Archive for the ‘USOE’ Tag

Dr. Thompson to USOE: Stop Lying to Legislators; UCLA Never Validated SAGE Test   1 comment

Thompson debate sl trib

State School Board candidate Dr. Gary Thompson’s tooth-and-nail fight against the Utah State Office of Education, a fight for ethical student testing and protection of student data –a years-long, ongoing fight– was completely omitted in the Salt Lake Tribune’s report yesterday about Dr. Thompson.

The Tribune stated that school board candidate Dr. Gary Thompson refused to participate in this week’s debate because “the one-minute-or-less response time… lent itself more to sound bites than productive dialogue”.   The Tribune failed to note that Dr. Thompson has fiercely, publicly debated education ethics for years: look here for video of his recent campaign speech  which called out incumbent Crandall; here for his campaign site, here for his blog, here for his famous offer to give $10,000 for evidence of actual validity for Utah’s Common Core SAGE/AIR test; here for his television appearance on The Blaze.

Last week, Dr. Thompson was infuriated when state assessment director Jo Ellen Schaeffer told legislators that UCLA had validated Utah’s SAGE testing, at the June 14th  interim education session, stating that this showed SAGE to be a valid test.

While it is true that CRESST has an office on a UCLA campus, CRESST is not UCLA.  CRESST is not a university; it’s a government-funded “research” group partnered with AIR  (remember: AIR is Utah’s SAGE testmaking contractor).  That’s a far cry from independent validity testing; it’s more like asking the the chef’s business partners to write his restaurant’s review.

That blurring by Schaeffer is no small thing.  It seems impossible that Schaeffer would not know what independent validity testing is, as state assessment director.  Thus, she must be unconcerned with the ethics of saying that a test was independently validated, when it never was.

snow

Representative Snow followed up, asking for evidence of validity testing.  The USOE returned a memo, not a validity report.  The memo stated that Achieve, Inc., Education Next, UCLA and Florida had given evidence of the validity of SAGE.  But it wasn’t true.

Dr. Thompson pointed out that alignment with NAEP testing is not independent validity testing on the SAGE test; the SAGE has never been validated.

He said:  “Both the Utah State Board of Education and the Utah State Office of Education have a long, well documented history of providing lawmakers and parents in Utah with responses to inquiries laced with ‘lies of omission’.  This deceptive practice places public school children in Utah at high risk for continued psychometric experimentation, and profit-motivated exploitation via the hands of SAGE test designer, AIR, Inc.”

Most people read whatever the USOE posts online about “validity” (without validity report links or any footnotes, of course) and just swallow it as truth.  But Dr. Thompson and others are holding the USOE’s feet to the fire, saying that children deserve better than to be experimentation subjects for profit-motivated corporations and the power-tripping federal government.

Will enough people wake up and vote differently, or at least call or email the state school board, to make a difference?  Phone: 801-538-7500  Address:  250 East 500 South  PO Box 144200 SLC UT  Email:  stateboard@schools.utah.gov

Thompson family

Dr. Thompson’s response to the USOE’s response is here:

 

Dear Ms. Sullivan [Parent who contacted Representative Snow],

I have read the Utah State Board of Education’s memo in response to Representative Lowry Snow’s inquiry, on your behalf, about his concerns regarding the validity of the Utah SAGE test.  Here is a partial summary statement from the Board’s response informing Representative Snow, that the SAGE is indeed a valid test:

 “The validity of Utah’s Student Assessments of Growth and Excellence (SAGE) has been confirmed through a number of independent sources. The most recent studies include: (1) The National Center for Research on Evaluation, Standards, and Student Testing, UCLA (CRESST), (2) Education Next, (3) Achieve.org, (4) Independent Verification of the Psychometric Validity for the Florida Standards Assessment. Each study substantiates both the high rigor of Utah’s standards and the validity and reliability of the assessments that measures those standards.”

As cited evidence of SAGE validity, the Board references “Education Next”, and “Achieve”. org”. Per the Board’s own memo, this cited evidence discusses  “high standards and state proficiency levels” when compared to the NAEP test.   This is not related to specific inquires regarding the validity of the Utah SAGE test.  As such, a response from me will not be forth coming.

I also will not respond to the Board’s reference to the State of Florida’s Validity study.   Several months ago, the Board used this same document to substantiate Utah’s SAGE test validity.   I sent a written response to the Board, and the general public, factually rebutting this dangerously irresponsible, and inaccurate claim. 

As you and thousands of Utah parents are aware, I am still waiting for a response.   The letter sent to Board Vice Chairman, Dave Thomas, in response to his spurious claims, was referenced and published by Utahan’s Against Common Core’s Christel Swasey. Here is the link: http://www.utahnsagainstcommoncore.com/sage-validity-part-2-dr-thompson-responds/

Thus, the only item left to rebut from the Utah State Board of Education memo, is its unexplainable reliance on a yet to be published AIR-SAGE validity study, produced by the federally funded, quasi governmental, UCLA campus-based research group, CRESST.

