Obama’s Career Tracking and Education Reforms: So Much More Than Common Core

Here’s the latest article by Christel Swasey copied from:

http://whatiscommoncore.wordpress.com/2012/11/01/obamas-career-tracking-and-education-reforms-so-much-more-than-common-core/

Obama’s Career Tracking and Education Reforms: So Much More Than Common Core

The more you study the plans and plots of Obama and of his Federal Education Secretary, Arne Duncan, the more you see the crushing trend.  They crush any individuality and local independence or control over education paths or career paths.  And the Constitution be damned.

Individuals’ desires or states’ desires are not to be taken into account.  The word “accountability” is used as a weapon of coercion.  And the desires of the Collective Government are assumed to best determine what a student studies and what he/she becomes.  “What benefits society?” they ask; they do not ask what benefits the child, or what do the parents want for the child?

The crushing and stifling effect comes from so much more than the Common Core Standards –or even than the Common national testing.  The federal government wants to determine how children will be placed into an almost unalterable path that determines that student’s future based on imposed plans squeezed out of standardized tests early on in life.  They call it Prosperity 2020 in Utah.  They call it Obama’s 2020 Educational Initiative in D.C. They call it Education For All, a part of Agenda 21, at the United Nations.  They all use nice-sounding words but they all slice away at local and individual rights and freedoms over what is to be learned and what is to be eliminated from the learning.

For example, Secretary of Education Arne Duncan makes references to “personalized learning” which sound good.  But what is it, really?  The removal of a student’s choices.  The personalization by the government of that individual’s life path.  It starts with “differentiated diplomas” which call students, to use politically insensitive words, “dumb” “mediocre” and “smart.”  These “differentiated diplomas” will prepare students for differentiated careers– all determined by standardized, high stakes tests and by people who are NOT the student himself/herself.  Nor the parents.  (All “for the good of the collective”.)  I’m not buying it.  Are you?

Career Academies and  “College and Career Readiness*” are the new buzzwords.   The concepts sound good on the surface– to help students get diagnosed with skills and trained for specific career skills as early as possible, to make a direct leap into a career.

But think: what if the student later hates that career and has traded his/her well-rounded, meaningful, whole education for a narrow skill set?  Then where is he/she going to be? Trained to be a plumber, but with desires to be a nurse?  Trained to be a rocket scientist, but with desires to cook?  Trained to pick up trash, but with desires to practice law?  It’s not good.

The educational trend seems to benefit “society” far more than it benefits the individual.  But that’s what socialists are all about.  Communists, too.  The individual never matters; his or her desires are not significant to The Collective.

U.S. Secretary of Education Arne Duncan explains it this way:

” My goal today is to share an outline of our plan to transform career and technical education, or CTE.  Then, with that as context, I’ll discuss our plans to implement the President’s proposed $1 billion investment in career academies…

…First, a career academy is a secondary school program that is organized as a small learning community or a school within a school to provide a supportive, personalized learning environment.

Second, the academy begins by the 9th grade. 

Third, the academy would need to provide a combined academic and technical curriculum that includes CTE courses for which students may receive academic credit. The academy’s curriculum would be organized around a career theme—like the themes identified by NAF: Finance, Hospitality & Tourism, Information Technology, Health Sciences, or Engineering—and aligned with the State’s college-and career-ready standards*.

Fourth, a career academy provides work-based learning and career exploration activities through partnerships with local employers. 

And, fifth and finally, the academy’s program articulates and reflects the entrance requirements of postsecondary education programs—to ensure that students graduate from high school ready to pursue a degree or credential. 

Now, I’m very interested to hear what you think about our career academies plan, the proposed academy definition, and the CTE Blueprint.”  Full speech here:  http://www.ed.gov/news/speeches/remarks-us-secretary-education-arne-duncan-national-academy-foundation-next-conference

* By the way, Duncan’s allusion to “the State’s college-and-career-ready standards” does not mean what you think it means. It’s just common core.  “College and Career Readiness” is like a code term.

NO INDIVIDUAL STATE WHO IS UNDER THE COMMON CORE YOKE CAN MAKE CHANGES NOR DEFINE COLLEGE AND CAREER READY DIFFERENTLY FROM ANY OTHER STATE.

So, according to Duncan/Obama, being ready for college and career doesn’t mean being ready for college and career.  Too forthright.

The term means being yoked to a substandard set of educational standards that are the same, same, same and that are non-negotiable and that are NGA/CCSSO copyrighted, with a 15% federally mandated cap on top of that copyright.  (See the definition on the Ed.gov site here: http://www.ed.gov/race-top/district-competition/definitions)

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