Why Is Homeschooling Important?

Two long-time homeschoolers tell us why they're happy they've chosen homeschool and why homeschooling is important for children. These distinctions are important here in America where freedom is to be key to our lives as citizens.

ROPE Report Short - V1SUT; How Do We Get To One World Government?

Lots of people today recognize that we are moving all too quickly into a one world government scenario, but they're not sure how it's happening. This video is extremely short, but describes what things to watch for so that it's easier to see where to push back. If you have ever wondered about the concept of One World Government, this short video is for you.

ROPE Report Short; Without An Education, You're At The Mercy Of Those Who Know More Than You

Jenni and Michael talk about how important an EXCELLENT education is to - not only the development of children - but their lives as adults. Without an education, anyone can make you scared of anything, believe anything, do anything. Without an education you can easily become a slave.

The Frontier Newspaper Blasts Oklahoma's Every Kid Counts For Not Disclosing Its Donors, But There's More

 

https://www.readfrontier.org/stories/billionaire-philanthropists-pushing-charter-schools-and-school-vouchers-also-fund-oklahomas-secretary-of-educations-six-figure-salary/

Though The Frontier blasts Every Kid Counts Oklahoma (EKCO) for not disclosing their donors, the real story here appears to be that an Oklahoma non-profit embroiled in controversy on several levels has no publicly-filed 990 since 2019.  Though there are Republicans who might dismiss information ferreted out by The Frontier as 'biased' or 'ax-grinding', the research I've been doing independently for some time, supports most reports made by The Frontier.

Parents Have To Parent - It's A Tough Job To Be Sure - But No One Can Do It But You

 

This morning I read a horrible news story about a 12yo girl who was beaten and tortured by 2 other 12yo girls at what was supposed to be a 'sleep over. That is a horrible situation and the girls must be punished - but let's talk honestly here.

Today - Especially If You're A Christian - You Should Be Educating Your Children At Home

Many years ago I had a conversation with a friend considering homeschooling her kids. She told me she wanted to keep them home, because, as a Christian, she was concerned about the anti-Christian messages her kids have brought home to her.

New Poll Indicates Only 7% of Oklahomans Would Homeschool. Why Don't The Other 93%?

A recent poll commissioned and published by OCPA (Oklahoma Council of Public Affairs) indicating widespread support of school choice (76%) also included the following information:

“If you could select any type of school in order to obtain the best education for your child or children, and financial costs and transportation were of no concern, what type of school would you select?”

Traditional public school … 46%
Charter school … 9%
Private or parochial school … 34%
Home school … 7%
Don’t know/refused … 4%

The 7% figure surprised me. 

Homeschooling Parents CAN - And Should - Run For Public Education Offices

In an almost unprecedented move in American today, Governor Chris Sununu of New Hampshire, nominated a businessman who homeschooled his children, for New Hampshire Education Commissioner. In an unbelievable, though partisan victory, Frank Edelblut was confirmed to the position by the New Hampshire Executive Council today.

We Don't Need Your Corporatist Or Progressive Education - The MIDDLE'S Here To Play!

Joy Pullmann at the Federalist wrote a GREAT piece today on why Michelle Rhee should NOT be named as theSecretary of Education. I loved it so much, I'm doubling down on it. 

No, neither Rhee nor anyone else of her 'ilk' should be appointed as head of DOE. 

In case you don't know - or are somehow new to education policy (or heck - just governance in the United States) - there is no middle ground. NONE. Yes, there is supposed to be a gradient of governance that tends to rest somewhere near the middle of the ideological spectrum (ideally) in EVERY area over our lives the government has usurped, yet - particularly in education - what you really have is this: 

Ways In Which Oklahoma's New Standards (OAS) Do Not Conform To CC Repeal Law

or Save Our Standards Part 2

After studying the Oklahoma Academic Standards (OAS) reviews posted on the Oklahoma State Department of Education (OSDE) website, I produced a document that listed the consistent issues brought up by reviewers over the course of the four draft standards documents produced by the OAS writing teams.

There were 13 separate standards reviewers outside the OSDE that contributed reviews posted to the OSDE website.**  These are as follows:

ROPE - Restore Oklahoma Public Education Becomes ROPE 2.0 - Reclaim Oklahoma Parent Empowerment Effective 11/2/15

FOR IMMEDIATE RELEASE

11/2/15

Effective immediately, ROPE - Restore Oklahoma Public Education - will become ROPE2.0 - Reclaiming Oklahoma Parent Empowerment.

Though Restore Oklahoma Public Education has worked diligently to tutor Oklahoma parents and taxpayers about how issues such as the Common Core State Standards and threats to Student Privacy effect students using public education since its inception in 2010, its mission field has shifted markedly in the last several years.

Draft #3 of Oklahoma Educational Standards Released - Neither Stotsky Nor Gray Impressed

Recently, the Oklahoma State Department of Education uploaded draft 3 of the new Oklahoma Educational Standards. There are new things visible on the webpage now besides the standards that appear interesting. Mainly, the inclusion of "external" reviews by several major education reform players: 

The Southern Regional Education Board, The Partnership for 21st Century Learning and the South Central Comprehensive Center. Since the first draft, we have complained that none of the standards reviews have been made public - which is why we began publishing our own - unfortunately, these are all organizations involved in 'education reform' at some level. In fact, we've written papers about the Partnership for 21st Century Learning and the fact that the white papers supporting its mission are steeped in the failed progressive education methods of Dewey. 

The South Central Comprehensive Center has this to say about its funding and mission: The South Central Comprehensive Center (SC3) is part of a national network of centers funded by the U.S. Department of Education (ED) to support the improvement of educational outcomes. If that's not the definition of the Fox Guarding The Hen House, what exactly is? 

Only the Southern Regional Education Board appears to be moderating away from Common Core, but its white paper on College and Career Readiness indicates the need for states to create a 'default high school CURRICULUM' - something that should concern any local control proponent. At any rate,these reviews should be read by the general public with these facts in mind.

