“Not Yours to Give” Davy Crockett’s Speech before the House of Representatives

The Story of Liberty

Not Yours to Give
Speech before the House of Representatives
by David (Davy) Crockett

(Above video: The Story of Liberty Presents:  “Not Yours to Give.”)

From The Life of Colonel David Crockett,
by Edward S. Ellis (Philadelphia: Porter & Coates, 1884)
Editor’s note: David Crockett, perhaps best known for his role in the 1836 defense of the Alamo, also served three terms in the United States Congress between 1827 and 1835. The following excerpt from an 1884 biography by Edward S. Ellis, The Life of Colonel David Crockett, reveals how his electorate taught him the importance of adhering to the Constitution and the perils of ignoring its restrictions.
Crockett was then the lion of Washington. I was a great admirer of his character, and, having several friends who were intimate with him, I found no difficulty in making his acquaintance. I was fascinated with him, and he seemed…

View original post 3,259 more words


Stories of H1B Visa Abuse Part 2

Part 1 was getting rather long so I started a part 2.

Here is a post from an anti-H1B visa group:

Urgent Position || Tibco Developer || Minneapolis MN || TCS |\ RAte $ 50 C2C

If this what technology and science can pay , everyone should learn other skills like mechanics, plumbing , electricians etc.When you hire them you pay them lot more.


And here are some replies to said post:

That’s what I made at Apple 21 years ago. Inflation has gone up 41% since then. So it should be around $70+ today.

Utah and other states with building booms need lots of plumbers, electricians, which pay $65/min and are unionized. If I had it to do over I’d join IBEW and make $110,000 min guaranteed with job protections, free training, and free placement. Union jobs are protected from this outsourcing crap by lobbying in DC.


true, but I work for the va and I am a member of the afge – so far it hasn’t helped one single bit, AND the government is talking about privatizing the va – this war will require all of us

Same here – 50 $/hr as consultant after I got laid off 17 years ago.

They have a massive office in Tempe, AZ near me. 100% Indians. Right next to a huge ADP payroll bldg. also staffed with 99% Indians. What has this country come to.

33°25’49.14″ N 111°56’24.50″ W

and I just had a phone interview the majority Indian and knew it would not go well. Hiring manager is American female. The white men are getting genocided out of American workplaces.
Here is a post from an anti-H1B visa group:
I have been a little preoccupied with this thought. We only have created about 4k tech jobs for all of 2018 and are about to import ~100k more H1-Bs.

If any Americans were hired for these jobs, it is a certainty they will soon be replaced with this new batch of visa workers. We are losing tech jobs at an alarming rate. What happens to all the H1-Bs holding all the tech jobs today?

There has to be a steady outflow of the H1-Bs that no one talks about. No? How do explain this? Please refer to Bloomberg article based on BLS I posted a few days ago for the source of my data.

seattle woes

Are You a Pretend Parent?


Are you a pretend parent?

If that questions bothers you, well …

It’s never a bad thing to have a heart-to-heart with yourself.

Maybe you’re too caught up in your own thing … or life’s become tangled … so your kid’s education has slipped into auto-pilot.

You’re not alone.

But if that first sentence grabbed at you …  then here’s an after-school routine that might clear your head a bit … and help you get your mojo back.

Grab your kids by the ankles … turn ‘em upside down … and give a mighty shake. See what spills out.

And slog through their crumb-infested, candy-coated school bag … pull it apart … and see what’s in there.

Do it every day … for a week or two … so you get a real good snapshot of your kid’s life.

Too many busy moms and dads expect schools to look…

View original post 741 more words

Other Educrats: Part 2

Workshop School Buddies

2016-17 Workshop School Supporters

School District of Philadelphia

The Barra Foundation

The William Penn Foundation

Next Generation Learning Challenges

Avalon Foundation

Philadelphia Youth Network

LRNG Innovators

The Lenfest Foundation

Thanks also to:

Drexel University
Shahara Ahmad-Llewellyn
Alderson Engineering
Ernst & Young
Federal Donuts
Samuel S. Fels Fund
IBEW Local 98
Philadelphia RISE-UP
SMP Architects
The Tuscano Agency
United States Liability Insurance Group (USLI)
The Wharton School
Willig, Williams & Davidson
Yards Brewery

Internship Partners


City of Philadelphia Office of Fleet Management

Girls Auto Clinic
Union Packaging
University City District

Affiliated with

Sustainable Business Network
Graduation Coach Campaign

Source:  http://www.workshopschool.org/support/ 

Digital On-Ramps Buddies

Global Partners Clinton Global Initiative Logo IBM Logo
Local Partners
The City of Philadelphia Logo Drexel University Logo JOIN Logo
Philadelphia Academies Logo Philadelphia Youth Network Logo
Mayor's Commission on Literacy Logo
Philadelphia School District Logo Community College of Philadelphia Logo

Source:  https://web.archive.org/web/20160323221553/http://www.digitalonramps.com/partners

Education Alliance Buddies

Founders’ Circle ($100,000 and above)

Claude Worthington Benedum Foundation
Corporation for National and Community Service


Leaders’ Circle ($25,000 – $99,999)

American Public University System, Inc.
Education Elevators Foundation
EQT Foundation
JP Morgan Chase Foundation


President’s Circle ($10,000 – $24,999)

Jackson Kelly PLLC
The Greater Kanawha Valley Foundation
ECA Foundation
The DOW Chemical Company Foundation
Bernard H and Blanche E Jacobson Foundation
Orrick Herrington, & Sutcliffe Foundation
The Daywood Foundation
West Virginia Department of Education


Summa Cum Laude ($5,000 – $9,999)

Toyota Motor Engineering & Manufacturing North America
Cabell County Board of Education
Bowles Rice LLP
Callen McJunkin
United Bank
Doddridge County Board of Education
Pleasant County Board of Education
Appalachian Power
AT&T Corporation
Fenton Foundation


Magna Cum Laude ($1,000 – $4,999)

Rudd Equipment
Monroe County Board of Education
Pocahontas County Board of Education
Raleigh County Board of Education
Chesapeake Energy Corporation
Northeast Natural Energy
First Energy Foundation
Jim Thomas
Scott and Carol Rotruck
Carbon Fuel Foundation
Raleigh County Board of Education
E.I. DuPont De Nemours & Company
Herscher Foundation
Dingess-Rum Properties
Howard Seufer
Joe Letnaunchyn
L. Newton Thomas
Robinson & McElwee PLLC
Stephen and Barbara Hopta
The Thrasher Group, Inc.
West Virginia Chamber of Commerce
West Virginia Economic Development Council
West Virginia University


Cum Laude ($500 – $999)

Carolyn Long
City of Ranson CVB
Dan Page
International Industries
Herchiel Sims
Kanawha Salines, LLC
Kapourales Properties, Inc.
Lacy Rice
Melissa Veltri
Mike Ross, Inc.
Nicholas “Corky” DeMarco
Priscilla Leavitt
Starvaggi Charities
West Virginia American Water
West Virginia Oil and Natural Gas Association
Williard and Jenny Phillips


Dean’s List ($499 or below)

Gayle Manchin
Lynne Schrum
Eagle Manufacturing Company
Christina Brumley
S. Ryan White & Katherine Roberts White
Sammy Gray
City of Charles Town
Jeri Matheney
Christina and Vernon Combs
Daniel Foster
Deborah Herndon
Margie Hale
Michael and Laura Albert
Richard Cassis
Stephen and Amy Golden
Thomas and Susan Campbell
Tom Tinder
Michelle Wittekind
Larry Gillespie
James Phares
Barbara Dunn
Norman and Martha Lass

Source:  http://educationalliance.org/how-to-help/give/corporate-donors/#

Blended Learning Program

  • Doddridge County High School, Doddridge County
  • Ravenswood High School, Jackson County
  • Lincoln County High School, Lincoln County
  • Logan County High School, Logan County
  • Mann High School, Logan County
  • Ritchie County High School, Ritchie County
  • Tug Valley High School, Mingo County

Source:  http://educationalliance.org/what-we-do/connecting-schools/blended-learning/

Remake Learning Buddies

BNY Mellon

EducationCounsel Buddies

Alliance for Excellent Education


America Achieves



Center for American Progress


Large Countrywide and Suburban District Consortium

First Five Years Fund

Foundation for Excellence in Education

Georgia Early Education Alliance for Ready Students


The Leona M. and Harry B. Helmsley Charitable Trust

Institute for Higher Education Policy

Lumina Foundation

National Council for State Authorization Reciprocity Agreement


National Public Education Support Fund

Partners for Each and Every Child

Turnaround for Children

The University of Chicago Urban Education Institute

Source:  http://educationcounsel.com/our-work/our-partners/

Learning Policy Institute Buddies

Source:  https://learningpolicyinstitute.org/about

Afterschool Alliance Buddies

 Connect All Schools Buddies


Source:  http://www.connectallschools.org/about/partners

New Profit Buddies

Blue Ridge Foundation New York; Robin Hood Foundation; SeaChange Capital Partners; Open Society Institute,  Blue Ridge Foundation New York, Carnegie Corporation of New York, JP Morgan Chase & Co., the Kresge Foundation, Open Society Foundations, Robin Hood Foundation, SeaChange Capital Partners, and State Street Foundation, College Summit, Single Stop USA, iMentor, Year Up, National College Advising Corps, YouthBuild USA
Highlander Institute, imBlaze, iNACOL, PowerMyLearning, The Learning Accelerator, Transcend, and Valor Collegiate Academies

 Common Education Data Standards Buddies

  • AcademyOne
  • ACT
  • AEM Corporation
  • Brandon University
  • California School Information Service (CSIS)
  • Choice P20 Solutions
  • College Board
  • College Source
  • Colorado Community College System
  • Ed-Fi
  • Ellucian
  • eScholar
  • Florida International University
  • Georgetown University
  • Hobsons
  • IBM
  • Jenzabar
  • McGraw-Hill
  • Michigan Department of Education
  • National Association of Student Loan Administrators (NASLA)
  • National Student Clearinghouse
  • Naviance
  • North Dakota Department of Education
  • Ontario Universities’ Application Centre (OUAC)
  • Oracle
  • Parchment
  • Perceptive Software
  • QIP
  • Questionmark
  • Rapid Insight
  • RTI
  • SCRIP-SAFE International
  • SIF Association
  • State Education Technology Directors Association (SETDA)
  • State Higher Education Executive Officers (SHEEO)
  • Triadvocates
  • Turning Technologies
  • USA Funds
  • US Department of Education, Office of Under Secretary

The current (as of 2014) Co-Chairs of the CEDS User Group are:

  • Hans L’Orange, Vice President for Research and Information Resources, SHEEO
  • *Tony Romano, Director of Information Technology, National Student Clearinghouse

Source:  https://commoncorediva.wordpress.com/tag/ceds/

National Center for Education Statistics (NCES)

Association for Institutional Research (AIR)

Source:   http://www.airweb.org/EducationAndEvents/IPEDSTraining/AdditionalResources/Pages/CEDS.aspx

National Forum on Education Statistics

The National Forum on Education Statistics (the Forum) has long been a leading resource for education data standards, focusing on issues of data standardization and basic data elements. The Forum, an organization of state and local education agencies, the federal government and other organizations, has produced a number of publications that provide voluntary, best practice recommendations and guides containing data standards, including definitions, codes and education data system components. Thus far, these products have covered areas such as crime, violence and discipline, attendance, exits, finance, facilities, and student displacement. Many of the Forum’s standards have been incorporated into the NCES Handbooks, the National Education Data Model (NEDM), and the SIF specifications. NCES Handbook elements that are not part of the CEDS standard can be found on the CEDS site by choosing “Extend Your Search” in the Domain Entity Schema or “Extend elements” when conducting an element search.


Access 4 Learning (A4L) Community, formerly the SIF Association

The Access 4 Learning (A4L) Community is a unique, non-profit collaboration composed of schools, districts, local authorities, states, US and International Ministries of Education, software vendors and consultants who collectively address all aspects of learning information management and access to support learning. The A4L Community is “Powered by SIF” Specifications as its major technical tool to allow for this management and access simply, securely and in a scalable, standard way regardless of the platform hosting those applications. The Schools Interoperability Framework (SIF) is a non-profit organization working to create a set of platform-independent, vendor-neutral rules and definitions which enable software programs from different companies to share information. SIF Association membership includes software vendors, school districts, state departments of education, and other organizations active in primary and secondary (PK-12) markets. The A4L Community is “Powered by SIF” Specifications defines suggested standards for naming, defining, and formatting data elements, as well as the technical specifications to facilitate interaction between software applications to enable applications from different developers to easily interact and exchange data. The specification also includes a data model, depicting the relationships among the data; and data elements in various areas such as student information, assessment, facilities, finances, food services, transportation, and professional development. The majority of the K12-specific portions of CEDS align with the SIF Implementation Specification.


Assessment Interoperability Framework (AIF)

An initiative sponsored jointly by Access 4 Learning and IMS Global Learning Consortium. AIF educational technology and assessment standards enable the accurate and comparable creation and delivery of assessments, as well as the importing of student and staff data and the subsequent reporting of assessment results. CEDS contains the data entity and element definitions, and associated metadata to support these assessment system processes.


Postsecondary Electronic Standards Council (PESC)

PESC is an organization of colleges and universities; professional and commercial organizations; data, software and service providers; nonprofit organizations and associations; and state and federal government agencies. Among the organization’s missions is to create data standards to facilitate the exchange of data among postsecondary institutions. As a “standards” resource, PESC provides range of standards for higher education, cataloguing data elements, definitions, and code sets, and specifying technical requirements. The PESC standards for student transcripts have been cross-walked to the SIF standards for student records to ensure comparability and completeness. PESC and A4L continue to work together to promote interoperability. K-12 education agencies may use PESC standards to enable data sharing with postsecondary institutions about students bound for or enrolled in Higher Education. PESC elements that are not part of the CEDS standard can be found on the CEDS site by choosing “Extend Your Search” in the Domain Entity Schema or “Extend elements” when conducting an element search.



EDFacts is a data initiative of the U.S. Department of Education (USED) that compiles national K-12 education data by consolidating a number of previously separate federal collections. By combining these collections, EDFacts is intended to centralize performance and other aggregate data for decision- and policymaking. The aim is to streamline data submissions to the federal government and eliminate redundancies, thus easing the burden on state education agencies. Data collected for EDFacts include student and staff demographics, program participation, student performance and completion, school and district directory data, revenues and expenditures, school choice options, and other information. As a “standards” resource, EDFacts provides data elements, definitions and code sets. USED also publishes technical specifications for EDFacts to guide the file submission process. As much of the data collected by states are used to meet federal reporting requirements, the standards provided by EDFacts are commonly adopted by the states to facilitate compliance. All of the EDFacts data elements have been incorporated into the NCES Handbooks, the SIF specifications, and NEDM. The Education Data Exchange Network (EDEN) is the portal through which states submit their data to the U.S. Department of Education. More than XX EDFacts file specifications have been defined in the Connect tool. States can apply their data dictionaries from Align to the EDFacts Connections via myConnect to help understand the data elements necessary to fulfill the reporting requirements.


Civil Rights Data Collection (CRDC)

A biennial (i.e., every other school year) survey required by the U.S. Department of Education’s Office for Civil Rights (OCR). Since 1968, the CRDC has collected data on key education and civil rights issues in our nation”s public schools for use by OCR in its enforcement and monitoring efforts regarding equal educational opportunity. The CRDC is also a tool for other Department offices and federal agencies, policymakers and researchers, educators and school officials, and the public to analyze student equity and opportunity.


Access CEDS Connect to see available CRDC Connections and examine how others are analyzing and using CRDC data.


Integrated Postsecondary Education Data System (IPEDS)

IPEDS is a system of interrelated postsecondary surveys conducted annually by the U.S. Department of Education’s National Center for Education Statistics (NCES). IPEDS gathers information from every college, university, and technical and vocational institution that participates in the federal student financial aid programs. The Higher Education Act of 1965, as amended, requires that institutions that participate in federal student aid programs report data on enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid. These data are made available to students and parents through the College Navigator college search Web site and to researchers and others through the IPEDS Data Center. IPEDS provides basic data needed to describe and analyze trends in postsecondary education in the United States, in terms of the numbers of students enrolled, staff employed, dollars expended, and degrees earned. Congress, federal agencies, state governments, education providers, professional associations, private businesses, media, students, parents, and others rely on IPEDS data for this basic information on postsecondary institutions.


The Ed-Fi Solution

The Ed-Fi solution is an educational data tool suite (unifying data model, data exchange framework, application framework, and sample dashboard source code) that enables vital academic information on K-12 students to be consolidated from the different data systems of school districts while leaving the management and governance of data within those districts and states. Ed-Fi components act as a translator of academic data, integrating and organizing information so that educators can start addressing the individual needs of each student from day one, and can measure progress and refine action plans throughout the school year. Developed by Double Line Partners through funding from the Michael & Susan Dell Foundation, the Ed-Fi solution can be licensed from the Ed-Fi Alliance free of charge by districts, state education agencies and vendors. Licensees gain unrestricted access to all Ed-Fi components and maintain ownership of derivative works. Elements in the Ed-Fi data model are aligned to CEDS and other Ed-Fi elements are in Extend.


The Ed-Fi Alliance has participated in CEDS from the beginning and actively supports improvements to each CEDS release. The Ed-Fi data standard uses CEDS as a reference model and aligns to it wherever possible. Specifically, Ed-Fi version 1.2 is aligned to CEDS 3.0. In addition, Ed-Fi Alliance representatives participate in CEDS stakeholder and technical working groups to ensure that needs identified by the field and real-world implementations are incorporated into future versions of CEDS. (Alliance, n.d.)



A search engine-backed standard for tagging content on the web. Schema.org provides a collection of shared vocabularies that webmaster can use to mark up their pages in ways that can be understood by the major search engines. Implementers of Schema.org use CEDS option sets as a controlled vocabulary when tagging web pages. New Schema.org terms have been introduced based on CEDS elements.


Badge Alliance

A network of organizations and individuals working together to build and support an open badging ecosystem (see Open Badges Infrastructure), including open badges technical standards, with a focus on shared values including openness, learner agency, and innovation. The elements in CEDS about Achievement were originally modeled after the Open Badges standards Badge Class and Badge Assertion properties. CEDS continues to align with ongoing work of Badge Alliance.


Open Badges Infrastructure

An open standard infrastructure that supports digital badges verifying a person’s skills, interests, and achievements through credible organizations and attaches that information to the badge image file, hard-coding the metadata for future access and review. Open Badges started as a collaborative project between the MacArthur Foundation, HASTAC, and Mozilla and has continued to grow through an open, collaborative approach. (See Badge Alliance). The elements in CEDS about Achievement (Achievement entity) were modeled after the Open Badges/OBI standards.


Dublin Core Metadata Initiative

A global community that has played key roles in the development of best practices in metadata modeling, design, and implementation since 1995. The DCMI community has developed and maintains some of the major languages of description used on the web and in systems. DCMI is a project of ASIS&T, a U.S. 501(c)(3) nonprofit, and is supported through membership programs for both individuals and organizations. CEDS actively works with DCMI to align vocabulary, especially for learning resource and competency metadata. DCMI now has stewardship over the Learning Resource Metadata Initiative (LRMI).


IMS Global Learning Consortium

A global, nonprofit, member organization that strives to enable the growth and impact of learning technology in the education and corporate learning sectors worldwide. The organization develops interoperability standards and adoption practice standards for distributed learning, including Learning Tools Interoperability (LTI), Question & Test Interoperability/Accessible Portable Item Protocol (QTI/APIP), and Common Cartridge.


Learning Resource Metadata Initiative (LRMI)

An initiative that works to make it easier to publish, discover, and deliver quality educational resources on the web. LRMI has developed a common metadata framework for describing or “tagging” learning resources on the web. This framework is a key first step in developing a richer, more fruitful search experience for educators and learners. Once a critical mass of educational content has been tagged to a universal framework, it becomes much easier to parse and filter that content.


Learning Registry

An approach and open infrastructure for capturing, connecting, and sharing data about learning resources available online with the goal of making it easier for educators and students to access the rich content available in our ever-expanding digital universe. The Learning Registry includes an open set of tools and a distributed infrastructure for metadata about learning resources, including assertions such as rating systems.

Source:  https://ceds.ed.gov/relatedInitiatives.aspx

ReadyNation 2018 Summit Buddies


Logos for summit sponsors

Source:   https://www.strongnation.org/articles/477-2018-global-business-summit-sponsors


Association of Chamber of Commerce Executives

United Nations International Children’s Emergency Fund (UNICEF)

Association for Childhood Education International

ChildFund International

World Bank Group

National Association of Workforce Boards

New York Academy of Sciences (NYAS)

Grand Challenges Canada / Grands Défis Canada

Save the Children

China Development Research Foundation

International Step-by-Step Association (ISSA)

Innovation Edge (South Africa)

The Power of Nutrition

Salzburg Global Seminar

Early Childhood Development Action Network (ECDAN)

Asia-Pacific Regional Network for Early Childhood (ARNEC)

Ensemble pour l’Education de la Petite Enfance

RISE Institute

Too Small to Fail

Colorado Business Roundtable (COBRT)

Texas Business Leadership Council

South Carolina Council on Competitiveness

International Chamber of Commerce World Chambers Federation

Source:   https://www.strongnation.org/articles/540-partner-organizations

Education Groups that Gates is Buying off Part 5

NOTE: While most of these are directly school related, some are more tied to the Common Core/Fed Ed/SEL/Early Childhood/Workforce Development machine more than to actual schools or directly in the education arena.   Look for a * by them if this is so.

Engaging Schools Buddies


  • The Atlantic Philanthropies
  • Bill & Melinda Gates Foundation
  • Brown Rudnick Charitable Trust
  • Buena Vista Foundation
  • The California Endowment
  • Eastern Bank Foundation
  • Essex County Community Foundation
  • JAMS Foundation
  • Jewish Communal Fund
  • Jewish Community Federation and Endowment Fund
  • Lippincott Foundation
  • Medtronic
  • Nellie Mae Educational Foundation
  • NoVo Foundation
  • Open Society Foundation
  • The Schott Foundation for Public Education
  • Sidney Stern Memorial Trust
  • Smart Family Foundation
  • State Street Foundation
  • Working Assets/CREDO Mobile

Source:  http://engagingschools.org/about-us/funders/

Engaging Schools has worked in more than 20 states and internationally. Recent partners include the following intermediaries and districts, and/or schools within these districts:

  • Anchorage School District
  • Atlanta Public Schools
  • Austin Independent School District
  • Binghamton City School District (NY)
  • Charlotte-Mecklenberg Schools
  • Charter schools in CA, CO, MD, NY, and WI
  • Chicago Public Schools
  • College Board
  • Denver Public Schools
  • District of Columbia Public Schools
  • Fall River Public Schools (MA)
  • Holyoke Public Schools (MA)
  • Joplin Schools (MO)
  • New Bedford Public Schools (MA)
  • New Leaders for New Schools
  • New York City Public Schools
  • Oakland Unified School District
  • San Francisco Unified School District
  • Springfield Public Schools (OR)
  • Syracuse City School District
  • Todd County School District (SD)
  • Toledo Public Schools
  • West Orange Public Schools (NJ)

Source:  http://engagingschools.org/about-us/school-partners/

Center for Curriculum Redesign Buddies

International Organizations

  • Asia Society

    “The transformation …. makes the Center for Curriculum Redesign’s mission so important.” …read more

    Anthony Jackson 
    Vice President for Education,
    Asia Society

  • International Baccalaureate

    “It is important that curriculum and assessments are continuously refined… to prepare young people for the future.” …read more

    Siva Kumari 
    Director General
    International Baccalaureate

  • NAIS

    “The success of our students will be reliant upon … knowledge, skills, character, and meta-learning.” …read more

    John Chubb 

  • OECD

    “PISA’s future success will closely depend on our ability to rethink ‘what is taught in the 21st century’…I offer your endeavor my full support” …read more

    Andreas Schleicher 
    Special Advisor to the Secretary General on Education Policy
    Head Indicators and Analysis Division (PISA)
    Organisation for Economic Co-operation and Development (OECD)


    “In light of the transformations taking place in the world today, it is essential to question the models we use…” …read more

    Riel Miller 
    Head of Foresight

  • World Bank

    “The relevance of appropriate curricular and assessment policies… cannot be overstated” …read more

    Marguerite Clarke 
    Senior Education Specialist
    The World Bank Group


  • Alberta

    “We look forward to collaborating with other key PISA jurisdictions, academia, corporations and foundations on this important work for students.” …read more

    CanadaKeray Henke 
    Deputy Minister
    Alberta Education

  • Finland

    “…what is essential in curriculum necessitates a bold reconsideration of knowledge and learning, contents, and pedagogical practices” …read more

    FinlandTimo Lankinen 
    Director General,
    Finnish Board of Education

  • South Korea

    “…developing innovative curricula is essential for the 21st century and beyond.” …read more

    South KoreaSun-Geun Baek 
    Korean Educational Development Institute

  • Massachusetts, USA

    “…a center devoted to the exploration of appropriate curricula for the 21st century…strikes me as a timely and useful endeavor…to meet the needs of our students and citizens” …read more

    USAPaul Reville 
    Secretary of Education
    Commonwealth of Massachusetts

  • New South Wales in Australia

    “By joining with you on this initiative we will… promote a new and shared global understanding of curriculum issues” …read more

    AustraliaAdrian Piccoli 
    Minister of Education
    New South Wales, Australia

  • Ontario Ministry of Education

    “Ontario’s participation will be mutually beneficial…in keeping our curriculum current and relevant for students in the 21st century” …read more

    CanadaGrant Clarke 
    Assistant Deputy Minister,
    Ontario Ministry of Education

  • Singapore

    “…education experts from different jurisdictions come together to re-conceptualise and redesign a curriculum for the 21st century. Singapore is honoured to be invited to participate” …read more

    SingaporeKhah-Gek Low 
    Director, Curriculum Planning and Development Division
    Singapore Ministry of Education

  • Victoria

    “The innovative work of your Center as a thought leader… is both timely and important” …read more

    VictoriaRichard Bolt 
    Secretary for Education,
    State of Victoria


  • Founding foundation: Fondation Henri Moser

  • Bill and Melinda Gates Foundation
  • Hewlett Foundation
  • Fondation Helvetica Educatio
  • NMEF

    “…producing clearer, more appropriate renditions of educational outcomes is central to steering educational systems…” …read more

    Nicholas Donohue 
    President and CEO,
    Nellie Mae Education Foundation (NMEF)

Academic Institutions

  • Harvard

    “The Center for Curriculum Redesign shares the goals of Harvard’s MBE initiative, in creating new practices for effective education in the 21st century – going beyond the traditional, limited views of educational practice and policy.” …read more

    Kurt W. Fischer 
    Director of Mind, Brain, & Education
    Harvard University Graduate School of Education

  • MIT

    “The work you have set out…is vitally important if we are to educate students – from kindergarten through college – in the cross-cutting, transferable skills they will need” …read more

    Lori Breslow 
    Director, Teaching & Learning Laboratory,
    Massachusetts Institute of Technology

  • Olin College

    “…the need for a fresh conceptualization of education is urgent. This may be the most pressing Grand Challenge of our age.” …read more

    Richard Miller 
    President and professor,
    Olin College of Engineering

  • Stanford

    “We’ll be wise to focus on developing learners with the expertise for adapting to the increasingly rapid changes in the world.” …read more

    Roy Pea 
    Professor of Education and Director,
    H-STAR Institute


    “…we need to bring together great minds to puzzle over what people need to know and be able to do. All education, industry, and labor ministries have a stake in this work” …read more

    Doug Lynch 
    Vice-Dean of the Graduate School of Education
    The University of Pennsylvania


  • Google

    “…as access to information has dramatically redefined what should be part of a 21st century curriculum, one of the most profound questions in education is ‘What should be taught in an age of Google?’” …read more

    Steve Vinter 

  • IBM

    “The CCR presciently tackles the critical question “What should be learned in an age of Artificial Intelligence?”. This effort is as far reaching as it is timely…” …read more

    Jim Spohrer 
    IBM University programs worldwide

  • Intel

    “…in our more holistic approach to systemic Education Transformation, we are working in multi-stakeholder partnerships around the globe, including Assessment, Curricula and Standards” …read more

    Martina Roth 
    Director Global Education Strategy, Research and Policy

  • Microsoft

    “[given the] prickly issue of curriculum in an age of instant and abundant information… what should we teach and what do our next generation learners need to learn?” …read more

    Greg Butler 
    Senior Director, Education Leaders Strategy

  • Pearson

    “The importance of addressing this issue cannot be underestimated…” …read more

    Ross Hall 
    Director, Education for Economic and Social Development

  • Promethean

    “…your focus on the curriculum is more important than at any time in the last 300 years with the needs of economies and society changing so fast.” …read more

    Jim Wynn 
    Chief Learning Officer,

  • Wolfram

    “I am pleased that you see the importance to humanity of achieving these fundamental changes” …read more

    Conrad Wolfram 
    Founder & Managing Director
    Wolfram Research Europe

Non-Profit Organizations

  • acara

    “We look forward to supporting your Center… as you pursue this very significant and global undertaking…” …read more

    Robert Randall, 
    Australian Curriculum, Assessment and Reporting Authority (acara)

  • Canadian Education Association/Association Canadienne d’Education

    “We look forward… to supporting you in your efforts.” …read more

    Ron Canuel, 
    President and CEO,
    Canadian Education Association/Association Canadienne d’Education

  • ERB

    “We relish the opportunity to help redefine what it takes to be a knowledgeable, ethical, and wise citizen…” …read more

    David Clune 
    Educational Records Bureau (ERB)

  • NYHS

    “The vision that you are building to deeply redesign curricula…is key to the process of transforming education globally” …read more

    Margaret Honey 
    President and CEO,
    New York Hall of Science

  • Partnership for 21st Century Learning

    “P21 applauds the vision of CCR to redesign curricula for the 21st Century that is both relevant and engaging…” …read more

    Steven Paine 


    “CCR’s vision to challenge, explore, and redefine curriculum is critical to the future of each learner” …read more

    Heather Hoerle 
    Executive Director,

Source:  http://curriculumredesign.org/partners/#international-organizations

Leading Educators Buddies

$5 Million +

Bill and Melinda Gates Foundation

$1,000,000 to $4,999,999

Doug and Maria DeVos Foundation
Walton Family Foundation
Charles and Lynn Schusterman Family Foundation
Carnegie Corporation of New York
New Profit, Inc.

$500,000 to $999,999

Bezos Family Foundation
Arnold Foundation
Ewing M. Kauffman Foundation
Hall Family Foundation
W.K. Kellogg Foundation
NewSchools Venture Fund

$100,000 to $499,999

Baptist Community Ministries
New Schools for New Orleans
Booth Bricker Fund
Hyde Family Foundation
The Poplar Foundation
Community Foundation of Greater Memphis
Greater Kansas City Community Foundation
Office of the State Superintendent of Education
The Joyce Foundation

$50,000 to $99,999

Selley Foundation
Shumaker Family Foundation
Patrick F. Taylor Foundation
Capital One
RosaMary Foundation
Pro Bono Publico Foundation
Leslie Jacobs

$5,000 to $49,999

Peter and Meryt Harding
Stephen and Kitty Sherrill
J.P. Morgan Chase
Libby Dufour Fund
Mary Freeman Wisdom Foundation
Sosland Foundation
Diana Davis Spencer Foundation
Greater New Orleans Foundation
HandsOn Network
Entergy Corporation
Keller Family Foundation
Chevron Humankind
Christine and Katharina Pauly Charitable Trust
Reily Foods Company
Richard E. & Nancy P. Marriott Foundation

Source:  http://www.leadingeducators.org/investors/

Surge Buddies

Source:  https://www.surgeinstitute.org/donor-listing/

Insight Education Group Buddies

Implementation Partners

Districts, CMOs, & States

  • Achievement School District (TN)
  • ACCEL Charter Network (OH)
  • Alliance College-Ready Schools (CA)
  • Apple Academy Charter Public Schools (CA)
  • Baltimore City Public Schools (MD)
  • Bassett Unified School District (CA)
  • Bozeman Public Schools (MT)
  • Chicago Public Schools (IL)
  • Citizens of the World Charter Network
  • Colonial School District (DE)
  • Colorado Department of Education (CO)
  • Delaware Department of Education (DE)
  • Denver Public Schools (CO)
  • District of Columbia Public Schools (DC)
  • Dunkirk City Schools (NY)
  • Highland Falls School District (NY)
  • Gainesville Independent School District (TX)
  • The Governor’s Office of Student Achievement (GA)
  • Green Dot Public Schools (CA)
  • Guilford Public Schools (CT)
  • Guilford Public Schools (NC)
  • Jackson-Madison County Schools (TN)
  • KIPP LA (CA)
  • Laurens County School District 56 (SC)
  • Los Angeles Unified School System (CA)
  • Lost Hills Union School District (CA)
  • Mansfield Public Schools (CT)
  • Marion County School District (SC)
  • Marlboro County School District (SC)
  • Maryland State Department of Education (MD)
  • Memphis City Schools (TN)
  • Metro Nashville Public Schools (TN)
  • Metropolitan School District of Decatur Township (IN)
  • School City of Mishawaka (IN)
  • New Schools for New Orleans (LA)
  • Newark Public Schools (NJ)
  • Newton County Schools (GA)
  • New York State Department of Education (NY)
  • Passaic Public Schools (NJ)
  • Ohio Department of Education (OH)
  • Queen Rania Teacher Academy (Kingdom of Jordan)
  • Racine Unified School District (WI)
  • School Districts of Philadelphia (PA)
  • Shelby County School District (TN)
  • St. Hope Public Schools (CA)
  • Summit Public Schools (CA)
  • Tennessee Department of Education (TN)
  • UNO Charter Schools (IL)
  • Syracuse City School District (NY)
  • Youth Empowerment Services (TX)

Foundations & Government

  • Aspen Institute
  • Broad Center for the Management of Schools
  • California Charter School Association
  • Education Service Center of Cuyahoga
  • Grimmway Family Foundation
  • Go! Austin / Vamos! Austin (GAVA)
  • KIPP Foundation Mass Insight Partnership for Los Angeles Schools
  • Teach for America
  • Tennessee Charter School Incubator
  • The Bill and Melinda Gates Foundation
  • The KIPP Fisher Fellows Foundation
  • TNTP
  • U.S. Department of Education
  • University of the State of New York Regents
  • Western Region Education Service Alliance

Source:  http://www.insighteducationgroup.com/our-partners

Digital Youth Network Buddies

Bill & Melinda Gates Foundation

John D. and Catherine T. MacArthur Foundation

DePaul University

Source:  http://digitalyouthnetwork.org/home/about-us/funders

Education Superhighway Buddies


Source:  https://www.educationsuperhighway.org/funders/

My Future NC Buddies


Bill & Melinda Gates Foundation
John M Belk Endowment
Goodnight Education Foundation


NC Community Colleges
The University of North Carolina System
Public Schools of North Carolina
The William & Ida Friday Institute
Higher Education Works
The Hunt Institute

Source:  https://www.myfuturenc.org/who-we-are/funders-partners-staff/

BUILD Initiative Buddies

Source:  http://www.buildinitiative.org/AboutUs/FundingPartners.aspx

Alliance for Early Success Buddies


Source:  http://earlysuccess.org/partnerships/funding-partners


Ounce of Prevention Fund

The Ounce of Prevention Fund gives children in poverty the best chance for success in school and in life by advocating for and providing the highest-quality care and education from birth to age five. The national policy team works with state and local leaders to build, coordinate, and protect the early childhood services and infrastructure essential to giving young, at-risk children an opportunity at success.

First Five Years Fund

The First Five Years Fund (FFYF) helps America achieve better results in education, health, and economic productivity through investments in quality early childhood education for disadvantaged children from birth to age five. FFYF provides knowledge, data, and advocacy, helping federal policymakers make investments in the first five years of a child’s life that create greater returns for all.

Educare Learning Network

Educare is a research-based program that prepares young, at-risk children for school; a specially designed place that nurtures early learning and sends a bold message about the value of investing in the first five years; an innovative partnership between the public and private sectors to create a more efficient, more effective early learning program; and a compelling platform to drive change among policymakers, business leaders and early childhood providers by showing what quality early learning looks like.

Campaign for Grade Level Reading

The Campaign is a collaborative effort by foundations, nonprofit partners, states and communities across the nation to ensure that more children in low-income families succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on the most important predictor of school success and high school graduation—grade-level reading by the end of third grade.

