ACT Develops Social-Emotional Learning Assessment

Photo Credit: J. Sanna (CC-By-2.0)

ACT has developed its own social-emotional learning assessment for middle and high school students and officially jumps into the latest education fad.

Here’s the press release they sent this week:

IOWA CITY, Iowa—ACT today announced the launch of ACT Tessera, a comprehensive next-generation assessment system designed to measure social and emotional learning (SEL) skills. The new system will provide assessments for middle and high school students (grades 6-12), as well as actionable lesson plans for teachers looking to integrate SEL into their classrooms.

A growing number of research studies—including ACT’s own research—have confirmed that SEL skills, sometimes known as behavioral or noncognitive skills, are essential for success in education and career.

“ACT is committed to a holistic approach to measuring student readiness for success in college and career, and that is why we are launching ACT Tessera,” said ACT Chief Commercial Officer Suzana Delanghe. “SEL skills are important, are measurable and can be enhanced through evidence-based strategies. ACT Tessera will provide insights on SEL skills to students, parents and educators that will help students succeed.”

Based on the research-validated and widely adopted SEL factors, ACT Tessera measures six areas:

·       Tenacity/Grit

·       Composure/Resilience

·       Organization/Responsibility

·       Curiosity/Ingenuity

·       Teamwork/Cooperation

·       Leadership/Communication Style

“Research shows teachers believe programs in SEL are essential and investing in SEL programs can result in major long-term and economic benefits for society,” said ACT Vice President and Chief Scientist Rich Roberts. “ACT Tessera not only helps measure SEL skills, it delivers a Teacher Playbook with activities designed to help students develop and improve.”

A recently released research report from ACT confirmed the importance of SEL skills. The Importance of Behavioral Skills and Navigation Factors for Education and Work reported that both education and workforce professionals believe that these skills are critical for lifelong success.

The study examined survey responses from school teachers, college instructors and workforce supervisors across the nation regarding the importance of social and emotional learning skills.

Key findings included the following:

·       Behavioral skills are rated important in preparing students for college and workplace success by more than 80 percent of K-12 teachers, postsecondary instructors and workforce supervisors.

Behavioral skills are interpersonal, self-regulatory and task-related behaviors such as acting honestly, getting along with others, keeping an open mind, maintaining composure, socializing with others and sustaining efforts.

·       Navigation factors are viewed as important by nine in ten K-12 teachers and by around two-thirds of postsecondary instructors and workforce supervisors.

Navigation factors are defined as personal characteristics, processes and knowledge that influence people as they journey along their education and career paths, including self-knowledge, environmental factors, integration and managing career and education actions.

ACT Tessera, along with other ACT assessments solutions, align with the ACT® Holistic Framework. The Holistic Framework is a comprehensive, research-based framework that includes core academic skills, cross-cutting capabilities, behavioral skills and navigation factors across critical transitions that are considered essential for achieving education and career success.

Watch to see if your school starts using this particular assessment. As with any assessment, we encourage parents to opt your student out.

Schools Implementing Government-Sponsored Personality Manipulation

Shane Vander Hart has performed a service by spotlighting new ways for schools to put K-12 students on the couch, so to speak, and examine their personalities. These new assessment tools are necessary because the progressives who control public education have decreed that education is no longer about teaching academic content but rather about instilling government-approved attitudes and personality traits such as resilience and empathy. “Social-emotional learning,” or SEL, is now the focus of K-12 education, and the institutional guru is the Collaborative for Academic, Social and Emotional Learning (CASEL).

To resolve the problem of how to psychologically screen and assess millions of children, without parental consent and via staffers who overwhelming aren’t qualified to do it, CASEL is exploring ways to measure if the little tykes’ personalities are undergoing the necessary transformation.

Even SEL proponents warn that assessment is a problem. For one thing, medical professionals can’t agree on the criteria for assessing children’s mental health. For another, most assessment instruments are unreliable. The most common tool – student surveys – is of questionable validity. Even students who treat the surveys seriously (which excludes all adolescent boys) may, as Dr. Angela Duckworth and David Yeager observe, misinterpret questions and otherwise provide misleading information. Because other instruments such as teacher reports present their own problems, these experts conclude that “perfectly unbiased, unfakeable, and error-free [SEL] measures are an ideal, not a reality.”

CASEL has thus initiated a “collaborative effort” to spur development of “practical and appropriate” SEL assessment designs. CASEL’s Measuring SEL Design Challenge has already prompted some ideas that should boost homeschooling numbers.

