How Laws are Created: Congress’ Role in Destroying the Republic

Posted on January 14, 2019 by Victoria M. Young

Congress is responsible for creating necessary and proper laws within their authoritative boundaries of constitutional powers. But the current process by which a bill becomes a law desecrates the Founder’s ideals. The “institutional defenses” built into the constitution have been eroded by the malicious use of deception and disregard for ethical principles.

“The most significant danger old republics like ours face is not the sudden assault of an aspiring autocrat but the slow erosion of their cultural and institutional defenses.” The Fall of Rome and the Lessons for America

Here’s How A Recent Data Bill Went Through Congress

“Laws begin as ideas” so they can come from any of us, ideally. But in today’s reality, it’s more likely a special interest group will solicit one of our representatives to move their proposal into law. Enter (in this case) the technology industry — through the Data Summit and the Data Quality Campaign that was launched in 2005.

By 2008, Idaho was the last state in the nation to have a longitudinal data collection system “that provides individual level student data across multiple years from grades K through 12 and into postsecondary education.” (Report to the Idaho Legislature)

With the Great Recession holding the country’s attention, both the Bush and Obama administrations loosened a major privacy law allowing expansion of data collection and its use in “research” on a Human Capital Development Data System.

FERPA: Family Educational Rights & Privacy Act

Acceptance of federal stimulus funding from the American Recovery and Reinvestment Act (ARRA, Recovery Act) served as an incentive for completion of the project to collect, share, and link student data between agencies and across states.

FERPA has yet to be changed back to requiring parental notification and consent to share student data.

One strategy used to put these data collection systems in place was to NOT have open discussions or public debates.

State Longitudinal Data Systems Best Practices included “EFFECTIVE” Communications. In this case that means NOT allowing “open forums.” It means communicating the right message.

The “do not engage” practice moved the project along at the state level. Next up was federal legislation, which requires the kind of broad support that only money can buy these days.

—2009-—

The messaging needed to be just right. The “best practice” of not exposing an idea to too many people, or too much scrutiny, was taken to the next level — to both houses of congress with both political parties involved. The adoption of a federal data consolidation bill began by asking for a commission to study the idea. It was approved by a Voice Vote.

They were only asking for a study to be done. … No big deal.

A Voice Vote means there is no record of individual votes.

Three Months Later, The Report Was Released

D.C. Think Tanks and other organizations rejoiced! The public remained uninformed.

It didn’t take long for the Foundations for Evidence-Based Policymaking bill to emerge.

Note: Senator Patty Murray mentioned “federal agencies” — plural. This is no small deal. This is huge!

The response?

The U.S. House of Representatives passed the bill under suspension of rules —by Voice Vote!

That was on November 15, 2017 —2017 pre-holidays —and Twitter lit-up in protest.

Throughout the holiday season education activists watched for movement of the bill in the Senate. Pre-Christmas had become a favored time for education bills to quickly become law. This time nothing happened. Had it died in committee? NOPE!

DECEMBER 19, 2018….2018.…real close to Christmas….and it passed by Unanimous Consent — the Senate’s version of a Voice Vote (no roll call, no individual record).

December 20, 2018 —Back to the House.

DECEMBER 21 —the Friday before Christmas with a Lame Duck Congress at 4:14 PM—the House did a roll call vote TO SUSPEND THE RULES. The bill known as HR4174 (FEPA – Foundations for Evidence-Based Policymaking) officially passed both houses of congress. But the story doesn’t end. Congress recessed.

The bill did not go immediately to the president’s desk. If it had and he did not sign it within 10 days, this bill would have been killed by what is called a “pocket veto.” But if Congress is in session and the president does not sign the bill within 10 (working?) days, it becomes law.

JANUARY 2, 2019 —FEPA HR4174 (sister to Washington Sen. Murray’s S.2046) went to the president’s desk.

Today is January 14th. My senators are not answering their phones at 4:14 PM. Nor is the Senate Homeland Security & Governmental Affairs Committee (the one that slipped this bill out of committee a year after activist had eyes on it).

Is this acceptable?

We might expect some bad behavior from the liars in the House, but Senators should act with more integrity.

So, WHAT’S In The BILL? Better question: What is not in the bill?

The public is being told that the recommendations made by the FEPA Commission were followed. They were not. Data privacy recommendations were ignored.

“The Commission’s recommendations for improved data access and strong privacy protections rely heavily on the establishment of the National Secure Data Service [NSDS]. … The Commission envisions that the National Secure Data Service will operate an effective and efficient service that can be held accountable by policymakers and the American public.” The Promise of Evidence-Based Policymaking

Here is what the public should have heard debated.

“Even where data has been de-identified it is still possible to combine certain data sets with others to determine extensive amounts of personal information.”

“…there are real challenges to ensure that the creation of the NSDS does not create a centralized repository of data on Americans, like the proposed National Data Center which was broadly opposed by the public and led to the enactment of the Privacy Act.” Electronic Privacy Information Center

It is a sad day for the republic.

When it comes to Open Government, the Sunlight Foundation asked this about a Trump White House.

“Congress is the ultimate watchdog. Will Congress provide aggressive oversight?”

If Congress is the ultimate watchdog, the republic is in deep trouble.

The Graphic Truth About Our Education System

Posted on November 10, 2018 by Victoria M. Young

Please, take a good look at the graphic truth about public education in America.

National leaders and much of the media repeatedly call the system “failed.” That is their version of the graphic truth. They point to test scores as “evidence.” President Trump described the institution as an …

“education system flush with cash but which leaves our young and beautiful students deprived of all knowledge.”

That’s disturbing. Also disturbing is this reporters response to Trump’s “facts” in Trump’s vision of education begins and ends with schools being bad.

“… it’s true that the United States spends quite a bit, relatively speaking, on education, and test results are fairly disappointing.”

But let’s dig deeper into the Trump/DeVos “facts.”

Look closer at the Graphic Truth About Spending and Outcomes

For now, ignore test scores and ask WHY have costs risen dramatically?

Total costs DID rise dramatically. So did employees. But why?

Since roughly 1992, an Employment/Enrollment GAP developed.

Blame the teacher’s union? Not so fast.Look closer at “The Other Half.”

“America now spends a greater percentage of its education funding on non-teachers than any other country in the world besides Denmark.” CBS News

And the Graphic Truth About Our Education “Outcomes”?

In the news article previously referenced, the reporter states that…

“…tests that try to measure how American students stack up to their peers show that the US is far from No. 1. On the Program for International Student Assessment (PISA). … American 15-year-olds scored as average in science and reading and were below average in math.”

Below average in math is what makes the headlines. But to this reporter’s credit, she also stated that…

“Another test with different methodology found American students fared better but still scored below Singapore, Japan, Korea, and Russia.”

That other “test” she referred to is TIMSS (Trends in Math and Science Study). It is a study with test results being ONLY one portion of the study —the only portion that makes the news. How about progress on our own national test (NAEP – National Assessment of Educational Progress)?

We made huge progress — until we stalled.

And now, the public education system must defend itself against its current education secretary, Betsy DeVos, who sees traditional public schools as “a dead end.” She, and our other political leaders, need to see the graphic truth about our national progress in a broader historic perspective.

We fought ILLITERACY – From 20% functionally illiterate down TO 0.6 – and were winning that fight before the NCLB-style costly “reforms.”

A dead end system? Hardly.

