Posts Tagged ‘Education’

How progressives got their agenda implemented so quickly (and in Utah)

[From Susie Schnell]

If you are a Progressive Educator or leader on the National/Federal Level and want to get your education agenda through quickly to as many states as possible, you need the support of conservative Republicans. So…

1. You push this agenda through individual “states” instead of “federal” because we like state’s rights.

2. You appeal to their desire for “higher standards” because we believe in an educated populace.

3. You talk about modernizing schools with the latest technology and equipment

4. You partner with private institutions since it appeals to our sense of capitalism and free enterprise

5. You talk about college and jobs because this is foremost on our minds in a failing economy

6. You hold national conferences to teach these ideas to state and local school boards and get them to buy into it.

7. You write the national standards, assessments and curriculum through gov’t partnered organizations so it doesn’t seem like the govt is writing them directly.

8. You help each state board of education write their own bills for implementing this plan, either directly or by using a “model” so all states are coming up with the same laws throughout the land, but think they are being independent. (Do you really think that our state board wrote these bills independently or maybe they got help?)

9. You advertise this as a Governor’s and State’s thing to the general public so no one looks behind the curtain.

10. You get as many Republicans and conservatives to accept your plan because of the nice sounding ideas, and they don’t realize they are setting up the foundation for a federal takeover of education. Families and conservatives don’t question these conservative legislators, but trust they are only after state’s rights and what is good for the children. Without realizing it, these good legislators have enacted laws to usher in this progressive agenda.

11. Get everyone to sign off on the standards as if there’s a crisis and this must be done right now.

12. Progressives never give up. When they don’t get their way, they just go back into their caves, re-strategize, change phraseology and try again. We ALWAYS have to be on guard for new tricks.

Problems:

1. This whole idea was set up by the Federal Gov’t, USOE and dangerous national interests who are working together, like Bill Gates, Linda Darling-Hammond, Pearson, and large corporations set on making billions by partnering with the federal govt, states and local districts for a guaranteed income for years. These Public Private Partnerships threaten not only local control, but also real free enterprise for smaller businesses that have not been chosen by the govt for these contracts. What the Federal Gov’t cannot legally do, and visa versa, the other partner can accomplish. We have been tricked into thinking this is a locally grown program in Utah.

2. The next phase in this process is to develop Century 21 Community Schools which will invite more Public Private Partnerships (PPP). Big corporations contract with federal, state and local school entities to go into these community schools full time, 6-7 days a week, and provide services of free healthcare and dental, PreK-12 education, job placement programs, recreation, daycare, 3 meals a day and every service you can think of for the entire family. This has already started in Ogden School District and Ogden’s plan is to make every school in it’s district a full service community school. Arne Duncan speaks a lot about this plan and thousands of these schools are popping up all over the nation. All of this data (healthcare, psychiatry records, academic scores, meals, recreation, etc) will be a part of the state and national data base because these families go to a one-stop community center with every amenity they need. No need to go home or church or extended family.

3. Right now, we’re just talking about school records from Pre-K to college to work. That’s bad enough. But by setting up extensive data collecting technology, we are easily setting ourselves up for the next step of education when full-service 21st Century Schools will be the growing phenomenon.

https://www.redorbit.com/news/technology/1999361/utah_state_office_of_education_partners_with_pearson_for_new/

Please look beyond just Common Core, compare it with Obama’s National Education Goals, and look to see what these bills in Utah are setting up in the bigger scheme of things for the future.

Simple, local and parent-centered are the answers.

Thanks,

Susie Schnell

Borg’ing Education via Common Core

Borging Education

The Borg was an alien species that threatened the existence of the Federation in the TV show Star Trek. Their race assimilated other races into their collective through hardwired neurological attachments that would reach deep into the mind. Their belief was that central control would raise efficiency. The result was a total loss of individuality and independent thought. What is happening in the education system in this country is very much a parallel to this threat.

Lt. Governor Bell recently praised the Common Core State Standards (CCSS), but there are several important things he and others need to realize.

While the math standards themselves are pretty good (addendum: read better than most states, but not top state standards), the notion that these are not national standards is inaccurate. When you have national organizations (National Governor’s Association and Chief State School Officers) collaborating to create one set of standards, you have de facto national standards.