The first-place design in the competition uses computer-based testing to “assess self-regulation and self-management based on how long students spend on each test question, effectively combining a measure of social-emotional learning with existing standardized tests.” It’s unclear if this program could differentiate between the student who’s experiencing inner turmoil over a particular question, and one with the sniffles who just spends a couple of seconds blowing his nose.

Anyway, this concept of examining students’ psyches by analyzing keystrokes is central to “personalized learning” through digital platforms. The federal government and its data-mongering cronies aim to map students’ brains and determine how they think (and to change how they think) – see here, here, and here. The first-place SEL-measurement scheme fits nicely with this mindset.

The red ribbon in the competition went to Panorama Education for its “Social Detective” tool. Using Social Detective, children spend valuable class time watching videos of people answering such questions as, “What makes a good friend?” Then, the children answer questions about each person in the videos, such as, “What is more important to this person, loyalty or honesty?” The point of this is to “assess how well students can engage in social perspective-taking” – a skill that “is both malleable and teachable.” The assessed children will get feedback on how well their answers matched those of the video subjects, and then they have to repeat the whole process at least three times.

The Panorama experts apparently expect children to passively endure all this repeated silliness, remaining focused while continuing to watch anonymous people on screens talking about boring subjects. Boys, especially, will lose interest quickly (probably resulting in a negative assessment of their social skills).

Panorama is hazy about who will be assessing responses and offering feedback. Will teachers be expected to do this? And what sort of training and licensing, if any, would teachers have to undergo? Psychologist Dr. Gary Thompson has warned about the dangers to children of allowing what are essentially psychological assessments to be administered by untrained and unlicensed, even if well-meaning, people.

And will this sketchy assessment data end up in the state longitudinal data system, so that reports of children’s perceived difficulties with social interactions – think of the bored little boys mentioned earlier — will follow them forever? Panorama hopes its Social Detective tool “evolves over time as we collect more data” – data from children, used as guinea pigs, that may haunt them in the future.

A noteworthy omission in all the puff pieces about SEL and the innovative ways to assess it is any mention of getting permission from parents. Educrats and their ed-tech cronies seem to assume that because they think it’s a good idea, they have the right to decide that each child should undergo it – without even telling parents what’s happening.

Parents investigate whether your schools are implementing government-sponsored personality manipulation. If so, reassert your right to protect your children from such dangerous experimentation. Schools must treat students as students, not patients.

Teacher Shortages Become More Acute

Teacher at Maxwell AFB Elementary/Middle School
(Air Force photo/Kelly Deichert)

Valarie Strauss at The Washington Post writes about the teacher shortages every state is facing this school year, a problem that has become acute in recent years.

An excerpt:

Teacher shortages are nothing new — most states have reported some since data started being kept more than 25 years ago — but the problem has grown more acute in recent years as the profession has been hit with low morale over low pay, unfair evaluation methods, assaults on due-process rights, high-stakes testing requirements, insufficient resources and other issues.

According to a 2016 report by the nonprofit Learning Policy Institute, teacher education enrollment dropped from 691,000 to 451,000, a 35 percent reduction, between 2009 and 2014, the latest year for which there is data. And there are high levels of attrition, with nearly 8 percent of the teaching workforce leaving every year, the majority before retirement age.

She lists the five key factors that the Learning Policy Institute cited in their report:

The Learning Policy Institute report found five key factors that influence whether a teacher decides to enter, remain in or leave the profession: salaries and other compensation; preparation and costs to entry; hiring and personnel management; induction and support for new teachers; and working conditions, including school leadership, professional collaboration and shared decision-making, accountability systems, and resources for teaching and learning.

Read her whole article here.

Like Strauss said this has been a problem for years, but it has become worse over the years. I can’t help notice the spike between 2009 through 2014. What was introduced? What changed?

While there isn’t empirical evidence to point to this as the cause I believe Common Core along with the accompanying assessments has been a factor. The Learning Policy Institute cites working conditions – I have heard from numerous teachers they no longer feel like they are in control of their classrooms. Also linking teacher evaluations to assessments impacts morale among teachers.

We’ve seen the 2014 teacher of the year call it quits over Common Core. Elementary school teachers have struggled with Common Core math. Another teacher in Colorado is just another example of teachers who have left the profession over Common Core.

We have no idea how many have decided they do not want to enter the profession because of top-down education reforms. I’m sure it isn’t an insignificant issue.

