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The Deep State at the DOE Funding Islamic Indoctrination

 

By Bill Korach www.thereportcard.org

 

According to Fox News, The U.S. Department of Education funds Islamic ‘indoctrination’ program in public schools called ‘Access Islam’ that teaches, among other things, The Five Pillars of Islam. Access Islam is offered by the Public Broadcasting System and includes these ten lessons to be taught in 4th grade through 8th grade according to Access Islam’s own website. The lessons include:

 

  • The Five Pillars of Islam
  • Salat: Prayer in Muslim Life
  • Ramadan Observance
  • The Koran

If one wonders if there is an Obama inspired Deep State trying to obstruct President Trump’s policies of ending leftist indoctrination in schools, one need look no further than the Department of Education. One can imagine the outcry if the DOE funded extensive education in the Christian faith, but the Deep State at the DOE is fully supporting Access Islam

 

Martin Mawyer of the Christian Action Network has launched a petition against public funding of Access Islam:

 

The United States Department of Education has introduced an Islamic indoctrination program for the public schools, called “Access Islam.”

The program contains 10 lesson plans that have students answering such questions as:

“What do Muslim prayers sound like?” “What do the movements look like?” and “What are some of the things Muslims say during prayer?”

Classroom instructions have children learning the Five Pillars of Islam where students must “focus on learning about the core duties of Muslims” and are asked to “read about what it means to proclaim faith or belief as a Muslim.”

The Education Department offers no similar learning material for Christianity, Judaism,  Hinduism or any other major world religion.  Just Islam.

This petition demands that the U.S. Department of Education dump its “Access Islam” program and acknowledge that it is a violation of the U.S. Constitution.

The program, written for Grades 5 – 12, has students learning verses from the Quran and Hadith. Students must not only learn the verses, but give the religious “meaning” of those verses and explain how they use them in their daily lives.

The program also includes a video presentation on how to perform a Muslim prayer, use a prayer rug and wash prior to praying.

Students are also shown a video of a Muslim who converted from Christianity and claims Islam “is the true worship of God.” The video instructs children to “submit yourself” to Allah.

“Access Islam” is promoted to teachers through PBS LearningMedia.

Students are assigned a project to “create posters about the Five Pillars of Islam for classroom display.”  Doing so, the instructional material says, will “help educate their schoolmates about Islam.”

“Access Islam” is nothing short of a Sunday school class on Islam and fails to meet any constitutional criteria for permissible education of religion in the public schools.

In addition to the examples above, students are told to, “Describe the process of praying in Islam” and “Understand the importance of the Quran in daily worship.”

Clearly, none of these lesson plans, activities, questions or instructions would be permitted in the public schools if the subject was Christianity.

Public schools would never have students reading the Bible, asking them to interpret scripture, demanding they use biblical scripture in their daily lives, have them examine what Christians say during prayer or instruct them to understand the Christian proclamation of faith.

“Access Islam” is unconstitutional and should be dumped immediately by the U.S. Department of Education.

Christian Action Network has issued a legal “Letter of Demand” asking the Secretary of Education, Betsy DeVos, to remove the material from public school use and to declare the program a violation of the U.S. Constitution.

Secretary DeVos would do well to support the petition and cancel funding for Access Islam. Doubters that there is a Deep State should doubt no longer.

 

 

 

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Churchill & Kilmeade Books on The Historic Danger of Islam

 

By Bill Korach www.thereportcard.org

Although radical violent Islam is resurgent in the 21st Century it has been in existence for hundreds of years. Three fascinating books, The River War and The Malakand Field Force by Winston Churchill written 120 years ago, and Jefferson and the Tripoli Pirates by Brian Kilmeade should be in anyone’s library that wants to understand the subject. The books can be ordered by clicking on the title links

 

Churchill diagnosed the dangers of radical Islam.

In September 1898, the 23-year-old Churchill was one of the officers leading the 21st Lancers cavalry charge that secured a British victory over 19th century Islamic terrorists at the Battle of Omdurman in Sudan.

Some 13 years earlier Muhammad Ahmad, “the Mahdi of Allah,” had established the first modern Islamic caliphate governed by sharia law when he beheaded British General George Gordon after his dervish jihadi army captured Khartoum. Only superior British military power stopped Ahmad’s successor, Ibn Muhammad, from spreading the caliphate throughout Africa, and elsewhere.

