Category Archives: Education

Leftist teachers getting mugged by reality

Public school teachers, who are mostly Leftists, are getting mugged by reality. Why? Because the Obama administration’s Department of Education required equal racial outcomes for student discipline.  Of course, student behavior is similar to criminal behavior in that it is much more dependent on home life (i.e., no solid male presence at home) than race.  Via School discipline issues reach fever pitch as districts fear the racial bean counters:

The bane of “racial proportionality,” which in many ways personified the Obama administration, continues to burden school districts across the country.

Over the last decade, school officials have loosened the “discipline grip,” so to speak, out of fear their schools’ racial percentages may not be viewed as “correct” by government bureaucrats.

Ironically, it’s that very reliable Democratic voting bloc — teachers — which have borne the brunt of this slackening, which no doubt explains why even they frowned upon the previous Department of Education’s race-based “discipline” measures.

Take a recent story from Harrisburg, Pennsylvania: City schools have lost almost four dozen teachers since July due to what they deem as “an unprecedented level of misbehavior among children” . . .

So whenever a student misbehaves the teachers must clairvoyantly know the racial discipline ratios to date for their school and/or district to know if they can punish the student.  And you can imagine how quickly the students will pick up on that.  If they know the minority quotas have been achieved then they can do almost anything without getting punished.

Maybe the teachers will reconsider their political views. The elites don’t care if teachers suffer as long as they prop up the charade that disparate outcomes are always driven by discrimination.

And what about the poor students who can be victimized at will by those who aren’t permitted to be punished?  Hopefully their parents will protect them by home schooling or at least protesting — and voting for true conservatives!

And this would be a good time to remind the elites of the one set of disparate outcomes that they ignore: Blacks are aborted at three times the rate of whites and Hispanics at twice the rate. Why not oppose abortion because of that?

This is one of the many reasons we should eliminate the Department of Education to save money and improve schools.  Polices like this are transparently ridiculous and, ironically, racist at their core.  Parents should know that if their children chronically misbehave then the rest of us are under no obligation to fund their education.

Pass the popcorn: Famous atheist Richard Dawkins banned from speaking at Leftist university

Leftists are a self-parody. Richard Dawkins is perhaps the most popular and iconic hater of Jesus, yet these Leftists banned him for daring to criticize their most-favored-religion of Islam.  Via Plug Pulled on Richard Dawkins for Criticizing Islam:

kpfa-dawkins

Criticizing Islam cannot be forgiven, no matter how many times you have denounced Christianity. Ever since 9/11, Islam has been sacred to liberals; it becomes more sacred with each new terrorist atrocity against the West. Muslims have achieved the coveted status of the marginalized.

Got that?  Just call anything you disagree with “abusive speech” while claiming that you still support free speech.   No need to debate any contrary ideas!

One good thing about Leftist movements is that they inevitably start to attack each other (also see radical feminists objecting to “trans” men joining them). Another good thing is that their extremism sometimes wakes people up to the reality of the movement they are in.  Hopefully some of the Dawkins fans will rethink their worldview.

 

One of the easiest ways to reduce college costs: Address the textbook cartel

Spending $300 on a textbook for most classes is an absolute joke.  It is a racket driven by the sellers, of course, and the schools who have no interest in reducing costs and by professors who sell their own books with meaningless updates made to force new purchases.

But how many updates are necessary, for example, for most math classes up to and including calculus?  And do we really need a new book on Shakespeare in the English department?  Very, very few classes in the first 2-3 years of college would ever need updates.  And why have paper copies of anything?

Here’s one idea that may help, though I worry about it getting perverted by biased writers as happened with Wikipedia: Open-Source Textbooks Gain in Push for College Affordability – ABC News

Gee, what could go wrong with race-based discipline limits?

Only foolish Leftists could think this was a good idea: Require that school discipline rates be equal by race.  Aside from the impossibly complex and superfluous bureaucracy of sorting, weighting and tracking offenses this way* it will only take about 15 seconds for kids to figure out that once their race’s limit race been reached then they can do whatever they like.

Here’s one kid who knew his “rights,” via Teachers Oppose Obama’s Race-Based School Discipline Dictates.

