Archive for the ‘Copyright’ Tag

40 Questions for Common Core Debaters   8 comments

state school board picture photo utah

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Utah radio personality Jason Williams of KVNU’s “For the People” has asked the public to submit questions for next week’s Common Core debate, which will take place at Mount Logan Middle School on January 6th, 2014, from 6:00 to 8:00 p.m. in Logan, Utah, at 875 N. 200 E.

Submit questions to: jasonthe@gmail.com or kvnuftp@gmail.com.

Legislators have already committed to attend the debate. I hope thousands of teachers, parents, grandparents, students and reporters show up.

The debaters will be Alpine School Board member Wendy Hart and mother Alyson Williams (against Common Core) versus state school board members Dave Thomas and Tami Pyfer (for Common Core). The event will be moderated by radio personality Jason Williams.

I sat down to write a few questions and ended up with 40. Some are borrowed from Professors Yong Zhao, Professor Christopher Tienken, Dr. Sandra Stotsky, Dr. Daniel Coupland and others. I hope Mr. Williams has time to ask them all.

40 COMMON CORE DEBATE QUESTIONS

1. Is Common Core constitutional? Why or why not?

2. How important is the defense of local autonomy and local control of schools, to you personally –and does Common Core affect local control in any way? Yes or no?

3. The Common Core itself calls itself a “living work” and it admits that the document will change. Does the Utah State School Board have authority over the copyrighted Common Core “document” to change the document itself? ( To clarify: this is not a question of adding 15% as the Common Core governance allows a state to add in-state, but we are asking about changing the national standards themselves.) Yes or No?

4. Can Utah voters remove from positions of power the people who hold copyright over Utah’s Common Core standards (Board of Directors of CCSSO/NGA) if we do not approve of the direction of Common Core? Yes or No?

5. Are those who hold copyright over Common Core subject to transparency (“sunshine” laws) –so that the Utah State School Board can supervise the decisions which affect and govern Utahns? Yes or No?

6. Where can I read for myself how the states-led (inter-state) amendment process will work when we want to change something in the Common Core standards, if a process exists?

7. Where can I see for myself the evidence that Common Core standards have been field tested prior to implementation, so they were proven to be of superior academic quality, if testing evidence exists?

8. Professor Christopher Tienken of Seton Hall University has called Common Core “educational malpractice.” Regardless of how you feel about Common Core, how would you recognize educational malpractice if you saw it; what would be its hallmarks?

9. Would widespread mandating of experimental, untested standards constitute educational malpractice?

10. Where can I see for myself the specific countries and specific standards to which the Common Core standards are “internationally benchmarked” if such benchmarking exists?

11. Where is the American process of representation of individuals in the Common Core education and assessments system, if it exists?

12. Where can I see for myself empirical, researched evidence (not opinion) that Common Core’s increasing informational text and decreasing classic literature will benefit children, if it exists?

13. Where can I see for myself empirical, researched evidence that Common Core’s move away from traditional math toward constructivist math will benefit our children, if it exists?

14. Many mathematicians and math experts, even including Common Core architect and advocate Jason Zimba, have pointed out that students who want to take Calculus in college will need to take more math than Common Core math courses in high school. What should the Utah State School Board do to make sure Utah students are truly prepared for STEM careers despite Common Core’s low math standards?

15. A mathematician is one who has an advanced degree in advanced mathematics; a math educator is one who has an advanced degree in educating students on any level of math. How do you feel about the fact that there was only one actual mathematician on the Common Core validation committee, Dr. James Milgram, and that he refused to sign off because he said the standards were not legitimate math for college preparation?

16. Several official documents show that there is a 15% cap on a state adding to the Core; we also from Common Core architect Jason Zimba and validation committee member James Milgram that Common Core math does not prepare students for STEM math careers; then how are Utahns to prepare for STEM careers?

17. If local Utahns break through the common core academic ceiling and add more than the allowable 15% to their local standards, how will that 15% be taught using common core aligned math and English tests and texts?

18. Although we have been told that Common Core was state-led, no citizen in this state received an invitation to discuss this, before math and English standards were decided. To make sure this does not happen again, please explain the vetting process for Utah teachers and parents, before we add upcoming national science, national social studies, and national sex ed standards.

