Elementary School Teacher Sues Hamas Linked-CAIR

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One year ago news broke that elementary school teacher Tamar Herman had taken the hijab off one of her students.

Except this was not news. It was a rumor started on social media by Olympic has-been Ibtihaj Muhammed.

This resulted in a torrent of threats against the school where Tamar Herman had taught for 20 years,

Today she is suing the South Orange-Maplewood school district, Ibtihaj Muhammad, and the Council on American Islamic Relations for defamation.

This is an important case for a number reasons.

FIRST, Just how much of this hogwash are we as a society to put up with?

Are we really to believe that Muslims have a divine right to have homicidal conniption fits over: hairs, beauty pageants, the weather, rumors?

If the hijab is that potentially dangerous then why are there not laws requiring them to assume some responsibility in making sure it does not come off? Because right now, outside of a safety pin, they do not do that, at all.

Muslims do not want to be treated like they are a potential public menace. They want to live in a pluralistic society, and mingle with other people. And so, they understand that there might be times when they are asked to take it off, or that it might accidently come off by the hands of a child, for example.

The vast majority of women in America who wear the hijab do so because they want to. And, CAIR knows this. Not long ago they were suing to prevent the state of Illinois from acting against women seen in public not wearing the head covering after they had their ID photo taken while wearing a hijab.

Wearing the hijab is a personal choice, and CAIR knows this. Here is the CAIR honcho in Maryland talking about removing her hijab after 911. And there was no discussion here about walking around “naked”.

All of the incidents listed above are not examples of Muslims spontaneously combusting, but rather individual men, or groups telling Muslims to rage. It is this type of authority that CAIR seeks to arrogate for themselves.

According to the Times article:

“Students at the elementary school were temporarily barred from going outside for gym or recess because of a concern over safety as protesters and network news cameras showed up outside.”

CAIR did nothing to calm things down.

SECONDLY, This case really should spell the end of CARI’s domestic terrorist operation in this country.

CAIR contributed nothing to this story, but incitement. And, they have done this too many times now to ignore.

Whatever good CAIR may do in society is more than offset by the amount of harm they cause on an almost daily basis now.

Good luck to Tamar Herman. We will be watching her case with interest. Something the TV media, who helped create this situation, will not do.

Teacher at Center of Hijab Uproar Sues Olympic Medalist for Defamation

After a New Jersey second-grader told her mother that her teacher had tried to pull off her hijab, the story went viral on social media.

By: NY Times

A seconds-long interaction in a New Jersey classroom unleashed a national firestorm last October as it ricocheted across social media platforms. A 7-year-old girl had come home from school upset, telling her mother that her teacher in Maplewood, N.J., had tried to pull off the hijab the girl wears as an observant Muslim.

Her mother recounted the story on Facebook, and Ibtihaj Muhammad, an Olympic medalist who fences in a hijab, immediately denounced it as abuse in an Instagram post that went viral. By the next day, Gov. Philip D. Murphy had weighed in on Twitter, and a statewide Islamic organization was calling for the teacher’s “immediate firing.”

One year later, the matter has landed in court. The family sued the school district and the teacher, Tamar Herman. And this month, the teacher filed a defamation suit in New Jersey’s Superior Court that accuses the Olympian and the New Jersey chapter of the Council on American-Islamic Rights and its director of causing “irreparable harm.”

Ms. Herman is also suing the school district, South Orange-Maplewood, in federal court, claiming it was complicit in what she called “relentless discriminatory treatment.”

“What started as a simple misunderstanding between plaintiff, who is Jewish, and one of her second-grade students, who is Muslim, was transformed into defendants’ complicity in a parade of outrageous, false, defamatory and antisemitic statements,” the federal lawsuit, which was filed a day before the state suit, states.

The incident roiled a community known for its liberal values, and tapped into a deep sense of anxiety among many Muslims, who make up roughly 3 percent of the state population and have faced an uptick in bias crime.

And even though many of the facts remained unclear, social media was quickly awash with angry opinions.

“The strong reaction from the local, state and national level is in large part a culmination of two decades of feeling targeted and vulnerable,” said Sahar Aziz, a Rutgers Law School professor and the author of a book about Islamophobia, “The Racial Muslim: When Racism Quashes Religious Freedom.”

The teacher said in the defamation lawsuit that she “brushed” back a hooded garment that was blocking the student’s eyes, believing that the girl was wearing her typical “form-fitting” hijab underneath. She said she immediately replaced the head covering and apologized to the girl once she realized her error.

In her state lawsuit, she claims that Ms. Muhammad, the fencer, and CAIR-NJ were “motivated by a combination of greed and a fierce desire to burnish their brands as fighters against Islamophobia,” and that her reputation was so damaged that she can never be hired by another public school district.

The legal papers also cite Governor Murphy’s social media commentary, but he is not named as a defendant.

Filed on Oct. 5 in Union County Superior Court, the state suit also alleges that Ms. Herman is so afraid for her safety in the community where she taught for 20 years and also lived that she has had to permanently move out of her home.

“She’s been ostracized by her community,” said her lawyer, Erik Dykema.

Messages left for Ms. Muhammad and the agency that represents her, Wasserman, were not returned.

Selaedin Maksut, the executive director of CAIR-NJ, said he and his organization had been unaware of the defamation claim until Monday.

“We cannot yet comment on this filing, which our legal counsel must review,” CAIR-NJ said in statement. “However, we continue to strongly stand by this student, who had the clear constitutional right to cover her hair for religious reasons without physical interference or humiliation.”

The incident occurred on Oct. 6, 2021, about five weeks after classes began in the northern New Jersey school district.

Ms. Herman has said that the girl’s face was almost entirely obscured by the mask she and her classmates were at the time required to wear to slow the spread of Covid-19, and by what the lawsuits describe as a “hood.”

After realizing the girl was not wearing a hijab underneath, Ms. Herman “immediately brushed the hood back to cover all the student’s hair and apologized,” according to the state filing. “The hood never left the student’s head.”

A lawyer for the family, Robert L. Tarver, has said that the child immediately objected, and held onto the head covering.

A lawsuit the family filed in March, which cited religious discrimination, said Ms. Herman also touched the girl’s hair and “told her that her natural hair was beautiful.”

That lawsuit was dismissed last month, court records show. Mr. Tarver said Monday that the parties were “involved in settlement,” but did not elaborate.

He said he had no comment about Ms. Herman’s claim that she had been harmed.

Because the original accusation involved potential bias over a religious item worn to cover hair and maintain modesty, the district quickly referred the case to the Essex County Prosecutors Office, which led an investigation but declined to file criminal charges.

The teacher has not been permitted to return to the classroom and remains on administrative leave, according to the lawsuit. A spokeswoman for the district said she had no immediate information about the teacher’s job status or the federal lawsuit.

The interaction quickly seeped far beyond the school, Seth Boyden Elementary.

Mr. Maksut, who wrote on Twitter that “racist teachers like this cannot be trusted around our children,” appeared on ABC’s “Good Morning America” to discuss his organization’s demand that Ms. Herman be immediately terminated.

Ms. Muhammad is a longtime resident of Maplewood who fenced for the district’s high school team and has written a children’s book about a girl who wears a hijab. The day after the incident at Seth Boyden, Ms. Muhammad, who also has a line of fashion clothing and a Barbie doll made in her image, urged her large social media following to call and email the school.

“Imagine being a child and stripped of your clothing in front of your classmates,” she wrote. “Imagine the humiliation and trauma this experience has caused her. This is abuse.”

Over the next few weeks, the district fielded thousands of angry emails and calls. Students at the elementary school were temporarily barred from going outside for gym or recess because of a concern over safety as protesters and network news cameras showed up outside.

Facebook groups popular with parents from Maplewood and South Orange, N.J., neighboring towns about 30 miles from Manhattan that share a school district, were flooded with opinions that escalated in rancor once Ms. Herman’s Jewish faith was injected into the online discourse.

Ms. Herman, in the suits, said she had been subjected to “antisemitic vitriol and hatred.”

Her defamation lawsuit is funded by The Lawfare Project, a nonprofit dedicated to protecting the “civil and human rights of the Jewish people worldwide.”

As a public figure, Ms. Muhammad “should have known better,” Mr. Dykema said.

“And she should have done a little more homework before she started to say the things she said online,” he added.

AUTHOR

Larry Estavan

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

NYC: Students Forced to Go Remote as City Houses Migrants in Schools

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Democrat rule.

NYC students forced to go remote as city houses nearly 2K migrants at their school — one mom goes off: ‘Does it feel good?’

By NY Post, Jan. 9, 2024:

Students at a Brooklyn high school were kicked out of the classroom to make room for nearly 2,000 migrants who were evacuated from a controversial tent shelter due to a monster storm closing in on the Big Apple.

The city made the move amid concerns that a massive migrant tent at Floyd Bennett Field would collapse from torrential rains and gusting winds — packing them instead into the second-floor gym at James Madison High School five miles away.

The school’s neighbors were not keen on the last-minute decision.

