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Doubts Over Common Core

Photo Credit: abdulrahman.stock

Photo Credit: abdulrahman.stock

Viewed from Washington, which often is the last to learn about important developments, opposition to the Common Core State Standards Initiative still seems as small as the biblical cloud that ariseth out of the sea, no larger than a man’s hand. Soon, however, this education policy will fill a significant portion of the political sky.

The Common Core represents the ideas of several national organizations (of governors and school officials) about what and how children should learn. It is the thin end of an enormous wedge. It is designed to advance in primary and secondary education the general progressive agenda of centralization and uniformity.

Understandably, proponents of the Common Core want its nature and purpose to remain as cloudy as possible for as long as possible. Hence they say it is a “state-led,” “voluntary” initiative to merely guide education with “standards” that are neither written nor approved nor mandated by Washington, which would never, ever “prescribe” a national curriculum. Proponents talk warily when describing it because a candid characterization would reveal yet another Obama administration indifference to legality.

The 1965 Elementary and Secondary Education Act (ESEA), the original federal intrusion into this state and local responsibility, said “nothing in this act” shall authorize any federal official to “mandate, direct, or control” schools’ curriculums. The 1970 General Education Provisions Act stipulates that “no provision of any applicable program shall be construed to authorize any” federal agency or official “to exercise any direction, supervision, or control over the curriculum, program of instruction” or selection of “instructional materials by any” school system. The 1979 law creating the Education Department forbids it from exercising “any direction, supervision, or control over the curriculum” or “program of instruction” of any school system. The ESEA as amended says no Education Department funds “may be used . . . to endorse, approve, or sanction any curriculum designed to be used in” grades K-12.

Read more from this story HERE.

Did the Gates Foundation Buy the Alaska Department of Early Childhood Development?

The Alaska State Senate held hearings on January 7th and 8th on the Alaska State Standards and the Common Core curriculum. Most of the speakers at the hearing were officials from the Chief State School Officers and others affiliated with the process of drafting the state standards. Most of those who testified were direct beneficiaries of the Alaska Department of Education in some way, or in some way connected to a foundation that receives substantial sums from the Bill and Melinda Gates Foundation.

There were a few exceptions.

One of the highlights of that hearing was the testimony by Dr. Sandra Stotsky and Dr. James Milgram regarding the Alaska State Standards and the Common Core. Both served as members on the validation committee for the Common Core and refused to sign off on the standards. According to Dr. Stotsky those who were involved in the development of the common core standards lacked the credentials to be involved in the process.

Dr. Stotsky highlighted the involvement in the Bill and Melinda Gates Foundation in states where the Common Core had been adopted.

Toward the end of the testimony, there were some fireworks between Mr. Chris Minnich, Executive Director of the Council of Chief State School Officers made a personal attack against Dr. Sandra Stotsky. She responded appropriately and pointed out that Mr. Minnich was reading the introductory material to prove Alaska’s Standards were rich in literary content, and not the standards themselves. Essentially, she makes short work of him.

According to a correspondence by Patrick Gamble to Arne Duncan, the state of Alaska began writing the standards in 2010 through the involvement of Achieve Inc. As Gamble wrote, [https://stopalaskacommoncore.com/wp-content/uploads/2013/07/UA-letter-on-standards.pdf]

“…Alaska Department of Education and Early Development Staff coordinated with Achieve, Inc in the initial planning stages, of the standards revision process in 2010. Staff from Achieve reviewed Alaska’s revision plan and provided feedback via phone conversations and teleconferences. Achieve provided critical guidance for consideration of appropriate stakeholders, identifying key decision makers, and process-specific tasks, which Alaska incorporated into the review.”

New information revealed today is that in October of 2010, the Bill and Melinda Gates Foundation donated $1.65 Million to the Alaska’s Department of Education and Early Development (AK DEED). [https://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2010/10/OPPLi011]

Gates AK DEED (1)

Thus, it seems that Dr. Stotsky was vindicated. The initiation of the Common Core in Alaska did coincide with a donation from the Bill and Melinda Gates Foundation.

