corks into the side of the Titanic to save the people on the ship, and you can’t stick amendments into evil bills and then in good conscience vote yes on them. We are building and voting for our own children’s cages in the belly of a sinking ship.

Read the current ed reform bill amendments here; some are dancing about the Zeldin amendment  because it “allows” states to opt out of Common Core. STATES ALREADY CAN do that.  The point is that the feds bribe states not to, and states don’t.  Then the feds push out data systems that nobody is smart enough to not build.

If I sound a little bit angry, that’s because I am typing.  If you were here in the room you would want earplugs.  I am very angry, very disappointed.  Very loud inside my own little furious head and home.

I’m speaking about the twin bills in the House and Senate to be voted on; one today, HR5 which we all shot down in April; the other bill, S1177, will get a vote soon.

See American Principles Project’s excellent, short pdf (with references) on HR5 here;  the their pdf on S.1177 here.

I know I’m not smarter than my senators and representatives.  I can read, and so can they.  So why, why, why are they NOT telling we, the people, who call their offices that they are unequivocally voting NO on these bad twin ed reform bills, HR5 and S1177?  I have to assume that the represenatives are not studying these 300, 600, 800 page monsters; that they are relying on the talking points of the bill’s authors.  If so, the reps are revealing dangerous  incompetence–   carelessness with our precious liberty and our precious children.

I do realize that our representatives are busy.  But these are dire circumstances that affect children so negatively.  We elected and pay these friends.  We entrust them with the futures of our public school children.  Yet, I don’t know if I believe they are reading the bills.  Orrin Hatch is promoting S1177.  But I’m concerned about the entire Utah delegation of senators and representatives -and many others outside Utah.

In what universe is it okay for a senator or a representative to vote yes on a bill that does what HR 5 does?**   It:

  • Cements the unconstutitional Fed Master- State Servant relationship
  • Attacks parental opt out movement – kills parental opt out rights
  • Hacks off religious freedom and autonomy for any private schools that receive federal dollars for any of their programs
  • Pretends that federal FERPA hasn’t been shot full of holes and depends on FERPA for privacy rights (what privacy rights?)
  • Fails to require parental consent for state data mining of children’s personally identifiable data
  • Creates unelected committees that have real power over state citizens who did not elect them
  • Fails to provide enforcement for autonomy which means there won’t be any state autonomy
  • Extends federal tentacles and data collection to preschoolers
  • Reinforces socialist alignment of schools to workforce, putting economy first without regard for students
  • Retains federal testing mandates
  • Promotes psychological profiling of students

**Below, I am posting section numbers for the reference of those who want to see the language with their own eyes.

 

In what universe is it okay for a senator or a representative to vote yes on a bill that does what S1177 does?***

  • Pretends to protect us from federal overreach with redundant, nonhelpful language
  • Aligns us to “college and career ready” standard which ARE Common Core, federally defined elsewhere
  • Cements the unconstutitional Fed Master- State Servant relationship
  • Mandates that States answer to the Feds even on altering state standards
  • Retains federal testing mandates
  • Adds to the list of programs a state must consult and aligns with workforce (socialism) program
  • Dictates types of testing
  • Forces out the parental opt out movement
  • Narrows the definition of “mental health” and “school climate” that reduces student religious and political expression
  • Probes into psychological data collection on children without parental consent
  • Fails to require parental consent for state data mining of children’s personally identifiable data
  • Extends federal tentacles and data collection to preschool

***Below, I am posting section numbers for the reference of those who want to see the language with their own eyes.

The list could go on and on and on.

I don’t get it.  I really do not understand these politicians.  I really do not.

Our children deserve better.  So much better!