“This is f—ed up,” said a local resident who identified himself only as Rob. “It’s a litmus test. They are using a storm, a legitimate situation, where they are testing this out. I guarantee you they’ll be here for the entire summer.

“There’s 1,900 people getting thrown into my neighborhood, half a block from where I live and we don’t know who they are,” he said.

“They’re not vetted. A lot of them have criminal records and backgrounds and we don’t even know.”
The decision to clear the migrants out of the field came as city officials feared for the safety of the tent city at the field with heavy rains and winds gusting up to 70 mph. 10
The decision to clear the migrants out of the field came as city officials feared for the safety of the tent city at the field with heavy rains and winds gusting up to 70 mph.
Mom angry about migrants 10
One mother went off on the migrants as their bus pulled up to the school Tuesday evening. Steven Vago

One irate mom even went off on the migrants as they pulled up inside a line of school buses in the pouring rain shortly before 6 p.m.

“How do you feel? Does it feel good?” the woman, who only identified herself as Michelle, screamed at the buses.

“How does it feel that you kicked all the kids out of school tomorrow? Does it feel good? I hope you feel good. I hope you will sleep very well tonight!”

Read more.

AUTHOR

Pamela Geller

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EDITORS NOTE: This Geller Report is republished with permission. ©All rights reserved.

Hire Teachers Based on Subject-Matter Expertise, Not Certification

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Twenty years ago, when I was hiring teachers for the private K-12 school I founded, I knew better than to recruit certified teachers.

From my previous work as a college history professor, I know that the people least prepared to teach a subject are education majors. Requiring an embarrassingly low minimum of credit hours to be certified to teach a subject—just four courses in some states—education majors encounter the least substance and rigor, but the maximum of racialist theory and left-wing ideology in their program.

If my new school was going to succeed in teaching at the highest levels, then I would have to find subject-matter experts with a heart for teaching. That’s what we did—and what thousands of schools across this country do, because of the humiliating, yet expensive, reality of teacher licensure.

But don’t just take my word for it; the evidence is unequivocal: Traditional public schools have an abysmal education record. Not only are scores as low as ever on the National Assessment of Educational Progress, but internationally, our math scores remain poor and uncompetitive.

Much of the blame lies with teacher education programs and state certification mandates that bolster education schools’ enrollment and subject teachers to radical activist ideology.

Education schools are besieged by critical race theory and identity politics, stereotyping everyone as part of oppressor groups or oppressed groups. They prefer ethnic studies and historical studies that denigrate America or anything patriotic.

And while states have been offering alternative routes to teacher certification, the vast majority of teachers are educated and certified through university-based colleges of education. This ought to stop.

States should end requirements for prospective teachers to be certified, and instead empower schools to hire based on subject-matter expertise. At the same time, on the national level, we can take the Trump administration’s reform of college accreditation as a model.

In higher education, accreditation is a de facto federal system of regulating the quality of colleges. And it has a poor track record of quality assurance, a problem exacerbated by a cartel-like group of regional accreditors that split the country into regions and conspired not to encroach on each other’s territory. There was no competition, so accreditors began abusing their power, which included requiring leftist ideology in their standards.

The Trump administration changed all that. Suddenly, any college could choose any accreditor, and states began introducing market competition into accreditation.

The next administration could follow this model for teacher certification.

Congress should also rescind the federal charter of the National Education Association. It’s a teachers union that voted to promote critical race theory nationwide and advocated to keep schools closed during the pandemic.

The organization’s charter should be reviewed and revoked. In its place, Congress could shift that charter to one of the many private, parent-focused groups fighting to right the ship in K-12 education.

Meanwhile, in states that lack the political support to eliminate teacher certification altogether, states should recognize or charter additional private organizations to certify which teachers are ready to teach, outside of the broken system of college of education certification.

Introducing market competition in the validation of teachers will have untold benefits. Some certifiers may focus on patriotism, while others may focus on classical education or the ability to train students for the workforce, science careers, music careers, or a variety of life pursuits.

American teachers are almost as vital as parents in educating the next generation. Let’s stop facilitating anti-American activism and instead ensure we recognize the teachers who are best for America.

Originally published by The Detroit News

AUTHOR

Kevin Roberts

Kevin Roberts, Ph.D., is president of The Heritage Foundation. On X: .

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EDITORS NOTE: This Daily Signal column is republished with permission. ©All rights reserved.

Are Children Really Our Future?

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As a retired teacher, I was really pleased when I read the article in the Jackson Times about how well our students are doing in the Jackson County Schools. Several schools moved up a grade. That was wonderful but did not make sense according to the statistics from US News and World Report, NAEP, or Axios that say 47% of our kids can’t read write or do simple math. According to AXIOS Florida had some of the worst ACT scores in the nation.  I started digging to find out what those letter grades actually mean.

My organization, The Florida Citizens Alliance (FLCA), has been laser focused on improving education since its inception.  We were able to help legislators recognize that using Common Core standards was a guarantee that FL students would be 2 years behind and they are. Common Core is still in Florida schools under the name of “Florida Sunshine Standards”. Just like Common Core, Florida Sunshine Standards  eliminates and/or minimizes phonics, cursive writing, logic, reason and critical thinking. It shifts the focus from facts to values. Why is dumbing down our kids be the new goal of education?

The FLAC sponsored Microschool program and the variety of Florida scholarships provide support for homeschool parents who recognize public schools have failed our children.

FACT: Homeschooled students average 30% higher than public school students. Parents, Grandparents: When was the last time you asked your child to read to you? Can they do a simple math calculation manually? Do they know how money works?

Public school literature uses SEL (Social Emotional Learning) which is nothing more than CRT (Critical Race Theory) in disguise. SEL is a bastion for learning hatred of family, G-d and country. Using the DIE (Diversity, Inclusion, Equity) approach students  learn:

  • Diversity – skin color is more important than knowledge
  • Inclusion – As long as you agree with the group you will be allowed to participate, disagree and you will be cancelled.
  • Equity – Students learn: White people are the oppressors and black and brown people are oppressed. Since that can never change it is OK for Black and Brown people to steal from or kill white people as there are no consequences for their actions. The government should own everything to make it equal. Why use contraception when you can Kill your baby? Single parent households can live off government money. Blame white people for all your troubles.

Students today are indoctrinated not educated. Schools fail on so many fronts like:

  • Failure to teach English – the language of America and business
  • Failure to teach Reading, Writing, Arithmetic, fundamental skills
  • Failure to teach the real meaning of Equality and Opportunity
  • Failure to teach personal responsibility
  • Failure to teach Individuality – freedom of thought/opinion/speech/Bill of Rights
  • Failure to teach the difference between Freedom and Communism, the purpose of America

Students who graduate under Affirmative Action programs, have lowered standards as excellence is repelled. It is more important to use the right pronoun (for a protected class of less than 3% of the population) than it is to produce a quality product. End Result: 95% of the population is being sacrificed by lowered standards. Fact: In the 1800’s America’s average IQ was around 125+ . By the 1950’s,  the average IQ was around 110. Today the average IQ is under 100 and almost half the nation is functionally illiterate. Mission Accomplished. Dumbed Down Illiterate people require less from their government. They are willing to give up liberty for a government hand out. Those that can’t cope take drugs. More than 47% of students graduate and can’t read write or do simple math, or finance. But they will know every sexual position known to humans. At the same time they do not know the difference between a man or woman. How are these schools rated A or B?

By using the statistics on NAEP.gov I discovered that out of a top score of 500, Florida scored 241. This score was on the high side for the nation but LESS THAN HALF in the real world.  When I went to school, less that half on a test was an F or FAIL. So how do schools in Florida score A’s and B’s?   Easy answer: Florida grades on a curve. This way the highest score regardless of actual value is always an A.  Using the scores for Jackson county on the US News and World report or here,  the schools scored an average 50% in reading and 33% in math.  Yet they were rated as B’s and C schools.  Yes, it is great that the schools improved but over 88% of the students graduated, can not read write or do simple math. Hw does this impact their quality of life and opportunities? How does this impact America’s future?   What life career will they have?  When was the last time you heard, “Think outside the box?” or “Be the best you can Be.” or “Actions have consequences?” Where we get the next innovator, inventor, creator? Not America!

On the Florida Citizen Alliance website you will find, ” Comparing Ranking Data (proficiencies & college-ready index) with Florida DOE school grades (see “District Grades” Excel file for county grades) The main purpose for sharing this data is to point out the obvious disconnect when you compare nationally-normed high school ranking data (reading proficiency, math proficiency and college-ready index) with the Florida DOE “report card” grades which are calculated using a FL DOE proprietary formula. This proprietary grading formula was created by and can be manipulated by the FL DOE. By grading on the low “curve”, the school grades can be made to look much better than is actually the case. So don’t take it at face value when your school claims to be an “A” school (for example). Look at the U.S. News and World Report data and see if it supports the claim. We need visibility into the TRUE academic performance of Florida schools. Moving away from the highly manipulated FL DOE proprietary grading system is a MUST if we’re to effectively judge the efficiency of Florida Schools.”

