Tag Archives: education

Some Fundamental Problems With Common Core

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Common Core State Standards for education were advanced as a holistic reform intended to raise academic performance based on standardized achievement results. When reading the standards themselves, and the stated objectives, it’s inconceivable that anyone would take exception to them. Indeed, the education reform language sounds as idealistic and pertinent as any could. They were superbly crafted. Regrettably, in application, much is lost in translation, and Common Core is quickly becoming a significant detriment to our public educational system.

55319Achieve Inc. (a Bill Gates-funded educational consulting firm) created the standards, for the National Governor’s Association (NGA). And in 2010 when they were rolled out, adoption of the standards by the respective states was tied to the Race To the Top grants, funded by the massive Stimulus package of 2009. The granting of No Child Left Behind (NCLB) waivers augmented inducement for states adopting the standards. The irony of the latter is that we’ve learned over the past ten years of NCLB that accountability and subsequent punishment of districts, schools, and teachers does not substantively improve the quality of education. Yet it’s a significant characteristic of CC.

Achieve, Inc. called upon 135 academicians and assessment experts, most with ties to testing companies, to draft CC. The standards had, prior to their rollout, never been fully implemented or tested in actual schools. This represented a sharp break from educational reform traditions of basing reforms on empirical data and calculable results. Very few of the 135-member team were either classroom teachers or current administrators. The other most conspicuous absence from the development team was parents. After the standards were drafted, K-12 educators were reportedly brought in to “tweak and endorse the standards” to “lend legitimacy to the results, according to the editors of RethinkingSchools.org.

race-to-the-top-common-coreBy contrast, when I served on the Excellence In Public Education Commission for Idaho in the 80s, almost all of the commission members were educators, administrators, and/or parents. All of the major stakeholders in public education were represented. Such stakeholder involvement was conspicuously, and suspiciously, absent when CC was drawn up.

Perhaps none have explained the problems with CC as eloquently and precisely as Carol Burris from New York. In 2010 she was named the New York State Outstanding Educator by the School Administrators Association, and in 2013 she was named the New York State High School Principal of the Year. She has identified five key reasons CC is disastrous for education. She was extremely supportive of the objectives of CC, yet after thoroughly examining the program, realized the damage it would do to education. The following are some of her findings:

“Despite the claims of supporters, the standards are not built on sound research. They have never been field-tested nor proven to raise student achievement. The truth of the matter is research shows the rigor of state standards is not related to student achievement. In addition, a study of the state standards most like the Common Core by the Brookings Institution concluded that it is likely that the Common Core will have minimal effect on student learning. There is no research that supports the untested standards and practices of the Common Core.

Common-Core-question-21“The Common Core standards contradict what we know about the way young children learn. Louisa Moats, one of the few early childhood experts on the team that wrote the early literacy standards, is now an outspoken critic. Why? Because the K to 3 Common Core standards disregard decades of research on early reading development. Shortly after the standards were published, 500 early-childhood experts — pediatricians, researchers and psychologists — found the early-childhood Common Core standards to be so developmentally inappropriate that they called for their suspension in grades K to 3.

“The Common Core standards for English Language Arts promote the use of questionable strategies and over-emphasize informational text. One of New Jersey’s leading literacy experts is Russ Walsh of Rider University. Walsh, as well as other literacy experts, has become uncomfortable with the beliefs that guide the Common Core ELA standards, specifically that background knowledge does not matter for reading, “close reading” should dominate literacy instruction, and that students should be reading only grade-level texts. There is also worry that informational texts are crowding out literature in English Language Arts classes.

images“The Common Core tests are unreasonably difficult and will result in unfair consequences for students. Even as New Jersey begins the PARCC exams, some states have begun giving their own Common Core tests. New York’s students have taken Common Core tests twice. Proficiency rates dramatically dropped to the low 30s, with minimal improvement in year two. Results have been especially devastating for special-education students, English language learners, and students of color and poverty — with proficiency rates in single digits for students with disabilities who are poor.

“Low test scores have consequences for kids. Students are put into remedial classes. Test scores are used to decide who gets into gifted programs and into competitive schools. In a pro-Common Core report titled “Opportunity by Design,” The Carnegie Corporation estimated that due to the Common Core, the national six-year dropout rate will double from 15 percent to 30 percent, and the four-year graduation rate will drop from 75 percent to 53 percent.

“New York students took the Common Core algebra test, which is a graduation requirement, last June. Only 22 percent met the Common Core score that is being phased in as the new passing standard for graduation. Are these fair and reasonable standards? I think not.”

common-core-math-problemThis kind of top-down regulation of education is entirely the opposite of what is needed in education, and none can offer a better assessment of what works and what doesn’t than those with “boots on the ground;” the teachers, with parental input. The establishment of standards by bureaucrats and corporate sponsors, as CC was devised, is the wrong approach entirely.

Senator Mike Crapo’s (R-ID) Local Leadership in Education Act, Senate Bill 144, needs to be passed. This Act will “prohibit the Federal Government from mandating, incentivizing, or making financial support conditional upon a State, local educational agency, or school’s adoption of specific instructional content, academic standards, or curriculum, or on the administration of assessments or tests, and for other purposes.”

All efforts to roll back and rescind CC are advisable at this juncture, at the state and local level, as well. This is not a partisan issue. Something as crucial as our children’s education transcends politics, and bears substantive implications for the future of America, as a nation and as a people.

Associated Press award winning columnist Richard Larsen is President of Larsen Financial, a brokerage and financial planning firm in Pocatello, Idaho and is a graduate of Idaho State University with degrees in Political Science and History and coursework completed toward a Master’s in Public Administration. He can be reached at [email protected].

