Archive for the ‘CEP’ Tag
Nationwide Coalition letter
linked at Florida’s Stop Common Core Coalition here.
January 9, 2017
Senate Health, Education, Labor and Pensions Committee
428 Senate Dirksen Office Building, Washington, DC 20510
Dear Chairman Alexander, Ranking Member Murray, and Members of the Health, Education, Labor, & Pensions Committee,
We, the undersigned leaders of a nationwide coalition of grassroots parent groups, wish to raise significant concerns about Secretary-designate Betsy DeVos, and request that you ask her these questions about education, standards, privacy and autonomy issues:
1) We understand that your website statement right after your appointment that you are “not a supporter – period” of Common Core was meant to reassure activists that you oppose the standards and will honor Mr. Trump’s promise to get rid of Common Core.
Please list your efforts during your extensive period of education activism and philanthropy to fight the implementation of the standards.
2) In your November 23 website statement you mention “high standards,” and in the Trump Transition Team readout of your November 19th meeting with the president-elect, you reportedly discussed “higher national standards.”
Please explain how this is different from Common Core. Also, please justify this stand in light of the lack of constitutional and statutory authority for the federal government to involve itself in standards, and in light of Mr. Trump’s promise to stop Common Core, make education local, and scale back or abolish the U.S. Department of Education.
3) Would you please reconcile your website statement that you are “not a supporter – period” of Common Core with your record of education advocacy in Michigan and elsewhere – specifically, when you have, either individually or through your organizations (especially the Great Lakes Education Project (GLEP) that you founded and chaired, and of which your family foundation is still the majority funder):
Been described as supporting Common Core by Tonya Allen of the Skillman Foundation in the Detroit News?
Actively worked to block a bill that would have repealed and replaced Michigan’s Common Core standards with the Massachusetts standards, arguably the best in the nation?
Actively lobbied for continued implementation of Common Core in Michigan?
Financially supported pro-Common Core candidates in Michigan?
Funded Alabama pro-Common Core state school board candidates?
Threatened the grassroots parent organization Stop Common Core in Michigan with legal action for showing the link between GLEP endorsement and Common Core support?
4) The Indiana voucher law that you and your organization, the American Federation for Children (AFC), strongly supported and funded requires voucher recipient schools to administer the public school Common Core-aligned tests and submit to the grading system based on those same Common Core-aligned tests. The tests determine what is taught, which means that this law is imposing Common Core on private schools. Indiana “is the secondworst in the country on infringing on private school autonomy” according to the Center for Education Reform because of that and other onerous requirements, and the state received an F grade on the Education Liberty Watch School Choice Freedom Grading Scale.
Do you support imposing public-school standards, curriculum and tests on private and or home schools?
5) Through Excel in Ed and the American Federation for Children, you have influenced legislation that has made Florida a “leader” in school choice, yet the majority of students, especially those in rural areas, in states like Florida, still chooses to attend traditional public schools. Public school advocates in Florida complain that expanded school choice has negatively affected their traditional public schools, even in previously high performing districts.
As Secretary of Education, how will you support the rights of parents and communities whose first choice is their community’s traditional public school?
6) You and AFC have been strong supporters of federal Title I portability. As Secretary of Education, would you require the same public school, Common Core tests and the rest of the federal regulations for private schools under a Title I portability program as Jeb Bush recommended for Mitt Romney in 2012 (p. 24)? If yes, please cite the constitutional authority for the federal government to be involved in regulating schools, including private schools, and explain how this policy squares with Mr. Trump’s promise to reduce the federal education footprint.
7) The Every Student Succeeds Act (ESSA) requires secretarial approval of state education plans for standards, tests and accountability. Will you support state sovereignty by approving the state plans in line with Mr. Trump’s vision of decreasing the federal role in education, or will you exercise federal control by secretarial veto power over these plans?
8) The Philanthropy Roundtable group that you chaired published a report on charter schools, but did not mention the Hillsdale classical charter schools, even though they are in your home state of Michigan and Hillsdale is nationally renowned for its classical and constitutional teaching and for not taking federal funding. Have you or any of your organizations done anything substantive to support the Hillsdale model aside from a few brief mentions on your websites? If not, do you want all charter schools in Michigan and elsewhere to only teach Common Core-aligned standards, curriculum and tests?
