The following is a letter written by a Maryland 5th grader sent to me by her mom. Do you suppose Ms Slover or any of the self-serving privatizers will listen? Maybe we should all send a copy of this letter to Ms. Slover to get her attention.

what if


May 4, 2016

Ms. Laura McGiffert Slover and PARCC Administrators
1747 Pennsylvania Avenue NW
Washington, DC 20005
Dear PARCC administrators,
I am a fifth grade student who just recently completed the Partnership Assessment of Readiness for College and Careers test. I have taken this test since I was in third grade and I feel that this test is unnecessary and unfair to students and teachers across the country.
I believe, despite politicians, test designers and experts, that this test is completely inaccurate and erroneous .This test cannot possibly measure our knowledge or predict where students will be in twenty years. Therefore, each individual will learn at their own pace, suggesting the PARCC cannot anticipate when a student learns. Students will decide how much they learn, who they learn it from and when they learn the curriculum; the government should not decide that.
Another reason I feel PARCC should not be considered as part of the educational system is because the PARCC is an unfair and unjust test. I believe this because this test is biased against disabled and mentally/physically ill children. We should be focusing more on testing that, doesn’t challenges the abilities of a student, but gives the student opportunities to complete the test as they wish (this does not meet the standards of standardized testing). I feel this way because no matter how ill or disabled a child could be, by law, the child is required to complete this test within the time given; this could be a major struggle for a child.
Third, I feel like this test is a waste of instructional time. We are required to complete at least 2 sessions of testing a year, each lasting as long as ninety minutes each. The opportunity for students to get a good education is taken away as they complete this test as directed. This test not only takes the time away from students, but also complicates the responsibilities for a teacher. Teachers are not meant to give nor advise tests; the common role of a teacher is to educate students.
Lastly, I feel that the quality of this test is atrocious and it is put together with second rate quality. From previous experience I found that this test includes various errors such as punctuation mistakes, unclear questions and poor test design and content on the test was unfamiliar as well.
I appreciate the effort that the PARCC administration puts into the test each year, and the efforts of teachers and staff that cooperate with PARCC, but I do not feel as if this test is necessary in our society today. I hope you take my opinion into account and hopefully revise this test in the future. Thank you for your consideration.
Claire Doran, age 11

This is a RE POSTING of a blog I wrote four years ago during Teacher Appreciation Week.

Seems appropriate to re-post it now. Please comment on the question: How much has changed or not in last four years?


I felt an urgency to write this post before Friday in order to coincide with Teacher Appreciation Week because this quasi “event of recognition” must remain close on our radar well past this Friday.  Never mind that this gesture is being erased by the first annual…gag…National Charter School week … gag again.

On Monday Mark Naison shared a post that reads:

“Having Teacher Appreciation Week in the United States of America, at this historic moment, is like having Deer Appreciation Week during hunting season.”

After reading this I laughed out loud for a while, and then quietly chuckled to myself for days after that. Why? Because what is happening to public education and to public teachers is so not funny that sometimes I have to laugh to stave the tears and massive waves of despair. And although the deer population may not be considerably reduced during hunting season (no offense to my animal rights activists friends intended), I worry that teachers, real live teachers, are becoming an endangered species.

If you haven’t already shown your appreciation somehow for the public teachers in your life, past or present, do it now. Why? Because chances are, sooner than any of us anticipate, we won’t be sending our flowers, cards, candy, or well-wishes to teachers anymore.  We will have to send them directly to education profiteers like Pearson, Carpe Diem Schools, Connections Academy, and Bill Gates, all of whom are advocating to replace public school teachers with online learning and other in-school online technologies.

Just this week I smiled as my son walked gleefully through his school, passing out homemade muffins to his teachers  for teacher Appreciation. Soon he’ll have to be screaming “thank you” to a computer screen.

The lobbying power behind this movement is astounding because so are the profits to be made. Profitable for corporations, not children of course.  Michelle Rhee through her (Rosemary’s) baby StudentsFirst,  “pledged to spend more than $1 billionto bring for-profit schools, including virtual education, to the entire country by electing reform-friendly candidates and hiring top-notch state lobbyists.”

And pretty soon every child in Philadelphia can sit in front of a computer and succumb to online “learning” since their community schools have been shut down. Why is this? According to City Paper:

The pro-voucher funding stream appears unstoppable, with sources like the Bill and Melinda Gates Foundation, the Eli and Edythe Broad Foundation and the Walton Family Foundation. So it goes: The same political forces that have bled Philly schools for decades now decry their poor performance. The solution, of course, is the private sector.”

