Who are the Power Brokers behind the Common Core State Standards?

Many parents, teachers, educators and concerned citizens do not know who are the “power brokers” behind Common Core State Standards (CCSS). It is important to understand who is pushing this initiative that is a federal government backed top down approach to public school education. United Opt Out National has compiled a comprehensive list of the key power brokers, nonprofit institutions and corporations behind CCSS. It is provided here for your edification.

Through the U.S. Department of Education designated Race to the Top initiative, grants and other monies are given to states that adopt RTTT which requires them to adopt CCSS, use new high stakes testing such as PARCC or SBAC, and requires these tests to be attached to teacher and school evaluations which in turn foster the agenda of corporate-run education policies. (See ALEC at the bottom for more.)

Achieve was granted the contract from U.S. Department of Education to develop and manage the Common Core State Standards initiative including curricular development and assessment. NGA and CCSSO also lead the development and implementation of CCSS)


Who they are? According to their website, “Created in 1996 by the nation’s governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization based in Washington, DC that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability so all students graduate ready for college, work and citizenship.”

Key players: Lou Gerstner, co-founder of Achieve (Former CEO of IBM) and Craig Barrett, Achieve Chair (former CEO of Intel Corp.)


AT&T Foundation (ALEC)/The Battelle Foundation/Bill & Melinda Gates
Foundation (ALEC)/The Boeing Company (ALEC)/Brookhill Foundation
Carnegie Corporation of New York
Chevron (ALEC)
The Cisco Foundation/DuPont (ALEC)
The GE Foundation (ALEC)
IBM Corporation (ALEC)/Intel Foundation (ALEC)
JP Morgan Chase Foundation
The Joyce Foundation
The Leona & Harry B. Helmsley Charitable Trust
Lumina Foundation (ALEC)
MetLife Foundation
Nationwide (ALEC)
Noyce Foundation
The Prudential Foundation (ALEC)
Sandler Foundation
State Farm Insurance Companies (ALEC)
Travelers Foundation
The William and Flora Hewlett Foundation.

ACHIEVE partners with Pearson for most of its testing and curricular materials for the PARCC.


Who they are? According to their website: “The National Governors Association (NGA) is the bipartisan organization of the nation’s governors which promotes visionary state leadership,shares best practices and speaks with a collective voice on national policy. Founded in 1908, the National Governors Association (NGA) is the collective voice of the nation’s governors and one of Washington, D.C.’s most respected public policy organizations.” Through their Corporate Fellows programs, corporations can donate money in exchange for greater influence over policies including those in education.

Key donors and players: In 2012-2103 Executive Director is Dan Crippen. Executive Committee members include: Governor Jack Markell, DE—Chair, Governor Mary Fallin, OK—Vice Chair.

The Education and Workforce Committee is led by Governor Dannel Malloy, CT – Chair and Governor Terry Branstad, IW — Vice Chair.


Who they are? According to their website, “The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions.

CCSSO provides leadership,advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.”

Key donors and players:

CCSSO Executive Director is Chris Minnich, President is Mitchell Chester, Massachusetts. The President-elect is Terry Holiday, Kentucky and Past-President Thomas R.Luna, Idaho.

NOTE: Chris Minnich is a former employee of PEARSON.

Corporate Partners include (but are not limited to):

American Institutes for Research(AIR)
Data Recognition Corporation
ETS (part of Pearson)
McGraw-Hill Education
Pearson Education/ACT (part of Pearson)
Intel Corporation
K12 Inc. (part of Pearson)
Measured Progress
Wireless Generation
The College Board

See complete list of funders here.


This global management firm promotes the idea of “big data” as a means of global management and profit building. David Coleman, key architect of the Common Core, Sir Michael Barber,Chief Education Advisor to Pearson, and Lou Gertsner, co-founder of Achieve ALL have worked for McKinsey and Co.

CCSSO is proposing partnerships with McKinsey and Co. to take over management of Common Core and PARCC in several states after 2015.


ALEC is the American Legislative Exchange Council. ALEC is not a lobby; it is not a front group. It is much more powerful than that. Their self-described mission is to “promote free market, limited government, and federalism.” Through ALEC, behind closed doors,corporations hand state legislators the changes to the law they desire that directly benefit their bottom line. Along with legislators, corporations have membership in ALEC. Corporations sit on all nine ALEC task forces and vote with legislators to approve “model” bills. ALEC’s subcommittee for education policy promotes legislation that attempt to privatize public education, destroy unions, replace teachers with computers and Teach for America temporary teachers, and use education as a form of corporate control and profit.

Names on this handout that have (ALEC) next to them now, or formerly, have ties with ALEC.

Public Sector Co-Chair of the ALEC Education Task force is Rep. Greg Forristall (R-Iowa).

Other powerful funders/promoters of CCSS who are members of ALEC include the Walton Foundation and the Eli Broad Foundation.


United Opt Out National, Inc. is registered as a nonprofit organization incorporated in the state of Florida.

Members of this site are parents, educators, students and social activists who are dedicated to the elimination of high stakes testing in public education. We use this site to collaborate, exchange ideas, support one another, share information and initiate collective local and national actions to end the reign of fear and terror promoted by the high stakes testing agenda. 

Common Core Cronyism in Florida

Members of the Appropriations Committee on Education are hugely “invested” in Common Core. Representative Erik Fresen (R-FL District 114) is chair in the Florida House. Fresen was heavily involved in the Florida Race-To-The-Top (RTTT) application, getting federal funding and approval of implementation of Common Core in Florida. The same goes for Senator John Legg (R-FL District 17).

Both of their handprints are all over RTTT and education funding in Florida. Just do a Google search of “RTTT and John Legg” to read multiple news hits. The Education Committee and the Appropriations Subcommittee on Education are two separate committees, although some members serve on both. Obviously, those members have to be pushed extremely hard by concerned citizens to stop Common Core in Florida.

Listed below are all the legislators. The Chair & Vice Chair of the Committees; Committee Members; Education Commissioner Stewart and Governor Scott must be called before March.

Florida parents, teachers and concerned citizens may contact committee members and find out if they support HB-25 filed by Representative Debbie Mayfield (R-FL District 54). HB-25 is a bill to stop Common Core in Florida. HB-25 reads:

Public School Curricular Standards and Assessments: Prohibits State Board of Education from continuing to implement common core standards until certain requirements are met; provides requirements for adoption or revision of curricular standards; requires state to withdraw from PARCC; prohibits state from implementing certain assessments & requires state to adopt & implement new assessments; prohibits state board from entering into certain agreements.

