Tag Archives: OECD

Partnering Up!

There’s no doubt about life, Warriors; some partnerships make a lot of sense. Some partnerships are fantastic and help us out greatly. Then, as we’ve seen through our War Vs. the Core, some partnerships belong in Hell.

As you were able to find out in my last article, the partnerships made to align American education to anything which resembles a more traditionally academic or patriotic one, happened long ago.

For today’s article, we’ll look at how the partnerships made among our leaders in DC and elsewhere are just as Hell-bound as the others.

Sen. Hatch’s Partnership:

Back in March 2017, the Oregon Senator’s press release stated he’d joined forces with Senator Bennet from Colorado to create ‘critical’ CTE (Career Technical Education) legislation. They are sponsoring the Innovation for Tomorrow’s Workforce Act  The number is S790. It is to accompany this existing Workforce Advance Act, S795. (*Note: S795 has replaced last Congressional Session’s  S3271, by the same name).

From my research into CTE, the only ‘critical’ legislation needed is a repeal of what exists to divorce workforce training from academic education. Why? CTE is, as you know, a direct form of Common Core. As I call it, it’s the ‘adult version’. It’s only purpose is to streamline education into workforce training.

So, what’s the ‘critical’ need for CTE as seen by these partners?
In a few words: by increasing the technology uses in and for CTE, you improve the ‘quality’ of what is learned and taught.

How will all this technology ‘improve’ education?
*Bring in more apprenticeships. work-based programs, and CBE (competency based education) all of which are also CCSS, STEM, and, CTE aligned.

*Easily transfer massive data points on students from one educational institution to the next (this doesn’t include all the third parties involved in the data pool)

*Increase the involvement of more businesses in the classroom; thereby changing academics to workforce based industry needs (which ESSA, Every Student Succeeds Act, has so handily already mandated)

*Have the Secretary of Education (DeVos) decide the funding streams for CTE (largest money trail from federal level to each State level via Perkins Funding). Where it goes and to whom it goes to. (expect favortism via locations and public-private partnerships)

*Embeds Sen. Hatch’s ‘favorite’ tool: The ‘pay for success’ business model applied to education (it’s been a disaster before now, it will only get worse)
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*Before we move on, when we see these types of Congressional partnerships, let’s bear in mind that many have special interest groups in common. Take for example, the resource which tracked all the ‘yes’ votes and ‘no’ votes on the passage of ESSA per special interest campaign donations. Over 100 special interest groups ‘incentivized’ Congress on how to vote. Find that information here.

Then consider this: what Congress did with ESSA, they will do again, when it it time to re-authorize the HEA (Higher Education Act).
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hand asks for help in the digital hole 3D illustration

The Warren Partnership:

In the current Congress, Sen. Elizabeth Warren and 3 others have taken former legislation of a few Senators/Reprensentatives’ data mining bill and ‘improved’ upon it. We’ll get back to this one in a few minutes, but first, a bit of background.

In previous Congress sessions, Sen. Marco Rubio had teamed up several others to create a ‘Know Before You Go’ bill. In 2013, the Senators/Reps. partnering together were Marco Rubio, Ron Wyden, Mark Warner, Duncan Hunter, and Robert Andrews. In 2015, it was simply Rubio, Warner, and Wyden.

The purpose of the bill sounds fine, having access to facts about a college or school before you attend. I mean, who wouldn’t like help in making a decision about education?

HOWEVER, add in what our fellow Anti Fed Ed Warriors, Jane Robbins and Emmett McGroarty published about the unspoken federal education and data mining capabilities, that is a HUGE red flag for us.

If you recall, it’s been in previous articles that other Anti Fed Ed Warriors (myself included) have warned about the purposed uniting of student data (all ages, all educational backgrounds) via the SLDS and the WQDI (Student Longitudinal Data System and the Workforce Quality Data Initiative).

So, what has Sen. Warren done with this type of legislation?
According to her Press Release, she’s partnered with 3 other Senators (Hatch, Cassidy, and Whitehouse).
The name of the bill is the College Transparency Act.
The telling sign that this partnership is connected to the CCSS Machine? The involvement of Third Way and the U.S. Chamber of Commerce.
It’s important to note that Sen. Warren is not the lead sponsor for S1121, but she does appear to have the most information on it.

The House of Representatives also has a College Transparency Act Bill (HR2434). How many partners there? Eight in all. Reps Paul Mitchell (main sponsor), Jared Polis, Thomas Garrett, Raja Krishnamoorthi, Steve Stivers, Jimmy Panetta, Neal Dunn, and Fred Upton.
Like the Senate version, some of the same dangers Robbins/McGroarty have published, are in the House’s version, too.

If you wish to see the government’s Digital Play Book for data/technology use (as mentioned in HR2434), find it here.

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Let’s face it, Warriors, I’ve shown you before how devoted to CTE our Congress members are!
If they truly listened to us and honored the Constitution, they would need
to repeal WIOA (Workforce Innovation and Opportunity Act of 2014/STEM Act of 2015 (Science, Technology, Engineering, and Math)/ HEA’s (Higher Education Act) funding streams continuing/ESSA (Every Student Succeeds Act)/The WIOA Technical Amendments/the American Apprenticeship Initiative, and anything legislatively binding us to CTE!
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preKclipart(image is courtesy of ClipArtFest.com)

Partnering Up For Your Little Ones:

HR 2590 (Computer Science for All Act) by Rep. Lee. According to her Press Release,
Computer Science should start in PreK or preschool. It’s streamlined track ends at 12th grade. (*Here’s my Jan. 2017 article on the “Computer Science for All” push by Scholastic, Inc. and others.)

