The Tentacles Of Corporate Education Reform And How They Pull Parents Down The Rabbit Hole

Embedded in the latest Elementary/Secondary Education Act reauthorization are initiatives and agendas that will transform education as we know it. This is not a good thing. Nothing in Delaware currently going on (WEIC, Student Success 2025, Statewide Review of Educational Opportunities) is original. This is happening across the country. The result: students plugged in to computers all the time who will only advance once they have gained proficiency in the Common Core-infused personalized learning technology. The benefits will not be for the students.  They come in the form of financial benefits which will belong to the corporate education reformers, hedge fund managers, and investors. Tech-stock will go through the roof if the current ESEA reauthorization passes, and companies like Schoology, Great Schools and 2Revolutions Inc. will become billionaires over-night. Meanwhile, our children will indeed become slaves to the system. The future is here!

The ESEA reauthorization has morphed into the classic quote from Obi-Wan Kenobi in the original Star Wars movie: “These aren’t the droids you’re looking for.”  If you actually think this latest round of ESEA legislation that will come to a vote next Wednesday will reduce testing, you have been sucked down the rabbit hole!

Who is Schoology?  I’ve heard their name countless times in the past year.  I figured it was long past time I dove into this company that is essentially invading every single school district and charter in the First State.  Especially given the information regarding the upcoming ESEA reauthorization vote coming on 12/2.

Schoology offers a cloud service for personalized and blended learning.  For those who aren’t aware, personalized learning is defined by a Great Schools sponsored company as the following:

Personalized learning is generally seen as an alternative to so-called “one-size-fits-all” approaches to schooling in which teachers may, for example, provide all students in a given course with the same type of instruction, the same assignments, and the same assessments with little variation or modification from student to student.

But this is what it really is: a cash-cow bonanza for corporate education reform companies, especially those on the tech side who are pushing their internet-based modules out faster than you realize.  Schoology opened shop in Delaware with the BRINC partnership between the Brandywine, Indian River, New Castle County Vo-Tech and Colonial school districts.  These four districts used Schoology as the base for their personalized learning partnership, and the Caesar Rodney and Appoquinimink districts have joined as well.  The News Journal wrote a huge article on Schoology last March, and reporter Matthew Albright wrote:

Schools must figure out how to create the right infrastructure, providing enough bandwidth and wireless network capacity. They have to settle on the right computers or tablets and find ways to pay for them, configure them, and teach students how to use them.

And, while many teachers have taken their own initiative to find new educational tools, schools and districts have to find ways to train teachers in using these systems and make sure all educators are on the same page.

In Delaware, a group of districts has banded together to work out the best way to deal with those challenges.

The consortium is called BRINC, after the four school districts that originally participated: Brandywine, Indian River, New Castle County Vo-Tech and Colonial. The group added two more districts, Appoquinimink and Caesar Rodney, this year.

Over a year ago, I was distracted away from this by a company called 2Revolutions Inc.  After their appearance at the annual Vision Coalition conference, I looked into 2Revolutions and did not like what I was seeing.  My eye was on 2Revolutions coming into Delaware as a vendor, and I completely missed Schoology who was already here.  Meanwhile, 2Revolutions invaded the New Hampshire education landscape.  Schoology is not much different.  But they don’t just provide a cloud service in Delaware.  According to the minutes from the Senate Concurrent Resolution #22 Educational Technology Task Force in Delaware, Schoology has also integrated with e-School and IEP Plus.  In a press release from Schoology on 5/20/14, the company announced they were integrating with SunGard K-12 Education (the creators of e-school and IEP Plus):

SunGard K-12 Education’s eSchoolPLUS, an industry-recognized student information system, helps educational stakeholders—students, school administrators, district staff, teachers, parents, and board members—easily manage and immediately access the summary and detailed student information they need, when they need it.

