Stuck in the Muck: Trapped in Outcome-Based Reforms that Don’t Work

If President Trump drained the swamp, we would still be stuck in the muck.

Cartoon provided by Ben Garrison. Visit his site at GrrrGraphics!

Still waiting on leaders to fix health care? And how many decades have we listened to talk about fixing the education system? But, did you know that both these systems are suffering from the same problem?

“Make America great again”? We can’t do that without understanding what changed America. Until then, we spin our wheels, dig ourselves in deeper, and allow the expanding swamp to be refilled.

The problem? We switched drivers — from leaders believing in progress to those driven by outcome-based data, money, and their own arrogance. Our drivers own the world and dictate the rules.

We the People? We don’t know which way to turn. But even if we did, we can’t move forward because we’re stuck in the muck.

Health care, social security, the justice system, the environment, education, on and on — all the major social problems are being kicked down the road. And we are stuck in debt up to our eyeballs while our social safety net develops ever-widening holes.

Most of the holes were created by us and what we don’t know.

In the health care debate, what aren’t we hearing?

“The physicians say the increased use of quality metrics to assess provider performance is having a negative impact on quality of care. Far fewer (22 percent) see quality metrics as having a positive impact on quality.

Nearly half (47 percent) of physicians and just over a quarter (27 percent) of nurse practitioners and physician assistants say the recent trends in healthcare are leading them to consider an earlier retirement.”

Source: NPR Suicides are up. Tracking outcomes isn’t what these people needed us to do.

Physicians and teachers are facing the same problems.

Where we once had community hospitals (schools), we now have health care (charter) management organizations. They control a data-driven system with an eye towards cost-cutting through technology. The technology industry and health treatment (education market) industries are flourishing.

People? We aren’t doing so well. Not only are teens and middle-aged men killing themselves at alarming rates, Americans in general are not as happy as we once were.

We know we need to address heath care. But we seem unaware of how desperately we need to consider real education reform as a national priority.

If we can’t gain control of our own local school systems, what hope do we have of solving our other more complex problems?

When leaders put Standards Based Reforms (SBR) in federal education law, we were trapped in the education metrics of outcome-based reforms.

Once we drop the fallacy that Standards-Based Reforms are a silver bullet, true education reform will be possible.

Statistics now prove what many believe. Standards don’t ensure student achievement. The focus on monitoring outcomes ignores the problems created by separate and unequal schools.

The misconception is that setting “higher, better” standards improves schools. It doesn’t.

Do you know why No Child Left Behind (NCLB) didn’t improve schools? SBR. And the Every Student Succeeds Act (ESSA) perpetuates the same problem. SBR.

“Now we risk setting national curriculum standards instead of recognizing that children need us to identify their individual strengths and weaknesses and work with them to attain a level of mastery of the classroom curriculum as outlined in a locally agreed upon instructional framework.

This isn’t a philosophy that gets away from being held accountable to a standard; it’s one that is responsible for meeting the needs of the individual student along with educational standards.” The Crucial Voice of the People

That is a description of standards-referenced education, not standards-based (NOT the Outcome-Based Theory).

But the country is stuck because our tax dollars for education continue to be spent on SBR, not invested in us.

“We’re stuck because our focus, our funding priorities, and our personal beliefs and attitudes are failing to serve our country.

We are stuck in the standardization of children ditch because we set test scores as our goal—in law and in the minds of Americans.” The Crucial Voice of the People

Metrics rule. Plus, we have not listened to people with a passion for teaching and compassion for children.

“In the last several years, with the continuing emphasis on using data to drive instruction, I find myself increasingly skeptical about what we do to ‘benefit’ students. …

Data seems to be the driver of much educational policy today, even when it means we force students into increased time with their weakest subjects, and excluding content that might intrigue them.  We marvel at the lack of engagement while we simultaneously impose rigid interventions…

I’m very concerned that our fixation on data has become more important than the engagement of students in topics that might lead them to important self-realizations of competency…  It often feels like teachers are working in a system designed for disengagement, while at the same time being evaluated on their skill at maintaining engagement!

Regardless of my knowledge or enthusiasm, I’m still expected to march as a good soldier with what I see as an archaic system…

Our current models mean we–teachers, administrators, and students–fixate more on ‘grades’ than learning.  I can no longer grow as an educator when I feel confined by parameters that fail to prioritize self-discovery and lifelong learning–for all of us.” — Cindy McDonald (A Now Retired Teacher)

We are losing compassionate and passionate public servants. Our public services are trapped in the metrics of Outcome-Based Reforms because we aren’t controlling how our money is spent.

The more automated our human services become, the less service we are providing to humans. People are getting frustrated and blaming the government.

But consider this. The government is not run by people representative of us. Our government is run by the rich, ultra-rich, and the greedy who are willing to look the other way when it comes to using our lawmaking process for their own benefit. Palms are being greased. The “grease” keeps the swamp slimy.

And it is the arrogance of these ultra-rich people, telling us what is best for us, that we should no longer tolerate.

We’re the ones that need to roll up our sleeves and drain the swamp.

To clean House, we need an election revolution every two years until we’re no longer stuck but rather making real progress again.

Start in The House.

In writing about the House of Representatives, James Madison said, “They in a word hold the purse” (Federalist No. 58).

The Constitution: Article I SECTION. 7 “All Bills for raising Revenue shall originate in the House of Representatives…”

“The greater the power is, the shorter ought to be its duration” (Federalist No. 52: Madison). Thus, Article I SECTION. 2 “The House of Representatives shall be composed of Members chosen every second Year by the People…”

One solution offered in Restoring American Happiness is greater public financing of health and education. And we must invest wisely.

We need to control the purse…

“As the people are the only legitimate fountain of power” (Federalist No. 49: Madison), we are central to our own progress as a nation. And to restrain the House requires “above all the vigilant and manly spirit which actuates the people of America, a spirit which nourishes freedom, and in return is nourished by it (Federalist No. 57: Madison).”

Call it an electoral revolt or call it an election revolution. Call it what you will. It is what our nation’s fathers directed us to do. It will nourish progress.

We filled the swamp; we can drain it. And we can refill it with representatives that will invest in the human side of both health care and education….or we drain it again…in two years time.

Rural America in the Crosshairs: A New Frontier for Profiteers

This is my plea to rural America and to all the people who carried Mr. Trump into the White House. Please remember your power and use it well. Don’t let corporate interests ruin our American small-town way of life.

