The Graphic Truth About Our Education System

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

Dead end? 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. NOW, it should be used to demonstrate WHY NO CHILD LEFT BEHIND WAS SUCH A COSTLY FAILURE.

*The following is 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 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-focused) 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 takeover of educational improvement by political and corporate leaders, 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 2016, we went FROM being second only to Canada (36% to their 40%) TO having four other countries surpass us.

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.

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

“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.

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: Bill Gates & Education Reform

Education reform leaders like Bill Gates have disrupted our public schools without considering how their plans disturb the education of children and upset the lives of families. Repeatedly, political and philanthropic leaders force change on our schools without any meaningful open exchange of ideas with parents and educators.

They are in control of education policy. Education policy controls how our public dollars are spent. How our money is spent does matter. Policy — coming down from above — matters. The education reform oligarchs driving their agenda into our laws are the ones ultimately governing our schools.

So it behooves us to look closer at Mr. Bill Gates’ perspective.

Bill Gates’ Views On Public Education Compared To My Perspective — As Just A Parent

Mr. Gates…

From what Mr. Gates said, he sees the philanthropic role as being “to shake things up” and fund pilot programs. He says he sees philanthropy as having a “super-narrow role” because the reality is that the public is footing most of the costs.

But what Gates sees as a primary role for philanthropists I saw, beginning in the mid to late 90’s, as a primary problem.

No one had clarified the concept of what exactly a “pilot program” meant.

In this case, the use of the word “pilot” means that children serve as a “trial unit for experimentation.” … The big question becomes: how many were set up for future failures because of pilots gone wrong? From Education’s Missing Ingredient: What Parents Can Tell Educators

The people piloting failed programs didn’t send in cleanup crews. There were no “Super Fund Site” signs going up at my neighborhood schools. But if a person thinks that little learning is actually going on in schools before they step in, they might consider any harm done as insignificant. That may be the case with Mr. Gates.

“K to 12 is partly about babysitting the kids so the parents can do other things.” Source: The Hill, 2010

Wow! Really!?! And I thought that educated mothers around the world wanted their children to get a good education. I believe that is the major reason parents send children to school.

Parents want their children to enter classrooms where the teachers are happy about doing their job and they are enabled to do it well. … Parents want to have a say in how and what their child is taught. From The Crucial Voice of the People: Education’s Missing Ingredient, 2nd edition

So how do we view the school improvement problem?

Bill Gates believes “The key problem is political will.”

What I believe can’t be so simply stated. I believe in “the political principle” as an ideal that politics has failed at miserably.

The political principle is the belief that when decisions are made affecting you or your possessions, you should have a role, a voice in the process of that decision-making. …

And time and again, politics has proven itself to be an irresponsible driver of educational progress.

That quote is based on statistical analysis of the rigor of standards and their lack of correlation to student achievement.

And while standards-driven, outcome-based education reform was not Bill Gates’ brainchild, he has become the political and financial driver of the movement. He believes “that stronger standards will help more students live up to their potential.”

For decades, the faith in setting standards as a reform is what politicians and much of the nation agreed to spend education reform dollars on — “ever – higher” standards and the tests to determine achievement outcomes. On this topic, I believe in the historical evidence uncovered through my own research and the facts provided by people a whole lot smarter than I.

But ignoring all that, federal and state policies cemented the idea that standards are the necessary first step in education reform without considering the historical and statistical evidence demonstrating that the standards/outcome-based theory is incorrect.

So when did Bill Gates jump into the education reform arena? Exactly? Well, that’s hard to pin down but what is important to know is that by 2006, Mr. Gates had become the most influential person in education reform policy in America.

What probably matters more is who influenced the influencer?

Here’s a brief look at a few major players…

  • 1986 National Governors Association (NGA) meeting, Chaired by then Governor Lamar Alexander, Marc Tucker (from Carnegie Forum on Education and the Economy) made his case for “the necessary revolution in school policy” (p82)
  • 1989 Marc Tucker (National Center on Education and the Economy – NCEE) reached out to President H. W. Bush promoting the restructuring of schools, setting of national goals, and focusing on workforce training “To Secure Our Future: The Federal Role in Education.”
  • 1990 Tucker’s NCEE publication “America’s Choice” continued the push for benchmarked standards in order for the U.S.A. to remain competitive in the global economy. Marc Tucker clearly urged leaders to focus on output measures at the Task Force on Education Workshop chaired by then Governor Bill Clinton (Tucker minute 33:30).
  • 1992 Marc Tucker penned his infamous “Dear Hillary Letter” that became part of Congressional Record (p353) submitted by Representative Bob Schaffer in 1998. (Here is an easier to read copy.)

With political figures including Bill and Hillary Clinton on board with the Outcome-Based Education Reform Movement and then Secretary of Education Lamar Alexander cheering the first federal funding earmarked for World Class Standards/Academic Achievement Tests (p93), the federal role in education expanded.