Although I do not have children in school and I no longer teach, I never stopped paying attention to our schools. Striving for mediocrity breeds mediocre people in a mediocre country. America was designed for Americans to strive for excellence. So what can parents, grandparents and members of the community do? Here ae some suggestions:

First Action:  and foremost, get your students out of public indoctrination clinics masquerading as public schools.  Florida has many wonderful scholarships; check them out. Join a Microschool, a co-op or a private school that focuses on the 3R’s.  Yes, sports are important but if your child can’t read the play book…  Can you mentor a student?

Second Action: Check out the authors of the texts and supplemental materials students read.  Many authors are foreign and focus on social values not facts. We are the taxpayers, in Florida we have the right to review texts. Example: why are we paying for supplemental learning materials like CASEL.org whose goal is to advance SEL when the goal should be to teach the students to read?

Third Action: Go to school board meetings and voice your opinion. Be prepared with facts and never let the public-school board forget who is paying the bills. Be polite but never forget, you are the ones paying the bills. The purpose of school is to teach skill sets for life not indoctrinate children into a life dependent upon the government. Our students must learn what it means to be an American. They must learn English, civics, history, facts and “One Nation Under G-d”.

Fourth Action: Check your media center. Are there porn books for underage children?  That is not censorship, that is good parenting. Check out the porn report compiled by volunteers throughout Florida on GoFlCa.org.

Fifth Action: Most important, get involved. Can you share with 5 people and tell them to share with 5 people and so on?  If you believe as I do that children are our future, let’s stop the destructive path they are on.  Is America worth saving?  It is up to us.

©2024. Karen Schoen. All rights reserved.

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Critical Thinking Is THE Answer

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Let’s start the New Year by reviewing America’s Number One problem. Although it affects EVERYTHING — it is rarely discussed!

Literally every day we are bombarded by non-sensical words and actions by many of our representatives, our government agencies, the news media, organizations, businesses, celebrities, etc., as well as family and friends! Is it possible that all these people have the same disease? YES, it’s not only possible, it was 100% predictable.

They all have Adult Critical Thinking Deficiency (ACTD), which is infectious (then known as groupthink). So far the FDA, CDC, AMA, Dr. Fauci, Pfizer, etc. have not promoted a vaccine. As with many medical issues, the optimal solution is not to get it in the first place. This can be easily accomplished in the K-12 education system.

Properly teaching Critical Thinking in K-12, is the single, most impactful societal change that needs to be made. Other than having a reasonable proficiency in the Three Rs, assuring that High School graduates have the ability to do (and interest in) Critical Thinking is the most consequential part of the education process — yet despite a lot of assurances and platitudes, it is NOT being done!

“Education is not the Learning of Facts, but Training of the Mind to Think” is really about Critical Thinking, and it comes from Einstein, not me.

Critical Thinking is a skill set, not something that can be learned and perfected by osmosis. It’s like cooking — with the proper training anyone can be a good cook.

Yet the same state education departments that have special Social Emotional Learning (SEL) emphasis, training for teachers, and weekly SEL classes for students, have nothing remotely similar for the FAR more important Critical Thinking! By and large, the claim that “we are teaching your children how to be critical thinkers” is arguably the biggest con ever inflicted on the American public…

Just some of the numerous personal benefits that K-12 students could profit from by being properly taught Critical Thinking are:

  1. Critical Thinking students would absorb all of the Social Emotional Learning (SEL) stated objectives — but without the downsides of how SEL is normally taught!,
  2. Critical Thinking students would make more informed personal medical decisions,
  3. Critical Thinking students are more motivated across the board,
  4. Critical Thinking students are more creative (which is a superpower),
  5. Critical Thinking students are more independent (a key part of maturity),
  6. Critical Thinking students have better interpersonal relationships,
  7. Critical Thinking minorities would have a more level playing field,
  8. graduates who went on to college would be less susceptible to propaganda,
  9. economically deprived graduates would have the tools to succeed financially,
  10. all graduates could easily adapt to rapidly changing employment situations,
  11. graduates would more effectively manage their financial resources,
  12. graduates would be much better at managing their time,
  13. graduates would be much better at maintaining their health,
  14. graduates would more likely choose a superior spiritual path,
  15. graduates would be much better at picking a compatible spouse,
  16. graduates would be more effective at parenting their children (per a private communication with parenting guru, John Rosemond),
  17. graduates would make more informed voting choices,
  18. 18) graduates would be more actively participating citizens and be less likely to have their rights and freedoms extracted by government over-reach,
  19. 19) graduates would be less susceptible to being tricked by AI perversions or scams by bad actors,
  20. 20) graduates would be happier (e.g., as they have more control over their lives),

Etc.

Additionally, there would be numerous societal benefits from having more Critical Thinking citizens. For example, Critical Thinking has been called “the basis for science and democracy.” Other examples are:

  1. more meaningful and productive citizen discussions of societal issues,
  2. more cooperation on national issues like energy policy, etc,
  3. less societal discord and confrontation,
  4. more competent and responsible representatives would be elected,
  5. a much better chance of America maintaining its position of leadership,

Etc.

All-in-all, the personal and societal benefits are unparalleled!

Critical Thinking is the Most Powerful, Least Expensive, Widest Impact solution to an extraordinary collection of personal and societal issues — with NO DOWNSIDE!

Some have given up on the public school system, for understandable reasons. One of common refrains is: “There are too many problems to fix.” However, astounding improvements can be made to our K-12 system by just properly addressing ONE thing: Critical Thinking.

Another huge benefit is that this is essentially a no-financial-cost solution. Existing K-12 school resources and priorities simply need to be redirected and modified. It can (and should) start immediately.

All that’s needed is a commitment (from educators, legislators, parents, citizens, etc.) to focus on this one phenomenally powerful solution.

What’s stopping us — other than us?

PS – Some sample worthwhile reading on this topic:

©2024. John Droz, Jr. All rights reserved.

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Veteran’s Guide to Vocational Schools and Apprenticeship Programs

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If you’re a veteran of the U.S. Armed Forces, you may have access to educational benefits through the GI Bill and similar programs. In addition to helping veterans attend traditional four-year colleges, these benefits can also be applied to vocational schools and apprenticeships.

Below, we break down the different benefits available to veterans for non-traditional postsecondary education and review other important details such as eligibility, costs, and making the transition from soldier to working civilian.

GI Bill® Benefits and Eligibility

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government website at http://www.benefits.va.gov/gibill.

The GI Bill is the most significant educational benefit that’s available to veterans. Every year, this federal program pays for over $10 billion in higher education expenses.

There are currently two active laws known as “the GI Bill” — the Post-9/11 GI Bill and the Montgomery GI Bill. These pieces of legislation help veterans cover the costs of educational programs and degrees, including the following:

  • Undergraduate and graduate degrees
  • Tutorial assistance
  • Vocational/technical training and non-college degree programs
  • Veterans technology education courses (VET TEC)
  • On-the-job training and apprenticeships
  • Entrepreneurship training
  • Flight training
  • Test fees
  • Co-op training
  • Work study
  • Correspondence training
  • Independent and distance learning

Below we take a closer look at each of the laws that make up the GI Bill benefit program, starting with the most recent.

Post-9/11 GI Bill

The Post-9/11 GI Bill went into effect on August 1, 2009. It provides benefits to veterans who served after September 10, 2001.

Who’s eligible: 

  • Veterans who served at least 90 aggregate days on active duty after September 10, 2001 and remain on active duty or have been honorably discharged. (Note: Active duty includes active service performed by National Guard members under title 32 U.S.C or section 502(f).)
  • Veterans who were honorably discharged from active duty for a service-connected disability after serving 30 continuous days after September 10, 2001.
  • Purple Heart recipients whose award was earned during service on or after September 11, 2001 and remain on active duty or have been honorably discharged.

Post-9/11 GI Bill Service Requirements (After September 10, 2001)

A servicemember must serve an aggregate of: Payment percentage
At least 36 months 100%
At least 30 continuous days on active duty and discharged due to a service-connected disability 100%
At least 30 months, but less than 36 Months 90%
At least 24 months, but less than 30 Months 80%
**At least 18 months, but less than 24 Months 70%
**At least 12 months, but less than 18 Months 60%
**At least 6 months, but less than 12 Months*** 50%
**At least 90 days, but less than 6 Months*** 40%

**Excludes time in basic military training and/or skill training.
***Effective August 8, 2020, The Colmery Act changes the required amount of service noted above resulting in a more generous percentage of eligibility for service less than 12 months.

Benefits breakdown: You can receive up to 36 months of Post-9/11 GI Bill benefits, which cover tuition and fees as well as books and supplies. Money for housing is available if you attend school more than half-time, but the amount of housing assistance depends on the cost of living in the area where your school is located. These benefits apply to vocational schools as well as apprenticeships.