The River War, Churchill’s account of the British retaking of Sudan, published in 1899, Churchill noted the threat to Western Civilization radical Islam poses:

“Individual Moslems may show splendid qualities. Thousands become the brave and loyal soldiers of the Queen: all know how to die: but the influence of the religion paralyzes the social development of those who follow it. No stronger retrograde force exists in the world. Far from being moribund, Mohammedanism is a militant and proselytising faith. It has already spread throughout Central Africa, raising fearless warriors at every step; and were it not that Christianity is sheltered in the strong arms of science—the science against which it had vainly struggled—the civilisation of modern Europe might fall, as fell the civilisation of ancient Rome.

(emphasis added)

Islam, Churchill wrote, “is as dangerous in a man as hydrophobia in a dog.”

How dreadful are the curses which Mohammedanism lays on its votaries! Besides the fanatical frenzy, which is as dangerous in a man as hydrophobia in a dog, there is this fearful fatalistic apathy. The effects are apparent in many countries. Improvident habits, slovenly systems of agriculture, sluggish methods of commerce, and insecurity of property exist wherever the followers of the Prophet rule or live. A degraded sensualism deprives this life of its grace and refinement; the next of its dignity and sanctity. The fact that in Mohammedanism law every woman must belong to some man as his absolute property–either as a child, a wife, or a concubine — must delay the final extinction of slavery until the faith of Islam has ceased to be a great power among men.

Writing earlier in the River War, the conduct of the Mahdi who led this modern caliphate was beneath contempt, in Churchill’s view:

“After the fall of Khartoum and the retreat of the British armies the Mahdi became the absolute master of the Soudan. Whatever pleasures he desired he could command, and, following the example of the founder of the Mohammedan faith, he indulged in what would seem to Western minds gross excesses. He established an extensive harem for his own peculiar use, and immured therein the fairest captives of the war.

In his first book, a description of British battles in Afghanistan, The Story of the Malakand Field Force, an Episode of Frontier War, published a year earlier in 1898, Churchill explained how local tribesmen were mesmerized by the call of Islam:

 

“The Mullah will raise his voice and remind them of other days when the sons of the prophet drove the infidel from the plains of India, and ruled at Delhi, as wide an Empire as the Kafir holds to-day: when the true religion strode proudly through the earth and scorned to lie hidden and neglected among the hills: when mighty princes ruled in Bagdad, and all men knew that there was one God, and Mahomet was His prophet. And the young men hearing these things will grip their Martinis, and pray to Allah, that one day He will bring some Sahib (prince) – best prize of all – across their line of sight at seven hundred yards so that, at least, they may strike a blow for insulted and threatened Islam.

Churchill compared Islam unfavorably to Christianity:

 

Indeed it is evident that Christianity, however degraded and distorted by cruelty and intolerance, must always exert a modifying influence on men’s passions, and protect them from the more violent forms of fanatical fever, as we are protected from smallpox by vaccination. But the Mahommedan religion increases, instead of lessening, the fury of intolerance. It was originally propagated by the sword, and ever since, its votaries have been subject, above the people of all other creeds, to this form of madness.

In the same book, Churchill also offered this on Islam:

 

That religion, which above all others was founded and propagated by the sword—the tenets and principles of which are instinct with incentives to slaughter and which in three continents has produced fighting breeds of men—stimulates a wild and merciless fanaticism. The love of plunder, always a characteristic of hill tribes, is fostered by the spectacle of opulence and luxury which, to their eyes, the cities and plains of the south display. A code of honour not less punctilious that that of old Spain is supported by vendettas as implacable as those of Corsica.”

Brian Kilmeade known to many as co-host of Fox & Friends and host of his radio talk show has written a fascinating history of Thomas Jefferson’s response to the Muslim Barbary Pirates attacks on United Sates shipping and the capture of the frigate USS Philadelphia. The Muslim’s felt that Christians were fair game for their piracy and depredations. President Jefferson had enough.

 

When Thomas Jefferson became president in 1801, America was deeply in debt, with its economy and dignity under attack. Pirates from North Africa’s Barbary Coast routinely captured American merchant ships and held the sailors as slaves, demanding ransom and tribute payments far beyond what the new country could afford.

For fifteen years, America had tried to work with the four Muslim powers (Tripoli, Tunis, Algiers, and Morocco) driving the piracy, but negotiation proved impossible. Realizing it was time to stand up to the intimidation, Jefferson decided to move beyond diplomacy. He sent the U.S. Navy and Marines to blockade Tripoli—launching the Barbary Wars and beginning America’s journey toward future superpower status.

Few today remember these men and other heroes who inspired the Marine Corps hymn: “From the Halls of Montezuma to the Shores of Tripoli, we fight our country’s battles in the air, on land and sea.” Thomas Jefferson and the Tripoli Pirates recaptures this forgotten war that changed American history with a real-life drama of intrigue, bravery, and battle on the high seas.

