This article reposted from: http://whatiscommoncore.wordpress.com/2013/11/30/liar-liar-pants-on-fire-dr-stotsky-exposes-marc-tucker/
Dr. Sandra Stotsky, one of the famous Common Core validation committee members who refused to sign off on the legitimacy of Common Core, is alarmed that N.H. legislators are being sold a false line by Mark Tucker about Common Core. She points out, among other things, that the Gates Foundation has “given millions to help Marc Tucker promote his own ideas on education in recent years” as it has given millions to promote Common Core nationwide. But there are more than financial incentives for Tucker, the CEO of the National Center on Education and the Economy (NCEE), a Center for American Progress (CAP) leader, and the infamous Dear Hillary letter author.
Tucker’s life’s work hangs on Common Core. He’s made it his mission to end local control, as a progressive socialist who openly fights Constitutional, representative America. The plot of his 1988 “Dear Hillary letter” falls apart without Common standards for control of data and control of education and workforce. He can’t let it fail.
Tucker’s infamous 1988 letter to Hillary Clinton showed Tucker’s (and Clinton’s) twisted agreement that a “new” system of government should micromanage every citizen’s life, cradle to grave, using schooling as the core for the centralized control. Creepy as can be.
Fast forward to May 2013 and still, you see Tucker’s creepy goals outlined in his report from the “Center for American Progress” in which Tucker stated that “the United States will have to largely abandon the beloved emblem of American education: local control.” He also dared write: “I propose to greatly strengthen the role of the state education agencies in education governance, at the expense of local control … [G]overnance roles of the local districts, as well as the federal government, would be significantly decreased. Independent citizen governing boards would be eliminated.”
Equally stunning is Tucker’s 2013 NCEE report called “What Does It Really Mean to Be College and Work Ready?” where he admitted that his goal for education reform is NOT to raise, but to lower standards.
His report reads:
“Mastery of Algebra II is widely thought to be a prerequisite for success in college and careers. Our research shows that that is not so… Based on our data, one cannot make the case that high school graduates must be proficient in Algebra II to be ready for college and careers… the policy of requiring a passing score on an Algebra II exam for high school graduation simply cannot be justified.”
(Why don’t our state school boards share these reports with us? Why do they lead us to believe that “college and career ready standards” mean better than we had before?)
The same NCEE report goes on to say that the traditional high school English class, with its emphasis on classic literature and personal, narrative writing, is useless. The report implies that Common Core will save students from the near-worthless classics with its emphasis on technical subjects and social studies via the dominance of informational text in the Common Core classroom:
“The Common Core State Standards in English Language Arts (CCSSE) address reading in history/social studies as well as science and technical subjects, and in so doing may increase the relevance of high school instruction.”
In labeling classic literature and personal writing irrelevant, the NCEE underscores the Common Core/NCEE mentality: that only job prep matters, only the collective economy, not the liberty and potential of an individual.
With that introduction to Tucker’s motivations for promoting Common Core, here are highlights from Dr. Stotsky’s article on Tucker’s recent fibs in support of the Common Core agenda. (Read the whole thing at Pioneer Institute’s website.)
Dr. Stotsky makes many important points, including the following:
1 “In October, members of the New Hampshire legislature heard Marc Tucker, president of the National Center on Education and the Economy, tell them more fibs than Pinocchio ever dreamed up. How many legislators will prove to be gullible Geppettos is another matter.”
2 “…all six of the “math experts” who “validated” Common Core’s mathematics standards are in an education school and/or spend their time on teacher education… [Dr. James Milgram, who refused to sign off on the legitimacy of the Common Core math standards], who has a doctorate in mathematics, was clearly the only mathematician on the Validation Committee. Tucker doesn’t know a mathematician from a mathematics educator.”
3 “It is true that Professor William McCallum, a consultant to Achieve, Inc., a mathematics professor at Arizona State University, and a lead writer of Common Core’s mathematics standards, asked the heads of many national mathematics and science societies for endorsements, and he received them. However, there is no evidence that any of their members ever read Common Core’s high school mathematics standards.”
