The Public School Monopoly Is Immoral

But when the polarization of American politics creates a divide where public school teachers have an overwhelming financial interest in one side of the debate, there is a third and decisive argument for school choice: namely, that public schools are increasingly inclined to slant what is taught with institutionally self-serving propaganda. So much so that school systems can no longer guarantee parents that their children are being educated in ways consistent with their family’s values and beliefs.

The enthusiasm of public school teachers and especially their unions for the liberal-progressive side of today’s ideological rift is not hard to understand. It was just over a half-century ago when President Lyndon B. Johnson proposed a new function for American public schools, insisting they should become the primary means for breaking the cycle of poverty and bettering poor children’s lives. “Education is the only valid passport from poverty,” he said, later signing what was to become the cornerstone of his War on Poverty, the 1965 Elementary and Secondary Education Act (ESEA), into law.

The good news for educators was a lot more money. In 31 states, according to Katharine B. Stevens, visiting scholar at the American Enterprise Institute, per-student spending more than doubled in inflation-adjusted dollars between 1972 and 2017, tripling in 14 others and the District of Columbia. Since President Johnson’s time, K-12 education has, in fact, become states’ single largest general-fund expenditure, with the nation’s total budget for elementary and secondary education now exceeding $700 billion annually.

The bad news about all this spending was that it was accompanied by an expectation for results, which has become a growing source of embarrassment for both teachers and administrators. With the exception of a relatively few affluent suburban school districts—which tens of thousands of American families have literally bankrupted themselves to buy into over the years—U.S. public schools have continued to rank at or near the bottom of academic comparisons with other countries. Indeed, results from the 2019 bi-annual National Assessment of Educational Progress (NAEP) of U.S. fourth and eighth graders show that low-performing students have made none of the gains Johnson originally promised.

To give public educators their due, there did seem to be a sincere (if somewhat bizarre) effort to improve K-12 curricula early on. Back in the late 1960s and early ’70s, teachers experimented with a technique called “discovery learning,” which had children try to teach themselves. They later tried “open classrooms,” which literally removed the walls that had traditionally separated students from teachers and different age groups from each other.

the more obvious it became that real academic improvement meant opening K-12 education to outside competition—from charter schools, independent schools, private tutoring, home schools, and most recently online academies—the more teachers unions began to discover a cause even more important than higher reading and math scores: engineering social justice. It began perhaps innocently enough with a greater emphasis on bilingual instruction, softer disciplinary techniques, and multicultural awareness programs. But with time it became clear just how effectively a never-ending succession of progressive palliatives for racism and sexism—minimizing testing and grading, ending the grading of homework, making grade level advancement automatic, eliminating selective-admission public schools, and recognizing multiple valedictorians—could shield both teachers and administrators from any academic accountability.

As Williams College political science professor Darel E. Paul has suggested, antiracism and related woke policies even allowed failing professionals to pose as heroes, defying the “tyranny” of traditional academic standards to champion more equitable schooling outcomes. Progressivism not only gave public educators the appearance of shouldering “noble tasks,” but conveniently justified their ever-growing salaries and benefits to accomplish those tasks.

(In the wake of President Trump’s January 6 D.C. rally speech, one suburban Connecticut superintendent was apparently so taken with his progressive mission as to publicly attack every local parent who had ever re-tweeted a Trump remark, shouted “lock her up,” agreed that Biden was not up to the job, or countered BLM with “all lives matter.” Each one of them, he posted to his Facebook page, was “a co-conspirator who has sided with domestic terrorism.”)

Unfortunately, few human institutions are capable of simultaneously upholding two competing worldviews. The result is that what began as a progressive set of policies related to how children are educated has increasingly changed what children are taught. In other words, the progressive outlook once associated with adjuncts to learning—school assembly programs, extracurricular activities, teacher development seminars, and the kinds of grading policies already mentioned—has more and more become embedded in the subject matter itself.

And not just in the most obvious places, such as history and the social sciences, but in math and English as well. In Seattle, for example, the public schools have adopted an “anti-western” or “re-humanized” mathematics curriculum, which advances failing students on the grounds that they should not have to learn a subject intrinsically unfair to people of color.

When it comes to English, Wall Street Journal columnist Meghan Cox Gurdon has chronicled growing efforts around the country to ban everything from Homer to Shakespeare to F. Scott Fitzgerald. With what is left, she says, “The subtle complexities of literature are being reduced to the crude clanking of ‘intersectional’ power struggles.”