The Real-Time Evolution of ‘Soft Despotism’

Today, many who consider themselves “visionaries” are sounding the alarm about the size and scope of government. From Obamacare to the Right to Bear Arms they decry government over-reach and the bureaucratization of our government. But those who truly understand the agenda of the Progressive Movement in the United States have been sounding this warning for years, explaining that for the Progressive’s agenda to be achieved a strong and authoritative centralized government must exist, unfettered by the interference that a free people, armed with Natural Law rights, would inject. Sadly, even those who brag about understanding these points, do very little about it, choosing to complain while failing to support the foot soldiers fighting the battle.

The frustration among those who are moved to action; who are moved to sacrifice time, treasure and station, is palpable. Further, as Progressives use the many-tiered bureaucracies – at all levels of government – to advance their agenda (and make no mistake, they are advancing), those American citizens moved to defend the freedoms bequeathed to them not only stand alone in their fight, they are often penalized and ostracized in the pursuit of defending their rights.

To wit, the BaltimoreSun.com reports:

The Howard County father whose arrest became a viral web video and a cause célèbre of conservative talk radio won’t be prosecuted for disrupting a meeting on state education standards.

The Baltimore County state’s attorney’s office dropped assault charges Monday against Robert Small, who had been led out of the Thursday night meeting in Towson by an off-duty police officer. Small interrupted education officials, complaining that new standards were aimed at sending children to community colleges…

After a lengthy presentation by [US Department of Education] officials, members of the public were asked to submit their questions in writing. Baltimore County School Superintendent Dallas Dance then selectively scanned the pile of questions and picked out ones to be read aloud…

The Ellicott City father of two wasn’t satisfied that his question would be answered so he stood and interrupted Dance. He said he believed the new standards would lower expectations for students and that teaching would be aimed at “getting students to community colleges rather than Harvard.”

Mr. Smalls was then arrested…silenced…denied his First Amendment Free Speech Rights and his right to redress his government.

Whether or not you agree with the Common Core initiative is irrelevant to the point I am trying to make here, although it should be noted that Common Core, in the form in which it is being implemented, is a dramatic over-reach of federal authority and a mere shadow of what the National Governor’s Association intended for it to be. Textbooks are being geared toward the suggested curriculum standards and Progressives are taking the opportunity to advance their agenda (read here and here) through these textbooks and curricula.

The larger point I am making here is that our government – in the form of those elected to serve the citizenry – has not only gotten too large and too dependent on bureaucrats and the bureaucratic process, but arrogantly totalitarian as well; totalitarian to the point of usurping the rights guaranteed in the US Constitution.

It cannot be denied that Baltimore County School Superintendent Dallas Dance picked non-inflammatory and Common Core sympathetic questions to feature from the pile of questions submitted. Only an intellectual midget would suggest otherwise. And while this is disingenuous at best, it pales in comparison to the panel’s use of force to silence a parent…a taxpayer…the very person who pays the salaries of each and every authoritarian who sits on the panel that silenced him.

Redress of government is a constitutional right, at every level. When a parent – a taxpaying parent and an engaged and educated parent – is denied his or her constitutional right to redress government at the most base level; when a concerned and informed parent is silenced from questioning the implementation of a program he or she feels denies their children a basic education, tyranny reigns. In the Baltimore County School System, tyranny reigns, supported by the oppression only afforded by an oligarchical and corrupt system.

Democrat strategist Pat Caddell opined on this issue saying,

“What we saw here is much bigger than just this. It is the idea that the people work for the…that people are the slaves to the officeholders. Superintendents of schools who won’t take questions…We see this sort of thing with security…We see it when the EPA goes to Alaska and raids with armed people and four agencies going in with guns on gold-mining operations in some little town. The things the government does now to oppress people, the laws we have now…the NSA spying on them…the fear…and imposing of a ‘soft despotism,’ which is, ‘if you get out of line will come get you’…”

Mr. Caddell’s frustration and – dare I say fear-based concern – was palpable, and rightly so.

Make no mistake, as government grows this “soft despotism” with expand, morphing into full-blown oppression: Free speech will be a concept recalled with longing as “hate speech” laws expand; Redress of government will become non-existent, those courageous enough to defend liberty and freedom sequestered for “threatening the government” and/or publicly ostracized to the point of demagoguery. We have witnessed the latter in the despotic treatment of the TEA Party by the mainstream media and Progressive Movement, conciliatory and vulnerable establishment Republicans in tow.

Mr. Smalls not only deserves better, he should bring legal action, not against the Baltimore Police Department, but directly against those who violated his constitutional rights.

The people of Baltimore County deserve better and they should demand that they receive better. But that can only be achieved through action; at the expense of time, treasure and station. The concerned citizens of Baltimore County should stage a recall of their Progressive school board members and then run for those positions themselves. Once elected, they can provide constitutionally conscious oversight of the day-to-day operations of the country school system, including curriculum and textbooks.

And finally, the people of the United States deserve better than the elitist, oligarchical, career-conscious, gaggle of political opportunists currently elected to office. A perfect litmus test for divining the opportunistic among this class is to juxtapose their campaign promises with their chamber votes. If someone ran on defunding, repealing and replacing Obamacare, but now provides politically opportune and cowardly excuses for not doing so, identify him or her as the elitist, political opportunist that he or she is and act accordingly.

Additionally, hold your no- and low-information family, friends and neighbors accountable for their abdication of responsibility to the community; their abdication of responsibility to be informed and engaged. Truth be told, if you are a citizen and you are not informed and engaged, then you are an intellectually lazy and societally narcissistic, willing to benefit from the diligence and hard work of someone else; expecting someone else to provide the oversight to government so sorely needed today. If you are a citizen and you are not informed and engaged then you are societally selfish and deserve neither the Natural Law rights bequeathed to you, nor the protections they afford. If you are a citizen and you are not informed and engaged then you are the problem.

Personally, I will not exist as a slave to an oligarchical government because 41.8% of the US voting population thinks that it’s not worth their time or that they are too good to do the hard work of keeping an eye on their government’s actions, size and willingness to oppress.

I stand with Mr. Smalls. I will not sit like “cattle” as elitist oligarchs destroy our country. How about you?

Yes, AL, It’s All About the Color!

