Public Schools or Public Screwels? Part 12

muller bad

This is part 12.

Here is a post from a friend of mine:

My dear friend and a recently retired teacher Marla Phan shares her insights.

“While I left education of my own volition, I want to share why I would have stayed. Keeping my mouth shut about what I saw happening around me, things that were detrimental to actual teaching and learning, were
contributors to my leaving education.

I would have stayed longer had education not turned into a one-stop-shop for the promotion of socialized, progressive “education.” Education has become the hallowed ground of positivity, where a liberal agenda is put in place with a smile. Students are the barometers of this new deal. They know exactly where lines used to be drawn-academically and behaviorally, and of their near-extinction these days. Fluffed-up grades are the new norm. Who wants to answer for 50% of their students failing? Teachers get called out on grades, not the lazy kids who failed when they could have passed. Teachers have to tutor kids who fail, allow them to re-take failed tests in a different way so they can have a chance to pass, and know full well that these kids are under-served and under-educated. Data dictates moving on, not actually teaching in depth. Yes, I would have stayed longer had my hands not been tied to the grinding death-wheel of data and “do-overs.”

I would have stayed longer if students would have parted with their electronics during the school day. This would have allowed their minds to remain in the classroom instead of on that last text to a BFF, or sworn enemy, that video game, or the incoming call or text from Mom that she should be allowed to answer during class.

I would have stayed longer if students cared about being able to read and write well. My last year was the only one where students were unable to sustain silent reading for a reasonable length of time-longer than ten minutes-by year’s end. It was a year that many students were openly offended if they had to write a paragraph longer than five sentences, and spell and punctuate correctly.

I would have stayed longer had my skills in developing relationships with kids not been pushed aside in favor of a one-size-fits-all program (yes, expensive!), that was mandated for all teachers and classrooms-with a spy from the company visiting to make sure we were in compliance and had class-created contracts posted. The re-education of teachers began with a two to three day indoctrination by a company rep. I could have written such a program with my fellow teachers. It could have been used to help out fledgling teachers who needed a hand, instead of forcing all teachers to comply.

I would have stayed longer if parents truly knew what education was going to be turned into before it happened, so they could have had a voice-if they cared. They would know that their 21st century school buildings, with their kid-friendly charging-station furnishings, new ways of grouping kids so that they can teach each other, and all the other flashy programs and methods, are just cover-ups for what teachers know is missing-true education. Yes, you will still see smiles and and good fun among teachers, but behind those smiles lies ”The Countdown Until I Can Retire.” Some even have it down to months and days. Teachers truly know what is going on.

I would have stayed longer if keeping my mouth shut had not meant two full years in a row of serious illness. Now I know why my doctor wanted me to leave the profession. I also know why she said that she had many other teachers as patients who were leaving education well before retirement. (An aside-I believe people would be surprised to know how many teachers are on medication, have had panic attacks at school, heart attacks due to stress, nervous breakdowns, made a trip to the hospital in an ambulance from school, or cried endless tears with colleagues behind closed doors. But, we don’t talk about those things.)

I would have have stayed longer had unruly, disrespectful, disruptive students been dealt with so that these behaviors stopped. Instead, students sat down for a long chat with an administrator, probably got a lunch detention (a joke), or night school (another joke), and got sent back to class. We teachers were not allowed to know what type of punishment a kid received. If behavior was truly serious, (as decided by an administrator), a student got sent off-campus to alternative education for maybe 30 days. That meant that teachers had to gather that student’s work together and send it there, which was just one more thing to worry about. All we knew was that the behavior often continued unchecked and administrators were often nowhere to be found.

I would have stayed longer had education not been turned into a “look-how-great-I-am” circus of earning stickers once we teachers completed self-education on computer software programs, as chosen by the district. Our stickers went on posters outside our classrooms for all to see. There was one teacher (maybe two), who had two posters. She was very popular with administrators, had small “fun-type” classes and a budget for her fabulous classroom that the rest of us would have liked to have had. Whatever happened to respecting the teachers who quietly went about the business of loving and educating kids, instead of taking up precious time earning stickers? Those veterans used to be the backbone of our schools and the mentors of newbies. Now they are leaving in droves, and nobody cares. All are easily replaced by younger, more progressive, cheaper models-who earn stickers and accolades for going along. They are trained Stepford-like to make sure that everyone is safely homogenized, and individualism is erased.

Stop and think about how many veteran teachers you’ve seen move to private schools, or leave the profession entirely. We’ve all heard the reasons…wanted to retire, wanted to leave the area, wanted to move on, personal reasons…etc. If you asked those same teachers if they would have stayed longer if they were granted the autonomy and support of say, ten years ago, I would imagine that most would still be in the classroom.”
– Marla Phan



And here are the replies to this post:

So well said. The exact reasons I left education

Thisss is a profound expose of a hidden agenda thats so covered up. The real reason seasoned teachers have felt the need (not desire) to leave the profession. So utterly sad. But its truth..i know teachers personally that lost their livelihoods $$ and something they realllly loved. Whatta pity…
Maria Phan, you will be embraced again if you volunteer at any private school. Children need you, and some of them can be helped. Save the ones you can. Public schools be damned. Very sorry it has come to this. Hope that peace and happiness find you.
Thank you for the difference you did make, Marla.
What I’ve learned about the great teachers I had in my life is…they may retire but they never stop teaching.
Long after I received my high school diploma, I stayed in touch with one teacher in particular. she was one connection I could never afford to break or lose. She knew me. She watched me grow. She helped me grow and she never dropped me. Even when she had every reason under the sun to kick me to the curb or drop me, she didn’t. She never quit me and although I thought about quitting on her, all the time, something inside me told me to stay. Don’t you dare quit her, Missy. Don’t you dare.When I was in high school, I fought her more than I followed her lead. If she said sing it this way, I sang it MY WAY and all those years I thought I won. I thought I beat her.
Later she told me how much she enjoyed having me as a student. Me and my “Don’t tell me what to do” Miss Missy Tude. I was in my late 20’s when she said that to me and I laughed at her and gave her one of my signature eye-rolls because…I had grown up a little since high school and I realized just how much of pain in her a$$ I was for her at times. I was bloody amazed that she wanted to bother with me at all after I received my HS diploma. But I was wrong.We were having lunch and she reached across the table and touched my arm and said “Missy, please call me Kate. It’s okay. I don’t mind.”I looked at her. I tried to see her as Kate and not Mrs. Heckard and I grabbed her hand and I said “Don’t tell me what to do, Kate. I wish I could, but I’m afraid I can’t.”She howled. “Missy, Missy, Missy…you are a dying breed and I love you so. Suit yourself.”I miss her. She up and left the planet 6 years ago but…she didn’t leave me. We’re still connected.See, it took me awhile to figure out why we never quit on each other. Somewhere in time, in those 4 short years of high school, probably when we were standing toe to toe, nose to nose, staring each other in the eyes, she reached inside me and took a little piece of my heart and She never let it go and she still has it.She embraced our differences and used them to make difference, to help me.
Not because she had to, because she wanted to and I’m not the only student she worked over. There were many.At her funeral, all the kids, her students sat together and we giggled as they made there way to sit with all the kids she touched in her 40 years of teaching. We were the kids she pushed a little harder and the ones who threatened to quit but never did. We were the ones she stayed in contact with long after we graduated high school. All the kids who she never gave up on while we were in school and for many years after.So Marla…I know this is a bittersweet time for you but sit tight. You made a difference and over the next few years, each and every one of those kids will figure out their missing a little piece of their heart. Don’t be surprised when they pay you a visit or reach out to you.They’re not coming to retrieve what you have. They want you to keep it and use it to mend your own when you need it.That’s what you did, Marla and just like Mrs. Heckard…you did all of this, not because you needed to…because you wanted to.Be well and enjoy your retirement.Sincerely,Miss “Don’t tell me what to do” Missy

My step father retired last year after 25 years of teaching and building a really good Diesel Tech program at the County Tech Center.

He didn’t expect to be so sad because he felt it was time for him to go.
The battles with admin and the all the BS that were getting in the way of doing what he once loved, became battles that he knew he couldn’t win.

But every day since his last day, he thinks about the kids and what’s happening and not happening while he’s not there.

They’ve gone through two instructors since he’s been gone.

It’s haunting him and I see it and so does my son.

When my youngest was old enough to enter the county tech program HE decided he wanted to sign up for the Diesel Program but he wouldn’t do it until he talked to me, dad and Paw-Paw, the instructor, first.

I was the first to balk at the idea. My step father, the instructor, his Paw-Paw was not far behind me, either.

My step dad is a good teacher, a pusher, very organized and regimented. Kids either loved him or they hated him. But more kids loved him than hated him.

We left Ben to have a heart to heart with his paw-paw and Ben wasn’t happy when he came home.

Paw-paw wasn’t sure he wanted his grandson as his student. He wasn’t sure Ben could take and he made it very clear to Ben…”you will always be my grandson but in class…you’re my student and I’m Mr. Ressler, your instructor and because of who you are, you’d better be ready because the guy you see at Sunday dinners and family gatherings is not who you will see in the classroom. Think about that Ben. I want you to go home and think about what you expect out of my program and why you think you want to sign up and be ready for some pretty tough questions.”

Ben was confused and a little hurt and a little angry but he thought about it. He paid his grandfather a visit, not at home…he was waiting by his truck after school at the tech center.

I don’t know what they talked about. Until this day, neither of them mentioned what they discussed.

All I got from my step dad was a text.

“Hey, I’ve decided to take Ben into my class. Don’t tell him I told you. Let him tell you.”

It was the best thing that ever happened to Ben and my step dad.

It was the first and the last time he had a student from the family.

Unfortunately, the program he built has fallen to pieces a lot faster than the time it took him to build it and it’s a shame.

And Ben…he knew his paw-paw was struggling a little in his first year of retirement, but he knew what to do.

The friends he made at the tech center are the friends he held onto and they all complained about the instructor but it didn’t take them long to understand, he was one of the best teachers they ever had.

Ben knows where Mr. Ressler lives and he never needs an invitation to visit. I’ve been there when Ben and his classmates come barreling down my parents driveway.

I get choked up when I look at my step dads reaction. I can see his heart and what all those years meant to him and his students and yes…he’s still teaching.

Every now and then he sneaks over to my sons shop to see what’s going on and he always leaves with dirty hands, grease on his pants and a smile on his face. My mom sends him when he’s miserable or in what she calls his “retirement funk.”

And none of his former students call him Bob…they call him what Ben calls him. PAW-PAW Bob or Mr. Ressler. They can’t bring themselves to call him by his first name. 😆

Ben graduated at the top of his diesel tech class, BTW and was awarded with a scholarship.
Not because he was the grandson of the instructor. Because he earned it. Because Mr. Ressler grabbed a piece of his heart and never, ever let go.

I loved that my step dad was his instructor even though I wasn’t 100% sold on the idea.
I made it clear to both him and my son…”Paw-Paw’s the boss. Do what you gotta do Mr. Ressler. He’s all yours.”

All the adults balked at this challenge…it was the kid…he wasn’t going to quit. He wanted in.


My heart is aching over that story. Your stepdad is very special and your son is fortunate to have such a great teacher in his life, even after retirement.

I wish I had been more organized and disciplined like he was and undoubtedly still is. Unfortunately, being organized for me was making sure all the piles on my desk were nice and neat. But, I was a whiz at searching up curriculum and helping other teachers!

I know your stepdad’s heart for education and that you don’t just shut off instructing once you retire. My youngest daughter is in college, along with two of her best friends. I’ve helped all three with writing they had to do for school. I guess I just love teaching people how to polish their work. Teaching, whether to a group or one-on-one, strikes a chord deep inside that validates who I am as a person. It’s like saying, “Let me help you become better at what you’re doing” and feeding my own heart at the same time. I can’t possibly stop feeding my heart! I intend to tutor older kids once they realize they’ve been short-changed by a broken system.

I know this and say all of the time about pidgin holing of our future leaders and just regular folks! I raise hell about common core and I repost the things that I hope will wake parents and society up! But the beat goes on and on! Parents snooze as their children are brain washed! So sad!
Shared this. As a retired high school English teacher, saddled with the horrid Common Core and burgeoning behavior problems, and everything else mentioned in this poignant piece, I see public education going steeply into a black hole.
I can understand parents not believing me, when i tell then what I understand to be happening in our children’s classrooms. But I am still completely dumbfounded that more don’t pause to consider the situation when it comes directly from the source. Thank you for your insight. ‘Shared.’
 Here is a post from a friend of mine:

The program allows students with issues such as marijuana possession, vandalism and trespassing to go to an alternative school for a few days, which enables them to avoid a criminal record.

PROMISE has received increased scrutiny in the wake of the Feb. 14 Marjory Stoneman Douglas High massacre, as some have questioned whether district policies have given students like killer Nikolas Cruz repeated second chances.

The South Florida Sun Sentinel highlighted the program in an investigation into a culture of leniency that allows students to receive endless second chances.


And another post from my friend:

“It was mid-afternoon, and superintendents and principals from nearly two dozen school districts statewide had abandoned their tables of stress balls and coffee cups provided by the state Education Department. They huddled around posters of trees that were supposed to represent segregation rising to the forefront of New York’s education conversations. The officials, gathered last Thursday and Friday for the second of four sessions in SED’s efforts to guide integration in struggling districts, had spent the previous two months refining their problem statements — the trees’ trunks — and were now pinning dozens of neon sticky notes scrawled with ‘root causes’ to the lower halves of the posters.”

Can’t make it up.


Here is a post from a Washington anti-Common Core group:

Yesterday I was on a school campus that is used for “head start/early education”… This brochure was in the lobby- can someone please tell me how in the world a 5 year old can be 3 years “behind” when starting K? They also offer “at home visits” to come help you child “be ready” and will bring you toys and activities as incentives to have you sign up for the program.

sad kids

And here are some replies to said post:

It’s my opinion that by having your kids at or higher than kindergarten before they enter Kindergarten makes the district look better for grant opportunities! But that is what K is for…to learn at K level!!! It’s ridiculous.


They clearly don’t actually know what the word KINDERGARTEN means , nor its history as a education method. Froebel spinning in his grave again. 😩😳🤬 😦

“Dear schools: if you’re going to insist on making kindergarten “grade 1 repertory academy” then please stop calling it K. Call it something like ‘grade 0’. Calling it K and tying it to achievement/ academics is like setting up a school that’s nothing but corporate software-led ‘individualized learning’ and calling it “Montessori”; it’s 100% inaccurate and shows that you don’t know jackwipe about education. Your ignorance and chutzpah are showing, fools.”


My son just graduated kindergarten. The things they teach there floored me. Not the kindergarten from my day. Lucky for him he was already starting to read and write or it really would’ve been so hard. My son is a sweetheart that is even tempered and kind. He turned into a brat because he was just so exhausted every day. He would tell me he is tired because there is just so much he had to learn. On top of it there were so many issues not in just his class but the whole school with discipline, understanding and following rules, and language barriers.


Parents need to take Kindergarten back.


They expect so much from these little guys and gals now. I was floored when they told me my daughter should be held back because she didn’t know all of her sight words, there were 50 she was supposed to know before moving on to 1st. This was 11 years ago. It broke my heart and still does because of how hard they push our kids. They are taking the fun out of learning and force feeding them these standards with no regard to hands on learning that children need especially at such a young age.


Our k has 150 sight words!


I have always thought that schools have more control of your kids then they need. I think the school day is twice as long as it needs to be. I am a past home schooling parent, and I educated my kids in about 10 hours a week of sit down time (although I consider every hour of the day to be an education opportunity). Last January my then 16 year old left our neighborhood high school for the community college, She went from being in class 6 hours a day to only 3 hours a day, and getting a better education……….With all that said, I do think that kindergarten should have a very basic list of what incoming students should know and if kids aren’t exposed to enough socialization and structure, then pre-school is a very good thing.


They are only behind because of today’s standards.
Kids aren’t allowed to be carefree children anymore.
These early preschool centers are testing children at three years old for standards. SMH
Same with daycare centers testing developmentally standards. How old were they when they started to sit up, crawl, walk, babble words, speak words, sentences, animals, shapes, colors etc…
It’s all to do with data tracking and making billions a year off of that data.
These standards have nothing to do with children and everything to do with money.
Children can’t be put into boxes and know the same things at the same age, all across the boards.
It doesn’t work that way.
We all learn different and in our own time.


Tacoma has all day kindergarten. Kids in kindergarten are doing the same reading now, that my 16 year old did in first grade.


Remember when naps were part of a child’s day in Kindergarten? How about painting, or exploring fun activities to do during your school day?

My oh my, have children suddenly fallen into this mysterious “gap” that just happened to appear in the last decade?
I think not.
This so called “gap” is a creation of corporate executives and political interests who seek to make millions on their “human capital” (formerly known as our school children).


The home visits and the big push to force kids to do developmentally inappropriate things is all about SIBs and Pay for Success programs. It’s the new way to finance education by tracking children literally from birth.


Here is a post from an anti-Common Core group:

I am strongly opposed to the #InvestInEd tax initiative. As an entrepreneur myself, as well as a former CEO and employer, I know it’s a tax increase on entrepreneurs and job creators, and on capital formation and investment. I believe it would harm and destabilize our state’s economy and lead to an out-migration of businesses and jobs. That, in turn, would reduce tax revenues over the long haul for all state government services, including K-12 education, the largest item in the state budget.

This initiative was conjured and pushed by the highly-partisan political operatives leading the #RedForEd movement. Those individuals come from the far-left, “progressive” (Bernie Sanders) wing of the Democratic Party that fervently believes in redistribution of wealth as the solution to societal challenges. They used the second week of the teacher walkout/strike to gather signatures for InvestInEd at the Capitol as depicted in the photo. In a moment of candor, I heard Joe Thomas, the president of the Arizona Education Association, say publicly that they poll-tested several different forms of increased taxation, and that InvestInEd tested highest under the guise of “tax the wealthy.”

I’ve yet to hear any of these folks decry the recent state standardized test results showing 56% of third-graders aren’t minimally proficient in reading, the foundation of all learning. I’m proposing that we prioritize funding for schools that serve a large number of disadvantaged students who enter school already developmentally behind peer and grade level and lacking basic reading skills. These students need early identification and intervention, and intensive services through individual and small group instruction. InvestInEd says nothing about prioritizing increased funding for K-12 ed, nor accountability for real results and learning by all students.

Lastly, the people so passionate about InvestInEd all have one thing in common: they want to increase individual income taxes but decrease parental school choice. Their constant refrain is “we don’t want our tax dollars” going to support charter and private schools (ESA’s). Any increase in funding for K-12 education should also embrace greater accountability, and the robust competition and school choice we have in Arizona.


Here is a post from the anti-CBE group:

It’s not that teachers have been sold on personalized learning. In Ohio , these are state mandates from our legislature and state BOE. Then our districts require us to undergo training in various aspects of personalized learning, Schoology, STEM/STEAM. My district is striving to be “STEM certified” so even art teachers were told last year to write some STEAM lesson plans and try them out. The mandates have ramped up these past 5 years, teachers are getting burned out. We have no choice in the matter because our union isn’t objecting to any of it. It’s all rolled out as the best thing on earth. My district tries to make the mandates work — a committee spent 16 months revising our teacher evaluation system to meet the new state guidelines but.make it as close to what was already working as possible. Most other districts took OTES “as is” from the state. Several years ago public school superintendents marched at the statehouse to protest over-testing and the head of the state BOE called it a “march for mediocrity” and accused them of wanting students to get by without “holding teachers accountable.” This kind of talk can turn a community against the public school. I can understand why they haven’t protested since!


And some more posts from this group:

i am in a state where the law for homeschooling is to provide equivalent education to my distrct. If they assess it they teach it which means nj homrschoolers must. But no one is discussing this.


if teachers cannot demean the programs for fear of their job then put a bug in the parenys ear to opt out of technology entirely the system cannot function without the data. And use the personalized pitch that students can learn the way that suits them – push for printed books and giving them the option for it.


The assessments for SEL can be embedded in an online test (such as SAT or MAP) or in an online worksheet, measuring how “on task” a student is by how quickly they answer, how they respond to frustration, how persistent, etc. Parents have reported that in state standardized tests, their kids come home saying they were asked questions about if anyone in their home uses drugs or alcohol. Teachers aren’t allowed to see the tests, so we have no idea what questions are being asked.


ah another point if parents have the option to review curriculum prior to the school year digital personalized programs that generate lessons on demand based on the individuals data history and algorithms deny parents this right.
Allowing the parents only to see what may or may not be taught or something similar as a result is unacceptable imo


I work in a highly rated district. A couple of parents held town meetings several years ago to inform parents about opting out, and out of 800 fourth graders, about 30 opted out. The other grades were similar in our 4-6 intermediate school. Teachers were told that if asked, we had to say, “I think your child should take the test.” Parents trust their teachers, so when we seemed to support the tests. they decided it was OK. The next year, same thing, so now we only have a handful of opt outs. The parents like to see how well their kids are doing, our scores overall are pretty high. Of course, eventually the tests will be folded into the daily schoolwork and everyone will think it’s OK.


that is opting out of the test i say opt out of technology the parents need to know about the constant assessing and remediating the programs contain.


do the parents think it os not ok for facebook to data rape adults yet it is ok for their children ?


We’re not fully computerized yet. Students have access to Chrome Books for testing, but the amount of time spent on devices right now is not what we were aiming for several years ago. I think there’s AR reading tests students do, and Larson’s Math during Tech class. I teach art so I am not completely up on everything. I do not think the average parent realizes what’s happening. Just recently we’ve shifted to Standards Based Grading on a 1-4 scale for K-4 and next year 5 and 6 will do it too. That’s one of the requisites for data mining, because it tracks the standards that have been “achieved”.
Teachers have found Standards Based Grading to be burdensome, even in Math where I assumed it would be easy. During one LA meeting where they were struggling to decide how to grade the standards on some examples of 4th grade essays, one teachers sighed and said, “I wish the computer could do this assessment instead of us.” I told her to watch out what she wished for. They don’t like it when I tell them that their jobs will eventually be elminated. They understand how that will happen, but don’t think they can do anything to stop it. And we have to do what we’re told to do, that’s what we’re getting paid to do. A lot of them think all this stuff will go away eventually because in the past, that’s what happened. They don’t realize that this is very different.
the average parent thinks it is just the math and school is the same as when they went. They wont realize unless somehow they are given the info. It has to be video no one really reads anymore although there are still bestselling books – go figure.
teachers need to inform eachother also. Videos that give ed reform history so they catch on … then where it is going.
If I weren’t in the school and seeing what has slowly happened over the past 15 years, I wouldn’t believe it either. It’s been interesting having a front row seat. Still, there are teachers who drink the Kool Aid and convince themselves all of this is really great. But again, without the support of our union, we can’t refuse to give the tests. We can’t say no to any of it.
I do try to inform teachers, but what it does is upset them, and there isn’t an answer to how to stop it, other than to go on strike. Actually in my district, our union has negotiated a very good contract for us. No one’s unhappy with our pay and benefits. So we’re not going to walk out over curriculum changes.
you have to admit the curticulum is quite frankly crap compared to what could be used. I was shocked when i compared and the cost is crazy. They overbloat its just as bad as pharmaceutical markup
So many teachers are trying to sell cosmetics or LuluRoe leggings, thinking they can quit teaching. And everyone my age (62) has retired already. I’m in my 17th year and as an art teacher, I’m not as affected by these mandates. That’s why it’s so unusual that I am more informed than the others, I have a lot of freedom in my classroom, and lots of support for my art program.
No, parents in my district are very much in favor of technology in every aspect of their lives. Kids with fit bits, iPads, apple watches.
Well, there is a difference. Today kids carry around a cell phone, on which they can look up any fact that they want, within seconds. So there’s less emphasis on memorization of facts, such as learning all the states, etc. They don’t learn to write cursive, but they know how to operate a computer, shoot and edit videos, design graphics and slide shows.
Even worse, what students will be permitted to learn will be narrowed. Yes I’m with you on that. Personalized learning will limit the scope of what a student learns, too much emphasis on STEM that may not serve them well 30, 40 years from now.
Liberal arts, philosophy, world history, “useless” majors in college will be eliminated, but also not even exposed to in high school.
Never forget that the children of the 1% attend schools with old-fashioned, well-rounded curriculum and very little tech.
On of my concerns is the progression from proficiency based report cards to the next generation of transferable skills based reporting.
 Here is a post from a Florida anti-Common Core group:

Hard to believe any of the opponents to Common Core, who wasted a good three years talking about nothing else but Common Core, which we have had with us since at least 1949 (the NAEP), except now on steroids, DID NOT UNDERSTAND THAT THE KEY ISSUE WAS THE SHIFT FROM ACADEMICS TO WORKFORCE TRAINING.

The research of many in this country over the past 30-40 years has proven over and over again what the agenda was. Everyone wants to take off on their own rather than join together and be strong.

The agenda was the workforce for all kids but their own: Students will be prepared for, certified and placed in post-secondary education or jobs
which reduce mismatches between students/education and education/workplace, incorporating:
• Career awareness kindergarten through 6th grade.
• Choice of career pathway by no later than 8th grade.
• Work-based learning which includes mentorship, job-shadowing, volunteer service,
school-based enterprise, apprenticeship, internship and paid work experience.
• Students will be required to acquire the following as conditions for graduation:
certificates of initial and/or advanced mastery.
• Workplace competencies and paid work experience in a career field.
• Statutory requirements will be established for schools to adopt block scheduling.
• Health and human services will be integrated with school and work-based learning.
• An electronic data tracking system will be developed for all students.

All the education groups in Florida need to join together to bring this country back under the Constitution, put the government authority back into the control of the state as the Constitution states and not the whim of politicians for THEIR money, power, and control using OUR CHILDREN as THEIR “Human Capital”.

It is “We the People” who allowed our state’s authority to be stripped away from us and now look at the mess. We must take back that authority which will include the proper education of our children.

Now our children’s education is to be combined under the Dept of Labor? IS ANYONE AWAKE???????


Kean University in Union, New Jersey demanded that a student get permission before handing out copies of the US Constitution on campus.  Luckily, he told them to go pound sand and did it anyway.  Luckily, the school didn’t do anything to him:


Here is a post from a Utah anti-Common Core group:

So yesterday my wife had a teacher sit down at her desk to talk about mortgages. This teacher has been with the Granite District (Utah) for 12 years now, and currently teaches first grade in Pioneer Elementary (3860 S. 3380 W., West Valley City). My wife asked her about how long it would be until she retired, and the response was that there was no way this teacher was going to stay until retirement–not a chance.

Reportedly, it’s all chaos in her school now, even in the first grade. The “F word” is apparently the only standard English word that all the children know–and they use it as a noun, a verb, an adjective, and an adverb. Teachers are not permitted to inquire as to the citizenship status of the students, so many obviously come from families where English is not used at all. The parents have children, but they don’t RAISE the children. The District (taxpayers) now provide breakfast, lunch, AND dinner for the kids, and of course there are the meals served in the parks when school is not in session. (I guess if the kids would bring sleeping bags, there would really be no reason at all for them to ever go home. Remember how the Soviets tried this system, and it didn’t work out too well. Surprise, surprise!) Here’s another kicker, and a deciding factor for this teacher to leave soon: since the parents don’t bother to attend parent-teacher conferences, the teachers will (starting in this next school year) be required to make “home” visits, to discuss things with the parents–undoubtedly in the evenings, at the parents’ convenience. Super. I’m sure that will work out wonderfully for all concerned.

Any partially observant residents who’ve lived in the western half of the Salt Lake Valley (West Valley City, Magna, Kearns, Taylorsville, Rose Park, western parts of Midvale, parts of West Jordan, etc.) over the last 40 years or so have seen these areas devolve from basically quiet, working-class neighborhoods into hell holes permeated by drugs, gangs, graffiti, drive-by shootings, and every other characteristic of crime and squalor. (Now if you’ve just moved from somewhere like Reseda or Compton, California . . . maybe seems pretty normal.) But regarding just this public school facet of the society, for the majority of the “students” the schools are obviously simply just tax-funded babysitting . . . even though nearly everyone still pretends that somehow it’s actually “education.”

So now we see many of Utah’s all-knowing “elites” purpose that everything will radically morph into bliss and stellar success if we just follow that old standard formula–you guessed it: higher taxes, and more money dumped into the system. Brilliant. Never mind any possible role played by planning, strategy, structure, qualification, motivation, discipline, accountability, personal responsibility, etc., etc. No, we just need to get a few more billion dollars dumped in there, placate the teachers with some raises, and tell ourselves that it’s all going to be just peachy. Yep, the great experiments calling for more open borders, more “cheap” labor, more “diversity,” more “charity,” and more “inclusion” will somehow just magically take hold and we’ll all suddenly be overjoyed with record progress. Great, huh? Oh yeah, I’m sure it will be simply wonderful as it all plays out.

Uh huh. You betcha.


Here is a post from a Nevada anti-Common Core group:

Data brokers are selling our children’s data. Some of this data is collected from “education” software and applications our schools are pressuring our children to use. Schools expect students to share an incredible amount of personal data with these “free” third party “education” vendors. Reading the article below you see why these vendors provide “free” applications and software to school children.

From the article: “Researchers were startled to find that while they were able to easily purchase this information to sell potential products to this demographic, the 14 and 15 year old girls who were presumed to need family planning services knew very little about what data they were providing to commercial data brokers to make this assumption. Their parents were largely in the dark, too.

CLIP recently published the findings from their study, ‘Transparency and the Marketplace for Student Data,’ and found little transparency for data subjects about how student data is being used commercially. Data brokers advertise lists of students organized for traits from religion to ‘awkwardness,’ YET ALMOST NO INFORMATION EXISTS FOR STUDENTS OR PARENTS ABOUT WHERE DATA IS BEING COLLECTED, HOW HIGH LEVEL INSIGHT IS BEING DERIVED, OR WHAT RIGHTS THEY MAY HAVE TO OPT-IN OR OUT.

‘The high level takeaway is that it’s difficult for parents and students to find out much information. There’s a transparency issue,’ N. Cameron Russell, an adjunct professor at Fordham Law School and lead author of the study, told Legaltech News.

Russell and his colleagues pursued their research following a similar study intended to track the growth of cloud computing in school districts. In their followup, the researchers intended to examine some of the sources of student data and map the market landscape around it. Instead, they found those data sources to be ‘completely a black box.’”

Here is a post from an anti-Common Core group:
Angry test takers appealed to the College Board for a do-over of some type and asked for intervention from President Trump and Ellen DeGeneres, among others.
Many students (and plenty of parents) posted comparisons of scores based on how many questions were incorrect on different tests.
“College Board! One daughter got 760 getting only 5 wrong in math in March. Her twin missed 6 in math on June 2 test and got 670? 90 point difference in overall SAT scores for just ONE math question? How is that fair or standardized? So many kids hurt,” wrote one parent.
Here is a post in a  Utah anti-Common Core group:
And here are some replies to said post:

I called and asked Washington Online if it effects their curriculum and they said no, parents will still have the right to opt out…..

But then again, teachers are sometimes the last to hear about these changes.


Every Student Succeeds Act”

Hmmm sounds very familiar.
Kinda like “not one soul will be lost”.


“Terry Shoemaker, executive director of the Utah School Superintendents Association, said it seems counterintuitive to allow parents to excuse children from tests that form the backbone of school accountability systems.”

This whole article read to me as, “lets figure out a way to punish parents for protecting their kids”.

The short answer is… If they’re going to make remediation acceptable to punish “bad parenting, (read force parents to tow the line), It’s time to really and truly pull kids out of these public prisons!

This is very significant. There will be intense pressure during the next legislative session to do away with opt-outs. Utah’s entire education department will be in a panic.
I’m so angry. There is a solution to all of this that will be better for everyone but instead we are punishing parents. I hate the position this is putting everyone in. I will ALWAYS opt out. But now I will have to do so knowing I am hurting my school that I specifically chose for my children. Get the federal government out of education. It’s the ONLY way we can be free of all the coersion.
There weren’t enough votes in the State Board to say no to the federal government & get us out of these requirements. It’s going to take a lot of hard work from a lot of people to help legislators see why it is critical that we stop accepting the federal money. It’s the only way out. Otherwise, parental rights & the freedom in education we have now will be destroyed. It’s already begun.
looks like more homeschoolers

I wish more parents would stand up to it. If they only realized the power we hold, if we stood together. I’m afraid most are apathetic to it. 😢

What happened to Herbert’s promise that in Utah we don’t have to adhere to federal mandates?
That was said just to get reelected.
Precisely. It makes me mad that so many people in Utah were dumb enough to believe him.
None of ESSA is legal, so why are States thinking they MUST abide by it? Do we remember our duty as Americans? We were told to shut down corrupt government in our Declaration of Independence. That framework also told us it was up to US to fix it, then, reopen. Our Constitution set out clear sovereignty for the States. ESSA mandated MORE assessments, MORE federal control AND, that all low performance schools would be taken over by the government for charters.
All we need is ONE family to SUE their school board, their STATE. Set precedent, UTAH. The other 49 will follow
Homeschool will still be an option right? This is a good option for us to homeschool maybe the only way out now😞
This change will not directly affect homeschoolers right away. The federal documents are very clear, they expect homeschoolers to to be entered into the datasystem. They’ve set-up homeschool software programs to collect that data, and since these programs are publicly funded they will eventually require the tests as well. Then it just becomes a matter of, “of course you can homeschool as long as you use an approved program so we know you aren’t neglecting your child’s education.”
mandates in ESSA are clear that all students will be college career ready; that all teachers be credentialed to teach CCR. Family assessments and community assessments for all students being CCR. If not deemed as CCR, then Government interventions. These are home visits, mental health “supports’. Kids who are deemed not CCR are labeled ‘at risk’. Very dangerous.

that last sentence of homeschoolers using an approved program, is already a topic on conversations here.

We’ve got a big fight on our hands.

