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Tuesday, April 23, 2013

The Common Core Lie

“If you tell a lie big enough and keep repeating it, people will eventually come to believe it. The lie can be maintained only for such time as the State can shield the people from the political, economic and/or military consequences of the lie. It thus becomes vitally important for the State to use all of its powers to repress dissent, for the truth is the mortal enemy of the lie, and thus by extension, the truth is the greatest enemy of the State.”
– Joseph Goebbels, Hitler’s Minister of Propaganda

The State

“The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).” –

The Truth

The evidence shows that powerful and influential people and organizations have collaborated to create a global education system that will track our children and move them toward a global perspective that seeks to erase state and individual sovereignty.

The Facts

In 1988, Marc Tucker became the president of the National Center for Education and the Economy (NCEE). He joined up with Hillary Clinton, Mario Cuomo, and Ira Magaziner to get states to move away from local control of their schools and migrate to national standards. (link)
In 1992, Mr. Tucker wrote a letter to Hillary Clinton congratulating her on Bill Clinton’s presidential win. He included in his letter ideas for radical education reform. He stated the goal is “to remold the entire American system” into “a seamless web that literally extends from cradle to grave and is the same systems for everyone,” coordinated by “a system of labor market boards at the local, state and federal levels” where curriculum and “job matching” will be handled by counselors “accessing the integrated computer-based program.” (link)
Tucker’s ambitious plan was implemented in three laws passed by Congress and signed by President Clinton: the Goals 2000 Act, the School-to-Work Act Opportunities Act, and the reauthorized Elementary and Secondary Education Act (ESEA) called “Improving America’s Schools Act of 1994.” (link)
In 2004, Microsoft (Bill Gates) contracted with UNESCO (the United Nations Educational, Scientific and Cultural Organization) to fulfill part of UNESCO’S Millennium Campaign Goals—universal education and education for a global economy. (link) The largest roadblock to creating a universal education system was the United States since each state has its own education standards and systems.
In 2005, Bill Gates funds the New Commission on the Skills of the American Workforce—created by Tucker. States begin adopting its education reform initiative, “Tough Choices or Tough Times.” In 2008, Utah’s Governor Huntsman touted it (see video in link below) and joined with 5 other states (Massachusetts, Delaware, Arizona, New Mexico, and New Hampshire) who adopted it in order to “reinvent their educational systems.” (link)
In 2008, the Gates Foundation, along with two other foundations, created Strong American Schools (a successor to the STAND UP campaign launched in 2006, which was an outgrowth ofUNESCO’s Millennium Campaign Goals for Universal Education). It called for American education standards. (link 1) (link 2)
Also in 2008, the Gates Foundation funds the International Benchmarking Advisory Group report for Common Core Standards on behalf of the National Governors Association, Council of Chief State School Officers, and ACHIEVE, Inc. titled, “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education.” This report showed the United Nations is a member of the International Benchmarking Advisory Group for Common Core Standards. (link)
The member of mention is the Organization for Economic Cooperation and Development (OECD) which developed UNESCO’s Millennium Declaration—partnering with the World Bank and the International Monetary Fund. (link) The report states on page 37: “While states must take the lead, the federal government can help. And the federal government can do that best by playing an enabling role grounded in a new vision for the historic state-federal partnership in education.” (link)Gates also funded $2.2 million to the National Governor’s Association to advocate for a common state education system. (link)
In 2009, Marc Tucker wrote a chapter in the book “Change Wars: The Inspiring Future for Educational Change.” One chapter was called International Benchmarking as a Lever for Policy Reform. The book says the UN’s OECD launched the Programme for International Student Assessment in 2000 tomonitor the outcomes of education. (link)
In April, 2009, Gates Foundation members, along with a few dozen others, participated in a Washington conference and produced “Smart Options: Investing the Recovery Funds for Student Success.” These ideas were funded by the 2008 Stimulus (ARRA-American Recovery and Reinvestment Act) and supported Race to the Top. Priority 1: Develop Common American Standards—also called Career-Ready Standards—in most states by January 2012. (link)
Among the requirements states had to agree to in applying for Race to the Top funds (rounds 1 and 2), were adopting yet-unwritten Common Core standards, becoming a member in one of the assessment consortia, and adopting a P-20 longitudinal database to track student information including confidential biometric information. (link) (page 4 defines biometric)
In the summer of 2009, the Council of Chief State School Officers, National Governors Association, and ACHIEVE, Inc. agree to partner on a common core standards project. (link) The Gates Foundation funds this effort starting in 2009, and through 2011, with over $20 million(Pmt 1, Pmt 2, Pmt 3, Pmt 4)
The federal government is barred from creating national standards (G.E.P.A. law and 9th and 10th amendments to the U.S. Constitution) so they allowed this orchestration to happen and committed to funding other elements of the takeover.
In the fall of 2009, the U.S. Dept. of Education signaled it would fund $360M for summative assessments aligned to Common Core Standards and began planning meetings. Two consortia begin competing for this funding: Smarter Balanced Assessment Consortium (SBAC) and Partnership for the Assessment of Readiness for College and Careers (PARCC). States begin adopting Common Core Standards and joined one of the consortia in order to receive No Child Left Behind waivers from the U.S. Department of Education Secretary, Arne Duncan. (link) Since the federal government is funding the assessments, they now had a “stakeholders” right to the data provided by those assessments which would be stored in state longitudinal database systems (SLDS). SLDS would now contain information previously protected by HIPAA due to regulation changes by HHS Secretary Kathleen Sebelius. (link) Thus the federal government would receive access to educational, medical, and biometric data almost in direct fulfillment of Mark Tucker’s desired cradle to grave database.