19. Which element played a larger role in Utah’s decision to adopt Common Core: the chance to win Race to the Top grant money, or a thorough review of the Common Core academically? Please give evidence for your answer.

20. Where can I read our state’s cost analysis for implementing Common Core standards, tests and professional development costs?

21. Does the Common Core essentially discriminate against talents and interests that are not consistent with their prescribed knowledge and skills?

22. What roles does the Utah State Longitudinal Database System (SLDS)play in reporting to the federal Edfacts Exchange and to the national E.I.M.A.C./CCSSO data collection machines?

23. How do you respond to the question asked by Christopher Tienken of Seton Hall University? He said:
“This is not data-driven decision making… Yet this nation will base the future of its entire public education system, and its children, upon this lack of evidence. Where is the evidence to support the rhetoric surrounding the Common Core standards?”
24. Do you see Common Core’s emphasis on testing as potentially harming American creativity and entrepreneurial fields in which U.S. graduate have historically led the world– or do you see this emphasis on standardization and testing as simply creating more individuals who are very good at taking tests– like students in some Asian countries– without any harm being done to creativity or love of learning?

25. The Constitution assigns education to the states, not to the federal government. Also, the federal General Educational Provisons Act (GEPA) states: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system …“ In light of this, please explain why our state has partnered with those who agree to micromanagement by the federal department of education such as the CCSSO.

26. Which portions of local autonomy have been traded for federally-lauded Common Core standards and tests?
27. What types of legal protections does student data have in writing that can protect us from the federal government and vendors and researchers– in light of recent changes to FERPA privacy regulations, and in light of the federally funded and federally-reporting State Longitudinal Database System (SLDS) that is partnered with the CCSSO (and PESC) under Utah’s SLDS grant agreement?

28. Why has the Utah State School Board not stood up against federally-partnered and SBAC-partnered Common Core tests to defend local control?

29. For students in the United States to be globally competitive, they must offer something different, that is, something that cannot be obtained at a lower cost in developing countries. High test scores in a few subjects can be achieved in most developing countries, so how could Common Core increase global competitiveness for U.S. students?

30. How can any test predict global competiveness or economic growth?

31. What empirical evidence do you have that high Common Core test scores could result in higher levels of innovation, creativity, and entrepreneurship?

32. If countries like Estonia, Hungary, Slovenia, Vietnam, Latvia, and Poland routinely outscore the U.S. on standardized tests such as PISA, why isn’t their per capita gross domestic product or other personal economic indicators equal to those in the U.S. (World Bank, 2013)? In other words, what evidence do we have that pressuring students to focus on standardized testing will improve the U.S. economy?

33. Are you aware, that when you disaggregate the data by percentages of poverty in a school, the U.S. scores at the top of all the international PISA tests? (see Riddle, 2009) In other words, why are we pushing Common Core when our previous system of local control and freedom worked better academically than other countries’ governmentally standardized systems?

34. Companies like Boeing and GE are allowed to give their technology, utility patents, and know-how to the Chinese in return for being able to sell their products in China (Prestowitz, 2012). Can U.S. emphasis on standardized test scores create global competitiveness, really, or is it more likely that we should change the policy of allowing U.S. multinationals to give away our technological advantages, to increase our global competitiveness?

35. Are you aware that 81% of U.S. engineers are qualified to work in multinational corporations – the highest percentage in the world (Kiwana, 2012) while only 10% of Chinese engineering graduates and 25% of Indian engineers are prepared to work in multinational corporations or corporations outside of China or India (Gereffi, et al., 2006; Kiwana, 2012)?

36. Are you aware that the U.S. produces the largest numbers of utility patents (innovation patents) per year and has produced over 100,000 a year for at least the last 45 years? No other country comes close (USPTO, 2012).

37. Are you aware that adults in the U.S. rank at the top of the world in creativity, innovation, and entrepreneurship –and that those adults were educated during a time of NO state or national standards (Tienken, 2013)?

38. To what extent do you agree with this statement? “Common Core is a standardized education philosophy that transmits prescribed content via nationally aligned standards, aligned tests and aligned texts; the previous system was less organized, more loosely monitored, less unified, but spent more time on creativity, individual exploration and innovation.”

