Archive for the ‘teachers against common core’ Tag

The Latest Fed-Ed Assault on Local Control: Mandatory Preschool and Principals’ Re-Education Programs   11 comments

Nothing real supports the  outrageous, increasing, ongoing federal overtake of schools. Federal bluffing and federal pretense to education authority continues because it is upheld by the stupored, undefending millions of us who aren’t aware of our right to control education locally  –and who do not defend it.

Two federal overtake moves stand out in my mind today as heart-stoppingly wrong.  These are things that we should firmly, loudly oppose.

  • The first is Secretary Arne Duncan’s mandatory preschool.  In his “Statement for the Record” to Congress concerning the new education budget request, Duncan lay aside the former practice of calling federal preschool voluntary.  In this recent (April 29, 2014) speech, Duncan called for mandatory preschool:  “The third major priority in the 2015 request is to continue the President’s commitment to expanding educational opportunity for millions of children through a $75 billion mandatory Preschool for All program…” he said.

 

  • The other is the Department of Education’s principals’ re-education program, aka “Principal Ambassador Fellowship” (PAF).  Do you like the idea of federally-approved-and-groomed, model “Fellowship” principals, teaching your local principal how to “engage with” federal policies?  Me neither.

From the Department of Education’s site, learn why the PAF program exists: —“principals should have meaningful opportunities to both contribute to and understand the  [federal] policies” —“to implement needed reforms, all stakeholders… must understand the intent of [federal] policy…” —“PAF’s will spend time gaining greater knowledge of the content of key federal programs and policies…” — “Principal Ambassador Fellows (PAF) are hired.. to facilitate cooperation between the Federal Government and the non-Federal entity…”

The Department of Education Secretary said, on the very same page where he announced the PAF program, that “The best ideas in education will never come from me or anyone else in Washington, D.C.  They’re always going to come from a local level.”  Yet principals are also told to understand and engage with federal policies.    Such doublespeak. It is pretty unlikely that principals lack or need “greater knowledge” of the federal agenda.  Given the increasing number of examples of defenders, notably schools like Maesar Prep in Utah, superintendents like Joseph Rella in New York, or the example of the state of Washington, which recently refused to tie teacher evaluation to Common Core student testing and got punished by Arne Duncan’s yanking of the state’s NCLB waiver– given these examples, it is more likely that principals are showing signs of resistance to the federal standardizations being shoved down their throats. Good for them.

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Incompetent Pearson “Wins” PARCC Contract. Big Surprise.   Leave a comment

Mercedes Schneider has written another detailed, rich article exposing the “unprecedented education profiteering” scandal that is Pearson Education’s partnership with the U.S. Department of Education.

Read it:     Incompetent Pearson “Wins” PARCC Contract. Big Surprise..

 

U.S. Secretary of Education Punishes Children of Washington State as State Stands Up For Teachers   4 comments

washington state seal

by  Whitne Strain and Christel Swasey

 

Long ago, the horrific invading soldiers of Genghis Khan used children as shields.  Seeing innocent children sandwiched between defenders and invaders, few defenders would continue a defense.

That  image, from “The Miracle of Freedom: Seven Tipping Points that Saved the World” comes to mind as we watch the U.S. Secretary of Education’s recent war against what he sees as a noncompliant Washington State.

Washington State became a thorn in Secretary of Education Arne Duncan’s side when the state refused to comply with the federal agenda that would  tie teacher evaluations to students’ Common Core test scores.

Washington State’s leaders had listened to teachers and parents; they then stood up to the unconstitutional federal demands and just said no. They would not comply with the damaging policy of tying teacher evaluation to student scores.

The federal response was a punch in the face: Duncan stripped Washington of its waiver from ESEA (aka No Child Left Behind).

Why is that a punch in Washington State’s face?  Losing the waiver means that Washington now will get reburied in the absurd, impossible NCLB mandates —and  will lose funding.

Duncan not only punished Washington state; he especially punished the state’s neediest children.

According to the Washington Spokesman-Review, “Washington is the first state to lose control over federal dollars used to help students in the poorest schools. The result: Districts will be forced to set aside the $40 million they had been getting for those student services”.

