The Corbett administration applied for and was awarded $51 million of federal taxpayer dollars via the Race to the Top Early Learning Challenge in FY 2013. So, we, the taxpayers, send our hard earned money to the federal government, then our states grovel for some of it back via this federal grant-aid boondoggle and as long as we do what the feds want us to do, we might get the money. Or, we might not get the money, but we still end up doing what the feds want us to do anyway, as was the case with the first two rounds on Race to the Top.
The Early Learning grant was a joint effort of the U.S. Department of Health and Human Services and the U.S. Department of Education. In its application, PA submitted early learning standards, which can be found in the Appendix documents.
These early learning standards cover the years that include Pre-K (which apparently begins at “birth”) through 1st Grade and include lessons under categories such as “Environment and Ecology, ” “Markets and the Functions of Government,” “Economic Systems,” and “Scarcity and Choice.” These economic lessons seem to be designed to teach our little ones about “fair share” and redistributing classroom resources to be sure everyone gets the same amount. It also starts them early on the “humans are bad and are destroying the earth and all its creatures” mantra embedded throughout much of the “Environment and Ecology” learning standards.
For example, the Pre-Kindergarten Standard 6.1 – Economic Systems, states:
“The learner will: … Attempt to distribute items equally among a group such as snack, materials or toys.”
And in the supportive practices column for this lesson:
“The adult will:
– Ask open-ended questions about unfair distribution such as one child has more or less.
– Assist with equal distribution.”
In the Kindergarten learning standards, this is concept further reinforced, where the
“The learner will: … correct the problem if one child has more or less than another.”
And, under supportive practices,
“The adult will: … Discuss why everyone should have a fair share.”
This goes well beyond encouraging children to share/take turns or promoting altruism. There is a world of difference between “sharing” and “fair share.” One is done voluntarily as an act of charity the other is done by forced redistribution. And, good luck “correcting the problem” when it involves taking snacks or toys away from toddlers. Mine! Mine! Mine! Teachable moments become tantrum time. It reminds me of my experience with a local mom’s club during an Easter egg hunt. My daughter was older than the other children and they went around and collected the eggs and the leader announces that after all the eggs are collected, the kids would empty their baskets and then the eggs would be divided up equally among the children. The little ones were happy with whatever was in their basket, but my daughter was old enough to realize that she was getting ripped off. Now, I had told her at the beginning that because she was older, she needed to be aware of letting the little ones find eggs too, instead of just grabbing them all up. We didn’t make a stink, but it definitely sent a message. I’m sure the mommy leader was just trying to be nice, but, if anything had to be done at all, the better thing to do would be to encourage the children to voluntarily give an egg to someone who had not found any, making it an act of the will, and not a lesson in collectivism.
For 1st Grade, the preface to the Social Studies early learning standards states that children will:
“further expand their understanding of their role in the community, larger democratic society and as a global citizen.”
This is not education; this is indoctrination. These children are too young to understand facts versus opinion, economic theory, or to question their parents when they are taught about such things in a classroom environment that may contradict or conflict with the values they are taught at home. Much of it is developmentally inappropriate. They have taken the elementary school standards and worked backwards to create these standards for early childhood learning. It defies logic or common sense.
Also, thanks to the ‘Early Learning Challenge’ grant, we now have a Kindergarten Education Inventory (KEI) managed through the Office of Childhood Development and Early Learning (OCDEL), that assesses not only academic readiness, but things such as: “Emotional Regulation,” “Self Awareness,” “Conflict Resolution,” “Behavior Regulation,” “Collaborative Communication,” “Curiosity and Initiative,” and “Engagement, Attention and Persistence.” These are five and six year olds. I don’t know many who engage in “collaborative communication” or have developed “conflict resolution” skills. This is all part of a national trend for “social emotional learning.”
PA worked with the CASEL organization and in 2013 adopted a set of Social Emotional Learning (SEL) Standards . CASEL published a report titled “Aligning Preschool through High School Social and Emotional Learning Standards: A Critical and Doable Next Step” published in November 2013, which states:
“Our call for the alignment of SEL standards is in harmony with the growing attention to SEL by state and federal policymakers (e.g. NASBE, 2013) and a rising trend toward more global preschool through early elementary integration and alignment. For example, in 2012 the Council of Chief State School Officers and the National Governors’ Association joined together to host a forum titled Aligning and Implementing Birth‐3rd Grade Learning Standards: A Strong Foundation for College and Career‐Training Readiness.”
These are the same groups involved in the development of Common Core State Standards.
According to the CASEL report:
“The Pennsylvania Standards for Student Interpersonal Skills (SIS) are organized around four grade bands (Pre-kindergarten and kindergarten, grades 1-5, 6-8, and 9-12). As with the Illinois standards, Pennsylvania also based its standards on the CASEL framework. The SIS address three sets of skills intended to delineate how students should be prepared to “navigate the social world of family, school, college, and career not only in America but in the world of the 21st century and the global marketplace” (Pennsylvania Department of Education, 2012; p. 3). “
Am I the only one who finds it absurd that we are now beginning to consider “college and career readiness” at birth? On whose authority was it decided that my child needs to learn she is a global, and not a uniquely American, citizen and be prepared for the global marketplace, starting in pre-school? Who defines these social emotional standards and how are they assessed? And where is the data from these assessments on our little ones captured and stored? House Resolution 338 and the revised Chapter 4 regulations only protects “personal family data.”
The RTTT Early Learning Challenge application states:
“OCDEL contracted with the Central Susquehanna Intermediate Unit (CSIU) in July of 2012 to develop a web-based data system that allows for an easy collection of student outcomes. On a secure website, teachers log-in and enter both demographic information for each student in their kindergarten class and a skill level for each of the 34 indicators on the KEI. (p. 238)”
“OCDEL started the process of including KEI data into the SLDS in the summer of 2013. (p. 246)
Remember, the SLDS is the State Longitudinal Database System (a/ka/a “womb to workplace.“)
According to the No Child Left Behind Waiver Request submitted by the Corbett Administration:
“OCDEL has been piloting its Kindergarten Entry Inventory for the past two school years and will be piloting an electronic database this year.”
For more information on early learning data collection, see my post on Big Data & Early Learning.