America: Why Not Stop the Corporate Abuse of Children?

For decades corporate abuse of children in our classrooms has gone unchecked. Sound overly dramatic? Think again.

The global education corporations running the show know exactly what they are doing.

They read information like this, Stressed out: the psychological effects of tests on primary school children, and continue about their business.

“The overall prevalence of test anxiety in primary school children is on the increase and it is fairly common for children at the end of primary school.”

Yes! Magazine Test-based accountability systems include competency-based, “personalized” learning, and social/emotional learning (SEL) to name a few.

The article tells parents and teachers what they can do to reduce test anxiety. But is accepting this advice the right thing to do?

Is the emphasis on testing justified?

Think about the results. Both quality time with parents and instructional time with teachers is lost to corporate rule in our classrooms.

Tests are taking precedence over commonsense.

Is this abuse of children, or not? Still believe all the testing is necessary? Well, consider this. If the quality of instruction is what is important, have the tests improved instruction?

“Is High-Stakes Testing Working?”

As Jonathan Supovitz reminds us, the cornerstone of U.S. federal education policy (NCLB 2.0/ESSA) is test-based accountability systems….based on theories.

The truth?

“The data from high stakes tests are…. insufficient for individual-level accountability and provide meager information for instructional guidance.”

Misuse is abuse.

So have you heard, “the tests are not good enough”? Do you believe “better tests”— the next generation computer-adaptive, personalized, more frequent (embedded) tests — are the answer? That has not been determined. Yet the testing has been bought. And, there are plenty of valid reasons to just say, “stop.”

“Research has long indicated that test anxiety impairs student performance. More recent research indicates that taking a test in a CAT [computer-adaptive test] format can affect the ability estimates of students with test anxiety. Inaccurate measures of ability are disconcerting because of the threat they pose to the validity of test score interpretation.

Society has placed a high value on test scores; yet, their interpretation may not be valid.

What these “new, better” test do—with certainty— is profit corporations.

“…test sales have grown from approximately $260 million annually in 1997 to approximately $700 million today — nearly a threefold increase.” [or higher, now]

Profits up; student achievement flat. Test-based accountability isn’t being done “for the students,” as they say.

Has the public simply missed seeing the signs of corporate abuse in education reform?

CITIZENS: look closer, please. The abusive nature of testing is going way beyond whether or not a child can read and do math. In this data-driven world, every child’s future is at risk of being determined by an algorithm.

The venture capitalists of 21st Century Schools pushed technology into classrooms to collect every bit of data they can — on the whole child.

The worlds’ “leading learning company,” Pearson (U.S. division McGraw-Hill), continues to lead us. Our lawmakers continue to follow. It’s coercion. It’s corruption. It’s corporate abuse of our political system…..and of our children! And there is more to come.

Pearson Acquires ADHD Testing Company BioBehavioral Diagnostics

On August 27, 2013, global education company Pearson plc announced it had acquired BioBehavioral Diagnostics (BioBDx) and its flagship Quotient System, a computerized attention deficit hyperactivity disorder (ADHD) assessment and management system approved by the U.S. Food and Drug Administration (FDA) in 2002 to aid in diagnosing ADHD. Financial terms of the transaction were not disclosed.

For Pearson, the acquisition provides an entry into health care markets, . . .

Do you think the data collected on school children now could be used against them when it comes to …say… insurance costs in the future?

We are taking immediate steps to strengthen support for current Quotient customers and expand our outreach to healthcare professionals,” … “We also look forward to introducing the Quotient ADHD Test to mental health and education professionals in both clinical and school settings.”

“ADHD is the most common neurobehavioral condition in children, and symptoms persist into adulthood in approximately 60 percent of cases.”

Knowing that ADHD “may have serious consequences” including “job failure,” can you see where data collected today could affect a child’s job prospects in the future?

Byron Hewett, Chairman and CEO of BioBDx, said,… “Our team has deep expertise in the diagnostic world, and we believe Pearson will benefit from that expertise in the years to come.”

No doubt, Pearson will benefit. The question is, should they benefit off American taxpayers in the name of public education reform? And is there any stopping them?

Protecting America from corporate abuse is about to get a lot harder

“From Enron to the financial crisis to climate change, the last two decades have seen abuses and failures of private industry on a world-historical scale.”

When Big Corp buys Congress, laws will perpetuate — not help solve — our problems. Everyone knows that, right?

But does the public understand the gravity in losing our public education system to the global corporate elite?