Watch Another High School Student Take Down Common Core (+video)

Photo Credit: YouTube

Photo Credit: YouTube

Another high school student at Farragut High School in Knox County, Tenn. is receiving widespread attention for an eloquent speech he made against Common Core at a school board meeting.

This time the student, Kenneth Ye, gave a rousing speech before the Knox County school board urging it to drop the Common Core standards because they make learning joyless and, in fact, turn American schools into something approaching Chinese sweatshops.

“Our schools are being turned into data-run factories,” Ye charges around the 4:30 mark in the video, “factories based on speedily-approved standards that are now being implemented around the country.”

Ye observies that he has been a student of both the American and Chinese education systems.

Read more from this story HERE.

Benson, Oregon Math Teacher Fired for Pro-Life Views (+video)

Photo Credit: Free Patriot

Photo Credit: Free Patriot

With a major push to improve math scores through the Common Core in Oregon, it seems they can hardly afford to fire math teachers, particularly the only one who is qualified to teach dual high school and college credit math courses. To achieve that goal, one would think that Planned Parenthood’s role in the classroom would be less important than math. Yet, it seems they fired a math teacher who wanted to teach math rather than turn his classroom into a Planned Parenthood recruitment ground.

Bill Diss was a math and technology teacher at Benson High School in Portland, Oregon for 11 years. Mr. Diss was opposed being forced to allow recruiters from the Teen Outreach Program (TOP), a program administered by Planned Parenthood, to enter his classroom during tutorial sessions. Previously, a “health education team” came into his computers science class uninvited to enroll his students in the Health and Human Services’ Teen Outreach Program (TOP).

He was fired this week because he told Planned Parenthood they were not allowed in his class.

His objections to the TOP outreach program seems well grounded. The “facilitators” had not gone through the mandatory background checks that are required for school personnel/volunteers nor did they have the certifications for sex/child abuse that the state requires. Further, he felt the use of monetary rewards for enrollment to be troublesome. Then there is the issue of effective use of classroom time, particularly since the TOP program has no relevance to anything he is teaching.

Read more from this story HERE.

Common Core Assignment: Think Like a Nazi and Explain Why Jews Are Evil (+video)

Photo Credit: thefederalistpapers.org

Photo Credit: thefederalistpapers.org

Students in some Albany High School English classes were asked this week as part of a persuasive writing assignment to make an abhorrent argument: “You must argue that Jews are evil, and use solid rationale from government propaganda to convince me of your loyalty to the Third Reich!”

Students were asked to watch and read Nazi propaganda, then pretend their teacher was a Nazi government official who needed to be convinced of their loyalty. In five paragraphs, they were required to prove that Jews were the source of Germany’s problems.

The exercise was intended to challenge students to formulate a persuasive argument and was given to three classes, Albany Superintendent Marguerite Vanden Wyngaard said. She said the assignment should have been worded differently.

Read more from this story HERE.

Common Core Requirement: Teach Students About Gettysburg Address Without Mentioning the Civil War (+video)

Photo Credit: Fox News Is it possible to teach students the meaning behind President Abraham Lincoln’s Gettysburg Address without mentioning the Civil War?

According to the government’s new Common Core education standards, the Gettysburg Address must be taught without mentioning the Civil War and explaining why President Lincoln was in Gettysburg, Pennsylvania.

Read more from this story HERE.

Common Core Being Rammed Through West Virginia

Photo Credit: Jim MullenThe Parkersburg News (Parkersburg, West Virginia) report of Tuesday’s Wood County Board of Education meeting stated board members were presented a one hour and 40-minute presentation on the next-generation standards (sanitized new code words for Common Core State Standards Initiative.) The article stated the talk was tailored to answer a lot of pointed questions directed to the board by this writer concerning Common Core.