The claim that the federal government isn’t involved in these standards is laughable. They bribed states to adopt the standards with Race to the Top grants (which would only be available for a handful of states) IF they adopted CCSS. Now, several states have sought waivers on No Child Left Behind’s annual yearly progress and the federal DOE is telling them, “we’ll grant you a waiver, IF you adopt ‘career and college ready standards’ (hint: Common Core).” Why were the Feds so interested in bribing states to get on CCSS even before a final draft was ready? They aren’t involved in this, right?

Why would Lt. Governor Bell say that Utah can adapt the standards to meet our needs and values when we aren’t allowed to modify the standards at all, except to add 15% more to them? How can he say these aren’t national standards?

If the federal government really isn’t taking over education, why have they put millions of dollars into creating assessments with organizations like SBAC, PARRC, and Achieve?

If the federal government isn’t nationalizing education, why have they mandated that states create a database to federally mandated standards to track children on 40 vital factors such as a child’s blood type, what time they get on the bus in the morning, the number of cavities in their mouths, what their religious affiliation is, family voting status, etc…? This is a total invasion of privacy. Is anyone concerned about this?

If the federal government isn’t taking over education, why have they been rewriting the laws at the federal level to strip away state and local control of education and make it look like they’ve always had legal control of education?

Can anyone not imagine the Feds soon telling the states they’ll get no federal funds for education (or perhaps ANY funds) unless they adopt this entire package? Everything is coming together for total federal control and we are embracing the Borg collective! It’s the end of individualism.

The solution isn’t found in joining the collective. It’s found in a return to true local control and giving parents MORE responsibility and authority for their children’s education. Each time we remove authority and responsibility from parents over their God-given mandate to teach their children, their interest and involvement lessens because they know, “the schools are going to educate my child.” Until we put the burden back on parents for their child’s success, education will continue to decline.

Links to the above points can be found here: https://www.utahsrepublic.org/dropping-the-common-core-state-standards/

Jumping off the Federal Education Train

Nobody wants to contemplate jumping off a moving train, but the federal government’s takeover of education is driving state and local control right off a cliff.  In several past articles on this site I’ve tried to detail the grab of power the federal government is making. This article (https://www.utahsrepublic.org/dropping-the-common-core-state-standards/) is perhaps the best summary article I can refer to which links to the components of this takeover involving standards, assessments, curriculum, database tracking, and changing of national laws on control of education.

In the past few days, I’ve received articles and insight from a few people that show the feds have become brazenly open in preparing to force states onto its plan.

From an article in the Orange County Register newspaper:

https://www.ocregister.com/articles/schools-318629-states-obama.html

President Barrack Obama on Friday announced that states can opt out of the much-maligned federal accountability system if they agree to implement reforms that include tying teacher and principal evaluations to student test scores, enacting standards to prepare students for college and careers, and adopting national common education standards.

“The federal government really did not cut us a break with this waiver plan. All these reforms will cost schools money they just don’t have,” county Superintendent William Habermehl said. “The better solution would have been for Obama just to give states unconditional relief from NCLB for two or three years while they figure out how to fix the law.”

California’s willingness to even apply for the waivers also remains unclear. State Superintendent Tom Torlakson has already expressed concern over the ability of the cash-strapped state to enact such sweeping reforms.

In other words, if you don’t want to deal with No Child Left Behind Annual Yearly Progress issues, just agree to sign onto the national plan to prepare our children for college and careers which includes CCSS, assessments, and tying school teacher and principal evaluations to those assessments.

The national database will naturally have to be part of this package to track teacher performance and it appears from this article in the NY Post that it was funded in the 2009 stimulus bill.

https://www.nypost.com/p/news/opinion/opedcolumnists/how_the_feds_are_tracking_your_kid_xC6wecT8ZidCAzfqegB6hL#ixzz1htUXiCRd

Under regulations the Obama Department of Education released this month, these scenarios could become reality. The department has taken a giant step toward creating a de facto national student database that will track students by their personal information from preschool through career. Although current federal law prohibits this, the department decided to ignore Congress and, in effect, rewrite the law. Student privacy and parental authority will suffer.

How did it happen? Buried within the enormous 2009 stimulus bill were provisions encouraging states to develop data systems for collecting copious information on public-school kids. To qualify for stimulus money, states had to agree to build such systems according to federally dictated standards. So all 50 states either now maintain or are capable of maintaining extensive databases on public-school students.

