Tag Archives: GovernorHassan

Looking For A Governor Who Is Also A Leader? Look Outside NH

Massachusetts developed some of the best “state” level standards in the United States prior to Common Core. This happened years ago under Governor Weld.

With the enticing money from Race to the Top, Governor Patrick couldn’t pass those federal dollars up. Yes, Massachusetts sold their children for federal dollars like most Governors around the country.

New Hampshire tried to sell our children during the Lynch tenure, but the Feds denied New Hampshire Race to the Top money.

Now that we can see the numerous problems with the Obama “redesign” in our schools, where are the Governors?

In NH, Governor Hassan is no where to be found. She doesn’t talk about the poor quality of the standards or the unethical and invalid Smarter Balanced Assessments. She doesn’t talk about it but who is?

Let’s look to our friends south of the border to Massachusetts again to see what real leadership looks like. NH PARENTS: Notice how the newly elected Governor in Mass. is choosing to engage parents in a discussion and listen to their concerns.

If a quality education was so important to Governor Hassan, where is the leadership?

Govenor Baker has directed Paul Sagan the Board of Ed Chair to hold a series of public hearings around the state, which will solicit feedback from educators, parents, students and local officials on the PARCC exam and the real-world impact of Common Core standards on teaching and learning. The dates and locations are as follows. This is our opportunity to let our voices be heard. If you are planning on attending let me know. I will let you know the procedure to sign up to speak in the next day or so.

* Tuesday, April 28, 2015, Fitchburg State University, Hammond Hall, 3:00–6:00 p.m. (following the regular Board meeting)

Monday, May 18, 2015, Bunker Hill Community College, A300 Auditorium, 4:00–7:00 p.m. (in lieu of the special Board meeting)

Wednesday, June 10, 2015, Bridgewater State University, Rondileau Campus Center Ballroom, 4:00–7:00 p.m.

Monday, June 22, 2015, North Shore Community College – Lynn Campus, Gymnasium, 4:00–7:00 p.m. (in lieu of the special Board meeting)

Tuesday, July 7, 2015, Springfield Technical Community College, Top of Our City Conference Center, 4:00–7:00 p.m.

WARNING NH: Governor Hassan is about to dumb down Science Education

Dumbing down Math and English wasn’t enough for Governor Hassan and the NH Board of Education.  They are now on the verge of dumbing down the science education in our public schools too.

Governor Hassan put together a Committee to advise her on STEM education.  This committee was set up to simply hand her directions to adopt the NATIONAL Next Generation (Think Common Core for Science) Science Standards.

Not only is she FOLLOWING the Obama Administration that is forcing dumbed down Common Core Standards on our children and schools, she is going to push through (and we expect the NH BOE to rubber stamp this one) the Next Generation Science Standards.

IT is CRITICAL that you read through the following information.  Make sure you educate yourself again on WHY this is NOT good for our children and OUR schools.

Then we urge you to contact Governor Hassan and the members of the Board of Education and tell them to STOP pushing dumbed down standards on our kids.

IT’s time for Governor Hassan to DO HER JOB and develop QUALITY state standards that put our children and our schools FIRST.
Email Governor Hassan: http://www4.egov.nh.gov/nhgovernor/comments.asp
Email NH Board of Education: http://education.nh.gov/state_board/membership.htm
Send a copy to the Members of the House: HReps@leg.state.nh.us
Send a copy to your State Senator: http://www.gencourt.state.nh.us/senate/members/senate_roster.aspx

Read through these:

The U.S. Department of Education Wages War On Teachers and Governor Hassan Does Nothing To Stop It

The Department of Education has proposed a new rule that would link student’s test scores on standardized tests to new teachers’ performance and back to their teacher preparation programs – denying the schools funding if these teachers do not produce the desired testing results.

Pittsfield NH School: Success or a BIG FAT LIE?

The NH Dept. of Ed along with Governor Hassan has repeatedly referenced the Pittsfield School District as a great example of success in NH.  In fact, The Atlantic recently posted this article citing their self-proclaimed success.

The problem with these kinds of glossy articles is they never really uncover what is actually going on in the school.

One should always question School Administrators because we’ve seen example after example of schools “cooking the books” to fool parents.

Pittsfield’s last NECAP scores are higher than before – BUT! – only 28 students in the 11th grade took the test.  According to other sources, there were nearly 60 students in the class when they entered PMHS as Freshmen – that means that they have nearly a 50% attrition rate – Students dropped out, went to alternative high schools, out of district placement, and so on.  Don’t be fooled!  Their reported test scores are all smoke and mirrors – look at where all the students have gone – AND look at where the graduating seniors are going to college (hint: mostly community colleges.