While this seems like a good thing, it is a tremendous amount of data which is now in Schoology’s hands.  Schoology is also branching out like crazy all over the country.  They just announced a contract with L.A. Unified School District, as well as Seattle Public School District and Boulder Valley School District.  In terms of financing, they just secured their fourth round of financing with JMI Investments to the tune of $32 million dollars.  This brings their total financing amount to $57 million over the past couple years from investment firms.  The trick to all of this is in the surface benefits: the cloud-based service where teachers can share instruction is free.  But where it goes from there is unchartered territory, according to Tech-Crunch:

On the other side, there is an enterprise-grade product meant for school districts and universities, that gives richer functionality to administrators to hook into back-end student information systems, build out campuses and building maps, and far more. Schoology said that the price (which is per student, per year) is scaled down for larger clients, but he wouldn’t share the general price range for Schoology Enterprise.

Schoology also provides “assistive technology” services for professional development, according to more minutes from the SCR #22 Task Force:

The creation of comprehensive online professional development using the Schoology platform for both Delaware and Assistive Technology Guidelines documents.

The task force is also going to recommend the following:

Provide district/charters the opportunity to buy-into using Schoology with K-12 students at minimal cost. Increase funding to support growth of the use of Schoology that will drive the per student cost down.
Support the use of Resources within Schoology for sharing teacher-created content and OER.

The SCR #22 Educational Technology Task Force was brought forth by Delaware Senator Bryan Townsend, and sponsored by Senator David Sokola, State Rep. Earl Jaques, State Rep. Trey Paradee, and co-sponsored by Senator Colin Bonini. While this task force is going on, there is another task force called the Student Data Privacy Task Force, which came from an amendment to Senate Bill 79, sponsored by Senator Sokola.  Sokola and Jaques also sponsored the current Senate Joint Resolution #2 Assessment Inventory Task Force. I firmly believe every single one of these task forces, aside from having very similar legislators behind the scenes, will also serve to bring about the complete immersion of Delaware into personalized learning. I wrote last month about the clear and present danger behind the data collection occurring with Delaware students.  But it doesn’t just stop at personalized learning because at a state and national level there is a big push for “competency-based education”, which I wrote about a few weeks ago.

Competency-Based Education, also called Proficiency Based Learning, is a process where students do not advance until they have mastered the material. Instead of a once a year standardized assessment, students will be tested at the end of a unit, on a computer. Think Smarter Balanced Assessment broken up into numerous chunks throughout the year. This “stealth” testing will effectively “reduce the amount of testing” but would also give the exact same tests but at a micro-level. This is also an opt-out killer as parents would have no way of knowing how often their child is being tested, nor would they likely have access to the actual questions on the mini-assessments.  Meanwhile, as President Obama and soon-to-be-former US Secretary of Education Arne Duncan mirror Delaware’s Senate Joint Resolution #2, parents and educators are saying “Yes, yes, yes!” but bloggers like myself are saying “No, no, no!”

Save Maine Schools, a blog written by a teacher from Maine named Emily Talmage, has delved into this digital nightmare in great length.  Talmage bought the product these companies were selling until she wisely began to question the motives behind it all.  Maine, along with New Hampshire, Alaska, and Delaware, is one of the state guinea pigs where the experiment of Personalized Learning and Competency-Based Education is at the forefront.  All four of these states have smaller populations and are led by reform-style education leaders.  Talmage recently wrote about what has been going on while we were testing:

The fact is, the state-led testing consortia , which promised to use our tax money to bring us high quality tests that would get our kids “college and career ready”, were actually business consortia, strategically formed to collaborate on “interoperability frameworks” – or, to use simpler terms, ways of passing data and testing content from one locale to the next (from Pearson to Questar, for example, or from your local town to the feds).

Just as the Common Core State Standards were intended to unleash a common market, so, too, was the effort to create a common digital “architecture” that would allow companies like Questar and Pearson and Measured Progress and all the rest to operate in a “plug in play” fashion. (Think of Xbox, Nintendo, PlayStation, and all the rest teaming up to make a super-video-game console.)

The upcoming ESEA reauthorization, called the “Every Student Succeeds Act”, is filled with easter eggs and cash prizes for companies like Schoology, as seen in the below document from EdWeek.

That is a ton of federal money going out to schools from legislation designed on the surface to halt federal interference in education.  It sounds like Race To The Top all over again, but on a much bigger scale.  The tentacles from the feds reach deep into the states with this latest ESEA reauthorization, and behind the US DOE are all the companies that will feast on tax-payer funds.