4 “Nor is there evidence that any of their members disagree with Milgram’s judgment that there are no precalculus standards in Common Core or with Professor Jason Zimba’s acknowledgment that Common Core does not prepare high school students for STEM. If members of these organizations do endorse high school mathematics standards that intentionally do not prepare high school students for STEM, they should speak up…”
5 “Mitchell Chester, current Commissioner of Education in Massachusetts, did not commission any leading education research organizations to compare the Massachusetts standards with Common Core’s …Achieve, Inc., Fordham, and the MBAE all received funding from the Gates Foundation… It is also well-known that a Race to the Top grant for $250,000,000 was promised to Massachusetts if it adopted Common Core’s standards.”
6 “Tucker plays fast and loose with the facts, and in the future New Hampshire legislators and educators should make sure a fact-checker is on the premises for a debriefing after he speaks.”
Thank you, Dr. Stotsky.
Read the rest here.
Thomas Jefferson wrote: “But if it is believed that these elementary schools will be better managed by the governor and council, the commissioners of the literary fund, or any other general authority of the government, than by the parents within each ward, it is a belief against all experience.“
America, do we you want that sterile, big-government factory vision of workforce-focus to control the nation’s children? How has it worked out for European socialist countries and the communist nations?
Why listen to Tucker and go with his (Common Core’s) flow? Why destroy the vision of our founders, where each caring parent and locality governed the child’s education?
Local control and freedom have made us the greatest nation in the world. Others flock to our universities! Others envy our technological and medical advancement!
Freedom works. Don’t throw it away, foolishly following schemers such as Marc Tucker, David Coleman, Sir Michael Barber, Bill Gates, and Arne Duncan –no matter how fancy the titles of their organizations sound.
We’re at a critical intersection of our country’s history. Our children’s futures and our country’s future depends on us seeing what these schemers are attempting to pull; depends on us standing up and simply saying, “No.”
This story is not specifically Common Core related, but illustrates the trust a student inherently places in their teachers at school who get them more hours in a day than their parents do. The parent and school will remain anonymous where this took place. If the school system wants to claim it is teaching critical thinking, both sides of an argument must be presented and look at source documents. When only one side, whichever it is, is presented, that’s called indoctrination, especially when the trusted teacher explains to unwitting students that they are presenting facts instead of theories.
Three years ago my husband and I were helping with the campaigns for Mike Lee and Morgan Philpot. We met a gentleman through those campaigns named Larry. (You may even know him.) I don’t remember his last name. Larry moved here from California and warned us at that time that Utah would soon have the same standards for history and science that California has had for many years. He told us that soon the only science being taught would be political science (from liberal views) and environmental science. We had already started homeschooling our younger children, but hoped we could get our oldest daughter through high school before that happened.
Last year our daughter was in the 11th grade. She is in the concurrent enrollment program so all her classes count as college credit for generals. We found out that her (only) science class she would be taking was environmental science. We were alarmed and asked her why she signed up for that. We asked her if she knew how controversial the class would be. She said that the school did offer biology and chemistry but that those classes were only offered once and at an hour that conflicted with other classes she had to take. However, environmental science was available multiple hours. She didn’t think there would be any problem with what would be taught.
We hoped she was smart enough to see through the propaganda as we have for years joked and laughed at global warming and many other related issues. Throughout the school year my husband went through her text book with her and talked to her teacher. What we ended up with was a wedge in our relationship with our daughter.
Our once very level headed, smart and loving daughter became resentful towards our “closed minded views.” She wouldn’t speak to us for weeks. What had happened is her teacher showed Al Gore’s video on global warming. (Though laughable to us it was very convincing to her.) The teacher also presented the ideas of common wealth and for the greater good among other liberal ideas that had nothing to do with the environment. She told her class that she neither supported or was against any of these ideas, but that everyone needed to have an ‘open mind’ and consider these ideas as possibilities. She also counseled them to not to listen to their parents if they opposed such thinking! That we (the parents) had ‘closed minds’ if we weren’t open to such ideas, and are just old and set in our ways.
It was a very frustrating year to say the least and now we are hoping to make it through one last year in the public school system. Because we try to keep the lines of communication open with all of our kids, we have somewhat mended our relationship with her. She still remains confused and leans towards favoring the ‘greater good’ theory. This year in one of her classes she was taught that most illegal immigrants pay their taxes while less than half of American citizens pay their taxes. We should be grateful to the illegals for keeping our government running! This all happened here at ____ high school.
