Tag Archives: gifted students

The Gift That Keeps Aligning

Anti CCSS/ESSA Warriors, have no fear, I am still here! Yes, it has been a few days since I last shared any education research with you. However, that does not mean I have been slacking off. Quite the contrary. I have found myself involved in a project which has me combing through the ESSA (Every Student Succeeds Act) once again. I wanted to make sure I hadn’t missed any nugget of truth hidden inside the Law. The first time I read the Law (yes, I actually read all the pages of the Final Conference Report (1, 059) pages and the Law (391 pages) ), I knew there were mandates in there to impact every single educational choice known to man, but I also knew that with the ESSA Proposed Regulations Public Comment period drawing to a close (Aug. 1, 2016), I’d better see if there was anything else I missed the first time. A special note for you Warriors, the Final Conference Report AND the Law have the same wording, items, and intent, it is simply a matter of page number difference. The font on the Report is much easier to decipher.

That Gift Quote:

Warriors, we know the ESSA was signed in early December 2015. We know the CCSS Machine members in the Congress, White House, and those in attendance, were almost giddy with joy over the Law. (See below)

ESSA gift
Now, I am not rubbing salt in any wounds. I am actually using the President’s quote to make a valid point:

While the Law was to ONLY encompass K-12th, look at the picture. This is based off my research/reading of the ESSA (as well as the WIOA and HEA) As I have shared with you in the past, birth to career education is embedded in the Law.  ESSA embeds WIOA and HEA in it! ESSA will not stop at the school’s front doors, it means to invade your home, your neighborhood, your entire town (rural or urban), it means to invade your job, too! { WIOA: Workforce Innovation and Opportunity Act; HEA: Higher Education Act) } Some gift…some miracle, Obama.
( To see the entire speech: https://www.whitehouse.gov/the-press-office/2015/12/10/remarks-president-every-student-succeeds-act-signing-ceremony )


The Gifted Students:

While I have covered how ESSA will cover every educational choice and shown you have almost every type of student/citizen will be entwined, I have not gone into as much detail for the gifted students as I have for the others. So, the remainder of this article will focus on how ESSA will take this subgroup (as ESSA refers to any type of student outside of the traditional public school student) and align them as well.

The National Gifted and Talented Student Associations:

If you didn’t know it, there are a few of these groups. There is the NAGC (National Association of Gifted Children), there is the NSGT (National Society for the Gifted and Talented), The U.S. State Department’s Gifted Education, The Acceleration Institute and, more. (*Note: According to the Open Education Data Base Website) there are at least 50 organizations of some type for gifted students. See: http://oedb.org/ilibrarian/50-essential-links-for-the-parents-of-gifted-children/)
I urge you to look into as many of these as you can. Like always, I am delving into just one of these groups and ESSA Law itself. (I will be looking in-depth at the other gifted groups later.)

NAGC, National Assoc. of Gifted Children:

Website: https://www.nagc.org
Their stance on Common Core and Next Generation Science Standards:
 https://www.nagc.org/sites/default/files/Position%20Statement/Common%20Core%20and%20Next%20Generation%20Science%20Standards.pdf

An excerpt from this Press Release, ” The developers of the CCSS and NGSS have acknowledged individual differences of gifted students noting that some students will master the standards before grade 12, and that it is up to educators to extend the learning goals and objectives beyond the standards to meet their needs. This acknowledgement means that effective implementation of the standards requires specific instructional strategies and curricular materials, including modified formative and summative assessments, for advanced and gifted students whose levels of learning exceed grade-level expectations. Effective instruction using CCSS and NGSS for gifted students will require extensive professional development on the standards and the assessment systems, sufficient materials and personnel resources to support implementation..