  • 1996 The Education Summit brought together governors and business with education and community leaders. Their mission: To start a national effort to establish high academic standards, assessments, accountability and improve the use of school technology as a tool to reach high standards. As the story goes, this meeting gave birth to Achieve, Inc.
  • 1997 Lamar Alexander & Bill Gates address the NGA Lamar Alexander mused about how it could be that, after all the years of trying, with the governors “leading the charge” and pouring money into “their plan,” charters and standards had not improved education. Alexander’s answer: “We have been too timid.”
  • Bill Gates talked about “digital nervous systems” able to improve the quality and efficiency of public services and provide citizens with access to more knowledge in the “Information Age.”

Bill Gates Steps In — Officially

1999 Gates co-founds the Bill and Melinda Gates Foundation. Among many other things, they provided funding for Achieve, Inc.

The Gates Foundation became a continuing financial supporter of Marc Tucker’s projects at NCEE.

2001President George W. Bush signed No Child Left Behind into law.

2005 Bill Gates co-chaired the National Education Summit on High Schools. Gates emphasizedthere is crisisour schools are obsolete—and a new design is required.

Influence & The Gates Foundation Agenda

One author put it this way…

The Gates agenda is an intellectual cousin of the Bush Administration’s 2002 No Child Left Behind law.

In 2006, with Bill Gates viewed as more influential in education policy that President Bush, the only two government institutions on equal footing with the Gates Foundation were the U.S. Department of Education and Congress…..NOW?

Some players have changed. Who governs is the question.

For Gates to amplify his philanthropic influence, all he needed to do was gain control of Congress and the U.S. Department of Education. … With Marc Tucker as one collaborator, education leaders were trained and placed in the U.S. and many State Departments of Education.

Influencing Congress? It only requires the multiplication of think tanks, organizations and their lobbying efforts.

Now, if you look back at the video clip at the top of this blog (minute 3:18), Mr. Gates chuckles about philanthropy being “so big we could take” over.

  • 2006 The Data Quality Campaign Launched at the Data Summit — supported by the Bill & Melinda Gates Foundation. The campaign promoted their “ten essential elements” of a longitudinal data system, which included the ability to match student records between the Pre-K and post-secondary systems.
  • 2009 Bill Gates explained at the National Conference of State Legislatures that a thorough data collection system is the best way to track student success. And people, like Parkway, Ohio school board member, Ryan Thompson believe…

“It would be very hard to identify a particular student.”

You be the judge. The following screen shots come directly from documents about data collection and sharing pilot programs put in place simultaneously with Common Core Standards. 

SOURCE Department of Labor: It clearly states (middle of 2nd paragraph), “Ultimately, databases developed through WDQI should be linked to education data at the individual level.”

The years between 2009 and 2014, the Common Core years, created murky waters in the swamp.

Exactly when and how the Workforce Data Quality Initiative (WDQI) arose is probably a story for another time. What is important to know is that real concerns exist for all citizens, particularly for parents wanting to protect their children’s data.

Is the Department of Education addressing parent concerns? How about Congress?

The bill before Congress known as the “Foundations for Evidence-Based Policymaking” (FEPA, H.R.4174) was pushed through the House without debate. The foundation it puts in place is a mega federal database without mention of education data — but that is the plan. Next up will be the College Transparency Act (CTA) which overturns the ban on a federal student record system.

This is the Gates agenda. But go back and read the Dear Hillary Letter. This is the Marc Tucker plan. Is this America’s choice?

“It is not unfair to say that the Gates Foundation’s agenda has become the country’s agenda in education.” Michael Petrilli

To date, leaders have brushed citizen concerns aside and done what they want. That leaves me wondering; is it too late to regain control of schools through civil disobedience? Will that work against an oligarchy?

One thing is certain; our representatives are driving policy while under the influence.

“Smart Options” & the Revolving Door of Common Core

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 #4By 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

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.”

America: Why Not Stop the Corporate Abuse of Children?

For decades corporate abuse of children in our classrooms has gone unchecked. Sound overly dramatic? Think again.

The global education corporations running the show know exactly what they are doing.

They read information like this, Stressed out: the psychological effects of tests on primary school children, and continue about their business.

“The overall prevalence of test anxiety in primary school children is on the increase and it is fairly common for children at the end of primary school.”

Yes! Magazine Test-based accountability systems include competency-based, “personalized” learning, and social/emotional learning (SEL) to name a few.

The article tells parents and teachers what they can do to reduce test anxiety. But is accepting this advice the right thing to do?

Is the emphasis on testing justified?

Think about the results. Both quality time with parents and instructional time with teachers is lost to corporate rule in our classrooms.

Tests are taking precedence over commonsense.

Is this abuse of children, or not? Still believe all the testing is necessary? Well, consider this. If the quality of instruction is what is important, have the tests improved instruction?

“Is High-Stakes Testing Working?”

As Jonathan Supovitz reminds us, the cornerstone of U.S. federal education policy (NCLB 2.0/ESSA) is test-based accountability systems….based on theories.

The truth?

“The data from high stakes tests are…. insufficient for individual-level accountability and provide meager information for instructional guidance.”

Misuse is abuse.

So have you heard, “the tests are not good enough”? Do you believe “better tests”— the next generation computer-adaptive, personalized, more frequent (embedded) tests — are the answer? That has not been determined. Yet the testing has been bought. And, there are plenty of valid reasons to just say, “stop.”

