Tag Archives: IBM

“The HC Police”

**Author’s Note: An in-depth report on S 406, the White House, Congress, and globalizing education expressly for workforce needs in a nanny controlled environment.**

Anti Fed Ed Warriors, have you heard of S 406? It’s a federal Senate Bill which just passed the Senate floor. This means the next stop is in the House. What does S 406 do?

It isn’t what the Bill ‘does’, it’s what it creates..more federal control over us.

S 406 “Federal Rotational Cyber Workforce Program Act of 2019”:

This “Act” will create an executive agency filled with a “Chief Human Capital Officers Council”. The ‘cyber’ portion refers to the federal employees overseeing cyber security, data collection, and all that intersects them.

S 406 also embeds 2 previous laws.

The Chief Human Capital Officers were ‘created’ in an Act from 2002. 


Warriors, what do these Officers do? (I’m calling them the ‘HC Police’ or “Human Capital Police”.)
Basically: set a workforce development strategy; assess people and plan their future in the ‘policing’; align human resources to meet the ‘outcomes’ of the strategy; use ‘best practices’ and ‘benchmarked standards’; ‘measure the police’s intellectual capital’ and link data to performance and growth of their position.

If that sounds a bit confusing, think of it this way, those who are policing us have to be just as aligned and tested as our students. The biggest attraction for the “HC Police”? A love of data and computers. Which leads to ‘coding’. Cybersecurity thrives on coding.

Warriors, ‘coding’ is a tool of the CCSS Machine for students as young as preschool:

(Original source, added emphasis is mine)
If you cannot read what’s in the red box, “Preschoolers are digital natives, they don’t know a life without smartphones, tablets, and computers; or cartoons on demand.” This website goes on to state that ‘coding’ isn’t just for older kids, and introduces the subject as a game.

Since coding exists to breed all kinds of workers who will track us to no end (aka ‘cybersecurity’, “IT”, etc.) there had to be a law for this special arm of the CCSS Machine’s agenda.

The Cyber Workforce? A 2015 Law ‘created’ that.



Warriors, what does the existence of this law do? First, it was embedded in a budget (appropriations) law. Secondly, it set up a national initiative for cybersecurity education.
Third, because it’s a federal law which hasn’t been repealed, it’s active in 2019.

It embedded ‘coding’ as a way of life in education AND jobs. You’ll find ‘cyber’ is embedded in the budget law 428 times. ‘Education’ is embedded 280 times. Where the two intersect is in Section N. Pages 695-797 will show you the 14 ways in which education and the U. S. Dept. of Education were mandated.  

But, wait, don’t we need protection from hackers? Isn’t that the main goal of cybersecurity? Warriors, protecting us from hackers is a goal, but not as much of the main goal as we’ve been told. Here’s what else this Cyber Workforce Assessment Act set us up for:

a) Cyber Corps Scholars (and scholarship programs) Ties it to the NSF (National Science Foundation) and the National Intelligence agencies.
b) Funds for cyber (on line) upgrades under ‘school improvement’, ‘school safety’, ‘education tech support’, redesigned schools, ‘safe schools’ and Project SERV
c) Will use SSI funds (tied to Title 1 and IDEA funds/programs)
d) Will use funds for health care (also ties to ‘c’)
e) Will track and involve the IES (Institute for Educational Sciences)
f) Impacts the Information and Education Exchange Act. This 1948 law is still in existence and set the framework for international information partnerships. Those partnerships in 2019? Data sharing across the globe! (See the section below for more information)
g) Forces all federal agencies directly involved in security or related to security to be involved in data sharing and collection. Said data will be available to third parties and private contractors of the agencies choosing.


So, since all this was previously set up, how will the 116th’s Congress Bill (S 406) increase any or all of the  laws above?

From the ‘HC Police’ stand point:
a) Rotates who’s watching us and tracking us.
b) Spreads the HC Police across all fed agencies.
c) The agencies determine position for HC Police within their domain.
d) All involved determine the level of watching/tracking.
e) U.S. Dept. of Homeland Security dictates all policies and procedures (updates as needed, if needed). Parts of the policies and procedures are Career Tracks in education (all levels).
f) Uses ‘accountability’ (tracking and assessments) to be transparent.
g) Fed agencies can partner HC Police and set policies/procedures.
h) Locks in merit based employment for each rotation (180-365 days).
i) Reports activities to GAO (Gen. Acct. Office). If GAO deems program a ‘success’ HC Police rotations may be extended.
j) Will assess HC Police for proficiency in IT and skill levels completed.
k) Gives a ‘sunset’ of 5 years from time of the Act becoming law. (Means ending in 2024)

Okay, Warriors, ask yourselves this: the U.S. Government has already set us up to be spied upon via the Patriot Act, FEPA (most recently). It’s been proven that the government is a TERRIBLE privacy keeper when it comes to our data, so HOW will having national HC Police improve our privacy?  Quite frankly, it won’t improve our privacy at all. It WILL confine us even more..and it’s in the House of Representatives for their tweaking or approval!

Think how the AI and 5G technologies are already ruining education, as well as our nation. 

A Blast From Our Past:

The 1948 Information and Education Exchange Act (aka the Smith-Mundt Act). If you do a general internet search for the S-M Act, you’ll see that it’s basically a propaganda law for public diplomacy. However, knowing what we know about global education overreach, look what I found from the “Information and Education Exchange Act”:


“Information service to disseminate abroad information about the US”
“Educational exchange”
“Interchange of persons, knowledge, and skills”
“Rendering of technical and other services”
NOTICE Section 3!!!

Warriors, the Information and Ed Exchange Act (S-M Act) was updated in 2012. The amendments made to the 1948 version only impacted broadcasting and free speech. Section 3 remains; as do the information and knowledge combined with technology. Section 402 is also still as it was from the original.

So, the S 406 (116th Congress) gives us a window of 5 years, which means 2024. Is there a global education significance involved?

Below is a screen shot from one of my 2017 articles about the US being ‘graded’ on their adherence to the SDGs.

Warriors, SGD #8 is ‘decent work for all’. You won’t see ‘work’ or ‘jobs’ below, but jobs and work are woven into what you do see:


A Crystal Ball Future?

From the AP and Business Wire, this 2018 article lays out for you that yes, by 2024, the global data giants will have complete control of the ‘information sharing’. Yes, Warriors, these global data giants already have a great deal of control, but it will only increase. How and why? Innovations and coders to implant the innovations. The US is among the regions included in the research.

Those data giants included (not limited to) in the Research Report the article tell you about are:
Apple, Inc
EdX (on-line colleges/universities and their courses) Features Harvard and MIT.
Byju’s (ties to Chan Zuckerburg’s Initiative) An on-line learning system for higher education high stakes assessments.
(*Note: the Research company wants you to purchase the entire Report. Prices start at $3,500.00 and go up. You can read a general overview for free. Be sure to click on “Table of Contents”. All the education alignment is in Chapter 6.)

