How Democrats Ruined Milwaukee and Set the Stage for the Current Riots

The city of Milwaukee was once a prosperous, thriving metropolis. For years it was the world’s foremost beer-producing city, and home to four of the largest breweries on earth (Schlitz, Blatz, Pabst, and Miller). Almost every major American brewery, in fact, had at least one factory in Milwaukee. These employed thousands of local residents in jobs that formed the foundation of the city’s middle class. Other major corporations in the city during the first half of the twentieth century included the A. F. Gallun & Sons leather tanning company; the machinery manufacturer Allis-Chalmers; the heavy-mining equipment producer Bucyrus Erie Company; the Falk Corporation, producer of industrial power transmission products; the electrical component maker Cutler-Hammer; and the A.O. Smith Corporation, a major manufacturer of automotive frames.

Politically, Milwaukee has not had a Republican mayor since 1908. Every mayor since then has been a Democrat—with the exception of three who were openly Socialist. The first of the Socialists—in fact the first Socialist mayor of any major American city—was Emil Seidel, who held office from 1910-12; he also ran for U.S. Vice President in 1912, on the Socialist Party of America ticket. In 1916 Daniel Webster Hoan became Milwaukee’s second Socialist mayor, and his 24-year tenure in office was the longest continuous Socialist administration in American history. The city’s third Socialist mayor was Frank Paul Zeidler, who served three terms from 1948-60. A vocal supporter of the nascent civil rights movement, Zeidler and his administration oversaw the large-scale construction of public housing as a means of promoting racial and economic justice. Zeidler spoke out forcefully in favor of what he termed “public enterprise,” the notion that government could uplift the condition of the poor via the efficient dispensation of taxpayer-funded public services.

By the end of Zeidler’s mayoralty in 1960, Milwaukee’s black population had nearly quintupled during the preceding 15 years, from 13,000 in 1945 to more than 62,000 in 1960. A major cause of this trend was the massive northward migration of Southern blacks which was set in motion by the outbreak of World War II, and which transformed African Americans from a largely rural to a mostly urban people. Beginning in the early 1940s, millions of black workers from the South boarded buses and trains and headed to Northern cities, like Milwaukee, to fill many of the jobs vacated by the nearly 16 million white men who had gone off to war. Demand for black labor was heightened further by the now-urgent requirements of military-equipment production.

As Milwaukee’s black population grew, the burgeoning civil rights movement began to make its presence felt in the city. One of the more noteworthy local figures in the movement was Father James Groppi, a Catholic priest who in 1965 became especially involved in the crusade against housing discrimination.

But local black radicals, allied ideologically with the black militancy that was sweeping many American cities in the Sixties, were wholly dissatisfied with what they viewed as the inadequate pace of racial reforms. And in the summer of 1967 the race riots that rocked Detroit and Newark sparked a similar—though less devastating—outburst in Milwaukee. All told, the Milwaukee disturbances resulted in 3 deaths, about 100 injuries, and 1,740 arrests.

In response to the rioting, Democrat Henry Maier, who served as mayor of Milwaukee from 1960-88, swiftly unveiled a “39-Point Program” designed to address the inner-city problems of poverty and racism that liberal Democrats widely cited as the causes of the riots. Alternatively dubbed the “Little Marshall Plan,” this program sought to enlist government at all levels—local, state, and federal—to pour money into initiatives like housing construction, youth programs, and “community renewal” as a means of pacifying an angry populace. But in the eyes of local black leftists, it was too little, too late. As Mrs. Vel Phillips, a black member of Milwaukee’s Common Council, said in April 1968, the mayor’s 39-point program had failed to demonstrate any “visible effect on the root causes” of ghetto unrest. “Every day is growing worse,” she continued. “Hope goes a long way toward keeping things cool, but Negroes never get anything concrete to hang their hopes on. I don’t believe in violence, and I hope we don’t have any more. But we’d all better realize that many young Negroes have reached the point where they’re ready and willing to die because they figure they have nothing to lose.”

When the Sixties ended, Milwaukee was still known chiefly for its manufacturing. As of 1970, seven of the city’s top ten companies were engaged in that industry; together they employed nearly 47,000 people. But as the cost of manufacturing in the U.S. skyrocketed in subsequent decades—in large measure because of the unsustainably lavish deals that pro-Democrat unions had repeatedly negotiated on behalf of their dues-paying members—many of these businesses elected to move their operations abroad. Between 1970 and 2011, Milwaukee lost no fewer than 40% of its manufacturing jobs—a trend that dealt a severe economic blow to the entire city. From 1970 to 2007, the percentage of families in the Milwaukee metro area that were middle-class declined from 37% to 24%, while the percentage of households that were poor spiked from 23% to 31%.

milwaukee poverty rates graphicToday, per capita income in Milwaukee is $19,199 (32% below the national average); median household income is $35,823 (33% below the national average); and the poverty rate is 28.3% (nearly double the national average).

While joblessness and poverty plague the lives of so many Milwaukeeans, the ever-present threat of crime may be an even larger affliction for them. Milwaukee today has a violent crime rate that is 2.6 times greater than the national average, including a robbery rate of 4.4 times the national average and a murder rate that is triple the national average. African Americans are involved in these crimes in highly disproportionate numbers. In 2012, for instance, fully 80% of all homicide victims in the city were black, as were three-fourths of the known suspects.

The children of Milwaukee, meanwhile, have their own heavy cross to bear. Though the city’s public school system annually spends some $14,200 (about one-third more than the national average) in taxpayer funds on the education of each K-12 student in its jurisdiction, the the overall high-school graduation rate in the Milwaukee Public Schools (MPS) is a paltry 62.8%—far below Wisconsin’s 87% statewide average. On standardized National Assessment of Educational Progress (NAEP) tests administered in 2013 to measure students’ academic abilities:

  • Only 18% of Milwaukee’s fourth-graders scored as proficient or better in math.
  • Only 11% of Milwaukee’s eighth-graders scored as proficient or better in math.
  • Only 16% of Milwaukee’s fourth-graders scored as proficient or better in reading.
  • Only 13% of Milwaukee’s eighth-graders scored as proficient or better in reading.

Notably, in 1990 the Wisconsin State Legislature passed a bill creating the Milwaukee Parental Choice Program (MPCP), the first publicly funded voucher initiative in the United States. Though lawmakers initially restricted it to just 1,000 low-income public school students within the city, MPCP has since grown to become the largest voucher program in America, serving more than 20,000 students. A 2011 study published by School Choice Wisconsin indicated that students in the MPCP had a graduation rate 18% higher than their counterparts in the Milwaukee Public Schools (MPS). Moreover, like other voucher programs across the county, the MPCP operates much more efficiently, from an economic standpoint, than the public school system. As the Heritage Foundation noted: “At $6,442 per scholarship, the vouchers are less than half the $15,034 spent by MPS.”

Regardless of these facts, however, the teachers unions have fought tooth-and-nail against the MPCP. In 2013, for instance, Bob Peterson, president of the Milwaukee Teachers Education Association, denounced efforts to expand the use of vouchers as “slash and burn” measures designed to “destroy public schools.” The City Journal notes:

“According to the union-led anti-school-choice coalition, the problem with vouchers is that they are likely to cream off the best and brightest kids presently attending inner-city public schools, leaving only the most disadvantaged and academically unprepared children. Yet almost in the same breath, opponents of vouchers contend that those ‘cream of the crop’ children and their parents are too stupid to avoid being victimized by educational charlatans. Dire warnings about ‘witchcraft’ schools, ‘Farrakhan’ schools, and ‘creationist’ schools greedily waiting to get their hands on voucher money have been stock features in the teachers’ union propaganda.”

Another Milwaukee entity that strongly opposes voucher programs is the Educators’ Network for Social Justice (ENSJ), an alliance of classroom teachers and post-secondary instructors who have allied themselves with the Democratic Party of Milwaukee County and a number of local Democrat politicians. Committed to “promoting pro-justice curricula and policies so that all students in the Milwaukee area are better served,” ENSJ also opposes the use of standardized tests to measure student achievement and aptitude. In 2008, members of ENSJ and the organization Rethinking Schools co-founded a Social Studies Task Force designed to articulate concerns about the content of a social studies textbook series that was up for adoption by the Milwaukee Public Schools. ENSJ’s major objection was that the textbooks devoted insufficient attention to the “racism,” “anti-Semitism,” “stereotypes,” and “discrimination” that, by ENSJ’s telling, had always been a major part of American history. Yet another bone of contention was that the books did not discuss the fact that some early U.S. presidents were slave owners. According to ENSJ, it is impossible to “even minimally understand U.S. history” without exploring “racism,” “the dispossession of Native Americans from their lands,” “slavery and lynchings,” or the “anti-Chinese riots at the turn of the century in which hundreds were killed.” “By omitting the ‘r’ word” from their historical narrative, adds ENSJ, “texts help to obscure racism’s relationship to economic exploitation—whether in the case of slavery, the theft of Indian and Mexican land, the underpayment and mistreatment of Chinese railroad workers in the mid-19th century, or the use of Third World sweatshop workers today.”

As a consequence of the poverty, crime, unemployment, and dysfunctional school system that have become the hallmarks of life in Milwaukee, the city’s population has declined markedly in recent decades, from 741,000 in 1960 to just 599,000 today. An estimated 5,000 houses—mostly in impoverished neighborhoods—are vacant and abandoned throughout the city.

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EDITORS NOTE: This piece was originally posted in May 2014.

Democrats endorse ‘progressive’ Caroline Zucker for Sarasota County School Board

In an email to members the Sarasota County Democratic Party is endorsing Caroline Zucker for school board. Why is this important? Because Zucker is running as a Republican. This endorsement has both Republicans and Democrats scratching their collective heads.

teresa mast bannerZucker’s opponent in District 2 is Republican Teresa Mast.