“Future Ready Schools” is supported by OUR U.S. Department of Education in the effort to have superintendents “commit to foster and lead a culture of digital learning.” Is this the public-private partnership we want to invest in?

Is this news that Americans have not heard? Is that why America is letting its public schools be taken over by groups like “Future Ready”……

….who are working to replace teachers with technology while calling it “a transition to personalized, digital learning”?

 

Folks, if you say “no” to these corporate abuses, forcing Congress to represent us is the only peaceful “check” on corporate power we have left….It won’t be easy. Congress needs to undo what they have done.

“Congress Passes Psychological Manipulation in an Education Bill”

Sound far-fetched? Not any more, it doesn’t. The education industry is showing their cards for all to see. And for the author of this article, Anita Hoge, this is deja vu….in nightmare form, I’m sure.

As a parent, she fought against outcome based education in the ‘90’s. She filed a complaint using the Protection of Pupil Rights Amendment to stop the psychological and psychiatric testing and treatment in our classrooms . Well, IT’S BACK! And she is back in the fight. Here’s why:

“Speaker Paul Ryan pushed the passage of Every Student Achieves Act legislation through Congress along with Senator Lamar Alexander, Chairman of the HELP Committee.” …

Anita’s call to action…

“Parents — the social, emotional, and behavioral aspects of your children are being monitored, evaluated, and CODED.”

Where does the information go? What will it be used for, and by whom?

We don’t have the answers, do we? But we all know that data CAN’T be fully protected. That puts children at risk…for life. Seriously.

So Anita, parents, and citizens across the United States are requesting….

“…an immediate injunction to stop the implementation of social, emotional, and behavioral standards and interventions that have been codified in the Every Student Succeeds Act (ESSA).”

“…Secretary DeVos to immediately take steps to prohibit teachers from carrying out the intrusive psychological and behavioral techniques named in the legislation to be used in on America’s children in American classrooms.”

“… President Trump call for an immediate injunction to stop the implementation of ESSA by Secretary DeVos and to request a repeal of ESSA.”

After 15 years of No Child Left Untested, I don’t know why America hasn’t stopped the corporate abuse of children in our classrooms.

“…corporate abuse of our political system has led to abusive testing practices in our classrooms.”

THAT is the God’s honest truth!

 

Charter School Moratorium Makes Sense

In a world where very little has made sense recently, a charter school moratorium makes sense. That is, it makes sense if you base the decision on facts.

Facts? That’s the problem. Charter schools have been in existence in this country for 26 years. But when I did a Goggle search on “chart school facts” —as I was writing this—on the first page of results there was only one organization that I didn’t recognize as a pro-charter group. So that is where I went, to Niche. (You’ll see their graphs at the bottom.)

Even without all the facts, most people have heard the accusations. Privatization. Segregation. Fraud. Corruption. Accountability? Quality?

Why wouldn’t we call for a charter school moratorium— stop their expansion — to fully evaluate their worth before continuing to fund them as a public service?

It makes total sense to stop expanding a duplication of public services especially when there has been no reliable accounting of funds, no certainty of the quality of service, and documented discriminatory practices. It’s not right to fund expanding unproven (potentially detrimental) educational practices for our school children — in the name of reform!

There are plenty of reasons to question moving forward with multiplying these schools.

The NAACP (National Association for the Advancement of Colored People) called for a moratorium on charter expansion. Here is what people told The Nation about the NAACP resolution:

  • It began as “a bottom-up revolt against years of corporatization of public education.”
  • The criticism that “public institutions managed by corporations with minimal regulation—[are] both unethical and socially damaging.”
  • We are being “warned that further expanding the charter sector would fuel institutionalized segregation, particularly under Trump’s shadow.”
  • “The question of who controls schools, and for whose benefit, is at the core of the debate.”
  • “Charters perform no better and in many cases do worse compared with traditional neighborhood schools, and often at great public cost.”
  • There have been “a barrage of scandals involving fraud and incompetent management.”

At the NAACP’s hearings on charter schools…. a rare consensus on the issue: Ideology aside, privatization cannot be seen as a solution in itself, and ensuring every child gets the schooling they deserve requires comprehensive public investment.”

STOP RIGHT THERE! Go back. Ignore the photo and click-baited words. There is some “consensus”? Yes! That’s right.

We know we need “comprehensive public investment” in quality public education. We need fair and equitable funding…We are working with limited resources!!!!!! Every penny counts!

As the states are still trying to figure out how to judge the quality of their schools, how is the federal government defining “high-quality” charters? Is it the Secretary’s decision?…..You are looking at ESSA.