“I was terrified and bullied by a fourth-grade student,” a teacher in a Los Angeles Unified School District school recently noted on the Los Angeles Times website, according to the New York Post. “The black student told me to ‘Back off, b—h.’ I told him to go to the office and he said, ‘No, b—h, and no one can make me.’ ”

Great incentive to make people want to go teach, eh?  And that was a fourth-grader.  Use your imagination on what high school kids will do.  And what a disservice to the children who will grow up thinking they can do whatever they like without consequences.

And make no mistake: Leftists assume that racial disparities in crime rates must be because of racism**, so soon they’ll want to have limits on how many people of preferred races you can arrest for theft, assault, murder, etc.

*Does a mixed race kid’s offenses get split into two categories?  How do you classify Rachel Dolezal’s offenses – black or white?, etc.

**Because it can’t be because of the actual crimes committed and definitely can’t be from the extremely well-documented, Leftist driven impact of single motherhood.

On government

The government is a monopoly.

Monopolies are inherently inefficient.

Therefore, the government is inherently inefficient. It should be limited.

Now, in light of those truths, is it any surprise that government run schools fail to teach that?

Is it any wonder that the “Christian” Left looks to government to solve all our problems?

Never forget that Leftists literally fail at basic economics.

In other news, every kid who is a fan of the national champion Ohio State Buckeyes just got expelled.

aVia Virginia school suspends an 11-year-old for one year over a leaf that wasn’t marijuana:

Earlier this school year, a sixth-grader in the gifted-and-talented program at Bedford Middle School in Bedford, Virginia was suspended for one year after an assistant principal found something that looked like a marijuana leaf in his backpack.

The student, the 11-year-old son of two school teachers, had to enroll in the district’s alternative education program and be homeschooled. He was evaluated by a psychiatrist for substance abuse problems, and charged with marijuana possession in juvenile court. In the months since September, he’s become withdrawn, depressed, and he suffers from panic attacks. He is worried his life is over, according to his mother, and that he will never get into college.

The only problem? The “leaf” found in the student’s backpack wasn’t what authorities thought it was — it tested negative for marijuana three separate times.

All of this is laid out in detail by Dan Casey in a column in the Roanoke Times today. While the juvenile court dropped its case against the student after the tests turned up negative, the school system, in a community located midway between Roanoke and Lynchburg, has been far less forgiving. That’s because stringent anti-drug policies in school districts in Virginia and elsewhere consider “imitation” drugs to be identical to real ones for disciplinary purposes.

The school’s lawyer, Jim Guynn, is quoted in the Roanoke Times article defending the policy on the basis that “it’s a pretty standard policy across the Commonwealth.” In 2011, for instance, four seventh-graders in Chesapeake, Virginia were suspended over bringing a bag of oregano to school. A quick Google search suggests similar policies are in effect in many other states as well.

It doesn’t matter if your son or daughter brings a real pot leaf to school, or if he brings something that looks like a pot leaf — okra, tomato, maple, buckeye, etc. If your kid calls it marijuana as a joke, or if another kid thinks it might be marijuana, that’s grounds for expulsion.

One more reason to home school.  The paranoid zero tolerance rigidity of the public schools is making things worse than ever.

Two reasons to oppose the “Common Core” curriculum

1. It is a perverse worldview-shaping program driven by the Left and being forced on public school students (and soon to be all students, if they get their wishes, because the Left hates home schooling).

2. It is another example of why we don’t need the Federal Government involved in education.  This “optional” program is typical of how the Feds operate: They take the money of citizens by force then “give” it back if you participate in their “optional” programs like this.  But if you don’t participate you get nothing.  No compulsion there, right?

So what is the Common Core?  Via A Monstrous Story for a Monstrous Curriculum: The Ugly Heart of Common Core.

For those of you who may be unfamiliar with Common Core, it is a curriculum created in the private sector but pushed onto states by the federal government and endorsed by Bill Gates. The cost of implementing the program runs from millions to billions depending on the state. It is untested and unresearched. It has been criticized for being not as rigorous as proponents claim, clearly biased to a liberal perspective, so much so that many see it as indoctrination, and it is being forced on the states in spite of the fact that a federal curriculum is unconstitutional violating the 10th Amendment of the U.S. Constitutionwhich established the principle that“…the “power” to oversee education belongs to the states. This longstanding principle of local control of education is reiterated throughout our laws and government codes.”

