Archive for the ‘data collection’ Tag
Feds Will Control Curriculum, Competency and Credentialing
Reblogged with permission from Return to Parental Rights on 09/21/15
by Jakell Sullivan
The federal government has absolutely no constitutional right to control curriculum, but they’re doing it anyway. In a 2011 video for the Whitehouse’s Learning Registry, Steve Midgley, the Deputy Director of Education Technology for the US Department of Education, says that the Learning Registry “makes federal learning resources easier to find, easier to access and easier to integrate into learning environments wherever they are stored.” He also admits that the Federal Communications Commission changed broadband internet regulations to get federally-sanctioned curriculum items into every child’s classroom.
Say what? Yes. You heard it right. The Whitehouse is picking winners and losers in curriculum providers. They have created an effective oligarchy over online learning and testing resources in order to make sure that the curriculum coming through your child’s school-issued iPad or computer contains the right worldview.
They funded the creation of Common Education Data Standards (CEDS), gave states federal grants to expand their state longitudinal data system (see Utah’s here and here), got 300 (and counting) online learning and testing groups to create interoperable curriculum and computer-adaptive tests, and created a one-stop-shop called the Learning Registry where every child’s learning data will be tracked. This is information control, folks. And, it’s not just for K-12.
George Washington University, among many other institutions of higher ed, has jumped on the Learning Registry’s bandwagon. They are helping the federal administration (perhaps unwittingly) succeed at redefining student competencies around student behaviors, as opposed to academics.
When Utahns think of competency-based education, we think of a student mastering something factual and proving competency. That’s not what the federal Learning Registry seeks. It defines competencies around values, attitudes and beliefs.
In other words, the more a student can think in moral relativist terms, the more “skilled” they are. Students who think “all truth is relative” will be easily malleable workers for a globally managed economy—widgets for crony business leaders.
So, how will the Whitehouse’s Learning Registry work? It will:
- Filter the curriculum content that reaches teachers and students
- Collect data on how a child thinks and what they believe
- Use that data to personalize online learning curriculum and adaptive testing systems (compare this to political campaigns changing the way voters vote by collecting data to create personalized marketing)
- Viola! A child will see America in terms of race, ethnicity, gender and sexuality—and advocate for big government solutions.
When John Marini talked about the famous movie Mr. Smith Goes to Washington written by Frank Capra, he said, “Frank Capra did not see America as many Americans do today, in terms of personal categories of identity…he understood America in terms of its political principles.”
If we want our children to be champions of liberty, including religious liberty, we need to engage our local education leaders in a discussion about who is defining “competency.” And, we cannot be naïve in thinking that we will implement competency-based education differently than the federal administration desires. If we put our plug (technology systems) into their electrical outlet (Learning Registry), we will be giving them all-power over what our children learn—and, we’ve already started plugging in. As one tech-savvy mom recently noted, “Parents need to understand that a unique student ID# will act like a social security number on steroids.”
George Washington University says that they are helping the Whitehouse “create a beta version of a credentialing registry on the existing Learning Registry.” This means that the Feds are positioned, not only to control curriculum, but how colleges rate student credentials—also called “digital badges.” If this sounds like German-style education, that’s because it is.
We can’t allow the federal administration to use personally identifiable data to “personalize” learning resources for our children. It’s time for Congressional hearings into the Whitehouse’s Learning Registry—and it’s international data standards-setting partners, IMS Global and the SIF Association.
It’s also time for our local boards of education to take back what it means to have locally controlled education. Local boards should stand with parents by making sure that their district’s online curriculum and test items do not conform to federally-funded data standards.
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For more information on how the federal administration is aligning state and district policies to internationalist goals for competency-based education, see:
• Race To The Top for Districts (RTT-D) gave priority funding to districts that would embrace personalized learning and competency-based ed. See: http://www.ed.gov/race-top/district-competition
• Feds Give Nudge to Competency-Based Education https://www.insidehighered.com/news/2013/03/19/feds-give-nudge-competency-based-education
• Bill Gates’ KnowledgeWorks has published two Policy Briefs with the most extensive information about how the federal administration used Race To The Top to push state and district policies towards implementing personalized-learning and towards the competency-based education that Utah is now embracing.
This week, the Salt Lake Tribune invited Utah Assistant State Superintendent Dr. Judy Park and me to a filmed interview concerning the increasing number of Utah parents who are opting their children out of the Common Core aligned SAGE testing. Here is the link if you want to watch the half hour at “Trib Talk.”
(I will return to this post to update it soon. There is so much more that needed to be explained about the psychometrics that are apparent when you read the AIR (test writer) contract with Utah; about the data collection SLDS machine that is fed by student participation in SAGE and other digital testing/learning; about the need to defend teaching time and teacher professional judgment which are harmed by this testing; about the national opt out movement that is growing in strength and numbers across the nation. I also want to transcribe some of the questions and answers, word for word, later.)