So with the new federal education law (ESSA) being given “appropriations” by Congress (H.R. 3358) to fund more charter schools (and less to magnet schools) PLUS the fact that the Secretary is given the authority to “support” charter start-ups, now is the opportune time to call for a charter school moratorium. Please support this effort. The NAACP and their supporters on this issue have waited long enough. Let’s stop and examine the facts.

As was stated in this October 15, 2016 Press Release, the NAACP clarified the long-standing problem…

“Additionally, in 1998 the Association adopted a resolution which unequivocally opposed the establishment and granting of charter schools which are not subject to the same accountability and standardization of qualifications/certification of teachers as public schools and divert already-limited funds from public schools.”

(Read the full resolution and official press release for more information.)

How long are we going to allow corporate rulers to trump reasonable requests by reasonable people? Please, make the charter school moratorium a reality. Call your representative and voice your support. It’s that easy.

What harm is there in actually taking the time to fully vet and address the problems that have been brought to light in the charter school system?

The education system is not going to fall apart tomorrow if we put a hold on any new federal charter school spending in this upcoming budget (currently called H.R. 3358 but that could be changed).

This country should not only support a moratorium on federal charter school expansion, but must clearly demand a HALT TO ALL NEW SPENDING on the Federal Charter School Program AND the NEW CHARTER SCHOOL SPENDING grants in the Every Student Succeeds Act (ESSA).

We need to be clear; no more games.

ESSA is slated to fund not only start-ups but also new charters’ first year transportation costs, online charters with their related overhead technology costs, new pre-school (early childhood) charters, consulting and planning of new schools and the newest scheme — Pay for Success grants that are further fueling the unrestricted flow of public funds into private pockets.

Privatizing public education is not a solution. There is a better way.

Before more money is forever lost in failed attempts to start new schools, demand your federal representatives call for a charter expansion moratorium immediately. It will not affect already existing charters and the children in them. This is a reasonable request. This is a “do no harm” demand.

What each state does is their right but as a nation we need transparency, an accounting of funds and programs, and clarification on the role of the federal government in pre-K –12 education. We can’t afford to keep doing what we are doing. A moratorium makes sense.

No children will be harmed by this action. And given that expanding charter schools will “divert already-limited funds from public schools,” inaction will harm the public system.

“Historically the NAACP has been in strong support of public education and has denounced movements toward privatization that divert public funds to support non-public school choices.”

Help the NAACP to help all our public school children. Contact your representatives NOW!

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P.S. In pursuit of truth….remember that facts vary depending on where you live….but, at a glance, there is reason enough to question Congress: why did they cut funding for magnet schools, upped funding for charters (repeatedly over the years), and why is the federal government making these decisions to begin with?

The Slippery Slope of Standards-Based Education

The Standoff in Idaho Over Science Standards Reveals The Slippery Slope of Standards-Based Education

Co-authored by Idahoans Mary Ollie, Mila Woods, and Victoria M. Young

The uproar over Idaho’s proposed science standards is a grand demonstration of ideology blinding us to our reality. And the push for headlines and sound bites trumped technical aspects of standards design. The process became an exercise in frustration that could easily have been avoided by making a distinction between a standard – what students should know and do— and content— what is taught.

The art and science behind writing standards matters also.

Why is the difference important? At the beginning of the standards-based education craze, Idahoans were sold on the idea of “Standards of Excellence” (then known as “exiting” standards).

The promise was that state standards would not infringe on local control of curriculum (subject content and how it is taught). State standards were to serve as minimum educational requirements, not an all-encompassing system of control.

Due to lack of legislative and administrative oversight and accountability, the outcome-based (standards) movement spawned a series of word changes that has gradually closed the door on local control.

“Exiting” standards became “achievement” standards (corresponding to the foundation of No Child Left Behind (NCLB)) and were eventually labeled in Idaho Code as Idaho “Content” Standards. With our focus on federal NCLB overreach, we couldn’t see our own State overstepping their bounds through a flawed administrative rule approval process.

Why is this discrepancy between standards and content just now surfacing? Only the proposed science standards contain language that clearly describes content. Idaho “Content” Standards for other disciplines do not include supporting content. They are a set of performance targets — true standards.

Our 2017 proposed administrative rules for the science standards included supporting content. That inclusion is problematic. That’s where the discussion went south.

Think before you step on the slippery slope.

Supporting content does not belong in a legislated standards document. Legislative overreach occurred. And lacking an understanding of the nuances of standards and content, state and local control, and a proper process for standards development, the public couldn’t adequately sort out and debate the topic—or see the truth.

