Archive for the ‘Stop Common Core’ Tag
Florida’s Senators Tom Lee and Alan Hayes
This week in Florida, senators are speaking up against the Common Core testing and “accountability” systems.
In the video below, Florida’s Senator Lee’s states:
“I’m done with the testing program in the state of Florida; I’m done with the “accountability” system. Whoever those people are out there from whatever foundation they may be from, whatever testing groups they may be supporting: I’m over you. You’ve lost my confidence… You’re so married to this system, you don’t have a shred of common sense left…. As this has progressed, it has become a behemoth… We are now complicit in this problem… I hear the people supporting this system telling me that it’s so important to them that we maintain the bureaucracy that we hold this system up as so sacrosanct and so inflexible…
I just want to send a message… go find somebody else to talk to ’cause I’m done with you.
And I hope the folks over at the Dept. of Education understand that it takes a good long while to get me fed up, but I’m there. “
Senator Alan Hayes also stood up and spoke against the ed reform machine that’s hurting children. Senator Hayes’ admission here is that he realizes that he has been part of the problem, and now he regrets the mess that’s been made. He said that the intentions of ed reforms were honorable but the results are not good.
These short videos should be widely shared.
I feel as if Secretary Duncan and President Obama run education in Utah without any legislative or USOE opposition at all, ever.
Whatever is suggested on the education pages of Whitehouse.gov, by its federal education branches or by its corporate partners, ends up in Utah as a law, presented to the masses as if it were Utah’s idea.
Tonight: guess what?
The Salt Lake Tribune reported that tonight, Utah lawmakers passed a bill that “will assign rewards and consequences to Utah schools based on the state’s controversial school grading system. Schools who improve their grades will get funding and salary bonuses, while struggling schools will have the option of getting mentoring from school turnaround experts.”
Am I the only one reading this as: Utah adopted Obama’s School Turnaround model?
There is in fact an Obama-led, federal school turnaround model. There’s the federal “Office of School Turnaround” where states are assigned program officers. There’s a blue team and a green team.
Utah’s been assigned to the green team on that federal office of school turnaround chart. (I don’t remember voting on this.)
In the chart where Utah’s listed for turnaround (see below) the Utah program officer is not yet named. It says, “To Be Determined.” The feds hadn’t assigned us a program officer before today.
They surely will now.
There’s also a federal Center on School Turnaround (CST) that’s so much more than an office in D.C. It’s a whole ” federal network of 22 Comprehensive Centers” that boasts ” 15 Regional Comprehensive Centers… and 7 national Content Centers.” The federal CST condescends to report that states are allowed to play a role in their own school turnaround. But not the leading role; that’s for the feds and the Comprehensive Centers. In a report titled “The State Role in School Turnaround” we learn that some of CST’s goals are to change states’ laws and to micromanage turnaround efforts. In their words:
“The Center on School Turnaround’s four objectives:
- Create a Pro-Turnaround Statutory and Regulatory Environment
- Administer and Manage Turnaround Efforts Effectively”
How. Stupid. Or. Blind. Are. We. Really! –And how apathetic to our rights.
Friends! Here’s our wakeup fact of the decade: our state holds a Constitutional duty and right to keep the federal government out of education. We are failing in this duty. Utahns are collectively– even lawmakers– either asleep, too busy or perhaps paid off by corporate lobbyists partnered with the machine, that we cannot notice a swift transfer of fed ed’s aims into local ed’s reality.
The passage of SB 235 is just one example of this ongoing series of terrible mistakes that cement our actions in line with the federal will.
The new Utah law calls for “turnaround experts” to improve low labeled schools using one driving method: tests. Schools will be labeled by student performance on Common Core/SAGE tests as low- or high-performing. Then some will be assigned a “turnaround expert” to raise Common Core test scores.
How will Utah, in practice, select the turnaround experts? Will the experts be chosen from Obama’s personal list of school turnaround experts, which you may view, with colorful photos of each person, at Whitehouse.gov? Will these experts be taken from Bill Gates’ personal turnaround recommendation list? Will they be recommended by the Federal Center for School Turnaround (CST)? –Or by bigtime school turnaround advocates at the Über-progressive Center for American Progress (CAP)?
That famous turnaround group, the Center for American Progress, brazenly “disagrees that school improvement should be left entirely to states” and the Center has written that: “the United States will have to largely abandon the beloved emblem of American education: local control… new authority will have to come at the expense of local control… local control is the source of many of the nation’s problems related to education.”
