Archive for the ‘Gates’ Tag

Herbert’s Spending to Cement Utah to Common Core and Common Data Standards   Leave a comment

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The Governor’s new budget plan is making news this week, with most of the tax surplus money planned for Utah “education.” That’s the governor’s pipeline-based definition of education, not education as most of us would define it.  His “education funding” funds the state’s SLDS data-mining aligned programs made palatable to citizens and legislators under the branding of “education.”)

It’s tragic and ironic that the Governor has often said that Utah can get out of Common Core anytime we want to.  The Utah Attorney General validated that statement in his  report, saying that Utah’s Common Core doesn’t cede control to the federal government.  (See rebuttal to the report here.)

But how would Utah free herself now of Common Core?

We’ve decided to sign away, in ink made of the sweat and blood of taxpayers who earned the hundreds of millions— any real possibility of withdrawal from the Common Core.

How would Utah ever get out of Common Core after recreating our whole education system based on the experiment of Common Core and Common Data aligned technologies and tests?  (Not only that– we are now leading others along:  Utah now gains millions by selling our Common Core test questions to other states, making them dependent on us for their own Common Core assessments.)

How foolish are we, to keep investing and investing— in something that was built on a sandy, utterly experimental, and unconstitutional foundation from the start?

The Governor’s even planning to hike gas taxes to support his enthusiasm for the workforce-pipeline version of “education”.  The Deseret News reported that “The governor’s spending plan… puts pressure on lawmakers to look at a gas tax increase by calling for $94.2 million in sales taxes earmarked for transportation to instead be used for education.”  

The Utah Board of Education praised the governor this week: “The Board of Education is very pleased that the Governor recommends such a large investment in Utah’s public education and its children. Like the Governor, the Board of Education believes the best educational policy in Utah is made in Utah by Utahns.

Sadly, these are lies.  The funding decisions aren’t set up to bless children. The programs being funded just promote centralized–not local– control.

This week’s decision to spend more than has ever been spent before on “education” is almost entirely focused on Common Core and Common Data Standards-aligned technology.  These are D.C. based systems.

Aligning to these systems is not motivated by care for children.  Foremost it benefits the market; secondly, it benefits Sec. Duncan’s and the CCSSO’s unconstitutional programs and policies: it’s top-down, rather than local, accountability.

This is far from being policy being “made in Utah by Utahns.”  This is voter-unvetted policy being duplicated precisely from policies laid out by Obama, Arne Duncan, Bill Gates/Microsoft/Pearson Inc, CCSSO, Choice SolutionsUtrex, and the rest of the partnered organizations and corporations that profit deeply from Utah’s taxpayers’ gullibility and the same-ifying of Common Core (CCSS) education and Common Data (CEDS) education data systems.

Remember that Common Core/Common Ed Data  financier Bill Gates said: “We’ll only know that this effort has succeeded when the currriculum and tests are aligned to these standards …The Common Core …when the tests are aligned to the common standards, the curriculum will line up as well, and it will unleash a powerful market… For the first time, there will be a large, uniform base of customers“.

That “powerful market” and its “uniform base of customers” includes Utah’s clueless taxpayers and legislature.  Gates’ customer base is being funded by Governor Herbert to benefit the Utah Chamber of Commerce and the D.C. based, Gates-funded, private organizations behind Common Core.

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It was Gates who funded CCSSO, both the CCSSO’s  copyrighting of the Common Core and its creation of CEDS common data standards used in the State Interoperability Framework (SIF) that the federal government mandated for all states’ use in each SLDS “education” tracking database.

The Governor’s new budget gives:

“$500 million for the state’s public and higher education systems, bringing total state education spending to approximately $4 billion. The Governor recommends over $340 million in support of public education…Major investments include $10.7 million for the Utah Education Network (UEN) to connect schools by providing statewide technology  infrastructure. [This is the SLDS database.] An additional $56 million …provides funds for buildings or technology infrastructure to small school districts… The budget recommends $1.5 million for innovative approaches and collaboration for
college and career counseling and $2.4 million for the Utah Futures website.”

