Archive for the ‘Utah State Office of Education’ Tag
Alisa Ellis, parent member of Utah’s Science Standards Review Committee, is calling for an immediate stop to:
1- the USOE’s public comment survey –because USOE has only allowed the public and the parent review committee to see a sterilized, watered down version, rather than a true, full version of the common science standards and appendices that teachers will be using– yet USOE is asking the public to comment in this blind manner;
2- the USOE’s statewide tour, aimed to give parents the impression that they have been given full disclosure of the new science standards. Since the science standards that the public is being shown, upon which the public has been asked to comment, are not the same as the standards that teachers are to be using, nor the same as the standards upon which the parent review committee was asked to work, this tour to present the standards is at best, partially truthful and at worst, a deliberate deception.)
Here’s Alisa’s letter to the state school board:
The public comment period of the proposed science standards needs to stop immediately and be restarted with the correct document. Mr. Scott admitted on Tuesday night that the teachers will not be presented with the draft of standards that the public is being asked to review but with the full version from Achieve’s Next Generation Science Standards. I don’t believe this review falls within the provisions of the law. The law does not say, “present the public with the watered down version because it would be “too overwhelming” for them to see the full version”. This is what was suggested was the reason for not presenting the public with the full version.
The NGSS have many things included besides simply the performance expectations. The full version has clarification statements, assessment boundaries; the full NRC framework with all the cross-walking to the Common Core standards and appendices. It is my right as a parent and citizen to be shown exactly what will be taught to my children.. This is both according to federal law and state law.
Therefore it is my recommendation that the public review period ceases immediately. It is apparent that the power structure is willing to do whatever it takes to push forth their agenda so I would also recommend starting fresh with a new writing and lead team.
Also, board member Dixie Allen claimed at the meeting in Vernal that the standards committee knew all along that the Next Generation Science Standards were being used. Mr. Scott also claimed that the draft given to the parent review committee, of which I am a member, was presented with a draft that cited the NGSS and NRC framework. This is not accurate. I have the copy in front of me and there is no mention of the NGSS standards. In fact, Sarah Young, at our first meeting proudly talked of all the hard work the writing team was putting into writing these “UT science standards” when in fact they were simply reorganizing the format and order of the national science standards.
This board has the desire to improve public relations, but with the deceptive and dishonest way things are presented I worry the gap in public trust is growing wider and wider. Also, as the state office of ed is currently facing a lawsuit for the lack of parental involvement surrounding the adoption of Common Core it would behoove the board to put a stop to the deceptive manner information is fed to the public.
Also, in the Vernal meeting Mr. Scott revealed that the writing team which he renamed the “organizing team” was given 6 sets of standards to pick from.
- I am formally requesting the names and titles of the individuals that chose the sets of standards the committee was allowed to choose from.
- I am requesting the six sets of standards offered the committee
- I am requesting the names and titles of every member of the writing/organizing team (I asked for this last fall)
- I am requesting all correspondence between the above requested individuals with staff and board members.
I also became aware today of an implementation guide published by ACHIEVE for the 6-8 grade standards. Here is an excerpt:
- Therefore, I am also formally requesting all minutes from meetings and discussions, both with board members and without, surrounding the revision of science standards.
- There were cameras present at the December review committee meeting held at the State Capitol. I am requesting a copy of all raw video.
As these requests will benefit the public at large, I am requesting all fees be waived and the process be expedited. I understand that correspondence between individuals will take longer than some of the other requests, I would like to see the committee names and standards immediately while the other information is being gathered.
Further, there was an attempt at the meeting this week to prevent recording of the meeting which would be in direct violation of open meeting laws. There was also an attempt to suggest committee members identities were to be kept private, which is also a direct violation of open meeting laws. Please do everything in your power to stop this practice.
This 7 minute video explains the deception using audio from legislative meetings and board retreats.
This video from the Vernal USOE science standards meeting below shows Mr. Ricky Scott of the USOE with Alisa Ellis asking questions about why the board refused to show the real standards to parents, citing “not overwhelming” parents as a reason for the lack of transparency.
Please support Alisa’s call for honesty and integrity in the process of setting Utah’s academic standards. Contact the state school board members today, asking for a full disclosure of the actual science standards to the public and an immediate ceasing of the tour and public comment survey as it stands. Include a copy of your letter to your local school board and to your elected representatives in the legislature. Find your senator or representative here.
And come to the upcoming Provo, Salt Lake, and Ogden meetings, if the USOE fails to listen to Alisa by halting these planned public meetings.
