On July 2, 2009 The American Prospect published an interview with Dane Linn, director of education for the National Governors’ Association (NGA). In the interview, Linn “innovates” the already well-developed ruling class method of disinformation.
This “director of education” actually argues that students require tough national standards because there is a “gap between how U.S. students perform [on standardized tests] relative to those in high-performing countries”, and therefore it is “no longer tolerable for the United States to depend on the top 10 percent to carry this economy.”
Excuse me? So those who produce and distribute real wealth, those who provide services such as healthcare and education — the majority — “do not contribute to the economy”? And, those who don’t “excel” at answering irrelevant questions found on some guessing game are the cause of the country’s economic crisis? (Example possible analogy for the upcoming SAT: National Governor’s Association is to Bill Gates as Sycophant is to…) Does this “educator” mean to say that those who produced and benefited from the recent trillion dollar bailout have been “carrying this economy” — only if one admits they’re carrying it into the dumpster! It is precisely this “top 10 percent” who live off the toil of the vast majority of workers in the U.S. and worldwide, who steal from the public treasury in the name of “stability.”
But it gets better. “We have both a moral and an economic responsibility to ensure that all students have an opportunity to take advantage of what we traditionally call those high-wage, high-skill jobs.” Right. Monopoly capitalism is all about ensuring everyone has a high paying job. I have no doubts that, when the States “voluntarily” adopt “common standards” for math and language arts, the economic laws governing capitalism, where the rich get richer and the poor get poorer, will cease to operate. Everyone will be able to take advantage of those plentiful high paying jobs, thanks to national standards!
But hold on. Further on in the interview, we learn of a different concern: “And the other thing is that it’s just not defensible to spend as much money as we are on the development of standards and assessments — times 50. So if we can leverage resources from state to state — for example, on student assessments — we can stop spending the approximately $700 million we are spending collectively and reach an economy of scale that is not obtainable in one state alone.” So, assessment is really super important, but we don’t want to spend money on it, so as with the rest of education, let’s try to cheapen it, all the while championing high quality education for all.