These  budgetary decisions do not educate.  They strengthen the tracking systems, the prediction systems, the control systems.

Do you see the tragic humor in these words from the governor’s budget?

Unlike those who want to micromanage the public education system from the state level, the Governor believes that the state should establish general policy goals and expected outcomes and allow local control in the specific methods of attaining those goals.

The opposite is happening.

Utah’s SLDS database, which was built to federal specs, using common data standards (CEDS) and an SIF national-interoperability framework, from which no Utah school district nor parent may opt any child out, does not allow any kind of “local control”.  Neither does funding “Utah Futures,” which calls itself the one-stop career and college readiness* website and which fulfils the Governor’s socialistic workforce focus that puts citizens in a cradle-to-workforce “P-20” human capital pipeline, with central planning and far less personal freedom in education– just like China.

I wish our legislature were not afraid of offending those who accuse them of not funding “the needs of the children”–who give in and fund anything calling itself education.  Funding for UEN, Utah Futures, SLDS technologies and Common Core testing infrastructures is not meeting children’s needs. Shame on those who say that it is.

Shame on this foolish waste of hundreds of millions of vital tax money on the shackles of Common Core.

 

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*Career and college readiness, college-and-career-ready standards, and any other similar sounding word, means in the redefined langugage of the Department of Education, Common Core aligned.

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Who’s Your Daddy? Authority Posers v. Authority Holders   2 comments

babyParents are in charge of their children.

It is not for corporations or federal entities to delegate an education  “role” to the state or to schools or parents, like a play director hands out a role or a prop to an actor.  Similarly, it’s not a school’s or any agency’s right to delegate parents as partners in their child’s education.   Teaching children is not a governmental dictatorship, nor is is a community collective.

Parents and families are the authority, followed by teachers, followed by districts, followed by states.  Unless a parent specifically requests involvement, it’s never a federal or corporate or a “collective” right to rule over the parent-led student’s education. The state is lower on the totem pole than the local district and the schools and families.   The federal government and corporations are not even allowed on the totem pole.  Neither is the United Nations  despite what it has planned for local schools.

We hold the American, Constitutional right to control our own lives, and not to be bullied by outside forces, but the stream of control over education is trying to flow the wrong way:  outside in.

Case in point:  here is a new homework assignment for those in Common Core 101 (aka researching the unconstitutional ways in which federal ed reform is destroying representative government and parental control):   Read and analyze this 268-page  document for constitutional viability:  “The State Role in School Turnaround“.

No, wait a minute.   Don’t bother to read the whole 268 pages.  Just read the title– and nothing else– and realize that it’s completely unconstitutional.

Think about it.  The “state role”?  Under this Republic and its Constitution, the people are in charge– under laws they have created via elected representation.  The states individually are in charge –and not the federal government agencies (nor its agents or branches, like WestEd, which wrote this document.)

The phrase “School Turnaround” is a federal concept comes from Obama’s four pillars of education reform.

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America, we are losing the local representative form of government, losing power to control what happens in our schools, because of central planning taking place by “councils” and “stakeholders” and “partnerships” and chambers of commerce that lack authority in schools and individuals’ lives.  Money, not actual legality, is the source of the assumed authority.

The above “State Role” document happens to be new in 2014, but there are countless other, equally unauthorized, equally arrogant documents written to support mandates created by grant-givers (Bill Gates or federal Dept of Ed) who lack the authority to control our state educational system, but who are nonetheless beginning to rule over us.