 

These wonderful books make great gifts for young people, but read them yourself first!

 

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Must Read: No Campus for White Men

 

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Book Review by Bill Korach www.thereportcard.org

 

No Campus for White Men by Scott Greer shines a bright light on the growing obsession with diversity, victimization and identity politics on today’s college campuses, and shows how it is creating an intensely hostile and fearful atmosphere that can only lead, ultimately, to ever greater polarization in American society. You can order the book on Amazon by clicking on the book cover image or the title link.

 

During the past few days articles have appeared that describe growing hostility to whites particularly white men, and an increasingly divided racial environment. College administrators love to proclaim their diversity, but, in fact, they are proclaiming quite the opposite.

 

A student activist group at the University of Michigan is demanding campus officials provide them with “a permanent designated space on central campus for Black students and students of color to organize and do social justice work.”

 

The demand is one of several lodged by “Students4Justice,” who this month ratcheted up campus demonstrationsto pressure administrators to cave, complaining in a newly launched petition that President Mark Schlissel has snubbed their demands.

The clamor for a segregated space for students of color to organize social justice efforts comes even as the public university builds a $10 million center for black students in the center of campus.

 

The demands caught the attention of the Michigan Review, an independent student news outlet which first reported on the issue — and criticized it.

“The same organization that criticizes the University for failing to create ‘an environment that engages in diversity, equity and inclusion,’ is calling upon the University to undermine these ideals by facilitating a sort of de facto segregation? One where space and resources are designated for students based solely on the color of their skin?” the Review wrote.

 “To advocate for the ideals of diversity, equity and inclusion, while simultaneously calling upon the University to sanction these spaces on campus is both unprincipled and laughably regressive,” it added.

Mary Favret, an English professor at Johns Hopkins University, is focused on the 19th Century British author Jane Austen and how she contributed to white supremacy.

  1. When and how Jane Austen comforted whiteness?
  2. Is Jane Austen taught in HBCUs?
  3. Was there an influence on black writers?
  4. Can we read Jane Austen alongside authors of color?

She analyzed Jane Austen’s “whiteness” and how this “romance of the Anglo-Saxon-ness” pervaded white culture from the United Kingdom to the American colonies. Favret called it, “hashtag #AustenSoWhite” a reference to the social media boycott of the annual Hollywood awards show The Oscars for not including minorities. She asked, “When and how does Austen give comfort to whiteness?” Her main point of criticism circled around how black history was not addressed in Austen’s literature. She said that Austen created “a world where blackness and whiteness are never interrogated…no Ku Klux Klan, no gender and class… [but] heterosexual laws and conjugance, yes.”

No Campus for White Men shines a light on this new campus racial insanity, just the latest in a series of new educational trends that fail to educate.

 

 

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Sex Scandal: The Drive to Abolish Male and Female

New Book By Ashley McGuire

New Book By Ashley McGuire

Book Report

By Bill Korach www.thereportcard.org

Don’t let the overheated title fool you, Ashley McGuire has written an important book. Sex Scandal: The Drive to Abolish Male and Female should be on everyone’s reading list. It describes how the notion that one can choose one’s one gender defies science medicine, and 10,000 years of recorded human history. Ms. McGuire also describes how the left has used transgenderism to expand government power (and of course their power) by creating other class of victims. Case in point, the Jacksonville City Council just passed a so-called Human Rights Ordinance (HRO), also known as the bathroom bill. This HRO gives anyone the right to use any locker room or bath room of their choice regardless of their biological sex. The HRO also is a trial lawyer’s dream come true for suing Christian small business owners who object to one world multi-sexual mash-mash.

As readers of this publication are aware, LGBT- with new emphasis on the “T” is being heavily indoctrinated in K-12 schools and pushed on college campuses.

Sex Scandal: The Drive to Abolish Male and Female is required reading. Just click on the link and order it today.

 

 

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Want Your Child in a Top College? The Concord Review!

Will Fitzhugh Publisher The Concord Review

Will Fitzhugh Publisher The Concord Review

In Other Words

 

Will Fitzhugh

The Concord Review

The classical curriculum always valued having students be able to speak and write well about essential subjects and to know enough to do so convincingly. The secret to doing that, was, they understood, practice.

 

In modern America, we fully understand the value of practice when it comes to Pop Warner football, Little League baseball, and other athletic efforts for our young people. But when it comes to preparing them to read and understand complete nonfiction books and to write serious term papers, we have largely missed the point.