In January of last year, even the New York Times expressed concern at how widely different editions of the same public-school textbook could vary, depending on how liberal the state. “Classroom materials are not only shaded by politics,” wrote national correspondent Dana Goldstein, “but are also helping to shape a generation of future voters.”

Because public education is technically a state responsibility, some might argue for letting school boards deal with the growing problem of a progressively biased curriculum. But the fact that most people serving on local school boards typically do so because they have at least one child in the system means, as a practical matter, that educators have far more leverage over boards of education than boards have over teachers and administrators. Even those parents willing to challenge subject matter are usually no match for administrators “with advanced degrees [who] flash their credentials and have glib answers for every question,” laments Dr. Armand Fusco, a retired public school superintendent who has written extensively on the need for school board reform.

Indeed, the existence of easily manipulated school boards, combined with support from a vocal minority of left-leaning voters, has led to the creation of course content so clearly at odds with the larger community’s values as to be almost unbelievable. In the red state of Ohio, for example, the Department of Education started off the 2020 academic year by providing local social studies teachers with a resource it called its “Anti-Racist Allyship Starter Pack”—links to 200 op-eds, essays, and blog posts on such academically relevant topics as “In Defense of Looting,” “Capitalism is the Real Robbery,” and “The Case for Delegitimizing the Police.”

If by some miracle local boards did assert greater control over what is taught in their schools, they would still be in the morally dubious position of imposing a single perspective on a population more politically and culturally divided now than it has been since the Civil War. Having a greater say over the curriculum might be good news for those households comprising the majority view in each community, but what about the minority—left or right—who will continue being taxed to support a political and cultural agenda they abhor?

Are those families which remain at odds with the prevailing ideology to be dismissed as simply “out of luck?” As Michael McShane, director of national research for EdChoice, has observed, today’s public school district may still be a local organization, but the disagreements are now too deep for it ever to be a pluralistic one.

The traditional argument for giving public schools an exclusive call on government funding has been the desirability of instructing all of America’s children in the larger community’s shared civic values. But the strategic decision of professional educators to ideologically camouflage their academic shortcomings—combined with an unprecedented cultural divide—effectively means that in our time, fewer and fewer values are held in common.

For decades, the National Education Association (NEA) and other teachers unions fought school choice on the grounds that taxpayers’ dollars would inevitably end up funding religious schools; and public money, they said, should never support an ideology not universally shared. Ironically, that is an excellent argument for why today’s public schools should no longer keep their monopoly on government funding: every American parent has the right to protect his or her child from being propagandized by an alien ideology.

Dr. Lewis Andrews was executive director of the Yankee Institute for Public Policy at Trinity College from 1999 to 2009. He is author of the new book Living Spiritually in the Material World (Fidelis Books).

Parents Who Opt Out of Public Schools Don’t Deserve Smears From Teachers Unions

Marta Mac Ban is not a revolutionary. Ashley Ekpo is not disgruntled. And Brooke Hunt does not consider herself better than others. All three women just want the best education possible for their children.

During the COVID-19 pandemic, that has meant taking matters into their own hands. Rather than settling for public school solutions that put students in front of laptops all day, the parents have pulled their kids out of the system and tried alternatives.

The empowerment scares teachers unions, which have a long history of attacking choice. Normally when parents try homeschooling or other options, union allies brand them as weird or extreme. The newest smear is even uglier.

Parents who bring their children together in small learning groups during the pandemic not only get labeled as eccentric, but also as segregationists guilty of promoting racial division in a nation with an ugly history of “separate but equal.”

The National Education Association lays out the talking point in a recent policy paper, and industry insiders have repeated the claim on dozens of platforms. Using loaded terms like “radical” and “unqualified,” they have sounded the alarm about a massive parental revolt.

Popular targets include families that have organized themselves into pandemic pods and microschools—two variations of homeschool co-ops that allow in-person instruction to continue in residential settings while brick-and-mortar classrooms remain closed or restricted.

Union leaders blast the innovation not because it fails, but because it works. They argue that the proliferation of home study groups will widen opportunity gaps and worsen school segregation because well-resourced families will benefit disproportionately. New York University sociologist R. L’Heureux Lewis-McCoy says pod parents engage in “opportunity hoarding.”

