Education Down

The Liberals in California have effectively done away with Education, they just don’t know it yet. They were too busy with their touchy-feely feel good equality to notice.

SB 172, Liu. Pupil testing: high school exit examination: suspension.

This bill would suspend the administration of the high school exit examination and would remove the high school exit examination as a condition of receiving a diploma of graduation or a condition of graduation from high school for each pupil completing grade 12, for the 2015–16, 2016–17, and 2017–18 school years. The bill would, until July 31, 2018, require the governing board or body of a local educational agency, as defined, and the State Department of Education on behalf of state special schools, to grant a diploma of graduation from high school to any pupil who completed grade 12 in the 2003–04 school year or a subsequent school year and has met all applicable graduation requirements other than the passage of the high school exit examination.

Regardless of any performance or no performance at all, you get a HS Diploma no matter what.

So doesn’t that make Education and Teachers superfluous?

If they get it no matter what what incentive is their to even study, to learn, ANYTHING?

What incentive is their to teach anything if no matter what they get the Diploma anyhow?

And further more, if you flunked out in the last 11 years (back to 2004), you retroactive get it anyways.

So go forth you ignorant masses and collect your $15/hr job (“that is only fair”), your free college tuition, your free phone, cable. Who cares!

The “rich” will pay for it all and you don’t have to do anything to earn it!

As the late Chicago columnist Mike Royko said as far back as 1979, “If it babbles and its eyeballs are glazed, it probably comes from California.”

The Granola State, what isn’t fruits & Nuts is flakes!

high school students will no longer have to actually pass high school to receive a diploma. This takes the participation trophy concept to a new disgusting low.

Just show up and you win. Eventually, they’ll figure out they don’t even need to show up because if it’s guaranteed regardless why bother.

THe irony of them holding the ultimate winner-and-loser game this coming year, The Super Bowl, is just just that, lost on them. In their fervent hate of competition and “winner and losers” they have created the ultimate destruction but it “feels good”.

Nothing could epitomize Liberalism better.

Sen. Carol Liu, D­-La Cañada Flintridge, who authored the bill, initially introduced the bill because the exit exam is not aligned with new Common Core standards.

Meaning they were failing even the Obama Administrations own handpicked “standards” so in true Liberal fashion they just threw the baby out with the bat water!

It was later amended to remove the exit exam as a requirement for graduation for students who still hadn’t passed because they no longer had an opportunity to take the test.

The poor dears. 🙂 It’s so unfair!

How can businesses properly evaluate prospective employees when “high school diploma” is required if it is essentially meaningless? Who does this actually help? Certainly not the students who “graduated” without mastering any basic skills.

Well, Corporate America is the spawn of the Devil anyways, isn’t it? Full of greedy,misogynistic, bigoted, white people!!

Everyone should make at least $30,000 a year no matter what! Life must be fair for everyone, right? 🙂

But you can bet there will be a ginormous outcry when companies looking for entry-level employees start requiring application exams to determine if candidates can actually read and write beyond the 8th grade level.

That’s discrimination, and probably racism, me old son. That’s just not “fair”.

So why stop at high school diplomas? Who needs a college degree? Why require physicians, accountants and lawyers to take exams to prove their knowledge? Or is California simply admitting its public education system is so worthless that a diploma from one of its high schools is as well?

Well, a huge number of kids graduate who can’t read the damn thing right now anyhow.

It is terribly disheartening to see this nation, step by step, lose all appreciation for achievement and excellence.(alan west)

But it’s only “fair” and it make everyone “feel good”. Competition is bad. Excellence is too hard and too unfair.

Veronica Steele, a 27­-year­-old who received a certificate of completion from Rio Linda High, which is near Sacramento, said she was also excited after learning she will now be able to get her diploma and pursue a career as a veterinary technician. Failing the exam and not graduating, she said, negatively affected her.

“It shot my confidence,” she said. “I lost complete self esteem because of that test and now that I’m going to get my diploma, it feels like a weight’s being lifted off my shoulder.” (edsource)

Thank you, Governor Moonbeam for making my dreams come true! 🙂

nothing. The test is hardly complex. The math test, for instance, only covers 8th grade-level material and can be passed if students answer 55 percent of questions correctly. About 80 percent of California high schoolers take and pass it on their first try while in the 10th grade, and overall passage rates for the class of 2014 were above 97 percent.

But poor Veronica has been saved from a life of humiliation and self-destruction where she could pass a test with an E but now doesn’t have to.

That’s the kind of Vet Tech I want working on animals! 🙂

And don’t aspire to greater things because it requires a State License and that’s another evil test you might fail and suffer crushing self-esteem issues…

CARVTA: To be eligible to take the RVT (Registered Veterinary Tech) licensing examination, a candidate must meet the requirements of one of three eligibility categories:  (for now) 🙂  It’s so unfair and unequal!

