Respect Will Eliminate The Gap

In an article by Monica Disare titled, “Chancellor Rosa: New York’s state test scores are no cause for a ‘victory lap’” she wrote, “(Chancellor) Rosa noted that across the state, part of the reason to hold off celebrating is the achievement gap between students of color and white students remains intact.”

A leader in education has no problem admitting that our current system of education is inefficient and ineffective in educating students of color.

This educational leader has no problem admitting this country openly discriminates against children who are not “white”.

To compare every other child in America to one cultural group of children is unconscionable and detrimental to all children.

As long as any system of education creates a distinction between and among the individuals they are to educate by making one culture superior to all others, there will always be an “achievement” gap between students of color and those students.

As long as the experiences, perceptions, and opinions of a self appointed “dominant” culture persists in determining the roles, rules, and moral attitudes of America, there will always be a gap in the ability of every other culture outside of the dominant one to “measure up” to that culture.

It is not only our current system of education that is segregationist and discriminatory, it is the attitude of Americans that persists in perpetuating the belief that “white” culture is the measure of excellence for which we must all strive.

Unfortunately, every other culture in America has willingly accepted their role as a “sub-culture” in a country where “all men are created equal”. Because of this we allow the measure of educational achievement to be nothing more than a means of subjugation and enslavement for all of our children.

When we provide every child in America with a developmentally appropriate education, founded in the Arts, experiential and concentrated on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, respectful, actively engaged citizens of these United States we will have the ability to get rid of the achievement gap all together.

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Why Charter Schools

SUBGROUP OF STUDENTS.—In this subsection and subsection (d), the term ‘subgroup of students’ means— ‘‘(A) economically disadvantaged students; ‘‘(B) students from major racial and ethnic groups; ‘‘(C) children with disabilities; and ‘‘(D) English learners.

It is clear that a child is considered to be in the “sub-group” if they are not wealthy and White.

PUBLIC SCHOOL CHOICE.— ‘‘(i) IN GENERAL.—A local educational agency may provide all students enrolled in a school identified by the State for comprehensive support and improvement under subsection (c)(4)(D)(i) with the option to transfer to another public school served by the local educational agency, unless such an option is prohibited by State law.

PRIORITY.—In providing students the option to transfer to another public school, the local educational agency shall give priority to the lowest- achieving children from low-income families, as determined by the local educational agency for the purposes of allocating funds to schools under section 1113(a)(3).

TREATMENT.—A student who uses the option to transfer to another public school shall be enrolled in classes and other activities in the public school to which the student transfers in the same manner as all other students at the public school.

SPECIAL RULE.—A local educational agency shall permit a student who transfers to another public school under this paragraph to remain in that school until the student has completed the highest grade in that school.

FUNDING FOR TRANSPORTATION.—A local educational agency may spend an amount equal to not more than 5 percent of its allocation under subpart 2 of this part to pay for the provision of transportation for students who transfer under this paragraph to the public schools to which the students transfer.

When we provide every child in America with a free and public, developmentally appropriate, Arts based, experiential education that concentrates on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, actively engaged citizens of these United States, there will be no need to form sub-groups that are separated from those considered to be the “general” population.

Separation of any kind is discrimination.

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The New ESSA Continued

PRIORITY.—The State educational agency, in allocating funds to local educational agencies under this section, shall give priority to local educational agencies that ‘‘(1) serve high numbers, or a high percentage of, elementary schools and secondary schools . . . 2) demonstrate the greatest need for such funds, as determined by the State; and ‘‘(3) demonstrate the strongest commitment to using funds under this section to enable the lowest-performing schools to improve student achievement and student outcomes.

There are no accountability measures attached to this ambiguously stated priority.

SPECIAL RULE.—Notwithstanding any other provision of this section, the amount of funds reserved by the State educational agency under subsection (a) for fiscal year 2018 and each subsequent fiscal year shall not decrease the amount of funds each local educational agency receives under subpart 2 of part A below the amount received by such local educational agency under such subpart for the preceding fiscal year.

