Common Core

Abstract
In 2013, according to National Public Radio, two-thirds of Americans had not heard of the Common Core State Standards Initiative (CCSSI). A year later, 80% knew about it, and 60% were opposed. The confluence between Big Business and Big Government support for CCSSI has fed growing opposition from parents and teachers across the political spectrum. While much debate concerns the standards’ contents, this paper focuses on the mendacity used to justify CCSSI and the cronies pushing it.

Supporters claim CCSSI is state-led, internationally benchmarked, and based on the latest research, but it is not. In July 2009, $4.35 billion in federal funding was made available to recession-shocked states through the Race to the Top program. States had to adopt CCSSI and join one of two approved testing consortia to participate. Before standards had even been written, 46 states and Washington, D.C. agreed to join. As of May 2014, only 26 states and D.C. remained in the program. Advocates say CCSSI is state-led and voluntary; critics say federal funding is bribery and intimidation.

Additionally, opponents worry about centralization and the collection of real-time data on students and teachers. Mandatory curriculum, textbooks, lesson plans, and Core-aligned tests remove teachers from heretofore-key elements of education. To many, the use of cameras and biofeedback devices on students to obtain fine-grained data is Orwellian. Critics fear such monitoring of classrooms will transform education from an art into an exercise in industrial-style Taylorism. We can do better.

At their core (pardon the pun), the Standards are ambitious, but advocates say they are reasonable. One of the arguments against the Common Core, however, is that the standards devalue literary fiction as an essential element of a young person's education while privileging informational texts. While the Standards do not mandate that specific texts be taught, they are accompanied by a 183 page Appendix of "Text Exemplars and Sample Performance Tasks." In the recommendations for implementing the English Language Arts Standards, authors of the Common Core suggest that by the time students reach eleventh grade, they should be reading 70% informational texts.

Those are 4 volumes of the Hanada Taha Arabic Language Arts standards 2017 edition.  The 4 books contain K-12 ALA standards, performance indicators, sight words, rubrics, glossary of new jargon used including terms like: academic vocabulary, fertile questions, close reading, etc. Published by Educational Book House.

While there is extensive research on effective professional development, there is little on instructional coaching as a professional development model. This study endeavored to determine the effectiveness of instructional coaching, specifically to improve implementation of the Common Core State Standards in an urban charter school. Seven teachers spent the 2013-2014 school year working with a coach to implement new learning standards. These teachers were surveyed to determine the effectiveness of instructional coaching in improving their instructional practice. The study concluded that instructional coaching is an effective model for professional development. Elements of an optimal coaching model are offered for today’s school leaders.

This article contains an assessment of Walter T. Stace's ideas on mystical experience. Walter T. Stace is undoubtedly one of the pioneering names of the twentieth century. Stace offers a philosophical reading of issues including the origins of religion, the existence of God and the possibility of religious experience, which came to the fore after Kant. He sets experience free from religion and makes it a problem regarding the nature of mankind. Through a phenomenological examination of mystical texts, he asserts that one form of mystical experience, called " introverted mystical experience, " is the experience of " pure consciousness , " during which unity with the " Universal Ego " is experienced. On the basis of this assertion, he proposes various conclusions regarding mysticism. However, with a keen eye, it is seen that Stace's explanations do not directly depend on the phenomenological readings of mystical texts, and behind the classification and definition of experience there also exists a philosophical hypothesis regarding consciousness. In fact, Stace acknowledges the transcendental ego, which is primordial to the constituents of experience in Kant's metaphysical system; by acknowledging this, he designates mystical experience as the experience of the transcendental ego. However, he does not ground his ideas about the transcen-dental ego and pure consciousness or clarify his references to Kant. Rather, he puts a spotlight on mystical narratives. By emphasizing similar terminology used by mystics, he claims them to be evidence for the experience of pure consciousness. Such a manner causes some ambiguousness in his system and weakness in the philosophical foundation of his argument. In this article, these points, which most of the time escape the attention of the reader, are underscored.

