In the recent analysis of the DeVos nomination, it was mentioned that T74, a DeVos Family Foundation funded website published a critique of Jane Robbins's and Dr. Effrem's Federalist article warning of the dangers of social emotional learning (SEL) and that the author's employer had connections to many pro-Common Core and SEL groups: The T74, a pro-Common Core education blog funded by the DeVos Family Foundation carried a post attacking the Federalist article written by Jane Robbins and myself as the "journalistic equivalent of yelling 'fire' in a theater" without substantively answering our concerns. The author works at Bellwether Education Partners, whose partners include (surprise, surprise) DeVos' PR [Philanthropy Roundtable], Bush's FEE [Now called ExelinEd], and the Gates Foundation, all major supporters of Common Core and of SEL.
Here is an extensive excerpt of the rebuttal to that misguided critique published in the Federalist today: In response to our recent article in The Federalist exposing the dangers of so-called social emotional learning (SEL), Allison Crean Davis argues that parents have nothing to fear from governmental monitoring and manipulation of their children's psychological states. Writing for a new organization called The 74 (funded by the DeVos Family Foundation), she urges that Americans wait for the "iterative march of science" (no, we don't know what that means either) to help us figure out the best way to implement and measure SEL in schools.At the outset Davis likens SEL to Common Core: a "promising, well-intended initiative" that should be given a chance to work. Now there's a comparison that will ease parents' minds.It's also interesting that she wants education to be more like medicine, yet bemoans the fact that benighted parents didn't wait for the "research" to come out on Common Core before opposing it. If the Common Core scheme had followed the pattern of medical research, the standards would have been tested on small Read more
We are grateful to the Federalist for posting the latest article on social emotional learning from Jane Robbins of the American Principles Project and Dr. Effrem:It is great that Georgia has joined Tennessee in withdrawing from the CASEL SEL standards movement, but sadly, CASEL is pushing on with a new effort detailed in the article along with a detailed discussion of the dangers of SEL.**************************************************************************************This summer the Collaborative for Academic, Social and Emotional Learning (CASEL) announced it had chosen eight states to collaborate on creating K-12 "social emotional learning" (SEL) standards. All students, from kindergartners through high-school seniors, would be measured on five "non-cognitive" factors: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.Under such a system teachers become essentially therapists, and students become essentially patients. Supposedly this will clear away the psychological deadwood that obstructs a student's path to academic achievement. But less than two months later, two of the CASEL states (Tennessee and Georgia) have withdrawn from the initiative. Parents have begun to realize the dangers of SEL and to challenge their schools' lemming-like march toward psychological manipulation of children.
Jane Robbins,attorney and senior fellow for the American Principles Project, has written another excellent column about the dangers of the next big edu fad - social emotional learning standards. Eight states are working with CASEL to adopt them. These are California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania, Tennessee, and Washington.We have long written about the dangerous loss of freedom of conscience and privacy inherent in social emotional research and data gathering via the allegedly academic Common Core aligned tests that are being amplified in the Every Student Succeeds Act's accountability paradigm. Mrs. Robbins was kind enough to cite Dr. Effrem's research paper on this topic. Here is an excerpt: Assessment and development of students' social and emotional skills is risky business. What kind of training will teachers or other school personnel have for this responsibility? Psychologist Dr. Gary Thompson points out the extremely sensitive nature of evaluating children's social-emotional makeup and warns about having inadequately trained personnel implementing plans designed to alter students' psyches.When non-psychologists dabble in these murky waters, the result is tremendously subjective analyses of what a child is thinking or feeling as opposed to what the government thinks he should be thinking or feeling. Dr. Karen Effrem, who has researched and written extensively about the issue of SEL, warns about the subjectivity of this kind of analysis, particularly with young children.
Even prominent SEL proponents caution that assessing students on SEL standards, especially with the common mechanism of student surveys, can be a shot in the dark. Researchers Angela Duckworth and David Yeager have said that "perfectly unbiased, unfakeable, and error-free measures are an ideal, not a reality." [Read the whole column titled: The Latest Big Education Fad, Social-Emotional Learning, Is As Bad As It Sounds ]
CASEL or the Read more
Jane Robbins, attorney and senior fellow at the American Principles Project wrote another excellent article about invasive federal involvement in early childhood education, this time in the context of Hillary Clinton's dangerous pre-K plan. In it she discussed Clinton's strong desire to to extend her work as First Lady of Arkansas where she expanded a failed childcare/home visiting program called Parents as Teachers and then as US First Lady when she wrote the book It Takes a [Government] Village. Robbins discusses the help Clinton has received on her quest from both President Obama who has been promoting universal preschool for his entire presidency and the Congressional Republicans who caved and gave him another $250 million for preschool in the Every Student Succeed Act. She also discussed the push for even more national pre-K standards aligned to Common Core, especially the invasive social emotional standards and the terrible track record of failure and harm caused by these programs. On the last two issues, she was kind enough to mention or link to Dr. Effrem's research in these areas, for which we thank her. Here is an excerpt:
In any event, the Gates-funded ETS argues that as long as the federal government has pushed Common Core onto the states, beginning in kindergarten, the accomplishment-inducing preschool standards should be aligned with Common Core. That way preschool can be standardized across the country, eliminating the dreaded "inequity" by ensuring all preschoolers are drilled according to the same garbage standards. Alignment would also allow teachers to share instructional strategies and all teach the same thing. We can't have children in Kansas coloring duckies while Minnesotans are focusing on kittens.And of course, these standards should emphasize "social-emotional learning." The government must expect teachers to observe and record toddlers' psychological development and attributes, which information will be fed into the Read more
Senator David Vitter's 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 Read more