Education Secretary Betsy DeVos: Common Core is Dead at U.S. Department of Education…

U.S. Secretary of Education Betsy DeVos gave a far-ranging speech Tuesday in Washington at an American Enterprise Institute conference, “Bush-Obama School Reform: Lessons Learned.”  Most media reporting outlines Mrs. DeVos presentation to state ‘the era of common core education is now dead“…

The full transcript of Secretary DeVos remarks is below:

[Transcript] “Thank you, Rick, for that kind introduction. Who would’ve thought that after we were last together on a panel in Grand Rapids a couple of years ago, I’d be here in this capacity today?

It’s an honor to be with all of you at an organization I have long appreciated.

AEI is now in its 80th year and in that near century, the Institute’s scholars have influenced and shaped the way Americans think about so many issues in the public square. AEI has been – and will continue to be – a treasured constant in this town of transition. And it should be noted that’s due in no small part to the leadership of Arthur Brooks, who brings a unique and compelling perspective. I’m grateful to call him a friend.

I’d like to especially thank Rick and Michael for putting this volume together and for hosting today’s important discussions. Both of you have contributed significantly to the policy debates in American education, and, importantly, you’ve put your distinct perspectives and experience to work with the goal of improving education for all. You both left the classroom out of frustration, and there are still far too many teachers who share that experience today.

My work over thirty years has revolved around time spent on the outside, looking in. Outside Washington. Outside the LBJ building. Outside “the system.” Some have questioned the presence of an outsider in the Department of Education, but, as it’s been said before, maybe what students need is someone who doesn’t yet know all the things you “can’t do.”

To a casual observer, a classroom today looks scarcely different than what one looked like when I entered the public policy debate thirty years ago. Worse, most classrooms today look remarkably similar to those of 1938 when AEI was founded. Take a look at this! These two operating rooms look starkly different, as does this general store and this website. But these two classrooms look almost identical.

The vast majority of learning environments have remained the same since the industrial revolution, because they were made in its image. Think of your own experience: sit down; don’t talk; eyes front. Wait for the bell. Walk to the next class. Repeat. Students were trained for the assembly line then, and they still are today.

Our societies and economies have moved beyond the industrial era. But the data tell us education hasn’t.

The most recent Program for International Student Assessment, or PISA, report, with which you are all familiar, has the U.S. ranked 23rd in reading, 25th in science and 40th in math. And, you know this too: it’s not for a lack of funding. The fact is the United States spends more per pupil than most other developed countries, many of which perform better than us in the same surveys.

I know that hard truth touches a nerve for everyone in this room. It does so for educators who try to help their students realize their potential. For employers who seek prepared employees. And, most importantly, for parents who only want the best for their children.

Of course there have been many attempts to change the status quo. We’ve seen valiant efforts to improve education from Republicans and Democrats, liberals, conservatives and everyone in between.

That’s because everyone is aiming for the same result.

Everyone wants students to be prepared and to lead successful lives.

We can’t say that sort of public harmony exists in other policy arenas. Not everyone agrees about the outcome or goal of tax policy or energy policy or immigration policy.

Our unity of purpose here presents an opportunity.

But while we’ve changed some aspects of education, the results we all work for and desire haven’t been achieved.

The bottom line is simple: federal education reform efforts have not worked as hoped.

That’s not a point I make lightly or joyfully. Yes, there have been some minor improvements in a few areas. But we’re far from where we need to be. We need to be honest with ourselves. The purpose of today’s conversation is to look at the past with 20/20 hindsight, examine what we have done and where it has – or hasn’t – led us.

First, let me be clear that I’m not here to impugn anyone’s motives. Every one of us wants better for students. We want better for our own children. We want better for our communities and our country. We won’t solve any problems through finger-pointing.

I also don’t intend to criticize the goals of previous administrations’ education initiatives. In the end, every administration has tried to improve education for students and grow the number who are learning valuable skills.

We should hope – no, we should commit – that we as a country will not rest until every single child has equal access to the quality education they deserve. Secretary Spellings was right to ask “whose child do you want to leave behind?”

But the question remains: why, after all the good intentions, the worthwhile goals, the wealth of expertise mustered, and the billions and billions of dollars spent, are students still unprepared?

With No Child Left Behind, the general consensus among federal policymakers was that greater accountability would lead to better schools. Highlighting America’s education woes had become an American pastime, and, they thought, surely if schools were forced to answer for their failures, students would ultimately be better off.

President Bush, the “compassionate conservative,” and Senator Kennedy, the “liberal lion,” both worked together on the law. It said that schools had to meet ambitious goals… or else. Lawmakers mandated that 100 percent of students attain proficiency by 2014. This approach would keep schools accountable and ultimately graduate more and better-educated students, they believed.

Turns out, it didn’t. Indeed, as has been detailed today, NCLB did little to spark higher scores. Universal proficiency, touted at the law’s passage, was not achieved. As states and districts scrambled to avoid the law’s sanctions and maintain their federal funding, some resorted to focusing specifically on math and reading at the expense of other subjects. Others simply inflated scores or lowered standards.

The trend line remains troubling today. According to the most recent National Assessment of Educational Progress data, two-thirds of American fourth graders still can’t read at the level they should. And since 2013, our 8th grade reading scores have declined.

Where the Bush administration emphasized NCLB’s stick, the Obama administration focused on carrots. They recognized that states would not be able to legitimately meet the NCLB’s strict standards. Secretary Duncan testified that 82 percent of the nation’s schools would likely fail to meet the law’s requirements — thus subjecting them to crippling sanctions.