I am not screaming out loud because I’m saving my screams until this next paragraph:
This week, the Tribune reported that longtime Utah State School Board member Leslie Castle “expressed frustration with the political rhetoric that pits states’ rights against the federal government. She… urged her colleagues to refrain from statements critical of federal overreach.
‘I am not going to be voting in favor of anything that plays to this nonsense that somehow our relationship with the federal government is crazy and something we’re trying to get out of,’ she said.” -Read the rest here.
In the Utah turnaround law, the phrase “credible track record” is used to establish the person who will “fix” Utah’s low-labeled schools. “Credible track record” is an odd choice of words because in the post-2010 altered education world of Common Core, there has been no track record required of education reformers. There were exactly zero validity studies and no empirical evidence to accompany the Common Core standards and tests. If you didn’t know that validity and piloting were missing, read what academics and scientists have been shouting from the rooftops about the nonvalid, utterly empty track record of Common Core tests and standards: Dr. Christopher Tienken‘s and Dr. Sandra Stotsky’s and Dr. Gary Thompson‘s and Dr. Yong Zhao’s writings are good places to start.
Utah’s new law on school turnaround says that the experts who will turn around low-labeled schools must be: “experts identified by the board under Section 53A-1-1206“. They must “have a credible track record of improving student academic achievement… as measured by statewide assessments; (b) have experience designing, implementing, and evaluating data-driven instructional systems… have experience coaching public school administrators and teachers on designing data-driven school improvement plans…”
Translation: the expert solves problems by defining problems as test-centric. The expert is solely devoted to test-focused, test-and-data-centric methods and will likely be devotees of Sir Michael Barber’s “Deliverology” method. (“Deliverology,” written for American education reformers by a Brit, the CEA of Pearson, Inc., (the world’s largest education sales company) is a book/philosophy that emphasizes results to the point that it’s called “merciless… imposing arbitrary targets and damaging morale” in its “top down method by which you undermine achievement of purpose and demoralize people.”) Deliverology is popular because it works– but only when ruthlessly applied.
FYI, our U.S. Secretary of Education has long touted Barber’s books and robotic methods.
But I have veered off topic. And Utah’s legislative session is past.
Better luck next year.
Original source documents arm honest people who want to know the truth about Common Core to take back the reins of control.
This is important because proponents are increasing false advertisements about Common Core. They’re also hiding the Common Core Inititative under different names, such as “Utah Core” or “Indiana Core“. Unfortunately, well intentioned people whom we trust to tell us the truth often simply don’t know the whole story. It is up to us to find out for ourselves.
Please go go directly to source documents to fact-check claims being made by proponents of Common Core.
(This slightly updated syllabus was shared in a previous post. It is republished today because Alisa, Renee and I are speaking in Vernal tonight and we want to point our Vernal friends to solid information. If anyone wants to come to the meeting tonight, you are welcome. There is, of course, no charge and the event begins at 7:00.)
Link to tonight’s Vernal, Utah, meeting: 204 E 100 N, Vernal, UT 84078 (435) 789-0091
A Source-Focused Analysis of the Common Core Initiative
- The General Educational Provisions Act – This law prohibits the federal government from directing or supervising education: “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…” The Dept. of Education, by forming multiple official partnerships with corporate America, has gotten away with breaking this law.
- U.S. Constitution – Amendment 10 – “The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.” The disregard by the Dept. of Education for the authority and diversity of individual states’ educational pathways must be stopped.
- Utah’s Race to the Top Grant Application– Utah got points from the federal government for having a SLDS database system. (This tracks children without parental consent or knowledge. There’s no legal opt-out for SLDS child inventorying. Corporations, in partnership with state SLDS systems, collect millions of data points on children, without parental consent. ) Also in the Race to the Top Grant Application document, see that Utah got more points for having adopted Common Core. This was how we got in. Despite not winning the grant money, we remained in these systems.
- The No Child Left Behind Waiver– This shows the 15% cap the federal government put on top of the copyrighted, unamendable (by states) common standards. So states are allowed to add frosting and sprinkles to state standards, but they have no say in what goes into the cake itself.
