Posts Tagged ‘local control’

Defining Local Control

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The phrase is loosely tossed around these days.  But what exactly does local control mean to you?  Technically, it means that you, the taxpayer, should have an elected representative who is accountable to you at the voting booth for every government function.  You know that you have lost local control when your elected representatives pass measures to set up another commission, agency or outsource privately (privatization) and in effect merge the private sector with the public.

Take education, for example.  Parents have been petitioning for the restoration of “local control” for decades.  Each new generation rises and asks, “Why aren’t you listening to me?”

Today, neighborhood schools have no elected boards – replaced by site-based management teams or unelected councils, but the local decisions have been transferred to the district, and in the last two decades, to the state, regional and national levels. That means less accountability.

Charter schools have erupted everywhere, and while some have elected boards, you don’t get to elect them – or even run for them (unless you have a child in the school or are affiliated with it).  Yet, you are paying for them. Some are run by the state.  Where does that take “local control?”

In my book, that’s taxation without representation.

I thought a graphic would illustrate better than words, so I brought together as many of the players involved in the nationalization of education as I could legibly include on one page.  It shows just how big government has become, how bureaucratic, how out of control – with local control virtually lost.  This must change.

You can clearly see that this bureaucracy has been funded and supported by both the Left and the Right. Have I left out any sacred cows?  This is only the tip of the iceberg.

Local Control

Another graphic coming soon: All roads lead to Bill Gates.

To understand how to take back our neighborhood schools and save public education the way it was meant to be, here is a proposed action plan.

We need your help.  It’s a costly campaign going up against this Goliath Bill Gates.  But if David could do it, so can we.

 

The phrase is loosely tossed around these days.  But what exactly does local control mean to you?  Technically, it means that you, the taxpayer, should have an elected representative who is accountable to you at the voting booth for every government function.  You know that you have lost local control when your elected representatives pass […]

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An Education Policy Action Plan

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An Education Policy Action Plan

Federal/National
1. Phase out and defund federal control of education, setting a reasonable timeline to dismantle the US Dept. of Education. Leave only an oversight-monitoring office of one elected official from each state as a check on corporate and government activities related to data collection and other activities formerly carried out by the U.S. Department of Education.

2. Challenge and discontinue the unconstitutional and illegal administration of behavioral/national tests and assessments. GEPA prohibits national testing, but NAEP is one example.


3. Pursue an anti-trust and/or class action law suit
against the College Board – a private enterprise that receives massive public funding – to break up that monopoly. Reward colleges and universities that restore development and administration of their own entrance exams – unique and individual to each school.

4. End the federal funding of regional labs
, which remove local control and outsource curriculum development for the USDOE.

5. Stop/phase out further funding through ESEA reauthorizations. Because Title I funding bypasses the state and local control has been lost to federal over-reach, and the purpose of education has been changed to government-managed workforce tracking instead of real education, we must restore pre-1965 policies.

6. Prohibit collection of private, personal data. Help bring a lawsuit against the U.S. Department of Education for illegal access to student records without informed consent under FERPA. Recent NSA disclosures illustrate the need for strengthening privacy laws. Data mining and sharing should be prohibited beyond the local school and only released upon request for application either to another school or for college application/entrance.

7. Phase out block grants. A taxpayer sends $1.00 to Washington, only to get back 80 cents or less so that control and redistribution are federally controlled and then used against us.

8. Discontinue further voucher, school choice, charter school (“P3” private-public partnership), privatization grants. They constitute taxation without representation at the local level.

9. Phase out the practice of tax-funded research grants and student loans (“P3” vouchers) to private colleges and universities
, binding those schools to federal regulations. This is the loss of religious liberty and socialization of our higher education system.

school choice-charters
State/Local

10. End the Computer-Adaptive Test (CAT)
which employs behavioral strategies to change attitudes and values.

11. Require partisan school board and superintendent elections.
In Utah, a strong Republican state, it is estimated that 70% of most school boards, state and district, vote progressively in funding and education policy. No regular or charter school board/superintendent should be appointed, including pre-selected candidates for a run-off.

