Tag Archives: Bill Ayers

FLORIDA PARENT CONCERNED ABOUT COMMON CORE

One of the purposes of our site is to give conservatives, both parents and educators, a place to speak out about education. Below is a piece from Debbie Higginbotham. Ms. Higginbotham is a Florida parent who did exactly what more parents need to do, get involved and know what is going on in our schools.  If you live in Florida, you might consider joining our discussion group for the state.

As I sit here listening to the sounds of my home and my children exploring their environment, I wonder what their world is going to be like when they have children. Will their children be enslaved to an education system that expects everyone to conform to one style of learning? Will they have the freedom to choose their educational path? We need to ask these questions now before it is too late to change the path of American education.

I started researching the Common Core State Standards about four months ago. I saw a headline on a news website that consisted of the words, “Public Education and Bill Ayers.” Chills rushed through my body, as I thought how that name could have any positive affect on my children’s education in the public sector. After reading the article and finding out what Common Core was, I was not satisfied and needed to know more. I started digging deeper and deeper and what I found truly troubled me as a mom, who only wants the best for my six children.  I learned Common Core is a national standard, which will not allow local control; at the state level or at the county level, over what gets put into our classrooms. How could people in Washington know what is best for my kids all the way here in Florida?

In my research, I found multiple resources from different viewpoints. As I gathered the information, I got in touch with local school board members and started asking questions. I was told Common Core was pretty much here to stay and there was nothing I could do about it.  Questions started popping into my head that I couldn’t get answered fast enough. I wondered why no one realized how wrong it is to have Washington control the local educational needs of our children. If, by chance, someone did think this was wrong, why they didn’t stand up and say something? Well, I am now standing up and speaking to as many people as I can to inform them of this educational travesty. Although, we have elected these board members and the superintendent to look after the educational needs of our children within the public schools; it is ultimately our responsibility, the parents, to be involved in our children’s lives.  We clothe them, feed them, and discipline them.  We need to also stand up and take responsibility for their education.  We need to put our voices behind our tax dollars and make sure our elected officials have our children’s best interest at heart.

After talking with multiple school board members, I was encouraged to speak at their next meeting and voice my discontentment with the Common Core. What frustrated me the most was the lack of research done by the teachers. They are supporting the idea of the “one size fits all” standards without understanding what it really means. School leaders do not have to conduct the research on these topics, but at least they should read it and dig below the surface to understand it. Following the era of Jeb Bush and the FCAT, teachers and parents alike have learned to greatly dislike this standardized test system. In my opinion, removing the FCAT is music to the teachers’ ears. That may have pleased them so much that they neglected to listen to what is going to replace the FCAT. Doing away with one bad system does not mean it will be replaced with a better system.

All I keep hearing is that the Common Core is going to be great for our kids.  That there will be rigorous, new teaching methods introduced to help our children rise above where they are now and be proficient in the lessons being taught. My interpretation of this rubbish is that these teachers are being sold a bill of goods and have been indoctrinated, through the CCSS workshops, to sell this to our children and their parents. They are losing the true meaning of being called to be quality teachers to our young people. Teachers may not realize that their voices are being muted, as are ours.  The parents and teachers know best and have the power to provide the best education for our kids, but only if we first stop the higher ups from silencing us. Teachers’ hands will be tied, as the Common Core offers little freedom to adjust the curriculum to the needs of the students within the classroom.

In preparation for the school board meeting I got all of my notes together and poured them all into a ten minute speech to present to the board. I presented the following facts:  how CCSS was created; who wrote the standards; how it is unconstitutional and illegal for a national curriculum and test to be created by the federal government; and how its implementation will be a huge expense for taxpayers. I feel satisfied to have voiced my concerns to the school board and am hopeful that I conveyed important information to the people who need to be aware of the Common Core and its inadequacies.  I also pray that my words were truly heard by everyone in attendance.

