The Job is almost Complete
Attempting to summarize how our education system is being used to collect and use data on American children, sharing it with the UN, non-profits, and corporations, is no easy task. In essence, data is gathered through school districts and the Smarter Balanced Assessment Consortium (SBAC) assessments (testing), then shared with the state, who in turn shares it with the federal government. Idaho also shares this data with outside organizations and with the regional data base WICHE. This is being accomplished through computer systems that have now been connected to each other. It is a long read but following are the details and links to the information.
For opponents of Common Core (CC) the data collection and mining are serious concerns. There are now over 400 data points collected on each child. Data systems are being developed for collecting, storing, analyzing, and sharing data at not only the state level but with other organizations. In Idaho the system is called the State Longitudinal Data System (SLDS), a National Center for Education Statistics (NCES) program. The intent is to track your child K-12, through college, and to their eventual job. Another CC goal is using education for workforce development, meeting the needs of corporations. Idaho even applied for a grant with the Idaho Department of Labor to include incorporating workforce outcomes into SLDS, including giving them confidential student information, pg 3.
On March 29, 2012 the following was announced by the White House:
The most noteworthy paragraph is on page 2 under the National Science Foundation (NSF) heading. The NSF is implementing a comprehensive, long-term strategy that includes new methods to derive knowledge from data;infrastructure to manage, curate, and serve data to communities; and new approaches to education and workforce development. Idaho is a partner with NSF. One major purpose of CC is to use data to create a workforce for corporations, corporate fascism. Part of this money is to be used for:
- Machine learning – scientific discipline that explores the construction and study of algorithms that can learn from data
- Cloud computing – offline computing in which large groups of remote servers are networked to allow centralized data storage and online access to computer services or resources.
- And “convening researchers across disciplines to determine how Big Data can transform teaching and learning.”
The UN has already experimented with Interoperability Frameworks (IF). In this report from 2005, on page 43, it defines these frameworks:
“The Interoperability Framework aims to define the set of specifications to facilitate Government systems to communicate and inter-operate with other systems, both within Government and external to it, efficiently and effectively.”
The report goes on to describe case studies the UN conducted in other countries.
Simply put, computer systems are linked together for a global system of sharing education information with data in the same format and a server interface allowing computers to pull data on demand from multiple locations. These computers need to “speak” the same language in order to communicate with each other, to use the same data elements. All states who are developing data systems have been at different stages of implementation so now a baseline set of elements in each state has been reached and the interfaces can link up at the regional level which will then link up at the national and global level. BHO gave your tax dollar to make this happen.
So, the money has been put in to develop the infrastructure. How is Idaho linking up with an IF? The Common Education Data Standards (CEDS) makes it possible to share education data elements, information on your child, with everyone. Here are the data elements they gather. For a closer look at what those elements mean the CEDS 4.0 Data Model Guidedescribes what information is gathered starting on page 60. The Assessment Interoperability Framework (AIF) takes data from the Smarter Balanced Assessment Consortium (SBAC) testing in which Idaho participates as part of Common Core. The AIF document explains what information is collected and shared through the framework. Personal student information & demographics, response data, abuse or suicide alert data, consortia sharing, BI reporting (pg 33-34 AIF document), and analytic engines are used to refer students and evaluate teacher effectiveness (pg 47). Page 49 identifies how curriculum is monitored, that is, how well your child has been indoctrinated on UN ideology, and page 52 lists psychometric analysis of responses. The main reason for the SBAC is to determine if your child has been properly indoctrinated, and if not, the curriculum can be modified to ensure there has been a change in that belief system. This video by Dr. Peg Luksik provides the best explanation. SBAC testing is not being used to determine if a child meets the standards, it is used to gather personal information on that student, whether or not they are meeting a belief system, and what skill they possess to meet a workforce need.
As a side note, the Idaho State Board of Education (ISBOE) agreed to submit data to CEDS (pg 6), and with an agreement between the Idaho Department of Labor and Idaho Department of Transportation (pg 10) your child’s SSN is now available to help determine workforce outcomes. See how those computers can talk to each other for spreading data?
In Idaho the school district shares the SLD file set with the state who in turn shares it with SchoolNet, a program of UN buddy Pearson. The information shared includes student demographics, attendance, and discipline tracking. How about that. Idaho has a direct line with the UN. But if Pearson can’t get it from Idaho, they can also retrieve it from NCES, as they are partners.