12. Tie the funding to the geographical tax base, where the school physically resides, in order to restore neighborhood school accountability.  This is the definition of local control and taxation with representation. Each local school must have an elected board representing – and accountable to – that tax base. Charter and School Community Council laws violate this definition of taxation with representation and must be repealed. 

13. End federal funding of state schools by restoring local control of state trust lands.  This property, when sold, should be allocated to the local school where that property is located.  

14. Repeal consolidation legislation that is merging smaller schools into larger districts.

15. Prohibit local teacher/administrator unions and parent organizations from forcing participation and using dues for political purposes.

16. Phase out vouchers – or anything like them (“the funds follow the student”) – that mingle public funds with the private sector, and that results in taxation without representation.

17. Phase out open enrollment and school choice-charter schools in two phases: First, by ending additional charters. Then, by developing a transition plan under which current charters take responsibility for their own development by a certain cut-off date or go out of business. The intended consequence is authentic parental choices, local control, religious liberty in education, and the restoration of representative government.

Our liberty is the bottom line. “School choice” is a lie. It is killing authentic choice. Private and parochial schools cannot compete with FREE charters and are closing or secularizing to become publicly-funded charters!

school choice-charters

Individual
18. Remove your children from schools that receive public subsidies, including public-private partnership (P3) schools (also known as “school choice”-charter-voucher schools).

19. Have confidence that it is possible to teach a child the basics at home.

20. Teach your children correct principles and forewarn them. Students must know that if they enter a college or university that takes federal money, they will be taught ideals that your family or religious beliefs may not support, increasing the chances that they will graduate with a more socialist/secular humanist view.

21. Avoid sending your children to private colleges and universities that accept public, tax dollars.

22. Have the courage to educate and inform the business and church community one-on-one.

In the immortal words of C.S. Lewis:
“Vocational training…prepares the pupil not for leisure, but for work;
it aims at making not a good man but a good banker,
a good electrician, a good scavenger, or a good surgeon….
You see at once that education is essentially for freemen
and vocational training for slaves.”

Submitted by Cherilyn Bacon Eagar, August 30, 2013
Former Candidate U.S. Senate 2010/Congress 2012

An Education Policy Action Plan Federal/National 1. Phase out and defund federal control of education, setting a reasonable timeline to dismantle the US Dept. of Education. Leave only an oversight-monitoring office of one elected official from each state as a check on corporate and government activities related to data collection and other activities formerly carried […]

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The Real War Behind Common Core Part 6: An Education Policy Action Plan

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Part 1 establishes a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.”

I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or out of context misinterpretation of this argument.

Part 2, describes the history behind the P3 and began to discuss what this sacred cow is and how it has killed “choice” in the trade market.

Part 3 explains more about what this sacred cow is, how it has damaged free enterprise and competition in the health care industry, and how it is applied to education policy.

Part 4, dissects the anatomy of the Charter school movement vs. the private school and show what has gone wrong – very wrong – enough to kill reduce parental choices and to destroy the private schools and force them into the public system.

Part 5, illustrates how open enrollment, the hallmark of school choice/charters, has forced loss of local control and accountability to the taxpayer, and how it is feeding the consolidation of power beast. I identify the charter school as the business model, funding plan and organizational structure for the regionalization and nationalization of public schools.

Solutions: Where To Begin? Read More

Part 1 establishes a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.” I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or out of context […]

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The Real War Behind Common Core Part 5: Charter Schools and Loss of Local Control

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In Part I, I established a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.”

I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or misinterpretation of this argument.

Part 2, describes the history behind the P3 and begins to discuss what this sacred cow is and how it has killed “choice” in the trade market.

Part 3 explains more about what this sacred cow is, how it has damaged free enterprise and competition in the health care industry, and how it is applied to education policy.

Part 4, dissects the anatomy of the Charter school movement vs. the private school and shows what has gone wrong – very wrong – enough to kill reduce parental choices and to destroy the private schools and force them into the public system.