In October 2009, the Gates Foundation gave the Thomas B. Fordham Institute $1 million to review the Common Core standards. (link) The Fordham group has traditionally reviewed state standards and unremarkably gave Common Core high marks (link). The Common Core Validation Committee did not all give high marks to these new standards.
Also in this time frame, the Gates Foundation donated $1.5 million to Mark Tucker’s NCEE organization. (link)
In December 2009, the Gates Foundation paid the National PTA $1 million to mobilize the PTA for Common Core Standards. (link 1)(link 2)
In June, 2010, the National Governors Association and State Education Chiefs launched Common State Academic Standards. (link)
In April 2011, the SBAC Overview Curriculum and Assessment Conference issued a report stating thatgoverning member states must adopt Common Core by Dec. 31, 2011. (link 1)
In September 2011, Obama Education Secretary Arne Duncan announced “Today, I promise you that [the Department of Education] will be a committed partner in the national effort to build a more environmentally literate and responsible society… We must advance the sustainability movement through education… Education and sustainability are the keys to our economic future-and our ecological future.” (link) Sustainability is a key buzzword for the U.N. Agenda 21 movement which the UNESCO/Gates 2004 contract are ultimately aiming for.
In November 2011, the conservative American Legislative Exchange Council’s (ALEC) education task force developed model legislation calling for the demise of the Common Core Standards, but shelved it after receiving a $376,635 grant from the Gates Foundation. (link)
Bill Gates also speaks at the November G20 Summit in Cannes and issued his report, “Innovation With Impact: Financing 21st Century Development” stating, “My report will address thefinancing needed to achieve maximum progress on the Millennium Development Goals, and to make faster progress on development over the next decade.” (link)
In 2012, states not on Common Core and not meeting the Annual Yearly Progress requirements of NCLB petition congress for relief. Lawmakers working on options were undercut when the Obama White House circumvented Congress to grant waivers from NCLB if states adopted Common Core. (link)
In February 2012, the Utah State Office of Education issued a press release that they had partnered with Choice Solutions to implement the required longitudinal database system as the P-20W to track all students in the state from preschool, through age 20, and into the workforce. (link) This same month the USOE filed its waiver application to get out of No Child Left Behind and stated they would “fully adopt Common Core as written” as one of their commitments. (link pg. 30, 34, 132)
Texas Education Commissioner Robert Scott stated that the common standards movement amounted to a “desire for a federal takeover of public education.”(link) and Governor Rick Perry’s Common Core rejection letter cited a $3 billion implementation, better state standards, and loss of state control over education, as Texas’ reasons for not adopting the standards. (link)
Now, additional states (who originally signed on), including Massachusetts, Iowa, Kansas, South Carolina and Virginia, are expressing concerns about the common standards initiative. (link)
Gov. Nikki Haley just signed a letter supporting legislation in South Carolina to block CCSS implementation stating, “South Carolina shouldn’t relinquish control to a consensus of states any more than the federal government.” (link)
The SBAC calls the standards requirements federal and States must get the U.S. Department of Education’s approval to exit the SBAC. (link)
Larry Shumway, Utah State Superintendent, a member of the CCSSO Board of Directors, a member of the Board of Directors at West Ed which is the project management partner for SBACassessments, recommends Utah retain its relationship as a governing member of the SBAC (thus forcing Utah to use their tests). However, after the Utah legislature took steps to potentially force the state into reconsidering Common Core, the Superintendent wrote Secretary of Education Arne Duncan asserting our state’s rights to use these standards any way we choose. (link) The letter was written to reassure the legislature that this wasn’t a federal takeover. Sec. Duncan affirmed this position in a written letter back to Superintendent Shumway (link). This letter contradicted the mandatory language used in  Duncan’s “Cooperative Agreement” document Utah obligated itself to. That document demands that SBAC and PARCC “foster synchronization” of consortia tests and share data with the Dept. of Education, as data must be given to the Dept. of Education “on an ongoing basis.” (link)
In a March 6, radio interview with Utah talk show host Rod Arquette, Mr. Shumway stated the reason for writing the letter as, “…I’m bothered by things I hear the secretary [Duncan] say in speeches and the President say in speeches where they take credit for these [Common Core] standards. And I’m bothered by the Department of Education making requirements that are associated with these standards.” (link)
Wait a minute, Mr. Shumway…if these are state-led, state-controlled standards, why would there be a need to write to Secretary Duncan, rather than to the National Governors’ Association or CCSSO, groups said to be in control of Common Core? Why would the Dept. of Education be making requirements tied to the common standards?  Why are the standards non-amendable by us, copyrighted by the NGA? (link) And why is the Gates Foundation now funding biometric devices capable of assessing student interest in a lesson? (link)
The list of questions could go on and on, yet there is little doubt that given the evidence, the Common Core Standards Initiative was not initated by any state-led effort of the NGA and CCSSO.  Regardless of who first initiated it, clearly, it was incentivized by the Department of Education.  It was clearly also promoted, funded, and propelled by the Gates Foundation in order to bring about a global education system in accordance with its agreement with UNESCO.
Common Core has been in the works for decades and the various components associated with it were just waiting for the standards to push through in order to activate the network of organizations that would unconstitutionally take over state freedoms over education.
To see where Common Core fits into the scheme of related programs that make up the globalization of education, check out this visual diagram created by ROPE (Restoring Oklahoma Public Education)  Read ROPE’s full document here.

