Archive for the ‘Jason Zimba’ Tag
Utah radio personality Jason Williams of KVNU’s “For the People” has asked the public to submit questions for next week’s Common Core debate, which will take place at Mount Logan Middle School on January 6th, 2014, from 6:00 to 8:00 p.m. in Logan, Utah, at 875 N. 200 E.
Submit questions to: firstname.lastname@example.org or email@example.com.
Legislators have already committed to attend the debate. I hope thousands of teachers, parents, grandparents, students and reporters show up.
The debaters will be Alpine School Board member Wendy Hart and mother Alyson Williams (against Common Core) versus state school board members Dave Thomas and Tami Pyfer (for Common Core). The event will be moderated by radio personality Jason Williams.
I sat down to write a few questions and ended up with 40. Some are borrowed from Professors Yong Zhao, Professor Christopher Tienken, Dr. Sandra Stotsky, Dr. Daniel Coupland and others. I hope Mr. Williams has time to ask them all.
40 COMMON CORE DEBATE QUESTIONS
1. Is Common Core constitutional? Why or why not?
2. How important is the defense of local autonomy and local control of schools, to you personally –and does Common Core affect local control in any way? Yes or no?
3. The Common Core itself calls itself a “living work” and it admits that the document will change. Does the Utah State School Board have authority over the copyrighted Common Core “document” to change the document itself? ( To clarify: this is not a question of adding 15% as the Common Core governance allows a state to add in-state, but we are asking about changing the national standards themselves.) Yes or No?
4. Can Utah voters remove from positions of power the people who hold copyright over Utah’s Common Core standards (Board of Directors of CCSSO/NGA) if we do not approve of the direction of Common Core? Yes or No?
5. Are those who hold copyright over Common Core subject to transparency (“sunshine” laws) –so that the Utah State School Board can supervise the decisions which affect and govern Utahns? Yes or No?
6. Where can I read for myself how the states-led (inter-state) amendment process will work when we want to change something in the Common Core standards, if a process exists?
7. Where can I see for myself the evidence that Common Core standards have been field tested prior to implementation, so they were proven to be of superior academic quality, if testing evidence exists?
8. Professor Christopher Tienken of Seton Hall University has called Common Core “educational malpractice.” Regardless of how you feel about Common Core, how would you recognize educational malpractice if you saw it; what would be its hallmarks?
9. Would widespread mandating of experimental, untested standards constitute educational malpractice?
10. Where can I see for myself the specific countries and specific standards to which the Common Core standards are “internationally benchmarked” if such benchmarking exists?
11. Where is the American process of representation of individuals in the Common Core education and assessments system, if it exists?
12. Where can I see for myself empirical, researched evidence (not opinion) that Common Core’s increasing informational text and decreasing classic literature will benefit children, if it exists?
13. Where can I see for myself empirical, researched evidence that Common Core’s move away from traditional math toward constructivist math will benefit our children, if it exists?
14. Many mathematicians and math experts, even including Common Core architect and advocate Jason Zimba, have pointed out that students who want to take Calculus in college will need to take more math than Common Core math courses in high school. What should the Utah State School Board do to make sure Utah students are truly prepared for STEM careers despite Common Core’s low math standards?
15. A mathematician is one who has an advanced degree in advanced mathematics; a math educator is one who has an advanced degree in educating students on any level of math. How do you feel about the fact that there was only one actual mathematician on the Common Core validation committee, Dr. James Milgram, and that he refused to sign off because he said the standards were not legitimate math for college preparation?
16. Several official documents show that there is a 15% cap on a state adding to the Core; we also from Common Core architect Jason Zimba and validation committee member James Milgram that Common Core math does not prepare students for STEM math careers; then how are Utahns to prepare for STEM careers?
17. If local Utahns break through the common core academic ceiling and add more than the allowable 15% to their local standards, how will that 15% be taught using common core aligned math and English tests and texts?