On the AI (artificial intelligence) spectrum for the future:

(Original source, emphasis is mine)

We can’t leave out the U.S. Dept. of Education’s forecast for education by 2024:


By the way, Warriors, IHS Global, Inc. is mentioned 21 times in this Report.
If you’d like to see the 2018’s U.S. Dept. of Ed predictions for education by 2026, go here.

Briefly, by 2026-27 school year: 2 percent increase nationwide in school enrollment for PreK to 8th grade; 8% increase in high school; 33 million teachers; 5% increase in high school graduates; cost of education (taxpayer burden) $670 billion (19% increase); and the cost per pupil: $12,900.00.

The PISA (Program for International Skills Assessment) for 2024 is already in the planning stages, Warriors. The focus? Science and digital technology.

What about NAEP (National Assessment of Educational Progress)? Here’s their assessment area focus.
You can see the National Governor’s Board NAEP focus areas for every year up to 2024, here.

The Human Capital “Forecast”:

Well, we’ve seen what Congress is up to, read what the CCSS Machine is predicting about education and the all encompassing aspect of the UN’s SDGs in it all, so what’s the future of ‘human capital’?


(Source; note that this 2015 article laid out the 4 pillars used to measure ‘human capital’.)
SHRM (Society of Human Resources Management) is a US/global group founded in 1948 (same year as the Information and Education Exchange Act/S-M Act). While I couldn’t find evidence of a direct connection, it’s not hard to see how ‘human resources’ and ‘human capital’ are intertwined.

(Source for event sponsors )
(Source for scholarship sponsors)

The Forecast you see in the screen shot is from 2013 and was predicting workforce and human capital up until 2024. There is a more recent Report, as well. However, I wanted you to see a few things in the 2013 Report.
1) look at the title highlighted in red (‘behavioral competencies’)
2) most of us will have to work well past the accepted retirement age
3) there’s a huge skills gap and jobs are being filled; most jobs are replacement positions (meaning when one person ages out, another, younger person steps in)
4) STEM (Science, Technology, Engineering, and, Math) in America isn’t stacking up to global counterparts
5) our economy will suffer tremendously if we don’t address 1-4.

As far as SHRM’s view on ‘workforce readiness’? You can find an entire tool kit for globally competitive skilled based workers here. If you’d like to see their 2017 State of the Society Report, go here.

Another Report (Deloitte Review) from 2017 states that we are aging, but we’re also learning more and spending more time being educated. Warriors, this is a subjective view. No, we are not seeing students learn more, we are seeing them forced to have education become workforce readiness!

The stark reality, is that ‘human capital’ is part of ‘lifelong learning’!


From 2010, this book detailed the vast amount of globalism America plans for and buys. You won’t see the U.S. Dept. of Education mentioned, but you will see the U.S. Dept. of Labor and its international membership. If you read the acknowledgements, you’ll see a few CCSS Machine member groups. Read the list of acronyms and you’ll find several more CCSS Machine member groups.


So, seeing that the U.S. Dept. of Labor is a member of the ILO (International Labor Organization), how connected to the UN/Global ed/labor agenda are we?

Warriors, the DW4SD (Decent Work for Sustainable Development) will impact American legislation AND policy. After all, the UN’s aim to indoctrinate workforce based education depends on policy changes. What are the changes? Have we already seen this put in place or will we see soon, especially with S 406?

1) better jobs
2) internationally aligned labor standards
3) social protection
4) sustainable enterprises
5) rural economy
6) informal economy
7) labor inspections
8) what’s unacceptable work
9) labor migration
10) employer/worker organizations

These 10 ‘planks’ fit within the 17 Sustainable Development Goals. Warriors, education is Goal #4.


What are we to do, Warriors? Contact the House of Representatives and demand a ‘no’ to S 406!

We cannot settle on simply shutting down the U.S. Dept. of Education. The U.S. Dept. of Labor is JUST as unconstitutional!

DeVos’s G20 agreement calls for ed/labor to be merged. DC has also made plans to merge the two UNCONSTITUTIONAL departments.

***THIS fits precisely with, not only the UN’s SDGs, BUT the S 406 plans!***

From 1995:
Look at the previous plans for an ed/labor merger.  Obviously,  the  GAO(Gov.  Acct.  Office)  didn’t  see  a true  ‘savings’,  or  otherwise,  the  merger  would  have  happened.(Source)

From 2018, The ‘new’ ed/labor merger plan in visual form. NPR reported it as a money saving move. The White House sold it as a way to help the country improve.

Warriors, this still doesn’t END federal (or global) overreaches in education, it simply shuffles the deck. Instead of 2 unconstitutional federal agencies, one MASSIVE one.
Just after that White House news, Warriors stepped into action. There was a petition to halt merger plans! There was push-back!!
The image below is from that push-back:

Do you like that America is planning AND paying for globalization? Do you like seeing Acts like S 406 or other Administrative moves to ruin education?
If not, speak up, speak out! 4kusa



A Shiny New Coat

Anti Fed Ed Warriors, we all know the story of the “Emperor’s New Clothes”, right?
Basic themes in the story are vanity, money, and deception.

Those same basic themes can pretty much sum up the educratic shift in our classrooms across the globe. Here in America, we’ve definitely seen the greed and deception take our academics away and replace it with workforce training.

So, what happens when you take a CCSS Machine member group like IBM, attach a shiny new coat of deception to education and add it to a notoriously bad on-line school? 

A slick sales pitch with a hidden agenda attached!


The “New Collar” Is Still A Servant’s Collar:

Warriors, IBM’s CEO, back in 2016, came up with a new phrase for the same old CCSS Machine alignment: “new collar jobs”. Below is her opinion column in USA Today:

Part of the CEO’s plan for ‘new collar jobs’? P-Tech Schools (I exposed them years ago). These schools are 6 year high schools which focus on industry skills at a ‘community college’ level.

Community colleges have been called ‘Camelot’ (by the CCSS Machine) for their access to all school choices intersecting and the ability to carry on (or introduce) CTE, Career Tech Education, CCs (Career Clusters), CPs (Career Pathways), STEM (Science, Technology, Engineering, and, Math), dual enrollment, and, concurrent enrollment.

IBM, late 2018, announced that Ireland became the first country outside of the US, to adopt P-Tech. Notice how IBM is taking credit, as well as using ‘local educators’ as the creators.

Warriors, IBM’s CEO is an appointed member of the new National Council for the American Worker (aka: National Workforce Council), here in the US.