The administration wants this data to include much more than name, address and test scores. According to the National Data Collection Model, the government should collect information on health-care history, family income and family voting status. In its view, public schools offer a golden opportunity to mine reams of data from a captive audience.

The feds are putting states on the ropes. If you want federal funding, you either comply with AYP and impossible growth targets, or they’ll grant you a waiver for NCLB if you adopt the Common Core package which includes everything including assessments and database tracking of our children.

There is only one solution I see. Utah needs to save about 10% of its education spending and get off the federal train. Without pretty drastic action, we’re going to have state and local educators whose sole function is an administrative check to make sure everyone is complying with federal mandates on curriculum, standards, assessments, and database reporting. Don’t worry, Washington D.C. is full of people who are confident in their ability to tell you what your child needs in the way of education.

Here’s a great little analogy on the benefits of local control.

BYU Ed Department’s Jungian Scholar

Fourth in our series this week exposing BYU’s Education Department connections, today we look at the philosophy embraced by professors and how they are reaching our local school districts with their agenda. This isn’t an indication it’s in every classroom or even most of them. It’s just part of putting people with your philosophy into positions of power, much like President Obama’s cabinet and Czars who are drastically affecting our lives.

The following letter is one I received from someone who wishes to remain anonymous. I interject below.

***********

First, I’d like to give you some background about what I’m uncovering in Canyons District just in case it comes in handy on anything you’re doing.

Alta High’s new principal, Fidel Montero, was hired after the “racist incident” at Alta. He was Timpview’s Asst. Principal. Fox 13 News reported on May 18th, 2011 the following:

The Canyon School District says it chose Montero because of his impressive resume. Before his work as a teacher, Montero consulted inner-city schools in Miami and and Los Angeles.

“He is an expert in multicultural education. He is expert in school reform,” says Jennifer Tumor-Cook, spokesperson for the Canyon School District. “

Oak note: please see Monday and Tuesday’s articles for information on multiculturalism problems at BYU’s Education Department.

Canyon’s School Board was also given social-justice educator, Linda-Darling Hammond’s, book “Flat World in Education and How America’s Commitment to Equity will Determine our Future” by our Deputy Superintendent, Ginger Rhodes. Upon reading it, a member of the board, Paul McCarty said, “I see a lot of it as a blueprint for where we are heading in Canyons District.”

Oak note: Linda-Darling Hammond was recommended by Bill Ayers to President Obama to be his Secretary of Education.

After this, Canyon’s District invited the Southern Poverty Law Center to come teach their social-justice program “Teaching Tolerance” to leaders, teachers and student-leaders in the entire district. This infuriated me!

After these tidbits, I looked up Fidel Montero and discovered that he’d come out of the David O. McKay School. And, because I knew what you’d uncovered about their connections to the NNER, I did some research.

The book Fidel co-wrote, Understanding the Whole Student: Holistic Multicultural Education , was co-written with Clifford Mayes, Ramona Cutri, & Clint Rogers (all from the David O. McKay School).

You already know a little about Ramona Cutri, but last night I finally got around to looking into Clifford Mayes. If you don’t already know, his bio describes him as a jungian scholar. This fact will be important as you read further. Here’s the link to his info on wikipedia:

https://en.wikipedia.org/wiki/Clifford_Mayes

Oak note: from his BYU Vita we find these interests and papers mentioning multiculturalism and Jungian thought.

September 1996-present: Brigham Young University.
Position: Associate Professor of Education (received tenure: 2003; advancement to full professor anticipated in AY 2007)
Duties: Teaching graduate courses in social history of U.S. education, curriculum history and theory, multiculturalism, instructional theory.
Interests: Curriculum theory and history, multiculturalism, (neo-)Freudian/(neo-)Jungian theory and practice in pedagogics.

Mayes, C. (2003). Foundations of an archetypal pedagogy. Psychological Perspectives: A Semiannual Journal of Jungian Thought. C.G. Institute of Los Angeles, 46, 104-116.

Mayes, C. (2005). Ten pillars of a Jungian approach to education. Encounter: Education for Meaning and Social Justice, 18(2), “30-40.