Zucker is a career politician who has a long record of failing to put the children of Sarasota County first, believes in kowtowing to the federal Department of Education, has violated school board policy and Florida state statutes, is a collectivist with her only concern getting re-elected to continue business as usual.

Zucker is a “Charlie Crist republican”, who has been endorsed by the Democratic Party and holds the same values as President Obama and Hillary Clinton when it comes to public education.

Zucker has a history of attacking real Republicans like fellow School Board Member Bridget Ziegler. During an October 2014 off line, but public, workshop board member Zucker attacked fellow school board member Ziegler about her campaign contributions. In the room during the workshop was Ken Marsh, Ziegler’s opponent for the District 1 seat. Marsh was subsequently defeated during the November 4th mid-term election. Ziegler stresses (multiple times) that the workshop is an inappropriate venue for conversations about her campaign while they are supposed to be discussing taxpayer issues concerning education.

So Zucker is supporting the Democrat over the Republican in a school board meeting.

Zucker, like Hillary Clinton has her own Emailgate.

We have run a series of columns about union employees violating policy by using the Sarasota County School District official email system to promote political candidates for public office and harassing district employees while on the clock.

Shirley Brown WEB

Shirley Brown, Sarasota County School Board member.

We wrote that this would be a challenge to the leadership of Superintendent Lori White. In October 2014 we reported that this “culture of corruption” has ensnared at least two sitting School Board members – Shirley Brown (D) and Caroline Zucker (R) and the District Communications Director Gary Leatherman, who reports directly to Superintendent White.

In a string of emails we found both Shirley Brown and Caroline Zucker violating not only Florida Statues (FS) 104.31, but also FS 106.113.  We also find School Board member Brown, Director Leatherman and the Ken Marsh campaign violating FS 106.15, which states:

A candidate may not, in the furtherance of his or her candidacy for nomination or election to public office in any election, use the services of any state, county, municipal, or district officer or employee during working hours.

KenMarsh-150x150

Ken Marsh, former district bureaucrat and candidate for School Board.

In this string of emails we find Shirley Brown and the Ken Marsh campaign coordinating campaign donations. We also find the District Director of Communications and Community Relations Gary Leatherman giving advice to and editing a Ken Marsh for School Board campaign flyer. All of these actions violate district policy and state statues as the use of the district proprietary email system and the exchanges occur during working hours.

Items forwarded to staff, other school board members, the Ken Marsh campaign, Gary Leatherman and Superintendent White include:

  • School Board member Caroline Zucker is asked by Aaron Watkins, from Carab Enterprises, for advise on who to vote for in the school Board primary election. Watkins asks Zucker who she voted for in the School Board primary. Zucker replies, “I voted for Jane Goodwin, Shirley Brown and Ken Marsh.” (NOTE: Read more about Zucker here.)

To top all of this off  from the Sarasota Herald-Tribune reported:

A prominent Sarasota Democrat has formed a new political action committee aimed at supporting “progressive” candidates for local offices.

Future Generations Inc. PAC is run by liberal activist Susan Nilon, who sent a press release Thursday saying the organization was formed to level the financial playing field for candidates “who pledge to advance progressive public policies.”

[ … ]

Nilon said the PAC will be involved in a number of local races and won’t just support Democrats. It already has paid for mailers backing Frank Alcock, Cirillo’s Democratic opponent in the state Senate primary, and Republican Sarasota County School Board member Caroline Zucker.

Caroline Zucker is not a republican. Teresa Mast is a Republican. Any questions?

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School Board member Zucker hates voucher program that saves the district money, helps low income, homeless and minority families

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Emailgate: Two Sarasota County School Board members violate Florida Law – will they be removed from office?

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Burping in Class? You’re Under Arrest

Donald Trump’s Plan To Wipe Out All Student Loans by Transfer To Private Industry

NEW YORK, New York /PRNewswire-USNewswire/ — Trump Super PAC, Get Our Jobs Back Inc. is pleased to announce Republican Presidential Nominee Donald J. Trump’s plan for forgiveness of all past and future student loan debt.

Under the proposed plan, Republican Presidential nominee Donald J. Trump plans to have private industry fund all past and future student loan debt forgiveness.

Republican Presidential nominee Donald J. Trump will be announcing further details of his new policy for private industry forgiving the 43 million students who are stuck with past student loan debt.

Once elected, the proposed plan to be enacted includes Donald J. Trump having the American education system join with private industry by providing all student cost of education and thus removing the obligation from the young people in America.

Steven Hoffenberg the CEO of the Trump Super PAC Get Our Jobs Back Inc. invites every media person in America to question Mr. Hoffenberg on how the Donald Trump’s educational policy on forgiveness of all student loans will operate in America under the Republican Presidential nominee Donald J. Trump.

ABOUT GET OUR JOBS BACK, INC.

“Every Saint has a past; and every Sinner has a future”

Oscar Wilde famously captured the core message of the New Testament with those words. As It happens that the Team behind “Get Our Jobs Back SuperPAC” stands on the ground of the very same words that Oscar Wilde borrowed from 2 Corinthians 5:17 – “In Christ, an old thing is made new again”. But let us be clear… no matter what your spiritual belief may be, we welcome you as concerned Americans. We just wanted to share with you who we are.

So, whether you are the formerly fallen “Ponzi King” made new in Christ who founded this PAC… or one of us who have come alongside to lend our skills and talents to this effort, we know you that you are probably one of the millions of Americans who loves our country and wants to see it respected, engaged, merciful and thriving again.

Click here to read more.

Is Caroline Zucker wholly owned by the Teachers Union?

A number of ethical questions are being raised about career politician and current Sarasota County School Board member Caroline Zucker and her cozy relationship with the Sarasota Classified/Teachers Association (SC/TA).

PatGardner-209x300

Pat Gardner

It appears from an email thread shared with Pat Gardner, the SC/TA president on June 29, 2016 that Zucker met with Gardner and union staff to discuss her campaign seeking a fifth term on the school board.

School board members Shirley Brown (D) and Jane Goodwin (R) along with Lindsey Nickel, Zucker’s public relations person, and Scott Ferguson, Communications Specialist for the Sarasota County Schools and strangely a Booker High School student Owen Leonard who is Zucker’s campaign website designer, were also part of the email thread.

Here are some ethical questions that demand answers:

  1. Why is Zucker asking Teachers Union President Pat Gardner to organize comments on social media against her opponent Teresa Mast?
  2. Why did the SCTA indicate that they will be backing Caroline? What did Zucker promise the union at the June 29th luncheon meeting to gain their endorsement and their help to defeat Teresa Mast?
  3. Why did Scott Ferguson, Communications Specialist for the Sarasota County Schools, create a “Google Alert” on Zucker? Why did he send an article to Zucker about a debate between Zucker and Teresa Mast, her opponent, directly to Zucker using his district email account? Does this violate district policy?
  4. Why are Zucker, Goodwin and Brown having a luncheon meeting with SCTA staff to discuss the endorsement of Teresa Mast by Kelly Caldwell and others?
  5. Is it ethical for school board members to use the union to help defeat an opponent? When they do are Zucker, Goodwin and Brown beholding to the union or independent representatives of the parents, students and taxpayers?
  6. Given the above, will the union require a quid pro quo when time comes to negotiate a new classified/teacher contract? Will the best interests of the board and public be sacrificed in order to pay off a political debt?
  7. Is it appropriate for Zucker to put a student’s name on emails given such wide district distribution? Does this put the student at risk? Why is Zucker using a student to design her website? Is there an ethical issue using Owen Leonard, a student, rather than a professional web designer? How will teachers treat this student? Will Leonard receive special treatment over other Booker High School students given his close relationship to Zucker?
  8. Zucker has hired Nickel Communications, which is according to their website offers “a variety of tools to provide outstanding marketing and Branding services for our clients. We start by conducting client and audience research and coordinate a communication audit of current and previous outward-facing materials including print, radio, television, direct mail, website, social and editorial media” firm. Why aren’t they doing Zucker’s campaign website?
  9. Why are Zucker, Goodwin, Brown, Ferguson and the union working together to undermine Teresa Mast?

Given all of the above questions voters must ask themselves who is Zucker loyal to? Who does Zucker represent, the union or the people?

Finally, will Zucker do anything to stay in office?

The Ugly Truth Behind a College’s ‘Diversity’ Requirement

Hamilton College has for years had an open curriculum, allowing students the freedom to shape their education as they think best. Whether that’s a good idea is debatable, but the college is about to move in the opposite direction by instituting a “diversity requirement” for all students.

As a resident fellow at the Alexander Hamilton Institute for the last year, I have watched this drama unfold on the Hamilton College campus. This depressing story reveals much about the tactics of the academic left. A small group of radical but powerful professors, claiming to act on behalf of students, succeeded in instituting the diversity requirement.

Due to their efforts, starting in the 2017-18 academic year, every concentration will require a dedicated course or combination of courses to teach about “structural and institutional hierarchies based on one or more of the social categories of race, class, gender, ethnicity, nationality, religion, sexuality, age, and abilities/disabilities.”

These specious topics furthermore ask students to “critically engag[e] with multiple cultural traditions and perspectives, and with interpersonal situations that enhance understanding of different identities. . . .” and to develop “an awareness of the challenges and responsibilities of local, national and global citizenship.” None of that will help Hamilton students who want to master one or more academic disciplines. Injecting those leftist tropes will be a distraction, or worse.

As further indication of the lack of scholarly justification, an email from Associate Dean of the Faculty Penny L. Yee, the administrator charged with overseeing each department’s implementation of the requirement, indicated that “ongoing discussions” involve questions about outcomes, faculty members’ “understanding of diversity,” and challenges to meeting the diversity requirement in the sciences.

One of the few faculty members who spoke out to criticize this was Robert Paquette, Professor of History and Executive Director of the Alexander Hamilton Institute. He has repeatedly complained about the decline in academic standards. Only recently, for example, did the history department, after years of internal debate, require of its history majors one course in American or European history.

