Random Observations

Today’s post is a few short observations on what’s been going on in the news, and whatever else comes to mind.

 

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I’m glad Trey Gowdy is on the team of truth. Jonathan Gruber didn’t have a chance, repeating a scripted line given to him as PR damage control. He never said he didn’t believe the things he repeatedly said about manipulating through deception to push Obamacare through; he said it was wrong to say those things, even to those who agreed with him, because word leaks out.

If you have to lie about your policies and their likely outcome in order to persuade people to go along, maybe they’re not such good ideas. Watch 6 entertaining minutes here: Post by C-SPAN.

 

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Whites aren’t privileged. Most people, of any race, are just doing their best to get by, get along, get ahead, against great hurdles—often placed there by too much government interference. If some are less privileged, or “underprivileged,” we need to help with urgent needs, and teach the principles that lead to self-reliance and success. Start with the formula for overcoming poverty in America:

1.      Don’t have sex before age 20.

2.      Don’t have sex until after marriage.

3.      Stay married.

4.      Obtain at least a high school diploma. 

 

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Hypocrisy is exemplified by those who claim there’s a huge portion of the American people who don’t value life if it’s black. That may be true, but totally opposite of how they mean it. They fail to call attention to the raging black-on-black murder rate in places like Chicago; apparently it’s OK for black criminals to kill other blacks, but it isn’t OK for white police officers to kill during dangerous arrest situations. And they fail to value the lives of black babies: 40% of black pregnancies are aborted; 75% of black babies are born without two married parents, which leads to endemic poverty and crime. See formula for overcoming poverty, above. 

 

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Even if Jeb Bush were right that Common Core was the best standardized education system that mankind could come up with (which it isn’t), he would still be wrong. Because it’s standardized. There is nothing in the US Constitution about education. That means it’s not an enumerated power; it is therefore left to the people and to the states. Anything done at a less local level than necessary will do more harm than good. If Common Core is so good, then put it in the free market and let individual school districts (or better yet, individual teachers, or individual families) decide whether to use it in part or whole. If it can’t tolerate competition, it isn’t good enough. I already know better than some bureaucrat in Washington how my children learn best, and I’m the expert on what I want my children to learn.  

 

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The  Republicans just won handily in the House and Senate—and state governorships and legislatures. The people are saying they repudiate Obama’s policies, and Democrat policies. PR threats about shutting down the government being blamed on Republicans are pointless. Refusing to fund what the president wants is not equivalent to shutting down government. The president, throwing a tizzy fit and saying the Republicans want no government, and then spending money to shut down things that aren’t even federally funded—remember when he shut down private parking at the privately operated Mt. Vernon, and shutting down access to private hotels and restaurants on the Blue Ridge Parkway (which wasn’t closed)? Remember hiring personnel to block the view to Mt. Rushmore from public roadways, to make shutting down national parks more painful? Yeah, that was our president.  

He also equated failing to lift the debt ceiling to failing to pay our debts. Because he’s willing to break contracts if he doesn’t have unlimited funds. 

I think the American public is beginning to realize he’s an ineffectual liar, and that the liberal media have been shilling for him. That’s why alternative news sources are turned to more than the old liberal dinosaurs.  

The point is, the Congressional Republicans ought to use their constitutional power of the purse to rein in the power monger’s overspending. 

 

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The Supreme Court just heard oral arguments on the Little Sisters of the Poor and some of the other 100 cases related to the Obamacare HHS mandate. We don’t know the results yet. But it should be obvious that, anyone who is forcing Catholic nuns to pay for abortion-causing drugs is on the wrong side. 

 

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Avoiding watching inflammatory video clips allows for a more open mind. This has been working for me since Rodney King days. When the grand jury came out in the Garner case in New York last week, my first thought was, “The grand jury must know more than the news is telling us. I wonder what it is.” I did not jump to the knee-jerk conclusion that the grand jury was wrong because of a 15-second video. Some of the additional information has come out. There was no damage to the trachea; there was no evidence of choking as cause death. What we may have thought we saw on the video looks different if you have enough additional information.  