- The State Longitudinal Database System (SLDS) Grant– All states have one. This is a federally paid-for database that every state in the US now has. It tracks students within the state. Aggregated data ion students is sent from this system to the federal EdFacts Exchange. Parents can not opt their children out. (They can and probably should opt out of Common Core tests, however.)
- The lawsuit against the Department of Education– The Electronic Privacy Information Center has sued the DOE for destroying the previously data-privacy protective federal FERPA. The lawsuit explains that parental consent is a best practice, not a mandate, prior to data sharing; it shows that terms were redefined, that personally identifiable information, including biometrics, can be shared, and that agencies have legal access to private data of students.
- The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama. It reveals that forced redistribution of wealth is a main reason for the national education system.
- The Cooperative Agreement between the Dept. of Education and the testing consortia – Even though Utah escaped the SBAC and is not bound by the Cooperative Agreement directly, Utah’s current testing group, A.I.R., is partnered with SBAC. This document shows clearly the mandates for synchronizing tests and sharing student data to mesh testing companies with federal aims and agents. Its only claim to binding authority is money.
- The speeches of Secretary Arne Duncan on education – He states that Common Standards were Obama’s idea and that the federal government is moving to play a larger role in education. Also, the speeches of President Obama on education – Obama’s top 4 education goals: control data, common standards, teachers, and to take over low-performing schools.
- The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every school on the globe to have the exact same academic standards and to underpin every standard with environmental propaganda. He also pushes for global data and stresses the term “sustainable reform” which he calls “irreversible reform”.
- The speeches and actions of the main funder of Common Core, Bill Gates – He’s funded Common Core almost completely on his own; he’s partnered with Pearson; he says “we won’t know it works until all the tests and curriculum aligns with the standards” and he’s writing curriculum for his “uniform customer base” –all children and all schools.
- The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President -He mocks narrative writing, he’s diminished the percentage of classic literature that’s allowable in the standards. He’s not been elected, he’s never taught school, yet he’s almost singlehandedly altered the quality and liberty of classrooms. As he’s now the College Board President, he’s aligning the SAT to his version of standards.
- The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance– behavioral indicators are sought by the federal government. They may include monitoring children using cameras, posture chairs, and bracelets. (see graphic, mid-report.)
- Federal data collection websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database. -The first link shows what we already give to the federal government; the others show what the federal government is requesting that we share, which includes intimate, personally identifiable information. See Common Core creators’ data management branch, EIMAC of CCSSO, with its stated mission to disaggregate student data. The EIMAC/CCSSO link also shows the official partnership of the federal government with corporate Common Core.
- The Official Common Core Standards – English and Math standards. Here you will see Common Core calling itself a “living work” meaning that what Common Core is today, will not remain. There is no amendment process for states to have a voice in altering the commonly held standards because they’re under private copyright. See a recommended reading list in Appendix B that includes “The Bluest Eye,” a pornographic novel.
- See academic testimonies of the official Common Core validation committee members who refused to sign off on the legitimacy of the standards; other professors have also testified that Common Core hurts legitimate college readiness. See in contrast the motive of Common Core promoters such as Marc Tucker of the Center for American Progress who report that “the United States will have to largely abandon the beloved emblem of American education: local control. …[N]ew authority will have to come at the expense of local control.”
- Federal Definition of College and Career Ready Standards – the federal government hides the phrase “common core” from public view by using the term “college and career ready standards” in its documents. Know that they are the same thing.
- Common Educational Data Standards – The same private groups (NGA/CCSSO) that created Common Core have also created Common Educational Data Standards, so that student data mining and citizen tracking is interoperable and easy. Coupled with the breakdown of family privacy law (federal FERPA, altered by the Dept. of Education) we see that children’s data lacks proper protections, and that students are being used as compulsory, unpaid research objects.
- Follow the money trails – Study what advocacy and development of common standards Bill Gates has paid for; see how his unelected philanthropy affects education and its governance, and see how his partnerships with Pearson, with the United Nations and others monopolize the U.S. and global education markets, excluding voters as public-private partnerships make decisions, instead of voters or elected representatives such as school boards or legislators making decisions.
How will President Obama’s multiple initiatives increase federal control over American technology and data mining –and how will these initiatives affect children?
There are several new initiatives to consider.
I. NET NEUTRALITY
Yesterday the Federal Communications Commission (FCC) passed the Obama-approved definition of “Internet Neutrality.” Proponents made it sound as if “neutrality” meant openness and freedom for individuals, but the ruling increases federal power over the internet.