Regarding the diversity drive, he notes that not only is there no academic basis for the requirement, there isn’t even a clear definition of “diversity” as it is being required!

In a May 16 email, Dean of the Faculty Patrick Reynolds nevertheless praised the requirement and said he looked forward to seeing “the development of curriculum where issues of diversity resonate and are integrated across all our disciplines.” He further claimed that the initiative is “a response to student interest that was strongly expressed two or three years ago.”

But is that true? Was there really any strong expression of student interest?

Reynolds’ assertion is thrown into doubt by his and faculty members’ encouragement of the Black Lives Matter protests beginning on campus in 2014. That fall, student activists commandeered the Burke Library and one of the group’s leaders ranted from the stairs about  standard leftist hobgoblins such as white privilege, plutocratic trustees, and capitalism.

These students received encouragement from literature professor Nancy Rabinowitz whose work with Planned Parenthood and “performance artist” Rhodessa Jones I described in a seriesof articles.

Rabinowitz, who has access to tens of thousands of dollars through the college’s Days-MassoloCenter, allied organizations, and the dean of the faculty’s office, is fond of bringing in “pricey rent-a-radicals,” as Professor Paquette calls them. This past academic year, she brought back Dr. Margo Okazawa-Rey, a faculty member of the School of Leadership Studies at Fielding Graduate University in Santa Barbara, California, to serve as the chair of Women’s Studies at Hamilton.

Okazawa-Rey’s academic bio boasts that her “primary areas of research and activism are gender, militarism, and feminist activist research.” In a 2003 talk at Hamilton, she pilloried President Bush, claiming that “The biggest terrorists are the ones who are calling for a war on terrorism.” (Titles of 2016 women’s studies senior theses she supervised include “Re-Examining the Battlefield: Gendered Intersections of Militarization and Genocide” and “Trans*formation: A Study of Partners of Transmasculine Individuals.”)

The timing of Okazawa-Rey’s appointment fit in with the efforts to impose the diversity requirement. A May 5, 2015, email from the Committee on Academic Policy (including Rabinowitz) and the Faculty Working Group announced that Okazawa-Rey would “facilitate” the effort.

The email repeated the claim that the project “grew out of our students’ heartfelt request to implement a diversity-intensive requirement,” and listed four demands meant to solve problems that some activist students had identified at a meeting in April:

  1. End overt acts of racism and other forms of hate speech and acts, e.g. [a fraternity-sponsored] “Mexican Night.”
  2. Provide continuity in change efforts to offset discontinuity and disruption of students coming and going and to interrupt the cycle of very overt incidents that seem to happen every four years.
  3. Create longer-term institutional change to make the College a truly diverse institution.
  4. Improve the campus climate so students, especially marginalized ones, will feel much more comfortable and will thrive not just survive.

Supposedly, this “intellectual project” involving “faculty across the disciplines” would provide solutions by encouraging “students to study and understand the exclusion, stratification, inequalities, and violence in its many manifestations on our campus and in the wider world.”

That language is standard leftist rhetoric used by faculty activists to indict American colleges and other institutions for falling short of the progressive utopia. Did it actually come from the students, though?

Other emails suggest that faculty members—specifically Okazawa-Rey—were instrumental in training and radicalizing the students to whom they pointed as justification for the diversity requirement through workshops, courses, and other activities.

In particular, Okazawa-Rey’s email to the “Hamilton community” in April informed them that eight Hamilton students, enrolled in a year-long study project, had attended a training session at the Highlander Center in Tennessee, a social justice leadership training school, on whose http://www.popecenter.org/2016/07/ugly-truth-behind-colleges-diversity-requirement/board of directors Okazawa-Rey sits. (It is not known how much Hamilton College paid for the training sessions.)

Guidestar lists Highlander’s tax-exempt classification as “Environmental Education and Outdoor Survival Program,” but quotes the mission statement: “Highlander serves as a catalyst for grassroots organizing and movement building in Appalachia and the South. We work with people fighting for justice, equality and sustainability, supporting their efforts to take collective action. . . .”  Their programs and Justice Fund Fellows focus on racial, economic, and environmental “justice,” such as Black Lives Matter, reproductive rights, and “immigrant rights.”

Okazawa-Rey said that the students called the experience “transformative.”

Perhaps the experience was transformative. Or perhaps the eight students were already imbued with leftist “social justice” notions. Either way, their opinions are a feeble reason for a sweeping change in the curriculum.

In the email, Okazawa-Rey announced that these students would conduct a “teach-in” to share Highlander “methodologies” and “the contribution they hope to make to the lives of incoming first-year students.” They had already done a “Participatory Action Research Project” about challenges new students supposedly face.

It’s apparent that such professors, armed with boundless funds, go to incredible lengths to radicalize students. Then they capitalize on their “heartfelt” emotions to create demands for still more emphasis on their favorite project—“diversity.”

The vast majority of Hamilton College students are indifferent to such efforts, but they are never consulted.

EDITORS NOTE: This column originally appeared on the John William Pope Center for Higher Education Policy website.

The Republic of Turkey Wants the State of Texas to Investigate Gulen Charter Schools

In October 2015, the Republic of Turkey retained the international law firm, Amsterdam and Partners, to investigate the global activities of Pennsylvania resident, the mysterious Turkish cleric, Fethullah Gulen, whose network of followers happen to operate over 100 US charter schools.

fethullah gulen 2

Fethullah Gulen

On May 19, 2016, the Texas Tribune reported that Amsterdam and Partners planned to file a complaint with the Texas Education Agency (TEA) regarding alleged illegal operation of one specific Gulen-run charter school network, Harmony Schools.

Here is the text of that 32-page complaint, dated May 26, 2016.

And here are some powerful excerpts supporting the need for TEA intervention (citations removed for ease of reading):

This brief in support of the complaint against Cosmos Foundation, Inc., d/b/a Harmony Public Schools, (collectively “Harmony”) is submitted to the Texas Education Agency (“TEA”) with a request for a comprehensive investigation and sanctions as appropriate. … Though Harmony has been the subject of federal and state investigations in the last five years, each has been limited in scope and none has focused on Harmony’s employment, procurement, or operational practices. Though Harmony has been the subject of federal and state investigations in the last five years, each has been limited in scope and none has focused on Harmony’s employment, procurement, or operational practices. …

The need for a thorough TEA investigation of Harmony is even more pressing given Harmony’s aggressive growth plans. Taking advantage of Texas’ permissive replication rules, Harmony is rapidly expanding throughout the State by opening new campuses with limited state involvement or oversight. With forty-six campuses already, Harmony is poised to open up to fifteen new campuses over the next two school years serving an estimated additional 10,000 students. These expansions, if allowed to proceed, will cost Texas millions of taxpayer dollars per campus. With documented evidence of employment discrimination, self-dealing, violation of procurement laws, and concerning connections to a confederation of charter schools and charter school networks across the United States and world, Harmony’s operations in the state call for a comprehensive investigation immediately. …

Federal law prohibits employment discrimination based on national origin and gender, yet Harmony systematically favors individuals of Turkish nationality in hiring and job assignment. and men 12 A plain review of Harmony’s employment data submitted to the TEA shows that Harmony discriminates 1) in the recruiting and hiring of Turkish teachers with no American teaching experience or credentialing at the expense of qualified American teachers; and 2) in the hiring and promotion of almost exclusively Turkish men to leadership positions throughout the Harmony network. This is particularly egregious behavior since Harmony has already been successfully sued by former employees for employment discrimination on the basis of gender and national origin. …

An H-1B visa is a special visa intended to be used for placing a foreign individual in a U.S. job that cannot be staffed with U.S. citizens. Harmony uses the H-1B visa process extensively, claiming it cannot find enough qualified teachers in Texas to teach its STEM curriculum and instead spends taxpayer dollars to source an extraordinary number of teachers from other countries, primarily Turkey. From 2013-2015, Harmony filed a remarkable 780 visa applications for a wide range of employment positions. In 2015 and 2016, Harmony sponsored more H-1B visas than any other elementary or secondary entity in the U.S. The number of visa applications sponsored by Harmony is especially abnormal considering the small size of Harmony’s workforce. For the 2014-2015 school year, Harmony employed approximately 2,600 personnel. By contrast, Baltimore City Public Schools—which sponsored the second highest number of H-1B visas among elementary and secondary schools in the U.S. in 2015—employs over 11,200 full-time staff. The use of H-1B visas to source employees is not new to Harmony in recent years, either. From 2001-2012, Harmony filed 2,500 H-1B applications, with an astonishing total of 3,280 applications from 2001-2015.

Harmony’s stated rationale that it cannot find qualified teachers within Texas to teach its STEM curriculum is weakened when examining the positions hired for through the H-1B visa process. Harmony positions staffed by H-1B visa employees include Physical Education teachers, English teachers, Fine Arts teachers, legal counsel, budget accountants, human resources managers, area superintendents, counselors, librarians, and assistant principals, for example. In fact, a minimum of 42% of Harmony’s Turkish teachers do not teach either math or science. …

The Cosmos Foundation, the governing board of Harmony Public Schools (hereinafter the “Cosmos Board”), has been dominated by a male Turkish super-majority since its inception. …

That Harmony has an illegal preference for Turkish nationals is an obvious inference from its excessive and improper use of H-1B visa process. Yet, Harmony’s overwhelming preference for Turkish nationals becomes even clearer upon analyzing Harmony’s teacher employment data. …

In addition to Harmony’s unlawful hiring preference for Turkish teachers, Turkish teachers are paid more on average annually than non-Turkish teachers. Furthermore, there are numerous examples of pay disparities between Turkish and non-Turkish teachers with similar years of experience and degrees and who teach similar subjects.

