Why I am against the Common Core Standards
You hand Johnny his packed lunch, give him a kiss, and smile as you see him run off to school. Once in the classroom, his teacher tells him that today is the big day to take the state test for Common Core. Johnny sits down in front of a computer and avails himself to the “four parallel streams of affective sensors.” A “facial expression camera” detects emotion, capturing facial expressions. The “posture analysis seat” analyzes the mood of Johnny based on how he sits. The “pressure mouse” analyzes how Johnny uses the computer mouse, and the “wireless skin conductance sensor” (a wide, black bracelet) collects “physiological response data from a biofeedback apparatus that measures blood volume, pulse, and galvanic skin response to examine student frustration." This information from Johnny will be collected every year, from k-12 education, on into college, and into the workforce. It is all part of the State Longtitudinal Database System (SLDS) that states are adopting to be in compliance with the Common Core Standards.
Why am I against Common Core Data Mining? I went into teaching because of my love of children and my joy of being a part of igniting the spark of intellectual curiosity in young students. My father who had taught middle school history for 15 years always told me, “The most important element of education is the teacher in the classroom.” Building the relationship between the teacher and student and establishing trust, respect, and admiration between the two creates an environment conducive to learning for the young person. The Common Core Standards is a national policy designed to manage the entire nation’s population, treats individuals as cogs, and destroys what little remains of a positive educational environment. Sadly, it is just another depressing governmental, top-down program dictated to teachers and families. Horrifyingly, it will use modern technology to make decisions for the masses, and thus destroy the diversity and individuality of education and our country.
On Common Core tests, along with answering question about academics, students will provide “Personally Identifiable Information.” And, sensitive information will be extracted, as well, such as:
1. Political affiliations or beliefs of the student or parent;
2. Mental and psychological problems of the student or the student's family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, and demeaning behavior;
5. Critical appraisals of other individuals with whom respondents have close family relationships;
6. Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers;
7. Religious practices, affiliations, or beliefs of the student or the student's parent; or
8. Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).
This information will then be managed by inBloom, Inc., a private organization funded by the Bill and Melinda Gates Foundation. It is preposterous to imagine any family wanting a private organization to collect and use private information over the childhood and young adulthood of family members.
There are many reasons why I do not like the Common Core Standards, but the strongest one involves data mining. Using technology to make education more efficient and commercial scares me because it treats individual students like data and it is open to corruption and abuse.
Most of my information about Common Core testing I used to write this came from Diane Rufino's article. Her information is listed below. She referenced the other sites.
Heritage Foundation Conference (panel discussion) on Common Core: "Putting the Brakes on Common Core" - http://www.youtube.com/watch?feature=player_embedded&v=P40GaKlIwb8 (Panelists included Lindsey Burke of the Heritage Foundation, Jim Stergios of Pioneer Institute, Ted Rebarber of Accountability Works, Heather Crossin of Hoosiers Against Common Core, and Christel Swasey. Michele Malkin was a guest speaker)
Bob Luebke, "Common Core Will Impose an Unproven One-Size-Fits-All Curriculum on North Carolina," Civitas Institute, March 18, 2013. Referenced at: http://www.nccivitas.org/2013/common-core-imposes-one-size-fits-all-curriculum/
Bob Luebke, "Common Core: Worse Than You Think," Civitas Institute, April 11, 2013. Referenced at: http://www.nccivitas.org/2013/common-core-worse-than-you-think/
Dean Kalahar, "Common Core: Nationalized State-Run Education," American Thinker, April 12, 2013. Referenced at: http://www.americanthinker.com/2013/04/common_core_nationalized_state-run_education.html
Mallory Sauer, "Data Mining Students Through Common Core, New American, April 25, 2013. Referenced at: http://www.thenewamerican.com/culture/education/item/15213-data-mining-students-through-common-core
Rachel Alexander, "Common Core Curriculum: A Look Behind the Curtain of Hidden Language," Christian Post, April 18, 2013. Referenced at: http://www.christianpost.com/news/common-core-cirriculum-a-look-behind-the-curtain-of-hidden-language-92070/
Rufino, Diane, “For Love of God and Country,” http://www.beaufortobserver.net/Articles-NEWS-and-COMMENTARY-c-2013-05-13-266807.112112-COMMON-CORE-Common-Core-or-Rotten-to-the-Core-You-Decide.html
Data Mining, on the Glen Beck Show - http://www.youtube.com/watch?v=7NjqOBEc3HU
Valerie Strauss, " A Tough Critique of Common Core on Early Childhood Education," The Washington Post, January 29, 2013. Referenced at: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/29/a-tough-critique-of-common-core-on-early-childhood-education/
Reality Check: The Truth About Common Core - http://www.youtube.com/watch?v=6AdiCGgxj58
Certification and advertising on our website takes one complete school year, because you have to collect student work and respond to it. However, in order for a caring adult to understand how to teach with this method requires the teacher to watch about 2 hours of DVD and to read a 77 page booklet. Once you start the program with the students, you really do not need to spend outside time preparing for the class. Because the students are responsible for researching, the teacher acts more as a tutor and guide, rather than a lecturer.
Teaching with the Take a Stand! series helps me get to know my children and students better and it helps them how to think critically, form historical judgement, and express themselves in speech and in writing.