Formal Response to the Chief State School Officers’ Letter on Student Data Privacy
Karen R. Effrem, MD
President of Education Liberty Watch and Co-Founder of the Florida Stop Common Core Coalition
On January 23rd, 2014, thirty-four chief state school officers sent a letter to U.S. Secretary of Education Arne Duncan trying to reassure the public that individual student test data will not be given to the federal government and that that data is safe as the Common Core national standards and federally funded and supervised national tests are put into place.
Here are the important quotes from that letter:
- “We are writing today to confirm that the consortia will not share any personally identifiable information about K–12 students with USED or any federal agency.” (Emphasis in original)
- “Our states have not submitted student-level assessment data in the past; the transition to the new assessments should not cause anyone to worry that federal reporting requirements will change when, in fact, the federal government is prohibited from establishing a student-level database that would contain assessment data for every student.”
- “As we have historically done, our states will continue to provide USED with school-level data from our state assessments as required under the Elementary and Secondary Education Act, as amended in 2002. Our states and local education agencies will continue to retain control over student assessment data and will continue to comply with all state and federal laws and regulations with regard to the protection of student privacy.”
- “We are confirming that our states will not provide such information to USED and that everything we have said here is consistent with our understanding of the cooperative agreement between the consortia and USED.”
These statements are problematic on a multitude of levels for the following reasons:
- The testing consortia are under obligation to the U.S. Department of Education to provide individual student test data via the cooperative agreements that they signed:
“Comply with and where applicable coordinate with the ED staff to fulfill the program requirements established in the RTTA Notice Inviting Applications and the conditions on the grant award, as well as to this agreement, including, but not limited to working with the Department to develop a strategy to make student – level data that results from the assessment system available on an ongoing basis for research, including for prospective linking, validity, and program improvement studies; subject to applicable privacy laws” (Emphasis added)
- The most applicable privacy law, the Family Educational Rights and Privacy Act (FERPA), has been so weakened via regulation that there is no real protection of individual student data.
- There is a whole section of current federal FERPA regulations allowing the disclosure of individual student data without consent (All quotes in this next section are from §99.31 of the FERPA regulations):
§99.31 Under what conditions is prior consent not required to disclose information?
- Individual student data may be released without consent to organizations and entities that have “legitimate educational interests,” which basically means for any reason that a state or the federal governments or researchers or corporations want to use the data in conjunction with any state or federal program.
(a) An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by §99.30 if the disclosure meets one or more of the following conditions:
(1)(i)(A) The disclosure is to other school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests.
- The regulations give private corporations, foundations, and researchers or even volunteers access to our children’s data without parental consent.
(B) A contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions may be considered a school official under this paragraph provided that the outside party— (Emphasis added)
(1) Performs an institutional service or function for which the agency or institution would otherwise use employees;
(2) Is under the direct control of the agency or institution with respect to the use and maintenance of education records; and
(3) Is subject to the requirements of §99.33(a) governing the use and redisclosure of personally identifiable information from education records.
- FERPA currently allows data to be given without consent to authorized representatives of the following entities including the US Department of Education, which combined with the cooperative agreement quoted above make the state chiefs letter MEANINGLESS. The authorized representatives include the “contractor, consultant or volunteer” entities quoted above :
(3) The disclosure is, subject to the requirements of §99.35, to authorized representatives of—
(i) The Comptroller General of the United States;
(ii) The Attorney General of the United States;
(iii) The Secretary [of Education]; or (Emphasis added)
(iv) State and local educational authorities.
- The regulations give the states and the consortia carte blanche to “legally” give individual student test and other data to the federal government without consent to continue to develop and evaluate the national tests and “improve instruction” meaning the NCLB waivers that require the Common Core standards.
(6)(i) The disclosure is to organizations conducting studies for, or on behalf of, educational agencies or institutions to:
(A) Develop, validate, or administer predictive tests; (Emphasis added).
(B) Administer student aid programs; or
(C) Improve instruction.
- So, even though the letter says the states will comply with current federal law and regulations, nothing is stopping the states entering into an agreement with the consortia and the consortia from “redisclosing” this data to the feds.
(ii) Nothing in the Act or this part prevents a State or local educational authority or agency headed by an official listed in paragraph (a)(3) of this section from entering into agreements with organizations conducting studies under paragraph (a)(6)(i) of this section and redisclosing personally identifiable information from education records on behalf of educational agencies and institutions that disclosed the information to the State or local educational authority or agency headed by an official listed in paragraph (a)(3) of this section in accordance with the requirements of §99.33(b). (Emphasis added.)
- The data is supposed to be protected but may be given to any entity with a “legitimate interest” in the information, which as has been explained is defined very broadly.