For example:

• In Austin, there are two special education teachers at Harmony schools each with master’s degrees and six years’ experience, yet the Turkish teacher is paid at a rate of $18,000 more than the non-Turkish teacher.36

• At Harmony School of Advancement – Houston, there are two science teachers with the same qualifications—a bachelor’s degree and four years’ experience. The Turkish male teacher is paid at a rate of $65,700 while his non-Turkish female counterpart is paid at a rate of $51,600—a difference of $14,100. In addition, a male Turkish special education teacher in Houston with a Master’s degree and 8 years’ experience is paid at a rate of $19,550 more than the non-Turkish teacher. 37

• At the Houston Science Academy, a male Turkish teacher with a Bachelor’s degree and three years’ experience teaching “Other” subjects is paid $51,000, while a female nonTurkish teacher with a Bachelor’s degree and three years’ experience teaching English Language Arts is paid $47,900 – a disparity of $3,100. In addition, a female teacher at the same school with a Master’s degree and two years’ experience teaching “Other” subjects and Fine Arts is paid $46,600, a disparity of $4,400.

• At the Harmony Science Academy in El Paso, a male Turkish science teacher with a Bachelor’s degree and four years’ experience is paid $63,700 annually. A female nonTurkish teacher who teaches science and CTE subject areas has a Bachelor’s degree and five years’ experience and is paid $50,500 annually, $13,200 less than the Turkish teacher.

• At the Harmony Science Academy – West Houston, a male Turkish teacher with a Bachelor’s degree and no experience, who teaches English Language Arts and “other”, is paid $56,875 annually. At the same school, a female non-Turkish teacher, who has one year of experience and teaches English Language Arts, “other”, and Social Studies is paid $47,000 annually, a disparity of $9,875.

• At the school of Innovation in Fort Worth, a male Turkish teacher, with a master’s degree and thirteen years of experience, teaching “other” subjects, makes $72,000 annually. At a different school, but in the same district, a female, non-Turkish teacher with thirteen years of experience and a master’s degree, who is teaching “other” subjects”, makes $55,000 annually, a disparity of $17,000.

Again, differential in pay based on preference for national origin and/or gender is per se employment discrimination prohibited by federal law. These figures and inferences were drawn from data in the public record and demonstrate that on its face, Harmony appears to discriminate based on national origin. Harmony was required as part of a consent decree and settlement with the Equal Employment Opportunity Commission in 2014 to put into place policies, training, and practices to prevent discrimination on the basis of gender and national origin. However, it is evident from this preliminary review of Harmony’s most recent employment data that Harmony continues to overpay Turkish males over all other backgrounds, notably the same gender and national origin of the Harmony board and charter holder. …

Unsurprisingly, Harmony also favors Turkish nationals for leadership positions and, in most cases, Turkish men. The Turkish-run Cosmos Board’s favoritism for individuals with the same national origin is displayed in its recruiting, hiring, and promotion of Turkish individuals. The Cosmos Board, also male-dominated, displays its preference for Turkish men specifically by unlawfully reserving leadership positions almost exclusively for Turkish men. Turkish men in leadership positions include: Harmony’s CEO, all eight Harmony executive officers, all six cluster superintendents, and 72% of campus principals. All five members of the Cosmos Board Finance Committee are Turkish. Additionally, 79% of Harmony’s counselors, 42% of business managers, 50% of Human Resources personnel, and 76% of other non-instructional “District personnel” are Turkish. This illegal preference is not new—if TEA investigates Harmony’s distribution of leadership roles, it will find that Turkish men have been in control of this organization from its inception. This is not by accident, nor is it legal. …

Harmony repeatedly selects vendors owned or operated by individuals of the same preferred national origin (Turkish) as the Cosmos governing board. Many of these individuals were also formerly employed by Harmony before starting these vendor companies and have other overlapping ties with current Harmony employees and leadership. Furthermore, Harmony appears to share land and resources with some of its highest paid affiliated Turkish vendors. All of these facts provide strong circumstantial evidence that Harmony may be violating state and federal laws related to competitive bidding, conflict of interest, and nepotism prohibitions and warrants the TEA to investigate Harmony’s procurement practices closely.

From a review of Harmony’s publicly available IRS 990 forms between 2004-2014 which list the top five paid contractors each year, 61% of those contractors are Turkish-owned and operated. Of the $202,024,228 of state and federal funds paid out to Harmony’s top fifty-four contractors over that same period of time, $152,770,870 went to the Turkish-owned and operated businesses, or 76%. More information is needed about the additional contracts of $100,000 and over that Harmony has executed. There were 124 additional contracts issued in 2014 alone, but they are not publically available. Interestingly, the Cosmos Board Finance Committee is run by five individuals—all Turkish—and at least one bid proposal in 2014, and likely others, was reviewed by an all Turkish internal review committee.

And there is much more, too much to include in this post, such as specifics regarding the cozy, profitable network of Turkish-operated businesses and school employees profiting handsomely off of American taxpayer money; specifics on the operation of and interconnections between Harmony and other Turkish-dominated schools in Oklahoma, Ohio, Arkansas, and Louisiana.

Still, a couple more must-read excerpts, including reference to the Gulen-network money dump into the pockets of American politicians:

Like all charter networks and businesses operating within the Gülen organization, Harmony and its affiliates regularly donate to state and federal politicians on both sides of the aisle. In fact, Gülen himself reportedly stated in a Turkish newspaper that his followers must donate to their local politicians to gain admittance to his secretive compound in rural Pennsylvania to visit him, though Gülen later denied making the remark. These giving campaigns are well-timed. In the 2012 election cycle, Harmony’s state political contributions sky-rocketed. Harmony and its affiliates fit this pattern through a high degree of activity toward influencing state and federal policy, legislation, and general treatment for their business model through institutionalized giving. A search of the Texas Tribune Campaign Finance website underscores the extent of political contributions by this network of inter-related Turkish individuals and businesses. This increase in donations followed the 2011 call to audit Harmony’s procurement practices by the Texas House Government Investigations and Ethics Committee. There is no record that the procurement audit was ever conducted, however, and it was not included in the House interim charges for the 82nd Legislature.

And, finally, jumping to the conclusion of the complaint:

Notably, all of the information gathered in this complaint is in the public record or available through public record requests. While we have made several legitimate requests for open records from Harmony and its schools, we have been continuously denied access to any and all of the information we have requested. Additionally, we have experienced the following issues in the course of our research:

– Harmony does not post basic documents online that should be publically available, and in some cases, retracts documents that have been previously available. For example:

– Minutes from the Harmony Public Schools Board meetings are not available online. We know they exist because approval of Board minutes is an item on Board agendas (which are posted online).

– Minutes from the Harmony Public Schools Committee meetings are not available online. Again, we know they exist because approval appears on Board agendas.

– Importantly, while the agenda for meetings of the Academic and Facility and Construction Committees are available online, the agendas for the Finance Committee meetings, which were available online until early May, are no longer posted. The link for the agenda of each meeting now says “this link appears to be broken.”

– Unlike other public organizations (TEA, AISD, etc), Harmony does not make the names or contact information of employees at the campus or district level available online or in any other document. This is an issue for parents that might want to contact a district superintendent or other Harmony official directly if facing a problem at the campus level.

– Of the last nine Board meetings, the dates of four have been changed, making monitoring the meetings more difficult.

– In 2014 alone, Harmony contracted with 129 entities for amounts over $100,000 (this number is reported on IRS Form 990) but the vendor information is not publically available. Only the five largest contracts are listed in the IRS 990 tax forms.

As Harmony’s authorizer, the TEA has the power to gather records sufficient to conduct a comprehensive investigation. To date, Harmony has managed to evade such a comprehensive investigation. However, the TEA and the Commissioner of Education have the opportunity and the obligation to investigate the irregular practices and operations of Harmony Public Schools across the state that are exhaustively documented in this complaint. The TEA has the authority to address this organization’s questionable operations by reconstituting the Cosmos Foundation and applying sanctions, thereby preventing further mismanagement of state and federal tax dollars that makes victims of families, teachers, and taxpayers in Texas. We urge you to investigate Harmony’s discriminatory treatment of its employees and students, abuse of the H- 1B visa program, and questionable business practices, and to reconstitute the Cosmos Foundation governing board, to prevent further misconduct as is TEA’s prerogative, and indeed, duty.

Stay tuned to see how Texas responds.h1b

Scrutinizing and subsequently cutting off that convenient H-1B visa flow would be a good start.

 

Hillary’s Imam

In Front Page today, I reveal the Democratic nominee’s close ties to “the Turkish Khomeini.”
Gulen

The Daily Caller on Wednesday revealed numerous ties between Hillary Clinton and members of the shadowy network surrounding Fethullah Gulen, the controversial Muslim cleric who has been called “the Turkish Khomeini,” and whom the Erdogan regime is accusing of instigating the coup that nearly toppled it on Friday.

According to the Caller, the Gulen camp has been one of Hillary’s numerous sources of cash, in exchange for which she gave access to the President: “a Gulen follower named Gokhan Ozkok asked Clinton deputy chief of staff Huma Abedin for help in connecting one of his allies to President Obama….Ozkok served as national finance co-chair of the pro-Clinton Ready PAC. He gave $10,000 to the committee in 2014 and $2,700 to Clinton’s campaign last year. He is also listed on the Turkish Cultural Center’s website as a member of the Clinton Global Initiative, one of the non-profit arms of the Clinton Foundation. He’s given between $25,000 and $50,000 to the Clinton charity.”

Ozkok wrote to Huma Abedin in 2009: “Please tell Madam Secretary that it would be great if President Obama can include a 15 minutes [sic] meeting with Ekmeleddin Ihsanoglu, Secretary-General of the Organization of of [sic] the Islamic Conference (OIC), in his trip to Turkey.”

Obama did meet with Ihsanoglu, and later invited him to the White House. Ihsanoglu is a longtime foe of the freedom of speech; he once went so far as to liken the Danish cartoons of Muhammad to 9/11: “The Islamic world took the satirical drawings as a different version of the September 11 attacks against them.” He claimed that Muslims were “being targeted by a campaign of defamation, denigration, stereotyping, intolerance and discrimination,” and urged European legislators to criminalize “Islamophobia.”