Mayes, C., and Blackwell Mayes, P. (2005) Jung, Mormonism, and the dialectics of exaltation. Psychological Perspectives: A Semiannual Journal of Jungian Thought. C.G. Institute of Los Angeles, 48, 84-107

After reading about his background, and how he developed a new way of teaching called archetypal pedagogy, I decided to look up how Critical Pedagogy related it. Critical Pedagogy is described on wikipedia as this:

“Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements that strive for what they describe as social justice.”

Because I’ve now become a skeptic, I started wondering, “Could Clifford Mayes just be using this new term, archetypal pedagogy, to hide the fact that he’s actually teaching critical pedagogy?” So, I looked up jungian pedagogy with critical pedagogy and hit the very sad-jackpot on this BYU Jungian Scholar…

Critical Pedagogy and Cognition: An Introduction to a Postformal Educational —By Curry Stephenson Malott

“A Jungian Pedagogy therefore rejects not only traditional approaches to education that assume that teachers save kids from their inferior cultures by implementing the policies of the superior ruling class, but also the assumption that the only thing that needs to happen for revolutionary change to occur is for dominant institutions to be replaced by ones led by the organic leaders of the oppressed classes. In practice, traditional revolutions follow a hierarchical structure where movement leaders develop vision, agenda, and tactics and an army of activist-pawns carry them out.

A Jungian revolution, on the other hand, would be much more complex involving all members of society engaged in serious, rigorous self-reflection, and theoretical and historical investigations. The new society would emerge out of a rejection of the hegemony collective unconscious and therefore as a byproduct of a mass critical self-awareness that makes decisions not based on externally imposed values, but by those emanating from the internal structure of full consensus.”

So, as you can see, it really is a psychological-warfare marketing campaign for the masses, and far too many Americans are falling for it.

Oak note: Jungian pedagogy is exactly what Bill Ayers has been preaching for decades and is essentially the overthrow of our current government to be replaced by the oppressed “workers of the world uniting.” See these posts for more information on Bill Ayers if you don’t really know his philosophy.

https://www.utahsrepublic.org/bill-ayers-exposed/ (Bill the revolutionary radical Marxist)

https://www.utahsrepublic.org/whats-the-difference-between-john-goodlad-and-bill-ayers/ (a number of quotes from Ayers related to education)

Here’s the link to Curry Stephenson’s book

Here’s a link to one (out of several) books on jungian psychology that Clifford Mayes has written:

Jung and Education: Elements of an Archetypal Pedagogy by Clifford Mayes (May 25, 2005)

Also, go to this David O. McKay School link and read about his publications, a few of which mention Social Justice outright:

https://education.byu.edu/edlf/publications.html

Oak notes: It is foolishness to assume philosophies from teachers such as these don’t get passed on to students. Everything we are colors everything we do. Multiculturalism from organizations like NAME and the NNER filters to down to students through the teachers who are scholars for these organizations. Those students in turn graduate into positions of authority as administrators and teachers.

Aside from direct classroom instruction/indoctrination, one way this happens at BYU is that CITES (Center for the Improvement of Teacher Education and Schooling) trains teachers and administrators for placement within the Public School Partnership school districts. CITES is run by Steve Baugh, a John Goodlad “Agenda for Education in a Democracy” (AED) scholar. Four out of thirty national AED scholars are in Utah county, two at BYU, two in Alpine School District’s leadership.

I have had several emails asking what can be done. Get your local school board loaded with people that understand the problem and will sever the ties to the Public School Partnership at BYU and when the demand dries up, the supply will too. Your school district is paying a lot of money to CITES and to get teachers trained there. Find alternate sources of teacher training. Stop with the extreme pedagogy training and focus on content. Teachers who know their content are generally far superior teachers of subject matter. Most of all, trust no one. You are responsible for your child’s education. Be aware of the things happening at your school and your children’s classrooms. Times aren’t going to get better. Common Core State Standards will see to that.

 

BYU Ed Dept and NRMERA

Susie Schnell found yet another connection for BYU’s Education Department. This time it’s the organization NRMERA (Northern Rocky Mountain Educational Research Association) and their home page contains this message from the organization’s 2011 president, BYU Education Department professor Pamela Cantrell.

