Using Data to Drive Education

In a document titled “The State Core Model: A common technical reference model for states implementing P20 state longitudinal data systems” the author discusses the vision of individualized education models where children navigate their own path, while they are monitored via a sort of GPS navigation system:

“Like a car navigation system, the learning management systems of the future will know the current location of each learner and be able to plot multiple, individualized paths to the Common Core and other academic goals. Students will be able to select preferences of modality of instruction, language, and time. And, like a car navigation system, even if they decide to take a detour, the system will always know where they are, where they want to go, and multiple paths to get there.”

And who decides what the destination is? Will I even know where my child is headed? And what if I don’t agree with the destination to which my child is being guided? Unlike textbooks, computer programs and content can be edited on the fly, so even if you reviewed it one day, the next it could change.

And what is the “State Core Model?”

“The State Core Model is a common technical reference model for states implementing state longitudinal data systems (SLDS). It was developed by CCSSO as part of the Common Education Data Standards (CEDS) adoption work with funding from the Gates Foundation.”

Ah, yes, the beloved benefactor of all things education these days .. The Gates Foundation. And the CCSSO … hmm, what other “Common” project was that organization involved in? Oh yes, something called Common Core State Standards. But move along, nothing to see here. Nope, Common Core has NOTHING to do with data collection. Even though, the State Core “addresses student-teacher link, common assessment data model, and comes pre-loaded with Common Core learning standards.”  Remember the money for these database systems emanated from the National Center for Education Statistics (NCES) to the PA Information Management Systems (PIMS), as well as the Department of Labor & Industry, not to the PA Department of Education as part of Race to the Top.

This “State Core” document reflects the mindset of the people behind movements like Common Core and data-driven education. And there is a big push to go all-digital in the classroom (see Pearson).  Teachers become mere facilitators and students tap away on their taxpayer funded iPads. (Anyone who has ever seen the condition of “new” textbooks at the end of first year of year of use, can only imagine what these iPads will look like.)

In the name of “cost effectiveness” and streamlining, and individualized learning, we can gradually increase the role of computers and decrease that of teachers. Human beings are just so darn expensive. And computers don’t have opinions nor do they talk back. The truth is artificial intelligence can never replace human intelligence and discernment, imperfect as it we may be. But not to worry, fellow clueless parent, our beloved State as created a system, beginning in early childhood (which apparently begins in “the womb”) to “Guide Parents Smoothly” into the 21st Century of learning and parenting. Quite frankly, I think I liked what came out of the 18th-19th century better.

Sadly, as I’ve said, we’ve gone down the rabbit hole where nothing is as they seems. Learning now means training to attain skills and shaping behavior, not attaining knowledge in the traditional sense. Individualized means the “system” will decide the path for your child and “lead” him or her in the “right” direction to their assigned track in life.

Teaching means facilitating a classroom of students who stare at computer screens awaiting their next destination on the Common Core superhighway.

Social-emotional learning (for which PA now has standards) really means behavior modification strategies to mold, shape, and alter values, attitudes and beliefs, but whose values, attitudes and beliefs? And what if they conflict or contradict those instilled by the parents?  And if you have social emotional learning standards, you can guarantee there will be a tool to “assess” them. And where does this data captured from our children’s social-emotional learning assessments go?

In the name of diversity and tolerance, our children are being lead to think the same way and to have the same worldview, under the guise that doing so will make everyone get along, which completely ignores human nature.

Our children are being led to believe they are  “global citizens” who just happen to live in America, without any understanding of why the history and tradition of America makes them any different from children born elsewhere.  Our education system is being directed by policies and goals developed by the United Nations, which is the origin of  this 21^st Century Learning and globalization efforts.

And if you do not share the worldview and values being promoted and promulgated, then it’s “too bad, so sad” for you.  The progressive education reform brigade tolerates everyone except those who disagree with them.

Technology has its place, but when over-used or misused it becomes cumbersome and ineffective and creates more problems than it solve. It can never replace the human interaction of teacher and student. Sadly, it seems like teaching is slowly becoming a lost art. And schools are becoming a tool for social engineering rather than properly educating based on truth and facts, not opinions and consensus.

Next: On Whose Authority?