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# UNNECESSARY COMPLICATIONS

By Dr. Peg Luksik April 15, 2015

Editors Note: Never ever forget that Common Core is Child Abuse!

Can you add the numbers 17 and 15?

If you are like most adults, you write the number 17, put the number 15 below it, add the ones column to get 12, write the 2 in the ones column, carry the 10, add the tens column to get 30, and write the 3 in the tens column.  The answer is 32.

But according to the PARCC Model Curriculum, our children do not have to be able to do this until Grade 4.  At the same time, we are told that Common Core is “more rigorous” than the math that preceded it.

The obvious question is, how can the math be more rigorous if the concepts must be learned up to two years later?  What are our kids doing in those extra two years?

Common Core math is not more rigorous, it is just more complicated.

The children are not taught the simplest and most direct way to solve a problem, called the standard algorithm, and then provided with adequate practice opportunities to master that process completely.  Instead they are simultaneously presented with a variety of options to solve the problem, many of which require levels of understanding that do not yet exist in their minds, such as the “add from the left” method.

The first result is confusion.

At first, the students don’t know how to do any of the methods being presented to them, so they have no yardstick…

to use to evaluate each method to discover which is the most effective.  They don’t receive adequate practice in any one method so they don’t actually reach mastery of it.  They are forced to attempt methods which make no sense to minds operating at a concrete operational level.  And they can’t turn to their parents for help since their parents were never subjected to this type of math instruction.

The second result is frustration.

Because the standard algorithms in math were designed to provide the most simple and direct method for solving problems, students who learned them succeeded.  They were given a task that they could accomplish and adequate practice to master the steps.  As a result, they actually did solve the problems, experiencing the positive feedback that comes from success.

But in Common Core classrooms, and in homes struggling to complete Common Core math homework assignments, success is not the norm.  Instead, children struggle through the confusing assignments, not really understanding what they are doing, and not ever truly succeeding.  When children are consistently placed in this situation, frustration is the inevitable outcome.

In the end, the children call themselves failures.  They can’t do the task that has been presented to them, and they can’t conceive of a world in which the grown-ups could be wrong.  So if things aren’t going well, the only possible explanation is that they themselves are stupid.

Tragically, this statement is now echoing across the elementary classrooms of America.

If the goal of Common Core is to destroy, not only the mathematical achievement of our children, but their self-esteem as well, then it is succeeding beyond any expectations.  If such destruction was not the goal, then a reasonable person might wonder why anyone would continue to defend a program that is shredding the self-image of America’s little ones.

Dr. Peg Luksik is a teacher with over 35 years of experience in both special and elementary education, and a former advisor to the U.S. Department of Education. She has extensive experience in assessments in a classroom setting and has written and evaluated curriculum, as well as authoring several books on education issues.

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# A Discussion of the Issues With the Common Core Mathematics Standards

By James Milgram, Professor of Mathematics, Emeritus –

Dept. of Mathematics – Stanford University, Stanford CA

Dr. Milgram has written this for all to see what the whole process was in developing the Mathematics Standards for the Common Core, the players and the deceit within.

Eighteen years ago we were 5 years in on using the old CA math standards that had been approved in 1992.  The lead author of those standards was a guy by the name of Phil Daro.  The most important thing about those standards – they weren’t mathematics standards at all – they were all about motivations and what it is mathematicians do but Phil Daro has no background in math and hasn’t a clue about what mathematicians actually do.

Here’s what happened.  In 1992, when we started with those standards, CA math outcomes were in the middle of the pack among all the states, which is reasonable since it’s by far the largest state by population with about 13% of the United States total population.  But, by 1996, four years in, CA had dropped to 49th in the country!  Later, in the early 2000s, Daro initially headed up the teams revising the Georgia and New Jersey mathematics standards, and the results were so bad that both sets of standards had to be entirely redone by others.

So there we were with those terrible standards.  There was some mathematical content in them but much of it was simply incorrect, and the majority of the discussion was about pedagogy, not content.  As a consequence, the programs that were written to align with these standards, programs like Mathland, and TERC’s Connected Mathematics series seemed to actually be lowering student outcomes.  So the California State Board of Education requested that I, together with three of my colleagues in the Stanford Department of Mathematics create new California mathematics standards – which we did.  It took all of 2 weeks and these new standards were adopted by California in 1997-98.

For about the next 10 years they were generally regarded as the best mathematics standards in the country.  And California really made progress with the standards, the new aligned curricula, and the newly designed tests and measures of achievement that also aligned with them.

We were definitely recovering from the 1992 disaster and kids were beginning to show real progress – and most, across all ethnicities and SES levels were learning mathematics at a level that was very close to what is expected internationally.  It had taken a while to get there but that’s what was happening.

After our work on the California mathematics standards, I had been asked to help out writing standards in other states, and by 2004-2005 I think I was pretty much regarded as the country’s leading expert on mathematics standards.

Then the Common Core project came along in 2009.  At that point I was trying to distance myself from education issues and get back to actually doing mathematics, so I didn’t think much about Common Core.  Indeed, even though I had been appointed to the reviewing team for the mathematics standards, I was not intending to participate in their development.

However, out of the blue, I received this invitation inviting me to be one of the members of the Validation Committee for the new standards.  The role of the Validation Committee was described as overseeing the development of the standards, verifying all the research that was supposed to underlie them, and, if necessary, rewriting sections of the document.  Basically we were charged with overseeing the entire development of the standards.  This was something so important that I did not feel I could turn it down, so I agreed to serve.

Initially, there were about 25 members of Validation.  Since I was the only content expert in mathematics in the group, I focused almost exclusively on the mathematics standards, and I believe the entire group acknowledged that I was the logical person to oversee the day to day development of the standards.

As I said above, Phil Daro was responsible for the 1992 CA standards, but, in spite of their terrible quality, he was appointed to be one of the three lead authors for the Common Core mathematics standards along with two other people, William McCallum and Jason Zimba, who both had Ph.D’s in mathematics, but had no experience with K-12 mathematics standards and the pitfalls that had to be avoided.  So, to all intents, it appears that Daro was responsible for the level and the philosophy underlying the Common Core document.

Consequently, it should come as no surprise that the Common Core mathematics standards are very low level indeed – at least 2 full years behind international expectations by the eighth grade – and they have the same underlying philosophy and are focused in the same way as the disastrous California 1992 standards.  Moreover, the same curricula that we got rid of in 1998-2000 in California are now reappearing claiming to be entirely aligned with Common Core.  Consequently, the most likely way the implementation of these standards will play out is exactly the way the 1992 California standards did, something that cannot be regarded as encouraging.

