Wake up, Utah parents.
Diane Ravitch recently posted a letter from a Utah teacher who tried to let parents know that they ought to opt children out of the Common Core AIR/SAGE standardized tests. The teacher said that she was stopped, and was told she was not allowed to tell parents that they have a legal right to opt out. The state would take disciplinary measures against the teacher’s license, she was told, if she continued to tell parents the truth.
The teacher wrote, “So how do parents even know what is being done to their children?” They don’t.
Read the teacher’s letter here: Utah: AIR’s Absurdly Long Common Core Tests.
First, here’s a list.
It’s a smattering of teachers’ names with links to what they have said or spoken. Their experience and research make a powerful, nearly unarguable case for stopping corporate-federal Common Core. They are current teachers, retired teachers, and teachers-turned-professors-or-administrators.
Malin Williams, Mercedes Schneider, Christy Hooley, Peter Greene, Susan Kimball, Paul Bogush, Laurie Rogers, Paul Horton, Gerald Conti, Alan Singer, Kris Nielsen, Margaret Wilkin, Renee Braddy, Sandra Stotsky, J. R. Wilson Amy Mullins, Susan Wilcox, Diane Ravitch, Susan Sluyter, Joseph Rella, Christopher Tienken, Jenni White, David Cox, Peg Luksik, Sinhue Noriega, Susan Ohanian, Pat Austin, Cami Isle, Terrence Moore, Carol Burris, Stan Hartzler, Orlean Koehle, Nakonia Hayes, Barry Garelick, Heidi Sampson; also, here’s a young, un-named teacher who testified in this filmed testimony, and an unnamed California teacher/blogger.
Notice that these teachers come from all sides of the political spectrum. It turns out that neither Democrats nor Republicans relish having their rights and voices trampled.
And alongside those individual voices are teacher groups. To name a handful: the Left-Right Alliance, 132 Catholic Professors Against Common Core, the United Opt Out teachers, the BadAss Teachers, Utah Teachers Against Common Core, Conservative Teachers of America, and over 1,100 New York professors.
These teachers have really, really done their homework.
I’m going to share the homework of one brilliant teacher, a Pennsylvania teacher/blogger named Peter Greene who wrote about what he called his “light bulb moment” with how the Common Core Standards exist to serve data mining.
Speaking of the millions of data points being collected “per day per student,” he explained:
“They can do that because these are students who are plugged into Pearson, and Pearson has tagged every damn thing. And it was this point at which I had my first light bulb moment. All that aligning we’ve been doing, all that work to mark our units and assignments and, in some places, every single work sheet and assignment so that we can show at a glance that these five sentences are tied to specific standards— all those PD [professional development] afternoons we spent marking Worksheet #3 as Standard LA.12.B.3.17– that’s not, as some of us have assumed, just the government’s hamfisted way of making sure we’ve toed the line. It’s to generate data. Worksheet #3 is tagged LA.12.B.3.17, so that when Pat does the sheet his score goes into the Big Data Cloud as part of the data picture of pat’s work. (If you’d already figured this out, forgive me– I was never the fastest kid in class).”
Peter Greene further explained why the common standards won’t be decoupled from the data collection. His words explain why proponents cling so doggedly to the false claim that these Common Core standards are better academically (despite the lack of research-based evidence to support that claim and the mounting, on-the-job evidence to the contrary.)
“Don’t think of them as standards. Think of them as tags.
“Think of them as the pedagogical equivalent of people’s names on facebook, the tags you attach to each and every photo that you upload.
“We know from our friends at Knewton what the Grand Design is– a system in which student progress is mapped down to the atomic level. Atomic level (a term that Knewton lervs deeply) means test by test, assignment by assignment, sentence by sentence, item by item. We want to enter every single thing a student does into the Big Data Bank.
“But that will only work if we’re all using the same set of tags.
“We’ve been saying that CCSS [Common Core Standards] are limited because the standards were written around what can be tested. That’s not exactly correct. The standards have been written around what can be tracked.