Gregory Hutchings, superintendent of Alexandria City Public Schools in Virginia, warned about the opportunity gaps during a summer meeting with parents. Yet his concern that nobody get ahead during the pandemic applied only to others. Shortly after his lecture, he pulled one of his own children out of the district and enrolled her in a private Catholic school.

The pressure campaign is powerful, but many parents are no longer listening. Rather than worrying about the name-calling, they are reclaiming control.

‘Room Mom’ Opts Out

Marta Mac Ban, an Arizona parent who started homeschooling her 6-year-old daughter during the pandemic, says the jolt from COVID-19 is exactly what the school system needed. “The shakeup has reminded district leaders who their customers really are,” she says. “If you don’t give your customers what they want, they go elsewhere.”

She and her husband did that in 2019 when they moved to Cave Creek, a small community north of Phoenix. They liked the local district, so they relocated as a form of school choice. Then they enrolled their daughter in kindergarten and got involved. Mac Ban volunteered as “room mom,” creating classroom decorations and participating in parties. She also stayed active in the parent-teacher organization, compiling and sending monthly newsletters.

Everything went well until March, when classes switched to Zoom. Mac Ban, who tries to limit her daughter’s screen time, quickly opted out. “She’s not going to sit still for hours at a time staring at a computer,” Mac Ban says.

She and her husband previously had considered homeschooling but were unsure if they had sufficient resources to pull it off. “We were already on the fence,” Mac Ban says. “COVID was the push.” Now she teaches at home, while teaming up with neighbors one day per week in a learning pod.

Despite the switch, Mac Ban does not oppose public schools. She sees many good things in her local district and continues to serve in the parent-teacher organization. What she supports is more choice. “One size does not fit all,” she says. “It’s ironic that they say, ‘No child left behind’ because so many kids are left behind when everyone is forced to go just to the one school.”

Surprised by Success

Prior to the pandemic, Ashley Ekpo and her husband also relocated to find better schools. They switched from Prince George’s County to neighboring Howard County in Maryland. The move extended the work commute for both parents, but they accepted the extra drive time as a sacrifice for their children.

Things went well until the pandemic. The parents initially jumped on board with distance learning through their public school, but soon found themselves overwhelmed with three school-aged children and two younger ones at home. “They were all lined up at the dining room table, and it was basically a nightmare,” Ekpo says.

After a few weeks, she noticed a drop in educational quality, so she started researching options. When she and her husband decided to try homeschooling, they initially saw it as a temporary solution until they felt comfortable sending their children back to the classroom. Now, the parents aren’t sure what they will do in 2021 and beyond. “We’re staying open-minded because we’re having a really good experience with it,” Ekpo says.

A Place for Everyone

Brooke Hunt and her husband like choice so much that they let their older children decide for themselves what they wanted to do during the pandemic. All three opted to remain in public schools, while two younger ones started homeschooling in Mesa, Arizona. “We just made the big, brave decision in August,” says Hunt, who has a degree in early childhood education.

Critics complain that homeschooling can cut children off from diverse classrooms, but Hunt sees the opposite in the co-op that she runs with two other families. Unlike public schools, which segregate students by age, the homeschooling group brings children together at different stages of development. This represents a type of diversity.

Participants in Hunt’s group also come from different racial and ethnic backgrounds. “Lack of diversity is never an issue,” she explains. Her only regret is that she cannot help more families in her little operation. “I wish I could open my home to everyone where there’s a need,” Hunt says.

Teachers unions could benefit from the same inclusive mindset. Parents like Mac Ban, Ekpo, and Hunt are not segregationists. They are innovators who should be celebrated, not smeared.

Daryl James and Erica Smith, Reason Magazine

When Public School Teachers Unions Win, Students, Parents, and Taxpayers Lose

Is your child’s school open now?

Probably not — because teachers unions say that reopening would “put their health and safety at risk.”

They keep schools closed by lobbying and protesting. “If I die from catching COVID-19 from being forced back into Pinellas County Schools, you can drop my dead body right here!” shouts one demonstrator in my new video.

But schools rarely spread COVID-19. Studies on tens of thousands of people found “no consistent relationship between in-person K-12 schooling and the spread of the coronavirus.”

Even Dr. Anthony Fauci, head of the White House Coronavirus Task Force, encouraged schools to reopen, saying “close the bars and keep the schools open.”

