| WHERE WE ARE |
| Parents and educators have been arguing over what and how kids should learn ever since socialist progressive idealogues began selling questionable and expensive curricular programs to public schools paid for by increased taxation. While they may lack educators' 30-minute online doctorates, parents smart enough to buy houses and pay property taxes are smart enough to know that kids need to learn basic math skills in the same stepped progression that's worked for centuries. The irony is that although most Math Wars parents and taxpayers have confined their arguments to theoretical disagreements with |
| How we went from best to sub-par: Long ago our schools taught our kids to memorize basics & the classics. We had a shared common culture; our citizens could think for themselves, run their own farms, businesses. This was the great American constitutional republic that freed itself from our British, French, Spanish & Mexican rulers. |
| P E Y T O N W O L C O T T |
| The nation's 1st & only daily conservative public education commentary - Solutions, not Fear |
| C O M M E N T A R Y : Our nation's move from local independent schools towards nationalization -- and how we can stop it. |
| H O M E |
| ATTENTION EDUCATORS AND ADMINISTRATORS: Every attempt possible has been made to verify all sources and information. In the event you feel an error has been made, please contact us immediately. Thank you. NOTICE: All individuals mentioned on this site are presumed innocent unless they have been found guilty in a court of law. |
| FAIR USE NOTICE: This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of education issues vital to a republic. We believe this constitutes a "fair use" of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C., Chapter 1, Section 107 which states: the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching, scholarship, or research, is not an infringement of copyright," the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. If you wish to use copyrighted material from this site for purposes of your own that go beyond "fair use" you must obtain permission from the copyright owner. |
| Copyright 1999-2009 Peyton Wolcott |
John Taylor Gatto 'splains it all
If you haven't seen it, here's an excerpt from
former New York Teacher of the Year John
Taylor Gatto's brief and entertaining history
of U.S. public schools:
If you haven't seen it, here's an excerpt from
former New York Teacher of the Year John
Taylor Gatto's brief and entertaining history
of U.S. public schools:
| WHERE WE WERE |
| WHERE WE'RE HEADED |
| Socialiism, corruption, bad-ed ed. Our future, if we continue down this path, is as a nation of serfs ruled by an oligarchy who extend special privileges to the 10% elite who live in dachas, send their kids to classical lyceums-- |
| The real makers of modern schooling weren't at all who we think. Not Cotton Mather or Horace Mann or John Dewey (above left). The real makers of modern schooling were leaders of the new American industrialist class, men like Andrew Carnegie, the steel baron, John D. Rockefeller, the duke of oil, Henry Ford, master of the assembly line which compounded steel and oil into a |
Our first schools were simple one-room
structures, often affiliated with churches,
built by community members themselves.
structures, often affiliated with churches,
built by community members themselves.
(1) Socialist liberals
emphasize common good over individual
accomplishment, the team matters more
than the person. group before individual
effort, socialism over a free market economy.
emphasize common good over individual
accomplishment, the team matters more
than the person. group before individual
effort, socialism over a free market economy.
(2) Industrialists
Men like Rockefeller and Carnegie wanted
a compliant worker class, folks inured to
boredom by a dumbed-down curriculum
who'd show up, do their jobs--without
asking too many questions.
Men like Rockefeller and Carnegie wanted
a compliant worker class, folks inured to
boredom by a dumbed-down curriculum
who'd show up, do their jobs--without
asking too many questions.
(3) Vendors
Thanks to crippling union demands coupled
with tougher environmental laws, most U.S.
industry has over the past half-century left
our shores for Asia and other friendlier
points abroad. In fairness to them, who's
left for HP and other vendors to sell their
wares to if not public schools and other
governmental entities?
Thanks to crippling union demands coupled
with tougher environmental laws, most U.S.
industry has over the past half-century left
our shores for Asia and other friendlier
points abroad. In fairness to them, who's
left for HP and other vendors to sell their
wares to if not public schools and other
governmental entities?
| THE COMMON INTEREST BEFORE SELF-INTEREST -- THAT IS THE SPIRIT OF THE PROGRAM. BREAKING OF THE THRALDOM OF INTEREST -- THAT IS THE KERNEL OF NATIONAL SOCIALISM. --Adolf Hitler, 1929 |
| with everyone else deprived of their personal freedoms and fighting for meager resources including bad schools, old Havana-style cars & cheap drink, doing shoddy work that does not matter. Foreclosed McMansions will be divvied up into homes for multiple families, and women will dream dreams of QVC. |
PROPOSED SCHOOL NATIONALIZATION SCHEME
Hey, Lou & Arne: Let's NOT abolish local
school districts or adopt national standards!
And how's about let's NOT become socialists!
Hey, Lou & Arne: Let's NOT abolish local
school districts or adopt national standards!
And how's about let's NOT become socialists!
15,000 school districts" -- without
offering any facts to back up his
assertion. (In fairness to Lou,
how could he? There aren't any.)
And by finding fault with the
structure of public education then
suggesting consolidation, Lou
isn't using any of that famous IBM
logic. To consolidate 15,000
structures would simply lead to
70 really corrupt structures -- with
even less accountability than we
have at present.
He says, " we continually fail to
scale up systemic change" as
though that's a bad thing. As one
recent example, Mr. Obama is
attempting wholesale
widespread systemic change in
our nation's governance and a lot
of us don't like what he's doing
and how he's going about it.
But in fairness to Lou, how could
he?
There are no statistics available
in the public school world
supporting cost-savings via
consolidation.
Why? In public schools even the
most promising gains disappear
after the first year for one simple
reason: Public schools have no
equivalent to IBM's floors of
offering any facts to back up his
assertion. (In fairness to Lou,
how could he? There aren't any.)
And by finding fault with the
structure of public education then
suggesting consolidation, Lou
isn't using any of that famous IBM
logic. To consolidate 15,000
structures would simply lead to
70 really corrupt structures -- with
even less accountability than we
have at present.
