Tag Archives: Common Core Standards

Common Core Is An Insult to Everything Dr. King and President Lincoln Ever Taught

by C.E. White

This past week, President Obama was sworn into office as the 45th President of the United States of America. As a history teacher, I was elated to learn he would be placing his hand on two Bibles, one belonging to Dr. Martin Luther King, Jr., and the other belonging to President Abraham Lincoln, when he takes the oath of office to lead our great nation. Dr. King and President Lincoln helped define civil rights for America…historical heroes who transformed the idea of justice and equality.

As jubilant as I am that President Obama is symbolically using the bibles of two of the greatest Americans in our nation’s history, I am saddened that this administration seems to have forgotten what Dr. King and President Lincoln promoted regarding education.

In Dr. King’s “Letter from the Birmingham Jail,” he stated “the goal of America is freedom.” As a teacher, it is such an honor to teach America’s children about freedom and patriotism. However, over the past few years, I began to learn about a new education reform initiative called Common Core Standards. A few years ago, when I first heard of Common Core, I began doing my own research. My students represent the future of the United States of America, and what they learn is of utmost importance to me. I care about their future, and the future of our country.

My research of Common Core Standards kept me awake at night, because what I discovered was so shocking. I discovered that Common Core Standards is about so much more than educational standards. I wanted so badly to believe these changes would be good for our children. How can “common” standards be a bad thing? After all, isn’t it nice to have students learning the same exceptional standards from Alabama to Alaska, from Minnesota to Massachusetts?

As a teacher, I began to spend nights, weekends, summers, even Christmas Day researching Common Core, because these reforms were so massive and were happening so quickly, it was hard to keep up with how American education was being transformed. I quickly began to realize that the American education system under Common Core goes against everything great Americans like Dr. King and President Lincoln ever taught. The very freedoms we celebrate and hold dear are in question when I think of what Common Core means for the United States.

One of my favorite writings about education from Dr. King is a paper entitled “The Purpose of Education.” In it, he wrote “To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.”

When I sit in faculty meetings about Common Core, I hear “curriculum specialists” tell me that Common Core is here to stay and I must “embrace change.” I am forced to drink the kool-aid. These specialists don’t tell us to search for facts about Common Core on our own, they simply tell us what the people paid to promote Common Core want us to know. Didn’t Dr. King want us to separate facts from fiction? Why are we only given information from sources paid to say Common Core is a good thing? Isn’t that the exact same type of propaganda Dr. King discussed in his writings about education? Shouldn’t we discuss why thousands of Americans are calling for a repeal of the standards?

I am told that I must embrace Common Core and I infer that resisting the changes associated with Common Core will label me “resistant to change.” As a teacher, I definitely believe our classrooms are changing with the times and I am not afraid of change. Teachers across America are hearing similar stories about how they should “feel” about Common Core. This is a brainwashing bully tactic. It reminds me of my 8th graders’ lesson on bullying, when I teach them to have an opinion of their own. Just because “everyone’s doing it,” doesn’t make it right. In regards to Common Core, I am not afraid of change. I am just not going to sell-out my students’ education so that Pearson, the Gates Foundation, David Coleman, Sir Michael Barber, Marc Tucker and others can experiment on our children.

I agree with Dr. King, which is why I am so saddened at how propaganda from an elite few is literally changing the face of America’s future with nothing more than a grand experiment called Common Core Standards. Our children deserve more. Our teachers deserve more. Our country deserves more. Education reform is the civil rights issue of our generation, and sadly, parents, teachers, and students have been left out of the process.

President Lincoln once said “the philosophy of the classroom today, will be the philosophy of government tomorrow.” With Common Core, new standardized tests have inundated classrooms with problems of their own. Teachers find themselves “teaching to the test” more and more. These tests violate our states’ rights. I wonder if parents realized that all states aren’t created equal in Common Core tests? Shouldn’t all states, under “common” standards for everyone have everyone’s equal input on how students are tested?

What about privacy under Common Core? Why didn’t local boards of education tell parents about the changes to the Family Educational Rights and Privacy Act? Do parents realize their child’s data, including bio-metric data such as fingerprints and retinal scans, is being placed in a state longitudinal data system and shared with others?

If our philosophy of the classroom is to violate states’ rights, use children and teachers as guinea pigs, and hide from parents the fact that their child’s data is no longer private, it can only be inferred that the philosophy of government tomorrow will do the same. What is America becoming?

As I watched President Obama place his hand on the bibles of Dr. King and President Lincoln, the history teacher in me was overjoyed to watch such a patriotic moment in U.S. history. And yet, I was crushed at the realization that if we do not stop Common Core and preserve the United States educational system, the philosophy of our government tomorrow will not be the America we know and love.

