Category Archives: War on Public Education

1984: Melinda and Bill Gates’ Dystopian Ethos of Propaganda

“Our ethos is all that we currently hold to be true. It is what we act upon.  It governs our manners, our business, and our politics.” ~ Howard Zinn

Big Brother: [voice-over] “This is our land. A land of peace and of plenty. A land of harmony and hope. This is our land. Oceania. These are our people. The workers, the strivers, the builders. These are our people. The builders of our world, struggling, fighting, bleeding, dying. On the streets of our cities and on the far-flung battlefields. Fighting against the mutilation of our hopes and dreams. Who are they? ” ~  IMDb, “1984”

    

Yes, WHO are THEY?  

They tell you this is our land.

They tell you we live in a land of peace.

They tell you that we live in a land of plenty.

They tell us we live in a land of harmony.

They tell us we live in a land of hope.

They even tell us we are her people…the workers, the strivers, the builders.

They tell us it is THEM “fighting against the mutilation of our hopes and dreams.

They  tell you “these are our people.”  

They tell you they care about the “builders of our world, the struggling, the fighting, the bleeding, the dying.  

They tell you they care about our streets, our cities …

…and then Bill and Melinda Gates (and the rest of the 1% Corporate leaders of the world) take

ACTION opposite of their words —-

words of propaganda —

bringing us  they dystopia of 1984.


One has to wonder what is happening in the world when the RICH and FAMOUS of “Who’s Who in America?” bring us into George Orwell’s world of “1984”?

“The mechanism by which ideas are disseminated on a large scale is propaganda, in the broad sense of an organized effort to spread a particular belief or doctrine.”  ~  Edward Bernays

But Edward Bernays asks us an important question in 1928 in his book “Propaganda”.  He asks an important question about this brainwashing:

Who is doing the brainwashing?  Who are the new propagandists?

WHO are the men who, without our realizing it, give us our ideas, tell us whom to admire and whom to despise, what to believe about the ownership of public utilities, about the tariff, about the price of rubber, about the Dawes Plan, about immigration; who tell us how our houses should be designed, what furniture we should put into them, what menus we should serve on our table, what kind of shirts we must wear, what sports we should indulge in, what plays we should see, what charities we should support, what pictures we should admire, what slang we should affect, what jokes we should laugh at? “

  If we set out to make a list of the men and women who, because of their position in public life, might fairly be called the molders of public opinion, we could quickly arrive at an extended list of persons mentioned in “Who’s Who.” ~  Edward Bernays, History Is A Weapon”  (emphasis added)

Bernays goes on to describe the inner working of this group further here:

 “In theory, everybody buys the best and cheapest commodities offered him on the market. In practice, if every one went around pricing, and chemically testing before purchasing, the dozens of soaps or fabrics or brands of bread which are for sale, economic life would become hopelessly jammed. To avoid such confusion, society consents to have its choice narrowed to ideas and objects brought to its attention through propaganda of all kinds. There is consequently a vast and continuous effort going on to capture our minds in the interest of some policy or commodity or idea. 

It might be better to have, instead of propaganda and special pleading, committees of wise men who would choose our rulers, dictate our conduct, private and public, and decide upon the best types of clothes for us to wear and the best kinds of food for us to eat. But we have chosen the opposite method, that of open competition. We must find a way to make free competition function with reasonable smoothness. To achieve this society has consented to permit free competition to be organized by leadership and propaganda.”    Edward Bernays, History Is A Weapon”  

Certainly, if Bill and Melinda Gates are masters of ANYTHING, they are masters of propaganda, a word softened by using language like “public relations”.

How else would Gates build their monopoly at Microsoft on an inferior product?

Have Melinda and Bill Gates slipped this time?  After all, they seem to have been successfully hiding their dystopian plans for America quite nicely from average American consumers behind their propaganda until now.

But where did all this propaganda, this “public relations”, marketing, advertising, and consumerism begin?

When did we start allowing Capitalism to intersect with government? Some say “It started with Reagan’s deregulation.”

Let’s look back further….back to the last great depression, post war 1928...  back to another time of dystopia —– and review a bit more of Edward Bernays.

In Dystopias of the Great War Era they write in a thesis from SEDHE:

“The United States prior to World War I was a veritable breeding ground of corporate corruption. Such colorful figures as Cornelius Vanderbilt, Andrew Carnegie, and John D. Rockefeller became icons of capitalism. They had hundreds of millions of dollars – billions in today’s dollars – to such a degree that Rockefeller’s personal assets once bailed the U.S. government out of a financial slump. Industry prior to World War I was largely unregulated; unions were broken up and union members beaten and fired. The United States was not a pretty place prior to World War I. England after World War I was similarly a bastion of capitalism, a place where prosperity enticed people to buy things. The mass production of products for the consumer, one of the major projects of the Industrial Revolution, had come to a head.” ~  SEDHE

The Father of Spin book review

During that time, long ago in that post war-time of dystopia, Sigmund Freud was an uncle of a man named Edward Bernays.  Bernays wrote his book Propaganda in 1928.

“Many of the new insights that Tye offers have to do with Bernays’s relationship with his family and his uncle Sigmund Freud, whose reputation as “the father of psychoanalysis” owes something to Bernays’ publicity efforts. Bernays regarded Uncle Sigmund as a mentor, and used Freud’s insights into the human psyche and motivation to design his PR campaigns, while also trading on his famous uncle’s name to inflate his own stature.

There is, however, a striking paradox in the relationship between the two. Uncle Sigmund’s “talking cure” was designed to unearth his patients’ unconscious drives and hidden motives, in the belief that bringing them into conscious discourse would help people lead healthier lives. Bernays, by contrast, used psychological techniques to mask the motives of his clients, as part of a deliberate strategy aimed at keeping the public unconscious of the forces that were working to mold their minds.” ~  Larry Tye, “The Father of Spin:  Edward Bernays and the Birth of PR”    [Note: You’ll find some of Bernay’s quotes below.]

So here we have it.  Propaganda could be used for good to serve the needs of the individual needing psychological support or it could be used for subversive thought control of others to serve the needs of the propagandist.

It is evident that Melinda and Bill Gates are using their brand of propaganda for subversive thought control of others to serve the needs of the propagandist.

Now the Gates are about to step up their game, increasing their mastermind of thought control through another area of expertise for them — technology.

So what am I basing my statement on?  

I’m basing it on Susan Ohanian’s discovery of public documents on the Gates Foundation grants page on their own website.  And of course on previous research which you can read through my prior blog posts, especially this one on Melinda Gates and where their children attend school compared to the policies they push forth in public schools via their propaganda.  I’ll show you their documents directly screen printed from their website below as evidence.

                                    

Leonie Haimson read Susan Ohanian’s post and quickly sent an email around to Parents Across America.

One of the recipients on this list was Diane Ravitch, Education Historian, former Assistant Secretary of Education, and author of “The Death and the Life of the Great American School System”.

Despite her rivalry with Bill Gates, Diane Ravitch was quite shocked by this Freudian slip.  She writes on her blog:

“I opened the following email and at first I thought it was a prank or, as another reader put it, an article taken from The Onion.”  ~  Diane Ravitch, “Just When You Thought It Couldn’t Get Crazier“, WordPress Blog

Diane’s reaction was probably similar to many’s when she received Leonie Haimson’s email about Susan Ohanian’s futuristic and frightening discovery.

I can only imagine Diane’s thoughts [Is this some kind of joke?] as she read the subject line:

From: Leonie Haimson

To: nyceducationnews ; paa news
Sent: Fri, Jun 8, 2012 10:08 am
Subject: [nyceducationnews] Gates Foundation: one more step into the dystopian future with electronic bracelets for students & teachers

Could it be that there is a crack in the foundation of the Gates Foundation’s education policies that are created to promote their real agenda through propaganda?

Could it be that they went too far this time with their belief in “innovation and technology”?

Actually, we find the Gates are constantly pushing for innovation, but if they were to study propaganda, they would find that their method of thought control actually prevents innovation.  If they have studied propaganda, perhaps that is the real purpose.  After all, isn’t innovation the opposite of thought control?

While novels have been written, their authors contemplated the realities of aBrave New World”.

Huxley warned us of science being used as a tool in racism.  Here in SEDHE’s introduction they write:

Huxley is deeply suspicious of science, and he imbues Mustapha Mond with this same suspicion. Science in Brave New World does not seek to learn higher truths. It merely exists to keep the status quo in control. “All our science is just a cookery book, with an orthodox theory of cooking that nobody’s supposed to question, and a list of recipes that mustn’t be added to except by special permission from the head cook,” says Mustapha Mond (225). True science would be a threat to the stability of the society that Mond has spent so much time attempting to create and sustain. The only kind of scientific innovation permitted in Brave New World is innovation that, curiously, stifles innovation. “We could synthesize every morsel of food, if we wanted to. But we don’t. We prefer to keep a third of the population on the land. For their own sakes – because it takes longer to get food out of the land than out of a factory,” says Mond (224).

This criticism applies to the twentieth century, as well, with its pervasive theories that still attempted to justify the genetic inferiority or superiority of particular races. Eugenics was merely racism justified by attaching “science” to it. Brave New World criticizes these kinds of pseudo-science as methods of allowing some groups of people to continue to be oppressed, but with a more “rational” means for a more rational world. As long as the justification for racism appears scientific, then agency is removed from human beings (“It’s not my fault the Gammas are inferior; they were born that way”). Huxley goes a step beyond exposing racism in science and creates a world in which science itself creates the conditions that justify that racism. We should be wary of science, Huxley suggests, for it can be used by elites to reinforce their control over marginalized peoples.”  ~ Dystopias of the Great War Era, SEDHE Thesis (emphasis added)

What exactly are the Gates’ plans for these “electronic bracelets”?  

More segregation?  

More sorting and culling of children and teachers?

Who is going to volunteer to be the teachers and students wearing these devices and just what is next?  Shock collars?  
wife yelling needs collar

Answer a question wrong?  Zap!

Students aren’t engaged enough?  Zap!  

Student is overly excited?  Zap!  

Teacher pauses to collect her thoughts?  Zap!

Evidently this kind of galvanic skin response experimentation has already taken place on those easy to control, the “mentally retarded” as this separate study says.

If you have seen the movie “1984”you know of the torture involved.

What do you call sending a child to school for 12 years, only to not allow them to graduate simply because they failed ONE high-stakes test?  

What do you call sending children to school without art, music, PE, recess, or electives?

What do you call selecting and culling children, preventing them from attending  charter schools funded by the wealthy that have fantastic programs, preventing “culled children” from attending due to race, class, or ability?

I don’t know about you, but as a special education teacher, I am outraged at this experimentation with people who are not capable of true consent.

Will children and teachers have any say in the Gates’ experiment either?

Or will galvanic skin response bracelets be the next federal mandate?

Buy Common Core and get one galvanic skin response bracelet free  for the first 12 students free —-  we’ll sell you all the rest for profit?

Well, they’re going to use these ‘electronic galvanic skin response bracelets  for  their “Measures of Effective Teaching Project and “student learning”, of course.

Susan Ohanian tells us about it on her website.  She suggests we look this up on the Bill and Melinda Gates Foundation site.

I have great respect for Susan, so I did.   Here’s  the first in a series of screen shots of this search typed in on their page:

What will we find when we search, I wonder?  Let’s look at the purpose of their Measurements of Effective Teaching Project [MET].

We all need to start reading more carefully.  We all have to start questioning what we read.  

  • What is the spin?  
  • What is the propaganda?

Note the “ALL LIVES HAVE EQUAL VALUE” propaganda.

Note the “PARTNERSHIPS” propaganda.

Note the “WHAT WE’RE LEARNING” propaganda.

And finally, note the ‘MEASUREMENTS OF EFFECTIVE TEACHING” propaganda.  

Let’s first presume that the common ethos includes this belief:  According to Melinda Gates and PBS, Melinda is some kind of education expert as you can see in their introduction of her for their program, PBS News Hour (emphasis added):

“As the co-founder of The Bill & Melinda Gates Foundation, the world’s largest philanthropic organization, Melinda Gates has spent decades looking at the challenges and potential solutions to the problems facing America’s education system.

The foundation controls over $30 billion, which its staff uses to pursue the goal of giving every child an equal opportunity to thrive. The majority of the money goes to reducing obstacles such as poor health and malnutrition in developing nations. But in the United States, the focus has been on identifying and supporting ways to fix the inequalities within a public school system, where schools in high-poverty areas fall far behind their more affluent counterparts and other countries in terms of graduation rates and academic achievement.

Since 1994, the foundation has spent over $6 billion in the United States, looking at data-proven ways to improve student achievement and often jumping into controversial policy debates such as smaller schools in New York City, charter schools, high-stakes testing and teacher evaluation systems around the country.”

Okay, so the common ethos here is that because Melinda and Bill Gates have been pouring their money into public education, they are experts, and because they have more money than you are I; they are infallible.

If we act on this belief, we take everything they say, all their policies as truth, no?

Here’s Melinda Gates’ ethos…  She says:

  • “American schools are broken.”  
  • “We really do need an effective teacher.”
  • “We’re really going to go for getting an evaluation system to tell us whether they are effective or not.”

Here’s her video on PBS where she plays out the expert role, an expert, that is, at spewing her propaganda.

Melinda Gates on Teacher Evaluation PBS News Hour

Well, now let’s change our minds.  Let’s change our ethos and believe something far different.

Let’s believe that Bill and Melinda Gates are pushing propaganda for a less than altruistic motive.

Let’s just say it’s something as innocent as remaining the richest couple in the world and to do so, they need to break into the frontier of public education testing, Common Core curriculum for every child in America, text books for every child in America, technology from Microsoft for every child in America, teacher professional development and teacher training for every teacher in America, and so on.

Certainly the $8 Billion expected as profits from the textbooks alone, on top of the  implementation of Common Core Curriculum ought to add something to their coffers of cash.

Note: Gates has partnered with Pearson on Common Core.

Here’s what Lisa Fleisher has to tell us about the profits they are about to rake in  JUST from the textbooks ALONE (emphasis added):

“As public schools implement a new set of nearly national curriculum standards, publishers are expecting a wave of demand for new textbooks, tests and teacher preparation.

The guidelines will reshape how students learn math and English in 45 states. The total cost isn’t clear, but a study to be released Wednesday by the Thomas B. Fordham Institute says the price tag could be as high as $1 billion to $8 billion.

Such publishers as Pearson PLC, McGraw-Hill Cos. and Houghton Mifflin Harcourt are marketing rewritten or revamped textbooks aligned with the new guidelines, called the Common Core State Standards.’ ~ Lisa Fleisher, “Textbook Sales Likely to Rise  on New Rules”

So let’s shift our ethos to understand that the Gates promote propaganda to help sell products for profit.

If this new ethos is true, then let’s deconstruct the purpose of the Gates’ MET Project first statement as we begin to think about the idea of using galvanic skin response bracelets to measure good teaching and learning.

Instead of believing the Gates’ are infallible, let’s believe instead that they are 100% wrong as “educational experts.”

Here is the final Bill and Melinda Gates Foundation screen shot showing the grant to fund the galvanic skin response bracelets for teachers and students.

Here’s the propaganda of the Gates Foundation on their MET Project:

  1. Evidence shows clearly what most people know intuitively: teachers matter more to student learning than anything else inside a school.

Here’s the truth  as told by education experts:

Diane Ravitch Response to Melinda Gates on PBS

Here’s Diane Ravitch’s response to Melinda Gates on PBS News Hour.  Diane says:

“Well, are there ineffective teachers? I’m sure there must be. I’ve heard stories of ineffective teachers. And I certainly don’t think there should be even one ineffective teacher in any school.

And it’s the job of the administration, the job of the principal primarily, to make sure that no ineffective teacher ever gets tenure. Once they get tenure, all that means is — it doesn’t mean they have a lifetime job. It doesn’t mean they get paid for breathing. It means that they have a right to due process. If, after getting tenure, the principal says, I want to fire you, they have to have evidence. They have to have a hearing before an impartial administrator.

That really is not such a burdensome thing. But it’s very clear that this is not the key problem in American education, because the lowest performance is not in union districts. The highest performance in America is Massachusetts, Connecticut and New Jersey. These are three states that are all union states.

They have very strong collective bargaining agreements and the highest-performing states. The weakest performance is in the states that have no collective bargaining and where there’s a lot of poverty. I think it’s really important in your discussions about education that you recognize that the most — the biggest single correlate and, very likely, I would say the cause of low performance is not teachers or union contracts. It’s poverty and racial isolation.

