Few Kids in the World Can Pass America’s Common Core Tests, According to New Study

chinese-children-crush-americans-in-math-thanks-to-a-mindset-americans-only-display-in-one-place-sports

 

Could you jump through a hoop?

 

 

Probably if it were lying on the ground.

 

 

But what if it were held slightly higher? Let’s say waist high? Sure.

 

 

Shoulder height? Maybe with some practice.

 

How about if we raised the hoop to the rafters of a three story auditorium? Could you jump through THAT?

 

 

No. Of course not.

 

 

You could train with the world’s greatest coach, with the best equipment, 24-hours a day and you still couldn’t jump that high.

 

 

Yet that’s kind of what the U.S. has been expecting of its public school students – minus the resources.

 

 

We hold the hoop ridiculously out of reach and then blame them when they can’t jump through it.

 

 

But don’t take my word for it.

 

 

This is the conclusion of a new study that came out in January called “How High the Bar?” by the National Superintendents Roundtable and the Horace Mann League.

 

 

They found the benchmarks for passing the National Assessment of Educational Progress (NAEP) and American Common Core tests put success out of reach for most students the world over.

 

To do so, they linked the performance of foreign students on international tests of reading, mathematics, and science to the proficiency benchmarks of NAEP and thus Common Core aligned tests which use NAEP benchmarks to determine passing or failure.

 

The difference is the NAEP is only meant to compare how students in various states stack up against each other. Common Core tests, on the other hand, apply exclusively to kids within states.

 

 

No one’s actually expected to pass the NAEP. It’s only given to a sample of kids in each state and used to rank state education systems. The U.S. government, however, gives almost all its students Common Core tests and expects them all to pass – in fact, failure to do so could result in your public school being closed and replaced with a charter or voucher institution.

 

 

However, in both cases, the study concluded the score needed to meet the bare minimum of passing was absurdly too high – so much so that hardly any group of children in the entire world met it.

 

 

It’s important to note that these aren’t standardized testing skeptics.

 

 

They believe in the assessments. They even believe in Common Core. What they don’t believe in is the benchmarks we’re expecting our kids to meet to consider them having passed.

 

 

And this has massive consequences for the entire education system.

 

 

The media has uncritically repeated the lie that American public schools are failing based almost exclusively on test scores that show only one third of our students passing.

 

 

But if the same tests were given to students the world over with the same standard for success, even less would pass it, according to the study. If we drew the red line on international tests at the same place we draw it on the NAEP and  Common Core tests, almost every child in the world would be a dunce.

 

 

Kids from Singapore would fail. Kids from South Korea would fail. Kids from Japan would fail. You name a country where kids do nothing but study for high stakes standardized tests, and even they couldn’t meet our uniquely American criterion for passing.

 

 

In fact, the percentage of our students who do pass under these ridiculous benchmarks often exceeds that of other countries.

 

 

So when you hold kids up to impossible standards a few actually make it – and more of our kids do than our international peers.

 

 

That doesn’t mean the benchmarks are good. But it doesn’t mean the American education system is failing either. In fact, just the opposite.

 

 

We have a high stakes standardized testing system that not only does not assess kids fairly, but it actually hides their success!

 

 

In the words of the study’s authors, “…the analysis suggest the U.S. has established benchmarks that are neither useful nor credible.”

 

 

How did this happen?

 

 

It comes down to one word – proficient.

 

 

If you’re proficient, it’s thought you’re competent, you are able to do something. You might not be incredible at it, but you can get the job done.

 

 

Kind of like this:

 

 

Hey. Did you hear about my leaky faucet? The plumber fixed it after three tries because he’s proficient at his job.

 

 

Oh really? My plumber fixed my leaky faucet in only one try and didn’t even charge me because she’s advanced at her job.

 

 

That sort of thing.

 

 

There are only four scores you can achieve on most standardized assessments: Advanced, Proficient, Basic and Below Basic. The first two are considered passing and the last two are failing.

 

 

However, this doesn’t line up with the five general grades most public schools give in core subjects:

 

 

A – Excellent

B – Very good

C – Average

D – Poor

F – Failing

 

 

A-D is usually considered passing. Only F is failing.

 

 

So you might expect them to line up like this:

 

 

Advanced – A and B

Proficient – C

Basic – D

Below Basic – F

 

 

However, that’s not how they line up on NAEP. According to Diane Ravitch, who served on the National Assessment Governing Board, the federal agency that supervises NAEP, they line up like this:

 

 

Advanced – A+

Proficient – A

Basic – B and C

Below Basic – D and F

 

 

This is important, because saying someone scored a proficient on the NAEP doesn’t mean they’re just okay at it. It means they’re excellent but have room to improve.

 

 

The problem is that when developers of Common Core tests set their benchmarks, they used almost the same ones as the NAEP. Yet the NAEP benchmarks were never meant to be the same as grade level ones. Confounding the two puts mere passing out of reach for most students.

 

And that’s not just out of reach for most American students. It’s out of reach for international students!

 

In short, American students are doing B work on their Common Core tests and failing with a Basic. Yet in other countries, this would be passing with room to spare.

 

Moreover, when you hear that only one third of American students are Proficient or above, that means only one third are doing A or A+ work on their Common Core tests. That’s actually rather impressive!

 

According to the study:

 

“National judgments about student proficiency and many state Common 
Core judgments about “career and college readiness” are defective and misleading… 
According to NAEP officials, Proficient does not mean grade level performance. The misuse of the term confuses the public. The effects of this misuse are reflected in most Common Core assessments…

 

NAEP’s term “Proficient” does not even mean proficient. “Students who may be proficient in a subject, given the common usage of the term, might not satisfy the requirements for performance at the NAEP achievement level.”

 

The report even cites other independent analysts that have come to similar conclusions such as the U.S. General Accounting Office, the National Academy of Sciences, and the Brookings Institution.

 

In short:

 

“Advocates who push for school improvement on the grounds of questionable benchmarks are not strengthening education and advancing American interests, but undermining public schools and weakening the United States.”

 

Some specifics.

 

 

The study was conducted by comparing performance of foreign students on international tests of reading, mathematics, and science with the NAEP and American Common Core tests.

 

 

Very few foreign students were able to score high enough to meet what is considered proficiency on the NAEP and Common Core tests.

 

 

 

In fact, in 4th grade reading, not a single nation was able to meet the benchmark.

 

 

In 8th grade math, only three nations (Singapore, South Korea and Japan) had 50 percent or more students who could meet the criterion.