Michael Fleshman (CC)

For AL Sharpton, it’s all about color, not reality, just color. Al Sharpton commented on his show this week that there are no black people on the board of Apple, and that 30% of the largest corporations in America have no black people on their boards. He and the guest on his show went on to state that these corporations also fail to have blacks in positions of authority or management. Really? What study was this based on? Where do they get their numbers?

Dr. Martin Luther King, Jr. asked us not to judge someone by the color of their skin but by the content of their character and abilities. I have many black friends and they all would rather be valued for their character and ability not for skin color. And, as a reminder Mr. Sharpton, you’ve stated many times that we need to become color blind.

He goes on to say major corporations do not advertise in black areas? Where is he talking about, Detroit, South Central Los Angeles, Harlem? Areas where most people can’t pay rent, yet he wants corporations to advertise a $600.00 iPad?

High density black populations live in Los Angeles, New York, Atlanta, San Francisco, Boston. Last I heard there were all kinds of ads including those for Apple, Microsoft, IBM and others in those cities.

Wake up Al! You only advertise where you get a return on your dollar, not a flushing sound as you hear your stockholders’ money being wasted.

Al, when you continue to call out color in almost everything you speak of, isn’t that the opposite of what you ask us to do? Maybe applications for employment, school, and directorships on boards shouldn’t ask for color or ethnicity? Maybe it should just be a number not a name. How do we really have equality unless we are colorblind, for real?

Blacks hold many positions of prominence and authority, so do Asians, Hispanics, and white Americans, from all backgrounds, who excel when they are honest and work hard.

Mr. Sharpton, the real color issue here is the “green.” Apple, Microsoft, IBM, Wal-Mart and every other corporation only cares about the green. The stockholders only care about the green, not the black, not the white but the “green.”

You see, Mr. Sharpton, Apple’s charter is to make money, not change the world with its products, though it may be a great by product, it won’t keep the doors open if they lose money. They have to make a profit. Green, gold, and silver will do nicely.

When corporations select board members they choose them because of what they can add to the bottom line, through skillset, connections, and donations. Color has no bearing on it.

Look at sports, two in particular. Call me a racist if you wish, but you can draw your own conclusions here. Hockey is predominately white. Basketball is predominantly black. Where is your outrage? Do you think owners of basketball teams look for black players? Do they single them out because there is a stereotype that blacks are better at basketball than whites and others? How about hockey team owners? Do they go after whites because hockey is a cold sport and all the cold continents are predominately populated by white people and white players are the way to go? To paraphrase one of your friends “That’s a bunch of malarkey!”

Professional sports teams chose players on ability because it brings in tons of “green”… money! Imagine that. It’s about the money!

Corporations have a responsibility. Go look that up, it may be a new word for you Mr. Sharpton. They have a responsibility to make profits for their stockholders, first and foremost. Not to make a better world, not feed the poor, save lives or whatever. I know it sounds cold, but money is a cold business. If those things happen as a result of a profitable business, that’s great! But the bottom line goal is profit.

If a person, who happens to be black, can do a better job than the white or Asian or Hispanic person and can add to the profits, great. If the Asian person can do better, that’s fine to. Whoever is most qualified for the position should be in the position. Can you get that Al?

Mr. Sharpton, you should understand the money aspect. Your favorite color seems to be “green” because you seem to chase it anywhere it can be found. Stop spreading the hate against color. Help your “people” (his words not mine) get a real education and real jobs so they can make the green just as you, and other Americans, do.

Obama Calls For End To Catholic Schools—“Too Divisive”

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obama-catholicsThe “Scottish Observer” reports while Obama is in Northern Ireland he addressed a group:

President Barack Obama (above), repeated the oft disproved claim that Catholic education increases division in front of an audience of 2000 young people, including many Catholics, at Belfast’s Waterfront hall when he arrived in the country this morning.

“If towns remain divided—if Catholics have their schools and buildings and Protestants have theirs, if we can’t see ourselves in one another and fear or resentment are allowed to harden—that too encourages division and discourages cooperation,” the US president said.

The US politician made the unfounded claim despite a top Vatican official spelling out the undeniable good done by Catholic education in a speech in Glasgow on Saturday and in his homily at Mass on Friday.

Archbishop Gerhard Müller (below), prefect of the Congregation of the Doctrine of the Faith, told an audience in Scotland that Catholic education provided a rare place where ‘intellectual training, moral discipline and religious commitment would come together’ while giving the presitigous Cardinal Winning Lecture on Saturday to officially launch the St Andrews Foundation for Catholic teacher education at Glasgow University. During Mass at St Andrew’s Cathedral, Glasgow, on Friday night he said that ‘the Catholic school is vitally important … a critical component of the Church,’ adding that Catholic education provides young people with a wonderful opportunity to ‘grow up with Jesus.’

Hmmm, I guess Muslim schools etc don’t cause division?  He stated that “peace” comes from empathy and some other liberal propaganda regurgitated talking points.  ITS all goes back to that secular humanism, which MAN is his own “god”.  Peace can only come from “MAN” meshing all religions ultimately into a “One World Religion, all genders, so we are gender “neutral”, everything with any semblemce of Natural Law or God given Right and making it into what MAN decides it should be—not what God created IT to be.   To see the video click this link http://www.lifesitenews.com/news/obama-blames-northern-ireland-tensions-on-catholic-schools

 

Progressive Hypocrisy to Make You Sick

To say that there are items that present in the news each day that make me roll my eyes would be to under-state the fact in a dramatic way. But every now and again — and it is beginning to happen with more frequency, much to the detriment of the forces lending themselves to common sense — there presents a story so outrageous, so infuriatingly hypocritical, so blatant in arrogance, that it conjures the forces of anger from within one’s soul. The coverage of Chicago Teachers Union President Karen Lewis’ words to the City Club of Chicago is such a story.