18. Although we have been told that Common Core was state-led, no citizen in this state received an invitation to discuss this, before math and English standards were decided. To make sure this does not happen again, please explain the vetting process for Utah teachers and parents, before we add upcoming national science, national social studies, and national sex ed standards.
19. Which element played a larger role in Utah’s decision to adopt Common Core: the chance to win Race to the Top grant money, or a thorough review of the Common Core academically? Please give evidence for your answer.
20. Where can I read our state’s cost analysis for implementing Common Core standards, tests and professional development costs?
21. Does the Common Core essentially discriminate against talents and interests that are not consistent with their prescribed knowledge and skills?
22. What roles does the Utah State Longitudinal Database System (SLDS)play in reporting to the federal Edfacts Exchange and to the national E.I.M.A.C./CCSSO data collection machines?
23. How do you respond to the question asked by Christopher Tienken of Seton Hall University? He said:
“This is not data-driven decision making… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Where is the evidence to support the rhetoric surrounding the Common Core standards?”
24. Do you see Common Core’s emphasis on testing as potentially harming American creativity and entrepreneurial fields in which U.S. graduate have historically led the world– or do you see this emphasis on standardization and testing as simply creating more individuals who are very good at taking tests– like students in some Asian countries– without any harm being done to creativity or love of learning?
25. The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “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 …“ In light of this, please explain why our state has partnered with those who agree to micromanagement by the federal department of education such as the CCSSO.
26. Which portions of local autonomy have been traded for federally-lauded Common Core standards and tests?
27. What types of legal protections does student data have in writing that can protect us from the federal government and vendors and researchers– in light of recent changes to FERPA privacy regulations, and in light of the federally funded and federally-reporting State Longitudinal Database System (SLDS) that is partnered with the CCSSO (and PESC) under Utah’s SLDS grant agreement?
28. Why has the Utah State School Board not stood up against federally-partnered and SBAC-partnered Common Core tests to defend local control?
29. For students in the United States to be globally competitive, they must offer something different, that is, something that cannot be obtained at a lower cost in developing countries. High test scores in a few subjects can be achieved in most developing countries, so how could Common Core increase global competitiveness for U.S. students?
30. How can any test predict global competiveness or economic growth?
31. What empirical evidence do you have that high Common Core test scores could result in higher levels of innovation, creativity, and entrepreneurship?
32. If countries like Estonia, Hungary, Slovenia, Vietnam, Latvia, and Poland routinely outscore the U.S. on standardized tests such as PISA, why isn’t their per capita gross domestic product or other personal economic indicators equal to those in the U.S. (World Bank, 2013)? In other words, what evidence do we have that pressuring students to focus on standardized testing will improve the U.S. economy?
33. Are you aware, that when you disaggregate the data by percentages of poverty in a school, the U.S. scores at the top of all the international PISA tests? (see Riddle, 2009) In other words, why are we pushing Common Core when our previous system of local control and freedom worked better academically than other countries’ governmentally standardized systems?
34. Companies like Boeing and GE are allowed to give their technology, utility patents, and know-how to the Chinese in return for being able to sell their products in China (Prestowitz, 2012). Can U.S. emphasis on standardized test scores create global competitiveness, really, or is it more likely that we should change the policy of allowing U.S. multinationals to give away our technological advantages, to increase our global competitiveness?
35. Are you aware that 81% of U.S. engineers are qualified to work in multinational corporations – the highest percentage in the world (Kiwana, 2012) while only 10% of Chinese engineering graduates and 25% of Indian engineers are prepared to work in multinational corporations or corporations outside of China or India (Gereffi, et al., 2006; Kiwana, 2012)?
36. Are you aware that the U.S. produces the largest numbers of utility patents (innovation patents) per year and has produced over 100,000 a year for at least the last 45 years? No other country comes close (USPTO, 2012).
37. Are you aware that adults in the U.S. rank at the top of the world in creativity, innovation, and entrepreneurship –and that those adults were educated during a time of NO state or national standards (Tienken, 2013)?
