You're Teaching My Child WHAT?

C-SPAN video of Dr. Miriam Grossman, discussing her book 'YOU'RE TEACHING MY CHILD WHAT?'

Dr. Grossman, a board-certified child psychiatrist, blows the whistle on sex "education" and Planned Parenthood in our schools...

http://www.heritage.org/Press/Events/ev101509a.cfm

Today's sex ed programs serve to perpetuate liberal lies and politically correct propaganda that promoting the illusion that children can be sexually free without risk. Dr. Grossman cites example after example of schools and organizations whitewashing – or omitting altogether – crucial information that doesn't accord with their politically correct agenda. Instead, sex educators only tell teens the "facts of life" that promote acceptance, sexual exploration, and experimentation. What sex educators call an education, scientists would call a scam. In You're Teaching My Child What?, Dr. Grossman reveals biological truths that you won't find in today's classrooms. You're Teaching My Child What? is critical reading for parents with teens and a vital resource for teaching children the truth about sex.

Miriam Grossman, M.D., is a board-certified child, adolescent, and adult psychiatrist who began You’re Teaching My Child What? as a Senior Fellow at the Clare Boothe Luce Policy Institute. She is a contributing columnist at Townhall.com and speaks to parents, students, educators, and health professionals internationally on the dangers of both political correctness and incorrect science in her profession.

E. D. Hirsch’s Curriculum for Democracy by Sol Stern, City Journal Autumn 2009

E. D. Hirsch’s Curriculum for Democracy by Sol Stern, City Journal Autumn 2009

A content-rich pedagogy makes better citizens and smarter kids.

At his Senate confirmation hearing in February, Arne Duncan succinctly summarized the Obama administration’s approach to education reform: “We must build upon what works. We must stop doing what doesn’t work.” Since becoming education secretary, Duncan has launched a $4.3 billion federal “Race to the Top” initiative that encourages states to experiment with various accountability reforms.

Yet he has ignored one state reform that has proven to work, as well as the education thinker whose ideas inspired it. The state is Massachusetts, and the education thinker is E. D. Hirsch, Jr.

CDC anti-abstinence sex report debunked by insiders

CDC anti-abstinence sex report debunked by insiders

New Oregon Law Protects School Children, Sort Of

Law bans "secret deals" made between school administrators and abusers.

The article will likely be removed so here it is:

Oregon House approves ban on deals to hide teacher sexual misconduct by Bill Graves, The Oregonian March 18, 2009

Archive Earlier stories from The Oregonian: Oregon Teachers Disciplined

SALEM --The Oregon House voted unanimously Wednesday to ban school administrators from making secret deals with teachers that hide their sexual misconduct from other employers -- a practice educators call "passing the trash." Rep. Sara Gelser, D-Corvallis, chairwoman of the House Education Committee, said the bill would mean "the state of Oregon, bar none, will have the strongest and best laws protecting children in schools of any state in the nation." The law would apply to all public and private schools and their employees. The House also unanimously passed a related proposal that requires the investigative staff of the Teacher Standards and Practices Commission, the agency that licenses and disciplines teachers, to report any suspicion of child abuse to police or state human services. Both bills head to the Senate, where they are expected to win approval. The ban on secret deals is the most sweeping of a batch of bills introduced this session aimed at protecting students from sexual abuse. Six legislators spoke in favor of it during a 20-minute floor session; no one opposed it. Vickie Chamberlain, executive director of the teacher standards commission, said the bill has unprecedented scope and clarity. "There are a few states that bar secret agreements, but none that go into this kind of detail to make it clear-cut what can and cannot go into the agreements," she said. The bills emerged over the past year from House and Senate interim education committees after The Oregonian published a two-part series on educator sexual misconduct in February 2008. The series revealed that administrators sometimes agreed to conceal the misconduct of educators in exchange for the employees' agreements to resign. The newspaper confirmed 47 secret settlement agreements. Nearly half of the teachers disciplined for sexual misconduct over a five-year period left their districts with confidential agreements. The Oregonian articles also showed that state and local school officials repeatedly missed red flags, ignored complaints and dismissed other opportunities to stop educators from sexually abusing or harassing students. The bill passed by the House prohibits any school from "entering into an agreement or contract that suppresses information related to child abuse or sexual conduct." The ban on secret agreements, however, does not apply to non-sexual misconduct such as theft. Under the new law, administrators would have to do thorough background checks on applicants. They would have to call each applicant's last three school employers and ask if there were any substantiated allegations of child abuse or sexual conduct against the applicant. In response to such inquiries, districts would have to reveal all allegations and any pending investigations within 20 days. The bill also spells out how districts deal with educators who engage in inappropriate sexual behavior that does not rise to the level of criminal abuse, such as rubbing a student's shoulder or sending him or her romantic or sexually suggestive notes. Psychologists say such conduct may be grooming behavior used by sex offenders to prepare or groom their victims for abuse. The bill defines such behavior as sexual conduct. It demands that districts provide descriptions of sexual conduct to all employees, requires staff to report it when they see it and bars districts from making secret agreements to conceal it. Legislators also merged Senate Bill 45 with the House bill by barring educators suspected of sexual conduct from having any direct, unsupervised contact with children while being investigated. Legislators and groups representing teachers, school boards and administrators have spent weeks refining the bill. "Colleagues, this was hard work," said Rep. Sherrie Sprenger, R-Scio, vice chairwoman of the education committee. "Our first and foremost goal was protecting kids. In that process, we had to balance the rights and integrity of our staffs."

Another Sex Play at a Portland High School

Another Reason to Take Your Kids OUT of Public Schools!

Exodus from California Schools called for
(Christian Newswire)


California Exodus

Portland Christian parents need an exodus from public schools. Grant High School's newsletter on "Lysistrata" - "Lysistrata lets no scene finish without one phallic joke sneaking in. All of the men, who are desperate for sex and don't care who knows it, are constantly pining for the women's affections." Read more: http://www.grantonian.com/content/view/280/1/

Read also Oregonian column by Renee Mitchell, a mother of two, "Expression Always Meant for the Stage"

Mitchell's blog about it - about which she has nothing to say. She's all in favor of sexualizing her children, then.
Phalluses equal funny at Grant High School

What's Wrong Our Public Schools?

click here:
Outcome Based Education: The Highjacking of America's Children
an excerpt:

OBE = outcome based education
This report is a primer on OBE.

Traditional education appeals to the intellect first and primarily on the basis of the reasonableness of what is taught, the success it has shown in the past, the universal acceptance of the significance of what is taught, and demonstrated applications of it for culture considered universally as salutary and fruitful.

In this, the education is in keeping with the human nature of both teachers and students. Such education is liberating because it reveals to the student what it means to be human, to interiorize objective reality for the good of others, building on that reality and developing its potential for a society that recognizes genuinely human needs and aspirations.

It is clear why future-minded OBE must wipe out courses about the past—history, literature, etc. Such studies will often contradict the values and the outcomes predicted by the futurists, and in fact reveal the failure of such "inventiveness" in the past. The future is a gamble; predictions may be bets on "wisdom" and "goodness" that in the past have been unmasked as sham. The best of the past is perennial, applying to mankind in all ages; it is impossible to know in advance what will be valuable continuations of such perennial values, and what will be faux gems or echoes of ancient failures. No wonder OBE disdains past wisdoms and ancient learnings. As Dr. [Wm.] Coulson puts it: ". . . OBE aims to defeat academics; schools that adopt it will see excellence disappear, for OBE is fundamentally anti-intellectual."

end excerpt
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Does Sex Ed Make Children Ineducable?

School Sex Education:
A Psychoanalyst Looks At Damage to Children

"ineducable" - considered incapable of being educated

We must repeat our message over and over to well-meaning adults: sex education harms children. It's frustrating but necessary because the message has yet to bring action. Parents are too trusting of strangers to teach about masturbation, anal sex -- in other words the mechanics of sex. {Planned Parenthood has their book, 'It's Perfectly Normal,' in every county library (Multnomah) in the children's section! It has graphic drawings and descriptions of the mechanics of sex.}

Dr. Melvin Anchell has posted a valuable report, A Psychoanalytic Look At Today's Sex Ed He has written many valuable books on the topic including 'Killers of Children' and 'What's Wrong With Sex Education.'

But no one is listening.

