Archives for category: Standardized Testing

Reformers have been trying to figure what to say about Trump and DeVos. It is embarrassing for people who call themselves “progressives” to acknowledge that their agenda of charters and choice has been embraced by the most rightwing president in the past century, if not all of American history. They want more charters, as Trump promises, but they have to distance themselves from a president who has been warmly embraced by the KKK and other neo-Nazi groups.

Shavar Jeffries of DFER and Peter Cunningham of Education Post (and former aide to Arne Duncan) try to wend their way through the political thicket in this article. THE LINK IS NOW WORKING. 

First, they list all the Democrats (like Rahm Emanuel and Andrew Cuomo) who support school choice. But they include Albert Shanker without admitting that after promoting the idea of charters in 1988, he denounced them as no different from vouchers in 1993, when he saw the business groups vying to run schools for profit. Documented in my book The Death and Life of the Great American School System, pp. 127-128, revised edition).

Second, they give a nod to their friends in the unions, neglecting to mention that 93% of charters are non-union and are endorsed by all the Red State governors and right wing think tanks as a way to break unions.

Their biggest concern seems to be that DeVos might not adhere to the accountability regime established by George W. Bush. For them, high-stakes testing is a civil rights issue. Critics of high-stakes testing know that these tests measure family income and cause immeasurable harm to children who are poor, children with disabilities, and children who are English language learners. Just look at the Common Core scores in any state: most kids “failed” a test that was a grade level or two above their real grade. The highest failure rates were among the children with the greatest needs.

Accountability belongs at at the top. That’s where crucial decisions are made about resources and leadership. Yet the “reformers” still want to pin it on teachers and students.

As for “choice,” the results of 20+ years of vouchers in Milwaukee and Cleveland and Detroit, and of charters there and  in other cities should persuade everyone that neither vouchers nor charters address the needs of our children, especially those who are poorest. Their most damaging result is to drain resources from the public schools that enroll all children, making them less able to do their job.

The corporate reformers love standardized testing. They treat the scores as sacred truths. The scores are the measure of success or failure. We hear again and again that school choice will close the achievement gap. We hear it from rightwing think tanks and governor’s who never showed any interest in the well-being of poor children and children of color. As a matter of fact, the achievement gap will never close because it is a reflection of the measure. Standardized tests are normed on a bell curve. The bell curve never closes.

Steven Singer explains the problem with standardized tests. They measure privilege. Their standard is whiteness and advantage. They give honor to those who have the most.

He writes:

“We talk about standardized testing as if we don’t really understand what it is.

“We say we want No child left behind!

“And then we pass a law named after that very sentiment that ensures some students MUST be left behind.

“We say we want Every student to succeed!

“And then we pass a law named after that very sentiment that ensures every student will NOT succeed.

“It would be absurd if not for the millions of children being forced to endure the harsh reality behind our pretty words.

“It’s not these ideals that are the problem. It’s standardized testing.

“Researchers, statisticians, and academics of every stripe have called for an end to high stakes testing in education policy. Parents, students and teachers have written letters, testified before congressional committees, protested in the streets, even refused to take or give the tests. All to deaf ears.

“The federal government still requires all students in 3-8th grade and once in high school to take standardized tests.

“But these assessments are graded on a curve. A certain amount of students are at the bottom, a certain amount are at the top, and most are clustered in the middle. This would be true if you were testing all geniuses or all people with traumatic brain injuries.

“It doesn’t matter how smart your test takers are. There will always be this bell curve distribution. That’s how the tests are designed. So to talk about raising test scores is nonsensical. You can raise scores at school A or School B, but the total set of all test takers will always be the same. And some students will always fail.

“But that isn’t even the worst part.

“Standardization, itself, has certain consequences. We seem to have forgotten what the term even means. It’s defined as the act of evaluating someone or something by reference to a standard.”

Our reader Laura Chapman reviewed the regulations for teacher education issued by John King’s Department of Education today.

She writes:

“I downloaded the regulations. They are final, include some discussion of comments, but the parts that matter are concentrated in “definitions.” Here you go on the definition of “student growth.”

“Student growth: The change in student achievement between two or more points in time, using a student’s scores on the State’s assessments under section 1111(b)(2) of the ESEA or other measures of student learning and performance, such as

“student results on pre-tests and end- of-course tests;

“objective performance-based assessments;

“student learning objectives;

“student performance on English language proficiency assessments; and

“other measures that are rigorous, comparable across schools, and consistent with State guidelines.