Ending illiteracy was a primary reason for developing the public education system. Progress was most definitely made …. until it wasn’t!

This graph was made to help justify No Child Left Behind style reforms. NOW, it should be used to demonstrate WHY “NO CHILD LEFT BEHIND” WAS SUCH A COSTLY FAILURE.

Now, here’s a MUST KNOW Small but Essential Piece of Education Reform History

During the 60’s, the nation began making universal efforts (through the force of law) to offer educational opportunity to ALL of America’s children.

To help monitor our progress towards that goal, NAEP was designed to provide a randomized sample of education-related information. NAEP provided statistics for researchers to monitor and help guide the nation’s schools towards equal access to quality education. It was not a tool for ENFORCING accountability where it matters most. Unfortunately, the scores have become a weapon.

So if you look back at the colored NAEP charts, you can see that the country was indeed showing MARKED improvement in basic reading and mathematics skills for groups of children that typically were being under-served (disadvantaged groups). And we were making this progress without detriment to the majority group. That was exactly what we wanted to be doing.

Given what was happening in schools and society at the time, a “flat-line” in the early years of NAEP was perfectly acceptable. But yes, we believe it isn’t good enough to remain educationally stagnant especially with such dramatically increasing costs. However, that is why the public needs to understand a bit more of the politics behind the statistics.

Where Congress Took A Wrong Turn

In 1976, Congress began the policy change FROM federal funding focused on meeting the needs of disadvantaged children TO funding achievement in “basic academic subjects.” That took the public’s focus off indicators of educational equity and quality and put it on the simplistic (and misleading) measure of higher test scores.

This was a WARNING! September 1991: Education Counts: An Indicator System To Monitor the Nation’s Educational Health. … A Warning IGNORED.

By 1992, standards-based (Outcome-Based) education had taken over the states. Education reform plans were “built solely around achievement tests.”

And it didn’t take long for the money-making predators in the education industry to see where profits were to be made. The public was told the restructuring of schools was for our own good — to remain economically competitive internationally. The reality: those selling “education products” benefited most.

The quest for higher “scores” in basic subjects cost the nation in multiple ways.

Truth Be Told: Education is more than a score!

Before the Corporate-Political Take-Over, U.S educational attainment had skyrocketed.

Before political and corporate leaders pushed their reforms on this nation, we led the world in higher educational attainment.

This Graphic Truth was provided by Sandia National Researchers in 1991.

And after the federalization (NCLB) of Outcome-Based Education Reform???? Look at the graphic truth. From 2000 to 2017, we went FROM being second only to Canada (U.S. 36% to their 40%) TO having three other countries surpass us and two others that have caught up to us!

Source: The Condition of Education

We were TOLD we needed “higher standards” and they must be “benchmarked” internationally (Common Core).

Yet, we had cultivated educational excellence in our best and brightest —in this country— without common national standards.

This Graphic Truth is provided by Dr. David Berliner.

So why would we want to “benchmark” basic academic standards to these other countries? … ?

We are a productive people.

This Graphic Truth is provided by Dr. David Berliner.

And before No Child Left Behind (2001) and Common Core (2010) wreaked tyranny upon the local control of education, most PARENTS were satisfied with their local public schools.

Politicians and other leaders —with political and monetary agendas— disrupted our educational progress, upset parents and teachers, and decreased the quality of education for many children. They restructured our schools into a standardized, outcome-focused gutted version of what was a great system.

That is what we have allowed.

A Call To Action is Overdue

If this country now wishes to stop the destruction of public schools, we have to take action. The current leadership has no intention of preserving and improving public schools.

“Options” are taking away money … harming the children left behind. Photo credit: Carolyn Kaster/AP Source: Clarion Ledger

To save this system from the current destructive forces of federal law and those administering their wrath upon this nation’s public schools, a wide-reaching Congressional Oversight Hearing concerning the actions of Secretary DeVos are warranted and necessary as a first step.

Then Congress needs to go back to the drawing board on federal education law and MAKE IT RIGHT this time. The Every Student Succeeds Act (ESSA) did not fix what was wrong with No Child Left Behind.

The Fierce Urgency of Now

Posted on October 13, 2018 by Victoria M. Young

Spoken by Martin Luther King and repeated often, do the words “the fierce urgency of now” no longer stir our souls? Did they ever?

Why the Urgency NOW?

The urgency is the need for all of us to filter out the divisive political language coming at us from all sides. In this moment, we need to look back at what was once only a theory. Now our reality is that economic theory fostered a political strategy to supplant our constitutional republic with “a private governing elite of corporate power.” *Those pushing corporate control understand how essential it is for them to …

“…kill public education because it tend[s] to foster community values…” *

And market-based education reforms became the weapon of choice. But the role of political economist James M. Buchanan is only now being closely scrutinized. Buchanan’s theories explain much about the divisiveness destroying our schools and our nation.

“…[Buchanan] observed that in the 1950s Americans commonly ASSUMED that elected officials wanted to act in the public interest. …[T]hat was a belief he wanted, as he put it, to ‘tear down.’ His ideas developed into a theory that came to be known as ‘public choice.’” *

Public Interest vs. Public Choice

Public interest is defined as “the welfare or well-being of the general public.” It is a national goal clearly stated in the Constitution’s preamble — “in Order to … promote the general Welfare…”.

To “tear down” our assumption that officials are acting in the public’s interest is one thing. To destroy our union is another. That goal does NOT appear to be one of the aims of Buchanan’s original 1986 Nobel Prize winning work on “Public Choice Theory.”

In its announcement of the prize, the Royal Swedish Academy of Sciences noted, “Buchanan’s foremost achievement is that he has consistently and tenaciously emphasized the significance of fundamental rules and applied the concept of the political system as an exchange process for the achievement of mutual advantages.” Tennessee Encyclopedia (James McGill Buchanan)

His “research program” ** centered on the belief that people make purchases (market choices) based on value. He saw the public making political choices they believed would benefit them. He viewed us as making choices based on our own “venal self-interest.” *

So he and his ilk developed what they called “non-market decision-making.” Finding that name “awkward” and not as appetizing to “free-market” thinkers, the groups’ organization and publications took on the name “Public Choice.” **

Choice or Coercion?

Some researchers believe that Buchanan’s Public Choice Theory began as an “optimistic conception” based on “unanimous consent of the people.” But he later adopted a more “pessimistic view” about “social organization” and people’s “intolerance” to entering into the discussions necessary to reach consensus on issues. Thus Buchanan’s emphasis morphed from “individual freedom” to the need to “enforce order.” ***

As Buchanan explained “Public Choice” to an audience (2003) …

“Public choice, in its basic insights into the workings of politics, incorporates an understanding of human nature that differs little, if at all, from that of James Madison and his colleagues at the time of the American Founding.” **

Buchanan wrote that for public consumption. It’s a distortion of history, which is likely being perpetuated through institutions such as George Mason University in Virginia.* And in misrepresenting the American Founding Principles, Buchanan opened himself up to being viewed as a major manipulator in our historic fight against corporate control.

James Madison vs. James Buchanan

As a key author of the Constitution, Madison left a record of discussions about our nations founding principles. Therefore, a better understanding of the American Founding political views can be gleaned from Madison’s correspondence with a colleague who Buchanan also admired. ***

James Madison to Thomas Jefferson, 17 October 1788 (The Papers of Thomas Jefferson, Julian P. Boyd, ed., vol. xiv, pp. 18-21) …

“With regard to Monopolies, they are justly classed among the greatest nuisances in Government. … Monopolies are sacrifices of the many to the few. Where the power is in the few it is natural for them to sacrifice the many to their own partialities and corruptions.”

