Thread: "Common Core" And The All-Too-Common Tendencies Of Heavy-Handed Government

National Review


M.D. Aeschliman: “Progressive education has proved to be the great enemy of real educational progress, bringing about an extraordinary dumbing down of the hapless and helpless students subjected to it." Read the full story: http://natl.re/16ndSp1

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October 21, 2013

Nebraska Homeschoolers Speak out against Rule Changes

Staff Attorney Peter Kamakawiwoole helps defend homeschool freedom in Nebraska. He is married and the father of three small children.

In direct response to HSLDA’s May 2013 victory in the Nebraska Supreme Court, the Nebraska Department of Education has proposed significant changes to the homeschooling regulations, which would significantly curtail homeschool freedom.
The most noteworthy of these changes require students to remain in accredited public or private schools for up to 30 days, until they receive an official “acknowledgement” letter from the state, before parents can begin teaching them at home. Nebraska’s homeschool statute specifically says that parents can begin homeschooling in compliance with the law as soon as their paperwork is received by the DOE.
On October 15, 2013, the Department of Education held a video conference hearing reviewing the proposed rule changes in Lincoln, Scottsbluff, and Grand Island. Approximately 250 homeschoolers attended the meetings to voice their opposition to these proposed changes, which smack of governmental “approval” for homeschooling. Turnout was so strong that the hearing rooms became “standing-room only,” and many families had to settle for a spot in the hallways outside.
Testimony

Dave Lostroh, legislative liaison for the Nebraska Christian Home Educators Association (NCHEA), and HSLDA Staff Attorney Peter Kamakawiwoole, both testified in opposition to the proposed changes.
“At least twenty homeschooling parents and students gave oral testimony in opposition to the changes,” attorney Kamakawiwoole said. “Many others had originally intended to do so, but decided to not give oral remarks given the volume of the turnout.”
State Senator Beau McCoy and a representative of Saint Gregory the Great Seminary also submitted testimony opposing the proposed changes.
Many families who attended the hearing also submitted written testimony, and others across the state who could not attend took the time to fax and email testimony to the department over the weekend. All of this testimony, along with a recording of the hearing, will be made available to the department as it weighs making these changes.
Thanks to the strong response, the Department of Education understands that Nebraska homeschoolers consider the proposed rule changes to be significant. While the DOE had originally planned to make a decision in early November, the Department announced after the hearing that it does not have a set timeline for making a decision.
Thacker Decision Background

On May 31, 2013, the Nebraska Supreme Court ruled unanimously in State v. Thacker that a family who had waited to begin homeschooling their five children until after the public schools were in session was not guilty of truancy. The decision not only put to rest the dangerous assertion that children are “presumed” to be enrolled in public schools, but also reinforced the fact that parents do not need “approval” from the Department of Education before they can begin homeschooling.
For more information you can read HSLDA’s detailed analysis of the proposed rule changes on our recent e-lert, or check out the proposed changes to Rule 12 or Rule 13 for yourself.

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Protect Your Family

HSLDA’s mission is to support homeschool freedom. We appreciate your prayers and membership. If you are not yet a member, please consider joining HSLDA to make sure homeschooling stays free in Nebraska and across the nation! Join today >>

http://www.hslda.org/hs/state/ne/201310210.asp

http://www.eagleforum.org/publicatio...ate/oct13.html

October 2013 Education Reporter now online!

• Dad Arrested at Common Core Forum
• Duncan Threatens California Over Common Core
• Teacher Training Falls Short
• Education Briefs
• D.C. School’s Past Excellence Collides With Sad Present
• Gov. Bush Insults Concerned Parents
• Book of the Month: Is College Worth It?: A Former United States Secretary of Education and a Liberal Arts Graduate Expose the Broken Promise of Higher Education
• U.S. Secretary of Education to Editors: Spin It Like Duncan
• Harvard Cheaters Return to School

http://www.eagleforum.org/publicatio...ate/oct13.html

Council 2013 DVDs/CDs now Available!