Other CCSS Machine alignment clues from the Press Release
*those 21st Century jobs/skills for a greater economy, especially in STEAM fields (STEAM is short for Science, Technology, Engineering, the Arts, and Math)
*the backing of leading STEM organizations (STEM is short for Science, Technology, Engineering, and Math).
*uses OECD data/influence as justification for the need to target women and minorities
*uses at least $250 million in taxpayer money
(While the text of the newer version isn’t available, be sure to access its former version below. See what’s being done in the ‘name’ of student success.
That Act was HR 6095. It was also Rep. Lee’s bill. During THAT Session, these Representatives partnered together with Lee:
Eddie B Johnson, GK Butterfield, Judy Chu, Jared Polis, Susan DelBene, Ruben Hinojosa, Dina Titus, Robin Kelly, Michael Honda, Katherine Clark, and Marcia Fudge.)

Closing:

Warriors, these are by far, NOT the only Congressional partnerships being used to further the intrusion of WIOA, HEA, ESSA, the STEM Act, Apprenticeships, and everything which connects them into our lives.

These types of partnerships are NOT exclusive among Congress members. As we’ve seen, outside influences are involved.

So, on the federal level, we see alignment all around us. Warriors, it’s on the State levels, too! ESSA will force these partnerships in your communities as well.

Think of it this way: you have the information from the top, you know the system. It flows downward. Get this type of information to your State and local levels before there’s time for the grasp of the CCSS Machine to continue grinding us down. While we are playing catch up on some battles in the War Vs the Core, we CAN surge ahead in areas like these WHEN we use the power of information! Warriors, these Bills (above) haven’t been made law. THEY CAN BE STOPPED!

If you stop and look, almost everything in education/workforce is lined up to meet the UN’s SDGs (Sustainable Development Goals). With legislative partners like we see above are in action, they bring us ever closer to what you see below.

Let us no longer turn a blind eye, or, a deaf ear to this situation. For, if we do, this very well may be the only type of ‘class photo’ we’ll see from now on.

globalkid

 

 

My State In The W_ _ _ d

Hello, Anti Fed Ed, Anti CCSS, and Anti Global Ed Warriors! If you noticed, I’ve added a ‘new’ type of Warrior to the list.

Since I began researching the shift in education (2009), I knew from one of Tom DeWeese’s articles that the end game for education in America was globally tied.

It was, in fact, this particular article and another one (by Cathy Duffy) about the push in America for national standards, which bothered me enough to begin researching!

As you know, since then, I’ve found plenty of evidence to support BOTH of these well respected citizens’ findings.  Since I began blogging (2014), the flood gates to support even more evidence to the global/national standards has come my way. I’ve done my best to share all that I can with you, so that, all of us are as informed as we can be in our War Vs. the Core.

You might be wondering about the title of this particular article. It’s short for “My State in the World”.

Warriors,  here are some documents I’ve found which point directly to the facts that education in your State hasn’t been American for some time now. Between our Governors and Public Depts of Education/Instruction, the UN/UNESCO shift has been in place since the mid 1980s! What follows is an in-depth, information packed article.

Take your time in reading and researching what’s in your State. It’s imperative!

The Files in Timeline Form:

(1985): So far, this is the oldest evidence I have found. It’s from MN.
The Report is one created by a global education task force that had been set up to prepare the way for a K-12th grade “Global Education Decade”  beginning in the 1999-2000 academic year. By starting this gigantic ball rolling in 1985, all the framwork would be in place by 1990. It is in this Report titled “Minnesota in the World”, that you’ll see the ’21st Century needs’ rhetoric popping up.

Let me be clear, you will NOT see the UN/UNESCO mentioned in this Report. However, the imprint is there. Who you will see as an influential force behind the shift for MN, is the (then) Dean of the Hubert H. Humphrey Institute of Public Affairs at the University of Minnesota (Harlan Cleveland). Cleveland wrote a book called “The Knowledge Executive”.
The “MN in the World” Report includes excerpts. Here’s a screen shot:

harlan

How was Cleveland tied to the UN? Google Books includes his biography. He led post WWII rebuilding efforts for the UN. Google’s bio also reveals Cleveland was a top leader in the Marshall Plan; that he was appointed by President Kennedy as an Assistant Secretary of State to the UN.

President Einsenhower tagged Cleveland as a NATO official. You will also see his ties to the Aspen Institute and more. (*Note: if you’d like to see how the modern day Aspen Institute and others are directing the States to the UN/global shift via ESSA (Every Student Succeeds Act), find it here.)

Not only will Cleveland be one to note in the MN Report, but also,  former U.S. Dept. of Education Secretary, T. H. Bell. Look below for his proclamation.

bell Mr. Bell was appointed by President Reagan as the Sec. of Education. He is the same Bell who headed up the Committee which produced the 1983 “Nation At Risk” report.
Bell also was the National Commission of Education (housed then in the U.S. Dept. of Interior) before the creation of the U.S. Dept. of Education.

We can ‘thank’ the 1983 version of “Nation At Risk” for the national assessments increase as well as the use of the word ‘accountability’ as a call for more federal dollars to flow into our States. Thanks to ESSA, the ‘accountability’ means more control from the U.S. Dept. of Education, NOT less.

(1987): Look below, the book emphasized is not available in its complete form, on-line.
(*Note the underlined participants.)

1987book

(Entering the 1990s):
From the UNESCO on-line library,  you’ll find documents dating back to the mid 1990s for the shift in technical/vocational education, which has been rebranded as “CTE” or ‘Career Tech Education’ here in the United States. I found the document where ‘lifelong learning’ is described as a bridge to the future. It’s from 1999.  Look below for a modern rendition of such a ‘bridge’:

hebridge
Then, factor in this OECD (Organization of Economic Cooperation and Development) document’s proclamation below:

lifelong

Warriors, this particular Report (as seen above) was published in 2007. But look at the original year OECD released ‘lifelong learning’..1996. As far as I have been able to find, no on-line version of the 1996 original book is available. You can access it via several university libraries, however. Here’s a description as to why it is vital we find it.