The reality? The Idaho Legislature did not reject five science “standards.” Only one performance standard was rejected. Four of the items were supporting content. They went beyond being just a standard. Content was at the heart of the controversy.

Scientific knowledge is ever-changing. What we know today may change tomorrow.

Education content should not be subjected to our politicized lawmaking process.
A state entity defining supporting content is micromanaging education. The Legislature needs to step back and look at what has been done. In a country where liberty is a founding principle, legislating education content puts us on the slippery slope sliding away from local control — towards State control.

If school districts and teachers need supporting content for resources or inspiration; sources are easy to find. Content should conform, locally, to meeting the needs of students, not to complying with a too-often politically motivated mandate.

Limit the role of the State to defining performance standards and leave successful achievement of and beyond standards to the local districts.

Until the light goes on and the public sees that standards-based (aka outcome-based) education has not definitively reform a single school, we will continue to waste time and resources on arguing over and implementing new standards rather than investing fully in our schools and their students.

Being able to see the slippery slope is the first step to doing no further harm, to the public education system of Idaho and the nation, due to the deceptive nature of standards-based education.

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.

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

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.

The Public Trust is Broken

Trust-Quotes-41Congress has made so many mistakes, the public trust is broken. The trust has gotten so small, it crumbled under the weight of a corrupted lawmaking process.

Our congressional representatives have proven themselves to be untrustworthy, repeatedly, by passing laws that put the interest of corporations ahead of doing what is right for the People of this country.

We shouldn’t trust those who have proven themselves untrustworthy. quote-when-a-man-assumes-a-public-trust-he-should-consider-himself-a-public-property-thomas-jefferson-14-56-98Instead of feeling an obligation to serve the public, most of our representatives are acting in a manner that demonstrates how little respect they have for us, our opinions, and for meeting the needs of our country. The Gallup Poll trends have demonstrated a steady decline in our trust —of our government.

And unfortunately, what we have witnessed through the process of replacing No Child Left Behind has added one more seed to our growing mistrust.

The shenanigans that produced the Every Student Succeeds Act speaks badly for congress. The process was deliberately exclusive of the public.Actions

There was no transparency or public debate when No Child Left Behind (NCLB) was written into law partly because of the shock this nation experienced due to 9/11. Is it speculation that those in power, then, took advantage of the opportunity that a crisis presents?

“Since bills pushed through Congress during chaotic crises are most assuredly destructive of liberty and its sister, sovereignty, one can easily and generally tell the motive and morality of the individuals vying for its passage.”

We do know for sure that black families in particular and civil rights groups in general were definitely bamboozled into adopting the ideas behind No Child Left Behind. Some things have not changed. The basis of No Child Left Behind is unchanged by its replacement.

But this rush job done on what became the Every Student Succeeds Act, now going to the presidents’ desk to be signed, is a blatantly sleazy, backhanded way of avoiding any exposure of the truth.

Written in 2007 and first published in 2009, this statement was about my state officials. "Fast track" is nothing new.

Written in 2007 and first published in 2009, this statement was about my state officials. “Fast track” is nothing new.

The Every Student Succeeds Act — to replace the notoriously damaging No Child Left Behind with all its “unintended” consequences — avoided having too many eyes on it before it was a done deal. What was the rush to get it to the president’s desk? There was no crisis so this political trickery was transparent to those watching it unfold. They picked the holiday season, really?….Now, the states will be ready come January to pass more education laws. And we know where they do their one-stop-shopping for all laws that support privatizing public schoolsALEC.

This has become the way Congress “works” and how they “partner” with the states. It isn’t because that is what is best For the People.

What we have is a pattern of deception.

Just like with NCLB, the major faults were pointed out before the law was passed. And recommendations were made — and ignored.

Now before you look at these next statements, I’M ASKING YOU TO IGNORE THE WORDS “failing schools” and think of schools in need of help as “struggling”…..o.k…

Quote from Gary Ratner about No Child Left Behind.....What will the Every Student Succeeds Act do, turn over responsibility to some irresponsible state leaders while funding CHOICE schools from the federal level.

(Gary Ratner about NCLB)…..What will the Every Student Succeeds Act do?—-> It turns over responsibility to some irresponsible state leaders while funding CHOICE schools from the federal level.

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(Gary Ratner about NCLB)…..BUT, a problem not solved by the Every Student Succeeds Act is WHO trains the leaders and to do WHAT!

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This is from a BEST PRACTICES BRIEF about STAKEHOLDER Communications – Tips From the States… for getting we stakeholders to fork out the cash for longitudinal data systems?

