No Haste Just More Waste

Funding Down the State and Partnership Grant Slates From Fiscal Year (FY) 2014; Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)
Program Description
This discretionary grant program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. GEAR UP provides six-year grants to states and partnerships to provide services at high-poverty middle and high schools. GEAR UP grantees serve an entire cohort of students beginning no later than the seventh grade and follow the cohort through high school. GEAR UP funds are also used to provide college scholarships to low-income students.

FY 2015
Total Program Funding: $301,639,000
Total Number of Awards: 127
Total Number of Students: 570,462

State Grants
Number of New Awards: 1
Average New Award: $2,668,762
Total New Award Funding: $2,668,762
Number of Continuation Awards: 36
Average Continuation Award: $3,715,319
Total Continuation Award Funding: $133,751,469
Total Award Funding: $136,420,231
Total Number of Awards: 37

Partnership Grants
Number of New Awards: 3
Average New Award: $1,760,947
Total New Award Funding: $5,282,840
Number of Continuation Awards: 87
Average Continuation Award: $1,771,411
Total Continuation Award Funding: $154,112,772
Total Award Funding: $159,395,612
Total Number of Awards: 90

Student Data Reported
Students Performing at or Above Grade Level in English
Students Performing at or Above Grade Level in Math
Students Promoted to the Next Grade Level at the End of Prior School Year
Students with 5 or More Unexcused Absences During the First Two Quarters of the School Yr.

Total # of Participants in 2004-05 3,219,004

Total # of Participants in 2005-06 1,901,855

Why did it take the federal government ten years to defund this program costing tax payers more than three billion dollars?

Annual performance reports stop at the 2006 school year. In one year participants dropped by more than one million students. Where is the accountability for the other ten years this program has been in effect costing tax payers 301,639,000 per year?

We must use federal education funds to 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 a successful adult and engaged citizen.

Join the Movement to Save Our Children!

The Next Coffin Nail

Nearsightedness: Unable to see things clearly unless they are relatively close to the eyes.

The American public has an all encompassing view of education whose problems and failures are not considered important unless they directly affect the individual.

In her report, Why do kids go to school? Americans are divided on the answer, a new poll shows. Valerie Strauss writes,

“Americans, asked to pinpoint the purpose of school, were divided. Is school supposed to prepare students academically? Or for the workforce? Or to be knowledgeable citizens able to participate in American civic life?

Less than half — 45 percent — of adult Americans say preparing students academically is the main goal of a public school education . . . Other Americans split between saying the main purpose of public schools is to prepare students for work — 25 percent — and for citizenship, 26 percent.

Those who say public schools should mainly prepare students for work are less positive in their views; 42% in this group give their schools top marks vs. 53% of those who say the main objective is preparing children academically.

Putting a priority on academics peaks at 56% among parents with at least one child in public school, compared with four in 10 of those who don’t have a school-age child. Half of those between ages 30 and 64 pick academics, compared with 37% of both younger and older Americans, who instead are more likely to emphasize citizenship.”

If we, as a united nation, have no strong feelings about the purpose of education the “hedgehogs” will continue to control the industry that places values and perceptions in the minds and hearts of our children.

We still have not recognized the importance of developmentally appropriate education. We continue to educate our youngest the way we educate our oldest. We place more emphasis on higher learning, college bound activities than we do on discovering the gifts and talents all of our children possess.

All of America’s children deserve a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their individual gifts and talents towards realizing their personal success and the success of the Nation.

Join the Movement to Save Our Schools!

Educate To Liberate

“All that we are is the result of what we have thought. The mind is everything. What we think we become.” Buddha

We are teaching our children to think that being rich is better than being kind, loving and respectful.

“Scientists began to recognize that everything in the Universe is made out of energy.” Arjun Walia, September 27, 2014.

This being true, it is logical then to assume that everything in the universe is connected in some way to that energy. It is also true that there are different forms of energy the most well known being positive and negative energy.

“Positive thoughts can actually create real value in your life and help you build skills that last much longer than a smile.” The Huffington Post

“Negativity affects ourselves and everyone around us. It limits our potential to become something great and live a fulfilling, purposeful life. Negativity has a tangible effect on our health, too. Research has shown that people who cultivate negative energy experience more stress, more sickness, and less opportunity over the course of their lives than those who choose to live positively.” Lifehack

“Education is big business in America.” Business Insider

Our current system of education is wrought with negative energy. It is punitive and unjust. It seeks to standardize and dehumanize our children in order to manipulate and subjugate them as adults.

Changing the way we torture our children or even opting our children out of the meaningless testing regime that is used to punish and deride teachers who are now more concerned with their scores than their student’s learning, does nothing to change a system whose purpose is to enslave the masses and make money, not produce an enlightened society.

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 will have removed the negative attitudes, perceptions, and processes that create failure and replaced them with the positive energy, attitudes and perceptions necessary to succeed.

Join the Movement to Save Our Children!

Another Brick In The Wall

The 2016 school year has begun and while our children prepare to attend some school for another 180 days, the system of education they will be entering will prepare to standardize, demoralize, and dehumanize them.

Children as young as five years old will learn that they are supposed to be exactly the same as every other child in their class. They will be expected to say the same things at the same time in the same way. They will be expected to sit still and be quiet for long periods of time and then line up in an orderly fashion to be marched to the cafeteria where they will be expected to eat in relative silence.

These children will not be allowed to explore their gifts and talents to determine what they love.

They will not be given the opportunity to play with various toys and costumes to see if they gravitate toward a particular talent or occupation.

They will be tested twice a week to see how many words they know and then they will be classified as learning disabled if they do not know enough of the right words even though they may know other words not on the list.

Each day these five year old children will be set at computer screens to play learning games while being denied the opportunity to talk to their neighbors and share the experience.

