Gates Manufactures Another Astroturf Common Core Group in NY

The only remaining supporters of the Rotted Core are those who stand to profit in some way from the continuation of the manufactured failure of public education and the denial that poverty is a factor in student learning. 

The 80 billion dollar geek's latest gift to New York.  Story here:

. . . in reaction to the growing movement to opt students out of Common Core-based state tests and ramped-up campaigns by parent groups and teachers unions across the state, High Achievement New York is building its own countercoalition.

The group has been building a network of support from teachers, parents, administrators, education reform advocacy groups, businesses and community groups since it came into being a year ago. The group has the resources to do it, funded by the Bill and Melinda Gates Foundation – the primary foundation responsible for financing and promoting the Common Core – as well as the Helmsley Charitable Trust, and Robin Hood, a New York City anti-poverty organization.

In a meeting with Buffalo News editors and reporters Monday, representatives with High Achievement New York were accompanied by members of education reform group America Achieves, the Buffalo Urban League and the superintendent of Randolph Central Schools in Cattaraugus County.

Their main mission to is make the broader public aware that the Common Core is about more than just a test, they said. It’s about creating a new way of thinking and learning. Aside from wanting to counter what they consider bad information being espoused by anti-Common Core groups, they also say too few educators are taking advantage of everything the learning standards have to offer.

Randolph Superintendent Kimberly Moritz, for instance, said district leaders and principals need to be able to analyze and maximize the use of the Common Core testing data they receive, to help their teachers do the same. While some teachers complain that the Common Core testing information they receive isn’t transparent or useful, Moritz said the reality is that some teachers aren’t given the tools they need to examine the data in practical and meaningful ways.