inBloom, BloomBoard, and the Undeniable, Corporate Reform “Need” for Student Data

On April 21, 2014, the Gates-funded data warehouse inBloom publicized that it was shutting down.

The New York Times called it a “setback for the nearly $8 billion prekindergarten through 12th-grade education technology software market.”

InBloom CEO Iwan Streichenberger calls it “a real missed opportunity for teachers and school districts seeking to improve student learning.”

I’m sorry, but making my classroom part of “the nearly $8 billion… technology software market” does little to convince me that Iwan Streichenberger can do anything substantial toward “improving student learning” in my classroom.

I wonder just how dead inBloom actually is.

One of the sponsors of inBloom is a company called BloomBoard, a company started by Jason Lange and Eric Dunn in 2o1o. The two entities complemented one another: inBloom was to collect student data; BloomBoard is to collect teacher data for “professional development” and teacher evaluation– and embedded in teacher evaluation is student data.

BloomBoard needs student data. InBloom was to provide student data.

In true corporate reformer fashion, Jason Lange is a “CEO” who is now making a go at profiting from public education dollars after establishing his professional background in mergers and acquisitions and private equity.

Co-CEO Eric Dunn hails from the highly controversial Edison Learning, the reborn version of Edison Schools. (If managing schools leads to financial failure, just rename and change the game to education software focused on “achievement management solutions.”)

“Mergers and acquisitions” and “achievement management” are not terms on my resume. Then again, my entire professional career has been inside of the classroom. Imagine that.

According to this August 2013 BloomBoard Frequently Asked Questions file, inBloom and BloomBoard are not related:

7. inBloom, which collects student data to personalize learning pathways, recently faced controversy regarding user privacy concerns. What is BloomBoard’s relationship with inBloom?

The two companies are entirely separate entities with no connection. However, BloomBoard does work with inBloom in some districts and/or states that choose to utilize the inBloom platform data architecture. The sharing of the word ‘Bloom’ in our names is purely coincidence – and we actually called it first. [Emphasis added.]

The two “companies” (technically, inBloom became a nonprofit after its birth as the Shared Learning Collaborative [SLC]) might be “entirely separate entities”; however, to say that they have “no connection” is a stretch since not only did BloomBoard sponsor inBloom; BloomBoard expected to benefit financially from its association with inBloom.

Companies with access to the [inBloom] database will also be able to identify struggling teachers and pinpoint which concepts their students are failing to master. One startup that could benefit: BloomBoard, which sells schools professional development plans customized to each teacher.

The new database “is a godsend for us,” said Jason Lange, the chief executive of BloomBoard. “It allows us to collect more data faster, quicker and cheaper.” [Emphasis added.]

The “godsend” in inBloom for Lange’s BloomBoard would have been the “quicker, cheaper” student data required to fuel his teacher professional development product.

In 2012, BloomBoard CEO Jason Lange posted this press release (no longer available except via archive) concerning its “partnership” with SLC (precursor to inBloom):

Press Release: November 14, 2012

November 15th, 2012 by Jason

BloomBoard Partners With Shared Learning Collaborative To Accelerate Interoperability And Improved Use Of Data

Palo Alto, CA (November 14, 2012) — BloomBoard is proud to announce a partnership with the Shared Learning Collaborative to accelerate the standardization of data across our nations’ schools. Stephen Coller, Director of Developer Engagement for the Shared Learning Collaborative, praised the partnership stating “The SLC and BloomBoard share a passionate belief in the power of interoperability and data standardization to reduce the burden on teachers and spark innovation on a massive scale.”

 Through this partnership, BloomBoard will be able to leverage a common data architecture for SLC states and districts, resulting in automated account creation and maintenance, single sign-on, near-immediate implementation, and improved recommendation engine algorithms in the BloomBoard professional development marketplace.

BloomBoard provides school districts and states with user-friendly tools to collect educator effectiveness data — and then recommends personalized training for each teacher based on his or her particular professional development needs. In addition, BloomBoard customizes its tools so that schools can use processes and instructional frameworks that are already in place. And in an industry where comparable tools may cost thousands of dollars per school, BloomBoard offers its platform and desired customization to schools, districts and states at no charge. [Emphasis added.]

How is it that two non-educators are able to “recommend personalized training for each teacher”?

Based on “algorithms”– mathematical formulas– “value added” advice for “improvement.”

No human judgment required. Just plug in the data, and the BloomBoard “platform” tells the human teachers what they need.

And don’t let the “free” platform fool you, for it provides a means for districts to become dependent upon the products tailored to fit the “free” platform.

Of course, “cost effectiveness” is maximized if American education relies less on human professionals and more on computerized platforms, tools, and algorithms– all ultimately dependent upon student data.

Since student-data-related profits are the name of the game, is it naive to believe that inBloom is really a done deal?

Massive student data collection is part of the 2009 National Governors Association (NGA) Symposium spectrum of reforms approved by US Secretary of Education Arne Duncan.

The federal government will continue this massive student data collection push, inBloom or no.

And do not overlook the USDOE trend toward standardization.

Standardization and consolidation are melded concepts.

On May 8, 2014, the US House of Representatives “quietly” pursued the USDOE student data collection goal:

If you blinked you might have missed it: The U.S. House of Representatives gave quick and quiet approval to a bipartisan bill that would reauthorize the Education Science Reform Act, with an eye toward making federal K-12 research more relevant and timely for those out in the field.

The legislation also calls for new or improved collection of data on areas such as high school graduation rates, school safety, discipline, and teacher preparation and evaluation. And it would add a new focus on examining the implementation of a particular policy or strategy, not just its impact.

It also makes changes to a federal program that helps states bolster their longitudinal data systems, a hot area of policy these days. It would shift the focus of grants away from just building data systems—since most already have robust systems in place—to actually using them to improve student outcomes. The measure would also beef up privacy protections for student data, a huge issue in state legislatures this year. [Emphasis added.]

“Improving student outcomes”– the nauseatingly familiar euphemism for teacher and school value as determined ultimately by student standardized test scores.

This federal “change” to “using” data systems over “building” data systems does not preclude the “need” for data warehouses as “godsends” for “faster, quicker, and cheaper” data collection.

Otherwise, there is no need for both the Gates-funded Data Quality Campaign (“implementing” and “using” data systems) and Gates-funded inBloom (unprecedented quantities of data collected).

Plus, I’m thinking that “the nearly $8 billion prekindergarten through 12th-grade education technology software market” that would “suffer” (tongue in cheek) from inBloom absence will surely continue to diligently search for its next outlet.

Why, that arrangement might already be part of the history of high-power boardroom handshakes.

Stay tuned, America.

America’s New Textbooks are Coming

In just six months, the state of Texas will adopt new social studies textbooks and educational materials for its five million students.  Approximately 50 new textbooks and 100 workbooks, CDs, and other educational materials will be put before the Texas State Board of Education (SBOE) for approval in November.  The committee’s determinations are not only essential in Texas, where the state purchases almost all educational materials for its school districts, but for the nation at large.  As a bulk purchaser of over 150 million textbooks, the Texas market is substantial enough to influence the textbook publishers themselves.  Major publishers align the content of textbooks offered nation-wide to comply with Texas’ requests in order to ensure their books have a place in this substantial market.

What happens in Texas does not stay in Texas, but impacts parents, teachers, and students around the nation.  The textbooks that the SBOE chooses in November could very easily be on the desks in middle schools and high schools around the country in 2015.  It behooves citizens across the country to pay attention to the choices Texas will make and to understand the content of the books.

So, how is Texas planning to decide which textbooks to adopt?

In January, the SBOE changed the rules for its review process to mostly exclude individuals who are not Texas teachers or professors from reviewing textbooks.  The selection process has become more opaque and the standards for review unknown to those outside the process.  The public only knows that reviewers will meet for a week in Austin over the summer and are instructed not to discuss the process with outsiders (including publishers).  According to a Star-Telegram article, we do know that the changes are specifically designed to prevent citizens from raising controversial issues at the November hearings.

The public does not know who will be chosen to review the textbooks, the degree of scrutiny the books will face, or if the review process will even examine factual accuracy, objectivity, and overall content responsibility.  Newer textbooks, especially the slew of new material now marketed under the aegis of “Common Core,” contain an alarming degree of inaccurate material and need to be scrutinized and analyzed by independent experts who are guided by honesty and objectivity.  An independent review of these educational materials is crucial for students, parents, the education system, and our civic society.

Residents of Texas and other states should be alarmed that such important decisions will be made essentially “under the radar” of the citizenry.  A group of citizens called “Truth in Texas Textbooks,” under the leadership of Lt. Col. Roy White is leading an effort to bring citizen input to the SBOE.  This group has been planning and organizing since the fall of 2013 and is committed to making citizens’ voices heard.