Source:   http://earlysuccess.org/partnerships/aligned-activities

 New Leaders Buddies

  • 3M Company
  • Adtalem Foundation
  • Anonymous (8x)
  • AutoZone, Inc.
  • Rose M. Badgeley Residuary Charitable Trust
  • Clayton Baker Trust
  • Baltimore Community Foundation
  • Belk Foundation
  • The Boeing Company
  • Booth Ferris Foundation
  • Thomas W. Briggs Foundation
  • Bright Funds, Inc.
  • Peter and Carmen Lucia Buck Foundation
  • Morris & Gwendolyn Cafritz Foundation
  • Capital One
  • Carnegie Corporation of New York
  • Robert Carter
  • Chamberlin Family Foundation
  • Chan Zuckerberg Initiative
  • Stefanie and Chase Chavin
  • Cisco Systems, Inc.
  • Hilliard Crews and Stacy McGee
  • Crown Family Philanthropies
  • Dudley Del Balso
  • Susan and Tom Dunn
  • Edison Properties, Inc.
  • Educate78
  • FedEx Corporation
  • Finnegan Family Foundation
  • Flora Family Foundation
  • Peter and Mary Lee Formanek
  • Sidney E. Frank Foundation
  • Gene Frantz
  • Lloyd A. Fry Foundation
  • FThree Foundation
  • Fullerton Family Foundation
  • Bill & Melinda Gates Foundation
  • Goldsmith Family Foundation
  • The John G. & Jean R. Gosnell Foundation
  • Greater Washington Community Foundation
  • The Walter & Elise Haas Fund
  • The Hearst Foundations
  • Hoffberger Family Philanthropies
  • Hyde and Watson Foundation
  • Hyde Family Foundations
  • J.M. Kaplan Fund
  • Koret Foundation
  • Koshland Family Foundation
  • Legg Mason & Co., LLC
  • Lockhart Vaughan Foundation
  • Thomas J. Long Foundation
  • Morton and Sophia Macht Foundation, Inc.
  • Rika and Joe Mansueto
  • J. Willard & Alice S. Marriott Foundation
  • Richard E. & Nancy P. Marriott Foundation
  • Meringoff Family Foundation, Inc.
  • Jay Martin
  • MetLife Foundation
  • Garrett and Mary Moran
  • Morrison & Foerster Foundation
  • Newark Charter School Fund
  • NewsCorp.
  • Nicholson Foundation
  • Northrop Grumman
  • People’s United Bank
  • Polk Bros. Foundation
  • Prudential Foundation
  • Quest Foundation
  • Rainwater Charitable Funds
  • Raise Your Hand Texas: Charles Butt and Winell Herron
  • Regions Bank
  • Rhode Island Foundation
  • Jan Rock Zubrow
  • Charles and Lynn Schusterman Family Foundation
  • Irene S. Scully Family Foundation
  • Naomi Seligman
  • Edith Glick Shoolman Children’s Foundation
  • Silicon Schools Fund
  • Diana Davis Spencer Foundation
  • Seth Sprague Educational and Charitable Foundation
  • The W. Clement & Jessie V. Stone Foundation
  • Sylvan/Laureate Foundation
  • Jim Tanner and Catherine Allegra
  • Alvin and Fanny B. Thalheimer Foundation
  • T. Rowe Price Foundation, Inc.
  • Teacher Town
  • Henry Turley
  • Wallace Foundation
  • Walton Family Foundation
  • Harry & Jeanette Weinberg Foundation
  • Wells Fargo
  • WLS Spencer Foundation
  • Wright Family Foundation

Source:   http://newleaders.org/partners/

CompetencyX Buddies



Assessment for Learning Project (ALP)

Center for Innovation in Education (CIE)

Next Generation Learning Challenges (NGLC)


William and Flora Hewlett Foundation

Bill & Melinda Gates Foundation

Source:   https://www.competencyx.com/about-us.html

Living Cities Buddies *


Source:  https://www.livingcities.org/about/members


The Integration Initiative

Cradle to Career Education and;


Source:  https://www.livingcities.org/about/innovation-partners

Center on the Developing Child at Harvard University Buddies *

Major Investors $1M+ (Cumulative Giving)

  • The Alliance for Early Success
  • The Annie E. Casey Foundation
  • Bill & Melinda Gates Foundation
  • Bezos Family Foundation
  • Buffett Early Childhood Fund
  • Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation
  • Hemera Foundation
  • The JPB Foundation
  • The LEGO Foundation
  • Omidyar Network
  • Palix Foundation
  • Pritzker Children’s Initiative

Current Supporters $500-999K (Cumulative Giving)

  • The David and Lucile Packard Foundation
  • Einhorn Family Charitable Trust
  • Genentech

Current Supporters $250-499K (Cumulative Giving)

  • Anonymous
  • Bernard van Leer Foundation
  • Grand Challenges Canada
  • Simms/Mann Family Foundation
  • Tikun Olam Foundation

Current Supporters $100-249K (Cumulative Giving)

  • Connee Counts
  • Joan Einbender
  • Nathaniel Foote
  • Novak Djokovic Foundation
  • Raikes Foundation
  • José Luiz Egydio Setúbal Family

Current Supporters $50-99K (Cumulative Giving)

  • Atlas Family Foundation
  • Garza Medina Family
  • Robert and Maya Tichio

Past Supporters $50K+ (Cumulative Giving)

  • Anonymous
  • Barr Foundation
  • Casey Family Programs
  • Child Welfare Fund
  • Doris Duke Charitable Foundation
  • Susan Fales-Hill
  • Florida State University
  • GEEARS: Georgia Early Education Alliance for Ready Students
  • George Kaiser Family Foundation
  • Claudio Haddad
  • Harvard Global Health Institute
  • Winson Ho
  • The W.K. Kellogg Foundation
  • The Lemann Foundation
  • The John D. and Catherine T. MacArthur Foundation
  • McCormick Tribune Foundation
  • Nellie Mae Education Foundation
  • Özyeğin Family
  • Blaise Pasztory
  • The Pierre and Pamela Omidyar Fund, an advised fund of the Silicon Valley Community Foundation
  • Robert Wood Johnson Foundation
  • The Skillman Foundation
  • Eva and Harry Wilson

Source:   https://developingchild.harvard.edu/about/investors/

First Five Years Fund Buddies

  • Buffett Early Childhood Fund
  • Bill & Melinda Gates Foundation
  • Irving Harris Foundation
  • George Kaiser Family Foundation
  • W.K. Kellogg Foundation
  • The Pritzker Children’s Initiative
  • David and Lucile Packard Foundation
  • Heising-Simons Foundation
  • Saul Zaentz Charitable Foundation

Source:   https://ffyf.org/who-we-are/

Children Now Buddies

Alliance for Early Success
The Annie E. Casey Foundation
Bill & Melinda Gates Foundation
Broadcom Foundation
California Community Foundation
The California Endowment
The California Wellness Foundation
Chan Zuckerberg Initiative
Conrad N. Hilton Foundation
The David & Lucile Packard Foundation
DentaQuest Foundation
The Dirk & Charlene Kabcenell Foundation
East Bay Community Foundation
Evelyn & Walter Haas Jr. Fund
First 5 Los Angeles
FIRST 5 Santa Clara
Genentech Corporate Giving
Heising-Simons Foundation
Hurlbut-Johnson Fund
The James Irvine Foundation


Kaiser Permanente
The Louis L. Borick Foundation
Lucile Packard Foundation for Children’s Health
Marin Community Foundation
May and Stanley Smith Charitable Trust
Morgan Family Foundation
Pritzker Foster Care Initiative
The Ralph M. Parsons Foundation
S.D. Bechtel, Jr. Foundation
Sierra Health Foundation
Silver Giving Foundation
Stein Early Childhood Development Fund
Stuart Foundation
Thomas J. Long Foundation
Tikun Olam Foundation
The Walter S. Johnson Foundation
The Walton Family Foundation
Weingart Foundation
Westly Foundation
William and Flora Hewlett Foundation
Zellerbach Family Foundation

Source:   https://www.childrennow.org/about-us/supporters/

Ready by 21 Buddies


Altria’s tobacco operating companies: Philip Morris USA, U.S. Smokeless Tobacco Company and John Middleton Co.
The Annie E. Casey Foundation
The Aspen Forum on Community Solutions
The Bill & Melinda Gates Foundation
The Ford Foundation
The Kresge Foundation
The Wallace Foundation
The William T. Grant Foundation
The W.K. Kellogg Foundation

The Annie E. Casey Foundation
AT&T Foundation
Baxter International, Inc201.
The Bill & Melinda Gates Foundation
CVS Caremark
JCPenney Afterschool
W.K. Kellogg Foundation
Marriott International
Scholastic Corporation
U.S. Centers for Disease Control and Prevention
U.S. Environmental Protection Agency

Source:  http://www.readyby21.org/about-us/our-funders


The Forum for Youth Investment


United Way Worldwide (UWW)

America’s Promise Alliance

Children’s Cabinet Network

Corporate Voices for Working Families

National Collaboration for Youth

National Conference of State Legislatures

Search Institute

Child Trends

Community Systems Group

David P. Weikart Center for Youth Program Quality

The Finance Project

The Gallup Organization

nFocus Software 

Results Leadership Group, LLC


Source:  http://www.readyby21.org/about-ready-21/ready-21-national-partnership

2018 Conference Sponsors and Partners


100 Million Healthier Lives

Source:  http://www.readyby21.org/nm-sponsors


Radical Hard Left Groups Part 4

I went to a part 4 because Part 3 was getting a bit long.

Groups Telling President Trump to “Stop the Hate”

American Federation of Teachers

Southern Poverty Law Center


AFT Local 604

AFT New Jersey


AFT Pennsylvania

AFT Vermont

African American Ministers In Action

American-Arab Anti-Discrimination Committee

American Association of University Professors

American Association of University Women

American Federation of Government Employees

American Federation of State, County and Municipal Employees

American Postal Workers

Americans United for Separation of Church and State

Amnesty International

Asian Americans Advancing Justice

Asian Pacific American Labor Alliance

Asian Pacific Institute on Gender-Based Violence

Association of School Business Officials

Badass Teachers Association

Rev. Dr. William J. Barber II

Black Women’s Roundtable

Bully Project

Campaign for the Civic Mission of Schools

Center for American Progress

Center for Community Change Action

Center for Popular Democracy

Champion Women

Change to Win


Clearinghouse on Women’s Issues


Coalition of Labor Union Women

Rabbi Ayelet S. Cohen

Congregation Beit Simchat Torah, New York City

Congregation Bet Haverim, Atlanta

Courage Campaign

DC Coalition Against Domestic Violence


Economic Policy Institute Policy Center

EdPath Specialized Learning Services, LLC

EMILY’s List

Equality Florida

Faith in Florida

Faith in Public Life

Feminist Majority Foundation

Freelancers Union

Fuse Washington

Futures Without Violence

Gamaliel Network

Girls Inc.


Good Jobs Nation

Human Rights Campaign

Illinois Federation of Teachers

Institute for Asian Pacific American Leadership & Advancement

Interfaith Alliance

Jewish Labor Committee

J Street

Rabbi Rachel Kahn-Troster

Labor Council for Latin American Advancement

LEA net

Leadership Conference on Civil and Human Rights

Rabbi Ellen Lippmann

Many Voices: A Black Church Movement for Gay and Transgender Justice

Rabbi Marc Margolius

Media Voices for Children

John Merrow



MPOWER Financing

Muslim Community Network

NAACP Washington Bureau

NARAL Pro-Choice America

National Action Network

National Alliance to End Sexual Violence

National Association for Bilingual Education

National Association of Letter Carriers

National Association of Secondary School Principals

National Center for Lesbian Rights

National Center for Transgender Equality

National Coalition Against Domestic Violence

National Coalition on Black Civic Participation

National Congress of Black Women, Inc.

National Council on Educating Black Children

National Council of Jewish Women

National Council of La Raza

National Council of La Raza Action Fund

National Domestic Violence Hotline

National Education Association

National Federation of Nurses

National Immigration Law Center

National Latina Institute for Reproductive Health

National LGBTQ Task Force

National Organization for Women

National Partnership for Women & Families

National Resource Center on Domestic Violence

National Task Force to End Sexual and Domestic Violence

National Women’s Law Center

Network for Public Education

Network for Public Education Action

Newtown Action Alliance

NextGen Climate

Not in Our Town

Operation Respect

Pennsylvania AFL-CIO

Pride at Work


Progress Florida

Progress Michigan

Progress North Carolina

Progress Virginia

Race Institute for K-12 Educators

Reconstructionist Rabbinical Association

Reconstructionist Rabbinical College/Jewish Reconstructionist Communities

School Social Work Association of America

Schott Foundation for Public Education

Service Employees International Union

Rev. Al Sharpton

States United to Prevent Gun Violence

Rabbi Susan Talve

TESOL International Association

Rabbi Rachel Timoner


Tyler Clementi Foundation

Unitarian Universalist Pennsylvania Legislative Advocacy Network

Unitarian Universalist Service Committee


United Auto Workers

United States Hispanic Leadership Institute

United Steelworkers

United University Professions

United We Dream


Voto Latino

Wisconsin Jobs Now

Working America

Workplace Fairness

Source:  https://www.aft.org/dear-president-elect-trump-stopthehate

March On Buddies


DAWN ADDIS – Women’s March San Luis Obispo 
KAREN COSMAS – March Forward Massachusetts
DANIELLE DEMATTEO – Forward March New York (NYC)
ALICIA MAE DONAHUE – Women’s March Minnesota
MELISSA FIERO – March On! Texas 
SACIA FOWLER – March On Oklahoma 
MARIE GERMAIN – Women’s March on Asheville
TEE HANIBLE – March On Veterans
LIBERTY HARRINGTON – Seattle Womxn Marching Forward
EVE HURWITZ – March On Maryland
RACHEL LABARE – March On Hudson Valley
CASSANDRA MARTINEAU – Women’s March CT – We March On
JESSICA ROGERS – March On Colorado
KATHERINE SIEMIENKO –  Women’s March Alliance (NYC)
KELLY SMITH –  Kentucky
LIISA SPINK – Seattle Womxn Marching Forward 
JESSICA SCHELLER – Women’s March Chicago 
DAWNIEL STEWART – Women’s March San Diego, Inc 
ELAYNE MOSHER CAMPOLI – Tri-County Women’s Coalition
MICHAL CATHY – Womens March Santa Barbara
EVELYN MANTILLA – CT Latinas in the Resistance
EMILY EMFINGER JOHNSON – Beyond the Women’s March
PAULA KIRMAN – March On Edmonton Collective
BEV ALLEN – March On Westcliffe
JENNA WATSON – Women’s March Coalition – UTK Chapter
VIOLET KILMURRAY – Women’s March Wisconsin
GWEN COMBS – Be the Change Alliance
JODIE LONES – Havelock Democrats
REAGAN FLAHERTY SAMPSON – March Forward Virginia
SAMANTHA MONCKTON – March On Vancouver
ANDREA TALBOT – Omaha Women’s March
ODETTE RAMOS – Baltimore Women United
LYNN CANNON – March Forward San Carlos
CHRISTINE BURKE AND/OR KAT SHORE – Justice For All Ventura County
RACHEL LABARE – U-Act (Ulster Activists)
KIMBERLY TUCKER – Indivisible757
KARYNN CAVERO – Collier Freedom


DEE BROWN – Brilliant Corners Research & Strategies
MARSHALL GANZ – Harvard University
COLIN GREER – New World Foundation
KATHY SPILLAR – Feminist Majority
AIMEE ALLISON – Democracy in Color
BOB FERTIK – Democrats.com
STEPHEN HENDEL – Hartree Partners
ALAN KHAZEI – Be The Change
JULIE NORTON – Trippi Norton Rossmeissl Campaigns
DENIELLE SACHS – Blue Sphere Foundation
J SIDER – Former Advisor to Google, Corporate Strategist


Bus for Progress Buddies

Source:   https://www.busforprogress.org/about/related-links

National Education Association Buddies

National Board for Professional Teaching Standards

Center for Teaching Quality

Council for the Accreditation of Educator Preparation (CAEP)

Advancement Project 

Gay, Lesbian, and Straight Network (GLSEN)

Human Rights Campaign (HRC)

National Immigration Law Center (NILC)

Own the Dream

United We Dream

Source:  http://www.nea.org/home/42716.htm

Alamo Car Rental

Source:  https://www.alamo.com/en_US/car-rental/partners/partner-details/affinity/7014162-nea.html

Onward Together Buddies

  • Color of Change
  • Emerge America
  • Indivisible
  • Swing Left
  • Run for Something
  • Alliance for Youth Action
  • Arena Summit
  • Collective PAC
  • iVote Fund
  • Latino Victory
  • Voto Latino

Source:  https://www.onwardtogether.org/about-onward-together/

Public Schools or Public Screwels? Part 11

anti-common core part 11

I’ve decided to make a  part 11.

Now Parkland Schools are harassing an anti-gun control student for tweets he made of going to the gun range with his father:  https://www.dailywire.com/news/29790/breaking-anti-gun-control-parkland-survivor-kyle-daily-wire


Here is a post from a Utah anti-Common Core group:

Hey ya’ll! My friend was told by the Principal that she could opt her son out of Sage but it would effect his grade and they would find something harder for him to do. They opted another son of hers last year and they did give them harder stuff. So my questions are, what are her options? Should she report this principal? Where is the law that states no penalties? Where can she get her own form to opt out?


He made her feel really guilty saying “it’s your choice, it’s your choice. But it’s good practice for the act”


And here are some replies to said post:

This principal is a “BULLY” he needs to be gone!


yes and no. It could just be a misunderstanding 😬. I doubt it. But I don’t want anyone to lose their jobs. Just corrected.


yes I understand but experiences go far past this and I’ve been to the District and nothing changes.


You should be able to find the opt out form online at the Utah state education website. Sage is not required. Have her sign the paper and turn it in. Then if he continues to be annoying just have her check her child out whenever there is a test.


Illegal! Illegal! Illegal! Tell her to contact the assessment director or the superintendant.


If you message me and tell me the school district, I can help you find your first point of contact.


Emery County School District


These decisions belong 100% to the parents, not the principal at a government school. Tell your friend to go in and ask this principal if they can sit down and review this test together so she can see if it’s appropriate for her student. He will tell her that no one, including himself is allowed to see the questions. So how does he know if it’s a good practice for the ACT?… They should not be administering tests that they cannot see the questions to. If they want to administer an alternative test, have her ask to review that one as well. Opting out of SAGE testing cannot affect their grade.


She’s kinda nervous to report him bc it’s a small community and her son is in sports. Can it be anonymous?
Doing what she feels is best for her child is always the right decision. If she’s already talked to them then they’ll most likely know it’s her. If I was her I would go in and sit down and explain that as the parent she will not be allowing her student to take this test, and she would appreciate it if they would kindly respect her parental rights and wishes for her child. I would respect a parent more if they came in and were kind but very straight forward about what they wanted for their child.
I have had the same experiences. Will you please PM me the principals name?
Here is a post  from Alice Linahan:

This should be of great concern to ALL Texas Parents.

“The State Board of Education will now require the use of machine-readable curriculum standards when publishers create new high school reading language arts instructional material. This is the first step towards requiring interoperability.”https://tea.texas.gov/About_TEA/News_and_Multimedia/Press_Releases/SBOE_News/New_online_instructional_material_to_be_based_on_digitized_curriculum_standards/

“Project Unicorn partners presented at SXSWedu March 2018. Dell Foundation presented that data interoperability meant a 360-degree view of student data, information on past test scores, attendance, behavior, etc. right there on the spot and the USDoE’s Digital Promise, who is interested in leveraging the mind, brain connection in education, moderated a panel on bringing brain scanners to measure students’ learning. Read more about this and Bill Gates’ investing in a brain research company that develops next-generation Mind Tracking Solutions, which can be integrated into existing eye tracking devices and software here. ]


alice l image
And another post from her:


“So Mike Morath, Texas Education Agency (TEA) commissioner, failed at his Home Rule attempt in Dallas (See Panning a Charter Takeover of all public schools). So via legislative mandate in SB 1882, Texas has now empowered TEA to use gangster moves to force schools into private management.”



Here is a post from a Utah anti-Common Core group:

can Nebo District do this?
Email from teacher below. I will post her first email from during school yesterday in the comments. This is what she sent today.

“After I emailed you last, I attended an ethics training for SAGE and received new policy information from the district and state. This year, schools are required to provide an alternate learning experience during SAGE. That means that opt-out students will have a different assignment that will still be required–so if you were to check out Trent on those days, he will still need to make that assignment up. Just for your information, this is found in Utah Code 531-15-1403: “Teachers may not reward or punish a student for being excluded from testing. Schools are required to provide an alternative learning experience for the student while the rest of the class takes the assessment.” This particular alternate assignment is the same for each 7th-grade English class at our school. This assignment will neither be a punishment or a reward–just a different option for those opting out.

As far as grading for SAGE goes, we have been directed to give participation grades–this has nothing to do with how well they score on SAGE or whether or not they opted out, but it is based on their effort in participating. Students who opt out of the SAGE will earn these points by taking the opt-out assignment, which will also be graded based on effort–not mastery. If you’d still like to check Trent out of school, he can make up the assignment at home.

If you have any other concerns or questions about the new policy, my administrators would be happy to explain this further.”


Here is a post from a friend of mine:

Watch out for these freaky educational mind-benders …
They’ll infuse ‘em with norms and ethical standards … which they’ll approve … and auto-correct their emotions so they lose any traces of childhood … and become perfectly calibrated, social creeps.

And that’s how they’ll retool your kid’s personality … and rehabilitate their identity … pretty much without bothering you at all. But that should bother you to no end.

Read on … and see what you’re up against …


kid zombie

And here are some replies to said post:

I went to my great-grandaughters school to have lunch with her (that’s nice that the school allows that) as I stood in the hall watching the class arrive I thought “my Lord it’s the Hitler army” perfectly straight line of perfectly spaced littles, no touching!!, no talking (pretend you don’t see Grammy standing over there) God forbid that she show any delight in seeing Grammy. A far cry from my school days when “best Friends ( you are not allowed to say the “best” part anymore) actually held hands in the hallway on the way to lunch. It’s no wonder when I greet a teenager on the street they look at me like I have 3 heads! It’s so pathetic – indeed no joy.


This is my 10 year old daughter’s vocabulary words this week. Thought you would appreciate this 😔

 hard voacb
my son hasn’t seen spelling words since 3rd grade & they weren’t little words. Yet he cant spell small daily words. I’m doing spelling, cursive & the states with my kids over the summer. my daughter is 15 & my son is now 12. They don’t know much of any of that.
I’ve seen the same. The village mayor’s son taught 1st grade. He literally told the kids to look straight ahead, eyes on the back of the head in front of you. haven’t you heard the little songs they sing while being on line. indeed looks like prison.
I’m really considering pulling my last 2 (of 4) out of school and home schooling. I am seeing my bright vibrant children being literally dummed down and commonsence being squashed. Heartbreaking to say the least.
My seventh grade granddaughters are going on a field trip, job fair! Can you believe that!? But they make kids believe that is a good thing!
 I guess we need to protest harder, they are losing their childhood.
 Here is a post from a New York anti-Common Core group:

Assemblyman Ra and Assemblyman Murray Disappointed the Assembly Majority has Blocked Transparency in Schools

Assemblyman Ed Ra is disappointed to announce that his bill, the “Standardized Testing Transparency Act” (A2312) was held in the Assembly Committee on Education. The legislation would have allowed the Commissioner of Education to release all questions and content on state tests as well as data on the number of students who completed, opted out or were eligible to be tested within 30 days following the test.

“We need to provide our families with this information so they can feel confident when making their personal decision on whether or not to have their children take the new Common Core tests,” said Ra. “Students and parents deserve this transparency, as it will help them determine what is right for their families, as each family has a unique situation. By blocking this legislation, Assembly Democrats are once again refusing to allow families the opportunity to decide what is right for their children. Our teachers are also being let down, as they are caught in the middle of all this. It is already known that there are issues with the content of the tests and its administration, this secrecy is not helping anyone. Though the Assembly Democrats continue to refuse to help students and their families, I will continue to fight for this transparency. We need to be open and honest about what is going on behind the scenes so each family can decide what is right for them.”

“It was disappointing that Assembly Democrats once again let down our teachers, parents and students by blocking the Standardized Testing Transparency Act, legislation that would have given families peace of mind in helping to determine if it was appropriate for their children to take these standardized tests. We have already seen a myriad of problems with the contents of the test’s questions and with how they are administered. I will continue to fight for the highest level of transparency and accountability in regards to the curriculum being taught and the tests that are administered, to help our parents make the best educational choices for their children,” said Assemblyman Dean Murray (R,C,I-East Patchogue), the Ranking Republican Member of the Education Committee.


University of Utah has a crying closet for snowflakes to use:   http://www.dailymail.co.uk/femail/article-5657409/University-Utah-installs-CRY-CLOSET-library.html


Here is a post from a friend of mine:

A good friend of mine spent $40K per year to send her child to a good private school to avoid Common Core and the school to work infiltration. She wanted a truly educated child not human capital for the planned economy. The result for her sacrifice…..her daughter could not score well on the SAT. Even though this child had a 4.0 gpa and had all AP classes. The problem, she knew real math but did not know Common Core math. So her mother had to put out $80 per hour all summer so her child could now learn the CC way to do math and score better on the SAT. I tried to convince her to by-pass the SAT and go directly to the college entrance exam but she was stuck in the same paradigm as many other parents. They think the SAT is the only way to get into college. There is sadly only one solution to this problem. We need to stand up and STARVE THE BEAST. We need to take down this system. Make implode upon itself. But it will take parents willing to stop sending the children into the belly of the beast. If we could get 30% of parents to pull their kids we just might be able to bring it all down. If not we will have 30% of future population with a real education.


I found this post from a California group, though the post was from 2016:

Do you want your student’s data collected and housed in a longitudinal data system outside of the CDE? Well, it’s happening.

The CORE districts are experimenting with your kids. After conducting a two year pilot on ways to measure social emotional learning (SEL), the lead psychologist (Angela Duckworth) backed out of CORE’s project. She felt the implementation of SEL measures was ahead of the science, but that hasn’t slowed CORE down.

CORE Districts are now collecting extensive data on your kids that reaches well beyond academics.

More importantly, this data is being collected and housed outside of CDE’s data system, CALPADS.

Per CORE’s federal wavier, these districts agreed to build a robust longitudinal data system, which is housed at Stanford’s John Gardner Center for Youth. The system was designed to share data across key sectors related to education, such as heath and human services, welfare and criminal justice departments, after school and community programs etc.

The goal is to generate a comprehensive digital profile of every student in order to track his/her performance and progress from cradle to career. The endgame is a sustainable (planned) economy. Although the shift to SEL is couched in the well being of students, it is actually driven by corporate interests, folks who see your kid as human capital.

Thanks to FERPA and CORE your child’s data can and will be shared widely with any number of third parties that have a “legitimate educational interest.”

This year CORE has added several more schools and charters into the fold. From the first federal waiver, CORE intended to scale its approach across the state.

The extensive data collection is a threat to your child’s privacy and safety. More importantly, it won’t improve the quality of his/her education.

So, if you don’t want your child’s personal information collected and shared, you have to speak up. Opt out of adaptive learning software. Demand textbooks and teacher generated assessments, old school paper and pencil tests.


Looks like another student has been suspended for a gun range post on social media:
I found this post in an anti-Common Core group:
Teachers on strike in Arizona, marching in Colorado. I went to some of the Red for Ed Facebook pages, all are supported by “BATS”. That should tell you everything you need to know about Red for Ed. :\    BATS is run by Mark Naison who is a close friend of Bill Ayers. BATS is not Against Common Core! They are all about empowering the Teachers UNION.
 Here is a post from a friend of mine:

Hill told Harris that she left the AEA after her first year of teaching. She is not alone.

Because AEA has failed miserably to represent teachers in the state for years, fewer and fewer teachers belong to the organization. This is not strictly an Arizona phenomena. In fact, across the country, as teachers’ associations took on political fights that had nothing to do with teaching and everything to do with progressive issues like climate change, membership has fallen off.



A  Nevada school that let their students participate in the National Walkout Day is being sued for barring a student from wearing a pro-gun t-shirt:   http://www.wistv.com/story/38030893/nevada-school-district-middle-school-sued-over-discrimination-ban-on-8th-grade-students-pro-gun-rights-tee-shirt-and-free-speech


Here is a post from a North Dakota anti-Common Core group:

Excerpt –Google measuring “soft skills” in k-12 NH schools:
“According to this recent article in the Manchester Union Leader, SNHU received a $1 million dollar grant from Google to develop an assessment to measure “soft skills.”
Soft skills include behaviors, attitudes, and the mental health of the person being assessed. In NH, these soft skills are being assessed k-12 too. In some cases this is being done without parental knowledge or consent. This is part of the Competency Based Education model that includes measuring attitudes, dispositions, and behaviors.”



Here is a post from a Georgia anti-Common Core group:

NWEA MAP TESTS. Parents, did you know that all students who take the NWEA MAP growth test, have a separate ENGAGEMENT profile? (It has nothing to do with whether they answered the questions correctly or incorrectly.)
What follows is a brief account of a nearly 7 month NWEA Q & A communication and related FOIA. Many questions remain unanswered. I invite NWEA, teachers, students, other parents to give input — as this is something that potentially affects millions of US students. If you are short on time, here is the very short ‘Top 10’ version:

1. NWEA rebranded in 2017, won award for new Social Emotional Assessment tool for MAP Growth, announced new “engagement” profiling for every student, and hired new CEO, Chris Minnich, of CCSSO, the Common Core copyright co-owner.

2. Detecting Social Emotional skills is a $43 Billion global market for edtech.

3. NWEA maintains one of the largest repositories of student growth data in the nation. Why hasn’t NWEA signed the SIIA privacy pledge to not sell student data?

4. Where is NWEA data being shared; how is it being used and analyzed? Collaborators, Researchers, Hitachi.

5. Do parents know their child has an engagement profile with NWEA ? Can parents opt out of this profile? (No).

6. In a study with Harvard’s Center for Education Policy Research Proving Ground Network , and a Gates funded CORE school district, NWEA has used personal data from the NWEA engagement profile and COMBINED this pii data with personal, student-level (pii) data from students’ self-reported behavior surveys. NWEA’s study concludes that test disengagement (rapid response) is “connected to risk of dropping out of school …and a lot of deep-rooted problems”.

7. Who will be able to see if a student has been flagged as disengaged (or at risk for these “problem areas”) by NWEA? (ie: Will this disengagement profile or flag ever be shared with colleges, employers?) Did parents give informed consent for this NWEA study that combines and potentially re-purposes sensitive student data? In asking NWEA and FOIA of the school district, (here), I could find no evidence of explicit permission or informed parent consent. Will NWEA obtain informed consent in the future and allow parents to opt out of SEL or Engagement data?

8. Accuracy?

9.NWEA Reading Fluency now uses Voice Recognition technology. How is THAT data being analyzed, used?

10. NWEA and researchers, edtech, Congress can learn from the Facebook scandal. Children’s data should not be taken without consent, should not be repurposed, researched, and analyzed without transparency and consent. You need to do better. We deserve #GDPRfor ALL.


And here is another post from said group:

The SREB, an unaccountable, unelected regional board encompassing 16 states is now marketing itself on facebook. Don’t take the bait. They are NOT our friends. They have way too much influence in our state government.

positive learning sneaky
 Here is a post shared by Alice Linahan:
Curious about who KISD is selling your information to? I gathered the list into a single PDF, so you can easily search it.
I am one of those requesters, as you‘ll see. I was denied further information, which I explained here:  http://abetterlegacy.com/status-of-foi-request-for-300000-data-points-tracked-on-students/
There were 22 requests for the student directory just this year, below are a few of the businesses, but you can also find the individuals who requested here:
University of Houston
SafeKeys Driving School
Language Kids World
White Rhino Financial
Strawbridge Studios, Inc.
Air Force
First Community Credit Union
 Here is a post that was shared by a friend of mine:
NEA bad boys.jpg
 It looks like the Parkland school wasn’t safe and that security measures that were supposed to be implemented weren’t and that loads of money allocated for school safety wasn’t used for it.   And, he too found the Obama disciplinary regulations to be at fault.  (Of course, the school called his report “fake news”, but that’s what illiberals do when exposed.)  We can thank one student journalist, who has more integrity than all of CNN put together, for finding this out:   https://www.theblaze.com/news/2018/04/28/broward-student-publishes-damning-evidence-proving-broward-school-officials-neglected-school-safety?utm_content=buffer4e23a&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck
 Here is another post from Alice Linahan:

The Interagency Day Care Standards of 1971 federal law.
Excerpt: “Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract… or by way of a voucher plan” must meet all program requirements (ed) that are set down for public schools. Acceptance of Federal funds is an agreement to abide by the requirements.”

Then, in 1981 the American Legislative Education Council, formed by Paul Weyrich (“We are radicals who want to change the existing power structure. We are not conservatives…”), mailed to 16,000 state and federal officials and legislators a suggested educational voucher.

Thomas A. Shannon, Executive Director of the National School Boards Association, said, “Tuition Tax credits for private schools profoundly change the character of private education. Private schools that operate with public money will be subject to public regulations.”

Sure enough, concurrently, on July 18, 1971, key federal legislation underlying and controlling any subsequent education legislation was adopted.

This master control system, “The Interagency Day Care Standards,” hinged upon the federal government’s own definition of day care: “Day care is defined as the care of a child on a regular basis by someone other than the child’s parents for any part of the 24-hour day.”

It states that “Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract… or by way of a voucher plan” must meet all program requirements (ed) that are set down for public schools. Acceptance of Federal funds is an agreement to abide by the requirements.”

School Choice Corporate Reformers are not pushing quality education, they are just pushing… “Choice” and “Competition”.

Who could be against “Choice” and “Competition” in America?

As my friend Michael Bohr correctly states…
“Parents, who are the first and forever educators of their children, are the only people who hold the right to determine “the best interests of their child.

Everyone one else has an agenda that puts their best interests over those of the child and they have done so by taking control of our government.

Their hope is that we continue to fight the false battles they lay down before us and forget that we, the parents, are the sole authority in determining the education and upbringing of our children.”


Does Brent Lawson know what has been written into the Every Student Succeeds Act (ESSA), which is the re-authorization of the Elementary and Secondary Education Act (ESEA), originally passed in 1965, opening the door for Title 1 federal dollars to go to economically disadvantaged students?

Anita Hoge clearly laid it out…..

“Specialized Student Support Services” and “Direct Student Services” mandate equitable services to all private schools, the same as in public schools. This is referred to in the ESEA legislation as “meaningful choice.”

There are specific lists of providers that must be used, as well as, an ombudsman that will oversee compliance in private schools. This is where the mandate will force teachers to identify students as being At-Risk of not meeting College and Career Ready/Common Core as a disability and perform psychological services paid for by IDEA. These interventions are defined as positive behavior intervention and supports, PBIS, multi-tiered system of supports, MTSS, response to intervention, RTI, and early intervening services, EIS, etc.

These interventions are happening NOW because of the Flex Waivers.
By identifying students as At-Risk under Title I, ALL will receive psychological treatment and interventions on your children in private, Catholic, and Christian schools, as well as homeschools (defined as a private school.)


Regular classroom teachers are being trained to identify children who would need services through PBIS, RTI, EIS, & MTSS.

Once EDUCATION SAVING ACCOUNTS (ESA)’s are in full operation, dedicated to each individual student, an individual career pathway meeting College and Career Ready/Common Core soft skills (Grit) interventions and a treatment plan which will be funded by direct student services known as psychobabble.
Because these specialized services are defined in the legislation as psychologists, psychiatrists, social workers, etc, these services will be mandated. These members of the psych profession will be in a position for MEDICAID TO BE BILLED FOR SPECIALIZED STUDENT SUPPORT SERVICES. This is your meaningful CHOICE.

Medicaid is on the scene as mental health wrap around services. Your family and child will be assigned a case manager. This initiates an individual family service plan. The federal government has just walked into your front living room door.


Bell has written extensively about parents not being capable to raise their own children.)


Here is a post from the anti-competency based education group:

I just received this email from an angry parent who lives in another state. I’m trying to figure out if this is a ACT requirement or a local one. Has anyone’s child had a similar experience?

“Hi All,

My son took the P-ACT this morning. He came home angry because the first hour was spent collecting data on the students, question after question regarding their preferences on various topics. Because he is my son, he entered “indifferent” to all that would allow him to do so.

Furthermore, at the beginning of the questionnaire, he had to sign a waiver to allow third parties to use the data collected on the data sheet. Though he did not want to agree, he didn’t feel he had any choice but to sign off on the waiver.

Not surprising yet very upsetting.”


The University of Texas has tragically caved to the gender confusion insanity:  https://www.theblaze.com/news/2018/04/29/university-of-texas-posters-tell-male-students-its-ok-to-wear-dresses-embrace-fluid-masculinity?utm_content=buffer16fde&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck


More anti-Christian censorship in Alabama:  https://www.theblaze.com/news/2018/04/28/alabama-teacher-sent-home-by-principal-for-wearing-t-shirt-with-the-words-just-pray


Here is a post from a friend of mine:

87% of Teachers vote to DISASSOCIATE from the NEA teachers union. One of the Nations two largest teachers unions (the other is AFT)

“Las Vegas teachers, fed up with how their dues are being spent, voted overwhelmingly late Wednesday to cut all ties with their state and national parent unions.

The vote by the members of the Clark County Education Association, which represents almost 20,000 teachers in the Las Vegas area, is a significant loss to the National Education Association, the nation’s largest labor union.

It devastates the NEA’s Nevada affiliate, the Nevada State Education Association, as the Clark County local makes up half the membership of the entire state.

The national NEA now has a $2 million hole in its budget for this year, and it will also need to send money to the state affiliate, which won’t be able to sustain itself and will likely see staff layoffs.



Here is a post from the anti-CBE group:

The first #SEL #Accountability bill?
Colorado has a bill to assess students’ attitudes and disposition and tie it to accountability.

Have you seen this SEL accountability pilot in other states?



And here are the replies to this post:

The problem resides with top-down accountability itself. Accountability—which started here in Texas with GW Bush and his faux “Texas Miracle” turning around “failing schools”—is a set of neoliberal management tools deployed to undermine local democratic control of public education, destroy public unions, disempower parents and educators, and ultimately privatize public education. We should work to oppose all forms of hierarchical, top-down accountability. Schools instead should be accountable to students, parents, and the local community.


California piloted SEL in 2016-17 in 10 big, urban districts. The pilot was done with Transforming Ed out of Massachusetts, who created MESH.   https://www.transformingeducation.org/wp-content/uploads/2017/04/TransformingEducationCaseStudyFINAL1.pdf


the CORE districts are the same districts where they did this NWEA study— and I can’t find evidence that parents consented/ knew that stidnets’ Pii survey data was given to NWEA MAPs and they tied students’ quick response times to deep-rooted problem areas. I worry this (accurate??) NWEA SEL algorithm will be used as a predictor.   http://missourieducationwatchdog.com/nwea-map-assessments-study-connects-test-disengagement-to-student-deep-rooted-problems/


Here is a post from a Washington anti-Common Core group:

My 6th grader came home worrying about SBA testing and having to write an argumentative essay. She said something about failing 6th grade if she doesn’t do well. I told her that was garbage, they couldn’t fail her for this test but now I want to make sure. Anyone know off the top of their head?


