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Reply with quote  #126 

Islamic vocabulary lesson part of Common Core standards

Todd Starnes is reporting that parents in Farmville, North Carolina want to know why their children were given a Common Core vocabulary assignment in an English class that promoted the Prophet Muhammad and the Islamic faith.

"It really caught me off guard," a Farmville Central High School student who was in the class told me. "If we are not allowed to talk about any other religions in school -- how is this appropriate?" "I just looked at it and knew something was not right -- so I emailed the pages to my mom."


The Islamic vocabulary worksheet that was assigned to seniors read, "In the following exercises, you will have the opportunity to expand your vocabulary by reading about Muhammad and the Islamic word."

The lesson used words like astute, conducive, erratic, mosque, pastoral, and zenith in sentences about the Islamic faith.

The zenith of any Muslim’s life is a trip to Mecca," one sentence read. For "erratic," the lesson included this statement: "The responses to Muhammad’s teachings were at first erratic. Some people responded favorably, while other resisted his claim that ‘there is no God but Allah and Muhammad his Prophet."

Another section required students to complete a sentence:

"There are such vast numbers of people who are anxious to spread the Muslim faith that it would be impossible to give an amount."

I spoke to one parent who asked not to be identified. She was extremely troubled by what her child was exposed to in the classroom.

"What if right after Pearl Harbor our educational system was talking about how great the Japanese emperor was?" the parent asked. "What if during the Cold War our educational system was telling students how wonderful Russia was?"

The parent said the material was classwork disguised as Islamic propaganda.

"It’s very shocking," she said. "I just told my daughter to read it as if it’s fiction. It’s no different than another of fictional book you’ve read."

A spokesman for Pitt County Schools defended the lesson -- noting that it came from a state-adopted supplemental workbook and met the "Common Core standards for English Language Arts."

"The course is designed to accompany the world literature text, which emphasizes culture in literature," the statement read.

The problem is it’s emphasizing a specific culture and religion -- and the school district acknowledged there were concerns "related to the religious nature of sentences providing vocabulary words in context."

"Our school system understands all concerns related to proselytizing, and there is no place for it in our instruction," the statement goes on to say. "However, this particular lesson was one of many the students in this class have had and will have that expose them to the various religions and how they shape cultures throughout the world."

I asked the school district to provide me with a copy of vocabulary worksheets that promoted the Jewish, Hindu and Christian faiths.

The school district did not reply.

I also asked for the past or future dates when the students would be given those vocabulary worksheets.

The school district has yet to reply.

The student I spoke with told me they have not had any other assignments dealing with religion -- other than the one about Islam.

Why is that not surprising?

Based on its official statement, Pitt County Schools seems confident that the vocabulary lessons are in compliance with three Common Core standards related to literary. If you want to look up those standards, reference CCSSELA-Literary L11-12.4.A, 12.4.D and 12.6.

Since the Common Core folks seem to be infatuated with sentence completion -- let me try one out on them.

Use "Islamic" and "proselytizing" in the following sentence: Somebody got their ____ hand caught in the ____ cookie jar.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #127 

College students sign petition to deport one U.S. citizen for each illegal admitted

In light of Barack Obama's executive action allowing illegals to remain in the U.S. without fear of deportation, it is clear plenty of Americans share a view that the legal pathway to citizenship is an outdated requirement. This trend was on display during an undercover report conducted by Campus Reform.

B. Christopher Agee is reporting that the site recently sent a correspondent to George Washington University in an attempt to determine how many students would sign a petition suggesting that, in order to make room for illegal immigrants, current U.S. citizens should be deported.

According to the report, more than two in three students supported the proposition.

"It makes sense," said one student who signed the petition. "Like, I've noticed that there is a lot of, like, hatred against undocumented immigrants; and it's not necessarily their fault."

Another signer proclaimed that illegals "deserve a shot" and that America "shouldn't rule anybody out."

It doesn't occur to any these airheads that they might be the one that selected to be deported.

I bet they would change their opinion in a heartbeat if that were the case.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #128 

Out of the mouth of babes

This is a little hard to hear, but you'll get the idea.

The school board members seemed to know what was in store -- they joked about "cutting her off" as she took the mic -- and they were right to be concerned. When New Jersey 10-year-old Elizabeth Blaine reached the podium in video recorded by her mom Monday night, she laid right into Common Core testing and she didn't let up. "I love to read, I love to write, I love to do math but I don't love the PARCC," Elizabeth said. "Why? Because it stinks."

The PARCC, or Partnership for the Assessment of Readiness for College and Careers, is a Common Core test, and the Montclair School Board was meeting to discuss a policy that would allow parents to opt their kids out of taking it.

Elizabeth was all for the policy.

The PARCC is riddled with "very confusing and extremely hard questions," Elizabeth said, and in a deadly mix of unforgiving technology and the application of concepts that students haven't learned, the test is a counterproductive mess.

Elizabeth said:

"One of the essay questions was identify a theme in 'Just Like Home' and a theme in 'Life Doesn't Frighten Me.' Write an essay that explains how the theme of the story is shown through the characters and how the theme of the poem is shown through the speaker. Include specific details from the story and the poem to support your essay."

"This is crazy! I am one of the most gifted students in my grade, or so my mom says, and I have not even the slightest clue what this means."

"I'm glad my mom and dad are letting me opt out, because I don't want to deal with this nonsense."

By the time she was done speaking, the room had erupted with cheers and applause.

Monday's meeting was a first reading of the opt-out policy, the Washington Post reported.

The Montclair School Board will vote at a later meeting on adopting the policy. Perhaps they should consider the following!

When "Jeopardy" took on Common Core -- the disastrous outcome had people talking.

Brooke Bosca posted an item on "Kid’s Week" on the popular game show Jeopardy. And last night’s show included a new category, the wording of which shocked many people: "Non-Common Core Math."

Huh? Where did that come from? Was Alex Trebek making a political statement with this?

Anyway, in this category, the kids are given basic math problems that most people with a basic non-common core math education could quickly figure out in their head. For one kid, who was schooled in Common Core, it was a problem.

He initially got through the very simple $100 level question designed to introduce the category. But it quickly unraveled from there, putting the kid in a deep hole.

Ouch. Sure he didn’t have much time, but this is one of the "smart kids", and he certainly should have gotten this one:


The answer for which, incidentally, is 3.

It should be little surprise that after two centuries of Americans learning math the rational way -- and having our students lead the world -- we now have kids who can't do basic arithmetic. What can we expect when, instead just learning it the old way, we drop crap like this on them:


Or this:


My brain hurts!

But the silver lining here is that those who despise Common Core should feel vindicated when a super-popular show like "Jeopardy" takes a big jab at the disastrous "standards" -- and shows all of America exactly what will result if we don’t KILL it now

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #129 

Womb to tomb -- government daycare & preschool

Macey France says For those of you paying attention to the monumental overreach of the federal government into our daily lives via healthcare, education and numerous other "helpful" programs this will come as no surprise.