At Verity Educate, we are working hard to provide parents, communities, and schools with the information they need to know about the content of these new textbooks.  Our experts – independent, non-partisan scholars – review material in their specialized content areas.  Textbooks are examined line-by-line for factual inaccuracies and content objectivity.  The in-depth reports we compile note every error, explain biased material, and examine the impact of particular inaccuracies on students’ education.  We spend up to 60 hours reviewing each book, researching the facts, and compiling reports.  How can the SBOE complete a thorough review of all the textbooks in one week?

Because the state will be coming to the November hearings with reviews from its hand-picked expert panels, citizens must also arm themselves with credible, authoritative, and scholarly evidence.  Some of the textbooks up for adoption will be great – factual, objective, and honest.  However, other textbooks will be inaccurate, biased, and un-truthful.  It is important for citizens to be informed about the content of these books before their adoption by the state of Texas and before the books come home in students’ backpacks.  When parents, taxpayers, and citizens inform themselves about the content of these books they can have input with their schools boards, state boards of education, and elected representatives.

An education riddled with factual inaccuracies and biased content affects the heart of our civic society.  When factual accuracy is not accounted for, students will grow into citizens lacking the most basic historical knowledge.  When presented, over and over, with biased content and one-sided arguments students fail to develop critical thinking skills.  The effects of a poor history education are playing out as we speak.  Influential leaders bring their ignorance of key historical events like the Monroe Doctrine and the Crimean War to the attention of the world through their actions and their speech.  When history is taught incorrectly, the nation suffers.

If you are interested in learning more about the content of new textbooks and efforts to ensure accuracy and objectivity, visit www.VerityEducate.org.  Follow us on twitter @VerityEducate and Facebook for regular updates.

George Will Demolishes Arguments for Common Core in Under Two Minutes

“Conservative pundit George Will delivered a fierce attack on Common Core, characterizing the educational standards as a way for progressives to further promote their political views,” notes Katrina Trinko from The Foundry.

“This is a thin end of an enormous wedge of federal power that will be wielded for the constant progressive purpose of concentrating power in Washington so that it can impose continental solutions to problems nationwide,” Will said on Fox News’ “Special Report.” He also warned Americans that the federal standards posed a significant threat to local autonomy.

“The advocates of the Common Core say, if you like local control of your schools, you can keep it, period. If you like your local curriculum you can keep it, period, and people don’t believe them for very good reasons,” Will remarked.

[youtube]http://youtu.be/fmgadgKNz0I[/youtube]

A Valuable Research Tool: The “Way Back Machine”

In exposing corporate reformers at their game, I have found that information sometimes “conveniently” disappears from websites once such information is publicized in a less-than-complimentary blog post.

There is a way to view web pages that have been removed or otherwise altered:

The “Way Back Machine”: https://archive.org/web/web.php

The “Way Back Machine” is a search engine of “snapshots” taken of web pages over time.

All one must do is enter the non-responsive or altered url into the search engine; the result will include the number of snapshots taken in a given period. For example, I just entered my blog address into the search engine, and the result was “Saved 24 times between January 31, 2013 and March 7, 2014.”

In the result, the dates “January 31, 2013″ and “March 7, 2014″ are links that I might click on. Clicking on the “January 31, 2014″ link produces my blog as it appeared on that date. At the top of my blog page are 24 boxes in the form of a number line. Clicking on any one of these boxes shows me my blog as it appeared on that date in the past.

The “Way Back Machine” does not save every change to a web page. However, navigating the snapshots often reveals sought-after information that has been altered or removed, yielding enlightening finds for those investigating corporate reformers.

For example, after I wrote about the Gates grant process– namely, that Gates solicits grantees whom he believes will advance his mission– the Gates link, How We Make Grants, went dead.

Thanks to the “Way Back Machine,” How We Make Grants lives on:

https://web.archive.org/web/20140209091533/http://www.gatesfoundation.org/How-We-Work/General-Information/How-We-Make-Grants

Thus, the resulting “Way Back Machine” url is an active url that allows access to the “snapshot from the past” at any time.  As a result, writers can include the snapshot url in posts so that readers might view the result for themselves at will.

And here is another invaluable usage:

The Way Back Machine could be used to recover information from damaged websites to aid in website reconstruction. Information one thinks has been lost might not be lost, after all.

My thanks to Suzette Lopez and Jack Hassard for reminding me of this tool.

PA Attorney General Charges and Arrests Test Cheaters — FL AG Bondi Missing in Action

Taking a cue from former Georgia Attorney General Mike Bowers (R) and former Georgia Gov. Sonny Perdue (R), Pennsylvania Attorney General Kathleen Kane (D) charged and arrested a principal and four teachers for cheating on standardized tests at Cayuga Elementary School in Philadelphia over a four year period (2008-2012).

Kane said the educators changed student answers, provided test answers to students and improperly reviewed Pennsylvania System of School Assessment (PSSA) test questions before giving the tests. After the cheating stopped in 2012, the schools test scored dropped dramatically, Kane noted.

In 2008-09 state proficiency tests, Cayuga’s fourth graders excelled: 88.8% pass math and 83.9% pass reading. By 2012-13, the most recent numbers available, fourth graders at the school struggled with 31% passing math and 25% passing reading.

Those charged are:

  • Evelyn Cortez, 59, Dresher, Montgomery County;
  • Jennifer Hughes, 59, Jeffersonville, Montgomery County;
  • Lorraine Vicente, 41, Philadelphia;
  • Rita Wyszynski, 65,  Philadelphia; and
  • Ary Sloane, 56,  Philadelphia.

In Georgia, numerous teachers, and principals were convicted or took plea deals and are in prison. Superintendent Beverly Hall had her plea deal rejected and awaits trial in August 2014.

Unfortunately for Florida students and taxpayers, Attorney General Pam Bondy and Governor Rick Scott took a different course of action in response to test cheating: they did absolutely nothing.

Hard evidence was sent to both of these Constitutional officers and elected officials concerning various violations concerning professional development fraud, teacher certification fraud, teacher observation and evaluation fraud, and test cheating – all of which were documented in a state report issued by the Auditor General of Florida and the Miami-Dade OIG Final Report which concluded that, “Miami Norland has benefited in the form of attaining a higher school grade and may have received financial compensation or other benefit resulting from its high pass rate on the industry certification exams” (page 13).

Katherine-Fernandez Rundle, Miami-Dade State Attorney of the 11th Judicial Circuit, did not respond nor take action on these allegations, stating she can do nothing per “local control,” and that the responsibility for investigation and resolution rests with the employee of the perpetrators – Miami-Dade County Public Schools.

After appearing before investigators with the Office of the Auditor General for the State of Florida and the Miami-Dade Office of Inspector General in April and May 2012, in which sworn statements, evidence, and produced two witnesses (teachers who corroborated the test cheating) were given, to ensure that these investigations would be acted upon by the state, the findings were sent to Governor Rick Scott for action.

Governor Scott’s Inspector General emailed a written response declining assistance for lack of jurisdiction and deferred to the Miami-Dade OIG, who declined to investigate this particular matter as the Auditor General’s Office was investigating it.

On February 6, 2013, the FLDOE OIG, sent a written response claiming “lack of primary jurisdiction.” One would think they would have a secondary jurisdiction to investigate violations of state law pertaining to test cheating and any and all related frauds (money) to protect students, teachers, and taxpayers.

Worse yet, I emailed Florida’s and Miami-Dade’s chief law enforcement officers, Attorney General Pam Bondi and Miami-Dade State Attorney Katherine Fernandez-Rundle respectively, and the response was disappointing.

On March 8, 2013, Attorney General Bondi emailed the whistle-blower, Trevor Colestock, back basically citing lack of jurisdiction and passing the buck to the school district of all places and various local and federal agencies.

The Miami-Dade State Attorney did not respond whatsoever, though she did prosecute teachers and school administrators in the MOTET teacher certification scandal 8 years earlier.

These improprieties and related crimes (using computers to commit fraud, wire fraud, malfeasance, test cheating, and 20,000+ counts of record tampering and teacher certification fraud) were reported on by multiple media outlets. However, Governor Scott, Attorney General Bondi, FLDOE bureau chiefs and Miami-Dade State Attorney Katherine Fernandez-Rundle appear to have a “see no evil, hear no evil, and speak no evil” when it comes to stopping cheating and fraud in Florida’s public schools.

Though the state has inherent police and supervisory powers to enforce and regulate its laws, Florida (unlike the States of Georgia, Texas, and Pennsylvania) has been a passive spectator concerning school districts and test cheating to the detriment of Florida students, teachers, and taxpayers.

Perhaps it is time for Governor Scott and Attorney General Bondi to stop passing the buck and stand against cheating in Florida’s public schools?

The Commonizing of Common Core

Patrick O’Donnell’s Cleveland Plain Dealer articles of April 17 and 20, regarding Common Core, stated that our educators were surprised that Common Core tests were tough. Why did these people in positions of trust accept the new curriculum before evaluating the complete package and its potential damage? The payoffs far outweighed all other considerations, including the children’s maturity levels and welfare.

