Race to the Trough: Common Core Conundrum     

Part 1: National Control of Ideas      

By Debra Rae  ~  June 24, 2013      

See also Common Core: Who Will Rule the Global Schools? Part 3


In 1977, Secretary of Health, Education, and Welfare Joseph Califano rightly linked national control of curriculum to national control of ideas.[i] Indeed, our Founding Fathers purposely omitted education from the U.S. Constitution and thereby left it up to the states under local and parental control. But no more.


At the 1989 Kansas Governors Conference on Education, Dr. Shirley McCune explained, “We no longer see the teaching of facts and information as the primary outcome of education.” Instead, she added, we look to a “total transformation of our society.”[ii] In the words of President Obama: “fundamental change.”


In 1992, Marc Tucker and Hillary Clinton explained how. Simply shift focus from reading, writing, and arithmetic to attitudes, values, and beliefs. The Tucker-Clinton model (tantamount to “national control of ideas”) produces compliant global citizens, yes; but it likewise fashions workers (not scholars), followers (not leaders), group members (not rugged individuals), and subjective feelers (not objective thinkers).[iii]


National Control of Ideas via Group Think

For the chronically uninformed to accept without question Nanny State directives, today’s students—otherwise known as human resources or capital—must be trained for specific placement in pre-determined, entry-level vocations that support the global economy. To ensure the intended outcome, broad, rigorous liberal arts education no longer will do.


Hence, today’s non-optional, values-based, politically charged instruction bypasses the tedium of academic disciplines. Now, global citizens-in-the-making are freed to “follow their bliss” as they goose-step in sync with likeminded comrades, all trained to serve the greater, common good. 


Today’s bully pulpit of consensus offers limited choices under peer pressure. In the dialectic process, ends always justify means; and, through it, educrats discredit notions of fixed rights or wrongs. While questions and information leading to a predetermined outcome are allowed, debates and arguments as to truths or falsehoods are not.


Evolution of Outcome-based Education

Chief among the pioneers of education reform, American-educated psychologist Professor Benjamin Bloom exchanged conventional instruction with so-called “mastery” learning” based on a taxonomy of educational objectives.[iv] Bloom targeted observable, measurable, and repeatable behaviors[v] established by stimulus-response tactics.


Attributed to Skinnerian behaviorism principles of operant conditioning[vi], mastery learning follows the school-to-work, cradle-to-grave pattern popularized by Tucker and Clinton. Now, Tucker, Obama, and Arne Duncan are mounting a complete federal takeover of public schools.[vii]


There’s reason why “common” in common core speaks to what’s “ordinary,” “lacking distinction,” and “belonging equally to all the people.” Rather than raise achievement across the board, students are guided to perform at about the same level with equal rewards for all.


Equal Outcomes

Education researcher and analyst, Julie Quist warns that the “equal outcomes” approach runs counter to America’s “equal opportunity” philosophy.[viii] This was precisely Sir Julian Huxley’s mindset as the founding director-general of UNESCO that, to this day, is recognized broadly as the school board for the world.


In Readings on Sustainable Values, Ross McCluney calls for a new, more liberal core set of values that the entire species can agree upon.[ix] Through various grants, initiatives, laws, and foreign collaboration, common core is driven by UNESCO and Agenda 21 to devise one-size-fits-all benchmarks for what children must learn at each grade level.


With the International Baccalaureate (IB) program came international standards in training global citizens under a universal “curriculum framework for peace education.”[x]


Global paradigm shift requires “common ground” in a “democratic” classroom, one rooted in the Chinese model of “participatory democracy.” Added to the Chinese participatory and EU transformation models, the Soviet polytech education model contributes to scholarship-lite “education” for the masses.


Enter, Common Core, standards for which will control curricula of private, religious, Catholic, and homeschools. With no elected school boards, charter schools follow suit. Because significant numbers of their students come from private schools, religious influence is sidestepped, resulting in broad societal implications. Many secular educrats consider morality, modesty, human rights, and the family to represent mere constructs in need of being deconstructed.


“Free” Money for the Taking

To affect needed “change we can count on,” there’s “free” money for the taking! Obama’s brainchild, Race to the Top, incentivizes states to reform K-12 curriculum by competing for grants. Desperate for funds, educators race to the feeding trough of $4.35 billion in stimulus moneys.[xi]


Significantly, Race to the Top is a top-down, centrally controlled, national education program. In a word, it’s unlawful. Established policy—i.e., General Educational Provisions Act—prohibits federal overreach by exercising any direction, supervision, or control over the curriculum or selection of instructional materials. So does the Tenth Amendment to the Constitution. Apparently, the Obama administration loosely interprets the supreme law of our land.[xii]


Where’s the State?

No Child Left Behind was a step in this direction, but unlike Common Core standards, it allowed the states to set their own standards. In actuality, “Common Core State Standards” is a misnomer. In no way are these standards state-written and controlled. Supported by President Obama and the federal Department of Education, they were hatched by a national cartel of politicians and businessmen.[xiii]


In most states, the governor is fingered as the single, most important person in higher education.[xiv] It should come as no surprise that, along with the Council of Chief School State Officers, the National Governors’ Association partnered with teachers’ unions (NEA and FTA) and contractor Achieve, Inc., to devise said standards.[xv]


[i] http://www.britannica.com/blogs/2012/03/national-control-ideas/.

[ii] www.youtube.com/watch?v=9ncWjY7vcy4.

[iv] http://www.nwlink.com/~donclark/hrd/bloom.html.

[v] Baum 2005.

[vi] Skinner 1984.

[viii] Julie Quist. “International Education Standards.” Blogspot: WomanTalk Education, 01/27/2006. 1-2.

[ix] http://www.amazon.com/Getting-Source-Readings-Sustainable-Values/dp/0974446114/ref=sr_1_1?s=books&ie=UTF8&qid=1372106293&sr=1-1&keywords=Sustainable+Values%2C+Ross+McCluney

[x] Reported in The Washington Times, 18 January 2004.

[xi] Education Reporter, The Newspaper of Education Rights, “Push Against Common Core Gains Momentum,” Number 328. May 2013. 1,4.

[xii] The Tenth Amendment (Amendment X) to the United States Constitution, which is part of the Bill of Rights, was ratified on December 15, 1791.The Tenth Amendment states the Constitution's principle of federalism by providing that powers not granted to the federal government by the Constitution, nor prohibited to the States, are reserved to the States or the people.

[xiii] http://www.blogtalkradio.com/sharonhughes/2013/01/29/straightalk-obamas-education-agenda.

[xiv] Kerr 1985.

[xv] http://www.blogtalkradio.com/sharonhughes/2013/01/29/straightalk-obamas-education-agenda.

Part 1: The Global Roots of "Common Core" Education

Part 2: The Rising Force behind "Common Core" Indoctrination

Part 3: Common Core: Who Will Rule the Global Schools?

Bush, Gorbachev, Shultz and Soviet Education

Molding Human Resources for a Global Workforce