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Must Read: No Campus for White Men



Book Review by Bill Korach


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

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


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 (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 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



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


By Sheri Krass, BA &

Alison Rampersad, PhD

Co-Chairs, EUSE

 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

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


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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

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Just Released Textbook Study: 38 Textbooks Nationwide Packed with Pro-Muslim Indoctrination

Act for America, an organization dedicated to fighting Islamic Jihad in America, has released their long awaited study of pro-Isamic bias in public school textbooks “Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks.”


The study was released on the heels of the February release of Citizens for National Security’s “Teacher’s Guide to Islam Biased Content in Florida’s K-12 Textbooks.” Brigit Gabriel, head of Act for America said in the introduction that The 229 page report set out ask these questions:

Thus the question posed by this Report. Does the manner in which Islam is generally presented in 6th through 12th grade public school textbooks constitute proper and appropriate education – or does it amount to indoctrination?

Is Islam presented in a manner in which facts are embellished and its virtues exaggerated, while unfavorable, negative or detrimental information about the religion is omitted, glossed over, understated, or rationalized, thus amounting to “indoctrination” rather than education?

Is Islam presented in a manner that leads students to predetermined conclusions about the religion that are unsupported by historical facts and critical analysis, amounting to “teach[ing] (a person or group) to accept a set of beliefs uncritically?”

This Report set out to address and answer these questions. For as the British philosopher and educator Richard Stanley Peters wrote: “What matters is not what any individual thinks, but what is true. A teacher who does not equip his pupils with the rudimentary tools to discover this is substituting indoctrination for teaching.”

The report, available from Act for America at no cost, looks at textbooks from early Islamic history to the present  time, and find serious bias and that can only be for purposes of indoctrination. Here are some examples from the study:

Who perpetrated the terrorist attacks of Sept. 11, 2001 – a group of men merely fighting “for a cause,” or a band of radical Muslims bent on violent jihad? The study points out that the former phrase is what is presented.

According to the study of 6th-12th grade textbooks used by schools across the country, America’s children are being taught a very different answer to that question than many alive to witness 9/11 remember.

For example, the report notes the textbook “World History: Patterns of Interaction,” published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

“In Medina, Muhammad displayed impressive leadership skills,” the textbook asserts. “He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing.”

But did Muhammad win converts among and build a peace accord with the Jews? The study’s founders cite several sources and recorded histories in asserting this description is a bald-faced lie.

“This language is a gross falsification of the relationship between Muhammad and the Jews of Medina,” the report states. “Muhammad … expelled two of the Jewish tribes from Medina and destroyed the third, beheading the men and selling the women and children into slavery. This important and essential historical fact of the Medinan period is commonly omitted in the textbooks reviewed, and it is impossible for students to accurately understand the rise of Islam without it.”

The report also questioned the textbooks’ descriptions of jihad.

“An Islamic term that is often misunderstood is jihad,” asserts Houghton Mifflin’s 2003 textbook “Across the Centuries.” “The term means ‘to struggle,’ to do one’s best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qur’an and Sunna allow self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution.”

“The term jihad is, indeed, ‘often misunderstood,’” the report replies, “primarily because faulty definitions like this are prevalent in academia and the media.

“First, this passage redundantly and incorrectly asserts that jihad warfare is solely defensive in nature,” the report continues. “According to the Qur’an , the mandate of jihad includes aggressive warfare for the explicit purpose of making Islam supreme over the entire world. For instance, Surah 9:5 commands Muslims to ‘fight and slay the Pagans wherever ye find them, And seize them, beleaguer them, And lie in wait for them in every stratagem (of war)’ (parenthetical in original). Surah 9:29 commands Muslims to make war upon ‘People of the Book [Christians and Jews], Until they pay the Jizya with willing submission, And feel themselves subdued.’”

The report’s executive summary concludes,

“It is clear that the textbooks examined throughout this report contain extensive amounts of material that is seriously historically flawed and often unmistakably biased.”