Message From the President:

In deciding our theme for NRMERA 2011, I was very influenced by the following quote by William Ayers:

“Thoughtfulness requires wide- awakeness– a willingness to look at the conditions of our lives, to consider alternatives and different possibilities, to challenge received wisdom and the taken for granted, and to link our conduct with our consciousness.”

Our teaching profession often rallies around the “best practice” cry, framing it as an end result, a set of competencies to be met before best practice can be claimed. Some researchers talk about “owning” a given number of best practice principles and warn that if not perfected, the principles may just become another set of unproductive rituals that are mindlessly applied just to meet best practice criteria. What often happens is these principles are placed on a shelf, we glance at them once in awhile, maybe we take one out for a spin now and then, but we largely ignore them and perhaps feel a bit guilty and overwhelmed by the magnitude of achieving all of them.

What I like about the Ayres quote is that it suggests a willingness to evaluate where we are, and then take action that aligns with our personal philosophies. Those actions may be incremental—moving us step by step at our own pace—guilt-free–toward better alignment between where we are and where we hope to be. In our very busy and productive lives, what I think is needed is a measured personal effort inspired by hope and optimism that will lead us…

Toward Better Practice

Helping to frame our 2011 Conference around this theme will be our Keynote Speaker, Robert V. Bullough, Jr., eminent scholar and colleague, Professor of Teacher Education, Association Director of the Center for the Improvement of Teacher Education and Schooling (CITES), Brigham Young University, and Emeritus Professor of Educational Studies, University of Utah. His most recent books include (with Craig Kridel), Stories of the Eight-Year Study: Reexamining Secondary Education in America (SUNY Press, 2007) andCounternarratives: Studies of Teacher Education, and Becoming and Being a Teacher, also from SUNY Press (2008).

Pamela Cantrell, 2011 NRMERA President

Robert Bullough at BYU, is also good friends with Bill Ayers, pictured here together (Ayers on the left sporting the communist star, Craig Kridel in the center, Robert Bullough on the right):

ayers-bullough

Why do so many BYU Education Department professors have an infatuation with Bill Ayers and other people who want to tear down our country and our God-centered morals? Yesterday’s post showed BYU’s professors on the board of directors of NAME, an organization that wants to educate children in the classroom in order to END heterosexism. This must end. I’m certainly not perfect, but this whole situation brings to mind this scripture:

Mormon 8:38 “O ye pollutions, ye hypocrites, ye teachers, who sell yourselves for that which will canker, why have ye polluted the holy church of God? Why are ye ashamed to take upon you the name of Christ? Why do ye not think that greater is the value of an endless happiness than that misery which never dies-because of the praise of the world?”

You can’t mix Korihor’s doctrine with Christ’s and come up with a perfect blend of educational ideas.

President Joseph F. Smith said, “There are three dangers that threaten the church from within, and the authorities need to awaken to the fact that the people should be warned unceasingly against them. As I see them, they are flattery of prominent men in the world, false educational ideas, and sexual impurity.”

I have previously posted this quote and declared that the first two of those notions were being fulfilled by BYU’s Education Department’s involvement with John Goodlad’s NNER and the accolades he was bestowing on them to help them continue to feel good about promoting his transformational agenda. With yesterday’s news about NAME’s goals and BYU Education Department professors being on the board of that organization, I have to say all three are now unfortunately in play. Even if BYU’s Education Department says, “oh, we only take the good from these organizations and people and ignore the bad,” they give full credibility to such organizations by lending the name Brigham Young University to the list of institutions partnered with these organizations, sitting on their boards, and presenting at their conferences. Brigham Young must be rolling in his grave along with David O. McKay.

With BYU’s education program training so many teachers who are then placed into our schools, we are seeing the fulfillment of Abraham Lincoln’s statement, “the philosophy of the school room in one generation will be the philosophy of government in the next.”

My apologies to anyone in the Education Department at BYU who understands these problems but is silenced by the politics of your own personal situation.

 

Are Educators Above the Law?

A few years ago when Alpine School District floated it’s last bond, there were a number of election law violations which were filed with the appropriate authorities. These included passing out yard signs during taxpayer funded work days, and staff putting up yard signs during work days while on the public dime. Nothing ever came of it.

