Anti Fed Ed Warriors, we’ve heard that beauty’s skin deep, right? What Congress is doing to our education system (birth to adult) isn’t beautiful. It’s disgraceful.
AIMing for Students:
Warriors, if you’ve not heard of HR 4029 (AIM Act of 2017), you are about to. “AIM” stands for ‘Accurate Income Measure’. The purpose? To direct Secretary Betsy DeVos where income data for cosmetology students is concerned. It ties the U.S. Dept. of Education to the IRS (Internal Revenue Service).
Currently, HR 4029 is in the House’s Education and Workforce Committee (where it’s been since October 2017). Introduced by Rep. Jackie Speier (CA), this Bill DOES limit DeVos’s powers in some ways, but then allows her to use her power in some very concerning ways.
Any data, even ‘income data’ should be part of our privacy, not up for grabs to share. However, we know, that at least 9 different federal agencies freely share our private data.
Rather than punish DeVos, this Bill redirects her use of student data in the name of insuring students get good paying jobs. But, look closer at the lawsuit and contrast it with the Bill.
Warriors, I wanted us to take a few moments to look at Rep. Speier’s stance on education. While I searched her website, I didn’t see any official statement, but I did find that she supports the technology bridge between the private sector and the federal government especially where education and jobs connect. I also found, where in 2009, she was seeking federal funds for expanding CBE (Competency Based Education) for students in college. The major? Early childhood education. (look below)
According to the Open Secrets website, the University of California is among Rep. Speier’s top campaign contributors.
Where Cosmetology Is In the CBE (Competency Based Education)?
Warriors, according to the CTE (Career Tech Education) Clusters, ‘cosmetology’ is found in the ‘human services’ cluster. Since there are only 16 Career Clusters, and many types of jobs in human services, ‘cosmetology’ is listed in the personal care track.
Back in Dec. 2014, I revealed to you how Cengage(a huge CCSS Machine member) is the main publisher for CBE/CTE Common Core books, courses, assessments, and, resources.
Among them? The “Milady” resources used for training cosmetologists. (*Note: Cengage has a profile on Rep. Speier’s votes. To access it, go here.)
Warriors, not only will we find cosmetology courses in K-12th grades and community colleges, there are several privately owned cosmetology companies/schools out there.
I showed you the dangers of privately owned companies using the same textbooks and resources of the CCSS Machine and how harmful this is. A big tactic for cosmetology schools used against students is ‘free’ technology upon registration.
Since cosmetology courses are CCSS aligned and each school teaching it receives federal funds, where would find those funding streams? A huge one is the E-rate. I exposed that information in 2016.
Lastly, Warriors, HR 4029 will impact the HEA (Higher Education Act). Since that law is being re-written, watch for how ‘gainfully employed’ may be defined. Will the true definition remain, or, will that change to reflect the CCSS Machine’s alignment? With the massive amounts of data needed, what new(er) student data raping algorithms will be inserted into the ‘new’HEA?
So, Warriors, this Bill focusing on ONE career is troubling. Will this AIM legislation be attached to all careers? Will that AIM be embedded in the House and Senate versions of HEA (House’s version is the PROSPER Act; Senate’s is the Higher Education Innovation Act). Will this type of AIM be embedded in other HEA amendment bills? (There are tons of these, by the way.)
Why is a CA Representative who is usually championing for women and the military concerning herself with cosmetology students? I believe, Rep. Speiers, is like all the other sold out legislators who believe CBE is the only alignment needed to make education and jobs matter. How disgraceful.
Recently, Warriors Against Fed Ed, I was looking through my State’s Legislative website. I thought I’d seen enough of the proposed bills linking NC (where I live) to the ESSA’s (Every Student Succeeds Act) overreach in state education. (*Note: if you missed that article )
However, there was one I missed. It’s called the “BRIGHT Futures Act”. It’s from the NC Senate, and is also S56. My fellow anti CCSS Warrior, Andrea Dillon, shared news and video of this Bill on the “American Lens” Facebook page. In the video, our Lt. Governor is waxing joyously about how a “Last Mile” for NC is about to be reached. What is he referring to?
Digital Connectivity and how it will help Rural Education
“Digital Connectivity” ties rural education to the CCSS Machine through aligned workforce based education as laid out in ESSA, HEA (Higher Education Act), and WIOA (Workforce Innovation and Opportunity Act). “Digital Connectivity” was also a huge portion of the U.S. House of Representative’s HR5 (Student Success Act).
I laid all this out for you in my previous article titled “ESSA and Digital Overload”. That article also helps us connect Rural Education to HR5 and “NC New Schools”. (*Note: the NC New Schools will lead to you to other States with rural education populations.)
You may recall, HR5 was the House’s version to re-authorize ESEA of 1965 (Elementary and Secondary Education Act). As a compromise, big parts of HR5 were taken and added to the U.S. Senate’s version of ESEA’s re-authorization, called “Every Child Achieves Act”, or S1177.
As we now know, S1177 is the Bill which survived and changed its name to ESSA to reflect all that ‘bi-partisan’ work from Congress.
The digital mandates are now coming to fruition. Conveniently completed from a State level with Bills such as “Bright Futures”.
Pausing For A Bit Of Reference:
Before we go on finding out how NC’s S65 is helping ESSA ‘set up shop’ in NC, let me say that I have no idea how many States have similar legislation. I have no clue how many NC State Leaders are pushing for all the ‘digital connectivity’ items they can get their hands on. However, I do know, that our State has a long history on jumping on the ‘fed ed’ bandwagon several times.
That NC has jumped on this bandwagon is no shocker. Why? NC was the first State to jump on board with Microsoft through their Microsoft IT Academy.
As we know, Microsoft is a huge digital, CCSS Machine organization. We know Bill Gates is Microsoft’s ‘guy’. We also know Gates is the one who signed an agreement with UNESCO for a one world curriculum, which grew into the CCSSI (Common Core State Standards Initiative). We see the CCSSI in the pages of ESSA, too. Literally. *Note: In ESSA, we also see the name change from “CCSS” (Common Core State Standards) to its less ‘vile’ name, ‘College and Career Readiness’. ESSA’s writers like to use that phrase. Along with the even more innocent sounding “Challenging State Academic Standards”. ESSA’s writers also threw in the ‘Career Technical Education (CTE)’ phrase.
So, what have Microsoft and NC been up to more recently than 2010? This short You Tube video (2013) will introduce you to the “Imagine Academy”.