 

 

In 8th grade science, only one nation (Singapore) had 50 percent or more students meeting the benchmark.

 

 

But wait.

 

 

Even though the benchmarks are unfair and few nations children could meet them, the percentage of U.S. children who did meet them was higher than most other nations.

 

 

Take 4th grade reading.

 

Screen Shot 2018-01-22 at 8.48.54 AM

 

No one had 50% or more of its kids scoring a proficient or advanced. But 31% of U.S. kids actually met the benchmark, putting us fifth behind only Singapore, the Russian Federation, Finland, and England.

 

 

Only 31% of our kids could do it, but only four other nations out of 40 could do better.

 

 

That’s kind of impressive. Yet judging our scores in abstraction solely on this unrealistic proficiency standard, we’re failures. The whole process hides how well our kids actually do.

 

 

Bottom line, Common Core benchmarks are too high and paint an unfair picture of our education system, according to the study:

 

 

“When citizens read that “only one-third” or “less than half” of the students in their local schools are proficient in mathematics, science, or reading, they can rest assured that the same judgments can be applied to students throughout most of the world…

 

Globally, in just about every nation where it is possible to compare student performance with our national benchmarks, the vast majority of students cannot demonstrate their competence because the bars are set unreasonably high.”

 

Screen Shot 2018-01-22 at 8.47.29 AM

 

At very least, this invalidates the scores of the NAEP and every Common Core test yet given in this country. It demands we set new benchmarks that are in line with grade level performance.

 

At most, it casts doubt on the entire process of high stakes standardized testing.

 

It demonstrates how the data can be manipulated to show whatever testing corporations or other interested parties want.

 

Standardized testing is a gun, and we have been demanding schools shoot themselves in the foot with it.

 

Instead of trying to hold our schools to impossible standards, we should be holding our lawmakers to standards of common decency. We should concentrate on equitable funding, reintegration, and supporting our public school system and public school teachers. Not enriching private testing corporations so they’ll paint a misleading picture of student performance to justify pro-privatization schemes.

 

When will our policymakers rise to meet the benchmarks of honesty, empathy and caring about the well-being of children?

 

In the final analysis, that may be bar they are simply incapable of reaching.

Advertisements

Will the U.S. Follow New Zealand’s Lead and Repeal National Academic Standards?

 

I-am-more-than-just-a-test-score-1024x683

 

Kiwis don’t like corporations telling them what to do.

 

 

Especially when it comes to educating their children.

 

 

That’s why this week, New Zealand’s Education Minister Chris Hipkins announced that schools in the pacific island nation would no longer need to use the national academic standards mandated by the government for the last decade.

 

 

“I don’t think anyone will be surprised that we are ditching a failed experiment,” he said.

 

“We want teachers focused on less testing and more teaching because that’s the way we’re going to improve students’ progress.”

 

I pause at this point for American readers to catch their breath.

 

Yes, a national government just reversed course on standardized, canned, one-size-fits-all academic standards for all students in its public schools.

 

Yes, they had spent millions of dollars to create, roll out and enforce the standards.

 

But now they see the results have been less than expected and they’re changing their collective minds.

 

Shocking, I know.

 

If only we still did things like that in THIS country.

 

But wait, there’s more.

 

Why exactly did New Zealand turn against its national standards?

 

Did parents hate them?

 

Yes.

 

Did kids hate them?

 

Yes.

 

Did teachers hate them?

 

Yes.

 

All things that could be said of our own Common Core. But was there more to it?

 

Yes.

 

In short, New Zealand’s national standards weren’t helping kids learn. In fact, they appeared to have the exact opposite effect.

 

New Zealand children’s performance on international tests dropped significantly since the standards were introduced in 2010.

 

And publication of these results showing 10-year-old’s reading achievement taking a nosedive since the standards adoption ignited an already smoldering public outcry.

 

New Zealand’s average score on the Progress in International Reading Literacy Study (PIRLS) had been steady for 15 years, but fell dramatically at the end of 2015. In short, New Zealand went from 23rd to 33rd out of 50 countries.

 

Funny.

 

The US has had a strikingly similar result on the same test with the same age children since the mandate to use the Common Core.

 

The PIRLS is an assessment given to fourth-graders in schools around the world every five years. In 2016, the average score for US students dropped from fifth in the world in 2011 to 13th. And the drop wasn’t merely perfunctory. It was “statistically significant” according to test organizers.

 

The biggest drop was for the lowest-performing students, what the organizers considered a sign that we’re providing much greater support for economically advantaged children than for underprivileged ones.

 

Why is this important?

 

Because Common Core was introduced across the nation in 2010-11. These fourth grade students were the first to be educated using the Core since Kindergarten, and far from creating a boost in achievement, it opened a chasm.

 

Reading scores went down just as they consistently have done time-and-time-again since we started using the standards.

 

Scores go down on state tests. National tests. International tests.

 

Meanwhile the test makers and their proxies keep telling us the problem is that the standards are simply more rigorous and it just will take time for our children to get up to speed. Meanwhile their publishing and software subsidiaries sell us hundreds of millions of dollars worth of new text books, new computer programs, new devices, new apps, new “specialists” and consultants offering professional developments, etc.

 

Choo! Choo! The gravy train is rolling. We can’t let something like international test scores derail the money train!

 

Keep in mind, this is the same international test and the same age group of children that caused a revolution in New Zealand.

 

Will our response be the same?

 

Probably not.

 

New Zealand’s authentic reform resulted from a political change. The National Party was replaced by the Labour Party, and repealing national academic standards was part of their platform.

 

It marked a sharp divide between the philosophies of both groups.

 

The National Party wanted more testing, more data, more standardization, more holding funding hostage to test scores – just like both Republicans and Democrats in the US.

 

However, the New Zealand Labour Party ran on significant reductions to standardized education, substantial cuts to standardized testing, repealing national standards and considerable investment in students, schools and teachers.

 

We in the US simply have no political equivalent.

 

There is no political party – right, left or centrist – that puts the needs of children, parents, teachers and working people at the center of its platform.

 

Both the left and right take billions of dollars in campaign contributions from the testing and privatization industries and thus support policies that serve the interest of their donors over their constituents.

 

There is a tremendous political opportunity here for one party to change course and support a winning strategy.

 

Republicans tried it in 2016 by lambasting Common Core and then quietly forgetting they could do a thing about it at the state level every day since.

 

Including today.

 

Admittedly their education policy is incoherent since they support every standardization and privatization initiative on record so long as a black President didn’t touch it. And even then their opposition melts away when they have the power to do something about it but no one’s looking because the President is too busy playing nuclear chicken with North Korea on Twitter.