 

Our students are not the problem with our levels of academic illiteracy. Our schools and our teachers need to be afforded the time and the expectation to guide our students toward academic competence. The Concord Review, Inc., has the registered trademark: Varsity Academics®. We need to attempt to give academic work by our students at least as much attention and support in their Academics as we now give their efforts in Athletics. Good classical schools are needed to bring this about.

 

It may seem hard to believe, but the majority of American high school students now graduate, and head off to college—the ones who do—without ever having read one complete nonfiction (e.g. history) book or written one serious history research paper.

 

Our history teachers seem, for the most part, to be content to have the English department in charge of reading and writing assignments, with the result that fiction is what is read, and the personal is often the subject of the writing.

 

There are exceptions. Since 1987, The Concord Review has published 103 issues, with eleven essays in each, by secondary students from forty-six states and forty other countries. These serious papers average 6,000 words in length (the average for the most recent issue was 7,500 words), and they are on a very wide variety of historical topics. (We don’t tell high school scholars what to write about.)

 

Many of these papers were done as independent studies, above and beyond what schools were asking these students to do. The longest we have published was 21,000 words, and that student had gone to her teacher at the Governor’s Academy and told him the paper would probably be about 57 pages, and was that ok? The teacher said yes. So there are teachers out there who do encourage their students to go beyond the 500-word “college essay.”

 

Our authors have been accepted at some very good colleges. Four have won Rhodes Scholarships. Many have sent reprints of their papers with their college application materials, and they have gone on to Brown (27), University of Chicago (23), Columbia (21), Cornell (16), Dartmouth (22), Harvard (125), Oxford (13), Pennsylvania (23), Princeton (64), Stanford (51), Yale (104), and a number of other fine institutions.

 

While foundations and private funders have been focused mostly on students who cannot read and write very well, we have received encouragement from Albert Shanker, David McCullough, Theodore Sizer, Arthur Schlesinger, Jr., Eugene Genovese, Stephen Thernstrom, and many other scholars, who value the work of serious young students of history, as we do.

 

But too many of our students are confined to reading and writing at levels far below what they are capable of managing, and we are sending most of them off to college quite unprepared for college reading lists and term paper assignments.

 

We need classical schools which will once more take seriously the task of bringing up our students as fine writers of nonfiction research papers and as readers capable of managing long important works of history.

 

 

 

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How to Tell a Good Math Textbook

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By Niki Hayes

There’s an interesting new concern being voiced by Common Core leaders: “What does a quality textbook look like?”

Here’s a non-nuanced, concrete answer, especially for mathematics textbooks: “It gets results and doesn’t chase kids out of math.” And, yes, such textbooks do exist.

It’s not surprising that the issue of quality textbooks has come up with Common Core. After all, textbook publishing is a multi-billion dollar industry. The federally-supported mathematics and English Core standards will drive 85% of a school’s curricula and 100% of the related assessments in about 40 states. The creation of new Core-aligned materials that prepare students for the Core-aligned assessments is already making a rich impact on publishing businesses, vendors, and peripheral activities (teacher training, consultants, etc.). So much has to be rewritten or at least republished with the words “Common Core Aligned” on the cover. Old materials must be thrown away. New materials have to be bought. Lots of profit is on the horizon.

The major problem for publishers, however, is actually in mathematics education. They must figure out how to get good, reliable, and verifiable results from American children who have become math phobic over the past 50 years. That means publishers need to listen to authors who have a proven success record and not to ideologically-driven math education leaders who have for years promoted fads with political correctness as the purpose of math education. It will be hard—and expensive—to cut the cord between publishers and embedded education “leaders” if quality textbooks are to be created. Profits may suffer at the beginning.

But here is a checklist for publishers, administrators, teachers, and parents to consider about math textbooks:

1) Look for results, not ideology. It is about student success, not affirming adult beliefs.

Results are reflected in GPAs, End-of-Course exams, state tests, national tests, and/or college board exams.

Local comments from students, teachers, and parents give anecdotal but often powerful insight. (Surveys are especially interesting when high school students are asked about their elementary and middle school classes.)

Specific studies commissioned by the author(s) or publishers show results.

School districts or schools with similar demographics that have used the textbook should be contacted. This information can be supplied by the publisher.

2) The author (not “consultants” or “advisors”) who actually wrote the textbook is named, preferably on the cover. This also helps provide accountability.

If no authors are listed, the book has been created by workers in publishing “development houses.” This can and probably does provide lack of continuity, different writing styles throughout the book (and supplemental materials), and thus incoherency which decrease clarity of the lessons and affect student responses. This also erases responsibility for the publisher.