Here are a few selections from Dr. Anchell's report:

• Over the years, the widespread sexual interferences of sex educators with the sexual development of 3- to 5-year-old children are undoubtedly responsible for the ever-increasing exhibitionism and voyeurism seen in today's society.
• It should be emphasized that a most important psychoanalytic finding that has been observed over and over again, show that every adult pervert is a product of premature sexual seduction in early childhood. This is true whether the seduction is due to actual attacks by a child molester or by seduction that is due to overexposures to sexual activities in sex classrooms or the pornographic media.

• Scholastic tests done on today's sexually educated 6- to 12-year-olds, indeed, show that these students have accomplished less scholastically than pre-sex-education students.

  Prior to the establishment of sex programs, educators acted as though they seemed to realize that involving the child in sexual matters made the child uneducable [sic], and they made every effort to avoid concerning the child with sexual matters.

  The scholastic problems in today's schools cannot be corrected by spending more money for buildings, equipment and teachers. They can only be corrected by removing the sex education interferences which make students uneducable.

• Regarding morality, values and standards, sex educators teach students to distrust the values and morals of parents and the Judaeo-Christian religions. The educators encourage inexperienced youths to develop their own values that, in fact, consist of having no values at all. Students are led to believe that values simply entail enjoying what you do and do what you enjoy.

• Sex educators must be led to know that we have had enough.

  Local, state and national school officials must be led to know that we have had enough, and that we expect them to translate our outrage into educational courses that serve the needs of civilized people -- not the needs of those living by instinct alone.

• 
  

Educator Misconduct Report: 10% of School Children Abused

Published: July 14, 2004
Report Examining Sexual Misconduct Taps Some Nerves
By Caroline Hendrie

A report commissioned by the U.S. Department of Education on school employees’ sexual misconduct with students is drawing fire from national education groups and has attracted only qualified support from the agency itself.

Required under the No Child Left Behind Act, the report by sexual-harassment researcher Carol Shakeshaft concludes that such misconduct is "woefully understudied," but that as many as one in 10 students may be subjected to some form of it during their K-12 careers. A draft version of the report was made available to Education Week when Ms. Shakeshaft submitted it to the department in late February. ("Sexual Abuse by Educators Is Scrutinized," March 10, 2004.)

The department sent a final version of the report to Congress on June 30 with a preface signed by Deputy Secretary of Education Eugene W. Hickok saying the department had "reservations" about the document’s scope. Specifically, the preface noted that the report examined all forms of sexual misconduct against students by school employees, rather than the narrower category of "sexual abuse" as defined in federal criminal statutes. Mr. Hickok called that broader focus "potentially confusing."

Despite those reservations, Mr. Hickok called the issue "of critical importance" and said the Education Department is "currently investigating ways to obtain more reliable evidence on the extent of sexual abuse in schools."

"Although the author’s findings are in part broader than the congressional mandate and therefore could be perceived by some as insufficiently focused, we believe that sexual misconduct in whatever form it takes is a serious problem in our nation’s schools and one about which parents and taxpayers have a right to be informed," Mr. Hickok said in the preface.

Meanwhile, the National Education Association, the American Federation of Teachers, and the National School Boards Association all said the report could create a false impression in the public’s mind that the physical sexual abuse of students by educators is rampant in schools. The NEA called the report’s tone alarmist, and the NSBA suggested that it diminished the problem by appearing to overstate it.

For her part, Ms. Shakeshaft challenged critics to produce data supporting their views, and said she found the Education Department’s mixed message about the report confusing. Still, she was encouraged "that the department thinks this is important."

"I’m happy that they’ve made it a national issue and that they’ve given it national attention," she said. "I think that’s great."

Estimate Is Debated

Titled "Educator Sexual Misconduct: A Synthesis of Existing Literature," Ms. Shakeshaft’s report does not feature fresh research, but instead draws conclusions from past studies, books, newspaper accounts, and other sources.

It describes the characteristics and patterns of schoolhouse sexual predators; the consequences of misconduct for abusers and targets; schools’ response to allegations; federal and state laws and policies; and recommended prevention practices. It also lays out 15 recommendations for action, and proposes 12 research topics for further study.

Ms. Shakeshaft’s review found a dearth of hard data on the prevalence of sexual misconduct in the schools. No national repository of such information exists, and no studies have yielded authoritative figures.

In a finding that drew fire from education groups, she concluded that the best estimate is that 9.6 percent of students in public schools—some 4.5 million—are likely the targets of unwanted sexual attention by a teacher, coach, administrator, or other school employee sometime during their school years.

That figure was drawn from Ms. Shakeshaft’s reanalysis of data from a survey of students done for "Hostile Hallways," a 2001 report on sexual harassment in schools by the American Association of University Women Educational Foundation.

Based on responses from a nationally representative sample of 2,065 students in grades 8-11, the reanalysis found that 9.6 percent of the respondents reported experiencing some form of harassment by a school employee, ranging from unwelcome sexual comments to coerced sex. Of the total, 8.7 percent reported incidents involving no physical contact, while 6.7 percent reported only physical-contact misconduct. Because some students reported both types, the sum of those percentages exceeds 9.6 percent.

Michael Pons, a spokesman for the NEA, said that schools are "open, public, accountable institutions," and that "it’s alarmist to suggest that children are drastically at risk in the public schools of being victims of sexual abuse."

The 2.7 million-member union does not "dismiss the importance of eradicating sexual harassment in the schools," Mr. Pons said, but is concerned about the report’s broad focus.
"Most people, especially parents, will not read the report and understand some of the nuances of it," he said. "Instead, they will hear that one in 10 children is sexually abused in school."

John O. Mitchell, the deputy director of educational issues for the 1.3 million-member AFT, said the report "lumps together all of the misconduct items, everything from inappropriate remarks to criminal behavior, and we really need to distinguish between the two."

Julie Underwood, the general counsel of the NSBA, echoed that view, saying that the "sound bites" from the report were misleading.

"I don’t want people to negate the problem because of a credibility issue," she said, adding that she agreed that the problem needs further study.

"At least on the formal level, schools have enacted policies, states have enacted statutes, state departments of public instruction have enacted regulations, so in the formal structure, people have moved forward to address the issue," she said. "But in terms of the informal, we don’t know enough."

Timing Questioned

More study is exactly what is urged in the report by Ms. Shakeshaft, a professor in the department of foundations, leadership, and policy studies at Hofstra University in Hempstead, N.Y.

While she reviewed nearly 900 sources addressing some form of educator sexual misconduct, she found only 14 studies from the United States and five from Canada or the United Kingdom that included an "empirical or systematic analytic foundation."

Among them were two series by Education Week, one that examined nearly 250 cases of educator sexual misconduct over a six-month period, and a second that featured a survey of state policies. ("A Trust Betrayed: Sexual Abuse by Teachers," November-December 1998, and "A Trust Betrayed: Update on Sexual Misconduct in Schools," April-May 2003.)

Reacting to criticism of the report, Ms. Shakeshaft said that "not one critic of this work … has said, ‘I don’t think this is accurate, and here is empirical work that refutes this study.’ That’s what I would expect if you were going to immediately discount it."

"I’m not invested in my own data," she added. "I’m invested in finding out what’s really happening. You’ve got better data, put it out there."

Following the report’s release, a spokesman for the Education Department said agency officials were still debating their next step.

"There’s nothing discrete that’s been planned at this point," said Brian W. Jones, the department’s general counsel. "But I do think it would be valuable for us to take this study and use this as a launching pad to take a more comprehensive look."

The department released the report shortly after most schools had closed for the summer—and four months after Ms. Shakeshaft had submitted it. That timing was decried as "horrible" by a national authority on educator sexual misconduct, who strongly defended the study.
"The timing is very unfortunate in terms of getting on the radar screen of educators," said Robert J. Shoop, an education law professor at Kansas State University in Manhattan, Kan., and the author of the newly released book Sexual Exploitation in Schools: How to Spot It and Stop It.

"Had it come out the first week of school, parents and school board members would have been asking, ‘What are we going to be doing about this?’ As it is, by then it’s going to be old news, and they’re not going to be asking those questions."

Public School No Place for Teachers' Kids
By George Archibald
THE WASHINGTON TIMES

More than 25 percent of public school teachers in Washington and Baltimore send their children to private schools, a new study reports. Nationwide, public school teachers are almost twice as likely as other parents to choose private schools for their own children, the study by the Thomas B. Fordham Institute found. More than 1 in 5 public school teachers said their children attend private schools. In Washington (28 percent), Baltimore (35 percent) and 16 other major cities, the figure is more than 1 in 4. In some cities, nearly half of the children of public school teachers have abandoned public schools.

