Karen R. Effrem, MD – President of Education Liberty Watch & Executive Director of the Florida Stop Common Core Coalition
The following is a more detailed analysis of why congressional members’ support of Senator David Vitter’s (R-LA) privacy bill, the Student Privacy Protection Act (SPPA), S. 1341 is so important. This bill is the culmination of many discussions and the attentive listening of Senator Vitter with constituents, parents, pro-privacy attorneys and physicians, and others who have spent years fighting the data collection associated with the Common Core standards and aligned assessments and the mental screening of children. Here is important information that will show that this legislation is a major step forward in improving student data privacy and protecting students’ freedom of conscience and freedom from government directed psychological profiling.
SPPA Prohibits Psychological Screening:
One of the most exciting parts of SPPA, especially for analysts and activists like the author, who has been fighting mental screening and the over-diagnosis and drugging of children as young as infancy for more than a decade, is the prohibition on psychological testing and the strengthening of the Protection of Pupil Rights Amendment. After defining various terms, the bill does not merely require consent for mental screening and assessment or surveying of psychological attitudes with federal funds (a completely inappropriate federal activity), it fully prohibits psychological screening and profiling. The only exception is for special education evaluations, which is already current law. Significantly, the bill extends the prohibition of psychological screening and profiling to assessments, and thus would also ban the more horrific features of the Common Core assessments.
Here is the key language of SPPA:
‘‘(2) IN GENERAL.—Notwithstanding any other provision of law, no funds provided to the Department or Federal funds provided under any applicable program shall be spent to support any survey or academic assessment allowing any of the following types of data collection via assessments or any other means, including digitally (Emphasis added):
This language protects a long list of affectively related surveying and testing parameters, and is much more protective of students in this area than any other legislation, state or federal, introduced anywhere.
SPPA Closes the PPRA Loophole that Allows Psychological Screening in Regular Classroom Curricula and Assessments:
PPRA, which requires parental consent before surveying or evaluating students on eight categories of sensitive information, contains loopholes that render the privacy protections moot in the case of curriculum and assessments:
(A) Educational products or services
Paragraph (1)(E) [the eight areas of sensitive information requiring parental consent for surveys] does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions, such as the following:
(iii) Curriculum and instructional materials used by elementary schools and secondary schools.
(iv) Tests and assessments used by elementary schools and secondary schools to provide cognitive, evaluative, diagnostic, clinical, aptitude, or achievement information about students (or to generate other statistically useful data for the purpose of securing such tests and assessments) and the subsequent analysis and public release of the aggregate data from such tests and assessments. (Emphasis added)
The Vitter language to include assessments in the prohibition on psychological testing and screening was designed specifically to close this gaping loophole. This is also especially relevant because of the very recent news that the National Assessment of Educational Progress plans to assess non-cognitive, social emotional parameters:
The nation’s premiere federal testing program is poised to provide a critical window into how students’ motivation, mindset, and grit can affect their learning…
…The background survey will include five core areas—grit, desire for learning, school climate, technology use, and socioeconomic status—of which the first two focus on a student’s noncognitive skills, and the third looks at noncognitive factors in the school.
SPPA is also vitally important because of already documented intent of the Common Core standards and aligned assessments to psychologically manipulate and profile students (see these statements from U.S. Department of Education (USED) and other national education organization documents):
“[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).
“There are important opportunities to leverage new and emerging advances in technology (e.g., educational data mining, affective computing, online resources, tools for teachers) to develop unprecedented approaches for a wide range of students.”
“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.)
“National model standards often contain elements of social and emotional learning. For example, 42 states and two territories are in the process of adopting the Common Core Standards in Math and English Language Arts, which contain standards on communication (especially speaking and listening), cooperation skills, and problem solving.” (Emphasis added.)
“ASCA [American School Counselors Association] Mindsets & Behaviors align with specific standards from the Common Core State Standards through connections at the competency level.” (Emphasis added).
