Archive for the ‘lawsuit’ Tag

Common Core Lawsuit: Teachers and Parents v. Utah State School Board   2 comments

 

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So many Utahns have become so hopping mad* about Common Core in our schools that a few weeks ago, Governor Herbert publically announced that the state Attorney General will now conduct a “thorough legal review” of the rapidly adopted, unvetted education and testing standards.  He’s got a public input website  on the academic aspects of the Common Core.  But his main question is:  do the standards represent “federal entanglement”?

Well, that seems like an easy question  for the Attorney General!  Just read Utah’s Race to the Top application, with its federal points system based, in large part, on a state agreeing to take on the Common Core.  Or check out Obama’s four pillars of education reform.  Or check out Obama’s and Secretary Duncan’s speeches on the subject.  Or read the federal definition of “college and career ready standards.”  Not hard.

But federal entanglement’s not the only question.  A new Libertas Institute lawsuit  asks this key question:  Did the Board violate state law in rushing through Common Core’s adoption without legally required input from parents, teachers, employers, superintendents and school boards?  At least one public school has openly declared that not even slightly were they consulted.  And they’re not happy about it.

The lawsuit asks for a declaratory judgment, saying that the Board failed to consult with local school boards, superintendents, teachers, employers and parents as required by law (53A-1-402.6).  It asks for an order enjoining the Board from further implementing Common Core, from requiring schools to implement Common Core, and from enforcing Common Core.

I am happy to be one of the parents/educators who are the plaintiffs in this case, and grateful to Libertas Institute for footing the bill.

Go, fight, win.

 

libertas

 

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* Remember to attend  if at all possible this month’s public state school board meeting and the big protest THIS WEEK at the State Board of Education offices in downtown Salt Lake City:  August 8th, at 9 a.m.  Many Utahns against Common Core will be protesting with signs outside the building while others will be making public comment later, during the public comment segment around 10:30 inside the building.  See you there.

Alabama School Board Fights For Childrens’ Privacy   3 comments

Betty-Peters- -Alabama-State-Board-of-Education_

Betty Peters of the Alabama State School Board is fighting for the privacy rights of children in Alabama by requesting documentation about what types of information is currently being disclosed without parental consent, and to whom.

Below are draft versions of the requests.

For more information about the shredding of parental rights under previously protective federal FERPA laws, see the lawsuit currently raging against the Department of Education, brought by the Electronic Privacy Information Center. I have written about this issue previously as have many other people.

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Memo to Alabama State Board Members:

Since there is a debate without documentation about the use of data on our students of whether personally identifiable data is released on our students, we must request the following documents to clarify and end this discussion. Once we have documents that would substantiate the use of redisclosure of data, personally
identifiable information, PII, that the US Department of Education now allows under FERPA, we can better resolve the issues and take steps to protect our children in the state of Alabama. I am requesting and demanding that all documents requested herein, be given to each State Board Members and legislators, and only then, can we make decisions to protect our students and their families. All meetings and debates should be tabled until documents are received from the Department, and/or under the Freedom of Information Act that will prove one way or another, that will substantiate whether personally identifiable information can be used or not be used without the informed written permission of parents. These documents will provide the basis of our decisions and requests to our legislators of what should be done to protect student privacy.

Sincerely,

Betty Peters

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Request for Documents, Written Agreements, Cooperative Agreements

RE: Redisclosure of Personally Identifiable Information on Students According to 99.31 of the Family Education Rights and Privacy Act, FERPA Unknown to Parents and Legislators

Request the Cooperative Agreements between the US Department of Education and Partnership for Assessment of Readiness of College and Careers, PARCC, and Smarter Balanced Assessment Consortium, to determine the use of redisclosed personally identifiable information, PII, used to evaluate individual students toward Common Core Standards.

Request the Cooperative agreement with the Department of Education allowing Florida to be the fiscal agent for each of the states in the PARCC consortium. Request the Cooperative Agreement with the Department of Education allowing Washington to be the negotiating partner for each state in the Smarter Balanced Assessment consortium.