He says, " we continually fail to
scale up systemic change" as
though that's a bad thing. As one
recent example, Mr. Obama is
attempting wholesale
widespread systemic change in
our nation's governance and a lot
of us don't like what he's doing
and how he's going about it.
But in fairness to Lou, how could
he?
There are no statistics available
in the public school world
supporting cost-savings via
consolidation.
Why? In public schools even the
most promising gains disappear
after the first year for one simple
reason: Public schools have no
equivalent to IBM's floors of
| Lessons From 40 Years of Education 'Reform' Let's abolish local school districts and finally adopt national standards. By Louis V. Gerstner, Jr. Wall Street Journal December 1, 2008 While the economic news has most Americans in a state of near depression, hope abounds today that the country may use the current economic crisis as leverage to address some longstanding problems. Nowhere is that prospect for progress more worthy than the crisis in our public education system. So, from someone who realized rather glumly last week that he has been working at school reform for 40 years, here is a prescription for leadership from the Obama administration. We must start with the recognition that, despite decade after decade of reform efforts, our public K-12 schools have not improved. We can point to individual schools and some entire districts that have advanced, but the system as a whole is still failing. High school and college graduation rates, test scores, the number of graduates majoring in science and engineering all are flat or down over the past two decades. Disappointingly, the relative performance of our students has suffered compared to those of other nations. As a former CEO, I am worried about what this will mean for our future workforce. It is most crucial for our political leaders to ask why we are at this point -- why after millions of pages, in thousands of reports, from hundreds of commissions and task forces, financed by billions of dollars, have we failed to achieve any significant progress? Answering this question correctly is the key to finally remaking our public schools. This is a complex problem, but countless experiments and analyses have clearly indicated we need to do four straightforward things to bring fundamental changes to K-12 education: 1) Set high academic standards for all of our kids, supported by a rigorous curriculum. 2) Greatly improve the quality of teaching in our classrooms, supported by substantially higher compensation for our best teachers. 3) Measure student and teacher performance on a systematic basis, supported by tests and assessments. 4) Increase "time on task" for all students; this means more time in school each day, and a longer school year. Everything else either does not matter (e.g., smaller class sizes) or is supportive of these four steps (e.g., vastly improve schools of education). Lack of effort is not the cause of our 30-year inability to solve our education problem. Not only have we had all those thousands of studies and task forces, but we have seen many courageous and talented individuals pushing hard to move the system. Leaders such as Joel Klein (New York City), Michelle Rhee (Washington, D.C.) and Paul Vallas (New Orleans) have challenged the system, and elected officials from both sides of the political spectrum have also fought valiantly for change. So where does that leave us? If the problem isn't "what to do," nor is it a failure of commitment, what is stopping us? I believe the problem lies with the structure and corporate governance of our public schools. We have over 15,000 school districts in America; each of them, in its own way, is involved in standards, curriculum, teacher selection, classroom rules and so on. This unbelievably unwieldy structure is incapable of executing a program of fundamental change. While we have islands of excellence as a result of great reform programs, we continually fail to scale up systemic change. Therefore, I recommend that President-elect Barack Obama convene a meeting of our nation's governors and seek agreement to the following: - Abolish all local school districts, save 70 (50 states; 20 largest cities). Some states may choose to leave some of the rest as community service organizations, but they would have no direct involvement in the critical task of establishing standards, selecting teachers, and developing curricula. - Establish a set of national standards for a core curriculum. I would suggest we start with four subjects: reading, math, science and social studies. - Establish a National Skills Day on which every third, sixth, ninth and 12th-grader would be tested against the national standards. Results would be published nationwide for every school in America. - Establish national standards for teacher certification and require regular re-evaluations of teacher skills. Increase teacher compensation to permit the best teachers (as measured by advances in student learning) to earn well in excess of $100,000 per year, and allow school leaders to remove underperforming teachers. - Extend the school day and the school year to effectively add 20 more days of schooling for all K-12 students. I can predict that three questions will be raised about these measures: First, how can we set national standards when we have a strong tradition of local school autonomy? The answer is that the American people are way ahead of our politicians here: Poll after poll shows they support national standards. Second, won't this take many years to implement? No, if we follow a focused, pragmatic approach. While ideally we want all 50 states to participate, we can get started with 30. The rest will be driven to abandon their "see no evil" blinders by their citizens as the original group achieves momentum and success. Moreover, we do not have to start from scratch on the national standards. Experts can quickly develop an initial set just by drawing on existing domestic and foreign programs. Third, how do we pay for all of this? In three ways: We will save billions by consolidating the operations of 15,000 school districts. The U.S. Department of Education can direct all of its discretionary funds to this effort. And we need to drive into the consciousness of every American politician that education is not an expense. It is, rather, the most important investment we can make as a country. H.G. Wells remarked that "history is a race between education and catastrophe." For the first time in America's history, we may be losing that race. We can win, but we have to act quickly and decisively. Mr. Gerstner, a former CEO of IBM, was chairman of the Teaching Commission (2003-2006), which reported on ways to improve the quality of public school teaching. |
Couple Mr. Obama's September 8
curriculum-accompanied address
to America's schoolchildren with
new Secretary of Education Arne
Duncan's recent call for nationalized
standards and this suddenly
becomes a great time to examine
curriculum-accompanied address
to America's schoolchildren with
new Secretary of Education Arne
Duncan's recent call for nationalized
standards and this suddenly
becomes a great time to examine
Consolidation detriment #1:
But which & whose national standards?
Because there's no there already there in American public schools, because we
as a nation have no previously agreed-on absolute national standards already
set in place, the introduction of national standards now, at this late date, far from
being a strictly educational change, would be, after 233 years, an imposition that
given the crucial role played by our public schools would slide us into oligarchy,
socialism and fascism.
But which & whose national standards?
