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Across the nation there is a growing awareness about the COMMON CORE and 

its unConsitutional mandated curriculum standards and data collection on students and their families.

As parents and citizens we have a duty to be informed,

to oversee the education of our children, and to protect their privacy.

This website is dedicated to seeking and sharing the truth.




Click the icon below to sign up to assist in collecting signatures for the November 2016 Ballot Iniciative to end Common Core in Massachusetts.

It is time to take a stand for the hearts, minds and very souls of our children.  


'The Truth about Common Core'

On January 9, 2015, Peg Luksik, PhD Education, came to Bourne, MA to inform the public

about Common Core

with specifics about its implementation in Massachusetts.

This video is now available on Youtube and should not be missed.


Don't stop here.  Continue to scroll down to learn about Common Core,

mandatory personal data collection on students and TEACHERS, and the

destructiion of their privacy.



Please print and share these informational flyers

to help you spread the word about the Common Core.

Feel free to tailor this information for your local area.

All the references you will need and more can be found in the links below.



       Common Core Informational Flyer                "The Common Core Revealed" 


       "Follow the Money"        


                 What You Can Do:            






     Sadly, The Massachusetts Association of School Committees

supports Common Core.


Liberty Chalkboard Presents

A Researched Rebuttal here -


Follow the links below to continue your research. 


Liberty Chalkboard Presents

A Second Researched Rebuttal


Some links to primary sources.

You can't make this stuff up!


Click on the title below for the link to the PDF:

Elementary and Secondary Education Act 1965

SLDS Technical Brief

Sample NAEP Questions 2013

Promoting Grit, Tenacity and Perserverance Fed DOE 2013

NextGen Science Standards

Achieve "Implementing Common Core"

National Sexuality Education Standards K-12

What Work Requires of Schools a SCANS Report for America 2000

UNESCO 1994 Report

United Nations Sustainable Development Agenda 21

UN General Assembly 2030 Report


Truth in American Education is a diverse group of parents and citizens who are united in their opposition to the Common Core and data collection on students.  Well-researched site with many links.




Common Core: Subversive Threat to Education

Karen Bracken gives us a detailed study on the origins and supporters of Common Core. She explores their history and reveals reasons for their great interest in such a National education system and data collection program.  After listening to this excellent speaker, you will think to yourself, "Wow, now I understand."





Common Core Math Problems


Common Core Math Problems, Elementary Level


“Given this new landscape of an information and data free-for-all, and the proliferation of data-driven education reform initiatives like Common Core and huge databases of student information, we’ve arrived at a time when once a child enters a public school, their parents will never again know who knows what about their children and about their families. It is now up to individual states to find ways to grant students additional privacy protections.”







"...In operation just three months, the database already holds files on millions of children identified by name, address and sometimes social security number. Learning disabilities are documented, test scores recorded, attendance noted. In some cases, the database tracks student hobbies, career goals, attitudes toward school - even homework completion...."

"...So far, seven states - Colorado, Delaware, Georgia, Illinois, Kentucky, North Carolina, and Massachusetts - have committed to enter data from select school districts. Louisiana and New York will be entering nearly all student records statewide...."





"...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..."








Alert on Student Data Collection


Coalition Urges Massachusetts Education Officials to Reconsider Controversial Gates Foundation Partnership

New Shared Learning Collaborative Will Hand Over Confidential Student Data to For-Profit Corporations.


The letter:  http://www.commercialfreechildhood.org/sites/default/files/mass_bese_letter.pdf






"We remain deeply concerned about sharing confidential and student data with for-profit companies. Clearly, the database has been designed to collect extremely sensitive data."




Advocates Say State Program Could Compromise Student Privacy


"Initial funding for the project, currently in a pilot program at Everett Public Schools, has been provided by the Bill and Melinda Gates Foundation and the Carnegie Corporation."

Note:Taxpayers will fund the project after the initial funding period is over.

"Student information collected for the initiative would include names, test scores and grades, as well as disciplinary and attendance records, addresses, demographic data and special education status, all to be stored remotely where education companies can work with inBloom to develop new tools and instructional content."





"... [I]n 2011, regulations issued by the department changed FERPA to allow the release to third parties of student information for non-academic purposes. The rules also broaden the exceptions under which  schools can release student records to non-governmental organizations without first obtaining written consent from parents. And they promote the public use of student IDs that enable access to private educational records...."





Chapter 69, Section 1,I

"...Each student record shall contain a unique and confidential identification number, basic demographic information, program and course information, and such other information as the department shall determine necessary...."





Data Mine Students to Measure Grit?


The author presents a synopsis of US Dept. of Education Office of Technology's proposed methods of measuring a child's "grit."

"Grit" is described as ... "[P]erseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics,” (pg. vii).




"...Do you doubt that the Comprehensive Assessment System tests log other aspects of the test taker’s abilities such as the amount of time taken to answer certain questions, logging of keystrokes to gauge a student’s though process?..."

(Note: The other CC assessment developer is PARCC.)





Here, in five parts, is a presention about the Common CoreThe total time is under 30 minutes.








Who is Stockpiling and Sharing Private Information About New York Students?


The author does not mention that FERPA has been changed to allow students' private data to be shared with businesses.  Parental permission is not necessary and parents in New York are becoming informed.  This data collection is going on across the nation as part of the requirements of the Common Core.




Parent panel says state violates students’ privacy

"Members of the Community Education Council of School District 20 (Bay Ridge-Dyker Heights) voted unanimously at a recent meeting to oppose a decision by the New York State Department of Education to release student records without parental consent to certain corporations such as the Bill and Melinda Gates Foundation."




April 2013

New standardized tests feature plugs for commercial products

"Talk about corporate-based school reform. New high-stakes standardized tests aligned with the Common Core State Standards are featuring plugs for commercial products. And the companies didn’t have to pay a penny...."



April 2013

Louisiana Superintendent recalls student data stored with inBloom


"...Department of Education employees say that the sharing was more extensive and likely included test information which could include special education classifications. Local student identifications are often social security numbers."





Time for Teacher Unions to Hop Off the Common Core Train


"...(W)e also need to be concerned about the shift of resources away from classroom professionals and into technology, and the huge expansion of data systems, both of which are part and parcel of the Common Core project. And they are also correct about the undemocratic process that has been pursued to develop the Common Core, and the way the Department of Education has used Race to the Top bribes and NCLB waivers to coerce states into adopting the Core...."




Who's Behind the Common Core? 

Note:  Diane Ravitch writes of what she's learned about a man she thought she knew: David Coleman.  Within the comments that follow, are a collection of interesting responses, including one from Coleman.



"Coleman used a grant from the Bill and Melinda Gates Foundation to mold the requirements for the Common Core States Standards in English -- adopted by 46 states to be implemented in 2014 -- to mandate that 50% of reading assignments are non-fiction "informational text" in elementary school, and 70 percent by grade 12."






Hudson Valley Parents to State:  Don't Share Students' Data with Corporations

"The data warehouse would contain student test scores, attendance and disciplinary records and would indicate whether a student is enrolled in special education programs.

"This is something that as an educator I'm opposed to, but as a parent I'm passionately opposed to it," said Michael Lillis, a physics teacher at Lakeland High School and the district's union president."





CBS News:  Parents Irate Over NYC Plans to Give Student Data to Non-Profit

" (T)he department has agreed to share the data with inBloom Inc., a non-profit funded by the Bill & Melinda Gates Foundation.

The data will include children's names, street addresses, email addresses, test scores, race, economic status, and special education status, parents said. Detailed disciplinary and health records may also be included, parents said.

The data will be stored on a cloud server built by Wireless/Amplify, a firm owned by Rupert Murdoch's News Corporation...."

The article also notes that the NY ACLU has "blasted" the plan.

Note:  Based on readers' comments, people are becoming informed.




Common Core:  The State-Led Myth

"Since its introduction in 2008, the Common Core State Standards Initiative, or “Common Core” (CCSSI) has been touted as a “voluntary, state led” initiative to adopt a common set of academic standards for all states in the country. As it turns out, the development of Common Core was not state-led, and participation, while technically voluntary, was very strongly coerced.