 

Imagine if politicians promised to fix something and then had the courage to actually do it!

 

It worked in New Zealand.

 

It’s worked in many places all over the world.

 

Why can’t it work here?

 

Mr. and Mrs. Public School Sabotage

 

Screen Shot 2017-10-27 at 1.35.14 PM

 

America’s public schools are in crisis.

 

Because people make money when America’s public schools are in crisis.

 

And who sits atop this mountain of bribery and malfeasance?

 

Who gives the money that buys the politicians who make the laws that hurt the kids and profits the donors?

 

It’s none other than Mr. and Mrs. Public School Sabotage!

 

Systemic underfunding, laissez-faire segregation and privileging privatization – this is what our children face every day.

 

It’s time we as a nation stop, take a moment – and offer our hearty congratulations to this years most pernicious saboteurs.

 

And what a year it was for disrupting education!

 

Charter schools, voucher schools – no one has benefited more from chucking the public school model in the trash in favor of control by corporations and bureaucrats than Betsy DeVos.

 

Because she’s both a dark money influence peddler AND a government flunky!

 

A two-for!

 

She turned complete ignorance and animosity toward public schools into the highest federal government job overseeing education! Her only qualification? CA-CHING!

 

But coming up right behind Ms. DeVos is this year’s crowned king.

 

He certainly knows a thing or two about CA-CHING!

 

It’s Bill Gates!

 

Progressive philanthropist by day, by night he transforms into the largest single purveyor of palm grease in the nation. No one has turned tax avoidance into influence more than Gates, the money behind the Common Core, evaluating teachers on student test scores and a plethora of irrational, untested ideas that are only considered mainstream because they have literally trillions of dollars behind them.

 

So there you have it, America! Your Mr. and Mrs. Public School Sabotage!

 

Let’s take a closer look at these… winners.

 

 

DEVOS

 

As U.S. Secretary of Education, she’s proposed cutting $10 billion in public school funding, announced changes to make it harder for college students to report sexual assaults, and put struggling university students at risk of higher debt payments with changes to student loans.

 

But that’s child’s play for the billionaire heiress who married into even more money.

 

Now she’s planning to weaken the rights of students with disabilities.

 

That’s right – Jason Vorhees, Michael Myer, Freddy Kruger, they all went after those pesky post-graduate teenagers. But none of them had the audacity to go after kids with learning disabilities!

 

It’s not that DeVos is undoing any laws. She’s erasing decades of government guidance about how the laws are to be interpreted. And though she claims these 72 directives are simply “outdated unnecessary or ineffective,” she’s not replacing them with anything else. They’re just – gone.

 

Of the 72 guidelines, 63 affect special education and 9 affect student rehabilitation. And these aren’t simply undoing the work of the Obama administration. Some of these regulations have been in place since the 1980s.

 

The rescinded policies include “Satellite Centers for Independent Living,” “Nondiscrimination on the Basis of Handicap in Programs and Activities Receiving or Benefiting From Federal Financial Assistance,” and “Information on the Provision of Vocational Rehabilitation Services to Individuals With Hearing Loss (Deaf and Hard of Hearing).”

 

Bah! Who needs all this paperwork?

 

Parents and students. That’s who.

 

These guidelines have helped parents of disabled and special education children advocate for their young ones’ rights. Without them, it may be more difficult for parents and teachers to ensure all children are receiving a free and appropriate education.

 

That’s some seriously stone cold sabotage, Ms. DeVos!

 

But at least her motivation is obvious to anyone with eyes.

 

She’s not purposefully making the lives of K-12, special education and college kids more difficult. Well, she is, but she’s not doing it out of spite. She’s doing it because it helps her investment portfolio.

 

How can she continue to promote charter and voucher schools that don’t provide the same kinds of quality services for special education and disable students as public schools do? She needs to degrade what the public schools provide, thereby making the privatized alternatives more marketable.

 

How can she keep making money off predatory lenders unless she loosens the rules to allow them more freedom to gorge on student debt? And how can she keep her lucrative job bending the rules in her favor unless she throws some red meat to the racists, misogynists and anti-Semites who helped elect her boss into the Oval Office?

 

 

 

And if kids get hurt, well those aren’t the people she’s looking out for, are they?

 

She’s only out for the other rich elites like herself making a mint off of our public tax dollars!

 

It’s almost enough to make you miss Arne Duncan.

 

Almost…

 

(Nah. Not really.)

 

 

GATES

 

 

Bill Gates, on the other hand, is more contrite.

 

His Common Core initiative has kind of exploded in his face.

 

No one likes it. NO ONE.

 

In fact, it was one of the key talking points President Trump used to garner support. The public’s hatred of Democratic plutocracy made them suckers for the Republican variety.

 

The problem isn’t so much political. It’s economic.

 

It’s rich people who think they can do whatever they want with the rest of us and our children.

 

More than anyone else, Gates is guilty of that kind of unexamined, unrepentant hubris.

 

Yet to hear him talk, after a string of education policy disasters, he’s learned his lesson.

 

He’s sorry – like a crack addict is after hitting rock bottom. But he’ll somehow find the courage to light up again.

 

Gates now admits that the approximate $2 billion he spent pushing us to break up large high schools into smaller schools was a bust.

 

Then he spent $100 million on inBloom, a corporation he financed that would quietly steal student data and sell it to the corporate world. However, that blew up when parents found out and demanded their children be protected.

 

Oops. His bad?

 

He also quietly admits that the $80 million he spent pushing for teachers to be evaluated on student test scores was a mistake. However, state, federal and local governments often still insist on enacting it despite all the evidence against it. Teachers have literally committed suicide over these unfair evaluations, but whatever. Bill learned a lesson.

 

When it comes to Common Core, though, Bill refuses to take his medicine – even to mouth the words.

 

By any metric, these poor quality uniform academic standards are an abject failure. He spent hundreds of millions of dollars for development and promotion. He influenced trillions of taxpayer dollars to be poured down the drain on it. All to no avail.

 

Instead, he’s quietly backing away. No explanation. No apology. Just on to something new.

 

Kind of like: “That didn’t work. Let’s try something else!”

 

His new plan – spend $1.7 billion over five years to develop new curriculums and networks of schools, use data to drive continuous improvement, and give out grants to high needs schools to do whatever he says.

 

What’s so frustrating is that Gates shows glimmers of self-awareness.

 

“It would be great if our education stuff worked, but that we won’t know for probably a decade,” he said during a speech at Harvard in 2014.