The Obama administration dangled billions of dollars through the “Race to the Top” competition, and the grant-making process not so subtly encouraged states to adopt the Common Core State Standards. With a price tag of nearly four and a half billion dollars, it was billed as the “largest-ever federal investment in school reform.” Later, the Department would give states a waiver from NCLB’s requirements so long as they adopted the Obama administration’s preferred policies — essentially making law while Congress negotiated the reauthorization of ESEA.

Unsurprisingly, nearly every state accepted Common Core standards and applied for hundreds of millions of dollars in “Race to the Top” funds. But despite this change, the United States’ PISA performance did not improve in reading and science, and it dropped in math from 2012 to 2015.

Then, rightly, came the public backlash to federally imposed tests and the Common Core. I agree – and have always agreed – with President Trump on this: “Common Core is a disaster.” And at the U.S. Department of Education, Common Core is dead.

On a parallel track, the Obama administration’s School Improvement Grants sought to fix targeted schools by injecting them with cash. The total cost of that effort was seven billion dollars.

One year ago this week, the Department’s Institute of Education Sciences released a report on what came of all that spending. It said: “Overall, across all grades, we found that implementing any SIG-funded model had no significant impacts on math or reading test scores, high school graduation, or college enrollment.”

There we have it: billions of dollars directed at low-performing schools had no significant impact on student achievement.

These investments were meant to spark meaningful reforms. Schools were encouraged to significantly alter their teaching staffs, fire the principal or change the structure and model of the school. But most glossed over those recommendations. They simply took the federal money and ran the school the same old way.

So where does that leave us? We saw two presidents from different political parties and philosophies take two different approaches.

Federally mandated assessments. Federal money. Federal standards. All originated in Washington, and none solved the problem. Too many of America’s students are still unprepared.

Perhaps the lesson lies not in what made the approaches different, but in what made them the same: the federal government. Both approaches had the same Washington “experts” telling educators how to behave.

The lesson is in the false premise: that Washington knows what’s best for educators, parents and students.

Rick, you’ve rightly pointed out that the federal government is good at making states, districts, and schools do something, but it’s not good at making them do it well. Getting real results for students hinges on how that “something” is done.

That’s because when it comes to education – and any other issue in public life – those closest to the problem are always better able to solve it. Washington bureaucrats and self-styled education “experts” are about as far removed from students as you can get.

Yet under both Republican and Democratic administrations, Washington overextended itself time and time again.

Educators don’t need engineering from Washington. Parents don’t need prescriptions from Washington. Students don’t need standards from Washington.

Throughout both initiatives, the result was a further damaged classroom dynamic between teacher and student, as the focus shifted from comprehension to test-passing. This sadly has taken root, with the American Federation of Teachers recently finding that 60 percent of its teachers reported having moderate to no influence over the content and skills taught in their own classrooms.

Let that sink in. Most teachers feel they have little – if any — say in their own classrooms.

That statistic should shock even the most ardent sycophant of “the system.” It’s yet another reason why we should shift power over classrooms from Washington back to teachers who know their students well.

Federal mandates distort what education ought to be: a trusting relationship between teacher, parent and student.

Ideally, parent and teacher work together to help a child discover his or her potential and pursue his or her passions. When we seek to empower teachers, we must empower parents as well. Parents are too often powerless in deciding what’s best for their child. The state mandates where to send their child. It mandates what their child learns and how he or she learns it. In the same way, educators are constrained by state mandates. District mandates. Building mandates… all kinds of other mandates! Educators don’t need Washington mandating their teaching on top of everything else.

But during the years covered in your volume, the focus was the opposite: more federal government intrusion into relationships between teachers, parents and children.

The lessons of history should force us to admit that federal action has its limits.

The federal-first approach did not start with No Child Left Behind. The push for higher national standards was present in the Clinton administration’s “Goals 2000” initiative. Before that, we had President George H.W. Bush’s “America 2000,” also calling for higher national standards. These followed the Reagan administration’s “Nation at Risk” report, released in 1983.

That report gave dire warnings about the country’s track if education was not reformed. “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today,” the report warned, “we might well have viewed it as an act of war.” That came after President Carter’s giant nod to union bosses: the establishment of the Department of Education, with the ironic charge to “prohibit federal control of education.”

The trend is evident. Politicians from both parties just can’t help themselves. They have talked about painting education in new colors and even broader strokes. But each time, reform has not fundamentally changed “the system.” Each attempt has really just been a new coat of paint on the same old wall.

When we try the same thing over and over again, yet expect different results, that’s not reform – that’s insanity.

We will not reach our goal of helping every child achieve his or her fullest potential until we truly change. Let me offer three ways we can move forward in that pursuit.

First, we need to recognize that the federal government’s appropriate role is not to be the nation’s school board. My role is not to be the national superintendent nor the country’s “choice chief” – regardless of what the union’s “Chicken Littles” may say! Federal investments in education, after all, are less than 10 percent of total K-12 expenditures, but the burdens created by federal regulations in education amount to a much, much larger percentage.

The Every Student Succeeds Act charted a path in a new direction. ESSA takes important steps to return power where it belongs by recognizing states – not Washington — should shape education policy around their own people. But state lawmakers should also resist the urge to centrally plan education. “Leave it to the states” may be a compelling campaign-season slogan, but state capitols aren’t exactly close to every family either. That’s why states should empower teachers and parents and provide the same flexibility ESSA allows states.

But let’s recognize that many states are now struggling with what comes next. State ESSA plans aren’t the finish line. Those words on paper mean very little if state and local leaders don’t seize the opportunity to truly transform education. They must move past a mindset of compliance and embrace individual empowerment.

Under ESSA, school leaders, educators and parents have the latitude and freedom to try new approaches to serve individual students.