Not long after the release of the 3rd draft, Nate Robson of Oklahoma Watch penned a nice article detailing Dr. Sandra Stotsky's thoughts on the new standards which included the statement,

“You’re close to the bottom of the basement, I am sorry to say, because there is no content in them,” said Stotsky. “These are pious statements of academic goals. These are not standards. A standard is a criterion by which you grade something.”

Ouch. Professor Stotsky is now forced to provide basic educational definitions to the Standards Re-Write Committee - not a sterling commendation to say the least - but there is a question here Robson dances around; Why invite three separate 'experts' to testify to the Standards Writing Committee detailing the process for writing excellent educational standards, yet then invite three different ORGANIZATIONS tied to the education establishment to write reviews for the 3rd revision of the standards? Why not just go back to the original sources? It's what Robson did. Maybe that was the unchosen path for a reason. Maybe the department knew the writing committees hadn't been following the expert advice provided the Standards Committee. Maybe they didn't want the experts coming back to salt the ground they'd originally plowed for the OSDE.

The impetus matters not, actually. What matters is that both Stotsky (English) and Gray (Minnesota math) were not generally complementary of the 3rd standards draft to Robson, and this has sad implications for Oklahoma students.

Below are the specific comments provided by Stotsky (Gray's can be found in the Oklahoma Watch article)

1.  Under "Critical Writing"--Most writing standards do not lead to an assessment of the kind of writing done in college or the real world of work.  OK's draft organizes the writing standards under "narrative," "informative," and "argument."  

The “narratives” (most of which is creative writing) are curriculum-relevant chiefly in the early grades and are not desirable in college or the world of work.   "Informative" is fine, but "argument" should be changed to "persuasion" and "opinion" eliminated in the elementary grades.   Only "informative" prepares kids for college and career writing.

More important, why can’t OK require all local school districts to assign and assess a research paper or senior thesis for English and history or science in grade 11 and/or 12 to prepare students in an authentic way for college and career.  That is precisely where authentic research standards, as in the strand in my 2013 document. should be assessed.

2.  The "Critical Reading" standards should NOT be divided into Literary and Informational.  That is pure Common Core and it is very bad for the English curriculum.  The Critical Reading standards should be divided into (1) Fiction, (2) Nonfiction, (3) Poetry, (4) Dramatic Literature), and (5) Classical and Traditional literature.   That's what English teachers have always taught and been trained to teach.

3.  The OK drafting committee must come up with an example of a literary text that could be used (and how) for every single standard so that teachers understand what reading level is required or desirable at every grad level (and what the standard means).  Make it clear these texts are not required; only examples of reading levels.

4.  Get rid of processes for reading and writing in this document.  They are not standards but pedagogy. 

5.  Get this ELA committee to put in Oklahoma-related reading standards at the high school level--grades 11 and 12.   One standard for texts by major authors born in or who wrote about Oklahoma, and one standard for biographies/autobiographies about famous Oklahomans through history.   

Why The ACT?

As many of our readers know, ROPE has not been supportive of state-sponsored ACT use. We believe ACT is a private-market test (no matter how the company would like to sell it) and parents and students should determine when to take it - even if they should take it at all.

Recently, State Superintendent Hofmeister made it possible for all Oklahoma 11th graders to take the ACT should they choose to do so (it is a voluntary action via school district). This was after the state legislature chose not to act on an end of year ACT exam last session.

This has left the question of "Why the ACT?" Why is it SO important to have Oklahoma students take the ACT? We're told it's because, as Mrs. Hofmeister has said numerous times, "Oklahoma is an ACT state", meaning (we infer) that the majority of students take the ACT and the majority of Colleges/Universities here in Oklahoma consider the results of the ACT for admissions.

Unfortunately, it's rarely noted that both OU and OSU start with grade point average and class position as their first necessity for admissions - NOT the ACT. Both OU and OSU take SAT as well as ACT. So if that's not what makes us an "ACT state", what does? Is it the fact that the ACT is sold most often to parents/students here in Oklahoma? What difference is that other than the result of a good marketing strategy?

Recently, the National PTA placed an article on its website called "Ten "Must Know" Facts About Educational Testing". Here, the PTA covers common misconceptions and provides information on various different types of testing. Number 7 was interesting, so I have pasted it below. Please remember, as you read this, that the Oklahoma PTA has been one of the staunch supporters of the ACT.

List of organizations in Oklahoma supporting the use of taxpayer funded ACT

Fact 7:Even though only about 25 percent of a student's success in college is related to the student's score on aptitude tests such as the ACT and SAT, parents should (1) still help their children prepare for those tests, but (2) avoid conveying a negative impression to a child whose test scores are not particularly high. The research evidence on this point is quite conclusive.
There are many factors far more influential than aptitude-test scores in predicting a student's college performance. A student's motivation, study habits, and interpersonal skills play powerful roles in shaping collegiate success. Parents should not think that a child who doesn't earn super scores on a college admissions test is destined for failure—in college or beyond. Numerous students who earn lofty scores on the SAT or ACT take an academic tumble when they get into college. There are many important kinds of intelligence, and the "academic" intelligence measured by most standardized aptitude tests is only one.
Action Implication:
First, if your child doesn't score well on the ACT or SAT, do not conclude that your child is "not bright." And definitely do not convey any such negative impression to your child. Second, because ACT and SAT scores do, in fact, play a significant part in current college admissions decisions, be sure to provide your child with at least some preparation for those tests

Goodness. The national PTA essentially says here that really, the kids who do best on the ACT are the ones that have test prep. Hmmmm. Now that we're providing all 11th graders with the ACT, the state will most certainly need to hire another private non-profit like Kaplan Test Prep or the scores won't be as good as they could be. Not only that, but even if the students don't do well on the test, poor results don't really mean anything in the context of a student's preparation for the world. Even retiring ACT president, John Erikson says,

"...but even if you think your test results don't reflect your grades and courses, your classroom achievements and dedication will overcome a poor test showing."

So why do we need to pay kids to take this test again?

Could it be then, that the reason why ACT is so heavily lobbying for Oklahoma to make ACT a 'state' test - and why the education establishment is kowtowing to this sales job - is because of the fact that everyone involved here will get a big fat chunk of data from every kid who takes the test? Yes, I think so. Data is power. As Arne Duncan so famously said, "Data drives decisions", and of course, the Oklahoma education establishment bought this idea hook, line and sinker. Yes, if we make ACT a 'state' test, the state will get a big fat package of student data and so will ACT.

