Ed: This op-ed by Christel Swasey was published in the Deseret News (http://www.deseretnews.com/article/765632044/Common-Core-an-assault-on-liberties.html) on 6/13/13.
Utah state GOP delegates officially disapproved Common Core when they passed the anti-common core resolution this year by a 65 percent vote.
Was that not enough for our state school board and governor?
Gov. Gary Herbert continues to promote the Common Core-dependent Prosperity 2020 initiative. And the state school board continues to label teachers and others who long to reclaim local control and who want legitimate, non-experimental education standards, “the misinformed.”
The fact is, we are not misinformed; we know what Common Core is, and we reject it.
The board won’t even respond to requests for specifics about what we’re so misinformed about.
Now, despite the Utah anti-common core resolution passing; despite the examples of Michigan, Indiana and other states passing time-out bills against Common Core implementation; despite Obama’s recent announcement that he plans to tax Americans to pay for Common Core technologies in his ConnectEd Initiative; still, Utah’s school board has not softened its rigorous-praise-of-Common-Core talking points and is moving it forward as if nothing is wrong.
In fact, the board markets Common Core as being beyond debate; it’s so minimalistic, so consensually adopted, so protective of privacy rights and so academically legitimate (none of which is true) that it is too big to fail and is beyond any future need for amendments (which is indeed fortunate for them, since there is no Common Core amendment process).
Something is truly amiss when experienced Utah teachers with credentials, like me, are perpetually rejected for requests to the state school board to discuss the pros and cons of Common Core. The board doesn’t want a two-sided discussion.
The board is silent on these simple questions:
Where is a shred of evidence to support the claim that Common Core improves education?
Where are any studies showing that the reduction of literary study improves college readiness?
Where is some evidence that slowing the age at which students learn math algorithms improves college readiness?
Where is any amendment process for Utah’s math and English standards, under the copyrighted Common Core?
How can one opt out of the Statewide Longitudinal Data Systems (SLDS) tracking and the Common Core tests?
Where is the legal — constitutional — authority for people outside our state to set our local standards and to create and monitor our tests?
Why does Utah stand by while Obama announces that he will redesign schools and tax all Americans to pay for it, without Utah putting up a fight?
Why is there a spiral of silence culture now, that demands everyone pretend to agree; where is freedom of expression and freedom of speech in the common agenda, now that teachers and principals don’t speak out for fear of losing their jobs?
How on earth can anyone call Common Core “state-led” when unelected boards that operate behind closed doors, that are not accountable to the public, developed and copyrighted the standards, bypassing voters and the vast majority of teachers and legislators?
Where is the line-item cost analysis of taxpayers’ money being spent on Common Core technologies, teacher training and texts?
When will state leadership address Common Core’s specific damages with the people who elected these leaders to serve us, rather than bowing to every federal whim?
Will the board and governor ever stand up to the Department of Education’s tsunami of assaults on liberties?
Will they continue to fight against local teachers and citizens who rightfully demand local liberty and who rightfully ask for proven, non-experimental, amendable standards — following the example set by the national and world-leading education system in Massachusetts, prior to Common Core?