Request the Memorandum of Understanding between Washington state as the negotiating partner, and WestEd, the project management partner, that has access to redisclosed personally identifiable information, PII, for each state in the Smarter Balanced Assessment Consortium.

Request the Memorandum of Understanding between Florida, and Achieve, Inc., Florida as acting fiscal agent for the PARCC consortium and Achieve, Inc as project management partner. Please submit all written agreements allowing access to redisclosed personally identifiable information , PII, for each state.

Request any written agreements, memorandums of understanding, or cooperative agreements Alabama or other states not using PARCC or Smarter Balanced Assessment, has with the US Department of Education, ACT (Aspire, Explore, or Plan,) and/or Pearson, that has access to redisclosed personally identifiable information, PII,
used to evaluate individual students toward Common Core Standards.

Request any written agreements, memorandums of understanding, or cooperative agreements with other contractors who have been given redisclosed PII on student data to develop curriculum, computer adaptive digital software, and/or any testing development. These “school officials” may be identified as private sector contractors, consultants, volunteers, or other parties to whom an agency or institution has outsourced services or functions, including, non-profit organizations, corporations, or businesses to develop curriculum and/ or computer adaptive resources for individual students. These contractors may include Microsoft, Pearson, Houghton Mifflin Harcourt, ETS, & ACT. Please submit any written agreements that allow access to PII, which was unlocked by order of President Obama, Office of Science and Technology Policy Executive Office of the President, January 19, 2012

Request the purchase agreement and amount for each written agreement between any “school official” and the US Department of Education, PARCC, and/or Smarter Balanced Assessment, for the purchase of obtained redisclosed data on personally identifiable information, PII, on individual students to develop curricula or computer
digital programming or testing materials.

Request any Requests for Proposal, RFP, or Written Agreements between any private sector working group, defined as a “school official” in FERPA, 99.31, including PARCC, Smarter Balanced Assessment, Wested, or Achieve, ACT or ETS, who are developing and expanding Common Core Standards to new individualized criteria to “
improve instruction”, called, CCCR, College Career Citizenship Readiness, in which Citizenship, measures dispositions. Source: http://www.ccsso.org/Documents/ILN%20Knowledge%20Skills%20and%20Dispositions%20CCR%20Framework%20February%202013.pdf

Request any memorandums of understanding or cooperative agreements to test and measure disposition test items that are ” difficult to measure” and may infringe on personal privacy rights, violate federal law for redisclosing psychological information without informed written parental consent.

Request any memorandums of understanding or cooperative agreements that may be used as identifiers for interventions for changing dispositions or improving instruction, without the informed written consent of the parent violating privacy laws, personal liberty, and illegal access to mental health criteria.

Request sample test items or test blueprints with scoring criteria that will measure dispositions and values in the new College Career Citizenship Ready Standards, CCCR, that are being introduced to the Common Core Standards by the CCSSO.

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Working Draft:

Put this letter in writing to clarify requests:

Since there is a debate without documentation about the use of data on our students of whether personally identifiable data is released on our students, we must request the following documents to clarify and end this discussion. Once we have documents that would substantiate the use of Redisclosure of data, personally identifiable information, PII, that the US Department of Education now allows under FERPA, we can better resolve the issues and take steps to protect our children in the state of Alabama. I am requesting and demand that all documents requested herein, be given to each State Board Member, and only then, can we make decisions to protect our students and their families. All debates should be tabled until documents are received from the Department, and/or under the Freedom of Information Act that will prove one way or another, that will substantiate whether personally identifiable information can be used or not without the written permission of parents. These documents will provide the basis of our decisions and requests to our legislators of what
should be done to protect student privacy.

Other questions to be answered:

Was Congressional authority given to expand FERPA regulations concerning redisclosed access of data and the flow of personally identifiable information, PII to outside contractors?

