As the propatainment media hysteria over the Lieber-Wuhan-Fauci (rhymes with Grouchy) virus continues, and as everyone throws in their two cents on what they think is going on and what “they” hope to accomplish with all of this, I’ve been hearing from teachers. I have a few friends who are teachers, and there are a few members of this site who are teachers. And I can assure the regular readers of my blogs, that without exception, none of them were in favor of the Common Core curriculum and agenda being promoted by Darth Hillary, Jeb What’s-his-Name, and Billious Hates.
Most of their criticism of the whole miserable thing was its reliance on computer standardized tests that were “adaptive”, i.e., that in addition to the normal multiple guess questions on standardized tests composed by “experts”, the tests would be adapted to individual students by computer algorithms, algorithms again prepared by “experts.” The problem with standardized tests, as I and so many others have so often pointed out, is that multiple guess questions do not require reasoning, nor that one shows one’s reasoning. They are tailor-made to present narratives, and this particularly so in the so-called “soft” disciplines like history. Consider the following hypothetical question on a standardized test for, say, late elementary school or middle school: “Who killed President John Kennedy?” You know that the establishment edugarchy – a word we’ll return to in a moment – will push the narrative of the Warren Report. Answer: “Lee Harvey Oswald.” Never mind all the vast amounts of research that has been done since that event that have raised serious questions about that event.
But as my co-author Gary Lawrence and I pointed out in our book about Common Core, Rotten to the (Common) Core, the standardized tests had massive problems even in their presentations of questions and answers for the so-called hard sciences. In the book, we pointed out a controversy in the late 1950s and early 1960s between mathematician Banesh Hoffman – a friend of Albert Einstein – and the Educational Testing Service over some questions about physics where the Educational Testing Service’s “correct answer” to a question was manifestly and seriously flawed. Hoffman wrote articles about the controversy at the time which ran in various national magazines and newspapers. All to no avail. The Educational Testing Service’s explanations of their “reasoning” for insisting a wrong answer was correct, only dug themselves into further difficulties (and please note, they were allowed to explain their process of reasoning for insisting a wrong answer was in fact correct, while their test subjects were not allowed to do so). We call this attitude and the people behind it the “edugarchy.”
And all of this before Common Core’s “adaptive” tests.
So what’s the goal? Get everyone addicted to “computer books” and the easy sound-bite of a google search, and call that “research”, just so long as you agree with the promoted narrative (and with Google designing the search algorithms, how could it be anything but?). And along the way, reduce teachers to classroom proctors for standardized tests, break the teachers’ unions, and gain total control of a curriculum in a one-size-fits-all federal monster, which, incidentally, tracks you throughout your entire “academic” career.
So as this propatainment media hysteria over the Fauci-Lieber-Wuhan virus has taken down schools, and forced teachers into “distance learning” and “online classrooms,” I’ve been wondering whether or not that may have been one of the operational objectives of this whole plandemic. Just a few weeks ago, the pushback from parents and teachers against Common Core – not to mention its disastrous results as I’ve blogged about recently – were in, and Common Core was in trouble.
Not so any more, as one of our regular readers, N.S., caught this tweet from Andrew Cuomo, New York’s infanticide-approving governor:
As we prepare to reopen we have the opportunity to reimagine and build back our education system better.
We will work with the @gatesfoundation and develop a blueprint to do this.
Yes, what a great idea: let’s turn our edgykayshun system over to the man whose vaccines have allegedly killed people in India (which has banned him), who has invested in 3d printed “meat,” who has made his fortune by designing the world’s worst and most-virus ridden operating software and who wants to tell everyone how to deal with real viruses, and who was a major backer of the Common Core fiasco.
Funny how all this has worked out to his benefit, isn’t it?
Many people spotted this article and passed it along, and I’d like to thank you for doing so. When co-author Gary Lawrence and I wrote our book Rotten to the (Common) Core, one of the things that Mr. Lawrence kept stressing to me was the deleterious effects of standardized testing, which would only get worse – much worse – under Common Core (and let it be recalled, for the record, that Billious Hates was one of its sponsors). The reason it would get much worse, he emphasized, was its reliance on adaptive computerized standard tests. The result would be “teaching to the test, on steroids”, reduction of teachers to proxies for the testing company, and a dramatic erosion of academic standards in the name of a standardized curriculum.