The bill also allows for further charter school expansion and the National Alliance for Public Charter Schools recently said:

The National Alliance congratulates the conference committee for taking another step forward in the bipartisan effort to reauthorize the Elementary and Secondary Education Act. While we have not yet seen the full text of the conference agreement, we are pleased to learn the proposal would modernize the Charter Schools Program, supporting the growth and expansion of high-quality charter schools to better meet parental demand.

When the opt-out movement grew in huge numbers earlier this year, many civil rights groups protested opt-out as a means of putting minority children further behind their peers.  What they don’t realize is the current ESEA reauthorization will ensure this happens!  Even the two largest teacher union organizations are jumping on this version of ESEA.  The American Federation of Teachers wrote a letter urging ESEA to pass as soon as possible.  National Education Association President Lily Eskelsen Garcia wrote:

We look forward to working with the congressional conference committee members to ensure that we produce a bill that, when signed by the president, gives every student the opportunity, support, tools, and time to learn.

How much do these civil rights groups and leaders of teacher unions really know about what is inside this bill?  Do they understand the danger of rushing this ESEA version to a vote and what it will mean for the future of education and children?  Don’t the teacher unions realize this will be the death knell for the future of teachers in America?  Once personalized learning is embraced by all public schools in America, teachers will become moderators or facilitators of the personalized learning modules.  The demand for “old-school” teachers will greatly diminish, and teacher qualifications will simply become how to review and program these digital instructional items.  The vast amount of money and resources will pour into technology and only the school leaders will be the ones with high salaries.  The current teacher salary models in each state will become a thing of the past.  With the charter school protections written in this bill, more and more charters will open up that will drain away local dollars.  With each state able to come up with their own accountability systems, the schools with the highest-needs students will slowly give way to charters.  Rinse, wash, repeat.  If I were a public school teacher that is in a union, I would seriously question why the national leaders are endorsing this.

Even American Institutes for Research (AIR), the testing vendor for the Smarter Balanced Assessment in Delaware and holds numerous other contracts with other states and the US Department of Education is in on this new “digital age”:

As part of the Future Ready initiative, President Obama hosted more than 100 school superintendents at the White House during a November 19, 2014 “ConnectED to the Future” summit.  Superintendents signed the Future Ready District Pledge indicating their commitment to work with educators, families and communities to develop broadband infrastructures; make high-quality digital materials and devices more accessible; and support professional development programs for educators, schools and districts as they transition to digital learning.

But it doesn’t stop there, because AIR wants districts to invest heavily in all this technology:

Effectively using technology is an essential skill in today’s workforce but also critical to advancing teaching and learning. Today’s students aren’t just digital natives: they increasingly use digital devices to complete school assignments, stay informed, and network with peers around the world. A tipping point for technology and schooling may be in store soon:  instead of merely enhancing teaching and learning, technology may transform both by better accommodating individual learning styles and facilitating collaboration. Whether through the deeper learning, personalized learning, or blended learning approaches districts are exploring and investing heavily in now, technology could finally help your state unlock instruction—educational policy’s “black box”—and ultimately close achievement gaps.

It all comes back to closing those damn achievement gaps, based on the very same state standards and standardized testing that are creating those very same achievement gaps.  This is something AIR excels at, creating the “need” and then selling the “fix”.  Some have theorized, but been unable to prove due to an inability to get into AIR’s contracts and financial records, that companies like WestEd, Questar, Data Recognition Corp. (the “human scorer” company for the Smarter Balanced Assessment in Delaware), and Measurement Inc. are merely shell companies for AIR.  AIR seems to be controlling so much of what is in education.  So much so, it is hard to tell the difference between AIR and the Council of Chief State School Officers.  Which brings us back to Delaware Governor Jack Markell.