Color me not surprised and even less impressed to learn about Obama's new tactic in taking over your children's lives, starting in preschool and daycare. Common Core fighters knew this was coming. We saw it when reading our states' Race to the Top applications that included "early learning grants." In fact, the early learning grant was one of the only things that my state, Oregon, won in the Race to the Bottom.

The "womb to tomb" government babysitting service first pinged on my radar back in August of 2013. I've been following along and wasn't shocked to hear Obama say that he wanted to expand the "Preschool for All" initiative by starting children as young as three in "high quality preschools."

In October this year he said:

"I'm setting a new goal: By the end of this decade, let's enroll 6 million children in high-quality preschool."

According to Michelle Malkin at, "On Wednesday, the White House Summit on Early Education will unveil nearly $1 billion in new "investments" to "expand access to high-quality early childhood education to every child in America" from "birth and continuing to age 5." It's a retread of President Obama's 2013 State of the Union school-spending plan, which was a repackaging of his 2011 Race to the Top Early Learning Challenge program."

Not only is this evidence of Obama's love of recycling, it's also evidence of the fact that he and all of his big government loving friends want to take "collective" ownership of your children as soon as they are conceived.

Don't forget Arne Duncan's gaffe -- no, not the one where he called Common Core opponents "white, suburban moms" who have stupid kids; the one where he says that preschool is better than being taken care of by grandma.

First, preschool for all is not "free" as the proponents might like you to believe. It's paid for in subsidies from the tax payers…aka, you.

Why is early childhood education so important? Ask the progressives and you will hear all about how these children who have opportunities to participate in early childhood education are ahead of their peers. However, according to Malkin: In 2012, government researchers reported "little evidence of systematic differences in children's elementary school experiences through 3rd grade, between children provided access to Head Start and their counterparts in the control group." The federal investments in early childhood programs keep ballooning, yet the educational impacts are dubious at best.

Sort of like education in general since the feds got involved, right? Keep spending more money and using untested programs and what do you get? Well, the Common Core, this time around. It all leads to the same dumbing down of America's school children.

Sadly, many parents are very excited about this just as they were excited about full day Kindergarten. "Free or low cost" babysitting sounds good to them. The fact that it's run by the government doesn't bother them at all.

Wrangle with ObamaCare just one time or go to your local DMV or Post Office, will you? Then tell me, with a straight face, that you would prefer for your child to go to a government run institution for daycare.

If you can do that, I have a bridge to nowhere to sell you.

Oddly enough, the indoctrination young school children is something Barack Obama knows all about.

Obama was essentially an employee of Bill Ayers for eight years, starting in 1995, the year the Chicago Annenberg Challenge was created to raise funds to help reform the Chicago public schools.  One of the architects of the Challenge was none other than Professor Bill Ayers.  Ayers co-wrote the initial grant proposal and proudly lists himself on his own website as the co-founder of the Challenge.

And who did William Ayers, co-creator of the Challenge, help select as the new head for this program?  Why, Barack Obama, of course.  Obama was the Chairman of the Board of the Chicago Annenberg Challenge.

Obama served on the board for eight years until the Challenge ended in 2003.  Bill Ayers was intimately involved in the Challenge over this same time period, raising and spending at least $110 million in an effort to bolster a "radical" (Ayers' word) reform program in the Chicago Public Schools from 1994 to 2001.

The "small schools" movement was heavily funded by CAC.  The program focused on individual schools built around specific political themes to push students to "confront issues of inequity, war, and violence."  The teacher education programs served as "sites of resistance" to an oppressive system.

The point, said Ayers in his "Teaching Toward Freedom," is to "teach against oppression," against America's history of evil and racism, thereby forcing social transformation.

The Final Technical Report of the Chicago Annenberg Research Project is available.  From its abstract:

Results suggest that among the schools it supported, the Challenge had little impact on school improvement and student outcomes, with no statistically significant differences between Annenberg and non-Annenberg schools in rates of achievement gain, classroom behavior, student self-efficacy, and social competence.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #130 

Common Core -- cui bono?

Nancy Thorner says "follow the money."

It all ends up in the hands of a very few. Pearson Foundation is getting the contracts because of its partnership with the Bill Gates Foundation. Greed, secrecy, deceptions, and lies …. and to think Democrats accuse Republicans of the very things, while Democrats are the ones using government to get richer. The deceptions run very deep. It's time for exposure.

The saga begins on one summer day in 2008, when Gene Wilhoit, director of a national group of state school chiefs, and David Coleman (known as the architect of Common Core), knowing they needed tens of millions of dollars and a champion to overcome the politics that had thwarted previous attempts to institute national standards, approached Bill Gates at his headquarters near Seattle, to convince Gates and his wife to sign on to their idea.  Gates, upon asking if states were serious about common educational standards, was assured that they were. Gates signed on and the remarkable shift in education policy know as Common Core was born.

The Gates Foundation has spent over $170 million to manipulate the U.S. Department of Education to impose the CSSS, knowing it would realize a return on this investment as school districts and parents rush to buy the technology products they've been convinced are vital to improving education.  Bill Gates' Microsoft will make a fortune form the sale of new technology products.  According to the Gates Foundation, CCSS is seen as a "step to greater excellence in education."

On April 27, 2011 the Gates Foundation joined forces with the Pearson Foundation, a British multi-national conglomerate, representing the largest private business maneuvering for U.S. education dollars. Pearson executives saw the potential to secure lucrative contracts in testing, textbooks and software worth tens of millions of dollars.

Its partnership with the Gates Foundation was to support America's teachers by creating a full series of digital instructional resources. Online courses in Math and Reading/English Language Arts would offer a coherent and systemic approach to teaching the new Common Core State Standard. The aim: To create an online curriculum for those standards in mathematics and English language arts that span nearly every year of a child's pre-collegiate education. This aim has already been realized and is in practice in Common Core states.


The Pearson and Gates foundations also fund the Education Development Center (EDC) based in Waltham, Massachusetts. It is a global nonprofit organization that designs teacher evaluation policy.  Both stand to benefit from EDC recommendations. The center is involved in curriculum and materials development, research and evaluation, publication and distribution, online learning, professional development, and public policy development.

Its alignment with the Gates Foundation and Common Core, Pearson dominates the education testing and is raking in profits as school districts are pushed to replace paper textbooks with digital technology.  For example, the Los Angeles school system with 651 students, spent over $1 billion in 2013 to purchase iPads from Pearson.  Additionally, The Los Angeles school purchased Pearson's Common Core Systems of Courses to provide all the primary instructional material for math and English/language arts for K-12, even though the material were incomplete in 2013.

