Archive for the ‘SAT’ Tag
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.
More and more sinister facts about Common Core are surfacing. Proponents are running scared. They are glossing over, avoiding, lying about and making fun of, those in possession of the powerful and ugly truths about Common Core.
For example, there’s a taxpayer-funded Utah propaganda campaign that the Utah State School Board is to employ this year to “correct the misinformation” that the board members won’t actually, directly address, at all. (See page 232-236 of the 518-page document) There’s the fact that the USOE refers to critics of Common Core as “The Common Core Crazies” in teacher development trainings. This has been verified to me directly by multiple teachers who’ve attended Utah teacher conferences this spring and summer.
Open debate is out of style. Freedom of speech, thought or expression seem politically incorrect. Proponents of Common Core are opposed to discussing pros and cons, and certainly won’t reference, source, or provide documented empirical studies (because they don’t exist) to prove the claims of Common Core’s proponents to be true.
This fear of standing in light should signal to honest seekers of truth that there’s something very wrong: intellectual honesty (defined by empirical evidence and pilot testing of new programs) and freedom of speech and thought (defined by two-sided conversations) are concepts that the proponents of Common Core dismiss in favor of hand-me-down,Gates-funded “talking points.” It’s: One Size Fits All. (“If the shoe doesn’t fit, you still have to wear it.”)
You may have seen the back and forth of national education analysts and former governors and assorted others.
These attacks, aimed at critics of Common Core, is actually great news: It’s evidence that we are making a dent in this power-grabbing beast.
Please remember three simple facts to spread the truth and to cut through Gates’ marketing noise:
It’s a shaky academic experiment; it slashes local control; it’s the glue in the unconstitutional surveillance program.
1) Common Core is an academic experiment on our children that will affect not just K-12 but also universities.
Nothing they say changes its experimental nature. There’s no empirical testing that’s ever been done, no pilot study, no proof that these standards are academically an improvement. It’s just marketing– the repetitive use of the misused words “rigorous” and “internationally benchmarked” which, just as any grocery item that’s labeled “new and improved” — isn’t remotely new or improved. But who fact-checks? And yes, we should be rattled; these are radical changes: less literature; untested, way-different math. The time-tested, classical instruction’s flown out the standardized-common-testing window with the massive increase of testing. The ACT/SAT/GED/AP are all aligning to the experiment. And don’t forget about the massive increase of nonacademic student data-mining linked to the Common testing. It’s not small potatoes, folks.
2.) Common Core circumvents local authority and hands power to those who are furthest from the children/teachers.
The copyright by NGA/CCSSO is one proof. The 15% rule of the feds, that disallows soaring, is another proof. The micromanagement of the feds over the testing is another. The lack of any coming together to create a state-led amendment process is another proof. The monopoly on thought (via all texts being aligned, all ACT/SAT/GED/AP tests aligned) is another. There is no local control when the standards and tests are created from “on high.” There is no legitimacy when the standards and tests are experimental in nature and lack empirical validity. So even if the standards WERE excellent, states/districts have no control over those entities (NGA-CCSSO) who can alter them without our consent, sooner or later. When you lose control, you lose control. It doesn’t come back.
3) Common Core tests further entrench the surveillance of teachers and students by the government without parental consent.
If you remember these three points– and know where the links are to document them, you can stand up to the bullies, or to those who are uneducated about what Common Core is really all about.
All the opinion editorials in the world are not going to make the day night, or night day. Truth is truth whether people choose to believe it or not.
I’ve spoken with one of the highest-ranking education leaders in Utah about Common Core. His primary reason for wanting Utah to remain tied to Common Core was to make Utah’s children ready for the altered college testing; ACT and SAT are now aligning to Common Core. I pointed out to this man that lemming-like adherence to Common Core, regardless of the fact that these standards are LOWERING high school graduation requirements for most states, and are ending local control of education, might be unwise. But he wanted to be a lemming. (Not his exact words.) If ACT/SAT was aligning, Utah would align. Hmmm.