In 2016, NC and Microsoft made the news in connection with the National Science Foundation’s (NSF)Big Data Regional Hubs. There are 4 of these Hubs across the USA. NC is in the Southern Hub. (*Note: NSF is also a huge CCSS Machine member organization.)
Back To The ‘BRIGHT Futures’:
Above you see a screen shot of the 4 page S65 Bill (BRIGHT Futures Act)
*BRIGHT stands for “Broadband, Retail Services on-line, Internet of things, GridPower, Health care, and, Training and education”.
You’ll also see I added some emphasis to Page 1 of S65. These items are very important clues to those of us fighting federally led education in ALL age groups.
While the legislators promoting this Bill are calling this a great thing for NC, here are the parts they either left out by omission (assuming they have no idea how vast the CCSS Machine’s grip on workforce education is) OR by design.
a) P3s (Public-Private Partnerships) in education have created a disgrace to the classical, academic basis our students need.
b) Workforce based education, especially in adult populations ties back to WIOA and HEA, espically through the one-stop-job-centers here in NC. Called “NCWorks” it is a direct product of WIOAstate grant money awarded to NC. Why? WIOA grant money given to ANY State has an underlying purpose: using the job center data to ‘marry’ with the student data to create a seamless Career Tech/Career Pathway education! It is the ‘perfect’ setup. The student data, as we know, comes from the Dept. of Education; likewise, the job data comes from the Dept. of Labor. Both happen at the Federal level AND the State level!!
c) Making improvements in your State for better education/access to shouldn’t come about as a by-product of your economy. Those improvements should never place the importance of money over our students. Using a phrase like ‘all means necessary’ is also a big warning.
d) Governor appointed positions spell bad news for the State citizens, regardless of what Council or Committee it is. Special interests are vastly protected with these appointments.
e) Near the bottom of Page 1 (Line 27), “School Connectivity Initiative and Digital Learning Plan” are inserted. The SCI (School Connectivity Initiative) has been around a few years. Here’s what is does, “The NC School Connectivity Initiative (SCI) compliments the E-rate program in North Carolina by providing state funding to cover the non-discounted portion of school connectivity-related charges. The SCI also provides a statewide network connecting all LEAs and most charter schools to the Internet, E-rate training and support, and network engineering services.” Source: Page 18 of the NC Digital Learning Plan (*Note: E-Rates are those small charges on your phone bill. They, too, can be traced back to the CCSS Machine. E-Rates basically are funds used to data mine your students.) According to the NC Digital Plan, at the bottom of Page 18, it is revealed the E-rates used for NC are based on Free and Reduced Lunch Program.
The NC Digital Plan also is part of the CCSS Machine’s plan for continued alignment in education. How do I know this? CCSS Machine member, The Friday Institute, is the one which published the detailed Plan in 2015. Among the Plan’s pages is the factother States using Digital Learning Plans were used as models for NC. The roots for NC’s Digital shift in education go back to 1999. The CCSS Machine entered the digital push about the time Race to the Top surfaced.
To see and read the entire NC Digital Plan: nc-digital-learning-detailed-plan-9-14-15
Interestingly enough, the NC DPI (Dept of Public Instruction) and the NC SBE (State Board of Education) help oversee this Digital Learning Plan. (Page 6). Our Lt. Governor serves on the SBE. (see below)
“Innovation in Education: Students need access to modern technology to prepare them for a 21st century economy. Every student should have one-to-one devices (computers, laptops, tablets, etc.) in their North Carolina classroom. As Chairman of the Governor’s eLearning Commission and member of the State Board of Education’s Special Committee on Digital Learning, Lieutenant Governor Dan Forest is actively working to provide Wi-Fi access to every K – 12 classroom in the state. Though North Carolina leads the way in our effort to extend broadband Internet access to every public school, the next step is to expand that infrastructure to reach every public school classroom and put one-to-one devices in the hands of the students.”
I would urge any of you with proven research as to how digital devices are so dangerous in the hands of our youngest learners or how too much screen time is dangerous for any age student, to please contact the Lt. Governor and every one of the S65 Sponsoring Legislators.
If you missed why ‘school choice’ is an anti Fed Ed Warrior’sconflict:
As far as top-down digital legislation or programs containing digital learning and related to ESSA, or now codified within, America has:
Digital Promise Neighborhoods
Digital Innovation Upgrades or Creations (at least $849 million in funding is ear-marked)
REAP (Rural Education Achievement Program) (Will impact Title One funding, use $1.6 billion in tax payer funds for ‘rigorous’ education including all technology, ramp up the STEM Master Corps, and more.) Community Schools (can also include 21st Century Community Learning Centers)
So, pardon me, if I’m not seeing such a BRIGHT NC Future. What I do see is a NC committeed more to the federal government than to its citizens. I urge all of you who live in rural counties and states, use this article as an example of what is going on right under our noses to align everyone in education to the same thing!
Warriors Against Fed Led Ed, when you hear me mention the CCSS Machine, you know I am referring to the P3 (Public Private Partnerships) controlling EVERYTHING connected to education in America. Everything from the laws to the curriculum is included. When I say “Fed Ed”,though, are you thinking only CCSS (Common Core State Standards)?
Fed Ed means SO much more! Here are the top examples: Common Core, Career Tech Ed, Career Tracks/Pathways, Career Clusters, Next Gen, STEM, College/Career Readiness, Challenging State Academic Standards, Future Ready, 21st Century Skills Ready, AP, IB, Dual Enrollment, Early College, Community Colleges, Public Universities, some Private Colleges, Learn to Earn schools, and all the other connecting entities/programs in PreK to Grad School.
Because there is SO much ‘fed ed’, that means there’s LOTS of federal money (aka: your taxpayer burden) to be had.
What’s more, is the CCSS Machine is just itching to help you not only SPEND that money in your schools, but can show you how to get it!
The Money Train Stops Here:
Recently, I saw an article (link is below) about groups sold out to Fed Ed.These groups want to be the ONES to guide you to get the most E-Rate funding for your schoolpossible.
Knowing I’ve written at least 2 articles about how the federal government has used this seemingly innocent fee on your phone bill (or your internet bill) to ram CCSS Machine reform down our throats, I knew I had to find out more. Especially knowing how full of digital upgrades and technology purchases ESSA (Every Student Succeeds Act) has written in as requirements.
ESSA has also tagged roughly $850 million just for these activities alone.That’s a hefty taxpayer burden, don’t you think? What happens when all that ‘free to your schools’ money runs short? Who picks up the tab? The citizens! Either through an increased tax burden OR a bond (taxes paid later over a long period of time). Trouble is, either way, those paying taxes now will be impacted as well as those who will be paying taxes in the future!
