From Politico 9/8/15
- On Capitol Hill, edu-insiders expect a conference to begin on the proposed No Child Left Behind rewrites this month or early next. The House- and Senate-passed versions of the bill have significant differences, but aides have been working to find areas of agreement.
CALL, CALL, CALL (202-224-3121) AND DEMAND YOUR SENATORS AND REPRESENTATIVES VOTE "NO" ON RECONCILED VERSION OF S-1177 .
Wednesday, September 9, 2015
Monday, September 7, 2015
WAR DECLARED AGAINST YOUR CHILDREN
DARLING LINDA WANTS YOUR CHILDREN
http://edsource.org/2015/new-institute-in-palo-alto-aims-to-help-shape-state-national-k-12-policy/86100
(Bolded = emphasis added)
The institute has opened during a critical period for education policy nationwide and in California. Along with implementing the Common Core State Standards, California is transitioning to a new school accountability system and a financing system that targets substantially more money to high-needs students and shifts control over spending from the state to local school districts. [Charters/unelected boards? ed.]
In Washington, Republicans and Democrats are struggling with aspects of the rewrite of the No Child Left Behind law. But their overall compromise would return more authority over education policy and accountability to the states. That will make it all the more important, Darling-Hammond said, for communities “to know what works and act based on that knowledge. States and the federal government need to be in the knowledge-sharing business,” and the institute will be a forum and conduit for that information, she said.
Independent and nonpartisan, the Learning Policy Institute will differ from most research institutions, Darling-Hammond said, in that it will combine original and existing research to focus on “pressing policy questions” and then will translate the findings so that federal, state and local policymakers and practitioners can adopt the recommendations and bring them to scale. A large focus of the institute’s work will be on California, she said.
She said the institute’s policy agenda will include:
Examining effective designs for new schools with structures, curriculum and types of learning that young people will need to thrive in a “radically different, knowledge-based world economy.”
Sharing early education programs with strong outcomes so that they can be brought to scale. There is an emerging bipartisan recognition nationally of the importance of early education, she said.
Making recommendations and sharing research on how to attract, train and effectively retain the next generation of teachers; California and other states are already experiencing a diminishing supply of prospective teachers.
Helping to shape an “equity agenda” that draws attention to the United States’ high rates of child poverty and homelessness and unequal school funding and staffing, compared with other industrialized nations. End excerpt.
"New institute in Palo Alto aims to help shape state, national K-12 policy"
Sep 2, 2015 | By John Fensterwald | http://edsource.org/2015/new-institute-in-palo-alto-aims-to-help-shape-state-national-k-12-policy/86100
A prominent scholar from Stanford University will direct a new education institute in Palo Alto whose mission is to influence K-12 policies in both California and the nation.
Linda Darling-Hammond, an emeritus professor at the Stanford University Graduate School of Education, is the president and CEO of the Learning Policy Institute, which formally announced its opening Wednesday. Along with headquarters in the San Francisco Bay Area, the institute has an office in Washington, D.C., an initial budget of $5 million and a staff of 30 that may grow to 50 within a year.
Linda Darling-Hammond, an emeritus professor at the Stanford University Graduate School of Education, is the president and CEO of the Learning Policy Institute, which formally announced its opening Wednesday. Along with headquarters in the San Francisco Bay Area, the institute has an office in Washington, D.C., an initial budget of $5 million and a staff of 30 that may grow to 50 within a year.
The new position will take most of Darling-Hammond’s time, although she will continue to teach occasionally as an emeritus professor at Stanford and to serve as chair of the California Commission on Teacher Credentialing. Patrick Shields, who managed research at SRI Education for two decades with a focus on California’s teaching force, will be the new institute’s executive director.
The San Francisco-based Sandler Foundation is the lead funder with the Atlantic Philanthropies, the S.D. Bechtel, Jr. Foundation, the Ford Foundation, the William and Flora Hewlett Foundation and the Stuart Foundation also providing initial support for the institute.