That said, there’s something really warped about charging more in tax for an item—even an “evil” product like cigarettes—than the item itself costs. Cigarettes cost $4.50 a pack in Kentucky, but $14.50 in New York. And the government assumes they can charge that without causing a black market? And then they spend police resources stamping out black market sales rather than dealing with serious crime.

A wiser government would have let the free market handle cigarettes, leaving Eric Garner alive. A wiser Eric Garner—one who didn’t make a living selling on the black market, and one who didn’t resist arrest, and maybe one who had better maintained his health—might also still be alive. The loss of a life is tragic. But there’s no evidence that it’s racially caused. 

 

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So, let me get this straight: torturing of enemy combatants is so evil that America must risk the lives of people working in her service to atone for that badness. And “torturing” doesn’t include maiming, permanently injuring, or endangering life. However, killing an enemy combatant, without trial, without indictment—even when said person is a US citizen—and sometimes killing innocents nearby (euphemistically referred to as collateral damage) is OK.  

If you were a person given two choices: be captured and “tortured” for information by Americans or Islamists, you’d clearly choose Americans. If you were a supposed enemy combatant, unless you were into suicide missions, you would likely prefer being taken captive by Americans—where you have the guarantee of relative comfort and health and life—to being taken out by a drone, possibly along with your son and friend. 

Our president and cohorts seem to think the use of enhanced interrogation with the guaranteed limits listed above is beneath American values, but execution without trial along with possible innocents is copasetic. 

I’m not willing to say there should never be drone strikes against our enemy in the war against terrorists. But I do have a problem with a president who decides to be judge, jury, and executioner against an American citizen; if there is probable cause, there should at least be an indictment. As for torture—real torture—that’s already against the Geneva Convention for prisoners of war. But terrorists are non-uniformed enemy combatants, to whom the Geneva Convention rules do not apply.  

Since they are human, however, shouldn’t we avoid torturing them? Define your terms. If torture is sadistic, cruel and risks permanent damage or health, then I have seen no evidence that the US has done that. But I wouldn’t be sad if our enemies thought we were willing to torture. If we must do PR with the enemy, it should be to make them fear us more, not less. 

I would not use the term torture for making someone really uncomfortable temporarily for the purpose of extracting valuable urgent information. What we’ve seen evidence of might not seem nice, but it’s not even in the same category as beheading innocents. So, in summary, Dianne Feinstein’s report is hypocritical, politically motivated, and mainly untrue.

A Small Reprieve

August 14th I wrote about a challenge in our (very large) county, trying to prevent a Common Core-type infiltration through daycares. The week after that post, I attended the Harris County Department of Education meeting, and spoke, among several others, who addressed the HCDE board on this issue.

There’s a good summary of the meeting, if you’re interested, at Big Jolly Politics. I am the one referred to in the article this way: “I missed the name of one of the citizens, I apologize for that.” I’m apparently easy to miss, with a name that’s hard to hear. Nevertheless, I felt good about my short speech, and got approval from those near me after I sat down.

Earlier in the day was a workshop in which proponents of the program, called Early to Rise, were able to present more details about their program, and answer direct questions from the trustees. But there was no community input at the workshop. Big Jolly also summarized the workshop.

There’s good news. This past Monday, August 26, was the deadline for deciding what would appear on the November ballot. County Judge Ed Emmett decided not to accept the proposition for the ballot. HCDE didn’t have to make the decision, at least at this time, after all. Whew! Thank you, Judge Emmett.

It was not an easy position for Judge Emmett. He expected to be sued either way. He didn’t get an answer from the Attorney General on the legitimacy of an additional tax to be filtered through a more-or-less government entity to private entities. County Judge Vince Ryan had been in favor of putting the measure on the ballot and dealing with lawsuits from objectors. Emmett didn’t like that answer and hired a private attorney, whose advice he followed. I believe keeping it off the ballot was a better decision than putting it on possibly illegally, leaving the public at the mercy of someone willing to fight through the legal system after tax money is already spent. The proponents can always (and certainly will) look at alternative ways to seek what they want.