In Part 5, I illustrate how open enrollment, the hallmark of school choice/charters, has forced loss of local control and accountability to the taxpayer, and how it is feeding the consolidation of power beast. I identify the charter school as the business model, funding plan and organizational structure for the regionalization and nationalization of public schools, which completely removes accountability to the local taxpayer.  This is taxation without representation.

School Choice, Charter Schools = Loss of Local Control

For years, parents complained about how they were stuck with one neighborhood school they didn’t like, but they couldn’t move, and they had no choices.  Back to Part 1, I explained how I ran for the school board on a “school choice/voucher” platform because I felt that same frustration.  We needed a choice of curriculum and if we couldn’t get it in the neighborhood school, then we should have the right to apply for another school.  It’s was called “open enrollment.”

How wrong I was.  But we got what we wished for.  Here’s the flaw:  Read More

In Part I, I established a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.” I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or misinterpretation […]

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The Real War Behind Common Core Part 4: Charter Schools vs. Private Schools

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In Part 1, I established a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.”

I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or misinterpretation of this argument.

Part 2, describes the history behind the P3 and began to discuss what this sacred cow is and how it has killed “choice” in the trade market.

Part 3 explains more about what this sacred cow is, how it has damaged free enterprise and competition in the health care industry, and how it is applied to education policy.

Part 4 dissects the anatomy of the Charter school movement vs. the private school and show what has gone wrong – very wrong – enough to kill reduce parental choices and to destroy the private schools and force them into the public system.

Choice/Charters vs. Private Schools

school choice-chartersJust as we established in the last segment (Part 3), education choice is following a parallel path as health care by establishing public-private partnerships, called P3’s.  Many of the same funders of Common Core are the same people that have set up the charter school as the “competition” in education as the “school choice” model.

Myths About Charter Schools
Here are some myths surrounding choice/charter schools. Read More

In Part 1, I established a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.” I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or misinterpretation […]

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The Real War Behind Common Core Part 3: Public Private Partnerships and the Free Market

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In Part 1, I established a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.”

I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or misinterpretation of this argument.

Part 2 describes the history behind the P3 and began to discuss what this sacred cow is and how it has killed “choice” in the trade market.

Part 3 here explains more about what this sacred cow is, how it has damaged free enterprise and competition in the health care industry, and how it is applied to education policy.

Comparing “Free Market Choice” in Another Context

What many did not realize when they embraced the concept of “free market-choice” is that because of Heritage Foundation’s development of that movement’s sacred cow – the North American Free Trade agreements, the U.S. would lose millions of jobs overseas, and it would be competing with socialist nations that subsidize their corporations and production. Naturally, this forced our nation to do the same, if we were to compete in this “free” global economy.  All very Friedman-esque.

But wait. I wonder, did Milton Friedman anticipate that entering the “free” market of socialist economies that subsidize and manage their private enterprises – or own them – would force the United States to subsidize our private corporations and production and become more socialist ourselves in order to compete with them? Read More

In Part 1, I established a backdrop for how the people have lost local control and have confused the public with the private, and indeed have formed mergers called, “public private partnerships” or “P3s.” I urge you to review each Part in sequence so that you can follow the logic and avoid confusion or misinterpretation […]

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The Real War Behind Common Core Part 2: Origins of Public Private Partnerships

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In Part 1, I established a backdrop for this turbulent flight toward socialism the United States is on and how the people have lost local control. In their lack of understanding of basic representative government, they have confused the public with the private, and have formed mergers called, “public private partnerships” or “P3s.” Please review Part 1 before reading Part 2 to avoid confusion or misinterpretation of this second segment in the series of six.

Yes, there is history behind the P3’s that the United States public policy advocates and lawmakers are embracing, especially on the conservative Right. As my Russian friend explained in Part 1, these partnerships don’t have a happy ending. [Warning: More turbulence ahead. If you need a bag, it’s in the pocket on the seat in front of you.] Read More

In Part 1, I established a backdrop for this turbulent flight toward socialism the United States is on and how the people have lost local control. In their lack of understanding of basic representative government, they have confused the public with the private, and have formed mergers called, “public private partnerships” or “P3s.” Please review […]

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A Petition to STOP Nationalized Education and Restore Local Control

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This petition has a pre-requisite:  that you first read the blog post Restoring Our Schools  – An Education Policy Action Plan and this additional informational article.  These provide essential background information about which you may not be aware and will most likely answer any questions you may have.