Pearson's profits will continue to increase as it has billions of dollars in long-term contracts with education department in a number of states and municipalities to introduce both testing software and the teacher training software and textbooks it claims are necessary to prepare for the tests. For example, Illinois has paid Pearson $138 million to produce standardized tests; Texas, $50 million; and New York, $32 million.

Pearson is really raking in the dough now that Pearson VUE, the assessment services wing of Pearson, has acquired examination software development company Exam Design.  CTS/McGraw-Hill is Pearson's main competitor in the rise of standardized testing.

Corporations finding they can profit from turning students into unimaginative machines, are newly discovering they can likewise profit from standardizing teachers as well. Starting in May 2014, Pearson Education will take over teacher certification in New York State as a way of fulfilling the state's promised "reforms" in its application for federal Race to the Top money. The evaluation system known as the Teacher Performance assessment or TPA was developed at Stanford University with support from Pearson, but it will be solely administered and prospective teachers will be entirely evaluated by Pearson and its agents.

A small cloud did fall over the Pearson Foundation (the nonprofit arm of educational publishing giant Pearson Inc) in December of 2013, when a $7.7 million fine was levied for using its charitable work to promote and develop course materials and software to benefit its corporate profit making.  After the investigation begun, Pearson Foundation sold the courses to Pearson for $15.1 million.

New York Attorney General Eric T. Schneiderman determined that the foundation had created Common Core products to generate "tens of millions of dollars" for its corporate sister. According to the settlement: "Pearson used its nonprofit foundation to develop Common Core product in order to win an endorsement from the Bill and Melinda Gates Foundation, which helped fund the creation of the Common Core standards, having announced in 2011 that it would work with the Pearson foundation to write reading and math courses aligned with the new standard."

Since Pearson is the world largest education company and book publisher, with profits of more than $9 billion annually, the $7.7 million fine was not a hardship. Pearson, wasn't always so big.  As a British multinational corporation Pearson was just starting out in the early 2000's. Pearson started to grow when it embraced No Child Left Behind as its business plan and began rapidly buying up U.S. companies.

On June 10 of this year, The Bill & Melinda Gates Foundation announced its support for a two-year moratorium on tying results from assessments aligned to the Common Core State Standards to teacher evaluations or student promotions to the next grade level.

Although the Gates Foundation's director of college-ready programs stated how Common Core was having a very positive impact on education, teachers do need more time to adjust.

The moratorium was enacted when on June 9, Diane Ravitch, research professor of education at New York University and author of "Reign of Error," sounded the alarm over the implementation of Common Core and called for a congressional investigation, noting, "The idea that the richest man in [the U.S.] can purchase and -- working closely with the U.S. Department of Education -- impose new and untested academic standards on the nation's public schools is a national scandal."

It would be folly to suggest that either Bill Gates or Pearson, despite the temporary tactical retreat by Gates will not keep pushing for Common Core with its required educational technology. This nation spends over $500 billion annually on K-12 education.  When colleges and career-training programs are included, the education sector represents almost 9 percent of the U.S. gross domestic production.  Companies like Pearson and Microsoft stand to greatly profit as they develop and administer the tests and sell the teacher-training material.

It is not unreasonable to suspect that companies like Pearson stand to gain when tests designed to measure Common Core State Standards make most public schools look bad.  Counting on widespread failure of the Common Core State Standards, school districts and parents will be pushed to purchase even more training technology, teachers in low-ranked schools will be fired, and school will be turned over to private management.

As a text book manufacturer, Pearson Education buckled to the activists demands in Texas and replaced the scientific understanding of climate change with the politically driven claim that humans are causing climate change. Because Texas is a large state, it does have influence on the national textbook market.

Might Common Core State Standards be the latest in the grand corporate scheme to profit from privatized public education?  In the interim, Bill Gates' Microsoft and Pearson reap big CCSS profits.  Certainly neither teachers nor students are benefiting.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #131 

Ohio elementary school teaches students that our rights come from the government

Kyle Olson is reporting that according to a citizenship lesson for 8-year-olds, rights are given to Americans by their government.

Parent Andrew Washburn posted a picture on Facebook of a handout titled "Being a Good Citizen" by Phyllis Naegeli.

"So Emma brought home a very interesting handout from school the other day. So informative! I didn't know that our rights come from the government! Thank you, government!" he sarcastically wrote.

"And thank you, (Butler County school district), for teaching my eight year old daughter all about her rights," he added.

Washburn tells EAGnews his daughter attends a Butler County, Ohio district.

Among other things, the worksheet claims:

* Rights are special privileges the government gives you.
* Because the government gives us rights, we have the duty to be good citizens.
* Someday you will be given the right to vote.

Washburn posted the entire worksheet on the social media site.


"You see, I know how important it is to get to children early in their lives and make sure they understand how it is in the world. Otherwise their impressionable minds might be corrupted by falsehoods like the idea that our rights come from our Creator and that we are born with them," Washburn posted on Facebook.

After all, the Declaration of Independence makes it clear the rights of Americans are "endowed by their Creator."

"I personally hold myself to be a patriot, committed to the spirit of 1776 and the American way of life," the father tells EAGnews.

"As someone steeped in the Enlightenment philosophies of Locke, Paine, and Jefferson, the idea that government is the fount of our rights is a morally repugnant one to me. The whole tone of that handout seemed to be 'Government gives you your rights and you should be grateful.' This is what they taught children in the Soviet Union. In fact, the entire handout smacks of a tribute to Comrade Stalin," he says.

On Facebook, Washburn concluded, "So, again, I just feel so grateful to live in a country whose leaders have generously granted my rights, and even more grateful that they make sure my children know where those rights came from!"

The lesson was published by, a site that provides lessons and worksheets on a number of subjects for all ages.

The author, Phyllis Naegeli, has produced other lessons, such as one titled "Our Living Constitution," which can be found on the Opelousas (Louisiana) Junior High School website.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #132 

Common Core and Qatar -- Sharia education for all

Brent Parrish says a little while back I spent several months researching the Common Core curriculum, and what I discovered absolutely shocked me. At times, it left me utterly incredulous. I wrote a two-part article on the subject. I still have part three (final installment) in progress. And I will be wrapping up that series of articles here in the near future. But the deeper I dig into Common Core, the more it has led me on numerous research paths, some of which interlock with what I thought were unrelated research paths. I still haven't absorbed or synthesized it all.

One of the things repeated over and over again in Common Core literature is the concept of "global citizenship." Although it may sound innocuous to some, the concept of "global citizenship" requires wiping away the concept of patriotism -- allegiance to one's own country of origin.

