Reporting on Current Obama Education Policies

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H.R. 5 -Power, Control, Funding, and Enforcement Aligned to Common Core Standards, Identifies the Student, Nationalizing Education

Obama’s Dream Come True-Nationalizing Education

Obamacare was first to mandate to the individual. Now, education! Is this really what the American people want? Nationalizing education? HR 5, the re-authorization of ESEA, Elementary and Secondary Education Act, passed the House without a whimper. Two remarkable turns of events: first, on July 19, 2013, the Republican held House of Representatives gives Obama the socialist agenda that he dreams of-federalizing all of education and contributing to the loss of representative government. Second, the Common Core State Standards being passed in every state closed that loop. If this legislation passes this fall in combination with SB 1094, the federal government will be able to dictate what is taught in the classroom by fiat.

Local and state control will erode when federal funds go directly to the individual student bypassing all local & state authority. The individual student is identified, monitored, and targeted for intervention with the Common Core Standards. Common Core + HR 5 + SB 1094 =federal control of ALL education-private schools included with the Choice Amendments attached in HR 5. When HR 5 is combined to SB 1094, the companion bill in the Senate that was voted out of committee, the compromise will be disastrous for the Republic destroying public education, private education, and how local government functions.

Let’s explain how the Common Core Standards identifies ‘Johnny’ in the classroom for the federal government. But, keep in mind, the Common Core Standard’s key component is standardization in all 50 states.

Background
The standards are copyrighted by the National Governors Association, NGA Center for Best Practices and the Council of Chief State School Officers (CCSSO.) The copyright ensures that the standards will be the same throughout the nation, creating a de-facto national curriculum. The standards also carry a public license which waives the copyright notice for State Departments of Education to use the standards. Two conditions apply. First, the use of the standards must be “in support” of the standards and the waiver only applies if the state has adopted the standards “in whole.” This use of a copyright for public policy document is unprecedented in U.S. political history. The effect of the copyright and public license is standardization across the United States; the standards cannot be changed or modified, creating in effect, a national curriculum.

Overview of the Common Core Standards:

In 2009 the National Governors Association hired David Coleman and Student Achievement to write curriculum standards in literacy and mathematics. Announced on June 1, 2009, the standards were supposedly designed to be “relevant to the real world, reflecting the knowledge and skills for success in college and careers to compete in a global economy.” What is missing here is that a standards based system totally changes how we educate students in the United States. This is the same outcome based education debate that was feverishly fought in the 90’s. Parents moved the clock back then on compliance, but not the continual research funded by the federal government, non-profits, corporations, and business. Obama also unlocked FERPA, Family Education Rights and Privacy Act, opening the research on individual students to meet the Common Core Standards. This is a defunct, sorry, recurring, failed education model being duplicated again, and again, and again.

Older names for Common Core Standards are: OBE, Outcome Based Education, Competency Based Education, Performance Based Education, Mastery Learning Model, and Student Centered Learning. The key to this model deals with the individual meeting learning outcomes or standards. This model is an un-natural process and does not identify individual differences in people. The focus is removed from a teacher teaching the curriculum with curriculum objectives to a group of students with varying intellectual differences. The Common Core Standards transforms education with each student with varying intellectual differences meeting the same specific controlled outcomes. Traditional education is turned upside down. This system removes the Carnegie Unit (ABCD or failure). Students no longer go to school 180 days or seat time, now there is no time limit for meeting standards. There are no more grade delineations like freshman, sophomore, junior, senior. And, most important, there is a transformation away from teaching content toward teaching ‘standards only’ driven by constant assessments and testing.

Think about that. Everyone will meet the SAME standard. Hello, America! Everyone is not the same. This is a socialistic-communistic system….equitable education. This system does not identify differences in individuals. Those students who move faster through the standards, will be the 20% selected for higher education, the global children selected for Advanced Placement or International Baccalaureate, (Franken Amendment) but with the right attitudes. The other 80% will be trained for work. And yes, attitudes and values are part of the standards and part of the workforce skills for jobs aligned to the SCANS, Secretaries Commission on Achieving Necessary Skills. Values and attitudes are a part of the College and Career Ready Standards. Senate Bill 1094 blatantly includes “across domain” testing for the social and emotional development of students. Parents be prepared for the psychoanalyzing of your student.