Because there's no there already there in American public schools, because we
as a nation have no previously agreed-on absolute national standards already
set in place, the introduction of national standards now, at this late date, far from
being a strictly educational change, would be, after 233 years, an imposition that
given the crucial role played by our public schools would slide us into oligarchy,
socialism and fascism.
| (L) 1950s Russian peasants admire privileged elite.(Life Magazine) Mr. Obama's 31 White House "Czars" (IMAGE--Taxpayers for Common Sense/Fox News) |
| 1906: Baltimore's Oblate Sisters started evening classes for "Bobbin Girls" and "Breaker Boys" working in textile factories. |
| Victorian-era school room |
Traditional or fuzzy? History or social studies? What kind of math will Mr. Gerstner's proposed national
standards include? Will it be time-proven traditional math which teaches facts or will it be the National
Classroom Teachers of Mathematics' fuzzy non-traditional standards emphasizing process instead,
standards include? Will it be time-proven traditional math which teaches facts or will it be the National
Classroom Teachers of Mathematics' fuzzy non-traditional standards emphasizing process instead,
| US DOE Secretary Arne Duncan (L) Mr. Obama (R) |
| Adolf Hitler with schoolchildren |
Why would national standards be a problem now?
While it's easy to see that the implied neatness and Excel spreadsheet mathe-
matical tidiness of a precise set of national standards might likely hold a
certain plausible appeal for CEOs like Mr. Gerstner, kind of like running a corpo-
ration without having to answer to shareholders, extrapolating this out, such a
CEO might also enjoy living in a dictatorship -- provided he gets to be dictator.
While it's easy to see that the implied neatness and Excel spreadsheet mathe-
matical tidiness of a precise set of national standards might likely hold a
certain plausible appeal for CEOs like Mr. Gerstner, kind of like running a corpo-
ration without having to answer to shareholders, extrapolating this out, such a
CEO might also enjoy living in a dictatorship -- provided he gets to be dictator.
the two chief pratfalls in Mr. Gerstner's and Mr. Duncan's consolidation/national standards scheme. (the
first and most crucial step towards federal takeover of our local schools
first and most crucial step towards federal takeover of our local schools
such process contributing to half the kids now entering college needing
remedial instruction in core subjects such as math?
Or, what about history? Will the proposed national standards include
the study of history -- real events that happened to real people -- or its
fuzzier sibling, social studies? Will the proposed national standards
align with the camp advocating that third-graders receive a study page
on Sheryl Crow as occurred in one upscale exemplary Texas school not
so long ago? If so, will the proposed standards change when the rock
star changes her T-shirt to reflect favor or disfavor with each new
president and each new war, if Ms. Crow likes Mr. Obama's Afghan war?
remedial instruction in core subjects such as math?
Or, what about history? Will the proposed national standards include
the study of history -- real events that happened to real people -- or its
fuzzier sibling, social studies? Will the proposed national standards
align with the camp advocating that third-graders receive a study page
on Sheryl Crow as occurred in one upscale exemplary Texas school not
so long ago? If so, will the proposed standards change when the rock
star changes her T-shirt to reflect favor or disfavor with each new
president and each new war, if Ms. Crow likes Mr. Obama's Afghan war?
| BOTTOM LINE: He who writes and funds the standards controls the outcome. |
| Sheryl Crow |
Consolidation detriment #2:
Fraud & waste
Fewer school districts -- Mr. Gerstner
wants only one per state plus another
20 for each of our biggest cities (like
Detroit or Chicago, maybe?) -- will
result in bigger piles of money with
fewer eyes watching not only the money
but also the pencils, erasers and
laptops. Ever-larger piles of money
attract ever more comers.
It may surprise you to learn that not
each and every vendor is putting our
kids' and taxpayers' best interests
ahead of their own.
And we've seen from public school
scandals involving federal funds that
bureaucrats are at best indifferent
stewards of other people's money
compared to the people paying the
taxes.
No-account accountability
Unlike IBM and every other major viable
American business where there are
floors if not buildings filled with bean
counters making sure every purchase
has all I's dotted and T's crossed, just
the opposite is true of public schools.
Fraud & waste
Fewer school districts -- Mr. Gerstner
wants only one per state plus another
20 for each of our biggest cities (like
Detroit or Chicago, maybe?) -- will
result in bigger piles of money with
fewer eyes watching not only the money
but also the pencils, erasers and
laptops. Ever-larger piles of money
attract ever more comers.
It may surprise you to learn that not
each and every vendor is putting our
kids' and taxpayers' best interests
ahead of their own.
And we've seen from public school
scandals involving federal funds that
bureaucrats are at best indifferent
stewards of other people's money
compared to the people paying the
taxes.
No-account accountability
Unlike IBM and every other major viable
American business where there are
floors if not buildings filled with bean
counters making sure every purchase
has all I's dotted and T's crossed, just
the opposite is true of public schools.
| The trail of $4.3 million from Utah's Davis School District to Susan G. and John Ross via two shell companies (Research & Development, Inc. and Notable Education Writing Service, Inc.) depicted at right in local NBC TV station KSL's graphic omits two crucial groups: (1) The United States Department of Education which sends billions in Title I and other federal funds to school districts such as Davis SD and (2) Davis SD superintendent W. Bryan Bowles and his 7-member school board who bear ultimate responsibility for spending and overseeing the millions receives in Title I -- and other state, federal and local -- funds |
| De-Consolidation the answer, not consolidation Whether it be three-way transactions involving moonlighting superintendents and 501(c) corporations, or embezzlements involving millions including unsupervised Title I funds, or a fishing boat used as a lure for a major urban district's technology chief's control of E-Rate dollars, there are reasons aplenty such as these examples below why de-consolidation rather than consolidation is the better direction for public education. Consolidation merely creates more opportunities for more fraud and less accountability. The proof is in the pudding. Not one of our major urban districts are doing well; not even Eli Broad -- despite his foundation's handsomely publicized $1 million annual prize -- can give us a detailed quantitative assessment as to how he picks his winners. |
| MOONLIGHTING SUPE'S TIES TO 501(c) VENDORS (CALIFORNIA) |
| MOONLIGHTING ADMINISTRATORS' TIES TO TITLE I FUNDS (UTAH) |
You're tempted to pity
poor Anthony Amato.
poor Anthony Amato.