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Common Core Organization Operates in Secrecy with Taxpayer Money. Why?

by Gretchen Logue of Missouri Education Watchdog

Why are meetings that use tax dollars for public education planning closed to the taxpayers who are paying for the services and providing the children for the public education system? 

Truth in American Education wondered why taxpayer Heather Crossin was unable to attend a recent meeting of the Council of Chief State School Officers held in Indiana.  CCSSO is a private trade organization using federal and state funding (taxpayer money) to write/direct public education standards/assessments.  Crossin not only could not attend the meetings, she could not discover the persons on the panel writing the Social Studies standards your teachers will be teaching and your children will be learning.  From heartland.org:

Indiana resident Heather Crossin, whose children attend schools implementing the Core, attempted to attend an October 2012 CCSSO meeting in her Indianapolis hometown. Crossin called Michele Parks, a CCSSO meeting planner, to see if she could attend. No, Parks said. Crossin asked to see a list of people on the Social Studies standards writing team: “I was told that was not available for public release,” Crossin said.

Ten weeks entailing dozens of emails and phone calls to at least six CCSSO spokesmen and personnel for access to the Indianapolis meeting or any others at last yielded an email to School Reform News from spokeswoman Kate Dando in December: “our meetings/sessions at our meetings are open to press really on a case by case basis,” she wrote.

How much money does CCSSO receive?

CCSSO receives tax money from more than state dues. It receives millions from the U.S. Department of Education.

“Approximately 13% and 33% of the Council’s revenue and 25% and 34% of accounts receivable were provided by U.S. Department of Education grants or contracts for fiscal years 2011 and 2010, respectively,” the nonprofit’s 2010-2011 financial statement reads.

Applying the 2011 percentage to that year’s revenues yields an estimated $3,450,930 in CCSSO revenue from the federal government, just in that year. In 2011, $558,000 came from the 2009 stimulus bill for CCSSO’s involvement with one of two networks creating new tests to fit the standards.

In 2010, the U.S. DOE granted those two networks $330 million in stimulus funds. This action, more than any other, led conservative supporters of the Common Core to complain of federal interference in education, a constitutionally protected state function.

Maybe it’s time to ask your state educational agency and legislators how much money is paid to CCSSO with taxpayer funding in your state.  If you can’t get a seat at the table, then maybe it’s time to pull the state and district funding for this organization and allow the Federal government to fully fund this organization.

Oh, but that’s right.  It’s “state led”, right?  If it’s “state led” then why are there mandates set by the DOEd that the states must pay for via CCSSO costs and district costs for implementation?  It’s illegal for the Federal government to set Federally mandated educational direction for states but does it seem to you that’s what has happened?

As Truth in American Education asks:

Some reporters have attended some CCSSO meetings, usually on background, she said, which means they cannot directly quote what they hear. Why?
 Why? Exactly… what do they have to hide?

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StudentsFirst does NOT represent School Choice

by Gretchen Logue of Missouri Education Watchdog

“Entrepreneurial investment in education technology has skyrocketed from $100 million in 2007 to $429 million in 2011. It’s peculiar that the huge increase in companies investing in digital classrooms and testing materials to eventually align with the Common Core State Standards’ requirements began the same year Rhee became Chancellor of DC Schools and Obama began his reign as president”. 

Potter Williams Report: War on Education 2013 exposes the federal takeover of education and Michelle Rhee’s involvement in the “choice” movement which in reality is not choice for parents.   It’s not much of a choice to go from one school to another that has the same Common Core mandates and the same educational blueprint.

THERE IS NO SCHOOL CHOICE, and if organizations both conservative and liberal tell you there is, they’re lying. Only the left has the playing field while conservatives grind their teeth on the sidelines. Hedge fund managers who control charter schools versus union-backed majorities on school boards? Where’s the choice? If you want to understand how the war is going, read about the battle for Bridgeport, Connecticut. This is the kind of education reform taking place across the country; and it’s not helping teachers, students, parents or principals who have skin in the game.

Recently StudentsFirst sent out a letter stating Missouri received a “D” ranking according to StudentsFirst’s measurements.  It had its recommendations on how:

  • teachers should be evaluated
  • parents should be empowered
  • the legislature should fund education

Why is Michelle Rhee’s organization dictating how districts should evaluate their employees, what choices parents/school boards should be making for children in their districts and how state government should be directing funding to educational programs?  Does StudentsFirst’s attempts to correct Missouri’s educational deficiencies (as it ranks them) reduce federal control and spending?  Do these attempts really create choice or just more public/private partnerships under the ruse of competition?  Ask yourself, what does this private organization have to gain from the changes it wants to see in Missouri….and other states?  Is it really “for the kids”?