- Although there is a prohibition against a national student database in one section of federal law called the Education Sciences Reform Act (ESRA) that says, “Nothing in this title may be construed to authorize the establishment of a nationwide database of individually identifiable information on individuals involved in studies or other collections of data under this title; (Section 182)” that language appears to be negated by this language in Section 157:
“The Statistics Center [meaning the National Center for Education Statistics] may establish 1 or more national cooperative education statistics systems for the purpose of producing and maintaining, with the cooperation of the States, comparable and uniform information and data on early childhood education, elementary and secondary education, postsecondary education, adult education, and libraries, that are useful for policymaking at the Federal, State, and local levels.” (Emphasis added).
That language is even more worrisome in light of the grants to fund and promote state longitudinal databases in section 208 of ESRA, in the American Recovery and Reinvestment Act and even more heavily promoted in the Race to the Top K-12 and Early Learning Challenge programs. Although the federal government will not be developing a national database, the SLDS and other regulatory language allow it to happen in a de facto manner. (Here is a full analysis of the federal issues).
- This loss of data privacy when the federal government is both funding and supervising the development of the national tests is extremely worrisome, especially, as shown below, because the standards and assessments are meant to teach and test psychological parameters.
“The [federal] review will focus on two broad areas of assessment development: the consortium’s research confirming the validity of the assessment results and the consortium’s approach to developing items and tasks.” (Emphasis added)
- Given that the federal government admits that the Common Core standards will be teaching and the aligned national tests will be assessing psychological or “non-cognitive” traits, parents should not be reassured by this letter:
“In national policy, there is increasing attention on 21st-century competencies (which encompass a range of noncognitive factors, including grit), and persistence is now part of the Common Core State Standards for Mathematics.” (Emphasis added.)
“[A]s new assessment systems are developed to reflect the new standards in English language arts, mathematics, and science, significant attention will need to be given to the design of tasks and situations that call on students to apply a range of 21st century competencies that are relevant to each discipline. A sustained program of research and development will be required to create assessments that are capable of measuring cognitive, intrapersonal, and interpersonal skills.” (Emphasis added).
The only way to truly protect our children’s data is to restore local control of education that has been usurped by the unconstitutional presence and actions of the US Department of Education. Until that ultimate goal is reached, we will work to remove each of our states from the state longitudinal data systems and demand genuine state developed standards and assessments, instead of name changes, cosmetic adjustments to the Common Core standards, and deceptive reassurances about state control of test data.
WorldNetDaily Features Education Liberty Watch in Major Expose on Common Core Data Mining and Psychological Manipulation
WorldNetDaily, the major national and international website did an in-depth article about the dangerous Common Core linked psychological manipulation and data mining. They interviewed Dr. Karen Effrem, president of Education Liberty Watch, and Jane Robbins of the American Principles Project. Here are some excerpts:
Dr. Karen Effrem, president of the national watchdog group, Education Liberty Watch, is sounding an alarm about Common Core, the federal education standards that almost all states are adopting by accepting federal “Race to the Top” funding.
Under Common Core, Effrem said, students’ personal information increasingly is being collected, measured and assessed while the standards shift the focus away from academics and toward psychological training and testing of personal attitudes and behaviors.
Jane Robbins, senior fellow with the American Principles Project and a Common Core expert, shares Effrem’s concerns.
She said an agreement between a group that develops the Common Core tests and the DOE requires the consortium to give the DOE “complete access to any and all data collected at the state level.”
Robbins said parents will not be notified if personal information about their children is released, nor will they be told who gets it
The issue of psychological manipulation, testing, and data collection was also presented:
Effrem said many Common Core standards and assessments will be used to collect data that go beyond academics to focus on student’s psychological attitudes, values and beliefs.
She points to documents from the National School Boards Association, the Collaborative for Academic, Social and Emotional Learning (CASEL) and the U.S. Department of Education that promote teaching children beyond academics to focus on “non-cognitive” “21st Century skills” that include the disposition, social skills and behavior of children.
“Various elements of SEL can be found in nearly every state’s K-12 standards framework and in the Common Core State Standards for the English Language Arts,” states the National Association of State Boards of Education in an October 2013 paper, “From Practice to Policy.”
SEL (social emotional learning) is also starting to be incorporated in federal policies and initiatives, such as the Race to the Top, according to a 2013 CASEL report, “The Missing Piece, How Social and Emotional Learning Can Empower Children and Transform Schools.”
Problems with Data Privacy in Relation to Common Core Standards, The Family Education Rights and Privacy Act, and The Education Sciences Reform Act
Karen R. Effrem, MD
President – Education Liberty Watch
The type and amount of personal, family, and non-academic data collected by the schools, reported in state longitudinal databases and used for research by the federal government was stimulated by the passage of the Education Sciences Reform Act of 2002 (ESRA) and has grown rapidly since then. Loss of student and family data privacy has been accelerated by the proliferation of education programs funded by the federal government, especially in the early childhood realm and including home visiting programs that collect a plethora of medical, psychological, and family data and the effort to integrate standards, programs and data literally from “cradle to career” through P-20W education program integration and state longitudinal databases that were part of the Head Start reauthorization of 2007 and required by the Race to the Top and Race to the Top Early Learning Challenge grant programs starting in 2009.
