COMMON CORE NOT A STANDARD, COMMON CORE IS A DATA COLLECTION DEVICE
Common Core is not a testing standard nor is it a curriculum. Common core is a data point collection system to be used to design a hyper-efficient human capital processing model.
The idea that Common core is primarily a data collection system first to me when I came across the fact that Common core was the brainchild of David Coleman, founder and CEO of Student Achievement Partners, and Achieve. David Colman was not a teacher, nor does he have an educational degree. He came from a company called McKinsey & Company a data analytics firm. I postulate that this is where Common core or the idea for it was born.
I am not an expert in education or data analytics but I think that collecting data and using it to improve education has great potential
Here is a definition of Data analytics (DA) and Data Mining from techtarget.com
Data analytics (DA) is the science of examining raw data with the purpose of drawing conclusions about that information. Data analytics is used in many industries to allow companies and organization to make better business decisions and in the sciences to verify or disprove existing models or theories. Data analytics is distinguished from data mining by the scope, purpose and focus of the analysis. Data miners sort through huge data sets using sophisticated software to identify undiscovered patterns and establish hidden relationships. Data analytics focuses on inference, the process of deriving a conclusion based solely on what is already known by the researcher.
Dave Coleman’s Common core probably uses both Data Analytics and Data Mining. Judging from the amount and type of data that is connected to common core implementation one can conclude that their data model is leavening no stone unturned. They want every data point they can get, constantly collected and eventually correlated with the end result.
What that means to the children currently in school is that common core when it is first implemented will be specifically designed to collect student data points. A lot of student data points. They will mainly collect data using assessments, but also personal profile surveys, past test scores, school records, possible medical records, and other “normal” method. They will also collect data by tracking and recording everything a student does while using an interactive computer based learning programs. This is why the Why the US department of Education is recommending the use of fMRIs to o to (Functional magnetic resonance imaging) to measuring brain activity, facial expression cameras, posture analysis seats and wireless skin conductance sensors to use on our kids. They want data point to track our Children’s Grit, Tenacity and Perseverance
My opinion. Davis Colman and his partners at Achieve, probably all really believe that they can produce a data model that will lead to a new modern utopian like educational system. Bill cage see the opportunity to finally sell his Window 8 based products, GE will supply the hardware for the data gathering, Pearson will make billions on new textbooks. The Obama administration and the US department of Education will have a monopoly on education so they can indoctrinate
WHY IS COMMON CORE PRIMARILY A DATA COLLECTION SYSTEM
Have you ever wondered about all the strange things in common core, How the math does not teach students to become proficient in finding the correct answers, but confuses them a menu of algorithms. How the Language arts provide material without context and asked open ended and sometime unanswerable questions?
I believe that there is only theory that adequately explains all the data collection, the implementation time table, the strange methods I mentioned above, and the push to have the standards common to the entire country. These things and most of the other parts only make sense if you accept the following theory:
Like many other I was trouble and opposed to common core because it violates so many values and federal laws and the constitution. I object that it being force on our kids, promoted by deceitful practices, cost much more that we pay now.
WHY THEY NEED TO LIE ABOUT COMMON CORE
One claim is that these standards would raise the standards and our competiveness in the world. That may be the eventual goal, but the current crop of students, our children, would actually fall behind because they will be basically data sources and not able to “benefit” from any future educational model.
Another claim is that the personal identities of our kids would be redacted and replaced with a number. If so, that number will be linked with our children well after their school years. Otherwise, they would have no way to find out which students (data models) lead to a desired outcome. There is no reason to think that the department will ever stop collecting data on our kids.
An all powerful, maybe even a globa,l governmental body would have everything they need to control or punish our children and their children.
the most important point that should be obvious to all the overeducated super intelligent people promoting this new data driven educational system is that it will fail, and when it fails it will condemn a generation or two of American to decreased potential, to a loss of countless opportunities, and to shattered dreams.
The failure of the data model based educational system will be blatantly obvious to nay one who actually has kids. There are many thinks about kids that will completely corrupt the precious data.
First, kids do not act the same way as the usually do when that are being assessed, tested, evaluated or watched. Some do not perform well and some will not perform at all.