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Common Core is a Financial Disaster

by Gretchen Logue of Missouri Education Watchdog
‘Trickle-down mandate’ hurts ed standards
 
MetroWest Daily News reports: 
To shine a light on the decision-making process, Pioneer Institute, under Massachusetts Public Records Law, requested documents pertaining to any cost-analysis prepared prior to the adoption of Common Core.  Sadly, the Department of Elementary and Secondary Education admitted that none existed.
You wouldn’t build a house without costing out the labor and materials.  But, unfortunately, that is exactly what Massachusetts did when education officials and Governor Patrick adopted Common Core without estimating the cost of implementing the standards. That means the expense of assessments, textbooks, instructional materials and technology weren’t projected, or, more likely, even considered in the decision.

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Best Research Award Winner Says #CommonCore is Data-less Decision Making #CCSS

by Anngie of Missouri Education Watchdog

Christopher Tienken, Ed.D. is the editor of the AASA Journal of Scholarship and Practice. He is an assistant professor of Education Administration at Seton Hall University. He has public school administration experience as a PK-12 assistant superintendent, middle school principal, and elementary school assistant principal. He began his career in education as an elementary school teacher. Dr Tienken’s research interests include the effect and influence of professional development on teacher practice and student achievement, the construct validity of high-stakes standardized tests as decision-making tools about student achievement and school effectiveness, and curricular interventions used in schools to improve achievement. His research about the effects of professional development on student achievement has been recognized by the Institute of Education Sciences and the National Staff Development Council awarded him the Best Research Award in 2008.”

As a top researcher in academic practice and student achievement, Dr. Tienken looked at the claims of those who support the Common Core Standards and wrote about his findings in the Winter 2011 edition of the Journal of Scholarship & Practice. You can read his full report “Common Core State Standards: An Example of Data-less Decision Making” here.  What follows are some key highlights from it.

On the claim that the standards are evidence based and internationally benchmarked.

“The standards have not been validated empirically and no metric has been set to monitor the intended and unintended consequences they will have on the education system and children (Mathis, 2010)”

“The site alleges that the standards  are  “evidence  based”  and  lists  two homegrown documents to “prove” it: Myths vs Facts (NGA, 2010) and the Joint International Benchmarking Report (NGA, 2008). 

The Myths document presents claims that the standards  have  “made  use  of  a  large   and  growing  body  of  knowledge”  (p.  3). Knowledge derives in part from carefully controlled scientific experiments and observations so one would expect to find references to high quality empirical research to support the standards.

When I reviewed that  “large  and   growing  body  of  knowledge”  offered  by  the NGA, I found that it was not large, and in fact built mostly on one report, Benchmarking for Success, created by the NGA and the CCSSO, the same groups that created these standards; Hardly independent research.”

The need for the standards has been justified by claiming that, (a) America’s  children  are “lagging” behind international peers in terms of academic achievement, and (b) the economic vibrancy and future of the United States relies upon American students outranking their global peers on international tests of academic achievement.

