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.
An Idaho grandmother, Yvonne Hyer, recently wrote a letter to legislators. She didn’t just confront her own representatives about Common Core and student data mining; she signed, stamped, and mailed her letter to one hundred and five members of the Idaho legislature.
On this eve of her ninetieth birthday, Yvonne Hyer told Idaho legislators that she remembers what she was doing when America’s Pearl Harbor was bombed, on a day when the current Idaho legislators weren’t even born.
Her letter warns, “We had all better remember. If we don’t learn from the past, we are bound to repeat the same horrible mistakes.”
(I have added some historical photos to illustrate Yvonne Hyer’s points.)
Yvonne’s letter explained that is was a mistake to give in –during a climate of dissatisfaction, unemployment and economic insecurity– to the comforting lies of collectivist power-grabbers, focused on transforming schools.
Actual illustrated children’s textbook from 1941 Germany (notice Hitler’s agenda embedded in curriculum)
The mistakes seem to be repeating themselves, wrote Yvonne Hyer: American leaders have begun to walk the school-transforming path sketched out by current elected officials and their corporate allies. This reminded Yvonne Hyer of how many listened to the then-heroic young leader of the 1940s, Adolph Hitler, and how nobody stopped him from taking over the schools.
“He gained control over the minds of the German children who became known as Hitler’s Youth. This he did in the school room…” she wrote.
Her letter further explains that one reason the German government mandated what went on in the classroom was to indoctrinate students with “politically correct” idealogy. But there was a second reason.
It was student (and family) data mining which took place in large part the German educational system:
“They were taught that it was their duty to report anyone who spoke against the government or its leaders, even their own parents….There was a lot of spying, to keep them in line… If Hitler had had access to Common Core’s data mining in that day, it would have been a snap to get what he wanted…”
“…Please don’t think I’ll believe you or anyone else who tells me that this data mining is strictly for educational purposes. As I told you in the beginning of this letter, I was not born yesterday…. Please do all you can to get us out of Common Core….the data mining of our children, by way of the State Longitudinal Database System, and the complete disregard for the child’s privacy (and their family’s privacy) are uppermost in my mind and heart“.
Yvonne is correct.
But will her legislators ponder the wisdom of this woman’s observations –and take action?
Are they aware that no student or family is permitted to opt out of the state longitudinal database system, which does collect massive amounts of student and family information without parental consent– and that this database system has been built in exactly the same, federally-prescribed, interoperable way, in every single one of the fifty states?
Do they realize that she’s completely correct– that Common Core is no different from the power grabbing that’s taken place throughout history, where always, the would-be elites have sought and gained access to and control over the school room?
Do they take a moment to think about the fact that the reason so many were successfully deceived and used as pawns in the widespread power-taking agendas of the past (not limited to Hitler’s Reich; including countless historical examples, past and present, around the world–) the reason for that success was that the official marketing lines sound so very, very appealing?
Will these legislators take a moment to fact check Yvonne’s claims and to fact check the claims about Common Core that gush forth, with exactly the same phrasing, from Boards of Education, federal grant application documents, official federal speeches, corporate educational sales speeches, poised-for-riches Chambers of Commerce and crony moneymakers’ speeches? Why doesn’t any legislature or state school board use its research team to fact-check and motivation-check?
This wise woman’s call for the legislators to wake up and stop the takeover of our schools and our students’ data privacy could not be more important.
Here’s the letter:
Dear Senator ________________,
In just four months, I will be 90 years old. Why is that important and why do I mention it to you? It’s important because I remember World War II.
Most of you serving in the legislature at this time had not even been born then. I remember what I was doing on Dec. 7th 1941, the day the Japanese bombed Pearl Harbor! Most of us living then, still remember, just as all of us living now remember what we were doing on Sept. 11th 2001, the morning the Twin Towers were attacked. We had all better remember! If we don’t learn from the past, we are bound to repeat the same horrible experiences. I see many things going on in our country today, not identical, but reminiscent of an earlier time in a different part of the world.
After World War I, much of Europe was in shambles. Millions of men had died in the trenches and open battle fields. As those who survived returned home, they found the additional human cost was staggering. The length of the war, four long years, brought all kinds of problems, starvation not the least among them, along with unemployment, industry having almost shut down, with so many men at the front. In this climate of dissatisfaction, a group calling themselves the “Workers’ Party” was formed.