The Remarkable Carrot and Stick Routine

Forty-five of the fifty states in the United States are members of the Common Core State Standards Initiative. States were given an incentive to adopt the Common Core Standards through the competitive federal Race to the Top grants to the tune of $4.35 billion from the Recovery Act. President Obama and Secretary of Education Arne Duncan announced Race to the Top competitive grants on July 24, 2009, as the carrot. To be eligible, states had to adopt “internationally benchmarked standards and assessments that prepare students for success in college and the work place.” This meant that in order for a state to be eligible for these grants, the states had to adopt the Common Core State Standards or something similar. The rush to accept federal dollars provided a major push for states to adopt the standards. The Common Core Standards are funded by the governors and state school chiefs, with grants from the Bill and Melinda Gates Foundation, the Charles Stewart Mott Foundation, and others. States are planning to implement this initiative by 2015 by basing at least 85% of their state curricula on the Standards. Last year Obama also provided the states with Flexibility Waivers for No Child Left Behind. With this funding coup, states would have to also entertain College and Career Ready Standards, workforce skills in the affective domain, moving away from an academic curriculum toward a standards based system.

With the implementation of new standards, states are also required to adopt new assessments. The two consortiums surfaced with two different approaches to test the standards. 26 states formed the PARCC RttT Assessment Consortium, (Partnership for Assessment of Readiness for College and Careers, Race to the Top.) The approach focuses on computer-based ‘through-course assessments’ in each grade combined with streamlined end of year tests, including performance tasks. The second consortium, the SMARTER Balanced Consortium, consists of 31 states for adaptive online exams.The decision to use which assessment is determined by state education agencies.

Work is in the planning stage to create a common, universal assessment system based on the common core state standards. Of course. If you have a national curriculum, you must have a national test. This unprecedented move changes the Standardized Testing most students are currently taking, because standardized testing measures content and does not measure attitudes. The “Universal Assessment System” is assuredly NAEP, the National Assessment of Educational Progress and has always been the prototype for all state assessments that experimented with testing in the affective domain.

The clever plan to standardize the standards was actually passed by individual states or state boards of education. This removed the legal violation of the federal government directing and supervising curriculum which is against federal law. In summary, once your state accepts the Common Core Standards, power is removed from your neighborhood school and the teacher in the classroom. Common Core removes the old system based on content and replaces it with individual Common Core Standards that each individual student must meet and every individual teacher must teach. The Common Core lowers the bar of academics with a “dumbing down” approach in order for all children to meet them. Feedback loop control is initiated to force compliance on the school, the teacher, the student with data tracking creating a Total Quality Managed system. Individual educations plans, career pathways, small letter iep’s, whatever you want to call forcing the individual student to comply to ONLY the Common Core, will be developed for EACH and every student creating a system of interventions if the student does NOT meet each standard through federal Special Ed funds, IDEA. HR 5 and SB1094 refer to the interventions as “Specialized Student Support.”

HR 5, the Dollar and the Force Behind the Common Core. SB 1094 Out of Committee

The legislation passed by the Republican held House of Representatives sold our country out with this piece of legislation. The funding, Title I, “follows the child.” What does this mean? This means that the money will fund each student wherever they want to go to school. This funding bypasses the state government and the local district. Interesting enough, the amendments attached by key Republican Congressmen, and a few other Democrats, have an assortment of issues that contribute to ensuring that representative government is erased.

Eric Cantor, (VA) R, and Rob Bishop (UT) R, allows Title I funds to follow the student to other public or charters schools upon the state opting to allow it. Rob Bishop also makes Title I portable to public ( including charter) schools and private schools. Matt Salmon, (AZ) R, provides States with the flexibility to allocate Title I grant funds in a manner that follows the child. States may allocate these funds based on the number of eligible children enrolled in the public and private schools served. John Tierney (MA) D, ensures a state’s accountability system is applied to charter schools in the same manner as to other public schools. Jeff Duncan (SC) R, states would be able to direct block grant funding to any education purpose under state law.