But it was never right to take tax money intended for improving school districts and give it, without oversight, to a private entity, for the purpose of training daycare providers (who have access to training in community colleges and many other places), entering homes and directing parents, and doing something indefinite about healthcare for very young children. Particularly disturbing—and the point over which the proposition was turned down—was making this an additional tax through HCDE. To review, HCDE gets 2/3 cent per $100 property value, and by law can never assess more than 1 cent. This new tax, a full additional 1 cent assessment, over and above everything HCDE already gets, would be a 150% increase, with all of the increase going only to a private entity for this one project. One would think that a public school entity such as HCDE would need more for actual public school child education than for something that isn’t even under the purview of public schools.

I wanted to share a couple of things from the meeting, mainly related to Rep. Debbie Riddle. She gave an analogy about the proposal, so we could see it in a new light. First she reminded us of how the money would be spent, which was not on actually doing childcare improvement: $400,000 on grant writing, $500,000 on evaluation services, $800,000 on best practices research, $12.6 Million for professional development and outdoor resources (I don’t know what that means, but that’s about half the annual amount), $750,000 for PR, $250,000 for tech support.

Now here’s her comparison (from my notes, so not an exact quote): “Suppose you come to me and say, ‘If you pay me $100, I’ll go out and find someone to mow your yard. And I’ll even consider letting you mow your own lawn, and I’ll pay you $25 to do it.’ That’s what this deal looks like.”

If there was a need for early childhood intervention (assuming, which I don’t, that HCDE should have its public school fingers in that arena), then why would HCDE need some outside entity to do it, rather than do their duty and find the solution themselves? This Early to Rise program was brought to them, placed on their agenda, and then attempted to be placed on the ballot, all prior to HCDE researching whether early childhood intervention needed any additional attention, let alone this huge influx of additional tax.

The trustees responded to the citizen testimony (particularly mine) by attempting to make it clear things were not settled, which seemed puzzling, because why would we have been encouraging them to turn down the proposal if we’d thought it was too late for public input? The chairman pointed out that she only learned of a proposed contract the Saturday morning previous to the meeting. The contract, which specified that if the voters approved the ballot proposition, all the money would be turned over to HCSRC, for ten years or more, indeed was made public that Saturday. But there have been discussions of the issue at least since June, so that was disingenuous. Also on the agenda was a private meeting with the lawyer the trustees hired specifically to deal with finding a way to work with the HCSRC, the nonprofit intending to manage the Early to Rise program. [The contract with the legal team was in evidence on page 453 of the full public agenda, dated August 2, 2013, well ahead of the Saturday of the public announcement of the proposal from HCSRC. It begins that the law firm in the contract “will represent Harris County Department of Education…in connection with the negotiation of an Early Childhood Services Agreement between the Department and the Harris County School Readiness Corporation.”]

So it is my suspicion that if there hadn’t been so much outcry against the program, the HCDE trustees might have moved ahead as though the taxpayers opinion mattered not at all. And we are relieved that Judge Emmett took it out of their hands, just in case.

I wanted to share this photo of Rep. Riddle, from the hallway outside the meeting. She was teaching this 9-year-old boy how to give a firm handshake. She also spent time telling us stories, and giving encouragement. I think she does that everywhere she goes. Rep. Riddle is the one who put forth the bill to get rid of the two remaining redundant county boards of education. It didn’t get out of committee this legislative session, but we can try again in a year and a half.

In the meantime, the moral or the story is: constant vigilance.

Common Core for Babies

When I write about local issues, it is with the hope that it will help not only local friends, but people wherever they’re reading. So today’s post is about a proposition that is likely to be on the Harris County ballot this off-year November election. But it is also about how the enemy is going about separating parents from the teaching of their children.