“Teacher evaluation measure: A teacher’s performance level based on an LEA’s teacher evaluation system that differentiates teachers on a regular basis using at least three performance levels and multiple valid measures in assessing teacher performance.

“For purposes of this definition, multiple valid measures must include data on

“student growth for all students (including English learners and students with disabilities) and

“other measures of professional practice (such as observations based on rigorous teacher performance standards, teacher portfolios, and student and parent surveys).

“There is no real difference between ESSA as interpreted by these regulations and the last iteration of regulations in NCLB.

“The persistent reference to student learning objectives (SLOs) and gains between pretests and same year end-of-course tests reflect a profound misunderstanding of teaching, learning, curriculum organization across and within a year, the difference between what may be explored but individuals and subgroups or the whole class and what may be treated as a matter of “mastery” (especially of easy to test content/skill-sets).

“The explicit and implicit assumptions about education are wrong from the get go. The process can be followed but it will mean more of the same invalid stack ratings that have prevailed since 2001.

“Student Learning Objectives–SLOs–are not valid. Recent research from the American Institutes of Research confirms that there is no evidence of gains in student achievement or basis for claims of validity for every grade and subject where those convoluted writing exercises are required.”

On Sunday, I posted the FairTest model for state assessments. FairTest has spent decades fighting the misuse and abuse of standardized testing. One of its long-time board members, for example, is Deborah Meier, a well-recognized and distinguished critic of standardized testing.

Several readers read the report as a covert effort to legitimate Competency-Based Education, that is, embedded computerized testing controlled by corporations.

Monty Neill of FairTest responds here:

The comments in response to the posting about FairTest’s report, Assessment Matters, raise interesting points. I will respond here to just a few.

First, there is no doubt that corporations backed by some foundations and politicians are promoting a version of schooling that is built around computerized packaged programs that combine curriculum, curricular materials, instruction and testing. The tests are in most cases multiple-choice and short-answer with occasional write-to-a-prompt items, to be machine graded. They seriously narrow and diminish education and should be exposed and stopped.

But not one of the examples in FairTest’s report rely on these kinds of computerized packages. Each one is teacher controlled and very much teacher controlled. We clearly support and praise those that allow significant student voice and control over the learning and assessment processes. New Hampshire fought for a deal that has opened doors that have been nailed shut since the start of NCLB and thus deserve serious credit. As we point out, we can learn from and improve on what they have thus far done, and that ESSA makes it easier for that to happen. (As a sidebar, we have regularly opposed much of what is in ESSA concerning testing while noting the victories and gains the testing reform movement made and providing ideas on how to take advantage of the opportunities it does provide.)

People can choose to believe the fight is over because corporations are trying to seize control of terms such as personalized and competency-based. We believe that is a mistake. It is not over, and one part of the battle is the fight to own the terms. The more important fight is the one to determine the shape of education, whether it is built on human relations among teachers and students, with parents and other community people also engaged; or it is based on computer algorithms and subordinating human relations to the computer packages.

FairTest fights for the former. We think that is clear in what we call for and the programs we highlight. If people have questions about that, they should read what we actually write and then follow it up, looking at the programs themselves.

Monty Neill

Georg Lind is an educational researcher and professor of psychology in a German university who has studied the moral implications of standardized testing. His bio is at the end of this post. He sent me the following short essay on the negative consequences of standardized testing:

Leviathan: The Anti-Democratic Effect of High-Stakes Tests.

We ought to think about high stakes tests in wider contexts than we usually do, namely in the context of human functioning and in the context of human rights and democracy:

(a) All tests which are based on classical test theory (CTT) and its off-springs (e.g., item-response-theory, Rasch-scaling) are essentially statistical artifacts. Their hidden psychology is at odds with our knowledge of psychological processes underlying human behavior. These tests are built on a false postulate which says: each and every human response to a test is determined only by one disposition, namely the competence or personality under consideration, except for some degree of random measurement error which can be easily minimized by repeating measurements.

This core postulate is totally wrong: A single response is usually determined but by several dispositions at the same time, not just by one. Hence a single response is ambiguous and does not allow to make any inference on a particular disposition. If data falsify this believe they are misclassified as “unreliability.” Besides, repeated measurement is virtually not possible with human subjects. Repeated questions have to be varied, and the more varied tasks are used to reduce “unreliability,” the less valid a test becomes.