3) Actual examples of internationally-based problems (not simply referenced in “studies” by education researchers) are offered for review by the publisher if the textbook is listed as Common Core-aligned, since it is touted that Core standards are internationally based.

4) The teacher’s manual does not consist of 1,000 pages for 180 days of instruction.

One afternoon of teacher training with a user-friendly textbook should be sufficient .

If it is claimed that a detailed and extensive teacher’s manual (for teaching the teacher) is needed because of weak teacher preparation or skills, then it is the school administration’s problem. They need to work with the teacher training sites to produce better candidates, not buy a truckload of supplemental materials.

5) The textbook does not waste space with expensive, colored photos even if they may have a relationship to the topic. One color used for highlighting words or graphs is sufficient.

 

The textbook uses appropriate space for examples and creative repetition of exercises through every lesson of the book for practice and mastery.

The textbook’s focus is on mathematics. Use of social justice themes, for example, in math problem-solving detracts from the math concepts which should be the focus of students.

6) The use of calculators is limited to a few “investigative exercises” to help familiarize students with calculators for later use; they are not to be used in regular problem-solving activities in grades K-6.

Mental math and memorization of math facts are required.

7) Few supplemental materials are necessary for students, especially in basic, foundational learning.

A test manual and a solutions manual are sufficient as supplements for teachers.

A manual for specific populations (special needs or gifted) may be useful.

8) No protest has ever been waged against the textbook by any organized parent group.

An Internet search will show if such protests have taken place.

9) The textbook can be completed in one school year without skipping pages or topics.

Textbooks of 600-800 pages that can weigh up to seven pounds are subject to teachers’ having to eliminate topics. This creates holes in the fabric of linear mathematics education.

10) Schools using the textbook can show the following:

a steady, significant decrease in low-level math courses and the need for remedial programs,

an increase in enrollment in advanced math and science courses,

an increase in those passing state-required exit tests, and

an increase in passing rates and scores on college board exams.

11) In summary, does the textbook show accuracy, brevity, and clarity in its lessons so both parents and teachers can help children learn mathematics?

 

There are those who insist that textbooks aren’t “the curriculum.” They say it’s all about the teachers. (Common Core now says it’s about standards.) If that’s the case, let’s just give all students a copy of the Yellow Pages. Let’s save all that money spent on books and materials and finally train teachers in their content areas so they can use anything handed to them to teach—including the Yellow Pages. (And if the textbooks are so unimportant, why do progressives fight so hard to get “their” chosen textbooks adopted?)

Maybe teachers can do without a book, but many of us know that students need a quality textbook. Parents and teachers come and go in the lives of children these days, but a user-friendly textbook should always be within reach for children. It can set up a satisfying relationship with positive results for them to show the world.

More than a million homeschooled students, plus many charter, private, and small public schools use a textbook that meets these listed criteria. The math education leadership hates the series because they say it is too traditional. Reams of documentation exist, however, to prove its success with students. For more information, go to http://saxonmathwarrior.com. (Disclaimer: The author is NOT affiliated with any publisher.)

 

Nakonia (Niki) Hayes is a K-12 teacher, counselor, and principal who retired in 2006 in Seattle, WA, and returned to Waco, TX, her former home. Certified and experienced in journalism, special education, mathematics, counseling and school administration, she also worked 17 years in journalism fields outside of teaching. She now operates a tutoring academy using Saxon materials in math, reading, and writing. Hayes self-published John Saxon’s Story because publishers said no one wanted to read a story about a math teacher. Her mission is to have John Saxon recognized and honored for his clarity in teaching

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Chicago History Teacher Calls for Investigation of Common Core Corruption

(Editor: The Report Card www.thereportcard.org has been publishing a series of articles on the Common Core Standard. Today’s post by Paul Horton, History Teacher at the University of Chicago Laboratory School is a petition calling for an investigation of undue financial influence of the Common Core. Mr. Horton believes that the many same organizations calling for a standardized national curriculum stand to benefit financially from the adoption of Common Core, Race to the Top, and other data driven assessments)

 

Paul Horton, History Teacher University of Chicago Laboratory School

Citizens Against Corporate Collusion in Education (CACCE)

 

As American parents, students, educators, and concerned citizens, we are united in opposition to the agenda of those corporate, foundation, and government interests that seek to influence local district boards of education, state boards of education, state governments, governors, and the Office of the Secretary of Education. This agenda calls for standardization of national curricula in the form of the Common Core Standards mandated in the Federal initiative “Race to the Top,” data-driven assessments of students and teachers, and the creation and implementation of standardized discrete item testing to measure compliance to the Common Core Standards. The president of the College Board’s recent announcement that a new SAT will be created to measure Common Core Standards skills proficiency also alarms us. In addition, the Secretary of Education’s former press secretary has recently used the “revolving door” of public office to acquire a job with a company that is related to Pearson LLC.