  • 1. Graduate from, at minimum, a two-year curriculum in veterinary technology in a college or other post-secondary institution approved by the California Veterinary Medical Board (VMB). (Generally an AVMA approved school) or complete a program or curriculum that has been deemed “equivalent” to a two-year approved program by the VMB (California approved school). *  (even if you have a HS Diploma regardless 🙂 )
  • 4. Licensed, certified or registered as an RVT in another state (or in Canada) and have taken an examination determined by the VMB to be equivalent to the California RVT examination and have at least 4416 hours of directed clinical practice in no less than 24 months under the direct supervision of a licensed veterinarian. *  (and I bet it takes more than 55%!! to pass!)
  • 5. Complete a combination of at least 4416 hours of directed clinical practice in no less than 24 months under the direct supervision of a California-licensed veterinarian and 300 hours (or 20 semester or 30 quarter units) of specific education. (This is the Alternate Route). **

Other Requirements for Licensure

In addition to meeting the requirements of one of the above eligibility categories, candidates must be:
1. At least 18 years of age
2. Fingerprinted (live scan) prior to licensure
3. Free of convictions for crimes substantially related to the practice and duties of an RVT. (Anyone who has any convictions should contact the VMB to be sure they will be eligible.)

So no #BlackLives Matter convictions, DUI, riots, etc bec a good little liberal robot… 🙂

We would never have become the most powerful nation on earth without demanding high standards from ourselves, our countryman and our leaders. But clearly it no longer matters. Lying and criminal behavior no longer disqualify anyone from the presidency, so who cares about something as trivial as high school diploma?

If you don’t believe this is just the tip of the moral decline iceberg, here’s another disturbing law just passed:

AB 329: Makes participation in sex education courses mandatory for students unless parents opt-out, would also inculcate the teaching of a fluid gender identity

“Fluid gender?” I suppose that’s separate to the “gender fluids” discussed in the sex education course. Sorry. Couldn’t help myself.

AB 359: Forces stores to keep employees for at least 90 days so they cannot be fired as a result of buyouts or mergers;

Because that’s just not “fair” and the greedy corporate bosses…I mean really… 🙂

AB 1014: Will permit family members to obtain a restraining order to keep relatives who might commit gun violence from owning a gun;

I am trying to find the humor in all of this because it’s all so terribly sad. (Michelle Hickford)

Who needs to do anything but sit back, enjoy life and let the government take care of you, you ignorant Matrix-style moron. They just hand you everything you need so why strive for anything better. It’s too “unfair” and too “hard” so why bother.

Just vote for us to take it from those greedy others. They can’t object without being bigots, racists or intolerant anyways. 🙂

About 249,000 students, or 6 percent of test­-takers, could not pass the test before the end of their senior year since it became a graduation requirement for the class of 2006. It’s unclear how many of these students did not receive diplomas only because they failed the test, and how many wouldn’t have graduated anyway because they also lacked enough credits, or did not meet grade requirements.

The new law also calls for the state to suspend the exit exam in the 2015-16, 2016­-17 and 2017­-18 school years and to eliminate it as a graduation requirement during that time. Meanwhile, lawmakers and educators will determine if the state should create a new version of the test that’s aligned with the Common Core State Standards, or eliminate it altogether as a graduation requirement in the future. (edsource)

So by 2018 when Governor MoonBeam is up for re-election…. 🙂

It’s just so unfair. 🙂

Political Cartoons by Steve Breen

 

 

Old White Dude

Obama’s Common Core Government Overlord education requires it, but a California educator feels there is no value in an old white male writer from 400 years ago. So what if he’s regarded as the greatest playwright in history. He’s British, He’s old, irrelevant, but mostly he’s just white.

William Shakespeare!

By Dana Dusbiber

Luther Burbank High School, the largest urban high school in Sacramento, Calif. (read: non-white majority).

I am a high school English teacher. I am not supposed to dislike Shakespeare. But I do. And not only do I dislike Shakespeare because of my own personal disinterest in reading stories written in an early form of the English language that I cannot always easily navigate, but also because there is a WORLD of really exciting literature out there that better speaks to the needs of my very ethnically-diverse and wonderfully curious modern-day students.

I do not believe that I am “cheating” my students because we do not read Shakespeare. I do not believe that a long-dead, British guy is the only writer who can teach my students about the human condition. I do not believe that not viewing “Romeo and Juliet” or any other modern adaptation of a Shakespeare play will make my students less able to go out into the world and understand language or human behavior. Mostly, I do not believe I should do something in the classroom just because it has “always been done that way.”

That’s why you have to be creative, not politically correct.

I am sad that so many of my colleagues teach a canon that some white people decided upon so long ago and do it without question. I am sad that we don’t believe enough in ourselves as professionals to challenge the way that it has “always been done.” I am sad that we don’t reach beyond our own often narrow beliefs about how young people become literate to incorporate new research on how teenagers learn, and a belief that our students should be excited about what they read — and that may often mean that we need to find the time to let them choose their own literature.

