Archives for posts with tag: Common Core

JOSHUA A. KRISCH, OCT. 13, 2014, writing for the New York Times, here,, describes an exhibit set up to remind us the horrors of eugenics.

It is insightful. I particularly liked the following paragraph.

My comments:

When the Eugenics Record Office opened its doors in 1910, the founding scientists were considered progressives, intent on applying classic genetics to breeding better citizens. Funding poured in from the Rockefeller family and the Carnegie Institution. Charles Davenport, a prolific Harvard biologist, and his colleague, Harry H. Laughlin, led the charge.

First, the founders of eugenics were not “considered” progressives, they WERE the luminaries of all things progressive and liberal minded. The were the very definition of then-modern leftist thinking. They had no compunction regarding compulsory policies and imposing their will on others. The inferiors owed it to the progressive elites. The sacrifice for the betterment of the elite would be taken for granted, but the elite would understand. Those poor inferiors, those experimented on, those forcibly sterilized and worse, were simply the price of progress. The same applies today in climate alarmism and public education. Yes, two so disparate fields are being treated the same by the elite. The elite simply expect us to submit, to comply, to die as the subjects of their experiments.

Note the names in the paragraphs. Could not a paragraph on the Common Core State Standards be written changing a very few words and the names? The Gates Foundation comes to mind. Follow the money. Follow the power, the control. It is the same, and it is just as evil. Yes, CCSS is just as evil as eugenics. Likewise with climate change alarmism, but it is enough different I’ll leave it here.

The entire article can apply point for point, almost word for word, to the experiment we call public education and the contrived experiment of the Common Core State Standards constrictions being applied to it.

CCSS is progressivist. Anyone how supports it is progressivist, liberal, leftist. Interestingly, many political Democrats do not support CCSS. It is too liberal for them. Sadly, too many political Republicans hold out for the CCSS. Who can tell why. My first suspicion is that they are more elitist and more progressive than even most left-leaning elitists.

And this:

“The Eugenics Record Office was built around very systematized ideas that still might be seen as legitimate today,” said Noah Fuller, an artist and co-curator of the exhibit. “At the time, this was widely accepted as legitimate science.”

It was settled science. It is still accepted today as evidenced by the flood that became CCSS. That flood that is being turned back by angry mothers and caring teachers.

Don’t pretend you, we, are too sophisticated to institutionalize such policies today. We did it. We, the hoi polloi, are turning it back and cleansing our society of this sin, but the elites are fighting. Progressivists and liberals are in it for the long game. They will not relent. We must never relinquish our freedoms, our rights, and our responsibilities. It is up to us. Resistance is not futile.

There are truths here, and lessons to be learned regarding immigrants too. Don’t be part of the problem. Those wanting to come here are mostly good and good for us and our society. Be part of the solution, not part of the problem.

Mr. Micklos sat in a wooden chair and thumbed through a few of the files. “This is pretty much exactly what it would’ve looked like,” he said.

He shook his head and added, “Think of all the people whose lives were completely out of their own control.”

This statement applies exactly to millions of our children in our society today! Let it not stand.

Enough said here:

The elites believe they know best. They consider us clueless parents. We are just in the way of them accomplishing their agenda of turning our civilization into a Borg hive collective, with them as the queen.

Don’t let it happen. Resistance is not futile.

Take responsibility for your kids no matter what your educational choices are. (Be sure you think through your choices. Stay on top of it.)

I just saw an ad (a welcome one) that touted some curriculum as intentionally “not aligned with common core.” Okay, but there isn’t much point in trying to steer clear of any and every aspect of common core, per se. What we need to avoid is the soul-killing progressivism built into the agenda held by the pushers of the Common Core State Standards.

We also need to avoid the “new math” category of failed ideas that try to make something of mathematics that it is not.