 

We demand transparency and public accountability for decisions that are being made on the above issues without open hearings or public debate on the influence of corporate lobbying and marketing at local, state, and federal levels. We strongly suspect the existence of quid pro quo understandings between the current Secretary of Education and Bill Gates, The Bill and Melina Gates Foundation, The College Board and David Coleman, The Educational Testing Service (ETS), and Pearson Education LLC that amount to collusion between a Federal Public servant(s) and corporate interests that appear to be working together to limit competition in an open marketplace.

 

We therefore resolve:

 

1)  That State Attorneys General investigate possible quid pro quo agreements between the above parties and members of state boards of education and commissioners,

 

2)  That State Attorneys General investigate lobbying of the above parties to determine whether bribery laws have been violated,

 

3)  That all state governments conduct investigations of the contributions of Pearson LLC, The Bill and Melinda Gates Foundation, Bill Gates, the Walton Family Foundation, and the Students First Foundation to local school board elections and the elections or appointments of state education commissioners and state boards of education,

 

4)  And that each state file a complaint with the Anti-Trust Division of the Department of Justice in Washington preliminary to discovery of evidence of possible collusion of the above parties.

 

5)  We call for a Joint House-Senate Committee to be formed to investigate possible collusion and influence peddling between the above parties.

 

6)  We call for the Attorney General of the United States to select an independent prosecutor to investigate the possibility of quid pro quo dealings and collusion between the parties above.

 

7)  We understand that the Tunney Act does not apply to this case and we argue that is precisely why collusion is involved, to avoid merger or the appearance of merger that would trigger a court hearing.

 

8)  We strongly recommend that the Special Prosecutor (6) investigate all contracts let by the Department of Education to Pearson Education LLC.

 

9)  We  strongly recommend that all State Attorneys General investigate all state contracts let by Pearson LLC.

 

 

 

Paul Horton

State Liaison

Illinois Council for History Education

History Instructor

University High School

The University of Chicago Laboratory Schools

773-702-0588

phorton@ucls.uchicago.edu

www.ucls.uchicago.edu

 

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PARENTS: YOU HAVE THE FINAL SAY ON WHAT YOUR CHILD LEARNS!

Sheri Krass Co-Chairman Eye on U.S. Education

 

By Sheri Krass, BA &

Alison Rampersad, PhD

Co-Chairs, EUSE

www.eyeonuseducation.org

 As parents, you need to know that your children are being taught “facts” which are actually one-sided or distorted.  And they are discouraged from voicing opinions in the classroom that question statements made by their teachers or given in their textbooks.  And children are told that parental opinions different from those of their teachers are incorrect.

 If you are like most parents, you probably believe that you must accept the curriculum presented in your children’s classroom by the teachers, and sanctioned by the school, school district, and/or State Department of Education.  Not so.  Parents can and should assert their rights when it comes to their children’s education…after all, you are paying for it!  Although schools are usually mandated by law to teach a specific curriculum, your children are NOT mandated to attend any classes that meet with your disapproval, or that go against your beliefs.  YOU can decide to “opt out” your children without penalty.

Be aware of what your child is learning and be sure that it meets your educational standards. Many schools teach a political agenda and fail to actually educate. In some cases schools need to totally reform their curriculum.

 Since there is power in numbers, parents can start by getting together to form a coalition.  You can also review textbooks or conduct classroom observations.  ANY parent can observe ANY class – including those not attended by their children.

 Eye on US Education (EUSE) is a national education watchdog organization, first formed at the local level in the state of Florida.   We currently have State Coordinators in 14 states and are expanding our reach to all 50 states.  To see if your state is included, visit our National page.

If you don’t find your state listed, and you would like to organize your state, we will provide a “game plan” to assist you.

 Our goal is to ensure that all children have the very best education – accurate, factual, and non-biased or slanted.  Many students are graduating from high school with minimal skills; they are barely able to read or write which puts them at a great disadvantage in college.

 EUSE is focused on parental education: your rights and recommended actions to reinforce those rights; guidance as to how and what to observe in the classroom; how to identify discrepancies and distortions in textbooks; and how to establish and nurture relationships with members of your local school board.

 EUSE will be submitting regular articles to “The Report Card” concerning parental rights and other educational issues.  To better ascertain what is REALLY going on in your children’s classrooms, we will provide questions you can ask your children.