In Philadelphia, 44 percent of the teachers put their children in private schools; in Cincinnati, 41 percent; Chicago, 39 percent; Rochester, N.Y., 38 percent. The same trends showed up in the San Francisco-Oakland area, where 34 percent of public school teachers chose private schools for their children; 33 percent in New York City and New Jersey suburbs; and 29 percent in Milwaukee and New Orleans.

Michael Pons, spokesman for the National Education Association, the 2.7-million-member public school union, declined a request for comment on the study's findings. The American Federation of Teachers also declined to comment.

Public school teachers told the Fordham Institute's surveyors that private and religious schools impose greater discipline, achieve higher academic achievement and offer overall a better atmosphere. "Across the states, 12.2 percent of all families — urban, rural and suburban — send their children to private schools," says the report, based on 2000 census data.

"Public education in many of our large cities is broken," the surveyors conclude. "The fix? Choice, in part, to be sure." Public school teachers in Philadelphia, Cincinnati, Chicago, Rochester, N.Y., and Baltimore registered the most dissatisfaction with the schools in which they teach. "These results do not surprise most practicing teachers to whom we speak," say report authors Denis P. Doyle, founder of a school improvement company, SchoolNet Inc.; Brian Diepold, an economics graduate student at American University; and David A. DeSchryver, editor of the Doyle Report, an online education policy and technology journal. "Teachers, it is reasonable to assume, care about education, are reasonably expert about it and possess quite a lot of information about the schools in which they teach. We can assume that no one knows the condition and quality of public schools better than teachers who work in them every day." "They know from personal experience that many of their colleagues make such a choice [for private vs. public schools], and do so for good and sufficient reasons."

The report says the school choice movement has begun competitively forcing public school improvement, particularly in cities like Milwaukee, called "a hotbed of school reform," where 29.4 percent of public school teachers sent their children to private schools, the study finds. "Narrow the search to teachers making less than $42,000 and the percentage enrolling their children in private schools drops to 10 percent. Because Milwaukee is a hotbed of school reform, it's possible that teachers making less than $42,000 are beginning to favor the public school system." "If so, it might be evidence that choice is having the intended effect of spurring improvements in public education there. Or perhaps the emergence of [public school] charters has provided another free option to lower-income teachers who might otherwise choose private schooling."
http://washingtontimes.com/
national/20040922-122847-5968r.htm

Teachers exposed!

"Indoctrination of our youth"

by Walter E. Williams - Feb 22, 2006
Townhall.com

Interesting solution: UCLA's alumni paid students to tape record classroom proselytizing.

School teachers, at all grades, often use their classroom for environmental, anti-war,

anti-capitalist and anti-parent propaganda. Some get their students to write letters to political figures condemning public policy the teacher doesn't like.

Dr. Thomas Sowell's "Inside American Education" documents numerous ways teachers attack parental authority. Teachers have asked third-graders,"How many of you ever wanted to beat up your parents?" In a high school health class,students were asked, "How many of you hate your parents?"
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Friends, our Oregon students are getting the same treatment - I've witnessed it.

Tell your friends. The school administrations will deny it exists. That's why

school choice is the answer - and so is home schooling.

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Department of Education must be abolished
By Devvy Kidd
December 7, 2004
© 2004 WorldNetDaily.com
The federal Department of Education was made a part of the president's Cabinet by new world order facilitator Jimmy Carter. Prior to that, America had the finest education system in the world. In 1980, Ronald Reagan promised that, if elected, he would get this unconstitutional department abolished.
That promise was abandoned after his election. While campaigning for his doomed-to-lose bid for the presidency, Bob Dole said on Sept. 9, 1996, while in Georgia, "We're going to cut out the Department of Education." At that time, the GOP presidential platform read, in part:
Our formula is as simple as it is sweeping: The federal government has no constitutional authority to be involved in school curricula or to control jobs in the workplace. That is why we will abolish the Department of Education, end federal meddling in our schools, and promote family choice at all levels of learning.
We therefore call for prompt repeal of the Goals 2000 program and the School-To-Work Act of 1994, which put new federal controls, as well as unfunded mandates, on the States. We further urge that federal attempts to impose outcome- or performance-based education on local schools be ended.
http://worldnetdaily.com/news/article.asp?ARTICLE_ID=41802

High School Biology Class Requires “Test Tube Sex”
Claremont, CA – A standard high school biology lab on pathogens and infection became shockingly offensive when the teacher chose to present the lab in terms of promiscuous sex. The teacher’s sexualized presentation unnecessarily interjected blatant sexual role-playing into an otherwise valuable laboratory experiment. A biology lab on pathogens and infection began with the instructor's handout which stated, "the class will engage in test tube sex and the spread of the pathogen will be measure afterward." (Sic, emphasis in original). The teacher dimmed the lights and played Barry White's Let's Get It On. "Find a student (of either sex) to exchange body fluids with," the instructions explained. The written assignment included directions to exchange body fluids and then said, “Have test tube sex with two more people (easy tiger!)…”

Male students began soliciting female students to "suck my tube," which was an obvious euphemism to engage in oral copulation. One young freshman girl reported this sexual harassment to her instructor and refused to participate. Regrettably, the teacher took no action. Humiliated and outraged, the girl left the classroom and went to the principal's office. At the request of a parent, Elizabeth Jimenez, Pacific Justice Institute filed a complaint for sexual harassment on behalf of her daughter. School officials investigated the matter and found that the allegations were correct and had occurred in several classes. They then pledged that this type of presentation will not be repeated. However, PJI is continuing to represent the family regarding possible retaliatory measures taken against the student whistleblower by school employees.“I am outraged that the district would admit to these salacious activities but still refuse to inform parents,” said Jimenez, mother of three Claremont High School girls, including the student whistleblower. “These teachers caused students immeasurable pain as they were subjected to ugly name calling and were turned down for ‘sex’ by more popular students. Others were forced to ask students of the same gender to have test tube sex, resulting in taunting and hate speech.”

“When considering the maturity level of students at this age, it should have been foreseeable that an environment would be created which would result in traumatizing students,” remarked Kevin Snider, Chief Counsel for the Pacific Justice Institute. “The use of this type of curriculum is simply irresponsible,” continued Snider.Many parents are unaware of their rights to prior review of their child’s curriculum and to have input into what instructional materials are used. Additionally, parents can completely opt their children out of comprehensive sex education and HIV/AIDS instruction.

If you are a student who has been placed in a hostile environment as a result of your moral or religious beliefs, please contact the Pacific Justice Institute. We will provide you with legal assistance without charge.

The Pacific Justice Institute is a non-profit 501(c)(3) legal defense organization specializing in the defense of religious freedom, parental rights, and other civil liberties. P.O. Box 276600 Sacramento, CA 95827-6600 Phone: (916) 857-6900 Fax (916) 857-6902 Internet: www.pacificjustice.org

The NEA: THE GRAB FOR POWER

THE GRAB FOR POWER: A Chronology of the NEA (National Education Association) - the Teachers Union
by Dennis Laurence Cuddy, Ph.D. 1993. 12 pages.

Concerned Women for America (CWFA) has posted this White Paper on their web site.

http://www.cwfa.org/brochures/nea.pdf

EXCERPT:

"Conclusion: The NEA set out from the beginning to make its mark on American education. Unfortunately, that mark has been a negative one. The NEA has exchanged the three "R's" of reading, 'riting, and 'rithmetic for values clarification and self-esteem. It has rejected the classics and replaced them with school-based sex clinics, sex education, and the open promotion of homosexuality. As the organization's history suggests, its goals focus more on a grab for power than excellence in education. And our nation's children have suffered because of it."

College Illiteracy Stuns Educators
Dr. Samuel L. Blumenfeld
January 12, 2006
© 2006 WorldNetDaily.com
Stunned, shocked and appalled are American educators as they study the recent report from the National Center of Education Statistics, which reveals that only 31 percent of college graduates can read a complex book and extrapolate from it. "It's really astounding," said Michael Gorman, president of the American Library Association. "That's not saying much for the remainder," he added, meaning that 69 percent of our college graduates cannot read at or above a "proficient" level.

