+menu-


  • Category Archives Homeschooling is an Option
  • I Learned a Lot Watching CSPAN

    You’re Never too Old to Learn

    I learned a lot watching CSPAN 1 last night, April 29, 2017

    I watched CSPAN 1  LIVE  Stream: of President Donald J. Trump Rally in Harrisburg, PA

    THEN, CSPAN 1  immediately went to

    White House Correspondents’ Association

    www.whca.net/  Fri.  April 28, 2017 White House Correspondents’ Association Announces 2017 Award winners … Over the years, many of our association’s activities have been documented by C-SPAN

    ———————————————————————

    It took me  just a few minutes, clips on President Trump’s Press Meetings and remarks about California Universities for me to link the manipulation and farce of the progressive liberal self serving Correspondents scholarship program…

    However,  it took me all day today researching  to find this Feb 27, 2017 posting on line.

    THE REST OF THE STORY BY PEARL HARVEY…..

    —————————————————————————

    TRUMP TO SKIP WHITE HOUSE CORRESPONDENTS’ DINNER: ‘NO REASON FOR HIM TO GO …. TO FUND A SCHOLARSHIP PROGRAM THAT, IN TURN, FUNDS YOUNG LIBERAL JOURNALISTS.

    Those White House Correspondents’ Association Scholarships | The …

    https://spectator.org/those-white-house-correspondents-association-scholarships/

    Feb 27, 2017 – Trump to skip White House correspondents’ dinner: ‘No reason for him to go …. to fund a scholarship program that, in turn, funds young liberal journalists, … Breitbart or Spectator or Rush or Hannity fan get a shot at writing or …

    —————————————————————————–

    Snippets

    Stop. Catch the last part of that line? This part: “… and recognizing the promising students who represent the next generation of our profession.”

    This is a reference to the fact that the Correspondents’ Dinner uses its proceeds to fund scholarships for those “promising students” who are the “next generation of our profession.” 

    Now. What questions are not being asked here — by journalists? Journalists whose job it is to ask questions.

    What is the elephant in the room that seems to be blissfully ignored?

    WHAT IS THE CENTRAL COMPLAINT OF PRESIDENT TRUMP? And indeed the routine complaint of Republican presidents and presidential candidates (not to mention rank-and-file conservatives) for decades?

    That would be that the media suffers from what seems to be — after several decades of this — an incurable liberal bias. And not by accident, either.

     All those polls taken over the years (like this one from Pew in 2008) repeatedly show a heavy liberal tilt in the journalism community.

    THE WHITE HOUSE CORRESPONDENTS’ ASSOCIATION IS BUT A DROP IN THE OCEAN OF TODAY’S MEDIA, YET A LOOK AT THE SCHOLARSHIP WINNERS THE GROUP ADVERTISES ON ITS WEBSITE IS A TELLING IF NOT STARTLING LOOK AT HOW LIBERAL BIAS IN THE MEDIA IS SELF-PERPETUATED, PASSED FROM ONE GENERATION TO THE NEXT.

    Here is the link to the overall site. And a visit here to the section labeled “Scholarships” shows winners from last year with President Obama. And what does the site say? This:

    WHITE HOUSE CORRESPONDENTS’ ASSOCIATION ANNOUNCES 2016 SCHOLARS

    The White House Correspondents’ Association is pleased to announce 18 scholarship winners in partnership with Howard University, Northwestern University, Columbia University, University of Missouri, University of California at Berkeley, University of Maryland, and the George Washington University.

    So far, so good. Then it lists the winners — AND THEIR INTERESTS. Among those interests?

    • A Howard University winner “is determined to write about the plight of what he calls America’s ‘throwaway’ people: the homeless on our streets, often mentally ill, who are sometimes ignored in our society.”
    • A Northwestern University, Medill School of Journalism winner wants “to hone her skills as a political and social justice reporter.”
    • A COLUMBIA SCHOOL OF JOURNALISM WINNER WANTS TO USE HER REPORTING SKILLS FOR “ULTIMATELY FOCUSING ON POLITICAL ISLAM; PROBLEMS FACED BY MUSLIM IMMIGRANTS AND THE WAY RELIGION IN GENERAL AND ISLAM IN PARTICULAR IS ABUSED BY RADICALS IN UNDERDEVELOPED COUNTRIES.”
    • A University of Missouri, Columbia winner says her “favorite stories are those that involve issues of corporate social responsibility.”
    • Another University of Missouri, Columbia winner enjoys “writing about the connectivity of science, health and the environment with social justice issues.”
    • A University of California, Berkeley winner has been writing “for media outlets such as Univision Noticias.”
    • A University of Maryland, College Park winner “does volunteer work with organizations such as the Maryland Association of Black Journalists, the Capitol Area Food Bank, SHARE Food Network and Kaiser Permanente.”

    NOTICE A CURIOUS PATTERN HERE?

    NOT ONE OF THE UNIVERSITIES THAT WHCA PARTNERS WITH HAS A REPUTATION FOR CONSERVATISM. There is, for example, no partnership with a Hillsdale College or Jerry Falwell’s Liberty University or some similar conservative institution of higher learning.

     AND NOTE ALL OF THESE WINNERS ARE INTERESTED IN USING THEIR JOURNALISTIC SKILLS ON ISSUES LIKE SOCIAL JUSTICE, THE HOMELESS, THE ABUSE OF ISLAM BY RADICALS, CORPORATE SOCIAL RESPONSIBILITY AND MORE.

    STRANGELY, IN TERMS OF THE POLITICAL SPECTRUM, EVERY ONE OF THESE ISSUES AND MORE ARE TRADITIONALLY IDENTIFIED AS ISSUES IMPORTANT TO LIBERALS.

    Not one of these winners, one suspects, would be into investigating Planned Parenthood. There are, one similarly suspects, no pro-lifers here.

    The winner who contributes to UNIVISION NOTICIAS, famously the home of Trump critics like anchorman JORGE RAMOS, is, one suspects, not eager to be a conservative journalist.

     One can also suspect that these kids will not be seeking writing jobs here at The American Spectator or interning for Rush Limbaugh or Sean Hannity at Fox. Indeed, Rush informs that to the degree he has used interns in his various projects they are “never from WCHA.” Hannity was a similar negative, when asked. And a query to Wlady Pleszczynski, the editorial director of The American Spectator and editor of AmSpec Online, as to whether there had ever been a WCHA scholarship winner on the premises drew this response: “A joke question, right!?”

    Let’s be clear. Hooray for scholarships. Hooray for ambitious college kids who want a future in journalism. But, at least per the WCHA’s own website, the winners selected by the group for 2016 seem to have been — to a person —

     NOT JUST YOUNG JOURNALISTS IN TRAINING BUT MORE TO THE POINT YOUNG LIBERAL JOURNALISTS IN TRAINING.

     ALL DRAWN FROM A POOL SUPPLIED BY LIBERAL UNIVERSITIES.

     If past WHCA scholarship winners have wound up anywhere in the conservative media — at, say, the Washington Times, Glenn Beck’s the Blaze, National Review, or — gasp! — Breitbart, there is no indication. (Indeed, in the current day, one can only imagine the uproar inside the WHCA, if a scholarship winner was in any way associated with Steve Bannon’s favorite conservative site.)

    Among other things, what the dust-up over President Trump’s non-appearance at the White House Correspondents’ Dinner has revealed IS THAT PRESIDENTS OF THE UNITED STATES ARE USED AS THE MAIN ATTRACTION TO FUND A SCHOLARSHIP PROGRAM THAT, IN TURN, FUNDS YOUNG LIBERAL JOURNALISTS,

     THE PARTICULAR IRONY BEING THAT REPUBLICAN PRESIDENTS HAVE BEEN ESSENTIALLY USED TO PERPETUATE THE LIBERAL MEDIA BIAS THAT THEY AND THEIR SUPPORTERS SO FREQUENTLY COMPLAIN OF.

    ————————————————————————————–

    PAUL HARVEY, was an American radio broadcaster for the ABC Radio Networks. He broadcast News and Comment on weekday mornings and mid-days, and at noon on Saturdays, as well as his famous The Rest of the Story segments.

    From the 1950s through the 1990s, Harvey’s programs reached as many as 24 million people a week. Paul Harvey News was carried on 1,200 radio stations, 400 Armed Forces Network stations and 300 newspapers.

    AT THE END OF A REPORT ABOUT SOMEONE WHO HAD DONE SOMETHING RIDICULOUS OR OFFENSIVE, HARVEY WOULD SAY, “SHE WOULD WANT US TO MENTION HER NAME”

    ——————————————————————-

    A CanadianAmerican  SAMANTHA BEE’S SHOW ON SAT APR 29, 2017 WAS  ABSOLUTELY THE MOST OFFENSIVE, LEWD, FILTHY, AND DISGUSTING THING I HAVE EVER WATCHED (part of) ON TELEVISION.

    —————————————————————————————–

    The White House Correspondents’ Association

    USED WALTER CRONKITE AS AN EXAMPLE.

    WALTER CRONKITE’S ADHERENCE TO JOURNALISTIC INTEGRITY—EXEMPLIFIED BY HIS SIGN-OFF LINE, “AND THAT’S THE WAY IT IS”—ENDEARED HIM TO THE AMERICAN PUBLIC, AND A 1972 POLL NAMED HIM “THE MOST TRUSTED MAN IN AMERICA.”

    ———————————————————————————–

    I learned a lot watching  CSPAN 1 last night, April 29, 2017

    You’re Never too Old to Learn

    ————————————————————————

    But, our American children are too young to learn this in Public Schools.