Madison went on to express his doubts about a government takeover by monopolies being skeptical …

“…that a succession of artful and ambitious rulers may be gradual & well timed advances, finally erect an independent Government on the subversion of liberty. … Is there not also infinitely less danger of this abuse in our Government than in most others? … with the power as with us is in the many … It is much more to be dreaded that the few will be unnecessarily sacrificed to the many …”

It appears the expressed sentiment of that last sentence was taken to imply that corporations are the ones in need of constitutional protection from the masses. But Buchanan obviously took Madison’s words out of their historic time and context. Regardless, Buchanan did communicate to the public an association of his “public choice theory” with our nation’s founding principles.

****This quote is from the blog of libertarian economist, Daniel J. “Dan” Mitchell who believes Buchanan’s ideas are being misrepresented.

Same Old Fight: Big vs. Smaller Government?

Not Quite! Think about the following in relationship to the privatization of public education through “school choice” models. The allure of choice is deadly.

With our political choices being analyzed under market-based economic theory, it is assumed people make choices based on their own self-interests — first and foremost. We shouldn’t deny that as a truism. But when market forces —of privatized PUBLIC services or goods— come into play, competition for a limited supply will result in winners and losers. Always does.

We risk having children lose, or never develop, the safe and secure sense of belonging that defines “community values.” When all of us are seen as “self-interested players in the marketplace,” **** we are vulnerable to division. Competition for public services runs the high risk of destroying community values, but that part of the equation didn’t seem to garner much consideration.

Instead, Buchanan saw the need to bring his vision to life by NOT focusing on who rules because who the public chooses doesn’t matter since elected officials don’t act in the public interest anyway. Therefore, this political economist focused on the rules themselves.

“… the Holy Grail was the Constitution: alter it and you could increase and secure the power of the wealthy in a way that no politician could ever challenge.” *

Buchanan found many willing partners.

“Subversion of Liberty”? Translation: Sabotage of Authority

What Madison saw as improbable under our constitutional republic — “a succession of artful and ambitious rulers” changing the balance of power — is exactly what is happening. Our federal government IS under the control of special interests. Many state governments are no different because too many of our representatives ARE no longer serving in the public interest.

The toxic divisiveness of party politics is permeating our communities. The principles of localism and populism, which formed the fabric of our founding documents, are being replaced by corporatism. Thus, when we can no longer reach consensus on the issues that matter, the authorities will step in and set the rules “to enforce order.” ***

This scenario should sound familiar to Baby Boomers. It was a shared American experience on many college campuses during the protests of the 60’s and 70’s. Martial law was declared in many places, which Buchanan supported (at Berkley***). And not to be forgotten were the killing of students by the National Guard. That’s about the time Buchanan’s vision of “unanimous consent of the people” *** seemed to change.

Now? Consider this.

“[historian Nancy] MacLean details how partnered with [Charles] Koch, Buchanan’s outpost at George Mason University was able to … promote new curricula for economics education, and court politicians in nearby Washington, D.C.”

“… MacLean points to the fact that Henry Manne, whom Buchanan was instrumental in hiring, created legal programs for law professors and federal judges which could boast that by 1990 two of every five sitting federal judges had participated. ‘40 percent of the U.S. federal judiciary,’ writes MacLean, ‘had been treated to a Koch-backed curriculum.’” *

Supreme Urgency?

Think about the urgency demonstrated during the confirmations of both Education Secretary Betsy DeVos and Supreme Court Justice Brett Kavanaugh. Ask yourself, why the fierce urgency?

Think about it. When changing the Constitution is still out of reach, CONTROL of the U.S. Department of Education and having corporate-minded allies on the Supreme Court are a handy pair of tools. Then it requires pushing appeals through the court system to the level of the Supreme Court. Once there, having enough justices interpreting our Constitution and rules in ways that favor corporations and the wealthy is almost as good as a “constitutional revolution.” *

This is no longer just theory and we knew this day was coming. Now …

“We are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now.” MLK

Vote, of course.

Is that enough? Absolutely not.

References

* FROM THE LEFT ⇒ Lynne Parramore, “Meet the Economist Behind the One Percent’s Stealth Takeover of America”

**ORIGINAL SOURCE ⇒ James M. Buchanan, Nobel Laureate in Economic Science, George Mason University, “What is Public Choice Theory?”

***STUDY OF BUCHANAN’s EDUCATION SPECIFIC WRITINGS ⇒ Jean-Baptiste Fleury THEMA, Université de Cergy-Pontoise, Alain Marciano MRE, Université de Montpellier, Montpellier, Franc. “The Making of a Constitutionalist: James Buchanan on Education”

**** FROM A LIBERTARIAN VIEW ⇒ Daniel J. “Dan” Mitchell, former senior fellow at the Cato Institute. “A Taxpayer-Funded Smear Job of Professor James Buchanan”

35 Years Adrift on an Ocean of Reforms

Posted on September 23, 2018 by Victoria M. Young

A Nation at Risk began as a commissioned report to define problems in America’s schools. It became known more for the longstanding political debates that developed. But did this single report produce the ocean of reforms that now threaten to destroy our public schools? Was it the report that forced us to set our course on national standards and testing? Or did a few choice words, and powerful people, set us drifting on the ocean of reforms that are now eroding the educational foundation of America?

“The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.”

Like or loathe them, those words from A Nation at Risk live on in education reform infamy.

MormonWiki Secretary of Education Terrel Bell with President Reagan

As President Reagan explained, he and his Secretary of Education T. H. Bell “agreed that it was imperative to assemble a panel of America’s leading educators, an assembly of such eminence that the Nation would listen to its findings.” So when the nation did listen, it was Ronald Reagan, not the experts, we heard say, “…our educational system is in the grip of a crisis caused by low standards…” The words grabbed and held the nation’s schools hostage.

The New York Times reported that we were…

“being threatened by lax standards and misguided priorities in the schools” and that “the commission said low educational standards constitute a serious problem.”

If members of the National Commission on Excellence in Education did speak those words in 1983, they did not choose to write them in the official report!

What the report really said about high school and college standards was this:

“We should expect schools to have genuinely high standards rather than minimum ones, and parents to support and encourage their children to make the most of their talents and abilities.”…

“…we find that for too many people education means doing the minimum work necessary for the moment, then coasting through life on what may have been learned in its first quarter. But this should not surprise us because we tend to express our educational standards and expectations largely in terms of ‘minimum requirements.’” …

“In some colleges maintaining enrollment is of greater day-to-day concern than maintaining rigorous academic standards.”

And their advice for setting standards for high schools and higher education:

“We recommend that schools, colleges, and universities adopt more rigorous and measurable standards, and higher expectations, for academic performance and student conduct, and that 4-year colleges and universities raise their requirements for admission. This will help students do their best educationally with challenging materials in an environment that supports learning and authentic accomplishment.”

In addition,

“Persons preparing to teach should be required to meet high educational standards, to demonstrate an aptitude for teaching, and to demonstrate competence in an academic discipline. Colleges and universities offering teacher preparation programs should be judged by how well their graduates meet these criteria.”