The institute has opened during a critical period for education policy nationwide and in California. Along with implementing the Common Core State Standards, California is transitioning to a new school accountability system and a financing system that targets substantially more money to high-needs students and shifts control over spending from the state to local school districts.
In Washington, Republicans and Democrats are struggling with aspects of the rewrite of the No Child Left Behind law. But their overall compromise would return more authority over education policy and accountability to the states. That will make it all the more important, Darling-Hammond said, for communities “to know what works and act based on that knowledge. States and the federal government need to be in the knowledge-sharing business,” and the institute will be a forum and conduit for that information, she said.
Independent and nonpartisan, the Learning Policy Institute will differ from most research institutions, Darling-Hammond said, in that it will combine original and existing research to focus on “pressing policy questions” and then will translate the findings so that federal, state and local policymakers and practitioners can adopt the recommendations and bring them to scale. A large focus of the institute’s work will be on California, she said.
She said the institute’s policy agenda will include:
Examining effective designs for new schools with structures, curriculum and types of learning that young people will need to thrive in a “radically different, knowledge-based world economy.”
Sharing early education programs with strong outcomes so that they can be brought to scale. There is an emerging bipartisan recognition nationally of the importance of early education, she said.
Making recommendations and sharing research on how to attract, train and effectively retain the next generation of teachers; California and other states are already experiencing a diminishing supply of prospective teachers.
Helping to shape an “equity agenda” that draws attention to the United States’ high rates of child poverty and homelessness and unequal school funding and staffing, compared with other industrialized nations.
The timing may be right for a new institute focusing on these issues and for Darling-Hammond. An early education adviser to President Obama, who considered naming her secretary of education, she has been a critic of the standardized test-based school sanctions and federally prescribed options for turning around low-performing schools under the No Child Left Behind law. She also has criticized the federal government’s pressure for states to use standardized test scores to evaluate teachers.
As California, under Gov. Jerry Brown, rejected federal initiatives like the Race to the Top funding competition and went its own way, education leaders have turned to Darling-Hammond. Brown appointed her to the Commission on Teacher Credentialing, where she and the commission have been rewriting requirements for training and credentialing teachers and principals. Superintendent of Public Instruction Tom Torlakson asked her to co-lead the task force that produced his Blueprint for Great Schools in 2011. The State Board of Education has turned to her for advice on creating a new school accountability system based on a collaborative process of improvement and a dashboard of measures of student and school performance. She gave a lengthy presentation of her ideas at the board’s May meeting.
While an advocate for many of these policies and viewed as an ally of the nation’s teachers unions, Darling-Hammond said that the institute is committed to evidence-based, high-quality research that “addresses the complex realities facing public schools and their communities.”
An author of 20 books and 500 publications, she has frequently testified before Congress and was an advisor to the Smarter Balanced Assessment Consortium, which has produced the standardized tests for the Common Core State Standards for California and other member states. While not involved in the creation and adoption of the Common Core – she has criticized its timeline for implementation – she has championed the standards’ goals of deeper learning and problem solving.
Along with researchers, the institute will employ educators, policy experts and communicators who will hold briefings, seminars and debates and do extensive communications outreach and networking, the institute said in a press release.
But David Plank, executive director of Policy Analysis for California Education, or PACE, a research center, said the institute’s “biggest asset will be Linda.”
“All of us say we want our research to influence policy,” he said. “Linda is uniquely engaged at the highest levels of California and Washington, with a direct line to those making policy decisions so she is in a unique position to make research matter.”
Susan Sandler, a trustee of the Sandler Foundation, will chair the board of directors. Other members are Henry Louis Gates, Jr., director of the W. E. B. Du Bois Institute for African and African American Research at Harvard University; Kris Gutiérrez, professor of Language, Literacy and Culture at UC Berkeley and former president of the American Education Research Association; David Lyon, founding president emeritus of the Public Policy Institute of California; David Rattray, executive vice president of the Los Angeles Chamber of Commerce; and Stephan Turnipseed, chairman of the Partnership for 21st Century Skills.
http://learningpolicyinstitute.org/our-work/
It is with great pleasure that we're writing to let you know about our new endeavor: The Learning Policy Institute. See our announcement below for more information.