Which federal law expanded FERPA to include all outside contractors as “school officials” to have access to personally identifiable information, PII,on students without the informed written consent of parents or legislators?

Why was the Hanson Memorandum rescinded in the ‘‘direct control’’ requirement contained in the policy guidance on authorized representatives allowing the flow of personally identifiable information to outside organizations, corporations, non-profits, and business to have access to personally identifiable information, PII?

Request the Presidential Executive Order providing that FERPA regulations were to be revised and changed to unlock data and allow re-disclosure of personally identifiable information, PII, to outside contractors.

Do outside contractors pay for the data? Examples:

• If outside for-profit contractors are developing tests, assessments, curriculum, or computer software to meet individual specific outcomes aligned to the Common Core Standards, including non-cognitive areas called dispositions, do these contractors pay for the data or intellectual property rights taken from individual students to research and develop testing, assessments, curriculum, and adaptive software to be re-sold to
states and individual schools for use in the classroom?

• If non-profit contractors are developing tests, assessments, curriculum, or computer software to meet individual specific outcomes aligned to the Common Core Standards, including non-cognitive areas called dispositions, do they pay for intellectual property rights? Are they violating their non-profit status to make a profit when these items that they are developing are re-sold to states and individual schools
for use in the classroom?

• Are individual states co-contributors to Redisclosure of PII?

• Is the National Center for Education Statistics co-contributors to Redisclosure of PII?

Whitehouse Unlocks Data:see source http://www.whitehouse.gov/sites/default/files/microsites/ostp/ed_data_commitments_1-19-12.pdf

FERPA sections allowing Re-Disclosure of PII

§ 99.31 Under what conditions is prior consent not required to disclose information?

(a) An educational agency or institution may disclose personally identifiable information from an education record of a student without the consent required by § 99.30 if the disclosure meets one or more of the following conditions:

(1)(i)(A) The disclosure is to other school officials, including teachers, within the agency or institution

whom the agency or institution has determined to have legitimate educational interests.

(B) A contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions may be considered a school official under this paragraph provided that the outside party—

( 1 ) Performs an institutional service or function for which the agency or institution would otherwise use
employees;

( 2 ) Is under the direct control of the agency or institution with respect to the use and maintenance of

education records; and ( 3 ) Is subject to the requirements of § 99.33(a) governing the use and redisclosure of personally identifiable information from education records.

§ 99.31(ii) Paragraph (a)(5)(i) of this section does not prevent a State from further limiting the number or
type of State or local officials to whom disclosures may be made under that paragraph.

(6)(i) The disclosure is to organizations conducting studies for, or on behalf of, educational agencies or institutions to:

(A) Develop, validate, or administer predictive tests;

(B) Administer student aid programs; or

(C) Improve instruction.

Wyoming Teacher of the Year Stands Up For Liberty in Education   2 comments

Cindy Hill, State Superintendent of Wyoming, stood up against federal insurgence into the state-held right to educate. She stood up against nationalized testing. She opposed Common Core.

For having the backbone and integrity to do these things, she has been stripped of her Wyoming Constitutional rights as superintendent, has been given ceremonial duties only, has been moved out of her office into a museum, and she’s had her former role replaced by an invented position dubbed “Department of Education Director”.

Big Wyoming newspapers slam Cindy Hill. Small Wyoming papers defend her. Thousands of citizens signed a petition to get Cindy Hill reinstated. A lawsuit on the matter is ongoing.

Cindy Hill keeps fighting– not just for her job and her rights, but for the proper role of government in this precedent-setting drama.

Here’s a letter to the editor of WYOfacts news, in defense of Cindy Hill, that moved me. It’s written by former teacher of the year Joan Brummond.

Thank you, Joan, for setting the example in speaking out, regardless of personal consequences.

