Archive for the ‘Data Privacy Matters’ Tag
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machine to block, rather than to assist, the Stop Common Core parents’ nearly successful legislation that would have repealed the Common Core.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.
Alyson Williams, who worked in data management for the publishing industry, a mother who has written and spoken much about education and data reforms over the past several years, has just given a speech at the Agency Based Education Conference.
It’s worth your time.
Alyson raises and expands upon many of the issues that are also being raised by other data privacy experts, including American Principles Project, Elana Zeide, the Electronic Privacy Information Center, Education Liberty Watch, Return to Parental Rights, the Parent Coalition for Student Privacy, and the Electronic Frontier Foundation.
She asks us to consider how current trends toward consent-less gathering and use of student data are to be affected by frameworks already in place (such as SLDS databases) and by new movements, such as the federal Commission on Evidence-based Policymaking (CEP) and the Competency-based Education reforms now arising in many legislatures (including Utah’s) today. She points out that a key cheerleader for Competency-based Education is Marc Tucker, the avowed enemy to local control of education who is, nonetheless, a mistakenly respected advisor to the Utah legislature. How might Marc Tucker’s CBE Baby affect my children and yours?
Please watch and share with your legislators.
The following letter is reposted with permission from Libertas Institute, a Utah-based conservative think-tank. It was given to members of the Utah legislature two weeks ago.
It concerns the State Longitudinal Database System (SLDS) which was implemented in Utah –and in every state, thanks to federal bribery– just a few years ago.
Each SLDS runs according to federal specs and is interoperable. Thus, the fifty SLDS systems function together as a “de facto” federal stalking system on children, college students, and the members of the U.S. workforce. Every state’s “voluntary” SLDS feeds its data about citizens to the federal EdFacts data exchange.
Libertas Institute points out that SLDS was created and is being used without voter approval or representation; there was no legislative knowledge or debate, and there has been no effort to promote parental knowledge or to acquire parental/student consent for this massive, lifelong data mining project.
Action step: after you read this letter, please contact your legislators (here is contact info for Utah legislators, the governor and D.C. legislators) to put them on the task of creating, at the very least, an immediate, definite, parental-opt-out bill.
September 28, 2015
To: Members of the Administrative Rules Review Committee
Senators and Representatives,
The Utah State Office of Education (USOE) will be in your meeting tomorrow, among other
things, to explain the Statewide Longitudinal Data System (SLDS)—a large database that
stores a lengthy list of data points on each child in Utah’s public schools. We are concerned
with how this database was set up and how it’s being used; as we are unable to attend the
meeting, we wish to brieﬂy outline key concerns for your consideration.
We allege that USOE created, and now operates, this database without any legislative
authorization or oversight. Further, the federal funding USOE has obtained in order to build
and operate the database has required them to make certain policy commitments, as you’ll
see below, that exceed their authority and circumvented any public discussion on the matter.
This letter outlines three actions of which you should be aware:
1. The “Four Assurances” promised by Governor Huntsman
2. A grant received by USOE to build the federally compliant SLDS
3. The 2015 grant announced just last week to further develop and utilize the SLDS
The “Four Assurances” promised by Governor Huntsman
On April 15, 2009, Governor Jon Huntsman signed an Application for Initial Funding under
the State Fiscal Stabilization Fund Program, submitted to the U.S. Department of Education.
The purpose of this application was to obtain federal “stimulus” dollars; here is the
explanation from the U.S. Department of Education (USDOE):
The State Fiscal Stabilization Fund (SFSF) program is a new one-time appropriation of $53.6 billion under the American Recovery and Reinvestment Act of 2009 (ARRA). Of the amount appropriated, the U. S. Department of Education will award governors approximately $48.6 billion by formula under the SFSF program in exchange for a commitment to advance essential education reforms…
Without legislative authorization or guarantee, the Governor made four assurances to the
USDOE—a required step in order to receive any many. Those assurances were as follows:
1. The State of Utah will take actions to “improve teacher effectiveness” and “address
inequities in the distribution of highly qualiﬁed teachers between high- and low-poverty
2. The State of Utah will “establish a longitudinal data system”
3. The State will –
1. Enhance the quality of the academic assessments it administers…
2. Comply with the requirements… related to the inclusion of children with
disabilities and limited English proﬁcient students in State assessments, the
development of valid and reliable assessments for those students, and the
provision of accommodations that enable their participation in State assessments;
(Inclusion Assurance) and
3. Take steps to improve State academic content standards and student academic
achievement standards consistent with section 6401(e)(1)(A)(ii) of the America
COMPETES Act. (Improving Standards Assurance)
4. The State will ensure compliance with the requirements of section 1116(b)(7)(C)(iv) and
section 1116(b)(8)(B) of the ESEA with respect to schools identiﬁed under these sections.
(Supporting Struggling Schools Assurance)
Thus, without any legislation to back it up, the federal government was promised signiﬁcant
policy reforms in the state: common education standards (“Common Core”), new
assessments, teacher evaluations, school grading, and a comprehensive data collection system.