WV Attorney General Morrisey vs WV Congressman Jenkins vs ESSA

This is an open letter to WV Attorney General Patrick Morrisey and Congressman Evan Jenkins (R-WV) who seek the Republican nomination in West Virginia’s U.S. Senate race.

The Elementary and Secondary Education Act (ESEA) was part of President Johnson’s war on poverty in 1965.  Its intent was to provide equal opportunity and support to the states’ education systems.  It has since been reauthorized over the years and has transformed into a controlling noose around the necks of the states.

In 2001, under President Bush, the reauthorization legislation was called No Child Left Behind – legislation that President Bush admittedly never read.  A major result of NCLB was to establish a law that required ALL students to test 100% proficient in English and Math by 2014…. an impossible goal never intended to be met, but a mandate that became the rope to form the noose.

In 2009, President Obama used this law and his massive stimulus package to tighten the noose. The U.S. Department of Education unconstitutionally offered waivers of the proficiency requirement – waivers of a law created by Congress…  along with millions of dollars to the states if they accepted specific conditions:  ADOPT COMMON STANDARDS (not yet developed), CREATE A STUDENT DATA SYSTEM, JOIN A TESTING CONSORTIUM (not yet formed) ALLOW FEDERAL ACCESS TO STUDENT DATA, AND COMMIT TO EVALUATING TEACHERS AND SCHOOLS USING ASSESSMENT RESULTS.

In 2010, Governor Manchin, with our current recycled State Superintendent Steve Paine, and our state board, committed West Virginia to these conditions, having never seen the Common Core standards or the assessments.  These agreed upon conditions usurped parental authority over a child’s personal information, and handed over our state sovereignty eroding our ability to control our own education system…with no notice to parents or legislators. It was and still is complete disdain and disregard for our Constitution’s 10th Amendment, our sovereignty, and parental authority…as the feds tightened the noose and now sit in control of education nationwide.

As we slowly learned of the degraded standards, student data collection and the federal intrusion into classrooms, parents, grandparents, teachers, doctors, psychiatrists, attorneys, citizens…rose up in opposition to these conditions now collectively called Common Core. Policy and legislative battles have ensued in county boards, state boards, state legislatures, court rooms, and Congress, and Common Core has made populist rhetorical fodder for plenty of campaigning politicians who have not taken the time to understand the depth of this issue.

In 2015, Although no one seems to know the identity of the real author(s), Senator Lamar Alexander was given the task of writing NCLB reauthorization legislation, now known as the Every Student Succeeds Act (ESSA). He claimed ESSA would take the noose off, end the powerful federal intrusion, and return education to local control.  Many Common Core activists read the bill and knew, if passed, ESSA would continue the federal stranglehold on education.  With a moments notice, on their own time and dime, these grassroots passionate activists jumped on flights to D. C. to educate House and Senate members on the flaws of ESSA.  But In the end, their voices were ignored and ESSA passed both houses.

If you doubt that the feds are still controlling education, you need only look at the current activity of the U.S. and state Departments of Education.  For months and continuing as we speak, state’s are spending hundreds of man hours putting together their ESSA STATE PLAN to be submitted for approval to Secretary of Education, Betsy Devos as required by ESSA – states groveling to the feds to get tax dollars that belong to us anyway. Already some states have been told by DOE peer reviewers their plan is deficient and is denied.  And as a side note, my FOIA request to Secretary Devos requesting names and credentials of these peer reviewers making decisions on the state plans was also denied.  The arrogance and the federal control continues.

In West Virginia, in 2018 voters will hopefully deny Joe Manchin a seat in the U.S. Senate and we will elect a state’s rights, conservative thinking Republican to stand with President Trump and his agenda to save this nation.

Our choice will be made in the primary election between two accomplished, well known, established West Virginia Republicans.  I look to each of them for their thoughts on ESSA.

There are some things already on the record.  For example, Attorney General Morrisey is on record for courageously taking on the feds, fighting for state’s rights as he made his legal challenges with the EPA and Obama Care.  And clearly, he has stood strong for the 2nd Amendment and protecting our individual liberties and has advanced our firearms reciprocal agreements with other states.  So where does he stand on the Common Core issue?