9) During the primary campaign, President-elect Trump indicated that he strongly supported student privacy by closing the loopholes in the Family Education Rights and Privacy Act (FERPA), saying the following to a parent activist:
I would close all of it,” Trump replied. “You have to have privacy. You have to have privacy. So I’d close all of it. But, most of all, I’d get everything out of Washington, ‘cause that’s where it’s all emanating from.
Will you commit to reversing the Obama administration’s regulatory gutting of FERPA and to updating that statute to better protect student privacy in the digital age?
10) We are sure you are aware of serious parental concerns about corporate collection and mining of highly sensitive student data through digital platforms, without parental knowledge or consent. But the Philanthropy Roundtable, which you chaired, published a report called Blended Learning: A Wise Giver’s Guide to Supporting Tech-assisted Teaching that lauds the Dream Box software that “records 50,000 data points per student per hour” and does not contain a single use of the words “privacy,” “transparency” [as in who receives that data and how it is used to make life-changing decision for children], or “consent.”
Will you continue to promote the corporate data-mining efforts of enterprises such as Dream Box and Knewton, whose CEO bragged about collecting “5-10 million data points per user per day,” described in your organization’s report?
11) Related to Questions 9 and 10 above, there is currently a federal commission, the Commission on Evidence-based Policymaking, which is discussing lifting the federal prohibition on the creation of a student unit-record system. If that prohibition is removed, the federal government would be allowed to maintain a database linking student data from preschool through the workforce. That idea is strongly opposed by parent groups and privacy organizations.
Will you commit to protecting student privacy by recommending to the Commission on EvidenceBased Policymaking that this prohibition be left in place?
12) As outlined in a letter from Liberty Counsel that was co-signed by dozens of parent groups across the nation, the National Assessment Governing Board (NAGB) plans to add subjective, invasive, illegal, and unconstitutional survey or test mindset questions to the 2017 administration of the National Assessment of Educational Progress (NAEP).
What will you do to rein in NAGB and protect the psychological privacy and freedom of conscience of American students?
13) Through commissions, programs, federally funded groups, the newly passed Every Student Succeeds Act (ESSA), the proposed Strengthening Education Through Research Act, and other entities, there has been an explosion of effort to expand invasive, subjective social emotional learning (SEL) standards, curricula and assessment.
What is your view of SEL and what will you do to protect student psychological privacy and freedom of conscience?
Thank you for your willingness to hear and address the concerns of hundreds of thousands of parents across this nation.
Should you need any further detail on any of these issues, I am acting as point of contact for this coalition.
Karen R. Effrem, MD President – Education Liberty Watch
National Organizations and Education Policy Leaders
Karen R. Effrem, MD – President, Education Liberty Watch
Sandra Stotsky, Professor of Education emerita, 21st Century Chair in Teacher Quality, University of Arkansas
Eunie Smith, Acting President & Mary Potter Summa, National Issues Chair – Eagle Forum
Angela Davidson Weinzinger – Leader, Parents and Educators Against Common Core Standards
Donna G. Garner, Retired Teacher and EdViews.org Policy Commentator
Christel Swasey – Advisory Board Member, United States Parents Involved in Education
Shane Vander Hart – Caffeinated Thoughts
Teri Sasseville – Special Ed Advocates to Stop Common Core
Michelle Earle – Founder and Administrator, Twitter Stop Federal Education Mandates in the U.S
Gudrun & Tim Hinderberger – Founding Administrators & Michelle Earle, Co-administrator, Americans Against Common Core Group
Alice Linahan, Vice-President – Women on the Wall
Teri Sasseville – Stop Early Childhood Common Core
Lynne M Taylor – Common Core Diva, education researcher and activist
State Organizations and Education Policy Leaders
Betty Peters – Member, Alabama State Board of Education
Jennifer Helms, PhD, RN – President, Arkansans for Education Freedom