Montgomery GI Bill

The Montgomery GI Bill (named after its sponsor, Mississippi Rep. “Sonny” Montgomery) was initially passed in 1984 to help support Vietnam War veterans. There are two enrollment options: the Montgomery GI Bill Active Duty (MGIB-AD) and the Montgomery GI Bill Selected Reserve (MGIB-SR).

MGIB-AD

The MGIB-AD helps veterans who served for at least two years pay for higher education programs, including vocational schools and apprenticeships.

Who’s eligible: In addition to service length, eligibility for the MGIB-AD is determined by factors such as when you entered active duty and your current level of education.

Benefits breakdown: You can get up to 36 months of benefits through the MGIB-AD. These benefits are paid monthly, and the exact amount depends on factors such as your length of service and the type of educational program you choose.

MGIB-SR

While the MGIB-AD is designed for veterans who maintained full-time active-duty status, the MGIB-SR is for members of the Selected Reserve.

Who’s eligible: Eligibility for the MGIB-SR depends on factors such as the length of your service obligation and your current level of education.

Benefits breakdown: MGIB-SR and MGIB-AD benefits are distributed in the same way and can be used to cover the same expenses. But much like other Selected Reserve benefits, veterans receive less funding through MGIB-SR than they would through MGIB-AD.

The Post-9/11 GI Bill and the MGIB each provide benefits for 36 months. If you are eligible for both programs, you can receive benefits for a total of 48 months. However, you can only use one GI Bill program at a time — veterans who qualify for both programs would be eligible to use one year of benefits from the MGIB program in addition to the three years of tuition and housing assistance available through the Post-9/11 GI Bill.

Additional Benefits for Veterans

The GI Bill is far from the only program that helps veterans access vocational schools and apprenticeships. Many other benefits are available, especially if you have a service-connected disability. The following programs stand out as being particularly helpful:

Vocational Rehabilitation & Employment

Vocational Rehabilitation & Employment (VR&E) helps veterans with a service-connected disability prepare for, obtain, and maintain employment. To be eligible, veterans must have a VA service-connected disability rating of at least 20% with an employment handicap or at least 10% with a serious employment handicap.

The services offered by VR&E include skills training, resume development, and job interview practice. VR&E also partners with federal, state, and private agencies in order to provide direct job placement.

Yellow Ribbon Program

The Yellow Ribbon Program can help you pay for out-of-state, private, foreign, or graduate school, which often isn’t fully covered by the GI Bill. You must qualify for the Post-9/11 GI Bill’s maximum benefit level to be eligible, and you’ll need to go to one of the schools that participate in the Yellow Ribbon Program as well.

This program covers tuition and fees —  it does not cover expenses that aren’t mandatory, such as room and board, study abroad, and late registration fees.

Why Choose a Vocational School or Apprenticeship?

Now that you know about the various educational benefits available through the GI Bill, it’s important to consider whether a vocational school or apprenticeship is right for you.

Vocational schools and apprenticeships are an attractive option for veterans who intend to further their education — these programs are generally more affordable than traditional college, and yet they often offer even better career opportunities than many jobs that require a four-year degree.

Occupations that only require a certificate from a vocational school include captain of water vessels, ship engineer, and aircraft mechanic, which all have a median yearly salary of $60,000 to $79,999. In addition to these relatively high-paying jobs, many certificate-level careers are fast-growing as well. Certificate-level occupations like medical assistant and nursing assistant are projected to add 50,000 new job openings from 2020 to 2030.

Occupations that only require an apprenticeship also offer high-paying job opportunities. For example, elevator and escalator maintenance workers earn an average yearly salary of $80,000 or more.

Covering the Costs of Vocational Schools or Apprenticeships

If you decide to attend a vocational school or pursue an apprenticeship, you’ll need to figure out how much of the cost is covered by your GI Bill benefits. Depending on your situation, the cost might be completely covered, or you may still need to pay thousands of dollars per year out of pocket.

There are several different benefit levels for both versions of the GI Bill. For example, unless you were awarded a Purple Heart or discharged due to a service-connected disability, you will need to have served on active duty for at least 36 months to be eligible for the Post-9/11 GI Bill’s maximum benefit.

The benefit level for MGIB-AD depends on whether you served for at least 36 months as well as your training schedule (full-time, half-time, etc.) The benefit level for MGIB-SR is solely based on your training schedule.

One key difference between the Post-9/11 GI Bill and the MGIB is how they distribute their funds. With the Post-9/11 GI Bill, the money for your tuition and fees is sent directly to your school, while the housing allowance and stipend for books and supplies is sent to you. With the MGIB, all the money is sent to you rather than the school.

There’s also an important similarity between these two bills that you should be aware of — for apprenticeships, both the Post-9/11 GI Bill and the MGIB begin reducing your benefits after your first six months of training.

Below, we’ve provided details on the maximum benefits offered by both active versions of the GI Bill for vocational schools and apprenticeship programs. This information will allow you to calculate how much funding you can receive in your specific situation.

Non-college vocational programs

The following table breaks down the maximum GI Bill benefits for vocational schools (also known as “non-college degree granting institutions”) as of August 2022. To determine your monthly housing allowance (MHA), use the VA’s GI Bill Comparison Tool.

GI Bill Type Tuition & Fees MHA Books & Supplies
Post-9/11 $26,381.37 per year Generally, the same as BAH for an E-5 with dependents. $1,000
MGIB-AD $2,150 per month N/A N/A
MGIB-SR $407 per month N/A N/A

Apprenticeships

This table breaks down the maximum GI Bill benefits for apprenticeships as of August 2022:

GI Bill Type Tuition & Fees MHA Books & Supplies
Post-9/11 N/A 100% of MHA (first six months) $1,000
MGIB-AD $1,612.50 per month N/A N/A
MGIB-SR $305.25 per month N/A N/A

From Soldier to Civilian: Choosing a New Career

Veterans learn a whole host of valuable skills over the course of their service that transfer to the civilian workforce. To demonstrate that fact, we used CareerOnestop’s Veterans Job Matcher tool to pair common military jobs from every service branch with civilian occupations that require similar skills and knowledge. All of the civilian jobs we found require only a vocational degree or apprenticeship.

Air Force

Flight Engineer (1A1X1)

Flight engineers are responsible for diagnosing and repairing issues with military aircraft as well as monitoring performance before, during, and after flights.

Similar Civilian Career Job Description Top Educational Program
Aircraft Mechanic Diagnose and repair aircraft issues, adjust engines and other parts for optimal performance. Lewis University – Aviation Maintenance Technician License
Electronics Installer and Repairer, Transportation Equipment Install, adjust, and maintain electronics on trains, aircraft, and other mobile equipment. Pittsburg State University – Electrical Technology Certificate

Pararescue Specialist (1Z1X1)

When an injured pilot is in need of medical attention in a hostile or otherwise unreachable area, pararescue specialists are responsible for extracting them and treating their injuries.

Similar Civilian Career Job Description Top Educational Program
Emergency Medical Technician (EMT) Assess injuries and provide basic emergency medical care. Eastern Kentucky University – Basic Emergency Medical Technician Certification
Paramedic Assess injuries and provide medical care, including advanced procedures such as inserting IV lines and applying pacemakers. UCLA Center for Prehospital Care – Paramedic Program

Cable and Antenna Systems Specialist (3D1X7)

Responsible for installing and maintaining the systems that allow operations teams to communicate with pilots from anywhere in the world.

Similar Civilian Career Job Description Top Educational Program
Telecommunications Equipment Installer and Repairer Install and maintain the communications equipment that is used to support telephone, television, and internet networks. University of Denver – Telecommunications Technology Certificate
Electronics Installer and Repairer, Commercial and Industrial Equipment Install and repair electronic equipment such as  transmitters and antennas. Northwood Technical College – Industrial Maintenance Technician Technical Diploma

Army

Combat Engineer (12B)

Responsible for building fighting positions, clearing obstacles, and developing other creative engineering solutions to support combat missions.

Similar Civilian Career Job Description Top Educational Program
Brickmason Use materials such as brick, structural tile, and concrete block to build and repair structures. Hinds Community College – Brick, Block & Stonemasonry Program
First-Line Supervisor of Firefighting and Prevention Workers Coordinate the activities of firefighters and fire prevention workers. American Public University – Certificate in Fire Science

Combat Medic (68W)

Responsible for administering emergency medical care in the field and training other soldiers in first aid courses.

Similar Civilian Career Job Description Top Educational Program
Surgical Assistant Assist with medical operations under the supervision of surgeons — depending on state law, this may include making incisions, manipulating tissues, and closing surgical sites. Bevill State Community College – Surgical Technology Certificate
Licensed Practical Nurse Care for patients in settings such as hospitals, nursing homes, clinics, and private homes. Idaho State University – Practical Nursing Program

Army Firefighter (12M)

Responsible for protecting lives and property from fire as well as performing emergency response duties during hazardous material spills.

