Common Core: The Battle For Our Children & Our Country

Common Core: The Battle For Our Children & Our Country

cbc80d2fdeb71f11330f6a706700ab1cSusanne Posel
Occupy Corporatism
September 26, 2013





At St. Tammany Parish, during a meeting of school board members, the topic of heated debate was the over-whelming desire to defeat the implementation of Common Core State Standards (CCSS) in their local public schools.

Board members lashed out at “accusations that they haven’t done enough to fight the new education standards or inform the public about them.”

Parents were recently informed by administration officials for the St. Tammany School Board (STSB) that” they are in the middle of developing that curriculum to align with the standards.”

They responded by stating that CCSS is “not tried, it’s not tested. It’s developmentally inappropriate.”

One mother suggested that parents must unite and prepare for a long fight, “but we’re fighting for our children.”

Those parents who attended the meeting pointed out that:

  •  Their children are not comprehending the new version of mathematics being taught
  •  Inappropriate books are being read aloud in class
  •  CCSS is proving to be less effective than previous curriculums

Marion Brady, a veteran teacher who participated in curriculum design, explains that: “Standards shouldn’t be attached to school subjects, but to the qualities of mind it’s hoped the study of school subjects promotes. Subjects are mere tools, just as scalpels, acetylene torches, and transits are tools. Surgeons, welders, surveyors — and teachers — should be held accountable for the quality of what they produce, not how they produce it.”

Brady points out that CCSS assumes that “what kids need to know is covered by one or another of the traditional core subjects. In fact, the unexplored intellectual terrain lying between and beyond those familiar fields of study is vast, expands by the hour, and will go in directions no one can predict.”

The FreedomProject Education (FPE) released a video entitled, “Common Core: Dangers and Threats to American Liberty and Education” that reveals the purpose of CCSS as a way to gain full governmental control over schooling in the US.

Mary Black, student development director at FPE explains that CCSS is designed to ensure that every student in every school across the nation is learning the same thing, reading from the same book, on the same page at the same time.
Black asserts that the curriculum is tailored to teach children “what to think and how to think.”

Common Core: Dangers And Threats To American Liberty And Education from FreedomProject on Vimeo.

Earlier this month, Paul LaPage, governor of Maine, signed an executive order (EO) reiterating that public schools in Maine are locally controlled that student’s personal information will not be shared with corporations and federal agencies.

The EO states that “the Department of Education shall not adopt any educational standards, curricula or instructional approaches that may be mandated by the federal government. That the Department of Education shall not apply for any federal grant that requires, as a condition of application, the adoption of any federally-developed standards, curricula or instructional approaches.”

Because of this new educational standard, the National Assessment of Educational Progress (NAEP) shows that students in K – 12 have stagnated and are not expected to improve.

Career – ready children are the clear focus of CCSS.

College Measures (CM) released a report finding that degrees in the fields of science, technology, engineering and math are more promising as far as employment after graduation than English majors.

This study was a joint venture between CM, the American Institutes for research (AIR) and the Matrix Knowledge Group (MKG).

Funding for the report was provided by the Lumia Foundation (LF).

This group is comprised of such special interest groups such as:

• Former president of Sallie Mae
• Representatives of community colleges
• Representative of online schools

This report was conducted for the sake of convincing students, parents and lawmakers (including policymakers) that there is little value in higher learning and investments in technical schools will boost enrollment.

Schneider stated: “Until the data about potential earnings among graduates across the nation is unearthed and put to full use, many students will make poor decisions about schools and programs — decisions that will leave them saddled with debt and clamoring for a government bailout.”

The CM report claims:

  • Short term degrees yield higher salaries
  • Higher tuition does not guarantee higher wages
  • Degrees in the scientific field prove more financially rewarding

Since “technical-oriented associate’s degree programs are helping many students successfully enter the labor market by equipping them with skills that are in demand” the encouragement toward a 4 year university seems inappropriate.

Current acceptable skills obtained by lower-level education are:

• Paralegal
• Registered nurse
• Police officer
• Dental hygienist
• Diagnostic medical sonographer

Each degree necessitates a fair amount of education; however they are reflective of the lack of actual labor that goes into more respectable positions.

While their pay rate is rising, these are grunt laborers of their respective trades and are not idealized for their social status.

Recently, President Obama spoke to students at State University of New York at Buffalo; a school where most of the student body are made up of children from middle-class families.

The purpose of this speech was to entice residents of lower-profile cities to a new scheme for affordable college.

As part of this scheme, there will be a new ratings system (NRS) implemented to evaluate schools based on the needs of the students; while bring curriculum to those standards as well.

This would connect financial assistance to the value of the student. Those educational institutions that meet governmental standards would be rewarded with more financial aid.

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