This is a man who has been involved in corporate education reform for well over ten years, possibly longer.  He worked at McKinsey and Associates in the 90’s as a consultant, and after coining Nextel, he became the State Treasurer for Delaware, a role he served from 2001-2009.  Since then, he has served as the Governor of Delaware and been behind every single education reform movement that has swept the country.  When Markell served as the President of the National Governor’s Association in 2013, he attended some very big events.  Including the Milken Institute Global Conference.  While in attendance, he served on several panels that were not open to the public and were considered private “by invitation only”.  Why would an elected official, sworn to uphold the best interests of his state, serve on private panels for huge investment firms?  The panels Markell served on at the Milken conference were “Global Capital Markets Advisory Council” (along with Tony Blair, Michael Milken, Eric Cantor and Rupert Murdoch) and “K-12 Education Private Lunch”.  Those were the only two panels Markell talked on, both private, and both closed to the public.

Jack Markell, the great violator of parental rights, who vetoed opt-out legislation in Delaware that overwhelmingly passed the Delaware House and Senate, is one of the key political figures and puppet masters behind all of this.  With close ties to Achieve, McKinsey, the Council of Chief State School Officers, the Rodel Foundation of Delaware, New America, and the Center for American Progress, Markell is a very dangerous man in education.  Markell’s ambitions are not for the good of the citizens of Delaware.  His constituents are the very same companies behind the latest ESEA reauthorization, personalized learning, competency-based education, and the public shaming of educators everywhere unless they happen to belong to a charter school.  He was even involved in the creation of Common Core:

He has also served for three years as Chair of the National Board of Directors of Jobs for America’s Graduates, co-chair of the Common Core Standards Initiative and chair of the Metropolitan Wilmington Urban League.

The last of those groups is a civil rights organization in Delaware’s largest city, Wilmington.  When Markell first announced his “original” idea of assessment inventory, he was joined in the press conference by the head of that organization at the time.

In Delaware, we are led by a tyrant who leads the charge in education reform and allows the money-sucking vampires like Schoology to come in and pocket funds that allow bloated classrooms.  Companies like Schoology will make damn sure students with disabilities, children from poverty, and at-risk youth are always behind their peers.  This is what their services thrive on, the constant demand to fix education.  As our US Congress votes on the ESEA reauthorization, keep this in mind: it is not meant for every student to succeed.  It is all about the money.  Follow it, and you too will see the path to success.

What can parents and teachers do?  Aside from following the money, which is a mammoth task and all too frequently a lesson in humility, look at your local, state and national leaders.

Look at legislation and regulations.

What initiatives and plans are your district boards, charter boards, and state boards of education voting on?

For charter school parents, do you ever question why the boards of charters are appointed rather than elected?

Do you ever look at “task forces”, “working groups” and “committees” in your state and wonder who is on them and why there were appointed?

Does  your state sell the term “stakeholders” in determining policies but many of the same people serve on these groups?

Which of your state legislators are introducing legislation that seems harmless on the surface but has caveats and loopholes deeply embedded into it?

Which legislators are up for re-election and could be easily swayed for promises of future power?

Which legislators are running for higher office?

What policies and laws are your state Congress representatives voting on?

What is your Governor up to?  Do you see news blips about them speaking at private organizations but it is not on their public schedule?

Do you see action by legislators that seems to defy the beliefs of their individual political party?

Do you see education leaders and legislators comingling with lobbyists in your state Capital?

For teachers, where does your local union and state union stand on these issues?  Your national?

Parents: if your school has a PTA or PTO, what are their collective stances on these critical issues?

Do you know if your State Board of Education is elected or appointed?

Find out who your state lobbyists are.  Read.  Search.  Discover.  Question everything.  Email your state legislators and Congress representatives when you don’t agree with something you believe will have no direct benefit for your individual child.  Vote for those who you think will stand against this bi-partisan regime of education vampires.  Question those who sit on the sidelines and do nothing.  Push them.  Make your voice heard.  .  Look into initiatives going on in your state, or research groups looking into school funding or redistricting.  Part of the ESEA reauthorization has states looking at “weighted funding”, whereby funds would pour into more high-needs schools.  As well, the reauthorization would allow more Title I dollars to go into the “bottom” schools than they currently do.  When I say “bottom”, these are schools usually with the most high-needs students who do not do well on the standardized tests.  In many states, these schools become charter schools.  Once again, rinse, wash, repeat.