Similar Civilian Career Job Description Top Educational Program
Firefighter Extinguish fires and respond to other emergency situations. Eastern Kentucky University – Industrial Fire Protection Certificate
Fire Investigator Inspect buildings to identify fire hazards, gather facts to determine the cause of fires. St. Petersburg College – Fire Inservice Training

Army National Guard

Motor Transport Operator (88M)

Responsible for transporting cargo and troops, loading and unloading vehicles, and reporting issues with vehicles.

Similar Civilian Career Job Description Top Educational Program
Heavy Truck Driver Drive a tractor-trailer or a truck with a capacity of at least 26,001 pounds. Vincennes University – Tractor Trailer Driver Training
Automotive Service Technician Diagnose and repair issues with vehicles. Pittsburg State University – Automotive Service Technology Certificate

Psychiatric/Behavioral Health Nurse (66C)

Responsible for providing mental healthcare services to soldiers and their families.

Similar Civilian Career Job Description Top Educational Program
Psychiatric Technician Provide care for patients with mental or emotional conditions. Cypress College – Psychiatric Technician Certificate
Nursing Assistant Provide basic care, such as monitoring health status and feeding patients, under the direction of licensed nursing staff. Dixie State University – Nurse Assistant Program

Carpentry and Masonry Specialist (12W)

Under the direction of combat engineers, carpentry and masonry specialists are responsible for building structures using lumber, concrete, stones, and bricks.

Similar Civilian Career Job Description Top Educational Program
Carpenter Build and repair structures using wood and comparable materials. University of Montana – Carpentry Certificate
Stonemason Build stone structures such as piers, walls, and abutments. Big Sandy College – Stonemason Certificate

Coast Guard

Diver (DV)

Responsible for sweeping waterways during security missions, conducting salvage operations, and inspecting hulls.

Similar Civilian Career Job Description Top Educational Program
Motorboat Operator Operate small motor-driven boats and assist with navigational activities. SUNY Maritime College – U.S. Powerboat Handling Certification

Health Services Technician (HS)

Responsible for providing daily medical care to Coast Guard personnel and their families.

Similar Civilian Career Job Description Top Educational Program
Medical Assistant Perform clinical duties, such as recording vital signs and drawing blood, under the direction of a physician. Concordia University Wisconsin – Medical Assistant Certificate

Damage Controlman (DC)

Responsible for installing and repairing shipboard structures as well as operating defensive equipment.

Similar Civilian Career Job Description Top Educational Program
Plumber Install and repair pipe systems that carry liquids and gasses such as water, steam, and air. Hinds Community College – Plumbing & Construction Program
Boilermaker Build and maintain steam boilers and related equipment. Ivy Tech Community College – Boilermaker Apprenticeship Program

Marine Corps

Electrical Equipment Repair Specialist (1142)

Responsible for maintaining various electrical systems, including electric motors, motor control circuits, and power generation equipment.

Similar Civilian Career Job Description Top Educational Program
Electrician Install and maintain electrical wiring and equipment. Hinds Community College – Electrical Technology Certificate
Electrical Installer and Repairer, Powerhouse, Substation, and Relay Install and maintain electrical equipment at generating stations, substations, and in-service relays. Pittsburg State University – Electrical Technology Certificate

Metal Worker (1316)

Responsible for using welding tools to repair equipment.

Similar Civilian Career Job Description Top Educational Program
Sheet Metal Worker Build and install sheet metal products such as ducts, control boxes, drainpipes, and furnace casings. Bates Technical College – Sheet Metal Technology Program
Structural Iron and Steel Worker Build structures using iron or steel materials. Ivy Tech Community College – Ironworker Apprenticeship Program

Signals Intelligence (21)

Responsible for collecting information such as email, text, and voice communications through the interception of electronic signals.

Similar Civilian Career Job Description Top Educational Program
Audio and Video Technician Manage equipment such as microphones, video cameras, and connecting cables. Wilmington University – Undergraduate Certificate in Video Production
Sound Engineering Technician Manage equipment for recording and editing audio. Berklee Online – Music Production Programs

Navy

Machinist’s Mate (MM)

Responsible for ensuring the operation of a ship’s engines, compressors, refrigeration equipment, and air conditioning equipment.

Similar Civilian Career Job Description Top Educational Program
Ship Engineer Operate and maintain engines, boilers, deck machinery, and refrigeration equipment aboard ships. The University of New Orleans – Coastal Engineering and Sciences Certificate Program
Heating, Air Conditioning, and Refrigeration Mechanic Install and maintain equipment such as air conditioning units, hot-air furnaces, and heating stoves. Indian State River College – HVAC Technical Certificate

Builder (BU)

Responsible for building structures such as piers, bridges, and towers.

Similar Civilian Career Job Description Top Educational Program
Reinforcing Iron and Rebar Worker Install iron bars and rebar mesh in order to help reinforce concrete. Gateway Community College – Certificate of Completion in Construction Trades, Ironworking
Insulation Worker Install insulating materials to help control and maintain temperature. American River College – Insulator Apprenticeship Certificate

Hospital Corpsman (HM)

Responsible for providing medical services such as first aid, minor surgery, laboratory work, and prescriptions.

Similar Civilian Career Job Description Top Educational Program
Health Information Technologist Help design, develop, and modify computerized healthcare systems. University of Utah – Healthcare Information Technician Program
Phlebotomist Draw blood for testing, transfusions, and donations. Ultimate Medical Academy – Phlebotomy Technician Program

Scholarships for Veterans

Scholarships are another option for funding your education. While there are many scholarships available exclusively for veterans, not all of these awards can be used for vocational schools or apprenticeships. Below, we’ve highlighted some of the best scholarships for veterans that can apply to vocational schools and apprenticeships:

Sport Clips Help A Hero Scholarship

Since 2013, Sport Clips has provided over 2,000 “Help A Hero” scholarships (worth a total of more than $9 million) through their partnership with the VFW. Most veterans of the National Guard or Selected Reserve who can demonstrate financial need will qualify for this scholarship, which awards up to $5,000.

Deadline to apply: April 30, 2023

Army Women’s Foundation Legacy Scholarship

Female veterans can receive $1,000 to help pay for a certificate program with this scholarship. To qualify, you will also need to have a high school GPA of at least 2.5 and be enrolled in an accredited certificate-granting institution.

Deadline to apply: January 21, 2023

American Legion Auxiliary Non-Traditional Student Scholarship

Every year, the American Legion Auxiliary provides a $2,000 Non-Traditional Student Scholarship to one dues-paying member in each of their five geographic divisions. This award can be applied to certificate-level programs.

Deadline to apply: March 1, 2023

Imagine America Foundation Military Award Program

Veterans of any military service branch who can demonstrate financial need will qualify for this $1,000 scholarship. This award can be applied to the 500+ vocational schools that are partnered with the Imagine America Foundation.

Deadline to apply: Varies by school

Fleet Reserve Association Education Foundation Scholarships

The Fleet Reserve Association distributes over $90,000 in total scholarships every year. Awards of up to $5,000 are available, and the only qualification is that you must be affiliated with the Navy, Marine Corps, or Coast Guard.

Deadline to apply: April 15, 2023

Additional Resources for Veterans

There are some other helpful resources for veterans who are interested in vocational school or an apprenticeship that we haven’t yet mentioned in this guide. Take a look at them below:

  • eBenefits. This service, which is maintained by both the DOD and the VA, provides you with all the tools you need to apply for and manage your military benefits.
  • Bureau of Labor Statistics. The Department of Labor’s Bureau of Labor Statistics collects information, such as the average compensation and growth outlook, for hundreds of different occupations. Few decisions are more important than choosing your career — this resource will help you make the most informed decision possible.
  • Veterans Upward Bound. This organization helps veterans prepare for postsecondary education programs through their counseling, mentoring, and tutoring services.
  • VetSuccess on Campus (VSOC). The goal of this program is to help Veterans, servicemembers, and eligible dependents succeed at completing their education and preparing for the labor market. It does this by offering a coordinated delivery of on-campus benefits assistance and counseling services.
  • VetJobs. Once you’ve completed your education, this job board for veterans can help you find employment quickly.

Ask an Expert: Educational Advice From the Field

Jim Bivens

Department of Veterans Affairs Benefits Advisor and retired Master Sergeant of the Marines

What advice do you have for a veteran going back to school?

It’s important to explore all of your options. Seek advice and information on potential career paths or employment opportunities from a subject matter expert in Veteran’s benefits. You should be able to find someone at your local VA office. Then, apply for all of the benefits that apply to the field you want to go into. This ensures that you’re not only making the right choice for you and your family, but maximizing your earned benefits as well.

How should a member of the armed forces go about choosing which version of the GI Bill to use?

Do GI Bill benefits ever expire?

Will GI Bill benefits cover most vocational degree or apprenticeship expenses?

Interested in a degree instead?

Learn more about online degrees, their start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

EXPLORE ALL ONLINE PROGRAMS

University of Maryland Global Campus

For 75+ years, UMGC has transformed lives by offering adults the opportunity to expand their skills and earn the credentials they need to succeed again. UMGC offers 125+ degrees and certificates, financial resources and lifetime career services.