Ever since the 1850s, when a founding faction of the Progressive Movement – an elitist faction consisting of anti-religious bigots – began to call for the government institutionalization of education in the United States, the American education system has “progressively” marched down the road of, not only ideological monopoly, but of political allegiance. Coincidentally, the level of achieved education in the United States has suffered a continuous and steady decline ever since…you guessed it, the 1850s.

The Heartland Institute’s president, Joe Bast, recently spoke about the state of American education at the Eighth Annual Wisconsin Conservative Conference. During his talk he touched on the topic of, “How the Left Destroyed Schooling in America,” of which he noted:

“Once they had succeeding in kicking the Catholics out of K-12 education they campaigned to ban public funding for all religious schools. They placed Blaine amendments on the constitutions of 37 states, including Wisconsin.

“‘Progressives’ and communists then joined the religious bigots to call for ending all public funding of private schools in America and to make schooling in government schools tuition-free. Teachers got on board because they saw it as a way to improve their wages and job security, and they were right, it did. Unions saw it as a way to make organizing teachers easier, and they were right, too, it did. Politicians saw it as a way to build a huge patronage army, and boy were they ever right.

“The adults who are paid to educate kids got what they wanted. The result is the system we see today: nearly all public money goes to government schools. Government owns the buildings, hires the teachers, dictates the curriculum, writes the tests, and even gets to decide whether or not it’s doing a good job. It sets the standards.

“Not surprisingly, this system evolved in ways that benefitted the adults who are employed by the system – administrators and teachers – and not students. Teachers get tenure. Certification requirements erect barriers to entry, and pay becomes based on tenure and degrees rather than classroom performance. Kids are assigned to schools based on where their parents live because that’s easier for the adults to know how many will enroll in a particular school next year.

“Control is centralized because that makes it easier for politicians and bureaucrats to enforce the rules on teachers, but it’s not good for kids…or teachers.”

It is important to note here that Mr. Bast speaks – or at least I believe he speaks – of the bureaucracy that the American education system has become, and, specifically, those haughty bureaucrats who rise to the top of this ideologically and politically charged apparatus. One cannot argue against the facts as they present, and one of the obvious facts is that the education system has become so bureaucratized that in many locations there are just as many “administrators” and staff as there are classroom teachers. This means more eyes looking over a teacher’s shoulder, more “litmus test” evaluations focusing on theory instead of best practices, and an almost constant fear among teachers about their chances for retention. To wit, it is next to impossible for a good teacher to teach, when they feel they have to satisfy the unnecessary demands of bureaucrats over concentrating exclusively on the education of their students.

For the record, and this is an important point, there are many good teachers in the United States who would like nothing more than to be left alone to teach their students. But the system, being what it is, creates roadblocks and cumbersome administrative work that most often has nothing to do with the actual education of the child. To Mr. Bast’s point, the “adults” got what they wanted…and what they wanted was good things for themselves; the child’s education taking a backseat to community organizing and political agendas.

So, for almost 200 years the elitist bureaucrats of the American education system – the same system that bestows honors on radical domestic terrorists like Bill Ayers and Bernadine Dohrn; a system that awards collegiate positions to their fellow Weather Underground members; the same system that allows children to advance from grade to grade without the mastery of core curriculum because it may harm the child’s “self-esteem”; the same system that demonizes those who respect God and country – the elitist bureaucrats who cheer all of the above have been in control. And in a day when taxpayers facilitate over $10,560 per-pupil per-year nationally (New York, Wisconsin and the District of Columbia spent more than $15,000 per-student per-year on average in 2011), we still have one-percenter Progressive bureaucrats demanding more for the government trough – more for themselves, while blaming everyone but themselves for the disaster they themselves have created; a system that stands uniquely and exclusively responsible for the dumbing-down of America.

So, you can understand why I became irate when I read the words of Chicago Teachers Union president Karen Lewis. The Daily Caller reports:

“In a scathing speech on Wednesday, the president of the Chicago Teachers Union charged that racism and ‘rich white people’ are to blame for the immense financial crisis facing the Chicago Public Schools.

“‘Members of the status quo — the people who are running the schools and advising the mayor on how to best run our district — know what good education looks like because they have secured it for their own children in well-resourced public and private institutions,’ the Dartmouth graduate charged.

“‘When will there be an honest conversation about the poverty, racism and inequality that hinders the delivery of a quality education product in our school system?’ Lewis also asked in the speech. ‘When will we address the fact that rich, white people think they know what’s in the best interest of children of African Americans and Latinos–no matter what the parent’s income or education level.’”

If Ms. Lewis were altruistic, I would have tempered by ire. But Ms. Lewis is a hypocrite of the highest order.

Chicago Sun-Times columnist Michael Sneed writes:

“So how come Lewis’ salary is so secret?

“Explanation: Sneed inquired last week about her salary and was told ‘I don’t know,’ by top Lewis spokeswoman Liz Brown. Her salary is not publicly listed, and Sneed was told, ‘She doesn’t have to do so.’”

This arrogant, ignorant, pathetic, race-baiting, disgrace of a human being collected — for a partial year’s work — a salary of $71,330 as Chicago Teachers Union president. And because her predecessor commanded a salary of $211,119 annually, we must assume that Ms. Lewis’ annual compensation is upwards of that amount.

Additionally, for 2012, Lewis also collected $64,157 from the IL Federation of Teachers, as well as $68,000-plus for her alleged teaching position. All told, for 2012, Ms. “Race-Baiter” Lewis pocketed $202,487-plus, putting her in the top 2% of all US earners.

Regular readers understand full well that I abhor name-calling, so I would like to explain that the above has nothing to do with name calling, rather, it has to do with brutal honesty.

Ms. Lewis is ignorant for not recognizing the damage that the system which she champions does to the children; for not recognizing that the system she defends puts “the adults” before the children.

Ms. Lewis is arrogant for her need to find a scapegoat, for her need to blame anyone but the bureaucrats themselves for a system that has been constructed to be vulnerable to bureaucratic largess, and perverted – with her assistance – from a quest to educate children into a teacher-destroying ideo-political organism hell-bent on preserving employee benefits – even as municipalities go broke under the strain of their demands – above the needs of their charges.