Elencamos a BNCC como objeto central de análise uma vez que este documento encontra-se
em elaboração e discussão. Consideramos o projeto neoliberal de sociedade, a mundialização
do capital como expressões condicionantes para solucionar a crise estrutural do capital na
perspectiva da burguesia e, com efeito, nos perguntamos: No geral, quais são os nexos e
determinações entre a agenda neoliberal imposta pelo Banco Mundial, os interesses de
aparelhos mistos de hegemonia como o Conselho Nacional de Secretários de Educação
(Consed), a União Nacional dos Dirigentes Municipais de Educação (Undime) e a teoria
educacional e pedagógica defendida na BNCC? Realizamos uma revisão da bibliografia de 29
textos com uma composição variável de características como artigos científicos, monografia
de base, dissertações, reportagens, artigos políticos. Orientado pelo materialismo histórico e
dialético, tivemos por objetivo geral analisar os nexos entre as políticas públicas educacionais
e as teorias do conhecimento que fundamentam o receituário de políticas públicas dos órgãos
multilaterais e seus possíveis impactos na educação, partir da crítica às categorias de Política
para o Novo Milênio, cidadania e direitos de aprendizagem e desenvolvimento. Concluímos
que a essência da BNCC coaduna com a manutenção do status quo quando dificulta o acesso
da classe trabalhadora e de cor a um ensino de gestão pública, gratuito e de qualidade através
da descentralização da educação básica, do repasse de verba pública para instituições privadas
de educação, pela imposição de objetivos e o provável controle sobre a avaliação, e por negar
aos estudantes compreender a realidade concreta pela negação da ciência, da fragmentação da
educação e pelo esvaziamento teórico da categoria cidadania. Proporcionando uma educação
para o conformismo.

This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core Standards. Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights that educators should be aware of. Closing chapters situate the Common Core within a continuum of educational policy and legislation.

The United Nations Plan for Our Children
On September 10, 2003 in Prague at the International Conference on Education for a Sustainable Future, the United Nations declared 2005 through 2015, “The UN Decade of Education for Sustainable Development (ESD).” To nobody’s surprise, the UN also named UNESCO (The United Nations Education, Scientific, and Cultural Organization) as the lead agency for this global effort. The official launch ceremony took place on March 1st, 2005 in New York City.
Few Americans paid attention. They should have. On June 12, 2002, President Bush had announced that America would rejoin UNESCO and “…participate fully in its mission….”
According to UNESCO, “The Decade of ESD is a far-reaching and complex undertaking… that potentially touches on every aspect of life. The basic vision…is a world where everyone…learns the values, behavior, and lifestyles required for a sustainable future and for positive societal transformation.”
What is Sustainable Development?
The term “Sustainable Development” (SD) was introduced in 1987 at the World Commission on Environment and Development. Their report entitled, “Our Common Future” defined Sustainable Development as: “Meeting the needs of the present without compromising the ability of future generations to meet their own needs.”
Behind this noble sounding goal, however, was a radical agenda that had more to do with controlling the economy, education, population control, and society than sustaining development.
Strategic Imperatives:
Our Common Future, for example, revealed that SD involves “…ensuring a sustainable level of population… the challenge now is to quickly lower
population growth rates [in Third World countries], especially in regions such as Africa, where these rates are increasing… and developing countries will also have to promote direct measures to reduce fertility, to avoid going radically beyond the productive potential. In fact, increased access to family planning services is itself a form of social development. (p. 51-56),“…a progressive transformation of the economy and society (p.43), …international interdependence (p.47), …redistribution [of wealth] (p.50) …less material and more equitable growth (p.50-52), …merging environment and economics in decision making (p.62); …and a new ethic that will include the relationship between man and nature above all (p.71). Clearly there is more to SD than simply “good stewardship” of natural resources.