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July 22, 2013

To the Editor:

I worked for Cindy Hill before she became Superintendent of Public Instruction. She is a problem solver like few administrators. She keeps the kids in mind in everything she does. I am amazed at her energy and work ethic. I am not at all surprised that in her abbreviated term heading the Wyoming Department of Education, test scores in reading and math went up, an unprecedented improvement. And I know, though she denies it, she is responsible for this positive result. She says it wasn’t her but the teachers who did the work. Well, that’s true, but it takes a leader with the ability to stay focused to do the hard work and achieve the results for kids.

As a life-long educator, a former Teacher of the Year for Wyoming, a member of Leadership Wyoming and a former president of the National State Teachers of the Year, I know a remarkable leader when I see one. Cindy Hill is that person. As a registered democrat, I voted for her because personal knowledge of a person’s integrity and mission to improve the school lives of students, trumps politics every single time.

So I have been outraged and disgusted by the politics behind SF 104. What is going on, political leaders? Why ignore the facts that she did her job and did it legally, morally and responsibly? Why deny the Constitution that gives her general supervision of our schools? Why use my money—and that of all taxpayers—to hold one sham investigation after another. Why make a mockery of the law by trying to impeach her?

No investigation ever uncovered any valid offense. Yet, the legislature is doggedly moving ahead with plans to impeach her, making expensive investigatory committees filled with people who voted against her in the first place. What’s fair about that? We teachers wouldn’t put up with this kind of unfairness on the playground; why put up with it from our lawmakers?

All this furor makes me wonder what her enemies are trying to hide? It makes me wonder if other politicians and bureaucrats need to be investigated, those who just might be skimming off the taxpayer’s bounty.

It’s a dark day in Wyoming politics. I’m like a lot of other people—I’d rather keep my head down and do my own life. But when should we Americans stand up? I’m old enough to remember the Holocaust, to remember and take to heart the words of the minister, Martin Niemoller, who said:

First they came for the Socialists, and I did not speak out–
Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out–
Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out–
Because I was not a Jew.

Then they came for me–and there was no one left to speak for me.

It’s the American way to stand up. I do it on behalf of the truth and our way of life. Let’s reinstate Cindy Hill to do her work and cut out the nonsense. Our students are losing precious time.

Joan Brummond, former Teacher of the Year

You Are Invited: Common Core Cottage Meeting in Syracuse, Utah- Tomorrow   1 comment

Tomorrow night at 7:00 p.m. there will be a Common Core informational meeting at a home in Syracuse, Utah. If you live nearby, please feel free to stop by and bring a friend. Dalane England and I will be speaking about the Common Core. Address: 2532 South 1300 West, Syracuse, Utah, 84075.

We plan to answer the following questions:

What is Common Core, and why are so many people fighting day and night to repeal it?
Does it harm my child?
Did all citizens and legislators get a chance to vet Common Core prior to its adoption by the state school board?
How does it kill local control of education, of privacy and of local values?
Why is it constitutionally threatening? / How are voters shut out of the decision making processes of Common Core?
Why don’t teachers or principals dare speak out against it?
Why must Utah’s state school board ask permission from unelected D.C. groups to modify ed standards in Utah, under Common Core?
How does unwanted student (and teacher) data mining and tracking rely on Common Core tests and standards?
Why has the Department of Education been sued for its Common-Core-test related changes to the Family Educational Rights Privacy Act?
What are intended and unintended consequences of having students take the Common Core tests?
How does Common Core affect homeschoolers and charter schoolers?
How is parental consent of student information sidestepped by the Common Core agenda?
Who paid for Common Core’s development, tests, and trainings and who will pay for Utah’s future Common Core costs?
Who gets wildly rich when Common Core aligned curriculum are virtually the only salable education products in America?
Why are both the Utah Chamber of Commerce and Utah’s Governor involved in promoting Common Core as part of Prosperity 2020?
What does the anti-common core legislation look like in those states that are withdrawing from Common Core –and can we do this in Utah?
Is there any evidence that Common Core can raise academic success or economic success in Utah? / Was there ever a pilot study or a field test of the standards? / Which lead creator of Common Core admitted that these standards only prepare students for a nonselective 2-year college?
Why did the main creator of Common Core get promoted to be president of the College Board and how will it dumb down college standards?
Which source documents from the Department of Education mandate teacher redistribution, sharing of student level data, not adding more than 15% to the standards in any state, and asking permission of D.C. groups to make amendments to these common standards?
How do we reclaim our now-lost educational power?

