Tag Archives: Next Generation

Hiding Behind the Tests

Warriors Against the Core, with school back in session (or just about to be back in session), we know assessments are on everyone’s minds.

Tests, assessments, check-ups, quizzes, and whatever else these measurement tools are being called have been the bane of our educational system since Outcome Based Education via the Common Core State Standards rolled out.

We’ve read countless headlines, participated in numerous opt-out movements, held our children as they cried about these ‘wicked weapons’ used against them, and cursed the CCSS Machine for being so cruel.

So, what more could I possible share with you that might help our efforts to END the mindful abuse?

In digging through some ESSA (Every Student Succeeds Act) resources, I found an organization which has been researching not only assessments, but education in America for the past 100 years. That’s right, since 1916, our education has been studied by an organization not too far removed from the federal government.

**What follows is an in-depth look at one mammoth organization.

Enter, American Educational Research Association (AERA):

Website: http://www.aera.net/
From their “About Us” page, this excerpt, “founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.”

Look at bit further into who is involved with AERA and you will find a mixed bag of public-private groups, testing companies, non-profits, federal and state agencies, as well as international organizations. (see the rest: http://www.aera.net/About-AERA/Who-We-Are) (If you would like to see some of the AERA members and their accomplishments, see:
http://www.aera.net/Membership-Achievements) *Note, you need to not only look at the names but what these folks are doing in education. For example, Linda Darling-Hammond was among 3 educational women to be named as one of the 2015 “18 Women Everyone Should Know in K-12 Education”.

As far as the leadership behind AERA? Currently, the ties extend to the NSF (National Science Foundation, a huge CCSS/STEM supporter); The American Bar Foundation (yes, I have found CCSS ties to the American Bar Association); the University of PA; and the University of Michigan. In the recent past, the leadership has been from the Ford Foundation ( a huge CCSS, CTE, STEM financer). Even further back in the leadership, you will find Linda Darling-Hammond (1995-96), Harvard University ties (2000-2001), and a host of other universities we now know which have been a part of the CCSS Machine. Oh, and AERA has lots of SIGs (Special Interest Groups).

The programs AERA has? Those include educational research communications, advocacy, making sure any government legislation impacting education has their input (especially to preserve the scientific parts), professional development for educators, AND social justice issues. See: http://www.aera.net/About-AERA/Key-Programs

As far as AERA and the future of educational research? Here is an excerpt I found on their 2017 Annual Conference theme page, “As we begin AERA’s second century, the theme of the 2017 Annual Meeting is a call to examine these critical dimensions of educational opportunity and rigor in research as they pertain to the diversity of issues, populations, and contexts served in and by educational inquiry. These range from young children to their parents and families, from PreK-12 to postsecondary education and adult learning, from affluent districts to financially struggling schools, and from immigrant to low-income communities within urban and rural settings alike. They are studied in large datasets and in field studies, and through multiple methods, including qualitative approaches, experimental designs, and discourse analyses. They are investigated in both vastly different and complementary theories of learning, human development, literacy, sociolinguistics, and culture, and within different contexts. They are connected to race, language, and gender, and are embedded in systemic inequalities. Finally, they exist alongside enormous technological innovation, new approaches to studying diverse and historically underserved populations, refinement of existing methodologies, recurrent policy revisions, and the wide reach of global exchanges.” To see the rest (and you really should):
http://www.aera.net/Events-Meetings/Annual-Meeting

Bring on the Assessments Research!

Among the SIGs (Special Interest Groups), you will find the following organizations:
a) SIG #18, Classroom Assessments, their website: http://www.aera.net/SIG018/Classroom-Assessment-SIG-18 (Key contact, University at Albany – SUNY)

b) SIG #167, Cognition and Assessment, their website:
http://www.aera.net/SIG167/Cognition-and-Assessment-SIG-167 (Key contact, University of Georgia)

c) SIG #22, Computer and Internet Applications in Education, their website:
http://www.aera.net/SIG022/-Computer-and-Internet-Applications-in-Educ-SIG-22
(Key contact, the University of South Florida)

d) SIG #179, Data-Driven Decision Making in Education, their website:
http://www.aera.net/SIG179/Data-Driven-Decision-Making-in-Education-SIG-179
(Key contact, WestEd)

e) SIG #56, The John Dewey Project, their website:
http://www.aera.net/SIG056/Dewey-Studies-SIG-56

f) SIG #96, Inclusion & Accommodation in Educational Assessment, their website:
http://www.aera.net/SIG096/IAEA-SIG-96
(Key contact, Anne Davidson)

g) SIG #141, Large Scale Assessment, no website or contact information. The purpose, however, ‘To provide a forum for discussion of the status, issues, and concerns related to large-scale assessment, including practices and innovations in state assessment programs.’