Conveniently, the billion-dollar-online-learning companies are touting rhetoric that “all children deserve a great teacher.” Duh. How much did they spend to find that out? However, they claim is that in order to deliver on this proclamation, we need to infuse technologies such as online charter schools, and billions of dollars of technology to public schools to make it happen. They claim that we must free up the “best” teachers by using technology more. Convenient. According to theWashington Post, Gates recommends:

“Lift(ing) caps on class sizes and get(ting) more students in front of the very best teachers. Those teachers would get paid more with the savings generated from having fewer personnel overall.”

Those of us who have been in education for more than a few decades already know how to maximize the strengths of “great teachers!” It’s called: resources, reduced class size, having more teaching assistants per classroom, and NOT demanding endless batteries of high stakes testing, test preparation, and data keeping of those tests all of which wastemeaningful instructional time.

Duh. But … there’s no profit in those solutions.

No.  What Gates and company recommend (in their infinite pedagogical experience and scholarly wisdom on child development) is to:

“Eliminate or reduce “seat time” requirements for students to be with licensed staff, focusing on student outcomes (read: tests) instead. This will allow, for example, unlicensed staff to monitor digital labs, freeing funds to pay more—within budget—to the excellent teachers in charge.”

They call this “seizing opportunity.” Seizing opportunity indeed.

Speaking of seizing opportunity, let’s look at Carpe Diem (or “seize the day”),  a “blended learning” model school spreading like a bad case of herpes across the country, and Indiana in particular. As Peg Robertson  writes:

“Six Carpe Diem schools are indeed headed to Indiana. ALEC loves them. See chapter five of their latest report card.  Six schools will soon arrive, focused on ALEC’s love of technology and lack of teachers. This isn’t innovation – this is mind-numbing education delivered via computer with a few teachers (4) left to fill in the regimented gaps.”

How do these new online learning communities get so much political favoritism? Go ask ALEC.

Connections Academy is a national for-profit online learning corporation, and whose co-founder and executive VP is Mickey Revenaugh, who is also the co-chair of the ALEC Education Task Force.

It’s no coincidence that Pearson acquired Connections (Academy) Education, establishing a leading position in the fast-growing virtual school segment and the opportunity to apply Connections Education’s skills and technologies in new segments and geographic markets. 

And even if your community has not yet been sucked into the vacuum of a corporate charter model, even if you still walk your child everyday to a public school, your Teacher Appreciation tokens might as well go straight to Pearson. Why? Because Pearson has also acquired partnerships with companies to deliver PARCC, SAT testing, GED testing, and was the central player (through Achieve) in the design of the National Common Core Standards. Pearson can now micromanage the Common Core, as well as all teacher-related materials needed to teach the Common Core, and all required testing materials to test the Common Core.  And more of Common Core will be going online, via courtesy of Pearson. Convenient.

Need I go on? The teacher has become an inconvenient and costly middleman who needs to be removed from the equation, because they get in the way of corporate profit.

More and more classes, k through 12, are being held online in schools across America. And the numbers of online delivery are increasing. From an article by Trip Gabriel, I offer a few highlights:

* “More than one million in the United States, by one estimate are taking online courses. Nationwide, an estimated 1.03 million students at the K-12 level took an online course in 2007-8, up 47 percent from two years earlier.”

* “In Memphis, where 7,000 high school students were assigned to study online in computer labs this year because there were not enough teachers to comply with state class-size caps, every student must take an online course to graduate, beginning with current sophomores.”

* “In Idaho, the state superintendent of education plans to push a requirement that high school students take four or more online courses, following a bill that passed the Legislature last week to provide every student with a laptop, paid for from a state fund for educators’ salaries.”

But this last statement really drives the issue home for me:

“K-12 online learning is championed by conservative-leaning policy groups that favor broadening school choice, including Jeb Bushs’ Foundation for Excellence in Education which has called on states to provide all students with “Internet access devices” and remove bans on for-profit virtual schools.”

So I want to take a moment to thank the teachers in my life who have influenced me.  And none of them worked for a textbook company or were presented to me via a computer portal.

Mrs. Belafatto from 5th grade. Thank you for inspiring my creative writing. I remember the great free-writing time we had, and the smiley face feedback that encouraged me to write. I do what I do today in large part because of you.

Mr Dever from 4th grade. Thank you for allowing us as a class to build a real reading loft out of wood and nails in our classroom. We collaborated together, measured, problem-solved, and created. You remind me that teaching and learning are embodied and hands-on experiences that cannot be measured on a standardized test.