And Ms. Lewis is pathetic and a disgrace to humanity, for the abuse of her position in advancing the epidemic that is race-baiting in the United States today. Chicago schools have had financial and performance issues long before Ms. Lewis came to be the mouthpiece for her labor union. Chicago public schools had issues with finances and performance under white mayors, a female mayor and two black mayors. Chicago schools have even had finance and performance issues with City Councils that have been all White, predominantly Black and otherwise diverse in culture. In fact, the only commonality found in the command-and-control bureaucratic apparatus of the Chicago Public School System – or in the Chicago political system which oversees the Chicago Public School system, for that matter – is that those elected to public office, as well as the school boards, have all been Progressives and Liberal Democrats. That is a fact that cannot be denied. And for this grotesque dishonesty, Ms. Lewis is a pathetic, race-baiting disgrace, unworthy of the charge that is the education of our children.

Dante has a special circle for race-baiters. He also has a special circle for those who abuse and use children for gain and satisfaction. But I really, don’t know if Dante even wants to contemplate a circle for Ms. Lewis. And that says quite a bit.

Texas student speaks the truth on education, gets kicked out of class

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Jeff Bliss, I tip my hat to you, young man!

This kid is AMAZING!

Yes, he IS indeed pointing out the obvious! This kid is right… this IS the future of this nation! It IS his future, it IS his country!

We wonder why our education system is the way it is? We wonder why kids have no interest in learning? Jeff Bliss tells his teacher EXACTLY why! He very calmly, yet very passionately tells his teacher she has to get kids excited about learning rather than passing out packets every day, and she kicks him out of class! This kid is awesome!

Where Are We Going and Why Are We in this Hand Basket?

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transgenderI’m so old I remember the times where a man who expressed a desire to chop off his penis was something that invoked a mixture of sympathy and horror, for only a misfire in the brain could cause such a desire to manifest. I remember when we would have reached out to such a person and offered him the help he needed, as we do for anyone else who suffers from mental illness. Now, to say such a thing is anything but perfectly normal is “hateful” and “bigoted”.

This forced acceptance of “gender fluidity” has reached a point of lunacy now where it can no longer be ignored. While no one will convince me a person wanting to exchange his genitals is “normal”, if such a person is an adult and can find a doctor willing to indulge instead of treat him, fine. I have no interest in involving myself in that mess as long as my tax dollars aren’t funding it. Where I do involve myself, and indeed where we should all be getting involved, is when we’re seeing this nonsense affecting our children.

It’s happening all over; parents with a clear agenda they’ve pushed on minds too young to comprehend what’s happening claim their “transgender” children are entitled to use the restrooms and belong to the sports teams of the gender they “identify” with instead of the one they actually are. The latest state to promote the acceptance of boys using the little girls’ room because they say they “identify as female” is California.

Proponents claim this is about “rights” and “tolerance”, yet their definition of these concepts is so flawed, so narrow, that it would be laughable were it not so dangerous. My daughter has the right to walk into a ladies room secure in the knowledge there will be no boys in there, even if these boys like to wear dresses and curse their penises. My son has the right to use a locker room without worrying there’s a girl in there watching him undress, even if that girl says she wishes she had matching equipment. Kids who’ve been coached by adults with an agenda to believe they’re “transgendered” no more have the right to claim exclusivity with the opposite gender than I do to claim I’m the president and expect to take up residence in the White House. Saying something is so doesn’t make it true. A boy announcing he’s a girl doesn’t make it so.

The potential for abuse here is so obvious, even a leftist could see it. How many teenage boys will “identify as girls” in order to be free as they please to waltz into the girls’ locker room where girls are changing clothes, showering, and using the bathroom? How many girls will do the same? The simple fact is, these children – regardless of whether their gender confusion is legitimate – have no concept of the magnitude of identifying as “transgendered” and instead of encouraging it, parents should be stepping in and getting these children the help they need, not forcing everyone else’s kids to be placed in unacceptable situations.

I often say that I find a new reason every single day my children will never set foot in public school. This is certainly one of those reasons. While my kids are not subjected to this far left nonsense, I still get to fund it with my tax dollars in addition to the fortune I shell out in private school tuition. This is wrong. If I’m old enough to remember the days when “gender fluidity” wasn’t mainstream, I’m definitely old enough to remember when education was about reading, writing, history, and critical thinking and not a social experiment. We’ve abandoned that now in favor of this slouch toward Gomorrah. Enough is enough.

Confederate Corner with George Neat – Leftist war on everything

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When: Tuesday, May 7th, 10pm Eastern/7pm Pacific

Where: Confederate Corner with George Neat on Blog Talk Radio

What: Yes there are Confederates north of the Mason-Dixon line, and George Neat is one of them. And we’re happy to bring his views to you in the “Confederate Corner” radio show.

For more information on George and his political views, please drop by the Confederate Corner at GoldwaterGal.com. (http://goldwatergal.com/goldwater-gal-media/confederate-corner/)

Tonight: George will be talking about Cole Withrow (the Eagle Scout that got arrested for being responsible), terrorist teachers, and the military’s war on religion. Of course there will also be a Soldier Salute, and a “nearly-infamous” Crack Pipe Moment.

Listen to internet radio with CDNews Radio on BlogTalkRadio

The Assault on Education!

romana klee (CC)

romana klee (CC)

romana klee (CC)


I am coming up on my 500th radio show. Go Figure! I was looking back on the titles and content of the shows, I realized that one of the topics most discussed is education, not necessarily how good it is, but how our children are being taught contrary to the many of our basic beliefs and facts.

DISCLAMER! Read carefully before proceeding.
Not ALL teachers are doing this. Not all school districts are not doing this. Not all administrators are doing this. But, there are enough of them doing it that it should bother you.