District 1: Terryl Warner
623 Anderson Avenue
Hyrum UT 84319
District 2: Spencer F. Stokes
4259 Skyline Drive
Ogden, UT 84403
District 3: Linda B. Hansen
5149 Village Wood Drive
West Valley City, UT 84120
District 4: Dave Thomas (First Vice Chair)
7875 South 2250 East
South Weber, UT 84405
District 5: Laura Belnap
845 East 1500 South
Bountiful, UT 84010
District 6: Brittney Cummins
4601 Poseidon Drive
West Valley City, UT 840120
District 7: Leslie B. Castle
2465 St. Mary’s Drive
Salt Lake City, UT 84108
District 8: Jennifer A. Johnson (Second Vice Chair)
802 Winchester Street, #100
Murray, UT 84107
District 9: Joel Wright
9102 Silver Lake Drive
Cedar Hills, UT 84062
District 10: Dave Crandall (Chair)
13464 Saddle Ridge Drive
Draper, UT 84020
District 11: Jefferson Moss
1668 Aspen Circle
Saratoga Springs, UT 84045
District 12: Dixie L. Allen
218 West 5250 North
Vernal, UT 84078
District 13: C. Mark Openshaw
3329 Piute Drive
Provo, UT 84604
District 14: Mark Huntsman
435 South 700 East
Fillmore, UT 84631
District 15: Barbara Corry
1022 Cedar Knolls
Cedar City, UT 84720
Appointed Board Members:
322 East 2280 North, #D
North Logan, UT 84341
Marlin K. Jensen
1500 North 7900 East
Huntsville, UT 84317
1307 West 200 North
Clearfield, UT 84015-8601
3261 Twin Peaks Drive
Layton, UT 84040
526 South 170 West
Springville, UT 84663
Utah’s State Office of Education appears to be, once again, quite secretively rubber-stamping controversial and politically loaded national standards and calling them Utah’s own standards– this time, for science.
The English and math deception happened a few years ago when the USOE did the same thing with the adoption of Common Core’s math and English national standards, calling them “Utah Core Standards”.
This week, when the Utah State School Board meets, it will discuss statewide changes to science standards. They do not openly admit that in fact the Utah draft mirrors the controversial NGSS standards. In fact, the official statement from the State Office of Education states nothing about Next Generation Science Standards (NGSS) but the new “Utah” science standards drafts have now been exposed as the very same as the NGSS Standards– by multiple parents who serve on the Utah parent committee for science standards.
Vincent Newmeyer, one of the parents who serves on the parent committee, has given permission to share his response to the revised standards. He says that he is alarmed at the errors and unfitness of these standards for Utah students as well as the deceptiveness of the rewriting committee.
He explains that the Utah rewriting committee appears to be attempting to hide, by renumbering or rearranging, the truth that the new Utah standards are just NGSS standards. He notes:
“Utah’s science standards rewriting committee has removed all but the performance expectations [from national NGSS] and renumbered them. A few performance expectation sequences have been rearranged and one new NGSS standard was inserted. The Performance Expectations are essentially identical to what they were in the previous draft. Again, in the introductory material it is still claimed to be Utah grown standards, perhaps because Brett Moulding from Utah is the chair of the NGSS writing committee. These performance expectations as prepared are only one word different from the published NGSS Performance Expectations –yet again there is no attribution to NGSS.”
He points to the NGSS national science standards guidelines which state: “States… that have adopted or are in the process of adopting the NGSS in whole shall be exempt from this Attribution and Copyright notice provision of this license.” Newmeyer points out that Utah is either in the process of adopting national science standards in whole, or are infringing on copyright. –So, which is it?
Newmeyer goes on: “Though we are just looking at grades 6-8, it is inconceivable that our state would adopt 6-8 (even if slightly modified) and then settle on a totally different standard for other grades, especially when you consider the desire to have a cohesive and progressively building program. So in fact we are not just looking at grades 6-8. We are laying a precedent for the adoption of NGSS for all grades with additional material not even considered.”
Why must we as parents, teachers and scientists, oppose it?
1. Control. Our state loses local control of teaching students what we accept as scientifically important and true, when we adopt NGSS standards rather than using standards we have researched and studied and compiled on our own. We further lose control when we then test students using these national science standards that are aligned to the philosophies (and data mining structures) of the federal agenda.
