My husband often says, “Truth is truth, whether people believe it or not.”
Here’s the truth that even the Common Core’s lead architect, David Coleman, and its main funder, Bill Gates openly admitted in the videos below:
- The Common Core was never state led. If it had been, it would have been constitutionally legitimate. It would have represented voters’ informed consent and desires. It would have a built-in a states’ amending process. It would have represented and standardized something vetted, not this untested theory, this not parentally authorized, not teacher-authorized, not voter-authorized, experiment on, and tracking of, children.
- The Common Core is greed-led. It was not an educator but a businessman, David Coleman, who wrote his ideas on a napkin, and brought them to the second richest man on earth, Bill Gates. Gates saw the potential: using standardized data systems, educational standards and tests (and tax dollars) they’d forge what he called, in the video below, a “uniform base of customers” nationally. While Coleman pitched the idea to a partial club of governors and a partial club of state superintendents ( who bought it, and claimed it, and copyrighted it after hiring Coleman’s company, Achieve Inc., to produce it). Gates paid anyone who would take his millions, to promote it.
To this day, the private trade groups NGA and CCSSO claim that they are the “state” originators of the Common Core. That defies common sense and the structure of U.S. government. We have legislatures to represent voters; NGA and CCSSO are not legislative bodies.
I believe in capitalism and I cheer for entrepreneurs who make money legitimately; but Common Core is not legitimate business. It took over political processes. It represents the takeover of voters’ rights. It is collusion: between businessmen who have no authority to determine educational processes, and the federal government. Think that’s just some wacky theory?
Look at this link from the CCSSO’s website. It’s clear evidence of the collusion which went behind constitutional rights of states and which destroyed checks and balances, by setting education policy centrally. Only the feds, married to these nonlegislative and private organizations, call the shots here:
The Common Education Data Standards Initiative is a joint effort by CCSSO and the State Higher Education Executive Officers (SHEEO) in partnership with the United States Department of Education.
So the same superintendents’ club (CCSSO) that partnered with the partial governors’ club (NGA) to copyright a Common Core for math and English, also partnered with the feds to standardize a common data mining program with CEDS standards, nationally.
Video One: Bill Gates
Bill Gates telling legislators to “unleash” the forces of a “uniform customer base” by using Common Core
Video Two: David Coleman
Businessman David Coleman explaining that he personally persuaded governors to sign on to Common Core, a business idea he plotted on a napkin
Despite the fact that the #StopFedEd / Stop Common Core movement has become politically huge, and that many people know the truth about Common Core, many people still believe that it’s a harmless initiative, and that the Common Core was “state-led”.
Who could blame them for believing so? The promoted “talking points” said so. These were marketed by power-wielders: Bill Gates, the U.S. Dept. of Education, the paid-off National P.T.A., and the U.S. Chamber of Commerce –and were passed along by state boards of education and local boards of education to teachers and parents who trusted those lines. Few fact-checked. The lie got passed along and believed.
Common Core is not primarily an academic argument; it’s a takeover of local authority.
A good friend recently asked, “What’s so bad about the federal government controlling local education?”
If you know socialist/communist countries’ educational malpractices and propaganda machines; their lack of creativity, lack of joy, condemnation of faith, and lack of truth, you will not ask this question.
If you know that there is zero constitutional authority for the federal government to make decisions about education for American schools, you will not ask this question.
But if you don’t know or believe that, just think about your own desires for your children and grandchildren.
If you desire to have an ongoing voice of authority in your child’s education, his/her testing, and his/her data privacy, you cannot support federal education nor Common Core.
The Common Core allows nobody but its copyrighters to amend it. Its tests are held secret, even after the tests are over. The SLDS databases collect data on your child according to federal designs, and it is only a matter of time before this aggregated data will be legalized in disaggregated form. These are questions of personal power and personal conscience. Over time, it is ultimately a question of religious liberty, because the freedoms of conscience and of action are freedom of religion.
Who has God-given authority over what goes into your child’s open mind? Business sectors and federal government? –Or parents, with the consented-to assistance of teachers and perhaps a local school board?
If programs (such as Common Core and Common Educational Data Standards) do not allow for user amendability, for personal conscience to input change, then they are on day one, already corrupt. They are, or will be, tyrannical.
Remember the founders’ words: “consent by the governed“.