All of that sounds like something that makes NO connection whatsoever to most parents or teachers or American citizens as to why they should fight this curriculum.

Here’s an example of the morality it contains.  If you’ve followed the Common Core at all you know that this is one of countless examples.  You could write about it all day, every day.

Here, I am going to provide you with a concrete example that shows the ugly heart of the Common Core. There is something deeply dark and offensive in this lesson created to support Common Core. It is a lesson designed to corrupt essential human decency.

The unit – sorry “module” – that I am using as an example is centered around To Kill a Mockingbird with the theme of “How individuals demonstrate individuality in the face of outside pressures.” At the beginning of all of this, it looks good. I love the book; it is a great American classic and I have taught it many times. The module includes 30 days of lessons associated with the novel and multiple additional short reading assignments. However, as I looked this module over, I became more and more concerned. For me to break down the many problems with this module in detail would take quite a while, so I am going to show you an example of one lesson on one short reading assignment that left me speechless with horror.

This assignment in the module includes a short story by Guy de Maupassant, 19th century writer famous forThe Necklace. Again, this seems rather innocent; this story is often included in high school texts, but not thisparticular story and, more importantly, not with this particular writing assignment.

The short story is The Mother of Monsters (link below). A quick summary of the story is that a gentleman on vacation is introduced to the Mother of Monsters, a local oddity described as a “peasant” and the “Devil”. Her story is that she finds herself pregnant while she is working as a simple serving girl. She binds her body with boards and cords to hide her growing belly. Her child is born horribly deformed. She takes care of the child, but resents it, until a sideshow man comes along and offers to buy the “thing” and to pay a yearly stipend for its use. Once she realizes how much money she can make, she repeats her pregnancy pattern by birthingmonster after monster after monster of intentionally deformed children to sell to showmen. She lives a “bourgeois” life as a result (note the stab at the bourgeois here).

The narrator is reminded of this “Devil” when he later sees a popular “Parissiane” strolling on a beach followed by admirers. Her three children are also all deformed because she wants to maintain her trim figure throughout her pregnancies, so she keeps her corset tightly cinched. Peasant and lady; different, yet the same. Both the Mother of Monsters. Both display a level of selfish evil that most humans would revile.

Now as a high school story, this story may have a lot of meat to chew on for discussion…for maybe 11th or 12thgraders, but this is a story assigned to incoming 9th graders, students who are 13 or 14 years old. Students this age are not ready to handle the truly disturbing elements of a story which reveals some of the most perverse sides of human nature. That is bad enough; however, it gets worse. You may wonder what this story has to do with To Kill a Mockingbird and the theme of individuality. Here is the writing assignment associated with this story:

Write an essay that compares the cultural experience reflected in To Kill a Mockingbird and The Mother of Monsters and explain how this experience helped a character demonstrate individuality in the face of outside pressure.  

Individuality! Outside Pressure!!!! These women chose to deform their children for their own selfish gains or selfish vanity! The first pregnancy of the peasant woman we might forgive out of mercy, but the purposeful birthing of the rest of the 11 children that she intentionally deformed is unconscionable and unforgivable. The same holds with the Parisienne.

To judge these women as demonstrating their INDIVIDUALITY in the face of outside pressure is absurd and defies human decency. It is like insisting Jeffery Dahmer was expressing his individuality through cannibalistic murder. Additionally, it is not a major leap to conclude that if deforming your children in order to express your own individuality is acceptable, then killing your children to protect your individuality (or selfish inhumanity) is perfectly fine too. This is obviously a pro-abortion message. This story paired with this assignment is a repulsive perversion of the concept of “lesson”; it is a corruption of anything descent and good.

There is something deeply repulsive in this lesson, especially as it is aimed at students as young as 13. I have been told that I must teach this module. I can make some adjustments, but not too many. I am struggling to find a way to NOT perpetuate the ugliness found here. I am certainly NOT going to teach this story, though I may find myself in trouble with the system as a result. Some things are worth refusing to do even if there is a cost.

This is what is going on in our schools. This is what you need to see with open eyes. They are doing more than trying to increase rigor; they are indoctrinating our children into one way of thinking—their way! Schools should teach how to think, but never what to think. This is why we must fight what some are trying to sell us as “hope and change” to America.