I was an English major. I am a voracious reader. I have enjoyed reading some of the classics. And while I appreciate that many people enjoy re-reading texts that they have read multiple times, I enjoy reading a wide range of literature written by a wide range of ethnically-diverse writers who tell stories about the human experience as it is experienced today. Shakespeare lived in a pretty small world. It might now be appropriate for us to acknowledge him as chronicler of life as he saw it 450 years ago and leave it at that.

She lives in a very small, politically correct world herself. 🙂

What I worry about is that as long as we continue to cling to ONE (white) MAN’S view of life as he lived it so long ago, we (perhaps unwittingly) promote the notion that other cultural perspectives are less important. In the 25 years that I have been a secondary teacher, I have heard countless times, from respected teachers (mostly white), that they will ALWAYS teach Shakespeare, because our students need Shakespeare and his teachings on the human condition.

So I ask, why not teach the oral tradition out of Africa, which includes an equally relevant commentary on human behavior? Why not teach translations of early writings or oral storytelling from Latin America or Southeast Asia other parts of the world? Many, many of our students come from these languages and traditions. Why do our students not deserve to study these “other” literatures with equal time and value? And if time is the issue in our classrooms, perhaps we no longer have the time to study the Western canon that so many of us know and hold dear.

Why not show the commonality instead of the division? Because you’re a Liberal, that’s why…

Here then, is my argument: If we only teach students of color, as I have been fortunate to do my entire career, then it is far past the time for us to dispense with our Eurocentric presentation of the literary world. Conversely, if we only teach white students, it is our imperative duty to open them up to a world of diversity through literature that they may never encounter anywhere else in their lives. I admit that this proposal, that we leave Shakespeare out of the English curriculum entirely, will offend many.

Open up white students to “diversity” aka Liberal White guilt and Political correctness. But black kids, teach them that anything deemed “white” is not relevant to their lives.

Now that’s “education”! 🙂

But if now isn’t the time to break some school rules and think about how to bring literature of color to our student’s lives, when will that time be?

Let’s let Shakespeare rest in peace, and start a new discussion about middle and high school right-of-passage reading and literature study. (WP)

You can do both, but it won’t fit into your Politically Correct, White-Hate agenda though. You have limited yourself and your students to your own narrow definition of “reality” and that is not what a teacher should do.

The fact that any English teacher would remove him from the syllabus because of some haphazard, white-guilt notion that analyzing his works in class will somehow make Asians, Blacks, Hispanics, or other students of color could get depressed, or feel bad about themselves sounds like a pretty awful reason. I think Dusbiber (perhaps unwittingly) is overthinking this issue. Yet, with liberals, everything is political. That fetish of landing on the right side of history has placed Shakespeare in the crosshairs–at least with this teacher.

Matthew Truesdale, an English teacher at Wren High School in Piedmont, S.C. had this response… (WP)

Dana Dusbiber does a disservice to teachers and particularly those of us who teach English when she makes the argument that Shakespeare should be left to “rest in peace.”

Ms. Dusbiber is frustrated by the narrowness of the Western canon and by the expectation that high school students read Shakespeare.  But that expectation is not a new one.  Hamlet, Macbeth, and Romeo and Juliet have been staples of any high school English curriculum for years upon years.  I prefer Othello, so I teach that.  But I don’t do it because I feel beholden to any set of expectations or standards–I do it because I want my students to have the experience of reading it…that’s it, and that’s all.

I often tell my students that one of the main reasons to read a Shakespeare play is simply for the privilege of telling others you’ve read a Shakespeare play.  In certain arenas, being able to carry on even a brief conversation about a plot point from King Lear is important and can give one credibility. I also think it’s a neat little thing to see something in a movie, another book, or even (gasp!) real life, and think, “Hey—this reminds me of that scene in Hamlet when…”

But my complaint Dusbiber’s post is this:  She argues that her students shouldn’t have to read Shakespeare because other literature “better speaks to the needs of my very ethnically-diverse and wonderfully curious modern-day students.”  She then goes on to write that it might be “appropriate to acknowledge him as a chronicler of life as he saw it 450 years ago and leave it at that.”

So what Shakespeare wrote 450 years ago is not applicable to her teaching today?  Ethnically diverse students don’t foolishly fall in love and over-dramatize every facet of that experience?  Or feel jealousy or rage?  Or fall victim to discrimination?  Or act desperately out of passion?  To dismiss Shakespeare on the grounds that life 450 years ago has no relation to life today is to dismiss every religious text, every piece of ancient mythology (Greek, African, Native American, etc.), and for that matter, everything that wasn’t written in whatever time defined as “NOW.” And yes– Shakespeare was in fact a white male. But look at the characters of Othello and Emila (among others), and you’ll see a humane, progressive, and even diverse portrayal of the complexities of race and gender.