MA IN COUNSELING
Northwestern University

Recognized both nationally and internationally for its high standard of excellence, Northwestern University is a leading private research and teaching university located in Evanston, Illinois. The Family Institute (TFI) operates the MA in Counseling Program in collaboration with Northwestern’s Graduate School. TFI is a not-for-profit affiliate organization of Northwestern that provides direct care to individuals, couples, and families; fosters intensive learning for future counselors; and facilitates innovative research in the field of mental health counseling.

MASTERS OF SOCIAL WORK
University of Denver

Earn your CSWE-accredited MSW online from Denver’s GSSW, a top-15 school of social work. GRE scores are not required. Students with a BSW can earn their MSW in as few as 12 months in the online advanced-standing track. Gain a strong foundation for social work practice with a concentration in Mental Health and Trauma or Health, Equity and Wellness.

EDITORS NOTE: This Intelligent column is republished with permission. ©All rights reserved.

Claudine Gay Resigns From Harvard

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Harvard President Claudine Gay resigned from her position Tuesday after facing backlash over her response to antisemitism on campus and a plagiarism scandal.

Gay announced her resignation “with a heavy heart,” and said her stepping down is in the “best interest” of the university.

“It is with a heavy heart but a deep love for Harvard that I write to share that I will be stepping down as president,” Gay wrote in a statement. “This is not a decision I came to easily. Indeed, it has been difficult beyond words because I have looked forward to working with so many of you to advance the commitment to academic excellence that has propelled this great university across centuries.”

Gay’s resignation makes her tenure the shortest in the Ivy League university’s history, only serving six months and two days in her position, according to The Harvard Crimson, the university’s school paper. It is currently unknown who will be appointed to serve as an interim president in Gay’s place.

The now-former president faced intense scrutiny after attending a congressional hearing over the response to the growing antisemitism on the campus following the barbarous Oct. 7 terrorist attack against Israel. She refused to answer Republican New York Rep. Elise Stefanik’s repeated questioning on whether actions would be taken to counter antisemitism on the campus.

“Will admissions offers be rescinded or any disciplinary action be taken against students or applicants who say ‘From the river to the sea’ or ‘intifada’ advocating for the murder of Jews?” Stefanik asked during a Dec. 5 hearing.

“As I have said, that type of hateful, reckless, offensive speech is personally abhorrent to me,” Gay said in response.

“What action will be taken?” Stefanik questioned, to which Gay said actions would not be taken against students’ free speech.

She later clarified that students calling for violence against Jewish students “will be held to account” in a Dec. 6 statement, which caused major backlash from the public.

“There are some who have confused a right to free expression with the idea that Harvard will condone calls for violence against Jewish students,” Gay said. “Let me be clear: Calls for violence or genocide against the Jewish community, or any religious or ethnic group are vile, they have no place at Harvard, and those who threaten our Jewish students will be held to account.”

Gay apologized for remarks during the congressional hearing in a Dec. 9 statement to The Harvard Crimson.

“I am sorry,” Gay told The Crimson. “Words matter. What I should have had the presence of mind to do in that moment was return to my guiding truth, which is that calls for violence against our Jewish community — threats to our Jewish students — have no place at Harvard, and will never go unchallenged.”

Over 30 student groups signed a letter placing blame on Israel for the deadly attack carried out by Hamas, and over 100 Harvard faculty signed a letter defending the antisemitic phrase, “From the river to the sea.” Gay released a statement saying the letter does not reflect the stance taken by the university.

The university is currently under investigation by the Department of Education’s Office of Civil Rights due to the rise in antisemitism, according to The Harvard Crimson. The investigation launched in response to a compliant accusing Harvard of inadequately responding to reports of rising antisemitism across campus.

Gay additionally faced allegations of plagiarizing in her publications and dissertation more than 40 times. The first complaint, published Dec. 19 by the Washington Free Beacon, brought forth charges against seven of her works. A second complaint brought forth an eighth work, a 2001 article that allegedly lifts almost half a page from University of Wisconsin political science professor David Cannon.

AUTHOR

NICOLE SILVERIO

Media reporter. Follow Nicole Silverio on Twitter @NicoleMSilverio.

RELATED ARTICLE: Harvard President Accused Of Plagiarism Issues Corrections To Articles Involving ‘Quotation Marks And Citations’

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The Netherlands: What They Teach in Islamic Schools

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To be clear, any Islamic school teaches Islamic scripture. Islamic scripture is in essence, jingoism against the unbeliever. Motivating pep talks to kill, conquer and impose sharia law. So these kinds of videos are problematic only in that it allows people to think they are “extremist” or in some way an outlier. This is Islam in the Netherlands, and everywhere.

Netherlands: Islamic Schools Ban Muslim Children From Befriending Jews and Christians, Teach Non-Believers Should Be Killed (Video)

The impact of these violent and dangerous Islamic teachings is not confined to the walls of these schools. It spills over into society, contributing to a troubling rise in Islamic-driven antisemitic and anti-Christian incidents and threats against public figures critical of Islam.

In a concerning report from 2019, primarily overlooked by Western media, investigations by Nieuwsuur and NRC Handelsblad have brought to light a disturbing trend in Islamic “schools” across the Netherlands. This report unveils a scenario where young Muslim minds are being steeped in Islamic doctrines of violence, hate, and intolerance, deceptively presented to Westerners under the guise of “peaceful” religious education.

A World Apart: The Rise of Salafism in Dutch Education

In a parallel educational universe, thousands of Muslim children in the Netherlands attend Islamic lessons outside the regular educational system. These institutions, deeply influenced by Salafism—a fundamentalist Islamic movement—are propagating Islamic teachings utterly incompatible with Western values and principles. Salafists — who follow what they say was the original Islam practiced in the 7th and 8th centuries — openly state that they want to replace democracy in the West (and the rest of the world) with an Islamic government based on Sharia law. Nieuwsuur and NRC’s investigation found that at least 50 schools exhibit strong Salafist Islamic influences, shaping the outlook and beliefs of the young Muslim students enrolled.

The Dangerous Curriculum: From Isolation to Extremism

The curriculum in these Salafist schools is deeply concerning. Muslim students are taught to distance themselves from non-Muslims, receiving explicit instructions against befriending Jews or Christians. This divisive approach is not just theoretical; it’s ingrained in the educational material. For instance, in a religious textbook for 15-year-olds, students encounter a question about the response to someone who denies one of the Islamic pillars. The prescribed answer is execution for being a non-believer.

These teachings extend beyond social isolation. Students are indoctrinated with strict guidelines on interacting with non-Muslims, emphasizing an ideology of separation and superiority. They are instructed against basic acts like feeding non-Muslims or extending greetings during Christian festivals. Acknowledging these holidays is depicted as a more severe sin than congratulating someone who drinks alcohol.

The explicitness and depth of these Islamic teachings are alarming, focusing on instilling avoidance of any form of friendship or interaction with non-Muslims. This extensive emphasis on divisiveness highlights the insidious nature of Islamic teachings.

Furthermore, the worldview instilled in these Muslim students contrasts sharply with Western society’s principles of tolerance, equality, and freedom. Stemming from Islamic doctrine, these teachings promote a sense of Islamic supremacy and intolerance. Children are also taught to distinguish themselves from non-Muslims in aspects like clothing, further avoiding any interaction with Western culture or its people.

Read full article.

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EDITORS NOTE: This Vlad Tepes Blog column posted by Eeyore is republished with permission. ©All rights reserved.

‘Happy New Queer’: Public Library Set To Kick Off New Year With 6 Drag Performances

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A public library in Alaska will hold a winter celebration of all things LGBTQ on January 6th featuring a drag queen story hour for children billed as “Happy New Queer,” the Alaska Watchman reported.

The event, scheduled to be held at the Soldotna Public Library, will feature six “guest drag performers,” including one openly gay man whose drag stage name is “Ivanna Kischacok,” according to the Alaska Watchman.

“Ivanna Kischacok,” otherwise known as Andrew Castelli, wears a blonde wig and has jewels falling into his dress’s fake cleavage, according to cntravler.com. He also dons ball gowns, feathers, corsets and thigh-high boots, the website reported.

The drag queen story hour is being organized by an LGBTQ activist group called Soldotna Pride and will be part of a day-long celebration including a performance at a local grocery store and a “Queer Karaoke” event at a bar, the Alaska Watchman reported.

Although the library included a disclaimer in the event announcement that reads the library “does not endorse these materials or viewpoints expressed in them,” it also encourages residents to “Bring the whole family to Soldotna Library from 11-12 pm for Drag Story Hour featuring stories read by Joe Royal Spady, local author: W.B. Clark and our incredible guest drag readers!” according to the Alaska Watchman.

Soldotna Pride has targeted youth in the past, including an event last year that ignited controversy after a video of an Anchorage drag queen apparently showing a man in a miniskirt and thong twerking in front of young children went viral, the newspaper reported. Another video shows the same drag queen gyrating in a leather miniskirt in front of minors, according to the publication.