Now that we can see what data is collected, analyzed, and transmitted, how else is it shared? In an attempt to make this entangled system understandable only two out of multiple areas of data sharing are noted.
Idaho is a member of the Western Interstate Commission for Higher Education (WICHE) where this data will also be shared. In addition, WICHE is a regional organization created by the Western Regional Education Compact that includes 15 states and the Northern Mariana Islands.
- WICHE has developed a Multi-State Longitudial Data Exchange for the purpose of creating a “human capital development data system”.
- This update from July, 2014, Beyond Borders, outlines details on the master plan for human capital, or translated, human labor. On page 5, below Background, it outlines how Idaho is an eager participant in the Gates Foundation (UN NGO) funded project to connect SLDS data between states. Page 12 of the document has a graphic that clearly outlines the flow of Idaho data to a “Core” exchange dataset. On Pg 26, two example goals, one for curriculum alignment with workforce needs and assessment of academic programs’ connection to labor markets, expose the true purpose of CC.
- Page 2 of this WICHE document clearly defines the purpose of data collection, “…which attempts to enable a more comprehensive regional view of the creation of human capital and its flow among multiple states by exchanging data…”, of which Idaho was a participant, and again Gates funded.
The Idaho State Board of Education contracts with the vendor National Student Clearinghouse (NSA). In this February 6, 2014 meeting, the committee discussed concerns that “…some existing relationships and contracts, such as with the College Board (SAT), ACT, the National Student Clearinghouse, may be called into question because they provide very specific, personally identifiable data to K-12 and postsecondary institutions for recruitment and research”.
Now, IF Idaho is supposedly NOT using personal identifiable information (PII) as part of data gathering, why are they concerned PII is being used by the NSA? The NSA also partners with the Data Quality Campaign (DQC) which in turn partners with numerous UN affiliated organizations. More sharing of your child’s data, there is no privacy or protection of data.So we have the data standard which contains the data elements gathered on your child which is then stored, an interoperability framework that allows multiple sources to inter-operate with each other through the same data base, and now that data can be shared through multiple sources. One example of how the interoperability framework expands data sharing for workforce development is the Workforce Data Quality Initiative.
So what does all of this mean?
The UN, and its plan of action Agenda 21, advocates for the creation of a global education system, where all children learn the same information. In truth, it is the indoctrination of children on social justice, environmentalism, and global citizenry. This UNESCO document, pg 11 #6, lists those objectives. But to do this data is needed on what children believe and how those beliefs are being changed. Enter SBAC. This short video by Dr. Peg Luksik gives the best explanation on how SBAC testing uses answers to assess beliefs and how that in turn will be used to alter curriculum. UNESCO even has its own arm to collect data, the Institute of Statistics (UIS). UIS is even working on an International Standard Classification of Education so education statistics will be gathered the same across the world for comparison which means we all have the same data elements.The UN also wants the world developed into regions, here is their center for regional development, for eventual global governance, not sovereign countries. With partnerships like WICHE regionalism is strengthened and this means loss of your representation through elected officials. Even better this will enhance the creation of regional workforce clusters which will meet the needs of corporations.
The corporation will just have to let WICHE know what their work force labor needs are and the education system, through data analysis, can identify how they teach students to meet those needs. Forget that any child can explore their own interests, these clusters will also have a predetermined career cluster that your child can be steered toward based on the analysis of their data though a career cluster inventory, even as early as 1st grade as they do in Georgia.The length of this article restricts the multitude of organizations who are all connected to each other and by which the data can be shared. The important issue here is that data is being gathered on children through school districts and SBAC, Idaho shares this data with other institutions and states, most having partnerships with the UN, and now computer systems are being connected to each other so that data can flow using the same language. The ability is also now there to determine if your child is being properly indoctrinated on UN ideology, and if not the curriculum can be changed.
It is mind boggling how Idaho representatives refuse to learn or even listen. Are they too afraid? Are they afraid to lose precious federal dollars? Are they afraid they will look like conspiracy nuts? It is not a conspiracy, it is all out there to study and the connections are very easy to see. How do we wake them up?
TVOI Note: Karen, I say put a microphone in front of them, ask the sorely needed questions and report. Many may remember, hard-hitting journalism.
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