My message to them is simple: do it!

Embrace the imperative to do something truly bold… to challenge the status quo… to break the mold.

One important way to start this process is to make sure that parents get the information they want and need about the performance of their children’s schools and teachers. ESSA encourages states to be transparent about how money is spent, down to the school-building level.

Some states have developed information that is truly useful for parents and teachers. Others have worked just as hard to obfuscate what is really going on at their schools. To empower parents, policymakers and teachers, we can’t let “the system” hide behind complexity to escape accountability.

We must always push for better.

ESSA is a good step in the right direction. But it’s just that – a step. We still find ourselves boxed in a “system,” one where we are in a constant battle to move the ball between the 40-yard lines of a football field. Nobody scores, and nobody wins. Students are left bored in the bleachers, and many leave, never to return.

So why don’t we consider whether we need a new playbook?

That brings me to point number two. And, to finish the analogy… let’s call a new play: empowering parents.

Parents have the greatest stake in the outcome of their child’s education. Accordingly, they should also have the power to make sure their child is getting the right education.

As Deven Carlson points out, there is little constituency in America for the top-down reforms that have been tried time and again. In order for any reform to truly work, it must attract and maintain the support of the people.

I have seen such support for parental empowerment. The more parents exercise it, the more they like it. This growing support is why states are responding to that demand one by one. It’s also why sycophants entrenched in and defending the status quo are terrified. They recoil from relinquishing power and control to teachers, parents and students.

Well, I’m not one bit afraid of losing power. Because I trust parents and teachers, and I believe in students.

Equal access to a quality education should be a right for every American and every parent should have the right to choose how their child is educated. Government exists to protect those rights, not usurp them.

So let’s face it: the opponents of parents could repeal every voucher law, close every charter school, and defund every choice program across the country.

But school choice still wouldn’t go away. There would still be school choices… for the affluent and the powerful.

Let’s empower the forgotten parents to decide where their children go to school. Let’s show some humility and trust all parents to know their kids’ needs better than we do.

Let’s trust teachers, too. Let’s encourage them to innovate, to create new options for students. Not just with public charter schools or magnet schools or private schools, but within the traditional “system” and with new approaches yet to be explored.

What we’ve been doing isn’t serving all kids well. Let’s unleash teachers to help solve the problem.

You know, I’ve never heard it claimed that giving parents more options is bad for mom and dad. Or for the child. What you hear is that it’s bad for “the system” – for the school building, the school system, the funding stream.

That argument speaks volumes about where Chicken Little’s priorities lie.

Our children deserve better than the 19th century assembly-line approach. They deserve learning environments that are agile, relevant, exciting. Every student deserves a customized, self-paced, and challenging life-long learning journey. Schools should be open to all students – no matter where they’re growing up or how much their parents make.

That means no more discrimination based upon zip code or socio-economic status. All means all.

It’s about educational freedom! Freedom from Washington mandates. Freedom from centralized control. Freedom from a one-size-fits-all mentality. Freedom from “the system.”

Choice in education is not when a student picks a different classroom in this building or that building, uses this voucher or that tax-credit scholarship. Choice in education is bigger than that. Those are just mechanisms.

It’s about freedom to learn. Freedom to learn differently. Freedom to explore. Freedom to fail, to learn from falling and to get back up and try again. It’s freedom to find the best way to learn and grow… to find the exciting and engaging combination that unlocks individual potential.

Which leads to my final point: if America’s students are to be prepared, we must rethink school.

What I propose is not another top-down, federal government policy that promises to be a silver bullet. No. We need a paradigm shift, a fundamental reorientation… a rethink.

“Rethink” means we question everything to ensure nothing limits a student from pursuing his or her passion, and achieving his or her potential. So each student is prepared at every turn for what comes next.

It’s past time to ask some of the questions that often get labeled as “non-negotiable” or just don’t get asked at all:

Why do we group students by age?
Why do schools close for the summer?
Why must the school day start with the rise of the sun?
Why are schools assigned by your address?
Why do students have to go to a school building in the first place?
Why is choice only available to those who can buy their way out? Or buy their way in?
Why can’t a student learn at his or her own pace?
Why isn’t technology more widely embraced in schools?
Why do we limit what a student can learn based upon the faculty and facilities available?

Why?

We must answer these questions. We must acknowledge what is and what is not working for students.

Now, I don’t have all the answers or policy prescriptions. No one person does. But people do know how to help their neighbors. People do know how they can help a dozen students here or 100 there. Because they know the students. They know their home lives. They know their communities. They know their parents. They know each other.

That means learning can, should, and will look different for each unique child. And we should celebrate that, not fear it!

I’m well aware that change — the unknown – can be scary. That talk of fundamentally rethinking our approach to education seems impossible, insurmountable.

But not changing is scarier. Stagnation creates risks of its own. The reality is…

we should be horrified of not changing.

Our children don’t fear their futures. Think of a newborn, born into hope — not fear. They begin life with a clean slate. With a fresh set of eyes to see things we don’t currently see. That’s how students begin their lifelong learning journeys… with unlimited potential… yet with limited time.

Their dreams, their hopes, their aspirations, their futures can’t wait, while another wave of lawmakers puts yet another coat of paint on the broken “system.” One year may not seem like much to an adult, but it’s much too long for the child who still can’t read “Goodnight Moon.”

We, the public, can’t wait either. Education is good for the public.

Everything else – our health, our economy, our continued security as a nation — depends on what we do today for the leaders of tomorrow. It follows, then, that any educator in any learning environment serves the public good. If the purpose of public education is to educate the public, then it should… not… matter what word comes before school.