What A Nation at Risk Did NOT Say

You can read, reread, and word search the document and you will not find a recommendation that we set K through 12 academic standards at a level that all students will meet. Instead, we were urged to NOT see standards as the goal but instead set the expectation for students that they will do their personal best to push themselves to the limit of their talents and continue through life as life-long learners.

In A Nation at Risk, you will NOT find “standards” being held up as either the silver bullet nor the major problem despite what foes and fans alike —and the public—have been led to believe.

Look closely at the actual recommendations for standardized testing.

The commission wrote:

“Four-year colleges and universities should raise their admissions requirements and advise all potential applicants of the standards for admission in terms of specific courses required, performance in these areas, and levels of achievement on standardized achievement tests in each of the five Basics and, where applicable, foreign languages.

Standardized tests of achievement (not to be confused with aptitude tests) should be administered at major transition points from one level of schooling to another and particularly from high school to college or work. The purposes of these tests would be to: (a) certify the student’s credentials; (b) identify the need for remedial intervention; and (c) identify the opportunity for advanced or accelerated work. The tests should be administered as part of a nationwide (but not Federal) system of State and local standardized tests. This system should include other diagnostic procedures that assist teachers and students to evaluate student progress.”

This one recommendation — that standardized tests of achievement be administered only at major transition points — should have replaced the yearly testing mandated in No Child Left Behind (NCLB). But yearly standardized testing remained in NCLB’s replacement, the Every Student Succeeds Act (ESSA). Thus, accountability based on testing remains a senseless detriment to educational progress.

The Truth

It was never A Nation at Risk that led the standards, testing, and accountability movement. As Valerie Strauss recalled, it was “Reagan’s second education secretary, William (Bill) Bennett, [who] continued to pursue a policy that focused on standardized testing.”

US Secy. of Education William J. Bennett (L) standing with Pres. Ronald W. Reagan during ceremony in the Rose Garden of the White House. (Photo by Dirck Halstead/The LIFE Images Collection/Getty Images)

Influential people set this nation adrift on the faulty belief that somehow raising the bar with different standards and more testing would float all boats and stem the “tide of mediocrity.” It didn’t float all boats; it sank a whole lot of dreams.

The political focus on standards and testing drowned the discuss on the more important topic of expectations.

Getting Back On Course: We Need A Real Wake-Up Call

Think about it; thirty-five years of having political leaders telling the public, parents and educators that standards and testing improves schools is long enough. No, it’s too long! It obviously did nothing but create conflict, narrow the goals of education, and put money in the pockets of education corporations rather than in classrooms.

Let’s get back on course. Start by simply asking congressional candidates and representatives to pledge to remove the yearly testing mandate from federal K-12 education law (the Every Student Succeeds Act). It’s up to us to end this testing nonsense.

As A Nation at Risk affirmed,

“It is by our willingness to take up the challenge, and our resolve to see it through, that America’s place in the world will be either secured or forfeited.”

#####

P.S. This blog originally appeared as an article in TruthOut (9/19/14) BEFORE No Child Left Behind was renamed the Every Student Succeeds Act (ESSA). The name was changed; the need to fix it was not. The process to FIX ESSA should begin next year.

In Pursuit of Truth: How to Stop Dismantling the Public Schools

Posted on May 7, 2018 by Victoria M. Young

“Dismantling the public schools is all about control.” Lynn Parramore

In “The Corporate Plan to Groom U.S. Kids for Servitude by Wiping Out Public Schools,” Ms. Parramore explains the strategy the One Percent is using to produce a dual economy (haves and have-nots) and how the process of dismantling the public schools aides this agenda. Based on research from Gordon Lafer and Peter Temin, the article is a must-read for all citizens — before it’s too late to reverse “the new system.”

“Lafer explains that in the new system, the children of the wealthy will be taught a broad, rich curriculum in small classes led by experienced teachers. The kind of thing everybody wants for kids. But the majority of America’s children will be consigned to a narrow curriculum delivered in large classes by inexperienced staff —or through digital platforms with no teachers at all.”

This new digital delivery system is being called “Personalized Learning.” It’s also sold as Competency-Based, Mastery-Based, Proficiency-Based, Outcome-Based, and “Standards-Based” education. To be clear, none of this is proven education reform. That alone is reason enough to stop dismantling the public schools under the guise of reforms or “modernization,” which is code for privatization.

Standards-based reform policies, like No Child Left Behind, have already narrowed the curriculum. Decades of focusing on outcomes without the necessary inputs has left us with large classes, driven out experienced teachers, and put alternative certifications in federal and state laws to solve a problem created by lawmakers. None of this is theory or conspiracy. It’s the reality produced by our politically motivated policies.

And this is where we are:

“It remains to be seen if the rights of the many can triumph over the selfishness of the few, and whether economic servitude will be the fate of the children of the wealthiest and most powerful country the world has ever seen.” Parramore

Here is part of the story behind the dismantling of public schools:

“After five years of research and the publication of The One Percent Solution, Lafer concluded that by lobbying to make changes like increasing class sizes, pushing for online instruction, lowering accreditation requirements for teachers, replacing public schools with privately-run charters, getting rid of publicly elected school boards and a host of other tactics, Big Business was aiming to dismantle public education.”

Dismantling the public schools required a coordinated effort.

A “host of other tactics” included using the American Recovery and Reinvestment Act money, instilling longitudinal data systems, coercing use of the Common Core Curriculum, giving priority to workforce data “interoperability,” and anchoring in place the false assumptions of No Child Left Behind in its replacement — the Every Student Succeeds Act (ESSA).

We were told that American Recovery and Reinvestment Act money would be used to restore operating funds for schools due to state budget cuts during The Great Recession.

Did states recover and reinvest in education? According to this 2014 report, 30 out of the 47 state budgets analyzed DID NOT.

“The lack in funding is hurting not just students, but also the economy.”

“State Education Funding Lags Behind Pre-Recession Levels” Photo: Scott Olson/Getty Images

While ordinary Americans were struggling, so-called “reform” groups worked to put their “SMART OPTIONS” education agenda in place using Recovery Act funds. They controlled the setting of priorities.

The leaders of this agenda labeled the process “disruptive innovation.” They used us.

Instead of restoring education funding and hiring back laid off teachers, the majority of states spent money on adopting new standards and putting data collection infrastructure in place. Common Core was never about improving student achievement; it was about the common data points the system can collect. Common educational data makes possible the workforce data interoperability system. This system is designed to link student data from the Education Department (plus testing & online education data) to workforce data from the Labor Departments for development of the human capital to fill the directives (orders) placed by businesses and corporations.

SOURCE: A Framework for a Multi-State Human Capital Development System.

And the Every Student Succeeds Act (ESSA) not only continued the federal mandate for the yearly standardized testing first dictated by No Child Left Behind (NCLB), it created a NEW Title IV grant with an attractive name, the Student Support and Academic Enrichment Grants (PLAW-114publ95 beginning p.168 of 392). Although this NEW federal education program has three stated purposes, technology definitely is a priority. (Here is a screen shot from Rise to the Challenge, a blog written in response to a 2015 comment about my views on ESSA.)