One thing to keep in mind is the corporate education reform movement is everywhere.  Like a secret society, they have embedded themselves and they are hiding in plain sight.  In every single one of the groups mentioned above.  Some of the people I am asking people to look into may not even realize they are a part of these agendas.  Some may just think they are doing the right thing.  For folks like myself, Diane Ravitch, Mercedes Schneider, Emily Talmage and countless others, our job is to expose and name them.  We discover the lies and call them out.  We are the last line of defense before your child’s worthwhile education is completely gone, lost in the shadows and truckloads of money behind those who would dare to steal your child’s benefit for their own future.  Unless you are part of the wealthy and elite, your child’s fate is being decided on next week during the vote for the ESEA reauthorization.  Most of you don’t even realize this.  Many that do have been duped and fooled into believing this is the right thing.  Many of us have been fighting the evil standardized test and opting out, and the whole time they have been plotting and scheming in closed-door meetings with companies to bring about the last phase of corporate education reform: the complete and utter brainwashing of your child wired into a never-ending state of constant assessment and proficiency based on the curriculum that they wrote.  They fooled the bloggers as well.  But we are the resistance, and we will not stop the defense of our children.  We will protect our schools and our communities from the corporate raiders.  We will keep opting out and fighting for the rights of others to do so as well.  We will not be bought or sold into the devious and intrinsic methodologies they seek to perpetuate on our society.  We will fight, not because we gain personal reward or acclaim, but because it is the right thing to do.

Unraveling The Gordian Knot Around The Delaware DOE, AIR, DRC, CCSSO & SBAC

For many years, the Delaware Department of Education enacted policies and procedures with most of Delaware not aware of what was really going on.  This is changing at an exponential rate.  A Gordian knot is described as an unsolvable problem.  For years, folks in Delaware took whatever the DOE said as the gospel truth and there was nothing they could do about it.  The times, they are indeed changing…

For example, Senate Joint Resolution #2.  Sponsored by Delaware State Senator David Sokola and State Rep. Earl Jaques.  This resolution creates a task force to do away with unnecessary assessments because “students are being tested too much.”  Now I am hearing the DOE wants to increase the amount of interim assessments for the Smarter Balanced Assessment.  So we will get rid of the tests that actually give immediate feedback for instructional growth, but have more tests aligned with the Smarter Balanced?  You have got to be kidding me.  I always knew this was a ploy to fight opt-out, but now we are seeing the scorpion sting coming from the backend.  They want ALL the assessments kids get to be tied to Smarter Balanced, all for scores on THIS test.  And let’s not even get into how much more money this will give the vendor for Smarter Balanced, none other than American Institutes for Research (AIR).  As if $38 million between DCAS and Smarter Balanced weren’t enough…

In a couple newsletters from the Delaware System of Student Assessments (DeSSA), they talk about Data Recognition Corporation (DRC) being the scoring vendor, but never reveal the actual contractual relationship between AIR and DRC, even though other states were openly talking about it.  In fact, it appears the DOE did everything they could to avoid anything seen as issues with the Smarter Balanced Assessment during all of the House Bill 50 debate.

The key words in this newsletter from May of 2015, which talks about the “assessment inventory” are as follows:

Ultimately, the overall goal of this project is to provide a balanced system of assessments incorporating a minimum amount of high quality testing while meeting accountability needs and the needs of the educators supporting student growth and maximizing time for instruction.

Source: DeSSA May 2015 Newsletter

We are also finding out how much AIR and DRC are closely tied.  DRC is not just a test scoring vendor.  In fact, DRC was recently announced as the testing vendor for the Badger Exam in Wisconsin.  And there are already accusations surrounding campaign contributions to Governor Scott Walker from DRC President Susan Engeleiter.  DRC is the scoring vendor for Delaware’s Smarter Balanced essay portions of the test.  But the Delaware DOE never announced this.  In fact, they danced around the question for quite a long time.  They said nothing about it.

In the same newsletter from above, the DOE is very careful about how they word things:

Delaware non-machined scored online items are being hand-scored by the Data Recognition Corporation (DRC). Delaware student items are being scored using the rubrics and student samples validated by educators from Smarter Balanced Assessment Consortium states, including educators from Delaware.