Back to October 2013 Ed Reporter

Duncan Threatens California Over Common Core

Secretary of Education Arne Duncan has threatened to cut off federal education funds to California if state officials don’t administer Common Core testing exactly as he wishes. Although Common Core is allegedly state led and left up to the states to run, evidence and federal government interference prove this is far from the truth. Duncan wants to overrule the decision of the California state legislature. States actually have limited control when it comes to Common Core, as proven by the California experience.
California legislators passed a law, AB484, which ditches the current state standardized tests and temporarily replaces them with a limited standardized test based on Common Core standards. Common Core tests require a computer for each student, so California will administer the new test only where there exists the computer capacity for students to take the test.
Arne Duncan and the Department of Education will not allow this decision by the state. Duncan issued a statement saying, “A request from California to not measure the achievement of millions of students this year is not something we could approve in good conscience.”
Duncan’s statement also issued a threat:
If California moves forward with a plan that fails to assess all its students, as required by federal law [NCLB], the department will be forced to take action, which could include withholding funds from the state.
Editors of the Los Angeles Times wrote, “California Supt. [of Education] Tom Torlakson says the state will not back down, even though Duncan is threatening to withhold some or all of the approximately $1.5 billion it receives each year in federal Title I funds.” (9-16-13)
Supt. Torlakson explained:
This legislation will continue to be guided by what’s right for California’s children…. We won’t reach [our goals for 21st-century learning] by continuing to look in the rear-view mirror with outdated tests, no matter how it sits with officials in Washington.
Forty states have received waivers allowing them to avoid penalties for not complying with No Child Left Behind [NCLB] requirements. Although California’s need is different from what other states have asked for from the federal government, California feels justified in its decision to curtail outdated testing and delay full implementation of Common Core testing due to lack of computers and because tests are not complete.
Education Week predicts there will be no easy solution to the California confrontation:
The [Obama] administration is hoping that Congress will pass a rewritten No Child Left Behind Act, but there already are hostile rumblings that the law — and Common Core in particular — are federal strong-arming of the states’ authority over education. (9-10-13)
The State of Common Core in Florida
On Sept. 23, Gov. Rick Scott ordered Florida education officials to withdraw from the PARCC Common Core testing consortium and to hold at least three public hearings on Common Core. Scott wrote in a letter to Arne Duncan, “The federal government has no constitutional authority to involve itself in the state-level decisions on academic standards and assessments.” Although the governor’s action halts the current track of PARCC testing, it does not prevent that same consortium from competing to become the state’s testing choice in the future. (Miami Herald, 9-23-13)
Florida will need to decide swiftly what testing they will use to replace former state tests — otherwise they may find themselves in the same boat as California, with the federal government threatening to withhold education funding.
Common Core Fears in New Hampshire
Editors of the New Hampshire Union Leader report that the Manchester school board recently postponed a scheduled meeting about Common Core standards because the board could not yet ascertain “whether the school district would lose $77 million in state and federal aid if it rejected the standards.” The editorial states that “more and more parents are skeptical because there is no satisfying answer to even the most basic questions about Common Core.” The editorial continues:
This is exactly the wrong way to do education reform in the American republic. One of the primary benefits of a federated republic is that states can function, in the famous phrase, as ‘laboratories of democracy.’ Common Core weakens that advantage when it comes to education. Manchester officials are right to question the wisdom of blindly adopting these untested standards. If only [New Hampshire] state officials had done so earlier. (New Hampshire Union Leader, 9-22-13)
Many states are questioning Common Core implementation. Opposition to the well-financed and stealthily-enacted national education experiment is growing daily as elected officials, parents, and the public find out more. This is causing consternation, anger, and power plays on the part of the federal government and of entities that have received Gates Foundation money to support Common Core.

http://www.eagleforum.org/publicatio...mmon-core.html

Gun Rights Group Executive Calls For End To Common Core Due To Anti-Second Amendment Concerns

4 hours ago Posted by Michael Lotfi

Nashville, TN–

The Tennessee Firearms Association, Inc. has called for Tennessee legislators to stop or at a minimum delay implementation of the Common Core standards in Tennessee due to concerns about the teaching materials and testing concerning the Constitution, specifically as regards the Second Amendment.
“We are already seeing textbooks and teaching assignments that are a part of Common Core intentionally or recklessly misrepresenting the Second Amendment in schools across the country,” noted John Harris, Executive Director of the TFA, “and we want to insure that the liberal anti-gun agenda is not allowed to invade Tennessee schools.”
Harris cites examples of Common Core textbooks and teaching assignments that have misrepresented the Second Amendment right to bear arms as limited to a “member of a militia of citizen soldiers.” “That is NOT what the Second Amendment says, nor is it what our Founders intended,” Harris pointed out in releasing a letter to legislators calling for them to support stopping or at a minimum delaying implementation of Common Core in Tennessee schools. Other Common Core lessons have instructed sixth graders to eliminate provisions of the Bill of Rights and have taught that police have the right to confiscate guns in violation of the Constitution.
It is now beyond dispute that Common Core supporters are advancing propaganda as historical fact and doing so in instances where the United States and Tennessee Supreme Courts have made clear that the facts and law are simply not what Common Core claims. For example, one AP History book written in furtherance of Common Core makes false representations concerning the 2nd Amendment that are directly in conflict with both US and Tennessee Supreme Court decisions. Those misrepresentations falsely claim that the 2nd Amendment is a collective right, if at all, and not a pre-existing individual right that those constitutions recognize and protect. It omits the Constitutionally enumerated right to “keep” arms and it disregards the state constitutional provision guaranteeing the right of citizens to “wear” arms (See, Art I, Sec. 26, Tenn. Const.)