Despite the Constitution’s Tenth Amendment that prohibits a federally controlled education system, President Obama’s American Recovery and Reinvestment Act (stimulus package) bribed cash-strapped states with $4.35 Billion, Bill Gates Foundation added $200 million more, and states (Ohio: $10 million) will be heavily taxed to cover operational costs of this program that spells disaster.

Gates and “research company,” Achieve, Inc., selected non-academic people to design the standards, excluding educators, parents, and professionals in the disciplines. A 24-member team headed by David Coleman, who also lacks experience with English instruction, signed a non-disclosure agreement, keeping parents and school boards entirely in the dark. And the standards, although accepted, violated three federal laws – Elementary and Secondary Education Act (1965), General Education Provisions Act, and Department of Education Organization Act.

Common Core mandates prohibit teachers from lecturing for more than 15 minutes per day per subject! This “Type #2” agenda is student-centered learning, where the teacher is reduced to facilitator, unable to provide history, purpose, and background for comprehension. How does one grasp a Constitutional Amendment without its foundation and purpose – or find the essence of a speech without the events that inspired it? America’s founding, exceptionalism and achievements are de-emphasized; Islam is whitewashed and accentuated in great detail.

The program is designed to close the education gap by reducing expectations, and emphasizing skills over literary or cultural knowledge. Their perception of college readiness is not academic preparation but abundant test taking that take time from learning, creativity, and encouraging imagination. Great literature and fiction are sacrificed for new sexualized novels that emphasize social activism. Fifty percent of the reading material comprises informational texts and instructional manuals that discourage reading.

Note the test material given for Test I, Grade 3, deals with trickery, disappointment, feelings, social engineering – not resourcefulness, achievement, success. Test 3, Grade 11, deals with aloneness, divisiveness, social issues, and the errors in word usage and punctuation confirm the carelessness that also permeates the history books. Imagine being tested about the Declaration of Independence and speech by Patrick Henry before disambiguating, studying and analyzing them. A brief video would be valueless.

English and Math courses contain social concerns. Students are being taught what to think – that America is a nation of bigots, poverty-creating capitalists, intolerant war-mongering imperialists, anti-immigrants; and segregating, discriminating, disenfranchising racists; and that they should want big government that relies on redistribution of wealth, globalization, etc. Key concepts of America are negative or openly hostile.

The math places students more than two years behind their international peers by eighth grade. High school students will have to pass college exams on faulty information. Reform math is fracturing our society – teachers cannot help the parents who cannot help the children with homework, leading to frustration and anger, and the children are losing interest in school. Our Education Establishment is alienating them from learning.

Highly degreed and qualified professionals, Dr. Sandra Stotsky (developed one of the country’s strongest sets of academic standards for K-12 students and the strongest academic standards and licensure tests for prospective teachers), Stanford University professor Dr. James Milgram and New York University professor Jonathan Goodman refused to sign off on Common Core, citing the damage to education posed by its methods.

Microsoft and Achieve’s State Longitudinal Database System, will capture, analyze, and use students’ personal and confidential data from preschool through employment. Through “functional magnetic resonance imaging,” “skin-sensitive equipment” and “cameras that judge facial expressions and posture, data about student frustration, motivation, confidence, boredom and fatigue, plus private family statistics” will be available for workforce development in this German model system.

Pearson publishers are responsible for the textbooks and tests, apps, international media, business information, and more, although their books are shoddily assembled and written. Most notable are the history textbooks that present history out of time context, a smokescreen for what has intentionally been excluded. Our high school students are being brainwashed so that they will be intellectually incapable of dealing with the subversive threat to our country coming from the Muslim Brotherhood and its supporters in the American Islamic community.

Today’s students will be tomorrow’s teachers and leaders, obedient to the state, robbed of their freedom to thrive. Common Core is destructive and it is up to the parents to recapture our educational system from the grip of the current administration.

US Department of Education’s War On School Choice in Florida

The Office of the Inspector General for the United States Department of Education, by their actions, seems to have a double standard for wrongdoing and impropriety concerning charter schools and public schools in Miami-Dade County, Florida.

Last month, The Miami Herald reported that South Miami-based Academica Corp., Florida’s largest charter school management company, is being investigated by the USDOE for “potential conflicts of interests in its business practices.”

Charter school critics said the Inspector General’s findings were a reason to push back on HB 7083, the bill that could weaken the power of school districts over new charter schools. HB 7083 died in the House K-12 Education Committee.

Critics of charter schools and school choice were quick to pounce on the USDOE audit that spotted “potential,” but not proven and definite, improprieties akin to those committed by the school district in terms of bogus teacher evaluation training, teacher certification fraud, and test cheating at Miami Norland Senior High School.

Raquel_Regalado-2012

Miami-Dade School Board member Raquel Regalado

“Obviously, there are some serious questions about the way the system works in Florida. The prudent thing for the Legislature to do would be to wait for the federal government to finish its work [on the audit] and then consider changes to the charter school law,” said Miami-Dade School Board member Raquel Regalado.

Jeff Wright, of the Florida Education Association, concurred: “If an audit like this is going on, the Legislature should not give charter schools more opportunities to game the system.”

But Rep. Manny Diaz, the Hialeah Republican sponsoring the bill, who left his job with the M-DCPS last year to become dean of a private college managed by Academica, said his proposal would not open the door to questionable business practices.

“This is not about opening up the Wild Wild West. We want there to be controls [over charter schools]. We just want to make sure the controls are uniform and transparent,” said Diaz.

It is interesting how Ms. Regalado and Mr. Wright come out on an unsubstantiated issue concerning charter schools, but where do they stand on substantiated wrongdoing by Miami-Dade County Public Schools on bogus teacher evaluation training, teacher certification fraud, and test cheating at Miami Norland Senior High School, and why have they not been vocal on those issues?

Furthermore, and more disturbing, the whistle-blower, Mr. Trevor Colestock, reported these issues to the USDOE OIG and they have done nothing to address them. Neither the USDOE or state officials have held anyone from Miami Norland Senior or M-DCPS to account.

Is it because charter schools and proponents of school choice espouse innovative teaching and offer students freedom from the Common Core and other federal government mandates and M-DCPS Superintendent Alberto Carvalho embraces Common Core, Race To the Top, and other federal initiatives?

Miami-Dade: Student, Not Teachers, Feels Heavy Hand of Justice

In Miami-Dade County Public Schools (M-DCPS), there exists a double standard by the school system and its police department when dispensing justice between students and teachers.

For evidence of this, examine the circumstances between a student, Jose Bautista, an 18 year old senior at Dr. Michael Krop Senior High School, and Mr. Emmanuel Fleurantin and Mrs. Brenda Muchnick, two teachers at Miami Norland Senior High School. Each did something terribly wrong, each was treated very differently.

The question: Has justice been served?

According to a local news report, Mr. Bautista, was arrested and charged with eight felonies counts for allegedly obtaining the principal’s network password and offering to change grades for four students for an unknown sum of money. He was on track to graduate with his class at the end of May. On Friday, May 2nd, a judge set Bautista’s bond at $20,000 and ordered him to be placed under house arrest with a GPS monitor. He has since been released from jail.

Miami-Dade County Public Schools released a statement saying, “The school district takes incidents like this very seriously.  In addition to the arrest and ongoing criminal investigation, the Code of Student Conduct provides for corrective strategies up to and including recommendation for expulsion.”

It is unclear if Bautista will be allowed to graduate.

During the 2011-2012 school year, Mr. Fleurantin and Mrs. Muchnick gave the answers to standardized tests, industry certification exams, to a large number of students. Seventeen students confessed to this, some saying whole classes received the answers.

The Miami-Dade OIG Final Report concluded that, “Miami Norland has benefited in the form of attaining a higher school grade and may have received financial compensation or other benefit resulting from its high pass rate on the industry certification exams” (page 13).

With the assistance of cheating, undertaken by Mr. Emmanuel Fleurantin and Mrs. Brenda Muchnick, Miami Norland’s school grade went from a “C” for the 2010-11 school year to an “A” for the 2011-12 school year.

As a result, total federal funds (SIG, RTTT) given out due to a grade influenced by cheating was $100,560; the total state funds per FSRP was between $130,000- $140,000; the total overall combined federal and state incentive funds were $230,560- $240,560.

Each teacher at Miami Norland Senior High School received $1730.41 from all three payouts.

On October 16, 2013, the Miami-Dade School Board voted to terminate Mr. Emmanuel Fleurantin for his role in what has become known as Adobegate.

On November 19, 2013, the Miami-Dade School Board voted to suspend Mrs. Brenda Muchnick for 30 working days without pay for her role in Adobegate.

