Reporting on Current Obama Education Policies

The Common Core Face-off:
Hiding the Truth About Choice and Charter Schools.

“Those who have the privilege to know, have the duty to act.” Albert Einstein

Obama and ‘Conservative’ Groups Use Bait and Switch Tactics. They are using the momentum against Common Core to complete and further their agenda—“Choice” and Charter Schools.

The truth has uneasy consequences. ‘Conservatives’ and Republicans are revealing their so-called “Choice Plan” that mimics the Obama-Duncan Plan. In an article posted by the ‘conservative’ organization FreedomWorks, their entire proposed controversial agenda for “choice” in education demands rebuttal, discussion and dissection. The Einstein quote at the top of this article validates my decision to act on current documentation, explaining to the American people the danger that these ‘conservative groups’ represent to parents when they demand “choice.”

Republican Governors who say that Common Core is gone are using fraud and deception to further their cause. Their cause is government-controlled, taxpayer-funded “choice” and charter schools. Republicans are now conveniently using the slogan “No Common Core” as a litmus test—a popular hot button that will cue the Fall elections. But, are citizens and parents aware of where that path will take us? For example, see the following quote:

Common Core has emerged as the newest Republican litmus test for gauging candidates’ conservative bona fides, and experts say the controversial national education [Common Core] standard will help shape elections from school boards to the White House for the foreseeable future.
(See: link

This is the agenda that was divulged by FreedomWorks:

A draft action plan by the advocacy group FreedomWorks lays out the effort as a series of stepping stones: First, mobilize to strike down the Common Core. Then push to expand school choice by offering parents tax credits or vouchers to help pay tuition at private and religious schools. Next, rally the troops to abolish the U.S. Department of Education. Then it’s on to eliminating teacher tenure.
(See: Link)

Let me explain these real issues:

The ‘Anti-Common Core Movement’ is clouding the real issue. While states are thinking they have struck down Common Core, Obama is using the ESEA Flexibility Waivers to hide his real agenda—to Continue Common Core. Many ‘conservatives’ are—wittingly or unwittingly—helping Obama’s cause.

The move to “Strike Down Common Core” is a fake. It is a sophisticated machination to masquerade the real agenda embraced by ‘conservative’ groups who are working in tandem with the Obama Administration. “Race to the Top” and the Common Core Copyright made up the ‘foot in the door’ for standardizing the 50-state strategy. This was the first step towards nationalizing education—with national standards, a national test, and moving toward a national curriculum. Parents against Common Core are being used, especially by directing them to a new, easy answer to sidestep Common Core, i.e., government-controlled “choice.”

‘Conservative’ groups have told parents they can save their children from the federal government by supporting this “choice.” Little do these ‘new-to-the-system’ parents realize that they are being set up for a trap. Choice is that trap, and charter schools are right behind, for the bigger trap agenda. When this agenda becomes fully operational, parents will actually lose their voice. They will lose their vote in our representative form of government. There will be no true representation. The word “accountability” has meaning; it means being in compliance to federal law. You know, the federal strings attached to federal money. This fake “choice” is attached to federal strings.

What happens with Common Core? College and Career Ready Standards, or Workforce Readiness Skills, in a standards-based system will identify your child to the federal government as an individual future global worker. It doesn’t matter what name the standards use—it is within the power of the federal government to access your individual child through these individual standards. This plan was laid out by the U.S. Department of Labor in the Secretary’s Commission for Achieving Necessary Skills (SCANS) report way back in 1992. Obama has set out his plan through “Race to the Top,” his plan to nationalize education. This is also hidden in the ESEA Flexibility Waiver, called Title I (explained below). Here is the hard part for people to understand—the fact is that this same plan was also once called the Reagan Plan, the Clinton Plan, the Bush Plan, and the Romney Plan. Romney called for using Title I funds and IDEA, which is Special Education, the Individuals with Disabilities in Education Act for school “choice.” (See: http://blogs.edweek.org/edweek/campaign-k-12/2012/05/romney_to_call_for_using_title.html .)

Here is the plan, or let’s call it “The Big Picture”:

Individual standards are to be met by individual students, taught by individual teachers. Individual students must be taught with validated—approved and certified–curriculum. All three entities are controlled through “accountability”—the federal test. This triad–controlled standards, controlled teachers, and controlled curriculum–is the plan.

This 3-faceted plan controls the outcome—your child or student. The ‘Conservatives’’ plan is to fund individual children wherever they go to school, so this “choice” money “follows the child” and extends the accountability even to private and religious schools.

Both the Liberal and Conservative plans take advantage (profit from) the money-making schemes that result from the expansion of for-profit charter schools. Both sides of the political spectrum have plans that converge. They all want the same results—nationalizing education with federal control of ALL children, ALL teachers, ALL curriculum, and ALL schools or “knowledge-dispensing centers.” Oh, and by the way, they want your local tax base, too.

Here is how this plan will work:

It is all about Title I

The Obama Administration has given states ESEA Flexibility Waivers to the Elementary and Secondary Education Act (ESEA), which is Bush’s No Child Left Behind legislation. ALL ESEA Flex Waivers require College and Career Ready Standards. What we have seen so far is deceptive. A state will withdraw from the Memorandum of Understanding (MOU), the copyright for Common Core, and then align Common Core into its own state standards when accepting the waiver.

But, parents must realize that Common Core has been transformed with a new name. The state will still conform to College and Career Ready Standards mandated by “Race to the Top” (RTTTT) funding, but further explained in these flexibility waivers. Particularly, these standards must go beyond language arts and math toward workforce readiness skills, which originally started as Common Core. Sometimes a state will include P20W, pre-natal through age 20, standards into the workforce training, expanding the K-12 agenda. (See, for example, “Oregon’s Common Core Goes P-20”: Link/ and Kentucky, too: Link

NOTE: The following pilot states—Ohio, Kentucky, Maine, West Virginia, Wisconsin, New York, New Hampshire, and Oregon—are redesigning their educational systems to correlate with federal standards called Innovation Lab Network, funded by the international Organization of Economic and Cultural Development (OECD), Lumina Foundation, and Chief State School Officers (CCSSO). CCSSO is the group that copyrighted the Common Core Standards along with the National Governors Association.

Oklahoma’s passage of House Bill 3399, that supposedly removed Common Core Standards, stated this in their bill,

Upon the effective date of this act, the State Board of Education shall seek certification from the State Regents for Higher Education that the subject matter standards for English Language Arts and Mathematics which were in place prior to the revisions adopted by the Board in June 2010 are college-and career-ready as defined in the Federal Elementary and Secondary Education Act (ESEA) Flexibility document issued by the United States Department of Education….
[emphasis added]

Oh no! The legislature put Common Core into law through their Flex Waiver! Governor Fallin is the Chairman of the National Governors Association (the other group that copyrighted the Common Core Standards). Oklahoma now calls their standards “Oklahoma Academic Standards,” and on the front of their Flex Waiver called their agenda “C3, College, Career, Citizenship Standards”—exactly the same as the CCSSO were calling it–to expand the standards to include dispositions, or attitudinal and value standards. We can assume that these standards will include testing and interventions in the non-cognitive domain. (See: Link )

Indiana’s supposed departure from Common Core is referred to as the “grand deception.” Indiana’s HB 1427 states

Provides that the state board shall implement educational standards that use the common core standards as the base model for academic standards to the extent necessary to comply with federal standards to receive a Flexibility Waiver.
[emphasis added]

South Carolina’s bill, H3893, to stop Common Core and the Smarter Balanced Test states

The summative assessment must assess students in English/language arts and mathematics, including those students as required by the federal Individuals with Disabilities Education Act and by Title I of the Elementary and Secondary Education Act. For purposes of this subsection, ‘English/language arts’ includes English, reading, and writing skills as required by existing state standards.
[emphasis added]

Existing state standards? You guessed it! Common Core. Do you see a pattern here? This has happened in several states where Common Core is most controversial. While parents believe Common Core is gone, little do they know those standards were just embedded in the ESEA Title I Flexibility Waivers signed by your state’s secretary or superintendent of education. Unfortunately, Oklahoma, Indiana, and South Carolina have taken the bait. Common Core is still there, with other new forceful accountability measures, like Value Added Models (VAM), to be sure teachers are teaching Common Core, and interventions using special education funds from the Individuals with Disabilities Education Act (IDEA) called “Response to Intervention.” RtI is used for ALL students to make sure they are covered by IDEA to meet Common Core Standards.

The Plan to Use Title I to Expand School Choice to Private and Religious Schools

How will EVERY child become Title I? President Johnson’s “War on Poverty” gave schools funding, called ESEA Title I, to help those schools where there were concentrations of students who were poor. Interestingly enough, the term was “educationally deprived.” So, the issue with the ESEA Flexibility Waiver is that the poverty guidelines were removed. This means that children who qualified for free and reduced lunches, where a school had to have 40% of students that qualified under poverty guidelines, are now in a school where that requirement is reduced to “0%.” This means ALL individual children in an entire school can receive federal ESEA Title I funds for EVERY child: the funds “follow the child.”

This means that a child is considered “educationally deprived” if he/she does not meet standards. Interestingly, the ‘Conservative’ organization American Legislative Exchange Counsel, (ALEC) just released model legislation for choice and charter schools for every state in the country. They refer to students not meeting standards with the term “academically disadvantaged.” This is what is needed to move forward with federal “choice.” EVERY child must be identified for “choice” funds, no matter where they go to school. Obama has done this through the ESEA Flexibility Waiver.

Now that ALL children in public school are Title I, the Republicans can take over from here. They want “choice” [those Title I funds] for EVERY student who goes to private and religious schools, too! This is a terrible bait and switch deception for those parents and citizens who think that choice means freedom of choice for private and religious education! This is not freedom, nor true choice.

Where is the federal “choice” agenda now? ESEA Re-authorization Is held up by Senator Reid… at the moment.

The Re-authorization of ESEA is the bill in Congress that changes how funding will now follow the child. The Republicans in the House of Representatives added “choice” amendments to the ESEA Re-authorization in HR 5 that can “follow the child” with Title I funds into any private or religious school. This passed the House in July of 2013. The Democrats, on the Senate side, voted to have SB 1094 come out of committee, but it has not been brought up for an entire Senate vote. SB 1094 wants Title I funds to follow the child to any public or charter school. But, Obama’s Flexibility Waivers are doing most of that job already without the passage of the Re-authorization of ESEA legislation. Obama supports “choice” in the Flexibility Waivers in public schools. The passage of the entire ESEA package (with Republican amendments in conference committee using federal “choice” funding) will allow federal Title I funds to be attached to your child, to have the “choice” to go to any school, anywhere. This is the legislation that Obama and the ‘Conservative’ groups want to pass for federal “choice” to become a reality.

WARNING! There are strings attached! Title I Choice funds can be connected to your child to go to any charter, private or religious school you choose. Obama wants “equity” in education. This means the same amount of money for every child with federal accountability strings attached. The compromise will be “choice” for everyone, potentially even home schoolers. There will be no differences in schools anywhere, nationalizing education in the United States through “choice” and Common Core—all will have to “drink the Kool-Aid.” That’s what “equity in education” means. All schools will become government schools under the Re-authorization of ESEA. You get “choice.” But they control all the schools!

Here is the Set-up

Lets say the Re-authorization of ESEA is passed with the “choice” amendments. Your child has already been identified by the national database through the state longitudinal data system. Your child has been identified for funding under Title I because of the Flex Waiver. Now, with this “choice” the Title I funds will ” follow” your child to whichever school you choose.

Here is an example of what can happen once your child has the “choice” funds in his/her backpack, with their name allotted to the scholarship, and you (the parent) decide to use this “choice” funding to send your child to Immaculate Conception Catholic School in Washington, Pennsylvania. This school will be mandated by federal law to comply with ESEA, better known as Common Core. This will be disguised as academic standards or College and Career Ready Standards (CCRS). Under this sort of “choice,” there can be no discrimination for this Catholic school to turn down a student. [NOTE: This changes the hope that a private school can bypass this issue by just refusing federal funding. The private school must refuse the child. This is where discrimination comes into play.] So, Immaculate Conception must enroll your child. This would be the same for any private school or religious school.

Immaculate Conception will be mandated to administer the federal test. This national test will also evaluate the teachers. If Immaculate Conception School is not teaching Common Core, they will be targeted as a priority or focus school to be brought into compliance with the law. This will be the demise of “private” in your group of “choice” schools. This will be the end of truly private education in America, because your private or religious school just became a government school—it must use the standards passed in your state (Common Core warmed over), and take the assessment aligned to the national curriculum and national test. All schools become government schools with “choice.”

Is This the End of Public Schools?

Now, what happens to the old public school that your child just left? Your old public school will struggle. Your local district must pay for at least 50% of your child’s stipend or scholarship with taxes collected locally so that your child can go to another school. Your federal Title I “Choice” fund pays the other 50%. Your public school loses 100% of funding for every student who leaves to go to a “choice” school. Your public school system locally will collapse, because there will not be enough money in the budget to support your community’s school. Plus, your tax money will be following students everywhere, even across state lines.

Your locally elected school directors will be fired or retired. What happens to “voting” for locally elected representatives? What happens to your tax base, to property taxes that were collected to run your neighborhood school? Where will property taxes go if there are no public schools? What happens to wealthier districts if funding for students becomes equalized? This is the “punch in the gut” that Secretary Duncan was talking about when he chastised soccer moms that were against Common Core. (See: Link)

Meanwhile, everyone is fiddling around with Common Core, states are taking the caps off the number of charter schools, expanding them, closing down public schools, and sometimes transforming a public school into a charter school. Parent trigger bills are allowing parents to set up charter schools. Charter schools are not private schools. Charters are public schools. They have no elected boards, but they do have access to public funds.

A June 24, 2014 article in the Detroit Free Press explains the powerless authority of a Charter School Board when told, “none of the board’s business” as to how the school was run. (See:link

“In its investigation into how Michigan’s charter schools perform and spend nearly $1
billion a year in taxpayer dollars, the Free Press found board members who were kept
clueless by their management companies about school budgets or threatened and
removed by a school’s authorizer when they tried to exercise the responsibilities that
come with their oath of office. Board members removed by an authorizer have no
recourse in Michigan.”
“There have been board members who have basically said, ‘We tried to make changes,
we tried to instill our rights as board members overseeing a public school’ and were
essentially told to back off,” said Casandra Ulbrich, vice president of the state Board of
Education, which sets education policy and advises lawmakers. “You have to
question who’s really running the show here because technically and legally, it’s
supposed to be the board.” In traditional school districts, with elected boards,
members can’t be removed for asking tough questions. Voters get to decide
whether to re-elect a board member.”
[emphases mine]

By supporting the Common Core agenda you have just agreed to diminish our American representative form of government by supporting “choice” and charter schools. Taxation without representation. Will taxes be centralized or regionalized toward a central base? Will the people have any power or voice to change this system?

So, think again. “What is your choice?” Charter schools, private schools, religious schools, and remaining public schools—all conforming to the ESEA federal law with Common Core embedded in the standards. Your state will continue to reduce caps on charter schools, and some public schools will become community “hub centers” or school-based clinics. And lest you forget, SB 1094 also changed the definition of a “Family Member.” You, the parent are demoted to a “partner” who is responsible for your child along with many “other” government officials. Please do an Internet search for the definition of partnership. You won’t like it when the government takes away your authority as a parent, your voice and your representative voting power is lost forever and your child belongs to the state, with reduced in authority to “partner.” And if your child moves to another city or state to go to a school more suited to his/her abilities and can produce more “human capital” from your child, who will “partner” with him/her there?

Will these ‘Conservative’ groups and Obama give you the straight talk about ESEA and ESEA Flexibility Waivers? Will they tell you the truth about what will happen to your private, Catholic, or Christian school with federal “choice”? No! They are NOT talking about it! They continue to insist that “choice” is the answer. Keep in mind that there is a profit motive for many of these groups to continue to advocate this phony “choice.”

What Will Happen if the U.S. Department of Education is Abolished?

So, what about abolishing the U.S. Department of Education? Watch the switcheroo!

Who better to monitor human capital than the U.S. Department of Labor? Plus, another aspect of SB 1094 (Re-authorization of ESEA) is that they want a national assessment board that monitors compliance to the national test, most likely the National Assessment of Educational Progress (NAEP). Well, this “appointed” commission was the plan all along, too.

The Gordon Commission has already been set up by Obama and the Educational Testing Service (ETS),the contractor for NAEP, which calls for an unelected board to manage the national test. Want to talk about top down control? Why not just use the U.S. Department of Labor to monitor the “human capital” (your child’s economic value to the state) that is being processed by all schools in America? The national testing, along with the National Center of Education Statistics (NCES), will monitor compliance from the national database on ALL aspects of education.

Who needs the U.S. Department of Education? Who needs state control of funding when Title I federal funds “follow the child” and do NOT pass through state government? Who needs locally elected school boards when public schools fail?

CEO Reed Hastings of Netflix, who is a big charter school supporter and an investor in the Rocketship Education charter school network, agrees. His big idea is to “kill” elected school boards. “At a meeting of the California Charter Schools Association on March 4, he said in a keynote speech that the problem with public schools is that they are governed by elected local school boards.” (See: Link

Effectively, this charter school system destroys representative government.

Why the System Needs Traditional Teachers Out of the Way

Traditional teachers must be gotten rid of. The Vergara case in Los Angeles ruled teacher tenure unconstitutional, and it serves as the precedent doing away with teacher tenure. Soon you will see lawsuits erupting all over the country against teacher tenure with the Obama gang members presiding. (See: link

Teachers unions are girding for a tough fight to defend tenure laws against a coming blitz
of lawsuits — and an all-out public relations campaign led by former aides to President
Barack Obama.

But, wait a minute! Wasn’t that the so-called ‘conservative’ FreedomWorks agenda? So, now you know the rest of the story. Who is on whose side?

Teachers will be manipulated to leave the education system through the Value-Added Measurement Model (VAMM) incorporated into the ESEA Fexibility Waiver. Teachers will be evaluated by how their students score on the national test. Teachers MUST teach to the test, and must be evaluated with the Charlotte Danielson Evaluation, spelled out in the Flex Waivers. [NOTE: Charlotte Danielson was an official with the Northwest Regional Educational Laboratory during development of the original Course Goals Collection, the forerunner of Outcome-Based Education and the Common Core.] All curriculum used will be developed with total alignment to the standards aligned system (SAS), which matches curriculum, teaching, and testing to the standards. Teachers must perform and teach the standards, period.

Removing teacher tenure easily allows traditional teachers who know what is best for children, to be replaced if they do not conform to the Common Core agenda. The Flexibility Waiver is very clear about replacing the principals and the teachers not in compliance. Young, inexperienced Teach For America members are standing on the sidelines ready to jump at the chance to replace traditional teachers. Eager and committed, they will comply with the plan.

All barriers are now removed for federal takeover.

A Little Background on Choice

When the controversy exploded in the 1990’s over Outcome Based Education (OBE), the education bureaucrats did not expect the explosion of fury from parents against OBE and the subjective learning outcomes that were trying to be placed in every state at that time. OBE failed. The bureaucrats have gotten smarter, but very little else has changed.

Copyright the standards, call them academic, and align them to “Race to the Top” funds so every state could be the same. Change Title I in ESEA for every child to be funded the same, equity in education. Test every child to see where their weaknesses are in meeting standards that were expanded to values and attitudes. Then use Special Ed funds for remediation or intervention to meet those standards. Monitor and force teachers to teach the standards, and implement choice to throw the net over everyone. Here was the sentiment then, as it is now:

“TO OBE OR NOT TO OBE?” WAS THE QUESTION POSED BY MARJORIE LEDELL, ASSOCIATE of William Spady’s in his High Success Network in her article for Educational Leadership’s January 1994 issue. On page 18 of her article we read the following:

Finally, raise the real issue and depend on democracy. Don’t let “to OBE
(common core) or Not to OBE (common core)” or “to implement or not implement efforts to improve student learning” cloud the overdue national debate about whether public education should exist or be replaced with publicly funded private education.

