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Entries in national standards (8)

Monday
Jan132014

Open Letter To Governor Bentley and Legislators--Get Rid of Common Core--Remember Moses Plea To Pharaoh--Today We Say Let Our Children Go

 

Ask each how can he trust Tommy Bice in light of the "ruse" played on parents of Alabama.  Can everyone send a fax to Governor Bentley--(334) 353-0004--Kindly Ask Him To Help Get Rid Of Common Core!  Each Day A Child Is Mentally Abused.

 

Legislators contact info:

House of Representative:  http://www.legislature.state.al.us/house/representatives/houseroster_alpha.html

Senate:  http://www.legislature.state.al.us/

Dear Governor Bentley, Del Marsh and Mike Hubbard and other Legislators that are Pro-Common Core:

What Happens When Trust Is Lost? 

What happens to the so-called friend (Governor, Legislators) that's near you and allows your children to get hurt?  This is what Alabama parents and really many parents across the country are having to decide.  The fate of their children lies in who will help them change the education system.

Common Core Standards, which now many people know-- take away parental authority in education.  Local school boards are now just rubber stamps with someone out of state controlling the standards.  State School Boards signed away that authority for federal money.

Voters are watching current state leaders which appear to be willing under the disguise of improving the future work population married with agendas--(something in the order of dear old Russia--just more techie).

And they don't blink an eye in throwing parents (and their parental authority) "under the bus."

Citizens are asking governors such as Governor Bentley in Alabama and their legislature, to let the children get out of these untested, unproven, state budget-robbing Common Core standards that are very detrimental.

Please don't ignore the parents--like Pharaoh ignoring the cries of the children of Israel.  Common Core is like poison, as Prof Sandra Stotsky (invited by CC folks to validate Common Core and she said NO) said, no matter how expensive the poison supply, it must be stopped.

 

Respectfully yours,

Registered Voter

 ----------------------------------------------------------------------------------------------------

 Thank God for all the Conferences/Discussions about Common Core--people are taking notice and truth is being unleashed.  This picture is of 1-18-2014 Conference in Dotha, Al.

 

Why are parents so angry about Common Core?

  • It has taken the joy out of learning, replaced with anxiety and tears.  Sooner or later the child figures out that he/she is no longer important.  It is the test that's important.
  • It has taken the joy out of teaching as now many teachers are leaving the profession unable to bear what they see happening to the children they love.
  • Children are treated as guinea pigs by developers (Bill Ayers and Linda Darling Hammond for example) to see how to best influence the future mindset of our children--calling the killers of hard-working Americans on 9/11 as "Freedom Fighters".  They use every method available and with today's technology--there are plenty of ways to gather data subtly or not to help develop approaches and/or means to influence.
  • Troubling negative mindset of the developers that they would tout the Bluest Eye as a National Example of what they consider as "good reading" for children.
  • Developers not heeding the warnings of Mental Health experts and therefore many of the teachings are very confusing, manipulative and destructive as it did not follow the best approach to develop the minds of children.
  • "Education Goldmine" has clouded the thinking of many decent people to sell out the children in lieu of perceived profits and/or power.
  • Most importantly, parents which used to be the most important part of education are now ignored and have no recourse for problems they are seeing with their most precious children who are living the nightmare results of the so-called rigorous Common Core standards.

In Alabama for Governor Bentley and the Legislature to leave the fate of Common Core to the leadership of Tommy Bice the Superintendent of Ed, is like watching a crime --when you have something you can do about it.   Stephanie Bell and Betty Peters, our two board members proven to expose corruption, have clearly pointed out the "ruse" that was performed by Tommy Bice Nov 14, 2013 (as if we no longer were under Common Core).

Tommy Bice rescinded the Memorandum Of Agreement (MOA) with the owners of CC--when he already knew there was a legal memorandum in Feb 2013 that told him the MOA was no good and that it was superseded by Alabama College and Career-Ready Standards.

However, Governor Bentley, Del Marsh, Mike Hubbard--we are still able to read and comprehend truths (something Common Core may destroy in future generations.) 

And we hope you will take the time to read the definition (which contains the National Standards aka Common Core) because as more parents find out about the ruse--there will be no going back and one way or another we will with God's help set the children free. 

As one mental health expert have said a generation that can think independently is free.  The bottom line should not be making the best workers for companies but "freedom loving people that think independently".  Surely you want that for your children as well...

See the documents links for yourself--here for MOA and here for Alabama College and Career-Ready Standards definition.

 

Here are to do list for those wishing to get rid of Common Core:

 

Ask each how can he trust Tommy Bice in light of the above info about the "ruse" he played on parents of Alabama.

 

 

Call, fax, email, write letters to governors, legislators, local and State School Boards.

Needd you to shine the light on truths--make it to be a daily task to do something to either call, fax, email one or more and preferrably make it a daily job to help melt the phone lines of these people.  Too many have forgotten they are there for WE THE PEOPLE--it is time they understand.  

Attend conferences that share truth as truth is so powerful it can set a nation free.

Of course please give this to God in prayer daily.

And let's do it the way George Washington did at the start of this nation--get on our knees.  May an awesome-loving God, forgive us and heal our land and send like he did in the time of Moses---DELIVERANCE.  As more parents see the mental health trauma of these rigorous standards--the more we will grow and Stop Common Core.  May God bless you and your family.

 
Governor Bentley Contact info:
Telephone Numbers
Switchboard 334.242.7100
Fax 334.353.0004
http://governor.alabama.gov/contact/  for email
Tips on contacting Senate.  They are in their districts on Mon and Fridays but in Montgomery Tues-Thurs.  You can call (334) 242-7800 to be transferred or call their individual numbers listed below as each Senator has a secretary that can take a message to the committee member--Tues or Thurs.  If you call Wednesday--they are in committee meetings you may also call the committee clerk and give her a message.  Clerk--Micheele O'Connor (334) 242-7896.
   Please pass on information

    Tips on contacting House.  They are in their districts on Mon and Fridays and in Montgomery Tues-Thurs.  You can call and leave a message at (334) 242-7600 and tell who answers you would like to give a message to the committee member--this is a great way as they will get that message to the member if you are calling them on Tues or Thurs.  If you call Wednesday--they are in committee meetings so call the committee clerk and give her a message. Committee Clerk: Karen Reeves (334) 242-7251
 
Below are contact info--some maybe changed as this is what they gave out last year:
Phone Numbers and Emails of Legislators:

_______________________



Links-Senate--http://www.legislature.state.al.us/senate/senators/senateroster_alpha.html

House--http://www.legislature.state.al.us/house/representatives/houseroster_alpha.html

Phone Numbers for Alabama Senate

Senate:
KAY IVEY     Lieutenant Governor
DEL MARSH     President Pro Tempore
D. PATRICK HARRIS     Secretary
    


Senator     Party     District     Room #     Office Phone
ALLEN, Gerald     (R)     21     729     334-242-7889
BEASLEY, Billy     (D)     28     737     334-242-7868
BEASON, Scott     (R)     17     726     334-242-7794
BEDFORD, Roger     (D)     6     738     334-242-7862
BLACKWELL, Slade     (R)     15     733     334-242-7851
BREWBAKER, Dick     (R)     25     734     334-242-7895
BUSSMAN, Paul     (R)     4     729     334-242-7855
COLEMAN, Linda     (D)     20     735     334-242-7864
DIAL, Gerald     (R)     13     732     334-242-7874
DUNN, Priscilla     (D)     19     737     334-242-7793
FIELDING, Jerry     (R)     11     735     334-242-7898
FIGURES, Vivian Davis     (D)     33     736     334-242-7871
GLOVER, Rusty     (R)     34     721     334-242-7886
HOLLEY, Jimmy     (R)     31     732     334-242-7845
HOLTZCLAW, Bill     (R)     2     731     334-242-7854
IRONS, Tammy     (D)     1     737     334-242-7888
KEAHEY, Marc     (D)     22     738     334-242-7843
MARSH, Del     (R)     12     722      334-242-7877
McGILL, Shadrack     (R)     8     731     334-242-7858
ORR, Arthur     (R)     3     730     334-242-7891
PITTMAN, Trip     (R)     32     730     334-242-7897
REED, Greg     (R)     5     734     334-242-7894
ROSS, Quinton T., Jr.     (D)     26     735     334-242-7880
SANDERS, Hank     (D)     23     736     334-242-7860
SANFORD, Paul     (R)     7     731     334-242-7867
SCOFIELD, Clay     (R)     9     731     334-242-7876
SINGLETON, Bobby     (D)     24     735     334-242-7935
SMITH, Harri Anne     (I)     29     740     334-242-7879
SMITHERMAN, Rodger     (D)     18     737     334-242-7870
TAYLOR, Bryan     (R)     30     733     334-242-7883
WAGGONER, J. T. "Jabo"     (R)     16     726     334-242-7892
WARD, Cam     (R)     14     719     334-242-7873
WHATLEY, Tom     (R)     27     733     334-242-7865
WILLIAMS, Phil     (R)     10     733     334-242-7857

 