The petition is directed to elected officials at the local, state and national levels and is offered for endorsement and use by policy organizations and individuals who share the perspective that what’s at stake in this current Common Core Standards debate over whose standards are best – yours or mine – is largely a battle overlooking the real war that must be won: the fight over loss of local control, free enterprise and our representative form of government.

It wouldn’t matter if the standards were from the Ten Commandments or the Communist Manifesto, debating the merits of standards merely lends credibility to the unconstitutional role of the federal government to control society with common – or uniform – national standards.

If you agree with us that there’s much more at stake, or if you have suggestions, please comment, but be sure to study this issue thoroughly, and then sign this petition.  Click “more” to read it.  The petition is to the right of this blog site.  Read More

This petition has a pre-requisite:  that you first read the blog post Restoring Our Schools  – An Education Policy Action Plan and this additional informational article.  These provide essential background information about which you may not be aware and will most likely answer any questions you may have. The petition is directed to elected officials […]

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The Real War Behind Common Core Part 1: Local Control vs. Nationalization

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How to Restore Our Schools and Representative Form of Government
An Overview and Action Plan
Part 1: 
Local Control vs. Nationalization

This article in 6 parts was prepared for activists everywhere who seek remedies to the radical reforms that have transformed education from the tradition education in basic facts to today’s new focus on workforce training and tracking.  In Part 6, an Education Policy Action Plan is proposed. The five preceding segments of this series is to lay a logical foundation for understanding the proposed action plan.

Background

How to Win the Battle and Lose the War

In 1989 I was recruited to run for a school board in Dallas, Texas.   I was a young mom of five, and the issue that brought the concerned parents together was the proposal to remove honors classes from the schools and to create a brand new middle school that cut back on academic time and added psychological counseling time for every student.

I took my own crash course in education and identified the problem of lowering the basketball standard so all could reach it, a strategy for dumbing down the students.  I saw that there were no choices in Dallas, but that some good “back to basics” schools had been organized, one in Mesa, Arizona – the Ben Franklin School.  And I wanted a choice like that for my own children. Read More

How to Restore Our Schools and Representative Form of Government An Overview and Action Plan Part 1:  Local Control vs. Nationalization This article in 6 parts was prepared for activists everywhere who seek remedies to the radical reforms that have transformed education from the tradition education in basic facts to today’s new focus on workforce […]

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Common Core Reforms: Restore Local Control by Ending Private-Public Partnerships

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Comments by Cherilyn Eagar
Common Core Legislative Meeting
Utah State Capitol
July 17, 2013

Recently our coalition Utahns Against Common Core successfully passed a resolution opposing Common Core at the Utah State Republican Convention with a resounding 65.5%.

It reads, “Therefore, be it resolved that we call on the Governor and the Utah State School Board to withdraw from, and we ask the Utah State Legislature to discontinue funding programs in association with The Common Core State Standards Initiative/Utah’s Core and any other alliance that promotes and tests for un-American and inferior, curricula, standards and assessments…”

This won’t be easy.

And it didn’t happen overnight. The idea of uniform national standards codes were established in 1994 in the US Department of Education’s (USDOE) handbook to track both teachers and students. In 1992, the USDOE combined with the Department of Labor to establish SCANS, a centralized government workforce management system based on a Prussian dual track model, now benignly called “college and career readiness.”

We are counting on you to be accountable and to help us elect accountable school boards, and to end the collusion of private-public partnerships – our tax dollars and funding from unaccountable private corporations and non-profits. There’s a label for this kind of government, and I hope you are familiar with its history.

For decades the USDOE has circumvented the law that prohibits it from writing national curriculum and assessments by out-sourcing to its right arm, a non-profit DC-based lobbyist/trade organization – the Council of Chief State School Officers (CCSSO). The CCSSO – along with another DC-based lobbyist/trade organization, the National Governors Association, for which Utah taxpayers pay dues exceeding $16,000 a year – have collaborated on these reforms. They commissioned Achieve, Inc. to build the standards.