Here’s an even  more thorough take down of Common Core.

Ivy League school doesn’t accept Advanced Placement credits — good news or bad?

Via U News: Ivy League school no longer accepts Advanced Placement credits. Will this be a trend? — They tried to rationalize it from an education standpoint, but that is a joke.  The AP tests are standardized, which would mean that it wouldn’t matter what high school someone went to.  They either knew the material or they didn’t.  And the college pretends that they have something special to offer in basic classes like history, English, etc. that no one else has access to. Sure.

This is about money: They want you to pay $50,000 per year to take basic courses, which is ridiculous.

I highly encourage people to take dual-credit classes at their local community college.  The community colleges cost a fraction of the state schools, and if you are a high school student they cost almost nothing.  If you home school you can graduate high school with almost a year’s worth of credits.

The good news is that the college model is starting to crack.  It simply can’t stand another 10-20 years of cost increases that are multiples of inflation.  It is a bad move that they are taking away AP credits, but good news that they may drive people to more cost-effective solutions.

Do you wonder how many studies aren’t published because they didn’t give the “right” answers?

Or, the “Left” answers, to be more specific.  See the video at James O’ Keefe Investigation: Rutgers Education Professor in Pay-for-Play | MRCTV to see how a Rutgers education professor agrees not to make a deal until the research shows what he wants it to be.

We know how wildly biased media and education can be, but I’ve never given much thought to how many things the Left can hide in academia.  Think of the studies that allegedly show how well kids turn out in gay/lesbian households.  But what makes you think they wouldn’t hide a study that showed otherwise?

For example:

However, a new in-depth review of 59 studies on gay parenting has concluded that such “strong assertions” about gay parenting are “not empirically warranted.”

Most of the 59 gay-parenting studies involve children of high-income white lesbian mothers or tended to use very small samples; studied children but not teens; and either had no comparison families or compared lesbian-led homes with single-mother-led homes, wrote Louisiana State University family science professor Loren Marks.

These and other weaknesses cannot support broad statements that there are “no significant differences” between being raised in same-sex versus mother-father homes, wrote Mr. Marks, whose analysis was included in the Oct. 15 briefs filed by the House of Representatives in its defense of DOMA in Pedersen v. Office of Personnel Management.

On bullying: Why are products of Darwinian evolution surprised that products of Darwinian evolution behave like products of Darwinian evolution?

the picture consist of articles on bullying, I...

Sorry for the less-than-pithy title, but I spelled it out to emphasize the multiple inconsistencies of the Leftist/Darwinian crowd that poses as part of the anti-bullying movement.

First, I want to be clear that I oppose all bullying.*  For example, I know many gay/lesbian people, and I would defend them if they were bullied just as I would defend other sinners who were getting bullied.  I’m just predisposed to protect the weak and defenseless, such as the unborn.

OK, back to whaling on the Leftist Darwinists: For starters, they don’t mind bullying as long as they are the bullies.  See the Expelled! movie, for example.  They are so “confident” in their views that they delight in using their power to silence opposing views, end careers, etc.  Academic bullying is still bullying.  The root of bullying is cowardice and fear, and they display it regularly.

And if they really believed what they claim they’d concede that there is no grounding to criticize bullying.  Oh, we all know it is wrong, but in a molecules-to-man worldview you can write volumes trying to rationalize objective morality (and they do try!) but you always end up losing.  It turns out to be “truth is relative” morality that they have no logical grounds to expect others to follow unless forced to.

And of course, if there is no God and we are purely the result of the Darwinian mechanism, then it is to “blame” for bullying.  How could you hold the bullies accountable? They were born that way.

Finally, wouldn’t bullying be a positive in the Darwinian worldview?  You know, survival of the fittest, the strong preying on the weak and all that.  Why do they get squeamish and give up a core principle of their cherished worldview?

—–

* My official, one-size-fits-all anti-bullying policy, offered here for the public domain and available for use by all school districts, free of charge:

If you physically or verbally harass other students on or off school grounds, including the Internet, you will have swift and serious consequences. It doesn’t matter if you are bullying because they are gay/straight/fat/thin/smart/dumb/pretty/ugly/etc., or if it is just because you are a mean jerk.