Wie wahrscheinlich ist die Übertragung von rechten Diskursen von den USA auf Deutschland im Hinblick auf schulische Lehrpläne im Allgemeinen und die Sexualerziehung im Besonderen? Lässt sich gar ein Einfluss der US-Rechten auf die Kontroverse um den grün-roten Bildungsplan 2015 in Baden-Württemberg nachweisen? Und wie könnte dieser aussehen?

This article uses counter-storytelling to examine how four urban African American mothers understand and discuss the role of Common Core State Standards (CCSS) in their children's education. Counter-storytelling is used as an oppositional framework to dominant stories privileged by educational systems. Findings conclude how parents posit valid critiques about CCSS and quality teaching, but reveal the absence of spaces where their voices and perspectives can be heard without marginalization. The article concludes with implications for urban education teachers, and a call of support for parents and teachers to be informed about counter-stories represented in students' education.

The Common Core State Standards for the English Language Arts (CCSS) focus on building student capacity to read complex texts. The Standards provide an explicit text complexity staircase that maps text levels to grade levels. Furthermore, the Standards articulate a rationale to accelerate the text levels across the grades to ensure that students are able to read texts in college and in the workplace upon high school graduation. This paper reports on a study that empirically examined how third graders at two reading proficiency levels performed with texts of differing degrees of complexity, as identified by the CCSS, within the grade 2-3 band. The study also investigated the influence of text length on comprehension.  The results suggest that the compounding effects of text complexity and length uniformly affected the reading proficiency of readers. Typically, when presented with two texts of the same complexity level, readers had lower comprehension in the lengthier version of the text than in the shorter version. Features of the single level, where performances on texts of different lengths were not statistically significant, are described, as are implications for educational practice and future research.

Executive Summary:

Global military operations have kept active duty military personnel—as well as members of the National Guard and military Reserves—engaged in the longest continuous overseas conflict in our nation’s history. Though the homefront has not experienced an “at war” cultural shift during current operations as happened in previous conflicts, there has been an increasing awareness of the impact of this prolonged combat on military families. These military families reside in every state in the union. In addition to the more obvious presence of active duty military personnel in a community, the Citizen Soldier Support Program (CSSP) performed a geographic analysis on 2012 data and found that there were only 12 counties in whole nation that were not home to at least one of the 1.3 million Reserve members then serving. It also found that there are only 27 counties that do not have at least one of the approximately 650,000 Reserve members who deployed in support combat operations in either Iraq or Afghanistan or both.

Many policies and initiatives have been proposed or implemented to address the unique needs of military families who face special challenges while supporting the service of their military member(s). Some of those policies and initiatives have sought to focus on military-connected children (MCCs) and the particular academic challenges they face. The unique aspects of many of the challenges stem from the dynamics of the military lifestyle. Of course, current efforts to address the academic needs of MCCs are built upon earlier efforts, some of which can be traced back nearly two centuries.

Today, primary oversight and responsibility for federal elementary and secondary education programs in support of MCCs rests with the Department of Defense Education Activity (DoDEA) headquartered in Arlington, Virginia. DoDEA provides high-quality education to more than 84,000 eligible MCCs in more than 190 schools around the world, achieving higher than average standings on nearly all standardized assessments. The rich history of the journey to this circumstance in some ways reflects Carl von Clausewitz’s proverbial “fog and friction” which military members are taught tends to dominate the battlefield. Yet, despite many challenges and periods of general neglect, a remarkable system of education has been created to meet not only the needs of MCCs overseas and in some stateside locations but also to augment local resources in other stateside locations. As we shall see, these efforts have and continue to mitigate the most egregious academic challenges of military life for MCCs.