The NAGC’s Board of Directors includes a Dr. Dina Brulle. If you do not recognize her name, she has written much on the subject of Common Core, gifted students, how they learn, and why group cluster settings are the best for the gifted learners. You can see her position paper on the group cluster settings on the AASA (American Assoc. of School Administrators, aka: The School Superintendents Assoc.). AASA is a huge CCSS Machine member organization! Access the paper: http://www.aasa.org/content.aspx?id=17446

Now, Warriors, why would I point out this one Board member? Certainly there are others who are CCSS Machine friendly. Brulle is a former Product Developer for Pearson Publishing’s Assessments Division! Her CV (Curriculum Vita) shows that from 2006-2009, Pearson was Brulle’s employer. See the CV: https://webapp4.asu.edu/directory/cv?id=282980

To see the other NAGC Board Members: https://www.nagc.org/about-nagc/who-we-are/nagc-board-directors
The NAGC Annual Fund uses part of its money to promote and train leaders for gifted students in Common Core. Among the top donors in 2015? Pearson Publishing! See: http://www.nagc.org/get-involved/volunteercontribute-nagc/thanks-these-nagc-2015-annual-fund-donors

nagc
To access the NAGC’s Common Core/Next Gen Science website pages:
http://www.nagc.org/common-core-state-standards-national-science-standards-and-gifted-education

Warriors, you might be interested in the NAGC’s Special Interest Groups and what groups they network with in the name of educating gifted students. See: http://www.nagc.org/get-involved/nagc-networks-and-special-interest-groups

There are Gifted Programs nation-wide which align to the NAGC Standards. One example is from CA. The University of California at Irvine’s Extension has the GATE (Gifted and Talented) program. Not only does it align to the NAGC Educational Standards, but to the CAG (California Assoc. for the Gifted) Standards. See the UCI brochure:
https://ce.uci.edu/pdfs/brochures/color/gate.pdf

Do the GATE Standards include Common Core? Indeed they do. Taken from the 2013 document from the CAG, is the screen shot below:

GATECCS

To see the rest of how CCSS and GATE influence gifted learning:
https://c.ymcdn.com/sites/cagifted.site-ym.com/resource/resmgr/docs/ccss-gate_cde_website.pdf


ESSA, That Gift for the Gifted?

Okay, Warriors, just WHAT does the ESSA have to say about gifted students? Well, according to the NAGC, ESSA includes several items (mandates) from the TALENT Act. TALENT Act was to support and enrich gifted/talented learners. (*Note: TALENT stands for:  To Aid Gifted and High-Ability Learners by Empowering the Nation’s Teachers Act {S. 363 and HR2960}. To read the S 363, (HR 2960 is an exact copy): 
https://www.govtrack.us/congress/bills/114/s363/text
Basically, the Act was to help address the so called achievement gap, both here in the US and globally in the 21st Century with 21st Century skills. As we know, ESSA is full of this very theme.

As far as what those several TALENT Act items are, the NAGC doesn’t make too clear on their page concerning ESSA and gifted learners. See: http://www.nagc.org/get-involved/advocate-high-ability-learners/nagc-advocacy/federal-legislative-update/every-student

SO, what have I found in the ESSA language about gifted and talented learners? From my July 5th article, I showed you how an entire program (called Envision) is geared for younger gifted students and uses CTE (Career Tech Education) as one of its ties to both the CCSS Machine AND ESSA. See: https://commoncorediva.wordpress.com/2016/07/05/youth-envisioned/

Back in January 2016, I shared with you how gifted students (including those in AP Courses and dual enrollment) where being sucked in by ESSA. This one gives you exact page numbers, too.
See: https://commoncorediva.wordpress.com/2016/01/07/the-great-education-experiment/

Not included in either article are the following ESSA Final Conference Report page numbers and how they relate to gifted students:
Page 138, identifying schools serving gifted and talented students (means any school with gifted learners will be noted.)
Page 328, ELLs (English Language Learners) who are identified as ‘gifted’  receive personalized  learning
Pages 335 and 336 explain how local funds must include activities for gifted learners
Page 636 (Section 4644) begins the Supporting High-Ability Learners and Learning details.
Here is a screen shot as to why this should be a concern.

giftedESSA

On Page 637 you will find that it is the U.S. Dept. of Ed’s Secretary who will consult with Gifted and Talented Child Experts and enter into contracts with the States for funding the Javits Program. Further in on Pages 637 and 638, you will find how the U.S. Dept. of Ed’s Secretary will have any group or person wishing to help educate the gifted and talented, must submit an application to him, NOT their States!