    Behind My Back | I Learned a Lot in School Today

    www.behindmyback.org/2016/09/17/i-learned-a-lot-in-school-today/

    Sep 17, 2016 – I Learned a Lot in School Today WHAT ARE STUDENTS IN AMERICAN PUBLIC SCHOOLS LEARNING FROM THE 2012 AD COUNCIL …


  • Einstein Wonderful Learning in School

    Albert Einstein, (1879 – 1955)

    “BEAR IN MIND THAT THE WONDERFUL THINGS YOU LEARN IN YOUR SCHOOLS ARE THE WORK OF MANY GENERATIONS. ALL THIS IS PUT IN YOUR HANDS AS YOUR INHERITANCE IN ORDER THAT YOU MAY RECEIVE IT, HONOR IT, ADD TO IT, AND ONE DAY FAITHFULLY HAND IT ON TO YOUR CHILDREN.”

    ————————————————

    AMERICAN PARENTS AND CHILDREN HAVE A PROBLEM

    The Federal Takeover of Education: From LBJ to Common Core

    Sept 20, 2016  BEAR IN MIND THAT THE DEPLORABLY NEGATIVE  THINGS OUR CHILDREN ARE LEARNING IN AMERICA’S PUBLIC  SCHOOLS ARE THE WORK OF MANY GENERATIONS. AND THE AD COUNCIL 2012-2016

    ————————————————————————————————————————————————

    Sept 20, 2016  WHAT’S THE PROBLEM?

    I Learned a Lot in School Today

     LEARNED FROM THE AD COUNCIL 2012-2016

    INDEED, Parents have a very difficult time getting elected politicians to change bad laws

    ————————————-

    Today in school I LEARNED a lot

    In Chemistry I LEARNED that no one likes me

    In English I LEARNED that I’m am disgusting

    And In Physics I  LEARNED that I am a looser

    Today in school

    I LEARNED that I am ugly and useless

    And In Gym I LEARNED that I’m  pathetic and a  joke

    In History I LEARNED that I am trash

    Today in History I LEARNED I have no friends

    Today English  I LEARNED that I make people sick

    At lunch I sit alone because I smell

    In Biology I LEARNED that I am fat and stupid

    And in Math I LEARNED that I am trash

    The only thing I didn’t learn is why no one helps

    —————————————————————-

    SOLUTION TO THIS DEPLORABLE LEARNING PROBLEM?

    The Federal Takeover of Education: From LBJ to Common Core

    ELECT DONALD J. TRUMP PRESIDENT OF THE UNITED STATES OF AMERICA, 

    “ELIMINATE COMMON CORE” NO MORE PROBLEM.


  • I Learned a Lot in School Today

    I Learned a Lot in School Today

    WHAT ARE STUDENTS IN AMERICAN PUBLIC SCHOOLS LEARNING FROM THE 2012  AD COUNCIL BULLING MESSAGE?

    Get the picture, take exactly one minute and one second to watch it.

    Bullying Prevention: Learning 60 (2012) Ad Council Radio PSA …

    ▶ 1:01

    ————————————————————————

    Today in school I LEARNED a lot

    In Chemistry I LEARNED that no one likes me

    In English I LEARNED that I’m am disgusting

    And In Physics I l LEARNED that I am a looser

    Today in school

    I LEARNED that I am ugly and useless

    and In Gym I LEARNED that I’m  pathetic and a  joke

    In History I LEARNED that I am trash

    Today in History I LEARNED I have no friends

    Today English  I LEARNED that I make people sick

    At lunch I sit alone because I smell

    In Biology I LEARNED that I am fat and stupid

    And in Math I LEARNED that I am trash

    The only thing I didn’t learn is why no one helps

    ———————————————————

    This negative feelings of self worth  Ad Council message on bullying has been on TV since 2012

    Let’s ask the kids that did the video?

    What did you learn making the bullying video message for the Ad Council?

    did they learn a lot from the Ad Council on how to vocalize their negative feelings of self worth  

    ADJECTIVES OF NEGATIVE FEELINGS VOCABULARY WORD LIST (168)

    A) Abandoned, Abused, Accused, Afraid, Aggravated, Aggressive, Angry, Anguished, Annoyed, Anxious, Apprehensive, Argumentative, Ashamed, Atrocious, Avoided, Awkward

     

    B) Badgered, Banned, Beaten, Belittled, Berated, Betrayed, Bitter, Blamed, Bored, Bothered, Bullied, Bummed

     

    C) Careless, Cheated, Clumsy, Coerced, Combative, Compared, Conflicted, Confronted, Confused, Convicted, Cornered, Crabby, Cranky, Creepy, Criticized, Crummy, Cut off, Cynical

     

    D) Damaged, Dangerous, Dazed, Deceived, Defamed, Defiant, Deficient, Dejected, Demeaned, Depleted, Depressed, Deprived, Deserted, Desolate, Despairing, Desperate, Despicable, Despised, Detached, Detested, Devalued, Different, Disappointed, Disapproved of, Discarded, Disconnected, Discriminated against, Disdained, Disgraced, Disgusted, Disliked, Dismayed, Displeased, Disrespected, Dissatisfied, Distraught, Distressed, Doubted, Drained, Duped

     

    E) Edgy, Embarrassed, Enraged, Excluded, Exploited

     

    F) Fed up, Forced, Frightened, Frustrated, Furious

     

    G) Glum, Grief-stricken, Grumpy

     

    H) Harassed, Hassled, Hated, Haunted, Heartbroken, Hindered, Horrified, Humiliated, Hysterical

     

    I) Ignorant, Imposed upon, Incapable, Incompetent, Ineffective, Inefficient

     

    J) Jealous, Judged

     

    K) Kept out

     

    L) Labeled, Left out, Lied to, Lonely, Lost, Lousy

     

    M) Mad, Miffed, Miserable, Mistaken, Mistrusted, Misunderstood, Mixed up, Moody

     

    N) Nagged, Neurotic

     

    O) Obligated, Obsessed, Offended, Ostracized, Overwhelmed

     

    P) Pained, Panicked, Paranoid, Pessimistic, Petrified, Powerless, Pressured, Put down, Puzzling

     

    Q) Questioned

     

    R) Rejected, Resentful, Ridiculous, Rotten

     

    S) Sad, Sarcastic, Scared, Selfish, Singled out, Spiteful, Stressed out, Stupid, Suffering, Suicidal

     

    T) Threatened

     

    U) Useless

     

    V)

     

    W) Worried, Worried

     

    X)

     

    Y)

     

    Z) Zero

    ——————————————————————————-

    WHAT DID WE LEARN IN AMERICAN PUBLIC SCHOOL?

    Sticks and stones make break my bones but names will never hurt me.

    What did the kids really learn in school?

    What are American kids learning from the 2012 Ad Council Video?

    NEGATIVE FEELINGS OF SELF WORTH AND MORE…. 

    SELF-DEGRADATION?  SELF PITY? AND LEARNED HELPLESSNESS? repeated painful or otherwise aversive stimuli, a condition in which a person suffers from a sense of powerlessness, arising from a traumatic event or persistent failure to succeed.

    LEARNED HELPLESSNESS IS THOUGHT TO BE ONE OF THE UNDERLYING CAUSES OF DEPRESSION.

    AND REALLY? THE ONLY THING THESE STUDENTS  DIDN’T LEARN IN SCHOOL TODAY IS WHY NO ONE HELPS?

    —————————————————————————-

    AMERICAN KIDS  ARE LIVING WHAT THEY LEARN

    WHAT DID KIDS LEARN FROM THE AD COUNCIL VIDEO?

    NEGATIVE FEELINGS OF SELF WORTH AND MORE…. 

    SELF-DEGRADATION?  SELF PITY?  LEARNED HELPLESSNESS?

    WHAT ARE KIDS LEARNING IN SCHOOL?

    ———————————————————————–

    Read it again…. You decide….

    ————————————————

    Today in school I LEARNED a lot

    In Chemistry I LEARNED that no one likes me

    In English I LEARNED that I’m am disgusting

    And In Physics I l LEARNED that I am a looser

    Today in school

    I LEARNED that I am ugly and useless

    and In Gym I LEARNED that I’m   pathetic and a  joke

    In History I LEARNED that I am trash

    Today in History I LEARNED I have no friends

    Today English  I LEARNED that I make people sick

    At lunch I sit alone because I smell

    In Biology I LEARNED that I am fat and stupid

    And in Math I LEARNED that I am trash

    The only thing I didn’t learn is why no one helps

    Bullying Prevention: Learning 60 (2012) Ad Council Radio PSA …

    ▶ 1:01

    https://www.youtube.com/watch?v=P18WLCoV7pY

    Oct 22, 2014 – Uploaded by Michael Anthony Vongkeomany

    Bullying Prevention: Learning 60 (2012) Ad Council Radio PSA … Sign in to add this video to a playlist …

    ————————————————————————————

    WHATEVER 2012-2016 ONE THING LEADS TO ANOTHER

    STUDENTS LEARNING WHAT? BULLYING? FROM NFL JOCK, KAEPERNICK?

    How to gain the national spotlight? Save his career? How to disrespect the American flag, support black lives matter and call it free speech? How to have a Ethnic pity party and call it oppression?

    ————————

    LEARNING  WHAT  FROM THE U.S. PRESIDENT?

    Obama joins with NFL: Supports Kaepernick and Black Lives Matter

    www.redstate.com/diary/…/obama-joins-nfl-supports-kaepernick-black-lives-matter/

    Sep 6, 2016 – As a result, Obama essentially stated his agreement with Kaepernick’s Black Lives Matter rant about the oppression and murder of black people …

    —————————————

    PUBLIC EDUCATION AND THE BLACK LIVES MATTER MOVEMENT?