Because businesses and federal agencies have centralized education power, local and state input has been rendered increasingly powerless. Where was consent? I can’t even opt out my own child out of the CEDS/ SLDS child-inventorying machine, my state tells me.
This is why the chairman of the National Governors’ Association (NGA), Utah Governor Gary Herbert, failed to secure the nomination in last week’s state GOP convention. This is why that same governor was so loudly booed at the Utah County GOP convention by most of the 1,500 delegates in the audience, every time he said that Utah had control of education standards locally. They knew the truth.
The governor/NGA chair either didn’t know it, or didn’t believe it.
Suggestion: Don’t call Common Core “state-led” anymore, because millions of Americans realize that –even though well-meaning people were duped and then promoted it in good faith– Common Core has always been a solely greed-led collusion between the business sector and the federal government.
WHAT COMMON CORE REALLY DOES TO EDUCATION
Let me share my recent experience with you.
While I teach 10th grade English, part time, at a non-common core, classical, traditional, private school called Freedom Project Academy (FPA) I also tutor, for free, neighbors and friends.
The comparison between my private, not-common core school, and the local public school, in English Language Arts, is stunning.
Background: FPA is an online school that recognizes no governmentally-set educational standards. It recognizes time-tested books as standards: the Bible, the classic works of literature, and the classic works of math, etc. It does not promote “informational text” articles, as Common Core does. FPA tenth graders read the following works of literature cover to cover, and wrote about them this year: The Old Man and the Sea; Romeo and Juliet; Murder on the Orient Express; The Adventures of Huckleberry Finn; The Scarlet Letter. Fantastic!
Meanwhile, local public school teenagers who have come for help with their essays let me know that they were assigned “mostly articles” and very few books. Their essay assignments were based on articles about “gender-based toys” and “green cars of the future” –clearly, these young people were being fed the progressive agenda under the banner of “English Language Arts”.
I told them that they are being robbed of real education, and that they should get some real books, especially classics, on their own, and read all that they can.
How can students who are being made to read “informational articles” ever gain the depth of perspective, the insight and humanity found in the rich characters and stories of Hawthorne and Shakespeare and Hemingway?
Common Core apologists are quick to point out that there’s no prohibition against Hawthorne, Shakespeare and Hemingway in Common Core. But Common Core businessmen have made curriculum that is sold and bought nationwide, which is “informational article” heavy, not classics-heavy. The businesses are thus driving what goes on in the classroom, as imagined by noneducator David Coleman, who openly mocks the teaching of traditional, narrative writing. This is not representative governing of education policy!
Talk to your local public high school students. Ask to see what they are being asked to read and write about. I would love to know if my town is an isolated case of losing classic literature.
Video Three: Here’s Coleman, mocking traditional narrative writing, in an effort to promote his notion of reading and writing mostly informational text in English classrooms.
Lastly– NATIONAL COMPREHENSIVE SEXUALITY STANDARDS – aka “Amorality for All”
The centralization/nationalization is not just about English and Math. It is clear in the push for national science standards (Next-Generation Science Standards) which Utah has tragically now accepted. It is clear in the common alignment of tests and data mining to the illegitimate Common Core and CEDS– whether tests are the Utah SAGE, other states’ PARCC, the College Board’s SAT and AP, or other tests.
Centralization of power away from localities is clear, and most dangerous, in the push for national sexality (amoral) standards, CSE, Comprehensive Sexuality Standards (which Utah considered and rejected for now). The video below explains why it is not true that Comprehensive Sexuality Standards are simply about “medically accurate information” but are instead teaching children amorality, which is so important to the progressives’ anti-family, anti-God agenda.
Don’t watch it with children in the room.
Video Four: The War on Children– The Comprehensive Sexuality National Standards:
We are not a communist country. Why are we acting like one, in centralizing so many matters of children’s education? There is nothing secretive about what’s going on; no conspiracy theory here, but conspiracy fact: progressives proclaim that government, not family, owns the children and defines for children what is true, good, moral, healthy, or allowed.
Video Five: Progressives’ announcement that government, not parents, own children:
We need the fire of Patrick Henry to wake America.
“Give me liberty or give me death!”Patrick Henry spoke those words, as if to us.
Many today seem to fear taking a stand for parental control, state control, local school board control. Do not fear the pretentious monster! It has no constitutional, no authoritative, legitimacy. Our rights, given by God and protected by the Constitution, are legitimate. Your authority over your own children is legitimate. Own it. Act like it. It is only when each person stands in his or her place, firmly, against encroachment, that a free country remains free.