In Summary: Creating Choice, Diminishing Public Schools, Grooming Charter Schools.

Under the House Bill, HR 5, a student is “given” Title I federal dollars to go to the school of their choice. Which school will they go to? The public school across the district? across the state? to a private school? Catholic school? homeschool? across state lines? Your tax money is traveling everywhere blurring tax bases. What will this do to your local school district? What will this do to a locally elected school board who will no longer have control over the tax base with students moving everywhere? The funds must be divided to each student in an equitable way.

Under the Senate Bill, SB 1094, funding establishes or expands inter- or intra-district public school choice programs that follow the child starting at birth to age 21, mandates workforce skills, and testing across ALL domains, attitudes and values included. It also establishes a NATIONAL SCHOOL BOARD. (This bill does not extend the choice funds to private schools, Senators Tim Scott (R-S.C.) and Paul Rand (R-Ky.) amendment to allow Title I dollars to follow a student to any school, public or private, was defeated.) The meshing of the two bills gives us the entire agenda. The writing is on the wall.

Eventually, there will no longer be “better” schools, only equal schools. It is only fair, there shouldn’t be wealthy school districts and poor school districts. Right? This ensures that your local school district will struggle. If a local district survives, they must be in-tune and in compliance with the common core agenda with perhaps minor functions like hiring, firing, maintenance of buildings, and managing federal accountability guidelines. Many states have already gone to court over equitable school finance and alternatives to property taxes. The trend is a regional tax base, pooling tax money, and this legislation lays the groundwork to do just that. Schools will close because of less funding to operate, and so called “academic bankruptcy” for not meeting standards. This also sets the stage for charter school take over, which is a public school without an elected board. Local and state representative government will continue to be gradually diminished. Follow the money.

Sending Federal ‘Choice Children’ to Private Schools

Will a private school be forced to accept a choice student? Will this choice money force private schools into ” equal opportunity” and “an equitable resource implementation plan” for the choice students enrolled? Will choice students force the national curriculum and national testing on the private schools? Yes, Yes, and Yes. Particularly if your state passed the Common Core Standards.

Charter schools will be the norm, the future for all public schools. Charter schools are the model for taxation without representation. Specialized Student Support, Continuous Improvement, Teacher Evaluations, and Data Tracking Oversight with testing, testing, testing for accountability are all packed into HR 5 along with the choice amendments. Will the Democrat Senate pass this legislation this fall? Combined with SB 1094 introduced by Senator Harkin, which is the Democrat version of HR 5, we can count on it. We will have federalized all of education in the United States of America-Obama’s Dream.

Action:
Stop the Common Core Standards.
Stop HR 5.
Stop SB 1094
.

Notes:
Historical Documentation: Charlotte Iserbyt,
the deliberate dumbing down of america
Soviets in the Classroom

See Obama’s, Race to the Top Agenda’ – States Under Republican Leadership Fall For the Carrot: Children Sold-Out for a Profit, by this author for documentation. Obama’s Race to the Top Agenda

HR 5 legislation HR 5
SB 1094 legislation out of Committee: Senate Bill 1094
Franken Amendment- Advanced Placement/International Baccalaureate: The Chosen 20%:
Accelerated Learning Act

Obama’s, Race to the Top Agenda’ – States Under Republican Leadership Fall For the Carrot: Children Sold-Out for a Profit

The Next Generation Schools.
It’s easier to understand an agenda with a picture. A picture is worth a thousand words. The following graph was used in a power point presentation about how the Innovation Lab Network will change and redesign how American schools will function in the future. This is a ‘Race to the Top’ education model. The graph was taken from a power point presentation from the Stupski Foundation, the OECD, the international Organization for Economic Co-Operation and Development, with a grant from the Chief State School Officers, CCSSO, about the Next Generation Schools, called the Innovation Lab Network.