ESRA is up for reauthorization. That law allows the National Center for Education Statistics to collect data “by other offices within the Academy and by other Federal departments, agencies and instrumentalities.” and “enter into interagency agreements for the collection of statistics.” That data covers from preschool through the work life of every American citizen and includes “the social and economic status of children, including their academic achievement,” meaning every aspect of their lives and the lives of their families. This combined with the weakening of the Family Educational Rights and Privacy Act (FERPA) to be described below is a great danger to the privacy of American families and makes the data collection by the IRS and NSA look tame.
In addition, although ESRA makes an effort to prohibit a national database of individually identifiable student data in section 182 by saying, “Nothing in this title may be construed to authorize the establishment of a nationwide database of individually identifiable information on individuals involved in studies or other collections of data under this title;” that language appears to be negated by this language in Section 157:
“The Statistics Center may establish 1 or more national cooperative education statistics systems for the purpose of producing and maintaining, with the cooperation of the States, comparable and uniform information and data on early childhood education, elementary and secondary education, postsecondary education, adult education, and libraries, that are useful for policymaking at the Federal, State, and local levels.” (Emphasis added).
That language is even more worrisome in light of the grants to fund and promote state longitudinal databases in section 208 of ESRA, in the American Recovery and Reinvestment Act and even more heavily promoted in the Race to the Top K-12 and Early Learning Challenge programs. Continue reading »
Karen R. Effrem, MD – President of Education Liberty Watch
Attending the National Center for Education Statistics (NCES) STATS DC 2013 Data Conference “Discovering Through Data” was certainly an eye-opening experience for me. Despite protestations that they are concerned about the public perceptions on privacy protection, it was very clear that they are not backing down on the amount and type of very personal private information they intend to collect on children and families from a young age and that gathering data is still a greater concern for them than individual student privacy. Here is my report showing some evidence of that contention based on sessions that I attended.
NCES Commissioner Jack Buckley won the award for most tone deaf presentation title, calling his introductory keynote speech (not kidding!) “We Are From the Federal Government and We REALLY Are Here to Help You.” In that talk, while acknowledging that the” balance [between privacy and the government’s desire for data] is in a very delicate place, and that if we fail here in a very spectacular way, much of what we have done in the last ten to fifteen years could be undone,” he also spoke of “balancing the rights of our students & their families to keep their data confidential & secret as appropriate, but also to balance the needs that we have for the massive investment in education, of understanding its returns, of understanding how the system is working, how do we improve it, with the ultimate goal always of improving the educational outcomes of our citizens…” It is clear that the “massive investment” is more important than privacy.
That data privacy is a secondary concern is confirmed by this quote from the Data Quality Campaign (DQC) website that says, “While state policymakers bear the responsibility for protecting student privacy, they need not do so at the sake of restricting the use of quality, longitudinal education data in support of their ultimate goal: improving student achievement.” It is important to note that the DQC is funded by the Bill & Melinda Gates Foundation,the Michael & Susan Dell Foundation, Alliance for Early Success,, AT&T, and Target, all entities that will profit heavily by having lots of data collected on our children. The Bill and Melinda Gates Foundation is also funding a very alarming student database project called inBloom that already holds data that includes “name, address and sometimes social security number…learning disabilities…test scores, attendance…student hobbies, career goals, attitudes toward school – even homework completion.”
Buckley also complained about he and his fellow federal data gatherers being of accused of an “attempt to catalog students and track them for life based on their eye color or their genetic code…” Apparently, he was not aware of the content of all the presentations planned for the conference. Interestingly enough one of the sessions that I attended later in the conference was called P-20W Data Standards for More Successful Student Transitions and Life-Long Learning. In that session, they spoke of the data collection from early childhood through the workforce, including health and developmental (mental health) data in early childhood. Not even realizing that the early childhood presenter was from Rhode Island, I asked about that state’s plan documented in their Race to the Top Early Learning Challenge Application to combine health data, including the newborn screening, i.e. genetic, data with their preschool and K-12 data.. [We reported on this outrageous government collection of the most personal of data in Preschool Government Tyranny – “You Ain’t Seen Nothing Yet”] saying:
“Rhode Island’s proposed early learning data system will be linked to both the state’s K-12 data system and to the state’s universal newborn screening and health data system, helping to identify children with high needs, track participation in programs, and track children’s development and learning.” This is a classic example of the rapidly expanding philosophy that the government owns every single bit of medical and education data about you and every family member from conception until after death. We are seeing this played out in the realm of DNA medical data and now private mental health data through these subjective and worthless assessments. These assessments will then be added and linked to health data so that government bureaucrats will be able to label the young children they consider to be mentally ill or flag them for future evaluations.
The Obama preschool plan is largely based on the ideas of the Race to the Top Early Learning Challenge. That plan is to also expand home visiting programs which are accompanied by even more data collection on infants and families. Continue reading »
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