I think it’s important to also remember. The fewer rights public schoolers have, the easier it will be to take those rights from homeschoolers. Many question why we should have rights that they don’t? We are a minority and at a disadvantage. Their rights act as shield for our own, so by fighting for their rights we protect our own.
ESSA is a key to eroding parental rights, too. Micromanaging families and creating nanny state status.
What I just stated doesn’t even cover how ALL school choices get Common Core in ALL higher education locations. So, if you do escape CC and all that goes with in in K-12 ( which is getting harder to pull off, due to assessments and other requirements), your student gets hit with it in community college, trade school, on line need, or at the university. Between WIOA Act of 2015, STEM Act of 2015, ESSA, and HEA (2008, currently being rewritten), this picture describes all students, all ages.
Here is a post from the Common Core Diva:
Think that US Ed and Labor merger is a great thing? You may wish to raise Hell, now.

image of labor laws
Here is a post from a New York anti-Common Core group:
I ran into my oldest son’s 8th grade math teacher today.
She said his class was the last really strong and prepared class she taught.
She said the students’ abilities and knowledge have been declining ever since.
He’s 29.
And another post from said group:
I watched from the very front lines as the teachers’ unions sabotaged the parents’ effort to save their own children and the public education system in the process from Common Core and the devastating education reform.
I’m still told by teachers to this day that it’s not their unions’ fault.
I think I’ve taken for granted that the people who personally witnessed what I experienced, understood what actually happened, and that while many people who know I’ve opposed the reform, don’t actually understand why and just as importantly, what a political and corrupt endeavor the education reform was, and just how the unions who the teachers believe protect them, sold them out.
I think in light of today’s SCOTUS ruling which affects union political power, that this is as good a time as any to tell the actual story-
I stumbled upon Common Core as a PARENT.
No teacher ever told me anything about it.
I believe to this day, that the VAST majority of teachers still have no idea what it’s really all about.
I hope some of them will read this post.
In 2013 my daughter came home after taking the first ever NYS Common Core ELA exam.
She was forced to validate the following statement in one of the essays:
“Explain in detail why a structured work day of 8 hours of work, 8 hours of recreation and 8 hours of rest is best not only for the individual but by society at large.”
She wasn’t to express her opinion. She was to explain why the statement was valid based on her “ability to draw the compelling arguments from a stated text”.
The text, ironically (and I’m certain deliberately) happened to be from a speech by the early union organizer Samuel Gompers.
I was very curious why every eighth grader in NYS would be forced to affirm such an obviously politically charged ideology. And I wondered if the opposing ideologies were equally charged and present. I’ve found ZERO evidence of that in the five years I’ve been engaged in the endeavor. ZERO.
So, I started researching.
I read news articles, legislation, policy and regulations. And I spoke to anyone and everyone I could find who either had or wanted information.
For hours, days, weeks, months, years.
I found out that the entire system had been covertly merged and was being centrally controlled by a very small group of financial and political elites.
And that the control was exerted through a very ominous testing and rating system which was harming children and holding teachers hostage to a dangerous, rigid, unfair and inaccessible rating system.
After thoroughly investigating and discovering this covert, corrupt financial, political and social hijacking of our national education system, I decided to run for a seat on my local school board.
I approached the president of our local district teachers’ union. Our district is the SECOND LARGEST INDEPENDENT SCHOOL DISTRICT IN NYS. And I asked the union president :
1-To allow me to present what I’d found out about the control mechanism to his teacher members
2-To support me in my bid for my seat on the board in order to publicly highlight and oppose the oppressive rating and testing system.
Not only did he not endorse me.
He spent 5 times what I did to oppose my candidacy.
The first time, because of two resignations from the 9 member board, there were 5 seats open.
After having attended board meetings every two weeks, for over a year, I did not recognize a single one of the candidates that the union endorsed as ever having even attended a meeting.
But the union spent the money and mailed out their palm cards and got FIVE PRO COMMON CORE and PRO APPR candidates elected to the board.
On the night of the election, none of the candidates were at the district offices to watch as the results were tallied and announced.
But ALL of the union big wigs INCLUDING the statewide NYSUT representatives from Albany were there, high fiving each other for keeping me and the rest of the anti-CC candidates from being elected.
I then spent my own money and petitioned the board to allow a round table discussion of the issues before the community.
The parents came.
I ran again a second time.
And the union opposed my candidacy again.
I got elected anyway.
But the rest of the board, ALL union endorsed candidates did EVERYTHING they could to oppose any and every effort I made to raise awareness and oppose the oppression of the assessments and the rating system.
They wanted the control and the progressive curriculum and the data collection which were all part of the Common Core agenda.
They wanted it so badly that they were willing to sell out our children.
And to this day, their members still don’t even know they did it.
People who can’t even figure out that their own heroes are using THEIR money and THEIR own votes to sell them out, aren’t the people I want “educating” my children or any children about how to get along in the world.
And I certainly don’t want their unions driving the process.
Here is a post from a North Dakota anti-Common Core group:

Article by Alex Newman of Freedom Project (works with Dr. Duke Pesta)
One Mama Bear comments:
“Makes me angry they know ESSA (Every Student Succeeds Act passed Dec. 2015 under Obama admin) is going to bring everyone into the system.”
New Mexico Threatens Homeschoolers Who Won’t Jump Through Hoops
State education bureaucrats in New Mexico are under fire nationwide after demanding that homeschool families sign “illegal” declarations agreeing that their “permission” to educate their own children……/723-new-mexico-threatens-homesc

New Mexico Threatens Homeschoolers Who Won’t Jump Through Hoops


Here is a post from the Common Core Diva:

H/T Karen Bracken
Fed led led bent on creating worker drones gets a hearing tomorrow. ‘Lamar’ is leading the charge to rob the cradle to work for ‘the man’.

sneaky workforce stuff


Here is another post from the Common Core Diva:

The House praises the Senate on nailing a coffin in education today. CTE is CBE! CTE is also Common Core and STEM. Way to send us down the workforce drone river.

sneaky workforce stuff 2


A crooked federal judge has upheld the transgender bathroom policy of an Oregon high school:


A new University of Minnesota policy could have students be expelled for the “crime” of “using the wrong gender pronoun”:


Here is a post from a friend of mine:

Munn Elementary, Manitou Rd dumpster, Rochester NY
How many schools are purging their libraries?
We knew this was happening a couple years ago; anything dated before 2000 was tossed, trashed.
What is the status these days in your area?

save the books

And here are some replies to said post:

Dix Hills NY did the exact same thing. Renovating library and going digital. Books tossed in the dumpster. Could have been donated.


Librarian had said schools in 3yrs time are going all digital 😦


We have 25 filled floor to ceiling bookcases in our house. I bet I could make room for more if anyone sees something like this happening near Albany, NY.


Here is a post from an anti-Big Government page:

What the man wants, the man has gotten….as Governor Alexander, as Secretary of Education Alexander, as co-founder of “Empower America” (now called Freedom Works), as Senator Alexander, and chairman of the Senate HELP (Health, Education, Labor, and Pensions).

But wrong is still wrong. Time has proven that.

Lamar the loser

Here is a post from an anti-Common Core group:

New York Times on SAT and ACT selling student data.

“Students had taken surveys that came with the SAT or the PSAT, tests administered by the College Board. In filling out those surveys, the teenagers ended up signing away personal details that were later sold and shared …

In May, the Department of Education issued “significant guidance” that recommended that public schools make clearer to students and their parents that surveys with the SAT and the ACT, a separate college admissions exam, are optional. The notice emphasized that pretest surveys could provide opportunities for families to learn about college choices. But it also reminded schools that parents had the right to inspect all surveys in advance. Parents also have the right to opt their children out of any school-required surveys that touch on sensitive topics like religion, family income or politics.

The new federal guidance could give school districts and state education agencies “leverage to push the College Board and the ACT to either eliminate the voluntary survey when it’s being given in a school,”


Here is a post from an Ohio anti-Common Core group:

From Karen Bracken

I hope you all understand this is all part of replacing academics with training for a pre-selected career starting in elementary school. This is one of the reasons why they have been collecting so much data on every child. When you provide training instead of academics you don’t need grade levels or grades. All the student needs to do is perform and master the required skill then he/she moves on to the next skill. When the student masters all the skills they are ready for work and that could be at 12 or 20. People who have not researched past education history (and hidden agendas) do not see what this is part of but those of us that have studied the history of education from all angles know exactly what this is leading toward. This lines up with programs being set up in other states. TN is starting a computer programming standard to be started in elementary school.

They will implement this stuff little by little so people will not see the migration away from academics to training. This is how they educate children in China folks. The Chinese are obedient slaves. They have no free will or free thought. They have no innovation skills. They are trained workers. A trained person cannot steer their own ship. It takes an educated, innovative person that is educated to control their own future and this is not what the planned global economy wants. Once a career path has been selected for the young student (of course they will make it appear as if you picked your own career path) only the skills needed to master that career will be provided. If higher math and/or science is not needed they will not get it. History…….who needs history to be a doctor or hair dresser?? This is where we are headed with pubic education (which will end up totally privatized). So what happens if that child who was trained to be a hair dresser finds out the new trend when they are ready for work is bald heads for both men, women and children? They cannot try to seek out a new career because they were never educated and only know what is needed to be a hairdresser. So now what? This is where “life long learning” comes into play. That hair dresser that can find no work will have to have another career path selected for them and they will need to be retrained for their new career. Life long learning for a life time of labor. So sad that so many are so gullible and cannot see what is happening to education and has been happening for decades. We now have a complete generation of people that truly believe sending their kids to school is all about getting a job. The propaganda has worked. “If education is beaten by training, civilization dies.” C. S. Lewis


Here is a post from the anti-CBE group:

From the CEO of Dreambox: “I’m thrilled to announce that today, DreamBox Learning and The Rise Fund, a global impact fund managed by TPG Growth, have decided to join forces to serve more students and educators, and to reshape the future of learning by using technology to unlock human capacity by first unlocking learning potential. Our organizations both believe that society is well served by educating our children so that they grow up to be productive citizens, capable professionals, and life-long learners. I’d say our democracy depends upon the success of our children.

With a $130 million investment from The Rise Fund, DreamBox will be able to fuel more learning innovations, evolve our product and services offerings, and expand our reach on the global stage. DreamBox will also use the investment to explore strategic partnerships that will propel the company forward in its mission to reveal the brilliance we know every child possesses.

DreamBox and The Rise Fund share a joint commitment to both social impact and growth. Together we will help the company grow faster, spur more innovation, and most importantly, continue to support great teaching and learning in the years to come. At DreamBox, we like to say #MKOD(More Kids on DreamBox); it’s what drives us and restores us when we face challenges. With nearly three million students,120,000 teachers served, and 165 employees, we know we’re just getting started.”



And another post from said group:

Do any NH folks have insights on this new law re parental consent for digital badging?

6 New Paragraphs; Student Online Personal Information. Amend RSA 189:68-a by inserting after paragraph II the following new paragraphs:
II-a. No school shall enter into a contract with an operator or implement the use of digital badges without the approval of the school board.
II-b. Any school district that uses digital badges for students shall adopt a policy for notifying a parent or legal guardian of such use and shall require the written consent of the parent or legal guardian for the student’s participation.
The reason I am interested is that SNHU implemented blockchain transcripts in June. So, in many ways NH is on the vanguard of badging. Curious what happens to parents that refuse?
Here is a post from a Utah anti-Common Core group:

New screening for behavior?? In going through the elementary online registration for Canyons District today, the last page required you to check off yes or no you were given information on multiple things, one of which is new to the District this year…behavior assessment. When I clicked for more info it took me to a letter regarding this, some of which is below. It also mentioned to get more info from the office and get an opt out form from the principal. When I tried to google this I found they will be “scoring” each child based on
Lie, cheat, sneak.
Behavior problems.
Peer rejection.
Low academic achievement.
Negative attitude.
Aggressive behavior.
Emotionally flat.
Shy; withdrawn.
Sad; depressed.
We are new to public schools. Does anyone have info on this, is this really new, is it only used in Canyons District, etc.? Should I expect a knock on the door if I choose to opt out? I am not an expert, teacher, nor a psychologist, but as a mother this worries me as much if not more than the academic testing done in this state.

“Parental Notification of Student Screening for Behavior

Canyons School District regularly conducts universal screening in core academic areas and will begin to conduct universal screening in behavior areas to assist in identifying students who may be in need of additional support. Universal screening is the least intensive level of assessment completed within our Multi-Tiered System of Supports (MTSS) and helps educators and parents identify students early who might be “a-risk” for developing learning, behavior and/or social-emotional challenges.

Beginning in the 2018-19 school year, Canyons School District elementary schools will use the Student Risk Screening Scale (SRSS-IE) due to its ease of administration, low level of intrusiveness and solid research base.

The SRSS-IE is a checklist of observable behaviors that is completed by your student’s teacher three times each year, fall, winter, and spring. If your student scores in the high risk range, additional consideration will be given to determine whether intervention may be provided on condition of
your approval as parent/guardian.”


Here is another post from the anti-CBE group:

Allowing school devices in your home connected to your network here is what happens


And yet another post from said group:

I’m not surprised this rush-rush legislation happened in Florida, which is Ground Zero for disastrous education reform. The fact that an expert is wary of this should be a huge red flag. This is one step away from that data base of SEL which will be used as the “before” data for SIBs. Parents whose children have been diagnosed with ADHD, depression, bi-polar disorder, etc. already share this information with the school psychologist, who keeps it under lock and key in his/her office. It hasn’t (so far) ever been part of a database that can be accessed by third parties, but that’s where Florida is headed full-steam. There has never been a need to pass legislation forcing parents to reveal this information, just as they don’t have to be forced to let the school know their child can’t eat peanut butter. Most families willingly work with their doctor, their child’s teacher and the school psychologist to put a plan in place to help the student cope with the stress of the school day — and they trust that only the staff members who need to know are privvy to the student’s file. Once this information is in a data base, it’s open season for venture capitalists, and the end of privacy.


And here are some replies to said post:

It’s a nightmare but it made the pro-gun families here at MSD feel good about doing something. It wasn’t even a secret that Cruz had issues. His mother was a denier/enabler. This is bullshit. Period.


When a child is in school FERPA overrides HIPPA. All medical that takes place in school is part of a childs educational record. Every State has an SLDS. And that info funnels from your local district to your state and to the USDOE. And if you look up the elements on CEDS, SEL and disabilities are already there!!!


I discussed this a while back with someone I personally trust as an honest tech expert…..Response to our discussion of FEPA/CTA—-“”The “multiparty computation” can be a solution, but it really depends on how enforceable it is. HIPAA has a well-defined set of penalties in different circumstances and it’s actually enforced.

As far as an un-breachable method of handling data, I think that it doesn’t exist. Besides, the data that would be protected by this bill (income data, debt, etc) is already breached since at least one credit reporting agency has been hacked.””

Once again, I believe “they” have no good reason to do what they are doing and harm to “us” is inevitable. We should be able to kill the data collection and sharing going on in education…..if we would organize.

Here is a post from a Utah anti-Common Core group:

The “negotiations” that were made in order to get Utahs ESSA (Every Student Succeeds Act) plan accepted did nothing but place your parental rights in jeopardy. To be honest, Utah simply complied with the Federal Government. Now there is an issue because Utah’s ESSA plan and our current state law protecting opt outs conflict.

Utah is now required to audit opt outs, see Pg. 37 of the ESSA plan:
“Schools that are identified for support and improvement due to the application of the ESSA calculation methodology will be audited to identify the root causes of low assessment participation. These schools will also be subject to remediation to address low participation rates.”…/stat…/utconsolidatedstateplanfinal.pdf

To be honest, this feels like a Screwtape strategy.
“Make parents believe their decision is a mysterious cultural phenomena rather than a calculated and principled decision. They’ll question their own motives and whether or not it’s working.”


Here is a post from a Washington anti-Common Core group:

Please read Reykdal’s narrative on the “unprecedented redesign” of our schools.

Points of note: extra school hours and days, HSBP using digital tools and data collection to steer your child into a career in 8th grade, redesign of HS to more like university: 2 yrs of general ed and 2 yrs of major.


And here are some replies to this post:

studies show over and over that kids need more time for free exploration and less time focused on “academic” subjects to allow their brains to develop – so now they say the day will be longer – with longer recess and lunch- but pretty sure that time will get sucked up into “learning” time- My most memorable year of school was 2nd grade- I can still “see” the classroom layout in my mind- the teacher set up her room in “stations” – there was art, a quiet corner for reading, cooking, social studies/history- we had math packets that allowed us to progress at our own pace, and we got prizes when we finished our packets- I made my first salt dough map, made bread, jam, and several “salads” that allowed us to learn how to read a recipe and follow directions. Our teacher had two parents who were deaf so she taught us sign language. I adored every moment of the school day, and thrived in that class- I only remember taking one “test”– I am sure there were others about topics, but nothing like the “standardized testing” of today- the one I remember? “how many words can you read in a certain amount of time”. We learned based on unit studies- pioneers coming to Oregon= making bread and jam… to me this is true age appropriate learning- hands on, moving at our own pace through math and reading, while exploring the world together- teachers today are so strapped “teaching to the test” and keeping up with all the other classes at their school so everyone will “finish” at the same place… I know wonderful teachers who are buried under paperwork, assessments, and the stress of pushing their class to meet the “standards” that are not age appropriate, do not take into account the developing minds of children that the officials keep ignoring in their “plans”.

Well, I don’t see much of anything wrong with this plan. I know of several places across the country that have always done 8 week summers. My kids have attended some of those schools when they got out in June and went back in Aug. I have a friend living in another state, her kids get out in June and go back in Aug. And there’s nothing wrong with expanding the school days by 45 minutes and giving them longer lunch times and more recess time. Lord knows they could use the exercise instead of being in front of video games. We used to go to school from 8:30am until 3:30pm. Why not go back to that?? There was plenty of time for lunches and recess. And what they’re proposing for jr high and high school, makes absolute sense as well.

We’re locked into Common Core and Smarter Balanced. We have SEL coming down the pike along with a constant diet of digital French fries with Competency Based Ed on 1:1 devices. Kids will be slated down a certain track earlier in their schooling all for sake of being cogs in the planned 21st century managed economy. ESSA didn’t replace NCLB- it codified it. There is plenty of bad policy continuing under the private/public partnership that Gates has bankrolled.
Most of the CTE classes are STEM related. Not every kid is into computers, but the business world loves that. Data entry jobs will be the new fast food jobs that pay next to nothing. At least German schools include other trades.
I’ll throw out one more thing. Teachers. Teachers are already, for the most part. overworked. A lot of that is not the nuts and bolts of teaching, but the added training for this year’s fad in education, complying with state mandates, and, of course, the state testing regime. For me, teaching in a well funded and relatively uncrowded suburban middle school was a 6 day a week job. Adding more hours to the work day and more says to the year is going to be resisted by teachers who are already overburdened. Throwing more money at them may get some to sign on, but I know a lot of teachers who are already doing as much as they can.
Our education system has been asked to do more without fundamental change in our school year or school day. To achieve our long-term vision, we will need to expand the school day by 30-60 minutes and the school year by approximately 20 days. Together, these efforts will add a minimum of 230 hours to the existing 1,000 hours of instructional time. The added time will allow for intensive student supports for students who are falling behind, universal second language instruction, research-based time allotments for recess and lunch, and it will provide the necessary collaboration time for K-8 educators to focus on individual student supports and school-wide improvement plans.” ****
My kindergartener was finally invited to a birthday party and today I realized that a school board member is one of the parents of our kindergarten class and he was asking me today at the party why his daughter’s coming home Moody and whining and then blamed his wife for not able to volunteer enough in the classroom I am floored.
Many don’t have a clue.

He’s probably a school board member who has been schooled in the Common Core way. …. That really is/was the plan. I read it in a document called Moving Beyond the Killer B’s.…/16/the-common-core-system/

Anyone know how many states are using common core?

Yes I told him most likely his daughters behavior was due to the rigor of the new full day kindergarten. I wasn’t very nice I have issues lol I told him I’ve been marked before for speaking out and that wasn’t very fun lol he is new to our board, your right he don’t know but he will

Summer Week 6 of 10 is now done! 4 weeks left. Under Reykdal’s plan, the start of school would be coming right up next week.


#DrPeterGray – according to scientific correlation, we’re literally increasing our children’s risk of mental illness and also death when we take away unstructured play hours and replace with more structured time/‘rigor’. That’s not op-ed, that’s decades of research into behavior, biology, statistics, health sciences, and from a squad of dozens of researchers that Gray has inspired, not just from one smart guy.


Here is a post from Alice Linahan:


I say the same thing today that I’ve been saying all along-it’s long since been proven that the College Board is a moneymaking machine standardizing every child in the country as it possibly can.

Not only that, it is keeping multitudes of young learners from being able to participate successfully in college level classes in high school.

Instead of being a so-called assessment tool, it’s a block to achievement.

Is the president and CEO of the college board, David Coleman, actually on campuses?

Is he looking at data points and data sheets to determine whether, demographically, certain people are eligible for college level classes pending a passing grade not only on this test but on the preassessment activity-an additional hoop that young learners must jump through to even take the TSI.

We can see who is financially benefiting from the TSI.

And the SAT.

And AP exams administered.

It’s so sad that kids are being used as human capital and commodities at every grade level in public and charter education.

David Coleman is one of the original authors of the Common Core, and a proponent of values, attitudes, and beliefs-based curriculum and instruction, and in alignment with globalization.


A school, to be “inclusive”, has eliminated the Pledge of Allegiance:


Here is a post from a pro-homeschooling group:

This week marked my 8th first week of school as a teacher. If some of you are on the fence about homeschooling, allow a frustrated public school teacher to push you in the right direction.

•I have less control over how I teach now than I did my first year of teaching. I’ve earned a master’s degree, attended countless professional development courses, and have taken on several opportunities to write curriculum and teach at the college level, yet I have less control over how I teach my students now– due to more and more administrative involvement– than I did fresh out of college with virtually no teaching experience. Wouldn’t you rather your children have a teacher that teaches them based on her understanding of her students as individuals than what has been regurgitated by a stranger that writes curriculum from behind a desk somewhere far removed from schools?
•Curriculum companies and textbook publishers profit off of creating new buzzwords, instructional standards, and ever-evolving “intervention” techniques to “meet students where they are” in terms of lacking in literacy and numeracy, yet the number of students below grade-level seems to never get lower and I’m convinced said companies want our children to fail to keep us linked to them and keep their pockets deep. Wouldn’t you rather the people teaching your children have a say in what they think will be the best approaches at teaching your children, rather than have a school district be in a masochistic relationship with education consultants?
•There seems to be a plethora of people that want to work in education but don’t want to teach, yet have the connections to create jobs for themselves within the district to be “curriculum instructors” or “teaching coaches” or other titles of the like. It seems to do little more than create more stress (and work) for teachers as I’ve yet to see any students directly impacted by having these pseudo administrators present in the building. Wouldn’t it make more sense to trust these very qualified teachers to teach as they see fit and use the money in the budget for these filler jobs to provide more livable wages and benefits to teachers?

•We still promote children to the next grade when they haven’t obtained the skills they were supposed to master in their prior grade. This is how we end up with 8th graders that can’t multiply and 10th graders at kindergarten reading levels.
•Students are not inspired to follow their own interests and teachers rarely have the autonomy to make decisions about what students are taught.
•Students sit. All. Day.
•Students are often expected to be silent for extended periods of time and are reprimanded for talking yet still aren’t given time to socialize with peers appropriately.
•Privately owned prisons look at failure rates in middle schools to determine where to build prisons. Maybe that’s smart capitalism, but I find it heartbreaking, regardless.

I love being a teacher, but no longer feel that this title is an accurate description of what I do each day. For so long I’ve been fighting alongside incredible people to try and fix what is broken in public education, but I’m no longer convinced it can be saved. It pains me to say this.

After this year I will be leaving the profession to homeschool my children and give them the inspiring and enriching opportunities for learning that I so badly wish I could give my very deserving students.

I encourage you to do the same.

And here are the replies to this post:

I felt much the same way after 20
Years in the classroom. I’ve been homeschooling my daughter for 2 years and home with her for 6 years. 💜


Unfortunately this is 100% accurate. We begged the school to allow us to hold my step daughter back. She was 14 and reading, writing and spelling at a 1st grade level. Her math was 2nd to 3rd grade. She was given a learning disability title of being behind. She learned at a standard rate and retained but was never taught. Her social skills were also that of a 9 or 10 year old with zero boundaries. (Dad worked 16+ hours per day 6-7 days a week, mom drank). We were told no because she would drive before other kids. She graduated in May without knowing Division. Without being able to spell where. She was literally using 5th grade textbooks in 12th grade. That was my final straw and knowing the system failed us. My oldest is 16 and since 4th grade has been bored. Never gotten below 98% in school and was in all the “advanced” classes. They refused to move her up or challenge her. To the point she hated school because it was boring.


Oh wow! I have not had any kids in the public schools in over 5 years. It was bad then, but it seems worse now! So sorry, but I am glad you want to change it for your children.


I think that every administrator and every school board member should have to teach in the classroom periodically. And not some cozy hand-picked group of honors students, but a typical group of “average” learners. I think we’d see some beneficial changes to the system after that!’
Wonderful post. I’m sorry to hear you’re leaving but I can certainly understand. My daughter spent K-3 in a private Christian school. Good grades and tested at or above grade level. 4-6 grade she was in public school (we moved and were too far from the private school). Her grades fell and she tested just below grade level. This year, grade 7, we are homeschooling. Today was our first day and I’m looking forward to seeing her improve and get her confidence back.
Praying for you. I left the classroom 2 years ago after a two year at stay at home then returning for a year. I had hoped things had changed. They hadn’t. I miss the kids and the literature (I taught middle and high, and I have very young kids at home,) but my husband is a former teacher, now administrator and has begged me to never teach again. He knows how much the changes crushed my love of teaching.
Wow…I’m speechless. I know a teacher who left for similar reasons and it gets me every time. Things like this are why I decided not to teach.
I am proud of you for your decision and for this courageous post. When I withdrew my son the local hybrids to which we applied told me they had more teacher applicants than student applicants….and there was no shortage of student applicants. Best wishes for the path you’ve chosen.
From another (former) public school teacher… I couldn’t have said it better myself!
Yep…. that’s why I left the classroom to homeschol.
This is spot on! I just finished my 16th year in elementary education and stepped out this year to re-evaluate teaching and if I’ll be returning or not. I left so stressed out this past year I just couldn’t take it anymore. Btw…this district hired an “instructional coach” this past year and had all the teachers crying, stressed, and a ton more work on their plates.
This is alarming. So many children’s futures are at stake.
Wait wait wait. They pay these poor teacher peanuts, take away their ability to teach the way they think best, then hire someone to tell them how to do it better?! Ouch. I’d be furious. That salary should have gone to the teachers.
Yes! Every year it just seems to be getting worse. Behind all those fake smiles from teachers, are broken, tired, stressed, unhappy souls. They do it for a paycheck. Most teachers love the teaching part, but the rest of the job stinks. I’m not saying all teachers are like this, but many, many are.
I left the public school classroom 14 yrs ago, it was going downhill then. I can’t imagine how much worse it is now 😞 So glad I am able to homeschool my children.
Yep, left nursing to be a teacher in 2015. I taught high school for one year. When that year ended *eyes wide open*, pulled my own children out of school, quit my job, and now we homeschool. A leap of faith, no doubt, but we have not looked back!
Interesting…I know a few teachers who dont think they are qualified to teach their kids at home
After all their hard work they believe they can’t teach at home? Wow. No words.
I am a teacher that feels incapacitated of being successful in the classroom much less in educating my own two. It’s been a rough three years since graduating college and I agree that pulling my son from school was th best decision ever. I just have no confidence in my own abilities thanks to administration. It’s truly sad!
Good heavens. If teachers feel cut at the knees…how are parents supposed to feel!? God bless you teachers… you are my heros
I’m so sorry you feel this way, Amber. I see this happening to my niece too. She’s been teaching for 4-5 years and each year I see her confidence fade. Our education system is broken. I am sure you are a fabulous teacher. 🤗
I felt I could never help because if I taught my oldest “wrong” then how bad will her grade suffer? Like I taught her to solve for X in first grade, but realized that could hurt her because it wasn’t to the test. 

Yes! Administrators have spent so much time discouraging creativity amongst teachers and constantly telling them what they are doing wrong that it leaves you feeling invalid! I literally had a meltdown during a meeting this week due to a similar situation. I do everything asked of me AND tutor students outside of school hours (because at least then I can teach them in a manner that I believe is most beneficial instead of the ridiculous curriculum and lessons we have to teach VERBATIM during the school day) but now we are required to attended 6 additional hours of professional development A WEEK on top of our 8.5 hour school days and the work we take home.

I really am convinced they want veteran teachers to leave so they can keep hiring less experienced and less educated younger teachers that will accept smaller salaries and yield to their demands with less pushback.

I pulled my kid BECAUSE of the public schools..mostly the curriculum…
I spent 6 years fighting common core. I went to rallies,seen speakers,went to my state capital,hounded politicians ,spoke at the common core task force and other places. And all that time they said ” no one ELSE is complaining” ” the teachers approve” and ” higher standards” yada yada yada.
Pull your kids and try to salvage what you can of their education. I was DUMBFOUNDED at what my 10th grader DID NOT know
Your last sentence…I taught for one year and OH the stories I can tell 🤦🏻‍♀️. One day, I literally stepped away from my lesson plans to hold an impromptu lesson on how to correctly write their home addresses. For real.   I had many (as in, I would guess at least nearly half) students who didn’t even know how to abbreviate the state we live in. Literally. I was beside myself. I couldn’t believe it.
I couldnt believe the stuff he didnt know. States and their capitals, the Constitution and bill of rights,HISTORY, GEOGRAPHY … CC hit our school when he was in 5th and after Christmas break,he was expected to learn math the cc way! I mean, come on!
I spent the first
YEAR doing review just to figure out wjere he was at!
Ok, that’s horrible on the parents part as well. My 6 year old is going into first grade. He not only knows our (my hubby’s and mine) phone numbers, our address, but also how to get home from several main points. Ie. School, grocery store, park. Its horrible how many people are giving up on kids now-a-days.

I have to agree with majority of what you are saying. These are the reasons I decided to stop trying to get a teaching job. Teachers aren’t allowed to teach, they teach kids how to take a test. After the test at the end of the school year my 5th grader came home every day for the last month of school telling me what games they were playing and movies they were watching. NO MORE Learning (and yes of course you can learn by playing games and watching movies, but this was not learning)

I have K-5 NJ, K-6 PA and a masters in education. But honestly have absolutely no desire to be in a classroom. I just pulled my now 6th grader out and will homeschool both him and the 9th grader (pulled end of 7th thanks to bullying).

THANK YOU for being such a caring & dedicated teacher! You deserve better. I have been speaking out loud & strong against the horrific & devastating changes in education, but too many parents won’t fight alongside the teachers. The elected officialshave deliberately tried to make the case against teachers & place the blame on them to create a division instead of unity among teachers & parents. Parents…whether you homeschool or not, PLEASE speak out against what is happening in education, fight to save public education, fight to preserve homeschooling rights.

I agree and I think there is honestly a dark and greedy purpose. (Got this theory from teacher friends)

If y’all are forced into what is essentially a “proctor” role, then they can make a case for using the scripted curricula and the online curricula and just hire anyone with a BS degree as a proctor! And who pockets the pay increase for saving costs? The administration!

I taught for 13 years before having my boys. I stayed home with them, but can’t make myself go back now that they are older. It’s just so disheartening.
Former kindergarten teacher here as well. You said it very well. First year of homeschooling for me. 🙂
Thank-you to all former teachers and parents for removing your support from the government education scam. I’m convinced that the best thing we can do is to remove ourselves from it and create different alternatives that meet the individual needs of children, especially our own. There are many ways to use your talents and skills that will also feed your teacher’s heart. Blessings to you all.
I taught for 4 years in 3 different parishes trying to find a place to call home…well guess what? I found it! I’m homeschooling my 1st grader this year while going back to school for Occupational Therapy! Our public schools are so broken with HUGE bullies as our administrators!!! I will not be returning…my kiddos deserve so much more! Good luck, you are making the right decision! ❤️
Thank you so much for writing this! It takes such strength to be so bold and honest. So many of the teachers I know are fiercely defensive of the public school system and villainize the parents. My child was just diagnosed at 9 years old with PTSD from the school. He has special needs and was traumatized over a few years due to his needs not being met and pushed behind his coping skill levels. We’ve had hours and hours of IEP meetings to no avail and you are exactly right that the problem is the administration. In our last meeting the sped teacher and a psychologist agreed with us on how to handle the PTSD and the principal refused ( either because it was going to cost the school a little bit of money or it was a control thing, not sure which one). It was really disgusting she wouldn’t even take accountability for the PTSD! The administrators we’ve had to deal with are some of the most slippery politicians I’ve ever dealt with. I’ve had a BHS come out of a meeting and tell me sorry she couldn’t help but she would be fired if she did. To say it’s all broken is an understatement!
this solidifies our decision… so glad we homeschool! Thank you for your input, it’s nice to see this perspective but also sad to see how school systems are progressively getting worse.
This reminds me of so many complaints my medical and pharmacist friends speak of. The larger the company, the worse is gets. We are educated to make decisions for each patient, but more and more dictated by umbrella rules and time limits. It’s insanity.
My husband is a 5th grader teacher and has told my kids they will NOT be returning to public school for these same reasons!! How sad.
I agree! In our state the 3rd grade reading scores are the ones looked at to build enough prison beds for the years to come. That is daunting! Thanks for your very straight forward post!
That’s horrific. Prison systems are exploiting illiteracy in communities with high concentrated poverty, and our districts aren’t treating these systemic flaws with any sense of urgency, even though children are literally being prepped for prison.
They did that in Philly. I was beyond upset. They expect to fill prison beds, not dorm beds. It’s disgusting.
Incredibly sad. There have been times I have told I am homeschooling my children, and public school teachers will feel offended. The truth is that if I knew those teachers had full control and say over their classrooms I wouldn’t have any reservations. I have a LOT of respect for teachers. You make a lot of great points and I’m sad that you’ve dedicated your life to this only to be failed by administrators. 😞 thanks for being so candid.
Thank you! I am on my first year now because of the bad teaching practices in ps. I agree with you 100%. Thank you for sharing! 
Often to many parents feel education falls on the people to force it. So parents feel they don’t have to teach as they moved to a good school district or just trust the powers that be to teach their kids. To me this is what a wefare fair state looks like. Parents your only smart enough to teach your kids until they are five. We will take it from here. I remember many times questioning authority as a kid and wondered why my parents didn’t. When I would ask for help with school work they wouldn’t help. They believed if I didn’t understand then I need to ask my teacher. The parents felt it was no longer their job to educate me. Now both my parents dropped out of school so maybe this was one of the reasons they couldn’t help me. I did graduate with a GED. However my knowledge of school was still clueless. I don’t know how I even obtained a diploma. Most of my learning came from being an adult with a thirst of wanting to know why I question authority and trusted no one. At 45 yrs of age I am proud to be a homeschooling mom. I taught my kids to always learn not just in your school years but for the duration of your life. We can never know to much!! Parents please even if you cannot homeschool your children it’s still your job to teach them. Be involved get to understand what they are learning. Help them with their school work even if you don’t understand Google it. Its ok to let your children know that you don’t know everything or maybe forgot. I went to school to socialize not learn. Dont get discouraged as some children aren’t ready to learn at a young age to sit still and follow directions. As a kid I wanted to make money not grades. As an adult I want to learn and forget about money. It truly sadden me to know that my parents accepted the system they grew up in. They became the classic version of what I didn’t want to be when I grew up. Where would I be now if they didn’t rely on a failing system. It was truly and eye opener.
Thank you for the post! I also have a degree in teaching (Degree in Math with certification for 4th-8th grade). I got a small taste of what you described during demonstration teaching and chose against working as a teacher when I graduated for the same reasons. Instead, I use my teaching knowledge to homeschool my child. For the past two years, she has placed in the top 1% for criterion referenced testing, and is in 4th grade but averages on an 8th grade level. This is a child that, during her experience in a school setting as a kindergartner, was said to have a reading disability! I strongly believe it’s the flexibility I have to teach in a manner that she learns best that has allowed her to excel! I hope you will love homeschooling as much as we do! ❤️
This is a sad but true commentary on schools today. I am homeschooling my grandson who is in 6th grade. We started last year and are still playing catch up in reading, math, spelling, etc. God bless you, and thank you for everything you have done and tried to do for your students. Education will have lost a true teacher.

Yep. I am not a teacher by trade, but the OP’s comments have been my observations both looking outside in, and while my kids were in PS.

PS is not what it was for our parents or grandparents generations.

I live in SC and teacher here are leaving in droves!! I also have several friends that are teachers and hate it! I feel even more confident in our choice to HS now after reading this! Thank you
Thank you for sharing this! I too have teaching experience but before common core came out. I now have three young kiddos and this solidifies that I will be pulling them from ps. I just need to find a job to compensate our income, preferably within my passion of teaching. That hasn’t been easy to do.
Thank you for sharing. This is our first year and I am nervous. This makes me feel even better about our decision to at least try. The more I have read books, researched, and read posts here the more I hope we can make it work.
I tutored and taught in both private and public school for about 10 years total. Last year I had to leave the classroom due to the bureaucracy and utter BS, and honestly, I was a “special” or “non-essential” class. They would lump me wherever I could fit, so professional development was always useless and a disaster unless I found AND funded it myself.
I have a 6 year old and a 4 year old boy. My 6 year old did part time preschool for a year and it was horrible with his anxiety and they wanted me to send him to a psychologist… HE WAS FOUR, almost five… and he needed “mental help”? I quit and pulled him the next year. Since then I’m not looking back. His anxiety is still there, but much better. He’s a social butterfly and loves homeschooling and so does his brother and I.
It’s sad that there are many teachers in our shoes.
Things I do miss:
1) The kids
2) FUN stuff I could do when I was allowed to do it
when i graduated high school all i wanted to do was become a high school teacher to give back, to give students a chance like my middle school and high school teachers had done for me… between the cost and the increasing bureaucracy that i watched unfold before my eyes during my time in college-i dropped out…i have now held 2 jobs as an adult that paid more and have afforded me more freedom and as i raise my ex’s children and enter into my first full year as a homeschooling parent, i realize i made the right choice to walk away from that dream… our kids deserve better
Here is a post from the anti-CBE group:

Global PISA Exams using ESSA to Shove States into Social-Emotional Learning and to Control Definitions:

“A student is classified as resilient if he or she is in the bottom quarter of the PISA index of economic, social and cultural status (ESCS) in the country/economy of assessment and performs in the top quarter of students among all countries/economies, after accounting for socio-economic status.”

“PISA gauges students’ ability to think [rather than] assess what teenagers have memorized,” which makes it a useful yardstick for students’ likelihood of success in a complex, knowledge-based, global economy. Countries that consistently score the highest have all, according to Ripley, “applied rigorous, consistent standards across all classrooms” – standards very much like those outlined in the Common Core State Standards…”


Here is a post from a friend of mine:

Yesterday, I saw this posted … it wrecked my sleep

ruined sleep


Here is a post from a Utah anti-Common Core group:

I have a question that is not necessarily common core related but we talk about a lot of educational issues in this group and I was hoping someone out there could inform me.