Best,
Linda Darling-Hammond
President and CEO
Patrick Shields
Executive Director
NEW NATIONAL EDUCATION THINK TANK
TO FOCUS ON LEARNING
"Learning Policy Institute" to bridge research and policy;
respond to 'New Moment'
Palo Alto, CA - A new national education think tank - the Learning Policy Institute - is being announced today. Its mission is to conduct high-quality research to inform evidence-based policies that can prepare all students for the challenges of our fast-changing, knowledge-based society.
Bridging the often far-apart worlds of research and policymaking, as well as knowledge about learning and the design of education systems, the Institute's work will be independent and nonpartisan, focusing on learning from pre-K through high school. Internationally renowned researcher and policy expert Linda Darling-Hammond will serve as president and CEO of the organization.
"We've arrived at a new moment for public education in America," said Dr. Darling-Hammond. "All children need to be able to inquire deeply, think critically, communicate, and collaborate to solve challenging problems. Fortunately, we have growing knowledge about how to create learning environments that can accomplish these goals. The Learning Policy Institute will focus on turning that knowledge into action to promote policies that enable each and every child to learn, think and thrive."
Darling-Hammond, who is Charles E. Ducommun Professor of Education Emeritus at the Stanford University Graduate School of Education, is joined by Executive Director Patrick Shields, who comes to the Institute after 20 years creating and building a highly respected education research center at SRI International. They will lead a team of researchers, educators, policy experts, and communicators that will conduct, marshal, and disseminate research; translate research for federal, state, and local policymakers; host policy briefings, seminars, and debates; and engage in extensive communication, outreach and networking.
"Rather than leaving research on the shelf, where it often lands, the Learning Policy Institute will carry research about what works directly into the policy arena," said Shields. "We'll provide all those who care about improving education with independent, practical knowledge and information."
In doing this work, Institute staff will connect the people who shape public policy with evidence, ideas and actions to strengthen the education system and address the complex realities facing public schools and their communities. And they will collaborate with leaders in education, government, business and other fields who share a commitment to high-quality education and who want to follow the evidence where it leads in the search for smart policy.
"In this new moment, there's very substantial interest in finding agreement across old political divides so that our nation can move education forward," added Board Chairwoman Susan Sandler. "Most people want an education system that guarantees that all children learn and graduate, find good jobs, and contribute to society to make the world a better place. The Institute will build on those areas of agreement."
In addition to Ms. Sandler, a trustee with the Sandler Foundation, and Dr. Darling-Hammond, the Board of Directors includes:
The Atlantic Philanthropies, the S.D. Bechtel, Jr. Foundation, the Ford Foundation, the William and Flora Hewlett Foundation, the Sandler Foundation, and the Stuart Foundation are providing initial support for the Institute.
More information on the Learning Policy Institute can be found at http://www.LearningPolicyInstitute.org and on Twitter @LPI_Learning. Also see Linda Darling-Hammond's Huffington Post blog.
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###
About Linda Darling Hammond (President and CEO)
Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign. She continues to teach part-time in the Stanford Graduate School of Education. She previously served as Director of the RAND Corporation's education program and as the William F. Russell Professor of Education at Columbia University, Teachers College.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. She is recipient of 14 honorary degrees as well as numerous national and international awards for the quality and impact of her research. These include the coveted Grawemeyer Award, the Brock International Prize, the Pomeroy Award for Outstanding Research, and the Margaret B. Lindsay Award for Distinguished Research in Teacher Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices. From 1994-2001, she was Founding Executive Director of the National Commission on Teaching and America's Future, whose 1996 report What Matters Most: Teaching for America's Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation's ten most influential people affecting educational policy. In 2008, she served as the leader of President Barack Obama's education policy transition team. Among her more than 500 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education. She received an Ed.D. from Temple University, with highest distinction, and a B.A., magna cum laude, from Yale University.