There is now an indisputable wealth of evidence from major studies from Citizens for National Security, The American Textbook Council and now the Act for America Study, that Islamic bias in textbooks is a serious problem that must be solved at the state and local school board level. Studies may be ordered at no charge by visiting these websites:

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Vermont Schools Turned into Green Madrassahs

So-called “Global Warming” or its new incarnation “Climate Change” has relied upon junk science and blunt force to make its case. Many climate scientists like Bjorn Lomborg believe that the cost of reducing our carbon footprint far outweighs the benefit. Vermont Gov. Peter Shumlin has bought the Al Gore story hook line and sinker. He is mandating Al Gore’s “renewable energy” for Vermont, and a school propaganda campaign so aggressive it is called the “Green Madrassah.” This program will cost more than just sky high taxes. It will cost Vermont school children the truth.

by John McLaughry, VP Ethan  Allen Institute

Four years ago the VPIRG plan for the Extreme Green Makeover suffered a severe setback  when Gov. Jim Douglas vetoed Sen. Peter Shumlin’s  bill to levy a $25 million tax on the state’s leading generator of clean electricity , Vermont Yankee, to fund a new state entity to go about persuading Vermonters to stop wasting money on heating fuels.

The Democratic legislature failed to override the veto, but the Senator from VPIRG vowed to come back with an even more far reaching Green plan in 2008. And he did.

Shumlin’s S.350 of 2008 proposed creation of a climate supergovernment to mastermind what has been called a Manhattan Project for Green Social Engineering. It also featured strict “smart growth” land use control strategies, cap-and-trade control of  greenhouse gas emissions, , new Act 250 rules to impose “carbon neutrality” on developments, mandates for the protection of “dead and dying wildlife trees”, doubling (heavily subsidized) passenger rail traffic by 2028, getting all single-occupancy vehicles off the highways, steeply increased vehicle sales and use taxes and registration fees on low-mpg vehicles,  energy efficiency standards that must be met before homeowners could sell their houses, and  biofueled bus tours to visit biofuel producing farms.

Happily, cooler heads prevailed, and the bill was reduced before passage to report making and a continuation of various working groups.

But now Peter Shumlin is Governor. Together with his Climate Cabinet, he has in place the supergovernment envisioned in 2008. He has enthusiastically adopted the ambitious plan of his Department of Public Service to make Vermonters get 90% of their energy from renewable sources by 2050.

His administration is committed to forcing ratepayers to subsidize a vast increase in renewable energy. That is largely because it needs some new power sources to replace Vermont Yankee’s 280Mw of dependable low cost base load electricity.

Shumlin’s key legislative allies of 2008 have now introduced bills (S.170 by Sen. Ginny Lyons, H. 468 by Rep. Tony Klein) to move more quickly in the direction of the bill he championed back then.  The main feature of both bills is adoption of a “Renewable Portfolio Standard” , whereby Vermont’s utilities will be required to buy ever more electricity from “renewable” sources, regardless of price.

Under current law, the Clean Energy Development Fund subsidizes favored renewable energy producers. The state also mandates that the utilities make a “standard offer” to buy up to 50 Mw of in-state renewable energy (wind, solar, landfill and farm methane, biomass) at prices ranging from three to four times the market price.

The Lyons bill doubles the standard offer to 100 Mw, and levies a 3 cents/kwhr penalty tax on utilities that fail to meet the fiendishly complex requirements of the new Renewable Portfolio Standard  (their ratepayers will pay it, of course.) The tax proceeds will go directly into the Clean Energy Development Fund, now almost out of money since the Vermont Yankee cash cow will stop making forced contributions in March.

What a sweet strategy! Extinguish the low-cost competition (Vermont Yankee) to drive electricity prices higher, then subsidize favored renewable energy producers, then mandate that utilities buy their product at far above market prices, and send the bill to their captive ratepayers!

The Lyons bill dropped the gas guzzler tax of the earlier Shumlin bill, but found suitable replacements in the requirement that every residence in the state obtain its hot water from solar collectors 13 years from now, plus a 5% “fossil heating fuel efficiency tax” to make heating oil, propane and natural gas more expensive. This new tax will take effect two months after the 2012 election.

Another feature of the reborn 2008 Shumlin bill is the all-out taxpayer financed “climate change educational campaign”, also known as the “Green Madrassah”, through which the next generation of Vermonters will be thoroughly indoctrinated in Al Gore and Bill McKibben’s apocalyptic climate theology. This is designed to reduce resistance to the increasingly desperate tax and regulatory schemes that will likely be needed to push Vermont to the goal of 90% of energy from renewables by 2050.

One recent blog comment on the Shumlin energy plan hit the mark: “These people believe they can power the state on the combustion of unicorn flatulence.” One might note that the collectors and sellers of unicorn flatulence will make out handsomely in the process, while Vermont’s energy consumers take a hell of a beating.

 John McClaughry is vice president of the Ethan Allen Institute.

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