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Common Core's Dirty Little Secret

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September 24, 2017, 10:45:16 pm Psalm 51:17 says: The specific rule pertaining to the national anthem is found on pages A62-63 of the league rulebook. It states: “The National Anthem must be played prior to every NFL game, and all players must be on the sideline for the National Anthem. “During the National Anthem, players on the field and bench area should stand at attention, face the flag, hold helmets in their left hand, and refrain from talking. The home team should ensure that the American flag is in good condition. It should be pointed out to players and coaches that we continue to be judged by the public in this area of respect for the flag and our country. Failure to be on the field by the start of the National Anthem may result in discipline, such as fines, suspensions, and/or the forfeiture of draft choice(s) for violations of the above, including first offenses.”
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Author Topic: Common Core's Dirty Little Secret  (Read 4597 times)
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« Reply #30 on: August 21, 2014, 07:38:42 am »

Common Core Loses Support Nationwide

Most Americans familiar with the Common Core standards tend to oppose them and, within just one year, polls show more Americans are, in fact, more knowledgeable about the controversial education initiative and against its implementation in schools.

A new Phi Delta Kappa/Gallup (PDK/Gallup) poll released this week finds that only 19 percent of Americans know “nothing at all” about the Common Core standards and that 60 percent oppose teachers using the standards to guide what they teach.

The poll, a survey of more than 1,000 Americans 18 years and older, found that Republicans appear to be most educated about the Common Core standards, with 54 percent stating they know either “a great deal” or “a fair amount” about the initiative, compared to 40 percent of Democrats, and 46 percent of Independents.

Of those identifying as Republicans, 76 percent said they oppose teachers’ use of the Common Core standards, compared to 38 percent of Democrats and 60 percent of Independents.

"Given the increased media coverage this year, we were not surprised that an overwhelming majority of Americans have heard about the Common Core State Standards, but we were surprised by the level of opposition," William Bushaw, co-director of the poll and CEO of PDK International, an association for educators, said on Tuesday, according to Education Week. "Supporters of the standards, and education in particular, face a growing challenge in explaining why they believe the standards are best in practice."

Results of the PDK/Gallup poll also showed that President Obama received an “A” or “B” grade for his performance regarding public schools from only 27 percent of respondents, while the same percentage gave him a grade of “F.” This outcome represents Obama’s poorest performance overall since his election to the presidency.

The poll is the latest of similar surveys that have revealed – just prior to the midterm elections – that support for the Common Core standards is in significant decline across the nation. As Breitbart News reported Wednesday, Education Next released a poll of 5,000 adults this week that found only 53 percent of respondents were supportive of the Common Core standards this year, as opposed to 65 percent last year. In addition, only 46 percent of teachers were found to be supportive of the nationalized standards this year, compared to 76 percent in 2013.

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« Reply #31 on: August 24, 2014, 11:23:29 am »

Ohio Bill to Repeal Common Core Standards Faces Opposition from Evolutionists

Evolutionists are angered by a proposed bill in Ohio that would cut the state’s Common Core education requirements, thus allowing for creation/evolution debates in the classroom.

As previously reported, several U.S. states have rejected the nationalized Common Core curriculum due to the standards’ promotion of debatable issues, including evolution and man-made global warming. In many cases, Christian homeschooling families and organizations have led the fight against the controversial standards.

In Ohio, parents and educators alike have expressed displeasure over the recently-adopted Common Core requirements in their state. Robert Coburn, school board president for Garaway schools in Tuscarawas County, Ohio, told state lawmakers earlier this week that the students are “being handcuffed” by the nationalized curriculum.

“The loudest concern from the teachers and administrators was that they feel there is a loss of time for true education through creative, personalized teaching methods,” Cobun explained, according to the Cincinnati Enquirer. “They have voiced to me and other board members that they feel the children in their classrooms are being handcuffed by the new rules and regulations.”

In an attempt to repeal the controversial Common Core standards, Ohio Representatives Andy Thompson and Matt Huffman introduced legislation that would replace Common Core in Ohio with more traditional standards. The legislation, titled House Bill 597  (H.B. 597), was introduced to the Ohio legislature on July 29.