[Emphasis added. OBE quote taken from the deliberate dumbing down of america. By Charlotte T. Iserbyt.]

Sorry, FreedomWorks. Freedom doesn’t work this way.

Abolishing Representative Government Through Education: Common Core, Choice, and Charter Schools

By Anita B Hoge

Transforming America One City at a Time

Is this country at a tipping point? How do you transform our Republic? There are four main issues I will discuss in this article:

• Governance—removing locally elected school officials;
• Funding—ushering in federal choice and vouchers under the reauthorization of the Elementary and Secondary Education Act (ESEA) which will change our system of taxing and financing schools to one where the funding will follow the child (this is also a means to control private schools and expand charter schools);
• Charter schools—replacing your local neighborhood school with a zealous for-profit agenda so that there will no longer be parent or voter input, or elected school boards, specifically with an aim to kill public education.
• Common Core Standards—ushering in a system of individualized, psychotherapeutic learning; the standardization of teaching, testing, and technology in all 50 states; nationalizing education ; and changing traditional education based on academics to a workforce training model.
The combination of all four points above puts this scenario together. It demonstrates that this is the plan for the destruction of our country. The following stories tell the tale.

New Orleans. New York. Chicago. Detroit. Philadelphia. Washington DC, and countless other cities are casting a glimpse in how this nation is being transformed. If these large cities can be transformed, what chance do small cities and towns have to sidestep government takeover? There are both Democrat and Republican fingerprints all over this agenda. Based on a crisis such as a natural disaster, financial bankruptcy, corruption, or some other incident, there is an agenda to take control of a city’s schools by transferring all authority to the mayor or the governor. In 2006, an action guide for mayors was published by the United States Conference for Mayors and funded by the Gates Foundation called, “Mayoral Leadership and Involvement in Education, An Action Guide for Success.” It detailed a step-by-step process to gain control over a city, particularly its schools. Similarly, in 2008, the National Governor’s Association wrote a report, “State Support for High Performing Charter School Expansion,” which was a plan for state governors to expand charter schools. Is this the bigger plan?

What unique circumstances must be in place to force the closing of publicly-run schools by reorganizing them to become privatized charter schools? Dissolving all elected school board members and replacing them with appointed councils? Firing all the teachers and thereby breaking the back of the unions? [Leave aside for now the debate of benefit versus harm of the teachers unions, ed.] Replacing experienced teachers with fledgling ‘Teach For America’ or ‘Education Pioneer’ newbies who have had just a few weeks of training? Firing teachers through based on subjective evaluations and “high stakes” testing of students that measures and molds their personalities? Designing a tax system that moves the tax base away from the local community? Forcing local neighborhood schools to close? Dislocating students from their neighborhood surroundings? Co-locating charter schools within a public school? Destroying both your parental voice and your representative vote so that there is no longer any local school district accountability?

Many of us over the past few decades have been watching elected officials be thrown out of their rightful positions. We have watched as parents and educators at meetings and rallies begging for their schools not to close. Do American citizens truly understand the overall effects of these increasingly common local events to the entire country? Is there more to this story? Yes!

Common Core and Its Agenda

This report explains the reality that America is facing right now. The foundation of the [unconstitutional] individual mandate in Obamacare is the same authority creating an individual mandate in education with the implementation of Common Core Standards. Both represent an individual mandate that forces individuals to comply with regulations that erase individual rights, local control, and states’ rights. This foundation has already been laid in several of the largest cities in America, and those people have felt the pangs of freedom being stripped away from them. The smaller cities are wriggling, dangling bait waiting to be snatched up into this frenzy of privatization and crony-dealt deals. This agenda will be full-speed ahead when the reauthorization of ESEA legislation goes to conference and is passed, and it may also be hastened during another crisis, such as when the economy dips again.

President Barack Obama and both the Democratic and Republican policymakers have embraced the agenda. HR 5 and SB 1094 (the ESEA federal “choice” legislation where the money follows a child) will crush our Republic and usher the final blow. It will strangle budget-strapped cities and feed the privatized charter school spillover that will occur. Investors, especially those who will profit from this coming crisis, have been loitering on the sidelines, keeping their eyes on Washington policies and politics. And, we should do the same.

The Agenda of Common Core, Choice and Charter Schools

HR 5 and SB 1094, the reauthorization of the ESEA will ultimately destroy both public and private education, especially through nationalizing education in the United States through so-called choice” and charter schools. Charter schools are not private schools; they are publicly financed and regulated “choice” and the money follows the child.

It is important to realize that the finger pointing at each “side” by both Republican and Democrat was planned and intentional. Both sides want to get this job done even though it will end up crashing our economic system and our system of government.

Let’s set up the agenda: Common Core standards are already well established in almost all 50 states creating a de-facto national curriculum. Common Core is personalized education, requiring individualized remediation for both students and teachers. Common Core standardizes the national education system via testing data that will be collected, thereby assessing/measuring every child, teacher, digital curriculum, every principal, every school, every district, and every state through longitudinal monitoring instruments. Common Core changes our system of education to a business model. Basic functional literacy and workforce skills will replace the teaching of academic subject matter.

National testing through separate state consortiums (PARCC and Smarter Balanced and the testing contractor ACT) has formed the model research base and the foundation for a national test that measures Common Core (now College Career Citizenship Readiness Standards). A national diploma is being established: “Achieve, America’s Diploma Project” and “ACT National Career Readiness Project.”

Teachers will be evaluated, not on how well they teach academic content, but how well their students perform on assessment tests. With digital online curriculum and cyberschools replacing teacher functions in the daily school program, computers will reduce the need for teachers. This is all data-driven. Only the compliant will survive. Reuters reported on August 2, 2012, in an article titled “Private firms eyeing profits from U.S. public schools, that:

Education entrepreneur John Katzman urged investors to look for companies developing software that can replace teachers for segments of the school day, driving down labor costs. “How do we use technology so that we require fewer highly qualified teachers?” asked Katzman, who founded the Princeton Review test-prep company and now focuses on online learning. (Source)

So, how do we get rid of all those teachers? Union-busting mayors are taking over the schools, firing teachers, and launching charter schools where leniency in experience (such as “Teach for America” candidates) and certification varies.

Any state can easily opt out of the Memorandum of Understanding with the Chief State School Officers and the National Governors Association plans to implement Common Core, but they are already ingrained into your school system when your state accepted “Race to the Top” grants and applied for ESEA flexibility waivers mandating standards, testing, curriculum, and teacher training. Common Core is not federal law, but your state has agreed to Common Core Standards, like it or not. It is cemented into your school system. Your state legislators must rescind Common Core and a standards-based system by law in order to return to an academic curriculum. This is a states’ rights and local control issue since the federal government cannot legally direct or supervise curriculum. It can be done. But, the real pulling-the-rabbit-out-of-the-hat trick will be performed by the Obama/Duncan agenda. It will complete the feat of nationalizing education through the federal reauthorization of ESEA by implementing “choice.” This agenda was designed with both Democrat and Republican approval in both houses of Congress. ESEA, (Title I) and Special Education (IDEA) will accomplish this goal.

In June of 2013, the Democrat-held Senate Education Committee released SB 1094, ESEA reauthorization, out of committee. On July 19, 2013, the Republican-held House of Representatives passed HR 5, with “choice” amendments in ESEA reauthorization bills that will change our system of government via a huge push toward charter schools. On July 24, 2013, Capital Roundtable, which provides information for the alternative asset industries, sponsored a private venue conference for middle market private equity investors in New York to learn where to invest in for-profit education companies; i.e. “choice.” Coincidental? I don’t think so. The private business sector is offering numerous opportunities to ride this wave. Follow the money trail.

Charter schools provide the greatest opportunity to collect a cut of your property taxes and destroy your local representative government by using public taxpayer funds. Charter schools do not have elected school boards nor any direct taxpayer accountability. They are designed to create an exodus of students from public schools into their federally-controlled “choice.” Take a glimpse at the models in major cities that have been over-run with charter schools through extreme measures from mayors and governors. This phony “choice” agenda is just the beginning to control the public education system and change how our government functions locally.

How Does the Reauthorization of ESEA Feed Into Charter Schools?

The combination of HR 5 and SB 1094 will permit “choice” funds to follow an individual student, and those “choice” monies will be able to go into any private, public, religious, or charter school, thus diminishing the local tax base. Your neighborhood school will struggle and may eventually have to close. This is because officials must fund other private and charter school children who are no longer in their district, or even across state lines. As local school attendance dwindles, so does funding to pay for salaries, extra programming, facility upkeep, Obamacare, and benefit pension costs. If a city or district continues closing smaller neighborhood schools to keep up with their debt, more and more services are cut back, teachers are furloughed, severely hurting the function of the school and feeding the explosive exodus of students leaving the district. Neighborhood schools will crash financially. Cities are going bankrupt.

In both Chicago and New York charter schools have utilized a creative business model to restructure education by forcing public schools and charters to compete against each other for scarce resources. By introducing “choice” initiatives parents and students think they are private consumers of educational services, while in reality “choice” is stealing their voice in representative government. School closings by the mayors in these two cities have created a war in neighborhoods where parents and teachers are fighting the system to keep their schools open. Shuttering of these schools has created chaos, while charters schools continue to be expanded and given funding to continue to expand. Most parents did not realize there was a bigger plan yanking their neighborhood school out from under them. They have lost their elected representatives, their children are paying the price, and they have nowhere left to go to change the system.

The Lessons of the Chicago Charter Schools

The pre-planned Obama/Duncan education agenda modeled in Chicago is designed to have all public schools become charter schools, and this privatization agenda has been promoted as education reform. As CEO of Chicago Public Schools in 2001, Duncan shut down 60 failing schools in the poorest areas and replaced them with 100 new charter schools. Over the course of his tenure, Duncan employed a series of measures including the complete shuttering of schools, the replacement of failing neighborhood schools with a charter-run school, and/or the total replacement of a school’s teaching staff. He used the test-driven, market-based policies [TQM, total quality management, a business model, ed.] built on the foundation of “Race to the Top.” Student test scores would be tied to teacher evaluations creating an almost impossible high-stakes feat for teachers. All students with varying abilities must be “proficient,” as it is defined by these assessments. Note: students are tbeing raumatized and have even become physically ill under the pressures of this constant testing bandwagon. Creative, bright children are refusing to go to school. Frustrated teachers and frustrated students do not make an environment for good learning.

Training and retraining of teachers has become a huge factor for the new Common Core reform evaluation agenda. “Teach to the test” is the survival tactic of educators. Teachers, public schools, and charters are all being evaluated by high stakes testing and the improvement brought about through “Race to the Top” federal grants. All this creates a lot of finger pointing. Pennsylvania’s ESEA flexibility waiver grant used federal monies, plus a Gates Foundation grant of $800,000 [Bill Gates has been funding pilot projects of all this reform, ed.], to establish the Charlotte Danielson Framework For Teaching as a model to prepare teachers, principles, and superintendents for standards-based instruction. It states, “Our flexibility grant is all about teachers performing and being evaluated on how they teach the standards.” Note: the standards are not under any local control; they are nationalized. Therefore, teaching the standards means teaching to the test. In fact, some charter schools do nothing but prime their students to take the test.

Controversy and charter schools are synonymous. There is an incessant juggling of test scores, picking and choosing their students, weeding out autistic kids, or those whose first language isn’t English, moving the line of proficiency so more students will fare better on testing. Some charter schools simply remove children who test poorly, thus artificially raising test scores. Charters get their funding through attendance levels and even that has been controversial as there are attrition numbers when students leave. Some Charter schools have lotteries, some do not accept special ed students. Some charters select students by grade point average which is easier to manipulate to improve scores. Unfair comparisons have been made between charter schools with an attendance number of only 75 and a public school that has an attendance number of over 500.

One of the biggest controversies sprang from Washington D.C.’s past Chancellor, Michelle Rhee, who has been under attack for erasing school test scores. The documentary, Waiting For Superman, sings praises about charter schools and highlights Chancellor, Michelle Rhee. However, her tenure in D.C. has been marred with controversy.

The focus of this insidious agenda is to break the back of your neighborhood public school by using under-achievement as a crisis to close public schools, and then, conveniently, offering funding and setting up charter schools as the answer. “Choice” will finish the job of crushing the old system. It doesn’t seem to matter to Obama, nor his Republican and Democratic cohorts, that this education plan is hurting minorities and the most desperate poor in this gentrification of communities and the remaking of public schools into charter schools. Families are being forced to move away or go to schools across the city. Objections from parents and teachers alike have fallen on deaf ears. Chicago, New York, New Orleans, and Philadelphia have felt the hard nudge of socialism, but not without protest, complaints, challenges and disapproval. However, parents and local communities seem to have no power to stop the changes once a mayor or governor takes control of their neighborhood schools. Make no mistake about it: Obama is using the “poor” to change our system of government.

The Per-Pupil Funding Agenda—”Following the Child”

Arne Duncan explained it in the Chicago District budget book that “funding is not tied to positions, which gives these schools much more flexibility in deciding how to spend their budget dollars.” Chicago’s business model attached dollars to students and let parents vote with their feet by choosing schools for their children. Chicago’s funding is attached to kids with their name on it. Funding would follow the child and not fund programs, staff, or certain types of schools. Uniform-base funding or per-pupil funding (i.e., equalization and equity in funding) would replace how schools finance their budgets. There has been experimentation with a pilot weighted student formula-type program under Arne Duncan’s seven-year tenure in Chicago where the money follows the child.

Will the United Sates ‘rethink’ how to finance public schools? It will be interesting to see the change toward the federal ‘per pupil funding’ (i.e., equalization and equity in funding) using “poverty” as a means for funding each individual student, and how that will work across the United States. Property taxes have been the norm, with local taxing authorities and local government in Plain Town America having control of the purse strings. What will happen to property values for homeowners? So, what will happen to those schools with Zip Codes in wealthier school districts, where parents want “better” schools, when the change for a uniform base funding scheme happens at the state level? Many states already have filed suit against the unconstitutionality of property taxes funding schools under “equality.” It is called” leveling the playing field” for a socialist America. We can only guess at the impact of how this change might take place. Older Americans may bite the bait, believing that they will not have to pay for schools through property taxes. On the other hand, state taxes on purchases as well as transfer taxes of property may skyrocket. This part of the scheme remains to be unknown.

More on the Chicago Schools Catastrophe

In May of 2008, Duncan organized a conference, “Free to Choose, Free to Succeed: The New Market in Public Education” in Chicago with the Renaissance Schools Fund, the financial wing of the Mayor Daley’s Renaissance 2010 plan operating under the auspices of the Commercial Club. Many critics denounced the scheme saying that this plan was not designed to improve the quality of education but rather a plan for privatization, union-busting and the dismantling of democratically-elected local school boards. It was also described as part of a neighborhood gentrification scheme involving the privatization of public housing projects through financial business developments. Poor, Black and Latino families were forced from their neighborhood schools and their homes when schools were closed and the property was bought up for redevelopment. The most impoverished would be dislocated. [Tony Rezko, friend of Obama and Mayor Blagojevich, made a fortune from these developments along with many corporate investors, ed.] The public school privatization agenda involved Renaissance schools being run by subcontracted for-profit companies. There was a shift in school governance away from teachers and elected community school boards to appointed administrators and appointed councils made up of business leaders.

Cities across America are gearing up for more charter schools. Why? Is it betrayal, is it a plan, or is it both?

In “Obama’s Betrayal of Public Education? Arne Duncan and the Corporate Model of Schooling,” December 17, 2008, Henry A. Giroux and Kenneth Saltman wrote:

It is difficult to understand how Barack Obama can reconcile his vision of change with Duncan’s history of supporting a corporate vision for school reform and a penchant for extreme zero-tolerance polices – both of which are much closer to the retrograde policies hatched in conservative think tanks such as the Heritage Foundation, Cato Institution, Fordham Foundation, American Enterprise Institute, than to the values of the many millions who voted for the democratic change he promised. As is well known, these think tanks share an agenda not for strengthening public schooling, but for dismantling it and replacing it with a private market in consumable educational services.

Duncan characterized the goal of Renaissance 2010 creating the new market in public education as a “movement for social justice.” He invoked corporate investment terms to describe reforms explaining that the 100 new schools [charter] would leverage influence on the other 500 schools in Chicago. Redefining schools as stock investments he said, “I am not a manager of 600 schools. I’m a portfolio manager of 600 schools and I’m trying to improve the portfolio.” He claimed that education can end poverty. He explained that having a sense of altruism is important, but that creating good workers is a prime goal of educational reform and that the business sector has to embrace public education. “We’re trying to blur the lines between the public and the private,” he said. He argued that a primary goal of educational reform is to get the private sector to play a huge role in school change in terms of both money and intellectual capital. He also attacked the Chicago Teachers Union (CTU), positioning it as an obstacle to business-led reform. He also insisted that the CTU opposes charter schools (and, hence, change itself), despite the fact that the CTU runs ten such schools under Renaissance 2010. Despite the representation in the popular press of Duncan as conciliatory to the unions, his statements and those of others at the symposium belied a deep hostility to teachers unions and a desire to end them (all of the charters created under Ren2010 are deunionized).”

In March of 2013, Chicago parents, teachers, and citizens held a three-day march across the city to stop school closings, but 47 were shut down. Twelve thousand Chicago children are walking new, often longer, routes to school this fall—after Mayor Rahm Emanuel closed schools (almost all) in poor, Black and Latino neighborhoods. Given its high rate of gun violence, the city dealt with the disruption by expanding its “Safe Passage” program. Police and firefighters were on the job and the city ended up spending $16 million to hire low-wage temps to monitor children to and from school. The upshot? Emanuel hijacked neighborhood schools and later had to police his decision. But, what is being put in their place? Charter schools. It is easy to see that Emanuel, Duncan, and Obama do not really care about the children. It’s the money to be made and the direct assault to control public schools.

A retired history teacher from Chicago had written this commentary on March 23,2013,

“It was a grim Thursday afternoon on March 21st as the news trickled out that 61 Chicago school buildings would be closed and that 54 school programs will be axed. The closings are heavily clustered in the poorest mostly African American and Latino neighborhoods, where decades of disinvestment and economic apartheid have taken a heavy toll on the residents. Many people have moved away from these communities, driven out by the lack of jobs, the meager resources given to the schools, the inadequate city services and the resulting crime and violence. Many believe that the forced exodus is part of a land grab for real estate interests who will move in to gentrify these areas.

On the South and West Sides of the city, where the closings are hitting hardest, poverty is a policy, not an accident. The Chicago financial elite, which could provide jobs and rational investment, has chosen displacement over renewal, ethnic cleansing over neighborhood stabilization. As the Mayor of Chicago, Rahm Emanuel is the public face of this prairie plutocracy.”

Obama’s “Race to the Top,” a $4.35 billion federal competitive grant program through the Recovery Act, mandated that states tie high stakes to test scores. In a bid for money, cash-strapped and reform-frenzied states rewrote their education laws, dropping caps on charter schools in order to permit students from struggling neighborhood schools to have a “choice” to transfer out of them. It also tied teacher job security to student test scores. States were rewarded for promising to reproduce the same plan Duncan implemented in Chicago. As a result, charter schools are mainstream. As of now the ratio is 1 to 20—one charter student for every 20 public school students in the United States.

New York Data-Mining

The mayor of New York changed the face of the American public school system. On August 1, 2006, New York Mayor Bloomberg took control of the public school system and power was transferred to city hall. Bloomberg took over 1200 schools and eliminated the city’s 32 elected community school boards. Education officials closed 164 public schools around the city since 2002 over the objections of parents and teachers who wanted the schools fixed. A non-elected council called Panel for Education Policy [PEP] has the authority to make decisions with 13 seats, 8 selected by the Mayor, the other five appointed from the community. The city launched a “fair student-funding” formula, called weighted funding to provide additional resources to districts with high poverty and special-needs students. Bloomberg created a change in representative government. It’s a move to deactivate the voice of elected representatives, teachers, and parents.