Somebody needs to tell this Virginia high school that 9th grade sex ed courses that mention oral sex and sex toys are INAPPROPRIATE:  https://ijr.com/2018/04/1089299-virginia-high-school-shows-explicit-sex-education-video/


Here is a post that was shared by Alice Linahan:

The best thing about being a Dyslexia mom with a reputation for advocacy? Other moms are always still telling me about their kids successes and struggles. The recent instructional tour with its pictures has sure brought out a few discussions.

Flipped Algebra in 8th grade. Did you know it is almost completely digital? Students are assigned videos, they take Cornell notes at home and return to school to work in class. I actually had a kid whose teacher started this more than 5 years ago. But, what this mom was telling me, actually it is 2 moms. The videos aren’t always the same presenter or the same quality. Kids come to class and use the new NSpire calculators purchased by the district. No longer does the student need to understand factoring, they just need to understand how to translate the problem into equations on the Nspire “scratch Pad” and allow the calculator to solve. The work is multiple choice. If the answer isn’t one of the 4, assume you typed it in wrong. The “I am a mean mother,” of the 2 moms who brought up Algebra, says she has been teaching her student how to actually solve problems all year; factoring, the quadratic equation, systems of equations…she makes her child demonstrate he can solve Algebra problems based on knowledge. This is very different than when her older students took Algebra. And she is concerned because it is always a battle. Her student just wants to plug in answer choices and see which ones work. The teacher does not grade, the answers without work are simply reported into a google doc. Her concern is that the kids aren’t really learning Algebra and will not be prepared for HS science or math courses. Her older students have not graduated from high school.

Parents with students in Algebra, using the Nspire calculator, it is the end of the year, if your student had a paper and pencil test, could they solve Algebra problems?


Here is a post from an anti-Common Core group:

Superintendent McGrath states that they want to reduce over testing. But the students in 8th grade have always taken state math tests and one day of a math final, same as this year. The difference is they have ADDED a day of the math final to punish kids whose parents have opted them out state tests. Unfortunately, those kids are already sitting through the flawed state test which wasted their instructional time and your taxpayer dollars.



Here are some frightening stories about the teacher strikes and what is going on behind the scenes.  It also mentions other forms of indoctrination in schools too:  http://thefederalist.com/2018/05/02/5-ways-teacher-strikes-revealed-public-schools-indoctrinate-kids/#.WunxBJzwcxw.facebook


Here are some posts from the anti-competency based education group:

Workforce = competencies. Education is now a talent pipeline and about earning a set of competencies / skills needed by business and workforce. ACT follows this w their Career Competencies model:
“Industry competency models are descriptions developed by the US Department of Labor (USDOL) to establish the skills, knowledge, and abilities required in growing industry sectors. The models help individuals obtain the training needed for various career paths in a specific industry, and they identify skills that are transferable across an industry. They are important because they promote an understanding of the skill sets and competencies that are crucial to building a globally competitive American workforce.
How does the ACT National Career Readiness Certi cate (ACT NCRC®) align with the models?
Each USDOL industry competency model is built on a series of tiers. At the base, Tiers 1–3 represent the essential foundational skills. The ACT NCRC, based on ACT WorkKeys assessments, certifies these skills and enables an individual to rise to the next tier—to advance toward success in a chosen occupation.”


Why they are killing the GED: “Skills-based hiring has provided the city of Albuquerque a higher quality applicant pool and significant return on investment in our hiring practices. It has also allowed us to replace the GED requirements with skills scores which then opened up a significant population of applicants we would not have seen before.

– Vince Yermal, Director of Human Resources, City of Albuquerque” https://corescore.jobs/employer_learn_more



Albuquerque was the one city I did research on for the WorkKeys, career pigeonholed assessment. The City was using it on their perspective employees as well as current ones. Passed it off as happier employees. The sales pitch WorkKeys video expressly states no national work certificate, no job.


Ugh. It is so insulting as a older worker to have to take a skills assessment to get a job. Your resume and work experience mean almost nothing to today’s HR. And no test currently used accurately measures soft skills. Companies are missing out on great candidates because the 20 somethings in HR only know how to read a score not a person.



Maybe if we spent less time doing walkouts to protest Trump and guns and less time doing pointless testing, we’d have more students that could read well:  https://www.newsmax.com/newsfront/public-schools-education-reading-math/2018/05/02/id/857836/


Sorry, not buying it, UC Berkley:  https://www.theblaze.com/news/2018/05/04/uc-berkeley-coordinated-campaign-to-bring-right-wing-speakers-on-campus-caused-acute-distress?utm_content=bufferc3ab4&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck



In response to an article, on an Illinois anti-Big Government group,  about the costs of higher education, one person said:

It wasnt the cost that drove my son out of an Illinois college. It was the constant barrage of politics. The damned teachers spent so much time bashing Trump and the Republicans you’d swear they were running for office. Complaints to the school, state and the feds went nowhere. The students are quite tired of not learning what they signed up for. I’ve spoke to dozens of students who are leaving Illinois colleges and you would be shocked to learn how many actually say they are not learning anything because of the agendas.


And two others said:

I see a lot of that at the high school level.
That’s exactly why I just pulled my daughter out of her High School…..she’s going to a private school next year.
What college was this?   What high school was that that you pulled out of?
 Daughter in Bartlett HS…..son was at Elgin College.
Here is a post from a friend of mine:

Freight Train UPDATE. Those that know what CASEL is all about, will be alarmed. NYS has led the way she nice 2013 voluntarily being the piloting grounds for SEL. Linda Darling Hammond and CASEL essentially run NYSED. As cohort II (2013) NYS is NOW the first State to implement SEL Pre-K-12 embedding in curriculum.

The state Board of Regents May meeting kicked off at 9 a.m. TODAY in Albany for a morning session and an overview of new new guidance and resources for social emotional learning.



Here is another post from the Illinois anti-Big Government group:

My daughter and I went to a University of Chicago Admissions event. They disgusted me during the event with their Liberal agenda. The deciding factor putting them OUT of the running was when they started talking about Obama having “been a teacher” there. No mention that faculty rejected him and that he was a token patronage appointment on a non-tenure track position. She is very happy at Purdue.



Yet another instance of persecution of students who support the 2nd Amendment:  https://www.theblaze.com/news/2018/05/08/school-hauls-pro-second-amendment-student-in-for-questioning-over-gun-flag-its-not-an-actual-gun?utm_content=buffer1fb17&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze


Here is a post from a Utah anti-Common Core group:

Looking for clarification. I’m in Nebo district. I’ve got an 8th grader who keeps getting put in in-school suspension because he is opted out and isn’t doing the alternate assignment. Is he required to do it? From what I’m reading on the group, the school is required to offer one, but he’s not required to do it, right?


And here are the replies to this post:

No, he’s not required to take it. I wish this were more clear on the books, though.



That’s how I understand it. Personally, I would be okay with alternate assignments as long as it isn’t SAGE related & as long as it doesn’t effect their grade.

This is what the rule says: “(9) An LEA shall ensure that a student who has been exempted from participating in a state required assessment under this section is provided with an alternative learning experience if the student is in attendance during test administration.”

And the Testing Ethics Policy gives some examples, but they are only examples & not requirements:
“Students are provided an educational activity if they are opted-out of a state assessment
Some examples are:
*LEA, school, or teacher created assessment on course standards
*A short essay (grade appropriate expectations) related to a Utah Core standard which could be student selected or assigned”


And here is another post from said group:

Anyone know if a law got passed—if a school District approved full-day optional kindergarten they would receive more funding? I know it was talked about a few years ago. But I can’t find anything recent. Also, I need opinions about KEEP. I’m trying to determine if I should opt out. Thanks in advance!


And here are the replies to this post:

I have administered the KEEP assessment, I think it’s a well designed test. I think the data could be used to show that full-day kindergarten has benefits with the assumption that the full-time kindergarten children will score better that 1/2 day children


I’m not sure about the law & funding, that might take a little while to find. The search function hasn’t been working for me since they updated the website. I am very concerned with the KEEP assessment though. The questions are fine, but I don’t like the social-emotional questions. A huge thanks to [name withheld] that those questions aren’t reported to the state (originally they would’ve been, but she stood firm during the State Board meeting to protect our children’s privacy). I will be opting out of it, even though it’s not listed on the state opt out form. We are over testing our children in our obsession with data & I don’t want to encourage it, especially when it’s coming from the state level & not the local level.


My school district has recently adopted an all-day optional Kindergarten. My main concern is not academics, it’s the reason behind the move. I tend to look at things in a macro-scale. Why after all these years are they doing this? Is it for the good of the child or is the real reason, their pocketbooks. I have done a little research and two years ago it was proposed in the Utah Senate that schools who offer full day Kindergarten vs half day could get more money for funding. Even if it’s offered as optional. It has always been optional at certain schools in our county, Huntington, for example, but why make it District wide? The more I research the more I find its less about the children and more about their own bank accounts. I think the reason I’m really upset about it, is because I see my influence upon my children moving more and more toward the government. Us commoners don’t know what’s best for our children. They take God out of everything at school, while we teach it at home. It’s no wonder our society is turning less and less to God. I don’t like that most of his friends are going to do it. It puts a lot of pressure on me to be full day, even though it’s optional. He’s going to wonder why his friends get to stay. I’m going to have to pray about it a lot. My sister’s kids do a full day in Texas, and they come home tired and wanting to sleep. We need to protect our little children, not burn them out. So what if they can read at 5? I want to know if he can be kind and learn to play nicely with others. The more practice he has at that, the more I can see his leadership skills, creativity, etc. He’s taken 2 years of preschool and has done UpStart this past year, already beginning to read. But he’s just a child and people will soon forget that, if their not careful. Thanks for the insight. I have a lot to think about.


Here is a post from a Washington anti-Common Core group:

My Thoughts on college degrees..

Most college degrees are completely and utterly worthless.

From my recent job hunting experience, I saw tons of jobs that “required” a bachelor’s degree yet only paid just a tad over minimum wage.

Why would anyone in good conscious saddle their children with $60,000+ (usually more) of debt that they had no chance of ever paying off in their entire lifetime when their fancy degree doesn’t even help them get better than a minimum wage job?

They wouldn’t even be able to afford basic necessities such as rent, utilities, food, etc and this doesn’t even remotely include the costs if they decided or happened to have children of their own.

Trade classes in middle/high school are all but extinct and it seems that there is no push at all for any trades. People need people who know how to build and fix things.

There are virtually no classes or parental involvement to teach kids how to cook, take care and clean up after themselves, how to be a decent human being and not treat others like complete crap either. This list could go on for quite a while.


I truly feel bad for the educators that truly give a shit..

You have so many things stacked against you and I don’t blame any of you that haven’t been able to take it anymore and left the industry.


Here is a post from an Ohio anti-Common Core group:

Substitute Teacher Observes Blatant Indoctrination In A Public School Classroom

For her exposure of partisan politics in the classroom and support of the #purpleforparents group, Jennifer Hill came under attack on social media.

On Friday, Hill, a 20 year veteran teacher, who has been a certified substitute teacher for the Chandler Unified School District since 2012, was notified that she had been fired.

“I have been speaking out against the #redfored “movement, have been posting my opposition in a respectful manner and have been on the radio speaking about the facts on the progress and budget. In the week before the teacher walk-out/strike, the district began canceling substitute jobs I had accepted and planned to work,” said Hill. “During the strike of course, there was no work. I had substitute jobs scheduled for after the strike and next week. The District cancelled all of them. On Friday morning I began to get harassing messages from teachers in the District saying they got me fired. They said they hoped that I would never sub anywhere else, ever again, and were laughing at me.”



And another post from this group:

Perhaps if Gates really cares about the learning disadvantage he should stop pushing the vaccines that are causing so many children to be on the autism spectrum. Or perhaps her should study the effects of the rise in fatherless homes on a child’s ability to learn. Gates has long been involved in research to change brain function and other sicko projects. He was involved years ago in an education initiative with Bill Ayers that fell flat on its face and cost Gate billions. His involvement in Common Core is failure #2, Common Core 2.0 will also fail and this new venture again it is marked to fail already. The man is a leper and does not have the best interest of education or our children in his hear. How come his boys went to a private school that does not use Common Core and only limited technology. He is a guy with a big fat check book that thinks he is God. He is a rich guy that wants to be even richer and make all of his buddies richer. We have people buying education that have no clue. This includes our President, our First Lady and the US Secretary of Education. Parents………listen up…..there is only one way to fix this situation because believe it or not it is functioning as it was intended to function 100 years ago…..they just didn’t have the technology back them. So you cannot fix what is not broken. We need to circumvent their plan to train workers for the planned economy. We have to pull our kids out and work together in the community to educate our children outside the federal institutions. Just research John Dewey and Horace Mann. They say it outright. Public school is not to educate but the train workers. They perpetuated illiteracy because illiterate people are easy to control and make into obedient workers. How many of you have churches that sit empty all week? We need to fill those empty church rooms with community school run by community workers using Freedom Project Academy we do not need trained or license teachers…..FPA is teacher led. let me know if you are interested in finding out more. But we need to fight a battle we are not going to win and think outside the box to circumvent these vulchers that see our children as nothing more than human capital.



A NJ high school falls prey to the “everyone gets a trophy” mentality:  https://www.10tv.com/article/students-parents-angry-over-inclusive-cheerleading-policy


Here is another post from the Ohio anti-Common Core group:

Que the ban scissors movement. By the way, schools don’t care who is at fault, they punish everyone involved. My son was the victim and was also suspended for defending himself. Wake up parents!



Here is a post from a Mississippi anti-Big Government group:

The State Testing that we have in place in Mississippi is a waste of time and taxpayers dollars and needs to be done away with beginning next year. There are teachers all over the state who are into double digit days of testing / retesting and it’s ridiculous. I spoke to one teacher who stated she was on her 18th day, that’s 18 days of instruction that isn’t taking place because of testing. I’d like to discuss options with as many teachers as possible to get opinions, but I think we need 3 different tests for students to graduate.

1. The ACT for college bound students as well as any other student wishing to take it.
2. A Career entry exam for graduates planning on entering the workforce upon graduation.
3. A Special Education test for students with disabilities.

Our Focus in Mississippi has to be shifted to doing what’s best for our kids instead of doing what’s best for testing companies.
How do we do this?
Expand Job Training Vocational courses in High School.
Auto repair, welding, electrical, HVAC, CDL, Large Equipment Operation, Carpentry, Website building, Masonry, etc.

Our Motto should be “Let Teachers Teach!” not “Let Teachers Test!”

 Here is a post from Shannon Joy:

If you’ve been wondering why everyone is so ‘triggered’ these days…

(This is my son Teddy’s Kindergarten worksheet, part of the SEL curriculum.)

This is not all bad but there are some pretty nasty, underlying elements of ‘Social Emotional Learning’ that parents need to look out for. I’ll elaborate tomorrow on the radio program!

worksheet of SEL
 Kudos to Project Veritas in exposing another fine example of corruption by those charming teachers unions:  https://www.projectveritas.com/2018/05/09/aft-michigan/
 Here  is a post from a Utah anti-Common Core group:
A certain 3rd grade teacher I know called home in tears because the SAGE math test questions were over-the-top difficult for her students. “It’s so hard they’re just all shutting down!”
 Here is a post from an anti-Common Core group:
Can someone please give me a law to rub in my daughter’s counselor face.She keeps trying to scare my daughter who is a junior to believe that if she is opt- out she will not go to college
And here are some replies to this post:
that is a scare tactic and not true.
My daughter has also been told this, that the SBA is on equal footing with the SAT/ACT in that colleges look at that score as well. This won’t help with the law part of it, but there were a few colleges at our local homeschool convention, and very, very few homeschoolers subject their kids to the state standardized tests. The only thing the SBA did for my daughter was to allow her to walk at graduation with her class and be handed a diploma, whatever that is worth.

What about students who get sick, miss the tests, miss the make-up days, etc.

He/She is using scare tactics.


No law for something that isn’t illegal. (In other words, the existing laws you will find do not support what she is saying)

I don’t know where you are, but what I would do is dial a local community college admissions office on my phone and ask put it on speaker.
When they pick up, ask “I was told by [WOMAN’S NAME] that it is your policy not to admit students who have not taken [TEST].”
Let this imbecile listen when they answer.

Personally, I would go a step further and write letters to local colleges explaining that your school officials are telling kids they should not apply to their college if they haven’t tested. I would say this represents potential economic harm to the college, and if this is not the case, the college admissions office should call [WOMAN] and tell her the actual policy.f

My daughters school (CA) told me that if I opted out, she would have to take a hard test that will go on semester grade instead. Very effective blackmail. 😞
And here is another post from this group:
Opted out my kids from state testing. Two days ago I get a phone call that they need bodies in front of the computer to get their 95% participation. Why don’t they just leave me alone? I had a few choice words for them, but bit my tongue 😣
And here are some replies to this post:
So funding isn’t dependent upon 95% PASSING the test, just TAKING the test?
Im in California. Only 37% passed the math last year. I don’ t think they are going for quality LOL
Which completely negates the purpose, and proves it’s political.
That is, essentially, correct. Varies state to state a bit, but to get their “grade” a school has to have 95% participate. Less than that costs them on their grade. They also get to designate a certain percentage of their students “untestable” so it doesn’t skew their score (or arguably, accurately represent it).
That’s correct. It’s an ESSA requirement. Below 95% makes the test results invalid statistically speaking.
It sounds as if you have 95% participate, but only 30% pass, you’re fine with your funding?
It is all about participation. We wouldn’t even get the results of the test. It is all for funding purposes
I cant see how having your kids just sit in front of the computer could help them achieve their participation count. Typically, from what I’ve heard, is that they at least need the children to log into the test for it to count. I was told they could just log in but wouldnt have to take it. I said “Um….no way!.” They can eat the loss but my children would NOT be logging in to anything. They could either arrange for them to be somewhere else or I would come and get them just during testing hours and bring them back when it was done. I did that for 3 days with my 4th grader. Took him out of school each of the days for about an hour and a half and brought him back. (Pulled them from public school after that year and are in year 3 of homeschooling now so things may be different now…idk).
That’s what I’ve learned. The federal law states they could lose funding, going below 95%, but that has never happened. The law is not being enforced. (Even if it was, I really wouldn’t care. That’s really my point, I am not happy with schools doing this so if they hurt a little, maybe they’ll rethink this crappy system. I wish more families opted out so they’d get our message loud and clear!)
I don’t bite my tongue. My kids school flips out when my kids are absent 1 day…gotta get all the head count for the $ they are not helping our kids out with 😠
Don’t bite your tounge they can’t keep running all over us. Stand your ground put your foot down (hugs to you) Good luck
I live in CA, and my high school daughter was bullied into being at school for 4 hours while the rest took the test. I have been backed in a corner by teachers about the blasted test. One told me that my daughter’s results would help her look good on the test and another one told me that they needed that data to help the teachers.  The teachers even wanted my children to do the practice test! I give the teachers one chance to find something for my children to do during the test, if not I find things for my children, so the stupid school can get their money for the child for the day.
The thing is my kids don’t give a rat’s patootie about the test. It is my stand on the political agenda of it. If we are to fight this crap, I have to stand my ground, and not bend over backwards for them. Giving in would be giving up on this fight
They told me that my special needs high schoolers (who are easily manipulated by authority) HAD to be there but it was their CHOICE to open the test. I can only hope that whatever they DID take helps to skew the school’s stats since they are being “graduated” with a first grade reading level.
We had our Principal and Vice Principal call multiple times to both mine and my husband’s cell phones. We have high testing special needs kids. They are the gold mine in the school funding world for testing. I didn’t find that out until I became the school’s Special Needs Parent Representative.
Can you opt out in Michigan the school has told me numerous of time’s I can’t opt put it’s Michigan Law?
I’m in Michigan. My girls do not take the test. Technically, it’s not “opting out.” If you use those words, they may tell you that you can’t. There is no law that says your kids must take the test. Hence, no reason to “need to opt out.” Make them SHOW YOU THE LAW, requiring they take the test. There is none. If they refuse to honor your request (& u think they are going to try & make them test) I’d keep them home. I was told they had no place for them to hang out during testing (3rd&4th grade) which is ridiculous. But I gladly kept them home. Then in 5th grade I pushed back, due to their age. They “found” a place for them. Same this year for 6th grade.
Is this opt out option only for certain states? Washington state requires us to give pur kids an end of the yr test. We keep the results. I test my kids on their subjects all yr, I never understood why I need to do the end of the yr test.
My kids test the week of May 14 and the week of May 21. They took their last math unit test last week. They won’t have another test but are reviewing each unit now with review homework for prepping for the SBA. There is NO MORE LEARNING FOR THE NEXT EIGHT WEEKS!!! What the heck are we paying teachers and admin for if they are done teaching math and English for two whole months. 140 days out of 180 are scheduled learning and 40 days are wasted. I’m ready to pull them since they aren’t taking SBA. This just seems like a complete waste and a cram session for the next two weeks. So sad.
And another post from said group:
kid abused by testers
 A 12 year old autistic student was ARRESTED for shooting an IMAGINARY gun at school:
 Here is a post from an anti-Common Core group:

I hope parents see what is happening here. This is the same agenda that forces parents to shoot poison into their children’s bodies in order for them to attend public school or daycare. Of course I blame parents for complying but that is just me. But this article again demonstrates how they are forcing compliance to follow an education agenda that is nothing more than training for obedient workers. You either follow the agenda or you don’t go to college, you don’t play college sports and even worse you are not employable. This is straight up Communism. Parents are still sitting back and playing right into their hands. The agenda is called DELIVEROLOGY. Deliverology is a plan for implementing change created by Sir Michael Barber of the UK. He also works for Pearson (surprise, surprise) He also is the founder of the Education Delivery Institute (EDI). Deliverology teaches change agents how to implement change that in a way that it is irreversible. This is exactly what we are seeing. I cannot speak for any other state (you might want to do some research) but I can speak for Tennessee. In 2010 the state of TN entered into a contract with EDI to implement Common Core. I bet if you dig deep you will find not only TN hired EDI but other states did too.

We have been deceived into a global agenda that if parents do not bring it down NOW will forever hold our children captive as obedient workers filling the human capital needs of the planned global economy, not their own wants, needs and dreams. PARENTS it is time to stand up and wage war. It is time for neighbors, friends, relatives, communities to come together get our kids out of these hell holes and educate them outside the system. You can NEVER say you weren’t warned.



Now the California State Teachers Retirement System is trying to use its financial might to attack the 2nd Amendment:  http://www.independentsentinel.com/fascists-in-pension-system-to-bully-sellers-into-not-selling-certain-guns-accessories/


Here is a post from the anti-CBE group:

This is Vivienne Ming’s project Socos Labs. She spoke at the New Schools Venture Fund Conference this week. “Naturalistic Data
Data from the real world is noisy and confusing, full of holes yet still flooding in at dizzying speed. Microphones in classrooms, real-time wearable data, pictures of kids’ artwork, information flowing through corporate social networks, and so many more forms of naturalistic data seem overwhelming, but they reveal insights into human behavior that structured surveys, high-stakes exams, and annual 360’s can never achieve. For example, we’ve shown how a bot monitoring free-form discussions among students could outperform final exams in assessing their conceptual understanding of course material, and do it starting on week one.”

NDD image


Here is a post from a North Dakota anti-Common Core group:

Sent from Parshall, North Dakota:
Freshman physical science class assignment in Parshall. May 14. INSANE.


Here is a post from an Alabama anti-Common Core group:

Pray for Election June 5th–Share Please Share this list of Candidates statewide. Make a Stand so Children and US can have a better future

We have seen the harm and have been ignored, ridiculed. The children have been harmed thru mis-education or call it indoctrination. Pray to God for mercy that we can stand in the gap against those who would make the children of promise to be their slaves and bring Socialism here. Truth is out Common Core aka College and Career Readiness has failed but it is being used as a vehicle for change . Your vote and prayers needed. Remember to vote June 5th!

Please pray for Venezuela and US that God would end the evil mindset of these evil leaders. Vote for the right leadership matters…

“It would be better for them to be thrown into the sea with a millstone tied around their neck than to cause one of these little ones to stumble.” Luke 17:2

For Governor: Scott Dawson

For Lt. Governor: Will Ainsworth

For Attorney General: Alice Martin

Secretary of State: Michael Johnson

For State Auditor: Jim Zeigler

For Commissioner ofAgriculture: Rick Pate

For Chief Justice of the Supreme Court: Tom Parker

For Associate Justice Place 1: Debra Jones

For Associate Justice Place 4: John Bahakel

For Court of Civil Appeals Place 1: Michelle Manley Thomason

For Court of Civil Appeals Place 2: Terri Willingham Thomas

For Court of Criminal Appeals Place 1: Richard Minor

For Court of Criminal Appeals Place 2: Chris McCool

For Court of Criminal Appeals Place 3: Bill Cole

Federal Races:

US Congress District 2: Rich Hobson

US Congress District 5: Mo Brooks

State Board of Education:

District 2: John Taylor

District 8: Wayne Reynolds

State Legislature

For Alabama House of Representatives

District 3: Andrew Sorrell

District 4: Tom Fredericks

District 9: James R Bowling

District 10: Charles A. Orr

District 12: Corey Harbison

District 22: Ritchie Whorton

District 23: Tommy Hanes

District 31: Dustin DeVaughn

District 39: TJ Maloney

District 42: Jimmie Hardee

District 49: April Weaver

District 64: Stephen Sexton

District 73: Matt Fridy

District 87: Adam E Parker

District 88: Will Dismukes

District 89: Wes Allen

District 91: Lister H. Reeves, Jr.

District 105: Janet Brown Oglesby

For Alabama Senate

District 2: Tom Butler

District 4: Paul Bussman

District 7: Sam Givhan

District 10: Mack N. Butler

District 12: Wayne Willis

District 13: Tim Sprayberry

District 21: Gerald Allen

District 25: Will Barfoot

District 32: David Northcutt

District 34: Jack Williams



Here is a post from a New York anti-Common Core group:

“A Harlem elementary school aide with a ‘history of assaulting students’ is accused of dragging a kindergartner by his shirt — causing deep scratches — according to a $10 million lawsuit filed by the boy’s mom.

The Countee Cullen/Public School 194 elementary aide, referred to in court papers as Mr. Kaseem, allegedly dragged the boy off a school stage on Dec. 7, 2017, according to his mother’s Manhattan Supreme Court suit.

Countee Cullen administrators didn’t tell the boy’s mom, Bernadette Torres, about the alleged incident, the suit says. Torres found out when her son, identified as ‘JL’ in court papers, came home ‘with a ripped shirt and deep scratch marks across his chest,’ she told the Daily News.” — New York Daily News’ Laura Dimon and Victoria Bekiempis.



Here is a post from the anti-CBE group:

This just happened today!
Any of these terms sound familiar? smh
“”I do think we should look at alternative pathways to graduation, not that we would lower the standards,” Chartrand said.

Others concurred, although Grady again stressed the need to focus on learning and skills rather than credentials.”



An Islamic assignment in West Virginia:  https://www.theblaze.com/news/2018/05/17/outrage-after-school-tells-kids-to-write-islamic-faith-declaration-this-isnt-even-the-beginning?utm_content=buffer057ae&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze


Here is a post from the Utah anti-Common Core group:

This is illegal, correct?

utah sneaky


And here are some replies to said post:

No it’s not legal.


it is written in Utah code that there is to be no reward for taking the test. Utah code is the law.


My school has a sage reward, but even those who opt out get to participate. Make sure you verify that. Sometimes they just use it as a way to explain why they are having a party


My 7th grader’s school advertised rewards for Sage that did originally exclude some students. I complained about it violating the law and it was changed to include all students. I didn’t have a problem with them getting to watch a movie once testing was done, so long as it wasn’t in any way related to how they did on the Sage testing and whether they completed it.


I may make a call to the state. A teacher at this school also instructed my son’s class to be sure not to opt out because it’ll affect her paycheck. My son said she basically said that if you opt out you’re an idiot and don’t care about her job.


Yet another inappropriate sex ed assignment:  https://www.theblaze.com/news/2018/05/23/parents-outraged-after-7th-graders-are-assigned-graphic-sex-assignment-in-science-class?utm_content=buffer76a8d&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck


Here is a post from a Massachusetts anti-Common Core group:

I have just had a serious awakening. My granddaughter just told us “they” lost points in school today because one kid didn’t sign their name on their homework in their class. Excuse me? What does that mean? I’ll tell you what it means folks. It means our kids are being taught to think and act like little automatons. To do what is “good for the group” and encouraged to NOT be individuals. “They,” (as in the class), get rewarded with a party if all goes well and everyone does as they are told. Demerits for the group if not, such as today, because one child forgot to write their name on their homework. Does this not blare out warning bells??


And here are some replies to said post:

Wow! Not ok. My son has lost credit for forgetting his name on classwork/ homework but only as an individual as it should be. I would complain with your teacher and principal directly.


They also have what they eloquently call the “golden plate” and “golden whistle” in this school. Children are judged on which is the best behaved class (ie who is the quietest) in the halls, outside on the playground and in the lunch room. We unfortunately can not afford private schooling for the kids. Homeschooling is a hopeful alternative


A child forgetting his name on a paper isn’t the concern of everyone else. It’s demoralizing and embarrassing to the student.


I totally agree. That’s one of the things my granddaughter and I were discussing. She was saying that she was the “fault” one day because she forgot her name and the date at the top of one of the numerous sheets of homework one night, and was disdainful of the child who’d forgotten recently. We had to have a heart to heart on that one. It seems like such a little thing but it’s indicative of what’s going on in our public school systems. I also understand that those in authority don’t want chaos in the lunch room but a “golden” prize to the ones who (do not speak and) stay quiet?????


I became suspicious of ‘group work’ about 7 years ago when I noticed the desks in my kids classrooms placed in clusters of 3 or 4. Teachers said collaboration was good because the advanced learners would push the slower learners along. I had several issues with that reasoning- 1. I didn’t send my child to school to ‘teach’ the other children. 2. One time my child was told by the teacher she could not advance to the next problem until all in the group were ready to move to the next problem. 3. My child was not necessarily grouped with ‘slower’ learners, but sometimes the ‘class clown’ who had no interest in moving in a forward direction. And 4. when members of the group agreed to do different ”parts of a single assignment, sometimes not all kept up their part of the bargain, so I made my kids do the entire assignment to be sure they didn’t lose points.


I am frighten for the future of these children. Truly.


Me too. So many young parents I know seriously believe I’m a nut and none of ‘this’ affects ‘their’ child. I saw and I KNOW what my children lost after 2012. Never to be made up.


keep up the good fight. I know my son’s school principal and teacher are sick of me because I have had many meetings about the way my son has been treated. The teacher uses parties as rewards also comparing what each child does and deducting points. Also, being quiet at lunch, (when this supposed to be when talking is allowed) but yet they have a game to keep them quiet. It’s manipulative.


They do the party thing as a “reward”’for good little robot behavior here too. Horrendous.



Here is a post from a friend of mine:

And today’s school shootings tie in the “Rethink” and Promise Programs” it’s Gun Control. Don’t believe me?

“But even before victims were laid to rest after their fatal shootings, former U.S Department of Education Secretary Arne Duncan and Chicago’s Mayor Rahm Emanuel exchanged messages on how to frame the tragedy, politically.

During a roughly 10 minute period, the native Chicagoans exchanged seven messages two days following the massacre, in which Mayor Emanuel, who had previously served as President Barrack Obama’s chief of staff, advised Secretary Duncan on what position he should take on the Sandy Hook shootings.

At 6:57PM EST on December 16, 2012, Duncan wrote to Emanuel in a message titled “CT shootings.”

Duncan asked the Chicago mayor, “What are your thoughts?”

Five minutes later, Emanuel responded, “Go for a vote this week before it fades. Tap peoples emotion. Make it simple assault weapons.”

Duncan responded immediately, “Yup- thanks.”

“When I did brady bill and assault weapons for clinton we always made it simple. Criminals or war weapons,” Emanuel said in the email to Duncan.

“Gun show loophole?” Duncan responded. “Database? Cop-killer bullets? Too complicated?” he said.

“Cop killer maybe,” Emanuel responded. “The other no.”

The exchange ended when Duncan concluded with, “Got it.”

Two days after the Sandy Hook massacre, the former education secretary and the sitting mayor of Chicago were already discussing a national strategy…”



Here is a post from an Ohio anti-Common Core group:

HORRIFYING !!!! I assisted a 7th grader get wi-fi access to her school iPad for her “English Language Arts” homework. She needed to read 13 articles from the school district “NewZella” site and answer questions. Well folks….. the first article was about the shooting in Texas. Absolutely nothing about one’s right to self defend, nothing about the 2nd Amendment. Nope! Only about how the Florida Parkland students had solidarity with the Texas students is creating “reasonable gun laws”. Another article was about how Prom King and Queen could be transgender. PURE DESPOTIC PROPAGANDA!! If that’s not enough, then she “answered questions”. WOW! These were not questions which required critical thinking or English language skills. Nope! There were plainly data collection on what position this child held toward their social agenda. Folks, the schools today are not only NOT EDUCATING kids, they are patently collecting data on kids so as to peg hole them in life by an overreaching, fascist government. They are plainly EVIL!!!!!! This child has been in private schools previous to this year and based on what I see, I would venture to say that this 7th grader has a far better education already than does her “college educated” teacher. PLEASE PARENTS!!!! Get you kids out of these “schools”. They are a real danger to your child.

BTW: This school is in the conservative state of South Carolina in a country town with a population of 540. How bad is it likely in the big city schools in Northern and Western States. GET YOUR KIDS OUT NOW !!!!!

Ask me how.


Here is a post from a Utah anti-Common Core group:

Our charter school is considering the Go Math! program. Do any of you have experience with or insights on it?


And here are some replies to said post:

It’s junk. Common core junk. My son had it in public school, in 1st grade and I wanted to pull my hair out. 😖


I think that’s what we did when I lived in Colorado a few years ago. I would give it a definite thumbs down! It was awful!


It’s the math curriculum in granite school district. It’s basic common core math.


Here is a post from a North Dakota anti-Common Core group:

Thank you, Chris Berg, for reporting and admitting to blushing as you read the questions. Now, how about exposing the Youth Risk Behavior Survey with its “blushing” questions? According to one ND parent, who after picking up her child from school one day, said her daughter asked what “Oxxx SEX” meant. The mom said she almost crashed the car. Why did the child ask such a question? The YRBS (Youth Risk Behavior Survey) had just been administered at her child’s ND school. Chris Berg, will more reporting from you on all of this be coming shortly? Many parents and children will thank you for this and certainly there will be a special blessing from heaven for you, also.
Inappropriate freshman physical science class assignment given in Parshall, ND. May 14. INSANE. Please note this dovetails right with….
The Youth Risk Behavior Survey (YRBS) given to our ND students is from the CDC. How many parents are aware that the survey contains many vulgar sex questions. Links provided below for Middle and High School Survey questions. From the survey results, many funds/grants have been given to some schools deemed at risk due to the results. The validity of the results has and will always be in question due to the fact some kids just answer whatever way let alone that surveys with such questions of attitudes, behaviors, values, beliefs where no parent notification was given makes them “illegal”.
Youth Risk Behavior Survey HIGH SCHOOL grades 9-12:
Youth Risk Behavior Survey MIDDLE SCHOOL grades 7-8:
Here is information on the Youth Risk Behavior Survey from the ND Dept of Public Instruction site:
“North Dakota began participating in the YRBS (Youth Risk Behavior Survey) survey in 1995. Students in grades, 7-8 & 9-12 are surveyed in the spring of odd years. The survey is voluntary and completely anonymous.”
Youth Risk Behavior Survey (YRBS)
The Youth Risk Behavior Survey was developed in 1990 by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors that contribute markedly to the leading causes of death, disability and social problems among youth and adults in the United States. 


Here is a post from the anti-CBE group:

Reading Plus was just approved after a one year trial in our district. I tried to get the board to vote against it and thought I had done it but then they went ahead anyway because our asst super of curriculum told the board that teachers and students that used it this year just love it!

before I found this source I tried to do a lesson on my own on the website. IT WAS HORRIFIC. Then I found this. Read the comments below. I really wonder if this is not a great idea to get our districts to stop buying this garbage.

My district dropped 266K on this garbage and another 218 on school city assessments. That is almost a half million bucks on garbage.

Any other info on reading plus. I will continue to bring the issues to our board regarding this. This will be in all of our middle schools and high schools next year. What a waste of money.



And here are the replies to said post:

I remember getting a survey from someone on this asking us what we LIKED about Reading Plus, and what our kids liked, but nothing about what we didn’t like. I’ll bet they used that information as the green-light to go ahead.


Odds are our deputy superintendent of curriculum lied like a rug.. you try doing a lesson from their website. It’s awful. It gave me a headache and blurry vision and i could only answer the comprehension questions based on prior knowledge. I go before the board to co test every single CBE purchase and for the last 4 years this same deputy super says the same bs. I’m sick and tired of school boards refusing to research any of this garbage.boards rubber stamp these purchases sight unseen with zero data to justify buying more CBE. Is there any way that we can educate our local school boards? We need more investigative journalism done by parents abs students.


Here is a post from Alice Linahan:

Maybe after Zee State has #identified the “potentially violent” students [probably children of those pesky bitter gun clinging constitutional conservatives], they can make them wear a proud *Lone Star of Texas* on their clothing too, so others are fully aware.



And here are some replies to said post:

With all the nuts in the mental health field and in schools Heck no to Mental Health programs ….this is just bring in part of the health care bill that was killed. Leave the kids alone if we had people acting responsibly in this country and hearing each other we wouldnt have these issues.


Folks this has been in the works for a long time. Anita Hoge has been warning it was coming for years now.

In 1994, Anita Hoge was asked to testify as an Expert Witness, at the Department of Interior National Infrastructure Health and Education Data Security hearing. On December 8, 1994 she presented a paper entitled “Exposing The Medicalization of Schools.” This paper and presentation explained how Medicaid would become the financial vehicle mandating and remediating mental health outcomes. It documented how schools would be required to obtain a partial hospitalization license to bill for Medicaid through Mental Health Wrap-Around Services at school through the identification and re-definition of disabilities of ALL children as “AT RISK” through Section 504 of the Rehabilitation Act. This substantiated the following statement by Ira Magaziner of the Hillary Care hearings in Washington, D.C., in which he said: “Medicaid would merge into the main healthcare system.”