Do you think it’s never going to become household knowledge that these standards are unpiloted, untested, and that they dumb down high school graduates? Do you really think that the ACT, SAT, and other tests will maintain their former levels of respect and authority once people realize that they’ve lowered themselves into the academic murk of Common Core math and its diminishment of classical English standards that used to lead out with classic literature?
Already, the truth is seeping into the general consciousness. The ACT and SAT are going to lose credibility with thousands if not millions, of Americans.
Proponents of Common Core are running scared. We are onto their racket. So, evidence that damns Common Core and its appendages is disappearing, lately. Did you notice that the video where the current College Board President David Coleman, (lead architect on Common Core English standards) curses and demeans student narrative writing– is gone? The video where MSNBC spokesperson Melissa Harris-Perry promotes collectivism/socialism, saying that “we have to break away from the notion that children belong to their parents–” is gone! Even our local Utah State Office of Education broke the link to the portion of their “Utah Core Standards” that said that Utah only modified our local standards after getting permission from the unelected D.C. group called CCSSO. Gone!
But proponents can’t cover up everything. The evidence trail is so wide and so damning. Dozens and dozens of links to documents, videos and government reports are still online and openly available. Please read them. Share them.
What I really think about the whole now-college-consuming monopoly of Common Core, via David Coleman making sure that every formerly respected college-related test in America now aligns with his Frankenstein (Common Core): it’s just a puffed up bully tactic, an intimidation technique. Without long-term muscle.
When I see articles describing how the ACT/SAT/GED/AP/textbooks/K-12 testing are ALL ALIGNING to this new monopoly on thought: Common Core? I think it’s no scarier than any other schoolyard bully intimidation game.
Why? Because we can choose not to fall for it, no matter how many big name companies and institutions Bill Gates’ dollar bills have persuaded to “endorse” Common Core alignment.
We can choose to opt out of the now experimentally-aligned tests, and we can still get our kids into good colleges. We can stand strong and have higher expectations for colleges and schools, and work to make sure alternatives materialize.
Liberty– and legitimate, time-tested education: That’s where I’m placing my bets.
Because what do the proponents of Common Core really have? Nothing real, just marketing and money. They don’t own our children’s futures.
They just want us to think they do.
Where is the evidence to support the rhetoric surrounding the CCSS? This is not data-driven decision making. This is a decision grasping for data… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. – Dr. Christopher Tienken, Seton Hall University, NJ
In the Education Administration Journal, the AASA Journal of Scholarship and Practice (Winter 2011 / Volume 7, No. 4) there’s an article by Dr. Christopher Tienken of Seton Hall University that clearly explains the ridiculousness of Common Core. The full article, “Common Core: An Example of Data-less Decision Making,” is available online, and following are some highlights:
Although a majority of U.S. states and territories have “made the CCSS the legal law of their land in terms of the mathematics and language arts curricula,” and although “over 170 organizations, education-related and corporations alike, have pledged their support,” still “the evidence presented by its developers, the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), seems lacking,” and research on the topic suggests “the CCSS and those who support them are misguided,” writes Dr. Tienken.
“The standards have not been validated empirically and no metric has been set to monitor the intended and unintended consequences they will have on the education system and children,” he writes.
Tienken and many other academics have said that Common Core adoption begs this question: “Surely there must be quality data available publically to support the use of the CCSS to transform, standardize, centralize and essentially de-localize America‘s public education system,” and “surely there must be more compelling and methodologically strong evidence available not yet shared with the general public or education researchers to support the standardization of one of the most intellectually diverse public education systems in the world. Or, maybe there is not?”
Tienken calls incorrect the notion that American education is lagging behind international competitors and does not believe the myth that academic tests can predict future economic competitiveness.
“Unfortunately for proponents of this empirically vapid argument it is well established that a rank on an international test of academic skills and knowledge does not have the power to predict future economic competitiveness and is otherwise meaningless for a host of reasons.”
He observes: “Tax, trade, health, labor, finance, monetary, housing, and natural resource policies, to name a few, drive our economy, not how students rank on the Trends in International Math and Science Study (TIMSS)” or other tests.