2. Content. Vincent Newmeyer explains that some of the standards are based on recognized fallacies, and others on controversial assumptions. Failing to properly research and vet these standards publically is unethical and unscientific.
For example, Newmeyer asks us to look at “the newly renumbered but present all along standard number 7.2.2 : “Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.” This leads students to favor the Darwinian Evolutionary view –which has solid counterpoints arguing precisely the opposite view. Newmeyer explains that although it is true that we can find similarities in embryos, still “if studied in detail we find differences that completely undermine the whole premise of why they inserted this performance expectation. In the standard they are not looking at the differences.”
Even those who actively defend the Darwinian view of common ancestry who have looked at the data see the weakness of the argument, says Newmeyer. He questions why we want to teach it in Utah as if it were settled science. There are also standards that promote the controversial global warming paradigm, and there are other content problems in the NGSS standards.
Utah’s already using the standardized test developed by American Institutes for Research (SAGE) which includes science, English and math standards aligned to the nationally pushed agenda. So the USOE is not going to want to go in another direction. But it must. If enough parents, teachers and scientists pelter the Utah State School Board and Utah State Office of Education and legislature with firm “NO to NGSS” emails, phone calls and personal visits, they can’t get away with this like they did with Common Core.
A few months ago, a concerned Utah State School Board member contacted every single one of the science teachers who were in her constituency district, asking them how they felt about NGSS. She reported that every single one of them said that they wanted to keep Utah’s current science standards and they rejected NGSS. Every last teacher.
South Carolina rejected the national science standards. So did Wyoming. Kansas is fighting a law suit about it. Are we going to do nothing in Utah to defend scientific objectivity and neutrality, not to mention defending the power and right to local control?
There will be a 90-day comment period. You can also attend and speak up (2 min max) at the state school board meetings if you request time in advance. Please participate.
Also, please share your passion with your legislators. Find your representatives here or click here for the state school board’s email address and all of the Utah senators and representatives.
I like Superintendent Martell Menlove. He’s approachable, pleasant, polite; has a warm smile and even responds to emails.
But there is a problem. Dr. Menlove is not just any Utahn; he’s the State Superintendent. He supports Common Core and he’s a member of the Council of Chief State School Officers, which created and copyrighted Common Core (with the NGA).
Dr. Menlove is also on the Board of Directors of WestEd
, an organization with a key role in the creation of the Common Core tests.
I don’t know why he remains a member of these groups. Maybe he thinks he can influence them for good instead of having them drag him (and our state) down. Maybe. But Dr. Menlove told me once that the reason he supports Common Core is that the ACT and SAT do. He thinks that our students have to align with whatever ACT/SAT do because of college entrance traditions. (I suggested to Dr. Menlove that now that David Coleman has corrupted the college entrance exams
) down to Common Core standards, we should flee ACT/SAT and find alternative testing
for Utah students.) He did not agree.
Yesterday, my friend Oak Norton wrote a letter
to Dr. Menlove. He asked him to publically clarify whether Utah Core Standards are the same thing
as Common Core Standards because some people are of the false belief that Utah has independent math and English standards. Dr. Menlove wrote back and clarified. Utah does Common Core standards
. He wrote: “The Utah State Board of Education adopted the Common Core State Standards as Utah Core Standards in Math and English/Language Arts. I do not believe I have said anything contrary to this. If I have, I apologize.” (See? He is nice.)
But there’s still a problem. It’s never been made clear by him nor other leaders that because we do Common Core, we cannot control our own standards anymore. Whether our leaders don’t understand this, or choose not to understand this, or don’t want the people to understand this, is no matter. What matters is that people are confused.
Let’s not be confused. We can fact-check our leaders who say, “Utah isn’t obligated to Common Core and we can easily alter “our” standards while still belonging to the Common Core Initiative”. It’s wishful thinking at best; lies at worst. Here’s why:
Look at 7 basic facts:
1. The Department of Education’s official website explains the conditions of getting ARRA money. It says:
“As part of its application for initial funding, the state must assure that it will take actions to: (a) increase teacher effectiveness and address inequities in the distribution of highly qualified teachers; (b) establish and use pre-K-through-college and career data systems to track progress and foster continuous improvement; (c) make progress toward rigorous college- and career-ready standards and high-quality assessments;
and (d) support targeted, intensive support and effective interventions to turn around schools identified for corrective action and restructuring.”
