Tuesday, March 3, 2015

Common Core and the Facts:

What Conservative Groups Don't Tell You


Many parents across the nation are riled up about Common Core. There is a growing "Opt Out" movement. They recognize that the high-stakes testing process is a pressure-cooker for children, their parents and teachers. But watch out for their tunnel vision! Many are not fully informed about the facts. Many are being spoon fed by large conservative groups.

This blog has been publishing factual information about Common Core since its inception last May 2014. The history behind Common Core, the agenda that drives it, and the "controlled opposition" to it have been the subject of many blog posts. It is even MORE important now to know the facts about Common Core, and to become aware of what the "conservative" groups are NOT telling you.

Recently Heritage took credit for the opposition of the Reauthorization of the Elementary and Secondary Education Act (ESEA). But, as we pointed out in several blog articles HERE and HERE,  we blew the whistle on these bad bills, long before the "Johnny-Come-Lately" so-called opposition by non-grassroots well-funded groups like Heritage. Sending out an alert coinciding the day a vote is scheduled to be taken doesn't constitute any sort of credible "opposition."
(Source)


While the big so-called conservative groups are claiming victory, look at the dates on this blog to see how far back we sounded the alarms -- and they went VIRAL!!!

We not a group. We are moms and pops, grandmothers and grandfathers, teachers, school board members, students, ministers, priests, researchers, doctors, your neighbor next door.... the TRUE grassroots. It was the true grassroots that stopped this legislation. Anita Hoge pumped out alerts, and this blog posted information. People all around the country did their homework, studied the facts, passed along the information and lobbied to defeat this bill. 

Don't be caught blind-sided. Don't become a victim of Common Core tunnel vision. Below is a brief summary of a few of the major points that have been brought out by Anita Hoge and others regarding the real issues. This information should be investigated in each and every state. Parents and citizens need to go beyond the simple "anti-Common Core" rhetoric and slogans and learn these other important facts:

WHAT CONSERVATIVE GROUPS AREN'T TELLING YOU:

Data Tracking: Collection of PII, Personally Identifiable Information, on infants, children, families, and teachers identified with the national unique ID contract with the National Center of Education Statistics (NCES).


Data Trafficking: Re-disclosing of PII (Personally Identifiable Information), "womb to workforce," to 3rd party contractors through written agreements and contracts.


Treatment and Interventions: Psychological treatment mandated to change personalities, attitudes, values, beliefs, and dispositions through the use of IDEA, Individuals with Disabilities Education Act, (Special Education funds), birth through college-aged students, monitored by the national unique ID.


Privacy Violations: Exchange and re-disclosure of PII (Personally Identifiable Information), including attitudes, values, beliefs, and dispositions, without the knowledge or consent of parents.



Protection of Pupil Rights Amendment (PPRA) violations of federal law through the use of psychiatric or psychological examination, assessment, evaluation, or test; psychiatric or psychological treatment/intervention used in classrooms without the knowledge of parents.

Civil Rights Violations: Interventions, treatment, and re-education of attitudes, values, dispositions, and beliefs of children in profound violation of 1st Amendment protections and rights, which guarantees "right of conscience" and the 4th Amendment, "to be secure in their persons."
 

Violating Public Law 103-33, General Education Provisions Act, Sec 432: Federal Government is supervising and directing curriculum, creating a "model curriculum," nationalizing education.
 

Malpractice and Maltreatment Of Children and Babies: Teachers and preschool caregivers (exceeding their professional certifications), are required to screen, evaluate, and perform anecdotal behavioral assessments, and implement psychological remediation of the child's attitudes, values, beliefs, and dispositions.  

Skinnerian/Pavlovian Operant Conditioning Methods used on children to "train" them like animals for lifelong (Womb-To-Tomb, Cradle-To-Grave) workforce "skills" rather than educate them with solid academics. 

Community Education: Networking an array of social services, health care, job training, etc. and implementing new forms of "governance."  

Charters and "Choice" which isn't true choice, and which will eliminate local representative government.
 

This list could go on and on. This list is just the tip of a gigantic iceberg.

Besides reading this blog, below are some important links to other articles and radio interviews:

2 recent articles written by WND:
Recent radio interviews:
Tunnel vision can be dangerous! Get informed! Stay informed! Read the "rest of the story" here at this blog:

Monday, March 2, 2015

Are we training pigeons or educating children?