He didn’t need to convince me, because in my own short stint of college teaching, I could readily see the “results” of America’s obsession with all things technological, including standardized tests “graded” and “scored” by computers. Students overwhelmingly were unable to think, unable to write, and most of all, wanted to know “the answer”, when what I wanted to know was why they were thinking what they were thinking. In a nutshell, there simply is no substitute for the human interaction element of pedagogy, and there is no substitute for the ability to write out answers and argue a case. I recall even in my geometry and algebra classes in school, when teachers were still permitted to teach their subject disciplines, that they were always interested in “seeing our work,” the steps we used in a geometric proof or the working out of a quadratic equation. The process of reasoning getting to the answer was as important as the correct answer itself.
Regurgitating an answer for a computerized test is not education, it’s indoctrination.
With that in mind, consider now the results of Common Core:
What intrigues me with this article is that the results are even worse than I or Mr. Lawrence were imagining when we wrote our book:
Reading and math scores in the US have suffered ‘historic’ declines since most states implemented the Common Core curriculum standard six years ago, according to a new study from the Pioneer Institute.
While Common Core was promoted as improving the international competitiveness of U.S. students in math, our international standing has remained low while the skills of average and lower performing American students have dropped in both math and reading. –Pioneer Institute
The study notes that in the years leading up to common core, fourth and eight-grade reading and math scores on the National Assessment of Educational Progress (NAEP) were rising gradually (2003-2013). After Common Core was implemented, scores for both grades have fallen – with eighth grade falling nearly as fast as it had been rising.
One of the components of the Rotten to the Common Core “system” was computerized books. There too, the USSA has paid a heavy price, adopting a technology just as studies were being done about the reading retention between an actual physical book, and an ebook read on a computer screen or ipad. For most people, those studies concluded that the physical book somehow correlated with retention of knowledge. (Personally, I can vouch for that; I do little research reading computer screens, and when I do, I seem to get much less out of it.)
What caught my eye here, however, was this:
“Several of us allied with Pioneer Institute have been pointing out, ever since it was introduced, the deeply flawed educational assumptions that permeate the Common Core and the many ways in which it is at odds with curriculum standards in top-achieving countries,” said the institute in a statement.
According to the report lower scores as a result of Common Core were predicted a decade ago.
“Nearly a decade after states adopted Common Core, the empirical evidence makes it clear that these national standards have yielded underwhelming results for students,” said Pioneer Executive Director Jim Stergios. “The proponents of this expensive, legally questionable policy initiative have much to answer for”
“It’s time for federal law to change to allow states as well as local school districts to try a broader range of approaches to reform,” Rebarber added. “With a more bottom-up approach, more school systems will have the opportunity to choose curricula consistent with our international competitors and many decades of research on effective classroom teaching”
It’s precisely those “progressive” assumptions that were the focus of our book, and that some teachers have been warning about for years, for ultimately those assumptions stem from the “stimulus-response” psychology of German psychologist Wilhelm Wundt in the 19th century, and his influence spread far and wide, with Russian psychologist Pavlov (of bell and salivating dog fame), and American “educators” John Dewey, Thorndike and many others falling under his spell. And that means at the rotten core of Common Core there’s a philosophy that humans are nothing but cattle and consumers, a ball of chemical reactions disguised as emotions and thoughts. A mechanism, with a heartbeat. That philosophy is behind all computerized standardized tests, and I do mean, all, without exception. The stimulus is the question; the response is selecting the “correct” answer. Learn by rote, don’t think. Stimulus: “Who killed John Kennedy?” Response: Answer C: “Lee Harvey Oswald.” No room to question, no acknowledgement that that case has massive problems. Just memorize, repeat. Next question. Memorize. Repeat. Next question… An endless cycle of boredom, of having to “pass” tests designed to ensure you agree with “the narrative.” No wonder our students are not only failing, but bored. In the end, the Amairikuhn edgykayshun system is nothing but a form of mind control technology. A soft form of it, to be sure, but a form of it nonetheless. And if you think I may be exaggerating in that assumption, check out our book, where we expose the curious relationship between the Clowns In America’s MK Ultra program of mind control and standardized tests.
