Archive for the ‘common core’ Tag
Tonight, Utah’s Governor Gary Herbert will take questions on KBYU TV. The public may submit questions via Twitter, Facebook, phone or email. email@example.com is the email address. Click here for additional ways to submit questions.
Feel free to use my questions in your own words if you like.
1. Will you veto SB 235 the school turnaround bill now that you’ve received so much input, including official open letters asking you to do so from the unanimous boards of some Utah school districts, from the UEA and from Utahns Against Common Core? Why or why not?
2. We know that your initiative, Prosperity 2020 is aimed at improving the economy of Utah. Can you explain how it differs from China’s economic centralization of schools linked with the economy?
3. Why are you supporting the ban on citizens being allowed to burn wood in the their homes?
4. What influence do Utah citizens have in the National Governor’s Association; in other words, how does the Governor’s membership in NGA benefit Utah citizens’ constitutional rights to local autonomy?
5. Last year, you led a study of the new national standards used in Utah known as Common Core; critics said your study failed to address the governance and local control of the standards. Would you be willing to revisit this issue in more depth? Why or why not?
6. What is Utah’s State Longitudinal Database System, and how does it benefit individuals and families?
7. Some parents are calling for an opt out for the State Longitudinal Database System. Would you support giving parents this liberty? Why or why not?
8. Would you consider following the example of many other states in eliminating the income tax? Why or why not?
I was invited to speak on the Rod Arquette show today about the results of a poll published by Utah Policy. I’ve decided to write here what I won’t have time to fully say there.
The poll’s questions narrowed the larger Common Core Agenda to a tiny fraction (just the academic standards, string free) so that it reaped the kinds of positive responses that it sought.
For example, it said: “Utah is currently participating in a coordinated effort with other states to set similar education standards in math and language. These standards outline what a student should know and be able to do at the end of each grade in K through 12 education.” This half-truth left out volumes that would have altered the poll-taker’s responses if the poll taker would have been more fully informed.
Focusing on the actual standards themselves is as foolish as focusing on rearranging the deck chairs on the Titanic. Good or bad, the standards, like deck chairs, will soon be in an uncontrollable, different place.
- If Utah Policy would have been fully honest, disclosing the fact that the standards are not coordinated by Utah and other states but by private, unelected organizations in D.C. (NGA and CCSSO) which have copyrighted the standards, answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that the standards-creators, (NGA/CCSSO) are official partners with the federal government in creating Common Educational Data Standards (CEDS) that are aligned to Common Core Academic Standards, so that CEDS can be used to track students in state (SLDS), federal (EdFacts) and corporate data banks, thanks to the recent federal alteration of FERPA, answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that the standards are unamendable by states and that there is, in fact, no amendment process by which any participating state could alter or influence future versions of “Common Core 2.0” answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that the Utah Chamber of Commerce and the Governor’s Prosperity 2020 Initiative is promoting Common Core for financial gain and that special interests make millions from Utah’s education tax dollars, due to schools now being essentially forced to purchase the standardized books, test infrastructures, and technologies, answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that Common Core standards lack empirical evidence (meaning that they are unpiloted, unproven, and that they turn our children into unconsenting, unpaid guinea pigs for marketers, researchers and for the creators of Common Core) –answers would have been different.
- If Utah policy would have been fully honest, disclosing the fact that Common Core may raise some specific standards spottily in some grades and in some states, but it lowers them elsewhere, dumbing down some and rigor-izing others, but making everyone common, as if one size could fit all — answers would have been different.
The poll’s article said: “Utah’s Education IS NOT controlled by the federal government, Herbert has said time and time again.” True, Herbert has said that. So has the Utah Attorney General. Yet it is false. Fact check for yourself. Truth is truth whether we believe it or not.
The federal government micromanages the Common Core testing network. Evidence in Cooperative Agreement of SBAC (Utah’s company, AIR’s partner) here. The federal government offers a waiver from the much-hated No Child Left Behind (unconstitutional) law in exchange for adoption of Common Core (aka College and Career Ready Standards Adoption).
Education standards-alteration was the very first of the Obama Administration’s four assurances as listed stated in the ARRA grant money documents, in Secretary Duncan’s “Vision for Education Reform” speech, and on the White House website. College and career ready standards is a term that was specifically hijacked and redefined as the Common Core, as “standards common to a significant number of states” by the federal government.
In fact, in Secretary of Education Arne Duncan’s 2010 “Vision” speech, he said:
“Traditionally the federal government has had a limited role in education policy… the Obama Administration has sought to fundamentally shift the federal role so that the Dept. is doing much more… creating a strong cradle-to-career continuum… In March 2009 Obama called on the nation’s governors and state school chiefs to develop standards and assessments.”
Both the Republican and the Democratic parties in various states –and even the Chicago Teacher’s Union — have written resolutions condemning Common Core. Not just because of the fuzzy math. Not just because of the lessening of classic literature. It’s all about Constitutional rights.
If you like socialist-styled, distant, top-down, big government, big-corporate control of tests, teachers and standards, Common Core may be your thing. But if you believe in local control, in free and independent academic thought, and if you want parental aims met –as opposed to big-government-big-corporate aims, then Common Core is not for you.