The present danger of CCSS is not inherent. We don’t need to scrutinize everything we work with in educating our children to see if it has a scent of CCSS, we just need to ensure we are thoughtfully individualizing what we teach every individual. We must remember that our students are our partners, walking with us. We are helping them learn what they need to fulfill their own desires and achieve their own successes. Our students are not some resource of the state, not some retirement investment for ourselves.

The biggest problem of CCSS was the statism inherent in it. It also pushed the same “new” ideas and teaching philosophies that have failed over and over since the sixties. That is, we just need to avoid what we know has failed in education over the last few decades. The practical badness of CCSS simply resulted from the repackaging of these failed notions about teaching, notions predicated on control of large classrooms and notions of “model citizens”, which translates to Borg-drones in my opinion. The group of people who push the CCSS are mostly in it for the money, but some of them are driven by notions articulated by the late George Carlin. Such people don’t want a truly educated populace, they want compliant people only smart enough to run the machines.

A photographer was working with her camera and trying to help her second-grade daughter with her math homework, which was Common Core aligned. She happened to catch a now famous photo of her daughter’s frustration.

Math, the hard way.

The original photo is here:

The write-up at this link is worth your time to understand the photo:

Another mother, a teacher, expresses her frustration here,, specifically addressing the Gates Foundation and some other contributors to the Common Core State Standards. She addresses five hours of baseline testing for five-year-olds. Her open letter to the Gates Foundation is a bit emotional, but she makes the case that CCSS and the mandatory testing that is being implemented with it are more of a corporate takeover of education, rather than the latest honest effort at reform. Ms. DuFresne sees these testing requirements as child abuse.

Even if you support the Common Core State Standards, you must stand up and ensure excesses as described above are not allowed. These fuzzy math examples may be exceptional, but they are in line with the “think outside the box” attitude built into the implementation efforts. It is also certain that too much is being expected of those under 11 years of age.

The big problem is coercion and externally imposed requirements. Requirements must start with consideration of the child and the parent, individually, case by case. The more steps above the child and parent from whence the imposition is foisted, the more perverse will be the results. Coercion is always immoral. Perhaps CCSS isn’t the root of the problem, but it certainly is exposing problems that it cannot hope to fix.

A US News and World Report article provides some details of Common Core State Standards past. 2010 is when CCSS started, but there was some effort to get it started back in 2008. 

Given we have been slapping reform after reform on our educational system for decades now, the years here can hardly be considered slow and methodical.

Still, that is kinda the point the USNews article is trying to make. I don’t buy it.

Supposedly Janet Napolitano started it. She released an August 2006 initiative statement as chair of the Governors Association (a position held at the moment by my governor, Mary Fallin). Here is the statement:

The National Governors Association’s Innovation America initiative focused on strengthening our nation’s competitive position in the global economy by improving our capacity to innovate. The goal was to give governors the tools they need to improve math and science education, better align post secondary education systems with state economies, and develop regional innovation strategies.
To guide the Innovation America initiative, we assembled a bipartisan task force of governors, corporate CEOs and university presidents. Working with the NGA Center for Best Practices, this task force provided valuable advice on innovation strategies in general and assisted in the development of the initiative’s reports and forums. Through a variety of events and publications, we collected and shared best practice information to ensure that every state—and the nation—is equipped to excel in the global economy.

There is a 75 page paper that goes with it:

Governor Fallin is a conservative, but left leaning in some areas, including education. She and our State Superintendent have pushed, and continue to push, for the CCSS. The Governor’s position seems to be shifting, perhaps. It is hard for me to believe that a Republican Governor and Republican State Superintendent of Education can support something started by the likes of Napolitano. I should think anyone who asserts personally conservative political views would recognize the CCSS as left leaning from inception to implementation. Close examination shows it is progressivist. I find progressivism in all its forms entirely against the human soul. 

The Napolitano statement has carried through to the final version of the CCSS now adopted by most states. The tone I find so alarming, like lifter noise in an engine, like the rattle the doctor listens for with the stethoscope to your back, is the perverted, or at least corrupted, nationalism in the statement. It is collectivist. There is no consideration for the individual, only the state. 