“Research has long indicated that test anxiety impairs student performance. More recent research indicates that taking a test in a CAT [computer-adaptive test] format can affect the ability estimates of students with test anxiety. Inaccurate measures of ability are disconcerting because of the threat they pose to the validity of test score interpretation.

Society has placed a high value on test scores; yet, their interpretation may not be valid.

What these “new, better” test do—with certainty— is profit corporations.

“…test sales have grown from approximately $260 million annually in 1997 to approximately $700 million today — nearly a threefold increase.” [or higher, now]

Profits up; student achievement flat. Test-based accountability isn’t being done “for the students,” as they say.

Has the public simply missed seeing the signs of corporate abuse in education reform?

CITIZENS: look closer, please. The abusive nature of testing is going way beyond whether or not a child can read and do math. In this data-driven world, every child’s future is at risk of being determined by an algorithm.

The venture capitalists of 21st Century Schools pushed technology into classrooms to collect every bit of data they can — on the whole child.

The worlds’ “leading learning company,” Pearson (U.S. division McGraw-Hill), continues to lead us. Our lawmakers continue to follow. It’s coercion. It’s corruption. It’s corporate abuse of our political system…..and of our children! And there is more to come.

Pearson Acquires ADHD Testing Company BioBehavioral Diagnostics

On August 27, 2013, global education company Pearson plc announced it had acquired BioBehavioral Diagnostics (BioBDx) and its flagship Quotient System, a computerized attention deficit hyperactivity disorder (ADHD) assessment and management system approved by the U.S. Food and Drug Administration (FDA) in 2002 to aid in diagnosing ADHD. Financial terms of the transaction were not disclosed.

For Pearson, the acquisition provides an entry into health care markets, . . .

Do you think the data collected on school children now could be used against them when it comes to …say… insurance costs in the future?

We are taking immediate steps to strengthen support for current Quotient customers and expand our outreach to healthcare professionals,” … “We also look forward to introducing the Quotient ADHD Test to mental health and education professionals in both clinical and school settings.”

“ADHD is the most common neurobehavioral condition in children, and symptoms persist into adulthood in approximately 60 percent of cases.”

Knowing that ADHD “may have serious consequences” including “job failure,” can you see where data collected today could affect a child’s job prospects in the future?

Byron Hewett, Chairman and CEO of BioBDx, said,… “Our team has deep expertise in the diagnostic world, and we believe Pearson will benefit from that expertise in the years to come.”

No doubt, Pearson will benefit. The question is, should they benefit off American taxpayers in the name of public education reform? And is there any stopping them?

Protecting America from corporate abuse is about to get a lot harder

“From Enron to the financial crisis to climate change, the last two decades have seen abuses and failures of private industry on a world-historical scale.”

When Big Corp buys Congress, laws will perpetuate — not help solve — our problems. Everyone knows that, right?

But does the public understand the gravity in losing our public education system to the global corporate elite?

“Future Ready Schools” is supported by OUR U.S. Department of Education in the effort to have superintendents “commit to foster and lead a culture of digital learning.” Is this the public-private partnership we want to invest in?

Is this news that Americans have not heard? Is that why America is letting its public schools be taken over by groups like “Future Ready”……

….who are working to replace teachers with technology while calling it “a transition to personalized, digital learning”?

 

Folks, if you say “no” to these corporate abuses, forcing Congress to represent us is the only peaceful “check” on corporate power we have left….It won’t be easy. Congress needs to undo what they have done.

“Congress Passes Psychological Manipulation in an Education Bill”

Sound far-fetched? Not any more, it doesn’t. The education industry is showing their cards for all to see. And for the author of this article, Anita Hoge, this is deja vu….in nightmare form, I’m sure.

As a parent, she fought against outcome based education in the ‘90’s. She filed a complaint using the Protection of Pupil Rights Amendment to stop the psychological and psychiatric testing and treatment in our classrooms . Well, IT’S BACK! And she is back in the fight. Here’s why:

“Speaker Paul Ryan pushed the passage of Every Student Achieves Act legislation through Congress along with Senator Lamar Alexander, Chairman of the HELP Committee.” …

Anita’s call to action…

“Parents — the social, emotional, and behavioral aspects of your children are being monitored, evaluated, and CODED.”

Where does the information go? What will it be used for, and by whom?

We don’t have the answers, do we? But we all know that data CAN’T be fully protected. That puts children at risk…for life. Seriously.

So Anita, parents, and citizens across the United States are requesting….

“…an immediate injunction to stop the implementation of social, emotional, and behavioral standards and interventions that have been codified in the Every Student Succeeds Act (ESSA).”

“…Secretary DeVos to immediately take steps to prohibit teachers from carrying out the intrusive psychological and behavioral techniques named in the legislation to be used in on America’s children in American classrooms.”

“… President Trump call for an immediate injunction to stop the implementation of ESSA by Secretary DeVos and to request a repeal of ESSA.”

After 15 years of No Child Left Untested, I don’t know why America hasn’t stopped the corporate abuse of children in our classrooms.