Must Read Alaska claims the Soldotna Library event is “misogynistic-themed” and reports that “parents who want to steer clear” of the drag event can attend more traditional read-aloud story hours at a local hardware store on Saturday mornings.

AUTHOR

DANA ABIZAID

Contributor.

RELATED ARTICES:

Protestors Shut Down Drag Queen Story Hour Event At Library

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RELATED VIDEO: Trans Activists Want Genderless Society

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Hamas-linked CAIR wants Chicago public school substitute teacher fired for disrespecting Hamas

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In this WBBM report, we learn that a third grader is accusing a Chicago Public School substitute teacher of threatening to strike him with an open upraised hand. The conduct of teachers in public schools is so outrageous these days that this might be true. But we just don’t know for sure. That is why an investigation is necessary.

However, certain people, including the Hamas-linked Council on American-Islamic Relations (CAIR) and the TV stations that pander to it don’t want to wait for the outcome of an investigation. The Council on American-Islamic Relations, which is handling the publicity for this story, will frequently get on TV to try its case in the court of public opinion. Network affiliates around the country help them do this.

For instance, it says on the WBBM website that Jermont Terry is an active member of the National Association of Black Journalists (NABJ).

Jermont is an active member of the National Association of Black Journalists and the Investigative Reporters and Editors.

NABJ reporters function as activists in newsrooms around the country, protecting the image of black Americans in the news. They also frequently assist CAIR in manipulating the media. That is what is going on in this case.

In his summation, reporter Terry says:

And while Hamas is, in fact, listed by the U.S. government as a terrorist organization, CAIR Chicago and the Ihmud family say it is unreasonable for the substitute, or anyone, constantly to try connecting all Palestinians to Hamas. That is why they want the employee terminated for targeting the third-grader.

Is this reporting or apologetics? Repeatedly, the little boy defied the teacher by saying that Hamas jihadis are not terrorists, and that the teacher was disrespecting his culture. There is little doubt that this is what his family taught him.

One might get the impression that the family wants the teacher terminated more because she disrespected Hamas than because she allegedly raised her hand to their child.

It is no surprise that the Council on American-Islamic Relations would bring a story such as this one to the newsroom. CAIR’s executive director, Nihad Awad, has said publicly that the events on October 7 made him “happy.”

There are numerous examples of CAIR broadcasting its version of events during an ongoing investigation, knowing full well that the other side cannot respond.

CAIR has weaponized the testimony of a child more than once. In one case, CAIR used the accusation of a child to get on TV and claim that a teacher disciplined a student by saying he would have to watch others eat while he fasted for Ramadan. A subsequent investigation found this to have no basis in fact.

In another case, CAIR got on TV four times or more, rumor-mongering about a teacher who was accused of mishandling a hijab. Now that this teacher is suing CAIR for defamation in New Jersey, no TV station will touch this story.

Of particular interest in this case is CAIR’s motion to dismiss the defamation suit against the organization.

CAIR’s lawyers state in CAIR’s Motion to Dismiss that everybody knows that CAIR does not really mean what it says. They are just posturing.

Context is key here. CAIR Foundation’s role as a staunch advocate for Muslim-Americans signals to readers that these underlined statements are not an assertion of objective fact, but as expressions of subjective belief and opinion from an advocate’s point of view.

CAIR is constantly manipulating the TV newscasts in which its representatives appear.

Here is CAIR manipulating the media in Olympia, Washington.

Here is CAIR manipulating the media in Georgia.

Here is CAIR manipulating the media in Missouri.

Here is CAIR manipulating the media in Minnesota.

CAIR’s call for the teacher’s termination is one manifestation of what has now become a weekly event. CAIR uses its astonishing media access to force terminations, threaten livelihoods, defame reputations, charge people with hate crimes, and more.

There are close to 50 examples of this in 2023, and over 160 total examples in the past six years. All with the willing help of TV stations such as WBBM, and reporters such as Jermont Terry.

“Family says Chicago substitute teacher targeted 3rd-grader for being Palestinian,” by Jermont Terry, CBS, December 27, 2023:

CHICAGO (CBS) — A call has been issued for a quick investigation after an 8-year-old boy said a substitute teacher made offensive and inappropriate remarks to him in class.

The boy is of Palestinian heritage. As CBS 2’s Jermont Terry reported Wednesday night, local Islamic leaders want the Chicago Public Schools to take action now.

As CPS students finish up their winter break, the father of 8-year-old Mahmoud Ihmud said his son is scared to go back to class – with a substitute teacher accused of targeting him for being Palestinian.

“She said that Hamas are terrorists,” said Mahmoud.

Those are the words Mahmoud said his substitute teacher at Chicago Academy Elementary School, at 3400 N. Austin Ave., told him. Students were in art class when he said the sub started randomly asking their nationality.

“I was the last person. I said I was from Palestine. She said, ‘Hamas are terrorists.’ I was like, ‘That’s not true.’ She was like, ‘Yes it is,’ I was like, ‘That’s not true.’ She goes, ‘No, it’s true – and it’s true, I’m going to hit you,’” said Mahmoud.

Mahmoud said the substitute insisted on telling him, and the entire third grade class, that he Hamas was killing children.

“And then I pushed her away, and then I ran back to my desk,” said Mahmoud. “Then she raised her hand at me.”

CBS 2’s Terry asked Mahmoud to show him what the teacher did. Mahmoud demonstrated to claim the teacher raised her hand with an open palm at him.

Terry asked Mahmoud what was going through his mind when this happened.

Mahmoud: “What was going through my mind? I wanted to hit her.”

Terry: “You were mad? Why were you so mad?”

Mahmoud: “She disrespected my culture.”

“I was so mad,” said Mahmoud’s father, Tawfiq Ihmud. “For an 8-year-old boy and a teacher tell him that he knows nothing about what’s going on back home – ‘What’s Hamas? What’s terrorist.’”

Mahmoud’s father set up a meeting. He met with school administrators the Wednesday before break.

“I went to the principal, and I told him, he said, ‘I’m making a report on her right now,’” said Ihmud. “But I said, ‘What’s the reason she said to my son that?’ He said, ‘I have no answer for you right now.’”

The father said CPS launched an investigation.

“They told me they stopped her from going to that school, which is the Chicago Academy,” said Ihmud.

Yet it is unclear if the substitute teacher has been banned entirely from working within CPS while they investigate.

“She can be in other schools. There are a lot of Palestinians, Muslims all over in different schools,” said Ihmud. “They way she treated my kids – she could treat other kids the same way.”

“This is not someone that should be working with children,” said Maggie Slavin of the Council on American-Islamic Relations (CAIR) Chicago….

AUTHOR

LARRY ESTAVAN

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EDITORS NOTE: This Jihad Watch column is republished with permission. ©All rights reserved.

Biden Admin Lawsuit Targets Largest Christian University In U.S.

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The Biden administration’s Federal Trade Commission (FTC) is taking aim at the largest Christian university in the U.S. in a new lawsuit.

Grand Canyon University (GCU) is the largest Christian university in the U.S. with over 100,000 students enrolled and over 85,000 online students as of fall 2022, according to their website. The FTC alleges that GCU engaged in deceptive business practices with its doctoral programs and that it also engaged in illegal telemarketing practices, according to the federal complaint filed in the District of Arizona.

“Grand Canyon deceived students by holding itself out as a non-profit institution and misrepresenting the costs and number of courses required to earn doctoral degrees,” Samuel Levine, director of the FTC’s Bureau of Consumer Protection, said in a Wednesday FTC press release. “We will continue to aggressively pursue those who seek to take advantage of students.”

GCU’s “marketing activities have also resulted in millions of abusive telemarketing calls to consumers who have specifically requested that Defendants not solicit them, and to individuals on the National Do Not Call Registry,” the lawsuit alleges.

The FTC also alleged that GCU misled potential doctoral students about the time required to finish the accelerated doctoral program and illegally called prospective student applicants who submitted contact information to the website but had requested not to be called, according to the complaint. GCU is accused of violating the FTC Act and Telemarketing Sales Rules and requested the U.S. District Court in Arizona to rule that GCU must pay prospective students for the alleged violations.

The Department of Education (ED) fined GCU more than $37 million in October after an investigation found the school “consistently misrepresented doctoral program costs,” according to an ED press release.

Grand Canyon University and the FTC did not immediately respond to the Daily Caller News Foundation’s request for comment.

AUTHOR

BRANDON POULTER

Contributor

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EDITORS NOTE: This Daily Caller column is republished with permission. ©All rights reserved.

All content created by the Daily Caller News Foundation, an independent and nonpartisan newswire service, is available without charge to any legitimate news publisher that can provide a large audience. All republished articles must include our logo, our reporter’s byline and their DCNF affiliation. For any questions about our guidelines or partnering with us, please contact licensing@dailycallernewsfoundation.org.