“There are many other Common Core Standards that these social and emotional basic skills can be integrated with.” (Emphasis added.)
SPPA Prevents Psychological Profiling of our Students through the IES/NCES Reauthorization (SETRA):
SPPA actually preemptively prohibits social and emotional research on school children to prevent expansion into socioemotional research by the Institute for Education Sciences and The National Center for Education Statistics in S. 227, the Strengthening Research Through Education Act (SETRA) by Senator Lamar Alexander, about which several organizations have warned.
Here is the problematic language in SETRA:
”and which may include research on social and emotional learning, and the acquisition of competencies and skills, including the ability to think critically, solve complex problems, evaluate evidence, and communicate effectively. . . ” (Emphasis added).
USED is already in flagrant violation of the Tenth Amendment and probably the Fourth Amendment with the amount of data collected and disclosed on individual children, families, and teachers. The Vitter language stops the federal government from researching the thoughts, feelings, attitudes, and behaviors of free American citizens, especially innocent children:
‘‘(4) NO NATIONAL ASSESSMENT USING PSYCHOLOGICAL DATA
.—No funds provided to the Department or to an applicable program may be used to pilot test, field test, implement, administer, or distribute in any way any federally sponsored national assessment collecting any psychological data or any federally sponsored research on social-emotional data in education. (Emphasis added).
This bill stops the unacceptable expansion of IES and NCES into the realm of affective research in their SETRA reauthorization.
SPPA Adds Important Protection against 2nd Amendment Data Collection to PPRA:
SPPA contains all of the same important protective elements as the current PPRA statute, and adds “Personal or family gun ownership,” to prevent nosy bureaucrats from snooping into if and how students and their families are exercising their Second Amendment rights.
Karen R. Effrem, MD – President of Education Liberty Watch and Executive Director of the Florida Stop Common Core Coalition
The Every Child Achieve Act’s (ECAA) Early Learning Alignment and Improvement Grants (Sec. 5o10) offer new federal funds to “assist states” to “more efficiently using existing Federal resources to improve, strengthen, and expand existing high-quality early childhood education, as determined by the State.” Despite the benign and pleasant sounding offer of help and resources to be used as states see fit, these grants greatly expand federal control over preschool as Race to the Top and No Child Left Behind have done for K-12. Here are the problems:
There is no evidence of long-term effectiveness of early childhood programs that justify their great cost, but there is evidence of academic and emotional harm.
Each state applying for a grant must promise to and explain how it will use “existing Federal, State, and local resources and programs that the State will coordinate to meet the purposes of this part, including”… “Head Start” and the “Child Care and Development Block Grant (CCDBG).” [Sec. 5902]
Analogous to the Common Core standards incentivized by Race to the Top and the federal mandates for statewide standards and tests required by the 1994 version of the ESEA, there is a rapid spread of statewide or federal early learning standards and early childhood assessment incentivized by the 2011 and 2014 Race to the Top Early Learning Challenge (ELC) Grants and mandated by the 2007 Head Start and 2014 Child Care and Development Block Grant reauthorizations.
According to the ELC Collaborative analysis of the ELC grants, at least 15 states declared openly that they are aligning their early learning standards to Common Core or admitted that they are aligning to the K-3 standards, which is a de facto admission of Common Core alignment.
Mentioning it eleven times in the legislation, Head Start requires not only every Head Start program, but also every other state pre-k program to fully align to the Head Start Child Outcome Framework, a set of national early childhood standards, which is being correlated to Common Core. Most state standards and the Pearson Work Sampling System (WSS) kindergarten readiness assessment contain similar or identical language to the Head Start framework in its various iterations. Pearson also admits in its advertising video that the WSS is based on “national standards.” The only national preschool standards that are available are the Head Start Child Outcome Framework. This is federal control of academic content that includes the thoughts and attitudes of our youngest children, and should be concerning regardless of one’s views on any particular topic. The K-12 Common Core standards promote social emotional goals as well, but are much less overt than the Head Start Child Outcome Framework.