No Way, ESEA!
A Classroom Teacher Raises Hard Questions
 A 3D commentary by grassroots teacher Dawn Hoagland
Are we training pigeons or educating children? That is the big question we need to ask Congress as they re-authorize ESEA (the Elementary and Secondary Education Act)!
There seems to be a new idea, which is actually old, being presented in Congress right now:  Children can be trained to do whatever we want them to do – just like pigeons!
In 1977 The District of Columbia's Associate Superintendent of Schools, Guines, told us about the change  from teaching academics to skills training, recommended by the U.S. military and necessary for workforce training.
“The materials will be standardized, the lessons will be standardized,” Guines said. “We’re taking the play out. We’re taking the guesswork out. We’re putting in a precise predicted treatment that leads to a predicted response.” Guines said that the new curriculum is based on the work in behavioral psychology of Harvard University’s B.F. Skinner, who developed teaching machines and even trained pigeons during World War II to pilot and detonate bombs and torpedoes. The basic idea, Guines said, is to break down complicated learning into a sequence of clear simple skills that virtually everyone can master, although at different rates of speed. “If you can train a pigeon to fly up there and press a button and set off a bomb,” Guines remarked, “why can’t you teach human beings to behave in an effective and rational way? We know that we can modify human behavior. We’re not scared of that. This is the biggest thing that’s happening in education today…” (Excerpt from the deliberate dumbing down of america by Charlotte Iserbyt, p. 146)
Some people have been planning for the world-wide conversion to Outcomes Based Education for decades. B.F. Skinner died in 1990 and Benjamin Bloom died in 1999 but Marc Tucker is still around to clap for this incredible transformation. Now he can write, “Dear Hillary, it is finally happening in 2015.”
The Common Core is their dream come true. Anyone who compares the old New York State Standards to the Common Core can see that academic content has been replaced by empty skill sets. Acquiring knowledge has been exchanged for modifying behavior. Learning how to carry numerals for double digit addition has been replaced by drawing circles around each group of ten cupcakes. This is not progress.
Kindergarten students are now expected to sit at desks for hours being inappropriately subjected to a crash course in reading before they can tie their shoes. What happened to playing with blocks, learning how to choose the right one, balancing it correctly to construct a tower? How about painting at an easel with bright colors?
The Common Core has made blocks and easels irrelevant. It is important to understand Benjamin Bloom’s definition of education, “to change the thoughts, actions, and feelings of students.” Bloom is to modern teacher training what Moses is to Judaism. Every teacher studied “Bloom’s Taxonomy” after it was published in 1969.
The authors of Bloom's Taxonomy state: “we recognize the point of view that truth and knowledge are only relative and that there are no hard and fast truths which exist for all time and all places.” Benjamin Bloom, Editor, Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain, at 32 (1969).
In 1962, prayer was banned from public schools. Removing God from the schools paved the way to remove discussions of absolute truth as well. Character Education became the new buzzword. Do we really want the state to define “good citizenship” and “morality” for our children? Nazi Germany, Red China and the Soviet Union each defined “good citizens” and used data collection and surveillance to force compliance.


We know that Skinner’s lab rats received food pellets during their training. What does behavior modification look like in the classroom? Students are taught to respond to a system of extrinsic rewards and consequences called Positive Behavior Intervention Strategies (PBIS.) Some teachers ask students to comply because they will get a sticker or marbles in the jar that will eventually result in a pizza party.
Behavior modification is not about acquiring knowledge, using logic, or assessing truth. In fact, those things interfere with the programming. This is where the excessive nonsensical testing comes in. Truth and knowledge are not the point.  It is only necessary for the student to know how to answer a series of cockamamie questions correctly and navigate the mouse to complete the test on time.
Such a system deprives the student of opportunities to reason through circumstances where depth of knowledge and good judgment are needed. Complying with nonsensical demands demonstrates loyalty to authority. What if the real purpose of the tests is simply to determine who is a compliant test taker? 


Opt your children out of the tests. Deprive the state of data. Urge Congress to scrap the proposed ESEA bills. The interoperable state data collection systems must be dismantled. Call Congress: 202-224-3121.