Think of it this way, our money used against us in the name of progress/success/readiness.
Here’s an excerpt from the article, where I learned more about E-Rate/ConnectEd: “Most critically, the agency shifted its funding focus to meet the digital goals outlined in President Obama’s ConnectED initiative: Now, instead of helping schools subsidize their telephone bills and basic internet connectivity as it has done since 1997, the E-Rate program is focused on helping schools obtain affordable high-speed broadband connections to campus (known as Category 1 funding) and Wi-Fi equipment and services (known as Category 2 funding) so they can enable high-capacity digital classroom instruction.The change couldn’t have come at a better time, according to John Harrington, CEO of Funds for Learning, an E-Rate consulting firm. “The need is so great for connectivity inside of schools, and the E-Rate program as it’s designed now is custom-built for this,” he says. “It’s a real game changer.”” (*Note: In ESSA, Title One funding has been shifted, too. In that shift are the ‘capital purchases’ schools must make. A capital purchase example is buying computer equipment. Where you’ll find this shift ‘hiding’ is in the update from ‘targeted student support’ to ‘whole school support’.)
Other, need-to-know, highlights of the article include:
1) The author, Heather B. Hayes, goes on to share top tips for schools to get all the access to the ‘free’ E-Rate funding. That is, after she laments that many K-12 schools aren’t lining up in droves to get this ‘free money’.
3) It appears school leaders are having trouble applying for the E-rate funding due to the EPCs (E-Rate Productivity Centers). When I looked these Centers up, it lead me right back to USAC (see #1). Below is a screen shot of the 4 step process. The Centers help you
gain discounts when purchasing digital services for your schools/libraries.
To see the entire illustrated process: http://usac.org/_res/documents/sl/pdf/handouts/application-process-flow-chart.pdf
4) E-rate Funds will be spread out over the next 5 years.
5) The Funds are not meant only to be used for digital technology, but curriculum and other school wide accessed programs/services/resources.
6) Lots of ‘help’ is available to those school leaders applying..non-profits with CCSS Machine agenda are only happy to offer guidance through the mandatory 28 day bidding competitions.
Related Resources: 1) My article about the ESSA and digital ”updates”:https://commoncorediva.wordpress.com/2016/02/08/state-digital-education/ (*Note: has ESSA digital/technology page numbers, links to the other ESSA articles directly tied to E-Rate and/or the digital push in education, and more you can use to find the CCSS Machine’s overreach in your State.)
7) The OLC received over $2 million for digital/technology educational alignment from the Gates Foundation in 2015: http://onlinelearningconsortium.org/news_item/online-learning-consortium-expands-digital-learning-initiative-gates-funding/
Warriors, no matter who is elected, ESSA and all its mandates, requirements, and related CCSS Machine member groups are going to keep going on with their agenda.
We must use information like this to help expose this agenda.
Warriors Against the Core, I do hope your Labor Day Weekend was tremendous.
A New Lead in My Local Newsletter:
I must admit, Warriors, the CCSS education reform hasn’t died now that ESSA (Every Student Succeeds Act) is law. BUT what has changed are the ‘in our faces’ moves the CCSS Machine is making when it comes to not just education in the classrooms, but everywhere else, too! As we know the main goal isn’t just transforming education, but rather, our entire nation. Too much research (from this blog and countless other Warriors) has been produced for this to be a fallacy.
So, what could possibly be the ‘new lead’? What newsletter? How is this to impact me when we don’t live in the same location? What does this have to do with the CCSS Machine or ESSA? My dear Warriors, I’m so glad to share the answers below.
First, the short answers. Longer facts will follow.
1) The ‘new lead’ is the local cable company has a new program just in time for ‘back to school’.
2) The newsletter is one which is included monthly in the city utility bill.
3) This is happening everywhere.
4) It connects (literally) your town’s infrastructure to the CCSS Machine and ESSA (via funds). It also takes in WIOA funds.
Fact #1:“My” local cable company is a P3 (public private) partnership/entity. I don’t support it at all. Never have. At that point, my decision wasn’t based on education research. It’s just a bad idea to use public funds for something the town has no right to use as was chosen. Our voices, as taxpayers, weren’t important.
The company’s name? “MI-Connection” (short for ‘Mooresville Iredell-Connection’. (Mooresville is the town, Iredell is the county) To say the enterprise has been welcomed, successful, and problem-free would be an outright lie.
The MI-Connection’s ‘new’ program? It’s called “Reach”. Actually, the ‘Reach Program’ is a 4 year old P3 between the cable company and the local school district. “Reach” stands for ‘Reach Every Available Community Household’ Program.
There are catches each household has to be subjected to. However, before we dig into REACH, look at the picture above. Look at the turquoise color on the right hand side of the emblem. “ALL PROVIDERS WELCOME”. I first shared that emblem not long after ESSA was passed as a way to illustrate the damming strings about to be used against our schools, communities, and homes. It’s happening everywhere, but we must be savvy in seeing it.
The REACH catches (qualifiers) each family must have to be involved in the Program:
a) at least 1 children (4th grade or higher) enrolled in the MGSD (Mooresville Graded School District)
b) enrolled children must also be enrolled in the National School Free/Reduced Lunch Program.
Warriors, we know ESSA promised local control. But have you picked up on the National participation when it comes to lunch?! This is yet another clue that ESSA lies!
Fact #2: MI-Connection serves 3 communities, not just one. If you want to see the REACH webpage, http://www.mi-connection.com/index.php/community/intreach If you want to learn how the 3 communities are served, http://www.mi-connection.com/index.php/about-us If you would like to see the 2013 Press Release about the P3 between MI-Connection and the School District, http://www.mi-connection.com/index.php/newsroom/213-mi-connection-partners-with-mooresville-graded-school-district If you’d like to see the embarrassment MI-Connection is to NC, this article from the Coalition for a New Economy, is a good one. http://www.coalitionfortheneweconomy.org/wp-content/uploads/2012/10/10.31.12-GON-MI-Connection-Final.pdf
In the Approved 2014-15 City of Mooresville Budget, look how much the telecommunications company costs. Taxpayer funds are used in supporting this.
Fact #3: Isn’t it enough our taxpayer money is used for the educational alignment to the CCSS Machine? Must it also be our TVs and computers?!