Heritage Foundation education researcher Lindsey Burke points out that studies in 191 countries find “no consistent link between reopening schools and increased rates of COVID transmission.”

She says schools aren’t COVID-19 hotspots.

“But it’s logical that they would be,” I push back. “Kids are bunched together.”

“Positivity rates in schools are generally below those in the broader community,” she says.

Closed schools hurt low-income students most because they have fewer learning alternatives. The privileged get around union restrictions.

Almost all of California’s government-run schools are closed, but California Governor Gavin Newsom’s sends his kids to a private school that stayed open.

“Choice for me, but not for thee!” quips Burke.

Kids blocked from attending school suffer more than academic losses, she adds. “Kids are social animals. A lack of their ability to interact in person, see their friends, see their teachers, is really having an impact.”

That’s not a good enough reason to open schools, say the unions. In my video, one San Antonio teacher argues: “We understand that in-person learning is more effective than online teaching, but that’s not the question. The question is what is safest.”

“But that’s really not at the heart of why unions are trying to keep schools closed,” says Burke. “It’s really a question of politics.”

Definitely. Union demands include all sorts of things unrelated to teacher safety. The Los Angeles union demands: defunding the police, a moratorium on charter schools, higher taxes on the wealthy and “Medicare for All.”

“The Oregon Education Association … said they wanted the state to halt any transfers to virtual charter schools,” says Burke. “There’s clearly no health issue in a virtual setting.”

It’s revealing that government-run schools fight to stay closed, while most businesses — private schools, restaurants, hair salons, gyms, etc., fight to be allowed to open.

Why is that? Burke points out that government schools “receive funding regardless of whether or not they reopen.”

So, union workers get paid even when they don’t work. Not working seems to be a big union goal.

At one point, LA teachers even secured a contract saying that they only are “required to provide instruction … four hours per day” and they will “not be required to teach classes using live video conferencing.”

Nice non-work if you can get it.Yet, the teachers unions keep winning. They will win more now that Democrats control the federal government. Congress’ last stimulus package forbids any funds to be used to expand school choice: no “vouchers, tuition tax credit programs, education savings accounts, scholarship programs, or tuition assistance programs.”

So, students lose. Parents lose. Taxpayers lose. America loses.

Unions win.

We asked 21 teachers unions to respond to the criticisms in this column. Not one would.

Their behavior reveals their true interest: power and money. Students come third.

John Stossel, Voice of Capitalism

Systemic Chaos in Liberal Education Land

It’s hard to decide whether to laugh or cry at the education chaos in Liberal Land. There’s Dalton, the swank private school on Manhattan’s Upper East Side, whose staff has just issued a 24-point anti-racist manifesto demanding, amongst other things, twelve diversity officers. Thusly,

Expand the Office of Diversity, Equity, and Inclusion to include at least 12 full-time positions: one Director, one Office Assistant, three full-time staff members per division, and one full-time staff member for PE/Athletics.

Back when I went to a swank private school in England in the 1960s, I’d say the total administrative staff, from headmaster and bursar down to office staff, was no more than five.

Then there’s the school district in swank Brookline, Massachusetts, a town full to the brim with highly-credentialed, well-paid experts and NPR honchos like Meghna Chakrabarti who all seem to have the credentials to boss around the school district and its teachers’ union.

I wonder if Chakrabarti is a relative of Sandy O’s former eminence-griseSaikat Chakrabarti? Maybe not: Chakraborty means “ruler of the country,” peasants. I have an idea. Maybe this system of politics-and-protest is a good way to cause chaos in our children’s education.

Rather like  billionaire-inspired nationwide reform, like No Child Left Behind and Common Core.

Right in line with Harvard president James B. Conant’s Fifties vision of mega high schools.

Remember the late 19th century system of schools that would prepare children to be good factory workers?

Or the excerable Transcendentalist Horace Mann’s 1830s vision of the “common school” that would keep the Puritans and the Catholic Irish in Boston in their place.

Hey, Mann wasn’t all bad. He inspired the Irish to build their own school system with the slogan “first build the school, then build the church,” and so the Catholic Irish had pretty good schools for a century and a bit.

Do these delta-minus progressive morons really think that their CRT 24-point manifestos to build a race culture at Dalton is going to do a thing to ameliorate race disparities or that their expert-led political games are going to make a blind bit of difference among the $1.5 million homes in Brookline?