38. To what extent do you agree with this statement? “Common Core is a standardized education philosophy that transmits prescribed content via nationally aligned standards, aligned tests and aligned texts; the previous system was less organized, more loosely monitored, less unified, but spent more time on creativity, individual exploration and innovation.”
39. How do you feel about the funding of the Common Core: one unelected businessman– Bill Gates— funded the Common Core initiative, paid the PTA and the pro-Common Core think tanks (Fordham Institute, Manhattan Institute, Foundation for Educational Excellence) that advocate for it, he partnered with Pearson, the largest educational text sales company in the world to market it, that he publically calls American schools his “uniform customer base”, and that he has said that his goal is for Common Core tests, curriculum and standards to align? See Gates’ public speech here.
40. How do you feel about Secretary Arne Duncan’s stated goals for national Common Core Educational Standards and Common Data Standards? To summarize, a few of Duncan’s stated goals are:
–1) to have the federal government take more control over American schools than ever before,
–2) to make schools (not families) be the community centers, open 6-7 days a week, 12 months a year, 14 hours per day; and
–3) to partner the federal department of education with the copyrighters of the Common Core (CCSSO) for both education standards AND for data collection standards.
THE CONTINUAL WEARYING a.k.a. THE SQUEAKY WHEEL
(More thoughts on the ongoing Common Core debate:)
If you aren’t going to attend the debate, please use these questions or your own to create more strong pushback from the Common Core disaster.
This is America! We are the people with the power to make things right when we see that they are wrong. This is not a land of centralized power, dictatorship, socialism. This is a land of liberty, where the local people self-govern. We have to wake people up to see that freedom matters– and that Common Core surely takes it away from our children.
We can use the beautiful American processes of debate, of real representation, and of constitutional balances of powers that are supposed to defend freedom and local autonomy.
If everyone who cared deeply about the damages of Common Core were to weary the school boards and governors with questions —repeatedly, weekly, persistently, patiently, unceasingly— Common Core could not stand.
Common Core has no legs –except expensive marketing legs and lies– to stand on.
It has no academic pilot testing, no written amendment process for states to retain local control, no privacy protections for its tests’ data collection processes, no wisdom, no international benchmarking, no chance of improving “global competitiveness,” no heart, no state-led history, no commitment to local control; no hope to develop any real love of learning; no common sense.
What it does have is millions upon millions of dollars gambled on this takeover of American schools as a “uniform customer base” and many more millions spent on marketing its unsupportable talking points.
But it lacks the important stuff.
Parents (and teachers) can win back local control. We care more deeply about our children and about legitimate education than the proponents care about our children or Common Core.
We just have to be the squeaky wheel.
Remember the parable of Jesus from Luke 18:
“There was in a city a judge, which feared not God, neither regarded man:
And there was a widow in that city; and she came unto him, saying, Avenge me of mine adversary.
And he would not for a while: but afterward he said within himself, Though I fear not God, nor regard man;
Yet because this widow troubleth me, I will avenge her, lest by her continual coming she weary me.”
Weary them, weary them.
We can write or call newspapers and t.v. stations.
We can politely and persistently pester our governor: 801-538-1000 or 800-705-2464 (Utah’s Governor Herbert’s number).
We can politely and persistently pester the principal and others in the school districts and especially make sure to pester state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber.
Here is the Utah State School Board’s address: firstname.lastname@example.org
Here is the state superintendent’s address: email@example.com
Here is the governor’s education counselor’s address: firstname.lastname@example.org
If you want to get 2 minutes to testify about these things at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov
If you scour the official Common Core websites, ed.gov website, and the official speeches of Secretary Duncan and President Obama and the Pearson CEA on education, as many of us have done, you may at first knit your eyebrows in confusion.
It all sounds sweet.
How would education reforms that use such pleasant words ever be taking away my constitutional rights? Did the reformers really aim in completely opposite directions from their peachy words in arrangements and mandates and deprivations written elsewhere, in contracts and speeches and grant documents and regulatory changes on the same subject, written by the same groups of people?