Just over a year ago, two state school board members told me Utah would never adopt Common Core science or social studies standards and we would only go as far as math and ELA. Here’s a bit of disturbing news on the science standards front…Brett Moulding, former Utah state office of education curriculum director, is the lead author on the science standards writing team. Now is Utah really going to turn down standards written by Mr. Moulding? I’m not sure when Mr. Moulding was appointed, but there has been a review of these Next Generation Science Standards (NGSS) a while back, showing that they weren’t actually going to teach science, but more of an appreciation for science. They aren’t about creating technology, but more geared toward consuming technology (link). Utah must avoid adopting these science standards, and root ourselves in solid science standards and curriculum.
The new Common Core Social Studies standards (CCSSS) have been released as well. Page 31 of the document starts off the Civics section with a catastrophic blunder.
CIVICSIN A CONSTITUTIONAL DEMOCRACY, productive civic engagement requires knowledge of the history, principles, and foundations of our American democracy, and the ability to participate in civic and democratic processes.
Article 4, section 4 of the U.S. Constitution guarantees every state in the country a republican form of government, and protection from both foreign and domestic intrusion on that form of government. The United States is a Constitutional Republic, not a Democracy. The Founding Fathers were very opposed to Democracies because they led to mob rule.
Now in all fairness, these CCSSS DO actually mention the word republic a couple times in the document (unlike Utah’s current K-12 history standards), however, the way they portray it is even more alarming. (markup by me)
IN THE COLLEGE, CAREER, AND CIVIC LIFE (C3) FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS, THE CALL FOR STUDENTS TO BECOME MORE PREPARED FOR THE CHALLENGES OF COLLEGE AND CAREER IS UNITED WITH A THIRD CRITICAL ELEMENT: PREPARATION FOR CIVIC LIFE. ADVOCATES OF CITIZENSHIP EDUCATION CROSS THE POLITICAL SPECTRUM, BUT THEY ARE BOUND BY A COMMON BELIEF THAT OUR DEMOCRATIC REPUBLIC WILL NOT SUSTAIN UNLESS STUDENTS ARE AWARE OF THEIR CHANGING CULTURAL AND PHYSICAL ENVIRONMENTS; KNOW THE PAST; READ, WRITE, AND THINK DEEPLY; AND ACT IN WAYS THAT PROMOTE THE COMMON GOOD. THERE WILL ALWAYS BE DIFFERING PERSPECTIVES ON THESE OBJECTIVES. THE GOAL OF KNOWLEDGEABLE, THINKING, AND ACTIVE CITIZENS,HOWEVER, IS UNIVERSAL.
So in other words, in order for our “Democratic” (not Constitutional) Republic to survive, we have to embrace a changing culture (slouching toward Gomorrah), changing physical environments (global climate change?), and promote the common good (socialism). Sidebar: Some people will have differing opinions, but the intelligent people have achieved universal agreement on these things.
Dang, and I thought to maintain our Constitutional Republic it took having a solid and unchanging foundation of principles rooted in freedom. Just goes to show how little I know…
If you didn’t think our country was in trouble with Common Core ELA assignments teaching kids to think like Nazi’s and erase the Bill of Rights, I’m rapidly losing hope in the sanity of educrats and politicians that blindly follow them. I haven’t reviewed much of these standards, but based on this quick glance, if states start adopting these standards, goodbye lady liberty.
In the last few weeks we’ve heard about some awful things our children are being exposed to under Common Core. Here’s a couple recent examples:
“Think like a Nazi, the assignment required students. Argue why Jews are evil.
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!’”
“Welcome to the first day of civics class in the Common Core. Your first assignment? Revising the Bill of Rights in the U.S Constitution because it is an ‘outdated’ document?
The worksheet says:
‘You have been selected to work on a National Revised Bill of Rights Task Force. You have been charged with the task of revising and editing the Bill of Rights… You will have to prioritize, prune, and add amendments.’”
We’ve seen other indoctrinating and offensive problems in math and English as well.