 EUSE is available to answer all questions.  If you discover a “problem” and are unsure what to do, email us at contact@eyeonuseducation.org.

Sheri Krass, BA Secondary Education, Major in Mathematics, Minor in Psychology, is a retired Middle and High School Mathematics teacher.  She taught both in Illinois and Florida.  Most of her students were “problem students” – their skills a number of years below grade level.    As the learning of a new mathematical skill is dependent on competency in prior skills, a student who falls behind – remains behind.  Through a diagnostic test, Sheri first determined their skill level.   She then created individualized programs for each student.  In one year, using this approach, Sheri was often able to raise a student’s competency to grade level.  Sheri left teaching disillusioned with the “system”.  She firmly believes that a total “revamping” of our educational system is required.

 

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Naval Flight Academy Offers Students Proven Math and Science Learning, and Higher Scores

Jerry Hoewing President Naval Aviation Museum

By Bill Korach.

According to a McKinsey study, America’s high school math and science scores rank in the bottom 3rd of developed nations. America needs to do better to compete in a global economy. In a Report Card exclusive interview with Vice Admiral Jerry Hoewing, USN ret President and CEO of the Naval Aviation Museum in Pensacola, FL, we learned about an exciting new learning program that uses time-honored Navy training methods to motivate middle and high school students to become better at science, technology, and math (STEM). When you think about it, the Navy has been teaching young people how to operate some of the most technologically advanced equipment on the face of the earth. This equipment exists in Navy ships, submarines, aircraft and weapons.

Although the Naval Aviation Museum is 50 years old and has 700 planes on display, the story is about the new National Flight Academy whose goal is to be the world leader in aviation-inspired learning adventures. These learning adventures promise improved STEM scores. I asked Admiral Hoewing how the Naval Flight Academy works its magic?

 “The National Flight Academy looks like a modern building on the outside, but inside it resembles an aircraft carrier, you can even hear and sense the rumble and vibration just like a real carrier underway. Students go to the ‘ready room’ for their mission. The ready room on an aircraft carrier is where aviators assemble to be briefed on the mission. We have a Combat Information Center (CIC) that looks and acts like the real thing. Bottom line is that these young people must solve math and engineering problems so they can do the mission. The calculate speed, fuel economy, timetables, and resources. We also have flight simulators just like the flight simulators that aviation candidates use to learn how to fly, so the kids can ‘fly’ the mission.”

Does the excitement factor translate into improved leaning?

Admiral Hoewing says:

 “The National Flight Academy was opened in April of this year but the history goes back fifteen years when we stated the Flight Adventure Deck. We developed the 2-week program with schools in nearby Santa Rosa and Escambia Counties. During those 15 years 80,000 students went through the Flight Adventure Deck in the classroom. We measure a 40% improvement in scores in our pre/post test analysis.

How does the new program stack up?

 “The National Flight Academy is a 6 day and 5 night program that immerses students in mission performance on a simulated aircraft carrier. We believe the exciting and intense experience will provide excellent learning results that will translate into improved and sustained middle and high school STEM interest. Students not only learn STEM, but they also learn soft skills like critical thinking, teamwork, and communication. We are working with the University of West Florida collecting performance data so we will be able to measure performance over time.”

How do kids join the program and what is the cost?

“The cost is $1250 for the week, but some scholarship funding is available.”

I ask if it is possible to expand the program reach beyond Pensacola?

 “We have developed an aviation classroom experience that recreates in a smaller scale, the National Flight Academy in the classroom. These include the flight simulator and other elements of the program that cost about $125-175,000 to place in a school or a Museum. We train the instructors. We’d like to have these all over the country. We are also in the process of developing a distance learning web programs that teaching using our methods and video gaming technology. These programs ate classroom based and will work with 36 students and an instructor. The distance learning part of the program is in the development phase right now.”

So how did Admiral Hoewing’s career prepare him for the National Flight Academy?

“I was a career Naval aviator, but the job that provided me with the most direct experience was as Chief of Personnel, Deputy Chief of Naval Operations. In that job I had overall responsibility for manpower, personnel, training and education.”

Sounds like the right man for the job.

Those interested in learning more about the National Flight Academy may call (877) 552 3632 or visit nationalflightacademy.com

 

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Interview with Terry Kemple: Candidate for Hillsborough County School Board

Terry Kemple Tampa School Board Candidate

By Bill Korach.