For those interested in contacting the members of these committees their contact information is provided:






High School Student makes Best Case Against Common Core

Ethan Young2

For a larger view click on the image.

Ethan Young, a student at Farragut High School in Knox County, TN, made his case as to why he believes the school district should drop the new national education standards, a set of guidelines that were never voted on by Congress, the Department of Education nor by local or state governments.

“There is a proper way to educate and there is a proper way to govern, and they are both known. Today we do these things in a different way, which presents a serious and perhaps fatal problem for our country. But repair is possible.”

This is how Larry P. Arnn, the twelfth President of Hillsdale College, put it in his remarks titled “A Rebirth of Liberty and Learning.

President Arnn notes, “The word ‘education’ comes from a Latin word meaning ‘to lead forth.’ And if you think about it, ‘forth’ is a value-laden term. Which way is forth? The Bible tells us to ‘raise up a child in the way he should go.’ But which way should he go?”

This young student understands what the word education really means:


Classical Academy comes to Sarasota, Florida

Josh and Harmony, two teachers with children, have made it their mission to start a classical academy serving the Sarasota County area. At first they applied to become a charter school but thought better of it and decided on the private school model. Because of their efforts the Classical Academy of Sarasota (TCA) is now registering students for the 2014-2015 school year.

TCA will host an Open House and informational meeting on Thursday, January 16, 2014 from 6:30pm to 8:00pm at their campus at 8751 Fruitville Road (Faith Baptist Church). In an email TCA states, “Come see our beautiful campus and learn what classical education looks like in the classroom, from kindergarten to high school. Applications will be available that evening and TCA leadership will be on hand to answer all questions.” To learn more visit www.tcasarasota.com or email info@tcasarasota.com.

According to their website:

The mission of The Classical Academy of Sarasota is to develop the academic potential of each student through a rigorous, content-rich, classical liberal arts education while building in them a virtuous character.

Our purpose is to develop graduates who are logical thinkers, coherent writers, confident speakers, thoughtful leaders and responsible virtuous citizens.

Classical education has had a resurgence across America, and Sarasota is finally getting a classical liberal arts school the fall of 2014 The Classical Academy of Sarasota (TCA) will open its doors as a Pre-K to 9th grade school, adding a grade every year, graduating the first senior class in 2017.

Classical education is a balanced education that attends to advancing the student’s intellect while instructing their moral character. Students have, at their command, a large body of factual knowledge, a logical frame of mind that allows them to organize and analyze facts, and the ability to put forward reasoned and persuasive arguments in what they say and write.

Classically educated students are:

  • logical thinkers
  • coherent writers
  • confident eloquent speakers
  • thoughtful leaders
  • responsible virtuous citizens

TCA’s founders spent a year and a half consulting with Hillsdale College in the creation of the school. Their input into academic philosophy and curriculum has helped establish the strong foundation which TCA will build upon in the coming years.

TCA will open as a private school in order to provide greater competition in the free-market to the public school system. TCA will be a school free from the Common Core, free from test driven curriculum, and free to educate the next generation of self-governing citizens who truly understand the rights of life liberty and the pursuit of happiness.

As a private school we want ALL kids to have access and therefore we need the help of people who understand the value of providing an education that focuses on individual achievement and producing leaders and entrepreneurs. The words of Reagan remind us that, “Freedom is never more than one generation away from extinction. We didn’t pass it to our children in the bloodstream. It must be fought for, protected, and handed on for them to do the same.”

If you are interested in finding out more about The Classical Academy of Sarasota or to support its mission please visit the website at www.tcasarasota.com.

Why Common Core is the Wrong Solution for Public Education

“There is a proper way to educate and there is a proper way to govern, and they are both known. Today we do these things in a different way, which presents a serious and perhaps fatal problem for our country. But repair is possible.”

This is how Larry P. Arnn, the twelfth President of Hillsdale College, put it in his remarks titled “A Rebirth of Liberty and Learning.

President Arnn notes, “The word ‘education’ comes from a Latin word meaning ‘to lead forth.’ And if you think about it, ‘forth’ is a value-laden term. Which way is forth? The Bible tells us to ‘raise up a child in the way he should go.’ But which way should he go?”

President Arnn says, “”[I]f you ask a young person today which way is the right way to go, more often than not he or she will answer: ‘It depends on which way you want to go.’ Young people today give that answer because they’ve been taught to give that answer. But it’s the wrong answer, and the activity of getting from there to the right answer—the activity of coming to know which way is the right way—is education. Thus ‘to lead forth.’”

The core of education according to President Arnn is to lead forth by answering these questions: What is the right way for a man to live? What is just by nature and what is unjust? These are value-laden questions, any education system that does not focus on them is not educating it is indoctrinating.

“A true [value-laden] core, as I’ve described, has a unifying principle, such as the idea that there is a right way to live that one can come to know. Compare that to the use of the same word in describing the latest bright idea of the education establishment—the so-called Common Core—which is an attempt by bureaucrats and politicians to impose national standards on American schools. When one looks into Common Core, it becomes clear that it has no unifying [value-laden] principle in the sense I have described. And it has destructive effects,” states President Arnn.

The Northwest Ordinance, adopted in 1787 and passed again in 1789, states: “Religion, morality, and knowledge, being necessary for good government
and the happiness of mankind, the means of education shall forever be encouraged.”

Common Core is not “value-laden” but rather is designed to “shape values and ethical systems” states the Teacher’s Guide for Advanced Placement English Literature.

President Arnn concludes, “[M]odern education treats students chiefly as factors of production, as people to be trained for productive jobs [human capital]. And although we all wish productive jobs for our children, as parents we know that they are not chiefly job seekers or factors of production. After all, how many of us, if we were given the choice of our children earning a lot of money and being bad, or struggling economically and being good, would choose the former?”

It is better to be good and know why good is better. That is what education is all about.


Founded in 1844, Hillsdale College is an independent, coeducational, residential, liberal arts college with a student body of about 1,400. Its four-year curriculum leads to the bachelor of arts or bachelor of science degree, and it is accredited by the North Central Association of Colleges and Secondary Schools.

Hillsdale’s educational mission rests upon two principles: academic excellence and institutional independence. The College does not accept federal or state taxpayer subsidies for any of its operations.