Training over. You don’t need LGBTQ sex clubs in schools to prevent bullying.  That is just a Trojan Horse.

Will Ohioans make the right call on unions?

If they understand the issue properly, I think they will.  Thanks to unions, every Ohio citizen owes government workers $6,150!

See With Each Ohio Citizen Owing Gov’t Workers $6150, Union Bosses Urge A Return To Cannibalism | RedState.

Given that just a few short years ago (pre-market meltdown) Ohio’s taxpayers were on the hook for $46.5 billion due to its underfunded retirement system, one would think that November 8th’s decision to Vote YES on Issue 2 would be a no brainer.

After all, if you’ve got a system where union bosses have been able to put every single Ohio citizen (now) $6150 in debt, why would you want to keep it?

Moreover, if you’ve successfully ridden yourself of the system, why would you want to return to it?

Yet, that’s the issue that Ohioans have to decide when they go to the polls on November 8th to vote on Issue 2: Do . . .

Issue 2 on Ohio’s November 8 ballot poses a simple question to voters: Should SB5, Ohio’s government reform effort to get control back from union bosses, be allowed to go into effect?

As fellow RedState contributor Kevin Holtsberry explains:

Issue 2 is a result of a union led attempt to repeal Senate Bill 5 – legislation which brought much needed reform to Ohio’s collective bargaining laws.  A yes vote allows these important reforms to go into effect which will give much needed flexibility to government at all levels and will remove barriers to merit based management.

A YES vote on Issue 2 gives Ohio’s taxpayers the ability to see SB 5 go into effect. And, in the words of Building a Better Ohio:

It allows an employee’s job performance to be considered when determining compensation, rather than just awarding automatic pay increases based only on an employee’s length of service.

It asks that government employees pay at least 15 percent of the cost of their health insurance premium.  That’s less than half of what private sector workers are currently paying.

It requires that government health care benefits apply equally to all government employees, whether they work in management or non-management positions.  No special favors.

It asks our government employees to pay their own share of a generous pension contribution, rather than forcing taxpayers to pay both the employee and employer shares.

It keeps union bosses from protecting bad teachers and stops the outdated practice of laying off good teachers first just because they haven’t served long enough.

Finally, it preserves collective bargaining for government employees, but it also returns some basic control of our schools and services to the taxpayers who fund them, not the union bosses who thrive on their mismanagement.

 

Things you should know about Rick Perry

The Left is in full pants-wetting mode over Rick Perry joining the race, which shows just how afraid they are of him.  He should easily trounce Mitt Romney, the preferred candidate of the Leftist mainstream media.   Faux Christians play the pathetic “separation” and “hate” cards against him in their religion-disguised-as-politics charade, all the while ignoring people like Jim “the Gospel is all about wealth redistribution” Wallis who are meeting directly with Obama to peddle their false gospel.

Perry isn’t perfect, of course, but my understanding is that Jesus isn’t running in 2012.  Therefore, we need to pick the least-imperfect person.   There are a lot of Republican candidates I like, but I think Perry would be a fine choice.  I hope that when the Republican candidate beats Obama that he or she puts most of the rest of the field in high level cabinet spots.

I urge you to bookmark Seventeen (17) things that critics are saying about Rick Perry, where someone actually did some real research on all the claims being thrown at Perry.  I thought it was pretty unbiased and noted where Perry has made mistakes.  But even his mistake on Gardasil was overblown, and unlike most politicians — including our President — he admitted his mistake.

He is strongly pro-life, which is a huge plus.

Here is my favorite from the list, which uses real, live facts to show how Texas education is better across the board (whites and minorities) than the national average, way better than unionized states like Wisconsin and how Perry’s opponents are

6. Texas ranks poorly in educational spending and high school graduations

That statement is true. Texas does rank near the bottom of generalized rankings in spending per student and high school graduations, but as usual, those rankings alone are misleading. The statement is intended to imply that the state does a poor job of educating its students and therefore its Governor, Rick Perry is to blame. It’s just another two-for-one Texas/Perry smear.

With Perry as governor, how does education in Texas really compare with other states?