In my “ESSA and Digital Overload” article, I shared with you HOW the TVs and computers in our homes were to be ensnared. Here’s an excerpt, “Pages 485-488: The consortia for digital learning and state funding. What the uses of the funding mean and how they tie to digital overload. Page 630: Preschool and ‘Ready to Learn’ digital content, especially via PBS (Public Broadcast Stations). Page 943 begins Section 9210 of the ESSA Law. This is the biggest overreach of all! Why? “Student Home Access to Digital Learning Resources”! To find out how successful students are at HOME, a Study conducted by the Director of the Institute of Educational Sciences (IES) no later than 18 months AFTER all portions of ESSA are in place! Details of the Study will be found on Page 944.” (*Note: entire article, https://commoncorediva.wordpress.com/2016/02/04/essa-and-digital-overload/)
The USAC is connected to the FCC (Federal Communications Commission), see below.
According to the USAC, they’ve been around since 1997, and are a part of the NECA (National Exchange Carrier Assoc., Inc.) USAC is NECA’s not-for-profit arm. What does the NECA do? They oversee your local telecommunications companies!!
To learn more about USAC, http://www.usac.org/about/about/who-we-are/default.aspx (*Note: be sure to look at the Board of Directors. Especially the representation of the Board. Education and your local cable operators are definitely involved. See: http://www.usac.org/about/about/leadership/bod.aspx )
As far as NECA’s participation, their website explains for you why tariffs (taxes) are collected for telecomunnications is a great thing. Basically it’s for the latest and greatest technology, faster internet service, including the data collection. Did I find any connection between NECA and ESSA? In an unexpected way, yes. See the screen shot:
Is there more, though? Yes, NECA is big on increasing digital literacy in America. I found 3 connected DL (digital literacy) programs to NECA.
One is Digital Literacy from our federal government; another is a national program for connecting students with National Free or Reduced Lunches to the computer; the last one will sell you computers, complete with Windows 10 (a mammoth data mining tool).
To see the sales pitch website service program, http://arrowdirect.com/ To see the federal government’s DL website (housed in the National Telecommunications and Information Admin. of the U.S. Dept. of Commerce), http://www.digitalliteracy.gov/ (*Note: the name of the initiative, “Connect to Compete”; as in job seekers. Think, ESSA and WIOA.)
The last website will lead us right back to where we began, the REACH program. Remember that one of the qualifications is each participating family must have their child in the National Free or Reduced Lunch Program? Remember how I said this was happening everywhere?! This is the ‘mother lode’! It’s called “Connect2Compete”.
“Connect2Compete” is a flagship operation of “EveryoneOn’s”. What’s “EveryoneOn’s”? Another national non-profit organization dedicated to wiping out America’s ‘digital divide’.
It just so happens ESSA takes full advantage of this. HOW? Well, the Board of Directors former careers plays a part, as does the Advisory Council. Between the Microsoft folks, ConnectEd, and many others, the digital ramping up in our homes, schools, and communities is all but a ‘done deal’. But that still doesn’t answer how ESSA, a national law takes advantage of Connect2Compete. Look below, Warriors:
EveryoneOn also has a 100% give back program where your community-based projects can receive computers. ESSA’s got that angle, too. How, the Wrap Around Student Achievement Supports/Services, the 21st Century Community Learning Centers, and more! Who helps fund this 100% service? Of the 3 Foundations listed, only one stands out as CCSS related. The Wasserman Foundation. The Wasserman Foundation appears to be rather intimate with the Clinton Foundation, don’t you think?
To see the 100% project: http://everyoneon.org/about/model/
To learn more about EveryoneOn/Connect2Compete: http://everyoneon.org/about/
To see how literally connected we, as a nation are with EveryoneOn,
Use the website address to access the complete list of US locations. To see the corporate partners for EveryoneOn, http://everyoneon.org/partners/(*Note: be prepared to be sadly amazed.)
Warriors, it should be easy to see that we have a tremendous amount of digital jargon to combat. Let’s do this! Remember, the CCSS Machine will not stop until It’s in your home. Use your 4th Amendment rights! Use the 10th Amendment.
Recently, my fellow anti CCSS/Fed Led Ed Warriors, I had a very concerned citizen from a state with several U.S. Tribal Schools, contact me. The concern? How ESSA, Every Student Succeeds Act, (and its school reform clauses) is to impact the schools for Native Americans on their reservations (or serving nearby). While I know there are mandates in ESSA for the Native American Tribes, as well as a separate section for the Hawaiian Tribal education, this concern raised the question to a level I cannot ignore.
Notice the banner from the BIE (Bureau of Indian Education). “Doing What’s Best for Students!”.
Not to be cynical, but are you kidding me? It is NOsecret that our U.S. Government has hardly done the best it could for the Native Americans, so HOW in the world are we (or expect those impacted by the BIE) to ‘buy into’ the fact that ESSA is NOT the best for ANYONE!?
Does BIE also support WIOA (Workforce Innovation and Opportunity Act), HEA (Higher Education Act), STEM, American Apprenticeship Initiative, Career Tech Education, Competency Based Education, Universal PreK and/or College and Career Readiness?
Why do I ask this? Every one of this laws or concepts is embedded in ESSA.
We already know ESSA and all its relations are to impact every school choice, so the answer would have to already be a ‘yes’ one. You will see more of the connections as you read on.
Since the concerned question I received was on the school reform issue, just what does the BIE have to say about this topic? In a summary, the BIE is choosing to reform itself as a government agency FIRST, then address the individual schools.
Here is an excerpt, “To effect real change in BIE-funded schools, the BIE organization must change how it delivers services to schools. The current administrative structure is a relic of the past when all BIE schools and dormitories were directly operated by the federal government and oriented towards “command and control” of its own schools. Today, the federal government no longer operates the majority of BIE schools; rather, tribal nations or locally controlled school boards directly manage 68 percent of BIE-funded schools. The BIE’s administrative structure, however, never evolved to meet this new reality. The proposed reorganization will modernize the BIE and help it take a critical step towards becoming a school improvement organization rather than a direct operator of schools. After extensive consultations, the BIE proposes important organizational changes which are essential to improve outcomes for Native American youth.” To see the entire topic, http://www.bie.edu/BFRI/index.htm
According to the 2014 “Blueprint for Reform Implementation” (approved by Congress), look at HOW the Reform is to work:
BIE 21st Century Community Learning Centers: http://www.bie.edu/Programs/supprog/TitleIVB/index.htm Includes after school programs, character education, and, so much more! Per ESSA, 21st Century Community Learning Centers are mandated. Notice, however, when you visit the above page the dates on the supporting documents are before ESSA’s passage. Also notice that every one of the related Titles on the right, are in ESSA and other laws connected to it. Connected to the 21st CCLCs is Career Pathways. See the below screen shot for what I found:
The E-Rate legislation created a not-so-obvious way for the CCSS Machine to not only overreach into education, but into our entire communities for streamlined alignment connecting work and education. I exposed this on Prevent Common Core awhile back.