Planned Parenthood Cell Phone App to 12-Year-Olds: “Having Sex Feels Good”

Jenifer Bowen from Caffeinated News reports on a Planned Parenthood cell phone app that is disturbing and parents should be warned should their child download it.

WARNING: Some may find the  content of this article very graphic and offensive. But we want you to know the truth about what Planned Parenthood is peddling to kids.

According to Bowen:

When the truth came out, Planned Parenthood had to abandon their controversial Teenwire.com website pushing teenagers to pursue anal sex, “fingering,” multiple partners, and the use of sex toys and pornography.

But don’t think that offensive content or Planned Parenthood’s mission to sexualize your children has gone away.  Now it’s going direct to their cell phones.

Planned Parenthood has been pushing free “Apps for Teens” that they can read on their cell phones. Planned Parenthood of the Heartland has been pushing it on their Facebook page with this message: “Planned Parenthood’s Info for Teens: Once a week, we’ll be featuring a free app that can help you learn all about sex, relationships, birth control and more.  Want a sneak peek?  Take a look at all of them here.”

The apps feature quizzes and games with seductive topics like, “What’s Your Love Personality?”

Sounds harmless so far, right?  Good, clean fun.  We decided to take the quiz and see.

The Love Personality quiz offers a series of questions where readers answer, “Agree” or “Disagree.”  It also asks for your age, race, sex, and location.  (Remember, this is the era of Big Data, so Planned Parenthood collects this information.)

I choose “12 or under,” because I was curious what Planned Parenthood would say to a child that young.

What’s Your Love Personality Question 1: “When I like someone I’m more likely to tell him directly than have a friend do it for me.”

This is what Planned Parenthood does to throw the parents off the scent, just in case they are checking out what their kids are looking at.  The persistent parent will see their “12 or under” child asked this next.

Read more.

Common Core is putting “teaching to the test” on steroids

As the details of Common Core become known, more parents and teachers are opposing it. Bob Kellogg from One New Now reports, ”

More and more parents are concerned about Common Core standards. Many want to opt their youngsters out of the standardized testing. Jane Robbins, a senior fellow with the American Principles Project, believes school officials are being caught off guard.

Robbins, Jane (APP)“I think it’s caught them by surprise and they’re not quite sure what to do with it,” she observes, “but it’s a real indication of the depth of concern about this whole scheme.”

She says the best strategy for parents concerned about centralized, federal education standards “is to make legislators in the states and governors and other officials more afraid of the people than they are of the power brokers – the ones who have a lot of money invested in this and the ones who have decided that [they] are the experts and [are] going to do this.” Read more.

Even teachers unions are beginning to realize the potential downside of Common Core standardized testing on their members.

Kellogg reports, “Earlier this year, American Federation of Teachers president Randi Weingarten called for a delay in the implementation of the national standards, fearing teachers will be penalized if students fare poorly under the new guidelines. If those standards are wrongly implemented, she said, “they will end up in the overflowing dustbin of abandoned reforms, with people throwing up their hands,” believing that public schools are too broken to save.

Brittany Corona, a research assistant with The Heritage Foundation, says Weingarten is absolutely correct.

“We’re going to see a lot of issues – not only for the teachers though,” Corona tells OneNewsNow. “We’re going to see it for the parents, we’re going to see it for the school districts. And not just the Common Core; it’s the whole principle of national standards. That’s the problem with implementation.”

She says even though the left-leaning Weingarten is calling for a moratorium on implementation, that doesn’t mean she’s opposed to national standards.


VIDEO: Floridians Against Common Core posted the below video series on kindergarten mathematics. The group states, “Pavlovian obedience training method on kindergarteners. Notice their lackluster expressions.”

Common Core Assignment: Think Like a Nazi and Explain Why Jews Are Evil


An essay assigned to 10th graders, at Albany High School, is at the center of controversy after students were asked to ‘think like a Nazi’. Students were assigned a persuasive writing essay where the teacher asked them to “pretend I’m a member of the government in Nazi Germany”, the handout obtained by CBS Channel 6 said.

The assignment went on to say “convince me you are loyal to the Nazis by writing an essay to convince me Jews are evil and the source of our problems.” Albany’ Superintendent, Dr. Marguerite Vanden Wyngaard, called the assignment “ill-conceived and inappropriate.” “How could you ask a student to justify prejudice leading to genocide,” said Dr. Vanden Wyngaard. “It is an illogical thing for a student to have to do. It doesn’t make any sense.” The teacher, whose name is not being released by the district, will not be teaching while a decision is being made on what consequences there will be, said Dr. Vanden Wyngaard. “It can go anywhere from a letter of council, a letter reprimand, all the way through to termination there is a broad spectrum,” said Dr. Vanden Wyngaard on the possible sanctions against the teacher. “I will not make that decision within the 24 hours because the spectrum is too big.”

The assignment didn’t make sense to the head of the Holocaust Survivors and Friends Education Center, in Albany, officials said Friday. They were disappointed but looked at the incident as an opportunity to educate both students and teachers going forward. “I was totally shocked when I learned this morning that anyone would have such an unbalanced lesson and grade students teaching racist anti semitic views,” said Shelly Shapiro, Director, Holocaust Survivors and Friends Education Center.

This story first broke back in April when The Times Union reported, via Poor Richard’s News:

Think like a Nazi, the assignment required students. Argue why Jews are evil.

Students in some Albany High School English classes were asked this week as part of a persuasive writing assignment to make an abhorrent argument: “You must argue that Jews are evil, and use solid rationale from government propaganda to convince me of your loyalty to the Third Reich!”

Students were asked to watch and read Nazi propaganda, then pretend their teacher was a Nazi government official who needed to be convinced of their loyalty. In five paragraphs, they were required to prove that Jews were the source of Germany’s problems.

The exercise was intended to challenge students to formulate a persuasive argument and was given to three classes, Albany Superintendent Marguerite Vanden Wyngaard said. She said the assignment should have been worded differently.

“I would apologize to our families,” she said. “I don’t believe there was malice or intent to cause any insensitivities to our families of Jewish faith.”

One-third of the students refused to complete the assignment, she said.

Vanden Wyngaard said the exercise reflects the type of writing expected of students under the new Common Core curriculum, the tough new academic standards that require more sophisticated writing. Such assignments attempt to connect English with history and social studies.

Do you want this man teaching your kids about sex? Well he already is!