Indeed, when we put together the 97-98 standards we introduced new tests in CA and those tests were in place from 1999 until 2012.  This gave us a huge data set of nationally normed outcome data and most of it was in the public domain.  Consequently, I was easily able to access it.  Some years back I asked myself this question: “How long would it take for a student initially in the Phil Daro 1992 program before its low level and erroneous perspective on mathematics would have produced irreversible damage?”  What the data showed was that if a student had been in that program for four or more years – that is to say they had already entered K-12 by 1993 – statistically they never recovered – They were always lagging behind their compatriots who had been in programs aligned with the much more mathematically reasonable program that we had introduced – And they never matched up.  Those students who had been in the Daro program for only 1-2 years recovered pretty quickly. Those with three years took longer, but they appeared to reach a high enough level after sufficient time had elapsed.

So you have a situation with the Common Core mathematics standards where you have a limited window and you pretty much know what’s going to happen.  You know because the guiding ideas behind it are the exact guiding ideas behind the 1992 CA standards.

So I’ve been there – I’ve heard all the verbiage.  All of the explanations these people have for how wonderful these ideas are and how much they’ll help kids.  Those were the exact statements I was hearing consistently from 1992-1998 and the same program that we were using then that had been put in CA are the programs that are now labeled Common Core aligned and are reappearing.  Chief among them at the high school level is a program called College Preparatory Mathematics, CPM for short, while TERC’s Connected Mathematics Program, CMP, is being widely touted for it’s alignment with Common Core for grades K – 8.

So it isn’t that I am guessing – I’m not guessing – I know what’s going to happen and it’s just going be an unmitigated disaster – But now it will be across the entire country.

The above was by way of introduction.  We need to return to the work of the Validation Committee to see why the well designed plans for truly first rate national math standards fell apart so badly.

The first draft of the Common Core mathematics standards came out in October, 2009, and, aside from all the usual problems one expects in a first draft, they completely stopped with just Algebra I, which was, moreover, moved from the eighth grade to ninth.  In the high achieving countries, Algebra I, Geometry, and Algebra II are compulsory and are taught in grades seven through nine.  In China, for the last 8 or 10 years, they’ve even added a course in “algorithms” to that list.  This is a quite high level course in computers and computer programming.  So this is the normal background of kids in the high achieving countries entering their last two years in high school.

Besides the material above, in about half of the high achieving countries, calculus is required for high school graduation.  Moreover, in all the high achieving countries over 90% of the population are high school graduates.  These numbers are so large that we have to conclude that virtually all kids are capable of learning mathematics to this level, but here, the initial draft of the Common Core mathematics standards stopped with Algebra I in ninth grade.

Data from the National Center for Education Statistics (NCES), the department in the US Department of Education responsible for education data and statistics, shows that in 1992, a student with just an Algebra I course would have only a 7% chance of ever obtaining a 4 year college degree, and there is no rational way that such a background could possibly be declared college ready.  But college and career ready was the announced goal of the Common Core Standards!  Clearly, there was a huge disconnect here.

Since I was the only content expert on Validation, it seemed entirely reasonable that I would focus on the mathematics standards and try to bring the level of these standards as close as possible to the actual expectations in the high achieving countries, and I had long discussions with McCallum and Zimba (but not Daro) about these issues.  My impression was that they fully agreed, but it appeared that their hands were tied, and I had to discuss these concerns with the leaders of Achieve.

So I spend most of a day showing these people the relevant standards for countries like China, South Korea, Taiwan, and Singapore as well as the conclusions of the report of the National Mathematics Panel on the essential topics that needed to be present in K-12 algebra, and shortly afterwards it appears that they gave the Common Core writing team permission to include a limited amount of geometry and second year algebra in the document.  Based on this, it seemed reasonable to assume that the end result would be a document that would have a (non-compulsory) path to calculus in it, something that would match up adequately with international expectations.

But shortly after that the members of Validation received a note from higher up the ladder stating that we no longer would be permitted to “interfere” in the work of the writing group, nor would be be able to explicitly vet the “validating” research for the individual standards, or revise and rewrite portions of the document.  All that was allowed would be for us to sign a letter asserting that the standards were excellent, and benchmarked to the highest international expectations.  There were no provisions for those of us who would not sign that letter.

However, I and 4 other members refused to sign the letter.  My reasons were simply that I could not sign something asserting facts I knew to be incorrect.

Moreover, during that same time frame both McCallum and Zimba, in public testimony clearly indicated that they also believed the standards were unacceptably low.  (To be fair, this occurred while they still believed that they would be allowed to include a pathway to calculus, and both of them mentioned that this pathway was going to fix their issues.  But, while this pathway was strongly hinted at in the drafts between January 2010 and May, 2010, it is completely missing in the final document which was released in June, 2010.)  After June 2010, they tried to suppress their previous remarks, but, none the less, those remarks are in the public record.

It is also worth noting that even with the added material ending with a weak version of Algebra II, if a student stopped with just the material in the final version of the common core standards, then there would be a less than a 40% chance of ever obtaining a college degree in any area, and if a student with only that background wished to major in a STEM area, there would only be a 2.1% chance (1 in 50) of an actual degree in STEM.

But besides this, there has been no analysis of the evidence supporting the standards as written, and, to my knowledge there is an overwhelming amount of evidence that things like the approach to geometry there will simply not work.  Indeed, the Common Core approach is almost identical to an approach that was tried in the old USSR, though there it was limited to their strongest students.  In spite of this, it was a disaster and was rapidly abandoned.  Other areas where there are severe problems are (1) the crucial sixth and seventh grade material on ratios, rates, proportions and percents, where there are outright errors in the standards, besides the fact that this material is placed at least two years behind the grade level expectations in the high achieving countries, and (2) the handling of vectors and matrices in the high schools, where the definition of vectors is entirely incorrect.

Finally, the standards have not been tested.  They have simply been decreed to be the gift that will fix all this countries problems in spite of the fact that the two authors that are competent in mathematics have no background with the creation, verification or testing of standards, while the third author has never been successful in creating standards of any quality what-so-ever.

Note from the Editor:  Small groups of teachers and instructional leaders from across the country looked at digital and print K-8 mathematics materials from widely used publishers—including Pearson, McGraw-Hill, and Houghton Mifflin Harcourt—as well as from some lesser-known providers whose texts passed state review processes. The results echo previous alignment studies conducted by university-based researchers.

“In general, the results are pretty bad for all the publishers,” said Morgan Polikoff, an assistant professor of education at the University of Southern California, in Los Angeles, who studies common-standards alignment but was not involved in the EdReports.org project. “I think people really will pay attention to this, and I think it will affect [curriculum] adoption processes going forward.”