If you aren’t sure how this connects to all of us, http://preventcommoncore.com/?p=1223
The second one is from the Federal Register and is definitely worth reading. Begin on the 3rd column of the first page you see and then continue to the next page’s first column. Remember, this Register is not written from an anti CCSS/Fed Led Ed Warrior’s viewpoint. See: http://www.bie.edu/cs/groups/xbie/documents/text/idc2-042401.pdf
As far as BIE and Universal Design for Learning? There is a Power Point Presentation available under the heading 2012 Presentations. See: http://www.bie.edu/Programs/SpecialEd/index.htm
Related to the BIE and Native American Education: NIEA, National Indian Educators Association: Website: http://www.niea.org/ This organization has been around since the 1960s. It is the largest Native American Educator group in the nation. Thus, lots of influence. NIEA was also among the collection of groups signing a supportive letter from the Leadership Conference’sCivil Rights arm to SUPPORTESSA!
To see the Collective Letter, http://www.civilrights.org/press/2016/ESSA-Oversight-Letter.html?referrer=https://www.google.com/
What else has NIEA done in relation to ESSA and/or the CCSS MachineBESIDES being associated with the Collective Letter? Their upcoming Conference has AFT (American Federation of Teachers) as one of its 3 biggest sponsors.
Also among the EducationPrioritiesis their association with the BIE. Among their Reports for Supporting Educators, the U.S. Dept. of Education’s Dashboard for adhering to the President’s 2020 College Goals: http://dashboard.ed.gov/dashboard.aspx
This screen shot is from NIEA’s “Toolkit” for ESSA implementation:
Anti CCSS/ESSA and Fed Ed Warriors, schools are beginning to open for the new year (2016-17). We are beginning to see the first tentacles of the ESSA (Every Student Succeeds Act) reach down from the national level to the state and local levels.
Much of it will NOT use the phrase “Common Core State Standards”, but instead “College and Career Readiness”. We have been alerted to this fact well before now. However, how is the CCSS Machine spinning the ‘newness’ of the same old agenda?! That by conducting education any way BUT the ESSA way, is to “breed inadequacy”.
From ‘Their’ Files:
According to the CCSS Machine member organization“Getting Smart”, by 2020, 65% of all jobs will require post-secondary education.
From the notorious “Foundation for Excellence in Education” (FEE), here is their take on ‘inadequate’ students:
FEE also has a short video to support how inadequate education before CCSS was and how heavy the changes for CCR (via STEM, dual enrollment, AP and IB courses, and CLEP exams (College Level Examination Program)).
Every one of these ties in some way to not only CCR (College and Career Readiness) but can be found in the ESSA, the WIOA (Workforce Innovation and Opportunity Act) and the HEA (Higher Education Act) as well.
The sheer fact that FEE is using the ACT, Inc. assessment as one of its OTHER solutions for College and Career Readiness is also a clue for us. How? Act, Inc. owns “WorkKeys” assessments. “WorkKeys” is the Competency Based Education, Career Pathways test which sets the course for what job your students should not only be trained for, but educated in! Those CLEP assessments? Those are owned by the College Board, Inc., yet another CCSS Machine key member organization.
Here is the video:
While FEE is using Florida as an example in the video, their influence is felt in all 50 States. FEE is not only fully supportive of the ESSA, but is pledging to help each State navigate its way through the implementation process. Here is just one of the ways FEE can support your State, “Identifying ways that new federal funds can support state reforms in areas including K-3 reading, college and career readiness and digital learning.”
Awww, Warriors, aren’t we ‘honored’ to have such bias help?! (I am being 100% sarcastic here).
Let’s look at the statement above from the Warrior’s side.
a) To be truly State led (as ESSA was sold to the nation), why would we need a national group’s help in making decisions?
b) Does the FEE and other CCSS Machine organizations just assume the States are too stupid to identify funding for themselves?
c) The 3 targets FEE is offering support on are some of the biggest bullet points in ESSA. Digital Learning will be at least $849 million for the States. Where will the objectivity come from? Where will the objective research be allowed to surface? (*Note: FEE cannot be objective on this topic. How do I know? Check out their Initiative called “Digital Learning Now”, http://www.digitallearningnow.com/)
In case you would like to see how FEE commented publicly on the ESSA Proposed Regulations(all public comments are closed as of 8/1/16): http://www.excelined.org/news/excelined-submits-comments-u-s-department-education-essa-regulations/
Digital Learning Now:
As mentioned above, this is an initiative project of FEE’s but it is not solelyFEE’s.
Read this excerpt about the history of the project, “Governors Jeb Bush(FL) and Bob Wise (WV) convened the Digital Learning Council in August 2010 to develop the roadmap to integrate current and future technological innovations into public education.”
So who is on the DLC (Digital Learning Council)?
Among other CCSS Machine/ESSA Supporter groups in the DLC: Microsoft, the Center for Education Reform, Apple, Pearson Publishing, Connections Academy (an arm of Pearson Publishing), Data Quality Campaign, The Hewlett Foundation, The Carnegie Foundation, ETS (Educational Testing Services, associated with AIR, Inc. (American Institutes for Research), The Fordham Foundation, SchoolNet, Nat’l Assoc. for Charter School Authorizers, the U.S. Dept. of Education, and a few State Senate bodies. To see the entire list of DLC adivors and members: http://www.digitallearningnow.com/about/history
If you would like to see the other DLC Initiatives: http://www.digitallearningnow.com/initiatives/(*Note: among them is the E-Rate Legislation. I exposed the ties to the CCSS Machine and the E-Rate: http://preventcommoncore.com/?p=1223; How does E-Rate fit in the ESSA? Remember the $849 million mentioned above? Not only will portions of that go to State for Technology updates, other tax money will be used to update entire infrastructures of regions, cities, and States for the 24/7, Open Educational Resource access to ALL learning connected resources. How? In the name of ‘student achievement’.)
In today’s ‘From the File Tuesday’, I will show you, the anti CCSS Warriors, those against federal overreach into their homes, and others where in the ESSA the impacts will be felt, how they will take place, and why you should tell everyone you know that ESSA will ensnare every student from birth to career!
