http:\/\/www.academicinnovations.com\/report.html<\/a><\/p>\nThe U. S. Sect. of Labor Robert Reich under the Clinton administration took the SCANS report, introduced the idea of the Real World Forums (or similar names) in each state, and managed to drive the narrative that schools are meant to be for workforce development and not for students to gain a wide-and-deep liberal arts education based upon fact-based, academic content. <\/p>\n
To make the public think they had thought of the changes schools needed to make, the NCEE, Hillary Clinton, and Robert Reich established the Real World Forums.\u00a0 These were local community meetings in which the facilitators used the Delphi Technique (psychological manipulation methods) to make the attendees think they had actual input into the final Real World Forum report.<\/p>\n
However, what actually happened is that the final \u201creport\u201d had already been written by NCEE\/Clinton\/Reich and focused schools on collaborative learning, interpersonal relations, and the affective domain (feelings, emotions, opinions). \u00a0This took the emphasis in the public schools off deep content knowledge and individual learning and moved classrooms into group think, co-operative learning, \u00a0and outcomes based education.<\/p>\n
Reich organized a huge survey of businessmen through the Chambers of Commerce\u00a0across the country; and it was widely reported that the majority of businessmen had said something such as, \u201cWhat we want our employees to have more than anything else is good interpersonal skills.\u00a0 We will take care of teaching them everything else.\u201d<\/p>\n
I believe this survey was bogus and that what the majority of businessmen really said was \u201cWhat we want is employees who can read, write, and compute accurately and quickly.\u201d\u00a0 However, Reich reported it the NCEE way which drove classrooms from the academic to the performance-based, socio-emotional level.<\/p>\n
As if on cue, the standards movement popped up all over the country.\u00a0 Texas\u00a0(similar to other states) appointed writing teams to rewrite all of the courses in K-12, and the new standards required students \u201cto be able to know and be able to do.\u201d<\/p>\n
The emphasis in the classroom changed from students\u2019 \u201cknowing\u201d to students\u2019 being able to do; and it was this aspect that changed our curriculum into subjective assessments where the verbs used in the standards documents directed teachers into subjective evaluations. \u00a0The typical person would not have thought that verbs would make such a difference in standards, but let\u2019s consider this partial list of verbs and the way they direct teachers\u2019 lesson plans and testing:<\/p>\n
Type #1 (right-or-wrong answers):\u00a0 omit, label, choose, recite, describe, select, identify, list, locate, match, memorize, name, recognize, state. <\/p>\nType #2 (subjective, fuzzy, values-and-opinion based):\u00a0 dramatize, generalize, paint, prepare, sketch, survey, construct, design, make up, role play, hypothesize.<\/em><\/p>\n
Up until this time, the U. S. Department of Education\u2019s laws had required schools to offer students equal opportunities; but under the Clintons, there began to be a shift toward equal outcomes.\u00a0\u00a0In other words, teachers were pressured to grade subjectively to make sure that the \u201coutcomes\u201d were the same for\u00a0all<\/strong>\u00a0students… that all students passed and felt good about themselves.<\/p>\nNo more red pens were to be used on students\u2019 papers because it would hurt their self-esteem. This soon degenerated into not grading students\u2019 compositions at all for both grammar\/usage and for content but instead grading them holistically with a number score of 1, 2, 3, 4.<\/p>\n
Holistic scoring was tied to whole language where students no longer had to go through the step-by-step process to learn phonics but instead were supposed to be surrounded by\u00a0big, colorful books with lots of pictures.\u00a0 This was supposed to help emergent readers to\u00a0predict<\/i>\u00a0what the text was, and this whole-language method eventually raised up students who could not tell the difference between \u201chorse\u201d and \u201chouse.\u201d\u00a0 (Not much difference, right? Not so\u2026)<\/p>\n
PRESIDENT GEORGE W. BUSH ENTERS THE PICTURE<\/strong><\/p>\nWhen Pres.\u00a0George W. Bush was elected in 2000, there was a legitimate effort made to implement the National Institutes of Health\u2019s empirical reading research which emphasizes phonemic awareness and decoding skills (phonics).\u00a0 Reading academies were set up all over the country to train teachers in these methods, and actual improvements in students\u2019 reading skills (particularly among the low-income children) were recorded and became a part of the reading research.<\/p>\n
However, the Type #2 people desperately did not want students to learn to read because then they could not be so easily manipulated\u00a0at the ballot box; and these Type #2 people set out to destroy Pres.\u00a0George W. Bush\u2019s efforts.<\/p>\n
Where Pres. George W. Bush and his administration went astray is when they set up No Child Left Behind (NCLB)\u00a0and its \u201cimpossible\u201d goals based upon states\u2019\u00a0showing average yearly progress\u00a0(AYP).<\/p>\n
[At least NCLB still left the\u00a0states<\/i>\u00a0in charge of their curriculum and tests.\u00a0 Under Obama, the Common Core Standards Initiative completely takes that state control away and puts the\u00a0federal government<\/i>\u00a0in charge.]<\/p>\n
