Category Archives: Outcome Based Education

0206_Education Secretary Betsy DeVos Implies Common Core Are ‘High Standards’ — she is wrong — by Dr. Susan Berry (May 6, 2017)_Dr. Sandra Stotsky_ Mike Pence_Dr. Jason Zimba_Dr. James Milgrim_Ze’ev Wurman

Donna Jack
May 13, 2017/update 12:52 p.m./updated 2017-05-15

THIS IS A FOLLOW-UP ON BLOG 0205–Go to Blog 0205 for background information connected with this article.

Comments about:   Common Core and ESSA – and Education Secretary Betsy DeVos.

Common Core was coercively pushed on school districts and states across our country,  (using force and threats in addition to bribery) — it was deceptively implemented, keeps growing in its scope, and has not gone away.

Common Core was officially made federal law (ESSA) in December 2015.  If Betsy DeVos does not know that, or if she does and is hiding it, she should not be our Education Secretary.  We need someone who will honestly and thoroughly champion for local control of education — not just in words, and not just in little parts – but have local control truly be the top priority.

Go to the end of Blog 0205, for some links to other blogs on this website that deal with Common Core.  They contain information that will be helpful to people who know nothing about Common Core, and they are also excellent resources for people who have studied Common Core for years.

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5.6.17 – Breitbart

http://www.breitbart.com/big-government/2017/05/06/education-secretary-devos-implies-common-core-high-standards/

www.breitbart.com
Education Secretary Betsy DeVos says though Common Core no longer exists – itself a controversial statement – she hopes states will still “shoot high.”

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0205_Intro to blog 0206_inadequacies of Common Core_DeVos mistaken about education_ESSA federalized Common Core__FEE is supported by people who want global control of education_Links to some blogs on this site that are about Common Core_Jeb Bush

Donna Jack
May 13, 2017/update May 15, 2017

FEE Chairman Jeb Bush_Meet our Board–meet our donors 2008-2016

Background information to supplement the next blog – Blog 0206

On May 6, 2017, Donna Garner distributed an article by Dr. Susan Berry, which is also the subject of the next blog (blog 0206).   Donna Garner is an invaluable resource.  You can email her, asking her to place your email on her distribution list — Wgarner1@hot.rr.com.

If you don’t know much about Common Core, you can learn a lot from Dr. Berry’s article and the video she linked within the article.  In the video, Jason Zimba admits Common Core does not prepare students for more than, at best, a non-selective junior college.  Jason was a lead writer of the Common Core State Standards for Mathematics.

To learn about those people and organizations pushing Common Core,
the History and goals of Common Core – and its status

Go to Links to blogs, that can be found listed at the end of this article.  They give some detailed background, history and goals of Common Core.  They are good for beginners, as well as for those of us who have studied Common Core for years.  They can be a refresher and can offer new information. Continue reading

0201_Why Competency-based Education will Deepen America’s Education Crisis—by Jane Robbins

Donna Jack
May 4, 2017

Donna Garner forwarded this article across the country today.  Following are a few selections from the article.  You can link the article at:  http://thefederalist.com/2017/05/04/competency-based-education-will-deepen-americas-education-crisis/

Samples from Jane Robbins’
May 4, 2017 Competency-Based Education (CBE) article

“Our Choices: Minimum Competency Or Indoctrination. Some CBE proponents straightforwardly argue that education must be changed to focus less on instilling knowledge and more on training students in “twenty-first-century skills” such as creativity, communication, and collaboration.
Unencumbered by facts, the government can then establish its own definitions of what success looks like in those areas.”

“This is where CBE becomes much more dangerous than its predecessor OBE. Modern technology allows the training to be accomplished much more effectively, and with data-capture mechanisms that can literally reshape our children’s lives.”

“Slicing and Dicing Kids’ Minds for Market Digital learning uses interactive software to track the student’s every keystroke, and perhaps his psysiological reactions, to create a personal mind-map illustrating not just what the child knows but also how his brain works.  This is perfect for CBE.  Th Student can work his way through the different benchmarks at his own pace and have all his responses recorded and incorporated into an algorithm that shows where he is and where he’s likely to go.”

“According to the CEO of mind-mapper Knewton, the ed-tech companies will have so much data on each student that they can predict what he will do and tell him what he should do.  Few parents want the government (through the schools) to have this much information on their children, but of course, parents won’t be told how all this works.”

“CBE isn’t real education. It’s a mechanism for control. States must reject it.
Jane Robbins is an attorney and a senior fellow with the American Principles Project in Washington DC. She is a graduate of Clemson University and the Harvard Law School.”