HSLDA Speaks Out Against Common Core
Sandra Stotsky on the ELA Common Core Standards
Arne Duncan Exposes the Real Purpose of Common Core
A Teacher’s Letter
Controlling Education From the Top: Why the Common Core is Bad for America

Claims on Mayoral Governance Don’t Stand Up to Scrutiny



William J. Mathis, (802) 383-0058,
Katrina E. Bulkley, (973) 655-5189,

URL for this press release:

BOULDER, CO (April 23, 2013) – A recent Center for American Progress report purports to find that school districts led by city mayors are raising student achievement while improving the districts’ fiscal health. A new review finds some useful information in the report, but says it is too flawed to rely on for policy guidance.
The report, Mayoral Governance and Student Achievement: How Mayor-Led Districts are Improving School and Student Performance, by Kenneth K. Wong and Francis X. Shen, was reviewed for the Think Twice think tank review project by Katrina E. Bulkley, Professor of Educational Leadership at Montclair State University. Her review is published today by the National Education Policy Center, housed at the University of Colorado Boulder School of Education.
Bulkley has published broadly on issues related to school governance, including mayoral control, and is the co-editor of Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform (Harvard Education Press, 2010), a book that examines reform in several of the cities included in the report.
In her review, Bulkley finds that the fiscal analyses suffer from inappropriate comparisons and lack reliable and valid evidence supporting the central claim that mayoral control influences the amount or distribution of school resources.
The portion of the report examining student achievement highlights positive findings in a few districts, but says little about two other sets of school districts: mayor-led districts that did not see gains and districts where achievement improved without mayoral control.
“These issues call into question whether ‘mayoral control’ is appropriately credited with the improvements identified in the report,” Bulkley writes. “The paper does not provide or explain the statistical methods or provide the findings essential to supporting the authors’ claims.”
Bulkley says the report does shed some light on the contexts in which school district control has shifted to mayors, as well as the challenges that such shifts can present. Nevertheless, she concludes, the report’s limitations “preclude relying on either the report’s findings or recommendations in making policy decisions.”
Find Katrina Bulkley’s review on the NEPC website at:
Find Mayoral Governance and Student Achievement: How Mayor-Led Districts are Improving School and Student Performance, by Kenneth K. Wong and Francis X. Shen, on the web at:
The Think Twice think tank review project ( of the National Education Policy Center (NEPC) provides the public, policy makers, and the press with timely, academically sound reviews of selected publications. NEPC is housed at the University of Colorado Boulder School of Education. The Think Twice think tank review project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice.
The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on the NEPC, please visit
This review is also found on the GLC website at