Mr. Barlow from 9th grade. Sure, you were categorically insane. Rumor had it you lived in your car. You made me cry at the blackboard. But you taught me to believe in myself, never to back down, and to face challenges head-on. I take my memory of you with me today into this battle for education.

Dr. Ball from my graduate school statistics class. Thank you for staying on the phone with me that Sunday afternoon during the football play offs, when you took over an hour of your time away from the game to walk me through the computer-based exam, while I sobbed hysterically in a panic. You taught me that the qualities that matter most in being a teacher are patience, empathy, and dedication. I don’t remember what was on that exam -but I remember what you did for me.

So, thank a teacher. Unless we appreciate them enough to fight for them, they will become an endangered species. And since no one with any real policy making power in education seems to be doing much about this, maybe we need to get the Wildlife Federation on the case. Anyone got their number?

Bail, not Blogs

Posted: April 24, 2016 in Uncategorized

I will be on hiatus for a while from blogging in order to care for immediate family needs.

Please enjoy previous blog posts in the meantime…Let’s face it, until there is a radical shift in systemic policy and power, anything I’ve written the last few years probably still applies…it might as well be “new” news.

I leave you with this thought for the immediate future: Bail, not blogs. Writing is a powerful tool. Sharing information is critical. But now, in 2016 we KNOW what’s wrong. We KNOW how to fix it. We KNOW what we want for ALL children. We need to think about actions. Civil disobedience. We need to get beyond blogging alone.

“Surrealism recognizes that any revolution must begin with thought, with how we imagine a New World, with how we reconstruct our social and individual relationships” (Kelley, p. 193). And that is the goal of the opt out revolution…at least the one United Opt Out is fighting for. The elimination of harmful high stakes tests is a major tactic, but not the end goal. True solidarity in this movement as an effort of social justice will be evidenced not when white middle class moms go to jail to protect their own children, but when they (we) go to jail to protect other people’s children too.

I’m saving your bail money. It might be time.

Today I was taking my weekly yoga class. The first thing the instructor asks us to do is set an intention for the day’s practice. My intention was to meditate on where we are at, and where we are going, in the opt out movement, with hopes of finding a way forward.

My instructor focused today’s practice in our feet, on focusing in on how we remain rooted and grounded (in our feet) in order to rise up and achieve higher purpose.

Like a yoga practice, the opt out movement, is exactly that….a movement, It is not a noun …it is an action, based on a basic idea rooted in the principals of socially just, equitable, creative, democratic PUBLIC schools for ALL children. That is our grounding, All our actions must rise from that. Any action that does not ground itself in that intention, or does not move us in that direction, is misspent energy (or a hijacked message).

I also thought about how important it is to trust ourselves. Opt Out, as Peggy Robertson is always saying, is a people’s movement. We do, as most movements, look toward leaders to push us forward, but really it is about us. It is about trusting ourselves to know when something just does not make sense. I am thinking of Stephen Singer’s latest piece on the history of the eugenics movement and the odd notion that civil rights groups would embrace this same testing as a tool for equity. Calling for testing as a tool for equity just seems wrong. It feels wrong. All data suggests this will end badly. It is a distraction from the real focus and the real fight.

So we must, everyone of us, remember to trust out gut, believe what our senses tell us, and use common sense. In this technocratically and technologically driven world of education policy parents and teachers get bombarded with seemingly complex messages about “21st century learning”, grit and tenacity, Student Learning Outcomes that are more complicated that a piece of IKEA furniture. We can lose sight. TRUST YOUR GUT. If: 1) having kids on computer screens for half the school day, 2) demanding we use biased, racist and classist standardized testing in the name of “equity”, or 3) wiping vomit off a test all just seem wrong…IT IS BECAUSE THEY ARE.

ESSA, from its beginning, just seemed wrong. it felt wrong. All the data showed it would end badly.

We do not need complicated formulas to tell us what is right for all children. We know who and what the problem is (corporate technocracy and greed erasing democracy and the public sphere). And we know what the possible solutions are (they’ve been lying around for decades: small class size, full programs, wrap around services, the arts and sports, experienced teachers, culturally rich curricula, etc etc). What we struggle with is HOW DO WE GET THERE? How do we make a movement?

First, we stay grounded. ROOT TO RISE.