I am filling out the registration forms for this school year and there is a question I’ve never noticed before. It says “I agree to the mutual exchange of health information between my child’s school, staff, and/or his/her health care provider.”

This is different from the section that authorizes emergency care if needed. Why would this be necessary? and what will happen if I say NO?


And here are the replies to this post:

Absolutely say NO!


I would never, never agree to something like this. If it was mandatory, and I’m sure that it is not, I would pull my child from school. The government is trying to implement a holistic approach to child rearing with them at the helm. They could also use any medical information against you. They are already sending teachers into homes to spy on you.


I called the district office and was told it is so they can communicate with a school nurse if a child is diabetic or has an allergy, etc. I have an email out to the school board asking her what stipulations they had on the free-flow of medical information back and forth between doctor and school. I’m still putting NO but this really bothers me.


Don’t they already have things set in place for people like diabetics? I’m diabetic myself and am on a Type 1 facebook group and about this time of year the majority of all comments in that group are talking about getting appropriate IEPs set up. I assume any communication forms between Drs. and school nurses would need to go through THAT medium. I see no valuable or sensible reason why this should be an umbrella question for all children. (And secondly, most parents of type 1s – at least – don’t have nurses who will communicate with their Drs. anyway – it all goes through the parents. I would check NO, even if my children had medical issues. I am bothered by this as well as it’s just movement towards the “community center” form of school where the schools/government basically provides everything for your children and nullifies and undermines the responsibility and authority of the parents.


It’s a lousy excuse to circumvent HIPPA and privacy rights.


The emergency care form is still sufficient for school needs.

The reason they are doing this is that schools are being shifted into health centers. It ties into social-emotional learning (SEL). The more the government and their crony partners can track about a child, the more they can control the child and the child’s family.


Common Core is the brunt of brainwashing our innocent children. They seem more confused and frustrated than getting back to the ROOTS of a sound education. Common doesn’t deliver at all t toward their futures.


Serious, the camel’s nose is under the tent. More like his whole head.


And then they sell it to a third party. Say no.


Health data collected by schools is not legally protected in the same way as the health records your doctor collects. They fall under FERPA protections and not HIPAA, they are not really protected and can be turned over to third parties.


Utah FERPA protects you from having to reveal that information:

(1) Except as provided in Subsection (7), Section 53G-9-604, and Section 53G-9-702, policies adopted by a school district or charter school under Section 53E-9-202 shall include prohibitions on the administration to a student of any psychological or psychiatric examination, test, or treatment, or any survey, analysis, or evaluation without the prior written consent of the student’s parent or legal guardian, in which the purpose or evident intended effect is to cause the student to reveal information, whether the information is personally identifiable or not, concerning the student’s or any family member’s:

…(g) legally recognized privileged and analogous relationships, such as those with lawyers, medical personnel, or ministers; and…

You don’t have to sign


“health information”
Traditionally, school staff have never been permitted to refer a child or even suggest the need for behavioral testing, psychological evaluation, or even the need to see a doctor for physical illness. This would change that. It’s a hard “no.”


I emailed the members of the local board and the superintendent and while the superintendent agreed the wording was bad and loopholes needed to be corrected, they both said it was based on trust and said if I didnt “trust” the schools I should put no.

*edit* There was also a question authorizing the students to take the SHARP survey, which I understand is a mental health/behavioral health screening….big red flags going up all over the place!


Having been on the provider side of this… the only time I would sign it is if my child had severe allergies, diabetes or other significant health issue, AND if they have an IEP related to ADHD, autism, or any of those types of conditions. When I could speak to the schools directly I was able to help parents get their kids the accommodations they needed. Now I did this on a case by case basis because it wasn’t always necessary. I’m not a fan of blanket acceptance but if you have a child with significant accommodations, you may want to consider it.


My question is why wouldn’t the iep or 504, etc already cover this?


it should. Some schools won’t do what they say. Or parents won’t know what to ask for. Sometimes (and i emphasize sometimes) having your doc be in your corner is necessary. And they would need permission. Thats just been my experience. I feel for the medically complex kiddos and spent a lot of time on the phone with various schools making sure accommodations were met.


I just did this at my school. I filled out a form and wrote decline on it. I called the state health department they said “it was something the schools are doing and to talk to them”. I then called the USIIS Utah Statewide Information System. They said it is so a School could call them and make sure that the information from parents is accurate. But on the form it says “the school may share my immunization information” …not the other way around. When I asked my school it was so data could be shared between different entities.    Also we decline “Utah Futures”. Data collection and usage.


Here is a post from the anti-CBE group:

Has anyone seen this? Kids wear a tracking device on their wrist that looks similar to a Fitbit, and by being active throughout the day, they magically help kids in other countries.


And here are some replies to said post:

Yes, see bottom left quadrant. Trying to work on some blogs about this map now.…/3098-unicef-digital-identity… 

can perhaps say more. They used this program in her school a few years back. Impact investing double-dip: preventative health in US, nutrition impact for global poor. Data, data, data…


I was searching for ideas on how students/young people can help with human rights and refugee issues and came across this awful stuff. I can’t believe how embedded it all is in so many institutions.


Disney, Target, Star Wars, George Harrison…it’s global capitalism. I think I remember Emily saying one of the students, a second grader maybe, “if they have the food, why don’t they just give it to the kids?” Out of the mouths of babes.


I know most of you are aware of all this, but I found this 2016 article in Forbes about Unicef’s impact investing in open source technologies for children.…/unicef-steps-into-a…/…


Do you know who the funders behind the venture capital program of Unicef are? Disney and the Foreign Ministries of Denmark and Finland. How weird is that?


I suspect it’s about managing refugee populations. Also Ericsson in Finland is one of the three main companies developing 5G infrastructure that is is all riding on.


Here is a post from the Utah anti-Common Core group:

Martin Bates, Superintendent for Granite School District, argued this morning in favor of legislation currently being prepared to take the right of parents away to opt students out of testing. His reason is that we all pay taxes for public education and it is unfair that not everyone had to be held accountable. What in the world?? Does that mean that people who pay taxes for public schools, but do not have children attending school also have to be held accountable in some way?


And here are the replies:

What if this passed and parents decided to rebel by telling their kids to throw the test off by answering the same way to every question? That might create a problem, right?


I’ve already talked to my kids about this, and it’s exactly what I have told them to do. 
Well, as it stands now, students who do not take the tests will be marked as taking the test and will be given a zero (failing it).
Which is why the superintendent is probably so worried about it. The schools are going to be under a lot more pressure to get every student taking the test or their school grade will be negatively effected. I hate that it pits us all against each other. I wish they could see that all we want is for education to be returned to parents & teachers & out of the hands of the federal government (who are the ones to blame for requiring statewide testing & accountability to the test & 95% participation rate…).
currently the kids get a 0 for the feds, not for their own grade. It still can’t be used for their course grade.
Why can’t they worry less about forcing people to do something and more about educating??
Because of School Turnaround laws, if a school is a “low-performing” school long enough (based almost solely on statewide test scores), they face turnaround measures, which could mean a whole range of things. Outside “experts” come in & the school is forced to make changes. Charter schools are threatened to be shutdown. These policies are truly awful. We’re all being held hostage by them. They will eventually destroy school choice & parental rights. It’s all about coercion & standardization. We sell our souls for a small percentage of education funds.
It’s about the almighty dollar for both schools, states and the Feds. Schools and states don’t want to lose funding and the Feds have made deals with all the associations that profit off of school turnaround. It’s a ridiculous spinning wheel. And parents just need to jump off.
of course, the state Turnaround Law is currently NOT including the opted out students. So, theoretically, it shouldn’t have any impact (other than what it already is doing). But, most likely that will lead to a legislative change at the state level as well. So many people don’t understand that the Feds dictate stuff and then the state goes ahead an puts those dictates into state law. Then the educators and school administrators blame the state legislators for their stupid education laws…go figure, when all of these phenomenally BAD educational ideas came from the feds in the first place. School Turnaround? NCLB. Using test scores to grade schools and place them on Turnaround or School Improvement? NCLB. Creating one set of standards and one set of tests that everyone in the system must comply with? NCLB. School grading: NCLB Waiver. Tying teacher pay to state test scores? NCLB Waiver. State Longitudinal database? Federal Grant, NCLB Waiver, State Fiscal Stablization Fund (federal funding) Social/Emotional Learning? ESSA 95% testing provision? NCLB AND ESSA. Testing beginning in 3rd grade? NCLB. Law prohibiting the use of test scores in teacher evaluations? Utah Legislature. Law prohibiting negative consequences for teachers, employees and students from parents opting out of state testing? Utah Legislature. Special Education Maintenance of Effort (where you HAVE to spend the same amount of money every year, even if the federal money is cut and you can’t plug those holes on a temporary basis,leaving special ed kids in the lurch)? Yup, the Feds (IDEA and ESSA).
you forgot the UEA and NEA in all of this. They want students held accountable and parents rights infringed, but don’t you dare suggest teacher accountability using the same tests.
Not surprised, as Martin Bates is also on the Board of Directors for Envision Utah.
You can still opt out if this legislation ever passes, its called homeschooling. 😉
Yes but we have to fight it first. If we have a legislature that does not value parental rights in education with opt outs, then eventually we may not have a legislature that values parental rights with homeschooling.
I agree that we should fight against this. But, I assure you, I will not allow the government to force my children to attend public school. Just sayin’
Here is a post from Alice Linahan:

The Individual Education Plan (IEP) is essential if you think in terms of the computer. They just call it… Personalized Learning.

Most people believe that an IEP is only for students with special needs, as referenced in the Individuals with Disabilities Education Act (IDEA). But the fact is, an IEP (Personalized Learning) will soon be, for every American citizen in this new P-20W system. P-20W meaning from Prenatal through the Workforce, and is a part of a much bigger plan. It is a controlled workforce for a controlled global economy.

When the money follows the child, state or federal (Education Savings Acts (ESA)s, via government, regulated “School Choice”, the access point is established to reach every citizen, no matter what education choice is used.

A computer has the ability to track everything a student knows, thinks, and does. Click to learn more:

Here is a post from the anti-CBE group:

My school district has adopted Benchmark Advance ELA curriculum. The Super is touting all the online advancement options/opportunities to move beyond their grade level. I smell a stinky CBE rat.

Does anyone have any info on Benchmark? There are some parents (who are teachers) jumping for joy and I wish to give them some resources to make them be cautious.


And here are the replies to this post:

I just looked at the website. I can’t imagine that stuff making anyone jump for joy. Ugh.


A retired teacher is plugging it as a “win” having taught it. Urggggg


The number of these programs is growing exponentially. I think rather than targeting one program, it’s probably better to lay out questions about digital curriculum in general. This is an old post of mine, but it seems to still get quite a few views and may be helpful if you haven’t shared it already.…/digital-curriculum…/




“Not Yours to Give” Davy Crockett’s Speech before the House of Representatives

The Story of Liberty

Not Yours to Give
Speech before the House of Representatives
by David (Davy) Crockett

(Above video: The Story of Liberty Presents:  “Not Yours to Give.”)

From The Life of Colonel David Crockett,
by Edward S. Ellis (Philadelphia: Porter & Coates, 1884)
Editor’s note: David Crockett, perhaps best known for his role in the 1836 defense of the Alamo, also served three terms in the United States Congress between 1827 and 1835. The following excerpt from an 1884 biography by Edward S. Ellis, The Life of Colonel David Crockett, reveals how his electorate taught him the importance of adhering to the Constitution and the perils of ignoring its restrictions.
Crockett was then the lion of Washington. I was a great admirer of his character, and, having several friends who were intimate with him, I found no difficulty in making his acquaintance. I was fascinated with him, and he seemed…

View original post 3,259 more words

Stories of H1B Visa Abuse Part 2

Part 1 was getting rather long so I started a part 2.

Here is a post from an anti-H1B visa group:

Urgent Position || Tibco Developer || Minneapolis MN || TCS |\ RAte $ 50 C2C

If this what technology and science can pay , everyone should learn other skills like mechanics, plumbing , electricians etc.When you hire them you pay them lot more.


And here are some replies to said post:

That’s what I made at Apple 21 years ago. Inflation has gone up 41% since then. So it should be around $70+ today.

Utah and other states with building booms need lots of plumbers, electricians, which pay $65/min and are unionized. If I had it to do over I’d join IBEW and make $110,000 min guaranteed with job protections, free training, and free placement. Union jobs are protected from this outsourcing crap by lobbying in DC.


true, but I work for the va and I am a member of the afge – so far it hasn’t helped one single bit, AND the government is talking about privatizing the va – this war will require all of us

Same here – 50 $/hr as consultant after I got laid off 17 years ago.

They have a massive office in Tempe, AZ near me. 100% Indians. Right next to a huge ADP payroll bldg. also staffed with 99% Indians. What has this country come to.

33°25’49.14″ N 111°56’24.50″ W

and I just had a phone interview the majority Indian and knew it would not go well. Hiring manager is American female. The white men are getting genocided out of American workplaces.
Here is a post from an anti-H1B visa group:

I have been a little preoccupied with this thought. We only have created about 4k tech jobs for all of 2018 and are about to import ~100k more H1-Bs.

If any Americans were hired for these jobs, it is a certainty they will soon be replaced with this new batch of visa workers. We are losing tech jobs at an alarming rate. What happens to all the H1-Bs holding all the tech jobs today?

There has to be a steady outflow of the H1-Bs that no one talks about. No? How do explain this? Please refer to Bloomberg article based on BLS I posted a few days ago for the source of my data.

seattle woes
 Here is a post from City-Data forums:

I live in the greater Seattle area, which has a thriving, high-tech economy. One of the things that I notice is that people working at high-technology companies like Microsoft, Amazon, and others in living and working in Seattle and upscale Eastside suburbs like Bellevue, Redmond, Kirkland, and Issaquah tend to be disproportionately Asian, especially Indian or Chinese, or from other countries outside the USA.

Despite having earned several STEM education credentials, I have been unable to succeed at a technological or engineering job, while many other people from outside the USA have been able to achieve great success. That is why, for example, the upscale Eastside suburb of Sammamish, where many tech employees live and has an average household income of over $100,000, is 20% Asian, considerably higher than the percentage of population of people of Asian descent nationwide.

Therefore, why do people from ethnic groups such as Indian and Chinese do so well, and yet I have not been to achieve the level of success of most of these people despite having the advantages of growing up in a middle-class family in the USA and earning higher-level education credentials in supposedly marketable majors from top-tier American universities?

 And another post:

My friend is from India and he worked in IT company based around Austin. He came from India on H-1B visa. After living and working here for many years, he married an American girl and became a US citizen. He was fired from his job. His American Boss told him that now you have become expensive for us. He had to train his replacement, a new H-1B visa from India. After months of trying to get new job, he moved on in Indian Restaurant Business.

Bottomline is that American Businesses are looking at cheap labour on H-1B visas. Visa holders are paid less, stay in same position for years due to indefinite wait of Green Card, cannot change company. Bonded labour on cheap thats it.

 And another post:
Master’s degrees are usually not paid, and it costs a lot of money to be an international student. Plus, there are restrictions when you’re here on a visa. Please believe the large percentage of international students is not because they can’t find competent Americans. That’s what they want you to believe. America had PhD’s before immigration got out of hand. Universities are businesses.
And yet another post:

We have 11 million STEM graduates in the USA working outside of STEM because they can’t find jobs in that field. That’s 75% of STEM graduates.

We are graduating more than enough people in STEM. Employers have been whining for years about the STEM shortage and Americans have have answered the call. Americans have studied STEM in droves. Their reward? No jobs.

And another one:
DFW is H1B hell too.
 And yet another post:

I work in the Bay Area as a ML Engineer and rarely meet IIT grads. All I see are grads from tier-2 or tier-3 schools in India. Is that what America wants to attract? Very few of the H1B’s that I have worked with were “exceptional”. In fact, most were average or below average.

America needs to put Americans first. It’s fine to say that a country should benefit it’s own people first. Xenophobia is not necessarily a bad thing.

PS. I’m Indian-American. Born here in the US.

 Here is a post from an anti-H1B visa group page:
My contract recently expired, I’ve been getting the normal calls from recruiters. One of them was pushing jobs from Cognizant. I never worked for them, but I know their reputation with regard to H-1Bs. Despite that, I agreed to a phone interview. I didn’t particularly care for the fact that the recruiter scheduled the meeting after 6pm without asking me, but I figured no big deal. The Cognizant interviewer didn’t show. The recruiter rescheduled, again they picked an inconvenient time without asking, but I showed, again the interviewer did not. I then heard Cognizant was allowing walk-in interviews on Saturdays here in Orlando for developers and even architects (which is unheard of in my experience). After all this I came to the conclusion that the stories are true, Cognizant and others just try to give the appearance they are hiring US citizens, but really are playing a game, canceling interviews, inconvenient times, all in a charade to give the appearance they make the effort so Federal auditors don’t hammer them.
 And here is a follow up post to the one above
Wow, crazy but it just happened to me again. I’ve been waiting since 6pm for a phone interview. It was supposed to be an architect position for Fedex in Lakeland, FL, at the last moment I heard it was Wipro working for Fedex. Sure enough, the Wipro guys bailed on the interview. I don’t think I will even bother if they ask to reschedule.
Sure enough, the recruiter just called to reschedule, this time I said “No, not interested in working with Wipro”.
 Here is a post from an anti-H1B visa group:
30 dollars per hour java developer @ W2
java low pay
 The following are the replies to this post:
yes, the rate is going down everyday, it should have been the other way
So much for the ‘talent shortage’ pushing wages higher
And another post:
Anyone know about H-1B replacements at State Farm in IL?
And a reply to said post:
I have not been there for a few years but when I was consulting there for 8 years State Farm had hundreds of H-1B staff at the Bloomington location. State Farm went through last year and offered early retirement to many of their older employees. I have not seen much hiring through any emails I get on open jobs in the Bloomington area
 Here is post of a legal immigrant from Quora:

Age old question, yet you still don’t seem to have the answer:

All numbers are fake, not representing real life, but ratios are pretty accurate

Indian Engineer, working in India, as java programmer makes $1000/month

American engineer, working in the US, as java programmers makes $8000/month

Some scumbag company tells, American engineer’s employer that, they can do the same job with one of their engineers for $6000/month.

American employer likes 25% cost savings, lays off the American Engineer.

Scumbag company contacts Indian engineer and tells them they have a job for him paying $4000/month. And they dangle the Green Card carrot in front of the Indian engineer.

Indian engineer quadruples the money he/she is making (not knowing what kind of a life he is getting himself into, jumps into the offer. If nothing else, there is green card at the end of this ordeal for him. Little he knows, there is no green card for 15+ years, if any at all.

American engineer goes jobless, while the scumbag company is making $2000/mo for absolutely nothing but signing some papers.

Here, the question most H-1B employees ask: “Then, why not the American Engineer agree to reduced pay of $6000/month” in this example. If the American engineer has $3000/month mortgage payment, $1000/month car payment for himself and his wife, if he has two school age kids going to private schools, and he adjusted his life according to his current employment, making a 25% cut in his salary will most probably make him go bankrupt in few months. Hence he takes the severance pay and hopes that before that money is depleted, he will find himself another job with same or comparable financial compensation. Sometimes it works, most times it won’t.


And here are some replies to said post:

First – H1B workers ARE full-time employees. Even a contractor at client location, is a full-time employee for the H1B sponsoring employer.

How the “take away an American’s job” works is –

  • A third party consulting firm petitions my H1B and hires me – let us say, at 70K salary.
  • They place me at a client location where I get on-boarded on their business domain.
  • Once the client is happy with me, the client will offer me a full-time employment paying a salary of say, 100K, which I gladly accept because I am getting almost 35% hike.
  • Client, in many cases, pays a one-time “fee” to the consulting firm to “release” me so I can work for the client. Consulting firm is happy.
  • Client fires an American employee who was paid say 140K, saving 40K every year while paying only a little amount for my H1B filing.

So, am I, a H1B worker, taking away an American’s job? apparently yes. But was I aware of it and doing it consciously and intentionally? – probably no.

So who is to blame here? Should the client be blamed to cut his costs? Should the consulting firm be blamed for providing a service the client demands? Should I be blamed for replacing an American that I probably don’t know of, or not aware of what’s happening behind the scenes?

I don’t know. All I know is what the client is doing is not illegal, but probably unethical and/or immoral. But it’s a business, and their only goal is to make money.


Most of the H1 B visas are offered for full time job however a job loss is a loss for economy whether its a full time or part time.

Coming over to the question of taking away american jobs, anyone with considerable experience on H1B visa knows how this entire game is played by some consultancies.

I wont go in the morality of this murky consultancies system however its one of biggest reason for backlash on H1 B visa/ visa holder.

Had people/ consultancies used this H1 B visa genuinely and not to just fulfill their own greed, things would have been really different.


Here is another post from one of the anti-H1B visa groups:

Do they actually hire American database engineers?
Dear Ben,

Thank you for your interest in furthering your employment with Teradata. We appreciate your interest in the Database Product Support Engineer position. We enjoyed learning more about your background and experience.

Although your credentials are impressive, we have decided to pursue other candidates for this position. We wish you the best of luck in your job search and encourage you to continue to visit our website for additional opportunities.


Global Talent Acquisition Team


And here are some replies to said post:

Didn’t you write a book on databases? If so, why wouldnt any company be thrilled to have you?


I have written many books on databases and have no fucking idea what the hell is going on.


You are American and too expensive. Change that first name to Benamalaramalama and you have a good shot.


I wrote software at Apple and Sony including helping to create Playstation but I’m still not good enough.


Teradata is an almost all-Hadoop shop and anywhere there is Hadoop there are load and loads of Indians. In fact, TD has been acquiring loads of other Hadoop companies. So, almost zero chance.



Here is a post from an anti-H1B visa group:

Well I guess that CTO was not interested where I interviewed via phone after the company approached me on LinkedIn. Why do companies waste candidates time getting false hopes up? The recruiter disappeared and I asked him what the status was after they mentioned bringing me onsite for a formal in person interview. Here is the lame reply:

“Sorry for the delay. I have found out that there is a re-set on this position and the focus on skills are going to be changing. We are in a holding pattern at this time.”


When asking about the H1B State Farm layoffs,  I got the following reply on city-data:

State Farm has a massive presence in north Texas (they just built a campus in Richardson a few years ago).

I don’t work for State Farm, never have…but I know a couple of people who do. They say it has become an H1B body shop for pretty much anything IT-related, from QA to development to project managers to business analysts to systems administrators to database administrators. If you’re not from south India, don’t even bother applying (that’s what I hear).

According to what I’ve been able to find, State Farm itself doesn’t actually sponsor many H1B visas but they use a lot of third-party vendors to fill their IT positions. Basically nobody who works in anything technology-related actually works for State Farm itself. I don’t know what vendors they’re using…probably some from the “big” shops like Infosys, TCS, Wipro, HCL, Cognizant, supplemented by warm bodies from some smaller local 100% H1B shops. There are dozens in DFW.

Here is another post from an anti-H1B visa group:

I have been contacted three times in the past two days by Infosys. One if not all of the contacts are based on my responding to an ad that one of their recruiters put on one of the several forums that have a anti-H-1B focus. When I responded to the ad, I did NOT know that the ad was for Infosys.

The first contact was by email for a job in either NJ or Phoenix. They required an in-person interview, but they would not pay travel expenses for the in-person interview. Of course I realized at that point, the employer was an H-1B body shop. So I just dropped it.

The second contact was a couple hours later, and the recruiter was clearly a US citizen. She told me that the employer would pay travel expenses but the employer is Infosys for a project in Phoenix, working for American Express, or NJ, where I do not know the client (It could be American Express, maybe.). I did not pursue that any further after hearing the employer is Infosys. I just can’t get it through my mind why I as a US citizen, I have to use a company from India, Infosys as a gatekeeper to an employer in the US and Infosys would get >$25/hour off of my rate. How did that H-1B body shop parasite insert themselves into the picture of facilitating jobs between US citizens and US employers and taking a $25/hour tribute off of my rate?!?!

The third contact came today. The recruiter told me that Infosys is changing their ways, ending their abuses, embarking on a future where they will only be hiring US workers and GC holders, and entering a phase where they are going to become a solid, legit US employer. The recruiter asked my rate, and I gave them my 1099 rate. They do not do 1099. So that is one strike against them. Then the recruiter gave me a rate for a job 3000 miles away for a rate 25% lower than my last W2 rate in which I was working directly for a local employer and not a W2 rate from an H-1B body shop. The rate was lower than my local rate 20 years ago. We spoke a little more about the processes at Infosys, AND IT IS ALL THE SAME OLD INFOSYS H-1B BODY SHOP!

Once again, Infosys is making the claim that they are changing their ways while NOT changing their ways. It is still the same old H-1B body shop shell game.


And here are some replies to said post:

I’ve received recruiting calls from US citizens fronting for Apu. That isn’t unusual.

These days, all of the “urgent requirements” from Apu involve TCS or Infosys & are a waste of your time.

If you are a student of the job market you’re looking into, you may find US staffing firms trying to directly place at the same company. Infosys may be throwing bodies at the company, hoping something will result in a placement.

Your best bet is to abandon Apu entirely.


Many of those *** URGENT *** jobs turn out to be $25/hour assignments that are 2000 miles away. My landscaper makes more money than that.


It’s to the point where I only work with the one firm I’ve been attached to for years, that’s it. The guys who own it are all retired IBM.


These Jokers end up sending me 3 week stints in Minot, ND during the middle of winter, for $15 per hour, Corp to Corp.


as bad as infosys is just imagine how bad are the 5000+ “small business” body shops registered in US as LLC. The LLC companies are registered by mostly h-1b some of them operating these LLC’s from india and applying h-1b’s. This is how stupid the US federal and state governments are. In there mad rush for ease of doing business they have left so many loophole because they dont want regulations. these body shops are using these loop holes to bring h-1b and paying them 20 to 50$ per hour and pocketing anywhere from 20$ to 100$ per hour just by being middlemen.


exactly. Our govt is so eager to please corporations they have made it easy to set up and run companies. Our govt is backing intl student loans the same as it does for americans…. to increase profits for universities who in turn provide OPT’s. It is one big circle of hades.



Contracting at defense contractors until a few years ago required USA citizenship. HCL America changed that by syphoning work from defense contractors that is unclassified and low technology based mostly reviewing specifications and testing documents. Defense contractors would rely on USA based job shops to call in former employees to do the spec and test document reviews and pay them $45 to $60 per hour. HCL America now controls that work and does ALL the hiring and they only hire Indians and do the work offsite of the defence company location. Pay rate for the unqualified Indians that have no knowledge of what they are reviewing is $19 to $25 per hour. When these document reviews are deemed not acceptable by the Department of Defense HCL America tries to hire a few qualified and experienced USA citizens for $35 per hour and there are no takers


Here is a post from a Breitbart article:

I am a retired medical technologist. I have seen my field being taken over by H1b visa contract workers from India, Pakistan, China, and some Arab countries for about 15 years. The new US graduates (BSC, one year internship, and required board certification, with state licensure required in many States) are making much less than they were 10 years ago, when they can get a job at all. Even the small hospital labs are getting in on the cheap foreign labor wagon. Yoder can kiss my arse.



And another post from said article:

My trainees were L-1b foreign replacement workers. I had 3 trainees, each learned a different facet of my job. I saw one of them reading an “Intro to” manual. Not quite “specialized knowledge” as L-1bs are supposed to possess.

We learned our replacements were making $3K/month, but $2000 of that was paid as non-taxable expenses. So their high-tech STEM jobs in Lake Mary,FL paid an annual taxable salary of $12,000/year. I don’t know any Americans that can survive on that; especially when medical insurance at $943/month.


Here is a post from an anti-H1B visa group:

Let’s Visit Twitter again and check out the #NoHR392 Scene. The Yoder Greed Green Card Giveaway will Provide 75 % of GC’s to the Indians – Game Over for IT and Health Workers just for Starters, Accountants Count Your Beans.

Matt @Mat78575251

#HR392 gives all the GC opportunities to a single nation that has more population (India). Equality does not mean fairness. The current system provides diversity. Consider a situation when 90 percent of your coworkers are from a single nation! (No diversity)
#removeHR392 #NoHR392

Mahnaz Behroozi @Mahnaz_Behroozi

What makes the United States a great nation is its diversity. #HR392 will restrict entering talented people from different countries to the U.S. workforce. USA is about to lose its diversity. Let’s keep it a great nation as it was! #NOHR392

H1B Reform Now @H1B_Reform_Now

Replying to @IngrahamAngle @TiensToi and 2 others
Yoder’s plan does not bring diversity. It blocks out latinos and all others and just allows oversupply of work visa people to get GC first. Oversupply of work visa people should be sent back. Country caps for GC is needed to ensure diversity. #NOHR392

Carmela @Ay_Carmela_90

I explained #HR392 to my American friends and they are stunned! Employment based GC is not about moving a whole other country to the U.S. It’s about giving highly skilled ppl, all around the world, the opportunity of migration and bringing their talent to the U.S. #NoHR392

Soodi Milanlouei – @SoodiMilanlouei

We need a merit-based multifactorial system rather than a first come first served process.
#HR392 #NoHR392

Carmela @Ay_Carmela_90

#Hr392 supporters are afraid of spreading the news. Why? Because when more people know about it, the stupidity of this amendment will be more obvious.
Spread the news. Even if you are not affected by this law. #NoHR392

Lord Curzon @lord_curzon

US has talent from all over: Korea, Japan, Brazil, Mexico, Iran, Canada, Britain, Sweden, Australia, France, Germany, Israel, Turkey, Greece, Italy, Switzerland, Holland, China, and yes, even india. To give *all* green cards to india would violate US national interest. #NoHR392

Hammond @Hammond_84

US workers are not responsible for training their replacements. Our universities can produce the best graduates at every level from the US and all over the world. Don’t distribute more than 70% of the GCs to one nation with mostly foreign bachelor or less. #NoHR392 #RemoveHR392

Zhehao Li @ugofrice

#nohr392 The best solution is to set national quota proportional to country’s population. e.g. India has 17% of world’s population so Indian may get 17% of GCs. This solution will make sure every individual get same chance regardless of national origin and maintaining diversity

Hammond @Hammond_84

Why our US PhD graduates from Europe or Africa should wait years in line for Green Card and probably leave the country while 70% of Green Cards hand over to people with mostly foriegn bachelor from a specific country?
Lower wages doesn’t justify this policy #RemoveHR392 #NoHR392

Masha @masha_8891

IT skills and talents cannot only be found in one nation!Break this stereotype which says all Indians are effective engineers and others are plumbers.Job market is no longer merit-based,it is connection-based that’s why Silicon Valley is like New Delhi. Free ITcompanies #NoHR392

Sahand @54h4nd

❗️America’s policy of diversity in immigration would be replaced by an India-first policy; India would get nearly 100 percent of employment-based green cards for a time, eventually stabilizing at around 75 percent;
#RemoveHR392 #removeHR392 #NoHR392

Sahand @54h4nd

No win for nobody in HR392. Neither americans nor the rest of the world(including indian and chinese)
#NoHR392 #RemoveHR392 #removeHR392

sahar hm @HM2Sahar

The #HR392 is a disaster for the American workers. Fraudulent companies who abuse #H1B now want to import/abuse more cheap labor by removing the CG cap.
Please remove #HR392 from House DHS appropriations bill. #NOHR392

Masha @masha_8891

HR392 is shameful and yet many Americans don’t know about it because Indians are getting the approval in silence. Let the others know about it! This is the least we can do. Indians don’t interview others in companies like Facebook, Intel, Amazon, IBM, … #RemoveHR392 #NoHR392



Here is a post from an anti-H1B visa group:

When the U.S. Department of Labor needed a new contractor to upgrade its aging computer systems, it turned to labor broker Saras America. The firm should have sounded familiar.

While labor broker Triune Technologies Inc. was blacklisted by the Department of Labor for two years, its executives received approval to import H-1B workers under the name of a different company, WalkWater Technologies Inc., which shares the same San Jose, California, address.



Are You a Pretend Parent?


Are you a pretend parent?

If that questions bothers you, well …

It’s never a bad thing to have a heart-to-heart with yourself.

Maybe you’re too caught up in your own thing … or life’s become tangled … so your kid’s education has slipped into auto-pilot.

You’re not alone.

But if that first sentence grabbed at you …  then here’s an after-school routine that might clear your head a bit … and help you get your mojo back.

Grab your kids by the ankles … turn ‘em upside down … and give a mighty shake. See what spills out.

And slog through their crumb-infested, candy-coated school bag … pull it apart … and see what’s in there.

Do it every day … for a week or two … so you get a real good snapshot of your kid’s life.

Too many busy moms and dads expect schools to look…

View original post 741 more words

Other Educrats: Part 2

Workshop School Buddies

2016-17 Workshop School Supporters

School District of Philadelphia

The Barra Foundation

The William Penn Foundation

Next Generation Learning Challenges

Avalon Foundation

Philadelphia Youth Network

LRNG Innovators

The Lenfest Foundation

Thanks also to:

Drexel University
Shahara Ahmad-Llewellyn
Alderson Engineering
Ernst & Young
Federal Donuts
Samuel S. Fels Fund
IBEW Local 98
Philadelphia RISE-UP
SMP Architects
The Tuscano Agency
United States Liability Insurance Group (USLI)
The Wharton School
Willig, Williams & Davidson
Yards Brewery

Internship Partners


City of Philadelphia Office of Fleet Management

Girls Auto Clinic
Union Packaging
University City District

Affiliated with

Sustainable Business Network
Graduation Coach Campaign


Digital On-Ramps Buddies

Global Partners Clinton Global Initiative Logo IBM Logo
Local Partners
The City of Philadelphia Logo Drexel University Logo JOIN Logo
Philadelphia Academies Logo Philadelphia Youth Network Logo
Mayor's Commission on Literacy Logo
Philadelphia School District Logo Community College of Philadelphia Logo


Education Alliance Buddies

Founders’ Circle ($100,000 and above)

Claude Worthington Benedum Foundation
Corporation for National and Community Service


Leaders’ Circle ($25,000 – $99,999)

American Public University System, Inc.
Education Elevators Foundation
EQT Foundation
JP Morgan Chase Foundation


President’s Circle ($10,000 – $24,999)

Jackson Kelly PLLC
The Greater Kanawha Valley Foundation
ECA Foundation
The DOW Chemical Company Foundation
Bernard H and Blanche E Jacobson Foundation
Orrick Herrington, & Sutcliffe Foundation
The Daywood Foundation
West Virginia Department of Education


Summa Cum Laude ($5,000 – $9,999)

Toyota Motor Engineering & Manufacturing North America
Cabell County Board of Education
Bowles Rice LLP
Callen McJunkin
United Bank
Doddridge County Board of Education
Pleasant County Board of Education
Appalachian Power
AT&T Corporation
Fenton Foundation


Magna Cum Laude ($1,000 – $4,999)

Rudd Equipment
Monroe County Board of Education
Pocahontas County Board of Education
Raleigh County Board of Education
Chesapeake Energy Corporation
Northeast Natural Energy
First Energy Foundation
Jim Thomas
Scott and Carol Rotruck
Carbon Fuel Foundation
Raleigh County Board of Education
E.I. DuPont De Nemours & Company
Herscher Foundation
Dingess-Rum Properties
Howard Seufer
Joe Letnaunchyn
L. Newton Thomas
Robinson & McElwee PLLC
Stephen and Barbara Hopta
The Thrasher Group, Inc.
West Virginia Chamber of Commerce
West Virginia Economic Development Council
West Virginia University


Cum Laude ($500 – $999)

Carolyn Long
City of Ranson CVB
Dan Page
International Industries
Herchiel Sims
Kanawha Salines, LLC
Kapourales Properties, Inc.
Lacy Rice
Melissa Veltri
Mike Ross, Inc.
Nicholas “Corky” DeMarco
Priscilla Leavitt
Starvaggi Charities
West Virginia American Water
West Virginia Oil and Natural Gas Association
Williard and Jenny Phillips


Dean’s List ($499 or below)

Gayle Manchin
Lynne Schrum
Eagle Manufacturing Company
Christina Brumley
S. Ryan White & Katherine Roberts White
Sammy Gray
City of Charles Town
Jeri Matheney
Christina and Vernon Combs
Daniel Foster
Deborah Herndon
Margie Hale
Michael and Laura Albert
Richard Cassis
Stephen and Amy Golden
Thomas and Susan Campbell
Tom Tinder
Michelle Wittekind
Larry Gillespie
James Phares
Barbara Dunn
Norman and Martha Lass


Blended Learning Program

  • Doddridge County High School, Doddridge County
  • Ravenswood High School, Jackson County
  • Lincoln County High School, Lincoln County
  • Logan County High School, Logan County
  • Mann High School, Logan County
  • Ritchie County High School, Ritchie County
  • Tug Valley High School, Mingo County


Remake Learning Buddies

BNY Mellon

EducationCounsel Buddies

Alliance for Excellent Education


America Achieves



Center for American Progress


Large Countrywide and Suburban District Consortium

First Five Years Fund

Foundation for Excellence in Education

Georgia Early Education Alliance for Ready Students


The Leona M. and Harry B. Helmsley Charitable Trust

Institute for Higher Education Policy

Lumina Foundation

National Council for State Authorization Reciprocity Agreement


National Public Education Support Fund

Partners for Each and Every Child

Turnaround for Children

The University of Chicago Urban Education Institute


Learning Policy Institute Buddies


 Connect All Schools Buddies



New Profit Buddies

Blue Ridge Foundation New York; Robin Hood Foundation; SeaChange Capital Partners; Open Society Institute,  Blue Ridge Foundation New York, Carnegie Corporation of New York, JP Morgan Chase & Co., the Kresge Foundation, Open Society Foundations, Robin Hood Foundation, SeaChange Capital Partners, and State Street Foundation, College Summit, Single Stop USA, iMentor, Year Up, National College Advising Corps, YouthBuild USA
Highlander Institute, imBlaze, iNACOL, PowerMyLearning, The Learning Accelerator, Transcend, and Valor Collegiate Academies

 Common Education Data Standards Buddies

  • AcademyOne
  • ACT
  • AEM Corporation
  • Brandon University
  • California School Information Service (CSIS)
  • Choice P20 Solutions
  • College Board
  • College Source
  • Colorado Community College System
  • Ed-Fi
  • Ellucian
  • eScholar
  • Florida International University
  • Georgetown University
  • Hobsons
  • IBM
  • Jenzabar
  • McGraw-Hill
  • Michigan Department of Education
  • National Association of Student Loan Administrators (NASLA)
  • National Student Clearinghouse
  • Naviance
  • North Dakota Department of Education
  • Ontario Universities’ Application Centre (OUAC)
  • Oracle
  • Parchment
  • Perceptive Software
  • QIP
  • Questionmark
  • Rapid Insight
  • RTI
  • SCRIP-SAFE International
  • SIF Association
  • State Education Technology Directors Association (SETDA)
  • State Higher Education Executive Officers (SHEEO)
  • Triadvocates
  • Turning Technologies
  • USA Funds
  • US Department of Education, Office of Under Secretary

The current (as of 2014) Co-Chairs of the CEDS User Group are:

  • Hans L’Orange, Vice President for Research and Information Resources, SHEEO
  • *Tony Romano, Director of Information Technology, National Student Clearinghouse


National Center for Education Statistics (NCES)

Association for Institutional Research (AIR)


National Forum on Education Statistics

The National Forum on Education Statistics (the Forum) has long been a leading resource for education data standards, focusing on issues of data standardization and basic data elements. The Forum, an organization of state and local education agencies, the federal government and other organizations, has produced a number of publications that provide voluntary, best practice recommendations and guides containing data standards, including definitions, codes and education data system components. Thus far, these products have covered areas such as crime, violence and discipline, attendance, exits, finance, facilities, and student displacement. Many of the Forum’s standards have been incorporated into the NCES Handbooks, the National Education Data Model (NEDM), and the SIF specifications. NCES Handbook elements that are not part of the CEDS standard can be found on the CEDS site by choosing “Extend Your Search” in the Domain Entity Schema or “Extend elements” when conducting an element search.