One of the school board members was present at yet another meeting the next day, at which the Speaker of the House of Representatives of Florida was in attendance. The school board member eagerly told the Representative about my presentation and he wanted a copy of it and my information. I thought this was a huge step in the right direction. Making appointments with my local representatives was my next goal. The following week, I was able to talk to the Chief Legislative Assistant to one of my representatives. Before I could make any impact on this guy, he shot me down saying the same words I had heard before, “Common Core is a done deal and there is nothing we can do about it.” I found it frustrating that he was unwilling or unable to listen to a parent’s point of view. The overall result of that meeting was not as productive as I had hoped. Since I was not overly pleased when I left, the Assistant to the Representative offered to set up a meeting for me to speak to the State School Board in Tallahassee. I thought of his gesture as a  way of showing me that he wasn’t blowing me off or maybe it he was testing my resolve to pursue the protection of my children’s educational freedom.

During the meeting, the Legislative Assistant asked me why I wasn’t engaged in the planning meetings to implement the Common Core Standards here in Florida? I explained to him that as a parent, I felt confident I had my children in a good school that went above and beyond my high expectations in providing a good education. If something as important as new educational standards directly affecting my children were being planned, a simple notice should have been sent out.  I would have thought parents would be given an opportunity to be informed of such a monumental thing.  But, there was no notice sent home in my children’s backpacks. There was no letter sent to my home letting me know there was a meeting. I thought I was an informed mom, but it is impossible to stay informed when so much is going on behind the backs of parents and taxpayers. The point of the comment was, “You weren’t interested when the changes were happening and now that the changes are here and you don’t like them, you want to complain about them.”  If I had been aware of the planning meetings, I certainly would have gone and done my best to be proactive. Now, I can only react.

Our government and other entities within it are eagerly taking over every aspect of our lives and even our grandchildren’s lives to shape this country into what they think it should be to compete in a global society. I am disheartened to think what this global society is going to be like in eighteen or twenty years when the true results of the federally run schools are revealed.

I encourage all parents to take the time to do some research of their own to really understand the full aspect and consequences of the Common Core State Standards. These standards are not what the United States needs for its children. This drastic overtaking of local control is another freedom being quietly pulled out from underneath us and another way to control its people so we will learn to fear our government instead of the other way around.  President Kennedy’s words are very appropriate even now. “Ask not what your country can do for you. Ask what you can do for your country.” We can make our country better, one child’s education at a time.

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Bill Ayers Explains the Left’s Power is in the Classrooms

Education Action Group posted this video of radical, leftist, terrorist, friend-of-Obama Bill Ayers. In it he explains that the left’s real power is in the classrooms of our schools. As much as I hate this guy, he is actually right.  As long as we have universal public education in America, conservatives have to react to the truth Ayers is stating. This means any of the following: be an active parent, be active in your school board elections, run for school board, confront a liberal teacher who is indoctrinating your child, and know what your child is learning.

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BEGIN LIMITING LOCAL CONTROL OF SCHOOLS TO ADVANCE GLOBAL INTERDEPENDENCE

by Karen Schroeder of Advocates for Academic Freedom

Leaders of educational policy have found that local control of schools hinders their ability to convince students that America’s success and well-being is interdependent with other nations. Before interdependence can gain acceptance, American citizens must abandon their present life style.

The Aspen Institute prepared a succinct document called A New Civic Literacy; American Education and Global Interdependence which shows that educational and political leaders believed that local control of education had been slowing public acceptance of interdependence. Never-the-less, Dr. Ward Morehouse, who developed educational programs for world citizenship for the New York State Department of Education, explained that interdependence may impose burdens that must be widely shared. “We the people are ready to make major adjustments in our life styles and work-ways if (a) someone with credibility tells us that it is in the public interest and (b) the distribution of the burden is obviously fair.”

Does this position sound familiar?

Dr. Morehouse assumes that interdependence is a goal of the American people and that its implementation simply needs the guidance of a leader with credibility. He warns that the American educational system is “caught in a bind” created by state and local control of schools. He joins a myriad of educational theorists who explain that only the federal government can handle the major issues involving energy, food, population, global environment, oceans, communications, trade, investment, and money.

