Archive for the ‘Truth in American Education’ Tag
Hooray, Hooray! Today, the Deseret News published my op-ed. Here’s the link and the text:
Utah state delegates officially disapproved Common Core when they passed the anti-common core resolution this year by a 65 percent vote.
Was that not enough for our state school board and governor?
Gov. Gary Herbert continues to promote the Common Core-dependent Prosperity 2020 initiative. And the state school board continues to label teachers and others who long to reclaim local control and who want legitimate, non-experimental education standards, “the misinformed.”
The fact is, we are not misinformed; we know what Common Core is, and we reject it.
The board won’t even respond to requests for specifics about what we’re so misinformed about.
Now, despite the Utah anti-common core resolution passing; despite the examples of Michigan, Indiana and other states passing time-out bills against Common Core implementation; despite Obama’s recent announcement that he plans to tax Americans to pay for Common Core technologies in his ConnectEd Initiative; still, Utah’s school board has not softened its rigorous-praise-of-Common-Core talking points and is moving it forward as if nothing is wrong.
In fact, the board markets Common Core as being beyond debate; it’s so minimalistic, so consensually adopted, so protective of privacy rights and so academically legitimate (none of which is true) that it is too big to fail and is beyond any future need for amendments (which is indeed fortunate for them, since there is no Common Core amendment process).
Something is truly amiss when experienced Utah teachers with credentials, like me, are perpetually rejected for requests to the state school board to discuss the pros and cons of Common Core. The board doesn’t want a two-sided discussion.
The board is silent on these simple questions:
Where is a shred of evidence to support the claim that Common Core improves education?
Where are any studies showing that the reduction of literary study improves college readiness?
Where is some evidence that slowing the age at which students learn math algorithms improves college readiness?
Where is any amendment process for Utah’s math and English standards, under the copyrighted Common Core?
How can one opt out of the Statewide Longitudinal Data Systems (SLDS) tracking and the Common Core tests?
Where is the legal — constitutional — authority for people outside our state to set our local standards and to create and monitor our tests?
Why does Utah stand by while Obama announces that he will redesign schools and tax all Americans to pay for it, without Utah putting up a fight?
Why is there a spiral of silence culture now, that demands everyone pretend to agree; where is freedom of expression and freedom of speech in the common agenda, now that teachers and principals don’t speak out for fear of losing their jobs?
How on earth can anyone call Common Core “state-led” when unelected boards that operate behind closed doors, that are not accountable to the public, developed and copyrighted the standards, bypassing voters and the vast majority of teachers and legislators?
Where is the line-item cost analysis of taxpayers’ money being spent on Common Core technologies, teacher training and texts?
When will state leadership address Common Core’s specific damages with the people who elected these leaders to serve us, rather than bowing to every federal whim?
Will the board and governor ever stand up to the Department of Education’s tsunami of assaults on liberties?
Will they continue to fight against local teachers and citizens who rightfully demand local liberty and who rightfully ask for proven, non-experimental, amendable standards — following the example set by the national and world-leading education system in Massachusetts, prior to Common Core?
Truth in American Education also published the article. This one’s actually a later draft, and is a bit better, with links to references. http://truthinamericaneducation.com/common-core-state-standards/were-not-misinformed-we-know-what-common-core-is-and-we-reject-it/
Another #Stopcommoncore Twitter Rally
Just a week ago Parent Led Reform rallied 2,493,308 Twitter users to #Stopcommoncore. A second Twitter Rally is planned for today, Thursday, May 2, at 9pm EST- 7pm MST to include participation of working parents, educators and citizens.
Parent Led Reform will host the rally as a collaborative project with Truth In American Education, designed to share the research diligently collected by parents and citizens concerned about the government’s push for national common standards in education.
This rally is an encore of the April 16 #Stopcommoncore Twitter event, which reached 2,493,308 Twitter users.
Karin Piper, spokesperson for Parent Led Reform, said, “Parent Led Reform opposes a lock-step approach to education that takes the focus away from the student and decisions away from the parent.”
The #Stopcommoncore Twitter Rally features a panel of experts who are planning on answering questions by the moderator, as well as taking live questions from Twitter users across the nation.
Panelists are Shane Vander Hart (Truth in American Education), William Estrada (Homeschool Legal Defense Association) Joy Pullmann (Heartland Institute), Ben DeGrow (Independence Institute), Emmett McGroarty (American Principles Project).