A young corporal was sent by his superiors to a meeting of the group to investigate. Dressed as a civilian, he blended in and heard a speaker convincingly describe how to get rid of capitalism. He was given a pamphlet called “My Political Awakening” which resonated with his own feelings. In challenging a statement made by own of the workers, he learned that he had a voice and passion that could sway his listeners. He joined the Worker’s party and advanced in its ranks, learned how to work a crowd and thus he entered into politics and in time became one of the most infamous world figures. He used whatever means and schemes, regardless of morality or legality, to achieve his objectives.
Adolph Hitler! What a hey-day he would have had with Common Core’s data mining! He gained control over the minds of German children who became known as “Hitler’s Youth”. This he did in the school room.
They were taught that the Third Reich was supreme and that its leaders had unquestioned authority; this was drilled into them from the earliest grades up. They were taught that it was their duty to report anyone they heard talking against the government or its leaders, even their own parents, and they did; it was so ingrained in them. There was a lot of spying then to find information on people, to keep them in line. If Hitler had had access to Common Core’s data mining in that day, it would have been a snap to get the information he wanted.
I know this sounds paranoid because this would never happen in America, but lots of things have happened in our country that we would never have dreamed of.
Of what possible use is all that data that is being gathered through Common Core tests or assessments, and to whom is it important? Ask yourself that question, and while doing so, let the fact cross your mind, that some of the items of information from your child or grandchild’s “data back pack” might just end up biting you. Please don’t think I’ll believe you or anyone else who tells me that this data mining is strictly for educational purposes. As I told you in the beginning of this letter, I was not born yesterday.
Please do all you can to get us out of Common Core. There are many other things about this program that I am deeply concerned about, but the data mining of our children, by way of the State Longitudinal Database Systems and the complete disregard for the child’s privacy (and their family’s privacy) are uppermost in my mind and heart at this time.
We know that changing the name to Idaho Core didn’t change anything! We want out!
Those of you not on the Education Committee may not be aware that Common Core is a package deal. It’s either take all of it, or none. It is copyrighted by two private trade groups, “The National Governors Association” and “The Council of Chief State School Officers” the NGA and the CCSSO (check: http://www.corestandards.org/public-license ).
We can add a little of what we would like to the program, 15%, but none of that will be included in the assessments. So if an inquisitive student should choose to study some “outside material” on his own time, none of the knowledge he acquired, regardless of how much effort he put in, or the accuracy or the importance of what he learned, will be counted toward his grade, because it will not be on the prescribed assessment. When I went to school and even when my children went, students were encouraged to reach out and expand their minds, we even got extra credit. We were taught that that was the way people got ahead in the world.
If the teachers’ job and salary and the ranking of their school is dependent on how well his or her students perform on the assessment, who can blame them for “teaching to the test”? Many fine teachers in this awful predicament are disheartened. This was not why they chose a teaching career. Few of them dare to speak up against Common Core because they need to provide for their families.
Common Core is and will be more far reaching and intrusive in our lives than any of us can foresee at the present time. Loss of local control is frightening to me, not just in education, but particularly in education, because of the effect on the minds and hearts of our precious children, the future leaders of our Republic.
Can you please tell me, Senator, why an issue as important as almost completely changing our education system, did not come before the whole legislative body for discussion and debate– time and again? Is not your opinion on this subject, vital as it is to each of us, as important as that of those on the Education Committee? Were you not also elected to uphold Idaho conservative values? You were probably as much in the dark about this as the rest of us; the more people in the dark about it, the more likely it was to be passed, and I think that was planned.
As Common Core is actually being implemented in the classroom and as more people are becoming aware of what this program really is, you will see it becoming more of an issue.
“You can fool some of the people all of the time, and all of the people some of the time; but you can’t fool all of the people all of the time” -Abraham Lincoln
Since Common Core affects all Idahoans, I’m sending this letter to each of you legislators, with my earnest plea that you will consider the ramifications inherent in such power and control as this program gives “somebody”.
Mrs. Yvonne Hyer
Thank you to Yvonne Hyer.