    Teachers at a Washington State John Muir state elementary school plan to wear Black Lives Matter shirts in class Friday to protest “systemic oppression”

    SEPT 16, 2016 AT THE  K-5 John Muir Elementary School  in the IN THE Seattle Public School district. AND, the Narrative, would have included 100 African American men FROM THE BLACK LIVES MATTER MOVEMENT.  coincided with some teachers planning to wear “Black Lives Matter” shirts at school. …

     Seattle Public Schools receives threats, cancels event for ‘Black Men …

    www.kiro7.com/news/local/seattle-public-schools-receives…black…/446452176

    1 day ago – Seattle Public Schools has cancelled a celebration at John Muir Elementary School on Friday that would have included 100 African American men in the Narrative,” coincided with some teachers planning to wear “Black Lives Matter” shirts at school. … KIRO 7 (@KIRO7Seattle) September 16, 2016.

     Elementary School Teachers To Wear Black Lives Matter Shirts … in Seattle will be wearing t-shirts at school on September 16th. The school is a K-5 school in the Seattle Public School district.

    ————————————————————–

    WHATEVER 2012-2016 ONE DEPLORABLE THING LEADS TO ANOTHER

    WHAT DID WE LEARN IN AMERICAN PUBLIC SCHOOL?

    Sticks and stones make break my bones but names will never hurt me.

    I’M A DEPLORABLE TRUMP VOTER.

    TRUMP SHALL GET RID OF COMMON CORE EDUCATION.


  • Happy Mother’s Day 2016

    Happy Mother’s Day 2016

    “Only mothers can think of the future — because they give birth to it in their children.”

    “Your children are the greatest gift God will give to you, and their souls the heaviest responsibility He will place in your hands. Take time with them, teach them to have faith in God. Be a person in whom they can have faith.

    When you are old, nothing else you’ve done will have mattered as much.”

    ———————————————————

    The bottom line.

    Only mothers can think of the future of their children?

    Ronald Regan was a Father…

    “Freedom is never more than one generation away from extinction. We didn’t pass it to our children in the bloodstream. It must be fought for, protected, and handed on for them to do the same, or one day we will spend our sunset years telling our children and our children’s children what it was once like in the United States where men were free.”

    ——————————————————————————————-

    “Only mothers can think of the future — because they give birth to it in their children.”

    Think about the future of  All of our American  Children?

    OK..  so… I’ve been thinking about the future of  American  Children since Jan 26, 2011

    “Only mothers can think of the future and  I have been, some kind of “Mother” for 56 years.

    ————————————————————————————–

    Today, May 8, 2016 I am celebrating My Children  and being a Mother, on this  Mother’s Day, as I have every day, since my first child was born in 1960, And celebrating  being a “Grand” Mother  since 1979, And celebrating being a “Great- Grand” Mother since  1997.

    I have three (3)  children,  ten (10) grandchildren and nine(9) great grandchildren.

    ———————————————————————————–

    OK..  so… I’ve been thinking about the future of  American  Children since Jan 26, 2011

    Grandma N Politics? Pearl Rains Hewett, behindmyback.org

    Behind My Back | Big Brother vs. Mama Bear

    Posted on July 27, 2015 8:46 am by Pearl Rains Hewett

    Of course, Women may also be effected and effective with the “mama bear” phenomenon.  A biological bit of “I am woman watch me roar.” Call it the “Mama Bear N Politics”

    I insist on using HUMOR and I love  this description.

    I may seem quiet and reserved, but if you mess with my children, I will break out a level of crazy that will make your nightmares seem like a happy place.

    Hmmm… I have three children, ten grandchildren and eight/nine great grandchildren and the government is messing with their future.

    ————————————————————————–

    Behind My Back | American Children are our Future

    www.behindmyback.org/category/american-children-are-ourfuture/

    Feb 27, 2016 – Category Archives American Children are our Future … My website, behindmyback.org, is dedicated to investigating, researching, documenting …

    “When you are old, nothing else you’ve done will have mattered as much.”

    —————————————————————————-

    I am growing old, and nothing else I have have done has mattered so much.

    ———————————————————————————

    “God could not be everywhere, and therefore he made mothers.”

    “It is a fundamental truth that the responsibilities of motherhood cannot be successfully delegated. No, not to day-care centers, not to schools, not to nurseries, not to babysitters. We become enamored with men’s theories such as the idea of preschool training outside the home for young children. Not only does this put added pressure on the budget, but it places young children in an environment away from mother’s influence. Too often the pressure for popularity, on children and teens, places an economic burden on the income of the father, so mother feels she must go to work to satisfy her children’s needs. That decision can be most shortsighted. It is mother’s influence during the crucial formative years that forms a child’s basic character. Home is the place where a child learns faith, feels love, and thereby learns from mother’s loving example to choose righteousness. How vital are mother’s influence and teaching in the home—and how apparent when neglected!”

    ———————————————————————-

    The idea of preschool,  outside the home for young children?

    Lest, we become enamored with men’s theories such as the idea of preschool training outside the home for young children.

    Behind My Back | Drugging Toddlers for A.D.H.D.

    www.behindmyback.org/2014/06/25/druggingtoddlers-for-a-d-h-d/

    Jun 25, 2014 – Drugging Toddlers for A.D.H.D. On May 16, 2014 the New York Times ran an … “More than 10,000 American toddlers 2 or 3 years old are being …

    ———————————————————————————-

    “How is it that little children are so intelligent and teenagers and young adults  are so stupid?

    It must be public Common Core education that does it”

    Home schooling is a option.

    ————————————————————————

    ” The apple doesn’t fall far from the tree?”

    It is mother’s influence during the crucial formative years that forms a child’s basic character. Home is the place where a child learns faith, feels love, and thereby learns from mother’s loving example to choose righteousness. How vital are mother’s influence and teaching in the home.

    ———————————————————————————-

    This is one of my favorite reminders for Mother’s on Mother’s Day 2016

    Babies Don’t Keep

    Mother, O Mother, come shake out your cloth,
    Empty the dustpan, poison the moth,
    Hang out the washing, make up the bed,
    Sew on a button and butter the bread.

    Where is the mother whose house is so shocking?
    She’s up in the nursery, blissfully rocking.

    Oh, I’ve grown as shiftless as Little Boy Blue,
    Lullabye, rockabye, lullabye loo.
    Dishes are waiting and bills are past due
    Pat-a-cake, darling, and peek, peekaboo

    The shopping’s not done and there’s nothing for stew
    And out in the yard there’s a hullabaloo
    But I’m playing Kanga and this is my Roo
    Look! Aren’t his eyes the most wonderful hue?
    Lullabye, rockaby lullabye loo.

    The cleaning and scrubbing can wait till tomorrow
    But children grow up as I’ve learned to my sorrow.
    So quiet down cobwebs; Dust go to sleep!
    I’m rocking my baby and babies don’t keep.

    Author : Ruth Hulburt Hamilton

    Song for a Fifth Child  published in Ladies Home Journal in 1958 and has found a treasured place in the hearts of mothers for generations and today it is widely known as Babies Don’t Keep.

    ——————————————————————

    The bottom line.

    Only mothers can think of the future of their children?

    Ronald Regan was a Father…

    “Freedom is never more than one generation away from extinction. We didn’t pass it to our children in the bloodstream. It must be fought for, protected, and handed on for them to do the same, or one day we will spend our sunset years telling our children and our children’s children what it was once like in the United States where men were free.”


  • Gender Agenda Coming to a School Near You!

    The Gender Agenda – Coming to a School Near You! | Julie …

    julieroys.com/the-genderagendacoming-to-a-schoolnearyou/

    Oct 14, 2014 – Four years ago, if you had predicted that the end-game of the LGBTQ community was to destroy all gender and sexual boundaries, many would …

    The bottom line….

    Do we say enough is enough – and begin reasserting our voice in this society gone crazy? Our children’s future is at stake. And, to quote one of my heroes, Dietrich Bonhoeffer, “God will not hold us guiltless. Not to speak is to speak. Not to act is to act.”

    Posted in Education, Gender/Sexuality, Teens by Julie Roys

    ————————————————————-

    Researching and documenting is what I do…

    As a concerned American Grandmother, I am shocked and appalled by the following

    Forgive my repetitiveness…

    added for clarity and the understanding of  reasonable American Families.

    ———————————————————

    WOW… WHO KNEW ‘GENDER’ DESCRIBES THOSE CHARACTERISTICS OF GIRLS/WOMEN AND BOYS/MEN THAT ARE LARGELY SOCIALLY CREATED

    ——————
    NOT TO BE CONFUSED WITH BIOLOGICALLY DETERMINED MALE AND FEMALE ‘SEX’

    —————–
    OR ‘TRUE’ HERMAPHRODITISM A GENETIC CONDITION IN WHICH AFFECTED INDIVIDUALS …

    ———————-
    WHO SAID SO…. The World Health Organization
    (3) The biological process of sex determination controls whether the male or female sexual … The issues of gender assignment, gender verification testing, and legal … ‘True’ hermaphroditism is a genetic condition in which affected individuals …

    —————————————————————-

    What about transgendered people?

    How is expanding the “gender spectrum” working for them?

    According to a study conducted by the National Center for Transgender Equality and the National Gay and Lesbian Task Force, it’s not going well.

    The study found that a staggering 41 percent of transgendered people say they’ve attempted suicide.

    How is the expanded gender spectrum working IN PUBLIC SCHOOLS  for American teenagers and kids?

    Facts and Figures – American Foundation for Suicide …

    https://www.afsp.org/…suici
    American Foundation for Suicide Prevention

    In that year, someone in the U.S. died by suicide every 12.3 minutes on average. … In 2014, adolescents and young adults aged 15 to 24 had a suicide rate of …

    Suicide Attempts

    No complete count is kept of suicide attempts in the U.S.; however, the CDC gathers data each year from hospitals on non-fatal injuries resulting from self-harm behavior.