It’s true this writer asked many questions about Common Core and about what is going on with education in this county. However, I also asked the board and administration to address their answers to the parents, voters, and taxpayers of Wood County in a well-advertised Town Hall-style meeting where public questions could be aired, and the board and administration could interact with taxpayers and parents in discussions about education in our county; and Common Core.

Noticeably, this staged performance was veiled under “curriculum report” on the agenda. No one reading the agenda could have known the discussion would cover Common Core.

Read more from this story HERE.

Common Core Curriculum Teaching 4th Graders White Voters Rejected Obama Because of Race

Photo Credit: Illinois Review Fourth graders in Dupo Illinois are reading a biography of Barack Obama that’s raising eyebrows among St. Clair County parents. The book, which supplements the school’s Common Core curriculum, blames television for the negative behaviors the first African-American president picked up as a teen:

Photo Credit: Illinois Review

The book – brought to the attention this week of those on the “Moms Against Duncan – MAD” Facebook page, goes on to say white Americans were hesitant to vote for a black president, and that Obama pushed the race issue to bring the nation together.

“But some people said Americans weren’t ready for that much change. Sure Barack was a nice fellow, they said. But white voters would never vote for a black president. Other angry voices were raised. Barack’s former pastor called the country a failure. God would damn the United States for mistreating its black citizens, he said.”

The Bluffview Elementary students were told the book’s content would be tested for grades. That brought outrage among parents just across the Mississippi River from St. Louis, one of the “MAD” moms reported.

Read more from this story HERE.

Expert Testifies: Common Core Causing Self Mutilation (+video)

Photo Credit: YouTube Mary Calamia of Stony Brook, New York is a Licensed Clinical Social Worker. She recently testified at the Suffolk County Education Forum hosted by the New York State Assembly Minority Education Committee on the increase in self-mutilation and other behaviors, particularly among honor students, since the Common Core was implemented.

According to Calmia and other clinicians, the Common Core attempts to have students perform activities that are not developmentally appropriate. It isn’t as much the material as it is what students are expected to do with the material that falls outside the developmental norms for the age group in which the material is directed.

In her opinion, much of this self-mutilation is induced by the stress of repeated testing and the nature of the questions in testing. The prefrontal cortex is not fully developed in young children, yet the kind of questions common core asks children requires a developed prefrontal cortex. Because of the lack of neurodevelopment, the child’s mind will tap into the limbic system where fear and anger rule the logic. The result is series of destructive behaviors, including self-mutilation.

The text of her testimony tracks closely to her oral presentation, but there are some minor differences in words. Her testimony is haunting, and a reminder that children are not miniature adults.

Remember the old public service announcement “this is your brain on drugs” that showed an egg being fried? Well, one could make an add “this is your child on Common Core” with what clinicians are seeing in their practices in places where Common Core is in full implementation.

Read more from this story HERE.

Common Core and School Choice

Photo Credit: James Sarmiento/flickrOur current public education system is a cognitive dissonance writ large. In it we try to prepare our most precious youth for the rigors of global free market competition in an institution that actively suppresses it. How can a noncompetitive socialist education model- where everyone gets a trophy possibly prepare our students for the real world of intense market competition? It can’t.

Let me ask you a question. Would you buy a car that was rated 17th best in the world for quality? Would you buy a new computer or a iPad that was ranked 17th fastest? Would you go into a grocery store and purchase a similarly priced carton of milk that was ranked 17th in quality? Not likely. However, our public schools were recently ranked 17th in the world and taxpayers have no choice but to go with what is currently on the shelf. To borrow a phrase from the health care debate, we have a single payer education system. In state rankings Alaska ranks near the top in education spending but near the bottom in academic performance. Continually throwing more money at the problem only grows the burgeoning bureaucracy and further diffuses educational responsibility and accountability. Change is in the air. However like a lot of change options, one wears a black hat and one wears a white hat.