In every district where there is very low academic achievement, there is poverty and racial isolation. And yet we are now trapped in this national conversation where there’s almost an agreement we will not talk about poverty. We will not talk about racial isolation. We will just talk about teachers. We are talking about the wrong problem.”  ~  Diane Ravitch, PBS News Hour

Here’s what Alfie Kohn says about what matters most to student learning:

“Every empirical investigation of this question has found that socioeconomic status (SES) in all its particulars accounts for an overwhelming proportion of the variance in test scores when different schools, towns, or states are compared.(1)  Thus ignorance would be the most charitable explanation for why charts are published that rank schools (or towns or states) by these scores — or why anyone would use those rankings to draw conclusions about classroom quality.” ~  Alfie Kohn, Fighting the Tests, [2001]

What does Diane Ravitch think of Melinda Gates and Bill Gates influence on education through their so called, “philanthropy”?

How does Ravitch view the Gates’ ethos of “expertise” in education?

PBS News Hour’s Ray Suarez asked Diane:

“Have the foundations been a worthwhile addition to the debate over the future of education?”

Diane replied (emphasis added):

Well, I have a chapter in my book about — I call them the billionaire boys club. The billionaires boys club is led by the three biggest foundations in America, the Gates Foundation, the Walton Foundation, the Broad Foundation.

These are the three billionaire foundations that give a lot of money to American education. And it has been given to push the privatization movement forward, as well as to put a very heavy emphasis on testing and test scores as part of teacher evaluation. I think that — you know, I’m a historian. So, I look back and I say, there has never been a time in our national life where foundations, which are accountable to no one, make decisions about what our education policy should be.

Sometimes, they make the wrong bet. And the Gates Foundation is a very good example of this. They put $2 billion into breaking up large high schools into small high schools. And after doing that for almost a decade, they said, whoops, that didn’t work. We’re not going to do that anymore. Now we’re going to put the focus on teacher evaluation.

And so the immense amount of money, the hundreds of millions of dollars that the Gates Foundation and now these other big foundations are pouring in, they are directing the national conversation. And I think that’s not — it strikes me that that’s in some ways not democratic.

Our conversations about what to do about our schools should be held at the local level and at the state level. The federal government is there to level the playing field. They’re not there to steer the boat.”  ~  Diane Ravitch, PBS News Hour

Now that the Gates Foundation is placing money into the hands of the developers of galvanic skin response bracelets to add to their data bank on teacher evaluation and student learning, what’s next?

So really, what is next?  Here’s just one example:

From Geeko Systems we see that a bracelet isn’t really needed.  All this can”data” be tracked by something much like a temporary tattoo.

“A team of researchers from the University of Illinois Urbana Champaign have developed small electronic devices that can be worn on the skin. These temporary tattoos make the person wearing them a part of the device, which can bend, stretch, and move along with the skin. The researchers were hoping to make less obtrusive medical monitors for special needs patients, like premature babies, but the new sensors have proven so successful they could also be used for a variety of other applications.

The idea of making wearable sensors that adhere to the skin seems so easy and useful it’s surprising no one has developed them before. According to researchers, the major challenge in developing the technology was making the parts of the sensor as flexible and stretchy as skin. To do this, the researchers had to take brittle silicon and make it more bendable by making the sensor incredibly thin. The electronic parts of the sensor, light-emitting diodes, solar cells, transistors, and antennae, were assembled in an S-shape that would allow the circuits to still work when stretched in different directions.

 The sensor components are stuck between two protective layers of the polymer polyimide, and these layers sit on top of a rubbery film of silicone that attaches to the skin using weak chemical bonds. The device adheres similarly to a temporary tattoo, which disguises the sensor grid and makes it stick longer. The electronic sensor is less intrusive than other electrode-based monitoring systems that require bulky wires.

According to the researchers, the devices can pick up heartbeats when stuck on the chest, skeletal muscle activity when on the leg, and brainwaves when on the forehead. In their trials of the device, the researchers recorded signals from a thin wire that relayed data to a computer. The sensors were able to collect accurate data for up to six hours and showed no sign of skin irritation where they were attached after 24 hours.

Nanoengineer Michael McAlpine of Princeton University (who was not involved in the research) told Science News:

“This is a huge breakthrough. This goes beyond Dick Tracy calling someone with a cell phone on the wrist. It’s having the wrist itself house the device so it’s always with you.”

The potential for these devices goes far beyond just tracking heartbeats. The researchers tested their sensors to see if they could control a computer. When adhered to the throat, the device was able to read the electrical activity of the muscles moving when the test subject spoke the commands up, down, left, and right. This proved to be a successful way to control a computer’s cursor as it moved through a maze.

So far, the device can be powered by wireless coils and solar cells, and the researchers hope to improve the devices’ power storage capabilities. The researchers believe that in the future these devices could even run on the energy from body heat or stray electromagnetic signals.

Right now, the researchers are focused on the biomedical applications of this electronic sensor temporary tattoo, however, even with a multitude of medical possibilities, there are other ways this technology could be used. One example, aside from controlling computer movements, is CIA interest in developing the technology as a way for agents to silently communicate with one other by tracking the muscle movements that correspond with words.

While the technology isn’t available to the public, it is certainly an interesting breakthrough and it will be fascinating to see what kinds of new devices are spawned from it. The research was published in the journal Science.” ~ Erin Podalack, “Electronic Sensors, Stick Like Temporary Tattoos, Present Endless Possibilities”

But why bother with temporary?  Let’s just make it permanent…

I couldn’t help myself.  

I had to see if the Gates Foundation is “building partnerships” with the University of Illinois Urbana Champaign where these devices are being developed.

Although the relationship to these devices is not clear, certainly the partnerships are “being developed” through grants from the Gates Foundation to this branch in the University.

<sigh>… It’s only a matter of time.

What if the Gates and the rest of the “Billionaire Boys Club” ethos isn’t quite so innocent?

What if public education by corporations were being used a a tool to deliver permanent NeoSlavery?

And what if this is only one facet of a much larger systemic problem in America and across the globe?

“The two aims of the Party are to conquer the whole surface of the earth and to extinguish once and for all the possibility of independent thought.”   ~  George Orwell, “1984”

 

Here are some quotes from “Propaganda” by Bernays (emphasis added):

“If we understand the mechanisms and motives of the group mind, it is now possible to control and regiment the masses according to our will without their knowing it… In almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons … who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind.”

“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.”

“We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized.”

“Propaganda will never die out. Intelligent men must realize that propaganda is the modern instrument by which they can fight for productive ends and help to bring order out of chaos.” …

“Ours must be a leadership democracy administered by the intelligent minority who know how to regiment and guide the masses. Is this government by propaganda? Call it, if you prefer, government by education. But education, in the academic sense of the word, is not sufficient. It must be enlightened expert propaganda through the creation of circumstances, through the high-spotting of significant events, and the dramatization of important issues. The statesman of the future will thus be enabled to focus the public mind on crucial points of policy and regiment a vast, heterogeneous mass of voters to clear understanding and intelligent action.”

“Ours must be a leadership democracy administered by the intelligent minority who know how to regiment and guide the masses. Is this government by propaganda?  Call it, if you prefer, government by education. But education, in the academic sense of the word, is not sufficient. It must be enlightened expert propaganda through the creation of circumstances, through the high-spotting of significant events, and the dramatization of important issues. The statesman of the future will thus be enabled to focus the public mind on crucial points of policy and regiment a vast, heterogeneous mass of voters to clear understanding and intelligent action.” 

 “They govern us by their qualities of natural leadership, their ability to supply needed ideas and by their key position in the social structure. Whatever attitude one chooses to take toward this condition, it remains a fact that in almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons—a trifling fraction of our hundred and twenty million—who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind, who harness old social forces and contrive new ways to bind and guide the world. “ ~ Edward Barnays , “History Is a Weapon”

What if the entire time our own country’s moral principles have been in place to give you a false sense of equity and choice, a false ethos of propaganda?

Our freedom would be at stake, our democracy would be a sham.

How could this be?  

Could we have been a sham all along?  

Remember when women, the people of color, the poor, began to question our founding fathers about equality?  

Oh, ya.  That’s right:  equality was just for the rich, white, male land owner of privilege.  

Has this REALLY changed? (class war, racism, war on women, human rights, immigrant rights, etc.)

 Are we persuaded into our labor by the mere hope of equality?

Our country seems both obsessed and anesthetized by consumerism.

I think Melinda and Bill Gates are counting on it.  Counting on our buying every one of their monopolized products and agendas.

What if Melinda and Bill Gates, by controlling public education were also able to control government and democracy?


Now the real question becomes:  What are you going to do about this threat to our freedom?

Here’s what Senator Bernie Sanders has to say about America’s freedom.

 “Freedom does not simply mean rallying oneself behind the flag.  It’s a great flag, but freedom means allowing the kind of dissent and vigorous debate, and tolerance of onerous points of view, that people regard as obnoxious and hateful, because we understand that once you say, I don’t want to hear that point of view, you can’t say that, you begin to stifle all kinds of points of view. you begin to create a mindset.  Freedom is a very delicate thing, it’s a very delicate thing between limiting people’s intellectual growth, or not.  And that’s why we have to be vigourous and extremely proud.  This flag means the constitution of the United States.  We as Americans should be very very proud of that and we should do everything we can to fight THOSE people who for political reasons are trying to limit basic freedoms in America.  ~  Bernie Sanders

Edward Bernays taught the corporations how to market their products to you by pushing your buttons.  The thought police are growing stronger and we must resist.

O’Brien: Power is tearing human minds apart and putting them back together in new shapes of your own choosing.

“That which the system holds most dear is its greatest weakness.” ~ Ethos

Here’s what YOU can DO:

  • Stop believing the propaganda of corporations.
  • Think critically about EVERYTHING you read and view.
  • Determine your own truth and trust your intuition, your “gut” reaction.
  • STOP CONSUMING!  They need us!  We don’t NEED them.  This is their weakness!
  • Listen to expert professionals, not corporations.
  • Speak up against corporate control over a profession that is complex and leave this work to the professionals who are educators.
  • Demand the education policies in place that require high stakes testing be stopped immediately.
  • Demand a moratorium on all testing that is NOT teacher created, that is not diagnostic in nature to benefit authentic learning through prescriptions created by expert teachers.
  • Write letters to your school board, letters to the editor, op-eds, your superintendents, your congressmen, your state department of education, the federal department of education, the president of the United States.
  • Blog, read, share your information via email, Facebook, and Twitter expansively.  Tell your neighbors.  Tell your friends.  Speak out!
  • Protest:  The Gates Foundation, Microsoft, Pearson, Wal-Mart, The Koch Brothers, the Broad Foundation, all private and so called “public” charter schools, the Departments of Education at state and federal levels.
  • Occupy your classroom and teach the arts – teach social justice, history, and the civics including the importance for the freedom of dissent – teach through as much real reform as you can get by with and keep fighting for more!
  • March, protest, strike – your freedom and the freedom of your children is at stake.
Advertisements

Happy Mother’s Day Melinda Gates, Mommie Dearest

Joan Crawford: Did you scrub the bathroom floor today? DID YOU?
Christina Crawford: Yes, Mommie.
Joan Crawford: Yes, Mommie what?
Christina Crawford: Yes, Mommie Dearest.
Joan Crawford: When I told you to call me that, I wanted you to mean it. ~  IMDb Mommie Dearest 

In honor of Mother’s Day, please join me in wishing Melinda Gates, Mommie Dearest a Happy Mother’s Day.


Melinda’s Family: Husband: Bill Gates, married 18 years; Kids: Jennifer, 16, Rory, 13, Phoebe, 10

(photo: Parent DishAmazing Mom, Melinda Gates, May 9th, 2010.)

Mommie Dearest, you SAY that “All lives have equal value.”  

We’re a bit confused because we’re not seeing your actions match your words…

We don’t understand why you’re not advocating and using your  influence to make sure our children get the same opportunities yours do…

Lakeside School – Seattle, WA

“The lawn is meticulously manicured, as if the groundskeeper’s tools include a cuticle scissors. Classic brick buildings, a bell tolling the hour and concrete lion statues almost convince me that I’m at an East Coast college. But this is Lakeside School in Northeast Seattle.” ~ Linda Thomas,  Private vs Public Education

Melinda and Bill send their children to Lakeside Prep School, Bill’s alma mater.  Lakeside sounds like the perfect place to send ALL children, as it is touted as one of the “Best Schools in Seattle“.

Lakeside School

  • “In addition to being well known as Microsoft founder Bill Gates’ alma mater, Lakeside School is also known in the area for its rigorous academic standards, resulting in 100 percent of it graduates in 2005 going onto a four-year college, as well as a consistent 40 to 50 percent of its seniors being recognized as National Merit Scholars. The required curriculum includes four years of English, three years of history, math and a foreign language, two and a half years of science, and two years of art and physical education. In addition to the required curriculum, students must also complete 80 hours of community service. Students are free to choose from a range of selective academic courses and with average class sizes limited to 16, students get plenty of individual attention.”

    Lakeside School
    14050 First Avenue N.E.
    Seattle, WA 98125
    206-368-3600
    lakesideschool.org

Read more: The Best Schools in the Seattle, Washington Area | eHow.comhttp://www.ehow.com/list_6157180_schools-seattle_-washington-area.html#ixzz1ulqxWMQ6

Let’s hear from Lakeside Prep School itself, about what it offers to the Gates children:

“Lakeside’s mission is to develop in intellectually capable young people the creative minds, healthy bodies, and ethical spirits that will contribute wisdom, compassion, and leadership to our global society. This informs everything we do and we nurture in our students a love of learning, a caring for others, and an understanding of the importance of living a life of integrity.

 

Our students are scholars; athletes; artists; musicians; community service volunteers; fundraisers; and much, much more. They are curious, active and engaged. They have an appreciation for excellence in whatever they do and a commitment to take part in their own learning. Ninety percent of them play at least one season of a varsity sport and just as many participate in our arts programs long after fulfilling their arts requirement!

 

The faculty and staff at Lakeside are dynamic and talented educators who are passionate about their work. When I meet with Lakeside students throughout the year, I always ask what they think the best part of a Lakeside School education is and they always reply, “My teachers, my coaches, and my friends.”

 

Working in small, collaborative classes, our teachers help students learn how to think, write, and speak thoughtfully about topics that range from organic chemistry to African literature in the Diaspora. We believe that academic excellence and diversity go hand in hand in the 21st century. Students here find peers from every background and every walk of life in every classroom. We recognize and celebrate the unique talents that each brings and we want the widest possible range of perspectives represented in every discussion.

 

I encourage you to learn more about this wonderful place. And, if you’re not already, I hope one day to see you as a part of the Lakeside School community!”

What about the academics at Lakeside?

“Lakeside’s 5th- to 12th-grade student-centered academic program focuses on the relationships between talented students and capable and caring teachers. We develop and nurture students’ passions and abilities and ensure every student feels known. 

The cultural and economic diversity of our community, the teaching styles, and the approaches to learning are all essential to Lakeside academics. We believe that in today’s global world, our students need to know more than one culture, one history, and one language. 

Each student’s curiosities and capabilities lead them to unique academic challenges that are sustained through a culture of support and encouragement. All students will find opportunities to discover and develop a passion; to hone the skills of writing, thinking, and speaking; and to interact with the world both on and off campus. Lakeside trusts that each student has effective ideas about how to maximize his or her own education, and that they will positively contribute to our vibrant learning community.”  ~ Lakeside School Academic Overview

What mother wouldn’t love to offer her children the educational experience provided by Lakeside Prep?

So, I have some special Mother’s Day questions for Melinda, dearest.

Melinda’s opened herself up to this conversation by heading the very public foundation, The Bill and Melinda Gates Foundation, that meddles in our children’s lives.

Melinda, dearest invites us into this conversation by exerting her monetary influence over PBS News Hour’s program “Ask Melinda Gates Your Question About Education Reform“.

PBS News Hour introduced Melinda and admits their Gates Foundation funds their programming.  Could that be why they didn’t post my questions to Melinda through the screening moderator, I wonder?

“Since 1994, the foundation has spent over $6 billion in the United States, looking at data-proven ways to improve student achievement and often jumping into controversial policy debates such as smaller schools in New York City, charter schools, high-stakes testing and teacher evaluation systems around the country.

While the amount of money spent on education that comes from private foundations is small compared to what comes from local taxes, state and federal governments, the foundation’s research and advocacy has become integral to the passionate debates about the future of the American education system.

Next week, Melinda Gates will sit down with PBS NewsHour Correspondent Hari Sreenivasan to talk about the Gates Foundation’s work in the field of education and we’d like to hear your suggestions.