About Patrick Shields (Executive Director)
Patrick Shields was previously the executive director of SRI Education. He has more than 25 years of experience managing large-scale social science research projects, and his work has focused on efforts to provide high-quality learning opportunities to every student in the United States. He served as research director for Teaching and California's Future, a 13-year initiative to track the quality of the teacher workforce that contributed to legislation to ensure high-quality teaching for the poorest of California's students. Shields has also overseen many NSF- and foundation-supported studies of STEM opportunities for disadvantaged children, including as the co-principal investigator of the Science Activation Lab, a national research and design effort to dramatically strengthen learning. In addition, he previously was co-principal investigator of a U.S. Department of Education study on English-learner reclassification in California.
Shields received a Ph.D. and an M.A. in Educational Policy from Stanford University, an M.A. in Educational Administration from Columbia University and a B.A. in Romance Languages from Amherst College. He serves on the National Academy of Sciences Committee on Strengthening Science Education through a Teacher Learning Continuum. He also was on the Academy's Committee on the Influence of Standards in Mathematics, Science, and Technology; worked as a senior policy advisor to the Center for Research on Educational Diversity and Excellence at the University of California, a member of the National Council of Teachers of Mathematics Standards Impact Research Group; and served as a member of the Committee of Visitors for the Center for Informal Learning and Schools.
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Saturday, September 5, 2015
GRASSROOTS RISING
#NO WAY ESEA #NO WAY ESEA #NO WAY ESEA
Now or Never!!!!!!!!!!
KILL THE EVERY CHILD ACHIEVES ACT
Grassroots still has a chance to kill S1177, Senator Lamar Alexander's The Every Child Achieves Act, which passed the Senate on July 16, 2015.
https://www.govtrack.us/congress/bills/114/s1177/text
The House version, H.R. 5, Rep. John Kline's The Student Success Act (H.R. 5), a virtual copycat version of S1177, passed the House July 8, 2015, by a very slim 5-vote margin (218-213). HR 5 was defeated in the allotted time. Time had to be extended to get the necessary votes.
Student Success Act (H.R. 5)
The following quotes are taken from a very important article by Alex Newman, The New American, publication of The John Birch Society, August 12, 2015:
These quotes relate to above bills and pending community education legislation S1787 (Full Service Community Schools Act).
http://www.thenewamerican.com/culture/education/item/21395-obamas-community-schools-aim-to-replace-parents
"Under the plan, adopted in the Senate last month as part of a massive “education bill” solidifying federal control over children and schools, federally funded so-called community schools will “target” families and children for “services” covering their “academic, physical, social, emotional, health, mental health, and other needs"
."In other words, children ensnared by “community” schools can spend virtually all of their time there and receive all of their “services there — one step short of Obama Education Secretary Arne Duncan’s recent pitch for government boarding schools that he said should have children 24 hours per day, seven days a week.”
"Essentially, these Obama-backed “community” schools will become your child’s parents, nanny, educator, doctor, dentist, food source, psychiatrist, and more. It was not immediately clear whether hugs would be included, but practically everything else is. In other words, these “schools” will expand and accelerate the ongoing usurpation of the role of families and parents in raising the next generation of Americans. And just in case, parents can receive home visits from the swarms of federally funded school bureaucrats — in addition to parenting lessons from Big Brother on how to care for Big Brother’s children. The federally funded “full-service community schools” will also be keeping watch for Big Brother, with tax funding allocated to help the parental-replacement centers create data-collection systems aimed at knowing everything about everyone."
Grassroots should reproduce Newman article and related posts at abcsofdumbdown.blogspot.com (January - September 2015) and forward this researched info to their respective Republican Representatives, those who voted "no" (with a huge thank you) and those who voted "yes" (with an urgent plea they switch their yes vote to a no vote) when the final post- Conference up/down vote takes place later this month.