ACT has its own entire division for data collection. Test takers have a supplemental data form they can fill out at the beginning of the test. ACT analyses this information in order to assist student placement in the best choices for them following graduation (college, trade school, etc.). They also have an entire division devoted to collecting data based upon test responses which then allows them to make 'predictions' about the body of test takers and their preparedness in each of the tested subjects. They also use this data to 'verify' assumptions about the validity of the test.

What in the world could state and federal governments do with these data but go on to create yet more - expensive and invasive - changes to the public education system, including more testing? In other words, education policy arises from data collected from tests that are then used to define education policy! It's a self-inflicted wound - a closed loop system.

Just recently, ACT released the data collected from students who took the ACT last year in their annual report. Though the Common Core panacea was supposed to have been instituted in states in 2010, the headline of the entire multi-page annual report would have to be,

"...based on data from a record 1.9 million ACT-tested students - nearly 60% of the 2015 US graduating class - shows very little change in overall college readiness over the past several years."

Interestingly, the SAT has very similar results to report,

Source: College Board, Created by infogr.am for EdWeek

Apparently, all the new federally subsidized and 'suggested' education fads aren't working. What else could these results underscore other than the COMPLETE AND TOTAL FAILURE OF TODAY'S EDUCATION REFORM POLICIES? Apparently, the constant testing pummeling students today in the name of education accountability isn't helping anyone but the bottom line of the testing companies. It's SURELY and OBVIOUSLY not helping the kids. If parents want students to take college readiness tests, parents should either pay for them out of their own pockets, or apply to ACT for a grant to do so. States should not be using hard-earned tax dollars to pay for a test that - at best gives them an idea of what they do and don't know - they should be using those tax dollars to support great teachers and TRADITIONAL educational methods that have been shown to work for decades.

Daily Oklahoman Finds Reasons For 'Optimism' In New Academic Standards - Predicts "Critics" Will Exhibit Misplaced Criticism

Reason for optimism in drafts of Oklahoma academic standards was published today in the Daily Oklahoman (DO) online. After reading their short assessment, however, I couldn't help but feel the need to comment on just a few things.

The author cites Nate Robson's recent Oklahoma Watch article, "Beyond Common Core: First Drafts Of New Standards" written several days ago as his 'reason for optimism'.

Robson says the drafts, "in some ways go beyond the current standards and the now-repealed Common Core goals". He also remarks they "don't appear to resemble Common Core State Standards" but doesn't explain what reasoning or comparison research provided the basis for this statement. Later in his article, however, he also reports

We've had concerns about the transparency of the standards development process from the beginning. That this issue was reported by Mr. Robson - THAT should have caught the eye of the DO - especially because transparency has been somewhat of a mantra from the OSDE since HB3399 became law.

Another point; not to throw Robson under the bus, but it is important who views the documents. For example, I have seen parts of the standards and I have a few comments, but I was a science teacher. I truly wouldn't know what was appropriate scope and sequence for either math or language arts, consequently, I don't feel qualified to make many specific comments.

Hang on for a shock here! I DO AGREE with the DO that "higher standards tend to have similarities, regardless of authorship". I actually think we here at ROPE (and the teachers we have called on to help us with our review of the standards) are smart enough to discern this for ourselves, yet the DO doesn't see it that way. In fact, the writer asserts that any overlap between Common Core and the re-written Oklahoma standards will "be denounced as a back-door invitation for federal intrusion" by 'critics' we can only assume to be ROPE.

I also STRENUOUSLY disagree with this paragraph:

WHAT?

Yes, there was much opposition centered around the developmental inappropriateness of many Common Core standards. That does NOT in any way mean that these critics - including ROPE - thought the bar was being raised too high! Developmental appropriateness should NEVER be equated to concepts a student has to stretch to reach. No one wants students so bored in the classroom they have but to stare into space like pet rocks! Most educators worth their salt WANT students to be challenged - to have to strain their brain to understand difficult concepts. That is NOT the same as not being able to understand a difficult concept because your brain isn't programmed to be able to assimilate it yet! Suffice it to say, a 6-year-old cannot interpret a Venn diagram, yet new standard K.DP.1 has preK kids applying "mathematical actions and processes to collect and organize data to make it useful for interpreting information". That's not a 'high bar' that's a nonsensical bar.

I'm not going to attempt to further tease out the differences between a high bar and an unattainable goal, however. I'm going to let our friend Donita Brown - an early childhood educator for over 20 years - explain this concept.

As the editorial comes to a close, the DO again unmasks its disdain for democracy when it sneers at legislators who, it says, "can rewrite the standards at will, regardless of what academic experts recommend". The DO writer continues to practice Proverbs 17:28 by announcing that his premise for such a notion is the near-rejection of the Oklahoma science standards by the legislature in 2014.

Just like the other Oklahoma standards about which we've complained, the Oklahoma science standards are simply copies of a national model - in this case, the Next Generation Science Standards. I feel certain legislators appropriately balked due to hesitation over opening another can of 'nationalized standards', especially when theories - such as Global Warming (which in the giant FAIL it became has now been re-named Climate Change in order to continue forcing private change from public offices) - were taught as outright fact.

Certainly, no one who is involved in, or follows ROPE, wants watered-down standards to further dumb-down Oklahoma's student population. Intimating such is simply ridiculous. We join the DO in hoping "this new round of standards-writing increases academic rigor and fuels improved student performance". That said, we know the Oklahoman will join us in our criticisms then - if, once we have reviewed the standards to the fullest extent possible - we determine that the recommendations of the academic experts who testified before the Standards Re-Write Committe (such as Dr. Sandra Stotsky and Dr. Larry Gray) have not been followed to great degree.

Oklahoma deserves better for its students, teachers and parents than a regurgitation of developmentally inappropriate, difficult, vague standards - on that, we can agree.