Preserving our public education system is at the heart of this battle. And the public can both preserve and improve our schools…Why close them or leave them behind?education-reform-quotes-1

This past election season should give us hope. In Massachusetts (the state that has proven that true education reform is possible), voters said “NO” to lifting the cap on charter schools. Why?

“…almost all of the fiercest Question 2 opponents were cities and towns whose public schools are losing money to charter schools.”

And as one principal expressed…

“Community members and parents I talk to want to fight for the resources to improve the public schools we already have rather than opening more schools.” He [Peter Bachli] added, “It’s as if the refrigerator light went out and instead of fixing it you bought a new refrigerator.”

Many people are considering the consequences of “school choice” as we now know it. Charters, school vouchers, and technology are the main products being sold to fill the gaps in education decisively created through our laws. Yes, the market was created.

To make a buck (or billions), the education industry under the guise of education reform has put a price on the heads of children — again and still. Urban markets were tapped first. Now, schools in rural America are in the crosshairs.

But rural America doesn’t have to go the way of America’s urban districts. Not if we learn from their experiences.charter_charterfigure1

And here in Idaho, we can learn from other small towns that have all but been destroyed by our modern-day version of “school choice.”

My hometown of Albion, Michigan is a perfect example. Crippled economically by unfair competition leading to de-industrialization, families paid the price for “globalization” (a nice code word for the development of multinational corporate monopolies).

At the same time, the farce of test-based reforms in K-12 education fueled the development of school choice laws.

So with 80 percent of charter schools in Michigan being for-profit schools, the education industry profited at the expense of American small-town traditions. Gone were the Friday night football games. Gone were the Christmas programs. Gone were the opportunities to gather in local businesses after school events — because — gone were the schools. They were closed. Kids are bused elsewhere.

The fabric of the community was shredded.

Rural America, I’m not crying wolf. Rural schools ARE in the crosshairs of the education industry. The plan is well underway.

Step 1: Direct funding

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FROM A New Frontier: Utilizing Charter Schools to Strengthen Rural Education  by Andy Smarick http://files.eric.ed.gov/fulltext/ED553987.pdf

Step 2: Get state law in line

AND open the door for philanthropic venture capitalists. Those with an interest in "success" of these charters will use their money to ensure "effectiveness" can be demonstrated. (Idaho State Law)

AND this opens the door for philanthropic venture capitalists. Those with an interest in “success” of these charters will use their money to ensure “effectiveness” can be demonstrated.

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An application needs an “estimate” for the first year. What happens after the first year?

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Remember, these are federal grants of taxpayer dollars.

Step 3: Coordinate federal law …(while claiming more state and local control)…

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This is the Every Student Succeeds Act (ESSA Public LAW 114-95). Why does the federal government feel the need to tell states how to fund charter schools?

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Eyes will be on the start-ups in the beginning. But how long will the watchdogs keep watching?

Step 4: “Grow-your-own” market even when that means you direct funds AWAY FROM IMPROVING SCHOOLS….really.

YES, this does say to FOREGO improvements. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what regular public schools used to offer.

YES, this does say to FOREGO improvements. THIS IS ESSA. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what was removed from regular public schools.

The decades-long standards, assessment, accountability, and technology movement continues making “choice” a moneymaking instrument easily sold to freedom-loving people.

For Idaho this began in the 1990’s with the Albertson Foundation sponsoring the development of “new” standards. Then came the assessments and accountability mechanisms to spawn competition between schools thus creating a market for “choice.” They focused their money and our laws (and money) on standards and testing for math and reading at the expense of better quality education. Their vision. Their plan. Their lobbyists that created “our” laws that in turn foot the bill for education products to fix what they helped ruin.

Now, they have much of Idaho believing we don’t understand “what policies and practices are likeliest to help” improve our rural schools. That simply is not true.

In January of 2013, one conclusion of state research was that our rural schools wanted their teachers to have the opportunity to obtain multiple certifications. Administrators wanted to improve the quality of their teaching workforce.

Instead, in August of 2013, the Albertson Foundation brought in out-of-state experts to examine OUR rural schools.

They found a new frontier — for rural charter schools — based on “the fantastic work done by charter management organizations” and “human capital organizations” like The New Teacher Project…..Wait? Who?

screen-shot-2016-11-30-at-2-09-16-pmLet’s be clear. We are talking about philanthropic venture capitalists. These are the same people who put their money (and ours) on Common Core.

You think Common Core is simply going away because Mr. Trump doesn’t like it? Not when those who teach the teachers, develop the leadership, and lobby the lawmakers are in control. The Common Core System is in place. With the change of a name, in the blink of an eye, we still face the same problem of no real local control. Charter schools are not the answer to that problem.

And there seems to be a belief that charters will only come in where they are needed and wanted. Can the public just say no and have it be so? Ask congress.

Federal law - ESSA - gives the Secretary of Education POWER!

Federal law – ESSA – gives the Secretary of Education POWER!

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In Idaho, our state board has the POWER also. Idaho’s State Board is not elected; they are selected!

 

So knowing how the laws have been fixed to profit the charter industry, as I traveling across rural Idaho over the Thanksgiving weekend, I tried not to think about it. But unfortunately while passing through one small town in particular, a horrible thought struck me. How long would it be before the food chain consisted of ConAgra, Monsanto, and Walmart?

And what will the schools be like under this new world order? Well, if the purpose of education is work-force development, we know who’ll be calling the shots.

10389690_773525136032161_985265226383217614_nOn the other hand, I’m not convinced that corporate America will trump rural America.

Will America be made great again by those who control the schools?

Will rural America choose to give control to the same people who manipulate our laws to benefit their industry?

Or will rural Americans reclaim the “new frontier” as their own?

How will we see success?

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Crosshairs added with the help of a friend. Photo from Harvesting Success: Charter Schools in Rural America brought to us by the “National” Charter School Resource Center and SAFAL partners (a consulting firm with “deep domain knowledge in the charter section, human capital management systems, and next generation learning.”….Rural America, are these the people you want managing your children and grandchildren?

“Let’s have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.” — Abraham Lincoln

P.S. Special thanks to the undistinguished Americans that go unacknowledged for the extraordinary research they selflessly do everyday (without pay) in an attempt to enlighten all of us. I for one appreciate their contributions to this blog.

Neoliberalism: To Know It Is To Recognize It

noam-chomsky-quote-2The term “neoliberalism” is not in my old college dictionary. And most people I’ve asked don’t know what it is. For that reason, the public is not been able to recognize the ideology behind many of our public policies…

We have become victims of sabotage —of our own doing.

