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Common Core Last: 09/17/2016


Common Core, Just What Does it Do?

One of the things we need to get away from when talking about Common Core, is the standards. People are getting bogged down in the standards and educators keep asking parents if they’ve read the standards and which standards they disagree with. These are pointless questions. IT’S NOT ABOUT THE STANDARDS THEMSELVES. Well, maybe 10%. They’re not great standards and several states had superior standards before Common Core.

The real problem is the loss of privacy, data collection, loss of sovereignty, and a centuries old agenda that has been pushed at us to destroy the family, destroy religion, and embrace moral relativism. In this presentation We attempt to pull back the curtain and expose that agenda. In five minutes there just isn’t time to do justice to this topic. There are so many statements and so much evidence of this it just can’t be fit in, but I do hope this presentation gives you a strong enough witness that Common Core is just the latest idea in the culture war we are engaged in, and isn’t the true problem at the root. We need to get back to local control and sever the ties that bind us to these people.

Read more of the article at PULLING BACK THE WIZARD'S CURTAIN or watch the Presentation of the article.

Common Core, Just What Does it Do?

The National Common Core Standards System

This heavily referenced, 48-page document is the result of three months of research effort on the part of members of Arizona's Mommy Lobby, with the help of Emmett McGroarty of the American Principles Project.   It has been distributed to Arizona's House and Senate Education Committees, Governor Ducey's office, most of Arizona's leadership, as well as the Arizona State Board of Education.  If you have questions about Common Core in Arizona (aka Arizona's College and Career Ready Standards) most of the answers are contained in this document titled the The National Common Core Standards System

Dr. Duke Pesta is Academic Director of FreedomProject Education, a fully accredited, Common Core Free, online Classical school, built on Judeo-Christian values for students from Kindergarten through High School. As part of FPE’s outreach ministry, Dr. Pesta has delivered more than 350 talks around the country alerting parents to the Dangers of Common Core.

Common Core from Farce to Failure
with Dr. Duke Pesta, Glenmont, NY. 11/9/15

Common Core - new national education standards that the federal government is bribing and coercing states to adopt - will harm students, not benefit them. by Alex Newman - Extracted from a TheNewAmerican.com pamphlet.

If something is not done soon, the vast majority of American K-12 school children will be taught using dubious, federally backed national education "standards" that have come under fire from across the political spectrum. America's kids, as well as their parents, will also be monitored and tracked in unprecedented ways from early childhood into the workforce. Opposition is growing by leaps and bounds, but government officials are not yet backing down.

The controversial "standards" scheme, known informally as "Common Core," is being foisted on state governments all across the country with a combination of taxpayer-funded bribes, outright deception, and federal bludgeoning. Despite America's long traditions of local governance and separation of powers, the Obama administration and its establishment allies in both parties are determined to get the standards rolled out nationwide. So far, their progress has been remarkable.

Even with the backing of billionaire Bill Gates and the U.S. Department of Educa­tion, the entire "Common Core State Stan­dards Initiative," as it is referred to offi­cially, was developed and rolled out with almost no serious media attention. The eerie silence, of course, helped proponents avoid scrutiny in the early phases, when it would have been much easier for critics to derail the scheme that will essentially nationalize education — along with the minds of America's youth, and therefore, the nation's future.

Education and policy experts who spoke with The New American blasted the stan­dards themselves, the centralization and federalization of schooling, the long-term agenda behind the plan, and the nefarious tactics used to advance it. One critic, Ten­nessee Liberty Alliance co-founder Glenn Jacobs, even suggested in a column that Common Core proponents were seeking to produce what Russian communists re­ferred to as "New Soviet Men." Others are calling the program "ObamaCore."

With the federal government handing out massive grants only to state govern­ments that comply, some 45 states and Washington, D.C, have already signed up to implement the full plan. Among the few states that have not jumped com­pletely on the bandwagon, only Texas appears to be standing firm, with Minne­sota, Nebraska, Virginia, and Alaska all reportedly flirting with various elements of the scheme.

Even the states that refuse to join — not to mention home-schoolers and private schools — may find themselves ensnared in the program due to national testing, college admission requirements, and more. How­ever, experts expect resistance to accelerate.

The Standards

To avoid a national outcry, advocates of the national standards started out by fo­cusing just on mathematics and English, two subjects expected to be the least con­troversial among the voting and taxpaying public. Even in those fields, however, crit­ics have already slammed the curricula as woefully inadequate and a step back in terms of properly educating children. Meanwhile, standards for science and so­cial studies are already in the works.