The notion that fairness and neutrality should be government-defined and government-enforced makes me roll my eyes. The term “net neutrality” sounds just like Harrison Bergeron, with the FCC playing the part of the Handicapper General to enforce equality by handicapping achievers and punishing success.
So now that the federal government has increased power to define and enforce its one definition of neutrality, how will this advance the goals of Obama’s ConnectED initiative? Will “neutrality” aim, like ConnectEd aims, to strap tax dollars and children’s destinies in education to Bill Gates’ philosophies and coffers? I ask this in light of Microsoft’s alignment with the FCC’s ruling, Microsoft’s celebrated discounting of common core-aligned ed tech products and Microsoft’s promotion of ConnectED. Add to that question this fact: Microsoft’s owner, Gates, funded the Role of Federal Policy report, which found (surprise, surprise) that the power of federal groups, to “research” children/education without restraint, should be increased using ESRA reauthorization. More on that below.
How does all of this work with the SETRA bill’s student data collection goals?
First, a quick ConnectEd review: Obama is bringing the now-neutralized internet to all schools while behaving very non-neutrally himself: he’s officially favoring and partnering with Microsoft/Bill Gates/Common Core so the uniform customer base (children) will only receive the One Correctly Aligned Education Product (and likely will thank Gates for what they see as kindness, deep discounts). Microsoft’s website explains: “Partnering with the White House’s ConnectED Initiative, we’re helping provide technology for education, at a fraction of the cost.” Pearson, Inc. is doing the same thing here and here and here to lay those near-irreversible foundations for the future.
What Microsoft, Pearson and ConnectEd are doing could be compared to offering free or discounted train tracks to your city. They’re fancy tracks, but customized to fit one sort of train only. By accepting the offer, you are automatically limited to using only the kinds of trains made to run on your new tracks.
States and schools ought to be saying “no, thanks” to Gates and Pearson if we want to have the freedom to later use education and ed technology that might be Common Core-free.
(As an important aside: one of the stated aims of Obama’s ConnectEd is to catch up to South Korea where “all schools are connected to the internet… all teachers are trained in digital learning, and printed textbooks will be phased out by 2016.” I’ll never join the chorus of “Let die traditional, print books”. But ConnectED has. )
The Internet has been, until now, unregulated by the federal government. It’s been free. The controllistas think of free as “unfair,” however.
“The main excuse for implementing the new invasions is the statists’ favorite complaint: Internet service providers ‘discriminate’ …[F]acilitators seeking to benefit from less competition, such as Facebook, Google, and Netflix, ought to be beige in color, have identical horsepower, the same number of doors, and get the same gas mileage no matter how far or fast they may be driven” (from Bob Adelman, New American Magazine).
In the FCC’s ruling, Bob Adelmann pointed out, there’s been dramatic change without transparent vetting. Adelmann wrote, three days ago: “On Thursday consumers will finally be able to see and read the FCC’s (Federal Communications Commission) planned new rules to regulate the Internet. Deliberately hidden from public view, the 332-page document … [was] demanded by President Obama… he told FCC … to adopt the “strongest possible rules” in regulating the Internet.”
Why was Obama bent on getting the “strongest possible rules” to control the Internet– and why did he confuse people by calling this move one toward openness and freedom? I don’t know why.
The “why” is not so important.
What matters most now is that Americans recognize that he is, in fact, aiming for ever increasing control at the expense of our freedoms, and that he’s partnered with private corporations who share his aims. History teaches that many people seek to control other people; whether for kindly intentioned or malicious intentioned reasons, they always have and always will. That’s why our Constitution is so sacred. It protects individuals from others’ controlling tendencies by decentralizing power.
Government-imposed equality, or “neutrality,” is a theme Obama has promoted in many ways prior to yesterday’s “Net Neutrality” punch.
- Think of common “College and Career Ready Standards” –a.k.a Common Core, which his administration promoted to U.S. governors –and reported about to the U.N.— in 2009-10: “President Obama called on the nation’s governors and state school chiefs to develop standards and assessments,” said Secretary Duncan.
- Think of Common Education Data Standards (CEDS) for all students and for every state database, data standards which his administration partnered in creating.
- Think of his administration’s funding and promotion of common SLDS state databases that now track and grade the nation’s schools, teachers and students using interoperable systems and common, national data models.