Patrick Henry’s words apply today to the takeover of authority, which is Common Core and Common Data Mining, which is in the process of stealing our God-ordained duty to determine what our children will be taught:
“[W]e are not weak, if we make a proper use of the means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us.
…There is a just God who presides over the destinies of nations, and who will raise up friends to fight our battles for us. The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election [choice]. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat, but in submission and slavery.”
Update on Utah education bills:
The short version and the good news must come first: HB 164 (a bill about no more opting out of SAGE tests) did not pass. HB 264 (a bill about common sex ed) did not pass.
Yesterday at the Capitol, the legislative education hearing was cram-packed with standing room only, and an overflow room was available for attendees. I’m so glad that so many came.
One of the first bills, HB201 –that would remove the Common Core SAGE test from being tied to teacher evaluations, a common sense bill– was clearly popular. Three “Teachers of the Year” spoke in favor of it. They said that it’s not fair to punish a teacher if a student rebels against a test and doesn’t do his/her best work. Some said that the test itself was not valid.
When the committee chair asked if anyone in the audience wanted to speak against it, parent Jared Carman volunteered, saying that while he definitely agrees with the idea behind the bill, he disagrees with the bigger picture. Carman pointed out that since, later in this same meeting, this committee would discuss whether to tie student passing or failing of a course to Common Core SAGE testing, the logic was flawed. If it’s unfair to base a teacher’s grade on this unreliable and unvalidated test, why is it not unfair to base a child’s grade on it?
Amen, Mr. Carman.
Next up was HB 164, the opt out-or-no-opt-out bill. Sponsor Kraig Powell summarized the three versions of the bill– not in the way I would have– but he did say that there were three different doors and that the committee could choose which door to open. True. They were each different, but each called 164. Someone on the committee pointed out that this is not a game show!
Someone else pointed out that the third substitute bill was only posted online a few minutes before the hearing, making it unfair to expect a vote on it, without a reading and without giving notice for people to know about it and to come to the hearing to speak to its (very different) issues.
Still, Representative Powell hoped to pass the bill anyway, saying (amid wild, enthusiastic cheers from the audience) that it’s high time we get rid of the SAGE test altogether. For your information, he has always fought the pro-liberty, anti-common core crowd, so it was very, very odd to hear him say those words.
And I wasn’t cheering.
I asked to be allowed to give public comment on substitute 3, since I had read it while sitting in the hearing. (I had noticed that it was utterly, completely different from substitutes one and two. It was about “backpack” digital data on every child; it was about labeling schools as “turnaround” schools; it was about getting rid of SAGE testing while relying on embedded, curricular [stealth] assessment.) I didn’t get the opportunity to speak because the committee wisely decided not to hear testimony and not to vote on it, since there had been no time for reading and analysis by the committee.
So why wasn’t I cheering that we’d get rid of SAGE? Why would I want to testify against the bill that supposedly spelled the end of SAGE/Common Core testing? Simply this: substitute 3 of HB164 gets rid of SAGE, but it also gets rid of any possibility for a parent to opt a child out of testing. And it totally relies on common core and common, SLDS/CEDS, data.
HB 164 sub 3 relies on a digital “backpack,” which is like an ever deepening, longitudinal fingerprint, to assess children constantly. The child would provide an I.V. drip of continuous data to the State Longitudinal Database System, via stealth assessment, which has been set up to happen by several previous bills, including this one.
See lines 590-591: “Every school district and public school shall develop and integrate programs integrating technology into the curriculum, instruction, and student assessment.”
That matches, perfectly, ed committee member Marie Poulson’s task force and resolution of last year, which aimed to minimize the negative effects of excessive testing. It sounds so good.
Yet, there is something even more sinister than excessive testing, using experimental standards and psychometric analysis of student responses. That is: stealth assessment; that means, using continuous assessment that is embedded in the curriculum so that no parent can opt a child out of the test– BECAUSE THE TEST NEVER ENDS.
I am not against integrating technology into learning. There is nothing wrong with technology; it’s a blessing! But there is something wrong with not applying basic principles of liberty and consent to the technology being used by children. There is something wrong with forcing students to be monitored all of the time, in all of their assignments, and then to be judged thereby.