Mr. Fleurantin is still awaiting the results from his Department of Administrative Hearings case, and Mrs. Muchnick served her inconsequential 30 day suspension without pay and has been back to work at Norland Since January 8, 2014, whereas the whistle-blower, Trevor Colestock, was illegally removed from Norland and has yet to be returned.

Mr. Fleurantin and Mrs. Muchnick were both investigated by M-DCPS and Schools Police, but unlike the student Jose Bautista, both were not charged, handcuffed, or appeared before a judge.

How does Bautista, a student who did something juvenile yet serious, gets charged, cuffed, goes before a judge, has a $20,000 bond, confined to home with a GPS monitor, local media scrutiny, and now has a felony record for the rest of his days, but yet two teachers who should have known better were never charged, cuffed, appeared in court despite unduly influencing the school grade and caused, or attempted to cause, an erroneous $250,000 payout of state and federal incentive funds?

Fleurantin and Muchnick engaged in far more serious crimes than Bautista: multiple potential counts of using a computer to commit and perpetrate a fraud, wire fraud, defrauding (or attempting to defraud) an out of state corporation (Certiport, the test vendor), and defrauding (or attempting to defraud) the State of Florida and the federal government and the taxpayers thereof.

Perhaps Fleurantin and Muchnick got off easy because they were doing what they were told and/or their actions benefited the school district and school/district administrators across the board in terms of recognition, promotion, and pay, and Bautista gets the heavy hand of justice because his actions only benefited himself and not M-DCPS whatsoever.

RELATED STORY: Teacher caught on video manhandling kindergartner will make your blood boil

EDITORS NOTE: The featured photo is courtesy of the Miami-Dade Sheriff’s office.

Parental Advisory Councils and Common Core: Who’s Advising Whom?

In my previous article on the “new Common Core democracy” I reported on my experiences at various public hearings where Georgia citizens were allowed to speak for one to three minutes. This included the November 2013 Georgia state school board meeting where their parent engagement program manager, Michelle Tarbutton Sandrock, , elaborated at length about the presumed benefits of January’s Georgia Family Engagement conference.

But what a bureaucrat means by parental engagement is quite different from real parental engagement. The latter involves a critical look at the official education policies Washington hands down to the state, then to school districts, and paid for with tax dollars. Parents who review curriculum and standards critically, who are really engaged and want more say over their children’s education, are politely ignored—or escorted away by police, as with Tracey and Mary Finney in Marietta, Georgia, who opted their children out of state tests.

Education bureaucrats use “parental engagement” efforts, funded by federal Title I appropriations, to promote their own policies, including Common Core. Chamber of Commerce-affiliated non-profits then join in to promote Common Core, which benefits their own membership.

The February 10 minutes for the first Superintendent’s Parent Advisory Council, Title I Parent Meeting, held after the January Georgia family engagement conference show Sandrock announcing “the need to locate a parent to participate in a panel for the Georgia Partnership for Excellence in Education Policy Fellowship Program in March.” GPEE is the same Chamber of Commerce-affiliated nonprofit that sent Dana Rickman to give a one-sided, confusing presentation of Common Core at the engagement conference.

The parent ultimately chosen for the March 19 colloquium was Capucine Pansy, 2013 Georgia Parent Leadership Award winner and State School Superintendent Parent Advisory Council (PAC) member.

State Chooses Parent ‘Advisors’
The Board of Education controls which parents serve on PACs. According to Matt Cardoza, spokesman for the Georgia Department of Education, each school district nominates one candidate. A committee of Georgia Department of Education representatives then chooses committee members based on applicants’ response to questions.

The PAC meetings provide cover for a top-down process, while offering a charade of “accountability.” The meeting minutes indicate that State Superintendent John Barge “began the meeting by asking a PAC member to comment on their account of a state legislature meeting. Dr. Barge stressed the importance of parents and constituents being involved and holding legislators accountable.”

This statement is laughable, especially considering the vehemence with which Barge has denounced Common Core opposition at public forums and the fact that he serves on the GPEE board, alongside Henry Huckaby, chair of the Board of Regents, and Bobby Cagle, commissioner of the Georgia Department of Early Care and Learning. State Rep. Amy Carter (R-Valdosta), who hostilely questioned Sen. William Ligon (R-Brunswick), sponsor of Common Core withdrawal legislation, is listed on the website as “a long-time friend.” State Sen. Fran Millar (R-Dunwoody), a Common Core proponent, was a speaker at one of the GPEE parent colloquiums. The names affiliated with this organization make up many of those who testified against Ligon’s bill, including GPEE President Stephen Dolinger, former Fulton County (Atlanta) School Superintendent, and former Fairfax, Virginia, school superintendent, who earned a salary of $250,000 and $7,500 in bonuses in 2011. GPEE’s “media symposium” was held at Georgia Public Broadcasting, which is largely taxpayer supported.

The question-and-answer session at the February PAC meeting provided an opportunity for Barge negatively spin Ligon’s bill, as his response to the first question, “Is there a way to politicize education in Georgia?” reveals: “. . . . It is going to get worse if this passes the way that it’s written. It does not remove Georgia from the common core standards.” The legislation is Ligon’s bill (SB 167). According to Cardoza, “[Barge] meant that the politicizing of education would get worse if SB 167 passed as written.”

The Mantra: ‘Local Control’
In spite of obvious contradictions between national standards, sold as providing “consistency” for students who move between states, and the idea of “local control,” at the meeting Barge claimed repeatedly that Georgia is a local control state. He said, “The constitution in Georgia puts education in control of the local education agency. . . .”

Barge responded to another question: “Georgia has always been a local control state. Legislators have always had their ears to their constituents. A lot of it is driven by outside parties.”

Apparently, Barge was telling these parents that anti-Common Core legislation was coming from “outside parties.” Clearly, by the questions posed, these parents are not very knowledgeable. The next question was, “Are we in the minority of being locally controlled?”

Barge’s response: “I don’t know if we are in the minority. An elected superintendent is the people’s voice but they have no authority when it comes to the budget. It’s always a challenge.”

Well, yes, he is the voice of these carefully selected people.

Standard Sales Pitch
After these confusing questions, Barge asked if members had “gotten feedback about Common Core.” A few had. Barge stated, “I don’t think the Common Core is bad.” He made the oft-repeated and false claim that the states “voluntarily adopted the Common Core and they can change them whenever they want.” He said there was “misinformation” that applying for the Race to the Top stimulus funds required adoption of Common Core: “Our standards were already college and career ready. [Race to the Top and Common Core] are very closely aligned.’”

As was the case at the conference, the meeting minutes indicate Barge provided confusing explanations: “He stated that people often confuse standards, curriculum, and instructional resources. The curriculum is how you teach those standards, the resources is how you implement the standards. The state department designs the curriculum.”

This “explanation” echoes the confusing one parents heard at the Family Engagement Conference by GPEE’s Rickman and at forums across the state.

The Real Beneficiaries of “Parental Engagement”
The last agenda item was Sandrock’s debriefing on the Family Engagement Conference. According to the minutes, parents thought the best things included the food, door prize incentives to visit all of the exhibitors, the venue, and Stephen Constantino’s keynote speech. My impression was that parent volunteers had a good time at the three-day, expense-paid event.

But those in the loop, who earn speaking fees in addition to handsome salaries, benefit more. Constantino, like the current president of GPEE, hails from Virginia; he is superintendant of Williamsburg-James City School District. His $5,000 speaking fee was paid by one of the conference’s sponsors, Successful Innovations, Inc., a company based in Lynchburg, Virginia, and founded by two former principals and a literacy coach. Successful Innovations names as “proud partners” the National Head Start Association and the Virginia Association of School Superintendents.

Sandrock told me that no tax dollars were spent on the conference. Maybe not directly, but sponsors stand to profit by selling products that Title I tax dollars buy. Successful Innovations’ products include something that looks like a day-timer for $90, a guide called “Preparing Your Child for College” for $79.99, and a DVD called “Helping Your Child with Homework” also for $79.99. The company provides full-day professional development training sessions for $4,000 to $5,000.

Successful Innovations then sponsored the Mid-Atlantic Family Engagement Conference, March 13-14, in Lynchburg, Virginia, and now sells the DVD for $75. The National Family and Community Engagement conference, held in April, featured many from the same roster of big government activist types that were involved in the Georgia conference.

It turns out that parent engagement offers a way to monetize one’s experience as a teacher, principal, or superintendent, and to sway “parent volunteers.” When other parents object to their school’s policies they face this entrenched network of government agencies, non-profits, and well-connected vendors and administrators.

These bureaucrats, however, need to hear from real “parental advisory councils”—parents and citizens organized to vote out school superintendents and other bureaucrats who keep our money flowing to their pet projects.

Image by USDOE.