  1. example one:  2011 Federal grant to create Common Core tests which mandates states sharing student-level data SBAC  In this document you will see that the authority cited is not a legal code but simply money.  Money is the authority– money the Dept. of Education had no right to be offering for obedience to its mandates.
  2. example two: 2009 Federal ARRA grant to monitor citizens without consent, in State Longitudinal Database System; all must be federally interoperable.  Again, the federal government had no authority to create a federal citizen database.  But by offering money, it got states to make a giant, state-fed-interoperable bunch of databases that it could then tap.
  3. example three: 188 corporate Gates grants that implement Common Core in American schools, each from the same corporate “philanthropist” who sells Common Core technologies and textbooks via official partnerships and governmental alliances.  Again, no authority:  no voter asked Bill Gates to push Common Core onto schools; nothing but the temptation of money fuels the monstrous takeover of the majority of our nation’s schools.

Don’t buy into the posture of authority or the glossy, legitimate-seeming pdf’s and conferences.  Groups like WestEd, AIR, CCSSO, NGA, Microsoft, Pearson, Achieve Inc., SBAC, PARCC, ACT, The College Board,  The Center on School Turnaround, The National Center on Education and the Economy– are nongovernmental.  We didn’t elect them and we can’t boot them out.

So why are we allowing them to dictate to us?

Know that we, the people, are in charge, legally, of our own children.  Individuals, families, local schools are in charge, in that order, and as designated by the family, not by districts or a state.

We have to know it to defend it.  Spread the word.

 

 

Fighting With the Utah State Office of Education   4 comments

https://whatiscommoncore.wordpress.com/2013/12/05/common-core-movie-building-the-machine-trailer/

I am impressed by the new Common Core movie trailer (that I shared yesterday) and I do hope it gets a million views.

So, today I sent out an email link to the new Common Core documentary movie to many people I thought would be interested in it, both friends and foes: The state and local school boards, the Governor’s office, my representatives, newspapers, friends, relatives, etc.

One of these email link recipients was Sydnee Dickson, a Utah State Office of Education curriculum bureaucrat. (To see more about her, click on this video: http://www.youtube.com/watch?v=B1VnpQuJQsY or see this older post or read this to see her earlier attacks on me.)

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I think you might find Sydnee Dickson’s response to the trailer today, revealing:

SYDNEE DICKSON: I watched the trailer and noted at the end that it is directed and funded by Michael J. Smith, President of the Home School Legal Defense Association and Michael P. Farris, attorney at parentalrights.org. The message in the trailer focuses on the false assumptions of federal takeover, dumbing down of education, lack of parental control, etc.

ME: False assumptions? I’d like to see evidence that they are false. I think they are true.

SYDNEE DICKSON: I am sure that you do and I respect your perspective… I just don’t share it. I appreciate you keeping us in the loop, however, as things are produced supporting your claims. It helps us know what people are concerned about.
Syd

ME: I would like to know what evidence you are basing your perspective upon. Since you used the term “false assumptions” I want to know how you arrive at that term and perspective. This is, after all, an intellectual, academic debate and evidence is important in order to establish truth. If you are willing, I and many others would be very happy to see it. Thank you.

SYDNEE DICKSON: We have provided plenty of evidence and have exhausted this debate with you. I am not interested in trying to change your mind; but am most interested in supporting students, teachers, and parents in ensuring their students are ready for their future. I know you believe this is important as well. I am happy to talk about how the Utah Core Standards play a part in this.
Syd

ME: Syd, your office has never provided evidence (beyond repeating opinions from Gates-funded organizations) that Common Core can ever help Utah children to succeed –because such evidence does not exist.

Common Core is an experimental, unpiloted program pushed for financial gain alone, at the expense of true college readiness, and you and I both know it.

The way to support students, teachers and parents would have been to build Utah’s future on time-tested standards, not Common Core. The way to support them would be to defend their (our) rights to locally controlled education, curriculum and testing, which the Common Core system is not. You know this as well as I do.

Even the term “Utah Core Standards” is deceptive; you know as well as I do that English and math standards in Utah ARE Common Core standards. I resent the deception.

You say that you simply “disagree” as if there were two equally viable and equally valid sides to the argument. The fact is, either you or I are alarmingly, frighteningly wrong.

We both cannot be correct. I say Common Core will do horrible, uncalculable damage to our future as Utahns; you say it’s nothing but a blessing. We cannot both be right! Is there no truth?