An economic approach is one component of neoliberalism.

An economic approach is only one component of neoliberalism.

We are political pawns in the neoliberal game.

The situation looks daunting. But don’t despair. Shedding light on the neoliberal agenda will enable you to better understand the concept and determine for yourself if you have unknowingly adopted this ideology as your own.

As explained in “Our Neoliberal Nightmare,”

“Everything that promotes the market, i.e., privatization, deregulation, mobility of finance and capital, abandonment of government-provided social welfare, and the reconception of human beings as human capital, [is] encouraged.

It should be said that neoliberalism thrives on prompting crisis after crisis…so that each succeeding crisis only erodes the power of the working class and makes the wealthy wealthier.

[Our] politics succumbs to neoliberal economic theory…[so]… In this revolution of the law, persons have no status compared to corporations…

[And the author writes] I am merely outlining the strength of an opponent that has refused to be named for forty-five years, although it has been the ruling ideology that long!”

Neoliberal beliefs have permeated our social and political structures with bipartisan appeal.

And indoctrination into the neoliberal philosophy runs the gambit — from political propaganda to training within the public education system. That’s right! We’ve been infiltrated.

John Perella’s dissertation on the National Institute for School Leadership (NISL) enlightened me. I hope it does the same for you.

  • Neoliberalism is pro-business and does not view powerful corporate influence as problematic (p15)…
  • Neoliberalism is acutely conservative in its economic approach. In fact, neoliberals share many of the same educational goals of neo-conservatives. (See The Politics of Reform for definitions.)
  • Neoliberalism is about restructuring society to allow for, and facilitate the growth of, free-markets (p16). [See “free-market” discussion in the comments below.]
  • Simply put, neoliberalism is a belief system and an economic approach. Privatization is just one strategy of this larger movement and globalization is the background for this entire story (p17).
  • Some have argued that privatization (and consequently the end of public education), driven by neoliberal education policies is the objective of [the] landmark legislation [No Child Left Behind] (p17).

Don’t be led to believe NCLB is gone.

The newest version of No Child Left Behind (NCLB), the Every Student Succeeds Act (ESSA), continues to harbor the neoliberal education reform agenda.

What’s wrong with the neoliberal philosophy guiding our public education system?

Children. It’s creating problems for children, which in turn creates problems for families. And in dysfunctional families, the problems are magnified.

We know children need a supportive social structure.

Proponents and critics alike of privatization have identified social cohesion as a possible victim of market driven education.

One cannot expect a competitive approach to promote social cohesion (p51).

That concept is what people like New York Times writer David Brooks haven’t figured out. As explained in The Common Good & Education, he understands that children need a strong social fabric. But he doesn’t see how neoliberal / neoconservative education reform laws damage the social fabric he claims is essential.

Here’s how. Different —more or less— and “higher” standards led to the perceived need for more standardized assessments. More standardized assessments fed the theory of competition. Test scores stirred the public to call for accountability.

When no accountability was forthcoming, “choice” was offered. Choice nourished the market. And the technology to run this whole ruse brought the neoliberal agenda full circle.

Money is being made at every step of the way. Reform? Not so much.

The neoliberal philosophy has us believing that there is nothing wrong with private industry taking over work traditionally done by public institutions…You know the sell… cutting through the bureaucracy, ending the government monopoly on education, and all that jazz… But, answer this…

What is the problem with NISL — Marc Tucker’s for-profit, non-collegiate, privately controlled organization — training/educating/indoctrinating (your choice) OUR public education leadership?

  • NISL is not understood by its participants and has not been sufficiently examined by the public (p136).
  • Schools are not neutral conveyors of knowledge but are instruments of ideology (p28).
  • Since public education is an instrument of ideology, then leaders trained by NISL will predictably influence their respective schools or districts (p29).
  • NISL will inevitably apply increased sway on public education as more school leaders are trained (p22).
  • Pragmatically, NISL seems to always have one eye on state and federal policies. When it was created, there was a clear alignment in NISL with the spirit of NCLB (pg94).
  • The NISL leadership in Washington envisioned the future of the program to include many new initiatives that would “drive NISL deep” (RH). These included cohort coaching and mentoring, new leadership curriculum in early child learning, special education, ELL and disability, as well as pipelining (p99).

And please keep in mind, neoliberal thinking takes the social justice ideal and uses the platform to justify the market-based theory. It draws in liberal thinkers and civil rights groups trying to do what is right for society — unknowingly putting children at the mercy of the almighty dollar.

And never mind how you and I define social justice. Neoliberal leadership proceeds to act by whatever means they desire —pocketing public dollars in the process—and always producing more human capital to do their work.

As Dr. Perella explained NISL’s program, the leadership “education” combines military and business training practices. Pipelining is how the military routinely picks and develops their leadership. And Marc Tucker’s NISL (with his parent organization National Center on Education and the Economy – NCEE) isn’t  the only show in town.

“The Broad Academy is a subsidiary of the same Broad Foundation that has [financially] supported NISL. Broad has two distinct flagship initiatives, a residency program for placing “participants into full-time high-level managerial positions in school districts, CMOs (Charter Management Organizations), and federal/state departments of education” (http://broadresidency.org/about/overview.html)

… at the risk of interrupting your reading, let me stop you right here…. Did that last point wake you up? Placement in federal and state “departments of education.” Targeted, strategic placement in our governing structure…just checking that this bombshell hit you…. Okay, so, there is the Broad residency program…

and their Superintendent Academy. The primary goal of the Academy is to train and place non-educator executives into superintendent positions.

In 2009, 43 percent of all large urban superintendent openings were filled by Broad Academy graduates (p58).

So between just these two neoliberal buddies, they have covered the training of urban district superintendents, U.S. Department of Education employees, many State Department of Education hires, and principal training in at least 15 states — all indoctrinated (my choice of words) into the neoliberal doctrine.

I’ll ask again, what is the problem?

Well, I agree with Dr. Perella…

Tucker truly is the man behind the curtain. [And] NISL is but one component of Tucker’s influence on public education reform (p138).

…there is very little ‘public’ in NISL’s design for the training of public school leaders (p137).

And we must always remember,

Central to the neoliberal doctrine is a simple, yet powerful objective: profit (p40).

So with much appreciation for Dr. Perella’s diligent work in answering some very important questions, let me end with some words from the man behind the curtain…from page 50 of Tucker’s publication Governing American Education: Why This Dry Subject Might Hold the Key to Advances in American Education”screen-shot-2016-10-26-at-8-53-41-am

Stoppable? Well, we do have a choice. But the question is, do people want to hear it?