Grassroots should also send their representatives latest information related to Washington State Supreme Court's recent ruling that charter schools are unconstitutional; at the same time pointing out that many pages of S. 1177 relate to the use of funding/use of tax-funded charter schools which have no elected school boards which is Taxation Without Representation.
State Supreme Court: Charter schools are unconstitutional
Link to find out how your Representative voted on Student Success Act:
http://clerk.house.gov/evs/2015/roll423.xml
HOW THE CONGRESSIONAL SYSTEM WORKS:
After S.1177 ESEA Reauthorization, Every Child Achieves Act, passed, both members of Senate and House are required to go into Conference to iron out differences. After the "ironing out" takes place, there is a bipartisan-approved Conference Report released. Both Senate and House members will then, separately, take a final UP/DOWN vote.
Now or Never!!!!!!!!!!
KILL THE EVERY CHILD ACHIEVES ACT
Grassroots still has a chance to kill S1177, Senator Lamar Alexander's The Every Child Achieves Act, which passed the Senate on July 16, 2015.
https://www.govtrack.us/congress/bills/114/s1177/text
The House version, H.R. 5, Rep. John Kline's The Student Success Act (H.R. 5), a virtual copycat version of S1177, passed the House July 8, 2015, by a very slim 5-vote margin (218-213). HR 5 was defeated in the allotted time. Time had to be extended to get the necessary votes.
Student Success Act (H.R. 5)
The following quotes are taken from a very important article by Alex Newman, The New American, publication of The John Birch Society, August 12, 2015:
These quotes relate to above bills and pending community education legislation S1787 (Full Service Community Schools Act).
http://www.thenewamerican.com/culture/education/item/21395-obamas-community-schools-aim-to-replace-parents
"Under the plan, adopted in the Senate last month as part of a massive “education bill” solidifying federal control over children and schools, federally funded so-called community schools will “target” families and children for “services” covering their “academic, physical, social, emotional, health, mental health, and other needs"
."In other words, children ensnared by “community” schools can spend virtually all of their time there and receive all of their “services there — one step short of Obama Education Secretary Arne Duncan’s recent pitch for government boarding schools that he said should have children 24 hours per day, seven days a week.”
"Essentially, these Obama-backed “community” schools will become your child’s parents, nanny, educator, doctor, dentist, food source, psychiatrist, and more. It was not immediately clear whether hugs would be included, but practically everything else is. In other words, these “schools” will expand and accelerate the ongoing usurpation of the role of families and parents in raising the next generation of Americans. And just in case, parents can receive home visits from the swarms of federally funded school bureaucrats — in addition to parenting lessons from Big Brother on how to care for Big Brother’s children. The federally funded “full-service community schools” will also be keeping watch for Big Brother, with tax funding allocated to help the parental-replacement centers create data-collection systems aimed at knowing everything about everyone."
Grassroots should reproduce Newman article and related posts at abcsofdumbdown.blogspot.com (January - September 2015) and forward this researched info to their respective Republican Representatives, those who voted "no" (with a huge thank you) and those who voted "yes" (with an urgent plea they switch their yes vote to a no vote) when the final post- Conference up/down vote takes place later this month.
Grassroots should also send their representatives latest information related to Washington State Supreme Court's recent ruling that charter schools are unconstitutional; at the same time pointing out that many pages of S. 1177 relate to the use of funding/use of tax-funded charter schools which have no elected school boards which is Taxation Without Representation.
State Supreme Court: Charter schools are unconstitutional
Link to find out how your Representative voted on Student Success Act:
http://clerk.house.gov/evs/2015/roll423.xml
HOW THE CONGRESSIONAL SYSTEM WORKS:
After S.1177 ESEA Reauthorization, Every Child Achieves Act, passed, both members of Senate and House are required to go into Conference to iron out differences. After the "ironing out" takes place, there is a bipartisan-approved Conference Report released. Both Senate and House members will then, separately, take a final UP/DOWN vote.