Absolutely appalled by the results of the survey was Mark S. Schneider, commissioner of education statistics, who remarked, "The declining impact of education on our adult population was the biggest surprise for us, and we just don't have a good explanation. What's disturbing is that the assessment is not designed to test your understanding of Proust, but to test your ability to read labels."
http://worldnetdaily.com/news/article.asp?ARTICLE_ID=48309

Separating school from state
Samuel L. Blumefeld, author of Do We Really Need Public Schools?
Posted: December 4, 20041:00 a.m. Eastern
© 2004 WorldNetDaily.com

The cause of educational freedom was given a great boost on the weekend before Thanksgiving at the Omni-Shoreham Hotel in Washington, D.C. There, at this opulent inn, were gathered some of the smartest "rebels" in America, voicing uncompromisingly that the government should get out of the education business. The occasion was the 10th anniversary of the Alliance for the Separation of School and State, of which the indefatigable president is Marshall Fritz. He chose the Omni-Shoreham because they don't show pornography in their rooms.

Since 1994, Marshall has sponsored a Proclamation for the Separation of School and State, which, to date, has been signed by 26,000 individuals around the world. It reads: "I favor ending government involvement in education." Marshall wants to get 1 million signatures. If readers of this column would like to sign it, get in touch with Marshall Fritz at 1071 N. Fulton Street, Fresno, CA 93728, http://www.honestedu.org/ Their phone is: 888-325-1776.
Read entire text:
http://www.worldnetdaily.com/
news/article.asp?ARTICLE_ID=41763

SEX ED AND THE DESTRUCTION OF AMERICAN MORALITY
By Dr. Samuel BlumenfeldJanuary 28, 2003NewsWithViews.com

Ideas have consequences, and bad ideas have bad consequences. The ideas behind sex education have done more to destroy biblically based moral values than any other secular force in America. The first idea to become a battering ram against traditional sexual morality was Sigmund Freud’s dictum that sexual repression causes neurosis. If sexual repression creates dysfunction, then the remedy, of course, is free sexual expression. That was not the cure Freud recommended, but Freud’s ideas so strongly influenced American culture that clothes for women went from the trussed up sexually repressed fashions of 1900 to the loose liberating flapper skirts of the roaring twenties—in only twenty years!

Greenwich Village bohemians and intellectuals took to Freud like ducks to water. It provided a scientific justification for their free-love promiscuity and disregard of bourgeois morals.

The second major idea came from socialist Margaret Sanger, free-love advocate, who launched a campaign in 1916 to promote contraception and abortion in order to free women from the burdens of unwanted pregnancy.
Read full text: http://www.newswithviews.com/Blumenfeld/Samuel2.htm

Teacher union must disclose how member dues are spent

Teacher Union Exposed as "honey-pot for left-wing political causes that have nothing to do with education."

Teachers' Pets
The NEA gave $65 million in its members' dues to left-liberal groups last year.
The Wall Street Journal - Opinion Journal

Tuesday, January 3, 2006 If we told you that an organization gave away more than $65 million last year to Jesse Jackson's Rainbow PUSH Coalition, the Gay and Lesbian Alliance Against Defamation, Amnesty International, AIDS Walk Washington and dozens of other such advocacy groups, you'd probably assume we were describing a liberal philanthropy. In fact, those expenditures have all turned up on the financial disclosure report of the National Education Association, the country's largest teachers union.

Under new federal rules pushed through by Secretary of Labor Elaine Chao, large unions must now disclose in much more detail how they spend members' dues money. Big Labor fought hard (if unsuccessfully) against the new accountability standards, and even a cursory glance at the NEA's recent filings--the first under the new rules--helps explain why. They expose the union as a honey pot for left-wing political causes that have nothing to do with teachers, much less students.

We already knew that the NEA's top brass lives large. Reg Weaver, the union's president, makes $439,000 a year. The NEA has a $58 million payroll for just over 600 employees, more than half of whom draw six-figure salaries. Last year the average teacher made only $48,000, so it seems you're better off working as a union rep than in the classroom.

Many of the organization's disbursements--$30,000 to the Central Intercollegiate Athletic Association, $122,000 to the Center for Teaching Quality--at least target groups that ostensibly have a direct educational mission. But many others are a stretch, to say the least. The NEA gave $15,000 to the Human Rights Campaign, which lobbies for "lesbian, gay, bisexual and transgender equal rights." The National Women's Law Center, whose Web site currently features a "pocket guide" to opposing Supreme Court nominee Sam Alito, received $5,000. And something called the Fund to Protect Social Security got $400,000, presumably to defeat personal investment accounts.

The new disclosure rules mark the first revisions since 1959 and took effect this year. "What wasn't clear before is how much of a part the teachers unions play in the wider liberal movement and the Democratic Party," says Mike Antonucci of the Education Intelligence Agency, a California-based watchdog group. "They're like some philanthropic organization that passes out grant money to interest groups."

There's been a lot in the news recently about published opinion that parallels donor politics. Well, last year the NEA gave $45,000 to the Economic Policy Institute, which regularly issues reports that claim education is underfunded and teachers are underpaid. The partisans at People for the American Way got a $51,000 NEA contribution; PFAW happens to be vehemently anti-voucher.

The extent to which the NEA sends money to states for political agitation is also revealing. For example, Protect Our Public Schools, an anti-charter-school group backed by the NEA's Washington state affiliate, received $500,000 toward its efforts to block school choice for underprivileged children. (Never mind that charter schools are public schools.) And the Floridians for All Committee, which focuses on "the construction of a permanent progressive infrastructure that will help redirect Florida politics in a more progressive, Democratic direction," received a $249,000 donation from NEA headquarters.

When George Soros does this sort of thing, at least he's spending his own money. The NEA is spending the mandatory dues paid by members who are told their money will be used to gain better wages, benefits and working conditions. According to the latest filing, member dues accounted for $295 million of the NEA's $341 million in total receipts last year. But the union spent $25 million of that on "political activities and lobbying" and another $65.5 million on "contributions, gifts and grants" that seemed designed to further those hyper-liberal political goals.

The good news is that for the first time members can find out how their union chieftains did their political thinking for them, by going to www.union-reports.dol.gov, where the Labor Department has posted the details.

Union officials claim that they favored such transparency all along, but the truth is they fought the new rules hard in both Congress and the courts. Originally, the AFL-CIO said detailed disclosures were too expensive, citing compliance costs in excess of $1 billion. The final bill turned out to be $54,000, or half of what the unions spent on litigation fighting the new requirements. When Secretary Chao refused to back down, the unions took her to court, and lost.

It's well understood that the NEA is an arm of the Democratic National Committee. (Or is it the other way around?) But we wonder if the union's rank-and-file stand in unity behind this laundry list of left-to-liberal recipients of money that comes out of their pockets.
Copyright © 2006 Dow Jones & Company, Inc. All Rights Reserved.

Dr. William Coulson: "Take Your Children OUT OF THE LINE OF FIRE"

In the 1960's, Dr. William Coulson and Dr. Carl Rogers created and taught and participated in spreading the radical Humanistic Psychology movement.

Dawn of The Age of Neo-Pagans U.S.A.

"Too Much Psychology in Our Schools"

NARTH's 2004 interview of Dr. William Coulson is required reading.

It is interesting to note that Coulson returned to the Catholic Church, is a devout Catholic, and travels the U.S. speaking to Catholics. He has the courage to express his sincere apologies. But he does more than apologize. He warns parents to take their children "out of the line of fire."

High School Student Removed from Class for Expressing Views on T-Shirt

04.13.2005 Rancho Cucamonga, CA - A high school student wore a t-shirt that stated: (front)tolerance is the virtue of believing in nothing, and (back)truth is truth – homosexuality is wrong. This A student, with no history of discipline problems, was removed from class and sent to the principal’s office where she was told to change shirts or leave campus.Her parents called the Pacific Justice Institute. “It is regrettable when parents have to choose which right their child will be deprived of – free speech or a public education,” said Kevin Snider, Chief Counsel for PJI. One of PJI’s attorneys immediately called the school and faxed a letter that same day explaining how students have First Amendment rights which follow them when they step onto a school campus.

Ironically, the school asserted that the censorship was based on “tolerance” and “diversity.” A school official explained that a homosexual will be offended by a shirt that says “homosexuality is a sin.”

“One-way tolerance is not tolerance, but tyranny,” said Brad Dacus, president of the Pacific Justice Institute. “Intolerance of students with religious or moral convictions should have no place in public education.” PJI informed school officials that the student will continue to wear that shirt, and other shirts expressing her values and beliefs, at her discretion. The school has since stopped harassing this student.