“I am happy to work with Rep. Huffman to move this bill through the House,” Thompson said in a statement.  “Ohio’s students deserve high standards that are proven to work, and the peace of mind that their privacy will be protected throughout the course of their education.”

“Americans view common core as an intrusion by the federal government into a very personal matter: the education of their children,” Huffman added. “This bill will work to address their concerns in order to find a solution.”

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Soon after Thompson and Huffman introduced the bill, evolutionists raised concerns over the legislation’s effect on state science standards. The concerns stem from a particular paragraph in the legislation that vaguely prohibits the “political or religious interpretation” scientific evidence.

“The standards in science shall be based in core existing disciplines of biology, chemistry, and physics; incorporate grade-level mathematics and be referenced to the mathematics standards; focus on academic and scientific knowledge rather than scientific processes; and prohibit political or religious interpretation of scientific facts in favor of another,” the bill states.

When asked if H.B. 597 would open the door for in-classroom discussions of evolution versus creation, Thompson said students should frankly consider both sides of the argument.

“[The bill] gives some flexibility to districts to pursue what they think is most appropriate to their students,” he told reporters. “We want to have the ability to share perspectives that differ. Teaching one thing to the exclusion of anything else limits the discussion.”

As a result, evolutionists and some educators have harshly criticized H.B. 597 and threatened to pursue legal challenges if the legislation is passed.

“It’s totally appropriate for school districts to have conversations about a variety of theories,” reasoned Damon Asbury of The School Boards Association. “But to teach Intelligent Design in a science class is the wrong way to go about those conversations.”

However, Thompson says students should be free to discuss opposing viewpoints.

“I think it would be good for [students] to consider the perspectives of people of faith,” he told reporters. “That’s legitimate.”

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« Reply #32 on: September 17, 2014, 02:52:03 pm »

Common Core about settling scores for race, class and gender victimhood
September 17, 2014

Dean Kalahar teaches economics and psychology. He has authored five books, including Practical Economics. His commentary is published by a variety of top media outlets.

SARASOTA, Fla. – The uproar over Common Core has created misinformation and serious concerns as to its efficacy. To clear up the confusion, once and for all, we must look at the birth of Common Core to see the vision guiding its mission. However noble Common Core may sound, it is but a host carrier for a radical disease that must be exposed.

Common Core’s roots date to 2007 when David Coleman and Jason Zimba wrote: Math and Science Standards That Are Fewer, Clearer, Higher to Raise Achievement at All Levels. The paper outlined a proposal to solve the math and science crises facing American education. Curiously, an extensive search to find the original Coleman/Zimba paper has been unsuccessful; with all indications concluding it has been purposefully removed from public inspection.

The good news is the paper was commissioned by The Carnegie Foundation IAS Commission on Math and Science Education for a 2008 report titled Citizenship and the Global Economy: The Opportunity Equation; Transforming Mathematics and Science Education for Citizenship and the Global Economy. For all intent and purpose the report was the Coleman/Zimba paper. Carnegie even states “We endorse the proposition, advanced by David Coleman and Jason Zimba in a 2007 memorandum to the Commission.” From here Common Core was born.

The Carnegie report has nothing to do with solving the achievement problems in math and sciences. It should be noted the left wing background of David Coleman is well documented. Therefore, the compassionate sounding euphemisms of Coleman and Zimba to increase academic achievement should be ignored. What is important is the ideological underpinnings they laid out which Common Core is based on.

The following excerpts from the reports state the Progressive vision of Common Core. While reading, ask yourself a simple question: what does this have to do with increasing achievement in math or science education? In addition, pay close attention to the words used (underlined emphasis mine) as they are indicative of the true intent of Common Core’s mission.

“OBJECTIVES: Mobilize the nation for excellence and equity in mathematics and science education.”

Equity in math does not mean 1+1=2, or a system where all children have the opportunity to learn how to add. Common Core is about equality of results, not the results or quality of results.