I am going to keep this short and sweet:  

Here are five (5) questions that you, Representative Snow, the media, and voters in Utah may wish to ask Board of Education Chairman Dave Crandall during his “debate” appearance this Wednesday, June 22 at Summit Academy:

 

1.  Why did the State Board rely on the research group “CRESST” as the primary source of proof of SAGE validity, without letting parents and lawmakers know that CRESST is “funded by the U.S. Department of Education’s Office of Educational Research and Improvement (OERI)”?  (https://en.wikipedia.org/wiki/National_Center_for_Research_on_Evaluation,_Standards,_and_Student_Testing)

2.  Utah paid $40,000,000 to AIR, Inc. (American Institute of Research) to design the SAGE test.  Were you aware that the research group CRESST, which produced the “validity study”, is supported financially by, and lists AIR as “Partners” on its own website? (http://cresst.org/partners/)   Does the Board leadership consider this to be an “independent”, and unbiased relationship?

3.  Since 2012, were the Board and the State Office of Education aware that the current Director of CRESST, Li Cai, received multiple millions of dollars of personal research grants from the Bill & Melinda Gates Foundation, U.S. Department of Education, and (you can’t make this stuff up) Utah’s SAGE test designer, AIR? (http://cresst.org/wp-content/uploads/LiAbridge.pdf )  How can a Director of a research organization produce an objective and unbiased validity study on the very group that has given him substantial amounts of money for independent research?

4. Why did the State Board of Education fail to inform parents that their children were taking a yet to be validated test for the past three years?  Is not such omission a complete and blatant violation of trust?

5.  Are you aware that Board placed hundreds’ of thousands of Utah children at risk of harm, and exploitation, at the hands of a behavioral research corporation (AIR), by allowing them to experiment on children without the informed, written consent of their parents?  Are you aware that this unethical practice is also against Utah law? (https://le.utah.gov/xcode/Title53A/Chapter13/53A-13-S302.html) “Activities prohibited without prior written consent”

When the Utah State Board of Education and State Office of Education produce an independent validity study, I would be delighted to devote professional time to review it at your request.  

In the meantime, the current memo submitted to Representative Snow in support of SAGE “validity” is clearly a deliberate attempt to deceive an esteemed member of the Utah Interim Education Committee, and only serves to highlight the unethical, unconstitutional, incestuous relationship between the State of Utah, and the U.S. Federal Government.   

Both the Utah State Board of Education and the Utah State Office of Education have a long, well documented history of providing lawmakers and parents in Utah with responses to inquiries laced with “lies of omission.”   This deceptive practice places public school children in Utah at high risk for continued psychometric experimentation, and profit- motivated exploitation via the hands of SAGE test designer, AIR, Inc.   I have no desire to debate current Board Chairman Dave Crandall in a public setting, until this serious matter of continued experimentation and exploitation of our children is answered in a clear, ethical, fact based manner.

In summary, given the clear and present danger this poses to 650,000 vulnerable Utah children, it is my professional opinion that you consider asking Representative Snow to seek an independent inquiry regarding this matter via Utah Attorney General Sean Reyes.  It is my strong, evidence based, professional opinion that Utah’s education leaders at the Board of Education and State Office of Education, are more committed to adhering to the educational political “flavors of the day”, as opposed to providing Utah’s children with objective, science based solutions to serious education problems in our State.    

Please let me know if I can be of more assistance to you in the future.  Feel free to distribute this response to the general public as you deem to be appropriate under the circumstances.

Best regards;

Gary Thompson, Psy.D.

District 10 Candidate For Utah State Board of Education

www.vote4drgary.com   

 

 

Advertisements

Utah State School Board to Vote on Science: Effects on Local Control, Academic Freedom   3 comments

poli science

In case there were not enough fires to put out for those who value academic freedom and local control of education, this week there’s another situation for Utah patriots to address that’s as important to me as the huge ESEA debacle.

This week, the Utah State School Board will vote to pass or not to pass (but by all indications, they will pass) a disaster akin to the day they adopted the Common Core and the day they accepted the student stalking database known as State Longitudinal Database System.  It’s called an update to Utah’s Science Standards, but it’s truly the same as the Next Generation Science Standards (which are the common core for science because NGSS standards, like Common Core, are federally approved, federal-test aligned, and are controlled by a little elite group far away who will centrally manage its “truth” without representation from us.)  And some “expert” Utahns think they’re dandy.

You are invited to the public meeting.  Here are details: http://www.schools.utah.gov/board/Meetings/Agenda.aspx

Sadly, the Utah State Office of Education created a stifling, manipulative “public comment” survey which many called into question (and asked for an audit) — but that survey’s results have not even been given to the Board, according to one board member.  That survey’s problems (and the attitude of USOE in general) included these:

  • Nowhere did the survey allow a member of the public to state opposition to the fact that these standards are IDENTICAL to the NGSS common, national standards.
  • Nowhere did the survey allow a member of the public to state opposition to the fact that these standards are exactly ALIGNED with federally-approved standardized testing.  (This is probably why USOE pushed these narrowed standards so hard; federal cash follows federally-aligned standards for embedded CEDStags.)
  • Nowhere did the survey allow a member of the public to state opposition to narrowing the science survey to only 6th through 8th grades.
  • Nowhere did the survey allow a member of the public to state opposition to the politically slanted nature of a new, extreme interest in environmentalism, materialism, and “climate change”; the survey pretends that the science standards are only about science.
  • Nowhere did the survey allow space for true freedom of expression.

schoolkids

If you truly want input, you will have to contact the Board members one by one.  (The USOE, too.)