    In 2013, the most recent year for which data is available, 494,169 people visited a hospital for injuries due to self-harm behavior, suggesting that approximately 12 people harm themselves (not necessarily intending to take their lives) for every reported death by suicide. Together, those harming themselves made an estimated total of more than 650,000 hospital visits related to injuries sustained in one or more separate incidents of self-harm behavior.

    ————————————————————————————–

    REMEMBERING THAT  ‘GENDER’ DESCRIBES THOSE CHARACTERISTICS OF GIRLS/WOMEN AND BOYS/MEN THAT ARE LARGELY SOCIALLY CREATED

    According to Dr. Paul McHugh, former psychiatrist in chief at Johns Hopkins Hospital, diversity counselors function much like “cult leaders,” often encouraging these confused young people to distance themselves from family and anyone who challenges the legitimacy of their feelings.

    So, our public high schools, by promoting this unproven gender-bending agenda may actually be hurting those they purport to help.

    —————————————————————–
    Scientific Transgender medical and psychological studies

    According to a study conducted by the National Center for Transgender Equality and the National Gay and Lesbian Task Force, it’s not going well.

    The study found that a staggering 41 percent of transgendered people say they’ve attempted suicide. And apparently, permanently changing their sex doesn’t help either.

    A 2011 Swedish study found that people who undergo sex-change surgery start experiencing increased mental difficulties about 10 years after surgery.

    In fact, their suicide mortality then rises to almost 20 times greater than the comparable non-transgender population!

    A case in point is a Belgian woman who underwent sex reassignment surgery and then last year chose to be euthanized.

    Apparently, the self-hatred that drove her to become a man persisted after her sex change. Just like she couldn’t accept herself as a woman, she couldn’t accept herself as a man, either. “(N)one of these operations worked as desired,” Nathan (born Nancy) Verhelst said. “(W)hen I looked in the mirror, I was disgusted with myself. My new breasts did not match my expectations and my new penis had symptoms of rejection. I do not want to be… a monster. ”

    According to Dr. Paul McHugh, former psychiatrist in chief at Johns Hopkins Hospital, people with transgender feelings experience psychological distress because they suffer from “body dysmorphic disorder”: just like someone suffering from bulimia wrongly believes she is fat, so a person with transgender feelings wrongly thinks he or she is a sex that doesn’t correspond to reality.McHugh says most of those who elect to have sex-reassignment surgery describe themselves as “satisfied.”

    However, studies found that “their subsequent psycho-social adjustments were no better than those who didn’t have surgery.”

    As a result, Johns Hopkins Hospital has stopped doing sex-reassignment surgery. As McHugh puts it, “producing a ‘satisfied’ but still troubled patient seemed an inadequate reason for surgically amputating normal organs.”

    Instead, McHugh says, diversity counselors function much like “cult leaders,” often encouraging these confused young people to distance themselves from family and anyone who challenges the legitimacy of their feelings.

    So, our public high schools, by promoting this unproven gender-bending agenda may actually be hurting those they purport to help.

    —————————————————————-

    UNEDITED Full text Oct 14, 2014

    The Gender Agenda – Coming to a School Near You! | Julie …

    Four years ago, if you had predicted that the end-game of the LGBTQ community was to destroy all gender and sexual boundaries, many would have labeled you an extremist on a witch hunt. I know because I made that prediction. And, in response, I received many angry denials from members of a local high school’s Gay Straight Alliance (GSA). “You seem to believe that the LGBTQ movement wants to spark a gender-reformation. How could one reform a biologically accurate thing? Well, it’s not possible…” Another wrote: “The Gay Straight Alliances have done nothing of the sort… They merely have decided… to show that there are so many beautiful people out there that society has not tolerated for the longest of time.” However, two articles published about a week ago in a suburban Chicago high school newspaper show that’s precisely the LGBTQ movement’s intent. The articles appeared in the Statesman, the tax-payer funded student newspaper of Stevenson High School in Lincolnshire, Illinois, where my husband teaches math. One article entitled, “How vast is the gender spectrum?” argued that limiting gender to male and female is too restrictive. “Nothing is written in black or white,” the article asserted. “In fact, the world is filled with many gray areas. Nowadays, our gender identity is not restricted to two choices: boy or girl.” This is a shocking statement given that Genesis – the foundation for two major world religions – states very clearly in black and white that only two genders exist. Genesis 1:27 states, “God created mankind in his own image… male and female he created them.” Other religions affirm this understanding, as well. In fact, it’s been the established societal view since the beginning of human history. But, in one fell swoop, this article declared this age-old, religious understanding obsolete. And, it asserted this falsehood, not as opinion with attribution, but as fact! A second article in the Statesman further deconstructed traditional and religious sexual mores. When identifying their “sexual orientation,” it encouraged students to think beyond sexual stereotypes – not just heterosexual ones, but homosexual ones too. “I think there are infinite sexual orientations,” a Stevenson student named Cameron said. “There are so many labels. It’s impossible to number them…” Wow. “Infinite sexual orientations”? In my wildest imagination, I could maybe come up with several dozen, but infinite? And, what about the moral legitimacy of these orientations? Cameron went on to say, “There is nothing wrong with however you are. If you like boys, girls, anyone in between, or none of the above, that’s okay.” Seriously? All these infinite orientations are morally acceptable? Is this what they’re teaching students these days? What if you’re attracted to animals? A family member? The dead? (Yes, it exists. It’s called necrophilia.) One has to wonder where students get these ideas. Perhaps, it’s from English teachers like William Fritz, also the GSA faculty advisor. In the article on gender spectrum, he says, “The gender of the person you truly are can be different from (your physical features). We are not a one size fits all species.” One has to wonder how this English teacher came to this epiphany. He offered no evidence to support his claim. In fact, neither article presented any evidence for their wild assertions. They didn’t offer any dissenting opinions either. Instead, they relied solely on LGBTQ activists and their disciples – Mr. Fritz; a staff person with the national GSA; a 17-year-old “gender studies” blogger; and high school students, presumably members of the school’s GSA. Apparently, LGBTQ activists at public schools are getting bolder – and school administrators are affording them special privilege to proselytize openly. Certainly, if a Christian would try to distribute literature at Stevenson explaining the biblical understanding of gender, the administration would immediately shut him down. Yet, here gay activists are given carte blanche to spread their propaganda right in the school-sponsored newspaper! One of the people quoted repeatedly in the article on the gender spectrum is teenage blogger Kathryn Tenbarge. “To break free from conforming stereotypes is a very courageous thing to do,” Tenbarge said. “It means you have reached a level of understanding yourself that most people haven’t.” Really? So, those of us with a Judeo-Christian understanding of sexuality are simply unenlightened? The article concludes, “For now, Fritz, (another student) and Tenbarge agree there is nothing to lose from expanding the strict labels and categories our society tries to squeeze everyone into.” Again, this is just another wild assertion without any basis in fact. With all due respect, how can these self-appointed gender experts know this? To date, the traditional family model has served as the foundation for all Western Civilization. Though many today express disdain for this great civilization, one can’t deny that it’s produced some of the most prosperous and stable societies the world has ever known. But, now we are moving into new territory with unpredictable results. Yet, early indications show that this anything-goes sexuality may have devastating consequences. One woman whose husband left her for his gay lover, and took their children with him, writes in Public Discourse: “Behind the happy façade of many families headed by same-sex couples, we see relationships that are built from brokenness…. I represent hundreds upon thousands of spouses who have been betrayed and rejected.” This is tragic and certainly will have widespread ramifications for the children raised in these devastated homes. But, this is what results when one’s attractions du jour trump marriage vows. The author of the article also notes that “Every same-sex family can only exist by manipulating nature.” Unlike traditional marriage, which naturally produces children, same-sex couples must rely on “assisted reproductive technologies such as surrogacy or sperm donation to have children. Such processes exploit men and women for their reproductive potential, treat children as products to be bought and sold, and purposely deny children a relationship with one or both of their biological parents.” Again tragically, it’s children who suffer.

    But what about transgendered people? How is expanding the “gender spectrum” working for them?

    According to a study conducted by the National Center for Transgender Equality and the National Gay and Lesbian Task Force, it’s not going well. The study found that a staggering 41 percent of transgendered people say they’ve attempted suicide. And apparently, permanently changing their sex doesn’t help either.

    A 2011 Swedish study found that people who undergo sex-change surgery start experiencing increased mental difficulties about 10 years after surgery. In fact, their suicide mortality then rises to almost 20 times greater than the comparable non-transgender population!

    A case in point is a Belgian woman who underwent sex reassignment surgery and then last year chose to be euthanized.

    Apparently, the self-hatred that drove her to become a man persisted after her sex change. Just like she couldn’t accept herself as a woman, she couldn’t accept herself as a man, either. “(N)one of these operations worked as desired,” Nathan (born Nancy) Verhelst said. “(W)hen I looked in the mirror, I was disgusted with myself. My new breasts did not match my expectations and my new penis had symptoms of rejection. I do not want to be… a monster. ”

    According to Dr. Paul McHugh, former psychiatrist in chief at Johns Hopkins Hospital, people with transgender feelings experience psychological distress because they suffer from “body dysmorphic disorder”: just like someone suffering from bulimia wrongly believes she is fat, so a person with transgender feelings wrongly thinks he or she is a sex that doesn’t correspond to reality.

    McHugh says most of those who elect to have sex-reassignment surgery describe themselves as “satisfied.”