Access 4 Learning (A4L) Community, formerly the SIF Association

The Access 4 Learning (A4L) Community is a unique, non-profit collaboration composed of schools, districts, local authorities, states, US and International Ministries of Education, software vendors and consultants who collectively address all aspects of learning information management and access to support learning. The A4L Community is “Powered by SIF” Specifications as its major technical tool to allow for this management and access simply, securely and in a scalable, standard way regardless of the platform hosting those applications. The Schools Interoperability Framework (SIF) is a non-profit organization working to create a set of platform-independent, vendor-neutral rules and definitions which enable software programs from different companies to share information. SIF Association membership includes software vendors, school districts, state departments of education, and other organizations active in primary and secondary (PK-12) markets. The A4L Community is “Powered by SIF” Specifications defines suggested standards for naming, defining, and formatting data elements, as well as the technical specifications to facilitate interaction between software applications to enable applications from different developers to easily interact and exchange data. The specification also includes a data model, depicting the relationships among the data; and data elements in various areas such as student information, assessment, facilities, finances, food services, transportation, and professional development. The majority of the K12-specific portions of CEDS align with the SIF Implementation Specification.


Assessment Interoperability Framework (AIF)

An initiative sponsored jointly by Access 4 Learning and IMS Global Learning Consortium. AIF educational technology and assessment standards enable the accurate and comparable creation and delivery of assessments, as well as the importing of student and staff data and the subsequent reporting of assessment results. CEDS contains the data entity and element definitions, and associated metadata to support these assessment system processes.


Postsecondary Electronic Standards Council (PESC)

PESC is an organization of colleges and universities; professional and commercial organizations; data, software and service providers; nonprofit organizations and associations; and state and federal government agencies. Among the organization’s missions is to create data standards to facilitate the exchange of data among postsecondary institutions. As a “standards” resource, PESC provides range of standards for higher education, cataloguing data elements, definitions, and code sets, and specifying technical requirements. The PESC standards for student transcripts have been cross-walked to the SIF standards for student records to ensure comparability and completeness. PESC and A4L continue to work together to promote interoperability. K-12 education agencies may use PESC standards to enable data sharing with postsecondary institutions about students bound for or enrolled in Higher Education. PESC elements that are not part of the CEDS standard can be found on the CEDS site by choosing “Extend Your Search” in the Domain Entity Schema or “Extend elements” when conducting an element search.



EDFacts is a data initiative of the U.S. Department of Education (USED) that compiles national K-12 education data by consolidating a number of previously separate federal collections. By combining these collections, EDFacts is intended to centralize performance and other aggregate data for decision- and policymaking. The aim is to streamline data submissions to the federal government and eliminate redundancies, thus easing the burden on state education agencies. Data collected for EDFacts include student and staff demographics, program participation, student performance and completion, school and district directory data, revenues and expenditures, school choice options, and other information. As a “standards” resource, EDFacts provides data elements, definitions and code sets. USED also publishes technical specifications for EDFacts to guide the file submission process. As much of the data collected by states are used to meet federal reporting requirements, the standards provided by EDFacts are commonly adopted by the states to facilitate compliance. All of the EDFacts data elements have been incorporated into the NCES Handbooks, the SIF specifications, and NEDM. The Education Data Exchange Network (EDEN) is the portal through which states submit their data to the U.S. Department of Education. More than XX EDFacts file specifications have been defined in the Connect tool. States can apply their data dictionaries from Align to the EDFacts Connections via myConnect to help understand the data elements necessary to fulfill the reporting requirements.


Civil Rights Data Collection (CRDC)

A biennial (i.e., every other school year) survey required by the U.S. Department of Education’s Office for Civil Rights (OCR). Since 1968, the CRDC has collected data on key education and civil rights issues in our nation”s public schools for use by OCR in its enforcement and monitoring efforts regarding equal educational opportunity. The CRDC is also a tool for other Department offices and federal agencies, policymakers and researchers, educators and school officials, and the public to analyze student equity and opportunity.


Access CEDS Connect to see available CRDC Connections and examine how others are analyzing and using CRDC data.


Integrated Postsecondary Education Data System (IPEDS)

IPEDS is a system of interrelated postsecondary surveys conducted annually by the U.S. Department of Education’s National Center for Education Statistics (NCES). IPEDS gathers information from every college, university, and technical and vocational institution that participates in the federal student financial aid programs. The Higher Education Act of 1965, as amended, requires that institutions that participate in federal student aid programs report data on enrollments, program completions, graduation rates, faculty and staff, finances, institutional prices, and student financial aid. These data are made available to students and parents through the College Navigator college search Web site and to researchers and others through the IPEDS Data Center. IPEDS provides basic data needed to describe and analyze trends in postsecondary education in the United States, in terms of the numbers of students enrolled, staff employed, dollars expended, and degrees earned. Congress, federal agencies, state governments, education providers, professional associations, private businesses, media, students, parents, and others rely on IPEDS data for this basic information on postsecondary institutions.


The Ed-Fi Solution

The Ed-Fi solution is an educational data tool suite (unifying data model, data exchange framework, application framework, and sample dashboard source code) that enables vital academic information on K-12 students to be consolidated from the different data systems of school districts while leaving the management and governance of data within those districts and states. Ed-Fi components act as a translator of academic data, integrating and organizing information so that educators can start addressing the individual needs of each student from day one, and can measure progress and refine action plans throughout the school year. Developed by Double Line Partners through funding from the Michael & Susan Dell Foundation, the Ed-Fi solution can be licensed from the Ed-Fi Alliance free of charge by districts, state education agencies and vendors. Licensees gain unrestricted access to all Ed-Fi components and maintain ownership of derivative works. Elements in the Ed-Fi data model are aligned to CEDS and other Ed-Fi elements are in Extend.


The Ed-Fi Alliance has participated in CEDS from the beginning and actively supports improvements to each CEDS release. The Ed-Fi data standard uses CEDS as a reference model and aligns to it wherever possible. Specifically, Ed-Fi version 1.2 is aligned to CEDS 3.0. In addition, Ed-Fi Alliance representatives participate in CEDS stakeholder and technical working groups to ensure that needs identified by the field and real-world implementations are incorporated into future versions of CEDS. (Alliance, n.d.)

A search engine-backed standard for tagging content on the web. provides a collection of shared vocabularies that webmaster can use to mark up their pages in ways that can be understood by the major search engines. Implementers of use CEDS option sets as a controlled vocabulary when tagging web pages. New terms have been introduced based on CEDS elements.


Badge Alliance

A network of organizations and individuals working together to build and support an open badging ecosystem (see Open Badges Infrastructure), including open badges technical standards, with a focus on shared values including openness, learner agency, and innovation. The elements in CEDS about Achievement were originally modeled after the Open Badges standards Badge Class and Badge Assertion properties. CEDS continues to align with ongoing work of Badge Alliance.


Open Badges Infrastructure

An open standard infrastructure that supports digital badges verifying a person’s skills, interests, and achievements through credible organizations and attaches that information to the badge image file, hard-coding the metadata for future access and review. Open Badges started as a collaborative project between the MacArthur Foundation, HASTAC, and Mozilla and has continued to grow through an open, collaborative approach. (See Badge Alliance). The elements in CEDS about Achievement (Achievement entity) were modeled after the Open Badges/OBI standards.


Dublin Core Metadata Initiative

A global community that has played key roles in the development of best practices in metadata modeling, design, and implementation since 1995. The DCMI community has developed and maintains some of the major languages of description used on the web and in systems. DCMI is a project of ASIS&T, a U.S. 501(c)(3) nonprofit, and is supported through membership programs for both individuals and organizations. CEDS actively works with DCMI to align vocabulary, especially for learning resource and competency metadata. DCMI now has stewardship over the Learning Resource Metadata Initiative (LRMI).


IMS Global Learning Consortium

A global, nonprofit, member organization that strives to enable the growth and impact of learning technology in the education and corporate learning sectors worldwide. The organization develops interoperability standards and adoption practice standards for distributed learning, including Learning Tools Interoperability (LTI), Question & Test Interoperability/Accessible Portable Item Protocol (QTI/APIP), and Common Cartridge.


Learning Resource Metadata Initiative (LRMI)

An initiative that works to make it easier to publish, discover, and deliver quality educational resources on the web. LRMI has developed a common metadata framework for describing or “tagging” learning resources on the web. This framework is a key first step in developing a richer, more fruitful search experience for educators and learners. Once a critical mass of educational content has been tagged to a universal framework, it becomes much easier to parse and filter that content.


Learning Registry

An approach and open infrastructure for capturing, connecting, and sharing data about learning resources available online with the goal of making it easier for educators and students to access the rich content available in our ever-expanding digital universe. The Learning Registry includes an open set of tools and a distributed infrastructure for metadata about learning resources, including assertions such as rating systems.


ReadyNation 2018 Summit Buddies


Logos for summit sponsors



Association of Chamber of Commerce Executives

United Nations International Children’s Emergency Fund (UNICEF)

Association for Childhood Education International

ChildFund International

World Bank Group

National Association of Workforce Boards

New York Academy of Sciences (NYAS)

Grand Challenges Canada / Grands Défis Canada

Save the Children

China Development Research Foundation

International Step-by-Step Association (ISSA)

Innovation Edge (South Africa)

The Power of Nutrition

Salzburg Global Seminar

Early Childhood Development Action Network (ECDAN)

Asia-Pacific Regional Network for Early Childhood (ARNEC)

Ensemble pour l’Education de la Petite Enfance

RISE Institute

Too Small to Fail

Colorado Business Roundtable (COBRT)

Texas Business Leadership Council

South Carolina Council on Competitiveness

International Chamber of Commerce World Chambers Federation


UnboundEd Buddies



Instruction Partners

Leading Educators

New Leaders

New Teacher Center

Student Achievement Partners



Connected Learning Alliance Buddies

Digital Media and Learning Research Hub of the University of California Humanities Research Institute,

John D. and Catherine T. MacArthur Foundation

Connected Camps

Digital Promise  League of Innovation Schools Members

  • Adams 12 Five Star Schools

    Thornton, CO

  • Albemarle County Public Schools

    Charlottesville, VA

  • Avonworth School District

    Pittsburgh, PA

  • Baldwin-Whitehall School District

    Pittsburgh, PA

  • Baltimore County Public Schools

    Towson, MD

  • Blue Valley Unified School District 229

    Overland Park, KS

  • Bristol Township School District

    Levittown, PA

  • Bristol Warren Regional School District

    Bristol, RI

  • Brooklyn Laboratory Charter Schools

    Brooklyn, NY

  • Cajon Valley Union School District

    El Cajon, CA

  • Charlotte-Mecklenburg Schools

    Charlotte, NC

  • Charlottesville City Schools

    Charlottesville, VA

  • Compton Unified School District

    Compton, CA

  • Copper River School District

    Glanallen, AK

  • Covina-Valley Unified School District

    Covina, CA

  • Duplin County Schools

    Kenansville, NC

  • Dysart Unified School District

    Surprise,, AZ

  • East Irondequoit Central School District

    Rochester,, New York

  • East Noble School Corporation

    Kendallville, IN

  • El Paso Independent School District

    El Paso, TX

  • El Segundo Unified School District

    El Segundo,, California

  • Elizabeth Forward School District

    Elizabeth, PA

  • Elizabeth Public Schools

    Elizabeth, NJ

  • Evergreen School District

    San Jose, California

  • Fox Chapel Area School District

    Pittsburgh, PA

  • Franklin West Supervisory Union

    Fairfax, VT

  • Freehold Regional High School District

    Englishtown, NJ

  • Freehold Township School District

    Freehold, New Jersey

  • Fullerton School District

    Fullerton, California

  • Fulton County Schools

    Atlanta, GA

  • Gurnee School District 56

    Gurnee, IL

  • Henry County Public Schools

    Collinsville, VA

  • Highline Public Schools

    Burien, WA

  • Howard-Suamico School District

    Green Bay, WI

  • Huntsville City Schools

    Huntsville, Al

  • Indian Prairie School District

    Aurora, IL

  • Iowa City Community School District

    Iowa City, IA

  • Iredell-Statesville Schools

    Statesville, NC

  • Juab School District

    Nephi, UT

  • Kent School District

    Kent, WA

  • Kettle Moraine School District

    Wales, WI

  • Knox County Schools

    Knoxville, TN

  • Kokomo School Corporation

    Kokomo, Indiana

  • Lakota Local Schools

    Liberty Township, OH

  • Lee County School District

    Fort Myers, FL 33966, Kentucky

  • Lexington County School District One

    Lexington, SC

  • Lexington County School District One

    Lexington, SC

  • Liberty 53 Public Schools

    Liberty, MO

  • Lincoln Public Schools

    Lincoln, NE

  • Lindsay Unified School District

    Lindsay, California

  • Loudoun County Public Schools

    Ashburn, VA

  • Marion Central School District

    Marion, NY

  • Mentor Public Schools

    Mentor, OH

  • Mesa Public Schools

    Mesa, AZ

  • Mineola Union Free School District

    Mineola, NY

  • Montour School District

    McKees Rocks, PA

  • Morris School District

    Morristown, New Jersey

  • Napa County Schools

    Napa, CA

  • Napa Valley Unified School District

    Napa, CA

  • New Tech Network

    Napa, CA

  • Onslow County Public Schools

    Jacksonville, NC

  • Owsley County Schools

    Booneville, KY

  • Pascack Valley Regional High School District

    Montvale, NJ

  • Piedmont City School District

    Piedmont, AL

  • Reynoldsburg City Schools

    Reynoldsburg, OH

  • Richland School District Two

    Columbia, SC

  • Roanoke County Public Schools

    Roanoke, VA

  • Rock Hill Public Schools

    Rock Hill, SC

  • Rowan-Salisbury Schools

    Salisbury, NC

  • San Francisco Unified School District

    San Francisco, CA

  • Santa Ana Unified School District

    Santa Ana, CA

  • Seminole County Public Schools

    Sanford, FL

  • Sioux Falls School District

    Sioux Falls, SD

  • Sitka School District

    Sitka, Alaska, AK

  • South Fayette Township School District

    McDonald, PA

  • Spartanburg School District Seven

    Spartanburg, SC

  • Springfield Public Schools

    Springfield, Missouri

  • Stephenville Independent School District

    Stephenville, TX

  • Sunnyside Unified School District

    Tucson, AZ

  • Talladega County Schools

    Talladega, AL

  • The Newburgh Enlarged City School District

    Newburgh, NY

  • The School Board of Broward County, Florida

    Ft. Lauderdale, FL

  • Uinta County School District #1

    Evanston, WY

  • Utah Schools for the Deaf and the Blind

    Ogden, Utah

  • Utica Community Schools

    Sterling Heights, MI

  • Vancouver Public Schools

    Vancouver, WA

  • Vista Unified School District

    Vista, CA

  • Wake County Public School System

    Cary, NC

  • West Valley School District #208

    Yakima, WA



Education Groups that Gates is Buying off Part 5

NOTE: While most of these are directly school related, some are more tied to the Common Core/Fed Ed/SEL/Early Childhood/Workforce Development machine more than to actual schools or directly in the education arena.   Look for a * by them if this is so.

Engaging Schools Buddies


  • The Atlantic Philanthropies
  • Bill & Melinda Gates Foundation
  • Brown Rudnick Charitable Trust
  • Buena Vista Foundation
  • The California Endowment
  • Eastern Bank Foundation
  • Essex County Community Foundation
  • JAMS Foundation
  • Jewish Communal Fund
  • Jewish Community Federation and Endowment Fund
  • Lippincott Foundation
  • Medtronic
  • Nellie Mae Educational Foundation
  • NoVo Foundation
  • Open Society Foundation
  • The Schott Foundation for Public Education
  • Sidney Stern Memorial Trust
  • Smart Family Foundation
  • State Street Foundation
  • Working Assets/CREDO Mobile


Engaging Schools has worked in more than 20 states and internationally. Recent partners include the following intermediaries and districts, and/or schools within these districts:

  • Anchorage School District
  • Atlanta Public Schools
  • Austin Independent School District
  • Binghamton City School District (NY)
  • Charlotte-Mecklenberg Schools
  • Charter schools in CA, CO, MD, NY, and WI
  • Chicago Public Schools
  • College Board
  • Denver Public Schools
  • District of Columbia Public Schools
  • Fall River Public Schools (MA)
  • Holyoke Public Schools (MA)
  • Joplin Schools (MO)
  • New Bedford Public Schools (MA)
  • New Leaders for New Schools
  • New York City Public Schools
  • Oakland Unified School District
  • San Francisco Unified School District
  • Springfield Public Schools (OR)
  • Syracuse City School District
  • Todd County School District (SD)
  • Toledo Public Schools
  • West Orange Public Schools (NJ)


Center for Curriculum Redesign Buddies

International Organizations

  • Asia Society

    “The transformation …. makes the Center for Curriculum Redesign’s mission so important.” …read more

    Anthony Jackson 
    Vice President for Education,
    Asia Society

  • International Baccalaureate

    “It is important that curriculum and assessments are continuously refined… to prepare young people for the future.” …read more

    Siva Kumari 
    Director General
    International Baccalaureate

  • NAIS

    “The success of our students will be reliant upon … knowledge, skills, character, and meta-learning.” …read more

    John Chubb 

  • OECD

    “PISA’s future success will closely depend on our ability to rethink ‘what is taught in the 21st century’…I offer your endeavor my full support” …read more

    Andreas Schleicher 
    Special Advisor to the Secretary General on Education Policy
    Head Indicators and Analysis Division (PISA)
    Organisation for Economic Co-operation and Development (OECD)


    “In light of the transformations taking place in the world today, it is essential to question the models we use…” …read more

    Riel Miller 
    Head of Foresight

  • World Bank

    “The relevance of appropriate curricular and assessment policies… cannot be overstated” …read more

    Marguerite Clarke 
    Senior Education Specialist
    The World Bank Group


  • Alberta

    “We look forward to collaborating with other key PISA jurisdictions, academia, corporations and foundations on this important work for students.” …read more

    CanadaKeray Henke 
    Deputy Minister
    Alberta Education

  • Finland

    “…what is essential in curriculum necessitates a bold reconsideration of knowledge and learning, contents, and pedagogical practices” …read more

    FinlandTimo Lankinen 
    Director General,
    Finnish Board of Education

  • South Korea

    “…developing innovative curricula is essential for the 21st century and beyond.” …read more

    South KoreaSun-Geun Baek 
    Korean Educational Development Institute

  • Massachusetts, USA

    “…a center devoted to the exploration of appropriate curricula for the 21st century…strikes me as a timely and useful endeavor…to meet the needs of our students and citizens” …read more

    USAPaul Reville 
    Secretary of Education
    Commonwealth of Massachusetts

  • New South Wales in Australia

    “By joining with you on this initiative we will… promote a new and shared global understanding of curriculum issues” …read more

    AustraliaAdrian Piccoli 
    Minister of Education
    New South Wales, Australia

  • Ontario Ministry of Education

    “Ontario’s participation will be mutually beneficial…in keeping our curriculum current and relevant for students in the 21st century” …read more

    CanadaGrant Clarke 
    Assistant Deputy Minister,
    Ontario Ministry of Education

  • Singapore

    “…education experts from different jurisdictions come together to re-conceptualise and redesign a curriculum for the 21st century. Singapore is honoured to be invited to participate” …read more

    SingaporeKhah-Gek Low 
    Director, Curriculum Planning and Development Division
    Singapore Ministry of Education

  • Victoria

    “The innovative work of your Center as a thought leader… is both timely and important” …read more

    VictoriaRichard Bolt 
    Secretary for Education,
    State of Victoria


  • Founding foundation: Fondation Henri Moser

  • Bill and Melinda Gates Foundation
  • Hewlett Foundation
  • Fondation Helvetica Educatio
  • NMEF

    “…producing clearer, more appropriate renditions of educational outcomes is central to steering educational systems…” …read more

    Nicholas Donohue 
    President and CEO,
    Nellie Mae Education Foundation (NMEF)

Academic Institutions

  • Harvard

    “The Center for Curriculum Redesign shares the goals of Harvard’s MBE initiative, in creating new practices for effective education in the 21st century – going beyond the traditional, limited views of educational practice and policy.” …read more

    Kurt W. Fischer 
    Director of Mind, Brain, & Education
    Harvard University Graduate School of Education

  • MIT

    “The work you have set out…is vitally important if we are to educate students – from kindergarten through college – in the cross-cutting, transferable skills they will need” …read more

    Lori Breslow 
    Director, Teaching & Learning Laboratory,
    Massachusetts Institute of Technology

  • Olin College

    “…the need for a fresh conceptualization of education is urgent. This may be the most pressing Grand Challenge of our age.” …read more

    Richard Miller 
    President and professor,
    Olin College of Engineering

  • Stanford

    “We’ll be wise to focus on developing learners with the expertise for adapting to the increasingly rapid changes in the world.” …read more

    Roy Pea 
    Professor of Education and Director,
    H-STAR Institute


    “…we need to bring together great minds to puzzle over what people need to know and be able to do. All education, industry, and labor ministries have a stake in this work” …read more

    Doug Lynch 
    Vice-Dean of the Graduate School of Education
    The University of Pennsylvania


  • Google

    “…as access to information has dramatically redefined what should be part of a 21st century curriculum, one of the most profound questions in education is ‘What should be taught in an age of Google?’” …read more

    Steve Vinter 

  • IBM

    “The CCR presciently tackles the critical question “What should be learned in an age of Artificial Intelligence?”. This effort is as far reaching as it is timely…” …read more

    Jim Spohrer 
    IBM University programs worldwide

  • Intel

    “…in our more holistic approach to systemic Education Transformation, we are working in multi-stakeholder partnerships around the globe, including Assessment, Curricula and Standards” …read more

    Martina Roth 
    Director Global Education Strategy, Research and Policy

  • Microsoft

    “[given the] prickly issue of curriculum in an age of instant and abundant information… what should we teach and what do our next generation learners need to learn?” …read more

    Greg Butler 
    Senior Director, Education Leaders Strategy

  • Pearson

    “The importance of addressing this issue cannot be underestimated…” …read more

    Ross Hall 
    Director, Education for Economic and Social Development

  • Promethean

    “…your focus on the curriculum is more important than at any time in the last 300 years with the needs of economies and society changing so fast.” …read more

    Jim Wynn 
    Chief Learning Officer,

  • Wolfram

    “I am pleased that you see the importance to humanity of achieving these fundamental changes” …read more

    Conrad Wolfram 
    Founder & Managing Director
    Wolfram Research Europe

Non-Profit Organizations

  • acara

    “We look forward to supporting your Center… as you pursue this very significant and global undertaking…” …read more

    Robert Randall, 
    Australian Curriculum, Assessment and Reporting Authority (acara)

  • Canadian Education Association/Association Canadienne d’Education

    “We look forward… to supporting you in your efforts.” …read more

    Ron Canuel, 
    President and CEO,
    Canadian Education Association/Association Canadienne d’Education

  • ERB

    “We relish the opportunity to help redefine what it takes to be a knowledgeable, ethical, and wise citizen…” …read more

    David Clune 
    Educational Records Bureau (ERB)

  • NYHS

    “The vision that you are building to deeply redesign curricula…is key to the process of transforming education globally” …read more

    Margaret Honey 
    President and CEO,
    New York Hall of Science

  • Partnership for 21st Century Learning

    “P21 applauds the vision of CCR to redesign curricula for the 21st Century that is both relevant and engaging…” …read more

    Steven Paine 


    “CCR’s vision to challenge, explore, and redefine curriculum is critical to the future of each learner” …read more

    Heather Hoerle 
    Executive Director,


Leading Educators Buddies

$5 Million +

Bill and Melinda Gates Foundation

$1,000,000 to $4,999,999

Doug and Maria DeVos Foundation
Walton Family Foundation
Charles and Lynn Schusterman Family Foundation
Carnegie Corporation of New York
New Profit, Inc.

$500,000 to $999,999

Bezos Family Foundation
Arnold Foundation
Ewing M. Kauffman Foundation
Hall Family Foundation
W.K. Kellogg Foundation
NewSchools Venture Fund

$100,000 to $499,999

Baptist Community Ministries
New Schools for New Orleans
Booth Bricker Fund
Hyde Family Foundation
The Poplar Foundation
Community Foundation of Greater Memphis
Greater Kansas City Community Foundation
Office of the State Superintendent of Education
The Joyce Foundation

$50,000 to $99,999

Selley Foundation
Shumaker Family Foundation
Patrick F. Taylor Foundation
Capital One
RosaMary Foundation
Pro Bono Publico Foundation
Leslie Jacobs

$5,000 to $49,999

Peter and Meryt Harding
Stephen and Kitty Sherrill
J.P. Morgan Chase
Libby Dufour Fund
Mary Freeman Wisdom Foundation
Sosland Foundation
Diana Davis Spencer Foundation
Greater New Orleans Foundation
HandsOn Network
Entergy Corporation
Keller Family Foundation
Chevron Humankind
Christine and Katharina Pauly Charitable Trust
Reily Foods Company
Richard E. & Nancy P. Marriott Foundation


Surge Buddies


Insight Education Group Buddies

Implementation Partners

Districts, CMOs, & States

  • Achievement School District (TN)
  • ACCEL Charter Network (OH)
  • Alliance College-Ready Schools (CA)
  • Apple Academy Charter Public Schools (CA)
  • Baltimore City Public Schools (MD)
  • Bassett Unified School District (CA)
  • Bozeman Public Schools (MT)
  • Chicago Public Schools (IL)
  • Citizens of the World Charter Network
  • Colonial School District (DE)
  • Colorado Department of Education (CO)
  • Delaware Department of Education (DE)
  • Denver Public Schools (CO)
  • District of Columbia Public Schools (DC)
  • Dunkirk City Schools (NY)
  • Highland Falls School District (NY)
  • Gainesville Independent School District (TX)
  • The Governor’s Office of Student Achievement (GA)
  • Green Dot Public Schools (CA)
  • Guilford Public Schools (CT)
  • Guilford Public Schools (NC)
  • Jackson-Madison County Schools (TN)
  • KIPP LA (CA)
  • Laurens County School District 56 (SC)
  • Los Angeles Unified School System (CA)
  • Lost Hills Union School District (CA)
  • Mansfield Public Schools (CT)
  • Marion County School District (SC)
  • Marlboro County School District (SC)
  • Maryland State Department of Education (MD)
  • Memphis City Schools (TN)
  • Metro Nashville Public Schools (TN)
  • Metropolitan School District of Decatur Township (IN)
  • School City of Mishawaka (IN)
  • New Schools for New Orleans (LA)
  • Newark Public Schools (NJ)
  • Newton County Schools (GA)
  • New York State Department of Education (NY)
  • Passaic Public Schools (NJ)
  • Ohio Department of Education (OH)
  • Queen Rania Teacher Academy (Kingdom of Jordan)
  • Racine Unified School District (WI)
  • School Districts of Philadelphia (PA)
  • Shelby County School District (TN)
  • St. Hope Public Schools (CA)
  • Summit Public Schools (CA)
  • Tennessee Department of Education (TN)
  • UNO Charter Schools (IL)
  • Syracuse City School District (NY)
  • Youth Empowerment Services (TX)

Foundations & Government

  • Aspen Institute
  • Broad Center for the Management of Schools
  • California Charter School Association
  • Education Service Center of Cuyahoga
  • Grimmway Family Foundation
  • Go! Austin / Vamos! Austin (GAVA)
  • KIPP Foundation Mass Insight Partnership for Los Angeles Schools
  • Teach for America
  • Tennessee Charter School Incubator
  • The Bill and Melinda Gates Foundation
  • The KIPP Fisher Fellows Foundation
  • TNTP
  • U.S. Department of Education
  • University of the State of New York Regents
  • Western Region Education Service Alliance


Digital Youth Network Buddies

Bill & Melinda Gates Foundation

John D. and Catherine T. MacArthur Foundation

DePaul University


Education Superhighway Buddies



My Future NC Buddies


Bill & Melinda Gates Foundation
John M Belk Endowment
Goodnight Education Foundation


NC Community Colleges
The University of North Carolina System
Public Schools of North Carolina
The William & Ida Friday Institute
Higher Education Works
The Hunt Institute


BUILD Initiative Buddies


Alliance for Early Success Buddies




Ounce of Prevention Fund

The Ounce of Prevention Fund gives children in poverty the best chance for success in school and in life by advocating for and providing the highest-quality care and education from birth to age five. The national policy team works with state and local leaders to build, coordinate, and protect the early childhood services and infrastructure essential to giving young, at-risk children an opportunity at success.

First Five Years Fund

The First Five Years Fund (FFYF) helps America achieve better results in education, health, and economic productivity through investments in quality early childhood education for disadvantaged children from birth to age five. FFYF provides knowledge, data, and advocacy, helping federal policymakers make investments in the first five years of a child’s life that create greater returns for all.

Educare Learning Network

Educare is a research-based program that prepares young, at-risk children for school; a specially designed place that nurtures early learning and sends a bold message about the value of investing in the first five years; an innovative partnership between the public and private sectors to create a more efficient, more effective early learning program; and a compelling platform to drive change among policymakers, business leaders and early childhood providers by showing what quality early learning looks like.

Campaign for Grade Level Reading

The Campaign is a collaborative effort by foundations, nonprofit partners, states and communities across the nation to ensure that more children in low-income families succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on the most important predictor of school success and high school graduation—grade-level reading by the end of third grade.


