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Lord, I thought I knew you,

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Tossed away, will you find me?

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Just me and you when things were new,

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So come Lord Jesus come quickly-

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Loree Brownfield

Entries in national database (2)

Monday
Apr182011

Will Parents Allow Their Children To Suffer Child Abuse In Public Schools

“Child Abuse by the Federal Government -- How and Who?”

by Donna Garner

4.18.11 

To set our public school children up for failure is an example of child abuse; and when the federal government does it, it is still child abuse.

If you are a citizen, taxpayer, and/or a parent and you are desperately concerned about what is being taught to our public school children, you must take a few minutes to listen to this videotape from a legislative public hearing and to read the notes posted below.

One of the people who testified is Dr. Sandra Stotsky who tells about her first-hand experiences as a member of the Validation Committee for the Common Core Standards.  

At the same time that the Obama administration has been federalizing the healthcare system, his administration has been federalizing the public schools across this country.

The Obama administration through Sect. of Ed. Arne Duncan and the U. S. Department of Education has mounted a massive effort using Stimulus dollars to pressure all states to participate in Common Core Standards/Race to the Top/national assessments/national database.

In a time of tight budget constraints, please join me in contacting your Congressmen and asking them to cut completely all spending on the Common Core Standards, Race to the Top, national curriculum, national assessments, national teacher evaluation system, and a national database.  

THE TRUTH COMES OUT -- TEXAS PUBLIC HEARING

On 4.14.11, various experts testified before the Texas House Sovereignty Committee in support of HB 2923.  Among those were Texas Commissioner of Education Robert Scott, Pioneer Institute Executive Director Joe Stergios, and Dr. Sandy Stotsky (Professor of Education Reform, University of Arkansas). 

TESTIMONY BY TEXAS COMMISSION OF EDUCATION ROBERT SCOTT

The insightful remarks made by Texas Commissioner of Education Robert Scott start at marker 23.30 - 43.20.  Scott has worked for Democrats and for Republicans and has also spent time on Capitol Hill.  He pointed out in his testimony these very valid reasons not to support the Common Core Standards:

Even before NCLB became law, there was already a prohibition against the U. S. Department of Education funding curriculum standards, curriculum materials, and assessments.  However, because the Common Core Standards were produced with Stimulus funds and not with NCLB funds, the Obama administration has decided that they have not violated federal law.  Scott, who is an experienced attorney and an expert on education law, believes the administration is making a fallacious argument.

Scott also said he is troubled by who owns the CCS, who could change them, and how often.  He has sought the explicit legislative authority given to the USDOE, yet no one has been able to provide him with that language.

One reason Scott did not want Texas to participate in CCS is that he does not like the idea of the federal government having the authority to establish a teacher evaluation system that will determine which teachers get terminated and which ones get to stay.

Scott feels strongly about the dangers of the national data collection system that is tied to CCS.  Student-identifiable data that is used for state programs should not be shipped out to Washington, D. C. on someone’s thumbnail drive where the data could be compromised.

TESTIMONY BY JIM STERGIOS, PIONEER INSTITUTE

Jim Stergios, the Executive Director of Pioneer Institute, makes his very interesting remarks at marker 43.29 - 1:01.00.

TESTIMONY BY DR. SANDRA STOTSKY, MEMBER OF CCS VALIDATION COMMITTEE

Dr. Sandra Stotsky’s testimony is posted at marker 1:01.00 - 1:23.24. 

VIDEOLINK TO PUBLIC HEARING

Here is the video link from the Texas House State Sovereignty Committee Meeting:

http://www.house.state.tx.us/video-audio/committee-broadcasts/committee-archives/player/?session=82&committee=460&ram=11041410460 

 

PROVISIONS IN TEXAS HB 2923

HB 2923 ensures that the state of Texas has sovereignty over its public schools and that for Texas schools to be accredited, they must follow the state-adopted standards, curriculum requirements, and tests. 

HB 2923 also states that Texas will not participate in a national database.

HB 2923 would discourage any Texas school district from participating in the national takeover of the public schools by the federal government (i.e., CCS/RTTT).