First it was New
Orleans, then Kansas
City, now it's his new
gig as superintendent
of California's
Stockton USD
(located between San
Francisco and
Yosemite).
The trouble this time
appears to arise from
Anthony's recommen-
dation that Stockton
USD spend $12
million on a product
from a client of his
part-time employer,
Education Research
& Development
Institute (ERDI), a
501(c) corporation,
the same product he
also recommended to
prior bosses in
Kansas City and New
Orleans where he
testified last month in
the bribery trial of
Mose Jefferson, the
brother of former
Congressman
William Jefferson,
regarding the selling
of yet another 501(c)
corporation's
education product, "I
Can Learn" software.
(SOURCE--Michael
Luke/WWLTV.com)
Orleans, then Kansas
City, now it's his new
gig as superintendent
of California's
Stockton USD
(located between San
Francisco and
Yosemite).
The trouble this time
appears to arise from
Anthony's recommen-
dation that Stockton
USD spend $12
million on a product
from a client of his
part-time employer,
Education Research
& Development
Institute (ERDI), a
501(c) corporation,
the same product he
also recommended to
prior bosses in
Kansas City and New
Orleans where he
testified last month in
the bribery trial of
Mose Jefferson, the
brother of former
Congressman
William Jefferson,
regarding the selling
of yet another 501(c)
corporation's
education product, "I
Can Learn" software.
(SOURCE--Michael
Luke/WWLTV.com)
The Stockton product,
produced by Success
for All, one more 501(c)
corporation, turns out
to have not been
approved by the State
of California; when
SUSD discovered this
they dropped the
product. (SOURCE--
KCRA.com) In Anthony's
defense, Success for
All's product is included
in the What Works
Clearinghouse, part of
the United States
Department of
Education. In what can
only be described as
interesting timing,
WWC just last month
released a new report
on Success for All.
Propitious, that.
produced by Success
for All, one more 501(c)
corporation, turns out
to have not been
approved by the State
of California; when
SUSD discovered this
they dropped the
product. (SOURCE--
KCRA.com) In Anthony's
defense, Success for
All's product is included
in the What Works
Clearinghouse, part of
the United States
Department of
Education. In what can
only be described as
interesting timing,
WWC just last month
released a new report
on Success for All.
Propitious, that.
advantage of lax state,
federal and local over-
sight of Title I funds
intended for disadvan-
taged minority and
disabled students,
funneling $4.3 million into
their private coffers during
2000 to 2005.
As Utah's former state
coordinator of Title I and
Migrant Education for the
Utah State Office of
Education, in his next gig
as Davis School District's
federal grant writer, John
was in a unique position
to identify and funnel
funds to his wife via two
shell corporations they
allegedly established,
Research & Development
Consultants, Inc. and
Notable Education Writing
Service (NEWS).
federal and local over-
sight of Title I funds
intended for disadvan-
taged minority and
disabled students,
funneling $4.3 million into
their private coffers during
2000 to 2005.
As Utah's former state
coordinator of Title I and
Migrant Education for the
Utah State Office of
Education, in his next gig
as Davis School District's
federal grant writer, John
was in a unique position
to identify and funnel
funds to his wife via two
shell corporations they
allegedly established,
Research & Development
Consultants, Inc. and
Notable Education Writing
Service (NEWS).
Federal prosecutors have
charged long-time
educators Susan G. Ross
and her husband John
Ross (below) with taking
charged long-time
educators Susan G. Ross
and her husband John
Ross (below) with taking
Pilfering may have
begun in 1985;
Susan's copycat
secretary.
"Federal investigators
suspect that the Ross's
pilfering dates to
1985, and they fear that
millions more will remain
unaccounted for. With
audits required yearly and
school-board approval
needed to sign off on
most purchases, the
question looms of how
John Ross and his wife,
Susan, could have carried
out the alleged scheme
year after year, according
to prosecutors." (Ibid.)
begun in 1985;
Susan's copycat
secretary.
"Federal investigators
suspect that the Ross's
pilfering dates to
1985, and they fear that
millions more will remain
unaccounted for. With
audits required yearly and
school-board approval
needed to sign off on
most purchases, the
question looms of how
John Ross and his wife,
Susan, could have carried
out the alleged scheme
year after year, according
to prosecutors." (Ibid.)
Susan had worked for
Davis schools from the
1970s until 2006 when
"auditors found federal
money was going to a
company that didn't
appear to be a viable
business NEWS. Davis
superintendent Bryan
Bowles said he
immediately asked Susan
Ross — John Ross had
already retired —about
embezzlement and she
denied it. Bowles said the
next day she went on
vacation and never
returned to work." (SOURCE--
Tiffany Erickson, Jennifer Toomer-
Cook, Joseph M. Dougherty/Deseret
Morning News)
Davis schools from the
1970s until 2006 when
"auditors found federal
money was going to a
company that didn't
appear to be a viable
business NEWS. Davis
superintendent Bryan
Bowles said he
immediately asked Susan
Ross — John Ross had
already retired —about
embezzlement and she
denied it. Bowles said the
next day she went on
vacation and never
returned to work." (SOURCE--
Tiffany Erickson, Jennifer Toomer-
Cook, Joseph M. Dougherty/Deseret
Morning News)
Another federal indictment
"charges that Susan
Ross' secretary, Stella
Smith, had a separate
scheme running.
According to a 37-count
indictment, Smith
submitted paperwork to
the school district to have
E.B. Smith Co. approved
as a vendor. Using that
company name, Smith
submitted purchase
orders for books that had
not been requested by
district employees. Once
purchase orders were
issued, according to the
indictment, Smith mailed
fraudulent invoices
showing that E.B. Smith
Co. had supplied
the books. However, no
such books were
delivered. The indictment
says that Smith collected
about $338,000 in
fictitious book purchases
between 1999 and 2005.