What I find particularly insidious about Common Core is the emphasis on attempting to change values, beliefs, feelings and behaviors, instead of knowledge, understanding and comprehension as the primary focus for teaching and learning. But, as far as the creators and active promoters of Common Core standards are concerned, the attempt to change values, beliefs, feelings and behaviors is seen as a necessity in order to reverse allegiance to one's own nation (eliminate national sovereignty), and instead embrace the Marxian socialist concept of being a good 'citizen of the world.'

Common Core is not just about national standards for education in the United States. The Common Core initiative is about importing international standards into numerous nations. The purpose is to inculcate young minds to accept collectivism globally -- wipe out patriotism … wipe out the very notion of "national sovereignty." Apparently we all exist for the benefit of a political class now -- away with the individual … sweep away knowledge and independent thought based in logic and reason.

There are many big-time global players pushing Common Core standards. Not too long ago, I learned a major sponsor for worldwide terrorism, Qatar, is connected with Common Core. So, once again, I'm reminded of author M. Stanton Evans' "Law of Inadequate Paranoia," which states, "No matter how bad you think something is, when you look into it, it is always worse."

For example, the BBC is reporting Qatar wants to build schools … everywhere in the world -- Sharia education for all!

Via the BBC:

The goal of universal primary education, a promise broken for decades, can be achieved in the next seven years, says Sheikha Moza bint Nasser.

The senior member of the Qatari royal family and education campaigner wants to galvanise the international community to provide education for 58 million children around the world without access to school.

World leaders made a millennium pledge this would be reached by 2015 -- but this deadline is almost certain to be missed.

The target is likely to slip back to 2030. But Sheikha Moza, married to the former ruler, and mother of the current ruler of the wealthy Gulf state, says it could be reached in half that time.

It might be a case of royals not wanting to be kept waiting, but she calls for a much greater sense of urgency.

"It can be achieved. But we really need people to commit themselves. We need politicians to understand the power of education for their own countries, for their economies. It should not be seen as a luxury. It is essential."

A few weeks ago Terresa Monroe-Hamilton and William Michael wrote about the cozy relationship between Qatar and former NYC mayor Michael Bloomberg, and their connection to Common Core:

Via Noisy Room:

Bloomberg actively brought Qatar into New York's classrooms and is forcing Arabic as a language on students via Common Core and the Qatar Foundation International.

'No matter how bad you think something is, when you look into it, it is always worse.'

Amen, Mr. Evans … AMEN!

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #133 

Teacher stuns audience when he reveals why he co-wrote the "Common Core" education standards

Jason DeWitt is reporting that a teacher who helped write the controversial Common Core State Standards informed a shocked audience that he was motivated to do so because he wanted to end "White privilege."

Dr. David Pook, a professor at Granite State College and chair of the history department at the Derryfield School in Manchester, New Hampshire, had just been introduced at the event at New Hampshire Institute of Politics on Monday night when he delved into his ties to Common Core.

"The reason why I helped write the standards and the reason why I am here today is that as a White male in society I am given a lot of privilege that I didn't earn," he said.

In the video posted by Campus Reform, the audience can be heard gasping and laughing, stunned and revolted by the comment that exposed the disturbing, left-wing racial motivations of 'Common Core" propaganda.

Pook went on to say all kids deserve an "equal opportunity to learn how to read" and the same advantages he had.

Pook's role is documented at the pro-Common Core website,, which confirms that he "worked closely with Susan Pimentel and the Council of Chief State Officers in drafting the Core Standards for English Language Arts, and currently has several projects underway with Student Achievement Partners on work aligned with the CCSS."

Ironically, as Campus Reform notes, the Derryfield School where Pook works does not use the Common Core State Standards and has a student body that is 91 percent white. It is also ironic since the "standards" have been especially hard on Black and Hispanic students, who have seen their test scores plummet since the introduction of Common Core.

But perhaps that is all worth it to Pook, to achieve Common Core's distortion of American history to portray Whites as evil and privileged, and minorities as victimized by them. If your objective is not education, but indoctrination, Common Core fits the bill.

Michelle Malkin, Glenn Beck and many others have written extensively about the abject disaster that is Common Core, and as Americans have been exposed to examples of its instruction, and motivations of its backers, they have increasingly rejected it.

Cross-posted in the "Pathologies of Progressives" thread.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #134 

Elementary school kids are taught that the Founding Fathers were racists


Gina Cassini is reporting that when a Tennessee mother of an eight-year-old, came home to hear her son saying that Mt. Rushmore was racist, she quickly asked where he had ever heard such a ridiculous idea. Then Sommer Bauer's son handed her the pamphlet that said exactly that.

He got it from his teacher.

She was shocked, to say the least. But when she saw who had created the pamphlet she became absolutely furious.

That's because her son's teacher had printed a pamphlet created by the Nation of Islam.

You heard right. The same virulently racist and anti-Semitic Nation of Islam run by the vile hater Louis Farrakhan.

Her child attends the Harold McCormick Elementary School in Elizabethton.

The pamphlet's mini-article asks the question, "What does it take to be on Mount Rushmore?" The "answers" given in the hate-group's handout left Bauer stunned.

As Todd Starnes of Fox News reported:

The handout explains that George Washington hailed from Virginia, a "prime breeder of black people." Of Theodore Roosevelt, it was alleged he called Africans "ape-like." There were also disparaging remarks made of Thomas Jefferson (he enslaved 200 Africans) and Abraham Lincoln.

The Nation of Islam's website was printed right on the paper. She went there and was further stunned. The Nation of Islam believes the only God is Allah, and "They also aren't all that keen on White folks or Jewish folks," as Starnes described them.

"It raised a number of red flags," said Mrs, Bauer. "They are basically saying our Founding Fathers are racists."

When the mother called the teacher, she took two days to get back to Bauer, and then played dumb, saying she "didn't recall" the pamphlet, and later saying "she must have printed it by mistake." Then, incredibly, the teacher blamed the 8-year old boy, saying he wasn't supposed to remove materials from class — a tacit admission she was trying to hide it from parents.

It got worse. When Bauer confronted the Superintendent EC Alexander, he said it was not given out to her son -- that he had been the only child to get a copy, and that he had removed it in an "unauthorized manner". 

Mrs. Bauer quickly found out he was bald face lying when another parent stepped forward to say that her child too had received a copy. As Starnes reported:

A second parent has now come forward corroborating Mrs. Bauer's story.

"Yes, they were handed out and yes the students did look at them and read them," the parent told me.

The parent asked not to be identified to protect her child. She told me she came forward because of how the school is treating Mrs. Bauer's son.

"I don't want this little boy to be looked at as a liar," the parent said. "As of right now that's what all of these adults are making this boy out to be -- and that makes me sick to my stomach."

According to the parent, the children were separated into four groups. Each group was given two "sheets of paper."

"The teacher held up each one and said, 'These do not go home. These are just to use here," the parent told me.

