Archive for the ‘#StopFedEd’ Tag
Here’s hopeful news for freedom lovers.
Eight congressmen have banded together to try to restore the constitution by deleting the federal Department of Education.
President Ronald Reagan, while in office, aimed to make this happen. Recently, parent and educator groups have been pleading for this to happen. Campaigners have often spoken about this idea, since it guaranteed applause from voters. However, last month, in a clear, one-sentence-long bill, eight congressmen actually wrote the bill to take down the Fed-Ed monster.
It says only this: “The Department of Education shall terminate on December 31, 2018.” That’s it. That’s the whole bill.
It’s short, but it’s powerful. H.R. 899 (if it gets a hearing and a vote) ends the reign of the unconstitutional, federal department, and aims to restore money and power to the states. –Remember, the Constitution’s Tenth Amendment states: ” The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”
Original H.R. 899 sponsors are: Rep. Thomas Massie of Kentucky (twitter: @RepThomasMassie ) Rep. Jason Chaffetz of Utah, Rep. Justin Amash of Michigan, Rep. Andy Biggs of Arizona, Rep. Matt Gaetz of Florida, Rep. Jody Hice of Georgia, Rep. Walter Jones of North Carolina, and Rep. Raul Labrador of Idaho.
Rep. Massie said in his press release, “Neither Congress nor the President, through his appointees, has the constitutional authority to dictate how and what our children must learn… Unelected bureaucrats in Washington, D.C. should not be in charge of our children’s intellectual and moral development. States and local communities are best positioned to shape curricula that meet the needs of their students. Schools should be accountable. Parents have the right to choose the most appropriate educational opportunity for their children, including home school, public school, or private school.”
Original co-sponsor Rep. Walter Jones agreed: “For years, I have advocated returning education policy to where it belongs – the state and local level. D.C. bureaucrats cannot begin to understand the needs of schools and its students on an individual basis. It is time that we get the feds out of the classroom, and terminate the Department of Education.”
Co-sponsor Rep. Raul Labrador added: “I’ve always been a proponent of empowering parents, teachers and local school boards who best know our children and their needs. Eliminating the U.S. Department of Education is the most important step we in Congress can take in returning decision making to the local level.”
Co-sponsor Rep. Andy Biggs noted: “Education of our students should lie primarily with parents, teachers, and state and local officials who know how to meet their individual needs best. Since its inception, the Department of Education has grown into an unrecognizable federal beast, and its policies have helped foster Common Core across the country. It is time the one-size-fits-all approach by the federal government is ended and authority is returned to the local level.”
Rep. Massie also pointed out that President Ronald Reagan would have cosponsored this bill. In September 1981, about a year after the federal Department of Education began operating (1980) President Ronald Reagan said:
“…[W]e propose to dismantle two Cabinet Departments, Energy and Education… [E]ducation is the principal responsibility of local school systems, teachers, parents, citizen boards, and State governments. By eliminating the Department of Education less than 2 years after it was created, we cannot only reduce the budget but ensure that local needs and preferences, rather than the wishes of Washington, determine the education of our children.”
Learn more about the bill in the video interview with Rep. Massie below. In the video, when answering a question about who now opposed his bill, Massie said that there are opposers who believe that D.C. has cornered the market on genius, who feel that the rest of America should rely on those situated in D.C.; but most people want to keep educational decision-making and education money local; opposers are few.
Please remember that the bill, H.R. 899, newborn last month, has yet to have a hearing or a vote. Please contact your congressional representatives to add momentum to this bill.
How will the Department of Education be dismantled?
Rep. Massie envisions three ways in which the bill could be implemented.
1. Get rid of federal education. Return all power and all money to the states.
2. Block grant federal education money to the states.
3. Have different federal departments oversee federal education programs that are still active due to federal law.
Massie favors the option that gets rid of fed-ed altogether, and so do I.
It isn’t every day that one of the original #StopCommonCore moms runs for U.S. Congress.