When it comes to K-12, I believe our education system needs to get back to reading, writing, and arithmetic. That’s their job. Not social issues and not revisionist history.  On the social side we’re teaching topics such as, “How to put on a condom”, “What type of sexual situations are acceptable?”, “Religion: Myth or Truth”, “Do sports like dodge ball teach bullying?”

We are 47th in the world when it comes to math and science and we are worried that a child will not know how to use a condom. A side note here, a recent study showed teenage pregnancy and abortion rates are down, but it’s because of abstinence not condom usage. Go find that tidbit in the mainstream media. Sadly, abstinence is not usually taught in schools. It’s taught in churches, places of worship, and homes.
Your children are being taught that it’s normal to have sex at 12, 13, 14, and so on, as long as you have protection. Do you really think this is a lesson to be taught at school? Your children are being taught that all forms, types, and styles of sex are permissible as long as you are properly instructed in technique and safety. Do you think this is a lesson that should be taught in school?

Your daughter can be taken to Planned Parenthood for an abortion, off school property, without your knowledge. But if she has a headache, she has to suffer through because they can’t administer drugs (aspirin, ibuprofen, etc.) to her without your written permission. And if you send someone like grandma or grandpa to pick your child up from school and they are not on “the list” your child can’t go home with them. Hello? There is something wrong here.

Even one district that I’m aware of to-date teaches about “bestiality” because children may experiment with it and we need to make sure they know how to be safe in it. I wish I were kidding! And guess what parents? You can’t opt out!

When it comes to history we are in worse shape, from Columbus being nothing more than a mass murderer because of all the Native Americans he slaughtered, to the Pilgrims who were the first Mafia organization in America, to the Founding Fathers who were nothing more than old, white slave owners. Let’s reflect on that last one. When you tell young children that the Founding Fathers of this nation had money and were mostly white, religious fanatics who owned slaves, what impression do you think that makes on a young, impressionable mind?
Then you go on to teach things like how America, the bully, needlessly killed millions of Japanese, restarting WWII by dropping bombs on them just when the ware was coming to an end. Yes, that’s actually a chapter in a history book. In what time warp did that happen? Even today’s Japanese historians admit that the U.S. dropping those bombs saved millions of lives all over the world. But those in education that hate America in its current state won’t allow the facts to prevail. They know, like Hitler did, that if you indoctrinate the youth you can eventually change the country.

America is a great nation. America has stepped in to help many a nation on humanitarian causes; food, healthcare, disaster relief. Americans give more money to nations after a national disaster than all others combined.

We are told by many political experts that we should be looking for the good in nations and peoples. How about they start right here at home? America is the greatest nation on this planet. Yes, we have our flaws, but we are continually working to fix them. I can’t image being a citizen of any other country.

These are just a few examples. It can seem disheartening, but there is good news. It’s a common thread, when a parent got involved, things change. They checked their child’s backpack and regularly asked what they learned in school that day. Then they followed up with the school when something didn’t look or sound right.

The important thing, parents, is to stay engaged and involved in your child’s life more than just asking whether they did their homework or not. If you don’t like what you hear, call the school. If you don’t get the proper answer there, call the district office, go to a school board meeting, and like our Founding Fathers, never give up, never stop the fight. Our children are our future. You can and will make a difference.

Student claims forced participation in anti-gun propaganda

Daquella manera (CC)

Student claims forced participation in anti-gun propaganda

America’s college campuses are notoriously hostile toward traditional values and conservative students, fairly frequently, are faced with the proposition of publicly denouncing their own views or possibly failing a class.
Such was the case in the classroom of Midwestern State University at Provost professor Jennifer Yucus, according to a complaint filed by one of her students.
In an ongoing effort to bring attention to other anti-gun efforts, including a circulating petition and a social media campaign, the complaint claims Yucus issued a mandatory assignment to make posters with pointed, leftist messages.
The student wrote she “compelled students from her Computers For Artists class to advocate in favor of a political petition opposing firearms on campus, in opposition to a pair of bills currently before the Texas legislature, using personal art materials and MSU resources.”
According to the complaint, several fellow students expressed some level of disagreement with the assignment, to which Yucus “asked students to rationalize objections by thinking of it as a job from an employer (or words to that effect).”
After the students made the objectionable posters – including the website of the online petition – Yucus reportedly took pictures of them holding their coerced work as though they were unanimously in support of the expressed message.
The professor also used her employee email to send her class a link to the petition, the complaint alleges, and evidence shows she used pictures of her students on a now-deleted Facebook page called, “Anti Concealed Carry on Campus.”
A university administrator said Yucus is under investigation, calling the allegations “serious,” though noting the professor is still on active duty pending the completion of the inquiry.
The student complaint and other circumstantial evidence certainly suggests Yucus violated a state law barring public employees from using their authority “to interfere with or affect the result of an election … or to achieve any other political purpose.”
Only a comprehensive investigation will make that conclusion, however she is hardly alone among today’s institutes of higher education.
These bastions of leftist claptrap consistently bash otherwise conservative students with ideals completely separated from those they learned from their parents and church. Meanwhile, the so-called progressives claim all high school graduates need college.
Ostensibly, leftists push college as an added benefit when establishing one’s career. With half of college graduates either unemployed or working in an unrelated field out of necessity, this claim holds less water than ever before.
In reality, they just want another four years or more to finish the indoctrination that took place little by little in grades K through 12.
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Liberals Won’t be Happy until all talk of Special Creation in Classrooms is Dead

by Jeremy Griffith

crossposted from AmericanMillenniumOnline.comfoto_universo_04

Glenn Beck and Company have been talking at length recently about the dangerous takeover of our education system by Progressive educators, specifically through the programs C-Scope and Common Core. But the Progressives have been slowly taking over the education system for years and their main weapon in this takeover has always been to teach their brand of Progressive science and get our children to disregard the Bible as a quaint, outdated myth.