In all, just one curriculum series stood out from the pack. Eureka Math, published by Great Minds, a small Washington-based nonprofit organization, was found to be aligned to the Common Core State Standards at all grade levels reviewed. As you can see, they were also recipients of Gates funds. The money flowed from Gates Foundation to Common Core, Inc. to individual companies- http://www.cardinalnewmansociety.org/CatholicEducationDaily/DetailsPage/tabid/102/ArticleID/2688/Common-Core-is-Curriculum-Contrary-to-Advocates%E2%80%99-Claims.aspx

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# Letter to FL. Representative Yoho or NO WAY ESEA!

Floridians Against Common Core Education F.A.C.C.E.

February 3, 2015

Representative Ted Yoho
511 Cannon House Office Building
Washington, D.C. 20515

Dear Representative Yoho:

I guess it is time for us to introduce ourselves to you. No, we are not a Tea Party group – just patriots who love their country very much and are very concerned as to the direction we are going.

For years “conservative” politicians have been claiming “liberals” want ‘a cradle to grave nanny state” through the arms of the education system when in fact that statement was first made by Sen. Lamar Alexander in the 80’s and he is at the forefront of the ruination of our children with the new ESEA bill.

Everything aside, the education of the children of this country should be the most important thing on your plate. It is to us. The works have been in place for the final formation of not only school-to-work and outcome-based education since the Carnegie Report of 1934, but also nationalized education. Those in charge of this, know they need to have the children be indoctrinated to their way of thinking, not retain what they are being taught and to act as robots so they will not cause any dissention.

Currently moving through hearings in Washington is the Re-Authorization of the No Child Left Behind (NCLB) bill by the name of “Every Child Ready for College or a Career Act of 2015”. The author of the bill, Sen. Lamar Alexander claims it is an effort to restore the power of local and state education agencies when in reality, it will do the opposite.

In fact, this bill places more conditions on the way states develop their standards, assessments, and accountability systems than required under NCLB, and will cement the Common Core State Standards into federal law and Nationalize our education system.

Why are these hearings closed to the public and Washington not allowing Americans to testify either for or against the ESEA?

The grants from the Race To the Top (RTTT) to the states and the offer of waivers to the states from the mandatory regulations of NCLB were a clear path to hold the states under the “hammer” of the Federal government.

In 1934 the Carnegie Foundation issued a report laying out the plans for our education system you see today. In Marc Tucker’s famous letter to Hillary Clinton while embracing the 1934 report, the letter also talked of all the plans Tucker, David Rockefeller and others had for the implementation of the School To Work Act Clinton put in place with the help of a Republican Congress under the leadership of Newt Gingrich.

In June 1991, we were presented with the SCANS Report or “THE SECRETARY’S COMMISSION ON ACHIEVING NECESSARY SKILLS – U.S. DEPARTMENT OF LABOR”. I hope you notice that everyone on this “committee” were not only non-educators, but corporate CEO’s who seem to have gotten it in their heads they have the RIGHT to not only control the politicians and our education system, but Americans everyday lives.

Then in 1992, just about the time the CCSSO and NGA were being fed all the crazy ideas about our education being aligned with the United Nations and the whole world, Marc Tucker and his cronies produced the report “Tough Choices or Tough Times”. This piece of work laid out everything for the coming of teachers under the control of the states, since of course according to them our teachers come from the “less able of high school graduates to go to college” – in others words they come from the bottom of the barrel. They felt they ‘tolerate’ an enormous amount of WASTE in the system which I believe most Americans would agree the Federal government far surpasses school districts when it comes to waste.

The report puts in place Charter schools, Choice, Vouchers all for the reasons we have been telling parents – the elimination of elected school boards and taking parents out of the equation of overseeing their children’s education leading us to Nationalized Education. It is Common Core only not by that name, but standards, assessments and tomorrow’s requirements. There would be a Teacher Development Agency similar to Teach for America whose teachers for the most part are no smarter than a rock.

Recently, Bill Bennett, the old has been who never was, ventured into an argument with Texas Gov. Greg Abbott over the merits of Common Core. He supports Common Core and is part of Jeb Bush’s website “Conservatives for Higher Standards” supporting CC. There’s that word again – conservatives and you kind of choke on the word when you read the names of the supporters of the CCSS. By the way, Bennett lost the debate!

All of you seem to forget that a good share of us were schooled on good education in PUBLIC schools when America was on the top of the Education ladder but thanks to the Federal government and politicians, the rungs got slippery and now we are almost at the bottom. And, yes, this was done gradually under the wing of every president since and including Reagan.

But I am going to let you read these documents and then maybe you can pass them around to your colleges and then the parents of Florida will give you all an assessment test to see how well you do since you are the ones controlling our children’s futures and think these tests are the best thing since peanut butter for our children.

And – don’t think we are stupid enough to think you guys have done a wonderful thing today by passing legislation to get rid of Obamacare. We know it will not happen because Obama will never sign it.

However, he has already said he will sign the 2015 ESEA re-authorization bill as long as they keep the testing and assessments in the bill. That should tell you all you need to know. And in case you haven’t figured it out, this letter is all about – NO WAY ESEA!

We have watched you all for the past 2 years since taking control of the House and still you allowed Obama to have whatever money he wanted for whatever he wanted it for. We also watched while you stated you were NOT going to give him any more RTTT grant money and then in the same breath you grant him \$1 Billion to invade the lives of our youngest and most vulnerable.

I hope you understand we understand this is not an “R” or “D” thing – it is the sheep dogs against the wolves in sheep’s clothing.

What I want to know is why you and others in Washington who like to call themselves conservative are so willing to sell our children “down the river of ruination” by a bunch of corporate bullies, ego ridden politicians and New World Order junkies” Do you and others enjoy these thoughts when you go to bed at night that you have once again “put the screws to the American people” or have they sent most of you to Manchurian Candidate school?

You and your predecessors are responsible for the mess this country is in and if you care, the first step is to STOP Sen. Lamar Alexander’s ESEA bill – or do you support the likes of Marc Tucker’s (socialist) and Alexander’s vision of ruining this country through education? You and your colleges are going to have to decide and soon.

At the 1989, Governors’ Conference, led by Clinton, Lamar Alexander stated, “I would go down to the maternity ward of the local hospital, or whatever you call the part of the hospital where the nurses are who are there when the babies are born. Find out how many babies are born out-of-wedlock, how many babies are born with single parents. Just so you know that! I would think the Brand New American School would be year-round, open from 6:00 a.m. to 6:00 p.m. A second characteristic might be that these schools will serve children from age 3 months old to age 18.” FASCIST EDUCATION!

Then they had socialist Sally McClune speak. Listen close!

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# Florida Association of District School Superintendents and FL School Boards Assoc. Partner with Pearson and Other Corporate Cronies

January 31, 2015 By Chris Quackenbush

Today I received the newest policy release from the Florida Association of District School Superintendents.  To say that I was disappointed is an understatement.  It pledges full support for Common Core by name.  The new report advocates convoluted minor reforms to adjust to changes and declining student performance which they do not understand, or will not address.