Most interestingly, Tienken observes that the U.S. has had a highly internationally competitive system up until now. “The U.S. already has one of the highest percentages of people with high school diplomas and college degrees compared to any other country and we had the greatest number of 15 year-old students in the world score at the highest levels on the 2006 PISA science test (OECD, 2008; OECD, 2009; United Nations, 2010). We produce more researchers and scientists and qualified engineers than our economy can employ, have even more in the pipeline, and we are one of the most economically competitive nations on the globe (Gereffi & Wadhwa, 2005; Lowell, et al., 2009; Council on Competitiveness, 2007; World Economic Forum, 2010).
Tienken calls Common Core “a decision in search of data” ultimately amounting to “nothing more than snake oil.” He is correct. The burden of proof is on the proponents to show that this system is a good one.
He writes: “Where is the evidence to support the rhetoric surrounding the CCSS? This is not data-driven decision making. This is a decision grasping for data… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Many of America‘s education associations already pledged support for the idea and have made the CCSS major parts of their national conferences and the programs they sell to schools.
This seems like the ultimate in anti-intellectual behavior coming from what claim to be intellectual organizations now acting like charlatans by vending products to their members based on an untested idea and parroting false claims of standards efficacy.”
Further, Dr. Tienken reasons:
“Where is the evidence that national curriculum standards will cause American students to score at the top of international tests or make them more competitive? Some point to the fact that many of the countries that outrank the U.S. have national, standardized curricula. My reply is there are also nations like Canada, Australia, Germany, and Switzerland that have very strong economies, rank higher than the U.S. on international tests of mathematics and science consistently, and do not have a mandated, standardized set of national curriculum standards.”
Lastly, Dr. Tienken asks us to look at countries who have nationalized and standardized education, such as China and Singapore: “China, another behemoth of centralization, is trying desperately to crawl out from under the rock of standardization in terms of curriculum and testing (Zhao, 2009) and the effects of those practices on its workforce. Chinese officials recognize the negative impacts a standardized education system has had on intellectual creativity. Less than 10% of Chinese workers are able to function in multi-national corporations (Zhao, 2009).
I do not know of many Chinese winners of Nobel Prizes in the sciences or in other the intellectual fields. China does not hold many scientific patents and the patents they do hold are of dubious quality (Cyranoski, 2010).
The same holds true for Singapore. Authorities there have tried several times to move the system away from standardization toward creativity. Standardization and testing are so entrenched in Singapore that every attempt to diversify the system has failed, leaving Singapore a country that has high test scores but no creativity. The problem is so widespread that Singapore must import creative talent from other countries”.
According to Dr. Tienken, Common Core is a case of oversimplification. It is naiive to believe that all children would benefit from mastering the same set of skills, or that it would benefit the country in the long run, to mandate sameness. He observes that Common Core is “an Orwellian policy position that lacks a basic understanding of diversity and developmental psychology. It is a position that eschews science and at its core, believes it is appropriate to force children to fit the system instead of the system adjusting to the needs of the child.”
Oh, how I agree.
Since when do we trust bureaucracies more than we trust individuals to make correct decisions inside a classroom or a school district? Since when do we agree force children to fit a predetermined system, instead of having a locally controlled, flexible system that can adjust to the needs of a child?
What madness (or money?) has persuaded even our most American-as-apple-pie organizations — even the national PTA, the U.S. Army, the SAT, most textbook companies and many governors– to advocate for Common Core, when there never was a real shred of valid evidence upon which to base this country-changing decision?
David Coleman: Bye Bye, Classics
Countdown # 9
This is the second in a countdown series of introductions, a list of the top ten scariest people leading American education reform. (#10 on the list is posted here.)
David Coleman, lead “architect” for the English Language Arts (ELA) portion of the Common Core, is not an educator, but a businessman. Recently promoted to president of the College Board, he has promised to align the SAT with the Common Core that he built. He plotted education for K-12 students, and now he’s plotting it for postsecondary students, too.
How can a one-size-fits-all alignment make sense for all students –whether bound for a minimum wage job, a two-year college or the top university in the world– prepare each using a one-size-fits-all Common Core program? Either the lower-level students are to be pushed beyond reasonable expectations, or the higher level students are to be dumbed down. Or both.