Better methodologies exist, especially for the measurement and improvement of curricula and teaching methods (see my reading suggestion below). We can single out the disposition(s) determining a person’s responses only with experimentally designed tests that let us observe pattern of responses to carefully arranged pattern of tasks. Of course, such tests require much expertise and money, probably more than the private test industry is able to provide.

(b) High-stakes testing violates human rights and undermines democracy. The frequent evaluation – year by year, month by month, day by day, and sometimes even hour by hour – of students violates their basic rights and, indirectly, also of the rights of their teachers and parents. This inhumane practice has nothing to do with well reasoned and well designed assessments required before taking over a responsible position in our society. There should be more such assessments. Why don’t we examine future parents whether they are prepared well enough to raise children? This would spare us a lot of juvenile delinquency and broken up families. Or assess future politicians’ ability to run a town, a state, or a country? You can imagine what this would spare us.

Frequent high-stakes testing is also a threat to democracy. It restricts students’ thinking and reflection. It leaves too little opportunity for the development of moral competence. It produces “subjects” not citizens of a democracy. As many decades of research into the development of moral competence shows, simply through the extreme proportion of time absorbed by the preparation for evaluations and other activities required by authorities, students are prevented from developing the ability to solve problems and conflicts through thinking and discussion instead of through violence, deceit and power. They will later, as adults, depend, as Thomas Hobbes has pointed out, on a “strong state” and on dictators to keep violence, deception and power within bounds. Morally competent citizens don’t need a “Leviathan.”

Reading suggestion: “How to Teach Morality. Promoting Deliberation and Discussion. Reducing Violence and Deceit” by Georg Lind (Logos publisher, Berlin, 2016)


Dr. Georg Lind
Schottenstr. 65
78462 Konstanz, Germany

Prof. emeritus of the University of Konstanz, Department of Psychology
Doctorates in social sciences and in philosophy; master degree in psychology.
Long-time educational researcher and test developer.
Main area of research and teaching: Moral-democratic competence development and education.
Visiting professor at the University of Illinois/Chicago, Monterrey/Mexico, and Berlin/Germany.
Guest lectures and workshop-seminars in several countries, e.g., Brazil, Chile, China, Colombia, Italy, Mexico, Poland, Switzerland.
Married and three children (two adopted in Chicago)
Born in 1947.

Jesse Turner is known as “the walking man.” He walked from Connecticut to D.C. inn 2010 to protest the overuse of mandated testing and its negative effects on children. He did it again in 2015.

His blog is called “children are more than test scores.”

This is his latest. It is called “Who Decides?”

It begins like this. Please open the link and see where he goes with it.

I hear some educational activists want to be the deciders?
Who is authentic?
Who is a sell out?
Who is weak?
Who is pure?
Who is a real activist?

Who decides?
Who decides if you are an education activist?
Who decides if you can join the rallies against NCLB, RTTT, or ESSA?
Who decides if you can make your own sign for the cause?
Who decides if you can march?