Students who have been disciplined or otherwise been denied their right to religious-based speech are encouraged to immediately contact the Pacific Justice Institute. PJI provides all of their legal assistance without charge.

The Pacific Justice Institute is a non-profit 501(c)(3) legal defense organization specializing in the defense of religious freedom, parental rights, and other civil liberties.P.O. Box 276600 Sacramento, CA 95827-6600 Phone: (916) 857-6900 Fax (916) 857-6902 Internet: www.pacificjustice.org

Legal Resources: Know Your Rights in School

FOR STUDENTS
RESOURCES TO STAY AHEAD OF THE GAME

If you find yourself faced with a conflict between a school teacher, assembly, reading material, etc., and your personal values, you can get free legal advice over the phone at these resources.

Day of Truth Project - alternative to gay agenda's day of silence - April 14, 2005
The Alliance Defense Fund - 1-877-tell-adf www.tellADF.org/Truth
The Truth Cannot Be Silenced
ORDER CARDS AND T-SHIRTS


>>This page will be updated from time to time.<<
The American Center for Law and Justice - 1-757-226-2489 www.aclj.org
PO Box 90555 Washington DC 20090-0555
RADIO Program in Portland, OR on FM 93.7
Hosted by Jay Sekolow

CANADA: School Counselor Suspended for Views of Homosexuality

Can this happen in the United States? Imagine: the counselor wrote a letter to the editor of a newspaper, the school saw it, and suspended him!

Source URL: http://www.lifesite.net/ldn/2005/apr/05040501.html

LifeSiteNews.com
Tuesday April 5, 2005

School Counsellor Suspended for Christian Stand on Homosexuality in Letter to Editor

QUENSEL, BC, CANADA April 5, 2005 (LifeSiteNews.com) - In a decision handed down yesterday, Quesnel School District Superintendent Ed Napier suspended school counsellor Dr. Chris Kempling for three months. Dr. Kempling has been employed as a counsellor since 1990, and has been active in a wide variety of volunteer positions in the community. He is also the local spokesperson of the federal Christian Heritage Party, and had written a letter to the editor of the local newspaper on behalf of his party, criticizing the Liberal government's same sex marriage legislation.

The school district did not provide a single example of disruption to the school system, or any negative effect of the letter. They also ignored over a dozen letters of reference from supervisors and community members written in support of Dr. Kempling.

"It is truly unfortunate that the Quesnel School Board believes that only those who support same sex marriage are able to comment publicly on a matter of national importance," stated Dr. Kempling. "It is a sad day for freedom of speech, freedom of conscience, and freedom of political affiliation. But more significantly, I am most concerned about the young children with serious emotional needs, who will be deprived of their counsellor at a time when they need help most. Counselling, much more than teaching, involves a close personal relationship where trust develops over time. I'm really very worried about their well-being."

Dr. Kempling plans to fight the suspension through the grievance process, as well as through the BC Human Rights Tribunal under the category of political discrimination.

Portland High School's Secretive "Day of Silence" April 13, 2005

Parents not told about Day of Silence activities at Wilson High School
By Reclaim Our Schools editor, a Wilson Parent

ANYTHING GOES in the New Millenium*...this Portland high school is planning a full week of enrichment activities. Are the students going to be studying U.S. history or the history of democracy? Or are the students studying the French Revolution?

None of the above. No, parents and tax payers, our students will be taking a NINE-HOUR VOW OF SILENCE, discussing how homosexuals who have come "out" - at their school, no less, meaning they are obviously gay or lesbian or transgendered by the way they dress - are "discriminated" against, and that schools are "unsafe". Schools are unsafe for straight students, too. But that point is moot, of course. Students will be treated to a film supporting gays.

Oh! I almost forgot! Outside speakers are coming, too! On the first day, Monday.

This parent has not seen the "Parental Notification" as promised by the Portland Public Schools and bound by law, in order to give parents a fair warning when outside speakers will teach about human sexuality.

WALL POSTER at Wilson High School, main hallway, transcribed below.

Wilson High School "Day of Silence" 4/13/05
photo take by parent (me)

POSTER ON THE HALL WALL SAYS:

SPEAK OUT!

DAY OF SILENCE

Weds. April 13th

9-HOUR VOW OF SILENCE

PROTESTING DISCRIMINATION

Monday- SPEAKERS

Tuesday- MOVIE Supporting Gays

Wednesday- SILENCE, meet in ROOM 108 at 7:30 am

Thursday- DISCUSSION

Friday- PARTY!

Wilson High School is located in the upper middle-class mostly white neighborhood of SW Portland, Oregon. It serves nearby Hillsdale, Multnomah Village, Ash Creek, and Burlingame neighborhoods in Multnomah County. Down the hill from the high school is Mary Rieke Middle School.

Backed by the Gay Lesbian Straight Educational Network - GLSEN
http://www.glsen.org
Read about the "day of silence" on GLSEN's web site.

Multnomah County is the most far-left leaning county in all of Oregon. Famous for its strong and militant homosexual bias, Multnomah County's commissioners were blessed by County Chair, Dianne Linn - a social "Catholic" - and their homosexual attorneys to approve marriage licenses to same-sex couples in March 2004.

This writer appeared before the first of three Commissioner Board public hearings crying foul, giving Linn a piece of my mind. It made me famous. Well, at least Basic Rights Oregon remembered me. I was asked by a cute guy with pen and pad, looking like a reporter, "What is your name?" and "What is your address?" A spy. I gave him my name but got suspicious because he showed me no I.D. Thank God I didn't give him my address. Militant homosexuals are hateful, vicious and have been known to stalk the opposition.

Take the Rev. Fauntroy. He spoke his mind a few years back, against same-sex "marriage." In the 1960's, Fauntroy marched with the Rev. Martin Luther King, Jr. He received threatening phone calls and was harassed at his home. And he's Black! Imagine that, a discriminated gay activist harassing a civil rights warrior like Rev. Fauntroy. Fauntroy is on the board of the Alliance for Marriage. www.AllianceforMarriage.org

*The musical "ANYTHING GOES" is currently running - at Wilson High School. The famous songs are written by Cole Porter. "In olden days/a glimpse of stocking/was looked on as/something shocking/now, Heaven knows/anything goes!

"Coincidental or intentional? Innocent or corrupting? In "olden days", before the 1960's trashed morality in our schools, this musical play would be innocent fun for teenage students and their parents and grandparents. However, in the context of the moral anarchists in charge of our public schools, the judicial system, and the ACLU, nothing that goes on behind the school walls can be trusted.

RECLAIM OUR SCHOOLS!

A School Board Member Writes to Principals about Ex-Gays

http://www.cwfa.org/printerfriendly.asp?id=
7444&department=cfi&categoryid=family


Concerned Women for America Applauds Virginia School Board Member's Courage
2/14/2005

Fairfax County's Stephen Hunt reprimanded for letter urging principals to bring balance to homosexuality issue.

Editor's note: Fairfax County School Board Member Stephen M. Hunt sent the following letter on private stationery to principals. He was reprimanded by the full board for appearing to be acting in an official capacity, since he identified himself as a board member. Mr. Hunt apologized for the breach of protocol, but not for the content of the letter. The swift, unanimous action by his colleagues, Concerned Women for America (CWA) believes, illustrates why Mr. Hunt chose to act unilaterally. The board has allowed only pro-homosexual viewpoints and speakers into county schools and has presided over the establishment of Gay-Straight Alliances in all county high schools.

Virginia CWA State Director Patricia Phillips has been active in the effort to bring balanced views into the schools via state and local policies and to rally parents to support Mr. Hunt.

CWA salutes Mr. Hunt for his courage and will continue to work with parents on this issue.

_________________________
Dear Principal:

I believe that one of the purposes of education is to provide children with the basic academic skills that they will need to survive and succeed in life. These skills include reading, writing and basic computational skills. From reading comes the ability to gather information. From basic computational skills comes the ability to reason logically and to develop critical thinking skills. Writing provides the mechanism to develop the ability to compile thoughts and ideas and to be able to articulate those ideas. A critical aspect of developing and articulating a strong and logical idea is access to the facts and all sides of an issue or idea. While these skills are developing, the preponderance of the facts and perspectives that students receive are those presented to them in the classroom. Consequently, it is critical that the schools ensure the facts and all perspectives are presented.