When the documentary called Waiting for Superman was released featuring Michelle Rhee, past controversial Chancellor from Washington D.C., parents, citizens, and teachers from New York issued a rebuttal to the film called the Inconvenient Truth About Waiting for Superman which tells the real truth about the takeover of public schools by charters. It exposes the forcing of students to leave the neighborhood, and how teachers are frustrated with the high stakes tests which evaluating them based on the results on how well students perform on tests. Inconvenient Truth highlights, with film clips of actual real-life experiences, how public school parents, students, neighborhoods and educators are being impacted and harmed by so-called reforms. Please watch this excellent one-hour video at http://vimeo.com/41994760 to get an understanding of the impact of the transfer of power. (See my notes at the end of this article regarding two issues that I disagree with that may actually perpetuate the adverse agenda that they are intending to stop.]

Data is a must for the business model to function. There is a New York update to the controversy over FERPA (Family Education Rights in Privacy Act), regarding allowing data-mining with personally identifiable information, a cloud based repository for data. Parents have filed a lawsuit against Commissioner King, the New York Department of Education, and the New York Board of Regents for violating student privacy by releasing personal student information to the InBloom corporation. Note the intrusive personal data on children that would be shared with outside vendors, thus violating a child’s right to privacy:

InBloom Inc., established by a $100 million dollar grant from the Gates Foundation, was designed as a multi-state data store, to collect and format personal student data and make it available to vendors to help them data mine, develop and market their software learning products…. The information to be shared with inBloom and other vendors will include the names of all public and charter school students, their addresses, phone numbers, emails, grades, test scores, race and economic status, disability and health diagnoses, their attendance and suspension records, and any services they receive. (Source)

This lawsuit is great news, but there is a need for a federal investigation to expose how Obama “unlocked” data, thus allowing data trafficking with third party vendors like inBloom across the United States. The re-disclosure of data means data is collected from the local level on students by the state information systems, and a written agreement is drawn up with a third party contractor to re-disclose the data.

Data collection is the foundation for the Common Core business model to function as a national market where children are a commodity. Since data was “unlocked” by Obama in January, 2012, FERPA (Family Education Rights in Privacy Act) regulations were changed allowing personally identifiable information [PII] from school records to be given to third party contractors. The definition for ” school official” was changed to allow any outside vendor or contractor to use PII for research to design curriculum, software, digital curriculum, and “user interaction information” collected by learning software systems to research teaching and interventions of individual students.

If a Private School Takes Federal Money They Must Take the Test

Washington D.C. is the first city to experience federal choice money for private and religious schools originally called DC-OSP (Opportunity Scholarship Program, 2003, D.C. School Choice Incentive Act) the first federally-funded, private school voucher program in the country run by the D.C. mayor. Reauthorized, HR 471 is now called called SOAR (Scholarships For Opportunity and Results), sponsored by Republican John Boehner. The bill authorizes a 20-20-20 plan—$20 million for private vouchers, $20 million for Charter schools, $20 million for public schools in DC for analysis.

This legislation lays out specifically that if a private school takes federal money, there are requirements that would mandate certain reporting requirements from private schools participating in the DC-OSP. It would also require such schools to administer a national norm-reference standardized test in reading and math. Take the money—take the test. But, what is the scenario when this so-called choice “follows the child”? If a religious private school doesn’t accept the grant voucher agenda, will it be forced to accept a “choice child” when the federal ESEA is passed? Yes. The school will be forced under federal discrimination laws to accept the “choice child.” Once the private religious school accepts the Title I “choice child,” the child must take the test. But notice: if the private school is not teaching Common Core, the children will likely fail the test, and the school will fail. What government funds, government controls. Follow the money trail.

Will The Real Agenda for Charter Schools Please Stand Up!

Charter schools are privately run, but they receive public money and, as already noted, an increasing number of these schools are being run on a for-profit basis. The federal government is subsidizing the CREDIT ENHANCEMENT FOR CHARTER SCHOOL FACILITIES PROGRAM, providing grants to eligible entities to permit them to enhance the credit of charter schools so that charter schools can access private-sector and other non-federal capital in order to acquire, construct, and renovate facilities at a reasonable cost. The tax code makes charter schools very lucrative.

Statistics have proven that where charter schools have proliferated it is more likely that the public schools have experienced financial stress due to the transfer of public assets and institutions into the hands of private corporations. The “New Markets Tax Credit” program that became law toward the end of the Clinton presidency allow firms to invest in charters and other projects located in “underserved” areas, and these schools can collect a generous tax credit up to 39% to offset their costs. Private investors are flocking to charter schools. There is a huge risk factor for any local school district in a state that has passed laws promoting “choice”—especially with an easy approval process for new charters with no caps on expansion. “Race to the Top” grants exacerbate this situation because states promised to drop their caps on charter schools when they took the money.

Charter public schools soak your local tax base, putting monies into a school run by for-profit investors. They have an ideal opportunity to collect a cut of your property taxes. A well-titled article in Forbes, “Charter School Gravy Train Runs Express To Fat City,” pointedly remarks: “About the only thing charters do well is limit the influence of teachers’ unions. And fatten their investors’ portfolios.” (Source) The article explains:

On Thursday, July 25, 2013, dozens of bankers, hedge fund types and private equity investors gathered in New York to hear about the latest and greatest opportunities to collect a cut of your property taxes. Of course, the promotional material for the Capital Roundtable’s conference on “private equity investing in for-profit education companies” didn’t put it in such crass terms, but that’s what’s going on….

Charter schools are frequently a way for politicians to reward their cronies. In Ohio, two firms operate 9% of the state’s charter schools and are collecting 38% of the state’s charter school funding increase this year….

In Florida, the for-profit school industry flooded legislative candidates with $1.8 million in donations last year. “Most of the money,” reports The Miami Herald, “went to Republicans, whose support of charter schools, vouchers, online education and private colleges has put public education dollars in private-sector pockets.”…

So attractive is the math, according to a 2010 article by Juan Gonzalez in the New York Daily News, “that a lender who uses it can almost double his money in seven years.”

In the Capital Roundtable Conference advertisement it states,

So 2013, and beyond, will see numerous for-profit companies making inroads into public and non-profit education by taking over large swaths of the market. Consider—

• The entire education sector now represents nearly 9 percent of the U.S. GDP.
• Merger and acquisition activity in for-profit education last year surpassed activity at the peak of the Internet boom.
• More and more non-profit colleges are hitting the wall and seeking investors to help them transform into for-profit institutions.” [See Title IV, Higher Education Reauthorization, ed.]
Governor Jeb Bush is in the forefront of this push for charter schools with his Foundation For Excellence in Education. But don’t be mislead into thinking that charter schools are just a Republican thing. Big-city Democrats, like Philadelphia Democratic Mayor Nutter, currently the president of the U.S. Conference of Mayors, closed 23 public schools this past summer—replaced by charters. In 2009, charters were 15% of the District budget. In 2014, they will be 30% of the District budget. Chicago, of course, is another Democratic stronghold.

Minnesota’s leading newspaper, the Star Tribune, recounts the sordid history of its charter school movement:

Minnesota’s charter school movement, which sparked a national rethinking of public schooling nearly two decades ago, has been infected by an out-of-control financing system fueled by junk bonds, insider fees and lax oversight. (Source)

Another article in the Star Tribune, “Charter school fails and bondholders get bailout,” tells more of the story:

While junk-bond promoters claim taxpayers will never be forced to cover the costs of a failed charter school built with state lease-aid funds, that’s exactly what happened in St. Paul.

The deal dates to 2000, when American Express purchased $8.3 million in bonds used to convert the old Science Museum of Minnesota into a charter school called the Minnesota Business Academy. The project also received $1 million in community development funds from the city of St. Paul….

In exchange for a hefty 8 percent interest rate, American Express accepted the risk of default and nonpayment.

In less than a year, the school was faltering. There were cost overruns and fundraising shortfalls, and the school was forced to borrow another $1.6 million.

To pay off its debts, the school needed 440 students, with each student representing more than $1,000 in annual lease-aid payments. But the plan backfired, and total enrollment crashed to 292 in 2004.

In 2005, city officials approved another bond offering that allowed the school to reorganize its finances. American Express got $6 million, while the city recovered a total of $451,352. The unsecured creditors were paid 10 cents on the dollar. “The corporate folks got their dough,” said St. Paul City Council Member Lee Helgen, who voted against the bond issue.”(Source)

Star Tribune reporter Tony Kennedy, published an article in 2011 titled “State charter schools program is ‘out of control,’ Junk bonds fuel a building spree, but schools are more crowded, insiders are taking fees, and state regulators can’t do much about it.” His article divulged the following alarming statistics:

In the past decade, 18 charter schools have been built with $178 million in junk bonds, with financing costs on some projects chewing up nearly a quarter of the funds raised. Twelve more charter schools have taken steps to buy or build facilities, and the state projects annual spending on lease aid to reach $54 million in 2013, up from just $1.1 million in 1998.

To lure the investors they need for new buildings, some educators are abandoning the intimate campuses their founders envisioned and are building large schools that look more like the conventional institutions that some families are fleeing. Some charter school advocates say the build-your-own trend could undermine an education movement built on small class size and parental involvement….

State lawmakers are frustrated by the building boom. Since 2000, at least 64 public school buildings in the metro area closed because of declining enrollment. Charter schools are responsible for recruiting away some of those students.

Follow the Money

The flight to charter schools leave districts vulnerable for closure. Moody’s Investors Service issued a report on October 15, 2013 that “Charter Schools Pose Greatest Credit Challenge to School Districts in Economically Weak Urban Areas.”

…Tiphany Lee-Allen, the Moody’s Associate Analyst who co-authored the report [said] “Districts may face institutional barriers to cutting staff levels, capital footprints and benefit costs over the short term given the intricacies of collective bargaining contracts – leaving them with underutilized buildings and ongoing growth in personnel costs.”

Charter schools can pull students and revenues away from districts faster than the districts can reduce their costs, says Moody’s. As some of these districts trim costs to balance out declining revenues, cuts in programs and services will further drive students to seek alternative institutions including charter schools.

“Many older, urban areas that have experienced population and tax base losses, creating stress for their local school districts, have also been areas where charter schools have proliferated,” says Moody’s. “Among the cities where over a fifth of the students are enrolled in charter schools are Cleveland, Detroit, Kansas City, St. Louis, and Washington, D.C. Nationwide about one in 20 students is in a charter school.” (Source)

Consider the ramifications all of these statistics. Public schools will close, locally elected schools boards will be forced out of their positions. Representative government is diminished. Choice sets up this agenda and Charter schools are the end product. But meanwhile businesses are raking in the cash.

Bloomberg News reported that “Goldman to lend $25M for charter schools.”

Goldman Sachs Group Inc., the most profitable Wall Street firm, will lend $25 million to a nonprofit community-development organization to finance 16 charter schools in New York City and New Jersey.

The nonprofit group, Local Initiatives Support Corp., will make the money available to the school operators during the next two years, Goldman Sachs and LISC, both based in New York, said Tuesday in a statement. The chairman of LISC, according to the group’s website, is Robert Rubin, former U.S. Treasury secretary. [under the Clinton Administration, ed.]

Charter schools are nonsectarian, public institutions that operate independently of local boards of education in the U.S. under special charters. Goldman Sachs’s Urban Investment Group has committed about $150 million for charter schools in New York and New Jersey, according to the statement.

The financing may allow the charter schools involved to obtain as much as $100 million in additional capital, credit-enhanced by funds awarded by the U.S. Department of Education. (Source)

That was three years ago.

The Detroit Disaster

Legislation in Michigan, under Republican leadership Governor Snyder, House Bill 6004 and Senate Bill 1358 expanded a separate and statewide school district called the “Education Achievement Authority” (EAA), overseen by a governor-appointed chancellor and functioning outside the authority of the State Board of Education or state school superintendent. These schools are exempt from the same laws and quality measures of community-governed public schools. The EAA can seize unused school buildings (built and financed by local taxpayers) and force sale or lease to charter, non-public or EAA schools.

A letter written by the Superintendent Rob Glass of Bloomfield Hills in Michigan on November 28, 2012, tells the story very distinctly:

Dear Parents and Citizens: This is an urgent call to action affecting your Bloomfield Hills Schools and public education in Michigan. A package of bills designed to corporatize and dismantle public education is being hastily pushed through this current ‘lame duck’ legislative session. If we do not take immediate action, I believe great damage will be done to public education, including our school system.

House Bill 5923: Creates several new forms of charter and online schools with no limit on the number. Bundled with HB 6004/ SB 1358, many of these schools could be created by the EAA. Public schools are not allowed to create these new schools unless they charter them. Selective enrollment/dis-enrollment policies will likely lead to greater segregation in our public schools. This bill creates new schools without changing the overall funding available, further diluting resources for community-governed public schools.

Senate Bill 620: Known as the ‘Parent Trigger’ bill, would allow the lowest achieving 5% of schools to be converted to a charter school while allowing parents or teachers to petition for the desired reform model. This bill will not directly affect our district, but disenfranchises voters, ends their local control, and unconstitutionally hands taxpayer-owned property over to for-profit companies. Characterized as parent-empowerment, this bill does little to develop deep, community-wide parent engagement and organization.

On May 6, 2013, the Detroit Free Press covered the continuing controversy over the EAA during a visit from U.S. Education Secretary Arne Duncan:

Scott [Brenda Scott Academy, a school taken over by the EAA, ed.] is one of 15 Detroit public schools [DPS] operated by the EAA, which has been at the center of controversy in recent weeks. The EAA was established in 2011 with [Republican Governor] Snyder’s support through an interlocal agreement between Detroit Public Schools and Eastern Michigan University. Its objective is to take control over and reform the lowest performing 5% of schools. It does not operate on traditional grade levels, but has an online curriculum that personalizes learning so students progress through school at their own pace.

The EAA has experienced some budget shortfalls in its inaugural year operating schools, and used DPS as a conduit to borrow $12 million. The secretary of the board, mayoral candidate Mike Duggan, stepped down from the board Friday after the loans were made public, saying he didn’t want the EAA to be drawn into the mayoral campaign.

State Sen. Bert Johnson, a Democrat from Highland Park, gave Duncan a letter today asking him and President Barack Obama “to seriously consider the ramifications of giving the appearance of tacitly supporting this failed experiment,” a reference to the EAA.

“What the Republicans are doing does not work, is not working and will not work,” Johnson said. (Source)

In 2011, Detroit Emergency Financial Manager Robert Bobb hired the National Association of Charter School Authorizers to help evaluate potential operators as part of a plan to transform 41 city schools into privatized charter schools. That’s the same group that the year before worked with Chicago to select charter school operators—and worked in New Orleans in 2005 to transform neighborhood schools into business model factories. Bobb was given expanded powers by the state legislature, including the power to modify contracts and terminate collective bargaining agreements with teachers and fire elected officials. He said he intended to use these powers and issued layoff notices to all of the teachers in the school system, which will give him or other managers the power to call back or reassign teachers without having to consider seniority rights.

In 2009 Secretary of Education Duncan referred to Detroit public schools as “ground zero” for institutional education reform. Academic bankruptcy (i.e., using competency or standards-based tests to target a school for takeover or closure for underachievement), charter schools, EAA, and bankruptcy is ambush to the bigger agenda, taking taxes and school property paid for by you and giving it to others for profit.

“Ground zero”, Secretary of Education Duncan’s description for Detroit “renaissance” for charter school takeover in a city deemed financially broke, has also had some rippling undertones for other cities. Moody’s reported on December 5, 2012:

CitiyMayors.com reported that

In 2009, Moody’s Investors Service put all local governments in the United States on negative credit outlook. It was the first time such a blanket report was ever issued for cities, towns, counties, and school districts. To date, the negative outlook remains. It’s an understatement to say that local governments have been caught up in unfavorable financial and market trends since the economic downturn began in 2008. Local governments have cut services and laid off workers, including police officers and school teachers. The Wall Street Journal estimates that local government personnel reductions add a full percentage point to the nation’s unemployment rate. (Source)

In another article, “Corporatist mission accomplished: charter schools strangling public schools,” it was reported on November 13, 2013 that

A downgrade of the bond ratings of 53 Michigan school districts is proving what charter school opponents have long warned against: charter schools are diminishing public schools’ ability to have stable budgets by siphoning off tax dollars into for-profit corporations.

Moody’s cited “significant fiscal strain related to charter enrollment growth” stating that “A growing number of Michigan school districts” are facing “higher borrowing costs after downgrades by Moody.” The article continues:

Justin Marlowe, a professor at the University of Wisconsin-Milwaukee who has written about local government finance, said increased charter school competition and tight state budgets are squeezing the districts.

The “proliferation of charter schools and ongoing state budget problems have put more pressure on local school districts,” Marlowe said, adding there “doesn’t seem to be any immediate solutions unless we rethink how we finance school districts.”

But as overall enrollment was falling, charter schools were growing….[bold in original] (Source)

The Plan for Losing Local Control

This is the plan. Rethinking how to finance school districts falls under the domain of the re-authorization of ESEA where funding follows the child. The system of property taxes must be dissolved and replaced by a more equitable plan. Elite Zip Codes and wealthier schools may no longer be a destination. Common Core and ESEA will level the playing field. Charter schools and choice will break the backs of public schools. All schools will be contract public schools. Teachers may come under contract from the state that certifies them. Parent trigger bills will allow parents and teachers to take over a school, in turn forming charter schools. Elected positions must be dissolved for a socialist takeover.

In Indiana right now there is a power struggle with Governor Pence’s (R) newly formed agency called the Center for Education and Career Innovation (CECI) and the elected State Superintendent. The governors “power grab” is shifting resources and education policy matters to the unelected Center for Education and Career Innovation formed through an executive order. These unelected state authorities are pilots for regional economic development and job training. This is but another example of how a governor can take over, eliminating the representative authority and accountability of locally elected officials.

Another economic downturn could put most cities out of business. Bankrupt! This could be the point of no return for a declining America, the takeover of cities through fiscal control boards, a platform to usher in charter school takeover. CityMayors.com explains this concept:

A fiscal control board is a temporary team of “experts” appointed by the state that takes over the financial management and budgetary decisions of a local government that is about to default on its debt, cannot meet it payroll, or cannot provide basic services. Sometimes a state mandates a control board; in other cases, a local government requests one. Although the composition and responsibilities of control boards may vary, local elected officials invariably lose most authority over their government’s revenues and expenditures. Often control boards have the power to issue debt or re-negotiate labor contracts.

Control boards are essentially an intensification of a state’s existing authority over local governments. In normal times, states regulate local governments’ finances by providing aid; capping local income, sales, and property taxes; requiring balanced local budgets; limiting local investment options; and mandating specific services. A control board is a mechanism by which states can impose, alter, or suspend such financial regulations to address the emergency needs of a particular local government. Control boards are not meant to be democratic, but efficient. Their focus is on re-establishing long-term fiscal stability, and the wishes of citizens and elected officials for particular services are often ignored. [emphasis added] (Source)

The downslide into fiscal crisis continues. During September, 23 schools were closed and more than 4,000 employees were laid off in Philadelphia.

The city pledge of $50 million that month allowed a thousand employees to come back, just enough to open the doors the first week of school.

“We had cut all assistant principals, all guidance counselors, all art, all music, all sports, all secretaries,” [said Philadelphia School Superintendent, William Hite].

Philadelphia’s school crisis has been building for years. Debt and pension obligations piled up as students moved out to charter schools or the suburbs. Federal budget cuts have cost the city $130 million in aid. (Source)

It’s a familiar pattern showing up in the country’s biggest school districts over the last 18 months: Chicago laid off 3,000 teachers and closed 49 schools. In Cleveland, 500 teachers and staff lost their jobs in 2012. And in Los Angeles, 4,000 teachers and staff were unemployed.

And then there is Katrina and New Orleans Charter School Agenda. The devastation of Katrina to the poorest of poor in New Orleans cannot be overstated. But Republican Governor Jindal’s overhaul of public education in New Orleans can equally be said to be devastating. More than half of all public school students in New Orleans attend a charter school, more than any other US major city.