This is Texas, where Governor Perry refused federal money for implementing Common Core, the curriculum (no—not a “curriculum,” but simply basic standards, they claim—that just happen to dictate what will be taught in each classroom, on each specific day, in a specified manner; why would you call that curriculum?) that happened to promote a worldview that is in conflict with capitalism, US Constitutional freedom, God-given natural rights, freedom of religion, and probably anything else in conflict with the worldview of most parents.

This is Texas, where the state legislature, led by my State Senator Dan Patrick and others, succeeded in getting rid of CSCOPE, which was a Texas-created (supposedly) version of Common Core, that again wasn’t really “curriculum,” because it was all online, but it also promoted the Common Core worldview indoctrination.

The enemy, however, is relentless.  Now we’re looking at what you could probably call Common Core for Babies. A renamed ACORN group, Collaborative for Children (with ties to George Soros and a long line of Obama minions), has created a corporation in Harris County for the purpose of placing Common Core materials in daycare centers. This organization is Harris County School Readiness Corporation, with a program called Choice Partners. [My notes were insufficient on the status and connection of all the entities. I reserve the right to edit if I learn more later.]

The way they’re going about it is to get tax money, funneled through the Harris County Department of Education, and then offer it to daycares, aiming first at low-income areas that are most likely to be vulnerable to offers of free stuff. The exchange would go something like this:

Listen, we’ll pay your employees for you. You’ll no longer need to worry about meeting payroll, so you’ll be able to concentrate on taking care of children, which is your real passion. We’ll also help pay for equipment and supplies. Did we mention, we’ll even go into the homes of the children and offer guidance to those families? No, this won’t cost you anything. Really. All we ask is that you use our program, teach the things we provide in the way we require. Think about it. It’s for the Children.

It’s always for the children. Right.

I first learned about this issue in June. Colleen Vera wrote about it in her blog, Texas Trash Talk.  Her piece is full of information and connections. But at that time the “to do” part was simply to call legislators during the special session to see if they could find a way to act on it. So I saved the information but didn’t pass it along.

Two months later the threat grows. Here’s the update. Harris County Department of Education (HCDE) has up to now discussed the many known flaws of the program but nevertheless voted 6-1 in favor—so far only to gather more information and decide later.

Meanwhile Collaborative for Children (the ACORN remake) has been gathering signatures to request placing a proposition on the ballot to fund the program. The wording will be called something like a “penny tax.” The phrase “equalization tax” might also appear, because that is what the funding of HCDE is called. Currently this equalization tax is a 2/3 penny tax per $100 of property value, which translates to about $14 million a year. [HCDE educates no one; the independent school districts do that. There are only two counties in the state still with school boards, and money that goes to them is money that could otherwise go directly to the school districts. Dallas County at least uses their county department of education money for transportation, which seems reasonable. But Harris County uses it for various interfering, moneymaking programs. It should not exist. Rep. Debbie Riddle put forth a bill to eliminate the two CDEs during the last legislative session, but it didn’t get out of committee. We’ll have to deal with the corruption of HCDE another day.] An additional penny more than doubles the current amount. Some estimates project that this “insignificant” additional penny tax will take something like $45 million out of the economy [Houston Chronicle says $25 million, so I may have heard wrong while taking notes], pretty much for the sole purpose of indoctrinating our very young children in ways we have boldly rejected—twice.

Kay Smith, HCDE trustee
at Cypress Tea Party meeting

Kay Smith, the lone HCDE vote against, spoke at our local Tea Party meeting this past Saturday, which is how this issue got my attention again. (She also provided info to Colleen Vera for her article in June.) She needs help if there’s any hope of stopping this Common Core infiltration. The next HCDE vote will take place next Tuesday, August 20, 1:00 PM (address is 6300 Irvington Blvd., Houston, TX, 77022—it’s in the Reagan Building, where HCDE is housed, with the meeting taking place in their board room on the fourth floor, in case you are local and available to attend).