Florida Common Core Protest Results in Face to Face with Governor Scott

For over a year I’ve been trying to get an opportunity to talk with the Governor about Common Core concerns to no avail.  We have been diverted to staff and flatly refused an audience after dozens of requests, letters and calls.  My curiosity has been growing for some time why such a good family man would possibly embrace what we know are the many dangers to our children and our society as a whole in Nationalizing Education under Common Core.

Being a logical and intelligent business leader, how could he swallow the line presented by those who stand to gain power and money from Common Core without logical proof of results?  In fact, we have mountains of evidence of the damages that children are now experiencing in the classroom. How could he violate the Constitution of the United States as well as Florida’s Constitution by implementing FED ED and removing parental control?

At our protest against Common Core at his fundraiser in Fort Myers yesterday, he graciously got out of his car and came over to talk with our orderly crowd of about 40 people waving Stop Common Core signs.  He looked certain that if we only knew what steps he had taken, we would realize there is no more danger.  Here is the exchange:

[youtube]http://youtu.be/SSKX9Meo7fo[/youtube]

Here is the summary of the point, counterpoint. I have added some comments to his points we were unable to make then.

He started by repeating numerous statistics showing how great Florida’s children are doing on tests.  He didn’t say which year these statistics reflect, but it must be 2-3 years ago.

We retorted, “Those figures are from past years, before Common Core was implemented.”  If we were doing so well, why is there a need give up parental control, local control and state control over education and pay Billions of dollars implementing a new program copyrighted by unaccountable Washington Bureaucrats?

He repeated more figures about minorities doing so well in Florida’s results.  We now say that Common Core’s effects will be impacting minorities the worst, as parents won’t be as available to guide them and tutor them through the hurdles.  One in our audience was autistic and talked earlier about the heavy impact on special needs students who cannot work within a “one size fits all” education formula.

Governor Scott changed the topic again, saying how he had held town hall meetings all over the state.  Not so fast, Governor…the group responded that there were only three meetings held in the entire state after a great deal of public pressure, and the cries to stop Common Core were ignored.  Experts were brought in from all over the country and met with Commissioner Stewart who also ignored their grave concerns about Florida’s adoption of Common Core’s standards which are lower than previous Florida standards and deeply flawed.  Less than 1% change was made to the standards and then they changed the name and claimed the standards are our own.

Governor Scott then started talking about the bills passed this legislative session that would prevent data mining and sharing of data.  This is another subterfuge which does not pass the smell test.  The Federal Law, FERPA,  which used to protect privacy, has been changed by the Obama administration to allow sharing of data without parental permission with a much wider group, including the education materials providers such as Microsoft and Pearson PLC, as well as data collection and testing companies.

This is an excerpt from the enrolled language of SB188:

(2) RIGHTS OF STUDENTS AND PARENTS.—The rights of students and their parents with respect to education records created, maintained, or used by public educational institutions and agencies shall be protected in accordance with the FamilyEducational Rights and Privacy Act (FERPA), 20 U.S.C. s. 1232g,  the implementing regulations issued pursuant thereto, and this  section. In order to maintain the eligibility of public educational institutions and agencies to receive federal funds and participate in federal programs, the State Board of Education shall comply with the FERPA after the board has evaluated and determined that the FERPA is consistent with the following principles…

KEY POINT: The section does not provide how and when the “board” evaluates and determines FERPA is consistent with the principles outlined, and how they would possibly object to the data sharing required under the law.  In fact, FERPA has been watered down by the Obama administration and is not consistent with those principles so this bill is not functional on its face.

Here is a statement in the Ed Code defining privacy rights and providing that Federal FERPA law trumps Florida Law.  This means data will be sent to the Federal Government where FERPA laws apply and data WILL be distributed as planned and without parental consent in order to keep federal money flowing.

Title XLVIII
K-20 EDUCATION CODE

Chapter 1002 
STUDENT AND PARENTAL RIGHTS AND EDUCATIONAL CHOICES

View Entire Chapter

1002.221 K-12 education records.—(1) Education records, as defined in the Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. s. 1232g, and the federal regulations issued pursuant thereto, are confidential and exempt from s. 119.07(1) and s. 24(a), Art. I of the State Constitution.(2)(a) An agency, as defined in s. 1002.22(1)(a), or a public school, center, institution, or other entity that is part of Florida’s education system under s. 1000.04(1), (3), or (4), may not release a student’s education records without the written consent of the student or parent to any individual, agency, or organization, except in accordance with and as permitted by the FERPA. Education records released by an agency, as defined in s. 1002.22(1)(a), or by a public school, center, institution, or other entity that is part of Florida’s education system under s. 1000.04

Then the Governor brought up how he restored local control over textbook adoption with SB 864, which is subterfuge once again.  All textbooks and materials must be Common Core aligned and schools, teachers and students will be tested only on Common Core Standards.  With high stakes testing, there is no choice.   We can only choose which Common Core aligned education providers will poison our children’s brains the least.

These carefully planned “end around” bills do nothing to eliminate Common Core, and serve only to obfuscate this governor’s shameful effort to sell our children down the river for his political ally, Jeb Bush.  Meanwhile, HB 25 by Debby Mayfield, which actually would have stopped Common Core, died without a single committee hearing.

It seems either that Governor Scott has not read or understood the entire argument about Common Core,  and is so insulated by his bubble in the Capitol  that he actually believes his talking points, or he is complicit in a large scheme to obfuscate the realities of Common Core and sell our children down the river for political gain.  Perhaps it’s a little of both.

No matter which is true, the opposition to Common Core is growing and will continue to raise their voices to oppose Common Core and those who are force feeding this poison to our children.  There is a political consequence for their actions as was seen in the recent race for Congressional District 19 in Southwest Florida where the political outsider, Curt Clawson, handily won over the well -funded State Senate Majority Leader, Lizbeth Benaquisto, by 12 points.  She had sponsored the bill implementing Common Core in 2013 and the voters did not forget.  It is not just an issue to us.  It’s our children and our future.

RELATED STORY: Dad Arrested for Protesting Soft Core Porn in Common Core Curriculum

The New A.P. U.S. History Exam: Providing Opportunities for Indoctrination

College Board dictates for the new Advanced Placement U.S. History exam have already garnered criticism. Jane Robbins and Larry Krieger charged that the new course of study “inculcates a consistently negative view of the nation’s past.” Units on colonial America stress “the development of a ‘rigid racial hierarchy’ and a ‘strong belief in British racial and cultural superiority.’” At the same time, the new Framework “ignores the United States’ founding principles and their influence in inspiring the spread of democracy and galvanizing the movement to abolish slavery.”

Advanced Placement (AP) teachers, of course, will need retraining for this; accordingly, Summer Institutes are being held across the country. I got a look at how teachers are pitched the new program at a session titled “Boundaries of Freedom: Teaching the Construction of Race and Slavery in the AP U.S. History Course” at the annual meeting of the Organization of American Historians (OAH), “the largest professional society dedicated to the teaching and study of American history,” in Atlanta this month. Identity politics and the assumption that conservatism is evil and backwards infused the conference. The AP session fit right into this year’s theme, “Crossing Borders,” highlighting the evils of the United States, in its past with slavery and segregation, and in its present in regards to “immigrants” (illegal aliens).

One of the AP panelists, Lawrence Charap, of the College Board, said that although there was no direct “coordination,” Common Core’s approach is being implemented in the AP and SAT exams by his boss, David Coleman, Common Core’s  architect and the new president of the College Board, which produces the AP and SAT exams. The new approach includes using the scholarly papers that one would find at this conference.

No More Facts, Ma’am
He told  high school teachers the new exams eliminate unnecessary memorization of facts and replace them with “historical thinking skills.” As examples of such irrelevant “facts,” Charap referred to Millard Fillmore and the Lend-Lease program.

The revisions to the exam began in 2006, at the request of college professors who said AP history tried to jam a college survey course, “a mile wide and an inch deep,” into a high school class, according to Charap. So the course has been redesigned to focus on skills, where students go in-depth and ask questions in an engaging way—traits AP shares with Common Core and the SAT. Accordingly, multiple-choice questions count for less of the score and have been reduced from 80 to 55, which Charap would like to reduce even further.

So what will replace facts about the thirteenth president or a controversial wartime program? Students will be tested for “skills,” in relating secondary (scholarly) sources back to the primary (historical) sources.

Dramatic Re-enactments
Such an exercise may sound good. But as I found out, it is a means by which teachers can impose their ideological views on students who do not yet have a foundation in history. The exercises showed that historically significant facts would be replaced with emotional exercises focused disproportionately on negative parts of American history. Two members of the AP development committee, UC-Irvine professor Jessica Millward and high school teacher James Sabathne, demonstrated how.