K-12, Inc., A Long Time CCSS  Machine Member Group:

Warriors, back in 2015, I showed you how K-12, Inc. was in the CCSS Machine, as well as in co-operation with the NASBE (National Association for State Boards of Education). If you followed me back then, you also know I shared with you the struggle NC (where I live) had with keeping K-12, Inc’s. terrible track record out of the State, only to allow it in the end, as a school choice. Then, there was the overreach by K-12, Inc. into homeschooling. If you read their recent “Student Impact” report, you’ll see lots of hype about increased student engagement.

So, with such an awful past, why is K-12, Inc. still in the ‘education’ business? Look below for one reason why:

This is the recent ad K-12, Inc. ran on social media:

The goal for K-12, Inc. NOW, is to be a part of building a national career readiness infrastructure. One of the ways this will happen, is ‘the right education’, not “more education”.


How will the K-12, Inc. folks know they’ve helped close the ‘skills gap’ (another CCSS Machine fallacy)? By sending “K-12 powered” students into the workforce.

As far as the partnerships K-12, Inc. is building to have all the career readiness infrastructure take off? A direct quote, “To do this, we are aligning with higher education institutions, school districts, and industry partners to offer career training. We are working to pair this training with summer jobs, externships*, paid internships, drop-in training, and part-time and full-time employment opportunities.”
(*Note: ‘externship’ is a temporary training period.)
Be sure to notice which ‘top companies’ K-12, Inc. mentions to work for in the article linked above.

In that article, Georgetown University’s Center on Education and the Workforce was cited. I showed you last year (2018) how Georgetown was assaulting real education with quasi-education.

The Report the Center on Ed/Workforce has published (which K-12, Inc. is basing their infrastructure plan off of) doesn’t state ‘Hey, we’ve got a few suggestions.’ It clearly states their findings are ‘requirements’. Among those ‘requirements’? STEM jobs!

Warriors, below is WHY Georgetown University is so biased about an educated workforce:

If you cannot read the print, Lumina Foundation, Joyce Foundation, and, the Gates Foundation are the main funders of the Georgetown Center on Education for the Workforce.

So, if you’re going to change the national infrastructure to career readiness, these are a few of the groups which will be involved.

The Career Readiness Partner Council:

Warriors, if you’ve not heard of this Council, it’s been around since 2012. Housed in the Advance CTE National Association (a huge CCSS Machine group). The list of Council members is long. You’ll see all of them are CCSS Machine members, too.

CEP (Center for Education Policy):

Warriors, this CCSS Machine member group has published many CCR (College/Career Readiness) documents. Most are geared for one goal: 21st competency skills graduates.

JFF (Jobs for the Future):

Warriors, be sure to look at their “Opportunity Works” program for workforce readiness.

National Informal STEM Network:

Warriors, this Arizona State University and Univ. of MN backed on-line group, have all sorts of STEM activities (which are CCR dressed as fun)

CCREC (College and Career Readiness Evaluation Consortium):

Warriors, this group works with certain States and those States GEAR UP grants.
is a federal program which is 100% workforce based. It uses STEM, CCR, CCSS, and, CTE. The Consortium also partners with Act, Inc. and is a heavy student data collector.

NCPN (National Career Pathways Network):

Warriors, be sure to read their “Items of Interest” section. You’ll see CTE and STEM promoted. You’ll also see the IBM ‘open collar’ article. You’ll want to read about the German based ‘vocational dual training system’, too. (*Note: among the top items of the German study, are economic goals, social goals, and, personal goals.)


Warriors, don’t forget to change an infrastructure you have to have legislation. So Congress is an obvious CCSS Machine group to watch in all this.

Don’t forget, all the job websites (like Monster and Indeed, etc.) will have career readiness or career assessments. Our federal government gives States grants for One-Stop Job/Employment Centers. These will be huge CCR locations.


Warriors, the last place we will need to watch for ‘infrastructure’ changes in education is the HEA (Higher Education Act) as it is readied to become re-authorized. I have shown you over the years, how the HEA is the last link in the cradle to grave workforce education chain. Career Readiness will be a huge part of the new version.

Believe me, the educratic emperors will be strutting all over the nation with THAT shiny new coat of deception.

Red words are my added emphasis.

(My article where the above image first appeared.)

**Personal note: Warriors, I’ll be offline until the first part of April due to computer issues and family business. Take care until we meet again!

Use our time apart to review any of the past week’s mega articles, jam packed with links for your Warrior’s belt.

The “Low Down” in the NoLa

In my last article, Warriors, you got quite a bit of information on STEM, STEAM, and how it’s taking over education.

The “T” stands for ‘technology’. We know the CCSS Machine’s grasp on education cannot survive without technology. We also know the most common form of technology is the computer. Where there’s a computer, there’s data to harvest, transfer, and sell.

In the past, I’ve shared with you the International Data Mining Conferences. If you missed this article of mine from 2016, I urge you to go back and read it. Your freedom of speech in 2017 is connected.
From earlier this year (2017), I showed you how the international data miners use those student profiles. Again, massively important to connect back to ESSA.

Coming  Soon To New Orleans:

“The IEEE International Conference on Data Mining series (ICDM) has established itself as the world’s premier research conference in data mining.” This excerpt is the first sentence you read on the 2017 Conference page. However, the vibrant photos of New Orleans may distract you. What does “IEEE” stand for? “The Institute of Electrical and Electronics Engineers, Inc.”


So what will the 2017 ICDM bring? Below is a screen shot of the full day workshops. I added short descriptions of each workshop. (*Note: to see the IEEE Educational Partners List, go here. Several schools/businesses from across the world will be presenting work at the 2017 Conference.)

Here are the half day ICDM topics:

icdm17halfThe 2017 Conference’s Keynote speakers are from Harvard (a huge CCSS Machine member school), a Berkeley University AMPLab co-creator, SUNY, NSF, and the WHO. (*Note: look under the “Program” tab for the Keynote Speakers. You can also find the accepted papers from the workshops there.) 

The IEEE also is key to the Smart Cities (part of the UN’s Sustainable Development Goals). Smart Cities also bring us community alignment. ESSA has community alignment, too.

While my town isn’t among the IEEE’s Core Smart Cities, it is among the smaller communities being aligned right under our noses. Kansas City, MO is an IEEE Core Smart City. The U.S. Dept. of Transportation also has a list of Smart Cities. As of this year, there are 7 major cities (Kansas City, MO is among them). From one of the UN’s own Power Point presentation’s:
To access the other UN “Smart Cities” resources, go here. If you’d like to see the UN Web TV’s video on New York City’s being transformed to a “Smart City” to align to the UN’s SDGs (Sustainable Development Goals), click on the highlighted word ‘video’.