What matters are the students the school serves. What matters are their futures. We’ve been entrusted with their futures not because we asked to be, but because it’s a duty to destiny – theirs… and ours. It all depends on what we do now.

When our grandchildren tell their children about this moment in history, let them say we were the ones who finally put students first.

Thank you, and I look forward to this conversation.

[Transcript Link]

More Winning !!

Meanwhile… the fake news media are cats chasing Trump’s dancing laser pointer…

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220 Responses to Education Secretary Betsy DeVos: Common Core is Dead at U.S. Department of Education…

  1. TigerBear says:

    Your site use to be without problems, now Your site isn’t staying stable long enough to type out a comment fully. . Keeps reloading. Hope this gets in before it reloads yet again.

    Common core is alive and thriving here on the west coast. Devos isn’t aware of that?!

    Liked by 2 people

    • Jim in TN says:

      Have you tried an Ad-Blocker? WordPress puts adds on this site that force the browser to the top of the page and other messy issues.

      Liked by 4 people

      • TigerBear says:

        Yes, I use an ad blocker. What is happening is it literally reloads the page and wipes out any comment plus takes you back and you have to select the article again and start over.
        I get the message this page had to be reloaded and it occurs repeatedly. Getting through an article can be quite time consuming and frustrating. Multiple times of trying and I finally get it all read. I love Sundances articles….so I persist. Lol

        I’m not tech savy…so I have no clue what to do.

        Liked by 4 people

        • A.D. Everard says:

          I don’t know which ad blocker you use, but Adblock and Adblock Plus both work well and both are free. It might be your cookies need clearing out or a virus or it might be that you need to change the browser you use. It’s not this site, although the ads WordPress puts into all of its blogs can be a problem. I don’t see any ads and the site is stable for me. I hope you find someone close to hand who can help you directly, I know how frustrating it can be. Good luck.

          Liked by 4 people

        • woodstuff says:

          Try a different browser. Perhaps try reading/posting from a different device. Your problem is not with this website. It never automatically reloads for me, and I am here daily.

          You don’t need to be “tech savy” to deal with your problem here. I have no answers, but only suggest that you experiment until you find something that works for you.

          Best wishes

          Liked by 2 people

        • Joe says:

          Use a different browser

          If on the Phone use Brave – I like it best or use Firefox.

          Use Firefox on PC and or Google Chrome.

          Like

        • All American Snowflake says:

          One way to solve your problem is to copy the article and paste it into Word where you can read it without the jumping around. I had to do this for a couple of weeks. The problem finally resolved itself.

          Like

    • Ditch Mitch says:

      I am sure Devos (and PDJT) is aware of “CalCore” as I will call it. Devos wants to remove federal control. If “CalCore” is what they want “CalCore” is what they will get.

      Liked by 1 person

      • DGinGA says:

        But if the rest of us reject CalCore, the feds won’t shove it down our throats. I know of very few parents and students who actually like the Common Core curriculum. It’s a great idea in theory, but it really falls apart in execution.

        Liked by 2 people

        • Ditch Mitch says:

          I should have said “If “CalCore” is what Californians want “CalCore” is what Californians will get. But the other states don’t have to go along.

          Anything can look good in theory and on paper, which is a favorite ploy by the left.

          Liked by 1 person

        • DGinGA – a high school teacher taught me a lesson on logic I’ve never forgotten. If, say Communism is ” a great idea in theory (phrase often heard in my school years and repeated by me to that teacher, then, he answered, if the theory “really falls apart in execution,” means it it NOT a great idea!”

          Like

    • GenEarly says:

      West Coast ??? We hardly know you anymore.

      Like

  2. thesavvyinvester says:

    With all due respect to the Secretary, their should be a spelling correction it should read:

    The Error of Common Core Education is now Dead 😉

    Liked by 1 person

  3. Jlwary says:

    Great speech. Let’s make it happen… I may have to move out of Liberal Looney MA…

    Liked by 2 people

    • Karmaisabitch says:

      Trump has great women working for him. The way Nielson behaved, and what she said yesterday in front of that hostile Congress board was exemplary. I was thoroughly impressed.
      As far as the West Coast goes, you brought it upon yourselves. Unfortunately, people that get driven out become carpetbaggers in other states and carry the California virus with them. .

      Liked by 7 people

      • woodstuff says:

        Karmaisabitch: “As far as the West Coast goes, you brought it upon yourselves”

        This is an incorrect and unfair characterization of conservatives who live where corruption has taken hold. Mercy!

        About half of the left coast is conservative. Sans illegal voters, they are a majority. Their inability to defeat the corruption of the gov’t and the eMSM should not be blamed on all the people there.

        Residents on the left coast are largely trapped there because of family, financial commitments (like their homes), and other obligations.

        Like

        • Karmaisabitch says:

          Left my excuse cup at the train station. What about those moving out turning the surrounding states blue. Do you think they’ll wake up to accept their own responsibility in California’s failure? If there is such illegal voting going on, let’s see it. Otherwise it’s just illegals taking what is handed out to them by non illegal voting..

          Like

          • woodstuff says:

            Which train station did you leave?

            Like

            • Karmaisabitch says:

              Left my excuse cup at Union Station, then took an Uber to LA , and we smoked three joints a long the way, when I met an illegal honey striking for higher welfare wages, sorry, I had left all the change in the cup, but I was a friend of woodstuff and she’d do it for nothing and I said, “Oh, lay.”

              Like

        • pacnwbel says:

          I heartily agree. West coast common sense constitutionalists are constantly marginalized by the the city sheep despite best efforts to overcome the ovine brain inflexibility. All three of the left coast states are similarly afflicted with a trio of socialist governors largely elected fraudulently . Please pray rather than criticize for it isn’t always possible to move away.There is a saying, bloom where you are planted, for us west coasters , that means never giving up working for better times and supporting those with the drive and energy to bring enlightenment to the dark places, thank you.

