California just passed a bill to protect student privacy. I want to know why Utah hasn’t done the same thing. Those few Utah legislators who tried to pass privacy-protecting bills (Jake Anderegg, Brian Greene) were not supported by the majority of Utah politicans.
Why?!
Do we not care about student privacy?
Is privacy not a child’s fundamental, Constitutional right?
What happens when there is no guarantee of basic rights? Think about how much privacy there is in modern day North Korea, or in China.
Privacy goes hand in hand with liberty, always. Even in the fiction books and movies –over and over again, the theme is spot on: when government knowledge of every citizen trumps individual privacy, then comes hell. (See The Giver, Divergent, Anthem, The Hunger Games, 1984.)
The Fourth Amendment says that “the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated”.
If the government is forbidden from coming into our homes to peruse our children’s coloring books, photo albums and diaries, why is it permitted to come into our schools to seize and read data gathered there? Do we even realize how much data is shared by schools with the state? Look here and here for starters.
Current tracking —without parental consent— of student academic, non-cognitive, behavioral, health, familial, attitudinal, and belief-data, is happening without restraint. Is this seizure of personal data not an unreasonable seizure of personal effects, forbidden Constitutionally?
It is clear that we must stand up for our children’s privacy rights. But how?
First, we must define in our Utah laws that student data belongs to the student. It does not belong to the state. Currently, the state has made the arrogant assumption that student data belongs to the state. That means tests, quizzes, homework assignments, and the picture the kindergartnener drew of her family which can easily be psychologically mined for student and family profiling. Since no student or student’s parent have given written consent to share any data generated by that student, the school has no right to hand it to the state database; the state has no right to hand it to corporate or university “research partners” nor to the federal EdFacts Data Exchange nor to the National Data Collection Model groups. That is data theft.
Knowledge is power. Learn, then contact your school board and legislature.
What to say? Ask them what they’ve done, what they know, what protective laws they can point you to.
Read the following brand new articles on this subject:
1. California Legislature Passes Stiffest Bill to Protect K-12 Students’ online data – San Jose Mercury News: http://www.mercurynews.com/education/ci_26444107/online-privacy-california-passes-nations-stiffest-protections-k
2. States Collaborate to Keep Track of Students – Pew Charitable Trusts – http://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2014/09/05/states-collaborate-to-keep-track-of-students
3. What Are Schools Doing With Your Kids’ Data – Yahoo Tech https://www.yahoo.com/tech/what-are-schools-doing-with-your-kids-data-95682103324.html
4. Nine Things You Can Do Right Now to Protect Your Kids’ Privacy at School – Yahoo Tech – https://www.yahoo.com/tech/9-things-you-can-do-right-now-to-protect-your-kids-95681803099.html
If you didn’t read them, or if you didn’t email your local school board or legislature yet, asking what they are doing to protect student privacy, I ask you why not.
If you think that our Constitutional rights are secure and that the good folks you elected are out there successfully defending your constitutional rights– including the right to personal and child privacy — think again. All these rights are under fire. If we don’t have proper legal protections in place specifying how student data will be protected, then we and our children are fully un-protected.
The New York Times and Time Magazine have openly attacked and mocked the Constitution– and the rights we claim under it which include, of course, privacy and freedom from seizure of these personal effects.
Freedom and local control and individual rights, these “cool” articles say, are out of data and out of style.
Check them out for yourself:
1 Time Magazine: http://content.time.com/time/nation/article/0,8599,2079445,00.html
2. New York Times: http://mobile.nytimes.com/2012/02/07/us/we-the-people-loses-appeal-with-people-around-the-world.html?pagewanted=all&_r=1
By the way, how I found those articles was when a parent emailed them to me, saying that her child was told to write about them for a school assignment. Thank you, education system, for yet one more corrupt dump into our kids’ minds.
What to do?
Ask yourself, first: is privacy a fundamental right, or not? Does the government (or corporations) have business knowing your business or your child’s business, without your consent? If the answer is no, then ask: Where can I find a law that protects my child’s school data? Ask your school board. Ask your legislator. If they say “FERPA” tell them to do their homework. Federal FERPA was shredded a few years back. Bottom line is: we need legal protections in place ASAP. And it won’t happen until the people pressure their representatives to make those protections reality.
Please, speak up.
Dear Utah Legislator,
I’m writing to you as a mother to ask you to put a stop to the use of Utah’s school systems as snooping agents on our children.
Corporate and federal partnerships and Utah state data systems and interstate partnerships now watch and track our children without anyone having asked for parental consent to do so.