And will people consider answering a few questions, like these:

Who should be holding the key to our future?

Are we going to let our public education system go the way of neoliberalism?

If we do nothing, we know how this story goes. History tells us.

Our move.polyp_cartoon_rich_poor_neoliberal

 

 

 

 

 

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Note: The pdf provided here for Dr. Perrella’s dissertation concerning NISL is my personal copy. I provided my highlighted and underlined copy not to influence readers with what I found important or interesting but as a courtesy to those who might need to skim, rather than read, the 172 pages.

A clean copy can be found here.

Foreign Influence & America’s Choice

Wow! It took this crap-fest of a presidential election to get the issue of foreign influence to the national stage. But seriously, we actually do need to talk about foreign influence in the inner workings of our government —in the making of our laws.

Sure, we should be appalled by foreign governments trying to influence our elections but foreign influence in our government is nothing new; it’s business as usual in the cesspool of Congress. 878492

Oh, and I might as well be upfront with you. This blog isn’t about the presidential election. This is about BIG money in politics. This is about foreign interference in our lives on a regular basis.

So please, hang with me on this little, but disgusting, story. You need to know how multinational corporations stealthily exert foreign influence on Congress and pilfer our coffers. And even worse, the villains in this story are quietly working to privatize a whole public system and create a global monopoly on education. (Hidden Privatisation) TRUE STORY!

The story begins with the British-owned company Pearson Education Corporation. They aren’t the dreaded Russians but they are a foreign influence none-the-less.

Pearson provides publishing and assessment services to corporations and schools from Pre-K to higher education and …. professional learning (oh, that’s a story for another day!).

Do they influence our public policies through lobbyists? Yes, openly.

Sandy Kress, the controversial testing lobbyist, was the architect of No Child Left Behind who then lobbied for Pearson Education while simultaneously serving on several state advisory boards. Kress became so unpopular amid an anti-testing rebellion in Texas that the legislature made it illegal for him or any other testing lobbyist to make campaign contributions. Even registered sex offenders can give politicians money in Texas.

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Provided by Open Secrets

Pearson’s lobbying of Congress increased just after the writing of No Child Left Behind in 2001 and Common Core in 2008. Remember, this is foreign influence over dollars spent. They secure the law then secure the spending.

It’s legal. But it’s not right.

And it’s the stealthy part of this story that should really alarm us —the think tanks.

Think tanks influence the actual writing of the laws. Foreign powers do buy influence through them. Their goals become the aim of our laws. Terminology is of their choosing. Their influence fixes a law in place. That’s how the development of “an industrial complex” works — by influencing “public” policy. (“Public” in the sense that the public follows the law.)

And unbeknownst to most of the public, it can be foreign agents creating the loopholes that keep us running in circles unable to ever catch up to the truth in time. The money’s pocketed before we know it.

But, let’s get back to the story. We know this…

Pearson announced “in the summer of 2000 to spend $2.5 billion on an American testing company.” (Some thought it wasn’t a great investment. Ha!)

…“the next year, Congress passed the No Child Left Behind Act, which mandated millions of new standardized tests for millions of kids in public schools.”

Pearson just happened to be “in a prime position to capitalize.”

And we know…

School testing corporations have spent at least $20 million on lobbying along with wining and dining or even hiring policymakers in pursuit of big revenues from federal and state testing mandates under “No Child Left Behind” measures and the Common Core curriculum, according to a new analysis by the Center for Media and Democracy (CMD).

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Yup. Lawmakers created a no profit left behind free-for-all targeting public school children.

Now, this is the point in this little story where the connection of Pearson to Marc Tucker—the unofficial consultant for our fundamental change to a standards-based (test-based) system under No Child Left Behind —was still only speculation in my mind….until I found the following fact.

On Sept. 10, 2001, President George W. Bush was at Jacksonville, Florida’s Justina Road Elementary School “to tout his $900 million education agenda.” He…

“chose Justina because test scores at the Duval County school have steadily increased in the past few years, thanks to a new program that emphasizes literacy skills.

That program – America’s Choice.”

ALWAYS, the plan was sold using this promise…

“Every student should leave high school capable of doing college-level work without remediation.”

These same words were in my states’ mission for “our” standards-based accountability system in 1999 and the words were reused again to sell Common Core. Is No Child Left Behind connected to Common Core in the minds of most Americans?

Is the choice of words, a coincidence? No. The connection is America’s Choice.

Tulsa Public Schools (TPS) first partnered with America’s Choice in May 2009. Financed with more than $3 million in federal Title I funds from the American Recovery and Reinvestment Act, America’s Choice is working with the district to implement the Rigor and Readiness Initiative into 19 middle and high schools. The initiative, which America’s Choice developed with ACT Inc., the company that creates the college preparation test, includes the Ramp-Up and Navigator curricula.

The Common Core State Standards Initiative was also funded with money from the American Recovery and Reinvestment Act. The think tanks and other “education organizations” got together. And the same people continue to profit from selling us the same product (the standards & testing-based theory)— repackaged.

Funded with American Recovery and Reinvestment Act dollars!?!!!?!! In the Great Recession our Recovery Act dollars fed the multinational education industry…. foreign companies instead of our children. Wall Street at the expense of Main Street! Wasn’t that the outcry?

At this point, we do need a good laugh.

At this point, we do need a good laugh.

So who founded America’s Choice? Marc Tucker. What think tank does he run? National Center for Education and the Economy (NCEE). How influential is he? Way, way too influential.

When it comes to education law, if parents and teachers were half as influential as this one man, we might actually get to the promised land — equal educational opportunity.

Ah, but the rest of the story —the Coup De Grace $$$$$$$$$$

America’s Choice…

“began as a program of the National Center on Education and Economy (NCEE) in 1998 and became a private [for-profit] organization in 2004.”

…combined with Pearson…to seal the deal.

Pearson and America’s Choice Announce Acquisition Agreement

August 3, 2010 —Pearson…today signed a letter of agreement to acquire America’s Choice…Pearson’s extraordinary resources and technological expertise will facilitate the adaptation and reach of America’s Choice’s comprehensive and proven school improvement model to a global community of educators and students.

What do you think America? What’s America’s choice?

America’s choice isn’t high skills or low wages like Mr. Tucker says in his propaganda.

America’s choice is money-driven law versus people-driven policies.

1003583You think that when domestic influences (think-tanks) team up with foreign-born companies, they are unstoppable? Absolutely not.

But we have to face the facts.