          Liked by 1 person

  4. wodiej says:

    The problem isn’t money. It’s who is providing leadership. You’re not going to have higher scores when you tell kids they will go to the next grade whether they achieved the goals in their present one or not. You will not get successful adults out of kids who are not made to mind and learn respect and ethics. You will not succeed in the education system until they are run by towns and cities and held accountable for the Principals and other leaders. That is where you start.

    Liked by 2 people

    • nrsy4godandcountry says:

      have you heard the latest? mexifornia is now giving high school diplomas for attendance…no proficiency in english, math science required. In other word…diplomas for dummies.

      Like

  5. jstanley01 says:

    “Everyone wants students to be prepared and to lead successful lives,” says Secretary DeVos.

    That is unfounded assumption, contrary to the facts. The truth is, the Maoists who have the stranglehold on the education system — hiding behind the hybrids of post-modernism and multiculturalism — want to turn out ideological robots to use as cannon fodder in their fight to establish a Communist utopia.

    Until conservative educators man the battleline between themselves and the post-modernists and multiculturalists, they’re fooling themselves that they’re going to change anything.

    Postmodernism and Cultural Marxism – Jordan B. Peterson

    Liked by 3 people

    • annieoakley says:

      Jordan Peterson is brilliant. I listen to him everyday for a little hope in the future.

      Liked by 2 people

    • Sunshine says:

      I just love Peterson. A true hero of our times.
      He recently gave a BBC interview that was just fantastic. The female host thought she was prepared for him, was she ever wrong!
      By the end of the interview, she actually liked him and one could see that she understood and agreed with him.

      Liked by 1 person

  6. Bendix says:

    I didn’t read the whole thing, I have little patience with Educator-ese.
    Common Core was never well-intentioned, and it was never education reform.
    I disagree with Ms. DeVos that the way the classrooms look is a problem.
    Classrooms haven’t changed since the 1930s?
    Neither have children.
    I’ll believe Common Core is dead when I see it.
    How absolutely appalling, that something the parents, teachers, and students were all against was foisted on them anyway.
    Did I see that right? Ms. DeVos has been criticized as an “outsider” at DOE? What do they think it is, a private club?
    All the more reason to s—can the whole agency.

    Liked by 7 people

    • Somewhere in Dixie says:

      To solve this problem, the Dept. of Education should cease to exist. The states should decide not the Washington cockroaches.

      Liked by 8 people

      • kate says:

        You are correct, there has been too much power control in Washinton DC, it needs to be broken up and returned to the states, I know we have a poor example with California, mainly because they have voted in the marxist progressive government, but let them pay for their own mistakes, no more federal tax payers money and we will see how long they last.

        Liked by 1 person

      • GenEarly says:

        Bubba Clinton said, ” the Era of Big Government is Over” was it 20 years ago? The Feral Gov seem quite a bit bigger ,more rancid, and flatulent.
        Abolish the Dept. of Edumencation or just shut up, grab both ankles, put on a pink pusay hat, and sing Hail to the USSA.
        http://christianmerc.blogspot.com/2018/01/the-coming-division.html

        Like

    • I always am always disgusted when I hear that the black community does not have the same teacher credentials that other people have. Now to me that is a community problem.
      There is not much you can do about this without parents participating and have representatives that live in their district and continually advocate for education.

      Like

    • nuthinmuffin says:

      ‘What do they think it is, a private club?” yes…why do you think trump has so much opposition?

      Like

  7. Joy says:

    A school is where a child goes to work like a business is where mommy or daddy goes to work. People go to class to learn. Learning is work, sometimes hard work. If a child isn’t learning, the parent has to find out what’s going on with my child. If schools show poor data on student performance, it is up to the educational institutions to to find out what is going on with the teacher.

    Like

    • John Denney says:

      It’s not always the teacher’s fault. An excellent teacher whose students always did very well relocated to a different school district. His students there did not do well.
      As Betsy implied, education is a three legged stool: parent, child, teacher. All three must work together.

      Liked by 1 person

      • M. Mueller says:

        three legged stool: parent, child, teacher

        The “parent” part of that stool is what is often missing, at least in some communities, like Milwaukee Public Schools. When parents don’t care, or aren’t involved, what hope is there?

        Liked by 1 person

        • Flova says:

          Yes, it’s no coincidence that Carter turned a small data collecting agency into the a behemoth department 15 years after prayer was taken out of schools and Moms left home to work. And don’t forget the sexual revolution which led to single motherhood as a heroic way to raise children.

          Then in 1983 Reagan who promised to disband the Dept of Ed allowed Bennett to go hog wild to please the burgeoning billion dollar testing industry.

          Abolish Dept of Ed.

          Liked by 1 person

      • KBR says:

        Sometimes it is the principal and school board who are giving the rules to the teacher that makes that kind of difference.

        What you are doing successfully in one school is not always allowed in another one: teachers are told by administrations how they will teach and how they will grade, and how many tests they can give, and how to weight the tests and the homework and the classwork, and how much grade-weight to give to classroom participation and to attitude, and all sorts of parameters.

        So a really bright hard-working but shy kid who does very well with the actual course work (he learns it) might get the same grade as the lazy bright kid who participates in class and smiles a lot, (he does not learn it) but has learned only how to schmooze his teacher, and has little knowledge of the subject.

        Like

    • A good deal of the time the problem is the home environment. Being let down by their representatives.