How do the IEEE and UN connect?


To access the website, go here.

In August of this year, IEEE embraced the UN’s SDGs during the World Summit on the Information Society (WSIS). (*Note: IEEE’s archived documents contain a pdf version of the possible UN approved official language called “UN-Speak”.)

WSIS is also aligned to the UN’s SDGs. When you visit the website, look to the right of the WSIS logo and you’ll see the SDG circle logo. Below is a screen shot of the WSIS actions and how they mesh with the SDGs:

To see the entire Matrix document, find it here. Here’s a ‘flyer’ version of the Matrix.


Warriors, I hope you see how much we need to continue to fight the CCSS Machine when it comes to data mining. It won’t be going away anytime soon. If you’ve not heard of the national grassroots campaign to “Repeal ESSA and Restore FERPA”, I urge you to visit the website. As long as FERPA stands as it is RIGHT now, the data mining of our students will not only continue, it will increase (as evidence shows above). As long as ESSA stands, the alignment of education to a UN-inspired workforce base continues (and increases as well). What’s happening is Big. Fighting it? It’s not Easy.

It’s Good to Have Friends

Just a couple of days ago, one of my long-time Warrior friends, John E. in Nevada, contacted me with some good news. He’d written an article for his local paper and it was published!

He wanted me to share it as the topic is the obsessive and intrusive data mining we see happening every day in schools across America.

So, that said, here’s the link to this article:

Here are the main points John knows are vital to share:

1) John’s article refers to a 11/29/16 meeting where his county’s school board made a presentation. The reporter who was there gathered quite a bit of evidence from that meeting and published a separate article about the massive amounts of data (school related and not) being taken from students. (*Note: that article is worth reading as well. Find it: http://www.rgj.com/story/news/education/2016/11/29/security-student-information-called-into-question/94634484/ )

2) John is also the administrator of the Nevadans Against Common Core. As long as I’ve been sharing my research nationwide,  his note about not only fighting Common Core, but the data mining reminds me how serious a Warrior he is.

3) “Infinite Campus” is the data mining tool of choice in all the NV school districts.

4) Google Apps of Ed, Edmodo, and Microsoft’s third party data collection and use is a big concern to many parents in John’s district. Good for them! Hold those leaders accountable, ask the tough questions and do not accept a non-responsive answer.

5) While Edmodo is ‘free’ to school districts, the money made to pay for it is based off the student data itself.

The remainder of this article will be to look behind the curtains of the data collectors to see what more we need to learn and share.

Washoe’s School District:

Their website: http://www.washoeschools.net/

I found the answer to WHY all this data’s collected. See below:


In a few words, we can see the reason is a streamlined track from kindergarten to college graduation for ‘post-secondary success’.

What we also need to know is that this particular district began data mining students back in 1998, well before all the ‘college and career’ or ‘post-secondary readiness’ cow-chip-education-reform-rhetoric. According to the document I found, it was determined (some time between 1998 and now) that such information was needed and a P-16 data tracking system (called the Education Alliance P-16 Council) was created. Below is what Washoe’s been up to since the Council was created. Note the CCSS Machine member group highlighted:

To access the entire document for yourselves (with quite a bit of useful research and evidence for CTE, Career Tech Ed; AP (Advanced Placement); IB (International Baccalaureate); and more:

The Ed Alliance:

Their website: https://ed-alliance.org/
Their goal? Just like so many other States: workforce based educated citizens to grow local economies. Think, I’m joking? Look below:


To see the Alliance’s ‘P-16 education pipeline’ plan laid out: https://ed-alliance.org/our-impact/programs-initiatives/p-16-advocacy-council/
*Note, thanks to ESSA, more public private partnerships (P3s) are part of the mandates for every State.)


Nevada’s  “Fascination” with a P-16 Pipeline:

First, some quick facts:
 1)  NV is looked upon as a champion CTE (Career Tech Education). I am referring to a Sept. 21st, 2016 Education and Workforce Committee Hearing where the NV Superintendent of the Dept. of Public Education was a featured witness. See my article:

1a) The U.S. Dept. of Labor classifies NV as a Category 3 Apprenticeship/WIOA State (means they have fewer than 2, 500 registered student apprentices). See my article for where the other States fall in line: https://commoncorediva.wordpress.com/2016/08/23/local-schools-open-for-wioa/

1b) While NV has not been awarded any WDQI (Workforce Data Quality  Initiative) grant money yet, it DOES receive WIA (Workforce Investment Act) funding until 2020. The funding is used in a State-wide program called “NevadaWorks”. See the U. S. Dept. of Labor for the WDQI information on which States have been given grant money: https://www.doleta.gov/performance/workforcetechnicalassist.cfm
website: http://www.nevadaworks.com/

If you’re not sure what WDQI grant money does for your State, see below:

To learn how NV uses its data to fit into the “NevadaWorks”nevada-wig-annual_report_py_2014-with-signature-page

2) WIOA (Workforce Innovation and Opportunity Act) embedded the Common Core’s CTE into its language 21 different times! (See: https://commoncorediva.wordpress.com/2016/01/05/essa-ties-to-wioa-2014-and-new-citizens/ )

 3) HEA (Higher Education Act, last updated in 2008) is also embedded in BOTH WIOA and ESSA (Every Student Succeeds Act). (See: https://commoncorediva.wordpress.com/2015/12/05/weekend-news-essas-untold-ties-to-hea/ )

4) CTE is embedded in HEA. NV was one of the first grant recipients. See: https://commoncorediva.wordpress.com/2015/09/12/weekend-news-heads-up-higher-ed-cte-update/ )

5) All 3: ESSA (formerly ESEA, Elementary and Secondary Education Act), WIOA, and HEA data collect, data mine, and use said data to streamline your student’s course load to fit a pre-determined career(aka: Career Pathways) and/or a college path, hence the need to switch the names FROM Common Core TO College and Career Readiness! (*Note: to see the 2015 WIOA/CTE Alignment PDF for all 50 States, 2015-06-Aligned-by-Design-WIOA-and-CTE )

6) With all the legislative unity AND the P3s unity, education remaining in its true form doesn’t stand a chance in NV,or, any other State! 

7) From 2014, an excerpt from my article using NC (where I live) as an example of how fascinated the ed/workforce leaders were about joining our student’s data for a workforce based education, “The U.S. WIOA 2014 (the Workforce Innovation and Opportunity Act of 2014), as I’ve written about will take the U.S. Dept. of Ed’s Student Longitudinal Data System and merge with it.” (article in its entirety: https://commoncorediva.wordpress.com/2014/11/06/tech-thursday-workforce-commissions-education-and-common-core/ )

Back to  John’s concerns:

Here’s an illustration of where all the data goes. While this was used in an article I published BEFORE HR5 (Student Success Act)and S1177 (Every Child Achieves) were combined to create the ESSA as we know it, the data mining hasn’t stopped. Each of these Depts. has 3rd party vendors as well…globally.:

While the 9 federal levels are easy to spot, look at the variety of other agencies which are not easy to identify as connected.