Although ascertaining their academic performance is more challenging and less straightforward than it could and should be, there are many indications that MCCs perform academically at least as well—and sometimes better—than their non-MCC peers. Despite this, there have been assertions that federal Common Core standards are essential to improving the academic progress of MCCs and would greatly benefit them as they transition with their military parents between different military duty locations. However, such assertions are supported neither by the available evidence nor by the existing questions of rigor, legality, transparency, privacy, and state & local control that surround the implementation of Common Core. The assertions are also contrary to the rising trend of homeschooling military families, which has typically been a higher percentage than their civilian counterparts, but appears to be increasing even more due in part to concerns over the implementation of Common Core. Rather than centrally and opaquely determined standards, initiatives such as the Interstate Compact on the Education of Military Children, the creation of school liaison officers, support of military homeschooling families, and the use of targeted grants, to name just a few examples, are better suited to assisting military families and military leaders address the challenges of K-12 education for MCCs.

That does not mean there is no room for improvement. In fact, a closer look will reveal there is much we do not know about MCCs and their academic performance despite earlier and current interest. This unknown information is essential to policy makers at the local, state, and federal levels as well as invaluable to education and military leaders, nonprofits dedicated to supporting military families, and, not least of which, to the military families themselves. To that end, coding of MCCs as a subgroup within existing systems of assessment and performance should be established, and to overcome the challenges of assessing mobile students over time, longitudinal studies should be pursued. However, despite the absence of overall, longitudinal, and subgroup information, case studies can offer some immediate perspective and inform current policy efforts aimed at the K-12 education of MCCs while the means to more thorough research is developed. These glimpses into particular groups of MCCs suggest that the various claims asserting that national Common Core standards will aid the academic performance of MCCs or that the national Common Core standards should be viewed as the best solution to the challenges faced by MCCs are at a minimum, misguided.

Participants will learn a step-by-step process of aligning standards with learning goals, lesson objectives, performance tasks, and performance-based assessment, which is developmentally appropriate for diverse learners. Participants will design a performance-based evaluation with a grading rubric that is modified for the language proficiency of specific English language learners.

Too little, too late? The redesign of the school curriculum this fall is all dazzle, and no real content. Yes, it's nice to be able to show parents their children are enjoying themselves with new activities, but the substance inevitably still falls short of a true education. So many in the past few generations have been failed by schooling. Historically there was vigorous attention to teaching the basics. The instruction of language has been modernized and changed so much, it's a wonder anyone can express a complex thought either verbally or written. The value of a proper understanding in the rules of a language should come before anything else. Learning the rules of grammar, then practice in recognizing mistakes in those rules, are the basis of a complete classical education. Currently we have the 'common core' education curriculum across America and as well ensconced here in Canada, a system that tends to dumb down the students. But you will say the schools have to be this way since it's the best way we have to teach the children. A system which has failed at least the last two, and perhaps even five generations. Now the current education system is based on the Prussian Education System, which was designed to instill absolute obedience and uniformity in the pupils under the guise of education. It also forces all students to learn the same way, by being lectured, and tested. It rewards compliance and following orders, and punishes any questioning the instructor, and squelches independent thought. It has come to the point when an astute student who acts out in class (through boredom and lack of interest) will have their mind impaired by pharmaceuticals (Ritalin or other nervous system stimulants), to enable them to fit their round mind in the square hole of the education system. These drugs dull the mind, and force conformation on someone who thinks differently. This schooling system churns out graduates who are not prepared for the real world. An 18-year-old leaving school and entering the the work force barely has an idea what they want to do, let alone the knowledge to strike out on their own to tackle the wild world around them. Many have no idea how to do anything but menial labor, such as working at fast food restaurants, or retail without further costly training. The few that can afford to begin higher education are encouraged to choose a field of study, without much chance to see if it's something they'd like to do. In doing so, many are plunged into a life they don't enjoy, wishing they'd chosen differently. Many who go believe going to college or university will better their lives, end up in debt, with little hope of paying the debt down. Looking for work with a load of debt forces many into employment that is outside their field of study, and for lower wages than that which will support their dreams. Those who do not go into debt in the quest for higher education, but instead learn a trade, are usually in a better position both financially and employability. How did this all come about? We have to begin back when many of our great grandparents were in school. During the 19th century, many students were taught in small local schools. These one room classes had students of varying ages, but all were taught by someone who had to understand the curriculum. For instance, in one example from 1912, students are asked various questions that would stump most of today's graduates. A few questions follow from Grammar, Geography and Physiology. "William struck James." Change the Voice of the verb. Tell what you know of the Gulf Stream. How does the liver compare in size with other glands in the human body? Where is it located? What does it secrete.