 ______________

Phone Numbers for Alabama House of Representatives

Please note prefix for all their phone numbers is area code 334

 List

 
Alan Baker     Baldwin & Escambia     staterep@co.escambia.al.us     242-7720
Mike Ball     Madison     mikeball@knology.net     242-7683
Jim Barton     Mobile     jbarton104@gmail.com     242-7662
Richard Baughn     Tuscaloosa, Walker, & Winston     rgbups@yahoo.com     242-7593
Paul Beckman     Autauga & Elmore     paulbeckmanjr@yahoo.com     242-7662
Alan Boothe     Dale & Pike     alan.boothe@alhouse.gov     242-7710
DuWayne Bridges     Chambers & Lee     dwwayne.bridges@alhouse.gov     242-7708
K.L. Brown     Calhoun     klbrown@cableone.net     242-1778
Mack Butler     Etowah & St. Clair     mack.butler@alhouse.gov     242-7446
Mac Buttram     Cullman     mbuttram@att.net     242-7775
Jim Carns     Jefferson & Shelby     jwcarns@yahoo.com     242-7600
Donnie Chesteen     Geneva & Houston      dchesteen@panhandle.rr.com     242-7742
Steve Clouse     Dale & Houston      steve.clouse@alhouse.gov     242-7717
Terri Collins     Morgan     terri@terricollins.org     242-7693
Randy Davis     Baldwin & Mobile     rmdavis14@aol.com     242-7724
Paul DeMarco     Jefferson     paul@pljpc.com     242-7667
Dickie Drake     St. Clair & Jefferson     ddrake1080@aol.com     242-7727
Allen Farley     Jefferson     allenfarley@bellsouth.net     242-7767
Joe Faust     Baldwin     jfaust@co.baldwin.al.us     242-7699
Chad Fincher     Mobile     chad.fincher@alhouse.gov     242-7778
Victor Gaston     Mobile     hvgaston04@yahoo.com     242-7664
Lynn Greer     Lauderdale     lynn.greer@alhouse.gov     242-7576
Micky Hammon     Limestone & Morgan     mickyhammon@gmail.com     242-7709
Alan Harper     Pickens & Tuscaloosa     salanharper@gmail.com     242-7732
Ed Henry     Cullman & Morgan     ed.henry@alhouse.gov     242-7736
Mike Hill     Shelby     mhillcolum@aol.com     242-7715
Mike Hubbard     Lee     mike.hubbard@alhouse.gov     242-7668
Jamie Ison     Mobile     isonfor101@comcast.net     242-7711
Ken Johnson     Lawrence & Winston     kenjohnsonrep@gmail.com     242-7754
Ron Johnson     Coosa & Talladega     ron.johnson@alhouse.gov     242-7777
Wayne Johnson     Jackson & Madison     waynejohnson259@yahoo.com     242-7492
Mike Jones, Jr.     Covington & Escambia     mljatty@andycable.com     242-7739
Paul Lee     Houston     pwlee@graceba.net     242-7675
Wes Long     Marshall     weslong@mclo.org     242-7511
Jay Love     Montgomery      jlove32376@aol.com     242-7716
Barry Mask     Coosa & Elmore     barry.mask@alhouse.gov     242-7782
Jim McClendon     St. Clair & Shelby     jimmcc@windstream.net     242-7768
Mary Sue McClurkin     Jefferson & Shelby     marysue.mcclurkin@alhouse.gov     242-7682
Mac McCutcheon     Limsetone & Madison     c.mac.mccutcheon@gmail.com     242-7705
Steve McMillan     Baldwin     bcld07@gmail.com     242-7723
John Merrill     Tuscaloosa     john@tuscaloosagop.org     242-7554
Barry Moore     Coffe     barry@barrymooreindustries.com     242-7773
Becky Nordgren     Dekalb & Etowah     clearimagesal@earthlink.net     353-9032
Jim Patterson     Madison     jimpattersonhd21@gmail.com     242-7531
Bill Poole     Tuscaloosa     poole@gpr-law.com     242-7691
Kerry Rich      DeKalb & Marshall     kerryrich@mclo.org     242-7538
Bill Roberts     Walker     broberts1229@cs.com     242-7694
Howard Sanderford     Madison     howard.sanderford@alhouse.gov     242-4368
David Sessions     Mobile     d.r.sessions@att.net     242-0947
Harry Shiver     Baldwin, Conecuh, Escambia, & Monroe     harryshiver@aol.com     242-7745
David Standridge     Blount & Jefferson     david.standridge@alhouse.gov     242-7475
Allen Treadaway     Jefferson     bsketa@aol.com     242-7685
Mark Tuggle     Lee & Tallapoosa      tughd81@gmail.com     242-7219
Lesley Vance     Lee & Russell     lesley.vance@alhousegop.gov     242-7687
Kurt Wallace     Chilton & Shelby     reprentativewallace@gmail.com     242-7772
April Weaver     Bibb & Shleby     april.weaver@alhouse.gov     242-7731
Dan Williams     Limestone     dan.williams@alhouse.gov     242-7741
Jack Williams     Jefferson     jack@jackwilliams.org     242-7779
Phil Williams     Madison     philhouse44@gmail.com     242-7704
Randy Wood     Calhoun & St. Clair     randy.wood@alhouse.gov     242-7700
Greg Wren     Montgomery & Elmore     repgregwren@yahoo.com     242-7764

Monday
Oct222012

Henry Burke and Common Core Standards--States Price Tags

States' Taxpayers Cannot Afford Common Core Standards

by Henry W. Burke

10.15.12

 

INTRODUCTION

 

The total nationwide cost for 7 years of the Common Core Standards Initiative is $15.8 billion.  This includes the cost to states of CCS Testing, Professional Development, Textbooks, and Technology.  (Other costs not shown in this report would be the cost to set up and administer a nationalized teacher evaluation system and a national student/educator database.)

 

 

The taxpayers in each of the 45 states (and D. C.) that have committed to the Common Core Standards Initiative (CCSI) will be left "holding the bag" because our federal government with a national debt of $16 trillion cannot come in and alleviate the cost to the states.

 

 

Because it will cost California $2.2 billion to implement the Common Core Standards but California only received $104 million ($0.1 billion) from the federal government for competitive Stimulus awards, the taxpayers of California will have to come up with $2.1 billion out of their state coffers.

 

 

 

With California on the brink of bankruptcy, where would their taxpayers come up with $2.1 billion?  (Please see Table 1 at the end of this report for a complete listing of CCS losses per state.)

 

 

 

Where would other states such as the ones listed below find the extra funding to implement the Common Core Standards? 

 

 

Illinois  -- $733 million

 

Pennsylvania  -- $647 million

 

Michigan -- $569 million

 

 

As a block, the states will spend $16 billion and get only $5 billion in federal grants.  Why would the states change to a system that costs several times what they will receive in return?  That does not sound like a very good deal to me. 

 

 

The cost for CCS does not suddenly end at Year 7.  The ongoing cost for Year 8 and after will be $801 million per year.

 

 

 

The up-front, one-time cost for CCS implementation is two-thirds (67%) of the Total Cost for 7 years. 

 

 

 

This report will focus primarily on the cost of implementing the Common Core Standards in each of the 46 states (45 states plus D.C.).

 

 

*A very helpful compilation of Anti-CCSI Resources has recently been posted at:   

http://educationviews.org/list-of-anti-common-core-resources/

 

 

Background on Common Core Standards and RTTT

 

 

Picture this scenario: You are the CEO of a large company.  An outside company offered your company an incentive to persuade you to convert to their system.  Would you change the main system in your company if you knew it would cost more money to convert than the amount of the incentive? 

 

 

 

That is what 45 states (and the District of Columbia) did in adopting the Common Core Standards Initiative (CCSI).  Under the U.S. Department of Education's Race to the Top program (RTTT), states competed for $4.35 Billion in federal grants. 

 

 

 

In exchange for the potential funds, states had to drop their own state education standards and adopt the Common Core Standards Initiative  (a.k.a., CCS) -- nationalized curriculum standards, nationalized curriculum, nationalized assessments, a nationalized teacher evaluation system, and a nationalized database.  

 

 

 

Under the $787 billion Stimulus measure, money was set aside for RTTT funding.  About $3.9 billion was awarded in Phase 1 and Phase 2 of RTTT in 2010; since then, an additional $1.5 billion has been granted.  This brings the total competitive awards to $5.4 billion.

 

 

 

 

 

 

Cost to Implement CCS

 

 

How about the costs?  One reliable estimate places the nationwide cost of implementing CCS at $15.8 billion.  Another estimate pegs the total CCS cost at $30 billion.

 

 

As a block, the states will spend $16 billion and get $5 billion in federal grants.  Why would the states change to a system that costs several times what they will receive in return?  That does not sound like a very good deal to me. 

 

 

When the states were competing for those coveted federal dollars, they were not calculating realistic costs for the conversion.  Theodor Rebarber, CEO and founder of AccountabilityWorks, explained: “States did almost no costs analysis” when they signed on to adopt the Common Core standards.  They sorely needed the money and viewed CCS through the proverbial "rose-colored glasses." 

 

 

If the RTTT grant money were the chief reason that states adopted the Common Core Standards Initiative (the nationalization of the public schools), would they drop out of CCS if the conversion costs were significantly higher than the RTTT funds received from the federal government?  That is a good question.

 

 

This report will briefly cover the federal RTTT awards; however, the major emphasis will be on the cost side of the equation.  I think many states will "get off the national standards train" once the real costs are known.

 

 

When I was searching for reliable cost estimates on implementing the Common Core Standards, I found an excellent White Paper report published by the Pioneer Institute entitled National Cost of Aligning States and Localities to the Common Core Standards by AccountabilityWorks, No. 82 - February 2012.

 

 

http://www.pioneerinstitute.org/pdf/120222_CCSSICost.pdf

 

 

 

My report is based almost entirely on this outstanding Pioneer Institute White Paper.

 

 

 

Quality of the Standards

 

 

I think it is obvious that money was the chief reason that the states gave up their own state standards and adopted the Common Core Standards (CCS). 

 

 

People might try to argue that the national standards are an improvement over the states' standards.  Numerous education experts certainly do not think the Common Core Standards are an improvement over the state standards.

 

 

Two of these experts are Dr. Sandra Stotsky and Ze'ev Wurman.  The Pioneer Institute included these statements on page 4 of the report:

 

 

            Pioneer Institute retained experts with knowledge of the subject matter to develop a series of white papers that provided specific recommendations for improvement and, ultimately, questioned whether states with highly regarded standards (e.g., Massachusetts and California) would benefit from replacing their current standards with the new Common Core standards.