Both political parties are corrupted to the core. And every person voting to return their boy or girl to congress is voting for more of the same. You want change. Change Congress.

You want revolution. Start with a peaceful tactic — revolt at the voting booth. Be the anti-incumbent vote. Then rise to the challenge of beating back the testing machine in your own schools.

Such a deplorable, revolting situation as allowing foreign corporate-created laws to control the education of U.S. children is intolerable. It ends with us.

The Common Good & Education

Republican political analyst and writer David Brooks’ spoke about Character and The Common Good last week in Boise, Idaho. His conflicting views on the importance of community versus our current education “reforms” were striking — to me.

Is doing what is best for the next generation considered a common good?

Is doing what is right for the next generation considered a common good?

Brooks spoke about how love, relationships, and friendly interactions changes lives.

He believes the country is suffering from “a crisis of the social fabric.” He sees the hope for humanity in communities’ picking up communities thereby building a “denser moral fabric.”

He knows we are divided by education.

He feels our need for personal relationships.

He sees how both Alexander Hamilton and Abraham Lincoln supported “limited but energetic government to enhance social mobility.”

But my theory here is that David Brooks can’t see how education reform policies are destroying our social fabric. There’s a couple of reasons. One, A Nation At Risk (in his own words) marks his involvement with education reform. And two, if you view education reforms from a narrow political perch you can easily fall off. If you fall off, you can’t see far enough back to clearly view the road to educational quality and equality. You can’t see our history.

But, let’s consider the education reform road he, and the nation, traveled.

After the release of A Nation At Risk in 1983, there was a flurry of media sound bites unleashed on the public (more propaganda than substance). But what followed is what really set the stage for standards, assessments, accountability, and technology to be the education reform “gift” from the National Governor’s Association (NGA) and others. (See the fine print below.)

The gift that keeps on giving or taking?

The gift that keeps on giving, or taking?

In the decades that followed, many attendees of this 1996 Education Summit remained major players in education laws that govern our public K-12 system. That reality did not change with congress’ newest law – the Every Student Succeeds Act – ESSA. “They” pushed the law into existence. They rule.

Their governing philosophy —the foundation upon which they built our reforms— is that we were entering the information age and the economy was dependent on dollars flowing into the education “industry.”screen-shot-2016-10-05-at-6-00-59-pm

The fact that the majority of parents were satisfied with their child’s school drove the need to wage a propaganda war on public schools. “They” needed to create a market. (To Market to Market, 1997)

Keep in mind, changes in education take roughly a decade to unfold. During the period prior to the standards, assessment, accountability, technology movement, the United States was making significant educational progress in our K-12 system. This was also a time when our higher education was still the most highly revered in the world.

What the hell were we thinking?

Fast forward to post-9/11 of 2001 when David Brooks wrote One Nation, Slightly Divisible. He talked about the education gap and how the income gap had widened as we entered the information age (aka knowledge-based economy).

And in 2005 Mr. Brooks noted the maturation of the information age, in The Education Gap, as he linked “economic stratification” to “social stratification.” He documented behavioral differences in divorce rates, smoking, exercise, voting, volunteer work, and blood donations linked to educational attainment. Stating that this might be a “more fair” (?) system, he acknowledged that the system was creating

“brutal barriers to opportunity and ascent.”

A couple of months later (and four years after No Child Left Behind), Brooks noted in Psst! ‘Human Capital’ that…

“When President Bush proposed his big education reform, he insisted on tests to measure skills and knowledge…. No Child Left Behind treats students as skill-acquiring cogs in an economic wheel, and the results have been disappointing.”

… Brooks saw skills and knowledge as superficial components. And he went on to mention one of our “classic” government studies…

“…James S. Coleman found that what happens in the family shapes a child’s educational achievement more than what happens in school.”

So despite recognizing inadequacies and the misdirection of the No Child Left Behind law, ITS GOVERNING PHILOSOPHIES REMAIN IN PLACE — student outcomes as measured on standardized tests continues as the basis of our “accountability” mechanism?

Call it fed-led or state-led; it doesn’t matter. The nation doubled down on it…quietly.

And in 2009, David Brooks got caught up in the frenzy of “standing up to the teachers’ unions” as expressed in The Quiet Revolution. He, and many other Republicans across the country, jumped on-board the Democrats’ Obama/Duncan bandwagon of what they were calling “real education reform” — coupling student outcomes and teacher pay.

Never mind that test-based accountability didn’t yield real reform.

Never mind that family and other social supports are extremely important to student success in life. … regardless…

…the Quiet Revolution was celebrated.

By 2010, many involved in the American education reform war declared that Teachers Are Fair Game. Many people still believe that the major problem in education reform is that union rules “protected mediocre teachers.” I know many of my representatives here in Idaho do. But the vast majority of American parents don’t see their children’s teachers as the problem.

Time to Reflect, Reconsider, and Respect the Evidence?

By 2005,  the country recognized the major faults with No Child Left Behind (NCLB). But it remained the education law of the law for an additional decade. The name was finally changed to the Every Student Succeeds Act (ESSA) but these guiding principles (the major problems with the law) remain in place…

  • yearly standards-based, test-based accountability,
  • the push for “personalized” learning through technology instead of supporting better teacher-student personal relationships, and
  • “choice” through funding of charter schools (which has been sold to us in the name of “parental engagement,” “flexibility,” “competition,” “free-market,” “a civil right,” and “equality of opportunity” to name a few). It’s the ultimate education-real-estate market.

We know what doesn’t work but we’re being pushed into more of the same through the rules that govern our schools —federal, state, and local.

Consider This: Our Common Ground

In 2001 in One Nation, Slightly Divisible, David Brooks asked; Are Americans any longer a common people? Do we have one national conversation and one national culture? Are we loyal to the same institutions and the same values?

According to his research, we agree “too many children are being raised in day-care centers these days.”

You see, we do value family and support the ideal of family.

In The Education Gap (2005) he stated that we “believe in equality of opportunity.”

You see, we do value the ideal of equal educational opportunity as expressed in the aim of the original Elementary and Secondary Education Act (1965 ESEA, changed to 2001 NCLB and now 2015 ESSA).

How We Missed Seeing the Trees for the Forest

In keeping with most journalists, Brooks only quoted PART of the work of James S. Coleman. Missing is the rest of the Coleman story.