    However, studies found that “their subsequent psycho-social adjustments were no better than those who didn’t have surgery.” As a result, Johns Hopkins Hospital has stopped doing sex-reassignment surgery. As McHugh puts it, “producing a ‘satisfied’ but still troubled patient seemed an inadequate reason for surgically amputating normal organs.” Interestingly, McHugh reports that controlled and follow-up studies show that 70-80 percent of children with transgender feelings spontaneously lose those feelings as they mature. School counselors should be challenging these students’ false beliefs about themselves. Instead, McHugh says, diversity counselors function much like “cult leaders,” often encouraging these confused young people to distance themselves from family and anyone who challenges the legitimacy of their feelings. So, our public high schools, by promoting this unproven gender-bending agenda may actually be hurting those they purport to help.

    Perhaps, this is because the reality that billions throughout the centuries have affirmed is actually true! We do not construct ourselves; God constructs us. And, when our confusion and brokenness leads us to deny our God¬-given gender, we only harm ourselves and those closest to us. Instead of encouraging students to pursue whatever feels right to them, maybe administrators and faculty advisors should be urging them to love and accept the person God created them to be? Unfortunately, students in many of our public schools never hear this common sense, Judeo-Christian view. As these student articles show, it’s simply presumed false or too restrictive. You may think this is happening in only liberal suburban Chicago schools, but it’s everywhere. For example, just last week, the media reported that school administrators in Lincoln, Nebraska – hardly a hotbed of liberalism – instructed teachers to no longer use “gendered expressions” such as “boys and girls.” Instead, they told them to use “gender inclusive” terms like “purple penguins.” Seriously – purple penguins! Now that this radical, gender-destroying agenda of the LGBTQ community has been revealed, how should we respond? Do Christians retreat and allow the radicals to distort children’s understanding of their dignity, purpose and God¬-given gender? Do we let high school administrators define our boys and girls as “purple penguins” – and use our taxes to promote propaganda?

    the bottom line…

    Or, do we say enough is enough – and begin reasserting our voice in this society gone crazy? Our children’s future is at stake. And, to quote one of my heroes, Dietrich Bonhoeffer, “God will not hold us guiltless. Not to speak is to speak. Not to act is to act.” Julie Roys is a Christian speaker, journalist, and host of national talk radio show Up for Debate. Follow Julie on Facebook or Twitter.


  • The Alliance Defending Freedom

    The Alliance Defending Freedom

    Why No School Has to Allow Boys in Girls Locker Rooms

    Nov 6, 2015 – Despite the recent ruling by the U.S. Department of Education against a suburban Chicago high school, no school has to allow boys in girls locker rooms, or vice-versa. That’s according to Matt Sharp, legal counsel with the Alliance Defending Freedom, or ADF — a group that offers free legal counsel to any school that adopts its policy on transgender issues and gets sued.

    www.christianpost.com › opinion
    The Christian Post

    ———————————————————————————–
    snippet
    What Parents & School Districts Can Do
    Fighting the federal government can be daunting for local school districts. Yet, it’s a fight Sharp insists that local school districts can win. However, if school districts are unwilling to resist the demands of the federal government, Sharp urges parents to call the ADF for help. He said the ADF receives about 20 calls each month from parents upset about their school’s handling of transgender issues, and the organization is eager to help.
    “We realize this is an important battle,” Sharp said. “This is one that is honestly going to shape the future of America. If you get a generation that grows up being told, ‘You can’t have separate facilities for guys and girls . . .,’ What impact is that going to have on everything our country has long believed – that there are biological differences between men and women?”
    ONCE PROPERLY INFORMED, PARENTS THEN NEED TO SHOW UP AT SCHOOL BOARD MEETINGS and inform board members about the law, Sharp said. “They need to be equipped with these other court cases, and findings that federal courts have said you’re not in violation of Title IX if you maintain these separate facilities. We’ve found that to be very effective.”
    ———————————————————————–
    Full text

    Why No School Has to Allow Boys in Girls Locker Rooms

    www.christianpost.com › opinion
    The Christian Post

    Nov 6, 2015 – Despite the recent ruling by the U.S. Department of Education against a suburban Chicago high school, no school has to allow boys in girls locker rooms, or vice-versa. That’s according to Matt Sharp, legal counsel with the Alliance Defending Freedom, or ADF — a group that offers free legal counsel to any school that adopts its policy on transgender issues and gets sued.

    ——————————–
    “We believe (our policy) is legally sound,” Sharp said. “And, to show you how serious we are, if you adopt our policy and you get sued, the Alliance Defending Freedom is willing to represent you free of charge, so that you’re not out-of-pocket for taking a stand on what is right and what common sense says we ought to do.”
    The ADF advocates separate changing facilities for transgender students and sent its sample policy to Palatine Township High School District 211, where a male student, who identifies as female, is demanding use of the girls locker room.
    The school granted the student access to the girls locker room, but required that he change clothes behind curtains. Now, the Department of Education is citing the school and says it must allow the transgender student complete access to the girls locker room. Sharp says this requirement not only defies natural law; it also defies legal precedent and the intent of Title IX.
    “If you look at what the precedent says, and what the most recent courts looking at this issue have found, it’s that schools can have these separate facilities,” Sharp said. “They can take steps to protect the privacy of their students as the Palatine Township School District is doing here, requiring the (transgender) student to change in a different area or a curtained-off area … all with the goal of protecting the privacy of the females in the locker room.”
    Sharp also noted that Title IX specifically allows schools to “provide separate toilet, locker room, and shower facilities on the basis of sex.” So, the Department of Education has zero basis for saying that the Palatine school is violating Title I
    Courts Support Gender-Specific Locker Rooms
    Given the Education Department’s heavy-handed directives, Sharp said many schools feel they must comply and allow students in opposite-gender facilities.

    However, courts have consistently ruled in favor of schools that require students to use facilities that match their biological gender.
    In March, a Pennsylvania federal court ruled that the University of Pittsburgh did not violate the U.S. Constitution or Title IX when it barred a female student, who identified as male, from using men’s locker rooms and bathrooms.

    Similarly, in September, a federal court in Virginia dismissed a discrimination claim by a female-to-male transgender student who sought access to the male bathrooms at a public high school.

    The court ruled that “[n]ot only is bodily privacy a constitutional right, the need for privacy is even more pronounced in the state educational system. The students are almost all minors, and public school education is a protective environment.”
    Still, the Department of Education is threatening to take away all federal funding from the Palatine Township School District if it doesn’t comply with the department’s directive to allow a transgender student access to the female locker room.

    However, before the federal government can strip the district of funds, it must first win its case in court, Sharp said. Given the clear legal precedent, Sharp predicts that the federal government will lose. He added that the school has not contacted the ADF about representing it.
    An Agenda-Driven Administration (supported by Hillary Clinton)
    If District 211 loses, the Department of Education and the American Civil Liberties Union, which is representing the transgender student at the school, will likely appeal the decision. Already, both are appealing the Pennsylvania and Virginia federal court opinions.

    Sharp said the Obama Administration is intent on pushing this issue all the way to the Supreme Court.
    “Their goal is for this to be a national thing,” he said, “that every school district in the country is subject to this same requirement – that you can’t have separate facilities, that you’ve got to allow a student to use the bathrooms of the opposite sex simply by claiming to be transgender.”
    This latest push for transgender rights began last year. That’s when the Department of Education issued a document claiming that Title IX’s sex discrimination prohibition “extends to claims of discrimination based on gender identity or failure to conform to stereotypical notions of masculinity or femininity.
    ” However, in a letter on Transgender Issues, the Alliance Defending Freedom noted that the department’s document is not legally binding. It also noted that the Virginia Court stated in its ruling that the Department of Education lacks the authority to unilaterally redefine Title IX.
    What Parents & School Districts Can Do
    Fighting the federal government can be daunting for local school districts. Yet, it’s a fight Sharp insists that local school districts can win. However, if school districts are unwilling to resist the demands of the federal government, Sharp urges parents to call the ADF for help. He said the ADF receives about 20 calls each month from parents upset about their school’s handling of transgender issues, and the organization is eager to help.
    “We realize this is an important battle,” Sharp said. “This is one that is honestly going to shape the future of America. If you get a generation that grows up being told, ‘You can’t have separate facilities for guys and girls . . .,’ What impact is that going to have on everything our country has long believed – that there are biological differences between men and women?”
    Once properly informed, parents then need to show up at school board meetings and inform board members about the law, Sharp said. “They need to be equipped with these other court cases, and findings that federal courts have said you’re not in violation of Title IX if you maintain these separate facilities. We’ve found that to be very effective.”

    ———————————————————-
    According to the American Foundation for Suicide Prevention and the Williams Institute, four in 10 transgender individuals will try to kill themselves at some point in their life. Yet, as I noted in an article last year, studies also show that 70-80% of children with transgender feelings spontaneously lose those feelings as they mature. This certainly calls into question whether accommodating self-identified transgender students is truly a compassionate course of action or a permanently damaging one.
    “We’re doing a very dangerous experiment with kids and not really sure of the consequences,” Sharp said. “We need to take a step back and make sure we’re not doing more harm than good.”
    To be continued…
    noted in this  article last year, OCT 14, 2014

    The Gender Agenda – Coming to a School Near You! | Julie …

    julieroys.com/the-genderagendacoming-to-a-schoolnearyou/

    Sign up for the newsletter. JR_gender. 14. Oct. 2014. The Gender AgendaComing to a School Near You! Posted in ….. October 16, 2014 at 4:13 am. Reply.
    Posted in Education, Gender/Sexuality, Teens by Julie Roys
    Read more at http://www.christianpost.com/news/transgender-bathroom-boys-girls-school-obama-education-149350/#gvbjOhddEMlqv5Ko.99


  • Union Strikers Teach by Example

    Union Strikers Teach by Example

    UNION TEACHERS STRIKES ARE ILLEGAL IN THE STATE OF WA.

