America’s Ignorance Trump’s Strategy

Recently there have been reports of violence during the Trump campaigns and around the country. This violence has been directed at “people of color” in the name of Trump and the restoration of America to its former greatness.

To blame Trump for this nonsense is indicative of the power the “hedgehogs” have over the thoughts and views of the American public.

If the American people were free thinking, compassionate, respectful, and proud, candidates such as Donald Trump and Hillary Clinton would not be the forerunners in this campaign for President of the United States.

Unfortunately, the Trump campaign is uncovering all that is wrong with America, American politics, and the lackadaisical attitude Americans have toward the governance of their country.

In the beginning of his campaign, Donald Trump said that the reason he was running for president was to expose the greed and stupidity of our current politicians and, while doing so, he also shed light on the real terror in America, ignorance.

The public knows more about the individuals and their private actions than they do about their opinions, beliefs, or even proposed solutions to any one of the myriad of problems we face as a nation.

We don’t know who our electoral college members are, they choose the president, and we don’t know who, once the president is chosen, will be the cabinet members of the new administration. Neither of those things are important to the American people because Donald Trump, in using his business sense to elicit billions of dollars worth of free publicity by being controversial, has made his name a household word and his candidacy legitimate.

We should not be upset with Donald Trump, we should be angered at a system of education that produces American citizens who are prone to violent acts of bullying because of what someone, anyone, says.

When we provide every child in America with a free and public education that is concentrated on discovering, developing, and directing their individual gifts and talents towards becoming knowledgeable, actively engaged citizens, America will be great again.

Join the Movement to Save Our Children!

Paying For The Desegregation Myth

From the Federal Register: Equity Assistance Centers (Formerly Desegregation Assistance Centers)

Statute: Under Title IV of the Civil Rights Act of 1964, 42 U.S.C. 2000c-2000c-2 and 2000c-5, the Secretary is authorized, upon the application of any school board, State, municipality, school district, or other governmental unit legally responsible for operating a public school or schools, to render technical assistance to such applicant in the preparation, adoption, and implementation of plans for the desegregation of public schools.

§ 270.6 What limitation is imposed on providing race and national origin desegregation assistance under these programs?
(a) Except as provided in paragraph (b) of this section, a recipient of a grant for race or national origin desegregation assistance under these programs may not use funds to assist in the development or implementation of activities or the development of curriculum materials for the direct instruction of students to improve their academic and vocational achievement levels.

(b) A recipient of a grant for national origin desegregation assistance under these programs may use funds to assist in the development and implementation of activities or the development of curriculum materials for the direct instructional of students of limited English proficiency, to afford these students a full opportunity. to participate in all educational programs

Eligible Applicants: A public agency (other than a State educational agency or a school board) or a private, non-profit organization.

From 2003 until today more than six to seven million federal education dollars have been funneled to private agencies to end segregation in public schools. Recent reports say that public schools are more segregated now than they were prior to the Civil Rights Movement.

Our current system of education promotes segregation and discrimination by forcing the standardization of our children through the use of the common core curriculum and charter school proliferation.

The “hedgehogs” are profiting from the segregation, discrimination, and hatred inherent in our current system of 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, private desegregation centers won’t be necessary.

Join the Movement to Save Our Children!

Collecting Profits From Collecting Data

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; National Longitudinal Transition Study 2012 Phase II

“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?

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)?”

There are no State or Federally-operated institutions that should be collecting information on “age, sex, race/ethnicity” as it is illegal according to the Civil Rights Act.

As well, we should be spending education tax dollars on insuring our children at the elementary and secondary level of education receive a developmentally appropriate, Arts based, experiential education concentrated on discovering, developing, and directing their individual gifts and talents towards becoming knowledgeable, actively engaged citizens.

Collecting data on our children only serves to increase the coffers of the “hedgehogs”.

Our children deserve an excellent education now.

Join the Movement to Save Our Children!

New System – New Teachers

In an article published by neaToday, “Survey: Number of Future Teachers Reaches All-time Low” By Mary Ellen Flannery, it is reported that in ten years the number of college freshmen entering the teaching profession dropped from 9.9% in 2005 to 4.2% in 2015.

Ms. Flannery suggest that the cause for this decrease is the lack of adequate pay and the lack of respect teachers receive.

It is interesting that individuals who are charged with educating our most precious resource, our children, are treated with such a lack of respect that those who are called to teach will choose another profession and those who are not are “incentivized” to do so.

Teaching used to be a very respected vocation until segregation ended and schools were forced to integrate.

There was no excuse for not learning before then. If you were able to attend school, you learned, something.

Teachers were respected because hatred was not part of the curriculum. “Black” teachers taught “Black” children with the highest expectation for their educational success. Poverty was not an issue, it was a state of being.

“White” teachers taught “White” children with the highest expectation for their educational success.

Unfortunately, once segregation ended, standardization began and the expectation for “Black” children being taught by “White” teachers was not success but fear. “Black” teachers were all but forced out of the profession because they could not find work in public schools and the level of expectation for “Black” children fell even farther.

Now, we blame poverty for the educational failure of our children when in fact, it is ignorance. The ignorance that believes that skin color directs thought and action when it is fear.

It is this fear from which the “hedgehogs” profit. Fear of losing a job or loosing a home or not being able to provide for or protect your family.

When we change the system of education so that it concentrates on the gifts and talents everyone has, especially those who are called to teach, we will begin to respect everyone because we will first be able to respect ourselves.