F.Y.I. – “College and Career Ready Standards and high-quality assessments” means only ONE thing to the federal government: COMMON CORE. Read their definitions page
Yes, we traded our educational freedom for federal ARRA money. Sad choice, Governor Huntsman. That’s where it all started: there were four assurances in that
signup (which included common standards
and assessments and data collection) that Governor Huntsman signed us up for in that State Fiscal Stabilization Fund
; the standards were one of the conditions. Data collection and testing were also included.
Maybe Dr. Menlove doesn’t know this. He really should.
2. BUT THERE IS MORE: the MOU
(Memorandum of Understanding) that the school board signed got us started further down the path of Common Core –this MOU, which was used in other federal funding applications, proved we were on the Common Core commitment train.
3. BUT THERE IS MORE: the NCLB temporary waiver application (see page 18)
binds Utah to COMMON STANDARDS.
4. BUT THERE IS MORE: the Common Core copyright page
itself binds users to precisely what’s written and offers no amendment process for states governed by the standards;
5. BUT THERE IS MORE: there is a 15% clause in the Achieve implementation manuals (see page 23)
and in the NCLB waiver and elsewhere, that is a “ceiling rule”, stifling what Utah can add to the Utah Core, and ensuring that anything Utah adds to the Common standards, including or beyond that 15%, won’t be tested
or recognized by the national testers nor written into the “acceptable” Common Core aligned curriculums
6. BUT THERE IS MORE. The lack of any amendment process for the states to alter the common standards should be a red flag to our leaders– whose duty is to protect us from the tyranny of corporate copyrights as well as to protect us from the tyranny of the federal Department of Education.
7. BUT THERE IS MORE. Even if we stand firm and reject the coming science
and social studies standards, which Dr. Menlove told us he would do, we are still standing without control over what our students will learn about history and science! We’ve been duped by David Coleman, lead Common Core creator and now College Board President.
This duping is clearly explained in a letter from another friend of mine, Jakell Sullivan, on the subject:
Oak Norton published Superintendent Menlove’s reply to his email where Dr. Menlove admits that we have indeed adopted Common Core; however, he does not make any effort to address the places where Utah is bound to the federal mandates—this is, in my opinion, a consistent effort by him and Board members to never address the actual reality of the situation. Please see Dr. Menlove’s response, and please keep in mind that the Common Core Standards creators were clever in their approach to telling states they were only adopting Math and English. The actual cover of the English Language Arts standards reads:
“English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects“
This was a sleight of hand by the Standards creators, and why parents around the country are beginning to see such wordy math problems. All subjects will be enmeshed under Common Core standards, providing an easier framework to slip ideas and beliefs into all subjects.
Here is video of CC architect, David Coleman, talking about how he threatened to resign from writing the standards unless “teachers in history and social studies, and tech subjects bear the responsibility of bringing their kids to literacy.”
But, it is not about bringing English into all subjects, it is about bringing all subjects together so that states, who would never accept the anti-American history standards, would be getting those standards through the back door through the recommended curricula.
Watch from about the 6 min.-7.5 min. point.
I hope legislators will find a way to vet what has actually occurred.
Please make your voice heard. Call or write to your local and state leaders. Let them know that this loss of local control is NOT OKAY with you. Speak up or you will lose your window of opportunity to defend freedom and your children’s rights. Silence is acquiescence.
Here’s contact information:
Utah’s Republican state delegates sent a clear message to the Governor, Utah legislators, and to the State Office of Education at Saturday’s GOP convention when 65% of the state delegates voted yes to support the resolution written by Utahns Against Common Core.
Utah’s delegates are calling on Governor Herbert and the Utah State School Board to withdraw from Common Core, and are calling on the Utah State Legislature to discontinue funding all programs in association with the Common Core Initiative.
If you missed the GOP convention, here’s what happened.
An ocean of people swarmed in from every corner of Utah to the South Jordan Expo Center Saturday to debate and vote upon the issues of the day. Present were the Governor and his bodyguard; legislators, activists, school board members; candidates for political offices, and 2,584 delegates. The swarm began before 7 a.m. and didn’t end until late in the afternoon.
At the Utahns Against Common Core booth there was a video loop showing the audience current, common core aligned textbooks that are approved for Utah schools. The booth also featured a handful of teachers and parents, answering questions about why they opposed Common Core. (The video that was looped is viewable here. For further analysis of these texts from a Utah mental health therapist’s view — see this video, too.)
There were more delegates clustered around the Utahns Against Common Core (UACC) booth than around any other, by a long shot. Many of the delegates signed the UACC petition, wore Stop Common Core buttons and stickers, and asked questions because of the conflicting (and may I point out, unreferenced) information coming from the State Office about Common Core.
