We The Government

With John B King in charge of Federal education policy no one should be surprised by the latest “bullying” from the Department of Education.

Our federal government has threatened to withhold education dollars collected from American citizens because those American citizens don’t want their children to be subjected to unnecessary tests.

Our federal government has taken it upon itself to tell the people what they must have instead of listening to what the people want.

This may very well be because the people are willing to negotiate and comply with the government on issues of education instead of insisting that the entire system be changed to reflect a more positive and healthy attitude toward education and educating children in America.

Though all would agree that every child is gifted and talented few are willing to change the current system of education to support that belief. We instead hold onto a deficient, discriminatory system of education that considers our children’s disabilities more important than their abilities.

We concentrate on common core testing when it is the testing our children undergo to have them classified as learning disabled so that they can be placed on a track of failure that will run throughout their entire educational career, never being made aware of how wonderfully gifted and talented they are.

As Americans we freely accept the fact that some children in America receive an excellent education while others fail to receive even an adequate education.

We fight for the right to “Opt Out” of standardized tests while we remain ensconced in a system of education that is discriminatory, segregationist, and dehumanizing.

We must “Opt Out” of the current system of education all together.

We must, for the sake of all children, fight to change the direction of the current system of education.

We must, insist that every child in America receive a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents towards becoming knowledgeable, actively engaged citizens of these United States.

We must take back our government.

Join the Movement to Save Our Children!

What Have We Done

In no time at all we went from not needing personal phones in schools to everyone, including teachers, talking on their cell phones during school hours.

Elementary school children are allowed to have cell phones in class as long as they have parental permission.

This is now how we communicate with one another, even when we are face to face.

Not so long ago, it was considered rude to whisper to someone when in public.

It made the person being excluded from the secret feel uncomfortable and defensive since the secret may very well be about them.

It was also considered rude for people who spoke a foreign language to do so in the company of those who did not speak that language. This was also a matter of respect.

Respect for self and one another has taken a back seat to “selfies” and “facebook”, texting and tweeting.

In any public arena you will see people sitting together yet communicating via cell phone, not wanting anyone to know what they are saying.

As well, is easy and seemingly acceptable to lie to those you are communicating with via this impersonal means of social interaction making people feel it is just as easy and acceptable to lie in person.

We no longer teach our children righteousness. We no longer insist on truth or justice, but promote propaganda and force, as the “American” way.

We accept the inadequate, inefficient, and ineffective way our government operates because we feel inadequate, ineffective, and insufficient to change it.

We have, as a nation, accepted our own defeat, at our own hands, through our own complacency.

There is no wonder as to why our children are rebelling.

They see that as children they are more powerful than the adults in their world.

Our children deserve our return to righteousness.

Our children deserve to live in an America that stands for truth and justice.

Our children deserve to be respected and to know and understand the importance of respecting others.

Our children deserve to know they are gifted and talented.

Join the Movement to Save Our Children!

Register Here To Be Counted

Abstract: The National Longitudinal Transition Study 2012 is the third in a series of studies being conducted by the U.S. Department of Education, with the goal of describing the characteristics, secondary school experiences, transition, and outcomes of youth who receive special education services under IDEA.

Phase II of NLTS 2012 will utilize high school and post-high school administrative records data to collect information in three broad areas important to understanding outcomes for youth with disabilities: (1) high school course-taking and outcomes, (2) post-secondary outcomes, and (3) employment and earnings outcomes.

Phase II collected information will build on a survey of a nationally representative set of students with and without IEPs from Phase I of the study to address the following questions:

To what extent do youth with disabilities who receive special education services under IDEA make progress through high school compared with other youth, including those identified for services under Section 504 of the Rehabilitation Act? For students with disabilities, has high school course taking and completion rates changed over the past few decades?

Are youth with disabilities achieving the post-high school outcomes envisioned by IDEA, and how do their college, training, and employment rates compare with those of other youth?

How do these high school and postsecondary experiences and outcomes vary by student characteristics, including their disability category, age, sex, race/ethnicity, English Learner status, income status, and type of high school attended (including regular public school, charter school, career/technical school, special education school, or other State or Federally-operated institution)? (Federal Register)

Instead of spending federal education dollars surveying the outcomes of an inadequate, discriminatory, segregationist, and standardizing system of education at the postsecondary level, we must insist that our education dollars be spent on providing every child in America with an excellent elementary and secondary education.

When we provide every child in America with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents towards becoming knowledgeable, actively engaged citizens, we can expect that every child in America will reach their full potential.

Our children are gifted and talented not disabled.

Join the Movement to Save Our Children!

Time To Register Again

“Submission to the Office of Management and Budget for Review and Approval; Comment Request; Educational Quality Through Innovative Partnerships Experimental Sites Initiative

Abstract: The Department of Education is requesting this new information collection package to provide for a series of questions that are components of the selection process for a new Federal Student Aid experimental site project.

The Educational Quality through Innovative Partnerships project is being undertaken in order to advance the Department’s understanding of how to best increase access to high quality innovative programs in higher education. An invitation to participate and an explanation of this proposed experimental site was published separately in the Federal Register.

This experimental site project is designed to explore ways to increase access for low-income students to high-quality innovate programs in higher education through the engagement of institutions of higher education with non-IHE providers and quality assurance entities that can develop new quality assurance processes for student and taxpayer protection.

The data and information collected can provide valuable guidance for the Department in determining future policy in these areas.”