'"To this day, “the Standards are owned and copyrighted by nongovernmental entities unaccountable to parents and students in the individual states.”'

Note:  Well-researched and referenced.  




Propagandizing the Plebs:  The Common Core Meets the GED

"Until now the United States has benefitted from its decentralized, compartmentalized political system, whereby various economic, political, and educational concepts could originate and be tested in individual states and localities before they were shared with others. If they were useful, other states would learn from these practices and willingly implement them within their own jurisdictions. If they were harmful, they would die out without inflicting major damage on a national scale."




Lots and Lots of Reasons Why



Note:  Click below to access a complilation of links to research and understand the problems with the Common Core.





Note: Here is an informative four-part series examining the CC.

Part I:

Resistance to Common Core grows as taxpayers learn how national standards could erode local control


"The federal government’s involvement with Common Core has many Americans worried that control of the curriculum in their neighborhood public school will eventually be decided by ideologically driven bureaucrats and politicians in Washington D.C." 

"The tests are being developed by two companies – the Partnership for Assessment of Readiness of College and Careers (PARCC) and SMARTER Balanced Assessment Consortium (SBAC) – that were selected by the federal government and are being paid with stimulus funds.

That presents federal officials with an opportunity to influence the content of the test questions – which will directly impact what gets taught in the classroom, critics say."


Part II:

Parents and experts wonder if Common Core’s unproven standards will lead to less learning


"In 2011, James Milgram, a Stanford University mathematics professor and a former member of the Common Core validation committee, warned Texas lawmakers about the effects the new standards will have on student progress."

“For example, by the end of fifth grade the material being covered in arithmetic and algebra in Core Standards is more than a year behind the early grade expectations in most high achieving countries,” Milgram said. “By the end of seventh grade, Core Standards are roughly two years behind.”


Part III:

Medical Laboratory Procedure Results and Religion:  Invasive Common Core Data Mining Worries Parents

"The National Center for Education Statistics – part of the U.S. Department of Education – is helping state officials identify and code the different types of student-specific information they might wish to collect for their databases.

But this process has generated a lot of controversy because some of the student characteristics being discussed and coded are very sensitive, and their relevance to education is questionable at best. Those characteristics can include voting status, family income, religious affiliation, discipline problems, number of hours worked per weekend, medical laboratory procedure results, amount of non-school activity involvement and computer screen name."

" '“In 2011, regulations issued by the department changed FERPA to allow the release to third parties of student information for non-academic purposes,” writes Valerie Strauss of The Washington Post. “The (new) rules also broaden the exceptions under which schools can release student records to non-governmental organizations without first obtaining written consent from parents.' ”


Part IV:

Local School District Officials Shudder at the Amount of Money It Will Cost to Implement Common Core

"Unless state lawmakers take action to stop Common Core learning standards from taking effect, or come up with a lot of money to help school districts shoulder the costs, a majority of the nation’s districts may be facing a similar[to a district in CA] financial crisis.

That’s a high price to pay for standards that have never been piloted and were adopted by states before they were written.

The nation is taking a huge gamble with the Common Core experiment."



Congress Tackles the Common Core National Standards and Databases

Note:  Nine Senators have requested that Congress stop using tax dollars to fund the Common Core Curriculum and Standards.

An exerpt from the letter:

"Current federal law makes clear that the U.S. Department of Education may not be involved in setting specific content standards or determining the content of state assessments. Nevertheless, the selection criteria designed by the U.S. Department of Education for the Race to the Top Program provided that for a state to have any chance to compete for funding, it must commit to adopting a 'common set of K-12 standards' matching the description of the Common Core. The U.S. Department of Education also made adoption of 'college- and career-ready standards' meeting the description of the Common Core a condition to receive a state waiver under the Elementary and Secondary Education Act. Race to the Top funds were also used to fund two consortiums to develop assessments aligned to the Common Core and the Department is now in the process of evaluating these assessments."


Note:  Thirty-three members of the House have submitted a letter to Secretary of Education Arne Duncan expressing opposition to the Common Core and the associated personal student data bases.



"In addition to expressing our concern with the Department’s circumvention of Congress to reform education policy, we are writing you to express our concerns with the implementation of Common Core standards and changes to federal data collection and disbursement policies."

"Once again circumventing Congress, in 2011 your agency took regulatory action to alter definitions within FERPA. With the technological advances that have occurred in recent years, changes to FERPA deserve the full scrutiny of the legislative process more so than ever before.

In addition, we understand that as a condition of applying for RTTT grant funding, states obligated themselves to implement a State Longitudinal Database System (SLDS) used to track students by obtaining personally identifiable information.

Regarding these two very concerning changes to the manner in which government collects and distributes student data, we formally request a detailed description of each change to student privacy policy that has been made under your leadership, including the need and intended purpose for such changes. We also request that you submit to us the authority under which the Department has implemented Common Core, FERPA and SLDS."


Education Data:  Privacy Backlash Begins

"In April, InformationWeek asked inBloom about reports that its data set would include social security numbers. An inBloom spokesperson responded:

inBloom discourages districts and states from storing social security numbers in our data service; instead we agree with the industry-wide best practice many school districts and states have of assigning a unique student ID number that is separate from the student's social security number. That said, it's ultimately up to each school district or state to decide whether or not they track and store student social security numbers."

" 'That's a cop-out," Joel R. Reidenberg, a law professor and founding academic director of the Fordham Center on Law and Information Policy at Fordham University School of Law, told InformationWeek in a phone interview. "InBloom includes [the social security number] as a data field, and if they didn't include it, schools would have to use something else. The choice of data fields is a policy decision.'"





A Tough Critique of Common Core and Early Childhood Education

"The promoters of the standards claim they are based in research. They are not. There is no convincing research, for example, showing that certain skills or bits of knowledge (such as counting to 100 or being able to read a certain number of words) if mastered in kindergarten will lead to later success in school. Two recent studies show that direct instruction can actually limit young children’s learning. At best, the standards reflect guesswork, not cognitive or developmental science.

Moreover, the Common Core Standards do not provide for ongoing research or review of the outcomes of their adoption—a bedrock principle of any truly research-based endeavor."



Who's Tracking Your Children?

"...Two days before their Memorial Day weekend break, kids from at least three different public schools ... were subjected to iris scans without their parents' knowledge or consent." 

"Now, add the threat that the nationalized Common Core student databases pose to students and families. As I've reported previously, the feds are constructing an unprecedented nationwide student tracking system to aggregate massive amounts of personal data -- including health-care histories, income information, religious affiliations, voting status and even blood types and homework completion.

The data will be available to a wide variety of public agencies. And despite federal student-privacy protections guaranteed by the Family Educational Rights and Privacy Act, the Obama administration is paving the way for private entities to buy their way into the data boondoggle. EPIC is now suing the federal Department of Education over its regulatory sabotage of privacy protections.

Those who scoff at us "paranoid" parents for pushing back at Big Brother in the classroom suffer from an abject failure of imagination about government tyranny. Control freaks in public education understand all too well: The hand that tracks our children rules the world."  (Note:  Emphasis added.)


Note:  More imformation on the EPIC lawsuit may be accessed in an earlier post above:  LAWSUIT CHARGES ED DEPARTMENT WITH VIOLATING STUDENT PRIVACY RIGHTS



Wall Street Journal:

Jamie Gass and Charles Chieppo: Common Core Education Is Uncommonly Inadequate


"Common Core recycles a decades-old, top-down approach to education. Its roots are in a letter sent to Hillary Clinton by Marc Tucker, president of the National Center on Education and the Economy, after Bill Clinton's presidential victory in 1992. The letter laid out a plan "to remold the entire American system" into a centralized one run by "a system of labor-market boards at the local, state and federal levels" where curriculum and "job matching" will be handled by government functionaries."

"Compared with Massachusetts' former standards, Common Core's English standards reduce by 60% the amount of classic literature, poetry and drama that students will read. For example, the Common Core ignores the novels of Charles Dickens, Edith Wharton and Mark Twain's "Huckleberry Finn." It also delays the point at which Bay State students reach Algebra I—the gateway to higher math study—from eighth to ninth grade or later."