The final version of the Common Core standards was released in June 2010. Also released at the same time was a report containing the signatures of 24 members of the Common Core Validation Committee, a committee appointed in the summer of  2009 to review the various drafts of the standards and to assure the public that the standards in mathematics and English language arts were research-based, rigorous, and internationally competitive.

The report, however, did not make it clear that the Validation Committee consisted of 29 members and that five of its original members did not sign a form attesting that Common Core’s standards were comparable in rigor to the standards of the highest-performing countries in the world. Two Validation
Committee members who did sign off later attempted to provide evidence to support their sign-offs. But their research was poorly executed and failed to provide evidence to sustain their claim that Common Core’s standards were internationally competitive and could prepare American high school students for college-level work. Moreover, other studies of the standards since their release have raised concerns about their rigor.

As the situation now stands, Common Core’s standards remain unvalidated despite the fact that over 46 states adopted them on the basis of a promise on their Race to the Top (RttT) applications in 2010 that they would be internationally benchmarked and, hence, rigorous. As outlined in the RttT applications, these standards were supposed to be “supported by evidence that they are internationally benchmarked.” But they were not. This paper explains the problems in the post facto studies that sought to validate Common Core’s standards and the concerns raised by the other studies.

The Common Core has become a flashpoint at the nexus of education politics and policy, fueled by ardent social media activists. To explore this phenomenon, this innovative and interactive website examines the Common Core debate through the lens of the influential social media site Twitter. Using a social network perspective that examines the relationships among actors, we focus on the most highly used Twitter hashtag about the Common Core: #commoncore. The central question of our investigation is: How are social mediaenabled
social networks changing the discourse in American politics that produces and sustains social policy? To join a conversation about this research in an open forum, tweet using #htagcommoncore.

This latest Fordham Institute Common Core apologia is not so much research as a caricature of it.
1. Instead of referencing a wide range of relevant research, Fordham references only friends from inside their echo chamber and others paid by the Common Core’s wealthy benefactors. But, they imply that they have covered a relevant and adequately wide range of sources.
2. Instead of evaluating tests according to the industry standard
Standards for Educational and Psychological Testing, or any of
dozens of other freely-available and well-vetted test evaluation
standards, guidelines, or protocols used around the world by testing experts, they employ “a brand new methodology” specifically developed for Common Core, for the owners of the Common Core, and paid for by Common Core’s funders.
3. Instead of suggesting as fact only that which has been rigorously evaluated and accepted as fact by skeptics, the authors continue the practice of Common Core salespeople of attributing benefits to their tests for which no evidence exists
4. Instead of addressing any of the many sincere, profound critiques of their work, as confident and responsible researchers would do, the Fordham authors tell their critics to go away—“If you don’t care for the standards…you should probably ignore this study” (p. 4).
5. Instead of writing in neutral language as real researchers do, the authors adopt the practice of coloring their language as so many Common Core salespeople do, attaching nice-sounding adjectives and adverbs to what serves their interest, and bad-sounding words to what does not.

How can direct teaching of academic English be integrated systematically into every content lesson? The presenter recaps what is involved in developing academic English and shares instructional moves that get students practicing academic English throughout the day. Sixty-second language lessons are instant activities that fit a stack of cards.

, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the Common Core State Standards. The stated aim of the Common Core standards is to define the knowledge Executive Summary • 3 0 10 20 30 40 50 60 70 Conventions of Standard English (6) Vocabulary Acquisition and Use (9) Knowledge of Language (2) Research to Build and Present Knowledge (3) Production and Distribution of Writing (3) Range of Writing (1) Text Types and Purposes (12) Integration of Knowledge and Ideas (3) Key Ideas and Details (3) Craft and Structure (3) Range of Reading and Level of Text Complexity (1) Craft and Structure (3) Integration of Knowledge and Ideas (3)

Lee Knight’s musical performances takes “storytime” to the next level. The children can jump into the book and act out the story and use props, figurines, and their own emotions and expression, to assist them in making the story come to life.

Abstract. Imagine combining the best characteristics of your favorite new geometry textbook with GeoGebraTube. It would cover all the material required for your ideal version of a full course on geometry, easily accessible and usable by teachers and students. However, it would also be free, flexible, up-to-date, easily revised and downloadable as needed by teachers and students. It would include activities tested in diverse classrooms, reviewed by teachers and flexibly adaptable to different languages, cultures or pedagogical preferences. Perhaps most importantly, it would take full advantage of GeoGebra for a dynamic, hands-on, visual, drag-able, constructible, personalizable exploratory-learning approach to geometry. The currently missing piece for moving GeoGebra into the center of contemporary mathematics education is the availability of comprehensive curriculum aligned with standards. GeoGebraTube provides a medium for shared resources, but requires coordinated efforts to devel...

This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (Ells) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We ground our study in the policy attributes framework, which suggests implementation is stronger the more specific, authoritative, powerful, consistent, and stable a policy is. We find states are being less prescriptive in their policies surrounding the standards and are including fewer or less forceful rewards and sanctions (power). local districts are providing more detailed, standards-aligned professional development (specificity) and supporting materials to guide teachers’ standards implementation (consistency). Districts are using “softer” power mechanisms instead of the “strong” rewards and sanctions of earlier waves of reform. This results in higher buy-in (authority) but creates challenges for districts in providing the necessary supports for teachers. In Ell policy, two national organizations are providing much of the specificity and consistency for standards implementation, and they do this through mechanisms of authority rather than through power mechanisms. For SWDs, implementation support is focused on compliance, and the enduring tension between standardization and individuality persists. Creative district approaches and moderate to high levels of authority hold promise for this wave of college- and career-ready standards.

Dr. Patricia Velasco began her professional career as a speech pathologist in Mexico City. After finishing her Ed. D. at Harvard Graduate School of Education in the United States, she went back to Mexico to establish Casa de la Ciencia to work with indigenous bilingual children and their teachers in San Cristobal de las Casas in Chiapas. Upon returning to New York City, she first worked for the Reading and Writing Project at Teachers College, Columbia University, supporting teachers with the literacy and language needs of English language learners. Additionally, she was part of the faculty at Teachers College in the Bilingual and Bicultural Education Program. Presently, she is an Assistant Professor of Education at Queens College, City University of New York, where she coordinates the Bilingual Program, and the director of the Bilingual Common Core Initiative (BCCI), a project launched by the New York State Department of Education to develop scaffolds and descriptors to support teachers in developing new and home language in bilingual students. In conversation here with Estrella Olivares-Orellana, who worked with Dr. Velasco as one of the writers of the project, she discusses her career path, her work with the bilingual common core initiative and the importance of effective bilingual education programs.

ON THE RELATIONSHIP OF THE NATURE OF HUMANKIND AND THE FORMATION OF GOVERNMENTS > Natural Law and the US Constitution Vs. Progressivism <> ON THE RELATIONSHIP OF THE NATURE OF HUMANKIND AND THE FORMATION OF GOVERNMENTS> #NaturalLaw and the US #Constitution Vs. #Progressive https://www.instagram.com/p/B5kBvIcA1yF/