UPDATE: The Consolidated Appropriations Act of 2018 provides increased funds for education technology, and the Department of Education as a whole. “In a complete contradiction to the Trump administration’s proposal, not only did Congress keep Title IV, it doubled the amount allocated to $1.1 billion. The Every Student Succeeds Act (ESSA) originally authorized Title IV for $1.65 billion. ” —- So the tech industry got a little less than anticipated in our NEW federal grant program.

STOP the dismantling of public schools.

As one person wrote on Facebook:

“We let them divide us against each other. Because united they can’t control us. Divided they keep control and can continue to pillage the country.”

It’s been established that it’s all about control. So we need to take control.

ESSA has to go. It has been proven that school accountability from the federal level is a joke. It doesn’t work. It makes no sense because the 90 Plus Percent obviously have no control —yet—over congress and their corrupt lawmaking process. Federal law continues to be an excuse for State “controllers” of the dismantling. Therefore, ESSA remains a barrier to diminished local control of education.

Take actions to disrupt and dismantle the policies, processes, and practices the One Percent put in place to control the schools that are attended by the 90 Plus Percent….It’s not too late. It’s time the country followed our teachers’ lead.

In Pursuit of Truth: The Language of Political Conformity

Posted on January 21, 2018 by Victoria M. Young

Political conformity makes good people do things against their own better judgment. Consequently, political conformity is killing the very character of America.

“True conformity, according to many scholars, involves an actual ‘change of heart’…

[The] person believes the [group] norm in question is correct…. [It has been argued that] such internalization will only take place if informational influence has occurred” (p11). Source: Political Conformity: Evidence and Mechanisms

It is political conformity that has the country tearing down the foundation of our republic.

We once had a system where strengthening and improving schools was seen as reform. We now conform to a pretense of reform typified by an “accountability system” based on “competition.”

What’s Wrong With Competition?

There’s nothing wrong with competition when it comes to things like sports, card games, spelling bees, or debate teams. In the job market and in life in general, competition is an acceptable norm. That’s life!

But, is it reasonable to make competition the norm in ALL our schools?

Think about it. The competition for test scores is a competition to achieve. The ever-present thought of failure is creating stress in too many students, families, and teachers.

Think about the kids. Growing up is challenging. Additional — unnecessary — competition is putting our youth at risk.

2012: India has some of the world’s highest suicide rates. The Lancet Medical Journal says suicide rates are highest in the 15-29 age group, peaking in regions considered richer and more developed with better education, social welfare and health care.

[It’s] a new phenomenon experts said has happened recently as more middle-class youths strive to meet achievement expectations, and new technologies like cell phones and social networking sites help break down traditional family units once relied on for support.

2013: In the United States, “every year since 1999, more Americans have killed themselves than the year before…”

We are told, “Teenage depression and suicide are way up — and so is smartphone use.” We are told, “the time teens spent on homework barely budged between 2010 and 2015, effectively ruling out academic pressure as a cause.”

We are told? NO! We need to challenge that assumption.

Too many questions have gone unanswered! In 2001 in an open forum, it was recommended that we monitor the suicide rate as we implemented test-based accountability. But the suggestion was seen as far-fetched.

So the pros and cons of competition in schools were not debated. And, we proceeded with the plan to transform the culture of our K-12 schools.

Competition became the norm because we complied with “No Child Left Behind.” It sounded good.

Political Doublespeak and Orwell’s Advice

In “Politics and the English Language,” George Orwell ripped apart the political language of his time. Our time is no different from his.

“The great enemy of clear language is insincerity. … a gap between one’s real and one’s declared aim,…”

Perhaps our time is worse. Words are for sale. And political leader’s insincerity is running rampant.

Wake up, People. Resist the language of political conformity.

“…one ought to recognize that the present political chaos is connected with the decay of language, and that one can probably bring about some improvement by starting at the verbal end.”

And with “Truth Decay” being a defined and researched entity, it’s time we stop and examine our own political bias and the conformity that blinds us from seeing the truth!

Orwell cautioned us about using “ready-made” phrases that “anesthetizes a portion of one’s brain.”

How many times have you heard the phrase a “more level playing field”? Have leaders sincerely worked hard towards “…the goal of improving education for all…”?

No! Instead, public “school choice” is packaged as “freedom,” while COMMON curriculum and testing is endemic. “Accountability” through standards and testing is a bad joke. And this is how we “change the status quo”?

No! The status quo is political conformity to a political “reform” agenda.

Orwell’s advice:

“…to think clearly is a necessary first step toward political regeneration…”

Thinking Clearly

In Orwell’s novel 1984, “’doublethink’ describes the act of simultaneously accepting two mutually contradictory beliefs as correct.” This allowed leaders to use both beliefs to their advantage. It doesn’t seem like that could work, but it does.

Public opinion polls did, and continue to show, that the majority of parents with children in the public schools like both their teachers and their schools. Yet the public says the public schools are bad. GOOD IS BAD?

Education Reimagined? Not by the teachers and parents in your community.

And we decided that the whole K-12 system needed to be “restructured” and “transformed”? NO! “We” did not decide.

The education reform oligarchy decided. They decided “reform” was “imperative.” The system is “antiquated,” a “factory model”; we need to “modernize.” They told us we aren’t “globally competitive.” And the “government schools” are a “monopoly.”

The hook was baited with the right political language, not with the truth. And without the truth, we can’t think clearly.

An Overview Of the Truth

You don’t need to have read 1984 to understand Orwell’s messages to us. His writings exist to help people see the truth and help us think clearly about the danger in letting the CONTROL of knowledge be concentrated in the hands of a few powerful people.

Historically, the norm used to be that parents and teachers worked toward education goals that were mutually acceptable. Then came corporate-elites CONTROL of education. We conformed to the new norm. Those leaders CONTROL the conversation and can flip it when they want.

We are told there is “a new play: empowering parents.” OLD IS NEW does seem Orwellian.

“1984 [sounds the alarm] against the abusive nature of authoritarian governments, …[analyzes] the psychology of power and the ways that manipulations of language and history can be used as mechanisms of CONTROL.”

The Party slogans in the novel 1984.

Set in a world governed by totalitarianism, overseen by Big Brother and controlled by The Party, three official slogans are used in 1984 to manipulate people’s thinking so their minds accept propaganda as truth.

The truth is, there are problems in need of reforming, but “reform” isn’t what happened. Reform was never the aim. CONTROL is the aim.

WAR IS PEACE

In Orwell’s fictitious country, Oceania, perpetual war was the norm. War kept the masses united against an enemy. … The parallel to today should not be ignored.

Repeatedly, we went to war in this country over education. The Reading Wars over phonics versus sight words probably began in the mid-1800’s! And it drags on and on.

Between the Reading and Math Wars we have been in a perpetual state of war dividing educators and parents while uniting the public against the “government schools” and the big bad teacher’s union.

We liked our schools and teachers; but we accepted vilifying both.

And now, 30 years after the corporate-political elites’ assault on K-12 public schools began, we have legitimate reasons to dislike the schools. They have been transformed, at the bidding of our leaders, by standardization and privatization.

The war against the K-12 system has weakened it and higher education is next in line.

If you support “the system” — the centuries-old highly successful U.S. institution of public education — the new Minister of Education, Betsy DeVos, says you are against what is good for children. You are the enemy. Your priority is wrong. You are against “educational freedom.”

FREEDOM IS SLAVERY

“Freedom is the American religion.” It’s written into the Constitution. It’s stamped into our DNA. It is the word of choice in the language of political conformity. It is THE BIGGEST political hook in the arsenal.