America, please support this mom; if every one who read this donated even five or ten dollars, that would buy many thousands of signs or mailings for Sheri Few’s important, but financially limited campaign.
The article below is a guest post by Sheri Few.
I want to thank Christel for the opportunity to explain why I am running for Congress and why my election is so important for those of us concerned about education in America today.
All my children attended public schools and I could see firsthand the problems in education, from proposed standards for sexuality education to anti-American and pro-Communist propaganda in geography and history books. I decided to get active and fight for change.
I formed South Carolina Parents Involved in Education (SCPIE) in 2000 and began a newsletter informing parents and taxpayers about public education instruction problems, from teaching children they evolved from apes to teaching young children to put condoms on bananas, to anti-Christian/anti-American rhetoric.
Like many of you, I’ve been attending Donna Hearne’s Educational Policy Conference in St. Louis for many years, where I’ve learned so much more about the intentional agenda in public schools to transform our country’s government through the minds of our children – hearing all along about Common Core forerunners: Goals 2000, Outcome-based Education, School-to-Work, and No Child Left Behind.
Around the same time, I became politically active; joined my local Republican Party and was soon the Chairman and member of the State GOP Executive Committee. This provided a platform for the changes I saw necessary in public education. The work of SCPIE writing newsletters turned to educating lawmakers and advocating for and against education policy. I also became active in the Tea Party movement.
Although I knew what was being taught, I mistakenly left my children in public schools, thinking I would no longer have a voice if I withdrew them to homeschool. Now, to my chagrin, my oldest son has rejected his Christian faith because of what he learned in public schools. He also believes the climate change hoax and has adopted many other liberal philosophies. I now never recommend that anyone put their children in public schools.
Six years ago, Jane Robbins from the American Principles Project approached me to help expose the Common Core Standards in South Carolina.
I created a PowerPoint and began traveling my state, making presentations to audiences in nearly every county about the problems with Common Core and the data-mining tests.
Three years of work resulted in the bi-partisan, unanimous passage of a legislation rescinding our agreement with the Smarter Balanced Testing Consortium and a requirement for the State Department of Education to rewrite the English and Math standards.
In 2014, I ran in the Republican Primary for State Superintendent of Education in a field of nine candidates. narrowly missing the runoff by less than 2 points (in South Carolina, if one candidate does not receive 50 percent plus one, the top two vote-getters enter a runoff election).
The new Superintendent was charged with rewriting the English and Math standards, but to no one’s surprise, my state ended up with Common Core rebranded as South Carolina College and Career Ready Standards.
Even our state’s Education Oversight Committee did a comparison and found the standards to be 91 percent aligned to Common Core and they would have been more like 98 percent aligned if there hadn’t been a separate law passed the year prior mandating the return to memorization of Math facts and cursive writing.
SCPIE expanded in 2015 into a national organization adding a Leadership Team of colleagues from around the country who led the fight against Common Core in their state.
We had conference calls twice a month, and as we shared our very similar experiences with Common Core, we agreed that the problems originated with and are perpetuated by the federal government, so we set our goal to end the U.S. Department of Education and all federal education mandates.
Our movement grew quickly and thirty state chapters have been created, coupled with an exemplary Advisory Board of national leaders.
United States Parents Involved in Education (USPIE) still has twice-a-month calls with PIE state presidents and is very engaged in implementing strategies to obtain our goal.
President Trump’s decision to name my Congressman, Mick Mulvaney, to lead the Office of Management and Budget, created a vacancy for his seat. I prayed about running, talked about it with my husband, made several calls to people in the District who supported my run for State Superintendent of Education, and talked to national Common Core leaders about a possible run.
Everyone I spoke with agreed that there is no one in the U.S. Congress that fully understands the problems in public education. I also analyzed the returns from my 2014 Superintendent’s race and found that I had finished FIRST in the Fifth District, winning by more than 3,000 votes over my eight competitors.