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5.4.17 – The Federalist

“Why Competency-Based Education
Will Deepen America’s Education Crisis
By Jane Robbins
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0091_Donna Garner_her bio and what led up to group think, co-operative learning, outcome based education_abandoning Type #1 Education

Donna Jack
April 28 2016

Several days ago, while trying to sift through my emails (most of you know what I’m talking about), I came across this important document written by Donna Garner in 2015.  She had forwarded it this month to people on her email list.

In this informative, historical account, Donna Garner shares some of her first-hand knowledge about how we got into the education mess we are in.  She includes some relatively recent history leading up to Common Core.

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“Donna Garner: “My Story As I Lived It –Hillary Clinton and the Birthplace of Common Core —  1.9.15

www.educationviews.org

My Story As I Lived It in the Classroom: The Birthplace of Common Core” By Donna Garner.

This is taken from my memory as I lived through this era as a classroom teacher.

 As you may know, I started teaching in 1963, left teaching to have children and stayed home with them for 10 years, then went back to the classroom as a substitute teacher and then a full-time teacher around 1975. 

I was appointed by President Ronald Reagan and re-appointed by President George Herbert Bush to serve on the National Commission on Migrant Education; and then I served on the TEKS writing team in 1995-97.  I was the lead writer of the Type #1 Texas Alternative Document – TAD – that we current classroom teachers wrote as an alternative to the Type #2 ELAR/TEKS. After the Type #2 ELAR/TEKS ended up being adopted by the SBOE [State Board or Educaiton] in 1997, I worked tirelessly in the background to help elect new SBOE members and then to help them write and adopt the Type #1 TEKS starting in 2006 through 2012.  

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0090_Label-Libel_a term used in “Teaching as a Subversive Activity” by Neil Postman and Charles Weingartner_a 1969 book to teach teachers

Donna Jack
April 23, 2016

Around 1982 I purchased:  Teaching as a Subversive Activity:  A no-holds-barred assault on outdated teaching methods – with dramatic and practical proposals on how education can be made relevant to today’s world. – 1969 by Neil Postman & Charles Weingartner.

At the time I purchased it, I was pretty much a full-time volunteer at Collet Park Elementary School.

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Not just your regular hard-working mommie-volunteer

When I say “full-time volunteer,” I did many of the regular mommie volunteer jobs — bringing  brownies for parties, periodically helping on the school playground or after school as the children were leaving school.  Like some mothers, I was an active member of the PTA and was on the Advisory Council – I was the parent sponsor of the Student Council.  I headed up the talent show, and the ice cream social that took place after the show; the weekly pop-corn sales; projects that the students did, etc.

But in addition to all this, I was also inside the classrooms, day after day, listening to children who read to me; teaching some classes; learning about the unreasonable conditions under which teachers had to teach; learning about all the responsibilities teachers had outside the classrooms; observing how teachers taught; observing the principal (who considered parents the enemy) as he coached the teachers to make sure to keep all school work away from parents; watching the students in the classrooms; taking about 1/2 of the students (5th grade non-readers) out of the classroom and teaching reading, so the teacher could teach the rest of the children; teaching music from class to class; officially reviewing curriculum from 4 or 5 publishers; etc.

[note:  I didn’t know the first thing about teaching reading then, but ended up inspiring at least one girl to get a real tutor and learn how to really read.]

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Teaching as a Subversive Activity — It is meant to instruct teachers

Recently I showed the book Teaching as a Subversive Activity to a couple friends.  When they read the title, they assumed the book was written to expose the tactics used by some teachers to subvert students.

I pointed out that I had purchased the book in a teacher supply store about 34 years ago.  It was written to TEACH TEACHERS HOW TO SUBVERSIVELY CHANGE STUDENTS’ ATTITUDES, BELIEFS AND BEHAVIORSContinue reading

0088_Analysis of a recent WSJ piece by Piereson and Riley_to have SAT be the only measure of college readiness_Bad Idea!

Donna Jack
April 13, 2016

Link to a March 30, 2016 article in the Wall Street Journal –
Here’s Why Tests Matter
by James Piereson and Naomi Schaefer Riley

This is the first blog piece about the above-linked article that recently appeared in the Wall Street Journal.  The title of the article is:  Here’s Why Tests Matter:  The SAT is especially important. With grade inflation, report cards are basically meaningless.”

I believe this  WSJ piece unintentionally recommends a solution that will further eliminate literacy in our country.  I suspect the authors of the article are trying to come up with a way to help overcome the fact that many of the grades of students in schools don’t reflect the incompetency and illiteracy of the students.  There are a number of reasons these grades are artificially high.

One reason for this false reporting is that teacher, counselor, administration, etc.  positions and salaries are directly related to the test scores of the students  under them.  Teachers and others don’t want to fail along with their students.  Also, failing teachers means failing schools – which may mean school closures or other unpleasant consequences.