Did humans really evolve from a single-celled creature? Are we any different than animals or not? Benjamin Bloom was a transformational Marxist dedicated to destroying the ideals America was founded upon. If we know we are not mere animals, but instead created in the image of God with minds capable of discovering truth, beauty and virtue, then we must object to this tyranny.
The Common Core has changed our schools from teaching academic content to training for the performance of selected skills, necessary for the implementation of a school-to-work system.
This ranking and sorting program that relies on data collection, including psychometric profiles, starts in kindergarten or even pre-k. Will your children make it through the system to be labeled as “valuable” sources of human capital? Will they learn to comply? Do you really want them to?


Ed. Note: For further reading on these topics, see the month of October 2014, in which this blog covered B.F. Skinner's involvement in modern education philosophies and practices.  Also see:

Common Core Early History

"...'National, Rational, Republican Education, Free for All, at the Expense of All, Conducted under the Guardianship of the State,' apart from the contaminating influence of parents..."

Be sure to catch Dr. Dennis Cuddy's fascinating article "Common Core" posted on NewsWithViews 3/2/15, in which he divulges some fascinating early history on how education began to be controlled by an elite "intelligentsia of Horace Mann's day... the first half of the 1800s."

Dr. Cuddy, a expert historian who has delved into much early education history, wrote:
According to Will Monroe's HISTORY OF THE PESTALOZZIAN METHOD IN THE UNITED STATES (1907), the educational ideas of (Illuminati member) Pestalozzi began to be printed in journals and textbooks in the United States in 1806.

He notes that from its very inception these ideas were used to forge utopian community education:
Utopian Socialist Robert Owen visited Pestalozzi at Yverdon, Switzerland in 1818, and applied the Illuminist's educational principles in Britain and America. In 1825, Owen established the first commune in the United States in New Harmony, Indiana.
Read the rest of the article. Note that it is Part 1 in an upcoming series by Dr. Cuddy on this topic of "Common Core."

Related articles include: 
Common Core Career Readiness
Common Core Persists
Common Core Charter Village Hub Schools

Friday, February 27, 2015

D-DAY on H.R. 5

No Way, ESEA!
David vs. the Goliath ESEA bills in Congress

YOU America's Grassroots Parents,
Teachers, Voters, Citizens
stood up against the ESEA!
 

Yes, YOU truly grassroots American citizens BLEW THE WHISTLE! Guess who caused this uproar over HR 5? The Grassroots! YOU, YOU, YOU!

Don't let anybody else take the credit for it! YOU readers of this little unfunded blog, who were totally ignored by the major news media, were the first to go up against Senator Lamar Alexander's companion bill and now H.R. 5.

WE ALL BLEW THE WHISTLE on these bills over a MONTH AGO on this blog!  Has it worked? See the following story in Politico "House leadership wrestles with No Child Left Behind votes," 2/26/15, and notice who is being now credited for opposition:
(Source)
"A nearly identical bill passed the House in 2013, but this time around, NCLB faces significantly more pushback from the right: Groups including The Club For Growth and Heritage Action are pushing lawmakers to vote the bill down, and grassroots opposition to federal control in education has boomed among constituents."



Yet, we've been pumping out alerts about the Reauthorization of the ESEA since January. Meanwhile other neoconservatives groups, especially Heritage, put off taking a position on this bill until the original day of the vote, last Tuesday! Has YOUR grassroots activism force Heritage out of its pro-H.R. 5 hole and into an anti-H.R. 5 position?

YOU are the ones who truly care about YOUR children and grandchildren! This crisis has given YOU grassroots Americans an unprecedented opportunity to learn the disastrous facts about education reform and its ugly consequences on YOUR children, YOUR local school districts, YOUR teachers, and YOUR community. YOU got informed with the facts. YOU stayed up-to-day with well-documented information that equipped YOU to stand. YOU knew what you were talking about. YOU stood your ground! YOU stood up against Goliath!  


PRAY! Pray! Pray!

KEEP CALLING, KEEP CALLING, KEEP CALLING, ALL DAY LONG.


THANKS ALL!