Smith faces up to 20 years
in prison for each count of
mail fraud. (Ibid.)
"charges that Susan
Ross' secretary, Stella
Smith, had a separate
scheme running.
According to a 37-count
indictment, Smith
submitted paperwork to
the school district to have
E.B. Smith Co. approved
as a vendor. Using that
company name, Smith
submitted purchase
orders for books that had
not been requested by
district employees. Once
purchase orders were
issued, according to the
indictment, Smith mailed
fraudulent invoices
showing that E.B. Smith
Co. had supplied
the books. However, no
such books were
delivered. The indictment
says that Smith collected
about $338,000 in
fictitious book purchases
between 1999 and 2005.
Smith faces up to 20 years
in prison for each count of
mail fraud. (Ibid.)
| ANOTHER MOONLIGHTING SUPE'S TIES TO OTHER 501(c) VENDORS (TEXAS) |
During Hector
Montenegro's brief
(six-month) tenure last
year as Arlington ISD
superintendent he
persuaded his
cash-strapped district
(they were $20 million in
the hole at the time) to
purchase $240,000 in
education programs from
501(c) vendor HOPE, an
outfit he'd also accepted
speaking honorariums
from -- in violation of a
new state law.
As it turns out another
issue was Hector's
relationship with two
other 501(c) vendors,
AVID and Education
Research &
Development Institute
(ERDI); although he
sought legal opinions
from Texas Association
of School Administrators
attorney Neal Adams, the
opinion apparently came
too late as Hector quit his
contractual employment
agreement with Arlington
ISD without a buyout after
his dispute with his
board became the stuff of
local headlines for
months.
Contracts resulting from
his ERDI, HOPE and
AVID contacts were
potentially worth millions
to the vendors.
Montenegro's brief
(six-month) tenure last
year as Arlington ISD
superintendent he
persuaded his
cash-strapped district
(they were $20 million in
the hole at the time) to
purchase $240,000 in
education programs from
501(c) vendor HOPE, an
outfit he'd also accepted
speaking honorariums
from -- in violation of a
new state law.
As it turns out another
issue was Hector's
relationship with two
other 501(c) vendors,
AVID and Education
Research &
Development Institute
(ERDI); although he
sought legal opinions
from Texas Association
of School Administrators
attorney Neal Adams, the
opinion apparently came
too late as Hector quit his
contractual employment
agreement with Arlington
ISD without a buyout after
his dispute with his
board became the stuff of
local headlines for
months.
Contracts resulting from
his ERDI, HOPE and
AVID contacts were
potentially worth millions
to the vendors.
| BOOKKEEPER'S $3.4 MILLION EMBEZZLE- MENT FORCES 4-DAY SCHOOL WEEK (NEW MEXICO) |
Although the tiny (485
K-12) students district was
chronically behind in its
bookkeeping, audits have
been clean, including one
released three months
ago, and the loss was not
discovered until New
Mexico State Auditor
Hector Balderas stepped
in. The scheme appears
to have centered on 538
checks stolen from the
district and made payable
to Kathy and others; the
district's superintendent for
much of the period
involved was her cousin
Robert Archuleta, now
working elsewhere.
Balderas has also
announced an
investigation of Northwest
Regional Educational
Cooperative #2 where
Kathy also worked as
business manager.
The Rio Grande Sun has
called for the resignation
of the entire school board
(see greybar at right) or a
recall election. Although
board members have
refused to take
responsibility for their
roles, trustee Mark
Valdez said recently, "Now,
obviously, I really want to
educate myself more on
finances.” No telling when
he'll get the chance as the
state DOE has taken over
Jemez bookkeeping.
K-12) students district was
chronically behind in its
bookkeeping, audits have
been clean, including one
released three months
ago, and the loss was not
discovered until New
Mexico State Auditor
Hector Balderas stepped
in. The scheme appears
to have centered on 538
checks stolen from the
district and made payable
to Kathy and others; the
district's superintendent for
much of the period
involved was her cousin
Robert Archuleta, now
working elsewhere.
Balderas has also
announced an
investigation of Northwest
Regional Educational
Cooperative #2 where
Kathy also worked as
business manager.
The Rio Grande Sun has
called for the resignation
of the entire school board
(see greybar at right) or a
recall election. Although
board members have
refused to take
responsibility for their
roles, trustee Mark
Valdez said recently, "Now,
obviously, I really want to
educate myself more on
finances.” No telling when
he'll get the chance as the
state DOE has taken over
Jemez bookkeeping.
With only a $4.2 million
annual budget, even
Jemez Mountain School
District had sufficient
funds coming in that for
seven years no one in a
leadership position
appears to have noticed
the loss of $3.4 million
from their coffers.
annual budget, even
Jemez Mountain School
District had sufficient
funds coming in that for
seven years no one in a
leadership position
appears to have noticed
the loss of $3.4 million
from their coffers.
| Kathy Borrego (top); Robert Archuleta |
| Anthony Amato (GRAPHIC-Willamette Weekly) |
| Hector Montenegro (L) at TALAS reception in his honor at Jan. 2008 edu-conference |
District is much smaller (a
$4.2 million annual than
the three described at left,
their long-time bookkeeper
Kathy Borrego has been
charged with embezzling
$3.4 million over seven
years from a $4.2 annual
operating budget.
The loss has already had
at least two major effects:
Along with closing an
elementary school, the
district has had to move to
a four-day school week.
$4.2 million annual than
the three described at left,
their long-time bookkeeper
Kathy Borrego has been
charged with embezzling
$3.4 million over seven
years from a $4.2 annual
operating budget.