39. How do you feel about the funding of the Common Core: one unelected businessman– Bill Gates— funded the Common Core initiative, paid the PTA and the pro-Common Core think tanks (Fordham Institute, Manhattan Institute, Foundation for Educational Excellence) that advocate for it, he partnered with Pearson, the largest educational text sales company in the world to market it, that he publically calls American schools his “uniform customer base”, and that he has said that his goal is for Common Core tests, curriculum and standards to align? See Gates’ public speech here.

40. How do you feel about Secretary Arne Duncan’s stated goals for national Common Core Educational Standards and Common Data Standards? To summarize, a few of Duncan’s stated goals are:

–1) to have the federal government take more control over American schools than ever before,
–2) to make schools (not families) be the community centers, open 6-7 days a week, 12 months a year, 14 hours per day; and
–3) to partner the federal department of education with the copyrighters of the Common Core (CCSSO) for both education standards AND for data collection standards.

———————-

THE CONTINUAL WEARYING a.k.a. THE SQUEAKY WHEEL

(More thoughts on the ongoing Common Core debate:)

If you aren’t going to attend the debate, please use these questions or your own to create more strong pushback from the Common Core disaster.

This is America! We are the people with the power to make things right when we see that they are wrong. This is not a land of centralized power, dictatorship, socialism. This is a land of liberty, where the local people self-govern. We have to wake people up to see that freedom matters– and that Common Core surely takes it away from our children.

We can use the beautiful American processes of debate, of real representation, and of constitutional balances of powers that are supposed to defend freedom and local autonomy.

If everyone who cared deeply about the damages of Common Core were to weary the school boards and governors with questions —repeatedly, weekly, persistently, patiently, unceasinglyCommon Core could not stand.

Common Core has no legs –except expensive marketing legs and lies– to stand on.

It has no academic pilot testing, no written amendment process for states to retain local control, no privacy protections for its tests’ data collection processes, no wisdom, no international benchmarking, no chance of improving “global competitiveness,” no heart, no state-led history, no commitment to local control; no hope to develop any real love of learning; no common sense.

What it does have is millions upon millions of dollars gambled on this takeover of American schools as a “uniform customer base” and many more millions spent on marketing its unsupportable talking points.

But it lacks the important stuff.

Parents (and teachers) can win back local control. We care more deeply about our children and about legitimate education than the proponents care about our children or Common Core.

We just have to be the squeaky wheel.

unrighteous judge parable

Remember the parable of Jesus from Luke 18:

“There was in a city a judge, which feared not God, neither regarded man:

And there was a widow in that city; and she came unto him, saying, Avenge me of mine adversary.

And he would not for a while: but afterward he said within himself, Though I fear not God, nor regard man;

Yet because this widow troubleth me, I will avenge her, lest by her continual coming she weary me.”

Weary them, weary them.

We can write or call newspapers and t.v. stations.

We can politely and persistently pester our governor: 801-538-1000 or 800-705-2464 (Utah’s Governor Herbert’s number).

We can politely and persistently pester the principal and others in the school districts and especially make sure to pester state and local school board members, who are supposed to REPRESENT US, not Arne Duncan, Bill Gates, or Sir Michael Barber.

Here is the Utah State School Board’s address: board@schools.utah.gov

Here is the state superintendent’s address: martell.menlove@schools.utah.gov

Here is the governor’s education counselor’s address: ckearl@utah.gov

If you want to get 2 minutes to testify about these things at the monthly state school board meeting, contact secretary Lorraine at: Lorrain.Austin@schools.utah.gov

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Not Misinformed: We Know What It Is And We Reject It   3 comments

If we remain bound to the Common Core stranglehold, it will be because a low-information citizenry passively buys the unsubstantiated claims of the proponents of Common Core without doing their own homework on this crucial subject.

Our state school board refuses to let go of its praise-common-core talking points. And it continues to call those of us who care about local control and high, legitimate education standards, “misinformed” even though they won’t return emails letting us know what specifically we seem to be so misinformed about.

Today I read this blog post by Tami Pyfer of the USSB on Utah Policy. http://utahpolicy.com/view/full_story/22848521/article-We-Do-Deserve-Better?instance=newsletter_featured_articles_policy

Here’s what I think as I read her post:

Yes, we deserve better.