Vince Newmeyer, who has been valiantly opposing Utah’s move toward NGSS, has composed a letter to the board, one that he hoped could serve as a template for others’ letters.  Here it is.

 

October 2015 Science Draft

Letter to the Utah State Board of Education

Dear State School Board Member,

Please reject the “SEEd” standards proposed in October 2015. These standards are obsessively focused on environmental and socialissues 1 and neglect many aspects of important science. These standards also do not explore evolution in light of the latest data available but continue promoting some evolution theories that have been discredited years ago.2 Furthermore, USOE has finally admitted that these standards are based3 on the Next Generation Science Standards, the science complement to the Common Core State Standards 4. In fact, there is only one NGSS standard not represented in this October draft 5. Our April “SEEd” draft of standards was a word-for-word 6copy of the NGSS contrary to the USOE’s repeated but false assertions 7. USOE officials have also made multiple public statements8 thatUtah would not adopt national standards beyond Common Core, yet that is essentially what they are doing.

A report that was presented at the conclusion of the 90 day public review of the April 2015 draft. Though a number of aspects were reported on by the USOE, one part of the public input was conspicuously missing. Emails from the public were not reported on by USOE.9The fact that emails were received was mentioned but no measure was given as to the overall public sentiment. Now at the conclusion of the October draft we see no report at all made available to the public that indicates what the results were on the 30 day public review of the October draft. Where is the USOE accountability to the public in this process?

It is argued by some, even some professors of our Utah campuses, that there is a consensus in science; that Global Warming 10 is primarily man caused and Darwinian Evolution (the concept that you, a fish, and a turnip are all distant cousins, separated only by time and chance chemical reactions) are essentially scientific fact11. As such they claim that man caused Global Warming and Darwinian evolution should be taught in our public schools without considering scientific evidence that speaks against such notions.12 It is alleged that true scientist don’t doubt Darwin but such assertions are not supported by the data.13 Science, they say, is reserved for that which is demonstrated 14 and not for teaching beliefs, yet we find that Utah university and public school science classrooms and are filled with the teachings of belief. These proposed standards invite much more, the turning of the science classroom into a mechanism to manipulate future societal thoughts and behaviors.15

None-the-less, here in Utah we like to think that our Utah science teachers and professors only teach actual science. Unfounded myths or beliefs about, for example, our origins, are reserved for places of faith. But even now, such is not the case.16 Also, studies have shown overwhelming support that “teachers and students should have the academic freedom to discuss both the strengths and weaknesses of evolution as a scientific theory.” According to polls, 80% of likely voters are in support of such education.17

Furthermore, even with the recent “clarifications” added to the October “SEEd” draft18, the clarity is no where near the clarity of the existing standards19. This is abundantly clear to those who have taken the time to read the proposed draft and then compare it to the current standards. Yes, modeling, etc. are useful learning tools and good teachers already to do that, and other teachers can be taught about such skills.

Another point: the slight20 positive adjustments that have been made to these standards from the Utah April 2015 word-for-word copy of the NGSS performance standards, will be essentially lost as school districts and teachers select textbooks, sample lesson plans, etc, from the array of “NGSS compatible materials” bringing our classroom education right in line with the materialistic perspective of the NGSS.

You sit on the Board of Education to represent us, the Parents of Utah, and not the elitist educational thinking that is politically popular today.

Again, please reject these standards.

Sincerely,

Concerned Citizens of Utah
Visit http://www.sciencefreedom.org/articles.html for access to resources and research that will help one understand the details and issues related to these proposed standards.

The survey conducted by the USOE on the October 2015 draft, did not give one an opportunity to express an overall thumbs down to reject the whole of the proposal. What they are saying is that you are going to get this NGSS based set of standards regardless of if you like it or not, although they will allow you to provide input for possible minor modifications.

Action Item: To show our discontent we should now make comments to Board members and the State Superintendent as input to these people should be available as the vote on the standards will not be held until the 5th of December (see below for contact info)

Contacts:

The entire Utah State Board of Education Members may be reached via

board@schools.utah.gov

Individual Board Member and Contact info is here
http://schoolboard.utah.gov/board-member-bios

You can find your specific school board representative
here http://elections.utah.gov/map/district-maps

Brad C. Smith
State Superintendent of Public Instruction
Utah State Office of Education
250 East 500 South
P.O. Box 144200
Salt Lake City, UT  84114-4200

Curriculum & Instruction
Phone: (801) 538-7698

Ricky Scott
State Science Specialist
Phone: (801) 538-7808
richard.scott@school.utah.gov

David Smith
Coordinator
Science, Technology, Engineering, Mathematics (STEM), Elementary Math (K-6)
Phone: (801) 538-7766
david.smith@schools.utah.gov

1The largest portion of the 6th grade standards are devoted to environmental issues. See http://www.sciencefreedom.org/Issues-With-Oct-SEEd-Draft.html and also http://www.sciencefreedom.org/Oct-Utah-NGSS-Side-By-Side.html