Page 639 establishes a National Research Center for Gifted and Talented Students! Here is the proof, “CENTER FOR RESEARCH AND DEVELOPMENT.—
‘‘(1) IN GENERAL.—The Secretary (after consultation with experts in the field of the education
of gifted and talented students) shall establish a National Research Center for the Education of Gifted and Talented Children and Youth through grants to, or contracts with, one or more institutions of higher education or State educational agencies, or a combination or consortium of such institutions and  agencies and other public or private agencies and organizations, for the purpose of carrying out activities described in subsection (c). ‘‘(2) DIRECTOR.—The National Center shall be  headed by a Director. The Secretary may authorize  the Director to carry out such functions of the National Center as may be agreed upon through arrangements with institutions of higher education,  State educational agencies, local educational agencies, or other public or private agencies and organizations.”

More details can be found out about this National Center from Pages 639-642.

Closing:

I know this is a lot to take in. It is a lot to wrap our heads and hearts around. How in the world our Congress members DID NOT read this Bill before it became a LAW is still something I do not understand. Aligning education is one thing, using our teachers and students for ‘research’ is quite another. Let’s remember, however, that ALL students and teachers will be used for ESSA purposes, not necessarily their own.

Be sure to stay tuned for my look into the other Gifted Associations.

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Youth Envisioned

Anti CCSS/ESSA Warriors, in the past couple of weeks, I shared with you a look at Envision and how it is tied to the CCSS Machine. If you missed it, the article exposed how Act, Inc. is partnering with Envision in the name of globally workforce ready students. (See:
https://commoncorediva.wordpress.com/2016/06/24/envisioning-you/ )

While researching the Envision entity, I uncovered a similarly named group. It appears that only the names are almost the same. So, today’s article will look at this other ‘Envision’ group which is designed for gifted students.

Envisioning Gifted Students:

To access this Envision program, http://www.mindvinepress.com/about.html
Look below at the screen shot. The question in red (mine) will be where we spend the remainder of this article.:

envisiongift


Mind Vine Press:

According to the Mind Vine Press website, the Envision tools you see in the picture begin in Grade 3, last one year, and are great for personalized learning. Remember the question above? I am most interested in how the ‘Career Aspiration’ connects to the CCSS Machine. We can get to how this connects to the ESSA (Every Student Succeeds Act) in a bit.

See this screen shot as an example of how this gifted program is tied to the Common Core AND the Career Tech Education (adult CCSS):

envisiongiftcareer
When you use the address to find the other Student Links, note that it is interesting how few Career links are actually given. Of those, it is also not a surprise to see how the CCSS Machine is included. You may also catch that the EPA (Environmental Protection Agency) is among the links. It has been proven that the EPA is tied to CCSS/CTE and STEM (Science, Technology, Engineering, and Math). See: https://commoncorediva.wordpress.com/2015/10/21/wybi-tying-stem-to-ccss-again/

So, who is behind Mine Vine Press? I can only find one person on the website. The Mind Vine Press is based in TX. Melanie Bondy is not only the only person I could find on the website, she is also the author and consultant for Mind Vine Press. Below is the latest brochure from the Press:

mindvinebro
To see Ms. Bondy, speech topics (and see her fee based schedule):
http://www.mindvinepress.com/consulting.html

According to LinkedIn, Bondy has been at the Mind Vine since 2007. See:
https://www.linkedin.com/in/melanie-bondy-b4919246 (*Note: her educational background is listed as  Central Michigan University.)
If you would like to access CMU’s CCSS information,
See: http://libguides.cmich.edu/c.php?g=104186&p=677683
If you would like to see CMU’s CTE (Career Tech Education) and STEM information, see:  https://www.cmich.edu/colleges/ehs/unit/css/Pages/Future-Teachers.aspx (*Note: the CTE information will be in plain sight. The STEM information can be found at the bottom of the page.)

You may find it also noteworthy that back in 2014 (the same copyright date on the presentation below), Central Michigan University partnered with the Michigan Dept. of Ed to target high school students desiring to become educators in a CTE based program. See: https://www.cmich.edu/news/article/Pages/cmu-to-offer-course-credit-to-high-schoolers-looking-to-become-teachers.aspx

Other Bondy information:
1) Access this  previous presentation Bondy gave and note how the Bloom Taxonomy is the basis for the Mind Vine Press publications. (Slide #5)
http://www.gagc.org/Resources/Documents/2015%20Convention/Handouts/Mind%20Vine%20Press/2015%20Bondy%20Handouts%20(1).pdf (*Note: be sure to see her slides on the Career Paths)
2) Related is Bondy’s 2007 Career Path resources from Texas, see: http://www.humbleisd.net/cms/lib2/TX01001414/Centricity/Domain/150/careeraspirationposter.pdf
3) If you’d like to find more of Bondy’s Career/Envision Path tools, resources (all geared to PBLs (project based learning) ), where you can find the U.S. Dept. of Labor, various State Depts of Labor, etc, be sure you check out her Pinterest page:

What you WON’T see on Bondy’s work is a copyright from CCSS or CTE, BUT you do see the ties. You can see the support she gives the CCSS/CTE Machine!