LEA’s will never get less funding meaning they have to fail to get more funding.

PRIORITY.—In making such awards, the State educational agency shall prioritize awards to local educational agencies serving the highest percentage of schools, as compared to other local educational agencies in the State—

The educational needs of children in small rural communities will be ignored.

LOCAL USE OF FUNDS.—A local educational agency receiving an award under this section— ‘‘(1) may use not more than 1 percent of its award for outreach and communication to parents about available direct student services described in paragraph (3) in the local educational agency and State; ‘‘(2) may use not more than 2 percent of its award for administrative costs related to such direct student services;

Communicating with parents is less important than paying administrators.

‘‘(II) leads to industry-recognized credentials that meet the quality criteria established by the State under section 123(a) of the Workforce Innovation and Opportunity Act

The reauthorization of the ESEA changes its name and reinvests educational tax dollars in the development of “hedgehog” profits and the social ignorance that keeps the public unaware of their enslavement and control.

Our children deserve more than to become America’s “workforce”.

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From The New ESSA

The ‘‘Every Student Succeeds Act’’.

TERMINATION OF CERTAIN WAIVERS.— (1) IN GENERAL.—Notwithstanding any other provision of this Act, and subject to section 5(e)(2), a waiver described in paragraph (2) shall be null and void and have no legal effect on or after August 1, 2016.

States receiving mandate waivers have lost them.

SPECIAL RULE: IN GENERAL.—Notwithstanding any other provision of this Act . . . any school or local educational agency described in subparagraph (B) shall continue to implement interventions applicable to such school or local educational agency under clause (i) or (ii) of subparagraph (B) until— (i) the State plan for the State in which the school or agency is located under section 1111 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311), as amended by this Act, is approved

Federal plans for school closures are upheld and reinforced.

‘‘SEC. 1001. STATEMENT OF PURPOSE. ‘‘The purpose of this title is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.’’.

Who decides what constitutes a “significant opportunity”? Why are we not providing every child with every opportunity to succeed educationally?

STATE ASSESSMENTS.—There are authorized to be appropriated to carry out the activities described in part B, $378,000,000 for each of fiscal years 2017 through 2020.

EDUCATION OF MIGRATORY CHILDREN.—There are authorized to be appropriated to carry out the activities described in part C, $374,751,000

PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK.— There are authorized to be appropriated to carry out the activities described in part D, $47,614,000

FEDERAL ACTIVITIES.—For the purpose of carrying out evaluation activities related to title I under section 8601, there are authorized to be appropriated $710,000

More federal funds are allocated for assessment than education, prevention and intervention programs.

‘‘(c) LOCAL USE OF FUNDS.—A local educational agency receiving an award under this section— ‘‘(1) may use not more than 1 percent of its award for outreach and communication to parents about available direct student services described in paragraph (3) in the local educational agency and State;. . . ”

America’s children deserve a better system of education.

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To Recapitulate

The excerpts below were taken from the work of Mercedes Schneider: Who Are the 24 People Who Wrote the Common Core Standards?

“Altogether, 24 people wrote the Common Core standards. None identified himself or herself as a classroom teacher, although a few had taught in the past (not the recent past). The largest contingent on the work groups were representatives of the testing industry.

In sum, only 3 of the 15 individuals on the 2009 CCSS math work group held positions as classroom teachers of mathematics. None was a classroom teacher in 2009. None taught elementary or middle school mathematics. Three other members have other classroom teaching experience in biology, English, and social studies. None taught elementary school. None taught special education or was certified in special education or English as a Second Language (ESL).

In sum, 5 of the 15 individuals on the CCSS ELA work group have classroom experience teaching English. None was a classroom teacher in 2009. None taught elementary grades, special education, or ESL, and none hold certifications in these areas.

My findings indicate that NGA and CCSSO had a clear, intentional bent toward CCSS work group members with assessment experience, not with teaching experience, and certainly not with current classroom teaching experience.