I announced my candidacy in the Republican Primary for South Carolina’s 5th Congressional District in mid-January, and as of this writing, there are seven other Republicans who have filed with the Federal Election Commission.
This is where I stand out from my opponents in this very conservative district that President Trump won by nearly twenty points. Most are “establishment” Republicans who have raised taxes, supported Common Core or sat silent on issues of political correctness.
And none of the others in this race have a clue about education policy and the ongoing problems with Common Core and the data-mining tests that are used to enforce the standards.
I am writing my story to urge you to help me win this election and be our voice in Congress.
I am determined to win and am working 24/7 to do all I can to make that happen, but I need to raise a lot of cash to get my message out to this sprawling district. Several of my opponents are wealthy and can self-fund their campaign, but I am just a mom activist who has volunteered and spent personal resources most of my adult life to fight for the children of this country and to maintain our free Constitutional Republic.
I took a trip to D.C. recently to meet with political action committees, hoping to gain endorsements and financial support. Many of them said they will see how much money I can raise on my own first, and they will be looking at the financial disclosures due the end of this month to gauge who they might support.
I talked to them about the importance of our issue and explained that what is being taught in public schools is fundamental to many of the problems our country faces politically. I explained the intentional agenda to change our form of government through the liberal indoctrination of our country’s children and pointed to the evidence of the fact that most young Americans wanted the self-proclaimed socialist Bernie Sanders for their President. We must stop allowing our tax dollars to fund this agenda.
Please help this mom activist go to Washington D.C. to be our voice. Seize the moment with me while we have a Republican-led Congress, and a bold president who does what he said he would do. Time is of the essence if we are to preserve our Constitutional Republic. I need your help.
Please donate any amount to my campaign, but please give a lot of thought to contributing $250 or more right away, so I can list your name on my FEC report as one of my strongest supporters. Alternatively, would you consider a weekly pledge of $10, $20, $50 or $100 for the remaining nine weeks of the campaign?
Many of you have never contributed to a candidate before. I hope you will consider making your first contribution to help me win this seat.
This election is too important to lose, because with President Trump’s election and Republican majorities in the House and Senate, it’s time to seize the moment and work as aggressively as possible to move our conservative agenda as fast and as far as we can.
I’m planning to run an aggressive campaign, and I have no fear of calling out my opponents for enabling those who are taking away our freedoms. Too many conservatives lose elections because they are afraid to stand up when the left attacks. I welcome it.
I am working twelve to sixteen hours a day, making calls to raise money, speaking at events and issuing press statements, because I know I can win this race. I need your help and support from others across America who are concerned about our nation’s future. Please do what you can today.
Thank you for taking the time to read this, for considering my candidacy, and for all the work you do to take back our schools.
I agree with Joy Pullman: “I shouldn’t have to give a flying fig about whom Donald Trump picks for this position.”
But we care, and the figs are flying, because there’s so much power unconstitutionally wielded by the executive branch over local education.
Although Trump did say in a campaign interview that he wanted to eliminate the Department of Education, it does not look as though that’s going to happen, sadly. The next best thing is to name a local-control oriented, constitution-loving Education Secretary.
Will Trump do that?
Trump’s choice of ed guru Bill Evers to his transition team spoke hope to those opposed to Common Core. Evers, a scholar at Hoover Institute (Stanford University) had been speaking out and writing books, white papers, think tank documents, and columns against Common Core; he served on panels and published opinion editorials against the nationalization of our formerly autonomous educational system. He’d been featured widely for his scholarship and activism; see for example, Breitbart, CSPAN, Stanford University, Utahns Against Common Core, Education Reporter.
Evers proclaimed that Common Core “violated the traditions of open debate and citizen control that are supposed to undergird public schooling” and said that “Common Core’s national uniformity runs counter to competitive federalism”.
Surely Evers would turn the Common Core machine around, thought parents and freedom loving teachers across this nation, and they took action.