 New Leaders Buddies

  • 3M Company
  • Adtalem Foundation
  • Anonymous (8x)
  • AutoZone, Inc.
  • Rose M. Badgeley Residuary Charitable Trust
  • Clayton Baker Trust
  • Baltimore Community Foundation
  • Belk Foundation
  • The Boeing Company
  • Booth Ferris Foundation
  • Thomas W. Briggs Foundation
  • Bright Funds, Inc.
  • Peter and Carmen Lucia Buck Foundation
  • Morris & Gwendolyn Cafritz Foundation
  • Capital One
  • Carnegie Corporation of New York
  • Robert Carter
  • Chamberlin Family Foundation
  • Chan Zuckerberg Initiative
  • Stefanie and Chase Chavin
  • Cisco Systems, Inc.
  • Hilliard Crews and Stacy McGee
  • Crown Family Philanthropies
  • Dudley Del Balso
  • Susan and Tom Dunn
  • Edison Properties, Inc.
  • Educate78
  • FedEx Corporation
  • Finnegan Family Foundation
  • Flora Family Foundation
  • Peter and Mary Lee Formanek
  • Sidney E. Frank Foundation
  • Gene Frantz
  • Lloyd A. Fry Foundation
  • FThree Foundation
  • Fullerton Family Foundation
  • Bill & Melinda Gates Foundation
  • Goldsmith Family Foundation
  • The John G. & Jean R. Gosnell Foundation
  • Greater Washington Community Foundation
  • The Walter & Elise Haas Fund
  • The Hearst Foundations
  • Hoffberger Family Philanthropies
  • Hyde and Watson Foundation
  • Hyde Family Foundations
  • J.M. Kaplan Fund
  • Koret Foundation
  • Koshland Family Foundation
  • Legg Mason & Co., LLC
  • Lockhart Vaughan Foundation
  • Thomas J. Long Foundation
  • Morton and Sophia Macht Foundation, Inc.
  • Rika and Joe Mansueto
  • J. Willard & Alice S. Marriott Foundation
  • Richard E. & Nancy P. Marriott Foundation
  • Meringoff Family Foundation, Inc.
  • Jay Martin
  • MetLife Foundation
  • Garrett and Mary Moran
  • Morrison & Foerster Foundation
  • Newark Charter School Fund
  • NewsCorp.
  • Nicholson Foundation
  • Northrop Grumman
  • People’s United Bank
  • Polk Bros. Foundation
  • Prudential Foundation
  • Quest Foundation
  • Rainwater Charitable Funds
  • Raise Your Hand Texas: Charles Butt and Winell Herron
  • Regions Bank
  • Rhode Island Foundation
  • Jan Rock Zubrow
  • Charles and Lynn Schusterman Family Foundation
  • Irene S. Scully Family Foundation
  • Naomi Seligman
  • Edith Glick Shoolman Children’s Foundation
  • Silicon Schools Fund
  • Diana Davis Spencer Foundation
  • Seth Sprague Educational and Charitable Foundation
  • The W. Clement & Jessie V. Stone Foundation
  • Sylvan/Laureate Foundation
  • Jim Tanner and Catherine Allegra
  • Alvin and Fanny B. Thalheimer Foundation
  • T. Rowe Price Foundation, Inc.
  • Teacher Town
  • Henry Turley
  • Wallace Foundation
  • Walton Family Foundation
  • Harry & Jeanette Weinberg Foundation
  • Wells Fargo
  • WLS Spencer Foundation
  • Wright Family Foundation


CompetencyX Buddies



Assessment for Learning Project (ALP)

Center for Innovation in Education (CIE)

Next Generation Learning Challenges (NGLC)


William and Flora Hewlett Foundation

Bill & Melinda Gates Foundation


Living Cities Buddies *




The Integration Initiative

Cradle to Career Education and;



Center on the Developing Child at Harvard University Buddies *

Major Investors $1M+ (Cumulative Giving)

  • The Alliance for Early Success
  • The Annie E. Casey Foundation
  • Bill & Melinda Gates Foundation
  • Bezos Family Foundation
  • Buffett Early Childhood Fund
  • Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation
  • Hemera Foundation
  • The JPB Foundation
  • The LEGO Foundation
  • Omidyar Network
  • Palix Foundation
  • Pritzker Children’s Initiative

Current Supporters $500-999K (Cumulative Giving)

  • The David and Lucile Packard Foundation
  • Einhorn Family Charitable Trust
  • Genentech

Current Supporters $250-499K (Cumulative Giving)

  • Anonymous
  • Bernard van Leer Foundation
  • Grand Challenges Canada
  • Simms/Mann Family Foundation
  • Tikun Olam Foundation

Current Supporters $100-249K (Cumulative Giving)

  • Connee Counts
  • Joan Einbender
  • Nathaniel Foote
  • Novak Djokovic Foundation
  • Raikes Foundation
  • José Luiz Egydio Setúbal Family

Current Supporters $50-99K (Cumulative Giving)

  • Atlas Family Foundation
  • Garza Medina Family
  • Robert and Maya Tichio

Past Supporters $50K+ (Cumulative Giving)

  • Anonymous
  • Barr Foundation
  • Casey Family Programs
  • Child Welfare Fund
  • Doris Duke Charitable Foundation
  • Susan Fales-Hill
  • Florida State University
  • GEEARS: Georgia Early Education Alliance for Ready Students
  • George Kaiser Family Foundation
  • Claudio Haddad
  • Harvard Global Health Institute
  • Winson Ho
  • The W.K. Kellogg Foundation
  • The Lemann Foundation
  • The John D. and Catherine T. MacArthur Foundation
  • McCormick Tribune Foundation
  • Nellie Mae Education Foundation
  • Özyeğin Family
  • Blaise Pasztory
  • The Pierre and Pamela Omidyar Fund, an advised fund of the Silicon Valley Community Foundation
  • Robert Wood Johnson Foundation
  • The Skillman Foundation
  • Eva and Harry Wilson


First Five Years Fund Buddies

  • Buffett Early Childhood Fund
  • Bill & Melinda Gates Foundation
  • Irving Harris Foundation
  • George Kaiser Family Foundation
  • W.K. Kellogg Foundation
  • The Pritzker Children’s Initiative
  • David and Lucile Packard Foundation
  • Heising-Simons Foundation
  • Saul Zaentz Charitable Foundation


Children Now Buddies

Alliance for Early Success
The Annie E. Casey Foundation
Bill & Melinda Gates Foundation
Broadcom Foundation
California Community Foundation
The California Endowment
The California Wellness Foundation
Chan Zuckerberg Initiative
Conrad N. Hilton Foundation
The David & Lucile Packard Foundation
DentaQuest Foundation
The Dirk & Charlene Kabcenell Foundation
East Bay Community Foundation
Evelyn & Walter Haas Jr. Fund
First 5 Los Angeles
FIRST 5 Santa Clara
Genentech Corporate Giving
Heising-Simons Foundation
Hurlbut-Johnson Fund
The James Irvine Foundation


Kaiser Permanente
The Louis L. Borick Foundation
Lucile Packard Foundation for Children’s Health
Marin Community Foundation
May and Stanley Smith Charitable Trust
Morgan Family Foundation
Pritzker Foster Care Initiative
The Ralph M. Parsons Foundation
S.D. Bechtel, Jr. Foundation
Sierra Health Foundation
Silver Giving Foundation
Stein Early Childhood Development Fund
Stuart Foundation
Thomas J. Long Foundation
Tikun Olam Foundation
The Walter S. Johnson Foundation
The Walton Family Foundation
Weingart Foundation
Westly Foundation
William and Flora Hewlett Foundation
Zellerbach Family Foundation


Ready by 21 Buddies


Altria’s tobacco operating companies: Philip Morris USA, U.S. Smokeless Tobacco Company and John Middleton Co.
The Annie E. Casey Foundation
The Aspen Forum on Community Solutions
The Bill & Melinda Gates Foundation
The Ford Foundation
The Kresge Foundation
The Wallace Foundation
The William T. Grant Foundation
The W.K. Kellogg Foundation

The Annie E. Casey Foundation
AT&T Foundation
Baxter International, Inc201.
The Bill & Melinda Gates Foundation
CVS Caremark
JCPenney Afterschool
W.K. Kellogg Foundation
Marriott International
Scholastic Corporation
U.S. Centers for Disease Control and Prevention
U.S. Environmental Protection Agency



The Forum for Youth Investment


United Way Worldwide (UWW)

America’s Promise Alliance

Children’s Cabinet Network

Corporate Voices for Working Families

National Collaboration for Youth

National Conference of State Legislatures

Search Institute

Child Trends

Community Systems Group

David P. Weikart Center for Youth Program Quality

The Finance Project

The Gallup Organization

nFocus Software 

Results Leadership Group, LLC



2018 Conference Sponsors and Partners


100 Million Healthier Lives


National Conference of State Legislatures Early Learning Fellows Buddies

Alliance for Early Success, the Bill & Melinda Gates Foundation, the Heising-Simons Foundation and Mattel Inc.


Learning Accelerator Buddies

The Jacquelin Hume Foundation

Bill & Melinda Gates Foundation

The Bill & Susan Oberndorf Foundation
Carnegie Corporation of New York
Overdeck Family Foundation
Chan Zuckerberg Initiative
William K Bowes Jr. Foundation
New Profit


CORE Districts Buddies

Stuart Foundation

William & Flora Hewlett Foundation

S.D. Bechtel Jr. Foundation

Bill & Melinda Gates Foundation


University Innovation Alliance Buddies

The National Academies of Sciences, Engineering, and Medicine  Board on Children, Youth, and Families 2018 Report on  Transforming the Financing of Early Care and Education Sponsors**

Administration for Children and
Families, HHS

Alliance for Early Success 

Bill and Melinda Gates Foundation
Buffett Early Childhood Fund
Caplan Foundation for Early Childhood

Foundation for Child Development

Heising-Simons Foundation

Kresge Foundation
U.S. Department of Education
W.K. Kellogg Foundation


 ** Technically it’s not a group

California Guided Pathways Project Buddies


College Futures Foundation, the Bill & Melinda Gates Foundationthe James Irvine Foundation, and the Teagle Foundation


Foundation for California Community Colleges, the project draws on the expertise of the American Association of Community Colleges (AACC), Bakersfield College, Center for Community College Student Engagement (CCCSE), Community College Research Center (CCRC), National Center for Inquiry & Improvement (NCII), and WestEd,  Aspen Institute, Achieving the Dream, Jobs for the Future, and Public Agenda

Academic Senate for California Community Colleges, California Acceleration Project, California Community Colleges Chancellor’s Office, California State Universities System Office, Campaign for College Opportunity, Career Ladders Project, Chief Student Services Administrators Association, Education Results Partnership, Success Center for California Community Colleges, Institute for Evidence-Based Change, Institutional Effectiveness Partnership Initiative, Legislative Analyst’s Office, and RP Group



What Kids Can Do Buddies

Adobe Systems
AT&T Foundation
Bill & Melinda Gates Foundation
Bronx New Century High Schools
Carnegie Corporation
Forum for Youth Investment
Jobs for the Future
Lyndhurst Foundation
Lumina Foundation for Excellence
McCormick Tribune Foundation
MetLife Foundation

Nellie Mae Education Foundation

NoVo Foundation 
Rural School and Community Trust
Shinnyo-en Foundation
Surdna Foundation
The New Press
The Northeast and Islands Regional Education Lab at Brown
William and Flora Hewlett Foundation
W.K. Kellogg Foundation


College Readiness Indicator Systems (CRIS) Buddies

The Annenberg Institute for School Reform at
Brown University (AISR)

The John W. Gardner Center for Youth
and Their Communities at the Stanford
University Graduate School of Education (Gardner Center)

The University of Chicago Consortium on
Chicago School Research (UChicago CCSR)

Dallas Independent School District

Pittsburgh Public Schools

San Jose Unified School District

School District of Philadelphia

New Visions for Public Schools


Bill & Melinda Gates Foundation


Get Schooled Buddies

Capital One Bank
USA Funds
Bill And Melinda Gates Foundation
E3 Alliance
California Student Aid Commission
Start Somewhere
Mission: Admission
Quiero Aprender
Taco Bell Foundation


Univision Clave al Éxito Amigos

Bill & Melinda Gates Foundation – The Bill & Melinda Gates Foundation, guided by the principle that every life has equal value, works to help all people lead healthy, productive lives.

TSTF – Too Small to Fail aims to help parents improve the welfare of their children from birth to five years old.

NPTA – National Parent Teacher Association helps all children reach their full potential by empowering families and communities.

GreatSchools – Founded in 1998, Great Schools is a national nonprofit organization that helps millions of parents find schools and help their children learn.

LAUP – Los Angeles Universal Preschool is a non-profit organization providing quality early education. Since 2004, it has touched the lives of over 100,000 children.

NCLR – the largest national organization and advocacy of civil rights for Hispanics in the United States.

LULAC – Established in 1929, LULAC is the oldest Latino civil rights organization in the United States.

Stand for Children – Our mission is to ensure that all children have access to quality education.

PIQE – promotes bonds between parents, schools, and the community, as partners in the education of their children.


 Univision Contigo Amigos

Bill & Melinda Gates Foundation

XQ Institute

Too Small to Fail


Common Sense Media

Univision’s Clave al Éxito


Think It Up Buddies

XQ Institute

Bill & Melinda Gates Foundation



Entertainment Industry Foundation


Open Up Resources Buddies

The Stanford University UL SCALE team, led by acclaimed neurolinguist Kenji Hakuta, guides our pioneering approach to the integration of English Language Learner supports into our curricula.

SAP, the nonprofit founded by lead authors of the CCSS, provides essential steering for our efforts to ensure the exceptional standards-alignment of our materials.

As advocates of higher standards for all students, Achieve has led the development of the EQuIP rubric, IMET, and other key guides of our work.

The team at UnboundED has pioneered the development of curriculum-scale Open Educational Resources, and they support our efforts to scale and expand our offering.

  • Leona M. and Harry B. Helmsley Charitable Trust
  • Bill & Melinda Gates Foundation

  • William and Flora Hewlett Foundation

  • Draper Richards Kaplan Foundation

  • Charles and Lynn Schusterman Family Foundation


Higher Learning Advocates Buddies


Learning 1st (L1st) Buddies

League for Innovation in the Community CollegeCoastline Community College,Pennsylvania State UniversityTroy University, the University of Illinois-Springfield, and the University of Massachusetts Amherst, and the Bill & Melinda Gates Foundation.


Mindset Scholar Network Buddies


  • Columbia University in the city of New York
  • Harvard University
  • Michigan University
  • W Iniversity of Washington
  • Northwestern University
  • Indiana University
  • University Virginia
  • Stanford University
  • Penn




NROC Project Buddies


William and Flora Hewlett Foundation

Bill & Melinda Gates Foundation



















  • No members found.






  • No members found.





New Hampshire

New Jersey

New Mexico

New York

North Carolina

North Dakota



  • No members found.



Rhode Island

  • No members found.

South Carolina

South Dakota

  • No members found.







West Virginia

  • No members found.






  • ACT College Ready
  • PhET Interactive Simulations
  • eVersity Logo
  • Owensboro Community and Technical College Logo
  • EdReady Montana Logo
  • University of Hawai'i Logo
  • Jacksonville State University Logo
  • Central Piedmont Community College Logo
  • OTAN Logo
  • STEM School Chattanooga Logo
  • WCET Logo
  • No Greater Odds Logo
  • The League for Innovation Logo
  • GlobalMindedEd Logo
  • LifeBound Logo


Radical Hard Left Groups Part 4

I went to a part 4 because Part 3 was getting a bit long.

Groups Telling President Trump to “Stop the Hate”

American Federation of Teachers

Southern Poverty Law Center


AFT Local 604

AFT New Jersey


AFT Pennsylvania

AFT Vermont

African American Ministers In Action

American-Arab Anti-Discrimination Committee

American Association of University Professors

American Association of University Women

American Federation of Government Employees

American Federation of State, County and Municipal Employees

American Postal Workers

Americans United for Separation of Church and State

Amnesty International

Asian Americans Advancing Justice

Asian Pacific American Labor Alliance

Asian Pacific Institute on Gender-Based Violence

Association of School Business Officials

Badass Teachers Association

Rev. Dr. William J. Barber II

Black Women’s Roundtable

Bully Project

Campaign for the Civic Mission of Schools

Center for American Progress

Center for Community Change Action

Center for Popular Democracy

Champion Women

Change to Win

Clearinghouse on Women’s Issues

Coalition of Labor Union Women

Rabbi Ayelet S. Cohen

Congregation Beit Simchat Torah, New York City

Congregation Bet Haverim, Atlanta

Courage Campaign

DC Coalition Against Domestic Violence


Economic Policy Institute Policy Center

EdPath Specialized Learning Services, LLC

EMILY’s List

Equality Florida

Faith in Florida

Faith in Public Life

Feminist Majority Foundation

Freelancers Union

Fuse Washington

Futures Without Violence

Gamaliel Network

Girls Inc.


Good Jobs Nation

Human Rights Campaign

Illinois Federation of Teachers

Institute for Asian Pacific American Leadership & Advancement

Interfaith Alliance

Jewish Labor Committee

J Street

Rabbi Rachel Kahn-Troster

Labor Council for Latin American Advancement

LEA net

Leadership Conference on Civil and Human Rights

Rabbi Ellen Lippmann

Many Voices: A Black Church Movement for Gay and Transgender Justice

Rabbi Marc Margolius

Media Voices for Children

John Merrow



MPOWER Financing

Muslim Community Network

NAACP Washington Bureau

NARAL Pro-Choice America

National Action Network

National Alliance to End Sexual Violence

National Association for Bilingual Education

National Association of Letter Carriers

National Association of Secondary School Principals

National Center for Lesbian Rights

National Center for Transgender Equality

National Coalition Against Domestic Violence

National Coalition on Black Civic Participation

National Congress of Black Women, Inc.

National Council on Educating Black Children

National Council of Jewish Women

National Council of La Raza

National Council of La Raza Action Fund

National Domestic Violence Hotline

National Education Association

National Federation of Nurses

National Immigration Law Center

National Latina Institute for Reproductive Health

National LGBTQ Task Force

National Organization for Women

National Partnership for Women & Families

National Resource Center on Domestic Violence

National Task Force to End Sexual and Domestic Violence

National Women’s Law Center

Network for Public Education

Network for Public Education Action

Newtown Action Alliance

NextGen Climate

Not in Our Town

Operation Respect

Pennsylvania AFL-CIO

Pride at Work


Progress Florida

Progress Michigan

Progress North Carolina

Progress Virginia

Race Institute for K-12 Educators

Reconstructionist Rabbinical Association

Reconstructionist Rabbinical College/Jewish Reconstructionist Communities

School Social Work Association of America

Schott Foundation for Public Education

Service Employees International Union

Rev. Al Sharpton

States United to Prevent Gun Violence

Rabbi Susan Talve

TESOL International Association

Rabbi Rachel Timoner


Tyler Clementi Foundation

Unitarian Universalist Pennsylvania Legislative Advocacy Network

Unitarian Universalist Service Committee


United Auto Workers

United States Hispanic Leadership Institute

United Steelworkers

United University Professions

United We Dream


Voto Latino

Wisconsin Jobs Now

Working America

Workplace Fairness


March On Buddies


DAWN ADDIS – Women’s March San Luis Obispo 
KAREN COSMAS – March Forward Massachusetts
DANIELLE DEMATTEO – Forward March New York (NYC)
ALICIA MAE DONAHUE – Women’s March Minnesota
MELISSA FIERO – March On! Texas 
SACIA FOWLER – March On Oklahoma 
MARIE GERMAIN – Women’s March on Asheville
TEE HANIBLE – March On Veterans
LIBERTY HARRINGTON – Seattle Womxn Marching Forward
EVE HURWITZ – March On Maryland
RACHEL LABARE – March On Hudson Valley
CASSANDRA MARTINEAU – Women’s March CT – We March On
JESSICA ROGERS – March On Colorado
KATHERINE SIEMIENKO –  Women’s March Alliance (NYC)
KELLY SMITH –  Kentucky
LIISA SPINK – Seattle Womxn Marching Forward 
JESSICA SCHELLER – Women’s March Chicago 
DAWNIEL STEWART – Women’s March San Diego, Inc 
ELAYNE MOSHER CAMPOLI – Tri-County Women’s Coalition
MICHAL CATHY – Womens March Santa Barbara
EVELYN MANTILLA – CT Latinas in the Resistance
EMILY EMFINGER JOHNSON – Beyond the Women’s March
PAULA KIRMAN – March On Edmonton Collective
BEV ALLEN – March On Westcliffe
JENNA WATSON – Women’s March Coalition – UTK Chapter
VIOLET KILMURRAY – Women’s March Wisconsin
GWEN COMBS – Be the Change Alliance
JODIE LONES – Havelock Democrats
REAGAN FLAHERTY SAMPSON – March Forward Virginia
SAMANTHA MONCKTON – March On Vancouver
ANDREA TALBOT – Omaha Women’s March
ODETTE RAMOS – Baltimore Women United
LYNN CANNON – March Forward San Carlos
CHRISTINE BURKE AND/OR KAT SHORE – Justice For All Ventura County
RACHEL LABARE – U-Act (Ulster Activists)
KIMBERLY TUCKER – Indivisible757
KARYNN CAVERO – Collier Freedom


DEE BROWN – Brilliant Corners Research & Strategies
MARSHALL GANZ – Harvard University
COLIN GREER – New World Foundation
KATHY SPILLAR – Feminist Majority
AIMEE ALLISON – Democracy in Color
STEPHEN HENDEL – Hartree Partners
ALAN KHAZEI – Be The Change
JULIE NORTON – Trippi Norton Rossmeissl Campaigns
DENIELLE SACHS – Blue Sphere Foundation
J SIDER – Former Advisor to Google, Corporate Strategist


Bus for Progress Buddies


National Education Association Buddies

National Board for Professional Teaching Standards

Center for Teaching Quality

Council for the Accreditation of Educator Preparation (CAEP)

Advancement Project 

Gay, Lesbian, and Straight Network (GLSEN)

Human Rights Campaign (HRC)

National Immigration Law Center (NILC)

Own the Dream

United We Dream


Alamo Car Rental










Dollar Rent A Car


Enterprise Rent-A-Car


Hertz Rent A Car


National Car Rental


Red Roof Inn


Onward Together Buddies

  • Color of Change
  • Emerge America
  • Indivisible
  • Swing Left
  • Run for Something
  • Alliance for Youth Action
  • Arena Summit
  • Collective PAC
  • iVote Fund
  • Latino Victory
  • Voto Latino


Register Blue Buddies

League of Women Voters
Seeks to improve government & impact public policies through citizen education & advocacy.

Nonprofit Vote
Helping America’s 501(c)(3) nonprofits conduct effective nonpartisan voter engagement.

Register Blue
Voter registration trainings and events. Us!

U.S. Vote Foundation
State-specific voter registration and absentee ballot requests for all voters in all states.
“Everything you need to vote.”


Brennan Center
Non-partisan public policy and law institute that focuses on fundamental issues of democracy and justice.

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Public Schools or Public Screwels? Part 11

anti-common core part 11

I’ve decided to make a  part 11.

Now Parkland Schools are harassing an anti-gun control student for tweets he made of going to the gun range with his father:


Here is a post from a Utah anti-Common Core group:

Hey ya’ll! My friend was told by the Principal that she could opt her son out of Sage but it would effect his grade and they would find something harder for him to do. They opted another son of hers last year and they did give them harder stuff. So my questions are, what are her options? Should she report this principal? Where is the law that states no penalties? Where can she get her own form to opt out?


He made her feel really guilty saying “it’s your choice, it’s your choice. But it’s good practice for the act”


And here are some replies to said post:

This principal is a “BULLY” he needs to be gone!


yes and no. It could just be a misunderstanding 😬. I doubt it. But I don’t want anyone to lose their jobs. Just corrected.


yes I understand but experiences go far past this and I’ve been to the District and nothing changes.


You should be able to find the opt out form online at the Utah state education website. Sage is not required. Have her sign the paper and turn it in. Then if he continues to be annoying just have her check her child out whenever there is a test.


Illegal! Illegal! Illegal! Tell her to contact the assessment director or the superintendant.


If you message me and tell me the school district, I can help you find your first point of contact.


Emery County School District


These decisions belong 100% to the parents, not the principal at a government school. Tell your friend to go in and ask this principal if they can sit down and review this test together so she can see if it’s appropriate for her student. He will tell her that no one, including himself is allowed to see the questions. So how does he know if it’s a good practice for the ACT?… They should not be administering tests that they cannot see the questions to. If they want to administer an alternative test, have her ask to review that one as well. Opting out of SAGE testing cannot affect their grade.


She’s kinda nervous to report him bc it’s a small community and her son is in sports. Can it be anonymous?
Doing what she feels is best for her child is always the right decision. If she’s already talked to them then they’ll most likely know it’s her. If I was her I would go in and sit down and explain that as the parent she will not be allowing her student to take this test, and she would appreciate it if they would kindly respect her parental rights and wishes for her child. I would respect a parent more if they came in and were kind but very straight forward about what they wanted for their child.
I have had the same experiences. Will you please PM me the principals name?
Here is a post  from Alice Linahan:

This should be of great concern to ALL Texas Parents.

“The State Board of Education will now require the use of machine-readable curriculum standards when publishers create new high school reading language arts instructional material. This is the first step towards requiring interoperability.”

“Project Unicorn partners presented at SXSWedu March 2018. Dell Foundation presented that data interoperability meant a 360-degree view of student data, information on past test scores, attendance, behavior, etc. right there on the spot and the USDoE’s Digital Promise, who is interested in leveraging the mind, brain connection in education, moderated a panel on bringing brain scanners to measure students’ learning. Read more about this and Bill Gates’ investing in a brain research company that develops next-generation Mind Tracking Solutions, which can be integrated into existing eye tracking devices and software here. ]

alice l image
And another post from her:


“So Mike Morath, Texas Education Agency (TEA) commissioner, failed at his Home Rule attempt in Dallas (See Panning a Charter Takeover of all public schools). So via legislative mandate in SB 1882, Texas has now empowered TEA to use gangster moves to force schools into private management.”


Here is a post from a Utah anti-Common Core group:

can Nebo District do this?
Email from teacher below. I will post her first email from during school yesterday in the comments. This is what she sent today.

“After I emailed you last, I attended an ethics training for SAGE and received new policy information from the district and state. This year, schools are required to provide an alternate learning experience during SAGE. That means that opt-out students will have a different assignment that will still be required–so if you were to check out Trent on those days, he will still need to make that assignment up. Just for your information, this is found in Utah Code 531-15-1403: “Teachers may not reward or punish a student for being excluded from testing. Schools are required to provide an alternative learning experience for the student while the rest of the class takes the assessment.” This particular alternate assignment is the same for each 7th-grade English class at our school. This assignment will neither be a punishment or a reward–just a different option for those opting out.

As far as grading for SAGE goes, we have been directed to give participation grades–this has nothing to do with how well they score on SAGE or whether or not they opted out, but it is based on their effort in participating. Students who opt out of the SAGE will earn these points by taking the opt-out assignment, which will also be graded based on effort–not mastery. If you’d still like to check Trent out of school, he can make up the assignment at home.

If you have any other concerns or questions about the new policy, my administrators would be happy to explain this further.”


Here is a post from a friend of mine:

Watch out for these freaky educational mind-benders …
They’ll infuse ‘em with norms and ethical standards … which they’ll approve … and auto-correct their emotions so they lose any traces of childhood … and become perfectly calibrated, social creeps.

And that’s how they’ll retool your kid’s personality … and rehabilitate their identity … pretty much without bothering you at all. But that should bother you to no end.

Read on … and see what you’re up against …

kid zombie

And here are some replies to said post:

I went to my great-grandaughters school to have lunch with her (that’s nice that the school allows that) as I stood in the hall watching the class arrive I thought “my Lord it’s the Hitler army” perfectly straight line of perfectly spaced littles, no touching!!, no talking (pretend you don’t see Grammy standing over there) God forbid that she show any delight in seeing Grammy. A far cry from my school days when “best Friends ( you are not allowed to say the “best” part anymore) actually held hands in the hallway on the way to lunch. It’s no wonder when I greet a teenager on the street they look at me like I have 3 heads! It’s so pathetic – indeed no joy.


This is my 10 year old daughter’s vocabulary words this week. Thought you would appreciate this 😔

 hard voacb
my son hasn’t seen spelling words since 3rd grade & they weren’t little words. Yet he cant spell small daily words. I’m doing spelling, cursive & the states with my kids over the summer. my daughter is 15 & my son is now 12. They don’t know much of any of that.
I’ve seen the same. The village mayor’s son taught 1st grade. He literally told the kids to look straight ahead, eyes on the back of the head in front of you. haven’t you heard the little songs they sing while being on line. indeed looks like prison.
I’m really considering pulling my last 2 (of 4) out of school and home schooling. I am seeing my bright vibrant children being literally dummed down and commonsence being squashed. Heartbreaking to say the least.
My seventh grade granddaughters are going on a field trip, job fair! Can you believe that!? But they make kids believe that is a good thing!
 I guess we need to protest harder, they are losing their childhood.
 Here is a post from a New York anti-Common Core group:

Assemblyman Ra and Assemblyman Murray Disappointed the Assembly Majority has Blocked Transparency in Schools

Assemblyman Ed Ra is disappointed to announce that his bill, the “Standardized Testing Transparency Act” (A2312) was held in the Assembly Committee on Education. The legislation would have allowed the Commissioner of Education to release all questions and content on state tests as well as data on the number of students who completed, opted out or were eligible to be tested within 30 days following the test.

“We need to provide our families with this information so they can feel confident when making their personal decision on whether or not to have their children take the new Common Core tests,” said Ra. “Students and parents deserve this transparency, as it will help them determine what is right for their families, as each family has a unique situation. By blocking this legislation, Assembly Democrats are once again refusing to allow families the opportunity to decide what is right for their children. Our teachers are also being let down, as they are caught in the middle of all this. It is already known that there are issues with the content of the tests and its administration, this secrecy is not helping anyone. Though the Assembly Democrats continue to refuse to help students and their families, I will continue to fight for this transparency. We need to be open and honest about what is going on behind the scenes so each family can decide what is right for them.”

“It was disappointing that Assembly Democrats once again let down our teachers, parents and students by blocking the Standardized Testing Transparency Act, legislation that would have given families peace of mind in helping to determine if it was appropriate for their children to take these standardized tests. We have already seen a myriad of problems with the contents of the test’s questions and with how they are administered. I will continue to fight for the highest level of transparency and accountability in regards to the curriculum being taught and the tests that are administered, to help our parents make the best educational choices for their children,” said Assemblyman Dean Murray (R,C,I-East Patchogue), the Ranking Republican Member of the Education Committee.


University of Utah has a crying closet for snowflakes to use:


Here is a post from a friend of mine:

A good friend of mine spent $40K per year to send her child to a good private school to avoid Common Core and the school to work infiltration. She wanted a truly educated child not human capital for the planned economy. The result for her sacrifice…..her daughter could not score well on the SAT. Even though this child had a 4.0 gpa and had all AP classes. The problem, she knew real math but did not know Common Core math. So her mother had to put out $80 per hour all summer so her child could now learn the CC way to do math and score better on the SAT. I tried to convince her to by-pass the SAT and go directly to the college entrance exam but she was stuck in the same paradigm as many other parents. They think the SAT is the only way to get into college. There is sadly only one solution to this problem. We need to stand up and STARVE THE BEAST. We need to take down this system. Make implode upon itself. But it will take parents willing to stop sending the children into the belly of the beast. If we could get 30% of parents to pull their kids we just might be able to bring it all down. If not we will have 30% of future population with a real education.


I found this post from a California group, though the post was from 2016:

Do you want your student’s data collected and housed in a longitudinal data system outside of the CDE? Well, it’s happening.

The CORE districts are experimenting with your kids. After conducting a two year pilot on ways to measure social emotional learning (SEL), the lead psychologist (Angela Duckworth) backed out of CORE’s project. She felt the implementation of SEL measures was ahead of the science, but that hasn’t slowed CORE down.

CORE Districts are now collecting extensive data on your kids that reaches well beyond academics.

More importantly, this data is being collected and housed outside of CDE’s data system, CALPADS.

Per CORE’s federal wavier, these districts agreed to build a robust longitudinal data system, which is housed at Stanford’s John Gardner Center for Youth. The system was designed to share data across key sectors related to education, such as heath and human services, welfare and criminal justice departments, after school and community programs etc.

The goal is to generate a comprehensive digital profile of every student in order to track his/her performance and progress from cradle to career. The endgame is a sustainable (planned) economy. Although the shift to SEL is couched in the well being of students, it is actually driven by corporate interests, folks who see your kid as human capital.

Thanks to FERPA and CORE your child’s data can and will be shared widely with any number of third parties that have a “legitimate educational interest.”

This year CORE has added several more schools and charters into the fold. From the first federal waiver, CORE intended to scale its approach across the state.

The extensive data collection is a threat to your child’s privacy and safety. More importantly, it won’t improve the quality of his/her education.

So, if you don’t want your child’s personal information collected and shared, you have to speak up. Opt out of adaptive learning software. Demand textbooks and teacher generated assessments, old school paper and pencil tests.

Looks like another student has been suspended for a gun range post on social media:
I found this post in an anti-Common Core group:
Teachers on strike in Arizona, marching in Colorado. I went to some of the Red for Ed Facebook pages, all are supported by “BATS”. That should tell you everything you need to know about Red for Ed. :\    BATS is run by Mark Naison who is a close friend of Bill Ayers. BATS is not Against Common Core! They are all about empowering the Teachers UNION.
 Here is a post from a friend of mine:

Hill told Harris that she left the AEA after her first year of teaching. She is not alone.

Because AEA has failed miserably to represent teachers in the state for years, fewer and fewer teachers belong to the organization. This is not strictly an Arizona phenomena. In fact, across the country, as teachers’ associations took on political fights that had nothing to do with teaching and everything to do with progressive issues like climate change, membership has fallen off.


A  Nevada school that let their students participate in the National Walkout Day is being sued for barring a student from wearing a pro-gun t-shirt:


Here is a post from a North Dakota anti-Common Core group:

Excerpt –Google measuring “soft skills” in k-12 NH schools:
“According to this recent article in the Manchester Union Leader, SNHU received a $1 million dollar grant from Google to develop an assessment to measure “soft skills.”
Soft skills include behaviors, attitudes, and the mental health of the person being assessed. In NH, these soft skills are being assessed k-12 too. In some cases this is being done without parental knowledge or consent. This is part of the Competency Based Education model that includes measuring attitudes, dispositions, and behaviors.”


Here is a post from a Georgia anti-Common Core group:

NWEA MAP TESTS. Parents, did you know that all students who take the NWEA MAP growth test, have a separate ENGAGEMENT profile? (It has nothing to do with whether they answered the questions correctly or incorrectly.)
What follows is a brief account of a nearly 7 month NWEA Q & A communication and related FOIA. Many questions remain unanswered. I invite NWEA, teachers, students, other parents to give input — as this is something that potentially affects millions of US students. If you are short on time, here is the very short ‘Top 10’ version:

1. NWEA rebranded in 2017, won award for new Social Emotional Assessment tool for MAP Growth, announced new “engagement” profiling for every student, and hired new CEO, Chris Minnich, of CCSSO, the Common Core copyright co-owner.

2. Detecting Social Emotional skills is a $43 Billion global market for edtech.

3. NWEA maintains one of the largest repositories of student growth data in the nation. Why hasn’t NWEA signed the SIIA privacy pledge to not sell student data?

4. Where is NWEA data being shared; how is it being used and analyzed? Collaborators, Researchers, Hitachi.

5. Do parents know their child has an engagement profile with NWEA ? Can parents opt out of this profile? (No).

6. In a study with Harvard’s Center for Education Policy Research Proving Ground Network , and a Gates funded CORE school district, NWEA has used personal data from the NWEA engagement profile and COMBINED this pii data with personal, student-level (pii) data from students’ self-reported behavior surveys. NWEA’s study concludes that test disengagement (rapid response) is “connected to risk of dropping out of school …and a lot of deep-rooted problems”.

7. Who will be able to see if a student has been flagged as disengaged (or at risk for these “problem areas”) by NWEA? (ie: Will this disengagement profile or flag ever be shared with colleges, employers?) Did parents give informed consent for this NWEA study that combines and potentially re-purposes sensitive student data? In asking NWEA and FOIA of the school district, (here), I could find no evidence of explicit permission or informed parent consent. Will NWEA obtain informed consent in the future and allow parents to opt out of SEL or Engagement data?

8. Accuracy?

9.NWEA Reading Fluency now uses Voice Recognition technology. How is THAT data being analyzed, used?

10. NWEA and researchers, edtech, Congress can learn from the Facebook scandal. Children’s data should not be taken without consent, should not be repurposed, researched, and analyzed without transparency and consent. You need to do better. We deserve #GDPRfor ALL.

And here is another post from said group:

The SREB, an unaccountable, unelected regional board encompassing 16 states is now marketing itself on facebook. Don’t take the bait. They are NOT our friends. They have way too much influence in our state government.

positive learning sneaky
 Here is a post shared by Alice Linahan:
Curious about who KISD is selling your information to? I gathered the list into a single PDF, so you can easily search it.
I am one of those requesters, as you‘ll see. I was denied further information, which I explained here:
There were 22 requests for the student directory just this year, below are a few of the businesses, but you can also find the individuals who requested here:
University of Houston
SafeKeys Driving School
Language Kids World
White Rhino Financial
Strawbridge Studios, Inc.
Air Force
First Community Credit Union
 Here is a post that was shared by a friend of mine:
NEA bad boys.jpg
 It looks like the Parkland school wasn’t safe and that security measures that were supposed to be implemented weren’t and that loads of money allocated for school safety wasn’t used for it.   And, he too found the Obama disciplinary regulations to be at fault.  (Of course, the school called his report “fake news”, but that’s what illiberals do when exposed.)  We can thank one student journalist, who has more integrity than all of CNN put together, for finding this out:
 Here is another post from Alice Linahan:

The Interagency Day Care Standards of 1971 federal law.
Excerpt: “Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract… or by way of a voucher plan” must meet all program requirements (ed) that are set down for public schools. Acceptance of Federal funds is an agreement to abide by the requirements.”

Then, in 1981 the American Legislative Education Council, formed by Paul Weyrich (“We are radicals who want to change the existing power structure. We are not conservatives…”), mailed to 16,000 state and federal officials and legislators a suggested educational voucher.

Thomas A. Shannon, Executive Director of the National School Boards Association, said, “Tuition Tax credits for private schools profoundly change the character of private education. Private schools that operate with public money will be subject to public regulations.”

Sure enough, concurrently, on July 18, 1971, key federal legislation underlying and controlling any subsequent education legislation was adopted.

This master control system, “The Interagency Day Care Standards,” hinged upon the federal government’s own definition of day care: “Day care is defined as the care of a child on a regular basis by someone other than the child’s parents for any part of the 24-hour day.”

It states that “Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract… or by way of a voucher plan” must meet all program requirements (ed) that are set down for public schools. Acceptance of Federal funds is an agreement to abide by the requirements.”

School Choice Corporate Reformers are not pushing quality education, they are just pushing… “Choice” and “Competition”.

Who could be against “Choice” and “Competition” in America?

As my friend Michael Bohr correctly states…
“Parents, who are the first and forever educators of their children, are the only people who hold the right to determine “the best interests of their child.

Everyone one else has an agenda that puts their best interests over those of the child and they have done so by taking control of our government.

Their hope is that we continue to fight the false battles they lay down before us and forget that we, the parents, are the sole authority in determining the education and upbringing of our children.”


Does Brent Lawson know what has been written into the Every Student Succeeds Act (ESSA), which is the re-authorization of the Elementary and Secondary Education Act (ESEA), originally passed in 1965, opening the door for Title 1 federal dollars to go to economically disadvantaged students?

Anita Hoge clearly laid it out…..