 

            Ze’ev Wurman and Sandra Stotsky questioned the academic rigor, as well as a perceived lack of transparency and the accelerated nature of the development process, charging that it didn't permit sufficient time for public or other expert review and comment.

 

 

http://www.pioneerinstitute.org/pdf/120222_CCSSICost.pdf

 

 

 

 

On 5.20.10, The Pacific Research Institute released its report on the national standards:

 

 

'These proposed national standards are vague and lack the academic rigor of the standards in Massachusetts and a number of other states,' said Pioneer Institute Executive Director Jim Stergios. ‘The new report shows that these weak standards will result in weak assessments.  After so much progress and the investment of billions of tax dollars, it amounts to snatching mediocrity from the jaws of excellence.’

 

 

 http://pioneerinstitute.org/pdf/100520_emperors_new_clothes.pdf

 

 

Dr. R. James Milgram and Dr. Sandra Stotsky issued another report on the national standards for math and English.  The title best captures their overall sentiments: Fair to Middling: A National Standards Progress Report.  Stotsky determined that the elements were too broadly worded, and explicit goals were not established.  Also the literature standards were deemed to be very weak.  Dr. Milgram made these comments about the Mathematics standards:

 

 

            The proposed standards are, however, very uneven in quality and do not match up well either with the best state standards or with international expectations.

 

 

http://www.pioneerinstitute.org/pdf/100402_fair_to_middling.pdf 

 

 

 

 

Texas wisely shunned the national standards movement and devoted considerable energy into writing its own standards.  The Texas State Board of Education (SBOE) adopted excellent standards documents during the last four years for English / Language Arts / Reading (ELAR), Science, Social Studies, and Mathematics.  Many experts deem these four standards documents to be the best in the country!

 

 

 

 

 

Pioneer Institute White Paper Report

 

 

National Cost of Aligning States and Localities to the Common Core Standards, A Pioneer Institute and American Principles Project White Paper, No. 82 - February 2012

 

http://www.pioneerinstitute.org/pdf/120222_CCSSICost.pdf

 

 

The Pioneer white paper provides a thorough analysis of the cost of implementing the Common Core Standards.  The report states: 

 

            The goal of this analysis  was to develop a 'middle of the road' estimate of the 'incremental' (i.e., additional) cost of implementing the Common Core standards based, as much as possible, on actual state or local experience implementing similar initiatives.

 

 

 

Please note that the Pioneer Institute report gives the incremental or additional expenses borne by the states for implementing CCS during the 7-year period.

 

 

I strongly urge the readers to study the Pioneer Institute report.  Also, a wealth of information is included in the Appendices to the Pioneer white paper.  The Appendices provide enrollment numbers and detailed cost breakdowns for every state. 

 

 

http://www.accountabilityworks.org/photos/Appendices.Common_Core_Cost.AW.pdf 

 

 

 

 

Analysis of the Pioneer CCS Information

 

 

My goal has been to utilize the research done by the Pioneer Institute but to go one step further by calculating (1) the cost for each CCS category in each state, and (2) the total CCS cost for each state.

 

 

 

The Pioneer Institute white paper includes costs for four categories: Testing, Professional Development, Textbooks, and Technology.  The Appendices to the Pioneer Institute report provide dollar figures for Textbooks and Technology for each state.  I derived the Testing costs and Professional Development costs for each state from the Pioneer white paper Figure 2B (Table 5) and the Pioneer report's assumptions.

 

 

http://www.accountabilityworks.org/photos/Appendices.Common_Core_Cost.AW.pdf

 

 

 

 

 

 

 

 

Highlights from CCS Tables

 

 

 

CCS Loss Per State  (Please refer to Table 1)

 

 

1.  California will lose $2,084 million ($2.084 billion) on CCS implementation.  (Translation: California taxpayers will have to take $2.1 billion from their state coffers to pay for CCS.)

 

2.  Illinois will lose $733 million on CCS implementation.

(Translation: Illinois taxpayers will have to take $733 million out of their state coffers to pay for CCS.)

 

3.  Pennsylvania will lose $647 million on CCS implementation.

 

4.  Michigan will lose $569 million on CCS implementation.

 

5.  New Jersey will lose $564 million on CCS implementation.

 

6.  Indiana will lose $387 million on CCS implementation.

 

7.  Arizona will lose $349 million on CCS implementation.

 

8.  Missouri will lose $336 million on CCS implementation.

 

9.  Washington will lose $331 million on CCS implementation.

 

10.  Wisconsin will lose $313 million on CCS implementation.

 

11.  Six states show a gain (the federal awards are more than the expenditures for CCS implementation and administration). 

 

12.  Tennessee has the largest CCS gain, with $145 million; the District of Columbia has the second largest gain, at $76 million. 

 

13.  Maryland has the smallest gain, with $7 million.

 

 

 

 

 

 

CCS Cost Per Student  (Please refer to Table 2)

 

 

1.  In Vermont, the cost per student to implement and administer CCS will be $433.

 

2.  In the District of Columbia, the CCS Cost per Student will be $425.

 

3.  In North Dakota, the CCS Cost per Student will be $424.

 

4.  In New Jersey, the CCS Cost per Student will be $419.

 

5.  In Maine, the CCS Cost per Student will be $418.

 

6.  In New York, the CCS Cost per Student will be $411.

 

7.  In Wyoming, the CCS Cost per Student will be $410.

 

8.  In Rhode Island, the CCS Cost per Student will be $406.

 

9.  In New Hampshire, the CCS Cost per Student will be $404.

 

10.  In Arkansas, the CCS Cost per Student will be $403.

 

11.  The CCS Cost per Student varies from $337 (in Utah) to $433 (in Vermont); the average CCS Cost per Student for the 46 states is $379.

 

 

 

 

 

 

Nationwide CCS Costs and Percentages  (Please refer to Table 4)

 

 

1.  The largest category is Technology, at $6.9 billion; this is 43% of the $15.8 billion Total Cost.

 

2.  The second largest category is Professional Development, at $5.3 billion; this is 33% of the Total Cost.

 

3.  The third largest category is Textbooks, at $2.5 billion; this is 16% of the Total Cost.

 

4. The smallest category is Testing, at $1.2 billion; this is 8% of the Total Cost.

 

 

 

 

 

 

 

Nationwide CCS Cost  (Please refer to Table 5)

 

 

1.  The Total Nationwide Cost for 7 years of CCS implementation is $15.835 billion.

 

2.  The up-front, one-time cost for CCS implementation is $10.5 billion; this is two-thirds (67%) of the Total Cost of $15.8 billion for 7 years.

 

3.  The cost for Year 1 operations is $503 million.

 

4.  The ongoing annual operational costs for Years 2-7 are $801.5 million.  [$801.5 million  x  6 years = $4.809 billion]

 

5.  The cost for CCS does not suddenly end at Year 7.  The ongoing cost for Year 8 and after will be $801 million per year.

 

 

 

 

 

 

 

 

Competitive Stimulus Awards  (Please refer to Table 8)

 

1.  Average Grant per State (51 States) = $105,430,332

2.  Average Grant per State (First 41 States) = $131,145,047

3.  Average Grant per Student (51 States) = $109

4.  Average Grant per Student (First 41 States) = $121

5.  Median Grant per Student (51 States) = $24

6.  Median Grant per Student (First 41 States) = $33

 

 

 

Description                             Total Awarded          Enrollment     Grant Per Student

Total for 51 States                 $5,376,946,918           49,181,237                  $109

Total for First 41 States        $5,376,946,918           44,522,237                  $121

 

 

 

 

 

 

 

 

 

 

 

CONCLUSION

 

 

The main reason that the states gave up their standards and adopted the Common Core Standards was the potential money offered under the Race to the Top program.  Unfortunately, that federal ploy of the "carrot and stick" has worked wonderfully; 45 states (plus D. C.) have signed on to the national standards.

 

 

The quality of the national standards is questionable and unproven.  The Common Core Standards have not been piloted under controlled research standards and have not been internationally benchmarked.  No one knows whether or not students will actually increase their academic achievement by being taught the CCS. 

 

 

The 45 states (and D. C.) committed to adopt the CCS before the standards documents (English and Math) were even completed and made public.  Several states blindly dropped their stellar standards in favor of the mediocre national standards.

 

 

 

The Pioneer Institute published a commendable breakdown of the cost to implement CCS.  

 

 

 

I expanded upon Pioneer's work to produce detailed CCS costs for every state.

 

 

Most states will lose money when they fully implement the national standards in their state.  California stands to lose a whopping $2 billion on CCS!  Illinois will lose $733 million; and Pennsylvania will lose $647 million.  Those states' taxpayers will have to make up for the differences from their state coffers.

 

 

The average cost per student for the implementation of CCS in the 45 CCS states (plus D. C.) is $379.  The costs varied from a low of $337 to a high of $433 per student.

 

 

However, the average amount of federal funding granted to the states was $109 per student. 

 

 

 

The decision by these 45 states (and D. C.) to adopt CCS will be terribly expensive indeed!

 

 

The Conclusion to the Pioneer Institute white paper provides these insights:

 

            While a handful of states have begun to analyze these costs, most states have signed on to the initiative without a thorough, public vetting of the costs and benefits.

 

            In particular, there has been very little attention to the potential technology infrastructure costs that currently cash-strapped districts may face in order to implement the Common Core assessments within a reasonable testing window.

 

 

 

I believe that when the states become aware of the high cost of implementing the Common Core Standards, they will seriously want to consider their options.  If a state is truly concerned about protecting the taxpayers, the state will opt out of the costly national standards.