Proponents of Common Core should at least try to prove their system is academically legitimate and in harmony with the Constitution of the United States (separation of powers, decentralization, checks and balances). If not, why be a proponent? For money only?

If you are not even willing to discuss it, dismissing me as simply someone who “sees things differently” than you do, then you imply that the long-term effects do not matter, either.

I would venture to guess that I care a lot more about this than you do. I don’t get paid as you do, to fight about Common Core. The least you can do is stand up for your side of the argument if it is to be believed or discussed honorably.

(Waiting to hear back from her. I have a feeling I will never get any real answer.)

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Update: Two more exchanges:

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On Fri, Dec 6, 2013 at 2:36 PM, Dickson, Sydnee wrote:

Christel,

Our evidence has included letters and public testimonies from those who directed the writing of the standards and actually wrote the standards. You have called my statements from face to face meetings with the architects “not credible” on websites and you have indicated in the past that their testimony isn’t credible because they were funded in part, by the Gates Foundation. We have sent you and posted various documents which you and your peers reject as evidence. I spend most of my time working with teachers, principals, and district leaders on issues of high quality instruction and educator evaluation. I serve on panels, present at meetings, etc. on behalf of people interested in the CORE and am happy to continue to do so. It isn’t worth my time to continue to restate what we have already addressed. I merely included you on the email to the Board as you are the one who initiated the film trailer.

I would like to reiterate a point regarding the naming of the Utah Core. Utah has had CORE standards since 1984. I was a teacher at the time, using the standards. Our standards are continually reviewed and revised. We have never tried to hide the fact that we adopted the Common Core ELA and mathematics standards. We have been very up front about that. However, when they were adopted, they replaced our ELA and mathematics standards and are now Board adopted Utah Core Standards. You will find across the country that states have named them various things, based on the process of review in their particular state. They might be called ___________(state) College and Career Ready Standards, __________(state) Common Core Standards, or ___________(state) Core Standards. It varies. I am linking you to a aggregated website that shows all of the state websites addressing the CCSS https://sites.google.com/site/commoncoreinthecloud/the-other-49. This was developed by a state office employee in North Dakota.

I have never stated that the CCSS is “nothing but a blessing”. I do believe they are a key piece of reform that will help our students be better prepared to meet the demands of today’s economy. The irony is that for the first time in history, states have done exactly what the federal government thinks we can’t do. We’ve come together to create a set of standards to enable us to share resources, help military families be mobile without penalty to their children in schools, create a common set of standards that are more comparable on NAEP and other national reports, and allows for higher levels of collaboration among educators as we speak the same language. We are already getting great data out of a couple of our early adopting districts and exciting things are happening in classrooms all across Utah. We definitely still have work to do but, the potential for our children to achieve higher standards is exciting. I wish nothing but the best for you and your family, Christel, and hope that you have a wonderful holiday season.

Syd

Sydnee,

Letters and opinions supporting Common Core are only as credible as the scientific data behind them. The architects of Common Core were businessmen, not content experts, and they had zero data driving their decision-making. This is common knowledge. They never even meant for Common Core to prepare kids for legitimate university (4 year) study nor for STEM careers. If you click on that link you will see the Common Core creator state that the standards were “not only not for STEM, they are also not for selective colleges.”

They just want everything standardized.

Their being funded by Gates does create a conflict of interest, absolutely. But even without the monetary motivation, these testimonies are not credible because they are not based on empirical evidence. Empirical evidence means testing the theories upon which Common Core rests: like, actually testing (for many years, on many many students) the theory that diminishing narrative writing and reading in favor of increasing technical writing and informational reading is legitimately better in the long run. (The same goes for the theories of Common Core’s weak math theories.) These dramatic transformations ARE UNTESTED.

It doesn’t matter who thinks they’re a good idea or who doesn’t– you cannot testify with validity to what has never been tried, any more than you can come back from a location to which you have never been.