I’ll be wasting spending time and breath all day today, again, calling 202-224-3121 to get my senators’ and reps’ attention.  Feel free to join me.  Even though it feels like we are sticking corks into the side of the Titanic.  May God help us.

titanic side

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“THE STUDENT SUCCESS ACT”

**HR5 section numbers for reference:

  • Master and Servant unconstitutional relationship in cement:

“For any State desiring to receive a grant under this subpart, the State educational agency file with the Secretary a plan,” “Each State plan shall demonstrate [to the federal agents]” – 1111(a)1 –

“Approval: The Secretary shall approve a State plan within 120 days of its submission; disapprove of the State plan only if the Secretary demonstrates how the State plan fails” – 1111(e)1B

“The Secretary [federal] shall have the authority to disapprove a State plan” – 1111(e)2 D

“If a State makes significant changes to its State plan, such as the adoption of new State academic standards or new academic assessments, or adopts a new State accountability system, such information shall be submitted to the Secretary under subsection (e)(2) for approval.” – 1111 (f)

“If a State fails to meet any of the requirements of this section then the Secretary shall withhold funds” – 1111(g)

  • Attack on parental rights via stopping opt out movement:

“Assessments shall… be administered to not less than 95 percent of all students, and not less than 95 percent of each subgroup of students”- 1111(b)(2)(B)(xiii)

 

  • Hacking off religious freedom and autonomy for any private school receiving any federal dollars for programs:

“The control of funds provided under this subpart, and title to materials, equipment, and property purchased with such funds, shall be in a public agency, and a public agency shall administer such funds, materials, equipment, and property…  independent of such private school and of any religious organization.” 1120(d)(2)(B)

  •  Pretending that federal FERPA hasn’t been shot full of holes and depending on FERPA for privacy rights (what privacy rights?)

“Information collected under this section shall be collected and disseminated in a manner that protects the privacy of individuals consistent with section 444 of the General Education Provisions Act and this Act.” – 1111(i)  For more on FERPA’s deliberate loosening (destruction) by the Dept. of Ed, see the E.P.I.C. lawsuit.

  • Failing to require parental consent for state data mining of children’s personally identifable information

Nada.  Do a word search for “SLDS” or “State Longitudinal Database Systems” or “SIF” or “CEDS” and you will find nothing.  There is no protection.  There is no informed consent.  There is no parental-consent requirement–  not here and not in FERPA.

  • Creating unelected committees that have real power over state citizens who did not elect them. (And using these unelected groups to eliminate policies that don’t match federal policies)

“State rules, regulations, and policies… conform to… the committee of practitioners”

“Each State educational agency that receives funds under this title shall create a State committee of practitioners”

“Eliminate the rules and regulations that are duplicative of Federal requirements… identify any duplicative or contrasting requirements between the State and Federal rules or regulations; report any conflicting requirements to the Secretary… (1403)

  • Failing to provide enforcement for autonomy which means there won’t be any state autonomy from the feds.

State autonomy is in no way enforceable by HR5.  It’s not in there.  That is the problem.  It’s just talking points about state’s rights, with no support.

  • Extending federal tentacles and data collection to preschoolers.

“perform child-find screening services for the preschool-aged children of the tribe” – 5133 a

“assessment of  family-based, early childhood, and preschool programs for Native Hawaiians” – 5304 (c) 2

“evaluate the aggregate short- and long-term effects and cost efficiencies across Federal programs… under this Act and related Federal preschool, elementary, and secondary programs”  – 6601

 “improve the identification of homeless children (including preschool-aged homeless children and youths) ” – 702

“Coordinator for Education of Homeless Children and Youths established in each State shall— gather and make publically available… comprehensive information on— the number of homeless children and youths identified… the nature and extent of the problems homeless children and youths have in gaining access to public preschool programs” – 702

collect data for and transmit to the Secretary, at such time and in such manner as the Secretary may require, a report containing information necessary to assess the educational needs of homeless children and youths within the State, including data necessary for the Secretary to fulfill the responsibilities… including teachers, special education personnel, administrators, and child development and preschool program personnel – 702

“Plans required:  … how the local educational agency will use funds under this subpart to support preschool programs”  – 1112

  • Reinforcing socialist alignment of schools to workforce, putting economy first without regard for students

“Each State plan shall demonstrate [to the feds] that the State has developed and is implementing a single, statewide accountability system to ensure that all public school students graduate from high school prepared for postsecondary education or the workforce” -1111  (This is repeated and repeated. A word search for “workforce” turns up 22 times in this bill.)