August 20^th, the day of the vote to place the proposition on the county ballot, is also the deadline for collecting signatures for the petition. True the Vote has offered help in verifying signatures, as they did for Wisconsin’s recall back in 2012. But it’s not possible to verify on the very day the signatures are turned in, before the vote in the 1:00 meeting. I don’t know whether attending the meeting to speak against the proposition will help, but it can’t hurt.

County Judge Ed Emmett was apprised of the problem (all counties in Texas are led by an elected judge, so Judge Emmett is actually an elected official over a constituency that is maybe only smaller than New York City and Los Angeles). Just one of the legal questions is about putting a proposition on the ballot to direct school money to a private entity. He went to Texas Attorney General Greg Abbott to rule on whether the proposition can be placed on the ballot. AG Abbott would not rule; he said it would need to be ruled on by the county attorney. I think he’s legally correct on that. Unfortunately, the Harris County Attorney is Vince Ryan, a Democrat; he has already said he would allow placement on the ballot with a rather flippant, “Let them sue us later.”

I asked Kay Smith whether anyone was considering such a lawsuit, as a backup, in case we can’t persuade the HCDE board to vote against. She said it would be a very expensive ordeal. The opposition has big money behind it, leading back even to George Soros money. So it would be nice if there were some willing patriot out there willing to take it on, but she doesn’t know of anyone.

When I talked this over with my son Political Sphere, who is beginning to think like a lawyer, he said the lawsuit would be expensive to take all the way to the end. But what you really need is just a suit to be filed, so that you can ask for an injunction to prevent the proposition from appearing on the ballot until the questions of legality are answered. Even if it were to delay only a few months, that would avoid this year’s low-voter-turnout off-year election, and would give more time to get the word out. Getting the word out on CSCOPE brought its removal pretty quickly. And since lawsuits tend to go on for at least a year, maybe two, we might even avoid another election cycle. And maybe with the serious legal questions being brought to light, HCDE would then vote to change their minds and remove it from the ballot.

Still, as Kay Smith said, it would take a willing patriot out there, with at least some money resources, to take it on.

Why should we be so concerned about an issue that only affects some low-income daycares? Because that is not the end; that is only the foot in the door. The plan is to expand the daycare program statewide. And of course that’s not all. If they’ve been consistently teaching children up to age 4, why not add in pre-K kids? And if you include pre-K kids, why not kindergarteners? And after that, since kids are now used to this “standard” up to age 6 or so, why not extend that through elementary schools? And once you’ve had kids accustomed to the same thing for all their school lives, why not expand to middle schools and then high schools?

Oh, and by the way, since “standardization” is “for the children,” it wouldn’t be “fair” for any children to be left out. So they would push to have all Texas students meet the “standards,” even though that might mean forcing homeschools and private schools to use it. And if compliance is too difficult, then maybe we’d just need to eliminate homeschools, and maybe private schools too. For the children!

Does this seem farfetched? Remember that this administration’s DOJ went out of its way to overturn asylum for the Romeike family, from Germany, for no better reason than they wanted it on record that they supported Germany’s policy of preventing homeschooling and standardizing all the education in the country—because this administration believes parents do not have a natural right to make decisions about the education and upbringing of their children.

They want control. And, as Lenin said, “Give me four years to teach the children and the seed I have sown will never be uprooted.” Of course they want control over the ideas being taught to children, to perpetuate their control over additional generations. Tyrannists always want that.

What can we do?

·         Attend Tuesday’s HCDE meeting and make your opinion known.

·         If it gets on the ballot (a 99% probability, according to Kay Smith), then get the word out to everyone you know, so they know this tiny off-year election is extremely important.

·         If you have connections to resources, file a lawsuit regarding the illegalities of placing this particular proposition on the ballot.

·         If it ends up on the ballot, vote against it, and take your friends to vote with you.

·         If you’re in another place, expect this to be coming to you, and do all you can to fight it. The names change from place to place, so be aware and vigilant. Even if your locale has rejected Common Core in any form, this daycare version is a new backdoor approach to watch for.