Education, Mental Health, and 2nd Amendment Gun Rights

Hillary’s agenda has always been control – control the kids and control guns… through mental health. If Hillary would get her way, mental health at school under the soothing banner of social, emotional, and behavioral standards, will fully implement her original plan from 1993, which will eliminate the 2nd Amendment by coding children with mental health disabilities.

ObamaCare, the successor to the HillaryCare plan, has funded school-based health/mental health services called Promise Neighborhood Schools, as a precursor to the next step in this agenda. ESSA has legislated Promise Neighborhoods and Community Schools which have now merged with ObamaCare. Here Common Core psychological standards have been legislated to identify and label kids as disabled for normal behavior using Title I and IDEA Special Education. CHILD FIND uses scavenging psychological techniques to identify and put as many normal children as possible into the brain-dipping meat grinder. (See my previous articles for extensive documentation on these key points.) These psychological techniques identify children who are leaders and followers. Leaders are the target for interventions. Go along to get along are the global citizens of tomorrow.

These intervention strategies will change our American children into the worker drones for the global economy birth to age 21. No child will escape, especially independent thinkers, children of patriotic parents, or any child who refuses to bend under the grip of these “change makers.”

The Common Core social, emotional, and behavioral aspects of our children, their personalities, are the target. CHILD FIND promises to find every normal American child and mold them to the international globalist agenda, Common Core and Common Core psych interventions.

Bill Clinton had a favorite slogan that was popular when he was President,
“It’s the Economy, Stupid.”

But, Hillary’s slogan is just as potent and much more dangerous,
“It’s mental health, stupid!”



Here is another post from Alice Linahan:

Think the state is not taking over local control of traditional public schools? Think Again!

The decision by Tx Commissioner of Education Mike Morath highlights risky nature of PSJA Superintendent Daniel King’s scheme that promises to protect teacher rights while proposing a charter-like takeover of the entire district.

“The commissioner of education has published regulations that he is now simply ignoring,” said Texas AFT President Louis Malfaro. “His agenda of promoting charter school takeovers of public schools is more important to him than the rights of school employees spelled out in the law. In his rush to rubber stamp charter takeovers, he flouts his own regulations and violates the spirit of the law that speaks to the preservation of basic teacher rights.”

“All the assurances Superintendent King has been selling his teachers are being denied by TEA in the San Antonio case,” Malfaro said. “What the Commissioner is telling school districts (and by extension school district employees) is that even if districts want to preserve the rights of teachers and students in these contracts with partners, they can’t do it. These entities taking over the neighborhood schools have to have total autonomy in almost all areas, according to Commissioner Morath.”



A high school won’t let a senior wear an army sash at graduation:  http://insider.foxnews.com/2018/05/29/high-school-senior-told-she-cant-wear-us-army-sash-graduation


Here is a post from the anti-CBE group:

I am the mother of an identified gifted learner. Proficiency Based Learning has turned our world upside down.  My daughter is in the 7th grade. She’s going through everything – physically, emotionally, socially and psychologically – that every 7th grader goes through. And then they decided to experiment and throw this on top of it all. She cries every day. At school and at home. This is not right.


And here are some replies to this post:

Homeschool if you cannot afford a private school


Homeschooling is not, in my opinion, a very good option


homeschooling may be the only option for a family in order to obtain an education for their child. We must protect educational liberty which allows the parent-guardian to make educational decisions for their children, unlike school choice where the government makes the decisions.
But to dictate that every student must learn on a device and that is what is going on here. They can use any glamorous terminology they want it is wrong and still a one size fits all.


I’m not worried about individual teachers. I believe that, as teachers, we must refuse to comply with abusive policies.
because , when there are no more professional teachers ,
there will be no more “real” education” except for the very wealthy. ( and I speak as a refuser)


I call it abuse of the worst kind.And teachers, although most do not like it, have been too slow to refuse to participate.( And I speak as a life long teacher and worried grandmother)


Every time a teacher implements anything in their classroom that packages learning, they are assembling the same box that will ship them out of a classroom.


And to carry on with your perfect image, that same box will morph into a coffin for the “good little teachers” who tried to appease.!


And NONE of this is what’s best for children. I promise you, it’s the CC standards themselves. They drive this machine of profit, data collection and mining. They drive the tech use and the related social dysfunctions. The Standards are the uranium in this bomb.


Thank you for all of your very thoughtful responses. I’m hoping other parents – and maybe some teachers – will share their war stories. I knew this was going to be a disaster for my daughter from the outset. She is creatively gifted (although I hate to use the “g” word since so many people have an allergy to it). Past classroom awards she has received include “Most Animated Learner” and “Most Creative – For always being an original thinker.” How (and why) could anyone rein in all of that unbridled creative energy and try to shove it into little boxes? You’d have to break her first. The biggest tell in this is that she’s having the most difficult time in Language Arts. Language Arts! She writes books in her spare time, for goodness sakes! Really good books. But she’s being told that she needs to meet a long list of very dry standards, and told to “Be creative!” while slogging through all of the requirements. She stopped doing the work – and I really can’t blame her. Nothing ruins a fun time like a bunch of useless rules. Thanks for letting me vent.
i am afraid you can talk to the district until you are blue on the face. There is only one thing you can do opt your child out of all technology period. No digital for assessments classwork, homework, or games etc and only allow pencil, paper, and books. However depending on where you are it may not be an option. You have to protect your child and ensure an environment that is comfortable for her needs and the public school setting may not be it. Know you are not alone your family is one of many.
 Here is a post from a Washington anti-Common Core group:

Please do not believe Betsy DeVos when she said “Common Core is Dead.” It’s not. It’s everywhere still. It’s our WA State Learning Standards.

Online digital learning platforms use Common Core (as it was designed to do) to build their software.

We still need to keep fighting Common Core.



And another post from said group:

Update: It’s Third Sector Capital working with DEL. I do believe I have seen ReadyNation also working with WA, but I can’t find the link right now. I will post it in the comments. I am sure that Third Sector Capital works with ReadyNation.

ReadyNation is a Social Impact Bonds Group that has received lots of monies from the Gates Foundation.

They are holding a pre k Summit for business people only.

Yep they are trying to make money off of preschoolers.

BTW our DEL already works with these people.

Ready Nation is a Social Impact Bonds Group that has received lots of monies from the Gates Foundation.



Here is a post from a friend of mine:

DEAR, PARENTS WERE YOU POLLED? No? Me either. Let’s be clear this is UNION —->

The UNION letter was addressed to state Education Commissioner MaryEllen Elia, who later said during a Newsday interview that NYSUT and other educational groups had been consulted before the state regulations were drafted.

The regulations would restrict the way that penalized districts spend federal Title I dollars by requiring them to set aside money to be used in encouraging greater student test participation, according to union analysts who have reviewed the 95-page regulatory document. (Hate to say it BUT, Told ya!)

Details on the amount of money to be set aside would be worked out after the regulations passed, education experts said.

In addition, “analysts” said, the proposed rules would change the way test-participation rates are factored into schools’ overall academic ratings, making it more likely that schools would be classified as scholastically deficient. (AGAIN, Told ya)

This could pressure reluctant parents into allowing their children to be tested, NYSUT officials said. (Wait, you guys supported passing ESSA right?)

The disputed regulations, posted last month by the state Education Department, are intended to meet requirements of the federal Every Student Succeeds Act, which was approved in 2015. New York State’s Board of Regents is tentatively scheduled to take up the regulations for adoption at its next meeting June 11-12. (Of course they are, this is no surprise right?)

Previous state regulations required districts with low test participation to come up with plans for improvement but did not include sanctions like those evidently spelled out in the latest proposals. (Stop acting surprised will ya.)



Here is a post from an Ohio anti-Common Core group:

From Alice Linahan

In a nutshell-
While elections divide us- And, unelected bureaucrats like the Texas Commissioner of Education Mike Morath regulate us, and while America’s children are being shot in their classrooms; all of us are being controlled. How?

A system has been locked in place by both federal and state legislation. With government regulated “choice” comes accountability through rules and regulations by unelected bureaucrats.

Even if the US Department of Education is dismantled there are federal education dollars tied to mandates coming in via the Workforce Innovation and Opportunity Act (WIOA) from the Departments of HHS, Labor, Defense, and Education.

Below are the purposes of the College and Career Readiness/Common Core National Standards now codified into law through the passage of (WIOA) and the Every Student Succeed Act (ESSA).

Shifts Education Philosophy– from an education of Opportunity (Equal Opportunity) based on academics; reading, writing, math, and history to an education of equity (Equal Outcomes) based on attitudes, values, beliefs, and behaviors.
Broadened Impact – The College and Career Readiness/Common Core National Standards expand the target from K-12 (Kindergarten through 12th grade) to a P-20W (Pre-school through College, Trade or Graduate School) workforce system.
Testing Based Outcomes– The College and Career Readiness Common Core National Standards shifts from the “Mental” (Academics and Knowledge-Based Tests) to “Behaviors” (Performance Standards and Competency for the workforce).
Adjustments to Ideology– Change American’s worldview from nationalism into globalism and allows for a government controlled economy known as “Dirigisme” or the more common use–a dirigiste economy. It means essentially a state-directed economy.
Dismantle traditional public schools– With locally elected school boards, in favor of charter-like structures (public/private partnerships) that will be forced to generate student data for global corporate profit and state control.

This NEW system known as a P-20W system will now track, psychologically profile and sort students from Pre-school through the Workforce.

Eventually, any student who opts out of the P-20W system will not be able to get a job in the workforce. Competency-based credentialing begins in Pre-school with this system. Therefore, it negatively impacts a student who does not take the state or federal dollars.

When they say…
Every Student Succeeds they mean Lifelong learning so every student means EVERY American from pre-school through the workforce.


Here is a post from Lynne Taylor, the Common Core Diva:

If ever we needed proof what “education” has become..
Remember this the next time someone says we need skilled workers. Many of us here know that has been the plan all along. The CCSS Machine isn’t hiding this truth anymore. ESSA made no bones about it, “all education must be aligned to post-secondary readiness as laid out by WIOA”. (Workforce Innovation and Opportunity Act)

apprenticeship sneaky sneaky sneaky


Here is another post from the Common Core Diva:

If you think small time media hasn’t sold out to the CCSS Machine, take this truth, for example:
I gave a fact based, truth filled interview a couple of years ago to this magazine as the ‘con’ side to Common Core in NC. My 5 pages, was of course, reduced, but the content was re-arranged so more room was available for the pro side. Here is their latest set of lies, and my response.


And yet another post from her:

Warriors, I’ve recently returned from and education related conference. Sex Ed and its inappropriateness was a key portion. Did you know “Dr.” Kinsey was NOT anyone of scientific worth?
His ‘research’ was forced. His victims abused (some died). Parents were not informed of his activities. All our modern sex ed is based on this quack’s findings. WHY?

sex ed bad


And here are some replies to said post:

Yes, I’ve known about him for years. His research subjects were generally men from mental hospitals and prisons. They participated in every kind of sexual deviancy known to man. He used this data to make it seem like this type of behavior was normal within the general population. That’s the equivalent of using members of an AA meeting to provide statistical proof that addictions are so ubiquitous that they must be typical human behavior.


have your read Dr. Judith Reisman’s evidence? She was granted money by the US Dept of Justice to investigate Kinsey. Her proof was so powerful and truthful DoJ buried it.


Yes, I am aware. I’m also aware of the trash…reworking of the DSM. How do you even begin to deal with this when it’s infected the culture to this extent?


I don’t recall reading anything specifically by her, but it doesn’t surprise me that evidence was buried. Kinsey has been the driving force behind so much of the sexual education movement, and of course comprehensive sexuality education is a very critical component to the overarching plan to destroy traditional morality. To do this, the plan’s proponents must undermine the thinking/reasoning centers of students and feed the emotional, instinct driven centers of the brain. It sure makes it a lot easier to move from a society focused upon individual action and accountability and founded upon “natural rights” to one that acts collectively and venerates “human rights” if you can move a large group of people to endorse your political platform based solely upon emotional appeal. Normalizing all types of sexuality also feeds the diversity beast and promotes the idol of “tolerance”.


And yet another post from her:

Dr. Judith Reisman, head of the Child Protection Institute, has a 2nd edition of her book (Kinsey: Crimes and Consequences) out. This is page 274. Note the date. Have things improved since the 1950s?! No, the federal/ corporate intrusion has worsened terribly.

 chart of evil
And yet another post from her:
Warriors, I am on the road, but fed Ed news won’t escape me while away from my desk.
NC’s death knell notice for education was announced today.
education dies in NC
And here is another post from her:
My local news just reported that Charlotte-Mecklenberg schools are devoting over $40 million of it’s 2018-19 budget to pay for school psychologists, school social workers, etc. Teachers not set to receive any of the funds, so they are protesting tonight for an extra 5.9% raise on top of NC’s raise. Then, at tonight’s meeting, universal Pre-K implementation. Can anyone say #agenda?
Here is a post from a Utah anti-Common Core group:

Sometimes when I do the math I become very angry. Utah has just approved two new state wide testing contracts to replace the SAGE test. I added up the price tag for the two and the total is $80,243,642. Lets just say that a teacher’s benefit package equals $100,000 (which was not my case but lets pretend). These tests are costing the state of Utah the equivalent of 800 teachers. Will this test tell us more about the education of our students then 800 teachers could? Will it enhance our student’s education more then 800 teachers would?” Thanks Joylin Lincoln, very well said.

What irks me more is the pretending that RISE is somehow different from SAGE even though the questions are the same. What is a shiny new outhouse when you leave the inside the same? Just saying….


And here are some replies to said post:

The rebranding price tag of $44,000 was more then my salary last year.


What happened today with the discussion for opt outs? With SAGE gone, is there still a parents right to opt out of these two tests?


Yes, they are applying for a moratorium for a year why they try to develop a plan.


Spending another $80m of our taxpayer dollars to perpetuate common core. 😡


Utah is going interoperable with other states with assessments. This is the next step towards the complete loss of local curriculum control. Parents need to understand that curriculum IS assessment and assessment IS curriculum. Common Core was always about “Next Generation Assessments.”


both are STILL aligned to CCSS, both data rape students. I have researched both before. Let me know if you want the truth USBE left out


It irks me too. It is so frustrating that the rebranding is happening. Every parent needs to know they are the same test. Opt out!


It’s election time people! Let’s get out there, GET VOCAL and make sure we get pro-parent candidates who have their eyes open to what CC really is elected and fighting for what will ACTUALLY help our children’s education.


Here is a post from the anti-CBE group:

“Children are naturally curious and learning is naturally pleasurable. Small releases of dopamine in the brain encourages a child to persevere with the long-term difficult practice needed to build skills naturally over time, such as with sports, arts, and music.

What Silicon Valley is banking on, is to bypass human social interactions and community education experiences by hijacking children’s brains directly with more potent and powerful interactive technologies, where larger doses of dopamine are released, such as happens with drugs, video games and gambling. Their goal is to make the education software as addictive as possible, and they are quite up-front about that.”

And it then quotes another post:

“Many parents intuitively understand that ubiquitous glowing screens are having a negative effect on kids. But it’s even worse than we think. Recent brain imaging research is showing that they affect the brain’s frontal cortex — which controls executive functioning, including impulse control — in exactly the same way that cocaine does.

Technology is so hyper-arousing that it raises dopamine levels — the feel-good neurotransmitter most involved in the addiction dynamic — as much as sex. This addictive effect is why Dr. Peter Whybrow, director of neuroscience at UCLA, calls screens “electronic cocaine” and Chinese researchers call them “digital heroin…”

~Nicholas Kardaras, M.D., August 27, 2016

Source: It’s ‘digital heroin’: How screens turn kids into psychotic junkies http://nypost.com/2016/08/27/its-digital-heroin-how-screens-turn-kids-into-psychotic-junkies/

“The Edu-tech Revolution has begun. At this very moment new computer games and education software are being developed to teach children academics one-to-one via computers. Following on the success of the hi-tech gaming industry, the goal is to use technology to transform schooling.

By merging education and entertainment technologies, advocates and investors of these products stress the potential for educating children faster, more effectively and less expensively than schools currently do. Unfortunately, there are a number of potential problems.

First, many of these new programs are being designed to collect data from children so as to maintain individual personal profiles, that investors and corporations can utilize to design future products and monitor individuals as they move from education into the workforce. T

Moreover, some investors hope to use this data to construct what they expect will become a trillion dollar education market (such as we had with housing) to bundle and sell school and software investments on Wall Street.

Also VERY concerning, is that many Silicon Valley engineers are attempting to make edu-tech software as “pleasurable” as possible, using addictive video “gaming” strategies to design their education products.

Children are naturally curious and learning is naturally pleasurable. Small releases of dopamine in the brain encourages a child to persevere with the long-term difficult practice needed to build skills naturally over time, such as with sports, arts, and music.

What Silicon Valley is banking on, is to bypass human social interactions and community education experiences by hijacking children’s brains directly with more potent and powerful interactive technologies, where larger doses of dopamine are released, such as happens with drugs, video games and gambling. Their goal is to make the education software as addictive as possible, and they are quite up-front about that.”

Source: Edu-Tech’s Brave New World – How Education Software is Being Designed to Hijack Children’s Brains https://creativesystemsthinking.wordpress.com/2017/09/23/edu-techs-brave-new-world-how-education-software-is-being-designed-to-hijack-childrens-brains/


Here is a post from an Illinois anti-Common Core group:

This filthy anti American progressive agenda driven organization has infiltrated the NW suburbs school systems as it says; Yo collect data and push their agena with the information collected from students their families and the schools. DO NOT ALLOW YOUR KIDS TO PARTICIPATE IN ANY QUESTIONNAIRES OR SURVEYS OF ANY KIND. We need to get a full transparent accounting of how their tentacles are in the schools and who asked us.



Here is a post from a Utah anti-Common Core group:

“The most recent casualty was Utah which had requested a waiver for the 95% test rate to comply with recently passed state statute which says students can be opted out of statewide testing by their parents and, the school and its employees are to suffer no ill effects as a result of a parent exercising those parental rights. Secretary Devos, carrying out the instructions of the publicly unknown members of the plan review committee, denied this waiver request.”



Here is a post from a New York anti-Common Core group:

The state’s Board of Regents, in a split vote Monday, tentatively agreed to controversial new rules aimed at school districts on Long Island and across New York where large numbers of students boycott state tests.

The new regulations — which among other provisions could result in some schools being required to set aside federal aid money to encourage greater student test participation — passed with 14 Regents in favor and three abstaining.

Regent Roger Tilles, who represents Nassau and Suffolk counties on the board, voted with the majority but expressed continuing concern over what he described as “onerous” sections of the regulations.

State Education Commissioner MaryEllen Elia, whose staff drafted the regulations, emphasized at the board meeting that a final Regents vote on the rules would not be held until September and that the public would have another opportunity to comment on the regulations in the meantime.

“Everybody didn’t get everything that they wanted,” the commissioner said. “But we came up, I think, with a very comprehensive plan.”

Some board members contended that parents and others with misgivings about Albany’s testing program probably would be confused by certain aspects of the new regulations, including the use of complex formulas to factor in test opt-out rates as part of school district’s academic ratings.

“I think our message is garbled,” said one of the Regents who abstained, Susan Mittler of Ithaca. “There is not an understanding of what these tests are and why we are asking children to take them.”

The rules, aimed at districts with high test-refusal rates, are part of broader regulations that would enforce a federal education law, the Every Student Succeeds Act, or ESSA, which was adopted in 2015.

ESSA, like a previous federal statute that it replaced, requires at least 95 percent of eligible students in every public school nationwide to take annual state tests in English and math. Only a handful of schools on Long Island meet that requirement due to a series of massive annual test boycotts.

In April, nearly half of all eligible students in Nassau and Suffolk counties — 91,974 in all — declined to take the state’s English Language Arts assessments in grades three through eight, a Newsday survey showed. The inquiry drew responses from 115 districts out of a regional total of 124.

The state’s latest regulations would affect schools falling below the 95 percent benchmark in several ways, both financial and academic.

On the fiscal side, the regulations would authorize the state education commissioner to take certain steps, “which may include requiring that the district set aside a portion of its Title I funds to use on activities to increase student participation in state assessments.”

Title I is a major federal program that provides more than $15 billion a year nationwide, mostly to help students struggling with their math and reading lessons.

Groups representing unionized teachers and the parent boycott have attacked the new rules, which are more sweeping than regulations initially proposed in April.

On Wednesday, leaders of New York State allies for Public Education, a statewide parent and education group, sent a letter to Elia contending that the rules would allow her to “impose a financial penalty” on districts — action that the state has not taken in the past. New York State United Teachers, a union group, takes the same position.

Elia aides disagree that the Title I set-asides would constitute a penalty. So does the Education Trust – New York, a nonprofit private agency based in Manhattan that supports ESSA as a means of raising academic achievement, especially among minority students.



And here are some replies to said post:

You just don’t get it and why my child no longer attends public school.

They just keep doubling down on this shit testing!
Who is looking into the Algebra Regents!!!! Another set up for failure today!!!
Can you opt out of regents and still get a Hugh school diploma? I thought they only give regents diplomas now
That is correct, as far as I know. Only Regents diplomas.
If they have IEP they can score a 55 on the regents and earn a local diploma.
 I switched from an IEP to a 504 because the SPED in my district is horrific and totally counter productive, so what now ? Also NYS requires 2 years of foreign language for HS, tried to get an exemption from this and cannot get it without putting him back into SPED. Devastating and infuriating.
Sick! And we (taxpayers and parents) are allowing this???!!!!
Take away the $$$$by removing the children from public schools & see how fast they change! Parents need to speak with their actions
Looks like Roger Tilles isn’t REPRESENTING us at all!
None of them do. They nod like Pavlov’s Dogs. So does Elia and Rosa to Linda Darling Hammond.
Notice NYS first in nation to implement SEL curriculum. Smh
Time to leave New York State. Forcing you to take the test!! It is all about the money!! Aren’t there laws against bullying???😂😂😂
They know there’s a diploma crisis that’s impacting tens of thousands of students who won’t be able to go to college, vocational school, the military, or apply for civil service jobs. There have been incremental changes, but it’s far from resolution of the problem and leaves far too many kids with no future – leaves them twisting in the wind. And that is after twelve or more years of working hard toward a goal – and being denied because They. Can’t. Pass. A. Standardized. Sub-par. Test. that neither the BoR or Ms. Elia has vetted.

Let’s NOT forget that parents were dismissed and told to stand in the corner. Take care of the teachers and APPR and it will trikle down dontcha know! Happy teachers will make happy classrooms, then they can “shut their doors and do what they need to do” they said.

SEVEN YEARS later, parents are still waiting for the teacher’s union to come out strongly against the reforms. Bill Gates said he needed 10yrs for the experiment, folks we are going into year 8.

When are we going to start to stop?

 Here is a post from the anti-CBE group:

GEF has released a new report. Peter Senge wrote the intro. I had extensive conversations last year with one of the authors concerning their last report and the dangers of so much celebration of an edutech-centric future.

Is this much better, a bit better or… not?



And here are some replies to said post:

Can you imagine a radical shift in the way we teach kids to walk? Of course not.

The proposal of where we need to go is scary. “Societal wisdom” sure sounds like indoctrination.

Are the authors suggesting our founding fathers had no wisdom? The citizens who supported the noble ideals presented in the Declaration of Independence and the Constitution had no societal wisdom?

We need to stop meddling in K-12 education, return to the proven practices to teach kids to read, write, do math and know stuff. The future belongs to them!


“Protopia” sounds a lot like a pseudo-utopia wherein technology and AI will be used to “make today a little better than yesterday”. Tell that to the dying man, eh!


Biofeedback devices? Personal competence profile and personal reputation….??? 😦


This is all very exhausting! It’s hard for me to imagine learning this way. So many children and adults learn by doing, project-based learning, growing plants, drawing, painting, investigating how cells work, making new discoveries from manipulating variables, observation and study of animals, etc. The only way I see to counteract this technical system evolving for profit, is to work around it and create environments that most people can relate to, that draws them, ignites their interest, that pulls them into wanting to learn more. Much of what students have learned in the fragmented educational system has left them with the question, “Why do we need to know this?” When we get to work and collaborate ideas and expertise and create projects and hands-on real-life experiments that immediately show us why we are learning it, then maybe we can beat this thing. Being physical while working is also mentally and physically healthier. I don’t know, I think we better start collaborating with scientists, artists, horticulturist, farmers, culinary and nutritionists, environmental engineers etc, and create model learning environments in the real world for our future education. Whatever we teach, whether it is math or reading, we need to make many living connections to it.


Working in the International Baccalaureate, I see this all the time: good ideas about student at the center of education then turned into a massive set of criteria and metrics surrounded by impenetrable language and constant micromanaging of the students themselves. This is not what is needed; it is just another competence based system with fancy graphics. We need kids in real life with real people and real problems.


totally agree. It’s often all about hidden control, for various motives, like sales of tech metric systems to teachers fearing chaos in class, but perhaps most of all, states fearing critical citizens.


and of course fearing chaos in class comes from large classes of disaffected students, so there is a positive feedback loop that is constantly, if not purposefully, amplified.


Exactly. I think we need a deep study into loop cycles that make matters worse, and stack logical expansion on logical expansion into madness, like if one test works, why not two, why not prepare for the tests better, why not drop everything else just to be sure students score the best, then why not bring in tech that measures every tiny choice leading up to the test, and why not then call those who fail or drop out losers? etc. Similar with our whole society and surveillance. oh boy.


And another post from this group:

Wow-just wow. “However, we added a little wrinkle just to be spicy. Working with our behavioral research team, we modified a player’s charity vote by their in-game honor level, or how sportsmanlike and pleasant they were to play with. The higher their in-game honor level, the more weight their vote carried. Our goal was to link the in-game behavior to real-world implications in order to help change the self-narrative of players, both in and out of the game…We are excited to continue exploring what we can do to help mobilize our players (and ourselves) to keep making social impact and changing the narrative about what it means to be a gamer.”

Riot Games is funding Institute of Play, which is promoting gamification of education. If folks are looking for a summer read, check out Daniel Suarez’s books “Daemon” and “Freedom.” The first is a bit schlocky, but you have to read it to get to the next one which is more thoughtful IMO.



Here is a post from a New York anti-Common Core chart:

ALG II conversion chart

conversion chart of cheats and lies



Here is a post from the anti-CBE group:

If you haven’t seen this graphic from global education futures, it shows what is really meant by “student centered.” See competence portfolios on the right hand side?

poor mistreated student

Now look at the video that was posted below…


And here are some replies to said post:

Graphic above from this doc: http://edu2035.org/pdf/GEF.Agenda_eng.pdf


This is a frightening document. Who could believe that education would become a science fiction novel:(


It is simply a Communist type form of government that runs your life, and tells everyone what they are allowed to do.


This explains it… has been in the works for a long time. This is bigger than the US, it is world wide, but Hillary is implicated.http://www.eagleforum.org/educate/marc_tucker/


An entire global population whose psycho-social development is mediated through authoritarian instruction/directions on a digital screen?


OMG!! Orwellian, Huxleyan! What an old school thinking with new tech. More disconnection, more measuring, more testing, more competition, more refined demanding and less humane presence.


Yes. And this kind of ed is being implemented NOW.. its not a future vision, its a blueprint being created and tested on children at this very moment.


Yes and they seem to be taking the education language like “student centered learning”and applying that language to their program.


Yes, exactly. And they are adopting all the best ideas from positive and motivational psychology, emphasizing social and emotional intelligence and growth mindset. BUT, they don’t just want to help support these skills, they want to measure and assess them, monitor students, rank and score them.


It’s really the old repackaged with new language. We have already seen what schools have been doing around the nation. I have been in schools recently that have 50 kids in one classroom all sitting facing a computer screen. Charter schools around here are not held accountable at all. I worked for a school that took all of my language, and still uses it today but does not have a program that represents the language.


Yes, education has become highly profitable with the charter schools and new Edtech methods which they call “personalized” “learner-centered” and competency based. But it really means more time putting kids on computers.


And is there any link between New America and GEF? A friend who had contact with some GEF advisory board members (they wanted her to join) said her sense was they don’t have much money. New America appears to be rolling in it… https://www.newamerica.org/our-funding/our-funders/


I haven’t done much research on the advisors, though a number of Emily’s posts discuss Vander Ark. GEFF is headed by Pavel Luksha, with the Skolkovo Institute in Russia. Obviously the current political climate has put a damper on US/Russia partner initiatives. I think MIT pulled out of a relationship they had had a few years back. I don’t know of a direct tie between New America and GEFF.


“The primary operator of GEFF is Skolkovo Institute of Science and Technology, a world-class research institution co-founded by Skolkovo Foundation (Russia) and Massachusetts Institute of Technology (USA). RF Group serves as the initiative co-founder, and sets the initial context of the event with our Education Futures Global Agenda report.” http://refuture.me/


In 2014 the FBI warned MIT about their concerns over espionage linked with Skolkovo. https://m.washingtontimes.com/news/2014/may/20/fbi-warns-us-tech-companies-mit-russians-may-be-se/


Are there other American ed tech company consortiums that have a similar manifesto?


Tom Vander Ark got his start with the Gates Foundation and is one of the main advocates for CBE/digital curriculum in the US. He is a GEFF advisor and is a partner in Learn Capital. This is their portfolio: http://learncapital.com/portfolio/


He was also on the board of iNACOL. Through him GEFF has some tie to most ed-tech initiatives in the US. https://www.linkedin.com/in/tomvanderark


New report from GEF… http://futuref.org/educationfutures#rec55086012


#Deepshit We live in a system where profit at the cost of the whole is rewarded, where destruction of nature makes sense, and smart new forms of slavery are welcomed by the ‘owners’. We live in a system where children either learn to support the system, for if they’ll fail, they’ll feed the system with forced labour if need be. Countless people seek alternatives, seek change, address issues. But the core is rotten, succesfull change far away. Ideas of how to change it are many, but none yet succesfully going viral across the globe igniting a massive shift. What essential arguments, would make all eyes go open en all teachers join the revolution? Sadly the insights above, many here will share, aren’t doing it.


If you are in Norway, you should have NORDEFCO on your radar. It is an Scandinavian extension of the Advanced Distributed Learning Initiative that originated in the US Defense Department. They, in partnership with the US Department of Education, have largely coordinating been coordinating the ed-tech transition here since the late 1990s. I believe they are behind the shift in places like Finland to tech-heavy “phenomenon-based learning.” https://nordicadl.com/archive/adl-conference/


This looks like the International Baccalaureate on tech steroids. The problem is our whole system of evaluation: https://regenerativepedagogydotcom.wordpress.com/2018/03/17/deep-evaluation/


One of the early pioneers of Facebook and its first President Sean Parker, voiced his regret regarding helping create social media in the form we know it today, saying:

“I don’t know if I really understood the consequences of what I was saying, because of the unintended consequences of a network when it grows to a billion or 2 billion people and it literally changes your relationship with society, with each other… God only knows what it’s doing to our children’s brains.”

Parker says the social networking site exploits human psychological vulnerabilities through a validation feedback loop that gets people to constantly post to get even more likes and comments.

“It’s exactly the kind of thing that a hacker like myself would come up with, because you’re exploiting a vulnerability in human psychology,” he said. “The inventors, creators — it’s me, it’s Mark [Zuckerberg], it’s Kevin Systrom on Instagram, it’s all of these people — understood this consciously. And we did it anyway.”  https://www.zerohedge.com/news/2018-05-21/depressing-chart-mark-zuckerberg-does-not-want-you-see



Here is a post from an anti-Common Core group:

Cathy Ruse reports for Family Research Council, May 15, 2018, that public school students in Fairfax County, Virginia, are subjected to 80 hours of “Family Life Education” sex ed — on the kids’ evolving “sexual identity,” the proper handling of contraceptive drugs and devices, and how to give consent for sex.

But Fairfax County’s longtime Democrat-controlled school board is set to take things from bad to worse…



Students in South Carolina being indoctrinated against the police in high school English:  https://www.westernjournal.com/parents-outraged-after-students-are-assigned-anti-police-summer-reading/?utm_source=Facebook&utm_medium=PostSideSharingButtons&utm_content=2018-06-16&utm_campaign=websitesharingbuttons


Here is a post from an Ohio anti-Common Core group:

Her mother says that she was told by the principal that her daughter did not meet all of her graduation requirements for the 2018 school year – specifically for not taking one of two required Ohio State tests.



Here is a post from the Utah anti-Common Core group:

Moms and Dads in Millard County. Guess what? Your district has now become the pilot rural district for “personalized,” global-citizen-based, curriculum. If you wonder why your kids are getting Google Chromebooks, it’s because your district has sold out to UNESCO—the UN’s education ministry.

Millard District has received a grant to partner with the Consortium for School Networking. The Consortium for School Networking (CoSN) is a partner with UNESCO—the UN’s education ministry. President Trump and Israel’s Prime Minister Benjamin Netanyahu have called UNESCO anti-Israel for a reason. If you need that translated, it means anti-Christian.

This technology partnership is designed to, eventually, gut local curriculum control through online learning. UNESCO is heck-bent on sexualizing curriculum worldwide. This is well documented. Just do a quick search for UNESCO, Planned Parenthood and Comprehensive Sexuality Education (CSE). CSE is designed to integrate throughout online, globalized curriculum—including through subjects like Digital Citizenship and Digital Literacy.

Dads. On this Father’s Day, this is your battle cry. Don’t march in Millard’s 4th of July parade, or bother watching it, unless you truly defend America’s children—your children. Rise up and protect your children from these soul-destroying, globalist tyrants. You’re selling your souls for a mess of pottage.

I grew up in rural Utah. Dads in rural Utah “get” freedom and what it takes to defend and maintain it. It’s time, Dads.





And here are some replies to said post:




“there is need for ongoing technical guidance, mentorship and supervision of teachers; moreover training for school inspectors is required to ensure there are mechanisms in place to ensure effective monitoring at the district level.”


Yep. They’re tracking districts through the data systems.


I’m in Millard County and often wondered about the Chromebooks… what do I do about it? Can I keep my kids off of them?


Yes! You are the parents!!

But, just know that the school will likely challenge you because the entire district is starting to grade children on their global competencies: values, attitudes and behaviors.

The reason they need each child on their own Chromebook is that children are supposed to be moved from 3x per year assessments into curriculum-embedded assessment so that their behaviors can be tracked (and shaped) continuously. When your children can’t be tracked, their “growth” can’t be measured and so the school gets caught between federal laws for student growth measurements and parental rights to control curriculum.

The district has received a grant so they cannot back away from this plan now. They have chosen money over parental rights.

Please, do what you can to protect your own kids and keep us posted on this thread on how the district and school react. They will tell you that local/state teachers are developing the curriculum, and there’s nothing to worry about. But. The young teachers are being trained to choose pre-curated curricukum. Often, they don’t actually vett the curriculum. And, logistically, they can’t vett it if every child is learning something different on a computer-adaptive platform. When the online curriculum adapts, in real time, it can’t be vetted—by design.

I would encourage you to watch the video I posted above where I explain the goal for Google, Microsoft and UNESCO. Share it with any parents who will listen. I would be happy to come to Millard and give the presentation in person too, where I could answer questions.

Prayers for you and yours!


I spoke with the principal at the high school about their increased usage of electronic learning last year and how it was affecting my kids and unfortunately it fell on deaf ears.


In our school district’s enrollment process, there is a question that asks parents if we would allow internet access. Does your enrollment process ask that? If so, just say no. And even if it doesn’t, just tell the teacher you want paper printouts for everything. No online assignments.


Our district does digital citizenship and I opted my kid out. I later found out that one of the software questions asks kids if they considered a truck a gift option for a boy birthday and a doll a gift option for a girl birthday. When answered yes, the student was told that is a sexist thing to think and then it explained why. This was through the (not-so) Common Sense Media online program. This group has backed legislation here in CA that is anti parental rights under the guise of “helping” kids. Thankfully it was defeated, for now. The group frequently backs children’s privacy legislation but their own privacy statement does not. Complete hypocrisy! Wolves in sheep’s clothing all over the place!


The power of Common Sense Education is in their content curation systems which are starting to precurate online content for teachers. Have you seen Common Sense’s Digital Citizenship curriculum for 6th-8th graders? I can email it to you if you want to message me your email.


I have had a preview of it through an hour long district presentation. But more info. would be great! I will message you my e-mail. I know they also give surveys at the end without parental notification or permission. CSM is a huge political thorn in my side! The Steyer brothers are political activists and Chelsea Clinton is on their advisory board. Bad news all around.


Yep. Bad news! And with teacher training favoring their friend Darling-Hammond’s SEL (InTASC) Standards, it’s going to get much harder for parents to fight Common Sense curriculum integration into the schools.


Public schools all around our nation aren’t teaching our innocent children what they deserve toward their futures. Instead reformation and rewriting American History as well as other mandatory learning textbooks aren’t even mentioned anymore. This in itself is the downgrading producing more illiteracy than good. Homeschooling and Charter is much more effective as a proven accomplishment students deserve.


UDPATE: The first link about Millard and CoSn didn’t work. Here is the corrected link. I’ve tried to update it on those pages that shared it, but not everyone’s page is public. Please revise it if you’ve shared this story so that people can access it:



Here is a post from Shannon Joy:

THIS IS BAD. Really, really, really bad ———->

Every child to labor for the corporate elites, wholly owned by the GOVERNMENT. Groomed and tracked in government schools. 21st Century Slavery.

This will be SPUN as ‘Trump abolishes the Dept. Of Education’ or ‘shrinks government’ … don’t be fooled.

(BTW – we’ve been telling y’all this was coming for the past 3.5 years!)




Here is a post from a friend of mine:

WE KNEW IT!! Unions will hold hostage schools in the Fall? Rumbling across states of Fall mass strikes

“Ms. Harrison urges a change in public schools from “an education model” to a “medical/behavioral/tactical model” where teachers will become well versed in medicine, fire arms handling and psychology so as to be better able to do the government’s work of treating, protecting and molding the minds of the state’s children.