 

But then when he sees it isn’t working, he just doubles down on the same crap.

 

While he may not be committed to any one policy, Gates is committed to the idea that he knows best. Whatever nonsense bull crap that floats through his mind deserves to be tried out on a national scale.

 

No asking experts. No asking teachers, parents or students. Just listen to me, Bill Gates, because I’m rich and that makes me better than you.

 

No, it doesn’t Bill. It makes you just like Betsy DeVos.

 

So there they are. Mr. and Mrs. Public School Sabotage.

 

Short may their reign be.

 

 

“They were careless people, Tom and Daisy – they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they made.”

-F. Scott Fitzgerald, The Great Gatsby

Why Won’t Republicans Repeal Common Core?

277661_5_

 

It was a constant refrain from Donald Trump on the stump.

 

 

He was going to repeal Common Core. How did we know? He kept repeating it over-and-over.

 

 

“We’re cutting Common Core. We’re getting rid of Common Core,” he said during a debate in Detroit.

 

 

“Common Core is a total disaster. We can’t let it continue,” he said in a campaign ad.

 

 

But then, he did a complete 180:

 

 

“We are going to do some things special. Okay. Are you ready? Common Core we’re going to keep.”

 

 

What!?

 

 

It didn’t go down so well with his supporters. He was literally booed. So he took to Twitter with the following:

 

 

“I was referring to the fact that Jeb Bush wants to keep common core.”

 

Screen Shot 2017-08-11 at 11.41.06 PM

Uh, okay?

 

 

So what’s his position now? Someone asked him about it in New Hampshire. His response:

 

 

“I didn’t know Common Core was so complicated. Isn’t this ridiculous?”

 

 

On that we can agree.

 

 

But it really doesn’t matter.

 

 

POWER TO THE STATES

 

 

Whether Trump supports Common Core or not, he’s actually kind of powerless to do anything about it.

 

 

Republicans have been arguing for years that the federal government can’t tell the states what they should be teaching. That’s the crux of opposition, and the newly reauthorized federal law governing K-12 schools, the Every Student Succeeds Act (ESSA), underlines it.

 

 

The power is unequivocally in the hands of governors and state legislatures.

 

 

The states control which academic standards their public schools are supposed to subscribe to or not. And since the beginning of 2017, the states are overwhelmingly in Republican control.

 

There are 98 partisan state legislative chambers in the United States. Republicans dominate 67 of them. In fact, the GOP controls both legislative chambers in 32 states – the most it has in the party’s history! And in 24 of those states, Republicans also run the show in the Governor’s mansion – the trifecta!

 

In short, despite any limits on Presidential power, the GOP has never been in a better position to get rid of Common Core.

 

If Republicans truly wanted to repeal it, they could do so tomorrow, and there’s zero Democrats could do about it in almost half of the country.

 

Yet, Republicans don’t.

 

They haven’t.

 

And they don’t seem in any rush to put it on their agenda in the future.

 

Which brings me to a serious question any critic of Common Core has to answer: WHY!?

 

Republicans say they hate Common Core.

 

They have the power to get rid of it.

 

Why don’t they do it?

 

 

THE STATE OF COMMON CORE

 

 

Despite any comments to the contrary, any blathering talking head nonsense from media pundits, the facts remain the same.

 

Common Core is still the law of the land in 36 states and the District of Columbia.

Screen Shot 2017-08-11 at 11.46.51 PM

Sure, some legislatures have changed the name and made nominal revisions (Hello, Pennsylvania!) but they’re still essentially the same standards applied in the same way. The Common Core’s own Website doesn’t distinguish between states that have the standards outright and those where they have been slightly revised or renamed.

 

Specifically, nine states have announced plans to rewrite or replace the standards, but in the majority of these cases, they have resulted merely in slight revisions. Only Missouri, Oklahoma, and Tennessee appear to have created significantly different standards, according to Education Week.

 

So what’s the hold up?

 

 

MAIN OBJECTIONS TO THE CORE

 

 

Full disclosure: I am not a Republican. I am the farthest thing you could find to a Republican. But on this one issue we agree.

 

No, I don’t think Common Core will make your child gay or indoctrinate kids into a far left worldview or any of a number of bizarre, crackpot criticisms you might hear from mentally ill pundits being exploited by far right media conglomerates. Nor am I opposed simply to undo any signature legislative achievements of our first black President.

 

But I do think there are several rational reasons to be against Common Core. The standards were written almost exclusively by representatives of the standardized testing industry with input from very few practicing classroom teachers and zero child psychologists. They have never been tested and proven effective. In many cases, they are developmentally inappropriate. They were adopted non-democratically. And – perhaps worst of all – they commit schools to the failed educational management technique of test-and-punish.

 

THAT’S why I’m against Common Core.

 

But it really doesn’t matter.

 

Even if people like Glenn Beck and I disagree on the reasons why, we both agree on the course of action – repeal Common Core.

 

Yet the incumbent batch of GOP lawmakers across the country are letting us both down.

 

If one has to be beaten by Republicans, at least let them accomplish the things that have bipartisan support. That includes repealing Common Core.

 

Though the media likes to characterize this as a conservative issue, it’s not just Republicans who want to get rid of the Core. Regardless of politics, most people dislike the standards. They aren’t popular with adults. They aren’t popular with children. And most tellingly, they aren’t popular with classroom teachers.

 

According to the most recent Education Next poll, less than half of all Americans, 49%, favor the policy. In partisan terms, that’s 37% of Republicans and 57% of Democrats. And that support has been steadily dropping every year – by 20 points for Republicans and seven for Democrats since 2013.

 

And among teachers, the drop is even more dramatic. Only 40% now favor the Core. That’s a drop of 36 points among those who know the standards best!

 

 

POLITICAL PARALLELS

 

 

So let’s get rid of them.

 

For once I’m with Trump.

 

But the legislatures just won’t do it.

 

In some ways, this shares parallels with the healthcare debate.

 

Before going forward, let me just say that I am NOT in favor of repealing Obamacare and going back to the previous system. Nor am I in favor of repealing without a replacement or any of the so-called “skinny” plans put forth by the GOP.

 

I think we need single payer healthcare. Medicare for all.

 

But be that as it may. The debate offers us a similar example from the federal level.

 

Republicans say they hate Obamacare yet despite the fact that Democrats can do nothing to stop them, they refuse to repeal it.

 

In this case, the reason is obvious – they have nothing with which to replace it.

 

After all these years, they can’t come up with a plan that will improve upon the one already in place.