“Specialized Student Support Services” and “Direct Student Services” mandate equitable services to all private schools, the same as in public schools. This is referred to in the ESEA legislation as “meaningful choice.”

There are specific lists of providers that must be used, as well as, an ombudsman that will oversee compliance in private schools. This is where the mandate will force teachers to identify students as being At-Risk of not meeting College and Career Ready/Common Core as a disability and perform psychological services paid for by IDEA. These interventions are defined as positive behavior intervention and supports, PBIS, multi-tiered system of supports, MTSS, response to intervention, RTI, and early intervening services, EIS, etc.

These interventions are happening NOW because of the Flex Waivers.
By identifying students as At-Risk under Title I, ALL will receive psychological treatment and interventions on your children in private, Catholic, and Christian schools, as well as homeschools (defined as a private school.)


Regular classroom teachers are being trained to identify children who would need services through PBIS, RTI, EIS, & MTSS.

Once EDUCATION SAVING ACCOUNTS (ESA)’s are in full operation, dedicated to each individual student, an individual career pathway meeting College and Career Ready/Common Core soft skills (Grit) interventions and a treatment plan which will be funded by direct student services known as psychobabble.
Because these specialized services are defined in the legislation as psychologists, psychiatrists, social workers, etc, these services will be mandated. These members of the psych profession will be in a position for MEDICAID TO BE BILLED FOR SPECIALIZED STUDENT SUPPORT SERVICES. This is your meaningful CHOICE.

Medicaid is on the scene as mental health wrap around services. Your family and child will be assigned a case manager. This initiates an individual family service plan. The federal government has just walked into your front living room door.


Bell has written extensively about parents not being capable to raise their own children.)


Here is a post from the anti-competency based education group:

I just received this email from an angry parent who lives in another state. I’m trying to figure out if this is a ACT requirement or a local one. Has anyone’s child had a similar experience?

“Hi All,

My son took the P-ACT this morning. He came home angry because the first hour was spent collecting data on the students, question after question regarding their preferences on various topics. Because he is my son, he entered “indifferent” to all that would allow him to do so.

Furthermore, at the beginning of the questionnaire, he had to sign a waiver to allow third parties to use the data collected on the data sheet. Though he did not want to agree, he didn’t feel he had any choice but to sign off on the waiver.

Not surprising yet very upsetting.”


The University of Texas has tragically caved to the gender confusion insanity:


More anti-Christian censorship in Alabama:


Here is a post from a friend of mine:

87% of Teachers vote to DISASSOCIATE from the NEA teachers union. One of the Nations two largest teachers unions (the other is AFT)

“Las Vegas teachers, fed up with how their dues are being spent, voted overwhelmingly late Wednesday to cut all ties with their state and national parent unions.

The vote by the members of the Clark County Education Association, which represents almost 20,000 teachers in the Las Vegas area, is a significant loss to the National Education Association, the nation’s largest labor union.

It devastates the NEA’s Nevada affiliate, the Nevada State Education Association, as the Clark County local makes up half the membership of the entire state.

The national NEA now has a $2 million hole in its budget for this year, and it will also need to send money to the state affiliate, which won’t be able to sustain itself and will likely see staff layoffs.


Here is a post from the anti-CBE group:

The first #SEL #Accountability bill?
Colorado has a bill to assess students’ attitudes and disposition and tie it to accountability.

Have you seen this SEL accountability pilot in other states?


And here are the replies to this post:

The problem resides with top-down accountability itself. Accountability—which started here in Texas with GW Bush and his faux “Texas Miracle” turning around “failing schools”—is a set of neoliberal management tools deployed to undermine local democratic control of public education, destroy public unions, disempower parents and educators, and ultimately privatize public education. We should work to oppose all forms of hierarchical, top-down accountability. Schools instead should be accountable to students, parents, and the local community.


California piloted SEL in 2016-17 in 10 big, urban districts. The pilot was done with Transforming Ed out of Massachusetts, who created MESH.


the CORE districts are the same districts where they did this NWEA study— and I can’t find evidence that parents consented/ knew that stidnets’ Pii survey data was given to NWEA MAPs and they tied students’ quick response times to deep-rooted problem areas. I worry this (accurate??) NWEA SEL algorithm will be used as a predictor.


Here is a post from a Washington anti-Common Core group:

My 6th grader came home worrying about SBA testing and having to write an argumentative essay. She said something about failing 6th grade if she doesn’t do well. I told her that was garbage, they couldn’t fail her for this test but now I want to make sure. Anyone know off the top of their head?


Somebody needs to tell this Virginia high school that 9th grade sex ed courses that mention oral sex and sex toys are INAPPROPRIATE:


Here is a post that was shared by Alice Linahan:

The best thing about being a Dyslexia mom with a reputation for advocacy? Other moms are always still telling me about their kids successes and struggles. The recent instructional tour with its pictures has sure brought out a few discussions.

Flipped Algebra in 8th grade. Did you know it is almost completely digital? Students are assigned videos, they take Cornell notes at home and return to school to work in class. I actually had a kid whose teacher started this more than 5 years ago. But, what this mom was telling me, actually it is 2 moms. The videos aren’t always the same presenter or the same quality. Kids come to class and use the new NSpire calculators purchased by the district. No longer does the student need to understand factoring, they just need to understand how to translate the problem into equations on the Nspire “scratch Pad” and allow the calculator to solve. The work is multiple choice. If the answer isn’t one of the 4, assume you typed it in wrong. The “I am a mean mother,” of the 2 moms who brought up Algebra, says she has been teaching her student how to actually solve problems all year; factoring, the quadratic equation, systems of equations…she makes her child demonstrate he can solve Algebra problems based on knowledge. This is very different than when her older students took Algebra. And she is concerned because it is always a battle. Her student just wants to plug in answer choices and see which ones work. The teacher does not grade, the answers without work are simply reported into a google doc. Her concern is that the kids aren’t really learning Algebra and will not be prepared for HS science or math courses. Her older students have not graduated from high school.

Parents with students in Algebra, using the Nspire calculator, it is the end of the year, if your student had a paper and pencil test, could they solve Algebra problems?


Here is a post from an anti-Common Core group:

Superintendent McGrath states that they want to reduce over testing. But the students in 8th grade have always taken state math tests and one day of a math final, same as this year. The difference is they have ADDED a day of the math final to punish kids whose parents have opted them out state tests. Unfortunately, those kids are already sitting through the flawed state test which wasted their instructional time and your taxpayer dollars.


Here are some frightening stories about the teacher strikes and what is going on behind the scenes.  It also mentions other forms of indoctrination in schools too:


Here are some posts from the anti-competency based education group:

Workforce = competencies. Education is now a talent pipeline and about earning a set of competencies / skills needed by business and workforce. ACT follows this w their Career Competencies model:
“Industry competency models are descriptions developed by the US Department of Labor (USDOL) to establish the skills, knowledge, and abilities required in growing industry sectors. The models help individuals obtain the training needed for various career paths in a specific industry, and they identify skills that are transferable across an industry. They are important because they promote an understanding of the skill sets and competencies that are crucial to building a globally competitive American workforce.
How does the ACT National Career Readiness Certi cate (ACT NCRC®) align with the models?
Each USDOL industry competency model is built on a series of tiers. At the base, Tiers 1–3 represent the essential foundational skills. The ACT NCRC, based on ACT WorkKeys assessments, certifies these skills and enables an individual to rise to the next tier—to advance toward success in a chosen occupation.”…/doc…/WK-Brief-CompetencyModels.pdf


Why they are killing the GED: “Skills-based hiring has provided the city of Albuquerque a higher quality applicant pool and significant return on investment in our hiring practices. It has also allowed us to replace the GED requirements with skills scores which then opened up a significant population of applicants we would not have seen before.

– Vince Yermal, Director of Human Resources, City of Albuquerque”



Albuquerque was the one city I did research on for the WorkKeys, career pigeonholed assessment. The City was using it on their perspective employees as well as current ones. Passed it off as happier employees. The sales pitch WorkKeys video expressly states no national work certificate, no job.


Ugh. It is so insulting as a older worker to have to take a skills assessment to get a job. Your resume and work experience mean almost nothing to today’s HR. And no test currently used accurately measures soft skills. Companies are missing out on great candidates because the 20 somethings in HR only know how to read a score not a person.



Maybe if we spent less time doing walkouts to protest Trump and guns and less time doing pointless testing, we’d have more students that could read well:


Sorry, not buying it, UC Berkley:



In response to an article, on an Illinois anti-Big Government group,  about the costs of higher education, one person said:

It wasnt the cost that drove my son out of an Illinois college. It was the constant barrage of politics. The damned teachers spent so much time bashing Trump and the Republicans you’d swear they were running for office. Complaints to the school, state and the feds went nowhere. The students are quite tired of not learning what they signed up for. I’ve spoke to dozens of students who are leaving Illinois colleges and you would be shocked to learn how many actually say they are not learning anything because of the agendas.


And two others said:

I see a lot of that at the high school level.
That’s exactly why I just pulled my daughter out of her High School…..she’s going to a private school next year.
What college was this?   What high school was that that you pulled out of?
 Daughter in Bartlett HS…..son was at Elgin College.
Here is a post from a friend of mine:

Freight Train UPDATE. Those that know what CASEL is all about, will be alarmed. NYS has led the way she nice 2013 voluntarily being the piloting grounds for SEL. Linda Darling Hammond and CASEL essentially run NYSED. As cohort II (2013) NYS is NOW the first State to implement SEL Pre-K-12 embedding in curriculum.

The state Board of Regents May meeting kicked off at 9 a.m. TODAY in Albany for a morning session and an overview of new new guidance and resources for social emotional learning.


Here is another post from the Illinois anti-Big Government group:

My daughter and I went to a University of Chicago Admissions event. They disgusted me during the event with their Liberal agenda. The deciding factor putting them OUT of the running was when they started talking about Obama having “been a teacher” there. No mention that faculty rejected him and that he was a token patronage appointment on a non-tenure track position. She is very happy at Purdue.



Yet another instance of persecution of students who support the 2nd Amendment:


Here is a post from a Utah anti-Common Core group:

Looking for clarification. I’m in Nebo district. I’ve got an 8th grader who keeps getting put in in-school suspension because he is opted out and isn’t doing the alternate assignment. Is he required to do it? From what I’m reading on the group, the school is required to offer one, but he’s not required to do it, right?


And here are the replies to this post:

No, he’s not required to take it. I wish this were more clear on the books, though.



That’s how I understand it. Personally, I would be okay with alternate assignments as long as it isn’t SAGE related & as long as it doesn’t effect their grade.

This is what the rule says: “(9) An LEA shall ensure that a student who has been exempted from participating in a state required assessment under this section is provided with an alternative learning experience if the student is in attendance during test administration.”

And the Testing Ethics Policy gives some examples, but they are only examples & not requirements:
“Students are provided an educational activity if they are opted-out of a state assessment
Some examples are:
*LEA, school, or teacher created assessment on course standards
*A short essay (grade appropriate expectations) related to a Utah Core standard which could be student selected or assigned”…/bd4cdc0e-1892-4b64-bac4…


And here is another post from said group:

Anyone know if a law got passed—if a school District approved full-day optional kindergarten they would receive more funding? I know it was talked about a few years ago. But I can’t find anything recent. Also, I need opinions about KEEP. I’m trying to determine if I should opt out. Thanks in advance!


And here are the replies to this post:

I have administered the KEEP assessment, I think it’s a well designed test. I think the data could be used to show that full-day kindergarten has benefits with the assumption that the full-time kindergarten children will score better that 1/2 day children


I’m not sure about the law & funding, that might take a little while to find. The search function hasn’t been working for me since they updated the website. I am very concerned with the KEEP assessment though. The questions are fine, but I don’t like the social-emotional questions. A huge thanks to [name withheld] that those questions aren’t reported to the state (originally they would’ve been, but she stood firm during the State Board meeting to protect our children’s privacy). I will be opting out of it, even though it’s not listed on the state opt out form. We are over testing our children in our obsession with data & I don’t want to encourage it, especially when it’s coming from the state level & not the local level.


My school district has recently adopted an all-day optional Kindergarten. My main concern is not academics, it’s the reason behind the move. I tend to look at things in a macro-scale. Why after all these years are they doing this? Is it for the good of the child or is the real reason, their pocketbooks. I have done a little research and two years ago it was proposed in the Utah Senate that schools who offer full day Kindergarten vs half day could get more money for funding. Even if it’s offered as optional. It has always been optional at certain schools in our county, Huntington, for example, but why make it District wide? The more I research the more I find its less about the children and more about their own bank accounts. I think the reason I’m really upset about it, is because I see my influence upon my children moving more and more toward the government. Us commoners don’t know what’s best for our children. They take God out of everything at school, while we teach it at home. It’s no wonder our society is turning less and less to God. I don’t like that most of his friends are going to do it. It puts a lot of pressure on me to be full day, even though it’s optional. He’s going to wonder why his friends get to stay. I’m going to have to pray about it a lot. My sister’s kids do a full day in Texas, and they come home tired and wanting to sleep. We need to protect our little children, not burn them out. So what if they can read at 5? I want to know if he can be kind and learn to play nicely with others. The more practice he has at that, the more I can see his leadership skills, creativity, etc. He’s taken 2 years of preschool and has done UpStart this past year, already beginning to read. But he’s just a child and people will soon forget that, if their not careful. Thanks for the insight. I have a lot to think about.


Here is a post from a Washington anti-Common Core group:

My Thoughts on college degrees..

Most college degrees are completely and utterly worthless.

From my recent job hunting experience, I saw tons of jobs that “required” a bachelor’s degree yet only paid just a tad over minimum wage.

Why would anyone in good conscious saddle their children with $60,000+ (usually more) of debt that they had no chance of ever paying off in their entire lifetime when their fancy degree doesn’t even help them get better than a minimum wage job?

They wouldn’t even be able to afford basic necessities such as rent, utilities, food, etc and this doesn’t even remotely include the costs if they decided or happened to have children of their own.

Trade classes in middle/high school are all but extinct and it seems that there is no push at all for any trades. People need people who know how to build and fix things.

There are virtually no classes or parental involvement to teach kids how to cook, take care and clean up after themselves, how to be a decent human being and not treat others like complete crap either. This list could go on for quite a while.


I truly feel bad for the educators that truly give a shit..

You have so many things stacked against you and I don’t blame any of you that haven’t been able to take it anymore and left the industry.


Here is a post from an Ohio anti-Common Core group:

Substitute Teacher Observes Blatant Indoctrination In A Public School Classroom

For her exposure of partisan politics in the classroom and support of the #purpleforparents group, Jennifer Hill came under attack on social media.

On Friday, Hill, a 20 year veteran teacher, who has been a certified substitute teacher for the Chandler Unified School District since 2012, was notified that she had been fired.

“I have been speaking out against the #redfored “movement, have been posting my opposition in a respectful manner and have been on the radio speaking about the facts on the progress and budget. In the week before the teacher walk-out/strike, the district began canceling substitute jobs I had accepted and planned to work,” said Hill. “During the strike of course, there was no work. I had substitute jobs scheduled for after the strike and next week. The District cancelled all of them. On Friday morning I began to get harassing messages from teachers in the District saying they got me fired. They said they hoped that I would never sub anywhere else, ever again, and were laughing at me.”


And another post from this group:

Perhaps if Gates really cares about the learning disadvantage he should stop pushing the vaccines that are causing so many children to be on the autism spectrum. Or perhaps her should study the effects of the rise in fatherless homes on a child’s ability to learn. Gates has long been involved in research to change brain function and other sicko projects. He was involved years ago in an education initiative with Bill Ayers that fell flat on its face and cost Gate billions. His involvement in Common Core is failure #2, Common Core 2.0 will also fail and this new venture again it is marked to fail already. The man is a leper and does not have the best interest of education or our children in his hear. How come his boys went to a private school that does not use Common Core and only limited technology. He is a guy with a big fat check book that thinks he is God. He is a rich guy that wants to be even richer and make all of his buddies richer. We have people buying education that have no clue. This includes our President, our First Lady and the US Secretary of Education. Parents………listen up…..there is only one way to fix this situation because believe it or not it is functioning as it was intended to function 100 years ago…..they just didn’t have the technology back them. So you cannot fix what is not broken. We need to circumvent their plan to train workers for the planned economy. We have to pull our kids out and work together in the community to educate our children outside the federal institutions. Just research John Dewey and Horace Mann. They say it outright. Public school is not to educate but the train workers. They perpetuated illiteracy because illiterate people are easy to control and make into obedient workers. How many of you have churches that sit empty all week? We need to fill those empty church rooms with community school run by community workers using Freedom Project Academy we do not need trained or license teachers…..FPA is teacher led. let me know if you are interested in finding out more. But we need to fight a battle we are not going to win and think outside the box to circumvent these vulchers that see our children as nothing more than human capital.


A NJ high school falls prey to the “everyone gets a trophy” mentality:


Here is another post from the Ohio anti-Common Core group:

Que the ban scissors movement. By the way, schools don’t care who is at fault, they punish everyone involved. My son was the victim and was also suspended for defending himself. Wake up parents!


Here is a post from a Mississippi anti-Big Government group:

The State Testing that we have in place in Mississippi is a waste of time and taxpayers dollars and needs to be done away with beginning next year. There are teachers all over the state who are into double digit days of testing / retesting and it’s ridiculous. I spoke to one teacher who stated she was on her 18th day, that’s 18 days of instruction that isn’t taking place because of testing. I’d like to discuss options with as many teachers as possible to get opinions, but I think we need 3 different tests for students to graduate.

1. The ACT for college bound students as well as any other student wishing to take it.
2. A Career entry exam for graduates planning on entering the workforce upon graduation.
3. A Special Education test for students with disabilities.

Our Focus in Mississippi has to be shifted to doing what’s best for our kids instead of doing what’s best for testing companies.
How do we do this?
Expand Job Training Vocational courses in High School.
Auto repair, welding, electrical, HVAC, CDL, Large Equipment Operation, Carpentry, Website building, Masonry, etc.

Our Motto should be “Let Teachers Teach!” not “Let Teachers Test!”

 Here is a post from Shannon Joy:

If you’ve been wondering why everyone is so ‘triggered’ these days…

(This is my son Teddy’s Kindergarten worksheet, part of the SEL curriculum.)

This is not all bad but there are some pretty nasty, underlying elements of ‘Social Emotional Learning’ that parents need to look out for. I’ll elaborate tomorrow on the radio program!

worksheet of SEL
 Kudos to Project Veritas in exposing another fine example of corruption by those charming teachers unions:
 Here  is a post from a Utah anti-Common Core group:
A certain 3rd grade teacher I know called home in tears because the SAGE math test questions were over-the-top difficult for her students. “It’s so hard they’re just all shutting down!”
 Here is a post from an anti-Common Core group:
Can someone please give me a law to rub in my daughter’s counselor face.She keeps trying to scare my daughter who is a junior to believe that if she is opt- out she will not go to college
And here are some replies to this post:
that is a scare tactic and not true.
My daughter has also been told this, that the SBA is on equal footing with the SAT/ACT in that colleges look at that score as well. This won’t help with the law part of it, but there were a few colleges at our local homeschool convention, and very, very few homeschoolers subject their kids to the state standardized tests. The only thing the SBA did for my daughter was to allow her to walk at graduation with her class and be handed a diploma, whatever that is worth.

What about students who get sick, miss the tests, miss the make-up days, etc.

He/She is using scare tactics.


No law for something that isn’t illegal. (In other words, the existing laws you will find do not support what she is saying)

I don’t know where you are, but what I would do is dial a local community college admissions office on my phone and ask put it on speaker.
When they pick up, ask “I was told by [WOMAN’S NAME] that it is your policy not to admit students who have not taken [TEST].”
Let this imbecile listen when they answer.

Personally, I would go a step further and write letters to local colleges explaining that your school officials are telling kids they should not apply to their college if they haven’t tested. I would say this represents potential economic harm to the college, and if this is not the case, the college admissions office should call [WOMAN] and tell her the actual policy.f

My daughters school (CA) told me that if I opted out, she would have to take a hard test that will go on semester grade instead. Very effective blackmail. 😞
And here is another post from this group:
Opted out my kids from state testing. Two days ago I get a phone call that they need bodies in front of the computer to get their 95% participation. Why don’t they just leave me alone? I had a few choice words for them, but bit my tongue 😣
And here are some replies to this post:
So funding isn’t dependent upon 95% PASSING the test, just TAKING the test?
Im in California. Only 37% passed the math last year. I don’ t think they are going for quality LOL
Which completely negates the purpose, and proves it’s political.
That is, essentially, correct. Varies state to state a bit, but to get their “grade” a school has to have 95% participate. Less than that costs them on their grade. They also get to designate a certain percentage of their students “untestable” so it doesn’t skew their score (or arguably, accurately represent it).
That’s correct. It’s an ESSA requirement. Below 95% makes the test results invalid statistically speaking.
It sounds as if you have 95% participate, but only 30% pass, you’re fine with your funding?
It is all about participation. We wouldn’t even get the results of the test. It is all for funding purposes
I cant see how having your kids just sit in front of the computer could help them achieve their participation count. Typically, from what I’ve heard, is that they at least need the children to log into the test for it to count. I was told they could just log in but wouldnt have to take it. I said “Um….no way!.” They can eat the loss but my children would NOT be logging in to anything. They could either arrange for them to be somewhere else or I would come and get them just during testing hours and bring them back when it was done. I did that for 3 days with my 4th grader. Took him out of school each of the days for about an hour and a half and brought him back. (Pulled them from public school after that year and are in year 3 of homeschooling now so things may be different now…idk).
That’s what I’ve learned. The federal law states they could lose funding, going below 95%, but that has never happened. The law is not being enforced. (Even if it was, I really wouldn’t care. That’s really my point, I am not happy with schools doing this so if they hurt a little, maybe they’ll rethink this crappy system. I wish more families opted out so they’d get our message loud and clear!)
I don’t bite my tongue. My kids school flips out when my kids are absent 1 day…gotta get all the head count for the $ they are not helping our kids out with 😠
Don’t bite your tounge they can’t keep running all over us. Stand your ground put your foot down (hugs to you) Good luck
I live in CA, and my high school daughter was bullied into being at school for 4 hours while the rest took the test. I have been backed in a corner by teachers about the blasted test. One told me that my daughter’s results would help her look good on the test and another one told me that they needed that data to help the teachers.  The teachers even wanted my children to do the practice test! I give the teachers one chance to find something for my children to do during the test, if not I find things for my children, so the stupid school can get their money for the child for the day.
The thing is my kids don’t give a rat’s patootie about the test. It is my stand on the political agenda of it. If we are to fight this crap, I have to stand my ground, and not bend over backwards for them. Giving in would be giving up on this fight
They told me that my special needs high schoolers (who are easily manipulated by authority) HAD to be there but it was their CHOICE to open the test. I can only hope that whatever they DID take helps to skew the school’s stats since they are being “graduated” with a first grade reading level.
We had our Principal and Vice Principal call multiple times to both mine and my husband’s cell phones. We have high testing special needs kids. They are the gold mine in the school funding world for testing. I didn’t find that out until I became the school’s Special Needs Parent Representative.
Can you opt out in Michigan the school has told me numerous of time’s I can’t opt put it’s Michigan Law?
I’m in Michigan. My girls do not take the test. Technically, it’s not “opting out.” If you use those words, they may tell you that you can’t. There is no law that says your kids must take the test. Hence, no reason to “need to opt out.” Make them SHOW YOU THE LAW, requiring they take the test. There is none. If they refuse to honor your request (& u think they are going to try & make them test) I’d keep them home. I was told they had no place for them to hang out during testing (3rd&4th grade) which is ridiculous. But I gladly kept them home. Then in 5th grade I pushed back, due to their age. They “found” a place for them. Same this year for 6th grade.
Is this opt out option only for certain states? Washington state requires us to give pur kids an end of the yr test. We keep the results. I test my kids on their subjects all yr, I never understood why I need to do the end of the yr test.
My kids test the week of May 14 and the week of May 21. They took their last math unit test last week. They won’t have another test but are reviewing each unit now with review homework for prepping for the SBA. There is NO MORE LEARNING FOR THE NEXT EIGHT WEEKS!!! What the heck are we paying teachers and admin for if they are done teaching math and English for two whole months. 140 days out of 180 are scheduled learning and 40 days are wasted. I’m ready to pull them since they aren’t taking SBA. This just seems like a complete waste and a cram session for the next two weeks. So sad.
And another post from said group:
kid abused by testers
 A 12 year old autistic student was ARRESTED for shooting an IMAGINARY gun at school:
 Here is a post from an anti-Common Core group:

I hope parents see what is happening here. This is the same agenda that forces parents to shoot poison into their children’s bodies in order for them to attend public school or daycare. Of course I blame parents for complying but that is just me. But this article again demonstrates how they are forcing compliance to follow an education agenda that is nothing more than training for obedient workers. You either follow the agenda or you don’t go to college, you don’t play college sports and even worse you are not employable. This is straight up Communism. Parents are still sitting back and playing right into their hands. The agenda is called DELIVEROLOGY. Deliverology is a plan for implementing change created by Sir Michael Barber of the UK. He also works for Pearson (surprise, surprise) He also is the founder of the Education Delivery Institute (EDI). Deliverology teaches change agents how to implement change that in a way that it is irreversible. This is exactly what we are seeing. I cannot speak for any other state (you might want to do some research) but I can speak for Tennessee. In 2010 the state of TN entered into a contract with EDI to implement Common Core. I bet if you dig deep you will find not only TN hired EDI but other states did too.

We have been deceived into a global agenda that if parents do not bring it down NOW will forever hold our children captive as obedient workers filling the human capital needs of the planned global economy, not their own wants, needs and dreams. PARENTS it is time to stand up and wage war. It is time for neighbors, friends, relatives, communities to come together get our kids out of these hell holes and educate them outside the system. You can NEVER say you weren’t warned.


Now the California State Teachers Retirement System is trying to use its financial might to attack the 2nd Amendment:


Here is a post from the anti-CBE group:

This is Vivienne Ming’s project Socos Labs. She spoke at the New Schools Venture Fund Conference this week. “Naturalistic Data
Data from the real world is noisy and confusing, full of holes yet still flooding in at dizzying speed. Microphones in classrooms, real-time wearable data, pictures of kids’ artwork, information flowing through corporate social networks, and so many more forms of naturalistic data seem overwhelming, but they reveal insights into human behavior that structured surveys, high-stakes exams, and annual 360’s can never achieve. For example, we’ve shown how a bot monitoring free-form discussions among students could outperform final exams in assessing their conceptual understanding of course material, and do it starting on week one.”

NDD image


Here is a post from a North Dakota anti-Common Core group:

Sent from Parshall, North Dakota:
Freshman physical science class assignment in Parshall. May 14. INSANE.


Here is a post from an Alabama anti-Common Core group:

Pray for Election June 5th–Share Please Share this list of Candidates statewide. Make a Stand so Children and US can have a better future

We have seen the harm and have been ignored, ridiculed. The children have been harmed thru mis-education or call it indoctrination. Pray to God for mercy that we can stand in the gap against those who would make the children of promise to be their slaves and bring Socialism here. Truth is out Common Core aka College and Career Readiness has failed but it is being used as a vehicle for change . Your vote and prayers needed. Remember to vote June 5th!

Please pray for Venezuela and US that God would end the evil mindset of these evil leaders. Vote for the right leadership matters…

“It would be better for them to be thrown into the sea with a millstone tied around their neck than to cause one of these little ones to stumble.” Luke 17:2

For Governor: Scott Dawson

For Lt. Governor: Will Ainsworth

For Attorney General: Alice Martin

Secretary of State: Michael Johnson

For State Auditor: Jim Zeigler

For Commissioner ofAgriculture: Rick Pate

For Chief Justice of the Supreme Court: Tom Parker

For Associate Justice Place 1: Debra Jones

For Associate Justice Place 4: John Bahakel

For Court of Civil Appeals Place 1: Michelle Manley Thomason

For Court of Civil Appeals Place 2: Terri Willingham Thomas

For Court of Criminal Appeals Place 1: Richard Minor

For Court of Criminal Appeals Place 2: Chris McCool

For Court of Criminal Appeals Place 3: Bill Cole

Federal Races:

US Congress District 2: Rich Hobson

US Congress District 5: Mo Brooks

State Board of Education:

District 2: John Taylor

District 8: Wayne Reynolds

State Legislature

For Alabama House of Representatives

District 3: Andrew Sorrell

District 4: Tom Fredericks

District 9: James R Bowling

District 10: Charles A. Orr

District 12: Corey Harbison

District 22: Ritchie Whorton

District 23: Tommy Hanes

District 31: Dustin DeVaughn

District 39: TJ Maloney

District 42: Jimmie Hardee

District 49: April Weaver

District 64: Stephen Sexton

District 73: Matt Fridy

District 87: Adam E Parker

District 88: Will Dismukes

District 89: Wes Allen

District 91: Lister H. Reeves, Jr.

District 105: Janet Brown Oglesby

For Alabama Senate

District 2: Tom Butler

District 4: Paul Bussman

District 7: Sam Givhan

District 10: Mack N. Butler

District 12: Wayne Willis

District 13: Tim Sprayberry

District 21: Gerald Allen

District 25: Will Barfoot

District 32: David Northcutt

District 34: Jack Williams


Here is a post from a New York anti-Common Core group:

“A Harlem elementary school aide with a ‘history of assaulting students’ is accused of dragging a kindergartner by his shirt — causing deep scratches — according to a $10 million lawsuit filed by the boy’s mom.

The Countee Cullen/Public School 194 elementary aide, referred to in court papers as Mr. Kaseem, allegedly dragged the boy off a school stage on Dec. 7, 2017, according to his mother’s Manhattan Supreme Court suit.

Countee Cullen administrators didn’t tell the boy’s mom, Bernadette Torres, about the alleged incident, the suit says. Torres found out when her son, identified as ‘JL’ in court papers, came home ‘with a ripped shirt and deep scratch marks across his chest,’ she told the Daily News.” — New York Daily News’ Laura Dimon and Victoria Bekiempis.


Here is a post from the anti-CBE group:

This just happened today!
Any of these terms sound familiar? smh
“”I do think we should look at alternative pathways to graduation, not that we would lower the standards,” Chartrand said.

Others concurred, although Grady again stressed the need to focus on learning and skills rather than credentials.”


An Islamic assignment in West Virginia:


Here is a post from the Utah anti-Common Core group:

This is illegal, correct?

utah sneaky


And here are some replies to said post:

No it’s not legal.


it is written in Utah code that there is to be no reward for taking the test. Utah code is the law.


My school has a sage reward, but even those who opt out get to participate. Make sure you verify that. Sometimes they just use it as a way to explain why they are having a party


My 7th grader’s school advertised rewards for Sage that did originally exclude some students. I complained about it violating the law and it was changed to include all students. I didn’t have a problem with them getting to watch a movie once testing was done, so long as it wasn’t in any way related to how they did on the Sage testing and whether they completed it.


I may make a call to the state. A teacher at this school also instructed my son’s class to be sure not to opt out because it’ll affect her paycheck. My son said she basically said that if you opt out you’re an idiot and don’t care about her job.


Yet another inappropriate sex ed assignment:


Here is a post from a Massachusetts anti-Common Core group:

I have just had a serious awakening. My granddaughter just told us “they” lost points in school today because one kid didn’t sign their name on their homework in their class. Excuse me? What does that mean? I’ll tell you what it means folks. It means our kids are being taught to think and act like little automatons. To do what is “good for the group” and encouraged to NOT be individuals. “They,” (as in the class), get rewarded with a party if all goes well and everyone does as they are told. Demerits for the group if not, such as today, because one child forgot to write their name on their homework. Does this not blare out warning bells??


And here are some replies to said post:

Wow! Not ok. My son has lost credit for forgetting his name on classwork/ homework but only as an individual as it should be. I would complain with your teacher and principal directly.


They also have what they eloquently call the “golden plate” and “golden whistle” in this school. Children are judged on which is the best behaved class (ie who is the quietest) in the halls, outside on the playground and in the lunch room. We unfortunately can not afford private schooling for the kids. Homeschooling is a hopeful alternative


A child forgetting his name on a paper isn’t the concern of everyone else. It’s demoralizing and embarrassing to the student.


I totally agree. That’s one of the things my granddaughter and I were discussing. She was saying that she was the “fault” one day because she forgot her name and the date at the top of one of the numerous sheets of homework one night, and was disdainful of the child who’d forgotten recently. We had to have a heart to heart on that one. It seems like such a little thing but it’s indicative of what’s going on in our public school systems. I also understand that those in authority don’t want chaos in the lunch room but a “golden” prize to the ones who (do not speak and) stay quiet?????


I became suspicious of ‘group work’ about 7 years ago when I noticed the desks in my kids classrooms placed in clusters of 3 or 4. Teachers said collaboration was good because the advanced learners would push the slower learners along. I had several issues with that reasoning- 1. I didn’t send my child to school to ‘teach’ the other children. 2. One time my child was told by the teacher she could not advance to the next problem until all in the group were ready to move to the next problem. 3. My child was not necessarily grouped with ‘slower’ learners, but sometimes the ‘class clown’ who had no interest in moving in a forward direction. And 4. when members of the group agreed to do different ”parts of a single assignment, sometimes not all kept up their part of the bargain, so I made my kids do the entire assignment to be sure they didn’t lose points.


I am frighten for the future of these children. Truly.


Me too. So many young parents I know seriously believe I’m a nut and none of ‘this’ affects ‘their’ child. I saw and I KNOW what my children lost after 2012. Never to be made up.


keep up the good fight. I know my son’s school principal and teacher are sick of me because I have had many meetings about the way my son has been treated. The teacher uses parties as rewards also comparing what each child does and deducting points. Also, being quiet at lunch, (when this supposed to be when talking is allowed) but yet they have a game to keep them quiet. It’s manipulative.


They do the party thing as a “reward”’for good little robot behavior here too. Horrendous.



Here is a post from a friend of mine:

And today’s school shootings tie in the “Rethink” and Promise Programs” it’s Gun Control. Don’t believe me?

“But even before victims were laid to rest after their fatal shootings, former U.S Department of Education Secretary Arne Duncan and Chicago’s Mayor Rahm Emanuel exchanged messages on how to frame the tragedy, politically.

During a roughly 10 minute period, the native Chicagoans exchanged seven messages two days following the massacre, in which Mayor Emanuel, who had previously served as President Barrack Obama’s chief of staff, advised Secretary Duncan on what position he should take on the Sandy Hook shootings.

At 6:57PM EST on December 16, 2012, Duncan wrote to Emanuel in a message titled “CT shootings.”

Duncan asked the Chicago mayor, “What are your thoughts?”

Five minutes later, Emanuel responded, “Go for a vote this week before it fades. Tap peoples emotion. Make it simple assault weapons.”

Duncan responded immediately, “Yup- thanks.”

“When I did brady bill and assault weapons for clinton we always made it simple. Criminals or war weapons,” Emanuel said in the email to Duncan.

“Gun show loophole?” Duncan responded. “Database? Cop-killer bullets? Too complicated?” he said.

“Cop killer maybe,” Emanuel responded. “The other no.”

The exchange ended when Duncan concluded with, “Got it.”

Two days after the Sandy Hook massacre, the former education secretary and the sitting mayor of Chicago were already discussing a national strategy…”


Here is a post from an Ohio anti-Common Core group:

HORRIFYING !!!! I assisted a 7th grader get wi-fi access to her school iPad for her “English Language Arts” homework. She needed to read 13 articles from the school district “NewZella” site and answer questions. Well folks….. the first article was about the shooting in Texas. Absolutely nothing about one’s right to self defend, nothing about the 2nd Amendment. Nope! Only about how the Florida Parkland students had solidarity with the Texas students is creating “reasonable gun laws”. Another article was about how Prom King and Queen could be transgender. PURE DESPOTIC PROPAGANDA!! If that’s not enough, then she “answered questions”. WOW! These were not questions which required critical thinking or English language skills. Nope! There were plainly data collection on what position this child held toward their social agenda. Folks, the schools today are not only NOT EDUCATING kids, they are patently collecting data on kids so as to peg hole them in life by an overreaching, fascist government. They are plainly EVIL!!!!!! This child has been in private schools previous to this year and based on what I see, I would venture to say that this 7th grader has a far better education already than does her “college educated” teacher. PLEASE PARENTS!!!! Get you kids out of these “schools”. They are a real danger to your child.

BTW: This school is in the conservative state of South Carolina in a country town with a population of 540. How bad is it likely in the big city schools in Northern and Western States. GET YOUR KIDS OUT NOW !!!!!