"Stanford University Emeritus Mathematics Professor R. James Milgram—the only academic mathematician on Common Core's validation committee—refused to sign off on the final draft, describing the standards as having "extremely serious failings" and reflecting "very low expectations."



Note:  Mr. Gass is scheduled to speak about the Common Core in Falmouth on June 13, 2013.

Click on "Events" in the left side column fot more information and to reserve a seat.



'Trickle-down mandate’ hurts ed standards

"Massachusetts Education Commissioner Mitchell Chester assured Bay State residents that he would only adopt Common Core “after conducting a comprehensive review of the final drafts to ensure they are as strong as – or stronger than – our current standards.” The sufficiency of his standards review will long be a matter of debate, but Chester clearly missed an important detail: the cost of implementing the new standards.

To shine a light on the decision-making process, Pioneer Institute, under Massachusetts Public Records Law, requested documents pertaining to any cost-analysis prepared prior to the adoption of Common Core. Sadly, the Department of Elementary and Secondary Education admitted that none existed."

"...When the RttT money is long spent, the public will be rightfully indignant to find that the cost of implementing the standards will exceed the $250 million grant."




Politicizing Junior High Literature

"Forty-five states have adopted the Common Core State Standards, including the New York State Education Department, which publishes a document titled, "Grades 6-8 English Language Arts Curriculum Map." Four texts are specified for each year, or 12 books.

The idea of a core curriculum is appealing to conservatives, who imagine replacing the current multicultural smorgasbord with a great books course that communicates the adventure and drama of human experience. In the hands of education bureaucrats, however, this junior high school literature curriculum is a biased collection, selected for the most part to indict America for its sins...."


? Every selection consigns other books to oblivion. A book published in 2011 by a disgruntled Vietnamese-American author is now one-twelfth of our national junior high curriculum. Does anyone still read Huckleberry Finn, Johnny Tremaine, Robinson Crusoe, or Animal Farm?

? The workload in "English language arts" is not exactly onerous. The sixth grade reading adds up to 904 pages, or 25 pages of easy reading per week. One book is a graphic novel, and Inside Out and Back Again is prose formatted as poetry, with around 40 words per page. Many 12-year olds are capable of devouring an 800-page Harry Potter book in a few days.

? All 12 books are American, and 8 of the 12 were written after 2000.

Leftists like Alinsky and Gramsci preached that the progressive revolution can be achieved by a "long march through the institutions." Taking control of the school curriculum of unformed minds is the most effective way to build the next generation of progressives.

Recently Indiana Gov. Mike Pence signed a bill to "pause" implementation of Common Core while they "take a long, hard look" at the standards. Let's hope other states follow suit."




Privacy Concerns Grow over Gates-Funded Student Data Base

"Privacy concerns are growing among parents, educators and some state officials about a Gates Foundation-funded project that is storing an unprecedented amount of personal information about millions of students in a $100 million database that cannot guarantee complete security."



Student Database Loses Backers As Parents Balk Over Privacy

"The database, funded mostly by the Bill & Melinda Gates Foundation, is intended to track students from kindergarten through high school by storing myriad data points: test scores, learning disabilities, discipline records - even teacher assessments of a child's character. The idea is that consolidated records make it easier for teachers to use software that mines data to identify academic weaknesses. Games, videos or lesson plans would then be precisely targeted to engage specific children or promote specific skills.


The system is set up to identify millions of children by name, race, economic status and other metrics and is constructed in a way that makes it easy for school districts to share some or all of that information with private companies developing education software."





Come the Data Collectors

Privacy and children’s advocates worry about a new pilot program in Massachusetts to outsource student data management.


"...[T]he security of the data collected by inBloom—is a major concern to groups including the ACLU of Massachusetts, Citizens for Public Schools and the Mass. PTA, which have joined the Campaign for a Commercial-free Childhood in protesting the state’s involvement with inBloom.

“The information schools have on students is really sensitive and can be abused,” Josh Golin, CCFC’s associate director, told the Advocate. That information, CCFC says, could include whether a student is pregnant, has gotten into legal trouble outside of school, or has been involved with Child Protective Services.

“It is difficult to understand how students would benefit from having such sensitive personal information about them shared with for-profit corporations, but it is clear that such disclosures could harm students,” CCFC said in an action alert urging parents and others who are concerned to write to DESE Commissioner Mitchell Chester and members of the Mass. Board of Elementary and Secondary Education.

Most immediately, critics worry about the safety of information stored in a data “cloud.” Beyond that, they are concerned about inBloom’s relationship with its various corporate “partners,” a list that includes Amazon and Dell, and question whether they would have access to student data for for-profit purposes. They also object to the fact that parents cannot opt out of having their children’s information shared with inBloom."


Note:  This program is being piloted in Everett, MA.  Wonder if the parents in Everett are aware?



COMMON CORE: "Common Core" or "Rotten to the Core" - You Decide


Note:  Here's a link to a well-researched and referenced article that explains clearly why we need to protect our children and their teachers from the "Common Core."

Well worth your time.




Indoctrination in Common Core ELA Texts


Note:  Take a few minutes to watch this youtube video about the lessons in a first grade Common Core-approved English Language Arts textbook.




Student privacy issue arises with

national record database


"The database, funded mostly by the Bill & Melinda Gates Foundation, is intended to track students from kindergarten through high school by storing myriad data points: test scores, learning disabilities, discipline records - even teacher assessments of a child's character. The idea is that consolidated records make it easier for teachers to use software that mines data to identify academic weaknesses. Games, videos or lesson plans would then be precisely targeted to engage specific children or promote specific skills."

Note: Parents cannot access the data and will have no idea what "skills" the software is promoting or why certain children need to be "engaged."




The Common Core's fundamental trouble

"Written mostly by academics and assessment experts—many with ties to testing companies—the Common Core standards have never been fully implemented and tested in real schools anywhere. Of the 135 members on the official Common Core review panels convened by Achieve Inc., the consulting firm that has directed the Common Core project for the NGA, few were classroom teachers or current administrators. Parents were entirely missing. K–12 educators were mostly brought in after the fact to tweak and endorse the standards—and lend legitimacy to the results."


Your child's data is stored in the cloud


"That promise has offered little comfort to many parents in school districts that use inBloom. Some parents in those districts feel that there's not enough transparency around the data platform, what data will be stored, and who will have access to it. InBloom says it's up to the states to determine what data is stored and whether parents have access."



Why Common Core Is Uncommonly Bad

A detailed piece on the surveillance of students aspect is here. It found:
According to the Department of Education’s February 2013 report Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century, “Researchers are exploring how to gather complex affective data and generate meaningful and usable information to feed back to learners, teachers, researchers, and the technology itself. Connections to neuroscience are also beginning to emerge.”


What they call the “four parallel streams of affective sensors” will be employed to effectively “measure” each child. The “facial expression camera,” for instance, “is a device that can be used to detect emotion…. The camera captures facial expressions, and software on the laptop extracts geometric properties on faces.” Other devices, such as the “posture analysis seat,” “pressure mouse,” and “wireless skin conductance sensor,” which looks like a wide, black bracelet strapped to a child’s wrist, are all designed to collect “physiological response data from a biofeedback apparatus that measures blood volume, pulse, and galvanic skin response to examine student frustration.”

Note: Underline added.




(Secretary of Education) Arne Duncan Gets an "F"

"Has Duncan obeyed the clear prohibitions in law against federal involvement in creating a national curriculum?


No. The law that governs the U.S. Department of Education clearly states that no officer of the federal government may “exercise any direction, supervision, or control” over the curriculum or program of instruction of any school or school system. Yet Duncan has insisted that states eager for race to the top funding or for NCLB waivers must adopt “college and career-ready standards,” widely understood as the Common Core State Standards in mathematics and reading developed by the National Governors Association and the Council of Chief State School Officers, funded in large part by the Gates Foundation. Prodded by Duncan, 45 states have endorsed this national curriculum—despite the fact that it has never been field-tested. No one knows whether these standards are good or bad, whether they will improve academic achievement or widen the achievement gap. A report from the Brookings Institution recently predicted that the Common Core standards would have “little to no effect on student achievement.” Grade: F."