Tying CTE to the ESSA:

Since it appears the overall goal of Envision for Gifted Students, is workforce (I mean career based) education, how DOES CTE fit in the ESSA?! Will gifted students be standardized just like all the other students via ESSA?!

For a quick answer, CTE is found in the ESSA under a few different phrases. For example, ‘post-secondary readiness’. CTE is also woven into the WIOA (Workforce Innovation and Opportunity Act). WIOA is specifically named in the ESSA multiple times.

A bit more in-depth answer is that while CTE (is also called Career Pathways, Career Clusters) is in the ESSA under other phrases (in addition to CTE), the post-secondary readiness (PSR) factors includes ALL students AND all teachers. Students must learn to be PSR AND teachers MUST teach everything to PSR factors. Who is deciding those factors? Supposedly the States, but look at the current Proposed U.S. Dept. of Ed ESSA Regulations where PSR is among the mandates. If you look closely at the Proposals, you can see other CCSS Machine member groups as cited in research/evidence sources for justifying these proposed measures.

We also need to consider that Career Pathways (another one of the CTE names) is embedded in WIOA (2014) at least 21 different times..again, interchanging phrases! We also need to remember that the HEA (Higher Education Act) is full of ALL of this as well!

Below are links to not only my articles with research/evidence to support the answers you see here, but to the Proposed ESSA Regulations.

To see how I found WIOA in the ESSA (and connecting them to the HEA and STEM Acts):
https://commoncorediva.wordpress.com/2015/12/05/weekend-news-essas-untold-ties-to-hea/

To see how AP (Advanced Placement) Courses, Exams (usually attended by gifted students) ties into the standardization of ESSA:
https://commoncorediva.wordpress.com/2016/03/01/warriors-guide-to-essa-and-private-education/
(*Note: while this article is geared for private education, AP is most definitely included.)

To see how teachers will be rewarded/punished via the ESSA and student achievement:
https://commoncorediva.wordpress.com/2016/02/18/essa-and-teacher-pay/

To find where the ‘post-secondary readiness’ is in ESSA (and how it is craftily substituted for ‘college/career readiness’):
https://commoncorediva.wordpress.com/2016/02/25/conformity-readiness/

To see how PBLs tie to CCSS and CCR:
https://commoncorediva.wordpress.com/2014/10/25/sic-em-saturday-ccss-progressives-and-pbls/

To find the ESSA Proposed Regulations:
1) https://www.federalregister.gov/articles/2016/05/31/2016-12451/elementary-and-secondary-education-act-of-1965-as-amended-by-the-every-student-succeeds
2) https://www.regulations.gov/docket?D=ED-2016-OESE-0032
3) My response to the Regulations (so far): https://commoncorediva.wordpress.com/2016/06/30/leading-the-charge/

Closing:

Warriors, we need to know that there are many large pro CCSS/ESSA groups AS WELL as some smaller groups. We need to know how they are carrying on the ESSA, CCSS reform, AS WELL as the push to continue shifting education to Career-based NOT traditional based.
We need to continue to hold accountable ANY person, group, or company in education or ANYTHING connected IN any WAY to education! Why? ESSA will level and standardize every student (young, old, rich, poor, gifted, special needs, private educated, homeschooled or not).

ESSA will go down as one of the greatest bridges in the educational reform. Why? It bridges birth to K and higher ed for a streamlined workforce full of competency based quasi-education. One of the worst parts in all this? Companies (big or small), speakers (well known or not-so-much) are making lots of money while seemingly pedaling student supportive educational materials.


 

The Great Education Experiment

Nothing beats a trained mind, right?

Nothing beats a trained mind, right?