To see how Texas stacks up, we’ll compare Texas to Wisconsin. We chose Wisconsin because earlier this year, during their sit-ins and demonstrations, Wisconsin teachers compared their state’s (supposed) #2 ranking in ACT/SAT test scores directly to Texas (at #47). Their reason for comparing to Texas was that Wisconsin teachers are unionized while teacher unions are illegal in Texas. This direct comparison was intended to show the benefit of unionized teachers in educating our children.

However, those rankings were found to be: 1) obsolete, using 12-year-old data, and 2) used questionable methodology. The ranking was debunked by PolitiFact and the claim has since been removed from the union’s website, in other words, they stretched the facts to fit their agenda.

One facet that makes a Texas comparison to many other states is the racial makeup of the student population. Minority students – regardless of state – tend to score lower than white students on standardized tests, and the higher the proportion of minority students in a state the lower its overall test scores tend to be. Regardless of the reasons, the gap does exist, and it’s mathematical sophistry to compare the combined average test scores in a state like Wisconsin (4% black, 4% Hispanic) to a state like Texas (12% black, 30% Hispanic).

But let’s ignore that mismatch and compare them anyway – broken down by racial groups. We’ll compare some 2009 standardized test scores (the latest available) for 4th and 8th grade students in the areas of math, reading, and science. A pilot program for 12thgraders is being tested, but national comparisons are not yet possible for that grade. The data supporting the following rankings are found at the Nation’s Report Card website (link below the rankings).

2009 4th Grade Math

White students: Texas 254, Wisconsin 250 (national average 248)

Black students: Texas 231, Wisconsin 217 (national 222)

Hispanic students: Texas 233, Wisconsin 228 (national 227)

2009 8th Grade Math

White students: Texas 301, Wisconsin 294 (national 294)

Black students: Texas 272, Wisconsin 254 (national 260)

Hispanic students: Texas 277, Wisconsin 268 (national 260)

2009 4th Grade Reading

White students: Texas 232, Wisconsin 227 (national 229)

Black students: Texas 213, Wisconsin 192 (national 204)

Hispanic students: Texas 210, Wisconsin 202 (national 204)

2009 8th Grade Reading

White students: Texas 273, Wisconsin 271 (national 271)

Black students: Texas 249, Wisconsin 238 (national 245)

Hispanic students: Texas 251, Wisconsin 250 (national 248)

2009 4th Grade Science

White students: Texas 168, Wisconsin 164 (national 162)

Black students: Texas 139, Wisconsin 121 (national 127)

Hispanic students: Wisconsin 138, Texas 136 (national 130)

2009 8th Grade Science

White students: Texas 167, Wisconsin 165 (national 161)

Black students: Texas 133, Wisconsin 120 (national 125)

Hispanic students: Texas 141, Wisconsin 134 (national 131)

To recap: white students in Texas perform better than white students in Wisconsin, black students in Texas perform better than black students in Wisconsin, and Hispanic students in Texas perform better than Hispanic students in Wisconsin. In 18 separate ethnicity-controlled comparisons, the only one where Wisconsin students performed better than their peers in Texas was 4th grade science for Hispanic students (statistically insignificant), and this was reversed by 8th grade.

Further, Texas students exceeded the national average for their ethnic cohorts in all 18 comparisons; Wisconsinites were below the national average in 8, above average in 8. That bears repeating: Texas fourth and eighth graders outperformed the national average scores in all categories.

Perhaps the most striking thing in these numbers is the within-state gap between white and minority students. Not only did white Texas students outperform white Wisconsin students, the gap between white students and minority students in Texas was much less than the gap between white and minority students in Wisconsin.

In other words, students perform better in Texas schools than in Wisconsin schools – especially minority students.

Outrageous and unsustainable educational costs per pupil

I don’t know the precise figure for what the target per-pupil cost should be for public education, but I know what it isn’t: $17,800.  Yet that is what is costs in New Jersey today.  See New Jersey per-pupil cost is $17,800 « Wintery Knight.

Think about the average wage in America and how unsustainable that per-pupil cost is.  That is equal to the gross annual wages of a $9 / hour job.  Of course, that person would have to pay taxes, buy groceries, food, transportation, housing, etc. for themselves and the child, so the wages required to fund basic living costs and the student’s education would be much higher.