More on CSCOPE

A couple of weeks ago I wrote about curriculum, with some info about CSCOPE, the Texas version of Common Core. I went to a presentation about it Monday evening and learned a few more things. The full presentation is available at King Street Live, with speakers radio commentator Ben Streusand and Peggy Venable of Americans for Prosperity-Texas. Some details I picked up by monopolizing Mr. Streusand’s time afterward with my questions; if I have things wrong, however, please assume I got it wrong while gathering info during conversation without taking notes.

Ben Streusand, Peggy Venable, and Catherine Engelbrecht

I learned that it has been used for nearly a decade in some districts, mostly rural. In fact, it’s more a problem in rural areas than in cities—although my large suburban district has been using it, at least for some subjects. (Fun fact: CSCOPE isn’t an acronym for anything; it just seemed like an appealing name.)

There are Education Service Centers, (ESCs) across the state, where districts can combine, maybe county-wide or bigger, to share information, curriculum, and other resources. In cities, there are so many districts within a county that this simply isn’t an issue. Of those districts using ESCs, 80% use CSCOPE; they pay a hefty chunk of taxpayer education dollars for access to the materials.

To review, CSCOPE is supposedly a collection of lesson plans, 1600 or so, submitted by teachers, former teachers, and curriculum writers across the state. Submitters had to sign away their rights to review their materials and how they were used. No organization previewed the entire set of materials before implementing them, possibly not even the board of CSCOPE. And there are rumors that many of the materials were written by the same curriculum writers as the federal Common Core.

Teachers and others who use CSCOPE are required to sign an oath not to share the materials with the parents of students or anyone else. Supposedly this was for copyright protection of materials that are only digital. But it appears more secretive than that purpose deserves. Curriculum is subject to review by the State Board of Education, but CSCOPE sidestepped that requirement by claiming it is just “lesson plans,” not curriculum.

I looked up an official definition of “lesson plan”:

A detailed description of the individual lessons that a teacher plans to teach on a given day. A lesson plan is developed by a teacher to guide instruction throughout the day. It is a method of planning and preparation. A lesson plan traditionally includes the name of the lesson, the date of the lesson, the objective the lesson focuses on, the materials that will be used, and a summary of all the activities that will be used. Lesson plans are a terrific set of guidelines for substitute teachers.

What’s the difference between that and curriculum? Nothing. A lesson plan is just a small unit of curriculum. It’s like saying, “That’s not bread; it’s a slice.” Pretending it’s something else by using a different word is kind of a creepy way to get around having oversight, especially when you look at it in tandem with the no disclosure policy. Under those circumstances, we’d be remiss not to be suspicious.

Dan Patrick, my state senator and the head of the Senate Education Committee, introduced a bill to create oversight. As of today, the bill looks like it’s making progress. A public hearing was held Tuesday, and SB 1406 was approved in the Education Committee Thursday (voted 7-0 in favor). Next it moves on to the full Senate for a vote. Then it moves on to the House. It looks like it has a good chance. (There’s a similar bill in the House, HB 760, referred to the Education Committee, but not making as much progress yet.)

The legislation is the result of an agreement with the CSCOPE board, to implement oversight. Dan Patrick’s press release on February 8 describes what the legislation is designed to do.  In short, the agreement includes:

·         the State Board of Education (SBOE) to review all the materials;

·         CSCOPE board meetings must be public meetings;

·         teachers who submitted lesson plans will be allowed to review and reveal the plans;

·         parents will be allowed to review the lesson plans online.

Of course eliminating the curriculum entirely would be better than just overseeing it. Senator Patrick would have preferred legislation to eliminate CSCOPE altogether. Unfortunately, he couldn’t get enough votes to make that happen. It’s not really a problem of persuading Democrats to join in; Dems tend to represent larger inner city districts that don’t use ESCs, and therefore aren’t very interested in CSCOPE in the first place. It’s the GOP representatives of rural districts that are the challenge.