Why are students getting these assignments? Is it the Common Core standards? No. Common Core standards don’t instruct people to do this. The people writing curriculum for Common Core are creating these types of activities. They know that teachers without quality curriculum materials (like we used to have) look to big sources of Common Core aligned activities to choose from. Those sources are being written and funded by people like George Soros who want to tear down our country. One example is the Open Education movement which is being co-opted (http://www.utahnsagainstcommoncore.com/agenda/) and tied into Common Core. Sources such as these make it easy for teachers to grab an activity labeled as aligned to Common Core and without thinking (or perhaps even matching their own agenda) use it in the classroom on their students. Then if its discovered to be something inappropriate, they can hide behind the “it’s Common Core aligned” label. Unless Utah has direct control over the sources of curriculum and assessments, we are at risk of thoughtless teachers and administrators taking materials at face value and putting them into the classroom for students to be exposed to, just like the recent pornographic book recommendations that came from the national Common Core site that made their way into Utah students classrooms on an approved reading list.
A Utah parent posted this on his Facebook page. This is from a Common Core assessment.
PARENTS please read this. My 3rd grade little girl was out sick for one week. Her teacher asked if she could complete a test online. Here is an example of a comprehension story with questions. THIS IS PURE BRAINWASHING. I am a capitalist and find the below completely inappropriate. What education value does the below have. I look forward to your comments. WARNING YOU MIGHT NEED SOME DUCT TAPE!
“Money Means Worries”
A rich merchant named Chen had all the money he needed. He lived in perfect comfort. His food was rich, his bed was soft, and his clothing was beautiful.
A poor potter named Li lived next door. He did not have much money. He ate simple food, he slept on the floor, and he wore old, plain clothes. His only treasure was a golden canary that lived in a wooden cage.
The merchant worked day and night. He hunched over his account books, adding and subtracting. He yelled at his clerks and made them work as hard as he did. He rarely stopped work to eat a real meal. He ate at his desk and hardly noticed the delicious food. Late at night, the tired man went to bed, but he was unable to sleep. Thinking about money, he tossed and turned in his soft bed.
His neighbor spent the day making pots from clay. At the end of the day, Li sat in his garden and enjoyed a simple supper. Then he brought his canary outside. Li played his flute while the canary sand. At night, Li slept soundly on his floor.
For years, the music from the garden had disturbed the merchant. It made him angry. One sleepless night, he came up with a plan to make the music stop.
The next afternoon, he visited his neighbor. He held out a sack of gold coins and gave it to Li. Chen said, “You have been a good neighbor for many years. Here is a gift for you.”
Li thanked Chen. Then he sat in his garden, thinking about the money. Should he hide it? Should he spend it? The poor canary cried for its owner, but Li was lost in his thoughts. He forgot about his supper. He forgot about his flute. He thought all night long.
Chen grinned happily at the success of his plan. He knew that having money would destroy Li’s simple pleasures.
Le made no pots the next day. He did not eat or play the flute. He just worried about the money all day. He worried throughout the long, sleepless night.
The next morning, his canary took pity on him. “Money means worries,” she sang. “Give it back. Give it back.”
Li heard the canary’s song. He remembered how happy he had been before the money arrived. He picked up the bag of coins and went next door.
WHY WAS CHEN ANGRY?
A. His clerks were cheating him
B. Li’s happiness disturbed him
C. His neighbors were richer than he was
D. Li made beautiful pots while he only made money
WHAT LESSON DID LI LEARN IN THIS STORY?
A. Nature is beautiful
B. People should save their money
C. Money does not buy happiness
D. It is important to be a good neighbor
WHAT WOULD BE ANOTHER GOOD TITLE FOR THIS STORY?
A. “The Magic Canary”
B. “A Mean Neighbor”
C. “Rich with Happiness”
D. “Music and Money”
Which meaning of the homonym plain is used in the following sentence?
He wore old, plain clothes.
Li sat in his garden and enjoyed a simple supper.
Which word has the same middle sound as the pp in supper?
Don’t miss this parent’s excellent comments to a New Hampshire district school board. At the 6 minute mark she expresses something that should be on everyone’s mind. Why is it that PARENTS are doing the research job that the paid “professional” education departments are not doing?
