Archive for the ‘Individual rights’ Tag

A Weighty List of Grievances: Will Congress Ever Hold a Hearing Against the Department of Education?   1 comment

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Even though I don’t like bumper stickers, I proudly slapped a U.S. Senator Mike Lee bumper sticker on my car because he’s that rare legislator who honors in actions as well as in talk, that priceless treasure, our freedom-friendly U.S. Constitution.  And this week, I waited on the phone for a long time to ask him a question during his virtual town hall meeting this week.

I never got my chance, and that’s understandable because  I heard the announcer say that 15,000 Utahns were attending, so…  I’ll ask it now.

 

How weighty does the list of grievances need to be for Congress to convene a hearing on the Department of Education? duncan

It seems like any one of the grievances that I’ll list next, would deserve action.  Taken together, these assaults on Constitutional rights of individuals is almost unbelievable.

What are your thoughts on this list:  as a legislator, as a parent, as a teacher (especially if you are a special ed teacher) as a student, as a taxpayer, as a citizen with Constitutionally protected rights?  When should Congress hold the Department of Education accountable for:

 

  1. TAKING AWAY SPECIAL ED  –  The Department of Education has, unbelievably, removed state authority over special education, effective this week.  It used fake research to assume its new position of forcing federally aligned testing –without modifications– on special education students. That fake scholarship was exposed by special education scholar and Doctor of Clinical Psychology, Gary Thompson. The No Child Left Behind “final rule” has supposedly authorized the federal government to “no longer allow” states to call the shots on special education.
  2. ADMITTING IT FORCED STATE ALIGNMENT TO COMMON CORE – Department of Education official Joanne Weiss has just now not only confessed, but boasted, that the federal government deliberately “forced alignment” and “deployed tools” to push states into Race to the Top/Common Core, in this recent report. ( See the Pulse2016 article.)    Important note:   Weiss’ confession starkly contrasts with countless claims  in the past three years from the Department, that Common Core was “state-led” and that any other view was “nonsense”. Duncan then said:

“… a new set of standards—rigorous, high-quality learning standards, developed and led by a group of governors and state education chiefs—are under attack as a federal takeover of the schools. And your role in sorting out truth from nonsense is really important.” – 2013 speech by Sec. Duncan.

 

3.   STALKING CITIZEN DATA – The Department of Education –stunningly–  succeeded in bribing states to build what is essentially each state’s own stalking system, 50  federal/state database systems, called SLDS, that were built to federal specs, with federal interoperability, and with federally aligned data tags, essentially putting 50 state databases on a federal gridwithout a vote and without asking for parental or taxpayer consent to collect personal, behavioral, and academic data about citizens, longitudinally, for life, using schools as a government stalking mechanism.

4.  DELETING PRIVACY LAWS –  The Department of Education altered previously protective federal FERPA laws, altering policy that changed the definition of what IS personally identifiable information (PII). PII can now include biological and behavioral data (biometric data) about children or about any citizen who once was in a publically funded school. The Department also reduced to just a “best practice” –a.k.a. “optional”–  the previously protective FERPA  rule that parental consent had to be received prior to any sharing of student PII. The Department was sued by the Electronic Privacy Information Center for doing this. Read details at that site.

5.  STANDARDIZING  THE P-20 DATA MINE –  The Department of Education partnered with a private, closed-door group called CCSSO (the co-creators, by the way, of Common Core) to co-produce common data standards, called CEDS, which further standardizes the data mining ability of the federal government over American citizens from early childhood through the workforce, in an initiative known as P-20 (or P-20W).

6.   TEACHING AND IMPLEMENTING SOCIALISM, ALMOST AS A NATIONAL RELIGION – The Department of Education’s official blog, as well as Secretary Duncan’s speeches themselves, have unilaterally redefined education– as the teaching of socialism, aka social justice.  Who passed a law that social justice would be the foundation  for student learning? Who was authorized to take the entire population of U.S. school children down that path?  In “Education is Social Justice” and other official articles and speeches, we learn that no longer will our education dollars teach our children to cherish Constitutional ideals like individual rights, property rights, separation of powers, or religious; instead schools will teach social justice, which is, unfortunately, not justice.  It is theft.  It allows the Department of Education (or others) to steal teachers, money, or data from one group to redistribute to another, without consent.  Duncan can’t seem to give a single speech without spreading “social justice” and his Equity and Education Commission‘s publications reveal that the Department is promoting not just the teaching, but the implementation of socialism and forced redistribution, nationally.  Shouldn’t there at least have been a vote?

7.  SUBMITTING TO GATES – The Department of Education worked closely with, and accepted money from, the worlds’ second richest man and implemented nationwide policies based not on voter intent but on Gates’ intent.  As Diane Ravitch wrote: “The idea that the richest man in America can purchase and — working closely with the U.S. Department of Education — impose new and untested academic standards on the nation’s public schools is a national scandal. A congressional investigation is warranted.”