Read more:
The Elephant in the Room
The Silence on ESEA is Deafening!
How the Mighty Have Fallen
ESEA contact with your Legislators


Thursday, February 26, 2015

Good News... Bad News

A Missouri Citizens Grassroots Report

A 3D Research Report by Betsy Kraus

Those who pull the educational strings are usually two or three steps ahead of those who would do battle with them… and these educational “planners” usually have back-up plans for any setbacks they might encounter in achieving their goals. The good that parents and concerned citizens accomplish must be protected so that it may not be over-ridden or undermined.Constant vigilance is required to save our children from government control. 

The good news is that a group of Missourians filed suit against The Smarter Balance Assessment Consortium (SBAC) and won their case. It was announced from Jefferson City, Missouri on February 24, 2015, that the Circuit Court for Cole County, Missouri ruled in favor of Missouri taxpayer plaintiffs. Membership fees to the Smarter Balanced Assessment Consortium in the amount of $4.3 million were blocked, as the Court ruled that the SBAC agreement with Missouri was in violation of the Compact Clause of the U.S. Constitution, Article I, § 10, cl. 3, and other federal statutes. http://www.fredsauermatrix.com/fred-sauer-prevails-in-common-core-suit-against-gov-nixon/ 

The second seemingly good news for Missouri was, that in May, 2014, Governor Jay Nixon signed a Compromise Common Core Bill.  

As long as the Total Quality Management System (TQM) of Skinnerian mind-control, Outcome Based Education (OBE) reigns supreme in our schools, there must and will be constant formative and summative testing and assessments. SBAC and PARCC have set the standard. The assessments must be written to the curriculum, and, with backward mapping, the assessments direct the curriculum. Even if SBAC or PARCC is removed from state testing and assessments, there will be clones waiting in the wing.


The constant testing and assessments will simply continue under a different venue. One way or another, either through Federal or State action, our children are slated for educational, emotional, and psychological testing and assessment unless it can be stopped at the Federal and State level.
If the Reauthorization of the ESEA Act is passed in the House it will go a long way in ensuring that America’s youth will become absorbed into a one-world, socialistic, global agenda through curriculum, testing, and assessment.

There are a number of ordinary citizens in America who have been trying for several years to expose The Reauthorization of the ESEA Act and HR-5, which aids and abets the TQM System. Some of these individuals have fought valiantly, so it is baffling that they have been ignored, receiving no moral support, no financial aid, or assistance from any of the well-known conservative organizations who are so active in the field of education. Have these organizations even spoken out against HR-5 until perhaps this very day?  HOW COULD THAT BE, AND WHY?   If ever there was an “elephant in the room”, ESEA/HR-5 is it. 


Although assessments are already mandated in The ESEA Act of 1965 and the later update, No Child Left Behind, there are more proposed amendments to the Reauthorization of ESEA Act/HR-5 to assure the testing and assessment will continue unabated. The bill is to be voted on this Friday, February 27th.  If this legislation passes the goose in pretty well cooked for public schools, and, in addition, for any private schools who accept government funding. 

The following are Amendments to insure the testing and assessments will continue despite any state elimination of PARCC OR SBAC: 

 “54. Advances assessments of student achievement and instructional practices, effective teacher preparation and continuing professional development, education administration, and international comparisons. The amendment supports development of a national research strategy to ensure that students, particularly at risk students, have effective teachers and are being prepared for the future.
56. Requires school districts to be transparent in providing information to parents at the beginning of the school year on mandated assessments the student will have to take during the school year and any school district policy on assessment participation
73. Would require that the annual, statewide assessments measure student growth and require that student growth be component of achievement within the accountability system established by a given state.
104. Allows State educational agencies and eligible entities to use Local Academic Flexible Grant funds to audit and streamline assessment systems, eliminates unnecessary assessments, and improves the use of assessments.(1)
How many other states are writing their own testing and assessments? There is a group of Educators is Kansas in the process of writing their own tests for which will surely be accompanied with assessments. Do we honestly think that their Common Core agenda will deviate from the TQM, OBE model?  

“Kansas, which is also implementing Common Core in its Kansas College and Career Ready Standards, is piloting its own tests through the University of Kansas Center for Educational Testing & Evaluation.”(2) 

Is the Common Core legislation in Missouri, passed in May of 2014, good news or is it a “SMOKESCREEN”?