#WETHEPEOPLE #Congress #UMN #Boomers #GenX #Millennials #College #COED #GenZ #Teen #FFA #HighSchool #HomeSchool #VoTech #Student #Military #Militia #Politics #Republican #Democrats #SocialDarwinism #Progressive #Globalist #Socialism #MNCD6 #USMNRepTomEmmer #TPUSA #CRNC #Conservative #BeingConservative #Liberal #FreedomCaucus #MAGA #Qanon #2A #gun #MolonLabe #SCOTUS #USSupremeCourt #MNCourts #CountyAttorneys #JudicialWatch #WayneDupreeShow #MarkLevinShow #BlazeTV #SalcedoStorm #HodgeTwins #LarryElder #PragerU #immigration #Trump #President #DonaldTrump #Brexit #YellowVest #YellowVests #GiletJaunes #ChalecosAmarillos #黄色背心 #YellowVestAmerica #MainstreamMedia #BuildTheWall #ActForAmerica #Infowars #GAB #MEWE #Latin #Latina #Hispanic #Black #BlackHistoryMonth #YouTube #ConventionOfStates #Rothschild #SOROS #NWO #OWG #KanyeWest #TaylorSwift #KatyPerry #AriannaGrande #TheEllenShow #LadyGaga #JimmyKimmelLive #Beyonce #JLo #theView #OWNTV #Oprah #60Minutes #LindsayLohan #Kaepernick #AlyssaMilano #AlecBaldwin #JamesWoods #ImagineDragons #gracevanderwaal #billieeiilish #TippingPointOnOAN #Liz_Wheeler #OANN #CRTV #DonMashak #WeThePeopleTAR #NaturalLaw #BBCNews #DrudgeReport #BREITBART #ZeroHedge #AmericanThinker #FederalistPapers #WeaselZippers #TownHall #Twitchy #PJMedia #HotAir #MichelleMalkin #RedState #NewsBusters #History #Spanish, #Chinese #Tagalog #Vietnamese #French #Korean #Russian #German #Deutsch #Hindi #Portuguese #Japanese #Hebrew #Hmong #Swahili #DuckDuckGo #GAB #MeWe #Academia #GoodReads #Pinterest #HistoryChannel #CNN #NBC #CBS #ABC #FOXNews #MSNBC

Countering #Progressive Indoctrination https://www.instagram.com/p/BzojzqbgsW5/ #4thOfJuly #WETHEPEOPLE #Congress #UMN #Boomers #GenX #Millennials #College #COED #GenZ #Teen #FFA #HighSchool #HomeSchool #VoTech #Student #Military #Militia #Politics #Republican #Democrats #SocialDarwinism #Progressive #Globalist #Socialism #MNCD6 #USMNRepTomEmmer #TPUSA #CRNC #Conservative #BeingConservative #Liberal #FreedomCaucus #MAGA #Qanon #2A #gun #MolonLabe #SCOTUS #USSupremeCourt #MNCourts #CountyAttorneys #JudicialWatch #WayneDupreeShow #MarkLevinShow #BlazeTV #SalcedoStorm #HodgeTwins #LarryElder #PragerU #immigration #Trump #President #DonaldTrump #Brexit #YellowVest #YellowVests #GiletJaunes #ChalecosAmarillos #黄色背心 #YellowVestAmerica #MainstreamMedia #BuildTheWall #ActForAmerica #Infowars #GAB #MEWE #Latin #Latina #Hispanic #Black #BlackHistoryMonth #YouTube #ConventionOfStates #Rothschild #SOROS #NWO #OWG #KanyeWest #TaylorSwift #KatyPerry #AriannaGrande #TheEllenShow #LadyGaga #JimmyKimmelLive #Beyonce #JLo #theView #OWNTV #Oprah #60Minutes #LindsayLohan #Kaepernick #AlyssaMilano #AlecBaldwin #JamesWoods #ImagineDragons #gracevanderwaal #billieeiilish #TippingPointOnOAN #Liz_Wheeler #OANN #CRTV #CNN #NBC #CBS #ABC #FOXNews #MSNBC