This is why people who are actually experts in curricular content such as Dr. Christopher Tienken, Dr. Sandra Stotsky, and Dr. James Milgram, should be heeded. Dr. Tienken calls this Common Core “educational malpractice” because it’s based on nothing but marketing. Nothing. Else.

But even if the standards were academically legitimate, time-tested, proven, and in actual fact, better than what we had, I would still be opposed to them on Constitutional grounds. Liberty matters to me!

It is not an accurate statement to say that “states have come together to create a set of standards.” There was nobody from Utah who was sent to serve on that Common Core creation board. Brenda Hales who works with you said this in a Heber meeting. Nobody from Utah helped because the creators “didn’t want it to become a Constitutional convention.” And indeed it was not.

The states did not create these standards and that will always be a lie no matter how many times proponents repeat it.

The standards were funded by Gates, and were created by two unelected clubs, CCSSO and NGA, who have no voter accountability whatsoever. CCSSO and NGA are totally un-transparent, private D.C. clubs. Clubs! NGA and CCSSO are not Constitutionally recognized entities that are valid spearheads to speak for and decide for the actual people of Utah, any more than Miss Teen Utah is a politically valid representative for the citizens of our state.

These two clubs have copyrighted OUR standards. Where is the representation for you and me? Where is our voice? Where is Utah’s identity in all of this? Beyond being permitted, like house pets, to add 15% to the D.C.-created standards, there is no voice for Utah anymore.

The state school board gave away our authority– their authority! They had no right to do this. The board did, under the Utah Constitution, have the right to set Utah’s education standards, but they had no right to hand their assigned role over to the clubs of D.C. as they have done, or to delegate that authority out.

We didn’t need Common Core to “enable us to share resources.” We didn’t need Common Core to “help mobile families.” Less than 1% of American students move from state to state. Empirical fact. We didn’t need Common Core to create a one-language standardized system in order to collaborate. America is too diverse to be shacked to one language or one system. And those who control this new “language” do not have our local best interests at heart. The goals of those D.C. clubs and their funders will always be served before the goals of Heber City under the Common Core.

I have no personal reason to fight with you. The reason I fight is that these principles MATTER to me. Freedom and local control matter to me more than any of these talking points of the proponents of the core matter to me. I see them as the foundation for all that is good and right.

I do not agree with the president of the NCEE, Mark Tucker, who in promoting Common Core says that the “United States will have to largely abandon the beloved emblem of American education: local control.”

Maybe you agree with him.

I do appreciate your well wishing and your good holiday cheer and wish you the same happy season as well. If I lived on your street, I’d be baking you cookies and my kids would come caroling to your door. But I predict that your office and the USSB office will receive a lot more grief before this is over, as more and more people wake up to what has happened.

Thanks for the discussion.

Christel

Common Core Down: Crossing the Line   16 comments

Common Core Down: Crossing the Line
An Open Letter to Parent Advocates for Local Control

Guest Post –by someone who wishes to remain anonymous

The Common Core is going down.

It is going down one way or another. It will happen sooner in some places and later in others. In large part it is going to go down as a result of your efforts and the efforts of countless and nameless others like you. It will go down in spite of the efforts of the likes of Boeing, Microsoft, Exxon, Gates, the federal government and the rest of the human capital/workforce pipeline driven corporate entities, within and without our country (read that as global corporations). They have been messing with the education of students in our country for decades now. They have gone too far this time. They have crossed the line.

bird mom

Let me tell you about that line. If you are a birder or someone who enjoys nature you may have experience with this. On a number of occasions I have been out in the wild and spotted nests in trees and cliff aeries of owls, falcons, and hawks when there have been young ones in the nest. It usually was the cries of the young ones in the nest that attracted my attention. The momma bird has a protective eagle eye (pun intended). I have approached and found the line. The line was never visible. I knew I found the line when I stepped too close and the momma bird took flight and started to attack me. One step back and momma bird, while still on guard, would cease her attack. That is how you know where the line is—-when momma starts to attack out of a maternal instinct to protect her offspring.