Of course, it’s all tied together with more training, more administration and more money for the public school leviathan. So it goes. Big government grows bigger by creating legions of government employees represented by big government supportive unions who have a vested interest in supporting even bigger government. The rest of us are left to watch and experience government’s continual incremental takeover of just about everything…”



Here is a post from a Washington anti-Common Core group:

**The History of Goals 2000**
In 1989, a coalition of state governors concerned about the ailing state of America’s public schools proposed a solution: “Goals 2000.” This program would set educational goals for the nation’s public schools to be achieved by the year 2000, create a framework for implementing the goals, and provide incentives for the states to cooperate in meeting the goals.
By 1994, the eight national goals were in place and Goals 2000 was an official federal program.

The Eight National Goals

1. By the year 2000, all children will start school ready to learn.

2. By the year 2000, the high school graduation rate will increase to at least 90 percent.

3. By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation’s modern economy.

4. By the year 2000, the Nation’s teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.

5. By the year 2000, United States students will be the first in the world in mathematics and science achievement.

6. By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

7. By the year 2000, every school in the United States will be free of drugs, violence and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning.

8. By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.




Students are calling for the removal of a brave school board member in Elgin, IL because she suggested that the new rules of student code of conduct may consider it bullying to address a “transgender” person by the “wrong” gender pronoun:  http://www.chicagotribune.com/suburbs/elgin-courier-news/news/ct-ecn-u46-school-board-meeting-st-0517-20160517-story.html


Here is a post from the Common Core Diva:

Warriors, take note: the merger of Ed and Labor will not rest solely on PreK to College education, but on every single American citizen in need of going to work or getting ‘education’ to earn credentials TO work.
The merger will NOT close the U.S. Dept. of Education, but enlarge it. The merger will disrespect your school choice.
Both Ed and Labor Cabinet Agencies are ILLEGAL. Why do we need to comply?
We should revolt.
Quote me, if you like.


Here is a post from Women on the Wall:

“Jane Robbins, senior fellow at American Principles Project (APP), told Breitbart News in a statement the administration’s proposal is “riddled with problems.”

“Rather than returning government to the people as the president promised, it centralizes government,” she said. “It codifies the Common Core-type workforce development model of job training, rather than genuine education, and gives Big Business outsized influence on what happens in schools. It promotes data sharing and citizen tracking for the benefit of a government-managed economy. It’s a mess. We can only hope Congress rejects it outright.”

In an interview with Breitbart News, Eunie Smith, president of the Eagle Forum, said the administration’s proposal is mind-boggling in its apparent acceptance that it is the role of the federal government to plan the workforce.

Smith said the proposal is a “Jeb Bush-type plan” that suggests “the only purpose of education is to prepare a citizen for a slot in the workforce.”

“Rather than equip an individual to pursue whatever goal he sets for himself as part of his God-given freedom, this is, instead, the German model being pushed by misguided business interests and some state interests,” she explained. “As a result, the type of education an individual would receive would be influenced by crony corporations dictating to schools the skills needed for future workers.”



Here is another post from the Common Core Diva:

This graphic appeared in a 4 part video series from Freedom Project Media in 2017. I was one of the 3 expert panelists. With the HEA (Higher Education Act) being re-vamped by the same Sellout Congressional traitors as ESSA, we saw the writing on the Wall.
With the Ed/Labor merger, this is all we will know in America. Look how closely we are to the end game goal: global workforce training.

time running out


Here is a post from the anti-CBE group:

YOU are witnessing Marc Tucker’s “necessary revolution in school policy” brought to the country by Lamar Alexander & the Education Cartel…….Common Standards, High-Stakes Testing, Career Ladders, Pay-for-Performance, Charter Schools, No Child Left Behind, Every Student Succeeds Act, Pay-for-Success and now…….federal Career Tecnical and Higher Education Acts…..all to complete the data collection system necessary to use predictive analytics to place your child on the pathway in the New American Schools human capital (education/labor) development system……….It has taken 30 years to get to this point……Will America choose to continue to sit on the sidelines?

And here is a post that was quoted by the post above:

On the Hill next week: Career and Technical Education Act (CTE)(also called Carl D. Perkins Act) is BEING MARKED UP…watch for the Fast Track! Over $1 BILLION on the line.

National Governors Association (NGA) is telling the Senate education committee “Perkins must be connected to state economic development and workforce systems.” Politico

Senate HELP Chairman Lamar Alexander doesn’t need to be told. He was in on the ground floor of this deal since 1986 (at least).

Here is a post from the Common Core Diva Lynne Taylor:

Is this really education’s goal? It wasn’t supposed to be. How to think, act, and live; not what the think do, or where you will work.

no no we wont go

And here is a reply to this post:

I still remember the day my principal stood before me in a staff meeting (way back in about 2000?) and asked, “what should be the purpose of education? Shouldn’t it be workforce ready?” I was like No. Hell no.
That was back in NCLB years (and anyone who complained, about how we were actually REDUCING education, and NARROWING it, was accused of just suffering from the soft bigotry of low expectations ) and I’ve had to watch the nonsense train ever since, especially since it’s through constant measuring and torturing of data in accountability that forces compliance.
So, Big business and monopoly power, has already changed the purpose of education to fit big business, –mostly, but not completely–this is just a final continuation of that and digital makes it all the easier.
Two words: Powell Memo. Oh, and one more: Greed.


Here is a post from a New York anti-Common Core group that helps explain why more attacks are happening at schools:

“…Under Mayor de Blasio, the Department of Education required teachers provide full documentation of a range of non-punitive interventions to at least three midlevel offenses before asking their principal to issue a suspension. Principals, in turn, had to apply in writing to a central office that often rejected their requests.”

And another post from said group:
The Poughkeepsie school district board just sent me a statement, announcing the 2018 four-year June graduation rate for Poughkeepsie High School: 48 percent.
 It is tragically ironic how this 13-year-old faces a FELONY for doing (recording someone without their consent) what Ed Tech companies do to HUNDREDS of students EVERY DAY without repercussions:
 Here is a post from a friend of mine:

The letter lays out the master plan of the Clinton Administration to take over the entire U.S. educational system so that it can serve national economic planning of the workforce.

The letter makes it clear that Hillary participated in the development of that plan some time before the election, though it was scarcely reported at the time. The plan is sweeping in scope, and largely signed into law in 1994 by Clinton’s Democratically controlled Congress (in the Goals 2000 Act, the School-to-Work Act, and the reauthorized Elementary and Secondary Education Act).

That legislation continues to move our system today, and is being implemented in all fifty states, driven by money and mandates from the federal level.




Gun Control Supporters Part 2

Part 1 was getting a bit long so I made a part 2

CeaseFire PA Buddies

The Anti-Violence Partnership of Philadelphia

Coalition Against Gun Violence

Benedictines for Peace Erie, PA

Brothers of Concern

Bucks Against Gun Violence
Bucks Safe

Chester County Coalition to Prevent Gun Violence
Communities in Action for Peace
Communities United Together (C.U.T.)
Concerned Citizens of Chester
Delaware County United for Sensible Gun Policy
East Liberty Concerned Citizens Corporation/Larimer Blueprint Commuity
Guns Downs
Keystone Progress
Lawrenceville United
Lower Merion United
Mayors Against Illegal Guns
Mocha Moms
Moms Against Illegal Guns
Moms Demand Action for Gun Sense in America-Pennsylvania Chapter
Mothers In Charge
Operation Stand Up
Organizing for Action i
Philadelphia Coalition for Victim Advocacy (PCVA)
Pittsburgh Community Reinvestment Group (PCRG)
Pittsburgh North People for Peace
Project Peace
States United to Prevent Gun Violence
Bloomfield-Garfield Corporation
Chester County Coalition to Prevent Gun Violence
Coalition for Peace Action (CFPA)
Pennsylvania Interfaith Impact Network (PIIN)
Thomas Merton Center
The Tree of Hope
nitarian Universalist Church of the South Hills (UUCSH)
Youth Opportunities Development (Y.O.D.)
Youth Violence & Crime Reduction Partnership

Source:  http://www.ceasefirepa.org/about-us/partners/

Florida SB 7026 Supporters

Source:  https://www.flsenate.gov/Session/Bill/2018/7026/Vote/HouseVote_s07026e2859.PDF



Ohio Gun Control Supporters

Andrew J. Ginther
Mayor of Columbus

Zach Klein
Columbus City Attorney

Shannon G. Hardin
President, Columbus City Council

Source:  https://www.columbusunderground.com/assault-weapon-ban-columbus-ohio


Vermont State Rep Gun Control Supporters

Ancel of Calais
Bartholomew of Hartland
Baser of Bristol
Belaski of Windsor
Bissonnette of Winooski
Bock of Chester
Botzow of Pownal
Briglin of Thetford
Browning of Arlington
Brumsted of Shelburne
Burke of Brattleboro
Carr of Brandon
Chesnut-Tangerman of
Middletown Springs *
Christensen of Weathersfield
Christie of Hartford
Cina of Burlington
Colburn of Burlington
Conlon of Cornwall
Connor of Fairfield
Dakin of Colchester
Giambatista of Essex
Gonzalez of Winooski
Grad of Moretown *
Haas of Rochester
Head of South Burlington
Hill of Wolcott
Hooper of Montpelier
Houghton of Essex *
Howard of Rutland City
Jessup of Middlesex
Joseph of North Hero
Keefe of Manchester
Keenan of St. Albans City
Kimbell of Woodstock
Kitzmiller of Montpelier
Krowinski of Burlington
Lalonde of South Burlington
Lanpher of Vergennes
Lippert of Hinesburg
Long of Newfane
Lucke of Hartford *
Partridge of Windham
Pugh of South Burlington *
Rachelson of Burlington
Read of Fayston
Scheu of Middlebury *
Scheuermann of Stowe
Sharpe of Bristol
Sheldon of Middlebury
Sibilia of Dover *
Squirrell of Underhill
Stevens of Waterbury
Stuart of Brattleboro *
Sullivan of Dorset
Sullivan of Burlington
Taylor of Colchester
Till of Jericho *
Toleno of Brattleboro
Toll of Danville
Townsend of South
Trieber of Rockingham

Deen of Westminster
Devereux of Mount Holly
Donovan of Burlington
Dunn of Essex
Emmons of Springfield
Fagan of Rutland City
Fields of Bennington
Forguites of Springfield
Gannon of Wilmington *
Gardner of Richmond *
Macaig of Williston
Masland of Thetford
McCormack of Burlington
McCullough of Williston
Miller of Shaftsbury *
Morris of Bennington *
Mrowicki of Putney
Ode of Burlington
O’Sullivan of Burlington
Pajala of Londonderry
Troiano of Stannard *
Walz of Barre City
Webb of Shelburne
Weed of Enosburgh
Wood of Waterbury *
Wright of Burlington
Yacovone of Morristown
Yantachka of Charlotte

Source:  https://legislature.vermont.gov/assets/Documents/2018/Docs/JOURNAL/hj180327.pdf#page=20

NoRA Buddies

Blue Future

Student Outreach and Voter Registration Partner
Blue Future is a youth-led civic engagement startup focused on organizing young people around progressive electoral campaigns.

The Campaign to Keep Guns Off Campus

Student Outreach and Leadership Partner
The Campaign to Keep Guns off Campus works with colleges and universities across the country to oppose legislative policies that would force loaded, concealed guns on campuses.


Technology, Outreach, and Legislative Partner
Countable makes it quick and easy to understand the laws Congress is considering and streamlines the process of contacting lawmakers, enabling voters to easily tell them how they want them to vote on bills under consideration.

Design Studio for Social Intervention

Artistic and Activism Partner
Situated at the intersections of design thinking and practice, social justice and activism, public art and social practice and civic / popular engagement, we design and test social interventions with and on behalf of marginalized populations, controversies and ways of life.

Drain The NRA

Strategy Partner
Drain the NRA is a grassroots movement that combats the gun lobby’s stranglehold on Congress by boycotting and divesting from the gun industry and its corporate partners, while shining a light on those politicians who value the NRA’s financial contributions over the lives of their own constituents.

Every Voice Center

Activism and Voter Outreach Partner
Every Voice Center designs, supports, and wins small-donor elections programs at all levels of government across the country.

Guns Down America

Activism, Policy and Engagement Partner
Guns Down is taking on the NRA on all sides, by exposing the true cost of its guns-everywhere agenda and challenging those who do business with the NRA.


Activism and Engagement Partner
Hollaback! is a global, people-powered movement to end harassment. We work together to understand the problem, ignite public conversations, and develop innovative strategies that ensure equal access to public spaces.

Newtown Action Alliance

Organizing and Policy Partner
Newtown Action Alliance is an all-volunteer grassroots organization founded by Newtown residents after the tragic December 14, 2012 Sandy Hook Elementary School shooting

Rock the Vote

Voter Registration, Engagement, And Student Engagement Partner
Rock the Vote is a nonpartisan nonprofit dedicated to building the political power of young people.

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Spread the Vote is a nonpartisan, nonprofit organization that believes the only way to change our country is to ensure that every citizen can vote, and if that means that they need a state ID, then Spread the Vote will make sure they have one.

Sunshine Sachs

Communications and Messaging Partner
Sunshine Sachs is a full-service communications firm built on the notion that good ideas have the power to change the world we live in, shape our cultural conventions and create new models of success in every industry.


Art Activism Curation
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Activist Partners

Susan Aldeman
Jennifer Bailey
Rania Batrice
Michael Ian Black
Nadine Bloch
Chaz Bono
Pam Campos-Palma
Don Cheadle
Rob Delaney
Sara Deneweth
Minnie Driver
Jennifer Esposito
Jon Favreau
Francis Fisher
Lennon Flowers
Shanelle Gabriel
Chris Gorham
Justin Hendrix
Joseph Huff-Hannon
Ben Jackson
Ashley Judd
Aaron Kagan
Valarie Kaur
Kelly Kall
Cameron Kasky
Harvey J. Kaye
Joe R. Lansdale
Rabbi Michael Latz
David Leopold
Laura Mannino
Renato Mariotti
Heather Matarazzo
Emily May
Samantha McGarry
Debra Messing
Bethany Mikulis
Alyssa Milano
Peter Morley
Seth Morrison
Arden Myrin
Asher Novek
Lance Orchid
Eliza Orlins
Patton Oswalt
Laura Packard
Amanda Palmer
Chelsea Parsons
Sarah Peck
Andy Pelosi
Piper Perabo
Sonja Petrovic
Emma Popkin
Maura Quint
Alysia Reiner
Kendrick Sampson
Cliff Schecter
Vanessa Selbst
Maureen Shaw
Anat Shenker
Shaneice Simmons
Andrew Slack
Andy Slavitt
Caissie St. Onge
Rena Sofer
Topher Spiro
Max Stahl
Francoise Stovall
Tara Strong
Hadar Susskind
Amber Tamblyn
Bradley Theodore
Baratunde Thurston
Jen Tolentino
Chris Vaeth
Leigh Volpe
Melissa Walker
Natalie Weaver
Heather Whaley
Maya Wiley

Source:  https://noranow.org/partners/

We Can Vote Buddies

Articles of Association

Modeled, in part, after the Articles of Association created by the Founding Fathers to boycott British goods, this one will be used to boycott  companies and groups enabling the tyrants here and abroad.










Blue Cross Blue Shield

Wells Fargo

Bank of America









Public Schools or Public Screwels? Part 10

anti-Common Core part 10

Part 9 was getting a bit too long so I made a part 10.

Here is a post from Shannon Joy:


NYS Education Commissioner Elia’s official guidance on what schools should do if an undocumented (potential MS-13 gang member) seeks enrollment in your child’s public school.





Here is a post that I found in an Ohio anti-Common Core group:

Either DeVos is extremely uninformed or she thinks we are uninformed (stupid). What she fails to say is that Charter schools ARE PUBLIC SCHOOLS. Because they accept state and federal money they are required to teach the same standards as the traditional public school. Charters offer a choice in location but not in what a child learns. Is that your idea of Choice. Charters close on a daily basis. They are notorious for hiring sub-par teachers. They are notorious for mismanagement and there is a Charter somewhere closing everyday. They do not have the same oversight that a traditional public school has and there is no data that demonstrates they perform any better than the traditional public school. So again I ask, is choice in location but not in what your children are taught your idea of Choice. I also ask, do you really think DeVos doesn’t know this. She does. She SUPPORTS ESSA and Common Core and she supports the privatization of public education. She was the most controversial nomination of the Trump administration and Pence had to break the tie. She is closely associated with Jeb Bush. Mr. Trump has made a whopper of a mistake with education policy. He is clueless and listening to all the wrong people including Ivanka.



I found that a district head of an Illinois school is also supporting the anti-gun walkouts:  https://illinoisfamily.org/education/leftist-political-protest-schools-next-week/


Here is a post from the Utah anti-Common Core group:

Heads up! A massive shift in science education practices, masquerading as a routine standards update, will be presented to the State Board this Thursday.

Why didn’t the committee set up to make recommendations for updating the science standards consider any standards other than NGSS, including the 20+ other sets of available standards that were ranked above NGSS?

Because they’re not updating standards, they’re pushing a new style of pedagogy through, using the standards as a vehicle.

The linked video explains, in the words of several supporters, this “huge” shift.

Do you really think it’s true that students don’t need to “own” foundational knowledge to prepare for advanced learning? That you can just google facts when needed?

Please comment and share to other parents not in this group. Also, please call your state board member.

The public comment comes after the board votes, but critiquing individual standards won’t affect the embedded pedagogy. I’ll link a summary of 50 years of research on the failures of constructivist pedagogy in the comments for reference.



And another post from said group:

I have two children attending American Fork High School. I just received this email, and it appears that the High School will be officially condoning the walk out. Here is the email:

———- Forwarded message ———-
From: Mary Scharman <mscharman@alpinedistrict.org>
Date: Tue, Mar 13, 2018 at 9:04 AM
Subject: Student “Walkout” on Wednesday March 14
To: <email cut to protect identity> 

Dear Parents and Patrons,

This Wednesday is the “Walkout,” which students are promoting across the country protesting violence in schools. We visited with our student leaders from the House of Representatives and the Student Government and inquired if they were participating in this “Walkout.”

The leaders shared with us that many students were going to participate. Our goal in responding to walkout plans and other forms of peaceful assembly is to try and keep focus on teaching and learning while providing guidance and planning to support students and staff safety. We have provided a place for them out on the football field. This is optional for students. They are not required to participate.

The students who wish to participate will be walking out at 10 am on Wednesday with Constitutional rights of a peaceful assembly and free expression. The students are going to take 17 minutes with a moment of silence. Also, they are going to share the students name and age whose life was taken. They will be returning as Flex begins. Throughout the day, students will have posters to sign and cards to write on to send to the high school for moral support.

Alpine School District supports students’ Constitutional rights to peaceful assembly and free expression. As a result of this Walkout, the students hope to share solidarity and commitment to building a better non-violent community.


Dan Weishar


American Fork High School

Alpine School District

510 North Caveman Blvd.

American Fork, Utah 84003

Tel. No. (801) 610-8800″ #uted#utpol#AlpineSchools


And here is a post from a Washington anti-Common Core group:

Hello Everyone,
My son is a sophmore and his school counselor has said that he must pass the state testing in order to graduate. Is he correct? Is there any options for him to not take it? He has no plans to attend college but will attend a trade/tech school. He does have a 504 and some processing issues and ADHD along with high text anxiety. I also have a freshmen who will be going to college. Is there a way for her to not take state testing and still receive a high school dioloma? Thanks for your input!


And here are some replies to said post:

My oldest daughter was on an iep for 3 yrs in middle school and then moved to a 504 when entering high school. She had to take multiple standardized test to graduate. Her counselor told us she would have help and extra time. That was 5 yrs ago and in Eastern Wa. Hope that helps a little and good luck. It’s an up hill battle, be your sons biggest advocate, never stop questioning the system


Believe me….. I have been accused of being to involved and that isn’t about to change because he is in high school.


5 years ago there was a different superintendent and assistant superintendent. I wonder how life is for kids with IEP and 504’s now. I have heard some horror stories.


As far as I know the counselor is correct. However, he should have mentioned alternative ways to pass. It’s been awhile since I have been updated on testing, but last I heard a student must attempt the test at least once, and if they fail, they can then use an alternative method to prove they have met standard. There is the “portfolio” which is really a teacher looking over the student’s work and determining that they have met standard. Most teachers want to show all students as passing, so they use every loophole they can find. (I think some shady things went on in regards to my son as he never tested yet his school records said “met standard” when it came to state testing.)


Also, FYI, community college is free to any student younger than 21 that does not have a high school diploma.


Do you have a source I can quote for this?


The premise for enrollment and funding is “high school completion” but all classes at the community college are available to HS students so many students (mine included) only worked towards their AA degree or certification in a technical field. As far as I know all public community colleges in Washington have a type of high school competion program. At this edmonds CC site it says “free or low cost” but all 3 of my kids have enrolled at 3 differet school (Edmonds CC, Everett CC and shoreline CC), they went right for theri AA degree, it has always been free. We are not low income and there has never been any questions about our income level, so I dont know in what situation it would be “low cost” instead of “free”. Just go to your local community college website to get info.
Here is one link: http://catalog.edcc.edu/content.php?catoid=3&navoid=157


My experiences:
I have 3 older children (age 22,20, 16), My oldest is in college. He said “no thanks” his HS diploma, because he refused to test (he was class of 2013, the first graduating class with mandatory WASL testing). When applicable, such as on college applications or job apps he declares himself “graduated” with a homeschool diploma (which is the truth, as I can honestly attest that he has passed the 12th grade level). He has had no problem with employment, college or scholarships. (no college requires a high school diploma)

My middle child has always had an IEP and struggled in school, he attended a alternative high school, and I suspect some shady things occurred there regarding his testing. He never tested, but his school records said “met standard” when it came to state testing. There are alternatives to testing, but I’m pretty sure that a student has to attempt to test one time before they could move to alternatives (I think something shady occurred because I kept my son home on testing days). I was so frustrated with my son’s school, I just wanted him graduated so I didn’t question anything about his “test scores”. He has a diploma

My 16 year old left our local high school and is attending community college instead (for free!). I will leave it up to her as to whether she wants a HS diploma or not as it will involve taking state tests, but once she has her college degree, she may not want it.


To my understanding she can receive a hs diploma when she fills out her college app. Something to check into.


yes, community colleges can administer high school diplomas, but it still requires testing. there is no getting around state requirements by completing academic credits at community college. My son had already competed his AA degree had already been accepted to a 4-year university and had already moved out of the house and supporting himself, so he had a job to pay his rent. he did not want to take a day off to go take a test (at the time it was WASL, which was very time consuming). A culminating project was also a state requirement at that time, which he didnt want to do.


Yuck! Nobody had mentioned that you still had to take state testing to graduate. Thanks for the info.


Because my kids were homeschooled, I can’t address going through the public school…but my kids did running start, earning their AA and WA state high school diploma…no testing required.


That was what I was told as well so hopefully that will be the case here.
that’s interesting. Who issued the HS diploma, was it from the state dept of education or was it from a local school district? Do you recall who’s signature is on it?
My daughter, who is also homeschooled, plans on Running Start in the fall. I understand that if the diploma is issued through the community college, rather than the high school, students are not beholden to the school’s graduation requirements. But I’m finding that out for certain tomorrow at a RS information meeting.
Please post what they say, I am very curious.
When they apply to graduate for their AA they also apply to graduate for a high school diploma. None of my kids followed the public school curriculum guides, their classes were all directed towards the AA. And it’s true that colleges do not require high school diplomas. They look at transcripts.
regarding the OP, as homeschoolers, we are required to annually test our students, but not as a graduation requirement.
My oldest never attended high school. He went to the community college at age 16. I wonder if his testing in his community college classes would count, he was still working on his AA when he was 18, and at 18+ you no longer have to declare with your district that you are homeschooling. I wonder if he did qualify for a HS diploma from the community college?…oh well, I doubt I could convince him to go back and check.
Our homeschool kids don’t have to be tested. They can submit a portfolio review to any WA certified teacher instead of being tested. Message me if you need more details!
Ha ha ha. Submit anything to a certified ps teacher? The testing is easier. And no one demands to see the results. I get it if there are kids with testing issues, but my kids didn’t and don’t. (I’ve graduated one kiddo, who is now serving in the Air Force).
There’s a whole cottage industry among homeschoolers who have teaching certificates. Testing is a nightmare for us, but glad you don’t have that worry!
Also, thank your kiddo (and your family) for his/her service!
I was told at the Tacoma Community College RS info session tonight that the testing required by the high school does not apply if the student is getting an AA degree. If the student, however, is earning a high school diploma through the high school, then the student is required to do all the normal testing. That’s how I understood it, anyway.
incidentally RS is tuition-free, but books, campus, student and class/semester fees are the responsibility of the student, so not entirely free. It can be an investment of as much as $1500 or more a school year, depending on the classes taken. Something we need to think about on our family’s limited budget.
This is why I like the the high school completion programs (although my kids just went right for their AA). My kids completely withdrew from our local high school, and enrolled at community college at 16. Everything is paid for including entrance/placement testing, books, and lab fees….but the cons: no grad walk, and no high school sports or activities since they are no longer enrolled. My son did go to prom as his girlfriend’s date, and my daughter went to homecomming as a date to another student.
This is the state website on the topic. I had a conversation with my son’s counselor earlier this year about this, and students after the class of 2018 are being compelled to test for graduation as I understand it. I hope there are alternatives, or that I am mistaken!
Thank you for your input and the link! So far, I understand he has to take it at least once before moving to alternatives. And I have also been told he can get a hs diploma at the same time as he would get an AA. Just need to check something on the college app but not sure of the particulars. And I am not sure he will attend a cc. 🤔 Thanks for the input!
Your son does NOT need to take the testing! I have had my kids waived each year. It is a bit of a hassle and they like to shame you, but you can get the paperwork from the district office and sign off on it.
If the child is on an IEP they have to take the state test to graduate, but only at the grade level they tested at.
My son has a 504.

I can’t speak to whether the 504 creates a different situation for your student than for students without a 504 [name withheld] should have more insight on that), but normally, no, what your counselor told you isn’t entirely correct, because it’s based on the premise that “graduating” is the goal.

In this context, to “graduate” means to participate in a ceremony, but to receive a diploma is arguably more important, and they’re two different things. The system is set up so that the graduation ceremony itself is upheld as something of upmost importance, and the withholding of it is threatened to parents or students who begin to talk about not taking the state test. It’s really a system of bullying and extortion, but I digress.

To participate in the graduation ceremony, yes, he likely will need to take (but not necessarily pass) the state tests. You may have an amazing principal that gets all this BS and would allow him to participate anyway, but since your counselor is using this language, my guess is that your principal also uses it or supports it.

Receiving a high school diploma, however, can be done in a number of different ways. (If the graduation ceremony – walking across the stage with his classmates – is of critical importance to you or him, just stop me now, take the test, and I’ll save my breath.)

Editing…stay tuned…


Oh my, I didn’t know they threatened to block one from the ceremony/ritual while still giving out a diploma. That’s interesting. I have of course encountered a similar tactic in my read of theology and history, called excommunication, where the ritual and ceremony of the Eucharist was denied those who didn’t march lock-step with Papal authority and ecclesiastical decrees.

America is a wild place.

You must attempt the state test and pass or fail then do an alternative option in order to receive a public school diploma. As for test exemptions the 504 team would have to approve an alternative option or they will make him attempt and fail them do so but it’s a team decision
Here is an alarming post from a North Dakota anti-Common Core group:

This is happening in NORTH DAKOTA!!!! Fargo, ND
From [name withheld] “Fargo North is forcing the students to participate in a walkout today. I have a sibling that goes there and she was told during their announcements that if they skip they will get detention.”

comment continued…”Like they are making them leave the classrooms and go outside for a rally or something and they were told that they don’t have to go outside, but they have to leave the classrooms and if they skip class or leave the school they will be punished. The thing that concerns me most is the school didn’t send any emails or letters to my parents that this school sponsored event was going on, and there’s absolutely nothing on the school’s website about it. They even left it out of their morning announcements document they post online every day after doing the announcements to the students. Another thing is my sibling said the school is claiming it’s to honor the victims of the shooting, but make no mention of the event being to protest gun control.”



Here is a post from the Utah anti-Common Core group:

What is constructivism and why are some parents worried that it has become the basis for teaching English and Math and now being recommended for Science?

It’s an educational philosophy that favors soft “skills” of constructing ones own knowledge through exploration vs. direct instruction and from someone with subject area expertise.

The problem isn’t that there is no merit to both, but that each learning style doesn’t apply equally to all developmental levels or levels of expertise.

In short, you have to have some basic building materials to construct something.

I personally don’t think it’s really possible to think analytically or innovatively in the absence of some deeper subject knowledge, and research seems to confirm that.

From a friend with a PhD in physics in the UK: “It sounds crazy to me that older kids wouldn’t be taught science in the traditional subjects / topics if they want to improve STEM skills in the workforce. Each of those subjects goes very deep and you need a lot of basic understanding if you want to study them to any depth at university level. Teaching some broad “science” curriculum with bits from everywhere sounds like really bad preparation for studying STEM subjects at university level because there would surely be too much work to do to build up the knowledge at a basic level before you could even begin to go deeper. It might make some sense for kids who are not going to end up in STEM disciplines, or for younger age groups, but it does sound a lot like dumbing down to me.”

A further problem with NGSS is that a significant percentage of the standards in each grade use topics of evolution and climate science as the style of science within which kids are supposed to explore and learn to “think like scientists.”

Another insight from my friend: “The preponderance of mentions of climate sounds troubling too. I suspect you and I have quite different beliefs when it comes to man-made climate change / global warming – I do believe that human activity is responsible for changes that are happening to the climate, and I do believe it’s a problem, if maybe not quite an urgent disaster on the scale of some of the most alarming hype. However climate science is very complex and (I think) relies on a lot of modeling, simulation, simplification, extrapolation etc and seems to me to be a very poor subject for teaching the basics of science, scientific thought and method. It’s virtually impossible to conduct meaningful scientific experiments or develop straightforward theories with strong predictive power when you talk about climate science for example. Kids need to learn basic science first in my opinion, and apart from stuff like the water cycle and how atmospheric pressure causes storms and other weather conditions I wouldn’t teach climate because it’s not appropriate as a way to learn “science”.



And another post from said group:

I watched the standards subcommittee meeting discussing the science standards, streaming online, and was concerned with what I saw. One board member asked a number of logical questions about why no other standards were considered, the emphasis on two subjects to the exclusion of many others and why the clarifying statements and assessment boundaries seem to favor a certain instructional style and teaching to the test. The primary response by those recommending these standards as well as several of the board members themselves was that they needed to defer to a select group of “experts” who’d been successful in securing enough federal funding to push one educational philosophy over any others.

21 to 25% of the standards focus on evolutionary biology, depending on the grade. At least that much or more seem to focus on climate change, specifically human impact, and the sample lessons and aligned tests that I reviewed push it even further into policy issues, not just science.

Am I the only parent who thinks that leaving out circuits, human body systems, most physics and chemistry will leave our kids woefully unprepared for college level work or important careers? That climate activism isn’t the primary goal of a primary education? One dad, and engineer from California, commented to me that he worries these standards will assure all future engineers in the US will need to be hired from other countries.

Whatever your view, this deserves a healthy debate and substantive responses from those recommending these, not just deference to “experts.”

I hope the board meeting tomorrow won’t resemble the subcommittee hearing, and this familiar fable.



And yet another post:

Parents typically oppose the national conformity of education because it practically eliminates adjustments for local conditions, specialization, individual needs, innovation, and the safety net preventing the failure of an entire generation across the country at once when each new education fad comes and goes.

NGSS specifically precludes specializing in a subject area like physics, or chemistry, or biology at the high school level, despite the fact that our secondary teachers are trained in a specialty, not in “integrated science.”

(My daughter currently has to give up an elective credit to take a novels and literature class taught by a great teacher in her area of expertise because the required Common Core English class doesn’t include that. There aren’t enough elective credits left after all the dumbed down requirements to get a deeper education for college preparation and advanced studies in subject area specific math, or science now too.)

Parents with these concerns in recent years have been placated with hollow talking points about “local control” because we changed the name or renumbered some pages… or that there was “absolutely NO Federal involvement in the creation of these standards,” as one board member insisted in the recent subcommittee hearing for the new science standards.

It’s as if they don’t think we can see that it doesn’t matter who is building the conveyor belt, Federal government or other national level organizations. We don’t want a one-size-fits-all conveyor belt!

Still, I can’t resist addressing the “no federal government” issue.

In the subcommittee hearing the presenters supported their recommendation of these new standards solely on the fact that they were recommended by three well-known science organizations: the American Association for the Advancement of Science (AAAS), the National Science Teachers Association (NSTA), and the National Academy of Sciences (NAS)… they left out Achieve Inc. (the organization founded to push national standards, developer of Common Core and NGSS copyright holder.)

Don’t they know who funds these organizations?

From the book pictured: “In 2016 Congress appropriated $880 million for EHR. Of this amount, $673 million is allocated at the discretion of the NSF director and board.”

“In February of 2017, the NSF grant database reflected 4,513 ‘active’ EHR grants, with total funding at $5.4 billion”

“EHR has been a substantial funder of AAAS’s science-education efforts, providing the AAAS with more than 100 grants worth $101,544,672 since Project 2061 began in the mid 1980’s.”




Here is a post from an Ohio anti-Common Core group:

What did we have before SAGE tests? How did schools gage improvement before the government got involved?

Why are behavioral scientists grading our children’s tests? Why are behavioral scientists involved in our children’s education at all? “Sensitivity Training” is not a new concept. They use it during wars to brainwash soldiers and they’re doing it now to brainwash our children.

Many people don’t understand this and it isn’t something those behind public education necessarily want shouted from the rooftops. This is why putting the puzzle pieces together and then sharing them is so important. The great article below, written by Brian Halladay, explains something that Elder Benson described (warned about) years ago. This “sensitivity training” is happening right now in the public school system via Common Core and SAGE tests.

The Reality Behind Your Child’s Test

“The SAGE test is an unreliable, unverified test that our children from 3rd-11th grade are taking not just once, but up to three times a year. These tests aren’t scored by their teachers, but rather by the American Institutes for Research (AIR). This company is the one of the world’s largest social and behavioral research organizations. Your child’s proficiency is being scored by a bunch of behavioral researchers.”

Brian Halladay, Board Member, Alpine School District, Utah

Alpine School Board Member to Parents: Opt Out Common Core SAGE tests | COMMON CORE


“One of the tragedies of the Korean War was the fact that the enemy was able to brainwash some of our men…

When General William F. Dean was released from a Korean Communist prison camp, the young Chinese psychologists who had been trying to break him said: “General, don’t feel bad about leaving us. You know, we will soon be with you. We are going to capture your country.” Asked how, they replied: “We are going to destroy the moral character of a generation of our young Americans, and when we have finished you will have nothing with which to really defend yourselves against us.””

Ezra Taft Benson, CR, April 1969, pp. 10-15



So, now testing groups are offering tips for monitoring students on social media:  https://deutsch29.wordpress.com/2015/03/14/smarter-balanced-offers-tips-for-monitoring-students-on-social-media/


A California high school teacher was put on paid leave for questioning the student walkouts:  http://sacramento.cbslocal.com/2018/03/14/rocklin-teacher-questions-walkout/


Here is a post that was shared in an anti-Common Core group:

I’ve heard multiple reports from furious teachers and parents in Arizona and around the nation claiming that students in many situations were REQUIRED to participate in the astroturf school walkout in support of gun control today. The adults exploiting these kids to push their extremist agenda are despicable and disgusting.

Do America’s youth have the right to peaceable assembly as guaranteed by the First Amendment? YES.

Do America’s lawful gun owners have the right to bear arms as guaranteed by the Second Amendment? YES.

The Left does NOT, however, have the right to commandeer our taxpayer funded public school system in furtherance of their radical policies, yet Leftist public school district superintendents, administrators and teachers are doing just that…committing YOUR tax dollars to support Democrat activist organizations like Everytown,MoveOn.org and Planned Parenthood—just to name a few.

Any public school system that allowed or allows the use of taxpayer dollars to fund, encourage or otherwise support this hyper partisan exploitation of our children should be held accountable and any administrator or teacher requiring student participation should be terminated immediately.

America’s school children are not the Democrats’ pawns to be used and discarded for political gain. The madness must stop.


And here are some replies to said post:

They aren’t wrong about kids being required. A student from a high school sent out a tweet saying that it’s all staged and that many students don’t want to or don’t believe in this shit.


They are the smart ones


Thank goodness. There is HOPE FOR MENTAL CLARITY for some of our young people!


Would students wanting to attend a pro 2nd amendment / pro NRA rally be allowed / encouraged to walk out of school to do so? I doubt it.


Hello no they wouldn’t allow it


Not here we are on Spring break. My grandson said he would not do it. He is 15 years old better sense than most democrats.


California had a school tell them they had to walk out too? Isn’t that against their free speech if they choose not to walk out??