The Conference Report must be passed (as is...with no changes) by both the House and Senate or it will die. It is at this point that we feel we have an excellent chance of overturning this very dangerous/totalitarian legislation which is guaranteed to end the America we have all come to love, the America which guarantees freedom to ALL citizens (lifelong) and especially the freedom for parents to bring up (make ALL, repeat ALL decisions regarding their children's attitudes, values, and beliefs, health, education, future employment choices, and futures, in general).
We believe the grassroots has a great opportunity to kill ESEA. We almost killed it in February when Rep. John Kline, Chairman of the House Committee on Education and the Workforce was forced to table HR 5 due to not having enough votes. And we sure almost killed it July 8, 2015 when it mysteriously passed by a 5-vote margin (five necessary votes coming in at the very end!) The bill was defeated in allotted time. Time had to be extended to get the necessary votes!
HOW CAN WE KILL IT? Very simply by persuading enough of those Republicans who voted "yes" on H.R.5, July 8, 2015, to switch their "yes" vote to "no" votes. The information that has been unearthed since passage of S.1177, including above very important information regarding charter schools being unconstitutional, should convince these Republicans that they should change their vote from Yes to No.
Please click on following link regarding the need to contact your representatives as soon as possible.
Monday, August 31, 2015
RED ALERT RED ALERT RED ALERT #13
#Abolishallstatedepartmentsofed
IS TRASHING ELECTED OFFICIALS THE GOAL OF UTAH EDUCATION CONFERENCE?
Former Reagan Secretary of Education T.H. Bell (Utah) train arrives at totalitarian station.
SHOCKER IN UTAH-LISTEN TO THIS:
http://rense.gsradio.net:8080/rense/special/rense_Iserbyt
AGENDA JOINT EDUCATION CONFERENCE 2015 Wednesday, September 2, 2015, 8:00 a.m. - 4:00 p.m. Thursday, September 3, 2015, 8:00 a.m. – 2:00 p.m. Gilbert Great Hall, R. Haze Hunter Conference Center, Southern Utah University http://le.utah.gov/jec/agenda.pdf
The Utah Meeting taking place in September, will very likely affect ALL public, private, religious, AND homeschoolers!!!
ABCs of DumbDown: "Birds of a Feather Flock Together":
"Thompson: Common Core Will Double Dropout Rate, Says Carnegie Corporation*," by John Thompson, Scholastic Administrator, August 6, 2014. The writer asks:
The goal of Carnegie “Challenge” research papers is “to lift up ideas and issues in a way that we hope will elevate them to the nation’s agenda.” So, why has this all-important finding not influenced the debate over the Common Core agenda? [bold in original]
What above statement says obliquely is that Carnegie -- which is deeply involved in Communist Core (Common Core) since it paid for and created the original Common Core (National Assessment of Educational Progress, NAEP) in 1969 -- knows that Common Core cannot succeed without putting in the lifelong community education/school to work/social service support system, using the less privileged minorities as their guinea pigs. This agenda will eventually -- if Americans don't stop tax-funded school choice/charters and the community school agenda -- include ALL American children and adults as well. Beware homeschoolers! You are included in their agenda. (Read more HERE.)
This lifelong communist system, called for by Carnegie in 1934, is necessary for the "planned economy." It is supported by John Ayers, ex-VP of Carnegie Foundation for Advancement of Teaching, who put eight charter schools (necessary for school to work training) into Chicago, with the support of his Weatherman bomber/ brother, communist Bill Ayers (close to Obama), and the whole nest of red birds out of University of Chicago, Brown University, Harvard, etc., receiving funding from Annenberg and other corporations/foundations. (Read more HERE.)"