Second, if kids are constantly given test, which in of common core have ambiguous questions, many kids will just not do them. Smart kids hate dumb questions.
Common core and the DOE any want to test their tenacity, perseverance and grit. But unless self motivated kids will the only thing they will give you is pouting, defiance or doodling. Someone told me that they got so tired of tests that they filled in the bubbles on the answer sheet, with Christmas tree shapes. Put THAT in your data and mine it.
A NEW UNTRIED EDUCATION REFORM MODEL
Children have a natural instant to want to learn. Most teachers go into that profession because they love children and love to teach. So how about this as a data mining model. Send out a survey consisting of several sheets of blank paper to every teacher, have them put in their suggestions, and then do what they ask.
ADDITIONAL LINKS FOR FURTHER INFORMATION
See Alert!! Common Core at MenphisshelbyInform.com March 28, including the link to the U. S. Department of Education, Office of Educational Technology document s entitled “Promoting Grit, Tenacity and Perseverance
Intelligent Design: Common Core’s Core Goal Common Core assessments April 4, 2013 By: Evan Queitsch http://www.examiner.com/a...
Top Ten Scariest People in Education Reform: # 9 – David Coleman
http://whatiscommoncore.w...
McKinsey & Companys front page says “Big Data, What’s Your Plan, Advanced analytics is defining the difference between winners and losers”. They have an educational reform studies on heir site. How the world’s most improved school systems keep getting better November 2010 | By Mona Mourshed, Chinezi Chijioke, and Michael Barber
On February 17th, just a few months ago, the US Department of Education released a draft from their Center for Technology in Learning in conjunction with SRI International entitled “Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century”. The piece’s executive summary states, “The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient. If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills. There is a growing movement to explore the potential of the “noncognitive” factors—attributes, dispositions, social skills, attitudes, and intrapersonal resources, independent of intellectual ability—that high-achieving individuals draw upon to accomplish success.” They further conclude that grit, tenacity and perseverance are the core set of noncognitive factors that are “essential to an individual’s capacity to strive for and succeed at long-term and higher-order goals, and to persist in the fact of the array of challenges and obstacles encountered throughout schooling and life.” Parents, I encourage you to read the study as it gives you an insight into the minds of those who are seeking to plan your child’s future and the future economy. It also tells you what the government thinkers are planning to track (eventually) as “data”. I also urge you not to underestimate these people. SRI, the group that will be collecting data in the new assessment system being developed by the SBAC, is the Stanford Research Institute in Menlo Park, CA which launched a spin-off company in 2007 called Siri, Inc. which was acquired by Apple in 2010. In 2011, Siri became the personal assistant on your iPhone.
Take a look at the attached document from the U. S. Department of Education, Office of Educational Technology. It is entitled “Promoting Grit, Tenacity and Perseverance“.
“Go to page 32 (page 50 of 126) and you find that they are recommending that fMRI (Functional magnetic resonance imaging) be used on the students. This is used for measuring brain activity and is not something that measures intelligence. It is used only in medical procedures.
Go to page 62 (page 44 of 126) and see the devices proposed to be used on the students such as facial expression cameras, posture analysis seats and wireless skin conductance sensors.
Go to page 66 (page 48 of 126) and read the following.
Learners and educators have the potential to get forms of feedback about their behaviors, emotions, physiological responses, and cognitive processes that have never been available before. Measurement developers must carefully consider the impacts of releasing such data, sometimes of a sensitive nature, and incorporate feedback mechanisms that are valuable, respectful, and serve to support productive mindsets”.
Intelligent Design: Common Core’s Core Goal Common Core assessments By: Evan Queitsch
Actual quotes from Arne Duncan
“The common denominator for all of these policy decisions was that they were informed by data. I am a deep believer in the power of data to drive our decisions. Data gives us the roadmap to reform. It tells us where we are, where we need to go, and who most is at risk.
And thanks to the Recovery Act, we also have some money, and money does matter. Over $100 billion in new resources is coming to education. It would have been unimaginable just a few months ago to think about that.
And finally, we need robust data systems to track student achievement and teacher effectiveness.
Today, of course, I want to focus on data and I'm blessed to have an audience that knows what I mean when I use words like regression models and effect size indicators.