This line occurs elsewhere in nature and not just with birds of prey. You do not want to get between a momma bear and her cub or between a cow moose and her calf (I have watched the nostrils flare and the ears lay back on a cow moose). If you do, you are in danger. And I never want to get so far across the line with a bird of prey or any other living creature that I can’t rapidly, within one step, retreat across the unseen line.

Well, they, with the CCSS and related issues, have crossed the line. As a result the CCSS is in serious danger. The CCSS and related issues have been placed smack between parents and their children and as a result are or will be seen as an imminent threat. And parents, in particular, moms, are on the attack as maternal instincts kick in to protect their offspring from accurately perceived physical, emotional, and/or intellectual harm.

The common core could and should go down for any number of reasons—federal overreach, constitutional issues, content, cost, privacy… but it really is going to go down because it has crossed the invisible line that will invoke the protective parental nature. That is what will bring it down. All of you have been instrumental in helping, and must continue to help, parents see where that line is.

I have been tracking issues related to CCSS since spring of 2009. It was a rare article that could be found at that time about it and it was usually one glowing with what we now see as the standard boiler plate blather. As time progressed it was a busy day if there were three to five articles about the CCSS. Of course, they were all positive about the CCSS or promoting the CCSS. That continued for some time. At some point a rare article would appear that was negative towards the CCSS. Over time that grew—-now I see what appears to be as many anti=CCSS articles as pro-CCSS. Even after filtering out many articles, it is common to see 10 to 30+ new articles a day. A significant portion of those articles is about the push back against the CCSS or they are anti-CCSS. With the increase in articles it is hard to find the time to read them all. It is easy to see that the CCSS is in trouble. The CCSS is not just in trouble it is in serious trouble. At this point only a small portion of parents have realized the line has been crossed. More will realize it soon enough.

Don’t let up. Keep the pressure on and help others learn to see the line and what it means to them and the future of their children. Keep up the good work!

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Thank you, anonymous friend, for this guest post.

Meetings in Logan, Heber, and Manti This Week – and How to Study If You Can’t Attend   2 comments

The following Common Core informational meetings are scheduled in Utah.

— LOGAN: September 24th, 6 p.m. 29 South Main Street, Logan, Utah
Speakers: Autumn Cook and Christel Swasey

— HEBER: September 24th, 7 p.m. in the Senior Center at the Wasatch County Library
Speakers: Alyson Williams and Jakell Sullivan

— MANTI: September 26th, 7 p.m. 50 S. Main Street, Highway 89
Eva Beal Auditorium, City Building
Speakers: Alisa Ellis and Christel Swasey

The meetings are free and open. We especially hope teachers, principals, legislators and school board members will attend. There will be question and answer discussions following each presentation. If you cannot attend, please study Common Core facts for yourself and verify before trusting those who say that Common Core is a blessing to our economy or to our children. It is neither.

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A recommended Syllabus for Common Core Study might look like this:

The General Educational Provisions Act – this law prohibits the federal government from directing or supervising state education. “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…”

U.S. Constitution – powers are delegated to the states. “Amendment 10 – The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.”

The Race to the Top Grant Application– Utah got points from the federal government for having a child tracking SLDS database system. This tracks children without parental consent or knowledge. Also in this document, see that Utah got more points for having adopted Common Core. This was how we got into it. Despite not winning the grant money, we remained in these systems.

The No Child Left Behind Waiver– This shows the 15% cap the federal government put on top of the copyrighted, unamendable (by states) common standards.

The State Longitudinal Database System (SLDS) Grant– All states have one. This is a federally paid-for database that every state in the US now has. It tracks students within the state. Aggregated data ion students is sent from this system to the federal EdFacts Exchange. Parents can not opt their children out. (They can, however, opt out of Common Core tests.)

The lawsuit against the Department of Education– The Electronic Privacy Information Center has sued the DOE for destroying the previously data-privacy protective federal FERPA. The lawsuit explains which terms were redefined, which agencies now have legal access to the private data of students, and much more.