Some lies about school achievement take place to protect jobs, or to placate parents.

False reporting of grades makes it challenging to figure out which grades accurately reflect the academic knowledge of students.  These false reports help hide the fact that education is diminishing across this country.

Very sad is the fact that too many people think it is alright to lie.

These inflated grades should not be used as a reason to discard all grades.  Thankfully some people are still honest (a virtue that is neither encouraged in most national curriculum nor encouraged within most schools anymore).   Still, some students have actually earned the grades they have (whether those grades are high, average or low). Continue reading

0086_Launching of complete index to 86 blogs on this site_access them all easily_it will be updated as blogs are added

Donna Jack – April 2, 2016

Link to new index of all 86 blog posts.

Dear friends and family,

It is with tremendous gratitude that I thank Geri Zahner-Heasley for designing this site and giving it to me, setting it up, and spending countless hours struggling with me so I could begin to use the site.  The work began last July.

There are, as of today, 86 blog posts, including this one.  As the number of blogs increased, it became increasingly difficult to maneuver through the blogs, making it seem as if most of them had never been written.  So finally, today there is an index that lists every blog, starting with the most recent, and going all the way back to the first one last July.  It is so easy to use, and can be copied, pasted and printed out or saved!

Continue reading

0074_Common Core: Subversive Threat to Education_Karen Bracken_April 8, 2013_YouTube

This particular video, which was made in 2013, is among the best presentations out there that lays out a straight-forward history of Common Core national standards (which drive curriculum and assessments) and introduces the people and organizations behind Common Core national standards and all that goes along with national standards.

You can read a transcript of the video, approved by Karen Bracken, the person who presents the information in the video.

This video gives information necessary to understand better what is going on today with Common Core, the College Board (AP, SAT, GED, etc), ACT, International Baccalaureate (IB program), and a number of other topics central to education.

Additionally you will hear some quotes by founders of public education in the U.S.A., and learn some of Bill Gates’ activities, goals and alliances.

Karen Bracken lives in Tennessee, and continues to work tirelessly to inform people about the take-over of our education.  Below is her 2013 presentation — Common Core: Subversive Threat to Education.

Published on Apr 23, 2013

Karen Bracken ( http://tnacc.weebly.com ) Presents Common Core: Subversive Threat to Education on 18 April 2013 at the Chattanooga TEA Party meeting. Introduction by Mark West, President of the Chattanooga TEA Party.

Transcript for above YouTube – approved by Karen Bracken.  You can “search” the transcript document by pressing “Ctrl” and “F” and typing in the name or subject, etc.

 

 

0059_ED WEEK: PARCC SCORES LOWER FOR STUDENTS WHO TOOK EXAMS ON COMPUTERS — 2.3.16

[Gramma Grizzly comment:   Whether a student uses a computer or paper and pencil to take an assessment, may not be the explanation for score differences.  Or it may.  Why not go to paper and pencil and get rid of the computer assessments?  Better yet, why not get rid of the assessments?  Stop wasting the time of teachers and students preparing for assessments that don’t even measure the education of students, but measure instead  their attitudes, beliefs and behaviors.

Going entirely to computer assessments, or adjusting results to eliminate the discrepancy between computer-taken and paper-taken assessments, may just mask serious deficiencies – like the problem of illiteracy that is growing in our country.

I know of students and adults who cannot read, or tell time, write letters and numbers, or write clearly enough for someone else to read their writing.  These are not people in “poor neighborhoods.”  This is a frightening condition spreading throughout our country!

Question:  If, to a great degree, students who take assessments on computers seem to score much lower than students taking assessments using paper and pencil — why not give everybody paper and pencil, rather than lower the scores of those who use paper and pencil to “make up” for the difference in score results?  (Question:  who is using paper and pencil for assessments?  Who decides what to measure with these assessments?)

One of the goals of federal standardized education is to gather information on every student, their friends, teachers, family and their life in general.  All this is gathered in order to help “someone up above” design “individualized education” for each student, in order to mold each individual’s attitudes, beliefs and behaviors into a predetermined product.  What is that product?]

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From: Donna Garner <wgarner1@hot.rr.com>
Sent: Wednesday, February 3, 2016 1:40 PM
To: Donna Garner
Subject: ED WEEK: PARCC SCORES LOWER FOR STUDENTS WHO TOOK EXAMS ON COMPUTERS — 2.3.16

2.3.16 – Ed Week

PARCC Scores Lower for Students Who Took Exams on Computers

By Benjamin Herold

http://www.edweek.org/ew/articles/2016/02/03/parcc-scores-lower-on-computer.html

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