(1999):  NC’s educational shift to globalization appears to have taken place around this time.
ncshift

(From 2000 to currently):
(2001):
UNESCO’s  5 year review of the 1996 ‘beginnings’ for ‘lifelong learning’.
OCED’s 5 year review of the 1996 ‘beginnings’.

(2006): NC’s Governor creates the first Center for 21st Century Skills in the nation.
See below:
NConeworld
To see Report One (2007) and Report Two (2007), click on each year. (To access my previous article on NC’s Global Readiness, click here.)

(2007):
A Western Michigan University look at ‘lifelong learning’ by Professor Emeritus Bosco.
Look below:
bosco
In the modern educational reform you’ll find Professor Bosco is an investigator for the CoSN (Consortium of School Networking), as well. CoSN is a big part of the CCSS Machine. I wrote about their part in “The Redefining Ready” Initiative in 2016.

(2009):
This NY based resource was originally begun in 2006 and updated to this form in 2009.
What’s interesting in this resource, is that it  pointed out that the US federal level of education looked first to New York and Massachussettes for educational policies. There are several other very interesting pieces of evidence in this resource as well. For example, each President’s involvement in education is included from 1945-2009.
NYresource

Observations from this resource:
What were the educational policies from NY and MA back in the 60s?  I have no clue as to why those policies were worthy enough to become nationally known or used. I do question how much of those policies helped shape the 1965 ESEA (Elementary and Secondary Education Act). I do question why our federal government would choose the 2 States where we can find today, some of the biggest CCSS Machine member organizations/supporters.

I was able find that NY amended its educational law to reflect 21st Century learning and global education back in 1999. (*Note: scroll down to the text portion of the page.)

What about MA? I found a thesis where the history of MA’s shift to global education is laid out. The State specific information begins on page 48. You’ll find UNESCO’s SDGs (Sustainable Development Goals), The Asia Society (the State of NC is knee-deep in a relationship with them), and so much more. However, look below at what the author found are the ‘must-haves’ for global education to survive:

maglobe

Warriors, have you seen these 5 elements where you live? If your State is seeing a shift in Teacher training for global education, start on page 36. It’s all laid out.

(2013): NC’s Global Education Task Force Report reveals STEM is one of the biggest tools to shift education, not for academics, but for economic purposes.

(2014):  Harvard University (the very same pro CCSS/CTE, Pearson Publishing partnership which created Pathways to Prosperity and thus helped create Career Pathways for education), pumped out this Report on global education.

Interestingly enough, some of the ‘expert solutions’ for aligning education? Increase apprenticeships, create more charter schools, and, cause a unity between government, education, and, teachers.
(*Note: one of the featured experts in the above Report, has an open page of resources on the MA Assoc. for School Superintendents for MA’s G21 (Global21) Project. All kinds of resources can be found there.)

(2015): Washington Times Reporter Bethany Blankley reveals the Qatar Foundation participation in the global shift in education. See the screen shot below:
bethanyarticle

More vital resources for your Anti Warrior’s information:
a) Berit Kjos’s timeline of Common Core throughout the world.
b) My 2016 international data mining article.
c) Charlotte Iserbyt’s “Exposing the Road to Global Ruin” You Tube series (begin with the short introduction video at the 1:38 time mark and follow the connected videos.)
d) Diana Anderson’s excellent compiled article on global education.

Closing:

Warriors, I am, by no means claiming to have the authoritative voice on the shift in global education. I believe Charlotte Iserbyt, Diana Anderson, and many others before me have that. However, when we use their roots and add the information as it surfaces, we help create a strong force of information that answers many questions.
We also can see many things which have been played down by our leaders, or, worse, left out completely. We also can use this information to form new ways in which to protect our students AND our nation.

I urge you, look in your State’s legislative archives for when your “State and the World Project” began. It may be under a slightly different name, but the signs ARE there.

Skills Gap, Ad Nauseam

Warriors Against CCSS/Fed Ed, how many times have we heard that the education reform we’re seeing (and have been seeing), will ‘close the skills gap’?! I do not know about you, but I’ve seen it and heard it so much in researching HOW CTE (Career Tech Education, an arm of Common Core) will be our ‘saving grace’, that I could throw up.

It doesn’t matter that CTE wasn’t included in the original ESEA (Elementary and Seconday Education Act of 1965), by the time ESSA was made into law (Every Student Succeeds Act), CTE had been thrown in.

Not only does CTE show up in ESSA, but, you can find it in the HEA (Higher Education Act) of 2008, WIOA (Workforce Innovation and Opportunity Act) of 2014, American Apprenticeship Initiative, the STEM Act of 2015, and a host of other initiatives, Acts, or proposed bills.

To date, countless proposed bills have been and are being considered to use CTE as the ‘savior’ for….the economy.

It’s pretty simple, Warriors, align the education to jobs, make more jobs available, and BINGO..the economy is stable.

However, reality shows that those who need jobs aren’t getting them. Aligned education, or not! So, where are all these ‘jobs’?

Why is the economy more precious than education?! Because the CTE is a global mindset, not an American one!

Think about it, Warriors, CTE was thrust upon us just as much as Common Core BECAUSE it IS Common Core! Where are the roots of Common Core? In Agenda 21 from the UN (United Nations). CTE breeds CBE (Competency Based Education). CBE is not new, nor is it American made.

If you missed my last article, then you didn’t see this graphic:

7cbes

The Millennial Report:

Released in 2015 was the ETS (Educational Testing Service) Report on “America’s Skills Challange: Milliennials and the Future”.

