Category Archives: NAEP (National Assessment of Educational Progress)

0359_Betsy DeVos Appoints Former Democrat Governor to Head National Testing Board_by Dr. Susan Berry Nov 6, 2018

December 1, 2018

Just returned from caring for grandchildren for about a month, without the internet available.  Came home to over 900 emails.  Found this sent out by Donna Garner:


Sent: Wednesday, November 7, 2018 9:36 AM

11.6.18 — Breitbart

 “Betsy DeVos Appoints Former Democrat Governor to Head National Testing Board”

 By Dr. Susan Berry

 To read the entire Breitbart article, please go to:

 [Comments from Donna Garner:  On March 13, 2018, Leslie Stahl asked Sect. of Ed. Betsy DeVos, “Why have you become, people say, the most hated Cabinet secretary?” Sect. DeVos replied that more than anything she is misunderstood. The article below shows that she is not “misunderstood” but is actually “understood” all too well. 

Even though Pres. Trump ran on the platform of getting rid of Common Core, he made a bad choice in appointing Betsy DeVos as Sect. of Ed.  She, working hand-in-glove with Jeb Bush, is making sure that Common Core becomes permanent.

Now DeVos has chosen former North Carolina Gov. Beverly Perdue to oversee the NAEP. This test is not yet aligned with Common Core; but under Common-Core-lover Perdue, the NAEP is sure to be closely aligned with Common Core in the same manner as the SAT, pre-SAT, and AP are.

The NAEP was mandated by Congress in 1969 and compares representative samples of students’ scores in mathematics, reading, science and writing.  The NAEP allows the nation to compare academic progress from state to state.

Beverly Perdue will be a disaster because by aligning the NAEP with Common Core, she will pressure states with fact-based, academic curriculum standards/tests (e.g., Texas) to move away from their own Type #1 traditional standards and to adopt the Type #2 Common Core philosophy of education that is based upon subjectivity/feelings/emotions/opinions and the social justice agenda.

The truth is that Common Core is failing everywhere. Students’ academic achievement is going down while their indoctrination into the social justice agenda is going up.  Perdue’s almost certain attempts to change the “nation’s” test (NAEP) into Type #2/Common Core will further abandon teachers and schools who want to make sure their students have deep foundational knowledge and a fact-based education.

Beverly Perdue represents a dark day for America’s educational future.

To read more about the dangers of Common Core, please go to this article: “Yes, Common Core Is Advancing a Left-Wing Agenda” – by Dr. Susan Berry — 10.26.18 – Breitbart —


“Betsy DeVos Appoints Former Democrat Governor to Head National Testing Board”

 By Dr. Susan Berry

 Excerpts from this article:

 Education secretary Betsy DeVos announced Friday she has appointed former North Carolina Gov. Beverly Perdue to serve as chair of the National Assessment Governing Board.

Perdue, a Democrat and Common Core champion who served as North Carolina’s governor from 2009 to 2013, will lead the board that sets policy for the test known as the National Assessment of Educational Progress (NAEP), also known as the “Nation’s Report Card.”

The former governor, who was once a public school teacher, oversaw the adoption of the Common Core State Standards in her state.

“I am delighted to welcome former North Carolina Gov. Beverly Perdue as the chair of the National Assessment Governing Board,” DeVos said in a statement. “Her years of experience and time spent in the classroom as a public school teacher will be vital to the work of the board as it continues its efforts to strengthen and advance education opportunities for students across our country.”

In 2015, Perdue penned an op-ed at the Hechinger Report, in which she defended her decision to adopt Common Core for her state.

 “In a global economy, it doesn’t matter where you live but it does matter what you know, and children everywhere ought to know what other students across America and the world are learning,” she wrote. “It makes no difference whether you call them Common Core or whether every state gives them a different name.”

Perdue continued that the standards would be helping young people succeed in a “fast-paced world in which skills and jobs change daily.”

The former governor said she was particularly impressed with Common Core math:

I recently visited a second-grade classroom in North Carolina and watched a fabulous teacher help kids understand the concept of the number “55.”  She used 12 addition and subtraction examples to show kids how many different math equations get you to 55.

She showed them how you can use five buckets of tens and five buckets of ones. Or you can use 11 buckets of fives – or six “fives,” two tens” and five “ones.”  She taught these second-graders to think logically and to explore how many ways you can get to an answer.

“The Common Core standards encourage problem-solving and critical thinking skills – skills that were often absent in the classrooms of the past,” Perdue wrote.

The former governor expressed concern about “fears that, by adopting Common Core, the federal government is over-reaching into our schools and threatening to nationalize curriculum.”