World Net Daily, in its 1999 column Porno: Part of a Well Rounded Education, reported,”The Sex Information and Education Council of the United States (SIECUS) is the self-appointed sex research foundation for America’s teachers. In 1999 it is up yet again for handouts from the federal government to implement Kinsey’s discredited “Grand Scheme.” But before the people’s representatives dole out more money to SIECUS and its frontline soldiers in Planned Parenthood, they would do well to consider the following and then ask some sobering questions about governmental support of SIECUS and its disciples.”

The January 1979 corporate Annual Report for Playboy magazine boasted that “Playboy Foundation provide(d) the first of several major grants to The Sex Information and Education Council of the United States to support its nationwide educational programs.” Hugh Hefner’s daughter, Christie, who now rides atop the Playboy “Entertainment for Men” Empire, writes more specifically that Playboy provided original outreach money for SIECUS:

Through the Playboy Foundation, Hefner put his money where his mouth was. It made the initial grant to establish an Office of Research Services of the Sex Information and Education Council of the U.S. (SIECUS) in the late 60s.

Read more here.

SIECUS was instrumental in changing sex education law in Illinois supported by then state Senator Barack Obama. “SB99 proposed to make changes to Illinois’ existing sex education law which requires instruction in grades six through 12 that includes teaching about the prevention, transmission, and spread of AIDS,” said SIECUS. “Illinois law also states that schools much teach ‘honor and respect for monogamous heterosexual marriage.’ SB99 would have eliminated all references to marriage in the Illinois sex education code, and required that all material used in classrooms be age- and developmentally appropriate and medically accurate.

“It would also have expanded sexuality education to students in kindergarten through fifth grade and mandated that students be taught the age of consent, positive communication skills, and that they [the pupil] have the power to control behavior,” said SIECUS.

SIECUS is one of the organizations providing input to the Common Core sex education guidelines.

SIECUS just released its 3rd Edition of its Guidelines for Comprehensive Sexuality Education: Kindergarten – 12th Grade. SIECUS states, “Since they were originally developed 13 years ago, the Guidelines have become one of the most influential publications in the field and a trusted resource for educators, curriculum developers, and school administrators. SIECUS has distributed well over 100,000 copies of this publication. In fact, the Guidelines are downloaded from SIECUS’ website by more than 1,000 people each month.” John M. Lloyd Foundation and Barbara Stanton helped fund the current revision.

Members of the National Guidelines Task force responsible for this edition include: Peggy Brick, M.Ed. Planned Parenthood of Greater Northern New Jersey, Brenda Green National School Boards Association, Trish Moylan Torruella, M.S. Planned Parenthood Federation of America, James Williams National Education Association and Michael McGee, C.S.T. Planned Parenthood Federation of America.

Starting on page 50 of the SIECUS Guidelines is Key Concept 4: Sexual Behavior, which states, “Sexuality is a central part of being human, and individuals express their sexuality in a variety of ways.” The Developmental Messages for Middle School (Level 1) are: “Most children are curious about their bodies. Bodies can feel good when touched.” This reflects what was written in more explicit terms in the 1st Edition of the SIECUS guidelines.

RSVP America reports the twenty-one things SIECUS wants your five-year-old to know in the 1991 edition. RSVP America notes, “In 1991, the Sex Information and Education Council of the United States (SIECUS) drafted the first edition of the National Guidelines for Sexuality Education.” The following are quoted from their Level 1 (Ages 5-8) guidelines for early elementary children:

1. Both girls and boys have body parts that feel good when touched.
2. Boys and men have a penis scrotum and testicles.
3. Girls and women have a vulva, clitoris, vagina, uterus and ovaries.
4.Sexual intercourse occurs when a man and a woman place the penis inside the vagina.
5. Some men and women are homosexual, which means they will be attracted to and fall in love with someone of the same gender.
6. Homosexuals are also known as gay men and lesbian women.
7. Some couples who love each other live together in the same home without getting married.
8. Many gay men and lesbian women live in lifetime committed relationships, even though they may not be recognized as married.
9. People can have children whether they are married or unmarried.
10. Everyone, including children has rights.
11. Children sometimes have to do things they don’t want to do because their parents say no.
12. If parents can’t help, one could ask a friend’s parent, teacher, clergy, or another trusted adult.
13. It feels good to touch parts of the body.
14. Touching and rubbing one’s own genitals is called masturbation.
15. Some boys and girls masturbate; others do not.
16. Masturbation should be done in a private place.
17. Intercourse is a pleasurable activity for most adults.
18. Both boys and girls may discover that their bodies feel good when touched.
19. A woman faced with an unintended pregnancy can carry the pregnancy to term and raise the baby, or place the baby for adoption, or have an abortion to end the pregnancy.
20. HIV and other sexually transmitted diseases are usually acquired by teenagers and adults during sexual behavior or intravenous drug use with an infected person.
21. Some families go to a church, mosque, or synagogue to worship; some families do not.

Source: 1991. Guidelines for Comprehensive Sexuality Education: Kindergarten-12th Grade, New York: SIECUS.

Do you really want Hugh Hefner teaching your kids about sex? I thought so.

VIDEO: President Obama first noted that he had worked with Planned Parenthood to push a sex education bill (supported by SIECUS) when he served in the Illinois state legislature. Read more here. 


American Studies Association (ASA) = Academics Surrender to Allah (ASA)

Five thousand members of the ASA, American Studies Association, would be better identified as Academics Surrender to Allah.  They have declared jihad against the State of Israel.  Why?  ASA president Curtis Marez admitted that there are worse countries than Israel but, he added, “One has to start somewhere!” Can you picture Marez as part of a firefighting team sent to extinguish a blaze in Southern California, and he’ll start “somewhere” in North Dakota?  So they’re boycotting Israel’s universities, which are also attended by Palestinian students, rather than boycotting Palestinian universities that were instituted by Israel but are prohibited to Jewish students – perhaps a study in reverse psychology.

If you ever wondered how Nazism took hold in Germany or if the masses “really knew” what was happening in their country, look at America now. There have already been 50 court cases in 23 states decided according to Islamic Sharia law, and the actions of the ASA clearly expose the many who are willingly Sharia-compliant, eager to abandon civility, justice, and integrity, to join forces with tyranny.  Just in: another 1,000 academics have just joined the crusade.*

Israel’s universities are listed among the top 100 world universities in mathematics, physics, chemistry, computer sciences and economics, with the world’s highest per capita rate of university degrees and the world’s highest ratio per capita of scientists, technicians, PhDs, physicians, with contributions in every aspect of life, while being only .02% of the world’s population.  Israel contributes to advances in water shortage, agriculture, space travel, solar power, DNA, and more, for all the world’s benefit.  Her advanced methods of Intelligence benefit America’s security.