Some have gone on to private schools, some are pulled for homeschooling, some drop out – You should always be suspect of schools claiming huge gains in test scores – remember Erasure-gate?

They have NO data on their website about atriticion but many “dropouts” are simply listed as going into an alt program, so that they can keep their numbers up. LOOK closely at the data – very closely.

“Drop out” is a misnomer in Pittsfield. It “really” doesn’t happen. School Board/District policy is “Failure is not an option,” therefore Competency Based education is their answer. Also, those deeply troubled students don’t get to drop out anymore, they merely get an HQT (highly qualified teacher) to approve some “workable” solution to get them through. They don’t even have to be at school anymore.

Some of the kids have been known to “party” at home all day and “graduate” anyway.


Governor Hassan: Asleep At The Wheel on Common Core

New Hampshire voters….WHERE Is GOVERNOR HASSAN?
ANSWER: She is still in denial that Common Core is NOT good for NH students and teachers.

Governors around the country are finally admitting this is another DISASTER in education reform.  Yet she doubles down with her support for Common Core in New Hampshire.


Paul LePage: “First of all, there is always a better way. And I no longer support common core. And I say that because we have been in common core for several years here in Maine. But after seeing what has happened to Massachusetts, they were the number one education system in America prior to adopting common core. They have slipped from #1 to #7. That tells me that we need to take a hard look, maybe it would be better going back to what they had before. But we are continuing to evaluate the standards, we evaluate the standards of other countries, like Canada and Finland. And other states, so I would like to be # 1 in the nation, with the most rigorous standards for our kids. We already have a great work ethic, why not improve on it. And so, I see the more we challenge our children here in Maine, the tougher standards that we have the better they will perform.”





Common Core is Wrong for NH and so is Governor Hassan

Originally posted at Girard at Large

By Ann Marie Banfield

Governor Hassan is running a political commercial praising herself on the issue of education. Sadly she’s misleading the public.

Governor Hassan has walked lockstep behind the Obama Administration as they wage war on teachers and students. By adopting the Common Core Standards (CCSS), NH has given up local control in educaion in favor of dumbed down academic standards. If our students are to compete nationally or internationally, Common Core is NOT the plan for that.

Not only does the Obama Administration seek to make the problem of over testing worse, teachers have now become the scapegoat in this bureaucratic reform.

The U.S. Department of Education has denied States a waiver from No Child Left Behind if they do not target teachers by tying their evaluations to the standarized test scores. Governor Hassan’s approach to education seems to be, throw the teachers under the bus and comply with their outrageous demands.

Dr. James Milgram who sat on the Common Core Validation Committee and refused to sign off on the CCSS said, “Common Core puts them at least two years behind their peers in high-performing countries, and leaves them ill-prepared for authentic college course work.”

Jason Zimba: the chief drafter of the math standards said:
• Common Core college readiness is a minimal definition of college readiness
• Common Core is not for STEM (Science, Technology, Engineering and Mathematics)
• Common Core is not for selective colleges
• Common Core does not prepare students to take College calculus (source: http://www.restorecaeducation.com/)

If parents want something better than this for their children, I’d suggest supporting candidates like Walt Havenstein who has publicly stated his opposition to Common Core.

It takes leadership to say NO to the U.S. Department of Education’s over-reach that harms our teachers, students and legacy of local control It’s obvious Governor Hassan does not have that important quality we need in this state.

Missing or Delayed in Common Core’s Mathematics Standards

By: R. James Milgram (Stanford University)

(Editors note: remember, this is what Gov. Hassan, Sen. Hosmer, Exec. Councilors Pappas, and VanOstern think is GOOD for YOUR children)

Kindergarden-7th Grade:  

“Absolutely nothing in CC will prepare students to take Algebra  1 in grade 8. “

CC places children behind BEFORE Middle school:   (reducing likelihood of getting on the CA ‘advanced’ math path; and thereby selective colleges).   “K-7 standards are mathematically incompetent”

  • CC does not require proficiency with addition and subtraction until Grade 4 (a grade behind our international competitors).
  • CC does not require proficiency with multiplication using the standard algorithm (step-by-step procedure for calculations) until Grade 5 (a grade behind standard expectations).
  • CC does not require proficiency with division using the standard algorithm until Grade 6 (a grade behind our international competitors).
  • CC starts teaching decimals in Grade 4 (about two years behind the more rigorous states) and fails to use money as a natural introduction to this concept.
  • CC fails to teach in K-8 about key geometrical concepts (e.g., area of a triangle, sum of angles in a triangle, isosceles and equilateral triangles, etc.).
  • Excludes:  sum of angles of a triangle, except that it magically expects students to know it in grade 8
  • Excludes: fluent conversion between different forms of fractions – regular fractions, decimals, and percents
  • CC fails to teach prime factorization.  Consequently, CCS does not include teaching about least common denominators or greatest common factors.