Conspiracy theory: not. This is conspiracy fact.
It’s become impossible to ignore the Constitutionally illegal federal takeover of education that uses federal grants, corporate partnerships with federal agencies, and now, the federal budget, to wrench power away from “we the people.” They are successfully moving the levers of control from us to these non-transparent, unaccountable-to-voters, closed-door organizations which are officially partnered with the federal government.) The voter and her representatives are forgotten in the process.
I didn’t know, until I read Neal McClusky’s blog at Cato Institute this week, though, that Obama had planned to cement Common Core via his latest budget proposal. But now I’ve seen it for myself.
If Obama succeeds unimpeded by Congress, how will states still claim the option of withdrawing from the Common Core –and all the tests and data collection that Common Core entails? How I hope Congress is watching –and will act. This is where we need those checks and balances –ACTING.
President Obama, McClusky explained, “wants to make the Core permanent by attaching annual federal funding to its use, and to performance on related tests. Just as the administration called for in its 2010 NCLB reauthorization proposal, [the President] wants to employ more than a one-time program, or temporary waivers, to impose “college and career-ready standards,” which–thanks to RTTT and waivers–is essentially synonymous with Common Core. In fact, President Obama proposes changing Title I of the Elementary and Secondary Education Act – of which NCLB is just the most recent reauthorization – to a program called “College- and Career-Ready Students,” with an annual appropriation of over $14 billion.
This was utterly predictable … RTTT was the foot in the door, and once most states were using the same standards and tests, there was little question what Washington would eventually say: “Since everyone’s using the same tests and standards anyway, might as well make federal policy based on that.”
Perhaps given the scorching heat the Common Core has been taking lately, most people didn’t expect the administration to make the move so soon, but rational people knew it would eventually come. Indeed, the “tripod” of standards, tests, and accountability that many Core-ites believe is needed to make “standards-based reform” function, logically demands federal control… the end game is almost certainly complete federal control by connecting national standards and tests to annual federal funding. And that, it is now quite clear, is no conspiracy theory.”
So much for the Utah State Office of Education’s oft-published claim that Common Core is federal-strings-free. Maybe now they’ll remove those lies from the USOE website. Maybe now our State School Board will stop dismissing people’s concerns by assaulting them with the label “conspiracy theorists.” Maybe.
But I’m finding no relief in the thought that the state school board can’t keep calling us names anymore. (It really never bothered me that much, to tell you the truth. I just took it as a sign of their confusion.)
But I wish– oh, how I wish– that Utah had never given away the right to keep control. We had a Constitutional RIGHT to locally control that “tripod” — standards, tests, and local accountability. We did not fight for it. Too few made a peep.
If Obama’s budget succeeds, we appear to be toast.
Call your Congressmen.
P.S. If you live in Utah, be the 10,000th petition signer at http://www.utahnsagainstcommoncore.com
Folks, there can be no question that the federal government is using Common Core to take away our freedoms.
So why do many people still believe that “there’s no federal control of Common Core”? Because trusted education leaders are not being forthright with –or are not in possession of– the truth. Here in Utah, for example, the Utah State Office of Education, has a “fact-versus-fiction” pamphlet which still says that the standards “are not federally controlled.”
The fact is that states that adopted Common Core standards are being co-parented by two groups in partnership, neither of which takes seriously the constitutional rights of the states to govern education locally: these partners are 1) The federal government and 2) Private trade clubs financed by Bill Gates– NGA and CCSSO.
So first, here’s evidence of terrible federal controls: (click to fact check, please)
1. Federal micromanagement in Common Core testing grant conditions and now, Race to the Top grant lures that go directly to districts and ignore state authority over districts.
2.Federal ESEA 15% capped waiver conditions that deny states the right to add more than 15% to our standards;
3. Federal reviews of tests
4. Federal data collection
5. Federal disfiguration of previously protective FERPA laws that removed parental rights over student data;
6. President Obama’s four assurances for education reform which governors promised to enact in exchange for ARRA stimulus funds;
7.Obama’s withholding of funds from schools that do not adopt Common Core as read in his Blueprint for Reform (aka The Reauthorization of the Elementary and Secondary Education Act) which says, “Beginning in 2015, formula funds will be available only to states that are implementing assessments based on college- and career-ready standards that are common to a significant number of states.”
And here’s evidence of unelected, corporate controls of Common Core:
1) Common Core copyrights (and “living work” alteration rights) are held solely by two unelected, private clubs, the superintendents’ club (aka CCSSO) and a governors’ club (aka NGA).
2) These two clubs’ Common Core creation was influenced and funded not by voters/taxpayers, by the politically extreme Bill Gates, who has spent over $5 Billion on his personal, awful version of education reform– and that dollar amount is his own admission.