U.S.O.E. Informational Meetings on Common Core Tests: Clueless on the Big Issues   5 comments

Did you watch the Deseret News live feed of the Davis District meeting tonight?

I had an “A-ha!” moment, as I again watched Judy Park of the Utah State Office of Education present information about the Common Core tests.

I realized that Judy Park just does not know the answers to the big, big questions that are being asked.  She isn’t actually being dishonest; she is simply clueless.  It’s tragic.  I feel almost sorry for her.

What makes me say this?

One example:  When parents asked about the data collection issue she seemed to be blissfully unaware that the Utah State Longitudinal Database System collects personally identifiable information on every student –without parental consent and without any opt-out alternative.

“There’s federal laws. There’s all the protection in the world,” she said, and added a little simile:

As banks can’t give away your money, databases can’t give away your personally identifiable information, she said.

Really?

– Does she not know that there’s a huge lawsuit going on right now because the Department of Education has loosened and ruined privacy regulations so entirely that parental consent has been reduced from a legal requirement to an optional “best practice”??

– Does she not know that the State Longitudinal Database System is federally interoperable, and that that was one of the conditions of Utah receiving the grant money to build the SLDS in the first place?

– Does she not know that the SLDS is under a (totally unconstitutional) mandate to report to the federal government via the “portal” called the EdFacts Exchange?

– Has she not seen the hundreds of data points that the federal government is “inviting” states to collect and share on students at the National Data Collection Model?

– Has she never studied the Utah Data Alliance and the Data Quality Campaign?

– Is she unaware that the Federal Register (following the shady alterations by the Dept. of Ed to federal FERPA privacy regulations) now redefines key terms such as who is an authorized representative and what is an educational agency, so that without parental consent and without school consent, vendors and corporate researchers can access data collected by the SLDS (State Database)?

– Does she not know that state FERPA is protective and good, but federal FERPA is utterly worthless because of what the Dept. of Education has done?

Ms. Park said:

“FERPA [federal privacy law] doesn’t allow that,”   and:   “I don’t believe that,” and “Personally identifiable information is not even in our state database.”

Dear Ms. Park!   I wish I could believe you.

But last summer, at the Utah Senate Education Committee Meeting, we all heard (and Ms. Park was in the room) when Utah Technology Director John Brandt stood up and testified that “only” a handful of people from each of the agencies comprising the Utah Data Alliance (K-12, Postsecondary, Workforce, etc.) can access the personally identifiable information that the schools collect.  He said it to reassure us that barring dishonesty or hacking, the personally identifiable information was safe.  But he simultaneously revealed that the schools were indeed collecting that personal information.

Sigh.

Why don’t our leaders study this stuff?  Why, why?

Even Ms. Park’s secondary title, which is something about “federal accountability” is disturbing.  It’s an illegal concept to be federally accountable in the realm of state education.  Has nobody read the 10th Amendment to the Constitution at the State Office of Education?  Has no one read the federal law called the General Educational Provisions Act, which forbids —FORBIDS— the federal government from supervising, directing or controlling education or curriculum in ANY WAY.

I am not the only one flabbergasted at what I saw and heard on that live feed of the Davis District meeting today.

 

This portion is reposted with permission from clinical psychologist Gary Thompson.

Gary Thompson:

I’m mortified at USOE.

I’m half tempted to shoot off (another) letter to the State Superintendent of Schools demanding that they stop all future “informational”meetings until they themselves either know the correct answers, or can be honest and simply state, ” we are investigating these issues currently, and we will get back to you when we know the answers.”