Hand-scored results will then be combined with machine-scored results for reporting purposes. Our score reports will then be sent from our Delaware online platform vendor, American Institutes for Research (AIR).

Parent reports are scheduled to be sent out early August, providing student scores for testing in ELA/literacy and mathematics. An interpretative guide will also be distributed to support full understanding of the document.

The whole newsletter is actually chock full of information.  Too bad parents don’t get this newsletter.  But in the March 2015 newsletter, it indicates more about DRC, and the qualifications for their scorers.

High Expectations for Summative Scorers:

Step 1 – Screening

Four-year college degree in relevant scoring content area

 Educational/work experience related to scoring subject

 Prior scoring experience is considered

Step 2 – Interview

Personal interview

 DRC content-area proficiency assessment

Step 3 – Training

Item training

 Reliability calibration/validation

Step 4 – Ongoing Validation

Read-behind validation

 Ten percent double-scoring, supervisor review

 Ongoing accuracy review

Step 5 – Retraining (if warranted)

Re-assignment of scoring and all previously scored work

 Follow-up tracking for accuracy

 Dismissal from process and rescoring of scored work

Source: DeSSA March 2015 Newsletter

The DOE confirmed at the May 2014 Governor’s Advisory Council for Exceptional Citizens that none of these portions of Smarter Balanced would be graded in Delaware.  This article from Oregon Save Our Schools shows a great deal of concern with DRC as the “human scoring vendor”…

…confirmed that the test vendor (AIR) is subcontracting with a company called Data Recognition Corporation, DRC, to manage scoring of constructed responses.  They operate in much the same way the Measurement Incorporated and Pearsons scores the tests using random temp workers paid low wages. DRC is paying $13/hour, like Pearsons while MI pays $10.70. They all make the only qualification, a BA or 4 year degree in any subject. These low wage temp workers are not educators and not qualified to evaluate our students. They work under conditions that are not conducive to good assessment, sitting for hours reading huge volumes writing of students they don’t know.

So what is the relationship between AIR and DRC in terms of standardized assessments?  They both have strong ties to overall education policy due to their business relationship with the Council of Chief State School Officers (CCSSO).  These corporations pay a “membership” fee to get in, and then reap the benefits through numerous contracts with testing consortiums and state education agencies like the Delaware DOE.

Led by Executive Director Christopher Minnich, CCSSO describes itself as:

The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.

But good luck getting into any of their closed-to-the-public meetings.  In fact, they stress this is by invitation only.  As I reported last night, Mark Murphy and former Delaware Secretary of Education Lillian Lowery were both on the Board of Directors, but due to their recent resignations, they can’t be on the Board.  But that doesn’t mean other members of the DOE aren’t participating in the many different work groups within this organization.

Delaware DOE has a hand in the following groups at CCSSO: Accountability Systems and Reporting, Assessing Special Education Students, Science, Social Studies Curriculum and Instruction, and Supports and Interventions.  While CCSSO is very strict about quoting from their website, it is worth poking around at the CCSSO website to see exactly how many of the grand announcements coming out of the Delaware DOE actually come from this organization.  Everything from their recent announcements about educator effectiveness, to school leader programs, and even the Delaware School Success Framework seem to come from work done in this group.  Keep in mind this is a company, and it is not the United States Department of Education.  But they certainly assist in setting policy while they get paid handsomely by states and businesses.

Their business members, which they call “corporate partners”, include the following: American Institutes for Research, Data Recognition Corporation, Educational Testing Service (ETS), McGraw-Hill, Microsoft, Pearson, Scholastic, Amplify, Apple, College Board, ACT, IBM, Questar, Texas Instruments, and numerous other assessment and technology companies.  These members join at a Tier level, between 1-3, based on the amount of their entrance fee.

If you look at the contracts web page for the Smarter Balanced Assessment Consortium, you can see how many of these “corporate partners” are directly aligned with development of the Smarter Balanced Assessment.