3) No amendment process exists for states to co-amend the “living work” standards. The “living work” statement means that OUR standards will be changed without representation from US as the states; it will be controlled by the private trade groups CCSSO/NGA.
4) Bill Gates and Pearson are partnered. (Biggest ed sales company partnered with 2nd richest man on earth, all in the effort to force Common Core on everyone.)
5) The speech of corporate sponsor Bill Gates when he explains that “We’ll only know [Common Core] this works when the curriculum and the tests are aligned to these standards.” This explains why he is giving away so much money so that companies can be united in the gold rush of creating Common Core curriculum.
6. Virtually every textbook sales company now loudly advertises being “common core aligned” which creates a national monopoly on textbook-thought. This, despite the fact that the standards are unpiloted, experimental (in the words of Dr. Christopher Tienken, Common Core is education malpractice.)
7. The U.S. Chamber of Commerce and many huge corporations (ExxonMobil) are loudly selling Common Core as a way of creating wealth, despite the standards’ untested nature.
The federal partnering with the private groups like CCSSO/NGA, means that mandates and thought-monopolies of Common Core are truly beyond even legislative control. –Because they are privately controlled, they’re beyond voters’ influence.
This is why nothing short of an outright rejection of all things Common Core can restore us to educational freedom.
Why should you care? Why should you fight this, even if you don’t have children in school? Because of the Constitution.
The Constitution sets us apart as the only country on earth that has ever truly had the “freedom experiment” work. This makes us a miraculous exception. Why would we ever shred the Constitution by accepting initiatives that disfigure our representative system?
The G.E.P.A. law states that “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…”
So the federal government is prohibited from creating tests or instructional materials– but the private groups NGA and CCSSO, funded by Gates, are not! This is why the federal Department of Education officially partnered with these unelected, private corporate interests –groups which are not accountable to G.E.P.A. laws, to teachers, principals, taxpayers, voters or children. (This may also explain why Arne Duncan goes to such great lengths to distinguish between standards and curriculum. Everybody knows that standards dictate curriculum like a frame dictates the height and width of a house. But GEPA law doesn’t use the word “standards.”)
We are in unrepresented dire straits: In no way do voters or teachers (or states themselves) control what is now set in the Common Core standards.
This is true in spite of the so often-repeated “the standards are state-led” marketing line. Don’t believe the marketing lines! So much money is money being spent on marketing Common Core because of Bill Gates. Gates sees this whole Common Core movement as a way to establish his (and Pearson’s) “uniform customer base.”
Watch Gates say these words in his speech if you haven’t already. This speech needs to be widely known, especially by school boards –so that we can boycott this monopoly on thought and on our precious taxpayer dollars.
Please don’t let people keep getting away with saying that the Common Core is free from federal controls, or that “we can add anything we want to it” and “there are no strings attached.” It simply isn’t true.
(How we wish that it was.)
Today is big.
The federal district court in Washington, D.C. is hearing arguments today from Khalia Barnes and Marc Rotenburg of the Electronic Privacy Information Center in support of nationwide student privacy, in support of parental consent laws, in support of protective definitions of terms.
So, who on earth is on the opposite team? Who’s actually arguing against student privacy? Drumroll….
THE U.S. DEPARTMENT OF EDUCATION.
EPIC to Defend Student Privacy Rights in Federal Court
On July 24, EPIC President Marc Rotenberg and EPIC Administrative Law Counsel Khaliah Barnes will present arguments in federal district court in Washington, DC in support of student privacy. In EPIC v. Dept. of Education, No. 12-327, EPIC is challenging recent changes to the Family Educational Rights and Privacy Act (FERPA) that allow the release of student records for non-academic purposes and undercut parental consent provisions. In 2011, EPIC submitted extensive comments to the agency opposing the changes. After the Education Department failed to modify the proposed regulation, EPIC filed a lawsuit and argued that the agency exceeded its authority with the changes, and also that the revised regulations are not in accordance with the 1974 privacy law. EPIC is joined in the lawsuit by members of the EPIC Board of Directors Grayson Barber, Pablo Garcia Molina, Peter Neumann, and Deborah Peel. For more information, see EPIC: EPIC v. The U.S. Department of Education and EPIC: Student Privacy.
The big question is, why isn’t this gigantic, unbelievable story being covered by the mainstream media?
It’s not important enough? People don’t really care about the privacy rights of children? Parents don’t really care that their parental consent rights have been undercut by the U.S. Department of Education? It’s no big deal that the U.S. Department of Education redefined terms that include “directory information,” “educational agency,” and “authorized representative,” –loosening and widening each term to make students’ privacy easier to hack?
No big deal?
Shame on the mainstream media for blacking this out in favor of non-news, celebrity scandals and trumped-up racism stories.
Share, share, share.