Believing the federal government should control money and salaries, the American public allowed political leaders to create the Federal Reserve and pass the 16th and 17th Amendments to the Constitution. Simultaneously, educational and political leadership assumed that Americans had been well prepared to accept interdependence and all of the educational and political implications involved.

Therefore, increasing federal funding and creating policies which place the federal government in greater control of educational policy have been essential steps toward assuring the success of this agenda. Justification is based on the premise that interdependence issues are “perceived as national concerns”.

The American public has been conditioned to believe that perceptions must be respected as truth. This manipulation of language discourages discussion of interdependence, a relationship in which the individual owns and controls nothing because everything he accomplishes depends upon the generosity and talents of collective world nations. He must surrender private property and freedom. Our founding fathers would be appalled that our citizenry would surrender so much.

Those imposing social or political agendas upon the classroom are not held accountable for the impact their policies have on the academic success of students. One example is Cooperative grouping of children. That is a method of instruction which encourages children to surrender their individual dreams and academic goals for the collective. College professors continue to recommend cooperative grouping of students as an essential method of instruction although academic achievement suffers in the process. The First Days of School by Harry and Rosemary Wong and Handbook of Social Justice in Education by William Ayers and others are examples of works which advocate cooperative grouping as a technique for new teachers. Both books are also required reading during professional seminars.

Most important to these educational experts are the social and political changes being developed in American society. Many Americans have been conditioned to accept a President who says:

If you’ve got a business, you didn’t build that. If you’ve been successful, you didn’t get there on

your own. I’m always struck by people who think, well, it must be because I was just so smart.

If you were successful, somebody along the line gave you some help.

When the American public cheers a President who advocates these collectivistic values, the policy wonks at the Aspen Institute have good reason to smile for they have successfully changed American values, standards, and expectations. This they accomplished without spilling a drop of blood or taking a life.

They destroyed the dreams of many Americans, and they used the educational system to do it. Taxpayers who want to stop the destruction of America’s Republic must demand that federal mandates be removed from the educational system and the funds be re-allocated to the states.

Please consider financially supporting Advocates for Academic Freedom! Your donations are used to contribute conservative current-events materials to school libraries and to provide informational materials to parents, educators, and taxpayers about social and political policies which impact the educational system. AAF works with grassroots groups to address educational issues at the federal, state, and local level. Donations can be made online via PayPal or checks can be made payable to: AAF and mailed to: 331 South Main Street; Suite 307, Rice Lake, WI 54868

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Radicals and the Common Core State Standards

During the debates you may have heard President Obama hint out his federal school reforms. Just as everything else that comes out of his mouth, his belief that he has “reformed” anything is laughable on its face, and the reality of what is actually going on is dangerous at its Core. In all of the chaos of the last four years, the one thing patriotic Americans have paid little attention to is the education “reforms” pushed by our President and his non-educator Secretary of dis-Education Arne Duncan. The Republican response to many of their “reforms” have been similar to cows being herded for slaughter. Please take a few minutes to read and share these two articles by Mary Grabar the relate to what has been going on, she writes over at dissidentprof.com.

Terrorist Professor Bill Ayers and Obama’s Federal School Curriculum

Three years after the Department of Education announced a contest called Race-to-the-Top for $4.35 billion in stimulus funds, some parents, teachers, governors, and citizen and public policy groups are coming to an awful realization about the likely outcomes:

  • A national curriculum called Common Core
  • Regionalism, or the replacement of local governments by federally appointed bureaucrats
  • A leveling of all schools to one, low national standard, and a redistribution of education funds among school districts
  • An effective federal tracking of all students
  • The loss of the option of avoiding the national curriculum and tests through private school and home school

Working behind the scenes, implementing these policies and writing the standards are associates from President Obama’s community organizing days. In de facto control of the education component is Linda Darling-Hammond, a radical left-wing educator and close colleague of William “Bill” Ayers, the former leader of the communist terrorist Weather Underground who became a professor of education and friend of Obama’s.