Shame on Utah Policy for its misleading poll.
by Dr. Sandra Stotsky
Not by using Common Core-based standards and tests, for sure, or anything that looks like them. As anyone can see, the English language arts and mathematics standards dumped by the Governor Patrick-appointed Board of Elementary and Secondary Education in July 2010 are nothing like Common Core’s standards. Unlike Common Core’s standards, which are not designed to prepare American high school students for authentic college coursework, the Commonwealth’s previous standards accelerated the academic achievement of minority groups in the state and did prepare our grade 10 students for authentic college coursework. Yet, Massachusetts parents, legislators, and teachers have been regularly told for five years that standards cleverly labeled “college and career ready” are better than those they replaced because the old ones didn’t prepare our students for authentic college coursework, just for a high school diploma. The facts tell otherwise.
We know that achievement on the grade 10 MCAS was related to authentic college readiness from a report relating our high school students’ performance on their grade 10 MCAS to the type of public college they enrolled in after graduation in 2005 and the extent of remedial coursework they needed.* Almost all the students at the Advanced level and about 80% of the students at the Proficient level who had enrolled in four-year public colleges and universities in the Bay State in 2005 needed no remediation in mathematics or reading. They were college-ready as well as high-school diploma-ready, whether or not they took a mathematics course in their senior year of high school (which the report doesn’t tell us). That is exactly the way the system should work.
On the other hand, about half of the 2005 high school graduating students who had enrolled in a Massachusetts community college in 2005 and had earlier been placed at the Needs Improvement level on a grade 10 MCAS test needed remediation in mathematics, reading, or both. (Again, we don’t know if they had taken a mathematics course in their senior year of high school.) Sounds completely rational.
Yet, the Patrick-appointed Board of Elementary and Secondary Education decided in July 2010 that students enrolling in a state college after graduation from high school should not be required to take any college course without college credit if they passed a grade 11 test deeming them “college ready.” In other words, no placement test or enrollment in a non-credit-bearing developmental course in reading or mathematics. Instead, students needing improvement must be given credit for the courses they take, whether or not they are academically ready for them.
Clearly, their readiness depends on the academic quality and rigor of this grade 11 “college readiness” test, about to be given in Massachusetts high schools in 2015. Yet, we know from many mathematicians (e.g., R. James Milgram of Stanford, Marina Ratner of Berkeley, Jason Zimba of Bennington) that Common Core’s mathematics standards do not prepare students for STEM careers—the jobs of the 21st century. And it is obvious to anyone who compares the reading passages used over the years on the grade 10 MCAS with the sample reading passages for the grade 11 Common Core-based reading test that the overall reading level of the passages on the latter test is not higher than the overall reading level of the passages on the grade 10 MCAS test.
So who are the chief victims of this gross public deception? Minority students, especially African-American students.** They are the students for whom Common Core’s standards and tests were created in order to label them college-ready when they aren’t. In the 2005 report, they were featured as having lower “persistence” rates than most other demographic groups, as having a lower Grade Point Average than Asian/Pacific Islanders (2.5 to 2.8), and as earning a lower number of credits on average during their first year of college than Asian/Pacific Islanders (22.7 to 27.1), even though more than 80% of all students in the 2005 school-to-college cohort remained enrolled for a second year of college in 2006.
Instead of finding commendations for their persistence and their college-going rates, readers are left to infer that they are so hopeless that the only solution to the “gaps” in demographic performance between African-American students and Asian/Pacific Islanders is to reduce the academic demands of the high school curriculum for all students. Why not restore the standards that actually turned out to help make all Massachusetts students better prepared for high school and for college? Why do Massachusetts legislators and the Board of Elementary and Secondary Education want to believe what they have been told by organizations funded by the Bill and Melinda Gates Foundation, when these organizations seem to be the only ones who have benefitted from states that have committed to the use of Common Core’s standards.
*Massachusetts Board of Higher Education and Massachusetts Board of Education. Massachusetts School-to-College Report: High School Class of 2005. February 2008. http://www.mass.edu/reports
For more by Dr. Stotsky on this, read this Pioneer Institute article.
For more on the Massachusetts education miracle, read this article.
From Alaska with love.
Here’s a video that I hadn’t seen before, made last spring as Alaska legislators listened to expert testimony about Common Core. It’s long, but truly worth the time. My plan was to listen while I folded laundry but I kept throwing down the laundry to run over and replay a section, cheering for the vital testimonies being presented.
One of the jumping-and-cheering parts was Professor Anthony Esolen –on the ham-handed writing of the Common Core English standards– which starts at minute 19:00 and goes to about 27:00.
He vividly expressed how during this era of trash-literature, when it is more important than ever to bring students to great books, the Common Core fails us; it doesn’t even introduce students to their great literary heritage except in little fragments and shards; it fails to coherently teach grammar; it tragically kills any chance at kindling a deep love of reading, suffocating under information-text mandates the needed wide exposure to imaginative and classic literature.
It’s understated to say that the meeting grew a bit tense. Those gathered did not seem to agree even on whether or not Alaska’s standards are the same as Common Core standards. Key attendees appeared unmoved by the logical, passionate expressions given by testifiers, their minds likely having been made up prior to the testimonies.
At this link, watch the discussion, introduced by Representative Lora Reinbold. Testifiers include: Terrence Moore of Hillsdale College; Anthony Eselon of Providence College; Sandra Stotsky (ret.) University of Arkansas; Ze’ev Wurman, former Department of Education Official (Bush Admin.), NEA Ron Fuhrer President; Marty Van Diest, parent; Troy Carlock and Joe Alward, teachers; and Mike Hanley, Commissioner of Education.
Why don’t Utah teachers speak out en masse, as New York teachers?