"I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power." - Thomas Jefferson 1820

"There is a growing technology of testing that permits us now to do in nanoseconds things that we shouldn't be doing at all." - Dr. Gerald Bracey author of Rotten Apples in Education

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Tuesday, September 4, 2012

Message to PTA: There are Serious Concerns Regarding Student Privacy. They're More Important than Wrapping Paper Sales.

As a public education student, your child has little expectation of privacy and control of gathered personal data to federal agencies.  Where's the PTA's outrage?

JR Wilson has written an article for parents to read and understand what happens to their child's privacy when they cross the threshold of the school building.  Your child's data  now belongs to various state and federal agencies, as well as private researchers. 

The PTA and PTO Boards in public schools should be alerting parents to the massive data gathering on public education students.  Ask your organization or principal exactly what those documents you sign at the beginning of every year allow for data gathering on your child. The Maryland PTA in 2010 opposed data gathering for military recruiting use.  Where's the outrage from the PTA about student personal data being released to federal agencies and private firms designated to receive this information by the Department of Education?

Don't hold your breath your PTA will alert you to the massive data grab.  The organization received $1 Million from an early proponent of Common Core standards, Bill Gates.  To gather the data the Common Core is necessary.  The PTA probably won't come out against the data retrieval portion of Common Core.  It's received money to support the implementation of the standards which includes tracking students.

If you are alarmed at the increased scrutiny of personal data and use of this data for financial purposes to organizations, you can use this opt out form from educationnewyork.com.   We urge you to visit that website for more information on privacy issues for your child and family.

This article was originally published August 27, 2012 on EducationNews.com at


Parents Need to Know About Student Data Privacy

Trusting Parents

When enrolling or filling out forms during the school year, parents give schools personal information about themselves and their child. A school employee enters the information into the school office computer.  No thought is given to this since computers are a good way to store, organize, and manage data. Most parents don’t realize the data doesn’t stay In the school office computer.  The computer is networked and shares data with other computers. This information or data once it is entered becomes a part of a district or multi-district database that is uploaded to a state longitudinal data system at least once a month.

Are parents informed this is happening with personal information they provide?  Are parents asked permission, or consent, for their information to become part of a database beyond the confines and use of the brick and mortar school?  Should parents be made aware of this practice?  Should they be required to give consent?

State Longitudinal Data Systems, Purposes, and Prohibition

The state longitudinal data systems are for preschool through grade 12 education and post secondary education or P-16.  Basically, states are collecting data on all preschool through grade 16 individuals.  It is interesting to note for the purposes of data collection, the “P” for preschool means birth to school.  They want to collect data from the time of birth through an individual’s career. 

Federal legislation calls for the collection of data to include:
·   gender,
·   ethnic or racial groups,
·   limited English proficiency status,
·   migrant students,
·   disabilities,
·   economically disadvantaged,
·   assessment results,
·   demographics,
·   student-level enrollment,
·   program participation,
·   courses completed,
·   student transcript information,
·   transfers, teachers,
·   family income. 

Will state longitudinal data systems collect data beyond what is called for in legislation?  What is the purpose of the data collection?  How will it be used?  What will be next?  Collecting prenatal data?  The pre-conception gleam in the eye data?  In addition to the state longitudinal data systems containing far more information on students, parents, and teachers than necessary for educational purposes, I believe the system will eventually include information on all taxpayers with or without kids (twowks) so they may be held adequately accountable for how others spend their hard earned tax dollars.

There has been a push for state longitudinal data systems for many years. As early as 1965, the initial Elementary & Secondary Education Act (ESEA) mentions providing support for collecting and storing data and using automated data systems.  Federal legislation and programs encourage or require data collection systems and the development of state longitudinal data systems. These include:
  • Goals 2000
  • Educate America Act
  • Improving America’s Schools Act
  • No Child Left Behind
  • America Competes Act
  • American Recovery and Reinvestment Act
  • Race to the Top.  (see sidebar)

Each state has a State Longitudinal Data System (SLDS) and names their SLDS a little differently to suit their own creativity.  As an example, Oregon has Project ALDER:  Advancing Longitudinal Data for Educational Reform and Washington has CEDARS:  Comprehensive Education Data and Research System.

The early stated purposes for data collection was to determine things like graduation rates, job placement rates, and program effectiveness.  The Race to the Top created mandates for data systems to be used to inform decisions and improve instruction.  While this is laudable, it is questionable as the driving need for data collection. An abundance of available data and research findings has been ignored in the reform education decision-making process. Many reform measures being pushed from the federal level on down have no evidence of effectiveness--some have evidence of negative effectiveness -- yet continue to be foisted upon the states and local districts to implement.  Are our decision makers Confusing Evidence and Politics?  Do they really have our students’ academic interest as a top priority?  Does anyone know how to make effective decisions based on this information?  Will the information be so overwhelming as to be useless except for cherry picking to support pet programs?  Who will benefit most?  Our students?  Private corporations?  Non-profit corporations?  Individuals and groups in positions of power and authority?          

Our society’s moral and ethical values may have slipped to the point that individuals and groups in positions of power and authority feel it is appropriate to publicly release information that most people feel is confidential.  Recently, state officials in Oklahoma posted private educational records of several students online.  This information may not have come from their state longitudinal data system but think of the control and power such information provides, especially if one is able to personally identify individuals.  When big brother has the informational goods on the public, are people likely to speak up or will they maintain a cautious place in line?

There is a prohibition on the development of a nationwide database of personally identifiable information (PII).  The Act that created No Child Left Behind says:

‘‘Nothing in this Act (other than section 1308(b)) shall be construed to authorize the development of a nationwide database of personally identifiable information on individuals involved in studies or other collections of data under this Act. 20 USC 7911.