Joy Frank is the General Counsel and writes their bills and opinions.  We were directed to her by Senator Montford after Deirdre Clemons and I testified at the January 7th hearings in the Capitol.  After two very short meetings, it became apparent that we were not on the same page on Common Core.  After we presented our views and expert reports, Joy said her experts are telling her something else and dismissed it.  We need another meeting, but I doubt that will help.

I went to their web site and discovered the likely reason for her intransigence.

When you partner with Pearson and the other corporate cronies who pay your way, it’s tough to embrace the truth, that Common Core FAILS.

We must expose this connection to our legislators to show their views and testimony are tainted and they must listen to real stakeholders, the parents, students and tax paying citizens of Florida.   We should also address it in our districts with our elected school boards who must be largely unaware of this conflict of interest.

Then I went to the Florida School Boards Association web site to look at their “sponsors”  and found pretty much the same benefactors, with Pearson high on the list.  Both these organizations have expensive lobbyists, staff in the Capitol and access to our legislators through massive donations.  They are the ones creating reports and testifying before legislative committees with an air of legitimacy, while empirical results from education experts, parents and lower student exam results have no merit in their narrative.  By the way, we, as taxpayers, are paying for lobbyists for this association as well.  It’s part of your school district’s budget.

Both these organizations are presenting a united front urging legislators not to “rock the boat” on Common Core.   This is, indeed, a real story of David and Goliath.  Our grassroots organizations must inform and energize the public or accept enslavement of our children by corporate elites who reap the benefit at the bank from High Stakes Testing and Common Core.

March 5th, we have an opportunity to March for the Children in Tallahassee and lock arms across the state and across political lines.  Here are 4 interesting, short videos for your use:

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# Republicans Are Now In Control – Not Conservatives!

The words of Republican and Conservative are not necessarily a bonding of thoughts, ideas, morals or values.

One represents a frame of mind, the way you want your children to grow up with respect for others and themselves with a strong set of morals and values to carry with them through their lives.

The other is merely the name of a Political party backed by liars and huge money sources. Don’t misunderstand me, I believe the Democrats as a party are also liars. It just so happens the Republicans just came back into full power and they will certainly not clean up their act for the likes of the American people. In addition, the Republicans did nothing for us in stopping Common Core.

We are being told we should trust that party but as a parent and grandparent I can’t do that. They lie – repeatedly. Example – this morning I was cleaning out some papers and I came across the list of the “supporters” listed on Jeb Bush’s web site for the support of the Common Core State Standards.

You know, the web site that is so hard to find. The URL is www.highercorestandards.org but the actual name of the web site is “Conservatives for Higher Education”.

All REPUBLICANS and I wouldn’t call any of them CONSERVATIVE because they support the CCSS. The only changes you will find in the list of supporters are the removal of the names of Oklahoma Governor Mary Fallin and Louisiana Governor Bobby Jindal.  Ghee, I wonder why?

Maybe it’s because they had the intelligence and backbone to stand-up to the forceful orders of a bunch of “cash cows” telling them how to think and speak. They obviously finally decided to take the time to read the standards, found them unacceptable, below previous standards and unfit for consumption by our children.

Maybe they even decided corporate heads were not qualified to decide what our children should learn – we did do very well before unions, government and cash cows got into education. After all children educated in the 40’s and 50’s put us on the moon!

Interestingly enough, one name still remains on that list. It’s the name of that Preacher who stood in front of his TV cameras in December 2013 and stated he no longer supported the standards and then shortly thereafter went and had lunch with the Council of Chief State School Officers (CCSSO) and gave them his worldly advice. You guessed it –

MIKE HUCKABEE!

I’m not sure which direction some of the ministers in this country are headed, but this one openly lies to the whole country two nights in a row and then at lunch urges state education officials to get rid of the “Common Core” name because it has become “toxic.” However, it would appear he intends to support the standards given the instructions he gave to the CCSSO. “Rebrand it, refocus it, but don’t retreat”. Ouch!

It would seen Mr. Huckabee has become toxic!

Some of our REPUBLICAN governors took Huckabee’s advice to heart:

• Arizona Gov. Jan Brewer (R) has used an executive order to purge the name “Common Core” from the standards and refer to them, instead, as Arizona’s College and Career Ready Standards: “The Executive Order requires that executive agencies refer to the standards, adopted in 2010, as Arizona’s College and Career Ready Standards, and encourages citizens and education stakeholders to do the same.” Their standards are still CCSS.
• Iowa’s Governor Terry Branstad (R) also chose to “rebrand” now referring to the standards as the “Iowa Core”. Imaginative!
• Florida’s Governor Rick Scott (R) opted to rebrand by removing the words “Common Core” from all official education documents. Floridians are under the impression the new standards name is the “Next Generation Sunshine State Standards however that name was put in place in 2007 and remains today for all except the ELA and Math Standards. Those are being referred to simply as 2014 Language Arts Florida Standards and the 2014 Mathematics Florida Standards and they were renamed in February, 2014.

When Scott was asked if the standards had just been re-branded he replied, “The Florida Standard is derived from the Next Generation Sunshine State Standard, which was derived from earlier versions of the Sunshine State Standards. These standards pre-dated Common Core and are truly Florida’s own standards.”

What about Florida’s obligation to the Federal Government from our acceptance of Race to the Top money? Gov. Scott said: “Race to the Top was a four-year grant. That grant has expired, it’s done. We are no longer under obligation to the Federal Government. So we are pushing back against any Federal intrusion into our public schools.”

This statement is also a lie since Florida applied for an extension to complete all their requirements when they filed their last report. Another lie, we still have money and he has an extension until Sept 1, 2015 – the RTTT deal is not over!

• Indiana’s Governor Mike Pence (R), the first to accept the CCSS and then the first to supposedly “replace” the CCSS is still in hot water with his parents and voters. It is obvious the new Indiana standards are so close to the old ones that stating they are “rebranded” is certainly more appropriate than saying they are changed.

Florida’s Governor Scott thought he was smart to call for 3 meetings to hear complaints about the standards, but he forgot two things at those meetings – the parents and himself! He couldn’t find the time to attend any of those meetings or the Town Hall events he called for – but at the same time he found the time to go all the way to South Florida to have dinner with Jeb Bush.

How is your state doing? Are they continually lying to you, playing a cover-up game? Florida tells us they have made 99 changes to the CCSS to make them our own, but no details showing what those changes supposedly are. The 99 changes involving cursive writing and calculus will not be tested on in the general state tests, out of eleven thousand math and English standards means nothing.

It is called TEST UNTIL YOU DROP!