The point here is to note the pattern… Write a law. Don’t talk about the details, just the talking points. Pretend to hear a few suggestions. Make sure there is no debate. Do NOT let the dissenting view or alternative bill get on the stage. Pass the law. Then when there is a problem created by the law, do it all again.

What was once governed by us is now under the control of those who control the law. The public trust is broken.

Only this time, the system being taken over by the BIG money players is the one system capable of “educating” the most citizens at one time — the youngest vulnerable minds. Plus we will not be able to trust one iota of information coming from our government because it is sleazebags who have control of OUR lawmaking process which funds our research and dissemination of information.

When “they” control the law, they control the purse strings. And through law, they are putting our public dollars into private education industry pockets for things that public institutions used to be publicly funded to do — like teacher preparation.

These bad laws starve public institutions so private philanthropic venture capitalists can swoop in and play the heroes while controlling the emphasis of research and teaching to fit their political philosophies.

How sleazy has this gotten? Giving out turkeys to the poor in order to get their data and their votes is pretty sleazy dealings. Granted, Congress didn’t do THAT … but those pushing congressional members to vote the way they have are these very same all-powerful people and we know it. $$$$$$$

indexI posted this “Trust the Process” image when writing about solutions.

Boy was I wrong!….Or maybe not. Maybe what just happened with congress introducing a 1,061 page bill on November 30th (side-lining busy people at Thanksgiving) and getting the K-12 education Law of the Land on the presidents’ desk BY December 10th, makes the way forward clear.

The American People have some house cleaning to do. Both the House and Senate should have known better than to thumb their noses at the People—the source of all legitimate authority in this country. Congress proved themselves to be untrustworthy — again. The public trust is broken.

And so far, the country has had no reason to trust that President Obama will do the right thing on education policy. Then again, have we made the demand?

I urge you to call him on this, TODAY. Ask for a VETO on The Every Student Succeeds Act.

Screen Shot 2015-12-08 at 2.02.45 PM

Your CONSENT IS NO LONGER REQUIRED. Your DISSENT WILL NOT BE NOTED.

Stopping the process to give People the chance to explain the problems they see and give our representatives time to read and comprehend the law is something that never happened with No Child Left Behind. Children’s education suffered because of foreseeable consequences we went on to call “unintended consequences.”

We need to debate what should replace No Child Left Behind.

We need to debate what should replace No Child Left Behind….SHOULD HAVE. It’s history now….again.

This go around, if we allow the same mistakes to be put into law, we should assume the consequences were intended.

Mr. President, do no harm. VETO.

@POTUS #VetoESSA

UPDATE: The law – Every Student Succeeds Act – was signed by the president on December 10th (11 days after being introduced during the holidays). Your efforts to call for a veto are no longer required.

Liars in the HOUSE

What do you know about the Every Student Succeeds Act (S.1177) set to replace No Child Left Behind? One thing you probably won’t be surprised to hear is that the lawmaking process was corrupted.

But this time it is more than a bit unsettling. Few people know how openly the liars in the House — OUR HOUSE —are not being questioned or doubted by either the People or the other representatives…..That means no real debate occurred on this bill and it is sailing into law.…unless we stop it.

In the case of education policy, the liars should be doubted.

In the case of education policy, the liars should be doubted.

When we toss together liars, lemmings, and a lackadaisical public, we have a recipe for political corruption…..How corrupt? Disgustingly so if you think parents should have a say in their own children’s education!

To begin with, don’t be fooled into thinking either the House or Senate were slaving away over writing this bill. They have had 15 years to think over the mistakes of No Child Left Behind and are overdue for reauthorizing it by EIGHT years.

During that time, the real rulers have not been idle…..it was always the plan to put common standards into federal law and call them national.

The Gates funded Achieve and the ADP (American Diploma Project) wrote this in 2008....2008...

The Gates funded Achieve and the ADP (American Diploma Project) wrote this in 2008….2008

Is there anything wrong with a common core of standards? … Maybe not, IF it is the People in control of OUR government and OUR schools.

By 2010.....2010.....it looked more like Bill Gates was writing the Obama plan.

By 2010…..2010.….it looked like Bill Gates was writing the Obama plan.

And in 2013 in the Senate, the Every Child Ready for College or Career Act emerged to replace No Child Left Behind. It stalled and by 2015 the bill’s new name was the Every Child Achieves Act. Meanwhile in the House, they settled on the name the Student Success Act in time for this 2015 reauthorization.

Names, titles, and words changed; the basics of the law?