 

 

 

 

 

===========================================

 

 

 

TABLES

 

 

Table No.                 Description

 

Table 1                      CCS Loss Per State

Table 2                      CCS Cost Per Student

Table 3                      Total CCS Cost

Table 4                      Nationwide CCS Costs and Percentages

Table 5                      Nationwide CCS Cost (Pioneer Figure 2B)

Table 6                      Students and Teachers (CCS States)

Table 7                      Students and Teachers (Non-CCS States)

Table 8                      Competitive Stimulus Awards

 

 

 

 

 

 

 

Table 1-- CCS Loss Per State

($ Millions)

 

 

The following table (in millions of dollars) shows the difference between the amount of RTTT grant funds a state received and the total cost of implementation of CCS.  The states with the plus signs have a "gain" on cost minus awards.  All of the other states have a loss and will have to make up the difference out of their state coffers.

 

 

 

State

Abr.

State

Total

Cost

Federal

Competitive

Awards

State Loss

(Cost - Awards)

(+ = Gain)

AL

Alabama

     281.693

       0

     281.693

AZ

Arizona

     374.704

     25.263

     349.441

AR

Arkansas

     193.529

       9.833

     183.696

CA

California

  2,188.494

   104.208

  2,084.286

CO

Colorado

     304.494

     73.779

     230.715

CT

Connecticut

     226.215

       4.473

     221.742

DE

Delaware

       48.892

   119.122

    + 70.230

DC

District of Columbia

       29.331

   105.253

    + 75.922

FL

Florida

  1,024.163

   905.838

     118.325

GA

Georgia

     646.622

   404.691

     241.931

HI

Hawaii

       67.556

     74.935

      + 7.379

ID

Idaho

       99.246

       3.700

       95.546

IL

Illinois

     799.021

     65.610

     733.411

IN

Indiana

     386.623

       0

     386.623

IA

Iowa

     192.565

       9.035

     183.530

KS

Kansas

     185.515

     11.180

     174.335

KY

Kentucky

     256.754

       4.999

     251.755

LA

Louisiana

     270.086

     30.072

     240.014

ME

Maine

       79.189

       7.315

       71.874

MD

Maryland

     327.234

   334.284

      + 7.050

MA

Massachusetts

     377.294

   310.588

       66.706

MI

Michigan

     591.593

     22.730

     568.863

MS

Mississippi

     187.300

       7.570

     179.730

MO

Missouri

     362.058

     26.531

     335.527

MT

Montana

       56.208

       0.520

       55.688

NV

Nevada

     151.051

       0

     151.051

NH

New Hampshire

       79.715

       0

       79.715

NJ

New Jersey

     563.657

       0

     563.657

NM

New Mexico

     128.751

     10.727

     118.024

NY

New York

  1,088.436

   845.659

     242.777

NC

North Carolina

     576.903

   427.081

     149.822

ND

North Dakota

       40.281

       0

       40.281

OH

Ohio

     662.048

   468.320

     193.728

OK

Oklahoma

     246.387

     15.466

     230.921

OR

Oregon

     201.964

     19.937

     182.027

PA

Pennsylvania

     705.985

     58.840

     647.145

RI

Rhode Island

       58.883

     75.000

    + 16.117

SC

South Carolina

     273.045

     22.122

     250.923

SD

South Dakota

       49.301

     19.684

       29.617

TN

Tennessee

     373.326

   518.492

  + 145.166

UT

Utah

     196.306

     24.900

     171.406

VT

Vermont

       39.995

       0

       39.995

WA

Washington

     365.092

     34.330

     330.762

WV

West Virginia

     109.957

       0

     109.957

WI

Wisconsin

     331.092

     17.952

     313.140

WY

Wyoming

       36.163

       0

       36.163

 

  Totals

15,834.717

5,220.039

10,614.678

 

 

 

 

 

 

 

Table 2 -- CCS Cost Per Student

(Total Cost in $ Millions)  [Cost per Student in dollars as shown]

 

 

State

Abr.

State

Total Cost

Students

Cost per

Student

AL

Alabama

      281.693

      748,889

      $376

AZ

Arizona

      374.704

   1,077,660

        348

AR

Arkansas

      193.529

      480,088

        403

CA

California

   2,188.494

   6,257,082

        350

CO

Colorado

      304.494

      832,368

        366

CT

Connecticut

      226.215

      563,985

        401

DE

Delaware

        48.892

      126,801

        386

DC

District of Columbia

        29.331

        68,984

        425

FL

Florida

   1,024.163

   2,634,522

        389

GA

Georgia

      646.622

   1,667,685

        388

HI

Hawaii

        67.556

      180,008

        375

ID

Idaho

        99.246

      276,299

        359

IL

Illinois

      799.021

   2,104,175

        380

IN

Indiana

      386.623

   1,046,661

        369

IA

Iowa

      192.565

      491,842

        392

KS

Kansas

      185.515

      470,057

        395

KY

Kentucky

      256.754

      679,717

        378

LA

Louisiana

      270.086

      690,915

        391

ME

Maine

        79.189

      189,225

        418

MD

Maryland

      327.234

      848,412

        386

MA

Massachusetts

      377.294

      956,231

        395

MI

Michigan

      591.593

   1,634,151

        362

MS

Mississippi

      187.300

      484,467

        387

MO

Missouri

      362.058

      917,982

        394

MT

Montana

        56.208

      141,807

        396

NV

Nevada

      151.051

      428,469

        353

NH

New Hampshire

        79.715

      197,140

        404

NJ

New Jersey

      563.657

   1,344,785

        419

NM

New Mexico

      128.751

      334,419

        385

NY

New York

   1,088.436

   2,650,201

        411

NC

North Carolina

      576.903

   1,482,859

        389

ND

North Dakota

        40.281

        95,073

        424

OH

Ohio

      662.048

   1,764,297

        375

OK

Oklahoma

      246.387

      653,118

        377

OR

Oregon

      201.964

      582,839

        347

PA

Pennsylvania

      705.985

   1,783,502

        396

RI

Rhode Island

        58.883

      145,118

        406

SC

South Carolina

      273.045

      723,143

        378

SD

South Dakota

        49.301

      123,713

        399

TN

Tennessee

      373.326

      972,549

        384

UT

Utah

      196.306

      582,793

        337

VT

Vermont

        39.995

        92,431

        433

WA

Washington

      365.092

   1,035,347

        353

WV

West Virginia

      109.957

      282,662

        389

WI

Wisconsin

      331.092

      872,436

        380

WY

Wyoming

        36.163

        88,155

        410

 

  Totals

15,834.717

41,805,062

      $379

 

 

 

 

 

 

 

Table 3 -- Total CCS Cost

($ Millions)

 

The column that is particularly significant is the far-right column -- Total Cost. This is the Total Cost (in millions of dollars) that each state will have to bear to implement the CCS.

 

 

 

State

Abr.

Testing

Cost

Prof. Dev.

Cost

Textbook

Cost

Technology

Cost

Total

Cost

AL

     22.225

      91.707

      44.643

    123.118

     281.693

AZ

     31.982

    100.310

      64.482

    177.930

     374.704

AR

     14.247

      71.910

      28.151

      79.221

     193.529

CA

   185.690

    605.938

    374.295

1,022.571

  2,188.494

CO

     24.702

      94.735

      48.476

    136.581

     304.494

CT

     16.737

      84.178

      33.132

      92.168

     226.215

DE

       3.763

      16.684

        7.608

      20.837

       48.892

DC

       2.047

      12.300

        3.647

      11.337

       29.331

FL

     78.184

    354.970

    155.810

    435.199

  1,024.163

GA

     49.492

    223.838

      97.932

    275.360

     646.622

HI

       5.342

      22.021

      10.784

      29.409

       67.556

ID

       8.200

      29.353

      16.515

      45.178

       99.246

IL

     62.445

    267.411

    121.910

    347.255

     799.021

IN

     31.062

    120.220

      62.427

    172.914

     386.623

IA

     14.596

      69.211

      28.483

      80.275

     192.565

KS

     13.950

      67.006

      27.758

      76.801

     185.515

KY

     20.172

      85.680

      39.328

    111.574

     256.754

LA

     20.504

      95.866

      39.771

    113.945

     270.086

ME

       5.616

      31.427

      11.221

      30.925

       79.189

MD

     25.178

    112.452

      49.594

    140.010

     327.234

MA

     28.378

    134.994

      56.056

    157.866

     377.294

MI

     48.496

    178.986

      97.181

    266.930

     591.593

MS

     14.377

      63.922

      28.961

      80.040

     187.300

MO

     27.243

    130.914

      53.930

    149.971

     362.058

MT

       4.208

      20.316

        8.502

      23.182

       56.208

NV

     12.716

      42.683

      25.557

      70.095

     151.051

NH

       5.850

     29.913

      11.717

      32.235

       79.715

NJ

     39.909

    222.544

      79.168

    222.036

     563.657

NM

       9.924

      43.880

      19.729

      55.218

     128.751

NY

     78.650

    414.787

    157.198

    437.801

  1,088.436

NC

     44.007

    202.844

      87.607

    242.445

     576.903

ND

       2.821

      16.155

        5.689

      15.616

       40.281

OH

     52.359

    215.071

    104.702

    289.916

     662.048

OK

     19.382

      82.411

      37.024

    107.570

     246.387

OR

     17.297

      55.518

      33.932

      95.217

     201.964

PA

     52.929

    252.930

    106.979

    293.147

     705.985

RI

       4.307

      21.946

        8.655

      23.975

       58.883

SC

     21.461

      90.718

      42.110

    118.756

     273.045

SD

       3.671

      18.009

        7.409

      20.212

       49.301

TN

     28.862

    126.212

      57.696

    160.556

     373.326

UT

     17.295

      49.190

      34.563

      95.258

     196.306

VT

       2.743

      16.865

        5.302

      15.085

       39.995

WA

     30.726

    103.208

      61.909

    169.249

     365.092

WV

       8.389

      39.197

      16.233

      46.138

     109.957

WI

     25.891

    112.821

      50.023

    142.357

     331.092

WY

       2.616

      13.838

        5.299

      14.410

       36.163

Totals

1,240.641

5,257.089

2,469.098

6,867.889

15,834.717

 

 

 

 

Notes on Table 3:

 

 

1.  Testing -- The Testing cost for each state was determined by multiplying the number of students in the state by $29.6768 per student.  My total Testing cost of $1,240.641 million is identical to Table 5 (Pioneer's Figure 2B).