 

But this isn’t the case at the state level when it comes to Common Core.

 

Each and every state had a set of academic standards before Common Core. In most cases, these standards were actually far superior.

 

All the legislatures would have to do is reinstate them.

 

Pennsylvania’s standards were particularly reasonable, flexible yet grade appropriate and comprehensive.

 

We could go back to them tomorrow.

 

But we don’t.

 

Why?

 

It’s that same question again.

 

What is holding us back?

 

 

STANDARDIZED TESTING

 

 

Here’s my theory: it’s the testing.

 

One of the most frustrating things for Common Core critics is when apologists say they hate standardized testing but love Common Core.

 

The two are inextricably interlinked. You can’t have Common Core without the testing. That is the whole point of the standards – to tell districts what to focus on because those things will be on the federally mandated high stakes standardized tests.

 

If states repeal Common Core, what happens to these tests?

 

Before adopting the Core, each state had a test aligned to its own specific standards. Even where some states had the same tests, their standards were significantly similar to allow this. In any case, most states that have adopted the Core have had to buy new, more difficult tests.

 

Sure, we could all go back to the tests we used to give, but this would present certain problems.

 

First, many states were taking tests that were already being aligned with Common Core before they officially adopted it. If they got rid of the standards, they couldn’t go back to the old tests because they’re already Common Core specific.

 

In theory, they could ask to reinstate older versions of the test that aren’t Common Core aligned. However, in practice for some states, this might necessitate the creation of yet another batch of new tests.

 

However, in many states like Pennsylvania, this wouldn’t be an issue. Before the Core, they had their own tests based on state specific standards. There’s really no reason why they couldn’t dust off these old tests and put them back into circulation.

 

The problem is that this would require politicians to justify the millions of dollars (at least $7 billion nationally) they wasted on the new tests, new workbooks, new textbooks, etc.

 

Lawmakers would have to own their mistakes.

 

They’d have to say, “My bad!”

 

And most of them aren’t about to do that.

 

Of course, there is a third option: they could undo the high stakes testing altogether. They could characterize this not as a misstep but a reform.

 

According to the ESSA, all states have to give federally mandated standardized tests from grades 3-8 and once in high school.

 

But what exactly those tests look like is debatable.

 

The federal government is supposed to give them leeway in this matter. What better way for the Trump administration and Betsy DeVos to demonstrate their commitment to local control than by approving accountability plans that don’t include standardized testing?

 

States could substitute student projects, classroom grades, internships, even community service for this mandate.

 

I’m sure if lawmakers were really serious about getting rid of Common Core, they could figure out a way to make this work. It would just require a commitment to patching up the massive hole in our school funding system where the standardized testing industry has been sucking away tax dollars that could be better used elsewhere – like in the actual act of teaching students!

 

 

THE CYNICAL INTERPRETATION

 

 

Which brings me to perhaps the most cynical interpretation of the data.

 

Republicans may be avoiding the Common Core issue because their opposition up to now was simply disingenuous partisan infighting. They could be craven servants to the testing industry. Or – and this is the worst case scenario – they could have another endgame in mind entirely.

 

Whenever the issue is brought up these days – whenever ANY educational issue is brought up – the Trump administration almost always pivots to school choice.

 

For instance, here’s Trump adviser Kellyanne Conway during an interview with Jake Tapper on CNN.

 

Education Secretary Betsy DeVos “will get on with the business of executing on the president’s vision for education,” Conway said. “He’s made very clear all throughout the campaign and as president he wants to repeal Common Core, he doesn’t think that federal standards are better than local and parental control…And that children should not be restricted in terms of education opportunities just by their ZIP code, just by where they live. We’ve got to look at homeschooling, and charter schools, and school choice and other alternatives for certain students.”

 

It’s possible that today’s Republicans at both the state and federal level aren’t concerned with repealing Common Core because it’s irrelevant to their ultimate goal – repealing the very notion of public education.

 

If every school or almost every school was a charter, voucher or homeschool, Common Core would be a moot point.

 

After all, choice schools don’t have to follow most regulations. That could include using the Core.

 

This is especially true at voucher schools and homeschools. They can do pretty much whatever they please in most states. If they don’t want to use Common Core, the states have little power (as yet) to force them to do so. Of course accepting tax-payer funding does open them up to being regulated in the future if the political winds change.

 

On the other hand, charter schools often allegedly do use Common Core, but regulations are so lax with so few measures to hold them accountable for anything in most states that whether they’re actually using the standards and to what extent is anyone’s guess. Unscrupulous charter operators could conceivably forgo the standards regardless of state mandates with little fear of being found out or contradicted.

 

This may be the ultimate selling point for school choice. Almost anything goes. It could certainly allow schools to circumvent Common Core, just as it allows them to circumvent civil rights protections, fiscal responsibility, democratic local control – really any kind of protections to ensure taxpayer money is being spent responsibly and kids are actually being educated.

 

In short, it hammers a nail with a bazooka. Yet conservative lawmakers may only be concerned with who’s selling the bazooka and not who gets hit by the shrapnel.

 

For a long time now, education policy has been about where the money is, and that is unequivocally behind school choice. What these policies lack in public support they make up for in sugar daddies. Billionaires on both sides of the aisle have been pouring cash into these efforts for years.

 

Just imagine! Anyone with the backing can start a school and pocket as much of the tax dollars originally meant to educate kids but now transformed into sweet, sweet profit!

 

In fact, the point behind high stakes testing was primarily to undercut support for public schools. It was to “prove” our schools were failing and needed to be replaced with charter and voucher schools. But once we’ve gotten rid of public schools, the testing won’t be as necessary.

 

It will become just another revenue stream in a multitudinous school system where education only has meaning in how much it can profitize students and enrich investors.

 

That may be the true endgame for policymakers.

 

Common Core is just one of a number of schemes they’re pushing to take advantage of the country’s fastest growing revenue stream: our children.

 

 

CONCLUSIONS

 

 

THIS is why lawmakers – both Republican and Democrat – won’t get rid of Common Core.

 

They are bought and sold employees of Wall Street and Corporate America.

 

Too many people are making a fortune off the backs of our children – charter and voucher school investors, book publishers, software companies, test manufacturers, private prison corporations! They aren’t about to let their profits take a nosedive by allowing their paid agents in the legislature to turn off the gravy train.

 

THAT’S why Republicans haven’t ended Common Core.

 

That’s why they never will.