Andrew Breitbart, the famous Blogger and media personality and visionary, God Bless his soul, said that politics is downstream from culture. He is absolutely right and that is why we are losing today’s youth at the ballot box. The Progressives are effectively using media, entertainment and education to shape the minds of our kids which is why when they get to be the age to vote, they make the wrong choices, choosing goofy liberals like Barack Obama over sane alternatives. Those politicians are depicted as hip and with it, while in the meantime, conservatives are thought of and projected as backwards, Bible believing throwbacks.

The problem with this picture the youth has of our world is that it is based on a lie, and a clever one, taught to them at a very young age, in our Progressive public schools. The main weapon of this indoctrination has always been, the theory of Evolution. Only when we delve into the details of this flawed theory and method of education can we expose the problems and outright lies being taught. If we don’t confront our education system with this systemic lie, we will never reclaim our kids or our future.

Here are a couple of lies and myths that are being taught in school as fact.

“Science shows that life began through purely natural means, without the help of a mythical, all powerful being.”

This is a lie, science has shown no such thing and when you delve into the facts, you find there are more problems with the evolutionary theory than there is with a Biblical view of Creation.

Here is one way that evolutionists like to demonstrate their theory as fact.

“The geological column and the paleontological record shows that life evolved on this planet over billions of years.”

That claim is false. The geological column is a model that shows the rock layers of the Earth from the deepest to the shallowest in the order of what they are thought to appear. These layers of Earth also have dates associated with them showing the best guess of scientists when these rock layers were formed from an evolutionary standpoint. The paleontological record is the record of fossils of extinct species in these rock layers that further validates the dating methods of evolutionary scientists. It shows the natural progression from simple life forms at the beginning, to more complex forms higher up.

The problem with this model is that it appears nowhere in nature. In actual fact, these rock layers are often found in much different order based on geographic location and indeed are folded together with rock layers that should have been formed billions of years later.

The fossil record to is a problem too. Often you find very simple life forms that are supposedly billions of years old at the same depth or higher than more recent fossils. My favorite fossil is a set of very human looking foot prints in the same soil as set of ancient dinosaur prints.

Scientists teach our students that the Earth has no special place in the universe and that life that created itself from nothing and started here, could very easily start very easily elsewhere. This is called the Copernicus Principle and it is the basis of much of what is taught in science instruction today. The problem with this principle is that it is mischaracterized and misconstrued to the point that the original meaning of this principle has been lost.

Nicolas Copernicus was an early scientist living in the 16th century that claimed that the Earth is not central in our solar system, that it in fact orbits the sun along with the other planets. This of course is correct and the common view of today. But the theory has been twisted beyond its original intent to say that there is nothing special about Earth and its location, that if evolution is true there should be thousands maybe millions of Earthlike planets out there, and they’re cropping up all the time as the universe evolves. This theory has been espoused by many great scientists, chief among them the late great Carl Sagan.

But when we observe the universe with our own eyes we see the opposite is true. The Earth occupies a habitability zone that is perfect and critically important to create and sustain life. It is so unique indeed that we have never found anything like it after all our years looking through the telescope. The universe is so vast that even if there were other inhabitable worlds, we could never reach them even if we achieved light speed. So the fact is the Earth IS unique and special, just like the Bible says it is.

Evolutionists have gone far out of their way to prove their  theory as fact that they have even committed fraud to do so. So called ape-man links have repeatedly been exposed to be outright frauds; and sketches of the fetuses of different lifeforms when compared to humans have been doctored to show a relationship that doesn’t actually exist.  Movies like Inherit The Wind are created to falsely show the victory of this brand of science over religion changes the facts so grossly as to lie about the actual outcome of the famous Scopes monkey trial and all of the important details of the case. (Watch this humorous and short video on a fictional debate between an evolutionist and creationist on the movie Inherit The Wind. )

The left’s position in schools when it comes to science instruction is so shaky that school boards won’t tolerate even the mention of creation science theory for fear that they will lose the near perfect strangle hold on our kids, and they are right. If the children are presented an idea that differs from what they are being instructed, they might, horror of horrors, start thinking for themselves and questioning things they are taught. That’s too dangerous for a Progressive to tolerate, so they bombard school districts with lawsuit after lawsuit until they get their way.

If we are going to win back the culture, we can’t cede this battle to the Progressives. Science is fun and important but it doesn’t answer any of the really interesting questions, who are we and where do we come from? Where are we going, is there life after death?  Are we more important than the animals or are we just animals ourselves with no real purpose? These are the questions our children are struggling with, whether they are equipped in our schools to handle them or not. The outcome is obvious. A child trained that he is accountable for his very soul to an Almighty God who created him and everything else is far less likely to shoot up a classroom of sixth graders than a boy who is taught he is an animal and there is no real purpose to this life. This is the real battle we are facing, not gay marriage or gun control, but the purpose for life and higher meaning. Can we really just let it slide and let the Progressives win? I think not.

Either the Bible is true or it isn’t. I think the next generation, with proper instruction on how to think for themselves, are smart enough to figure that out for themselves. What harm can there be in teaching the Christian axiom, “do onto others as you would have done to you?” There is danger in the other worldview, we’ve seen it at places like Sandy Hook.

Watch The Privileged Planet on DVD for more information on the special place your world has in our solar system.

Check out this interesting article on the age of the sun at Creation.com

 

Gotta Know When to Fold ‘Em

FBI Finger Claw

FBI Finger ClawLately, my 7-year old boy has been a bit obsessed with paper – folding it into jets, airplanes, and ninja stars, mostly – so obsessed that we had to create a “hangar” at home to house all the flying objects. He’s been begging for a book on the art of origami, and partly because of his commitment to the craft, I’ll be taking him to the bookstore to get one right away.

The other reason I’m now determined to buy him the book is because of something that happened in the car after school yesterday. My son showed me a “finger claw” that he had just folded and put onto his own finger. My 11-year old daughter said, “You know those have been banned from school, right?” I rolled my eyes, fully expecting her to explain that it had been banned because of its resemblance to a weapon, but what she explained was far more offensive.