 

 

2.  Professional Development -- The Professional Development cost for each state was determined by multiplying the number of teachers in the state by $1,931 per teacher.  My total cost for Professional Development is consistent with the total number of teachers in the 46 CCS states (2,722,470 teachers).  My total Professional Development cost of $5,257.089 million is slightly under the Table 5 amount (Pioneer Figure 2B). 

 

 

 

3.  Textbooks -- The Textbook costs for each state were taken directly from the Pioneer report Appendix.  My total Textbook cost of $2,469.098 million is identical to Table 5 (Pioneer Figure 2B).

 

 

 

4.  Technology -- The Technology costs for each state were obtained directly from the Pioneer Appendix.  My total Technology cost of $6,867.889 million is identical to Table 5 (Pioneer Figure 2B). 

 

 

 

 

 

 

 

 

 

 

Table 4 -- Nationwide CCS Costs and Percentages

 

 

Cost Category

Cost

($ Millions)

Percentage

Testing

     $1,240.641

      8 %

Professional Development

     $5,257.089

    33 %

Textbooks

     $2,469.098

    16 %

Technology

     $6,867.889

    43 %

    Totals

   $15,834.717

  100 %

 

 

 

 

 

 

Table 5 -- Nationwide CCS Cost (Pioneer Figure 2B)

Overview of Projected Costs to Implement Common Core Standards

 

 

Cost

Category

One-Time

Year 1

Operations

Years 2-7 Ongoing Operations

(Annual)

Total of

One-Time &

7 Operational

Years

Testing

 

                      $0

  $177,234,471

  $177,234,471

  $1,240,641,297

Profess. Dev.

 

  $5,257,492,417

                    $0

                   $0

  $5,257,492,417

Textbooks

 

  $2,469,098,464

                    $0

                   $0

  $2,469,098,464

Technology

 

  $2,796,294,147

  $326,042,312

  $624,258,785

  $6,867,889,169

    Total Costs

$10,522,885,028

  $503,276,783

  $801,493,256

$15,835,121,347

 

 

 

Source:  Pioneer Institute report (page 2)

 

 

 

 

 

 

 

Table 6-- Students and Teachers  (CCS States)

 

 

 

State

Abr.

State

Student

Enrollment

Total

Teachers

Students per

Teacher

AL

Alabama

     748,889

     47,492

      15.8

AZ

Arizona

  1,077,660

     51,947

      20.7

AR

Arkansas

     480,088

     37,240

      12.9

CA

California

  6,257,082

   313,795

      19.9

CO

Colorado

     832,368

     49,060

      17.0

CT

Connecticut

     563,985

     43,593

      12.9

DE

Delaware

     126,801

       8,640

      14.7

DC

District of Columbia

       68,984

       6,370

      10.8

FL

Florida

  2,634,522

   183,827

      14.3

GA

Georgia

  1,667,685

   115,918

      14.4

HI

Hawaii

     180,008

     11,404

      15.8

ID

Idaho

     276,299

     15,201

      18.2

IL

Illinois

  2,104,175

   138,483

      15.2

IN

Indiana

  1,046,661

     62,258

      16.8

IA

Iowa

     491,842

     35,842

      13.7

KS

Kansas

     470,057

     34,700

      13.5

KY

Kentucky

     679,717

     44,371

      15.3

LA

Louisiana

     690,915

     49,646

      13.9

ME

Maine

     189,225

     16,275

      11.6

MD

Maryland

     848,412

     58,235

      14.6

MA

Massachusetts

     956,231

     69,909

      13.7

MI

Michigan

  1,634,151

     92,691

      17.6

MS

Mississippi

     484,467

     33,103

      14.6

MO

Missouri

     917,982

     67,796

      13.5

MT

Montana

     141,807

     10,521

      13.5

NV

Nevada

     428,469

     22,104

      19.4

NH

New Hampshire

     197,140

     15,491

      12.7

NJ

New Jersey

  1,344,785

   115,248

      11.7

NM

New Mexico

     334,419

     22,724

      14.7

NY

New York

  2,650,201

   214,804

      12.3

NC

North Carolina

  1,482,859

   105,046

      14.1

ND

North Dakota

       95,073

       8,366

      11.4

OH

Ohio

  1,764,297

   111,378

      15.8

OK

Oklahoma

     653,118

     42,678

      15.3

OR

Oregon

     582,839

     28,751

      20.3

PA

Pennsylvania

  1,783,502

   130,984

      13.6

RI

Rhode Island

     145,118

     11,365

      12.8

SC

South Carolina

     723,143

     46,980

      15.4

SD

South Dakota

     123,713

       9,326

      13.3

TN

Tennessee

     972,549

     65,361

      14.9

UT

Utah

     582,793

     25,474

      22.9

VT

Vermont

       92,431

       8,734

      10.6

WA

Washington

  1,035,347

     53,448

      19.4

WV

West Virginia

     282,662

     20,299

      13.9

WI

Wisconsin

     872,436

     58,426

      14.9

WY

Wyoming

       88,155

       7,166

      12.3

 

  Totals

41,805,062

2,722,470

      15.4

 

 

 

Notes on Table 6:

 

 

1.  The Pioneer Institute report Appendix includes a table on student enrollment in each state.  The information was obtained from the National Center for Education Statistics (NCES); figures are for the 2009 - 2010 School Year. 

 

 

 

2.  The figures in Table 6 were taken from the Pioneer Appendix.  The Appendix lists the Student enrollment for each grade and the total for all grades.  The Appendix table also shows the number of teachers and the students-per-teacher ratio for each state.

 

 

 

 

 

 

Table 7-- Students and Teachers  (Non-CCS States)

 

 

To date, 45 states plus the District of Columbia have officially committed to follow the CCSI.  The following states have not committed to the CCSI: Alaska, Minnesota, Nebraska, Texas, and Virginia.

 

 

 

 

State

Abr.

State

Student

Enrollment

Teachers

Students

per Teacher

AK

Alaska

     131,661

      8,083

    16.3

MN

Minnesota

     837,053

    52,839

    15.8

NE

Nebraska

     295,368

    22,256

    13.3

TX

Texas

  4,850,210

  333,164

    14.6

VA

Virginia

  1,245,340

    70,827

    17.6

 

  Totals

  7,359,632

  487,169

    15.1

 

 

 

 

 

 

 

Table 8 -- Competitive Stimulus Awards

(States Ranked by Total Grants Awarded, Per Student)

 

Table 8 emphasizes the Grant per Student.  Please notice how few dollars the states actually received per student; yet to receive the money, states completely aligned their education policies in accordance with the U. S. Department of Education's requirements.  In other words, for a pittance per student, states gave up control of their schools and put that control into the hands of the federal government.

 

 

Rank

No.

State

Total Grants

Awarded

Student

Enrollment

Grant

Per Student

  1.

District of Colum.

$105,253,403

     68,681

$1,533

  2.

Delaware

$119,122,128

   125,430

   $950

  3.

Tennessee

$518,492,264

   971,950

   $533

  4.

Rhode Island

  $75,000,000

   145,342

   $516

  5.

Hawaii

  $74,934,761

   179,478

   $418

  6.

Maryland

$334,284,329

   843,781

   $396

  7.

Florida

$905,838,204

2,631,020

   $344

  8.

Massachusetts

$310,588,393

   958,910

   $324

  9.

New York

$845,659,232

2,740,805

   $309

10.

North Carolina

$427,081,423

1,488,645

   $287

11.

Ohio

$468,320,080

1,817,163

   $258

12.

Georgia

$404,690,965

1,655,792

   $244

13.

South Dakota

  $19,683,676

   126,624

   $155

14.

Colorado

  $73,778,692

   818,443

     $90

15.

Virginia

  $81,070,962

1,235,795

     $66

16.

Utah

  $24,900,456

   559,778

     $44

17.

Louisiana

  $30,072,268

   684,873

     $44

18.

Maine

    $7,315,000

   192,563

     $38

19.

Oregon

  $19,936,755

   563,295

     $35

20.

Pennsylvania

  $58,840,473

1,769,789

     $33

21.

Washington

  $34,329,658

1,037,018

     $33

22.

New Mexico

  $10,727,264

   330,245

     $32

23.

Illinois

  $65,609,983

2,119,707

     $31

24.

South Carolina

  $22,121,832

   718,113

     $31

25.

Missouri

  $26,530,835

   917,871

     $29

26.

Oklahoma

  $15,465,616

   645,108

     $24

27.

Kansas

  $11,180,442

   471,060

     $24

28.

Arizona

  $25,262,809

1,087,631

     $23

29.

Minnesota

  $17,411,488

   836,048

     $21

30.

Wisconsin

  $17,952,005

   873,750

     $21

31.

Arkansas

    $9,832,689

   478,965

     $21

32.

Iowa

    $9,035,380

   487,559

     $19

33.

California

$104,207,642

6,252,031

     $17

34.

Mississippi

    $7,569,716

   491,962

     $15

35.

Michigan

  $22,730,464

1,659,921

     $14

36.

Idaho

    $3,699,882

   275,154

     $13

37.

Texas

  $57,586,897

4,752,148

     $12

38.