AG Morrisey was our first stop for help back in 2013 as we began our fight to stop Common Core.  We thought, given his dedication to state’s rights issues and his opposition to federal encroachment upon the states, Common Core would be right up his ally. However, we were very disappointed when he told us, as the legal representative for the state board, his ability to advise us was limited. I have never been able to completely understand that position since we were wanting to take on the feds for their intrusion.  Perhaps AG Morrisey might better explain his position.

As for Congressman Jenkins, we do have him on the record for his ESSA vote.  When ESSA came up for consideration, and we all realized the feds were still controlling education, grassroots activists exposed the ruse.  What a profound message could have been sent to the nation, to the WV governor, our state board, the legislature, and to WV parents, if our WV congressional delegation would have stood united with a press release saying Mountaineers value freedom, we stand in opposition to federal control of our classrooms, and we are voting NO on ESSA.  But instead of standing together, only one member of our delegation, Congressman Alex Mooney, stood for our state’s rights, stood alone, and voted NO on ESSA. Perhaps Congressman Jenkins would like to explain his position.

So I have a few questions for each of you:

  1. As a U.S. Senator, would you support the elimination of the U.S. Department of Education?
  2. As a U.S. Senator, would you support education block grants to the states?
  3. Appropriate and proper education by local means is the foundation for our nation’s survival.

What could be more important?

Massachusetts Includes SEL Survey To Be Administered With MCAS

A parent in Massachusetts who also serves on her local elementary school’s school committee shared with me information from the Massachusetts Department of Elementary and Secondary Education regarding the administration of a social-emotional learning survey that focuses on school climate.

Schools, she said after asking her school administrator were not told to notify parents. Currently, schools can opt not to give this survey to their students, but that could change.

Here is the FAQs sheet from DESE.

Currently, the information collected will not be used for school accountability, but they haven’t closed the door on that.

Below are the survey questions for each grade. The questions so far are innocuous, but will they remain that way? That remains to be seen. SEL doesn’t stop with school climate. Will they survey family climate next? Then there is a simple fact they are adding to their assessment time.

Regardless, parents should be aware what the state of Massachusetts, through their local schools, asks their students.

Less Than Half of Maryland’s Students Pass PARCC

The Baltimore Sun reports that less than one-half of Maryland’s students passed PARCC’s math and English language arts assessments.

Three years after Maryland began to hold public school students to higher standards, results of English and math assessments released Tuesday show students have made only slight progress and less than half statewide passed the tests.

In grades three through eight, 41 percent of students passed the English test, while only a third passed the math assessment. The pass rate for English rose slightly, from 38.7 percent to 40.6 percent. The percentage of students passing math dropped slightly, by less than 1 percentage point, compared to a year ago. The test is called the Partnership for Assessments of Career and College Readiness, or PARCC.

About half of Maryland 10th-graders passed the PARCC English test and 36.5 percent of those students who took Algebra I passed. State officials plan to require successful completion of those tests as a condition for graduation, but haven’t yet decided what the score should be.

What is to blame? The test? The standards? Nope, privilege or lack thereof…

“More privileged students tend to do better at a more accelerated rate,” said school board member David Steiner. “That is a problem of school systems across the nation.”

Baltimore City and Baltimore County students scored below the state average. In the city, only 15 percent of students passed the English test and 11.9 percent passed the math. The pass rate in Baltimore County went down in elementary and middle school math by 1.6 percentage points, with 30.3 percent of students passing. In English, passing rates improved by 1.4 percentage points to 36.5 percent.

Forget the fact that students outside of these urban areas who have “privilege” are still failing. It could not possibly be a problem with the assessment or the standards.

The Baltimore Sun hits it right on the head, three years into these standards and these students are only showing “slight” progress which is still failing.

But Common Core is the silver bullet that is going to turn around all that ails public education.

Read the whole article here.

CASEL Looks To Build Social-Emotional Learning Assessment

CASEL, the Collaborative for Academic, Social and Emotional Learning, launched a design challenge to create a tool in order to help schools measure social-emotional learning in their students. The Hechinger Report wrote they recently announced the 2017 winners.

The First Place winner for 2017 is:

Student Assessment Engagement
When students take an achievement test on a computer, metadata like the amount of time spent on each item are often collected. Research shows that students who often respond extremely fast–so quickly they could not have understood the item’s content–are likely disengaged from the test. Our measure quantifies how often students respond extremely quickly over the course of a test, which is strongly correlated with scores from measures of social-emotional learning constructs like self-regulation and self-management.