While there is talk of a government shutdown, the Department of Education is spending valuable tax dollars on “experimental” sites that will provide “hedgehogs” with the opportunity to receive federal funding for working with public and private colleges to provide “increased access” to high quality programs to “low-income” students.

It is obvious that our government believes that coming from a “low-income” family makes you less qualified to gain access to a high quality education.

It is also obvious that our government knows and understands that children who live in impoverished conditions in large urban districts are not exposed to “high quality innovative programs” while in elementary or secondary school, creating the educational void that exists between graduation from high school and entrance into the higher education arena.

When we spend federal education dollars to provide every child with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents the world will be open to them not just college doors.

Join the Movement to Save Our Children!

Splitting Hairs Creates Split Ends

Because public education did not support religious instruction, religious institutions educated their own children. This was private schooling.

Once schools were integrated and the federal government upheld the right of all children to be educated in public schools more children were placed in private schools.

As it became obvious that public schools were in no way as successful in educating all children a division between the “haves” and the “have nots” became even more apparent with the call for school choice, giving parents the option to send their children to a “better” school.

A public school education was not an excellent education it was simply a “good enough” education.

Instead of insisting that all public schools be made to provide every child with an excellent education, it was more important to segregate public schools by allowing certain parents to send their children to certain public schools that just happen to be better than other schools right in their neighborhood.

It was acceptable to Americans for school districts to admit that some of their schools were excellent and some were failing as long as their children didn’t have to attend a failing school. While everyone was calling for vouchers and charters, few people were interested in making all public schools excellent for all children.

The fact that charter schools have become so prevalent is testament to the fact that we, as Americans, are willing to have some of our children poorly educated.

Once we admit that we wouldn’t want our child to attend “that” school, we admit that we are willing to accept the ignorance of those not provided with an excellent education.

To opt out of testing or fight for more funding and not require that the entire system of education be changed so that it concentrates on discovering, developing, and directing the gifts and talents of ALL children is to perpetuate a system of racism, segregation, standardization, and dehumanization.

All of our children deserve an excellent education and America has the resources to provide an excellent education to ALL of its children.

Join the Movement to Save Our Children!

More From The Register

TEACH Grant program

“Through the College Cost Reduction and Access Act of 2007, Congress created the Teacher Education Assistance for College and Higher Education Grant Program that provides grants of up to $4,000 per year to students who intend to teach in specific high-need subjects in a public or private elementary or secondary school that serves students from low-income families.”

Teach for America has sent hundreds of graduates to Capitol Hill, school superintendents’ offices and education reform groups, seeding a movement that has supported testing and standards, teacher evaluations tethered to student test scores, and a weakening of teacher tenure.”

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; TEACH Grant: Study of Institutional Practices and Grant Recipient Outcomes and Experiences

Abstract: The U.S. Department of Education (Department) requests OMB clearance for a survey of a purposively selected sample of 473 institutions of higher education, and a sample of 500 randomly selected grant recipients participating in the TEACH Grant program. The surveys will inform a study addressing issues and challenges regarding the implementation of TEACH Grants, which is being conducted in response to a GAO audit addressing the high grant to loan conversion rate among TEACH grant recipients.

If there is any wonder how “hedgehogs” are making money from the failure of our children this is a prime example.

To spend federal educational dollars to specially train teachers to promote your agenda and then utilize federal education dollars to study the “Institutional Practices and Grant Recipient Outcomes and Experiences” of that program, is unconscionable.

These teachers are trained not educated. They are trained to work with “underprivileged” children as though they learn differently from other children, perpetuating the institutionalized racism that is rampant in education.

Our children deserve to be educated by knowledgeable, dedicated, teachers who know and understand that all children are gifted and talented.

When we provide every child in America with an excellent education that is developmentally appropriate, founded in the Arts, and experiential there will be no need to spend money on “hedgehog” surveys.

Join the Movement to Save Our Children!

From The Register

Abstract: This information collection is a revision to information collection 1850-0790; however, the Department is requesting a new OMB control number in place of the old number.

The National Assessment of Educational Progress (NAEP), conducted by the National Center for Education Statistics (NCES), is a federally authorized survey of student achievement at grades 4, 8, and 12 in various subject areas, such as mathematics, reading, writing, science, U.S. history, civics, geography, economics, technology and engineering literacy and the arts.

The National Assessment of Educational Progress Authorization Act (Public Law 107-279 Title III, section 303) requires the assessment to collect data on specified student groups and characteristics, including information organized by race/ethnicity, gender, socio-economic status, disability, and limited English proficiency.

It requires fair and accurate presentation of achievement data and permits the collection of background, noncognitive, or descriptive information that is related to academic achievement and aids in fair reporting of results.

The intent of the law is to provide representative sample data on student achievement for the nation, the states, and subpopulations of students and to monitor progress over time. The nature of NAEP is that burden alternates from a relatively low burden in national-level administration years to a substantial burden increase in state-level administration years when the sample has to allow for estimates for individual states and some of the large urban districts. This submission requests OMB’s approval for main NAEP assessments in 2017, 2018, and 2019, including operational, pilot, and special studies. The NAEP results will be reported to the public through the Nation’s Report Card as well as other online NAEP tools.

America can provide every child in America with an excellent education that is developmentally appropriate, Arts based, and experiential.

Once every child in America receives an education that concentrates on discovering, developing, and directing their individual gifts and talents towards becoming knowledgeable, actively engaged citizens, we will not need to know what color they are or their gender or how much money their parents have or don’t have, or their language.

Education is a human right that must not be defined by statistics.

Our children deserve better.

Join the Movement to Save Our Children!