We deserve fact-checked information from our state school board. State school board members are in a position of trust and should be held to higher standards. Misinformation being spouted by elected board members is cause for concern.

The Common Core agenda has been presented as being so rigorous, so consensually adopted (which is was not) and so academically legitimate that it is beyond debate. The fact is that the Common Core is a liability, rather than an asset, both in terms of liberty and local control, and in terms of academic strength.

It concerns me, bothers me, and keeps me up at night, that as a credentialed Utah teacher, I am not allowed to meet with my own state school board members, face to face, to get real answers to my concerns about Common Core. I have gone out of my way to try to communicate, to find out what exactly is “erroneous” (their words) about my concerns, but my emails are not being responded to.

There are simple questions.

“Where is the evidence to support the claim that Common Core improves education?”
“Where are the long term studies showing that the reduction of literary study improves college readiness?”
“Where is the amendment process for Utah’s math and English standards under the copyrighted Common Core?”
“How can I opt out of the SLDS tracking system?”
“Where is the legal –constitutional– authority for people outside our state to set our local standards and to create and monitor our tests?”
“Why is Utah allowing Obama to redesign our schools without putting up a fight?”
“Why is there a culture in education today that demands everyone agree or pretend to agree; where is freedom of expression and freedom of speech in all of the Common Core agenda, when teachers and principals fear to dissent or lose their jobs?”
“Where is the evidence that slowing the age at which students learn math algorithms, improves college readiness?”
“Where is the line-item cost analysis of taxpayers’ money being spent on Common Core technologies, teacher trainings and texts?

— There are many, many more questions that need answers. Yes, State School Board, we do deserve better. When will you condescend to actually speak with those who elected you to serve us?

When will you listen? Did you not notice that the Utah State Delegates disapprove Common Core? They voted and they passed the anti-common core resolution. Utah doesn’t want Common Core. Why is the board still defending it?

We are not misinformed. We know what it is we reject it.

When will your board stand up to the federal Dept. of Ed. and its tsunami of assault on liberties, rather than fighting us, the locals who desire nothing more than liberty and high quality education?

Source Documents for Common Core   11 comments

Nobody has to choose between relying on the proponents of Common Core, or relying on the opponents of Common Core.

To find out what Common Core really is and does to education and to liberty, study for yourself.

These are just a starter batch. There are more!  Some of these are Utah-specific.  If you are in another state, do a related word search to easily find your own.

 

DOCUMENTS:

The Race to the Top Grant Application

The No Child Left Behind Waiver

The State Longitudinal Database System Grant

The lawsuit against the Department of Education

The copyright on Common Core held by CCSSO/NGA

The report entitled “For Each And Every Child” from the Equity and Excellence Commission

The Cooperative Agreements between the Dept. of Education and the testing consortia

The speeches of Secretary Arne Duncan on education

The speeches of President Obama on education

The speeches of the CEA of Pearson Ed, Sir Michael Barber

The speeches of the main funder of Common Core, Bill Gates

The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President

The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance

The federal websites such as the EdFacts Exchange,  the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database.

The Common Core English and Math standards

The full contract that Utah has signed with the American Institutes for Research (if you can get a copy from the USOE; it is not online yet). Here is AIR’s common core implementation document.

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Here are some explanations of each of the documents, and what you can learn from them.

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The Race to the Top Grant Application  – Utah got points for having a kid-tracking SLDS database system.  Utah got more points for having adopted Common Core.  This was how we got into it.  Despite not winning the grant money, we remained in these systems.

The No Child Left Behind Waiver  – This shows the 15% cap the federal government put on top of the copyrighted, unamendable Common Core standards.

The State Longitudinal Database System Grant  – This is a federally paid-for database that every state in the US now has.  It tracks students within the state.  Aggregated data ion students is sent from this system to the federal EdFacts Exchange.

The lawsuit against the Department of Education  – The Electronic Privacy Information Center has sued the DOE for destroying the previously data-privacy protective federal FERPA. The lawsuit explains which terms were redefined, which agencies now have legal access to the private data of students, and much more.