The makeup of the work groups helps to explain why so many people in the field of early childhood education find the CCSS to be developmentally inappropriate. There was literally no one on the writing committee . . . with any knowledge of how very young children learn. The same concern applies to those who educate children in the middle-school years or children with disabilities or English language learners. The knowledge of these children and their needs was not represented on the working group.”

The common core testing procedure was not meant to improve student achievement or teacher effectiveness, its true purpose is to increase the profits of the “hedgehogs” who are being paid to maintain a level of ignorance within the American public that efficiently and effectively guarantees their profits for generations to come.

America’s children deserve educational leaders who care about their success not “hedgehog” profits.

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Back To The Past

James J. Heckman and Paul A. Lafontaine co-authored, “THE AMERICAN HIGH SCHOOL GRADUATION RATE: TRENDS AND LEVELS” in which they state, “the estimated graduation ratio peaks at 77 percent in 1969 and then slowly declines until suddenly reversing its long term trend starting around 2000.”

WXXI reports, “The No Child Left Behind Act of 2001, President George W. Bush’s education-reform bill, was signed into law on Jan. 8, 2002. By all accounts, it is the most sweeping education-reform legislation since 1965, when President Lyndon B. Johnson passed his landmark Elementary and Secondary Education Act. (Technically, the new bill is a reauthorization and revision of that 1965 legislation.) It dramatically increases the role of the federal government in guaranteeing the quality of public education for all children in the United States — with an emphasis on increased funding for poor school districts, higher achievement for poor and minority students, and new measures to hold schools accountable for their students’ progress — and in the process dramatically expands the role of standardized testing in American public education, requiring that students in grades 3 through 8 be tested every year in reading and math.”

The Tenth Amendment Center tells us, “The Constitution gives the federal government no role in education whatsoever. Because education is not an enumerated power delegated to the federal government by the U.S. Constitution, it is clearly a power left to state and local governments, or to individuals, per the Tenth Amendment which states:

“The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”

The Education, Training, Employment and Social Services, budget in 2000 was $53,764 million dollars. In fiscal year 2015 the education budget was approximately $67.1 billion with no discernable difference in the graduation rate.

It cost taxpayers $66 billion dollars to initiate and maintain RTTT educational policies and programs and we have just returned to 1969 graduation rates amid great controversy surrounding the accuracy of the reporting data.

Our children deserve a $66 billion dollar education that discovers, develops, and directs their gifts and talents towards securing the blessings of liberty.

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Children Are Relevant – Not Test Data

NYS Psychometric Hocus Pocus Explained, posted on August 8, 2016 by Bianca Tanis states,

“The NYS Education Department has an admitted history of inflating and manipulating test scores. Knowing the facts, it would be naïve not to question the State’s testing data. Rather than lash out at the parents asking questions, NYSED should offer a well-reasoned explanation and release all relevant test data.”

With the release of the 2016 standardized test score data, New York State has once again proven that their testing regime is inefficient and ineffective. It was however, very profitable for the “hedgehogs” who sell their tests to the states that are controlled by the federal strong arm of Race To The Top.

The federal government uses irrelevant testing procedures to show how inefficient our current system of education is so that the American public can be quilted into spending more educational tax dollars on supporting their failing system, the very definition of insanity.

Exposing this inadequate system and opting out of testing does not seem to do much good when the American public continues to support a system of education that only enslaves our children to a “middle class” idealism that should not exist in a “free” and “just” society where everyone is supposed to be considered equal in the eyes of the law.

As long as we use education to “prove” that one member of society is “better” than another, we will have failed to properly educate our children.

When we provide every child in America with a free and public, developmentally appropriate education delivered by dedicated, knowledgeable educators, in neighborhood schools, an education that is founded in the Arts, experiential and concentrated on discovering, developing, and directing their gifts and talents towards becoming knowledgeable, actively engaged citizens, we will no longer need standardized tests to prove the proficiency of our children, they will prove, on their own, that they are proficient in whatever gift or talent God has provided them.

Every child in America deserves the opportunity to discover how important they are to the fabric of this great nation.

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