Shock video. A father asks a question at a Common Core meeting and winds up getting arrested and charged with 2nd degree assault of a police officer. He was tired of all the pre-planned softball questions the panel was addressing, so he stood and asked them to address a concern of his that Common Core is really not meant to make students ready for colleges like Harvard, but just for community colleges. What happened next is stunning.
Here’s a bit from the Baltimore Sun:
Robert Small said he wanted to express his dismay over the introduction of a new school curriculum at a public forum Thursday night in Towson, but instead the Ellicott City parent was pulled out of the meeting, arrested and charged with second-degree assault of a police officer.
Small stood and interrupted Baltimore County School Superintendent Dallas Dance during a question-and-answer session and began to tell the audience that he believed the new curriculum was lowering the standards of education and was intended to prepare students for community colleges. “You are not preparing them for Harvard,” he said.
The format of the forum did not allow the public to stand and ask a question. Instead, those who wanted questions answered had to write them on a piece of paper. Dance read the questions and had members of a panel, which included state schools Superintendent Lillian Lowery, answer them.
When Small started speaking, Dance told him that he believed his question would be answered, but Small continued to talk. After a couple of minutes, a security guard confronted Small, saying, “Let’s go. Let’s go.”
Small, 46, asked him if he was an officer and the security guard, an off-duty Baltimore County police officer, showed him a badge. The officer grabbed Small’s arm and pulled him toward the aisle. The audience gasped and some people sitting nearby got out of their seats.
As he was being taken out, Small said, “Don’t stand for this. You are sitting here like cattle.” Then he said, “Is this America?”
Here’s what Small said (in case it was difficult to make out);
“I want to know how many parents here are aware that the goal of the Common Core standards isn’t to prepare kids for full-fledged universities, it’s to prepare them for community college…..Parents, take control. We’re sick of this. This is not a CNN political game. This is a public town hall… Listen, don’t stand for this. You’re sitting here like cattle. You have questions. Confront them. They don’t want to do it in public…. Parents, you need to question these people….Do the research, it’s online.”
Do we question those in authority, or are we just cattle?
There is some additional information at Michelle Malkin’s blog.
Scott Shirley wrote this article for the Rexburg Standard Journal which a friend pointed me to.
Fire, Aim, Ready for Common Core
As a boy I remember watching my father target practice. He would make himself ready with the proper stance, even to the point of steadying his breath. Aiming was critical. The slightest adjustment, up or down, made a huge difference. At just the right time he would pull the trigger. Ready, aim, fire. We still have the trophies he won.
Common Core and Obama Care (Affordable Health Care) have something in common in terms of preparation. It was the opinion of politicians that something needed to be done regarding health care. A document was drafted. “What’s in it?” the American people asked. “Trust us. We need to implement it in order to fully understand.” Fire, aim, ready.
Common Core State Standards followed similar steps. I have searched for any formal study, one that was not funded by those who stood to gain economically, that shows nationally mandated education standards are beneficial. Common sense would suggest they should, yet if formal studies, conducted by reputable and respected unbiased institutions exist, showing significant benefits, help me find them, and I will be content to follow the crowd. It appears there was no “ready.”
It is politically popular to say that education in Idaho needs reform. I invite readers to check for themselves in regard to proficiency scores of their local schools. Compare them with averages across the state of Idaho, and then compare them with national averages. You may or may not be surprised. Before believing educational statistics quoted by politicians, ask them to show you the reputable study from which it came. We must know, before we aim, that we are focusing on the right target in the first place. Without proper study, or homework, we cannot really know.
I have been in education long enough to see educational program after program come and go (Does No Child Left Behind come to mind?). These programs were well intended (aim), but poorly researched (ready) and touted as “the answer,” thereby being mandated (fire). I am not opposed to standards of excellence. I want to know that my efforts are being made toward goals that have been researched with rigor, showing over time that significant student growth can be predicted based on solid evidence. Again, show me something other than studies made by those who stand to profit, and I will be content.
So, what do I suggest in the meantime? I believe true learning, learning that makes a difference, is based upon the relationship between teacher and student. Children will not remember which program was or was not implemented during their education, but they will remember how teachers made them feel, that they could develop a love of learning, that a world of opportunity lay ahead of them.
Watching my father target practice, and having him teach me as well, taught me practical lessons I have found useful in many areas throughout my life: Ready, aim, fire.