2See standard discussion of 7.5.4 at http://www.sciencefreedom.org/Issues-With-Oct-SEEd-Draft.html see also Professor Spicer TEDx talk on the theory of recapitulation https://www.youtube.com/watch?v=zzJP7QKUQ3U

3This admission from USOE was found on page 7 of the front material given to board members to introduce the October draft of the science standards. This is also documented in the footnote on the introductory page of each of the grade levels on the October draft of the standards. See http://www.sciencefreedom.org

4See paper “What? NGSS is Common Core Science???” http://www.sciencefreedom.org/NGSS-is-Common-Core-Science.html

5NGSS standard not represented in the October draft is MS-LS1-8. See http://www.sciencefreedom.org/Oct-Utah-NGSS-Side-By-Side.html for details.

6See http://www.sciencefreedom.org/Utah-NGSS-Side-By-Side.html

7See Utah Science Standards Review Meeting – May 19, 2015 https://www.youtube.com/watch?v=izVPsNYB6PU#t=3m56s

8See Utah’s Deceptive Science Standards Adoption https://www.youtube.com/watch?v=yQGN31POb_Y

9See http://sciencefreedom.org/USOE-Report-Reviewed.html

10Anthropomorphic or man caused global warming is questioned. Data and techniques use by researchers are challenged see JohnColeman challenges the science in new global warming study https://www.youtube.com/watch?v=Aq3LS4BVSA0 see also GLOBAL WARMING TEST http://www.geocraft.com/WVFossils/GlobWarmTest/start.html

11Example: Professor Tolman in the Science Standards Parent Review Committee stated that “Evolution theory is just as solidly supported by data as gravitational theory or relativity theory.” email in authors position.

12There are far too many resources which powerfully tend to falsify the Darwinian paradigm. Here are a few to start with: The Top Ten Scientific Problems with Biological and Chemical Evolution http://www.discovery.org/a/24041 and Respected Cornell geneticist rejects Darwinism http://www.uncommondescent.com/intelligent-design/respected-cornell-geneticist-rejects-darwinism-in-his-recent-book/

13Educated Intelligent People Don’t Doubt Darwin Right? http://sciencefreedom.org/educated-intelligent-eople-dont-doubt-darwin.html

14The Faith that is Taught in Our Public Schools and Universities http://sciencefreedom.org/faith-taught-in-our-public-schools.html

15Not only is the unquestioned faith of materialism taught in our public schools, but with these proposed standards, based on the NGSS, there is a wide adoption of politicized content in environmentalism in addition to the evolutionary doctrine. The best examples is NGSS itself. One instance is: http://nextgenscience.org/ms-ess3-5-earth-and-human-activity . Though some will claim that a radical environmentalist temperament has been removed, really it still exist. More to the point, though there has been some minor relief in this area, the FULL NGSS will again be enthroned in our science classrooms as district curriculum specialist and teachers adopt or incorporate sample lesson plans and support material that are NGSS compliant.

16The Faith Taught in our Public Schools http://sciencefreedom.org/faith-taught-in-our-public-schools.html

17Zogby Poll: 80% of likely voters agree that “teachers and students should have the academic freedom to discuss both the strengths and weaknesses of evolution as a scientific theory” http://www.evolutionnews.org/2009/02/poll_shatters_stereotypes_with016931.html

18October “SEEd” draft can be found here for grades 6-8 http://www.schools.utah.gov/CURR/science/Revision/SEEdStandardsDraft.aspx

19Existing standards can be found at http://www.schools.utah.gov/CURR/science/Core/Grade36.aspx and http://www.schools.utah.gov/CURR/science/Core/Grade78.aspx

20List of changes to October draft http://sciencefreedom.org/short-summary-of-changes-april-october-2015-utah-seed.html

——————————————————————————————————————————

Vince Newmeyer suggests viewing the following videos to further understand the NGSS – Utah Science alteration situation.

 

  1. “Do Human Embryos Have Gills and Does it Matter?”

2.   News Report on Global Warming Not Being True Science

3.   Utah Board Minutes on Science Standards Adoption

4.  Public Comment Meeting on the Utah Adopting NGSS-Aligned Standards  (2015)

 