Yes, they did.
Government and CCSSO/NGA sites come across as harmless, toothless, and positive, making it nearly impossible to interest the masses in fighting education reforms even though they are hurting our children and our country’s future. It’s even harder to change the direction of state school board members, governors and business people who also see nothing wrong with implementation of Common Core.
Why don’t they see the shackles?
It’s all about the language.
Daniel Greenfield at the Sultan Knish Blog has shed light on the deception. He illuminates the differences between the “new speak” envisioned by “1984” author George Orwell, and the actual “new speak” deceiving people in 2013.
Below are highlights from Greenfield’s explanation.
Read his full article here.
“Orwell’s mistake in 1984 was assuming that a totalitarian socialist state would maintain the rigid linguistic conventions of bureaucratic totalitarianism…. Liberal Newspeak is the hybrid product of advertising, academia and bureaucracy. It takes ideas from creative leftists, rinses them in conformity, uses techniques from the ad world to make them as safe as possible and then shoves them down everyone’s throat.
[In Orwell’s “1984”] Newspeak’s objective was to enforce linguistic schizophrenia… making opposition into a form of madness. Liberal Newspeak’s is less ambitious. It settles for muddling your brain.
Like modern advertising, its goal is to make you feel comfortable without actually telling you anything.
Liberal Newspeak is the chirpy announcer in a drug commercial soothingly telling you about all the fatal side effects while on screen couples have romantic picnics and go whitewater rafting.
That is the job of most of the news media… to be that announcer telling you that… your taxes will go up, your job will go to China and you will die, without getting you upset about the terrible news.
The dictionary of Liberal Newspeak is full of empty and meaningless words. Community, Care, Access, Sharing, Concern, Affordability, Options, Communication, Listening, Engage, Innovating and a thousand others like it are wedged into sentences. Entire pages can be written almost entirely in these words without a single note of meaning intruding on the proceedings.
… The techniques of advertising have been used to pluck up words that people once felt comfortable with and wrap them around the agendas…
Liberal Newspeak is concerned with making people safe while telling them absolutely nothing. It’s a new language that conveys reassurance rather than meaning. Its totem words are almost pre-verbal in that they mean nothing except “You are safe” and “We are taking care of you.”
That is what gibberish like, “We are improving access options for all community interest groups” or “We are striving to innovate while listening to everyone’s concerns” means. Daily life has become filled with meaningless pats on the head like that, which dedicated liberal newspeakers spew up like newborns. This empty babble says nothing. It’s the hum of the beehive. The signal that keeps all the drones headed in the same direction.
… It owes less of its perversity to Marxism than it does to Madison Avenue. The language that was used to convince millions to buy junk that was bad for them or that they didn’t need is used to convince them to buy liberalism.
While the implications of Liberal Newspeak are ominous, its tones aren’t. It deliberately embraces the feminine side of language. It strives to be comforting, nurturing and soothing. It never tells you anything directly. Instead it makes you read everything between the lines. It rarely answers questions. Instead its answers indirectly explain to you why you shouldn’t even be asking the questions.
… Its terminology is so vague that specific questions require a convoluted assemblage of words … There is no room for thoughts, only feelings. You can feel guilty in Liberal Newspeak. You can be outraged, self-righteous or concerned. But you can’t weigh one idea against another because it isn’t a language of ideas. It’s a vocabulary of emotional cues that could just as easily be taught to a smart animal.
… what they are really doing is maintaining conformity in the same way that the Soviet and Red Chinese engineers constantly discussing Lenin and Mao as inspirations for their work…Liberal Newspeak is full of terms about listening, engaging and sharing, but it’s a closed loop.
It’s language as a command and control mechanism for establishing conformity… It’s an unbroken loop of reassuring gibberish punctuated by bursts of anger at outsiders who are not part of the hive and don’t understand how important community access and engaged listening really are.