Brooks touched on the importance of a child’s willingness to learn which Coleman delved deeply into and discussed it as “the pupil attitude factor.”screen-shot-2016-10-05-at-6-45-44-pm

Coleman discovered, as Brooks finally did, that a strong community support system for school children is essential to giving every student the opportunity to excel. Coleman dubbed that safety net “social capital” and defined it.screen-shot-2016-10-05-at-6-45-56-pm

So we do see!

In Psst! ‘Human Capital’ (2005), Brooks expounded on what works.

“The only things that work are local, human-to-human immersions that transform the students down to their very beings. Extraordinary schools, which create intense cultures of achievement, work. Extraordinary teachers, who inspire students to transform their lives, work.”

And by 2015 Brooks looked smack in the face of the solution. He does see. In Communities of Character he talked about …

“super-tight neighborhood organizations” and revealed, “…very often it’s a really good school.” These schools “cultivate intense thick community.”

And earlier this year, Brooks once again brushed-up against a solution to offering equal educational opportunity in The Building Blocks of Learning. About this I write with extreme trepidation!

David Brooks wrote,

“Education is one of those spheres where the heart is inseparable from the head.

Even within the classroom, the key fact is the love between a teacher and a student.

For years, schools didn’t have to think about love because there were so many other nurturing social institutions.….emotional engagement is not something we measure and stress.

Today we have to fortify the heart if we’re going to educate the mind.”

So here’s my reason for concern. Just because something is important to student learning does NOT mean WE should:

  • measure it in the children,
  • scapegoat the teachers if the outcomes don’t meet our arbitrary standard, and
  • make damned sure it is anchored to standards, assessment, accountability (and the technology to do that accountability) in our laws!!!!!

Stop already!

We know functional communities are safer, healthier, and better educated. The people in those communities instinctively understand the concept of a strong social fabric and supporting the common good.

Dysfunctional communities don’t get it. Their safety net does not include the strong fabric of our common good. And standards, assessment, accountability, and technology are no substitute for increasing the resources necessary to supply the proper and necessary fabrics.

“Better policy can help.” We need education reform laws that are free from the dirt and stench left behind by the education reform vulture-capitalists. Does the nation agree?vulture

 

 

 

 

 

 

 

 

And are David Brooks’ views on the common good and education reform policies conflicting to others, or, do they clearly echo the sentiments of the nation?

“We” should have a national conversation about that!

Politically Motivated Bad Behavior

Bad behavior is routinely accepted — to a degree. Rudeness, bullying, and intimidation — to the point of an armed showdown with authorities — is where many draw the line of civility while others argue that this type of uncivil “disobedience” has become a necessity.

by Amelia Templeton OPB

by Amelia Templeton OPB

Are actions without regard to how they affect others really what the People must now do to lobby for change?

Currently, the armed occupation of the Malheur National Wildlife Refuge appears to be almost over. But, this type of fighting over hotly contested political issues will more than likely go on like it has in the past — politically motivated but without party affiliation.

“The right has no monopoly on the kind of people who’ll justify violence or extremism based on what they think are infallible beliefs.”

This time the confrontation with the government of the People began over land rights and mandatory minimum sentencing policies. Other times, as reporter Rocky Barker explained, “I saw environmental activists hound foresters and range conservationists” and “it wasn’t long ago that ecoterrorism was the big fear…”

“What makes the harassment, threats, intimidation, bullying and disrespect worse is that it happens routinely around the West.”

It’s happening routinely around the world!

In Barker’s article, he went on to elaborate on the fact that congress and the executive branch are the ones making and executing the laws while federal employees are the ones on the front lines taking the heat when heated disputes arise over public policies.

What creates “the heat”? Friction.

indexWhen we have two opposing views and the sides are unwilling or unable to make an honest attempt to listen to, clearly see, and do their very best to understand the opposing point of view, compromise becomes impossible. Frustration results. Absolutism rubs people the wrong way… creating friction.

Eventually, frustration results in bad behavior. That said, there is no excusing disobedience that crosses the line to terrorism. But there is good reason for all of us to try to comprehend why we continue to see acts of violence perpetuated by frustrated individuals.

We need to look more closely for the root cause of the frustration in this country over public policies.

As Alexis de Tocqueville, the French aristocrat who came to America in the early 1800’s to see our great republic, observed…

“Americans frequently change the laws, but the foundation of the Constitution is respected.”

He warned…

“I think that in changing their administrative processes as often as they do, the inhabitants of the United States compromise the future of republican government.

Constantly hindered in their projects by the continuous volatility of legislation, it is feared that men will in the end consider the republic as an inconvenient way of living in society; the evil resulting from the instability of secondary laws would then put the existence of fundamental laws in question, and would indirectly bring a revolution…”

He also predicted that we would move rapidly into despotism — ruled by absolutism. Have we arrived at that point in time?

Political revolution, by definition, is a fundamental change in a political organization. In the 1800’s, Americans frequently changed the laws? Now? I don’t think so. I think the laws are being changed on us, not by us. In the 1800’s, the foundation of the Constitution was respected? Now? I think the foundation is being ignored, eroded, and misconstrued.

But, this is the political season of seasons. There is no better time than now to ask our representatives and potential representatives to step up to the front lines and explain what they see as the foundation of our country.

My personal views on federal lands, the Constitution, and the tactics it takes to be heard are in opposition to the armed occupiers of Malheur National Wildlife Refuge, but, I would also hope something good could still come out of this disastrous, misguided attempt at “civil” disobedience.

The people of Burns should be heard.

Waitress Linda Gainer “is one of many people who say the occupation has torn her community apart. Gainer has fed nearly everyone involved with the standoff: occupiers, FBI agents, journalists, visiting environmentalists and others, but has received criticism for permitting the occupiers to buy food from her cafe.”

“People say that we’re unpatriotic, we’re terrorists,” she said. “You shouldn’t go around and say nasty things about people just because you don’t agree on something.”

Another view:

The Malheur occupation has broken down that spirit of cooperation, said Vanessa Leathers-King, 33, whose great-great grandfather was the first in her family to ranch in the county. She divided the community into three groups: Bundy allies, federal government allies, and a lot of people who identify a bit with both — like her.

“I believe there is a lot of government overreach that is affecting this way of life, affecting small towns,” Leathers-King said. “The part I don’t agree with is taking illegal action to change it.”

Even so, she feels her neighbors have labeled her an occupation supporter, and she pulled her son out of school after students bullied him for being a “Bundy-lover.”