Senate Education Bills Scheduled for February 9, 2015

We're going to try and do a legislative update every week where we post the bills being heard in the Oklahoma House and Senate along with comments we might have on the bill. We can't delve into each and every bill - we just don't have the manpower - but we read what we can. There are also some we can assess right off the bat just by the title. In general, if the bill mandates local schools to add a program, we should ask for a NO vote. Only local parents should request a program or class. Please take the time to contact your House and Senate member to ask for a NO vote on those particular bills. If we have no comments in red, we either support the bill or don't have enough information to comment. Thank you!

Senate Education Committee 2/09/15

SB 18 -Loveless- task force to study admin ed costs

SB 29 - Brecheen- OSDE provide written notice of expiring teacher license

SB 50 - Smalley-lowers grade level to participate in AG courses to 6

SB 68 - Holt- allows more charters in lg cities with districts of 5000 or more-sponsored by the city

NO SB 136-Stanislawski- changing governance over online charters to " Statewide Virtual Charter School Board",and  "Negotiate and enter into contracts with supplemental online course providers"; (Charter schools are public schools and as such need to be under the purview of the OSDE!)

SB 171-Loveless-  "Flexibility for Rural Education Act of 2015"- strikes cap limit language from original charter bill -any district, tech center or college could sponsor a charter

SB 177-Halligan - increasing the income cap for eligibility from $50000 to $55000 for OHLAP;

SB 262-Paddack-Oklahoma Department of Labor, shall make available to school districts information regarding workplace safety training for grades seven through twelve. Such information shall include the Oklahoma Department of Labor's "Youth @ Work Talking Safety: A Safety and Health Curriculum for Young Workers".

NO SB 285 -Ford- aligning pre K standards to new standards The Constitution of Oklahoma does NOT specify that children should be educated until 8! We should not be perpetuating educational standards for children we have no business formally educating developmentally, and according to our Constitution.

SB 301-Loveless- allowing the State Board of Education to suspend or deny teacher certification upon certain findings- crimes

SB 302- Loveless-more Indian charters- located within the former reservation or treaty area boundaries of the tribe on property held in trust by the Bureau of Indian Affairs of the United States Department of the Interior for the benefit of the tribe

NO SB 303 Shaw/Denney - adding "age-appropriate child sexual abuse and assault awareness training - parents may opt out and will be given written notice – (STOP mandating things to the schools! Plus, once this is in school, it will be hard for parents to stop the program)

SB414 Brinkley-listing eligible schools ( religious schools) for OHLAP

NO SB 504 Jolley-- a nonprofit university offering online, competency based degree programs to be eligible OHLAP recipients (Our tax money should not be sent out of state)

SB 505Stanislawski- created in the State Treasury a revolving fund for the Statewide Virtual Charter
School Board to be designated the "Statewide Virtual Charter School Board Revolving Fund",issued by the State Treasurer against claims filed as prescribed by law with the Director of the Office of Management and Enterprise Services for approval and payment

SB 711-Sparks - forward info on teacher dismissal to OSDE

SB 763- Bass-provide foster kids guardians info on OHLAP, and eligibility

Written Remarks From The Common Core Chaos Debate With Michael Petrilli

For those that would like to see the entire debate, please see this link on our YouTube channel.

Following are my prepared remarks from the Common Core Chaos debate. I have not transcribed any of the 4 or so extemporaneous questions, but I wanted to make the answers to the first four available, along with my opening remarks in the event they would be helpful.

OPENING REMARKS:

Before I begin, as the wife and daughter of men who served in the Armed Forces, I’d like to thank all Veterans for their service on this Veteran’s Day.

Next – I want to thank Dr. Piper very much for his gracious hospitality in extending the use of the Lyon Performance Hall for this event. Thanks to you as well Mr. Dutcher for loaning us your very capable moderating skills. Thank you also to those here in attendance and those watching via internet.

Finally, I’d like to thank you Mr. Petrilli for coming all the way from Maryland to debate this ordinary Oklahoma mom on the state of chaos you assigned Oklahoma public education during the recent Intelligence Squared; Embrace the Common Core debate in New York, following Oklahoma’s repeal of the Common Core State Standards and the loss of our NCLB Waiver.  I’m hoping you’ll come away from your short stay in Bartlesville convinced that it’s not the loss of our waiver, but Common Core itself that’s quite an excellent example of the butterfly effect.

In a way, I agree; there has been much chaos surrounding the repeal of the Common Core from Oklahoma and the loss of our Waiver.

First, however, we must consider the general chaos resulting from the Oklahoma state department of education taking billions of dollars from the pockets of taxpaying Oklahomans for public education, only to focus zealously on meeting the desires of the federal department of education, though their monetary contribution hovers at somewhere around 10% of Oklahoma’s entire education budget. Why should Oklahoma –or any state for that matter – give up any part of their control over education to the federal government for such an insignificant investment? I seem to recall an adage about a silk purse and a sow’s ear…

Then, we must consider the specific chaos resulting from state policymakers remaking Oklahoma education – tailoring it to fit a federal government blueprint including Common Core State Standards, Teacher Accountability measures and a State Longitudinal Database System (all which reinforce the Standards) in order for school administrators to receive ‘flexibility’ from essentially meaningless 100% student proficiency standards in English and Math prescribed by a law Congress refuses to reauthorize. What about flexibility for students, parents and teachers to have standards and resulting curricula that works best for them? After all, is public education about serving administrators or kids?

Finally, there’s the orchestrated chaos designed to fit the narrative that schools will lose money as a result of the loss of our Waiver. In truth, Oklahoma lost no money at all as a result of losing the waiver. Once the waiver was lost, we moved back under NCLB regulations that prescribe the redirection – not removal – of 20% of Title 1 funds only IF the state fails to meet adequate yearly progress. Considering this amounts to a mere half a percent of the total state education budget why suggest chaos?