If you’re looking for someone to influence, a polite call or email to the following, suggesting they take into account your disapproval of CSCOPE, could be helpful. It’s too late to put forth legislation this session to eliminate CSCOPE (with the unlikely exception that SB 1406 could be amended to the point that it essentially gets substituted with elimination, but I don’t foresee that). But approval of SB 1406 at least improves the situation and gives us a first step.

·         Senator Robert Nichols, District 3

·         Senator Kevin Eltife, District 1

·         Senator Craig Estes, District 30

·         Senator Kel Seliger, District 31

·         Senator Robert Duncan, District 28 

Here’s one more opportunity for you Texans. This bill creates a method of review of the extremely large mass of lesson plans. The SBOE members aren’t going to be doing that alone. You could become one of the reviewers. Contact your representative on the State Board of Education and offer your services. The review is starting with social studies first, and then will move on to science. I don’t yet know all that being a reviewer entails. Pretty certain this would be volunteer work. But it could be extremely valuable.

It’s possible that, as we speak, the CSCOPE powers-that-be are scrubbing the materials of the most blatantly objectionable content. But if problems are found, those portions can be eliminated. Presumably if massive portions are objectionable and overall value is seen as negative, maybe the SBOE can disapprove of CSCOPE as a whole.

You can also find out if CSCOPE is used in your district and go directly to your local school board to insist on it being eliminated. No need to wait for the next legislative session, if we assert the power of parents, where the power belongs.

Americans for Prosperity-Texas provides basic information as well as links to more details. Also review Glenn Beck's March 7 story.

Oppression through Education

This is the last of a five-part series of posts on educational concerns. (The other four are here, here, here, and here.) All of this was triggered by discussions a couple of weeks ago about a national curriculum being imposed, called Common Core, and a Texas alternative called CSCOPE.

I am not an expert on these specific curricula. But you can look things up as well as I can. Common Core has this mission statement: 

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Why common standards?

Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school.

Then you can click on the specific standards for math and English language arts. But I have this additional question: We’ve had a US Department of Education, a cabinet level organization, since Jimmy Carter implemented it in 1979—so why has it taken more than three decades to take this “first step in providing our young people with a high-quality education”? What have they been trying to do thus far, if they couldn’t even take a first step until now? Just marching in place? Going backward? Gathering data that suddenly now all makes everything possible?

And if we’ve had this US Department of Education failing to do its stated purpose for thirty-three years so far, why should we trust that now, suddenly, without a positive track record, they’ve got the solution to all of our state, local, and individual student education challenges?

If I understand correctly, the US Department receives taxpayer dollars, which filter through various bureaucratic offices, and get sent back to the states—to be used as the federal government dictates. And right now a chunk of that is attached to strings, particularly the requirement that Common Core be used. They have a map showing that all but a few recalcitrant states have succumbed to the bribe.

Texas is one of the recalcitrant ones. Governor Perry stated clearly that we Texans would not take federal dollars with federal strings attached, which would limit our ability to meet our needs here. Go Perry!

But then we learned that, in its place, Texas had adopted something called CSCOPE. Technically, it’s not “curriculum”; it’s called “instructional material,” so the State Board of Education doesn’t have oversight. It’s just a tool to help teachers plan their teaching to match state testing requirements. Innocent enough, right? Turns out, not so innocent.

I first learned about CSCOPE last fall, at a local Tea Party meeting. We have several people there who regularly attend our local school district board meetings. And right about then there was an uproar about the way CSCOPE presented sex education, particularly to very young ages. And one of the additional difficulties with CSCOPE is that it’s all online, rather than a textbook that can be reviewed. This is supposed to make it more cost effective, because things can be changed online as needed, without reprinting costs. But it adds additional copyright challenges. The entities creating and selling CSCOPE have approached that problem by refusing parental review and forcing teachers to sign non-disclosure statements. Not even the chair of the State Board of Education was allowed to review the materials.