Ah! I see you are way ahead of me. They are not thinking at all, you say. They are just mindlessly rehearsing the cultural protocols that they have been carefully taught since K-12.

And these are the best people, the committed people, the educated people, that presume to rule over us?

Well, I got introduced to the blogger and YouTuber Steve Turley the other day. He gave me a bit of encouragement:

The key here is that because the rising tide of populism is just beginning and promises only to get bigger, it is almost inevitable that populist lite parties will indeed work themselves out into bona fide populist Right parties.

By “populist lite” Turley means center-right parties that co-opt populists but that “easily [digress] back to technocratic globalist norms.” But not forever.

Okay. Now I am going to go off into the weeds, and get all Jungian. See, this mad passion for system — the 24-point system that will eliminate racism at Dalton, or the systematic experts that will right the ship in Brookline — results in chaos. Just like Joe Stalin’s USSR.

Jung’s line is that our notion that we are ruled by our conscious-mind’s reason is an illusion. Ninety-odd percent of our mind is unconscious, and we don’t know how it works and what it is doing. When we get too systematic or rational, he argues, the irrational takes over and centers us back to a balance between reason and emotion. Maybe it overcorrects into chaos.

You can see why I like that. My “Great Reaction” line is that the left is a lurch back to chaotic primitivism:

Socialism is a return to slavery; the welfare state is a return to feudalism; identity politics is neo-tribalism; reparations is…

So when we create an inhuman but oh-so-rational system — say like our government child-custodial facilities — our unconscious minds eventually rebel and kick over the traces.

As I wrote a week ago, lefty systems leave chaos in their wake, humans pounded into rubble.

But still, there is also the notion of Mercia Eliade in The Myth of the Eternal Return:

The primitive… cannot conceive of an unprovoked suffering; it arises from a personal fault… or from his neighbor’s malevolence… but there is always a fault at the bottom of it[.]

So, if we Deplorables are suffering from the idiocy of the progressives and their mad systems, is it from our own “personal fault” or from the progressives’ “malevolence?” Or is it all simply due to quantum-mechanical indeterminacy?

Oops! I forgot! It is all the fault of “systemic racism” and the malevolence of “white supremacy.” Which all goes to demonstrate the truth of the Jungian chaotic system that drives our liberal friends to Wokie insanity.

Christopher Chantrill @chrischantrill runs the go-to site on US government finances, Also get his American Manifesto and his Road to the Middle Class.

Affluent Families Ditch Public Schools, Widening US Inequality

Affluent Families Ditch Public Schools, Widening US Inequality

One is thriving after switching from online public school to in-person private education. The other is struggling, stuck in her virtual classroom.

The lives of these two girls, Ella Pierick and Afiya Harris, encapsulate the growing divide in U.S. education as more affluent parents flee public schools.

In Connecticut, enrollment fell 3%. Colorado reported a similar decline, with the steepest losses in one of its wealthiest counties. Chicago’s rosters dipped 4.1%, the most in 20 years.

Parents with means are instead homeschooling; joining with other families to hire teachers in so-called pandemic pods; or signing up for private schools. Poor and minority children often have no choice but to attend inferior virtual classrooms, and some are just giving up entirely.

“The pandemic has exposed so many things,” said Amanda Thompson-Rice, a math support specialist in the Charlotte-Mecklenburg public schools. “Our affluent parents, they’ve got what they call pods, they’ve hired teachers or workers to support their kids for the day. They’re paying them like $20 or $30 an hour. Black families are trying to just live.”

A December study by consultant McKinsey & Co. found that students of color in U.S. schools had fallen behind in math by three to five months because of the pandemic; white students trailed by only one to three months. A quarter of kids do not have access to any kind of web-enabled device or broadband at home.

A quarter of kids do not have access to any kind of web-enabled device or broadband at home

Other disadvantaged groups are floundering, too. In Virginia’s Fairfax County Public Schools, the number of middle and high school students earning failing grades in at least two classes nearly doubled to 11% of students, with steeper rises among children with disabilities and those for whom English isn’t their first language.

U.S. public schools educate more than 50 million children, so even modest enrollment declines could add up to hundreds of thousands of kids. National figures won’t be available for a couple of years and class sizes could recover after the pandemic. If a significant number don’t return — or if there’s a lag — it could have an impact on school budgets, which are based on the previous year’s enrollment.