… It has emotions, but no ideas. Its purpose is to take an individualistic culture… and reduce it to a conformity that promises safety in exchange for never thinking again.”
COMMON CORE (AKA VOLDEMORT)
If you want to see one example of Greenfield’s idea applied to Common Core, simply look at the word Common Core.
It is the phrase that is most often unspoken. Like Voldemort.
In Utah, they call Common Core the “Utah Core”. In other states it has other names.
On the federal website, it is magically defined without even using the term at all!
“College and Career Ready Standards” are defined there as standards common to a significant number of states.
So any time –ANY TIME– you hear the phrase “college and career ready” you are being talked at, about Common Core.
But you don’t know that, or most people don’t.
You think it could be anybody’s legitimate definition of what makes a student prepared for a great career or a great college. Right? Nope. It means a mediocre standard that may or may not mean a student even studied as high as what used to be a normal course of high school math. (Just ask the NCEE or Jason Zimba.)
It’s all about the language.
The only way to fight manipulation of words and of truth is with its opposite: clear, direct, truthful language.
Thank you, Daniel Greenfield.
Subservience to truly stupid ideas —like dumbing down high school math for economic gain— was never meant to be the destiny of the free American people.
Yet that is what has happened to American education under Common Core. In the video testimony of Common Core creator Jason Zimba, in recent articles by the American Institutes for Research (AIR), in the written testimony of Common Core validation members Dr. Sandra Stotsky and Dr. James Milgram, and in the 2013 Common Core report of the National Center for Education and the Economy (NCEE) we see that Common Core math deliberately diminishes and weakens, rather than adding to, high school math standards.
At the American Institutes for Research (AIR) website, (FYI, this is the company that writes Utah’s Common Core math and English test) there are articles claiming that it’s in the best interest of the taxpayers that more students should only aim for a two year college degree.
AIR dismisses the idea that a student might WANT to learn more than what is available at the associates’ degree level. Individual desires and rights don’t even factor into the collectivism of education reform.
AIR fails to address the fact that not all college educations are tax-funded; some people actually pay for their own tuition. AIR takes the socialist view that taxpayers are “stakeholders” so they should determine whether a student may or may not get more education. AIR says: “Do graduates who earn an associate’s degree and participate in the labor force experience returns, such as higher wages, that justify the costs incurred by them in obtaining that degree? Do taxpayers receive a positive return on their investment in the production of associate’s degrees?”
Professor Sandra Stotsky, who served on the official Common Core Validation Committee, has written an article, Common Core Math Standards Do Not Prepare U.S. Students for STEM Careers. How Come?” (It is posted in full at Heritage Foundation’s website.)
Dr. Stotsky writes that states adopted Common Core math because they were told that it would make high school students “college- and career-ready” and would strengthen the pipeline for science, technology, engineering, and math (STEM), but it is clear this claim was not true. Stotsky reminds us that Professor James Milgram has testified to the fact that common core math dumbed down U.S. high school standards.
With the exception of a few standards in trigonometry, the math standards END after Algebra II, reported Stanford emeritus professor James Milgram (Milgram was also an official member of the Common Core validation committee.)
Both Milgram and Stotsky refused to sign off on the academic quality of the national standards, and made public their explanation and criticism of the final version of Common Core’s standards.
Stotsky points out that the lead mathematics standards writers themselves were telling the public how LOW Common Core’s high school math standards were. At a March 2010 meeting of the Massachusetts Board of Elementary and Secondary Education, Jason Zimba, a lead writer, told the board that the standards are “not only not for STEM, they are also not for selective colleges.”
Yet, strangely, Stotsky was the only member of the board who expressed concern upon hearing Zimba’s words. Watch that one minute video here.
“U.S. government data show that only one out of every 50 prospective STEM majors who begin their undergraduate math coursework at the precalculus level or lower will earn bachelor’s degrees in a STEM area. Moreover, students whose last high school mathematics course was Algebra II or lower have less than a 40 percent chance of earning any kind of four-year college degree.”