Two antithetical educational paradigms are competing for ascendancy in the public debate- Common Core and School Choice. The former seeks to homogenize our underperforming schools through imposing common standards and intrusive teacher and student data mining, while the latter seeks just the opposite by giving teachers and parents more latitude in education and interjecting free market competition into public schools.

The elements of Common Core were recently adopted in Alaska in a most circumlocutious way that bypassed the state legislature’s constitutional authority when the governor signed on to the Smarter Balanced Assessment Consortium (SBAC)- a supergoverment group.

The goal of Common Core is to provide common standards in math and English language arts to better prepare students for college and the job market. Its diverse supporters include President Obama, Bill and Melinda Gates and Governor Jeb Bush. On the surface it sounds like a laudable and commendable idea. In practice however politics, sexuality, and political data mining have been woven into it causing widespread teacher and parent revolts and rejection in many states.

Proponents of Common Core state that the standards are just that- they do not represent curriculum. However, if your read the appendices, textbooks are cited in which to meet the standards. These textbooks are purchased on a six-year procurement cycle meaning they will be around for a long time.

Many of the standards have been criticized for being dumbed down and highly dubious. For example in mathematics, if a student adds 2 + 2 and arrives at 5, the answer can still be regarded as correct if the student justifies how they arrived at the answer. In another example, the political redistribution of wealth is used to illustrate the nonpolitical distributive property of algebra. Age inappropriate sexuality or even pornography is said to be at the core of at least three of the approved books. Perhaps the most disturbing feature of Common Core is the Fourth Amendment crushing imposition of Longitudinal Data Systems (LDS) to compile teacher, student, and family data. Students will have no constitutional privacy rights but will have their education information permanently recorded, shared among federal agencies, and sold to outside vendors. Extra-education data will also be recorded such as health, family political affiliation, religious affiliation, and income level. In Alaska, personal data from the PFD database has already been data mined.

On the opposite end of the spectrum, School Choice seeks to remove bureaucratic burdens from teachers and parents and let free market competition continuously improve the quality of education. For instance, if parents were given an educational voucher for each child, they could choose the best school to educate their child. Public schools, charter schools, and private schools would all have to compete for public funds, students, and the best creative teachers. History tells us that the biggest driver of innovation and technology as well as the best reducer of costs is free market competition.

Where do you find the highest performing schools in the English speaking world?- Alberta Canada. They have School Choice specifically written into their constitution. Parents have the freedom to place their children in any school of their choice. Schools compete, standards rise, and costs are lowered. We should have a strong public debate on amending Alaska’s State Constitution to implement School Choice similar to Alberta. After all it makes sense to copy what works instead of doubling down on what doesn’t.

Will the black hat George Orwellian 1984 model prevail in Alaska? Or will the white hat 1776 educational freedom and privacy model prevail? One thing is for certain, they are mutually incompatible. You cannot have freedom without privacy. Common Core involvement in the Smarter Balanced Assessment Consortium (SBAC) coupled with the Alaska P-20W (pre-kindergarten through postsecondary education and workforce) Statewide Longitudinal Data System (SLDS) must be immediately banned by the state legislature during this next legislative session or the data mining of teachers, students, and home schoolers will grow unabatedly. Even if School Choice were adopted without banning Common Core, data mining and federal manipulation will extend into virtually any educational form. The death of privacy is the death of freedom.

I believe that all states in America, “are, and of right ought to be, free.” Abdicating the educational responsibility of our state legislature is wrong. As you ponder these thoughts remember that freedom, privacy, and free market competition isn’t just a metaphysical idea held by a few Americans. It was the belief of those who built this nation from the ground up- many of whom’s sons now lie under lonely white crosses as a result of defending these sacred principles. Freedom is America.

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“Daniel Hamm resides in Palmer Alaska. He is an international airline pilot, small business owner, author, and active in local politics.”