Connecticut

    $4,473,481

   567,198

       $8

39.

Kentucky

    $4,999,458

   670,030

       $7

40.

Alaska

       $835,470

   130,662

       $6

41.

Montana

       $520,443

   141,899

       $4

42.

Wyoming

                  $0

     91,000

       $0

43.

West Virginia

                  $0

   282,000

       $0

44.

Vermont

                  $0

     89,000

       $0

45.

North Dakota

                  $0

     93,000

       $0

46.

New Jersey

                  $0

1,373,000

       $0

47.

New Hampshire

                  $0

   190,000

       $0

48.

Nevada

                  $0

   458,000

       $0

49.

Nebraska

                  $0

   298,000

       $0

50.

Indiana

                  $0

1,044,000

       $0

51.

Alabama

                  $0

   741,000

       $0

 

 

 

 

Sources for this report:  Education Week, "Competitive Stimulus Grants: Winners and Losers," September 21, 2012; and U.S. Department of Education.

 

http://www.edweek.org/ew/section/infographics/stimulus_competitive.html

 

 

 

Table taken from "Do Not Let the DOE Nationalize the Schools in Your State," by Henry W. Burke and Donna Garner, 9.23.12.

 

http://educationviews.org/do-not-let-the-doe-nationalize-the-schools-in-your-state-2/

 

 

 

============================

 

 

Bio for Henry W. Burke

 

 

Henry Burke is a Civil Engineer  with a B.S.C.E. and M.S.C.E.  He has been a Registered Professional Engineer (P.E.) for 37 years and has worked as a Civil Engineer in construction for over 40 years. 

 

Mr. Burke had a successful 27-year career with a large construction contractor. 

 

Henry Burke serves as a full-time volunteer to oversee various construction projects. He has written numerous articles on education, engineering, construction, politics, taxes, and the economy.

 

 

Henry W. Burke

E-mail:  hwburke@cox.net

 _____________________________________

 

Food for thought for those who do not wish to vote:

 

An elderly German man who lived through the Holocaust tells the following story:

I always considered myself a Christian. I attended a church since I was a small boy. We had heard the stories of what was happening to the Jews; but like most people in America today, we tried to distance ourselves from the reality of what was really taking place. What could anyone do to stop it?

A railroad track ran behind our small church, and each Sunday morning we would hear the whistle from a distance and then the clacking of the wheels moving over the track. We became disturbed when one Sunday we heard cries coming from the train as it passed by. We grimly realized that the train was carrying Jews.

Week after week that train whistle would blow. We would dread to hear the sound of those old wheels because we knew that the Jews would begin to cry out to us as they passed our church. It was so terribly disturbing! We could do nothing to help these poor people, yet their screams tormented us. We knew exactly at what time that whistle would blow, and we decided the only way to keep from being so disturbed by the cries was to start singing our hymns. If some of the screams reached our ears, we'd just sing a little louder until we could hear them no more.

Years have passed, and no one talks about it much any more; but I still hear that train whistle in my sleep. I can still hear them crying out for help. God forgive all of us who called ourselves Christians, yet did nothing to intervene.

 

Link to speech by Ronald Reagan in Bergen-Belsen about one of these youths cut down by the tyranny:

 

 http://millercenter.org/president/speeches/detail/3412

Ronald Reagan quotes these words from Anne Frank:

Just 3 weeks before her capture, young Anne wrote these words: "It's really a wonder that I haven't dropped all my ideals because they seem so absurd and impossible to carry out. Yet I keep them because in spite of everything I still believe that people are good at heart. I simply can't build up my hopes on a foundation consisting of confusion, misery, and death. I see the world gradually being turned into a wilderness. I hear the ever approaching thunder which will destroy us too; I can feel the suffering of millions and yet, if I looked up into the heavens I think that it will all come right, that this cruelty too will end and that peace and tranquility will return again."


Tuesday
May222012

How Can Parents Fight For The Right Education Goals? It Starts With Wisdom--Get Informed By Comparing The Two Education Philosophies Presented Today

Hear interview with Mrs. Donna Garner on this at 12:30 PM Central Time Wednesday 5/23/12 (see player on Home Page of this site and note recording is available soon after program to share with others).  A must hear for children's sake...

 

“Two Education Philosophies with Two Different Goals”
by Donna Garner
3.26.12


In education there are basically two different philosophies of education, and each type has a different end goal.

Type #1’s end goal is academic achievement. Type #2’s end goal is the indoctrination and manipulation of students’ minds:

Type #1 Philosophy of Education: Knowledge-based, academic, clearly worded, grade-level-specific content that is tested largely through objectively scored tests -- These standards are built from K through Grade 12 and are taught mostly through direct, systematic instruction.

Type #1 standards could be referred to as the traditional method – the method of teaching that people perhaps 50 years old and older experienced when they were in school. This included the teaching of phonics, grammar, correct usage/spelling, cursive handwriting, classical literature, expository/persuasive/research writing, the four math functions taught to automaticity, fact-based and discreet courses in Algebra I, Algebra II, Geometry, Calculus, U. S. History, World History, Botany, Biology, Physics, and Chemistry.

The English / Language Arts / Reading (ELAR) curriculum standards document that our group of Texas classroom teachers wrote in 1997 called the Texas Alternative Document (TAD) followed the Type #1 philosophy but was not adopted by the Texas State Board of Education (SBOE) in July 1997 because politics trumped education; our Governor was running for the Presidency; and any controversy had to be squelched immediately.

Therefore, the following philosophy of education (Type #2) was adopted when the Texas State Board of Education (SBOE) voted on the curriculum standards called the Texas Essential Knowledge and Skills (TEKS) in 1997.

The TAKS tests were built upon the Type #2 TEKS adopted in 1997.

It was that wrong-headed philosophy which prevailed in our Texas public schools until May 2008 when the new-and-improved English / Language Arts / Reading (ELAR) TEKS document with the Type #1 philosophy was adopted.

Since May 2008, new-and-improved Science and Social Studies TEKS have also been approved; and much improved Math TEKS will be adopted by the Texas State Board of Education in the next couple of months.

All four core curriculum areas (ELAR, Science, Social Studies, Math) are built upon the Type #1 philosophy of education in which the curriculum standards (and the new STAAR/End-of-Course tests aligned with them) are explicit, grade-level-specific (or course specific), fact-based, academic, and measurable (most test questions have objectively scored, right-or-wrong answers).

Type #2 Philosophy of Education -- Project-based, subjective (emphasize cognitive domain – beliefs, opinions, emotions), subjectively assessed based upon the value system of the evaluator -- emphasize multiculturalism, political correctness, environmental extremism, diversity, social justice agenda -- These standards are built backwards from Grade 12 down to K (similar to trying to build a house from the roof down) and are taught mostly using the constructivist (project-based) approach.

The Type #2 Philosophy of Education was adopted when the July 1997 TEKS were passed by the SBOE. These TEKS (and similar curriculum standards adopted across the United States during the late 90’s) opened the door for the social justice agenda to begin to move into our public schools. Type #2 primed the “social justice” pump.

Now Obama’s Common Core Standards (Type #2) are being forced into our public schools (except for states such as Texas, Alaska, South Carolina, Virginia, Minnesota, and Nebraska that refused to commit to CCS) and will follow the Type #2 philosophy of education in which the process will be emphasized more than the correct answer, and the social justice agenda will become more important than academic achievement.

Obama’s social justice agenda includes an emphasis on subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom/contraceptives instead of abstinence, environmental extremism, global warming, victimization, diversity, an acceptance of the normalcy of the lesbian/gay/bisexual/transgender lifestyle, redistribution of wealth, a de-emphasis on factual knowledge, the Constitution, Bill of Rights, Founding Fathers, and American exceptionalism.

The Obama social justice agenda will be enmeshed into students’ curricula by way of math word problems, textbook examples, practice sets, questions at the end of chapters, informational text selections, essay assignments, student projects, formative and summative assessments (written and scored at the national level), community service at nationally approved sites, etc.

A GRAPHIC THAT ILLUSTRATES THE CCS TYPE #2 SOCIAL JUSTICE AGENDA

[The arrows mean “lead(s) to.”]

National standards → national assessments → national curriculum → teachers’ salaries tied to students’ test scores → national teacher evaluation system → teachers teaching to the test each and every day → national indoctrination of our public school children → national database of students and teachers including student/teacher identifiable data


===========================
Type #1 Philosophy of Education: Please look at Texas’ new-and-improved curriculum standards (TEKS) in English / Language Arts / Reading (ELAR) – K-12:
http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html


The Texas ELAR’s in the early grade levels emphasize phonemic awareness/decoding skills (i.e., phonics) and literary as well as informational text. Instead of the personal essay, Texas’ public schools are now emphasizing expository/persuasive/research writing starting in the early grade levels clear through high school. Texas also has a well-developed strand K-12 on Oral and Written Conventions (e.g., grammar, usage, spelling, handwriting including cursive, capitalization, punctuation).

Now let’s compare Texas’ ELAR/TEKS to the Obama administration’s Common Core Standards:

First, notice that Texas’ ELAR/TEKS are explicit and grade-level-specific all the way from K through Grade 12. In high school, Texas has English I, English II, English III, and English IV; each grade level is distinct from the previous ones with the skills learned in the earlier grades forming the prerequisites for the higher grade levels.

To view a sample grade level, please go to the Texas ELAR’s for English IV:

http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110c.html#110.34


Now let’s compare the Texas ELAR’s for English IV to the Common Core Standards for English IV. Problem! Right off we notice that there is not a distinct set of curriculum standards for English I, English II, English III, and English IV. The Common Core Standards are grouped in high school in clusters of (English 9 through 10) and (English 11 through 12). This means that high-school teachers and students in the capstone levels of English do not have explicit and clearly worded goals to meet at each grade level. The lack of explicitness and specificity in the CCS will create confusion and will also cost the taxpayers large amounts of money because of all the “consultants” who will have to be hired to “interpret” the CCS and work out the vertical and horizontal alignment for the classroom teachers.