  • Retaining federal testing mandates

“Academic assessments… shall—  be used in determining the performance of each local educational agency and public school… be aligned with the State’s academic standards and provide coherent and timely information about student attainment of such standards… be consistent with… nationally recognized… technical standards… be administered in each of grades 3 through 8 and at least once in grades 9 through 12… in the case of science, be administered not less than one time during—grades 3 through 5;  grades 6 through 9; and in the case of any other subject chosen by the State, be administered at the discretion of the State; measure individual student academic proficiency and, at the State’s discretion, growth…  be administered through multiple assessments during the course of the academic year that result in a single summative score that provides valid, reliable, and transparent information on student achievement … enable results to be disaggregated… be administered to not less than 95 percent of all students, and not less than 95 percent of each subgroup of students described in paragraph (3)(B)(ii)(II); and be the same academic assessments used to measure the academic achievement of all public school students… provide for— the participation in such assessments of all students… produce individual student interpretive, descriptive, and diagnostic reports regarding achievement on such assessments in … uniform format…” –1111

  • Promoting psychological profiling of students 

“Assessments … (xi) “produce individual student interpretive, descriptive, and diagnostic reports regarding achievement on such assessments” -1111

As American Principles in Action pointed out, “HR5 does nothing to stop NAEP from implementing its planned and unconstitutional affective probing of students’ “mindsets,” “grit,” or other psychological traits.  (To see the Dept. of Education’s recommendation that schools engage in psychological and biometric profiling, read its report here, especially page 44.)

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“THE EVERY CHILD ACHIEVES ACT”

***S1177 section numbers for reference: 

  • Pretending to protect states and parents from federal overreach using redundant, nonhelpful (and contradictory) language

First the bill raises our hopes; the talking points sound good; maybe this won’t be a federal sledgehammer to parents and states.  The bill’s sections 5001-5010 (a large chunk of the very large bill)  even go under the title “Empowering Parents and Expanding Opportunity Through Innovation”.  Sounds nice.  But deep inside, the bill almost conceals ugly and unconstitutional words like this:

“State plan disapproval: The Secretary shall have the authority to disapprove a State plan” –1004

“If the Secretary determines that a State plan does not meet the requirements of this subsection or subsection (b) or (c), the Secretary shall, prior to declining to approve the State plan immediately notify the State of such determination… offer the State an opportunity to revise” –1111

“A State educational agency may use not more than 5 percent of the amount made available to the State… for the following activities…”

“Closing student achievement gaps, and preparing more students to be college and career ready” -2501(4)    (Making everyone common does tend to close the achievement gaps, by slowing those who would otherwise soar ahead of the mediocre and the slow.)

  • Cementing the unconstitutional Fed-Master/State-Servant relationship

“State plan disapproval: The Secretary shall have the authority to disapprove a State plan” –1004

“For any State desiring to receive a grant under this part, the State educational agency shall submit to the Secretary a plan…” – 1111

  • Retaining federal testing and standards mandates

“Same standards: … standards required by subparagraph (A) shall be the same standards that the State applies to all public schools and public school students” –1111   (Do you want to give the feds the authority to dictate uniformity to us?  What if a state wants to be innovative and diverse and various? That won’t be allowed by this federal law.)