h) SIG #63, Longitudinal Studies, their website:
http://www.aera.net/SIG063/Longitudinal-Studies-SIG-63
(Key Contact, CA State University, Los Angeles at Long Beach)

i) SIG #64, Measurement and Assessment in Higher Education, their website:
http://www.aera.net/SIG064/Measurement-and-Assessment-in-Higher-Education-SIG-64
(Key contact, University of IL at Urbana-Champaign)

j) SIG #99, NAEP Studies, no website information. Key contact, the California Dept. of Education. However, the purpose is as follows, “To facilitate secondary analysis of the National Assessment of Educational Progress ongoing surveys regarding U.S. students knowledge, attitudes and experiences in diverse learning areas.”

k) SIG #83, Rasch Measurement, their website: http://www.raschsig.org/
(Key contact, University of Memphis)

l) SIG #90, Research on Evaluation, their website: http://www.aera.net/SIG090/Research-on-Evaluation-SIG-90
(Key contact, University of TX at El Paso)

m) SIG #151, Technology as an Agent of Change  in Teaching and Learning, their website:
http://www.aera.net/SIG151/SIG-By-Laws *Note: be sure to click on the “By-Laws” to see exactly what purpose this SIG is seeking to accomplish.
(Key contact, George Mason University)

n) SIG #72, Test Validity Research and Evaluation, their website:
http://www.aera.net/SIG072/Test-Validity-Research-and-Evaluation-SIG-72
(Key contact, University of Nebraska at Lincoln)

Warriors, I urge you to investigate AERA’s SIG list on your own. Why? Social emotional learning research, whole school reform research, workforce learning research, special needs education research, and so much more! See: http://www.aera.net/About-AERA/Member-Constituents/SIGs/SIG-Directory/First/A/Last/Z

So Are There CCSS Machine/ESSA Ties to AERA?

Absolutely! From an undated AERA Press Release, this excerpt, “Among the AERA members who contributed their research perspectives and expertise were Bridget Hamre, University of Virginia; Steve Hurlburt, American Institutes for Research; Steven Tozer, University of Illinois at Chicago; Mark Schneider, American Institutes for Research; Shaun Harper, University of Pennsylvania; Robert Balfanz, Johns Hopkins University; Gary Miron, Western Michigan University; Laura Perna, University of Pennsylvania; Michael Olivas, University of Houston Law Center; Yasmin Kafai, University of Pennsylvania Graduate School of Education; Richard Ingersoll, University of Pennsylvania; Deborah Loewenberg Ball, University of Michigan; Anthony Bryk, Carnegie Foundation for the Advancement of Teaching; and Bryan Hassel, Public Impact.”

What about all those universities? Aren’t they part of the CCSS Machine? Warriors, from my research I have been able to connect several colleges and universities across America as part of the CCSS Machine in one way or another.

I invite you to contribute any anti CCSS Warrior knowledge about ANY of the colleges/universities in this article. A simple way to see if an educational institution you suspect as tied to the CCSS Machine, is to get to their main website page (or, in the case of it being a university, go to their college of education’s main page). Type in ‘Common Core’ (or any of the code phrases you know are connected).

For example, my favorite college football team is from the University of GA (you saw them above in the SIG projects). In less than 1 minutes, I found almost 2,000 resources on GA’s main search page.

These public universities are perfect hiding places for the CCSS Machine to ‘improve’ the CCSS into the now famous CCR (College and Career Readiness); the “Next Generation”; the STEM to STEAM; the CTE (Career Tech Education), and on and on. Many privately funded educational post-secondary institutions are also in this mix. No educational offering should be considered safe anymore.

Remember, the public-private partnerships and their money grease the cogs in the CCSS Machine. It is our job to find as many wrenches to throw into those cogs!