Join the Movement to Save Our Children!

Speaking Of Accountability

“•Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years.1, 2
•The percentage of children aged 6–11 years in the United States who were obese increased from 7% in 1980 to nearly 18% in 2012. Similarly, the percentage of adolescents aged 12–19 years who were obese increased from 5% to nearly 21% over the same period.1, 2
•In 2012, more than one third of children and adolescents were overweight or obese.1
•Overweight is defined as having excess body weight for a particular height from fat, muscle, bone, water, or a combination of these factors.3 Obesity is defined as having excess body fat.4
•Overweight and obesity are the result of “caloric imbalance”—too few calories expended for the amount of calories consumed—and are affected by various genetic, behavioral, and environmental factors.” CDC

From the Federal Register: Applications for New Awards; Carol M. White Physical Education Program

Purpose of Program: The Carol M. White Physical Education Program provides grants to local educational agencies and community-based organizations to initiate, expand, and improve physical education for students in grades K-12. Grant recipients must implement programs that help students make progress toward meeting State physical education standards.

Type of Award: Discretionary grants.
Estimated Available Funds: $23,000,000
Estimated Range of Awards: $200,000-$800,000.
Estimated Average Size of Awards: $500,000.
Estimated Number of Awards: 15

It is important to note when our government has done something valuable with our tax dollars and the award above, though discretionary and available to only fifteen recipients, is actually beneficial to all children in those districts that applied for and received this grant.

Again, to determine the intent of an institution, one must “follow the money” that is spent.

“Standardized-testing regimens cost states some $1.7 billion a year overall, or a quarter of 1 percent of total K-12 spending in the United States . . .” Education Week

It seems that our government is more interested in providing profits for the “hedgehogs” than making sure our children are healthy.

Our children deserve a system of education that concentrates on educating the entire child, discovering their gifts and talents, making them strong, righteous, and proud to be an American.

Join the Movement to Save Our Children!

No Need To Say, “I Told You So”

Opting Out of the Education Reform Industry” by Wayne Au and Jesslyn Hollar

“Wayne Au is an associate professor in the School of Educational Studies at the University of Washington at Bothell and an editor of the magazine Rethinking Schools. Jesslyn Hollar is a doctoral student at the University of Washington and director of the Alternative Pathways to Teaching program at Central Washington University.”

“Business investors and entrepreneurs are already capitalizing on the increasingly privatized education market. GSV Capital is a growth investment company with a sizeable portfolio in education products, including education technology start-ups and online instructional programs. K12 Inc. is a for-profit, mostly online charter school start-up, which, despite operating “public” charter schools, as a publicly traded company, is beholden to the bottom-line demands of its investors and board members.”

“Venture capitalists and start-ups are not the only groups cashing in on the privatization of public education. So too are established multinational corporations like Pearson and the Educational Testing Service, which control massive portions of the “education industry.” Pearson is paid to create tests, which it is then also paid to administer and grade. The company accordingly markets a slew of test “support tools” for consumers to purchase, including test preparation materials, test-aligned textbooks, mobile apps, and computer software.”

The article continues to expose the “hedgehog’s” plan to control the government, and thereby the economy, by keeping the populous ignorant.

Opting out of testing is certainly one way of fighting back against the tyranny of oppression however, it is only one measure of defense against a system of education that enslaves our children’s minds, hearts, bodies, and souls.

Our current system of education uses many means to deny our children the educational success they deserve. Racism, segregation, standardization, classification, and dehumanization are all systems by which the “hedgehogs” maintain their stronghold on education and ultimately on the people.

Our children deserve a system of education that is developmentally appropriate, founded in the Arts, experiential, and dedicated to discovering, developing, and directing their gifts and talents towards becoming knowledgeable, actively engaged citizens.

Join the Movement to Save Our Children!

On Walmart Mountain

In his article for Alternet, “How the Cutthroat Walmart Business Model Is Reshaping American Public Education” Jeff Bryant writes, “. . . the Walton Family Foundation, the private foundation created with the retail giant’s wealth, announced that it would be “doubling down on its investments in school choice with a $1 billion plan to help expand the charter school sector and other choice initiatives over the next five years,” according to a report in Education Week.”

“. . . In fact, the foundation’s “strategic plan,” published in 2015, claims, “1 in 4 charters nationally have received Walmart Family Foundation startup funds.”

Bryant refers to Diane Ravitch saying, “She likens the competition that charters pose to public schools to the competition that Walmart stores present to locally owned stores, and suggests parallel consequences: just as Walmart forces stores that can’t match their prices to shut their doors, so charters — which bleed students, and their funding, from traditional schools — cause local schools to close down.”

Finally, Bryant makes a valid point, “Completely lost in the discussion, though, is whether it’s right for the American populace to have its access to education determined by the values and philosophy of a few rich people.”

Were the Walmart’s truly interested in providing all of America’s children with an excellent education it would not support charters but would spend billions to insure that every child in America would receive an excellent free and public education.

If an excellent education for every child was the motive of the “hedgehogs” they wouldn’t be opening charter schools, they would be using their financial influence to change our current system of education so that it encourages creativity and freedom of expression.

Their billions would support the discovery and development of the gifts and talents ALL of our children possess. With their money they could provide every child with a developmentally appropriate education, founded in the Arts and experiential.

If the “hedgehogs” were really concerned with the education of every child, every child would receive an excellent education in a free and public school, in a large urban setting or a small rural one.

Join the Movement to Save Our Children!