Do you have a question for Melinda Gates about the projects they’ve funded, lessons learned, their priorities and where they plan to focus their funding in the future? Send us your questions in the comments below or tweet them to@newshouramgrad.

For the record, The Bill & Melinda Gates Foundation is an underwriter of the NewsHour and the American Graduate project.”

Since PBS News Hour wouldn’t publish my questions for Melinda, I’ll ask them here:

Melinda – as the richest MOTHER in the world, you wield an enormous amount of power and influence.   Today I have some questions about your commitment to the very public motto of  your Bill and Melinda Gates Foundation.  The Gates Foundation motto is:

All Lives Have Equal Value

Melinda, dearest:

If all lives have equal value, then why does the Bill and Melinda Gates Foundation fund Charter Schools that segregate children by race, selecting OUT and CULLING the nation’s children of color?

If all lives have equal value, then why does the Bill and Melinda Gates Foundation tout itself as working for Civil Rights, but does not discuss the ugly racist roots of the history of the Charter Schools it funds and promotes?

If all lives have equal value, then why does the Bill and Melinda Gates Foundation fund Charter Schools that segregate children by socio-economic class, selecting OUT  and CULLING the children who are the nation’s poorest?

If all lives have equal value, then why does the Bill and Melinda Gates Foundation fund Charter Schools that segregate children by ability, selecting OUT and CULLING the children with special needs?

If all lives have equal value, then why do Bill and Melinda Gates send their children to Lakeside School where their own children do not need to be subjected to the same rigorous high stakes testing that the Bill and Melinda Gates Foundation, with their “authoritarian standards” foist on our public school children? (See “print screen” when I searched Lakeside School for “high stakes testing”…)

If all lives have equal value, then why do Bill and Melinda Gates send their children to Lakeside School where their teachers are not subjected to published test rankings that the Gates and  Rupert Murdoch use to humiliate, measure, sort, and CULL public school teachers with through their Shared Learning Collaborative, LLC?

If all lives have equal value, then why do  Bill and Melinda Gates send their children to Lakeside School where they are offered “Global Programs” that send them on trips around the world, while public school children, due to budget cuts, are relegated to schools that more often than not can’t even begin to fund a field trip to the local zoo?

OUR ROLE IN THE WORLD BEYOND OUR DOORS

“Lakeside’s Global Programs introduce our students to the world beyond their doors, fostering cultural awareness and responsible global citizenry. 

Global Service Learning (GSL) is Lakeside’s leading-edge program designed to help students prepare for the challenges of the 21st century. It equips them with the tools they need to meet a more interconnected world, nurturing the values of mutual respect, cross-cultural understanding, equity, and justice. 

The Lakeside Intercultural Program (LIP) has been bringing students to countries across the globe for over 20 years. LIP  often ties travel directly to classroom work and the trips are led by Lakeside teachers. All travel immerses students in life changing experiences that broaden and enhance their vision of the world. 

Students can study abroad during their junior year of high school through School Year Abroad (SYA). If they apply in the winter of their sophomore year, they can spend their junior year in Spain, France, Italy, China, Japan or Vietnam.

Lakeside is currently developing a Peru Semester program in a rural Andean village located in the Sacred Valley near Cusco and Machu Picchu. Students, in their junior year, will engage in academic, cultural, and service learning experiences while living with home stay families. The program includes significant educational field trips which provide students with opportunities to study other parts of Peru. This program is projected to start in Fall 2013.” – Lakeside School Global Programs

If all lives have equal value, then why do  Bill and Melinda Gates send their children to Lakeside School where they don’t need to comply with the almighty mandates of Common Core State Standards that Gates partnered on with Pearson Publishing, promoting them for ALL of America’s public school children?  One link when searched at Lakeside Melinda, really?

If all lives have equal value, then why do  Bill and Melinda Gates send their children to Lakeside School where they are offered extensive programming in ALL of the arts (arts performances 30 +), while the Bill and Melinda Gates Foundation advocates for a narrowed curriculum for our children, based on their promotion of standardized testing and Common Core curriculum?

If all lives have equal value, then shouldn’t public schools with the highest rates of poverty have equal access to the arts, equal to the programs offered at Lakeside School, Melinda?

In a report on Arts Education in Public Elementary and Secondary Schools, 1999-2000, findings were reported by the National Center for Education Statistics:

“Percentage minority enrollment and poverty concentration. Although the percentages of elementary schools offering instruction in music and visual arts did not vary by minority enrollment or poverty concentration in 1999, elementary schools did vary by percentages of minority enrollment and poverty concentration with respect to several features of their arts education programs. Schools with the lowest minority enrollment (5 percent or less) were more likely than those with the highest minority enrollment (more than 50 percent) to have a dedicated room with special equipment for music instruction (71 percent versus 53 percent) and a district curriculum guide for music (87 percent versus 71 percent). Schools with the lowest poverty concentration (less than 35 percent eligible for free or reduced-price lunch) were more likely than those with the highest poverty concentration (75 percent or more) to have a dedicated room with special equipment for music instruction (70 percent versus 51 percent) and visual arts instruction (65 percent versus 42 percent); a district curriculum guide for music (88 percent versus 73 percent) and visual arts (84 percent versus 70 percent); and input from arts specialists on staff hiring (43 percent versus 21 percent), the curriculum (75 percent versus 50 percent), and the allocation of arts funds (62 percent versus 40 percent).

There was not a great deal of variation at the secondary level by percentage minority enrollment and poverty concentration. Secondary schools with the lowest minority enrollment were more likely than schools with the highest minority enrollment to receive outside funding for their music programs (56 percent versus 33 percent) and to have two or more full-time teachers who taught courses in visual arts (54 percent versus 23 percent). Schools with the lowest poverty concentration were more likely than those with the highest poverty concentration to receive outside funding for their music programs (54 percent versus 23 percent), and to have a dedicated space with special equipment for visual arts. There was no variation by either minority enrollment or poverty concentration with respect to the availability of music and visual arts instruction.

If all lives have equal value, Melinda dearest, then why does the Lakeside School have hydrotherapy spa units for their sports program students, yet public school sports programs face huge budget cuts due to increased costs incurred  to cover implementation of your Common Core State Standards and high stakes testing?

Lakeside School Seattle - Athletics Training Hydrotherapy

If all lives have equal value, then why do  Bill and Melinda Gates, who say that “class size doesn’t matter” , send their own children to Lakeside School where the average public school class size is 16 students?


slide 1

Anthony Cody, a veteran retired Oakland master teacher wrote to your dear husband, Bill earlier on the subject of class size:

“And if you are in a high poverty school, the chances are pretty much 100% that in every class you will have students who are currently experiencing traumatic events in their lives. I am talking about domestic and neighborhood violence, homelessness, eviction, parents incarcerated. As this report indicates, as many as a third of students in our tough neighborhoods suffer from post-traumatic stress disorder. These problems all seep into the classroom, sometimes overtly, and sometimes through acting out behaviors. And larger class sizes make these behaviors even more difficult to handle.

This is not just my opinion. There is a large body of research that supports a strong link between class size and student achievement. And I would be very surprised if the private schools your children attend have large class sizes. On average, private schools attended by the children of the wealthy have class sizes roughly half those in neighboring public schools.”  ~  Anthony Cody, via Valerie Strauss, “Why Bill Gates Gets it Wrong on Class Size” (2011)

If all lives have equal value, then why is it that your three children deserve an education valued at $26,200 in tuition each per year, while public school children “deserve” only an average yearly allotment of $10, 591 per student.

Which half of my child deserves an education, Melinda Mommie dearest?

It’s very clear to us what are the standards you have for your children and their education.  

It’s also very clear to us that you really don’t believe that ALL LIVES HAVE EQUAL VALUE… If you did, you’d be working to give “ALL” children a “Lakeside School” experience.

Meanwhile, your investments into the Lakeside School experience could go a long ways in our schools of poverty.  I guess, “money matters”.

Instead, you’re foisting your investments in Common Core and a 20 fold increase in testing on our public schools, per Stephen Krashen —all used  to measure, sort and cull our children — which proves your ACTIONS speak louder than your words, Melinda, dearest.

I would say your declaration that ALL LIVES HAVE EQUAL VALUE is pure propaganda.

Please Melinda, dearest, prove me wrong – make your ACTIONS match your WORDS…




Good Night and Good Luck: Is Being a Public School Teacher REALLY Un-American, Mr. Gates?

“We will not walk in fear, one of another.”  ~ Edward R. Murrow

“The American education system has never been better, several important measures show. But you’d never know that from reading overheated media reports about “failing” schools and enthusiastic pieces on unproven “reform” efforts.” ~  Paul Farhi, “Flunking the Test”

Mainstream Media Mogul CBS Slams Newark Teacher Unions 

“Good Night and Good Luck”, as a movie, is a study of Edward R. Murrow’s role as a main stream media journalist who confronted a witch hunt brought on by Senator Joe McCarthy, otherwise known as the mass hysteria of McCarthyism.  Edward R. Murrow becomes the protagonist in this story, exposing McCarthyism for the propaganda it spread across America.

My last post “The Cruicible – NYC and the Department of Education’s Mass Hysteria” introduced the topic of the nation’s latest attack on America’s public school teachers.  Bill Gates tries his best to cover his tracks, but his MET Project and his partnership with Rupert Murdoch in their Shared Learning Collaborative, LLC  – their data system that was designed exactly for this Teacher Witch Hunt –  speak the real truth of his involvement.


The mass hysteria created by Bill Gates and Rupert Murdoch surrounds public education in a similar way, but there’s something far different today.

Today’s main stream media journalists are bought and paid for by the oligarchy – they  don’t have the courage or integrity to stop this witch-hunting mass hysteria.

Take Fareed Zakaria of CNN in his special “Restoring the American Dream: Fixing Education, for example. Paul Farhi writes in his “Flunking the Test” for American Journalist Review:

“Fareed Zakaria is worried about the state of American education. To hear the CNN host and commentator tell it, the nation’s schools are broken and must be “fixed” to “restore the American dream.” In fact, that was the title of Zakaria’s primetime special in January, “Restoring the American Dream: Fixing Education.”  Zakaria spent an hour thumbing through a catalog of perceived educational woes: high dropout rates, mediocre scores by American students on international tests, inadequate time spent in classrooms, unmotivated teachers and their obstructionist labor unions. “Part of the reason we’re in this crisis is that we have slacked off and allowed our education system to get rigid and sclerotic,” he declared.

This is odd. By many important measures – high school completion rates, college graduation, overall performance on standardized tests – America’s educational attainment has never been higher. Moreover, when it comes to education, sweeping generalizations (“rigid and sclerotic”) are more dangerous than usual.” 

Farhi continues, telling us how Zakaria as a main stream media journalist, adds to the mass hysteria of blaming teachers and their unions for problems that don’t really exist. [my emphasis added]….

“Zakaria’s take, however, may be a perfect distillation of much of what’s wrong with mainstream media coverage of education. The prevailing narrative – and let’s be wary of our own sweeping generalizations here – is that the nation’s educational system is in crisis, that schools are “failing,” that teachers aren’t up to the job and that America’s economic competitiveness is threatened as a result.” 

The 50’s appeared to all who lived through the newly introduced media called Television, to be a simple time.  “Leave It To Beaver” and “Father Knows Best” showed us a world with very few problems, a simpler, innocent time.

But underneath that innocence, a Witch Hunt, the Un-American Activities Committee, McCarthyism,  and a mass hysteria to justify it, had been brewing, starting back in 1938.  People were looking for an answer to the Great Depression.

Then too, unions were demonized as the root of the problem.  

Union members were labeled as “Red”.  Union activities as a “Red Plot”.  Belonging to a union became known as “subversive” and “anti-American”.  All over the country…the friendly witnesses provide the names…the committee gives them to the press and the newspaper headlines tell the public….

In 1947, America was unprepared for what happened in congress when Senator Joe McCarthy began targeting individuals he deemed dangerous to the country.  America watched as one by one, these innocent people were hunted down.   The media was enlisted to help foster the mass hysteria with films, which would run as previews before the feature in movie theaters.   One such troublesome preview was this one:  

“How do you spot a communist?” 

Is America prepared for the devastation that will be the result of Bill Gates’ and Rupert Murdoch’s Teacher Witch Hunts?

The current teacher witch hunts  began in Los Angeles, California, spread to New York City, and are working their way to Chicago.  The mainstream media picks up stories from the outliers, like the New York Post, and then TV coverage brings it home in that VISUALLY EMOTIVE way that the newspapers can’t, just like it did in the 50’s.  Here are some examples via visual main stream media:

In Los Angeles last year, this public shaming proved to be too much to bear for 39 year old teacher, Rigoberto Ruelas, Jr who took his life after his low ranking scores, based on a flawed algorithm, were published for all to see.  Watch this video and read the story, as reported by 7 Live in LA.

“39-year-old Rigoberto Ruelas Jr. taught fifth-graders at Miramonte Elementary School. His body was found Sunday at the foot of a bridge in a remote forest area. An investigation is underway, but authorities believed he made a fatal leap on his own accord.

There’s no official motive in the case, but it’s been reported that he had been upset ever since the LA Times published his district ranking as a “less effective” teacher in its public database of “value-added” ratings.”

Now we have teachers being tried, judged, sentenced, and executed in the court of the Fourth Estate.

When did teaching and due process become “un-American”?  The union bashing of today carries with it a familiar tone, that does not go unnoticed, as seen on Twitter where GatorbonBC question by Diane Ravitch in her blogpost, Why Are Teachers So Upset, on Bridging Differences:

“Teachers in K-12 schools do not have a lifetime guarantee; what they have is a guarantee of due process if someone wants to fire them. The right to a hearing, the right to be presented with evidence against them. When did that become un-American? ~  Diane Ravitch, March 13, 2012 [my emphasis added]

GatorbonBC echoes Diane Ravitch’s recent blog post by saying “Nothing Un-American about Due Process!!”

RT @DianeRavitch http://blogs.edweek.org/edweek/Bridging-Differences/2012/03/why_are_teachers_so_upset.html AMEN! Nothing UnAmerican about Due Process !! Ravitch tells it like it is ! Thank You from teachers !

All this union bashing has created a mass climate of fear in teachers.  Many union activists wonder why teachers are so passive.  I believe this comes from years of oppression and the demonization of teachers fostered by the oligarchy.  Fear in teachers seems to have paralyzed unions, keeping them weak in their actions against their enemies.  Teacher Witch Hunts have created a new breed of…
Teacher Inactivists:
Are there other contemporary examples of branding unions and teachers as “un-American”?  What have been some of the other attacks on unions?  Has Bill Gates been involved in any of these attacks?
On 2-11-11, Governor Scott Walker threatened to call out the National Guard to bust unions in Wisconsin.

“Wisconsin Gov. Scott Walker (R) said Friday that he was willing to mobilize the state’s National Guard force in order to address the potential repercussions of his stated proposal to eliminate collective bargaining rights for state employees….

There are roughly 175,000 public sector employees – including state and local government workers and teachers – who are union represented in Wisconsin, according to data maintained by Georgia State University professor Barry Hirsch and Trinity University professor David Macpherson. Of those, roughly 39,000 are state employees and more than 106,000 are teachers.” ~   Huffington Post

And in Michigan, Governor Rick Snyder and the legislature tried to take an ax to collective bargaining too.

 “While the nation has been focused on the contretemps in Wisconsin, the Badger State’s neighboring Wolverines have taken a more novel approach in the effort to defang its public employee unions.

A bill that is expected to pass the Michigan Senate today will give the state’s treasurer the ability to appoint emergency financial managers with broad powers to take over the operation of cities and school boards facing a financial crisis.