How many more stories do Americans need to hear before we all acknowledge there is something terribly wrong going on? The onslaught of charter schools is astounding. More and more pieces of America are going up for auction. How far down this road can we go without a collapse?

Senator Reid and Legislation: Technology and Bandwidth

In the Department of Education ‘Race to the Top’ grant for this past year there were some interesting reports made under paragraphs “Lessons Learned.” Schools that are not properly wired for the new technology architecture must come up to speed before the agenda can proceed.

Since states and districts need to understand the requirements to administer the computer-based assessment system with sufficient time to procure any additional devices or improve bandwidth or internal wiring in schools, PARCC established minimum technology guidelines in April 2012 which they updated in December 2012. This may limit the consortium’s options regarding the platform or its ability to develop an interoperable system.

Funding for technology, bandwidth, rewiring and electronic devices in the hands of every person, is a must for the agenda to proceed. This is why both Zuckerberg (of Facebook) and Bill Gates are funding $100 million dollars in San Francisco toward broadband updating. This means time is running out. Technology will soon catch up.

Of course, the push is on to pass this legislation. Senator Reid holds “choice” in his hands if he releases the reauthorization of ESEA to conference between the two chambers of Congress and then out for a vote. Note: both Republicans and Democrats have assisted, Obama will be credited for pushing America over the edge by changing our system of government through publicly-funded, so-called “private” charter schools, creating unelected school boards as the end goal. It is frightening to see Democrats scrambling for the power of “choice” money when Republicans have always strongly supported “choice” in private and religious schools. The two pieces of federal legislation—the House with a majority of Republicans, the Senate with a majority of Democrats—proves the point that they are working together fighting over who gets the profits from this robbery. It’s like insider trading, only worse. Our children and country are at stake. (See: Source and Source)

The Struggle For Survival

For those families that live in wealthy school districts who think their schools are great, here’s the bad news. Secretary of Education Arne Duncan sounded an alert never before heard in America, in his now-famous speech denigrating “White suburban moms’ delivered in Richmond, Virginia on Nov. 13, 2013. Duncan blurted out this statement in frustration to parents objecting to Common Core,

“It’s fascinating to me that some of the pushback [against Common Core, ed.] is coming from, sort of, white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were and their school isn’t quite as good as they thought they were, and that’s pretty scary,” Duncan said. “You’ve bet your house and where you live and everything on, ‘My child’s going to be prepared.’ That can be a punch in the gut.” (Source)

According to the Obama/Duncan equalization plan, an elite Zip Code may no longer be a destination. There is much more to this statement that clearly shows an underlying hatred against capitalism, for families who worked hard, who live in the suburbs, who own a home, and must pay property taxes. Parents are counting on the school district where they chose to buy a house so that their kids can go to a good school, but they are being scorned because they do not believe Common Core is good for their children. These parents intuitively know that something is wrong.

It is a punch-in-the-gut feeling and knowing that the system is somehow skewed. Education and common sense has been turned upside down. The tests do not measure academics anymore. And Secretary Duncan has news for you. His Big Brother message to the parents who live in the suburbs is saying in effect—“We will change how business was done in the past. We will redistribute the tax base so all schools and funding are equal and mandate that you, your child, and your teacher will bend under the will of subjective tests and dumbed down Common Core, so that all children will be equal. If they don’t test well, because they have the strong individualistic attitudes and values. We will fire your teachers. Your children won’t succeed in our new system. They won’t be accepted to college, and your world will come crashing down. That is our intent. We will force your schools to change and your child, too.” So….

What are we going to do about it?

If the Reauthorization of ESEA happens as noted, be prepared for a tsunami of political oppression. Public schools are going down quickly as a relic of the past.

The obvious conclusion is that we no longer will have elected representatives in our local school district. The impact of the collective and overlapping dissolution of elected local, county and state officials remains to be seen. Our tax money will be pooled toward an economic authority, or controlled from the state which has collected the individual, longitudinal data so that funding will be distributed equally across the economic spectrum for each child. No one is sure what will happen to property values when the transfer of power is wrested away from private landowners (taxpayers) and local elected officials.

Charter schools, privately owned and publicly funded, will replace public education under the auspice of an outside third party authorizer and considered a contract school. If teachers are not teaching Common Core, they will be fired and replaced with younger submissive, compliant drones. Teachers will be contracted by the state, appearing on a list of prospective positions, but apply through the school district.

Charter schools will break the back of unions, thus leaving teachers with no voice. When private and religious schools are forced to take “choice” students, they will learn that they must teach Common Core and submit to national testing. You can multiply school closings in all major cities and towns attributed to federal choice programs, and the expansion of charter schools with governors and mayors from both red and blue states. All of this downfall puts no caps on charter schools. When public schools fail, charter schools using public funds are there to take their place, their property, and their funding using your hard earned tax money without your voice and without your vote.

The outlook is pretty solemn. We are witnessing the demise one of our greatest American foundations—your neighborhood school, thanks to “choice” and charter schools, Republican and Democratic shysters and the Obama agenda together are hell-bent to get it done and finish the job.

The Good News Plan

What is the answer? Your state MUST put caps on charter schools or your local neighborhood school will be crushed. Your local school board must fight for their independence against a mayor or governor seeking to destroy their elected positions in your community. They must file suit to keep their positions. We must also fight against the federal legislation and meet with your elected officials to stop choice and vouchers in that reauthorization of ESEA where the funding will follow the child. You must also fight the Common Core Standards and do not be side-tracked by the debate of which standard is best.

Fight the transfer of power that are putting in place to destroy traditional education. Refuse the psychoanalyzing of your student at school. Stress academic solutions. Support your traditional teachers; they are being forced to change or be fired. Also, insist on a federal investigation against FERPA and the personal data-trafficking on your individual child that was unlocked by Obama. This is a tall order, but it can be done. It’s called local control and states rights.

In conclusion, a story about the community of Bridgeport, Connecticut is worthy of national attention. A group of citizens filed suit against Mayor Finch for dismantling the locally elected school board. Finch, along with Superintendent Paul Vallas, who had previously been hired to run the schools in Chicago, New Orleans, and Philadelphia, has had a set back. The challenging group won their seats back and they won control of the majority this past election. They have promised that Vallas will be gone. This is how a beneficial power-play is made, and this can be done in your city or a city near you.

Good luck, and may God bless this free land of ours.

Author’s Note: Concernig the “Inconvenient Truth About Waiting For Superman” Conclusions. The video responds to the adverse conditions in New York facing public schools with a list of solutions at the end of the video. I disagree with two of the issues that were listed. # 5 suggests equity in funding. This is part of the bigger agenda to change tax structures. #8 wants pre-school funding and early childhood programs with federal funding involved. Federal money drives compliance. This is the Obama agenda of changing attitudes and values at an earlier age, womb to career. This is part of the bigger agenda.

For more information: Order the “Exposing the Global Road to Ruin through Education” disc set with historical documentation from researchers across the United States http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=Global+road+to+ruin+education&rh=n%3A283155%2Ck%3AGlobal+road+to+ruin+education

Read Charlotte Iserbyt’s historical books, deliberate dumbing down of america and Soviets In the Classroom, which detail the history documenting how our country has been taken over from within through massive education funding, treaties, and deception. Iserbyt identifies names, both Republican and Democrat. This extremely important background information and her expertise will connect you to the ‘internationalization’ of education and inevitable global citizenship. Whatever name you want to call the control—Socialism or Communism—the agenda is people control, and the United States has been the prize. Total Quality Management will force the ultimate compliance to the system-individual people control. See www.deliberatedumbingdown.com for more articles on these topics.

Source Material for this article included:

Mayor Action Guide, Source

National Governor’s Association Push for Charter School Expansion, Source

Investing in Education, Source

Bridgeport, Conn Board files suit to keep elected positions, http://www.ctpost.com/local/article/City-school-board-tips-away-from-Finch-4958627.php and http://www.ctpost.com/local/article/Challengers-win-school-board-primary-4803511.php

Arne Duncan on ” white suburban moms.”Source

Michelle Rhee Controversy with test erasures, Source

DC Public Schools Flagged For Erasures, Source

Chicago Mayor Daley’s Renaisance 2010, Source

Chicago spends $17 million On Safe Passage, Source

Chicago Safe Passage Routes-Unsafe, Source

Chicago School Closings, Source

New York Parents Lawsuit, Source and Source

The Village Voice, Eva Moskowitz, the Invasion of Charter Schools, Source

Credit Enhancement for Charter Facilities, Source

Charter School Gravy Train, Source

Capital Roundtable For Profit Education Conference-Private Equity Investing in For-Profit Education Companies ENCORE ROUNDTABLE, January, 2013, Source July 25,2013, Source

Charter Schools Pose Greatest Credit Challenge, Source

Troubled US Local Gov’t, Source

New York, Goldman Sachs Partners with LISC and Charter Schools: Source

“Goldman to lend $25M for charter schools, Source

Minnesota- State Charter Schools Out of Control: Source

Charter Schools Fail Bondholders Get Bailout, Source

Detroit named Ground Zero by Duncan: Source

Chicago Reform that Duncan Left Behind: Source

Chicago Charter Schools Equitable Funding: Source

Chicago and Philadelphia Closing Schools and Funding Charters: Source

Obama’s Betrayal of Public Education, Source

The Inconvenient Truth About ‘Waiting a for Superman’-rebuttal video against charters, Video

PARCC Grant Document-LESSONS LEARNED page 22, Source

Documents used in this article are used for research and educational purposes. Fair Use in Copyrighted Materials for Educational and Research Materials Section 107 of Title 17 of the US Code: http://www.copyright.gov/title17

Abolishing Representative Government Through Education: Common Core, Choice, and Charter Schools

By Anita B Hoge

Transforming America One City at a Time

Is this country at a tipping point? How do you transform our Republic? There are four main issues I will discuss in this article:

• Governance—removing locally elected school officials;
• Funding—ushering in federal choice and vouchers under the reauthorization of the Elementary and Secondary Education Act (ESEA) which will change our system of taxing and financing schools to one where the funding will follow the child (this is also a means to control private schools and expand charter schools);
• Charter schools—replacing your local neighborhood school with a zealous for-profit agenda so that there will no longer be parent or voter input, or elected school boards, specifically with an aim to kill public education.
• Common Core Standards—ushering in a system of individualized, psychotherapeutic learning; the standardization of teaching, testing, and technology in all 50 states; nationalizing education ; and changing traditional education based on academics to a workforce training model.
The combination of all four points above puts this scenario together. It demonstrates that this is the plan for the destruction of our country. The following stories tell the tale.

New Orleans. New York. Chicago. Detroit. Philadelphia. Washington DC, and countless other cities are casting a glimpse in how this nation is being transformed. If these large cities can be transformed, what chance do small cities and towns have to sidestep government takeover? There are both Democrat and Republican fingerprints all over this agenda. Based on a crisis such as a natural disaster, financial bankruptcy, corruption, or some other incident, there is an agenda to take control of a city’s schools by transferring all authority to the mayor or the governor. In 2006, an action guide for mayors was published by the United States Conference for Mayors and funded by the Gates Foundation called, “Mayoral Leadership and Involvement in Education, An Action Guide for Success.” It detailed a step-by-step process to gain control over a city, particularly its schools. Similarly, in 2008, the National Governor’s Association wrote a report, “State Support for High Performing Charter School Expansion,” which was a plan for state governors to expand charter schools. Is this the bigger plan?

What unique circumstances must be in place to force the closing of publicly-run schools by reorganizing them to become privatized charter schools? Dissolving all elected school board members and replacing them with appointed councils? Firing all the teachers and thereby breaking the back of the unions? [Leave aside for now the debate of benefit versus harm of the teachers unions, ed.] Replacing experienced teachers with fledgling ‘Teach For America’ or ‘Education Pioneer’ newbies who have had just a few weeks of training? Firing teachers through based on subjective evaluations and “high stakes” testing of students that measures and molds their personalities? Designing a tax system that moves the tax base away from the local community? Forcing local neighborhood schools to close? Dislocating students from their neighborhood surroundings? Co-locating charter schools within a public school? Destroying both your parental voice and your representative vote so that there is no longer any local school district accountability?

Many of us over the past few decades have been watching elected officials be thrown out of their rightful positions. We have watched as parents and educators at meetings and rallies begging for their schools not to close. Do American citizens truly understand the overall effects of these increasingly common local events to the entire country? Is there more to this story? Yes!

Common Core and Its Agenda

This report explains the reality that America is facing right now. The foundation of the [unconstitutional] individual mandate in Obamacare is the same authority creating an individual mandate in education with the implementation of Common Core Standards. Both represent an individual mandate that forces individuals to comply with regulations that erase individual rights, local control, and states’ rights. This foundation has already been laid in several of the largest cities in America, and those people have felt the pangs of freedom being stripped away from them. The smaller cities are wriggling, dangling bait waiting to be snatched up into this frenzy of privatization and crony-dealt deals. This agenda will be full-speed ahead when the reauthorization of ESEA legislation goes to conference and is passed, and it may also be hastened during another crisis, such as when the economy dips again.

President Barack Obama and both the Democratic and Republican policymakers have embraced the agenda. HR 5 and SB 1094 (the ESEA federal “choice” legislation where the money follows a child) will crush our Republic and usher the final blow. It will strangle budget-strapped cities and feed the privatized charter school spillover that will occur. Investors, especially those who will profit from this coming crisis, have been loitering on the sidelines, keeping their eyes on Washington policies and politics. And, we should do the same.

The Agenda of Common Core, Choice and Charter Schools

HR 5 and SB 1094, the reauthorization of the ESEA will ultimately destroy both public and private education, especially through nationalizing education in the United States through so-called choice” and charter schools. Charter schools are not private schools; they are publicly financed and regulated “choice” and the money follows the child.

It is important to realize that the finger pointing at each “side” by both Republican and Democrat was planned and intentional. Both sides want to get this job done even though it will end up crashing our economic system and our system of government.

Let’s set up the agenda: Common Core standards are already well established in almost all 50 states creating a de-facto national curriculum. Common Core is personalized education, requiring individualized remediation for both students and teachers. Common Core standardizes the national education system via testing data that will be collected, thereby assessing/measuring every child, teacher, digital curriculum, every principal, every school, every district, and every state through longitudinal monitoring instruments. Common Core changes our system of education to a business model. Basic functional literacy and workforce skills will replace the teaching of academic subject matter.

National testing through separate state consortiums (PARCC and Smarter Balanced and the testing contractor ACT) has formed the model research base and the foundation for a national test that measures Common Core (now College Career Citizenship Readiness Standards). A national diploma is being established: “Achieve, America’s Diploma Project” and “ACT National Career Readiness Project.”

Teachers will be evaluated, not on how well they teach academic content, but how well their students perform on assessment tests. With digital online curriculum and cyberschools replacing teacher functions in the daily school program, computers will reduce the need for teachers. This is all data-driven. Only the compliant will survive. Reuters reported on August 2, 2012, in an article titled “Private firms eyeing profits from U.S. public schools, that:

Education entrepreneur John Katzman urged investors to look for companies developing software that can replace teachers for segments of the school day, driving down labor costs. “How do we use technology so that we require fewer highly qualified teachers?” asked Katzman, who founded the Princeton Review test-prep company and now focuses on online learning. (Source)

So, how do we get rid of all those teachers? Union-busting mayors are taking over the schools, firing teachers, and launching charter schools where leniency in experience (such as “Teach for America” candidates) and certification varies.

Any state can easily opt out of the Memorandum of Understanding with the Chief State School Officers and the National Governors Association plans to implement Common Core, but they are already ingrained into your school system when your state accepted “Race to the Top” grants and applied for ESEA flexibility waivers mandating standards, testing, curriculum, and teacher training. Common Core is not federal law, but your state has agreed to Common Core Standards, like it or not. It is cemented into your school system. Your state legislators must rescind Common Core and a standards-based system by law in order to return to an academic curriculum. This is a states’ rights and local control issue since the federal government cannot legally direct or supervise curriculum. It can be done. But, the real pulling-the-rabbit-out-of-the-hat trick will be performed by the Obama/Duncan agenda. It will complete the feat of nationalizing education through the federal reauthorization of ESEA by implementing “choice.” This agenda was designed with both Democrat and Republican approval in both houses of Congress. ESEA, (Title I) and Special Education (IDEA) will accomplish this goal.

In June of 2013, the Democrat-held Senate Education Committee released SB 1094, ESEA reauthorization, out of committee. On July 19, 2013, the Republican-held House of Representatives passed HR 5, with “choice” amendments in ESEA reauthorization bills that will change our system of government via a huge push toward charter schools. On July 24, 2013, Capital Roundtable, which provides information for the alternative asset industries, sponsored a private venue conference for middle market private equity investors in New York to learn where to invest in for-profit education companies; i.e. “choice.” Coincidental? I don’t think so. The private business sector is offering numerous opportunities to ride this wave. Follow the money trail.

Charter schools provide the greatest opportunity to collect a cut of your property taxes and destroy your local representative government by using public taxpayer funds. Charter schools do not have elected school boards nor any direct taxpayer accountability. They are designed to create an exodus of students from public schools into their federally-controlled “choice.” Take a glimpse at the models in major cities that have been over-run with charter schools through extreme measures from mayors and governors. This phony “choice” agenda is just the beginning to control the public education system and change how our government functions locally.

How Does the Reauthorization of ESEA Feed Into Charter Schools?

The combination of HR 5 and SB 1094 will permit “choice” funds to follow an individual student, and those “choice” monies will be able to go into any private, public, religious, or charter school, thus diminishing the local tax base. Your neighborhood school will struggle and may eventually have to close. This is because officials must fund other private and charter school children who are no longer in their district, or even across state lines. As local school attendance dwindles, so does funding to pay for salaries, extra programming, facility upkeep, Obamacare, and benefit pension costs. If a city or district continues closing smaller neighborhood schools to keep up with their debt, more and more services are cut back, teachers are furloughed, severely hurting the function of the school and feeding the explosive exodus of students leaving the district. Neighborhood schools will crash financially. Cities are going bankrupt.

In both Chicago and New York charter schools have utilized a creative business model to restructure education by forcing public schools and charters to compete against each other for scarce resources. By introducing “choice” initiatives parents and students think they are private consumers of educational services, while in reality “choice” is stealing their voice in representative government. School closings by the mayors in these two cities have created a war in neighborhoods where parents and teachers are fighting the system to keep their schools open. Shuttering of these schools has created chaos, while charters schools continue to be expanded and given funding to continue to expand. Most parents did not realize there was a bigger plan yanking their neighborhood school out from under them. They have lost their elected representatives, their children are paying the price, and they have nowhere left to go to change the system.

The Lessons of the Chicago Charter Schools

The pre-planned Obama/Duncan education agenda modeled in Chicago is designed to have all public schools become charter schools, and this privatization agenda has been promoted as education reform. As CEO of Chicago Public Schools in 2001, Duncan shut down 60 failing schools in the poorest areas and replaced them with 100 new charter schools. Over the course of his tenure, Duncan employed a series of measures including the complete shuttering of schools, the replacement of failing neighborhood schools with a charter-run school, and/or the total replacement of a school’s teaching staff. He used the test-driven, market-based policies [TQM, total quality management, a business model, ed.] built on the foundation of “Race to the Top.” Student test scores would be tied to teacher evaluations creating an almost impossible high-stakes feat for teachers. All students with varying abilities must be “proficient,” as it is defined by these assessments. Note: students are tbeing raumatized and have even become physically ill under the pressures of this constant testing bandwagon. Creative, bright children are refusing to go to school. Frustrated teachers and frustrated students do not make an environment for good learning.