Not only that: Stotsky points out that in January 2010, William McCallum, another lead mathematics standards writer, told a group of mathematicians: “The overall standards would not be too high, certainly not in comparison [to] other nations, including East Asia, where math education excels.”
Dr. Stotsky also notes that there are “other consequences to over 46 states having a college readiness test with low expectations.” The U.S. Department of Education’s competitive grant program, Race to the Top, required states to place students who have been admitted by their public colleges and universities into credit-bearing (non-remedial) mathematics (and English) courses if they have passed a Common Core–based “college readiness” test. Stotsky writes: “Selective public colleges and universities will likely have to lower the level of their introductory math courses to avoid unacceptably high failure rates.”
Stotsky says, “It is still astonishing that over 46 boards of education adopted Common Core’s standards—usually at the recommendation of their commissioner of education and department of education staff—without asking the faculty who teach mathematics and English at their own higher education institutions (and in their own high schools) to do an analysis of Common Core’s definition of college readiness… Who could be better judges of college readiness?”
Read the rest of Stotsky’s article here.
What about NCEE? Surely the National Center on Education and the Economy (NCEE) would not want to dumb down your child!
In the 2013 report from NCEE, “What Does It Really Mean to be College and Career Ready?” it recommends that we all throw out the higher math we used to teach in high schools in America.
“Mastery of Algebra II is widely thought to be a prerequisite for success in college and careers. Our research shows that that is not so… Based on our data, one cannot make the case that high school graduates must be proficient in Algebra II to be ready for college and careers. The high school mathematics curriculum is now centered on the teaching of a sequence of courses leading to calculus that includes Geometry, Algebra II, Pre-Calculus and Calculus. However, fewer than five percent of American workers and an even smaller percentage of community college students will ever need to master the courses in this sequence in their college or in the workplace… they should not be required courses in our high schools. To require these courses in high school is to deny to many students the opportunity to graduate high school because they have not mastered a sequence of mathematics courses they will never need. In the face of these findings, the policy of requiring a passing score on an Algebra II exam for high school graduation simply cannot be justified.”
Read the rest of the NCEE report here.
When will people stop saying that Common Core standards are legitimate preparation for 4 year colleges? It so obviously isn’t true.
When will people admit that Common Core caters to a low common denominator and robs high achievers and mid-achievers? Probably never. Proponents pushed Common Core on Americans for a deliberate purpose: so that politicians and the private corporations they’ve partnered with, can analyze, punish and reward those who have forgotten that they have real rights under a real Constitution to direct and control their own affairs.
Thank you, Dr. Sandra Stotsky and Dr. James Milgram for your tireless testimonies about American education reforms that hurt our children and our country.
Of all the things that the Truth in American Education site has posted, my favorite thing is that title.
Truth in American Education. The title itself teaches a fact most Americans still don’t realize: that there are loads of lies parading as education reform improvements that need exposure via verifiable, well researched facts. It does not matter if good people with good intentions, merely parroting information received from other organizations, tell those lies in all sincerity. Sincerity does not trump truth. Facts are still facts and the consequences for all of us are huge for aligning our school systems with such lies.
Our children’s futures are at stake, yet few parents stand up. Why? For those of us who are naturally nonconfrontational and trusting, the title, Truth in American Education, is a wakeup call that we should ask questions, verify claims and demand references for promises being spoken by authority figures in education reform today. We should know our educational rights under the Constitution and know our rights as parents. Don’t take unreferenced promises as answers.
Speaking of which: today I became aware of a 204-page document put out by the Utah State Office of
It’s called “A Complete Resource Guide On Utah’s Core Standards.”
You can access the 204-pager here:
Dr. Sandra Stotsky, an education scholar and whistleblower, one who is often quoted at the Truth in American Education website, happens to have read the 204-page Utah document, “A Complete Resource Guide On Utah’s Core Standards.”