Tienken’s response -
“Unfortunately for proponents of this empirically vapid argument it is well established that a rank on an international test of academic skills and knowledge does not have the power to predict future economic competitiveness and is otherwise meaningless for a host of reasons (Baker, 2007; Bracey, 2009; Tienken, 2008).”
He sites these examples to support his statement.
“The fact is China and its continued manipulation of its currency, the Yuan, and iron-fisted control of its labor pool, has a greater effect on our economic strength than if every American child scored at the top of every international test, the SAT, the ACT, the GRE, or the MAT.” (emphasis added)
“Japan‘s stock market, the Nikkei 225 Average, closed at a high of 38,915 points on December 31, 1989 and on October 15, 2010 it closed at 9,500 points, approximately 75% lower, but Japan ranked in the Top 10 on international tests of mathematics since the 1980‘s and has always ranked higher than the U.S. on such tests. Yet Japan‘s stock market and its economy have been in shambles for almost two decades. They have national curriculum standards and testing, and have for over 30 years. Japanese students outrank students from most other nations on math and science tests.”
“Economic strength of the G20 countries relies more on policy, than education achievement.”
“To believe otherwise is like believing in the tooth-fairy.”
Even if the standards were a good idea, they would not lead to the results that their proponents promise. Given their tremendous cost, it seems reasonable to question whether they are really needed. At the very least we should ask, is this a good investment of America’s capital?
Another phrase heard ad nauseum regarding the standards is that our students will need 21st century skills in order to compete in a global economy. I have been asking for months, someone please tell me what a 21st century skill is. I have received no answers and it would appear that the drafters of the Common Core Standards had no answer either.
“The language arts and mathematics curriculum sequences embedded in the standards are nothing more than rehashed versions of the recommendations from the Committee of Ten in 1893 and the Committee of 15 in1895; hardly 21st Century innovations.”
The United States Council on Competitiveness had a better answer than the consortia for what is needed to keep our economy growing.
“At the beginning of the 21st century, America stands at the dawn of a conceptual economy in which insight, imagination and ingenuity determine competitive advantage and value creation. To succeed in this hyper-competitive, fast-paced global economy, we cannot, nor should we want to, compete on low wages, commodity products, standard services, and routine science and technology development. As other nations build sophisticated technical capabilities, excellence in science and technology alone will not ensure success (p. 10).”
The CCSS, in contrast, contain no “authentic, critical thinking…. They are inert, sterile, socially static.” Tienken says, if we want to know what skills will be needed for the next century, we should ask the leaders of the businesses who will be looking for workers what they are looking for.
“The results from the 2010 Global Chief Executive Study conducted by the IBM Corporation made several recommendations that call into question the use of 19th century curriculum standards to address 21st century issues. After analyzing data from interviews with 1,500 of the worlds CEO‘s the authors stated that to remain competitive in the global economies CEO‘s and their employees must:
(a) use creative leadership strategies;
(b) collaborate and cooperate globally amongst themselves and with their customer bases;
(c) differentiate their responses, products, and services to ―build operating dexterity (p.51); and
(d) be able to use complexity to a strategic advantage.
The vendors of the CCSS have a problem: They have no data that demonstrates the validity of the standards as a vehicle to build 21st century skills nor as a means to achieve the things the business leaders say will be needed to operate in a diverse global environment. The CCSS are stuck in a time warp. A curricular time machine, if you will, set to 1858.”
Behind all the talk about the standards is fear mongering about America’s economic status in the world. America is painted as behind and falling further and further behind. The propaganda for Common Core claims this is because of our declining education system. But the real statistics show something very different. Below is just one example of many that Tienken provides.
“The U.S. has ranked either first or second out of 139 nations on the World Economic Forum‘s (2010) Global Competitiveness Index (GCI) eight out of the last 10 years and never ranked below sixth place during that period, regardless of results on international assessments and without adopting national curriculum standards.”
Unfortunately, the proponents of Common Core continue to push them as vital to our country’s future.
“Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Many of America‘s education associations already pledged support for the idea and have made the CCSS major parts of their national conferences and the programs they sell to schools.
“This seems like the ultimate in anti- intellectual behavior coming from what claim to be intellectual organizations now acting like charlatans by vending products to their members based on an untested idea and parroting false claims of standards efficacy.”
“It is an Orwellian policy position that lacks a basic understanding of diversity and developmental psychology. It is a position that eschews science and at its core, believes it is appropriate to force children to fit the system instead of the system adjusting to the needs of the child.”
The better solution, according to Tienken, is to bring control for education back to the local level.
“Alexander‘s (2002) study of course taking pattern before and after the introduction of New York‘s regent standards revealed that local contexts such as school size and demographics accounted for most of the disparity in course taking, and universal curriculum requirements did little to overcome that after their initial implementation. Local context, involvement and input matters greatly.”
“In fact, the experiment (Aikin, 1942)demonstrated that the less standardized, more diverse, locally developed and designed the programs (based on demonstrated research and theories of learning), the better the students did in college academically, socially, and civically compared their traditionally prepared peers.”
If we really want to bring up the lowest performing students, Tienken advances that a better approach would be the development of better social safety nets. “Housing policy has been shown to be a stronger intervention for increasing test scores than nationalizing curriculum (Schwartz, 2010).” These would have to be carefully constructed so as not to demolish personal responsibility or pride, and not foster an unnecessary dependence on the system.
Perhaps it‘s not universal curriculum standards that make the difference. Maybe it‘s a comprehensive social system that provides a quality social safety net for children and mothers that has the greatest influence on ultimate education outcomes.” 

Tienken offers these conclusions about Common Core.

There is no reliable, independently validated empirical support for the CCSS initiative and yet many policy-makers and educators support it.

It is an attractive idea to support because it limits the intricacies of the real issues and makes it easy to lay the blame at the foot of a system (public education) that reacts to society, not drives it.

The CCSS initiative compartmentalizes complexity and compartmentalizing messy issues allows people to be intellectually lazy. Developing coherent education and social policy is more difficult.

The vendors of the CCSS present the standardization of America’s  children  as a neat and clean solution, easily manageable and easy to discuss.

Unfortunately the real world is not so organized and it is much more cognitively complicated. Believing that we can eliminate the complexity of educating all students by putting forth superficial ideas like one-size fits- all standards is like believing rankings on international tests really mean something. (Is your tooth under the pillow?)

It seems anti-intellectual, and based on the lack of evidence, unethical to support such a massive social experiment, using participants who have no choice but to go along.

The evidence suggests that there is not a crisis in education; there is a crisis in education leadership at all levels. Those who perpetuate bad ideas based on flawed data are practicing poor leadership. If some school leaders and their organizations do not want to stand up for children then they should stand down and let those who are willing assume the leadership reins.

The entire article is relatively short, well documented and worth the read.

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