Submitted by:
James Soland, Research Scientist, NWEA
Nate Jensen, Senior Research Scientist, NWEA
Tran D. Keys, Executive Director of Research and Evaluation, Santa Ana Unified School District
Sharon Z. Bi, Educational Research Analyst, Santa Ana Unified School District
Emily Wolk, Assistant Director of Research and Evaluation, Santa Ana Unified School District

Of course, the winner would incorporate data mining into their submission! Can’t let good metadata go to waste!

Here’s the second place design winner:

Social Detective
Panorama’s Social Detective is designed to measure and help students practice social perspective-taking, a malleable and central social competency that underlies a vast range of social-emotional functioning at school and in life. In this performance task, students are challenged to be a “social detective” whose job is to figure out other people’s values, interests, and perspectives. After watching short video interviews, students answer a series of questions to gauge how well they perceive and understand each person.

Submitted by:
Panorama Education

Panorama Education explains “Social Detective” further on their blog:

This just looks like an awesome use of time.

They had a tie for third place:

The PERC is a computer-based tool that assesses students’ Persistence, Effort, Resilience and Challenge-seeking behavior. These are key behavioral expressions of a growth mindset of intelligence.
Submitted by:
Tenelle Porter and Kali Trzesniewski, Department of Human Ecology, University of California, Davis
Lisa Blackwell and Sylvia Roberts, MindsetWorks

The video below walks you through the tool.

The other third place winner is:

Zoo U Social Emotional Skills Assessment
Zoo U provides a game platform for performance-based formative assessment of social emotional skills in upper elementary grades.

Submitted by:
Melissa E. DeRosier, PhD, 3C Institute and Centervention
James M. Thomas, PhD, 3C Institute and Centervention

They explain what happens when students start playing the game:

Six short scenes at the beginning of the game provide a baseline for how students are doing with social and emotional skills: communication, cooperation, emotion regulation, empathy, impulse control, and social initiation.

Students then have an opportunity to play up to 30 scenarios to improve and reinforce learning for each of these skills.

The entire game takes 10-15 hours to play. They encourage teachers to spread that time out to play one or two times a week for 30 minutes each session.

You can see who won 4th-6th place here.

A Tale of Two Schools

I will be returning to the highest poverty school in Spokane in less than a week. Highest Homeless. Highest Refugee. Highest ESL …

Please. Please.

Grit is NOT the answer.


Let these children experience art, music, movement, projects, building, exploration, curiosity, fun… DAILY … Not push push push … Not test test test … Not sit sit sit … Not listen listen listen …

~Raschelle Holland~

I know this lady. I know her soul.

And now you know about the hole in her heart.

And then this exquisite soul must walk out of that Twilight Zone school … and into a jolting dimension … one occupied by her very own son.

“I toured my son’s remodeled public school … It’s gorgeous … art every week in a beautiful art room … science every week in a beautiful science room … [few] qualify for free and reduced lunch. Test scores are high. It’s considered an “A” rated school by OSPI in Olympia.”

And she almost aches that her son is advantaged … and those “other” children … back in the cheap seats where she teaches … are not.

But she’s not to blame. That belongs to some far away folks … who are allergic to her reality.

The federal government has now admitted what we all knew … that this dreadful reform was a multi-billion dollar ruse. Actually … $7 billion worth of ruse.

A reform that was never real. Never genuine.

Just a concoction of cellophaned premises. Hollow promises. Gilded in educratic junk-speak. Championed by cultural-tinkerers in the Department of Education … who whizzed away billions. And forgot about the kids in the cheap seats.

Seven billion dollars that should have fixed Raschelle’s school … and spackled that hole in her heart.

But this reform was timid and spineless. Never facing up to racial or economic realities.

“The building I will walk into has 94% of children qualifying for FREE lunch … The students I work with … Will not have art consistently each week … Or science … Rather they go to a class on “Grit” and learning to push through and try harder … “

Yeah. Buck up! Your shirking 8 and 9-year-olds.


That’s a helluva reform. Find that genius who imagined that a good idea. Sit his kid in a cheap seat. And see if that kid blossoms on a steady diet of grit.

The most struggling schools are almost always found in inner city circumstances … and they are overwhelmingly schools of color and disadvantage.

But reformers ignored that … ’cause that would require speaking some hard, racial truths … and the race card would surely show up somewhere. And you shouldn’t shake that tree. No, no, no. That would cause discomfort.

But what about the discomfort of those kids in the cheap seats? Weren’t they worth it?

Apparently not.