If Ms. Dusbiber doesn’t want to teach Shakespeare or doesn’t like Shakespeare or thinks Shakespeare is too hard for her students, then fine…let that be her reasoning.  Any teacher, myself included, has made decisions to switch out texts based on any number of factors.

What she really seems to be saying is that no one should read anything that isn’t just like them, and if that’s her position as an English teacher, then she should maybe consider a different line of work.

But then she’d be a poor Liberal “example” then. (Alinsky rule: Rule 2: Never go outside the experience of your people.
The result is confusion, fear, and retreat.)

Shakespeare is more than just a “long dead British guy,” and I believe he has much to teach us about the modern human condition. When the general Othello, who has lived a life full of valor and who has had experiences far beyond and far greater than those of his men, still falls victim to Iago’s head games for no other reason than that he is different, an other, and can’t quite forget that, no matter his accomplishments, we empathize precisely because we’ve been there. Most of us have felt insecurities that come not because we can’t succeed or haven’t succeeded, but that instead come because of how we are seen and judged.

Also–where does it say that we can’t teach Shakespeare AND oral African tradition?  In fact, why not work to draw links between the two? And should we only read authors that look like us and have experiences like us?  Or for that matter, does a commonality in skin color mean a commonality in experience? I teach at a rural South Carolina school with a mostly white population—should I only teach white authors? Will all of my white students feel an immediate kinship to Faulkner or Hemingway to Twain?  Will all of my female students see themselves perfectly in the characters of Flannery O’Connor? Will all of my black students read A Raisin in the Sun and immediately connect to the desperation and inner turmoil of Walter Younger?  Obviously not.

Ms. Dusbiber’s argument is largely reductive, and it turns the English classroom into a place where no one should be challenged or asked to step out of their comfort zone, where we should not look beyond ourselves.

I, however, think English class is the perfect place to push and prod and even piss off students sometimes, and I can’t do that if I’m only ever holding up a mirror. Windows are good, too.

But that would be politically incorrect. White people are evil. White males, doubly so.

So the world of Liberal education is about contraction of ideas so that you don’t stray from the Politically Correct path.

Be afraid. Be very afraid. They have your young. They have your future in their hands.

Political Cartoons by Glenn McCoy
Political Cartoons by Bob Gorrell
Political Cartoons by Glenn McCoy

Civics

PHOENIX (AP) — Arizona became the first state in the nation on Thursday to enact a law requiring high school students to pass the U.S. citizenship test on civics before graduation, giving a boost to a growing nationwide effort to boost civics education.

Full Disclosure: I have a Degree in Education from Arizona State (but I’m not a teacher-Long Story) 🙂

Both the Arizona House and Senate quickly passed the legislation on just the fourth day of the legislative session, and newly elected Republican Gov. Doug Ducey signed it into law Thursday evening.

The swift action in Arizona comes as states around the country take up similar measures. Arizona’s law requires high school students to correctly answer 60 of 100 questions on the civics portion of the test new citizens must pass.

60% in my day was a fail. But I wonder how long it will be before the NEA starts screaming about this and the Liberals start whinging on about “self-esteem” of anyone who’d fail this test.

There was this test called “AIMS” that was also supposed to do this kind of thing. But the minutes someone failed the test and didn’t graduate their was much liberal whinging and lawsuits and “activists” everywhere complaining about “poor kids” (idea being that poor kids in poor schools get a poor education due to funding–no responsibility is taken by the schools, administration or the teachers for the outcomes).

2006: The William E. Morris Institute for Justice, the Arizona Center for Law in the Public Interest and Phoenix attorney Jeremy Butler, filed a class action lawsuit, Espinoza v. State of Arizona, in the Superior Court in Maricopa County against the State of Arizona, the State Board of Education and Tom Horne, the Superintendent of Public Education. The lawsuit is filed on behalf of all students in the Class of 2006 and each succeeding senior class who have met or will meet all the requirements for graduation by the end of their senior year, except they have not passed the AIMS test. The class includes poor students, ethnic and minority students and current and previous English Language Learners.

The Class of 2006 is the first class to have to pass AIMS in order to graduate and receive a diploma. As of December 2005, approximately 10,000 students had not passed the AIMS test.

After a three week bench trial, the court ruled against plaintiffs in September 2008.

But they watered it down to mush anyways.

2013: AIMS will be replaced with the new test for third- through 10th-graders in the 2014-15 school year. An 11th-grade test should roll out the following year. One exception is for science, which will continue to use AIMS for now.

On Thursday, Gov. Jan Brewer signed into law a bill that erased AIMS as a graduation requirement.

The New one, Common Core – By King Barack Obama! 🙂

Mind you the only reason they’d fail is because the Teachers aren’t teaching properly in the first place. After all, Liberal socialist indoctrination and “entitlements” are far more important than civics. Gay Pride, Evil White People, and how wonderful socialist “equality” is, and condoms on bananas are more important than understanding Civics.