American Muslims for Palestine calls on Muslims to ‘make Zionists feel very uncomfortable on campus’

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This kind of talk, larded as it is with dreary Marxist rhetoric about “colonization,” is why we are seeing the increasing physical intimidation and menacing of Jewish students on campuses, and sometimes even physical attacks.

American Muslims for Palestine Official Taher Herzallah at San Diego Mosque: This Is the Time to Make Zionists Feel Very Uncomfortable on Campuses; It Is Incumbent Upon the Muslims to Rule Palestine, Enforce the Rules of Allah on Earth

MEMRI, December 23, 2023:

AMP director of outreach and grassroots organization Taher Herzallah spoke at a December 23, 2023 AMP event held at the Islamic Center of San Diego about pro-Palestinian student activism. He said that this is the time to make the Zionists feel “very uncomfortable on campus.” He stated that the “Zionists are really going to regret the day they made Muslims their enemy,” and he claimed that the Jews colonized Palestine in order to be accepted into “whiteness.” Herzallah said that on October 7, the people of Yemen and Gaza destroyed the “veneer of superiority” of the West and the colonizers, and he advised his audience to follow the path they have set. He said that it is “incumbent” on the Muslims to rule Palestine from the River to the Sea and that the Muslims will “bring the rules that Allah gave us to this earth, because that’s what we were sent for.” Other speakers at the AMP event were the mosque’s imams, Taha Hassane and Shaykh Abdeljalil Mezgouri, Dr. Ahmed Soboh, the religious director of the Islamic Center of Yorba Linda, religious advisor of the Chino Calley Islamic Center, former chairman of the Islamic shura council of southern California, and board member of CAIR LA, and Osama Shabaik, member of the “Irving 11,” along with Taher Herzallah. The event was streamed live on the YouTube channel of the Islamic Center of San Diego.

AUTHOR

ROBERT SPENCER

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EDITORS NOTE: This Jihad Watch column is republished with permission. ©All rights reserved.

Texas Universities Rebrand ‘Diversity’ Programs As Statewide Ban Goes Into Effect

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Texas’ public universities are scrambling to rebrand their diversity, equity and inclusion (DEI) efforts after Republican Texas Gov. Greg Abbott signed a law prohibiting DEI offices.

The new Texas law, which goes into effect Jan. 1, 2024, bans DEI departments and initiatives in public universities and prohibits colleges from holding activities that discriminate on the basis of race, gender or ethnicity. In anticipation of the law going into effect, some colleges in Texas have shut down their DEI departments, while others have renamed their DEI offices and altered their mission statements while retaining the offices’ staff.

“Public colleges work for the benefit of the state and should not try to undermine the state or state policy. Under state law, college DEI offices may no longer perform a variety of activities that focus on group identities,” Adam Kissel, visiting fellow at the Heritage Foundation’s Center for Education Policy, told the Daily Caller News Foundation.

Several Texas colleges are opening new centers with employees from the DEI departments, and many are renaming the departments and giving them new mission statements.

“Our office will definitely be engaged with any sort of signals or indication that we see of any public universities not following the spirit and intent of the law,” Republican Texas state Sen. Brandon Creighton, author of the law, told the Daily Caller News Foundation.

The University of Texas at Dallas (UTD) announced in November it would close its DEI office, according to Inside Higher Ed. The school said they would be opening a new office called the Office of Campus Resources and Support in a Nov. 29 letter. UTD’s president previously said in August that no one in the DEI office would be losing their jobs, according to Dallas Morning News.

The Office of Campus Resources and Support will foster a “welcoming university climate” and house The Galerstein Community Center, which was previously named The Galerstein Gender Center.

The University of Houston (UH) closed its Center for Diversity and Inclusion and LGBTQ Resource Center and announced a new center called the “Center for Student Advocacy and Community” in August.

The goal of the center is to “build and maintain a network of campus and community stakeholders for student populations,” according to their website. The center will also hold events for “programs that promote a welcoming climate and cultural competency” and “heritage month and cultural programs and celebrations.”

The University of Texas (UT) at Austin renamed its Division of Diversity and Community Engagement to the Division of Campus and Community Engagement, according to Inside Higher Ed. The division offers programs such as “Inclusive Innovation and Entrepreneurship” and “Women in STEM.”

Some universities in Texas previously required prospective professors to submit “diversity statements,” in which they signaled their commitment to the tenets of DEI.

“Essentially, many of our universities requiring those loyalty oaths had a neon sign above their doors saying, ‘if you don’t agree with us politically and you won’t sign this oath, you need not apply here,’” Creighton told the DCNF.

Republican Florida Gov. Ron DeSantis banned the use of DEI in public schools and universities in May. Several other Republican state Legislatures have proposed similar bans on DEI programs using public funds.

The Republican-led Wisconsin Legislature withheld pay raises from the University of Wisconsin (UW) system in October over its expenditures on DEI, and in December the UW system accepted an $800 million deal to slash its DEI efforts. The Iowa Board of Regents voted in November to eliminate DEI programs at state universities.

“Workarounds are challenging and put colleges at financial risk for noncompliance. DEI offices should be replaced with success initiatives that help students without regard to group identity,” Kissel told the DCNF.

UTD, UH and UT Austin did not respond to the Daily Caller News Foundation’s requests for comment.

AUTHOR

BRANDON POULTER

Contributor.

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EDITORS NOTE: This Daily Caller column is republished with permission. ©All rights reserved.

All content created by the Daily Caller News Foundation, an independent and nonpartisan newswire service, is available without charge to any legitimate news publisher that can provide a large audience. All republished articles must include our logo, our reporter’s byline and their DCNF affiliation. For any questions about our guidelines or partnering with us, please contact licensing@dailycallernewsfoundation.org.

Satanic Temple Unveils First High School Student-Led Club

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The Satanic Temple (TST) announced Tuesday that it will be opening its first high school club in Kansas.

The club is an affiliate of TST’s After School Satan Club (ASSC) program, which only opens a club if a school has a religious club on campus, and has locations in Colorado, Virginia, Pennsylvania and New York, according to its website. This latest club is TST’s first move into high schools and the first time it’s going to be student-led, according to a post on X, formerly known as Twitter.

“The first ASSC-affiliated High School Satan Club is debuting in Kansas,” the post reads. “This student-led club has completed all the required steps to be an officially registered on-campus student club and will operate alongside other student-led religious clubs.”

TST did not disclose the high school that the club will be located at, only noting that it will officially debut in January 2024, according to the post.

The ASSC program says that kids who partake in club activities will have a “safe and inclusive alternative to the religious clubs that use threats of eternal damnation to convert school children to their belief system,” according to the website. A video on the TST’s YouTube page shows a goat, TST’s mascot, in school with a voice in the background that sings “Satan is not a bad guy” and “Satan looks for truth.”

“Unlike our counterparts, who publicly measure their success in young children’s ‘professions of faith,’ the After School Satan Club program focuses on science, critical thinking, creative arts, and good works for the community,” TST’s website reads. “While engaged in all of these activities,  we want clubgoers to have a good time.”

TST came under heavy scrutiny recently after revealing its statue of Baphomet in the Iowa state capitol building in December. The display was destroyed a few weeks later after Christian veteran Michael Cassidy beheaded the statue.

TST did not immediately respond to the Daily Caller News Foundation’s request for comment.

AUTHOR

KATE ANDERSON

Contributor.

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EDITORS NOTE: This Daily Caller column is republished with permission. ©All rights reserved.

All content created by the Daily Caller News Foundation, an independent and nonpartisan newswire service, is available without charge to any legitimate news publisher that can provide a large audience. All republished articles must include our logo, our reporter’s byline and their DCNF affiliation. For any questions about our guidelines or partnering with us, please contact licensing@dailycallernewsfoundation.org.

DISSENT Television: Special Guest Karen Schoen — Educator, Business Woman and Advocate

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Karen Schoen is a patriot, a talk radio host on Prism of America’s Education on AmericaOutLoud.news.

She is also a marketing consultant, journalist, advocate, citizen lobbyist, public speaker and advisor to the Florida Citizens Alliance.

Karen is focused on transforming Florida’s K-12 education system.

Karen is a former candidate for Florida House, former teacher, and business owner.   Karen worked on a committee to review and revise the civics curricula for Florida.

Karen’s life and work experiences have given her an in-depth understanding of education and its effect on our students, economy, and country. Her focus, as an educator, is connecting the dots, writing, and sharing her experiences as they relate to current culture and policy.

Karen’s business experiences in marketing brought her to multiple industries including telecommunication, insurance, real estate, mortgages, the financial, and fashion industries, and from Wall Street and Main Street.

Karen learned that everything is connected. Nothing is random. Everything has a plan. All plans are based on lies and myths.

Karen believes that applying knowledge is power.

Karen understands that we the people can be champions or victims, we cannot be both.

Karen asks you, our viewers, to ask yourself — Is America worth saving?

If yes, then what will you do to help save the republic?

Doing nothing is affirmation.

WATCH, LISTEN AND LEARN: Karen Schoen on DISSENT Television.

©2023. DISSENT Television and Dr. Rich Swier. All rights reserved.

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