Who decides?
I know something about activists.
I have been an activist since I was eight years old.
My first march was August 28, 1963.
I was the tag along company for my grandfather who decided he needed to be part of the March on Washington for Jobs and Freedom.
At eight years old I had no idea I was an activist, but activist I became.
The only thing about the March on Washington I really knew was,
No one from the union hall would go with him.
No one from our church would go with him.
No one from his VFW would go with him.
I knew my grandmother was afraid to go.
My mother was afraid to go.
I knew they both loved Dr. King.
But, they read the newspapers,
They watched the news, and everywhere Black people marched back in 60’s they were met with hatred and brutality.
My mother loved justice, but she was afraid.
For weeks my grandfather asked friends and everyone he knew to go to DC,
He said I’ll drive,
I’ll pay for the gas,
I’ll buy lunch,
But no one would go.
My grandmother and mother prayed no one would go.
Why, because they loved him, and were afraid something would happen, and he would be hurt.
Finally he stopped asking people.
My grandmother hoped he would decide not to go.
He was going?
He fought in World War I, lived through the great depression, believed every American deserved a good job, and everyone had the right to vote.
My grandmother and mother prayed he would change his mind.
God did not answer their prayers.
They were afraid for their stubborn old man with a love for justice.
God did answer his marching prayers.
On the day before the march he washed his car, changed the oil, checked the tires, and filled up the gas tank. Laid out his best Sunday suit. Asked my grandmother if she could pack some sandwiches and his thermos. He said please in his best please voice.
There was an argument, my grandmother tried to get him to change his mind. He would not.
She called my mother crying. My mother went over. She took me with her.
They came to accept he was going to the March on Washington for Jobs and Freedom.
They were afraid, but proud of their stubborn old man.
They made sandwiches, brought an extra thermos one for the drive down, and one for the drive back. In 1963 he was 68. They calculated the drive time down would take 4 to 5 hours and another 4 to 5 hours on the way back, and figured the march would last at least 6-8 hours.
He would need to leave at 4:30 AM. They figured he would get there around 9:00, stay until 4 or 5, and drive home. They determined he needed coffee for ride down and back. None of this change the fact that they were afraid for him. People today have no idea how brave those 250,000 marchers were in 63.
My mother had brought a bag with pajamas and my only suit to my grandmother’s house. She had decided if the old man is going to Washington he needs company for the ride. She told my grandmother it’s a long ride, he’ll be lonely, and he could get tired. He needs someone to keep him awake.
Little Jess is the perfect person for that. He can’t stop talking. Plus if we send him with the boy he’ll be extra careful not to get into any trouble. If trouble starts he’ll take the boy and run.
So I began marching in 63 at the age of 8.
No one asked my grandfather are you for freedom?
No one asked are you for jobs?
No one asked my grandfather why is a White man marching with Black people?
Why did you bring a little boy?

Who decides?

All of us do what we can. I write. Jesse walks. I couldn’t do what he does. I say it is time for him to join the honor roll of this blog for his persistence, his goodness, his love for children, and his physical stamina.

When the Mississippi Department of Education released its plan for accountability, parents wrote letters of protest. The Parents’ Campaign organized the protest. The state made some changes to mollify the protest but will continue to rate schools based primarily on measures that reflect family income and demographics rather than evaluating the challenges schools confront and whether they have the resources to deal with their needs. The accountability system is premised on the infallibility of standardized tests, whose results are closely coordinated with family income.

The Parent’s Campaign

After receiving 139 comments from parents, educators, and concerned citizens, the State Board of Education has voted to adopt several changes to the rules that govern the accountability system that determines school and district ratings. I am proud to say that the majority of respondents were parents. Thank you for being attentive and for speaking up for our children and our public schools when you saw something of concern! We are grateful to the board for seeking and heeding the input of parents and educators.

The rules adopted by the board today require the use of cut scores, not percentiles, to determine school ratings. That is in line with what concerned citizens advocated in their comments, and it is in line with the clarification statement that was distributed by the Mississippi Department of Education (MDE). You can see the complete newly adopted Statewide Accountability System rules and the public comments that were submitted here.

Adopted changes in the Accountability System business rules include:

changes in the grade classifications component – school and district ratings (section 1)

changes in the growth component* (section 6)

changes in the acceleration component (section 9)

a retraction of the change in the College and Career Readiness component – Senior Snapshot will continue to be used (section 25)

*We support this new change to the growth component that will give credit to schools for students who show improvement within the “passing” achievement level.

After consulting with their attorneys, MDE officials determined that the difference between what was posted for public comment (use of percentiles) and what was outlined in the department’s clarification the following week (intent to use cut scores) was not substantial enough to require a new round of public comments. Therefore, the board was able to vote today on final adoption of changes to the system.

Thanks again for speaking up! Mississippi children are so very fortunate to have you in their corner. Together, we’ve got this.

222 North President Street, Suite 102
Jackson, Mississippi 39201
Phone 601.961.4551

Jim Horn has a website called “Schools Matter.” He opposes corporate reform, as I do.
I have never met him. I hear he doesn’t like me. I don’t know why. I thought we were fighting for the same goals.

The first time I became aware of his hostility was when he posted a photograph of me with the caption, “Nice face job, Diane.” Very puzzling as I have never had a facelift. Sexist too. I ignored him.

When Anthony Cody and I decided to create the Network for Public Education, aiming to build alliances among the many individuals and groups fighting against corporate reform, we selected a board and announced our existence. Horn emailed to say that he was going to attack us because we included a much admired NBCT African American teacher from Mississippi. Horn discovered that she had written an article praising merit pay. Many emails went back and forth among him, Anthony, and me. He decided not to poison us at our birth.