We’ve all heard the old saying that “absolute power corrupts absolutely” but we don’t seem to be able to recognize the destructive nature of absolutism itself — in each of us.
In the case of this armed occupation, one dead so far. One community divided. The total damage? Unknown. The chance for something good to come out of this—up to us.images

Standoff Over Land Rights: Sensationalism Without Substance

The armed take-over of the Malheur National Wildlife Refuge has permeated the national media sensationalizing a story without providing substance to the debates we should be having. And when opinions feed the sensationalism without adding substance to the conversation we should be having, the public is not well served.

My U.S. House Representative, Raul Labrador, is a master at capitalizing on sensationalism without adding much substantial information to back his remarks.663Ranching Standoff

He criticized those who were calling the occupiers such as things as “Vanilla ISIS” by calling those people “demeaning liberals.” And those that objected to Representative Labrador calling the action an act of civil disobedience, he called “liberal hacks.” Isn’t his choice of words to print in the paper rather demeaning themselves? Or, has this type of political rhetoric become acceptable from a politician? Are his words meant to incite emotion while avoiding what the topic of discussion should be—the substance of the debate?

Labrador did bring forward two issues —land management and mandatory minimum sentencing— and he tossed in a few facts but not nearly enough. For a lawmaker, and the citizens that should influence decisions, much more should be considered.

federal_landsYes, large percentages of land here in the west are owned and managed by the federal government. But what are the facts behind the accusation that the land is inadequately managed and, if that accusation is true, is the inadequacy due to cuts in federal funding for adequate management? That’s a conversation the public and lawmakers aren’t hearing.

And for Mr. Labrador to compare the land burned by the men at the center of this dispute (160,000 acres) to a naturally occurring fire under drought conditions in a mainly sage brush terrain (Soda Fire burned 284,000) is without a doubt sensationalizing the issue….this ongoing issue.

WHAT EFFORTS ARE STATES MAKING TO CONTROL FEDERAL LAND?

State lawmakers, notably in Utah and Idaho, have sought a legal way to take control of federal land. However, Idaho Attorney General Lawrence Wasden has said the state’s constitution gave up claims to the land when Idaho joined the union.

Congress has the authority to turn over federal land to the states, but efforts to pass such a law have failed so far.

What the country needs to be made aware of is that they own large swaths of the west. The country should consider how they would like that land managed. This is what we know about how voters in the west feel…coloradocollege-816x352In Idaho, there is ongoing debate about the ability of our state to mange the land effectively enough to avoid having to turn around and sell chunks of it on the open private market. Private land sales are out of public control. That’s a fact. Once federal lands are sold, it’s hard to image there will be any turning back.Screen Shot 2016-01-13 at 3.39.29 PM

“As long as (the Wilks brothers) pay their taxes, I’m not worried,” Commission Chairman Jim Chmelik said.

Is money all that matters?

Where I agree my current House representative is on mandatory minimum sentencing laws. Reform is needed. Good point.

But the management of federal lands and the idea that states and the people who have used these federal lands own them, and should have them back, requires an in-depth, fact-based debate, not sensationalism that further divides us.

When and where is open substantive debate going to happen?

By our apathy, we’ve killed our kids

imagesGuest Opinion By Timothy Coman (originally published in December of 1999)

Tonight my heart hangs extremely heavy. I know the holidays are upon us, but this year has brought so much pain and agony for so many, I think we must sit and reflect. As I watched over and over the video clippings from Columbine, Jonesboro, Springfield and Pearl tragedies, I am reminded just where we have come to in our society.

So many people want answers, so many want justice, and yet, we should be looking at our own selves. We taught Dylan Klebold and Eric Harris to hate, yes, we did. We helped assassinate Cassie Bernall and Rachel Scott. By our actions, we allowed this to happen. No one single entity is to blame, we are all to blame.

Our children are medicated from the time they leave the hospital till often times before they leave high school. We all look for a quick fix, a fast solution, a McDonald’s drive-thru experience, often thinking or believing this is the answer, and yet we continue to be so blind.

We murder children in the name of convenience; we assassinate others’ character to gain power, wealth or strength, and morality is what you and I feel is right within our own eyes. Everyone wants to know about gun control, prayer in school, metal detectors or the newest idea which will save us all from whom?

Ourselves, that’s who.

It doesn’t matter who becomes president as long as he has the right charisma, a nice look, the right speech, the all-feel-good message that has lulled us to sleep, and while we slept, our children killed each other, and why? Because we have taught them so easily that it’s OK to kill—as long as you are justified in your beliefs. Preachers shout morality, and yet sin runs rampant in their own homes and places of worship.

The politician shouts gun control, and yet has no difficulty cheating on his or her mate as long as no one else gets hurt. Parents sacrifice their children for money, bigger homes, nicer lifestyles, when all their kids want is them.

How many times have both the Harrises and Klebolds asked; “Why didn’t we see something?” — Why didn’t we all see something? Why have we all been duped into believing it’s someone else’s fault, someone else’s responsibility. When will we take responsibility. Is it that hard or have forgotten how. Either way, we killed these children and many more like them by our apathy, and refusal to care.

It’s long past time, the hour is late. In a perfect utopia, people would get right, change their lives, love their kids, reach out and take their neighbor’s hand. Did we ever live in a “Leave it to Beaver” society, or has it always been this way? I ask you the question today; can we afford to murder any more of these children? Will our apathy allow another Columbine to exist? Do we really ever remember these people after a few years? Do we even care that people died in Oklahoma? Do the crowds still mourn at the site of the federal building, or is it just a passing moment?

I hope for each of us that Columbine burns deep in the hearts and minds of all of us forever. As Eric Harris was quoted as saying in one of the videos he made; “Our goal is to haunt everyone’s minds and thoughts of this terror.” And you know, my friend, I hope this tragedy is never forgotten. Let us never forget by our apathy, those young people we have murdered in America, land of the hated and home of the forgotten. Please think about this. I ask you today, would you have said yes like Cassie did?

###

Whether or not all the details of the Columbine shooting were correct when this was originally published is not the point. The question is, when? When will we care enough to take on the heart of the problem  — social change?

The list of shootings grows longer as we recall the more recent and forget the past. It’s a problem.

April 20, 1999

April 20, 1999

It’s our problem because we have never been short on solutions; we haven’t cared enough to hear them.

Magicians and Politicians

What do magicians and politicians have in common? Sounds like the lead-in to a good joke, doesn’t it? It isn’t.

Magicians and politicians share a common trick based on the idea that if they can focus people’s attention on one thing, they can do something else and get away with it. For magicians, it’s all in good fun. No harm; no foul. With politicians, it’s time to call a foul on these masters of misdirection.