- Think of federally-promoted, aligned testing for all states and students. Same, same, same.
Match that to the speeches of Bill Gates about building the uniform customer base of students using Common Core.
In each of the Obama-promoted, standardizing measures, no one may soar. No one is allowed to meander into creative or superior or innovative paths because of that devoted mindset: no failure– not allowing anyone freedom, if that includes the freedom for some to fail. This commonizing of the masses under the banner of “fair and equal” once upon a time used to be called communism, but that’s not a politically correct term anymore. You can’t even call it socialism. Instead, the p.c. terms are “social justice” or “playing fair.” I call it theft. Legalized plunder.
And it’s never actually fair: There is nothing fair about elites centralizing power to take freedom from individuals. Also, for those who decide that they are above the law there are exceptions; the ruling elite still get to choose.
When I say, “elites centralize power to take freedom from individuals,” I don’t mean metaphorically or theoretically. It’s real. It’s no theory. The micromanagement of schools, children, teachers to minimize parental “interference” and parental “opportunity” is a large and extremely well oiled machine.
On its federal hand, there’s the Obama Administration’s “National Education Technology Plan“. On its private, corporate hand, there’s the Bill-Gates-led “Evolving Role of Federal Policy in Education Research,” explained out a report written by Aspen Institute and funded by the Gates Foundation. It says, “there is a broad consensus that federal investment in education research, development, and dissemination is vital” and “the pending reauthorization of ESRA creates new opportunities to better harness the tremendous research capacity we have in America to turn broad consensus into broad benefit,” and even: “the Obama Administration has proposed to create a new unit of ED, called ARPA-ED, that would be analogous to the high-profile Defense Advanced Research Projects Agency (DARPA) in the Department of Defense. ”
III. SETRA – The Reauthorization of ESRA
We need to study the “pending reauthorization of ESRA” that hopes to “harness” students’ data. The SETRA bill now on-deck, bill S227, is the data collection bill that American Principles Project warned America about in a press release. SETRA is a direct answer to what the both the Evolving Role of Federal Policy in Education Research and the National Education Technology Plan had requested: more power to the federal government over student data.
The history of educational data collection by federal/private forces is very boring. I only bring this up because we need to see them for what they are: public-private-partnerships, with unclear dividing lines between federal and private controls. That means that we can’t easily un-elect them or influence the power that they wield. It’s data collection without representation. That’s not only unconstitutional; it’s also very creepy.
The boring but important history of these public-private-partnerships is detailed in the Evolving Role of Federal Policy in Education Research report, as well as on websites from the REL/WestED groups. WestED, a now-nonprofit, explains: “The roots of WestEd go back to 1966, when Congress funded regional laboratories across the country to find practical ways to improve the education of our nation’s children. Charged with “bridging the gap between research and practice,” a number of the original Regional Educational Laboratories grew beyond their initial charge and developed into successful organizations. Two in particular—the Southwest Regional Educational Laboratory (SWRL) and the Far West Laboratory for Educational Research and Development (FWL)—evolved beyond their laboratory roots, eventually merging in 1995 to form WestEd.”
Why it matters? Ask yourself this: How does a parent protect his/her child from data leaks, privacy breaches and unwanted government intrusion or “guidance” when the data collection machines are not run by elected representatives, and they are paid to run well by the unstoppable force of taxes?
How does a parent protect his/her child when federal FERPA (Family Ed Rights and Privacy Act) has been altered so that it’s no longer protective of parental rights and student privacy?
How does a parent protect his/her child when the new SETRA bill allows power to go to regional commissioners, rather than residing in local schools, districts, or even states? Regions take precedence over states under SETRA.
But the public does not know this because proponents of SETRA reveal what they want to reveal in their “pro-SETRA” talking points.
I hate talking points! Give me truth in the form of direct quotes and page numbers from a bill next time, Congressman Boener.
Proponents fail to reveal the details of the bill that alarm opponents of SETRA. I’ll share a few.
For example, page 28, section 132 reveals that data to be collected on students may: “include research on social and emotional learning“. Social and emotional learning means psychological testing! This is promoting the same creepy biometric data mining methods that the Dept. of Education was pushing two years ago in its “Promoting Grit, Tenacity and Perserverance” report of 2013 (see report pdf page 44).
This SETRA bill’s language empowers the government to create a profile on your child, psychologically (emotional learning) and politically (social learning).