All combined, it became the Every Student Succeeds Act (S.1177) now before the Senate, expected to breeze through and be signed by President Obama.

After waiting seven years, what’s the rush?

Think about this — there were SEVEN years in which those pushing the agenda upon which the Every Student Succeeds Act is based could have taken the time to explain, discuss, and get real, honest public input from US who lived through dealing with the unintended consequences of No Child Left Behind. Instead, the equally corrupted D.C. non-governmental organizations claiming to speak for us were the ones that OUR representatives listened to.

Instead, the way this predictably played out is that “suddenly” on Monday November 30thwhen mothers everywhere in America were busy with holidays — the conference committee released the final version of the long-awaited replacement for No Child Left Behind (NCLB) which they made 1,061 pages long……longer than NCLB! They didn’t fix that part of the problem with the law!

That was Monday. And their propaganda was ready and up…on the House website! Paid for by us?

GOP_Principles

DID YOU KNOW THAT “PROFICIENT” ON NAEP TESTS EQUATES TO AN A OR A-?….Decline is never good but CRISIS?

Top10

I put this whole thing up because I thought number 8 was pretty amusing in a sick sort of way…..?…..But number 7 is the lie told to House Republicans with number 1 being a stretch.

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Pre-school charter start-ups aren't considered a new federal program?

Pre-school charter start-ups aren’t considered a new federal pre-K program? And the Secretary decides?

 

 

We should be outraged!

Lied to, propaganda paid for by us, and they slip this through when parents are most busy with their families.

People? We have seen our representatives act like lemmings; please don’t tell me they truly do represent us.

This go-around with education policy, it just happened to be the Republican led House jumping over the cliff.

…Democrats and Republicans alike did the country wrong, so far, on this.

Next up, a vote in the Senate.

Do we let our representative go ahead, follow the crowd, trust the “information” put out by the main stream media telling them that this law will be better than NCLB? 1e9b9b1e66a26feaeb39d3217d85ca1a

Or do we stop, ask them to stop, explain the details of the law, and explain how this is better than what we currently have?

With education policy, both major political parties have taken turns making laws that they haven’t read, don’t understand, and for which they are NEVER held accountable for the results, or lack of them.

Please, make the call, speak up, stop the lemmings from taking us over the cliff with them.

Rise to the Challenge

When I last posted a blog, I was challenged. The challenge was to THINK…AND DO!

Screen Shot 2015-12-03 at 8.14.53 AMI responded…Screen Shot 2015-12-03 at 8.15.47 AMWell, life doesn’t lend itself well to being put on hold, but I did my best with the time I had and produced an alternative for Congress to consider. The problem is, Congress never wanted to consider any of the good ideas concerning No Child Left Behind that have been put before them over the last 15 years. My last attempt here, I’m calling the People’s Alternative.

AND I’m passing on Gloria’s challenge to all of you who will accept it – THINK and DO.

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The People’s Alternative turns back the clock to a time when ESEA was NOT an attempt to dictate an accountability system from the federal level.

The People’s Alternative offers a federal law that supports children in urban and rural slums in states unable to provide adequate educational resources.

Through the people he brought to D.C., JFK kept alive ideas in a law that he didn't live to see. - ESEA Both NCLB & ESSA kill the ideas. Compare.

Through the people he brought to D.C., JFK kept ideas alive in a law that he didn’t live to see. – ESEA …Both NCLB & ESSA kill the ideas. Compare.

The People’s Alternative is based on the principles written into law by the architects of the 1965 Elementary and Secondary Education Act with the addition of successful practices from the decades that followed. The law then got RESULTS.

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Both No Child Left Behind (NCLB) and the current proposal before congress, “The Every Student Succeeds Act” (ESSA, S.1177), are based on the politically motivated theory known as outcome-based education. They are NOT based on scientifically researched best practices in education.

NCLB mandated a national system of accountability based on State academic standards for reading or language arts and mathematics and the testing annually of all students nation-wide in all public schools to assess “adequate yearly progress” (AYP). It was the largest and longest-lasting experiment in outcome-based (market-based) theory in the history of the United States. The other two periods of testing this theory ended when detrimental results were seen after only a few years.

ESSA is based on the same theory as NCLB only it is executed through a federally approved mandate for state accountability. Compare the descriptions  —

“ The statewide accountability system shall be based on the challenging State academic standards for reading or language arts and mathematics to improve student academic achievement and school success. (ESSA, pg.80)”

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The People’s Alternative builds on the idea that the local community must have access to information necessary for them to support and improve their own public schools. The Alternative respects the research demonstrating that the local school must be the focus of analysis and intervention to improve student performance. The Alternative supports the continued random use of this nations most respected national test for monitoring the achievement gap. Mandating additional testing, in federal education law, of every pubic school student in every school every year is unnecessary for the federal government to serve its purposes or the purposes as originally laid down in ESEA.