The CCDBG strongly incentivizes a “tiered quality rating system (QRS),” to rate programs and providers. Though portrayed as “voluntary,” many programs, including private and religious programs, comply in order to be competitive in a bad economy for funding and referrals. In most states, eighty per cent of child care is private. The main requirement for a top rating in the QRS is use of the state early learning standards that are often far more subjective, controversial, and psychosocially based than those in K-12. This is resulting in a state takeover of private and religious childcare, because now these organizations outside of the state system are being bribed or coerced to teach the public program curriculum in order to get a good rating. Minnesota admitted this in its ELC application. The rating systems themselves are subjective and controversial and lack evidence they will improve child outcomes.
Karen R. Effrem, MD – President
As reported by Peter Berkowitz on Real Clear Politics and Michele Malkin, fifty-five respected academics released a letter warning of the dangers of and strongly opposing the AP US History (APUSH) framework. Here is a relevant excerpt:
It appears that Coleman and the College Board are doing on a national level what the Minnesota Department of Education did to that state’s social studies standards as described by Dr. John Fonte of the Hudson Institute in his National Review piece, America the Ugly and in his review submitted to the state:
…But, American achievements are downplayed while the overarching theme becomes “institutionalized racism.” Of course, this logically means that the major “institutions” of American liberal democracy — the courts, Congress, the presidency, state and local governments, businesses, churches, civic organizations — and the entire democratic system and its civil society are racist and therefore, clearly, illegitimate.”
Please show the scholar’s letter and the connection to Common Core to your school, your district and state board of education members and do NOT let your high school student take APUSH!
The Student Privacy Protection Act, (SPPA) - S1341, is creating quite a stir. As expected and despite the long list of supporting organizations, the crowd at the Data Quality Campaign which is heavily funded by pro-Common Core groups and anti-privacy corporations that stand to profit from access to our children’s sensitive data, has attacked SPPA and lamented that Sen. Vitter’s “intent is to respond to parents’ concerns” (DQC meant this as a criticism!). In addition, the American Education Research Association, another group that makes its living on our children’s data, is opposed. AERA’s president said in an email, “This legislation, if it were to pass, would have a devastating impact on the quality of education research.”
Unexpectedly, however, a critique has arisen from a well-respected figure on the anti-Common Core side of the spectrum. This critique, though well intended and sincere, is based on a faulty factual and legal analysis. It is unfortunate that this opposition, coming as it does from someone who has done so much to advance the anti-Common Core and pro-privacy movement, may result in division among the parents and other citizens who have now been fighting these battles for years. SPPA is acknowledged by privacy experts to be by far the most protective legislation in existence. It is critical that our movement work with Sen. Vitter to perfect and advance this bill. In the face of the withering onslaught from our opponents, we cannot let a valuable advance be thwarted by friendly fire.
Therefore, after having been closely involved in the discussions that led to the drafting of SPPA, Education Liberty Watch President, Dr. Karen Effrem and American Principles in Action Senior Fellow, Jane Robbins have assembled this respectful disagreement with and response to this critique. (See this link also).
Although the critique mentions numerous concerns to which Effrem and Robbins respond, the major ones revolve around expansion instead of protection of students from psychological profiling and that changing the term “student record” to “student data” will increase instead of decrease access to private data by third parties. Here is the partial discussion of those two issues as a sample:
- Assessments + Testing (12)
- Bullying/Sex Education (5)
- Calendar/Announcements (2)
- Common Core Standards (58)
- Curriculum + Standards (48)
- Data Collection and Data Privacy (20)
- Early Education/Nanny State (59)
- Federal Education (75)
- International Education (1)
- LGBT Issues in Education (1)
- Media Appearances (4)
- Mental Health (19)
- Planned Economy (2)
- Politics of Education (7)
- State Education (76)
- Testimony/Presentations (15)
- Uncategorized (7)
- Unions (10)
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