All the participating CC states were required to file a yearly report to the FDOE if they received Race To The Top (RTTT) funds explaining how they spent the funds, how much they have left, what goals they listed on their applications have been completed and which ones haven’t and why! Florida RETAINED most of the \$700M they received in Tallahassee in round 2 according to their own words to pay for a flubbed up CCSS web site and contracts they needed to put in place to be compliant.

I noticed this past week several local school districts around the country had amendments or referendums on their ballots to increase school taxes. I’m not surprised, but I am surprised the voters were dumb enough to vote for the increases to their property taxes to pay for this boondoggle of a Trojan Horse. Are you really prepared to take head on the estimated costs of the CCSS?  \$1,024,163,000 is one estimate.

Interestingly enough in Florida, Scott stayed as far away from the topic of the CCSS as he could during the campaign. Even Jeb Bush hitting the trail for Scott tried to stay away from the topic, but Bush never does know when not to lie. When asked about the changes to Florida’s CCSS he said, “he agrees with Scott’s statement that “Common Core is out” in Florida. Florida’s changes to Common Core were not substantial, and standards are now “Florida-based” and higher”.

How can Bush say “CC is out of FL” & then “concede FL made changes to the CCSS that were not substantial“? Makes Absolutely No Sense and in my playbook it’s called “doublespeak”!

How do the Master Deceivers in your state work? The ones in Florida tried to convince the FDOE they have complied with all requirements while at the same time convincing the public that the Florida standards are something other than Common Core with a new name or “lipstick on a pig.” Notice the changes here, FL has all 3 standards!

Florida powers to be tripped all over themselves in trying to convince everyone the CCSS were gone, yet at the same time, after having asked for an extension and renewed their NCLB waiver in June 2014, it would have broken the rules of the waiver – and Rick Scott really likes to play with money.

Equally interesting is these states have all had to sign a “memorandum of understanding” with the FDOE regarding RTTT if they were planning to apply for the grants or expect to be picked, which is what Florida did. Contrary to what Florida’s governor said, it is obvious the rules still apply regarding RTTT because they asked for the extension to comply.

I hope the “powers to be in charge” of these states understand clearly “we” have NOT been educated with the CCSS. We know full well you are liars, fence jumpers, manipulators, deceivers, and in bed with the likes of Carnegie, Gates, Soros, Bush Dynasty, ALEC, NEA, NTA, Charter School Management Companies and actually too many others to name. Anyone who is willing to put some “cash” into your election “cow” – you will cop a deal with.

That is everyone but the American people.

Florida’s raging battle over Choice/Charter/Vouchers is beginning to take on a sickening level. Actually there is no difference between the “money men” involved in vouchers, choice and charters. They are all part of the same pot with the same legislature passing all this lenient legislation.

Vouchers/Choice nor Charters do not get our children away from Common Core and I thought that was the main issue. The Florida Supreme court has already ruled once against Vouchers being unconstitutional according to the state statutes. The legislature did it anyway and now they are back in court.

Politics did had its ugly hand in the last election when it came to education right down to the local boards. There is no love loss by me for the “Step Up For Student’s” and nor should there be for you. They are just another “cash cow” looking to fill coffers in the name of the “low-income” children. But they all have been playing the low-income game since 1965 and it never gets any better. Why? They all continue to use those children as scape goats rather encouraging them and laying out the world in front of them. Money does not buy good education!

Interesting the support of the voucher programs and like the Charter school mess, there is no one minding the store. There are so many scandals surrounding the McKay Scholarship program along with the legislation that was passed that even though a Private school is receiving Public taxpayer funds, they don’t have to abide by FOIA requests. So who is minding the stores?

David Figlio of Northwestern University, who has evaluated the scholarship program on an annual basis for the state – guess whose side he’s on. If he is being paid by the state, you need to look no further.

Some in Florida believe that in re-electing Scott he would be “thankful” and be willing to talk “dump the CCSS” completely. That is not going to happen. Not only is the man a businessman first and foremost, he never (even in his own lawsuit) faces his accusers nor answers questions about anything.

Although it was Charlie Crist and the Republican House & Senate that gave Florida the CCSS, the state would have been better off to elect Crist since the monopoly of republicans in Tallahassee would never have given Crist anything he wanted. They won’t give it to us either.

Nor will those in D.C. The republicans took charge of the House and Senate in ’94 and ’02 and exactly what did that give us?  Promises!

You are right if you think my faith in any politician has flown out the proverbial window and I still don’t understand why you put all of your faith in them rather than your own intelligence especially after they have lied to you so many times. Most should have been removed from their jobs at the local level already. You would have been!

They are ruining our children’s futures, actively working at creating the North American Union as a prelude to the New World Order and pushing your children into UN/UNESCO communist education .

As J. Edgar Hoover (FBI) stated at the time Eisenhower signed The Communist Control Act in 1954, “you are forcing the Communist Party movement to go underground” which is exactly what it did for a period of time. Once they realized no one was going to act on the ACT, they began to slowly surface through the building up of unions and control all over the country. We now even openly elect communists into elected offices.

I see this country as having been an expansive experiment – touched by the hand of God, implemented by Godly people and what do we have today? Nothing but scraps left – 97% of the people asleep or could care less. If you are sitting on the sidelines watching what politicians have done to this country with their egos and self-serving attitude it is truly a sad sight.

I sincerely hope more states are successful in gaining back the control of the education of their children and along with that the morals and values that were once the strong force behind this great country.

“Democracy attaches all possible value to each man; socialism makes each man a mere agent, a mere number. democracy and socialism have nothing in common but one word: equality. But notice the difference: while democracy seeks equality in liberty, socialism seeks equality in restraint and servitude and Democracy extends the sphere of individual freedom, socialism restricts it. Democracy attaches all possible value to each man; socialism makes each man a mere agent, a mere number”.    Alexis de Tocqueville  1848

0

# IN THE SHARK TANK!

I apologize for not having posted for a while, but there is so much happening in America let alone our world, the time for research and the time for writing seem to be waging this battle of their own.

As you know, from time to time I do share articles and papers written by those whom I trust and personally know. One such person is Karen Schoen – not only a dear friend and committed Patriot, but an ex school teacher who always has her eyes and ears out to pick up on the things that relate back to the education of our children. Such is this article called – In the Shark Tank!

COMMUNIST MANIFESTO SECTIONS RELATING TO EDUCATION & FAMILY:

17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.

18. Gain control of all student newspapers.

19. Use student riots to foment public protests against programs or organizations which are under Communist attack.

24. Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.

25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.

26. Present homosexuality, degeneracy and promiscuity as “normal, natural, healthy.”

27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity, which does not need a “religious crutch.”

28. Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”

29. Discredit the American Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis.

30, Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the “common man.”

31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the “big picture.” Give more emphasis to Russian history since the Communists took over.

32. Support any socialist movement to give centralized control over any part of the culture–education, social agencies, welfare programs, mental health clinics, etc.