In March 2011, Ihsanoglu gave a speech to the UN Council on Human Rights, calling upon it to set up “an Observatory at the Office of the High Commissioner to monitor acts of defamation of all religions . . . as a first step toward concerted action at the international level.” Then on April 12, 2011, the UN Council on Human Rights passedResolution 16/18, with full support from the Obama Administration. This resolution calls upon member states to impose laws against “discriminatory” speech, or speech involving “defamation of religion.” In June 2011, Ihsanoglu said that such laws were “a matter of extreme priority” for the OIC.

As Secretary of State, Hillary Clinton affirmed the Obama Administration’s support for this campaign on July 15, 2011, when she gave an address on the freedom of speech at an OIC conference on Combating Religious Intolerance. “Together,” she said, “we have begun to overcome the false divide that pits religious sensitivities against freedom of expression and we are pursuing a new approach.”

But how could both be protected? Ihsanoglu offered the answer: criminalizing what he considered to be hatred and incitement to violence. “We cannot and must not ignore the implications of hate speech and incitement of discrimination and violence.” But in restricting the freedom of speech, Clinton had a First Amendment to deal with, and so in place of legal restrictions on criticizing Islam, she suggested “old-fashioned techniques of peer pressure and shaming, so that people don’t feel that they have the support to do what we abhor.” She held a lengthy closed-door meeting with Ihsanoglu in December 2011 to facilitate the adoption of measures that would advance the OIC’s anti-free speech agenda, which amounted to an attempt to impose Sharia blasphemy laws upon the West. But what agreements she and Ihsanoglu made, if any, have never been disclosed. Hillary’s contact with Ihsanoglu was initiated by Gulen’s associate Ozkok.

That’s bad enough, but there is much more. According to the Daily Caller, “a Gulen-aligned group called the Alliance for Shared Values hired the Clinton-connected Podesta Group to lobby Congress on its behalf.” The executive director of the Alliance for Shared Values was also a Clinton donor. In fact, “numerous Gulen followers have donated to Clinton’s various political campaigns and to her family charity. One Gulen movement leader, Recep Ozkan, donated between $500,000 and $1 million to the Clinton Foundation.”

The Caller states that Gulen’s teachings are “relatively moderate and pro-Western,” but there are numerous reasons to approach such claims with skepticism. Turkey’s National Security Council condemned Gulen in 1998 for “trying to undermine the country’s secular institutions, concealing his methods behind a democratic and moderate image.”

Asia News reported in 2009 that Gulen had been “criticised by a large number of secularists who believe that underneath a veneer of humanist philosophy, Gulen plans to turn Turkey’s secular state into a theocracy. Secular Kemalists have compared him to Khomeini and fear that his return to Turkey might turn Ankara into another Tehran. The governments of Turkmenistan, Tajikistan and Uzbekistan are also weary [sic] and suspicious of his ‘Turkish schools promoted by Islamic missionaries.’ At the basis of Gulen’s teachings is the notion that state and religion should be reconnected as they were in Ottoman times.”

Gulen and Turkish President Recep Tayyip Erdogan are former associates who are now bitter enemies, after Gulen backed a 2013 corruption probe targeting Erdogan’s regime. And so even though Erdogan has frequently been accused of wanting to destroy Turkish secularism and restore Islamic rule, his regime has leveled the same charge against Gulen, who now lives in a secluded compound in Pennsylvania. Referring to that corruption probe, Justice Minister Bekir Bozdağ last January echoed the “Turkish Khomeini” charge and said that it ended up exposing Gulen’s sinister agenda:

“If there had been no Dec. 17 [corruption probe], or if it had been delayed and the Turkish people had failed to realize the power of this structure within Turkey, then Fethullah Gülen would have returned from Pennsylvania to Turkey just like Khomeini returned to Iran. Looking from this perspective, Dec. 17 was the day when Turkey said ‘no’ to such a transformation. The state and all its institutions have taken positions accordingly as they realized the danger.”

Gulen’s response to the Khomeini comparison was oddly pedantic and revealed more in what it did not say than in what it did. He noted that he was not a Shi’ite and that Turkey was not Iran, but never addressed the question of whether he, like Khomeini, would like to return to his home country and establish the rule of Islamic law (Sharia) there.

Erdogan is now accusing Gulen of fomenting the coup attempt against him. This is, however, unlikely, as the coup was apparently an attempt to stop Erdogan’s efforts to restore Islamic rule in Turkey, and much as Gulen and Erdogan hate each other, they both apparently share the view that “state and religion should be reconnected as they were in Ottoman times.”

Should Hillary Clinton ever have accepted money from organizations connected with Gulen – much less exchanged influence for it? If she becomes our next President, she is unlikely to end such unsavory associations. Those who are contemplating voting for her should consider carefully the likelihood that a vote for Hillary is a vote for…Fethullah Gulen, the Turkish Khomeini.

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Does the Miami-Dade Teacher of the Year Represent the Education Profession Well?

Precious Symonette, a Creative Writing teacher at Miami Norland Senior High School, has been chosen as the 2017 Miami-Dade Teacher of the Year and was a finalist for Florida Teacher of the Year, which was ultimately awarded to Jessica Solano of Polk County.

Upon further review of her past actions, and past events at Norland, this award appears to be suspect.

Since the departure of Trevor Colestock in October 2013 due to Adobegate, and the resulting permanent closure of the Library Media Center, Norland’s school grade has steadily declined from an “A” to a “C” over the past three years; another casualty has been the school’s English Language Arts (ELA) performance over the past three years.

Per last week’s release of the school grades per the FLDOE, Norland barely remained a “C,” and the school’s ELA performance decreased from 29% to 25%.

More disturbing, Ms. Symonette signed a petition (filed on October 2, 2015, in Miami-Dade Civil Court; pages 325-28 of Notice of Filing Deposition) on September 11, 2013, to remove Mr. Colestock as UTD steward for his actions in uncovering cheating at Norland. She was one of thirty Norland employees (out of 180+) and one of twenty teachers (out of 100) to sign this petition, which was clearly retaliatory in nature.

Mr. Colestock heard about this cowardly action secondhand, and some teachers told him they refused to sign as they felt it was racially motivated. The breakdown of the signers on the last page seems to suggest so.

Out of five reasons given for these thirty errant employee’s reasoning was “Conflict of interest. Working with OIG and AG while also being a Steward.

Florida Commissioner of Education Pam Stewart visited Norland on May 3, 2016, and congratulated Ms. Symonette for this award.

Commissioner Stewart said,

Ms. Symonette represents the education profession well, and I am pleased to have the opportunity to recognize her for her commitment to our state’s students.

Commissioner Stewart and the FLDOE knows about Adobegate, Mr. Colestock’s situation, and the fact Norland’s academic levels have been on the decline the past three years.

How is such a prestigious award conferred on someone like Ms. Symonette whose ELA department which has declining student achievement and who retaliates against whistle-blowers thereby backing cheating and cheaters?

She represents the education profession well? Probably just as well as Emmanuel Fleurantin and Brenda Muchnick, the known perpetrators of Adobegate.

To top it off, the United Teachers of Dade and the National Educators Association, who abandoned Mr. Colestock, lauded Ms. Symonette as a “superhero educator.” Declining ELA scores and siding with cheaters is what constitutes a superhero educator?

Mr. Colestock, who stood up and did the right thing by coming forward and paid a price by doing so, represents the education profession well and more so that any teacher at Norland can ever hope to do.

Fair-minded people may sharply disagree with Commissioner Stewart and conclude that Ms. Symonette, and the entire faculty and staff at Norland by virtue of not supporting Mr. Colestock, represents the education profession in Florida in the worst light possible and are the worst sort of teachers not worthy of teaching children.

How is it that Commissioner Stewart has not visited or commended Mr. Colestock for his actions, which are those of a superhero educator?

A reasonable person may assume that awarding a local Teacher of the Year award to Precious Symonette is obscene and the fact that the cowardly thirty signers of this petition collect a taxpayer subsidized salary and future retirement benefits is equally profane.

It is fitting that the Florida Teacher of the Year award went to someone worthy who actually had viable student achievement gains and represents their school and District in a positive light.

When Government Schools Weren’t Nearly So Bad by Robert Higgs

I do not speak Spanish fluently. Indeed, I am often at a loss for the right words, not to mention a proper conjugation of the verbs, and I frequently fail to understand what people say to me. Yet all in all, I am astonished that, living in a part of Mexico where few people speak English, I get by as well as I do. And whenever I spend a day in Chetumal, as I did yesterday, dealing successfully with one sort of business or another, I never fail to remember with gratitude my high-school Spanish teacher, Mrs. Tocher, who taught me at least 90 percent of the Spanish I know today. She will always hold a cherished place in my affections.

Nor is she the only one of my high school teachers I revere. Above all, I am indebted to Mrs. Raven, my 9th grade English teacher, whose instruction in English grammar has carried me through a fair degree of success as a writer and editor over a span of fifty-five years or so. She and my other English teachers introduced me to some of the timeless works of English literature, especially several of Shakespeare’s greatest plays, along with books such as Dickens’s Tale of Two Cities and Great Expectations, among others.

Mrs. Malm, my 12th grade English teacher, began to hone my skills as an essayist. Several math teachers did a creditable job of teaching me algebra, geometry, trigonometry, and elementary calculus, and “Prof.” Silver, an elderly science teacher, gave me a decent grounding in chemistry and physics. Mrs. Hume, in a semester of the 9th grade, taught me how to type and write proper business letters, skills that I have been putting to good use for nearly sixty years. To all of these dedicated and competent teachers I remain deeply indebted.