So why is a 2015 Report relevant in 2017? The DC legislative push to increase CTE for the 21st Century learner is why. Part of the ‘sales pitch’ from Congress is that CTE closes the ‘skills gap’ quite nicely.

If you do not know what ETS does, the company is in the assessment business. It’s also a CCSS Machine member organization. In one of my January 2017 articles, I tied ETS to the Education Commission of the States (ECS). ECS has ties to the Gates Foundation, National Association of Charter School Authorizers, College Board, and a host of others.

Other ETS articles I’ve written will show you plenty about their ties to:

A) DLC (Digital Learning Council) and the 10 Key education reform points woven into WIOA, ESSA, and, HEA.
B) The NSGT (National Society for the Gifted and Talented). Students who are gifted will also be aligned to the same type of education as everyone else, thanks to ESSA.
C) IMS Global (a consortium for digital learning). Thanks to ESSA, digital ‘upgrades’ and ‘implementation’ of technology, every student will be aligned 24/7, 365 days.
D) Lastly, the shift for lifelong learning to include adult charter schools.

With ties like these, you certainly cannot escape the agenda behind the CCSS Machine.

So, what does the 2015 ETS Report reveal?
1) It is the first in a series, so watch out for more.

2) An excerpt, “The subject of this report is our nation’s millennials, those young adults born after 1980 who were 16–34 years of age at the time of the assessment. The authors chose to center attention on this cohort for several key reasons. First, these young adults include the most recent products of our educational systems. Second, according to recent reports, they have attained the most years of schooling of any cohort in American history. And, finally, millennials will shape the economic and social landscape of our country for many years to come.”

3) Our American students are, one more time, being compared to their international peers. The Report is choosing to focus on our 16-34 year old young adults because they are still showing weak signs in literacy, numeracy, and problem solving. The goal of targeting this special group? They are the biggest part of the workforce.

etsccr

Warriors, let’s pause here for a minute and consider that not all the 16-34 year olds will have had a CCSS aligned education in their K-12th grades, BUT they will have had a CCSS/CTE aligned education when they attended post-secondary educational facilities. If any of these people had dual enrollment, they’ve had a CCSS/CTE aligned education. IF any of these people have taken hybrid or on-line classes, they’ve more than likely met the CCSS/CTE alignment without realizing it.

4) An excerpt from a cited source in the Report states, “That the twentieth century was both the American Century and the Human Capital Century is no historical accident. Economic growth in the more modern period requires educated workers, managers, entrepreneurs, and citizens. Modern technology must be invented, innovated, put in place, and maintained. They must have capable workers at the helm…”

5) Data used in the Report is from the PIACC (Program for the International Assessment of Adult Competencies). The roots of the PIACC are tied to the OECD, Organization for Economic Cooperation and Development (OECD). OECD is also where you’ll find the PISA (Programme for International Student Assessment). PISA is relied on by the CCSS Machine extensively.

Enter the U.S. Dept. of Education:

Here in the USA, the data mining arms of the U.S. Dept. of Education(NCES and IES) National Center for Educational Statistics and Institute of Education Sciences, began back in 2010 and will conduct a third round of data collection in 2017.

Here’s the excerpt,Data collection for the PIAAC Field Test was conducted in 2010, and the first round of international data collection, including the United States, began in August 2011 and finished in April 2012. NCES’s “First Look” report of the PIAAC data and the OECD’s international PIAAC reports were released in October 2013. The United States first round, officially known as the U.S. PIAAC Main Study, was supplemented by a second round of national data collection in 2013-14, officially known as the U.S. National Supplement. NCES will conduct a third round of national collection in 2017.

piaacusa

 

(If you’d like to learn about the American PIAAC  partner information from the NCES/IES website.) Be sure to look at the NCES/IES  PIAAC Sample assessment items. Then, consider the age group being tested. (*Note: Look on the left hand menu to find all the sample items.)

Other ‘tidbits’ of PIAAC information from the NCES/IES:
A) The next PIAAC Report is due Winter 2017. (*Note: ESSA will be in its first few months of complete implementation by then.)

B) The USA is locked into the data mining for PIAAC until 2021, per the NCES/IES website.

C) To access PIAAC directly: http://www.oecd.org/skills/piaac/
If you’d like to see the short OECD video as to WHY PIAAC is so ‘important’.

Also available from the PIAAC website, is a 2016 resource about “Why Skills Matter”.
It’s about an hour and a half, but is very much worth listening to. You’ll hear about what skills are measured/tracked, and so much more.  Skills Matter Video  .

Related Resources:
1) The CBE Network’s website: http://www.cbenetwork.org/resource-library/?category=141245
(*Note: Be sure to read the 8 elements of CBE)
2) U.S. Government Accountability Office’s website shares that closing the skills gap is a government-wide effort. In fact, it appears to be among the “High Risk” alert category the GAO has.
3) Congress even soliticed the help of a celebrity to pump up the volume on the ‘Skills Gap’ being solved by CTE.

rowecte

Closing:

Warriors, in case you need a visual to cement in your mind how Congress is approaching American education, let Rep. Foxx’s statement be clincher.

foxxed

The Road Ahead

To my fellow anti Fed Ed Warriors, we find that February 2017 is winding down. It’s been a busy month for us. We’ve seen education history made, we’ve uncovered new evidence that our American education is disappearing into the global landscape, and we are about to see what OTHER moves our U.S. Congress is making to continue its ‘Educated Workforce’  shift via CTE, Career Tech Education, CP, Career Pathways, STEM (Science, Technology, Engineering, and Math), and CC (Career Clusters).

(*Note, the above highlighted link will take you to all my published articles where you can search on your own for the documented research. Of most importance are the articles with a 2016 date stamp, most of these are still in the wings to be passed into law.)
hebridge

We’ve Seen The Road Behind Us, What’s Ahead?