We wonder: how does Duncan sleep at night?

barack arne

Read his wordy, meaningless federal explanation letter here.  It is so verbiose and devoid of goodness that we won’t quote a single word.  But do read teacher Peter Greene’s clever and hilarious teacher’s translation of Duncan’s letter to Washington, it here  —  spot-on.

peter greene   Here’s Greene’s conclusion:

Washington got to ignore its violation of federal NCLB laws if they agreed to install Duncan’s own untried, untested, unproven, unsubstantiated but very specific prescriptions about how to use CCSS [Common Core] tests to evaluate teachers and principals…    Duncan doesn’t just believe that CCSS [Common Core] test-based measures of teachers and principals are a good idea. He doesn’t just deny every stone on the mountain made out of evidence that he’s wrong. He has given CCSS test-based measurement the full weight of federal law.  

So what will happen to Washington, and who will do it? Or will the legislators freak out and panic, installing Arne’s junk science system at the 11th hour to win back his Kingly affection? You can bet a few other states will be watching… “ 

 

Thank you, Mr. Greene.  Yes, we are watching.

 

The Dying of the Light: How Common Core Damages Poetry – by Esolen, Highfill, Stotsky   11 comments

UT High School Physics Teacher Resigns Over Common Core   7 comments

Utahns Against Common Core published the resignation letter of Utah high school physics teacher Stuart Harper today.  The letter is powerful.  These are the words of a noble man, and his resignation is a tragic loss to Utah’s school system.

When will our state leaders acknowledge the train wreck of Common Core and turn our state around?  When will they read and heed teachers like Stuart Harper?

Read the full letter here. 

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“… After much research I know that the Common Core (CC), the way it has been implemented, and the reforms which have accompanied it are wrong. They are unsound, of poor quality, take power from local government, and further empower federal agencies and policy makers. Most importantly, their enactment was unconstitutional, both in Utah and in the nation. However wrong CC may be, my reasons for resigning are only tangent to this constitutional breech. I was aware of the core before signing on, and though I did not approve of it I gave my word in contract to teach whatever curriculum I was given.

In the summer of 2013 a personal letter I had written,  stating my concerns with Common Core, was posted on the Utahns Against Common Core website. It was an opinion piece, not a scholarly review. I saw no problem with stating my opinion, it is my right as a citizen, at least so I thought.

A few months later, I was informed that the Utah State Office of Education (USOE) had learned of my published letter and was not happy with my opinions or concerns. Local school authorities were instructed to meet with me and put me back in line. During this meeting with the district representatives I was told that I was shallow, ignorant and emotional in the way I wrote my concerns and that by writing things like this I would create rebellion and insubordination across the district. I was told I can have an opinion with other state’s educational systems but as a teacher in the state of Utah I cannot be concerned with my own state’s educational affairs.

I reminded them that my intent was not to promote rebellion, but to simply encourage personal research on the subject and exercise freedom of speech on my off time, as a citizen and father. I was told “Those freedom of speech rights you are probably referring to do not apply.”

I was shocked, but I stood my ground. I made it clear that if I continued to be intimidated into silence that I would resign same day. I told them that I have given my word to teach what they want me to in the classroom and would continue, but I would also continue to use my rights as an American citizen to effect political change. They said I could share my research if I get my facts straight, but even then my job is on the line. When I told them that I would continue to research information from original sources as well as writings from those for and against Common Core they were confused. They discouraged me from seeking information from anywhere other than the USOE, and accept only their interpretations of the facts. I refused, reminding them that true education comes from educating yourself on all sides.

I was threatened on three separate occasions with professional action all because I stated my opinion. I did not resign at any of the instances where I found myself threatened because I realized that I had given my word that I would teach for the year, and I will not break my word. However I refuse to remain in an environment that clearly has no respect for the Constitutional right of free speech. I refuse to be a part of the problem.