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These are the original states that are included in this pilot research project from Obama’s ‘Race to the Top’ -Maine, West Virginia, Wisconsin, New York, Kentucky, and Ohio. Race to the Top was funded from the Recovery Act with $400 billion dollars. Since that time waivers have been given to states that need flexibility in using their ESEA funding in the “No Child Left Behind” legislation to move toward this model since the current Congress has not passed a budget. More states are involved at this time. The most profound concept in this graph shows how the next generation school will eliminate representative government. Notice that the new system bypasses the community, governance, and finance. Draw your attention to the blue lines that are most important to this agenda. They are: your child, called human capital, assessment which is testing, technology, and any time and any place. Testing and technology become the most important part of this agenda to create the human capital of the future for the international global workforce.

How will abolishing representative government work? In order for this graph to become a reality, there are three barriers that must be removed. Community; families, parents, and churches must have no options or legal authority, only a choice of which school to send their children; Governance; your locally elected school board or other elected local or state officials that could become a hindrance will be eliminated or reduced to minor functions: parents will not have any voting power over a for- profit charter school; Finance; the neighborhood school no longer depends on your local tax base to fund schools under equality or leveling the field. The mantra that will be quoted is, under fairness and equity there should not be rich school districts or poor school districts, only schools. Your tax money will be pooled regionally or toward a county base to be distributed equally for each child. Federal funds will now fund individual students. Your elected school boards will no longer have the tax base from which to run their school. Your local neighborhood school will eventually be pushed out through academic bankruptcy and/or taken over by charter schools.

This is the new model for school choice. Federal monies, ESEA Title I, is being changed in new laws being proposed that will follow the individual child & IDEA will change the definitions of who can receive funds to include any child not meeting Common Core Standards (CCS) in an IEP, individual education plan similar to the special education plans for handicapped children. This will mean ANY & EVERY child can receive choice money to go to the school of their choice. The entry point solutions are the end results or the child meeting government Common Core Standards & what must be done to achieve these goals. This is a design down program, start with what the government wants & work backwards….what a child will know, do & be like, or beliefs, values & actions….Blooms taxonomy, the whole child theory.

This graph from the Next Generation Schools, Race to the Top agenda, spells out how to mold the child toward those objectives. It shows how representative government, as well as parents, will be erased from any authority in educating their children or how the schools of the future will function through a computerized monopoly of selected profit making corporations, otherwise known as corporate fascism.

This is the model for for-profit Charter Schools that use public tax payer funds with no elected school boards or taxpayer accountability and this is the model for the takeover of all education in America including private schools. Private schools are included because, when these stipends are given to each child under Choice from Title I which is being proposed in the new ESEA legislation in the federal budget supported by Republican Congressmen and Senators, Republican governors and unknowingly by many conservative groups, any child accepting that federal stipend to go to a charter, private, Catholic, Christian, home school, or other school, will be mandated under accountability, to take federal testing to meet the federal standards. Many tests are being aligned to the Common Core Standards using federal objectives from NAEP test item banks already validated to meet government goals. Inevitably this will control all education in the United States if you take the money. The CCSSO has had model legislation waiting in the wings for years. Perhaps we can ask why Governor Jeb Bush is in Maine pushing his Charter school agenda with his Foundation for Excellence in Education that is widespread in Florida? Legislation in Michigan, under Republican leadership, House Bill 6004 and Senate Bill 1358 would expand a separate and statewide school district (the EAA) overseen by a governor-appointed chancellor and functioning outside the authority of the State Board of Education or state school superintendent. These schools are exempt from the same laws and quality measures of community-governed public schools. The EAA can seize unused school buildings (built and financed by local taxpayers) and force sale or lease to charter, non-public or EAA schools. This is proof that there is some truth to an agenda of eliminating representative government.