Currently, Warriors, Congress has several Workforce/Education Bills which have been introduced. From this group, most are in Committees. Below, the most concerning.

HR 52, “Earn While You Learn” or “Jobs, On-the-Job  ‘Earn While You Learn’ Training, and Apprenticeships for African-American Young Men Act”.  This Bill targets the African American male population (ages 18 to 39) while rebuilding America’s infrastructure. HR 52 will bring in skill based apprenticeships. The CCSS Machine also includes apprenticeships. Many of America’s Labor Unions are also named in this Bill.
Labor Unions have strong ties with the U.S. Dept. of Labor. Some of them also support Common Core. During the previous Administration’s term, CTE, The Dept. of Labor, and some specific Unions joined forces for aligning education to workforce needs. 

HR56, “America RISING” or “America Realizing the Informational Skills and Initiative of New Graduates Act of 2017”, will strengthen STEM in the workforce. You won’t see STEM as it is written, but you will see the components of it. Here’s an excerpt,  “Enabling recent college graduates to obtain employment with small businesses benefits the national economy by providing such businesses the human capital and technical expertise needed to compete and win in the global economy of the 21st century.”
You also need to know the ‘tag team’ of the U.S. Departments of Labor/Education will work together to make this Bill a reality.

S144, “Promise Zone Job Creation Act of 2017”, this Bill amends an IRS tax code to pave the way for creating more Promise Zone Neighborhoods. Several of the federal agencies already in the CCSS Machine’s grasp are involved in the designation of where new Promise Zones will be. This means data tracking, mining, and sharing; it means aligned education for workforce needs; and, manipulating communities. Promise Zones were codified as federal law when ESSA (Every Student Succeeds Act was passed.) If you missed my article tying Promise Zones to more than ESSA, find it here.

workforcenochoice

Road Trip to President’s Desk:

H.R.321“Inspiring the Next Space Pioneers, Innovators, Researchers, and Explorers  Women Act” or “INSPIRE Act” is on its way to becoming a federal law. It also has a sister Senate Bill, S42. These two Bills target women as well as young boys and girls for STEM, espcially with NASA. If you are not sure how NASA is sold out to Common Core , see this.

fencemessage

Future Road Trip Stops:

HR280, amends the WIOA of 2014 (Workforce Innovation and Opportunity Act) and supposedly will help dislocated workers find new jobs or start a small business. Why this bears watching: a) what part of taxpayer funds will be used for education/training and b) what part of the ‘consulting’ to take place will use data tracking/mining. If you missed how WIOA, ESSA, and Higher Education Act (HEA) are intertwined, look here.

HR159, if you have anyone interested in zoology, veterinarians, or wildlife study as an early college, college, graduate or higher education degree, you’ll want to see how they will be ‘encouraged’ to strengthen the workforce. The Depts. of Interior, Education, and Labor are connected to this Bill.

HR49, this Bill would create jobs while tapping into America’s natural oil and gas supply in Alaska. As we know, many Alaskans are Native Americans. Much of Alaska is also protected land via the U.S. National Parks. This Bill combines the Bureau of Indian Affairs, the Dept. of the Interior, the Dept. of Labor, and the U.S. Fish and Wildlife. Anytime you see ‘job creation’ remember that education/skill based workforce will be in the mix somewhere. No exceptions. If you missed how the Native Americans have been ensnared in the CCSS Machine, find that here. (HR228 is closely related. Called the “Indian Employment, Training and Related Services Consolidation Act of 2017”, it amends a 1992 version. Education for workforce is included. The Senate has a sister bill.)

Other job creation/education related Bills:

HR353 (weather/science, STEM workforce)
S129 (Sea Colleges/oceans, STEM workforce)
HR533 (creates jobs/sets corporate income tax rates based off OECD, Organisation for Economic Co-operation and Development information; watch for public/private partnerships for education/jobs)
HR272 (Amends Title 20 of the Social Security Act for grants to create jobs. Also involves education. The Depts. of Labor, Commerce, and Education are cited)
HR338 (creates 21st Century  jobs for manufacturing and energy. Educated, skill based workers are the target results)
HR419 allows for manufacturing businesses which help pay for education/training to have tax credits)
HR150 (amends the Immigration and Nationality Act to have skilled/specialized temporary workers.Ironically it is called the “Protect and Grow American Jobs Act”)
HR758 (targets U.S. Veterans for career transitions. Veterans and their educational funds are tied into Perkins Funding which is what CTE is also tied to in post-secondary institutions)
HR328 (also targets our U.S. Service men and women. This one will steer them toward STEM via renewable energy jobs)

madscientist

Closing:

Warriors, time and time again,  we’ve connected the CCSS Machine to the UN/UNESCO shift toward global education. A big component of global education is STEM. STEM wraps up the UN’s Sustainable Development Goals rather ‘nicely’.

As I look back on the above Bills, I see a host of STEM, CTE, and a sad road of aligned education for workforce based drudgery for our nation.

*Note: I’ll be providing a follow up article to “Calling Mother!” (was published 2/19/17) very soon. I’ve been given vital anti CCSS/fed ed/global ed information. Between “Mother” and the “Road Ahead”, this information will connect more dots for us to use in our War Vs. The Core.

Tech Thursday: Update on CCSS/CTE for Adults

CCSS,CTE treats any student, regardless of age, like this 'stackable chunk' of conformity.
CCSS,CTE treats any student, regardless of age, like this ‘stackable chunk’ of conformity.

Warriors Against Common Core: how many times have I shared with you that the CCSS Machine seeks to encompass EVERY student..including adults? Young adults, just graduating high school and moving on in life; mid-life adults and/or older adults desiring to go back to work and needing education…you get the idea.