After all, if you truly understood, then you’d know badly you’re getting screwed, and we can’t have that now can we? 🙂

The test is being pushed nationally by the Arizona-based Joe Foss Institute, which has set a goal of having all 50 states adopt it by 2017, the 230th anniversary of the U.S. Constitution. The institute says legislatures in 15 states are expected to consider it this year.

Opposed by the NEA no doubt.

The Foss Institute, whose motto is “Patriotism Matters,” has created a civics institute to promote the test to state legislatures as a way to increase the understanding of basic government by students, with the hope they will be better prepared to be engaged citizens.

But Liberals want socialist sheep to sheer.

Institute president Frank Riggs, a former California congressman who ran for Arizona governor as a Republican last year, said the testing initiative seeks “to ensure the delivery the very basics civics education that every high school graduate should have.”

Joe Foss is a former South Dakota governor and won the Medal of Honor during World War II. He died in 2003.

The North Dakota House of Representatives overwhelming approved the same measure Thursday.

The Arizona law requires students to correctly answer 60 of 100 test questions before they can earn a high school or GED diploma starting in the 2016-2017 school year.

So the NEA better start teaching to the test immediately.

Critics question whether the test, which relies on memorization, is the best way to engage students in civics education.

Well, memorization is used everywhere else, including memorizing incorrect facts about the Founding Fathers and slavery, and history in general.

It’s called “I barf it at you and you barf it back at me on the test” and we both call each other “smart”.

Ducey had urged the Legislature to make the civics test the first bill to hit his desk as governor. He said studies show that students don’t know enough about basic government to grow into effective citizens.

But Liberal don’t want effective citizens, they want moaning, unmotivated, brainless sheep.

Former U.S. Supreme Court Justice Sandra Day O’Connor, an Arizona native, has supported the initiative. She’s made civics education a prime focus in recent years.

Republican Arizona Senate Majority Leader Steve Yarbrough, sponsoring the bill in his chamber, said that “requiring that students pass this test is not by any means a silver bullet, but I think is a step, a small step forward.”

“And I think we need to encourage the people of America to become more aware of the values of America,” Yarbrough said.

Wow! That’ll piss of The Democrats for sure!

A Democratic senator who opposed the bill, David Bradley, said the test would do nothing to make good citizens.

“My point now is tests don’t make citizens, citizens are tested by their actions,” Bradley said.

Nice platitude. Is that why the Democrats control NO branch of government in this state? Just sayin… 🙂

Joe Thomas of Mesa, a high school government teacher, said he was concerned that having students take a 100-question test would take up an entire class period and will not be an effective way of getting students engaged in civics. He said the test is will require rote memorization rather than something that promotes critical thinking.

Yeah, a class on how evil white people crushed the Native Americans and how evil white people run the government “unfairly” is such a better idea.

“The interest is promoting civics and we want to see students engaged,” Thomas said. “I don’t know if a test engages students.”

Yeah, let’s break out the condoms!

http://en.wikipedia.org/wiki/Whiteness_studies

‘Nuff said?

Political Cartoons by Steve Kelley

 

Political Cartoons by Ken Catalino

White Common Core

“The reason why I helped write the [Common Core] standards and the reason why I am here today is that, as a white male in society, I am given a lot of privilege that I didn’t earn,” said Dr. David Pook at the New Hampshire Institute of Politics.

The irony here is that this self-professed “privileged white male” teaches at an expensive school for the white privileged and that the Common Core standards he helped design are not good enough for his students.

Consider these recent news stories on the controversial curriculum:

Unsurprisingly, the Derryfield School where Pook teaches considers the Common Core standards “inferior” and doesn’t use them.

Pook has said: “As a white male in society, I’m given a lot of privilege I didn’t earn.  And, as a result, I think it’s really important that all the kids get an equal opportunity to learn how to read.” (CNS)

Just don’t think politically incorrect thoughts.

No indoctrination here…Move along… 🙂

In case you missed it over the long holiday weekend, in an attempt to prove “white privilege” is a thing, notorious race-baiter, former boarding school student, privileged first-class flyer and MSNBC host Toure said surviving the holocaust is a result of “the power of whiteness.”

He gets pummeled and blames it on 140 character limit on Twitter. I doubt the longer dissertation on this would have improved it any.

Imagine if a Conservative said this?

Nope, no hypocrisy here. 🙂

More on this, this weekend.

148987 600 Show of Force cartoons

 

148535 600 Govt Health Care cartoons

Common Core

Cass Sunsteen “Regulatory Czar” for Obama is the author of this, Be Afraid:

Suppose that an authoritarian government decides to embark on a program of curricular reform, with the explicit goal of indoctrinating the nation’s high school students. Suppose that it wants to change the curriculum to teach students that their government is good and trustworthy, that their system is democratic and committed to the rule of law, and that free markets are a big problem.