Look at the corporations that are flooding into these states to get contracts and compare them to who has access to the personal data explained below. Research to create these individual models for individual children with individual needs to meet Common Core Standards has attracted big business. Big money is being made and businesses are lining up at the door to get their share. But at what price? PARCC, The Partnership for Assessment of Readiness for College and Careers, a testing organization just applied for 501(c)(3) non-profit status which allows easy access to individual data under FERPA, Family Education Rights and Privacy Act. Smarter Balanced is another through Educational Testing Service,ETS. American College Testing, ACT, Pearson Foundation, Gates Foundation, & Wireless Generation already are feeding at the federal data trough. Republican governors have been hoodwinked into an agenda that is racing toward ending representative government & school as we know it.

Notes

Historical documentation from, ‘The Deliberate Dumbing Down of America’
by Charlotte Iserbyt, mentor & friend.

For information about testing attitudes & values, see “Getting Inside the EQA Inventory,” Pennsylvania Department of Education.

Stupski workshop presentation: Stupski PowerPoint Presentation

OECD Workshop

Forbes Article-beyond academic testing.

http://blogs.edweek.org/edweek/college_bound/2012/07/act_plans_to_roll_out_career_and_college_readiness_tests_for_3rd-10th_grades.html

New York selling student information

Obama unlocks data, FERPA is unleashed, and opens Pandoras Box of privacy invasion, psychological manipulation, giving data for free to organizations to make a profit, and falsely using children in research unknowingly to parents, school boards, & legislators. The ” learning genome,” which means testing and teaching the whole child, is not just about academics

This is top news yesterday out of New York: Experts, Parents, Lawmakers Blast Database Providing Personal Student Information To Vendors March 14, 2013 1:45
NEW YORK (CBSNewYork/AP) –” A new national database that compiles personal student information for educational companies that contract with public schools is being blasted by privacy experts:
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“In turn, inBloom reportedly plans to put this private information on a data cloud and share it with for-profit vendors. The information will include personally identifiable information, including student names, test scores, grades, home addresses, email addresses, linked to grades, test scores, disciplinary and arrest records, special education status, race, economic status and health conditions, according to Class Size Matters, a non-profit organization that advocates for class size reduction in NYC’s public schools.”
This is only the beginning.

Obama “unlocks” data by issuing FERPA’s new regulations that were promulgated without congressional authority, now allowing written agreements with outside vendors to access personal data from the US Department of Education so that a plan can be developed. Each child will be evaluated as to their learning style and personality, strengths and weaknesses, not for the child to do the best of their ability, but do their best to meet government standards. This is for EACH and every child….no child left behind has new meaning. No child will escape the threat of big brother forced on them through computer compliance programming. In January, 2012, in an Office of Science and Technology Assessment meeting, Obama names private corporate businesses that he has contracted with to make this government agenda become a reality. These corporations and businesses are developing systems, assessments, software, and curriculum that will be sold back to the schools and states when in effect, they get the data for free. Some of those corporations are ETS, Pearson & Microsoft to name a few. (I have requested a FOIA request for all written agreements that FERPA has entered into, to specifically attain a list of all organizations, foundations, and businesses that are receiving PII for free to do research, testing, & curriculum development. I have not received a reply as of today.)

This next graph at the end of this page explains how the system will work. Its not about academics, its about control. The Next Generation indicators and diagnostics are: equity based, higher order/deeper learning, authentic affective engagement, leading to narrow accountability and system redesign. The indicators and diagnostics are important toward creating a profile that will force human capital to mold to a prescribed agenda. What is higher order and deep thinking? Most higher order questions on a test will measure ” beyond text”. Beyond text means you cannot get the answer from information provided in the story. You have to give your opinion or value judgment. Affective testing is measuring attitudes and values. This is critical thinking which sounds good to the parents or legislators. These value questions are scored to a criterion or standard set by the state. Higher order and deeper thinking & learning will be psychological intervention toward prescribed government attitudes and beliefs. Authentic affective engagement will be the psychological techniques used & needed to force the student to change their attitudes and behavior toward workforce objectives. This is the re-design of your neighborhood school.