Anything other than that is pure deception, and if they (Judy Park, ect) are deceiving tax paying parents, then they should be asked to resign from their positions of trust. If I here one more meeting filled with deception and plausible deniability, I may take it upon myself to publicly ask for those resignations myself in a very public manner that will make the my Glen Beck appearance look like minor league.

It is just common respect. THEY asked for my letter of assistance and clarification. Attorney Flint and myself spent an entire weekend drafting it for them and the parents in our community.

Their response over a week later?

Crickets.

Not even a thank you note….and then they have the gall to present a LIVE feed to the entire State filled with definitive answers to parents questions that not only could they not answer during our 2 hour in person meeting, but asked for our assistance to clarify the issues they did not understand.

How hard would it had been to simply say, “We do not know.” ???
Ms. Parks response to questions regarding adaptive testing to children with learning “quirks” (out new name for disabilities) was so devious and deceptive that I had to turn it off.

Alisa Olsen Ellis, don’t you ever stop this fight as long as you have life in you.

God bless you.

-Gary Thompson

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Please, if you live in Uintah District, attend the meeting about the Common Core (AIR/SAGE) tests to be presented by the USOE on

April 25, 2013 @ 4:00 pm – 6:00 pm at the  Maeser Training Center 1149 North 2500 West Vernal,UT 84078 USA

 

FBI and Dept of Ed Sued for Privacy Violations   4 comments

We knew that the Dept. of Education had been sued for violating student privacy by changing FERPA without congressional approval.

But now we learn that the same company, EPIC (Electronic Privacy Information Center) has also sued the FBI for privacy-rights obliteration.

Now, ponder those two lawsuits in the context of the White House’s “data-mashing” goals (those are the words of DOE chief of staff Joanne Weiss.)   Recall, too, that the White House hosted a “Datapalooza” conference recently to celebrate the wonders of streamlining all data collection everywhere.

The White House is very openly promoting inter-agency data sharing.  They will not easily admit that they are making privacy laws looser and looser and reducing parental say over student data. But it’s clear if you actually take the time to read, read, read.

And…

All the states have a federally paid for, federally interoperable State Longitudinal Database System which tracks citizens throughout their lives.

Please click on the links to verify.

 

 

Posted April 11, 2013 by Christel Swasey in Uncategorized

Tagged with , , , , , , , ,

Secretary Arne Duncan: Reading, Writing and Redefining Terms   6 comments

Words are powerful.

Redefining words is risky business because the redefining can change everything.

One who knows this truth is our nation’s Department of Education Secretary, Arne Duncan. He has a history of going out of his way to alter the definitions of words.  He did get the Department of Education sued  for doing this, but did anyone notice?

Okay. Let’s start paying attention.

Our U.S. Secretary of Education has officially redefined :

1) COLLEGE AND CAREER READINESS.   Did you know that “college and career readiness” can now officially mean only one thing in American schools?  It only means having the same standards as other states.   Odd!   Check it out for yourself.

2) AUTHORIZED REPRESENTATIVE – Did you know that an “authorized representative”  has been redefined by the Dept. of Education (without Congressional approval) to expand privacy exemptions that had previously protected student privacy under FERPA law?  And reinterpretations “remove affirmative legal duties for state and local educational facilities to protect private student data.”  Yes, the Dept. has been sued over this.    Yet, “authorized representative” can now mean anyone who wants to see student data, even “a contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions…”  A volunteer can be “authorized” to see personally identifiable data without parental consent.

3) EDUCATION PROGRAM – Did you know that Sec. Duncan’s redefinition of “education program” now “includes, but is not limited to” early childhood education, elementary and secondary education, postsecondary education, special education, job training, career and technical education, and adult education, “regardless of whether the program is administered by an educational authority.” That last part is almost funny.  But not.

4) DIRECTORY INFORMATION – Sec. Duncan made sure it would be allowable to “nonconsensually disclose a studentnumber or other unique personal identifier” and that directory information could include a name; address; telephone listing; electronic mail address; photograph; date and place of birth; major field of study; grade level; enrollment status,  dates of attendance; participation in activities and sports; weight and height; degrees, honors and awards received; and educational institution attended.