Terry Kemple is running for the District 6 School Board seat of Hillsborough County, Florida in which Tampa is located. Mr. Kemple is perhaps best known as President of Community Issues Council, a faith-based group that has organized parent protests against The Council on American Islamic Relations (CAIR) an Islamic terrorist organization from speaking in Hillsborough public schools. Mr. Kemple and his significant base of Tampa parents believe that CAIR has no place in Tampa schools because they are linked to Hamas, recognized as a terrorist organization by the United States Department of State. In the past the Community Issues Council has protest the aggressive promotion of homosexuality in Tampa public schools.

I asked Mr. Kemple why he is running for the school board seat. He said:

 “I believe our students in Hillsborough County are being underserved. Although Hillsborough has an annual school budget of $3 Billion, Florida’s 8th largest district, over 30% of our students fail to graduate from high school. Many who do graduate and go on to college are unprepared for college level work. At least 30% of Hillsborough students who go on to community college require 1 or 2 years of remedial education in math and science. I have also spoken with many business owners who say that Hillsborough students are unprepared for the workplace environment. For example, students who enter fields requiring vocational skills are unable to read a yardstick and add feet and inches.”

So, is there a place for vocational schools?

 “College is not for everyone. Vocational schools teach skills that are and will remain in demand. Young people more than ever need jobs, and vocational schools could equip some of our students with the skills to find those jobs.’

Speaking of jobs, I asked Mr. Kemple if there is a connection between education and jobs in Hillsborough County.

“Businesses need a well educated workforce. Businesses located in Hillsborough County do not want to pay tax money for education and then pay again to train poorly educated employees. Businesses considering a move to Hillsborough County want to know that they can draw upon an educated workforce. Either way, educational excellence is linked to job growth.”

Why the Hillsborough Schools are underperforming?

 “There has been a focus away from the basic learning in math, science and English, and a move toward what I call ‘the socio-political agenda.’ This includes multiculturalism, that’s why CAIR is in the schools, an effort to promote homosexuality, global government through things like U.N. developed Agenda 21….you get the picture. So much time is dedicated to these things that there is much less time for core learning. Another factor driving poor performance is that discipline problems are swept under the rug. If students are held back for poor performance, or scores are low Federal Funds are withheld. Schools hate to give up the money, so unqualified kids get social promotion.”

What about parental rights?

 “I believe that this school board has often ignored parental rights, and unless there is a strong parent teacher relationship, learning will not take place. The Community Issues Council has attended over 13 School Board meetings with at least 100 families in attendance for each meeting protesting CAIR. The School Board continues to ignore the majority of parent concerns about allowing a member of a terrorist organization to speak in our schools.

Here’s another example: in order to give the Muslims a holiday, the School Board cancelled Good Friday as a holiday, and made it a school day. The first year they did this 62% of students stayed home. The second year 45% stayed home. Many of the bus drivers also stayed home, yet the School Board remains intransigent on this matter. I pointed out that the wasted day has cost the school district $16 Million, but the Board is considering a repetition of their mistake for the next year.”

I asked whether a larger budget is necessary to improve results.

 “Hillsborough has a $3 Billion budget that should be more that adequate. What is needed is budget transparency. I have been unable to obtain a detailed budget. The School Board seems to prefer to manage the budget “under the radar.’ Recently, Hillsborough received a Bill Gates grant, and the grant was presented to the pubic as a gift.  But the grant has strings attached that were kept from the public eye. It required $255 Million paid for by Hillsborough taxpayers. Dr. Stacy White on the School Board made a motion to require greater clarity on budget items over $1 Million, but the rest of the Board voted it down. I absolutely support improved budget transparency.”

 

A McKinsey study ranked American students in the bottom 33% of developed nations in math and science. I asked Mr. Kemple if he was aware of any thing new in math and science programs that have been proven effective.

 

“The Naval Aviation Museum right here in Florida has a wonderful STEM (science, math, technology) program and they are currently working with school districts in Escambia and Santa Rosa counties. The program mimics Naval Aviation Missions and brings math and science problems to life. During the years that the program has operated, students have shown a 40% improvement in scores. These programs are now being offered more broadly and this is the kind of thing we need to investigate for Hillsborough Schools.”

 

I ask Mr. Kemple: “What qualifies you for a seat on the School Board?”

He said:

“A School Board member has two basic responsibilities: 1. Make policy and 2. Approve the budget. My platform of parental advocacy, financial accountability, and budget transparency seeks to transform and elevate our public school system, not merely rubber stamp the status quo. I am an advocate for Parents’ Rights, President Community Issues Council. I Attended US Naval Academy and Newark College of Engineering. I have children and grandchildren who graduated from and enrolled in Hillsborough Public School. And I have 25 years business management & ownership experience. I encourage voters to go to my website and learn more about how I would improve our public schools http://www.vote4terrykemple.com/

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