“…corporate abuse of our political system has led to abusive testing practices in our classrooms.”

THAT is the God’s honest truth!

 

How to Identify an Enemy of Public Education

How the Democratic Party Became an Enemy of Public Education” explained how both Republicans and Democrats are selling the idea that private-sector education reforms have the best interests of all our children at heart. They don’t.

Advocates for private entities controlling the public schools have completely ignored facts, research, and us. The consequences their policies have on our schools, communities, and children are harmful. The leaders of this private-sector education revolution know what they are doing. And they don’t care about the harm being done. They aren’t accountable to any of us.

And never forget, both Republican and Democratic leadership have no faith in the idea that We, the People, have enough brainpower and manpower to fix our own problems, in our own schools. Those in power trust Washington D.C.’s think tanks and education industry corporations to come up with “innovative” education reforms to sell to us.

Bull roar. These influential people pushing the levers of power are destroying our public education system. Their latest innovation? The claim to be proposing “progressive” or “centrist” education reforms for the Democratic Party. The truth; their agenda is neither. And they are paying the “grassroots” to advocate for them. It’s being done through confusion, propaganda, and indoctrination.

Progressivism supports making progress towards solving social problems.

Progressives advocate for the best solutions based on the latest information.

Progressives expect the political system to respect the scientific method of problem solving.

Progressivism is hard to define because progressive principles change based on evidence.

Important to discussing this further are the following points from “How the Democratic Party Became an Enemy of Public Education”:

  • President Clinton focused on “education and the economy,” and put standardized testing and federal money for charter schools into federal law.
  • Billionaire Eli Broad supported the Clinton’s agenda.
  • Bruce Reed, co-founder of the (“centrist”) Democratic Leadership Council, was advisor on education policy for Presidents Clinton and Obama before becoming the head of the Broad Foundation education efforts.

 

Here’s where the story really picks up steam.

After George W.’s election, the Democratic Party felt the need to seek a stronger focus and more money. At that time, the view of Democrats was…

“They don’t put big corporate America first.” LINDA NECOCHEA

And…

“the Republicans, on the other hand, seem to favor big business.” JUNE BRINES

Meanwhile, key Democrats complained.

”We don’t have the money [to compete with the Republican Party].”

Al From and Bruce Reed of the Democratic Leadership Council stepped in to redefine the Democratic Party. They had help.

An ally of Mr. From and Mr. Reed, Will Marshall, leader of the Progressive Policy Institute (think tank), said the party must…

”show that we can make progressive government work.”

The Democratic Party leaders went with the Clinton mantra to — ”develop a strong economic message.” Message. Not strong policy for the middle-class. Message. We got messaged.

Democratic Party leadership went after the money. In the process, they played politics with our lives, just like the other party. The people have been wronged— from both sides of the aisle.

Democratic leadership sold their souls….or more accurately, they sold our children’s neighborhood public schools. The policy pushers?

The Progressive Policy Institute …

“a Democratic Party-aligned policy shop that promotes…“market-friendly” economic policies. It claims to advocate “a philosophy that adapts the progressive tradition in American politics to the realities of the information age.”

Progressive tradition? The realities of The Information Age? What? The age when we no longer trust any information without first following the money? And, the money flows to both “sides.” In a money-driven system, R or D doesn’t matter.

Every organization on this list is an enemy of public education. Their actions speak of standardization, privatization, and they are dismantling the public education system under the guise of “reform.”

What is important is knowing the main players in private-sector education reforms.

That’s how you know the enemy, by the company they keep.

Unfortunately what started with single individual enemies of public education became multiple well-funded armies of advocates.

“We outline the many overlapping connections in this echo chamber of advocacy groups, think tanks, and media outlets that are increasingly funded by a handful of conservative [and neo-liberal] billionaires and for-profit education companies — often without proper disclosure. These groups are driving the education privatization movement forward by co-opting the education reform mantle.

Time Magazine, 2010.

And no story about the battle over education reform would be complete without this out-sized, outspoken enemy of public education — former D.C. Chancellor Michelle Rhee.

Knowledge of the funding for her organization, StudentsFirst, was under wraps for a long time. Why is $he important?

“At long last, Michelle Rhee’s funders revealed.” Rhee “received $500,000 [half a mil!] in startup funding from philanthropists Eli and Edythe Broad’s Broad Foundation….”

Oh, the Billionaires Boy’s Club. Broad is connected to Rhee. And the replacement for Rhee at StudentsFirst, Jim Blew, previously  (still?) worked for the Walton (Walmart) Family Foundation. Now, StudentsFirst has merged with 50CAN. Blew explains the arrangement,…

“50Can is stronger in advocacy.”

The plan is set. 50CAN is hiring. And just to clarify how this all works…

Blew said, “We need to always assure our donors that we’re using their money as effectively as possible. We’re completely dependent on these donors.”

So the man in charge of 50CAN is Marc Porter Magee. He’s connected every which way. It’s an all-in-the-family deal with his wife, Common Core proponent, Kathleen Porter Magee, and brother Michael Magee, CEO of the non-profit Chiefs for Change.