Over the years the school system has fallen far below what it should be. The public school system is just that – public. It should represent those served by it – We the People. Each level of the system (classroom, school, district and state) fails to remember that its duty is to the people, not to the establishment. We should be representing what is in our students’ and our community’s best interest. Our current system expects acceptance and conformity to its decisions and policies by all of its teachers and administrators. Further, it expects this without questioning or voicing concerns and even goes as far as intimidating and threatening those who have differing opinions. Any society or organization that silences and discourages freedom of speech removes the possibility to express ideas, and without competing ideas we close the door on true education and open the door to tyranny.

… We have lost control of the classroom and continue to hand more and more power over to the government. Our current system no longer promotes learning, but rather focuses on training. It teaches what to think, not how to think. It is now a system of hoops for students, teachers, and administrators, and with further national control and regulations of education, these hoops have been set on fire.

I believe that until we can get education to become self-sufficient where it no longer relies on the funding and intimidation from federal and even state levels, until we can bring education back to learning how to think and not being trained for a test, and until we can bring freedom back to the individual teachers, students, and schools, our public system will continue to decay. I hope the system and its people can exercise the self discipline to do this, but where I cannot foresee this happening, my greatest hope for education now resides in home-schools, home-school groups, and in private education.

My hands are tied within this system. But I now know that I can be more productive on the outside. I will continue to promote true and correct educational principles, awareness of civic affairs, and our duty to be involved. I am going to be a part of the solution. Asking questions is the essence of education. All I encourage of others is to ask questions, seek truth and not be afraid to share that truth with other Americans who are willing to listen.

Sincerely,

Mr. Stuart Harper

Teacher, Citizen, and Father”

Brilliant Teachers Expose Federal-Corporate Connivance   3 comments

school

First, here’s a list.

It’s a smattering of teachers’ names with links to what they have said or spoken.  Their experience and research make a powerful, nearly unarguable case for stopping corporate-federal Common Core.  They are current teachers, retired teachers, and teachers-turned-professors-or-administrators.

Malin Williams, Mercedes Schneider, Christy HooleyPeter Greene, Susan Kimball, Paul BogushLaurie Rogers,  Paul Horton, Gerald Conti, Alan Singer, Kris Nielsen, Margaret Wilkin, Renee Braddy, Sandra Stotsky, J. R. Wilson  Amy Mullins, Susan Wilcox, Diane Ravitch, Susan Sluyter, Joseph Rella, Christopher Tienken, Jenni White,  David Cox, Peg Luksik,  Sinhue Noriega, Susan Ohanian, Pat Austin, Cami Isle, Terrence Moore, Carol Burris, Stan Hartzler, Orlean Koehle, Nakonia HayesBarry Garelick, Heidi Sampson; also, here’s a young, un-named teacher who testified in this filmed testimony, and  an unnamed California teacher/blogger.

Notice that these teachers come from all sides of the  political spectrum.   It turns out that neither Democrats nor Republicans relish having their rights and voices trampled.

And alongside those individual voices are teacher groups. To name a handful:  the Left-Right Alliance,   132 Catholic Professors Against Common Core,  the United Opt Out teachers, the BadAss Teachers, Utah Teachers Against Common Core,  Conservative Teachers of America,  and over 1,100   New York professors. 

These teachers have really, really done their homework.

I’m going to share the homework of one brilliant teacher, a Pennsylvania teacher/blogger named Peter Greene who wrote  about what he called his “light bulb moment” with how the Common Core Standards exist to serve data mining.

Speaking of the millions of data points being collected “per day per student,” he explained:

“They can do that because these are students who are plugged into Pearson, and Pearson has tagged every damn thing. And it was this point at which I had my first light bulb moment. All that aligning we’ve been doing, all that work to mark our units and assignments and, in some places, every single work sheet and assignment so that we can show at a glance that these five sentences are tied to specific standards— all those PD [professional development] afternoons we spent marking Worksheet #3 as Standard LA.12.B.3.17– that’s not, as some of us have assumed, just the government’s hamfisted way of making sure we’ve toed the line.  It’s to generate data.  Worksheet #3 is tagged LA.12.B.3.17, so that when Pat does the sheet his score goes into the Big Data Cloud as part of the data picture of pat’s work. (If you’d already figured this out, forgive me– I was never the fastest kid in class).”