Put another way, below is the ‘talent pipeline’ illustration which will help you visualize what Johnny and Suzy are destined for in this data collected/shared and sold/aligned education era:

Image courtesy of RAF Automation.

Then, There Are All Those Apprenticeships:

Also part of the CCSS Machine/Fed Ed overhaul of academic education, is the American Apprenticeship Initiative (AAI). I’ve researched this White House led program and shared with you how it’s tied to data mining, career alignment, and more. See: https://commoncorediva.wordpress.com/2016/11/02/to-what-degree/ AND

NV ranks right up there, in this effort, too. Back in 2015, the Reno area (the same area John lives in) was awarded big bucks, here’s an excerpt from the nation-wide grant winners announcement,Board of Regents, Nevada System of Higher Education (NSHE), obo Truckee Meadows Community College – Reno, NV Truckee Meadows Community College was awarded a $2.2 million grant to fund the Northern Nevada College Apprenticeship Consortium. This consortium, which includes employers Tesla Motors and Panasonic will develop registered apprenticeship programs to increase the skills and career opportunities for 400 workers in the burgeoning advanced manufacturing sector in Northern Nevada.”
(You can find the rest of the announcement in my article,
https://commoncorediva.wordpress.com/2015/09/12/weekend-news-heads-up-higher-ed-cte-update/ )

Does your State have an Apprenticeship Council? Look below to see NV’s:


If you wish to find their website: http://labor.nv.gov/Meetings/Prevailing_Wage_Files/Apprenticeship/


Infinite Campus information:
1) Infinite Campus is headquartered in MN and has access to 7.8 million student’s data/information across 45 States. They are big on ‘personalized learning’ and ‘transforming education’. See their vision and goals, https://www.infinitecampus.com/company/vision-and-goals

1a) Infinite Campus’s blog has an article explaining HOW they collect and use student data, see: https://www.infinitecampus.com/blog/is-history-repeating-itself-with-the-lms

1b) From the Infinite Campus’s news, this excerpt, Infinite Campus customers include school districts, regional consortia, state departments of education and the federal government.”

1c) If you wish to learn about Infinite Campus’s Statewide Data Collection:
https://www.infinitecampus.com/products/state-edition (7 States so far are ‘on board’, KY, HI, MT, SD, ME, NV, and the U.S. Bureau of Indian Education*)
*Not a State, obviously, but oversees all the education business of each of the Native American tribes.

1d) Current 3rd Party Partners (with access to Student Data) for Infinite Campus are:

  • BakBone Software, Inc.
  • BSquare
  • CDW
  • Parchment / Docufide
  • Flexmonster
  • Hewlett Packard
  • IBM
  • Kemp Technologies
  • Microsoft
  • ScanSource
  • ShoutPoint
  • Sprint
  • StarGarden
  • Vanco Services

See ALL the other types of Partners: https://www.infinitecampus.com/company/partners

2) How Congress is tripping over itself to embed America with MORE WIOA/CTE based education:
1) https://commoncorediva.wordpress.com/2016/09/20/alexanders-rage/

3) Native American alignment to all things Common Core/WIOA/Data Mining:


Thanks, John, and the many like you who care about what is going on with our student’s data. I hope and trust what I’ve found and shared adds to your arsenal of information in fighting our War Vs the Core in NV and across America.

Does It Really Matter?

Warriors, it’s the day AFTER the biggest election we’ll see for another 4 years. Did your anti CCSS candidate win? While the dust is settling, let’s please remember we have SERIOUS issues, especially when it comes to education.
I realize I may lose some followers after this article, but I feel we MUST look at the entire scope of who’s leading in D.C….and in your States.  Warriors, we must not let our guards down. The CCSS Machine is JUST as much in the Republican party as it is the Democratic party. With both Chambers of Congress, we’ve seen a tea-totaling sell out to federally led education, NOT less! Are we really so caught up in the moment we are forgetting that while our President is important, it is Congress which is participating with the CCSS Machine evenmoreso?

As anti CCSS Warriors, we oppose not only Common Core, but:

CTE, Career Tech Education; which has been proven to be not only the adult form for the express purpose of skilled laborers to boost the national and global economy but has been tracked to trickle down from jobs to higher education all the way back down to early learning.

ESSA, Every Student Succeeds Act; which mandates MORE federal control; gives power to the U.S. Dept. of Health and Human Services; embeds skill based education for post-secondary readiness (embedding the U.S. Dept. of Labor); mandates STEM {Science, Technology, Engineering, and Math}, which embeds the U.S. Dept. of Education, the U.S. Dept. of Energy, the National Science Foundation, the U.S. State Dept., and more; re-brands Common Core as “Challenging State Academic Standards”, “College and Career Readiness”, “21st Century Learning Skills”, etc.; states that ‘region specific’ education is to be taught; makes teachers and school leaders into puppets for the CCSS Machine agenda; be it in the career and college readiness trap OR the ‘let’s all micromanage education by becoming pseudo doctors so we can  diagnose students of all ages and abilities. That way, the federal government can justify giving more Title One Funding with oh, so many MORE strings!’

WIOA, Workforce Innovation and Opportunity Act (which embeds U.S. Dept. of Labor into the education of our nation at ALL grade levels and consumes EVERY school choice!)
You’ll also find certain mandates from WIOA woven into ESSA. Without CTE, WIOA would be hard pressed to even exist as a federal law. Those mandates include: massive data collecting, tracking, and streamlining (the CCSS Machine uses the phrase ‘personalized learning’ to hide this) education NOT for academic and proper critical thinking, BUT, for ‘learn to earn’ (aka: workforce education) students capable of replicating orders. Other mandates include massive assessments for skill based learning, which lead to not so much diplomas, but certificates of national level. The higher the certificate’s level {literally platinum, gold, silver, or bronze}, the better job. The problem? No certificate, no job!
At least that’s how the skill-based assessment publishers have it rigged.

Warriors, in the months which have led up to this important election, I have repeatedly showed you how the CCSS Machine has carried out, via the U.S. Congress, their continued grinding down of education in the form of workforce based education. ESPECIALLY Career Tech Education!!!

Whatever amount of money each of the Congressional members may (or may not) of received; whatever special favor, or under the table endorsement; no matter what racket has corrupted them, the CCSS Machine is resting easy. But it will be cranking up again SOON. 