Some Utah leaders are working hard to fortify privacy rights, I know. But many powerful organizations, departments and corporations are working hard to ignore, dismiss, or stop any efforts to defend student privacy– all with great intentions but absolutely without authority.
The result is a data collecting and sharing network that represents loss of parental authority and loss of individual privacy.
In recent years, Utah built and is now using a federally structured and paid-for ($9.6 M) State Longitudinal Database System (SLDS) from which no parent is permitted to opt their child out.
This lack of liberty should be a red flag.
But few Utahns know that their child is being tracked and very few know that they can’t opt out of that tracking.
Fewer still know that there’s a Utah Data Alliance (UDA) that links K-12 data, collected by schools, with higher ed., with the State workforce and other agencies.
Utah’s UDA has agreed to use the Postsecondary Electronic Standards Council (PESC) State Core Model –which means all of our data will be interoperable and sharable across state lines. The PESC’s State Core Model aligns different states’ SLDS data systems so that they all match.
I am not saying that Utah agencies are sharing private data yet; I am saying that there’s nothing strong preventing them from doing so and that school systems are moving in the direction of more and more data commonality and disaggregation of student data. (see point 4 at that link.)
Countless entities have lined up with a “Data Quality Campaign” to make sure all their data points and technologies match, so that student information can be pooled.
Federal FERPA laws, previously protective of student data, have now been grossly loosened, and federal agencies including the NCES and the Department of Education, as well as White House events such as “Datapalooza” and White House Chiefs such as Joanne Weiss, are encouraging us to pool data, while (weakly) noting that student privacy is, of course, important. Yet proper protections are missing.
The Department of Education does a two-faced dance, asking for “robust data” and altering FERPA on the one hand, and insisting that they don’t even collect student data when speaking to the press. The U.S. Department of Education’s intentions are, however, revealed in the student-level data-sharing mandate in its cooperative testing agreements and in the contrast between what Secretary Arne Duncan says and does.
The PESC model was developed by the unelected, private trade group, CCSSO, as part of the Common Education Data Standards (CEDS) funded by the Gates Foundation. (CCSSO is the same private group that developed and copyrighted Common Core standards). The PESC Model, in its own definition, “includes early childhood, elementary and secondary, post-secondary, and workforce elements, known as “P20,” and establishes comparability between sectors and between states.”
PESC states that it “will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum Frameworks and the two assessment consortia. The core purpose of an SLDS is to fulfill federal reporting…”
I find this alarming. You might find it hard to believe that Utah is lined up with it.
So here is the evidence:
The agreement is stated on page 4 of section 1 (page 20 on the PDF) of Utah’s 2009 ARRA Data Grant: “The UDA will adhere to standards such as the School Interoperability Framework (SIF), the Postsecondary Electronic Standards Council (PESC) and other XML schemas.”
Here is the PESC State Core Model abstract.
“1.0 Abstract
The State Core Model is a common technical reference model for states implementing state longitudinal data systems (SLDS). It was developed by CCSSO as part of the Common Education Data Standards (CEDS) adoption work with funding from the Gates Foundation…The State Core Model will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum Frameworks and the two assessment consortia. The core purpose of an SLDS is to fulfill federal reporting (EDEN/EDFacts)…
The Model [can replace] 625 distinct Federal reporting types with record-level data collections.
… The Model is designed to address unique, complex P20 SLDS relationships, business rules, and entity factoring… It addresses student-teacher link, common assessment data model, and comes pre-loaded with Common Core learning standards.
The State Core Model consists of three principle artifacts… All three artifacts can be downloaded and used without charge or attribution from [the EIMAC group site].”
And, what is EIMAC? In case you hadn’t heard of EIMAC: it’s the branch of the CCSSO that “advocates on behalf of states to reduce data collection burden and improve the overall quality of the data collected at the national level.” Yes, they said that out loud. They collect data at the national level without authority nor any representation.
But, but– (we say) –Aren’t we protected by GEPA law and by the Constitution from any sort of “accountability” to federal agencies in educational matters or privacy matters including “unreasonable searches”?
Not if our legislators don’t defend these rights.