Peter Greene further explained why the common standards won’t be decoupled from the data collection.  His words explain why proponents cling so doggedly to the false claim that these Common Core standards are better academically (despite the lack of research-based evidence to support that claim and the mounting, on-the-job evidence to the contrary.)

He wrote:

Don’t think of them as standards. Think of them as tags.

“Think of them as the pedagogical equivalent of people’s names on facebook, the tags you attach to each and every photo that you upload.

“We know from our friends at Knewton what the Grand Design is– a system in which student progress is mapped down to the atomic level. Atomic level (a term that Knewton lervs deeply) means test by test, assignment by assignment, sentence by sentence, item by item. We want to enter every single thing a student does into the Big Data Bank.

“But that will only work if we’re all using the same set of tags.

“We’ve been saying that CCSS [Common Core Standards] are limited because the standards were written around what can be tested. That’s not exactly correct. The standards have been written around what can be tracked.

“The standards aren’t just about defining what should be taught. They’re about cataloging what students have done.

“Remember when Facebook introduced emoticons. This was not a public service. Facebook wanted to up its data gathering capabilities by tracking the emotional states of users. But if users just defined their own emotions, the data would be too noisy, too hard to crunch. But if the user had to pick from the facebook standard set of user emotions– then facebook would have manageable data.

“Ditto for CCSS. If we all just taught to our own local standards, the data noise would be too great. The Data Overlords need us all to be standardized, to be using the same set of tags. That is also why no deviation can be allowed. Okay, we’ll let you have 15% over and above the standards. The system can probably tolerate that much noise. But under no circumstances can you change the standards– because that would be changing the national student data tagging system, and THAT we can’t tolerate.

“This is why the “aligning” process inevitably involves all that marking of standards onto everything we do. It’s not instructional. It’s not even about accountability. It’s about having us sit and tag every instructional thing we do so that student results can be entered and tracked in the Big Data Bank.

“And that is why CCSS [Common Core] can never, ever be decoupled from anything. Why would facebook keep a face tagging system and then forbid users to upload photos?

“The Test does not exist to prove that we’re following the standards. The standards exist to let us tag the results from the Test.

“… Because the pedagogical fantasy delineated by the CCSS does not match the teacher reality in a classroom, the tags are applied in inexact and not-really-true ways. In effect, we’ve been given color tags that only cover one side of the color wheel, but we’ve been told to tag everything, so we end up tagging purple green. When a tagging system doesn’t represent the full range of reality, and it isn’t flexible enough to adapt, you end up with crappy tagging. And that’s the CCSS…   Decoupling? Not going to happen. You can’t have a data system without tagging, and you can’t have a tagging system with nothing to tag. Education and teaching are just collateral damage in all this, and not really the main thing at all.”

Read more here.

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I’ll add more two points in support of Peter Greene’s words:

1-  First, the creators of Common Core and its copyright have openly stated that they work toward both academic standards’ commonality and data standards’ commonality –I suppose for the very reasons Greene outlined.  Check out the Common Education Data Standards (CEDS) –a Department of Education/private CCSSO partnered enterprise,  here.

2– Second, the federal grants that the states all swallowed, the data mining capability-hooks embedded in the juicy worm of funding, called “State Longitudinal Database System” grants, did specify that states MUST use interoperable data standards (search for SIF Framework, PESC model, CEDS standards, NDCM model) to track educational progress.

In other words, the 50 individual states’ database systems were designed so that they can, if states are foolish enough to do so, fully pool student and workforce data for governments or corporations– on an national or international level.

 

 

National News Update on Common Core Initiative   10 comments

occupy-photo-final-schedule1

How quickly Common Core has gone from being almost a secret, a truly under-the-news-radar movement, to being a sharp bone of contention and a scorchingly hot topic across the nation as right and left, legislators, parents, teachers and yes,  students— join to fight the erosion of local control of education, and the erosion of high quality education.

Here’s just a smattering of the pushback happening across this nation.  Please feel free to leave additional related Common Core pushback news links in the comments section!