The loss has already had
at least two major effects:
Along with closing an
elementary school, the
district has had to move to
a four-day school week.
| Davis USD (CA) school board meeting (PHOTO--Peyton Wolcott) |
low-level administrators and teachers, in reality curriculum-purchasing decisions rest in the hands of the
superintendent and the majority handful votes he or she needs on the school board.
superintendent and the majority handful votes he or she needs on the school board.
| Susan and John Ross (PHOTOS--Sarah Ause/Deseret News) |
| YACHTGATE: TECH EXEC'S TIE TO $120 MILLION E-RATE VENDOR (TEXAS) |
09.17.09 STATUS (ROSS)
According to Melodie Rydalch, spokesman for the U.S. Attorney's
office in Salt Lake City, the next hearing is a motion tomorrow,
September 18; John Ross is seeking to separate his case from
his wife's; according to legal pundits, this is because women
traditionally receive lighter sentences.
09.17.09 STATUS (SMITH)
Stella has pleaded guilty to mail fraud which carries a possible
20-year sentence and a $250,000 fine. Although she has
agreed to repay Davis SD $324,579.28, she will not be
sentenced until the Ross cases conclude; theoretically she may
be legally able to float the due amount for as long as the Rosses
manage to stretch out their respective trials. According to
Rydalch, "Once [Stella Smith] is sentenced, that is something
U.S. Probation will monitor based on what the judge orders at
sentencing. "
According to Melodie Rydalch, spokesman for the U.S. Attorney's
office in Salt Lake City, the next hearing is a motion tomorrow,
September 18; John Ross is seeking to separate his case from
his wife's; according to legal pundits, this is because women
traditionally receive lighter sentences.
09.17.09 STATUS (SMITH)
Stella has pleaded guilty to mail fraud which carries a possible
20-year sentence and a $250,000 fine. Although she has
agreed to repay Davis SD $324,579.28, she will not be
sentenced until the Ross cases conclude; theoretically she may
be legally able to float the due amount for as long as the Rosses
manage to stretch out their respective trials. According to
Rydalch, "Once [Stella Smith] is sentenced, that is something
U.S. Probation will monitor based on what the judge orders at
sentencing. "
While streamlining polyglot state standards into one smooth national set might seem to some a logical
next step, a means of consolidating the vagaries and weaknesses of the No Child Left Behind Act, for
many of us not only should NCLB itself be discarded but also the United States Department of Education
and E-Rate and other federal funding to local schools along with it. Billions of dollars later, the
de-segregation issues the feds sought to correct still exist.
next step, a means of consolidating the vagaries and weaknesses of the No Child Left Behind Act, for
many of us not only should NCLB itself be discarded but also the United States Department of Education
and E-Rate and other federal funding to local schools along with it. Billions of dollars later, the
de-segregation issues the feds sought to correct still exist.
Ark where the Ark of the
Covenant disappears into a
vast government warehouse
never to be seen again.
For the fearless among you,
try holding Los Angeles
Unified or New York City
schools accountable; see
how long it takes to get
anyone to respond to your
phone call, let alone obtain
any substantive information.
Not only will consolidating
our 15,000 local school
districts not save us a
single sou (more re why
below), but for
self-governing free citizens
of a representational
republic, nationalized
schools are also troubling,
a flat-out bum notion.
Covenant disappears into a
vast government warehouse
never to be seen again.
For the fearless among you,
try holding Los Angeles
Unified or New York City
schools accountable; see
how long it takes to get
anyone to respond to your
phone call, let alone obtain
any substantive information.
Not only will consolidating
our 15,000 local school
districts not save us a
single sou (more re why
below), but for
self-governing free citizens
of a representational
republic, nationalized
schools are also troubling,
a flat-out bum notion.
| bean counters looking out for IBM's best interests; once folks figure out how to access the larger pot of money consolidation creates, the same fraud and excesses begin to reoccur -- but now there are fewer responsible eyes watching. A good analogy is the warehouse scene from the end of Raiders of the Lost |
| Ark of the Covenant disappearing into WW II-era government warehouse. (IMAGE--Raiders of the Lost Ark) |
| commercial interests, compromised trustees and administrators, and politicians. Students' time and energy are wasted on fluff. Rather than learning basics, self-reliance and individual effort, feelings & process are emphasized and kids are taught to be part of a team and get jobs. |
By Peyton Wolcott
Wednesday, September 23, 2009
Wednesday, September 23, 2009
| NOTE FROM PEYTON: Louis Gerstner told us what he wanted to do almost a year ago; from his mouth to God's ear it appears. As you read this, look for signs of logic & accountability; I couldn't find any; Lou starts from a flawed premise and builds from there. --Peyton |
| Arne Duncan and Lou Gerstner are pushing for national standards and consolidation: Bye-bye local rule. Bye-bye self-determinism. Hello, central oligarchy. Today, Education, Inc. focuses more on adults' money, power and careers than our kids. Our nation's Taj Mahal public schools are run by a corrupt oligarchy of |
| Lou Gerstner (L) & Arne Duncan |
| Havana street today |
Just as the CIA listens for signs of increased chatter in
certain quarters, so too those of us wanting better
schools also keep our ears keened for trouble.
certain quarters, so too those of us wanting better
schools also keep our ears keened for trouble.
Some of the most
disquieting comes from
three corrupt urban
centers -- New York,
Chicago and DC
-- centering around a
White House with more
disquieting comes from
three corrupt urban
centers -- New York,
Chicago and DC
-- centering around a
White House with more
| AIG & SunAmerica financial tycoon and housing magnate Eli Broad (L) with Arne Duncan at Broad Jan. 2009 inaugural dinner; Broad gave Democrats $115,437 in 2008.(PHOTO -- Stuart Ramson) |
Let's face it. The natural end game of consolidating
schools and standards -- nationalization -- carries
at least three worrying implications.
Social progressives in this country have always
wanted a centralized national system. One, it’s
easier to indoctrinate children when they're all on the
same page. Two, he who funds the formula gets to
write the formula and therefore controls the outcome.
Three, by eliminating local control you get rid of
pesky moms and dads able to ask questions about
Johnny’s textbooks and noisy taxpayers wanting and
expecting a real dialogue about spending.
schools and standards -- nationalization -- carries
at least three worrying implications.