A public letter from United States Parents Involved in Education last week pleaded with Trump to choose Dr. Bill Evers for Education Secretary. (See who signed that letter here.)
A similar public letter from Parents Against Common Core asked Trump to consider, along with Dr. Bill Evers, Dr. Larry Arnn, Dr. Sandra Stotsky, Dr. Peg Luksik, or Dr. William Jeynes.
You can still sign that letter here.
Frighteningly though, this week Trump interviewed Michelle Rhee, one of the top ten scariest education reformers in the nation, for the job; the scandal-pocked former Commissioner of Education in D.C. and author of a creepy ed reform book, “Radical” is no friend to children, to opt-out liberty, or to the free market. Of “letting them choose wherever they want to go,” she said, “I don’t believe in that model at all.” So, Goodbye freedom, under Rhee.
There should be no chance that she’s chosen. (Even though she’s suddenly, cutely, dressing in red, white and blue to meet the president elect, do not be fooled!)
I hope Trump’s receiving a storm of anti-Rhee letters this week from parents and educators at his public input website. He’s probably going to make his announcement this week. Please, please speak up.
#BillEvers for Secretary! #NeverRhee!
Jane Robbins and Jakell Sullivan co-authored this article at Townhall.com, which is reposted here with permission. Please note the links to learn more.
In May 2014, conservative columnist George Will warned that Common Core represented the “thin edge of an enormous wedge” and that “sooner or later you inevitably have a national curriculum.”
Will’s concern is now closer to realization. One lever the U.S. Department of Education (USED) may use to hasten this outcome is the #GoOpen Initiative, through which USED will push onto the states Common Core-aligned online instructional materials. These materials are “openly licensed educational resources” (Open Educational Resources, or OER) – online resources that have no copyright and are free to all users. Utah is part of the initial consortium of states that will be collaborating in #GoOpen.
#GoOpen is part of a larger global and federal effort to institute OER in place of books and traditional education (in fact, USED appointed a new advisor to help school districts transition to OER). More disturbingly, another part of this scheme increases the federal government’s ability to monitor and track teacher and student use of these online resources – and perhaps even influence the content.
This outcome could result from a related, joint USED-Department of Defense initiative called the Learning Registry. The Registry is an “open-source infrastructure” that can be installed on any digital education portal (such as PBS) and that will facilitate the aggregation and sharing of all the linked resources on the Registry. The idea is to “tag” digital content by subject area and share on one site supposedly anonymous data collected from teacher users (content such as grade-level, recommended pedagogy, and user ratings). That way, Registry enthusiasts claim, teachers can find instructional content to fit their particular needs and see how it “rates.”
Putting aside the question whether USED should push states into a radical new type of instruction that presents multiple risks to students and their education (see here, here, and here), the Learning Registry threatens government control over curriculum. Here’s how.
USED has proposed a regulation requiring “all copyrightable intellectual property created with [USED] discretionary competitive grant funds to have an open license.” So, all online instructional materials created with federal dollars will have to be made available to the Registry, without copyright restrictions.
[Federal law prohibits USED from funding curricular materials in the first place, but this Administration’s violation of federal law has become routine.]
The Registry will compile all user data and make “more sophisticated recommendations” about what materials teachers should use. So federal money will fund development of curricular materials that will be placed on a federally supported platform so that the feds can make “recommendations” about their use. The repeated intrusion of the word “federal” suggests, does it not, a danger of government monitoring and screening of these materials.
And speaking of “user data” that will fuel all this, the Registry promises user anonymity. But consider the example of Netflix movie ratings, in which two researchers were able to de-anonymize some of the raters based on extraordinarily sparse data points about them.
Despite Netflix’s intention to maintain user anonymity, its security scheme failed. How much worse would it be if the custodian of the system – in our case, USED – paid lip service to anonymity but in fact would like to know who these users are? Is Teacher A using the online materials that preach climate change, or does he prefer a platform that discusses both sides? Does Teacher B assign materials that explore LGBT issues, or does she avoid those in favor of more classical topics? Inquiring bureaucrats want to know.