But he has an intense and personal animus towards me. Again, I can’t explain it. I don’t know why.

I thought I would share with you his latest blast, which was (I assume) a response to my post about how progressive movements die when they turn on one another. In the post, I urged us all to work together towards our shared agenda. Apparently he is angry that I supported ESSA; I supported it because it eliminated NCLB (No Child Left Behind), AYP (Adequate Yearly Progress), and VAM (value-added modeling or test-based teacher evaluations). If ESSA had not passed, NCLB would still be federal law, and John King would have the authoritarian power that Arne Duncan had over the nation’s schools. If I were writing the law, I would have eliminated all federal mandates for accountability and testing, but I was not writing the law.

Despite what he writes, we are on the same side of the issues. Like him, I oppose standardized testing, other than for sampling purposes. I oppose evaluation of teachers by test scores. I oppose segregation. I support equitable and ample funding of schools. I support teacher professionalism and collective bargaining. I support public education and oppose privatization. Yet he says I am his enemy. He wants us to fail.

This is what Jim Horn wrote yesterday:

Today’s Communique to the Ravitch Forces

After what seems to me to have been a pretty effective skirmish, the Ravitch forces have climbed out of their tent at their permanent Basecamp, stomping the ground and waving their, um, whatevers. For those Ravitch acolytes who are not too drunk on revenge to read, here’s something to ponder, as I am working on a next book today and don’t have time to attend to your whining.

In everything I have seen from D. Ravitch and the band of intellectual eunuchs who comprise the NPE echo chamber, a theme stands out, which is that we cannot afford to fight among ourselves, that allies cannot be ripped asunder, that we must stick together in the same tent, blah blah. So let me speak to Diane directly here, and I hope that all of her disciples will read this carefully.

The problem is, Diane, our goals are not the same. My goals are ending testing accountability in all forms, ending segregated classrooms in all forms, and ending corporate education reform in all forms. I can’t work toward those goals with any effect while misleaders like you and the union suits are cutting deals on ESSA to guarantee another generation of testing accountability, segregated classrooms, and corporate control. Have you read the history of NCLB?

We are on different sides of these issues, regardless of how much braying and foot stomping you are able to stir up. We are not allies. I am your enemy. Get used to it.

What is competency-based education? Twenty or thirty years ago, it referred to skill-based education, and critics complained that CBE downgraded the importance of knowledge.

Today CBE has a different meaning. It refers to teaching and assessment that is conducted online, where students’ learning is continuously monitored, measured, and analyzed. CBE is invariably susceptible to data-mining of children, gathering Personally Identifiable Information (PII) that can be aggregated and used without the knowledge or permission of parents.

The first time that I heard of CBE (although it was not called that) was in a meeting in August 2015 with The State Commissioner of Education in New York, MaryEllen Elia, after her first month in office. I organized a discussion between Commissioner Elia and several board members of NYSAPE (New York State Allies for Public Education), the group that created New York State’s massive opt out that year (and again this year). It was a candid e change, and at one point, Commissioner Elia said that the annual tests would eventually be phased out and replaced by embedded assessment. When asked to explain, she said that students would do their school work online, and they would be continuously assessed. The computer could tell teachers what the students were able to do, minute by minute.

This kind of intensive surveillance and monitoring is very alarming. Once teaching and testing goes online, how can parents say no?

A group of bloggers wrote posts last week to express their concern and outrage about the stealth implementation of CBE. The lead post warns that opting out of annual tests is not enough to stop the digitized steamroller. It’s title is: “Stop! Don’t Opt Out. Read This First.” The author argues that parents are being deceived.

The blogger warns:

Schools in every state are buzzing this year with talk of “personalized” learning and 21st century assessments for kids as young as kindergarten. The Every Student Succeeds Act (ESSA) and its innovative pilot programs are already changing the ways schools instruct and assess, in ways that are clearly harmful to our kids. Ed-tech companies, chambers of commerce, ALEC, neoliberal foundations, telecommunications companies, and the government are working diligently to turn our public schools into lean, efficient laboratories of data-driven, digital learning.

He or she recounts the ways the technocracy responds to parents’ concerns and fears. The new way, they will say, is “personalized learning.” Don’t worry. We know what is best. When the parent objects that the test results come back too late to inform instruction, the technocrat says, “embedded instruction provides real-time feedback. No problem.” Parent asks, what about the stress? Technocrat: “Children won’t even know they are being tested.”