Social progressives in this country have always
wanted a centralized national system. One, it’s
easier to indoctrinate children when they're all on the
same page. Two, he who funds the formula gets to
write the formula and therefore controls the outcome.
Three, by eliminating local control you get rid of
pesky moms and dads able to ask questions about
Johnny’s textbooks and noisy taxpayers wanting and
expecting a real dialogue about spending.
From Lou’s pen to Arne’s mouth
Last December when former IBM CEO Louis Gerstner called for national standards and
consolidation (see greybar at far right); he suggested that the new president convene
Last December when former IBM CEO Louis Gerstner called for national standards and
consolidation (see greybar at far right); he suggested that the new president convene
More about the
feds' push for
national standards
The Common Core
State Standards
Initiative, a massive
conglomerate of
business and political
special interests, is
spearheaded by the
National Governors
Association and the
Council of Chief State
School Officers, along
with Achieve, Inc.,
ACT, and the College
Board.
To their credit, four
states—Alaska, Texas,
South Carolina
and Missouri—have
declined to participate.
(SOURCE--CCSSO)
feds' push for
national standards
The Common Core
State Standards
Initiative, a massive
conglomerate of
business and political
special interests, is
spearheaded by the
National Governors
Association and the
Council of Chief State
School Officers, along
with Achieve, Inc.,
ACT, and the College
Board.
To their credit, four
states—Alaska, Texas,
South Carolina
and Missouri—have
declined to participate.
(SOURCE--CCSSO)
| Eli Broad's 42 contributions to Democrats (total$115,437) during 2008; question: aren't 501(c)3 organizations supposed to not be political? Broad, Eli LOS ANGELES, CA 90024 N/A $10,000 10/18/2008 P DEMOCRATIC STATE CENTRAL COMMITTEE OF CA - FEDERAL - Democrat Broad, Eli LOS ANGELES, CA 90024 $-5,000 09/22/2008 P HILLARY CLINTON FOR PRESIDENT - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATION $2,300 08/28/2008 P FRIENDS OF HILLARY - Democrat Broad, Eli LOS ANGELES, CA 90024 Self employed/Founder $5,000 07/30/2008 P HILLARY CLINTON FOR PRESIDENT - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $2,000 07/11/2008 P WESPAC - SECURING AMERICA'S FUTURE BROAD, ELI LOS ANGELES, CA 90024 ELI BROAD FOUNDATION/PHILAN TROPIST $900 06/23/2008 P JEANNE SHAHEEN FOR SENATE - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $2,500 06/02/2008 P SOLIDARITY PAC Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $1,000 03/31/2008 G FRIENDS OF CONGRESSMAN GEORGE MILLER - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $10,000 02/29/2008 P DEMOCRATIC CONGRESSIONAL CAMPAIGN COMMITTEE - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATION/FOUND ER $200 01/22/2008 P FRIENDS OF SENATOR CARL LEVIN - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATION/FOUND ER $2,300 01/22/2008 G FRIENDS OF SENATOR CARL LEVIN - Democrat BROAD, ELI LOS ANGELES, CA 90049 BROAD FOUNDATION/FOUND ER $2,300 11/29/2007 P FRIENDS OF MARK WARNER - Democrat BROAD, ELI LOS ANGELES, CA 90024 BROAD FOUNDATION/FOUND ER $1,300 11/21/2007 P FRIENDS OF MAX BAUCUS - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $1,000 10/29/2007 G FRIENDS OF RAHM EMANUEL - Democrat Broad, Eli LOS ANGELES, CA 90049 The Broad Foundation/Founder $10,000 10/12/2007 P DEMOCRATIC CONGRESSIONAL CAMPAIGN COMMITTEE - Democrat Broad, Eli LOS ANGELES, CA 90024 SunAmerica Inc./Chairman $1,000 09/21/2007 P SHERMAN FOR CONGRESS - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $1,000 09/19/2007 P BERMAN FOR CONGRESS - Democrat Broad, Eli Mr. LOS ANGELES,, CA 90024 The Broad Foundations/SELF EMPLOYED $1,000 09/18/2007 P BUCK MCKEON FOR CONGRESS - Republican Broad, Eli LOS ANGELES, CA 90024 The Broad Foundations/Founder $2,000 08/27/2007 P L A PAC - None BROAD, ELI LOS ANGELES, CA 90024 SUNAMERICA, INC./EXECUTIVE $1,000 08/14/2007 P FRIENDS OF MAX BAUCUS - Democrat Broad, Eli LOS ANGELES, CA 90024 Eli Broad/Entrepeneur $2,100 07/13/2007 P MATSUI FOR CONGRESS - Democrat BROAD, ELI LOS ANGELES, CA 90291 THE BROAD FOUNDATION/FOUND ER $2,300 06/25/2007 P RICHARDSON FOR PRESIDENT INC. - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $2,300 06/14/2007 P LUCILLE ROYBAL-ALLARD FOR CONGRESS - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundations/Founder $5,000 06/01/2007 P FUND FOR THE MAJORITY Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Executive $2,300 05/30/2007 G NANCY PELOSI FOR CONGRESS - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Executive $2,300 05/30/2007 P NANCY PELOSI FOR CONGRESS - Democrat Broad, Eli LOS ANGELES, CA 90024 Broad Foundations/Founder $1,000 05/30/2007 P FRIENDS OF PATRICK J. KENNEDY INC. - Democrat BROAD, ELI LOS ANGELES, CA 90024 SUN AMERICA/CHAIRMAN, CEO & PRESIDE $2,437 05/01/2007 P LAUTENBERG FOR SENATE - Democrat Broad, Eli LOS ANGELES, CA 90024 Broad Foundation/Founder $2,500 04/30/2007 P SECUREUS Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $15,000 04/30/2007 P DEMOCRATIC CONGRESSIONAL CAMPAIGN COMMITTEE - Democrat Broad, Eli LOS ANGELES, CA 90024 Self employed/Founder $2,300 03/28/2007 G HILLARY CLINTON FOR PRESIDENT - Democrat Broad, Eli LOS ANGELES, CA 90024 Self employed/Founder $2,300 03/28/2007 P HILLARY CLINTON FOR PRESIDENT - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundations/Founder $1,000 03/27/2007 P CHRIS DODD FOR PRESIDENT INC - Democrat Broad, Eli LOS ANGELES, CA 90024 Broad Foundation/Chairman- Founder $1,200 03/26/2007 P TOM VILSACK FOR PRESIDENT - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATIONS/FOUN DER $200 03/23/2007 P FRIENDS OF BARBARA BOXER - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATIONS/FOUN DER $200 03/23/2007 G FRIENDS OF BARBARA BOXER - Democrat BROAD, ELI LOS ANGELES, CA 90024 SUNAMERICA INSURANCE CO/PRESIDENT/C $2,300 03/16/2007 P CITIZENS FOR HARKIN - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $2,300 02/16/2007 P FRIENDS OF CONGRESSMAN GEORGE MILLER - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $200 02/16/2007 G FRIENDS OF CONGRESSMAN GEORGE MILLER - Democrat Broad, Eli LOS ANGELES, CA 90024 The Broad Foundation/Founder $2,300 02/16/2007 P FRIENDS OF RAHM EMANUEL - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATION/FOUND ER $10,000 02/15/2007 P DEMOCRATIC SENATORIAL CAMPAIGN COMMITTEE - Democrat BROAD, ELI LOS ANGELES, CA 90024 THE BROAD FOUNDATIONS/FOUN DER $2,100 01/12/2007 P FRIENDS OF SENATOR CARL LEVIN - Democrat |