Orlean Koehle – President, California Eagle Forum
Orlean Koehle – Director, Californians United Against Common Core
Karen R. Effrem, MD – Executive Director, Florida Stop Common Core Coalition
Meredith Mears, Debbie Higgenbotham, Stacie Clark – FL Parents RISE Keith Flaugh – Florida Citizens Alliance
Janet O McDonald, M.Ed., LMT, Neurodevelopmental Specialist & Instructor – Member, Flagler County School Board, District 2
Catherine Baer – Chairwoman, The Tea Party Network
Suzette Lopez – Accountabaloney
Sue Woltanski – Minimize Testing Maximize Learning
Beth Overholt, MSW – Chair, Opt Out Leon County
Deb Gerry Herbage – Founder, Exposed Blog
Lamarre Notargiacomo – Indian River Coalition 4 Educational Freedom
Charlotte Greenbarg – President, Independent Voices for Better Education
Teri Sasseville – Georgians to Stop Common Core
Stephanie Froerer Zimmerman – Founder, Idahoans for Local Education
Donald Bauder – V.P Hamilton County Grassroots Conservatives
Shane Vander Hart and Leslie Beck – Iowa RestoreEd
Lisa Huesers, Courtney Rankin, Rosy Schmidt – Kansans Against Common Core
Shirley Daniels – Kentucky Eagle Forum
Dr. Elizabeth Meyers, Dr. Anna Arthurs, Mrs. Mary Kass, Mrs. Terri Temmcke – Stop Common Core in Louisiana
Deborah DeBacker, Tamara Carlone, Melanie Kurdys , & Karen Braun – Stop Common Core in Michigan
Linda Bell, founder; Kerstin Hardley-Schulz, & Chris Daniels – Minnesota Advocates and Champions for Children
Jennifer Black-Allen and Anne Taylor – MACC Refuse the Tests
Karen Briske – Stop Common Core in Nevada
Ken Eyring – Member, Windham School Board
Michelle Earle – Founder and Administrator, Stop Common Core and Federal Education Mandates in the Fingerlakes, NY
Alphonsine Englerth – Advocate & Founder, Flo’s Advocacy for Better Education in NYS
Heidi Huber – Ohioans for Local Control
Oklahoma Jenni White – Education Director, Restore Oklahoma Parental Empowerment
Karen Bracken – President/Founder, Tennessee Against Common Core Bobbie Patray – President, Tennessee Eagle Forum
Lynn Davenport – Parents Encouraging A Classical Education (PEACE)
Mellany Lamb – Texans Against Common Core
Meg Bakich – Leader, Truth in Texas Education
A. Patrick Huff – Adjunct Professor, University of St. Thomas
Utah Michelle Boulter – Member, Utah State Board of Education, District 15, as an individual
Wendy K. Hart – Member, Alpine School District Board of Education, ASD2, as an individual
Oak Norton – Executive Director, Agency Based Education
Gayle Ruzicka – President, Utah Eagle Forum
Oak Norton and Christel Swasey – Co-Founders, Utahns Against Common Core
Dr. Gary Thompson – Founder, Early Life Psychology, Inc.
Angela Summers – WV Against Common Core
JR Wilson – Stop Common Core in Washington State
Leah Huck, Karen W. Larsen, and Breann Treffry, Administrators – Washington State Against Common Core
Jeffrey Horn – Stop Common Core in Wisconsin
First the good news:
Check out the hundreds of comments written in response to the invitation to submit commentary to the federal CEP. You will find an overwhelming number who do not want the federal government to create federal unit tracking for individuals.
Notable pro-privacy comments came from moms and dads and teachers, from the Future of Privacy Forum, the Parent Coalition for Student Privacy, the American Civil Liberties Union, United States Parents Involved in Education, The Electronic Privacy Information Center, the American Principles Project, and many others.
(There are small and big groups who proclaim that creating a federal unit tracking system is a great idea, for various (less vital) reasons. Privacy, schmivacy, they say: just overturn the student record ban. Bill Gates. The U.N. There’s one group that calls itself “The Young Invincibles” that released a Student Agenda for Postsecondary Data Reform calling for collecting data on all students directly to the federal level.)
FYI, this fight– for and against removing privacy rights– is not new. Three years ago, privacy-enders were, for various reasons, pushing for a bill (Senator Rubio’s and Senator Warner’s) that would have done exactly what the CEP is aiming to do right now. See this 2013 article on what Bill Gates’ think tanks and Rubio/Warner had planned.
Some now wonder if the federal CEP commission will try to hijack well-intentioned bills, such as Rep. Mia Love’s Know Before You Go bill, in order to achieve their privacy-ending scheme.