To get AYP under NCLB, the states quickly figured out that they needed to set up state-mandated tests that could be\u00a0subjectively scored<\/i>\u00a0so that students\u2019 scores could start out very low and then be raised artificially and at will to show AYP! \u00a0In other words, schools learned how to \u201crig the game.\u201d<\/p>\n
Texas and the other states set up Type #2 standards with Type #2 subjectively scored assessments that were steeped in multiculturalism and political correctness. This then drove the day-to-day\u00a0curriculum<\/i>\u00a0to follow the same Type #2 philosophy of education.<\/p>\n
I believe the main reason Pres. George W. Bush\u2019s (GWB) administration collapsed in the last two years of his second term was a direct result of Karl Rove\u2019s bad counsel to GWB throughout his Presidency.\u00a0 Rove believed that the end justifies the means, and I believe he was capable of instigating almost anything to accomplish his goal.<\/p>\n
After GWB was vilified and his administration collapsed when the House and Senate both fell into the Democrats\u2019 hands (the last two years of his second term), the reading academies vanished; and the idea of nationalizing education went into full gear.\u00a0 Of course, GWB and his family are all globalists; and they set in motion many of the foundational pieces that allowed the Common Core Standards Initiative to blossom.<\/p>\n
OBAMA ENTERS THE PICTURE<\/strong><\/p>\nObama was exactly the person to resurrect School-to-Work, NCEE, Marc Tucker, Achieve, Inc., and Hillary Clinton\u2019s scheme.\u00a0 However, Obama brought something more to the table.\u00a0 He brought the social justice ideology that fitted perfectly into the Common Core Standards Initiative, and his ruthless administration (followers of Bill Ayers, Saul Alinsky, Linda Darling-Hammond, Robert Marzano, Arne Duncan, David Coleman, Marc Tucker, Hillary Clinton, etc.) understood full well that: National standards lead to national curriculum which leads to national assessments which lead to teachers teaching the national curriculum each day because their own teacher evaluations depend upon their individual students\u2019 scores.\u00a0 The end game is the national database in which personally identifiable information can be gathered on every student, family, and teacher in America; and everything can be sent to the NSA.<\/p>\n
Obama\u2019s ideology also includes a heavy emphasis on victimization, white supremacy, fake climate change, race baiting, redistribution of wealth, multiculturalism, and political correctness.<\/p>\n
BOTTOM LINE TODAY<\/strong><\/p>\nWe have Hillary Clinton (et al.) to thank for the mess our country\u2019s schools are in today.\u00a0 It is because of her Type #2 philosophy of education as birthed by the NCEE that we now have the Common Core Standards Initiative pouring into our nation\u2019s schools, capturing the College Board and its products (AP, SAT, PSAT), and making billions of dollars in profits for Bill Gates, Pearson, Jeb Bush, and others.\u00a0 Even PISA, the international test, is being rewritten to align with Common Core.<\/p>\n
We also need to lay the blame for the Common Core Standards Initiative right at Hillary\u2019s door.\u00a0 It was birthed at the NCEE and partially implemented under Bill Clinton and Hillary.\u00a0 Then under Obama, this germ of an idea has turned into the complete takeover of our nation\u2019s school system by the federal government and the indoctrination of a nation of children into Obama\u2019s social justice agenda. <\/p>\n
We have Hillary to blame for a nation of adult non-readers who get most of their news from their social media gadgets; and it is for that reason that I have used my institutional memory to try to educate those people who have no knowledge of Hillary Clinton. <\/p>\n
Whatever happens in the classroom eventually controls what happens at the ballot box.<\/p>\n
Hopefully a large majority of people have now realized that terrible elections have terrible consequences. <\/p>\n","protected":false},"excerpt":{"rendered":"
From Hillary to Bush to Obama. \u00a0Now you know the rest of the story… These are excerpts from Donna Garner… HILLARY CLINTON ENTERS THE PICTURE During the early 1980\u2019s, Hillary Clinton worked hand-in-glove with Marc Tucker, Ira Magaziner, Gov. Cuomo, and the National Committee on Education and the Economy (NCEE) to implement the School-to-Work model. […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[297,436,433,437,435,434],"class_list":["post-1466","post","type-post","status-publish","format-standard","hentry","category-misc","tag-donnagarner","tag-governorcuomo","tag-hillaryclinton","tag-historycommoncore","tag-iramagaziner","tag-marctucker"],"_links":{"self":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/1466","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/comments?post=1466"}],"version-history":[{"count":5,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/1466\/revisions"}],"predecessor-version":[{"id":1471,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/posts\/1466\/revisions\/1471"}],"wp:attachment":[{"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/media?parent=1466"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/categories?post=1466"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/stopcommoncorenh.org\/sccnh\/wp-json\/wp\/v2\/tags?post=1466"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}