The copyright on Common Core held by CCSSO/NGA  – The fact that there are “terms of use” and a copyright shows that we have no local control over the standards which are written behind closed doors in D.C.

The report entitled “For Each And Every Child” from the Equity and Excellence Commission – This report was commissioned by Obama.  It reveals that redistribution of wealth is the real reason that Obama wants a national education system.

The Cooperative Agreements between the Dept. of Education and the testing consortia – Even though Utah escaped the SBAC and is not bound by the Cooperative Agreement directly, Utah’s current testing group, A.I.R., works closely with SBAC.  This document shows how clearly the DOE has broken laws like the General Educational Provisions Act and the 10th Amendment.  It mandates the synchronizing of tests and the sharing of data to triangulate the SBAC, PARCC and DOE.

The speeches of Secretary Arne Duncan on education – He seems to believe Common Core was Obama’s idea from the start.

The speeches of President Obama on education – Obama’s goal is total control of everything– teachers, tests, money, and toddlers.

The speeches of the CEA of Pearson Ed, Sir Michael Barber – Barber wants every  school on the globe to have the exact same academic standards and to underpin every standard with environmental propaganda.  He also likes having global data on kids and stresses the term “sustainable reform” which is “irreversible reform”.

The speeches of the main funder of Common Core, Bill Gates – He’s funded Common Core almost completely on his own; he’s partnered with Pearson; he says “we won’t know it works until all the tests and curriculum aligns with the standards” so he’s writing curriculum for us all.

The speeches of David Coleman, a noneducator, the architect of the Common Core ELA standards and now promoted to College Board President –He mocks narrative writing, he’s diminished the percentage of classic literature that’s allowable in the standards, he’s not been elected, he’s never taught school, yet he’s almost singlehandedly destroyed the quality and liberty of an English teacher’s classroom. And as he’s now the College Board President, he’s aligning the SAT to his version of what Common standards should be.  This will hurt colleges.

The Dept. of Ed report: Promoting Grit, Tenacity and Perserverance  – behavioral indicators of students are wanted by the federal government.  It’s all about control.

The federal websites such as the EdFacts Exchange, the Common Education Data Standards, the National Data Collection Model, and the Data Quality Campaign, sites because three of these four ask us to give personally identifiable information on students, from our state database.  -The first link shows what we already give to the federal government; the others show what the federal government is requesting that we share, which does include intimate, personally identifiable information.

The Common Core English and Math standards – These are the actual standards.

The full contract that Utah has signed with the American Institutes for Research (if you can get a copy from the USOE; it is not online yet). Here is AIR’s common core implementation document.  – This shows that AIR is not an academic testing group but a behavioral research institute.  Parents and teachers may not see the test questions.

Sandra Stotsky on Common Core’s confusing way of teaching writing skills   1 comment

Remember Sandra Stotsky?  She’s the brilliant Arkansas professor with the courage to stand up and say no to the common core standards, when she served on the official Common Core Validation Committee and she realized they were not, in fact, going to prepare children legitimately for college.  She is also the wonderful woman who offered to work with the state of Utah (for free!) to help write legitimate, high educational standards rather than to see us remain on the faulty Common Core bandwagon.  (Our state leaders have not taken her up on this generous offer.)
This brand new Sandra Stotsky article is highly recommended:
http://inpolicy.org/2012/12/common-core-standards-which-way-for-indiana/

In it, Sandra Stotsky explains in detail,  looking at individual standards at a time, exactly how confusing the teaching and learning process becomes, as outlined by common core writing standards. She shows that concepts are expected to be used in essays to be written by sixth graders, for example, but the concepts were never previously introduced or taught.

This is forcing teachers to invent worksheets and writing samples to quickly scaffold students to the missing concepts without having allotted space and time to do so. It also leaves the slower learners at a disadvantage.

Additionally, Stotsky makes the point that there is no way for the flaws in common core to be altered by a vote or by a locality.  Neither those flaws which are now known nor  those yet to be discovered can be changed except by the central planners who copyrighted the standards: the NGA/CCSSO (National Governors’ Association and Council of Chief State School Officers).  —Who are not, by the way, teachers.

Common Core Costs Require Large Class Sizes, According To the NGA   1 comment

Common Core has a “how-to” implementation manual.