Of course, there is definitely more chaos to be found in the system;

• Legislation enacting Common Core in Oklahoma was completed before the standards were even ready to read in final draft. People don’t buy cars without a test drive or chaos is sure to ensue – states shouldn’t buy standards sight unseen for the same reason.
• Attempting to align all schools across the nation to one set of untested, unproven standards based upon unsubstantiated claims they’re higher or college ready has created testing and teacher training chaos for states.
• Emphasizing college readiness has created chaos for elementary kids who now struggle through developmentally inappropriate material all in the name of higher standards.
• Emphasizing college access is creating job market chaos as tens of thousands of skilled labor jobs in Oklahoma go unfilled because students are funneled toward college over job training.
• Writing, enacting and facilitating education policy on the back of checks written by a billionaire computer entrepreneur non-educator can do nothing but cause chaos as educators scramble to enact policies in actual classrooms that were written in a vacuum.
• Some Oklahoma administrators have created chaos in the lives of teachers by forcing them to teach Common Core under a different name though it’s against the law via mandate of the people, because students need to be taught to a Common Core-aligned SAT, ACT or AP, or because “we just bought Common Core-aligned books”, or “we’ve already spent too much money on Common Core teacher training”, etc.
• Because Common Core has been tied into a neat little ball with nearly every other federally-offered education ‘reform’, we’ll have to endure the chaos of resurrecting Heracles to cut off all its’ heads.
• Though national educational tests and standards are contrary to federal law, chaos has resulted from the federal government paying testing companies to write a national Common Core test which costs too much, is hard to grade, and takes too many days out of classroom instruction.
• The high stakes test and punish cycle meant to provide Common Core with its rigorous accountability has become chaos for parents, kids and district IT employees, many of whom would rather sit in the unemployment line than go to work on McGraw/Hill online test day.
• The definition of chaos is frustrated students who can’t understand overly complicated, confusing Common Core math lessons - and frustrated parents who can’t help because they don’t understand it either
• Parents and families reordering their lives – and budgets – to pull kids into private or homeschools because their neighborhood public school is no longer working for them, is obviously, chaotic.
• And finally, chaos is the result in countless families as countless mothers (and dads) in countless states have set aside their primary duties of children, home and office to spend countless hours researching why their kids suddenly hate school, or math, or reading, only then to spend countless hours educating fellow parents and government officials that enacted Common Core legislation, about the chaotic nightmare that is the Common Core.

So, in conclusion, yes Mr. Petrilli, there is chaos here in Oklahoma, but it’s chaos that arrived on the heels of Common Core – long before the loss of any federal carrot and stick mandate – and I’ll be happy when we’ve driven a stake through all its hearts and ensured it never comes back to cause chaos in the lives of Oklahoma parents, kids or taxpayers again.

QUESTION 1
One of the most effective arguments against Common Core is that it represents a “federalization” or a “nationalization” of education. (Indeed, once the phrase “ObamaCore” started making the rounds in Oklahoma, it was game over.) But are those concerns legitimate? Is it fair to characterize Common Core as “Fed Ed”?

It’s absolutely a fair cop. As I’ve written frequently, there were four separate but overlapping programs established under the Obama Administration’s Department of Education that make up what I like to call the FOUR PILLARS OF EDUCATION REFORM: These are Common Core State Standards, Teacher Accountability Measures, Turning Around Failing Schools and instituting a State Longitudinal Database System to track children across all ages and stages of the educational spectrum and into the workforce.

States had to sign on to all four of these foundational programs at some level in order to get State Fiscal Stabilization funds in 2009, be competitive for Race to the Top grant dollars and/or qualify for Waivers from provisions of the No Child Left Behind law.

Though states could substitute their own standards as long as they were deemed College and Career ready by state institutions of higher learning, it’s no secret that entropy favors the easy road – why would states reinvent the wheel when they could simply take what was offered and move on to the teller? Doesn’t the fact that a vast majority of states have signed on to Common Core since 2009 say something about the veracity of that statement?

Consequently, as state standards were cast aside in favor of standards favored at the federal level as part of a federal government extortion exchange rate for money or flexibility, the Common Core state standards predominated across the nation. If the standards predominate across the nation and were an integral part of federal government programming, what other definition for the Common Core State Standards can there be but ‘nationalized education standards’?

In the final analysis, it matters not whether the Standards were penned by a private source or inside the walls of the Department of Education if the federal government adopts them as their own and uses them as a fulcrum for moving education policy in America from a local endeavor to a more centralized locus.

QUESTION 2
Some people who choose nonpublic educational options worry that Common Core will limit options for students. They say that the alignment of certain exams ( SAT, ACT, GED, Advanced Placement, etc.) to the Common Core will increase the likelihood that private-school students and home-schooled students will have to follow the Common Core. Are these concerns legitimate? Will private schools and homeschooled students be compelled to accept national standards and tests?

Unfortunately, there are instances in which privately schooled students are being compelled to accept Common Core tests. In some states, private schools are required to administer state tests for accreditation purposes. These assessments require more than students being able to answer questions correctly to receive full credit. To get full credit students are required to show the Common Core instructional process used to arrive at their answer. In this way, private schools become coerced into teaching to the test to maintain accreditation and how does a school teach to the test without aligning their curricula – at least in part – to the Common Core? In a solid example of the overlap I mentioned among the four pillars, State Longitudinal Database Systems are used to collect private school test scores in order to provide verification to the accreditation board that the school is worthy of continued endorsement.

In states such as Indiana Ohio and Wisconsin, private schools can’t participate in voucher programs without a record of student outcomes on state tests.  If the private school wants to participate in a state voucher program, they must weigh the advantages of increased enrollment against the prospect of teaching to a Common Core-aligned state exam and possibly losing existing students.

Because homeschools most often use traditional educational methodology, the possibility for student success on Common Core-aligned college entrance exams doesn’t erode drastically due to a well-rounded educational foundation. The difficulty, however, comes when answering Common Core-aligned questions in math, for example, which utilize a confusing multi-step constructivist approach as opposed to the more straight forward traditional style. Consequently, homeschools – as private schools – must count the cost of attempting possibly confusing curricula in order to increase their chances of college admission.

In states requiring homeschool students to submit to state testing, parents have the option of either including Common Core-aligned curricula in order to increase their odds of providing the state a passing grade, or dealing with the fallout should their student be labeled less than proficient. Either way, the Common Core State Standards became impelled upon students via state testing policy.

QUESTION 3
The promotional materials for this debate were headlined “Common Core Chaos?” What is the state of play in Oklahoma now that we have rejected Common Core? Can the case be made that Oklahoma is actually worse off with all the uncertainty about standards and tests than if we had just stuck with the Common Core?