You don’t have to, it’s called “Common Core” and it was authored by the very Progressive Liberals Mr Sunsteen is a party to.

Will such a government succeed? Or will high school students simply roll their eyes?

Questions of this kind have long been debated, but without the benefit of reliable evidence. New research, from Davide Cantoni of the University of Munich and several co-authors, shows that recent curricular reforms in China, explicitly designed to transform students’ political views, have mostly worked. The findings offer remarkable evidence about the potential influence of the high school curriculum on what students end up thinking — and they give us some important insights into contemporary China as well.

AND PROGRESSIVE ORWELLIAN LIBERAL DEMOCRATS…

Here’s the background. Starting in 2001, China decided to engage in a nationwide reform of its curriculum, including significant changes in the textbooks used by students in grades 10, 11 and 12. In that year, China’s Ministry of Education stated that education should “form in students a correct worldview, a correct view on life, and a correct value system.”

The reforms, implemented a few years later, had six major goals:

1. Students should learn about, and value, Chinese “democracy” and political participation.

2. Students should learn about the importance of the rule of law for legitimizing the Chinese government.

3. Students should study the “Three Represents” ideology set out by Jiang Zemin, who served as China’s president from 1993 to 2003. The idea of the “Three Represents” is to extend political influence to people who were traditionally excluded from power under communism, but who are important to the nation’s socioeconomic success (such as managers and employees working for private business).

4. Students should understand the limits of free markets, and should form a positive view about China’s distinctive approach to the economy.

5. Students should be conscious of environmental issues.

6. Students should develop an appreciation for the diversity of ethnic heritages in China, and the Han majority should not have discriminatory views about minorities.

Sound Familiar?? 🙂

Because different provinces adopted the new curriculum at different times, Cantoni and his co-authors were able to isolate its effects on students’ views. They surveyed almost 2,000 Chinese university students, many of whom studied under the new curriculum, but many of whom did not.

The crucial finding from the study is that the new curriculum greatly affected students’ thinking. They became more likely to count the Chinese political system as democratic. They displayed a higher level of trust in public officials. They were more skeptical of free markets, and more likely to reject the view that a market economy is preferable to any other economic system. They were more likely to want to extend political influence to groups outside of the Chinese Communist Party.

On two questions, however, the curricular reforms failed. Students didn’t become more favorably disposed toward environmental protection. They were not more likely to give the environment priority over economic growth, and they were not more willing to give up some of their income to protect the environment. Nor was there a significant change in the attitudes of Han Chinese students (the majority) toward minorities.

Give them time. It’s taken Liberals in this country several generations…

These findings raise a host of questions. Why were the last two reforms unsuccessful? It is reasonable to speculate that in recent years, Chinese students have been concerned above all about economic growth and therefore were less willing to want to focus their attention on environmental protection. With respect to minorities, the students’ beliefs appear to be deeply engrained, and essentially impervious to curricular influences.

Notwithstanding the two failures, it is striking, and somewhat ominous, that government planners were able to succeed in altering students’ views on fundamental questions about their nation. As Cantoni and his co-authors summarize their various findings, “the state can effectively indoctrinate students.” To be sure, families and friends matter, as do economic incentives, but if an authoritarian government is determined to move students in major ways, it may well be able to do so.

 

Is this conclusion limited to authoritarian nations? In a democratic country with a flourishing civil society, a high degree of pluralism, and ample room for disagreement and dissent — like the U.S. — it may well be harder to use the curriculum to change the political views of young people. But even in such societies, high schools probably have a significant ability to move students toward what they consider “a correct worldview, a correct view on life, and a correct value system.” That’s an opportunity, to be sure, but it is also a warning.

Wise parents should think twice about enrolling their children in government schools. And if they do, they should keep close tabs on what they’re being taught.

Reading, writing and arithmetic are not as important anymore in many classrooms.

Learning the evils of private ownership and “white privilege” are the main lessons they want children to learn.

P.s From The Politically Correct BBC:

They edited the word “girl” out as viewers might take offensive from a program re-broadcast.

Critics, however, attacked the move. Tory MP Philip Davies, who sits on the Commons culture, media and sport committee, said: ‘They are finding offence where none is taken or intended.

A BBC spokesman said: ‘Mark didn’t mean to cause offense. But the word “girl” was taken out just in case it did.’

‘We are going to end up in a situation where nobody is going to dare say anything lest some politically correct zealot deems it offensive.’

Already there, you “racist”, “homophobe”  “extremist” “teabagger” of “white privilege”. 🙂

And the state teaches you from The Ministry of Truth’s  approved “common” State Handbook.

Ah, 1984, it seems like only yesterday…

 

Read The Union Label

Political Cartoons by Glenn Foden

 

Of all the cynical frauds of the Obama administration, few are so despicable as sacrificing the education of poor and minority children to the interests of the teachers’ unions.