On a private Facebook page. There were kindergarten teachers encouraging other teachers to walk out with their students. A teacher can provided unbiased information on both sides of this debate but not encourage students one way or another.
And you don’t think this whole walk out thing was a gun grab scam? You don’t think these children (and that’s exactly what they are) decided all across the country to walk out of school. That idea was totally presented to them in a package. Just the same way that simmering little test High puts it up!
I had that figured out. Leftist junk to take away our rights and freedom. They want a one world government dictatorship. Hitler pulled the same thing to take control. Saying we need to take guns away for the safety of all. Look how that turned out.
Some teachers encouraged them in LHC AZ. 30 walked out for 17 minutes. Then went right back in. The school will hear about this tomorrow. We don’t like anti gun folk here. And playing with the children’s mind in pretty annoying.
Some teachers encouraged them in LHC AZ. 30 walked out for 17 minutes. Then went right back in. The school will hear about this tomorrow. We don’t like anti gun folk here. And playing with the children’s mind in pretty annoying.
Here is a post from a New York anti-Common Core group:
So Students that disagreed will be supported in future protests? DURING SCHOOL HOURS. Ya know because Next Gen Standards are for civic engagement!! Like ProLife? Pro Bill of Rights? ProSecond Amendment?
Careful ‘Gubner–a PRECEDENT in the making! No discrimination nor proselytizing!
As if we didn’t have enough to worry about already with the Fed Ed/Workforce Development racket, we now have to worry about brain scans being used on students:  http://missourieducationwatchdog.com/unicorns-brain-scans-mind-tracking-and-behavioral-data-oh-my/
Here is a post from Women on the Wall:
What you are witnessing today with the Student Walkouts…
21st Century Learning – A shift away from teaching reading, writing, math, and history. To- values, beliefs, behaviors and changing the next generation’s worldview; using “Learner-Centered”, “Personalized Learning”.
Do not miss commentary in this video of Bill Ayers. This is a revolution in education. “Democratic Socialism” in full view.
Here is a post from a friend of mine:

I hear Long Island Opt Out – founder Jeanette Deutermann has been fighting on behalf of students suspended *for* participating…one lost her role in the play...Using the NYS Allies for Public Ed and help from NETWORK FOR PUBLIC ED.

But wait!! What about those that Stayed in class. Chose not to participate and he is suspended! Do we think they might go to “BAT” for *this* young man’s FIRST amendment rights (don’t hold your breath!)…
and his chief complaint; loss of education instruction that he is legally entitled to, since the teachers essentially walked off the job instead to support political agendas and only those students that were walkout compliant activists?

Facetious question. Just pointing out hypocrisy.

A student was threatened with arrest for holding a pro-2nd Amendment sign:
I found this post in an anti-Big Government group:
My grandson and the entire student body was forced to go outside and not allowed back into the building and never knew why they went out there until that evening when they saw it on the news that they were protesting something. Teachers should have spent 17 minutes explaining the Second Amendment and now they should be fired.
A teacher in Ohio speaks out against the testing and data mining and other bureaucratic burdens that have made his job as a teacher so impossible that he felt that he could no longer do his job and so has resigned:  https://www.washingtonpost.com/news/answer-sheet/wp/2015/07/14/teacher-ive-loved-my-very-difficult-job-but-now-ohio-has-made-it-impossible/?utm_term=.d5dd21f48f2c
Here is a post from the Utah anti-Common Core group:
My 9th grader told me a question he had on a history test. It was, how did Joan of Arc get Prince Charles attention? One of the multiple choice answers was, she seduced him. I know it’s not really bad but it still rubs off on me wrong. It seems inappropriate to me even though my boy and his friends thought it was funny. And why put such an idea out there when Joan of Arc was an amazing, spiritual leader. So wrong to me. So now I wonder what other weird questions he comes across that aren’t so memorable he doesn’t tell me about?
And here are some replies to said post:
Was it common core related? That’s one of the hallmarks, sneaky subject matter.
I’m sure it was common core material. That’s what all schools are doing now.
That’s what I figured

that’s really bad. that actually makes me really angry. there is nothing appropriate about that answer. i think we need to find out where that question came from. there have been other inappropriate questions & i think the reason is the online database that teachers can use.

this question was caught a couple years ago, but it’s still being used (most recently just last month), even though they have said it was taken out of the database:

if the Joan of Arc question is in this same database, it needs to be removed also. unfortunately, i think this will continue to happen & parents won’t know about it unless their child tells them. especially because we’re moving more & more towards technology that teachers don’t even know what questions are being asked.

I think it won’t only continue but it will get worse.
It’s absolutely inappropriate. You aren’t wrong thinking that. Also, Joan is a hero of mine!
Makes me mad, too. The goal seems to be to change our perception of history and demonize all of our heroes. Good catch.
Here is a post from the anti-competency based education group:

One of the most respected School districts in the nation refuses to support legislation that would protect students health in regards to digital devices? Read the letter sent by the county. They state that “while well intended” the development of safety guidelines by medical experts could jeopardize the digital device roll out.

So they are arguing that keeping students healthy– contradicts the needs of the county to use digital devices?



Here is a post from a friend of mine:

Students are not consumers. Or at least shouldn’t be. Education has lost its purpose for humankind. Expansion, contemplation of the nature of man is lost when education becomes training for a job. If a university student says they’re attending “to get a better job”
they should not be going to college. I’ve said this to my daughter repeatedly.

Any decent society needs to encourage critical thinking about ideas, beliefs and values, thinking upon which no price tag can be placed. A society that will only think when it is profitable to do so is one that has lost its mind.



And another post from my friend:

K-5 really?



Here is a post from a New York anti-Common Core group:

Like the NYSPTA and NYSUT Project Pipeline. Illegal electioneering.

“…districts violate the Texas Election and Education codes when they exhort faculty or others to vote for a particular person or ballot measure,” Paxton said in a statement Friday. “Spending taxpayer dollars on advocating for or against political candidates is unacceptable.”

The letters are just the latest salvo in an ongoing battle over the role Texas public schools play in elections. Long-standing civic engagement initiatives aimed at getting more Texas teachers out to vote have come under fresh attack this election cycle, with conservative groups and Paxton himself warning that some efforts constitute “illegal electioneering.” A January ruling from his office advised districts that busing teachers and voting-age students to polling places is illegal unless such trips serve an “educational purpose.”



Two students got suspended for posting pictures on Snap-chat of them going to a gun range (outside of school hours):  https://www.themaven.net/bluelivesmatter/news/2-students-disciplined-for-going-to-gun-range-outside-of-school-hours-S_rsIBv3y0OS3Y_ocUKPVQ?full=1


Here is a post from a Massachusetts anti-Common Core group:

I sent in my refusal letter. One of my kid’s teachers said tonight that it hurts the school. I don’t buy it for a second. We moved from NY with a high refusal rate and the district never lost funding. What hurts the school is teaching a curriculum that is unproven and developmentally inappropriate. What would your response have been?


And here are some replies to said post:

Does the school use your child’s test results to help his/her teacher individualize teaching?
A High a School Teacher that I know said she never sees her students scores.


We get the results after the kids are out of school. Kids get marked absent. Totally false reporting of information to protect them from any potential harm. She acknowledged that It’s more of an assessment of her than the kids.


I’d say that it’s the DOE blackmailing the parents, threatening that it will harm the school or teachers. I’d also say, my child is my first priority, not the school and that the DOE should be ashamed of themselves for making it that way!


let it hurt the school….no worries, I opted out for mine during the parcc fiasco…..


And here is another post from said group:

I have a question. My daughter is in 6th grade and has an IEP. She has always had a reader for ELA on the MCAS now they are saying she can’t have one by the state’s rules. I said if she doesn’t I will not have her taking the MCAS and having her feel like a failure and I was informed through and email that she has to take it. Please advise me what I need to do to get her opted out of the test.


And here are the replies to this post:

Its a violation of your parental rights to make her take the test. Call the Massachusetts Board of Special Education Appeals and get a mediator for free. Opt her out and apply for a voucher so she don’t need it for a graduation requirement come 10th grade.


Thank you so much


She does not have to take it or any prep for it

To opt out of any MCAS, except 10th grade, you just have to write an email to the principal. I also suggest CCing the teachers to make sure that they know too.

They will tell you it’s against the law and it’s required, they are lying and bullying you. I asked to see the law that says that, they showed me one that merely states that by law they have to give the tests, there is no place it said that taking it was mandatory. We have opted out for a few years now, no arrest, no repercussions on our children.

They will threaten that it will lower the school’s rating, under 95% participation does lower the rating, but chances are that your school doesn’t have that many who opt outs and your responsibility is to your child, not to be blackmailed by the DOE!

To get out of 10th grade, I am not sure, and please let us know how you make out at the board of special ed.

Here is a copy of my opt out letter, it doesn’t have to be anything more than we opt out/refuse the MCAS 2.0 test. Make sure you follow up with the principal to make sure he got it and is sending your child to the library or something during the test.

“We are opting out/ refusing _______ from taking all of the MCAS 2.0 tests. Also, no surveys without us seeing them first.

While we appreciate and think you all are doing a great job, [name withheld] is doing wonderfully and we are truly so happy you are all in his life, we are doing this because it is better for him and to send the DOE the message that we are not happy with their leadership in many ways, especially as far as standardized testing goes.

Thank you!”

They are saying I can’t opt her out but the day of she can refuse and get a zero so the % doesn’t go diwn.
unacceptable!!! They shouldn’t make the child refuse! Your instruction, as the parent opting out is enough! They are hoping the child caves and takes the test, again, unacceptable!!! She should not get a zero, she will be marked absent be cause the DOE does not want to acknowledge that opting out exists, (they mark the absent from the test, not from school.) their school percentage is all they care about, they don’t care about your child. They are blackmailing people into taking the test, again, unacceptable! Please let me know if they give you any more issues, this infuriates me when they mislead parents!
Such BS. They care more about testing than the kids. This creates much anxiety for many even when they generally do well. I consider it a waste of what could but valuable school time.
My daughter is a an a/b student and gets very anxious with this test.
 I sent the refusal letter for all years of testing for my now 10th grader. Thankfully our principal was very accommodating (he is not a fan of CC) and provided my son and a few other kids with alternative settings. I’m so bummed that he has to take the test this year to graduate. He does not test well and is on an IEP. I do have accommodations in place and he will more than likely take it several times to pass. If he doesn’t pass we have it written he can use a portfolio. Now my 3rd grader does very well with CC learning and even though I hate it and want it gone I’m having him take the test. You know your child. Do not let them bully you. I so wish we had not gotten shut down with the ballot question😕
Here is a post from a Washington anti-Common Core group:

Kent SD let 127 people go in RIFs today. Here’s the email from the superintendent. BTW, he’s threatening teachers to NOT speak out or post anything of FB or it will cost them their jobs.

BTW, this guy is all about building a fully 1:1 technology district with learning ecosystems, and CTE. He wants it to be the “silicon valley of the North”.


Good Morning Team KSD,

Early last week, we shared some insights into the new KSD 2.0 organizational structure and how it was designed. Our Blueprint sets forth a shared vision that is purposeful and directed toward setting higher standards for our community of learners and leaders, always driven by values of equity and excellence. Four strategic goals drive our work and focus our efforts toward accomplishing our mission and vision for our students. This includes the organization, structure, and scope of our workforce. Moving forward, our organizational structure will be “leaner and not meaner” beginning with leadership at the highest level.

Specifically, the four communities (formerly known as divisions) will be aligned with our respective strategic goals and priorities. Currently, there is only one Chief Officer vacancy to fill. The Chief Learning Officer (CLO) position will lead the Community of Teaching and Learning. The other three Communities—School Operations and Academic Support (Israel Vela), Organizational Effectiveness (Dr. Jewelle Harmon), and Human Resources (Moriah Martin)—will continue to be led by those individuals listed above.

Please find attached the infographic that outlines KSD 2.0, our plan for coherence and organizational advancement as we move forward together.

Beyond the fiscal savings of having fewer Chief Officers in the organization, this new structure ensures that, for each goal in our strategic plan, the objectives, implementation strategies, and continuous evaluation of key indicators that measure our performance are being closely managed and monitored, and have strong central leadership.

However, it is important to also consider from a broad perspective all of the actions being taken under our district budget recovery process plan:

· September 2017, 90 positions eliminated primarily through attrition and reassignment, 30 positions (9%) at central administration center, and 60 positions (4%) at schools;
· February 2018, 45 positions (16%) eliminated in central office administration, a 53% reduction to fringe benefits and no cost of living increase to central administration administrators for 2018-2019, and a 93% reduction in fringe benefits for central administration administrators for 2019-2020;
· March 2018, 9 school-based administrative positions eliminated (11%); 4 employees impacted due to inability to place in current vacancies;
· March 2018, reduction of 127 FTE (7.9%) funded out of Basic Education due to larger class sizes and decreased dependence on Basic Education Act (BEA) funding for non-classroom positions.

These combined efforts represent a net savings of approximately $18 million and set us on the trajectory not only to end August 2018 with a positive year-end fund balance, but also are setting us on a path for restored fiscal health for years to come.

Again, the new leadership structure will go into effect July 1, but the work to move into this new structure begins now. There are resources and tools in place for staff impacted directly by transitions coming in the next few months, and we will continue to communicate with all Team KSD members regularly. I am confident that, through collaboration, open and honest two-way communication, and our shared commitment to successfully preparing all students for their futures, together we will be successful in the implementation of KSD 2.0.

Kind Regards,

Dr. Calvin J. Watts
Superintendent | Kent School District


Here is a post from a Florida anti-Common Core group.  Apparently, the move to abolish locally elected state boards of education in favor of a more authoritarian centralized one is spreading across the states:

Update 3/8/16 – Friends in Ohio and Florida have confirmed that this exact bill (elimination of elected school boards) is being pushed there.



And here are some replies to said post:

Ohio opposition hearing was yesterday.


Luckily this failed. The argument used to the House body was unbelievable. The representative stated that it’s the same model that Florida uses.

Any comments in response to that is very much welcomed. I will present the comments to the Representative(s).


Here is what Florida is trying to do to lessen local control. We are in the throes of a constitution revision process. The governor has appointed a committee and their proposals definitely target education and not in a good way.



Here is a post from Shannon Joy:

FYI … League of Women Voters representatives were IN Monroe County public schools on Walkout Day. And they were registering voters.

‘Soros documents show funding for the League of Women Voters and their effort “to catalyze greater participation from Black and Latino youth in advocacy both before and after elections.” The LWV is currently in federal court trying to stop efforts by Kansas, Georgia, and Alabama to verify that only citizens are registering to vote. The same organization intervened in a lawsuit by the Public Interest Legal Foundation to clean voter rolls in a Virginia jurisdiction with more registered voters than eligible citizens.’



During the student walkouts in Minnesota, a student was assaulted for holding a pro-Trump sign while teachers looked on.  The teachers only came to his help after some of his fellow students first came to his aid.  Worse yet, the administration recommended that he not return for a week or perhaps even the rest of the year because they could not guarantee his safety!  https://www.dailywire.com/news/28345/listen-student-assaulted-trump-flag-gives-alarming-james-barrett


Here is a post from an anti-Common Core group:

Ok, just today Sec DeVos confirmed, private & home schools who receive money though government choice programs WILL be required to follow federal regulations. This particular line of discussion is regarding civil rights, which includes LGBT issues, like bathroom freedom.




Another college that has issues with the concept of binary genders:  https://www.theblaze.com/news/2018/03/20/administrators-of-all-womens-school-dont-call-students-women?utm_content=buffer956a5&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze


A brave student at the high school that allowed anti-gun walkouts, while suspending a teacher for asking if they’d allow pro-life walkouts too,  is now going to stage an anti-abortion walkout, using the Left’s own precedent to do something and dare them to either let it happen or punish him and show their double standard and see if the teacher was right:  https://www.theblaze.com/news/2018/03/21/student-in-california-decides-to-test-teachers-theory-plans-a-school-walkout-to-protest-abortion?utm_content=buffer3d2ab&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze


Here is a post from a friend of mine:

Tell Me AGAIN that it’s STUDENT LED. Just stop being ignorant and willfully blind. “Indivisibles.” Hard left progressives. Liberals, Democrat-Socialists. Marxists. Communists.

Local rally and of course the public school is participating. Ugh!
Calling themselves The Indivisible Team, they promote exactly what Organizing for America is promoting — how to organize to destroy every townhall, every effort by the GOP and the President. It’s very aggressive.

The leftists can’t win by debating policy issues, so they simply try to destroy the opposition. It’s pure Alinsky.

Their effort seeks to unite leftists of all stripes as does Organizing for America.

On Long Island alone, there are over 1,000 of these types of groups. They call themselves #resist#Indivisibles They all do the same thing. Your community has a chapter almost guaranteed. This newspaper clipping is from the Fingerlakes Times in central
NY. This rally in the Home of Women’s Rights. Ironic. Eh?

The Indivisible manifesto even quotes communist organizer, Dolores Huerta: “Every moment is an organizing opportunity, every person a potential activist, every minute a chance to change the world.”

The Indivisible Team (IT) was established by a group of five former Democratic congressional staffers in the immediate aftermath of Donald Trump’s victory over Hillary Clinton in the November 2016 presidential election.

One of the five founders, IT board president Ezra Levin, had previously served as associate director of government affairs at the Corporation for Enterprise Development, and as an AmeriCorps VISTA employee in the Homeless Services Division of the San Jose Department of Housing. Another key founder, IT board secretary Angel Padilla, had worked as an immigration policy consultant at the National Council of La Raza, and as an adviser to Rep. Luis Gutiérrez (D-Illinois) from 2009-11, Frontpage Magazine reported.

This particular group has some ties to the Soros-funded MoveOn group, which is the fundraising and campaign arm of the “shadow government” of the hard-left. They deny any funding from Soros, however.

The Capital Research Center argues that Indivisible Guide’s board has multiple indirect ties with left-leaning groups funded by Soros, as well as with other liberal organizations.

The “Shadow Party” is a term originally devised by journalists to describe “527” political committees promoting Democratic Party agendas. It now refers primarily to the network of non-profit activist groups organized by George Soros and others to mobilize resources — money, get-out-the-vote drives, campaign advertising and policy iniatives — to elect Democratic candidates and guide the Democratic Party towards the far-left.

The Internet fund-raising operation MoveOn (dot) org is a key component. The “Shadow Party” in this sense was conceived and organized principally by George Soros, Hillary Clinton and Harold Ickes. Its efforts are amplified by, and coordinated with, key government unions and the activist groups associated with the Association of Community Organizations for Reform Now (ACORN). The key organizers of these groups are veterans of the Sixties left.

not student led


Here is a post from a North Dakota anti-Common Core group:

NORTH DAKOTANS–Ted Dintersmith’s push for PBL (Project Based Learning) here in ND has no empirical proof that it works and as Ted said himself, it may take 10 to 15 years to know if it even works. Read excellent research article by [name withheld]: 15 hrs
“Believe me when I tell you that technology venture capitalists have no interest in restoring teacher autonomy. Dintersmith is selling the Ed Reform 2.0 agenda, and he has the money to fund the books and movies that give him a platform to make his pitch nationwide. Valerie Strauss got it wrong.”



And another post from said group:

Ann Marie Banfield, a grassroots parent activist and education liaison for Cornerstone Action in New Hampshire, says unspecified treatment details and the Centers for Disease Control (CDC) data cited as justifying the curriculum decision cast doubt on the wisdom of the policy.
“My first concern is with the statistics they use to justify actions that they are taking,” Banfield said. “I’m not familiar with the CDC conducting double-blind, objective, peer-reviewed studies [on this subject]. The CDC does collect data from surveys through the Risk Behavior Surveys. Are the statistics authentic to begin with?
“Assuming that 20 percent of children are experiencing mental illness, as they suggest, my other concerns would be how they treat children in the public schools,” Banfield said. “If 20 percent are classified as having some sort of mental illness, are they treating 100 percent of the students? How are they treating the 20 percent or 100 percent of the students? What kind of mental illness are they treating? Depression? Suicidal thoughts? Behavior problems? Who is treating the students, and what credentials do they have to treat the more serious mental health problems?”
Questions Teachers’ Role
Banfield says she doesn’t think the average public school teacher is qualified to administer mental health evaluations of children.
“In New Hampshire, we found schools using teachers to assess students using a mental health assessment,” Banfield said. “I’ve had teachers contact me directly saying they are uncomfortable assessing their students. They were more bothered that their own children, who also attend a public school, were being assessed. They don’t know where the information goes, and they know the few hours of training the teachers receive does not qualify them for assessing their child’s mental health.
“I had a parent in Londonderry, [New Hampshire] contact me saying her child was removed from class and spoke to the school counselor, but when she asked to see the notes that were taken, the school refused to give them to her,” Banfield said. “She ended up pulling her kids out of the school and transferring them to a different school.”



After being made to learn about sex ed and hearing that she was a “girl trapped in the body of a boy”, a 12-year student in Washington state came home crying:  https://www.theblaze.com/news/2018/03/22/dad-says-daughter-12-cried-over-being-told-she-is-maybe-a-boy-inside-or-gay-in-sex-ed-class?utm_content=buffer7a255&utm_medium=social&utm_source=facebook.com&utm_campaign=theblaze


Here is a post from a Utah anti-Common Core group:

I just found out today that my son’s teachers are having him do sage assignments on Google doc because I told them He is not allowed to even get on the portal even for practice testing. They have had him look off someone else’s portal to do the assignment but now they are copying it out and having then do it. I thought if I opted them out of sage testing, it was fully opted out and they couldn’t give alternative assignments? A little guidance would be helpful thanks!!


And here are some replies to said post:

Ummm that’s not an alternative assignment. That IS the assignment, just modified.
I’d be having a really clear, really FIRM explanation of how things are going to be. Not a discussion, an explanation, with any involved teachers and principal present.


They aren’t even suppose to give them an alternative though correct?


My brother said they give my niece and nephews alternative assignments.


I thought SAGE Formative wasn’t being used anymore? So, it must be a Benchmark Module, since you said it was an assignment instead of an assessment, right? This is what’s listed on the SAGE Portal.


In the State Board’s Testing Ethics Policy, they say they can provide an alternate assessment, but they shouldn’t just be having him look on someone else’s computer or copying the questions in the SAGE Portal to create that assessment because state law says that when you opt out of statewide tests, you are opting out of the entire “state assessment system”, which includes Benchmark Module’s (or formerly SAGE Formative).



Ask for the days and keep him home….! I’d be livid!


The calendar shows testing for over a month..then we’ll get on trouble for him missing too much school. Stupid laws and their trying to take parental rights away!


did you get a meeting and in the face of the principal yet?


No, I just found this out this morning, I am going to email the teachers and verify what he said before I go off the deep end with them.


He is telling me that they copied it directly from sage and have those questions to the three kids who had opted out of sage testing but it’s the same questions. Reading the state form it says it’s illegal for them to copy before during out after testing without superintendent permission.


If they are copying the SAGE Summative or SAGE Interim test, that’s a huge violation of the testing ethics policy because no one is supposed to view those questions except the student taking the test (not even the teachers), but the SAGE Benchmark Modules are different & that’s what I think they could be using. I would double check though.


I understand that even with benchmark modules its still sage so they should be opted out of that or is that legal for them to do?


Yes, it’s still SAGE & definitely part of the opt out. They shouldn’t be using that at all if you are opted out.  I think they’re trying to justify it because they’re not having your son log in to the SAGE Portal, but they shouldn’t be giving him a written copy of anything SAGE either.


This whole thing is so frustrating!!


I think they are being brainwashed/indoctrinated as well so they think its the greatest thing ever!My fourth graders teacher believes that she was offended when I just smiled when she said how wonderful and important it is for the kids to learn the whys with math after I asked her if it mattered how they got the right answer if they used other methods.


Pretty sure Sage testing goes out next school year, at least in Utah (or maybe it’s just in Nebo district).


No, we’re actually just changing assessment providers, “all test questions used in the current statewide assessment, Student Assessment of Growth and Excellence (SAGE), stay in Utah and be used in the new assessment under Questar”.



My son’s English teacher wants to do the same (Frontier Middle school) I had to put my foot down and I sent her a copy of e-mails I had to deal with it from 2015-2016 about if a kid is opt out, they can’t make any students to have any other writing assignment as a substitute sage test. She even said: ” she wants to know how far my son was with knowledge” I told her that I would be surprise if she doesn’t know yet after the 3 periods and my son had “A” in each one of those. I feel bad for teachers too because they are been pressure to do this kind a thing to their class just to prove how good are the kids doing. It’s like a couple weeks ago a teacher from CA spoke out a little bit of this and now she is on leave. I mean every year is getting harder and harder to fight for our kids, imagine those parents that are single or widow or maybe the 2 parents have to work and they don’t know what is going on schools, like the SAGE test.


And another post from said group:

Is it okay that they say if you have opted your child out of the tests, your child cannot be placed in an advanced program if they are doing really well academically, with learning?


And here are the replies to said post:



No. Against the law & State Board Rule. I will post links when I get back to my computer.


Schools, Teachers, & Students may NOT be negatively impacted by SAGE test opt outs. Links 3 & 4.

SAGE test results may NOT be used to determine student grades or grade level advancement. Links 2, 3, & 4.


we opted out on all of them and all my kids have been in advanced programs including honors and AP and concurrent enrollment.


Here is a post from a Texas anti-Common Core group:

“Democracy Prep Charter Schools Coming to Texas – Taking Over Elementary Public School in San Antonio ISD” — By [Name Withheld]–



Here is a post from the anti-competency based education group.  It is about a bill in Maine:

SEND YOUR MESSAGE – REPEAL PBD! A NEW Proficiency Based Diploma Bill Hearing! Your voice is needed.
Due to all the feedback regarding LD 1666, The Commissioner of Education, Dr. Bob Hasson, has instructed the Department of Education to present their position at a new public hearing outlining their plan. The language has not been formalized, but it is essentially a modified version of what they have been working on. I will post the link to the language as soon as it has been drafted. In the meantime, prepare your testimonies and come to Augusta to voice your concerns about a PBD law and ask for a repeal. A show of force will have great weight with the committee. If you are unable to attend, please send an email, even if you have already sent one.
More than likely this will happen in the next week or two at most. More details will be forthcoming as to bill language, date and time.


Here is a post from a Georgia anti-Common Core group:

Personally identifiable Information on toddlers is being stored & tracked for WORKFORCE development!
What parent would give CONSENT for this?
PARENTS have NO IDEA this is happening in SCHOOLS!
But here is the proof:



Here is a post from the anti-competency based education group:

You think this fundamental change to education can’t happen quickly? It just took a lot of Gates $$$ and two years for North Dakota to flip. They plan to eliminate grades and push students into work-based placements for their junior and senior years of high school. ND United, the Union is all on board with this. Can anyone explain this to me? Just listen to this two-minute clip.



And another post from said group:

The CBA pilots have 15 schools now. So infuriating.



And here are some replies to said post:

What is CBA? Last I remember it was the Continental Basketball Association.


Competency Based Assessments. Illinois State Board of Education is piloting a program for high school. They want to make CBA a graduation requirement for high school. This is either going to cause lower graduation rates because students are not achieving each standard, or the bar will be lowered so much that the quality of education will drop. The massive amount of data collection, where that information goes and how it is used is also scary. There is a bill in the Illinois Senate that will allow groups like ACT and the College Board to sell and/or rent student personally identifiable information to third parties. Lots of awful right here.



Programmed learning, also known as Outcomes Based Learning was tried in the 60s and 70s and found to be completely lacking as an instructional strategy. Outcome Based Education, OBE, was rejected for the stifling and stilting malpractice that it is. CBA is not fundamentally different than those earlier versions, except now the malpractices are done with the aid of computer programs. CBA should be rejected sooner rather than later for the Sysphean chore on Groundhogs’ Day that it is.


Do you have anyone in Illinois pushing back on this? “They want to make CBA a graduation requirement for high school.” <—This and This—> There is a bill in the Illinois Senate that will allow groups like ACT and the College Board to sell and/or rent student personally identifiable information to third parties.”


In July 2016, Public Act 099-0674 was signed into law. Section 20 of the act created the Competency-Based, High School Graduation Requirements Pilot Program….. to expand in 2021.   https://www.isbe.net/competency

2016 Bill :www.ilga.gov/legislation/publicacts/99/PDF/099-0674.pdf(4) During the 2018-2019 school year, school districts participating in the initial cohort shall commence initial implementation activities in accordance with their full pilot program implementation plan. (5) During the 2021-2022 school year, the State Superintendent of Education or his or her designee shall evaluate the school districts participating in the pilot program and make recommendations to ISBE and the General Assembly for elimination, modification, or expansion of the pilot program.


This was pushed thru – I dont think the reps even read it. 😡/😢


Rebuilding their HS just like Auburn😢


And yet another post from said group:

Just revisiting my timeline. Fascinating how all of these things come together. In 2002: No Child Left Behind passed; Partnership for 21st Century Skills was created; UNESCO held Summit on Open Education Resources; 21st Century Community Learning Centers expanded; Naviance was founded; and first grants to for the State Longitudinal Databases were awarded. ALL IN THE SAME YEAR



Here is a post from the Utah anti-Common Core group:

Aren’t rewards a no no?

 rewards for being slaves
And here are some replies to said post:

Yes. Your school is blatantly breaking the law.

Why have a Testing Ethics Policy if it’s clearly not being read? Here’s what it says on page 2 (pictured below). https://schools.utah.gov/…/bd4cdc0e-1892-4b64-bac4…

Utah law:
“(c) An LEA: (iii) may not reward a student for taking an assessment”

State School Board Rule:
“(9) An LEA may not reward a student for taking a state required assessment.”

This is so wrong on every level. Rewarding students with prizes, treats, & parties for any test (not just the SAGE test) is completely unethical.
I’ve emailed the vice principal that I’ve worked with for other things.
A follow up to my sage rewards post from yesterday: The principal saw me walking in with my son this morning to check him in after an ortho appt and waited outside the attendance office so he could speak to me. He expressed his gratitude for alerting him to what was going on in the English department with the Sage rewards and said that he put the kibosh on it. I do know the principal from having lived in the same neighborhood for about 10 years now and know that he is a good man. I only emailed the vice principal because I already knew his school email address and I would have had to look up the principal’s school email address. I love the leadership at my son’s school and am grateful for their quick response and action. I did let them know that I don’t see a problem with the kids getting to watch a movie after all of the testing is done just as a way to de-stress, as long as it’s not tied to any participation or performance. 😊
 It always feels so good to remember how many great people work in the schools and really are trying to do what is right with the children and the parents. Sometimes it is so easy to get caught up in the “us vs them” (I do this ALL the time, but I’m trying to stop) that hearing examples of the “we’re all in this together” mentality really helps me out. I’m so glad you had a good experience getting things resolved. Thank you for sharing the update.
Most of Utah’s teachers and principles are good people trying to do what they think is best for the children. I think they sometimes don’t realize how some of their choices cause more damage than harm. That is why it is so important for the state and federal governments to get out of the way and let parents and teachers to work closely together to make the most crucial decisions.
And another post from said group:

Any other school districts (we are in Granite) trying out the ridiculous 4 point grading system where there 1) are no due dates for homework 2) between 0 to 4 points for homework and homework does nothing to affect your grade 3) all your points for your grade come from “assessments” and the students can take the assessments as many times as they want to increase their grade.

When explained to parents and students, most kids will only fall in the 3 pt category… only exceptional students will fit in the 4 pt category. This equates to very few students ever being able to see an A in a class. My daughter is in 11th Grade and every student that is in a class using the 4 point grading system is struggling. One of the smartest kids we know is a gal that has had a 4.0 GPA and wants to go to medical school. Her math class is on the 4 point grading system, all homework is worth 0 and she is now getting a C because of her “assessments”. Oh… and I forgot to mention that the teachers aren’t allowed to do the grading. It goes into a completely separate computer system where “computer algorithms” figure out the students scores/grades and the district has to validate every assessment to make sure they agree with the teacher’s grade she/he gave the student. If anyone else is dealing with this, I would love to hear your experiences. I have called the Asst. Superintendent at Granite School District and she said she is hearing nothing but praise about the program, which I find hard to believe because every parent I speak to thinks it’s awful.


And here are some replies to said post:

Cali is doing this and the teachers and parents hated!


I wonder if it’s part of a Competency Based program? Did your district receive a grant?



That’s a good question. I wouldn’t doubt it since they have so many Title 1 schools. I will ask the administration. Do you know if there is a way to file a GRAMA request to find out?


I’m not sure, I’ve never done that before, sorry!


I can see why everyone hates it but I will say many college professors grade this exact way.


Colleges grade on the 4 pt system, or grades based solely on exams?


grades on exams. I did have one professor by a percentage though. If you fell in a percentage you got a point. Which sound kind of the same. For example if one student answered 100 questions right and one answered 91 they both received full points. It was not well received by the student either. Same professor failed anyone receiving anything below an 80 percent the year before. He was a peach!


wow… yup… I can see why kids didn’t like him. I’ve had professors grade only using exams to calculate a grade, but never a 4 pt system that doesn’t equate with the percentage system as we know. That’s where it goes into a funky “computer algorithm” and it figures out the grade. When I scream there is no transparency for parents, the district administration’s response it that the parents need to forget what we know about the 0 to 100% grading system because it is completely different. But they can’t explain to me how the algorithm works. It’s crap!


that is so crazily frustrating. It makes no sense to boil all students down to 4 points. I will ask my neighbor if he’s heard of this. He is president of the board of education in my county.


Part of the destruction of the family and teaching kids that their parents are idiots. Rely on the system, not on your parents.


I know a couple of my kids would do really well in school if this were the case because they hate homework but test well but a couple of them likely would not graduate. My daughter gets such anxiety when testing that she always scores much lower than her actual level.


My daughter has the same type of test anxiety as well and tests are not her strength. However, I know kids that are 4.0 students and have always tested well and they are now getting B’s and C’s in these classes.


What?! You mean different kids learn different ways and have different strengths and weaknesses? What a fringe concept. You must be one of those helicopter parents who thinks their kid is special and doesn’t fit this small, confined box we’ve stuffed them into with all of the other ‘unique’ kids. <sarcasm> — Just goes to show ya, it’s about teaching kids to conform, not to think and learn. We have got to take back our kids and their education!


Out of my 5 kids, I have 2 that would never turn in homework but would ace the tests, and 2 that would turn in homework and do ok on tests and get an A- or B and one who has complete test anxiety and never does well, including the ACT – the timing of the test made him nervous and he freaked out both times he took the test. His participation was 100% and he could verbally tell you everything you taught him, but would have so much anxiety, he would misread test questions that in reality he actually knew the answer. He graduated with a 3.2 GPA and a 22 ACT score but had a full ride music scholarship and can perform on a stage with thousands of people watching him with no problem?
Meanwhile, his test acer siblings had a 3.6 GPA and 31 ACT and a 3.8 GPA with a 28 ACT…
So yeah, this grading system would have failed my bad test taker out of high school


That’s the typical “divide and conquer” mentality from your administrator: “You’re the only parent to complain” when you know darn well that isn’t true. They’re counting on you not talking to your neighbors, not educating yourself and not demanding change. Unite and be the change!


Why bother with a teacher at all? Common Core effectively tied their hands but now the districts are basically admitting they don’t and probably never did trust their teachers to do the job they were hired for.

Why not just take it one step further. Public Schools are basically just glorified day cares. They’re not meant for education they’re meant for conformation.

IMHO it sounds like they’re doubling down on putting both students and teachers in their place.

They’re also doubling down on getting your students intellectual property any way they can. Everytime they make computer algorithms mandatory, they’re stealing a little bit more from the children.


That’s exactly right. They’re working their way toward replacing teachers with facilitators. They’ll say it’s due to a teacher shortage when, in fact, this was the goal all along.


Get a group of parents together to ask for change at every level and bring a school board member into the discussion. I know it violates state law for them to use the state mandated assessments for school grades you could begin there if they are doing that.


Homework ought to help the youth learn skills for life. That’s the purpose of getting an education. Oh and keep the Liberals out of education and focus on reading, writing, math, and sciences and social skills such as P.E. teaches.

Here is a post from an anti-Common Core group:
Oh look! Another REBRAND. Who’s really surprised?
Here is a post from a North Dakota anti-Common Core group:
Facebook Is Deeply Enmeshed In Education Data Mining And It’s Probably Affecting YOUR Children article by:
Director, Senior Fellow, American Principles Project
2:49 AM 03/28/2018
Here is a post from the Utah anti-Common Core group:

Do we have to re-opt our every year? I’m guessing yes but wondered the actual law. I’m guessing I want to opt out of all summarize (ELA/literacy/writing/math/science) and interim but is benchmark modules ok?

Also, apparently they practice for the SAGE and have been having my student do the practices. Also, they sent a contract they had her sign and encourages her to set a goal and earn a reward (from me) is she goes to bed early etc and is really ready or do good on the SAGE.

The teacher questioned her on why her mother would opt her out and that she’d never heard of such a thing. It is an administrator actually helping teach the class.


And here is a reply to said post:

Yes, every year. That’s in State Board Rule:
“(4)(a) In order to exercise the right to exempt a child from a state required assessment under this provision and insure the protections of this provision, a parent shall:

(i) fill out:
(A) the Parental Exclusion from State Assessment Form provided on Board’s website; or
(B) an LEA specific form as described in Subsection (4)(b); and

(ii) submit the form:
(A) to the principal or LEA either by email, mail, or in person; and
(B) on an annual basis and at least one day prior to beginning of the assessment.”

As to the practice tests, those are part of the opt out because they are part of the “state assessment system” that parents opt completely out of when they sign the form: https://le.utah.gov/…/Title53G/Chapter6/53G-6-S803.html…

It’s sad that they send home a goal & pressure parents to reward their children to do well on a statewide test. 😦


A Georgia teacher gave students an assignment of writing Georgia lawmakers to advocate for gun control:  http://insider.foxnews.com/2018/03/30/georgia-school-assignment-write-pro-gun-control-letter-lawmakers


Here is a post from a New York anti-Common Core group:

So this was my 4th graders reading homework for tonight and the letter I wrote his teacher. It’s obvious that this is in preparation for the testing. He also told me they took Kat years test in class and even if their parents were opting out they still had to do the practice. On a side note I think my child would do fine with the testing I just think it’s a bunch of crap.


And here are some replies to said post:

my 5ht grader has been doing this homework for 2 months now. i also opt him out every year but if he doesn’t do the homework they make him do it in school. this is what the lesson is anyway, just reading and figuring out ways to answer these questions even though it is above there grade level.


Common core IS test prep. My son’s ELA booklet is entitled, “Testing as a genre.” Straight out of ‘Teachers’ College.’ Can’t opt out of it. 🤷‍♀️🤷‍♀️


And here is another post from the same group:

Are the 4th and 8th grade science state exams now aligned with common core/next gen?


And here are some replies to said post:

My children attend Catholic School… I inquired with the teacher (I will note I have more trust in this teacher’s qualifications and experience than many)…”In my opinion, I think that the NYS Science State Test will be more valid than the alternative test. I know that the current NYS Science Test has been around for many years. Now for the future, I imagine that will soon be changing, due to the new science standards NYS adopted.