Two experts. The first is a mom, the second is a mom and child clinical psychologist. Common Core’s standards are developmentally inappropriate for young children. That’s one of the criticisms I’ve heard from multiple teachers in the younger grades.
This post was made on Facebook by Staci Tawbush about her experience with Common Core. Click her name to see the whole thread and other parent comments with similar frustrations.
We had another 3-hours-of -homework-night tonight. The kind of night I’ve told you all about. The kind of night some have called me a liar about.
Tonight, though, instead of taking a picture of the ridiculous math my child is being forced to do, I decided to take a picture of my child doing it. Call me insensitive, but I don’t care what you think. What I care about is my children. I see this on a regular basis and it’s time for others to see it, too… Because this is what Common Core really looks like.
This is Savannah. This is a 3rd grader at 10 o’clock on a Wednesday night literally crying over her homework. This is a child hungry for knowledge – a child who loves to learn. This is a child with a broken spirit. I didn’t have to take several pictures to capture one that happened to include a tear, because the tears were pouring down her face. This is a very smart kid in the midst of feeling like a failure.
So: To those of you who tell me Common Core is a good thing. To those of you who claim it’s no different than what children have always done. To those who speak against it but don’t act. To those without the spine to stand up against political pressure. To those in which CC has just become another political talking point. To those who think we need the money from the federal government to sustain AL education. And to those who had a chance to stop this and didn’t…
Tonight I’m mad at YOU.
Tonight you share blame in making a child feel stupid and her [single] mother feel like a disappointment.
And guess what? This happened all over the state tonight. Not just in my house. You had a hand in that, too.
Finally: To the warriors out there who’ve been fighting this as long (or longer) as I have. To the parents who just heard about CC yesterday. To the few politicians who refuse to back into the darkness. To the moms, dads, aunts, uncles, grandparents and friends who are seeing this everyday in your own home…
This is why we’re so passionate.
This is why we fight.
Second, this link will take you to an excellent article and presentation which I’ve embedded below. Dr. Megan Koschnick spoke at a Common Core conference at Notre Dame and does a fantastic job explaining child psychology and how Common Core is developmentally inappropriate for young children. It’s a very fast 25 minute presentation. I strongly encourage you to read or watch this.
Yesterday we received a couple reports that are just stunning.
“Ok I am not happy. While speaking to my son today about school I always ask what they had for lunch. My son told me “the chicken sandwich.” He then added that he ate some carrots and oranges. So he mentioned that yesterday at school lunch they had breadsticks. He said he took a breadstick and was supposed to also get a chicken sandwich. When the lunch lady saw he had a breadstick she informed him that he could not have a bun on his chicken sandwich if he had the breadstick. Why?
because that is too much grain. ARE YOU KIDDING ME?! I am so tired of the government telling us what we can eat, and what my child can eat. It is a bun, a BUN for heavens sake. It was not like he asked for a extra brownie, cookie, or cake (which I believe is outlawed). I usually cook every night, I am not taking my kids to fast food. I try to be a responsible parent with what I feed my children. I try to prepare nutritious well balanced meals. Ask my children, at dinner I always tell them they have to take some vegetable and eat it. The son who was told he could not have a bun, has not had a soda pop or any carbonated drink since May. He drinks water. When will the government start regulating how much bread I eat? I do not blame the lunch lady, she was just following regulations handed down. Someone is going to hear from me.”
This reminds me of the story our of North Carolina from a few years ago where a mother’s child had his lunch confiscated (turkey sandwich, banana, apple juice, and potato chips) and given school chicken nuggets as a healthier option. Satirized here: http://www.proxyparenting.com/stop-politicizing-children-over-wise-food-policies/
Polyamorous Relationships, Courtesy of Weber State
Another parent writes that her senior is enrolled in Concurrent Enrollment English at Bountiful High School, through Weber State. Weber just assigned this article for the students to think about the “ethical and moral views of this lifestyle” and about whether “these groups constitute ‘families’…” The parent complained to the principal who said, his “hands are tied because Weber State decides the curriculum.” Maybe Weber State needs their tax funding pulled to remind them about community standards, especially where it concerns minors. As one person put it, this is normalizing perversion.