First, A Bit of Background:
If you are new to the War Against the Core, you may wish to use the below articles as vital information for just HOW private education has been impacted by the CCSS Machine. If you have followed my research, you are familiar with the information, but you can still use it to help lay out a clear picture for those who need to know.
1) Common Core (CCSS)/Career Tech Education (CTE) beyond high school will impact EVERYONE regardless of where their birth to 12th grade education took place. Embedded in this article, the Adult CC Standards. This article will show you how Perkins Funding, Title 9, IDEA funding, (each of which are embedded in the ESSA now.) It will show you Apprenticeship Programs and how they are full of CCSS/CTE, the National Career Pathway Network, and more!
3) How other Private Schools and Home Schools, along with their extra-curricular activities are aligned to CCSS (ESSA will no doubt continue this trend.) and CTE: https://commoncorediva.wordpress.com/2015/01/31/fom-christian-schools-and-common-core/ 4) Think CCSS/CTE are not in post-secondary Private education? See this eye-opener article: https://commoncorediva.wordpress.com/2014/12/05/fom-friday-christian-colleges-exempt-from-common-core-not/ 5) This article gives you 18 different overseeing organizations for Private Education (some extend to home education) and their alignment to CCSS/CTE! See: https://commoncorediva.wordpress.com/2015/04/18/sic-em-saturday-grab-a-cape-ccss-warriors/ 5b) Private schools use assessments! ESSA will increase assessments and also contain many strings to those assessments. SBAC and PARCC are not the only high-stakes assessments to steer clear of! See: https://commoncorediva.wordpress.com/2014/11/15/sic-em-saturday-when-your-faith-based-school-uses-ccss-assessments/
So Where in the ESSA are the Alignment Concerns for Private Education, Including Home Education?
Below, page numbers, as based on the 1, 059 page ESSA Final Conference Report. You can also find each one of these mandates in the ESSA Final Law Version (391 pages). However, the page numbers will be different.
From my ‘School Board Special, Part 3‘:
“1) P. 33,LEAs (Local Education Agencies) and state financial awards. You need to see what percentages of the funding goes for a) the parents, 1b) the student services, and c) the students courses (including AP (Advanced Placement Courses, IB (International Baccalaureate Schools, and CTE), but you will need to read how all of these are to be aligned to the CSAS (Challenging State Academic Standards) by way of the ‘industry recognized credentialing system’ set forth by the WIOA (Workforce Innovation and Opportunity Act) of 2014! 2) P. 48, States that the CSAS and post-secondary education must be aligned for a more streamlined education. 3) P. 50, Special needs students who have benefited from IDEA funding/programs and seek higher education ‘on track with alternative aligned courses/assessments’. 4) P. 85,States are to measure and report students ‘post secondary readiness’. 5) P. 121,Those students in dual enrolled courses (AP, IB, early college, etc.) will be ensnared here.Including faith-based and homeschool students to be aligned. (Also on P. 991) 5a) P. 123,The data mining of these privately educated students comes into play. 6) P. 137,The LEAs determine how students transition from one grade group to the next (including post-secondary) with the help of P3s (Public Private Partnerships) and ‘other stakeholders in education’. 7) P. 323, How all school leaders, including teachers will be trained to teach students for post secondary education, especially dual enrolled, concurrent enrolled, and early college students. (also on P. 780, 81) 8) P. 344, How teachers are to prepare post secondary/workforce ready students. Related: P. 325, how all the post secondary course from above will be regionally specific only.”
From my‘Great Education Experiment’ article, theseESSA Final Conference Reportpage numbers and how they will intercept private education, including home school students:
“Page 121 applies dual/concurrent enrollment to IB and AP courses (International Baccalaureate and Advanced Placement). Page 137 applies dual/concurrent enrollment to identifying student interests/skills. Also, Pages 167, 173, 186, 303, and 306 Page 323 will apply dual/concurrent to teachers. Page 343 shows the phrase used for gifted students. Page 395, more school leadership via the LEAs (Local Education Agency). Page 427 is for the English language learners (ELLs). Page 460, finds dual/concurrent enrollment for underrepresented students (and includes improving student engagement). You will need to read from mid page 459 for context purposes). On page 464, on-line courses, especially those for CTE (Career Technical Education).
Page 476 uses the phrase to define STEM curriculum, classes, courses, and exams (aka: assessments). Page 780 will use the phrase for defining the partnerships which must be in place to satisfy the dual or concurrent enrollment.”
To read the entire article: https://commoncorediva.wordpress.com/2016/01/07/the-great-education-experiment/
What About IDEA funding, Perkins Funding, WIOA and Private Schools (including home education)?
From my ‘ESSA Hidden Ties to HEA (Higher Education Act)’ article, here are the page numbers for Perkins Funding, Workforce, Career, and related:
“Keywords of ‘Perkins Funding’ (for CTE): a total of 8 references to page numbers 38, 123, 132, 516, 677, 939, 993, and 1026.
Keywords of ‘Higher Education’: a total of 64 references to page numbers 33, 35, 137, 167, 208, 302, 304, 315, 318, 338, 372, 387, 393, 397, 402, 431, 437, 439, 460, 470, 473, 478, 594, 598, 599, 608, 611, 625, 628, 637, 639, 685, 687, 692, 694, 728, 730, 731, 780, 781, 802, 847, 848, 898, 952, 971, 972, 991, 1018, and 1043.
Keyword of ‘Career’: a total of 63 references to page numbers 33, 38, 48, 123, 132, 137, 138, 163, 165, 167, 171, 264, 265, 266, 268, 271, 273, 274, 275, 297, 318, 320, 324, 337, 338, 344, 358, 425, 428, 474, 490, 503, 516, 545, 575, 579, 600, 601, 615, 677, 684, 685, 695, 716, 726, 728, 870, 880, 892, 903, 939, and 993.
Keyword of ‘Workforce’ (will include WIOA): a total of 33 references to page numbers 33, 39, 128, 132, 165, 266, 273, 293, 325, 344, 464, 497, 509, 516, 601, 611, 659, 695, 708, 734, 813, 913, 945, 949, 1049, and 1057.
IDEA Funding references can be found in the page numbers from ‘School Board, Part 3’.
From my article‘Fed Ed 2017, Are You Ready?’, these sections will impact home education from the family aspect, the most: “Sections 4001-4206 will address 21st Century Community Learning Centers (where a large portion of the Title One funds will be used) Sections 4301-4311 will address the Charters Schools Sections 4401-4409 detail Magnet Schools Sections 4501-4506 address Family Engagement in Education Section 4601- 4611 detail National Activities in Education Section 9212 is all about Preschool development grants Pages 120, 166, 170, 184, 252, 254, 341, 364, 365, 439, 626 all deal with either other details of PreK programs or how the family will be involved in them as well.”