And those types of assumptions, like it or not, form the basic assumptions of most of the entrenched “progressive” “elite” that fill the federal “education” bureaucracy. Those assumptions empower them because they keep the “products” – there’s that assumption again – of the “education” “system” indoctrinated and subservient. Expecting that they, or the federal bureaucracy will relinquish that power is whistling in the wind.
But here’s a thought: civil disobedience maybe should begin in the school “systems”…
Common core is the set of educational standards for American children funded by Bill Gates, the very same man who is pushing GMOs, vaccines and other New World Order (NWO) Agenda 21-style schemes. In another example of blatant doublespeak, the curricula are named “Common Core State Standards”, despite the fact they were forced onto the states with bribes, came top-down from the US Federal Government and were written by the international elite. Common Core first came onto the scene in 2009, after Obama took office, using money from the $350 million stimulus package. Common Core is another manifestation of a long-held dream of the NWO manipulators to replace the family with the State, a plan laid out in novels such as Brave New World by Aldous Huxley, which included reference to State hatcheries (i.e. State control of reproduction).
Common Core: Of the Manipulators, By the Manipulators, For the Masses
Did you know Common Core is actually copyrighted? It’s a private set of standards. It’s of the manipulators (since it’s owned by them), written by the manipulators, but it’s for the masses – all the “common” people not wealthy enough to go rich schools where the future leaders of the New World Order will learn an entirely different curriculum … one which probably trains them to become creative thinkers rather than the “obedient workers” John D. Rockefeller wanted common Americans to become. Even the Common Core logo resembles something hypnotic and discordant.
Educator Dr. Duke Pesta has been working tirelessly to expose Common Core for what it really is ever since it was launched 7 years ago. In his presentation, Duke reveals how the Government is already pushing for “public boarding schools” to be open from 8am to 8pm, 365 days per year! He quotes 2 men who were at the forefront of American education, Horace Mann and John Dewey. The latter was an open communist:
“We are who engaged in the sacred cause of education are entitled to look upon all parents as having given hostages to our cause.”– Horace Mann
“The children who know how to think for themselves spoil the harmony of the collective society …” – John Dewey
Is Common Core helping the school to replace the family as a surrogate parent? Is Common Core promoting the idea of collectivism, that the individual is subservient to the group, institution, system and State? It would appear so, but that’s not all it’s doing.
Common Core: Minimally Exceptional
Common Core is now being used in 47 out of 50 US states – in almost all public schools – and even if your children are in private schools or homeschooled, as long as they want to go to university or college, they will have to pass SAT/ACT tests written by the same man (David Coleman) who wrote the main English components! Common Core is not designed for local autonomy; teachers have to strictly follow its guidelines, or risk having students do poorly on the test. Duke plays video clips of 3 key men who were involved in creating Common Core:
“It would be great if our education stuff worked (Common Core), but we’re not going to know for a decade.” – Bill Gates
“Teachers will teach towards the test; there is no force strong enough to prevent teachers from teaching towards the test” – David Coleman, chief architect of Common Core, who never taught in an elementary school and never edited a scholarly journal. He has now joined College Boards writing SAT and ACT tests.
“[Common Core meets a] minimal definition of college readiness” (i.e. not for STEM: Science, Technology, Engineering, Mathematics) – Jason Zimba, architect of Common Core mathematics, admitting “college ready” really meant ready for a non-selective community college
“Using Common Core math standards will put American students 2 years behind their international peers by the end of 8th grade, and further behind by the end of high school.” – Dr. James Milgram, who refused to sign off on the Common Core standards
To make matters worse, the Common Core assessments are meaningless tests, because the grading process is rigged (just like the votes in American elections)! Did you know that the people running Common Core advertised on Craigslist for temporary workers (at $9/hour) to grade papers? Then, these workers were told that they needed to mark papers to fit into a bell curve with standard deviations (a certain amount of 1s, 2s, 3s, 4s, 5s etc.) and “needed to learn to see more papers as a 3”. In others words, they had to fit the results into a predetermined spread and ignore the actual quality of the paper!