Middle School Suicides Double As Common Core Testing Intensifies

Screen Shot 2017-07-24 at 10.35.30 AM

 

Here’s a high stakes testing statistic you won’t hear bandied about on the news.

 

The suicide rate among 10- to 14-year-olds doubled between 2007 and 2014 – the same period in which states have increasingly adopted Common Core standards and new, more rigorous high stakes tests.

 

For the first time, suicide surpassed car crashes as a leading cause of death for middle school children.

In 2014, the last year for which data was available, 425 middle schoolers nationwide took their own lives.

 

To be fair, researchers, educators and psychologists say several factors are responsible for the spike, however, pressure from standardized testing is high on the list.

 

In fact, it is a hallmark of other nations where children perform better on these tests than our own.

 

In our efforts to emulate these countries, we’ve inadvertently imported their child suicide problem.

 

In South Korea, one of the highest performing nations on international tests, youth suicide is a national epidemic.

 

According to the National Youth Policy Institute in Korea, one in four students considers committing suicide. In fact, Korea has the second highest youth suicide rate among contemporary nations.

 

For several years, the Korean school system has topped the roughly 70 member countries of the Organization for Economic Co-operation and Development (OECD) educational league, which measures 15-year-old students’ knowledge through the PISA test, an international student assessment exam within OECD member states.

 

However, the system is roundly criticized for its emphasis on memorization and test prep with little real-life application. In fact, 75 percent of South Korean children attend “cram schools” where they do little else than prepare for standardized assessments.

 

 

Likewise, Chinese students suffer similar curriculum and rates of child suicide. Though Shanghai students have some of the highest scores in OECD, abuse runs rampant.

 

According to the China Daily, teachers at Hubei Xiaogan No 1 High School in central Hubei province actually rigged their students up to IV drips in the classroom so they could continue studying after being physically exhausted.

 

Brook Larmer of the New York Times reports visiting student dormitories in Maotanchang, a secluded town in Anhui province, where the windows were covered in wire mesh to prevent students from jumping to their deaths.

 

In the United States, education “reform” hasn’t reached these depths, but we’re getting closer every year.

 

Efforts to increase test scores have changed U.S. schools to closer resemble those of Asia. Curriculum is being narrowed to only the tested subjects and instruction is being limited to testing scenarios, workbooks, computer simulations, practice and diagnostic tests.

 

A classroom where students aren’t allowed to pursue their natural curiosities and are instead directed to boring and abstract drills is not a place of joy and discovery. A school that does not allow children to express themselves but forces constant test prep is a lifeless environment devoid of hope.

 

But that’s not the worst of it.

 

American students are increasingly being sorted and evaluated by reference to their test score rather than their classroom grade or other academic indicators. Students are no longer 6th, 7th or 8th graders. They’re Below Basics, Basics, Proficents and Advanced. The classes they’re placed in, the style of teaching, even personal rewards and punishments are determined by a single score.

 

In some states, like Florida, performance on federally mandated tests actually determine if students can advance to the next grade. Some children pass their classes but don’t move on purely because of test scores well within the margin or error.

 

The results are devastating.

 

Marion Brady tells a gut-wrenching story on Alternet about a 9-year-old Florida boy who tried to hang himself after failing the state’s FCAT (Florida Comprehensive Assessment Test) by one point.

 

His mother explains that he had to take a summer remediation course and a retest, but still failed by one point. She couldn’t bear to tell him, but he insisted that he had failed and was utterly crushed.

 

After a brief period where he was silent, alone in his room, she became apprehensive:

 

“I … ran down the hall to [his] room, banged on the door and called his name. No response. I threw the door open. There was my perfect, nine- year-old freckled son with a belt around his neck hanging from a post on his bunk bed. His eyes were blank, his lips blue, his face emotionless. I don’t know how I had the strength to hoist him up and get the belt off but I did, then collapsed on the floor and held [him] as close to my heart as possible. There were no words. He didn’t speak and for the life of me I couldn’t either. I was physically unable to form words. I shook as I held him and felt his heart racing.

 

“I’d saved [him]! No, not really…I saved him physically, but mentally he was gone…The next 18 months were terrible. It took him six months to make eye contact with me. He secluded himself from friends and family. He didn’t laugh for almost a year…”

 

The boy had to repeat the third grade but is haunted by what had happened as is his mother.

 

And this is by no means an isolated incident.

 

According to U.S. Census Bureau statistics, the suicide rate for 5- to 14- year-olds jumped by 39.5 percent from 2000 to 2013. The rate for 15- to 24-year-olds, which was already 818% higher than for younger children, also increased during the same time period by 18.9 percent.

 

That’s more than 5,000 children and rising each year taking their own lives.

 

Again, high stakes testing isn’t responsible for all of it. But the dramatic increase along with a subsequent increase in high stakes testing is not unrelated.

 

The Alliance for Childhood, a nonpartisan, nonprofit organization that advises on early education, compiled a report from parents, teachers, school nurses, psychologists, and child psychiatrists noting that the stress of high-stakes testing was literally making children sick.

 

On testing days, school nurses report that their offices are filled with students complaining of headaches and stomachaches. There have even been reports of uncontrollable sobbing.

 

In 2013, eight prominent New York principals were so alarmed by this increasing student behavior that they wrote a letter to parents expressing their concerns:

 

“We know that many children cried during or after testing, and others vomited or lost control of their bowels or bladders. Others simply gave up. One teacher reported that a student kept banging his head on the desk, and wrote, ‘This is too hard,’ and ‘I can’t do this,’ throughout his test booklet.”

 

And they’re not alone.

 

In fact, student anxiety is so common on test day that most federally mandated tests include official guidelines specifically outlining how to deal with kids vomiting on their test booklets.

 

School counselors note increasing student anxiety levels, sleep problems, drug use, avoidance behaviors, attendance problems, acting out, etc. that increase around testing time and during test prep lessons. This is a major contributor, they say, to the unprecedented increase in the number of young children being labeled and treated for psychiatric illnesses ranging from learning disabilities and attention disorders to anxiety and depression.

 

And the psychological trauma isn’t limited to the students, alone. The adults also suffer from it.

 

In 2015, Jeanene Worrell-Breeden, a West Harlem elementary school principal, took her own life by jumping in front of a subway train to escape a standardized testing scandal. Under intense pressure from the federal and state government to improve academic achievement, she had allegedly instructed her staff to change students’ answers on a new Common Core aligned high stakes test.

 

But the trauma isn’t always so dramatic. Teachers and principals often suffer in silence. And when it affects the adults in the room, imagine what it does to the children.