Second, realize the ground is shifting beneath our feet. The opt out movement is now several years old (even decades if you recognize the early work of activists like Susan Ohanian and the opt out events of Scarsdale NY back in the 1990’s). In 2011 when United Opt Out first emerged on the scene, we believed it was enough to call for a mass refusal of standardized tests. If the mass call for opting out we are hearing in 2016 had been available in 2011, by now we might have been able to stave off the debacle of ESSA. But now, with ESSA firmly in place, refusal of standardized testing cannot be our only focus. Should parents still refuse the tests? Yes. Of course. But if we think that refusal of the annual standardized testing will alone be sufficient to “starve the beast” we would be wrong. We are refusing IT ALL.  We refuse their policies. We refuse their ideology. We refuse to sell our children to the highest bidder by any means they try.

Because the beast has changed shape. And even if everyone in America refused the end-of-year standardized tests such as PARCC or SBAC, the machinery of the corporate takeover (though dented maybe) remain intact. Because of ESSA, we have a new battle front, and the opt out movement must shift with it. Remember…we have to check our balance, our base, our foundation. Testing refusal is not, was never, the end goal. It’s one means to dismantling the corporate directive of education policy. But in 2016 we must move in other direction simultaneously: ESSA takes us in one of two directions. We must focus on many directions. Either ESSA heightens the grip that standardized testing has on states (see Mercedes Schneider who states, “ESSA tries to lock states into the same 95 percent testing requirement as NCLB.”).

Or, (even IF) it HST takes a “back” seat (reduced end-of-year testing) we are still trapped in a trajectory toward corporate privatization because now testing will be daily and ongoing via competency-based assessment.  It’s probably gonna result in a whole bunch of both. So let’s re-imagine our strategy. We need to tackle competency based instruction, a policy whose roots are grounded in the common core, and was likely the end game to begin with starting decades back. The evidence for that case I quite compelling and irrefutable.

Opting out is a movement. We have to MOVE. Our actions must shift and change with the policy landscape which has shifted beneath our feet with ESSA. Its promise of “reduced testing” was a Trojan Horse. And now the enemy is inside the gates. We can strike our “warrior pose” but remember the yoga rule: The warrior poses always lead with the big toe (the center of balance) and the big toe is the most central piece of the pose. If we are “off” about what we think is the goal or the direction of our movement is we will spend a lot of energy putting ourselves off balance. We can even be lead into distraction from other ways our opponent is planning to strike because our focus may be in the wrong place.

Our “big toe” is not merely testing refusal. Our “big toe”… the guiding focal point, is (as I said in the beginning of this post) socially just, equitable, creative, democratic PUBLIC schools for ALL children. All our actions must rise from that.

Root. And move. Others cannot do it for us. Rise up.



My 11 year old son has decided he wants to be a nature writer (Emerson eat your heart out :))

So here’s his first treatise. I told him I would publish it for him.

Please share your feedback and comments for him. Thanks!!

Is It Nature? Or Nothing?

by Conor McNulty

Could climate and mature be destroyed almost 1/5 of land fills are filled with wasted food that’s not all. The food we throw out could feed 36 million people each year.


Nature needs to be saved and our resources and the ice caps are melting away. Animals are going extinct.  Are people the problem? Or can people be the answer to this problem?

Is it nature? Or nothing?  


Read Scenario One and Scenario Two.

If you are unable to really tell the difference between these two scenarios, then perhaps we are closer to a frightening nightmarish future scenario than we realize. I manufactured one story out of my imagination. Ironically, I wrote it even before knowing anything about the real scenario provided to me by Alison MacDowell. I was nauseous at the realization that the story I manufactured actually eerily reflects a REAL policy that’s in the works. One is science fiction, the other story IS actually happening.

I left out ALL real hyper links….because, well, that would give it away! What’s important here is that my readers in fact will have to pause and think…because it IS so difficult to know what to believe anymore. What is happening to our children is in fact that unbelievable…and yet true.

When fact becomes stranger than fiction, it’s time for a deep pause…and serious action. Perhaps now, rather than later, we should be rising up and pushing back.


Chipping Students for Success

On the heels of Office Depot’s new initiative called “Committed to Learning” discussions are underway behind closed doors in the business community about the use of microchips to track students learning. The state-of-the-art technology would allow students to participate in ways we never imagined before. Which companies will be the first to make the move? Intel? IBM? Google? Microsoft? Industry insiders won’t say.

The chip would be surgically inserted during a brief outpatient procedure and can be removed at any time should the student decide to leave the program. “We know that a student’s grit and tenacity play a large part on their future success in the 21st century workplace.”