Common Core proponents continually use vague language about "excellence" in education, "raising the bar," and getting America's children "ready for the work­force" as the reason the standards should be implemented. For critics, however, the standards, which are copyrighted by the Washington, D.C.-based National Gover­nors Association (NGA) and the Council of Chief State School Officers (CCSSO) and were only released in mid-2010, represent a major step backward. If something is not done to stop it, opponents say, a vast educa­tional experiment will begin soon.

Among the most common criticisms leveled at the English and Language Arts Common Core standards is the emphasis on reading dry, technical writing — gov­ernment documents and technical manu­als, for example — as opposed to literary classics. At least 50 percent of reading assignments under the new standards will be "informational" texts. Consider, for instance, some of the "suggested" texts students are expected to read: "Recom­mended Levels of Insulation" by the U.S. Environmental Protection Agency/U.S. Department of Energy, or Executive Order 13423: Strengthening Federal Environ­mental, Energy, and Transportation Man­agement. While for some students, such as those on a vocational track who will not go to college, reading manuals may be appropriate, critics say a one-size-fits-all approach for the nation is worse than counterproductive.

Opponents, even among those involved with the standards, have been quick to lam­baste the guidelines. "The major problem is the 50/50 division of reading instruction from K-12 — 10 standards for information­al text and nine for literature — meaning that literary study is reduced and the op­portunity for kids to develop critical think­ing skills is reduced," Dr. Sandra Stotsky, the 21 st-century chair in teacher quality at the University of Arkansas's Department of Education Reform, told The New Ameri­can about the new standards.

Dr. Stotsky, who refused to sign off on the standards as a member of the largely for-show "Common Core Validation Committee," said the English Language Arts (ELA) standards do not com­pare well with existing standards in places such as Massachusetts, for example. Numerous experts have pointed out that Massachu­setts has actually been forced to water down its existing, relatively successful standards to conform to Common Core. In English, an estimated 60 percent of the clas­sic literature, poetry, and drama previously required, such as Mark Twain's Huckleberry Finn, has been stripped from the standards, according to reports.

Despite all of the talk about "internationally benchmarked" standards being met, Common Core falls short again. Common Core doesn't "compare with the kind of reading required for the Irish school-leaving exam or for school exit literature exams in Alberta and British Columbia," Dr. Stotsky continued, adding that the standards are neither rig­orous nor research-based. "They were written hastily by people who didn't care how poorly writ­ten they were so long as informa­tional text was about 50 percent of the reading curriculum."

While she is not opposed to national ELA standards per se, assuming they are "first-class" and include state-relevant material, the existing Common Core stan­dards have got to go, Stotsky said. "They need to be drastically revised, and written by people who have taught in K-12, know how to write ELA standards, and/or are lit­erary scholars or well-trained high-school English teachers," she explained, adding that the standards should be "rejected."

Of course, criticism of the math stan­dards has been abundant as well. Another member of the Common Core Validation Committee, Stanford professor Dr. James Milgram, refused to sign off on the math­ematics component. "The Core Math­ematics Standards are written to reflect very low expectations," he said, calling them "as non-challenging as possible" with "extremely serious failings." In a let­ter outlining his concerns, Dr. Milgram even pointed to "actual errors" in sixth-and seventh-grade discussions about ra­tios and rates — "they are neither math­ematically correct nor especially clear."

Again, as with the English standards, some state governments have had to lower their expectations to fall in line with Com­mon Core. In Minnesota, officials refused to adopt the math standards because "ours were more rigorous and matched where kids were mastering those (skills) in their content areas," according to state Education Commissioner Brenda Cassellius. Because of Common Core in California, students will no longer be required to take Algebra I by eighth grade. Massachusetts will also soon have students tak­ing Algebra I in ninth grade or later rather than eighth, as currently required.

While English and math are the first subjects to be na­tionalized through Common Core, the aim is to eventu­ally extend it to other areas as well social studies, sci­ence, history, and more. High-school history teacher Thomas R. Eddlem summarized some of the issues he sees with the scheme in a note to The New American:

  • The real problem is that states have adopted history standards that are entirely process standards, with no subject content standards. For example, there's noth­ing in Common Core about being able to explain why America seceded from Brit­ain, or how the Constitution fulfills the ideal outlined in the Declaration of Indepen­dence of protecting God-given rights. It's all pro­cess, such as: "Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and re­fines the meaning of a key term over the course of a text." As well, nearly all of the curriculum map — the unit goals, essential ques­tions, resources used and assessment methods — is yet to be written. States that have adopted the vaguely worded standards have done so without the slightest clue as to how they will be implemented. Once the "public-private partnership" that cre­ated the standards fills in the details, that's where the bias of the authors will show their real teeth.

Read much more here:The New American - Common Core: A Scheme to Rewrite Education