The 8th grade students are reviewing for the 8th grade state test, which I started a couple of weeks ago. Even if they opt out, they still need to complete all of the review as a part of their science grade. This review consists of questions from the old science state tests, which will be similar to what they will see on the actual science state test…And the test is paper-based. One day will be for the performance test (rotate through different lab stations) and one day is for a timed written test.”


Thanks! My daughter has basically been doing Earth Science all year instead of 8th grade science and it’s too difficult for her. I was wondering what the test would be aligned to.


Well, I hope it helps. My 8th grader has the Barron’s NYS 8th grade science test Third edition for review (last copyright 2011)


No. The NGSS has not been officially rolled out in science. They have not even field tested the questions yet. Best guess 20/21 could see the change at the earliest and that is being optimistic. Science test the same as it always has been and you can opt out if u choose.


Are the Next Generation standards going to be that different? I heard it’s minor changes to common core.


The science test has not been aligned to common core yet, so when they do align it next gen I gather it will be just as poorly written as the other tests.


just refuse the garbage based on data mining& using your child as a guinea pig!


Thanks, but unrelated to my post. My kids are data mined and being used as guinea pigs whether they take the tests or not.


yes, but unfortunately you can refuse the tests & its data mining. more parents need to say No especially when it isn’t ( at least up through 8th grade in NYS.) Parent need to take back their power!


In my case, I am between a rock and hard place… my school advised an alternate test will be given to kids who opt out…which in theory is great and if it is made up by teachers best case scenerio. However, just as Common Core was bait and switch to New Generation standards blah blah…so has been the alternate test …thank God my children’s teachers have been honest with me (the administration 4 principals in 10 years and no better regarding this than the Diocese -Catholic school- been there too) when I inquired further regarding alternate test for ELA last October-teacher responded telling me they were instructed to gather questions from a particular web site last year, when I recently inquired further regarding …I was told “I can say with confidence that the alternative assessment will be practically identical to the NYS exam.” (as the letter from the administration came home stating already time and length would be similar). Unfortunately, most parents in my area and particularly at the school are very complacent and I haven’t had a whole lot of back up per say to have a strong voice or even to have a voice at all. Thank God for the parent FB forums or I would have LOST my mind! I am sick of the manipulation and games it is disgusting and I started back …about 6 years ago, nothing has changed, nothing…not even parents…their priorities seem to be more social than academic in my neck of the woods. Tried to work with public school groups and because my kids attend Catholic well, I wasn’t welcomed with them either. Sigh…don’t like to be negative, as I cheer, support, and continue to live by principles and truth. At least my kids teachers have respected that…moving forward I say – God grant me the Serenity to accept the things I cannot change, Courage to change the things I can, and the Wisdom to know the difference. I know the truth, I know the lies, I have learned alot regarding the games played which opened my mind and gut to this so called alternate test. I am navigating (still somewhat blindly as there is always something to learn- and yet eyes wide open) but I keep informed. I have to focus on navigating through the muck and get my kids through as best I can.


I understand and your situation is a bit different in being in a private catholic school. It would burn me up that you pay top $$$ to give your children that education experience (I am a product of one but thankfully before cc of course) they are receiving $$$$$from state therefore need to accept cc garbage tests…one reason why I don’t trust catholic private schools any longer . Yes, you are lucky to have relationships with teachers&staff that are honest. You speak like a well versed catholic/Christian as I am. I am a mom to five & four of them were pretty cc but our youngest is now in 7th and been refusing since he was in 3rd grade. At first they tried tooth &nail to make it seem that I had no rights…I made them try to show me proof written proof & they couldn’t because they knew they were pushing an agenda-a greedy and governmental one. The facts are that as a parent I choose what our youngest son will be given in forms of education and not the idiocracies of states&governnent. I am his first & foremost teacher and will do what’s in his best interest! I commend you for offering your children the principals you have& support they have along with courage. If things get worse I would home school because I definitely don’t agree with “the village” in most academic settings. I have one year to go with our youngest before he is required to take regents to graduate from 9th through 12th grade. I have seen the decline in education just in the 7 years our youngest has had compared to our 4th sons educational experience and it’s in the same school district. Prayers and trust in Our Dear Father & he may hear our prayers of need! Happy Easter by the way!


Here is a post from a California anti-Common Core group:


This truly wonderful news. CSU’s rate of students taking remedial class will drop from 40% to zero in only one year.

CSU can meet its goal of increasing its 4 year degree rate by passing all students in every class.

Taking it one step further. Eliminate all classes. Students register and pay their tuition online and after 4 years CSU sends them a degree. Not only will this increase the 4 year graduation rate to 100%, it eliminates all racial, ethnic and gender disparities. In addition, since no one has to travel to the universities, and the buildings won’t need light, heating/AC, we can reduce greenhouse gas emissions.

The perfect solution to our “higher ed” challenges.

This is the kind of creative and innovative thinking so often lacking in government. Good work Chancellor White.

PS We can use the same strategy to reduce our crime rate. Don’t arrest, charge or prosecute anyone and don’t take any police reports from pesky citizens claiming they were the victims of crime. The crime rate drops to zero, and we eliminate all racial, ethnic and gender disparities.





It looks like the Edina, MN school district has gone WAY off the racial identity deep end:  http://www.startribune.com/racial-identity-policies-are-ruining-edina-s-fabled-schools/449825893/


Here is a post from an Oregon anti-Common Core group:

As you watch the TV footage of kids walking out of school to force repeal of the 2nd amendment and to try to confiscate your guns, may I remind you that Mao used the same strategy in 1966 to force Communist rule in China – a youth movement called the Red Guard.
It’s the same way Hitler used teenagers in his “Hitler Youth” movement, which became compulsory Nazi indoctrination for boys 10-18 years of age, to force Nazi rule in Germany. The same way Castro used the Popular Socialist Youth to overtake Cuba and install Communism. What happened next? The people cheered and handed over their guns to their new friends in the RESISTANCE Government. Then they executed them.
This is not a new idea. This is straight out of the Commie playbook


Here is a post from the anti-competency based education group:

Pinellas County, FL
Does anyone have info regarding this program. I’m a bit frustrated with my son’s middle school right now trying to push a career pathway down my son’s throat. He’s supposed to be working on this, and I’m about ready to have him refuse.



And here are some replies to said post:

You will have to revolt. The Career crap is here to stay, thanks to WIOA’s workforce mandates being woven into ESSA. The HEA is embedded, too. Nothing says our government has betrayed our kids like sacrificing academics for trained workers. Their payoff? A better place at the global economic table.


Thanks Lynne. [Lynne is the Common Core Diva) I just realized I can opt my son opt out. Refuse!!!


[Name withheld] look in FL for a birth to 3rd Interagency Council. This is where I found out that the States are pulling this type of career junk off to comply with ESSA. You can read what NC is doing, learn there are at least 19 other States doing this, and, how all the rest will follow.  http://www.patriotinstitute.org/just-facts-maam/


uh, no! Not my 14 year old. He’s not even in high school yet. #DenyTheData 

“Career Cruising is an interactive career guidance and pathways planning tool designed for people of all ages. The tool can help students to explore different career options, manage course selections online–and plan various pathways to meet the requirements for their desired career path.”
It just dawned on me that this is why he’s so worried. He’s afraid he is going to make the wrong choice about his career. It is wrong to push “career pathways” down the throats of middle schoolers.



All of it is wrong


Yep, The mandates enforce career paths for as young as 2nd grade. By the time ESSA is fully running, it will be in PreK


The career push makes me so angry. If you asked me at 16, 18, 20, 22, and even 24 if I wanted to be a lawyer, I would have laughed at you. I hated the idea of lawyers like I saw on LA LAW. It wasn’t until I was 25 and took a class in social work and the law, as an intro to get an MSW that I did an about face and never regretted it.


Yet, they have brainwashed our kids into believe they “must” choose a career pathway. Took me 3 days to convince him just to enjoy high school. He’ll be refusing this program, and any other documents from this point further asking him questions regarding what direction he wants to go with his life. It’s none of their damn business.


Here is another post  from said group:

“Public schools are engaging students as early as elementary school to create a pipeline of future professionals.”



And yet another post from said group, an article about Big Tech data mining:



And here are some replies to said post:

Also true for IL. When I tell people that student PARCC data ends up in the IL Longitudinal Database System and that 7 agencies have access to that information, I get blank stares. How this information will be used is to be seen.


Do you know what 7 agencies have access and are they the same in all States?




The massive amounts of data collected on our kids over the past 5 years is astonishing as other bloggers have written about and warned about like Cheri Kiesecker and Alison Hawver McDowell.


the information is and will be used against our kids as they establish data profiles. LOTS of people have access to the SLDS’ in each state. Thank you for educating others on this extremely important information. People have NO IDEA or fail to understand how this WILL affect their kids.


Unlike many other students, these brave Florida students are staging a walkout in SUPPORT of the 2nd Amendment:  http://www.foxnews.com/us/2018/03/31/students-at-florida-high-school-stage-walkout-in-support-second-amendment.html#


Here is a post from a Minnesota anti-Common Core group:

I wrote an article last week about the curriculum company, K12, Inc. and their lax terms of services which allowed universal sharing and selling of student data. I also noted which schools/districts in Minnesota use K12, Inc. Check out all the non-profits working with K12, Inc. including Bellwether, Gates Foundation, Amplify and other non-profits on both sides of the fence. Eye-opening! MACC has been going it non-partisan for 5 years. Keep an open mind…



Here is a post from a New York anti-Common Core group:

Sebrone Johnson is Senior Director of Innovation at the Urban League of Rochester and Senior Pastor of Greater Harvest Church. Jeff Smink is the President of Cobbs Hill Consulting. Both are members of the High Achievement New York coalition. (HANY – Remember the “fellows” teachers trained to bring common core back into their schools and they got stipends for being the “go-to” in the know teacher on campus) yea, them.



And another post from said group:

Who pays for the telemedicine consult? The school? State or federal funding (taxpayers)? Will the parents be billed for the service?

The article indicates or gives examples of telemedicine in schools is being used to diagnose and treat ADhd, autism, blood sugar issues, dental and vision screening, asthma, and pneumonia. I am sure there is more it is being used for. There is even mention of psychological issues.

Could telemedicine end up being used in schools without parental consent? Will this increase the school’s role as a health care provider? While it may be convenient for the parent, even with consent, is it possible parental responsibility will be undermined? A very fundamental question—is this the responsibility of the school?

Student medical/health records collected by schools fall outside HIPAA regulations. What about student medical/health information generated as a result of telemedicine? Since it takes place through the school will such records be considered school records and fall outside HIPAA regulations? Will such record be a part of the student’s digital record in the state longitudinal data system? Will it become part of other data bases outside the parent’s control?




And here are some replies to said post:

I bet the data does not go into the HIPPA protected health data base, but into the marginally FERPA protected ed data base.


Right. Once it’s part of the school record it’s no longer HIPPA protected and FERPA is useless


Here is a post from a North Dakota anti-Common Core group:

Education being transformed across the nation……..
“ultimately teachers are replaced by Teach For America’s young “quickly trained” hires now in our 2 large systems – OKC and Tulsa.”
[Name Withheld] 10 hrs ·
“Textbook funding was cut at the request of State Superintendent Hofmeister. The use of Technology delivered teaching has been pushed to replace textbooks and…… ultimately teachers are replaced by Teach For America’s young “quickly trained” hires now in our 2 large systems – OKC and Tulsa. Most teachers do not know that. The Legislature didn’t cut the textbook funds…… Hofmeister did. I was there when this happened.”


Here is a post from a New York anti-Common Core group:

“We read about teenage killers, we acquiesce to college students by establishing free speech “Safe zones” lest feelings are bruised by politically-incorrect opinions elsewhere, we hear about high-school teachers imposing personal and political agendas in classrooms, we accept “Gun-free zones” in schools that invite invasive violence, we watch our youth — taught to abandon the tool of survival (reason) now demanding a ban on the tool of defense (guns) — march to the drumbeat of well-funded political manipulators, and we shake in our souls to recognize that kindergarten children are being drugged into docility and confused about their sexuality.

We blame police, politicians, the education system, the internet, and mass media for the violent, fragile, and/or twisted condition of too many children today. And all of these surely do contribute to the disorder we witness across the land.

But we seem never to consider the role of parents. What is their culpability in the distressed state of so many American youths? What happened to tried-and-true concepts of successful parent-led family life that consists of encouraging curiosity, instilling rational values, and teaching socialization skills to children in a secure setting called “home”?

Where is parental responsibility in establishing an environment that celebrates self-discipline and creative activities resulting in earned pride and emotional rewards that serve to ease and direct a child’s development from a dependent early life to a confident, independent, mature, and moral adult?

Especially in today’s turbulent world, children can be deleteriously influenced by teachers, social media, the internet, severe peer pressure, socially engineered TV programming, violent movies, and political correctness.

It is crucial, therefore, for parents to provide not only a steady, loving, and nurturing family life but also help their kids grow as individuals able to think independently and critically, thus acquiring the genuine self-esteem necessary to judge external input and resist group-think…”



And another post from said group:

There is a component of the globalist agenda that so many people just don’t get.
As soon as I bring it up, people dismiss it as a “social” or “religious” concern.
It’s NOT.
The question of who has authority over children is HUGE.
Whoever controls the children controls the future.
Parents are absolutely up in arms over being cut out of educational (and even medical) decisions via Common Core and ESSA, Obamacare, FERPA, HIPPA……
But when the government effectively says via “gay marriage” and “gender neutral family/parenthood” that biology is IRRELEVANT to parenthood; they are saying that there is NO NATURAL right to parent your own children.
If your right to parent your own children does not exist by nature, then WHO has authority over children?
The Government.
This is NOT a subtle side note.
It is not an incidental coincidence.
It is a powerful and fundamental DELIBERATE objective and motivation of the agenda.
The globalists are setting up their own authority over children in the name of “liberty” for LGBT by declaring that biology is irrelevant to parenthood.
It is twisted, diabolical and one of the most dangerous realities of the agenda.
And people are utterly oblivious to it.
I am going to keep posting about it until every one of my FB friends virtually smacks themselves in the head and says “I get it now!!!”
Or unfriends me.


Here is a post from an anti-Common Core group:

From the halls of public schools like Edina that love teaching Howard Zinns hateful version of US history. READY? Highlands Elementary’s new “racially conscious” elementary school principal runs a blog for the school’s community. On it, she approvingly posted pictures of Black Lives Matter propaganda and rainbow gay-pride flags—along with a picture of protesters holding a banner proclaiming “Gay Marriage Is Our Right.” On a more age-appropriate post, she recommended an A-B-C book for small children entitled A is for Activist. (Peruse the book and you find all sorts of solid-gold: “F is for Feminist,” “C is for…Creative Counter to Corporate Vultures,” and “T is for Trans.”)



Here is a post from an anti-Common Core group:

Remarkable results! No SAT scores needed. Dominoes for quality?!
You won’t find our college in the U.S. News & World Report “Best Colleges” rankings released this month. Last year Hampshire College decided not to accept SAT/ACT test scores from high school applicants seeking admission. That got us kicked off the rankings, disqualified us, per U.S. News rankings criteria. That’s OK with us.



George Washington University is holding “Christian privilege”  workshops:  https://www.thecollegefix.com/post/43577/


Here is a post  from a Utah anti-Common Core group:

My children attend an elementary school that is starting SAGE testing soon. Because I opted out of testing, I was informed by one of the teachers that the school has been instructed that only silent reading can be done by my children in lieu of testing. No other learning activities allowed. Can anyone give me a reference for this? This school is new to us this year, and our old school gave them alternative projects to work on during the ridiculously wasteful hours and days of testing.


And here are some replies to some post:

I just pick my kids up so they don’t have to deal with teachers/administers who disagree with my decision.


I’ve thought about this too. Our kids school gives them an alternate test! So annoying.


I said no alternate tests. I just request all the dates/times they do testing and pick them up. If they want to give my student an alternate test, I tell them to get “sick” and come home. No thanks.


good idea! They say it’s required and counts toward their grade but I tell my kids, I don’t care about their grade as long as they are learning. Maybe we will add some days on to our spring break 😉


I thought that was against the law the count sage testing against the grade or punish kids who don’t take it.


Following… they want my kids taking an alternative test. I don’t my kids doing this as basically I don’t trust them.


it is illegal

instead of pointing that out and having a battle with my school over it, I simply vote with my feet. My children wont attend any time they are giving the alternate test. If they schedule it for Tuesday, they’re absent. Rescheduled for Thursday, absent again. If they surprise me with it, I’ve empowered my children to call me by saying they’re “sick.” Eventually they give up. I’ve tried the route of arguing the law with them and it burned bridges.

Just check them out. Most districts violate the law and demand they take alternative tests. Also watch out for illegal incentives to those that take Sage, such as waiving taking a final exam for a good Sage score.


My kids are sent to another classroom to silent read. It’s a great way to work through a good book series.


It sounds like the silent reading is a passive-aggressive attempt at punishing instead of providing alternative learning activities.


I’m actually completely okay with that. Reading is a great educational activity. I’ve heard of so many horror stories with schools trying to push the law or break it entirely, that I would be thankful you don’t have to fight that battle. 🙂 But, if you would like your child to do something else, I would talk to the teacher again to come up with another plan.

This is what the Testing Ethics Policy advises schools to do (bottom of pg.2). There aren’t specific requirements, just examples of what they could provide as an educational activity during testing:


I’d rather have them read than do some stupid worksheets. Teachers can’t really manage active learning with them while they’re trying to administer a test to others.


I wouldn’t object to that if they COUNT the reading toward their required reading and used books that help them get ahead of other kids taking the test!! With a few breaks (like testers get…) for recess and snacks, and books they choose at the end. Teachers MUST ALL BE BUSY monitoring testing….


Just keep your kid home so it becomes a reward to opt out and not a punishment.



A North Carolina mother is angry about the paper her second grader brought home that talks about “white privilege”:  http://insider.foxnews.com/2018/04/05/2nd-grader-brings-home-paper-school-detailing-white-privilege


Here is a  post from a North Dakota anti-Common Core group:

[Name withheld] a grassroots parent activist and education liaison for Cornerstone Action in New Hampshire, says unspecified treatment details and the Centers for Disease Control (CDC) data cited as justifying the curriculum decision cast doubt on the wisdom of the policy.

“Assuming that 20 percent of children are experiencing mental illness, as they suggest, my other concerns would be how they treat children in the public schools,” Banfield said. “If 20 percent are classified as having some sort of mental illness, are they treating 100 percent of the students? How are they treating the 20 percent or 100 percent of the students? What kind of mental illness are they treating? Depression? Suicidal thoughts? Behavior problems? Who is treating the students, and what credentials do they have to treat the more serious mental health problems?”


And here are some replies to said post:

By the time this ends, there will be no time left for ELA, Math, History or Science. So what are we sending them for??


And how and when have teachers been so trained? Or do the schools just hire some quack to “teach” our children, what? What is mental health? Believing there is no God? Believing your parents know nothing? Believing the state is good? Not being sure which restroom to use?


I was told by a teacher that they are not to diagnose anything, but only bring to the attention of administrators ‘signs’ of certain illnesses. Just crazy.


Everything in schools now through the curriculum, etc…. is to push us farther and farther away from the Creator, no intelligent design, no God! He has given us our identity, He created us, not the few elite globalist with the world view of desiring to govern the world!


will being a Christian be a “sign” of mental illness?


Unless someone stops the direction of public education, I have little doubt it will.


By vote, granted ignorant vote, but the vote nevertheless, 1/3 of voters were happy with this stupidity. What we need is a vaccine for stupidity. LOL


Bring it forward to gun control. Already Veterans with the diagnosis of PTSD are prohibited having guns. (legally) This “Agenda 30” is one scary thing. LORD HELP!


This is frightening! Parents need to wake up and ask some very serious questions about the qualifications of those that will be observing their children. This is leading to the deepening of the Socialist agenda in this country! Just who okd this communist plan! I would be throwing a damned freaking fit! Parents! ARE YOU WILLING TO LET YOUR CHILD BE A TEST DUMMY! Just imagine how many millions of children this concerns! These kids are going to be the soldiers of the ever invasive liberal foundation. This is going to include gun control, free thinking, rational thinking and the erosion of America and what it stands for! Why doesn’t this strike a nerve in people? It sure does me! [Name withheld], when is this supposed to start? Is this still in the stage where it can be stopped! PARENTS NEED TO REMEMBER THAT YOU WILL NOT HAVE ACCESS TO YOUR CHILDS INFORMATION! MAYBE YOU ARE
NOT NOW! PARENTS ARE BEING REMOVED FROM THEIR CHILDREN’S LIVES! Parents are only going to be breeders. Sounds impossible doesn’t it? Just look around you and look at what you once thought impossible with the government! I could go on but I’m depressed now! Oops not a thing you are supposed to say!
Here is a post from a Utah anti-Common Core group:
Remember, Facebook is partnered with the US Dept of Ed. What could go wrong with them having your child’s health data?
And here are some replies to said post:
FYI: This was a training at the state office about PII. I learned a lot from it. Contracts that districts and schools enter into must be looked at carefully.
Have you looked into how Race to the Top impacted data contracts because of data interoperablity? I am concerned that data contracts do not tell the full story for parents, schools or districts to make clear decisions over PII. IMS Global is working over time to make most PII interoperable through online curriculum, online assessment and student information systems:
holy smokes…I didn’t realize there was a direct connection with FB and the student data mining. 😵
 Here is a post from a Texas anti-Common Core group:

The video below, which is a podcast for investors, is the answer to the question…

Can I see who is financially benefiting off the curriculum on which my child’s teacher is evaluated?

Our children are being used as guinea pigs for profit. And, their data is the new goldmine for investors.

The problem is- The research actually shows this is doing great harm to students and destroying true local control.

As Kim Gutierrez correctly stated…
“Systemic approach is the antithesis of local control.”

A Nebraska high school English class had a flyer comparing Republicans to Nazis:  https://www.washingtonexaminer.com/red-alert-politics/flyer-in-high-school-english-class-compares-republicans-to-nazis
 Here is a post that was shared in a New York anti-Common Core group:
I went on a bit of a tear after seeing media in my state say conservatives attacked a PTA for giving 8 year olds white privilege lessons.
Hell yes, we attacked them. I’ll do it again too.
Thread in this tweet:
https://twitter.com/apdillon_/status/982440879918080000?s=21<break></break>This Franklin Graham post was shared in an Ohio anti-Common Core group:I’m saddened, disappointed—and yes, shocked—to see that University of Tennessee, Knoxville is promoting a “Sex Week” for its students. This Fox News story refers to it as “Sodom & Gomorrah.” It’s even worse than the name sounds when you read the events and classes on their own website http://sexweekut.org. They’re actually pushing this filthy trash on young people whose parents are paying good money to send them there for a quality education. What could Chancellor Beverly Davenport be thinking? There’s nothing healthy or educational about all of this. It’s just simply promoting sin. I think parents should take steps to see this stopped—or pull their students out. Alumni and the residents of Tennessee who fund the university should make it clear that this does not have any place at their state university. I think pastors across this great state should speak out against it, and I hope Governor Bill Haslam will step in and make sure the group responsible is no longer allowed to do their damage at UT. Email your concerns to the university chancellor’s office at chancellor@utk.edu. Let me know what you think in the comments below.http://www.foxnews.com/opinion/2018/04/05/todd-starnes-university-s-sex-week-sounds-like-porn-film-title-but-unbelievably-it-s-real.html<break></break>Here is a post from Alice Linahan of Women on the Wall:Can I See WHO is financially benefiting from the curriculum products on which my children’s teachers are evaluated? When a school district does not pay for a product- That means the children are the product.

The Gates and Zuckerberg Education Superhighway is well on it’s way to being completed. As heard in this short video.
Parents want the CHOICE to have a teacher, not a computer teaching reading, writing, math, and history in their children’s classroom.What we know is that Microsoft and Google are working closely with the OECD. Which should give us all major heartburn.* Google and Microsoft are Unesco Partners with deals to promote
Unesco’s values through a World Curriculum.* The Organization for Economic Cooperation and Development (OECD) a World Policy Organization. The OECD runs an Assessment system to support Unesco’s Sustainable Development goals.The OECD reshaped assessments so they run in the background of online curriculum. The OECD assessments are assessing behaviors more than academics.OECD quotes – “The skills, attitudes, and values that shape human behavior should be rethought to counter the discriminatory behaviors picked up at school and in the family.”“All young people should be able to challenge cultural and gender stereotypes, to reflect on the causes and solutions of racial, religious and hate violence and to help create tolerant integrated societies.”The OECD’s assessment director, Andreas Schleicher, a German worked with the Obama Administration to reshape the US K-12 online assessment system.Andreas Schleicher worked in a study group with the National Conference Committee of State Legislators.

<break></break>Here is a post shared by the Truth in American Education page:”Now we are also learning that even financial publications are warning about the cancerous spread of social emotional learning (SEL) assessment and profiling on a global scale. The eight-hundred-pound gorilla in this process is the Organization for Economic Cooperation and Development (OECD), the developer of the PISA international comparison test.”https://thenationalpulse.com/commentary/oecd-pushes-facebook-style-personality-profiling-students-worldwide/<break></break>

And here is another Alice Linahan post:

Please – Please listen and hear what this amazingly articulate young lady is saying. This is reality for our children today.
This is the reality of online virtual personalized learning.

<The video, which was up originally, somehow has been removed.  Sorry about that.>


And here are some replies to said post:

Excellent! This young lady gets it! Authentic learning is about more than just being on and responding to a screen. Too bad some of the elites don’t get it!


For the life of me, I cannot figure out how districts think this false “personalized” learning is the. way. to. GO. (…well, aside from the $$$ that must be the key???)
Instead of mobilizing to implement the TEA (or whatever your State education agency is) agenda, districts should be informing PARENTS of the travesty so that PARENTS can fight this false 21st Century Ready garbage.


Because it is all about the money. And we don’t have districts making choices or States for that matter. We have Federal education and Federal mandated UN agenda. As long as we still have the department of education dictating what we do, we will never be free from this madness. The saddest part is that its being perpetrated on our children. The future of our nation is crumbling and we’re allowing our children to be guinea pigs for a price


And Dan Patrick helped mobilize all of this here in Texas. We have snakes who’ve had a big part in this mess who just keep climbing up the political ladder.


Yep all about the money. One of our employees brother is a teacher. For the last 20 or so years??? He is taking early retirement. Says he cannot take it anymore. He told us they are not allowed to give any student a zero and are forbidden to fail a student. And they spend the whole semester teaching to the star test. If they veer off course, they are fired. All about the federal funds. Truly, the only option is to home school and even that is in danger of being taken away.


And sadly all of the veteran teachers that are leaving were probably the only hope our school system had left. When they are gone we are left eith nothing but left leaning liberal whackos


The deeper we get into the technology age, the more our kids are taught like robots, something out of a hitman movie, barcode stamps on the backs of bald heads, all in the same old star trek slick rayon uniforms, and so on….Abbott, Patrick, Bettencourt/Harris Co. Senator, have already wrung the fun out of public schools, stiffened State testing beyond any thing reasonable to pad their donor pockets with business, and cut State funding to less then 35% while collecting more taxes than ever before….they need to be voted out…all this crony trash do not deserve to train wreck Texas once again.


You’re right but looks like the same thing with a different face just runs right in behind em


And yet another post from Alice Linahan:

Parents and Teachers, it is time to wake up!! Please listen and learn why the state is collecting data on our children. By Dr. Peg Luksik.



Here is a post from the anti-competency based education group:

Micro-credentialing. Gah!
The following states currently provide credit for micro-credentials on the BloomBoard site, though requirements may vary by district:

New York
North Carolina



Here is a post from an Illinois anti-big government group:

Attention Illinois parents!!! Two bills were introduced into the Illinois state legislature. Senate Bill 3249 (Senator Heather Steans) and House Bill 5596 (Representative Anna Moeller) are “sister bills” that would require history to be taught to all Illinois public school children (K-12th grade) that honors and celebrates the contributions of lesbians, gays, bisexuals, and transgenders in American history. If these bills become law, Illinois would become the second state, after California, to require all public school children, to focus on the contributions of the LGBT community in their studies of American history.

SB3249 (Sen. Heather A. Steans) will be heard by the Education Members on Apr 10, 2018 1:30PM.

As for HB5596 (Rep. Anna Moeller) it would be assigned to the ‘Elementary & Secondary Education: School Curriculum & Policies Committee’, but has not been placed on the schedule as of now.

A great way to send your message would be by filling out a witness slip and OPPOSING each bill. We would need at LEAST 1,000 sigantures by Tuesday!!!! Please forward this message to family and friends and let’s send a clear message this is NOT acceptable for our children.




Link to the House bill:  http://my.ilga.gov/WitnessSlip/Create/111602?committeeHearingId=15692&LegislationId=111602&LegislationDocumentId=140962&GridCurrentCommittees-page=2


Witness Slip Tips:

*Under Firm/Business and under Title: “SELF”
*Under Persons or groups, represented: “concerned parent” or “SELF”
*Select “OPPONENT”
*Select “Record of Appearance Only”



Here is a post from a Utah anti-Common Core group:

This literally makes me want to vomit.

sage torture


Here is a post from the anti-competency based education group:

A Maine classroom. Chasing learning”targets” on their own to earn circles and sparkles. This makes me so sad.



And here is another post from said group:

Great, move away from testing, but in favor of SEL. Why do people think equal opportunity is the same as equal outcome?? Why not encourage personal responsibility for your outcome in life while offering tools for those who need them and CHOOSE to use them instead of mandating for all? Sounds like the “state” owns the children.



And here are some replies to said post:

Right. I’m an Ohio teacher, and this is just the next step in the plan to actually test students every minute of the school day, by doing their schoolwork on devices which collect each keystroke. Their education will be “personalized” in the sense thatthey won’t be permitted to learn the next lesson until they have “mastered the standards” for each step along the way. The legislature has mandated Standards Based Grading that is overwhelming teachers by insisting we grade our students on a 1-4 scale, using “standards clusters”. Which standards? CCSS that was renamed Ohio standards or some such nonsense. This is entirely the reason CCSS was created, to turn education into measurable data tags. Teachers have been told “don’t grade the behaviors, that will come later.” So Social and Emotional “learning” will be next. Humans will be doing that at first, too, until an algorithm and a device students wear can take over determining the amount of “grit” students possess as they make their way through the computerized maze of their K-12 education. Unfortunately, parents and most teachers see the shift away from testing to be a good sign. It isn’t.


Our school (parochial) announced standards based grading maybe 3-4 years ago. They even had a roll out plan. Then it never happened and there was no communication about it. So I thought maybe we had escaped it 😕


Thank you for getting it

I fought our district on standards based report cards and grading. Managed to get it all put on hold for 2 years but this year they rolled out the “new” reporting system as you describe above. Firstly 1-4 is the same as an D – A grade. Teachers have told students that they will never get a “4” so right off the bat kids are being pushed down.

What’s even more alarming is how those standards are being graded. I was told that each standard is broken down into sub standards. Quizzes with 2 to 4 questions are given at the end of each unit. Students have to score 90% or higher to have “met the standard”. So if a kid gets 1 question out of 4 wrong, they have not passed. It is setting kids up for failure. In IL, ISBE’s plan for ESSA requires schools to have a 92% grade promotion rate to be a Tier 2 school. Kids are going to be mushed along but left behind.

And you are right about the SEL crap. Kids are not allowed to be kids anymore. They are not allowed to play and learn social skills in school anymore. It is all drone education to make obedient worker bees. It is frightening.

Thank you for speaking out. As a parent, I appreciate teachers that question the reforms with boldness and as a reform opponent, it makes me sad there aren’t more of you.
And that “seeking feedback” is a load of crap. They asked us for feedback about the ESSA and didn’t pay any attention to anyone who opposed it, and there were many. They roll out a “listening tour,” heavily scripted and they hand out questionnaires that are heavily biased, then go ahead and do what they planned from the start.
 Here is a post that was shared in an Ohio anti-Common Core group:

The reason why it is so hard for adults to see what took place with their indoctrination as children is because they often lose sense of what was being done to them with age. They cannot pinpoint their childhood wills and wishes after years of constant push-back from those in the school environment. Those passions were shamed out of mind.

If you take the time to examine the history, and think through what took place in the classroom, you will be able to piece together how so many adults grow up thinking they were happy to comply with teacher demands, when they were really being subversively pushed into submission through cornering, manipulation, and subtle threats.


how to be a slave at school
A University of Washington professor was put on probation for being accused by a gay Chinese student of being racist and homophobic.   Incidentally, she has been harassed  before by the school for a 2015 lesson where she mentioned God, in response to a student question, and got complained about by a Muslim student who felt “offended”:
Here is a post from an anti-Common Core page:

Anonymous Parent NY, 23 minutes ago:

“I am so upset with this school system Syracuse city School District I have a daughter in the 8th grade and I owed her out [opted her out] of the nys exam so this morning I get a phone call by her principle that she couldn’t opt out that it wasn’t up to me she had to do the test cause he had 500 Other kids doing it which is by far not true. I said she’s opted out put her in a room give her some work to do an shell be fine. About an hour later she was brought home by support staff saying she was suspended 5 days with no suspension letter it is sad how they try to punish these kids for not taking this test but my fight has just begun I’m gonna continue to advocate for my kids cause the school district won’t. — shared her first post.”

Advice to get a lawyer, and similar responses include:

“Sorry that you/your child have to go through this… it seems that schools are backsliding this year – likely due to pressure from NYSED. This is how it was at first and then things seemed to get a little better until this year. apparently, schools and NYSED need to be reminded again whose children these are! The negative reports to the media really seemed to help in the past, So I really hope that you will do that – along with keeping us updated here.”


And another post from said post:

Anonymous NY Teacher:

“Anonymous feedback from third grade ELA today:

There were four passages. The second passage was clearly the field passage. We know because the second passage was different on every test form. The first and fourth passages were difficult but they were nothing compare to the third passage. Here is a list of words and names that were on the passage: 
It was insane! The proctors who were reading aloud to children with test mods didn’t even know how to pronounce the names. I’m all for multiculturalism. Please don’t misinterpret. But those names are impossible to pronounce! The test required tons of flipping from paragraph to paragraph again too. There were two different questions that asked something like this: Which of the following details did you, as the reader, know before the character?
These kids are 8. They did NOT know before the character!”


And another post:

Anonymous Parent NY:

“So this escalated quickly. My 3rd grader came home today and told me his opt out “punishment” was to complete 5 math worksheets, one hour of I-ready and then he could read. I’m pissed at Central Valley! I’ve already emailed the principal and have decided to keep my son home for 2-3 hours every morning during the state tests.”


And another one:

Genesee Wyoming NY school district:

parent upset image


And yet another post:

Parent NY, NY:

“Anyone in catholic school on here refuse the tests??? I do, ever year. I am fuming because idiot XXXX sent out a notice about keeping your kids home during testing. I sent them anyway because I have a JOB. I Pay 800/ month for tuition and they expect me to keep my kids home 6 days. I sent them today ans they were FORCED to sit in total silence for
4 hours doing absolutely nothing but read a book. They could not have a pen or drink of water or get up off of the floor. Year after year they were able to go to younger grades and help out, or were given tasks to do.”


Anonymous Parent National forum state unknown:

“Hey, I need some advice. I sent in an opt out letter for both of my children a while ago and the teachers and principal is aware of it. I just received a phone call today from the school saying it was about my opting out the children and to come in today to fill out extra paperwork. I’m kinda confused because they didn’t do this any other year, now they r asking me to come in for extra paperwork. They have never done this before. I’m not sure what to do. Could there be extra paperwork? Is this new?”


And another post:

Anonymous Parent NY:

“My son in 5th grade came home today and informed me his reading teacher told him that he has to take the test even though i wrote him an opt out letter that hadnt yet been submitted to administration,(my son gave the letter to his teacher who was supposed to take it to the office) because they need smart kids like him to take the test so the 5th grade could come in the top tier. I was fuming and called the school and politely cussed them out. How dare they undermind my authority.”


And yet another post detailing abuse of students in New York:

Anonymous Parent NY:

“Ok need some help here, I opted my daughter out of testing letter mailed 3/23/18. Today was first day of testing administration says they never received letter. My daughter called me.

I emailed letter right over to teacher and principal. They made her take the test or she would be in trouble because I “didn’t send letter”, assistant principal called me and said my daughter took the test because they didn’t receive the letter till afterwards. Livid!

Now they say she has to take the 2nd part of the test tomorrow because she started it otherwise it will affect her grade. I didn’t think these tests had to do with grading.

Note: she’s in 6th grade and has refused every year.”


And yet another post:

Anonymous Parent Georgia:

“I have yet to hear anything from my emailed refusal. Trying to figure out why XXXX XXXX is sending responses… he’s the “director of school improvement”. Hmmm… I’m not happy with the sit and stare option. They offered that last year. I told them that wasn’t an option for my kids.

Superintendent said I’d have to keep them home [unexcused absents] in order to avoid testing. I did, for 10 days [testing days and makeup testing days] last year.

This year I’m exercising my children’s rights to FAPE if they try that again. But again, I haven’t received any response at all at this point. Stay tuned!”


Yet another post:

Anonymous Parent Georgia:

“This is from Jackson Co.
Thank you for sending the opt out letter. I have attached the county letter that relates to parents requesting their child to not be tested. In this situation, this is what we have done to honor a parent’s request and our legal responsibility to the state of Georgia:

1. XXXX will be in a testing room and given a test ticket. All he would need to do is sign the test ticket. This fulfills our obligation that he was given the opportunity to take the test..
2. Once the test starts XXXX can work quietly at his desk (read a book) until all testing has been completed. At that point all students resume their day.
3. We will inform his testing teacher that he has an opt out letter and will work quietly during testing time.

Parental Opt-out Guidance – Revised March 2018….

Please contact me with any other questions, or feel free to contact XXXXX at Central Office.
Thank you so much and have a wonderful day.”

(Parent has been advised by other parents and educators to NOT allow her child to sign the ‘test ticket’ or it will be scored a one. Failure.)