“The standards aren’t just about defining what should be taught. They’re about cataloging what students have done.
“Remember when Facebook introduced emoticons. This was not a public service. Facebook wanted to up its data gathering capabilities by tracking the emotional states of users. But if users just defined their own emotions, the data would be too noisy, too hard to crunch. But if the user had to pick from the facebook standard set of user emotions– then facebook would have manageable data.
“Ditto for CCSS. If we all just taught to our own local standards, the data noise would be too great. The Data Overlords need us all to be standardized, to be using the same set of tags. That is also why no deviation can be allowed. Okay, we’ll let you have 15% over and above the standards. The system can probably tolerate that much noise. But under no circumstances can you change the standards– because that would be changing the national student data tagging system, and THAT we can’t tolerate.
“This is why the “aligning” process inevitably involves all that marking of standards onto everything we do. It’s not instructional. It’s not even about accountability. It’s about having us sit and tag every instructional thing we do so that student results can be entered and tracked in the Big Data Bank.
“And that is why CCSS [Common Core] can never, ever be decoupled from anything. Why would facebook keep a face tagging system and then forbid users to upload photos?
“The Test does not exist to prove that we’re following the standards. The standards exist to let us tag the results from the Test.
“… Because the pedagogical fantasy delineated by the CCSS does not match the teacher reality in a classroom, the tags are applied in inexact and not-really-true ways. In effect, we’ve been given color tags that only cover one side of the color wheel, but we’ve been told to tag everything, so we end up tagging purple green. When a tagging system doesn’t represent the full range of reality, and it isn’t flexible enough to adapt, you end up with crappy tagging. And that’s the CCSS… Decoupling? Not going to happen. You can’t have a data system without tagging, and you can’t have a tagging system with nothing to tag. Education and teaching are just collateral damage in all this, and not really the main thing at all.”
Read more here.
I’ll add more two points in support of Peter Greene’s words:
1- First, the creators of Common Core and its copyright have openly stated that they work toward both academic standards’ commonality and data standards’ commonality –I suppose for the very reasons Greene outlined. Check out the Common Education Data Standards (CEDS) –a Department of Education/private CCSSO partnered enterprise, here.
2– Second, the federal grants that the states all swallowed, the data mining capability-hooks embedded in the juicy worm of funding, called “State Longitudinal Database System” grants, did specify that states MUST use interoperable data standards (search for SIF Framework, PESC model, CEDS standards, NDCM model) to track educational progress.
In other words, the 50 individual states’ database systems were designed so that they can, if states are foolish enough to do so, fully pool student and workforce data for governments or corporations– on an national or international level.
With all the pushback across our country against Common Core standards and testing it’s almost impossible to keep up!
Here is an incomplete list with links to some important, recent news stories you may have missed.
SOUTH CAROLINA: Sen. Lindsey Graham (R-S.C.) is taking on the Common Core standards in a draft resolution that he says is “an incentive-based mandate from the federal government.”
It states: “national standards lead to national assessments and national assessments lead to national curriculum.” http://www.theblaze.com/stories/2014/01/31/senate-resolution-to-tackle-common-cores-threat-of-national-curriculum/
KENTUCKY: Kentucky drops membership in one of the federally funded Common Core testing groups as many states (including Utah) have done: http://blogs.edweek.org/edweek/curriculum/2014/01/kentucky_withdraws_from_parcc_.html?cmp=ENL-EU-NEWS2
KANSAS: U.S. Sen. Pat Roberts introduced a bill Thursday targeting the U.S. Department of Education over the Common Core mathematics and English standards. The bill would stop the federal government “from coercing states to adopt education standards like Common Core” and would “strictly forbid the federal government from intervening in a state’s education standards, curricula, and assessments through the use of incentives, mandates, grants, waivers or any other form of manipulation.”