Apparently, my son isn’t the only child fixated on origami. In fact, this paper folding is what a vast majority of the male elementary school students choose to do once they’ve completed their classwork. Seems harmless enough, right? Well, because a select few of these students choose to fold paper instead of doing their classwork, the practice of paper folding has now been universally banned.

This is the same troubling logic that is pervasive in government today. Super Big Gulps make people fat, so they should be forbidden. Guns kill people, so they should be made illegal. Cigarettes cause cancer, so they should be banished from sight in retail establishments. And origami distracts students from their worksheet learning, so it should be outlawed in elementary schools.

Here’s just one of the many ways banning origami in an academic environment fails the logic test. Origami is an art form that relies heavily on mathematical and geometrical concepts. Much like playing with Legos and wooden blocks challenge the left side of the brain, the practice of origami is a natural exercise in math and logic. Educators, particularly in a world that prizes degrees and careers in the STEM (science, technology, engineering, and mathematics) fields, should be encouraging activities such as these. Instead, my fifth grader says, the only paper activity allowed once classwork has been completed is coloring. Talk about dumbing down our children.

It seems to me that the government-employed classroom leaders are once again trying to ensure that our students remain part of the flock instead of fostering leadership, ingenuity, innovation in them. So, in an act of rebellion, and in fulfillment of my responsibility to nurture in my children a love for learning, I’m going to march my son straight to the bookstore and buy him that book on origami…and maybe even a ream of paper.

Core Standards: States Put Fed Dollars Ahead of Students

common core standards

Sneaking under the media radar (or perhaps with their blessing) 45 of the 50 states have approved the federal program called Common Core Standards.

Common Core is a requirement to participate in the Race to the Top federal grant program; many states signed on without knowing what Common Core was. The federal government offered money to states who dropped the No Child Left Behind program in favor of their new Common Core. Standards were accepted and adopted by Governors and their State Board of Education. Implementation has begun quietly with little public debate or parental input.

common core standards

In essence, Common Core is the federal government’s plan to control the K-12 education system in the US by nationalizing education, state-by-state.

In addition the federal government is developing more standardized tests to assess performance on the Common Core Standards. What’s even more troubling, is the federal government, is developing MORE standardized tests – tests that will supposedly assess performance on the Common Core Standards. In fact, the government is taking $330 million from its Race to the Top budget to develop national tests.

As the Common Core Curriculum is nearing implementation more educators and parents are becoming aware of the new program. There are many questions arising about the curriculum, the standards, and the Constitutionality of it:

  • Quality of the Standards–Advocates for local control of education have warned about the dangers of federalizing state academic standards. What first was painted as a voluntary, state-led effort to modernize and standardize learning goals has transformed into a clear movement toward federally approved standards and nationally standardized tests.  Already, officials in Florida, Georgia and Kentucky have reported lower scores since the implementation of the common core. Lost is state choice for education as they can only add 15% to the approved curriculum; 70% of all reading will be non-fiction, not classics and Algebra 1 is delayed from 8th to 9th grade. Some estimate US students are already two years behind other countries and math delays will hurt more.
  • Voluntary Curriculum…or is it? The Standards/Assessment/Curriculum is a matrix, bound together. Standards alone won’t make a difference; you need curriculum, instruction, professional development and assessments that embody the standards. It is expected the majority of schools will eventually be convinced to use the curriculum to align with Standards and testing, removing control from state departments of education.  Most classic literature will be replaced by “informational texts” such as technical manuals.
  • Teaching Style doesn’t consider the individual child or school– Pushing teachers to teach “knowledge” doesn’t consider the individual child.  Better teaching looks at student growth, starting from where the students are, seeing them as individuals. All public funded schools (including charter schools) are included in the mandate. Many charter schools take pride in their ability to meet individual learning styles.
  •  Costs Open-Ended & Unfunded Mandates—The program is an unfunded mandate. Many states did not investigate the cost for implementation, administrative & teacher training, testing, text books, technology (online testing, hardware, software, digital curriculum and data tracking)..
  • Federal versus State—The US Constitution does not refer to education. Educational decisions are deferred to the states. Governor Nikki Haley of South Carolina said, “Just as we should not relinquish control of education to the federal government, neither should we cede it to the consensus of other states.” Through default, the Common Core program places education decisions in the hands of the Federal Government.
  • Collecting Student Data—States will assist the larger federal goal of the long term tracking of a child from birth to workforce by tracking student performance and “other” data then providing it to the Departments of Education, Homeland Security and Labor.

There is much more. You can read about the curriculum, the standards, when your state will begin implementing them and how it may impact your children at the Core Standards website.

The good news is: Homeschooling is still an option. At least it is today.

Trashing School Lunch

garbage-can1Another unintended consequence of the new school lunch mandates from the Healthy Hunger Free Kids Act is emerging. Schools are opting out of the federal school lunch program altogether.

Fox News’ Rick Leventhal reported on a New York school that has decided to forego participating in the federal school lunch program which provides funding to districts that follow certain guidelines including calorie counts and green energy initiatives. Schools use the federal monies to allocate free and reduced lunches to students in need, as defined by federal law.

See the video report here.

Leventhal reports that kids have stopped buying school lunches in favor of bringing it from home, or in many cases, students are throwing fruits and vegetables into the trash instead of eating them. One contributor to Leventhal’s report suggested that the extremely low calorie counts required by the law may leave students so hungry they will binge when they get home from school, which could actually contribute to unhealthy eating habits.

The New York school in Leventhal’s report isn’t the only one to ditch the federal school lunch program. Superintendent Kay Salvaggio of Niskayuna told the Times Union that her school will also be dumping the program citing wasted food, smaller portion sizes and financial reasons.

Disguised as a plan to reduce childhood obesity, First Lady Michelle Obama championed the HHFKA in 2010. Included in the law, however are vast overreaches of federal government authority, higher costs for individual schools, and “green energy” demands.

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