Tag Archives: Thomas B. Fordham Institute

A RESPONSE TO CHESTER E. FINN, JR.

Submission* by Karen Schroeder

Common Core: conservative to the core” is one of many articles Chester E. Finn, Jr., has penned encouraging conservatives to embrace Common Core State Standards. Unfortunately, Mr. Finn never discloses that his “conservative” Thomas B. Fordham Institute has accepted nearly a million dollars from the Bill and Melinda Gates Foundation to develop supportive materials for Common Core Standards. Mr. Finn’s conflict of interest renders his assessment of Common Core self-serving and lacking credibility.

Advocates for Academic Freedom is funded solely by private donations. Representing taxpayers from every political party, every religion, and every socio-economic group, AAF has one goal: to demand truth and quality in all aspects of education. Our assessment of Common Core Standards conflicts with that of Chester Finn. CCS are not new, not rigorous or innovative, not fiscally responsible, not state created; they undermine accountability and traditional American values.

The Gates Foundation, David Coleman from the College Board, the International Baccalaureate Organization, the National Governors Association, the Council of Chief State School Officers, and a myriad of others wrote Common Core Standards—NOT the states.

Common Core represents another “We have to pass it so we can find out what is in it” policy. During a February, 2010, Governors’ Luncheon, President Obama told governors to adopt CCSS to receive federal Title I funds. Since the standards had not even been written, the federal government added the word “state” to the title so the public would think that the normal process of teacher and public involvement had been employed. We the people are growing tired of these insulting shell games imposed by governmental agencies.

Teachers and taxpayers should be outraged that any set of standards would require a retraining of teachers to assure implementation. Why should a teacher need to have special training to implement Common Core? The reason is that Common Core Standards do not emphasize student acquisition of knowledge and development of skills. They demand that students develop a belief system and attitudes needed to create a population with a “world philosophy”.

Americans are being forced to spend sixteen billion dollars on a plan shaped by the same policies of Benjamin Bloom that have been failing our children since the 1960s. Dozens of standards that are far more rigorous than Common Core Standards are free and available on the internet. States have always had access to them. When one compares TIMSS math standards for fourth graders to those of Common Core for the same grade level, it becomes painfully obvious that CCSS are not the rigorous standards promised.

CCSS is peppered with standards like this one for nine-year olds in fourth grade: “Construct viable arguments and critique the reasoning of others”. Most teachers would ask themselves: What is a viable argument appropriate for a nine-year-old child? What happens when a non-conformist refuses to critique a classmate/friend? What remediation will be provided? Will that remediation help the creative child learn to use non-conformity in a productive manner? How will this standard be assessed or tested for mastery?

Most math skills required under TIMSS at fourth grade can be found under the CC standards for fifth grade. Standards that are superior to CC focus on knowledge acquisition and skill development—not conformity, values, or beliefs.

Mr. Finn states that CC standards “written correctly, they do not dictate any particular curriculum of pedagogy.” Really? Then why has the federal government provided funding to publishers to align their textbooks to CCS and to testing consortiums to align all tests, ACT, SAT, accreditation, etc., to CCS?

Local control of schools includes a role in determining the curriculum taught. That is the American tradition that makes America a Constitutional Republic. When federal and state governments collude to impose standards upon the public, their DoEDs are acting in a dictatorial manner. America’s strength has always come from its people—not from its government.

It is time for taxpayers to get on the agenda for the next local school board meeting to demand rejection of CCSS and implementation of any one of the other excellent sets of standards available for free. It is time that citizens organize to stop the federal funding and the federal manipulation of the American educational system. Advocates for Academic Freedom works to build a grassroots movement to eliminate federal funding of education, to reallocate those federal educational dollars to the states, and to reinstate local control of schools. You may sign a petition on line at http://advocatesforacademicfreedom.org/petition.asp#.UdFzEuMo6po

Karen Schroeder is the President of Advocates for Academic Freedom, a member of the Wisconsin Educational Communications Board, an experienced public school teacher, and an educational consultant. She provides informational seminars to promote citizen involvement at local and state levels of the educational system. Ms.Schroeder supports a return to fact-based curricula, accountability, and academic excellence in public education. Frequently interviewed by Wisconsin radio personalities including Vicki McKenna, Karen writes for the U.S. Journal and other newspapers in several states. Karen can be reached at kpfschroeder@centurylink.net or by calling 715-234-5072. Address: 331 S. Main St., Suite 307, Rice Lake, WI. 54686

*This is a submission. Submissions do not necessarily reflect an official position of Conservative Teachers of America. One of our goals is to give a larger voice to the many conservative voices that exist inside of education.