40. Discredit the family as an institution. Encourage promiscuity and easy divorce.

41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

by Karen Schoen, Florida

Dear Americans:

This past weekend during one of our thunder storms, I had a few minutes to watch a show called  Shark Tank. I love to see the new, innovative ideas from future entrepreneurs…who get a chance to turn their dreams into reality.

I was horrified – as one entrepreneur after another displayed their business ideas – and NOT ONE understood the Cost Analysis that dictates Production!  No Balance Sheets or Projections Analysis are available to predict future expansion for their business Growth!

As a former teacher and business owner, the Red Flags went off in my head:

How can Business succeed – if Owners do NOT GRASP MATH?

It was then that I started tying the pieces together. Remember:

• Everything is connected
• Everything happens for a reason
• Nothing is random
• Everything is planned
• EVERYTHING IS A LIE

How does this work?  What are we not told?  What are the Results?

Remember – the ELITE ESTABLISHMENT GOALS:

• Money
• Power
• Control

What is the lowest common denominator that affects every American?

What is the one place that behavior modification can succeed?

If you answered SCHOOL and EDUCATION, you would be correct!

As a former student from “The New School of Social Research”  mentioned by Glenn Beck as the premier provider of psychological manipulation, let me explain how this works, and this is what I learned:

1. If you repeat something enough people will believe it to be true.  Emotional Values (aka LIES) can replace facts (aka TRUTH).
2. If you create scary things people will turn to government for answers. (aka Man Made Climate Control, CO2).
3. Each child is a commodity and is judged on their ability to produce. Any non-productive individual is a useless eater and can easily be discarded.  Individuality can not be tolerated, for individuals might question their government.  People MUST NOT TALK to each other. (aka group rights) keeping them divided by groups, religion and race makes it easier to strengthen the divide. (aka Separation of Church and State – which does not exist)
4. Everyone is addicted to something. If you control the addiction, you control the individual.  You can then group addicted people into groups and turn them against each other by withholding the addiction.
5. Promotion of Political Correctness aka censorship quiets constructive discourse.
6. School MUST replace family by using immorality, environment and emotion to replace fact and common sense.  AKA teach to the left brain (emotion) leaving out the right brain (fact / truth)
7. Indoctrinate – not educate (aka constant testing) to make sure that all answers fit the new behavior pattern.
8. Replace the ease of math with the confusion of math. Math is a universal language. anyone all over the world can communicate using the truth of math. Math is the one fact that must remain constant.
9. Interest, inflation, FED, Mortages Fraud, Trade Agreements, QE, National debt, Actual cost of waste, fraud and abuse, conservation, sustainable developments, outsourcing, DEBT are lost on a populace with no understanding of math.  Students are taught the one with the biggest debt wins because someone will work to pay off the debt, America needs illegals to pay off the debt.  JOBS are more important than SMALL BUSINESSES.
10. Elimination of CIVICS produces Experts (people getting government grants to produce the government desired outcome) who know more than you do because you are ignorant.  Experts should build, develop, manage.  You are too stupid.  All experts and stakeholders have a financial interest in your production, your private property and will “manage” it better than you.

Therefore if math is confused – the result is that communication, problem solving, logical thinking…and common sense are ELIMINATED.

Parents are not be able to help their children.

Children learn how “stupid” mom and dad are.

Children learn in grades K-12 that humans are the ENEMY of the Earth, that they are worthless, and their voice doesn’t count.

They are only important as part of the group (aka GROUPTHINK, like Nazi Germany).  Family is of no help, only the school can help. Students are only as good as their ability to work, and are coached to do more for less.

Social Justice indoctrinates that no one can own anything. Only the State can own property, because that is the only way to keep everything “fair” for all.

We must “redistribute wealth”  by taking from those who have – and give it to those who have not. Of course, you must not expect the Establishment to “share theirs” – only TAKE and SHARE what is YOURS.

This, of course, makes the Elite richer as they legally steal everything you own (by regulating you out of business) – for the fairness of all – in essence:  SHARED POVERTY!

“Transforming America” means DESTROYING the Constitution, God, our American culture, and Family – REPLACING it with Government, the UN, and School.

Nationalism, patriotism, and exceptionalism are key to America’s Survival.

Transformation eliminates America – in favor of the UN.

Mission accomplished in a Colorado district: AP History: CO school board member proposing ‘patriotic’

On November 4, YOUR vote can make a difference

Do you want an establishment follower of the same old, failed policies – presented by the same people who created this mess?

OR

DO YOU WANT TO USE YOUR VOICE and choose a leader who will tell you the truth, no matter how bad it is and will follow the Constitutional Rule of Law to find solutions protecting all Americans equally?

Who gives them donations are the people they will favor.

Do you want a voice – or will you leave your destiny to someone else?

3

# Common Core Stealing American History and Good Science

Deceit once again falls upon those behind the implementation of everything related to the Common Core Standards. Most recently released information about the new SAT test rules and the AP History and Science classes to be taught have some of this country’s highest ranking professors hair standing on end.

The fact the textbooks are already brushing over any American History prior to 1865 is disgusting enough. Ever since we learned about this I have said their objective in doing this is to “remove” our upcoming generation’s loyalty to this country. How can you have any loyalty to a country you know nothing about or what you are told is all negative in relationship to the founders and how and why things were carried out as they were.

Peter Wood, president of the National Association of Scholars, calls the new AP U.S. history framework “a briefing document on progressive and leftist views of the American past,” one which “weaves together a vaguely Marxist or at least materialist reading of the key events with the whole litany of identity group grievances.”

David Coleman and Sue Pimental were the writers of the Common Core Standards for English Language (ELA). They are actually called “The Common Core Standards for English Language Arts & Literacy in History, Social Studies, Science, & Technical Subjects.” This covers everything except Math and the Common Core Math Standards takes care of that.

David Coleman, the non-educator and the man Bill Gates (eugenist) found to use as the lead dummy in the push for the Common Core Standards is once again out there to take credit for not actually doing any work. No one is really clear as to what Coleman’s role was in the writing of the Standards since we know the actual lead writers were Sue Pimental (ELA) and Jason Zimba (Math). Coleman was on the team and seems to for some reason or other, to have been given the honor of being in name only “the architect” of the Common Core State Standards Initiative.

Having never taught a day of any type of education classes in his life, he has also taken a page from Obama’s book and never produced curriculum vitae for public viewing, but he does like to address the teaching of our children as if it is a very minor issue. While Bill Gates, Jeb Bush and their cronies continue to tell parents we need to give our children an education for the 21st century, they continue to give us trash curriculum and individuals who know nothing about education.

Zimba to his fame, in 2008 co-authored a paper with David Coleman about standards for the Carnegie Commission.