Please Audit Utah State Office of Education’s Public Comment Survey   4 comments

After everything scientist and patriot Vince Newmeyer has written, after everything that people in other states have said and done (and sued about) concerning the INSANE  error of adopting national, common science standards; after all the parental uproar here in Utah, still, the USOE is still moving ahead with its bullheaded determination to strip Utah of any local control and align everything we do to federal standards. I am convinced that this is simply because of USOE’s passionate devotion to money –not to children, teachers or education– but to continued federal grant eligibilty.  There is no other logical explanation.
Today is the last day that you can make public comment on Utah’s move to “Utah Science Standards” –standards which are, in fact, national common standards also known as NGSS (Next Generation Science Standards.  See the official NGSS link here.
NGSS standards are beloved of the Obama administration (Obama launched a global warming education initiative recently).   NGSS are politicized and controversial, which Utah’s previous standards were not.  NGSS have been called the anti-science science standards because they minimize the scientific habit of actually questioning settled science, while maximizing “climate change” evangelism as presented by the left wing.
If Utah teachers and parents really wanted common NGSS standards, I would have to put a sock in my mouth and go away.  But the Utah Office of Education (USOE) has underhandedly presented these standards, refusing to admit that they are NGSS (by changing one word here or there) and by calling them “Utah Science Standards”.
The public comment site is RIDICULOUS.  I encourage you to go there tonight and spout off, but beware; they’ve made it hard.  They have almost made it impossible.
Click to make public comment here.  (Deadline today)
Hence my letter today, sent to the auditing department, asking them to sock it to USOE for their dishonesty and sellout of our schools and kids and real science.   Here’s the board’s email address if you feel so inclined to take a stand next to me on this issue.    board@schools.utah.gov    
—————————–
Dear Audit Department of USOE and State Board,
I am writing to ask you to audit the USOE’s public comment survey about the new NGSS/Utah Science standards.
These “standards” are being called “Utah Science Standards” but they are in reality the same as the NGSS, common national science standards.  This fact has been concealed by USOE in its presentations to the public, unfortunately, but it is true.
Today is the last day that the public is invited to comment.
I am certain that very, very few people have commented.    It severely restricts and frames comments.  The micromanaging nature of the survey, which is a narrow, opinion-managing effort, does not allow for true public comment on the entire scope, process, nature and academic quality of the proposed standards.
It limits commenters to specific strands of specific grades and even limits the space for commenting itself!  What if I was a science teacher who wanted to explain in scientific, pedagogic detail, why it’s so wrong to take out most of what we used to teach kids about electricity, for example?  That has happened.  But there’s no space for it on the survey.
But there is more.
  • Nowhere does the survey allow a member of the public to state opposition to the fact that these standards are IDENTICAL to the NGSS common, national standards.
  • Nowhere does the survey allow a member of the public to state opposition to the fact that these standards are exactly ALIGNED with federally-approved standardized testing.  (This is probably why USOE pushed these narrowed standards so hard; federal cash follows federally-aligned standards for embedded CEDS tags.)
  • Nowhere does the survey allow a member of the public to state opposition to narrowing the science survey to only 6th through 8th grades.
  • Nowhere does the survey allow a member of the public to state opposition to the politically slanted nature of a new, extreme interest in environmentalism, materialism, and “climate change”; the survey pretends that the science standards are only about science.
  • Nowhere does the survey allow space for true freedom of expression.
I could go on.
It feels as if this survey was deliberately written to constrain the public to NOT say what they may want to say; as if the survey-data-tally officers wanted to be able to throw out any comments that did brought up the controversies that the creators didn’t want to discuss.
This is certainly an auditing issue.
Millions of dollars will be spent by USOE and the school system to replace Utah’s previous science curricula.  Millions will go to “trainings” for teachers to alter our traditional, time-tested science pedagogy to make it match the new, NGSS, national-federal standards.
Money will be spent (wasted) not just in an excited, misguided grab for the latest and the best, but in a sickeningly politicized, even anti-God, materialism-belief-based, green-evangelized “science” that the USOE pretends is not NGSS.
The dishonest presentation of the 6th to 8th grade science standards to the public as if they were not NGSS is an issue for an audit.  Does honesty matter, or not?
The money that will be spent bases in part on this very survey, will be taken from taxpayers to put Utah on the federally aligned (unconstitutional) curriculum for politicized science, which is an issue for an audit.
For almost four years, many of us (including teachers, like me) have been carefully, sadly following the  activities of the USOE as it has, time and time again, sold out what’s best for Utah’s children, teachers, and future autonomy, for money.  For grant upon grant upon federal grant.
It is sickening.  NGSS alignment is more of the same.
Please audit this public comment survey and let’s insist that USOE be honest.  Have a public comment survey that actually invites full commentary on all aspects of this transformation of our schools.
Audit this survey, and strike it.  Have an honest look at NGSS and ask the public about  moving to national standards for science.
Ask the public to evaluate NGSS, and call it what it really is.  Audit whether it is even legitimate science.  It redefines the concept by dropping the classic scientific model of questioning, basing itself and its unquestionable “facts” on controversial issues with heavy political underpinnings, not on real, actual, open-minded science.
Christel Swasey

Video: Board Member Wendy Hart on Why Common Science Standards Adoption is a Bad Idea   4 comments

Wendy Hart, a member of the school board in Alpine School District, Utah’s largest district, has taken a public stand against the Utah State Office of Education’s adoption of NGSS national “Science” standards.  You can, too.

Please watch her video and share it.  When we don’t tell legislators or other elected officials how we feel, the USOE feels justified in assuming it’s fine with us.

This is not fine.

You have less than a week to leave a big “NO THANKS” in the public comment area on the USOE website, herehttp://www.schools.utah.gov/CURR/science/Revision.aspx

Orwellian Reason Obama Said States Can “Stop Obsessing” About Tests   4 comments

thDB6F9D5E

People throw around the word “Orwellian”.

What does “Orwellian” mean, and how does it relate to education –and to our current president’s latest softening commentary about high stakes testing?