Attorney General Eric Holder’s attempt to suppress the spread of charter schools in Louisiana was just one of the signs of that cynicism. His nationwide threats of legal action against schools that discipline more black students than he thinks they should are at least as damaging.

Charter schools are hated by teachers’ unions and by much of the educational establishment in general. They seem to be especially hated when they succeed in educating minority children whom the educational establishment says cannot be educated.

Apparently it can be done when you don’t have to hire unionized teachers with iron-clad tenure, and when you don’t have to follow the dogmas in vogue in the educational establishment.

Last year, there was an attempt to shut down the American Indian Model Schools in Oakland, California — schools that had been ranked among the top schools in the nation, schools with the top test scores in their district and the fourth highest scores in the entire state of California.

The reason given was that the former — repeat, FORMER — head of these schools was accused of financial irregularities. Since there are courts of law to determine the guilt or innocence of individuals, why should school children be punished by having their schools shut down, immediately and permanently, before any court even held a trial?

Fortunately, a court order prevented this planned vindictive closing of this highly successful charter school with minority students. But the attempt shows the animus and the cynical disregard of the education of children who have few other places to get a comparable education.

Attorney General Holder’s threats of legal action against schools where minority students are disciplined more often than he wants are a much more sweeping and damaging blow to the education of poor and minority students across the country.

Among the biggest obstacles to educating children in many ghetto schools are disruptive students whose antics, threats and violence can make education virtually impossible. If only 10 percent of the students are this way, that sacrifices the education of the other 90 percent.

The idea that Eric Holder, or anybody else, can sit in Washington and determine how many disciplinary actions against individual students are warranted or unwarranted in schools across the length and breadth of this country would be laughable if it were not so tragic.

Relying on racial statistics tells you nothing, unless you believe that black male students cannot possibly be more disruptive than Asian female students, or that students in crime-ridden neighborhoods cannot possibly require disciplinary actions more often than children in the most staid, middle-class neighborhoods.

Attorney General Holder is not fool enough to believe either of those things. Why then is he pursuing this numbers game?

The most obvious answer is politics. Anything that promotes a sense of grievance from charges of racial discrimination offers hope of energizing the black vote to turn out to vote for Democrats, which is especially needed when support from other voters is weakening in the wake of Obama administration scandals and fiascoes.

Eric Holder’s other big racial crusade, against requiring identification for voting, is the same political game. And it is carried out with the same cynical promotion of fears, with orchestrated hysteria from other Democrats — as if having to show identification to vote is like a revival of the Ku Klux Klan.

Blacks, whites and everybody else can be asked for identification these days, whether cashing a check or using a credit card at a local store or going to an airport — or even getting into some political meetings called to protest voter ID laws.

But to sacrifice the education of children, especially children for whom education may be their only ticket out of poverty, is truly a new low. As someone once said to Senator Joe McCarthy, “Have you no sense of decency, sir?”

Why would they? THE AGENDA IS THE AGENDA and no one is allowed to get in the way of it. Period.

Political Cartoons by Eric Allie

Rotten Core II

John Stossel: Most Americans don’t even know what that is. But they should. It’s the government’s plan to try to bring “the same standard” to every government-run school.

This may sound good. Often, states dumb down tests to try to “leave no child behind.” How can government evaluate teachers and reward successful schools if there isn’t a single national standard?

But when the federal government imposes a single teaching plan on 15,000 school districts across the country, that’s even more central planning, and central planning rarely works. It brings stagnation.

Common Core de-emphasizes correct answers by awarding kids points for reasoning, even when they don’t quite get there.

Promoters of Common Core say, “Don’t worry, Common Core is voluntary.” This is technically true, but states that reject it lose big federal money. That’s Big Government’s version of “voluntary.”

Like the IRS and Taxes are “voluntary”.

Townhall: The math standards are based on an unproven theory called constructivism, which means the kids are not drilled on basic arithmetic (addition, subtraction and multiplication), but instead are taught to “construct” their own way of figuring out the answers.

English literature selections are not read for the joy of reading and learning, but so they can be analyzed and critiqued by students using left-wing norms. That’s called “new criticism literary analysis,” another unproved theory of education.

Common Core replaces traditional local control of education with a privately copyrighted document that must be used as written and not altered in any way. (townhall)

Test example: http://roundtheinkwell.files.wordpress.com/2013/10/the-math-test.pdf

The governments way or the highway. Always a good idea. 🙂

Michelle Malkin: They’re everywhere. Turn on Fox News, local news, Animal Planet, HGTV, The Family Channel or talk radio. Pro-Common Core commercials have been airing ad nauseam in a desperate attempt to persuade American families to support the beleaguered federal education standards/testing/technology racket. Who’s funding these public relations pushes? D.C. lobbyists, entrenched politicians and Big Business interests.