 

WRITTEN TESTIMONY OF DR. SANDRA STOTSKY 

 

 Testimony for Texas Legislative Hearing on HB 2923 --  April 14, 2011:

 Sandra Stotsky, Professor of Education Reform, 21st Century Chair in Teacher Quality, University of Arkansas

             

I thank Chairman Creighton and the members of his committee for the opportunity to speak in favor of House Bill No. 2923, a bill on state sovereignty over curriculum standards, assessments, and student information.  

 

My professional background:  I draw on much state and national experience with K-12 standards, curricula, and assessments.  I was the senior associate commissioner in the Massachusetts Department of Education from 1999-2003 where, among other duties, I was in charge of the development or revision of all the state's K-12 standards.  I have reviewed all states' English language arts and reading standards for the Fordham Institute in 1997, 2000, and 2005.  I co-authored Achieve's American Diploma Project high school exit test standards for English in 2004.  I co-authored the 2008 Texas English language arts and reading standards.  Appointed by then Secretary of Education Margaret Spellings, I served on the National Mathematics Advisory Panel from 2006-2008.  Finally, I served on Common Core's Validation Committee from 2009-2010.   

 

I will speak to the following points:

 

1.  The mediocre quality of Common Core's English language arts/reading standards, especially in   grades 6-12, and what its lack of international benchmarking means.  

 

 

2.  The high academic quality of Texas's 2008 English language arts/reading standards.  

 

 

3.  The non-transparent process that was used to develop Common Core's standards.

 

4.  The non-transparent process now being used to develop a national curriculum and national tests based on Common Core's standards by the two testing consortia funded by the U.S. D.E.  

 

COMMON CORE’S LACK OF COLLEGE READINESS FOR ELAR

Point One: Common Core’s “college readiness” standards for English language arts and reading do not aim for a level of achievement that signifies readiness for authentic college-level work. They point to no more than readiness for a high school diploma (and possibly not even that, depending on where the cut score is set).

Despite claims to the contrary, the Common Core are not internationally benchmarked. States adopting Common Core’s standards will damage the academic integrity of both their post-secondary institutions and their high schools precisely because Common Core's standards do not strengthen the high school curriculum and cannot reduce the current amount of post-secondary remedial coursework in a legitimate way.

In fact, the Common Core standards may lead to reduced enrollment in advanced high school courses and to weakened post-secondary coursework because Common Core's "college readiness" ELA/R standards are designed to enable a large number of high school students  to be declared "college ready" and to enroll in post-secondary institutions that will have to place them in credit-bearing courses.  These institutions will then likely be under pressure from the USDE to retain these students in order to increase college graduation rates.  

TEXAS’ NEW ENGLISH / LANGUAGE ARTS / READING STANDARDS 

Point Two:  To avoid the charge of bias, I draw on Fordham's own 2010 review of Texas's 2008 English language arts/reading standards. Fordham gave the Texas standards A- and Common Core's ELA standards B+.   Here is Fordham's overall judgment:   

"Texas’s ELA standards are more clearly written, better presented, and logically organized than the Common Core standards. The Texas standards include expectations that more thoroughly address the comprehension and analysis of literary and non-literary text than Common Core, including helpful, detailed standards that outline genre-specific content and rhetorical techniques. In addition, Texas has prioritized writing genres by grade level.   Grade: A-"

 

QUALIFICATIONS FOR WRITERS OF COMMON CORE STANDARDS 

Point Three: After the Common Core Initiative was launched in early 2009, the National Governors Association and the Council of Chief State School Officers never explained to the public what the qualifications were for membership on the standards-writing committees or how it would justify the specific standards they created. Most important, it never explained why Common Core's high school exit standards were equal to college admission requirements without qualification, even though this country's wide ranging post-secondary institutions use a variety of criteria for admission.  

Eventually responding to the many charges of a lack of transparency, the names of the 24 members of the “Standards Development Work Group” were revealed in a July 1, 2009 news release. The vast majority, it appeared, work for testing companies. Not only did CCSSI give no rationale for the composition of this Work Group, it gave no rationale for the people it put on the two three-member teams in charge of writing the grade-level standards.  