Consider this comment: “Ryan Silvey, a Kansas City, North, Republican, was one of the Common Core opponents who voted against the compromise. He told The Star that lawmakers who want new standards should have kept the bill as a strict prohibition against a return to Common Core. “This bill does nothing to stop Common Core,” he said. “It’s a smokescreen. We left a loophole.”’(Emphasis added)(3) 

Does the process for re-doing the Common Core standards in Missouri, described below, fill anyone with confidence or will it be more of the same?

According to the Common Core Compromise legislation, here is how Missouri’s “new” standards are to be formulated:
“…eight advisory groups will create standards for both elementary and high school students in the state for English, math, science and history. The State Board of Education will hold public hearings on the proposed standards that are slated to be in place by 2016…The advisory groups will be composed of appointees by state education associations and leaders, legislators, Nixon, and Lt. Gov. Peter Kinder. In addition, four members will be parents of children currently enrolled in Missouri public schools. (4)
Who do you think will actually control the formulation of Missouri’s standards? What standards do you think this type of “committee governance” will produce? Do you think there will not be continued testing and assessment? Will the consensus on the standards, agreed upon by the Committees, be submitted to Congress for a vote so that parents and concerned citizens might have their voice constitutionally heard? 

Several years ago, Indiana voted Common Core out of their state. They then formulated new standards that wound up to be very much like the old ones. Despite all the efforts of those trying to protect students, the results were not very productive. Then, Republican Governor Pence turned Indiana into a “Voucher” state. Vouchers, Choice, and Charters are capable of undermining public schools through loss of pupils and funding, and putting private schools at risk for state control and Common Core or similar standards, testing, and assessments. It’s a lose-lose scenario.  


Footnotes:
3. Ibid


Related readings:
Common Core Charter School Craziness!
ALERT: HR 5, the Student Success Act of 2015 
Nation's Top Teacher Resigns 
DRILL ‘EM AND KILL ‘EM 

A Teacher's Courageous Speech

No Way, ESEA!
An Example of True Grassroots Teacher Activism! 


A 3D Research Report by teacher Dawn Hoagland

I gave half of the speech (before I was cut off for time allotment) in a public forum which was the Greenburgh Town Hall. A panel of 7 Democrat and Republican legislators convened to listen to public comments on New York Governor Cuomo's budget and education proposal's. They collected written comments at the end from anyone who didn't get to speak or didn't get to read their full speech.

Below is an excerpt from the speech which I gave to the Westchester lawmakers on Monday.
(Source)

Westchester lawmakers listened attentively to public comments on Cuomo's budget and education reform proposals for four hours. In attendance and speaking was a packed crowd of parents, superintendents, board of education members, NYSUT reps, teachers and political activists at the Greenburgh Town Hall. This was one of the most useful actions I have ever been part of. It felt good to participate in a well articulated response to Cuomo's budget and ridiculous education proposals. At the end, each of the legislators thanked us for giving them specific information (ammunition) to take to the fight in Albany. 

Excerpt from my speech:
Lawmakers should not support Governor Cuomo’s bullying tactics. He’s holding the budget hostage. He is usurping legislative power and infringing on the authority of locally elected school boards. His budget should contain enough money to educate all of our students in New York State. Period. And the school aid runs should be published in a timely fashion to make them useful for superintendents to be able to plan for the following year.

In New York, education policy belongs to the Board of Regents. Cuomo is using his budget to manipulate policy changes. He is only offering a 4.8 percent increase in education aid if you concede to his teacher bashing and privatization plans which call for more charter schools. Congress is discussing the re-authorization of ESEA right now. There are over 60 pages in the bill proposed by Lamar Alexander that provide incentives and directives for new charter schools. There must be some powerful hedge fund managers investing in charter schools that D.C. and Albany are catering to.

How can Cuomo get parents to put their kids in charter schools? He needs to convince them that their children are failing and their teachers are ineffective in their neighborhood public schools. If he can accomplish that, parents will be anxious to pull students out to try a charter, even though charter schools have not delivered the improved outcomes they love to promise. Convincing parents that the teachers are to blame is a matter of propaganda—not reality.