Unbelievable! Indoctrinating children that the Founding Fathers were racists -- and trying to hide this outrage from their parents!

Someone needs to be fired ASAP, and the school district needs to issue a full apology.

If you agree, you can contact Superintedent E.C. Alexander (email) or his bosses at the Board of Education at this link.

A man that lies about who he is will never have a problem lying about what he does

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Reply with quote  #135 

Maine governor says, "I no longer support the Common Core standards"


Dr, Susan Berry is reporting that incumbent Maine Gov. Paul LePage (R) told WABI TV5 that he is fearful what has happened in Massachusetts -- slipping from the nation's top education spot to seventh place -- as a result of the Common Core standards, will also happen in Maine.

"First of all, there is always a better way," LePage said. "And I no longer support Common Core, and I say that because we have been in Common Core for several years here in Maine."

"But after seeing what has happened to Massachusetts -- they were the number one education system in America prior to adopting Common Core," he continued. "That tells me that we need to take a hard look, maybe it would be better going back to what they had before."

LePage said he is continuing to evaluate the Common Core but would like for his state to have the highest-ranked education system in the country.

"We already have a great work ethic, why not improve on it," he explained. "And so, I see the more we challenge our children here in Maine, the tougher standards that we have, the better they will perform."

Independent candidate Eliot Cutler wholeheartedly supports the Common Core standards. Taking the position that time and effort have already been expended on the new standards, Cutler said, "I think the Common Core is a good way of doing that. Let's just pay attention, do it, evaluate it in five, six, eight years, see how we are doing. But let's not try to reinvent the wheel all over again."

"This is not some kind of communist plot to take over America's schools," Cutler continued. "This is really a professionally developed effort to make sure our kids get educated."

Democrat gubernatorial candidate Mike Michaud took the middle road, asserting that accountability was needed in education.

"I think that we need to have some standards, but we got to allow the flexibility at the municipal level."

As Breitbart News reported in July, during the summer meetings of the National Governors Association -- one of the owners of the copyright to the Common Core standards -- many governors preferred not to speak about the controversial education initiative, referring to it, instead, as politically "radioactive," "divisive," and "toxic."

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5-Year-old girl forced to sign "suicide contract" for doing normal kids stuff

B. Christopher Agee is reporting that after her teacher determined she drew something that resembled a gun and pointed a crayon at another student, 5-year-old Elizabeth was forced to do something that has outraged her mother and others familiar with the incident.

According to KSN, the Mobile, Ala. girl was compelled to sign a contract promising not to commit suicide or homicide before being sent home. Her mother, Rebecca, noted that the entire ordeal played out without her present.

Officials "asked her if she was depressed now" based on a teacher's account that she "drew something that resembled a gun" and "pointed a crayon at another student and said 'pew pew,'" her mother said.


Though the contract is null and void pursuant to state law, the damage has already been done, Rebecca explained. "Most of these words here, she's never heard in her life," the concerned mother said, describing the difficult scenario that took place when the young girl came home. "My child interrupted us and said, 'What is suicide?'" Rebecca recalled.


As it stands, the incident is included in Elizabeth's school record, though her mother is fighting to have it removed. Additionally, Rebecca dismissed requests from school administrators that she take her daughter to see a psychiatrist.

"There should be a different way to handle this situation," she maintained. "If this is protocol, it needs to be looked at again."

Reporters noted that the school has yet to respond to requests for comment.

I'd have the teacher and administrator sign a "suicide contract."  Clearly, they're nuts! They shouldn't be allowed near children.

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Panic over student's "military-type jacket" sends school into lockdown

Victor Skinner is reporting that  A "suspicious" looking middle school student with a "green military-type jacket" sent a Connecticut school into lockdown for two hours Tuesday.

A school staff member alerted school authorities to a suspicious man roaming the school hallway, describing the person as roughly 5 feet 7 inches and wearing a green military-type jacket. School officials relayed the possible threat to police, who issued a lockdown around 11 a.m., NBC reports.

"Officers searched the John F. Kennedy Middle School and its surrounding grounds, but police said the initial search 'revealed nothing of a suspicious nature,'" reports.

The school district alerted parents of the lockdown, which of course made them very worried. Several nervous parents waited outside of the school during the search, but those who approached were told to go back and wait in their cars, according to WFSB.

"We got a phone call 15 to 20 minutes ago saying a teacher saw a suspicious person in the area and that's all they said," parent Courtney Peluso told the news site.

Meanwhile, school staff secured the school's 800 students in classrooms and the cafeteria, superintendent Tim Connellan said.


At some point, police and school officials found a student fitting the description. It turns out it was a kid walking down a hall, going to class, with a green jacket on that made the "school staff member" think he was a terrorist threat.

After he was deemed not a threat, but a student. Police then conducted a second search -- just in case -- before giving the "all-clear" around 1 p.m., NBC reports.

The reason kids are so stupid today is because teachers are so stupid today.

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The College Board -- marching the U.S. to the left one history lesson at a time

Paul Mirengoff says in this post, I discussed the left-wing ideology behind the College Board's development of new curriculum for the teaching of AP U.S. History. Here, I want to discuss how left-wing ideology is manifested in the College Board's "Framework" for the AP U.S. History exam, which you can find here.

One manifestation is, as you would expect from a leftist project, is the downplaying of our Founding. If you read the document quickly, you might miss our constitutional moment altogether.

If you happen to come across it, amidst the constant enumeration of mistreatment of minorities and women, your main takeaway will be that the Constitution botched the issue of slavery. And your main takeaway about the Founding as a whole, aside from its "class" implications, will be that it helped spark the slave uprising in Haiti and the French Revolution.

This is "globalist" American history run amok. It's also enough to make you wonder whether our Founders should have turned down their invitation to come to Philadelphia.

Things are no better when we examine the Framework's treatment of 20th century American history. Consider the Progressive Era, about which the Framework states:

Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources.

As Ron Radosh points out, there is no indication that progressive reform may have been instituted by corporate regulators for their own benefit, at the expense of small manufacturers and producers. This view of progressivism, developed by modern scholars, is not acknowledged.

That's ironic because the College Board claims that it is simply updating the teaching of AP U.S. History to bring it into conformity with the "findings" of current scholarship. I agree with Stanley Kurtz that it's absurd to characterize ideological spin as the equivalent of recent discoveries in physics or chemistry. But if new "findings" are going to be incorporated, they shouldn't be confined to those that affirm the liberal narrative.

The Framework also sugar coats the New Deal:

The liberalism of President Franklin D. Roosevelt's New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, to stimulate recovery, and reform the American economy.

Radical, union and populist movements pushed Roosevelt toward more extensive reforms, even as conservatives in Congress and the Supreme Court sought to limit the New Deal's scope.