Note:  Emphasis added.

http://www.substancenews.net/articles.php?page=3132  "Defending the Public Schools for Over 30 Years"



Major Problems with Common Core in Florida

"The Common Core Standards and related assessments being implemented in Florida have many problems including lack of rigor and transparency; loss of state, local, family, and teacher autonomy, as well as loss of data privacy; and high costs that will be borne by the state and counties analogously to the proposed Medicaid expansion.  The citizens of Florida and their elected representatives on county school boards and in the legislature should consider carefully before spending hundreds of millions, if not billions of dollars more  and irreversibly changing the state’s education system with enormous impact on our children’s future, freedom, the economic health of the state, parental and teacher autonomy and data privacy."


Note:  Well-researched with lots of links.

Common Core:  Homogenizing Our Schools and Our Children

"National standards mean national tests aligned to those standards, and consequently curricula will also be aligned to such tests. Residents of states implementing Common Core will be hard-pressed to find any distinct schools with comparative advantages to benefit their children. Not only will public schools be made uniform, but private schools, home schools, and religiously-affiliated schools will be pressured to adapt to Common Core. Students at non-public schools won’t be forced to take Common Core assessments but will have to adapt a decent part of their curricula to prepare their students for changes in these tests, which are paramount to students’ entrance into college. Nevertheless, the person credited as the architect of Common Core is David Coleman, current CEO of College Board, the company that administers the SAT test. Coleman officially announced that the SAT would be redesigned to align with Common Core. The designers of the ACT and GED tests followed suit, declaring they would also change to meld with Common Core."





"In 1977, Secretary of Health, Education, and Welfare Joseph Califano rightly linked national control of curriculum to national control of ideas.[1] Indeed, our Founding Fathers purposely omitted education from the U.S. Constitution and thereby left it up to the states under local and parental control. But no more.

At the 1989 Kansas Governors Conference on Education, Dr. Shirley McCune explained,“We no longer see the teaching of facts and information as the primary outcome of education.” Instead, she added, we look to a “total transformation of our society.”[2] In the words of President Obama: “fundamental change.”

In 1992, Marc Tucker and Hillary Clinton explained how. Simply shift focus from reading, writing, and arithmetic to attitudes, values, and beliefs. The Tucker-Clinton model (tantamount to “national control of ideas”) produces compliant global citizens, yes; but it likewise fashions workers (not scholars), followers (not leaders), group members (not rugged individuals), and subjective feelers (not objective thinkers).[3]




"...[N]either Bill nor Melinda Gates is a trained educator. Of instructional goals, Bill Gates agrees, “At the end of the day, some of those trade-offs will be made politically[Emphasis added.].” “If you can’t make it good,” Gates famously mused, “at least make it look good.”[2]

Enter, Obama’s brainchild, Race to the Top—more accurately, “Race to the Trough” of “free” grant moneys for educators who, by the way,aren’tits only beneficiaries. Industry giants who champion Common Core will no doubt profit handsomely. By mandating a computer for every child, Race to the Top generously“seeds the ed-tech ecosystem.”

Talk about a sweet deal. Promoting worldwide collaboration, the Gates have partnered with the Pearson Foundation. Having taken over one hundred of the world’s textbook publishing companies, Pearson is the biggest publishing company in the world and will supply required e-books in tandem with compulsory computers.[3]


Note:  Well-documented time line overview of how we arrived at the Common Core.  The federal takeover of education began in earnest when Jimmy Carter rewarded the unions with the establishment of the Department of Education.



Terrorist Bill Ayers and Obama's                        Federal School Curriculum

"Three years after the Department of Education announced a contest called Race-to-the-Top for $4.35 billion in stimulus funds, some parents, teachers, governors, and citizen and public policy groups are coming to an awful realization about the likely outcomes:

  • A national curriculum called Common Core
  • Regionalism, or the replacement of local governments by federally appointed bureaucrats
  • A leveling of all schools to one, low national standard, and a redistribution of education funds among school districts
  • An effective federal tracking of all students
  • The loss of the option of avoiding the national curriculum and tests through private school and home school

Working behind the scenes, implementing these policies and writing the standards are associates from President Obama’s community organizing days. In de facto control of the education component is Linda Darling-Hammond, a radical left-wing educator and close colleague of William “Bill” Ayers, the former leader of the communist terrorist Weather Underground who became a professor of education and friend of Obama’s.

When these dangerous initiatives are implemented, there will be no escaping bad schools and a radical curriculum by moving to a good suburb, or by home schooling, or by enrolling your children in private schools.

Note:  Underline added.


Note:  For those of you too young to remember Bill Ayers and the Weathermen, here's some background (site includes FBI file at left column): http://www.discoverthenetworks.org/individualProfile.asp?indid=2169      



Catholic Students in Grave Danger

A Report on Common Core in Catholic Schools

This well-researched report, while focused on the impact of the Common Core on Catholic education, contains information and history about education in the United States.






    Warnings Sound of Federal Interference Via                            Common Core

"Further concern is about the authorship of the Common Core.  The Federal Government is careful about not claiming authorship, since such interference in state school curriculum might be illegal.  While forcing the program onto the states via the Constitutional "spending clause," it is at the same time eager to distance itself from actual credit for its creation."


Note:  It has been said that the United States, unlike other places in the world is a "nationl of laws." 

With that in mind, here are 3 federal laws the Common Core violates:

From the General Education Provisions Act (20 USC § 1232a)

“No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system, or to require the assignment or transportation of students or teachers in order to overcome racial imbalance.”


From the Department of Education Organization Act (20 USC § 3403(b))

“No provision of a program administered by the Secretary or by any other officer of the Department shall be construed to authorize the Secretary or any such officer to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, over any accrediting agency or association, or over the selection or content of library resources, textbooks, or other instructional materials by any educational institution or school system, except to the extent authorized by law.”

From the Elementary and Secondary Education Act of 1965 as amended by the No Child Left Behind Act of 2001 (20 USC 7907(a))

“Nothing in this Act shall be construed to authorize an officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school’s curriculum, program of instruction, or allocation of State and local resources, or mandate a State or any subdivision thereof to spend any funds or incur any costs not paid for under this Act.


Is there a violation of the Tenth Amendment to the U.S. Constitution as well?

Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.


Two organizations take credit for developing the Common Core “on behalf of” the states, declaring, “These English language arts and mathematics standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.” These organizations, both based in Washington, D.C., are the National Governors Association’s Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) along with considerable advice from Achieve, Inc., ACT, the College Board, the National Association of State Boards of Education and the State Higher Education Executive Officers. - See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf
Two organizations take credit for developing the Common Core “on behalf of” the states, declaring, “These English language arts and mathematics standards represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.” These organizations, both based in Washington, D.C., are the National Governors Association’s Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) along with considerable advice from Achieve, Inc., ACT, the College Board, the National Association of State Boards of Education and the State Higher Education Executive Officers. - See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf
about the control of ideas via national school curriculum was resurrected this week in a column by George Will, who quoted it while criticizing President Obama’s Common Core Education Standards. Califano, who was the Secretary of Health, Education and Welfare in the Carter Administration said: - See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf
about the control of ideas via national school curriculum was resurrected this week in a column by George Will, who quoted it while criticizing President Obama’s Common Core Education Standards. Califano, who was the Secretary of Health, Education and Welfare in the Carter Administration said: - See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf


Further concern is about the authorship of the Common Core. The Federal Government is careful about not claiming authorship, since such direct interference in state school curriculum might be illegal. While forcing the program onto the states via the Constitutional “Spending Clause,” it is at the same time eager to distance itself from actual credit for its creation. - See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.3RvPwuhf.dpuf

Joseph Califano’s 1977 warning about the control of ideas via national school curriculum was resurrected this week in a column by George Will, who quoted it while criticizing President Obama’s Common Core Education Standards. Califano, who was the Secretary of Health, Education and Welfare in the Carter Administration said:

“in its most extreme form, national control of curriculum is a form of national control of ideas.”