To see what OTHER CCSS Machine member groups AERA works with, belongs to, contributes among: http://www.aera.net/Research-Policy-Advocacy/Coalition-Partners

To see AERA’s Position Paper on High Stakes Assessmentshttp://www.aera.net/About-AERA/AERA-Rules-Policies/Association-Policies/Position-Statement-on-High-Stakes-Testing
*Note, their position is based on a 2000 publication.

To see how AERA is supportive of the ESSA, AERA ESEA Rulemaking Comments
*Note: Much of AERA’s comments circle around the States and Title One. In the ESSA language, Title One is definitely tied to the assessments and these assessments are mandates from the Federal government.

Mentioned in the AERA comments is the “Common Rule”, to see what AERA is doing for the “Common Rule” for researching education (as well as their other research pet projects in the ESSA era), http://www.aera.net/Research-Policy-Advocacy/Issues-and-Initiatives

aeraessa

If you would like to see a recent AERA Research Report on how ‘great’ measuring non academic skills is and should be, see: http://www.aera.net/Newsroom/Recent-AERA-Research/Measurement-Matters-Assessing-Personal-Qualities-Other-Than-Cognitive-Ability-for-Educational-Purposes  *Note: be sure to delve into their OTHER recent research, you’ll need to see the alignment to the CCSS Machine.

Our last tie to the CCSS Machine? You had to know this Foundation would show up at some point:
The Gates Foundation, 2013, granted AERA $250,000.00. See the purpose of the grant: http://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2013/05/OPP1091034

Closing:

Anti CCSS/ESSA Warriors, there is plenty here to use as weapons of truth in our local fights. Use only what you need, share the other portions. It may seem a bit overwhelming, but when you divide a mammoth organization’s CCSS Machine ties among several like-minded Warriors, it makes light work.

We MUST use this information! Assessments, data mining, and using our educators and students as guinea pigs for research is unacceptable.

exittest

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FTF: Education Degradation

boyernation2
For those of us finding ourselves fighting against the modern education reform (Common Core, Next Generation, College/Career Readiness, Career Tech Education, etc.), it is increasingly alarming when the degradation of our nation is turning up in textbooks. The textbook above, is one geared for high schoolers, but there is also a post-secondary companion book. Both are FULL of not only CCSS, but a degraded view of America.

For today’s ‘From the Files’, we will look at how this ties to the global agenda which is part and parcel of the CCSSI (Common Core State Standards Initiative). This Initiative is alive and preserved in educational laws of the ESSA (Every Student Succeeds Act) and the HEA (Higher Education Act). The Initiative is also embedded in the labor law, WIOA (Workforce Innovation and Opportunity Act).

Where You Can Find the CCSSI in the ESSA:

As I have previously researched, written, and shared, the CCSSI is in 4 distinct locations of the ESSA, both in the Final Conference Report (the over 1,000 page document) as well as the Final Law Version (391 pages).

Back in January 2016, I wrote a series of articles designed for those running in elections so the candidates would be as armed as possible with HOW the ESSA would impact their districts, states, and our nation. It was in the second article of this series where I explained WHAT the CCSSI is. See this excerpt, “What do I mean by the CCSS Initiative? Simply put it refers to the entire scope of not only the CCS Standards, but the agenda which accompanies it; the resources (including curriculum and assessments); and ANYTHING else connected to the Common Core.” (*Note: if you missed that article OR simply wish to see what other evidence I presented, https://commoncorediva.wordpress.com/2016/01/25/school-board-special-part-two/)

Since College/Career Readiness, Career Tech Education, etc. ARE parts of the Initiative, as well as connected to Common Core, the Initiative can be found in the HEA, too! See: https://commoncorediva.wordpress.com/2015/12/05/weekend-news-essas-untold-ties-to-hea/ (*Note: this article also shows you exactly HOW the WIOA is part of the Initiative as well!)

 

The Global Aspect of the Initiative:

This previously published article of mine, from 2015, will use the global ties to CCSS (and all its other names) as an example of where those in other States can find their global ties! See: https://commoncorediva.wordpress.com/2015/11/09/monday-musings-global-readiness-and-ccss/

This article about the UNESCO/CCSS Ideology exposed a K-12 textbook in use in the classrooms. See: https://commoncorediva.wordpress.com/2016/01/21/ccssunesco-ideology-anyone/ (*Note: It also points you to the 21st Century UNESCO living goals. America has its version of these, too!)