Because the recent update to federal education law (ESSA) requires states to include at least one nonacademic measure in judging school performance, the members of the technology communities are taking this opportunity to utilize microchip technology to meet the growing demands of both the business and education stakeholders. By measuring heart rate, body temperature and other metabolic features, proponents of the new schools will be able to overlap this to-the-moment data with the Grit Scale and predict student future success.

As Susan Patrick from the 2015 iNACOL symposium told her audience, the future of personalized technology creates a “student-learning system around vastly improved outcomes for preparing globally competitive students and citizens for the future.”

The other way the microchip technology is intended to be used in in collaboration with new community-based competency education opportunities. The chip enables corporate sponsors to track the students wherever they go. As school’s switch from crediting students based on “seat-time” in a course to crediting them for meeting proficiencies or competencies corporate sponsors say “It’s important that programs are accountable for the location and learning of each student in these community programs.”

 Pearson Takes Cues from the Pentagon

From stealth technology to GPS to vaccines, the Defense Advanced Research Projects Agency — or DARPA — has developed some of the most consequential weapons and technology through the ages. The Defense Advanced Research Projects Agency (DARPA) Defense Sciences Office (DSO) seeks potential new DARPA programs to enable advances in new and revolutionary approaches to training, education and learning. The system architecture would be modular, extensible and scalable (open-source, open- architecture), and the content and tools would be created by a broad community of content providers. The system would learn optimum pedagogical approaches for teaching specific topics based on usage patterns and performance of large numbers of students. An important aspect of this program is the development and integration of tools to monitor cognitive or physiological response of users while learning.

Such tools may be used for periodic assessment of individual learning styles or might be used “in the background” to continuously determine if an individual is having trouble understanding a lesson, not paying attention or even bored. The system may monitor a variety of cues to determine the user’s attention and emotional states. Only sensor systems that are both low-cost and accessible on a mass-produced device would be considered. An ideal system would provide social- emotional/non-cognitive tools to build confidence in the student and improve overall resilience. Rather than using a singular strategy, the system would combine multiple media formats in combinations optimized for student preference and learning styles, including lectures, e-books, intelligent tutors, games, sequential art, and social networks.

Pearson believes in “creating a DARPA for education” that accelerates the most effective Artificial Intelligence learning. According to a Pearson document, “Imagine what we might see if we were to put the same effort into improving our schools, universities, and community colleges with properly researched and comprehensively evaluated AIEd.”



Posted: March 15, 2016 in Uncategorized

How new legislation will result in corporate control of children…and no child will be left behind this time

By now many of us are familiar with the increasing encroachment of legislation devoted to the use of education technology (as software, delivery systems, and modes of assessment) in ever-widening circles designed to replace democratic public schools with privately owned for-profit corporations.

In earlier posts I examine how Common Core state standards were designed to lead us to this point: Competency based education delivered via computer-based programs, and brought to us via state and federal legislation crafted by ALEC.

The ALEC  bill states: “The Course Choice Program created by this Act would allow students in public schools and public charter schools to enroll in online, blended, and face-to-face courses not offered by the student’s school, and would allow a portion of that student’s funding to flow to the course provider. This Act creates an authorization process for providers and identifies provider and course eligibility criteria.”

Here’s the latest iteration of technological colonization, this time designed to ensure that all our children in Maryland (and nationwide) have a mainline to the corporations aiming to gather “Big Data.”

It’s called the Digital Equity for All Act

The MD state version of the bill can be viewed here.

Bill proposed By: Senators Rosapepe, Bates, Conway, Currie, Feldman, Ferguson, Guzzone, Kagan, Kelley, King, Lee, Madaleno, McFadden, Peters, Ramirez, Salling, Simonaire, and Zucker

Introduced and read first time: February 17, 2016


The two questions we should ask: who is this designed by and for, and …WHY?

And then ask yourself, what can we do to stop this?


This Maryland bill is based on a federal grant sponsored by Sens. Angus King (I-Maine) and Shelley Moore Capito (R-W.Va.). In keeping with the floodgates opened for a technological takeover of our schools by the recently approved ESSA, this legislation authorizes the U.S. Department of Education to give competitive grants to states and school districts to “develop, implement, and evaluate innovative strategies to increase out-of-school Internet access for eligible students,” according to the bill.

What else might you want to know about Senator King?