Stotsky previously served on the official Common Core Validation Committee and was among those who refused to sign off that the Common Core standards were, in fact, adequate.
Of “A Complete Resource Guide On Utah’s Core Standards,” Stotsky states, “lies and unsupported claims” abound in the document.
She also writes:
“the writers didn’t even get the committee I was on right. I was appointed to the Validation Committee, not the Standards Development Committee, and along with the one mathematician on the Validation Committee (and 3 others) declined to sign off on the final version of Common Core’s standards.
The writers keep repeating ad nauseam that Common Core was a state-led effort. Everyone knows most of the effort was financed by the Gates Foundation and that Gates chose the standards writers who had no qualifications for writing K-12 standards in either ELA or math (David Coleman and Jason Zimba).
… I frankly can’t spend time on people who can’t document with citations their claims. What country was used for international benchmarking? Where’s the evidence?
The document simply repeats the false claims made by CCSSO from the beginning.”
— —– —
Despite not being willing to spend time rebutting a resource guide that fails to document its claims with citations, Dr. Stotsky took the time to bust 5 myths that the document contains:
1. Myth (Lie): Common Core was a state-led initiative.
Truth: Common Core was funded and directed behind-the-scenes by the Gates Foundation at every step. Gates funded NGA and CCSSO to serve as the front organizations, selected key people to be on the standards development committees (mostly from testing agencies), and funded many organizations, including the Fordham Institute and the PTA, to promote its adoption. Fordham was funded in particular to ensure that Common Core’s math and ELA standards (no matter what their condition) were given a high grade in a comparison review so that most states would accept the lie that CC’s standards were fewer, clearer, and more in-depth than whatever they had. Most states were willing to accept this lie because the USDE dangled RttT funds before their eyes. Gates and the USDE worked together on the incentives to states. Gates also funded the writing of many states’ applications for RttT funds by hiring consultants to write the applications for them.
2. Myth (Lie): Common Core’s standards were developed by the states—or by experts.
Truth: CC’s standards were written by people chosen by the Gates Foundation to write the standards: David Coleman and Jason Zimba, in particular. Coleman had no credentials for writing ELA standards, had never taught at any grade level, and was not a literary scholar. (Nor had his associate—Susan Pimentel. She had taught only in Head Start and had no degree in English.) Zimba, too, had never taught in K-12 mathematics, and had no experience in developing or writing math standards.
3. Myth (Lie): Common Core’s standards are internationally benchmarked.
Truth: Common Core’s standards were never internationally benchmarked because they couldn’t be. They are about two grades lower than what most other countries accept as “college readiness”. No countries have ever been mentioned by CCSSO as “benchmarking” countries.
4. Myth (Lie): Common Core’s standards prepare students for college or university.
Truth: Jason Zimba told the Massachusetts Board of Education in March 2010 that college readiness in mathematics means readiness for admission to a non-selective community college. (This is recorded in the minutes of the meeting.)
5. Myth (Lie): Common Core’s ELA standards promote literary study.
Truth: Coleman’s 50/50 mandate requires English teachers to teach to 10 informational reading standards and 9 literary standards each year. His mandate reduces literary study because English teachers must add informational texts to their curriculum. There is no research base showing that an increase in informational reading in the English class leads to greater college readiness. Just the contrary. The evidence, historical and empirical, shows that a focus on reading and discussing complex literature in high school leads to college readiness.
What more can I possibly add to Dr. Stotsky’s clear corrections to the Utah State Office of Education?
–Maybe an acronym translator:
ELA – English Language Arts
NGA – National Governors’ Association (the group that with CCSSO created Common Core)
CCSSO – Council of Chief State School Officers (the group that with NGA created Common Core)
USDE (U.S. Department of Education)
RTTT – Race To The Top (a competitive grant opportunity that the federal government used to incentivize Common Core adoption to the states)
PTA (Parent-Teacher Association, a national group that promoted Common Core because Bill Gates paid them to)