CCS English 9 and 10 -- http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/grade-9-10/

CCS English 11 and 12 -- http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/grade-11-12/

DIRECT COMPARISON OF WORDING IN GRADE 7 – ELAR’S TO CCS

Now let’s do a direct comparison of one strand to show the differences between English 7 ELAR and English 7 CCS:


TEXAS ELAR -- ORAL AND WRITTEN CONVENTIONS – ENGLISH 7

http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.html#110.19

(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) adverbial and adjectival phrases and clauses;
(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);
(v) prepositions and prepositional phrases and their influence on subject-verb agreement;
(vi) relative pronouns (e.g., whose, that, which);
(vii) subordinating conjunctions (e.g., because, since); and
(viii) transitions for sentence to sentence or paragraph to paragraph coherence;
(B) write complex sentences and differentiate between main versus subordinate clauses; and
(C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.
(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) use conventions of capitalization; and
(B) recognize and use punctuation marks including:
(i) commas after introductory words, phrases, and clauses; and
(ii) semicolons, colons, and hyphens.
(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.


====================
Commmon Core Standards -- Conventions of Standard English – English 7 http://www.corestandards.org/the-standards/english-language-arts-standards/language/grade-7/

Conventions of Standard English
L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable moviebut not He wore an old[,] green shirt).
Spell correctly.
=================
ACTION STEPS

Every parent and every taxpayer in every state that has committed to the Common Core Standards should listen to the following video entitled “Two Moms Against Common Core Standards.” Even though this video is specifically directed at Utah, the concerns voiced are the same concerns that people all across this country should be voicing.

ObamaCare is the federal takeover of our healthcare system, but the Common Core Standards Initiative is the federal takeover of something even more precious – our children!

“Two Moms Against Common Core Standards” – link to video:

http://www.utahsrepublic.org/two-moms-against-common-core-video/

=======================
The following article by Sherena Arrington offers even more information about the Common Core Standards:

3.19.12 -- An Uncommon Approach to Costly Common Core Education Standards

http://www.talkgwinnett.net/main/section/6-guests/2529-an-uncommon-approach-to-costly-common-core-education-standards



Donna Garner
Wgarner1@hot.rr.com

Sunday
May202012

Protect Alabama's Children--Call Gov Bentley Before 5-24 To Say No To HB588

Why no to HB588--please stand in the gap for the children...

 

  • There is an Alabama bill for Gov Bentley to sign by Thurs-- HB588 (hit ok when link comes up empty) which supposedly grades each school--which is nothing new as they have had this since '95 but the wording is such that it can open the door to the assessments determined by the State Sup of Education and move us to Common Core Standards.
  • Common Core Standards is so bad that both Alabama House and Senate signed a join resolution SJR49 to direct the Alabama Board of Ed to get us out of common core.
  •  Even US House of Representatives against it:  "There is widespread agreement that current elementary and secondary education law is failing students. Committee Republicans have advanced legislation to revamp No Child Left Behind and return responsibility for student achievement to state and local leaders. While Secretary Duncan has claimed to share this goal, he has chosen not to work with Congress on rewriting the law – instead advancing a conditional waivers scheme that rewards states for adopting his preferred policies. Rep. Martha Roby (R-AL) reiterates that education cannot be improved through executive fiat, and urges Secretary Duncan to stop working against the committee and instead join congressional efforts to enact lasting reforms in our schools."  Excerpt from Education and Workforce Committee

  • HB588 was passed at the end of the legislative session had a rider that sounded great as it was going give award to schools (that rider has since been removed) . 
  • Common Core Standards will mean what is going to be taught in the future will be determined by Washington instead of by each state and our local school boards will just be a rubber stamp.  Due to enticement of Race To the Top federal funds most states agreed to adopt to the conditional common core standards (yet making states think they can get out of it).
  • Common Core Standards (promoted by Obama and Arne Duncan) is supposed to make kids college and career ready but most parents do not know that eventually their right to affect what will be taught in Alabama schools will be lost and--parents will have to instead picket Washington DC. (unconstitutional).
  • The leadership we have seen listens to Planned Parenthood and had a Founder of the Gay Lesbian Straight Education Network(GLSEN) as key person promoting Safe Schools in the Dept of Ed (Google the name of Kevin Jennings and pray because he is one of those that has the ears of the Dept of Ed ).  Indoctrination should be a big concern- see this much touted 33 min documentary 180 movie that will propel you to action--you will want to share with your church specially youth!


Do we dare take a chance on our children's future in the hands of those?

Please call Gov Bentley and ask him not to sign HB588--it is better not to open the door to Common Core Standards--call 334 242-7100.  Start Mon as you only have til 5/24.

Also in the future homeschoolers and private school will face same problem if this passes as the new Pres David Coleman of the College Board ( he is over SAT and ACT will probably follow ) is the architect of Common Core Standards and he wants all to be aligned to Common Core Standards. 

Go to TruthinAmericanEducation.com and see the collaborative efforts to control the minds of our children.  Hitler was able to do it and destroyed many and Pres Reagan said "never again"...Your help is needed--a simple phone call before Thursday (May 24) will mean so much.  Please get others to call (334) 242-7100 starting Monday.


Excerpt from Alabama Senate Joint Resolution 49 (SJR49)

WHEREAS, the Legislature has learned that the United States Department of Education is funding the development of
national curriculum guidelines, modes, and materials as well as national assessments based upon the initiative's standards, thus creating a national curriculum and testing system; and

WHEREAS, the Legislature is very concerned with the federal government's intrusion in Alabama's right to set curriculum and standards and the powers duly delegated to the board to do so; and
WHEREAS, this body finds that the conditional No Child Left Behind (NCLB) waiver plan will result in the United States Department of Education leveraging the states into a de facto long term national system of curriculum, programs of instruction, and instructional materials, notwithstanding the absence of legal authority in the Elementary and Secondary Education Act (ESEA) and that this system will bind states indefinitely to the common core standards, Partnership for the Assessment of Readiness for College and Careers and SMARTER Balanced Assessment Consortium (PARCC-SBAC) assessments, and the curriculum and instructional modules that arise from those assessments; now therefore,


BE IT RESOLVED BY THE LEGISLATURE OF ALABAMA, BOTH HOUSES THEREOF CONCURRING, That by copy of this resolution provided to the State Superintendant of Education for distribution to the board, we hereby encourage the State Board of Education to take all steps it deems appropriate, including revocation of the adoption of the initiative's standards if
necessary, to retain complete control over Alabama's academic standards, curriculum, instruction, and testing system.


----------------------------------------------------------------------------------------------------------------------------------

 

Try to follow this--

  1. The House and Senate passed SJR 49 (above) yet at the same time there is HB588 (seemed innocent until you hold it up in the light).  HB588 can move us right along opposite to what US Congress and our own Alabama Legislature urges the Alabama State Board of Ed-- to get out of Common Core Standards.
  2. 2012-05-04  Article School Grading and Rewards Legislation Progresses in Legislature "If the legislation passes, development and implementation of the programs would be based on the State Board of Education’s proposals for revising the current assessment and accountability systems. This plan was presented to the Board at the work session on April 26th. " Update- the school rewards was put in HB588 but was removed and is not in the bill before Gov Bentley.
  3. So what is this plan presented at the work session on April 26th?  Here is a link to a report on that session but below is a very interesting point:  "The ARMT+ (as opposed to the ARMT, no plus) will eventually be aligned to the Common Core State Standards that Alabama adopted last year."
  4. Tommy Bice plans to ask the United States Department of Education (USDOE)  to freeze Annual Measurable Objectives (AMOs) at the 2010-2011 level for Alabama’s students.  This is allowable for states seeking flexibility under guidelines established last September by President Obama and U.S. Secretary of Education Arne Duncan.The last opportunity to submit a request for flexibility will be Sept 6.  However approval is again contingent on adopting common core standards:
  5. Each state granted a waiver agreed to three specific reform criteria: Adopting the Common Core Standards—essentially standardized curricula for specific classes, holding schools accountable for improving student performance (particularly for minority and disabled students) and establishing a system to evaluate teachers.

John Kline, the Republican chairman of the House Committee on Education and the Workforce said that's unacceptable—states should be allowed to set their own standards.  "What I don't want is those decisions to be made by Washington—either dictated in law by us, or by the Secretary of Education," he said.

.
----------------------------------------------------


 The Old Deluder Act--what started the first schools (remember what the founders intended.) It Is important today as children are being destroyed in body, mind and soul.  Please read Mrs. Donna Garner's detailed study to help America see the truth for the sake of the children.  May God help us.


"It being one chief project of that old deluder, Satan, to keep men from the knowledge of the Scriptures, as in former times by keeping them in an unknown tongue, so in these latter times by persuading from the use of tongues, that so that at least the true sense and meaning of the original might be clouded and corrupted with false glosses of saint-seeming deceivers; and to the end that learning may not be buried in the grave of our forefathers, in church and commonwealth, the Lord assisting our endeavors.


It is therefore ordered that every township in this jurisdiction, after the Lord hath increased them to fifty households shall forthwith appoint one within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those that order the prudentials of the town shall appoint; provided those that send their children be not oppressed by paying much more than they can have them taught for in other towns...


It is time for the Body of Christ to take the premiere fighting position they did in the beginning of this nation.