    ILLEGAL STRIKING UNION TEACHERS ARE TEACHING OUR SCHOOL KIDS HOW TO GET WHAT THEY WANT BY BREAKING THE LAW

    ————————————————————-

    WHAT DO THEY WANT? WHEN DO THEY WANT IT? “NOW”

    “NOW” is always the day public school was supposed to start.

    Sep 8, 2015 – Seattle teachers are on strike Wednesday, which was supposed to be the first day of school.

    SO ABOUT 5,000 TEACHERS WENT ON OUT ON THEIR ILLEGAL STRIKE.

    Sep 9, 2015 – SOMEBODY ASKED… Should a judge weigh in on Seattle’s teachers strike, decades of trial court … consistently agreed: It’s illegal for teachers to strike in Washington.

    IN SPITE OF THE FACT, THAT UNION SCHOOL STRIKES ARE ILLEGAL IN THE STATE OF WA.

    ASK YOURSELF ….

    WHY NO SEATTLE JUDGE BOTHERED TO RULE THAT STRIKING TEACHERS IN SEATTLE WERE IN CONTEMPT OF COURT. NO JUDGE IN SEATTLE SAID HE WOULD FINE THE UNION $2,000 A DAY IF TEACHERS DIDN’T GO BACK TO WORK?

    AND ASK YOURSELF THESE QUESTIONS

    WHY  IS  THIS UNION STRIKE AGAINST WA STATE LAW?

    WHY IS DISTURBING THE PEACE AGAINST THE LAW?

    DISTURBING THE PEACE OF THE OTHER PARTY OR OF ANY CHILD? THE ILLEGAL  UNION TEACHERS STRIKE DISTURBED THE PEACE OF 53,000 SCHOOL STUDENTS.

    OF THE OTHER PARTY, PARENTS OF 53,000 STUDENTS LEFT SCRAMBLING FOR CHILD CARE, MISSING WORK, AND INCOME, HOW COULD THIS  ILLEGAL SEATTLE TEACHER STRIKE BE DISTURBING THE PEACE.

    WHY IS A PUBLIC NUISANCE AGAINST THE LAW?  one which affects equally the rights of an ENTIRE COMMUNITY or neighborhood.

    HOW COULD ABOUT 5000 UNION PUBLIC SCHOOL TEACHERS PICKETED AT ALL 97 SEATTLE SCHOOLS BE A PUBLIC NUISANCE.  THE SCHOOL DISTRICT CANCELED CLASSES FOR A FIFTH DAY TUESDAY. DISTRICT … PARENTS OF 53,000 STUDENTS MISSED WORK, AND INCOME, AND SCRAMBLE FOR CHILD CARE AMID THE SEATTLE TEACHER ILLEGAL STRIKE.

    AND ASK YOURSELF AGAIN

    WHY  IS THIS UNION STRIKE  AGAINST WA STATE LAW?

    TO PREVENT THE UTTER AND TOTAL CHAOS CAUSED BY THE  5000 STRIKING SCHOOL  TEACHERS, AT ALL 97 SEATTLE SCHOOLS THAT DISRUPTED THE LIVES OF 53,000 STUDENTS AND THEIR PARENTS.

    ——————————————————————————-

    HOW DO UNION SCHOOL TEACHERS GET WHAT THEY WANT?
    What do we want? More money! When do we want it? Now!
    https://cogitateit.wordpress.com/…/what-do-we-want-more-money-when-…
    Jun 17, 2015 – we all want to see more kids in great schools. I think everyone can sign up to that. IDEALLY THE WAY WE WOULD MAKE THIS HAPPEN IS TO MAKE SURE …

    ———————————
    WITH “PREMEDITATED ILLEGAL UNION STRIKE” Teachers teaching our school kids by example, think out or plan (an action, especially a crime) beforehand.
    It will be seen that an essential ingredient of that offense is “premeditated … THE TEE SHIRTS WERE PRINTED AND THE STRIKE SIGNS WERE READY.

    UNION EDUCATORS JUST WANT AN 18% PAY HIKE OVER THREE YEARS.

    UNION SCHOOL TEACHERS ARE DETERMINED TO STAY OUT OF THE CLASSROOMS UNTIL THEY GET THE PAY RAISE THAT THEY WANT

    SO, ABOUT 5,000 TEACHERS CONTINUED THEIR ILLEGAL STRIKE UNTIL FRIDAY SEPT 18, 2015 .

    ———————————————————-

    DOES ANYONE ELSE HAVE A PROBLEM WITH THIS?

    AFTER ALL, GOOD, GOD FEARING, LAW ABIDING CITIZENS, FAMILIES, PARENTS AND GRANDPARENTS HAVE SPENT A LIFETIME TEACHING THEIR CHILDREN TO RESPECT AND OBEY THE LAW.

    Let’s be clear: Teacher strikes are illegal in Washington. They are not allowed under state law.

    GOOD LORD, MR. FORD….
    PROFOUNDLY BAD UNION PUBLIC SCHOOL TEACHERS DID STRIKE WITH ILLEGAL PREMEDITATION AND AND WERE  ALLOWED TO TEACH OUR CHILDREN, BY THEIR STRIKING EXAMPLE.

    BECAUSE THEY GOT WHAT THEY WANTED BY BREAKING THE LAW

    —————————————————–
    INDEED, I DO OBJECT TO MY FAMILY, GRANDCHILDREN,  AND GREAT GRAND CHILDREN BEING EDUCATED/UNIONIZED  BY THE ILLEGAL ACTIONS OF UNIONS AND UNION SCHOOL TEACHERS.
    1. HOW UNIONS PLAN TO GET WHAT THEY WANT
    2. HOW UNIONS PLAN TO GET WHAT THEY WANT WHEN THEY WANT IT
    3. HOW UNIONS PLAN TO BREAK THE LAW
    4. HOW UNION PUBLIC SCHOOL TEACHERS “DO” BREAK THE LAW
    5. HOW UNION PUBLIC SCHOOL TEACHERS “DO” WHAT THEY WANT
    6. AND, HOW UNION PUBLIC SCHOOL TEACHERS “DO” GET AWAY WITH IT

    AND, THE JUDGE ALLOWED THE UNION TO GET EXACTLY WHAT IT WANTED BY BREAKING WA STATE LAW.

    ——————————————————————————-

    WHAT DO WE WANT? WHEN DO WE WANT IT? NOW

    EXACTLY WHAT ANY  GOOD, GOD FEARING, LAW ABIDING CITIZENS, FAMILIES, PARENTS AND GRANDPARENTS WOULD WANT AFTER  SPENDING A LIFETIME TEACHING THEIR CHILDREN TO RESPECT AND OBEY THE LAW.

    JUDGES  THAT TAKE IMMEDIATE ACTION AGAINST PUBLIC SCHOOL UNIONS AND  TEACHERS THAT  STRIKE IN THE VIOLATION OF LAW.

    TO PREVENT THE UTTER AND TOTAL CHAOS CAUSED BY THE  5000 ILLEGALLY STRIKING UNION SCHOOL  TEACHERS, AT ALL 97 SEATTLE SCHOOLS THAT DISRUPTED THE LIVES OF 53,000 STUDENTS AND THEIR PARENTS.

    ————————————————————————–

    A JUDGE LIKE THE ONE IN KELSO.THAT SAID CRIME DOESN’T PAY AND IF YOU BREAK THE LAW I’LL KICK YOUR BUTT.
    Judge holds striking Kelso teachers in contempt | The …
    www.seattletimes.com/…/judge-holds-striking-kelso-tea…
    The Seattle Times
    Sep 25, 2015 – A judge ruled that striking teachers in Kelso are in contempt of court. The strike … the judge said he would fine the union $2,000 a day if teachers don’t go back to work. .
    ——————————————————————


  • Educations Most Onerous Provisions

    Educations Most Onerous Provisions

    —————————————
    ONEROUS by definition (of a task, duty, or responsibility) involving an amount of effort and difficulty that is oppressively burdensome.

    ————————————–
    2002 THE NO CHILD LEFT BEHIND (NCLB) WAS AN “ONEROUS” FEDERAL LAW PASSED BY CONGRESS. It was to effect what (curriculum) STUDENTS were taught (using common core) by their TEACHERS in public schools.

    —————————————–
    CURRICULUM—2002 T0 2012 HOWEVER GRAND (THE FEDERAL EDUCATION) PLANS MAY BE—CAN ONLY BE THAT PORTION OF THE (common core curriculum) PLAN THAT ACTUALLY REACHES THE STUDENT.

    ———————————————-
    EMPHASIZING THE OUTCOMES OF TEACHING COMMON CORE CURRICULUM AND LEARNING

    —————————————————–
    TEACHING? TEACHING IS A SYSTEM OF ACTIONS INTENDED TO PRODUCE “LEARNING”, TO CAUSE THE STUDENT TO “LEARN” and acquire the desired knowledge, skills and also desirable ways of living in the society.

    ————————————————————-
    It is a process in which LEARNER, TEACHER, COMMON CORE CURRICULUM and other variables are ORGANIZED IS A SYSTEMATIC AND PSYCHOLOGICAL WAY TO ATTAIN SOME PRE-DETERMINED GOALS.

    —————————————–
    Which brings us to the OUTCOME OF “NO CHILD LEFT BEHIND”

    ———————————————–
    IN 2012 SAT READING AND WRITING SCORES DROPPED TO LOWEST IN HISTORY

    ——————————————————————-
    In 2012, the Obama ADMINISTRATION began “BEATING THE NCLB DEAD HORSE” by offering flexibility to states regarding specific CURRICULUM requirements of NCLB IN EXCHANGE FOR RIGOROUS AND COMPREHENSIVE TESTING.