Now, I ought to mention that these teachers worked for a government school, Dos Palos High School, a rural institution in California’s San Joaquin Valley, about 50 miles west of Fresno, that drew its students from an area of perhaps 40 miles or more in diameter, employing a fleet of buses to carry us to and from school five days each week. I lived in the outer reaches of the school’s service area, and because I remained after school for athletic practice, I normally did not get home until 6 o’clock or so each afternoon. So I spent a lot of time on the bus, reading novels about short boys who against all the odds ended up making the winning shot from the half-court line as time expired in the state championship basketball game—you see, I had dreams of my own in those days.

Old School

How, one might ask, did I manage to acquire such an excellent high school education from a government school, the sort of school that nowadays performs so badly? Several reasons suggest themselves. First, the public schools in those days — I attended high school between 1957 and 1961 — were pretty much local in their management, control, and operation. No doubt they had to adhere to some state guidelines, yet they were largely free to provide the kind of schooling that their local “customers” found to be valuable (including a great deal of vocational as well as academic instruction). Second, teaching was still a respected profession, especially for talented women, who had fewer professional alternatives in those days. Third, because the school teachers and administrators enjoyed a substantial measure of community, respect, and trust, they were able to maintain enough discipline and control of the often-rowdy students to make learning possible for those who wished to learn. My parents would never have dreamed of quarreling with the school authorities. If I had got into trouble there, they would have backed the school all the way. (Fortunately I managed to stay out of serious trouble at school.)

Of course, once the conditions I’ve just described began to change in the latter half of the 1960s, the government schools began to go to hell, and they went there remarkably quickly between 1965 and 1975 or so. They have never recovered, and in some important respects, such as serving as dispensers of trendy, politically correct propaganda and bogus science (especially in regard to “the environment”), they have become much worse. When federal funding and its associated red tape intruded onto the scene from the latter 1960s onward, poor performance was well-nigh guaranteed, and the character of the schools changed irrevocably for the worse insofar as the children’s learning was concerned. Decentralization had been the saving grace of the government schools, and once that had been effectively destroyed, no such grace remained: only a mass — and a mess — of rule-following, with many of the rules being more or less stupid or merely political in their instigation.

Well, that’s progress, they say. But I don’t see it that way. In my view, the developments in public schooling since my days as a student there more than fifty-five years ago have been overwhelmingly regrettable, and I doubt that many students today, even in the better suburban schools, come away with as valuable an education as the one I received in that long-ago time in a “backwoods” (in my case, back desert) high school.

Reprinted with permission from The Beacon. © Copyright 2016, Independent Institute.

Robert Higgs

Robert Higgs

Robert Higgs is Senior Fellow in Political Economy for the Independent Institute and Editor at Large of the Institute’s quarterly journal The Independent Review.

He is a member of the FEE Faculty Network.

Bill Gates Just Pumped $6.4M into California for Common Core

It seemed that Bill Gates’ Common Core push had cooled. As of June 01, 2016, I had seen no grants specific to Common Core listed on Gates’ “awarded grants” website. However, as of June 26, 2016, it seems that the first two Common Core grants for 2016 have indeed appeared on Gates’ site.

The combined amount for the two grants is $6.4 million.

Both are associated with California.

The first is to San Francisco-based WestEd. The Gates goal is to get teachers to buy into Common Core via WestEd’s “establishing local relationships”:

WestEd


Date: May 2016
Purpose: to support and scale Common Core State Standards implementation and leverage established local relationships and teacher leaders to drive deeper use of high quality, standards-aligned tools and practices
Amount: $4,350,875

The second is to Cal State Fullerton for a one-day, statewide teacher pep rally that is supposed to ignite Common Core buy-in:

CSU Fullerton Auxiliary Services Corporation


Date: May 2016
Purpose: to convene large numbers of teachers on a single day in regions across the state of California to generate momentum around the singular impact of teachers on college and career readiness and directly impact teacher networking and collective practice, exposure to materials, resources and strategies for Common Core implementation
Amount: $2,000,000

So, it appears that Bill is still hanging in with his Common Core love– at least in California.

Meanwhile, his wife Melinda was in Washington, D.C., on Friday, June 24th, 2016, and she apparently worked hard not discussing Gates Foundation involvement in education, which, of course, includes not discussing the Gates role in Common Core.

As for those two May 2016 Common Core grants: It does not seem that Bill Gates and his foundation have learned any lesson about effecting change. They want a grass roots, Common Core buy-in– so they are still trying to purchase it.

Schools Shouldn’t Exercise Students Like Animals

One way to attack Western civilization is to change the learning environment from a quiet, contemplative one to a busy, communal one.

Recently I was horrified to find the latest missive from the U.S. Department of Education in my email inbox. It was the Teachers Edition newsletter, which is usually full of teaching tips, like getting kids interested in “The Old Man and the Sea” by having them reenact a crucifixion during Holy Week.

On April 23, 2016, there was no mention of Shakespeare or Ernest Hemingway. The top item was related to Earth Day: new U.S. Education Secretary John King announced Green Ribbon Schools Districts Sustainability Awards and a blog post by a Minnesota elementary school teacher discussed how teachers integrate “an active, outdoor learning component into existing lessons.”

But what really caught my eye was a photo of children lined up on stationary bikes, reading and pedaling away. It accompanied the article “In This Kinesthetic Classroom, Everyone’s Moving All Day.” It was about the “Active Brains” program at the Charles Pinckney Elementary School in Charleston, South Carolina, where “action-based learning” takes place in a classroom equipped with 15 stations featuring such things as mini basketball and stationary bikes, with each focused on different “academic tasks.”

A linked Washington Post article described another classroom, where 28 fifth-graders “sit at specially outfitted kinesthetic desks” or stand at them swaying, or pedal bikes, or march on climbers, while teacher Stacey Shoecraft delivers instruction from a strider at the front of the room. Shoecraft was keynote speaker at the “Kidsfit’s National Charleston Training” and has written a book, “Teaching Through Movement,” on the cover of which a grinning boy jumps into the air and a smiling girl sits on an exercise ball—like one I used when doing physical therapy for my back.

As if all this activity weren’t enough, an article headlined “Libraries Transforming from Quiet Places to Active Spaces” described the American Library Association’s new campaign to transform libraries from “quiet places of research” into “centers of community.” Instagram photos illustrated the concept with “collaborative work spaces, MakerSpaces, [and] bright displays.” The same day the Washington Post had set ten poems to animation in honor of National Poetry Month.

So When Do We Read Books?

As someone who found refuge in the quiet of the library and the order of the classroom as a child, I am disturbed by all this activity. As someone who taught college English for 20 years and saw students’ attention spans decline, I am saddened. My last year of teaching was in 2013, and by then only a couple students would raise their hands when I asked how many had had the experience of getting “lost in a book.” Only a couple had the patience to read carefully the assigned material by Frederick Douglass and Nathaniel Hawthorne.

I’d been observing the transition in teaching styles away from what I knew in the 1960s, when we sat up straight with both feet planted on the floor at desks in rows. Increasingly, news reports show classrooms with kids sprawled on the carpet, reading or writing, or gathered around tables putting objects together, or gabbling like pip-squeak ambassadors about global politics.

Such active learning has been popularized by teacher-celebrities, like Ron Clark, founder of the Ron Clark Academy in Atlanta. At their annual meeting in 2009, I saw social studies teachers applaud him as he jumped onto a chair to describe how his school encouraged “fun!” with a bungee jump and slides instead of staircases (which teachers also use). We were then treated to a demonstration of students’ understanding of civics—through the performance of a rap song about the election.

At the community college where I was then teaching, the annual “faculty development” day featured a session where a popular biology professor rolled her shoulders and stepped side to side to demonstrate how she used dance moves to motivate students. I knew my efforts to adapt this method to discussions about poetic meter or punctuation would get nothing but laughter. It’s not what I signed up for when I earned my PhD and envisioned myself in the female version of the tweed jacket leading thoughtful discussions about John Donne.

At the Core of All This, an Insult to Children

Behind all this emphasis on movement is the effort to close the racial achievement gap, one of the primary objectives of Common Core, evidenced through emphasis on “speaking and listening skills” and “visual literacy.” It’s also evidenced by the U.S. Department of Education’s promotion of educational video games. Such strategies presumably address different learning styles that are said to cause the gap.

This is not a new theory, but one evolved from New Left teachers who founded “urban schools.” By 1988 the theory had gained so much acceptance that the New York State Board of Regents used it in a booklet about high drop-out rates for black students, according to The New York Times. The article explained that proponents argue that “black children require instructions that deal more with people than with symbols or abstractions.”

These educators asserted that black pupils “need more chances for expressive talking rather than writing” and “more freedom to move around the classroom without being rebuked for misbehavior. . . .” Back then the theory was controversial among educators. Today, the U.S. Department of Education promotes this kind of learning for all students.

Thomas Sowell’s recounting of statistics about the superior performance of some black schools against similarly situated white schools during segregation refutes such ultimately racist ideas. He is ignored. That’s because the evidence Sowell presents undermines the stereotypes the Left uses to achieve its ultimate goal: tearing down or significantly altering Western civilization. One way to do that is to change the learning environment from a quiet, contemplative one to a busy, communal one. This assault on “Eurocentrism,” or Western modes of thinking, was deliberate in the 1960s. It is now in the classroom.

Let’s Walk Our Students Like Dogs

Of course, those promoting the new kinesthetic teaching don’t say that. They talk about physical fitness (a problem, to be sure), “motivated” students, and superior test results.

But I wonder: will such strategies backfire? Will making students perform “academic tasks” on treadmills compel them to hate both exercise and learning? I think it might. Such mechanistic exercises, along with Michelle Obama’s “Let’s Move” program, remind me of President Kennedy’s “Physical Fitness in Schools” program and having to run around the perimeter of a scruffy fenced-in yard at Carthage School Number 8 in Rochester, New York.

As a first-grader, I thought it was ridiculous and boring—especially after I’d walked the mile to school and would walk home for lunch and then back, and then home. Of course, children don’t just walk. They run, and skip, and chase each other. Changing into our play clothes when we came home marked the transition to play time, full of tag, hopscotch, dodge ball, jumping rope, and riding bikes, and for the boys, the politically incorrect “cowboys and Indians” and “cops and robbers.”