Not only can an emergency manager wipe out collective bargaining agreements, he or she can literally push aside duly elected city officials and prevent them from doing the job they were elected to do.” ~ Rick UngarUnion Busting: Michigan Style, Forbes March 9, 2011: 

 Bill Gates addressed the The National Alliance for Public Charter Schools in June 2010.
Not only did Bill Gates speak at the Chicago meeting (the speech below was delivered on June 29, 2010) but Bill Gates set the tone for the teacher bashing, union busting and privatization agenda with his main speech there.  ~  John Kugler, Substance News 2010
On ABC in March 2011, Gates compared teachers to Enron in this ABC piece,Bill Gates Criticized Long Held Norms in America’s Education System” here.
Has the press done its job in reporting the truth?  Or has it just become the creature of Bill Gates, Rupert Murdoch, Mayor Bloomberg, Arne Duncan, and the other Corporate EdDeFormers?
In her blog, linked above, Diane writes:
“But they are also feeling the chill wind stirred up by Arne Duncan’s Race to the Top, which demands that teachers must be evaluated in some degree by the test scores of their students. In many states, those evaluations are as much as 50 percent, and that 50 percent trumps the other 50 percent. Teachers know, almost instinctively, that this is misguided, and Linda Darling-Hammond’s recent Commentary in Education Week shows that this is a flawed idea with no support in research. The debacle in New York City, where teachers were ranked according to their value-added rating, showed what a misleading and pernicious tool this is, and how many teachers will be wrongly labeled and publicly humiliated.” ~  Diane Ravitch
Going back to American Journalism Review, “Flunking the Test”, Paul Farhi writes:
“What or who was responsible for the poorest performing schools? Quite often, news media accounts have pointed the finger at a single culprit – teachers. In late 2008, Time magazine featured the District of Columbia’s then-School Chancellor Michelle Rhee on its cover wielding a broom to symbolize her desire to sweep out underperforming instructors. The magazine endorsed her approach not just as prudent but as scientific: “The biggest problem with U.S. public schools is ineffective teaching,” wrote reporter Amanda Ripley, citing “decades of research.” This view – a favorite of wealthy education “reformers” such as Bill Gates and real estate developer Eli Broad – was also a theme in the critically adored documentary “Waiting for ‘Superman,” which featured Rhee.”

Michelle Rhee and her StudentsFirst.org ran a “Six Word Essay Contest” 
for teachers to win a free iPad.
The winning essay was
“I’ll remember her fifty years later.”, 
by Cullen, from Indiana.  
I’ll bet the students whose mouths were taped shut certainly will…remember Rhee 50 years later!
Score one for the truth tellers of journalism, as The New York Times did actually report on a small fraction of the truth about Michelle Rhee.  Rhee was a Teach for America teacher and later became Chancellor of DC schools. Rhee is currently under federal investigation for her role in the DC cheating scandal.  But why doesn’t the mainstream media cover the WHOLE truth about Rhee, who admittedly taped her students mouths shut to keep them quiet?
  • Why would DC hire her as Chancellor knowing she taped students mouths shut to keep them quiet?
  • Who was involved in getting her hired?
  • Why did it take so long for Rhee’s “conspiracy of silence” in DC to break?
  • Why would Arne Duncan share the stage with someone he is investigating?
  •  How does Rhee survive all this scandal?
  • Why are her opinions still accepted as “expert” and used in mainstream media education ‘reform’ programming?
Oakland teacher Adam Bessie writes for Truthout:
“What’s wrong with the school system, according to corporate reformers, is the bad teachers, their unions and “special interests,” as Rhee claims practically unchallenged in her Newsweek cover story and across the corporate media, including in “Waiting for Superman,” which earned ample air time on Oprah’s “Shocking State of Our Schools.” The corporate media has adopted this diagnosis, as is best illustrated in Tom Brokaw’s segment in “Education Nation,” an NBC special applauding the corporate reformers featuring Rhee and Gates (Gates also appeared in “Waiting for Superman”). The Bill and Melinda Gates Foundation was also one of the sponsors of Education Nation, and Gates was a star of his own show. Not surprisingly, Brokaw – a reporter, not a pundit – claims, as fact, that there is a “teacher establishment,” which is part of the problem, echoing Rhee and other corporate reformers sponsoring the event.” ~  Adam Bessie, “Let’s Not ‘Reform’ Public Education, Truthout [2010]
Just how deeply are these Corporate EdDeFormers involved in the mainstream media?  Are the nations’ teachers doomed to be the victims of this 21st Century version of  McCarthyism?

“During its first “Education Nation” summit in 2010, for example, “NBC Nightly News” aired a profile of a Gates Foundation initiative, “Measures of Effective Teaching,” which seeks to create a database of effective teaching methods. The reporter was former NBC anchorman Tom Brokaw. During the second summit last fall, Brokaw showed up on “Today” with Melinda Gates to discuss the same Gates initiative. Turning from reporter to advocate, Brokaw told host Natalie Morales, “So what Bill and Melinda have done, and it’s a great credit to them, and it’s a great gift to this country, is that they have taken the kind of episodic values that we know about teaching and they’ve put them together in a way that everyone can learn from them. So that’s a big, big step.”

Brokaw also put his gravitas behind Gates and other billionaire education reformers in a syndicated column that appeared in newspapers during the NBC summit in 2011, writing that “Entrepreneurs and captains of industry such as Bill Gates and Warren Buffett, home building tycoon Eli Broad, hedge fund billionaires in New York’s Robin Hood Foundation, have put education reform and excellence at the top of their personal and financial agenda.” Brokaw didn’t mention the objections to these “reforms” from teachers, nor ask why billionaires should be accorded expert status on education policy in the first place.

(An NBC spokeswoman declined to make Brokaw and Ellis available for comment, saying that the story sounded “negative.”)

NBC News does more than just report on the “reform” movement; it’s also in business with those who are promoting it. Among the corporate sponsors of its “Education Nation” summits are the for-profit education company University of Phoenix, the book publisher Scholastic Inc. and…the Bill & Melinda Gates Foundation. Remember that Aspen Institute study showing broad public awareness of NBC’s “Education Nation” efforts?  It was funded by the Gates Foundation.

Capus says such a relationship doesn’t pose a conflict of interest for the network’s journalists because an editorial “firewall” prohibits sponsors from influencing coverage. Nevertheless, representatives of each of these sponsors, including Melinda Gates and Scholastic Senior Vice President Francie Alexander, have appeared repeatedly on “Today” and “NBC Nightly News” to discuss various education proposals and ideas (their financial connection to NBC News has never been disclosed on the air, according to a Nexis search). Meghan Pianta, an NBC spokeswoman, defended using the billionaire couple as a news source because of their “prominence and importance in the education debate.” ~  Paul Farhi, “Flunking the Test”, American Journalism Review [2012] [emphasis added]

As Diane Ravitch says: 

There is a word for this kind of anti-democratic collaboration between business and government, but we haven’t used it much since the 1940s: fascism.” – Diane Ravitch
Do journalists owe us the truth?  The Society of Professional Journalists appears to think so, with its members taking  this voluntary oath:

Seek Truth and Report It”


Journalists should be honest, fair and courageous in gathering, reporting and interpreting information.

Journalists should:

— Test the accuracy of information from all sources and exercise care to avoid inadvertent error. Deliberate distortion is never permissible.
— Diligently seek out subjects of news stories to give them the opportunity to respond to allegations of wrongdoing.
— Identify sources whenever feasible. The public is entitled to as much information as possible on sources’ reliability.
— Always question sources’ motives before promising anonymity. Clarify conditions attached to any promise made in exchange for information. Keep promises.
— Make certain that headlines, news teases and promotional material, photos, video, audio, graphics, sound bites and quotations do not misrepresent. They should not oversimplify or highlight incidents out of context.
— Never distort the content of news photos or video. Image enhancement for technical clarity is always permissible. Label montages and photo illustrations.
— Avoid misleading re-enactments or staged news events. If re-enactment is necessary to tell a story, label it.
— Avoid undercover or other surreptitious methods of gathering information except when traditional open methods will not yield information vital to the public. Use of such methods should be explained as part of the story
— Never plagiarize.
— Tell the story of the diversity and magnitude of the human experience boldly, even when it is unpopular to do so.
— Examine their own cultural values and avoid imposing those values on others.
— Avoid stereotyping by race, gender, age, religion, ethnicity, geography, sexual orientation, disability, physical appearance or social status.
— Support the open exchange of views, even views they find repugnant.
— Give voice to the voiceless; official and unofficial sources of information can be equally valid.
— Distinguish between advocacy and news reporting. Analysis and commentary should be labeled and not misrepresent fact or context.
— Distinguish news from advertising and shun hybrids that blur the lines between the two.
— Recognize a special obligation to ensure that the public’s business is conducted in the open and that government records are open to inspection.

In the 50’s Edward R. Murrow and his crew took a risk.  Although Murrow was on CBS’s payroll, he did not have CBS’s blessings when he exposed McCarthy. 

 

Here is a synopsis of how Murrow and “Murrow’s Boys” took down Senator Joe McCarthy, despite the disapproval of his network, CBS.

“Murrow’s love of common America led him to seek out stories of ordinary people. He presented their stories in such a way that they often became powerful commentaries on political or social issues. See It Nowconsistently broke new ground in the burgeoning field of television journalism. In 1953, Murrow made the decision to investigate the case of Milo Radulovich. Radulovich had been discharged from the Air Force on the grounds that his mother and sister were communist sympathizers. The program outlined the elements of the case, casting doubt on the Air Force’s decision, and within a short while, Milo Radulovich had been reinstated. This one edition of See It Now marked a change in the face of American journalism and a new age in American politics.

Soon after the Milo Radulovich program aired, it was learned that Senator Joseph McCarthy was preparing an attack on Murrow. As it happened, Murrow himself had been collecting material about McCarthy and his Senate Investigating Committee for several years, and he began assembling the program. Broadcast on March 9, 1954, the program, composed almost entirely of McCarthy’s own words and pictures, was a damning portrait of a fanatic. McCarthy demanded a chance to respond, but his rebuttal, in which he referred to Murrow as “the leader of the jackal pack,” only sealed his fate. The combination of the program’s timing and its persuasive power broke the Senator’s hold over the nation. The entire fiasco, however, caused a rift with CBS, and they decided to discontinue See It Now.

By 1961 tensions had become irreparable between Murrow and CBS and he accepted an appointment from President Kennedy as the head of the United States Information Agency.”  ~  PBS, American Masters – Edward R. Murrow, This Reporter

I would love to challenge one of today’s corporate mainstream media’s “journalists” to be as courageous.

Unfortunately, it seems most of our mainstream journalists are bought and paid for, and will tell us ONLY what their corporate owners want us to see, hear, and feel.

Research confirms that poverty is the real issue behind any academic achievement gap existing in the US and elsewhere. Instead of highlighting this fact,  the mainstream media sweeps it under the rug and focuses instead on the constant demonizations of teachers and their unions.

Yet NBC and “Education Nation” have rarely looked closely at the effect of poverty and class, the single greatest variable in educational achievement.  Academic research has shown for many years that poor children, or those born to parents who are poorly educated themselves, don’t do as well in school as better-off students.  More recent work by, among others, Sean F. Reardon of Stanford University, suggests that the achievement gap between rich and poor children has grown wider since the 1960s, reflecting in part the nation’s growing economic disparity.  The problem is vast – some 22 percent of American children live in poverty, the highest among Western democracies.” ~ Paul Farhi [emphasis added]

Remember, Bill and Melinda Gates’  message via their Gates Foundation tagline?  It’s clear their proposition that “All Lives Have Equal Value” is pure propaganda, as Teri Yamada points out when she writes about their partners, Pearson Publishing in “Blood Money:  Pearson’s Profit”.

“Meanwhile, nearly 15 million children in the United States live below the federal poverty level; one-third of all Hispanic children now live in poverty here.  Shouldn’t the cultural focus of the Gates Foundation and friends be a war against poverty instead of a war against teachers and public education?”   ~  Teri YamadaBlood Money:  Pearson’s Profit  ~ , October 2011 [emphasis added]

How is Bill Gates able to control the message delivered by the “mainstream media” in his attempt to destroy public education? 

Ventures in Media

“On October 7 and 8, 2010, the Columbia Journalism Review ran a two-part investigation by Robert Fortner into “the implications of the Bill and Melinda Gates Foundation’s increasingly large and complex web of media partnerships.” The report focused on the foundation’s grants to the PBS Newshour, ABC News, and the British newspaper the Guardian for reporting on global health. Of course, all three grantees claim to have “complete editorial independence,” but the ubiquity of Gates funding makes the claim disingenuous. As Fortner observes, “It is the largest charitable foundation in the world, and its influence in the media is growing so vast there is reason to worry about the media’s ability to do its job.” The Chronicle of Philanthropy, too, questioned the foundation’s bankrolling of for-profit news organizations and its “growing involvement with journalism” (October 11, 2010). Neither publication mentioned that Gates is also developing partnerships with news and entertainment media to promote its education agenda…

In 2009 the Gates Foundation and Viacom (the world’s fourth largest media conglomerate, which includes MTV Networks, BET Networks, Paramount Pictures, Nickelodeon, Comedy Central, and hundreds of other media properties) made a groundbreaking deal for entertainment programming. For the first time, a foundation wouldn’t merely advise or prod a media company about an issue; Gates would be directly involved in writing and producing programs. As a vehicle for their partnership, the foundation and Viacom (with some additional funds from the AT&T Foundation) set up a tax-exempt 501(c)(3) organization called the Get Schooled Foundation. The interpenetration of foundations and the spawning of new ones is endless. In July 2010, Get Schooled hired Marie Groark, then senior education program officer at Gates, as its executive director. Among its initiatives, Get Schooled lists Waiting for Superman, which is produced by Paramount Pictures, a subsidiary of Viacom. This is how the New York Times (April 2, 2009) described the Gates-Viacom deal:

  • Now the Gates Foundation is set to expand its involvement and spend more money on influencing popular culture through a deal with Viacom….It could be called “message placement”: the social or philanthropic corollary to product placement deals in which marketers pay to feature products in shows and movies. Instead of selling Coca-Cola or G.M. cars, they promote education and healthy living…. Their goal is to weave education-theme story lines into existing shows or to create new shows centered on education.” 

Joanne Barkan, “Got Dough?  How Billionaires Rule Our Schools”, Dissent Magazine

Joanne Barkan is a REAL journalist, as was Edward R. Murrow.  Will anyone in the mainstream media BECOME a real journalist?  How will the Teacher Witch Hunts end?  Is it up to teachers to gather together to create enough attention to attract the mainstream media?  I still have hopes we could create enough attention to gather them to us and break the story wide open.  I have hope we will be able to do just that, before it’s too late for children.

“Senator McCarthy died yesterday in Washington,” wrote the English newspaper News Chronicle in May 1957.

“America was the cleaner by his fall, and is cleaner by his death.”  

To those who say people wouldn’t look; they wouldn’t be interested; they’re too complacent, indifferent and insulated, I can only reply: There is, in one reporter’s opinion, considerable evidence against that contention. But even if they are right, what have they got to lose? Because if they are right, and this instrument is good for nothing but to entertain, amuse and insulate, then the tube is flickering now and we will soon see that the whole struggle is lost. This instrument can teach, it can illuminate; yes, and it can even inspire. But it can do so only to the extent that humans are determined to use it to those ends. Otherwise it is merely wires and lights in a box. Good night, and good luck.”  ~ Edward R. Murrow



GATEECA – Part 3

Human Farming

Racism to the Top – Human Farming in Rahm Emanuel’s Mayoral controlled Chicago:

    The Ed Show – Education for the Fittest

The rest were dispensable, born to be a burden to the rest.


Question:  Is all this focus on measurement relevant or does it only serve the interests of the oligarch to sort and dispose of those they DEEM unfit?  

Answer:  Measurement is really NOT scientific. 

“Eugenicists had a passion for measurement. This undoubtedly reflected their claim that eugenics was a science. This included both physical and intellectual measurements.  The actual measurements were a fairly simple matter. The first system for human physical measurements (anthropometry) was developed by the French criminologist Alphonse Bertillon. Eugenicist Francis Galton adopted Bertillon’s system. His work with his student assistant Karl Pearson provide the basis for modern anthropometric statistics. Physical measurements by themselves are data of some actual scientific and societal utility. The use eugenicists made of the data compiled, however, was not scientific. American eugenicists had already formed their conclusions before even beginning to collect their data which as any 7th grade general science call tell you in the antithesis of real science. Eugenicists wanted to use anthropometry to support their belief that the white race was superior. 

Many of these studies were conducted in public schools, prisons, and state mental hospitals where study populations could be readily studied. Draftees in World War I (1917-18) provided another large study population. These institutions provided a cross section of children and adults from the different racial and ethnic groups. As far as we can tell, the actual measurements taken were accurate.

The conclusions drawn from the studies were a very different matter. Although the eugenicists claimed to be scientists, they attempted to draw conclusions from the data with out considering variables that could affect body measurements. Again any 7th grade science fair participant could tell you that his was not science.

The eugenicists ignored variables such as nutrition and access to medical health care that varied among racial and ethnic groups which could have an impact on growth and development and thus influence the differences found. Physical measurements could be done with considerable accuracy.

Measuring intelligence, however, was a very different matter. And it was a very critical matter as eugenicists advocated sterilization for the mentally deficient. Efforts to measuring intelligence first began after the turn of the 20th century. French psychologist Alfred Binet first created what is now known as a Intelligence Quotient (IQ) test (1905). He sought to assess a child’s “mental age”.