The Common Core “architect” is also the President of the College Board, now aligning college entrance exams to Common Core. No child will be left behind in this Catch-22 monopoly which deserves to be challenged in the Courts.

With $16 billion from the federal government and $5 billion from the Gates Foundation, which funded all of these entities and more, where were YOU in this decision-making process?

If this is state-led, why then is our Secretary of Education fighting so fiercely to mandate it? It wouldn’t matter whether these standards were straight out of the Ten Commandments, where is the legal and constitutional authority for the unelected to fund and create standards for the states and then dare to call it “state-led?” It’s not state-led. It’s miss-led, and we’re counting on you to get us out. I look forward to working with you on the solutions. Thank you.

About Cherilyn Eagar and Common Core Background
Since 1991, Cherilyn Eagar has been a research director for World Class Education Research, now a project of the American Leadership Fund. Co-founder Charlotte Iserbyt, former Senior Policy Director with the U.S. Department of Education, and Cherilyn gathered original source materials and they have spoken nationally and published research that provides the historical background for the present education reforms. Cherilyn assisted in the early organization of Charlotte’s lifelong work, now a classic, called The Deliberate Dumbing Down of America.

In 1989, Cherilyn testified before the Richardson Independent School Board in Dallas, Texas exposing the flawed research behind egalitarian reforms such as eliminating honors classes, competitive sports and cooperative “group-think” classroom pedagogies, all funded through private, non-profit and unaccountable corporations – at the time, Carnegie and Danforth. She was recruited to run for the school board and temporarily stayed these policies.

In 1993, Cherilyn wrote a manual for education researchers called Edugate 2000: The Deconstruction of a Culture and funded and co-authored the first state student and family privacy protection law – Utah’s Family and Educational Rights to Privacy Act. She testified before the Utah State Education Committee, exposing the deception of the USOE, which had denied that it had been the pilot state for Common Core’s predecessor – outcomes-based, performance-based and standards-based education reforms.

These policies deliberately transformed the school from the place where character and wisdom was taught through literature classics, history and sound math and turned them into the school-to-work, interdisciplinary social justice classroom with the goal of achieving a federally-managed workforce. Yesterday’s “school-to-work” is now called “college and career readiness.” It follows the European model of early tracking into vocational or college tracks, allowing government’s over-reach to limit our children’s choices.

In 1993 when she produced a copy of the original outcomes-based grant through the Far West Regional Laboratory, she exposed the misinformation the USOE was giving the legislature and the citizens, just as it is doing again today.

Cherilyn was the first Republican woman to run for US Senatein Utah in 2010 and in 2011 was named the Deseret News/Salt Lake Tribune’s “Wasatch Woman of the Year – Community Service.” She owned an Broadway workshop company in New York City rated along with NYU’s program as one of the top two of it kind by industry paper Back Stage. She was a top-rated faculty member at the Orange County School of the Arts (a charter school) and also at Brigham Young University. She now serves as a Republican State Delegate and member of the State Central Committee, as well as the Utah Coordinator for the Association of American Physicians and Surgeons. She is a frequent issues analyst on radio and TV, and is a mother of five and grandmother of 12, most of whom have been and are currently in three of Utah’s school districts.

She is Vice President of EZHomeFind.com, a real estate internet marketing company. She manages her social networking and active blog site www.CherilynEagar.com where you will find ongoing research and news updates. To contact Cherilyn Eagar: Cherilyn@CherilynEagar.com 801-592-4245
Paid for by American Leadership Fund 999 Murray-Holladay Road Suite 202 Salt Lake City,

Comments by Cherilyn Eagar Common Core Legislative Meeting Utah State Capitol July 17, 2013 Recently our coalition Utahns Against Common Core successfully passed a resolution opposing Common Core at the Utah State Republican Convention with a resounding 65.5%. It reads, “Therefore, be it resolved that we call on the Governor and the Utah State School […]

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