“We are certain to see more examples of attacks on fundamental constitutional principles as the liberal agenda that is at the core of Common Core is revealed in more assignments and testing materials,” Harris stated. “If it makes sense for Republicans to oppose the immediate implementation of ObamaCare in Washington with promises of repealing it, it makes sense for conservatives in Tennessee to stop or delay implementation of ObamaCore in our schools until we are sure it is right for us.”
Tennessee adopted the common core standards in 2010, which are expected to become fully implemented during the 2014-2015 school year.
Harris’ Email To TN State Legislators


Well funded forces oppose Harris and others who are against common core. In fact, those forces are lobbying the Tennessee legislature just as hard, but with an added cash bonus. A couple months ago we reported on how the founders of the Ayers Foundation are lobbying legislators in Tennessee to push through common core. The foundation has received hundreds of thousands of dollars from the Obama administration to advance common core in Tennessee. The founders have also donated tens of thousands of dollars to Tennessee GOP legislators for their re-election campaigns.
You can read that story HERE.

• Bio

Michael Lotfi


Michael Lotfi is a Persian, American political commentator and adviser living in Nashville, Tennessee where he works as the associate director for the Tenth Amendment Center. Lotfi founded TheLibertyPaper.org, which is an online news source that is visited daily by readers in over 135 countries. Lotfi graduated in the top 5% of the country with top honors from Belmont University, an award winning, private university located in Nashville, Tennessee.








http://benswann.com/gun-rights-group...tm_campaign=nl

Common Core Math Doesn’t Care About Right Answers

Posted on October 21, 2013 by Dave Jolly

Math was always one of my better subjects all through school. It was always easy for me to memorize formulas and equations and how to solve different problems, but I knew other students that struggled with the things I found easy. That prompted me to do my best to make math real and not just something abstract. Once I showed others how to make the math real to them, it was easier for them to understand what they were being taught. What was important was getting the right answer, not necessarily one specific process used to get that right answer.

One of my daughters struggled with math and had convinced herself that it was too hard and that she just couldn’t do it. I spent every evening for the next several months working with her and making the math real, not abstract. Some of my methods weren’t exactly what she was being taught, but they always led to the right answer in a way that made sense to her. By end of that semester, she went from hating math to enjoying it. Her grades dramatically improved. Her teacher complimented me on working with her and for teaching her how do the math, even though it was a little different from the way he was teaching her.

If my daughter were in a public school today she would most likely continue to hate math and fail it. Why? Because the Common Core standards don’t care about getting the right answer, they only care that you use their method to try to get the right answer.

According to a post on Missouri Education Watchdog, one student, Natalie Sue, had enough with the Common Core math. To begin with most of their lessons and their tests are done online at a central Common Core website – edmodo.com. Everything is impersonal and cold. But what really bothered Sue was what the test site commanded them to do. She reportedly posted the following on her Facebook page:

“Hey y’all. Thought I would update you on what is going on at my school, and what I am experiencing with Common Core.”

“The other day in Algebra I was asking how to solve this one problem. So of course I asked my teacher how to do it and so she showed me her way, which happened to be way too confusing. So that night I went home and asked my dad how to solve this problem. He showed me, and it happened to be super easy. The next day at school, I went to teach my friend how to do this problem and as I was teaching him, my teacher came over and told me that was the wrong way, and we knew better than that. I couldn’t believe that she told me it was wrong, so I told her ‘Well my answer is right, it is the same as the book.’ Apparently that answer did not sit well with her, because she stopped the whole class and told us, “Listen guys, the accuracy of the answer is not as important as the steps you do to solve that problem.’”

“I was completely shocked… But, that’s not the end of it… She proceeded to tell us that, when we do our homework problems we will not be graded on accuracy, we will be graded on participation. I said, ‘what???’ She then told me, ‘I could comment the word “boo” and I will still get credit, because at least I tried!’ FYI, our homework is all done through the internet on a website called, ‘edmodo.com’ and all of our testing is done on a website called, ‘Studyisland.com.’ My teachers tell me this is all because of Common Core, when I hear this stuff, I know it is Common Core. I especially know this is Common Core, when my tests on studyisland.com say, ‘Common Core.’ It is ALL around us.”

“Here is the question I got in math the other day, and it was on the internet so this is copied and pasted:

Write a paragraph describing how to solve the following equation:

2/3 x + 14 = 4/5 x – 2

TURN IN paragraph in response section

REMEMBER …
You MUST use words, although you may solve the problem, showing all your steps, so that you can reference the steps throughout your description paragraph.
My response was:

I don’t mean to be rude, but this whole EXPLAIN your answer in a paragraph makes me mad. I don’t understand why we have to explain in a paragraph, I feel like showing our work is better. That is how we learn. This explain in a paragraph reminds me of Common Core, which by the way is against our 10th amendment right. I am mad that I am not improving my ‘process’ to get the answer, instead we are writing paragraphs. I am not mad at you, just mad at the curriculum.”

With Common Core, it’s not about getting the right answers; it’s all about using their method only. No other method is acceptable even if it always yields the right answer. It’s forcing students to learn to think the Common Core way which is nothing more than a socialist mind training exercise. Once students are taught to think and act the way Common Core wants them to, then they will be more susceptible to further socialist training. By the time a student goes through 12 years of Common Core socialist training, they will be good little Obamanite comrades who will serve the community and government without question and without knowing any different.