If Cuomo can get enough teachers labeled “ineffective,” and the media spreads enough lies, parents may begin to question the quality of their public schools. Merryl Tisch will approve more charter schools and the charter investors will flourish. Tisch’s brother in law, Andrew sits on the Board of K12, Inc., the biggest online learning company in the U.S. Andrew sells educational products to charter schools. Merryl approves a new charter; Andrew gets a new account.

So if Cuomo needs students to fail to prove that charter schools are the answer, then the tests need to be very inappropriate so that even top students will have a hard time passing them. I would like to invite Governor Cuomo, and every NYS legislator, to take a sample PARCC test, any grade level, and publish the results. My point is that these tests are invalid. Therefore raising the student test score percentage of every teacher’s evaluation to 50% turns these tests into weapons of mass destruction aimed at our public schools.

Read more:
Charters Kill True Choice
CHARTERS in the ESEA Re-authorization Bill!!!
The Roots & Fruits of Ed Reform

Parents are Treated Like Children

No Way, ESEA!
Some background and history to this outrageous incident in Collier County, Florida
http://libertyblitzkrieg.com/2015/02/24/video-of-the-day-watch-as-
florida-parents-are-treated-like-children-for-questioning-school-curriculum/

Everyone keeps forwarding this video to me.  I ignored it initially but am so tired of receiving it in my email I decided to write a post for my blog. Read the article "Video of the Day – Watch as Florida Parents are Treated Like Children for Questioning School Curriculum," and watch the video. Here is a brief summary of its contents:
David Bolduc... who is a resident of Naples, Florida recently sent me a note highlighting a video in which he, and several other concerned parents, were reprimanded and treated like little children in a School Board Workshop as a result of them expressing concerns about school curriculum.

To these outstanding and courageous Florida parents, I say, "Welcome to the club!"

IT IS VITAL FOR GOOD PARENTS, NEW TO THE BATTLE, TO UNDERSTAND A BIT OF HISTORY REGARDING THIS BATTLE AND WHO FOUGHT IT, HOW, AND WHO DID NOTHING TO HELP FIGHT IT.  


As an elected school board member in 1978 I visited my son's third grade classroom, simply to see how he was doing. I didn't interrupt anything going on. Just sat in the corner and was able to observe that my son was not doing all that well.

That very day I, an elected official, was called into the Superintendent's Office, during which the Chairperson of the School Board and the head of the teachers' union berated me for having visited the classroom without permission! The accusations regarding my visit were so "off the wall" I was reduced to tears. Part of our job as board members was to occasionally visit classrooms.

What a horrible experience when the incident was reported to the controlled press, which hated me, and the Leftists/Communists in our small town came down on me with horrendous letters to the editor, etc. (This wasn't the only time I was called into a small room to be interrogated about something I had done as a legitimate part of my job as a school board member.) This, by the way, is a Communist tactic, in case there are people out there who have not studied the Alinskyan "how" of controlling the community, and been subjected to it.

In regard to incidents young parents are now experiencing that areas horrendous as what we tired soldiers experienced from 1975 to the present.

In 1979 Maine introduced its  K-12 State Health Education Program, which required 12th graders  to understand the three types of sexual intercourse, including with animals. It was called "The Berkeley (CA) Model" ... of course. This particularly obnoxious "standard" caused Bettina Dobbs and me to form Guardians of Education for Maine (GEM), which did great things from 1979 to 2000, mostly due to Bettina I must add.

Even the Commissioner of Education at the time couldn't look us in the eye. He just put his head on his desk for at least one minute when we showed him the  page out of the curriculum regarding the above standard. He  did take action by getting a memo out to all Superintendents in Maine Districts urging them not to ever include such an outrageous  standard in the curriculum. That was shortly before we parents and some public school teachers worked to get regulations approved for the Protection of Pupil Rights Amendment. By the way, we did this with no help from any conservative tax-exempt foundation!!!!

And the young'uns involved in fighting Common Core and all the things going on right now think the situation is somehow new! No, sadly it isn't new.