Here’s the bad news:
Even though there were SO many comments given to the CEP commission stating, like this classic: “Our personal information is not for your use. Keep your hands off of it. This is just plain wrong. Stop it.” –Still, public comments are only public comments. There is nothing in the law that created the CEP commission (less than a year ago, CEP was created by Paul Ryan and company) that states that the CEP has to respect the wishes of the people who send in public comments. That’s what happens when you allow appointees to run the show. The public has no actual recourse, no voting power, when it hates how this appointee-driven show is being run.
So tell your senators and reps.
They do have power.
And privacy is huge. It’s basic to American freedom. Remember that part in the fourth amendment to the Constitution about being safe from intrusion in our papers and personal effects?
“The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”
The Fifth Amendment further protects property (and privacy):
“No person shall be … deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.”
Do something small. Write one letter. Make one phone call. Tell your representatives that you expect them to represent your will on this. We have to defend our rights; no one else cares if we don’t care.
I am so annoyed. Those words actually came out of the mouth of the CEP Commission leader: “Ripping the Band-Aid (of data privacy and control) probably would not fly.” But pulling it off using (in his words) “baby steps” is the CEP’s plan, he said in the video of yesterday’s meeting.
Four-hour federal meetings posted on YouTube are not fun to watch. These arrogant –and, let me remind you, unelected CEP members, who we cannot possibly fire (they’re appointed) –spout blah-blah-blah that can consistently be summarized as something like: “… I feel great about the way we persuade the elite and rob Americans of privacy –without widespread knowledge and completely without consent.”
Wait: Before I say one more word: TOMORROW, 12-14-16, is the deadline for public input on privacy v. fed authority over data —here’s the comment link.
Please comment, even if all you write is something very short and very simple: “I believe in informed consent. I oppose non-consensual data mining. Stop this madness.” Do it, please: https://www.regulations.gov/docket?D=USBC-2016-0003
You and I both suspect that zero consideration will be taken by the CEP of the comments from the public. Do it anyway. Don’t let them think nobody sees or opposes this assault on personal data privacy. And yes, it’s about disaggregated data. See the quotes below, repeatedly speaking about PII. (Personally Identifiable Information as defined in federal FERPA includes so much, even biometric information: behavioral data, DNA samples, nicknames, bus stop times, family history, academic history, fingerprints, blood samples, etc.)
Since CEP has disabled embedding of its public meeting, I’m embedding a video that suffices as a metaphor for the whole thing, before I tell you what went on in the meeting itself.
See how this carnivorous sundew plant injests this insect? It illustrates the stealthy federal hunger for individuals’ data. As individuals (the insects) are drawn to the sweet federal dollars (nectar) coming from the hungry plant (federal government) the tentacles of the plant (federal data mining; SLDS and CEDS) become more and more attached until the insect finally loses all autonomy.
Here’s one where a carnivorous plant lures and later digests a mouse.
If state legislators and administrators would exercise some self-reliance, tighten their financial belts, turn to ourselves (localities) to fund schools and other agencies instead of using federal funds or national, corporate lobby cash, which only give money in exchange for data– then the federal and global data mining traps would fail.
States are stupidly giving away our vital liberties, addicted to the sweet, sticky money that we’ve been lapping at federal troughs.
I am longing to see evidence that our friends in freedom (in D.C. or here in Utah) are making the smallest peep to protect our children from this ongoing, slow-motion, tsunami-like data grab. Maybe it’s happening behind the scenes. I pray at least that that is so.
So, unembedded, if you want to hear the federal “Let’s Take Student Data Without Consent” Commission (aka CEP Commission on Evidence-Based Policymaking) is saying, check out this link. https://www.youtube.com/watch?v=MXasJLAWgtc
Ironically, CEP disabled the video‘s embedding function (it’s a public meeting) but if you look at this link, at hour 1:25 to 1:31 you’ll hear this question from an attendee, followed by a CEP response that summarizes the event:
“Let me try and ask what I think is a very difficult question, and I don’t expect you to be able to answer it, but maybe we can start a conversation that could be useful to us. So, I see census as having made a lot of steps to move in the kinds of directions that are suggested or anticipated by the Commission bill, in that you are working to bring data from other agencies or you have, into the — you’ve broadened their mission and you are bringing together data from many agencies and allowing researchers in and outside of government to access the data that you’ve brought together. What are the ways that you could expand those efforts? Um, and I’m not suggesting that we talk about a single statistical agency across government, but how could there be more of a coordination or maybe a virtual one statistical agency where census is playing a coordinating role, or what kinds of movements in that direction should we think about? What kinds of things have you thought about? What are the barriers to moving toward more coordination between the statistical agencies?”