In fact, in a 2011 presentation, USED’s bureaucrat in charge of the Registry, Steve Midgley, veered awfully close to admitting that user data may be less anonymous than advertised. Midgley said, “[Through the Registry] we can actually find out this teacher assigned this material; this teacher emailed this to someone else; this teacher dragged it onto a smart board for 18 minutes. . . .” [see video below]. The Registry will also use “the math that I don’t understand which [will] let me know something about who you are and then let me do some mathematical operations against a very large data set and see if I can pair you with the appropriate relevant resource.”
Sure, all this will supposedly be done anonymously. But teachers should hesitate to embrace something that could possibly reveal more about them than they bargained for.
USED would protest that this is all hypothetical, and that it would never abuse its power to influence teachers and control instructional content. But with this most ideological of all administrations, denials of ill intent ring hollow (remember Lois Lerner?). If the power is there, at some point it will be used. Never let an “enormous wedge” go to waste.
Thank you, Jakell Sullivan and Jane Robbins, for this eye-opening report.
It is one of the ironies of life that Secretary King’s name matches his actions as throne-sitter at the unconstitutional U.S. Department of Educsation. As Secretary of Education, he has followed in the outrageous, extreme, fully socialist footsteps of his predecessor, Secretary Arne Duncan.
Tonight, U.S.P.I.E. (U.S. Parents Involved in Education) is pushing back, hosting a nationwide #StopFedEd twitter rally to raise awareness.
Tweet about the outrageous encroachments of the Department of Education. Tweet about our current Secretary, John King, also known as “The King of Common Core.” You can learn more about Secretary King by reading posts and articles that many have written, for years, about his education shenanigans. (#ReinInTheKing)
Please join the rally at PJNET; click here.
Make some noise across the twittersphere.
Let the U.S. Department of Education know that millions of voters, teachers, parents and legislators aim to stop its monstrous agenda that wants to eliminate local control of schooling. Let them know we are not blind to the unwanted data gathering agenda, the teacher-stifling agenda, the collectivist agenda, nor the encroachments that abound in the new federal ESSA. Let them know that we will not put our heads in the sand while Secretary King and his unconstitutional department has its heavy-fisted, unkind, unconstitutional way with our tax dollars and our children.
This is America; we, the people, standing on the U.S. Constitution, claim our rights and reject this King! Tweet it, Facebook it, LinkedIn it, Pin it; share your voice. We demand educational local control and liberty and true, high quality education.
Use the hashtags #ReinInTheKing and #StopFedEd, please. If you want to find out more about USPIE, click here. To join the twitter rally click here, or just tweet #ReinInTheKing and #StopFedEd, with whatever message you wish to send @ federal and state leadership
(Here’s one link to the twitter handles of the U.S. Congress, to get you started.)
For additional context:
Below is a letter to be delivered this week to the U.S. Congress. It is written by U.S.P.I.E. and has been signed by pages and pages of names of leaders of U.S. organizations and individual teachers and parents and voters. That official list of signers will be available soon, as the deadline is tonight. If you want to be a signer, email Ms. Few at: firstname.lastname@example.org
Here is the letter:
United States Parents Involved in Education (USPIE), a nationwide, nonpartisan coalition of state leaders with thirty state chapters focused on restoring local control of education, do hereby submit opposition to the proposed regulations of Every Student Succeeds Act (ESSA) accountability and state plan rule-making. USPIE is joined in our dissent by many other local and national organizations with shared goals as cosigners to this letter.
As part of our opposition, we point to Chairman of the U.S. Senate Committee on Health, Education, Labor, and Pensions Lamar Alexander’s comments concerning ESSA, “…it prohibits Washington from deciding which schools and teachers are succeeding or failing.” As well, Senator Alexander states, “…the new law explicitly prohibits Washington from mandating or even incentivizing Common Core or any other specific academics standards.” These two quotes point directly to our opposition. As Senator Alexander explains, ESSA “prohibits Washington” from being entrenched in education. As detailed below, we find this to be untrue.