Yet anther post:

Anonymous NY parent:

“So, my 2 middle schoolers just informed me that their school is telling them they need 100% for the state tests this week. Also, if they take the state tests and have good class grades, they won’t have to take their classes final testing.
If you still choose to opt out, you have to take a graded test in the cafeteria, that will be super hard bc it’s on whatever they want to test you on.

Anyone else??

I have girls, so I do take this info with a grain of salt and a dramatic flair…. but I kinda feel they bullied the kids with this graded test scare tactic.”


And yet another post:

Across social media today, parents are sharing how schools principals are responding to opt out letters:

“My sons principal is calling me about this [opt out letter] today. He is wanting my son to do an alternative school administered test…”


And yet another post:

Anonymous NY Parent 5th grade:

“My daughter told me today that since they she is not taking the state test that they have to take a test for a grade at school is that legal or able to be done? Teacher said If she takes the state test she can participate in the after the test ice cream and pizza party on Friday, if not she will have to take this other test for a grade and will not get treats with her classmates.”


Here is another post:

Anonymous NY Parent:

“So we refused a while ago, and my daughter was happy. However, yesterday my daughter was told by her TEACHERS that she should take them because it was better practice for her regents. Now she wants to take them and is afraid not to. (She is a straight A student in 5th grade who is hyper vigilant about her grades). What do I do now?!”


Yet another post:

Anonymous Parent Oneida, NY:

“My 10 year old texts me from school saying that the state testing started today. I had no idea. No note sent home. I called the principal and asked her what I needed to do to opt him out and asked if they sent a note home. She said no note was sent. She asked me why I wanted to opted him out. I told her I have done research and for personal reasons, I did not want him taking it . She then said “ I am very disappointed in you”

Why do I feel like she is my parent. Lol
I faxed a notarized letter to the school and he is now set.

Just wondering if not sending a note home is proper practice?”


And yet another post:

Anonymous Parent:

“Nice piece of mail received today…sorry, still not happening.

* Please note* Sharing so everyone (especially our newest members) knows that even the refusing ‘veteran (me)’ gets a little required push back.

When you KNOW that what you’re doing is right and legal, then there is no need to fear the veiled threats they push.

I’ll send in an updated letter on Monday. No worries!”

pesky letter.jpg


And yet another post:

Anonymous Parent Georgia:

Shame sign for students.
I think it’s totally ridiculous and crazy that the entire school shuts down for these tests. We got an email today that says that “volunteers and visitors will not be allowed in the building during testing days”. SERIOUSLY?? So if I show up to see MY kid you aren’t going to allow me into the building?!? So ridiculous. And all the schedules are completely different. They will eat lunch at a different time, do specials at a different time. And this is Kindergarten! Plus they will be doing ONLY PE as a special for 2 weeks during all the testing!! 🙄🙄🙄


And another post:


From Lisa Tinsley: April 2, 2018 5th graders started their first day of MCAS testing in the Dudley-Charlton schools. We had sent in our opt out letters & spoken on several occasions to the principal at Charlton Middle School. Because of the lies he had been telling parents, children & his staff, I had also engaged in conversations with the superintendent of the Dudley-Charlton regional school district. I was assured that he would speak to this principal & that there would be no consequences to children who opted out. My 5th grader returns home from school to tell me that the children who opted out were made to sit in front of a testing computer facing a wall, log on & told to sit in silence. My daughter knew not to open that computer so she was the only one to not log on. She also asked if she could read her book only to be scolded by the teacher & told no reading that’s what the principal said. An hour later the principal returns to the class & tells the teacher they may now read. How is this allowed to happen? My phone starts ringing as the other mothers call to tell me the same story.
How is this not child abuse? How is this good for children’s mental health? Not only do these children not trust their principal, they now no longer trust their homeroom teachers. This is not okay! This has to stop!


Here is a post from a Nevada anti-Common Core group:

Delete if not allowed….wanted opinions on this questionaire that the 8th graders in CSMS got as a social studies assignment.

racial survey

And here are some replies to said post:

It may be a questionnaire designed to let school system see how children of each race see the world, however it is very drastically making them aware of differences and is designed to increase paranoia. (intentionally or not). Instead they should be taught that we are all humans and that there is no one race that isn’t a mixture of other races. It is all about respect for fellow man. As MLK taught “it is the content of ones character that counts”. I personally think the questionnaire should be thrown in the trash.


I read this as awareness. On the flip side, I was trying to educate someone the other day that by them parking in the loading zone next to the handicapped parking stall they had created an issue for the person trying to exit their vehicle with a wheelchair. The other person tried turning it racist calling me white chick and attacking me verbally. Racism is real in every nationality. If a female gets a good job or promotion it’s “who did she sleep with?” Personally, I’d read the answers of my child and see what I could do to help them.


Yes but you yourself have the character and knowledge to do that. Sadly there are too many that already have a chip on their shoulder and no knowledge or only what the media and Libs drum in their heads that can’t see the questionnaire as an inclusive thing. Only that it makes them more aware of rascism. Which is a false premise.
I flat refuse to let me child take these type of questionnaires unless the school informs me 1st as to the purpose of them. The last one was so invasive, I called her school and the principal said, “I really didn’t read it”…. (that was at a charter school) SO, there will NOT be anymore surveys or questionnaires answered without my prior approval.
This sort of activity (more specifically the discussion after) is intended to show those in the ethnic majority that while they/we have the privilege of ignoring the impact of ethnicity/”race” that people who are ethnic minorities really don’t have that privilege. Their skin color, accent, manner of dress, culture, etc., impact their regular lives. They wish it wouldn’t any more than anyone else’s, but it’s a daily reality that they have to face. I think it’s important for everyone to be aware that while one day the goal is to treat people with different skin tones the same way we treat people with different hair colors, that day has not yet arrived.
This sort of activity (more specifically the discussion after) is intended to show those in the ethnic majority that while they/we have the privilege of ignoring the impact of ethnicity/”race” that people who are ethnic minorities really don’t have that privilege. Their skin color, accent, manner of dress, culture, etc., impact their regular lives. They wish it wouldn’t any more than anyone else’s, but it’s a daily reality that they have to face. I think it’s important for everyone to be aware that while one day the goal is to treat people with different skin tones the same way we treat people with different hair colors, that day has not yet arrived.
There is but one race. The human race. Teach that and ignore skin pigment. To do otherwise is divisive
And another post from said group:

Incline Middle School 7th Grade English language arts lesson – Gender and Clothing. What do you think?

And another post from this group:
From a WCSD teacher who needs her job:
“I am so tired of this common core and SBAC that I want to go into a different carrier. At the same time it makes me sad because I do love education. I believe I am a great teacher and all this common core and SBAC focus takes away from what I can really do to help kids.”
And here are some replies to said post:
The same teacher also wrote: “My concern is the students success in life. I know what my kids need. Some are so low they need for me to slow down and teach them lower grade skills and some are ready to move on and need for me to challenge them. All this is very hard when they want me to only use the curriculum given to me and work at the pace they designed for me. The great majority of the focus for what I have to teach is just test preparation. And you have no idea how much stress they put on teachers.”
Exactly, it’s just too bad there are not enough brave teachers to speak the truth without fear of losing their job. Unfortunately, when parents speak up then we are the problem so they say.
Yes, only teachers can fix the crap now claimed as chocolate cake. Their rise and demand for change would have significant parental support. Serving the beast does not serve their kids.
I know teachers in other districts who are getting ready to retire because they do not enjoy teaching anymore. Some others have told me that they cry over trying to teach using Common Core. WE NEED A GOVERNOR WHO WILL SUPPORT GETTING RID OF COMMON CORE (AND A DEPT OF EDUC WHO SUPPORT THAT ACTION).

We lost two of our best teachers at Incline Elementary shortly after Common Core (CC) was adopted. I’m told both left (retired early) largly because of CC.

 [Name withheld] I realize you are on the NV Board of Education, but in my humble opinion the NV Dept. of Educ. is the problem!
Won’t change until we have a governor willing to give us a Superintendent who will support getting rid of Common Core. The Superintendent follows the Gov, the dept follows the Super.
Sums up the problem with education in Nevada, i.e. what’s keeping us at the bottom, in two sentences.
This is just one of the many reasons I’m retiring early after this year.
My boyfriend wants to find a charter school or try to talk to his mom about schools for our daughter that aren’t common core based.
My understanding is all state (free) charter schools use Common Core.
Yup. Need a private school. 
Do you teach in WCSD? Thanks
Lyon County
I’ve sent emails to your school board members over the last five or six years. I don’t think any of them have ever responded.
I am not surprised. If they don’t respond to inquiries, they don’t have to claim responsibility. It’s always someone else’s problem.
Remember the three monkeys; hear no evil, see no evil, speak no evil? Sometimes it seems like many of the leaders in our state are like those three monkeys.
Students know lots about social justice, sexual orientation, and things of that nature, but many don’t know what the Holocaust was:  https://www.theblaze.com/video/survey-finds-millennials-dont-know-what-the-holocaust-is
 Here is a post from the Utah anti-Common Core group:
My daughter is opted out of all Sage testing including benchmarks. Yesterday her math teacher attempted to administer the math benchmark test. My daughter told her she is opted out. The teacher told her not to worry, that it didn’t count towards her grade then asked my daughter if she was okay with taking the test. My daughter, not knowing what to say, ended up taking the test. I’ll be calling the school today to complain. To whom do I report this? This was not my daughter’s decision to make.
And here is another post from said group:
Im filling out the SAGE opt out form but I’m not sure about some of the options. I obviously will opt out of the tests that report to the state, but the other science, math, english Sage tests specifically say that they are done periodically throughout the year and aren’t reported to the state. Are they all part of the same program? If Iopt out of the assessments taken periodically, how am I going to know how my kid is doing in school?
And here are some replies to said post:

IMO, those tests will never tell you how your child is doing in school. I personally take issue not only with the reporting and data mining but also the HOURS of time my child is exposed to long, unnecessary testing that does not benefit him educationally. Between my 5th and 4th graders alone this week, their peers have SAGE tested for 16 hours on just a portion of it all! I can’t believe more parents aren’t outraged by this.

I agree with [name withheld[, the SAGE tests have never been validated to prove a child knows anything. The intent of the test isn’t to test children at all, it’s to gather data on them. American Institutes of Research (the creator of SAGE) is a behavioral research company. I would (and have) opt out of ALL the SAGE tests. The majority of teachers, and even administrators have admitted the test results are irrelevant, but it’s required that they give it to kids. Opt out of all of it.
The formative tests collect as much or more data than the summative ones. I spoke to the VP of AIR and he verified they track everything even if they don’t return that data to the state. AIR is a primary partner with federal education research.
We let them take out kids privacy, we pay them to do it. Twisted.
I would opt out of all if it were me. It isn’t just about reporting to the state. You don’t need this kind of testing to know how your child is doing. A good teacher knows and regular tests as they have at end of chapters is the most they should need for that. The Iowa tests like we used to do are the only ones I would support but public schools are not likely using those any more, now that they have adopted common core. High stakes testing is bad! Sage is one of those, in all forms.
I found this post in a the comments section of an online article of the story about the Christian University of Wisconsin professor:
Bullying is being taught in liberal schools, in this case, students are being taught that they can bully and intimidate an instructor. Schools no longer are institutions of independent thought. In a case where an instructor bullied a student, one of my sons was flunked by Grays Harbor College tenured professor Gary Murrell because my son dared defend the use of the Hiroshima atomic bomb to end the war. The college refused to reverse the decision despite written proof (from the computer servers) that Murrell had deleted 13 online submission assignment then claimed my son hadn’t turned them in. Murrell had run in 2008 on the Green Party ticket for the 6th Congressional District, and was (or still is) president of the local teachers’ union. Even the local paper and radio stations refused to publish the expose because they feared political retribution (their words).
 Here is a post from a Texas anti-Common Core group:

PARENTS and TEACHERS- Do you know what the 21st Century College Board’s SAT is really testing? And what College and Career Readiness is really all about?

“The SAT teaches children a narrow range of test taking skills, not ones that will prepare them for selective colleges, entrepreneurship or active citizenship. The SAT teaches kids to view reading as a meaningless assignment rather than a source of ideas or inspiration.”

 Here is another post from the anti-Common Core testing page:

Anonymous Washington State teacher:

“From a friend who cannot post on his own page.

6th grade:

So frustrated with these damn tests. So I’m letting you know this because I would surely be fired if I started writing this all over Facebook. I have a college level reader in my class. He scored the highest possible score on the Star assessment back in January and he did it in 14 minutes!!!!! He was in tears on Thursday because he said one of the questions didn’t make sense and he didn’t know how to answer.

I don’t read the tests because it bothers me emotionally, so I didn’t really know what he was referring to. I told him to go on and come back to it. He did.

Another teacher who had to read the test to one of my students told me there were unclear sentences throughout, words she did not know like obeisance (which interestingly my students knew because we just finished reading The Raven), and a question that did not make sense.

She said the phrase they were referring to was about the character riding through the sea and his clothes didn’t get wet. They question asked what tone that phrase gave to the story. She said she had no idea! I’m sure this was what my poor guy was talking about when he didn’t know how to answer it.

Also, in the first day of testing product placement was in the very first story. Target. And there were so many questions with what the state likes to call “distractors”, answer that seem plausible, but are not.

Oh, and my 12 grade level reader took 2 1/2 hours to finish the second test and she was the last one to finish the first test. This is a sixth grade exam.”


And another post from said page:

Anonymous Parent Georgia:

“After reading Admins post I would like to share my experience this year AFTER we opted / refused testing last year due to my son having a full blown anxiety attack at school during testing last year. (Please keep in mind my son was a A/ B honor roll student).

My 11 year old son is currently in the 6th grade; due to him opting out / refusing testing last year it resulted in him taking 2 math classes and 2 reading / language arts classes all year. They STILL used the unfinished test scores to determine his scheduled classes.

He was unable to receive any elective class all year and they finally gave him a health class.
Due to not having a creative outlet after his 3rd block my son will be failing the sixth grade due to his constant F’s after 3rd block.
My son is a tactile and kinesthetic learner (hands-on) and not having an outlet such as computer, physical education, and the many other electives our school provides he has suffered this year.

I don’t know if this is normal practice or if there was something I was missing / uneducated about.
I need help so it doesn’t happen again next year.
I honestly at times feel like giving up and start thinking about just homeschooling him, but he loves the social interaction with other kids.
My son is an amazingly smart kid, these tests make him feel that he is not! And the stress of it all is too much for kids this young!”


Here is a post from the anti-competency based education group, though it was from back in September 2017:

My 5yr old niece is starting kindergarten next week. At the open house, the principal said that the entire school (district too I believe) is going to be collecting behavioral data on all elementary students. He also said the school wasn’t allowed to keep the data more than a year. (Yeah but what about the company?)

Anyone familiar with this system?



And here are some replies to said post:

ASK if a parent can opt out


I wouldn’t ask. I would present a formal opt out letter. Because the teacher is the one who is recording the information, I don’t know how you would verify that your niece wasn’t being reviewed.


Agree that parent should / could give teacher an opt out letter…. but I am wondering if this school or district is using this SIS for *all* records (similar to PowerSchool or Infinite Campus). If they use this SIS for all ed records (enrollment, attendance, grades …and Behavior) I wonder if parents can opt out of ALL or Part of the SIS. Previously, parents have tried to opt out of PowerSchool or InfiniteCampus and been denied. I am curious how this will work in Michigan.


good info. I did notice the kids are already enrolled in the program using their student IDs and names. The manual said attendance info was part of it. Do you have any articles I could share with my sister?


Where’s the data going after a year? You know it used to be that they would only collect such data if the student was acting out or having problems. The teacher would observe to figure out if the student required special ed. Call me old fashion but what the hell do they need to waste time and money on this?


This is new to me. thanks for posting. At the bottom of the page it says,

“Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is an Individuals with Disabilities Education Act (IDEA) Grant Funded Initiative through the Michigan Department of Education, Office of Special Education.”

So it looks like this district could be part of the pilot program for testing and further implementation state-wide.

I am in Michigan by the way, and try to stay up on all that is happening in education here.

What district?


Yes they are a PBIS test district


Shoreline SD, WA

I am guessing that this is part of the MTSS system that is being implemented as part of Michigan’s top ten in Ten strategic goals. Not at all good and totally motivated by federal funding.


Here is the same MTSS system being implemented in Washington State.



Who will check that they do what they say? Why do they need this information anyway? If they don’t get parental permission to do this, it’s illegal. Trained psychologists would lose their license if they did the same thing without parental consent. It’s time to stand up and say, “No way! Not on my watch!” This is insanity, get back to teaching academics.


Parents sign tech forms when they register for school. This is part of a pilot study to bring the whole thing to all schools.


Absolutely, many parents are too quick to comply


There was also an issue in my former district that the district, acting as the agent, was having “teachers” in the RELAY-esque programs (MATCH, actually) come in and they would test the children to measure the efficacy of the “teacher.” The presentation was that the “teacher” was the research subject and the kids were “just providing data.” The district as the agent was exposed when we asked about the MATCH teachers and children being tested. They were very, very nice in saying that of course parents could opt their child out of this (which was strange because they were not nice about opting children out of anything else). The trouble was, it wasn’t as if the program was announced. They presented that it was s teaching thing, so parents were not notified of informed. So, if the parents somehow knew it was going on, they could opt out. But otherwise, it was a default opt in.


I’m still wondering when a district full of parents is going to come together to file a class-action lawsuit against the district. I have been waiting. And waiting. And waiting. I don’t understand why it hasn’t happened over all of the data collection and sharing. Among other things.


Fear of retaliation, in a nutshell. When I was co-chair of our school board, I heard that from parents all the time-but only behind the scenes. Trust me, there really has been retaliation. I had to pull my kid out and he goes to a private montessori with no CC, Tech, data collection or testing. He’s improved so much, but I wholly wish that we never had to do it. That’s why I’m fighting for public schools now. Because everyone deserves a great public school.


I feel like most parents where I am don’t want to even engage in discussion. I keep trying.


We had the same thing happen. I felt awful as a former public school teacher putting our son in private school, but we had to. It was a achievement at all costs environment.


strength in numbers. Nothings going to happen if 300 parents come together to file a class-action suit


I couldn’t even get ONE person to stand up to the principal with me. I got thrown to the wolves. Frankly, I lost tons of friends over it too.


I was talking with a friend who home schools about this yesterday. She said people feel threatened when someone wants to do things differently. I really found that to be true. It’s easy to say, “Ami is crazy. She thinks data is shared with lots of companies and kids are suffering. Look how happy our kids are. They like school. She’s just looking for something to argue about.”


yep! I tried to speak to my Democratic LD and they actually told me I was wearing a tin foil hat and I was a technophobe!


Boy do I hear you! My cousin is an elementary principal in another state and told me we had no right to opt him out if we chose public education. 😳 I was floored. I said my own district was like The Emperor’s New Clothes… Most of us knew what was going on was wrong and hurting kids and educators, but nobody would stand up and say it. It’s infuriating. I taught kindergarten and the testing we did was criminal. My kids had to learn to bubble… multiple choice tests every three weeks, plus many many more inappropriate assessments.


I think it’s also designed to confuse. It intimidates parents. Education doesn’t need to be so confusing with the fancy charts etc.


How would a public school district retaliate against or intimidate a parent? Parents just say “no” to things all the time here in BPS.


oh we had a doozy of a principal. She actually told me that I could not allow parents to meet after school (I was the school board co Chair) AND she demanded an apology from every parent who questioned the math curriculum and the way the teacher was teaching it. And frankly, IMHO east coast people are way better at being direct. Out here in Seattle most people are fairly passive aggressive.


I can’t believe they are using DIBELS. So much has been written about it.


I know, plus other data. It’s scary!
All data in every state is stored in a SLDS database. Every state has one, all identical and all can link to the Fed Dept of Labor on request. The “stays in district” is a lie.

Here is a post from a friend of mine:

TESTING WOES ROUNDUP: “The state’s efforts to cut testing days and give students unlimited assessment time was meant to appease testing critics, but now some parents and teachers are worried there’s a catch: young students spending multiple hours at a time taking the tests.

The state’s English tests, which were supposed to take on average 60 to 90 minutes to complete, took some students three to six hours to finish, according to teachers who spoke to Chalkbeat and numerous reports on social media.” — Chalkbeat’s Monica Disare.

— “New York Education Commissioner MaryEllen Elia is calling the computer issue with state assessments that affected more than 260 districts Wednesday ‘unacceptable’ and ‘inexcusable.’ Elia, in a joint written statement made with Regents Chancellor Betty A. Rosa, blamed the problem on the state’s vendor, Questar Assessment.

They said the company’s ‘administration of the grades three through eight English Language Arts computer-based assessments experienced an unacceptable failure.’This is the second year students could take the assessments on computers, and eventually the state wants all students to take the tests on computers.

‘While more than 135,000 testing sessions were completed through yesterday, the difficulties schools have faced in administering the computer-based assessments are inexcusable,’ Elia and Rosa said in the statement.

‘We will accept nothing short of seamless implementation for our students and schools testing on computers.'” — Buffalo News’ Barbara O’Brien.



Anti-Trump history textbooks that call him mentally ill and his supporters “racists”?   Is this the USA or the USSR/Nazi Germany?!  https://www.theblaze.com/news/2018/04/15/pearson-high-school-history-textbook-teaches-trump-is-mentally-ill-and-his-supporters-are-racists?utm_content=buffere2ce8&utm_medium=social&utm_source=facebook.com&utm_campaign=glennbeck


Here is a post from an anti-Common Core group:

A parent at Lincoln Middle School in the Syracuse City School District says her daughter was suspended for three days because she refused to take the state English assessment test on Wednesday.

Syracuse district officials dispute that, however, saying that the eighth-grader was suspended for “disciplinary reasons.”

“The student was not suspended for opting out,” said Michael Henesey, spokesman for the district.

The mother, April Hawkins, said she had texted an opt-out form letter to the school’s assistant principal on Monday and also emailed it to her daughter’s homeroom teacher.

On Wednesday morning, when her daughter Nykaria Phillips came to school, she was told she had to take the English assessment exam, Hawkins said. Her daughter refused to take the exam.

At about 8:45 a.m, Hawkins said the school principal called her and told her Nykaria was being disruptive in class because she didn’t want to take the exam, Hawkins said. She said she was then told parents don’t have the right to opt out their children anymore.

Hawkins said she then emailed the letter again that morning.

Henesey said the school had not received an opt-out letter until the parent emailed one in at 10:30 a.m., after the student had been suspended.

A short time later a staff member dropped Nykaria off at home, and Hawkins learned her daughter had been suspended. Hawkins said she didn’t give the school permission to let someone dr



This is more about those going into the medical field, especially psychiatry, but I believe they will eventually make sure that only those with the “right” values, attitudes, and beliefs will get far into ANY field.  It’s already in the works with the Every Student Succeeds Act, the Workforce Innovation and Opportunity Act, and Social Emotional Learning:    https://www.weeklystandard.com/devorah-goldman/the-politicization-of-the-mcat


Here is a post that was shared on the page of a friend of mine:

OPINION: “What to make of all this? The only reasonable conclusion is that the Georgia education establishment wants as much flexibility as possible to screen and evaluate children’s mental and behavioral health, without potential interference from their parents. ”



Here is a post from a Georgia anti-Common Core group:

Well got my phone call from school about opting out of the milestones test!!!! I will give them this they really try hard to pressure you and second guess your decision. Also I was told that they don’t teach common core in state of Georgia?? Really???


And here are some replies to said post:

Heh. Hell YES they teach common core. They just renamed it.


I know right what is the new name???
Ironically, they are called the “Georgia Standards of Excellence”.
Yes with common core still stamped on her school papers!
What school system?
Walton county
 Here is a post from a Texas anti-Common Core group:
4.18.18 – Dallas Morning News
COMMENTS FROM [name withheld] Unfortunately, social-emotional learning (SEL) is “alive and well” in Dallas ISD. SEL is not a good thing. We see in today’s Dallas Morning News that the Dallas ISD has taken $1.5 Million from the Wallace Foundation to launch SEL in the Dallas schools.
Here is a post from an anti-Common Core group:
#WCPSS Wake County Public Schools NC Just Hired A SJW from known Hate Group the #SPLC.
5 hours ago
WCPSS’ Office of “Diversity Affairs” has hired a Social Justice propagandist from Teaching Tolerance, the education indoctrination arm of the hate group the Southern Poverty Law Center. WCPSS also hired a teacher out of Durham obsessed with guilt.Photo via @APDillon_
And another post from said group:
Planned Parenthood is willing to go to extreme lengths to keep parents from knowing what kind of sex education they offer kids. St. Mary’s County Library in Maryland contracted a Planned Parenthood certified instructor to put on a pornographic sex workshop for teens—no parents allowed. When mother Kathleen Crank tried to enter the class, she was arrested for trespassing. It all began when local parents heard about the class and began researching the instructor. What they found was the exact opposite of the type of person they wanted teaching their kids about sex.
 Here is a post from a Utah anti-Common Core group:

Your county probably has one of these, too. This is one released yesterday for Weber County. They say we need to make decisions regionally. (ie, taxation without representation, governing without election).

One of the pages says they want to improve education. I don’t remember exactly how it is worded, but the basic idea is, the top corporations and Non-governmental organizations of Utah will make decisions about what is taught in school.

In a shorter phrase, here is yet another piece of Agenda 21 and Sustainable Development 2030 agenda.



And here is another post from said group:

This is Utah’s Silicon Valley-type group. They are wealthy mega-corporations which want to control education in Utah.
They want to have Regional decisions made so that we do not have representation which we vote in.



Here is a post from a Massachusetts anti-Common Core group:

Finally heard from the principal regarding my refusal letter sent in March. She was extremely respectful. I must have been the first to ever refuse because she was saying how she was waiting for a call back from the state on how to address it. She did mention the state said I can’t refuse and I did have to clarify that I can refuse, what you can’t do is opt out. She also said that she was told that she has to offer him the test the day of but she has his refusal letter. I also said that I do not want him even signing on. They will provide work for him in the back of the computer lab. Overall, a good conversation.


And here are some replies to said post:

I had a similar experience. My son is in 3rd and he’s the first in his school to refuse. The principal and his teacher were extremely respectful and she (principal) also called some MCAS center for guidance. She said he will be marked as absent but I thought I heard they can be marked as refused so I’m trying to figure it out.

The only slightly tricky part for me was telling the superintendent since I’m on the school committee, but I’m quite sure he saw I coming a mile away. 😉😉


I’ve had to deal with the State on other issues and found that depending on who you spoke with depended on the answer……so I suspect if the principal spoke with someone else she would probably get a different answer……………….personally, dealing with the state is a joke, no one really seems to know what is going on.


He does not need to be offered the test and or sign on, your refusal as the parents is enough! Make sure your child and teacher knows this.

You will get his ‘results’ mailed to you and he will be marked absent because the DOE does not want to acknowledge refusals, but he will not be marked absent from school. In true DOE fashion, they bully and give misinformation to try to get parents to fall in line, don’t fall for it!


And another post from said group:

Somerville ma… Smfh… opt out

therapy dogs tests


And yet another post:

I am not sure MCAS test and feeling accomplished should be used in the same sentence! As much as I do you like my sons teacher that is the note that she sent me today and for some reason it is putting a pit in my stomach!! And she told the kids that their fourth grade MCAS is preparing them for high school!!! I think she drank the Kool-Aid! She is a wonderful teacher I just wish these wonderful teachers would see the damage this is doing to the kids!


And here is a post that was shared in said group:

From [Name Withheld]: April 2, 2018 5th graders started their first day of MCAS testing in the Dudley-Charlton schools. We had sent in our opt out letters & spoken on several occasions to the principal at Charlton Middle School. Because of the lies he had been telling parents, children & his staff, I had also engaged in conversations with the superintendent of the Dudley-Charlton regional school district. I was assured that he would speak to this principal & that there would be no consequences to children who opted out. My 5th grader returns home from school to tell me that the children who opted out were made to sit in front of a testing computer facing a wall, log on & told to sit in silence. My daughter knew not to open that computer so she was the only one to not log on. She also asked if she could read her book only to be scolded by the teacher & told no reading that’s what the principal said. An hour later the principal returns to the class & tells the teacher they may now read. How is this allowed to happen? My phone starts ringing as the other mothers call to tell me the same story.
How is this not child abuse? How is this good for children’s mental health? Not only do these children not trust their principal, they now no longer trust their homeroom teachers. This is not okay! This has to stop!


And here are some replies to this post:

There aren’t enough mad emojis for me to express how I feel after reading this!!

That is awful!! Thankfully we’ve had a much better experience opting out my 4th grader!! He’s bringing a book yo read and his teacher and principal are fine with it! Thank God for a different principal this year! Had a little head to head with the one last year!
What is described in the post is not much different than that which my own daughter was subjected to when she refused participation in the PARCC field test in 2014. I have shown many people the emails between myself and school administrators. Once parents start to believe the TRUTH, that many administrators ARE deceiving, manipulative, liars, the easier it will be to hold them to the fire.
And yet another post:
I sent my letter to our elementary school principal about 2 weeks ago. I got a letter today saying that my son will have to sit in the testing room quietly and read a book during testing. My son is on an IEP for ADHD and Sensory Processing Disorder. He is also currently being tested for high functioning Autism. I think him sitting in the testing room is a horrible idea, both for him and the other students. Has anyone had any luck getting other arrangements for their children during testing or is this really the only option? Thank you for any advice!
 Here is a post from a Georgia anti-Common Core group:

An amendment is under consideration for TNReady test scores to not count this year. I do commend lawmakers for putting forth this amendment.

“Republican Rep. William Lamberth of Cottontown said he filed an amendment that would require the tests to be taken on paper. He said another amendment would make sure any of this year’s test scores would not count against teachers.”

HOWEVER, once again, students and teachers have wasted countless time preparing for a test that means…nothing. Time we can’t reclaim.

This overemphasis on one test…is ridiculous.
The fact it is tied to teacher performance…is ridiculous.
The amount of time wasted in classrooms for this one test…is ridiculous.
The amount of money spent on this one test…is ridiculous.

Please, please, please lawmakers….use common sense. Stop putting our teachers on mute.

Teacher accountability & student assessment IS needed, but these lengthy high-stake tests, that obviously don’t work on your end, are not the answer.

You are slowly eroding the public school system and will soon find that many of us will move to private education so that our children can be taught something other than “how to take a test.”

I’ve had the privilege of teaching college classes and also had the unique opportunity to be in classes with undergraduates. I watched how these “fresh from high school” students reacted in the college setting. You know what I found? I observed that the creative, critical thinking–essential for success– is having to be mined by professors. Deep thinking has been covered by layers upon layers of “there are only four answers to choose between.”

Students, in college, become frozen with fear when they find they are not told exactly what to do to solve a problem and that the answer (or means to the answer) might take various forms. College educators are faced with generations of kids who have difficulty thinking beyond four multiple-choice answers. Life is not a multiple choice test…it requires critical thinking. And a successful life often times requires life and work-related trade skills (skills that have been pushed down so we can measure academic success). Many of the most intelligent and successful people I know are tradesmen and women. Why don’t we foster these skills instead of minimizing them?

Our children are smart. Our teachers are amazing. Stop what you are doing and listen to these two stakeholders. You have them on boards…but they fear firing so they don’t fully speak their minds. You speak to districts but hold them hostage from speaking their true minds by tying funding to these assessments. You speak to districts but blackball the ones who speak truth and common sense.

60 million + dollars on a test that is useless? That’s ridiculous.

While I was earning my PhD I found very few faculty who supported these lengthy high-stakes tests. Most academic research didn’t support the testing. However, private research (paid by who?) was often the support factor of these high-stakes test. Hmmmm…..

Parents, are you happy with your child going to school and spending weeks upon weeks preparing for a test, instead of preparing for life? <I might add that this is NOT the fault of the teacher>

Teachers, how can we support YOU? We know you don’t have to be in this profession, but yet you still dedicate your lives to our children. Thank YOU!

Lawmakers, listen to the teachers.

I’ll never forget one of my last years of teaching. One of my top students came into the classroom, on a testing day, with big, salty tears in her eyes. Her dog had been run-over on the way to school. She cried during the entire test. My heart ached for her. I wasn’t even allowed to console her. I also knew that the average of my performance was going to be negatively affected because she couldn’t perform to her fullest potential. Is that fair? For my success to be determined by a factor I couldn’t even control? For a nine-year old’s tears to have gone unconsoled because we “had to take a test and I had to say ONLY what was in the testing book?” What did that sweet girl learn that day? That empathy took a lesser seat to testing.

Every teacher has COUNTLESS stories such as this. And we all know it isn’t right.

Change this. Please. It’s not the paper vs computer that we are so upset with….it’s the overemphasis on the piece of paper that comes after the tests are tallied.

It’s the days that are spent towards test-taking instead of days spent on learning that makes us angry.

It’s that the voice of the teacher is put on mute.

Assessment has a place. Assessment is needed. But not when it takes this form.


This was shared from a friend in TN. Thanks for all you do in this group.


Here is a post from a Nevada anti-Common Core group:

SBAC testing in school this week at my child’s school. Opted him out with the form from this site and have gotten two separate calls stating he was absent, one in first period and the next day in second period. Can anyone tell me why?


And here are the replies to the post:

Probably bc those are the testing periods and he wasn’t there… I got same call, my kids were at library during those periods


They shouldn’t be marked absent


They aren’t being marked absent as far as their record, it’s just that they are behind the times when it comes to automated reporting. They were not present when attendance was taken in that classroom. That’s all the automated call is telling you.


They are being marked absent, at least at my son’s school. I would give them a call no matter.


Yes they are being marked absent and you have to calk the school to let them know whats going on.


You have to call and excuse them from the class for that time period. I dont take my kids to school until the testing is over for the day and always call to excuse their absense


Yes, thank you. Seems as though they need a better system for the kids that opt out.


No, Illinois Democrats, replacing armed officers with therapists at schools won’t make them safer:   http://www.foxnews.com/politics/2018/04/19/illinois-dems-push-bill-rewarding-schools-that-replace-armed-officers-with-therapists.html


This California school district won’t let parents opt out of the new LGBT sex ed curriculum:  https://www.lifesitenews.com/news/california-school-district-says-parents-cant-pull-kids-from-new-lgbt-sex-ed


Here is an alarming post from a Colorado anti-Common Core group:

Listening to Colorado State Board of Ed voting on whether to give pii student data to CREDO for research on “school improvement”. Board member Deb Scheffel (who knew she was back?!) asked if parents can opt their children out of this study. CREDO answer was NO. Scheffel asked board to amend contract to allow students to opt out. Board Chair Schroeder “NO– it will mess up the study”.

CREDO just got done bragging that they have funding from Netflix, Gates, Emerson Collective/Powell-Jobs, Arnold Foundation…

Board vote: ALL YES except Steve Durham and Deb Scheffel–because parents should have ability to opt their children out of research studies.www.cde.state.co.us/cdeboard

CREDO request for pii data from all public schools -School Improvement Study. https://www.boarddocs.com/…/CDE%20Research%20Requests%20Fin…
Description of CREDO studies https://www.boarddocs.com/…/Descriptions%20of%20CREDO%20Res…
School Improvement Grants https://www.boarddocs.com/…/SIG%20Improvement%20Grant%20Eva…
State Board Memo on CREDO study https://www.boarddocs.com/…/SBE%20Memo%20-%20CREDO%20-%20Fi…


Here is a post from Alice Linahan:

Join us tonight on the Women on the Wall Conference Call and let’s talk about it!! Click for more information. 



I found this post in reply to an Alice Linahan Facebook post:

As a former public school teacher (15 years) before staying home with my son. Yes there is indoctrination going on and its child abuse in my opinion. The history books I was to use had incorrect information that I couldn’t verify anywhere else. Important people were not to be taught because they weren’t specifically stated in a state standard. Just this week I went to a local middle school to see if we wanted to put our son in public school. We homeschool now. I was told there aren’t books for me to see in any of the subjects. Then there were the lgtbq stickers on classroom windows. Sorry but indoctrination happens in our schools daily. It was there when I was in school in the 80’s and us so much worse now.


Here is a post from an Oregon anti-Common Core group:

We opted our 4th grader out of SBAC & he said he’d rather take the test because they make him sit & read in the health room with sick kids laying on the health bed! This feels very punitive especially since last year he was able to read in the library. Any suggestions?


In a tragic twist of irony, a middle school student was struck by a car and killed while participating in the April 20th, 2018 student walkouts (Note, this was in El Paso Texas, and the Parkland mentioned is not the one where the February shooting happened):  https://www.elpasotimes.com/story/news/traffic/2018/04/20/parkland-middle-school-student-killed-hit-vehicle-loop-375-pedestrian/536976002/


Here is a post from an anti-Common Core group:

Hi there. So I’ve been opting my kids out of testing, haven’t really had any problems so far. But this year the principal approached us asking to meet with us to discuss “unintended consequences” of opting out. I found out that this is the first year the school had more than 5% of students opt out so I guess this is their attempt to get some parents to change their minds to get above the 95% requirement.

Any thoughts on what I should expect at the meeting or what these “unintended consequences” are? I don’t want to go into this meeting unprepared or caught off guard. I know I don’t have to attend this meeting at all and tell the school that my opt out letter is good enough, but I do have my reasons for agreeing to attend the meeting. Thanks for any advice! 🙂


And here  are some replies to that post:

They will tell you their funding could get cut. My answer to this is if you guys would have stood up for your kids from the beginning and refuse to administer this data grabbing machine you wouldn’t be facing these issues.


I would ask, how can a test with unknown questions help anyone? We all know the real reason test questions are so secret.


Ask how much funding is your child worth, get the dollar figure. Then say no your child is not for sale.


Go as a GROUP only or do not go at all
Is the school accredited? In our state, that’s the driving force. Of course, both their fancy stamps and testing to get those stamps drain financial resources that could go directly to the classroom to actually improve educational outcomes.
Focus on your rights. You have the right to opt out. THEY are the ones with the noose around their neck. You are on solid ground. They need students to take the test so they may get angry and threatening. Stay calm. Breath in slowly before answering.