Read more at http://godfatherpolitics.com/12949/c...ZLBGwhjk1eQ.99

Common Core-aligned lesson about fairness turns into an homage to Cesar Chavez, Big Labor




By Kyle Olson
EAGnews.org
MUSKEGON, Mich. – Schools in more than 40 states have begun teaching students according to the new Common Core math and English standards.

Because of the new standards, thousands of school districts have replaced their previous curriculum with new, Common Core-ready textbooks and teaching materials.
We at EAGnews wanted to find out what kinds of lessons American school children will be taught under the new standards.
We also wanted to find out what kind of values and ideological perspectives are incorporated in those lessons, as they will help shape the next generation of Americans.




To that end, we purchased a collection of Common Core-aligned teacher guides produced by the Zaner-Bloser company.
We discovered a series of lessons for very small children that are very political in nature, and are designed to promote a Big Labor perspective. Is that by accident or design?
The guides are for 1^st through 6^th grades, and they provide teachers with week-long lessons that are built around various Common Core-aligned texts.
The Zaner-Bloser company groups these English language arts lessons according to themes. For example, there are teacher guides that address the topics of giving, making choices and solving community problems.
One particular collection of lessons geared for 2^nd graders has the theme of “equality.”
Unbalanced ‘Scales of Fairness’
It’s no surprise that one of the “equality” lessons deals with union organizer Cesar Chavez. America’s government schools have virtually deified Chavez, and Zaner-Bloser has, too.
For those unfamiliar with Chavez, he was one of the founders of the United Farm Workers union. He’s also credited with originating the slogan “Si se puede” which is translated as “Yes, we can!”
Sound familiar?
So as you can see, Chavez is a major icon for the labor unions and progressives. Which brings us back to this teaching guide.
Second-grade teachers who use the Zaner-Bloser guide take a week to read and digest “Harvesting Hope: The Story of Cesar Chavez.”
The book is a convenient way for the curriculum producers to introduce seven- and eight-year olds to what they call the “Scales of Fairness.”
After the kids read the book, they’re asked to list the living conditions of the farm workers on one side of the scale.
The living conditions of the land owners – or business owners – go on the opposite.
Teachers are instructed to tell students, “Fairness and equality exist when the scales are balanced” and that “unfairness and inequality exist when the scales are weighted heavily to one side and are out of balance.”
The guide then instructs teachers to ask students, “Do you think both sides are equal?”
And in case the teacher isn’t too bright, the guide puts the correct answer in parentheses: “No.”
Teachers are then instructed to have students explain their answers.
Again, the guide provides a correct sample answer: “It is not fair when workers can’t make enough money to buy food.”
Why are we teaching organized labor lessons to young children? Isn’t there a simpler way to teach about fairness, like saying it’s not fair if Johnny works all day and gets one piece of candy while Jimmy plays video games all day and gets the same piece of candy?
That’s a sound lesson in fairness that skips the political part. You don’t suppose the lesson creators truly meant to get political – and start indoctrinating – children that young, do you?
Remember, this lesson is geared for seven- and eight-year-olds. These kids don’t have any understanding about economics or property rights.
And they won’t understand that most first-generation Americans came to this country with very little except the hope to one day escape poverty through hard work and give their children a better life than they had. And many of them found better lives.
That’s what makes America exceptional and a destination for millions of people each year. But the Zaner-Bloser company doesn’t tell that side of the story with its Common Core-aligned lessons.
They’re too busy training young elementary-age kids to view their country as mean and unfair and unequal, so they will vote appropriately when they’re old enough.
And it all comes with the Common Core seal of approval.