There is no reference to the criticism of the New Deal by historians like Radosh who deny that it stimulated recovery (the U.S. suffered through what was dubbed "the Roosevelt depression") and who note the corporatist structure of The National Recovery Administration (NRA). Instead, we are told, with apparent approval, that radicals, unions, and populists pushed for more measures to improve life, which conservatives tried to obstruct.

When we get to the Age of Reagan, the College Board transforms itself from cheerleader to cynic. We are told the following, for example:

President Ronald Reagan, who initially rejected détente with increased defense spending, military action, and bellicose rhetoric, later developed a friendly relationship with Soviet leader Mikhail Gorbachev, leading to significant arms reductions by both countries.

Reagan, then, was a flop-flopper at best and a hypocrite at worst. He succeeded in foreign policy only when he adopted the pacific "let's all get along" approach favored by the left in these matters.

The College Board does not entertain the obvious possibility of a causal relationship between Reagan's tough initial stand and the improved relationship that ensued when Gorbachev began the process of throwing in the towel.

There's plenty more in Radosh's essay, as well as in this analysis by Peter Wood of the National Association of Scholars. Radosh concludes:

The newly proposed AP placement test curriculum is part of the New Left's goal of making "a long march through the existing institutions" that would end with a new radicalized United States, on the road to socialism. By emphasizing hegemony in the sphere of culture, taking their cue from the Italian Marxist Antonio Gramsci, they have now moved a further step ahead in that long march.

Is Radosh overeacting? I don't think so

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New poll suggests pretty much everyone hates Common Core

William A. Jacobson says that didn’t take long. While parents in America have been complaining about Common Core for quite a while, now even many teachers don’t like it.

Blake Neff of the Daily Caller reports.

Poll: Public, Teachers Souring On Common Core

A new poll from the group Education Next indicates that support for Common Core education standards has fallen significantly from a year ago.

The largest drop in support has occurred among educators. However, supporters of the new standards are still a slim majority, and significantly outnumber avowed opponents.

From 2013 to 2014, support for Common Core slipped from 65 percent of the public to 53 percent, while opposition doubled from 13 percent to 26 percent.

The decline was driven by a sharp drop in Republican support, which fell from 57 percent to 43 percent, while opposition soared from 16 to 37 percent. Democrats, on the other hand, had a statistically insignificant drop in support from 64 percent to 63 percent.

More dramatic, however, was a sharp change in the attitudes of teachers. In 2013, 76 percent of teachers supported Common Core and just 12 percent were opposed. In a single year, those numbers have shifted to 46 and 40 percent, respectively. Their growing opposition is notable, because the survey also found the teachers to be significantly better-informed about the nature of Common Core compared to the general public.

Common Core has faced attacks of increasing intensity from both the right and the left in past two years. Conservatives argue that the standards amount to a federal takeover of education because the Department of Education has encouraged their adoption, while liberals often complain that the standards encourage school systems to focus excessively on standardized tests.

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Reply with quote  #140 

Obama's Department of Education say illegal immigrant minors are "entitled" to public education

Caroline May is reporting that the Department of Education released a fact sheet Monday about the availability of public school education for undocumented immigrant children -- specifically the tens of thousands unaccompanied minors who have recently entered the U.S. illegally.

"We have begun to receive inquiries regarding educational services for a specific group of immigrant children who have been in the news -- children from Central America who have recently crossed the U.S. - Mexico border," the Department of Education explains.

"This new fact sheet provides information to help education leaders better understand the responsibilities of States and local educational agencies (LEAs) in connection with such students, and the existing resources available to help educate all immigrant students -- including children who recently arrived in the United States," it adds. 

The fact sheet lays out the basics about the undocumented immigrant children's rights and what communities can do to help with enrollment.

"All children in the United States are entitled to equal access to a public elementary and secondary education, regardless of their or their parents' actual or perceived national origin, citizenship, or immigration status," the fact sheet explains. "This includes recently arrived unaccompanied children, who are in immigration proceedings while residing in local communities with a parent, family member, or other appropriate adult sponsor."

Since October more than 62,900 unaccompanied minors have been detained illegally entering the U.S., the vast majority of who have been from Central America. As the fact sheet explains, the unaccompanied, undocumented minors are placed in the care of the Department of Health and Human Services (HHS) where HHS offers "educational services."

HHS then releases the children into the United States into the custody of a family member or other "sponsor," while in their care the undocumented immigrant children "have a right" to attend public school.

"While residing with a sponsor, these children have a right under federal law to enroll in public elementary and secondary schools in their local communities and to benefit from educational services, as do all children in the U.S.," the sheet explains.

Read the full fact sheet from the Department of Education here . . .

The one thing you can bet on is that the richest communities in the country, such as Weston, CT; Chappaqua, NY; Potomac, MD; Grosse Point, MI; Beverly Hills, CA and San Mateo, CA will not have to worry about invader children in their schools.

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This teachers union president says he will "punch you in the face" if you oppose Common Core

Top Right News says this is sheer insanity.

This isn't some raving drunk off the street. This is the president of one of the largest teachers unions in the United States -- a nation which is slowly turning against the disastrous "Common Core" system of Federally-imposed standards.

Mulgrew's unhinged, menacing outburst was part of an intense debate on a resolution calling on the 1.4 million-member American Federation of Teachers to continue its support the implementation of Common Core.

"I've heard the stories about how Eli Broad, Bill Gates, Joel Klein and a flying saucer full of Martians designed these things to brainwash us all," Mulgrew raged against the growing grassroots tide of opposition to Common Core.

Even many teachers have rebelled against the initiative, which has come under blistering attack by academics and politicians on both sides of the aisle. When the assessments aligned with the Common Core standards were first administered in New York in 2013, state test scores plummeted by about 30 points.

Attendees at the convention said the hulking, bald and very angry union boss's intimidating diatribe was frightening.

"It was scary," a member of the audience who wished to remain anonymous told the Daily News. "People were saying that he shouldn't be around children."

This is how the Left reacts when We The People dare to challenge their systems of control.

This guy must have transferred over from the Teamsters Union.

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Reply with quote  #142 

New war over high school U.S. history

Stanley Kurtz is reporting that Americans are only just now waking up to a quiet but devastatingly effective effort to replace the teaching of traditional American history in our high schools with a new, centrally-controlled, and sharply left-leaning curriculum.

The College Board, the company that issues the SAT and the various Advanced Placement (AP) exams, has created an elaborate new framework for the AP U.S. History Exam that will effectively force nearly all American high schools, public and private, to transform the way they teach U.S. History.

The traditional emphasis on America's founders and the principles of constitutional government will soon be jettisoned in favor of a left-leaning emphasis on race, gender, class, ethnicity, etc.