“The state has even empaneled a commission to review and rewrite the standards, even though North Carolina has already invested over $66 million in training teachers and school leaders, updating curriculum and transitioning to the Common Core,” she wrote, defending the Core further and asserting that “standards” and “curriculum” are separate concepts.

“[T]he Common Core State Standards were not created, approved or mandated by the federal government,” Perdue wrote in opposition to grassroots parent groups.” “The standards were created by the states. And, they don’t dictate curriculum, which remains entirely under the control of local school boards, principals and teachers.”

However, even as early as 2014, the CEO of the federally funded Partnership for Assessment of Readiness for College and Careers (PARCC) – a Common Core assessment consortium- confirmed the standards and their aligned assessments were intended to drive curriculum.

 “High quality assessments go hand-in-hand with high quality instruction based on high quality standards,” said Laura Slover. “You cannot have one without the other. The PARCC states see quality assessments as a part of instruction, not a break from instruction.”

Former Louisiana Gov. Bobby Jindal, a Republican, also noted at the time:

The proponents of Common Core and PARCC continue to insist that tests and standards are not about curriculum, but that’s a ruse. Teachers already know that what is tested at the end of the year is what is taught in classrooms throughout the year. PARCC may not mandate one textbook or one pacing guide, but the CEO of the federally funded PARCC has admitted one thing: PARCC controls instruction and instruction is curriculum.

Since leaving office, Perdue has led Digital Learning Institute, an education nonprofit company that seeks to expand technology in the classroom. Perdue received funding from the Bill and Melinda Gates Foundation – the primary private source of funding for the development and implementation of Common Core – for her venture…


 Donna Garner –

0347_ Will Congress Heed Evidence That Government Preschool is Worthless? – by Karen Effrem, Jane Robbins – The American Spectator 7-24-18

Donna Jack
July 27, 2017

Excerpts from below:

“(1) ‘fade out’ and even reversal of positive achievement effects by grades 2-3, so that pre-K non-participants were outperforming participants; (2) more disciplinary infractions and special-education placements for pre-K participants by grade 3 than for non-participants; … ” [etc. – see below]

“This dismal report is hardly surprising. The author of the Tennessee study, Dr. Dale Farran, had said in a 2016 Brookings paper that despite 50 years of experience, research does not support the proposition that expanding pre-K will improve later achievement for low-income children.

“…parents, keep your kids out of government preschool.


From: Donna Garner <>
Sent: Tuesday, July 24, 2018 12:22 PM
To: Donna Garner <>

7.24.18 – American Spectator

 “Will Congress Heed Evidence That Government Preschool Is Worthless?”

By Karen Effrem, Jane Robbins

Jane Robbins is a senior fellow at American Principles Project. Dr. Karen Effrem is trained as a pediatrician and serves as president of Education Liberty Watch.

Government pre-K won’t help participants do better in school — and it will even cause emotional harm.

 On the theory that more government programs can solve any public-education problem, bipartisan policymakers have embraced government-funded pre-K programs as the current fix. The federal Every Student Succeeds Act dangles multiple incentives, including new Preschool Development Grants, to coax states into taking more young children from their families and enrolling them in government preschool. Advocates claim the $7.6 billion spent on state pre-K programs will result in improved academic achievement and a multitude of societal benefits. Continue reading

0325_Who Watches the Watchmen (April 9, 2018) _by Sandra Stotsky _National Report Card _National Assessment of Educational Progress (NAEP) _No Child Left Behind (NCLB) _National Center for Education Statistics (NCES) _National Assessment Governing Board (NAGB) _National Validity Study (NVS)

Donna Jack
April 11, 2018

From: Donna Garner <>
Sent: Monday, April 9, 2018 7:16 PM  To: Donna Garner <>

4.9.18 –

 “Who Watches the Watchmen?”– By Sandra Stotsky

 “Transparency might guard the integrity of the tests given by the National Assessment of Educational Progress” — Sandra Stotsky

 Quis custodiet ipsos custodes?, a Latin phrase found in the work of the Roman poet Juvenal, is commonly used to refer to the problem of how one monitors the actions of persons in positions of power. We don’t know if we have a problem with the validity of the results of the “Nation’s Report Cards” or the extent of the problem (if there is one) because there is little transparency on the test development process.

 Tests given by the National Assessment of Educational Progress (NAEP) have been funded by Congress since their inception in the late 1960s and early 1970s. Called the nation’s “Report Cards,” all states have been required since 2001 as part of No Child Left Behind to give these tests at least every two years. Continue reading