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NCLB sold the nation on the idea that yearly standardized testing of all children provided necessary information when in reality the results from the random use of the long-established National Assessment of Educational Progress (NAEP) continues to provide consistent national monitoring of student academic progress.

ESSA continues to see the federal government as the national assessment authority giving the Secretary the power to use federal dollars for State assessment purposes, which in reality are a state financial responsibility.

“The Secretary may provide a State educational agency, or a consortium of State educational agencies with the authority to establish an innovative assessment system (ESSA, pg.222).”

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The People’s Alternative designates use of federal education dollars in:

Title I – using a comprehensive needs assessment process, funding is targeted at meeting the identified needs of children from low-income families and other disadvantaged groups, and for the already identified Priority Schools, supplying additional family and community engagement personnel and specialized training for principals, the first year, and other personnel in the following years based on needs.

Title II – establishing summer institutes within existing public institutions of higher education with funding increasing educational opportunities for all education professionals and high-needs service scholarships providing opportunities for experienced education professionals wishing to advance their education to fill identified needs in high demand subjects as well as high-needs schools and locations.

Title III – based upon information gathered during the comprehensive needs assessment process of Title I, funding is to supply student supports that are vital to educational improvement but absent from the community identified as in need, including library resources.

Title IV – funding is to support educational research and the dissemination of scientifically researched practices that have proven to be effective beginning with those necessary for successful implementation of this law.

Title V – to strengthen those state departments of education most in need of helping because the inequality that exists between states is a long-standing problem and funding improvements at that level helps move them closer to fulfilling their responsibility in providing a quality system of public schools.

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NCLB funding was money spent on annual standardized achievement testing, accountability mechanisms based on the outcomes of those tests, reporting of compliance with the law, and school choice being offered as a solution — all packaged and sold to the country as “flexibility.”

ESSA funding supports more experimentation with assessment and accountability systems with a new emphasis on “comparability,” as a requirement, as well as offering grants for assessment audits (assessments of how many assessment we are using).

Charter Schools (independent governance with state and federal funds) win out over Magnet Schools (local control) by $270,000,000 to $94,000,000 and states applying for these charter school grants are required to “establish or enhance” a per-pupil state “facilities aid” program. Plus, there are many grants to the “cottage industries” of the charter movement.

It gets hard to keep these all straight and follow all the dollars! (ESSA, pg. 572)

It gets harder to follow all the dollars$$$$$$ (ESSA, pg. 572)

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(ESSA, pg. 519)

Oh, we should not forget preschool charters….

$$$$ New Start-Ups $$$$$ (ESSA, pg. 520)

$$$$$ New Start-Ups $$$$$ (ESSA, pg. 520)

…. and never mind that we can’t control for quality!

And the biggest new federal program in ESSA is the Student Support and Academic Enrichment grant program being sold as “providing greater flexibility to enhance support for students and schools.” There are a number of tempting options offered but it is blended learning, digital learning, and online learning that jumped out at me suggesting that the technology industry may be the big prize winners in this 1.65 BILLION $$$ “enrichment” program.

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With the original 1965 ESEA being a mere 35 pages, the NCLB law being 670 pages, and ESSA weighing in at 1,059 pages, there is much, much more that could be said if the country ever desired to have that conversation — and were given the opportunity.

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Rise to the Challenge.

Challenge Congress and President Obama to THINK and DO the right thing.

STOP S.1177 The Every Student Succeeds Act

Is Education a National Issue?

Education is not mentioned in the Constitution…. We have heard how this argument goes.Screen Shot 2015-10-17 at 10.57.46 AM

Because of no specific mention of education, the responsibility for educating the young people of our republic is deferred to the States in the 10th Amendment …. with the caveat “or to the people.”

People, you need to decide. Is public education a national issue?

If we never have that discussion, then we never examine the arguments that have been stalling our progress in education reform for the last three decades.

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And, we must look back at the historical precedents surrounding the issue of federal support for public education.

How do we make informed decisions without this conversation?

 

State versus Federal: Are we sure we should be fighting that battle?

The Constitution doesn’t mention a whole lot of things — by design.

“The original Constitution of 1788 contained very few specific restrictions on the ways in which the power of the national government could be exercised against the people.”