21st Century Community Learning Centers, Promise Neighborhoods, Family Assessments, and more will also be encroaching on Private Schools and Home Schools. How? By the “Wrap Around Student Services” and “Activities for Student Success”. These will be heavy on data mining, SEL (Social Emotional Learning), will usurp Parental rights in most cases, and seek to align entire communities to a birth to career streamline. (see above)
Page numbers from ESSA to find these need-to-know items:
“Data (and all that goes with it), Technology, and the In Home Assessments: Page 123; 138; Page 255; Page 363; Page 450/451; Page 463/464; Pages 485-488; Page 508; Page 630; and Pages 943/ 944.”
For the upcoming IES (Institute for Education Sciences, a part of the U.S. Dept. of Education) Digital Access Study (which will involve every home in America, especially rural locations; include the E-rate fees you pay; update the fiber optics in your area). See: https://commoncorediva.wordpress.com/2016/02/05/weekend-news-the-ies-and-the-essa/
This is an illustration which will NOT honor school choice! It will not respect different learners at all! It will punish teachers and leaders! It will cause your community to align for a common good, not personal freedom!
ESSA will use anything, everything, and everyone for a workforce based education, NOT true academics. This is not a fear mongering joke, this is real, this is how America is being transformed right before our eyes. What can we do? Use the information to educate others. We CAN be the wrench thrown in the gears of the CCSS Machine!!
In yesterday’s ‘Tech Thursday’ article, I gave you plenty of information about the CCSS Machine’s efforts via the ESSA (Every Student Succeeds Act) and digital education. In the ‘Closing’, I assured you we would look at the IES (Institute of Education Sciences) next.
Why? Section 9210 of the ESSA discusses the IES’s role in federal overreach into not only education, but our homes as well.
Section 9210, Bottom of Page 943:
In the ESSA Final Conference Report (that is the 1,059 page document; the Final Law Version is 391 pages long), this section is titled “Report on Student Home Access to Digital Learning Resources”. (Lines 14 and 15)
Beginning on Line 16 and ending on Line 20, is the General Statement for this Report. “In General-not later than 18 months after the date of enactment of this Act, the Director of the Institute of Education Sciences shall complete a study on the educational impact of access to digital learning resources outside the classroom.” So what does this mean? Anytime between December 9, 2015 and July 9, 2017 this Study will be conducted! Lines 21-24 of Page 943 begin the Contents that will be studied. (The Contents description ends near the bottom of Page 944) Below is a summary of these Contents:
1) Analysis of student habits related to digital learning resources outside the classroom.
2) Location of where the resources are.
3) The types of devices and technology used for educational purposes.
4) Barriers students face in accessing digital learning resources outside the classrooms will be identified.
5) Descriptions of challenges students without home internet access face daily.
6) Related challenges to #5 will encompass a student’s ability to complete homework as well as how engaged in the classrooms they are. It will also measure their participation in class.
7) How the challenges of #5 and 6 impact a student’s educator and their instructions.
8) How SEAs and LEAs (State Education Agencies and Local Education Agencies), schools, P3s (Public, private partnerships), and others can develop ways to break down the challenges and barriers of digital learning access outside the classroom.
What follows the Contents of the Study? How the Director of the IES will include the general public in results of the Study. What other groups get the results? The Committee on Education and Workforce (U.S. House) and the HELP (Health, Education, Labor, and Pensions) of the U.S. Senate. Finally, all this data will be shared electronically with the U.S. Dept. of Education and posted to their website.
Warriors Against the Core: Do you see the process? Do you realize the implications? Do you recognize the 2 main parties receiving the results (Congress and the Dept. of Ed) are the same ones who help plot and plan the HR5 and the S1177 which were combined to give us the ESSA?!
The HELP, the Ed/Workforce also have their hands on the SLDS (Student Longitudinal Data System from the U.S. Dept. of Ed); are helping oversee the re-authorization of the HEA (Higher Education Act); have access to the WQDI (Workforce Quality Data Initiative from the U.S. Dept. of Labor); and will now be measuring our students OUTSIDE the schools! So where does this usually point? Homes! After school programs! Will this include their trips to Grandma’s or a favorite hang out location where they meet friends, too? While not specified, the descriptions in the language are so opened ended, it does make you wonder.
If you are a number cruncher, here is what all this looks like in our tax dollars:
From what I have been able to find, the Study mentioned in the ESSA is not available on the IES website. However, I have been able to find some related documentation which may help us in our War Against CCSS.
For example, the IES is great about granting large sums of money to others in the name of research. I was able to find one such grant given to UCLA back in 2008. The sum? Over 9 million dollars. The name of the grantee, specifically? National Research and Development Center on Instructional Technology: Center for the Advanced of Technology in Schools (NCATS). The money was good for 5 years.
Another one was a slightly over one million dollars given to the CAST, Inc. back in 2011 (good for 3 years) and combined technology with the Universal Design for Learning, struggling readers, and more digital learning. See: https://ies.ed.gov/ncer/projects/results.asp?ProgID=18&InvID=129
I was also able to find a pdf document where activities for social, emotional, and behavior competencies; student outcomes in school and in life for PreK to Adults are in need of studying, measuring, and researching, especially for virtual learning. See the document: https://ies.ed.gov/funding/pdf/2016_84305C.pdf
Want to access the ‘Future of Education Technology’ the IES has published?IESfutureedtech
One thing I noticed in relation to this publication was the E-Rate legislation. I wrote about how that is also tied to Common Core in the past (2014). See: http://preventcommoncore.com/?p=1223 (*Note: This is a huge piece of ‘ammo’ for our cause!)
Want to access the ‘National Education Technology Plan (2016)’ which aligns to the ESSA’s “Effective Use of Technology”? It is from the U. S. Dept. of Education, so no wondering what alignment there may be there, right? See: http://tech.ed.gov/netp/ (*Note: the ESSA language about outside the classroom can best be described in a picture. To see what the U.S. Dept. of Ed has put together: http://tech.ed.gov/netp/infrastructure/)
Lastly, the recent announcement of the White House Initiative for Computer Science for All? Yep, same agenda, same players from the CCSS Machine, and our tax dollars are joined together to continue the grinding down of our educational system and all those involved!