I thought of this when I saw the picture of students on exercise machines. They reminded me of race horses being cooled down on mechanical walkers. “Academic tasks” sounds like dog training.

The decade of the 1960s brought many upheavals: assassinations, demonstrations, riots. My first-grade class was dismissed early on the day of President Kennedy’s assassination. The riots in adjoining neighborhoods brought over vandalism and violence in ensuing years. Children still played in the streets, though. I would become the exception as I assumed the role of caretaker for my younger sisters. Yet I still had the classroom and library as places of refuge. We were not put on machines; the mandatory runs ended.

I could also walk to the library with my cherished yellow library card. That quiet, mote-filled refuge, long disappeared in urban decay, held rows of books beckoning me to get lost in the wonderful stories. It’s sad that children today are deprived of such simple, quiet pleasures.

EDITORS NOTE: This column originally appeared in The Federalist. The featured image of students exercising while reading is courtesy of Walnut Valley Unified.

No Retreat from Hillary’s Village: Clinton’s dream of sending federal agents into American homes

A campaign ad that Hillary Clinton used against Barack Obama in 2008 featured images of sleeping children, with a voice asking who would answer the phone ringing in the White House at 3 a.m., “someone who already knows the world leaders . . . the military,” someone “tested and ready to lead”—or (by implication) a first-term U.S. Senator/community organizer?

Hillary Clinton is running for president again, and of course is ignoring her failure as secretary of state to answer the late-night phone call coming from Benghazi on September 11, 2012. Instead, she is advertising how she wants to send federal emissaries into the homes of parents with newborn infants to teach them how to handle 3 a.m. feedings and baby talk. It’s an extension of her agenda as first lady in the Arkansas governor’s mansion and in the White House.  Her political career, after graduating and having written a thesis on friend Saul Alinsky, was launched with the Children’s Defense Fund under the direction of Marian Wright Edelman, agitator for increased welfare “for the children,” including federally funded childcare workers.

As president, Hillary Clinton would implement the Edelman/Alinsky domestic vision she put forward, in more palatable terms, in her 1996 book, It Takes a Village to Raise a Child. Of course, it takes someone like Clinton to see the federal government as a “village.”

In that book Clinton wrote, “government is not something outside us—something irrelevant or even alien to us—but is us.  To acknowledge this is to acknowledge that government has a responsibility not only to provide essential services but to bring individuals and communities together.”  This is the backwards notion of the community organizer.

Recently, in a May 21, 2016, Washington Post op-ed, Clinton revealed her totalizing domestic plans by reiterating her commitment to paid family leave legislation and to the “big idea” of “increasing federal investments and incentivizing states so that no family ever has to pay more than 10 percent of its income for child care.”

She also proposed doubling the investment in programs that she helped develop as first lady: Early Head Start and the Early Head Start-Child Care Partnership program. Parroting bureaucrats, Clinton claimed, “These programs bring an evidenced-based curriculum to child care and make sure kids get the best possible start in life. . . . .”

She, however, ignores the studies, including one by the agency administering the program, that show that when Head Start does have a positive impact, it is slight and disappears by third grade.

Even so, Clinton wants to expand federal daycare, and also to send government agents into homes, following her efforts as first lady of Arkansas when she introduced the “Home Instruction for Parents of Preschool Youngsters,” or “HIPPY.” Her campaign website boasts of a more recent feat, “As a leader at the Clinton Foundation,” when she “started a national public awareness campaign called ‘Too Small to Fail’ or ‘Pequeños y Valiosos’ aimed at closing the ‘word gap.’”

The Clinton Foundation, a purported charity (in reality a campaign slush fund with contributions helping friends’ business pursuits), is using the latest “gap” as the basis for the programs she hopes to enact as  president. The campaign site explains: “This gap refers to the 30 million fewer words heard by lower-income children by the time they are 4 years old, which leads to disparities in language development and school readiness.”  Low-income students already receive free breakfasts and lunches, even in the summer.  Under the recently passed Every Student Succeeds Act they can look forward to attending “community schools,” where they will receive homework help, family dinners, and health and dental services.

Under Clinton’s plan, the federal government would provide childcare subsidies to families, raise the wages of childcare workers, and provide “home visiting services”—the latter to teach parents to talk to their children.  In It Takes a Village,Clinton celebrated England’s tradition of providing home visits through its national health service.  (She also bragged about her work on Goals 2000, the precursor to Common Core.)

Initiatives, like the one to end the “word gap” may sound head-scratching-ly bizarre to people who have been around babies, and made idiots of themselves by cooing and lapsing into inane talk.

But the studies that show that many low-income (i.e., single and government-dependent) parents do not speak to their young children are borne out by observation.

It is an uncomfortable subject for many leftists.  Anyone who has taken public transportation in cities like Atlanta, where it is mostly used by those who cannot afford cars, knows this–including one of my leftist friends. In traffic-choked Atlanta it made sense for her to commute to her job downtown via the rail line, a straight shot from her apartment.  She would save on time, car wear-and-tear, gas, and parking—not to mention “The Environment.”

But she stopped, explaining in an agonized voice that she couldn’t bear to watch how young mothers treated their children, with slaps and pulls, screaming abuses at them, at the train station.

Of course, no one would dare reprimand such parents.

So my friend retreated.  Leftist parents retreat by sending their children to private schools, while arguing for more funding for public schools.

The reaction is to retreat, to one’s car, and to vote for and advocate more government social programs so that “experts” can deal with such parents.  Leftists refuse to acknowledge that government programs that incentivize family breakdown and interfere with natural communities are the problem.

Conservatives, frustrated by the inability of political representatives to cut back on detrimental government programs and despairing at the takeover of education by radicals, retreat to far-flung suburbs, where they undertake the dual tasks of parenting and teaching.  No one can or should blame them.  In fact, they are to be commended.  When I taught college I could count on homeschooled students to be better educated and more motivated than students from public schools.

But with the retreat of such parents, public schools suffer.  It’s a vicious cycle, but the progressive’s solution (or opportunity) is to use the deterioration as an entrée to more government meddling.

Now, especially in Obama’s final year, we are witnessing the Washington overlords hounding the middle-class citizens into their retreats.  They are forcing “individuals and communities together” under Obama’s Affirmatively Furthering Fair Housing regulation of 2015.  The suburbs are being forced to build housing for the poor, who will bring their dysfunction to everything from the playground to the shopping mall.  As the feds impose their diktats on public spaces and private businesses, the homeschooling family will find fewer and fewer places where they are comfortable.  Under Obama’s Department of Education, they have found themselves forced to adhere to crazy Common Core standards if they want to pass GED tests, college entrance exams, and AP exams.  They find that many colleges now use Common Core test scores for placement in classes.  This overreach inspired many conservatives into activism and made Common Core part of the presidential campaign.

But as the presidential election approaches, many of the same conservatives are retreating–from the voting booth.  Morally repulsed by the profligate past, rhetoric, and impure ideology of presumptive Republican nominee Donald Trump, they vow to back a third-party candidate, write in a name, or just stay home and pray. They are impervious to arguments that their retreat makes a Hillary Clinton (Obama.2) presidency likely.

Surprisingly, the anti-Trump super PAC, Our Principles, as part of their attacks on Trump’s sexism, has been using statements about fatherhood that he made on the Howard Stern show in 2005.  Like the leftists, these Republicans take umbrage at Trump’s comments about husbands who relent to pressures and “act like the wife.”

Trump expressed traditional sentiments and said he believed in supplying “funds,” but not changing diapers or pushing a stroller through Central Park.  In contrast, I am reminded of one of many absurd helpful hints about fatherhood coming from the Obama administration.  Early on, a Father’s Day campaign that encouraged fathers’ involvement showed a picture of a burly father with his young daughter.  They were both painting their fingernails.

Voters should be asking themselves if they want the Big-Nanny-in-Chief sending government agents into homes.  Or do they want to become breadwinners again?

Why I am endorsing Teresa Mast for the Sarasota County School Board

Children under 17-years old are 23% of America’s population but are 100% of its future. It is critical to elect the right person to be on local school boards for the good of the children and the future of the nation.

I met with one such person. Her name is Teresa Mast. 

Teresa is running for the School Board of Sarasota County Florida. I seldom endorse candidates but Teresa is an exception because she is exceptional. Here are my reasons for endorsing Teresa:

  1. She is not a career politician. Teresa is a small business owner who cares about her family and community. She understands that for children to be successful, like her own two daughters, they must be taught how to think, not what to think.
  2. Teresa and her daughters have personally experienced both public and private schools. Teresa understands the pluses and minuses of each. She understands education as both a consumer and mother.
  3. Teresa unequivocally believes in local control. She rails against any and all federal interference or mandates put upon the children, teachers, administrators and local schools. She does not accept the idea that the federal government can dictate local policy by using the threat of withdrawing funds from schools. This is a matter of power over public education and the power belongs at the local level not in Washington, D.C.
  4. Teresa will operate in the sunshine. Parents, teachers and administrators must know what the school board is doing in what are now secret meetings held behind closed doors. Transparency is Teresa’s middle name.
  5. Teresa is a listener. She understands that for too long the communication in the district has been top down. She wants that changed so that students, parents, teachers and school based administrators are not only welcomed to speak at school board meetings, but are encouraged to do so. Teresa believes that voices from the schools must not be filtered by district staff, but rather heard without fear or retribution.
  6. Teresa will be an independent voice and vote. She is not afraid to disagree on issues that impact the children, be it transparency in spending, to text book adoption, to pro-school house policies and less district control and more power to the students, parents, teachers and school principals.
  7. Teresa is not a go-along to get-along person. She thinks and acts independently on behalf of the children and parents.
  8. Teresa is a people person. The people always come first.
  9. Teresa is a woman of character. After 23-years in the U.S. Army one becomes a judge of character. I know Teresa is an honorable woman who will do the right thing.