Pimentel’s name to fame is in 2006 2007, 2008, 2009, and 2011, Achieve paid Pimentel’s company, Sue Pimentel, Inc., Hanover, NH 03755, for “consulting.” Pimentel’s presence on the CCSS ELA committee and her close relationship with Achieve raise questions about the exact process for selecting work group members (and who did the selecting). Given that Achieve has an established set of “common benchmarks” for framing CCSS dating back to 2004, and given the presence of those “leading governors” on Achieve’s board, one can conclude that there was no objective (much less publicized) means of selecting CCSS work groups.

Pimentel is also the Vice-Chair and on the Executive Committee of the National Assessment Governing Board of which meets quarterly to make decisions including the subjects NAEP measures and the frameworks of assessments that students eventually take.

(It might interest my Florida readers that Florida Senator Anitere Flores is also serving on this board. Flores seems to be popping up everywhere as she is the Chief Executive Officer/President of Doral College, a private university run by the state’s largest for-profit charter school management company, Academica Charter School Consortium (Rep. Fresen).  Senator Flores had initially stated in accepting the position at Doral she would not run for re-election in 2012, but I guess she changed her mind because she is still in both positions along with sitting on Jeb Bush’s foundation FEE.)

I see a great deal of manipulative cronyism going on.

Unfortunately it appears giving our children an education in the 21st century entail’s  using Hitler “outcome based education” to dumb them down and at the same time take away all true and correct History information regarding America and filling their heads with Global Warming lies through Science. As parents we are supposed to just sit back quietly and accept these lies and distortions which are being taught to our children and all by the lead of men and women who have no idea what they are talking about except as “yes” men. Non Educator’s All!

Coleman, Ann-Margaret Michael (Coleman’s former assistant and current operations manager for Student Achievement Partners), and Jason Zimba were the founding board members of Michelle Rhee’s StudentsFirst, a lobbying advocacy organization for “standards driven” educational reform. Coleman’s tenure on the board of StudentsFirst ended when he joined the College Board in October 2012.

Michelle Rhee’s group after having caused the testing scandal in D.C. while she was serving as the superintendent of schools went on to support Jeb Bush and his push in the total endorsement of the Common Core State Standards (CCSS) through Student’s First.

Student Achievement Partners was founded by Coleman’s friend’s Sue Pimentel (leader of the ELA team) and Jason Zimba (leader on the Mathematics writing team).

Don’t you just love these “touchy feely” names they give these organizations to make you think they are really smart and care about your children? StudentsFirst, Student Achievement Partners, and Step Up For Students. And the way they all circle around to being on all these boards together.

We already know that polls increasingly show that as more Americans learn about the Common Core standards, they don’t like what they see. Hopefully, Americans will feel the same way as they learn more about how the new Advanced Placement (AP) U.S. History exam will decimate the teaching of traditional American history, turning it into a leftist view of an America that is based on identity politics rather than a Constitution meant to protect the rights of individual freedoms.

Conservative commentator Stanley Kurtz, a contributing editor for National Review Online, wrote about the secretive manner in which the AP U.S. History exam was rolled out as well as the significance of this new exam.

“We are witnessing a coordinated, two-pronged effort to effectively federalize all of American K-12 education, while shifting its content sharply to the left,” Kurtz states.

He explains that while the College Board under Coleman has put on a public display of a lengthy “framework” for the new AP U.S. History exam, that framework actually contains only a few sample questions.

“Sources tell me, however, that a complete sample exam has to be released, although only to certified AP U.S. History teachers,” Kurtz continues. “Those teachers have been warned, under penalty of law and the stripping of their AP teaching privileges, not to disclose the content of the new sample AP U.S. History exam to anyone.”

WHAT?  Why all the secrecy if everything pertaining to the CCS are so good and are going to create the world’s top 21st century technical guru’s. But then again, this is the same type of behavior we saw prior to the original release of the CCS with a blackout of all information relating to them.

Coleman’s major achievement of keeping Common Core from public and media scrutiny is extraordinary considering that the standards were developed by three private D.C. organizations: the National Governors Association (NGA), the Council for Chief State School Officers (CCSSO), and progressive education company Achieve Inc. All three organizations were privately funded by the Bill and Melinda Gates Foundation, along with your tax dollars and none of these groups are accountable to parents, teachers, students, or taxpayers in general.

In a March, 1997 article published by Dennis L. Cuddy, Ph.D. it states, “in March 1996 then N.C. Gov. Hunt and five other governors along with six CEO’s adopted a policy statement at the National Education Summit then calling for the states to establish internationally competitive standards, assessments tools and accountability systems within two years”. (Notice the presence of “leading governors” on the Achieve, Inc., board allows one to call Achieve a “state-led” organization and by the same token, one might also call Achieve a “business-led” organization since its board is also comprised of “business leaders.”)

It went on to say “the policy statement also indicated an entity called “Achieve” would be established to “measure and report each state’s annual progress in setting those standards.” Although the Standards would be “voluntary”, one of the CEO’s, IBM’s Lou Gerstner, Jr., said his company is the largest in North Carolina and companies could easily threaten not to open plants in states that didn’t comply”.

CORPORATE EXTORTION OVER EDUCATION STANDARDS? Well, we saw that come true in 2013 with the letter from CEO Tillison of ExxonMobil to the governor of PA Tom Corbett. Play our game or we’ll pull up our pants so to speak and leave your state. Goodbye!

In 2001, the Achieve board of directors included six governors and CEOs of six corporations. All six corporations were connected to the American Legislative Exchange Council (ALEC), a group now known for its model legislation in favor of the privatization of public education and its decision to reverse its anti-CCSS stance.

It certainly serves pro-CCSS purposes to conceal the “business-led” element of the governor-CEO, Achieve. Achieve is nothing more than a little ALEC and we certainly could have and should have called the CCSS “business-led”, but that would certainly not have been as effective as deceiving the populous with “state-led”.

In 2004 Achieve, Inc. created ADP, American Diploma Project which stated they had done two years of research to create the groundbreaking report entitled “Ready or Not:  Creating a High School Diploma That Counts. This is where benchmarking came from and with only 2 years of research but – ADP was formed and published this 2 years of research the same year.  ?????

Quick note:  Be careful when seeing former Governor Pawlenty’s name up for President or VP – he has been knee deep into the NGA (2008 Chair), CCSS, Achieve and ADP from their inception. In 2006, Pawlenty made the statement “the era of small government is over… I’m a market person, but there are certain circumstances where you’ve got to have government put up the guardrails or bust up entrenched interests before they become too powerful …the government has to be more proactive and more aggressive.”