There are serious questions about the legality of the new AP U.S. History Exam, insofar as it may conflict with existing history standards in a number of states.  These questions, however, as well as public debate over this massive and tremendously controversial change, have been largely suppressed by the stealthy way in which the College Board has rolled out the new test.

The new AP U.S. History Exam has been issued under the authority of David Coleman, president of the College Board and, not coincidentally, architect of the Common Core.  We are witnessing a coordinated, two-pronged effort to effectively federalize all of American K-12 education, while shifting its content sharply to the left.

While the College Board has publicly released a lengthy "framework" for the new AP U.S. History Exam, that framework contains only a few sample questions.  Sources tell me, however, that a complete sample exam has be released, although only to certified AP U.S. History teachers.  Those teachers have been warned, under penalty of law and the stripping of their AP teaching privileges, not to disclose the content of the new sample AP U.S. History Exam to anyone.

This is clearly an effort to silence public debate over these heavily politicized and illegitimately nationalized standards.  If the complete sample test was available, the political nature of the new test would become evident. Public scrutiny of the sample test would also expose potential conflicts between the new exam and existing state standards.  This is why the College Board has kept the test secret and threatened officially certified AP U.S. History teachers with severe penalties for revealing the test.

The College Board claims that its highly directive new framework for AP U.S. History is actually adaptable to the preferences of particular states, school districts, and teachers.  This is deeply misleading.  It is true that the new history framework allows teachers to include examples of their choice.  Yet the framework also insists that the examples must be used to illustrate the themes and concepts behind the official College Board vision.

The upshot is that James Madison, Thomas Jefferson, and the other founders are largely left out of the new test, unless they are presented as examples of conflict and identity by class, gender, race, ethnicity, etc.  The Constitution can be studied as an example of the Colonists' belief in the superiority of their own culture, for instance.  But any teacher who presents a full unit on the principles of the American Constitution taught in the traditional way would be severely disadvantaging his students.  So while allowing some minor flexibility on details, the new AP U.S. History framework effectively forces teachers to train their students in a leftist, blame-America-first reading of history, while omitting traditional treatments of our founding principles.

Texas is at the forefront of the resistance to the new AP U.S. History Exam, but the battle is not going well.  Ken Mercer, a member of the Texas School Board, is attempting to introduce a resolution rebuking and rejecting the new AP U.S. History Exam.  Unfortunately, he is now being told that he must wait to introduce the resolution until September, when it will be too late.

Texas makes up about 10 percent of the College Board's market.  Were Texas to reject the new AP U.S. History Exam, the entire project could be put into doubt.  It is imperative that Ken Mercer be allowed to introduce his resolution.

Texans need to wake up and demand that Mercer's resolution be introduced and passed as soon as possible.  The rest of the country needs to wake up and demand similar action in every state.

The public should also insist that the College Board release its heretofore secret sample AP U.S. History test for public scrutiny and debate.  There is no excuse for withholding this test from the public.

Just as the Common Core became an established fact before most American parents, lawmakers, and school districts even knew it existed, the new AP U.S. History Exam is about to entrench a controversial and highly politicized national school curriculum without proper notice or debate.  George Washington, Thomas Jefferson, and a full understanding of our founding principles are on the way out.  Race, gender, class, and ethnicity are coming in, all in secrecy and in clear violation of the Constitution's guarantee that education remain in control of the states.

The time to oppose the new AP U.S. History Exam is now.

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Reply with quote  #143 

Priceless! Student sums up Common Core idiocy in a single word

Jason DeWitt says one student got sick of being dumbed-down by Common Core’s convoluted "standards" to do basic arithmetic.

"Standards" like how to add two numbers, which the student was told to do like this:


What? It’s enough to make you pull your hair out.

So when he was given his next basic arithmetic assignment, to find the difference between 180 and 158 (180-158), this 5th grade student just did it his own way -- the right way -- and dissed Common Core with single, awesome word:



But this really makes us feel for these kids, who are being corrupted by this incompetent program. How are we ever supposed to compete with China if we have upending even basic arithmetic and confusing round minds in the public schools?

Mathematics have evolved over a period of three thousand years, but these loony, Leftist "educators," wallowing in their arrogance, have a better way.

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Reply with quote  #144 

Toxic culture of education

Look, ma! No teleprompter.

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Stanley Kurtz says Common Core is a "gross abuse of democracy"

Dr. Susan Berry is reporting that writing at National Review Online, conservative commentator Stanley Kurtz observed that history will show the sponsors of the Common Core "made a mockery of the Constitution and the democratic process."

Kurtz is responding to the Washington Post's "devastating" report of its interview with Bill Gates, the primary source of private funding for the Common Core standards. The interview was, according to the Post's Lyndsey Layton, conducted in March, but reported on June 7, perhaps due to the fact, as Mercedes Schneider suggests, that in March, "39 states and DC were in legislative session -- a session that was particularly stormy for ‘state led' CCSS. By Saturday, June 7, that number dropped to 11 and DC, with 6 and DC having no session end to anticipate."

Suspecting bias, Schneider surmises, "Hold the story until the first Saturday in June, when most legislatures are no longer in session. Quite the standards-rescuing coincidence, n'est-ce pas?"

Nevertheless, Kurtz determines, "When the story of the Common Core is finally told, it's going to be ugly."

He continues:

It's going to show how the Obama administration pressed a completely untested reform on the states, evading public debate at both the federal and state levels. It's going to show how a deliberative process that ought to have taken years was compressed into a matter of months. It's going to show how legitimate philanthropic funding for an experimental education reform morphed into a gross abuse of democracy. It's going to show how the Obama Education Department intentionally obscured the full extent of its pressure on the states, even as it effectively federalized the nation's education system. It's going to show how Common Core is turning the choice of private -- especially Catholic -- education into no choice at all.

Kurtz also reminds his readers, "This is the story that opponents of the Common Core have been telling for some time, only to see it dismissed as a crazy conspiracy theory."

As Breitbart News reported on June 8, Gates told Layton that he donated millions of dollars for both the development and promotion of the Common Core because he believed "the country as a whole has a huge problem that low-income kids get less good education than suburban kids get…"

"What Gates doesn't say is that Common Core tries to overcome inequality by dumbing down all state standards to a mediocre national mean," writes Kurtz. In essence, Gates' social engineering project, however, is "misguided," he continues, because when "tough tests and high standards create ‘disparities' between students, a false quality is sought via dumbing down."

Kurtz adds:

The misguided notion of social justice that stands behind the Common Core excuses in the minds of its advocates evasion, manipulation, and violation of the most basic constitutional and democratic principles. When you fancy yourself a well-intentioned technocrat -- a man above politics -- your conscience is untroubled by end-runs around silly little things like the consent of the governed.

Conservative Kurtz states that though he does not always agree with liberal education historian Diane Ravitch, he supports her notion of a congressional investigation into the extraordinary intertwining of the Gates Foundation and the U.S. Education Department in their imposition of the Common Core standards on the states.