Millward said she brings her research on female slaves and their children in the Chesapeake Bay area of Maryland into the classroom. She claimed her students use “critical thinking skills” and focus on concepts, like “freedom” and “bondage.” Millward also recognizes students don’t do the assigned reading, so she breaks them into groups and has them read assignments on the spot. The exercises include a visual timeline and scenarios in which students imagine a way to “resist and rebel” against, for example, the whipping of a six-month pregnant slave face down, her belly in a hole (to protect the future “property”). Millward then play-acts the slave owner. She praised the new “interactive exam” for allowing the freedom to recreate such experiences. She offered a list of online resources, such as the University of North Carolina’s Documenting the American South, the African American Mosaic, and Depression-era Works Progress Administration interviews at the Library of Congress, as well as secondary sources, including her article, “‘That All Her Increase Shall Be Free’: Enslaved Women’s Bodies and the 1809 Maryland Law of Manumission” in Women’s History Review. No one can deny her contention that slavery involves “heartbreak,” but she seems intent on exploiting it.

After one teacher in the audience noted that the U.S.’s share of slave trade was only 5 percent, the panelists suggested that that fact and the one that some blacks owned slaves should be downplayed to students. Clearly, the aim is to give high school students a limited, emotional perspective of white-on-black racism, instead of the larger historical one.

Racist White People
The next panelist, James Sabanthe, who teaches at Hononegah High School in Rockton, Illinois, heralded the new focus on “historical interpretations.” It became apparent from his, Millward’s and other teachers’ comments that although high school students are treated as adults who “think like historians,” they do not do the reading that real historians do. Because students do not read all 20 to 30 pages of a typical scholarly article, Sabanthe distributes excerpts among groups of students. As an example of an exercise, students would be asked to use their “historical thinking skills” to demonstrate change while comparing revolutions in France, Russia, and China, a conversation launched by asking students about prior knowledge of labor systems, Indians, servants, and racism.

For the unit on slavery, Sabanthe provided hand-outs, with sample readings. Half of his groups would tackle excerpts from Edmund S. Morgan’s “Slavery and Freedom: The American Paradox,” in The Journal of American History (June 1972), and Kathleen M. Brown’s Good Wives, Nasty Wenches, & Anxious Patriarchs: Gender, Race, and Power in Colonial Virginia (1996). The other half would read excerpts from Many Thousands Gone: The First Two Centuries of Slavery in North America (1998) by Ira Berlin, former president of OAHand How Race Survived US History: From Settlement and Slavery to the Obama Phenomenon (2008) by David Roediger, who writes from a Marxist perspective. These groups would make “t charts” and Venn diagrams, and discuss similarities and differences between the excerpts.

But upon reading Sabanthe’s hand-out, it became clear the excerpts do not stand alone. Sometime surnames pop up, with prior references obviously in an omitted section. His assignment, to annotate the primary document, “’Decisions of the General Court’ regarding William Pierce’s Plantation, Virginia, 1640,” and relate it to Brown’s feminist tract, is bewildering. Students would need considerable direction. Instead of the full narrative of a textbook, history book, or full article that they could digest for themselves, students turn to their teacher for direction. Of course, this leaves wide open opportunities.

Trauma—From Whom?
This activity, according to the hand-out, fulfilled AP U.S. History Curriculum Framework, 2014, “Key Concepts,” pages 35-39, which focused on the especially racist qualities of the British system, for example: “Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples . . . , English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy” and “Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies. . . ”

With all the attention on abuses of slavery, it’s no wonder that one of the teachers, who teaches in an Orthodox Jewish school, wondered how she should handle the only black student in her class. In response, Millward acknowledged that these topics bring up anger and white guilt. “I believe in educational affirmative action,” she said and suggested removing the black student from the class discussion to avoid “trauma.”

Quite obviously, the “trauma” is a problem of the teachers’ own making—now to be reinforced by the College Board.

The new AP exams, like Common Core, presumably are inspired by what “engages” students. From what I heard at this and other panels, the revisions come from what engages, and profits, teachers developing the exams.

Although Sabathne said he is getting away from textbooks, he also said he has been working with Charap and publishers on new AP-aligned history books and guides. Sabathne encouraged teachers to sign up for his upcoming week-long AP session in St. Petersburg. The huge publisher Bedford-St. Martins has been working with the College Board on new books and was a “platinum” (highest level) sponsor of the conference. Norton Publishing (silver sponsor) is also coming out with new books. Charap optimistically said that in three years there should be a good bank of materials to prepare students for the new AP exam.

No doubt there will be, at the expense of taxpayers who subsidize the indoctrination.

LA public school district, superintendent Mohammed Z. Islam, assigns students to debate veracity of Holocaust

The assignment asked students to write about whether the Holocaust was “merely a political scheme created to influence public emotion and gain.” Has any reporter had the guts to inquire as to whose idea this was? Was Superintendent Islam aware of the assignment before it aroused controversy?

And now police are saying that Islam received death threats because of the assignment, even though we’re also told in this article that no parents complained about it. Have police actually seen the threats received? Are they sure that the threats themselves weren’t fabricated to deflect unwelcome attention and claim victim status, as we have seen in so many cases?

In any case, they posted guards outside school district headquarters: threats or claimed threats to Muslims always get action, while death threats against counter-jihadists (I just got another yesterday) get scant law enforcement attention. They’re just business as usual.

“School District Officials Reportedly Threatened Over Holocaust Assignment,” CBS Los Angeles, May 5, 2014 (thanks to all who sent this in):

RIALTO (CBSLA.com) — School district officials in Rialto have received death threats in connection to a class assignment instructing students to debate the veracity of the Holocaust, according to reports Monday.

Rialto Unified School District officials first responded last week to reports of the assignment, which asked students to compose a written debate over whether the Holocaust was “merely a political scheme created to influence public emotion and gain.”

The controversial question in the assignment read: “…write an argumentative essay, based upon cited textual evidence, in which you explain whether or not you believe this was an actual event in history or merely a political scheme created to influence public emotion and gain wealth…”

The district initially defended the eighth-grade assignment – which was one part of an 18-piece essay – as an exercise to help students “evaluate the quality of evidence made by advocates or opponents of an issue.”

Rialto Police Captain Randy De Anda told KCAL 9′s Tom Wait the school district’s interim superintendent, Mohammed Z. Islam, received death threats in connection with the assignment. A district spokesperson was also threatened, De Anda said.

Officers were seen Monday standing guard outside district headquarters in response to the reported threats.

“We do not know who the suspect is at this time,” De Anda said. “However we do have some leads to follow up on.”

District officials – who say they have not received any complaints from parents about the project – are now revising the assignment, admitting it was a mistake, Wait reported.

“We are striking the sentence that claims, ‘Did the Holocaust occur?’ Absolutely the Holocaust occurred,” Rialto District spokesperson Syeda Jafri. “It was an error and we have to correct it,” Jafri added.

Jafri also said that the Education Services department was behind the assignment, and will be required to undergo sensitivity training….

RELATED STORIES:

US Muslim prof says Boko Haram violates Qur’an — but omits sex-slavery verses
“They started shouting ‘Allahu akbar,’ and we knew”: Nigerian Islamic jihadists kidnap eight more girls, between ages of 12 and 15

Florida: Protest against Broward School Teacher for Religious Persecution

unnamed (1) - EditedIn an email Danita Kilcullen states, “I received a phone call from Jack at 1:15 p.m. saying to get dressed and get down to the court house by 2:00 for a press conference with this family.  I alerted a few people in my neighborhood, grabbed my TEA Party FL t-shirt and cap, USMC flag, and two U.S. flags and headed down.  Maryann met me there.  Surprisingly, there were 6 or 7 TV affiliates from the Press.  Funny, this has gone nation-wide, but not a word from the Sun Sentinel.

“When I left the conference my mind was racing:  This teacher should be fired, she should be required to take ‘sensitivity’ therapy and training, and should  be ordered to attend a class on the Constitution of the United States.  The attorney for Giovanni and his family stated over-and-over that she had clearly violated the U.S.Constitution.  Maryann and I were able to briefly speak with the attorney and the Rubeo family,” wrote Kilcullen.

This protest is being organized against a Broward County Florida school teacher who humiliated a 12-year-old boy in front of an entire class after she caught him reading the Bible during free reading time.

swornia-d-thomas_s640x640

Swornia D. Thomas. Photo courtesy of Washington Times.

The teacher Swornia D. Thomas, at Park Lakes Elementary School in Fort Lauderdale, ordered Giovanni Rubeo to pick up the telephone on her desk and call his parents. As the other students watched, the teacher left a terse message on the family’s answering machine.

“I noticed that he has a book – a religious book – in the classroom,” she said on the recording. “He’s not permitted to read those books in my classroom.”

The Liberty Institute, a legal firm that specializes in religious liberty issues, is now representing the Rubeo family. They are demanding that Giovanni be allowed to read his Bible during free reading time. They also want the school to issue a written apology to the boy.

Read the full story at FoxNews.com.

RELATED STORIES: 

What happens when Dad protests sexual smut assigned to his 9th grader will floor you
Teacher caught on video manhandling kindergartner will make your blood boil

EDITORS NOTE: The featured image is courtesy of Liberal Logic 101.