http://eagnews.org/how-does-a-common...and-big-labor/

Checking Your Kids’ School Assignments

by Phyllis Schlafly

October 23, 2013

Have you checked your kids’ school assignments lately? You might be shocked if you do.
Sixth-grade children in a history class in the Bryant School District in Arkansas (whose website brags that the district “has embraced” Common Core standards) were assigned a project to update the U.S. Bill of Rights because it is “outdated.” They were instructed to “prioritize, revise, omit two and add two amendments.”
The written assignment is full of lies, such as that “the government of the United States is currently revisiting The Bill of Rights,” that “They (presumably the government) have determined that it is outdated and may not remain in its current form any longer,” and that our Constitution can be changed by a “National Revised Bill of Rights Task Force (NRBR)” (to which students could be appointed).
St. Joseph-Ogden High School, a public school in St. Joseph, Illinois, gave its sophomore class an assignment to choose which of ten people were “worthy” of getting kidney dialysis when the hospital had only six machines. The assignment instructed the students, “four people are not going to live. You must decide from the information below which six will survive.”
The students were given the list of the ten who desperately needed kidney dialysis with identification about their occupation, age and ethnicity, and told to give each a score. The instructions stated: “Put the people in order using 1-10, 1 being the person you want to save first and 10 being the person you would save last,” with the assumption that those getting scores 7 through 10 would be marked for death.
Since when are high school students allowed to judge who may live and who must die? Is this to prepare us to accept Death Panels from Obamacare?
Unfortunately, such public school class assignments are not new. A Department of Education hearing in Seattle on March 13, 1984 heard a parent describe the Health class in Clackamas High School in Oregon.
Students were presented with the “lifeboat situation”: too many people are in the sinking lifeboat and the students were ordered to choose whose lives are not worth saving and should be thrown overboard so the lifeboat won’t sink. Variations of the lifeboat situation have been widely used in public schools for many years.
A drama teacher at Cactus Shadows High School in Cave Creek, Arizona, had his students perform a play in which one of the characters falls in love with a goat. The play includes sexually explicit content and vulgar sexual terms.
At Lucy Elementary School near Memphis, Tennessee, an assignment required each student to pick an idol and write an essay about him. A ten-year-old girl chose God as her idol, but the teacher found this unacceptable and demanded that the girl write about someone else.
The girl then wrote about Michael Jackson, which the teacher accepted. After the girl’s mother spoke out against this in the local media, the school apologized and gave the girl credit for her original work.
Fourth graders in Gilbert, Arizona, and third graders in Louisiana and were given a lesson on adultery that included specific questions designed to make the child curious about what adultery is and how it affects relationships. The teacher said it came from approved Common Core materials for third-graders.
Glenn Beck reported that Poolesville High School in Montgomery County, Maryland, which is Common Core compliant, administered an intrusive survey to students that included personal questions about family, religion, income, political identification, illegal drugs, Obamacare, guns, and same-sex marriage. Click on The Blaze to be entertained by the conflicting responses that school officials gave to parents who complained and to reporters.
The question that parents found particularly obnoxious and trouble-making was, “If President Obama were caucasian how much more or less criticism do you think he would receive?” The multiple-choice answers were: “A lot less, Somewhat less, No difference, Somewhat more, A lot more.”
Fifth-graders in North Bellmore, New York, spent several weeks studying the United Nations. One mother was highly offended when her daughter received full credit for writing that our human rights come from government (instead of from God, as our Declaration of Independence proclaims).
At Alliance High School in Nebraska, the principal announced on October 7 that, because of the government shutdown, he was shutting down the usual morning recitation of the Pledge of Allegiance. After public protest, he reversed his ban.
None of the above assignments quoted directy from a Common Core curriculum, but some claim to be “aligned with Common Core” or “Common Core compliant.” It’s beginning to look like such assertions are a cover to fill the minds of public school students with all kinds of inappropriate leftwing notions, while erecting a Common Core “wall” to prevent parental oversight.

http://www.eagleforum.org/publications/column/checking-kids-school-assignments.html

WATCH: Ron Paul talks homeschooling and the potential for a third party

Tuesday, Oct 22, 2013 at 3:12 PM PDT
On tonight’s Glenn Beck Program, Glenn was joined by former Texas congressman Ron Paul to talk about his new book, The School Revolution, and his homeschool curriculum. Ron made headlines when he boldly suggested that he would like to see 25% of America’s youth homeschooled, but the plan he lays out aims to allow children flourish by learning at their own pace while ensuring maximum responsibility and liberty on the part of both the parent and child.
Glenn has been vocal about his and Tania’s experience homeschooling their children. While the prospect of being responsible for your child’s education may seem terrifying, both Glenn and Ron reiterated the importance of parent’s taking a more active role in their children’s learning. From Common Core to Imagining America, the left has attempted to co-opt the education system, and Ron believes it is time to take it back. Ron explained that in his program, parents have the authority to determine what kind of education that is best for their children. He is confident his curriculum will because it is rooted in liberty, not political correctness.

video at link below

Midway through the program, Glenn received the phone call he had been waiting for all day – his granddaughter was about to be born – so Stu stepped in to take his place. Stu and Ron talked about a concept Glenn has been discussing for several weeks now: The potential for a third party. Ron, speaking from experience as someone who ran for president as a libertarian, drew from his own experience in Washington to explain why there is not much difference between Republicans and Democrats today.

video at link below


Ultimately, the fundamental principle of the content of Ron’s curriculum is liberty and the importance of self-governance. This principle is reinforced by the structure of the program, which seeks to encourage education and leadership in today’s students. Ron believes that our future is reliant upon the leaders we raise our children to be, and Ron believes homeschooling is an important component of fostering this leadership.
You can learn more about the Ron Paul Curriculum HERE.

http://www.glennbeck.com/2013/10/22/..._268795_268815

COMMON CORE GLOBAL COMMUNION: ACTION ALERT
PART 1 of 2

By Anita Hoge
October 23, 2013
NewsWithViews.com

Our nation is being hypnotized and manipulated by skillful propagandists. Most debates about Common Core are very off-track. Stay focused. This is a power-play. The Common Core Standards aligned to funding in federal legislation, HR 5 and SB 1094, will ultimately have total control of education, nationalizing education in the United States of America.


Common Core will be used to TRACK individual students to meet individual standards. By stopping the Common Core Standards in your state, the federal government will not have the legal authority to access your child for tracking individual workforce plans and funding attached to your student.

Choice legislation is waiting in the wings. Charter schools are lining up at the federal trough for Title I funding that will follow the child in the choice legislation. By stopping HR 5 and SB 1094, we can stop the funding that follows the student linked to choice at any private, public or charter school. This legislation will diminish representative government and feed the charter school socialist take-over of education. Common Core was needed first to identify the student.