No matter how many times it has been we MUST talk about it more often! Yes, most anti CCSS Warriors are looking out for those who aren’t adults yet..I totally agree. However, with all the evidence out there to shine the light on the adult versions of CCSS, why aren’t more adults standing up and saying ‘NO’!?!? Warriors, we MUST look out for the grinding down of ANY student when it comes to the CCSS Machine!! We MUST protect every citizen from, not only the educational demise of America, but the workforce caste system embedded in CCSS/CTE!

 

A ‘Refresh’ for Your Adult CCSS/CTE Information:

If you are new to the blog, you may of missed one of the first articles I wrote about CCSS/CTE after high school; you may not of seen the CCSS Adult Standards, either. If you’ve been around the blog for a while, you know that every age group is targeted when it comes to CCSS/CTE. You know every educational choice being targeted is a purposed and planned step. New or not, please share the links below so everyone is your anti CCSS circle of influence can be as informed, prepared, and ready to fight this awful takeover of education!
1)  For any student (regardless of where you graduated from) after high school:
https://commoncorediva.wordpress.com/2014/09/04/common-core-after-high-school-reality-check/
2) For the special needs students after high school:
https://commoncorediva.wordpress.com/2015/07/02/tech-thursday-cte-ccss-and-special-needs-in-post-secondary-education/
3) Perkins Funding (used in post-secondary education) reworked to support CCSS/CTE:
https://commoncorediva.wordpress.com/2014/11/20/tech-thursday-perkins-gets-the-common-core-squeeze/
3a) Title 9 Funding is also used in post-secondary education & gets the CCSS/CTE makeover:
https://commoncorediva.wordpress.com/2015/06/30/ftf-more-know-thy-title-9-ccss-and-education/
4) The National Career Path Network:
https://commoncorediva.wordpress.com/2015/01/08/tech-thursday-national-career-pathways-network/
4a) The American Apprenticeship Initiative is CCSS/CTE/CP (Common Core State Standards, Career Tech Education, Career Pathways aligned and supported in the WIOA (Workforce Innovation and Opportunity Act of 2014)
https://commoncorediva.wordpress.com/2015/02/12/tech-thursday-aligned-apprentices/
5) Have you ‘met’ SHEEO (States Higher Education Executive Officers Organization)? If not, you need to see how cozy the organization is with the CCSSO (Council of Chief State School Officers):
https://commoncorediva.wordpress.com/2014/11/11/ftf-tuesday-meet-sheeo/
6) Adult textbooks aligned with CCSS/CTE or CCR (college and career readiness):
https://commoncorediva.wordpress.com/2015/09/01/ftf-ascending-and-aligning/
6a) GED and more adult textbooks:
https://commoncorediva.wordpress.com/2015/08/20/tech-thursday-high-school-equivalency-ccsscte-style/

 

So, What’s New in the Adult CCSS Education Realm?

adultempower
If you need to enlarge the above screen shot, simply click on it. Do you see? More ‘adult learners’! “new math”, and, ‘McGraw Hill Education‘. Good grief! But hold on, anti CCSS/CTE Warriors, there’s more!

From the news release pictured above, “For many people seeking to improve their career prospects, a high school diploma is the first stop on the pathway to prosperity. But an increasing number of adults and adolescents without a high school diploma are struggling to obtain one, according to the latest high school equivalency test data, which shows that fewer and fewer adults taking these assessments pass them. For these individuals, math is proving to be the biggest roadblock of all, with the math portion of most high school equivalency assessments having the lowest pass rate of all subjects.” Now, you may ask why I added emphasis on the ‘pathway to prosperity’. That, my warriors, is a pro CCSS/CTE buzz phrase (or educratic doublespeak) How do I know? Pearson Publishing and Harvard University teamed up to create the Pathways to Prosperity! See this article where you’ll also find ‘national job credentialing! https://commoncorediva.wordpress.com/2015/09/03/tech-thursday-just-say-no-to-nocc/

The news release also goes on to tell you of the lagging math scores by adults as based on the research by  ‘Organisation for Economic Co-operation and Development (OECD) for the Programme for the International Assessment of Adult Competencies (PIAAC)If you missed my article about the OECD and the ‘human capital’ ties to CCSS/CTE, https://commoncorediva.wordpress.com/2015/09/08/ftf-human-capital-the-new-name-for-citizens/

After the news release shares the USA’s ranking, it goes on to share with you how McG H has a new ‘mathematics program aligned with Career and College Readiness Standards for adult education.’

To see the entire news release: 
http://www.mheducation.com/news-media/press-releases/help-adult-learners-earn-high-school-equivalency-certificates-new-empower-for-math.html


What’s Inside the ‘New’ Math?

McG H Education, has a ‘great’ presentation of each of the new textbooks, both on-line and in print. Listen up for the ‘your country’, the ‘CCRS leveling system’ (College and Career Readiness Standards).

On e of the 'new math' programs for adults..complete with lots of hands on learning activities.
On e of the ‘new math’ programs for adults..complete with lots of hands on learning activities.

New and available this Winter:

newmath2

To access the entire on-line preview of the above and even more CCSS ‘sneak peeks’,
http://www.brainshark.com/mcgraw-hillseg/vu?pi=zHfzetjXpz57VEz0&intk=810014462

To see more about all of this from the McG H Education website, be sure to click on the embedded link in the press release (see above) where you see the phrase ‘new EMPower’

You’ll probably also want to check out the TERC (Technical Education Research Center) and its part in this ‘new math’ for adults. A link to their website in at the bottom of the above news release. Briefly, TERC is a non-profit group. It’s devoted to not only post-secondary education and curriculum development, it’s into STEM as well (Science, Technology, Engineering, and, Math). Among the funding organizations are AIR (American Institutes of Research, The Gates Foundation, the Ford Foundation, the U.S. Dept. of Education, and a host of other groups, schools, and consortia. Find them all:
https://www.terc.edu/pages/viewpage.action?pageId=2392330

*Note, I will be further investigating TERC in a future article, as many of their projects in research and development are geared for reforming education. With as many CCSS Machine members as TERC is either working with or being supported by, we must know more!