During the voucher fight, a Powerpoint presentation was circulating that was against the voucher issue. It had file properties showing it was produced on Cache School District computers and was up to 11 hours of editing time. When that was given to the State Attorney General’s office, I followed up with one of the attorneys to see how they were moving on this and was told, “it’s not popular to go after educators.”

This election, Alpine School District personnel again violated the law as can be seen in this picture of Lone Peak High School’s website clearly showing they told voters how to vote. As of this moment it is up on Lone Peak’s website.

Lone Peak High School, ASD Election Violation

 

Here are the relevant Utah laws someone sent me.

20A-11-1203
(1) Unless specifically required by law, a public entity may not make an expenditure from public funds for political purposes or to influence a ballot proposition.

20A-11-1204
Each public official who violates this part is guilty of a class B misdemeanor.

Are educators above the law? Should educators be held to a higher or lesser standard when they are modeling behavior for impressionable children? Will anyone in the justice system enforce these laws?

Sadly, probably not. Bad behavior continues and is emboldened when the law isn’t enforced. One charge would reverberate through the education community and warn them not to engage in politicking on the public dime.

(This is not intended to implicate all educators. Most are just fine and respect the law. It’s just a few that need to have more than a hand slap)

Glenn Beck on Education

Thursday night (10/20/11) on GBTV, Glenn Beck spend the block of time on education related material and made the entire episode free and available to anyone who wants to watch it. There’s a lot on homeschooling in this episode as well and how it can help relieve the stress of families and children who are overwhelmed by their current schooling experience. I’m not saying homeschooling is better than anything else that might be right for your family, but I very much respect those who choose that path for their family and think it’s good that people understand their education options.

The Marxist Redistribution of Teachers and Forced CCSS

Do you have a successful school? Lots of good teachers doing a good job educating students? Do you enjoy the federal dollars you receive for funding? The feds are about to turn that peanut butter and chocolate combination into cyanide and chocolate. (chocolate being the good local teachers just to clarify the analogy :))

A few days ago congress was presented with an 860 page education bill from Democratic Senator Tom Harkin of Iowa. The Heritage Foundation has started a review of the bill and notes:

For example, the bill would codify Obama Administration education priorities, such as the “equitable distribution” of effective teachers among schools. It would eliminate “adequate yearly progress”—the onerous federal requirement that mandated every child be proficient in reading and math by 2014—but would replace it with requirements that states prove they have “college- and career-ready” standards, giving Washington more control over the content taught in local schools.

Good news for schools on getting rid of AYP but if you’re successful, it’s time to chop that school up and send some of those teachers to failing schools to make sure they get quality teachers too. Oh, and don’t miss the great news that the Feds aren’t mandating national standards, they’ll just force you to be on “college- and career-ready” standards. Gee, I wonder where we can find national standards that will fit that bill? Oh yeah, the CCSS are available for use. We’ll just force everyone taking federal dollars to get on those standards so the federal assessments being rolled out will apply nationally. The factory model of education can continue but with total control from the top.

Educators and legislators, if you thought NCLB and AYP were bad, wait till this rolls out. You’ve got to get us off the federal welfare dime or what’s coming isn’t going to be good for anyone. Teachers are going to lose jobs in places they like, they’re going to lose freedom to teach what they deem necessary and be forced to teach to a national test, and children are going to lose any hope of having an education customized to their needs because the factory belt model of compulsory education is going to become more vise-like than ever.

What is being done? Heritage is pushing forward with an “A-PLUS” plan to bring accountability to parents and taxpayers while reducing the federal footprint, but I do not think this will happen in time to help our state. State lawmakers and educators need to work together to completely eliminate all federal funding and reject all mandates that come from Washington.

On this current education nightmare bill above, Washington always seems to have a way to get these things through, but thankfully the House is controlled by the Republicans so the Democrats are going to have a hard time getting this bill passed. Senator Rand Paul talk here about introducing 100 amendments to stop this bill in its tracks. I hope he’s successful.

Related post: https://www.utahsrepublic.org/dropping-the-common-core-state-standards/

Dropping the Common Core State Standards

Dropping the Common Core State Standards

Still think the Common Core Standards are just a state initiative? Ask yourself these questions and think again.