 

The “American Nation” Book From Above:

According to Amazon, the secondary textbook was published by Harcourt (a well known member of the CCSS Machine) back in 1994.  However,  if you look closely at the screen shot above, you see Holt, Rinehart, and Winston (HRW). HRW is part of the Houghton Mifflin Harcourt Publishing Company. Hougthton Mifflin Harcourt is most definitely part of the degradation in education!

Notice in the screen shot above the author was Paul S. Boyer. If you do not know much about Boyer, that is about to change. Let’s start with the biography of his from the American Historical Association (https://www.historians.org/publications-and-directories/perspectives-on-history/may-2012/in-memoriam-paul-boyer) Below is a screen shot of it. Be sure to click on the image to enlarge it in another tab on your computer. It is there you can see his ties to not only the UN (UNESCO), but Harvard (another well known member of the CCSS Machine).


boyerbio
Be sure to listen to his interview where he discussed both books, the American Nation and the Enduring Vision. Notice how he is referred to as the ‘driver of a bus’. This means he is steering students to what to read, learn, and buy into! It is important to point out, as well, that much of the interview is geared for religion being included in history. The interview is in two parts: Part One is directly below.

See: 

Part Two: 

Did you notice how the author shared that the books were (in 2009) on their 7th edition and how the constraints of the publisher dictated how many pages had to be excluded or shortened? This means not near as much content can be included in what students, high school or in post-secondary, learn!

The visual evidence of the American Nation textbook can be seen below. These are the pictures shared this past weekend on Twitter, both to my @commoncorediva feed and elsewhere by at least 6  dedicated anti CCSS/Fed Ed Warriors!

Source of this photo: http://www.evilworldnews.press/2015/10/18/new-world-order-in-school-book/
Source of this photo:
http://www.evilworldnews.press/2015/10/18/new-world-order-in-school-book/

Here is another look at the same high school textbook:

Amazon has this textbook ranked as one of its best selling textbooks.
Amazon has this textbook ranked as one of its best selling textbooks.

As far as the post-secondary Enduring Vision? It is part of Cengage Learning. I first wrote about the ties to CCSS/CTE and Cengage back in 2015 in a two part article set about ‘Upskilling our Nation’. See Part 2, where you can see HOW Cengage is tied to the degradation in education: https://commoncorediva.wordpress.com/2015/05/07/tech-thursday-upskilling-america-part-2/

Below is a screen shot of how I was able to tie Enduring Vision to Cengage:

http://college.cengage.com/history/us/boyer/enduring_vision/5e/instructors/themes.html
http://college.cengage.com/history/us/boyer/enduring_vision/5e/instructors/themes.html

You can find the Enduring Vision on Amazon, too. Here is a screen shot of what I found when I chose the ‘Look Inside’ feature.

cengagevision

Boyer and the UN/UNESCO:

As far as I can tell Paul S. Boyer can be found among the documents of the UN (United Nations). You need to know there is also a Paul D. Boyer with the UN. Paul S. is recognized as a historian, Paul D.  is recognized as a scientist. You can access this brief UN file of noted people/books where you will find Paul S. Boyer. Note the other topics and read their brief descriptions as well. I have not been able to find out WHY these people/books are grouped this way. That is certainly a question which needs answering.
Access the file: Veryshortintro

UN/UNESCO and the Global Education Movement:

Related to the topic of today’s article is this 1996 UN Report on Global Education. Why this one? Boyer’s first publication date of the textbooks featured above has been reported as 1994. This 1996 Report is just two years after that. You can find, on page 81, the heading Education Reform for Change. America is specifically mentioned here. Get the entire ReportUN1996

From my previously published work, this excerpt, “This article details the plan for global Common Core (or Common Core-like) education through the year 2030.
It ties the UN, UNESCO, the Gates Foundation, and others together. Not too surprising if you’ve fought the CCSS Machine for awhile, but if you’re new to the battle, this is a vital piece.” See the article I am referring to:
https://commoncorediva.wordpress.com/2015/05/20/wybi-global-ed-for-all-through-2030/

Closing:

I thank those Warriors who have shared their findings with me and who have asked for my help in finding out more. Knowledge is power, so keep the information coming. I will continue to do my best to research any leads. As far as exactly WHEN and HOW Boyer shifted from the interviews above to the pictures you see has yet to be uncovered. What is clear is that the words spoken and the words printed do NOT reflect the same message.