Can the case be made that there is anything certain about Common Core? What evidence is there that Common Core will improve student achievement? What data show Common Core will reduce college remediation rates? What students have graduated college following a steady diet of Common Core State Standards based curricula? None. There is no evidence, no data, no students because this whole experiment has been, well, experimental.

There is a case to be made for the converse, however. We know that the process of creating Common Core tests has been chaotic and the process of administering even the practice tests has created chaos in schools all across Oklahoma. We’ve seen the chaos created when parents with advanced degrees are unable to help even their elementary students with Common Core math homework, not because they are mathematically challenged, but because the problem solving methods make no sense. We’ve heard early childhood experts testify to the chaos in their classrooms created by the unhealthy levels of stress exhibited in younger kids as a result of classroom work based on developmentally inappropriate standards.

Additionally, states further along in the Common Core process than Oklahoma, like New York, are trying to get out of Common Core because of the chaos its causing in their state. Why would Oklahoma NOT want to avoid something that has become a colossal waste of money and frustration for others? Oklahoma needs to chart its own path – a successful one based upon excellent local standards that will build on the resiliency, tenacity and ingenuity of Oklahomans – traits that have created one of the most successful economies in the nation currently. We have a new State Superintendent and a springboard forward into educational freedom off the back of Common Core repeal – we need to take this opportunity and run with it.

QUESTION 4
A house editorial in the Washington Examiner made the point that “Common Core combatants likely agree on few things, but there is one point on which they do agree — America's public schools are failing and have been for many years.” Do you two agree on that point? If so, Jenni, what solutions do you propose in lieu of Common Core? And Mike, are there any solutions you favor in addition to Common Core?

Schools aren’t failing – public school policy is failing and taking education down with it. In fact, we’re seeing systemic failure as one ineffective/unproductive law is replaced or augmented by another and then another – in attempt to bring about results largely unattainable by legislative means. Education legislation and programming features a paucity of education history and research, focusing instead on the newest ‘trends’ in education such as ‘flipped classrooms’ where teachers basically help kids with their homework after they have been ‘taught’ the material via video at home.

Today’s education focus is entirely wrong-headed. Students should not be educated ‘for’ college or ‘for’ the workforce – they shouldn’t be subjected to the latest fads. Students should be educated broadly in the arts and sciences, history and classical literature – not subjected to restrictive curricula that emphasizes mainly math and English which are then taught as skills and not for the love and joy of learning and knowing.

Students are arm-twisted and mercilessly forced into education submission by a test and punish system that robs them of their personal responsibility for their own learning. Parents are held at arm’s length and often treated as adversaries by school administration instead of the responsible party for their child’s education.

The only way to solve the majority of these issues is educational freedom. Freedom that allows parents to choose the school with the curricula and set of standards best in line with their children’s unique and individual needs. Instead of funding flowing to the school, funds should flow from the parents to the school in the ultimate act of educational accountability.

For decades, public education has moved farther and farther away from the ones it directly serves – it’s time to put the responsibility for education back in the hands of parents. As Einstein said, Insanity is repeating the same mistakes and expecting different results.” It’s time for a paradigm shift toward personal responsibility and control of local education with parents at the helm.

An Interview With Lis Exon of OETA, Tulsa

I just today posted a blog about my conversation with Senator John Ford.  Senator Ford called me to ask my permission to give an OETA journalist my phone number so that we could do an interview.

I spoke with Lis Exon of OETA Tulsa yesterday.  She was quite nice, and very accommodating about the possibility of an interview, (as have all the media I've dealt with to this point at any rate).  We scheduled our time for this morning and the interview went off without a hitch.

Here's my takeaway.


First; I truly appreciate it when journalists make an effort to report both sides of an issue.  Heaven knows Common Core opponents have gotten the shaft in the media for years as most of the airtime on the issue has been a seemingly endless stream of propaganda devoted to the propagation of Bill Gates' messaging.  It hasn't been until recently - when parents have finally begun seeing the fruits of the Common Core labor in their school and have begun to speak out in droves - that our message has received any real attention from the mainstream media.  So, kudos to Lis for taking the time to beat the bushes.

Second; it was clear that Ms. Exon wanted information from parents.  She has asked several times now about when the next forum would be.  I'm sure she wants to interview parents, as some of the stories out there make some really great sound bites, but I also think she's interested in learning and here's why;

As we began the interview, Lis asked me to give a bit of history about ROPE, which I did.  Next, in a long question/statement that stated all Common Core 'talking points' as given fact, she asked me about our main concerns with the issue.

It was at this point I began attacking the '4 pillars of education reform', explaining where they came from and how our state was bound by FEDERAL edicts that gave our state unfunded mandates to provide a Common Core-based education to every student in the state.  I continued on to talk about how the Common Core are meshed with the A-F grading system and teacher accountability and even the State Longitudinal Database System and the federal money that came with that, after which she indicated to me she understood the complexities of the issue.

When I began to talk about the inequality of bringing ALL children to the same educational level, punishing those that are 'above the curve' (as Bill Whittle has said, handcuffing our best and brightest), she told me a story.  She said that as she was growing up, though she wasn't a math whiz, she had aptitude for writing and the arts, she was able to choose and be guided through a path into that career throughout her schooling.  I told her that was great and just what we all wanted - students to choose the career, or vocation, that suits them best.  It was unfortunate then, that with Common Core, the new Common Core tests and the invasive data collection, today's education elite want to - in essence - funnel kids into career and vocational paths depending upon test scores and surveys.

I then told her my story:  I had exceptional aptitude in writing and the arts when I was a young person - more than likely because my mother was an English teacher most of my entire life.  So great was my innate ability in English, that I tested out of all my college English.  Yet, instead of pursuing a degree in English, or the arts, I chose to educate myself to a Master's degree in BIOLOGY.  I wasn't good in mathematics either, but I forced myself to work very hard, overcoming my shortcomings in the language, and graduate with not one, but two degrees in a subject no one would ever have thought I could master, let alone manage.

"What happens to kids like me in a Common Core system?" I asked Lis.