Despite attacks from warring Arab neighbors, Israel is the only vibrant, liberal democracy in the Middle East, with the highest average living standards and per-capita income, exceeding the UK.  Israel is the largest immigrant-absorption nation on earth relative to its population, and a trustworthy first responder to countries in peril due to natural disasters.  Foremost in humanitarian programs, there was marked improvement when Israel entered Gaza. The Arab population went from 360,000 in 1967 (under Egyptian rule) to 1.4 million when Israelis withdrew in 2005.  There was progress in social welfare – the Palestinian mortality rates fell by more than two-thirds between 1970 and 1990; life expectancy rose from 48 years in 1967 to 72 in 2000 (when the average for Arabs in the Middle East and North Africa was 68).  The infant-mortality rate went from 60 per 1,000 live births in 1968 to 15 per 1,000 in 2000.  Under Israel’s inoculation program, childhood diseases like polio, whooping cough, tetanus and measles were eradicated.  The Palestinians’ standard of living increased, with electricity, running water, gas ranges for cooking, refrigerators, TVs, and cars. Such was Israel’s brutal occupation.

On the other hand, Arabs as a whole and Palestinians in particular offer no scholastic advantage,  so we must conclude that the ASA is guided by other advancements – the “cutting edge” by the People of the Sword.  Palestinians must prolong their false victimization to further demonize Israel for the purpose of delegitimizing, weakening, and destroying Israel altogether.

Israel is not an apartheid nation with its Arab population of 20.7%, despite Arabic rhetoric, so the only conclusion for boycott is unabashed Jew-hatred.  These professors  were schooled by leftist instructors to hate the West, democracy, organized religions like Christianity and Judaism, and are discontinuing school study of our Founding Fathers and documents, destroying our Constitution and Bill of Rights, our proud history and exceptionalism.

The ASA claims a commitment to social justice, against racism, while aware that Israel is home to every nationality and religion, and Palestinians welcome no such mix of people and they brutally mistreat their own women and children. In the name of equality, they act to invalidate the indigenous Jews of the land, and support the usurpers who lay claim to land that was never theirs; they teach their children to hate and detonate themselves for the sake of land acquisition.  With demonic inspiration, the ASA withholds condemnation against Muslims who slowly diminish the rights of Jewish students nationwide, who kill Christians and Jews worldwide, and who would eagerly demolish our American republic.

They are fascists who have already implemented the use of Common Core textbooks to encourage the hatred of Jews, Israel and American values, derived from Judaism centuries ago.  The first monotheistic belief system to appear when barbarism reigned, the Jews introduced 613 Commandments of morality and ethics, creating a civilized society with respect for all life and property to all who accepted it.  Yet those who uphold these laws are the first victims and scapegoats of tyranny – the despised conscience of the world.

The ASA prefers totalitarianism, assuming they will be the surviving top strata to rule the others; Jews and Christians are as unwelcome as the cultures that disappeared before them.  The ASA upholds the rights of Islamic jihadists who wage war against Afghanistan, Algeria, Bangladesh, Bosnia, Congo, Cote d’Ivoire, Cyprus, East Timor, Egypt, India, Indonesia, Iran’s Khudistan Arabs, Kashmir, Kazakhstan, Kosovo, Kurdistan, Libya, Macedonia, Maronites of Lebanon, Middle East, Nigeria, Pakistan, Philippines, Russia-Chechnya, Somalia, Sudan, Syria, Tajikistan, Thailand, Tunisia, Uganda, Uzbekistan and Yemen.  They endorse the rights of the Muslim Student Union to intimidate, threaten and harm the Jewish students on university campuses.  They employ the Common Core textbooks and their revisionist history, where Islam is whitewashed with a kindness quite unknown in their culture, and credited with the achievements of other cultures.  How contrary it is for Muslims to be recognized for inventing Arabic numerals that were originated by the Hindus, and its responsibility for the death of 270 million innocents over 1400 years to be concealed by the next generation of victims.

Judaism has been in the crosshairs of many warring civilizations, but was never the only one. Just as no nation was considered safe from Hitler, no nation will ever be safe from Islam, yet the boycotts are against the Jews, the first begun by Arabs before Israel became a nation.  If we don’t band together, we will fall separately.  We must recapture our nation and work against the evil forces that produce groups like the ASA.

*Criticism was issued by the American Association of University Professors, the Anti-Defamation League, the Simon Wiesenthal Center, Zionist Organization of America, American Jewish Committee, Scholars for Peace in the Middle East and Stand With Us.  Penn State Harrisburg and Brandeis have officially withdrawn their membership from the ASA.

Boston Jewish Leadership caught in Deception over Newton Schools Disputed Texts

Questions on the integrity of Boston Jewish communal groups, the regional office of the Anti-Defamation League (ADL), Combined Jewish Philanthropies (CJP) and its affiliate, the Jewish Community Relations Council (JCRC) were raised in a Boston Jewish newspaper report released this week.  The investigation was prompted by a raging dispute with Americans for Peace and Tolerance (APT) over the Newton, Massachusetts School Board use of controversial anti-Israel and Muslim proselytizing high school texts.

The Boston Jewish Advocate (The Advocate), the weekly Jewish community newspaper of record, has published an investigation of this latest development in an 18 month battle brought to the community’s attention by Dr. Charles Jacobs and his team at Americans for Peace and Tolerance (APT), “ADL, CJP Newton reaction raises questions of integrity”.  We posted on The Iconoclast about this simmering dispute in late October 2013, when Jacobs and APT took out ads in several local and regional newspapers.  These were about the troubling world history course texts used by the Newton School Board in 9th and 10th grades; “The Arab World Studies Notebook” and “A Muslim Primer”.

The Advocate’s expose was triggered by a November 15, 2013 letter signed by the heads of the regional ADL, the CJP and its affiliate, the JCRC, published in the newspaper, alleging that they had conducted their own investigation on the troubling Newton school board texts. This letter was prompted by another ad by the APT pointing out the lack of attention by the local Jewish defense and Federation groups to anti-Israel maps from the controversial texts similar to those that ran on bus kiosks and in subways of the Massachusetts Bay Transportation Authority (MBTA).  The Advocate expose noted:

Controversy continues to swirl over a statement released by the ADL, CJP and JCRC claiming that charges by APT President Charles Jacobs of anti-Israel material in the Newton Public Schools were groundless.