- See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf

Joseph Califano’s 1977 warning about the control of ideas via national school curriculum was resurrected this week in a column by George Will, who quoted it while criticizing President Obama’s Common Core Education Standards. Califano, who was the Secretary of Health, Education and Welfare in the Carter Administration said:

“in its most extreme form, national control of curriculum is a form of national control of ideas.”

- See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf

Joseph Califano’s 1977 warning about the control of ideas via national school curriculum was resurrected this week in a column by George Will, who quoted it while criticizing President Obama’s Common Core Education Standards. Califano, who was the Secretary of Health, Education and Welfare in the Carter Administration said:

“in its most extreme form, national control of curriculum is a form of national control of ideas.”

- See more at: http://www.educationnews.org/education-policy-and-politics/warnings-sound-of-federal-interference-via-common-core/#sthash.amBB9m6O.dpuf

          My Conversation with the Leader of the                                     Common Core


"...Just because you have a good idea (homeschooling in my case, Common Core in his case), it doesn’t mean that it is appropriate to force everyone in the country to follow your idea. And that is my central problem with the Common Core and all forms of centralized educational planning.

"...[M]y response was that the solution is not a national set of standards, but allowing each state to develop its own standards. Competing standards from all 50 states would be likely to create more innovations—although my clear preference is to do away with all forms of centralized government standards. (I believe that public schools should form their own local standards.)





"...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 (CBS New York/AP) — “A new national database that
compiles personal student information for educational companies that
contract with public schools is being blasted by privacy experts. In turn,
Bloom 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 Ma?ers, a non-profit
organization that advocates for class size reduction in NYC’s public
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 named 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 and Microsoft to name a few. (I have requested a
FOIA request for all wri?en agreements that FERPA has entered into, to specifically
a?ain a list of all organizations, foundations, and businesses that are receiving
Personally Identifiable Information (PII) for free to do research, testing, and
curriculum development. I have not received a reply as of today.)
This next graph explains how the system will work. It’s not about academics, it’s
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
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 a?itudes 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
and learning will be psychological intervention toward prescribed government
a?itudes and beliefs.   Authentic affective engagement will be the
psychologicaltechniques used and needed to force the student to change their a?itudes and
behavior toward workforce objectives. [aka, Indoctrination and brainwashing in
socialism.] 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 Individual Education Plan (IEP) will be
developed for every child, and technology will help the system accomplish their
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
a?ributes 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 and we can confirm and document that there is a
DeliberateDumbing Down of America(author, Charlo?e Iserbyt). We are talking about functional literacy,
but with the right attitudes and values.
Note:  Bold emphasis added.
Note: The author, Anita Hoge, is a veteran education researcher and writer.  Background information
for this information may be found at these original government sources
U.S. Department of Education. February 27, 2013.
For Each and EveryChild — A Strategy for Education Equity and Excellence. Washington D.C.
This outlines the Obama administration’s plan for getting rid of local school boards
and local funding of schools.
The federal government now wants to use schools to catalogue
“attributes, dispositions, social skills, attitudes and intrapersonal
resources— independent of intellectual ability,” all under the guise of education.
U.S. Department of Education. February 2013.
Promoting Grit, Tenacity, and Perseverance — Critical Factors for Success inthe 21st Century

National Databases: Collecting Student-Specific
Data is unnecessary and Orwellian


"In the most recent development, the Bill and Melinda Gates Foundation recently announced that it was providing $100 million to support a database of student-specific data which could be accessed by any state which opted into the program. This database has the ability to track students, their educational progress, and a vast degree of personal information about every student. This database is run and operated by a company called inBloom, and nine states (Colorado, Delaware, Georgia, Illinois, Kentucky, Louisiana, New York, North Carolina, Massachusetts) have already uploaded student information into this database. The only jurisdiction where we have verified that homeschool student data is being included is New York City school district. We are continuing to investigate the other states."

Note:  Bold emphasis added.  Question:  Are the parents and taxpayer of Massachusetts aware of this?  Were you before you read this?




Do the math -- Common Core = a massive, risky experiment on your kids


"There are also severe problems with the way Common Core handles percents, ratios, rates, and proportions – the critical topics that are essential if students are to learn more advanced topics such as trigonometry, statistics, and even calculus. 

As well, the way Common Core presents geometry is not research-based -- and the only country that tried this approach on a large scale rapidly abandoned it.  

In addition to these deficiencies, Common Core only includes most (but not all) of the standard algebra I expectations, together with only some parts of standard geometry and algebra II courses. There is no content beyond this.


Note:  The authors certainly have the credentials to critique the serious problems with Common Core math.



Note:  From a teacher in Louisiana.

August 8, 2013

My First Days With Full-blown Common Core


"...I was also told that we [teachers] would be regularly be expected to write ”text-dependent” assignments using a template provided by a company called Literacy Design Collaborative (LDC). I was told that PARCC has a lot of text-dependent questions, so I needed to use this template to create a text-dependent writing assignment for students as often as (the unofficial expectation) once a week.

(LDC is a Gates-funded effort whose founder, Chad Vignola, a non-educator, was fired from the New York Board of Education for concealing an ethical breach but kept in the job with then-NYC Chancellor Joel Klein because “no one else could do his job.” The LDC website also mentions Vicky Phillips and Carina Wong, two Gates employees who announced CCSS four months before it was officially finished. As for Klein, he now works for Rupert Murdoch’s Amplify, the company that won the $12.5 million contract to design CCSS assessments.)

In our grade-level meetings, the faculty was told to write a close-read assignment and a template task for the first teaching unit. We were told to do so as a grade-level collaboration, with all teachers having the same task. We were told to make copies of the result to include in our professional folders.

I did as I was told.

I understand that this is the nature of top-down “leadership.” The only one with the freedom is the one at the very top. All others have some consequence, the outcome of which they seek to determine by controlling the actions of those lower than them in the chain. So I understand why my district is so prescriptive in telling me as an English teacher the specific literature I am to use and why my school administration is telling me not only what to teach but how to teach it, down to the exact lesson template. They are grasping for control.

One might object and say that it isn’t actually CCSS that is controlling my classroom. I say, yes it is. First, CCSS is top-down, and by its nature, CCSS drives districts and school administrators to micromanage their teachers. Second, a part of CCSS is the CCSS assessments, which in this reformer world are high stakes for teachers, administrators, schools and districts. The punitive nature of the CCSS assessments virtually guarantees micromanagement of the classroom.

In a meeting the second day, I was told that our district would increase the number of standardized tests to include one at mid-year. I was also told that I would be provided test data on my students to better inform my teaching.

More tests to accommodate an untested, high-stakes curriculum engine.

My administration is not micromanaging all of my teaching decisions. However, I understand that as PARCC draws nearer, both district and school administrators will feel increased pressure to control the “top-down” levels below them– the teachers and students.

In instituting this unpiloted CCSS, I realize that my classroom has become one high-stakes experiment...."


Note:  If links within are not functional, they are at the website.



Walking the Labyrinth of the Corporate-Owned Common Core


Note:  Excellent explanation of the development of the "Common Core" revealing the government, corporations, non-profits, and individuals involved.  Lots of cross-connections  here. 

Keep in mind that neither you nor your elected state or local representatives voted to accept the "Common Core" or spend your tax dollars on the "program."


Government Publications

Note:  Here there will be links to government publications that provide insight into the design and execution of the Common Core--the transformation of education across the entire United States.


Enhancing Teaching and Learning Through Educational Data Mining And Learning Analytics An Issue Brief




New Teacher Evaluations Don't Fully Match Common Core Curriculum

"The catch? The Common Core curriculum comes with its own standardized test, the Partnership for Assessment of Readiness for College and Careers (PARCC). But it won’t be ready until the 2014-2015 school year — a year after Common Core is introduced and teacher evaluations become dependent on standardized tests.

Even after the new PARCC test comes on line, it will take several years for the state to work out the kinks in testing and decide what is considered a satisfactory score, said Cheryl Bost, vice president of the Maryland State Education Association. MSEA is a union representing 70,000 teachers and school employees.

“We don’t feel it’s fair to use the test since there are so many problems with it,” Bost said. “We want this to be a system of professional growth, not a gotcha. Our main goal is to get the evaluation right so it can truly improve practice.”




Note:  Here is a link to this presentation on Youtube.

Assessing the Common Core Standards


Thursday, June 13, 6:30pm — Falmouth Public Library


Special Guest speakers

Jamie Gass

Director of the Pioneer Institute’s 

Center for School Reform


Dr. Sandra Stotsky

Professor Emeritus of Education Reform, University of Arkansas




          How the Feds Are Tracking Your Kid

"Would it bother you to know that the federal Centers for Disease Control had been shown your daughter’s health records to see how she responded to an STD/teen-pregnancy-prevention program? How about if the federal Department of Education and Department of Labor scrutinized your son’s academic performance to see if he should be “encouraged” to leave high school early to learn a trade? Would you think the government was intruding on your territory as a parent?

Under regulations the Obama Department of Education released this month, these scenarios could become reality. The department has taken a giant step toward creating a de facto national student database that will track students by their personal information from preschool through career. Although current federal law prohibits this, the department decided to ignore Congress and, in effect, rewrite the law. Student privacy and parental authority will suffer.

How did it happen? Buried within the enormous 2009 stimulus bill were provisions encouraging states to develop data systems for collecting copious information on public-school kids. To qualify for stimulus money, states had to agree to build such systems according to federally dictated standards. So all 50 states either now maintain or are capable of maintaining extensive databases on public-school students."



Beware of “Everyday Mathematics”








Rebirth of the Teaching Machine Though the  Seduction of Data Analytics:               This Time It's Personal

"Technologies have amplified our desires for choice, flexibility and individualization in North America, so it is easy to be seduced by a vision of computers delivering only what we want, when, and how we want it customized. The marketing mantra from media conglomerates to banks is that of 24/7 services at any time, in any place or at any pace. Many governments have in turn adopted this language in an eagerness to reduce costs with business-like customization and streamlined workforce productivity - all with the expectation that a flexible education system will also be more efficient and (cost) effective.

The adaptive learning system crusade in schools is organized, growing in power and well-funded by venture capitalists and corporations. Many companies are looking to profit from student (and teacher) data that can be easily collected, stored, processed, customized, analyzed, and then ultimately (re)sold. In the year 2012, venture captial funds, private equity investors and transnational corporations like Pearson poured over $1.1 billion USD into education technology companies (CB Insights, 2013). Children and youth should not be treated like automated teller machines or retail loyalty cards from which companies can extract valuable data.

Adaptive learning systems (the new teaching machines) do not build more resilient, creative, entrepreneurial or empathetic citizens through their individualized, linear and mechanical software algorithms. Nor do they balance the desire for greater choice, in all its manifest forms, with the equity needed for a society to flourish.  Computer adaptive learning systems are reductionist and primarily attend to those things that can be easily digitized and tested (math, science and reading). They fail to recognize that high quality learning environments are deeply relational, humanistic, creative, socially constructed, active and inquiry-oriented.

This article paints a picture of how old notions of teaching machines are being reborn through a seduction of data analytics and competency-based personalization (think individualization). It is also intended to be a declaration against the fatalism of adaptive learning systems as the next evolutionary stage for K-12 education in the 21st Century.

Note:  Emphases added.
Note:  Very well researched and cited.

Note:  The links within this article lead to some eye-opening connections.

Many schools in Massachusetts, public and private, are devoting weeks to the study of Islam--a religion. 


Common Core – The Qatar Connection: A Wahhabi State Skypes With Your Children – Connect All Schools


"Arizona receives $465,000 grant from the Qatar Foundation International (QFI)?

According to Tucson News Now, the governing board of the Tucson Unified School District asked the school board to accept a $465,000 curriculum grant from the Qatar Foundation International, a global philanthropic organization with strong ties to the Muslim Brotherhood, the parent organization of the terrorist group Hamas, and behind much of the unrest in the Middle East.

The Muslim Brotherhood has been associated with Islam-biased K-12 textbooks identified by Citizens for National Security(CFNS) and Act for America. The textbooks in the CFNS study contained pro-Islamic misinformation, and material that provided negative misinformation about Israel, Judaism, and Christianity. The Council on American Islamic Relations (CAIR), also connected to Hamas and the Muslim Brotherhood has targeted American schools and other public institutions for indoctrination…

The grant money is intended to implement “innovative curricula and teaching materials to be used in any Arabic language classroom,” reports the Arizona Daily Independent.Two Tucson schools, Safford K-8 Magnet School and Cholla High Magnet School, will be the recipients of the terror-infested cash, according to Tucson News Now.

About 100 students at Cholla High Magnet School are learning Arabic. At Safford K-8 Magnet School, 125 students are learning the language.

Last year’s grant for Arabic language from the Qatar Foundation was $55,000.

A handful of similar programs funded by the Qatar charity exist in other American cities. In 2012, for example, the nonprofit provided $250,000 for a three-year pilot project for Arabic language at P.S. 368 in Harlem, reports DNA info New York. Source

If you click the link ‘reports’ in the line above you’ll see the following:

The  classes are voluntary this year, but next year, all second through fifth grade students will be required to take Arabic as part of the curriculum.

The program is the first of its kind in New York City to integrate Arabic into an elementary school curriculum, organizers said."




Parents – Don’t be deceived about data collecting on your children


"When this effort began, the only existing national standards for student data had been published by NCES in 1974. Because student data have evolved greatly over time both in the type and format of data maintained, it was essential that new standards be developed that would reflect current practices. NCES has a strong commitment to provide technical assistance and support to the education community to facilitate the collection, reporting, and use of high quality education information. This handbook is one outcome of that commitment. It is but one in a series of related handbooks and manuals that NCES has published in the past and plans to continue to develop in the future.”

So, what is the relationship between Common Core and data-collection? As part of Race to the Top, and elsewhere in the 2009 Stimulus bill, along with agreeing to adopt the Common Core standards, the states that wanted federal money had to commit to build massive student databases. These databases are designed to track children from preschool (or earlier), through college, and into the workforce. At this time, Georgia also agreed to move all the student (and teacher) data to Google servers for storage. If you are following the stories on the national data collecting by the NSA, you know that our federal government has access to all data stored on these servers, including our student’s information.

As you may know by now, the National Governor’s Association (NGA) and the Council of Chief State School Officers (CCSSO) are the organizations that the proponents of Common Core standards point to as the “state led” component of development. Citizens should know that these are private trade organizations with no legislative authority to change education standards."



Note:  The National Center for Education Statistics (NCES) has a coordinator in every state overseeing the collection of the required Common Core Data (CCD), a massive amount of personal and personally-identifiable information about our children and their teachers.  Find out who your state's coordinator is here:




Note:  Note how many of the proponents of the Common Core have benefited from the Bill and Melinda Gates Foundations' largesse.  It seems that $150 million, not much from the Foundation's standpoint, buys a lot of influence.


Gates gives $150 million in grants for Common Core Standards

"For an initiative billed as being publicly driven, the Common Core's States Initiative has benefited enormously from the generosity of the private philanthropy of Bill and Melinda Gates. How much? About $150 million worth.

Take a look at this list of grants, obtained from their foundation's website. Note not only the amounts but the wide range of organizations receiving money. Universities. Unions. State education departments. Nonprofits. Think tanks. The grants were given for a range of reasons, including developing materials aligned to the standards and building support for the standards.

You can see how invested the Gates Foundation is in the success of the Common Core. What kind of Core support do these grants buy from the organizations that receive them?

If you want to see what each grant is for, click here and you can access each grant description.  At the bottom of the list are a few descriptions of specific grants."


Note:  Emphasis added.


Common Core Membership User Agreement

"This User Agreement governs your use of www.commoncore.org (the “Website”) operated by Common Core, Inc. (“Common Core”) and all Curriculum contained therein. Please read the following terms and conditions carefully before proceeding. By accessing the Website, you are deemed to have agreed to comply with all of the terms and conditions hereof.

In consideration of the membership and any fee paid in connection therewith, Common Core hereby grants you a non-transferable and non-exclusive license to view and print the Curriculum for your personal, internal and non-commercial use only and not for resale or redistribution in any manner. The term of this license shall expire simultaneously with the expiration of your membership.

Common Core shall have the right at any time to change or discontinue any aspect or feature of the Website and the Curriculum, including, but not limited to, content, hours of availability, and equipment or software needed for access or use.

Common Core shall have the right at any time to change or modify the terms and conditions applicable to your use of the Website and Curriculum, or to impose new conditions, including but not limited to, adding additional fees and charges for use. Such changes, modifications, additions, or deletions shall be effective immediately upon posting on the Website or by any means of notification by which you obtain actual knowledge thereof. Any use by you after such notice shall be deemed to constitute acceptance by you.

The Website and Curriculum contain copyrighted material, trademarks and other proprietary information including, but not limited to, text and graphics. The entire contents of the Website and Curriculum are protected under United States copyright laws. Common Core owns and/or controls copyright in the selection, coordination, arrangement and enhancement of such content, as well as in the content original to it. You may use copyrighted material for your personal, internal and non-commercial use only. Except as otherwise expressly permitted under copyright law, no copying, redistribution, publication or commercial exploitation of downloaded material will be permitted without the express permission of Common Core. In the event of any permitted copying, redistribution or publication of copyrighted material, no changes in or deletion of author attribution, trademark, legend or copyright notice shall be made.


You may not post or otherwise make available on the Website any material protected by copyright, trademark or other proprietary right. You are responsible for and assume all risk with respect to what you post. You hereby grant Common Core the non-exclusive right without limitation to edit, copy, publish and distribute any material made available on the Website by you, including but not limited to any material posted by you in the Website’s comments section, and any email queries or lesson plans submitted by you to Common Core, including without limitation to publish and distribute such material on the Website and in any print publications published and distributed by Common Core.

You agree to indemnify and hold harmless Common Core from and against all claims and expenses, including attorneys’ fees, arising out of your use of the Website, including, without limitation, the Curriculum and posts by you. You agree that any violation by you of this User Agreement gives Common Core the right to seek injunctive relief and damages."


Note:  Emphasis added.

Note:  What's theirs is theirs and what's yours--teachers' and students'--is theirs.




   A Brief Audit of Bill Gates’ Common Core Spending


"...The four principal organizations associated with CCSS– NGA, CCSSO, Achieve, and Student Achievement Partners– have accepted millions from Bill Gates. In fact, prior to CCSS “completion” in June 2009, Gates had paid millions to NGA, CCSSO, and Achieve. And the millions continued to flow following CCSS completion.

Prior to June 2009, NGA received $23.6 million from the Gates Foundation from 2002 through 2008. $19.7 million was for the highly-disruptive “high school redesign” (i.e., “small schools”) project, one that Gates abandoned.

After June 2009, NGA received an additional $2.1 million from Gates, the largest payout coming in February 2011,

to work with state policymakers on the implementation of the Common Core State Standards, with special attention to effective resource reallocation to ensure complete execution, as well as rethinking state policies on teacher effectiveness
Amount: $1,598,477 [Emphasis added.]

Years ago, Gates paid NGA to “rethink policies on teacher effectiveness.”

One man, lots of money, nationally shaping a profession to which he has never belonged.

As for CCSSO: The Gates amounts are even higher than for NGA. Prior to June 2009, the Gates Foundation gave $47.1 million to CCSSO (from 2002 to 2007), with the largest amount focused on data “access” and “data driven decisions”:

March 2007
Purpose: to support Phase II of the National Education Data Partnership seeking to promote transparency and accessibility of education data and improve public education through data-driven decision making
Amount: $21,642,317 [Emphasis added.]

Following CCSS completion in June 2009, Gates funded CCSSO an additional $31.9 million, with the largest grants earmarked for CSSS implementation and assessment, and data acquisition and control:

July 2013
Purpose: to CCSSO, on behalf of the PARCC and SBAC consortia to support the development of high quality assessments to measure the Common Core State Standards
Amount: $4,000,000

November 2012
Purpose: to support the Council of Chief State School Officers (CCSSO) in helping States’ to build their data inoperability capability and IT leadership capacity
Amount: $1,277,648...."

Note:  Please click on the link provided for much more.



           Gates Money and Common Core: Part II


"On August 27, 2013, I wrote a post about Bill Gates’ financial involvement in advancing the Common Core State Standards (CCSS). Though CCSS promotes itself as “state led,” in my previous post, I showed that all four major organizations responsible for CCSS from inception for its principal development– the National Governors Association (NGA), the Council of Chief State School Officers (CCSSO), Achieve, and Student Achievement Partners– have received in total $147.9 million from Bill Gates for a variety of purposes, $32.8 million of which is expressly earmarked to advance CCSS.

One man is purchasing his view of what American education should be.

This is not democratic. It is horrific.

And it doesn’t stop there.

I showed also that other key education organizations have taken millions from Gates in order to promote CCSS, not the least of which are both national teachers’ unions, the American Federation of Teachers (AFT) ($5.4 million) and the National Education Association (NEA) ($4 million).

Gates has spent much more on CCSS than I have indicated in that previous post. Thus, I have decided to write a series on the groups that have decided to sell America’s right to a “free and public” education to this man. The sheer number of states willing to submit to the federal requirement of CCSS inclusion in order to be considered for Obama’s and Duncan’s Race to the Top funding (not legal) bespeaks the cowering of state departments of education to the Almighty Dollar.

Bill has billions of Almighty Dollars.

In this second post of my Gates CCSS funding series, I examine organizations influencing state education departments and local districts and that have accepted Gates money for promoting and implementing CCSS. The complete listing is included here: Gates Common Core Funding for Organizations Influencing State Departments and Local Districts of Education

Here are the organizations in sum, along with the current total of Gates CCSS funding for each as noted on the Gates grant database:"


Note:  The links above are active at the website.

Note:  The Gates funding is impressive and has bought a lot of influence and accomodation.  Do take the time to see the list of grants and recipients.  The author, Mercedes Schneider, a teacher in Louisiana, has done her research well.


Gates Money and Common Core– Part III


"...[A]ccording to the his grants website, Gates paid a total of $37.3* million to the state and local school boards (and the single school) to implement CCSS– much of it focused upon curriculum.

Where is the line between benevolently “helping” states and districts and imposing one’s will for CCSS upon districts via curricular prompting?

Reformer lines are seldom drawn with sharpened pencils.

For some of the states and districts represented above, I offer select details in the remainder of this post. (Despite limiting my discussion, it remains several hundred words longer than intended. For comprehensive CCSS grant details for the list above, see this document: Gates Common Core Funding for Departments of Education."



               Gates Money and Common Core- Part IV

"Universities that have accepted Gates money earmarked for CCSS implementation. Sixteen universities did so, for a total of  $17.6 million:..."

Note: This series has been published by the Huffington Post.




Parents Refused Right to Opt-Out of Children's Private Data-Sharing


“Has New York City student data been transmitted to inBloom?” Lopatin was asked. “Yes, New York State has transmitted student data to inBloom as part of the process of building educational data portals,” she responded.

Lopatin added that there was no way for parents to opt out of having their children’s private data shared.

“According to state guidelines, there is no provision for parents to opt their children out of inBloom or the educational portal tool,” she confirmed."

Note:  Links within are active at site below.




Common Core-Style Homework Stumps Parents


"...[M]any school districts have even held workshops to get parents ready for the changes to school curriculum.

However, now that Common Core curriculum is in the classrooms, it’s also part of the homework students are completing at the kitchen table."


Note:  I see four lines of NINE dots.  Talk about busy work.



President Obama Rewrites the No Child Left Behind Act


"It is one thing for an administration to grant waivers to states to respond to unrealistic conditions on the ground or to allow experimentation and innovation. Similar waiver authority has been used to advance welfare and Medicaid reform going back to the Reagan administration, and to allow a few districts and states to experiment at the margins of NCLB in the Bush administration. It is quite another thing to grant state waivers conditional on compliance with a particular reform agenda that is dramatically different from existing law. The NCLB waiver authority does not grant the secretary of education the right to impose any conditions he considers appropriate on states seeking waivers, nor is there any history of such a wholesale executive branch rewrite of federal law through use of the waiver authority.

The administration is surely counting on the support of the congressional delegations of individual states to support the waiver request from their state. And with the majority of states likely to submit waiver requests, the administration may well have the political clout it needs to overcome the ire of key committee chairs whose authority to legislate has been undercut.

If you’re a fan of greater presidential control of education (and domestic policy in general), it’s celebration time. If you like the separation of powers or thought that the reauthorization of NCLB might be an opportunity to put more control of schooling in the hands of parents at the expense of district, state, and federal bureaucracies, this is not your party."

Note:  Stimulus funds, our tax dollars, were used to create Race to the Top. The states, seeing an opportunity to access federal money, agreed transform education practice to the Common Core, sight unseen, and the mandatory data collection (see previous post).



North Carolina Centralizes, Expands Student Data Collection

"International education giant Pearson, Inc. bought North Carolina’s previous student data system, NCWISE, in 2010 and phased it out. North Carolina chose to switch to Pearson’s PowerSchool in one year to save money. PowerSchool has never been used by an entire state before—only in several school districts.

Although he did not respond to an interview request, Philip Price, chief of technology for the N.C. Department of Public Instruction (NCDPI) called the transition, “huge.” Price’s 30 page technology plan” outlines a “mammoth” “remodeling of public education” required by federal Race to the Top (RTT) mandates, merging the state’s previous systems into one online data collection and sharing system....

"We’re on our third iteration of data collection systems in North Carolina since the late ‘90s, and it has never been clear what information the state is collecting,” said Terry Stoops, education director at the John Locke Foundation 

While navigating North Carolina’s PowerSchool portal, Stoops found fields for collecting health data including “medications” and “immunizations” as well as student vehicle descriptions. 

“It’s clear they’re collecting more than demographic and student performance data and this is a problem for me,” he said. ”Parents won’t know what data is being collected on their children.”...

“Pearson seems to be taking over education in North Carolina,” Stoops said. “Usually, for contracts of this size, there would be a Request for Proposal (RFP), but I don’t remember seeing one in any of the reports I’ve read. RFPs basically allow companies to bid for a government project. Stoops does recall looking at contracts with Pearson for $11.9 million and for $13.5 million, without attached RFP’s, however....

Lindalyn Kakadelis, director of the North Carolina Education Alliance, sees the RTT-required data collection as connected with Common Core education standards. Both were required for North Carolina to receive an RTT grant....

A principal concern of hers is CEDARS (Common Education Data Analysis and Reporting System).  According to the NCDPI, CEDARS is North Carolina’s PreK-13 State Longitudinal Data System that incorporates financial systems, teacher licensure, federally required data reporting, student information from PowerSchool, testing data and student transcripts."

Note:  Emphasis added. 

Note:  All states that received Race to the Top Grants had to accept, sight unseen, the Common Core and had to agree to collect and make available to inBloom (Gates) and others massive amounts of personally identifiable data on children and their teachers.



spotlight No. 443-September 17, 2013

60 Questions About Common Core

This issue of the John Locke Society Magazine answers questions about Common Core.  The general information is of use to any taxpayer, parent, teacher, or student as Race to the Top and Common Core was presented to all states in the same way.  There is specific information for North Carolinians.

As with all fact-based presentations about Common Core, there is an extensive reference section.






IL 4th Grade Book Says White Voters Rejected Obama Because of Race


"This biography of America’s 44th president, entitled “Barack Obama,” is written by Jane Sutcliffe and published by Lerner. The book is part of Scholastic’s “Reading Counts” program acceptable to the controversial Common Core curriculum standards."


Note:  What do you think?  Is this education or something else?

However catetorized, the plan is to test children on the material.









Common Core Teaches Kids Government Must Be Obeyed


"The worksheets, published by New Jersey-based Pearson Education, ask fifth-graders to edit such sentences as "(The president) makes sure the laws of the country are fair," and "The wants of an individual are less important than the well-being of the nation."

That last sentence sounds suspiciously like the old Marxist axiom "From each according to his abilities, to each according to his needs."

The Constitution, the Supreme Court and a system of checks and balances among the three branches of government ensure fairness under of our laws. The Constitution and the laws enacted by Congress are what should protect individuals. The president should see to it that that the laws are faithfully executed."






Common Core math problems [pics]







Pittsburgh Catholics Against

Common Core




Note: Common Core "curriculum" is not compatable with Catholic doctrine.

The authors advise parents to keep all printed materials when parents find the subject matter of concern.



Some Governors and the Common Core: 'Hot Friends Cooling'


"Hoping to advance your own political career? Better be quiet about Common Core.

Amazing how a number of formerly outspoken, pro-CCSS governors have strategically opted for silence (or some other form of distance) regarding the now-highly-charged CCSS."

Note:  Democrats and Republicans passing the "hot potato" that Common Core has become.





Note:  Again, Mercedes Schneider, a teacher from Louisiana, hits one out of the park.  At the top of the page linked to this article, you will find links to her research.  Unlike the claims made by the AFT president, Ms. Schneider's assertions are backed up with evidence.


AFT’s 10 Myths:

Unyielding Devotion to the Common Core


"In my hands I am holding the latest issue of the American Federation of Teachers (AFT) quarterly publication, American Educator. It is open to page 43, Tools for Teachers: 10 Myths About the Common Core State Standards (CCSS).

The piece was written by AFT’s Educational Issues Department.

Their position is one of unreserved support for CCSS.

Of course.

I find it remarkable the degree to which AFT and Randi Weingarten will go in order to protect and promote CCSS. One of the more telling pieces is a post Weingarten wrote for Huffington Post entitled, Will States Fail the Common Core– As though CCSS is a personality, complete with feelings that will be hurt by states’ betrayal.

In that post, Weingarten maintains that CCSS is “not a silver bullet” but that the problem is not with CCSS but with “bad execution.”

Here’s a question– How can Weingarten state with such certainty that CCSS is not the issue? Has she or anyone else piloted these so-called standards?


If CCSS is “not a silver bullet,” why have neither AFT nor Weingarten herself published anything remotely appearing to be a critical evaluation of CCSS, standard by standard, grade level by grade level, for both English Language Arts (ELA) and math?

Now that  would be a critical examination.

Instead, the AFT/Weingarten tact resembles that of the Fordham Institute’s President Chester Finn, who states that CCSS is “not perfect” and even grades it accordingly–then promotes it without reservation.

Ergo, the AFT propaganda, 10 Myths about the Common Core State Standards."


Note:  Continued at link and worth your time.





Common Core Assignment:

The Constitution is Outdated


"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.

Students are not being taught what the documents means, or any kind of appreciation for the document. The underlying assumption of the assignment is that the constitution is outdated and needs to be changed. Another underlying assumption is that this can be done by a citizen task force which ignores  the actual procedure for amending the constitution.

The worksheet was handed out to Sixth grade students in a History class in Bryant School District in Arkansas. The assignment required students to select two bill of rights to throw out, and put together persuasive speeches to market the idea."




Parents air concerns over math changes


"The Reading Public School District recently implemented changes to the math curriculum due to Common Core standards, and many parents in recent weeks have expressed a belief the changes will not prepare their children for college.

Common core algebra I is now taught in ninth grade instead of eighth grade, meaning seniors in high school will take pre-calculus instead of calculus.

The letter signed by the 18 parents reads, in part, "We are alarmed by the math curriculum changes that were implemented in the Reading middle schools during the 2012-2013 school year with virtually no public input or prior notification. These changes mean that only those few students (fewer than 15% per year) who test into the highest math track at the end of sixth grade will be able to take algebra in middle school, putting them on track to take calculus in high school. The other 85% of students would be denied access to algebra in middle school and a straight path to calculus in high school, which would put them at a significant disadvantage for college admissions and for pursuing studies in STEM (Science, Technology Engineering, Math) and other fields. This is especially unfair, when up until last year most middle school students had the opportunity to take algebra in 8th grade."