Why? If you’ve not noticed, many of the CCSS Machine groups aren’t terribly ‘loud’ right now..BECAUSE they don’t have to be! The ‘bang for the buck’ payoff is this: Congress’ Ed/Workforce Committees in BOTH chambers AND including ALL political parties are being extremely loud right now.

Congressional Message from early November 2016:
Released the day BEFORE these crucial elections was the Joint House/Senate statement of ‘disdain’ for the U.S. Dept. of Education’s overreach. Yet, not one murmur about their own overreach! (If you missed it:
https://commoncorediva.wordpress.com/2016/11/07/edworkforce-false-positive/ )

Congressional Message from Election Day 2016:
Another unabashedly ‘pro CCSS/CTE’ plug by Congress!


Yes, this is from my email, just like the one I showed you in the 11/7/16 article.

Congress is being a great megaphone for the CCSS Machine.

Here is what else the latest plug for illegally based education (yes, since CTE is Common Core, it too, is illegally based. It’s also been codified, thanks to OTHER Congressional laws.):

1) The Ed/Workforce Committee cites a quote from IBM. If we didn’t already know it, IBM is a HUGE CCSS/CTE Supporter!! Here’s an excerpt about IBM’s love for CTE, “By linking local employers with education leaders, CTE can lead students into successful, life-long careers and fill local economic needs. Take IBM. Through the Pathways in Technology Early College High Schools (P-TECH) education model, IBM has helped graduating students secure paid internships and mentors from local businesses who can offer career advice, guidance, and support.” (*Note: this is also in the email I received.)

2) The email also brags about the HR5587 (I embedded my exposure of just how awful this bill truly is for America in the 11/7/16 article. However, you can also find it here:
https://commoncorediva.wordpress.com/2016/08/09/congress-loves-cte/ )

3) That quote from the Daily Mining Gazette featured in the screen shot? The paper is based in Michigan. Michigan has had a huge sell out crowd to the CCSS Machine when it comes to workforce based education and CTE!

3a) Daily Mining Gazette is owned by Ogden Newspapers Inc (ONI). ONI has other small newspapers around the nation, as well. West Virginia for example. Workforce based education, aka CTE; as well as other connected programs are a big deal in this State.Their website can be found: http://www.oweb.com/newspapers.html
(*Note: ONI also is involved in healthcare! See: http://www.bloomberg.com/research/stocks/private/snapshot.asp?privcapId=901889 )

3b) You may also like to know that the ONI is held by the Nutting Family based in PA. According to what I could find out about this family, they own the majority of the Pittsburgh Pirates. See:
From the Pittsburgh Pirates’ website, here’s an excerpt proving their alignment to CCSS/CTE/STEM
Fantasy Baseball Math Opening Day: Wednesday, April 11 marks opening day for Fantasy Baseball Math, presented by Pirates Charities and Pirates GM Neal Huntington and his wife Becca, at selected Boys & Girls Club sites and five schools within the Diocese of Pittsburgh. The program is a comprehensive curriculum-based program that teaches children math skills using baseball statistics. This program aligns with Common Core Standards for math and promotes higher order science, technology, engineering and math (STEM) skills in preparation for math-based careers.

Resources For Your Proof:
1) To see the entire letter from Ed/Workforce:

2) I showed you in the 11/7 article how healthcare and CTE intersect. However, if you missed it: https://commoncorediva.wordpress.com/2016/08/16/ctes-health-country/

3) To see my P-Tech article: https://commoncorediva.wordpress.com/2015/06/25/tech-thursday-p-tech-its-here-its-now-and-its-part-of-the-p3-ccss-machine/ (*Note: if you’ve heard of the “Reinventing High School” document, this is where you can find it and SO much more. It also has information which will take you back in time to at least 2006.)
The Answer, As Far As I Can See It:

Warriors, in the title of my article, I posed a question. So far, I’ve not given a clear cut answer. What I have given you is plenty of evidence for you to draw your own conclusion.

From my researched findings, it does indeed appear that in spite of who will be our next President, Congress has laid out enough damage to TRUE American academic-based education, that it will not matter. Too much has been spent; too many laws (legal or illegal) have been made/broken; and, too many backroom deals have been crafted.

What has troubled me throughout this election is that Mr. Trump’s VP, Mr. Pence is an acknowledged ‘champion’ of CTE (Ed/Workforce Committee has even trotted out parts of Pence’s 2015 CTE speech in their propaganda blitzes.) Compare that to Mrs. Clinton’s well documented love for Common Core. Neither fact is very comforting, nor reason to lower our guards.

As far as what CTE propaganda Congress spits out today?  I’m sure we’ll know soon.
If you’d like to check the Ed/Workforce Committee on Twitter (where you can see all kinds of CTE propaganda):
https://twitter.com/EdWorkforce (*Note: The Senate HELP Committee needs to also be checked up on.)
SO, am I suggesting that because America is so far down the education reform road we will not be able to turn back?! No!! Remember, America (other until otherwise noted) is a Constitutionally based Republic. IF you look at the definition of ‘republic’, you’ll find the CITIZENS are to be the ‘supreme power’, NOT the federal government.
, in plain speak, that’s ‘there are more of us than them’!! By the fact of sheer numbers, we CAN beat back this reform! Will it be a tough battle? Most assuredly. We will give up? Not likely until we die. Why? Our children (babies, teens, and adults) will face awful consequences if we don’t!

One more thing: we cannot rest on any laurels. Our work in not over. As long as there is federal abuse and overreach into education and all that goes with it, we have far to go.

CCSS Follow Up System: More than Money Will Follow Your Students

While it's yet to be determined if money follows your students, CCSS certainly is already following your students.
While it’s yet to be determined if money follows your students, CCSS certainly is already following your students.

In fighting the War Against the Core, we’ve all met those warriors who are great at sending tips to areas of the “Common Core” overreach into our lives. From an educational standpoint, we’ve seen the CCSS Machine usurp our schools; from a privacy standpoint, we seen the CCSS Machine ruin it. The damage is far from new NOR is it over.

Here in NC, the “Common Follow Up System” has been in place since 1992! How is this part of the agenda that comes with “Common Core”? Keep reading, my followers and anti CCSS Warriors..

What is a “CFS”?

The purpose of a “Common Follow Up System” is: “The purpose of the Common Follow-up System (CFS) is to provide information on the educational and employment outcomes of participants in publicly supported educational, employment and training programs for use in planning, policy-making, program evaluation, resource allocation and career planning.”

Do you see the CCSS/CTE footprints? I do. If you don’t, look at the emphasized words. Publicly supported education means schools or programs connected to them. That’s the CCSS portion. The employment and training is the Career Technical Education (CTE). The two are one in the same in that the CTE portion of the Common Core begins well before high school graduation.