He wanted a test which could be used as an aid to direct primary school children to either academic or vocational education tracks. Binet’s system classified a child of average intelligence as having a mental age equal to his chronological age. Binet’s mental age was used to generate an IQ (1910). The mathematical calculation was mental age/chronological age x 100).

IQ scores can range from 0 to 200 and are designed to fit a bell curve, and by definition average 100. Average IQs range from 86 to 115. A variety of terms were used to develop individuals below (moron, imbecile, and idiot) and above (bright and genius) the average.

Eugenicists eagerly employed IQ or other intelligence tests to compare different racial and ethnic groups. These comparisons purportedly showed whites were more intelligent than blacks, native-born Americans were more intelligent than foreign-born immigrants, and northern Europeans were more intelligent than southern Europeans. Eugenicists failed to assess the validity if the early IQ tests or other variables besides race ad ethnicity.

The early IQ tests were useful, but they did not measure innate intelligence, but rather education. And of course many factors can affect education besides innate intelligence. Immigrants and poor Americans who had little who often came families with illiterate parents and had limited educational opportunities. They as a result scored poorly on these IQ tests. ~ American Eugenics Movement – Measurements

Fact:  Because these measurements are not accurate, horrible mistakes are made in the process.

“The victims included some with various degrees of mental retardation; many were simply there because they had been abandoned as a result of broken homes or had suffered some other social misfortune. Some had been honours students at school. They were lied to routinely, being told that it was something ‘for their own good’ or ‘for their health’. Those older ones who discovered the purpose behind the operations realised that they would not be able to leave the institution unless they underwent the procedure.” ~  The Lies of Lynchburg, Carl Weiland

Standardization leads to a life devoid of joy and diversity.

The Gates’ Education policies are being set to increase testing with his partnership with Pearson and their Common Core Curriculum, all mandated  without professional educators being allowed to make decisions about their own professions and for their students.  Diane Ravitch, the nation’s leading education historian and expert writes:

“Gates seems not to know or care that the leading testing experts in the nation agree that this is a fruitless and wrongheaded way to identify either good teachers or bad teachers. Student test scores depend on what students do, what effort they expend, how often they attend school, what support they have at home, and most especially on their socioeconomic status and family income. Test scores may go up or go down, in response to the composition of the class, without regard to teacher quality. Students are not randomly assigned to teachers. A teacher of gifted children, whose scores are already sky-high, may see little or no gains. A teacher of children with disabilities may be thrilled to see students respond to instruction, even if their test scores don’t go up. A teacher in a poor neighborhood may have high student turnover and poor attendance, and the scores will say nothing about his or her quality. But all will get low marks on state evaluation systems and may end up fired.

So far, the main effect of Gates’ policy has been to demoralize millions of teachers, who don’t understand how they went from being respected members of the community to Public Enemy No. 1.

As a nation we now have a toxic combination of a failed federal policy—No Child Left Behind—which made testing the be-all and end-all of schooling, and Bill Gates’ misguided belief that teacher quality can be determined by student test scores. In the years ahead, American students will undergo more and more testing, the testing industry will fatten, and the quality of education will suffer. To save their necks, teachers will teach to bad tests, school districts will drop the arts, and shrink the time available for subjects like history, geography, civics, science, and foreign languages to make time for more testing. And there will be more cheating scandals as test scores determine the lives and careers of teachers and principals, and the survival of their schools.

What is most alarming about the Times article is that Bill Gates is using his vast resources to impose his will on the nation and to subvert the democratic process. Why have we decided to outsource public education to a well-meaning but ill-informed billionaire? ~ Diane Ravitch, Education Clearinghouse


GATEECA, The Department of Eugenics, and Barack Obama’s Racism To the Top – Part I

“As night-fall does not come at once,  neither does oppression…It is in such twilight that we all must be aware of change in the air — however slight — lest we become victims of the darkness.” ~  Justice William O. Douglas

 

“Historically, eugenics has been used as a justification for coercive state-sponsored discrimination and human rights violations, such as forced sterilization of persons who appear to have – or are claimed to have – genetic defects, the killing of the institutionalized and, in some cases, outright genocide of races perceived as inferior.” ~ Martin Frost

We are in the midst of a densely thick darkness falling over countless lives across America and the global system under the oppression of oligarchs who have determined that some are MORE equal than others. While some are awakened in the nightmare, others sleep through the darkness.

History is repeating itself.  We are haunted by the ghosts of the Eugenics Society, who in the 1920’s believed they held the superiority and right to judge who had enough VALUE to society to survive as the MOST fit and who was UNFIT to live, to pro-create.

In the 1920’s, the Department of Education was the creature used to impose a weapon of measurement to sort and cull children according to the ideas of the oligarchs as to who was “fit” to contribute to society.

  Eugenicists of the 1920’s used: 

Mental testing,

statistics,

law,

economics,

politics,

and

EDUCATION

as powerful tools to “organize them into an harmonious entity.” 

Today’s story of Eugenics picks up the 1920’s story, with a heavy dose of propaganda.

The oligarchs of today are picking up where their forefathers left off, by reinfecting us with the plague of standardized testing.

First under George Bush and then under Barack Obama, The Department of Education mandates every state administer a high-stakes standardized test on every student in every public school, through the policy known as No Child Left Behind and now Race to the Top, thus creating an Orwellian “Animal Farm”.

The wizards behind the curtain of this MEASUREMENT  policy 

and modern Eugenics are Bill and Melinda Gates.

The Gates Foundation propaganda on their site page:

Fact: Bill Gates sends his children to his Alma mater Lakeside Prep School, where they have all the advantages bestowed upon wealthy preppies.  Small class sizes, and programs galore including: fine arts,  athletics, college counseling, student clubs, outdoor programs, global programs, technology, music, band, orchestra, foreign language, and all the extra enrichment expected by the privileged elite.

Fact: Bill and Melinda Gates donate a great deal of money to education, but they earmark their money for a very specific agenda.  They do not donate their money to make public schools in the likeness of their privileged CHOICE, Lakeside Prep School.

Fact:  Obviously, to Bill and Melinda Gates, not ALL children have equal value.

Fact: The Gates couple and their foundation use their massive prestige, power, and influence as well as their streaming, limitless money on enforcing standardized measurement that is in turn used to segregate children and teachers!

“I not only think that we will tamper with Mother Nature, I think Mother wants us to.” 

~ William Gaylin

Fact: President Barack Obama and First Lady Michelle Obama choose to send their children to Sidwell Friends in Washington, DC, at a cost of over $30,000 per year, per child.  By the time one adds the “additional fees” to the tuition, that is the same amount I make working full time in one year as a public school teacher.

Fact:  A 2011 report by the NCES, stated that the US spends an average of $10,000 on the education of each student attending public school.  It seems that our government (and those who control it behind the scenes) have decided that our children are worth less than 1/3 the amount of Bill Gates and Barack Obama’s children.  Is less than 1/3 of the amount the elite pay for their children’s education going to give OUR children a “world class” education?

Fact:  In a recent Tweet by @EdPressSec, Justin Hamilton, he tweeted this propaganda:

@barackobama & @arneduncan believe that every child in America deserves access to a world class public education.

Fact:  Certainly, Bill Gates, and Barack Obama’s children receive a world class education. Do the poor families in OUR districts have a choice about attending schools that do not impose high stakes testing, that provide enriched, well-rounded curriculum, and are staffed by teachers who are not harassed by equally high stakes evaluation systems?

Fact:  Barack Obama does not think all children have equal value, or deserve a world class education.

Eugenics Tools of Measurement


Fact:  Today, Orwellian science is bringing us ‘data’ that can be used for Eugenic-like purposes.  Prenatal testing has been around for years through amniocentesis to determine congenital issues, but now we are capable of screening for “dis-abilities” subsequent to birth.  This report shows us that children can be tested using MRI to determine dyslexia at birth, for example.  Another test for Autism via brain scans claims to be able to detect it as early as 6 months.  What will the oligarch’s mandate for THESE children in the future?

Fact:  Bill and Melinda Gates are leading oligarchs in the  creation of a centralized medical history data system that can further be used for Eugenics purposes.

“If we open Microsoft®’s Health Vault, we’ll open Pandora’s box to cyber harms that cannot be undone. Microsoft, Google and Facebook seem to think data sharing makes them our blood brothers. That shouldn’t give them the right to torment us with personalized advertising and other threats as our new Big Brothers.

Rapidly changing technology is the rationale for a Microsoft® monopoly on electronic health records. Funny that this is happening since Google Health pulled the plug on its personal health record services in 2011 because of a “lack of widespread adoption.”

Will this monopoly be an “opt-in service”, meaning medical information can only be accessed when volunteered by individuals? And will Microsoft’s services be considered a “covered entity” under the Health Insurance Portability and Accountability Act of 1996? HIPAA privacy laws did not apply to Google Health.

Microsoft is also sticking its grubby fingers into Oregon’s newly merged educational and wage databases. Project ALDER, Advancing Longitudinal Data for Education Reform, intends to use the social security number to “track students through postsecondary education and beyond–into the workforce.”

Project ALDER was conceived with money from Gates Foundation and born through Gates lobbying since it’s funded through the American Recovery and Reinvestment Act. You can follow the money of K & L Gates on the American Recovery and Reinvestment Act of 2009 and the Affordable Health Care for America Act…

Is it coincidental that Microsoft has a no-bid contract for health care and educational databases? I don’t think so.” ~  Dr. Kris Alman, Microsoft’s Virtual Goldmine, The Lund Report 

Question: How will Bill Gates and Barack Obama use these health and education measurements and data?

Answer:  One way they are using this data is by segregating children and offering “select, approved” populations “CHOICE” through Charter Schools, promoted by Race to the Top.  There are many other ways that the Gates and our government use our health and education data to sort us into categories for subversive purposes. [See GATEECA -Part 4]

Fact:  Race to the Top uses Charter Schools to ‘select out’ the fittest and banish those who don’t meet their criteria to poor public schools staffed by Teach For America 5 week trained temporary glorified babysitters.  [UCLA Civil Rights Project, 2010]

Fact: This  “Racism to the Top” policy is a modern day lynching, using  strong rope made into nooses of measurement  from the old Eugenics Tree seen above  to first DEVALUE, then to segregate the lives of children — poor children, children of color, children who are different-abled, children who do not speak English,  immigrant children, children who do not pass the high-stakes standardized tests, children who have a different sexual orientation.

Fact:  These children are sentenced to a life in the poorest of schools. [The Harvard Civil Rights Project, 2005]

Fact:  In the 1920’s America’s Public Schools were used as warehouses to segregate the “unfit” from the “ELITE” who deemed themselves fit to go to world class schools and carry on the gene pool. 

Here is, but one story of how a school was used to warehouse children in the 1920’s. 

“The Fernald School, and others like it, was part of a popular American movement in the early 20th century called the Eugenics movement. The idea was to separate people considered to be genetically inferior from the rest of society, to prevent them from reproducing.

Eugenics is usually associated with Nazi Germany, but in fact, it started in America. Not only that, it continued here long after Hitler’s Germany was in ruin.

At the height of the movement – in the ’20s and ’30s – exhibits were set up at fairs to teach people about eugenics. It was good for America, and good for the human race. That was the message.

But author Michael D’Antonio says it wasn’t just a movement.  It was government policy. “People were told, we can be rid of all disease, we can lower the crime rate, we can increase the wealth of our nation, if we only keep certain people from having babies,” says D’Antonio.

He says back then, schools tested children regularly, and those classified as feeble-minded got a one-way ticket to Fernald — or to one of the more than 100 institutions like it.

“Idiot, imbecile, and moron were all medical terms. They were used to define various levels of retardation or disability.  Moron was coined to describe children who were almost normal,” says D’Antonio. “I would estimate that at least 50 percent would function in today’s world well.


Boyce says he thinks the state recommended that he come to Fernald because it was the easy way out: “They didn’t have to look for homes for you, so they could just dump you off in these human warehouses and just let you rot, you know. That’s what they did. They let us rot.

“It was a school in name only. A child would experience the first year of school 5 or 6 times in a row,” says D’Antonio. “He would read the same ‘Dick and Jane’ reader, and never make any progress because the school wasn’t equipped to actually educate children. It was there as a sort of holding pen.”


The children did most of the manual labor at the school.

“The kids at Fernald raised the vegetables that they ate. They sewed the soles on the shoes that they wore. They manufactured the brooms that they used to sweep the floor,” says D’Antonio, who adds that the school made sure that at least 30 percent of the kids admitted had normal or near normal intelligence.

The school needed those kids to work. “You had to have somebody with a certain level of intelligence in order to run this place,” says Boyce. “And I can remember being out in the gardens from morning until night in the sun.”

Almeida, however, had an unusual job, and the fruits of his labor are still there 50 years later. His job was to cut up the brains of severely retarded people who had died at Fernald. He cut them into thin slices so scientists could study them. Nothing ever came of the research, but the bits of brains are still there.

“They’re still sitting here years later,” says Almeida. “I mean, what was it all for?” ~ America’s Deep, Dark Secret by Rebecca Leung, CBS, 60 Minutes

Fact:  In poor public schools in New York City today, where children are warehoused in the basement boiler rooms without programs like PE, library, art, music, or windows to let in the light while their Charter Schools for the elite are housed upstairs in the same building and bestowed with all of the absent programs is very similar to this story of yesteryear.

Fact:  These children do not have the hope of the same future as do the children of Bill and Melinda Gates or Barack and Michelle Obama!

Fact:  Today’s  public school children are subjected to the high stakes testing of Bill and Melinda Gates and a life devoid of music, library, athletics, technology, and the arts —  a life devoid of privilege and joy that often leads to drug/alcohol abuse, and a school-to-prison pipeline that sadly often ends in death.

“As part of its Race to the Top competition, the US Department of Education awarded $330 million today to two coalitions of states to help them develop new ways of measuring whether students are on track to be ready for college and 21st -century careers.

“These new tests will be an absolute game-changer in public education,” said Secretary of Education Arne Duncan in announcing the grants. “They’ll be better, smarter assessments — the kind of tests our teachers want and our students need.”

The testing systems will align with the new Common Core Standards in math and English language arts that nearly 40 states have already agreed to adopt. When the new tests are rolled out in 2014-15, the states in each coalition will be able to compare results with, and learn from, one another.” ~ Stacy Teicher Khadaroo,  Race to the Top Promises  New Era of Standardized Testing


BilLinda DeVil ~ All Innocent Children Better Beware – If She Doesn’t Scare You No Evil Thing Will

“Gates talks about her wealth almost as though it is a cross she must bear.

~ April Dembosky, [2011] “People Person”, Financial Times

Your enormous wealth is a cross to bear?  Like you are the nation’s martyress? Really Melinda? 

Such a narcissistic, disgusting, whining thing to even allude to –

which brought to mind this blog post…

and Cruella De Vil.


Cruella De Vil
Cruella De Vil
If she doesn’t scare you
No evil thing will
To see her is to
Take a sudden chill
Cruella, Cruella De Vil

The curl of her lips
The ice in her stare
All innocent children
Had better beware
She’s like a spider waiting
For the kill
Look out for Cruella De Vil

Cruella De Vil
Cruella De Vil
If she doesn’t scare you
No evil thing will
to see her is to
take a sudden chill
Cruella, Cruella De Vil

This vampire bat
This inhuman beast
She ought to be locked up
And never released
The world was such
A wholesome place until
Cruella, Cruella De Vil

Cruella De Vil
Cruella De Vil
If she doesnt scare you
No evil thing will
to see her is to
take a sudden chill
Cruella,Cruella De Vil

At first you think
Cruella is the devil
But after time has worn
Away the shock
You come to realize
You’ve seen her kind of eyes
Watching you from underneath
a rock!

Cruella De Vil
Cruella De Vil
If she doesn’t scare you
No evil thing will
to see her is to
take a sudden chill
Cruella,Cruella De Vil

Cruella De Vil
Cruella De Vil
If she doesn’t scare you
No evil thing will
to see her is to
take a sudden chill
Cruella,Cruella De Vil

Look out Cruella De Vil ~ Disney

I became curious about the other half of the Gates Foundation as I thought about their foundations title:

The Bill and Melinda Gates Foundation.

As I look at CRUELla De Vil’s costume above, I am reminded of Yin and Yang in the colors of black and white, representing good and evil.  I think about how many people are persuaded to believe that the Gates Foundation is purely good, that the couple are truly philanthropists to the core, always giving to the poor.  Nothing could be further from the truth when you investigate their dark side.