"Several laws prohibit the federal Department of Education from directing, supervising, or controlling programs of instruction in state or local school systems," Kurtz concludes. "By coordinating with the Gates Foundation, and by other means as well, the Obama department of education appears to have violated that prohibition."

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Colleges are rattled as Obama seeks rating system

Michael D. Shearmay is reporting that the college presidents were appalled. Not only had Barack Obama called for a government rating system for their schools, but now one of his top education officials was actually suggesting it would be as easy as evaluating a kitchen appliance.

"It's like rating a blender," Jamienne Studley, a deputy under secretary at the Education Department, said to the college presidents after a meeting in the department's Washington headquarters in November, according to several who were present. "This is not so hard to get your mind around."

The rating system is in fact a radical new effort by the federal government to hold America's 7,000 colleges and universities accountable by injecting the executive branch into the business of helping prospective students weigh collegiate pros and cons. For years that task has been dominated by private companies like Barron's and U.S. News & World Report.

Obama and his aides say colleges and universities that receive a total of $150 billion each year in federal loans and grants must prove they are worth it. The problem is acute, they insist. At too many schools, tuition is going up, graduation rates are going down, and students are leaving with enormous debt and little hope of high-paying jobs.

The idea that the government would try to rate the schools has rattled the entire higher education system, from elite private institutions to large state universities to community colleges.

"Applying a sledgehammer to the whole system isn't going to work," said Robert G. Templin Jr., Obama of Northern Virginia Community College. "They think their vision of higher education is the only one." Many college leaders accuse Obama of grasping for a simplistic solution to what they call a crisis of soaring tuition.

The rating system, which Obama called for in a speech last year and is under development, would compare schools on factors like how many of their students graduate, how much debt their students accumulate and how much money their students earn after graduating. Ultimately, Obama wants Congress to agree to use the ratings to allocate the billions in federal student loans and grants. Schools that earn a high rating on the government's list would be able to offer more student aid than schools at the bottom.

Many college presidents said a rating system like the one being considered at the White House would elevate financial concerns above academic ones and would punish schools with liberal arts programs and large numbers of students who major in programs like theater arts, social work or education, disciplines that do not typically lead to lucrative jobs.

They also predicted that institutions that serve minority and low-income students, many of whom come from underfunded schools and have had less college preparation, would rank lowest in a new rating system, hurting the very populations Obama says he wants to help.

William E. Kirwan, the chancellor of the University System of Maryland, said Obama's desire to hold down costs and improve graduation rates is a "noble effort." But he questioned the wisdom of trying to create a rating system. "It's hard for me to imagine how that can work," said Dr. Kirwan, who is known as Brit.

But officials said Obama was determined to shake up a system that he has said costs too much and often provides too little value.

Continue reading here . . .

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Reply with quote  #147 

Common Core -- dangers and threats to American liberty and education

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Reply with quote  #148 

Follow the money -- self-described liberal educator tells ugly truth about Common Core

Harriet Baldwin is reporting that a former assistant principal spilled the truth about how the large and powerful lobbying group, Pearson, is making millions by authoring the standardized Common Core tests in Florida and across the nation.

According to The Blaze, Kathleen Jasper told Glenn Beck in a recent interview: 

“Pearson has a very large lobby, so they lobby our legislators to pass laws that make it so that more tests have to be generated,” Jasper explained. “The more tests that are generated, the more money they’re going to make.”

Jasper said Pearson -- which also gets involved in political campaigns -- makes between $15 and $30 per student, per test administered. In her district alone, there are 80,000 students required to take the standardized tests, and roughly forty percent fail the first time, and have to take them again.

Common Core standards threaten to create a generation or more of dumbed-down, test taking zombies, sucking the life out of any creative abilities and frustrating teachers who want to encourage their students to “think out of the box.”

Read More . . .

Video here (cursor down) . . .

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Reply with quote  #149 

What educators learned at "White Privilege" conference

Erica Ritz wants to know id it would surprise you to learn that educators were recently taught at the fifteenth annual White Privilege Conference in Madison, Wisconsin, that "racism is central to America;" "the longer you are in the TEA Party, the more racist you become;" and "this country was built on white principles for white people."

Those are just some of the sound bytes captured by Progressives Today -- a joint collaboration between Gateway Pundit’s Jim Hoft and EAG News' Kyle Olson, who also co-wrote Glenn Beck’s most recent book, “Conform.”

Hoft and Olson teamed up with documentary filmmaker Andrew Marcus to investigate the conference, and aired some of the controversial footage on TheBlaze TV’s Dana on Friday.

"A lot of teachers that we interviewed … said that their schools were paying them to come," Hoft remarked. "Teachers from around the country were getting paid to attend this event so that they could go back and spread their 'wealth of information' -- just garbage -- back in the classroom and back in the teacher’s conference room."

The conference’s website adds that teachers are eligible for continuing education credits if they attend. High school, undergraduate and graduate students are also eligible for academic credit if they participate.

Hoft, Olson, and Marcus said the conference had roughly 2,400 attendees, and many were students or educators. One individual from the Department of Education told the group there were at least 45 staff members from just one school district at the conference.

The trio said the speakers repeatedly emphasized how important it is to start teaching students about "white privilege" when they are as young as four and five years old, and that they also conflated racism was conflated with capitalism.

Olson said one of the main messages was, "in order to deal with racism … we need to attack capitalism and [change] our very economic structure and economic system."

Hoft added: "It's not about moving the country, moving society, in a positive direction … It’s very clear that they’re just pushing Marxism."

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Reply with quote  #150 

More public school indoctrination of your kids

We are told, and Lefties pretend, that schools are not part of their orthodoxy. That they do not indoctrinate their kids. That conservatives are just hyperbolic and paranoid. That, to put it scientifically, is hogwash. For example:

Caleb Howe says those kids just recited nearly every lefty, greenie talking point on fracking at a Bureau of Land Management hearing in Colorado. Now, if Democrats really were the party of science, such wanton disregard for the legitimately factual in favor of the doctrinaire liberal would be just as objectionable to them as it is to us.

Liberals are orthodox. They are orthodox about abortion. They are orthodox about global warming. They are orthodox about the minimum wage, poverty, social programs, and healthcare. And they are even more so about fracking. Just today on MSNBC, Touré compared fracking to racism. It is one of their feel good, I’m smart, we hate oil, save the earth theological premises that they consider a moral litmus test. You’re either with us, or you’re with fracking.

The real truth is that fracking is a boon. And the myths, like flammable water, are propaganda. And that propaganda is in our schools. That’s your tax dollars at work, folks. Un-fracking-believable.

The BLM is showing up all over the place these days, aren't they? Hmmmm!

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