“The United States needs an educated young citizenry with the capacity to contribute to and gain from the country’s future productivity, understand policy choices, and participate in building a sustainable future. The Commission’s own survey research suggests that America’s young people care deeply about problems such as global warming, world hunger, and poor health and want to be involved in solving them.”

What does understanding Progressive policy choices and promoting environmentalist concepts like global warming and sustainability have to do with learning that 2×7=14? Common Core turns math class into a place for children to become activists and “solve” social problems liberals deem important?

“Close the gaps in opportunity that too often divide American students along lines of race, ethnicity, and socio-economic background.”

Common Core is not about teaching 10÷5=2, it is about settling scores as it sees the world through the lens of race, class, and gender victimhood.


The current educational system is seriously misaligned. Relatively few American students attend schools where all the major components—curriculum, teaching, and school design—line up to serve all students well. The Commission therefore urges coordinated action to bring the major components of our national educational infrastructure into alignment: standards and assessments, which guide schools in curriculum decisions; teaching, professional learning, and human capital management; and school and system design.

Beyond the gross assumptions offered, Common Core believes the education system is unfair at best and discriminates at worst. Their solution is to nationalize education so elites can direct bureaucratic inefficiencies as well as control the content via testing tied to evaluations. Most troubling, Common Core’s desire for “human capital management” is a dangerous and contemptible idea that is aligned with every mass tragedy in recorded history.

“Excellent, relevant math and science learning should be understood as a public good and an entitlement—one that is not being realized for too many of our students. Furthermore, the Commission proposes that, for the nation, holding ourselves accountable for raising math and science achievement for all students will be the means by which we finally achieve transformative change in our educational system.”

Stating that math is a “public good” offers rhetorical justification to transfer control of education to the federal government. The idea that it is an “entitlement” tells us that Common Core is a ruse for distributive justice. Lastly, the 2008 Carnegie Foundation report outlining “transformative change” came out the same year President Obama took office and mirrored the same promise. In fact, the report says “The Commission shares President Obama’s conviction.”

We could go on, but the birth of Common Core is just another of a long list of Progressive attempts to take over education by installing a federal command model run by our self-anointed “betters.” Math and science excellence was never the real priority in Common Core. It was about using math, science, and now English, history, et al, as the host carrier for a radical liberal vision of America. Why are they using the schools: because the public would never allow such nonsense to move forward if it was offered honestly.

The attempt to take control over the nation’s young minds is not new and Common Core is their best opportunity to seize their education. The progressives have used this ploy before: tie “compassionate” education reform “for the children” to gain control over the institution, and then proselytize students into ignorant obedient liberal servants.

Common Core is “religion” for the Secular Progressives where salvation is in controlling all five social institutions: family, government, economy, religion, and in this case, education. This is a crusade to impose a utopian view of the world. Core proponents are dead serious in their mission. Anything that gets in the way of their self-imposed moral high ground is a challenge to their entire sense of self and must be destroyed so as to avoid self-awareness.

This twisted vision is not just feel good philosophy. The implementation of Common Core ideology can be seen in far too numerous examples. One of the latest and most stunning: Florida’s new 12th grade English textbook, Florida Collections by Houghton Mifflin; Copyright 2015, reads like a primer for progressive causes. The 6 unit themes include: Chasing success, Gender roles, Voices of protest, Seeking justice, Seeking peace, Taking risks, and Finding ourselves in nature.

It’s a liberal “McGuffey reader” for high school students. Do you think it is coincidence that the topics chosen for students to read about and “understand policy choices” would fall into themes that promote the ideas of class warfare, gender bias, LBGT equality, anti-war, radical environmentalism, race, class, and gender victimhood. In the universe of literature and non-fiction writing, do you find it odd these were the only topics chosen? It’s reading as propaganda.

By its own words, the mission of Common Core is to solidify education power at the federal level, focus on social justice causes and promote a vision critical of America. However noble Common Core may sound, it’s but a host carrier for a radical agenda not uncommon to those who want to undermine the nation at its core.
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« Reply #33 on: September 18, 2014, 02:25:56 pm »

^^ ISIS is doing the same thing...

