Category Archives: Academics

Reason 82: Because Your Child Is A Person, Not An Age

From “Science Alert”:

New study suggests we’re sending our kids to school too young.

To approach the education institution from the perspective that it’s all about what is best for the child is to subject one’s self to endless frustration. Education is way down the list of objectives held by the institution. Proper indoctrination into Marxism and Secular Humanism is way up there. And then there’s the NEA, the teachers Union, who is there to make sure that the cash keeps flowing back to the bosses and the DNC. Then you’ve got the LGBTXQWERTY, to ensure that no depraved or confused notion of sexuality is disapproved of. Of course there’s those in management with their cenchy high paying jobs that must be protected and expanded. And we can’t forget Planned Parenthood sucking at the bloated bureaucracy’s teat.

And then we have this study, that seems oddly out of place because it seeks what is best for the child and not the institution. But in reality, it’s the state’s job to get the children into the machine, and away from parents, as early as possible.

From the study:

How old should our children be before they start a formal education? That’s the question asked by new research from academics at Stanford University in the US, and it turns out that it might be better for our youngsters if they started school later – a whole year later in the case of the Danish children involved in the study.

I’ve got a better idea than that. Start them earlier, and never start them at all. I know that seems impossible, but it really isn’t. A child is born a sponge. It seeks knowledge, and it can’t help but to seek knowledge because that’s how God designed children. So I’d say that school should start no later than perhaps a day old. Isn’t it amazing and awesome that your child learns so much in the years before you hand him off to the state? And there’s not a high paid bureaucrat with his pension anywhere around. As it turns out, you’re qualified. Go figure.  So why end a great thing? Just never send him to the state. Before you know it you have a normal young man or woman standing right there in front of you, who knows that girls are girls and boys are boys, and you can’t tax people into prosperity, and that big government will not save him, and that he doesn’t get to decide for himself what right and wrong are, nor does a self-appointed elitist, the-sky-is-falling, do gooder. Nope, it’s as it should be. You’ve passed your values along to your child, and you got to enjoy the excitement of watching your child learn, become wise, and grow up too.  It doesn’t get any better than that, and you don’t need no stinking study to know it.


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Filed under Academics, Worldview

Reason 78: Common Core Is A Scheme That Will Fail Your Children

It appears that the state of Kentucky was the launch customer for Common Core, and now, according to this article by , professors  are ready to revolt over the unprepared student stream flowing into their classes:

College Professors Begin Revolt Against Common Core

It’s been obvious from the beginning of the Common Core scheme that one of many weak links in the enterprise was college professors. What would happen when their classes were flooded with increasingly ill-prepared Common Core-“educated” students? That problem is now becoming apparent, and a professors’ revolt has now begun in Kentucky—the first state to adopt and implement the national curriculum mandates. Coupled with newly elected governor Matt Bevin’s desire to see Common Core removed from Kentucky, a state that Bill and Melinda Gates have touted as being a Common Core leader may soon join the others dropping Common Core like a hot potato. In connection with federal Race to the Top grant applications in 2010 and No Child Left Behind waivers in 2011, states had to demonstrate that their institutions of higher education (IHEs) would “exempt from remedial courses and place into credit-bearing college courses” students who attained a certain score on Common Core-aligned assessments. But as detailed by critics such as Dr. Sandra Stotsky and Dr. James Milgram, the massive deficiencies of the national standards mean students will be even more unprepared for college work than they were before.

The institution cannot escape from an institution mindset, which is that if it can decree reality. And in case you’re wondering, it can’t.  If a young person entering college has to learn in college at much greater cost what the state spent a small fortune to teach him in highschool, then someone’s getting ripped off. And that someone is you, the taxpayer. The institutions work around is to force the child to learn through testing. But that’s always the tyrant’s solution, to simply legislate, decree, and then it will be. The institution can never see that it is its own worst enemy when it comes to education. But then again, why would it notice such things, the institution is not interested in education but rather the institution.

But there is a way out of common core. It’s called home schooling. And it’s one of the most challenging and rewarding things you’ll ever undertake. And not only that, you can do it for a fraction of a fraction of the cost that the institution plans to spend on itself in your child’s name. So why not?




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Reason 77: Because Government School Is A Machine That Fails

What do you call a person who worships someone who continually insults them? Is there a name for such? I don’t know. But something very similar seems to be the case here. We can start by establishing that Secular Humanism is the state religion, and as such must be taught in your child’s school. We can also establish that Secular Humanism looks to humans, i.e. “man”, for all the answers to man’s problems. So it only stands to reason that Secular humanism would worship genius.

So we have at least one genius, Albert Einstein– and I suspect there are many more–who deplored the institution.

Of course the teachers don’t behave like sergeants anymore. They’ve been hamstrung. They behave like people with a pension, because that’s what it’s all about. No teacher can love your child like the two teachers who care for her more than any state employed teacher can. These two teachers understand their child, work with their child, and is excited when she succeeds. These two teachers are not hirelings. They do it at great expense to themselves, but with great rewards for themselves and their children alike. These two teachers are the children’s parents. So have some fun, and learn lots along the way. You won’t regret it.

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Reason 63: Because Your Child’s Mind Really Is A Terrible Thing To Waste

Secular Humanism worships man, especially his genius, because in their humanist mindset man is man’s only hope for salvation from man. But secular humanism is blind. It can’t see that secular humanism is the very problem.