It is my observation and consequently my concern that this is not the case regarding the homosexual issue.

A major misconception that I see in the comments and actions of the students is that there are only two positions on homosexuality. The perception is that one can either accept homosexuality in its entirety or one hates homosexuals. This is the perception provided by one side of the discussion.

The facts show that homosexuality results in a very destructive lifestyle. The life expectancy of a homosexual man is in the 40s, as compared to the heterosexual male, whose life expectancy is in the 70s (this is excluding the impact of AIDS, which results in an even lower life expectancy). This is a greater detrimental impact on life expectancy than smoking. The homosexual lifestyle often includes drug and alcohol abuse, physical abuse (usually from within the community as opposed to as a result of a "hate crime") and suicide. If one were to hate homosexuals, then why would one attempt to preclude them from this self-destructive path? If you truly hate someone, then you would be much more inclined to let him destroy himself. If you did not care about people in the homosexual lifestyle, then you would do nothing. It is the great concern and love for others that motivates people to attempt to prevent people from taking that destructive path in life.

Students should be taught to respect the rights of others, but also that one does not have to accept the ideas of another in order to respect them.

Children are being taught that homosexuality is normal and natural. It is neither. The homosexual community has admitted that the often-stated 10 percent was an unsubstantiated and made-up number. At the time the 10 percent number was being repeated, the actual number was approximately 2 percent of [the] population were homosexual. Now, after years of homosexual activism, the number is still between 3 and 4 percent.

In a conference that I attended on the subject, a psychologist stated that, in spite of all of the claims that it is normal, there is no normal childhood developmental model that results in homosexuality. This struck me as very significant. If such a model did exist, it would certainly be part of the rhetoric. Regarding it being natural, all one has to do is look at the anatomy of the human body to see that it is contrary to the naturally designed functions of the human body. Even most homosexual community activists have ceased to claim that people are born homosexual, but now claim that people become homosexual by imprinting during early childhood development. To state that it is normal or natural is to promote the myth that accompanies the homosexual activist rhetoric. To stand by silently and allow the myth to persist is to enable it and to allow children to make decisions based on faulty information.

My challenge to you is to ensure that the students are presented with all of the facts and the spectrum of perspectives. I know that many schools in Fairfax County have brought in guest speakers to talk about homosexual and transgender issues. It is my understanding that these have been speakers who have spoken in favor of the homosexual lifestyle. The remaining viewpoints have been missing from the discussion. Allowing students to make decisions based after hearing only one side of an issue is more indoctrination than discourse.

Ex-gay Perspective: New Caucus of National Education Association

There is a local group called Parents and Friends of Ex-Gays & Gays - PFOX - at www.pfox.org. Regina Griggs is the executive director and can be reached at Pfoxmom@pfox.org or 703-360-2225. She has offered to speak or provide speakers from the ex-gay perspective. As you might imagine, her perspective is one of great love and concern, since she has people very close to her who are living in the homosexual lifestyle.

There is balanced literature such as Respect and the Facts, which is published by the National Education Association Ex-Gay Educators Caucus. It is available online at www.nea-exgay.org . I have also enclosed a pamphlet by Concerned Women [for] America that provides facts regarding homosexuality. These types of materials should be available to teachers, guidance counselors and the students. Anything less would be discriminatory, and would deny educators and students all of the factual resources necessary in a fact-based learning environment.

There is also a video that is titled, “It's Not Gay.” It is only 28 minutes long and portrays much of the truth about the homosexual lifestyle. The video is primarily narrated by ex-homosexuals. Even though one of those in the video has returned to the homosexual lifestyle, I still believe that it provides a valid perspective of the issue. It discusses the reality as opposed to the Will and Grace version of homosexuality. It is my plan to try to get one to you. If I succeed, I hope that you will watch it and then share it with your staff. Some sections may not be appropriate for your students, but I hope that the appropriate sections would be shown to the students in your school.

I know how controversial this issue is. I also know that schools are in a very difficult position regarding what is said and done about this issue. However, children's futures are in the balance. The decisions they make today will have a great impact on their entire lives. Those decisions should be made based on the facts and the perspectives of all sides of the issue. I hope that you will ensure that the facts and perspectives from all sides are presented to the students in a way that is respectful of all involved. Please feel free to contact me if you have any questions or if I can be of assistance (that goes for any topic or issue).

Thank you for all that you do. The leadership that you provide will determine the success or failure of your school. I know the awesome responsibility that places on your shoulders.

Sincerely,

Steve Hunt
Fairfax County School Board
Member, At Large

*******************
Concerned Women for America
1015 Fifteenth St. N.W., Suite 1100
Washington, D.C. 20005
Phone: (202) 488-7000
Fax: (202) 488-0806
E-mail: mail@cwfa.org

Do We Really Need Any More Surveys of Adolescents?

Adolescent Sexualiztion. This is the actual term use by survey researchers at Add Health: The National Longitudinal Study of Adolescent Health.

Add Health Home Page -- http://www.cpc.unc.edu/projects/addhealth

# 12
Breakout Session 5
Abstracts for Add Health Users Conference, July 20-21, 2004
Abstracts Link: http://www.cpc.unc.edu/projects/addhealth/news

Paper Session: Contextual Factors in Adolescent Sexual Socialization and Behavior Measuring Adolescent Sexual Socialization

Kevin Gross, East Carolina University
Linda Robinson, coauthor

Using a combination of exploratory and confirmatory factor analysis, this paper examines the
multidimensional concept of sexual socialization. Socialization is the process through which children acquire the values, standards, skills, knowledge, motivation, and behaviors that are regarded as appropriate for the present and future role in their particular culture. Thus sexual socialization refers to the values, standards, skills, knowledge, motivation, and behaviors related to one’s sexuality. The analysis uses data from "Wave I" of the Add Health in-home and parent questionnaires to examine those aspects of sexual socialization that we hypothesize to be related to sexual decision making that in turn is related to the behavioral construct of sexual competence.

An adolescent who is said to be sexually competent would be one who, from the perspective of early twenty-first-century US society, engages in responsible sexual behavior.

Specifically, we use items that address different aspects of sexual socialization from the following sections:

General Health; Pregnancy, AIDS, and STD Risk Perceptions; Self-Efficacy; Motivations to Engage in Risky Behaviors; Personality and Family; Knowledge Quiz; Motivations for Birth Control; Parents’ Attitudes; and the child specific portion of the parent questionnaire.

The goal of this analysis will be to establish a model of sexual socialization and to test the fit of the model across gender and race.
__________________________________________

Reclaim Our Schools comments: Train your kids to yell, "Mind molestation!! Dial 911!"

Schools Want You To Want More Money $$

WHERE’S THE MONEY? PORTLAND PUBLIC SCHOOLS’ OVERREACHING PROGRAMS

The URL of PPS’s Directory of these Programs is . . . http://www.pps.k12.or.us/dirs/

DART Schools (Day and Residential Treatment)
http://159.191.14.133/.docs/_sid/
a2b4fa9722117fa7b9bdf5d38a5a068f/pg/3349
Portland DART Schools provide public Pre K-12 education in 32 classrooms district wide for students who have been placed in Day And Residential Treatment facilities by state agencies.

We educate over 580 students annually with a staff of 78 PPS employees. Education is coordinated with mental health treatment plans.

Our instructional program is aligned with state and district standards and is designed to engage high risk students in an academically challenging, differentiated curriculum that is founded on current best practices in instruction.

Portland DART Schools are a vibrant and unified learning community with classrooms at 9 campus sites: Johns Landing School, Nickerson Adolescent Day Treatment, Morrison Breakthrough, Morrison Hand in Hand, Clinton/Janus, Parry Center, Rosemont, Waverly, and White Shield. Student placement in Portland DART Schools is Oregon Youth Authority or Department of Human Services mandated under ORS 343.961 and OAR 581-015-0044.

Alternative Education Options
7100 SE Division, Room 23 / Portland, Oregon 97206
Telephone: (503) 916-5437 / Fax: (503) 916-2290
Roadmap to Alternative Education Options
Public and community-based alternative programs are available for students whose academic and social needs are not currently being met effectively in traditional school settings. Included are school-within-school programs in high schools, night schools and programs located at separate locations. Alternative offerings include specialized programs targeting primarily at-risk youth and homeless students, drug and alcohol problems, juvenile justice and other issues. Parents, teachers and community members are encouraged to present their ideas for innovative new alternative programs by calling Alternative Education Options at (503) 916-5437, or email cedwards@pps.k12.or.us.

