Jul 27, 2016 by

cash cow

“Two-Pronged Attack on Texas’ Public School Children”

By Donna Garner






*Tell the Texas Legislators that you do not want them to follow the Next Generation of Accountability and Assessment report.


*Tell the Texas State Board of Education that you do not want our Texas curriculum standards (TEKS) to be changed from Type #1 to Type #2. (To get more information, please see link at the bottom of this page.)




A two-pronged attack on our Texas public school children’s minds is occurring; and if allowed to go forward, Texas’ public school children could be changed forever.  





Today a Commission on Next Generation Assessments and Accountability (NGAA) will finalize its report to the Texas Legislature.


Some of those behind the NGAA are vendors and lobbyists who stand to make multi-millions off the “education cash cow.” The NGAA would bring about all new online curriculum and online assessments for more than 5 million Texas students; this would mean big bucks for the technology vendors/lobbyists.


Still others who are pushing this NGAA attack on the public schools are those who want to completely change the way children think without parents realizing that their children’s minds and hearts are being stolen by the federal government’s social justice agenda (a.k.a., Common Core).


As these Common Core-indoctrinated children grow up and become the voters and leaders of tomorrow, the great American Way would vanish; and America as we know it would be no more.


In fact, we are already seeing this come about as more and more Common-Core educated students across the country vent their lack of respect for authority towards the military, law enforcement, teachers, parents, the elderly, and the Rule of Law.


The way the Next Generation Accountability & Assessments (NGAA) is “selling” the Texas legislators and the public on its plan is to do away with the current and unpopular STAAR/End-of-Course tests.  Those would be changed into computer adaptive assessments (CAA’s) which would all be taken online – no paperandpencil tests allowed.




If the “creator” of the computer adaptive assessments (CAA’s) wants to change the way a student thinks (and, of course those behind Common Core definitely do), the creator simply keeps giving the student the same question (in different words) over and over until the student finally submits to the creator’s desired answer. It is only then that the student is allowed to move on to the next question on the online CAA.  


CAA’s are psychologically dangerous, particularly if the affective domain (feelings, emotions, opinions) or the SEL (social, emotional learning) are allowed to control any part of the assessment questions.  The affective domain and SEL are all subjective measurements and depend upon the value system of the unknown person who originated the questions. There is no right-or-wrong, fact-based answer. The “correct” answer is decided by the creator of the CAA.


Students taking CAA’s soon learn that it is better to answer the question the way the creator wants them to – in spite of the belief system that the child has been taught by his/her parents.


For instance, the CAA question might be based on global warming; and the student believes that there is no authentic scientific data that proves global warming is caused by mankind. The creator of the CAA has a different belief system. The student will not be allowed to move on to the next online question until he/she finally submits the answer that the creator of the CAA wants.


Over time, the student’s mind is manipulated and indoctrinated by taking the CAA’s themselves. In other words, even the taking of the CAA’s becomes a manipulative tool in the hands of those who create the CAA questions.




Not only is the Commission on Next Generation Accountability and Assessments (NGAA) going to recommend CAA’s instead of the type of fact-based STAAR/End-of-Course tests that Texas students take now, but also the NGAA is going to recommend multiple assessments scattered throughout the year – in other words, “baby CAA’s.” At first blush this sounds like a great idea because then students would not have to take that dreaded end-of-the-year STAAR/EOC. 


However, this is the problem with multiple assessments (a.k.a., “baby CAA’s”) scattered throughout the school year: Baby CAA’s would end up totally controlling the order and the time that teachers spend on each of the TEKS (Texas’ curriculum standards).


Teachers would no longer be in control of the curriculum units that they teach because to get students ready for the next baby CAA, teachers would have to be in lockstep each day with what is going to be tested on the next baby CAA.


No longer could teachers meet the needs of their individual students, taking extra time to reteach a concept; no longer would teachers be free to create their own teaching units and lesson plans in which they bundle various TEKS elements together based upon their years of teaching experience.  Every teacher would have to be teaching the very same thing each day to gets students ready for the next baby CAA.


If the NGAA plan goes into effect, Texas school administrators would no doubt choose to purchase their brand new, digitized, instructional materials using SB 6 funds.  SB6 instructional materials do not have to go through the scrutiny of the Texas State Board of Education’s public adoption process in which errors are located and are required to be corrected.  


The SB 6 funds would no doubt be used to purchase entire computer systems (containing the sequence in which the TEKS are to be taught, the time to be spent on each of the TEKS, the day-by-day digitized curriculum, the baby CAA practice assessments, the administrative plan to evaluate teachers, etc.). 


It is a sure thing that along with this digitized curriculum for the students would come the data tracking of their personally identifiable information that could be sold to third-party entities.


The entire computer system tied to the CAA’s would be produced by Common Core sources, all of which are tied to the federal government’s social justice agenda.




Oh, wait! This all sounds so familiar. In fact, this is the same plan used by CSCOPE (the Texas version of Common Core) except that the NGAA would add to the mix the baby CAA’s; and no Texas public school district could possibly evade the NGAA plan because their accreditation would depend upon it.




One other disturbing aspect of the NGAA’s report is that they want the state to pay for students to take the SAT, ACT, AP, and IB as college-and-career ready measurements. Guess what?  The SAT, ACT, AP, and IB are all now aligned to the Common Core!




Right now Texas’ curriculum standards (TEKS) are Type #1 which means that they are traditional, fact-based, academic, have clearly stated goals for each grade level and each course, grow in depth and complexity as the student progresses from one grade/course level to the next, and are measurable so that questions aligned with the TEKS can largely be answered with right-or-wrong answers.   


What if those Type #1 TEKS could be completely changed to Type #2 (i.e., the social justice agend)? If this were to happen, then the NGAA’s plan tied to the Common Core’s social justice agenda would be in place in every Texas public school classroom.


*To see the difference between Type #1 vs. Type #2, please go to this chart:



This takeover of Texas public school classrooms by the Common Core philosophy must be stopped. The answer is Type #1 TEKS and Type #1 STAAR/EOC’s. 


As I have stated many times to the parents and teachers who gripe and complain about the STAAR/EOC’s, “Be careful for what you wish.”  The NGAA’s plan with its CAA’s is much worse.  




7.26.16 — “Texas State Board of Education Must Not Break the Law” — By Donna Garner —

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