According to the PESC document, on page 5, we are drowning in “federal accountability”. There are at least 625 federal reports mentioned at PESC. A few include: http://www.pesc.org/library/docs/Common%20Data%20Standards/State%20Core%20Model%2011-17.pdf
EDEN – EDFacts 79 file types
CRDC – Civil Rights Data Collection 2 parts
SFSF – State Fiscal Stabilization Fund 33 indicators, 3 descriptors
MSRI – Migrant Student Records Exchange Initiative
CSPR – Consolidated State Performance Reports 191 Indicators
OSEP – Office of Special Education Programs 34 indicators
IPEDS – Integrated Postsecondary Education Data System
CCD – Common Core Data (fiscal) Financial data collected in survey format
SDFSCA – Safe and Drug Free Schools and Communities Act Data are collected in CSPR
M-V – McKinney-Vento Collected through CSPR.
Perkins – Perkins Act
RTTT – Race to the Top N/A
TIF – Teacher Incentive Fund 6 Sections
N or D Annual Report of Neglected and Delinquent (N or D) Children Collected through CSPR”
—————–
To clarify: the document that signed us up for PESC is the Utah application for the ARRA grant for a SLDS database. (This document resulted in Utah receiving $9.6 million from the federal government, none of which was used for actual education, but only to build the student database (SLDS).)
That SLDS grant application talks about authorizing de-identification of data for research and it says that individuals will be authorized to access personal student information in the various Utah agencies that belong to UDA.
Who are these individuals? How many of them are there? Why does the UDA trust them with information that parents weren’t even told was being gathered on our children?
NON-COGNITIVE AND PSYCHOLOGICAL DATA, TOO.
Starting at page 87, we read how non-cognitive behaviors that have nothing to do with academics, will be collected and studied by school systems.
These include “social comfort and integration, academic conscientiousness, resiliency, etc.” to be evaluated through the psychometric census known as the “Student Strengths Inventory. (SSI)”
The SSI inventory –your child’s psychological information– will be integrated into the system (SLDS) and there are plans to do this for earlier grades, but for now it’s for 11th and 12th graders. Demographic information is captured while administering the test and SSI data will be given to whomever it is assumed needs to see it. (This is not a parental decision but a state decision.)
INTEGRATING STUDENT PSYCHOMETRIC CENSUS DATA INTO THE SLDS SYSTEM:
The SLDS grant also promises to integrate our psychological data into the SLDS (that database which the feds paid for/pushed on us.)
“Utah’s Comprehensive Counseling and Guidance programs have substantial Student Education Occupation Plan, (SEOP) data, but they are not well integrated with other student data. With the introduction of UtahFutures and the Student Strengths Inventory (SSI) and its focus on noncognitive data, combining such data with other longitudinal student level data to the USOE Data
Warehouse the UDA. Both the USOE (K-12) and the Postsecondary Outcomes and Data Needs
sub-sections will address these needs.”
(My, what big data collection teeth you have, Grandmother! —The better to integrate you with, my dear.)
Next, on page 87 of the same grant, Utah’s application for the ARRA money, it says:
“… psychosocial or noncognitive factors… include, but are not limited to educational commitment, academic engagement and conscientiousness, social comfort and social integration, academic self-efficacy, resiliency… Until recently, institutions had to rely on standardized cognitive measures to identify student needs.
… We propose to census test all current student in grades 11 and 12 and then test students in grade 11 in subsequent years using the Student Strengths Inventory (SSI) – a measure of noncognitive attitudes and behaviors.”
So the Student Strengths Inventory (SSI) is a “psychometric census” to be taken by every 11th and 12th grade student in Utah. That’s how they’re gathering the psychological data.
But that’s not the only way psychological data is being taken in Utah schools. “Behavioral indicators” are also required to be collected by the Common Core tests, those math and English A.I.R. or SAGE tests, as Utah House Bill 15, aka the Common Core Computer Adaptive Testing Bill, demands.
What can we do?
Massachusetts Democratic Senator Edward Markey has taken action. He articulated his concerns on this subject in a letter to Secretary Arne Duncan. Other legislators around the nation are writing bills to take protective action for student privacy.
I hope all Utah legislators read Senator Markey’s letter, peruse the PESC and ARRA (SLDS) grant documents, look into the SSI surveys, study the machinations of Secretary Arne Duncan,and then take action to put an end to the unreined and ever-growing network of entities which collude for profit and for other, various control-related reasons, to dismiss the vital right of student privacy.
This would mean ending the “partnerships” by Utah with: the CCSSO, the Data Quality Campaign, the PESC State Model, the SLDS interoperability framework, the National Data Collection Model, the CEDS program of EIMAC; it would mean creating proper protections inside the Utah Data Alliance, and most of all, it would mean establishing permission from parents prior to any student SLDS surveillance.
Thank you.
Christel Swasey
Utah Mother
COMMON CORE 