Teresa is refreshing in that she is the exact opposite of the person she is running against. 

In Sarasota County the school board is considered a nonpartisan race. It is anything but that.

Teresa is the only candidate with Republican values running in District 2. She is the only Republican running in District 2.

To learn more about Teresa Mast please click here.

EDITORS NOTE: Teresa Mast’s District 2 opponent is a career politician who has a long record of failing to put the children of Sarasota County first, believes in kowtowing to the federal Department of Education, has violated school board policy and Florida state statutes, is a collectivist with her only concern getting re-elected to continue business as usual. Teresa’s opponent is a “Charlie Crist republican”, who has been endorsed by the Democratic Party and holds the same values as President Obama and Hillary Clinton when it comes to public education. To learn more about Teresa’s opponent see the Related Articles below.

RELATED ARTICLES:

Sarasota School Board member Caroline Zucker politically attacks fellow board member during public meeting

School Board member Zucker hates voucher program that saves the district money, helps low income, homeless and minority families

Florida: Waste and Abuse at the Sarasota County School Board

Emailgate: Two Sarasota County School Board members violate Florida Law – will they be removed from office?

Oppose Common Core? You may be on the IRS Hit List!

This week, Dissident Prof had the honor of being among such luminaries as the Wetumpka (Alabama) Tea Party and NorCal Tea Party Patriots, as well as tea parties in such places as Clark Valley, Clinton County, Dallas, Dayton, Dupage, and with the Conservative Roundtable of Texas, and Conservative Women for a Better Future, a total of 426 organizations designated by the IRS as having the wrong “viewpoint” for non-profit status. Our applications for 501(c)(3) status were “flagged” and held up.  We were subjected to extra scrutiny when the IRS did respond.  Dissident Prof is a plaintiff in the class action lawsuit against the IRS.

After being stonewalled for over a year, we at Dissident Prof were asked to jump to and justify our stance on, among other things, but primarily, Common Core.  I had to account for every penny spent since I started with my own funds while working as a college instructor.  The IRS did everything short of scouring the files in my office in the basement of my house where I spent hours and hours writing and setting up the organization.

In the meantime, liberal groups like Better Georgia were inundating my inbox with appeals to turn Georgia “blue.”

Turns out that the list released this week is much longer than the original 298 identified by the IRS inspector general in May 2013.  Lo and behold, Better Georgia is on the list! According to PJ Media, “Lawyer Edward D. Greim said the list may have added some liberal targets as it came to light the agency was being investigated for singling out suspected right-wing groups.”

So nice to add Better Georgia and a sprinkling of Occupy groups.  Doesn’t look as bad.

As a Dissident Prof who had taught college English for nearly 20 years and had been researching and writing about Common Core from almost the time since the “standards” were dangled to the states in competition for stimulus money, I testified about its detrimental effects.  I also wrote about the disadvantage posed to volunteers, citizens, and tea party groups as public employees and Chamber of Commerce-funded pro-Common Core groups were allowed to speak and offer workshops at publicly funded “parental engagement” conferences on the wonders of Common Core.

At a state board of education meeting, after spending three minutes testifying as a giant clock ticked down the seconds, I listened incredulously as one board of education member congratulated herself and colleagues for allowing me and parents and volunteers three minutes to present our case without being “thrown in jail.”  It was a display of the wonder of “democracy” she declared, after allowing a state employee to wax on for 20 minutes about the upcoming “parental engagement” conference where Dana Rickman, of the Chamber of Commerce funded nonprofit floundered about, bamboozling parents about the wonders of Common Core.

IRS concern?IRS concern? For the privilege of addressing the state school board in the state in which I lived about how I thought Common Core would not prepare students for freshman composition and for daring to express my opinion in writing, I was presented by the IRS, 18 months after my application had been submitted and my $850 application check cashed, with the first information request (to be completed in about 2 weeks pronto!). Item 5 from Carly Young in the notorious Cincinnati office demanded:

It appears that a substantial portion of your website is devoted to your opposition to Common Core, including discussions of its negative impact and legislation intended to withdraw states from Common Core.  You also provided a direct link to a website that engages in legislative and/or political activities.  (See attached pages from your website.)

This activity appears to influence legislation, however [sic] you checked no to Part VIII, line 2a on your Form 1023.  Provide the following information.

a. Describe these activities in greater detail, including the percentage of your total expenditures and total time you intend to spend on these activities in the future.  For purposes of calculating the percentage of expenditures, allocate salaries, administrative, overhead, and other general expenditures to these activities using a reasonable method.  For purposes of calculating the percentage of time, include volunteer as well as employee hours.

b. Submit representative copies of the materials you prepare or distribute in furtherance of these activities.

Hmm, okay, let’s see.  I took the train to the state capitol and board of education headquarters in downtown Atlanta ($5.00 round trip).  I did not have at my disposal the school buses that were parked around the Georgia state capitol during a hearing on an anti-Common Core bill and that had been ordered by a school superintendent.  Nor did I have job-fearing public school teachers testifying for my viewpoint.

As I described in several articles, I and parents, teachers, and tea party members were told we should be glad for the privilege of having our freedom after being allowed to address our representatives in increments of one to three minutes.  Of course, after the self-congratulations on the “democratic process” and after being ignored, all anti-Common Core legislation was defeated.

In contrast, pro-Common Core lawmakers gave due deference to principals of non-profit groups like the Chamber of Commerce-supported Georgia Partnership for Excellence in Education (GPEE).

As I described in another article, GPEE then sent Dana Rickman to bamboozle parents selected by school districts about Common Core. This was done in a public facility with public support, ultimately.

The federal Common Core standards themselves were developed by well-connected non-profits with the support primarily of the Bill and Melinda Gates Foundation, which then funded Chambers of Commerce, which then funded groups like GPEE, which then lobbied against citzens’ wishes and left them with the final bill for Common Core.  I dared to testify against Common Core and thought that those who contributed to help me do my work should enjoy the same tax exemptions as Bill and Melinda Gates.

We did win 501(c)(3) status as I announced before–but not before undergoing costly delays and harassment.

To read more about the latest developments on the IRS case, go here

To read the list of names, go here.

Here are some of my Dissident Prof posts about Common Core:

Contraries, May 20, 2016

Contraries, Dec. 22, 2015

October 3, 2014 as well as professors of philosophy who specialize in “white privilege,” “teacher ambassadors” and the terrible outcomes of this administration’s policies, and on.

Founder of ‘Mayors Against Antisemitism’ fails to support Family Victimized by Antisemitic Retaliation

Newton, MA – The parent of a student subject to illegal, antisemitic retaliation by the Newton (MA) Public Schools (“NPS”) is speaking out about the rejection of her pleas to city officials and Jewish agencies to take action to keep her family safe.

According to state officials, the NPS and School Committee Chair Matthew Hills illegally retaliated against the student giving by a confidential letter from her student record to a newspaper and blog, which published confidential information from the letter as well as false and defamatory claims against the child’s parent.

The retaliation took place after biased material was removed at the parent’s instigation and two days after full-page advertisements criticizing the NPS, Superintendent David Fleishman, and Hills for allowing anti-Israel texts were published in Boston newspapers.

Mayors Against Antisemitism Setti Warren

Mayor Setti Warren. Photo: KATHERINE TAYLOR FOR THE BOSTON GLOBE

The newspaper Newton Tab and blog village14 both published the confidential information. Village14 also published student’s name and address. Both falsely claimed that the parent belonged to the organization that published the advertisements, Americans for Peace and Tolerance (“APT”), which has been described as “incredibly racist and unfair” by U.S. Attorney Carmen Ortiz, and as ‘anti-Islam’.

Both the parent and the organization that published the ads say she was not involved with either the organization or the ads. The parent has asked that her name be kept confidential.

The student’s family had been threatened by an anti-Israel activist and told by police not to allow their personal information to be published. The publication of their child’s name and address directly countered police advice and placed their children at risk.

Both the Tab and village14 refused to remove the confidential information even after the ruling that it was illegally obtained. Newton officials refused to help, even though the city was responsible for illegally transmitting the confidential letter for publication.

Neither Hills nor anyone else has been sanctioned for the illegal acts.

Retaliation by school officials has been an ongoing concern in Newton. Parents have spoken at School Committee meetings and read a statement about the fear of retaliation at a ‘community discussion’ about racism in city schools.

The Anti-Defamation League (“ADL”) rejected requests for assistance, including a request that the agency acknowledge that retaliating against a Jewish child for her parent’s objection to anti-Israel material constitutes antisemitism.

The ADL’s advice to the family was to ‘find a lawyer’. The family says that filing suit against the media and/or the city to remove the confidential information could cost up to $100,000.00 or more, which they do not have.

They would like the ADL or another agency to help them find an attorney who will take the matter on a contingency fee, deferred payment, or reduced fee basis.

The family has applied for assistance to over twenty Jewish and civil rights organizations and contacted over fifty attorneys without success.

The ADL and other Boston area Jewish agencies have consistently denied that any anti-Israel material exists in Newton schools, even though reputable organizations including the Committee on Accuracy in Middle East Reporting in America (“CAMERA”) and Verity Educate have issued reports showing that such material is assigned to students as ‘fact’.

Other Boston area Jewish communal agencies have followed suit.

Neither the School Committee nor Newton Mayor Setti Warren have responded to the family’s concerns.

Warren has been lauded by the American Jewish Committee (“AJC”) for his participation in their “Mayors Against Antisemitism” campaign. An AJC press release states that Warren “conceived the initiative”.

“The U.S. Jewish community is the wealthiest in the world”, said the parent. “Why is it turning its back on a Jewish child harmed by illegal and dangerous retaliation from people who are supposed to be keeping her safe?”

EDITORS NOTE: For more information, contact Evan Jacobi at NewtonExcellence@gmail.com