Follow our host and panel: @parentledreform @shulsie @shanevanderhart @BenDegrow @will_estrada @Joypullmann @approject @Truthinamed
Supported by Pioneer Institute, AFP, Heartland, Independence Institute, American Principles Project, Freedom Works, Home School Legal Defense Association
Truth in American Education posted a powerful article from a Wyoming teacher that I hope many people read.
It’s so ironic. In this article, the teacher says that an administrator told the teachers “not to use school resources to push political agendas.” Yet the entire Common Core Initiative is a political agenda! Look at who leads it: Arne Duncan, Linda Darling-Hammond, Chaka Fattah, Bill Gates, Sir Michael Barber and other extremists who have no respect for local control, the state-directed provisions of the U.S. Constitution or the forbidding by G.E.P.A. law for the federal government to direct state educational systems.
Here’s that quote:
“…My administrator said that there would be no more emailing, or talking about the common core amongst the staff. There was a finality to his tone and the meeting was quickly over at that point. I then received an email from my administrator reminding me of our district policy of not using school resources to push political concerns or agendas. He also stated that there was to be no more discussion about common core unless it was on an “educational” basis between staff members.
Ironically, I had several teachers contact me outside of school that same day, to say they were shocked at my administrator’s tone. They feel I was being genuine in sharing information that was previously unknown and could potentially affect educators. Several staff member have also approached me saying that they are grateful for this information and are now researching it on their own.
The question being asked in my school now is…Why can’t educators do what they do best? Research, question, inform?? Isn’t it better to question and discuss things, even if we don’t agree on them as to find what is best for the children we have been entrusted with? Should we turn a blind eye, and be lead like sheep off the cliff?”
Read the rest: http://truthinamericaneducation.com/common-core-state-standards/a-wyoming-schools-common-core-gag-order/
Across the nation, many people are beginning to raise concerns about implementing Common Core in our schools.
Wondering what you can do? Here are some suggestions that add to what you’ll find in Truth in American Education’s action center tool kit.
1) Check this map of the U.S. to see if legislative educational liberty movements are happening in your state.
2) Check this spreadsheet to see if there are people fighting common core in your state and join them.
3) If nothing is happening at all in your state, do an internet search for Race to the Top application (name your own state) and find the application from Jan. 2010
4) Go to your state school board’s minutes site and find out at which meeting the CCSS were approved (June 2, 2010 the standards were finalized… states such as Illinois approved them 22 days later!)
5) Like “Truth in American Education“ because this is a main hub for national cooperation.
6) Start speaking to friends, teachers and family about common core — many use Facebook FB, Twitter, Pinterest, email, etc.
7) Call or write your state representatives.
8) Sign your state’s educational liberty petition or start one. If you need assistance, ask people from other states for help.
9) Attend local and state school board meetings and visit or call your state superintendent to find out who actually cares about this issue. Sample questions to ask:
- Where can I read our state’s cost analysis for implementing Common Core and its tests?
- What is the amendment process for Common Core standards if we find out they are not working for us?
- Where can I see for myself the evidence that Common Core standards have been proven to be of superior quality and that they are internationally benchmarked?
- Where can I see for myself evidence that Common Core’s transformations (deleting cursive, minimizing classic literature, moving away from traditional math, etc.) –will benefit our children?
- What is the American process of representation of individuals in the Common Core education and assessments system?
- Does it seem good that the meetings of the standards writers (the CCSSO/NGA) are all closed-door meetings?
- I read that there is a 15% cap on a state adding to the Core; so what do we do if we need to add a whole lot more to actually prepare our children well?
- Although I have been told that Common Core is state-led, I missed the invitation to discuss this before it was decided for me and my children; please explain the analysis and vetting process for the upcoming national science and social studies standards.
- The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…” In light of this, please explain why our state has agreed to intense micromanagement by the federal government under Common Core testing.
Of all the things that the Truth in American Education site has posted, my favorite thing is that title.
Truth in American Education. The title itself teaches a fact most Americans still don’t realize: that there are loads of lies parading as education reform improvements that need exposure via verifiable, well researched facts. It does not matter if good people with good intentions, merely parroting information received from other organizations, tell those lies in all sincerity. Sincerity does not trump truth. Facts are still facts and the consequences for all of us are huge for aligning our school systems with such lies.
Our children’s futures are at stake, yet few parents stand up. Why? For those of us who are naturally nonconfrontational and trusting, the title, Truth in American Education, is a wakeup call that we should ask questions, verify claims and demand references for promises being spoken by authority figures in education reform today. We should know our educational rights under the Constitution and know our rights as parents. Don’t take unreferenced promises as answers.