…”It’s about educational freedom! Freedom from Washington mandates. Freedom from centralized control. Freedom from a one-size-fits-all mentality. Freedom from ‘the system.’” Spoke the Minister of Education, Betsy DeVos

“The System”? The system of free public schools has been transformed into the Common Core System. All teaching, testing, and learning using technology is based on common curricular CONTENT. Where we once had common national goals — we now have common instructional CONTENT controlled by… ?… an algorithm …?… designed by …?… Who does CONTROL online CONTENT?

Where 30 years ago we did not have a one-size-fits all “industrial-model” school, we do now!But WE ARE TOLD that government-sponsored freedom of choice is good. And DeVos says she has “never heard it claimed that giving parents more options is bad…for the child.”

Freedom—the word—is the hook. Freedom isn’t really being offered.

A system based on competition for the new “educational freedom” makes families’ slaves to competing in a race for common education.

IGNORANCE IS STRENGTH

As one person described this Party slogan, “Believe and never question!”

Ignorance of the truth gives strength to political deception.

When the Curtain of Deception Parted

While discussing higher education, Betsy DeVos let slip what the rulers see as the purpose of their education system — a “delivery system to meet modern work place needs.”We have obviously accepted that political language. But the idea that public education is nothing more than a corporate and military human capital development system? … No! Not everyone agrees…Consider what folks have to say…

“A school system to provide workers for the wealthy? Not to educate!”

“The country’s higher education system is indeed in dire need of a facelift, but not the one she [Betsy DeVos] wants to give it. It needs a nip and tuck, not the removal of the entire nose.”

If we accept a managed economy, it requires a managed and tightly controlled education/labor system.

While the “small government” mantra is used, the education/labor development system is being completed.

To CONTROL the economic system in the United States requires controlling people. And that political thought sure doesn’t fit the ideal of the American Dream.

Regeneration Requires Reviving the Norm

Initiative, resourcefulness, and generosity are traditional American characteristics.

Possessing those traits, great educational leaders of the past set the foundation for a public education system to serve all. Now, in our public schools system —in our self-proclaimed Land of Opportunity — competition and a market-based mentality has replaced generosity as the norm.

But because the character of Americans as people is founded on independence and revolt, resistance to conformity is probable. And the historic writings of George Orwell do shine light on that fight. We have to be willing to look, and think. He told us where to start. Look for the truth.

“Truisms are true, hold on to that!”

#Resist #Revolt #Regenerate

“Smart Options” & the Revolving Door of Common Core

Posted on November 4, 2017 by Victoria M. Young

Remember The Great Recession? Did you know that, while Main Street was struggling to stay financially alive, there was a group meeting to determine the “smart options” for our schools? These people were smart all right…in looking out for their own self-interests.

Relatively few people knew about this meeting. So it’s understandable that most people did not see Common Core as the weapon of mass destruction that it is. In pursuit of the truth, please read on.

The following is a revised and updated version of a 2014 DailyKOS post. The original details more of the people involved in the plot to take advantage of a hurting nation. … This is where the Smart Options saga began. … D.C.

How smart people kicked public schools when they were down.

Washington D.C. is known for its revolving door of political influence. Behind-closed-doors deals are the norm. That made it the perfect place for this group to hatch a blueprint for spending our American Recovery and Reinvestment Act (ARRA) education dollars.

But when this meeting took place in April of 2009, few people were talking about how a common core of standards could be used against public school children. After all, WE were in The Great Recession. And THEY were not feeling our pain.

The fact is that education “reformers,” philanthropic organizations, venture capitalists, and politicians followed the dogma expressed by then Chief of Staff Rahm Emanuel, “You never let a serious crisis go to waste.”… They didn’t.

And their plan was written up as Smart Options: Investing the Recovery Funds for Student Success. The Bill & Melinda Gates and Eli & Edythe Broad Foundations sponsored the publication (among other things). The Gates influence over education policy is well-known while Eli Broad probably requires a bit of introduction for many.

Eli Broad made his billions mainly through real estate dealings and SunAmerica, which was sold and re-branded as AIG (yes, the same AIG that was too big to fail).

The Broad Foundation focuses on governance of schools, management training of leaders, and hands out generous “prizes” to charter management organizations.

Opportunity knocked; the Smart Options group answered.

Open the door on this one meeting and you will see how the country was purposely duped into financially supporting the education and technology INDUSTRIES ahead of schools.

Entered —the Core support team — the Coalition for Student Achievement, Aka College and Career-Ready America.

These Smart Options participants set the spending priorities and claimed that if states focused on their collection of “big ideas” the country would see “real educational results” by 2012.

Priority #1 “A common core of fewer, clearer, higher, evidence-based, college-and career-ready standards adopted by at least 40 states…”

Priority #2 “More robust and user-friendly data and information systems.”

Priority #3 “A meaningful professional teacher evaluation system in every state and school district.”

Priority #4 “By 2012, states and districts should have shut down at least 500 of these [low-performing] schools and replaced them with new, higher-performing schools…including charter schools.” — That is a quote.

Priority #5 “Targeted interventions provided to the students who are at least two years behind academically in reading, writing, and mathematics.”

Priority #1 became Common Core Standards even though the claims of being “evidence-based” were never substantiated. Priorities 2,3, and 4 caused chaos.

It wasn’t just one district that used Recovery funds “inappropriately.” The scenario across the country was money spent on standards, testing, and technology. The statement above is from the largest district in Eli Broad’s backyard, LA. Source: Recovery Act & Chaos.

What about the last priority, helping students?

Usually the devil is in the details. But with this, the specifics were few and the Recovery dollars didn’t materialize into the promised “results.” But, despite Bill Gate’s claim that Common Core failed, it didn’t. The core federal plan did work.

Instead of fully stabilizing funding for schools, the “smart option” became a “race to the top.” The collection of data and establishment of state longitudinal data systems became the core priority. And the core system is close to completion. … How?…

Look at who was at this table set for 40.

The Eli and Edythe Broad Foundation had three foundation employees there. Additionally, there were seven other people who were either graduates of the Broad leadership training, or had a role in governing the Broad training center.

The Bill & Melinda Gates Foundation had four representatives directly from their parent organization. But seated at this table, just about everyone else had connections with Gates. Plus, among those many Gates’ associates were three groups essential to launching the Common Core State Standards Initiative (CCSSI, as Common Core was originally called):

P-20W is Preschool through Workforce.

Data Quality Campaign: They proudly state, “In 2009, 8 states used state funds to support their P–20W data systems. In 2013, despite difficult economic times, 41 states committed state funds to ensure the long-term sustainability.”

Council of the Great City Schools: With outreach to 67 of the largest urban districts, they had received a Gates grant to assist in implementing Common Core.

Student Achievement Partners (Aka Achieve the Core): The lead writers of the Common Core Standards, David Coleman, Susan Pimentel, and Jason Zimba, created this organization. David Coleman represented them at this meeting.

Common Core was central to the plot but a distraction from the bigger issue.

Now, the essential and basic question in need of answering is, after seeing how these people met and planned….

…is this how we should govern the education of America’s children?

Let’s look closer at THEIR process for transforming OUR schools. Here are some of the other smart people AT THE TABLE.

KSA–Plus Communications, Inc. was present for their expertise in providing “education communications and strategic consulting to set education agendas in motion.”