In a thorough review and analysis of the proposed regulations against the Act, written into law in January of 2016, we found five main areas where the requirements of the regulations supersede States’ rights as defined in the 10th Amendment of the U.S. Constitution. The five areas include: The Power of the Secretary of Education, accountability through data reporting, accountability through assessments, state plan requirements, and identification for targeted support and improvement. Below are bulleted concerns where we believe federal overreach impedes states’ rights. These beliefs correspond with specific sections of the proposed regulations.
THE SECRETARY OF EDUCATION IS GRANTED MORE POWER OVER STATES
- Proposed 299.13 allows the Secretary to control how States are to submit their education plans and the deadline by which they are to submit.
- Proposed 299.13 states the Secretary is authorized to establish consolidated State Plan Programs, information about these programs, the materials needed for these programs, and to set all assurances for the programs for adherence.
- The proposed regulations allow the Secretary to amend requirements for implementing Title I programs including requirements for States when submitting their State Education Plans.
- Proposed 299.13 say if States make any changes to State Education Plans, the Secretary must approve.
- 46 of ESSA: The Secretary can withhold funds if States fail to meet any of the State Plan requirements.
**Recommendation: The Secretary should not be allowed to amend requirements. Title I should be implemented as the law states, not how the Secretary thinks it should be carried out. States should not be bribed into complying with regulations issued from any government agency.
DATA REPORTING IS EXPANDED AT THE COST OF THE STATES
- Proposed 200.20 gives States “flexibility” to average data across years or combine data across grades because averaging data across school years or across grades in a school can increase the data available as a part of determining accountability.
- Proposed 200.20 will also require States who combine data across grades or years to also report data individually for each grade/year, use the same uniform procedure, and explain the procedure in the State plan and specify its use in the State report card.
- ESSA is supposed to give flexibility and more control to States by decreasing the burden of reporting requirements. Proposed regulations 299.13 and 299.19 will expand data reporting for “States and LEAs in order to provide parents, practitioners, policy makers, and public officials at the Federal, State, and local levels with actionable data,” which will entail additional costs for States. These reports must include accountability indicators to show how the State is aligned with a College and Career Readiness Standard (Common Core).
- Proposed regulations 200.30 and 200.31 will implement requirements in the ESSA that expand reporting requirements for States and LEAs “in order to provide parents, practitioners, policy makers, and public officials at the Federal, State, and local levels with actionable data,” and information on key aspects of our education.
- Proposed 200.17 clarifies data disaggregation requirements. It states that the n-size used to measure test scores and graduation rates of any subgroup for state accountability purposes should not exceed 30 students.
- Proposed 200.21 through 200.24 require LEA’s to include evidence-based interventions in order to receive improvement funds. Such interventions include the safe and healthy school environments and the community and family engagement plans. These plans include the heavy use of surveys—student surveys and home surveys.
**Recommendation: We recommend removing these regulations, letting States decide subgroup size as ESSA states
**Recommendation: We recommend not expanding data collection. Along these lines, we recommend the federal government not collect data on children at all.
RIGOROUS STANDARDIZED TESTS ARE THE MEASUREMENT FOR STUDENT SUCCESS
(These regulations heavily incentivize keeping Common Core as State standards)
- Proposed 200.12 will require a State’s accountability system to be based on the challenging State academic standards (Common Core) and academic assessments.
- Proposed 200.13 will require States to establish ambitious long-term goals and measurements of interim progress for academic achievement that are based on challenging State academic standards (Common Core) and the State’s academic assessments.
- Proposed 200.14 states assessments provide information about whether all students are on track to graduate “college-and-career-ready” (Common Core).