The blogger doesn’t actually say to parents, “Don’t opt out.”

Quite the contrary:

“Opt out families nationwide are encountering these same arguments, as though a pre-set trap is being sprung. Great. So opting out of end-of-year testing isn’t the silver bullet we hoped it would be. Now what?

Now that we know the whole story, go ahead and opt out of the end of the year tests. No child should suffer through them. But we have to expand our definition of opting out, to protect our children from data mining and stop the shift to embedded assessments and digital curriculum.

In addition to opting out of end-of-year testing, there are other important steps we need to take to safeguard our children’s access to human teachers and to protect their data, their vision, and their emotional health. There is no set playbook, but here are some ideas to get us started.

1. Opt your child out of Google Apps for Education (GAFE).

2. If your school offers a device for home use, decline to sign the waiver for it and/or pay the fee.

3. Does your child’s assigned email address include a unique identifier, like their student ID number? If yes, request a guest log in so that their data cannot be aggregated.

4. Refuse biometric monitoring devices (e.g. fit bits).

5. Refuse to allow your child’s behavioral, or social-emotional data to be entered into third-party applications. (e.g. Class Dojo)

6. Refuse in-class social networking programs (e.g. EdModo).

7. Set a screen time maximum per day/per week for your child.

8. Opt young children out of in school screen time altogether and request paper and pencil assignments and reading from print books (not ebooks).

9. Begin educating parents about the difference between “personalized” learning modules that rely on mining PII (personally-identifiable information) to function properly and technology that empowers children to create and share their own content.

10. Insist that school budgets prioritize human instruction and that hybrid/blended learning not be used as a back door way to increase class size or push online classes.

Parents, teachers, school administrators, and students must begin to look critically at the technology investments we are making in schools. We have to start advocating for responsible tools that empower our children to be creators (and I don’t mean of data), NOT consumers of pre-packaged, corporate content or online games. We must prioritize HUMAN instruction and learning in relationship to one another. We need more face time and less screen time.

Every time a parent acts to protect their child from these harmful policies, it throws a wrench into the gears of this machine. The steamroller of education reform doesn’t stand a chance against an empowered, educated army of parents, teachers and students. Use your power to refuse. Stand together, stand firm, be loud, and grab a friend. Cumulatively our actions will bring down this beast!”

Kevin Ohlandt blogs at Exceptional Delaware.

He left the following comment in response to Peter Greene’s post about “Lab Rats for America.”

“But where oh where would all of this become incorporated? Look no further than the home of 85% of U.S. companies… the First State… Delaware. On May 2nd, Delaware Governor Jack Markell announced his state would begin to look at changes in state regulations and state code to allow for Blockchain start-ups to come to Delaware.

“As well, we have a coding school in Delaware which was founded by Ben DuPont, of the legendary DuPont family of Delaware. The same family that actually created many of the “brown schools” in our state in the early 20th Century. Also a big supporter of charter schools.

“This is what is has all been leading up to. And opt out? They love it. As long as they resist it just enough to issues threats and build the base for more parents opting out. Not wholesale, but steady increases. That way they can “realize the error of their ways” and lead us to a digital personalized learning competency-based education paradise where the state assessment is no longer given once a year, but throughout – in the form of end of unit online assessments. At the end of the year, the total scores will be calculated and serve as the official state assessments.

“Because these are also part of students grades and their ability to move on, the ability to opt out becomes moot. Teachers (or rather, glorified digital moderators), will get immediate feedback. The tests won’t be as long, so parents won’t have to worry.
They are three steps ahead of us, always. While we are lashing out about PARCC, Smarter Balanced, and teacher evaluations, they are laying the groundwork for all of this.

“They can say this is an attempt to erase all inequity, but we know that is a false narrative. This is the corporate takeover of America. This is the end of public education.
But the question we ALL need to ask ourselves… how do we stop it? We are seeing coding classes in 3rd grade in Delaware. Are kids actually laying the groundwork for a lot of this already? You know this is a data-mining paradise for them.

“The Rodel Foundation of Delaware has been pushing this in our state for a long time. Our State Board of Education and Dept. of Education are the most deceptive and fraudulent parts of our state.

“If we want to save public education and, I’m going to say it, the future of the country, we have to act now.”