McKinsey & Co. provides services including data analysis and transformation — boasting about having the ability to “drive adoption throughout the organization.”

Last but not least in the area of transformation was Alvarez & Marsal. They are known for “restructuring” and “turnaround” for companies including Enron and the failed Lehman Brothers. “Mavericks” on the ready “when conventional approaches are not enough to activate change,” they promise to “accelerate results through decisive action.”

But for these smart, self-interested dictators of reform to succeed, they needed to dictate education policy. — They needed to direct our public dollars by directing our laws.

So also in attendance was a representative from Education Counsel LLC with their “track record of forging the kind of partnerships needed to bring about meaningful and systemic change.”

In addition, there were two representatives from Education Sector (Aka American Institutes for Research – AIR), a D.C. non-profit education policy think tank. And as they state on their website;

“The reauthorization of ESEA (No Child Left Behind) is the nexus of all of our K-12 work, including testing, accountability, teacher quality, finance, data, and school choice.”

COMMON CORE STANDARDS provide COMMON DATA. They were never JUST standards. The Core was always about their SYSTEM.

And No Child Left Behind became the Every Student Succeeds Act (ESSA) as planned EXCEPT the name was supposed to be the Every Child Ready for College or Career Act.

Words have been changed but the core principles remain deeply embedded in FEDERAL law. Yet, the selling point for ESSA was the false claim of a return to state and local control. Or by the term “state” did Congress mean the Special Interest State?

Who governs our schools?

Did this system of exchange of COMMON student data evolve “IN A CLIMATE OF TRUST”? For “MUTUAL BENEFITS”?

Are we ready to put our trust in philanthropic venture capitalists to train our teachers, our leaders, and educate our children? Is the public even aware that the private education industry is already doing all these things? And do people know the extent to which children’s data is being gathered and tracked? Do you know why?

The system our Recovery Act dollars helped build is called a “human capital development data system.”

Now, do we close the door on what we have allowed to transpire and let the Smart Options dictators proceed with their plan?

Do we turn a blind eye and a deaf ear to OUR public education system and let it become a casualty of the Special Interest State? Do we let it become their human capital development system?

Do we really think this is our smartest option?

CBE: The Trojan Horse that Will Destroy Public Education

Posted on October 15, 2017 by Victoria M. Young

Are we looking at a classroom that is conducive to learning, or the delivery system for Competency-Based Education?

At one point in time, many of us saw Common Core as the Trojan Horse sent to destroy public education. But buried deep within its belly is CBE — Competency-Based Education. It is outcome-based education reform by another name —in another form. Just the same, it stinks of decay and ruin. No, the stench is worse.

Read on as my guest, a parent, explains the problems with standards-based assessments and the fallacy behind the label “competency-based education.” The following Facebook comment was spurred by an article about standards-based grading.

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In the real world, subjective assessment varies from person to person, group to group. Book and movie critics, for instance, vary widely as do reviews of plays and performances. Conversely, the correct answers to calculus and physics problems are the same regardless of the “assessor.”

For subjective subjects, a simple grading rubric for assignments used for the past 100 years or more allows the student to understand the keys to success for that assignment and to meet stated requirements. This is an important skill to master; in business one boss’s idea of success may not be consistent with another, and learning to flex your focus or style to please the assessor is a vital life skill.

The Standards-Based Grading article ignores this reality and instead hammers home the need for generic, uniform common core curriculum and regulated, dictated grading so as to strive for identical educational experiences.

Does this not take away the creative and unique ways individual educators can inspire and challenge and mold students according to their own God-given gifts for teaching?

Can we all not remember that special teacher in our schooling that changed us or “turned us on” to a topic that eventually brought us into a career path?

WHAT ARE WE BEING SOLD? Competency-based education?

CBE (Competency-Based Education/Standards-Based) reduces the teacher to a sidelined coach, while the message is delivered by the standardized computer message or electronic text.

Since the days of Greek philosophers the concept of students being instructed and led through thought-provoking discussion to debate and challenge each other has been a successful model. Now suddenly, whether 100 or 2,800 years old this method is no longer valid? Because of iPads and Chromebooks? They are just tools, like wrenches or shovels or chisels or paint brushes; used to make a masterpiece.

The educational masterpiece itself is created by tapping the potential of students for creation of beautiful self-expression and thoughtful debate. Educators who groove on passing knowledge to students are crucial to the process. The educator/lecturer should never be just a sidelined coach that allows the computer to do the instruction.

God help us if we buy into this philosophy.

Further, God help us if we think rote memorization of fundamental math facts and spelling words are not needed and deny they are essential building blocks in the formative grades for advanced skill set proficiency in the latter grades. Writing an essay on a piece of literature requires actually being able to write (penmanship) and to create sentences with appropriate structure and grammar, and to be able to spell words as they flow from the mind quickly.

And, none of the dangers pediatricians are warning of today with regard to limiting device time because of negative impacts on neural network development are mentioned in the Standards-Based Grading article.

Parents: please read and educate yourselves on CBE. It is designed to make students “worker bees” that generation by generation are dumbed down, dependent on the Federal government and unable or unwilling to challenge the “Powers that Be.”

Let’s not forget Jefferson, Franklin and the Founding Fathers were able to gain independence from the England and halt imperial expansion with firepower yes, but overwhelmingly with the Power of the Pen.

Truly free people must have free thinkers, not cookie cutter worker bees that just want enough jingle for a pack of smokes and a Red Bull. The elitists would be happy to write-off most of our kids in this way …

Will you stand by and let them?

Or do you believe in the American dream as I do? That any child, from any home no matter how humble, no matter your skin color or your parental educational level or marital status …. ANY child can use the public education system to the fullest extent – extra credit if necessary – to be ANYTHING they want to be. And if they do, and if they make good choices, in three generations their entire family line can be pulled from poverty and be self-actualized. TRUTH: as long as we fight these ambitious, young, deceitful politicians that seek to suppress your child’s potential.

Are you going to let them do that to your child???? Your grandchildren? Our nation’s next generation?

Stay tuned folks, get informed, participate and show up to make your thoughts known. Let’s engage in thoughtful, respectful exchange of ideas, organize, and do something to CHANGE the overreach by the state and Federal government into our local education system. You can make a difference.

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Thank you to writer, Alyssa Collins (pen name). “Alyssa” is a full-time working mom and a conservative. She isn’t taking the wrongful action of our government/corporate directives in our schools lying down.

“I’ll be organizing routine meetings at local restaurants in the near future to fight CBE, Competency Based Education.”

How Common Standards & Data Collection Became Our Common Problem

Posted on October 15, 2017 by Victoria M. Young

Our common problem with test-based reforms began long ago.

Sold on the idea that common standards will benefit the nation economically, the public — not most teachers, not most parents — the public assisted in the adoption of Common Core National Standards. Together, we created a common problem.

Does the public know who owns them? Do we understand how much data is collected, where that data goes, and what it is and will be used for? And, is it vulnerable to abuse and misuse?

Please look closely at the who, what, and why of Common Core. The safety of children’s data demands we get answers. The answers —the truth— are why The Common Core “State” Initiative must be dismantled.

Who was at the Common Core development table?

On the official Common Core development team, there were numerous people associated with corporate information systems specialists. Information systems companies that already manage our national energy and defense information, data collection, and data mining were represented. That should give us pause.