Islamic State Militants Ban Mathematics, Social Studies for Children
World | Press Trust of India | Updated: September 17, 2014 21:15 IST

Dubai:  Thousands of children in swaths of war-torn Syria, now controlled by dreaded Islamic State militants, can no longer study math or social studies under new diktats issued by the jihadists.

While sports is banned, the children will not be allowed to learn about elections and democracy.

Instead, the children will be subjected to the teachings of the radical Islamist group. And any teacher who dares to break the rules "will be punished."

ISIS announced its new educational demands in fliers posted on billboards and on street poles, CNN reported.

The Sunni militant group has captured a slew of Syrian and Iraqi cities in recent months as it tries to establish a caliphate, or Islamic state, spanning Sunni parts of both countries.

In the letter, IS said alternative courses will be added. It also said teachers must erase the phrase Syrian Arab Republic -- the official name of Syria -- and replace it with Islamic State.

Educators cannot teach nationalistic and ethnic ideology and must instead teach "the belonging to Islam ... and to denounce infidelity and infidels."

Books cannot include any reference to evolution. And teachers must say that the laws of physics and chemistry "are due to Allah's rules and laws."

The letter ends with a firm warning: "This is an obligatory announcement, and all violators will be punished." 200 Syrians killed in one day.

The brutal advances of ISIS in Syria come as the country grapples with a three-year civil war with no clear victor in sight.

The UN estimates more than 190,000 people have died in the violence between Syrian President Bashar al-Assad's regime and rebels seeking an end to four decades of al-Assad family rule.

In recent weeks, the IS militants killed two American journalists and a British aid worker, prompting world leaders to form joint front to eliminate the newest threat.

The IS group has carried out abuses including beheadings and crucifixions, and faced a backlash from Syrian rebel groups opposed to its violations and harsh interpretation of Islam.
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« Reply #34 on: September 23, 2014, 06:58:17 pm »

Denver area students walk out of school in protest

ARVADA, Colo. (AP) — Hundreds of students walked out of classrooms around suburban Denver on Tuesday in protest over a conservative-led school board proposal to focus history education on topics that promote citizenship, patriotism and respect for authority, in a show of civil disobedience that the new standards would aim to downplay.

The youth protest in the state's second-largest school district follows a sick-out from teachers that shut down two high schools in the politically and economically diverse area that has become a key political battleground.

Student participants said their demonstration was organized by word of mouth and social media. Many waved American flags and carried signs, including messages that read "There is nothing more patriotic than protest."

"I don't think my education should be censored. We should be able to know what happened in our past," said Tori Leu, a 17-year-old student who protested at Ralston Valley High School in Arvada.

The school board proposal that triggered the walkouts in Jefferson County calls of instructional materials that present positive aspects of the nation and its heritage. It would establish a committee to regularly review texts and course plans, starting with Advanced Placement history, to make sure materials "promote citizenship, patriotism, essentials and benefits of the free-market system, respect for authority and respect for individual rights" and don't "encourage or condone civil disorder, social strike or disregard of the law."

The proposal from Julie Williams, part of the board's conservative majority, has not been voted on and was put on hold last week. She didn't return a call from The Associated Press seeking comment Tuesday, but previously told Chalkbeat Colorado, a school news website, that she recognizes there are negative events that are part of U.S. history that need to be taught.

"There are things we may not be proud of as Americans," she said. "But we shouldn't be encouraging our kids to think that America is a bad place."

A student demonstrator, Tyrone G. Parks, a senior at Arvada High School, said Tuesday that the nation's foundation was built on civil protests, "and everything that we've done is what allowed us to be at this point today. And if you take that from us, you take away everything that America was built off of."

The proposal comes from an elected board with three conservative members who took office in November. The other two board members were elected in 2011 and oppose the new plan, which was drafted in response to a national framework for teaching history that supporters say encourages discussion and critical thinking. Detractors, however, say it puts an outsize emphasis on the nation's problems.

Tension over high school education has cropped up recently in Texas, where conservative school board officials are facing criticism over new textbooks. Meanwhile, in South Carolina, conservatives have called on an education oversight committee to ask the College Board, which oversees Advanced Placement courses, to rewrite their framework to make sure there is no ideological bias.