Ask me how.


Here is a post from a Utah anti-Common Core group:

Our charter school is considering the Go Math! program. Do any of you have experience with or insights on it?


And here are some replies to said post:

It’s junk. Common core junk. My son had it in public school, in 1st grade and I wanted to pull my hair out. 😖


I think that’s what we did when I lived in Colorado a few years ago. I would give it a definite thumbs down! It was awful!


It’s the math curriculum in granite school district. It’s basic common core math.


Here is a post from a North Dakota anti-Common Core group:

Thank you, Chris Berg, for reporting and admitting to blushing as you read the questions. Now, how about exposing the Youth Risk Behavior Survey with its “blushing” questions? According to one ND parent, who after picking up her child from school one day, said her daughter asked what “Oxxx SEX” meant. The mom said she almost crashed the car. Why did the child ask such a question? The YRBS (Youth Risk Behavior Survey) had just been administered at her child’s ND school. Chris Berg, will more reporting from you on all of this be coming shortly? Many parents and children will thank you for this and certainly there will be a special blessing from heaven for you, also.
Inappropriate freshman physical science class assignment given in Parshall, ND. May 14. INSANE. Please note this dovetails right with….
The Youth Risk Behavior Survey (YRBS) given to our ND students is from the CDC. How many parents are aware that the survey contains many vulgar sex questions. Links provided below for Middle and High School Survey questions. From the survey results, many funds/grants have been given to some schools deemed at risk due to the results. The validity of the results has and will always be in question due to the fact some kids just answer whatever way let alone that surveys with such questions of attitudes, behaviors, values, beliefs where no parent notification was given makes them “illegal”.
Youth Risk Behavior Survey HIGH SCHOOL grades 9-12:
Youth Risk Behavior Survey MIDDLE SCHOOL grades 7-8:
Here is information on the Youth Risk Behavior Survey from the ND Dept of Public Instruction site:
“North Dakota began participating in the YRBS (Youth Risk Behavior Survey) survey in 1995. Students in grades, 7-8 & 9-12 are surveyed in the spring of odd years. The survey is voluntary and completely anonymous.”
Youth Risk Behavior Survey (YRBS)
The Youth Risk Behavior Survey was developed in 1990 by the Centers for Disease Control and Prevention (CDC) to monitor priority health risk behaviors that contribute markedly to the leading causes of death, disability and social problems among youth and adults in the United States. 


Here is a post from the anti-CBE group:

Reading Plus was just approved after a one year trial in our district. I tried to get the board to vote against it and thought I had done it but then they went ahead anyway because our asst super of curriculum told the board that teachers and students that used it this year just love it!

before I found this source I tried to do a lesson on my own on the website. IT WAS HORRIFIC. Then I found this. Read the comments below. I really wonder if this is not a great idea to get our districts to stop buying this garbage.

My district dropped 266K on this garbage and another 218 on school city assessments. That is almost a half million bucks on garbage.

Any other info on reading plus. I will continue to bring the issues to our board regarding this. This will be in all of our middle schools and high schools next year. What a waste of money.


And here are the replies to said post:

I remember getting a survey from someone on this asking us what we LIKED about Reading Plus, and what our kids liked, but nothing about what we didn’t like. I’ll bet they used that information as the green-light to go ahead.


Odds are our deputy superintendent of curriculum lied like a rug.. you try doing a lesson from their website. It’s awful. It gave me a headache and blurry vision and i could only answer the comprehension questions based on prior knowledge. I go before the board to co test every single CBE purchase and for the last 4 years this same deputy super says the same bs. I’m sick and tired of school boards refusing to research any of this garbage.boards rubber stamp these purchases sight unseen with zero data to justify buying more CBE. Is there any way that we can educate our local school boards? We need more investigative journalism done by parents abs students.


Here is a post from Alice Linahan:

Maybe after Zee State has #identified the “potentially violent” students [probably children of those pesky bitter gun clinging constitutional conservatives], they can make them wear a proud *Lone Star of Texas* on their clothing too, so others are fully aware.


And here are some replies to said post:

With all the nuts in the mental health field and in schools Heck no to Mental Health programs ….this is just bring in part of the health care bill that was killed. Leave the kids alone if we had people acting responsibly in this country and hearing each other we wouldnt have these issues.


Folks this has been in the works for a long time. Anita Hoge has been warning it was coming for years now.

In 1994, Anita Hoge was asked to testify as an Expert Witness, at the Department of Interior National Infrastructure Health and Education Data Security hearing. On December 8, 1994 she presented a paper entitled “Exposing The Medicalization of Schools.” This paper and presentation explained how Medicaid would become the financial vehicle mandating and remediating mental health outcomes. It documented how schools would be required to obtain a partial hospitalization license to bill for Medicaid through Mental Health Wrap-Around Services at school through the identification and re-definition of disabilities of ALL children as “AT RISK” through Section 504 of the Rehabilitation Act. This substantiated the following statement by Ira Magaziner of the Hillary Care hearings in Washington, D.C., in which he said: “Medicaid would merge into the main healthcare system.”

Education, Mental Health, and 2nd Amendment Gun Rights

Hillary’s agenda has always been control – control the kids and control guns… through mental health. If Hillary would get her way, mental health at school under the soothing banner of social, emotional, and behavioral standards, will fully implement her original plan from 1993, which will eliminate the 2nd Amendment by coding children with mental health disabilities.

ObamaCare, the successor to the HillaryCare plan, has funded school-based health/mental health services called Promise Neighborhood Schools, as a precursor to the next step in this agenda. ESSA has legislated Promise Neighborhoods and Community Schools which have now merged with ObamaCare. Here Common Core psychological standards have been legislated to identify and label kids as disabled for normal behavior using Title I and IDEA Special Education. CHILD FIND uses scavenging psychological techniques to identify and put as many normal children as possible into the brain-dipping meat grinder. (See my previous articles for extensive documentation on these key points.) These psychological techniques identify children who are leaders and followers. Leaders are the target for interventions. Go along to get along are the global citizens of tomorrow.

These intervention strategies will change our American children into the worker drones for the global economy birth to age 21. No child will escape, especially independent thinkers, children of patriotic parents, or any child who refuses to bend under the grip of these “change makers.”

The Common Core social, emotional, and behavioral aspects of our children, their personalities, are the target. CHILD FIND promises to find every normal American child and mold them to the international globalist agenda, Common Core and Common Core psych interventions.

Bill Clinton had a favorite slogan that was popular when he was President,
“It’s the Economy, Stupid.”

But, Hillary’s slogan is just as potent and much more dangerous,
“It’s mental health, stupid!”


Here is another post from Alice Linahan:

Think the state is not taking over local control of traditional public schools? Think Again!

The decision by Tx Commissioner of Education Mike Morath highlights risky nature of PSJA Superintendent Daniel King’s scheme that promises to protect teacher rights while proposing a charter-like takeover of the entire district.

“The commissioner of education has published regulations that he is now simply ignoring,” said Texas AFT President Louis Malfaro. “His agenda of promoting charter school takeovers of public schools is more important to him than the rights of school employees spelled out in the law. In his rush to rubber stamp charter takeovers, he flouts his own regulations and violates the spirit of the law that speaks to the preservation of basic teacher rights.”

“All the assurances Superintendent King has been selling his teachers are being denied by TEA in the San Antonio case,” Malfaro said. “What the Commissioner is telling school districts (and by extension school district employees) is that even if districts want to preserve the rights of teachers and students in these contracts with partners, they can’t do it. These entities taking over the neighborhood schools have to have total autonomy in almost all areas, according to Commissioner Morath.”


A high school won’t let a senior wear an army sash at graduation:


Here is a post from the anti-CBE group:

I am the mother of an identified gifted learner. Proficiency Based Learning has turned our world upside down.  My daughter is in the 7th grade. She’s going through everything – physically, emotionally, socially and psychologically – that every 7th grader goes through. And then they decided to experiment and throw this on top of it all. She cries every day. At school and at home. This is not right.


And here are some replies to this post:

Homeschool if you cannot afford a private school


Homeschooling is not, in my opinion, a very good option


homeschooling may be the only option for a family in order to obtain an education for their child. We must protect educational liberty which allows the parent-guardian to make educational decisions for their children, unlike school choice where the government makes the decisions.
But to dictate that every student must learn on a device and that is what is going on here. They can use any glamorous terminology they want it is wrong and still a one size fits all.


I’m not worried about individual teachers. I believe that, as teachers, we must refuse to comply with abusive policies.
because , when there are no more professional teachers ,
there will be no more “real” education” except for the very wealthy. ( and I speak as a refuser)


I call it abuse of the worst kind.And teachers, although most do not like it, have been too slow to refuse to participate.( And I speak as a life long teacher and worried grandmother)


Every time a teacher implements anything in their classroom that packages learning, they are assembling the same box that will ship them out of a classroom.


And to carry on with your perfect image, that same box will morph into a coffin for the “good little teachers” who tried to appease.!


And NONE of this is what’s best for children. I promise you, it’s the CC standards themselves. They drive this machine of profit, data collection and mining. They drive the tech use and the related social dysfunctions. The Standards are the uranium in this bomb.


Thank you for all of your very thoughtful responses. I’m hoping other parents – and maybe some teachers – will share their war stories. I knew this was going to be a disaster for my daughter from the outset. She is creatively gifted (although I hate to use the “g” word since so many people have an allergy to it). Past classroom awards she has received include “Most Animated Learner” and “Most Creative – For always being an original thinker.” How (and why) could anyone rein in all of that unbridled creative energy and try to shove it into little boxes? You’d have to break her first. The biggest tell in this is that she’s having the most difficult time in Language Arts. Language Arts! She writes books in her spare time, for goodness sakes! Really good books. But she’s being told that she needs to meet a long list of very dry standards, and told to “Be creative!” while slogging through all of the requirements. She stopped doing the work – and I really can’t blame her. Nothing ruins a fun time like a bunch of useless rules. Thanks for letting me vent.
i am afraid you can talk to the district until you are blue on the face. There is only one thing you can do opt your child out of all technology period. No digital for assessments classwork, homework, or games etc and only allow pencil, paper, and books. However depending on where you are it may not be an option. You have to protect your child and ensure an environment that is comfortable for her needs and the public school setting may not be it. Know you are not alone your family is one of many.
 Here is a post from a Washington anti-Common Core group:

Please do not believe Betsy DeVos when she said “Common Core is Dead.” It’s not. It’s everywhere still. It’s our WA State Learning Standards.

Online digital learning platforms use Common Core (as it was designed to do) to build their software.

We still need to keep fighting Common Core.


And another post from said group:

Update: It’s Third Sector Capital working with DEL. I do believe I have seen ReadyNation also working with WA, but I can’t find the link right now. I will post it in the comments. I am sure that Third Sector Capital works with ReadyNation.

ReadyNation is a Social Impact Bonds Group that has received lots of monies from the Gates Foundation.

They are holding a pre k Summit for business people only.

Yep they are trying to make money off of preschoolers.

BTW our DEL already works with these people.

Ready Nation is a Social Impact Bonds Group that has received lots of monies from the Gates Foundation.


Here is a post from a friend of mine:

DEAR, PARENTS WERE YOU POLLED? No? Me either. Let’s be clear this is UNION —->

The UNION letter was addressed to state Education Commissioner MaryEllen Elia, who later said during a Newsday interview that NYSUT and other educational groups had been consulted before the state regulations were drafted.

The regulations would restrict the way that penalized districts spend federal Title I dollars by requiring them to set aside money to be used in encouraging greater student test participation, according to union analysts who have reviewed the 95-page regulatory document. (Hate to say it BUT, Told ya!)

Details on the amount of money to be set aside would be worked out after the regulations passed, education experts said.

In addition, “analysts” said, the proposed rules would change the way test-participation rates are factored into schools’ overall academic ratings, making it more likely that schools would be classified as scholastically deficient. (AGAIN, Told ya)

This could pressure reluctant parents into allowing their children to be tested, NYSUT officials said. (Wait, you guys supported passing ESSA right?)

The disputed regulations, posted last month by the state Education Department, are intended to meet requirements of the federal Every Student Succeeds Act, which was approved in 2015. New York State’s Board of Regents is tentatively scheduled to take up the regulations for adoption at its next meeting June 11-12. (Of course they are, this is no surprise right?)

Previous state regulations required districts with low test participation to come up with plans for improvement but did not include sanctions like those evidently spelled out in the latest proposals. (Stop acting surprised will ya.)


Here is a post from an Ohio anti-Common Core group:

From Alice Linahan

In a nutshell-
While elections divide us- And, unelected bureaucrats like the Texas Commissioner of Education Mike Morath regulate us, and while America’s children are being shot in their classrooms; all of us are being controlled. How?

A system has been locked in place by both federal and state legislation. With government regulated “choice” comes accountability through rules and regulations by unelected bureaucrats.

Even if the US Department of Education is dismantled there are federal education dollars tied to mandates coming in via the Workforce Innovation and Opportunity Act (WIOA) from the Departments of HHS, Labor, Defense, and Education.

Below are the purposes of the College and Career Readiness/Common Core National Standards now codified into law through the passage of (WIOA) and the Every Student Succeed Act (ESSA).

Shifts Education Philosophy– from an education of Opportunity (Equal Opportunity) based on academics; reading, writing, math, and history to an education of equity (Equal Outcomes) based on attitudes, values, beliefs, and behaviors.
Broadened Impact – The College and Career Readiness/Common Core National Standards expand the target from K-12 (Kindergarten through 12th grade) to a P-20W (Pre-school through College, Trade or Graduate School) workforce system.
Testing Based Outcomes– The College and Career Readiness Common Core National Standards shifts from the “Mental” (Academics and Knowledge-Based Tests) to “Behaviors” (Performance Standards and Competency for the workforce).
Adjustments to Ideology– Change American’s worldview from nationalism into globalism and allows for a government controlled economy known as “Dirigisme” or the more common use–a dirigiste economy. It means essentially a state-directed economy.
Dismantle traditional public schools– With locally elected school boards, in favor of charter-like structures (public/private partnerships) that will be forced to generate student data for global corporate profit and state control.

This NEW system known as a P-20W system will now track, psychologically profile and sort students from Pre-school through the Workforce.

Eventually, any student who opts out of the P-20W system will not be able to get a job in the workforce. Competency-based credentialing begins in Pre-school with this system. Therefore, it negatively impacts a student who does not take the state or federal dollars.

When they say…
Every Student Succeeds they mean Lifelong learning so every student means EVERY American from pre-school through the workforce.


Here is a post from Lynne Taylor, the Common Core Diva:

If ever we needed proof what “education” has become..
Remember this the next time someone says we need skilled workers. Many of us here know that has been the plan all along. The CCSS Machine isn’t hiding this truth anymore. ESSA made no bones about it, “all education must be aligned to post-secondary readiness as laid out by WIOA”. (Workforce Innovation and Opportunity Act)

apprenticeship sneaky sneaky sneaky


Here is another post from the Common Core Diva:

If you think small time media hasn’t sold out to the CCSS Machine, take this truth, for example:
I gave a fact based, truth filled interview a couple of years ago to this magazine as the ‘con’ side to Common Core in NC. My 5 pages, was of course, reduced, but the content was re-arranged so more room was available for the pro side. Here is their latest set of lies, and my response.


And yet another post from her:

Warriors, I’ve recently returned from and education related conference. Sex Ed and its inappropriateness was a key portion. Did you know “Dr.” Kinsey was NOT anyone of scientific worth?
His ‘research’ was forced. His victims abused (some died). Parents were not informed of his activities. All our modern sex ed is based on this quack’s findings. WHY?

sex ed bad


And here are some replies to said post:

Yes, I’ve known about him for years. His research subjects were generally men from mental hospitals and prisons. They participated in every kind of sexual deviancy known to man. He used this data to make it seem like this type of behavior was normal within the general population. That’s the equivalent of using members of an AA meeting to provide statistical proof that addictions are so ubiquitous that they must be typical human behavior.


have your read Dr. Judith Reisman’s evidence? She was granted money by the US Dept of Justice to investigate Kinsey. Her proof was so powerful and truthful DoJ buried it.


Yes, I am aware. I’m also aware of the trash…reworking of the DSM. How do you even begin to deal with this when it’s infected the culture to this extent?


I don’t recall reading anything specifically by her, but it doesn’t surprise me that evidence was buried. Kinsey has been the driving force behind so much of the sexual education movement, and of course comprehensive sexuality education is a very critical component to the overarching plan to destroy traditional morality. To do this, the plan’s proponents must undermine the thinking/reasoning centers of students and feed the emotional, instinct driven centers of the brain. It sure makes it a lot easier to move from a society focused upon individual action and accountability and founded upon “natural rights” to one that acts collectively and venerates “human rights” if you can move a large group of people to endorse your political platform based solely upon emotional appeal. Normalizing all types of sexuality also feeds the diversity beast and promotes the idol of “tolerance”.


And yet another post from her:

Dr. Judith Reisman, head of the Child Protection Institute, has a 2nd edition of her book (Kinsey: Crimes and Consequences) out. This is page 274. Note the date. Have things improved since the 1950s?! No, the federal/ corporate intrusion has worsened terribly.

 chart of evil
And yet another post from her:
Warriors, I am on the road, but fed Ed news won’t escape me while away from my desk.
NC’s death knell notice for education was announced today.
education dies in NC
And here is another post from her:
My local news just reported that Charlotte-Mecklenberg schools are devoting over $40 million of it’s 2018-19 budget to pay for school psychologists, school social workers, etc. Teachers not set to receive any of the funds, so they are protesting tonight for an extra 5.9% raise on top of NC’s raise. Then, at tonight’s meeting, universal Pre-K implementation. Can anyone say #agenda?
Here is a post from a Utah anti-Common Core group:

Sometimes when I do the math I become very angry. Utah has just approved two new state wide testing contracts to replace the SAGE test. I added up the price tag for the two and the total is $80,243,642. Lets just say that a teacher’s benefit package equals $100,000 (which was not my case but lets pretend). These tests are costing the state of Utah the equivalent of 800 teachers. Will this test tell us more about the education of our students then 800 teachers could? Will it enhance our student’s education more then 800 teachers would?” Thanks Joylin Lincoln, very well said.

What irks me more is the pretending that RISE is somehow different from SAGE even though the questions are the same. What is a shiny new outhouse when you leave the inside the same? Just saying….


And here are some replies to said post:

The rebranding price tag of $44,000 was more then my salary last year.


What happened today with the discussion for opt outs? With SAGE gone, is there still a parents right to opt out of these two tests?


Yes, they are applying for a moratorium for a year why they try to develop a plan.


Spending another $80m of our taxpayer dollars to perpetuate common core. 😡


Utah is going interoperable with other states with assessments. This is the next step towards the complete loss of local curriculum control. Parents need to understand that curriculum IS assessment and assessment IS curriculum. Common Core was always about “Next Generation Assessments.”


both are STILL aligned to CCSS, both data rape students. I have researched both before. Let me know if you want the truth USBE left out


It irks me too. It is so frustrating that the rebranding is happening. Every parent needs to know they are the same test. Opt out!


It’s election time people! Let’s get out there, GET VOCAL and make sure we get pro-parent candidates who have their eyes open to what CC really is elected and fighting for what will ACTUALLY help our children’s education.


Here is a post from the anti-CBE group:

“Children are naturally curious and learning is naturally pleasurable. Small releases of dopamine in the brain encourages a child to persevere with the long-term difficult practice needed to build skills naturally over time, such as with sports, arts, and music.

What Silicon Valley is banking on, is to bypass human social interactions and community education experiences by hijacking children’s brains directly with more potent and powerful interactive technologies, where larger doses of dopamine are released, such as happens with drugs, video games and gambling. Their goal is to make the education software as addictive as possible, and they are quite up-front about that.”

And it then quotes another post:

“Many parents intuitively understand that ubiquitous glowing screens are having a negative effect on kids. But it’s even worse than we think. Recent brain imaging research is showing that they affect the brain’s frontal cortex — which controls executive functioning, including impulse control — in exactly the same way that cocaine does.

Technology is so hyper-arousing that it raises dopamine levels — the feel-good neurotransmitter most involved in the addiction dynamic — as much as sex. This addictive effect is why Dr. Peter Whybrow, director of neuroscience at UCLA, calls screens “electronic cocaine” and Chinese researchers call them “digital heroin…”

~Nicholas Kardaras, M.D., August 27, 2016

Source: It’s ‘digital heroin’: How screens turn kids into psychotic junkies

“The Edu-tech Revolution has begun. At this very moment new computer games and education software are being developed to teach children academics one-to-one via computers. Following on the success of the hi-tech gaming industry, the goal is to use technology to transform schooling.

By merging education and entertainment technologies, advocates and investors of these products stress the potential for educating children faster, more effectively and less expensively than schools currently do. Unfortunately, there are a number of potential problems.

First, many of these new programs are being designed to collect data from children so as to maintain individual personal profiles, that investors and corporations can utilize to design future products and monitor individuals as they move from education into the workforce. T

Moreover, some investors hope to use this data to construct what they expect will become a trillion dollar education market (such as we had with housing) to bundle and sell school and software investments on Wall Street.

Also VERY concerning, is that many Silicon Valley engineers are attempting to make edu-tech software as “pleasurable” as possible, using addictive video “gaming” strategies to design their education products.

Children are naturally curious and learning is naturally pleasurable. Small releases of dopamine in the brain encourages a child to persevere with the long-term difficult practice needed to build skills naturally over time, such as with sports, arts, and music.

What Silicon Valley is banking on, is to bypass human social interactions and community education experiences by hijacking children’s brains directly with more potent and powerful interactive technologies, where larger doses of dopamine are released, such as happens with drugs, video games and gambling. Their goal is to make the education software as addictive as possible, and they are quite up-front about that.”

Source: Edu-Tech’s Brave New World – How Education Software is Being Designed to Hijack Children’s Brains


Here is a post from an Illinois anti-Common Core group:

This filthy anti American progressive agenda driven organization has infiltrated the NW suburbs school systems as it says; Yo collect data and push their agena with the information collected from students their families and the schools. DO NOT ALLOW YOUR KIDS TO PARTICIPATE IN ANY QUESTIONNAIRES OR SURVEYS OF ANY KIND. We need to get a full transparent accounting of how their tentacles are in the schools and who asked us.


Here is a post from a Utah anti-Common Core group:

“The most recent casualty was Utah which had requested a waiver for the 95% test rate to comply with recently passed state statute which says students can be opted out of statewide testing by their parents and, the school and its employees are to suffer no ill effects as a result of a parent exercising those parental rights. Secretary Devos, carrying out the instructions of the publicly unknown members of the plan review committee, denied this waiver request.”


Here is a post from a New York anti-Common Core group:

The state’s Board of Regents, in a split vote Monday, tentatively agreed to controversial new rules aimed at school districts on Long Island and across New York where large numbers of students boycott state tests.

The new regulations — which among other provisions could result in some schools being required to set aside federal aid money to encourage greater student test participation — passed with 14 Regents in favor and three abstaining.

Regent Roger Tilles, who represents Nassau and Suffolk counties on the board, voted with the majority but expressed continuing concern over what he described as “onerous” sections of the regulations.

State Education Commissioner MaryEllen Elia, whose staff drafted the regulations, emphasized at the board meeting that a final Regents vote on the rules would not be held until September and that the public would have another opportunity to comment on the regulations in the meantime.

“Everybody didn’t get everything that they wanted,” the commissioner said. “But we came up, I think, with a very comprehensive plan.”

Some board members contended that parents and others with misgivings about Albany’s testing program probably would be confused by certain aspects of the new regulations, including the use of complex formulas to factor in test opt-out rates as part of school district’s academic ratings.

“I think our message is garbled,” said one of the Regents who abstained, Susan Mittler of Ithaca. “There is not an understanding of what these tests are and why we are asking children to take them.”

The rules, aimed at districts with high test-refusal rates, are part of broader regulations that would enforce a federal education law, the Every Student Succeeds Act, or ESSA, which was adopted in 2015.

ESSA, like a previous federal statute that it replaced, requires at least 95 percent of eligible students in every public school nationwide to take annual state tests in English and math. Only a handful of schools on Long Island meet that requirement due to a series of massive annual test boycotts.

In April, nearly half of all eligible students in Nassau and Suffolk counties — 91,974 in all — declined to take the state’s English Language Arts assessments in grades three through eight, a Newsday survey showed. The inquiry drew responses from 115 districts out of a regional total of 124.

The state’s latest regulations would affect schools falling below the 95 percent benchmark in several ways, both financial and academic.

On the fiscal side, the regulations would authorize the state education commissioner to take certain steps, “which may include requiring that the district set aside a portion of its Title I funds to use on activities to increase student participation in state assessments.”

Title I is a major federal program that provides more than $15 billion a year nationwide, mostly to help students struggling with their math and reading lessons.

Groups representing unionized teachers and the parent boycott have attacked the new rules, which are more sweeping than regulations initially proposed in April.

On Wednesday, leaders of New York State allies for Public Education, a statewide parent and education group, sent a letter to Elia contending that the rules would allow her to “impose a financial penalty” on districts — action that the state has not taken in the past. New York State United Teachers, a union group, takes the same position.

Elia aides disagree that the Title I set-asides would constitute a penalty. So does the Education Trust – New York, a nonprofit private agency based in Manhattan that supports ESSA as a means of raising academic achievement, especially among minority students.


And here are some replies to said post:

You just don’t get it and why my child no longer attends public school.

They just keep doubling down on this shit testing!
Who is looking into the Algebra Regents!!!! Another set up for failure today!!!
Can you opt out of regents and still get a Hugh school diploma? I thought they only give regents diplomas now
That is correct, as far as I know. Only Regents diplomas.
If they have IEP they can score a 55 on the regents and earn a local diploma.
 I switched from an IEP to a 504 because the SPED in my district is horrific and totally counter productive, so what now ? Also NYS requires 2 years of foreign language for HS, tried to get an exemption from this and cannot get it without putting him back into SPED. Devastating and infuriating.
Sick! And we (taxpayers and parents) are allowing this???!!!!
Take away the $$$$by removing the children from public schools & see how fast they change! Parents need to speak with their actions
Looks like Roger Tilles isn’t REPRESENTING us at all!
None of them do. They nod like Pavlov’s Dogs. So does Elia and Rosa to Linda Darling Hammond.
Notice NYS first in nation to implement SEL curriculum. Smh
Time to leave New York State. Forcing you to take the test!! It is all about the money!! Aren’t there laws against bullying???😂😂😂
They know there’s a diploma crisis that’s impacting tens of thousands of students who won’t be able to go to college, vocational school, the military, or apply for civil service jobs. There have been incremental changes, but it’s far from resolution of the problem and leaves far too many kids with no future – leaves them twisting in the wind. And that is after twelve or more years of working hard toward a goal – and being denied because They. Can’t. Pass. A. Standardized. Sub-par. Test. that neither the BoR or Ms. Elia has vetted.

Let’s NOT forget that parents were dismissed and told to stand in the corner. Take care of the teachers and APPR and it will trikle down dontcha know! Happy teachers will make happy classrooms, then they can “shut their doors and do what they need to do” they said.

SEVEN YEARS later, parents are still waiting for the teacher’s union to come out strongly against the reforms. Bill Gates said he needed 10yrs for the experiment, folks we are going into year 8.

When are we going to start to stop?

 Here is a post from the anti-CBE group:

GEF has released a new report. Peter Senge wrote the intro. I had extensive conversations last year with one of the authors concerning their last report and the dangers of so much celebration of an edutech-centric future.

Is this much better, a bit better or… not?


And here are some replies to said post:

Can you imagine a radical shift in the way we teach kids to walk? Of course not.

The proposal of where we need to go is scary. “Societal wisdom” sure sounds like indoctrination.

Are the authors suggesting our founding fathers had no wisdom? The citizens who supported the noble ideals presented in the Declaration of Independence and the Constitution had no societal wisdom?

We need to stop meddling in K-12 education, return to the proven practices to teach kids to read, write, do math and know stuff. The future belongs to them!


“Protopia” sounds a lot like a pseudo-utopia wherein technology and AI will be used to “make today a little better than yesterday”. Tell that to the dying man, eh!


Biofeedback devices? Personal competence profile and personal reputation….??? 😦


This is all very exhausting! It’s hard for me to imagine learning this way. So many children and adults learn by doing, project-based learning, growing plants, drawing, painting, investigating how cells work, making new discoveries from manipulating variables, observation and study of animals, etc. The only way I see to counteract this technical system evolving for profit, is to work around it and create environments that most people can relate to, that draws them, ignites their interest, that pulls them into wanting to learn more. Much of what students have learned in the fragmented educational system has left them with the question, “Why do we need to know this?” When we get to work and collaborate ideas and expertise and create projects and hands-on real-life experiments that immediately show us why we are learning it, then maybe we can beat this thing. Being physical while working is also mentally and physically healthier. I don’t know, I think we better start collaborating with scientists, artists, horticulturist, farmers, culinary and nutritionists, environmental engineers etc, and create model learning environments in the real world for our future education. Whatever we teach, whether it is math or reading, we need to make many living connections to it.


Working in the International Baccalaureate, I see this all the time: good ideas about student at the center of education then turned into a massive set of criteria and metrics surrounded by impenetrable language and constant micromanaging of the students themselves. This is not what is needed; it is just another competence based system with fancy graphics. We need kids in real life with real people and real problems.


totally agree. It’s often all about hidden control, for various motives, like sales of tech metric systems to teachers fearing chaos in class, but perhaps most of all, states fearing critical citizens.


and of course fearing chaos in class comes from large classes of disaffected students, so there is a positive feedback loop that is constantly, if not purposefully, amplified.


Exactly. I think we need a deep study into loop cycles that make matters worse, and stack logical expansion on logical expansion into madness, like if one test works, why not two, why not prepare for the tests better, why not drop everything else just to be sure students score the best, then why not bring in tech that measures every tiny choice leading up to the test, and why not then call those who fail or drop out losers? etc. Similar with our whole society and surveillance. oh boy.


And another post from this group:

Wow-just wow. “However, we added a little wrinkle just to be spicy. Working with our behavioral research team, we modified a player’s charity vote by their in-game honor level, or how sportsmanlike and pleasant they were to play with. The higher their in-game honor level, the more weight their vote carried. Our goal was to link the in-game behavior to real-world implications in order to help change the self-narrative of players, both in and out of the game…We are excited to continue exploring what we can do to help mobilize our players (and ourselves) to keep making social impact and changing the narrative about what it means to be a gamer.”

Riot Games is funding Institute of Play, which is promoting gamification of education. If folks are looking for a summer read, check out Daniel Suarez’s books “Daemon” and “Freedom.” The first is a bit schlocky, but you have to read it to get to the next one which is more thoughtful IMO.


Here is a post from a New York anti-Common Core chart:

ALG II conversion chart

conversion chart of cheats and lies



Here is a post from the anti-CBE group:

If you haven’t seen this graphic from global education futures, it shows what is really meant by “student centered.” See competence portfolios on the right hand side?

poor mistreated student

Now look at the video that was posted below…

And here are some replies to said post:

Graphic above from this doc:


This is a frightening document. Who could believe that education would become a science fiction novel:(


It is simply a Communist type form of government that runs your life, and tells everyone what they are allowed to do.


This explains it… has been in the works for a long time. This is bigger than the US, it is world wide, but Hillary is implicated.


An entire global population whose psycho-social development is mediated through authoritarian instruction/directions on a digital screen?


OMG!! Orwellian, Huxleyan! What an old school thinking with new tech. More disconnection, more measuring, more testing, more competition, more refined demanding and less humane presence.


Yes. And this kind of ed is being implemented NOW.. its not a future vision, its a blueprint being created and tested on children at this very moment.


Yes and they seem to be taking the education language like “student centered learning”and applying that language to their program.


Yes, exactly. And they are adopting all the best ideas from positive and motivational psychology, emphasizing social and emotional intelligence and growth mindset. BUT, they don’t just want to help support these skills, they want to measure and assess them, monitor students, rank and score them.


It’s really the old repackaged with new language. We have already seen what schools have been doing around the nation. I have been in schools recently that have 50 kids in one classroom all sitting facing a computer screen. Charter schools around here are not held accountable at all. I worked for a school that took all of my language, and still uses it today but does not have a program that represents the language.


Yes, education has become highly profitable with the charter schools and new Edtech methods which they call “personalized” “learner-centered” and competency based. But it really means more time putting kids on computers.


And is there any link between New America and GEF? A friend who had contact with some GEF advisory board members (they wanted her to join) said her sense was they don’t have much money. New America appears to be rolling in it…


I haven’t done much research on the advisors, though a number of Emily’s posts discuss Vander Ark. GEFF is headed by Pavel Luksha, with the Skolkovo Institute in Russia. Obviously the current political climate has put a damper on US/Russia partner initiatives. I think MIT pulled out of a relationship they had had a few years back. I don’t know of a direct tie between New America and GEFF.


“The primary operator of GEFF is Skolkovo Institute of Science and Technology, a world-class research institution co-founded by Skolkovo Foundation (Russia) and Massachusetts Institute of Technology (USA). RF Group serves as the initiative co-founder, and sets the initial context of the event with our Education Futures Global Agenda report.”


In 2014 the FBI warned MIT about their concerns over espionage linked with Skolkovo.


Are there other American ed tech company consortiums that have a similar manifesto?


Tom Vander Ark got his start with the Gates Foundation and is one of the main advocates for CBE/digital curriculum in the US. He is a GEFF advisor and is a partner in Learn Capital. This is their portfolio:


He was also on the board of iNACOL. Through him GEFF has some tie to most ed-tech initiatives in the US.


New report from GEF…


#Deepshit We live in a system where profit at the cost of the whole is rewarded, where destruction of nature makes sense, and smart new forms of slavery are welcomed by the ‘owners’. We live in a system where children either learn to support the system, for if they’ll fail, they’ll feed the system with forced labour if need be. Countless people seek alternatives, seek change, address issues. But the core is rotten, succesfull change far away. Ideas of how to change it are many, but none yet succesfully going viral across the globe igniting a massive shift. What essential arguments, would make all eyes go open en all teachers join the revolution? Sadly the insights above, many here will share, aren’t doing it.


If you are in Norway, you should have NORDEFCO on your radar. It is an Scandinavian extension of the Advanced Distributed Learning Initiative that originated in the US Defense Department. They, in partnership with the US Department of Education, have largely coordinating been coordinating the ed-tech transition here since the late 1990s. I believe they are behind the shift in places like Finland to tech-heavy “phenomenon-based learning.”


This looks like the International Baccalaureate on tech steroids. The problem is our whole system of evaluation:


One of the early pioneers of Facebook and its first President Sean Parker, voiced his regret regarding helping create social media in the form we know it today, saying:

“I don’t know if I really understood the consequences of what I was saying, because of the unintended consequences of a network when it grows to a billion or 2 billion people and it literally changes your relationship with society, with each other… God only knows what it’s doing to our children’s brains.”

Parker says the social networking site exploits human psychological vulnerabilities through a validation feedback loop that gets people to constantly post to get even more likes and comments.

“It’s exactly the kind of thing that a hacker like myself would come up with, because you’re exploiting a vulnerability in human psychology,” he said. “The inventors, creators — it’s me, it’s Mark [Zuckerberg], it’s Kevin Systrom on Instagram, it’s all of these people — understood this consciously. And we did it anyway.”



Here is a post from an anti-Common Core group:

Cathy Ruse reports for Family Research Council, May 15, 2018, that public school students in Fairfax County, Virginia, are subjected to 80 hours of “Family Life Education” sex ed — on the kids’ evolving “sexual identity,” the proper handling of contraceptive drugs and devices, and how to give consent for sex.

But Fairfax County’s longtime Democrat-controlled school board is set to take things from bad to worse…


Students in South Carolina being indoctrinated against the police in high school English:


Here is a post from an Ohio anti-Common Core group:

Her mother says that she was told by the principal that her daughter did not meet all of her graduation requirements for the 2018 school year – specifically for not taking one of two required Ohio State tests.


Here is a post from the Utah anti-Common Core group:

Moms and Dads in Millard County. Guess what? Your district has now become the pilot rural district for “personalized,” global-citizen-based, curriculum. If you wonder why your kids are getting Google Chromebooks, it’s because your district has sold out to UNESCO—the UN’s education ministry.

Millard District has received a grant to partner with the Consortium for School Networking. The Consortium for School Networking (CoSN) is a partner with UNESCO—the UN’s education ministry. President Trump and Israel’s Prime Minister Benjamin Netanyahu have called UNESCO anti-Israel for a reason. If you need that translated, it means anti-Christian.