 

dunc

 

In conclusion:

“When the story of the Common Core is finally told, it’s going to be ugly. It’s going to show how the sponsors of the Common Core made a mockery of the Constitution and the democratic process. It’s going to show how the Obama administration pressed a completely untested reform on the states, evading public debate at both the federal and state levels. It’s going to show how a deliberative process that ought to have taken years was compressed into a matter of months. It’s going to show how legitimate philanthropic funding for an experimental education reform morphed into a gross abuse of democracy. It’s going to show how the Obama Education Department intentionally obscured the full extent of its pressure on the states, even as it effectively federalized the nation’s education system. It’s going to show how Common Core is turning the choice of private — especially Catholic — education into no choice at all.”

That quote comes from Stanley Kurtz’s article  for “The Ethics and Policy Center”entitled “Time for Congressional Hearings on Common Core”.

So maybe it’s good that I didn’t get to ask this question on the phone with my senator this week.  I can mail it to him now.  Maybe others will, too.

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Obama’s Career Tracking and Education Reforms: So Much More Than Common Core   3 comments

  The more you study the plans and plots of Obama and of his Federal Education Secretary, Arne Duncan, the more you see the crushing trend.  They crush any individuality and local independence or control over education paths or career paths.  And the Constitution be damned.

Individuals’ desires or states’ desires are not to be taken into account.  The word “accountability” is used as a weapon of coercion.  And the desires of the Collective Government are assumed to best determine what a student studies and what he/she becomes.  “What benefits society?” they ask; they do not ask what benefits the child, or what do the parents want for the child?

The crushing and stifling effect comes from so much more than the Common Core Standards –or even than the Common national testing.  The federal government wants to determine how children will be placed into an almost unalterable path that determines that student’s future based on imposed plans squeezed out of standardized tests early on in life.  They call it Prosperity 2020 in Utah.  They call it Obama’s 2020 Educational Initiative in D.C. They call it Education For All, a part of Agenda 21, at the United Nations.  They all use nice-sounding words but they all slice away at local and individual rights and freedoms over what is to be learned and what is to be eliminated from the learning.

For example, Secretary of Education Arne Duncan makes references to “personalized learning” which sound good.  But what is it, really?  The removal of a student’s choices.  The personalization by the government of that individual’s life path.  It starts with “differentiated diplomas” which call students, to use politically insensitive words, “dumb” “mediocre” and “smart.”  These “differentiated diplomas” will prepare students for differentiated careers– all determined by standardized, high stakes tests and by people who are NOT the student himself/herself.  Nor the parents.  (All “for the good of the collective”.)  I’m not buying it.  Are you?

Career Academies and  “College and Career Readiness*” are the new buzzwords.   The concepts sound good on the surface– to help students get diagnosed with skills and trained for specific career skills as early as possible, to make a direct leap into a career.

But think: what if the student later hates that career and has traded his/her well-rounded, meaningful, whole education for a narrow skill set?  Then where is he/she going to be? Trained to be a plumber, but with desires to be a nurse?  Trained to be a rocket scientist, but with desires to cook?  Trained to pick up trash, but with desires to practice law?  It’s not good.

The educational trend seems to benefit “society” far more than it benefits the individual.  But that’s what socialists are all about.  Communists, too.  The individual never matters; his or her desires are not significant to The Collective.

U.S. Secretary of Education Arne Duncan explains it this way:

” My goal today is to share an outline of our plan to transform career and technical education, or CTE.  Then, with that as context, I’ll discuss our plans to implement the President’s proposed $1 billion investment in career academies…

…First, a career academy is a secondary school program that is organized as a small learning community or a school within a school to provide a supportive, personalized learning environment.

Second, the academy begins by the 9th grade. 

Third, the academy would need to provide a combined academic and technical curriculum that includes CTE courses for which students may receive academic credit. The academy’s curriculum would be organized around a career theme—like the themes identified by NAF: Finance, Hospitality & Tourism, Information Technology, Health Sciences, or Engineering—and aligned with the State’s college-and career-ready standards*.

Fourth, a career academy provides work-based learning and career exploration activities through partnerships with local employers. 

And, fifth and finally, the academy’s program articulates and reflects the entrance requirements of postsecondary education programs—to ensure that students graduate from high school ready to pursue a degree or credential. 

Now, I’m very interested to hear what you think about our career academies plan, the proposed academy definition, and the CTE Blueprint.”  Full speech here:  http://www.ed.gov/news/speeches/remarks-us-secretary-education-arne-duncan-national-academy-foundation-next-conference

* By the way, Duncan’s allusion to “the State’s college-and-career-ready standards” does not mean what you think it means. It’s just common core.  “College and Career Readiness” is like a code term.

NO INDIVIDUAL STATE WHO IS UNDER THE COMMON CORE YOKE CAN MAKE CHANGES NOR DEFINE COLLEGE AND CAREER READY DIFFERENTLY FROM ANY OTHER STATE.

So, according to Duncan/Obama, being ready for college and career doesn’t mean being ready for college and career.  Too forthright.

The term means being yoked to a substandard set of educational standards that are the same, same, same and that are non-negotiable and that are NGA/CCSSO copyrighted, with a 15% federally mandated cap on top of that copyright.  (See the definition on the Ed.gov site here: http://www.ed.gov/race-top/district-competition/definitions)

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