In 2008 then Gov. Pawlenty led the National Governors Symposium in N.C. with former N.C. Gov. Jim Hunt. The NGA produced that year:

• High, rigorous standards are the foundation of a strong education system. Content standards specify the knowledge and skills that students need at each grade level. These standards must be supported by an aligned and clearly articulated system of curriculum, assessments, teacher preparation and professional development, textbook selection and appropriate supports for students.

And by the way, Pawlenty in 2008 was also the vice-chair of the Achieve board of directors and in 2009, he became co-chair. In 2009, Achieve received \$20.9M from the Gates Foundation, \$2M from the Carnegie Foundation, and a combined \$2.6M from five ALEC corporations (GE, Prudential, Nationwide, Lumina, and State Farm). There are many questionable actions on this one’s part.

And if you know nothing about Jim Hunt, Jeb Bush’s new best friend, go here and scroll down to “Truth About Former Governor Jim Hunt.

There is still no official information about who selected the individuals to write the Common Core standards. None of the writers of the Math and English Language Arts standards have ever taught Math, English, or Reading at the K-12 level. In addition, the Standards Development Work Groups did not include any members who were high school English and mathematics teachers, English professors, scientists, engineers, parents, state legislators, early childhood educators, and state or local school board members.

“This is clearly an effort to silence public debate over these heavily politicized and illegitimately nationalized standards,” writes Kurtz. “If the complete sample test was available, the political nature of the new test would become evident. Public scrutiny of the sample test would also expose potential conflicts between the new exam and existing state standards.”

Another deception observed by Kurtz is the College Board’s claim that the highly controlled new framework for AP U.S. History can be adapted according to the preferences of individual states, school districts, and teachers. Of course, if they want their students to pass the Common Core-aligned tests, their best bet is to choose Common Core-aligned textbooks and lesson plans, which mean content will be coming from those.

As I have mentioned previously, even Charter schools are Common Core aligned. Charter schools supported by Hillsdale College and Great Heart Charter Management will tell you they are providing your child with a Classical education. Now how can that be since the curriculum and textbooks they are using are Common Core aligned?

You just cannot have it both ways. Seems everyone has gotten adapt to “double-speak”.

While it is true that the new AP framework allows teachers to include their own examples, the framework “also insists that the examples must be used to illustrate the themes and concepts behind the official College Board vision.” Now we are back to square one.

Kurtz observes:

The upshot is that James Madison, Thomas Jefferson, and the other founders are largely left out of the new test, unless they are presented as examples of conflict and identity by class, gender, race, ethnicity, etc. The Constitution can be studied as an example of the Colonists’ belief in the superiority of their own culture, for instance. But any teacher who presents a full unit on the principles of the American Constitution taught in the traditional way would be severely disadvantaging his students. So while allowing some minor flexibility on details, the new AP U.S. History framework effectively forces teachers to train their students in a leftist, blame-America-first reading of history, while omitting traditional treatments of our founding principles.

In regard to the Science Standards, John Casey, former White House space program advisor, consultant to NASA Headquarters, and space shuttle engineer has written an article “Teaching Our Children Bad Science” and gives five negatives to the CCS Science:

• These areas for teaching our children are so deeply flawed as to raise concerns about how other sections in the proposed curriculum standards were developed.
• Use of Invalid and Disproved Science
• Standards Are Based on False Assertions of Mankind’s Impact on Climate Change
• Specific Standards Sections on Climate Should Be Removed Completely
• These Climate Standards Do Not Reflect the Most Important Factors in Climate Change

At the end of 2013, Citizens for Objective Public Education, Inc. (COPE) filed suit in federal court against the Kansas State Board of Education and the Kansas State Department of Education to enjoin implementation of science standards designed for all students in the US.

The Complaint alleges that the Kansas Board’s adoption on June 11, 2013, of A Framework for K-12 Science Education and the Next Generation Science Standards (the F&S) “will have the effect of causing Kansas public schools to establish and endorse a non-theistic religious worldview” in violation of the First and Fourteenth Amendments to the U.S. Constitution.

Rather than objectively informing children about these questions in an age-appropriate manner, the Science Standards lead them “to answer the questions with only materialistic/atheistic answers.”

This indoctrination is driven by the use of a concealed Orthodoxy (or doctrine) called methodological naturalism or scientific materialism.  The Orthodoxy requires that explanations of the cause and nature of natural phenomena may only use natural, material or mechanistic causes, and must assume that teleological or design conceptions of nature are invalid.

Just the very fact that ever since our children began being filled full of “Global Warming” a common practice has been to refer to nature as Mother Earth or Gaia. If you remember two years ago Earth Day was changed to Mother Earth Day – they are teaching our young children to worship the earth and that the earth and animals are more important than humans. Brainwashing!

The Gaia hypothesis, named after the Greek goddess Gaia is also known as the Gaia theory or Gaia principle, which proposes that organisms interact with their inorganic surroundings on Earth to form a self-regulating, complex system that contributes to maintaining the conditions for life on the planet. Topics of interest include how the biosphere and the evolution of life forms affect the stability of global temperature, ocean salinity, oxygen in the atmosphere and other environmental variables that affect the habitability of Earth.

Gaian’s of which they call themselves have infiltrated every level of power within the  United Nations. This is part of the UN’s Sustainable Development planned teaching –   “The goal aims to have the UN recognize the Earth as a living entity that humans have sought to “dominate and exploit” —” The direct opposite of what the Bible  teaches, namely, that man is to dominate the earth and all creatures on it.

If you go to this link you will see Gaia is depicted all the way from a monstrous woman covered in greenery, to a sexy woman laying in the forest, to a medieval goddess floating on air to a pregnant women showing the earth in her womb – let your imagination fly when you are depicting lies.

Absolutely nothing about the Common Core Standards, College Board, NGA, CCSO, Achieve, United Nations, Bill Gates, Jeb Bush, Bill Clinton, Al Gore and all their cronies is good for our children.

And don’t forget the changes to the SAT’s! The College Board has chosen to release information in a less than straightforward manner, as usual. David Coleman has learned well how to “double-speak” information especially when it pertains to our children. The “sleight of hand” statements are carefully stated using those politically correct words, but there does exist a document entitled, “Specifications for the Redesigned SAT.” I guess we will just have to wait until March 2015 for all the gory details. To understand some of the things going on with the SAT’s you can go here.

Two last things – always remember the actual motives behind the implementation of Charter schools – they carry a large share of lies and scandals themselves.

And lastly maybe this should be a requirement for all state and local school board members BEFORE they are elected to office – make them have to take whatever tests are presented in their states that the children have to take whether they are from PAARC, SBAC or AIR and publish their scores. I bet over 90% of them would fail.

It might interest the reader’s to know that almost every person noted here or serving on these Corporations/Foundations/Association’s not only support the Common Core but they highly support Charter schools and Vouchers. Have you heard or understood a word I have said to you about the meaning behind those two?  There are coming after your children!