Training and retraining of teachers has become a huge factor for the new Common Core reform evaluation agenda. “Teach to the test” is the survival tactic of educators. Teachers, public schools, and charters are all being evaluated by high stakes testing and the improvement brought about through “Race to the Top” federal grants. All this creates a lot of finger pointing. Pennsylvania’s ESEA flexibility waiver grant used federal monies, plus a Gates Foundation grant of $800,000 [Bill Gates has been funding pilot projects of all this reform, ed.], to establish the Charlotte Danielson Framework For Teaching as a model to prepare teachers, principles, and superintendents for standards-based instruction. It states, “Our flexibility grant is all about teachers performing and being evaluated on how they teach the standards.” Note: the standards are not under any local control; they are nationalized. Therefore, teaching the standards means teaching to the test. In fact, some charter schools do nothing but prime their students to take the test.

Controversy and charter schools are synonymous. There is an incessant juggling of test scores, picking and choosing their students, weeding out autistic kids, or those whose first language isn’t English, moving the line of proficiency so more students will fare better on testing. Some charter schools simply remove children who test poorly, thus artificially raising test scores. Charters get their funding through attendance levels and even that has been controversial as there are attrition numbers when students leave. Some Charter schools have lotteries, some do not accept special ed students. Some charters select students by grade point average which is easier to manipulate to improve scores. Unfair comparisons have been made between charter schools with an attendance number of only 75 and a public school that has an attendance number of over 500.

One of the biggest controversies sprang from Washington D.C.’s past Chancellor, Michelle Rhee, who has been under attack for erasing school test scores. The documentary, Waiting For Superman, sings praises about charter schools and highlights Chancellor, Michelle Rhee. However, her tenure in D.C. has been marred with controversy.

The focus of this insidious agenda is to break the back of your neighborhood public school by using under-achievement as a crisis to close public schools, and then, conveniently, offering funding and setting up charter schools as the answer. “Choice” will finish the job of crushing the old system. It doesn’t seem to matter to Obama, nor his Republican and Democratic cohorts, that this education plan is hurting minorities and the most desperate poor in this gentrification of communities and the remaking of public schools into charter schools. Families are being forced to move away or go to schools across the city. Objections from parents and teachers alike have fallen on deaf ears. Chicago, New York, New Orleans, and Philadelphia have felt the hard nudge of socialism, but not without protest, complaints, challenges and disapproval. However, parents and local communities seem to have no power to stop the changes once a mayor or governor takes control of their neighborhood schools. Make no mistake about it: Obama is using the “poor” to change our system of government.

The Per-Pupil Funding Agenda—”Following the Child”

Arne Duncan explained it in the Chicago District budget book that “funding is not tied to positions, which gives these schools much more flexibility in deciding how to spend their budget dollars.” Chicago’s business model attached dollars to students and let parents vote with their feet by choosing schools for their children. Chicago’s funding is attached to kids with their name on it. Funding would follow the child and not fund programs, staff, or certain types of schools. Uniform-base funding or per-pupil funding (i.e., equalization and equity in funding) would replace how schools finance their budgets. There has been experimentation with a pilot weighted student formula-type program under Arne Duncan’s seven-year tenure in Chicago where the money follows the child.

Will the United Sates ‘rethink’ how to finance public schools? It will be interesting to see the change toward the federal ‘per pupil funding’ (i.e., equalization and equity in funding) using “poverty” as a means for funding each individual student, and how that will work across the United States. Property taxes have been the norm, with local taxing authorities and local government in Plain Town America having control of the purse strings. What will happen to property values for homeowners? So, what will happen to those schools with Zip Codes in wealthier school districts, where parents want “better” schools, when the change for a uniform base funding scheme happens at the state level? Many states already have filed suit against the unconstitutionality of property taxes funding schools under “equality.” It is called” leveling the playing field” for a socialist America. We can only guess at the impact of how this change might take place. Older Americans may bite the bait, believing that they will not have to pay for schools through property taxes. On the other hand, state taxes on purchases as well as transfer taxes of property may skyrocket. This part of the scheme remains to be unknown.

More on the Chicago Schools Catastrophe

In May of 2008, Duncan organized a conference, “Free to Choose, Free to Succeed: The New Market in Public Education” in Chicago with the Renaissance Schools Fund, the financial wing of the Mayor Daley’s Renaissance 2010 plan operating under the auspices of the Commercial Club. Many critics denounced the scheme saying that this plan was not designed to improve the quality of education but rather a plan for privatization, union-busting and the dismantling of democratically-elected local school boards. It was also described as part of a neighborhood gentrification scheme involving the privatization of public housing projects through financial business developments. Poor, Black and Latino families were forced from their neighborhood schools and their homes when schools were closed and the property was bought up for redevelopment. The most impoverished would be dislocated. [Tony Rezko, friend of Obama and Mayor Blagojevich, made a fortune from these developments along with many corporate investors, ed.] The public school privatization agenda involved Renaissance schools being run by subcontracted for-profit companies. There was a shift in school governance away from teachers and elected community school boards to appointed administrators and appointed councils made up of business leaders.

Cities across America are gearing up for more charter schools. Why? Is it betrayal, is it a plan, or is it both?

In “Obama’s Betrayal of Public Education? Arne Duncan and the Corporate Model of Schooling,” December 17, 2008, Henry A. Giroux and Kenneth Saltman wrote:

It is difficult to understand how Barack Obama can reconcile his vision of change with Duncan’s history of supporting a corporate vision for school reform and a penchant for extreme zero-tolerance polices – both of which are much closer to the retrograde policies hatched in conservative think tanks such as the Heritage Foundation, Cato Institution, Fordham Foundation, American Enterprise Institute, than to the values of the many millions who voted for the democratic change he promised. As is well known, these think tanks share an agenda not for strengthening public schooling, but for dismantling it and replacing it with a private market in consumable educational services.

Duncan characterized the goal of Renaissance 2010 creating the new market in public education as a “movement for social justice.” He invoked corporate investment terms to describe reforms explaining that the 100 new schools [charter] would leverage influence on the other 500 schools in Chicago. Redefining schools as stock investments he said, “I am not a manager of 600 schools. I’m a portfolio manager of 600 schools and I’m trying to improve the portfolio.” He claimed that education can end poverty. He explained that having a sense of altruism is important, but that creating good workers is a prime goal of educational reform and that the business sector has to embrace public education. “We’re trying to blur the lines between the public and the private,” he said. He argued that a primary goal of educational reform is to get the private sector to play a huge role in school change in terms of both money and intellectual capital. He also attacked the Chicago Teachers Union (CTU), positioning it as an obstacle to business-led reform. He also insisted that the CTU opposes charter schools (and, hence, change itself), despite the fact that the CTU runs ten such schools under Renaissance 2010. Despite the representation in the popular press of Duncan as conciliatory to the unions, his statements and those of others at the symposium belied a deep hostility to teachers unions and a desire to end them (all of the charters created under Ren2010 are deunionized).”

In March of 2013, Chicago parents, teachers, and citizens held a three-day march across the city to stop school closings, but 47 were shut down. Twelve thousand Chicago children are walking new, often longer, routes to school this fall—after Mayor Rahm Emanuel closed schools (almost all) in poor, Black and Latino neighborhoods. Given its high rate of gun violence, the city dealt with the disruption by expanding its “Safe Passage” program. Police and firefighters were on the job and the city ended up spending $16 million to hire low-wage temps to monitor children to and from school. The upshot? Emanuel hijacked neighborhood schools and later had to police his decision. But, what is being put in their place? Charter schools. It is easy to see that Emanuel, Duncan, and Obama do not really care about the children. It’s the money to be made and the direct assault to control public schools.

A retired history teacher from Chicago had written this commentary on March 23,2013,

“It was a grim Thursday afternoon on March 21st as the news trickled out that 61 Chicago school buildings would be closed and that 54 school programs will be axed. The closings are heavily clustered in the poorest mostly African American and Latino neighborhoods, where decades of disinvestment and economic apartheid have taken a heavy toll on the residents. Many people have moved away from these communities, driven out by the lack of jobs, the meager resources given to the schools, the inadequate city services and the resulting crime and violence. Many believe that the forced exodus is part of a land grab for real estate interests who will move in to gentrify these areas.

On the South and West Sides of the city, where the closings are hitting hardest, poverty is a policy, not an accident. The Chicago financial elite, which could provide jobs and rational investment, has chosen displacement over renewal, ethnic cleansing over neighborhood stabilization. As the Mayor of Chicago, Rahm Emanuel is the public face of this prairie plutocracy.”

Obama’s “Race to the Top,” a $4.35 billion federal competitive grant program through the Recovery Act, mandated that states tie high stakes to test scores. In a bid for money, cash-strapped and reform-frenzied states rewrote their education laws, dropping caps on charter schools in order to permit students from struggling neighborhood schools to have a “choice” to transfer out of them. It also tied teacher job security to student test scores. States were rewarded for promising to reproduce the same plan Duncan implemented in Chicago. As a result, charter schools are mainstream. As of now the ratio is 1 to 20—one charter student for every 20 public school students in the United States.

New York Data-Mining

The mayor of New York changed the face of the American public school system. On August 1, 2006, New York Mayor Bloomberg took control of the public school system and power was transferred to city hall. Bloomberg took over 1200 schools and eliminated the city’s 32 elected community school boards. Education officials closed 164 public schools around the city since 2002 over the objections of parents and teachers who wanted the schools fixed. A non-elected council called Panel for Education Policy [PEP] has the authority to make decisions with 13 seats, 8 selected by the Mayor, the other five appointed from the community. The city launched a “fair student-funding” formula, called weighted funding to provide additional resources to districts with high poverty and special-needs students. Bloomberg created a change in representative government. It’s a move to deactivate the voice of elected representatives, teachers, and parents.
When the documentary called Waiting for Superman was released featuring Michelle Rhee, past controversial Chancellor from Washington D.C., parents, citizens, and teachers from New York issued a rebuttal to the film called the Inconvenient Truth About Waiting for Superman which tells the real truth about the takeover of public schools by charters. It exposes the forcing of students to leave the neighborhood, and how teachers are frustrated with the high stakes tests which evaluating them based on the results on how well students perform on tests. Inconvenient Truth highlights, with film clips of actual real-life experiences, how public school parents, students, neighborhoods and educators are being impacted and harmed by so-called reforms. Please watch this excellent one-hour video at http://vimeo.com/41994760 to get an understanding of the impact of the transfer of power. (See my notes at the end of this article regarding two issues that I disagree with that may actually perpetuate the adverse agenda that they are intending to stop.]

Data is a must for the business model to function. There is a New York update to the controversy over FERPA (Family Education Rights in Privacy Act), regarding allowing data-mining with personally identifiable information, a cloud based repository for data. Parents have filed a lawsuit against Commissioner King, the New York Department of Education, and the New York Board of Regents for violating student privacy by releasing personal student information to the InBloom corporation. Note the intrusive personal data on children that would be shared with outside vendors, thus violating a child’s right to privacy:

InBloom Inc., established by a $100 million dollar grant from the Gates Foundation, was designed as a multi-state data store, to collect and format personal student data and make it available to vendors to help them data mine, develop and market their software learning products…. The information to be shared with inBloom and other vendors will include the names of all public and charter school students, their addresses, phone numbers, emails, grades, test scores, race and economic status, disability and health diagnoses, their attendance and suspension records, and any services they receive. (Source)

This lawsuit is great news, but there is a need for a federal investigation to expose how Obama “unlocked” data, thus allowing data trafficking with third party vendors like inBloom across the United States. The re-disclosure of data means data is collected from the local level on students by the state information systems, and a written agreement is drawn up with a third party contractor to re-disclose the data.

Data collection is the foundation for the Common Core business model to function as a national market where children are a commodity. Since data was “unlocked” by Obama in January, 2012, FERPA (Family Education Rights in Privacy Act) regulations were changed allowing personally identifiable information [PII] from school records to be given to third party contractors. The definition for ” school official” was changed to allow any outside vendor or contractor to use PII for research to design curriculum, software, digital curriculum, and “user interaction information” collected by learning software systems to research teaching and interventions of individual students.

If a Private School Takes Federal Money They Must Take the Test

Washington D.C. is the first city to experience federal choice money for private and religious schools originally called DC-OSP (Opportunity Scholarship Program, 2003, D.C. School Choice Incentive Act) the first federally-funded, private school voucher program in the country run by the D.C. mayor. Reauthorized, HR 471 is now called called SOAR (Scholarships For Opportunity and Results), sponsored by Republican John Boehner. The bill authorizes a 20-20-20 plan—$20 million for private vouchers, $20 million for Charter schools, $20 million for public schools in DC for analysis.

This legislation lays out specifically that if a private school takes federal money, there are requirements that would mandate certain reporting requirements from private schools participating in the DC-OSP. It would also require such schools to administer a national norm-reference standardized test in reading and math. Take the money—take the test. But, what is the scenario when this so-called choice “follows the child”? If a religious private school doesn’t accept the grant voucher agenda, will it be forced to accept a “choice child” when the federal ESEA is passed? Yes. The school will be forced under federal discrimination laws to accept the “choice child.” Once the private religious school accepts the Title I “choice child,” the child must take the test. But notice: if the private school is not teaching Common Core, the children will likely fail the test, and the school will fail. What government funds, government controls. Follow the money trail.

Will The Real Agenda for Charter Schools Please Stand Up!

Charter schools are privately run, but they receive public money and, as already noted, an increasing number of these schools are being run on a for-profit basis. The federal government is subsidizing the CREDIT ENHANCEMENT FOR CHARTER SCHOOL FACILITIES PROGRAM, providing grants to eligible entities to permit them to enhance the credit of charter schools so that charter schools can access private-sector and other non-federal capital in order to acquire, construct, and renovate facilities at a reasonable cost. The tax code makes charter schools very lucrative.

Statistics have proven that where charter schools have proliferated it is more likely that the public schools have experienced financial stress due to the transfer of public assets and institutions into the hands of private corporations. The “New Markets Tax Credit” program that became law toward the end of the Clinton presidency allow firms to invest in charters and other projects located in “underserved” areas, and these schools can collect a generous tax credit up to 39% to offset their costs. Private investors are flocking to charter schools. There is a huge risk factor for any local school district in a state that has passed laws promoting “choice”—especially with an easy approval process for new charters with no caps on expansion. “Race to the Top” grants exacerbate this situation because states promised to drop their caps on charter schools when they took the money.

Charter public schools soak your local tax base, putting monies into a school run by for-profit investors. They have an ideal opportunity to collect a cut of your property taxes. A well-titled article in Forbes, “Charter School Gravy Train Runs Express To Fat City,” pointedly remarks: “About the only thing charters do well is limit the influence of teachers’ unions. And fatten their investors’ portfolios.” (Source) The article explains:

On Thursday, July 25, 2013, dozens of bankers, hedge fund types and private equity investors gathered in New York to hear about the latest and greatest opportunities to collect a cut of your property taxes. Of course, the promotional material for the Capital Roundtable’s conference on “private equity investing in for-profit education companies” didn’t put it in such crass terms, but that’s what’s going on….

Charter schools are frequently a way for politicians to reward their cronies. In Ohio, two firms operate 9% of the state’s charter schools and are collecting 38% of the state’s charter school funding increase this year….

In Florida, the for-profit school industry flooded legislative candidates with $1.8 million in donations last year. “Most of the money,” reports The Miami Herald, “went to Republicans, whose support of charter schools, vouchers, online education and private colleges has put public education dollars in private-sector pockets.”…

So attractive is the math, according to a 2010 article by Juan Gonzalez in the New York Daily News, “that a lender who uses it can almost double his money in seven years.”

In the Capital Roundtable Conference advertisement it states,

So 2013, and beyond, will see numerous for-profit companies making inroads into public and non-profit education by taking over large swaths of the market. Consider—

• The entire education sector now represents nearly 9 percent of the U.S. GDP.
• Merger and acquisition activity in for-profit education last year surpassed activity at the peak of the Internet boom.
• More and more non-profit colleges are hitting the wall and seeking investors to help them transform into for-profit institutions.” [See Title IV, Higher Education Reauthorization, ed.]
Governor Jeb Bush is in the forefront of this push for charter schools with his Foundation For Excellence in Education. But don’t be mislead into thinking that charter schools are just a Republican thing. Big-city Democrats, like Philadelphia Democratic Mayor Nutter, currently the president of the U.S. Conference of Mayors, closed 23 public schools this past summer—replaced by charters. In 2009, charters were 15% of the District budget. In 2014, they will be 30% of the District budget. Chicago, of course, is another Democratic stronghold.

Minnesota’s leading newspaper, the Star Tribune, recounts the sordid history of its charter school movement:

Minnesota’s charter school movement, which sparked a national rethinking of public schooling nearly two decades ago, has been infected by an out-of-control financing system fueled by junk bonds, insider fees and lax oversight. (Source)

Another article in the Star Tribune, “Charter school fails and bondholders get bailout,” tells more of the story:

While junk-bond promoters claim taxpayers will never be forced to cover the costs of a failed charter school built with state lease-aid funds, that’s exactly what happened in St. Paul.

The deal dates to 2000, when American Express purchased $8.3 million in bonds used to convert the old Science Museum of Minnesota into a charter school called the Minnesota Business Academy. The project also received $1 million in community development funds from the city of St. Paul….

In exchange for a hefty 8 percent interest rate, American Express accepted the risk of default and nonpayment.

In less than a year, the school was faltering. There were cost overruns and fundraising shortfalls, and the school was forced to borrow another $1.6 million.

To pay off its debts, the school needed 440 students, with each student representing more than $1,000 in annual lease-aid payments. But the plan backfired, and total enrollment crashed to 292 in 2004.

In 2005, city officials approved another bond offering that allowed the school to reorganize its finances. American Express got $6 million, while the city recovered a total of $451,352. The unsecured creditors were paid 10 cents on the dollar. “The corporate folks got their dough,” said St. Paul City Council Member Lee Helgen, who voted against the bond issue.”(Source)

Star Tribune reporter Tony Kennedy, published an article in 2011 titled “State charter schools program is ‘out of control,’ Junk bonds fuel a building spree, but schools are more crowded, insiders are taking fees, and state regulators can’t do much about it.” His article divulged the following alarming statistics:

In the past decade, 18 charter schools have been built with $178 million in junk bonds, with financing costs on some projects chewing up nearly a quarter of the funds raised. Twelve more charter schools have taken steps to buy or build facilities, and the state projects annual spending on lease aid to reach $54 million in 2013, up from just $1.1 million in 1998.

To lure the investors they need for new buildings, some educators are abandoning the intimate campuses their founders envisioned and are building large schools that look more like the conventional institutions that some families are fleeing. Some charter school advocates say the build-your-own trend could undermine an education movement built on small class size and parental involvement….

State lawmakers are frustrated by the building boom. Since 2000, at least 64 public school buildings in the metro area closed because of declining enrollment. Charter schools are responsible for recruiting away some of those students.

Follow the Money

The flight to charter schools leave districts vulnerable for closure. Moody’s Investors Service issued a report on October 15, 2013 that “Charter Schools Pose Greatest Credit Challenge to School Districts in Economically Weak Urban Areas.”

…Tiphany Lee-Allen, the Moody’s Associate Analyst who co-authored the report [said] “Districts may face institutional barriers to cutting staff levels, capital footprints and benefit costs over the short term given the intricacies of collective bargaining contracts – leaving them with underutilized buildings and ongoing growth in personnel costs.”

Charter schools can pull students and revenues away from districts faster than the districts can reduce their costs, says Moody’s. As some of these districts trim costs to balance out declining revenues, cuts in programs and services will further drive students to seek alternative institutions including charter schools.

“Many older, urban areas that have experienced population and tax base losses, creating stress for their local school districts, have also been areas where charter schools have proliferated,” says Moody’s. “Among the cities where over a fifth of the students are enrolled in charter schools are Cleveland, Detroit, Kansas City, St. Louis, and Washington, D.C. Nationwide about one in 20 students is in a charter school.” (Source)

Consider the ramifications all of these statistics. Public schools will close, locally elected schools boards will be forced out of their positions. Representative government is diminished. Choice sets up this agenda and Charter schools are the end product. But meanwhile businesses are raking in the cash.

Bloomberg News reported that “Goldman to lend $25M for charter schools.”

Goldman Sachs Group Inc., the most profitable Wall Street firm, will lend $25 million to a nonprofit community-development organization to finance 16 charter schools in New York City and New Jersey.