Other Alternative Education Options' programs include PACT Center (Portland Area Career Training Center), Professional Technical Education, School-to-Work, Teen Parent Services and Summer School Scholars (high school). For additional information on alternative education and options available in Oregon, visit www.oaae.org.

Childcare Services
General Information:
The Portland Public Schools Board of Education passed a Childcare Policy in December of 1997 that provides for safe, affordable, educationally appropriate childcare for all elementary school students before and after school hours. Childcare is not only a parenting issue, or a workplace issue, but also an education issue.

Some Basic Facts:
 Fifteen not-for-profit providers at 59 of the district's elementary schools now provide childcare for school-age children.
 The State of Oregon Childcare Division certifies the childcare providers at each site.
 The district declares childcare providers priority recipients of elementary building resources before and after school hours.
 Cost recovery fees are charged to providers for use and maintenance of the building space.
 School offices have information on the childcare provider in their building.
 The providers are represented on the Childcare Providers Council (CPC) and make recommendations to the Board and the District to improve provision of childcare services.
Further information can be obtained by calling PPS Childcare Coordinator, Nancy Hauth, at 916-3230.

HOME INSTRUCTION / HOSPITAL PROG. / LIFE SKILLS
No information on PPS website available.

“TAG” PROGRAM - TALENTED AND GIFTED
Curriculum For High-End Learners
Oregon educators are provided with samples of differentiated curriculum across content areas, K-12, that challenge high-end learners while addressing the Oregon Standards and Benchmarks. The Oregon Department of Education (ODE) Talented and Gifted (TAG) Office is the sponsor of this project and worked closely with TAG educators across the state to develop the differentiated curriculum samples. Extensive resources and support materials, such as graphic organizers for use with a broad range of students, are included.

________________________________ to be continued_____________________________________

Reclaim Our Schools comments: WHERE’S THE DIVERSITY IN OUR CLASSROOMS IF TALENTED AND GIFTED STUDENTS ARE SEGREGATED?

TO BE CONTINUED….

February 2005 Furl Archives

Diigo is a "public storage website."

I have my own archive of reading material relating to this blog. http://www.diigo.com/user/Faahome

Don't miss interesting, enlightening and illuminating articles about:

• the evidence of the far-reaching moral anarchy of the homosexual agenda, including our public schools
• education
• Alfred Kinsey

READING LIST!!: How Did Educators Get Like That?

BOOKS - BOOKS - BOOKS

1. READY OR NOT: Why treating Children as Small Adults Endangers Their Future--and Ours. KAY S. HYMOWITZ. 1999. The Free Press, a Division of Simon & Schuster. Topics: "Fourteen-Year-Old Women and Juvenile Men." "The Emancipation of Minors Act" "Where the lack of morals of today's children comes from." " 'Experts'--the educators, psychlogists, lawyers, media executives--have encouraged parents and teachers to view children as small adults." Important decisions have shifted from the parent to the child. Children today make their own decisions--what they wear, what they will study, and even what VALUES they will adhere to. This shift begins in elementary schools through the influence of the teachers and parents. "One of the great ironies of turning our children into SMALL ADULTS is that American society has become less successful at producing truly mature men and women." www.barnesandnoble.com {search "Kay Hymowitz"} BUY IT USED from $1.99 up $10.
2. THE ROAD TO MALPSYCHIA: Humanistic psychology and our discontents. JOYCE MILTON. 2002. Encounter Books. Milton shows what happened when EDUCATORS too eagerly adopted the principle that children must develop "intrinsic knowledge," (as opposed to the academic disciplines of math, reading, writing, and history), free from "the tyranny of facts." From Maslow's anti-religion, Timothy leary's mind expansion experiments, to Carl Rogers' encounter groups, T-groups, and group hugging. TEACHERS "are afraid to be authority figures or, if they do know how, they get NO support. "Milton has done a real service in tracing the catastrophic excesses of post-war [WWII] psychology." Wall Street Journal "Vivid portrayals of the major players in the humanistic psychology movement." Publishers Weekly www.EncounterBooks.com or www.barnesandnoble.com
3. THE CULT OF PERSONALITY: How Personality Tests are leading us to Miseducate our children, mismanage our companies, and misunderstand ourselves. ANNIE MURPHY PAUL. 2004. Free Press. MYERS-BRIGGS Personality Test GIVEN TO SCHOOL CHILDREN - EXPOSED! From the book: "The reality is that personality test cannot begin to capture the complex human beings we are. They cannot specify how we will act in particular roles or situations. They cannot predict how we will change over time. Many [tests] . . . fail to meet basic scientific standards of validity and reliability. The consequences of these failures are real. Our society is making crucial decisions--whether a parent should receive custody of a child, whether a worker should be offered a job, whether a STUDENT should be admitted to a school or special program--on the basis of deeply flawed information." "In 1987, a youngters' version of the Myers-Briggs, called the Murphy-Meisgeier Type Indicator, was introduced. Intended for use with children in grades two through eight, it labels kids on the same dimentions as the grown-up test: extroversion-introversion, sensing-intuition, thinking-feeling, and judging-perceiving. But it's in the nation's SCHOOLS that personality testing has really taken off. ...the concept of 'learning styles' has become enormously popular among teachers and administrators."

High School Teachers Promote Homosexuality to Captive Audience - PJI

February 2, 2005 Scotts Valley, CA ( www.pacificjustice.org ) Public high school teachers in Santa Cruz County have recently begun hanging pro-homosexual posters in their classrooms. Lesbian teachers also have begun openly discussing their homosexuality in the classroom and providing referrals to third party gay, lesbian, and bisexual organizations to students questioning their own sexuality or who “feel queer,” as one poster states.

Numerous parents have complained to school officials because the students are clearly a captive audience. Parents also assert that the instructors stand in a position of authority but are teaching values that are inconsistent with what is taught in the home. While teachers engage in this conduct under the guise of promoting tolerance, the teachers will not allow posters celebrating traditional families.

Further, a student who is not interested in joining a diversity club is subjected to obscene gestures and other forms of harassment by aggressive gay and lesbian students.

“What is occurring at this school is that militant teachers and pupils are creating a hostile environment for students who hold faith-based or traditional values which view homosexuality as immoral,” said Brad Dacus, President of the Pacific Justice Institute. “The radical homosexual teachers’ idea of diversity education is that they will have a monopoly on the debate to the exclusion of everyone else.”

Parents who have requested that the pro-homosexual posters be taken out of the classrooms and pinned instead on public bulletin boards, where students can either read or ignore them, or placed with posters showing competing view points, have thus far been ignored by the school administration. Homosexual organizations and the ACLU are reportedly claiming that this type of tolerance and diversity education is necessary to comply with anti-harassment laws.

“That’s misleading. The truth is that those laws are not written exclusively for homosexuals. They apply equally to Southern Baptists, Mexicans, the physically disabled and everyone else,” said Kevin Snider, attorney for Pacific Justice Institute. “Bullying and harassment is never appropriate in school. But it was never the intent of lawmakers to have public school teachers use anti-harassment laws as a soapbox for state sponsored endorsement of homosexuality.”

The Scotts Valley School Board has set a meeting exclusively on this issue for February 7, 2005. The Pacific Justice Institute will be sending an attorney to address the trustees on this topic. If this issue arises in your child’s school, you can request PJI to send a legal opinion letter to school officials.

The Pacific Justice Institute is a non-profit 501(c)(3) legal defense organizationspecializing in the defense of religious freedom, parental rights, and other civil liberties.P.O. Box 276600, Sacramento, CA 95827-6600
Phone (916) 857-6900 Fax (916) 857-6902 www.pacificjustice.org

Opt-Out of Sex Education Training at Your School - Pacific Justice Institute

Student Exemption, aka an Opt-Out Form

In this age of moral decline and "diversity" and "personality tests", our children are exposed to sex education which is out of control and out of bounds. Until the time comes when health education experts come to their senses and reject Planned Parenthood's strangle-hold on our children's innocence, it is comforting to know parents can opt their children and adolescents out.

Pacific Justice Institute Comes to the Rescue

Opt-Out forms are available FREE online here: www.pacificjustice.org From the tool bar at the top of the home page, select "Resources", on the resources page select "Forms", then select "Student Exemption Form". Follow the instructions from that point.