I do not support allowing the government to keep psychological/political dossiers on children.
Reliance on a wet-noodle FERPA for privacy protection
But I have no power, they tell me, despite being a mom, a voter, and a taxpayer. Recall that there is no requirement under federal FERPA any longer to get parental consent over the gathering or sharing of student data.
Likewise, in Utah, there’s no protection for student data. The state longitudinal database system (SLDS) gathers data about each child from the moment he/she registers for kindergarten or preschool without parental consent.
The state has said that no Utah parent may opt an child out of SLDS and legislation to create protections for children’s privacy in Utah has not been successful.
Utah’s legislature and school board continues to allow the SLDS to run wild, unaccountable to parents or to anyone. Students’ data in Utah is unprotected by law. If the board or an administrator tells you differently, ask them to show you the law that provides protection in Utah. Then send it to me.
In fact, the Utah Data Alliance promotes the sharing of data between agencies such as schools, higher ed, workforce services, and other agencies. If the board or an administrator tells you differently, ask them to show you the law that provides protection in Utah. Then please send it to me.
Parental Rights Dismissed
Soon, if federal SETRA passes, student data will be even more unprotected. Zero parental rights over student academic data (thanks to shredded federal FERPA protections and wrongheaded Utah policies) will be joined by zero parental rights over student psychological data (thanks to power-hungry SETRA).
In section 208 (see page 107) the SETRA bill reauthorizes the federal government “to align statewide, longitudinal data systems [SLDS] from early education through postsecondary education (including pre-service preparation programs), and the workforce, consistent with privacy protections under section 183;’’
SLDS is the very set of databases that deny parents their rights to be the main authorities over their own children’s data. Do we want to reauthorize the federal government to use our tax dollars for that purpose, moms and dads?
“Privacy protections under section 183,” as we discussed above, equals no privacy at all. Why? There used to be confidentiality standards, such as those seen in the 2002 data privacy code. But all of that changed. Now, confidentiality and parental consent have been reduced to “best practice” status, and parental consent prior to sharing data is not required by federal FERPA.
REGIONAL EDUCATION LABS MAY SUPERCEDE STATE AGENCIES IN POWER
Under SETRA section 174, “REGIONAL EDUCATIONAL LABORATORIES FOR RESEARCH, DEVELOPMENT, DISSEMINATION, AND EVALUATION” the power of the regional educational laboratories is expanded. This whole section is worth reading, but it’s hard to read because of the many interruptions where the bill alters definitions and phrases from the original ESRA bill. Try it.
I have to say that in this section, the repeated use of the term “laboratories,” in the context of “regional educational laboratories” gives me the creeps. Am I the only one? Our children as guinea pigs in laboratories of educational and now psychological experimentation –organized by region and not by state? No, thank you.
When Regions Rule, States Lose Constitutional Strength
Another important thought: how can states’ rights over education ever be defended and protected when education is being restructured to function in regional, not by states, divisions? Is this why the regional laboratories of educational research are growing to become more powerful than state boards?)
On page 57 of the pdf the R.E.L. Commissioner is given a lot of power. “Each eligible applicant desiring a contract grant, contract, or cooperative agreement under this section shall submit an application at such time, in such manner, and containing such information as the Evaluation and Regional Assistance Commissioner may reasonably require.” The Commissioner can deny funds, or give funds, to people who “shall seek input from State educational agencies and local educational agencies in the region that the award will serve”. Hmm. I see. People may seek input from state agencies, but the regional laboratory commissioner is The Man.
The Regions aim for that power.
I’m not finished with my SETRA analysis. I’m just sick of it right now.
I’ll be back.
Last Friday, my children and I were on an educational field trip to see Governor Herbert address the state school board in Salt Lake City. We were learning how to use civic rights to free speech and expression. I had hoped to influence the establishment to not renew the federal waiver (NCLB/ESEA) and hoped to influence them to consider withdrawing from Common Core and all its data-and-teacher-control-tentacles. We also wanted to spread the good news: that Mia Love’s H.R. 524, if it passed, might help enforce states’ constitutional rights to control education locally.
There we stood holding signs outside the door of the state school board meeting, my children and I: “Vote No on NCLB Waiver” and “We Support Mia Love’s H.R. 524“ (the anti-common core bill).
We couldn’t go inside the meeting because 1) one of my children is very young and noisy, and 2) there was no room.