  1. What do you call it when standards are adopted from a national body and a state isn’t allowed to modify anything they just adopted except to add up to 15%? De facto federal/national standards
  2. What do you call it when national assessments funded by the federal government and led by a Marxist researcher will measure the effectiveness of common core standards? National assessments overseeing national standards
  3. What do you call it when national tracking is done on both academic and non-academic factors to ensure that students are scoring well on these assessments? A massive violation of privacy and national assessments and standards
  4. What do you call it when the federal government engages with textbook publishers to create curriculum based on common standards? A national curriculum and national standards
  5. What do you call it when federal dollars for state education come from countries like China and states like California? Immoral because our grandchildren will pay for their parents education
  6. What do you call it when the federal department of education rewrites the laws on the books to eliminate and redirect local and state control of education to the federal government? Tyranny and national control of education
  7. What do you call it when state officials and agencies fail to connect the dots on these items? A tragic lack of foresight

The Governor, State Board of Education, State Office of Education, and all others who buy into the story that the Common Core Standards are just a collaboration of individual states are in for a shock when they find out they cannot escape this transition to tyranny because they didn’t have the foresight to get off the federal funds now while there might still be time.

If adopting the Common Core means (and it WILL since we take federal money) we have to take national assessments, national data tracking, national curriculum, teachers teaching to the test which obviously means their failure to follow the national curriculum will result in their loss of a job (so they will proceed to follow the indoctrinating curriculum), and national control, we should immediately move to drop the Common Core standards and look for creative alternatives to save the 9% funding we get from the federal level. No intrusion or authority like this is given in the U.S. Constitution, which is the supreme law of the land.

Further, no loss of freedom can be recovered without tremendous effort. Giving up that freedom for a pocketful of money is so shortsighted that anyone who votes for any measure that includes federal funding of education should be immediately campaigned against and removed from office. For example, someone running for school board who touts “conservative principles” yet tells the public they’ll bring in the federal dollars should never hold any office of public trust that has budgetary authority.

JoDee Sundberg Campaign Poster

JoDee Sundberg Campaign Poster

If you believe the day is coming when people cannot buy or sell except through the collective entity (Revelation 13:17), what do you think is coming for education? Do you think the education establishment will escape it? Not a chance. That’s where this scenario starts by indoctrinating people to accept collectivism.

I applaud the resolution against national standards which the National Federation of Republican Women recently passed. You can read it here:

https://educationviews.org/2011/10/11/resolution-against-national-standards-for-schools-a-warning-from-oklahoma/

Are you willing to finance your child’s education on the backs of your grandchildren? Shame on you. Anyone who argues in favor of federal funding of state education should not be involved in our education system. Demand your legislators end all federal funding of education in this state. There are plenty of creative solutions to financial challenges and it’s high time we started looking to implement some of them.

Related Post: https://www.utahsrepublic.org/jumping-off-the-federal-education-train/ (shows the Feds are forcing states to adopt Common Core or not receive a waiver on NCLB’s annual yearly progress requirements)

DOE Transition to Tyranny

I received an interesting email today with a link to this document (PDF: Don Powers Assessment of Federal Education Law). Don Power’s is an attorney who was reviewing federal education laws. He starts off his report with this explanation:

“For this report we were asked to see if the federal government was conducting testing and analysis contrary to the requirements of federal law. We must report that under present legislation in the United States Code Annotated (USCA) the Department of Education (DOEd) can do what it wants relative to testing and analysis and the local schools have no control or input on what the DOEd wishes to accomplish, if the local school is receiving federal funds in any form. There is more explanation within the body of the report.”

What Don discovered was this:

“What we discovered is a transition to a tyrannical form of government. Sections of the USCA that supported local, states’ rights and local control of schools as well as sections that placed restrictions on the Federal DOEd were being repealed all together and in instances replaced by sections that grant more control to the federal level. We also checked other areas of the USCA and found this to be the rule, and not the exception. From the historical records, that we could check with our meager resources, it has apparently been going on since before the1960’s.”

Don lists several specific examples in his report. As I have already posted on this website, the federal government is moving toward the most intrusive data collection practices on our children that have ever been done. You can read it here and speculate as to how your child’s dental records being tracked will produce a student who is better at math.

Please read this post if you are unfamiliar with the problems of the Common Core State Standards.

Original link to Don’s report:

https://www.scribd.com/doc/67396352/Don-Powers-Assessment-of-Fed-Education-Law