States also have to pay for CCSSO’s services.  Delaware alone has paid $770,572.00 since Fiscal Year 2011 in annual membership fees and payments.  All of the companies CCSSO works with have made billions of dollars on testing American public school students.  American Institutes for Research is at the top of the pack.  Some have theorized that the Smarter Balanced Assessment Consortium IS American Institutes for Research, but this has not been proven definitively.  But it is more than obvious AIR benefits from the need for high-stakes testing as blogger Mercedes Schneider wrote last year:

AIR does not question the self-defeating role that test-driven reform plays in compelling states to set “safe” state goals for an unrealistic NCLB  (including the lowering of state standards and watering down of state tests) in order to not have principals and teachers fired and schools declared failures and taken over in order to be “turned around” or handed over to privately managed, under-regulated charters. AIR assumes that test-driven reform is good and will result in some undefined international superiority evidenced by America’s achieving The Best Test Scores In the Universe.

But there is another home-hitting, *economic* reason for this AIR “CCSS and assessments” push:

AIR NEEDS CCSS because AIR is counting on profiting from CCSS assessments. 

AIR is the company that designed the pre-National Assessment of Educational Progress (NAEP) tests which soon became the NAEP test as we know it.  They published report after report about how our schools were failing.  They were heavily involved with CCSSO who developed the Common Core State Standards (CCSS, not to be confused with CCSSO).  Then they developed the Smarter Balanced Assessment, many of the psychometrics for the test, and the algorithms for the test which creates the adaptive portion of the test.  And because so much of this is proprietary, they won’t even let state DOEs contract out the scoring vendor of THEIR test.  Only they can sub-contract.  Which they do to DRC, all the time.  But DRC is also known to be a recruiter for AIR, an assessment vendor, and other similar functions.  In this crazy world of corporate education reform, it is very hard to tell AIR and DRC apart.  But at the top of the assessment game, it’s AIR.  They not only created the need for the Smarter Balanced Assessment, they created the test, the benchmarks, the algorithms, and they are well-connected with the company that scores the essays from the test.  It’s all a big win for AIR as Schneider wrote in the above link:

So, for AIR to analyze state standards and assessments, compare those to national and international assessments, and find in favor of a set of standards that it cannot test because doing so would require AIR use assessments that do not yet exist but are nonetheless declared imperative for America to compete internationally– that is decidedly suspect given AIR’s past, current, and future aim to profit off of CCSS assessments.

But AIR doesn’t just get rich from state DOEs.  They have over 20 contracts with the United States Department of Education as well, as I reported in April in a very extensive article about AIR.  If you look at the contracts web page for the Smarter Balanced Assessment Consortium you can see how many of these “corporate partners” are directly aligned with development of the Smarter Balanced Assessment.

AIR also “helped” the Delaware DOE with their state educator equity plan, which drew the wrath of numerous inner-city school districts once the News Journal published a story blasting Delaware educators, especially those in Wilmington schools.

Source: Page 8, Delaware Excellent Educators For All Plan

AIR and DRC have their hands all over the education landscape.  And Delaware seems to be an easy target for their extensive work.  But our children do not benefit from their empire.  Delaware citizens are lied to all the time from state officials, or they aren’t given pertinent information.  Our educators are ridiculed and humiliated constantly, and the DOE doesn’t care.  They want this.  Make no mistake, this is a vast network of companies and US Government agencies, with tentacles everywhere, not just in education.  To untangle it all would take a great deal of time, and every time you think you have it figured out, like a hydra, two more take its place.

Since all of this culminates in the Smarter Balanced Assessment, the easy solution is the most obvious: REFUSE THE TEST!  Take away the fruit of all their labors, and what are they left with?  These companies have tried to mold public policy in their own self-serving interest to make more money!  At the end of the day, this conspiracy is all about money.  They are corporate invaders trying to take over public education because they want to make more money by privatizing it all.  This isn’t one political party that’s doing all of this.  It’s bi-partisan.  Because there is one thing that makes the world tick: money.  Either you have it or you don’t.  And in corporate education reform, these companies are getting it by the truckload every day!  You don’t have to be a prophet to see the profit.  But you do have to care to see this is not good for children at all.