 

It isn’t that teachers aren’t trying to teach or that students aren’t trying to learn. It’s that the expectations and testing are developmentally inappropriate.

 

Middle school children’s brains are still growing. They are only physically able to learn certain concepts and skills, but we’re forcing them to deal with increasingly advanced and complex concepts at younger ages.

 

And when expectations and high stakes consequences come crashing down on children, they can feel there is no way out.

 

This is why thousands of parents have refused to allow their children to take high stakes standardized testing.

 

This is why there is a growing grass roots movement against these sorts of assessments and other corporate school reforms.

 

It’s time the media connect the dots and report these sorts of stories in context.

 

Don’t just shrug when reporting on child suicide rates, if you report it at all. Give the microphone to experts who can point the finger where it belongs.

 

And the rest of us need to make sure our representatives at the state, local and federal level know where we stand.

 

High stakes testing is child abuse. We should not emulate other nations’ scores especially when they come at such a cost.

 

The fact that we don’t engage in the worst abuses of Asian schools should be a point of pride, not jealousy.

 

We should cherish and nurture our children even if other nations sacrifice theirs on the altar of competition and statistics.

Teacher Appreciation Week is a Pathetic Joke!

Screen Shot 2017-05-10 at 3.38.28 PM

It’s Teacher Appreciation Week, America!

All over the country, millions of educators can look forward to a free burrito. Or maybe an Arby’s sandwich. Or a complimentary donut.

Because we REALLY appreciate teachers here.

What a pathetic joke!

I don’t mean to seem ungrateful.

I’ll redeem my coupon at Chipotle. I’ll take that Roast Beef Classic. I’ll grab that Dunkin’ Cruller.

But let’s be honest. These cheesy buy-one-get-one coupons don’t demonstrate appreciation. They’re guilt.

They’re a manifestation of the feeling that we SHOULD appreciate teachers, but don’t. Not really.

Not for one week, not for one day!

Why else would we begrudge them a middle class income? Why else would we provide them with so few resources and so much responsibility? Why else would we bar them from making any meaningful decisions about how their students should be taught yet hold them accountable for everything their students do?

Appreciate teachers? We don’t LISTEN to them. We don’t RESPECT them. Many of us don’t even LIKE them.

The only time we value teachers is when a maniac enters a school with a gun. Then – when they protect our children with their very lives – then we praise them as heroes!

On that day and that day only. But every other day – not so much.

We won’t do anything to keep guns out of the hands of school shooters. At most we want to arm teachersGreat! Something else to be responsible for on top of education, counseling and children’s all around well-being. But otherwise, we won’t do anything to help teachers do their jobs. And we certainly won’t listen to their professional opinions on anything!

That would be living in a culture of life. But we live in a culture of death.

We do the barest minimum for children – especially poor and minority kids. Instead we invest in parasitic business interests that provide zero value for students and parents.

We’ve got nothing for teachers or proven educational practices but we throw public money at charter, private and parochial schools that only accept the cream of the crop and turn down everyone else – yet still rarely do better than inclusive public schools. We defund public schools until they can no longer operate – and then we close them as failures. We promote lightly trained Teach for America temps to the same status as authentic educators with a 4-5 year degree and decades of experience. And we do everything we can to bust their unions and take away collective bargaining rights.

Yet everywhere I look I see people congratulating themselves for donating to some teacher’s GoFundMe project. This may come as a shock to you, but we shouldn’t be resorting to charity to fund our public schools! That should be a given!

In almost every classroom in America, teachers reach into their own pockets to make up the difference when our federal, state and local governments come up short. When kids don’t have pencils, we provide them. When kids don’t have books, we buy them. When kids come to school hungry, we even feed them.

Yet you’re getting excited that anonymous folks on the Internet put a few virtual coins in the cup!

I’ve been a public school teacher for almost 15 years. Next year I can look forward to another increase in class size. And I’ll probably have to teach an additional grade level or two. No extra resources to help me do it. No extra salary. Just more of a drain on my time to get the job done. And if I somehow stumble and fall, it will be my fault.

It won’t be the federal government’s fault even though they keep providing less financial help and more standardized testing, Common Core, and so-called school choice policies that rob my district of necessary funding.

It won’t be the state’s fault as they refuse to heal years worth of budget cuts in order to lower taxes on the wealthy, a scheme that, by the way, did nothing to boost the economy – in fact, it actually stalled business development. Nor will it be the state’s fault as they continue to blame me for the high cost of pensions they forgot to pay years ago while both my district and I paid on time. Nor will it be the state’s fault as they try to strip me of sick days, preserve loopholes that benefit charter schools at my district’s expense and experiment with a new funding scheme that further drains my district’s coffers.

It won’t be my local school board or administration’s fault, either, as they make cuts to core educational resources so they can preserve the state champion football team and less vital faculty office and administrative staff who are only working there because of nepotism and/or politics.

It’ll be MY fault. Mine and mine alone. That’s how much we appreciate teachers.

And none of it is even close to changing. No one is even considering altering the tiniest fraction of it. Democrats, Republicans, Independents, men, women, black people, white people, gay people, straight people, the young, the old – no one is doing anything about it!

And why should we? We’ve already got a scapegoat. We’ve already got someone to blame.

Well, look in the mirror, America. Because you’re the one to blame – each and every star-spangled banner and amber wave of grain.

We’ve made it like this. All of us.

I don’t mean to be so negative, but all these Pollyanna platitudes about that one special teacher obscure a basic truth. As individuals, we sometimes appreciate teachers – often when we’re years beyond graduation, or sometimes only when we’re parents, ourselves, and see what they do for our children. But that’s personal. That’s individuals.

When we think about the nations teachers, when we think about the profession in general, we don’t appreciate them one bit.
Because if we did, we’d act much differently.

If we really appreciated teachers, we’d hire more of them. We wouldn’t demand they do more with less. When we were deciding school policy at any level – federal, state or local – we’d include them in the process – in fact, they’d be the deciding factor!

If we really appreciated teachers, we wouldn’t wait – as many folks do – until they call us to find out how our children are doing in school. We’d be proactive. And if our kids aren’t doing well, we wouldn’t blame the teacher. We’d hold our own kids responsible and look for solutions.

If we really appreciated teachers, we wouldn’t blame them for their summer breaks. We’d understand that they aren’t paid for this time yet they often take professional development courses on their own dime or work retail just to make ends meet.

If we really appreciated teachers, we’d respect them as professionals, and we’d pay them accordingly. We’d respect their rights to a positive working environment both for themselves and for our own children.

