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: email@example.com or firstname.lastname@example.org.
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.
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: email@example.com
Here is the state superintendent’s address: firstname.lastname@example.org
Here is the governor’s education counselor’s address: email@example.com
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
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?”
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.
In January 1986 I was a high school student in Orlando, watching out the window as the Challenger Space Shuttle launched about fifty miles away. Christa MacAuliffe, the first teacher in space, was being launched with a seven member crew.
Then we all saw the explosion in the sky.
The plumes represented total failure and the deaths of seven people. Christa MacAuliffe perished along with every one of the seven members of the Challenger crew– a horrible, history-scarring launch. But.
What wasn’t widely known until years later was that the Challenger disaster had been avoidable.
Top engineers had alterted NASA not to launch. Memos had been circulated. Calls had been made but ignored. Groupthink had taken over.
NASA chose to ignore legitimate concerns –under financial and cultural pressures. That decision to ignore proved disasterous to the entire country.
Today, launch-executives of Common Core (including School Boards/PTA/NGA/CCSSO/Bill Gates’-funded thinktanks) are choosing to ignore concerns because of financial pressure. This will prove disasterous to the children and teachers now being launched into Common Core.
The morning of the Challenger’s launch, Florida temperatures were very cold.
NASA remembered that the builder of the shuttle, Morton-Thiokol, had been concerned about low temperature launches and made a call to the Utah headquarters.
“A manager came by my room and asked me if I was concerned about an 18 degree launch,” recalled Morton Thiokol engineer Bob Ebeling. “I said ‘What?’ – because we’re only qualified to 40 degrees. I said, ‘What business does anyone even have thinking about 18 degrees, we’re in no man’s land.'”
The O-rings had never been tested below freezing.
The Senior Representative for Morton Thiokol, at the Kennedy Space Center, Alan McDonald, refused to sign off that the project was ready and safe; he said temperatures were too cold to safely use the booster motors Morton Thiokol had built.
But his supervisors in Utah OVERRULED HIM and faxed a signature to NASA indicating that the company approved the launch anyway. (Doesn’t this remind you of the way the state school boards are overruling concerned, local superintendents, teachers, parents and administrators?)
It wasn’t just the temperatures on that day that were a problem. It wasn’t just the fact that they hadn’t tested the O-rings at these temperatures. Problems had been percolating all along. Months earlier, in October 1985, engineer Bob Ebeling had sent out a memo with the subject heading, “HELP!”
The purpose of Ebeling’s memo was to draw attention to dangerous structural errors in engineering. Roger Boijoly, yet another Morton Thiokol Engineer, validated Ebeling and McDonald, saying that the management’s style, the atmosphere at Morton Thiokol, dis-allowed dissent. (Doesn’t this description remind you of the atmosphere of the State Office of Education which treats dissenting voices on Common Core as “misinformed” and insubordinate?)
Boijoly testified that “Many opportunities were available to structure the work force for corrective action, but the Morton Thiokol management style would not let anything compete or interfere with the production and shipping of boosters. The result was a program which gave the appearance of being controlled while actually collapsing from within due to excessive technical and manufacturing problems as time increased.”
Why were these whistleblowers ignored? This question lingers. Many university courses use the Challenger disaster as a case study in the dangers of groupthink and the importance of listening to dissenting voices –even when listening means risking great financial and cultural pressures.
Today, the Florida Department of Education uses this image on its website, calling it “Countdown to Common Core.” It is eerie but it’s real.
Eerie logo or not, most states in the US are launching these un-vetted, un-tested, un-piloted, un-constitutionally governed Common Core standards. And whistleblowers who testify that this launch must be stopped, are being marginalized and scorned, rather than being heard.
Here are five parallels between the launch of Common Core and the launch of the 1986 Challenger.
1. In both cases, teachers were placed in harm’s way yet they nobly and confidently took on the high-risk role.
2. In both cases, there was a lack of pilot testing and a lack of proper study of the structure of the thing that was to be launched.
See Professor Christopher Tienken’s condemnation of the launching of Common Core without pilot testing in his research paper, here. See the side-by-side studies of pre and post Common Core academic standards, commissioned by Senator William Ligon of Georgia, here. See Pioneer Institute’s white paper on the rapid, unvetted implementation of Common Core across the nation, here.
3. In both cases, leading experts risked reputation and careers to be whistleblowers, to stop the doomed launches.</strong>
4. In both cases, whistleblowers were marginalized and leadership forged ahead, heedlessly.
5. <strong>In both cases, there was no escape hatch provided for those who chose to be onboard.
In the case of the Challenger shuttle, evidence suggests that some if not all of the people on board were alive during part or all of the descent of the cabin after it detached from the rest of the shuttle. It took over 2 minutes for the cabin to crash into the Atlantic. Might lives have been saved if there had been an escape system?
Launch escape systems had been considered several times during shuttle development, but NASA’s conclusion was that the shuttle’s expected high reliability would PRECLUDE THE NEED for one.
In the case of the Common Core launch, again, high expectations for reliability have apparently precluded the need for an escape hatch. While states may technically drop out of the Common Core initiative at any time, it becomes about as realistic to do so as it was for Hansel and Gretel being able to find their trail of crumbs in the woods that might have led them to freedom; with each passing day, that likelihood diminishes.
States are investing hundreds of millions upon hundreds of millions nationwide to create technological infrastructures, teacher trainings, textbook repurchasings, and public advocacy programs to implement Common Core. They are not likely to pull out.
States staying in do try to make these standards feel locally owned, by changing the name from “Common Core” to “Utah Core” or “California Core,” or by adding some of the federally permitted 15% to the Common Core.
But the nationally aligned tests will never take any 15% into account. (How could they? Differing would mean states’ standards were no longer “common.” And then comparisons from state to state would not be useful to the data hungry corporations and governmental “stakeholders” who crave that student testing data)
And if states were to try to get together and actually significantly alter and improve the commonly held standards, GOOD LUCK.
Anybody see see an actual, functioning escape hatch for Common Core?
What happens if we decide, down the line, that we don’t like how things are going? How can we regain that control, that copyright, that states-owned amendability of state standards, and that privacy (pre-S.L.D.S?)
I don’t see proper testing or vetting in the history of these standards. Do you?
I don’t see proper discussion of whistleblowers’ concerns. Do you?
I don’t see proponents caring at all for the well-being of the children and teachers being launched without their consent on this thing. Proponents are driven by money and by indebtedness to funders and by the desire for greater power over our children and over all people.
It is time to stop the Common Core launch.
And if we can’t stop this launch– if our leaders choose to ignore all reason and ignore the voices of those who not only have elected them, but who are the first authorities over the children– then it is time to take action and pull our children off the machine.