The Next Generation School agenda will use personally identifiable information, PII, to create this ” learning genome” or the IEP for the individual child. Data has been UNLOCKED by Obama, so that, any foundation, business, corporation, non-profit, etc, can access data for free from personal micro-records collected by the government through testing and record keeping, to align software and curriculum for children to meet these government Common Core Standards. A customized, individual education plan, or IEP will be developed for every child & technology will help the system accomplish their goals.

Families will be drawn into this agenda by stroking them into believing this IEP is for the good of their child. They will use words like learning styles, citizenship, character, career paths, civic learning and engagement. Here is the point, these attributes sound good, but they cannot be tested and scored in a pluralistic society. Do you want your child to be taught to the best of their abilities, or do you want them to be stymied toward only attaining government standards? One is a ceiling, the other is a floor. Remember the design down approach. You will design down from a ceiling, the only content that will be taught are Common Core Standards: you design up from the floor where the sky is the limit. The United States never had a ceiling on knowledge & we can confirm & document that there is a “Deliberate Dumbing Down of America” (author, Charlotte Iserbyt). We are talking about functional literacy, but with the right attitudes & values.

Ask yourself this question? How do you measure character, or honesty, and integrity? What is measured in Citizenship? How will these standards be scored? The answer is psychological testing and probing, writing about argumentation and challenging the students point of view or fixed beliefs. The National Assessment of Educational Progress, NAEP, researched the testing of attitudes & values in Pennsylvania. Documents show that the Department of Education said it depended on the sophistication of your school district as whether you told parents about the testing. Citizenship tested thresholds, self esteem tested locus of control. They came under the umbrella of Quality Goals of Education, all scored to a minimum positive attitude according to reward and punishment, all according to the government group goals & group efforts…collectivism. Pennsylvania had to withdraw this controversial test. Is it appearing again in computerized IEP’s?

Notice that the assessments, which are most important to collecting data on the individual, are linked to a new kind of credentialing. This new diploma will determine who is college bound or career bound in workforce training. The 20-80 percent agenda applies, those selected for college, those selected for workforce training. The agenda for teaching careers, starting in Kindergarten, or before in pre-school, will direct the child’s learning path. ACT reported this past summer that testing will begin in Kindergarten to test the whole child to direct them toward a career. Work Keys, also an ACT credentialing program for the workforce also tests students in the affective domain, the testing of attitudes. These workforce standards were all spelled out in SCANS, Secretaries Commission on Achieving Necessary Skills from the Department of Labor. School to Work accomplishes the goal through direct intervention and guidance toward a new caste system of work that is being designed for Americans. At the State of the Union address the President also talked about a Race to the Top for high schools: “The President will call on Congress to consider value, affordability, and student outcomes in making determinations about which colleges and universities receive access to federal student aid, either by incorporating measures of value and affordability into the existing accreditation system; or by establishing a new, alternative system of accreditation that would provide pathways for higher education models and colleges to receive federal student aid based on performance and results.” A Degree Qualification Profile is also being developed for college students by the Lumina Foundation documented in The Crucible Moment, Civic Learning & Engagement for global citizenship. Same standards, same objectives, testing college students in the affective domain, no one escapes having the ‘right attitudes.

Teacher training must also change to the new agenda. Differentiated roles, new career pathways, modular use of people & resources, redefined preparation, selection, licensing, & development.

In summary, this is a synopsis of current developments with questions that should be answered.

Data is ” unlocked” by President Obama. He awards specific private partnerships to develop systems, technology, software, and curriculum toward individual students meeting common core standards. These partnerships have been experimenting in Race to the Top school districts.
http://www.whitehouse.gov/sites/default/files/microsites/ostp/ed_data_commitments_1-19-12.pdf

FERPA is expanded January, 2012, without Congressional oversight. New regulations permits any organization, business, non profit, foundation, etc to be a “school official” that can access individual records of individual students for research. This expansion will include the private partnerships who will gain to make huge profits alluded to in unlocking the data.

The individualized packages become ” learning genomes” that test & teach to the whole child. The whole child includes a psychological component of attitudes, emotions, values, and beliefs. What values will be taught? Who controls the standards? Can a computerized model teach attitudes and values? Will social justice and economic democracy be taught? Will the subject matter have a conservative or liberal bent? Who decides what the standards will be?