Photo of Marc Porter Magee provided by the Walton Family Foundation (an enemy of public education).

Brother Michael Magee sees

“turnover in education leadership is a problem” [he] hopes to address in his new role.”

That should be easy enough with Eli Broad (through Bruce Reed) already in the leadership building business.

Win, win —for them. What about us — the public?

Marc Magee’s 50CAN organization will be training advocates to push their agenda for education reform throughout our nation. How important is this? That’s for you to decide.

This is what the education gadfly reported.

Marc Magee “cut his teeth doing D.C.-based think-tank work.” The think-tank?

“Progressive Policy Institute, the think tank that tried to create policies for the ‘new’ Democratic Party.”

And Magee had plenty to say for himself. He spoke of…

the real problem we need to solve. It’s not that our urban schools and traditional districts are ‘failing.’ It’s that our traditional approach to education plateaued around the 1970s, and we’ve struggled to make meaningful progress since then.”

——–THAT IS A LIE. A distortion of facts. Our public education system was on a steady trend of improvement with a significant narrowing of the achievement gap that extended well into the 1980’s. THEN political leaders became the drivers of education “reforms.” THAT is when dissatisfaction with public schools began trending up (along with the cost$). They used us!

The truth? None of the private-sector education reforms —not standards, assessments, accountability, technology, charters, or vouchers —were ever based on facts. It was all about the information age, the knowledge economy; it was all about the money. It was never about all “our” children.

The enemies of the public education system aren’t reforming schools; they are dividing and destroying. They aren’t looking for a centrist position. They aren’t making progress on education reform. They don’t even accurately define the problem.

Real reformers understand that the battle for the soul of our education system is the battle for the belief —the promise— that we will constantly fight to overcome “separate but inherently unequal.” Only an effective continuous school improvement process can do that —within a responsive and responsible PUBLIC system.

Corporate-Elite Totalitarianism: Creeping or Leaping Toward a Totalitarian State?

Some people believe the United States is already a totalitarian state. If that is our reality, it doesn’t mean we can’t regain our status as a republic.

Corporate totalitarianism means total control by corporate interests…. What’s happening in the United States today is a corporate coup of the U.S. government, and anyone who isn’t grieving that must not be looking.”  Corporate Totalitarianism, or Not, Opinion by Marianne Williamson

Well, let’s look deeper.

We can’t beat back what we don’t understand.

Totalitarian power by definition is considered to be…

“…of or relating to a political regime based on subordination of the individual to the state and strict control of all aspects of the life and productive capacity of the nation…”

I’m sure that during the Kennedy presidency, foreign totalitarian regimes were the concern. But what JFK stated back then can be used in the fight we must take-on today. To win this battle, our citizenry …

“[It] requires skilled manpower and brainpower to match the power of totalitarian discipline.”

Kennedy was discussing education when he made the statement above. Now, with corporate-elite totalitarianism being an internal threat to our nation, people must recognize and resist conforming to corrupted laws for the sake of conformity. When the corporate-elite coup is focused on our lawmaking process, that is where it must be stopped.

We need brainpower? Not a problem. But, whom are we matching wits against? And how powerful is their discipline, their control over us?

That is where my passionate support for public education keeps me digging for answers. And I don’t like what I have found.

When the public education system is completely controlled and directed to focus on the “productive capacity of the nation,” then we are concentrating our manpower and money on one of the corporate-elites’ endpoints — the production of their manpower supply. This is where we must focus our brainpower and consider what purposes we expect a public education system to serve.

Children do need to be employable. We all understand that.

But what I don’t get is the public’s willingness to let education be narrowed and controlled —made into a test-and-sort, data-collection system— to fill corporate workforce needs.

Who governs?

We know that currently, under the rule of law, corporations are considered people (people who never die). However, corporations alone can’t pull off this coup over control of public schools.

Organizations of all kinds, with a variety of political ideologies, have jumped on the “education reform” bandwagon. They are the ruling elite — ultra-rich individuals and foundations of all structures, sizes, and attractively deceptive names. And they are hiring people, just like you, to work on promoting and selling their agenda. (Recognize astroturf?)

Are we sure we want these groups — under the guise of philanthropic efforts and state control — in control of our productive capacity?

Consider this.

In The True Believer: Thoughts on the Nature of Mass Movements, Eric Hoffer explains that—

“… propaganda articulates and justifies opinions already present in the minds of the recipients.”

Now, think about this: How many parents have been frustrated at one time or another with something that happened in their public schools?

How many business owners have been frustrated at one time or another by hires who didn’t seem adequately prepared for work?

Same question, professors and college students, etc. … I’m NOT saying there is a HUGE problem; I’m saying there are some underlying unaddressed social tensions associated with public education. There has always been a constant desire to improve schools — as there should be. But that fact has been used against us.

Hoffer illuminates how leaders play on our emotions —

“…leadership articulates and justifies the resentment damned up in the souls of the frustrated.”

Because of frustration, we are vulnerable.

With the illusions of education reform thrust upon the nation, the massive changes aren’t fixing the real problems. The pseudo-reforms are only feeding the corporate State. And, yes, that is state with an authoritatively capital “S.” It is the Special Interest State that we all recognize exists.

