Date: May 28, 2004
Subject: Governor praises new standards, Yecke

The office of Governor Tim Pawlenty issued this press release on Wednesday:

Roseville -- Governor Tim Pawlenty today signed into law a bill that puts in place new academic standards for science and social studies, praising former Education Commissioner Cheri Pierson Yecke for turning a major challenge into results. The new standards represent a compromise between the House and Senate versions and turned out to be one of the few accomplishments of the 2004 legislative session.

"When I asked Dr. Yecke to move home to Minnesota to lead our administration's education reform efforts, the number one challenge I laid out was to repeal the Profile of Learning and replace it with real standards," said Governor Pawlenty. "Some might say that it was the enormity of the task that made her the target of such bitter partisanship. We all can stand here today with Dr. Yecke, heads held high, proud of this major accomplishment for Minnesota."

Governor Pawlenty pointed out that Commissioner Yecke brought educators together to forge a compromise between the two different social studies documents before the DFL-controlled Senate removed her from office.

"These new standards reflect the hard work of many people and represent a giant step toward higher academic achievement," said Governor Pawlenty. "When joined with our new standards in math and reading, Minnesota has completed the transition to rigorous, grade specific standard-based instruction."

The science standards included in the bill were identical to those created by a citizen committee appointed by Commissioner Yecke and approved by the Minnesota Senate. School districts have until the 2005-06 school year to transition to the new science and social studies standards.

New tests based on the science standards will be implemented in order to comply with the requirements of No Child Left Behind. There will be no statewide test for social studies.

"I am proud of the open process we used to create these standards for Minnesota's schools," added Dr. Yecke. "Involving parents and educators in the development of the standards gives us the confidence they will be right for students for years to come."

Date: May 28, 2004
Subject: Ideological bickering

At the apparent mirror image of Scholar's Notebook, the MinnBEST blog, I noticed this statement in a recent entry:

"Private schools are a drain on the resources of the public schools. They are subsidized by the public and we have nothing to show for our investment. Providence academy and these new religious schools seem to be producing nothing but arrogance."

This was posted in response to some unflattering comments about education activist Wendy Swanson-Choi that were posted by Ben Blackhawk of Providence Academy on the SCSU-Scholars blog.

I for one hope that the Internet can be used to increase understanding between the education stakeholders (including parents, teachers, legislators, taxpayers, homeschoolers, private schoolers) and advance the state of education in Minnesota, rather than merely increase the speed and efficiency of ideological bickering.

Toward this end I have invited folks from these stakeholder groups to comment on the newly-passed Minnesota science and social studies academic standards. You have already read EdWatch's comments in this blog. Michael Boucher from MinnBEST has agreed to participate. I will share others' comments with you in the future. I hope that they will focus on the merits of the standards and in so doing help the rest of us start to make some sense of how they will affect our kids.

Date: May 27, 2004
Subject: New Standards: Improvement over the Profile but still flawed

EdWatch issued the following press release, which contains reactions to the new standards from EdWatch board members.

(SAINT PAUL, MN) EdWatch, Minnesota's largest parent/citizen education advocacy group, stated that the new social studies standards that were passed by the legislature on May 16th are an improvement over the Profile of Learning, but they remain deeply flawed.

"The new standards improve on the Profile of Learning in some important ways," stated Renee Doyle, EdWatch Board member, and former school board member. "They represent a noteworthy step forward. Unfortunately," she added, "they are also a tremendous disappointment." EdWatch has spearheaded public opposition to the Profile of Learning since 1998 when it was fully implemented in Minnesota. The group has been an outspoken advocate of knowledge-based academic standards on behalf of thousands of Minnesota
citizens.

Michael Chapman, EdWatch board member, noted that the new standards, while flawed in areas, at least expect students to know a few important facts about our own government. "We're somewhat encouraged to see that inalienable rights and self-evident truth, for example, are included as founding principles set forth in the Declaration of Independence," he stated. "Students will also learn that the United States is primarily a free market economy," Chapman continued, "and that protecting property rights is a primary role of government. These are important education goals for maintaining liberty."

EdWatch remains critical of the total package, however. "The newly adopted standards primarily use the framework of Sen. Steve Kelley," said Julie Quist, Vice President of EdWatch. "The Kelley standards never moved very far from the old Profile standards which were rejected by both the public and the legislature." She said. "The new standards adopted by the legislature make no requirement that schools teach national sovereignty, ignore the central role of Western civilization in our history, and focus on the negatives about America," she stated. She described the standards as an opportunity largely missed.