The foundational myth of Common Core is that it’s a “state-led” initiative with grassroots support that was crafted by local educators for the good of all of our children. But the cash and power behind the new ad campaign tell you all you need to know. For parents in the know, this will be a refresher course. But repeated lies must be countered with redoubled truths.

The Bipartisan Policy Center is one of the leading Common Core ad sponsors. It’s a self-described nonprofit “think tank” founded by a pantheon of Beltway barnacles: former Senate Majority Leaders Howard Baker, Tom Daschle, Bob Dole and George Mitchell.

“Lobbying tank” would be more accurate. The BPC’s “senior fellows” include K Street influence peddlers such as liberal Republican Robert Bennett, the big-spending Utah senator-turned-lobbyist booted from office by tea party conservatives; former Democratic Agriculture Secretary and House member-turned-lobbyist Dan Glickman; and liberal Democrat Byron Dorgan, the former North Dakota senator who crusaded as an anti-D.C. lobbying populist before retiring from office to work as, you guessed it, a D.C. lobbyist.

Jeb Bush’s “Foundation for Excellence in Education” is also saturating the airwaves with ads trying to salvage Common Core in the face of truly bipartisan, truly grassroots opposition in his own home state of Florida. As I’ve reported previously, the former GOP governor’s foundation is tied at the hip to the federally funded testing consortium called PARCC (Partnership for Assessment of Readiness for College and Careers), which pulled in $186 million through the Obama administration’s Race to the Top program to develop Common Core tests.

One of the Bush foundation’s top corporate sponsors is Pearson, the multibillion-dollar educational publishing and testing conglomerate. Pearson snagged $23 million in contracts to design the first wave of PARCC test items and $1 billion for overpriced, insecure Common Core iPads purchased by the Los Angeles Unified School District, and is leading the $13.4 billion edutech cash-in catalyzed by Common Core’s technology mandates.

In December, you should know, the state of New York determined that Pearson’s nonprofit foundation had abused the law by siphoning charitable assets to benefit its for-profit arm in order to curry favor with the Common Core-peddling Bill and Melinda Gates Foundation. Pearson paid a $7.7 million settlement after the attorney general concluded that the company’s charitable arm was marketing Common Core course material it believed could be sold by the for-profit side for “tens of millions of dollars.” After being smoked out, the Pearson Foundation sold the courses to its corporate sibling for $15.1 million.

Then there’s the U.S. Chamber of Commerce, which has joined the Clintonite-stocked Center for American Progress to promote Common Core and has earmarked more than $52 million on D.C. lobbying efforts.

Two D.C. trade associations, the National Governors Association and the Council of Chief State School Officers, continue to rubber-stamp Common Core propaganda. They are both recipients of tens of millions of dollars in Gates Foundation money. NGA employed Democratic education wonk Dane Linn to help shepherd through the standards; Linn now flacks for Common Core at the D.C.-based Business Roundtable lobbying shop, another leading sponsor of the ads now bombarding your TVs and radios.

Despite its misleading name, the NGA does not represent all of the nation’s governors, holds only nonbinding resolution votes, and serves primarily as an “unelected, unrepresentative networking forum,” as Heartland Institute scholar Joy Pullmann put it, with funding from both taxpayers and private corporations. NGA’s Common Core standards writing meetings were convened in secret and are protected by confidentiality agreements.

Direct public input was nil. Of the 25 people in the NGA and CCSSO’s two Common Core standards-writing “working groups,” EdWeek blogger Anthony Cody reported in 2009, six were associated with the test-makers from the College Board, five were with fellow test-publishers ACT, and four were with Achieve Inc. Several had zero experience in standards writing.

Achieve Inc., you may recall from my previous work, is a Washington, D.C., nonprofit stocked with education lobbyists who’ve been working on federal standards schemes since the Clinton years. In fact, Achieve’s president, Michael Cohen, is a veteran Clinton-era educrat who also used to direct education policy for the NGA. In addition to staffing the standards writing committee and acting as lead Common Core coordinating mouthpiece, Achieve Inc. is the “project management partner” of the Common Core-aligned, tax-subsidized PARCC testing conglomerate.

Who’s behind Achieve? Reminder: The Bill and Melinda Gates Foundation has dumped $37 million into the group since 1999 to promote Common Core. According to a new analysis by former Georgia State University professor Jack Hassard, the Gates Foundation has now doled out an estimated total of $2.3 billion on Common Core-related grants to thousands of recipients in addition to NGA, CCSSO, the Foundation for Excellence in Education and Achieve.

As they prop up astroturfed front groups and agitprop, D.C.’s Common Core p.r. blitzers scoff at their critics as “black helicopter” theorists. Don’t read their lips. Just follow the money. This bipartisan power grab is Washington-led and Washington-fed. It’s not a conspiracy. It’s elementary: All Common Core roads lead to K Street.