‘ObamaCore’: Radical Education Bill Set to Take Effect After Election

Barack Obama, having little else in his arsenal, began his first debate by touting his signature education program“Race to the Top.” Joe Biden also cited “education” in his debate with Paul Ryan. Last Tuesday, Obama even turned a question about gun control into an opportunity to boast about his education policies. During the final debate, Obama repeatedly claimed that continued government investments in education are necessary to compete with China and to develop “clean energy technology.”

Race to the Top may have been the one domestic policy initiative that did not garner the universal ire of Republicans — indeed, it has many GOP supporters. They likely do not realize what a monster they have birthed by promising to follow federal Common Core curriculum guidelines (in math and English/language arts, so far) as part of the Race to the Top contest for $4.35 billion in stimulus funds.

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The Injustices of Social Justice Curriculum

This submission comes to us from Advocates For Academic Freedom. You can follow them on Facebook.

Historians study the impact that each social and political policy has had on any given society. Citizens and professionals live their lives day-to-day relying on the ethics and intellectual integrity of the experts in their professions. Even casual educational historians realize that the field of education has experienced an effluent change in focus which, if studied seriously, most teachers would find shocking. As stewards of our profession, teachers must become educational historians and objectively analyze the impact social and political policies are having on their classrooms. Social justice ideology is an educational directive that should be scrutinized by those whose effectiveness will be influenced by it.

Social justice curricula were developed by college professors and self-proclaimed theorists who believed that American’s focus on individualism created injustices in public education and society. They openly declared war on the traditional role of education which has been to maintain Christian traditions and perpetuate social order. Their modern-day followers need Americans to accept the destruction of traditional American values before their idea of social justice can occur. The result has been social INJUSTICE, the destruction of public education, and the systematic dismantling of our American republic, the most moral and productive form of government ever developed.

The destruction began in the1900s when John Dewey, a progressive philosopher and educator; and George Counts, an outspoken socialist and Reconstructionist, challenged teachers to replace the development of each student’s individual talents with a focus on social justice. Even the HADBOOK OF SOCIAL JUSTICE IN EDUCATION, a text edited by William Ayers and others and used in colleges to prepare teachers, states that “Counts argued that society would not become a socially just entity until students were taught to counter the conservative school order with a more radical education that promoted social change.” Thus began the decline of the educational system where the study of academics was replaced with the study of social issues. Educators removed conservative resource materials from school libraries, implemented the destructionist form of history instruction, participated in the institutionally accepted bullying of anyone advocating conservative principles, and witnessed and rationalized an increase in behavioral problems accompanied by the rapid decline of academic excellence.

The decline of the middle class and the destruction of the educational system are direct results of this educational philosophy. No longer was the educator expected to help each student develop the skills he would need to become a contributing member of society. No longer were students taught respect for our republican form of government or pride in our country. These values were replaced with a focus on identifying the flaws of our society and unjustly blaming those flaws on the American form of government and the Judeo-Christian foundations of that government. Acceptance of this ideology was needed before a group of pseudo-intellectual social misfits could destroy the most successful form of government ever created.

Instead of holding this group accountable for the resulting destruction, citizens have been slowly manipulated to adopt policies of tolerance. The problem is that too many cannot find the line between tolerance and acceptance. Succumbing to “politically correct” approaches has allowed progressives to destroy our educational system with impunity.

Alex de Tocqueville, author of Democracy in America, visited the United States in 1831 and described America as he found it then. “Every citizen receives the elementary notion of human knowledge; he is taught, moreover, the doctrines and the evidences of his religion, the history of his country, and the leading features of its Constitution. …it is extremely rare to find a [person] imperfectly acquainted with all these things.” The “elementary notion of human knowledge” includes the study of grammar and literature which resulted in the beautifully written letters by Civil War soldiers. Could anyone honestly make similar statements about current graduates of public education?

During the 1800s, the American middle class was the largest and wealthiest of any developed country. Present political and educational policies of social justice have played a major role in the destruction of the middle class.

Educators must demand accountability from the educational experts whose ideologies are imposed upon the profession. Teachers must demand to be respected as professionals. They must demand that accountability policies afford them the professional courtesy of selecting the teaching ideologies that are to be implemented in their classrooms and which determine results. Accountability without self-determination is a most punitive form of injustice.

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