Does that mean it is okay to develop a nationwide database provided no personally identifiable information is used?  It appears the federal government is dancing around the issue of developing a nationwide database.  While the federal government is not developing it, they are supporting, promoting, encouraging, and funding with tax dollars the development of state longitudinal data systems.  An effort, the Data Quality Campaign (DQC) is well underway, with federal encouragement, to have the state longitudinal data systems compatible for data sharing between and among states.  This effort will result in a defacto nationwide database.

The Data Quality Campaign’s report Data for Action 2011 Empower with Data indicates no states having all 10 Essential Elements of Statewide Longitudinal Data Systems in place in 2005.  In 2011 every state had at least 7 of the 10 Elements in place and thirty-six states had all 10 Elements in place.

The Data Quality Campaign lists the National Governors Association (NGA) Center for Best Practices and the Council of Chief State School Officers (CCSSO) among its Partners.  The NGA and the CCSSO joined efforts in an initiative to develop the Common Core State Standards and shares some of the same partners.  Both the Data Quality Campaign and Common Core State Standards Initiative have been supported with grants from the Bill & Melinda Gates Foundation (see 1, 2, 3).  The Common Core State Standards has provided investors and entrepreneurs with a lucrative market place.  Besides the technology industry and service industry, who stands to financially gain from the Data Quality Campaign and the state longitudinal data systems?

The Council of Chief State School Officers (CCSSO) and State Higher Education Executive Officers (SHEEO) are working to Promote the Voluntary Adoption of a Model of Common Data Standards and say: 

The U.S. Department of Education will facilitate the leveraging, and where needed, the development of model common data standards for a core set of student-level variables to increase comparability of data, interoperability and portability of data, and reduce collection burden.

Funding for State Longitudinal Data Systems

It is difficult to determine how much taxpayer money states have spent on longitudinal data systems.  As indicated above, there are numerous sources of funds available.  The Statewide Longitudinal Data System Grants Program does show how much grant money has been awarded to each state from their program.  Since 2006 over $612 million has been awarded with $254 million of that in American Recovery and Reinvestment Act of 2009 (stimulus) funds.  Information from this program’s website has been compiled into a table showing amounts each state has been awarded.

Personally Identifiable Information, Data Mining and Matching, and Security Breaches

State longitudinal data systems are not to permit students to be individually identified by users of the system.  What about abusers of the system?  Data from state longitudinal data systems can be matched with data from other databases enabling the identification of individuals no matter how much effort is put into keeping personally identifiable information (PII) out of the state longitudinal data systems.  Records can be matched by identifying overlapping data. 

With the ability to match data enabling the identification of individuals it is reasonable to think this data may find its way into the hands of data brokers and database marketers like Acxiom Corporation who may mine, analyze, refine, and sell the data.  While we may laugh at the Ordering Pizza in 2015 video, it hits real close to reality. 

Eventually, whether for sport, competition, or profit, hackers will compromise the state longitudinal data systems.  Perhaps they already have been exploiting these systems and the public and parents are never informed it is taking place.  Below is a notice that I have written and which I believe should be provided to parents and all of the media.  For obvious reasons it never will.

We have discovered that our state longitudinal data system servers were attacked, resulting in a security breach. The hackers were able to access information on all students, parents and teachers in the state. Our team has worked to secure the state longitudinal data system against this type of attack from recurring.

Please understand that we are under no obligation to inform you that sensitive data about the students, parents, and teachers in the state has been accessed and copied by unauthorized and unknown individuals.  Since our data system contains no personally identifiable information you should comfortably know we assume no liability for any damages resulting from the hacker’s ability to personally identify individuals by matching overlapping information with other database information for which we have no control.

We sincerely apologize for this inconvenience. Should you find the consequences of this security breach to be devastating to your life, we suggest you consider assuming another identity and start a new life.  Should you wish to exercise this option, for a fee we can assist you in this effort.  We take the security of our data seriously and can assure you we are taking measures to protect the system from this kind of breach until it happens again, at which time we will simply send you another message similar to this one reassuring you there is nothing to be concerned about.

J.R. Wilson is a parent and an education advocate with 25+ years experience in public education as an elementary teacher, curriculum consultant, staff development coordinator, and principal.


A Blueprint for Reform The Reauthorization of the Elementary and Secondary Education Act, United States Department of Education, March 2010

A Statement of Common Purpose:  Chief State School Officers and State Higher Education Executives Promote the Voluntary Adoption of a Model of Common Data Standards

“America COMPETES Act’’ or the ‘‘America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act” of 2007

American Recovery and Reinvestment Act of 2009

CEDARS:  Comprehensive Education Data and Research System

Confusing Evidence and Politics, Jay P. Greene’s Blog
Data for Action 2011 Empower with Data, Data Quality Campaign

Data Cleaning: Problems and Current Approaches

Elementary & Secondary Education Act (ESEA) (P.L. 89-10)
Page 49 of Public Law 89-10  April 11, 1965

Goals 2000: Educate America Act (P.L. 103-227) MAR. 31, 1994

Improving America's Schools Act of 1994
Leveraging Federal Funding for Longitudinal Data Systems - A Roadmap for States

Project ALDER:  Advancing Longitudinal Data for Educational Reform

PUBLIC LAW 107–110—JAN. 8, 2002, An Act To close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.

Race to the Top

You for Sale: Mapping, and Sharing, the Consumer Genome

1 comment:

  1. I haven't had the chance to look through the archives here. Yet.

    For the couple of pieces I have quoted, though, thank you.

    You are doing important work.


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