Algebra 1:  critical components missing which are required for Algebra 2 and Calculus: (Source: Ze’ev Wurman)

1. division of monomials and polynomials (only      addition/subtraction/multiplication is covered).
2. Derive and understand slopes of parallel and perpendicular      lines.
3. Manipulate & simplify rational expressions
4. Multi-step problems with linear equations and inequalities
5. Multi-step problems with four operations between polynomials.
6. Multi-step problems involving manipulation of rational expressions
7. Solve a system of two linear inequalities in two variables and to sketch the solution sets.

CC de-emphasizes algebraic manipulation, a prerequisite for advanced mathematics.  Instead, CCS redefines algebra as “functional algebra,” which does not prepare students for STEM careers.

Non-Calif.   this was added in Calif.’s CC version, but missing in the National CC standards):
8. Solving Equations and inequalities with absolute value, and      problems with such.
9. Solve problems with quadratic expressions

Algebra 2: critical components missing which are required for Calculus: Source: Zeev Standards Testimony

  • composite functions
  • combinations and permutations
  • finite and infinite arithmetic and geometric sequences
  • mathematical induction
  • CC excludes certain Algebra II and Geometry content that is a prerequisite at almost every four-year college.


CC replaces the traditional foundations of Euclidean geometry with an experimental approach.

Governor Hassan: BAD for TEACHERS and Governor Jindal Proves It

We all know that teachers who oppose Common Core are SILENCED.  We also know that Governor Hassan has ignored the serious problems with the Common Core Standards.

Governor Jindal just showed all of us how BAD Governor Hassan is for teachers in NH:
Thank you, Governor Jindal, for protecting teachers and allowing them to use their voices to speak out on behalf of our children.
WHEREAS, the United States Constitution and the Louisiana Constitution guarantee to every individual the freedom of speech and protection from government abridgment of that right;
WHEREAS, this same freedom and protection under the law extends to every teacher in every classroom across the state of Louisiana;
WHEREAS, teachers are the backbone of Louisiana’s educational system and offer a necessary voice in the ongoing discussions regarding classroom curriculum and testing procedures and must be afforded the opportunity to offer this crucial perspective; ….


How Governor Hassan and Common Core Sets Teachers Up For Failure

Teachers across the nation and in New Hampshire are being set up for failure.  How? The new Common Core initiative targets teachers as the cause for why schools are failing.
Assuming that the problems lie with teachers (and we’d argue against that belief) one would think that any new reform effort would focus on setting teachers up for success.

Unfortunately that is NOT the case and we’ll explain why.

Teacher evaluations are being done via the Danielson Rubric which is sweeping the nation. According to the website, the Danielson rubric for teacher evals is “grounded in a constructivist view of learning and teaching”  http://danielsongroup.org/framework/

Page 5 from New Hampshire Task Force On Effective Teaching:

“Each subcommittee reviewed and discussed related literature and research and developed recommendations which were sent to Charlotte Danielson for technical review.

At the final task force meeting in May 2011, Charlotte provided feedback to each subcommittee on its recommendations in light of current research and best practice. The subcommittees incorporated her feedback in their final recommendations, which will be used in the Phase II design effort.”

So how does the Charlotte Danielson Rubric set teachers up for failure?  The information below  shows how “Constructivism” lowers academic achievement in mathematics and science.  We encourage you to read through the information provided in the links below.  You will see how this pedagogy pushed on teachers, actually puts students at a disadvantage.

Failed Pedagogy is a recipe for failure in the classroom.  Forcing teachers to comply to this kind of failed Pedagogy sets not only the students up for failure, but teachers too.

While we do not wish to dictate exactly how a teacher should teach in a classroom, we believe all information should be given to teachers so they understand the real problems with this approach to learning.  Only then can they adjust their classrooms accordingly and make the best decisions for their students.  In other words, let teachers teach the best way they know how.  If they want to facilitate in the learning process vs lecture, let the teachers decide.  If that approach is not working well, give them the flexibility to adjust their teaching style accordingly.

Common Core micromanaging teacher evaluations limits a teacher’s creativity in the classroom and can have a negative impact on academic achievement.

New Hampshire parents need to be aware of what is going on inside the classroom.  Governor Hassan continues to push forward with this initiative that further damages academic achievement and the ability for teachers to simply…TEACH.