Just to clarify: parents don’t get to see what’s in it, and teachers aren’t allowed to tell parents what’s in it. A couple of teachers who have gone ahead and talked over concerns with parents (after parents hear some worrisome things that their kids are being taught) have been reprimanded, fired, or forced to leave the teaching profession. (Here is one parent's run-in with CSCOPE curriculum.)

Parents in our district, specifically about the sex education, caused such an uproar that, rather than keep defending the curriculum, the district withdrew CSCOPE as the source of sex education. I don’t think that means all CSCOPE has been discarded in the district, however. And it’s used in about 80% of Texas independent school districts.

I don’t have all the data points, but it appears that the “progressive” indoctrination within CSCOPE, and there is plenty of that, is supported by the same supporters as Common Core. Common Core even sought to purchase CSCOPE at one point. Shadowy figures like George Soros are mentioned as among the funding sources way in the background. Maybe true? I don’t know. I guess I’m paranoid enough about tyrannists that I see it as a possibility.

Texans don’t generally sit still while some foolish “experts” try to walk over us. We stand up. Some of that has begun to happen. My state senator, Senator Dan Patrick, introduced legislation, just before the deadline for filing a couple of weeks ago, a bill to provide oversight for CSCOPE. I think scrapping it would be a better option than tweaking it. Nevertheless, there is now going to be an oversight board. Here’s the press release from the CSCOPE website concerning the agreed upon changes.

Glenn Beck spent a day  talking about CSCOPE on his show (March 7; this article has several videos within, all worth watching) identifying some of the problems. There are many problems, and some of the guests on his show also described it as only a mediocre curriculum, as far as usefulness in teaching students.

What we must not do is get into an argument about whether the curriculum is good or bad, or good enough. Quality is not the primary question.

My curriculum was written on my computer, as I got to it each semester, outlining our plans, and keeping our records. It was good enough. A curriculum does not have to be flawless; it only has to be flexible and customized to each student. No matter how good a standardized curriculum is, it will not meet the needs of kids who are either fast, slow, or different-style learners.

Some of the discussions about these factory-style curricula showed math that the Beck guests all agreed was fuzzy and stupid. My son Political Sphere called me after he saw it and said, “That looks like what we did.” Before we homeschooled, back when the boys were in elementary school (a gifted magnet school), we were working on getting math facts faster. So we played around with a book called Mathemagics: How to Look Like a Genius without Really Trying. One of the tricks in it was helping you do multiplication in your head, doing the tens first and then adding the ones. Second son, Economic Sphere, used to do 2x2 multiplication in his head, as a second grader, faster than I could do it either in my head or with a calculator. We used this book again the summer after his freshman year of college, and he was doing three-digit division in his head about that fast. I’ve later learned that similar approaches work for Asians because of the way their languages say numbers. And in the book Cheaper by the Dozen, the Galbraith kids, back about 90 years ago, were taught similar calculation skills that their dad drilled them on and enjoyed showing off.

The point is, there might be specifics within the curriculum that we might disagree on, as to whether they are good ideas, at least for some students. And there might be stated overall goals, like teaching critical thinking skills, that would be hard to disagree with. So the argument must not be about whether this curriculum is good enough, because that allows the assumption that some hypothetical standardized curriculum would be acceptable.

These curricula must be stopped because there is a serious risk that standardized curricula can be used (and have been) for indoctrination and control—whether they are effective education tools or not.

Father of modern education, Horace Mann, let us know the plan in the 1800s: “What the church has been for medieval man, the public school must become for democratic and rational man. God will be replaced by the concept of the public good.”

His acolyte, John Dewey (yes, the one who created the Dewey decimal system) took Mann’s ideas and made them worse. He took great classic books out of schools, and offered up moral relativism, promoting socialist ideology through so-called scientific education expertise. He’s made so much “progress” that we’re barely still able to assert that a standardized curriculum that promotes socialism and denigrates America is a bad use of our tax dollars.