It is likely the national neoconservative movement will support the Utah conference agenda due to it's support for tax-funded school choice/charters with unelected boards, and its support for Skinnerian workforce training method (Heartland Institute). ABCs of DumbDown: THE SIX (SICK?) C's CONTINUED
WILL MARC TUCKER'S PLAN TO SHIFT CONTROL (ACCOUNTABILITY) OF EDUCATION FROM THE FEDS TO THE STATE, IN UNISON WITH:
1. THE CARNEGIE/ GATES' "PORTFOLIO" PLAN TO SHIFT DISCRETION OF COURSE CONTENT AND USE OF MONEY TO THE LOCAL"COMMUNITY" SCHOOL EDUCATORS (AS PER THEIR CEE-TRUST PROGRAM TO ACCOMMODATE COMMUNITY EDUCATION AND CHARTERS),
2. AND THE CHARTER PUSH BY EDUCATIONAL GURUS,
CREATE THE PERFECT STORM TO DESTROY OUR REPRESENTATIVE FORM OF EDUCATION?
Three main speakers at the Utah Education Conference are Tom Vander Ark (Carnegie/Gates), Marc Tucker (Carnegie/ Gates) and Karla Phillips, Foundation for Excellence in Education (Jeb Bush).
1. Marc Tucker recommends shifting control (accountability) of education from the federal department of education to the state departments of education.
2. Tucker also wants to eliminate locally-elected school boards.
WHAT MIGHT HIS PLAN BE for the Utah Conference on Education?
Here is what Tucker will address at the conference (pdf link above):
IS TRASHING ELECTED OFFICIALS THE GOAL OF UTAH EDUCATION CONFERENCE?
Former Reagan Secretary of Education T.H. Bell (Utah) train arrives at totalitarian station.
SHOCKER IN UTAH-LISTEN TO THIS:
http://rense.gsradio.net:8080/rense/special/rense_Iserbyt
AGENDA JOINT EDUCATION CONFERENCE 2015 Wednesday, September 2, 2015, 8:00 a.m. - 4:00 p.m. Thursday, September 3, 2015, 8:00 a.m. – 2:00 p.m. Gilbert Great Hall, R. Haze Hunter Conference Center, Southern Utah University http://le.utah.gov/jec/agenda.pdf
The Utah Meeting taking place in September, will very likely affect ALL public, private, religious, AND homeschoolers!!!
ABCs of DumbDown: "Birds of a Feather Flock Together":
"Thompson: Common Core Will Double Dropout Rate, Says Carnegie Corporation*," by John Thompson, Scholastic Administrator, August 6, 2014. The writer asks:
The goal of Carnegie “Challenge” research papers is “to lift up ideas and issues in a way that we hope will elevate them to the nation’s agenda.” So, why has this all-important finding not influenced the debate over the Common Core agenda? [bold in original]
What above statement says obliquely is that Carnegie -- which is deeply involved in Communist Core (Common Core) since it paid for and created the original Common Core (National Assessment of Educational Progress, NAEP) in 1969 -- knows that Common Core cannot succeed without putting in the lifelong community education/school to work/social service support system, using the less privileged minorities as their guinea pigs. This agenda will eventually -- if Americans don't stop tax-funded school choice/charters and the community school agenda -- include ALL American children and adults as well. Beware homeschoolers! You are included in their agenda. (Read more HERE.)
This lifelong communist system, called for by Carnegie in 1934, is necessary for the "planned economy." It is supported by John Ayers, ex-VP of Carnegie Foundation for Advancement of Teaching, who put eight charter schools (necessary for school to work training) into Chicago, with the support of his Weatherman bomber/ brother, communist Bill Ayers (close to Obama), and the whole nest of red birds out of University of Chicago, Brown University, Harvard, etc., receiving funding from Annenberg and other corporations/foundations. (Read more HERE.)"