For those of us who are opposed to the illegally based education reform tactics we are seeing sweep our nation, I have some new news for you. We, the anti CCSS/CCRS (Common Core State Standards/College and Career Readiness Standards), know quite a bit about what is happening in education. But did you know the U.S. Dept. of Education is in the midst of conducting an educational experiment on your secondary and post-secondary students?! Read on, my Warriors!

 

The Announcement:

As seen on a website called the National Alliance of Concurrent Enrollment Partnerships (NACEP):

To see the entire picture, visit: http://www.nacep.org/calendar/
To see the entire picture, visit: http://www.nacep.org/calendar/

What Does This Mean?

First, let us see where ‘dual enrollment’ or ‘concurrent enrollment’ phrases are written into the ESSA (Every Student Succeeds Act).
Pages 121, 137, 167 (3 times), 173, 186, 303, 306, 323, 343, 395, 427, 460, 464, 476, 780, 917 (‘concurrent’ is used here in reference to a particular Senate committee and is asking that a posthumous honor be granted),  and 991.

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. Page 167 find the dual/concurrent enrollment phrase used 3 times as follows, a) in the title at the top of the page; b) in reference to low achieving students not meeting those ‘challenging  academic state standards’; c) in reference to funding schools receive. Page 173 uses the phrase for secondary school funding. Page 186 finds the phrase used in relation to private schools (see page 185 where the paragraph begins). Page 303 uses the phrase for teachers and their training/licensing. Page 306 uses dual/concurrent enrollment in reference to teacher interns. Page 323 finds the phrase used for school leaders (including 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. Lastly, on page 991, you will find the phrase is used for spelling out credit bearing courses (will need to begin on page 990 for the entire passage).

 

So What is the Experiment?

From my research, the short answer would be: baiting students, regardless of age, to go through the college and career pathway. However, let us look at what evidence there is.

Before we get to the U.S. Dept. of Ed’s “experiment”, note that the NACEP is promoting the Pell Grants first (Jan.11, 2016) before the Jan. 13th’s webinar for the “experiment”. {see the above screen shot}
According to the NACEP, the 11th’s broadcast will explore the opportunities to ‘leverage’ federal programs (such as the Pell Grants used in post-secondary education) for states and LEAs (local education agencies) to use are much increased, thanks to the ESSA’s passage into law. New funds will be available for the states to use to prioritize dual enrollment.
Then, on the 13th, they will join with the U.S. Dept. of Education to delve into the ‘experiment’.  Sounds so mysterious, doesn’t it?

Well, here is what NACEP wrote about it in a bit more detail, “The experiment will enable high school students enrolled in dual enrollment programs to access federal Pell Grants at participating institutions. Students who have attended a dual enrollment program are more likely to apply to, enroll in, and succeed at college. These students not only benefit from the academic experience of learning at a college level, but often are also better able to picture themselves in college, pursuing a postsecondary degree. To help students succeed in these programs, the Department of Education are seeking institutions offering structured programs that support students throughout the program.”

So the long answer is that the Experiment is looking for educational institutions to continue the CCR (college/career readiness) pathway for our students. States will get more money, students will be more aligned than ever and those profiting will just keep getting richer while our students continue their assigned tracks.

 

What the Fed Said:

https://studentaid.ed.gov/sa/
https://studentaid.ed.gov/sa/

According to the Federal Aid website, here is what I found out. There is a 28 page College Prep checklist for elementary on up to adult students to guide them in 3 areas: a) finding money, b) taking the right classes, and c) choosing the right career. You can access the checklist, https://studentaid.ed.gov/sa/sites/default/files/college-prep-checklist.pdf
According to the checklist, the U.S. Dept. of Education is the MAIN source of funding for students seeking higher education! The checklist also steers you to the U.S. Dept. of Labor’s website, ‘What’s My Next Move?’. See the screen shot below:

See the rest of the pdf: http://www.careeronestop.org/TridionMultimedia/WMNM%20FINAL%20JAN%2007%202013_tcm24-13704.pdf
See the rest of the pdf:
http://www.careeronestop.org/TridionMultimedia/WMNM%20FINAL%20JAN%2007%202013_tcm24-13704.pdf

One direct quote from the pdf document you see pictured above is “What’s My Next Move? is a career planning document designed to assist high school students in managing their education and career plans.”