The nonprofit group, Local Initiatives Support Corp., will make the money available to the school operators during the next two years, Goldman Sachs and LISC, both based in New York, said Tuesday in a statement. The chairman of LISC, according to the group’s website, is Robert Rubin, former U.S. Treasury secretary. [under the Clinton Administration, ed.]

Charter schools are nonsectarian, public institutions that operate independently of local boards of education in the U.S. under special charters. Goldman Sachs’s Urban Investment Group has committed about $150 million for charter schools in New York and New Jersey, according to the statement.

The financing may allow the charter schools involved to obtain as much as $100 million in additional capital, credit-enhanced by funds awarded by the U.S. Department of Education. (Source)

That was three years ago.

The Detroit Disaster

Legislation in Michigan, under Republican leadership Governor Snyder, House Bill 6004 and Senate Bill 1358 expanded a separate and statewide school district called the “Education Achievement Authority” (EAA), overseen by a governor-appointed chancellor and functioning outside the authority of the State Board of Education or state school superintendent. These schools are exempt from the same laws and quality measures of community-governed public schools. The EAA can seize unused school buildings (built and financed by local taxpayers) and force sale or lease to charter, non-public or EAA schools.

A letter written by the Superintendent Rob Glass of Bloomfield Hills in Michigan on November 28, 2012, tells the story very distinctly:

Dear Parents and Citizens: This is an urgent call to action affecting your Bloomfield Hills Schools and public education in Michigan. A package of bills designed to corporatize and dismantle public education is being hastily pushed through this current ‘lame duck’ legislative session. If we do not take immediate action, I believe great damage will be done to public education, including our school system.

House Bill 5923: Creates several new forms of charter and online schools with no limit on the number. Bundled with HB 6004/ SB 1358, many of these schools could be created by the EAA. Public schools are not allowed to create these new schools unless they charter them. Selective enrollment/dis-enrollment policies will likely lead to greater segregation in our public schools. This bill creates new schools without changing the overall funding available, further diluting resources for community-governed public schools.

Senate Bill 620: Known as the ‘Parent Trigger’ bill, would allow the lowest achieving 5% of schools to be converted to a charter school while allowing parents or teachers to petition for the desired reform model. This bill will not directly affect our district, but disenfranchises voters, ends their local control, and unconstitutionally hands taxpayer-owned property over to for-profit companies. Characterized as parent-empowerment, this bill does little to develop deep, community-wide parent engagement and organization.

On May 6, 2013, the Detroit Free Press covered the continuing controversy over the EAA during a visit from U.S. Education Secretary Arne Duncan:

Scott [Brenda Scott Academy, a school taken over by the EAA, ed.] is one of 15 Detroit public schools [DPS] operated by the EAA, which has been at the center of controversy in recent weeks. The EAA was established in 2011 with [Republican Governor] Snyder’s support through an interlocal agreement between Detroit Public Schools and Eastern Michigan University. Its objective is to take control over and reform the lowest performing 5% of schools. It does not operate on traditional grade levels, but has an online curriculum that personalizes learning so students progress through school at their own pace.

The EAA has experienced some budget shortfalls in its inaugural year operating schools, and used DPS as a conduit to borrow $12 million. The secretary of the board, mayoral candidate Mike Duggan, stepped down from the board Friday after the loans were made public, saying he didn’t want the EAA to be drawn into the mayoral campaign.

State Sen. Bert Johnson, a Democrat from Highland Park, gave Duncan a letter today asking him and President Barack Obama “to seriously consider the ramifications of giving the appearance of tacitly supporting this failed experiment,” a reference to the EAA.

“What the Republicans are doing does not work, is not working and will not work,” Johnson said. (Source)

In 2011, Detroit Emergency Financial Manager Robert Bobb hired the National Association of Charter School Authorizers to help evaluate potential operators as part of a plan to transform 41 city schools into privatized charter schools. That’s the same group that the year before worked with Chicago to select charter school operators—and worked in New Orleans in 2005 to transform neighborhood schools into business model factories. Bobb was given expanded powers by the state legislature, including the power to modify contracts and terminate collective bargaining agreements with teachers and fire elected officials. He said he intended to use these powers and issued layoff notices to all of the teachers in the school system, which will give him or other managers the power to call back or reassign teachers without having to consider seniority rights.

In 2009 Secretary of Education Duncan referred to Detroit public schools as “ground zero” for institutional education reform. Academic bankruptcy (i.e., using competency or standards-based tests to target a school for takeover or closure for underachievement), charter schools, EAA, and bankruptcy is ambush to the bigger agenda, taking taxes and school property paid for by you and giving it to others for profit.

“Ground zero”, Secretary of Education Duncan’s description for Detroit “renaissance” for charter school takeover in a city deemed financially broke, has also had some rippling undertones for other cities. Moody’s reported on December 5, 2012:

CitiyMayors.com reported that

In 2009, Moody’s Investors Service put all local governments in the United States on negative credit outlook. It was the first time such a blanket report was ever issued for cities, towns, counties, and school districts. To date, the negative outlook remains. It’s an understatement to say that local governments have been caught up in unfavorable financial and market trends since the economic downturn began in 2008. Local governments have cut services and laid off workers, including police officers and school teachers. The Wall Street Journal estimates that local government personnel reductions add a full percentage point to the nation’s unemployment rate. (Source)

In another article, “Corporatist mission accomplished: charter schools strangling public schools,” it was reported on November 13, 2013 that

A downgrade of the bond ratings of 53 Michigan school districts is proving what charter school opponents have long warned against: charter schools are diminishing public schools’ ability to have stable budgets by siphoning off tax dollars into for-profit corporations.

Moody’s cited “significant fiscal strain related to charter enrollment growth” stating that “A growing number of Michigan school districts” are facing “higher borrowing costs after downgrades by Moody.” The article continues:

Justin Marlowe, a professor at the University of Wisconsin-Milwaukee who has written about local government finance, said increased charter school competition and tight state budgets are squeezing the districts.

The “proliferation of charter schools and ongoing state budget problems have put more pressure on local school districts,” Marlowe said, adding there “doesn’t seem to be any immediate solutions unless we rethink how we finance school districts.”

But as overall enrollment was falling, charter schools were growing….[bold in original] (Source)

The Plan for Losing Local Control

This is the plan. Rethinking how to finance school districts falls under the domain of the re-authorization of ESEA where funding follows the child. The system of property taxes must be dissolved and replaced by a more equitable plan. Elite Zip Codes and wealthier schools may no longer be a destination. Common Core and ESEA will level the playing field. Charter schools and choice will break the backs of public schools. All schools will be contract public schools. Teachers may come under contract from the state that certifies them. Parent trigger bills will allow parents and teachers to take over a school, in turn forming charter schools. Elected positions must be dissolved for a socialist takeover.

In Indiana right now there is a power struggle with Governor Pence’s (R) newly formed agency called the Center for Education and Career Innovation (CECI) and the elected State Superintendent. The governors “power grab” is shifting resources and education policy matters to the unelected Center for Education and Career Innovation formed through an executive order. These unelected state authorities are pilots for regional economic development and job training. This is but another example of how a governor can take over, eliminating the representative authority and accountability of locally elected officials.

Another economic downturn could put most cities out of business. Bankrupt! This could be the point of no return for a declining America, the takeover of cities through fiscal control boards, a platform to usher in charter school takeover. CityMayors.com explains this concept:

A fiscal control board is a temporary team of “experts” appointed by the state that takes over the financial management and budgetary decisions of a local government that is about to default on its debt, cannot meet it payroll, or cannot provide basic services. Sometimes a state mandates a control board; in other cases, a local government requests one. Although the composition and responsibilities of control boards may vary, local elected officials invariably lose most authority over their government’s revenues and expenditures. Often control boards have the power to issue debt or re-negotiate labor contracts.

Control boards are essentially an intensification of a state’s existing authority over local governments. In normal times, states regulate local governments’ finances by providing aid; capping local income, sales, and property taxes; requiring balanced local budgets; limiting local investment options; and mandating specific services. A control board is a mechanism by which states can impose, alter, or suspend such financial regulations to address the emergency needs of a particular local government. Control boards are not meant to be democratic, but efficient. Their focus is on re-establishing long-term fiscal stability, and the wishes of citizens and elected officials for particular services are often ignored. [emphasis added] (Source)

The downslide into fiscal crisis continues. During September, 23 schools were closed and more than 4,000 employees were laid off in Philadelphia.

The city pledge of $50 million that month allowed a thousand employees to come back, just enough to open the doors the first week of school.

“We had cut all assistant principals, all guidance counselors, all art, all music, all sports, all secretaries,” [said Philadelphia School Superintendent, William Hite].

Philadelphia’s school crisis has been building for years. Debt and pension obligations piled up as students moved out to charter schools or the suburbs. Federal budget cuts have cost the city $130 million in aid. (Source)

It’s a familiar pattern showing up in the country’s biggest school districts over the last 18 months: Chicago laid off 3,000 teachers and closed 49 schools. In Cleveland, 500 teachers and staff lost their jobs in 2012. And in Los Angeles, 4,000 teachers and staff were unemployed.

And then there is Katrina and New Orleans Charter School Agenda. The devastation of Katrina to the poorest of poor in New Orleans cannot be overstated. But Republican Governor Jindal’s overhaul of public education in New Orleans can equally be said to be devastating. More than half of all public school students in New Orleans attend a charter school, more than any other US major city.

How many more stories do Americans need to hear before we all acknowledge there is something terribly wrong going on? The onslaught of charter schools is astounding. More and more pieces of America are going up for auction. How far down this road can we go without a collapse?

Senator Reid and Legislation: Technology and Bandwidth

In the Department of Education ‘Race to the Top’ grant for this past year there were some interesting reports made under paragraphs “Lessons Learned.” Schools that are not properly wired for the new technology architecture must come up to speed before the agenda can proceed.

Since states and districts need to understand the requirements to administer the computer-based assessment system with sufficient time to procure any additional devices or improve bandwidth or internal wiring in schools, PARCC established minimum technology guidelines in April 2012 which they updated in December 2012. This may limit the consortium’s options regarding the platform or its ability to develop an interoperable system.

Funding for technology, bandwidth, rewiring and electronic devices in the hands of every person, is a must for the agenda to proceed. This is why both Zuckerberg (of Facebook) and Bill Gates are funding $100 million dollars in San Francisco toward broadband updating. This means time is running out. Technology will soon catch up.

Of course, the push is on to pass this legislation. Senator Reid holds “choice” in his hands if he releases the reauthorization of ESEA to conference between the two chambers of Congress and then out for a vote. Note: both Republicans and Democrats have assisted, Obama will be credited for pushing America over the edge by changing our system of government through publicly-funded, so-called “private” charter schools, creating unelected school boards as the end goal. It is frightening to see Democrats scrambling for the power of “choice” money when Republicans have always strongly supported “choice” in private and religious schools. The two pieces of federal legislation—the House with a majority of Republicans, the Senate with a majority of Democrats—proves the point that they are working together fighting over who gets the profits from this robbery. It’s like insider trading, only worse. Our children and country are at stake. (See: Source and Source)

The Struggle For Survival

For those families that live in wealthy school districts who think their schools are great, here’s the bad news. Secretary of Education Arne Duncan sounded an alert never before heard in America, in his now-famous speech denigrating “White suburban moms’ delivered in Richmond, Virginia on Nov. 13, 2013. Duncan blurted out this statement in frustration to parents objecting to Common Core,

“It’s fascinating to me that some of the pushback [against Common Core, ed.] is coming from, sort of, white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were and their school isn’t quite as good as they thought they were, and that’s pretty scary,” Duncan said. “You’ve bet your house and where you live and everything on, ‘My child’s going to be prepared.’ That can be a punch in the gut.” (Source)

According to the Obama/Duncan equalization plan, an elite Zip Code may no longer be a destination. There is much more to this statement that clearly shows an underlying hatred against capitalism, for families who worked hard, who live in the suburbs, who own a home, and must pay property taxes. Parents are counting on the school district where they chose to buy a house so that their kids can go to a good school, but they are being scorned because they do not believe Common Core is good for their children. These parents intuitively know that something is wrong.

It is a punch-in-the-gut feeling and knowing that the system is somehow skewed. Education and common sense has been turned upside down. The tests do not measure academics anymore. And Secretary Duncan has news for you. His Big Brother message to the parents who live in the suburbs is saying in effect—“We will change how business was done in the past. We will redistribute the tax base so all schools and funding are equal and mandate that you, your child, and your teacher will bend under the will of subjective tests and dumbed down Common Core, so that all children will be equal. If they don’t test well, because they have the strong individualistic attitudes and values. We will fire your teachers. Your children won’t succeed in our new system. They won’t be accepted to college, and your world will come crashing down. That is our intent. We will force your schools to change and your child, too.” So….

What are we going to do about it?

If the Reauthorization of ESEA happens as noted, be prepared for a tsunami of political oppression. Public schools are going down quickly as a relic of the past.

The obvious conclusion is that we no longer will have elected representatives in our local school district. The impact of the collective and overlapping dissolution of elected local, county and state officials remains to be seen. Our tax money will be pooled toward an economic authority, or controlled from the state which has collected the individual, longitudinal data so that funding will be distributed equally across the economic spectrum for each child. No one is sure what will happen to property values when the transfer of power is wrested away from private landowners (taxpayers) and local elected officials.

Charter schools, privately owned and publicly funded, will replace public education under the auspice of an outside third party authorizer and considered a contract school. If teachers are not teaching Common Core, they will be fired and replaced with younger submissive, compliant drones. Teachers will be contracted by the state, appearing on a list of prospective positions, but apply through the school district.

Charter schools will break the back of unions, thus leaving teachers with no voice. When private and religious schools are forced to take “choice” students, they will learn that they must teach Common Core and submit to national testing. You can multiply school closings in all major cities and towns attributed to federal choice programs, and the expansion of charter schools with governors and mayors from both red and blue states. All of this downfall puts no caps on charter schools. When public schools fail, charter schools using public funds are there to take their place, their property, and their funding using your hard earned tax money without your voice and without your vote.

The outlook is pretty solemn. We are witnessing the demise one of our greatest American foundations—your neighborhood school, thanks to “choice” and charter schools, Republican and Democratic shysters and the Obama agenda together are hell-bent to get it done and finish the job.

The Good News Plan

What is the answer? Your state MUST put caps on charter schools or your local neighborhood school will be crushed. Your local school board must fight for their independence against a mayor or governor seeking to destroy their elected positions in your community. They must file suit to keep their positions. We must also fight against the federal legislation and meet with your elected officials to stop choice and vouchers in that reauthorization of ESEA where the funding will follow the child. You must also fight the Common Core Standards and do not be side-tracked by the debate of which standard is best.

Fight the transfer of power that are putting in place to destroy traditional education. Refuse the psychoanalyzing of your student at school. Stress academic solutions. Support your traditional teachers; they are being forced to change or be fired. Also, insist on a federal investigation against FERPA and the personal data-trafficking on your individual child that was unlocked by Obama. This is a tall order, but it can be done. It’s called local control and states rights.

In conclusion, a story about the community of Bridgeport, Connecticut is worthy of national attention. A group of citizens filed suit against Mayor Finch for dismantling the locally elected school board. Finch, along with Superintendent Paul Vallas, who had previously been hired to run the schools in Chicago, New Orleans, and Philadelphia, has had a set back. The challenging group won their seats back and they won control of the majority this past election. They have promised that Vallas will be gone. This is how a beneficial power-play is made, and this can be done in your city or a city near you.

Good luck, and may God bless this free land of ours.

Author’s Note: Concernig the “Inconvenient Truth About Waiting For Superman” Conclusions. The video responds to the adverse conditions in New York facing public schools with a list of solutions at the end of the video. I disagree with two of the issues that were listed. # 5 suggests equity in funding. This is part of the bigger agenda to change tax structures. #8 wants pre-school funding and early childhood programs with federal funding involved. Federal money drives compliance. This is the Obama agenda of changing attitudes and values at an earlier age, womb to career. This is part of the bigger agenda.

For more information: Order the “Exposing the Global Road to Ruin through Education” disc set with historical documentation from researchers across the United States http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Dstripbooks&field-keywords=Global+road+to+ruin+education&rh=n%3A283155%2Ck%3AGlobal+road+to+ruin+education

Read Charlotte Iserbyt’s historical books, deliberate dumbing down of america and Soviets In the Classroom, which detail the history documenting how our country has been taken over from within through massive education funding, treaties, and deception. Iserbyt identifies names, both Republican and Democrat. This extremely important background information and her expertise will connect you to the ‘internationalization’ of education and inevitable global citizenship. Whatever name you want to call the control—Socialism or Communism—the agenda is people control, and the United States has been the prize. Total Quality Management will force the ultimate compliance to the system-individual people control. See www.deliberatedumbingdown.com for more articles on these topics.

Source Material for this article included:

Mayor Action Guide, Source

National Governor’s Association Push for Charter School Expansion, Source

Investing in Education, Source

Bridgeport, Conn Board files suit to keep elected positions, Source and

Arne Duncan on ” white suburban moms.”http://www.foxnews.com/politics/2013/11/19/duncan-takes-heat-over-description-common-core-foes-as-white-suburban-moms/

Michelle Rhee Controversy with test erasures, http://usatoday30.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm

DC Public Schools Flagged For Erasures, http://usatoday30.usatoday.com/news/education/2011-03-28-1Aschooltesting28_CV_N.htm

Chicago Mayor Daley’s Renaisance 2010, http://www.truth-out.org/archive/item/81572:obamas-betrayal-of-public-education-arne-duncan-and-the-corporate-model-of-schooling

Chicago spends $17 million On Safe Passage, http://www.nytimes.com/2013/08/27/education/in-chicago-campaign-to-provide-safe-passage-on-way-to-school.html?_r=0

Chicago Safe Passage Routes-Unsafe, http://www.suntimes.com/news/metro/22506584-418/safe-passage-routes-rife-with-sex-offenders.html

Chicago School Closings, http://open.salon.com/blog/bobbosphere/2013/03/24/the_chicago_school_closings_finding_truth_amidst_the_lies#

New York Parents Lawsuit, http://www.classsizematters.org/ny-lawsuit-filed-to-protect-student-privacy-and-block-inbloom/ and http://www.classsizematters.org/wp-content/uploads/2013/11/lawsuit-Article-78-request-for-TRO.pdf and http://digital.hechingerreport.org/content/big-data-and-schools-education-nirvana-or-privacy-nightmare_402/?preview=true

The Village Voice, Eva Moskowitz, the Invasion of Charter Schools, http://www.villagevoice.com/2013-01-30/news/Eva-Moskowitz-Bloomberg-Charter-Schools/

Credit Enhancement for Charter Facilities, http://www2.ed.gov/programs/charterfacilities/index.html

Charter School Gravy Train, http://www.forbes.com/sites/greatspeculations/2013/09/10/charter-school-gravy-train-runs-express-to-fat-city/

Capital Roundtable For Profit Education Conference-Private Equity Investing in For-Profit Education Companies ENCORE ROUNDTABLE, January, 2013, http://capitalroundtable.com/masterclass/For-Profit-Education-Conference.html July 25,2013, http://capitalroundtable.com/masterclass/CapitalRoundtableEducationPEConference2013.html

Charter Schools Pose Greatest Credit Challenge, https://www.moodys.com/research/Moodys-Charter-schools-pose-greatest-credit-challenge-to-school-districts–PR_284505

Troubled US Local Gov’t, http://www.citymayors.com/finance/us-fiscal-control-boards.html

New York, Goldman Sachs Partners with LISC and Charter Schools: http://www.lisc.org/content/article/detail/18854

“Goldman to lend $25M for charter schools, http://www.crainsnewyork.com/article/20101109/FREE/101109856

Minnesota- State Charter Schools Out of Control: http://www.startribune.com/investigators/75464082.html

Charter Schools Fail Bondholders Get Bailout, http://www.startribune.com/local/77654822.html

Detroit named Ground Zero by Duncan: http://www.freep.com/article/20130506/NEWS01/305060088/Education-Secretary-Arne-Duncan-visits-Detroit

Chicago Reform that Duncan Left Behind: http://colorlines.com/archives/2012/09/the_school_reform_showdown_of_the_year_in_the_chicago_arne_duncan_left_behind.html

Chicago Charter Schools Equitable Funding: http://www.catalyst-chicago.org/news/2013/08/27/51758/record-are-charter-schools-and-district-run-school-treated-equally

Chicago and Philadelphia Closing Schools and Funding Charters: http://www.labornotes.org/2013/09/chicago-and-philadelphia-closing-schools-and-funding-charters

Obama’s Betrayal of Public Education, http://www.truth-out.org/archive/item/81572:obamas-betrayal-of-public-education-arne-duncan-and-the-corporate-model-of-schooling

The Inconvenient Truth About ‘Waiting a for Superman’-rebuttal video against charters, http://vimeo.com/41994760

PARCC Grant Document-LESSONS LEARNED page 22, http://www2.ed.gov/programs/racetothetop-assessment/reports/parcc-year-2.pdf

Documents used in this article are used for research and educational purposes. Fair Use in Copyrighted Materials for Educational and Research Materials Section 107 of Title 17 of the US Code: http://www.copyright.gov/title17

Common Core Global Communion PART 2
Democratic Engagement-The New Term for Global Citizenship Beginning at Birth Through College

Once the envy of the world, the brightest, most productive, creative, economic power the world has ever known, the United States will fall to its knees. Not because we don’t have smart citizens, because we have indoctrinated citizens who have had heavy doses of psychological manipulation and mastery learning and cooperative education since kindergarten. Remember, Common Core Standards identify Johnny in the classroom, and federal funding, ESEA Title I and IDEA (Special Ed), (HR 5 plus SB 1094), proposed by the Obama administration, the Democratic held Senate, and the Republicans pushing Charter Schools and Choice to individualize educational plans for EACH student, there will no longer be doses of manipulation. It will be constant manipulation by computer programming and Master Teachers, no matter how long it takes. Different models have kids graduating from high school at the age of 19, 20 or older. More indoctrination will be needed before those students are released as global workers, but the indoctrination must begin at birth.