| This comes at the same time as our White House is intent on expanding federal powers in a push driven by more czars than in all of Russian history, a putsch into whose hands the concentration of ever more money and power will be given to an oligarchical elite via consolidation and national standards of our local schools gives pause. |
| vehicular dynasty, and J.P. Morgan, the king of capitalist finance. Men like these, and the brilliant efficiency expert Frederick W. Taylor, who inspired the entire "social efficiency" movement of the early twentieth century, along with providing the new Soviet Union its operating philosophy and doing the same job for Fascist Italy and Nazi Germany; men who dreamed bigger dreams than any had dreamed since Napoleon or Charlemagne, these were the makers of modern schooling. |
| United under"It's for the children" banner: o socialist liberal idealogues o industrialists wanting compliant workers o vendors facing shrinking markets |
3 factors that swamped
U.S. public education
U.S. public education
HOW WE CAN STOP NATIONALIZATION: The fix is
already in at the state and national levels. Start small, start
local and start simple. Start in your own local public
schools by asking questions. Get rid of fuzzy math. Make
sure kids are drilled in the basic math tables in the first four
grades and that they're learning phonics and accurate U.S.
and world history. Get the check register online. Take a
piece of what's closest to you and start asking questions, all
kinds of questions about spending. Go about all of this with
as friendly a tone as you can manage, and be sure to take
the Golden Rule with you. This is my plan. What's yours?
already in at the state and national levels. Start small, start
local and start simple. Start in your own local public
schools by asking questions. Get rid of fuzzy math. Make
sure kids are drilled in the basic math tables in the first four
grades and that they're learning phonics and accurate U.S.
and world history. Get the check register online. Take a
piece of what's closest to you and start asking questions, all
kinds of questions about spending. Go about all of this with
as friendly a tone as you can manage, and be sure to take
the Golden Rule with you. This is my plan. What's yours?
czars than in all of Russian history wanting to
concentrate ever more money and power in the
hands of an oligarchical elite via consolidation and
national standards for our public schools.
concentrate ever more money and power in the
hands of an oligarchical elite via consolidation and
national standards for our public schools.
a meeting of our nation‘s
governors and persuade
them to adopt national
standards and consoli-
date our 15,000 local
school districts into 70.
Apparently someone at
the White House was
listening -- or was it a
decade of money (see
graph at right) given to
liberal politicians?
From Arne's mouth
to state reality
However it happened, as
if on cue, by this past June
governors and persuade
them to adopt national
standards and consoli-
date our 15,000 local
school districts into 70.
Apparently someone at
the White House was
listening -- or was it a
decade of money (see
graph at right) given to
liberal politicians?
From Arne's mouth
to state reality
However it happened, as
if on cue, by this past June
| Liberal education lobbying has almost quintupled in just 2 decades. |
new Secretary of Education Arne Duncan was at a podium -- surprise, surprise --
proposing national standards -- surprise, surprise -- to the Governors Education
Symposium. In Arne's hand, a big carrot: $ 350 million in stimulus funds for those
state leaders greedy enough to go along. (For the politically naive among you, as I
myself was until well into adulthood, every dollar that passes through a governor's
hands represents dollars for repaying friends, contracts and favors. Much as we'd like
to hope that every penny of the $350 million will go to the best and most deserving
projects, the simple fact is that Ideas' purity fade when government money is attached.)
The implication of course is that for those governors willing to go along they'll get a
bigger slice of the larger prize, $4.35 billion, or even some of the $100 billion total feds
are earmarking for education.
Forty-six governors in need of repaying friends, contracts and favors have already
signed on to Arne's national standards scheme.
proposing national standards -- surprise, surprise -- to the Governors Education
Symposium. In Arne's hand, a big carrot: $ 350 million in stimulus funds for those
state leaders greedy enough to go along. (For the politically naive among you, as I
myself was until well into adulthood, every dollar that passes through a governor's
hands represents dollars for repaying friends, contracts and favors. Much as we'd like
to hope that every penny of the $350 million will go to the best and most deserving
projects, the simple fact is that Ideas' purity fade when government money is attached.)
The implication of course is that for those governors willing to go along they'll get a
bigger slice of the larger prize, $4.35 billion, or even some of the $100 billion total feds
are earmarking for education.
Forty-six governors in need of repaying friends, contracts and favors have already
signed on to Arne's national standards scheme.
Developing . . . . |
| Hitler Youth |