Dr. Gary Thompson has been warning us for years that the trendy notion of stealth, or embedded, assessment, would show up here; it has. Jakell Sullivan has been warning us for years that SAGE was a red herring, or not the real point; the real point was controlling the data via the SLDS longitudinal database system; that’s in HB 164 sub 3, too.
So, despite the cheers of the audience members yesterday, when Representative Powell said, “SAGE needs to go!” I am certain sure that Powell has no intention of allowing any sort of parental opt out of testing. He simply sees that assessment can go underground, far out of the view of parents or teachers, in the form of stealth assessment: “integrating technology [common core standards-based technologies, and SLDS/CEDS data mining] into the curriculum, instruction, and assessment“.
The question at the core of this issue is: Which is worse– saving children from the wasteful, stressful, data-robbing SAGE tests now, while making their tests stealthy and continuous, with no parental opt out available, or: sticking with statewide SAGE, where at least those who are aware and informed, can opt out?
Both are bad, but one is clearly worse, in terms of parental judgment, control and liberty. But embedded assessment is what Poulson and Powell and the whole educational establishment appear to be favoring. Embedded tests certainly get rid of whiny parents and rebellious kids aiming to wreck their test scores with careless bubbling in of answers. But at what cost?!
(Please contact your legislators and tell them that you are opposed to stealth assessment and digital “backpacks” on children. This will show up in many bills, now and next year.)
The third bill from yesterday’s hearing that I want to review is Rep. King’s Comprehensive Sexuality Bill, HB 264. The committee allowed public comment, but only a very few people were given time. One of the first commenters arguing against passing the bill said that Rep. King’s opening line was false. (King had said that there was “misinformation” on the internet that said that this bill had something to do with Common Core.) The commenter said that Rep. King might not be aware of the national, common standards for sexuality education, but the promoters of the common standards sure are aware of Rep. King; just today, SIECUS had posted an article about Rep. King’s Utah bill promoting their standards.
I looked at that article. It was far more revealing about what the bill aimed to do than its testifiers seemed to be: “House Minority leader Rep. Brian S. King (D-Salt Lake City) is leading efforts to change Utah’s sex ed law… Utah’s current law, passed in 1988, mandates medically-accurate sex education classes in schools but requires the stressing of abstinence-only instruction. The law stipulates that health education teachers cannot discuss intercourse nor positively discuss homosexuality…. This bill removes the instruction prohibitions on homosexuality, sexual intercourse and contraceptive devices”.
Most of the testifiers for the bill who stood to speak overtly appeared to be LGTB, a point that stood out to me. It was not mentioned by the newspapers today, of course. But think about it. If the bill was just about giving additional, medically accurate knowledge, and not about altering “values, attitudes and beliefs” as the national sexuality standards movement requires; if there was no LGTB agenda being pushed on the children through HB 246, why were all the LGTB activists there to testify for it? Since when do they go out of their way to testify in hearings for the cause of “medically accurate knowledge”?
I am not hostile toward gays. Live and let live. But I am opposed to the LGTB agenda being pushed in public arenas as if it were the new, national religion. I am opposed to the minimizing of truth about what that lifestyles’ consequences are. The national common sexuality standards do push that lifestyle and political agenda on children, while calling it education. Altering beliefs is not what reproductive health classes are supposed to be for. Altering beliefs and attitudes is the job of the family and the church.
HB 264 did not pass.
The last update that I want to share is about HB 91, Hillyard and Eliason’s bill to change the power levers of the state school board. I am concerned about the apparent power grab that the state school board is taking in this bill:
“The board may delegate the board’s statutory duties and responsibilities to board employees.”
This is bad because we, the people, cannot elect or fire employees as we can elect and fire the board.
85 (ii) temporarily or permanently withhold state funds from the education entity;
86 (iii) require the education entity to pay a penalty;
This is bad because it overreaches into the localities, pushing the state board’s will onto the local boards, which is not in harmony with the constitution.
There are also audits of localities, new rules about how a local entity interacts with a third party, and other seeming power grabs that need attention from local boards and liberty-minded representatives. We don’t want to recreate the nightmare of the beastly federal Department of Education within our state, by allowing the State Department of Education to micromanage the localities, using money and unfire-ability as leverage.
Please continue to email, text, call or write to your representatives.
They need to hear what your thoughts and feelings are. Silence is acquiescence.