Following that statement and ambiguity over whether a referenced ADL report even existed, the JCRC stated that it has also conducted an inquiry into alleged anti-Israel materials taught in 9th- and 10th-grade history classes in the Newton Public Schools that is separate from that of the Anti-Defamation League (ADL).
However, the JCRC – like the ADL before it – declined to share the details of their review with the public, prompting some in the community – including an instructor at Brandeis University in Waltham – to raise the question of transparency in local Jewish organizations.

We have reported in New English Review articles, interviews and Iconoclast posts on the local Boston regional and national investigations by the APT. In particular we have drawn attention to the nearly decade long battle to uncover the support and indoctrination in terrorism by the Islamic Society of Boston Cultural Center (ISBCC) controlled by an affiliate of the Muslim Brotherhood,  the Muslim American Society..  The ISBCC figured prominently in the incitement of the Boston Marathon jihad bombers, the refugee Tsarneav brothers.   APT also produced a documentary on anti-Semitism in the Northeastern University faculty and its former Muslim Chaplain associated with the ISBCC.   The APT also produced the nationally acclaimed film, Losing our Sons about the first home grown Islamic terrorist action after 9/11 by Abdulhakim Mujahid Muhammad, aka, Carlos Bledsoe. He was trained by Al Qaeda in the Arabian Peninsula. He attacked a Little Rock, Arkansas Army Recruitment center on June 1, 2009.  Mohammed-Bledsoe, originally from Memphis, Tennessee, engaged in a jihad action that took the life of the late Army Pvt. Andy Long, seriously injuring a fellow recruiter, Army Pvt. Quinton Ezeagwula.

The deception, disputed  by the ADL, CJP and JCRC in this latest development, was uncovered through investigations by Middle East watchdog group CAMERA’s  Joshua Katzen, a Brandeis University adjunct faculty member, and Russell Pergament, publisher of the Jewish News Services (JNS).

The Advocate cited ADL and JCRC’s lack of transparency:

Neither ADL nor JCRC has agreed to release its findings in order to support their joint statement in a Letter to the Editor in the Nov. 15 issue of The Advocate, where the organizations’ leaders wrote that they have done a “careful review of the materials at issue,” concluding, “We trust that this is reassuring to members of our community.”

[ADL New England Regional Director] Robert Trestan said a report of their investigation does not exist, ADL’s New England Regional Board Chair, Jeffrey Robbins,
said there is indeed such a written analysis but it is not available to the media.“It’s an internal report,” he said. “People do this stuff internally all the time. … It involves all kinds of proprietary research.”

JCRC Executive Director Jeremy Burton said … JCRC has not completed a “written report or briefing memo” of its analysis.

Katzen replied:

The failure of both organizations to release the reports that they claim to have undertaken, by nameless non-experts, indicates that no such reports were ever prepared.

While CAMERA has an expert on the subject, [Senior Research Analyst] Steve Stotsky, who made serious and professional findings, there doesn’t appear to be anyone at either ADL or JCRC with the credentials to analyze the curricula. Why on earth would they be refusing to release the reports?  Only two explanations: Either the reports are slipshod and amateur, or [they] don’t exist.

Barry Shrage, President of the CJP responded:

Implicitly acknowledging that there were in fact such materials in the Newton schools, Shrage said, “In my view the question of existence [of materials listed on APT’s advertisement] is not the issue, but rather how these materials were used.”

When asked about how the situation reflects on transparency of the Jewish community organizations, Shrage turned the attention on Jacobs’ group, saying, “What about APT? Where is their transparency?” He went on to say that APT still has not answered questions to ADL and JCRC’s inquiries.

In response to the question about his organization’s transparency, Jacobs said in an e-mail, “Our ads and our many op-eds have disclosed the basis of our concerns.”

Russell Pergament publisher of the JNS who conducted his own investigation said:

I really doubted any report existed. I pushed hard on the phone with Schrage…. I wanted facts. What is really alarming here is to see Boston’s most powerful and
well funded Jewish communal organizations train their firepower on one courageous man, Charles Jacobs, who has time and again come to the aid of Jewish high school and college students facing harassment.  These groups often did nothing and, worse yet, even tried to undercut him. That they jointly, almost conspiratorially, joined forces to try and take him down is worse than disgraceful. You have to question their fitness to retain these positions of trust.

An anonymous prominent Boston Jewish community leader observed:

Instead of releasing any report or detailed findings on which their statement is based, these organizations are asking us to blindly trust them and their general conclusion on faith. And yet, how can we do that when they are saying two inconsistent and contradictory things, at least one of which is therefore a lie? This is no longer just a story about the Newton schools, but about accountability and how our communal organizations and leadership operates.

Jacobs of the APT commented:

It seems to me that ADL has done a disservice to the Jewish community and Jewish leadership in Boston, by claiming to have done a thorough, quality investigation – which they refuse to disclose …

We do not believe ADL has any credible basis for its continuing claim that there is nothing for Boston’s Jewish community to worry about. This is very unfortunate for a community that desperately needs strong leadership at a time when Israel and its supporters are under attack in universities, in K-12, and in the media.

Once again, Jacobs and the APT team as well as independent investigators have caught the Boston Jewish community leaders in a web of deception abetting anti-Israelism in both the local schools and in the public debate.  This does not come as a surprise to us, nor is it an isolated case.  For example, we can point to our investigations of the controversial Olive Tree Initiative at UCAL Irvine funded by an affiliate of the local Orange County, California Jewish Federation.

How can we trust the Boston Jewish leaders to defend both Israel and the Jewish people?

EDITORS NOTE: This column originally appeared on The New English Review.

Social Studies Textbook Review in Tennessee and Texas

We all know of plenty of examples of the bias in social studies textbooks revealed by various groups and individuals. Concerned Tennessee citizens formed a group called Textbook Advocates that conducted reviews of over 50 textbooks that can be found here. Many of those errors involved Islam to include incomplete information on Muhammad, overstating Islam’s influence and simple disparity in word/sentence count on discussions of Islam versus other religions. Their findings are not surprising to readers of Citizen Warrior and others who follow this topic.

The cleverly named, The Textbook Tattler was published to provide citizens with a synopsis of the typical errors found. It is likely these same errors are found in many of the textbooks found in states around the country. Tennessee’s efforts resulted in the current methodology of textbook selection to be under review and will most likely be replaced in the next legislative session. Their landmark success has inspired others to follow their lead including a group in Texas.