 

Here's a  summary perspective from Jim Stergios in  TruthInAmericanEducation.com:

The long and the short of it is that the Gates Foundation and the federal government payed a whole lot of nonprofit organizations to review, advocate for, manage, design and enforce the standards and assessments.  These organizations all ran around pretending that they were acting in a disinterested manner in support of improving education.  They even cite each other as disinterested scholars and experts who are all collaborating for the good of children.  But in fact they are all either on the payroll of the Gates Foundation or the Obama Administration.  The American education system has become non-democratic and Bill Gates and Barack Obama have become Judge, Jury, and Executioner on what American schoolchildren learn.  And all of the nonsense about standards being validated, benchmarked, and based on objective research is a lot of hogwash.  It turned out that almost the entire nonprofit education advocacy world was for sale to special interests (the Gates Foundation and the Obama Administration).  And a whole lot of people are becoming very rich cooperating with them, cashing large checks, and pretending to be objective and disinterested...go to link above for entire article.

Thursday
Nov102011

Common Core Standards--Could It Awake The Bible Belt Of America?

Today was a sad day for Alabama as the rights of parents over their child's education was seen as unimportant in the scheme of the more important thing--accepting national standards to make education for our kids better.  That is a failure at the get go as they discount the most important help to the child--his parents.  It is again the perfect pattern we see of promoting something evil as good and vice versa.  If one doesn't have his bearings right--it is so easy to be misled and turned upside down. 

The godly foundation of this nation is being undermined daily and God's ways which the Founders followed in that monumental instrument called the Constitution are being diminished in importance.  Result is a nation with people who are making more laws yet are more out of control than ever, a nation with more education bureaucrats yet lower literacy, a nation with a government that says it cares about its citizens yet slowly steals away their rights.  And today in Alabama, they stole one right too many---the right of parents over their children's education.

Many hoped the vote made last November to accept common core standards could be rescinded as more truths have been found (go to truthinamericaneducation.com).  However the majority of Alabama's state school board decided " Washington knows best".  For those that do not believe that, here are some suggestions for action:

  1. Get your pastor to read Letter To Alabama Pastors from one of this nation's best --Pastor Cary     Gordon (he helped oust the three Iowa Supreme Court Justicies last year).
  2. Along with the above letter, give your pastor the list of what pastors and churches can and cannot do (some may be so bold that they don't mind making the right stand and will do so at any cost.) and ask him to allow you to distribute info (such as this article).
  3. Find out as much information on common core standards from Truthinamericaneducation.com
  4. Listen to City On A Hill's interviews (live or at any time on podcast) to gain perspectives from those in the fight and what you can do to help.  We interview everyone we can such as Eagle Forum, Donna Garner of Ed Watch, Al State Board Member Betty Peters, Elois Zeanah of AFRW,Tea Parties, legislators and constitutional lawyers such as with the Foundation For Moral Law.
  5. Make this cause a part of your prayer as it is a fight for your family as we know the power of prayer (George Washington's prayer blessed us all).  Remember God has not given us a spirit of fear but of power, love and a sound mind!

Get encouraged as there are avenues ahead.  The loss today was really a win because truth shone and now the Bible Belt of America has awakened...tomorrow is really the start of freedom for many-- as "truth sets men free".  Share this and may God bless you for being part of the Awakening!

 

 

Thursday
Oct272011

Common Core Standards--The Long And Short Of It For Parents And Teachers--Help Is On The Way --But It Needs You To Call Congress To Defund Common Core and RTT

Hear interviews pivotal in getting the fire burning in the battle against the national take-over of education.  Home Schoolers and Private Schoolers--BE Warned--it will affect all.

Here's an excerpt from an e-mail from very concerned parent:

Private and homeschool students may not get accepted into college or be allowed to take the classes in college that they choose because of Common Core Standards.

According to the discussion draft "Common Core State Standards and Teacher Preparation: The Role of Higher Education" (1st 2 pages attached in pdf file) by the Science and Mathematics Teacher Imperative:

"higher education (colleges and universities) will need to consider how to use the assessments developed to measure high school students' master of those content domains in college admissions and placement.  ... universities in the states that have committed to one of the two consortia developing assessments (Partnership for Assessment of Readiness for College and Careers [PARCC] and Smarter Balanced Assessment Consortium) have made a commitment to include assessment results in making placement decisions."

 

Universities and colleges in most of the 50 states “have made a commitment to include assessment results in making placement decisions.”  In other words, if a university in a Common Core State receiving Federal funds has to make a choice between a public school student who completed a high school under Common Core and a private or homeschool student who did not, guess who is not getting admitted into that college.  If a child is private schooled or homeschooled, they would not have taken the assessments developed for Common Core Standards curriculum that public school students will be taking.  Or will parents who do not public school their children be forced to submit their children to these assessments?  I’ve also attached one of the source documents for the discussion above, “Implementing the Common Core Standards:  An Agenda for Higher Education”, as it talks about this issue and the assessments in more detail.

 

Audio Link for 10-26-11 with Pastor Cary Gordon of Iowa and Betty Peters:

Hear an interview with one of the leaders that helped oust three of Iowas Supreme Court Justices in last years election. Hear perspectives with Pastor Cary Gordon of Iowa. It is a time for those who love children to learn what is at stake and what they can do. Common core standards also known as national standards are being implemented and those in Obamas Dept of Ed thinks they know better than all parents as to whats best for the children. The recent news of the outrage of NYC parents over the sex-ed (which includes teaching about beastiality) ought to shock parents into reality. Plans are underway not to control just healthcare but also the mind of your child. And the enemy loves lack of knowledge because as the Bible tells us---it detroys. Please share todays show and pray and contact your Congress to Defund Common Core and Race To The Top. It may not pass the Senate but passing it in the House will make this most important foundation making or breaking topic known to hopefully majority of children loving people of America. And who knows-- as with God all things are possible!

Audio Link for 10-27-11 with Finn Laursen of CEAI:

Hear an interview witih Finn Laursen who serves as Executive Director of Christian Educators Association International. CEAI (www.ceai.org) is a professional association for Christian Educators in both the public and private schools. Hear us look at what will happen to those in the teaching profession with the (national standards) common core standards coming out of Washington.  Many are already looking to get out of this field and what will that mean for our children?

Audio Link for 10-19-11 with Eunie Smith of Eagle Forum and Sen Scott Beason

Hear interview with perspectives from State Senator Scott Beason and Alabama Eagle Forums Mrs. Eunie Smith. Get informed on how this new idea that is worse than No Child Left Behind will affect states and the nation and most important--parents and families.

Friday
Oct072011

Defund Common Core and the NCLB Waivers--Also HowTo Defend Parental Rights When Even Homeschooling Will Not Be Safe

Plans for national take-over of education is happening due to perfect storms and perfect partnerships--the only thing that can put a kink in their plans is if you the parent finds out and shares the truth(they were hoping you'd sleep through this storm).  Go to this website and see the complete picture and share with your legislators--after all, they are supposed to listen to "We the people", right?  It takes a lot of e-mails and calls so make yours.
http://truthinamericaneducation.com/category/race-to-the-top/


Players:  Here's a link to find out who some of them are (try not to get sick as you read through the article and the education trips) .  It takes a lot to pull the wool over our eyes when it comes to our kids and under the guise of improving our childrens education--who can resist?  Certainly most states in these economic times can't resist when the Obama administration is having competition for millions of dollars.  And now the offerings of No Child Left Behind Waivers to lure desperate states?

When free trips overlap with commercial purposes--"The commissioners stay in expensive hotels, like the Mandarin Oriental in Singapore. They spend several days meeting with educators in these places. They also meet with top executives from the commercial side of Pearson, which is one of the biggest education companies in the world, selling standardized tests,..."

 

Why Common Core and RTT must be defunded:
No. 1 Reason--Unconstitutional---Parental Input through local school boards will be a thing of the past.
No 2. Reason--Abe Lincoln's warning--"The philosophy of the schoolroom in one generation will be the philosophy of government in the next."  
Here is where logic plays a part--warning from Mrs. Donna Garner
Fact:  We know that the Obama administration is pushing the social justice agenda.
Fact: We know that Kevin Jennings( now stayed in the Obama administration long enough to make sure the social justice agenda (particularly homosexuality) was put into the USDOE’s 10-page manual.
Fact:  Once the CCS get implemented in English and Math, all of  the other school subjects will follow (including Science, Social Studies, and Health).
Fact:  Teachers will be forced to teach whatever is in the CCS curriculum and assessments because of the national teacher evaluation system tracked by the national database.
Conclusion:  CCS will contain the social justice agenda, and teachers will be forced to teach it.  
Because I have tracked the development of the Common Core Standards since before Obama even took office, I have an extensive file. What I have seen is that the Obama administration tells the locals “not to worry” and then proceeds right on down the path it has set for itself.
I, for one, object very strongly to the social justice agenda that will be forced upon our public school students when those decisions should be left up to our elected state and local officials to make. 

(Kevin Jennings has moved on now to promote "Be The Change"--but the groundwork has been laid.)
http://www.massresistance.org/docs/issues/kevin_jennings/leaving_DOE/new_job.html


For complete look at where agenda trail leads--read Mrs. Donna Garner's complete study:


And if you are still in doubt read this from the Washington Post:
ICYMI: A federal takeover of education
WASHINGTON, D.C. | October 3, 2011 -By George Will
Obama Gives States a Voice In ‘No Child’
— New York Times, Sept. 24
Many Americans, having grown accustomed to Caesarism, probably see magnanimity in that front-page headline. Others, however, read it as redundant evidence of how distorted American governance has become. A president "gives" states a "voice" in education policy concerning kindergarten through 12th grade? How did this quintessential state and local responsibility become tethered to presidential discretion? Here is how federal power expands, even in the guise of decentralization--read rest.

A few in Washington are starting to speak up and the National Federation of Republican Women have passed a Resolution to Defeat National Standards--hope you will also by calling your Congress (make sure to contact the leadership too--202 224 3121).