5) BIOMETRIC DATA –  in the Dept. of Education’s definition of “personally identifiable information,” biometric data means a record of one or more measurable biological or behavioral characteristics that can be used for automated recognition of an individual. Examples include fingerprints; retina and iris patterns; voiceprints; DNA sequence; facial characteristics; and handwriting.  That one wins the creepy award.

But that’s not all.

When Sec. Duncan’s not redefining words to loosen parental consent law over student privacy, or siphoning off states’ sovereignty over their own testing systems, he’s giving speeches.

Whenever he’s not talking about social justice, he’s talking about international education.  Whenever he’s not talking about international education he’s talking about social justice.

Arne Duncan clearly wants schools to teach global  social justice.  But what does Sec. Duncan mean when he says  “global citizen” and  “social justice”?

“Global Citizen”

In his speech at International Education Week, Duncan praised globalist Sir Michael Barber, and glowingly used the terms: “global citizen,” being “internationally engaged” and “globally competent,” and playing on the “world stage”.  He never once said “United States citizen.”  –Why the omission?  And what is the cost of this omission to students who will grow up without learning to prize Americanism?

“Social Justice”

At a University of Virginia speech, Duncan said:  “Great teaching is about so much more than education; it is a daily fight for social justice.” 

At an IES research conference, he said: “The fight for quality education is about so much more than education. It’s a fight for social justice.” 

To the average American, “global citizenry” and “social justice” might sound like positive things.  But look them up.  “Global citizenship” ultimately submits American citizenship and sovereignty to a global collective.

And social justice means governmentally-enforced financial equality; it means wealth and property redistribution.  We are not talking about philanthropy, compassionate, voluntary giving.  We are talking about force.

George Washington explained:  “Government is not reason; it is not eloquence; it is force. Like fire, it is a  dangerous servant and a fearful master.”

Teachers for social justice are to be  “change agents” to engrain principles of “social justice” to their young captive audiences.  Such children are taught that “justice” means government can and should “redistribute the wealth.”  –But how do you re-something if you haven’t done it in the first place; government bureaucrats didn’t give us land or money, so they can’t re-give it; they can only take it.  They can only negate individual financial status by assigning one person’s money or assets to another, by force.

Yes, by force.

So, how well are teachers and school districts following the advice of the Secretary of Education and “teaching for social justice“?

Teacher’s colleges are pushing it.  Parents –at least in some places– are fighting it.  Even our local school district  has a vision statement that says: “We believe in enculturating the young in a social and political democracy.”

At  http://www.radicalmath.org/ for example, you’ll find hundreds of lesson plans for teachers to teach “social justice” (which is redistribution of property and money) to math students.

There are endless books and lesson plan websites prodding teachers to use social justice in their lesson planning.

      

An unfortunate fact is that most teachers simply don’t know that social justice is not a neutral term; at least, it is not neutral in the way that Arne Duncan, Linda Darling-Hammond, Bill Ayers, and other renowned promoters of the phrase, use it.

One of the leaders in “Teaching Social Justice,”  William “Bill” Ayers, a former domestic terrorist, explained (see video below) at a New York University “Change the Stakes” meeting that the Left should use schools to promote a left wing agenda. He said, “If we want change to come, we would do well not to look at the sites of power we have no access to– the White House, the Congress, the Pentagon,” but added, “We have absolute access to the community, the school, the neighborhood, the street, the classroom…”

Such shamelessly biased promotion of left-wing idealogy is, sadly, what most “social justice” books and lesson plans teach.

Parents, read your children’s textbooks.  Tell your school that you want to start a parents’ review committee to study school texts before they are adopted.  If we sit idly by, the “teachers for social justice” who wish to indoctrinate our children into an overtly socialist/communist idealogy will absolutely get their way.

 

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