This technology partnership is designed to, eventually, gut local curriculum control through online learning. UNESCO is heck-bent on sexualizing curriculum worldwide. This is well documented. Just do a quick search for UNESCO, Planned Parenthood and Comprehensive Sexuality Education (CSE). CSE is designed to integrate throughout online, globalized curriculum—including through subjects like Digital Citizenship and Digital Literacy.

Dads. On this Father’s Day, this is your battle cry. Don’t march in Millard’s 4th of July parade, or bother watching it, unless you truly defend America’s children—your children. Rise up and protect your children from these soul-destroying, globalist tyrants. You’re selling your souls for a mess of pottage.

I grew up in rural Utah. Dads in rural Utah “get” freedom and what it takes to defend and maintain it. It’s time, Dads.



And here are some replies to said post:



“there is need for ongoing technical guidance, mentorship and supervision of teachers; moreover training for school inspectors is required to ensure there are mechanisms in place to ensure effective monitoring at the district level.”


Yep. They’re tracking districts through the data systems.


I’m in Millard County and often wondered about the Chromebooks… what do I do about it? Can I keep my kids off of them?


Yes! You are the parents!!

But, just know that the school will likely challenge you because the entire district is starting to grade children on their global competencies: values, attitudes and behaviors.

The reason they need each child on their own Chromebook is that children are supposed to be moved from 3x per year assessments into curriculum-embedded assessment so that their behaviors can be tracked (and shaped) continuously. When your children can’t be tracked, their “growth” can’t be measured and so the school gets caught between federal laws for student growth measurements and parental rights to control curriculum.

The district has received a grant so they cannot back away from this plan now. They have chosen money over parental rights.

Please, do what you can to protect your own kids and keep us posted on this thread on how the district and school react. They will tell you that local/state teachers are developing the curriculum, and there’s nothing to worry about. But. The young teachers are being trained to choose pre-curated curricukum. Often, they don’t actually vett the curriculum. And, logistically, they can’t vett it if every child is learning something different on a computer-adaptive platform. When the online curriculum adapts, in real time, it can’t be vetted—by design.

I would encourage you to watch the video I posted above where I explain the goal for Google, Microsoft and UNESCO. Share it with any parents who will listen. I would be happy to come to Millard and give the presentation in person too, where I could answer questions.

Prayers for you and yours!


I spoke with the principal at the high school about their increased usage of electronic learning last year and how it was affecting my kids and unfortunately it fell on deaf ears.


In our school district’s enrollment process, there is a question that asks parents if we would allow internet access. Does your enrollment process ask that? If so, just say no. And even if it doesn’t, just tell the teacher you want paper printouts for everything. No online assignments.


Our district does digital citizenship and I opted my kid out. I later found out that one of the software questions asks kids if they considered a truck a gift option for a boy birthday and a doll a gift option for a girl birthday. When answered yes, the student was told that is a sexist thing to think and then it explained why. This was through the (not-so) Common Sense Media online program. This group has backed legislation here in CA that is anti parental rights under the guise of “helping” kids. Thankfully it was defeated, for now. The group frequently backs children’s privacy legislation but their own privacy statement does not. Complete hypocrisy! Wolves in sheep’s clothing all over the place!


The power of Common Sense Education is in their content curation systems which are starting to precurate online content for teachers. Have you seen Common Sense’s Digital Citizenship curriculum for 6th-8th graders? I can email it to you if you want to message me your email.


I have had a preview of it through an hour long district presentation. But more info. would be great! I will message you my e-mail. I know they also give surveys at the end without parental notification or permission. CSM is a huge political thorn in my side! The Steyer brothers are political activists and Chelsea Clinton is on their advisory board. Bad news all around.


Yep. Bad news! And with teacher training favoring their friend Darling-Hammond’s SEL (InTASC) Standards, it’s going to get much harder for parents to fight Common Sense curriculum integration into the schools.


Public schools all around our nation aren’t teaching our innocent children what they deserve toward their futures. Instead reformation and rewriting American History as well as other mandatory learning textbooks aren’t even mentioned anymore. This in itself is the downgrading producing more illiteracy than good. Homeschooling and Charter is much more effective as a proven accomplishment students deserve.


UDPATE: The first link about Millard and CoSn didn’t work. Here is the corrected link. I’ve tried to update it on those pages that shared it, but not everyone’s page is public. Please revise it if you’ve shared this story so that people can access it:—cosn-improve-student-success-through-new-technology


Here is a post from Shannon Joy:

THIS IS BAD. Really, really, really bad ———->

Every child to labor for the corporate elites, wholly owned by the GOVERNMENT. Groomed and tracked in government schools. 21st Century Slavery.

This will be SPUN as ‘Trump abolishes the Dept. Of Education’ or ‘shrinks government’ … don’t be fooled.

(BTW – we’ve been telling y’all this was coming for the past 3.5 years!)



Here is a post from a friend of mine:

WE KNEW IT!! Unions will hold hostage schools in the Fall? Rumbling across states of Fall mass strikes

“Ms. Harrison urges a change in public schools from “an education model” to a “medical/behavioral/tactical model” where teachers will become well versed in medicine, fire arms handling and psychology so as to be better able to do the government’s work of treating, protecting and molding the minds of the state’s children.

Of course, it’s all tied together with more training, more administration and more money for the public school leviathan. So it goes. Big government grows bigger by creating legions of government employees represented by big government supportive unions who have a vested interest in supporting even bigger government. The rest of us are left to watch and experience government’s continual incremental takeover of just about everything…”


Here is a post from a Washington anti-Common Core group:

**The History of Goals 2000**
In 1989, a coalition of state governors concerned about the ailing state of America’s public schools proposed a solution: “Goals 2000.” This program would set educational goals for the nation’s public schools to be achieved by the year 2000, create a framework for implementing the goals, and provide incentives for the states to cooperate in meeting the goals.
By 1994, the eight national goals were in place and Goals 2000 was an official federal program.

The Eight National Goals

1. By the year 2000, all children will start school ready to learn.

2. By the year 2000, the high school graduation rate will increase to at least 90 percent.

3. By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation’s modern economy.

4. By the year 2000, the Nation’s teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.

5. By the year 2000, United States students will be the first in the world in mathematics and science achievement.

6. By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

7. By the year 2000, every school in the United States will be free of drugs, violence and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning.

8. By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.



Students are calling for the removal of a brave school board member in Elgin, IL because she suggested that the new rules of student code of conduct may consider it bullying to address a “transgender” person by the “wrong” gender pronoun:


Here is a post from the Common Core Diva:

Warriors, take note: the merger of Ed and Labor will not rest solely on PreK to College education, but on every single American citizen in need of going to work or getting ‘education’ to earn credentials TO work.
The merger will NOT close the U.S. Dept. of Education, but enlarge it. The merger will disrespect your school choice.
Both Ed and Labor Cabinet Agencies are ILLEGAL. Why do we need to comply?
We should revolt.
Quote me, if you like.


Here is a post from Women on the Wall:

“Jane Robbins, senior fellow at American Principles Project (APP), told Breitbart News in a statement the administration’s proposal is “riddled with problems.”

“Rather than returning government to the people as the president promised, it centralizes government,” she said. “It codifies the Common Core-type workforce development model of job training, rather than genuine education, and gives Big Business outsized influence on what happens in schools. It promotes data sharing and citizen tracking for the benefit of a government-managed economy. It’s a mess. We can only hope Congress rejects it outright.”

In an interview with Breitbart News, Eunie Smith, president of the Eagle Forum, said the administration’s proposal is mind-boggling in its apparent acceptance that it is the role of the federal government to plan the workforce.

Smith said the proposal is a “Jeb Bush-type plan” that suggests “the only purpose of education is to prepare a citizen for a slot in the workforce.”

“Rather than equip an individual to pursue whatever goal he sets for himself as part of his God-given freedom, this is, instead, the German model being pushed by misguided business interests and some state interests,” she explained. “As a result, the type of education an individual would receive would be influenced by crony corporations dictating to schools the skills needed for future workers.”


Here is another post from the Common Core Diva:

This graphic appeared in a 4 part video series from Freedom Project Media in 2017. I was one of the 3 expert panelists. With the HEA (Higher Education Act) being re-vamped by the same Sellout Congressional traitors as ESSA, we saw the writing on the Wall.
With the Ed/Labor merger, this is all we will know in America. Look how closely we are to the end game goal: global workforce training.

time running out


Here is a post from the anti-CBE group:

YOU are witnessing Marc Tucker’s “necessary revolution in school policy” brought to the country by Lamar Alexander & the Education Cartel…….Common Standards, High-Stakes Testing, Career Ladders, Pay-for-Performance, Charter Schools, No Child Left Behind, Every Student Succeeds Act, Pay-for-Success and now…….federal Career Tecnical and Higher Education Acts…..all to complete the data collection system necessary to use predictive analytics to place your child on the pathway in the New American Schools human capital (education/labor) development system……….It has taken 30 years to get to this point……Will America choose to continue to sit on the sidelines?

And here is a post that was quoted by the post above:

On the Hill next week: Career and Technical Education Act (CTE)(also called Carl D. Perkins Act) is BEING MARKED UP…watch for the Fast Track! Over $1 BILLION on the line.

National Governors Association (NGA) is telling the Senate education committee “Perkins must be connected to state economic development and workforce systems.” Politico

Senate HELP Chairman Lamar Alexander doesn’t need to be told. He was in on the ground floor of this deal since 1986 (at least).

Here is a post from the Common Core Diva Lynne Taylor:

Is this really education’s goal? It wasn’t supposed to be. How to think, act, and live; not what the think do, or where you will work.

no no we wont go

And here is a reply to this post:

I still remember the day my principal stood before me in a staff meeting (way back in about 2000?) and asked, “what should be the purpose of education? Shouldn’t it be workforce ready?” I was like No. Hell no.
That was back in NCLB years (and anyone who complained, about how we were actually REDUCING education, and NARROWING it, was accused of just suffering from the soft bigotry of low expectations ) and I’ve had to watch the nonsense train ever since, especially since it’s through constant measuring and torturing of data in accountability that forces compliance.
So, Big business and monopoly power, has already changed the purpose of education to fit big business, –mostly, but not completely–this is just a final continuation of that and digital makes it all the easier.
Two words: Powell Memo. Oh, and one more: Greed.


Here is a post from a New York anti-Common Core group that helps explain why more attacks are happening at schools:

“…Under Mayor de Blasio, the Department of Education required teachers provide full documentation of a range of non-punitive interventions to at least three midlevel offenses before asking their principal to issue a suspension. Principals, in turn, had to apply in writing to a central office that often rejected their requests.”

And another post from said group:
The Poughkeepsie school district board just sent me a statement, announcing the 2018 four-year June graduation rate for Poughkeepsie High School: 48 percent.
 It is tragically ironic how this 13-year-old faces a FELONY for doing (recording someone without their consent) what Ed Tech companies do to HUNDREDS of students EVERY DAY without repercussions:
 Here is a post from a friend of mine:

The letter lays out the master plan of the Clinton Administration to take over the entire U.S. educational system so that it can serve national economic planning of the workforce.

The letter makes it clear that Hillary participated in the development of that plan some time before the election, though it was scarcely reported at the time. The plan is sweeping in scope, and largely signed into law in 1994 by Clinton’s Democratically controlled Congress (in the Goals 2000 Act, the School-to-Work Act, and the reauthorized Elementary and Secondary Education Act).

That legislation continues to move our system today, and is being implemented in all fifty states, driven by money and mandates from the federal level.


Here is a post from an anti-Common Core page:

🚩🚩🚩A bipartisan agreement has been reached to update the Carl D. Perkins Career and Technical Education (CTE) Act. It DICTATES at least $1 billion of our federal tax dollars on career and technical education programs. Fine? But…

THE PLAN: “Broad authority” to the States to develop their own improvement plans. BUT if states don’t hit their goals, then the Secretary of Education could “hold them accountable.”
That PLUS the Trump administration proposal to merge the Education and Labor departments and Education Department funding !!!!! #StopFedEd

Marc Tucker


Here is a  post from the anti-CBE group:

[name withheld] and I went down to Washington to confront the impact investors about their “secret bipartisan political plan” to privatize pretty much everything.


And here are some replies to said post:

[name withheld], you regularly do yeoman’s work to expose the economic and workforce development agenda (and for anyone chancing to read this comment who hasn’t figured it out yet, workforce development is simply the education arm of economic development). This article is yet another example. Thank you. You and [name withheld]  are two of my preferred sources when I’m looking for details to back up what I’ve been saying to the conservative and libertarian crowds for a long, long time now–that the economic/workforce development agenda is not free, open, or voluntary in any way. It is, rather, the exploitation of the many by the few.

I chuckled when you said that people seemed confused by your presence. I’m sure they were. The whole goal of the economic/workforce development crowd is to do their deals in a way that excludes the rest of us. And to a large extent they’ve succeeded in keeping it this way because most people are (sadly) not going to go to the lengths you do to investigate, analyze, and understand what is being done to them and their children in the name of “public good.”


We are up against giants. Now that I‘ve seen the machine, I have to contest it. I‘ll go down swinging anyway.


Just an addendum…You know, we’ve been trained so thoroughly, most of us. Folks on the so-called “Left” have been conditioned to side with the unions as at least the more trustworthy of government “partners.” Folks on the so-called “Right” have been conditioned to believe that the unions are the devil, while Big Business is the great savior. It occurs to very few that corruption pervades all of these institutions/groups, that they’re all mixing it up together to a greater or lesser degree, depending on what’s to be gained…and that none of them can be trusted to do the right thing. It’s up to us, and us alone, to engage and expose the truth. I thank you for all you do to disabuse people of the notion that the people who pose as saviors are anything of the kind, to let the corrupt know we’re watching, and to put the truth out there for all to see. I am more than grateful for you.


I was particularly peeved when both teachers unions threw us under the bus. While I dread the thought of no unions at all, what use are they if they’re bought out by Bill Gates? At the first NPE convention, Diane Ravitch extracted a promise from both unions not to accept more Gates’ money. Three days later, they accepted a grant from him.


In Chicago? I was there. I heard that promise from both union leaders. And sad to say, I was not surprised when they both broke those promises. What is more surprising to me is that Ravitch and the rest of the NPE crowd, some of whom are extremely intelligent, principled people (Cody, Burris, others) have failed to take a stance that holds union leadership to any substantive account.


I wasn’t there, but I followed the convention online. I will never forget it either. Or forgive.


Have you seen this? Ohio just voted down a bill to combine the state’s school, university and workforce development systems into a single new Department of Learning and Achievement — and now here it is at the Federal level. Plus MORE!


And frankly it’s a miracle that Ohio voted the measure down. Now that the Feds are openly heading that direction, Ohio is likely to follow suit…unless the people of Ohio throw themselves on the train tracks.


With the Feds pushing it, no need for states to do it too. Or maybe it was our legislators growing a backbone. Or Kasich wanting to appear to thwart Trump without actually doing so. Like the old Chinese curse, we DO live in interesting times.


The Feds will do what the Feds always do. They’ll pass enabling legislation that incentivizes the states to go out and do likewise. In a word: comply.

Here is a post from the anti-CBE group:

From today’s Philadelphia Inquirer. Small quote from me, also Paul Thomas. I said so much more to Bender, including our decision to opt out of Google classroom, but that didn’t make it in. Full text below, because it is behind a paywall.…/code-org-google-facebook-microsoft-…

Kindergarten coders: When is too early to put kids in front of screens?
Updated: JUNE 27, 2018 — 5:00 AM EDT

Jennifer Lentz with her children (right to left) Bryan, 7, Daisy, 4, and Thomas, 9, reading in their Swarthmore home. Lentz has concerns about her children’s screen time exposure.
by William Bender & Kristen A. Graham – Staff Writers

Last year, Jeremy Seedorf’s 9-year-old daughter and her classmates received tablet computers from their Lancaster County school. He wouldn’t let her bring one home: “The iPads were coming, and there was nothing we could do about it.”

In the Neshaminy School District, Jessica Reeder was taken aback when she discovered that her daughter had to use the Internet to do her 1st-grade homework: “That was a little bit concerning to us.”

Jennifer Lentz limits screen time at home for her sons, but she can’t stop the increasing amount they are getting in class at their Delaware County elementary school: “There are a lot of parents who feel like me. But I think they feel defeated.”

Hadi Partovi might consider that a victory.

Partovi, a tech entrepreneur and co-founder of the nonprofit, is leading a national effort to convince schools that more and younger is better when it comes to coding and computer science. Tech giants Microsoft, Facebook and Google are among’s financial backers. The goal is to fill the next generation of computer-related jobs. has expanded its reach even as parents such as Seedorf, Reeder and Lentz try to slow the tech tide for their own children.

Twenty-five percent of all U.S. students now have accounts and 800,000 teachers use the site for class lessons, according to the nonprofit. Partovi said two-thirds of all 5th graders in the country have an account.

“It’s mind blowing, considering it’s something I started five years ago,” Partovi, an early investor in Facebook and Airbnb, said in a recent interview with the Inquirer and Daily News., headquartered in Seattle, has been pressing states to pass laws and adopt policies that support computer science, and, by extension, put technology in the hands of students at a younger age.

“Many would say we’re leading the movement,” Partovi said.

Gov. Wolf has embraced the tech approach, hoping to fill an estimated 17,000 to 21,000 computer-related jobs in Pennsylvania. Advocates say early access to technology in schools can help break the cycle of poverty for disadvantaged students.

“There is definitely a supply and demand gap,” Judd Pittman, a STEM consultant to state education secretary Pedro Rivera, said of unfilled jobs that require computer skills.

Wolf’s latest budget proposal includes a $50 million job training initiative to improve STEM (science, technology, engineering and math) and computer-science education. At a summit being held in Harrisburg this week, elementary school teachers can take’s one-day computer science fundamentals course. Over the past year, more than 1,300 teachers have been trained through a collaboration between the state’s intermediate units and

In New Jersey, where says demand for computer jobs is even higher, all high schools are now required to offer computer science classes. and its partners have provided K-5 computer science training to 3,350 teachers. has had remarkable success in advancing its agenda by offering free programs for schools and through a social-media-savvy marketing campaign and lobbying. It has raised $70 million since 2013. So far, 43 states have adopted education policies supporting computer science, Partovi said.

In Pennsylvania, has hired Bala Cynwyd lobbyist Sean Reilly, who served as political director for former U.S. Sen. Rick Santorum. Reilly said is seeking state funding for computer-science training for teachers. The state has endorsed computer-science standards and now allows those courses to count toward graduation, he said.’s critics, however, question whether Silicon Valley should have so much influence over public education.

“Why is Bill Gates concerned about schools? He sees it as another market. He sees students as workers,” said Paul Thomas, an education professor at Furman University and a former high school English teacher. Thomas doubts the value of teaching so narrow a skill as coding.

“It’s better to teach them literacy, numeracy, how to think, how to be critical,” Thomas said, “so then they can kind of adapt to whatever the future requires.”

Lentz and other like-minded parents worry not just about excessive screen time, Internet addiction and data privacy. They ask whether the new courses are being taught too early in the name of workforce development – and at the expense of more fundamental skills, like critical thinking, empathy and collaboration.

“They should be doing what kids do and not thinking about their careers, when they’re eight years old, in a field they may not even go into,” said Lentz, a former Philadelphia assistant district attorney whose sons are in the 1st and 3rd grades.

Alison McDowell, a Philadelphia education activist and mother of a high school junior, questions’s motives.

“They’re pushing it down into really young grades,” she said. “Do we send kids to school so Oracle can pay people less because they have twice as many people for the jobs?”

Partovi, a father of three, describes computer science as a “basic foundation” for current and future jobs, not just in the tech industry, but in government, finance, manufacturing, entertainment and other industries looking to hire technology talent.

“The screen time, I think, is harmful when kids are just watching movies or playing video games,” Partovi said. “But if a student is creating a video game, that’s very different. Taking that away from a student would be like taking a paint brush away from a student that’s learning to paint.”

At Ridge Park Elementary school in Conshohocken, five- and six-year-olds are introduced to coding through Kodable, an education program with the tagline, “Learn to code before you know how to read.” Teacher Brian Adams said such lessons emphasize perseverance, problem solving and efficiency.

“I tell them to think logically,” said Adams, who has been using Kodable for four years at the K-3 school. “You’re trying to get from point A to point B. What’s the best way to get there?”

Mimi Ito, a cultural anthropologist at the University of California, Irvine who has researched educational software, noted that the American Academy of Pediatrics has loosened its screen time guidelines for children, emphasizing instead high-quality programming and parental involvement.

“If your kid is doing something valuable and creative at school and happens to use devices, I personally don’t think there’s anything wrong with it,” Ito said.

In the Philadelphia school district, 129 schools have a digital literacy and technology teacher for grades K-8. Students can learn to program a spherical robot called Sphero through a Bluetooth-connected iPad, then use it, for example, to power a model boat or test a model bridge. They have programmed an Ozobot robot to follow a paper map of the Underground railroad, with colored markers, not a screen.

“We want students to understand coding, but in context with everything that’s going on, because that’s how our world is,” said Luke Bilger, senior project manager in the district’s office of education technology. “Everything you do, there’s some sort of programming involved.

Parent Bob Stewart is taking it a step further, supplementing his 8-year-old daughter’s education at Anne Frank Elementary School with a week-long robotics camp this month.

“I want her to understand that she can do these types of things,” Stewart said. “I think it’s important, almost like another language. I don’t know where the jobs are going to be in the next 10 or 15 years.”

But demand is also up for no-tech education at the Waldorf School of Philadelphia, a small private school in Germantown that teaches children from 24 months until eighth grade – without iPads, Chromebooks, or any screens whatsoever. There is a waiting list for first grade and other programs, according to Alexandra Borders, the school’s director of advancement and enrollment.

“I used to have to explain why we’re a tech-free school,” Borders said. “Now, I find parents are actually searching us out. They get it.”

Several Silicon Valley executives and other tech industry employees from companies like Apple, Yahoo and eBay have sent their children to Waldorf schools.

So does Zack Seward, the Philadelphia-based editor-in-chief of technology news network His 7-year-old daughter will be entering the 1st grade at the Kimberton Waldorf School this year and his 4-year-old son will start kindergarten.

“Skills like being present and thinking creatively and imaginative play are so much more important than any technical skills that can be offered at a young age,” Seward said. “It bums me out when I see a kid absorbed in a phone.”

Seedorf, the Lancaster County parent and guidance counselor, has since relented and allows his now 10-year-old daughter to bring her school-issued iPad home to manage her school assignments. But he thinks the “train is moving too fast” when it comes to technology initiatives that are getting schoolchildren online at earlier ages.

“It’s like everyone is caving and accepting this is the new norm,” he said, “and not taking into account what some of the consequences might be.”

Published: June 27, 2018 — 5:00 AM EDT


And here are some replies to said post:

This year in Virginia our Standards of Learning include standards to be met in computer science in grades k-12. Code.Va is offering teachers free professional development to incorporate the standards as they’re incorporated into so many subjects. I’ve asked if the teachers will be paid for their PD time but no response. I don’t think they are being paid to do this training and right there we have people working for free for corporations.


The thing I don’t get is what exactly do they mean by “coding”? There are many different computer languages and they change over time. One thing that does need to be taught – and not in kindergarten, more like middle/high school – is computer literacy. Not tablets, computers. How to save a file, how to hook up a printer, stuff like that.
One needs to have a good foundation of math skills, writing, and logic to code. It’s not just learning to code.


My sense is coding will be the next sweat shop, low wage work required to manage cyber warfare threats posed by the vast expansion of IoT. They don’t want thinkers, questioners or designers.


You got it. It’s all about expanding the labor pool to decrease worker pay and compensation and increase insecurity knowing you can easily be replaced. Meantime actual top-tier coders and CS people are saying that future coding will be AI-assisted and won’t require writing base-level code as much as an being able to design, create, and critically curate systems.


I once led a CS PD with New York High school teachers focusing on defending against digital surveillance and critiquing Facebook and the social impacts of automated systems and algorithmic bias. My sense was that such critical “digital literacy” skill-development was not what the higher ups behind the CS push were interested in. They wanted kids coding, not exploring ethics, thinking critically about the unseen embedded values and biases in digital networks, or how these systems work as mechanisms of social control, exploitation, and oppression.


They just want obedient, trained worker bees.


And another post from this group:

I wish IL parents would wake up.

And here is a post that was quoted by the post above:

Illinois’ current competency-based learning pilot districts are in Springfield today for “Incubators of Innovation: Expanding the CBE Toolkit.” They engaged in the “Infusing Cognitive Rigor Into Your CBE Model” session this morning with Dr. Karin Hess from Educational Research in Action.#CompetencyEd


And yet another post from said group:

#Read this study commissioned by Google for Education.

Who knew Google played a role in the ed-workforce talent (data) pipeline? But of course Google is involved in this–it’s good for business, right? No need for knowledge when you can Google it. More users dependent on Google means more data, more ads, more marketing…more Google business. As Google points out in the study, “Technology has a central role to play in skills development.” Chromebooks, G-Suite, Google Classroom, Google app bundles are ready to help!… and Google today is teaming up with Common Sense Media to create Digital Citizenship Curriculum. How …fitting.)
Google for Education commissioned a 2015 study entitled, Driving the skills agenda: Preparing students for the future. The report apparently tries to predict how to best prepare for an unknown future and jobs that don’t yet exist, as evidenced by the following quotes,

“This research programme, sponsored by Google, [is] to examine to what extent the skills taught in education systems around the world are changing. For example, are so-called 21st-century skills, such as leadership, digital literacy, problem solving and communication, complementing traditional skills such as reading, writing and arithmetic? And do they meet the needs of employers and society more widely?”

“How can education best prepare young people to navigate their way through an increasingly interconnected and complex world in which factual recall will perhaps matter less than their ability to understand differing perspectives?”

“As proponents of 21st-century skills point out, we have no way of knowing what challenges tomorrow’s graduates will face, and still less what jobs will exist for them to apply for. The best education can hope to do is to equip students with sufficiently transferable skills to be able to respond to whatever the future holds.”

“The business executives surveyed agree that broadening access to technology in schools and universities is one of the top three ways in which the education system in their countries could benefit business.”
Tech in schools to benefit business. That’s rich. What about education benefitting …children?
If the Trump Administration is looking to do a little pruning with their recent proposal; maybe they can **instead**, hone their focus and make some cuts to the unconstitutional, incredibly expensive, non-consensual student data pipeline.



 And her are some replies to said post:
Have you seen that HSLDA is pushing GSuite into homeschool co-ops? Makes me wonder what deals are going on.
If I had a dime for every time I heard someone say, “Unknown future and jobs that don’t exist yet.” How ugly is this future going to get? We’ve never had a crystal ball about future jobs and trends.
LIkely pretty ugly as so many businesses/schools will be closed. They’ve been saying this since that 1989 NGA education conference in Kansas with Lamar A, Shirley McCune, et all.

I would be curious to know how many states (like Idaho) are STILL using DMV records to link SSNs with data from SLDS. ( … the white papers that Inlink to at the end of this blog are from 2013 and 2014– when state Dept of Ed was still telling parents they didn’t get student Pii and didn’t share it. ) Wonderng if WDQI is still handing out grants for this data questionable matching.

I believe we found 3 years ago that our SLEDS (MN version – cute, right?) had PII and it was social security numbers
If your state is on this grant awardee map, your SLDS (or SLEDS, as the case may be) is sharing data w workforce… “Each WDQI grantee is expected to fully develop (or expand in the case where states have a database underway) their workforce longitudinal database in addition to using that database to conduct analysis of state workforce and education systems. Additionally, WQDI grantees are expected to use this data analysis to create materials (i.e., scorecards) on state workforce performance to share with workforce system stakeholders and the public.”
 The  Neenah  school district in Wisconsin has adopted a radical K-5 sex-ed curriculum:
 A Pennsylvania school district was forcing students to watch LGBT indoctrination videos and parents weren’t even allowed to know what their kids were being shown:
 Looks like the Dallas Fort Worth school district is also keeping sex ed material from parents: 

Gun Control Supporters Part 2

Part 1 was getting a bit long so I made a part 2

CeaseFire PA Buddies

The Anti-Violence Partnership of Philadelphia

Coalition Against Gun Violence

Benedictines for Peace Erie, PA

Brothers of Concern

Bucks Against Gun Violence
Bucks Safe

Chester County Coalition to Prevent Gun Violence
Communities in Action for Peace
Communities United Together (C.U.T.)
Concerned Citizens of Chester
Delaware County United for Sensible Gun Policy
East Liberty Concerned Citizens Corporation/Larimer Blueprint Commuity
Guns Downs
Keystone Progress
Lawrenceville United
Lower Merion United
Mayors Against Illegal Guns
Mocha Moms
Moms Against Illegal Guns
Moms Demand Action for Gun Sense in America-Pennsylvania Chapter
Mothers In Charge
Operation Stand Up
Organizing for Action i
Philadelphia Coalition for Victim Advocacy (PCVA)
Pittsburgh Community Reinvestment Group (PCRG)
Pittsburgh North People for Peace
Project Peace
States United to Prevent Gun Violence
Bloomfield-Garfield Corporation
Chester County Coalition to Prevent Gun Violence
Coalition for Peace Action (CFPA)
Pennsylvania Interfaith Impact Network (PIIN)
Thomas Merton Center
The Tree of Hope
nitarian Universalist Church of the South Hills (UUCSH)
Youth Opportunities Development (Y.O.D.)
Youth Violence & Crime Reduction Partnership


Florida SB 7026 Supporters




Ohio Gun Control Supporters

Andrew J. Ginther
Mayor of Columbus

Zach Klein
Columbus City Attorney

Shannon G. Hardin
President, Columbus City Council



Vermont State Rep Gun Control Supporters

Ancel of Calais
Bartholomew of Hartland
Baser of Bristol
Belaski of Windsor
Bissonnette of Winooski
Bock of Chester
Botzow of Pownal
Briglin of Thetford
Browning of Arlington
Brumsted of Shelburne
Burke of Brattleboro
Carr of Brandon
Chesnut-Tangerman of
Middletown Springs *
Christensen of Weathersfield
Christie of Hartford
Cina of Burlington
Colburn of Burlington
Conlon of Cornwall
Connor of Fairfield
Dakin of Colchester
Giambatista of Essex
Gonzalez of Winooski
Grad of Moretown *
Haas of Rochester
Head of South Burlington
Hill of Wolcott
Hooper of Montpelier
Houghton of Essex *
Howard of Rutland City
Jessup of Middlesex
Joseph of North Hero
Keefe of Manchester
Keenan of St. Albans City
Kimbell of Woodstock
Kitzmiller of Montpelier
Krowinski of Burlington
Lalonde of South Burlington
Lanpher of Vergennes
Lippert of Hinesburg
Long of Newfane
Lucke of Hartford *
Partridge of Windham
Pugh of South Burlington *
Rachelson of Burlington
Read of Fayston
Scheu of Middlebury *
Scheuermann of Stowe
Sharpe of Bristol
Sheldon of Middlebury
Sibilia of Dover *
Squirrell of Underhill
Stevens of Waterbury
Stuart of Brattleboro *
Sullivan of Dorset
Sullivan of Burlington
Taylor of Colchester
Till of Jericho *
Toleno of Brattleboro
Toll of Danville
Townsend of South
Trieber of Rockingham

Deen of Westminster
Devereux of Mount Holly
Donovan of Burlington
Dunn of Essex
Emmons of Springfield
Fagan of Rutland City
Fields of Bennington
Forguites of Springfield
Gannon of Wilmington *
Gardner of Richmond *
Macaig of Williston
Masland of Thetford
McCormack of Burlington
McCullough of Williston
Miller of Shaftsbury *
Morris of Bennington *
Mrowicki of Putney
Ode of Burlington
O’Sullivan of Burlington
Pajala of Londonderry
Troiano of Stannard *
Walz of Barre City
Webb of Shelburne
Weed of Enosburgh
Wood of Waterbury *
Wright of Burlington
Yacovone of Morristown
Yantachka of Charlotte


NoRA Buddies

Blue Future

Student Outreach and Voter Registration Partner
Blue Future is a youth-led civic engagement startup focused on organizing young people around progressive electoral campaigns.

The Campaign to Keep Guns Off Campus

Student Outreach and Leadership Partner
The Campaign to Keep Guns off Campus works with colleges and universities across the country to oppose legislative policies that would force loaded, concealed guns on campuses.


Technology, Outreach, and Legislative Partner
Countable makes it quick and easy to understand the laws Congress is considering and streamlines the process of contacting lawmakers, enabling voters to easily tell them how they want them to vote on bills under consideration.

Design Studio for Social Intervention

Artistic and Activism Partner
Situated at the intersections of design thinking and practice, social justice and activism, public art and social practice and civic / popular engagement, we design and test social interventions with and on behalf of marginalized populations, controversies and ways of life.

Drain The NRA

Strategy Partner
Drain the NRA is a grassroots movement that combats the gun lobby’s stranglehold on Congress by boycotting and divesting from the gun industry and its corporate partners, while shining a light on those politicians who value the NRA’s financial contributions over the lives of their own constituents.

Every Voice Center

Activism and Voter Outreach Partner
Every Voice Center designs, supports, and wins small-donor elections programs at all levels of government across the country.

Guns Down America

Activism, Policy and Engagement Partner
Guns Down is taking on the NRA on all sides, by exposing the true cost of its guns-everywhere agenda and challenging those who do business with the NRA.


Activism and Engagement Partner
Hollaback! is a global, people-powered movement to end harassment. We work together to understand the problem, ignite public conversations, and develop innovative strategies that ensure equal access to public spaces.

Newtown Action Alliance

Organizing and Policy Partner
Newtown Action Alliance is an all-volunteer grassroots organization founded by Newtown residents after the tragic December 14, 2012 Sandy Hook Elementary School shooting

Rock the Vote

Voter Registration, Engagement, And Student Engagement Partner
Rock the Vote is a nonpartisan nonprofit dedicated to building the political power of young people.

Spread the Vote

Voter Registration and Engagement Partner
Spread the Vote is a nonpartisan, nonprofit organization that believes the only way to change our country is to ensure that every citizen can vote, and if that means that they need a state ID, then Spread the Vote will make sure they have one.

Sunshine Sachs

Communications and Messaging Partner
Sunshine Sachs is a full-service communications firm built on the notion that good ideas have the power to change the world we live in, shape our cultural conventions and create new models of success in every industry.


Art Activism Curation
TaskForce is a Los Angeles based creative agency that collaborates with the most influential non-profits, brands and people taking on the most pressing challenges facing our state, our nation and our world.

Activist Partners

Susan Aldeman
Jennifer Bailey
Rania Batrice
Michael Ian Black
Nadine Bloch
Chaz Bono
Pam Campos-Palma
Don Cheadle
Rob Delaney
Sara Deneweth
Minnie Driver
Jennifer Esposito
Jon Favreau
Francis Fisher
Lennon Flowers
Shanelle Gabriel
Chris Gorham
Justin Hendrix
Joseph Huff-Hannon
Ben Jackson
Ashley Judd
Aaron Kagan
Valarie Kaur
Kelly Kall
Cameron Kasky
Harvey J. Kaye
Joe R. Lansdale
Rabbi Michael Latz
David Leopold
Laura Mannino
Renato Mariotti
Heather Matarazzo
Emily May
Samantha McGarry
Debra Messing
Bethany Mikulis
Alyssa Milano
Peter Morley
Seth Morrison
Arden Myrin
Asher Novek
Lance Orchid
Eliza Orlins
Patton Oswalt
Laura Packard
Amanda Palmer
Chelsea Parsons
Sarah Peck
Andy Pelosi
Piper Perabo
Sonja Petrovic
Emma Popkin
Maura Quint
Alysia Reiner
Kendrick Sampson
Cliff Schecter
Vanessa Selbst
Maureen Shaw
Anat Shenker
Shaneice Simmons
Andrew Slack
Andy Slavitt
Caissie St. Onge
Rena Sofer
Topher Spiro
Max Stahl
Francoise Stovall
Tara Strong
Hadar Susskind
Amber Tamblyn
Bradley Theodore
Baratunde Thurston
Jen Tolentino
Chris Vaeth
Leigh Volpe
Melissa Walker
Natalie Weaver
Heather Whaley
Maya Wiley


We Can Vote Buddies

Articles of Association

Modeled, in part, after the Articles of Association created by the Founding Fathers to boycott British goods, this one will be used to boycott  companies and groups enabling the tyrants here and abroad.










Blue Cross Blue Shield

Wells Fargo

Bank of America