Soon after, Lis thanked me for my time, but instead of hanging up quickly, she asked for more information and inquired again when there might be another Town Hall.

And so it was that the interview finally ended, but as the line went dead, I couldn't help but think the conversation wasn't.

Stand your ground.  Educate others.  It's the only way to win.

Mary Fallin is 100% Behind Common Core and "it is here to stay!" What Say YOU?

Julia and Lynn and I have often complained of the number of times we have sought a meeting with OUR Governor - Mary Fallin - in order to speak to her about Common Core.  In nearly four years, we've never been 'granted audience'.  We're the only non-profit, mom-centered, education watchdog in the entire state.  You'd think that would mean something, but no.  It seems as though parents who disagree with our Governor (and several other of our elected Republicans) are simply ignored - until election time - that certainly has been my personal experience with our Governor.

It appears, however, that we're not the only ones to find this out.  Following, is the re-telling of an experience one woman had with the Governor's office.  The daughter goes to my church (Fairview Baptist in Edmond - probably another reason we're not heard!) and shared this with me last Sunday:

Jenni, As I was telling you yesterday (10/27/13), my mother called Mary Fallin's office on Wednesday about Common Core & was told she would have to talk to a man named Shawn.  She left a message for him to call her back. He had not called back by Thursday afternoon, & again told them she was calling about Common Core, again the lady told her that she would have to talk to Shawn, that he was in his office & that she would put my mother through to his office, again he did not answer his phone, she left another message, appx 1 hour later he had not called back, so my mom called again, & ask the lady, I thought you said Shawn was in his office, the lady said he was, put my mother on hold, came back in a little bit and told her that Shawn would be calling her back in the next 30 min. Shawn did call back and jumped all over my mother about jumping on the lady at the front desk, when all my mother had done was (ask her if) Shawn was in his office. Then he proceeded to tell my mother that nothing had changed since her call in April, that Common Core had been voted on by the Oklahoma Legislature, that they had been putting it in for the last 2 years, & that Mary Fallin was behind it 100%, that she wanted it and it was here to stay. And that he didn't care who my mother told what Mary Fallin was all for , that it was here to stay, that that information was out there all over the network. I think that once they get Common Core fully into all the schools, next they will start coming into Homeschooler's to demand testing those students, if they don't meet the requirements then they will have to go to governments schools. They DO NOT want any children to to independent or Christian. Thank you, Sandra Vallance.

Here's another accounting from one of my great friends in the Enid area, Mark Irwin of the Sons and Daughters of Liberty:

Governor Fallin held a “meet and greet” here in Enid last Thursday(Oct 24^th) prior to a fundraiser event.  The Governor made 10-15 minutes of remarks on the successes of her administration and recruited for assistance with her re-election campaign.  This was followed by an impromptu questions and answers session.  Here are my recollections of the session:

The first question asked of the Governor was regarding Nullification Bills in the last session of the Legislature.  The questioner pointed out that significant money was raised in the Enid area in support of Nullification ,  primarily from the Governor’s donor base and the effort hit a stone wall in the Senate due to the Chairmen of several committees refusing to hear the bills.  The questioner said she was concerned about the country and felt that the States were the only hope for reigning in Washington.  The Governor replied that the State had petitioned for and received a waiver on one of the Federal grants for education as I recollect and that she was working to gain more latitude for the State to run or comply with Federal programs, but at the end of the day “Federal law is superior to State law”.

The second questioner thanked Governor Fallin for not implementing the State Health Care Exchange, pointed out that the Federal Government was out of control, broke beyond any hope of honestly meeting its obligations, militant abroad and becoming increasing tyrannical at home and that it did not have authority for most of its actions.   In regards to the Governor’s statement about Federal law being superior to State law the questioner challenged that assumption on the grounds that only those Federal laws made in “pursuance to the Constitution” were the law of the land and that we can’t  count on the Federal courts to enforce the Constitution.  He said that it was his opinion that the primary job of the Governor was to protect the Liberties of the citizens of Oklahoma and asked for her thoughts on the subject.   The Governor’s response was fairly long, but basically she said she is a supporter of States Rights and that the State was taking action against Federal overreach and referenced AG Pruitt’s work in the Federal courts.  Governor Fallin acknowledged that the Federal courts don’t always get it right, but we would have to wait and see what the Federal courts decided.

The third questioner asked about reducing State overhead and expenditures, the Governor’s commitment to not expand Medicaid,  and emphasized that the Governor was the only protection the individual citizen has between them and the Federal government.  The questioner also stated that he felt the State should be very wary of taking Federal Funds due to the regulations that always seem to come with them.  Governor Fallin outlined her administrations streamlining of its agencies, inventorying of State property and structures with the idea of selling off excess, and the conversion of State vehicles to CNG fuel as well as a reduction in the number of those vehicles.  The Governor said unequivocally that she would not expand Medicaid.

The fourth questioner asked the Governor if she thought  a State could Nullify an unconstitutional law.  She answered yes, if it was approved by the SCOTUS.  The questioner then asked where in the Constitution does it say that SCOTUS is the final authority on which laws are constitutional.  Governor Fallin replied that she didn’t have her copy of the Constitution with her.  The questioner said that was ok because nowhere in the Constitution does it grant this authority to SCOTUS.  The Governor said she wanted to make sure any actions of the State were legal and that it was her job to enforce the laws.  The questioner replied “exactly”.

At this point the Governor’s aid jumped in and said that it was time to go to their next event which was the fundraiser.  The Governor said her goodbyes, shook hands with most of those in attendance and departed.  I did not attend the fundraiser, but talked with someone that I personally know who did.  He said that a question regarding Nullification/State resistance to Federal laws was asked of the Governor during the event and she replied with words to the effect that the people asking these types of questions are on the “Libertarian faction of the party”.

So, anyone who happens to maintain a Republican voter registration, but actually wants to move the party back to the Reagan Republican years is a LIBERTARIAN?  Really, who cares whether you're a Libertarian or a registered Republican - my kids have a better grasp on the Constitution than our own governor.  I'd rather be a Libertarian than a Republican if all I have for role models are Janet Barresi and Mary Fallin.