This is Obama's Dream Come True: public funded- private charter schools with unelected school boards. This is a complete erosion of representative government; Control of K through 12 education; Obama expanding federal money for daycare starting at birth; the international connection, the Bologna Model, calling colleges in the United States to be "tuned" into this agenda of global convergence. Socialism is knocking on our front door and on all sides. We must act, now.

Overview of Propaganda

The educrats want the debate to be off track away from the power that will be able to mandate to the individual student, just like the individual mandate in Obamacare. Do not agree to this power-play. The debate about which academics in the Common Core should be taught, is a side issue. It's like debating which flavor of poison should be given to everyone, when poison is the issue. The word is CONTROL. The national standards, the national curriculum, and national testing, are being put in place. Your child is called human capital that will be molded to fit the global child for the new world order. True academics are being replaced by dumbed down, subjective standards.

Choice and Charter School Take-Over of All Education

Obama's 'Race to the Top' model schools call for individual education or career plans (school to work) to be created for the Common Core based system. Did you get that parents? Common Core Standards will target your individual student for change, not just the school curriculum. Good teachers will be forced to teach to the standards. HR 5 and SB 1094 will complete the vicious circle by controlling the purse strings.

Common Core College and Career Standards were needed to identify Johnny in the classroom. Place Johnny in the choice legislation, the model for abolishing representative government (where students, teachers, and schools must comply to federal accountability when the federal money follows the child in an IEP, (individualized education plans or career pathway), we have set up the failure of public and private schools and opened the door for unelected charter school take-over. Government will now have COMPLETE control over molding the personality and values of every child in the United States and parents will have no authority to change the system. Chilling. Not a future for our Republic as we know it.

ACTION- These are the Weaknesses in the SystemAccess

The Common Core Standards are not federal law. This is the weakest link. Stop Common Core in your state and the federal government will not have the legal authority to access your individual child for tracking an IEP, or an individual career workforce plan and funding, Title I, identified for your child. Remember a standards based system means individual students must meet individual standards. Fight Common Core , NOW.

Funding- By stopping or slowing down the combination of HR 5 and SB 1094, the federal government cannot fund the individual student without Common Core which is linked to CHOICE at any private, public or charter school. This legislation will diminish representative government and feed the charter school socialist take-over of education, nationalizing education. HR 5 already passed the House. Do you think the Democratic Senate isn't going to pass SB 1094? The combination of these bills will demolish our Republic & representative government. Choice & Charter Schools will abolish representative government in the United States!!!


TARGET THESE BILLS!

States Rights- Title I funding 'following the child" bypasses the state legislature. Does your state legislature truly understand that they will have NO power once CHOICE funds are directed to the individual child? They will have no control of the purse strings!

Local Control- Common Core Standards control the workforce curriculum bypassing local school boards and teachers in the classroom. Choice diminishes control over local taxing authority when funding goes directly to the student.


Common Core & Choice create the perfect storm for the socialist takeover by Charter Schools that have no elected school boards. Parents will have no voice in workforce curriculum or how the tax base will be destroyed with Choice stipends exploding across district, county & state lines. Regionalization is on the move.

Privacy- Has anyone filed suit against FERPA for allowing the fascist corporations to access our kids' personally identifiable information without informed consent? Who has access to those written agreements? This access is how these corporations, foundations, non-profits, and businesses that have gone into contract with the government are developing software and curriculum for INDIVIDUAL students to meet Common Core international workforce standards.


This digital curriculum will be the IEP's or career pathways that will control a students upward mobility and learning genome.

Access, Funding, Local Control, States Rights and Privacy are the Debate Issues.Choice allows the tax base to implode.

Charter Schools-the socialist plan for a CORPORATE FASCIST – PUBLIC/PRIVATE PARTNERSHIP SYSTEM is waiting for this legislation to be passed.

Fait accompli!

(See these other articles for documentation, 'Obama's Dream Come True-Nationalizing Education,' 'States Under Republican Leadership Fall for Obama's Carrot,' 'Common Core Molds Cookie Cutter Kids In Obama's "Race To The Top" Schools' , 'Charter Schools Are A Trap, Choice is the Bait, Are You on the Hook?" by Anita B Hoge)

Abolishing Representative Government Through Education

Background On Testing Global Subjective Standards

Pennsylvania EQA, Educational Quality Assessment, the test that I filed my federal complaint against, was the model for the NAEP, National Assessment for Educational Progress. The NAEP Civic Frameworks of today continue to test the same dispositions as were developed in the EQA. PARCC and SMARTER Balanced tests measuring Common Core have technical committees from NAEP working alongside. Ditto that for the new degree for Higher Education.

Pennsylvania was the "affective" test for the nation that tested attitudes and values. Responsible Citizenship was not what normal Americans thought was being measured and taught. The government goal was to collect information on the individual and the family. But, how do you measure and score a standard like honesty or integrity in our free society? We must ask these questions to clarify when measuring workforce skills and values, what will the standard be... what will be taught? What is the cut-off for how much honesty, integrity, and responsibility that a student needs to graduate? Liberals as well as conservatives should be very concerned about the manipulation and psychoanalyzing that comes with vague and subjective standards. Here is why!