 

Closing:

I hope you will share today’s post widely. I trust you will use the information at your local school board meetings or presentations to those in charge of higher education in your states. We simply MUST have more conversations of ALL the levels of CCSS/CTE infiltration!

FTF: “Human Capital”: The ‘New’ Name for Citizens

How the Initiative behind all that Common Core encompasses SEES your students like this.
How the Initiative behind all that Common Core encompasses classifies your students. 

Well, Anti CCSS Warriors, Labor Day Weekend 2015 is behind us. Yet the Common Core State Standards and its Initiative (which includes CCSS, Career Technical Education, College and Career Readiness, Aligned Apprenticeships, STEM, and SO much more) continues to grind away at our students…of ALL ages. How does an upcoming UN General Assembly play into all this? Let’s find out today! Then, catch me tomorrow morning on my weekly guest radio appearance as we discuss this and more about ‘human capital’!

First, the Upcoming Assembly:

The United Nations (UN) is getting set in to have its General Assembly. When is it? September 15, 2015. Where will it be held? In New York City, New York. How will education, especially geared to become ‘human capital’, be involved? Read on, my fellow Warriors!

Secondly, the “Human Capital” Agenda:

What is the definition of ‘human capital’? Well, that depends on which resource you use. For example, I’m using the “World Economic Forum” descriptions as evidence. Why the WEF? I chose this one as it uses the UNESCO/WHO/ILO (United Nations Educational Scientific and Cultural Organization/World Health Organization/International Labor Organization) and other international groups’ pillars for ‘human capital’! While I’ll share the entire report’s link with you, here’s an excerpt which will explain the pillars of being ‘human capital’.

“The Four Pillars are:  The Index a) The Education pillar contains indicators relating to quantitative and qualitative aspects of education across primary, secondary and tertiary levels and contains information on both the present workforce as well as the future workforce.  b) The Health and Wellness pillar contains indicators relating to a population’s physical and mental well– being, from childhood to adulthood. c) The Workforce and Employment pillar is designed to quantify the experience, talent, knowledge and training in a country’s working–age population. d) The Enabling Environment pillar captures the legal framework, infrastructure and other factors that enable returns on human capital.”

The Report will go on to share with you that in all, there are 51 indicators of measuring humans as ‘capital’. In Pillar A, there are 12; in Pillar B, there are 14; in Pillar C, you’ll find 16; and in the last Pillar, D, there are 9. Below is a screen shot of Pillar A (they refer to it as “Pillar One”).
pillarhumaned

Also featured in this report are all the ‘sub-categories’ used to measure citizens. Among them: their private data, their talents, and, their well-being. Get the entire report:
WEF_HumanCapitalReport_2013 (Please note, this report is from 2013, but the information is still very important to those of us in the War Against the Core. It is also over 500 pages.)

Human Capital via OCED (Organization for Economic Co-Operation and Development) and the UN:

Back in 2009, there are was a meeting hosted by OCED. A big topic, which was receiving much attention, was ‘human capital’. The entire pdf presentation is included in this article for you, but, I’ve got a screen shot you need to see.
2009humancapital

One of the ways to measure ‘human capital’ revealed in this pdf presentation was the PISA assessments. (PISA stands for Program for International Student Assessment). The Warriors at “What Is Common Core” have an article which I’m including the link to. Questions 33 are 34 concern the PISA and CCSS. See: https://whatiscommoncore.wordpress.com/tag/pisa/  Then contrast that with the OCED’s CCSS and PISA report. See: http://www.oecd.org/pisa/keyfindings/PISA2012-US-CHAP4.pdf
Once you read their ‘rhetoric’, be sure to balance it with the real truth about PISA and CCSS! See my fellow anti CCSS Warrior, LadyLiberty1885’s scorcher about Pearson Publishing’s ties to the PISA. Access: http://ladyliberty1885.com/2015/03/04/pearson-is-everywhere-pisa-2018/

Get the 2009 OCED pdf presentation: OECD2009

Back to the Upcoming UN General Assembly:

So, my fellow Anti CCSS Warriors, what will the 2015 UN General Assembly hold for education? Well, aside from the above, the Assembly will consider 2 resolutions which will definitely have MORE aligned education/human capital components! One resolution contains the MDGs from the UN (Millennium Development Goals). Of those goals, at least 2 will further the UN’s push for ‘global education’. One goal will target the youngest learners; another goal will use educational lessons to further the social justice surrounding gender issues. To see all the MDGs: http://www.un.org/millenniumgoals/
To see the Resolutions for adopting more MDG/educational/human capital programs, visit:
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/res/69/244
http://www.un.org/en/ga/search/view_doc.asp?symbol=A/res/65/1

To see the entire UN General Assembly schedule: http://www.un.org/en/ga/info/meetings/69schedule.shtml

To join the radio broadcast in the morning (Wednesday, 9:30 am), call the BlogTalk Radio Network’s “Negdog Radio” at 347-843-4165. Questions are welcome! Please remember, due to the appearances on both the morning radio show and my usual participation in the Women on the Wall conference call, I will not be posting a Wednesday article. Be sure that on Thursday, you’ll get a new article of anti CCSS information! (Women on the Wall’s free phone number is 302-202-1110, conference code: 702165.

RMT: Why Is the Deck Still Being Stacked to Serve CCSS?