It is likely the national neoconservative movement will support the Utah conference agenda due to it's support for tax-funded school choice/charters with unelected boards, and its support for Skinnerian workforce training method (Heartland Institute). ABCs of DumbDown: THE SIX (SICK?) C's CONTINUED
WILL MARC TUCKER'S PLAN TO SHIFT CONTROL (ACCOUNTABILITY) OF EDUCATION FROM THE FEDS TO THE STATE, IN UNISON WITH:
1. THE CARNEGIE/ GATES' "PORTFOLIO" PLAN TO SHIFT DISCRETION OF COURSE CONTENT AND USE OF MONEY TO THE LOCAL"COMMUNITY" SCHOOL EDUCATORS (AS PER THEIR CEE-TRUST PROGRAM TO ACCOMMODATE COMMUNITY EDUCATION AND CHARTERS),
2. AND THE CHARTER PUSH BY EDUCATIONAL GURUS,
CREATE THE PERFECT STORM TO DESTROY OUR REPRESENTATIVE FORM OF EDUCATION?
Three main speakers at the Utah Education Conference are Tom Vander Ark (Carnegie/Gates), Marc Tucker (Carnegie/ Gates) and Karla Phillips, Foundation for Excellence in Education (Jeb Bush).
1. Marc Tucker recommends shifting control (accountability) of education from the federal department of education to the state departments of education.
2. Tucker also wants to eliminate locally-elected school boards.
WHAT MIGHT HIS PLAN BE for the Utah Conference on Education?
Here is what Tucker will address at the conference (pdf link above):
"Turning Utah's Education System into a World-Class Education System
Participants will hear about national and international efforts to transform education systems to improve student outcomes with an opportunity for questions and answers.
Marc Tucker, President and CEO, National Center on Education and the Economy
Table Discussions
Participants will discuss questions related to transforming Utah's education system in small groups to brainstorm strategies for improving student education outcomes in Utah." (Emphasis added)
WHAT MIGHT THOSE SYSTEMS BE?
A. CRPE/CEE-Trust
1. Reorganize State Boards of Education according to Carnegie/CRPE's "Portfolio" system of "Contract" and "Compact" schools. ( CRPE favors Charter schools. Russia has contract schools.)
2. Steps:
a. The state enforces accountability and delegates authority and support to Community School Offices. (CSOs)
b, Local school boards will cease to exist. The CSOs will, instead, have an unelected, appointed "Advisory Board".
c. Community School Offices. CSOs oversee all public schools in their designated area. Private and faith-based schools can expected to join due to their inability to compete with tax-funded schools.
d. CSOs will co-ordinate all community services and partnerships. This will be done at the Community level.
e. Portability: Government funds follow the students so they can choose any school, including "faith-based" schools. If private and faith based schools join, they must be "religious neutral".
f. Charter schools will probably become the only model since they have no elected boards, are tax funded and will be heavily promoted. National and international vendors can apply for charters.
g. Educators decide what will be taught or emphasized at their particular school. Perfect for workforce training.
h. This is what "Life-long Community Education" is all about: The community controlled by unelected boards with no taxpayer representation. The National Alliance of Business, on it's letterhead in the 1990's stated: "KINDERGARTEN-AGE 80 WORKFORCE TRAINING".
B. Tom Vander Ark, Executive Director Education, the Bill and Melinda Gates Foundation:
Transformation of Education and Change Leadership: Help school leaders rebuild the school system with a new systems framework for education. (excerpted from the forward written by Tom Vander Ark for Tony Wagner and Company's book, "Change Leadership": A Practical Guide for Transforming our Schools"..
C. Jeb Bush's Foundation for Excellence in Education (FEE)
Bush is the chairman of the Foundation for Excellence in Education, which promotes expanding charter schools and vouchers;
Launched by former Governor Jeb Bush in 2008, the Foundation for Excellence in Education’s (ExcelinEd) unique contribution is working with decision makers on developing and implementing reform policies. We are a hands-on, how-to organization that provides model legislation, rule-making expertise, implementation strategies, and public outreach.
D. PISA AND THE FINNISH MODEL?
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