The response at 1:29 from the CEP:
“…One of the biggest constraints that everybody involved in this sort of endeavor faces is the different rules that are attached to data that are sourced from different agencies or different levels of, you know, whether it’s federal or state… that if there was broad agreement in, that, you know, if there was one law that prosc– had the confidentiality protections for broad classes of data, as opposed to, you know, here’s data with pii on it that’s collected from SSA, here’s data with pii on it that’s collected from the IRS; here’s data with pii on it that’s collected from a state; versus from a statistical agency– if data with pii on it was treated the same, you know I think that would permit, you know, organizations that were collecting pii-laden data for different purposes to make those data available more easily. Now, that’s probably a pretty heavy lift… do this in sort of baby steps as opposed to ripping the band aid. I think ripping the band-aid would probably not fly.”
Summary: the CEP just said that “ripping the band-aid” of privacy off the arm of the American people will “probably not fly”; so the CEP has got to “do it in sort of baby steps.”
I don’t think I’m going to watch the rest of this dog and pony show. I’m going to write again to Mia, Jason, Mike and Gary.
What are you going to do? Send CEP a comment? Email your legislators? Say a prayer for the privacy of American people? Re-read 1984 to motivate yourself to care?
You can attend the CEP’s next public meetings in various places across the nation by visiting the CEP federal site here.
A news bomb about the theft of student data exploded in Utah’s Deseret News last July, but nobody noticed, apparently.
The article’s headline — “Wrongful Termination Lawsuit Puts Spotlight on Utah Autism Rates” — focused primarily on things other than the data theft. It highlighted former University of Utah research professor Judith Zimmerman’s allegations that university researchers were falsifying Utah’s autism rates.
But to me, the unheadlined bomb that the article dropped was the 750,000 students who had their data and their families’ data stolen by unauthorized “researchers”. The families now have no way of knowing this happened.
Zimmerman was fired for raising concerns about protected student data that she said the researchers had “compromised and accessed without proper authority.” She told the Deseret News that unauthorized individuals took 750,000 sensitive records with neither parental nor schools’ consent. This private “medical and educational information” included “names, birthdays, information about medical characteristics… special education classification and parents’ names and addresses,” reported the Deseret News.
How would these families now be notified? I wonder: with the whistleblower fired and with a years-long lawsuit and likely gag orders pending, the only people who now could potentially contact those families would be still employed at the university –who, being accused of the wrongdoing, certainly won’t go out of their way to inform the affected families right now.
I’m not going to discuss the ways in which the stolen records, and the children they represented, are vulnerable to potential crimes of credit card fraud, health insurance identity theft, crimes of predatory stalkers or the mandates of well-or-ill-intentioned governmental activists.
I’m here to ask –and answer– a very simple question that I hope readers are asking: how could this have happened? How were three quarters of a million records of children just lying around under the noses of any unscrupulous university researchers?
It’s simple. Utah has a STATE LONGITUDINAL DATABASE SYSTEM (SLDS) and it’s managed by the UECP at the University of Utah.
You, your children, and your grandchildren are in the SLDS whether you like it or not –unless you pay 100% of your own money in tuition for a 100% private school, and always have. There is no other way to opt out. I’ve tried.
Don’t get me started about how blindly stupid Utah is (all states now are) for having –and continuing to support– the SLDS.
We’re subject to this SLDS data surveillance system simply because in some USOE cubicle, some clueless grant writer responded to Obama’s mess of pottage and decided that the state of Utah might exchange students’ privacy for a $9.6 million dollar federal grant.
Utah traded all students’ data records, longitudinally (permanently) into this data-slurping machine, euphemistically titled the State Longitudinal Database System, which the feds designed and oversaw— all for the love of money and nonconsensual research.
Without parental consent, Utah children’s data now is daily being collected –using schools to vaccum it up. This is not a legitimate situation, but you can’t blame schools. They are being used. They have to give daily data to the state/fed system, or they lose funds/grind to a halt. In a recent Utah rulemaking statement, we read: “all public education LEAs shall begin submitting daily updates to the USOE Clearinghouse using all School Interoperability Framework (SIF) objects defined in the UTREx Clearinghouse specification. Noncompliance with this requirement may result in interruption of MSP funds.”