In this manual, on page 25, the manual discourages governors from reducing class sizes, in order to “maximize resources and share costs” for Common Core implementation.

It says: “… policies that limit class sizes in all grades hinder district efforts to achieve cost savings” and “Class size reduction policies are costly...” http://www.nga.org/files/live/sites/NGA/files/pdf/1110CCSSIIMPLEMENTATIONGUIDE.PDF  (p. 25)

This manual is published by the National Governor’s Association (NGA).

The NGA, in partnership with the Council of Chief State State School Officers (CCSSO), are the “sole developers” and copyright holders of the standards.

Quote:

“Copyright Notice:  NGA Center/CCSSO shall be acknowledged as the sole owners and developers of the Common Core State Standards, and no claims to the contrary shall be made.”  http://www.corestandards.org/public-license .

The Smokescreen: Common Core State Standards Copyrighted by NGA/CCSSO for Dept. of Education   34 comments

    BYU Professor Ed Carter is an expert on copyright.  I called him to learn more about what it means to have our Utah educational standards under copyright by the NGA (National Governor’s Association) and the CCSSO (Council of Chief State School Officers).

So, how bound are we?

Professor Carter made it clear that his was not professional legal advice, nor was it any official statement from BYU.

He said it appeared to him that the NGA/CCSSO copyright on the Common Core State Standards (CCSS) is a smokescreen.

    Smokescreen – an action intended to obscure, conceal or confuse.

Smokescreen – a mass of dense artificial smoke used to conceal military areas or operations.

Because governments cannot copyright things (this was news to me) the Dept. of Education not only couldn’t legally write national standards under GEPA law* and the Constitution (I knew that part) but the Dept. of Education could not copyright standards, either.

So it’s getting clearer and clearer.  The only way the Dept of ED could do this nationalization of education and yank local autonomy out of our hands –and appear sort of legal about it– was to promote Common Core via other groups.  –And they have:  Achieve, NGA, CCSSO, Bill Gates– all nongovernmental groups– have written, promoted and paid for the Common Core.

    

The really odd part is that on the official Common Core website there’s a copyright page that says nobody better claim to have written these standards.  Yet, we’ve all been told that Common Core is a “state-led” initiative, with no federal strings attached, and the states themselves got together and wrote the standards.  Hmmmm.  Compare: “NGA Center/CCSSO shall be acknowledged as the sole owners and developers of the Common Core State Standards, and no claims to the contrary shall be made.”  http://www.corestandards.org/public-license

No, the NGA/CCSSO cannot force us to obey the national standards.  They just developed them and copyrighted them, but of course, since we didn’t elect them, we have no way to change the standards nor the administrators over them.

Simultaneously, the Dept. of Education promoted the standards and even went so far as to say states can’t delete anything from the CCSS national standards, and are limited in adding anything to them beyond 15%.  The Dept. of Education can enforce this obedience to the copyright through coercion.  They fund grants and offer waivers that can only be received on conditions of accepting the Common Core standards.

But there is a loophole!

I’ve been writing letters, begging our Governor and other state leaders to use that loophole.  It’s not complicated; Virginia did it.  They chose option 2 rather than option 1.  See:

On page 8 of the ESEA Flexibility document (updated June 7, 2012)  found at  http://www.ed.gov/esea/flexibility, it says:   “A State’s college- and career-ready standards must be either (1) standards that are common to a significant number of States; or (2) standards that are approved by a State network of institutions of higher education”.

Same thing appears on the official ED website: http://www.ed.gov/race-top/district-competition/definitions.

They define “college- and career-ready standards:  Content standards for kindergarten through 12th grade that build towards college- and career-ready graduation requirements (as defined in this document) by the time of high school graduation.  A State’s college- and career-ready standards must be either (1) standards that are common to a significant number of States; or (2) standards that are approved by a State network of institutions of higher education, which must certify that students who meet the standards will not need remedial course work at the postsecondary level.”

Here’s my question.  The ESEA flexibility request window shuts down Sept. 6, 2012.  Does this mean we have to resubmit our waiver request before then, or lose the option of doing loophole option 2 forever?  I do not know the answer to this question.  It seems incredibly important and I sure hope our state leaders are on it.

* GEPA LAW:  No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system…

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