Doyle also described the process as flawed. "The open process involving the citizens of Minnesota was abandoned," she said. "The Kelley standards were written by a few University of Minnesota professors and social studies teachers behind closed doors, The so-called 'blended standards' were written the same way," she said. "The adoption of these standards, unfortunately, attempted to protect the confirmation of the Education Commissioner, Cheri Pierson Yecke. By using the Kelley framework, legislators hoped to appease the radical education elite. In the end," Doyle concluded, "they lost both good standards and a good Commissioner."

Date: May 21, 2004
Subject: EdWatch appraises new standards

Excerpted from an update to EdWatch members:

A futile effort to appease Sen. Kelley's angry political base produced a new set of flawed social studies standards that were crafted in secret by curriculum directors, bureaucrats and so-called "experts" who support the radical federal curriculum. Sen. Kelley's strategy of tying the Commissioner up in politically motivated confirmation hearings effectively sidelined her from the process for weeks. Without a shepherd, the citizen standards were orphaned.

The new science and social studies standards passed both the House and the Senate in the last hour before the final session adjourned. No time remained for lawmakers to read or debate them.

In spite of their flaws, however, the new social studies standards improve on the Profile of Learning in a number of important ways. Since the old Profile standards are currently integrated throughout the public school curriculum, most notably in language arts, the passage of these new standards represents a minimal, but noteworthy, improvement.

The problems remaining in Minnesota's social studies standards, however, are considerable. They adopt the framework from the radical Kelley standards, which we have vigorously opposed.

The newly adopted science standards do NOT include in the life sciences that students will study the full range of scientific evidence related to controversial issues such as evolution, in spite of almost universal public expectation that this information should be taught.

Most revealing was Sen. Kelley's absolute refusal to include national sovereignty as one of the founding principles of our country. National sovereignty is included as mere examples twice, neither time in a positive light.

Finally, the process by which the "compromise" was adopted is disturbing. The final language was assembled in complete secrecy by a team who were obviously in sympathy with the radical approach to social studies.

The "compromise" was distributed Saturday afternoon to conference committee members and to others present; then the committee adjourned. The final version was accepted by the conference committee in a hastily called meeting in the wee hours of Sunday morning. Those of us standing vigil all night were not even informed of the meeting.

A few hours later, and minutes before final adjournment, the Senate adopted the entire education bill. Senator Bachmann pleaded to see a copy of the standards before the final vote. She was not recognized to debate them.

Critics claimed the Commissioner didn't listen to their complaints, a totally false charge. In the end, it was the radicals who bludgeoned through standards compiled by a one-sided, handpicked few who disregarded the intense desire of Minnesota parents and taxpayers for standards that pass on the knowledge of our freedom to the next generation.

Date: May 21, 2004
Subject: Taking the "public" out of "public education"

J. E. Stone, Ed. D.
Education Consumers ClearingHouse & Consultants Network
www.education-consumers.com

If anyone wonders why regulation of the public schools by state education agencies has done so little to promote the kind of changes wanted by the public, they should consider what happened to Minnesota's Cheri Pierson Yecke.

She was well qualified and experienced, and she was trashed—primarily by educators—for siding with the parent and taxpayer critics of the public school curriculum.

"[Senator Steve] Kelley whose Education Committee recommended Yecke's firing last month, argued that the commissioner had split the state's education community of parents and educators into two warring camps." (Star Tribune, "Senate fires Yecke," May 17, 2004.)

Yes, but wasn't it the job of Yecke's agency to set directions for the schools and to hold them accountable to the public—and not vice versa?

It can be argued that her curricular views were biased, but bias is a relative matter. As all post-modernists know, the question is, "whose bias?"

The real issue in her downfall was that she shared the biases of parents and the lay public, and she opposed the biases favored by educators.

Had she gone along with the curricular preferences of Minnesota's education establishment, she would have been welcomed and affirmed.

So if the education establishment is able to exercise that much control over the choice of a state education agency's leadership, is it realistic to expect that that agency will be able to lead education in the direction wanted by the public?

The object lesson is clear. Congress, governors, legislators, and school board members are free to enact all of the reform policies they would like so long as implementation and enforcement remain in the hands of a captive agency.

Date: May 21, 2004
Subject: Minnesota's loss

THE EDUCATION GADFLY
A Weekly Bulletin of News and Analysis from the Thomas B. Fordham Foundation
http://www.edexcellence.net
Volume 4, Number 20. May 20, 2004

Minnesota's loss
By Chester E. Finn, Jr.