Immediately following this is an on-line assessment the students should take, then record their scores in the provided blanks.

 

 

The CCSS/CTE/CCR Evidence Hidden in Plain Sight:

Now, where the CCSS/CCR/CTE (Common Core State Standards/College and Career Readiness/Career Technical Education) evidence shows up is all throughout this education/career guide.
1) You can see it refers to on-line assessing, to tailoring your education to that of a career, then you can see where the post-secondary tracks are pointed out via the technical training courses, the community college courses.
2) Then there is the O*NET (Occupational Information Network). This is a huge database of information which not only is accessible to our high school students, but any one seeking a job! It is also housed here in NC!! See this direct quote from the ‘about us’ section of the website, “The Occupational Information Network (O*NET) is being developed under the sponsorship of the US Department of Labor/Employment and Training Administration (USDOL/ETA) through a grant to the North Carolina Department of Commerce which operates the National Center for O*NET Development.”

This entire project is a P3 (public-private partnership). “The  Research Triangle Institute (RTI), the Human Resources Research Organization (HumRRO), North Carolina State University (NCSU), MCNC, and Maher & Maher” are all in tandem with this Network of information. To see what each of the above P3 members do, see:
http://www.onetcenter.org/about.html
Funding the O*Net is the U.S. Dept. of Labor.

3)Notice that both the What’s My Next Move? and the O*Net are partners with the American Job Center Network. Who runs the AJCN (American Job Center Network)? The U.S. Dept. of Labor!  “The American Job Center Network is a unifying name and brand that identifies online and in-person workforce development services as part of a single network.” This quote is from the AJC’s website.
When you visit it to see for yourselves what else is there, be sure to notice the section of the website which points you from the federal level to the state level for Workforce Development. An example from NC (as of 2010) is featured below for Workforce Development. This particular image is what funding NC received from the 2009 American Recovery and Reinvestment Act.

Source: https://www.nccommerce.com/workforce/about-us/plans-policies-reports-initiatives/arra-projects
Source: https://www.nccommerce.com/workforce/about-us/plans-policies-reports-initiatives/arra-projects

4) As you have learned from my research, the Workforce Development aspect of CCSS/CCR is well documented. Part of NC’s efforts in regards to WD (Workforce Development) has resulted in NCWorks. I have exposed just how CCSS(Common Core)/CTE (Career Tech)/CCR (College and Career Ready) aligned NCWorks is. See my article from: https://commoncorediva.wordpress.com/2015/10/10/weekend-news-collective-workforce/
Remember, anti CCSS Warriors, I use NC as example. Your state will also have this kind of one-stop-workforce-education model. Use the American Job Center’s website information to point you in the direction you can find the information in your state.

 

Before I Go:

I wanted to back track to NACEP (National Alliance of Concurrent Enrollment Partnerships) briefly. We know from the above information they fully supported the ESSA passage. But what more can I tell you that points to the CCSS Machine? From their last conference in 2015, the sponsors of the Conference are a Who’s Who Among CCSS Machine members. For instance, McGraw-Hill, ACT, Inc., and Syracuse University.
Many community colleges were involved as well.

If you aren’t convinced community colleges are Common Core/Career Tech aligned, please refer to my following articles:
From 2014, where you can find some of the early roots for alignment: https://commoncorediva.wordpress.com/2014/09/18/tech-thursday-common-core-community-college/
From 2015, where you can read about NC (as an example) for dual enrollment and global ready workers: https://commoncorediva.wordpress.com/2015/11/09/monday-musings-global-readiness-and-ccss/
From 2015, where you can see community colleges and Workforce: https://commoncorediva.wordpress.com/2015/08/01/fyi-post-secondary-common-core-intel/

If you would like to see how Syracuse University is in the CCSS Machine via dual enrollment, be sure to visit the following link. Be sure you note how the pro CCSS Carnegie Foundation is in full support of the SU’s “Project Advance”.
http://www.msche.org/documents/EnhancingAcademicOversight.pdf
googledocPA
This is from the Google Books ‘Intelligent Infrastructure’.


Closing:

One last note of interest, notice that the U.S. Dept. of Education announced this ‘Experiment’ back in October 2015. This was still while Arne Duncan was in charge. Carrying on his work is now, John King. I don’t know about you, but I am beyond flummoxed at the use of our students for educational experiments!