Public schools spent $739 billion in the 2016-2017 school year, or $14,000 per student, 90% from local and state money and most of the rest from the federal government. So schools face a potential challenge: less money to treat students who demand more attention because they’ve fallen behind in virtual classrooms.

“Kids are very likely to return to school needing a great deal of enrichment,” said Kevin Welner, an education professor at the University of Colorado in Boulder. “That educational issue runs smack into the school finance issue.”

In the village of Oregon, Wisconsin, near the state’s capital, Jessica Pierick did what she could to make sure her daughter Ella didn’t fall behind in third grade. She and her husband work for a small construction company, so they could afford to switch from public to nearby Saint Ann School, a Catholic institution that charges $5,000 a year tuition.

“I really like it there because there’s a lot of new people I get to meet,” Ella said.

In the New York City borough of the Bronx, Afiya Harris, who is 10, still logs on for school on a laptop. Her father is an elevator mechanic. Her mother recently lost her job an administrative assistant at a law firm. Afiya attends Tag Young Scholars, a magnet school for the gifted and talented in Manhattan’s Harlem neighborhood.

Her parents spend nights tutoring Afiya, and she recently started meeting weekly with a social worker to address her difficulties in concentrating amid computer glitches.

“I have breakdowns because I can’t believe I spent so much time going over this with her,” said her mother, Rasheedah Harris. “I get emotional, because most parents, I know, aren’t able to put in that time.” 

Elsewhere in the Bronx, some students are barely showing up. Leton Hall, a science teacher at predominantly Black and Hispanic Pelham Gardens Middle School, said 10 out of 25 students don’t log-in at all on a typical day. Many who do lose connections because of Wi-Fi problems or don’t turn on their cameras, suggesting they may not be participating.Hall records a video of himself teaching for students who missed live instruction but knows some will fall many grade levels behind. More than the three quarters of students at the school are considered economically disadvantaged and 7% are homeless. 

“We always have contact with students and with parents that are absent, but it’s just different now,” Hall said. “You can call, but there is not much you can really do.”

Bloomberg News

Another example of the complete failure of our government-run education system. It’s our national embarrassment. And, unfortunately, only the affluent are able to drop out of the system. The public schools have done irreperable damage to generations of American students, of every race and ethnic group. It’s child abuse. The people responsible for this should be strung from a lamppost. A/D

Public School Enrollments Down as Parents Start Noticing Liberal Propaganda

In the age of COVID, parents are taking a stand against public school identity politics and indoctrination by removing their kids.

December 19, 2020 (FRC Action) — With school shutdowns, logistical complexities with online classes, and rampant uncertainty due to the coronavirus, it’s been a monumentally difficult year for students, their parents, and teachers. But there has been a silver lining in all of this: more and more parents are having their eyes opened to the leftist agenda that has embedded itself in many of our nation’s public schools.

Just last week, a school board in Fairfax County in northern Virginia unanimously decided to remove the names of Thomas Jefferson and George Mason from the city’s elementary and high schools, despite the fact that the local community is strongly in favor of keeping the names.

Now, parents are taking a stand against public school identity politics and indoctrination by removing their kids and finding better alternatives like private schools and homeschooling. In fact, over the past year, the Fairfax County school system has seen a 5 percent drop in enrollment, which means that nearly 9,000 students will no longer be exposed to the leftist propaganda and sexualization that has run rampant.

Yesterday, Maria Keffler, Co-founder of the Arlington Parent Coalition and Partner and Media Representative at Partners for Ethical Care joined Tony on “Washington Watch” to discuss the growing dissatisfaction among parents with educational establishments that are failing to educate and striving to indoctrinate.

“I think more parents are starting to wake up to it and see what’s going on,” she said. “Arlington Public Schools is down about 3,000 students from what was expected this year. I think that is one of the silver linings of the coronavirus — that parents are seeing what’s going on and they’re not happy about it and they shouldn’t be.”

The question is, will public schools begin to listen to the concerns of parents when their tax revenue falls due to declining enrollment? The answer appears to be “no.”

“The school boards are simply not concerned,” Keffler observed. “They’re simply not concerned with the student’s needs. They’re not concerned with the parents’ concerns. In Fairfax County, in 2018, they voted to add the LGBTQ curriculum to the Fairfax County Family Life Education Curriculum. They received 941 emails against approving that curriculum, only 192 for. And they just went right ahead and did it. They’re not listening to parents.”