When one looks from afar and begins connecting all the spots on this Dalmatian of a foundation, you can begin to see the evil side, where their black is beginning to dominate the lily white.

What is Melinda’s role in the Gates Foundation? Read further to explore the starring role she has taken on through a character we are very familiar with —  CRUELla De Vil.

Melinda Gates went public in 2008 and three years ago, I must admit, I wasn’t really following her.  I, like many other education advocates was focused on the damage contrails that we all thought were left by Bill Gates  at that time.   I railed against Bill’s education policies;  blaming him for the swath of destruction and I wasn’t really focusing on Melinda.

As the 6th Most Powerful Woman in the World according to Forbes in 2010, actually MORE POWERFUL than First Lady Michelle Obama who is 8th, Melinda Gates is a force to be reckoned with.

I think that was a major oversight on my part and I think we all need to look carefully to research just what Melinda is up to in the world of education policy.

On January 7th, 2008; Melinda Gates went public in an interview and article that appeared in Fortune Magazine, CNN’s Money under the heading “Philanthropy” titled “Melinda Gates Goes Public … about living with Bill, working with Warren Buffet, and giving away their billions” written by Patricia Sellers.

Melinda French, at 22 with an MBA was working at Microsoft and describes the young company as “acerbic”.

“Arriving in Seattle in 1987 as a marketing manager for a predecessor of Word, Melinda, 22, was naive about what Microsoft held for her. “There were a lot of idiosyncratic people. They were all so smart, and they were changing the world,” she says, unfazed that she was the youngest recruit and the only woman among ten MBAs. The culture, though, did faze her. “It was a very acerbic company,” she recalls. That culture trickled down from the top, where Gates and Ballmer badgered and harangued managers. Melinda thought about leaving Microsoft…
Melinda worried about marrying Bill. “Bill had money,” she says. “To me, it was like, Okay, Bill has money. Big deal.” She saw what success was doing to him – robbing him of his privacy and a normal life. Both Melinda and Bill, in fact, questioned whether his conquer-the-world capitalist nature could co-exist with a family.”
“Both Melinda and Bill, in fact, questioned whether his conquer-the-world capitalist nature could co-exist with a family.

Unfortunately, she chose to marry that acerbic-trickle-down-badgering-and-haranging-meglomanic and became BilLinda De Vil instead where she tries to control children as if they were her creatures — pets if you will — giving money only with strings attached like leashes.

I would venture to say some of the ‘acerbic’ nature of Microsoft has rubbed off on Melinda, unfortunately and is now trickling down to their hold on public education and the innocent youth of America’s public schools , where children are chained to their narrowed curriculum and high-stakes over-testing and their guinea-pig-like experiments.

“All innocent children should be aware – if she doesn’t scare you; no evil thing will!

~ Cruella De Vil, 101 Dalmations ~ by Selena Gomez and Disney

And now, that acerbic view of the world is being passed down to future generations of this 1% power couple.

Here you can see where indoctrination of the 3 children born into the Gates Dynasty will get their world view in the Gates household as Seller’s article discusses in a section describing the couples response to questions from their own children.  This is how the indoctrination of the rich 1% spreads through generations.  The Gates children were evidently curious about what exactly their parents do so they showed them a video about kids with polio.  When one of the Gates children asks “Did you know that boy?”  here is the response:

“A few years ago when they showed a documentary about polio, the kids asked about a crippled boy featured in the film: “Did you help that kid? Do you know the name of that kid? Well, why not?” On and on. “We don’t know that boy,” Melinda told the children, “but we’re trying to help lots of kids like him.” Bill’s explanation: “I’m in wholesale. I’m not in retail!” ~ Patricia Sellers [2008] Fortune Magazine

“I’m in wholesale. I’m not in retail!” ~ Bill Gates

This is the real world view this couple has about all the children’s lives they touch – they’re simply products they can control through wholesale marketing of their grandiose ideas! 

The problem with these risks is they do not investigate with the experts in the fields they control and the impact reaches millions of people!

Yet Sellers presents an almost pathetic persona of Melinda Gates, a caricature that we should all pity in her story, with quotes and sidelines designed to manipulate the reader into feeling pity for Melinda.

For example, how does a woman who owns the Gates mansion refer to her house as a

“metaphor for her desire for normalcy”

unless they are so out of touch with the reality of millions of children living homeless and in poverty?

“The house is, of course, a metaphor for Melinda’s desire for normalcy.” ~  Patricia Sellers

Somehow in light of today’s economic depression, 1.3 million HOMELESS children, 1 in 2 families living near or in the poverty line, these words become shockingly disgusting.  They demonstrate how out of touch with reality Melinda Gates really is when looking at the lives of those she claims to be serving through her philanthropy.  Guess what Melinda – children can’t eat tests!  Children can’t perform well on tests when they are food insecure and/or shelter insecure!

Melinda, you need to get schooled on Maslow’s Hierarchy of Needs, I tell you!  You and your Gates Foundation have inverted this hierarchy and that is why your methods/policies are failing! You and Bill expect students to achieve/perform well, then go to college, and THEN make a living that allows them to meet their physiological, safety, and security needs.  Duh!

It’s the poverty STUPID!

But somehow we’re all supposed to be worrying about poor Melinda, are we?

“Along the way, Melinda has sacrificed privacy, security, simplicity, and normalcy. In the late 1990s, during the Microsoft antitrust trial, her husband was widely regarded as the biggest bully in business. And isn’t anyone married to Bill Gates susceptible to losing her identity – to being perceived as the ultimate accessory?” ~  Sellers

Now doesn’t this just make you feel sorry for Melinda and all she has had to sacrifice?  But wait, there’s more….it’s almost as though she actually has to WORK for a living:

“Forgive her if she overcompensates. One day this past fall she spent many hours at her children’s school…and then hosted a dozen dinner guests, including four African health ministers who were in Seattle for the Bill & Melinda Gates Foundation Malaria Forum. By 10 P.M., after everyone had left, she was feeling frazzled and panicky about her speech the next morning. “Just go to bed!” Bill told her.

And another ploy at sympathy for the couple comes from another interview with Komo News, Kathi Goertzen in 2004 — such a terribly overwhelming life they have traveling all over the world juggling a schedule.  Tsk! Tsk!

“Melinda and Bill log tens of thousands of miles each year around the world supporting their foundation’s work. Tackling health and social issues like education and homelessness demands a huge commitment of time and energy, and the schedule juggling can be overwhelming.

I’m sure Melinda did all the cooking and cleaning herself, just like the rest of us peasants after working all day!  Oh, but it only gets better for her.  I think one of the main reasons that those of us educators who are putting the responsibility for the education policy changes on Bill rather than Melinda, is because he’s always been the mouthpiece for these changes.  This article explains that for us too!

“Melinda dreads the spotlight….

But in the past year, Melinda Gates is taking on the role of spokesperson far more frequently.

“The past year also marks something of a coming out for Melinda Gates, as she takes to the media to promote the foundation’s maternal and child health programme. Until recently, she has acted more behind the scenes, letting her husband be the primary spokesperson, spar with journalists and answer critics...

But as she has become more expert on the issues the foundation is embracing, Gates has come to understand her own influence and the role she can play as an advocate. To build more support for their causes, Gates has accepted more media interviews, though with some reservations. “ ~ April Dembosky, [2011] “People Person”, Financial Times

How is this relationship between the Gates couple tied to the Bill and Melinda Gates Foundation work?  According to this article, Melinda is the driving force behind the philanthropy work.

Let us NOT FORGET that Melinda has her masters degree in business folks!

Seller’s article made me rethink my ideas about

who is really wearing the pants in the Gates family and thus question…

Who is really in charge of public education?  Could it be Melinda Gates?

And Melinda is the cause of the work branching out to education, etc.  Bill would most likely still be working at Microsoft if it weren’t for Melinda.  In fact, Bill Gates says he wouldn’t do much of the philanthropy work at all if it weren’t for Melinda.  So there you go!

“Friends of the couple say that he wouldn’t be shifting gears if it weren’t for Melinda. Moreover, they say, she has helped Bill become more open, patient, and compassionate. “Bullshit!” he bellows. Nicer, perhaps? “No way!” he shouts, grinning because he knows it’s true. One thing he admits readily: Thanks to Melinda, he is easing comfortably into his new role. About the philanthropic work he says, “I don’t think it would be fun to do on my own, and I don’t think I’d do as much of it.”

And in an interview with Seattle Komo News,  Bill Gates said

“You know, I wouldn’t be doing the foundation if it wasn’t for her,” he said. “And she’s really shaped where we’re going with it.” Kathi Goertzen [2004],“One-on-One with Melinda Gates

Who wears the pants in the Gates’ marriage and what’s up with this three-some?

And what is this strange “threesome” they have going on with Warren Buffet?

“Buffett also believes that Melinda makes Bill a better decision-maker. “He’s smart as hell, obviously,” Buffett says. “But in terms of seeing the whole picture, she’s smarter.” Would Buffett have given the Gates Foundation his fortune if Melinda were not in the picture? “That’s a great question,” he replies. “And the answer is, I’m not sure.”

It seems Buffet is very involved in their relationship, even in the purchase of the Melinda’s grotesquely expensive wedding ring as noted in Seller’s interview.  Do the math on this one! OMG! Still feeling sorry for poor Melinda folks?

“As Buffett drove them to Borsheim’s, a jewelry emporium owned by Berkshire Hathaway, he kept ribbing: “Bill, there’s a metric of love here. I spent 6% of my net worth on Susie’s ring. I don’t know how much you love Melinda, but 6% is the yardstick in Omaha.” Bill, worth $7.3 billion by this time, inquired about sales per square foot while Melinda checked out the goods. “I said an emerald. Bill said a diamond is more appropriate,” she recalls. She chose a diamond scandalously shy of Buffett’s price target.”

So who exactly wears the pants in the Gates marriage?

“This is not exactly a marriage of equals. Melinda is better educated than Bill, having graduated from Duke University with a BA (a double major in computer science and economics) and an MBA. Harvard’s most celebrated dropout…

…Melinda also outperforms him athletically. She runs once a week with a few friends – seven miles in an hour, a brisk pace – and tries to exercise five days a week. She has completed the Seattle marathon and climbed, with ropes and crampons, to the peak of 14,410-foot Mount Rainier.

…Melinda also understands people better than he does, Bill admits.

…(“Bill’s very good at complicated jigsaw puzzles, but she’s unbelievable,” Buffett says.)

“Melinda is more scientific and reads more than 99% of the people you’ll ever meet,” he says.” [Bill Gates]

So, in fact it sounds like Melinda outpaces Bill Gates in ALL major areas, making this article sounds like it is rendering him as sort of useless except for the Microsoft $$, doesn’t it?  I hear he’s good at tennis.  Oh, well…

Did Melinda choose the areas the Gates Foundation targets after all?

The Gates Foundation could have taken a much less lethal approach to helping public education.  At one point in time they were involved in supporting libraries.  But …

“Initially, Melinda recalls, the idea was to put laptops in classrooms – which was derided by many as a self-serving gesture by a software tycoon.”  ~  Sellers

But just how did Melinda influence Bill Gates to really make his mark in public education?  Gates’ arch nemesis in his Microsoft Anti-Trust case and the attorney prosecuting him, Joel Klein in NYC  ended up being partners to take down public education.

How could this happen?  One would never imagine them working together to take down public education!  But imagine the arguments made by Melinda Gates who soon convinced her husband to put aside this battle to take apart public education!

“The Gateses’ partner here happens to be Joel Klein, who led the government’s antitrust case against Microsoft a decade ago and now runs New York City’s public schools. Klein appreciates the irony of their alliance, calling the progress “a tribute to Bill.” For his part, Bill claims that it was no big deal to give his money to his former nemesis. And Melinda won’t say a word about the tension that stemmed from that period. “That’s part of our relationship that I need to keep private,” she says. But clearly she helped her husband get his head around the notion of working with Klein.” ~ Sellers

  1. SURPRISE!  I have a new target for you to practice on!  You’re going to partner with your arch nemesis Joel Klein so we can take down public education by privatizing it and investing in every aspect of education for profit! ~

  2. Glenn Close as Cruella De Vil, 102 Dalmatians (2000). [Theatrical Trailer]

And once BilLinda De Vil [aka Melinda Gates] enlisted the “education advocacy groups”; bribed by Gates’ foundation money, the world turns quickly to do their bidding.  Seriously, does Melinda really manage the education policy?  Her influence is one of control to create children all of the world in her mirror image, her ascerbic style of control mixed with Bill’s input is designed to create millions of little standardized De Vil-Bot-Widgets.

Cruella De Vil: “All right. Keep the little beasts. Do what you like with them. Drown them, for all I care. You’re a fool, Anita! I have no use for fools. You’re fired, you’re finished, you’ll never work in fashion again! I’m through with all of you! I’ll get even! Just wait. You’ll be sorry, you fools, YOU IDIOTS!” ~  101 Dalmations, [1996] IMDb

“When it comes to investing their philanthropic assets,

Melinda wields even greater influence.

…Early on she and Bill agreed to focus on a few areas of giving, choosing where to place their money by asking two questions: Which problems affect the most people? And which have been neglected in the past?

“We literally go down the chart of the greatest inequities and give where we can effect the greatest change,” Melinda says.”

As I read this statement, I think about how public education was once the “great equalizer” and I worry about the narrowed curriculum mandated by the Gates’ education policies, the over-emphasis on high-stakes testing that then leads to a lack of time to provide broad more important curriculum choices – like a study of history, civil rights, voting, and democracy in our schools.  I worry about the past 20 years of charter school implementation and the exponential growth in privatization at their hand and wonder about the loss of civil rights as a result of the world through Melinda Gates’ eyes unfolding before us.

Cruella De Vil: [scary whisper] “Oh, yes! I love the smell of near-extinction!”

~ 101 Dalmations, [1996] IMDb

Melinda’s ego on the world stage is growing bigger than any one of us should be comfortable with to be sure.  As she questions herself, she keeps marching forward, broadening the scope of control over areas that impact real lives of real people she admits she does not even know.  She is more than dabbling in areas well beyond her knowledge and skill levels and on some personal level her conscience is telling her that, but she is not listening to that inner voice, nor to experts in each of these fields as she moves deeper into this narcissistic delusion she has created in her role as BilLinda De Vil.

Frederick: I thought we liked stripes this year.
Cruella De Vil: What kind of sycophant are you?
Frederick: Uh… what kind of sycophant would you like me to be?

sycophant– a person who tries to please someone in order to gain a personal advantage

apple polisher, bootlicker, fawner, groveler, groveller, truckler – someone who humbles himself as a sign of respect; who behaves as if he had no self-respect
adulator, flatterer – a person who uses flattery
goody-goody – a person who behaves extremely well in order to please a superior

And each step Melinda Gates takes forward moves us closer to extinction of the world as we know it.

“But if you’d asked me yesterday if I would like a much simpler life, I would have told you yes.” Yesterday was that night before the Malaria Forum, when she went to bed feeling unprepared. This morning, as she sat onstage and scrutinized the audience of renowned doctors and health experts, she says, “I was telling myself, ‘I know that person … I know his work … I know her work.'” She was giving herself a pep talk. “I told myself, ‘But I do know enough.'” She completed her goal for the day: calling for the eradication of one of the worst diseases the world has ever known….“Tomorrow, another goal. Maybe it will be even bigger. [Melinda Gates] ~ Sellers

What a tangled web of deception they weave.



Behind the Manor of Gate’s Farm: “Charter Schools Good, Public Schools Bad”

If liberty means anything at all, it means the right to tell people what they do not want to hear.” ~ George Orwell

Today, like so many other authors are trying to do, I am exercising my liberty to tell America’s people what they don’t seem to want to hear.

I am telling all of you that YOU are being led by the nose, by none other than “Pig Brother” like sheep to the slaughter in a Charter School Movement that is successfully throwing America’s Constitution out the window.

” Political language. . . is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind .” ~ George Orwell

Our own House of Representatives recently passed H.R. 2218, which will mandate the implementation of  Charter Schools in EVERY state, ignoring our own Constitutional Amendments and laws that have been governing equality and civil rights for years.

The promoters of this bill and the privatization of America’s public schools are using the tried and true tactics of lies and propaganda, much like Orwell’s  Animal Farm (1945).

Bill Gates is using these bankrolled ‘education advocates” to get the public behind his evil plan to monopolize education.

“To the world we all know, which may or may not be the best world possible, once again, springtime had come.

But all the magic of spring was not enough to conceal the misery of Manor Farm.