* Alabama – “Bill In Works That Would Allow Common Core Opt-Out For Schools

* Arizona – “Senate backtracks on Common Core

* Connecticut – “Stamford Rep. Molgano Calls For Public Hearing On Common Core

* Florida –  FLA Ed Commissioner’s Arrogant Letter Angers Mother of Recently Deceased Disabled Child http://www.huffingtonpost.com/2014/03/04/ethan-rediske-act_n_4899010.html

Florida –  Testing Fixation Drives Florida School Board Member to Quit, Fight on Larger Battleground http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/06/the-drive-to-test-test-and-re-test-leads-famous-school-board-member-to-quit/

* Georgia – “Common Core bill debated in Georgia House

* Maryland – Dressed in Clown Suits, Maryland Teachers Protest Excessive Testing https://www.youtube.com/watch?v=Sn_xJ9P1I2k

* Maryland – Super Tells Parents State Test is Useless http://blogs.edweek.org/edweek/District_Dossier/2014/03/joshua_starr_to_parents_upcomi.html

* Mississippi – “Common Core comes back up at State Capitol

* Missouri – “Mo. lawmakers debate retreating from Common Core

* Illinois –  Educators Boycotting Chicago Exam – Spend Day Teaching Not Testing http://www.wbez.org/news/saucedo-teachers-spend-day-1-isat-teaching-concerns-raised-about-intimidation-109815

Illinois –   National Leaders Support Chicago Test Boycott http://dianeravitch.net/2014/03/09/leading-educators-support-chicago-test-boycott/

Illinois- Resources for Supporting Chicago Parents and Teachers Protesting  the ISAT http://morethanascorechicago.org/2014/03/03/isat-opt-out-support-kit/

*Indiana –  http://news.heartland.org/newspaper-article/2014/03/11/indianas-attempt-replace-common-core-under-fire

* New York – bill S6604 pending: http://stopccssinnys.com/uploads/SCCINYS_PR_S6604.pdf  – Bill to place a three-year suspension on items such as the Common Core

State Standards and the associated age-inappropriate curriculum; it also addresses excessive testing.

New York – “Assembly Passes Bill Halting Common Core

New York Protests Intensify as Common Core Tests Loom http://www.longislandpress.com/2014/03/10/common-core-tests-loom-intensifying-debate-in-ny/       Rochester, NY, Teachers Association Brings Suit Against “Value      Added” Evaluations http://www.rochestercitynewspaper.com/rochester/teachers-union-sues-over-evaluations/Content?oid=2346958

*  Massachusetts –  Protesters at Secretary Arne Duncan’s town hall meeting:  http://www.masslive.com/news/worcester/index.ssf/2014/03/groups_organized_to_picket_us.html

http://worcestermag.com/2014/03/09/picket-planned-us-education-secretary-duncans-visit-worcester-tech/21602

Worcester Mass. School Committee Will Allow Students to Opt Out of  Common Core Pilot Exam http://www.telegram.com/article/20140307/NEWS/303079875/1116

More Massachusetts Education Leaders Criticize Double-Testing http://www.patriotledger.com/article/20140310/NEWS/140319857

* Connecticut – Connecticut Educators Want to Reexamine Test-Based Teacher  Evaluation Model http://www.ctnewsjunkie.com/archives/entry/teacher_union_wants_to_revisit_teacher_evaluation_method     Connecticut Parents Seek to Opt Children Out of Common Core Tests http://www.ctnow.com/news/hc-parents-opting-out-20140228,0,1363518.story       The Brave New World of “College and Career Readiness” Testing http://www.ctnewsjunkie.com/archives/entry/the_brave_new_world_of_being_college_and_career_ready

*North Carolina –    North Carolina Families Opt Out of Standardized Tests http://www.newsobserver.com/2014/03/09/3682922/opting-out-of-standardized-testing.html
Penn. Parents Join Forces to Opt Kids Out of Standardized Tests http://lancasteronline.com/news/local/parents-join-forces-to-opt-kids-out-of-standardized-tests/article_88aff918-a643-11e3-aa64-0017a43b2370.html