STOTSKY’S EXPERIENCES ON COMMON CORE VALIDATION COMMITTEE

Another seemingly important committee, a Validation Committee, was set up with great fanfare on September 24, 2009.  The 25 members of this group were described as a group of national and international experts who would ensure that Common Core's standards were internationally benchmarked and supported by a body of research evidence.

Even though several of us regularly asked to examine this supposed body of research evidence, it became clear why our requests were ignored.  In December 2009, the Parent Teacher Association,  indicated the real role of this committee--more like that of a rubber stamp. The PTA predicted that: "both sets of standards will be approved simultaneously in February 2010 by members of the Validation Committee."  Why did it think so?   Why did the Gates Foundation think so, too?  Vicki Phillips and Carina Wong published an article in the February 2010 issue of Phi Delta Kappan talking about Common Core's standards as if they had already been approved.  The final version of these standards didn't come out until June 2010. 

After submitting many detailed critiques from October 2009 to May 2010 in a futile effort to remedy the basic deficiencies of Common Core's English/reading standards, I, along with four other members of the Validation Committee, declined to sign off on the final version.

NATIONAL CURRICULUM AND ASSESSMENTS

Point Four: Both testing consortia, funded by the USDE, are currently developing curriculum frameworks, models, and guides, as well as instructional materials, behind closed doors, with no public procedures for the selection of curriculum developers, for public comment and further revision, and for final public approval if what the USDE and these testing consortia are doing is constitutional and legal. Below are excerpts from the two testing consortia’s approved applications that show clearly their intentions to develop a national curriculum.  In addition, the Albert Shanker Institute issued a "manifesto" in March applauding Common Core's goals and quality and urging the development of a national curriculum based on its standards.  Among the signers is the president of the Fordham Institute.

QUOTES FROM ONE ASSESSMENT CONSORTIUM -- SMARTER

According to the SMARTER Balanced Assessment Consortium's application to the USDE  in June 2010, it intends to:

 “interpret or translate [Common Core’s] standards before they can be used effectively for

assessment or instruction” [SMARTER Balanced Proposal. Page 34]

“translate the standards into content/curricular frameworks, test maps, and item/performance

event specifications to provide assessment specificity and to clarify the connections between

instructional processes and assessment outcomes.” [SMARTER Proposal, page 35]

provide “a clear definition of the specific grade-level content skills and knowledge that the

assessment is intended to measure” [SMARTER Balanced Proposal, page 48]

– “convene key stakeholders and content specialists to develop assessment frameworks that

precisely lay out the content and cognitive demands that define college- and career-readiness for each grade level.” [SMARTER Balanced Proposal, page74]

“develop cognitive models for the domains of ELA and mathematics that specify the content

elements and relationships reflecting the sequence of learning that students would need to

achieve college and career-readiness” [SMARTER Balanced Proposal, page 76]

 

QUOTES FROM SECOND ASSESSMENT CONSORTIUM -- PARCC

Similarly, the June 10 application from the other testing consortium funded by the USDE, the Partnership for the Assessment of Readiness for College and Careers (PARCC), is planning to:

“unpack the standards to a finer grain size as necessary to determine which standards are best measured through the various components … To do this, the Partnership will engage lead

members of the CCSS writing teams … and the content teams from each state, assessment

experts and teachers from Partnership states.” [PARCC Proposal, page 174]

“develop challenging performance tasks and innovative, computer-enhanced items … [that] will send a strong, clear signal to educators about the kinds of instruction and types of performances needed for students to demonstrate college and career readiness.” [PARCC Proposal, page 7]

”develop model curriculum frameworks that teachers can use to plan instruction and gain a

deep understanding of the CCSS, and released items and tasks that teachers can use for ongoing formative assessment.” [PARCC Proposal, page 57]

====================

From Donna Garner - 4.18.11

FOLLOWING ARE STATEMENTS TAKEN FROM MY NOTES OF THE 4.15.11 HEARING

States typically pay 90% of their own education costs. Why give the federal government, which pays only 10%, complete control over a state’s public schools?

Common Core Standards (CCS) completely de-emphasize the teaching of the great pieces of literature. 