At least four aspects of College Board’s current circumstances seem problematic:

·      College Board enjoys monopolies in key markets and leverages those monopolies to support its competition in non-monopoly markets against competitors who enjoy no monopoly safe havens.
·      It retains a huge next egg of investments that the current leadership of College Board did nothing to attain, much of it harbored in offshore tax havens, that it uses to support its competition in non-monopoly markets against competitors who enjoy no similar advantage.
·      Its governance structure appears impregnable. The current leadership, and the current CEO, can do what they please with legacy monopolies and assets, with little possibility that the organization will hold them to account for their behavior.
·      College Board leadership pays itself large salaries that seem exorbitant considering both the organization’s charity status and the profound mismanagement of the past several years.

The public policy solution to these problems would seem obvious in the abstract. Either regulate the monopoly parts, as is done with public utilities, or break up the College Board, as was done most famously with Standard Oil a century ago, and continues to be done currently during corporate takeovers.

Another option might be to investigate and eliminate any barriers to entry by potential competitors. The participation of so many educational institutions as both members of the College Board and users of its services could perhaps be considered collusion — a restraint on competition for the AP and other programs — and therefore subject to antitrust remediation.

Regardless of the economic and legal realities, however, College Board presents itself as a charitable nonprofit whose sole mission is to serve the public good. Yet College Board behaves much like a private, aggressive, profit-maximizing firm. Its leaders seem to desire the benefits of both worlds, but not the full risk and responsibility of either.

The decisions to promote Common Core at both CCSSO and NGA were made initially by their nominal leaders—governors and state superintendents. But, they were made based on limited, skewed, and sometimes-false information. Moreover, judging from recent Common Core-related policy documents written by staff, association members still do not receive anything close to full briefings—with the full range of evidence and points of view covered. Instead, they receive promotional sheets from their staff—at best, talking points for those governors and superintendents who might still be interested in selling Common Core to their constituents.

Given the predominance of contract and grant funding at both organizations, one wonders if they merit being classified as member associations any longer. If their staff does not provide their members an objectively neutral range of policy options and evidence, what are they doing? Perhaps, in lieu of helping their members serve their constituents, they busy themselves writing grant proposals to fetch the far larger funding amounts available from foundations and the federal government. And, if that is the case, CCSSO and NGA do not primarily serve their members. Rather, they primarily serve the federal government or wealthy foundations. They have been co-opted.

Do CCSSO and NGA need to be as large and as wealthy as they have become  …not to serve their members?

In American society, high school serves as a transition from basic fundamental learning and then prepares adolescents for the rigor of college. The current focus on the assembly line type education of students is reinforced by common core requirements and standardized testing; this is commonly seen as these students hastily shove in information, take their exams, and are then sent out into the real world considerably underprepared. In its entirety, the academic portion of America is quite lacking, especially in the high school segment. Instead of encouraging students to further their knowledge in courses they are truly passionate about, the "one size fits all" outlook of the schooling systems leads to disengagement and failure in courses which could be considered unnecessary for many, especially for a student interested in a different field of work and study. This leads one to consider, should core classes be specialized for each high school student's career path? The implementation of individualized education paths for high school students would emphasize decision-making skills early on, require economic adjustments in the education system, and have profound benefits for learning in the future.

Creative Classroom Collaboratives is a four-year school reform model developed by Eastern Suffolk Board of Cooperative Educational Services and awarded by the U.S. Department of Education's Arts in Education Model Development and Dissemination (AEMDD) grant program. ESBOCES will partner with Tilles Center for the Performing Arts, Arts Consultant Laura Reeder, and Metis Associates evaluators to bring ongoing targeted professional development in arts integration and 21st Century Skills to grade 2-4 classroom and specialty teachers, along with arts residencies for students, grades 2-4, in the Riverhead and William Floyd school districts.  All work, linked to the New York State and national learning standards, is intended to enable all students to meet challenging expectations and to improve student and school performance.