Common Core Surveillance
This is all bad enough, but hold on, because now it starts to get really Orwellian. Children are being spied upon more and more under Common Core. Some of the ways are stealthy, such as through devices like iPads, as this article suggests:
“Initially, in order to continue to be eligible for Obama’s “Race to the Top” federal funding, states were obligated to implement a Student Longitudinal Database System (SLDS), used to track students from preschool through college (P20-WIN). Some of us may recall the many reports about measuring 400 data points … could these one to one devices be another carefully disguised method of software-driven mass surveillance of students?”
” … all across America, more and more classrooms will be filled with children innocently using their iPads or other handheld devices. Children may be playing interactive educational games, doing interactive assignments, and writing stories that can be easily shared with the teacher and other students. These seemingly harmless activities are in fact being used to collect personal and private information without the parents’ consent or knowledge. Could that educational game be used to measure your child’s mental state? Could those interactive assignments involve morally ambiguous questions that can be used to create a psychological profile of your child? Could that shared story be used to predict violent behavior?”
“Perhaps even more alarming is the fact that data collection will also include critical appraisals of individuals with whom students have close family relationships. The Common Core program has been heavily scrutinized recently for the fact that its curriculum teaches young children to use emotionally charged language to manipulate others and teaches students how to become community organizers and experts of the U.N.’s agenda 21.”
Some of the Common Core surveillance is data mining, as this article explains:
“In this modern computer era, digital personal data is gold, currently being traded like currency … the CEO of Knewton explains how Education is today’s most data mined industry. He explains “the name of the game is data per user”. From Amazon or Netflix they get 1 data point per user per day. Google and Facebook 10 data points per user per day. In education, Knewton gets 5-10 million actionable data points per student per day! Apparently, every sentence of every passage in digital content has a data tag and they can tell how interested a child is in a certain topic, how difficult it was, etc., etc. Ten million data points a day! This data grab is a gold mine to companies that want to market and design products. For venture capitalists, Education is the new hot commodity.”
The NWO manipulators also have plans to introduce all sorts of devices into the classroom which intrude upon the basic privacy of children, including a “facial expression camera”, “posture analysis seat”, “pressure mouse” and “wireless skin conductance sensor”. See this report entitled Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century for more details (pg. 62).
Common Core Sexualization of Children
Introducing kids to sex, including sexual education, at too young of an age, can be confusing and detrimental. A core theme of the worldwide conspiracy is the increasing sexualization of children, which is being fueled by the NWO manipulators’ indulgence in widespread pedophilia. The article Colorado School Employing “Anti-Bias” Curriculum Has Parents Asking Questions highlights how a Common Core aligned school is teaching an anti-bias curriculum. Sounds good, but this means more tyrannical and freedom-destroying political correctness, coupled with sex ed to 4 year olds! As an aside, the organization promoting this is “Teaching Tolerance” which is aligned with the Southern Poverty Law Center – the same one which covers up the truth by falsely branding people anti-Semitic etc.
Children are being encouraged to have sex and be sexual at an early age, which may well be developmentally inappropriate and harmful, given that amount of emotional maturity that is necessary to be involved in a sexual relationship. Now it’s going one step further. Some American public schools under Common Core are already giving advanced forms of birth control to children without parental knowledge. According to Duke, under Common Core, schools now have legal capacity to take teenage girls off campus to an abortion clinic to get an abortion – without informing or consulting parents!
Conclusion: Common Core is a Tool of the NWO
The word “common” in common core really means “lowest common denominator”. Essentially, Common Core is a form of socialism, Marxism or communism that brings everyone down to an equal level. George W. Bush let Senator Teddy Kennedy write the “No Child Left Behind” Act, which had too many stupid high-stake tests, too much social ideology and propaganda being injected, too little local teacher control and too much federal intervention. Common Core is all this on steroids: the ESSA Act (Every Student Succeeds Act) enshrines Common Core at the federal level, and retroactively legalizes all the illegal things the Federal Government did to get it through.