      Like

    • nuthinmuffin says:

      “the parent has to find out what’s going on” what parents? you mean the lay abouts who drink and drug 24/7? surely you jest…the democrats have made the government the parents for a large swath of the country

      Like

    • GenEarly says:

      Ever heard of John Dewy? He was kicked out of the Soviet Union for ruining even a communist education. Then he returned to the USA and implemented “modern” edumencation. Keep debating irrelevant theories, and assorte progressive BS.
      Get all Governments out of education if you want a resurgence. Fire the current crop of infected teachers too.

      Liked by 1 person

  8. mikep says:

    Alternative education is I believe the way to go, things like charter schools, home schooling and so on. The public schools and most colleges are over-run with progressive, socialist, communism. Too late and too far gone to fix it in time. So what do you do? You create a parallel education system to take over and allow the old one to starve. That is, I believe, what DJT has in mind. When you have a private school system based off of the free market, most parents do not want their children turned into little commies and these private schools will have to cater to the parents wish to survive.

    Liked by 7 people

  9. Anita Hoge says:

    Sorry everyone. Just saying Common Core is dead, doesn’t mean anyone did anything to make it so. Paul Ryan pushed through ESSA without anyone having a chance to read it. ESSA put in place all of Obama’s illegal agenda…FERPA CHANGED SO data mining of student records thru an EO that allows personally identifiable info (PII) to be shared to outside vendors; codified the Obama ESEA Flex Waivers that mandated social, emotional, and behavioral psych standards and interventions and dropped poverty guidelines in Title I so ALL STUDENTS are covered under school-wide psychological probing and government Spy Surveillance; implemented teacher training in social, emotional, behavioral conditioning techniques; ALL NAMED IN THE NEW ESSA LEGISLATION.
    N
    So, Ms. DeVos, what have you done to stop Common Core? This agenda is in full throttle speeding ahead in every school in the nation. Look at your state ESSA application. Nothing has changed except now all,of Obama’s illegal shenanigans are legal. If you don’t know what these abbreviations are you’re in trouble if you have kids in school: SEL, RTI, PBIS, MTSS, SWSS, SISS, UDL. What is social and Emotional Learning? What is Response To Intervention? Positive behavior intervention and supports? Multi-Tiered System Of Supports? School-Wide System Of Supports? Specialized system of Instrucrional supports? Universal design for learning?

    If parents are really interested they would find that their kids have been exposed to not just the idea of Common Standards that were standardized, centralized, and collected uniformly in every state longitudinal data system that collects these psychological traits on your child, but also creates interventions to change the attitudes, values, beliefs, and dispositions of your children. Those abbtpreviations are the interventions in social and emotional learning, SEL, a great marketing technique to say, “Oh we’re helping your child to be resilient, to have empathy, or integrity.” Haha. How do you measure these psych standards? How do you score them? How do you Remediate these personality traits of your kids? The more you know, the more you will actually say that the DeVos speech was actually FAKE NEWS.

    And, if you think CHOICE will fix it, you are wrong. Giving those Title I stipends just opens up the door for the government to get their filthy dirty hands on private and religious and home schools. Title I funds are federal financial assistance. Let that sink in. Those stipends that will be given to PARENTS, will be the education savings accounts that a private, religious, or homeschool will NOT be able to deny a child entrance to that school. And remember, Ted Cruz put those 529 plans as an amendment to the budget, WHY? His original bill S 306, did exactly what I’m saying plus changed the definition of a home school to a private school. So….Guess what? All of those decrepit CommonCore Psych Standards and Interventions GO to EVERY PRIVATE AND RELIGIOUS SCHOOL, TOO. For Common Core to be GONE, for psych SEL standards and interventions to be GONE…ESSA, Every Student Succeeds Act MUST BE REPEALED. You hear that Secretary DeVos!!! Do you hear that Paul Ryan? REPEAL ESSA!

    When our President decides to REALLY help American children, REALLY stop Common Core, REALLY stop the psychological conditioning practices at school, he would STOP ESSA which was railroaded thru by our Republican Speaker of the House, and a dishonest Chairman Of The Ed Committee, HELP, Lamar Alexander, who is is totally for globalism.

    Secretary DeVos can’t fool the parents who are in the battle to help our children. We have been battling this global agenda for many years. Outcome based education in the 90’s never went away, they just put a new name on it and called in Common Core.

    Liked by 7 people

    • IfThenElse says:

      Sounds like we must educate ourselves as parents and grandparents regarding the educational bureaucracy.
      Good job and thanks.

      Liked by 3 people

    • Qbinky says:

      Mrs. Hogue, so glad to see your post. I followed you in the ‘90s and have read your “Educating for the New World Order. “ At the time KY was just adopting the same OBE standards that were imported from outside forces into Pennsylvania. As a young educator, your research opened my eyes. I could never again NOT question the motives behind every state and federal mandate I encountered over 3 decades in education. I agree with your analysis of Mrs. DeVos’s speech. She skimmed the top of the problem, but the real reform means repealing some truly intrusive laws. Thank you for your very insightful post! Looking forward to following your work on your website.

      Liked by 2 people

    • daughnworks247 says:

      Great post Anita, lots of good info there.
      We need expertise within Treehouse.
      Where are our teachers?

      Liked by 3 people

    • We can not be everything to everyone, let us be clear you cannot undo what is done at home. The gov’t is so involved with what they eat they giving the kids 3 meals a day like that is going to help. Next they will be bathing your kids at school and getting them to bed on time. You cannot council children but you cannot change the parents. The snowflakes have started all of this. Trophy for everyone.

      Like

    • harissalobo says:

      THIS!
      For all of us fighting government schools, Anita is our “James O’Keefe”.