I told delegates near our booth that I dislike the mandates of the common standards and I don’t believe for a minute that they are the solution to our educational problems. (It seems a no-brainer that it’s harmful, not helpful, to lessen the amount of classic literature that a child may read, and to delay the age at which students learn basic math algorithms, etc.)
But academics are not the key issue; academic problems can normally be fixed, but under Common Core there is not even an amendment process. These are copyrighted, D.C.-written, common standards.
Without a written amendment process, it’s a case of education without representation. It’s a case of giving up the ability to even debate what the standards for Utah children ought to be. It’s a case of allowing the federal government, and the philosophies (and money) of Bill Gates-Pearson Co., to micromanage local educational decisions.
Driving home, after four hours, I wondered if the resolution for local control would pass. It did not seem likely even though our resolution closely matched the Republican National Committee’s anti-common core resolution that had passed earlier this year in California.
But in Utah, the GOP committee had given our resolution an “unfavorable” rating, saying that the wording was inflammatory. The Governor was against us, having long been promoting Common Core and a related project, Prosperity 2020, very openly. The State Office of Education was against us and had been passing out pamphlets, fliers and stickers to “support common core” –and had sent mailers to delegates, telling them to support common core. (They used our tax money for this. Since when is tax money used to lobby for one side?)
And the media were generally against us. Both the Tribune and KSL had been covering this issue mostly from a pro-common core point of view.
So I was just thankful that we had gotten the opportunity to educate people at our booth. I hoped for, but didn’t expect, the miracle of the resolution passing.
Four hours later, I was completely stunned with the great news. Alisa, my friend and a state delegate, texted me one word: “PASSED!!!!”
Our resolution passed! It did match the feelings of a majority of Utahns. 65% of the elected state delegates in the State of Utah voted NO to Common Core.
It was a welcome surprise.
Delegate friends filled me in on the details of what I’d missed. I learned that the powers-that-be tried their best to muffle the resolution. They held it to the very end, after multiple speakers and presentations and other votes were held. Some even called for the meeting to adjourn before the resolution could be debated on the stage. There was a vote about whether to adjourn that was soundly defeated by the delegates.
Finally the resolution was debated. There were elecrifying speeches, for and against. Then there was the vote.
Sixty five percent voted for it to pass! That’s well over a thousand people, elected by their neighbors, from caucuses in every corner of Utah, who all said NO to Common Core. This is huge, huge news to teachers, school boards, parents, students, and politicians, regardless of which side of the argument you choose.
But it didn’t make the Tribune. It didn’t make the Deseret News. It didn’t make the Daily Herald or KSL.
Who knows why? Sigh.
Looks like we have to spread this one by social media, folks. There are powerful people who want to muffle the voice of WE, THE PEOPLE.
Let’s not let them get away with it.
Last night at your presentation on Common Core tests, you promised to direct me to references documenting the truth of your statement: that the new common core AIR/SAGE tests are written by Utahns, for Utahs, in Utah. I am writing to request a direct link to that documentation. I appreciate your response.
You also promised to answer questions after the meeting; however, when I asked you mine after the meeting, you turned away from me and began to speak to a principal instead. The question remains unanswered: will you please direct me to documentation of the claim that the common core standards, upon which this test is built, are truly legitimate and that they have been empirically tested, rather than being the experimental idea of unelected noneducators?
While the testing technology is indeed impressive, it reminds me of admiring a shiny new roof on a building built on quicksand. Admiring the roof seems a bit pointless. I’m asking you to prove we’re not on quicksand. Can you?
Last night, a few of us were asking whether student behavioral indicators would be tested. You smiled warmly and said the test would only cover math, English and science.
However, in HB15, the legislation that created space for these new common core computer adaptive tests, it says:
59 (d) the use of student behavior indicators in assessing student performance;
I was unsure what student behavior indicators were until I read the recent explanation of a licensed clinical psychologist, who explained that it’s literally anything– anything from mental health evaluation to sporting events to social habits to family status and that measuring behavioral indicators gives results-readers “godlike predictive ability” over that child. Since A.I.R. is a behavioral research agency before it’s an academic testing company, according to its own website, this concerns me greatly.
Please explain how Utah parents can rest assured that their children will not be tested and tracked concerning anything other than math, English and science in light of this legislation and in light of A.I.R.’s stated purpose.
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)