That is wrong. It is the cancerous core of the Common Core. Read the rest of this entry »

What Are We Doing Wrong for Our Schools?

I’ve written about the first problem before, and will again; our first and most fundamental problem is compulsion. We must repeal all truancy laws, or we can expect no reform to succeed.

Perhaps, though, our biggest problem is being overly emotional and protective of “the children.”

It seems so natural to want to protect and hold up the children, but while they are certainly our children, they are more. They are not ours in any sense of ownership. They are only ours because we are responsible to provide that which parents must provide. We do, in fact, take that too far if we start with emotion and the ideal of doing all “for our children.”

Any sacrifice seems warranted when we know it is for the good of the children, when it increases their chances for success. Of course, taking that a little too far and adding a bit of sentimentality leads inevitably to claims and demands that help only the few in control, in power. Sometimes, the motives of those in power are supposed to be pure, and sometimes they are not intentionally malicious and greedy. But sometimes their motives are even worse, yet they proclaim, “Don’t you want to support the children?” Guilting us with the skill of the most manipulative mother.

Fundamentally, our children our people, persons, citizens, humans in their own right, each an individual entitled to all the rights, privileges, protections, and responsibilities of each of the rest of us.  Read the rest of this entry »

Tennessee high school senior student speaks against Common Core. His name is Ethan Young. He presented his case at the Knox County School Board regular meeting on November 6, 2013. 

The point is Common Core State Standards is bad for the teachers, as well as the children, as well as the parents. Common Core is NOT OK!

Two letter acronyms are too ambiguous, thus KPI is used to label the concept of performance indicators.

Children and learning are not measurable with KPIs in the important things. Sure, there are quantifiable aspects to what we are trying to do with teaching and rearing our young people, but making “workers” is not the objective. We are making robots for that. We are not Borg.

First and foremost, our children are people, citizens, and worth our all. They are not “our future” in the sense we usually use the phrase, as though we own them and have the right to force them to turn out some predetermined way. They are their own. The future is theirs and what they make it. We owe it to them to educate and raise them with all the wisdom and love we have.

We must keep the decisions about schooling as close to mamma as we can. We need to homeschool, but we also need our public schools, and we need the parents most of all. Common Core State Standards takes the control and direction away from where it is most needed.

Common Core is NOT OK!

By Bruce Deitrick Price has information worth noting.

Common Core Standards: Throwing Gasoline on a Fire.

I noted  of the Heritage Foundation in my last post. Ms. Corona appears to have many useful articles. At the link for her byline I find this noteworthy article as well. These Catholics see Common Core as a threat to all the church stands for, especially in education.

I agree with these Catholic Professors. Quoting from the article:

“We write to you because of what the particular deficiencies of Common Core reveal about the philosophy and the basic aims of the reform. We write to you because we think that this philosophy and these aims will undermine Catholic education and dramatically diminish our children’s horizons.… Common Core was approved too hastily and with inadequate consideration of how it would change the character and curriculum of our nation’s Catholic schools. We believe that implementing Common Core would be a grave disservice to Catholic education in America.

The Common Core national standards’ mission is to impose one set of standards to define what every public school student will learn. The Catholic Church’s mission in education is to provide an excellent education while orienting students to the values engrained in Catholic teachings. The one-size-fits-all approach embodied in Common Core rejects the premise that individuals have different goals of education.

Common Core is a centralizing force over the content taught in public schools throughout the country. But its influence on private schools and homeschoolers—as a result of textbook spillover, some state regulations, and alignment of college entrance exams—is already being felt.

But for Catholic schools to willingly hand over their curricula and educational authority to the administrative state is terribly misled. Catholic education necessitates that educational decision-making stay within the Church and at the smallest levels of civil engagement: parents, teachers, schools, and churches. And it has flourished from this principle of subsidiarity.”

Common Core is NOT OK!

Here is a short article from the Heritage Foundation,, byline .