Coleman is an outspoken antagonist to narrative writing and is no fan of classic literature, so he singlehandedly slashed most of it from the education most children in America will know, either already –or soon. Ask your kids, but remember, Common Core testing begins in 2014, so the intense pressure for teachers to conform to Common Core is yet to be fully felt.
What did Coleman do to Language Arts? He mandated that dreary informational text, not beautiful, classic literature, is to be the main emphasis in English classes, incrementally worsening as students get older.
What it looks like: little children in an ELA classroom may read no more than 50% classic literature. High school seniors may only read 30% classic literature. The other 70% must be informational text, which means everything from historical documents (um– why not read those in history classes?) to insulation installation manuals, presidential executive orders, environmental programming, and federal reserve documents. These are actually on the recommended reading list.
Another weird twist to Coleman’s Common Core is that he says students must “stay within the four corners of the text” as if that were possible. Context is not to be part of a discussion? Outside experience is not to be compared to the informational text? For a thorough, and eloquent, explanation of what has happened to English Language Arts because of Coleman’s influence, please read “Speaking Back to the Common Core” by Professor Thomas Newkirk of the University of New Hampshire.
What Coleman does not understand (–hmmm, maybe actual English teachers should have been invited to those closed-door meetings–) is that narrative is so much more than a style of writing.
Narrative isn’t just using the “I” word. It’s more than “What I Did Last Summer.”
Narrative is a pattern woven (often unconsciously) into every style of memorable writing, whether argumentative, persuasive, expository, etc. The best informational texts are narratively satisfying.
Coleman’s knocking down of narrative writing and slashing of it from academic standards is both ignorant and, to English teachers and astute kids, really confusing. For a funny, punchy review of the muddly ELA writing standards, read Professor Laura Gibbs’ “Inspid Brew of Gobbledygook”.
David Coleman is largely ignorant in the field of writing language arts standards. One member of the official Common Core validation committee, Dr. Sandra Stotsky, pointed this out and refused to sign off on the validity of the Common Core standards.
And David Coleman is not even nice, as you’ll see from the video linked here, where he mocks student narrative and uses the “sh–” word in a professional development seminar for teachers.
Lastly, Coleman’s large financial contribution to the campaign of Education Committee Senator Todd Huston (Indiana) whom Coleman hired for the College Board after his election, forms another branch of reasons that I can not trust this man to make wise decisions affecting children.
I’m reposting this article from the Home School Legal Defense Association: http://www.hslda.org/docs/news/2012/201212170.asp
It’s important for homeschooling families to realize that Common Core is a movement that is transforming education for every one who ever wants to go to a college or university. It’s deleting freedom and innovation for everyone, not just public school attendees.
December 17, 2012
Common Core State Standards Initiative: Too Close to a National Curriculum
William A. Estrada, Esq. Director of Federal Relations
has been leading our efforts to defend homeschooling on Capitol Hill since 2006. As the oldest of eight kids, and a homeschool graduate who married a homeschool graduate, he has a passion for protecting homeschool freedom. Read more >>
In 2010, the National Governors Association published their “Common Core State Standards” (CCSS). These were meant as voluntary math and English guidelines which individual states could adopt.
HSLDA and numerous other organizations grew concerned about this push to standardize what public school students are taught. HSLDA wrote two articles outlining our concerns, one in March of 2010, and one in June of 2010. We explained that states were being enticed by the federal government—through the Race to the Top program—to align their state curriculum with the CCSS, resulting in de facto national standards. We were concerned that this would lead to a national curriculum and national test, and that the pressure would grow for homeschool and private school students to be taught using this national curriculum.
During President Obama’s 2012 State of the Union speech, the president stated, “We’ve convinced nearly every state in the country to raise their standards.” How were the states convinced to adopt the CCSS? The simple answer—federal dollars. President Obama added adopting the CCSS as a criterion for states to gain points in the Race to the Top education federal grant program, regardless of whether the state already had comparable or superior educational standards. States with the highest points are more likely to win the competitive Race to the Top federal grants.