So here we have a celebrated genius, Albert Einstein, who understands a thing that I have learned myself as a homeschool parent. Children are naturally curious. They will learn. They really don’t need a state certified teacher with full benefits, a powerful and evil union, and early retirement with a pension… to learn.  No, it’s the institution that needs those things. Your child simply needs love, and for you to train him up in the way he was created to go.



Filed under Academics, Secular Humanism, Unions

Reason 59: Because A Real Education Is Actually A Good Thing

Remember that the state education institution exists for the sake of the sate education institution. It outgrew caring for your children, probably about the same time it became all about feasting at the federal feeding trough.  Still, it does have to keep up airs, and testing plays a big part in that.  So bad test scores = failure for the school.  But no fear, the people who administer the tests are the same ones who get to decide what is passing.

So this from the cool folks at Moonbattery:

School System Raises Grades by Lowering the Bar

As the rot implicit in liberal control corrodes educational quality, and demographic deterioration eats away at our national IQ, academic achievement is bound to suffer. Fortunately the educrats at the Cotati-Rohnert Park Unified School District in Sonoma County, California have solved this problem by introducing a new grading scale:

The new system is called the equal interval scale. Essentially, it makes it harder to get a failing grade. It departs from the traditional A to F scale in which students receive F’s for scores below 59 percent. Instead, the scale awards F’s only for scores below 20 percent. …

F’s for below 20 percent? Well that might get your child a passing grade, but the institution failed long ago!

H/T Neil Simpson

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Filed under Academics, Testing

Reason 51: Because No One Knows How Bad Your Neighborhood Schoolhouse Is Like Those Who Work In It

Here we have Wendy Bradshaw, a teacher in the institution who, like so many others, has poured her life into teaching children. As a teacher myself, (Not a state certified teacher mind you, the state has proven itself unworthy of certifying anything but depravity in these latter days I think. In fact, I think it takes a lot of gall for the state to pronounce as “certified” some of the teachers I’ve seen.)  I understand her excitement about watching children learn.

She valiantly fought the bloated, bureaucratic evil empire. But then she had her own child. She wrote this on her FB account which is open for all to see:

Today I resigned from the school district. I would like to share with you what I gave them. Feel free to share it if it strikes you as important.

To: The School Board of Polk County, Florida
I love teaching. I love seeing my students’ eyes light up when they grasp a new concept and their bodies straighten with pride and satisfaction when they persevere and accomplish a personal goal. I love watching them practice being good citizens by working with their peers to puzzle out problems, negotiate roles, and share their experiences and understandings of the world. I wanted nothing more than to serve the students of this county, my home, by teaching students and preparing new teachers to teach students well. To this end, I obtained my undergraduate, masters, and doctoral degrees in the field of education. I spent countless hours after school and on weekends poring over research so that I would know and be able to implement the most appropriate and effective methods with my students and encourage their learning and positive attitudes towards learning. I spent countless hours in my classroom conferencing with families and other teachers, reviewing data I collected, and reflecting on my practice so that I could design and differentiate instruction that would best meet the needs of my students each year. I not only love teaching, I am excellent at it, even by the flawed metrics used up until this point. Every evaluation I received rated me as highly effective.

Like many other teachers across the nation, I have become more and more disturbed by the misguided reforms taking place which are robbing my students of a developmentally appropriate education. Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it. However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective but actively harmful to child development and the learning process. I am absolutely willing to back up these statements with literature from the research base, but I doubt it will be asked for. However, I must be honest. This letter is also deeply personal. I just cannot justify making students cry anymore. They cry with frustration as they are asked to attempt tasks well out of their zone of proximal development. They cry as their hands shake trying to use an antiquated computer mouse on a ten year old desktop computer which they have little experience with, as the computer lab is always closed for testing. Their shoulders slump with defeat as they are put in front of poorly written tests that they cannot read, but must attempt. Their eyes fill with tears as they hunt for letters they have only recently learned so that they can type in responses with little hands which are too small to span the keyboard.

The children don’t only cry. Some misbehave so that they will be the ‘bad kid’ not the ‘stupid kid’, or because their little bodies just can’t sit quietly anymore, or because they don’t know the social rules of school and there is no time to teach them. My master’s degree work focused on behavior disorders, so I can say with confidence that it is not the children who are disordered. The disorder is in the system which requires them to attempt curriculum and demonstrate behaviors far beyond what is appropriate for their age. The disorder is in the system which bars teachers from differentiating instruction meaningfully, which threatens disciplinary action if they decide their students need a five minute break from a difficult concept, or to extend a lesson which is exceptionally engaging. The disorder is in a system which has decided that students and teachers must be regimented to the minute and punished if they deviate. The disorder is in the system which values the scores on wildly inappropriate assessments more than teaching students in a meaningful and research based manner.

On June 8, 2015 my life changed when I gave birth to my daughter. I remember cradling her in the hospital bed on our first night together and thinking, “In five years you will be in kindergarten and will go to school with me.” That thought should have brought me joy, but instead it brought dread. I will not subject my child to this disordered system, and I can no longer in good conscience be a part of it myself. Please accept my resignation from Polk County Public Schools.

Wendy Bradshaw, Ph.D.

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Filed under Academics, Education