George Orwell showed, in his books 1984 and Animal Farm, how tyranny looks, works, stomps on the individual and suffocates freedom.  He could have been describing Obama’s CEDS/SLDS/EdFacts data exchange in its final form.

(If you haven’t, read 1984.  Just read the first half and skip the nightmarish ending (my advice)  –that way, you’ll see why privacy matters so very, very much, why the freedom to choose the path of your own conscience matters, and why big government control of data is deadly.)

News articles now describing Obama’s supposed, new-found softness about standardized testing, remind me of the news stories put out by the central managers in the novel 1984.  The reactions of the masses remind me of 1984, too.

Some see Obama’s new testing attitude as sincere enlightenment; others think it’s a move to regain popularity among teacher’s unions and angry parents; but the reason I am sure that Obama’s softening his stance on high-stakes testing is that he does not need it in his Orwellian-style, centrally managed, Constitution-be-damned kingdom.

He does not need the tests to control the people nor to get data about them, now that he has:

Peg With Pen said it  this way:

“I keep getting texts, phone messages and emails telling me how happy folks are that Obama is now listening to us – and that Opt Out has been heard. This is heartbreaking for me – because this tells me that mainstream media has done a stellar job of co-opting Opt Out…

The next wave involves the U.S. Dept. of Ed’s recommendations for testing reduction which also comes with funds to support states in getting there. And the scariest part is this – the GROUNDWORK IS COMPLETE. The feds/corporations did exactly what they came to dothey dangled carrots. They got high stakes testing systems in place with longitudinal data bases to carry the seamless productivity of the data. They loosened privacy regulations.  They got common standards out there which are essential for easy data tagging. They pushed and pushed and pushed to support charters and alternative teacher certification. They set the groundwork for the STATES to now lead the way – and they (feds/corporations) have their people in place on school boards, schools of education, depts. of ed…

And now, they simply have commiserated with the masses and said we need to reduce testing and make sure the testing that occurs is meaningful and does not take away from classroom instruction. This is accomplished so easily. It’s called online daily computer based testing. Followed by online daily computer based instruction. Call it mastery testing. Competency based testing. Proficiency testing. Whatever you like. It will begin to fall in place very quickly as states move away from the hated interim testing and massive amounts of end of year testing. There will be less need for these large tests with quick, tidy, END OF DAY testing TIED TO STUDENT GRADES and STUDENT PROMOTION to the next grade/digital badge – whatever it may be – and of course testing which tells the teacher what the next day’s online instruction must be. It’s already happening. And now the federal gov’t. is simply nudging it into the states’ hands with a resounding message of support, an apology for overstepping their boundaries and a few bucks along the way…”

The worst part about seeing federal (Obama) or local (Senator Stephenson, Representative Poulsen) officials suddenly seeing the Opt Out light, and suddenly pooh-pooh-ing high stakes testing– is the replacement, the “new” and bigger river of data to fulfill their stated goal of “data-driven” central decision making:  it’s stealth assessment, also known as embedded assessment.

I’ve written about stealth testing before.

Stealth assessment is nonconsensual assessment, unannounced assessment and data gathering.  (Hello, consent of the governed.)

It’s testing that happens while students are simply using their technological devices for any school assignment.  And it’s being discussed right now in our Utah legislature as the solution for the ills of high-stakes testing.

What are they discussing?  Which is worse, SAGE or stealth?

Let’s make a little pros and cons list together.  (Also, see my top ten reasons to opt out if you want more detail on why SAGE opt-outs are so vital.)

CONS:  For High Stakes Standardized Testing (SAGE/PARCC/SBAC/AIR tests)

The tests rob students of real  learning by pressuring teachers to teach to the test.

They rob teachers of professional judgment by punishing and rewarding them based on test scores.

Utah’s SAGE is secretive, closed to teachers and parents.

The tests are un-valid (never having been tested).

The standards, upon which the tests are based, are un-valid (never having been tested).

The untested tests are using our children as guinea pigs without our consent.

The tests do not meet basic values for codes of ethics.

PROS:  For High Stakes Standardized Testing (SAGE/PARCC/SBAC/AIR tests)

We can opt out of the tests.

That’s it.

We can opt out of the tests; we can’t opt out of stealth testing, aka curriculum-embedded assessment.

Do you see?  The move away from standardized tests is also a move away from the parental or individual ability to opt out of the data mining assault on privacy.

Taking Utah as an example:  if Representative Marie Poulson’s committee— that was formed after her stealth assessment (anti-high stakes testing) resolution passed— decides to kick SAGE testing to the curb, the Utah legislature will follow the federal trend of pushing all the data mining further underground by using embedded assessment (stealth testing) as its replacement.

Don’t let this happen.  Talk to your representatives.  Say no to stealth/embedded testing.

 

 

 

2015 Update: US Congressman Schaffer on Marc Tucker’s “Dear Hillary” Letter   14 comments

bob s

The following is authored by former US Congressman Bob Schaffer and is posted with his permission.  In light of the fact that Marc Tucker has been invited to advise the Utah legislature on education at this week’s two day education conference, it seemed important to remember the history behind the changes that are culminating now, which Tucker and Hillary Clinton detailed in motion in the 1990s.  Thanks to Bob Schaffer for his timely update.