The bottom line is this: if you want your child to have your values, don’t throw him or her away to the State. Avoid Common Core all you can! Homeschool or find a private school that doesn’t do Common Core curriculum.
Government Implements Illegal “Gag Order” on National Weather Service and NOAA Employees
The power structure is beginning to panic as the public wakes up to the criminal climate engineering insanity. The growing police state is completely out of control and becoming unimaginably blatant with their actions. In recent weeks Washington has placed “gag orders” on the employees of “The National Weather Service” (NWS), the “National Oceanic and Atmospheric Administration” (NOAA), and the “US Department of Commerce” agencies. This is a massive red flag that should trigger alarm bells everywhere.
Bill Hopkins, the executive vice president for the National Weather Service employees organization (NWSEO) said this: “As a taxpayer, I find it highly disturbing that a government agency continues to push gag orders to hide how they operate. This is the work of the American government, owned by the American public, and should be open to the American public.”
Jeff Ruch, the executive director of “PEER” (Public Employees for Environmental Responsibility) said this about the “gag orders”, noting that their broad scope put much of what goes on inside the agency under wraps: “The National Weather Service is about the last place where national security-style secrecy rules need to be enforced… Everyone is free to talk about the weather except for the people working inside the National Weather Service. Go figure.”
Some time ago I personally spoke to an NOAA scientist who said that “we all know it [climate engineering] is going on but we are afraid to speak out, we have no First Amendment protection”. Now, this new “gag order” is a further muzzling of the NWS and NOAA.
While there are many in the National Weather Service and NOAA who have had enough of lying about what is really going on in our skies, other weather agencies and personnel have been actively engaged in public deception, naming aircraft-sprayed aerosol clouds as if they are produced by nature. What did BBC “meteorologist” Ian Fergusson say about the picture below? “When rain, ice crystals or snow falls but evaporates before reaching the ground, it’s a [natural] phenomenon called ‘virga’ or ‘fallstreak’.” [source]
“This summer, the National Weather Service began requiring a signed confidentiality agreement (Exhibit I) from NWSEO participants along with all participants on the OWA teams. These agreements purport to bind NWSEO representatives from communicating with its members, members of Congress or any other person regarding agency plans and how they are determined. These agreements also do not contain terms allowing reports of actual or impending law or rule violations, gross mismanagement, waste or abuse.”
The PEER report continued, stating:
“The National Weather Service, NOAA and Commerce are presently implementing and enforcing nondisclosure agreements which violate the law.”
Some may mistake the “gag order” on agency employees to be only about union issues, but this is clearly not the case, as quotes above (taken from the PEER reports) make clear.
Common Core: Poisoning the Perceptions of Our Children
The decimation that has already been inflicted on our biosphere and all life from global geoengineering is so immense it could never be calculated. Weather modification programs are finally becoming all but impossible to hide, and the recent “gag orders” placed on weather reporting agency employees are a sign of true desperation on the part of the power structure.
But it doesn’t stop there. The criminal behavior of other government agencies and organizations shows they are willing to do or say anything to poison the perspectives of our children. This short 5 minute video (below) highlights deplorable propaganda embedded in the US Common Core education syllabus.
This Common Core test is shocking and enraging. Entitled “The Snowball”, the test scenario tells the story of a child who can’t properly make a snowball from the snow flakes falling around him due to the fact that “the government just couldn’t get the formula right” for the snow. This boy is then approached by a neighbor who professes to have an “authentic American snowball” in his freezer, stating that “it’s probably the last in America”.
Clearly, Common Core is not about helping our children to expand their minds and perspectives; it’s about conditioning them to be obedient cogs in the wheel of collective insanity. Common Core is the power-structure’s tool for making our kids just another brick in the wall, teaching them through testing in school, to accept such propaganda as government-created snow as “normal” — and it is truly unacceptable.