So we can’t believe the ear candy we’re told, about how this data mining is about keeping data on kids so teachers can do their best teaching. It’s not staying in the local school for teachers and administrators to legitimately peruse, but it goes into the federally designed, federally interoperable SLDS database held at UECP/U of U which many state agencies can peruse and which the feds can already partially peruse.
(Side note: the feds are feverishly working to get much greater unit-record access as we speak. If you’re interested, livestream the CEP’s federal public hearing on that subject today: https://www.youtube.com/watch?v=bvvatB_NBWI )
Every state has an SLDS system. The feds paid the states to build them. The feds told the states how the SLDS’s had to be built. Utah got nearly $10 million to make Utah’s federal SLDS in 2009. And the grant’s been renewed to keep trading cash for students, in recent years.
Utah children and their families thus have their data sucked away to where unelected, unaccountable “researchers” are entrusted with data via SLDS. The University’s “Utah Education Policy Center” (UEPC) is a founding partner in the Utah Data Alliance, which controls Utah’s SLDS system. According to UEPC’s website:
“Five other partners include the Utah State Office of Education (public education), Utah System of Higher Education, Utah College of Applied Technology, Utah Education Network, and the Department of Workforce Services. UEPC serves as the research coordinator for the Utah Data Alliance. UEPC coordinates access for individuals and organizations interested in collaborating with the Utah Data Alliance, or researchers interested in accessing data for research purposes.”
That’s a long answer to a short question. That’s how the data got stolen.
Here’s the follow up question: what’s keeping the other millions of records of students from going the same way that those 750,000 records went?
Ask your legislator that question. Ask him/her to show you any proper privacy protections that are actually in place. (FERPA was shredded; don’t let them pretend there’s protection anymore under FERPA.)
We do not even have the freedom to opt out of SLDS tracking. But all of this can change– if more good people speak up– act.
How did the fox persuade the gingerbread boy to get on his back? The fox said that he would never eat him, but would surely protect the gingerbread boy from everyone who was trying to eat him on the dangerous side of the river.
On shore stood the hungry horse, the farmer, the dog, the others– and the fox said that he could help the gingerbread boy to get away. The fox protected the gingerbread boy like the federal government is protecting your child’s personal data.
Every time I read an official promise like this recent CEP statement (and there are so many; even the federal alterations to FERPA sounded like the CEP statement) –I think of the gingerbread boy. The CEP (federal “Commission on Evidence-Based Policymaking”) promises that the government only wants more individual “data in order to build evidence about government programs, while protecting privacy and confidentiality.” I think of the fox “protecting” the gingerbread boy.
That fox wanted to eat the boy just as much as the dog and the farmer and everyone else did. Even the gingerbread boy probably suspected it, but he really, really wanted to cross that river.
When the government says that it can and will protect privacy while accessing greater amounts of data, I think:
River = money
Gingerbread boy = a child’s sensitive data
Horse = educational sales corporations
Farmer = educational researchers
Fox = federal government
Dog= state government
The oven where the boy was born = SLDS database
Betsy DeVos, America’s newly appointed Secretary of Education, is quite adorable. She interviews like America’s Sweetheart, her name sounds like Betsy Ross, and she says she’s opposed to the Common Core.
But the parents who began Stop Common Core in Michigan say DeVos used her Michigan big-funding machine to block, rather than to assist, the Stop Common Core parents’ nearly successful legislation that would have repealed the Common Core.
DeVos’ Greater Lakes Education Project (GLEP) sounds like the Michigan version of Utah’s Education First / Prosperity 2020. Organizations like Michigan’s GLEP or Utah’s Education First are wealthy Common Core-promoters that give ear candy to, and then fund, any candidate who is willing to take their ear candy and campaign cash. Then they’re obliged to vote as the Common Core machine calls the shots.
DeVos, like Bill Gates, is on board with Jeb Bush’s Foundation for Educational Excellence (another huge Common Core promo tank.) DeVos, like Gates, also wrote checks to the Clinton Foundation.
So where are Betsy DeVos’s loyalties?
As Jane Robbins recently noted, “It simply doesn’t make sense that DeVos would contribute boatloads of money to – and even lead — organizations that actively push a policy with which she disagrees. Would a pro-life philanthropist write checks to Planned Parenthood because the abortion mill provides the occasional Pap test?”