    ———————————————-
    IN 2015 SAT SCORES AT THE LOWEST POINT IN A DECADE Sept. 3, 2015 “Simply doing the same things we have been doing is not going to improve these numbers

    —————————————
    In 2015, the Obama ADMINISTRATION, The U.S. CONGRESS continues “BEATING THE OLD NCLB DEAD HORSE” BY CHANGING THE NAME? TO”THE EVERY CHILD ACHIEVES ACT” YET ANOTHER, ONEROUS FEDERAL LAW
    And, simply continuing to do the same thing the Obama ADMINISTRATION, The U.S. CONGRESS has been doing since 2002 BY CREATING ANOTHER COMMON CORE CURRICULUM “ONEROUS” FEDERAL LAW

    ——————————————–
    PER SENATOR CANTWELL SEPT. 2015
    “THE EVERY CHILD ACHIEVES ACT” (ECAA) MAKES A NUMBER OF IMPORTANT CHANGES TO SOME OF “NO CHILD LEFT BEHIND’S” EDUCATIONS MOST ONEROUS PROVISIONS.
    —————————————————————————–

    The bottom line…
    THE “NO CHILD LEFT BEHIND” REWRITE WILL CONTINUE TO DRIVE THE ONEROUS NATIONAL COMMON CORE  EDUCATION AGENDA UNDER THE NEW NAME “EVERY CHILD ACHIEVES ACT (ECAA)”

    ———————————————————
    Every Child Achieves Act: A Wolf in Sheep’s Clothing
    —————————————————————————-
    THE 21 MOST ONEROUS PROVISIONS IN THE EVERY CHILD ACHIEVES ACT (ECAA)

    ——————————————————

    Read this  complete unedited document verifying the above comments.

    ———————————————————–
    Every Child Achieves Act: A Wolf in Sheep’s Clothing
    www.americanprinciplesinaction.org/…/every-child-achieves-act-a-wolf-i…
    Jul 1, 2015 – American Principles In Action has just released a list of 21 reasons to oppose the Every Child Achieves Act.
    The Every Child Achieves Act – A Wolf in Sheep’s Clothing
    No Child Left Behind Rewrite Will Drive a National Education Agenda The following is a nonexhaustive list of fatal problems with the bill.
    ————————————————
    1. The Every Child Achieves Act (ECAA) is 792 pages, 122 pages (20%) longer than No Child Left Behind (NCLB) — hardly a move in the right direction.

    2. Proponents cite the inclusion of new language restricting the U.S. Department of Education (USED) from, for example, coercing states into adopting the Common Core national standards. However: a. That language largely replicates existing protections (see Robert
    Eitel & Kent Talbert, The Road to a National Curriculum, PIONEER
    INSTITUTE, no.81 (2012)); b. As with existing protections, the proposed provisions fail to provide an enforcement mechanism for the states and thus depend on the goodwill of USED or congressional action (which was non-existent when USED foisted Common Core on the states); c. ECAA negates the protections anyway: A stated purpose is for state alignment to the same “college-and-career-ready” standards –language that is code for Common Core. Sec. 1001. See further discussion below.

    3. ECAA continues the USED-state master-servant relationship, requiring states to submit education plans and giving USED enormous authority to approve them. Sec. 1111(a)(4).

    4. ECAA retains federal testing mandates that children be tested for math and English in each grade 3-8 and for science once in each of the following grade spans: 3-5, 6-9, and 10-12. It also requires that these test scores be used as a “substantial” portion of a school’s grade to determine which schools will be identified for interventions, thus continuing the “teach-to-the-test” environment of NCLB. Sec. 1111(b)(2)(B)(v)(I)(aa)-(bb) and Sec. 1111(b)(3)(B)(iii)(II).

    5. ECAA adds to the list of federal programs a state must consult in developing its plan and requires standards to be aligned with federally approved workforce and early-childhood standards. Sec. 1111(a)(1) & Sec.1111(b)(1)(D).

    6. If a state plan fails to meet the requirements of a listed program, USED has the authority to disqualify the state plan unless the state agrees to make the mandated changes. Any prohibitions on USED’s interfering with state standards, assessments, and accountability don’t apply to the “requirements” of the Act. Sec. 1111(a)(4),(5).
    7. ECAA requires statewide curriculum standards, assessments, and accountability systems to prepare students “for postsecondary education or the workforce,” i.e.,
    “college- and career-ready.” The preparation for postsecondary education must (theoretically) enable the student to succeed “without remediation.” All this is code language for Common Core-aligned standards. Sec. 1111(b)(1)(D), (b)(3)(B). It thus puts downward pressure on states to keep Common Core standards, or similar standards, in place.
    8. ECAA contains a requirement for states to “demonstrate” that the state standards are “aligned” to the same criteria used to establish Common Core: “entrance requirements, without the need for academic remediation, for the system of public higher education.” Any prohibition included to stop USED from coercing states to use Common Core or other specific standards is meaningless. USED won’t have to force anything, because alignment to the same criteria as “college-and-career-ready” is a requirement of the bill. Sec. 1111(b)(1)(D)(i)-(ii).
    9. ECAA mandates that a state’s accountability system penalize schools that don’t enforce the requirement that 95% of all their students take the state assessment: The state must provide “a clear and understandable explanation of how the State will factor this requirement [95% student participation in state assessments] into their accountability system determinations.” This is an attack on parental rights and the Opt-Out movement. Sec. 1111 (b)(3)(B)(vi).
    10. ECAA dictates particular types of testing that are extraordinarily expensive, have a history of failure, and are designed to inject more intrusive psychological data-collection and psychological profiling/manipulation into the assessments. Sec. 1111(b)(2)(B)(vi) and (xiii).
    11. ECAA maintains NCLB’s requirement that the state assessment produce not just test scores, but “individual student interpretive, descriptive, and diagnostic reports.” Unlike NCLB, ECAA requires assessment on behavioral/skills-based standards rather than truly academic standards. The data produced under this language could resemble a psychological profile of the student. Sec. 1111(b)(2)(B)(x).
    12. States in PARCC and SBAC are currently required to make these profiles available to USED. Nothing would prevent USED from making other states submit those student-level profiles as well. ECAA’s limitations on what data USED may demand are too weak; USED may demand information from any “existing State or local data source.” Sec. 1111(a)(6).
    13. ECAA does nothing to stop the National Assessment of Educational Progress (NAEP) from implementing its planned and unconstitutional affective probing of students’ “mindsets,” “grit,” or other psychological traits.
    14. ECAA removes protection against socioemotional profiling in the statewide assessments (eliminating NCLB’s prohibition against including assessment items that “evaluate or assess personal or family beliefs and attitudes”) and fails to protect against other psychological data-gathering in any other federal education program covered by ESEA.

    15. ECAA continues to give the federal government influence over how states grade their schools in state accountability systems. Although it claims states may design their own systems, it negates real discretion by detailing the framework of that system and its most important requirements. Sec. 1111 (b)(3)(B)(iii).

    16. While NCLB required academic standards and achievement levels be applied to “public elementary and secondary schools,” ECAA extends the tentacles of federal control into public preschools by making this a requirement for “all public schools” and “public school students,” not just elementary and secondary. Sec. 1111(b)(1)(B)-(C).

    17. ECAA’s Early Learning Alignment and Improvement Grants (Sec. 5902) offer new federal funds that states “shall use to develop, implement, or improve . . . a statewide system . . . of voluntary early care and learning.” a. Note that this program is not exclusively for early educational programs and includes “early care,” or childcare. b. Any funding under this grant must be made available through “existing Federal, state, and local sources,” including Head Start and the Child Care and Development Block Grant, two very expensive and ineffective programs. c. States must demonstrate how they will pay for the program after the three-year federal grant expires. d. There is no evidence that such early-childhood programs have educational benefit, and significant evidence that they may actually do academic and emotional harm. e. These programs do, however, benefit the central planners by allowing government bureaucrats to gain influence over children from their earliest years.

    18. ECAA requires the statewide preschool standards to align with federal standards established under Head Start and the Child Care and Development Block Grant (CCDBG) Act of 1990, creating national standards and achievement levels for our youngest students. Sec. 1111(b)(1)(D)(iii). These federal standards are heavily socio-emotional and result in the compilation of psychological data on young children.
    19. ECAA includes “school climate” formula grants. This risks giving the federal government enormous power to model citizenship, to influence what is an appropriate world-view, and to pressure schools to suppress student expression of orthodox religious values. Sec. 4103, et seq.
    20. Through these formula grants, ECAA funds “extended learning opportunities,” such as before- and after-school programs, summer programs, etc., to ensure children spend less time with their families and more at school. Sec. 4105(a)(B). The grants also fund “comprehensive school-based mental health services and supports” that will enable “early identification of social, emotional, or behavioral problems . . . .” Sec. 4105(a)(D)(ii)(I). This is more governmental surveillance of students’ attitudes and mindsets.
    21. ECAA also allots money to fulfill Sec. Arne Duncan’s expressed desire of having schools become “21st –century community learning centers” (it even uses that exact terminology). Sec. 4201 et seq. This funding would encourage students to rely on the government school, not family or church, for “a broad array of . . . services, programs, and activities, such as youth development activities, service learning, nutrition and health education . . . counseling programs . . . [and] financial literacy programs . . . .” [Do the drafters not see the irony of having the federal government promote “financial literacy”?] And to help out politically connected corporations, these programs should include “career and technical programs, internship or apprenticeship programs, and other ties to an in-demand industry sector or occupation for high school students . . . .” Sec. 4201(a)(2).
    ——————————————————————————————–
    Snippets from Senator Cantwell’s response….
    On July 16, 2015, I joined my colleagues in the Senate in passing the Every Child Achieves Act (S.1177), a bill to reauthorize the Elementary and Secondary Education Act AND REPLACE THE BADLY BROKEN NO CHILD LEFT BEHIND ACT.
    The Every Child Achieves Act (ECAA) makes a number of important changes to some of No Child Left Behind’s MOST ONEROUS PROVISIONS.
    ONEROUS by definition, (of a task, duty, or responsibility) involving an amount of effort and difficulty that is OPPRESSIVELY BURDENSOME.
    THE EVERY CHILD ACHIEVES ACT (ECAA) IS 792 PAGES, 122 pages (20%) longer than No Child Left Behind (NCLB)
    ———————————————————
    Curriculum, it turns out, is indeed much more than the idea of specific subjects IT CAN BE CHARACTERIZED NOT ONLY BY WHAT IT DOES INCLUDE BUT ALSO BY WHAT IT INTENTIONALLY EXCLUDES.