America was given a choice long ago, but it was an “either/or” choice. (America’s Choice: High Skills or Low Wages) That’s a propaganda technique that creates a false dilemma. You have only two choices and you MUST pick one. It looks like we did. But there is nothing wrong with admitting we made a bad choice. Good leaders do that and then work to set things right.

Where have all the true leaders gone?

The State — Big Money running what we used to call Big Brother (our government) — is no longer a republic. As Chris Hedges explains in Our Invisible Revolution,…

“Our shift to corporate totalitarianism, like the shift to all forms of totalitarianism, is incremental. … The ‘consent of the governed’ is a cruel joke. Barack Obama cannot defy corporate power any more than George W. Bush or Bill Clinton could.”

However, WE can defy them. You see, I believe this because of what I see. I see a corrupted federal education law that must be stopped. It can be stopped.

The “new” education law, the Every Student Succeeds Act (ESSA), is a perfect example of persisting totalitarian creep into the education of the next generation. ESSA continues the marketable propaganda of No Child Left Behind — accountability, flexibility, and choice — with the promise of State control. All the while, it’s moving the corporate-elite agenda of privatization forward by leaps and bounds. The law furthers corporate-elite control over what is becoming their workforce development system.

Between the Koch Brothers outright contributions, the ALEC (American Legislative Council) laws they push, and their funding of astroturf groups, these brothers will be hard to contain.

And now, it is obvious that the public education system is being used for other purposes. Here’s how.

We bought the plan to focus education on standards and outcomes. Standards control what is taught. Outcomes determine what needs reforming. Sound too simplistic? It is. But it worked for those wishing to control the system.

As we focused on math and reading standards for two decades, civics education suffered. …  Reformers to the rescue!

The Koch Brothers Sneak into School. It’s real. It’s legal….and you are paying for it.

In addition, ESSA (a law pushed without the Consent of the People) establishes a Presidential Academy for civics instructors. Innocent enough? Perhaps. BUT when accountability for education is being left up to “the State,” who’s to say? How narrow will the civics instruction be? Who will be controlling the content? And who is training “our” educational leadership?

Convinced that this is some serious stuff?

Well, let’s look further at totalitarianism. It can be defined as…

“…tending toward monopoly.”

And there is no doubt; whether it is Bill Gates or the Koch Brothers, Big Money has monopolized education policy — from State to Federal and Federal to State — including local policies through the training of parents and school board members. This is the problem many of us have with Common Core National Standards. They aren’t just standards. They are based on a vision for a totalitarian workforce development system paid for by the public but privately controlled. The corporate-elite created the Common Core System. (America’s Choice?)

So, who is in control of the education of the next generation?

“Controlling information and controlling dissent are part of what goes into maintaining a totalitarian state,” said Jerrold Post, director of the political psychology program at George Washington University.

See why the public education system is such a big prize?

The anti-Common Core groups are fighting hard. The anti-high stakes testing groups are still battling after over two decades. Anti-charter/voucher groups are on the rise. Their individual efforts deserve our respect and admiration, but it hasn’t been enough to stop the coup.

To date, federal education law continues under the control of the corporate-elites. We are still only minor players.

“Through their control of politicians, political parties and corporate media, they do everything necessary to make sure that political candidates who resist them get nowhere near the levers of power.” Marianne Williamson

We, the populace, are rising. But,…

“An uprising that is devoid of ideas and vision is never a threat to ruling elites.” Chris Hedges

That is where the ideas and visions of JFK can still serve us well.

The fight for equal educational opportunity has been brought to the schoolhouse steps before.

Totalitarian discipline did creep into education law. But we don’t have to comply with it. Civil disobedience is needed at every opportunity.

Reinforcements are a must. All the groups out there saying they are fighting against corporate-elite rule need to recognize where their strength and numbers are needed most. We know the corporate-elite takeover is real. We have the brainpower to match theirs. What we lack is the collective manpower focused where we can make a huge difference right now…. and in the future.

Join forces. Help stop the escalating takeover of our public schools.

Rural America in the Crosshairs: A New Frontier for Profiteers

This is my plea to rural America and to all the people who carried Mr. Trump into the White House. Please remember your power and use it well. Don’t let corporate interests ruin our American small-town way of life.

Preserving our public education system is at the heart of this battle. And the public can both preserve and improve our schools…Why close them or leave them behind?education-reform-quotes-1

This past election season should give us hope. In Massachusetts (the state that has proven that true education reform is possible), voters said “NO” to lifting the cap on charter schools. Why?

“…almost all of the fiercest Question 2 opponents were cities and towns whose public schools are losing money to charter schools.”

And as one principal expressed…

“Community members and parents I talk to want to fight for the resources to improve the public schools we already have rather than opening more schools.” He [Peter Bachli] added, “It’s as if the refrigerator light went out and instead of fixing it you bought a new refrigerator.”

Many people are considering the consequences of “school choice” as we now know it. Charters, school vouchers, and technology are the main products being sold to fill the gaps in education decisively created through our laws. Yes, the market was created.