In 2002 he launched the Maine Learning Technology Initiative or MLTI to provide laptops for every public middle-school student in the state of Maine, a first of its kind in the nation. It met with considerable resistance due to costs but was enacted by the Maine Legislature. On September 5, 2002 the state began the program with a four-year $37.2-million contract with Apple Inc. to equip all seventh- and eighth-grade students and teachers in the state with laptops.

And Caputo? Well, she has interesting affiliations with ALEC and big oil.

iNACOL (of course) supports this bill. This “non-profit” organization serves the corporate masters and promotes bills which will increasingly dismantle our children’s private data and serves it up to giant global corporations who can manage our children’s futures.

iNACOL has direct connections with King and his agenda to promote this new bill as is seen in this webinar hosted by iNACOL in which the co-presenter is Aisha Woodward, Legislative Assistant to Senator Angus King.

Like most of the current reforms decimating our schools, this bill is not so new. It has finger prints traced back to 2009.


There is no data or evidence or study…NONE…NADA….that shows that an increased use of ipads, computers, smart phones or whatever improve or enhance the quality of learning experiences for children. Yet, legislators are willing to commit entire schools systems and a generation of children to this effort, day after day, year after year, for 12 plus years.

While the bill proposes that it reduce inequities, “especially for low-income students, by authorizing innovative broadband pilots to address the lack of high-speed Internet access outside of the classroom” ….in keeping with one of the hallmarks of education reform, the bill will in fact do the opposite of what it proposes.


Predictive Analytics

According to Artforum, “the ultimate aim of dataveillance: prediction.”

Data mining and BIG data are forms of control (or information and opportunity) ownership by corporations by knowing everything about you. With CBE and Big Data, predictive analytics cannot only measure what you know but anticipate how you’ll BEHAVE.

Think about this—to be PERSONALIZED, the system MUST have ample personal data about you first and then use that data to anticipate your wants and needs and actions. Pariser (2011) suggests that the use of personalized filters hints of “autopropaganda, indoctrinating us with our own ideas, amplifying our desire for things that are familiar”, and that “knowing what kinds of appeals specific people respond to gives you the power to manipulate them on an individual basis” (p. 121).

It’s already used in policing with racist results. A real world Minority Report.

How is predictive analytics used in education really any different than EUGENICS of the 19th and 20th centuries that PREDICTED the intelligence of people using standardized tests and categorized intelligent by race and class? It’s not except that it uses technology to gather Big data.

With a personal device that follows children from home to school, used to cull their learning experiences and their behavioral responses to every decision they make, corporations can predict what students will need (to purchase) and manipulate their behavioral choices, and their future careers (predicting what jobs they might have) …  or who might go to prison. Remember the good ‘ol days when developers used the data of 3rd grade test scores to predict how many prisons they would need to build?

One site explains that, “The algorithms used by institutions invariably reflect and perpetuate current biases and prejudices…We suggest that the potential for bias and stereotyping in predictive analysis should be foregrounded in institutional attempts to categorize students’ risk profiles.”

We now have thanks to perpetual assessments of children’s knowledge affective gritor personality, what some call  “the concept of the ‘preemptive personality, the endlessly profiled and guided subject who is shunted into recalculated futures in a system that could be characterized as digital predestination.”

According to the “Promoting Grit, Tenacity and Perseverance: Critical Factors for Success in the 21st Century report there is “a growing movement to explore the potential of the ‘noncognitive’ factors—attributes, dispositions, social skills, attitudes, and intrapersonal resources, independent of intellectual ability..” Make sure to look at page 44 to understand exactly how your child’s “grit” will be measured. The goal is to “develop tools for affect recognition, interventions in response to student affect, and emotionally animated agents.”

Eugenics: 2016: “the new eugenics will make great use of the identification and prediction powers of dataveillance to cull the “invalids” from the herd, perhaps even before they exhibit any “invalid” traits.”

Predictive learning requires Big Data. And CBE is lauded as technology that helps anticipate (personalized) programming based on data supplied by the learner and predicts what they may be able to do next. Watch this eerie video put forward by a CEO from KNEWTON to understand exactly HOW MUCH private knowledge about your child’s learning and behavior these corporation plan to own and use to their advantage.

Having their devices with them 24-7, students can now be tracked incessantly by prograns such as iMotion which measures “how a learner’s emotions influence final learning outcomes (and) further supports iterative design decisions that can impact learner engagement.” Please click on their iMotion link to see how scary this could become.

Corporations (who constructed common core and CBE) not only want to sell our kids products, they want to control and predict their future behaviors a wards of their corporate surveillance. Manipulation and surveillance of the knowledge and behavior of people in the workforce (aka human capital)