Cradle to Age 21

Remember, it doesn’t matter that your child is smart or has a high IQ…what matters is the right attitudes and values. Benjamin Bloom’s “whole child theory” of teaching, which is challenging the student’s fixed beliefs, includes the affective domain and must be taught from early ages to change American thoughts and values. SB 1094 calls for testing ‘across domains,’ the whole child, values included starting at birth.This is why the Pennsylvania EQA is so important. The test, which was a model for the nation, shows you exactly what is wanted in the future citizen. This is why ACT, who developed Work Keys for career readiness, is creating career tests for Kindergarten. (“Five Year Old Put to the Test as Kindergarten Exams Gain Steam”, by Stepheny Simon, Rueters,9-25-2012.) The earlier, the better, to mold cookie cutter kids ready to bow to the master plan after years of indoctrination. Career training for Kindergarten? Really? This is the “cradle to grave” indoctrination being put in place.

The Obama administration accelerated the trend in 2011 with a $500 million competitive grant to bolster early childhood education. States that pledged to assess all kindergarten kids earned extra points on their application. The Obama administration grant guidelines encouraged states to develop holistic assessments that measure a 5- year olds social, emotional, and physical development as well as their cognitive skills ( the whole child). About a dozen states including Georgia and Maryland have developed such broad assessments according to the National Conference of State Legislatures. Now, Obama is proposing paying for pre-school for early detection and molding of attitudes and values. Attitudes and values are NOT so hardened or fixed if caught in early years. Senate Bill 1094 starts funding at birth through age 21.

Lately, the interesting thing about the education establishment is that they are sometimes blatantly saying what they are doing. The public is just not catching on as clearly can be seen in this article, “ACT to Roll Out Career and College Readiness Tests for 3rd-10th Grades” By Caralee Adams on July 2, 2012, Ed Week Oct 9 2012, “The assessment would look beyond academics to get a complete picture of the whole student,” he says ( Jon Erickson, the president of education for ACT, the Iowa City, Iowa-based nonprofit testing company.) “There would be interest inventories for students, as well as assessment of behavioral skills for students and teachers to evaluate.” This statement tells you a lot about the agenda.

Yes, each state is agreeing to the agenda of the Common Core Standards, as well as, all testing that is aligning to the NAEP. Standardization and accountability will be aligned internationally as the Bologna model strives to undermine our colleges and universities with their indoctrination.

Civic Education and Democratic Engagement is being taught in the United States as Global Citizenship-the dismantling of the idea of patriotism, individuality, and greatness in the world. Will American students bite the bait of indoctrination that our country is on the same level as other countries and to merge with other nations? Does the “Occupy” movement understand the implications? Do young voters know the consequence of changing the American concept of freedom? Lets hope so. The goal…acceptance of a global new world order. We are a nation at risk.

The Degree Qualification Profile-A New University Diploma-What College Students Must Know and Be Able To Do in Order to Graduate in Higher Ed-With International Standards

While the Common Core is sweeping the nation, HR 5 and SB 1094 will ultimately fund the take-over of education in the United States. Colleges appear to be the next target for the future to change and mold young adult student attitudes. Civic Engagement is on the move to redefine “quality” to be sure ALL college students are drawn into the agenda. The updated proposal to control higher education by providing compatible and comparable international benchmarking is escalating toward the international Bologna Model. Pilot projects are being implemented now in three states as models…Indiana, Minnesota, and Utah. The Bologna model refers to “tuning”. Tuning means matching US standards to the European international standards model. As of today, many colleges are turning a deaf ear to this model, thankfully. But the international push is on. You can be sure that NAEP, National Assessment of Educational Progress, and its international clone, the IEAP, International Assessment of Educational Progress, will be used for data comparisons in the international testing. Once standardization is complete, the psychological experimentation and manipulation to change older American students towards this socialistic, communistic system will move at triple speed targeted to individuals in college

January, 2011, the Obama Administration released its Road Map for civic learning, “Advancing Civic Learning and Engagement in Democracy.” In October, 2012, the National Task Force on Civic Learning and Democratic Engagement released a new study that explains how the convergence to world citizenship will function for our nation’s colleges called, ” A Crucible Moment-College Learning and Democracy’s Future.” Great detail is placed on the development of personality and values of the graduate student. (Page 4) This current proposal of civic education is a direct link to the European nations agreement for converging their higher education systems of standards-international benchmarks for all colleges world-wide. Many papers have been written that call for the standardization of all colleges, worldwide, to agree on global standards and outcomes. The doublespeak begins: entrusting a student’s responsibility and influence on civic values, assumptions; responsibilities to a wider public is stressed. Critical inquiry, also known as higher order thinking skills, universal democratic principles, deliberation and bridge building across differences, are central to building world citizenship. The new degree is called the Degree Qualification Profile.(page 54)

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This is the complete list of international values that each college student must attain for their degree listed in the Crucible document:

Focus on this partial list:
Respect for freedom & human dignity,
Empathy,
Open-mindedness,Tolerance, Justice, Equality, Ethical integrity,
Responsibility to a larger good,
Collective Action,
Integration of knowledge, skills, and examined values to inform actions taken in concert with other people,
Moral discernment and behavior,
Navigation of political systems and processes, both formal and informal,
Public problem solving with diverse partners,
Compromise, civility, and mutual respect.

This is the EQA, the NAEP, and the Common Core-College and Career Ready Standards for college students. How do you measure and score integrity, empathy and justice or other subjective values? Here we go again. The push is on to psychoanalyze and internationalize college students, too. (Just in case a student from homeschool or a Christian school slipped through the cracks.)

The Degree Qualification Profile, funded through the Lumina Foundation, defines ‘expected learning outcomes that graduates need for work, citizenship, global participation, and life’ that aligns with the Bologna Model. This is the blueprint that will force the standardization of college degrees to be equally and universally accepted worldwide. The Bologna Process ensures that the United States is prepared for convergence and urges the United States “for your eyes only” to take the most far reaching and ambitious reform of higher education ever undertaken. Our nation’s colleges and universities are far from approving this agenda. However, the agenda exists and is moving forward to standardize the process.

The Lumina Foundation explains that, “Preparing students for responsible citizenship is a widely acknowledged purpose of higher education. Like other forms of application, civic inquiry requires the integration of knowledge and skills acquired in both the broad curriculum and in the student’s specialized field. But because civic preparation also requires engagement — that is, practice in applying those skills to representative questions and problems in the wider society — it should be considered a discrete category of learning.”

“Higher education is experimenting with new ways to prepare students for effective democratic and global citizenship. Virtually all of these efforts use experiential or field-based learning as a means to develop civic insight, competence in public affairs and the ability to contribute to the common good. By definition field-based learning about civic issues is likely to immerse students in public debate about contested positions.”

“In developing civic competence, students engage a wide variety of perspectives and evidence and form their own reasoned views on public issues. Civic Learning — which is related to but goes beyond the Intellectual Skill we have labeled “Engaging Diverse Perspectives” — also involves active engagement with others. Exposure to these different perspectives helps students develop their own responses to social, environmental and economic challenges at the local, national and global levels. ”

The Bologna Model will first begin to introduce the ideas of unifying course credit, accountability and transferability internationally. The next steps are to ridicule the United States for no longer being on the “cutting edge” or the assumptions of world dominance to shame our universities and colleges into submission. The Executive Summary tells the story called the “macroeconomic theory of convergence”. Surely, our universities and colleges nationwide have big enough egos and self assurance not to allow this to happen. We pray it so.

Executive Summary: “The undertaking is known as The Bologna Process, named for the Italian city that is home to Europe’s oldest university, where the education ministers of 29 countries first agreed to the agenda and “action lines” that would bring down education borders in the same way that economic borders had been dissolved. That means harmonization, not standardization. When these national higher education systems work with the same reference points they produce a “zone of mutual trust” that most far reaching and ambitious reform of higher education ever undertaken. for their students. Everyone is singing in the same key, though not necessarily with the same tune. In terms reaching across geography and languages, let alone in terms of turning ancient higher education systems on their heads, the Bologna Process is the most far reaching and ambitious reform of higher education ever undertaken.

What has transpired since 1999 cannot be but lightly acknowledged in the United States. While still a work in progress, parts of the Bologna Process have already been imitated in Latin America, North Africa, and Australia. The core features of the Bologna Process have sufficient momentum to become the dominant global higher education model within the next two decades. Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community in its underwhelming response to that Commission’s report. Such purblind stances are unforgivable in a world without borders.

But since the first version of this monograph, a shorter essay entitled The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction (Institute for Higher Education Policy, May 2008), U.S. higher education has started listening seriously to the core messages of the remarkable and difficult undertaking in which our European colleagues have engaged. Dozens of conferences have included panels, presentations, and intense discussions of Bologna approaches to accountability, access, quality assurance, credits and transfer, and, most notably, learning outcomes in the context of the disciplines. In that latter regard, in fact, three state higher education systems—Indiana, Minnesota, and Utah—have established study groups to examine the Bologna “Tuning” process to determine the forms and extent of its potential in U.S. contexts. Scarcely a year ago, such an effort would have been unthinkable.

Economist Jeffrey Sachs calls ours “the age of convergence,” and, indeed, that is what we witness when U.S. higher education opens its borders to learning. We’ve had a good run, as the saying goes, but we are no longer at the cutting edge. U.S. higher education can no longer sail on the assumption of world dominance, oblivious to the creative energies, natural intelligence, and hard work of other nations. We cannot rely on 50 research universities and 50 selective liberal arts colleges—some of which boast budgets and endowments (however diminished) greater than those of entire countries—to carry the day for the mass of our students. We cannot live in a room of mirrors, claiming that we are so unique that nothing occurring beyond that room matters. Mirrors lead to delusions, and to short-term, positivistic bean counting. We are mesmerized by the immediacy of “how much,” absent a historical “how well.” It’s time to break the mirrors. The point is not that other countries produce more degrees; it is that they just might be producing better degrees, certainly degrees whose reference points in student learning outcomes and meaning is transparent—something that cannot be said for the degrees we award.

The End of Higher Education and Freewill
Its all about equality and what is fair. Equalization across the board. Socialism. Those universities in the United States that think they are exceptional, well, think again. You are each a target for international tuning, equalization.The United States creeps closer to a world without borders. We are a nation at risk from losing all that’s dear to us, freedom. The individualists of our country are being identified and psychoanalyzed. Strong willed students and leaders of the Constitution are zeroed in on for psychological cleansing and group thought. Will your child survive? Will our country survive?
It is up to us!

NOTES

Read Charlotte Iserbyt’s historical book, deliberate dumbing down of america and Soviets In the Classroom, which details the history documenting how our country has been taken over from within through massive education funding, treaties, and deception. She Identifies names and the who. This extremely important background information and her expertise will connect you to the ‘internationalization’ of education and inevitable global citizenship. Whatever name you want to call the control, socialism or communism, the agenda is people control, and the United States has been the prize.

http://www.newswithviews.com/guest_opinion/guest229.htm

Getting Inside the EQA Inventory, Pennsylvania Department of Education

Resources for Improvement, Citizenship, Pennsylvania Department of Education

Interrelationships to the Pennsylvania Quality Goals: http://eric.ed.gov/?id=ED238146

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

http://www.aacu.org/civic_learning/crucible/documents/crucible_508F.pdf

http://www.luminafoundation.org/publications/A_stronger_nation.pdf

http://www.ed.gov/sites/default/files/road-map-call-to-action.pdf

NAEP Civics Frameworks: http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/civicsframework-word.doc#_Toc234923502
Chapter Three: The Civics Assessment: Knowledge, Skills, and Dispositions

Tuning USA Indiana Committee. (2010). Tuning USA Indiana final report. Indianapolis, IN: Author.

Tuning USA Minnesota Committee. (2010). Tuning USA Minnesota final report. St. Paul, MN: Author.

Tuning USA Utah Committee. (2010). Tuning USA Utah final report. Salt Lake City, UT: Author.

Common Core Global Communion:
The Debate About Which Flavor of Poison For the Masses

Our nation is being hypnotized and manipulated by skillful propagandists. Most debates about Common Core are very off-track. Stay focused. This is a power-play. The Common Core Standards aligned to funding in federal legislation, HR 5 and
SB 1094, will ultimately have total control of education, nationalizing education in the United States of America. Common Core will be used to TRACK individual students to meet individual standards. By stopping the Common Core Standards in your state, the federal government will not have the legal authority to access your child for tracking individual workforce plans and funding attached to your student.

Choice legislation is waiting in the wings. Charter schools are lining up at the federal trough for Title I funding that will follow the child in the choice legislation. By stopping HR 5 and SB 1094, we can stop the funding that follows the student linked to choice at any private, public or charter school. This legislation will diminish representative government and feed the charter school socialist take-over of education. Common Core was needed first to identify the student.

This is Obama’s Dream Come True: public funded- private charter schools with unelected school boards. This is a complete erosion of representative government; Control of K through 12 education; Obama expanding federal money for daycare starting at birth; the international connection, the Bologna Model, calling colleges in the United States to be “tuned” into this agenda of global convergence. Socialism is knocking on our front door and on all sides. We must act, now.

Overview of Propaganda.
The educrats want the debate to be off track away from the power that will be able to mandate to the individual student, just like the individual mandate in Obamacare. Do not agree to this power-play. The debate about which academics in the Common Core should be taught, is a side issue. It’s like debating which flavor of poison should be given to everyone, when poison is the issue. The word is CONTROL. The national standards, the national curriculum, and national testing, are being put in place. Your child is called human capital that will be molded to fit the global child for the new world order. True academics are being replaced by dumbed down, subjective standards.

Choice and Charter School Take-Over of All Education

Obama’s ‘Race to the Top’ model schools call for individual education or career plans (school to work) to be created for the Common Core based system. Did you get that parents? Common Core Standards will target your individual student for change, not just the school curriculum. Good teachers will be forced to teach to the standards. HR 5 and SB 1094 will complete the vicious circle by controlling the purse strings.

Common Core College and Career Standards were needed to identify Johnny in the classroom. Place Johnny in the choice legislation, the model for abolishing representative government (where students, teachers, and schools must comply to federal accountability when the federal money follows the child in an IEP, individualized education plans or career pathway), we have set up the failure of public and private schools and opened the door for unelected charter school take-over. Government will now have COMPLETE control over molding the personality and values of every child in the United States and parents will have no authority to change the system. Chilling. Not a future for our Republic as we know it.

ACTION- These are the Weaknesses in the System
Access

The Common Core Standards are not federal law. This is the weakest link. Stop Common Core in your state and the federal government will not have the legal authority to access your child for tracking an IEP, or an individual career workforce plan and funding, identified for your child.

Funding
By stopping the combination of HR 5 and SB 1094, the federal government cannot fund the individual student without Common Core which is linked to choice at any private, public or charter school. This legislation will diminish representative government and feed the charter school socialist take-over of education.

States Rights– Title I funding ‘following the child” bypasses the state legislature.
Local Control– Common Core Standards control the workforce curriculum bypassing local school boards and teachers in the classroom. Choice diminishes control over local taxing authority when funding goes directly to the student.

(See these other articles for documentation, ‘Obama’s Dream Come True-Nationalizing Education,’ ‘States Under Republican Leadership Fall for Obama’s Carrot,’ ‘Common Core Molds Cookie Cutter Kids In Obama’s “Race To The Top” Schools’ by this author)

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Obama’s, Race to the Top Agenda’ – States Under Republican Leadership Fall For the Carrot: Children Sold-Out for a Profit

The Next Generation Schools.
It’s easier to understand an agenda with a picture. A picture is worth a thousand words. The following graph was used in a power point presentation about how the Innovation Lab Network will change and redesign how American schools will function in the future. This is a ‘Race to the Top’ education model. The graph was taken from a power point presentation from the Stupski Foundation, the OECD, the international Organization for Economic Co-Operation and Development, with a grant from the Chief State School Officers, CCSSO, about the Next Generation Schools, called the Innovation Lab Network.

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These are the original states that are included in this pilot research project from Obama’s ‘Race to the Top’ -Maine, West Virginia, Wisconsin, New York, Kentucky, and Ohio. Race to the Top was funded from the Recovery Act with $400 billion dollars. Since that time waivers have been given to states that need flexibility in using their ESEA funding in the “No Child Left Behind” legislation to move toward this model since the current Congress has not passed a budget. More states are involved at this time. The most profound concept in this graph shows how the next generation school will eliminate representative government. Notice that the new system bypasses the community, governance, and finance. Draw your attention to the blue lines that are most important to this agenda. They are: your child, called human capital, assessment which is testing, technology, and any time and any place. Testing and technology become the most important part of this agenda to create the human capital of the future for the international global workforce.

How will abolishing representative government work? In order for this graph to become a reality, there are three barriers that must be removed. Community; families, parents, and churches must have no options or legal authority, only a choice of which school to send their children; Governance; your locally elected school board or other elected local or state officials that could become a hindrance will be eliminated or reduced to minor functions: parents will not have any voting power over a for- profit charter school; Finance; the neighborhood school no longer depends on your local tax base to fund schools under equality or leveling the field. The mantra that will be quoted is, under fairness and equity there should not be rich school districts or poor school districts, only schools. Your tax money will be pooled regionally or toward a county base to be distributed equally for each child. Federal funds will now fund individual students. Your elected school boards will no longer have the tax base from which to run their school. Your local neighborhood school will eventually be pushed out through academic bankruptcy and/or taken over by charter schools.

This is the new model for school choice. Federal monies, ESEA Title I, is being changed in new laws being proposed that will follow the individual child & IDEA will change the definitions of who can receive funds to include any child not meeting Common Core Standards (CCS) in an IEP, individual education plan similar to the special education plans for handicapped children. This will mean ANY & EVERY child can receive choice money to go to the school of their choice. The entry point solutions are the end results or the child meeting government Common Core Standards & what must be done to achieve these goals. This is a design down program, start with what the government wants & work backwards….what a child will know, do & be like, or beliefs, values & actions….Blooms taxonomy, the whole child theory.