      Like

  10. frank field says:

    We home schooled our 3. The children of America have been purposely dumbed down. Glad we have a turnaround man in White House.

    DRAIN IT

    Liked by 5 people

    • IfThenElse says:

      We not only home schooled our girls, but have helped hundreds of other families to do the same over the years.
      This can be the key if Mom and Dad:
      know their child’s learning style,
      know about readiness and won’t push a subject until child is ready and interested,
      know about concrete to abstract continuum and won’t push abstract concepts until ready,
      realize that if their child is a late reader then 99% of the time that reader will end up being a better reader by FAR when they do read (won’t push for early),
      design real life learning programs through everyday life,
      can figure out over time where their child’s strengths lie and teach to their strengths and not their weaknesses,
      won’t start academic training until child is ready usually around 6-8 years old because they know from DATA that it won’t benefit the child AT ALL – more likely hurt,
      don’t start academic work until later in the day,
      loves their child with parental love,
      and on and on and on…..

      It’s just too much common sense for those “common core” creeps.

      Liked by 5 people

  11. jmclever says:

    The globalists are Just as entrenched and invested in the Dept of Ed as they are at DoJ. CFPB, FBI and CIA. This is their stranglehold over the leadership of the future. Common Core also brought with it Islamization, gender confusion and normalization of sexual deviance. Don’t expect them to give up without a huge fight.

    Liked by 1 person

  12. Heather says:

    I certainly hope Common Core is dead because all it was is Islam pushing their sick demented cult on to our children. They are trying to indoctrinate our children every chance they get. Education has suffered and regressed since the Islam interference. Islam can better manage the population when they are ignorant.

    Like

  13. Important thing about our current “public schools” – the teachers are not well paid but they are really working very very hard, not all of them, but there are quite a few exemplary teachers that I happen to came across in my only 3-4 years of experience with the school system.
    Another insider information (my wife works as substitute teacher in public school) and that is – no matter how bad the kid behaves, the teachers cannot even scold them. e.g. there was a kid who was throwing books all over the place in class and teachers were “pleading” the boy to sit down – the teachers cannot scold him or touch him. This is beyond ridiculous. There are kids who are unable to read or even know how to hold a pencil in 3rd grade and apparently teachers are powerless to do anything about it.
    Just getting a bit nostalgic here – When I was growing up, these behavior in school was unheard of (aah the fond memories of the sound of every student in the class getting a wooden ruler on the knuckles of their hand or the swish of cane on the palms of hands if situation got out of control – and this from the principal or vice-principal himself / herself. Admittedly those were rare instances when an entire classroom was punished but there were some “regulars” who would be individually subjected to those punishments on fairly regular basis by class teacher(s). Funny thing is, none of us as adults today need to go to a psychiatrist because of those punishments.) and, there was no way a kid would be in third grade if (s)he cannot read or write. A kid was made to repeat the grade if (s)he did not score minimum passing score. One of my very close friend actually repeated a grade in … believe it or not – kindergarten.
    Now back to present time – There are schools that have brilliant kids in very poor neighborhoods. Their sole motivation to come to school is to get lunch. But from what I hear from observation, these kids are much better (academically) and well behaved than the example I mentioned above (that example was from a school that was in upper middle / rich people area).
    Of many things I hear here that leaves me scratching my head – teacher’s union is one of them. How in the world are they powerful when teachers, at least in my area, are paid around $110 – $150 a day? (This is the salary of teachers in public schools in one of the richest, if not richest, county in the country, where starting price of town home costs @ 500-600k and single family homes @ 850-900k plus).

    Like

    • zephyrbreeze says:

      It’s time for parents to bring charges against schools for creating a hostile learning environment when other children are allowed to be violent and disruptive.

      Like

      • zephyrbreeze, I should have mentioned – there was a case of one child being horrible most of the time. The teachers complained and the mother of the child counter complained getting the teacher in trouble that “my child is a very good boy at home, dion’t know why you are complaining of him being a difficult child at school.” She complained against the teacher in front of the child. Long story short, the child became more difficult post her mother’s counter-complaint.

        Like

    • DGinGA says:

      I don’t know where you live, but where I’m from a teacher with a master’s degree in Education and 15 years of experience makes around $80K for working nine months of the year with six weeks of paid vacation during that nine month schedule. And the entire time that teacher whines about how underpaid s/he is.

      As for school discipline, I remember it well. I also remember that if you got in trouble in school you got double the punishment when you got home. Those days are long gone, my friend.

      Like

    • Teacher salaries usually go up on two metrics: number of additional college classes taken and number of years teaching. When you learn how much a teacher earns in salary, the benefits are often left off: pensions, union dues, federal, state and local taxes, etc.

      Plus, they give you the base salary of a beginning teacher. The “extras” often come to 30% – 40% of that base. Look at your school budget – which is public information, to learn more.

      Like

  14. Jacqueline Taylor Robson says:

    Sorry, just had to lighten it up a bit!

    Liked by 2 people

  15. Red Frog says:

    For years I have asked why we need so many teachers when we could issue a new computer to every student every year and have maybe 3 teachers in every subject per state. The little brats could learn at their own pace and go to the school for testing.

    This lady is on the right track.

    Like

    • Bugsdaddy says:

      Won’t work because most of the brain-washed dumb masses need somewhere to put the kids for the day to be babysat.

      In the end, that is the real issue and tragedy. Non-involvement by parents in the education of their children.

      Like

      • Red Frog says:

        I think you are on to something. The brats need babysitters, not teachers. Let the parents pay for babysitters. They still would be cheaper than a union teacher. Could take decades for a babysitter’s union to take hold. But with technology, all these teachers we have is redundant. Even McDonald’s is using computers to reduce its workforce. A good teacher on a podcast could save billions. Heck you could have one for every interest group and still save billions.