We had even been discouraged by USOE officials and by the governor’s bodyguard (!) from standing in that hall outside the board meeting; they said the handful of us posed a fire hazard.
Yet we were standing there when Governor Herbert made his exit alongside Tami Pyfer. The Governor read our signs and he said, “I support Mia Love’s H.R. 524.”
Explain that quote.
Governor Herbert —Vice Chair of the National Governors Association, which created and copyrighted Common Core — now supports the anti-common core bill?!
I immediately felt the same sick way I’d felt when President Obama came out with his student data review saying he was concerned about privacy, after his administration had done everything in its power to destroy student privacy: from decreasing privacy rights in federal FERPA, to paying each state to build matching, interoperable SLDS databases, to hosting “Datapalooza” and pushing inter-agency “data-mashing.”
Obama (and Herbert) get away with blatant hypocrisy because most of us are, sadly, low-information voters. People don’t know. And they don’t know who to trust.
I prefer it when everyone gives each other plates of warm cookies instead of headaches. I don’t like thinking of –or labeling– my country’s president or my state’s governor as hypocrites.
But I am not going to pretend that I don’t see what I clearly see: repressed real conversation under a pretense of reasoning things out, strict topic-control and topic-narrowing; no debate.
The governor has only asked Utah to comment about the standards, not the governance of them, and he never asked for comments about the data mining nor testing nor lack of parental and teacher freedom. Although months ago Governor Herbert said, “we will not cede that responsibility [of local education] to anyone else,” we know that Utah had already given that responsibility away years ago (control of tests, data sharing and of standards-amending). That power left when Utah adopted standards from private groups NGA/CCSSO who created and copyrighted Common Core, groups in which Governor Herbert holds top leadership positions. Governor Herbert’s words about standing up to federal encroachment are either feigned or very, very fractional.
We all heard the Governor quoting the Old Testament prophet Isaiah in his speech to the board that day, “Come now, and let us reason together.” (Isaiah 1:18) But there is no “reasoning together” happening! Where is the real discussion, the real debate? I see a top-down dispensing of “politically correct” marketing lines about Common Core, a one-sided “conversation”. Under the public radar– in emails and blogs and social media, discussion percolates, sans Governor.
We don’t see our Governor (nor Common Core financier Bill Gates nor Common Core architect David Coleman nor Common Core test grant-giver Arne Duncan) ever participating in debates on this subject. These top promoters/creators of Common Core are actively hiding, as is clear from Kathleen Jasper’s Conversation ED and countless others. They don’t want to thoroughly, honestly, honorably reason. They don’t have a leg to stand on. Common Core, when you scratch beneath the surface, is utterly indefensible and unconstitutional.
The Utah public is only allowed ten minutes (divided by five citizens, with two minutes each) per month at state school board meetings. Per month! Some reasoning together! Meanwhile, the state school board is appointed via a very biased, committee-to-the-governor selection process. And yet taxpayers fund this charade, these one sided flyers, mailers and the USOE website itself, all debate-free, marketing the Common Core product without intellectual discussion of any kind.
It’s maddening to those of us who are paying close attention.
Know these facts (and fact check me, so you really actually know it for yourself.)
1. Only NGA/CCSSO can amend the shared Common Core. And they will. (The “living document” will change, the Common Core declares on page 3.)
In Friday’s meeting, presentation after presentation pretended that Utah could amend the shared Common Core.
2. Common Core states like Utah can’t delete from the standards, and can only add 15% max.
In Friday’s meeting, no mention was made of the 15% limit that says no state may add much to the standards (to keep the tests all aligned nationally).
3. Speaking about standards-tweaking is a charade.
In Friday’s meeting, no mention was made of the fact that if Utah adds the permitted 15%, the addition will never be seen on the nationally aligned test questions. So what’s motivating the teachers to teach the addition? And it won’t be in the shared textbooks anyway.
4. Common Core ELA and math standards are under copyright.
In Friday’s meeting no mention was made of the Common Core copyright.
5. Common Core was rammed down Utah’s throats without proper discussion, and a parent and teacher led lawsuit is underway because of that fact.
In Friday’s meeting, no mention was made of the fact that no teachers or administrators were ever asked for input prior to the state adopting Common Core.
6. The Attorney General and the Governor are not correct in saying that we retain local control under the Common Core standards, tests and aligned data standards.