Why are those in charge of so much in education STILL stacking the deck to serve CCSS?
Why are those in charge of so much in education STILL stacking the deck to serve CCSS?

Just a day or so ago, EAG News shared Truth in American Education’s story that a whopping 17% of parents actually like CCSS. So, that leaves a tremendous amount of us who DON’T like it! So, IF this is a true representation of America, WHY are so many in charge of educational products STILL stacking the deck FOR CCSS? This is our “Riddle Me This” post for today.

First up, The 17% story:

In case you missed it, here’s the link to the story. See: http://eagnews.org/just-17-of-americans-support-common-core/ Written by Shane Vander Hart, this article states that while 17 % don’t mind CCSS at all, 40 % don’t like CCSS and 42 % of parents are undecided. Now, there’s a lot more information given in Mr. Hart’s article and I’ll leave you to digesting it on your own.

However, it is my strong belief we may have the answer to our riddle almost immediately! How’s that, you ask? Well, IF I were in the market to sell you on the merits of CCSS, wouldn’t I stop at nothing to entice you? I would do all I could to sell you, after all, there’s lots of money in it for me if I do.

Think about it from a more simple approach. One of my favorite card games. It involves a lot of ‘selling’ my opponents as to why my line of thinking is better than anyone else’s in order to win something.

Those who are stacking the educational deck are doing almost the same thing. They are trotting out any line of logic possible..whether it’s fact based or trumped up. Any pro CCSS group known to be conducting some study at any point in time (at least recently) is now THE absolute ‘gospel truth’ in education. Let me give you a recent example.

“Education Week”:

When I first subscribed to this online newsletter, I had no idea it was funded by so many of the same big name foundations supportive of CCSS. Thus, making almost everything reported vented toward CCSS. When I did discover this fact, I was able to discern the lies from the truth much more easily. However, not everyone is into the amount of research I am.

So, IF I were one of those 42% on the fence about CCSS, I’d take a look at the website. I’d notice all the awards given, all the community benevolence going on, etc. I’d not think to look at WHO is funding the on-line news. Well, now you can! Here’s the link: http://www.edweek.org/info/about/philanthropy.html?intc=thed What a difference it makes knowing that the SAME foundations helping to bring us the Core are now bringing us so much news about it!

EW’s recent story shared that U. S. students, once again, are coming up short when compared to their global peers. (see: http://www.edweek.org/ew/articles/2015/02/18/us-millennials-come-up-short-in-global.html?cmp=ENL-CM-NEWS2). How’s this a ‘stacked deck toward CCSS’? Simple, the entire article bases ‘facts’ on a study conducted by ETS (Educational Testing Service). Here’s how EW described ETS, “a new study by the Education Testing Service Center for Research on Human Capital and Education in Lawrenceville, N.J.” 

(see Education Week’s article in its entirety: http://www.edweek.org/ew/articles/2015/02/18/us-millennials-come-up-short-in-global.html?cmp=ENL-CM-NEWS2)

ETS (Educational Testing Service)

In 2014, I wrote about the obsession CCSS has with assessing and I focused on ETS. You will really enjoy the research presented in the article as it ties ETS to the SBAC/PARCC and so much more. (see: https://commoncorediva.wordpress.com/tag/ets/)

(*NOTE: In my original article, you’ll see how dependent many pro CCSS groups are acknowledging the ‘importance’ of NAEP (National Assessment of Educational Progress); you’ll see what other testing/assessments are considered the ‘top’ ones in the realm of all things CCSS related. NAEP has been used repeatedly to distort the need for national standards.) 

ETS’s newest report, just out a few days ago, indeed paints a bleak picture for our American students. You can access ETS’s website: http://www.ets.org. As far as their research topics, see the below screen shot.

Be sure to note the topics on the right hand side of the picture not in purple. See the award for OCED's PISA??
Be sure to note the topics on the right hand side of the picture not in purple. See the award for OCED’s PISA??

The ETS Study EW mentions can be found in its entirety: http://www.ets.org/s/research/30079/asc-millennials-and-the-future.pdf

PIAAC (Programme of the International Assessment of Adult Competencies):

Ed Week’s article from above also gives PIAAC some visibility in the article. PIAAC is a part of OCED (Organisation for Economic Co-operation and Development) (*NOTE: The spelling is correct for international English, not American English) 

 Here’s how PIAAC’s stacking the ‘skills’ deck:

 Related links you may find helpful:

NAEP: http://nces.ed.gov/nationsreportcard/ (since this is from the U.S. Dept. of Ed, you’ll know it’s stacked evidence)

PIAAC/OECD: http://www.oecd.org/site/piaac/ (To see how PIAAC is using each country in an educational competition with the others: http://www.oecd.org/site/piaac/country-specific-material.htm)

Private school assessments by ETS: https://commoncorediva.wordpress.com/2014/11/15/sic-em-saturday-when-your-faith-based-school-uses-ccss-assessments/

OECD and PISA (Programme for International Assessment): http://preventcommoncore.com/?p=1263 This is the latest article I wrote for Prevent Common Core and address the stacked deck for CCSS from the educational leadership viewpoint. You may not believe some of the deck dealers involved.

To access the rest of ETS’s research topics: http://www.ets.org/research Here you can get an up close look at how our students are termed ‘human capital’, assessed internationally, and which policies in Washington are being impacted.

 Closing:

So, our answer to our riddle has taken us all over the globe and we still can easily see WHY so many are stacking the deck in education to CCSS…to make it’s global rhetoric a reality. So, while the pro CCSS dealers are dealing a stacked deck to the 42% currently reported as undecided how they feel about CCSS, that means we, the opposed have just as much opportunity to win those 42% of parents support with the TRUTH about CCSS. What a great way to start off a new week in the battle for our students!