- Common Core is so important to the open data movement, because it’s “the glue that actually ties everything together.” -eScholar at White House Datapalooza
- How Common Core was created and promoted by big business. "When it came time to draft the provisions, career readiness was a central focus. The writers spent their first two months learning what colleges and businesses wanted high school graduates to know by the time they arrived on their doorstep. From there, the writers “back mapped,” crafting grade-by-grade benchmarks to get them there." Fortune Magazine Dec 2015
- Not sure about student data mining? How it works? Watch this short 4 minute video.
- The state mandated tests and MANDATED state-to-state databases (SLDS -P-20 databases) are vehicles for the nationwide student data collection, both academic and nonacademic. Without Common Core, the federal and corporate invasion of privacy could not be effective. DATA. Social emotional data collected via online programs, algorithms to detect everything from mood, personality, "grit", well being---your values and belief system: 21st Century Skills.
- The SLDS, testing companies, and many online education tech companies align [code] all the data so it is comparable across systems. The defined data elements in the dictionary are called Common Education Data Standards (CEDS). The Federal Government has created over 1,500 individual CEDS, tagged in a standard way, so they are comparable and sharable across all computer systems, because there is an agreed upon code to tag each piece of data put into every data dictionary in the country. astonishing amount of information collected
- CEDS are tied to the Federal Learning Registry, in a joint data gathering project between the Department of Defense and the Department of Education. Many of the larger technology, software companies are also tied into the Learning Registry and share CEDS aligned data with the federal government. Over 120 edetch companies with access to our classrooms (Pearson, PARCC, SBAC, Microsoft, Questar, Air, Google) shared coded data with the Federal Learning Registry via IMS Global. See a list of IMS Global members here.
- The State Core Model <--You have to look. Then read a terrific overview of the document here. The State Core Model is a common technical reference model for states implementing state longitudinal data systems. It was developed by CCSO. " The core purpose of an SLDS is to fulfill federal reporting (EDEN/EDFacts), support SEA, LEA, and research data-driven decision making, and enable exchange of comparable data between education agencies. The Model could enable states to vastly reduce the number and burden of data collection by replacing 625 distinct Federal reporting types with record-level data collections. In addition, it is designed to support dropout early warning intervention systems (DEWIS), positive behavior intervention systems (PBIS) and response to intervention (RTI), balanced scorecard performance management, and provide and extensible model capable of accommodating future needs."
Read entire outline of how RTTT accomplished Common Core, data mining and accountability- HERE
ALL HINGES ON STUDENT DATA click here to see how data is taken and shared.
"To help each state bring all parties to the reform table, we deployed four tools. First, we forced alignment among the top three education leaders in each participating state—the governor, the chief state school officer, and the president of the state board of education—by requiring each of them to sign their state’s Race to the Top application. In doing so, they attested that their office fully supported the state’s reform proposal.
Second, we requested (but did not require) the inclusion of signatures by three district officials—the superintendent, the school board president, and the leader of the relevant teachers’ union or teachers’ association—on each district-level MOU. This approach, among other benefits, gave unions standing in the application process without giving them veto power over it.
Third, we created tangible incentives for states to gain a wide base of community support for their plans. Securing buy-in from multiple stakeholders—business groups, parents’ groups, community organizations, and foundations, for example—earned points for a state’s application. Having the support of a state’s teachers’ union earned additional points.
Fourth, as part of the judging process, we required officials from each state that reached the finalist stage to meet in-person with reviewers to present their proposals and answer reviewers’ questions. At this meeting, a team that often included the state’s governor—as well as union leaders, district officials, and the state’s education chief—made its case to reviewers. We imposed this requirement largely to verify that those in charge of implementing their state’s plan were knowledgeable about the plan and fully committed to it. (This was particularly critical in cases where states had used consultants to help draft their application.)" SEE MORE HERE
Video: Arne Duncan, U.S. Federal Secretary of Education, explaining his plan for American Children. This plan includes a "cradle to grave tracking program" for children (which is already in place), and also includes year round school, 7 days a week and longer school days. See the White House's Education First Initiative video here.
IF Common Core really is the "floor," let's "fix" the standards. See suggested revisions by Professors Stotsky and Milgram:
What's Missing in CCSS ELA -Dr. Sandra Stotksy What's Missing in CCSS MATH-Dr. James Milgram
Read here to see how Common Core, PARCC are linked to data mining.
ALL HINGES ON STUDENT DATA click here to see how data is taken and shared.
"To help each state bring all parties to the reform table, we deployed four tools. First, we forced alignment among the top three education leaders in each participating state—the governor, the chief state school officer, and the president of the state board of education—by requiring each of them to sign their state’s Race to the Top application. In doing so, they attested that their office fully supported the state’s reform proposal.
Second, we requested (but did not require) the inclusion of signatures by three district officials—the superintendent, the school board president, and the leader of the relevant teachers’ union or teachers’ association—on each district-level MOU. This approach, among other benefits, gave unions standing in the application process without giving them veto power over it.
Third, we created tangible incentives for states to gain a wide base of community support for their plans. Securing buy-in from multiple stakeholders—business groups, parents’ groups, community organizations, and foundations, for example—earned points for a state’s application. Having the support of a state’s teachers’ union earned additional points.