To make a buck (or billions), the education industry under the guise of education reform has put a price on the heads of children — again and still. Urban markets were tapped first. Now, schools in rural America are in the crosshairs.

But rural America doesn’t have to go the way of America’s urban districts. Not if we learn from their experiences.charter_charterfigure1

And here in Idaho, we can learn from other small towns that have all but been destroyed by our modern-day version of “school choice.”

My hometown of Albion, Michigan is a perfect example. Crippled economically by unfair competition leading to de-industrialization, families paid the price for “globalization” (a nice code word for the development of multinational corporate monopolies).

At the same time, the farce of test-based reforms in K-12 education fueled the development of school choice laws.

So with 80 percent of charter schools in Michigan being for-profit schools, the education industry profited at the expense of American small-town traditions. Gone were the Friday night football games. Gone were the Christmas programs. Gone were the opportunities to gather in local businesses after school events — because — gone were the schools. They were closed. Kids are bused elsewhere.

The fabric of the community was shredded.

Rural America, I’m not crying wolf. Rural schools ARE in the crosshairs of the education industry. The plan is well underway.

Step 1: Direct funding

a-new-frontier-pg-4-2014-08-29-at-10-34-39-pm

FROM A New Frontier: Utilizing Charter Schools to Strengthen Rural Education  by Andy Smarick http://files.eric.ed.gov/fulltext/ED553987.pdf

Step 2: Get state law in line

AND open the door for philanthropic venture capitalists. Those with an interest in "success" of these charters will use their money to ensure "effectiveness" can be demonstrated. (Idaho State Law)

AND this opens the door for philanthropic venture capitalists. Those with an interest in “success” of these charters will use their money to ensure “effectiveness” can be demonstrated.

idaho-state-charter-law-2016-11-29-at-3-41-54-pm

An application needs an “estimate” for the first year. What happens after the first year?

idaho-state-charter-law-2016-11-29-at-4-00-01-pm

Remember, these are federal grants of taxpayer dollars.

Step 3: Coordinate federal law …(while claiming more state and local control)…

essacharterfacilitiesstate-2016-11-29-at-9-42-09-am

This is the Every Student Succeeds Act (ESSA Public LAW 114-95). Why does the federal government feel the need to tell states how to fund charter schools?

essatransportation4charters-2016-11-29-at-11-35-53-am

Eyes will be on the start-ups in the beginning. But how long will the watchdogs keep watching?

Step 4: “Grow-your-own” market even when that means you direct funds AWAY FROM IMPROVING SCHOOLS….really.

YES, this does say to FOREGO improvements. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what regular public schools used to offer.

YES, this does say to FOREGO improvements. THIS IS ESSA. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what was removed from regular public schools.

The decades-long standards, assessment, accountability, and technology movement continues making “choice” a moneymaking instrument easily sold to freedom-loving people.

For Idaho this began in the 1990’s with the Albertson Foundation sponsoring the development of “new” standards. Then came the assessments and accountability mechanisms to spawn competition between schools thus creating a market for “choice.” They focused their money and our laws (and money) on standards and testing for math and reading at the expense of better quality education. Their vision. Their plan. Their lobbyists that created “our” laws that in turn foot the bill for education products to fix what they helped ruin.

Now, they have much of Idaho believing we don’t understand “what policies and practices are likeliest to help” improve our rural schools. That simply is not true.

In January of 2013, one conclusion of state research was that our rural schools wanted their teachers to have the opportunity to obtain multiple certifications. Administrators wanted to improve the quality of their teaching workforce.

Instead, in August of 2013, the Albertson Foundation brought in out-of-state experts to examine OUR rural schools.

They found a new frontier — for rural charter schools — based on “the fantastic work done by charter management organizations” and “human capital organizations” like The New Teacher Project…..Wait? Who?

screen-shot-2016-11-30-at-2-09-16-pmLet’s be clear. We are talking about philanthropic venture capitalists. These are the same people who put their money (and ours) on Common Core.

You think Common Core is simply going away because Mr. Trump doesn’t like it? Not when those who teach the teachers, develop the leadership, and lobby the lawmakers are in control. The Common Core System is in place. With the change of a name, in the blink of an eye, we still face the same problem of no real local control. Charter schools are not the answer to that problem.

And there seems to be a belief that charters will only come in where they are needed and wanted. Can the public just say no and have it be so? Ask congress.

Federal law - ESSA - gives the Secretary of Education POWER!

Federal law – ESSA – gives the Secretary of Education POWER!

screen-shot-2016-12-01-at-2-43-51-pm

In Idaho, our state board has the POWER also. Idaho’s State Board is not elected; they are selected!

 

So knowing how the laws have been fixed to profit the charter industry, as I traveled across rural Idaho over the Thanksgiving weekend, I tried not to think about it. But unfortunately while passing through one small town in particular, a horrible thought struck me. How long would it be before the food chain consisted of ConAgra, Monsanto, and Walmart?

And what will the schools be like under this new world order? Well, if the purpose of education is workforce development, we know who’ll be calling the shots.