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Filed under National Standards (Common Core)

#CommonCore: The Joke’s On Us: 20 U.S.C. § 3403 : US Code – Section 3403: Relationship with States

by Gretchen Logue of Missouri Education Watchdog

Neal McCluskey writes how the Federal Government seems to be directing testing in the Common Core consortia.  From Saying Common Core Not Federal a Joke, but Joke’s on Us:

Last week I posted video from an American Enterprise Institute conference featuring supporters of national curriculum standards—the Common Core—dismissing concerns that implementing the standards might cost lots of taxpayer arms and legs, and laughingly brushing aside concerns that the Common Core might lead to federal control of school curricula. The latter emanated largely from Chester “Checker” Finn, president of the Thomas B. Fordham Institute, whose organization is a leading national standards supporter.
Yesterday news came out that made clear just how serious—and unfunny—concerns about a federal takeover are. According to Education Week, the U.S. Department of Education will start a “technical review process” for the Department-selected consortia creating the national tests to go with the standards. And what will that review look at? Not compliance with accounting standards or something administrative, but test “item design and validation.” That means, most likely (in-depth information from the Department was off-line as of this writing) reviewing the specific questions that will go on the tests. And what is tested, of course, ultimately dictates what is taught, at least if the test results are to have any concrete impact, ranging from whether students advance to the next grade, to whether schools gain or lose funding. Since the ultimate point of uniform standards is to have essentially uniform accountability from state to state, they will have to have some concrete impact, rendering this a clear next step in a major Federal incursion into curricula. (MEW bolded)
Now, maybe Finn wasn’t aware of any of this last week when he blew me off with knee-slapping zingers about the U.N. taking over the Common Core, but I doubt it: according to Education Week, one of Fordham’s employees, Kathleen Porter-Magee, will be on the federal review team, as will frequent Fordham collaborator William Schmidt of Michigan State University. So either Finn is an extremely hands-off manager, or as he summoned his inner Don Rickles last week he knew very well that federal tentacles were inching even deeper into America’s schools.
Ha, ha, America. Joke’s on you.

 
What does the law state about the Federal Government’s involvement in education?  From findlaw.com:

20 U.S.C. § 3403 : US Code – Section 3403: Relationship with States

(a) Rights of local governments and educational institutions
It is the intention of the Congress in the establishment of the
Department to protect the rights of State and local governments and
public and private educational institutions in the areas of
educational policies and administration of programs and to
strengthen and improve the control of such governments and
institutions over their own educational programs and policies. The
establishment of the Department of Education shall not increase the
authority of the Federal Government over education or diminish the
responsibility for education which is reserved to the States and
the local school systems and other instrumentalities of the States.
(b) Curriculum, administration, and personnel; library resources
No provision of a program administered by the Secretary or by any
other officer of the Department shall be construed to authorize the
Secretary or any such officer to exercise any direction,
supervision, or control over the curriculum, program of
instruction, administration, or personnel of any educational
institution, school, or school system, over any accrediting agency
or association, or over the selection or content of library
resources, textbooks, or other instructional materials by any
educational institution or school system, except to the extent
authorized by law.
(c) Funding under pre-existing programs
The Secretary shall not, during the period within eight months
after May 4, 1980, take any action to withhold, suspend, or
terminate funds under any program transferred by this chapter by
reason of the failure of any State to comply with any applicable
law requiring the administration of such a program through a single
organizational unit.

Do you remember of know of any law passed granting the Federal Government powers pertaining to those programs appearing in red text?  No? Then why is this “technical review process” allowed to go forward and exist?

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Filed under National Standards (Common Core)