So, the reformers whimped. And took the easy way out.

“The scores in my school will remain low … And reform curriculums will keep coming … to ‘cure’ the academic achievement gap … And it won’t be cured. In fact, it continues to widen.”

And so will the hole in Raschelle Holland’s heart.

Here’s the sick irony.

These reforms were applied across the board. To every single school. In a grand display of meaningless equality.

A one-size-fits-all reform extravaganza. And it didn’t much matter if a school was successful or not. Everyone was gonna sip the same scholastic hemlock … even if it poisoned good schools and made bad schools worse.

It was government idiocy in search of perfect equality …  and it screwed everyone. Equally.

But … it didn’t have to be this way. And this teacher shouldn’t have wind whistling through her heart. And those kids shouldn’t be glued to cheap seats.

This is a mess that cannot be unmessed. It’s time to begin again … and time to get it right.

Everyone knew certain schools were short-changed. Poisoned by greasy politicians and self-serving unionists. But … instead of a cure … all we got was a $7 billion travesty.

And Raschelle Holland?

She got an ugly hole in her heart.

Common Core Advocate Tony Evers Plans to Run for Wisconsin Governor

I’ve written several articles about Wisconsin Governor Scott Walker’s treatment of Common Core. His record on Common Core is a mixed bag and, in my opinion, he has not done enough to rid the state those standards. Dr. Tony Evers, Wisconsin’s Superintendent of Public Instruction, is a Democrat who plans to officially announce tomorrow that he is challenging Walker. His record is abundantly clear he is the man solely responsible for bringing Common Core into the state.

The Milwaukee Journal Sentinal reports:

State schools superintendent Tony Evers will formally announce his gubernatorial run Wednesday, making him the third Democrat to commit to a bid and the first statewide office holder to challenge GOP Gov Scott Walker.

Evers, who heads the state Department of Public Instruction, will announce his run at a suburban Madison park for children, according to an email sent to supporters Sunday and obtained by the Milwaukee Journal Sentinel.

The venue at McKee Farms Park in Fitchburg will highlight Evers’ main credential for voters – his years working on behalf of children as a local school leader and state education official.

“On Wednesday, Tony will officially announce his run for governor because we need a real change here in Wisconsin. That change starts with putting our kids first, investing in our schools, and rebuilding Wisconsin’s middle class,” according to an email sent from the personal account of Jeff Pertl, a top aide to Evers in the superintendent’s office.

The Evers campaign had no comment except to note that Pertl is a volunteer.

They note that Evers has been criticized for adopting Common Core, as well as, the rollout of the state’s new computer-based test. He has to win the Democrat primary first before he can challenge Walker in the general election.

If he wins the primary and then loses the general election he’ll be out at the Wisconsin Department of Public Instruction. Common Core opponents have the opportunity to run candidates for that position who will work with the Wisconsin Legislature and Governor Walker to repeal Common Core (provided they truly want to do that). You may remember that Evers threatened to sue if the Legislature and Walker repealed Common Core claiming he had sole authority over academic standards in the state.

Back to School Common Core Propaganda Time

Summer has flown by and kids are now back in school (or will be soon depending on where you live). I had a parent in the Glendale Unified School District in California send me a photo of a parent handout he received.

A brief response:

  1. There is no evidence that demonstrates Common Core promotes deeper thinking, and even if it did they would think about what exactly since Common Core is also content-lite.
  2. Integrated learning is referring to the literacy standards in math, social studies, and science. So it encourages working on literacy skills in these particular classes. First, these standards boost the number of informational texts students have to read which has made an impact on how much literature is read. Second, I’d rather students focus on math, science, and social studies content. Third, where is the evidence that this approach works? None, it’s just the latest fad and it sounds cool therefore it must work, right? Right?
  3. Oh, they get to show how they know… Know what? Getting rid of skill and drill at a time when students are best able to learn a lot of information short circuits their understanding foundational information in a specific subject. I’d rather kids drill their multiplication tables than work on “thinking algebraically.”

They have this “hey trust us” plea, but even Bill Gates has said we won’t know for at least 10 years after implementation of these reforms will work. So these platitudes presented to parents are just a pipe dream.

Also, at this time parents have received “myths and facts” sheets about Common Core that are pretty much cut-and-paste straight from Gates-funded talking points.

If you receive a parent handout that you would like to share feel free to send it our way at If you ever have any question about something you receive don’t hesitate to contact us either.