The College Board says the outline provides a balanced view of American history, and officials plan clarify instructions to teachers to make that clear by the end of the month.

Participating students were not punished, school district spokeswoman Lynn Setzer said. They will receive unexcused absences unless their parents call to relay permission for missed classes, Setzer said.

Superintendent Dan McMinimee has met with some of the students and renewed his offer to continue discussions on the issue. "I respect the right of our students to express their opinions in a peaceful manner," he said. "I do, however, prefer that our students stay in class."
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« Reply #35 on: December 03, 2014, 07:37:14 pm »

Jeb Bush: Debate on Common Core 'troubling'

Potential 2016 presidential candidate Jeb Bush stood before a packed hall Thursday morning and rallied his education troops, encouraging the crowd to keep fighting the “government-run, unionized and politicized monopolies who trap good teachers, administrators and struggling students in a system nobody can escape.”

Addressing a national summit hosted by his group, the Foundation for Excellence in Education, Bush stuck to education in his keynote address. But his speech drew national media attention, reflective of a country hanging on his every word, eager to grasp onto any shred of his political ambitions.

He once again defended the Common Core, which has become a rallying cry for conservatives who see the standards as federal overreach into state education, and could prove a liability if he runs for president. And he touched on the increasingly controversial topic of testing, as school boards and districts across the country revolt against federally mandated exams.

But Bush delivered a talk that was typical of his foundation’s work. School choice, flexibility for states, higher standards, digital learning — that’s what America needs, he said, not more bureaucracy and stronger unions.

“Education should be a national priority, not turned into a federal program,” he said. “Most of the time, it will require a political fight. Monopolies don’t go quietly into the night.”

The federal government has to stop tying every dollar to rules written in Washington, Bush said. And more federal programs, like Title I and early childhood education programs, should be turned into block grants that states can deploy as needed, including vouchers.

Bush stressed that a “full and competitive marketplace of school options” is part of the remedy for an ailing American education system. His group is a strong supporter of school choice. And as Florida’s former governor, Bush signed into law the Florida Tax Credit Scholarship Program, which current Republican Gov. Rick Scott is working to expand while fighting lawsuits filed by teachers unions and school boards.

Bush touched briefly on the Common Core, calling the debate “troubling.” He defended the standards in math and English language arts, which were developed by state education chiefs and governors across the country. He said Common Core needs to be the minimum standard for excellence and rigor. If states are looking to adopt something else, then they need to “aim even higher,” he said.

“This morning, over 213 million Chinese students went to school, and no one debated whether academic standards should be lowered to protect their students’ self-esteem,” he said.

But that’s happening right here in the U.S., Bush said. For example, Orange County School Board members in Florida have made it so students can’t score lower than a 50 when it comes to quarterly or end-of-semester grades, he said.

“You get 50 out of 100 just for showing up and signing your name,” he said. “This was done, and I quote here from a local official, so the students ‘do not lose all hope.’”

This is why other countries are outpacing the United States, he stressed.

Bush also joked, “There’s a lively debate about testing. I don’t know if you’ve noticed it.”

Testing is important to measure students in order to get them the resources they need, “but we should have fewer and better tests,” he said. “We should be willing to experiment.”

Bush joked that his position on testing is probably controversial, but the appetite for reducing unnecessary tests is growing. The Council of Chief State School Officers and the Council of the Great City Schools recently announced an effort — with backing from the White House — to reduce unnecessary and redundant testing while improving the quality of existing tests.

He didn’t address whether federally mandated annual testing should be abolished — an idea that’s gaining momentum but doesn’t have the support of the Obama administration.

Education reformers, who are increasingly fighting more among themselves, must come together and continue the fight, Bush said.
“Our movement has become strong, but our work is only beginning,” he said. “There are millions of kids waiting for us, stuck in failing schools and deserving so much more. Armies of teachers who know we can be better than this.”

“What is endangered here is not just public education but the core idea that defines America,” Bush said. “What my friend Paul Ryan calls the ‘right to rise.’”

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