So seriously – you can stuff your ridiculous Teacher Appreciation Week.

A free cookie just isn’t going to do it.

Standardized Testing Creates Captive Markets

thumbnail_Screen Shot 2017-04-07 at 10.41.23 AM

It’s easy to do business when the customer is forced to buy.

But is it fair, is it just, or does it create a situation where people are coerced into purchases they wouldn’t make if they had a say in the matter?

For example, school children as young as 8-years-old are forced to take a battery of standardized tests in public schools. Would educators prescribe such assessments if it were up to them? Would parents demand children be treated this way if they were consulted? Or is this just a corporate scam perpetrated by our government for the sole benefit of a particular industry that funnels a portion of the profits to our lawmakers as political donations?

Let’s look at it economically.

Say you sold widgets – you know, those hypothetical doodads we use whenever we want to talk about selling something without importing the emotional baggage of a particular product.

You sell widgets. The best widgets. Grade A, primo, first class widgets.

Your goal in life is to sell the most widgets possible and thus generate the highest profit.

Unfortunately, the demand for widgets is fixed. Whatever they are, people only want so many of them. But if you could increase the demand and thus expand the market, you would likewise boost your profits and better meet your goals.

There are many ways you could do this. You could advertise and try to convince consumers that they need more widgets. You could encourage doctors and world health organizations to prescribe widgets as part of a healthy lifestyle. Or you could convince the government to mandate the market.

That’s right – force people to buy your products.

That doesn’t sound very American does it?

In a Democratic society, we generally don’t want the government telling us what to purchase. Recall the hysteria around the Obamacare individual mandate requiring people who could afford to buy healthcare coverage to do so or else face a financial tax penalty. In this case, one might argue that it was justified because everyone wants healthcare. No one wants to let themselves die from a preventable disease or allow free riders to bump up the cost for everyone else.

However, it’s still a captive market though perhaps an innocuous one. Most are far more pernicious.

According to dictionary.com, a captive market is “a group of consumers who are obliged… to buy a particular product, thus giving the supplier a monopoly” or oligopoly. This could be because of lack of competition, shortages, or other factors.

In the case of government mandating consumers to buy a particular product, it’s perhaps the strongest case of a captive market. Consumers have no choice but to comply and thus have little to no protection from abuse. They are at the mercy of the supplier.

It’s a terrible position to be in for consumers, but a powerful one for businesspeople. And it’s exactly the situation for public schools and the standardized testing industry.

Let’s break it down.

These huge corporations don’t sell widgets, they sell tests. In fact, they sell more than just that, but let’s focus right now on just that – the multiple choice, fill-in-the-bubble assessments.

Why do our public schools give these tests? Because peer-reviewed research shows they fairly and accurately demonstrate student learning? Because they’ve been proven by independent observers to be an invaluable part of the learning process and help students continue to learn new things?

No and no.

The reason public schools give these tests is because the government forces them. The Elementary and Secondary Education Act (ESEA) requires that all students in grades 3-8 and once in high school take certain approved standardized assessments. Parents are allowed to refuse the tests for their children, but otherwise they have to take them.

It wasn’t always this way. When the act was first passed in 1965, it focused almost entirely on providing students with equitable resources. That all changed in 2001, with the passage of No Child Left Behind, a reauthorization of this original bill. And ever since, through every subsequent reauthorization and name change, the federal law governing K-12 schools has required the same standardized testing.

The testing corporations don’t have to prove their products. Those products are required by law.

It’s one of the largest captive markets in existence. That’s some 50.4 million children forced to take standardized assessments. The largest such corporation, Pearson, boasts profits of $9 billion annually. It’s largest competitor, CBT/ McGraw-Hill, makes $2 billion annually. Others include Education Testing Services and Riverside Publishing better known through its parent company Houghton Mifflin Harcourt.

If many of these companies sound like book publishers, that’s because they are or their parent companies are. And that’s no coincidence. It’s another way they bolster their own market.

Not only do many of these testing corporations make, provide and score standardized assessments, they make and provide the remedial resources used to help students pass.

So if your students are having difficulty passing the state test, often the same company has a series of workbooks or a software package to help remediate them. It’s a good business model. Cash in before kids take the test. Cash in when they take it. And if kids fail, cash in again to remediate them.

Ever wonder why our test scores are so low? Because it’s profitable! The money is all on the side of failure, not success. In fact, from an economic point of view, there is a disincentive to succeed. Not for teachers and students, but for the people who make and grade the tests.

But that’s not all.

Once you have a system in place, things can become static. Once districts already have the books and resources to pass the tests, the testing corporation has less to sell them, the market stagnates and thus their profits go down or at least stop growing.

The solution once again is to create yet another captive market. That’s why Common Core was created.

These are new academic standards written almost exclusively by the testing corporations and forced on districts by federal and state governments. Under President Barack Obama’s Race to the Top initiative, $500 million in federal education grants were tied to adopting these new standards. States were coerced to push Common Core on their districts or else lose out on much needed funding.

This resulted in the need for districts to buy all new materials – new text books, new workbooks, new software, etc. It also required the states to order brand new standardized tests. So once again the testing industry cashed in at both ends.

And these tests were more needlessly difficult so more children would fail and need costly remediation.

Was there a pressing academic need for these new standards? Was there any evidence that these standards would increase student learning? Were there even any independent studies conducted to attempt to prove a need?

No. This was a total money grab. It was naked greed from one industry completely enabled by our lawmakers at the federal and state levels.

Republicans made noises against it, and some still do. But consider this – the overwhelming majority of state houses are controlled by the GOP. They have the power to repeal Common Core at any time. Yet almost none of them did or do.

Ask yourself why. It has nothing to do with the Democrats. Republicans are owned by the same masters as the so-called liberals – these same test corporations.

You have to understand that our government is no longer ruled by the principle of one person, one vote. Money has become speech so wealthy corporations get a huge say in what our government does.

If an industry gets big enough and makes enough donations to enough lawmakers, they get the legislation they want. In many cases, the corporations write the legislation and then tell lawmakers to pass it. And this is true for lawmakers on both sides of the aisle.

Standardized testing and Common Core are one pernicious example of our new captive market capitalism collapsing into plutocracy.

Our tax dollars are given away to big business and our voices are silenced.

Forget selling widgets. Our children have BECOME widgets, hostage consumers, and access to them is being bought and sold.

We are all slaves to this new runaway capitalism that has freed itself from the burden of self-rule.

How long will we continue to put up with it?

How long will we continue to be hostages to these captive markets?