Back then we hung in, persevered, and went in their faces, ran for office again and again, often won, occasionally changed things, wrote booklets, pamphlets. No one landed in jail, as far as I can recall, but we sure put holes in our family budgets. Some activist board members' tires were deliberately slit by the enemy, hoping to cause car accidents. Anita Hoge, whose name is carefully omitted from neoconservative lists of education experts (especially "their" recent Johnny-Come-Lately alerts to stop HR 5), won a case against the Pennsylvania Dept of Education, under the federal law The Protection of Pupil Rights Amendment. An historic event for which she has received nearly zero acclamation.      
  

I remember a conversation with Anita Hoge in the 1990s when she informed me her phone bills were running $1000 a month, and I was able to almost match her by saying mine were running $950 a month! In other words, neither one of us genuine grassroots activists were receiving a dime from the "controlled" Right. In fact, much credit must go to those sweet grandmothers who quietly handed us $20 bills after we spoke, just to help us out, telling us, "You are in my prayers." 

All the major neoconservative groups who have been heavily funding the concerned parents fighting Common Core, while studiously avoiding the Trojan Horse (charter schools with unelected boards),  knew about all the atrocities in the schools from 1965-2000, and of efforts by persons and groups like GEM, but did nothing to help us. Unless their  assistance was geared  to getting control of those good parents. The reader can figure out which groups I am referring to.

The following grassroots persons from all across the United States were important writers on the subject of education, worked to kill the U.S.-USSR Education agreements, founded and operated  education organizations from the 1960s through the past century: Peggy and Dennis Cuddy, Barbara Morris, Joan Masters, Beth Trotto,  Jackie and Malcolm Lawrence, Peggy Grimes, Joe Baldaccino, Lawrence Grayson, Billie Lyon, Anita Hoge,  GenYvette Sutton, Nancy Staible, Luanne Robson,   Georgiana Warner,  Kathie Finnegan, Jil Wilson and Virginia Meves, Mary Thompson, Berit Kjos, Rose Stewart, Cynthia Weatherly, Geri Wenta,  Carol Maddox,  Cherilyn Eagar, Sarah Leslie, Cris Shardelman, Lynn Stuter, Chey Simonton,  Wolfgang Von Eitzen (Germany 2015),Ann Herzer and Gene Birkeland, Betsy Kraus, Jeannie Georges, Ann Hanley, Joan Gubbins, Andrea Neal, Charlotte Iserbyt, Bettina Dobbs, Steve Schran, Donna Mullin, Joe Esposito, Joanne Lisac, Robert Goldsborough, Virginia Birt Baker, Rosalind Haley, Ann Frazier, Bettye and Kirk Lewis, Betty Russinoff, Marilyn Boyer, Jeannie Georges and Jean Patton, Dr. Shirley Correll, Don Bell, Erica Carle, Ruth Feld and Gene Malone, Jan Iserbyt and  Sydney Dobbs, Judy McLemore, Mary Jo Heiland and  Sylvester Cain, Wilma Leftwich, Frances Riley, Jeannie Jenkins, Jeb Brown and Maureen Heaton, Mary Larkin, Norman Dodd, Edith Kermit Roosevelt, Judge Robert Morris. The above list is limited to persons I, Charlotte,  personally know/ knew and with whom I worked. It is therefore incomplete. There are many other Americans, not included on this list who I did not personally know, who did extraordinary work to preserve academic education and to halt the destruction of our children's attitudes, values, and beliefs.



The above remarkable Americans (persons and groups) were responsible for the call to abolish the U.S. Dept. of Education in 1980, and in getting regulations to enforce The Protection of Pupil Rights Amendment (PPRA) in 1985, and in trying to expose President Reagan's signing of the United States-Soviet Education Agreement in 1985, which merged the two countries' education  systems. These individuals, many of them "Moms," raised $5000 (out of their grocery budgets) to put a one-page ad in The Washington Times which covered not only what President Reagan had done but the Carnegie Corporation-Soviet Academy of Science Agreement, which dealt with joint development of  computer course ware in Marxist critical thinking for early elementary school children.

Isn't it interesting that none of  the above individuals and small rag-tag groups was offered or  received one single penny from any one person or any national group? Of course, we wouldn't have accepted their financial help anyhow since it was "tax exempt" and we knew the dangers of taking that money.