The day that we picketed the Governor's opening day of her campaign (10/24/13) at the Oklahoma History center, I gave the blow-by-blow of having the state troopers on standby to haul us off, then, as we were ready to disperse, Mr. Goeas (a man from Maryland who comes to Oklahoma to work Fallin's campaigns for her every year apparently) came over and spoke with Tracey Montgomery, Julia and myself. He told us that he worked for a number of governors and that he understood about the Common Core as it was shaping up to be a factor in some of the races on which he was working (Scott Walker and John Kasich among them). He also told us that the Common Core would have been fine, in his opinion, if it had not been 'hijacked' by the federal government.

After some further back and forth, Mr. Goeas told us that he would set up a meeting for us with Gov. Fallin, but also made sure to tell us to be prepared, that it might not change anything!


Guess what!?!?  I know, big shocker here!  WE DIDN'T GET AN INVITATION TO COME TALK TO OUR GOVERNOR!


I have very little confidence that Common Core will NOT get the same treatment this year as last - the "good cop, bad cop" bit straight out of B police movies.  The House will pass a bill to kill the Common Core and everyone will be so excited only to find out that Clark Jolley and/or John Ford will kill it in the Senate.  I'm sure this is not shocking to you, but it should be INFURIATING!  I can even see Ford or Jolley come off their position (Yes!  I'm against Common Core - but then the other one keeps his - that way, again, good cop/bad cop - and again the elitists win and the grassroots gets the shaft) You are the hardworking people who pay their taxes and DO their fair share - only to be treated like second class citizens by those we elect once the election is over!


DO NOT allow this to happen again!  Stay vigilant - we will come up with a solution, it's just a matter of time!  We MUST get our governor on the record about Common Core as many times as we possibly can.  If she's going to be somewhere, show up and ask her questions about it - tweet to her - post on her Facebook page - whatever gets others to notice.  Fallin was asked by an AP reporter about Common Core that Thursday.  She spun her answer and didn't use the words Common Core!  The more we make her have to talk about it, the more toxic it will get for her!

The more people that learn about Common Core, the more they don't like it!  Continue to spread the word!

Liberty, Not Common Core; Liberty, Not Education Reform

I knew my post of yesterday would create a stir - I meant for it to. 

I believe without a doubt that Americans today do very little deep thinking on any topic other than who will win The Voice this season, sadly.  How can I say such a thing?  Look at the arts for example.  How many seats does a theater sell for a play versus the number of seats the a major league sports team sells for a single game?  How did we end up with 500 channels of television and yet the number of books being sold in a year has declined nearly exponentially over the course of the last 10 years.

As I showed my husband my previous post, he shook his head and said, "Yeah, well no one's gonna get it."

I figured as much when I began the post, but that doesn't mean I won't try.  He actually went on to wax philosophic on the topic with such excellent elocution I was embarrassed at my own oratory skills (that sentence was for my English teacher mom!).  What he said, in a nutshell, was that schools need only teach the Constitution, civics and the key concepts of LIBERTY to create a populace capable of throwing off the cloak of tyranny wherever and whenever it should rear its ugly head.  I got to thinking about that and I could not deny the absolute truth of that statement.  People who understand the concepts of liberty have thriving economies where the cream rises to the top and mediocrity is soon pushed down to the bottom of the barrel.  

Unfortunately, we don't have that anymore, and that is mostly because our liberal colleges warp history at all levels.  I saw this post this morning about how liberal college professors call Hitler (of all people) a member of the right wing.  How odd.  Who would even believe that nonsense?  I mean, he was the CREATOR of the National SOCIALIST Workers Party (NAZI).

I also saw this today.  A very short (1:48) YouTube of a professor from Hillsdale College talking about just this very warping of history and how it is happening under the Common Core.  We don't STUDY the Constitution, we just compare parts of it to other documents.  We don't expect kids to understand what it means, we simply want to pay it lip service as we slide down the slippery slope of government controlled education into the sea of socialism where everyone is COMMON yet no one understands the problem with this fact.

Then you have another article I read today about how the State Longitudinal Database basis - the Data Quality Campaign (an organization created and funded by the Bill and Melinda Gates Foundation to make sure that states are collected information on all American students) is going to have yet a new arm.  Yes, instead of just collecting information on all STUDENTS we will now start collecting data on all students in the WORKFORCE.  Gosh.  Have we really gone so far in America that we don't understand the ramifications of that?  Do we NOT understand anymore that we DON'T educate students for jobs?

After my post yesterday, I received an email from a dear friend of mine - Howard Houchen - a fellow political activist.  Though I've known him for years, I did NOT know that his Bachelor's degree was actually in Political Science with a major in Communist Studies.

I am closing this blog with his words because they were echoed by my husband and because they mean something.  I desperately hope they mean something to you:

If others don't get it, its not your fault -- you can't MAKE them understand the history nor its magnitude.  That's a big struggle for many of us.  I've said it a thousand time -- Face it, we're nerds!

To 99% of the every day average folks, communism died around 1991.  Communism, to them, was a set of countries, not a lasting ideology.  When these countries fell, these folks believed it was THAT act which spelled the demise of an ideology and so what if N.Korea and Cuba held on -- Weirdos.

Now, we (The good ole U.S. of A.) were the victors over Communism so why would anyone contemplate America EVER adopting any policy(s) which equaled communist policy(s)?  That would be "insane"!!!  Its how people think because of the inherent trust of government Americans have evolved to have.  In two generations, Americans have accepted government as protector and provider over self-sufficiency and reliance.  Maybe a bit reluctantly but, they've accepted it nonetheless.  

Those that have could care less about history or future consequences.  The media (the 4th Branch of Government) and government itself, possesses the ability to get to people EVERY day and EVERY hour with the message (twisted as it is) THEY want to spread -- by nature, Americans have become informationally lazy and despise having to work (search) for truth.   The average American mind has been conditioned to soak up the 'institutionalized' (ABC, NBC, CBS) information, not the alternative information.  

Its not your fault or my fault the masses are unable to see truth...it's their fault combined with a centralized effort to keep them in the dark and those centralized forces have ALL the really good cards to play with!