The copyright on Common Core held by CCSSO/NGA – The fact that there are “terms of use” and a copyright shows that we have no local control over the standards which are written behind closed doors in D.C. Notice that it states that no one outside CCSSO/NGA may claim to have helped write the standards.

The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama. It reveals that redistribution of wealth is the real reason that Obama wants a national education system.

The Cooperative Agreement between the Dept. of Education and the testing consortia – Even though Utah escaped the SBAC and is not bound by the Cooperative Agreement directly, Utah’s current testing group, A.I.R., works closely with SBAC. This document shows how clearly the DOE has broken laws like the General Educational Provisions Act and the 10th Amendment. It mandates the synchronizing of tests and the sharing of data to triangulate the SBAC, PARCC and DOE.

The speeches of Secretary Arne Duncan on education – He states that Common Core was Obama’s idea and that the federal government is moving to play a larger role in education.

The speeches of President Obama on education – Obama’s top 4 education goals: control data, common standards, teachers, and to take over low-performing schools.

The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every school on the globe to have the exact same academic standards and to underpin every standard with environmental propaganda. He also likes having global data on kids and stresses the term “sustainable reform” which is “irreversible reform”.

The speeches and actions of the main funder of Common Core, Bill Gates – He’s funded Common Core almost completely on his own; he’s partnered with Pearson; he says “we won’t know it works until all the tests and curriculum aligns with the standards” so he’s writing curriculum for his “uniform customer base” –all children.

The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President -He mocks narrative writing, he’s diminished the percentage of classic literature that’s allowable in the standards, he’s not been elected, he’s never taught school, yet he’s almost singlehandedly destroyed the quality and liberty of an English teacher’s classroom. And as he’s now the College Board President, he’s aligning the SAT to his version of what Common standards should be. This will hurt colleges.

The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance– behavioral indicators of students are wanted by the federal government. This may include physically monitoring children using cameras, posture chairs, and bracelets. (see graphic embedded in the report.)

The federal websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database. -The first link shows what we already give to the federal government; the others show what the federal government is requesting that we share, which does include intimate, personally identifiable information.

The Common Core creators’ data management branch, EIMAC of CCSSO, with its stated mission to disaggregate student data.

The Official Common Core Standards – English and Math standards – These are the actual standards. Here you will see that it’s a “living work” meaning that what you think Common Core is, it may not remain in the future. There is no amendment process for states to have a voice in the commonly held standards. There is a recommended reading list in Appendix B that includes “The Bluest Eye,” a pornographic novel.

The testimonies of the official Common Core validation committee members who refused to sign off on the legitimacy of the standards; other professors who have testified that Common Core hurts legitimate college readiness.

Follow the money trails – See what Bill Gates has paid for, and see how Common Core is a money-making monopoly that circumvents voters via public-private partnerships.

Huffington Post Audits the Gates-Led –not State-led– Common Core   3 comments

Yesterday the Huffington Post published “A Brief Audit of Bill Gates’ Common Core Spending.” I learned from this article.

I already knew that Bill Gates spends billions implementing his personal version of education reforms –without any approval from American voters, without any authority other than his cash.

I already knew that Gates had singlehandedly paid for the development, creation and marketing of Common Core, which the Post noted, “demonstrates (sadly so) that when one has enough money, one can purchase fundamentally democratic institutions.” (The only part of Common Core that the federal government funds is common testing and interoperable longitudinal database set-up.)

I already knew that those promoting CCSS are deliberately misleading the public to believe that Common Core is ‘state-led’ when it is in fact “Gates-led.”

I already knew that with the help of Gates’ funding and connections, “strong state-federal partnerships” were colluding to accomplish the actually illegal goal of creating national education standards.

But I didn’t know, before reading the article, the extent to which Gates was involved in Common Core’s twin sister, the personal student data collection racket.