Suggestion: Save and print the form and read it carefully. Make additions to suit your situation. For example, we added "same-sex marriage curriculum" into the form.

PJI has included just about every type of non-academic, sex-laden, anti-Christian topic they could think of, most of which parents are unaware.

Suburban Public Schools and Urban: Equality of Sex, Drugs and Delinquency

2003 Report by the Manhattan Institute's (MI) Education Reform research wing.
http://www.manhattan-institute.org/html/ewp_04.htm

If it is no longer there visit my Furl site : www.furl.net/members/Dolores49

From a frustrated parent's point of view, this report has no solutions! Does anybody? Does MI have solutions? You don't suppose they're trying to scare and discourage us, DO YOU?

RECLAIM SCHOOLS' SOLUTION: smaller schools!

"You're The ONLY ONE WHO'S COMPLAINED"

Funny how this always comes up when I confront school personnel.

It turns out - and I have this from a reputable source who ran for a seat in Congress - the School of Education at Portland State University (PSU) has a class for teachers which prepares them for "problem parents."

The teachers are trained to deal with "problem parents" by repeating a phrase that is designed to throw doubt on your complaining. The phrase?

YOU'RE THE ONLY ONE WHO'S COMPLAINED

How nifty! Just think how intimidating a young mother would be by an older teacher or a principal.

See my 9/28/04 blog entry entitled, "Vulgar Art Displayed at Portland high school." Wilson High School's principal, Carla Randall, when confronted by me concerning that vulgar art, said to me, "You're the only one to complain."

Student awarded $102,738: School censored Catholic's freedom to express her religious view of homosexuality

School Censored Christian Student from Expressing Her Religious Views Against Homosexuality—Ordered to Pay $102,738

ANN ARBOR, MI Tue, Oct 5, 2004 — Detroit Federal District Judge Gerald E. Rosen has ordered the Ann Arbor Public Schools to pay $102,738 in attorney fees and costs to the Thomas More Law Center because school officials in that Michigan community prevented student Betsy Hansen from expressing her religious views against homosexuality during her high school’s annual “Diversity Week” program.

Robert Muise, the Law Center attorney handling the case, commented: “If the Ann Arbor Public School District wants to continue to promote the homosexual agenda at the expense of the rights of Christian students, then this will be the cost of doing business. This case should remind school officials that public schools are not a forum for their personal political agenda.”

During the 2002 “Diversity Week” program, Pioneer High School officials prevented Hansen from expressing her Roman Catholic view against homosexuality at a “Homosexuality and Religion” panel sponsored by the school, and also refused Hansen’s request to have a panel member who would express her Roman Catholic belief against homosexuality. Hansen objected to the fact that school officials had handpicked religious leaders who endorsed the school’s pro-homosexual agenda.

In response, school officials claimed that Hansen’s religious view toward homosexuality was a “negative” message and would “water-down” the “positive” religious message that they wanted to convey—that homosexuality was consistent with Christianity and that homosexual behavior is not immoral or sinful.

The Thomas More Law Center filed a federal civil rights case against the school district and several officials in July 2002, claiming that Hansen’s constitutional rights had been violated. Last December, Judge Rosen ruled that the school had violated Hansen’s constitutional right to freedom of speech and right to equal protection, as well as the Establishment Clause. The judge’s 70-page opinion in favor of the Christian student was highly critical of the action taken by the school to censor Hansen’s speech. The six-figure fee award is a result of that earlier decision.

Judge Rosen’s opinion in favor of Hansen blistered Ann Arbor School’s so-called “diversity” program:

“This case presents the ironic, and unfortunate, paradox of a public high school celebrating ‘diversity’ by refusing to permit the presentation to students of an ‘unwelcomed’ viewpoint on the topic of homosexuality and religion, while actively promoting the competing view.

This practice of ‘one-way diversity,’ unsettling in itself, was rendered still more troubling—both constitutionally and ethically—by the fact that the approved viewpoint was, in one manifestation, presented to students as religious doctrine by six clerics (some in full garb) quoting from religious scripture. . . .

All of this, of course, raises the question, among others presented here, of what ‘diversity’ means and whether a school may promote one view of ‘diversity’ over another. Even accepting that the term ‘diversity’ has evolved in recent years to mean, at least colloquially, something more than the dictionary definition, the notion of sponsorship of one viewpoint to the exclusion of another hardly seems to further the school’s purported objective of ‘celebrating diversity.’”

Richard Thompson, President and Chief Counsel for the Law Center, acknowledged the significance of Judge Rosen’s ruling: “His ruling sends a clear message to public schools that insidiously attempt to advance the homosexual agenda using the Trojan Horse of ‘diversity.’ Betsy Hansen’s courageous refusal to be silenced is an example to other Christian students who are being discriminated against because of their religious beliefs.”

The Thomas More Law Center
www.thomasmore.org

Coming to Your School? Same-sex "Marriage" Curriculum

The Gay-Lesbian-Straight Educational Network - GLSEN - has completed their Same-Sex "Marriage" Curriculum for schools. At this writing, I have no information about our school district's plans to use the curriculum but I anticipate our school district will adapt it.

Print the REVIEW of the curriculum by the Catholic Educator's Resource at this LINK: http://www.catholiceducation.org/
directory/Current_Issues/Homosexuality/

If that link is no longer there, you can go here:
http://www.furl.net/member/faahome

Here is an excerpt of Dr. Throckmorton's critique:

Same-sex Marriage Curriculum Review
By Warren Throckmorton, PhD; Gary Welton, PhD; & Mike Ingram

In 2003, the Gay, Lesbian, Straight Educators Network (GLSEN) released a curriculum designed to present same-sex marriage as a topic area in high schools. For reasons we will delineate, we found the GLSEN curriculum biased, coercive, inaccurate and misleading on many points and impractical in implementation. For these reasons, we respectfully suggest that school districts not use these materials for classroom instruction. We conclude with recommendations that may help schools handle this controversial subject in a sensitive and educationally sound manner.

"Educator Sexual Misconduct: A Synthesis of Existing Literature 2004"

In July 2004, the U.S. Department of Education completed a major, 156-page report, "Educator Sexual Misconduct: A Syntheses of Existing Literature. 2004." As mandated by the No Child Left Behind Act, the report was presented to Congress. The report got no press in Portland - I heard it on a radio station during the news.

The report is the result of a one year study and it implicates that students in public schools in the United States are sexually molested at a rate higher than the Catholic Church!

Where are the media bloodhounds? This is a powder keg waiting to go off! Are teachers off limits but not priests?

The Catholic Church scandal was horrible, I believed the news media was doing a public service.

Parents will be getting this story by word of mouth probably.

Read the report here -

http://www.ed.gov/rschstat/research/pubs/

misconductreview/report.pdf

You will need Acrobat Reader.

The Phony Science of Alfred Kinsey

Alfred Kinsey was a phony scientist. Yet, his legacy lives on in our public schools' sexuality "education" which is destroying childhood innocence.

"It's time to go into a real case of abuse" by Robert H. Knight
Examines the report against Alfred Kinsey by Dr. Judith Reisman, "Kinsey, Sex and Fraud: The Indoctrination of a People."

excerpt:

A slew of highly publicized day-care child-abuse convictions from the 1980s is being reversed and revelations about possibly overzealous prosecution.

But a uniquely - and heavily - documented case of child abuse has gone unprosecuted for nearly 50 years. It is the only child-abuse case in which graph tables of reactions by abuse victims are scientifically tabulated. And it has had profound and continuing implications for American society and sex education in particular. I am referring to the famous studies by sex-research pioneer Alfred C. Kinsey.

Many people know that Kinsey wrote what came to be known as the Kinsey Report in the late 1940s, but few are aware of a chapter dealing with sexual activity of children.

In 1981, Judith A. Reisman delivered a paper to the Fifth World Congress of Sexology in Jerusalem in which she examined the Kinsey child-sexuality data. Nine years later, she and sex therapist Edward W. Eichel, along with research physician J. Gordon Muir and psychologist John Court, wrote Kinsey, Sex and Fraud: The Indoctrination of a People. In the book, which demolishes Kinsey's research, Reisman and her coauthors reveal how Kinsey tabulated data from the systematic molestation of more than 300 boys, ages 2 months to 15 years old, to formulate a theory of child sexuality that undergirds most current sex education.