All of this was done in pursuit of money; less than a year later, U.S. Secretary of Education
Arne Duncan announced that Utah had been showered with $741,979,396 through the
American Recovery and Reinvestment Act.
Utah lawmakers—and thus the public at large—were left out of the loop.
A grant received by USOE to build the federally compliant SLDS
Under the same Recovery (“stimulus”) Act, USOE was given a grant of $9.6 million to create
the Utah Data Alliance—a longitudinal database that was fully compliant with USDOE
requirements. While data systems had obviously existed previous to this grant, this one was
geared, as USOE wrote, primarily towards satisfying questions and requirements “asked by
the American Recovery and Reinvestment Act (ARRA), Institute of Educational Sciences
(IES), SLDS grants program; the ARRA, Race to the Top (RttT); and the State Fiscal
Stabilization Fund (SFSF) assurances”—all federal mandates tied to funding USOE desired.
The Utah legislature did not authorize the creation of the SLDS, to our knowledge. The only
statutory references we have been able to identify refer to the already-existing database. For
example, Senate Bill 82 in 2013 (which passed and was signed into law) had this language:
(e) “Utah Student Record Store” means a repository of student data collected
from LEAs as part of the state’s longitudinal data system that is:
(i) managed by the Utah State Office of Education;
(ii) cloud-based; and
(iii) accessible via a web browser to authorized LEA users.
(2) (a) The State Board of Education shall use the robust, comprehensive data
collection system maintained by the Utah State O*ce of Education…
According to USOE, a statewide longitudinal database—mostly complaint with federal
standards—had been in operation since 2005.
The 2015 grant announced just last week to further develop and utilize the SLDS
On September 17, 2015, the Institute of Education Sciences—a project housed within the U.S.
Department of Education—announced that Utah was awarded a grant under the Statewide
Longitudinal Data System Grant Program in the amount of _____AMOUNT______, along
with potential continuation grants to provide more funding in the years ahead.
USOE’s application for this grant , obtained through an open records request, sheds light on
the alarming nature of this project. In order to suggest legislative authorization for the SLDS
and Utah Data Alliance, USOE argues that “The Utah State Legislature awarded UDA
partners [individual state agencies] ongoing appropriations to support sustainability of the
original infrastructure (e.g., database, researchers, technicians, project director, and technical
contracts), which demonstrates the state’s commitment to the work and
mission of the UDA data warehouse.” In other words, narrow appropriations for data projects
in state agencies is being interpreted as blanket authority for, and support of, the overall
SLDS project. We feel this a misguided and unreasonable inference.
Further, USDOE’s Request for Applications document speciﬁes that “a successful data system
rests upon a governance structure involving both State and local stakeholders in the system’s
design and implementation.” However, USOE’s application admits that only “A memorandum
of understanding governs the partnership. A governance plan documents the policies of the
partnership and is continuously updated and reﬁned to address emerging governance issues.”
An MOU, which can continuously evolve free from vetted processes and public input, is
insufficient to govern the requirements of such a large database—one that has signiﬁcant
privacy and security implications.
There are many disconcerting statements and policy priorities outlined in USOE’s
application, but our main concern here is that the real “stakeholders” have been completely
left out of the loop. From information we have gathered, the State Board of Education was
unaware of this grant application. No vote was taken on the issue. No legislative
authorization was given to compile this information on every child, make the information
available to state government agencies (including “individual-level data in the UDA data
warehouse”), or provide data to third parties. Most importantly, the true stakeholders are
almost totally unaware that this database even exists; Utah law recognizes that “the state’s
role is secondary and supportive to the primary role of a parent.”
You may be aware that Libertas Institute organized a lawsuit late last year against the State
Board of Education over its rushed adoption of Common Core, done in an e*ort to obtain
federal money under the Race to the Top grant. (A hearing is scheduled in a few weeks.) We
feel that a pattern exists within USOE, whereby education policy is dictated not with input
from parents and teachers, or even legislators or the State Board of Education, but by USOE’s
seemingly insatiable appetite for federal grants, which inevitably come with signiﬁcant
If “strings” are to exist, then they must be openly discussed, debated, and authorized—not
agreed upon behind closed doors with the unscrutinized stroke of a pen.
You as legislators have been circumvented and deemed largely irrelevant on this issue.
Signiﬁcant education policies are being adopted and implemented without public input. We
encourage you to take an active interest in this issue and bring transparency and scrutiny to
USOE grant applications and the policies that necessarily follow.
President, Libertas Institute
785 E. 200 S., Suite 2, Lehi, UT 84043
1 Application for Initial Funding under the State Fiscal Stabilization Fund Program, http://
“State Fiscal Stabilization Fund,” U.S. Department of Education, March 7, 2009, http://
“UTAH STUDENT RECORDS EXCHANGE,” https://nces.ed.gov/programs/slds/pdf/
“INFORMATION RELATED TO FY15 GRANTS,” http://nces.ed.gov/programs/slds/
“Enhancing Utah Data Alliance College and Career and Evaluation and Research Capabilities
5 through Web Technology,” http://libertasutah.org/drop/slds_2015.pdf
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.