Texas’ new English / Language Arts / Reading standards (adopted in May 2008) are the best in the entire United States.

Math Professor Jim Milgram believes the new Math framework and standards presently being developed in Texas may become the best in the country.

CCS do not have discreet standards for courses such as Algebra I, Geometry, and Algebra II.  CCS “blends math.”  Where is the empirical research to show that teaching “blended math” courses will produce well-prepared math and science graduates?  

CCS have not been internationally benchmarked, and there is nothing to prove that students who are taught the CCS will be competitive wth students from other countries.

By the time Texas’ Social Studies standards were adopted in 2010, the Texas State Board of Education had had five public hearings during eighteen months of intense public input. The CCS had no public hearings in Congress nor anywhere else. No votes were ever taken on the CCS by Congress.

Under pressure from concerned citizens, the DOE finally established a short public comment period on the CCS; but nobody has been allowed to see the actual feedback  submitted by the public.  

A member of the CCS Validation Committee attempted to establish an interchange with a CCS draft writer and was told such exchanges were prohibited.

When the Texas Education Agency looked at the fiscal note to implement the CCS in Texas, it would have cost $3 Billion extra dollars; and Texas would have had to dump its own standards, tests, and accountability system that have taken years and millions of dollars to develop.

The CCS will allow one monolithic vendor to get the entire federal contract.

The writers of the national assessments (SMARTER and PARCC consortia) cannot develop test items unless there is well-defined curriculum content by grade level in the CCS; and there is not.  Therefore, the two consortia are struggling because they have been forced to produce curriculum content first before they can possibly begin to develop the actual assessments.  This means that these two assessment consortia (funded by the federal government) will be telling local teachers not just what to teach but how and when.  The entire assessment package is required under the DOE contract to be ready by 2014-15.   

Since 2009, there have been at least 230 data breaches in America. CCS requires a national database of personal information on all public school students, families, and educators. A national database would be a sure target for data mining and for security breaches.

Using its CCS national database, would the federal government try to nudge students into certain career pathways?

   

 

Donna Garner

Wgarner1@hot.rr.com



Tuesday
Mar222011

Prevent Federal Take-Over Of Education Through Common Core Standards-Contact Congressman John Kline

 

“Our Hope Rests with Congressman John Kline”

by Donna Garner

3.19.11

 

When I originally mailed this letter on Nov. 14, 2010 to U. S. Representative John Kline, he was not yet the chair of the House Committee on Education and the Workforce; and I also did not have the e-mail addresses of his staffers.  Therefore, I had to send this as a "snail mail" version. 

 

Today, 3.19.11, I have turned this letter into a digitized version that contains many links to the various documents referenced and to updates which have occurred since November 2010.

 

Please feel free to share this e-mail widely because it clearly explains how the Obama administration working with U. S. Secretary of Education Arne Duncan have managed to take control of the public schools in our country. 

 

This is the bottomline: We must convince the Congressmen to cut the funding for Common Core Standards and Race to the Top right now before the national standards, national curriculum, national assessments, and intrusive national database are institutionalized and are considered “too big to fail.”  

 

[Note -- The arrows mean “lead to.”]

 

National standards  →  national assessments  →  national curriculum → teachers’ salaries tied to students’ test scores  →  teachers teaching to the test each and every day  →  national indoctrination of our public school children  →  national database of all students and educators

 

 Donna Garner

Wgarner1@hot.rr.com

========================== 

 

March 18, 2011

 

Congressman John Kline

U.S. House Committee on Education and the Workforce
2181 Rayburn House Office Building
Washington, D.C. 20515

Tel: 202-225-4527
Fax: 202-225-9571

 

 

Dear Congressman Kline:

 

I am a retired teacher who taught for 33+ years.  I have written prolifically on the federal takeover of the public schools by the Obama administration through Common Core Standards/Race to the Top (CCS/RTTT). 

 

I have researched and tracked this takeover from well before Obama was even elected.  For the first year, it was a pretty lonely experience as most people thought I was in error.  Now that the agenda is inundating the public schools in our nation, parents and the public are growing terribly concerned.