A true liberty lover would only do this if she, like so many Americans, doesn’t fully understand what the Common Core machine is doing. I’m giving her the benefit of the doubt. I know a lot of good people who have only the vaguest idea what the Common Core machine is doing or will do.
So let’s clarify.
The Common Core machine loves money, not children. It clearly steals from children. It really is that simple.
I’d like to see DeVos speak out about the following:
The initiative has stolen academic freedom and privacy. It is stealing social-emotional data without parental consent. It is stealing what we used to call classical education. It is stealing the local ability to make decisions about what will be on the test –and, by extension, what will be in the book and on the essay. It is stealing student dollars that could go elsewhere (to teachers, buses, field trips, desks, basketballs, glue sticks, pencils) and is diverting it to tech coffers: Pearson, Microsoft, etc. No profit left behind.
Money, money, money –and comforting ear candy– make the machine’s operators feel great about being it’s operators.
Ever since Bill Gates openly courted American legislators in 2009 and identified as a “large, uniform base of customers” the sitting ducks (schools) waiting to be bankrolled, schools and legislative ed committees have become the hot market for businesses and philanthropic activists. This power grab, away from parents and local school boards, toward the corporate-governmental partnerships, has been monumental.
Core pushers’ “ear candy” sells well. They make it sound as if the machine’s primarily about ed tech progress –bringing new, good things to kids– but it’s primarily about adults who love money.
How many ed tech salesmen, governors, senators or representatives have really stopped to consider consequences –intentional or unintentional– of the standardizing of everything in education and in education governance?
They’ve pushed data mining without informed parental consent, pushed common, national ed data systems, pushed unvalidated tests and curriculum –on an entire nation of student guinea pigs.
It has been, and continues to be, a mad dash toward Gates’ vision of schools as the shiny, shiny, “uniform customer base”:
If you’ve seen the latest Disney movie: remember how the creepy bling-crab looks at Moana? That’s how I picture Mr. Bill “Uniform Customer Base” Gates, the ed tech corporations, the government data miners, and the business-model charter pushers, looking at schools.
School dollars are so shiny! It’s the money, not what’s best for children, that they see.
But as I watched DeVos’ interview in which she explained her vision of the school choice movement, I thought: she’s sincere in her belief. She really buys the school choice line.
But has she (or most Americans) really thought it all the way through?
It’s as if we were buying a house. We love the curb appeal and the front door of the School Choice idea. We take a step inside and shout, “Sold!” But… what about the rotted attic that no one checked? What about the weird, moldy basement? Is there a kitchen? Are there enough bedrooms?
Why aren’t more people asking SERIOUS questions about School Choice and about the Common Core machine? Because the words on the surface just sound good? Because the entryway of the house looks fantastic? (Who would be opposed to allowing disadvantaged kids in to better schools? Who wouldn’t like choice? That’s sweet ear candy, right?)
The notion of school choice is a false choice, because where government dollars are, government mandates are.
It’s like the old Ford ad:
Think about it.
Vouchers for school choice are not reimbursed cash; they’re government subsidies, and anything that the government subsidizes, it regulates.
The beauty of private schools has always been freedom. Parents can pay the nuns to teach their Catholic children right out of the Bible. What happens when a disadvantaged child from a Catholic family takes a government voucher to pay for private religious school tuition?
That particular money can destroy that particular school.
By putting vouchers into private schools, we turn those private schools into government-regulated schools (aka public schools) and those private schools will not longer be free to teach –things like religion or morality. Nor will those private schools be free to continue to protect data privacy of teachers or students; human data is always one of the items that federal monies trade schools for, in exchange for cash. Read that paragraph again.
“He who pays the piper calls the tune” means that if the feds pay then the private schools, as pipers, have to play what they’ve been paid to play. And that’s the music of the Common March.
The beauty of (some) charter schools has been the illusion that parents had more say in what went on (almost like a private school). But under Common Core, that’s changing. Many charter schools now have businesses running them, not elected board members running them. Where’s the local control in that? This gets rid of voters’ voices, parents’ voices. With the Great Commonizing, even legitimate, good differences between public schools and charter schools seem very temporary.
Under the Common Core machine– with its federally approved schoolrooms, nationalized “truths” that trump local academic freedom, federally urged data mining, disregard for parental consent to data mine, disregard for teaching autonomy –what’s any real, lasting difference between what a child in a charter will experience and what a child in a public school or (eventually) even a private school would ultimately experience? The Common march means there will be no real differences permitted at length.
