Bias Embedded In The Classroom

Dear Friends,

An informative article regarding biased teachings in our schools, written by Lance Izumi. Izumi is Koret senior fellow in education studies and senior director of the Center for Education at the Pacific Research Institute.  He is the author of the 2017 PRI book “The Corrupt Classroom.” Shared by Donna Garner a retired teacher and education activist (Wgarner1@hot.rr.com)

“Bias Embedded In The Classroom”

While the antics of anti-Trump teachers, such as the recent viral video of a Southern California teacher beating a President Trump piñata, make headlines, classroom bias is much more deeply embedded, especially in the Common Core curriculum.

When the Obama administration pushed states to adopt the Common Core national education standards, states then adopted curricula aligned to those standards. Bias in Common Core-aligned curricula has become a critical problem.

Take, for example, the Common Core English standards.

Common Core mandated a 50/50 division between literary texts and so-called “informational” texts at every grade level.

The use of these “informational” texts has opened a huge avenue for states, school districts, and teachers to push ideological agendas under the guise of English and reading comprehension.

A substitute teacher in California recently showed me a fifth-grade lesson for the reading-comprehension component of her class that was based on an “informational” text that was clearly biased and one-sided.

The lesson focused on global warming, its effects, and who’s to blame.

According to the lesson, the Arctic is warming, and “scientists blame global warming for the Arctic thaw” and “predict that half the summer sea ice in the Arctic will melt by the end of this century.”  Seals, polar bears and native Inuit people will be the first victims.

Who is to blame for global warming? The lesson says: “Scientists say human activity is to blame for global warming.” Burning fossil fuels, “gives off gases that trap heat from the sun and add to the overheating of the Earth.” According to the lesson, “scientists say people need to limit their use of fossil fuels.”

Among the questions students are asked to answer after reading this “informational” text: “How could your life change if global warming continues as scientists think it will.”

Yet, despite the certainty of the lesson’s scientific declarations, the empirical evidence is much less clear.

It so happens that a federal court case is currently underway where oil companies are being sued over issues involving emissions regulations. In an interesting development, Judge William Alsup asked for tutorials on climate change to be submitted for his edification.

Last month, Princeton physics professor William Happer, a former director of energy research at the U.S. Department of Energy under President George H.W. Bush, NYU scientist Steven Koonin, a former undersecretary for science at the U.S. Department of Energy under President Obama, and MIT professor of meteorology Richard Lindzen submitted a comprehensive data-based tutorial for the judge.

According to these three eminent scientists, “The climate is always changing; changes like those of the past half-century are common in the geologic record, driven by powerful natural phenomena.” Indeed, they point out, “much of the alarming rise [in temperature] in the last few years is due to an El Niño condition.”

Further, say the scientists, human influences on the climate are a small 1 percent factor in the changes to the energy flows of Earth’s climate system. And, they note, “It is not possible to tell how much of the recent warming can be ascribed to human influences.”

Finally, the scientists conclude, “Contrary to the impression from media reporting and political discussions, the historical data . . . do not convey any sense that weather extremes are becoming more common globally.” Therefore, “today’s projections of future changes are highly uncertain.”

Although the fifth-grade lesson claims that humans and their use of fossil fuels cause global warming, these top scientists show that the evidence undercuts these claims.

The bottom line for parents and their children is that under Common Core, so-called “informational” texts are being used in English and reading lessons to push particular ideological points of view, without any concern for fairness and balance.

After reviewing the fifth-grade lesson on global warming, a California legislative staffer with extensive education policy experience termed the lesson “indoctrination” meant to “frighten children and turn them into committed leftwing activists.”  Such indoctrination demonstrates why parents should have school-choice tools that allow them to avoid public-school indoctrination and choose private schools that better meet the needs of their children.

http://dailycaller.com/2018/04/19/bias-embedded-in-the-classroom/

Respectfully,

Tincy Miller

SBOE, District 12

tincymiller35@gmail.com

www.tincymiller.com

National Academic Standards Have Produced a Lot of Nothing

Dear Friends,

 An informative article on standardized reading and math tests and Common Core. Written by Jonathan Butcher, Butcher is a senior policy analyst in the Center for Education Policy at The Heritage Foundation. Shared by Donna Garner a retired teacher and education activist (Wgarner1@hot.rr.com)

“National Academic Standards Have Produced a Lot of Nothing” 

…Last week, the U.S. Department of Education released the latest Nation’s Report Card, documenting results from the standardized reading and math tests taken every two years by 4th and 8th grade students. In both subjects, the national average scores remain essentially unchanged from 2015 for both grades (with the exception of a 2-point improvement in 8th grade reading). National average scores have now remained steady for more than a decade.   

Lawmakers who pour billions of taxpayer dollars into district schools every year should pause to consider the implications. 

First, supporters of the Common Core national academic standards have some explaining to do. As early as 2012, some said national standards could “potentially improve the performance of U.S. students” in math. Others said the standards would “help narrow the achievement gaps.” 

Neither has happened. Indeed, the latest results show a widening achievement gap. Students at the top end of the scale are scoring higher and those at the bottom are scoring lower than when the Common Core standards were first adopted.  

A more rigorous evaluation is needed to say the Common Core is the reason for the disappointing results. But the lofty claims about national standards have not been realized.

Notably, between 2003 to 2011, almost every state showed improvement in math scores on the Nation’s Report Card. Some states even recorded double-digit gains. Reading test results evidenced similar gains, although not quite as pronounced.

Scores stalled and then took a turn after that. Between 2013 and 2017, only five jurisdictions logged improvements in 4th grade math, and just three in 8th grade math. 

Writing for Education Next, Senior Editor Paul Peterson notes a similar phenomenon when test results are broken out according to racial subgroups. Test score gains were substantially larger between 2000 and 2009 than from 2009 to 2017. 

Trying to explain these disappointing results, some have pointed to economic trends, blaming the 2013–2015 score drop on the 2007 recession and subsequent sluggish recovery. This explanation is problematic because math scores went up sharply between 2000 and 2003, despite the 2001 recession (4thgrade readingscores also improved, though not quite as much). Scores also trended up after the recession in the early 1990s.

Inadequate funding is also likely not the culprit. Per student spending nationwide has increased since 2000.

One final caveat about these scores: Long-term trends are more important than the results from any one test. And whatever variations we see in 4th and 8th grade results disappear by 12th grade. In fact, 12th grade scores in math and reading have not changed since 1971. After decades of trying, Washington’s carousel of reform ideas and regular federal and state funding increases have not wrought any lasting improvement to the national average for students finishing high school…

https://tinyurl.com/y9kf7vf2

 

Respectfully,

Tincy Miller

SBOE, District 12

tincymiller35@gmail.com

www.tincymiller.com