 

Thankfully, you have given me encouragement.  I have read some of your comments on education, and you seem to understand the federal intrusion into the public schools and favor returning that control back to the states and local school districts.  I am thrilled to know that you have not been fooled by the Obama rhetoric.

 

I receive no remuneration for what I write but feel compelled to warn people of the dangers of the Obama administration’s plan for our  school students. 

 

Please go to the following link to read my 3.18.11 article entitled “Taxpayers, Grab Your Wallets” --

http://www.navigator-news.com/component/content/article/3-local/251-taxpayers-grab-your-wallets

 

This explains how terribly expensive the implementation of CCS/RTTT will be for the states. 

 

Not only has the federal government spent $100 Billion (Stimulus), $350 Million for development of assessment tests, $4.35 Billion for RTTT (2010), and $1.35 Billion for RTTT (2011); but the states are going to be left with huge expenditures as they try to implement the online assessments, teacher training, national curriculum, and the national database. 

 

I have asked myself a million times, “Why have the fiscally conservative Congressmen and conservative news media not been vocal about trying to defeat CCS/RTTT even though I and other people have done everything possible to reach them with fact-based articles?”  I believe I have the answer.

 

The Obama administration thought up a scheme to silence the Republicans who normally would have been the ones to oppose this massive takeover of the public schools by the federal government.  

 

The White House/USDOE decided to “divide and conquer” the conservative Republicans.  If the Administration could get the Republicans to think CCS/RTTT was going to help raise academic achievement among students, then who would speak out against that?  Nobody.

 

(1)  The first thing the Administration did was to glorify charter schools, and I believe they used Davis Guggenheim (director of Waiting for Superman) to do it.  The theme of his very popular movie is to glorify charters as only Hollywood can do.  National Endowment for the Arts (NEA) grants helped to publicize this movie at the Los Angeles Film Festival and across the country.

 

Please consider Congressman Darrell Issa’s report on 8.26.10 to the U. S. House of Representatives Committee on Oversight and Government Reform, “Public Relations and Propaganda Initiatives.” [http://www.gop.gov/blog/10/08/16/issas-report-on-obamas-first ]

 

 

In this report on pp. 9-12, we learn that the Obama administration is accused of doing the following: 

 

 Analysis: The use of taxpayer dollars and federal employees to create an alliance whereby the NEA becomes the de facto strategic communications firm of the White House is unlawful. Using a government email account and government personnel and resources to host a call urging artists and arts groups to support the President’s agenda is a clear violation of federal law and the Hatch Act. Furthermore, it is inappropriate for representatives of the White House, NEA and CNCS to formally ask artists and entertainers to use their talents to support the President’s agenda because many of these people rely on NEA grants to subsidize their livelihoods.

 

 

It is my contention that film director Davis Guggenheim (director of Al Gore’s An Inconvenient Truth) and recently Waiting for Superman may have been present during the conference call that took place on 8.10.09.  In this call, U. S. Government and White House staffers pressured the 75 members of the art and entertainment community to promote Obama’s agenda “by creating art consistent with the goals of United We Serve.” 

 

At the end of the call, the participants were reminded of the National Endowment for the Arts (NEA) federal grants ($155 million for FY 2009) and the fact that “each grant dollar typically generates up to seven times more in matching funds.”  Three days after the conference call, 21 people from the arts community who had been recipients of the NEA grants endorsed the Obama agenda.

 

I believe that the Obama administration used Waiting for Superman to push its charter school initiative on the American people, partly to tamp down any concerns by the Republicans over CCS/RTTT. 

 

Republicans  basically love charter schools; but what they do not understand is that the Obama model of charters is completely different from the charters that most of us conservatives support.  We want charter schools that offer deep academic curriculum and set high standards for students.  The Obama Administration envisions charters that are themed charter schools (e.g., gay, environmental, Muslim, social justice) that can be used to indoctrinate students into the Obama agenda. 

 

(2)  The second ploy the Administration decided to use in order to “divide and conquer” the Republicans was to vilify the teachers’ unions. Of course, nearly all of us Republicans are opposed to teachers’ unions; and we all want to get rid of poor teachers and reward good teachers.  At least that sounds good, doesn’t it? 