Not only are public schools not listening to the concerns of parents, they are also failing in their primary duty: education. “Students are falling off the radar,” Keffler pointed out. “Students are falling behind … As long ago as 2015, Pew Research said among developed nations, the U.S. ranks 24th on science and reading and 39th in math. But it’s not new that the public schools are failing — [they’ve] been failing for a while.”

And when taxpayer dollars are being ineffectively used, it’s time to redirect the money elsewhere. “I think we do need school choice,” Keffler said. “I think parents need to have the money that the federal government gives to public schools to go with the child. If the parents take the child to a private school, to homeschool, to a military school — that money needs to go with the students.”

Keffler also underscored another enormously concerning trend in public schools: the violation of the First Amendment free speech rights of students and teachers. “I just received from [an] Arlington County teacher the new guidelines for transgender students. And what really disturbed me is a clause in there that says that students or teachers who refuse to comply [with] policies such as enforced pronouns and deceiving parents about their own children’s sexuality and their gender ID will be disciplined.”

But despite all of these disturbing trends and coronavirus shutdowns, parents should take heart. The multitude of educational choices and resources that are available continue to expand and grow. “Homeschooling has had a big boom this year,” Keffler noted. “The HSLDA, the Home School Legal Defense Association, has written and talked about the thousands and thousands of parents who’ve been calling them for assistance.” She went on to describe the success she has had in homeschooling her own three children.

Clearly, it’s time to rethink public education. “[The public school system is] a monopoly,” Keffler said. “Parents don’t have another choice and you don’t negotiate with a monopoly. You have to break a monopoly. And the only way we’re going to break the public school monopoly is by taking away their students.”

Our Public School System: A Call to Action


The Democrats want anatomically functional boys to be allowed into the Girl’s bathrooms and locker rooms to ogle and rape them. Seems even Hillary does not have a problem with this. Perhaps Chelsea would not have minded being oogled by such when she was in high school?  Across the fruited plain in placed like Missouri and Oregon, this is coming to a public school near you.  Are you ready to hear that your daughter was assaulted by an anatomically functional male that calls himself a girl or that he is transgendered?  Get ready for a lot of boys to make these claims soon; a sure ticket into their sexual fantasies in the Girl’s bathrooms and locker rooms near you.

I copied this short story from a news site I frequent called If this doesn’t finally convince parents to yank their kids out of public school, there is no hope.  Given the circumstances—why any parent would even consider turning their kids over to the federal government for seven hours a day, five days a week is beyond comprehension.  Why any parent would entrust the intellectual development of their children to a bunch of Marxist sociopaths is equally disturbing.  This is nothing less than child abuse, and parents who continue to send their kids to the public schools under the circumstances should be horsewhipped. The jury has reached a verdict; the debate is over. That our public education system is the laughing stock of the civilized world is indisputable.

Your children are too precious. Vote with your feet. Take your kids out of the public schools. I realize that the cost of private and parochial education is prohibitive to many parents. But there are far less costly options out there. The cost of homeschooling your child is very inexpensive. You can get all the materials you need for about $600 a year. “But I have to work all day.” This is too important to make excuses. The beauty of homeschooling lies in its flexibility. “But I just don’t think I’m smart enough to homeschool my child.” Look, no matter how hard you try, you couldn’t possibly do worse than the public school system.

Do your homework, sodaspeek.  Just do whatever it takes to get your kids out of the public school system.  If you have to move mountains, part the Red Sea, or build an Ark, just drop everything and get busy.  You haven’t a moment to lose.  Research and weigh all of the options. Get creative. Talk to other parents. Invite them over to your homes for an evening to brainstorm and discuss the options. Make it clear to those you invite, however, that the working assumption of the meeting is that everyone recognizes that keeping your kids in the system is not an option. This is not about debating the non-existent merits of the public school system. If you wish to join us, we are all in agreement upfront that the system is a grotesque failure and an endangerment to our children. If you’re coming over to defend the system, just stay home and watch Wheel of Fortune.

In the meantime spread the word: TAKE YOUR KIDS OUT OF THE PUBLIC SCHOOLS. Their minds cannot and must not be entrusted to our criminal and dysfunctional government.