EQA and NAEP background questions were always asked in the beginning of the test to categorize your family: books in the home, education of parent, race, do you own a computer, college education of the parent, salary of father, salary of mother, do you like to study, all related to as conditions or variables. There were also over 300 questions on values, 30 in math, 30 in reading analogies.

Deception, betrayal, and using our children as guinea pigs was the only way the behavioral educrats could access our kids. The educrats got away with this subversive agenda for a long time by deceptively using words and phrases you would agree with. There were 10 Pennsylvania Quality Goals in 1965 that were taken from the 10 Cardinal Principles of the NEA from 1913. The goals were expanded to 12 in later years including: communication skills, mathematics, science and technology, citizenship, arts and humanities, analytical thinking, family living, work, health, environment, self-esteem, and understanding others. Every goal and stated objectives could be taken from Blooms Taxonomy of Educational Objectives. Pennsylvania was the pilot in the affective domain for the world. Lets look at one of the goals, Citizenship.

Tempest in a Test: the Pennsylvania EQA, the model test for measuring attitudes and values for World Citizenship.

The top behavioral scientists of the world were in Pennsylvania in 1965 formulating the Pennsylvania EQA which was the model for the national test, NAEP (National Assessment of Educational Progress.)The Advisory Standing Committee included: Urie Bronfenbrenner, Cornell University; Warren Findley, University of Georgia; Joshua Fishman, Yeshiva University; Eric Gardner, Syracuse University; David Krathwohls, Michigan State University; Robert Thorndike, Colombia University; Melvin Tumin, Princeton; Ralph Tyler, Palo Alto, UCLA, along with ETS, Educational Testing Service. ESEA was the federal funding that secretly moved this agenda along.

Pennsylvania Goal:Citizenship. Quality education should help every child acquire the habits and attitudes associated with responsible citizenship."

We can ALL agree to the idea in this goal, but, what you, as an American, thought was really being measured, was totally opposite. The information that follows about the testing is scientific and complicated, but important. Please bear with me while I try to explain what B F Skinner was all about and how the social engineers above, went about the task of measuring our children's attitudes and values. I have the tests and the scoring materials. Lets dig in....but hold onto your hats.The following quote was taken from the Pennsylvania Resource manual, "Getting Inside the EQA Inventory,"

"The National Assessment of Educational Progress developed 9 citizenship objectives. These national objectives were used to provide a frame of reference for what was to be measured. Objectives in the factual domain, knowing structure of government or understanding problems of international relations were not considered in developing the scale. Arriving at a satisfactory definition of citizenship was much less complicated than applying the definition to the assessment of students' attitudes and behaviors. The display of responsible citizenship behaviors like honesty or integrity are most often situational. A person's display of good citizenship under one set of motivating conditions tells us little about the way he or she can be expected to act if those conditions are altered. The context in which the behavior is elicited therefore becomes at least as important in determining the outcome as the preposition of the individual involved."

"To assess citizenship, a behavior-referenced model incorporating elements related to the psychological notion of threshold is used. In reference to citizenship, threshold refers to that set of conditions necessary to bring about the desired responses. Thus by varying the situation & introducing conditions of reward & punishment, we are able to determine the cutoff levels at which the student will display positive behavior. In this way it is possible to assess not only the students' predisposition to behave in a manner consistent with responsible citizenship but also to provide some measure of intensity of that predisposition across a wide spectrum of situations."

Betrayal and Deception. Let me remind you that positive behavior was the government desired responses, not what you as a citizen might think.


Thresholds were being tested by reward and punishment. This is BF Skinner to the MAX. This was the only way the federal government could do its research on unassuming children at our neighborhood schools. EQA was really the national test. Parents were uninformed. Teachers were uninformed. The federal Department of Education has been testing attitudes and values of your children for years and monitoring behavior change. Let's define predisposition:
Noun: A liability or tendency to suffer from a particular condition, hold a particular attitude, or act in a particular way. Synonyms:
inclination, tendency, propensity, proclivity

The test questions were hypothetical situations or 'social situations' in which the students were asked to decide what they would do or what action they would take. Each story had 3 items which listed positive or negative consequences resulting from the action. There were 3 sub-scale objectives which were used to SCORE the behaviors to a minimum positive desired response according to the government;

The Science of Scoring Attitudes and Values Toward Collectivism: What Was the Government Looking For: Read The Question Carefully. Look at the Sub-Scales.NAEP Sub-Scales

(1) willingness to protest unfair treatment, tendency to accept new members into a group, degree of restraint from teasing or degrading others and concern for others feelings


(2) willingness to report law breaking of others, obey authorities during emergencies, prevent classroom disruptions, restraint from violence to harm others or damage property


(3) personal responsibility and integrity, willingness to honor self made commitments to individuals or groups, willingness to take responsibility for one's own mistakes, report mistakes made in one's favor.