  • Senator Cantwell on Public Education

    Senator Cantwell on Public Education
    I sent two comments on public education to my federally elected representatives
    Senators Patty Murray, Maria Cantwell and Representative Derek Kilmer.

    ————————————————————
    Testing Revolt In Washington State
    Posted on September 9, 2015 10:33 am by Pearl Rains Hewett
    ——————————————————————————–
    Common Core Education vs. Charter Schools
    Posted on September 6, 2015 12:14 pm by Pearl Rains Hewett Comment
    ———————————————————————————

    Snippet from Senator Maria Cantwells’ robo response OFFICE

    I have heard from so many of my constituents about the need to improve the Elementary and Secondary Education Act to better support Washington’s students and teachers. I am heartened that THE SENATE PASSED THE EVERY CHILD ACHIEVES ACT, which offers an opportunity for real progress in our nation’s K-12 schools.
    ————————————————————————–

    Is Senator Maria Cantwell supporting concerned Parents and Grandparents?
    ——————————————————————-

    The Every Child Achieves Act (S.1177)

    You can read this 5 PAGE Government DOCUMENT…

    ———————————-
    The Every Child Achieves Act of 2015
    www.help.senate.gov/…/The_Every_Child_Achieves…
    United States Senate
    1. The Every Child Achieves Act of 2015. TITLE I –. Lets states develop accountability systems – The bill ends the federal test-based accountability system of No …

    —————————————————————————-
    Or, you can read.

    The Every Child Achieves Act (ECAA) a 792 page Government document
    ———————————————————————————

    OR… You can read it below or download …

    Every Child Achieves Act: A Wolf in Sheep’s Clothing

    www.americanprinciplesinaction.org/…/every-child-achieves-act-a-wolf-i…
    Jul 1, 2015 – American Principles In Action has just released a list of 21 reasons to oppose the Every Child Achieves Act.

     

    No Child Left Behind Rewrite Will Drive a National Education Agenda The following is a nonexhaustive list of fatal problems with the bill.
    1.The Every Child Achieves Act (ECAA) is 792 pages, 122 pages (20%) longer than No Child Left Behind (NCLB) — hardly a move in the right direction.
    —————————————————————————
    One response …. From: the robo response Office of Senator Maria Cantwell

    —– Original Message —–
    From: Office of Senator Maria Cantwell
    To: phew@wavecable.com
    Sent: Friday, September 11, 2015 9:09 AM
    Subject: From the Office of Senator Cantwell

    Dear Ms. Hewett,
    Thank you for contacting me about elementary and secondary education. I appreciate hearing from you on this important issue.

    On July 16, 2015, I joined my colleagues in the Senate in passing the Every Child Achieves Act (S.1177), a bill to reauthorize the Elementary and Secondary Education Act and replace the badly broken No Child Left Behind Act. As you may know, the Elementary and Secondary Education Act (ESEA) is the federal government’s comprehensive K-12 education law. This bill now heads to a conference committee where conferees will reconcile the differences between this bill and the House-passed Student Success Act (H.R.5).

    The Every Child Achieves Act (ECAA) makes a number of important changes to some of No Child Left Behind’s most onerous provisions. ECAA repeals adequate yearly progress (AYP), giving states the responsibility of developing their own goals and test-based accountability systems. This is especially important in Washington since the U.S. Department of Education revoked our state’s waiver, resulting in Washington losing flexibility over how to use crucial federal funding. The Every Child Achieves Act ends states’ needs for waivers and restores power over low-performing schools to the states.

    This bill also includes a new grant program to encourage states to improve high-quality early education. There is clear and convincing science that early childhood education plays an important role in preparing students to succeed in kindergarten and throughout their school career. In March, I signed a letter to the Senate Committee on Health, Education, Labor, and Pensions urging significant new investments in quality early learning programs as part of a reauthorization of ESEA, and I am pleased that this bill includes a provision to expand access for early childhood education.

    The Every Child Achieves Act also includes a dedicated funding stream to support partnerships between schools, businesses, universities, and non-profit organizations to support student achievement and teacher training in Science, Technology, Engineering, and Math (STEM) subjects. I am a strong supporter of these partnerships and was a cosponsor of legislation that created this program in 2001. I am especially pleased that this reauthorization contains a provision that places an emphasis on increasing access to STEM subjects for women, minority students, low-income students, and other groups that are frequently underrepresented in STEM careers. I strongly believe STEM education is critical to keeping American students competitive in the 21st century.

    Unfortunately, there are a number of proposals that I supported on the Senate floor that did not receive enough votes for inclusion in this bill. One of these was an amendment offered by Senator Al Franken (D-MN) that I cosponsored. This provision is aimed at prohibiting discrimination against students based on sexual orientation or gender identity in public schools, and holding schools accountable for ignoring both discrimination and harassment. I have been a longtime supporter of this proposal, known as the Student Non-Discrimination Act, and am disappointed that the full Senate failed to adopt it.

    I also supported a number of amendments that would strengthen accountability in the underlying bill. While it is important that states have the power to set their own goals and design plans for improvement that fit their unique needs, there should be guardrails in place to ensure that states do not ignore chronically failing student subgroups or extremely low-performing schools. It is my hope that the need for increased accountability will be appropriately addressed in the conference committee.

    I have deep concerns about the House-passed ESEA reauthorization bill, the Student Success Act (H.R. 5). This bill contains a provision known as Title I portability that would allow federal dollars to follow students to any school district and any school. Portability would drive resources away from high-poverty districts and schools, devastating the schools where these funds are most needed. I strongly opposed proposals to adopt portability in the Every Child Achieves Act, which failed to receive enough votes for inclusion.

    I have heard from so many of my constituents about the need to improve the Elementary and Secondary Education Act to better support Washington’s students and teachers. I am heartened that the Senate passed the Every Child Achieves Act, which offers an opportunity for real progress in our nation’s K-12 schools. It is my hope that the bipartisan effort we have seen throughout the crafting and consideration of this bill thus far will continue in the conference committee.
    Thank you again for contacting me to share your thoughts on this matter. Please do not hesitate to contact me in the future if I can be of further assistance.

    Sincerely,
    Maria Cantwell
    United States Senator
    For future correspondence with my office, please visit my website at
    http://cantwell.senate.gov/contact/

    ——————————————————–
    Another response….From: the robo response Office of Senator Maria Cantwell

    —– Original Message —–
    From: Office of Senator Maria Cantwell
    To: phew@wavecable.com
    Sent: Friday, September 11, 2015 9:09 AM
    Subject: From the Office of Senator Cantwell

    Dear Ms. Hewett,
    Thank you for contacting me regarding charter schools. I appreciate hearing from you on this important issue.

    A quality public education is at the core of the American promise of opportunity and equality for all. Providing a free education to every child, regardless of ethnicity, religion, social background, or ability, is one of our government’s most important responsibilities and one that should not be taken lightly. As you know, charter schools are publicly funded, independently-managed schools that operate under nonprofit organizations. Currently, 42 states and the District of Columbia have charter schools.

    On September 4, 2015, the Washington State Supreme Court ruled 6-3 that Washington’s charter school law violates the state constitution, which states public school funds may only be used to support “common schools.” In this decision, the Court voted that charter schools are not “common schools” because they are run by appointed boards or nonprofit organizations, and therefore not subject to local control and accountability.

    This ruling strikes down Washington’s charter schools law, which passed in November 2012 when Washington voters approved Initiative 1240. This initiative created the nine-member Washington State Charter School Commission, which manages and oversees Washington’s charter school system. Since its establishment in 2013, the commission has approved nine charter schools across the state. On September 9, the commission announced it would no longer continue to operate.

    This issue is under the purview of the Washington state government, I recommend that you contact your state representative or state senator to express your views by calling the Washington State Legislative Hotline at 800-562-6000 or through the legislature’s website at http://www.leg.wa.gov. However, should this matter be considered by the United States Senate, please rest assured that I will keep your views in mind.
    Thank you again for contacting me to share your thoughts on this matter. Please do not hesitate to contact me in the future if I can be of further assistance.

    Sincerely,
    Maria Cantwell
    United States Senator

    For future correspondence with my office, please visit my website at
    http://cantwell.senate.gov/contact/
    ———————————————————————

    My bottom line comment…….
    AS PARENTS AND GRANDPARENTS
    We HAD NO CHILD LEFT BEHIND and we have NO CHILD LEFT INSIDE
    ———————————————-
    AND, NOW WE HAVE  A NEW 792 page FEDERAL ACT (LAW).
    The Every Child Achieves Act (ECAA) is 122 pages (20%) longer than No Child Left Behind (NCLB)
    AND, WE AS CONCERNED AMERICAN, PARENTS AND GRANDPARENTS, STILL HAVE NO CHILD LEFT OUTSIDE OF FEDERALLY CONTROLLED PUBLIC EDUCATION.
     — hardly a move in the right direction.
    Question is? what are we, AS CONCERNED PARENTS AND GRANDPARENTS,  going to do about it?