Does the public approve of private industry holding student information AND being such an integral part of developing “THE” standards upon which the WHOLE public education system will function?

What are the plans for student and teacher data?

Many of the people at the Common Core table also sat on board of directors for Morgan Stanley, Smith Barney, Lehman Brothers, and were associated with Goldman Sachs Foundation. Remember the “too-big-to-fail” financiers? Recall – THEY DID FAIL!

Their failures wreaked havoc on our economy. Then, they ended up sitting on the Core standards development team along with testing, tech, and curriculum development specialists. And we trust them with our children’s data?

The data will be swapped just like real estate. It will be bundled and packaged. It will be traded and sold. It will be used to develop new education fads and products. Sales will line the pockets of those in the industries of testing, technology, and curriculum materials (yup, same industries that pushed “higher, common” standards). We know this is true because it is happening.

In the end, our public education system is to be but a cog in the business of “human capital development.”

That’s their terminology. Students are being seen as products. And teachers will be evaluated and sorted just like the students — based on data.

How much of this data is really necessary for use in our schools? Thus far, no one is demanding an answer. So the threat of standardization through the Common Core assessments and common data collection system has been allowed to become a common problem.

Despite objections and protests, why has Common Core (under a variety of names) continued to direct the education of our nation’s children?

We know why it was pushed; the pushers made money. And there is no doubt; the data being collected is to facilitate a complete P-20W (early learning through postsecondary workforce) system. Common Core is the heart of that system.

Why did we comply?

Beginning with the 1994 Clinton reauthorization of the Elementary and Secondary Education Act (ESEA), “challenging” content standards and testing were federalized —cemented into federal law. Standards and assessments became the education (pretense of) reform rule of the land without question and, to date, without open debate of the truth. Then the 2001 Bush ESEA reauthorization, No Child Left Behind, took the concept further by federalizing national test-based accountability.

The sell job of test-based accountability was in the wording. Want “better student outcomes,” “higher achievement,” to “leave no child behind”? PLUS, you like the idea of “accountability, flexibility, and choice”? …Yes, yes, yes, and yes…. Thus, the public was duped. The nation’s schools complied.

Enter the Common Core “State” Initiative.

Billed as “new” and “unique,” the Core is neither. Promising to bring “success” and make students “college and career ready,” there has never been any proof of that. The truth is that standards alone —“just standards” — don’t improve student achievement. Learning is a much more complex process.

What the Core is certain to do is sell new curriculum materials, new tests, and new remedial materials and programs when students “fail” the tests… The pattern of deception continues.

And the Obama ESEA reauthorization (ESSA – Every Student Succeeds Act) has given the Secretary of Education a new federal tool — the ESSA State Plans approval process — to further our national movement towards The Common Core Workforce Development System.

PURPOSE OF PEER REVIEW.—The peer-review process shall be designed to—

‘‘(ii) promote effective implementation of the challenging State academic standards through State and local innovation…(page 22, PLAW-114publ95 – ESSA)

“Challenging State academic standards” is the tagline for Common Core as is the terminology “college or career ready.” It’s nothing new. Some congressional representatives have been pushing this for decades — ask Senator Alexander et. al.

The Common Core backlash took the developers by surprise so they had to change the name of this 2013 bill to pass it through in 2015 as ESSA.

This is the 2013 bill. Their plan never changed – just the title of the law and some words.

The hope now is that the public will see that at the core of this issue is not our agreed need for some commonality of knowledge; at The Core is conformity to a totalitarian workforce development system.

So how do we stop what has thus far appeared to be unstoppable?

We must challenge the authorities that put “challenging State standards” into federal law where it does not belong.

On the federal level, the challenge begins with the demand to stop implementation of the Every Student Succeeds Act (ESSA).

At your state level, that challenge begins with the demand to see what proof authorities have that the last 30 years of setting “higher standards” and using test-based accountability systems improved schools. Show us the proof.

In your schools, demand to know what data is being collected, where that data is going, what contracts with providers have been signed, and what steps you can take to refuse or opt your child out of testing.

Corporate interests pushed the federal overreach of our laws in order to profit from public education, not to benefit public school children. Their control of our laws is our common problem.

Here’s How A Recent Data Bill Went Through Congress

Three Months Later, The Report Was Released

Is this acceptable?

So, WHAT’S In The BILL? Better question: What is not in the bill?

It is a sad day for the republic.

Please, take a good look at the graphic truth about public education in America.

Look closer at the Graphic Truth About Spending and Outcomes

Total costs DID rise dramatically. So did employees. But why?

Blame the teacher’s union? Not so fast.Look closer at “The Other Half.”

And the Graphic Truth About Our Education “Outcomes”?

We made huge progress — until we stalled.

*Now, here’s a MUST KNOW Small but Essential Piece of Education Reform History*

Where Congress Took A Wrong Turn

Truth Be Told: Education is more than a score!

Before political and corporate leaders pushed their reforms on this nation, we led the world in higher educational attainment.

A Call To Action is Overdue

Why the Urgency NOW?

Public Interest vs. Public Choice

Choice or Coercion?

James Madison vs. James Buchanan

Same Old Fight: Big vs. Smaller Government?

“Subversion of Liberty”? Translation: Sabotage of Authority

Now? Consider this.

Supreme Urgency?

What the report really said about high school and college standards was this:

What A Nation at Risk Did NOT Say

Look closely at the actual recommendations for standardized testing.

The Truth

Getting Back On Course: We Need A Real Wake-Up Call

“Dismantling the public schools is all about control.” Lynn Parramore

And this is where we are:

Dismantling the public schools required a coordinated effort.

STOP the dismantling of public schools.

Political Doublespeak and Orwell’s Advice

Thinking Clearly

An Overview Of the Truth

WAR IS PEACE

FREEDOM IS SLAVERY

IGNORANCE IS STRENGTH

When the Curtain of Deception Parted

Regeneration Requires Reviving the Norm

“Truisms are true, hold on to that!”

Opportunity knocked; the Smart Options group answered.

Look at who was at this table set for 40.

Let’s look closer at THEIR process for transforming OUR schools. Here are some of the other smart people AT THE TABLE.

Who governs our schools?

In the real world, subjective assessment varies from person to person, group to group. Book and movie critics, for instance, vary widely as do reviews of plays and performances. Conversely, the correct answers to calculus and physics problems are the same regardless of the “assessor.”

The Standards-Based Grading article ignores this reality and instead hammers home the need for generic, uniform common core curriculum and regulated, dictated grading so as to strive for identical educational experiences.

And, none of the dangers pediatricians are warning of today with regard to limiting device time because of negative impacts on neural network development are mentioned in the Standards-Based Grading article.

Our common problem with test-based reforms began long ago.

Who was at the Common Core development table?

What are the plans for student and teacher data?

In the end, our public education system is to be but a cog in the business of “human capital development.”

Despite objections and protests, why has Common Core (under a variety of names) continued to direct the education of our nation’s children?

Why did we comply?

Enter the Common Core “State” Initiative.

So how do we stop what has thus far appeared to be unstoppable?

The business and industry-initiated reforms didn’t just bring back an emphasis on memory work to the neglect of all other thought processes. Progress, today’s policymakers say, has to be “measurable.”

Kids, teachers, administrators, schools and school systems must be sorted and ranked based on standardized test scores.

Now, here’s a MUST KNOW Small but Essential Piece of Education Reform History