Let’s dig deeper, shall we? The CFS (Common Follow Up System) was designed to be a unified effort to collect massive amounts of data. The data was supposedly to help all the agencies involved to plan better as well as to have better resource management capabilities. Yes, that’s right. Those are the supposed reasons. However, consider the original agencies involved:
University of North Carolina, General Administration (UNC)
  North Carolina Community College System (NCCCS)
 North Carolina Department of Public Instruction (DPI), Workforce Development Education
 Employment Security Commission (ESC) of North Carolina 
  Division of Employment and Training (DET)
  North Carolina Department of Human Resources, Division of Vocational Rehabilitation Services (DVR)
 North Carolina Department of Labor (DOL)

Overseeing this CFS? Is the North Carolina State Occupational Information Coordinating Committee (NCSOICC).

In the earliest years of the CFS, a longitudinal data base system was formed. The system tracked each person’s progression through the state’s workforce; to study their paths of progress to see what education or other factors were involved. In 1995, the NC General Assembly helped the data collection efforts. (See Chapter 96 of the NC General Statutes). Since 1996, interest in all this data collection has increased quite a bit. Here’s an excerpt,Several groups turned to the CFS as a valuable source of quality outcome information for education, employment and training programs. The increased interest was due to initiatives at both the state and national levels regarding the collection, calculation and reporting of performance information throughout the education, employment and training system. These initiatives included the development of reports for the Commission on Workforce Development(and others).

My Files:

Now, as I’ve uncovered in the past, the CCSS Machine grinds on via the Career Pathways, Career Clusters, the Career Technical Education. I’ve shown you how each is a ‘marriage’ of education and workforce. So have others who’ve been fighting this War for our students. We’ve shown how the dots connect FROM education TO the Workforce AS WELL AS how legislation (state and federal) have PROTECTED this union. “The Workforce Quality Data Initiative” is a program I’ve reported on that has the main purpose of data mining our post secondary students from the labor aspect of their lives. Embedded in this program is language which plainly states it will join the data mining efforts from the Student Longitudinal Data System from the education aspect of the K-12 students. (see my article: https://commoncorediva.wordpress.com/2014/10/23/tech-thursday-blast-from-our-workforce-past/) You’ll find that back in June 2015 I shared this article with you: https://commoncorediva.wordpress.com/2015/06/07/rmt-halting-a-ccsscte-aligned-workforce/

Back to the CFS:

In 2012, the North Carolina Department of Public Instruction was awarded a grant from the U.S. Department of Education to build a State Longitudinal Data System (SLDS). While NCDPI is the lead on the SLDS grant, the project is a collaborative effort of several entities including: the NCDPI, the North Carolina Community College System (NCCCS), the University of North Carolina General Administration (UNC GA), the North Carolina Independent Colleges and Universities (NCICU), and the North Carolina Department of Commerce (NCDOC).”  This direct quote is from the May 2015 Report I’ve been sharing excerpts from thus far. It’s the tip my fellow warrior shared.

Added to the grant given by the U.S. Dept. of Ed, the NC General Assembly boosted the data mining once again. State law 2012-131 gave the NC Dept. of Commerce the green light to ramp up data collection AND storage projects. See this, “As part of its efforts to improve the CFS, the Department of Commerce applied for a competitive grant with the U.S. Department of Labor’s Employment and Training Administration through their Workforce Data Quality Initiative (WDQI). The Department received notification in June of 2013 that North Carolina had been awarded a WDQI grant. The grant covers a three year period ending in June 2016. Grant funds are being utilized to further strengthen and enhance the CFS.”

*Note: In my June 2015 “Halting CCSS/CTE Aligned Workforce” I shared that NC had been awarded big bucks. Now I know where those big bucks specifically went. Thus, the last remaining dots of the agenda are exposed. Boom!

One of the programs the WQDI money gave NC is known as the “NC Tower”. The “Tower” stands for “Tool for Online Workforce and Education Reporting”.  Every one of the 16 University of North Carolina’s campuses, the 58 statewide Community Colleges has your post-secondary students data (and lots of it)! To see just which groups GET that data, see page 7 of the report. Page 8 of the report will tell you how the NGA (National Governors Association) is NOW involved. Here’s a small ‘tip’ for you to consider, “In July 2014, North Carolina submitted an application to the National Governor’s Association (NGA) Policy Academy for Aligning the Education and Training Pipeline to the Needs of the Economy. The state received notification in August 2014 that its application was successful. This initiative is a collaboration of the Office of the Governor, the Department of Commerce, the North Carolina Community College System, the Department of Public Instruction and the NCWorks Commission. This effort will assist the state in aligning its education and workforce resources, strengthening its services to citizens and businesses, connecting talent to jobs and growing North Carolina’s economy.”
Also involved is a group identified in the report as “Lead Staff”. “Lead” stands for “Labor and Economic Analysis Division”. See below for just how many NC students have been data mined since the CFS’s inception.


Page 13 of the Report shows how many NC organizations are NOW part of the CFS. To access the entire report:
CFS-Operational Report-May 2015
To access the NC Tower, so you can see just how much of the NC grant money from the WQDI  was used, visit:
To see a related article about the data mining in NC concerning the NC General Assembly, see my fellow warrior, Lady Liberty 1885’s article: http://ladyliberty1885.com/2015/04/20/parents-are-you-watching-data-collection-expansion-bills-hb401-and-hb767/
To see what the ‘education-to-work’ plans for those who are considered ‘at risk’ looks like, how the money will flow, the data mined, and more, see: Made in Durham PRINT 11 13 12-FINAL_0 (*Note: the CTE, Career Technical Education, shows up on page 16. Durham County, NC is also where SAS, IBM, and others like them in the CCSS Machine call home office. SAS, IBM, and the others are all in the same business: computers and data. Why did I include this report? Look at the amount of ‘national research’ involved for education/workforce.


The title of today’s “Tech Thursday” article is about money following our students. This is in reference not only to the current proposals of legislation about federal and state dollars being used as student savings accounts which would follow our students from education to workforce, it’s also in reference to the vast amounts of money which have already created a system that tracks our students. The difference is what may be yet to come will most definitely continue the CCSS Machine’s agenda via more initiatives to align, while what has happened, paved the way for the CCSS Machine’s agenda to succeed so far.