 

What the Obama Administration did, however, is to use this wedge issue to force their agenda into the schools.  If teachers’ pay, evaluations, and contracts are tied to how well their students do on the national assessments, then every teacher will be forced to teach the national curriculum each and every day in his classroom.  Voila!  You have the] national indoctrination of America’s public school children.

 

Following are various articles that contain very important information to guide you when considering the dangerous ramifications of the takeover of the public schools by the Obama administration. 

 

Please do not hesitate to contact me if there is anything that I can do to help you in your efforts to bring the authority over our public schools back to the state and local level.

 

Donna Garner

wgarner1@hot.rr.com

 ======================

NORTH TEXAS NAVIGATOR NEWS  

 

2.14.11 -- “Let’s Get Off the National Standards Train”  -- by Henry Burke & Donna Garner

 

http://www.navigator-news.com/component/content/article/4-national/206-lets-get-off-the-national-standards-train

 

Let’s pose a question.  If you wanted to “sell” something that a number of people did not need, how would you do it?  You might try setting up a contest where everyone competes for a significant financial prize.  After all, Americans love to compete, especially when money goes to the winner. 

Here are the contest details:  The competitors are strapped for cash; the competitors must give up some of their prized possessions in order to qualify; and the game organizers do not announce all of the rules until the game is well underway. How fair does this sound?

This is exactly what Barack Obama and U. S. Secretary of Education Arne Duncan have done with Common Core Standards (CCS) and Race to the Top (RTTT). 

Under Obama and Duncan, the federal takeover of our schools is rapidly spreading across our nation.  

It is not too late for the "contestants" to quit playing this game.  States that have taken no federal Common Core Standards (CCS) money can drop out of the game.  Even states that have received some of their Race to the Top (RTTT) funds could make a plea to Congress to pass a "hold harmless" clause that would allow these states some relief.

The questions that states must answer are, "Do we really want the federal government taking control of our public schools?  How much will it cost the cash-strapped taxpayers of our state to make up for the lost CCS/RTTT federal funding?”

(CONTINUED AT:  http://www.navigator-news.com/component/content/article/4-national/206-lets-get-off-the-national-standards-train )

 

=======================

EDUCATIONNEWS.ORG 

http://www.educationnews.org/index.php?news=100137

9.16.10 -- “Am I a Wacko Now?” by Donna Garner

 ================================

http://www.educationnews.org/index.php?news=105680

 

9.1.11 -- “The Obama Administration’s Bullying Agenda” -- by Henry W. Burke and Donna Garner

 

=================================

http://blogs.usdoj.gov/blog/archives/1243

3.18.11 -- “Schools Are Failing To Keep Students Safe” -- by Tracy Russo -- U. S. Department of Justice

================================

11.6.10 -- Link to New York Times article, “In Efforts to End Bullying, Some See Agenda

 

http://www.nytimes.com/2010/11/07/us/07bully.html?pagewanted=1&_r=2&ref=education

 

===================================

http://www.educationnews.org/ednews_today/108436.html

 

2.24.11 -- “The Race to the Top Scheme” by Henry W. Burke and Donna Garner

==============================

http://www.educationnews.org/commentaries/107827.html

 

2.16.11 -- “Making Texas the Laughing Stock of the Nation”  -- by Donna Garner

=======================

http://www.navigator-news.com/component/content/article/32-editorials/207-obama-trying-to-do-an-end-run-around-texas-citizens

 

2.15.11 -- “Obama Trying To Do an End Run Around Texas Citizens” -- by Donna Garner

====================

http://www.educationnews.org/index.php?news=104319

 

12.10.10 -- “Obama’s National Data Base Is Upon Us” by Donna Garner

 

=======================

http://www.educationnews.org/index.php?news=103613

 

11.29.10 -- “Time To Resurrect My Article on Marc Tucker” by Donna Garner

====================

http://www.educationnews.org/headlines/151603.html

 

3.18.11 -- “The Further Dumbing Down of America: Marc Tucker, GED”  by Donna Garner

 

Donna Garner

wgarner1@hot.rr.com