_________________________________________________________

Thanks Christel: 

 

I am grateful for your inquiry and certainly wish you well in your patriotic efforts in Utah.  Incidentally, your readers can find PDF files of each page of Marc Tucker’s “Dear Hillary” letter in the 1998 Congressional Record through these links: 1  2  3  4  5  6  7

 

The “Dear Hillary” letter is as relevant today as it was in 1992.  Though I doubt anyone in the halls of government much remembers the letter itself, it is the concise, clear, and intentional nature of the letter that is instructive to those of us who still find value in the idea of a constitutional republic self-governed by free and intelligent citizens.  Tucker’s sweeping 1992 blueprint for nationalizing the American public-education system is especially pertinent now because, at least since the day it was penned, it has been brilliantly executed with virtually no deviation.

 

It is instructive to note Tucker’s blueprint does not stop at nationalizing primary public education.  It entails merging nationalized primary-education goals with a nationalized higher-education system and a nationalized labor-administrative function.  Think of the 1990s doublespeak “School-to-Work” and you get an accurate picture.  School-to-Work, as you know, was the apt title of the Clinton-era initiative setting the Tucker letter into actual national public policy.  More practically, think of the “Prussian-German, education-labor model” because it is the same thing.  Tucker actually says so in the letter itself:  “We propose that (President-elect) Bill take a leaf out of the German book.”

 

Truly, Tucker’s ideas are not new.  They were formalized by Jean-Jacques Rousseau, refined by Georg Wilhelm Friedrich Hegel, embedded by Hegel in the German university structure, then exported throughout the world including to virtually every “teachers college” in America.   Specific to the perpetual, anti-intellectual quest to undermine the traditions of “classical” education, Rousseau’s “social-contract” ideas (wherein individuals are understood as subordinate to state interests and royal continuity) were perfected for European classrooms by heralded social engineers such as Heinrich Pestalozzi and Friedrich Froebel.  These ideas were most powerfully applied to American classrooms by John Dewey.  Despite being deeply embedded in the curriculum of modern American teacher’s colleges, these collectivist ideals and progressive-romantic philosophies have been held in marginal abeyance by the brilliant American design of decentralized, independent, sovereign states each in charge of its own public-education system. 

 

Accordingly, this is where Tucker’s “Dear Hillary” letter earns its notorious repute.  An acolyte of the worn Rousseau-Dewey, progressive-romantic line of thinking, Tucker eloquently maps in his 1992 letter to the new First Lady a sharp and detailed political plan for mutating American primary education, secondary education, and labor policy in ways that can breach the pesky firewalls of the Tenth Amendment if not the core revolutionary ideal of federalism itself.  Hegel would have been elated.  Dewey’s, Pestalozzi’s, and Froebel’s names are already painted on the ceiling of the Library of Congress – main floor, at that.

 

Though eight years of the Clinton administration have come and gone (maybe), the tactics of the “Dear Hillary” letter roll onward.  Not a single manifestation of “Dear Hillary” policies was curtailed during the Bush presidency.  In fact, many were accelerated through “No Child Left Behind.” The Obama administration has effectuated “Dear Hillary” objectives to nearly complete fruition. 

 

As to your curiosity about why I petitioned the House of Representatives in 1998 to allow me to preserve the Tucker letter as I did, my best explanation follows.

 

After discovering, studying and digesting the transformational implications of the “Dear Hillary” letter, and concluding it carried credible political heft, I thought it important to enshrine the missive via The Congressional Record perhaps as a self-explanatory and incontrovertible marker as to whom, when, where and how the United States of America finally and completely disconnected itself from the proven ideals of classical education – the kind of education the country’s Founders received.  As a youngish, backbench first-term Member of Congress in 1998, I thought someday maybe someone working on a Master’s thesis would like to pinpoint the moment our former republic opted instead for the amply disproven, constrained and anti-intellectual objectives of formalized “training.”  Maybe my Congressional-Record entry would be of good use to an aspiring scholar or two.

 

Indeed, history is replete with examples of classical education leading to strong, powerful individuals; and formalized training leading to a strong, powerful state.  I regarded this letter as a signal of an epic American turning point.  I actually did imagine the letter would one day be regarded as an important historic document worthy of being singled out and remembered.  I maintain that belief even now, and am delighted you are among those who recognize its significance.

 

It seemed to me at the time, the “Dear Hillary” letter was the most concise, honest and transparent political document of its kind.  It reminded me of the moment Gen. George McClelland at Sharpsburg came into possession of Gen. Robert Lee’s plans for an offensive at Antietam Creek.  Here in these plans, one actually reads a credible battle strategy for overcoming American federalism.  Tucker’s war cannons were fully charged and tightly packed with progressive-romantic canister, aimed directly upon the Founder’s revolutionary idea of republican, self-government and our traditions of states’ rights.  

 

I had anticipated my colleagues in the Congress and various state-education leaders would benefit from knowing, in advance, of Tucker’s offensive strategy especially as his battle plan was specifically addressed to, and received by, the occupants of the White House.  The last thing I ever imagined at the time (and I am heartbroken to realize it now), is how political leaders in the several states have stood indolently for it.  Never did I picture the baleful scene we are witnessing today – state leaders themselves dutifully lowering Tucker’s linstock to the touch hole of statism.