Fourth, as part of the judging process, we required officials from each state that reached the finalist stage to meet in-person with reviewers to present their proposals and answer reviewers’ questions. At this meeting, a team that often included the state’s governor—as well as union leaders, district officials, and the state’s education chief—made its case to reviewers. We imposed this requirement largely to verify that those in charge of implementing their state’s plan were knowledgeable about the plan and fully committed to it. (This was particularly critical in cases where states had used consultants to help draft their application.)" SEE MORE HERE
Video: Arne Duncan, U.S. Federal Secretary of Education, explaining his plan for American Children. This plan includes a "cradle to grave tracking program" for children (which is already in place), and also includes year round school, 7 days a week and longer school days. See the White House's Education First Initiative video here.
IF Common Core really is the "floor," let's "fix" the standards. See suggested revisions by Professors Stotsky and Milgram:
What's Missing in CCSS ELA -Dr. Sandra Stotksy What's Missing in CCSS MATH-Dr. James Milgram
Read here to see how Common Core, PARCC are linked to data mining.
Watch this video explaining hidden data collection on children. "The human race is about to enter a totally data-mined existence." -Knewton
excerpt from transcript: "education happens to be today the world's most data minable industry by far...So Knewton today gets five to ten million actionable data per student per day. Now we do that because we get people, if you can believe it, to tag every single sentence of their content so publishers, we have a large publishing partnership with Pearson, and they tag all their content. And we're in open standard so anyone can tag us." These 10 organizations joined together in 2005, forming the Data Quality Campaign, to promote common data standards, and implement state longitudinal data systems (SLDS). The campaign is supported by the Bill & Melinda Gates Foundation and managed by the National Center for Educational Accountability (Marc Tucker, CEO).The campaign will promote the ten essential elements of a longitudinal data system:
1. A unique statewide student identifier 2. Student-level enrollment, demographic and program participation information 3. The ability to match individual students' test records from year to year to measure academic growth 4. Information on untested students 5. A teacher identification system with the ability to match teachers to students 6. Student-level transcript information, including information on courses complete and grades earned 7. Student-level college readiness test scores 8. Student-level graduation and dropout data 9. The ability to match student records between the Pre-K and post-secondary systems 10. A state audit system assessing data quality, validity and reliability. These ten elements are essential but not sufficient. Policymakers need to plan for a series of next-generation improvements, including the ability to connect school performance with spending; to connect education systems with employment and other systems; and to transfer records across states. Read full document (much more) here: http://www.achieve.org/data-quality-campaign-launched-data-summitTop Colorado Legacy Foundation has changed its name to Colorado Education Initiative. CEI received $22M from Gates thus far. CEI promotes psycho- metric, social emotional, data collection, Human Capital, teacher evaluations, common core, Next Generation, capacity building within other agencies including our own Colo Dept of Ed. See here for Colo Legislature questioning the use of CEI funds in Colo Dept of Ed. |
http://fortune.com/common-core-standards/Colo Dept Ed collects personal data on children, starting in preschool and ending in college (see the p-20 database).
Colorado Dept of Ed then shares children's data with third parties, often without parental consent and in many cases, without parents even knowing. watch the video PARCC shares personal student information with the Federal Government. See contract between PARCC and US Dept of Ed here. Children's data is shared to other state and federal agencies, is also shared across states and can be sold to outside VENDORS. Whenever your child logs onto online applications, meta data is being collected. Open meta data is a $3 trillion dollar industry. Student Data is a $500 billion/year industry, in the US alone, according to Rupert Murdoch. Murdoch owns AMPLIFY, a data collecting company used in Colorado. STUDENT DATA IS COLLECTED AND SHARED. AT SCHOOL LEVEL AND STATE LEVEL. See here for some of the ways Colorado shares student personally identifiable information with outside contractors. Recent article in New York Times: Student Data Mining is out of Control This Fordham Institute study finds the data is not stored securely and "there are serious deficiencies in privacy protection." The study also states that vendors are often not beholden to federal privacy laws." CDE COLLECTS PERSONAL, IDENTIFIABLE information on students and shares that data. See CDE policy on sharing that data here. Watch Colo Dept Ed's Dan Domagala explain how CDE collects a "Golden Record" of data on each child, sharing personal data with Dept. of Social Services, Dept. of Corrections, Labor and Higher Ed, tracks kids from pre-k through the workforce. So what, it's just grades, right? NO. This data is a personal profile, information like personality, behavior, habits, anxieties, medications, discipline, how fast they type on tests, family information such as income, race, and more. 400 fields of possible data. see SLDS. Additionally, see this ed.gov website, pg62. Read article about Colo student datamining here FEDERAL DATA STANDARDS, CEDS, OVER 1500 DATA POINTS ON EACH CHILD Click to see a few data points collected in the CEDS database: here is an example of data collected on toddlers and their families. Click here to see federal CEDS data points collected on student discipline including: detentions, letters of apology, demerits, warnings, counseling, suspension, etc. You can click on the links on your own--you will be surprised at the individual data they have on every child and his/or her family : https://ceds.ed.gov/elements.aspx# Why are we profiling our children and why are we allowing others to profit from this ? Call your Legislator and Colo Dept of Education-ask them to stop sharing your child's information-without your consent. Contact your legislator: Colorado General Assembly Contact Colo Dept of Ed: State Board of Ed |
Find out how Colorado 2014 candidates felt about common core, data mining and PARCC testing. See results of a grassroots survey given to your Colorado candidates. Click here to see SURVEY RESULTS-- Names of candidates are alphabetical by FIRST name. |