*Arkansas –   Arkansas Professor Urges 11th Graders to Opt Out of Literacy Test http://www.arktimes.com/ArkansasBlog/archives/2014/03/10/ua-prof-calls-for-students-to-opt-out-of-11th-grade-literacy-test

*Tennessee –  Tennessee Teacher Sue Claiming “Value-Added” Assessment is      Arbitrary and Unconstitutional http://tnedreport.com/?p=753
Virginia Lawmakers Seek to Reduce Number of Standardized Tests http://www.newsplex.com/home/headlines/Va-Lawmakers-Aim-to-Reduce-Number-of-Standardized-Tests-249339961.html

*New Hampshire – Nashua, New Hampshire Board Backs Delay of New Test http://www.nashuatelegraph.com/news/1030167-469/majority-of-nashua-school-board-members-back.html

*Nebraska – Testimony regarding Common Core Academic Error: http://truthinamericaneducation.com/common-core-state-standards/testimony-regarding-proposed-nebraska-english-standards/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+TruthInAmericanEducation+%28Truth+in+American+Education%29

* Washington, D.C. – http://unitedoptout.com/helpful-readings-and-resources/the-official-schedule-for-occupy-doe-2-0-the-battle-for-public-schools/

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NEWS/ARTICLES

ON NATIONAL COLLEGE ENTRANCE EXAMS (SAT – ACT)

  ALIGNING TO ERRANT COMMON CORE:

David Coleman, 2016 SAT:  A Sow’s Ear http://www.educationviews.org/david-coleman-2016-sat-sows-ear/

FAIR TEST:  http://fairtest.org/node/2964

Critics Give SAT Revisions a Failing Grade http://www.mintpressnews.com/critics-give-new-sat-reforms-failing-score/185941/

The Real Reason the SAT is Changing: Competition from ACT http://www.washingtonpost.com/blogs/wonkblog/wp/2014/03/05/why-the-sat-is-really-changing-its-facing-tough-competition-from-the-act/

College President: SAT is Part Hoax and Part Fraud http://time.com/15199/college-president-sat-is-part-hoax-and-part-fraud/

NEA Pushes Bill to Reduce Federal Testing Mandates http://blogs.edweek.org/edweek/campaign-k-12/2014/03/nea_pushes_legislation_to_redu.html

When Education is Nothing But a Test Score http://www.edweek.org/ew/articles/2014/03/05/23mcgill.h33.html

13 Ways High-Stakes Exams Hurt Students http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/10/13-ways-high-stakes-standardized-tests-hurt-students/

Believing We Can Improve Schooling with More Tests is Like Believing You Can Make Yourself Grow Taller by Measuring Your Height http://pbs.twimg.com/media/BiKnOqrIQAAVIEg.jpg
Accountability and Motivation — Test-Driven Policies Get it Wrong http://blogs.edweek.org/edweek/top_performers/2014/03/accountability_and_motivation.html?cmp=SOC-SHR-TW

Common Core Testing Further Undermines Educational Equity http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/10/the-myth-of-common-core-equity/

I Opted My Kids Out of Standardized Tests, Then Learned a Thing or  Two http://www.slate.com/articles/life/family/2014/03/standardized_testing_i_opted_my_kids_out_the_schools_freaked_out_now_i_know.html

Testing Diverted The War on Poverty  — By FairTest Board member  Deborah Meier http://www.edweek.org/ew/articles/2014/03/05/23meier.h33.html

Parent to Pres. Obama: Why Don’t Private Schools Adopt Test-Driven  “Reforms”? http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/05/parent-to-obama-why-dont-private-schools-adopt-your-test-based-school-reforms/

What the U.S. Can Learn From Finland http://www.npr.org/2014/03/08/287255411/what-the-u-s-can-learn-from-finland-where-school-starts-at-age-7

Activists Call for Congressional Hearings on Standardized Test  Misuse http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/03/04/activist-calls-for-congressional-hearings-on-standardized-testing-gets-unexpected-support/
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Thanks to Donna Garner,  Mike Antonucci,  Dr. Bill Evers,  Pioneer Institute, and Bob Schaeffer for assistance with this compilation.

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