Sen. Roberts said Kansas should pick standards “without bribes or mandates from Washington.” http://cjonline.com/news/2014-01-30/roberts-targets-us-ed-department-bill
ARKANSAS: Arkansas Teachers Against Common Core join Arkansas parents to rally against Common Core at state capitol. http://www.thv11.com/news/article/296732/2/Parents-rally-against-common-core
TENNESSEE: Tennessee hitting the brakes on Common Core after realizing what Common Core and its testing will cost. http://www.fox17.com/news/features/top-stories/stories/calls-curb-common-core-tn-19336.shtml and: Test-Fixated Schools Hurt Tennessee
and: Tennessee Republican Legislators Prepare Resolution Seeking Delay of Common Core Tests and Standards http://www.wbir.com/story/news/local/2014/01/21/tn-lawmakers-balk-at-common-core-school-standards/4709341/
NEW HAMPSHIRE: Nashua, New Hampshire principal writes a letter to the superitendent, saying his school staff “believe that the Smarter Balance [Common Core] Test is inappropriate for our students… this test will not measure the academic achievement of our students; but will be a test of computer skills and students’ abilities to endure through a cumbersome task.” http://www.nashuatelegraph.com/news/1027308-469/nashua-middle-school-principal-outlines-serious-concerns.html#
CONNECTICUT: Connecticut Common Core Costs Up, Teaching Time Down, Opt-Out Movement Takes Hold http://jonathanpelto.com/2014/01/27/common-core-costs-instruction-time-opt-movement-takes-hold/ and Opting Out: Connecticut Parents Answer to a Higher Authority
IDAHO: Testing Crisis in Idaho Public Schools
NEW YORK: Defiant Parents: Testing’s Discontents http://www.newyorker.com/online/blogs/comment/2014/01/the-defiant-parents-testings-discontents.html#entry-more
Resources for Refusing the Test: Samples From New York
Schools with High-Stakes Testing Exemption
http://ny.chalkbeat.org/2014/01/21/school-without-regents-exams-says-mayor-should-spread-its-model/ NY Governor Cuomo under attack by Stop Common Core in New York State: https://whatiscommoncore.wordpress.com/2014/01/30/new-york-parents-launch-common-core-math-homework-at-governor-nygovcuomo/ NY Republican Legislators Push Bill to Cut Back Common Core Testing http://www.silive.com/news/index.ssf/2014/01/post_690.html
MICHIGAN: Michigan Schools Not Ready for Shift to Online Common Core Testing
CALIFORNIA: Los Angeles Classrooms Lack Technology Capacity for New Exams
INDIANA: Indiana Testing Not Designed to Improve Learning
RHODE ISLAND: Rhode Island Grad Test is Not a Good Measure of Student Achievement
http://www.providencejournal.com/opinion/commentary/20140120-ron-wolk-rhode-island-flubs-diploma-standards.ece Providence City Council Unanimously Endorses Testing “Pause”
MASSACHUSETTS: Mass. Teacher Licensing Tests Block Minority Access
MINNESOTA: Task Force Wants to Scrap Minnesota Teachers Tests
OHIO: Ohio House Passes Bill to Let Schools Delay New Test Requirements
D.C. DC Scales Back Test-Based Evaluations of Principals
D.C. Schools Forms Parent Task Force to Examine Testing
The Coming Common Core Meltdown:
Bipartisan Opposition to Common Core Tests-and-Standards Grows
States Examine Cost, Quality of Common Core Assessments
Why a Common Core Testing Moratorium is Necessary
Resist Federal Pressure to Use Test Scores in Teacher Evaluation
Time to Hold Arne Duncan Accountable to a Higher Standard
Education historian Diane Ravitch speaks at MLA Conference about Common Core: http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/everything-you-need-to-know-about-common-core-ravitch/
Mike Huckabee speaks to CCSSO officers (Common Core creators) telling them to just “rebrand” rather than to drop Common Core because the term has become “toxic”. http://www.breitbart.com/Big-Government/2014/02/01/Huckabee-To-Common-Core-Creators-Rebrand-Refocus-But-Don-t-Retreat