Archive for the ‘Good News for American Education’ Tag

HB 358: Protecting Student Privacy Rights in Utah   2 comments

Student privacy rights are improving in Utah!  Utah HB 358 passed and was funded this legislative session.

This is very happy news for many who have been extremely concerned about the lack of proper privacy protections in our state and country.  Although the bill does not provide any opt-out ability for any student from the State Longitudinal Database System,  which we’ve been asking for, for four years straight, it it does take important steps in the right direction.

The bill imposes some important restrictions on how information collected by school/government systems about a student can be stored, shared, and used.  It also makes the Utah law much more protective than federal FERPA (which, as you know, was deliberately damaged by the USDOE in 2009 so that it is not protective of student privacy as it had been when first written by Congress decades ago.)

In HB 358, line 472, the new law defines who owns the data.  The student.

472          (1) (a) A student owns the student’s personally identifiable student data.

(Not the “village”.)

The bill also defines three types of personally identifiable data:  necessary, optional, and prohibited.

For example, under “necessary” data, the bill names:

316          (a) name;
317          (b) date of birth;
318          (c) sex;
319          (d) parent contact information;
320          (e) custodial parent information;
321          (f) contact information;
322          (g) a student identification number;
323          (h) local, state, and national assessment results or an exception from taking a local,
324     state, or national assessment;
325          (i) courses taken and completed, credits earned, and other transcript information;
326          (j) course grades and grade point average;
327          (k) grade level and expected graduation date or graduation cohort;
328          (l) degree, diploma, credential attainment, and other school exit information;
329          (m) attendance and mobility;
330          (n) drop-out data;
331          (o) immunization record or an exception from an immunization record;
332          (p) race;
333          (q) ethnicity;
334          (r) tribal affiliation;
335          (s) remediation efforts;
336          (t) an exception from a vision screening required under Section 53A-11-203 or
337     information collected from a vision screening required under Section 53A-11-203;

Under “Prohibited data” which schools and third parties may not collect, the bill name:

806     …administration to a student of any psychological or psychiatric
807     examination, test, or treatment, or any survey, analysis, or evaluation without the prior written consent of the student’s parent or legal guardian, in which the purpose or evident intended effect is to cause the student to reveal information… concerning the student’s or any family member’s:
811          (a) political affiliations or, except as provided under Section 53A-13-101.1 or rules of
812     the State Board of Education, political philosophies;
813          (b) mental or psychological problems;


814          (c) sexual behavior, orientation, or attitudes;
815          (d) illegal, anti-social, self-incriminating, or demeaning behavior;
816          (e) critical appraisals of individuals with whom the student or family member has close
817     family relationships;
818          (f) religious affiliations or beliefs;
819          (g) legally recognized privileged and analogous relationships, such as those with
820     lawyers, medical personnel, or ministers…

Thank you, Representative Anderegg.

Read the rest of the bill here.

Good News About American Education… Pass It On!   10 comments

book and kite

 

“…The US ranks 1st in the world in Nobel Prizes in the sciences and medicine. 60% of all Nobel Laureates come from US public schools.  The US ranks 1st in the world in the number of utility patents and the number of scientific papers produced.

The US ranks 2nd in the world on the Global Creativity Index, 3rd on the Global Entrepreneurship and Development Index, and 5th on the Global Innovation Index.

We rank in the top 10 in the industrialized world for the percentage of high school graduates and the percentage of our population with BA degrees.

We produce the highest percentage of engineers who are qualified to work in multi-national corporations, we produce the greatest number of engineering doctorates, over 90% of which go to US born students, and the list of the accomplishments goes on.

In short, the arguments that all these standardizing reforms are both necessary and will increase competitiveness and secure a vibrant macro-economic future rest on pillars of sand.”  Dr. Christopher Tienken, Seton Hall University

That quote, from a speech and article Dr. Christopher Tienken posted recently, explains that negative myths about the terrible quality of American education abound, in part, so that corporations can make money and power grabbers can grab power.  We must not believe or act on the negative myths.

Boards of education are the last defense against this corporatism, social Darwinism and neoliberalism that is combining to take control over American education, says Tienken.   He encourages boards to push back.  (Why don’t locals do their own fact checking, and then echo Dr. Tienken, rather than Coleman, Barber or the USOE?)  Here are some facts you can share from Dr. Tienken as you explain why you are opting out and pushing back:

“To proclaim that one test and one set of curriculum standards, the Common Core, can provide meaningful data about whether a child is college and career ready, that is, ready to attend one of the over 4,400 colleges and universities in the US or pursue one of the tens of thousands of careers that exist or those that don’t but will by the time this year’s preschool class, the class or 2029 or 2030 graduates high school, is educationally bankrupt. No test, not the ACT nor SAT, or any other test can tell you that. In fact, high school GPA is a better predictor of first year college success and college completion than either the SAT or ACT. Maybe that is why there are now almost 1,000 colleges and universities that don’t require either test or make it optional.”

Moreover, he writes:  “You cannot standardize creativity, innovation, and entrepreneurship. What is being cut from schools now, because of this misguided adherence to standardization, are the subjects and experiences that children will really need to acquire the skills necessary to compete in a global economy in 2030.”

I have no personal ill will against the Common Core pushers; I’d bake them cookies if they were my neighbors and help carpool their kids.  But the fact is, nice people or not, that they are all wrong for allowing Common Core and Common Data Standards to harm our students’ academics, privacy, creativity and autonomy.  The list of wrong thinkers is long.

Governor Herbert is wrong.  His Prosperity 2020 and State Longitudinal Database System is wrong.  His friends in the Chamber of Commerce are wrong.  His education advisor is wrong.  His State Office of Education is wrong.  His NGA Governors’ private club is wrong.  Utah companies such as Education First and the School Improvment Network are wrong.  SAGE/AIR testing and its prime pusher, Asst. Supt. Judy Park, are wrong.  Local school boards, principals, charter school boards and anyone who parrots what others say, are wrong.  No matter how many people get on board with Common Core, it’s still wrong.

Dr. Tienken (and countless others) have assessed this situation correctly.

 

Word of mouth is always better than big, fat glossy marketing campaigns.  Help the truth to surface.  Please read Tienken’s  article and pass it on to your local boards, state board, principals, legislators, local chambers of commerce, and the Governor’s office.

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