So, does your state have a CFS? If they have a state wide Dept of Commerce, have received federal grants for data, education, and/or workforce, have applied to the NGA for grants, AND had a cooperative state level Congress, it’s more than likely already well entrenched.
Here’s a report from 2013 out of Utah titled “Report of Select State Practices for Aligning Educational Supply with Occupational Demand”asa_2013-05-23_alignment_report (page 7 shows all the states contacted as resources)
One of the nationally based initiatives cited in the 2013 Utah document is the U.S. Chamber of Commerce’s “Leaders and Laggards”. See their website: http://www.uschamberfoundation.org/reportcard/

*Note, my coverage of the “Leaders/Laggards” is in the Jan. 2015 article: https://commoncorediva.wordpress.com/2015/01/15/tech-thursday-update/

Tech Thursday: P-Tech; It’s Here, It’s Now, and It’s Part of the P3, CCSS Machine

The current Administration in DC loves this aspect of CCSS.
The current Administration in DC loves this aspect of CCSS.

Maybe you live in NY or CO and have heard of “P-Tech”; maybe you live elsewhere and have heard of it. Maybe it’s a new term for you. However, either way, it’s still more CCSS and CTE (Common Core State Standards and Career/Technical Education). Join me today as we discover just why the current President is so in favor of this program.

The Year was 2013:

According to what I found, back in 2013, the current President of the USA brought “P-Tech” up in his State of the Union address. After a litany of ‘hot’ topics which included healthcare, the economy, and, more, the President tackles education. First he shares the plans about early education…and then the ‘clincher’..here’s the text excerpt, “Let’s also make sure that a high school diploma puts our kids on a path to a good job. Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges, so that they’re ready for a job. At schools like P-Tech in Brooklyn, a collaboration between New York Public Schools, the City University of New York, and IBM, students will graduate with a high school diploma and an associate degree in computers or engineering. We need to give every American student opportunities like this. Four years ago, we started Race to the Top – a competition that convinced almost every state to develop smarter curricula and higher standards, for about 1 percent of what we spend on education each year. Tonight, I’m announcing a new challenge to redesign America’s high schools so they better equip graduates for the demands of a high-tech economy. We’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering, and math – the skills today’s employers are looking for to fill jobs right now and in the future.”
The entire text can be found: http://www.nytimes.com/2013/02/13/us/politics/obamas-2013-state-of-the-union-address.html?_r=1

Related documents you’ll find helpful with the context above:
1) Reinventing_American_High_School (published 2006) but very telling considering the CCSS agenda and the President’s above message. You’ll need to really take a close look at this entire document which is full of all kinds of useful anti CCSS and adult version CCSS (CTE) information.

2) I’m including an NC specific 2013 STEM, Race to the Top report so you can see what a) one looks like and the strides toward re-invention that have been made;  b) what your state’s RttT STEM paperwork may contain; c) how “New Schools” is interwoven (among other known CCSS aligned efforts), and d) how your LEAs are part of the efforts to re-invent high schools. (again, think the context of the President’s speech). What’s worth noting is that for every year NC’s had RttT funding used, there’s a report detailing it, especially when it involves STEM (that’s the Science, Technology, Engineering, and Math the President mentioned). NC had a 2014 report about RttT and STEM as well.
(*NOTE: New Schools tie to all this (apart from being part of the CCSS Machine) is not only ‘transforming public education’ {per their website}, but  funded by some of the biggest Common Core profit makers known to us, to date. See their donors page for proof, http://www.newschools.org/donors ) 
Back to the P-Tech:

One of the resources I discovered which led me to P-Tech actually comes from VSA Partners and their announcement about the President’s text, the P-Tech, and the CCSS friendly related groups, like IBM and Time magazine. See their announcement, http://www.vsapartners.com/news/vsa-branded-educational-model-has-fans-in-high-places/ If you’d like to learn what VSA does and how IBM is one of their partners, see their ‘About’ web page, http://www.vsapartners.com/about/ (*NOTE: did you notice how IBM is a part of the CCSS Machine and that VSA is a partner of theirs? Does that mean that VSA is also a part of the CCSS Machine? In a simple answer, I believe it’s ‘yes’.)

As was mentioned in the 2013 State of the Union address, the NY Schools was mentioned. Here’s the website I was able to find about P-Tech. See: http://www.ptechnyc.org/site/default.aspx?PageID=1
Briefly stated, the purpose of a P-Tech is not only early college in high school and STEM, it’s “express intent was to create an innovative, replicable model for education — one that united the expertise of the public and private sectors to provide new opportunities for young people, and addressed the need to strengthen the continuum from school to college and careers.” (see the entire purpose,

The guide to re-designed STEM schools (ripe with Common Core and Career Pathways interwoven in them) can be found, STEM-Pathways-Playbook_Feb-2012 How do I know that STEM and Career Pathways connect to Common Core? Two documents, my fellow warriors. First, the PCAST document that is pre-2013 State of the Union address’s timeline, but is essential in tying STEM to Common Core as STEM being the agenda and CCSS being the vehicle of choice to deliver STEM to the masses of citizens. Then, the Pearson, Harvard University “Pathways to Prosperity” report, which helped create the Career Pathways you now see in high schools and post-secondary schools. The “Pathways” are even showing up as early as 3rd grade in some states.

The documents mentioned above:
1) PCAST’s document will give you these actual facts; a) “Since the beginning of the 20th century, average per capita income in the United States has grown more than seven-fold, and science and technology account for more than half of this growth. In the 21st century, the country’s need for a world-leading STEM workforce and a scientifically, mathematically, and technologically literate populace has become even greater, and it will continue to grow – particularly as other nations continue to make rapid advances in science and technology. In the words of President Obama, “We must educate our children to compete in an age where knowledge is capital, and the marketplace is global.””. This document is included in one of my very first blog articles, where I point out for you just HOW STEM is being used against Americans via Common Core. You’ll also find the PCAST report embedded in my article. See: https://commoncorediva.wordpress.com/2014/09/02/from-the-files-pcast-stem-and-common-core/

2) Getting to the “Pathways for Prosperity” can be found in my original post, https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/ AND https://commoncorediva.wordpress.com/2015/03/12/tech-thursday-difference-between-careers/ Both of these articles are directly related to P-Tech via the Pathways and all the Career Paths the President was referencing, as well as the P-Tech website.

If you wonder how supportive IBM is of the CCSS, here’s an excerpt, “A company like IBM or all the other companies that we do business with depend on a high-skilled workforce, and the Common Core is directly connected to giving our kids the skills that they need to be effective in the workplace,” said Stan Litow, President of IBM International Foundation.” See the entire article, http://www.cbsnews.com/news/businesses-want-common-core-for-common-reasons/ (*NOTE: be sure to watch the short IBM video statement giving the thumbs up to CCSS, and Career Tech alignment)

So why bring this ‘old news’ up now? Because since the CCSS Machine began to churn, effort after effort across the nation has been made to bring this ‘dream’ of career alignment, STEM/ CCSS agenda, and our schools to become a stark reality. As seen in this recent Denver article,

Is a P-Tech School in your state’s future? Use the above evidence to investigate!