10389690_773525136032161_985265226383217614_nOn the other hand, I’m not convinced that corporate America will trump rural America.

Will America be made great again by those who control the schools?

Will rural America choose to give control to the same people who manipulate our laws to benefit their industry?

Or will rural Americans reclaim the “new frontier” as their own?

How will we see success?

screen-shot-2016-11-30-at-10-50-52-pm

Crosshairs added with the help of a friend. Photo from Harvesting Success: Charter Schools in Rural America brought to us by the “National” Charter School Resource Center and SAFAL partners (a consulting firm with “deep domain knowledge in the charter section, human capital management systems, and next generation learning.”….Rural America, are these the people you want managing your children and grandchildren?

“Let’s have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.” — Abraham Lincoln

P.S. Special thanks to the undistinguished Americans that go unacknowledged for the extraordinary research they selflessly do everyday (without pay) in an attempt to enlighten all of us. I for one appreciate their contributions to this blog.

Magicians and Politicians

What do magicians and politicians have in common?

Sound like the lead-in to a good joke? It isn’t. Magicians and politicians share a common trick based on the idea of focusing people’s attention on one thing so they can do something else and get away with it.

For magicians, it’s all in good fun. No harm; no foul. With politicians, it’s time to call “FOUL” on these masters of misdirection.

“The technique of misdirection, which is most notably and professionally practiced by magicians, is also a highly valued technique employed by politicians.”

Manipulation of the public is a valued political technique!?!

“As magicians have long known and neuroscientists are increasingly discovering, human perception is a jury-rigged apparatus, full of gaps and easily manipulated…A great deal of the success of a piece of magic is simply getting the audience’s attention and sending it to the wrong place…Magic shows are masterpieces of misdirection.”

“…people have a pronounced tendency to miss things that are happening right in front of them.”

“…we miss things simply because we aren’t looking at them.”

“…there’s a value in simply coming to grips with the gaps and limits in our awareness…”

quote-you-never-let-a-serious-crisis-go-to-waste-and-what-i-mean-by-that-it-s-an-opportunity-rahm-emanuel-8-91-00People are growing more and more aware of the way politicians use a crisis —a distraction—to push through some law or take some action that leaders likely know the public would not accept under normal circumstances.

With the Great Recession in 2008, it was the Quiet Revolution in education policies (Common Core Initiative, robust data systems, outcome-based teacher evaluations, and school closures) that skipped across the national stage while our focus was on the fiscal cliff. And six to seven years later, once these policies were well in place in the states, it no longer mattered that they were finally noticed and dissension arose….too little, too late. And we continue to be played for fools — mostly unaware.

To purposely change a major national policy at a time when it is least likely to draw attention is a low blow in a country supposedly based on the Consent of the Governed.778270The only thing lower than taking advantage of a bad situation is to purposely create distractions.

“Distraction and misdirection are very close (and are sometimes used to mean the same thing). In distraction, you manage something that the other person notices. In misdirection, you more deliberately direct their attention (although not always obviously).”

At this point, we should question both political techniques and motives.

In today’s society, thinking critically and being vocal about a dissenting view puts a person at risk of being called a conspiracy theorist. But think about this, politics as we know it involves deception.

“To some degree, politics has always involved deception….Media bosses demand a constant flow of material, which ensures that much reporting remains undigested. Customers want speed or will click elsewhere; competitors spew their own undigested news, and campaigns are only too happy to concoct it, or their opponents will. Shiny objects become tools of our least resistance. Polls and gaffes take less time and brainpower to comprehend than, say, Jeb Bush’s book on immigration policy.

In other words, the press colludes with politicians in this culture of distraction-mongering.

So with the presidential race starting earlier than EVER

“It is simply insane how much we’ve pushed up our presidential campaigns.”

donald-trump-today-150810-08_39b93f74c6eaa824caa74f78fc9d72c8.today-inline-large…with all eyes on the hair on the stage, what went on in congress while the majority of the population didn’t have their eyes on “our representatives”? Several really, really Big Bills were put on the Fast Track. To name the ones I know—trade, infrastructure, and education…the last one only taking eleven days from its appearance to the pre-planned signing! Now that’s fast!

Was the early start to presidential campaigning insane or a distraction?

Activists on a variety of topics are telling the same story. They tried to draw attention to their cause only to find that they couldn’t rally enough troops to make a difference. They couldn’t grab the attention from the main stage.

“When a population becomes distracted by trivia, when cultural life is redefined as a perpetual round of entertainments, when serious public conversation becomes a form of baby talk, when, in short, a people become an audience and their public business a vaudeville act, then a nation finds itself at risk: culture-death is a clear possibility.”—Author Neil Postman

“When we’re being bombarded with wall-to-wall news coverage and news cycles that change every few days, it’s difficult to stay focused on one thing—namely, holding the government accountable to abiding by the rule of law—and the powers-that-be understand this.”

“If we do not awaken to the truth and open our eyes soon, then we may well find ourselves staring at a far different, far less pleasant picture before long, and by then, it will be too late to alter our reality.”

Trickery by magicians is entertaining. By politicians, the same methods are putting our nation at risk.

No joke.