Forty-five states and the District of Columbia have adopted the CCSS since 2010. Only Alaska, Minnesota, Nebraska, Texas, and Virginia have not.
Are the Common Core State Standards a Good Idea for Public Schools?
Recently, there has been a growing controversy over whether the CCSS are even beneficial. Many states have spent years adopting their own state standards, only to throw them away in favor of the CCSS. Some commentators have said that the CCSS will weaken English learning and reduce analytical thinking. Others point to a weakening of math teaching. Still others point out that the CCSS will cost billions of dollars to implement—which could be deal-breaker for states struggling to implement the standards.
The CCSS by themselves are not necessarily controversial. They’re similar in certain respects to other state curriculum content standards for public schools. However, HSLDA believes that children—whether homeschooled, private schooled, or public schooled—do best when parents are fully engaged. And parents are most engaged when they know that they are in charge of their child’s education. Top-down, centralized education policy does not encourage parents to be engaged. The CCSS removes education standards from the purview of state and local control to being controlled by unaccountable education policy experts sitting in a board room far removed from the parents, students, and teachers who are most critical to a child’s educational success.
Will the CCSS Affect Homeschools?
The CCSS specifically do not apply to private or homeschools, unless they receive government dollars (online charter school programs have no such protection). However, HSLDA has serious concerns with the rush to adopt the CCSS. HSLDA has fought national education standards for the past two decades. Why? National standards lead to national curriculum and national tests, and subsequent pressure on homeschool students to be taught from the same curricula.
The College Board—the entity that created the PSAT and SAT—has already indicated that its signature college entrance exam will be aligned with the CCSS. And many homeschoolers worry that colleges and universities may look askance at homeschool graduates who apply for admission if their highschool transcripts are not aligned with the CCSS.
HSLDA believes that a one-size-fits-all approach to education crowds out other educational options, including the freedom of parents to choose homeschools and private schools. A common curriculum and tests based off common standards could be very harmful to homeschoolers if their college of choice refuses to accept a student’s high school transcript if it is not based on the CCSS. Homeschoolers could also have trouble on the SAT if the test is fundamentally altered to reflect only one specific curriculum. And our greatest worry is that if the CCSS is fully adopted by all states, policy makers down the road will attempt to change state legislation to require all students—including homeschool and private school students—to be taught and tested according to the CCSS. Common Core State Standards spreading
The National Governors Association first focused the CCSS on the general subject areas of math and English. However, there is now movement to create CCSS in numerous other subject areas. The National Governors Association is also urging states to align early education programs for young children.
This is also encouraged by the federal government’s Race to the Top Early Learning Challenge, a program which causes grave concerns to HSLDA.
Due to laws prohibiting the creation of national tests, curriculum, and teacher certification, governors and state legislatures are the only policy makers who can actually decide whether or not to adopt the CCSS. While the federal government has encouraged the states to adopt the CCSS through federal incentives, the states are completely free to reject the CCSS.
- To find out whether your state has adopted the Common Core State Standards, you can visit this website’s useful map. (Please note that this is the website for the common core state standards initiative.)
- Contact your state legislators, including the governor, to discuss this issue with them. Ask them about their position on the issue. Find your governor’s current information here.
- If you have a governor’s election coming up in your state, we encourage you to raise this issue with the candidates. Even if a state has already adopted the national education standards, a new governor will be faced with the costs of implementing these new standards and new accountability to the federal government.
- Numerous states that have already adopted the CCSS are considering rejecting the CCSS. Now is the time to help raise awareness of this issue and educate yourself about the CCSS.
- Because this affects all parents, and will not currently affect homeschool freedom, it is not necessary to identify yourself as a homeschooler.
| Other Resources
Math and Science Common Core State Standards
Eagle Forum: “Obama Core is Another Power Grab”
Indiana Superintendent: “Obama Administration Nationalized Common Core Standards Common Core Math Standards Fail to Add Up”
Eagle Forum: “Common Core Standards Aren’t Cheap”
Eagle Forum: “Common Core Standards Dumbing Down the SAT”
“Common Core Supporter: Maybe Opposition Not Paranoia”