Once thriving and fruitful, the farm and its’ owner,  Mr. Jones had fallen on evil days.” ~  Animal Farm, (1954)

Behind the Manor of Gate’s Farms:

Where All Animals Are Equal, But Some Animals Are More Equal Than Others

These ‘grassroots’ meetings are being hosted by League of Education Voters, bankrolled by Bill Gates, and offered with slick marketing to gather public support that is effectively stripping our children of the protections they need under Federal and State laws.

“Every Sunday, Snowball and Napoleon lead a meeting of all the animals in the big barn. The pigs are the most intelligent animals, so they think up resolutions for the other animals to debate.” ~ Animal Farm Summary by Grade Saver

“Soon after, the pigs set up a study-center for themselves in the harness-room. Snowball embarks on various campaigns for social and economic improvement. Napoleon opposes whatever Snowball does. Because most of the animals lack the intelligence to memorize the Seven Commandments, Snowball reduces them to the single maxim, “Four legs good, two legs bad.” The sheep take to chanting this at meetings.

As time goes by, the pigs increase their control over the animals and award themselves increasing privileges. They quell the animals’ questions and protests by threatening Mr. Jones’s return.

During this time, Napoleon also confiscates nine newborn puppies and secludes them in a loft in order to “educate” them.” ~ Animal Farm Summary by Grade Saver

“Charter Schools Good, Public  Schools Bad”

Bill Gates and these brain-washed groups take on the role of creating “Sheeple”  convincing them to give up their rights, to take away the rights of others, all to privatize and  promote the policies and increased privileges for upper-class -white-English-speaking-straight-mostly-Christian-American-born-school-age-children through Charter Schools.

In this post I will EXPOSE League of Education Voters, one of the so-called “Grassroots Education Advocacy Groups” who are propagandizing Charter Schools.

Here you will see the way of the Segregationists:

” The great enemy of clear language is insincerity.”George Orwell

These Charter Schools, and Bill Gate’s own words,  like the words of propaganda used in Orwell’s Animal Farm — are often preaching to us from on high, using the language of ‘choice’, ‘freedom’, and ‘civil rights’ as outlined in my own blog “The White Shadow:  Bill Gates, Charter Schools, and the Evil Twins”.

This re-segregation is repeated more and more across our country, harming the lives of so many of our children, our families, our teachers, and our public schools.

Here is League of Education Voters introductory paragraph of propaganda:

Charter schools are public schools funded by government dollars. They vary from traditional public schools because they are granted “charters” by authorizers and exempt from many of the federal, state, and local laws regulating traditional public schools. Charter schools first appeared in Minnesota in 1992. Today, there are nearly 5,000 charter schools1 operating in 41 states, the District of Columbia, and Puerto Rico2

Creating new charter law
For charter schools to be permissible in Washington State, one of three options must be pursued: initiative to the Legislature, initiative to the people, or bill through the Legislature. Given the history of charters in Washington, a successful measure would most likely include a charter cap, focus on academically disadvantaged students, and allow teachers to join the local teachers union.” ~ League of Education Voters

Charter Schools in Louisiana, New York, Chicago, and many other cities/states across America are not held by the same standards being MANDATED by our Federal and State governments.  Through tax payer dollars they are padding their own pockets while they set up their own RULES, much like the animals did in “Animal Farm“.

Here are “Gate’s 5 Rules of Charter Schools Good, Public Schools Bad” established in many of the US Charter Schools across America that are being treated as if they are  not ‘governed’ by the rule of our own US  Constitution and state constitutions, as well as Brown vs The Board of Education [ironic as it was also established in 1954], Individuals with Disabilities Education Act, American Disability Act, Title I, and more laws that govern all PUBLIC schools.

“Gate’s 5 Rules of Charter Schools Good, Public Schools Bad”

[Simplified to show the harshness of exclusion by the process of “Selection” – in my humble opinion, a dangerous form of Eugenics]

Rule #1:  Exclusion by RACE:

Common Dreams author Jim Horn wrote recently in his essay:  “Charter Schools:  What Would Dr. King Say?”

For the charter industry to accuse those who advocate for economic and racial diversity in schools of “racial gerrymandering” is a prime example of the iron pot calling the copper kettle black.  The conscious creation of cheap, segregated containment charters for minorities in the northern cities and privileged white flight charter academies in the South and West is not the work of socioeconomic integrationists or the Civil Rights Project.  It is the work of self-labeled bold reformers and disruptors of the “status quo,” whose engrossment in “market solutions” and bringing “efficiency to scale” has left them no less blind to the effects of their amoral enthusiasms than the well-meaning eugenicists who came onto the stage a hundred years ago during another Gilded Age.”

In “Understanding the “New” Racism through the Urban Charter School” by by Hatt-Echeverria, Beth, Jo, Ji-Yeon, these authors write:

“The purpose of this paper is to deconstruct the new racist discourse within an urban charter school. We especially want to focus upon how the new racist discourse as according above to Giroux (1999) relieves Whites, “of any semblance of social responsibility and commitment.” As multiculturalism and political correctness are being taught and encouraged in our society to work against inequality, they are simultaneously being used by some Whites, particularly the middle and upper classes, to separate themselves from the “bad” Whites, whom are largely framed as the working-class and poor. As a result, a White liberal rhetoric has been developed that talks about “diversity” and “democracy” but does not address power and current racial inequities. Consequently, racism becomes defined as an individual act rather than being attributed to institutional policies and structural issues of privilege in our society. Whites who adopt a pseudo-liberal rhetoric of promoting diversity without pushing for the change of institutional or structural issues then define themselves as “innocent” and absolved of their participation in reproducing racial inequities. For example, often racist attitudes and behaviors get attributed to ignorance, which implies that the people did not really know any better. On the contrary, Whites do know about racism in society and are often choosing carelessly to reproduce it rather than work against it (Groves, 2002; Otto, 2002).

By claiming ignorance and/or innocence, White ways of being in the world, values, and beliefs are left unquestioned and without critique.”

Rule #2, Exclusion by Class:

In an excerpt from Part I of  The Piton Study, I have taken information from the introduction:

“Editor’s note: The study excerpted in this issue of The Term Paper was written by Chungmei Lee, a researcher with the Civil Rights Project at Harvard University.

Denver Public Schools have resegregated dramatically by race and socio-economic status since court-ordered busing ended a decade ago, according to a new study commissioned by The Piton Foundation.

The adverse impacts of segregation will continue disproportionately affecting Denver’s low-income, minority students, unless creative measures are taken to foster more integrated schools for all students, the study concludes.

The issue is an important one, the study argues, because schools filled with students of color are almost always high-poverty schools. And a large body of research clearly shows that low-income students perform significantly better in schools that have a mixed-income population.”

In addition, re-segregation by socio-economic status has proven to have detrimental effects on student learning.  Richard Kalenberg reviews James E. Ryan’s book  “Five Miles Away, A World Apart: One City, Two Schools, and the Story of Educational Opportunity in Modern America” in “The Nixon-Obama Compromise”:

“But the various solutions to improve high poverty schools—more money, charter schools, and federal accountability measures—have not worked. Some liberals, frustrated with integration, argued that “we should concentrate on desegregating the money,” as Derrick Bell put it. Yet as Ryan notes, “most city schools spend above the state average” without showing great results. Indeed, a recent Century Foundation study of public schools in Montgomery County, Maryland found that low-income students in low-poverty neighborhoods who attended low-poverty schools significantly outperformed similar students who attended higher-poverty schools, even though those schools spent considerably more on class size, professional development for teachers, and extended learning time.

Ryan concludes: “The truth is that separating the poor and politically powerless in their own schools and districts is antithetical to the idea of equal educational opportunity.”

Napoléon: All animals are equal, but some animals are more equal than others.

Jessie: But they’re my babies.
Squealer: If you were thinking clearly, then you would be pleased of the special education that we’re going to give them. You surely don’t want to disadvantage your own puppies. Do you?
Jessie: No. I don’t.
Squealer: Good, well off you go then. ~ Animal Farm, IMDB

Rule #3: Exclusion by Ability:

Bob Sikes, author of a blog “Scathing Purple Musings”recently exposes Florida Governor Rick Scott’s attempt to segregate by propaganda using corrupt scholarships provided by a company called in his blog post titled “With Fraud Already Present, Was A.L.E.C. Involved in Expanding McKay Scholarships to Florida’s Special Needs Kids?”

Sikes tells us a story of corruption based on students who would remain covered by IDEA in public schools, but are being duped by the offer of scholarships in Florida:

“I don’t often use letters to the editor in a blog post, but Loudon, Tennessee’s Joy Pachucki writes something that may be important to Florida families. The expansion of McKay scholarships by Rick Scott and the state’s republican legislators to include any child with an IEP is in its first year. Pachucki writes to the Knoxville News:

Parents of kids in special education beware: Special education is under attack by the GOP across the nation via the American Legislative Exchange Council (ALEC) — a powerful coalition of corporations and right-wing legislators, and viewable on the web site ALEC Exposed.

ALEC has worked out plans to trick families into giving up their federally protected educational benefits in exchange for cheap vouchers that can be used in unregulated, fly-by-night academies.

The best example of this is Florida’s (Jeb Bush) McKay special education scholarship fund, and the best proposed bill is AB110 in Wisconsin.

How does the scam work? “It is predicated on trading on parents’ legitimate frustrations for what their kids are not receiving and then sprinkle magic fairy dust by saying, ‘Here, we’ll give you a voucher and all your frustrations will go away,’” says Jeff Spitzer-Resnick, attorney for Disability Rights Wisconsin (DRW).

What most parents don’t understand is that disabled students who take advantage of special education vouchers forfeit their rights under the federal Individuals with Disabilities Education Act (IDEA). That is, they no longer have a right to a “free, appropriate public education” or the specific services that come along with that.

Additionally, they give up their chance to get school districts to cover the costs of private education, if the local public schools can’t meet their needs. Embedded in IDEA is the ability to either voluntarily or legally force school districts to pay for private schools.

Even if parents don’t believe vouchers siphon off public funds, there is the very strong motivation for running cheap schools for the disabled: test scores that are required by No Child Left Behind.

Unfortunately, some parents begrudge special-needs kids for “sabotaging” their schools’ test scores, as well as for extra therapy and tutoring. It is hard for me to imagine a worse public policy than what ALEC and Republican state legislators are trying to do to mentally and physically disabled children across America with the vouchers. ~ Joy Pachucki, Loudon

An August editorial from the Orlando Sun-Sentinel called on Florida’s republican legislators to reveal their alignment with the American Legislative Council. The Koch brothers funded organization known by the acronym ALEC, was involved in writing anti-union bills in Florida and elsewhere. Loudon seems to feel that ALEC may have been involved in extending McKay similarly.

Parents are being sold a bill of goods. They get hoodwinked into believing that a scholarship/voucher to a privately run school is often a better solution for their special needs child. When they arrive, they often find out that the services that are required under IDEA aren’t provided at the school they have enrolled their child.  A June Miami New Times investigative story detailed significant fraud already existed in McKay scholarships. Yet Scott, the republican-dominated legislature and apparently, ALEC sought to expand McKay despite the potential for special needs kids to be irreparably harmed.”

In Louisiana, where Milton Friedman reveled in the aftermath of his parasitic profits blown in by hurricane Katrina, his new paradigm of private Charter Schools lock out students with special needs and students who do not pass a test, as written about here, “Our Gated Schools: New Orleans is the only city in the nation where neighborhood children do not have a right to attend any of their open-enrollment neighborhood schools” by Raynard Sanders, Ed.D.:

What is so unfortunate for the children and parents is that the charter school model was sold to them as an inclusive entity, when in reality it is an exclusive entity that selects students just like magnet schools or any other private selective admission school. As a result of the BESE board decision, charter schools have become “Gated Public Schools” for thousands of children.

It is also unfortunate that individual donors, the philanthropic community, and foreign countries have given millions of dollars to improve the educational environment of the students with the greatest needs. Instead of following their wishes and living up to that noble commitment, our educational leaders have re-established a “Separate and Unequal” school district. But this time segregation is based on academic ability, not race: yet it is just as damaging to the students caught in “unequal” side of the equation.”

Rule #4:  Exclusion by Religion:

Some legal suits against the use of vouchers for religious Charter Schools are beginning to take root and bear fruit, but shouldn’t this become a national suit as these vouchers clearly appear to violate the 1st Amendment of the US Constitution?

While I make the rule “Christians Only Allowed” to make my point of our country’s majority religion, Christianity is not the only religion jumping on the voucher system band wagon!

Washington Posts’ author Susan Jacoby writes in her “Many charter schools continue to defy church-state separation “:

More than 1.5 million American children now attend charter schools, thanks to a movement asserting that whatever is wrong with American public education can be fixed by what amounts to a semiprivate–publicly funded but privately managed–school enclave within the larger system. Many representatives of both the cultural right and left have signed on to this Charter of Wishful Thinking, which continues to be seen as a panacea for the ills of public schools even though the most comprehensive evaluation of charter schools, by Stanford University’s Center for Education Outcomes, reveals “in unmistakeable terms that, in the aggregate, charter students are not faring as well” in terms of academic performance as students in comparable public schools. Even worse, and equally unmistakable, is the fact that charter school promoters with specific religious and cultural agendas around the country are using every possible means to skirt the First Amendment and obtain public support for private aims….”

A continuing problem–one most evident in schools with strong ties to religion–is the use of charter school funds by unscrupulous founders to provide jobs for relatives and church members. In Texas, which continues to authorize new religious-connected charters, there have been numerous scandals of this nature. In Houston, the Rev. Harold Wilcox was indicted six years ago for embezzling both state and federal funds at a school that held classes in a Baptist church sanctuary. Wilcox paid himself $210,000 annuallly to run the school. Ten years ago, the state investigated Dallas’s Rylie Faith Family Academy and found dozens of family and church members on the payroll. The school supposedly cleaned up its act, and Rylie Faith still operates two charter schools. One can only imagine the bellows of rage from the religious right, which considers teachers’ unions a stand-in for Satan, if similar nepotism was discovered in a public school

It is truly deplorable that both conservative and liberal politicans, from the White House to the state houses, continue to hop aboard the charter school bandwagon without regard for the daily assaults on the separation of church and state–and the concept of civic unity–that these schools represent. Forget about E pluribus unum. That’s so eighteenth century.”

Rule #5: Exclusion by Sexual Orientation:

Due to the lack of regulation of the so called “Public” Charter Schools which are REALLY PRIVATE schools funded by America’s public tax payers, there is a grave concern about the allowance of prejudice towards the LGBT students.

The National Gay and Lesbian Task Force Policy Institute completed a study of ISSUES AFFECTING LESBIAN, GAY, BISEXUAL, AND TRANSGENDER YOUTH by Jason Cianciotto and Sean Cahill and in it they conclude:

“The school choice movement is likely to continue to be a presence in the debate on improving public education in the U.S. Ideally, all youth, gay and straight, would be able to receive a first-rate education by attending a public school that is free of any type of violence and harassment. Nonetheless, it would be wrong to ask today’s youth to bear the entire burden of creating the public schools of tomorrow by not acknowledging that
some of today’s public schools are substandard, unsafe, and educationally unsound. For LGBT youth experiencing harassment, progressive charter schools with explicit values
of acceptance may provide a much-needed alternative to their public schools. Charter schools might also provide an opportunity to replicate successful LGBT-supportive
schools like New York City’s Harvey Milk High School. But the decentralized nature of charter school governance leaves them particularly susceptible to homophobic policies.
Given the increasing popularity of the charter school movement, it is important to advocate for the inclusion of LGBT-friendly curricula and policies at all such schools.
Administrators of charter or private schools may simply be unwilling to implement safe schools initiatives that promote tolerance, creating hostile environments for LGBT youth and the children of LGBT families. Even in states with nondiscrimination laws protecting LGBT people, such legislation often exempts private or religious institutions. (372)

Because of these serious limitations, the Gay, Lesbian and Straight Education Network (GLSEN) warns of the negative impact that school voucher and other privatization programs can have on LGBT youth:
Public money should be spent on improving the nation’s public schools rather than diverted to private institutions that may not be accountable to local educational policies and may not provide equal access or treatment for all students. (373)”

Rule #5:  Exclusion by Language:

In Choice without Equity- Civil Rights Project by Erica Frankenberg, Genevieve Siegal-Hawley, and Jia Wang write:

“In a nation where one-fifth of all children are born into homes where the parents don’t speak English (the vast majority Spanish-speaking), and a tenth of all students are classified as English language learners (ELL) students, basic equity as well as federal civil rights law requires that charter schools welcome and provide needed educational services for this large group of students. There is a shocking lack of basic data on enrollment of ELL students in charter schools, even in the state with by far the largest ELL population, California. Where data is available, it appears that ELL students are seriously underrepresented.  If that is true, it is essential to examine whether or not charters are fulfilling their legal and educational obligations to this very important group of students who experience extremely high dropout rates. The government should act immediately to require this data at the school level from all charter schools, and should investigate evidence of the causes of severe under-representation.”