Inexcusable transgressions like those just outlined in the video above cannot be overlooked. The public email contacts of responsible parties should be posted and displayed everywhere possible. Such people must be placed on notice that we, the populations of the world, do not consent to their behavior. They should also be put on notice that at some point in the near future, the public will likely hold them legally and morally accountable as accomplices in the climate engineering assault by helping to cover the tracks of the perpetrators.
In the meantime, protecting and properly educating our children is up to us. Do we inform them about what is occurring above their heads? Yes. Do we make clear to them that we are fighting for their future? Yes. Do we do everything in our power to provide them hope and the chance to be a child without an excessive burden? Yes.
To truly show our love for the children of the world, we must fight for them with every breath we take, with every fiber of our being. It is this that drives me forward in this battle. We are fighting to save a future for our children. But too many in our society have rationalized their own personal pursuits of pleasure while claiming to love their children.
The video below is particularly close to my heart, two of the voices in this video are from my son and my daughter. They have hope for a future because they know we are fully committed to them. It is time for all to stand and join this fight for our very survival, and the survival of our children. There is only now, make your voice heard in this all important battle to expose and stop the greatest of all human assaults against life on Earth, global climate engineering. Our children need to know that our lives belong to them. We must all work together toward sounding the alarm, there is not a day to spare. Now more than ever we must all keep up our pace in the battle to expose and halt climate engineering.
My sincere gratitude to Mauro Oliveira for producing this video.
“Across the state, report cards are undergoing a sea change in how students are measured for academic performance. Where teachers once graded students [only] on traditional math or English skills, they now judge attributes such as grit, gratitude or being sensitive to others… Districts are changing their report cards to reflect the new Common Core State Standards…”
“…when it comes to attributes such as grit or being sensitive to others, they [teachers] give [third-grade] students one of four marks: A for almost always, O for often, S for sometimes and R for rarely.”
Report cards for young children. Grit, gratitude, and sensitivity to others. Welcome to the madhouse.
Where are the massive parent protests? Apparently, nowhere. So they’re brainwashed as well.
In case I need to point this out: a child of eight isn’t naturally gushing gratitude and sensitivity toward others. In schools, these are taught values, and they are now attached to report-card grades. The child is being conditioned to behave in prescribed ways, in order to earn a “gold star.”
It’s all synthetic, artificial. It’s operant conditioning. The baffled clueless child learns to take cues. He learns to speak certain “grateful sensitive” words. He becomes a waddling little duck who’s taught how to quack. They all quack in concert.
As far as the schools are concerned, the child mustn’t think of himself as independent. There are no positive grades for that. Early on, he’s led into the goo-pond with the other kids.
The parents, clueless as well, can make no distinction between what a child learns on his own and what he is taught and how he is taught (conditioned). If the child appears appropriately “grateful and sensitive,” then he actually is.
The mothers and fathers are in for quite a surprise, later on, when their kid rebels against all this mind-control and turns into a hostile force. Or knuckles under, and acts like a perfect android.
“No one is home” until someone else teaches him “how to be.” And that’s life, that’s experience, that’s perception. Case closed.
This is all true for a computer or a car or a toaster, but it doesn’t happen to be true for a child.
Let’s stop calling them schools. Let’s call them conditioning centers.
“Yes, my little Jimmy is doing quite well at the conditioning center. He says ‘please’ and ‘thank you’ forty times a day. His sensitivity responses are in the ninetieth percentile, and his gratitude quotient is eighty, up from seventy-two a year ago. We’re thrilled. Last night, when we went for ice cream, he told us he appreciated our sensitivity to his preference for a cone over a dish…”
Flash forward a few years: “We don’t understand. Jimmy burned down the garage last night. When we asked him why, he stared at us in a challenging kind of way and said he was expressing his gratitude for fire. The psychiatrist told us over the phone that Jimmy has a dissociative disorder. He needs medication to calm him down. He has a chemical imbalance…”
Or how about this: “Last week in school our Bobby learned more about sexual parts of the body. He was also instructed about gender-reassignment surgery. He told us he was sensitive to people’s choices in life…”
Good for you, Bobby.
It’s wonderful. Who are these crazy terrorists who want to home-school their kids?