Study: Why Catholic schools have “switched” to charter schools

Sector-Switchers

For a free copy of the Sector Switchers study click on the image.

For decades, Catholic schools, particularly inner-city Catholic schools, have seen declines in enrollment and an increasing need for subsidies from their dioceses. Many dioceses, however, have been unable to shoulder that burden, forcing schools to close. In response to difficult financial circumstances, the archdioceses of Indianapolis, Miami, and Washington, D.C., put a new twist on the typical story, “closing” a set of their inner-city schools, but allowing them to reopen as independently managed public charter schools.

That phenomenon raises interesting questions about the future of urban Catholic schooling. In this paper, we examine, both qualitatively and quantitatively, the effect of this conversion on the schools and communities involved.

By tracking enrollment information from before and after the conversion for both schools that switched as well as schools with similar demographics, we are able to conclude:

  1. Switching from private to charter significantly increased enrollment in affected schools.
  2. Switching from private to charter meaningfully increased the percentage of minority students in the schools.

Through interviews with key personnel in those school systems, we discovered several interesting implications from the decision to convert schools.

The question of what to do with struggling inner-city Catholic schools is still an open one. Evidence in the academic literature, confirmed by the lived experiences of the school leaders we interviewed, makes a strong case that private school choice programs can stem the tide of private school closures. But, as more communities consider school choice (both public and private) as a policy to give more options to low-income families, it is important to emphasize that how those programs are structured affects the schools that will be able to participate—and ultimately the set of choices available to families.

Florida’s In-State Tuition for Illegal Aliens Violates Federal Law

While I am a strong believer in states rights under the 10th Amendment, I also believe that states should follow existing federal laws. Following and enforcing immigration laws, for example, has been the rallying cry for Republicans and some Democrats. If Florida is harmed by  an immigration law then Governor Scott should work with the state congressional delegation to alter or abolish the law. The Florida legislature should not pass and Governor Scott sign a law that violates federal immigration law.

Case in point is the Florida legislature passing HB 851 giving illegal aliens in-state college tuition. This effort has been fully embraced by Governor Rick Scott, former Governors Jeb Bush and Bob Martinez  in the name of “lowering the cost of tuition for all Florida students.” The problem is HB 851 violates federal immigration law and requires Florida to provide the same in-state college tuition rate to all citizens of the United States.

According to  Hans A. von Spakovsky and Charles D. Stimson giving in-state college tuition to illegal aliens violates federal law. The following is the full text of their November 2011 column titled “Providing In-State Tuition for Illegal Aliens: A Violation of Federal Law“:

Federal law prohibits state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the State”—unless the same in-state rates are offered to all citizens of the United States. Today, 12 states are circumventing this federal law, and the legal arguments offered to justify such actions are untenable, no matter what other policy arguments are offered in their defense. Because at least one federal court of appeals has held that there is no private right of action under the specific statute in question—§ 1623 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996—the U.S. Department of Justice must enforce this statutory provision against states that have violated federal law. Yet even as it sues states like Arizona and Alabama for trying to assist the enforcement of federal immigration law, the U.S. government refuses to sue states that are incontrovertibly and brazenly violating an unambiguous federal immigration law. Such inaction is unacceptable: The President and the Attorney General have an obligation to enforce every provision of the United State’s comprehensive federal immigration regulations—including the federal law prohibiting state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the State.”

In 1996, Congress passed—and President Bill Clinton signed into law—the Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA).[i] Section 1623 of this federal statute prohibits state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the State” unless the same in-state rates are offered to all citizens of the United States.[ii] Today, 12 states[iii] allow individuals who are in the United States illegally to pay the same in-state tuition rates as legal residents of the states[iv]—without providing the same rates to others. By circumventing the requirements of § 1623 these states are violating federal law, and the legal arguments offered to justify such actions are untenable, no matter what other policy arguments are offered in their defense.

A Nation of Laws, Not of Men

The United States is a country of immigrants—men and women who sought opportunity and freedom in an exceptional new land. Americans take pride in their heritage and this country’s generous policies regarding legal immigration. Yet, as citizens of a sovereign nation, Americans retain the right to decide who can and cannot enter this country—and what terms immigrants and visitors must accept as a condition of residing in the United States. As mandated by the U.S. Constitution, Congress sets America’s immigration policy. State officials have considerable influence in Congress over the crafting of immigration laws, and they may take steps to help enforce federal law.[v] However, state officials cannot act contrary to a congressional statute.

America is a “nation of laws, not of men,” and thus her citizens must abide by the rule of law. But even if the operation of the rule of law was not imbedded in the U.S. Constitution and legal system, every generation of Americans should re-affirm its virtue and security. These concepts, ancient as they are, and quaint as they may sound to some, provide the bedrock principles of this nation’s constitutional republic. To abandon them in individual cases—where, for example, it seems opportunistic or personally appealing—is to render them unavailable in the preservation of all other rights.

The Constitution, the States, and Immigration

Article 1, Section 8, Clause 4 of the United States Constitution provides that Congress has the power to “establish an uniform Rule of Naturalization.” Over the decades, Congress has done just that, imposing a variety of conditions on those who wish to immigrate (e.g., such individuals must do so openly and in accordance with established legal process) and on those who might be visiting (e.g., such individuals must not overstay their authorized visit).

Unambiguous federal law regarding who may receive the benefit of in-state college tuition is part of these conditions. Specifically, § 1623 of IIRIRA provides that

Notwithstanding any other provision of law, an alien who is not lawfully present in the United States shall not be eligible on the basis of residence within a State (or a political subdivision) for any postsecondary education benefit unless a citizen or national of the United States is eligible for such a benefit (in no less an amount, duration, and scope) without regard to whether the citizens or national is such a resident.[vi]

Thus, it is obvious that Congress meant to prohibit state colleges and universities from offering in-state tuition to illegal aliens unless the state institutions also offer in-state tuition to all students, regardless of whether they live in the state or in another state. Congress may have assumed that state colleges and universities would not be able to “afford” offering in-state rates to everyone because these schools rely on the higher tuition from out-of-state students to help subsidize public colleges, and thus they would not offer in-state rates to illegal aliens.[vii] But the law itself provides a choice and only requires states to treat out-of-state citizens and illegal aliens equally.

IIRIRA, once signed into law by President Clinton, should have settled this issue. But some states have continued to offer lower tuition to illegal aliens without offering the same to all students—a direct violation of federal law. Specifically, 12 states have circumvented the express language and clear intent of the statute by erecting proxy legal justifications for offering in-state tuition to illegal aliens. These states have asserted these legal arguments in courts and forced others to waste time and resources in litigation to try to enforce federal law. Such state policies not only violate federal law; they also:

  • Encourage illegal immigration;
  • Are fundamentally unfair to students from out-of-state who are U.S. citizens; and
  • Force taxpayers to subsidize the education of illegal aliens.

Beyond these immediate concerns, there is another, larger issue at stake: the federal government’s preeminent power to regulate immigration. The Supreme Court has held that the “[p]ower to regulate immigration is unquestionably exclusively a federal power.”[viii] However, not every state action “which in any way deals with aliens is a regulation of immigration and thus per se pre-empted by this constitutional power, whether latent or exercised.”[ix] In order for a state statute affecting immigrants (legal or illegal) to be valid, it cannot be expressly preempted by federal immigration law and must “not otherwise conflict with federal law.”[x]

State laws that provide in-state tuition rates to illegal aliens are both expressly preempted by, and in conflict with, § 1623—unless the state also provides in-state tuition rates to all other American students regardless of their state of residence. However, none of the states that provide in-state tuition rates to illegal aliens have changed their state laws to provide such tuition rates to out-of-state students who are U.S. citizens.

Circumventing Federal Law 101

To avoid IIRIRA’s mandate that in-state tuition be determined “on the basis of residence within a State,” some state lawmakers have created alternative criteria through which students might qualify for in-state tuition. Such alternative criteria are intended to act as a substitute for actual residence, which, in turn, creates the patina of compliance with the federal statute: Since residence is not at issue, there is, so these states argue, no conflict between federal and state law. In reality, however, the states are targeting illegal aliens for in-state tuition.

Maryland’s Senate Bill 167, which was signed into law by Governor Martin O’Malley (D), is a typical example of such chicanery. This bill exempts individuals, including “undocumented immigrants,” from paying out-of-state tuition if the person attended a secondary school in the state for at least three years, graduated or received a GED in the state, proves that he or his parents have filed Maryland income tax returns annually for the three years the student attended school in Maryland, and states that they will file an application to become a permanent resident.[xi]

Maryland Attorney General Douglas F. Gansler provided a dubious legal opinion regarding Senate Bill 167 to Gov. O’Malley on May 9, 2011. Gansler concluded that federal law (in particular, 8 U.S.C. § 1623(a)) does not preempt Senate Bill 167. The opinion suggests that Senate Bill 167 is not subject to the preemptive effect of § 1623(a) because the former “looks to factors such as time of attendance in Maryland schools and graduation from Maryland schools to define an exemption from nonresident tuition” [xii] and not residence. There are at least two problems with that legal analysis.