“Alignment: Each State shall demonstrate that the challenging State academic standards are aligned with entrance requirements, without the need for academic remediation, for the system of public higher education in the State; relevant State career and technical education standards; and relevant State early learning guidelines” –1111

“Measures the annual progress of not less than 95 percent of all students, and students in each of the categories of students” -1204

“Measure the annual progress of not less than 95 percent of all students and students in each of the categories of students” – 1205

  • Adding to the list of programs States must consult, and aligning with workforce socialism program

“(aa) student readiness to enter postsecondary education or the workforce” -1111  (repeated many times)

“an application … shall include the following: A description of… assets, identified by the State… which shall include— an analysis of science, technology, engineering, and mathematics education quality and outcomes in the State…  labor market information regarding the industry and business workforce needs within the State….”  –2504

  • Dictating types of testing– including using nonacademic, interpretive, and diagnostic student reports

“produce individual student interpretive, descriptive, and diagnostic reports…  include information regarding achievement on academic assessments aligned with challenging State academic achievement standards… in  uniform format” –1111(b) (2) (B) (vi) (xiii)

“(vi) involve multiple up-to-date measures of student academic achievement, including measures that assess higher-order thinking skills and understanding, which may include measures of student academic growth and may be partially delivered in the form of portfolios, projects, or extended performance tasks” – 1111 (b) (2) (B) (vi)

Assessments must  “be administered through a single summative assessment; or be administered through multiple statewide assessments during the course of the year if the State can demonstrate that the results of these multiple assessments, taken in their totality, provide a summative score” – 1111 (b) (2) (B) (viii)

“(xiii) be developed, to the extent practicable, using the principles of universal design for learning.” – 1111 (b) (2) (B) (xiii)

 

  • Forcing out the parental opt-out movement; also, booting family out and putting government in to the center of the universe.

Crushing opt outs, each state test must “Measures the annual progress of not less than 95 percent of all students, and students in each of the categories of students” -1204

Same:  “Measure the annual progress of not less than 95 percent of all students and students in each of the categories of students” – 1205

Schools to be far, far more than places to learn numeracy and literacy:  “21st Century Learning Centers… an array of additional services, programs, and activities, such as youth development activities, service learning, nutrition and health education, drug and violence prevention programs, counseling programs, art, music, physical fitness and wellness programs, technology education programs, financial literacy programs, math, science, career and technical programs, internship or apprenticeship programs, and other ties to an in-demand industry sector” – 4201

“address family instability, school climate, trauma, safety, and nonacademic learning.”  -7304

Hearingless Congressional Vote Scheduled for S227 – Children Losing Privacy – SETRA Bill   8 comments

The press release below came out today, February 23, 2015, from Kate Bryan at American Principles in Action.

I have not read this bill.  When I do, I will write about it.  

The vote is scheduled for two days from now… so read, please, and comment here and to your reps and senators.   I am posting this ASAP because I received it from Emmett McGroarty of American Principles Project, whom I trust as an honest leader in preserving parental rights and Constitutional liberty.  

Here’s a link to this huge data collection bill.

stealth assessment baby

 

                               

CONTACT: Kate Bryan

American Principles in Action     

202-503-2010

kbryan@americanprinciplesproject.org

                                           

 Congressional Leadership Attempting to Ram Child Data Collection Bill Through Congress

Washington, D.C.–American Principles in Action is calling on Congress to oppose S.227, the Strengthening Education through Research Act (SETRA), which would violate the privacy of millions of students and parents.

SETRA is scheduled to be voted on Wednesday, February 25th in the U.S. House—even though the Senate has not yet voted on the bill. Congressional leadership intends to call a vote on the matter in both the House and the Senate this week, despite neither body holding a hearing on the bill.

“SETRA is dangerous legislation that would expand federal psychological profiling of children through expanding research on ‘social and emotional learning,’” said Jane Robbins, Senior Fellow at American Principles in Action.  “It would facilitate sharing of education statistics across states and agencies. It would continue to rely on the now-gutted FERPA statute to protect student data. SETRA must be defeated to protect student privacy rights.”