We will ask millions of teachers to use student achievement and annual growth to drive instruction and evaluation. Parents need to understand that. We ask elected officials in states across America to embrace higher standards even though the initial data for their states may reflect badly on them and their schools. This will take real political courage with short–term pain leading to long–term gain.
Hopefully, some day, we can track children from preschool to high school and from high school to college and college to career. We must track highgrowth children in classrooms to their great teachers and great teachers to their schools of education.
We will also push states to make data available to researchers. Of course, we realize student privacy is a real concern. But there are solutions. We can assign student identifiers to connect databases in school systems. Universities, researchers and other nongovernmental third parties can strip out personally identifiable information from those databases.
The Data Quality Campaign, DQC, lists 10 elements of a good data system. Six states, Alabama, Arizona, Delaware, Florida, Louisiana, and Utah, have all 10 elements. Other states are also making progress. For example, Arkansas has a data warehouse that integrates school fiscal information, teacher credentials, and student coursework, assessments, and even extracurricular activities.
We want to see more states build comprehensive systems that track students from pre-K through college and then link school data to workforce data. We want to know whether Johnny participated in an early learning program and completed college on time and whether those things have any bearing on his earnings as an adult.
And, hopefully, some day, we can track children from preschool to high school and from high school to college and college to career. We must track highgrowth children in classrooms to their great teachers and great teachers to their schools of education.
We want to see more states build comprehensive systems that track students from pre-K through college and then link school data to workforce data. We want to know whether Johnny participated in an early learning program and completed college on time and whether those things have any bearing on his earnings as an adult. “
What is data-driven educational decision making?
In an education context, data-driven decision making is the analysis and use of student data and information concerning educational resources and processes to inform planning, resource allocation, student placement, and curriculum and instruction. The practice entails regular data collection and ongoing implementation of a continuous improvement process.
EDFacts is a U. S. Department of Education (ED) initiative to collect, analyze, report and promote the use of high-quality, kindergarten through grade 12 (K–12)Performance data for use in education planning, policymaking, and management and Budget decision making to improve outcomes for students
Colleges Mine Data to Tailor Students' Experience
One analytics tactic—monitoring student clicks in course-management systems—especially worries critics like Gardner Campbell, director of professional development and innovative initiatives at Virginia Tech. He sees these systems as sterile environments.Where students respond to instructor prompts rather than express creativity. Analytics projects that focus on such systems threaten to damage colleges much like high-stakes standardized testing harmed elementary and secondary schools, he argues. "Counting clicks within a learning-management system runs the risk of bringing that kind of deadly standardization into higher education," Mr. Campbell says.Educational data-mining also presents ethical questions. How much should students be told about the behind-the-scenes computer analysis that manipulates their educational experiences? And how far should colleges go in shaping those experiences based on data patterns?
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This is a battle for more than education; this is a battle for social justice
Sutherland Institute Advises Utah to Reject Common Core and Says USOE Claims are Misleading
The key phrase here is “personally identifiable student data.” Utah must give education data to the federal government as a participant in programs like NCLB and IDEA, but this data is reported on the state, district or school level, not the individual student level. However, the Smarter Balanced Assessment Consortium (SBAC), of which Utah is a member, has agreed to work with the U.S. Department of Education to “develop a strategy to make student-level data that results from the assessment system available on an ongoing basis for research, including for prospective linking, validity, and program improvement studies, subject to applicable privacy laws” (pg. 10). So while Utah is not currently obligated to share personal student-level data with the federal government, the state may be pressured or required to do so in the future as a participant in SBAC (Utah has agreed to support any decision SBAC makes [pg. 10]). We urge USOE never to share personally identifiable data with the federal government. No “compelling reasons” exist to do so.
Computer Adaptive Testing
The standards require “so much time teaching kids procedures of how to solve a problem, they can’t do basic math,” he said. He also said forcing teachers to “teach to the test” in two subject areas shortchanges other important subjects such as science, history, and geography.
State school trustee Chappell calls common core standards ‘No Child Left Behind on steroids’
Common Core: Gates Foundation-Follow the Money Harry Mathews on March 14, 2013 http://teach1776.ning.com...
David Coleman's Global Revenge and the Common Core Sunday, April 29, 2012 http://www.schoolsmatter....