And,..

“…the state delegations at the Constitutional Convention voted 10-0 against including a bill of rights in the Constitution.”

One reason they gave for being against such specific rights being in this governing document is

“…any list of rights would be incomplete. Such a list might indirectly endanger any rights not included on it.”

the-preamble-to-the-united-states-constitution-sourceThat is really something to think about. Has the argument over State versus Federal law governing education actually endangered the general Welfare of the children in our nation?

The 10th Amendment …

“— emphasizes that … the fundamental character of the national government… remains a government of limited and enumerated powers, so that the first question involving an exercise of federal power is not whether it violates someone’s rights, but whether it exceeds the national government’s enumerated powers.”

Note in that quote that the authors interchange the words “national” and “federal.” Unfortunately — but fortunately for the country — the Founding Fathers understood the differences, chose to make our constitution a unique blend of those concepts, but it appears they made the assumption that our representatives (and the populous) would forever understand and make distinction between the two concepts. For example…

From blog post titled "Fixing Our national Accountability System: Part 1."

From blog post titled “Fixing Our National Accountability System: Part 1.”

The Founding Fathers seemed to have also assumed that there would always be open debate and deliberation especially in the Senate.…anyway….

Let’s consider how our predecessors sorted things out when confronted with issues concerning education. Starting pre-Constitution…

1784 — Land Ordinance — This was outlined by Thomas Jefferson while we were still floundering under the Articles of Confederation because “Congress did not have the power to raise revenue by direct taxation. Therefore, the immediate goal of the ordinance was to raise money through the sale of land…”

“The ordinance was also significant for establishing a mechanism for funding public education. Section 16 in each township was reserved for the maintenance of public schools. Many schools today are still located in section sixteen of their respective townships…”

Education was a national issue then.

1787 —September 17— the Constitution was signed.

1789 — President George Washington signed the Northwest Ordinance, which established (among other things) “the precedent by which the federal government would be sovereign,” it designated “prohibition of slavery” in the [new] territories, and it stated (Art. 3) that “schools and the means of education shall forever be encouraged.”

Under our new constitution and through the Northwest Ordinance, our new nation made a statement of national support for education and its importance as well as inching us ALL towards individual freedom and equal opportunity.

1841/1848 — Congress made grants of land to support public education.

The History Of Federal Government In Public Education: Where Have We Been And How Did We Get Here?

The History Of Federal Government In Public Education: Where Have We Been And How Did We Get Here? League of Women Voters

Education remained a national issue.

1862 — The First Morrill Act (Land Grant Act) was passed granting public lands to support one college per state for specific purposes.

1867 — Original “Office” of Education was established and, in 1890, the Second Morrill Act “gave the Office of Education responsibility for administering support for the original system of land-grant colleges.”

Obviously, there is a pattern of federal support for public education and many more laws followed that have supported educating the nation —very well. (Don’t forget the GI Bill.)

What is missing in kicking off a national conversation now is what John F. Kennedy was very careful to discuss when he proposed the ideas behind what became the Elementary and Secondary Education Act (ESEA) of 1965. Can the federal government give aid to the nations’ public schools without exerting “control” over them? The answer is yes.

President Johnson was left to answer for President Kennedy - in law.

President Johnson was left to answer for President Kennedy – in the 1965 ESEA law.

What do our representatives and political candidates now have to say about the proper role of the federal government in education? Can they even tell you what was wrong with NCLB? After all these years, do they have anything specific to say about correcting their mistake? Do they not see how they crossed the line into federal CONTROL versus SUPPORT?

Today, the public is accepting the idea that if politicians say “I support universal preschool” or “community college should be free” that it means they care about supporting the K-12 public education system. That isn’t the case.

K-12 education is the playing field best positioned to offer all kids a chance to explore and fulfill their personal potential. The long-term benefits of preschool without K-3 improvements is still debatable. And, should we really be investing in free community college to make up for what we didn’t do in K-12? How efficient is that?

Did you know we have never provided the funding requested for K-12 disadvantaged students through ESEA Title I? Where’s that conversation taking place?

When the federal policy of the last 15 years undermines the very foundation of K-12 public education — like No Child Left Behind has, does, and continues to do eight years after it should have gone away — that says the lawmakers don’t care.

When the country doesn’t push for the right supports for educating children, what does that say about us?

Grow the vision or let it go?

Grow the vision or let it go?

No deliberation, no debate, no demands, no progress.

End of the road for real national support for public education? Or time to raise the issue to a new level?

According to the 10th Amendment, the people have the power.