Speaking of which: today I became aware of a 204-page document put out by the Utah State Office of
It’s called “A Complete Resource Guide On Utah’s Core Standards.”
You can access the 204-pager here:
Dr. Sandra Stotsky, an education scholar and whistleblower, one who is often quoted at the Truth in American Education website, happens to have read the 204-page Utah document, “A Complete Resource Guide On Utah’s Core Standards.”
Stotsky previously served on the official Common Core Validation Committee and was among those who refused to sign off that the Common Core standards were, in fact, adequate.
Of “A Complete Resource Guide On Utah’s Core Standards,” Stotsky states, “lies and unsupported claims” abound in the document.
She also writes:
“the writers didn’t even get the committee I was on right. I was appointed to the Validation Committee, not the Standards Development Committee, and along with the one mathematician on the Validation Committee (and 3 others) declined to sign off on the final version of Common Core’s standards.
The writers keep repeating ad nauseam that Common Core was a state-led effort. Everyone knows most of the effort was financed by the Gates Foundation and that Gates chose the standards writers who had no qualifications for writing K-12 standards in either ELA or math (David Coleman and Jason Zimba).
… I frankly can’t spend time on people who can’t document with citations their claims. What country was used for international benchmarking? Where’s the evidence?
The document simply repeats the false claims made by CCSSO from the beginning.”
— —– —
Despite not being willing to spend time rebutting a resource guide that fails to document its claims with citations, Dr. Stotsky took the time to bust 5 myths that the document contains:
1. Myth (Lie): Common Core was a state-led initiative.
Truth: Common Core was funded and directed behind-the-scenes by the Gates Foundation at every step. Gates funded NGA and CCSSO to serve as the front organizations, selected key people to be on the standards development committees (mostly from testing agencies), and funded many organizations, including the Fordham Institute and the PTA, to promote its adoption. Fordham was funded in particular to ensure that Common Core’s math and ELA standards (no matter what their condition) were given a high grade in a comparison review so that most states would accept the lie that CC’s standards were fewer, clearer, and more in-depth than whatever they had. Most states were willing to accept this lie because the USDE dangled RttT funds before their eyes. Gates and the USDE worked together on the incentives to states. Gates also funded the writing of many states’ applications for RttT funds by hiring consultants to write the applications for them.
2. Myth (Lie): Common Core’s standards were developed by the states—or by experts.
Truth: CC’s standards were written by people chosen by the Gates Foundation to write the standards: David Coleman and Jason Zimba, in particular. Coleman had no credentials for writing ELA standards, had never taught at any grade level, and was not a literary scholar. (Nor had his associate—Susan Pimentel. She had taught only in Head Start and had no degree in English.) Zimba, too, had never taught in K-12 mathematics, and had no experience in developing or writing math standards.
3. Myth (Lie): Common Core’s standards are internationally benchmarked.
Truth: Common Core’s standards were never internationally benchmarked because they couldn’t be. They are about two grades lower than what most other countries accept as “college readiness”. No countries have ever been mentioned by CCSSO as “benchmarking” countries.
4. Myth (Lie): Common Core’s standards prepare students for college or university.
Truth: Jason Zimba told the Massachusetts Board of Education in March 2010 that college readiness in mathematics means readiness for admission to a non-selective community college. (This is recorded in the minutes of the meeting.)
5. Myth (Lie): Common Core’s ELA standards promote literary study.
Truth: Coleman’s 50/50 mandate requires English teachers to teach to 10 informational reading standards and 9 literary standards each year. His mandate reduces literary study because English teachers must add informational texts to their curriculum. There is no research base showing that an increase in informational reading in the English class leads to greater college readiness. Just the contrary. The evidence, historical and empirical, shows that a focus on reading and discussing complex literature in high school leads to college readiness.
What more can I possibly add to Dr. Stotsky’s clear corrections to the Utah State Office of Education?
–Maybe an acronym translator:
ELA – English Language Arts
NGA – National Governors’ Association (the group that with CCSSO created Common Core)
CCSSO – Council of Chief State School Officers (the group that with NGA created Common Core)
USDE (U.S. Department of Education)
RTTT – Race To The Top (a competitive grant opportunity that the federal government used to incentivize Common Core adoption to the states)
PTA (Parent-Teacher Association, a national group that promoted Common Core because Bill Gates paid them to)