Common Core Warriors, listen up! An exciting opportunity awaits you. “Prevent Common Core”(website, Facebook, and Twitter) is looking for dedicated writers who want to help spread the word about why the Core has GOT to go! (website: http://preventcommoncore.com/)
I’ve been honored to be a part of the writing trio for almost 1 year. Between my partners, and myself, we’ve dedicated ourselves to spreading as much about HOW Common Core is preventable. Each of us donates our time, writing gifts, and research in the efforts of helping others become equipped with knowledge.
So far, we’ve covered data mining in Common Core; Common Core being embedded in the E-rate legislation; Common Core aligned sports; Insurance companies invested in Common Core (and the ties to health care that suggests), and SO much more!
We have tons of resources you can access for FREE. too. Why do we do this for no money? While I can’t speak for my fellow writers, I can tell you why I do it for free. No amount of money equals the gift of righting a wrong. Especially when that wrong dishonors our U.S. Constitution, break federal laws, cause P3s (public, private partnerships) to run education, when frankly, they shouldn’t. I’m sure, you as an anti CC warrior, you can add to the list of reasons why no money could equal what’s good, right, true, and virtuous. Common Core is NONE of those qualities and in my opinion, will NEVER be able to teach those qualities.
So, How Can You Help?
The guys (Jonathan and Mark) and I are looking for warriors who a) can write short articles focusing on Common Core and all that is attached to the CCSS; b) use WordPress or is willing to learn; c) can be a ‘team player’ (meaning we help edit each other’s work); d) is able to donate time and articles; and d) will provide fact based evidence and resources dedicated to revealing the truth about CCSS and all that goes with it. How often would you need to write articles? That is up to YOU. We know life is busy We know fighting the Core is even busier. So, our present rule of thumb: about once a month. We’d love to see the Prevent Common Core website take off and step to the next level of warring against the Common Core Machine. We’d love for you to help us out in this respect.
So, go to the website, find out about each of us at PCC. See why we want you to join us.
Leave a message on Facebook, tweet us on Twitter, comment on the website. I’m not sure about the guys, but I can’t wait to meet you!
Who’s behind the organization: “The New America Foundation is a nonprofit, nonpartisan public policy institute that invests in new thinkers and new ideas to address the next generation of challenges facing the United States.”
Do you see how many of the above listed funders are known Common Core Standards backers?!
For Early Learners:
Besides heralding Sen. Alexander’s update to NCLB (No Child Left Behind), there are ways to target the earliest of learners in the classroom. How?? I’m so glad you asked. By assessing the link provided, you can see all kinds of early learning items from alignment to CCSS to assessments. You can read why the commentators are quick to point out that researchers and policy makes are ‘slow’. See: http://www.edweek.org/ew/toc/2015/01/08/index.html?intc=EW-QC15-LFTNAV
For PreK-12th Grades:
On this page, you’ll see how the CCSS loving group is all about the E-rate legislation that will help to embed not only CCSS, but data mining too. In my article “A Cup of Coffee Can Now Data Mine”, I tell you HOW CCSS, the E-rate and our local libraries, schools are all set for alignment. See: http://preventcommoncore.com/?p=1223
For Those in Post Secondary Education:
On the webpage for ‘Higher Education’, you’ll see a shameless plug for the recent ‘free community college’ push. See: http://www.edcentral.org/highered/ Now, in case you missed it, I wrote recently how Common Core Standards are already in community colleges across the nation. There have been other anti CCSS warriors spout off about the plan as well.
While all the above is enough to make the anti CCSS warrior scream, you’ll need to save it until you see this. A FEDERAL education budget project. Again, look above to the names of the groups backing the New American Foundation’s Project, “New Ed”!!
Second on the list of Advisors for the Federal Education Budget Project is Linda Darling-Hammond!! Excuse me, does anyone need a reminder of how pro CCSS she is?!
Here are the members of both groups in the advising capacity, straight from their website:
Richard Lee Colvin, Executive Director, Education Sector
Linda Darling-Hammond, Charles Ducommon Professor of Education, Stanford University
Robert Greenstein, Founder & CEO, Center on Budget and Policy Priorities
Eric Hanushek, Paul and Jean Hanna Senior Fellow, Hoover Institution/Stanford University
Bryan C. Hassel, Co-Director, Public Impact
Douglas Holtz-Eakin, former Director, Congressional Budget Office
Sharon Lynn Kagan, Virginia and Leonard Marx Professor of Early Childhood and Family Policy, Teachers College, Columbia University; Professor Adjunct, Child Study Center, Yale University
Dr. Ashby Kilgore, Superintendent, Newport News Public Schools
Charles Kolb, President, Committee for Economic Development, former Deputy Assistant for Domestic Policy to President George H. W. Bush
Gregory McGinity, Senior Director of Policy, The Eli and Edythe Broad Foundation
Becky A. Smerdon, Founder & Managing Director, Quill Research Associates, LLC
Congressional Working Group
The Budget Project also supports a Bipartisan Congressional Working Group on Education Funding that aims to generate fiscally responsible proposals that improve the size, distribution, and effectiveness of federal education funding. We operate as an expert “shadow staff” for Working Group Members providing them with new ideas, briefings, independent analyses, and technical assistance on education funding and budget issues. Current and past members include:
The Honorable Michael R. Castle (R-DE), United States House of Representatives ** Member, Education and Labor Committee
The Honorable Susan M. Collins (R-ME), United States Senate ** Member, Homeland Security and Government Affairs Committee
The Honorable Artur Davis (D-AL), United States House of Representatives ** Member, Ways and Means Committee
The Honorable Rosa DeLauro (D-CT), United States House of Representatives ** Member, Appropriations Committee ** Member, Budget Committee
The Honorable Christopher J. Dodd (D-CT), United States Senate ** Member, Health, Education, Labor and Pensions Committee
The Honorable Thomas R. Petri (R-WI), United States House of Representatives ** Member, Education and Labor Committee
I sure hope you see the irony that all these pro CCSS folks are backing federal education money, when ‘federal’ should have no business or portion of ‘education’!
For added research, be sure to look at the Federal Education Budget Project publications. You’ll see reports for those with special needs, amassing more data AND much more. See: http://febp.newamerica.net/publications
The Chirpy, Feel Good Promo:
Below, I’ve provided you with a short You Tube promo the New American Foundation has produced. Notice who’s in it, note what’s said. Then, filter that through the above lens of Common Core support. (Note: be sure to look the the entire channel of You Tube Videos from New America Foundation…they’re up to more than just education alignment)
As far as the ‘high pay’?? That comes IF you follow their aligned early ed to high ed program via a CCSS education, I guess. At least that’s the sales pitch.