In early 2014 Texas begins the process of reviewing Social Studies textbooks that will be used for the 2015-16 school year. A group called “Truth in Texas Textbooks” or “Triple T” have begun recruiting volunteers from inside of Texas and outside who would be willing to help review the Social Studies textbooks that will be submitted by publishers.

Over 48 million textbooks are sold in Texas alone! This is a huge contract for publishers. Estimates range from 50-80% of school districts in the nation choose the same textbooks as those used in Texas schools. Publishers know, what sells in Texas will lead to millions of dollars in other states!

The purpose of TTT is simple, to provide Social Studies textbooks that are truthful and factual that meet the Texas Education Knowledge Standards (TEKS) as defined here. Fortunately Texas has put in place a well-defined set of standards that were recently updated with this resolution on eliminating the pro-Islamic/anti-Christian bias found in the current social studies textbooks.

TTT will not simply focus on eliminating this bias but many other “PC” related themes that are so often found in textbooks today. We are not affiliated with any other NPO or national organization but are independent and have reached out to groups and individuals around the country (including Tennessee) for volunteers who are willing to help us.

The long-term goal would be to have one site, such as www.textbookadvocates.com be the single depository of these textbook reviews being done around the country so teachers, parents, advocates can have a single one stop shopping place to go and see a consolidated list of reviews of textbooks.

Publishers get away with their PC tainted textbooks because in the past groups around the country didn’t talk to each other or communicate their findings. Building on what Tennessee has done Texas wishes to continue this movement to put these reviews, along with others, in the public domain at a single website that will give information to everyone who is interested.

Anti-smokers advocacy groups were not effective until they banded together against the tobacco companies and shared the data from all their findings. TTT wishes to take the same approach.

The most effective method for having an impact on your children’s textbooks may very well lie on not focusing on your own local school or state but helping Texas adopt the most accurate and factual textbooks which will in turn be likely to show up in your own school district. Additionally you can go through a process with other like-minded individuals who can help you learn the process for conducting reviews.

Collaborative online project management tools, conference calls, use of webinars and other methods will be used to coordinate the efforts of those interested in volunteering. It doesn’t matter where you live, you can help Texas and in turn help millions of other children around the country by joining TTT and volunteering. Please share this with teachers, active and retired who are tired of teaching inaccurate or misleading information.

For those interested in serving on the TTT review team, please email truthintexastextbooks@gmail.com and get on the mailing list. You will be asked to complete a survey of interest, experience and level of commitment to the effort. TTT will conduct training beginning in early 2014 to provide reviewers with materials and templates of the best practices found among those experts who review textbooks. If you want to stop the spread of PC myths disguised as facts in social studies textbooks and pro-Islamic/anti-Judeo-Christian biases then please join the TTT team.

Recruiting for experts in the field of US government, history, world history, civics, constitutional law, world history, geography are some of the specific knowledge sets that are needed. Advanced degrees or self-taught are the same to TTT; your knowledge and effort in this endeavor will benefit millions of children for years to come.

Public Schools and the Sexualization of Your Children

I have written columns about how public schools are sexualizing children at a younger age. Florida is leading in this area and the FL Department of Education and local school boards, like the Sarasota County School Board, are complicite.

Eric Ernst from the Sarasota Herald-Tribune reports:

When he picked up his son from Woodland Middle School in North Port the other day, Greg Brown was a bit surprised by the boy’s question.

“Hey Dad, what’s a condom?” he asked.

“Why do you want to know that?” Brown responded.

“We took a survey today and they wanted to know if I use one,” the boy said.

His son’s classmates, seated at the table with him, soon peppered Brown with more inquiries inspired by the questionnaire.

Brown’s concern is this: While the two had touched on the origin of babies, he hadn’t discussed sexual intercourse or condoms with his son, who just turned 12. He was waiting until the boy reached puberty.

Now, however, the school had forced his hand, and he resented it, in part because he did not know it was coming.

Another parent had a similar reaction.

Read more. 

Public school children are being exposed to sex via multiple sanctioned programs, including Common Core. I wrote in my July column “Florida Middle School students reading child pornography“:

Parents at Laurel Nokomis Middle School in Sarasota, Florida became outraged when they learned their children were reading the child pornography book Speak by Laurie Halse Anderson. Speak is about a 13-year old being raped.

One of the parents submitted a complaint to the Sarasota County School Board to have the book removed from the Laurel Nokomis reading list. The book is used in a “gifted language arts class” taught by Jewell DeMarco. It is the language used in the book that the parents object to.

Speak promotes ”group rate abortions” on page 30. Other examples of bad behaviors in the book are: “Student steals late passes” (theft) – page 26,  ”sleep with the football team on Saturday night and be reincarnated as virginal goddesses on Monday” (promiscuity)- page 29; ”slit my throat” (child suicide) – page 32, and ”the crowd bumping and grinding the horny Hornet heinies” (group sex) – page 141.

Speak also contains graphic language including: ”bitch”- page 20, “Asshole” – page 28, “pissed” – pages 30, 64 and 74, ”Bitchy”- page 163. Other words and phrases used throughout the book are too graphic to include in the column.

Dr. Judith Reisman has researched how this has come about. In her column “How Our Public Schools Came to Promote a Social Disease” Reisman states, “Not so long ago, American high-school students were educated in ‘sex hygiene.’ They were told, ‘Save the conjugal act until marriage or you’ll get horrid diseases; if you’re a girl, you might become pregnant; and, boys, don’t marry an easy girl.’ The lessons yielded low rates of STDs, illegitimacy, abortions, fatherless households, and welfare dependency. They saw high rates of virginity (even Hugh Hefner was a virgin in college) and social stability.”

“But after World War II, a new ‘science’ arose that transformed sex education into an ally for the sexual revolution. Leading the radicals was the closeted sexual psychopath, Professor Alfred C. Kinsey, ‘the father of the sexual revolution.’ Backed by Indiana University and the Rockefeller Foundation, Kinsey’s pseudoscientific claims in Sexual Behavior in the Human Male (1948) and Sexual Behavior in the Human Female (1953) would displace the Judeo-Christian worldview in sexual criminal law, public policy, medicine, art, and entertainment, and would lead to the creation of a new ‘sex education’ field,” notes Reisman.