        Like

        • I was stunned to learn than HALF of the “teaching staff” did NOT work in the classroom. You have no idea what classifications get called teaching staff. So, reducing teachers is good if you reduce those who don’t actually, you know, uh, teach.

          Like

  16. Daniel says:

    I was waiting for this… how much whining and gnashing of teeth will this bring? Who will oppose it? I should think noone but I expect there will be some… those who profit from it the most and the people they hire to speak out against this.

    Liked by 2 people

  17. Alligator Gar says:

    Strange–I just had this conversation with my class last night at the local community college. To quote from Ms. DeVos’ remarks: “Ideally, parent and teacher work together to help a child discover his or her potential and pursue his or her passions.” I am embarrassed to admit that sentence made me choke up a little. In my case, I can alter it to say: “Ideally, instructor and student work together to help the student discover his or her potential and pursue his or her passions.”

    I encourage them to go into majors that offer something that uses their passions. To not do so is to slay yourself every day. To hate going to your job. To be only a wage slave. To be the victim of what Martha Nussbaum calls “soul rape” (required to give assent to ideas that do not reflect your own…or else). I know because I live it every day.

    One student’s passion is counseling dying patients at hospice. She has been promised a position doing so once she obtains her associate degree. I could have cheered when she told me that. We need hospice counselors. Here is a lady who loves that type job and has always wanted to enter that field.

    Passion…meet paycheck. I am so happy for her.

    Liked by 3 people

    • thedoc00 says:

      That works so long as there is an income at the end of that passion that does not involve taking money from my pocket to pay for the passion. You are correct so long as there is recognition that there is a difference between a hobby founded on passion and profession founded on passion.

      Like

  18. M. Mueller says:

    Here in Wisconsin, the Milwaukee Teachers union is even against protecting its teachers. What quality of teachers do you think they are getting? What kinds of teachers are willing to be attacked?

    http://fox6now.com/2017/10/30/teacher-protection-act-bill-would-require-teacher-notification-if-students-arrested-for-violent-crime/

    “In Wisconsin, 11.3 percent of teachers said they were physically attacked in the 2011-2012 school year, the highest percentage in the country, according to federal data from the National Center for Education Statistics (page 150). And 13.7 percent of Wisconsin teachers said they had been threatened with injury that year, which is the most recent data available.
    This is a bill that would criminalize children, especially children of color. Especially children with special needs,” said Amy Mizialko, vice president of the Milwaukee Teachers Education Association, the union of Milwaukee Public Schools teachers.”

    And: https://www.jsonline.com/story/news/education/2017/10/25/bill-aims-protect-teachers-assault-critics-say-boost-school-to-prison-pipeline/794635001/

    Liked by 1 person

  19. daughnworks247 says:

    I bought my home because it is next door to the school- no carpool.
    I’ve been battling this problem for 25+ years (5 step children ages 32-17 + 1 son age 20—- spent a lot of time on education).
    We’ve done exclusive private, public, and Catholic School.
    We’ve done distance learning classes through a state university as well as Duke.
    I’m very active with our local home school families and draft them for projects all the time.
    For my son and steps, every summer, and throughout the year, we augmented their education by sending them to programs with the best universities in the world.
    But – I could afford it. Therein lies the rub.
    For every extra program my son attended, I could have easily sent another 20 kids.

    So, I looked into bringing the expert teacher to us, to spend the same amount, but teach more kids locally, bigger benefit. With the #2 and #3 administrators, we raised millions in grants for our school district. We would pile up in our game room with scotch and cigarettes and write like crazy. It worked. I also started a 501C3, for the teachers, for extra expenditures.

    Then, the leadership changed and we got a pious bureaucrat. No more grants, everything stagnated, turnover increased, parents were pushed out. School went from a level 5 (one ofonly 2 in the state) to a level 3. Property values fell and it became difficult to recruit new corps to the area.
    Meanwhile, property taxes increased 550%. Enrollment fell, population fell.
    But we did get a federally funded 7.5 million dollar gym, which is F-5 tornado proof + 2 million dollars worth of covered walkways + about 800K in sidewalks + 200K a year for an armed police officer……cuz – school shootings……, but we could not find 10K for a robotics team, or a sponsor for National Honor Society.
    Ahhh, the priories of the bureaucrats always trump that of the kids.

    Successful schools are easy with good leadership, and frankly, it’s our fault. We need to be much more active in our school boards. Intransigent Superintendents and Principals are an impediment to learning and the Dept of Education found within each state is a cesspool of inefficiency.

    Our son finally ended up in a state chartered math and science school, just voted the 8th best public high school in the country. Faculty was ranked #1 in the country.
    In college now, our son agrees, it was the best possible education he could have received, but he knows how lucky he was to be selected to attend.
    The math and science school only accepts 125 kids per year, and there are 3.6 million people in our state. How many students could have benefited from such a world class education? How does that hurt the state going forward?

    It’s the bureaucrats that are the primary problem, they protect their fiefdom and resist change with every fiber of their being. They answer to the teacher’s union, which is even worse.

    Liked by 1 person

  20. bkrg2 says:

    First time i have heard her speak. I am totally impressed. Great logic and approach to a big problem that has been unsolved for too long
    Wow does Trump know how to pick a team!

    Liked by 1 person

  21. It would seem she’s learn from the likes of John Gatto.
    Her questions are perfect.
    Return the power back to the families to guide their children’s education.
    It has never been easier to allow students to learn at their own pace.

    Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling by John Taylor Gatto et al.
    Amazon Link: http://a.co/3Yn0e6B

    Like

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