Minnesota is a diminished place this week, Cheri Pierson Yecke having been rejected (by the state Senate, on a straight party-line vote of 35-31) as commissioner of education. Her sin was being an educator of strong principle who would not bend to expediency and whose concern for the state's children overrode the temptation to pander to adult interests. By which I mean not just the teacher unions but also the sizable band of frenzied ideologues that populates the education system of the Land of 10,000 Lakes. She stoutly supported high standards, rigorous and substantive content (especially bona fide history), school choice, and results-based accountability. Educators balked. And by targeting her, Minnesota's faltering DFL party was able to score a rare victory over GOP governor Tim Pawlenty—evidently, a higher priority than closing the state's $160 million budget gap. Having dispatched Yecke, the legislature adjourned for the year. Dr. Yecke will live to fight another day, perhaps in another place. She's one of the all-too-rare human treasures of American education. It's Minnesota that will suffer from her (temporary) eclipse.

Date: May 16, 2004
Subject: DFL terminates Commissioner Yecke

The following statement was issued by Governor Tim Pawlenty today:

"In the dark of night, the Democrats in the Minnesota Senate have done a great disservice to our state. By rejecting Commissioner Yecke on a party line vote, they have rejected innovation and accountability for our education system. My disappointment in their action and the loss to our state is deep and profound.

"The DFL and other defenders of the status quo must know that their action this morning will not change our reform-focused mission for education — nor our confidence and respect for Dr. Yecke."

Date: May 13, 2004
Subject: Devil in the details

Like the old saw "the devil's in the details," you can learn a lot about what the opposing sides really want (or oppose) by looking at the proposed amendments to bills.

For example, during last week's debate over the Senate omnibus education bill ("omnibus" means a bill that is a combination of related bills that is debated and voted on as one bill), Senate Republicans moved several amendments that were defeated in the DFL-controlled body:

1. Amendment offered by Sen. David Hann to require the implementation of the House-endorsed social studies standards developed by the Minnesota Department of Education and the Minnesota Academic Standards Committee (on which yours truly served) in place of the standards written by the Minnesota Council for the Social Studies. The amendment failed 31 to 35.

2. Amendment offered by Sen. Michele Bachmann to include in the social studies standards teaching with specific reference to such things as "national sovereignty, natural law, self-evident truths, inalienable rights 'endowed by their Creator' of life, liberty and pursuit of happiness, and that the purpose of government to protect these rights". The amendment failed 31 to 34. Has the DFL declared these principles obsolete, or just irrelevant?

3. Amendment offered by Sen. Gen Olson to require in the science standards the teaching of the scientific investigation and critical analysis of the evolution theory. The amendment failed 31 to 34. A recent Minnesota Zogby poll indicated that 82% of Minnesotans favors presenting the full range of scientific data on controversial issues, such as evolution.

4. Amendment offered by Sen. Michael Jungbauer to require, in the Social Studies standards, that wherever BCE (Before Common Era) is referenced, that it be replaced with the traditional B.C. (Before Christ), and that CE (Common Era) be replaced with the commonly understood A.D. (Anno Domni, Latin for "In the Year of Our Lord"). The amendment failed by voice vote. (The BCE/CE terminology comes from the National History Standards. I suppose next the DFL will strike "One nation under God" from the Pledge of Allegiance, if they don't abolish it altogether.)

5. Amendment offered by Sen. Sean Nienow to require in the social studies standards that students are taught and are able to explain President Lincoln's understanding of the nation's founding that "the principles of the Declaration of Independence are universal and applicable to all people of at all times". The amendment failed 27 to 38. OK, this maybe this was getting into a curriculum decision, but after the defeat of the Bachmann amendment, it was worth a try.

For a very detailed account of this debate, check out the listing for SF 1774 at minnesotavotes.org.