In Friday’s meeting, no mention was made of any rebuttals to the Attorney General’s blanket statement (that Common Core in no way harms Utah autonomy over education). It was just: “Tell us which particular standard did Utahns find troubling?”
The narrow, controlled “conversation” about Common Core in our state is light years away from the spirit of the scripture that the governor quoted, “Come and let us reason together.”
I am really, really tired of the hypocrisy.
I was invited to speak on the Rod Arquette show today about the results of a poll published by Utah Policy. I’ve decided to write here what I won’t have time to fully say there.
The poll’s questions narrowed the larger Common Core Agenda to a tiny fraction (just the academic standards, string free) so that it reaped the kinds of positive responses that it sought.
For example, it said: “Utah is currently participating in a coordinated effort with other states to set similar education standards in math and language. These standards outline what a student should know and be able to do at the end of each grade in K through 12 education.” This half-truth left out volumes that would have altered the poll-taker’s responses if the poll taker would have been more fully informed.
Focusing on the actual standards themselves is as foolish as focusing on rearranging the deck chairs on the Titanic. Good or bad, the standards, like deck chairs, will soon be in an uncontrollable, different place.
- If Utah Policy would have been fully honest, disclosing the fact that the standards are not coordinated by Utah and other states but by private, unelected organizations in D.C. (NGA and CCSSO) which have copyrighted the standards, answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that the standards-creators, (NGA/CCSSO) are official partners with the federal government in creating Common Educational Data Standards (CEDS) that are aligned to Common Core Academic Standards, so that CEDS can be used to track students in state (SLDS), federal (EdFacts) and corporate data banks, thanks to the recent federal alteration of FERPA, answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that the standards are unamendable by states and that there is, in fact, no amendment process by which any participating state could alter or influence future versions of “Common Core 2.0″ answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that the Utah Chamber of Commerce and the Governor’s Prosperity 2020 Initiative is promoting Common Core for financial gain and that special interests make millions from Utah’s education tax dollars, due to schools now being essentially forced to purchase the standardized books, test infrastructures, and technologies, answers would have been different.
- If Utah Policy would have been fully honest, disclosing the fact that Common Core standards lack empirical evidence (meaning that they are unpiloted, unproven, and that they turn our children into unconsenting, unpaid guinea pigs for marketers, researchers and for the creators of Common Core) –answers would have been different.
- If Utah policy would have been fully honest, disclosing the fact that Common Core may raise some specific standards spottily in some grades and in some states, but it lowers them elsewhere, dumbing down some and rigor-izing others, but making everyone common, as if one size could fit all — answers would have been different.
The poll’s article said: “Utah’s Education IS NOT controlled by the federal government, Herbert has said time and time again.” True, Herbert has said that. So has the Utah Attorney General. Yet it is false. Fact check for yourself. Truth is truth whether we believe it or not.
The federal government micromanages the Common Core testing network. Evidence in Cooperative Agreement of SBAC (Utah’s company, AIR’s partner) here. The federal government offers a waiver from the much-hated No Child Left Behind (unconstitutional) law in exchange for adoption of Common Core (aka College and Career Ready Standards Adoption).
Education standards-alteration was the very first of the Obama Administration’s four assurances as listed stated in the ARRA grant money documents, in Secretary Duncan’s “Vision for Education Reform” speech, and on the White House website. College and career ready standards is a term that was specifically hijacked and redefined as the Common Core, as “standards common to a significant number of states” by the federal government.
In fact, in Secretary of Education Arne Duncan’s 2010 “Vision” speech, he said:
“Traditionally the federal government has had a limited role in education policy… the Obama Administration has sought to fundamentally shift the federal role so that the Dept. is doing much more… creating a strong cradle-to-career continuum… In March 2009 Obama called on the nation’s governors and state school chiefs to develop standards and assessments.”
Both the Republican and the Democratic parties in various states –and even the Chicago Teacher’s Union — have written resolutions condemning Common Core. Not just because of the fuzzy math. Not just because of the lessening of classic literature. It’s all about Constitutional rights.
If you like socialist-styled, distant, top-down, big government, big-corporate control of tests, teachers and standards, Common Core may be your thing. But if you believe in local control, in free and independent academic thought, and if you want parental aims met –as opposed to big-government-big-corporate aims, then Common Core is not for you.
Shame on Utah Policy for its misleading poll.