The author of three explosive collections, THE MATRIX REVEALED, EXIT FROM THE MATRIX, and POWER OUTSIDE THE MATRIX, Jon was a candidate for a US Congressional seat in the 29th District of California. He maintains a consulting practice for private clients, the purpose of which is the expansion of personal creative power. Nominated for a Pulitzer Prize, he has worked as an investigative reporter for 30 years, writing articles on politics, medicine, and health for CBS Healthwatch, LA Weekly, Spin Magazine, Stern, and other newspapers and magazines in the US and Europe. Jon has delivered lectures and seminars on global politics, health, logic, and creative power to audiences around the world. You can sign up for his free emails at NoMoreFakeNews.com or OutsideTheRealityMachine.
As the school year begins, Common Core standards and tests are taking a beating in education research, while public support for the standards continues to plummet.
The standards have been promoted as “research and evidence-based.” National Reviewreports, however, that a Common Core validation committee member said, “It was pretty clear from the start that nobody thought there was sufficient evidence for any of the standards.”
While the expert depicted the process as “inclusive” of various opinions, they noted that this alone does not meet the bar to constitute “sufficient research evidence.”
This committee member was not alone in his observations. Two UC Santa Barbara professors, Lorraine M. McDonnell and M. Stephen Weatherford, argued in a 2013 paper that Common Core’s producers were well aware of their research’s shortcomings: “They chose to downplay them because they would complicate the agenda at a time when a policy window was opening but might not be open for long.”
Last week, Jason Richwine at National Review Onlinedelved into a compendium of Common Research, and identified just two papers out of 60 that presented research on the standards’ effect on test scores. The studies were tenuous at best and openly admitted the narrow nature of their findings.
In addition to the research behind the supposed benefits of imposing nationwide standards, Common Core’s suggested content is also under scrutiny. Supporters argue that suggested content in Common Core is irrelevant, since the standards allow schools to choose their own curricula. But opponents contend that the new standards and the tests created for them will inevitably shape a national curriculum.
A new study, authored in part by Sandra Stotsky, one of the only validation committee members who refused to sign off on the standards, attacks Common Core’s approach to U.S. history.
Stotsky said that the Common Core program “dramatically reduces the amount of classic American literature and poetry students will read in favor of non-fiction or so-called ‘informational texts.’”
Common Core authors also call for reading historical documents out of context to encourage an unbiased reading. Stotsky’s study vigorously disagrees with this approach, which it characterizes as an attempt to “shoehorn little bits and pieces of decontextualized U.S. history texts.”
Meanwhile, one historic anti-Common Core vote has been reversed: A Florida school board revoked its decision to opt out of Common Core-aligned testing Tuesday. After the initial decision to dump the tests, school officials lashed out at the vote and insisted it would wreak havoc on the school system.
Anti-Common Core parents at both the original vote and at Tuesday’s meeting attended dressed in red to signify their protest. After the testing was reinstated, one parent declared, “8:30 in the morning, I’m looking at a room full of red. They will not be deterred.”
Since 45 states adopted the standards in 2011, enticed by the promise of federal Race to the Top funds, five states with conservative governors have repealed the standards or instituted a review of them.
Sylvia Burwell, replacement for resigning Kathleen Sebelius, ran Common Core, Bill Gates vaccines and GMOs in Africa
(NaturalNews) Kathleen Sebelius, HHS Secretary who oversaw the disastrously botched Obamacare website and rollout, has finally resigned. In line with the sheer delusion being invoked to try to call Obamacare a “success,” even this resignation is being called another success story. “Kathleen Sebelius Is Resigning Because Obamacare Has Won,” tweeted the White House (1) — a claim met with sheer derision by nearly anyone who can still think straight.
With Obamacare, all failures are “successes” merely because the White House says so. Even the enrollment numbers are largely faked.(2)
The replacement for Kathleen Sebelius is none other than Sylvia Burwell, “a key aide to Microsoft founder Bill Gates,” reports Breitbart News (3). “Burwell served as both chief operating officer and head of the global development program at the Bill and Melinda Gates Foundation.”