Emmett McGroarty, Director of Education at American Principles in Action, said, “Leadership is betraying the Constitution and the American people by rushing this bill through. Having so blithely disrespected the American people, it is difficult to see how they will ever regain their trust.”

American Principles in Action’s concerns with SETRA are three-fold:

1.) SETRA reauthorizes ESRA, the Education Sciences Reform Act, first passed in 2002, which facilitates intrusive data collection on students. ESRA began the idea of state longitudinal databases, which created the structure that would facilitate a de facto national student database. ESRA also eliminated previous penalties for sharing and otherwise misusing student data.

2.) SETRA allows for psychological profiling of our children, raising serious privacy concerns. Section 132, page 28 of SETRA: “…and which may include research on social and emotional learning, and the acquisition of competencies and skills, including the ability to think critically, solve complex problems, evaluate evidence, and communicate effectively…”

This means the federal government will continue to promote collection of students’ psychological information. APIA does not support allowing the federal government to maintain psychological dossiers on our children.

3.) SETRA depends on FERPA to protect student privacy, legislation that is now outdated and has been gutted by regulation. FERPA, the Family Educational Rights and Privacy Act, passed in 1974, and is no longer sufficient to protect student privacy in the age of technology. Even worse, the Obama Administration gutted FERPA so that it no longer offers the protections it once did.

American Principles In Action is a 501(c)(4) organization dedicated to preserving and propagating the fundamental principles on which our country was founded. It aims to return our nation to an understanding that governance via these timeless principles will strengthen us as a country.

For further information or to schedule an interview with Jane Robbins or Emmett McGroarty, please contact Kate Bryan at American Principles in Action at 202-503-2010 or kbryan@americanprinciplesproject.org.

American Principles Project Launches Parents Against Common Core   Leave a comment

I love this.

The American Principles Project launched a new website called Parents Against Common Core, to help educate and empower parents about education reforms.

The videos are short, personal, and powerful.   Here’s just one, from Ohio’s Heidi Huber.

Click here to see the rest.

Thank you, American Principles Project.

Pullman: Common Core is the Big Election Issue That Politicians Try to Ignore   2 comments

Published this week at The Federalist is an article by Joy Pullman: “Common Core: The Biggest Election Issue Washington Prefers to Ignore”.

Pullman points out that while Washington does its best to ignore or discredit Common Core opposition, the fact remains that some heavy names and powerful organizations are fighting Common Core:

“Common Core opponents include, as entire institutions or representatives from them, the American Principles Project, Americans for Prosperity, the Badass Teachers Association, the Brookings Institution, the Cato Institute, Class Size Matters, Eagle Forum, FreedomWorks, the Friedman Foundation for Educational Choice, the Goldwater Institute, the Heartland Institute (where I work), the Heritage Foundation, Hillsdale College, the Hoover Institute, Notre Dame University, the National Association of Scholars, the Pioneer Institute, Stanford University, United Opt-Out, and leaders from Texas Gov. Rick Perry and Virginia Gov. Bob McDonnell to a coalition of Catholic university scholars and teachers union darling Diane Ravitch. These organizations’ flavors range from constitutionalist to libertarian to liberal. The people making the noise are regular moms, dads, and grandparents, but they’re backed up by organizations with intellectual chops.”

She writes, “Even so, knowledge of Common Core is relatively low among the general public, so many politicians have seen this as an opening to disregard or ignore it. That’s a dangerous move….the biggest thing Washington politicos may be overlooking about Common Core is the simple fact that wedge issues matter. Most of the populace does not show up to vote for most elections. People who have strong reasons to vote do, and turnout often determines elections. Getting passionate people to vote is half the point of a campaign. The Common Core moms have a reason to vote, and boy, do they have a lot of friends.”

Read the whole article.

Emmett McGroarty Video Interview: Stop Common Core   2 comments

Attorney Emmett McGroarty speaks about the national effort to stop Common Core. McGroarty leads the Preserve Innocence Initiative of the American Principles Project.

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