“The technique of misdirection, which is most notably and professionally practiced by magicians, is also a highly valued technique employed by politicians.”

Manipulation of the public is a valued political technique!?!

“As magicians have long known and neuroscientists are increasingly discovering, human perception is a jury-rigged apparatus, full of gaps and easily manipulated…A great deal of the success of a piece of magic is simply getting the audience’s attention and sending it to the wrong place…Magic shows are masterpieces of misdirection.”

“…people have a pronounced tendency to miss things that are happening right in front of them.”

“…we miss things simply because we aren’t looking at them.”

“…there’s a value in simply coming to grips with the gaps and limits in our awareness…”

quote-you-never-let-a-serious-crisis-go-to-waste-and-what-i-mean-by-that-it-s-an-opportunity-rahm-emanuel-8-91-00People are growing more and more aware of the way politicians use a crisis —a distraction—to push through some law or take some action that leaders more than likely know the public would not accept under normal circumstances. With the Great Recession in 2008, it was the Quiet Revolution in education policies (Common Core Initiative, robust data systems, outcome-based teacher evaluations, and school closures) that skipped across the national stage while our focus was on the fiscal cliff. And six to seven years later, once these policies were well in place in the states, it no longer mattered that they were finally noticed and dissension arose….too little, too late. And we continue to be played for fools — mostly unaware.

To purposely change a major national policy at a time when it is least likely to draw attention is a low blow in a country supposedly based on the Consent of the Governed.778270

The only thing lower than taking advantage of a bad situation is to purposely create distractions.

“Distraction and misdirection are very close (and are sometimes used to mean the same thing). In distraction, you manage something that the other person notices. In misdirection, you more deliberately direct their attention (although not always obviously).”

At this point, we should question both political techniques and motives. In today’s society that means thinking critically and being vocal about it at the risk of being called a conspiracy theorist. But think about this, politics as we know it involves deception.

“To some degree, politics has always involved deception….Media bosses demand a constant flow of material, which ensures that much reporting remains undigested. Customers want speed or will click elsewhere; competitors spew their own undigested news, and campaigns are only too happy to concoct it, or their opponents will. Shiny objects become tools of our least resistance. Polls and gaffes take less time and brainpower to comprehend than, say, Jeb Bush’s book on immigration policy.

In other words, the press colludes with politicians in this culture of distraction-mongering.tumblr_lsvfxnEDti1qdzq7ho1_5004

So with the presidential race starting earlier than EVER

“It is simply insane how much we’ve pushed up our presidential campaigns.”

donald-trump-today-150810-08_39b93f74c6eaa824caa74f78fc9d72c8.today-inline-large…with all eyes on the hair on the stage, what went on in congress while the majority of the population didn’t have their eyes on them? Several really, really big bills were put on the Fast Track. To name the ones I know—trade, infrastructure, and education…the last one only taking eleven days from its appearance to the pre-planned signing! Now that’s fast!

 

Was the early start to presidential campaigning insane or a distraction?

Activists on a variety of topics are telling the same story. They tried to draw attention to their cause only to find that they couldn’t rally enough troops to make a difference. They couldn’t grab the attention from the main stage.

“When a population becomes distracted by trivia, when cultural life is redefined as a perpetual round of entertainments, when serious public conversation becomes a form of baby talk, when, in short, a people become an audience and their public business a vaudeville act, then a nation finds itself at risk: culture-death is a clear possibility.”—Author Neil Postman

“When we’re being bombarded with wall-to-wall news coverage and news cycles that change every few days, it’s difficult to stay focused on one thing—namely, holding the government accountable to abiding by the rule of law—and the powers-that-be understand this.”

“If we do not awaken to the truth and open our eyes soon, then we may well find ourselves staring at a far different, far less pleasant picture before long, and by then, it will be too late to alter our reality.”

Trickery by magicians is entertaining. By politicians, the same methods are putting our nation at risk.

No joke.

The Politics of Reform

The politics of education reform has taken us on a roller-coaster ride for so long that it really behooves us to pause a moment and think about what all the political labels mean.

Look at what a purely conservative view would be.Screen Shot 2015-05-07 at 5.59.48 PM People sharing a true conservative political philosophy —to preserve what is established based on tradition and social stability— would not have wanted to do what we did with No Child Left Behind. We took a radical step, from a law meant to strengthen and improve an institution, to a law designed around the irresistibly appealing word “choice.”

So when we talk about a conservative point of view, it is with a small “c.” It is only when people with conservative views join a political party labeled Conservative —being the Republican Party in the U.S.—that governing philosophies get murky and guiding principles less clear.Mischiefs-of-Party

The same can be said about the Democratic Party —the designated U.S. political party of liberalism.

But, what is at the heart of liberalism?Screen Shot 2015-05-07 at 5.44.08 PMDoes the use of “free-market” in describing liberalism seem off?Screen Shot 2015-05-07 at 5.45.07 PMHum?

With American politics deeply embedded in education reform, it is no wonder we can’t figure out who the real enemies of public education are — “enemies” being defined here as any group or individuals wanting to dismantle the public system and privatize it.

Enter stage left and right:Screen Shot 2015-05-07 at 5.48.42 PMScreen Shot 2015-05-07 at 5.55.16 PMThe “neo’s” reside within the two major political parties in the U.S. Now if that isn’t confusing to the public, I don’t know what is! But no worries, most people haven’t heard or understand these terms so they don’t know what these people represent! (Yes, two exclamation marks in a row.) We are in trouble. We need to rid our system of its internal parasites.

But until we understand the philosophies behind those staging the attack, the Great American Education War will continue as guerrilla warfare. Those wishing to preserve the institution of public education, in a form that is still governed by the public to serve the public, must expose the parasites by identifying and calling-out these individuals, organizations, and the policies they are pushing forward. It is doable.

Take a deep breath. When looking at the two major parties, more of us are actually independent voters – today, 42%. In the politics of reform, we have a shot at winning. But to do so, we have to also understand the education reform stance of libertarians since more of them are now taking the stage.Screen Shot 2015-05-09 at 10.10.54 AM And the Libertarian Party?Screen Shot 2015-05-09 at 10.09.22 AMThose are the major political forces working against public schools remaining publicly controlled. And BIG MONEY is betting on all of them because after-all, the education business stands to profit.

Now is the time to stop and ask, “what’s the right thing to do here?”

We the People win if we take the politics of reform out of the decision making process for education law by demanding our federal lawmakers do the right thing for school children. Make the law focus on children.

“The time is always right to do what is right.” MLK