Do these contractors pay for the data on our children? Are they using the data to make a profit? Example, are contractors developing testing, software, or curriculum that must be paid for by the taxpayer when they get our children’s data for free? Most businesses PAY for lists of people & are very expensive. Who are the contractors? Are these businesses just vendors out to make a profit?

Experts in tax law say that non-profit organizations like ACT, a testing contractor, the Pearson Foundation, as well as, their partnership with the Gates Foundation who are creating “a full series of digital instruction resources,” appear to be using their tax exempt foundations to push its business interests. Is this a violation of the federal tax code? How many other non-profit organizations are using this data for profit?

Once data was unlocked by Obama, FERPA was relaxed, the issue of longitudinal data collection that follows an individual from birth to career has a huge new privacy concern. The “unlocked” data on an individual is now allowed to be accessed by “others” deemed school officials other than the Strict guidelines that was proposed under the Hanson Memorandum which required that under the ‘‘audit or evaluation exception,’’ only an authorized representative of a State educational authority must be a party under the direct control of that authority, e.g., an employee or a contractor to access the data. FERPA rescinds the Hanson Memorandum which open the flood gates of data flowing to outside contractors now called school officials. The issue becomes, who has direct access?

The new direction in education is that the money funded through Title I will ” follow the child”. This in effect will have curriculum & software that would directly “affect” the individual child in a customized, or personalized education plan to meet government standards. In other words, particular organizations will have direct access to each students’ profile to test and prepare instructional programs toward government goals on the computer. Nothing will come between the child and the computer.
Is the datum on individuals, which will assuredly be used for the personalized education modules in the new ESEA Title I regulations & new IDEA regulations being proposed, paid for as Intellectual Property to that individual, since a profit will be made on their information that is collected without their consent or the consent of the parent?
Is your child a commodity for their personal data to be sold without your permission and without reasonable compensation? These proposed regulations will have federal dollars ” follow the child”, are there not federal protections?

Data trafficking between the Department of Education and other outside contractors may contribute to violations of Cyber Security Laws when redisclosure of personally identifiable data is shared and does NOT request informed written parental permission of uses. Is the DOE taking chances that security will not be breached on data that is so personal and private? Is it legal to allow outside contractors access to children’s records? Is this safe? Where are the federal protections for children?

It’s NOT about academics. What type of data is being collected by the testing contractors? ACT, a testing contractor, states that it is testing the “whole child”. Is psychological information being collected to produce curriculum for ” behavior change” ? This is a quote directly from the testing contractor, “The assessment would look beyond academics to get a complete picture of the whole student,” stated Jon Erickson of ACT. “There would be interest inventories for students, as well as assessment of behavioral skills for students and teachers to evaluate.” Are these tests legally allowed to use psychological tests without informed parental consent? Is this a revisiting from the old EQA/NAEP from Pennsylvania?

Demand an investigation into the illegal dissemination of personally identifiable information from the Department of Education regarding these possible violations of privacy. Carbon copy everyone. Newspapers, privacy organizations, everyone.

These questions MUST be answered by your Congressman & Senator once they understand the violations of privacy, freedom, and other violations of law. Investigate FERPA. Stop Choice and the ESEA Title I stipends for individual students with federal strings attached. Stop psychological testing without informed written consent. Stop unConsitutional Charter Schools. Dismantle the Department of Education.

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Notes

Historical documentation from, ‘The Deliberate Dumbing Down of America’
by Charlotte Iserbyt, mentor & friend.

For information about testing attitudes & values, see “Getting Inside the EQA Inventory,” Pennsylvania Department of Education.

Stupski workshop presentation: Stupski PowerPoint Presentation

OECD Workshop

Forbes Article-beyond academic testing.

http://blogs.edweek.org/edweek/college_bound/2012/07/act_plans_to_roll_out_career_and_college_readiness_tests_for_3rd-10th_grades.html

New York selling student information