The article pointed out:

Gates gave $47.1 million to CCSSO …with the largest amount focused on data “access” and “data driven decisions“:

… Gates funded CCSSO an additional $31.9 million, with the largest grants earmarked for CSSS implementation and assessment, and data acquisition and control:

… [Gates’ stated] Purpose: to support the Council of Chief State School Officers (CCSSO) in helping States’ to build their data inoperability capability

… Purpose: to partner with federal, state, public, and private interests to develop common, open, longitudinal data standards Amount: $3,185,750 …” (The list, when you read the whole article, is much longer.)

Also, I did not previously know that the company that Common Core lead creator David Coleman (a noneducator) started in 2007, Student Achievement Partners, has no work other than CCSS. They live and breathe to push Common Core on all of us.

David Coleman first created the SAP company. Then he led the creation of the Common Core standards, on which his company depends to survive. Then, when Coleman moved over to the radically influential position of College Board president, he aligned college entrance exams to his creation, Common Core. He benefits from the whole deal at the expense of legitimate education and local control, as does Bill Gates, who has now partnered with the word’s largest education sales company, Pearson, to create more money-making curriculum for all of us who are trapped under the Common Core.

I am not against people making tons of money. That’s not the issue; American capitalism and entrepreneurship are wonderful inventions.

What I oppose are these unrepresentative, public-private partnerships (often called P3’s). All Americans ought to oppose the circumvention of the American voter by any “philanthropy” that creates new governance structures over previously representative educational systems.

Who is Gates’ constituency? Who elected him? Nobody. And nobody can vote him out –except by not cowering to his grantmaking wand.

As the author of yesterday’s Huffington Post article put it:

“So much Gates cash, and so many hands willing to accept it. Bill Gates likes Common Core. So, he is purchasing it. In doing so, Gates demonstrates (sadly so) that when one has enough money, one can purchase fundamentally democratic institutions… Can Bill Gates buy a foundational democratic institution? Will America allow it? The fate of CCSS will provide crucial answers to those looming questions.”

Read the whole article here.

Just Like Stalin’s 5-Year Plan   3 comments

There’s a term too few people know about:  “The Stalinization of Education.”   I learned this from page 68 of the book by Professors Christopher Tienken and Don Orlich, “The School Reform Landscape: Fraud, Myth, and Lies.”

The Stalinization of Education is a term that describes how America’s “No Child Left Behind,” “Common Core” and national testing are eerily similar to Stalin’s 5 year plan of over 70 years ago. How?

  • There was the complete politicization of schools (today it’s form is “teaching for social justice”).
  • There was the transformation of teachers from caretaker-nurturer to technician-like soldier, from child centered to test- or curriculum-centered.
  • There was the conversion of teachers to a new party line (today it’s  “environmental sustainability”)
  • There was the altering of loose-tight to tight-loose controls over  education. Secretary Arne Duncan used those exact words in his speech to the inter-american-development-bank (Ed secretary speech to a bank!?!) –recently.
  • There was the removal of teachers’ use of intellectual skepticism,  benevolence, spontaneity, and openness to an emphasis on militaristic strength,   effectiveness and being political and curriculum-centered.
  • Pay-for-performance transformed the definition of what a high quality  teacher would be.
Academia has been bought by the Common Core pushers (Gates, Soros, Pearson).
And academia not questioning the lack of empirical evidence behind the push the Common Core experiment is the promotion of educational malpractice.  Common Core is absolutely intellectually dishonest. It’s academic fraud.  But the highest ranking academics in our nation will not say so.
No one can explain this problem better than these guys do in this book (it’s the book I mentioned on Glenn Beck.)
Still, it’s true that countless educators believe our educational system was so awful that it is worth giving up local constitutional control of standards, for the cure-all of supposedly much better standards.
In South Carolina’s Senator Mike Fair’s words, we need to show them that Common Core is a case of trading our birthright for a mess of pottage –but not even getting the pottage.
The real trade was actual education and actual local control, for one size fits all progressive education and no control.
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