It points out that Massachusetts is having second thoughts about Common Core as currently constituted. This is very significant, given that Massachusetts is supposed to be the model on which Common Core is based. It would seem not.

From the article, and I find the second paragraph quite telling:

“Former Governor Bill Weld signed the Education Reform Act in 1993. At its 10th anniversary, 90 percent of Massachusetts students passed their MCAS exams. SAT scores in the state rose for 13 consecutive years following the passage, and according to the National Assessment for Educational Progress report, Massachusetts students have led the nation in overall achievement for nearly every grade level.

While achievement gains in Massachusetts have leveled off in recent years, the Bay State continues to lead the nation in math and reading proficiency. Massachusetts’s fourth- and eighth-grade students exceed the national average of students reaching proficiency by nearly 10 percentage points for both reading and mathematics.”

Common Core is NOT OK!


Ms. L.E. Ikenga is not a very public figure (at least I couldn’t find anything about her via net-search), but she has a few articles at American Thinker, and she recently wrote this one, about what Common Core State Standards actually are and why they will not work.

She apparently has the ethnic and educational background to address the issues the way she does (I do not), but I think it is particularly important that she points out that the basis of common core thinking has little to do with the Common Core State Standards as they are being foisted upon us.

She said, “Common Core (CC) vs. Common Core State Standards (CCSS)

Much of the ideology behind the CC is the bequest of education thinkers E.D. Hirsch, Mortimer J. Adler, and Allan Bloom, all of whom began far-reaching public campaigns for the restoration of classical liberal arts standards in American education in the late 70’s and early 80’s. Mr. Hirsch continues this work through his Core-Knowledge Foundation, which he established in 1986.”

She points out that Mr. Hirsch’s ideas were the basis of K-12 reforms in Massachusetts starting about 20 years ago, and those reforms have proven successful, as opposed to everything else that has been tried elsewhere. She states simply that what the progressives are trying doesn’t much resemble what Hirsch advocated, nor what Massachusetts enacted.

Quoting from her American Thinker article, “As of right now, the CCSS continues to be a poorly thought out patchwork of ideas for an academic framework for the nation’s public schools. The ideas are based on an amorphous compilation of core-knowledge philosophy, outdated NCLB aligned teaching standards, and disparate progressive pedagogies from coalitions of educators with dubious academic backgrounds.

However, by law, no state in the Union is required to adopt the CCSS; nor is the CCSS a mandate for a national curriculum for English literacy, history, mathematics, or the sciences.  Alaska, Nebraska, Texas, and Virginia have opted out, and Minnesota has only adopted the CCSS reading standards.”

That second paragraph is pretty significant, considering that our Oklahoma Governor and State Superintendent both act like there is simply no alternative to adoption of the Common Core State Standards.

Note, these laws are affecting homeschoolers. These laws will result in more melding of the government in the private affairs of law-abiding citizens and good parent.

And if that doesn’t worry you, then consider this:

I am emphasizing that Common Core State Standards are not what they are asserted to be. They are not useful. Common core is just another progressivist program to kick the can down the road and keep the ruling class in power, both in the educational associations and in politics.

Common Core is NOT OK!

Dr. Haynes writes at American Thinker:

The article is points out what a mess Gates and other leftist philanthropists have made of their “support” of education, and how badly it all fails.

She points out that in the last decade expenditures on testing (standardized tests, or “results” testing, if you will) have more than tripled. In a study published over a year ago (so not new information, and not surprising to anyone paying attention), Dr. Krashen estimates testing requirements will be 20 times higher under Common Core nationalization. At the time of the study, the US education system was spending $1.7 billion. 20 times that? Probably not, but 20 times more time and energy from our already stretched teachers, 20 times more time taken for testing and an untold amount of extra time teaching to the tests and teaching how to take the tests, especially given how important the test results are to the careers of the teachers!

End the madness. Common Core is bad. It will worsen an already failed system.  Read the rest of this entry »

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