By the 1970s, public schools in the U.S. were flooded with radical sex “education.” Thomas Sowell and others have noted that teen “pregnancies soared as ‘sex education’ spread pervasively throughout the public schools.” This all helped to erode the barriers to legalized abortion, until Roe v. Wade wiped them out in 1973. That same year, Planned Parenthood’s president, Alan Guttmacher, noted, “The only avenue the International Planned Parenthood Federation and its allies could travel to win the battle for abortion on demand is through sex education.”

We are now reaping what we have sown.

Devout Muslim woman graduates top of her medical school class – in Israel of course

I want to thank the Huffington Post for providing such a pro-Israel story, which demonstrates the opportunities provided in western civilization for all women, instead of the horrors awaiting women in Islamic countries.

Let me introduce you to 27-year-old Mais Ali-Saleh, who grew up in a small village outside of Nazareth, in Israel’s Galilee.

As reported by Diane Bletter in the Huffington Post, “Guess who graduated first in this year’s medical school class at the Technion, Israel’s version of M.I.T.? The answer will surprise you. It’s a stereotype-buster: a charming, feminist, smart, open-minded and observant Islamic woman.”

Bletter even admits:

Ali-Selah’s academic excellence not only marks her own personal achievement but also proves that contrary to propaganda spouted by proponents of the BDS (Boycott, Divestment and Sanctions) Movement — whose latest convert is Stephen Hawking — an academic boycott of Israel is the wrong approach to solving the Israel-Arab conflict.

Aware that she is seen as a role model to other young Muslim women, Ali-Selah also knows that she is breaking common misperceptions and stereotypes. “The media emphasizes negative things about Muslims and does not emphasize the positive,” Ali-Selah said. She also feels, however, that extremists are co-opting Islam and radicalizing it. Extremists within Islam are influencing people’s perceptions about Islam and women’s roles. “There is nowhere in the Koran that that states women should not study,” Ali-Selah explained. The same is true of women’s dress. Women are supposed to dress modestly, but there are no Islamic laws stating that women need to wear long robes or cover their faces.

However, I beg to differ on this point. Ali-Selah fails to mention the writings of the Hadiths of Muhammad which is where Muslim mullahs, clerics, and imams follow those traditions where you find discriminatory practices against women. Ali-Saleh must recognize young women like Malala Yousafzai and so many others suffering horrific treatment such as genital mutilation and honor killings.

In addition, as Muslim woman Ali-Saleh must understand she has been afforded a great opportunity because she lives in a country that respects her as a woman. We all know — and she must recognize — the same opportunities would not be open to her in Saudi Arabia, Iran, Pakistan, Afghanistan, Somalia, the Gaza Strip, Yemen, or other countries where Sharia law dominates.

“If people’s socio-economic situation improves, they become more educated and enlightened,” Ali-Selah said in the HuffPo article. “Take away people’s food, and they become religious.” Her husband, Nidal Mawasi, agrees with her.

And I agree as well, which is why the two of them should speak out against the despotic, autocratic, dictators and theocrats who rule in the Muslim world. I would hope the two of them realize how especially blessed they are to live and be educated in Israel and how their children will have better opportunities because they live in a place where individual liberty and freedom reigns supreme.

They must ask themselves, would a young Jewish couple living in Saudi Arabia, Turkey, Iran, or Pakistan have such a high quality of life? I congratulate Mrs. Ali-Saleh on her momentous achievement and wish her even greater accomplishments in a free society.

EDITORS NOTE: This column originally appeared on AllenBWest.com. 

“Catholic Is Our Core” Launched to Address Concerns about Common Core in Catholic Schools

Responding to Catholic families’ growing concerns about the controversial Common Core State Standards (CCSS) and their potential impact on Catholic education, The Cardinal Newman Society has launched the new “Catholic Is Our Core” project and issued a statement in support of greater parental involvement in the debate about the Common Core and advising caution before Catholic schools adopt untested, secular standards.

In its statement The Cardinal Newman Society said:

Most troubling in the public debate about whether Catholic schools should adopt the Common Core is that parents, whom the Church recognizes are the primary educators of their children, have been largely absent from it. They lack sufficient information to make judgments about the Common Core. And yet, as the Church has clearly taught, parents deserve a strong voice in deciding whether to embrace this “fundamental shift” in Catholic education, as the Common Core has been described by one leading Catholic advocate.

The Cardinal Newman Society is concerned that adoption of the Common Core at this time is premature. Worse, it may be a mistake that will be difficult or impossible to undo for years to come. We do not doubt the good intentions of those who advocate the Common Core in Catholic schools, and we acknowledge their confidence that Catholic schools can maintain a strong Catholic identity even while measuring their quality according to secular standards. But we do not share this confidence, in light of the sad experience in recent decades of many Catholic colleges, hospitals, and charities that believed they could infuse Catholic identity into the secular standards that they embraced.

Catholic Is Our Core is intended to be a positive contribution toward addressing these concerns, explained Bob Laird, director of programs at The Cardinal Newman Society and manager of the Catholic High School Honor Roll:

My phone has been ringing off the hook for six months with concerns about the Common Core from those with most at stake in Catholic education. Remarkably, even though the Core has the potential to fundamentally alter Catholic education, proponents of Catholic schools adopting the Core seemingly ignored the three “P’s” in Catholic schools: Parents, Principals and Pastors. CatholicIsOurCore.org is a resource for them.

The project includes efforts to educate key stakeholders in Catholic education—Catholic families, pastors, teachers, principals, superintendents and bishops—about concerns with the Common Core. Today the project introduced a comprehensive website at CatholicIsOurCore.org to share a growing number of reports and studies that reveal significant concerns about the CCSS. Beginning on December 30, The Cardinal Newman Society will release a series of papers by experts on the Common Core and its potential impact on Catholic schools.

The Cardinal Newman Society has already been working with other groups, especially the National Association of Private Catholic and Independent Schools (NAPCIS), to share concerns about the Common Core with bishops and school superintendents. A two-day conference for school leaders and educators was held last month in New Jersey, followed by a briefing for bishops during the annual meeting of the U.S. Conference of Catholic Bishops in Baltimore, Maryland. These were co-sponsored by NAPCIS, The Cardinal Newman Society and the Catholic Education Foundation.

The Cardinal Newman Society is dedicated to promoting and defending faithful Catholic education. Its programs include the Catholic High School Honor Roll,The Center for the Advancement of Catholic Higher Education, the Catholic Education Daily news site, and the Newman Guide to Choosing a Catholic College.

Catholic Education Daily is an online publication of The Cardinal Newman Society. Click here for email updates and free online membership with The Cardinal Newman Society.