Clearly our civil rights are being violated daily by the implementation of Charter Schools. 

Clearly the US Constitution and Education Acts have been  taken over by the “Gate’s 5 Rules of Charter Schools Good, Public Schools Bad” .

My questions then become:

  1. On what grounds are our own legislators allowed to throw out the laws of equity under our own Constitution and Education Acts? 
  2. Why haven’t the NAACP, ACLU, and Southern Poverty Law brought suit against the Federal Government and all 50 states who are clearly breaking these laws of our land?
  3. Why don’t we dump Bill Gates like NYC dumped Rupert Murdoch before it is too late?

And finally: Will you stand up for civil rights for ALL children in America? 

Or will you let these Orwellian Corporate Philanthro-PIRATES and our own legislators, our own President, and our own Supreme Courts get by with breaking the law?

Where is the public outrage, the Federal and State lawsuits, and why aren’t union leaders taking on “Pig Brother” in a general strike for the civil rights issue of our era?


The White Shadow: Bill Gates, Charter Schools, & The Evil Twins

Alfred Hitchcock "The White Shadow"

Someone commented about the graphic nature of the photos in my last blog post where I draw an analogy from Bill Gates/Pearson’s Common Core Curriculum to “The Blob”.

This blog is being written about  a serious topic in very dark times.  “The Blob” was a B-Movie cult classic that was considered by the masses to be far from reality.

However, our true situation with our public schools is a very graphic tale of public education  where the truth has become stranger than fiction.

I warn you in advance, some of the scenes in this dark tale relating to Alfred Hitchcock’s life of mystery may be considered graphic.

Today,  in these dark times,  I present to you  — a dark mystery worthy of Alfred Hitchcock:

Recently,  a  discovery was made, a discovery of a silent film crediting Alfred Hitchcock as playing a heavy hand in its creation called:  “The White Shadow”.

Sometimes it is "The White Shadow" of racism, colored with the lies of angelic language that we must fear most.

The Film Archive  and Lucy Cramer with “The Scene” described the film as a “wild, atmospheric” melodrama starring Betty Compson in a dual role as twin sisters, one angelic and one soulless.

Dual Roles Where Lines Become Blurred to Viewers

Our public schools are under attack in a way that may end much like one of Hitchcock’s films.

This is a tale of one character in this play, Bill Gates.   Here we will explore how to expose his duality as  I see it:

Bill Gates, like Betty Compson,  seems to play two roles

that could not be more opposite in nature.

Bill Gates starring in the role as:

Gates Black Shadow

The Angelic Philanthropist.

and

Bill Gates starring in the role as:

Bill Gates as "The White Shadow" - his alter ego Evil Twin Casting Re-Segregation on America's Public Schools

The Evil Fascist and Soulless Segregationist.

It was not too long ago when American public schools were segregated, discussed here by a student on Thinkquest.  

“During Kennedy’s Inaugural address on January 20, 1961, he said, “All this will not be finished in the first hundred days. Nor will it be finished in the first thousand days, nor in the lifetime of this Administration, nor even perhaps in our lifetime on this planet. But let us begin.” The Civil Rights Act of 1964 was a start to helping blacks and whites to be treated as equals.”

Unfortunately, I lived through this dually horrible and hopeful period in time, yet I can tell you; we are now living in a time far more segregated than post-Reconstruction after the Civil War.

Our White-Shadow racist culture was  reflected in the movies of our times. Here you can see Tippi Hedren and the mono-culture of the pre-1964 segregation in Hitchcock’s “The Birds”.

Teachers and School Children, Public Schools Under Attack

While Bill Gates boasts of programs he is bankrolling that promote civil rights and equity; I am writing this blog to expose him  and the imposters.

He is an actor posing as Philanthropist, joining with other Philanthropists and ‘advocacy groups where they are truly acting as a murder of crows, attacking public school children, attacking civil rights, and destroying all of our hard earned equities  from multiple angles.

Outnumbered by Unlimited Bankrolling and Corporate Controls of Government Ed Policies, High-Stakes Testing, Unfunded Mandates

A Murder of Crows Attack From All Angles

Some of the ways these Corporate De-Formers and our own government are demolishing our public schools is through unfunded mandates, which peck mercilessly at our public school children, families,  teachers, administrators, and schools.  These unfunded mandates create initiatives that narrow curriculum removing the arts, PE, music, recess, and vocational technical programs.  They create mandates of 2 hours of reading and 2 hours of math in many districts, leaving students with a horrible taste in their mouth about learning, hating school, and often dropping out.

Budget cuts, large class sizes, teacher lay-offs, increasing mandated high-stakes testing, Common Core scripted curriculum in a one-size-fits-all mechanized mentality;  have all taken their toll on our children and schools.

The attacks don’t stop there, however,  for with the narrowed curriculum forced upon us we are unable to teach civics, critical thinking, and problem solving that will help these children matriculate into fully active participants in our democracy.

The worst attacks  in our modern tale are racism, classicism,  ability-elitism, and religious prejudice.

Sometimes it is “The White Shadow” of racism, colored with the lies of angelic language that we must fear most.  It does not surprise me in the least that children, families, and teachers find themselves at odds with the system that oppresses them all.

As this re-segregation and Charter School Movement march relentlessly across America; children, families, and teachers often leave the public school system disheartened and contemptuous, looking for a more humane place to learn.

Note from Hitchcock's movie "The Ring" demonstrates how children, families, and teachers in public schools may be feeling. Justifiably so...

While these are criminal attacks that require legal action, I am slowly beginning  to see the NAACPACLU,  and Southern Poverty Law Center involved, but their involvement needs to be at a national level and include EVERY state in our union.

Up close and personal attacks on ALL public school children

One delivery system of  Re-Segregation is the Charter School Movement. Our own public is being duped as the De-Formers are using our own language wrapped in the false packaging of duality.

Bill Gates and these evil entities cloaked in their alter egos rob us of our own language of education and civil rights taking this stolen property and forming it into twisted evil twins, packaged like  soulless ghosts of their true higher selves.  Gates and his philanthro-cronys’  slick marketing of Charter Schools includes the following dual-language:

Choice = Private Corporate Controls

Equity = “Savage Inequalities”

Freedom = Freedom for Elites Only

Civil Rights = Exclusion based on Race, Religion, Class, Ability, Language, Sexual Preference, etc.

The  Charter School Movement was first led by the Corporatocracy, beginning post-Katrina by the Friedman Foundation as described by Naomi Klein in her introduction to her 2009 book “Shock Doctrine”.  Bill Gates [via his former employee James Shelton] and these foundations  also control Education Policies through the Office of Innovation and Improvement under the Department of Education,  creating  a stranglehold on America’s public schools.

Gates and our Corporatocracy Controlled Government have a stranglehold on America's Public Schools

Charter Schools, Vouchers, and the privatization of America’s public schools are creating the most immoral and  “SAVAGE INEQUALITIES” of modern time as described by Jonathan Kozol in his recent research on public schools.

What startled Kozol most was the remarkable degree of segregation he found nearly everywhere he went, and the fact that no public official, in any school district, questioned this. During Black History Month, dutiful references were sometimes made to “The Dream,” Martin Luther King’s vision of a nation in which black and white children went to school together, but the contents of the dream was “treated as a closed box that could not be opened without spoiling the celebration.” Only the students, themselves, seemed to recognize this.”

“We have a school…named for Dr. King,” said one 14 year-old girl, “The school is full of sewer water and the doors are locked with chains. Every student in that school is black. It’s like a terrible joke on history.”

Multiple Layers of Actions Take Center Stage on Many Stages, Making it Difficult to Fight Back Giving Vertigo to Those Trying to Protect Civil Rights/Public Schools

America’s public schools are being pushed down a spiral staircase of this  melodrama, which is being played out on several stages in America.  These stages include:

  1. The foundation websites,  such as the Bill and Melinda Gates Foundations which co-opt our language.
  2. The faux grassroots organizations that attract well-meaning public players by the droves to be bankrolled with unlimited funding.
  3. The public schools where corporate controlled education policies mandate high stakes testing designed to fail students, teachers, and schools — a standard mandated ONLY in our public schools.
  4. The Charter Schools that segregate our students through these ‘savage inequalities’.

    Strange Suggestions to Public Schools Through 100% Proficiency Requirements of NCLB and Teacher Evaluations Tied to Student Performance Through Race to the Top

One Disturbingly Strange Suggestion and  a

Case of Dual Polar Opposite Expectations:

Do you not find it odd that while our government continues to push high-stakes testing as policy number one at ALL public schools through NCLB and Race to the Top; our Charter Schools  are not required to the same?

This self-fulfilling prophecy of failure  is only part of the public school system, while our government has joined the Charter School Pushers, promoting Charter Schools which do not require high-stakes testing!

Through Race to the Top, public school teachers are asked to slip a noose of teacher evaluations tied to student test scores around their own necks.

With full knowledge of the death scene about to unfold public school teachers are asked to administer tests to students in poverty,  students who do not speak or comprehend English, and students who for other reasons do not perform well on standardized tests.

Once tested, these results will be used against these same teachers to fire them should their students not meet standard.

Charter School students and teachers are NOT held to these same standards.  What kind of dual standards is our government setting up and why, if not to fail public schools all along?   Maureen Downey thinks so in her article entitled: “No Child Left Behind:  A Conspiracy Against Public Education Too Few Called Out. “

Charter Schools and Vouchers Used as Weapons of Mass Destruction

All of these attacks prove that we are in all out war with the Privateers who are digging the graves of public education.

One of the most devastating weapons of mass destruction used in this modern time war on equity and civil rights, a war on the American Public School system, is the privatization movement otherwise known as Charter Schools and the Voucher System.

Diane Ravitch, former Assistant Secretary of Education under George W. Bush, has pivoted 180 degrees on her views about Charter Schools as the scenes across America that had promised the ‘innovation and improved’ results, turned evil before her eyes.

Charter Schools are breaking down the walls between church and state in every state they have succeeded in achieving their stranglehold.

Privatization and Charter Schools are Digging the Grave of the Separation Between Church and State

Stephen Goldstein takes Charter Schools to task using Diane Ravitch to support him in his recent post,

“Stop the Spread of Charter Schools!  They are a Scam!”

In her November 2010 critique of “Waiting for Superman,” the much-touted David Guggenheim film touting the virtues of charters, Ravitch rips (what she calls) his pro-charter propaganda:

Why did he not . . . inquire into the charter chains that are mired in unsavory real estate deals, or take his camera to the charters where most students are getting lower scores than those in the neighborhood public schools? Why did he not report on the charter principals who have been indicted for embezzlement, or the charters that blur the line between church and state? Why did he not look into the charter schools whose leaders are paid $300,000-$400,000 a year to oversee small numbers of schools and students?” ~ Stephen Goldstein

Charter Schools Have NOT Yet Taken Root in Washington State

Charter Schools have not taken root in Washington State as yet, but alongside the recent discovery of “The White Shadow” Hitchcock  film, Bill Gates begins bankrolling 3 ‘education advocacy’ front groups posing as ‘grassroots’ organizations, as noted by Linda Shaw in the Seattle Times:

  1. The League of Education Voters
  2. Stand for Children
  3. Partnership for Learning in Washington State

All three organizations are Charter School pushers, posing again as the angelic twins.  All three spout hyperbole about their agendas on equity, civil rights, choice, freedom, etc.

It is only a matter of time before the masses will likely be SPELLBOUND by their slick marketing tactics as we know The League of Education Voters is campaigning in homes across WA state as this blog is written.

Parents and So-Called "Education Advocates" are Held Spellbound by the Philanthro-PIRATE's Language and Packaging

The sad truth of the matter is: Parents with good intentions are being duped and held SPELLBOUND as they buy into this marketing scheme of language packaging, getting duped while it takes time to ferret out the real evil twin’s intentions of re-segregation.

In the meanwhile, the grave for public education is being dug one shovel-full, one Charter School at a time.

The Grave for Public Schools is Being Dug One Shovel-full at a Time

Vouchers have become a way to force all taxpayers to pad the pockets of Privateers who start Charter Schools.  Yes, ALL of us are paying for Charter Schools as if we were buying tickets to a premiere film which we are subsequently not allowed to attend.

NO ONE Appointed Bill Gates as the CZAR of Education

Who gives Bill Gates these rights to control public education on such a grand scale?

NO ONE appointed Bill Gates as the CZAR of public education!  The Seattle Times reported on his bankrolling efforts and interviewed local Parents Across America supporter, Sue Peters and Save Seattle Schools blogger, Melissa Westbrook:

“Nobody elected Bill Gates to run our schools, and yet his money is driving so many policies and so many of these reforms,” said Sue Peters, a parent and co-founder of the local chapter of Parents Across America, which has about 50 members and tracks the foundation’s connections in this state.

Parents, she said, “are drowned out because we don’t have the dollars behind us.”

She and other critics also suspect the foundation is involved in more than meets the eye.

“It’s starting to look a lot like they’re controlling, like they’re a puppet master,” said Melissa Westbrook, an activist who writes for Save Seattle Schools blog. “It makes a lot of us very uneasy because we think there has to be more voices at the table.”

Hope for Public Schools

There are few signs of hope in this battle, but one education leader, Jim Horn writes about a recent win in Denver Schools where a judge rules against the Voucher system with just cause here on his blog,  “Schools Matter”:

“A Denver judge blocked Colorado’s first school voucher program Friday, calling the program to give parents in the state’s wealthiest county checks for tuition at religious schools a “substantial disservice to the public interest….
The voucher opponents argued the program violates the separation of church and state because it gives taxpayer money to parents for use at approved private schools, including some religious schools.

The judge noted that some of the schools authorized for Douglas vouchers require students to attend religious services. Martinez said the voucher program “violates both financial and religious provisions set forth in the Colorado constitution.” ~  Jim Horn [Note:  As author of Living Behind the Gates, I humbly apologize for an incorrect citation where I previously credited Dr. Stephen Karshen for authoring the above quote.   While Dr. Krashen frequently writes for Schools Matter blog, this piece was not his, but  rather Jim Horn’s.]

This is not the norm, however.  Charter Schools have ravaged Louisiana’s public school system since Katrina.  The statistics in this full article, “The Problem With New Orleans’s Charter Schools” by Brentin Mock are WELL worth the read.

At the Save Our Schools March in Washington, D.C. this summer an African American Charter School victim gave me his first hand account of his experience.  When he went to school his Charter School Principal told him, “Get home and don’t come back!  We already got the money for you!”

Some  legal action has been taken in Louisiana, this time to protect students who are segregated based on ability,  but despite this case; Louisiana’s children are still being held hostage by the Charter Schools.

“National media outlets have similarly gushed over New Orleans, some going so far as to suggest that Katrina saved the public-education systemin the city.

But is this supposed revolution really helping the most-disadvantaged students in New Orleans, those with special needs such as physical, behavioral, or mental disabilities? In July, the Southern Poverty Law Center (SPLC) filed a legal complaint against the Louisiana Department of Education alleging that schools have been turning away parents with disabled children and shirking their responsibilities to ensure that the special-needs students they do serve actually benefit from academic instruction. The complaint asserts that New Orleans schools are in violation of the federal Individuals With Disabilities Education Act (IDEA), particularly in terms of excessive punishment of children with emotional and behavioral problems.”

The mysteries of this melodrama are real and they couldn’t be darker in fiction as we struggle through these ‘savage inequities’ too long to list in one blog.

These questions remain:

  • Will Washington State judges hold back the floodgates of Charter Schools and Vouchers to save public schools?
  • Will the Save Our Schools organization and Parents Across America garner enough support to fight against the unlimited funds of Bill Gates and the pack of Privateers?
  • Will the people of Washington rise up against these egregious civil rights attacks?
  • Will the NAACP and the ACLU involve themselves on a national level to protect the rights of children across America’s public school landscape? 
  • Will the bloggers and social media authors do enough exposure of the dualities to stop these Privateers by educating the masses?
  • Will the White Shadow of Racism and the “Savage Inequalities”  finally be ended by public school teachers, parents, and student protests?

We’ll have to wait until the end of the movie  —  or — take control and write our own ending!