Citizenship Question On the Test

Situations were used for the student to respond to. The answers were "yes, maybe, no." One story is about Midnight Artists that go out late at night and vandalize. The student is placed in a vandalizing situation and made to roll play in the first person, and asked if they personally would join the club to vandalize, scored toward group think, collectivism.

The first question is, " in this situation I would join the club when I knew," 'my best friend had asked me to join'. Scoring to sub-scale #3, what is your willingness to honor self-made commitments to individuals or groups; you got 1 point for yes, (I would join the club if my best friend would join,) 0 points for no. If the student said " No" I would not go out to vandalize with their best friend, that is a weakness, that student got a zero because there was not a willingness to commit to a best friend. Thresholds measure at what point your child will act. The sub-scale was looking for your loyalty to your best friend. So the government desired answer was "Yes" you would go out to vandalize if your best friend was going to do it. Everything was geared to group goals and group action.

The 2nd question is the same sub-scale, I would join the club when...'most of the popular students in school joined the club', both positive reinforcements. What is your commitment to the group: 1 point for yes, 0 for no.

The 3rd question is interesting using a negative reinforcement. I would join the club when...'my parents would ground me if they found out I joined'. In this response, Skinner would want to know if punishment is incurred, will the student obey. The correct response is 'no'. You got 1 point for no, 0 for yes. In this question, the government was looking for obedience to authority. The idea of collecting this particular information from this question on the student, explains what personality tendency the student has and will the student respond to punishment. The idea is to get information on the disposition of the student in differing situations, obedience....What would you do if? (Re-read the NAEP objectives on dispositions. You will begin to understand. The government is looking for information.)

So, you see, if your school had enough students that portrayed 'weaknesses,' ( that they wouldn't go out to vandalize with a friend or a group of friends,) that was a target for specific curriculum to begin behavior change. Noble sounding goals would be used to hoodwink the parents while a sinister deceptive test was being used to develop an analysis that measured attitudes and behavior to find out how a person would act in certain situations. Citizenship was defined as measuring compliance to group goals & group action. The Skinnerian agenda measured the personality of the child according to a minimum positive attitude according to what the government standard was, which was scored toward collectivism, group think. They are measuring what you, as parents, have taught your children. Remember, this was only one goal. There were 11 others goals that tested the psychological profiles of your family and your child. (Remember, this was the test my son came home and said the test was weird. This is where my journey began fighting Outcome Based Education.)

It's all about data collection. First, the government would place children and parents into sociometric groupings according to background information and answers to the test. These groupings were then populated to an entire state. This psychographic, ( psychograph n. A graphic representation or chart of the personality traits of an individual or group), could then be used for marketing where conservative, individualist thinking groups, liberal leaning, group-think areas, cross-referencing other census data collected, to target population groups located in the United States. Wow, let's follow along and keep going if you dare. So, how do you happen to get controversial curricula in you school?

EQA, Resources for Improvement or 'How to target a school to change their curriculum.'

So, what was done with the scored psychological data, or information collected from these tests? Each goal area had lists of VALIDATED RESEARCH and DEVELOPED CURRICULA piloted from separate states to change attitudes and values all listed under the Pennsylvania EQA. Question? How could a program from Texas, Ohio, New Jersey, Florida, or Maine be validated under the EQA, unless Pennsylvania was the national validating criteria? Answer. EQA is the NAEP. For part two click below.

Click here for part -----> 2,

© 2013 Anita Hoge - All Rights Reserved
Anita B. Hoge, lecturer, educational researcher, parent.

In 1990 a federal investigation was completed against the Pennsylvania Department of Education, after filing a federal complaint against the Educational Quality Assessment, EQA, & the US Department of Education's National Assessment of Educational Progress, NAEP, under the Protection of Pupils Rights Amendment. Forced the Pennsylvania EQA to be withdrawn. Forced the US Department of Education to do their job to investigate the psychological testing of children without informed written parental consent.


NAEP was never investigated because the Department said I didn't have standing, although documents had proven that NAEP did experimental research & used different states to pilot their agenda by embedding their test questions into the Pennsylvania EQA as well as other state tests.

Subject & main researcher for the book, Educating for the New World Order. My story is told about an incredible journey into the devious & deceptive operations of our government to change the values, attitudes & beliefs of American children to accept a new world order. The first to document the expansive data collection operation of our government establishing micro-records on individual people in the United States. Experimentation, illegal testing, & data collection is exposed. Lectured all over the Unites States in the 90's about illegal & controversial testing, curriculum, & collection of data by our government. Arranged & lectured town hall meetings all across the state of Pennsylvania to withdraw affective student learning outcomes to stop Outcome Based Education. In January of 1992, parents in Pennsylvania won the battle against OBE when the Independent Regulatory Review Board had requested that the State Board of Education remove all outcomes which dealt with attitudes, habits, traits, feelings, values, & opinions which are difficult & subjective to measure & that the remaining outcomes be defined & coordinated with academic requirements that can be measured. The battle continues.

E-Mail: hogieshack@comcast.net


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