 

At least for the past couple of decades, the vast majority of elected leaders in both political parties have clearly – if not enthusiastically – worked to outdo one another in applying Rousseau-Hegel-Dewey ideas to public education.  They offer little, if any, impressive resistance to policies, laws, rules, and mandates relegating American education to a job-training enterprise despite the prescient warnings of Albert Jay Nock, E.D. Hirsch, Tracy Lee Simmons and others who have underscored the crucial difference between classical education and anti-intellectual training.  As such, Tucker’s letter and goals, though overtly political, cannot be fairly regarded as a partisan.  No, the epic transformation of American culture and national character is being achieved rather quickly due to an overwhelming advantage of spectacular bipartisan cooperation. 

 

Henceforward, when intelligent people scratch their heads and wonder how it was that the citizens of the United State of America inexplicably stood by and unwittingly participated in the systematic demise of their blessed republic, at least they’ll find one comprehensive and compelling explanation, assuming it survives the censors’ notice, in The Congressional Record on September 25, 1998.

 

Thank you for finding me, reaching out to me, and granting me an opportunity to underscore the perilous certainties of the country’s education system.

 

Very truly yours,

Bob Schaffer

 

—————

On a related note, I invite the officials who will be participating in so-called “guided” discussions at this week’s conference to truly arm themselves against the manipulative “delphi technique” that is used to force consensus, as outlined by Jenny Hatch here.

 

Tucker, a Top Ten Scariest Ed Reformer, to Lecture at Legislator-USOE Conference   11 comments

 

I’m surely sprouting new gray hairs at 80 miles per hour.

If there was doubt about whether something was truly rotten in the state of education governance here in sweet, naiive Utah, this news should end that doubt: of all the possible gurus, this is who our legislators, USOE and state school board have invited as the out-of-town centerpiece for a joint education conference taking place this Wednesday and Thursday.

tucker

 

Marc Tucker.

You may recall that he’s on the Top Ten List of Scariest People in Education Reform.

He’s the espouser of no more Algebra II in our high schools, the dismisser of classic literature as not so relevant, a disciple of federal power, a conspirator with Hillary Clinton for cradle-to-grave student-citizen micromanagement, and the top crusader against what he calls “the beloved American emblem: local control” –he’s the one.

The  conference is for Utah’s State Board of Education, State Office of Education, and legislators, but it’s open to the public and will be streamed.

If you can attend, it’s  on September 2 and 3, at Gilbert Great Hall, R. Haze Hunter Conference Center, Southern Utah University, Cedar City, Utah.

 

banner-hunterconferencecenter

 

If you don’t know who Marc Tucker is, learn a little bit more.

Marc Tucker is– unbelievable as it may seem– an open advocate for the complete deletion of local control.   You read it right. This is a direct quote  from Tucker:

 The United States will have to largely  abandon the beloved emblem of American education: local control. If the goal is  to greatly increase the capacity and authority of the state education agencies,  much of the new authority will have to come at the expense of local  control.

Marc Tucker also despises what is –or was– real education, in favor of the robotic efficiency  of cradle-to-grave federal micromanagement of systems.  He wrote the unbelievable NCEE report that advocates for the removal of Algebra II –and any math beyond it from high schools, that also labeled classic literature and student personal writing “less relevant” and dismissable.  If this sounds like impossible, deliberate dumbing down, you have not read Tucker’s reasoning, which envisions a socialist’s factory view of school: a place to create economy-centered worker bees, to generate a collective; not a place to “waste” resources for soaring and free thinkers.  He’s all about efficiency at the expense of individual freedom.

Marc Tucker’s BFF relationship with the creepiest lady in D.C., Hillary Clinton,  is notable.  It is a decades-long collaboration that, back in the 90s, envisioned US education with all federal control rather than any local control. That collaboration was recorded in the Congressional public record.  Tucker and Clinton outlined the entire Common Core/Common Data movement, but used different terminology.  Read that in full sometime.

Marc Tucker’s shameful, anti-freedom philosophies have been repeatedly, successfully put to pasture by great thinkers and scholars– for example, very clearly, by Dr. Yong Zhao.  Dr. Zhao should have been invited to advise Utah this week, not Tucker!

If you want to know more, I’ve written many articles about Marc Tucker.  He’s bad news.  Read my archive on Tucker at this link.

I really can’t believe he’s coming.

What are your thoughts?  Is this okay?

haze

–If he were invited to the university for a two-sided debate, fine!

–If his visit was a University lecture, some attempt by the dean to expose students to radical ideas from extreme ends of a spectrum, fine!

But this is not a university lecture.

It’s a joint legislative – school board – USOE meeting, which just happens to be taking place at SUU.  It could have been at any venue.

No one is slated to debate him.

Marc “end-local-control” Tucker is the only out of town speaker coming to this conference to address the Utah legislature and the Utah State Office and School Board.  He was hand selected for the at-taxpayer-expense conference –as someone to look to for advice.

That decision says more about the state of education politics in Utah than anything more I could write tonight.

tuc

 

 

 

%d bloggers like this: