department of education Archives

Does Common Core Lead to National Data Collection?

by Will Estrada and Katie Tipton – HSLDA:

The U.S. Department of Education is prohibited by law from creating a national data system. But the Education Science Reform Act of 2002 gave the federal government the authority to publish guidelines for states developing state longitudinal data systems (SLDS). Over the past decade, a slew of new federal incentives and federally funded data models have spurred states to monitor students’ early years, performance in college, and success in the workforce by following “individuals systematically and efficiently across state lines.” We believe that this expansion of state databases is laying the foundation for a national database filled with personal student data.

Home School Legal Defense Association has long opposed the creation of such a database. We believe that it would threaten the privacy of students, be susceptible to abuse by government officials or business interests, and jeopardize student safety. We believe that detailed data systems are not necessary to educate young people. Education should not be an Orwellian attempt to track students from preschool through assimilation into the workforce.

At this point, it does not appear that the data of students who are educated in homeschools or private schools are being included in these databases. But HSLDA is concerned that it will become increasingly difficult to protect the personal information of homeschool and private school students as these databases grow. Oklahoma’s P20 Council has already called for databases to include the personal data of homeschool students.

The Development of a National Database

The Department of Education laid the foundation for a nationally linkable, comprehensive database in January 2012 when it promulgated regulations altering the Family Educational Rights and Privacy Act (FERPA). FERPA formerly guaranteed that parents could access their children’s personally identifiable information collected by schools, but schools were barred from sharing this information with third parties. Personally identifiable information is defined by FERPA as information “that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty,” including names of family members, living address, Social Security number, date and place of birth, disciplinary record, and biometric record. However, the Department of Education has reshaped FERPA through regulations so that any government or private entity that the department says is evaluating an education program has access to students’ personally identifiable information. Postsecondary institutes and workforce education programs can also be given this data. This regulatory change absent congressional legislation has resulted in a lawsuit against the Department of Education, though a judge in the U.S. District Court for D.C. dismissed the suit on an issue of standing.

Guidelines for building SLDS that can collect and link personally identifiable information across state lines have been released by task forces funded by both the Department of Education and special interests groups. Many of these recommendations were compiled in the National Education Data Model (NEDM) v. 3.0, a project funded by Department of Education and overseen by the Council for Chief State School Officers (CCSSO), one of the organizations that created the Common Core. According to the NEDM website, 18 states and numerous local educational agencies are using this model for their state longitudinal databases. In addition, numerous states are still following other database models such as the Data Quality Campaign’s 10 Essential Elements, the State Core Data Set, the Common Education Data Standards, and the Schools Interoperability Framework, an initiative that received $6 million of federal funding in Massachusetts alone. Concentrating data collection around a few models means that states are getting closer and closer to keeping the same data and using the same interoperable technology to store it. Forty-six states currently have databases that can track students from preschool through the workforce (P-20W).

Driving the Data Collection

In addition to funding data models, the federal government has driven a national database through legislation. The 2009 federal stimulus bill created the State Fiscal Stabilization Fund as “a new one-time appropriation of $53.6 billion.” With this money, the Department of Education gave money to states who would commit to develop and use prekindergarten through postsecondary and career data systems, among other criteria.

Additionally, $4.35 billion was given to make competitive grants under the new Race to the Top (RTTT) challenge. RTTT is an ongoing competition for federal funds that awards tax dollars to states that promise to make certain changes in their state education policy, including adopting the Common Core. Every state that agrees to the Common Core in order to receive RTTT funding also commits “to design, develop, and implement statewide P-20 [preschool through workforce] longitudinal data systems” that can be used in part or in whole by other states. Data collection must follow the 12 criteria set down in the America COMPETES Act, which requires states to collect any “information determined necessary to address alignment and adequate preparation for success in postsecondary education.” The 23 states that did not receive RTTT grants but are part of one of the two consortia developing assessments aligned to the Common Core are also committed to cataloging students from preschool through the workforce.

In addition, in 2011 the Department of Education attached RTTT funding to its new Early Learning Challenge (ELC). ELC gives this money to states that meet standards and mandates for early education programs. Some of the standards that states must meet to receive these special funds involve establishing statewide databases. Known as CEDs—Common Education Data Standards—they are “voluntary, common standards for a key set of education data elements … at the early learning, K-12, and postsecondary levels developed through a national collaborative effort being led by the National Center for Educational Statistics.”

Supporters of RTTT are correct when they say that there is not currently a central database kept by the U.S. Department of Education. However, the heavy involvement of the federal government in enticing states to create databases of student-specific data that are linked between states is creating a de facto centralized database. Additionally, in 2012 the U.S. Department of Labor announced $12 million in grants for states to build longitudinal databases linking workforce and education data. Before our eyes a “national database” is being created in which every public school student’s personal information and academic history will be stored.

How is the Common Core Connected?

The adoption and implementation of the Common Core State Standards has furthered the government’s expansion efforts, because the authors of the Common Core are clear: the success of the standards hinges on the increased collection of student data. The Data Quality Campaign clarifies by explaining that the Common Core’s emphasis on evaluating teachers based on their students’ academic performance and tracking students’ college and career readiness requires broader data collection.

The authors of the Common Core have been heavily involved in developing data models and overseeing data collection. The National Governors Association started an initiative to collect data on states’ postsecondary institutions. The Bill and Melinda Gates Foundation not only funded the creation of the Common Core but currently funds the Data Quality Campaign, one of the leading voices on database expansion and alignment. The Gates Foundation and CCSSO previously partnered with the National Center for Education Statistics (a division of the Department of Education) to build the State Core Data Model, a model that includes data from early childhood through the workforce. CCSSO now manages another data model: the National Education Data Model.

The connection between those pushing the Common Core and these expansive new databases is obvious. The Common Education Data Standards, a division of the Department of Education, even says, “The State Core Model will do for State Longitudinal Data Systems what the Common Core is doing for Curriculum Frameworks and the two assessment consortia.”

What Can I Do to Stop this Data Collection?

A crucial part of the responsibility of parents is protecting the privacy of their children. This enables parents not only to guard their children’s physical safety, but also to nurture their individuality and secure opportunities for them to pursue their dreams apart from government interference. The rise of national databases threatens these freedoms.

At the federal level, HSLDA continues to work to defund and eliminate Race to the Top, the Early Learning Challenge, and other federal programs that are using federal funds—your tax dollars—to entice the states into creating national databases in exchange for federal grants. But since RTTT and the ELC are priorities of the Obama administration, it will be difficult to end these programs.

The states, however, can choose to reject these federal funds in order to safeguard student data. Please contact your state legislators, including your state’s governor, to discuss this issue with them. Ask them about their position on the issue…

Article originally posted at HSLDA.org.

Education is Too Important Not to Leave to the Marketplace

by Ron Paul – Ron Paul Institute for Peace and Prosperity:

This week, events around the country will highlight the importance of parental control of education as part of National School Choice Week. This year’s events should attract more attention than prior years because of the growing rebellion against centralized education sparked by the federal Common Core curriculum.

The movement against Common Core has the potential to change American education. However, anti-Common Core activists must not be misled by politicians promoting “reforms” of the federal education bureaucracy, or legislation ending Common Core while leaving all other federal education programs intact. The only way to protect American children from future Common Core-like programs is to permanently padlock the Department of Education.

Federal programs providing taxpayer funds to public schools give politicians and bureaucrats leverage to impose federal mandates on schools. So as long as federal education programs exist, school children will be used as guinea pigs for federal bureaucrats who think they are capable of creating a curriculum suitable for every child in the country.

Supporters of federal education mandates say they are necessary to hold schools “accountable.” Of course schools should be accountable, but accountable to whom?

Several studies, as well as common sense, show that greater parental control of education improves education quality. In contrast, bureaucratic control of education lowers education quality. Therefore, the key to improving education is to make schools accountable to parents, not bureaucrats.

The key to restoring parental control is giving parents control of the education dollar. If parents control the education dollar, school officials will strive to meet the parents’ demand that their children receive a quality education. If the federal government controls the education dollar, schools will bow to the demands of Congress and the Department of Education.

So if Congress was serious about improving education it would shut down the Department of Education. It would also shut down all other unconstitutional bureaucracies, end our interventionist foreign policy, and reform monetary policy so parents would have the resources to provide their children with an education that fits their children’s unique needs. Federal and state lawmakers must also repeal any laws that limit the education alternatives parents can choose for their children. The greater the options parents have and the greater the amount of control they exercise over education, the stronger the education system.

These reforms would allow more parents access to education options such as private or religious schools, and also homeschooling. It would also expand the already growing market in homeschooling curriculums. I know a great deal about the homeschooling curriculum market, as I have my own homeschooling curriculum. The Ron Paul Curriculum provides students with a rigorous program of study in history, economics, mathematics, and the physical and natural sciences. It also provides intensive writing instruction and an opportunity for students to operate their own Internet businesses. Of course, my curriculum provides students with an introduction to the ideas of liberty, including Austrian economics. However, we do not sacrifice education quality for ideological indoctrination.

It is no coincidence that as the federal role in education has increased the quality of our education system has declined. Any “reforms” to federal education programs will not fix the fundamental flaw in the centralized model of education. The only way to improve education is to shut down the Department of Education and restore control of education to those with the greatest ability and incentive to choose the type of education that best meets the needs of American children — American parents.

Article originally posted at The Ron Paul Institute for Peace and Prosperity.

Ten New Year’s Resolutions for Congress

by Ron Paul – Ron Paul Institute for Peace and Prosperity:

Since New Year’s is traditionally a time for resolutions, and since the new Congress convenes this week, I thought I would suggest some New Year’s resolutions for Congress:

1) Bring the troops home — Congress should take the first, and most important, step toward ending our hyper-interventionist foreign policy by bringing our troops home and closing all overseas military facilities. The American people can no longer afford to bear the cost of empire.

2) Pass the Audit the Fed bill — The American people deserve to know the entire truth about how the Federal Reserve’s monetary policy benefits big-spending politicians and financial elites while harming average Americans.

3) Repeal the PATRIOT Act and rein in the National Security Agency — It is approaching two years since Edward Snowden revealed the extent of the NSA’s unconstitutional spying. Yet Congress still refuses to put a leash on the surveillance state. Congress should take the first step toward restoring respect for the Fourth Amendment by allowing Section 215 of the PATRIOT Act to expire.

4) Shut down the Transportation Security Administration — Treating all American air travelers as criminal suspects and subjecting them to intrusive and humiliating searches does nothing to enhance our security. Congress should shut down TSA and return responsibility for airline security to the airlines. Private businesses can effectively protect their customers and employees if the government gets out of the way.

5) End all corporate welfare — Federal programs that provide subsidies or other special benefits to politically-connected businesses cause economic inequality, distort the market, and waste taxpayer money. It also makes political and moral sense to cut welfare for the rich before cutting welfare for the poor. Congress should start dismantling the corporate welfare state by killing the Export-Import Bank and the Overseas Private Investment Corporation. Congress should also reject legislation proposed to benefit one industry or individual, such as Sheldon Adelson’s Internet gambling ban.

6) Repeal and Replace Obamacare — Many Americans are losing their insurance while others are facing increasing health care costs because of Obamacare. Repealing Obamacare is only a first step. Congress should both repeal all federal policies that distort the health care market and restore a true free market in health care.

7) End police militarization — The killing of Michael Brown in Ferguson, Missouri in August brought the issue of police militarization to the center of national debate. Congress must end all federal programs that provide military equipment to local police forces.

8) Shut down the Department of Education — It is no coincidence that education in America has declined as federal control over education has increased. Congress should de-fund all federal education programs and return control over education to local communities and parents.

9) Allow individuals to opt out — A positive step toward restoring a free society would be allowing individuals to opt out of Obamacare and other federal mandates. Young people should also be granted the ability to opt out of paying Social Security and Medicare taxes in exchange for agreeing to never accept Social Security and Medicare benefits.

10) Allow state governments to opt out — If Congress lacks the votes to end the war on drugs, repeal Obamacare, or roll back other unconstitutional federal programs, it should at least respect the rights of states to set their own policies in these areas. Federal prohibition of state laws nullifying Obamacare or legalizing marijuana turns the Tenth Amendment upside down.

By adopting these resolutions, Congress can make 2015 the year America begins reversing the long, slow slide toward authoritarianism, empire, national bankruptcy, and economic decline.

Article originally posted at The Ron Paul Institute for Peace and Prosperity.

Why the Public School System Fails

submitted by jwithrow.

Journal of a Wayward Philosopher
Why the Public School System Fails

January 8, 2015
Hot Springs, VA

The S&P opened at $2,036 today. Gold is checking in at $1,212 per ounce. Oil opened just under $49 per barrel. Bitcoin is trading hands at 286 per BTC, and the 10-year Treasury rate opened at 2.00% today.

The markets have kicked off 2015 with some healthy volatility! The S&P has dipped as low as $1,985 only to bounce back up. Oil has drifted as low as $47, bringing energy stocks down with it. The 10-year rate has dipped below 2% and threatened to drift lower. Bitcoin has fallen below $300 for the first time since 2013 and gold has climbed as high as $1,221.

Last month we contemplated raising children in the modern world and we decided compulsory education was not, in our humble opinion, in the student’s best interest. We reckoned that for any real learning to occur the student would have to be free to engage a topic of their own choice and then have the space to inspect, poke, jab, nudge, kick, and maybe even dance with that topic on their own timeline. Of course this method is the exact opposite of what is employed by the compulsory public school system that says the student must learn this topic in this way on this timeline with this grading scale and he better not interact with his neighbor while doing so.

As always, it is a minority position we take on the important matters of child-rearing and education. Perhaps this is why we had such an affinity for “Don Quixote” as a youngster. While the public school system is accepted as “normal” today, it is important to understand its origin.

The current public school system model was founded in Germany in the 1800s. The Germans called their model the “gymnasium” system and it was organized in part by the German military. This system separated students by grade and limited their interaction with students of differing ages. The intent was to foster a robust bond between the boys for they would be expected to train and fight together in the military as adults. Sure enough, this system created fiercely loyal soldiers.

Meanwhile, across the Atlantic in America, students were either educated at home or in small groups that were not separated by age. Individualized education in America was less geared towards memorizing facts and figures and more geared towards fundamental reading/writing/arithmetic, common sense, and self-confidence.

Age diversity helped older students develop responsibility and leadership skills by guiding the younger students along. Younger students got the benefit of both adult tutelage and guidance from the older kids. While seemingly a small point, having two distinct perspectives on the same topic goes a long way towards fostering critical thinking. Peter Gray, in Free to Learn, discussed this very dynamic as he observed students in Sudbury Valley School.

America began moving towards the German “gymnasium” model after the Civil War with the political class using force to move the shift along. Massachusetts passed the first compulsory school attendance law in 1852 and all states had compulsory school attendance laws on the books by 1918. Reading the work of John Dewey, one of the leading educators in 20th century America, provides troubling insight into why the shift was facilitated.

“The mere absorbing of facts and truths is so exclusively individual an affair that it tends very naturally to pass into selfishness. There is no obvious social motive for the acquirement of mere learning, there is no clear social gain in success thereat.”

The political objective was the centralization and control of education in order to reduce the American spirit of individualism and make students more malleable and group-oriented. John Taylor Gatto expanded upon the political shift of American education in his books Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling and The Underground History of American Education: A School Teacher’s Intimate Investigation Into the Problem of Modern Schooling.

History and political motives aside, Gatto also outlined and then expanded upon several points that demonstrate how the public school system is “dumbing us down”. They are as follows:

1. It confuses the students. It presents an incoherent ensemble of information that the child needs to memorize to stay in school. Apart from the tests and trials that programming is similar to the television, it fills almost all the “free” time of children. One sees and hears something, only to forget it again.
2. It teaches them to accept their class affiliation.
3. It makes them indifferent.
4. It makes them emotionally dependent.
5. It makes them intellectually dependent.
6. It teaches them a kind of self-confidence that requires constant confirmation by experts (provisional self-esteem).
7. It makes it clear to them that they cannot hide, because they are always supervised.

Gatto’s points refer to the public school system itself; not to the individuals working within the system. Most school employees at the local level are well-intentioned and work hard to improve the quality of their school. But they are forced to operate within the confines of the gymnasium system and they are forced to use government-approved politically-correct textbooks. More money will not change this dynamic, it will only further empower the Department of Education and impoverish the public.

So what is a concerned parent to do? Opt out!

Until the morrow,

Joe Withrow
Wayward Philosopher

For more of Joe’s thoughts on homeschooling and educational alternatives please read “The Individual is Rising” which is available at http://www.theindividualisrising.com/. The book is also available on Amazon in both paperback and Kindle editions.

Ron Paul on How to Restore America – Don’t Avert the Government Shutdown!

by Ron Paul – Ron Paul Institute for Peace and Prosperity:

The political class breathed a sigh of relief Saturday when the US Senate averted a government shutdown by passing the $1.1 trillion omnibus spending bill. This year’s omnibus resembles omnibuses of Christmas past in that it was drafted in secret, was full of special interest deals and disguised spending increases, and was voted on before most members could read it.

The debate over the omnibus may have made for entertaining political theater, but the outcome was never in doubt. Most House and Senate members are so terrified of another government shutdown that they would rather vote for a 1,774-page bill they have not read than risk even a one or two-day government shutdown.

Those who voted for the omnibus to avoid a shutdown fail to grasp that the consequences of blindly expanding government are far worse than the consequences of a temporary government shutdown. A short or even long-term government shutdown is a small price to pay to avoid an economic calamity caused by Congress’ failure to reduce spending and debt.

The political class’ shutdown phobia is particularly puzzling because a shutdown only closes 20 percent of the federal government. As the American people learned during the government shutdown of 2013, the country can survive with 20 percent less government.

Instead of panicking over a limited shutdown, a true pro-liberty Congress would be eagerly drawing up plans to permanently close most of the federal government, starting with the Federal Reserve. The Federal Reserve’s inflationary policies not only degrade the average American’s standard of living, they also allow Congress to run up huge deficits. Congress should take the first step toward restoring a sound monetary policy by passing the Audit the Fed bill, so the American people can finally learn the truth about the Fed’s operations.

Second on the chopping block should be the Internal Revenue Service. The federal government is perfectly capable of performing its constitutional functions without imposing a tyrannical income tax system on the American people.

America’s militaristic foreign policy should certainly be high on the shutdown list. The troops should be brought home, all foreign aid should be ended, and America should pursue a policy of peace and free trade with all nations. Ending the foreign policy of hyper-interventionism that causes so many to resent and even hate America will increase our national security.

All programs that spy on or otherwise interfere with the private lives of American citizens should be shutdown. This means no more TSA, NSA, or CIA, as well as an end to all federal programs that promote police militarization. The unconstitutional war on drugs should also end, along with the war on raw milk.

All forms of welfare should be shut down, starting with those welfare programs that benefit the wealthy and the politically well connected. Corporate welfare, including welfare for the military-industrial complex that masquerades as “defense spending,” should be first on the chopping block. Welfare for those with lower incomes could be more slowly phased out to protect those who have become dependent on those programs.

The Department of Education should be permanently padlocked. This would free American schoolchildren from the dumbed-down education imposed by Common Core and No Child Left Behind. Of course, Obamacare, and similar programs, must be shut down so we can finally have free-market health care.

Congress could not have picked a worse Christmas gift for the American people than the 1,774-page omnibus spending bill. Unfortunately, we cannot return this gift. But hopefully someday Congress will give us the gift of peace, prosperity, and liberty by shutting down the welfare-warfare state.

Article originally posted at The Ron Paul Institute for Peace and Prosperity.

Real History

submitted by jwithrow.

Journal of a Wayward Philosopher
Real History

October 15, 2014
Hot Springs, VA

The S&P is checking in at $1,851 today, gold is up to $1,236, oil is down to $80.34, bitcoin is around $396, and the 10-year has plummeted to 2.01%. The 10-year Treasury rate must have been afraid of its shadow this week.

Wife Rachel said my entry yesterday about the history of fiat currency bored her so much she fell asleep reading it. Sorry about that.

I see history as quite fascinating. Not the history that comes in Department of Education approved politically correct textbooks, mind you, but real history. Real history isn’t piecemeal highlights with names, places, and dates to remember; it is so much more important than that. Real history doesn’t show up in textbooks or in classrooms.

Real history is friend Wade’s family letters housed on his family farm in South Carolina. The letters were written by the original owners of the farm – his ancestors – and they have been passed down from generation to generation since. Real history is a five-bedroom brick home sitting atop “town hill” in Covington, Virginia built by my great-great-grandfather after emigrating from Lebanon in the late 19th century and opening a restaurant. This house comes complete with a Lebanese-style tiered garden on the side of the mountain. I can only imagine how many other pieces of real history are out there, passed down from generation to generation and discussed over Thanksgiving dinner.

But what is important with real history? Not so much the names, dates, and places as interesting as they may be. Instead, it is the ideas, values, and lessons that come with real history that are really important. These intangibles, if heeded, are what truly shape the future.

The textbook history tells me Napoleon invaded Russia and his army got wiped out. What do I learn from this? Don’t invade Russia? I will be sure not to make that mistake. Real history tells me great-great-grandfather emigrated from Lebanon, opened a restaurant, and worked like crazy to create a better life for his family. I am a part of that legacy. What do I learn from this? Free enterprise has the power to liberate and elevate individuals, families, and communities. This is a real, actionable lesson that is much more valuable to me than learning not to invade Russia.

Real history is mostly ‘private’ information while textbook history is ‘public’ information. What’s taught in the classroom and what comes on the news is also public information. Our society places a very high value on this public information; we love to hang around the water cooler and talk about it. It is to the point now where we seem to think that public information is all there is. We think the school teaches us everything we need to know and we think the news reports all aspects of all events to us every day.

Our worldview, which determines how we think and act, is shaped by this public information.

The problem is public information is riddled with holes and often less than helpful. “Don’t invade Russia” is sound advice but I was extremely unlikely to do so in the first place. If we value public information then we waste quite a bit of time on things that aren’t very relevant to us at all. Should Ray Rice have been banned? Should I buy Alibaba stock post-IPO? How will the mid-term elections go? Who will run for President in 2016?

Who cares?!

Football is just entertainment and unless you had Ray Rice on your fantasy team his private life probably doesn’t concern you much. Alibaba is the largest e-commerce company in the world and its IPO was welcomed with all manner of press and hoopla. But IPOs are designed for the insiders to get rich by selling their private stock to the public at an inflated valuation. This works best when the media pumps up the IPO story over and over again. You don’t want to be on the public side of an IPO, you want to be on the private side. And the mid-term elections are largely irrelevant as is the presidential election in 2016. No matter who wins the debt will continue to spiral out of control until the U.S. dollar is supplanted from its perch as the international reserve currency… probably by the IMF’s “Special Drawing Rights” (SDR). No amount of campaigning and voting will prepare you for the inevitable; probably best to stop wasting time and start preparing for the Great Reset now.

Public information is similar to the fiat currency we discussed yesterday. Maybe a little bit of it won’t do too much harm but go past that line and you are going to be in a world of financial hurt. So in this humble philosopher’s opinion: focus on real history and private information. The rest is probably just noise.

Hopefully this one doesn’t put wife to sleep. On second thought, maybe it’s for the best.

More to come,

Joe Withrow
Wayward Philosopher

For more of Joe’s thoughts on the Great Reset and regaining individual sovereignty please read “The Individual is Rising” which is available at http://www.theindividualisrising.com. The book is also available on Amazon in both paperback and Kindle editions.