Today’s school child even dresses they same as every other child in their school in order to further standardize and marginalize their individuality.

When we provide every child in America with the opportunity to discover their individual gifts and talents, we open a world of possibility to that child.

When we teach every child in America how to develop their natural gifts and talents they will be confident in their ability to be successful in life.

When we direct the natural gifts and talents of every child in America towards becoming knowledgeable, actively engaged citizens, we will have fulfilled the dream of those who drafted our Constitution, “freedom and justice for all.”

Join the Movement to Save Our Children!

New School Year – Old Data Collections

Agency Information Collection Activities; Comment Request; EDFacts Data Collection School Years 2016-17, 2017-18, and 2018-19

Abstract: EDFacts is a U.S. Department of Education initiative to collect, analyze, report on and promote the use of high-quality, pre-kindergarten through grade 12 performance data for use in education planning, policymaking, and management and budget decision making to improve outcomes for students. EDFacts enables the National Center for Education Statistics to report on students, schools, staff, services, and education outcomes at the state, district, and school levels, by centralizing data provided by state education agencies, local education agencies, and schools.”

Data collection has been very informative to those who profit from receiving federal funding for data collection services.

Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Evaluation of the ESSA Title I, Part D, Neglected or Delinquent Programs

Abstract: The purpose of this study is to examine how state agencies, school districts, and juvenile justice and child welfare facilities implement education and transition programs for youth who are neglected or delinquent under the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, Title I, Part D.”

We already know that transition programs for disconnected youths do little to support those who have been caught in the “school to prison” pipeline.

Agency Information Collection Activities; Comment Request; 2012/17 Beginning Postsecondary Students Longitudinal Study:

Abstract: The 2012/17 Beginning Postsecondary Students Longitudinal Study is conducted by the National Center for Education Statistics, within the U.S. Department of Education. BPS is designed to follow a cohort of students who enroll in postsecondary education for the first time during the same academic year, irrespective of the date of high school completion. The study collects data on students’ persistence in and completion of postsecondary education programs; their transition to employment; demographic characteristics; and changes over time in their goals, marital status, income, and debt, among other indicators.”

Why are federal education funds being spent collecting information on individuals who are no longer in the system of education?

Education funds must be spent on educating children.

Join the Movement to Save Our Children!

Caring Matters

What High Schools Can Do to Keep Students from Dropping Out by Stephen Kotok, Sakiko Ikoma and Katerina Bodovski was published by AJE Forum on August 15, 2016

It stated, “We found that both school disciplinary order and school attachment were important components, but that the most important factor was whether a student attended a school where the students felt a high level of attachment to their school and teachers. In fact, attending a school with a higher school attachment decreased the odds of being a current dropout by 67%.”

Making the decision to drop out of school does not begin in high school. By middle school most drop outs have determined that school is not for them and are merely waiting to turn sixteen so they can “dropout” legally.

At the beginning of a child’s educational career they are taught not to make attachments with administrators, teachers, or other school personnel. Adults are warned against forming attachments to the children. The school year is 180 days and at the end of that time children are sent home for the summer with no knowledge of where they will be returning to school, who their teacher will be, or who their classmates will be.

Each year we ask our children to form new relationships with peers and adults they know will end within a school year’s time.

“Resolving the school climate gap requires one of the two courses of action. The more direct approach of creating more racially and economically integrated schools requires district, metropolitan, and state-level action. Rather than waiting for district and state actors to intervene, school leaders can instead work to foster a community of caring amongst their staff and students.”

In the past, teachers stayed with their students until graduation. A relationship was formed between the teacher and the family with all working together towards the child’s educational success.

Today’s schools are not designed to foster relationships, they are designed to create workers. They purposefully segregate, discriminate against, and dehumanize our children.

We know what is best, we need only do what is best.

Join the Movement to Save Our Children!

From The Federal Register

Applications for New Awards; Preschool Development Grants-Preschool Pay for Success Feasibility Pilot

The purpose of this Preschool Pay For Success Feasibility Pilot is to encourage State and local PFS activity for preschool programs by providing grants for Feasibility Studies. The Feasibility Studies will determine if PFS is a viable and appropriate strategy to implement preschool programs that are high-quality and yield meaningful results. The Department, in consultation with the Department of Health and Human Services, developed the Preschool PFS Feasibility Pilot. The ultimate aim of the Preschool PFS Feasibility Pilot is to improve early learning outcomes through a High-Quality Pay for Success Project by providing grants for Feasibility Studies.

Providing every child with a developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their gifts and talents has already been proven to improve early learning outcomes.

Discretionary grants.
Estimated Available Funds: $2,800,000.

Estimated Range of Awards: $200,000-$400,000.

Estimated Number of Awards: 7-14.

. . . the Department will award grants to States, Local Governments, and Tribal Governments to conduct Preschool Feasibility Pilots. PFS includes innovative contracting and financing models that seek to test and advance promising and proven interventions, while paying only for successful impacts and outcomes for families, individuals, and communities. Through a PFS project, a government (or other) entity enters into a contract to pay for the achievement of concrete, measurable outcomes for specific people or communities. Service providers deliver interventions to achieve these outcomes.

Payments, known as Outcomes Payments, are made only if the interventions achieve those outcomes agreed upon in advance. . . In these cases, PFS financing is used by bringing in Investors, which are recruited typically by an Intermediary contracted by the government. The government or other entity makes Outcomes Payments that, where PFS financing is used, repay Investors for their capital that covered the costs of services (and sometimes other projects costs) and offer them a modest return.

This is more “hedgehog” profiteering, investing in the educational success and failure of our children by using federal funding to support their investments.

Federal education funds must be used to educate children.

Join the Movement to Save Our Children!