This graph from the Next Generation Schools, Race to the Top agenda, spells out how to mold the child toward those objectives. It shows how representative government, as well as parents, will be erased from any authority in educating their children or how the schools of the future will function through a computerized monopoly of selected profit making corporations, otherwise known as corporate fascism.

This is the model for for-profit Charter Schools that use public tax payer funds with no elected school boards or taxpayer accountability and this is the model for the takeover of all education in America including private schools. Private schools are included because, when these stipends are given to each child under Choice from Title I which is being proposed in the new ESEA legislation in the federal budget supported by Republican Congressmen and Senators, Republican governors and unknowingly by many conservative groups, any child accepting that federal stipend to go to a charter, private, Catholic, Christian, home school, or other school, will be mandated under accountability, to take federal testing to meet the federal standards. Many tests are being aligned to the Common Core Standards using federal objectives from NAEP test item banks already validated to meet government goals. Inevitably this will control all education in the United States if you take the money. The CCSSO has had model legislation waiting in the wings for years. Perhaps we can ask why Governor Jeb Bush is in Maine pushing his Charter school agenda with his Foundation for Excellence in Education that is widespread in Florida? Legislation in Michigan, under Republican leadership, House Bill 6004 and Senate Bill 1358 would expand a separate and statewide school district (the EAA) overseen by a governor-appointed chancellor and functioning outside the authority of the State Board of Education or state school superintendent. These schools are exempt from the same laws and quality measures of community-governed public schools. The EAA can seize unused school buildings (built and financed by local taxpayers) and force sale or lease to charter, non-public or EAA schools. This is proof that there is some truth to an agenda of eliminating representative government.

Look at the corporations that are flooding into these states to get contracts and compare them to who has access to the personal data explained below. Research to create these individual models for individual children with individual needs to meet Common Core Standards has attracted big business. Big money is being made and businesses are lining up at the door to get their share. But at what price? PARCC, The Partnership for Assessment of Readiness for College and Careers, a testing organization just applied for 501(c)(3) non-profit status which allows easy access to individual data under FERPA, Family Education Rights and Privacy Act. Smarter Balanced is another through Educational Testing Service,ETS. American College Testing, ACT, Pearson Foundation, Gates Foundation, & Wireless Generation already are feeding at the federal data trough. Republican governors have been hoodwinked into an agenda that is racing toward ending representative government & school as we know it.

Notes

Historical documentation from, ‘The Deliberate Dumbing Down of America’
by Charlotte Iserbyt, mentor & friend.

For information about testing attitudes & values, see “Getting Inside the EQA Inventory,” Pennsylvania Department of Education.

Stupski workshop presentation: Stupski PowerPoint Presentation

OECD Workshop

Forbes Article-beyond academic testing.

http://blogs.edweek.org/edweek/college_bound/2012/07/act_plans_to_roll_out_career_and_college_readiness_tests_for_3rd-10th_grades.html

New York selling student information

To the Advocates For Choice and Vouchers-
Choice Means Chains

The Accountability That Comes With Private Schools Taking Federal Dollars.

The direction of education is moving toward customized individual plans for all children aligned to Common Core-College and Career Ready Standards. Federal funds in choice vouchers will follow a student to the private school of their choice, with federal strings attached. Don’t be deceived. If your students are granted a stipend of federal dollars from federal ESEA (Title I) or IDEA (special ed) monies under the guise of choice, say good bye to the private, Christian, or Catholic in your name. You will be a public school, just like all charter schools. Beware that HR 5 recently passed in the Republican held House of Representatives will make Obama’s dream of federalizing education come true.

There have been many questions asked about the role of federal money involved in the choice and voucher movement racing across the country. The questions range from:
Are these stipends funded with federal dollars?
Are there strings attached?
What happens when federal dollars “follow” a child, with a choice stipend, to a private school?
What does “accountability” mean when a Catholic or Christian school accepts a Title I child through a choice or voucher stipend?
What if a homeschool takes federal dollars for digital instruction?
Must a homeschooled ‘choice’ child take the state assessment for accountability?
Is a “charter school” a public school that must abide by all regulations but without a locally elected school board?
Will private schools, as well as charter schools, have to align to the Common Core Standards and take the state assessment which is aligned to the federal test, NAEP?
If a private school child is failing Common Core Standards, will the school have to engage in ‘specialized student support’ for accountability aspects and change their curriculum?
If a private school is deemed ” failing” Common Core Standards, will this indicate that they are not teaching to the standards?
Will private school teachers need in-service training when choice students fail?
Can this private school be targeted through “academic bankruptcy” by the government if they fail to meet federal guidelines called assurances?

According to ALEC, American Legislative Exchange Council, (the NOT conservative think-tank,) in their model “choice” legislation, please read the fine-print in Endnote 5 which states: “Unfortunately, tapping federal dollars may bring some unwanted federal regulations to choice schools.” I agree. Choice means chains.
(See the link below, scroll down to Endnote 5)

http://www.edchoice.org/Documents/SchoolChoice/Parental-Choice-Scholarship-Program-Act-_Universal.aspx

Let’s look at pending federal legislation that sets up a choice/voucher program through legislation. Note: federal money in Title I (your child is disadvantaged if they do not meet standards) and IDEA (special ed) are funding sources to expand choice. Student and curriculum interventions are called ‘specialized student support’ to meet Common Core Standards put in place through HR 5.

HR 5-Federal Legislation Passed in the House

See the NOTES at the end of this article for all of the Republicans that attached amendments to HR 5 to destroy private schools through Choice.
My overview of the Summary of HR 5 follows: my comments are in bold.

HR 5 Under Academic Standards: (emp. Mine)
Achievement standards used for judging student and school performance must align with content standards,

My comment: The end result, achievement, must align to standards. Each student must meet Common Core if those are the standards passed by your state.

HR 5-Under Direct Student Services: The bill requires states to set aside 3 percent of Title I money to provide competitive grants to school districts that wish to offer tutoring or public school choice to their students, including those in poor performing schools. (Notice the name of the stipends are competitive grants. In some states they are called scholarships.)

My comment: Under Title I the definition for disadvantaged changes to students meeting standards and needing “specialized instructional support” for meeting outcomes. This means Title I funds that follow the child. Although its only 3%, this is the start of undermining representative govt. This is federal money going to private schools with Title I. Poor performing schools (your private school) could be targeted for under-performing. Interventions apply.
(Eric Cantor placed an amendment that allows Title I to follow the child.)

HR 5-Under Accountability: The bill eliminates the federal Adequate Yearly Progress (AYP) metric and the unrealistic requirement that all students be proficient in reading and math by the end of the next school year. In their place, states are allowed to develop their own accountability systems that must comprise only three broad parameters:
HR 5- Annually measure the academic achievement of all public school students against the state’s academic standards (including growth toward the standards) using the statewide assessments in reading and math and other academic indicators.

My comment: Adequate Yearly Progress was designed for school aggregate data to compare how schools were doing. Eliminating the AYP will set the stage for individual student yearly progress monitoring IEP’s for all students. The new term is “specialized student support,” a special education term. Under State Plans there is a section calling for “individual student interpretive, descriptive, and diagnostic reports regarding achievement on assessments.” Plus, what are other academic indicators? Why not reading & math? If a state has agreed to Common Core, this will mean the exact same agenda as before. This will include the College & Career Outcomes & Common Core Standards that go beyond academics. This is testing in the affective domain. The statewide assessments are aligning to those standards, like PARCC, ACT, & Smarter Balanced using NAEP objectives. If the Feds can blame everything on the states, they get off scott-free. Most states have changed their tests to reflect Common Core already or are in the process. This means federal access to an individual student.

HR 5- Annually evaluate and identify the academic performance of each public school in the state based on student academic achievement, including the achievement of all students and achievement gaps between student subgroups.

My comment: Define academic achievement for all students. On math & reading or other indicators? Does this set up the IEP for each student? College & Career Ready Standards could be used here instead of academics. College & Career standards are work force standards like SCANS, Secretaries Commission on Achieving Necessary Skills (affective outcomes).

HR 5-Include a school improvement system implemented by school districts that includes interventions in poor performing Title I schools.

My comment: If a Title I school is identified as failing the Common Core Standards, the school is named a school-wide program. Because individual students are monitored, interventions will be identified for each student. Teachers will be targeted. Individual students will be targeted to improve scores. This is the opening for an IEP or individual learning plan in which the school can use flexibility funds for IEP interventions or ‘specialized student support.’ This could also open the door for private schools having to introduce Common Core and school improvement plans if they accept choice funding.

HR 5-Funding Flexibility: The bill allows states and school districts to use federal funds for special population programs for any activity authorized under any of the other programs. Instead of having to comply with a host of federal program requirements each dictating exactly how funds may be spent, state and local officials will be able to use federal funds to meet their own unique needs. While school districts will not be allowed to use Title I funds outside of those schools, they can move additional funding to low-income schools.

My Comment: This is exactly what the ESEA Flexibility Waiver that Obama gave the states this past year. (Use the money however you want, just meet the Common Core Standards.) Now the waiver will become law so the state can use Title I funds to establish the Common Core. Very clever. Get the states to agree to national Common Core Standards so the feds can identify individual students. Get the federal boot in the door. Then allow the states to use federal funds however they want to meet Common Core, but the feds will monitor individual students and the states in order to achieve compliance. This would eliminate the violation of the federal government supervising and directing curriculum, underhanded as it is. Notice how every thing is being changed to Title I. Schools could be tagged school-wide program under Title I. There is a distinct reason for that. Blanket compliance with percentage of free and reduced lunches. This is complete federal takeover of all states’ rights and all schools. A state accepting Common Core Standards was the first step to federal take-over of all public schools and relinquishing their individual power of states’ rights. Your local neighborhood school is now a federal government school. Your local school board has no authority except to meet Common Core Standards. What happened to states rights? Local control? One more huge erosion of the Constitution. The Republicans are in lock step with Obama.

Indiana “Choice” Application-Please read carefully.

APPLICATION TO BECOME AN ELIGIBLE SCHOOL UNDER INDIANA’S CHOICE SCHOLARSHIP PROGRAM. Please read carefully, private schools!

Assurances (emp. mine)

As a condition of becoming an eligible school, the school makes the following assurances by the representative’s signature:
School will administer accountability assessments including Indiana Statewide Testing for Educational Progress Plus (ISTEP+) and End of Course Assessments (ECAs) to all students at the testing grade levels and participate in all required training and security measures.
School will not discriminate against any potential students based on race, color or national origin, and will follow the school’s admissions policy in regard to choice scholarship students.
If the number of applicants for enrollment in an eligible school under a Choice scholarship exceeds the number of Choice scholarships available to the eligible school, the school will draw at random in a public meeting the applications of applicants who are entitled to a Choice scholarship from among the applicants who meet the requirements for admission to the eligible school.
School will not transfer or attempt to transfer the choice scholarship to any other student.
School agrees to inform IDOE via a prescribed form within five (5) business days of a choice scholarship student being withdrawn or expelled.
School acknowledges that: 1. retroactive reimbursement to the State of Indiana may be required, or 2. future payments may be adjusted, as a result of the withdrawal or expulsion of a student. (It’s all about federal money.)
School agrees to participate in any data collections required by the department pursuant to IC 20-51-1-4.7, IC 20-51-4-6, IC 20-51-4-7, or IC 20-51-4-10.
School understands and agrees to the requirement that parents must co-sign a claim form provided by the department for the distribution of monies, on a schedule set by the department.
Upon eligibility, school agrees to complete and file a vendor application with the Indiana Auditor of State.
School agrees to provide prospective parents with a statement about any costs beyond the required fees, including whether the school participates in the Free / Reduced Lunch Program. (Title I) School acknowledges that any fees in excess of the amount of the choice scholarship must be funded through other sources.
School agrees to provide prospective parents with information about (free) transportation, including whether it is provided and whether the school is located along any existing bus routes that may be utilized.
School acknowledges that, by July 1, 2013, it will have a staff performance evaluation plan as required by 20-28-11.5-4(a) and (b).
School shall certify to the department annually that the eligible school is complying with the following legal requirements and that the school will cooperate with any visit made to the school by the department to verify compliance with these provisions, including granting the department reasonable access to its premises. School further understands that violation of any of the following requirements under the law or failure to comply with these assurances is grounds for loss of eligibility, and has the right to an administrative hearing upon loss of eligibility.

The federal strings are all attached here: testing, data collection, staff performance, accountability.
http://www.doe.in.gov/sites/default/files/school-choice/2013-03-17-choiceschoolapplication.pdf

ALEC Pushes Choice in Colorado
http://blogs.edweek.org/teachers/living-in-dialogue/2013/03/alec_promotes_vouchers_in_doug.html

Choice Scholarships

Beware of any ” help” from the government.
Acceptance of Common Core means takeover of education by the federal government. No more local control. Charter Schools eliminate representative government with no locally elected boards or taxpayer oversight. Private Schools must say ‘no’ to choice funding.

Accountability=Forced Compliance=Loss of Freedom of Choice

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NOTES-Republicans Put Obama’s Agenda Into Law

HR 5
Republican’s Move to Make Choice Part of Title I federal funding-Strings Attached
Beware Private Schools-The Government Wants to Control You.

ALERT: passed in the House dated 7-19-2013. Please read the amendments that the Republicans have attached to HR 5. This is a total sell-out. Republicans are putting in place Obama’s ‘Race to the Top’ pilot programming from the Innovation Lab Network. One Democrat aligned all rules to charter schools, as well.

Scroll down to the right to see the Republican Amendments at the link below:
http://rules.house.gov/bill/hr-5-0

Cantor (VA), Bishop, Rob (UT) Republican Allows Title I funds to follow students to other public schools or charter schools, upon the state opting to allow it. Made In Order

Bishop, Rob (UT) Republican Makes Title 1 funds portable to public (including charter) schools and private schools. Submitted

Salmon, (AZ) Republican Late Provides States with the flexibility to allocate Title I grant funds in a manner that follows the child. States may allocate these funds based on the number of eligible children enrolled in the public and private schools served.

Tierney (MA) Democrat Late Ensures a state’s accountability system is applied to charter schools in the same manner as to other public schools Submitted

Duncan (SC) Republican SUBSTITUTE Late RevisedSubstitutes the text of the bill with the Academic Partnerships Lead Us to Success Act (A-PLUS, which allows states to completely opt out of the programs that fall under NCLB and empower state and local leaders to direct funding to their most pressing education needs. Specifically, A-PLUS sends funding under NCLB back to states in the form of block grants, and states would then be able to direct that funding to any education purpose under state law.

Charter Schools are a Trap-
Choice is the Bait:
Are You on the Hook?

Heritage’s Promise for ‘Great Schools For Maine’ Spreads Fallacies About Charter Schools & Choice
Something Fishy is Going on in Augusta

“Any agency, public or private, which receives federal funds directly or indirectly through a grant or contract .. .or by way of a voucher plan” must meet all programs that are set down for public schools . Acceptance of Federal funds is an agreement to abide by the requirements .”

In March, 1984, the U .S . Supreme Court ruled that private schools are subject to government regulations because they enroll students who receive tuition money from the government . Even though the checks are payable to individual students, not the school, the Court says any scholarships, loans, or grants to students “constitute federal financial assistance.”

“Whatever government funds, government controls,” quote from Charlotte Iserbyt, Former Senior Policy Advisor U.S. Department of Education

Governor LePage’s agenda for ‘Customized Learning’ opportunities for Maine students falls for Obama’s federal take-over of all private education in America. This is a trap. This is a Republican failure.

Why are Republicans & the Heritage Foundation pushing choice in education when accepting of federal monies to have a “choice” will mean government intervention? One part of the proposed legislation reveals that federal dollars will be permitted to be accepted by religious schools. Beware all private & religious schools. Once you accept federal monies, you will be forced to accept the Common Core-College & Career Ready Standards. If your students are granted a stipend of federal dollars from ESEA, Title I or IDEA monies under the guise of choice, say good bye to the private, Christian, or Catholic in your name. You will be a public school, just like a charter school.

When the legislation states that parents will have customized learning opportunities (public and private options) for kids who are eligible for the free or reduced-price lunch program, this means that federal dollars, Title I, will be used for an individual education plan or an individual career pathway for your child to meet government mandated Common Core-College Career Ready Standards. With choice money, comes Common Core Standards. With choice money comes mandated national testing & assessment. With choice money, that will follow the individual child, will mean the end of private education or homeschooling. You will be forced to use Common Core-College & Career Ready Standards & tests. This is the federal take-over of education in America. Maine, you are Obama’s prize.

Maine is Mimicking Obama’s ‘Race to the Top’ Choice & Charter School Agenda & Heritage is Joining Forces With Obama.

Maine is a pilot state for the Innovation Lab Network under the Obama administration. This agenda is pushing to transform education toward a standards based program which must move toward an individualized education plan or career pathway. This agenda can only be implemented with “choice” by using federal funding to monitor individual students. These are major steps to removing representative government on the local level. Federal funds will bypass the locally elected school boards. Federal funds will follow the child, wherever that child goes to school.

Charter schools are already public schools that are publicly funded, mandated to conform to those same standards & testing. Plus, there is no accountability to the public or parents since there is no elected school boards, only appointed non-elected board members. Using tax payer money to fund private for profit charter schools is blatantly unConsitutional.

When looking at the 6 pilot states in Obama’s Race to the Top agenda, (Innovation Lab Network) there is a surge in re-designing Americas schools. The Obama agenda is pushing choice & charter schools because it aligns with controlling all education including private schools. The move to grant more charter schools plays into the hand of eroding representative government on the local level-no elected school boards. When a student is given federal dollars & decides to go to a private school, where’s the accountability for those federal taxpayer dollars? It’s fairly easy….Common Core & College & Career Standards & testing & assessment of those standards. How will the Commissioner of Education help failing schools? They will be forced to change their curriculum & retest for better government accountability usually referred to as ‘academic bankruptcy’ or the takeover of private schools. Beware of choice in education that mimics the Obama agenda.

What federal pieces of legislation are enabling this agenda to go forward to fund “customized learning opportunities? Elementary & Secondary Education Act, ESEA Title I; Individuals with Disabilities Education Act, IDEA (HR 347)
Why do charter schools play into the false choice agenda? Taxation without representation- privately owned public schools with no elected school board members yet uses public funds & public property. Walking down the unConstitutional yellow brick road. Abolishing representative government, local control & locally elected school board members.
What is government funded will adhere to government regulations. Common core standards align to government aligned testing. NAEP, & NAEP clones, will align to all state Assessments & embedded assessments. Accountability standards will be in place once you take government funds. Accountability=Forced Compliance=Loss of Freedom of Choice
Charter schools will eliminate locally elected representative government.
The choice argument sounds good, but is the fox in the henhouse. If choice legislation is passed the money follows the child in ESEA Title I or IDEA. Students must take the TEST & meet government standards. Private schools will be forced to accept ANY child who has a choice stipend. All private schools will become public schools where they must administer the test & teach to the test.
Republican Governors & the Heritage Foundation are leading Americans down the wrong path.
Charter Schools & Choice in Education is Obama’s big catch. Don’t be deceived.

NOTES:

HR 5, Student Success Act, passes in the House, July 19, 2013, initiates Title I, choice stipends, to follow the child in amendments brought by Republican representatives.

‘Innovation Lab Network’ States-Transforming Education in America
http://www.oecd.org/edu/ceri/46399963.ppt

ESEA REAUTHORIZATION PRINCIPLES AND RECOMMENDATIONS
A Policy Statement of the Council of Chief State School Officers
March 2010
http://www.ccsso.org/Documents/2009/ESEA_Task_Force_Policy_Statement_2010.pdf

Romney’s Education Plan- Mimics Obama’s Race to the Top Education Plan, Romney Calls for Using Title I, IDEA Funds for School Choice-A failure for Republican leaders.
http://blogs.edweek.org/edweek/campaign-k-12/2012/05/romney_to_call_for_using_title.html

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