Date: May 4, 2004
Subject: Legislature commends Cheri Pierson Yecke

Jesus said to them, "Only in his hometown, among his relatives and in his own house is a prophet without honor." —Mark 6:4

HOUSE JOINT RESOLUTION NO. 342
Commending Dr. Cheri Pierson Yecke
Agreed to by the House of Delegates, February 6, 2004
Agreed to by the Senate, February 12, 2004

WHEREAS, Dr. Cheri Pierson Yecke, a former Secretary of Education for the Commonwealth of Virginia, has been appointed the Commissioner of Education for the State of Minnesota; and

WHEREAS, since leaving her post as Secretary of Education, Dr. Yecke has served as a senior advisor to the President of the United States and an official with the United States Department of Education's Office of Elementary and Secondary Education; and

WHEREAS, Dr. Yecke served from 1998 to 2002 as both the Secretary and Deputy Secretary of Education for the Commonwealth of Virginia; and

WHEREAS, since January 2002, Dr. Yecke has been a member of the State Council of Higher Education for Virginia, serving on the Academic Affairs and Outreach Committees; and

WHEREAS, Dr. Yecke served from 1995 through 1998 as a member of the Virginia Board of Education; and

WHEREAS, while serving as a member of Governor Allen's Blue Ribbon Commission on Education, Dr. Yecke was instrumental in establishing the Standards of Learning as Virginia's nationally acclaimed educational reform initiative; and

WHEREAS, a public school teacher in Virginia for six years, Dr. Yecke was recognized as Teacher of the Year for Stafford County in 1988; and

WHEREAS, Dr. Yecke earned her Ph.D. in gifted education from the University of Virginia in 2001; and

WHEREAS, Dr. Yecke is a nationally recognized author and authority on education reform; now, therefore, be it

RESOLVED by the House of Delegates, the Senate concurring, That Dr. Cheri Pierson Yecke be hereby congratulated on her appointment as the Commissioner of the Department of Education for the State of Minnesota; and, be it

RESOLVED FURTHER, That the Clerk of the House of Delegates prepare a copy of this resolution for presentation to Dr. Cheri Pierson Yecke in recognition of her unselfish and outstanding service to the citizens of the Commonwealth of Virginia.

Date: May 3, 2004
Subject: Getting things done

From The Education Gadfly, a weekly bulletin of news and analysis from the Thomas B. Fordham Foundation, April 29, 2004:

In Minnesota, a state Senate committee voted yesterday along party lines to reject the nomination of Cheri Yecke to be state superintendent. Her apparent sin? Being too “controversial,” which is code for getting useful things done. And get things done she has, including dumping the state’s atrocious Profile of Learning standards and shepherding a crackerjack set of social studies standards into being. Though Governor Tim Pawlenty has promised a vigorous fight before the full Senate, state Democrats seem determined to deprive the people of Minnesota of the services of a nationally recognized middle school and gifted education expert, experienced policy maker, and passionate advocate for reform. If they succeed, the loss will be not just theirs but that of every student in the Land of 10,000 Lakes.

Date: May 3, 2004
Subject: I'm shocked

According to an unscientific Strib Instant Poll, 87% of respondents think that the Senate Education Committee recommended against Cheri Pierson Yecke's confirmation because "DFLers [are] playing political power games" or "She's a target for anti-Pawlenty sentiment." Only 12% believe it's because "She's not the best choice for the job." As of today there were over 20,000 respondents to the poll.

In other news...

[Education Committee chair Sen. Steve] Kelley insisted that DFLers on the Education Committee aren't using Yecke's confirmation as a bargaining chip to leverage legislative concessions out of either Gov. Tim Pawlenty or the Republican-dominated House. But Sen. Sandy Pappas, DFL-St. Paul, wondered if a little horse-trading might come into play, especially if a confirmation vote is put off indefinitely.

"The longer it goes on, the more likely that the governor could try to make deals with individual legislators," said Pappas, one of six committee Democrats who voted to recommend Yecke's dismissal. "I don't really like linkage, but that does go on around here."

—"Republican senators line up behind Yecke," by Norman Draper, Star Tribune, April 29, 2004

As Capt. Renault would say, "I'm shocked, shocked" to find that there's politics going on here. Sen. Pappas tries to cast aspersions on the governor, but frankly either side could say "let's make a deal."

As the croupier said to Capt. Renault, "Your winnings, sir."

Date: May 3, 2004
Subject: Ember Reichgott Junge: Confirm Yecke

It rarely happens, but DFL commentator Ember Reichgott Junge agreed with the Taxpayer's League's David Strom yesterday, in their regular Sunday appearance on the KSTP-TV public affairs program "At Issue," hosted by political reporter Tom Hauser.

While making the point that education commissioners should bring the education community together rather than be "divisive," Junge said that this issue is not enough to "de-seat" Cheri Pierson Yecke, and that the Senate should confirm her. I would argue that Yecke is the first commissioner in recent memory to bring all education stakeholders to face one another at the same table. It may be the family reunion from hell at times, but disagreement is not the same as divisiveness. It's the first step toward reconciliation in a family that too often doesn't communicate at all.