Sylvia Burwell steeped in biotech industry collusion, biopiracy and western domination of developing nations
“Sylvia Mathews Burwell is president of the Bill & Melinda Gates Foundation’s Global Development Program,” says her profile page on a Bill & Melinda Gates Foundation website (4). That same page goes on to describe how she is helping U.S. corporations destroy the world, using code words that sound like peace-loving efforts (translated here):
“She oversees efforts to help the world’s poorest people lift themselves out of hunger and extreme poverty.” Translation: She supports Monsanto, GMOs and biotech domination of third world nations.
“Burwell leads Global Development’s grantmaking and advocacy in various foundation initiatives.” Translation: She pays local groups to help U.S. corporations dominate and control their local farms (GMOs), health care (vaccines) and water supplies (hygiene).
Burwell was also a director of the industry-colluding group Alliance for a Green Revolution in Africa (AGRA), a front group for pushing GMO dominance into developing nations. As GM Watch reports (5), “On October 12, 2010, representatives from the Seattle based group ‘AGRA Watch’ joined colleagues from South Africa and Kenya to critique the actions of the Gates foundation and its Alliance for a Green Revolution in Africa (AGRA) colluding with industry to promote GMOs and pressure African countries to legalize them.”
Sylvia Burwell also worked closely with AGRA’s chief financial officer, Alexander Friedman, founder and president of Accelerated Clinical, a “biotechnology services company dedicated to accelerating the clinical trial process for biotechnology firms.” (6)
AGRA Watch is a Seattle-based group that, according to their website:
[is] challenging the Bill and Melinda Gates Foundation’s questionable agricultural programs in Africa, including its Alliance for a Green Revolution in Africa (AGRA). The Gates Foundation and AGRA claim to be “pro-poor” and “pro-environment,” but their approach is closely aligned with transnational corporations, such as Monsanto, and foreign policy actors like USAID. They take advantage of food and global climate crises to promote high-tech, market-based, industrial agriculture and generate profits for corporations even while degrading the environment and dis-empowering farmers. Their programs are a form of philanthrocapitalism based on biopiracy.
AGRA Watch goes on to explain, “The [Gates] Foundation promotes industrial farming, inappropriate technologies, and pro-corporate policies that will make things worse for the hungry, for small farmers, consumer health, and the environment in Africa.”
Sylvia Burwell also has strong ties to the Council on Foreign Relations (CFR), Bill Clinton and Robert Rubin. (7)
Bill and Melinda Gates Foundation: Stealth vaccines, sterilization programs and Common Core
The Bill and Melinda Gates Foundation, of course, has also been aggressively pursuing global vaccination programs linked to spreading polio-like symptoms among children in third-world nations.
The Bill and Melinda Gates Foundation has also been a key funding partner for the Common Core effort to hijack the education system and replace education with confusion and disinfo. As Natural News has publicized, Common Core mathematics problems are intentionally written to make children mentally ill by making them doubt they can think clearly. Many of the Common Core lessons and word problems for students are written in the same kind of bizarre, nonsensical word riddles that White House operatives use to claim Obamacare is a success.
That a person with longstanding ties to these destructive campaigns that destroy the bodies and minds of human beings should be selected to run HHS is no coincidence. HHS oversees the FDA, and the FDA is tasked with making sure no natural cures or nutritional supplements can ever tell the truth about their ability to prevent disease and support healing. The FDA also runs the Big Pharma monopoly racket that bans affordable drugs from licensed Canadian pharmacies from entering the United States or being purchased by U.S. cities, companies and individuals. The FDA even fined Google $500 million for merely running ads from Canadian pharmacies.
With the help of incoming HHS Secretary Sylvia Burwell, there’s little doubt that the full force of the U.S. government will now be directed to attacking both Americans and children of third-world nations with mandatory enforcement of toxic vaccine injections and mandatory deployment of Common Core anti-education efforts to ensure that children don’t acquire real mathematics or problem-solving skills. You are witnessing the official roll-out of the “world dumbing-down initiative” to reduce the population and keep people as stupid as possible so they can’t rise up against corruption and evil.