Something is horribly wrong when costs are that high.  Getting rid of teachers’ unions and dramatically cutting back administration costs would be a start.  Get the Feds out of education completely and you could significantly reduce education costs.

And of course, promote school choice.  You could give incentives to attend private school or home school and save many millions.  Or benchmark the private schools and see what they are doing right.

Compare that with the average tuition with higher-performing private or parochial schools.

Excerpt:

AVERAGE PRIVATE SCHOOL TUITION: $8,549

Elementary: $6,733

Secondary: $10,549

Combined: $10,045

(Digest 2009, Chapter 2, Table 59)

AVERAGE CATHOLIC SCHOOL TUITION: $6,018

Elementary: $4,944

Secondary: $7,826

Combined: $9,066

(Digest 2009, Chapter 2, Table 59)

I’m updating this with a comment from Glenn, which is dead on.

If you want to educate the youth, it doesn’t cost much. If you want to indoctrinate them in liberal ideology, it cost’s big money. That’s the difference between private schools and government schools.

Bad news for teachers’ unions and racists in Washington D.C.: House reinstates voucher program and advances desegration

See House GOP desegregates DC school system. | RedState.  Turns out the Democrats aren’t as pro-choice as they claim.  Pro-choice to destroy innocent human life?  No problem for them.  Pro-choice for minorities to attend better schools?  Eek!  Can’t have that.

The D.C. Opportunity Scholarship Program — which provides low-income District students with federal money to attend private schools — is a top priority of Speaker John Boehner (R-Ohio). The program was closed to new entrants by Democrats in 2009, but Boehner has sought to revive and expand the program. The House passed a Boehner-authored bill last month — the SOAR Act — to reauthorize the program for five more years, and that bill will be included in the final spending deal and signed into law by Obama.

. . .  The [Obama] administration was surprisingly unequivocal in its opposition to “the creation or expansion of private school voucher programs that are authorized by this bill,” probably because poor minority kids don’t contribute to Democratic slush funds to the extent that the NEA does.  Killing the DC voucher program has been a priority for Democrats since they took full control of the government in 2009 . . .

Founders’ Fables – a terrific book to pass along key principles to children

A good friend of mine illustrated the book Founders’ Fables (his sister wrote it).  With easy to follow stories and catchy pictures, it teaches important principles held dear by the Founding Fathers and explains the concept and importance of limited government.

I bought a copy and was very impressed.

It is only $10 and would make a great gift for any child.  It would be great to have in public schools and I especially encourage home schoolers to get it.

From the web site:

What do Joe the Monkey, Benjamin Franklin, Holly the Hippo,
and Thomas Jefferson have in common?

They have all come together in this book to help explain our most treasured American values, based on the principles of our Founding Fathers and the concept of limited government. Through the use of funny and memorable characters, ten simple fables address these American values, often believed too complicated for kids to comprehend. Stories are introduced with a supporting quote from one of our nation’s founding fathers. Each fable is followed by age-appropriate questions and a short art activity to inspire your child to an even deeper understanding. Fun and colorful illustrations accompany each fable, written to appeal to children five years old and up. Through familiar quotations and a short biography, children will also become familiar with famous historical figures who played significant roles in the birth and early development of the United States.

Families concerned with maintaining our country’s conservative roots will want to commit these stories to heart, relating current events to the fables they will come to know and love.

Issues addressed in Founders’ Fables include:
  • National Debt and Future Generations
  • Private Enterprise and Government Intervention
  • Pork/Earmarking
  • Socialism
  • Eminent Domain
  • Outsourcing of American Businesses
  • Self-Reliance and Welfare
  • Government Intervention in Private Lives
  • Fairness Doctrine and Free Speech
  • Independence and Self-Reliance

Each fable is written in rhyme to encourage recall of the stories, and to appeal to a young child’s sense of rhythm and fun. Parents and teachers will agree that children have a fascination with rhyming stories and love to shout out the final rhyming word of each stanza. Many of us still remember every word of the rhyming books from our own childhood, and now share them with our own children…repeating them from memory and sharing in the love of those easily-recalled children’s stories. We hope Founders’ Fables will become a treasured part of your family’s library and tradition as well.

It’s never too early to instill a love and passion for the ideals of our Founding Fathers.
Prepare our future generation.
Encourage self-reliance.

Help preserve our heritage.