- Proposed 200.15 will require States who miss the 95% participation requirement to: a) be assigned a lower rating (200.18); b) be assigned the lowest performance level under State Academic Achievement (200.14); c) be identified for target support and improvement (200.19); and d) have another equally rigorous State-determined action, as described in its State plan, which the Secretary has to approve.
- States who miss the 95% would be required to develop and implement improvement plans that address the law participation rate and include interventions.
- Proposed 200.15 will require States to explain in its report card how it will factor the 95% participation rate requirement into its accountability system. (This is not flexibility; this is the government telling States what to do.)
- Proposed regulations will ensure that States who fail to meet the 95% rate have rigorous actions taken (lower rating, identified for targeted support/improvement), providing incentive for schools to ensure all students take the annual State assessments.
- Proposed 200.18 requires each school to receive a single “summative” grade or rating, derived from combining at least 3 of the 4 indicators used to measure its performance. Further, the regulation “forbids” states from boosting school’s rating if it has made substantial improvement in the 4th non-academic category.
- Proposed 200.15 requires states to intervene and/or fail schools who do not meet the 95% participation rate on the state test.
**Recommendation: We recommend letting states determine their own rating system and choose other indicators of school performance.
**Recommendation: We recommend taking emphasis off Common Core aligned assessments and giving teachers the freedom to teach.
**Recommendation: We recommend removing these regulations as it violates the provision of the ESSA to recognize state and local law that allow parents to opt-out their child from participating in the state academic assessments.
STATE PLAN REQUIREMENTS
- Proposed 299.13 will establish procedures and timelines for State plan submission and revision and the Secretary is authorized to approve revisions.
- Proposed 299.14 to 299.19 will establish requirements for the content of consolidated State plans.
- Proposed 299.16 will require States to demonstrate that their academic standards and assessments meet federal requirements.
- Proposed 299.19 will require states to describe how they are using federal funds to provide all students equitable access to high-quality education and would include program-specific requirements necessary to ensure access.
- Proposed 299.13 outlines requirements for an SEA to submit in order to receive a grant. The state must submit to the Secretary assurances in their plan including “modifying or eliminating State fiscal and accounting barriers so that schools can easily consolidate funds from other Federal, State, and local sources to improve educational opportunities and reduce unnecessary fiscal and accounting requirements”.
**Recommendation: We recommend removing these regulations and allowing States to establish State plan procedures and timelines.
IDENTIFICATION FOR TARGETED SUPPORT AND IMPROVEMENT
- Proposed 200.15 will require subgroups (homeless, military, foster, etc.) to adhere to the 95% participation rate along with their peers.
- Proposed 200.19 will provide parameters for how States must define “consistently underperforming.”
- Proposed 200.24 grants States additional funds for low performing LEAs but instructs how States must use these funds.
- Proposed 299.17 will include State plan requirements related to statewide school support and improvement activities.
- Proposed 200.24 says if schools do not show improvement by a set time, SEAs may take additional improvement actions including: a) replacing school leadership; b) converting to a charter school; c) changing school governance; d) implementing new instructional model; or c) closing the school. This is called, “whole school reform.”
- Proposed 200.19 and 200.23 also talk about the use of whole school reform.
**Recommendation: We recommend giving States the power to define schools which “consistently underperform” and allowing States to decide appropriate improvement activities.
We, the undersigned, agree to these points and respectively ask Congress to reconsider the regulations as written. Our suggestion is the regulations are retracted and either rewritten so they closer align with the law or they are completely discarded and States are left to interpret the law as they see fit.
Lastly, USPIE leadership is more than willing to meet and discuss these points, our recommendations, and solutions with any Congressional member at a time and place convenient to them. Like you, we would like to see education brought to a level where all children, teachers, schools, and communities succeed.
With utmost respect and regards,
Sheri Few, President
United States Parents Involved in Education
Tracie Happel, President
South Carolina Parents Involved in Education
Lynne Taylor, President
North Carolina Parents Involved in Education
Ida Frueh, President
North Dakota Parents Involved in Education