The so-called national "conservative" groups and people, still active today, couldn't have cared less about attacking the very unconstitutional, treasonoous, nation-destroying programs back then. Not one of them, not even the American Legion, opposed the Reagan-Gorbachev Education Agreement of 1985 which merged the United States and Soviet Education systems... until long "after-the-fact" in order to cover their tracks, and assure continued funding from innocent Americans who believed in their tear-jerking, patriotic fund-raising  letters! Of interest is the fact that the Maine branch of the American Legion did vote unanimously to have the agreements cancelled! I have a file drawer full of responses from these so-called conservative groups (pathetic excuses for doing nothing) to my plea for them to help us cancel the Reagan-Gorbachev/Carnegie-Soviet Academy of Science Agreement (in effect TODAY), to be fully implemented under HR 5 and Senator Alexander's Companion bill.

Here, in a capsule, is the origin of legislation being presented in Congress today, such as Rep. John Kline's HR 5 and Senator Alexander's companion bill. On July 18, 1961, Congressman John Ashbrook delivered a speech before Congress, “The Myth of Federal Aid to Education without Control,” (Congressional Record: pp. 11868–11880). His very important speech documented and exposed the plans for the internationalization and transformation of American education, and a good section of it is reproduced on my blog in the post "The ESEA Power Grab":

I had bolded the above words due to the neoconservative efforts in 2015 to do away with local control through tax-funded school choice/ charter schools with unelected boards. (See HR 5 and Senator Alexander's companion bill). The neoconservative leaders obviously are carrying out the goals of the internationalists in the 1960s, 1970s, 1980s, and up to 2015! Shame on them!

Attached to the 1961 Congressional Committee’s report were appendices from which the following quotation is taken. Do Americans not see that in order to return to sanity and focus on academics in education, the excellent system we had pre-1965, we MUST abolish the U.S. Department of Education! Nothing less will cure the problem... nothing!

WHY HAVE WE NOT HEARD ONE MURMUR  FROM THESE PHONY CONSERVATIVE GROUPS IN REGARD TO ABOLISHING THE DEPARTMENT OF EDUCATION? Is it because they need it to accomplish their nefarious objectives outlined below, outlined in the 1961 Committee's report?
Appendix B
The Mission of the Office of Education in the 1960s
The schools of tomorrow must prepare their students for living in a world of continuous and rapid change, presenting them with unprecedented social, economic, and political problems. We must, in fact, give to education a character that will initiate and support a process of lifelong learning if Americans are to keep abreast of the accelerating advent of new knowledge and of the increasing complexity of modern life. These prospective conditions are already suggested in part by the rapidly increasing demand for highly specialized and professional skills. During the coming decade, new means must be developed for identifying and releasing student potential; curriculums will have to undergo continual reshaping and upgrading; and new techniques and tools of instruction will have to be developed.…
• Education is basic to effort to bring about an enduringly peaceful world.
• Next decade will bring closer and multiple relationships with Ministries of Education abroad and international organizations, such as UNESCO, the Organization of American States, International Bureau of Education.
• Variations among States and school districts in standards of instruction, facilities, staff, and services expose serious inadequacies. Our progress toward the ideal of equality of educational opportunity is tragically uneven.
• In the area of international educational cooperation, in particular, it must play the major role, since only the Federal Government can enter into agreements with other governments. Along with these responsibilities should be included that of stimulating and participating activity in the process of formulation, examination, and reformulation of the goals of our national society in terms of educational objectives.
• The development of uniform, consistent and compatible statistical data in all States and in all institutions of higher education will call for both technical and financial assistance to these sources from the Office of Education….
• Economists, sociologists, and other social scientists will be needed on the staff to assist in dealing with educational problems in their total context.
I do believe that if John Ashbrook were alive today he would be shaking his head in disbelief over the fact NOT ONE SINGLE ONE OF THESE TAX-EXEMPT GROUPS  has launched an effort as well-funded as their effort to kill Common Core. Not one of these groups return education to the local level, hiring only teachers educated in academics and basic skills. But, all of you new citizen activists please remember: NOTHING ELSE but true local control, ABSOLUTELY NOTHING ELSE, WILL CURE THE EDUCATION CANCER.
 

Read more about these issues:
The Elephant in the Room
The Silence on ESEA is Deafening!
The REAL Agenda Behind Abolishing the U.S. Dept. of Education
Common Core Trotskyites