I am guessing that DeVos doesn’t know that the Common Core machine is building a socialistic, factory model of education according to the vision of the Tucker-Clinton conspiracy. I’m guessing, too, that she hasn’t heard (or dismisses) what whistleblower Charlotte Iserbyt has been saying for years:
“The goal of school choice… is the takeover of the public and private school sectors through partnerships with the corporate sector in order to implement socialist work force training… Carnegie Corporation, in its little blue book entitled “Conclusions and Recommendations for the Social Studies” 1934, called for using the schools to change our nation’s free market economy to a planned economy.” Hmm– a planned, centralized economy– that means, no local control. I don’t believe that’s what DeVos really hopes to build. I don’t think she, or Heritage Foundation, or FreedomWorks, have really thought this all the way through while wearing their Constitution-framed glasses.
In her Florida interview, DeVos said (minute 7:40-8:09) that she wanted people to rethink the public school “system that was brought to us 200 years ago by the Prussians, very much an industrial, factory model of education… Technology has brought so many new opportunities… we need to allow people who are innovative and creative to come and help us think differently about how we can do education”.
I don’t think she understands that the factory model’s exactly where the school choice movement eventually leads: First, it leads there because vouchers can strip private schools of religious, moral and academic freedom, and second, because if we move away from the elected-board-run public schools to business-owned, no-elected-board charter models, we have erased our own voices and votes even in public education.
While you’re folding laundry or jogging later today, listen to Constitution-defending lawyer KrisAnne Hall as she explains the trouble with DeVoss, vouchers and school choice in this podcast.
Hall notes that Americans are confused about their desire for limited government and local control versus their desire for big socialist programs: “Amongst our conservative circles… we want limited government –unless we want government to define marriage. We want limited government –unless we want government to control our consumption of plants. We want limited government –unless it has to do with education.”
She also notes that while Trump wants to give $20 billion in federal grants to poor children— not to all children. The middle and upper classes are not invited to the school choice party.
Have the Heritage Foundation and FreedomWorks considered that?
As president, I will establish the national goal of providing school choice to every American child living in poverty. If we can put a man on the moon… we can provide school choice to every disadvantaged child in America…”
If you remember nothing else from this blog post, remember this:
- School choice and vouchers are not for all American children; they are for those whom the federal government will designate as recipients. It’s favoritism and it’s socialism and it’s legal plunder: A pays for B to go to the school of B’s choice. If A doesn’t pay, A goes to jail.
- Whether B goes to this school or that one is only a partial liberty because all the schools receiving money from government school vouchers must abide by federal regulations: data mining kids, removing religious and academic liberty from private schools, and controlling teachers.
A Related P.S.
On January 5, 2017, there will be a new public hearing in Chicago, where unit record identifiers and Public Law 114-140 will be discussed. The federal Commission on Evidence-based Policymaking (CEP)’s boiled-down purpose seems to be to cater to the federal/corporate desire for more student “evidence,” in the form of school-gleaned personal data, minus student/parental rights of privacy/ informed consent; but, to do it with the “public input” box checked off. So let’s comment. If you can go to Chicago, go. If not, submit written comment to CEP.
To learn about the last such hearing, click here and here.
Submit your request to participate to Input@cep.gov no later than Sunday, December 18, 2016
Include in your request the following information:
- Name and Professional Affiliation (if applicable)
- 2-3 Sentence Abstract
- Written Statement (preferably in .pdf format)
Commission staff will inform you of your assigned speaking time and logistical details no later than December 23, 2016.
Visit CEP.gov closer to the event date for webcast and caption details.
Additional Upcoming Meetings & Hearings:
- December 12, 2016, Washington, DC (National Press Club) – Federal Models for Evidence – Building
- January 13, 2017, Washington, DC (National Academy of Sciences) – State and International Models for Evidence- Building
- February 9, 2017, San Francisco, CA – Public Hearing
I would absolutely love to see Betsey DeVos at that CEP Chicago hearing next month. I would love to see her fight for students’ data privacy rights against the federal Commission on Evidence-based Policymaking (CEP). I want to see her true colors.
I so hope that I’ve read her completely wrong; I so hope she’s truly opposed to what the Common Core Initiative has wrought.