First, federal law permits a state to grant in-state college tuition to an illegal alien only if the state affords the same benefit to non-Maryland residents. The purpose of that law is to allow a state to treat illegal aliens like nonresidents for college tuition purposes: If the state does not charge more to the latter than to in-state students, then it may charge the same amount to illegal aliens (who, in an abstract sense, are akin to non-Marylanders). But Maryland’s law does not use that formula; Gansler claims that the bill does not require “residence” in Maryland to attend college and receive in-state tuition since it looks to “time of attendance” in Maryland high schools.

However, the regulations of the Maryland Board of Education authorize local schools to require “proof of the residency of the child” for admission into public schools for kindergarten through high school.[xiii] In fact, the Web site for the Prince George’s County Public Schools says that “proof of residence shall be a prerequisite of admission to the public schools” and parents and guardians who are registering their children for school the first time must file an “Affidavit of Disclosure as required by law, verifying their legal residence in Maryland.”[xiv] Montgomery County also tells parents enrolling their children for the first time that “all students…must provide verification of age, identity, residency, and immunizations.”[xv]As the state’s attorney general, Gansler has constructive knowledge of this residency requirement. The fact that he ignores it throws into question the premise on which his entire legal opinion rests.

No one who lives in, and went to high school in, for example, Wyoming, could satisfy the eligibility requirements of Senate Bill 167; the new law does not apply to non-Marylanders. As such, because the Maryland bill does not put non-Maryland residents on a par with Marylanders, the bill cannot give illegal aliens a break on state tuition.

Second, Gansler’s letter states that “the entire purpose of the bill is to design a law that will enable the State to continue to provide services to young undocumented aliens.”[xvi] The purpose of the bill, therefore, is to achieve the result that Congress outlawed in 8 U.S.C. § 1623(a)—granting in-state college tuition to illegal aliens without also granting that benefit to non-Maryland residents.

The Supreme Court has repeatedly struck down state legislation enacted to evade federal statutory or constitutional requirements. Indeed, the Court has rejected such legislation even when state lawmakers do not reference a suspect or disfavored classification:

The states have no power, by taxation or otherwise, to retard, impede, burden, or in any manner control, the operations of the constitutional laws enacted by Congress to carry into execution the powers vested in the general government.[xvii]

For example, in 2000, the Court struck down a Hawaiian statute that limited voting in certain elections to individual descendants of those who lived in Hawaii prior to 1778.[xviii] The statute’s eligibility requirements made no mention of race but were an obvious pretext for Polynesian heritage.

These state statutes that are intended to provide in-state tuition to illegal aliens are similar pretextual attempts to evade the federal immigration statute.

The Martinez Legal Fig Leaf

The few federal cases on this issue filed by citizen university students and their parents against such state laws have not reached the substantive merits of the preemption issue because the courts have held that individuals do not have standing to sue under this statutory federal provision.

For example, in Day v Bond, the Tenth Circuit Court of Appeals dismissed the lawsuit brought by nonresident citizen university students and their parents against the state of Kansas. Section 1623 does not create a private right of action and the plaintiffs lacked standing to bring an equal protection claim.[xix] The court held that the injuries claimed by the plaintiffs failed to satisfy “the requisite standing criteria.” These injuries included:

  1. The denial of equal treatment caused by the Kansas law that made it impossible for nonresident U.S. citizens to obtain the same in-state benefits;
  2. The increased tuition faced by the plaintiffs since the burden of subsidizing illegal alien beneficiaries is passed along to other students through tuition hikes;
  3. The harm that results from competition for scarce tuition resources; and
  4. The extra tuition paid by nonresident plaintiffs during the academic year over the in-state tuition paid by nonresident illegal aliens, as a consequence of the discriminatory law.

On the other hand, illegal aliens who have sued states for denying admission to post-secondary institutions as a violation of their constitutional rights have had their lawsuits thrown out on the merits. InEqual Access Education v. Merten,[xx] a Virginia federal district court held that, although illegal aliens had standing to bring suit, Virginia was under no obligation to allow illegal aliens to attend Virginia colleges and universities. Virginia’s law was not preempted by federal law and did not violate due process: “It defies logic to conclude that…Congress left states powerless to deny admission to illegal aliens.”[xxi] The court concluded that the “persuasive inference to draw from § 1623 is that public post-secondary institutions need not admit illegal aliens at all, but if they do, these aliens cannot receive in-state tuition unless out-of-state United States citizens receive this benefit.”[xxii]

As the National Conference of State Legislatures notes in a report on in-state tuition for illegal aliens, in order to try and “maneuver around the [§ 1623] requirements, the eleven states that have enacted laws granting in-state tuition rates to undocumented students have tried to word the legislation so that it is contingent on high school attendance and graduation, and not based on residency within the state.”[xxiii]But Texas bases its definition of residency for college admission on an individual (or his parent) establishing domicile in Texas not later than one year before the academic term in which the student is enrolled in college or graduating from a Texas high school who “maintained a residence” continuously for three years before graduation.[xxiv] Similarly, California bases residency on high school attendance in California for three or more years and graduation from a California high school.[xxv]

The California Supreme Court bought into this legally questionable argument in Martinez v. Regents of the University of California.[xxvi] The court recognized that the question of federal preemption of California’s residency law depended on whether the three-year high school attendance requirement is an “exemption based on residence within California.” However, the court held that the requirement that a student attend a California high school for three years and graduate was not a residency requirement. It overturned the California Court of Appeals, which had come to the legally straightforward conclusion that the California law was intended to benefit illegal aliens living in the state and the “wording of the California statute…creates a de facto residence requirement.”[xxvii] The court of appeals did not consider it relevant that the eligibility criteria did not correlate 100 percent with residency.

The California Supreme Court made the illogical claim that because § 1623 is not an “absolute ban” on illegal aliens receiving such tuition benefits, that section of federal law is not in accord with the expressed intention of Congress in its immigration legislation to “remove the incentive for illegal immigration provided by the availability of public benefits.”[xxviii] The court also ignored the fact that the state had adopted the law specifically to benefit illegal aliens living in California and that the overwhelming majority of those who qualified for the benefit were only illegal aliens.

While this legally erroneous decision may be the law in California (at least for the time being), it is not the law anywhere else in the country. Although the U.S. Supreme Court denied a petition of certiorari filed by the plaintiffs, it is black letter law that such a denial has no precedential effect whatsoever;[xxix]this issue has not yet been decided on the merits by any federal court.

And yet, offending states continue to ignore the clear language provided by a federal court in the Mertendecision, and instead rely on the preferred outcome found in a state supreme court ruling—a shortsighted and legally specious approach to governing.

Unwise Public Policy

Giving illegal aliens a financial break at state colleges and universities is not only illegal; it is also immensely unpopular with American taxpayers. An August 2011 Rasmussen poll found that 81 percent of voters oppose providing in-state tuition rates to illegal aliens. Seventy-two (72) percent of voters believe parents should be required to prove their legal residency when registering their children for public school.[xxx]

These results, however, should hardly come as a surprise: In 2005, it was estimated that the cost to taxpayers of providing in-state tuition in California was between $222.6 million and $289.3 million, while the cost to Texas taxpayers was between $80.2 million and $104.4 million.[xxxi]

Granting financial preference to illegal aliens also discriminates against otherwise qualified citizen students from outside the state. Furthermore, states that offer in-state tuition to illegal aliens act as a magnet for more illegal aliens to come to the state. Arguments to the contrary are unpersuasive, and not supported by the facts.

An Obligation to Enforce Federal Law

States that offer in-state tuition for illegal aliens are in violation of federal law. In doing so, these states are also acting against the will of the American people.

The applicable statute and the case law are clear: If there is no private right of action under § 1623, the U.S. Department of Justice must enforce this statutory provision against states that have violated federal law. Yet even as it sues states like Arizona and Alabama for trying to assist the enforcement of federal immigration law, the U.S. government refuses to sue states that are incontrovertibly and brazenly violating an unambiguous federal immigration law.

The President and the Attorney General have an obligation to enforce the provisions of the United States’ comprehensive federal immigration regulations—including the federal law prohibiting state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the State.”

ABOUT HANS A VON SPAKOVSKY AND CHARLES D. STIMSON

Hans A. von Spakovsky and Charles D. Stimson are both Senior Legal Fellows in the Center for Legal & Judicial Studies at The Heritage Foundation;  von Spakovsky served as Counsel to the Assistant Attorney General for Civil Rights at the Justice Department (2002–2005) and Stimson was a federal prosecutor and later Deputy Assistant Secretary of Defense (2006–2007).