Dee Finney's blog
start date July 20, 2011
today's date August 18, 2013
page 544
TOPIC: COMMON CORE CURRICULUM. WHAT YOUR CHILD WILL BE LEARNING
NOW AND IN THE FUTURE.
NOTE FROM DEE: THIS CAME TO MY ATTENTION THIS WEEK BECAUSE AMAZON.COM
SENT ME AN E-MAIL THAT THEY HAD NEW EDUCATIONAL BOOKS JUST COMING IN, SO I WENT
TO LOOK AND ORDERED THE COMMON CORE CURRICULUM MODELS FOR GRADES PRE-SCHOOL
THROUGH 8TH GRADE. WHEN I GOT THEM, I COULD BARELY UNDERSTAND THE
INSTRUCTIONS, MUCH LESS THE CURRICULUM. THIS IS NOT
THE SCHOOL I WAS EDUCATED IN. SINCE I AM PLANNING ON OPENING UP A SCHOOL
FOR CHILDREN, STARTING WITH YOUNGSTERS AS YOUNG AS 6 MONTHS, I WANTED TO KNOW
PARTICULARLY WHAT PRESCHOOL CHILDREN WERE BEING TAUGHT. BELIEVE ME, MY
EYES WERE OPENED. EVERYONE SHOULD ORDER THESE BOOKS WHO HAS CHILDREN OR
TEACHES CHILDREN.
-
www.corestandards.org/ -
Similar to Common Core State Standards Initiative
| Home
Mission Statement. The Common Core State Standards
provide a consistent, clear understanding of what students are expected to
learn, so teachers and ...
-
www.corestandards.org/the-standards -
Similar to Common Core State Standards
Initiative | The Standards
The Standards. Building on the excellent foundation
of standards states have laid , the Common Core State Standards are the
first step in providing our young ...
Common Core curriculum standards spark
political firestorm
KATHLEEN MCGRORYTampa Bay Times
Saturday, August 17, 2013 5:15pm
TALLAHASSEE — The new Common Core State Standards are more than just a
road map for teachers and students.
They're a political football causing a rift among Republicans.
In Florida, conservative moms and tea party groups have mounted fierce
opposition to the national standards, saying decisions about teaching and
learning should be made by state governments and local school boards — not
the federal government. Their efforts attracted significant attention this
summer, thanks to well-attended rallies, social media blitzes and the
support of Sen. Marco Rubio.
"Our parents are reaching out to every (state) legislator they know and
urging them to hit the pause button on Common Core," said Laura Zorc, a Vero
Beach mother and co-founder of Florida Parents Against Common Core.
Few observers think the pressure will make the Florida Legislature or the
Board of Education reverse course on the standards, which kick in across all
grade levels when school starts this week. The benchmarks still have broad
support among Republican lawmakers and a tireless champion in former Gov.
Jeb Bush.
But the backlash could be enough to prompt Florida's exit from a national
consortium creating the tests to accompany the new standards. Observers like
Frederick Hess of the conservative American Enterprise Institute say the
standards would be virtually meaningless without a common measuring stick.
"If there is a disconnect between the standards and the assessments, we
end up worse than where we began," Hess said, noting that there would be no
way to compare student performance in Florida to performance in other
states.
The Common Core standards outline what is expected of students at each
grade level but do not include suggestions for books or how teachers should
plan their lessons. The benchmarks, created by the National Governors
Association and Council of Chief State School Officers, have been approved
in 45 states and the District of Columbia.
The political fireworks are not unique to Florida. The debate in Indiana
got so heated that lawmakers voted to put the brakes on the standards
earlier this year. Michigan and Wisconsin are also grappling with similar
proposals.
"In many states, implementation is already well under way, but there is
this firestorm," said Maria Ferguson, executive director of the nonpartisan
Center on Education Policy.
That wasn't always the case. When the initiative launched in 2009,
lawmakers from both parties, teachers unions, parent groups and business
associations supported it. They made the argument that national standards
would raise the bar for students across the country and enable educators to
compare student performance across state lines.
But fractures began forming this year, when the Obama administration
ramped up its efforts to promote the new benchmarks.
The unions expressed concerns over how educators would be evaluated
during the rollout and whether they would be adequately prepared. Critics on
the right, meanwhile, identified the Common Core as an example of federal
overreach and drew comparisons to Obamacare. They also took issue with
federal money being tied to the standards.
Other concerns surfaced about the quality of the standards themselves and
how student data would be collected, distributed and protected.
When tea party groups like Florida Parents Against Common Core began
mobilizing this summer, state education leaders braced for the political
fallout.
"This wave is coming to kill Common Core," Board of Education member
Kathleen Shanahan said in May.
Florida's push toward Common Core suffered a bruising setback this month
when state Education Commissioner Tony Bennett resigned in the aftermath of
a school grades controversy in his home state of Indiana. Bennett was among
the most outspoken advocates of the standards and had been guiding the state
Education Board through the firestorm.
Bush has been doing everything in his power to promote the Common Core
standards through his two education foundations. He made a speech defending
the benchmarks this month at a conference in Chicago of the American
Legislative Exchange Council, a policy resource for many Republican
lawmakers.
It seems to be helping. Interim Florida Education Commissioner Pam
Stewart has said she has no plans to abandon the national benchmarks.
Republican state lawmakers are holding firm too.
Last month, state Sen. John Thrasher, R-St. Augustine, and four former
chairs of the Republican Party of Florida sent an email seeking to clarify
"misinformation" that had circulated among conservatives and garner support
for the standards.
"There are good conservatives on both sides of this issue," they wrote.
"Questioning the integrity of anyone involved on either side of this debate
does not do our party or this issue any favors. We implore our fellow
Republicans to judge the Common Core State Standards by what they are:
academic standards, not curriculum and not a national mandate."
Senate President Don Gaetz, R-Niceville, said he welcomed debate on the
Common Core but remained committed to the national standards.
House Speaker Will Weatherford, R-Wesley Chapel, said he had no qualms
with the benchmarks either.
When asked why the issue had become so controversial, Gaetz blamed
politics.
"Unfortunately, the Obama administration has tried to hijack the Common
Core issue," the former school superintendent said.
The two leaders, however, have reservations about a key part of Florida's
Common Core plan: the tests.
Florida is a member of the Partnership for Assessment of Readiness for
College and Careers, a consortium of states working to create new exams to
test the Common Core Standards. Gaetz and Weatherford recently suggested
Florida leave the consortium and craft its own plan for measuring student
achievement which could include an entirely new set of student assessments.
Gaetz has said the proposal was not the product of political
pressure. He and Weatherford want to leave PARCC because the consortium
has not released its final student data security policies and because
school systems may not have the technology needed to administer the
exams, he said.
Observers think Florida is likely to follow Georgia, Indiana and
Oklahoma and withdraw from the consortium.
Zorc, of Florida Parents Against Common Core, said the move would be
telling. "Legislators are starting to listen," she said.
Kathleen McGrory can be reached at kmcgrory@miamiherald.com.
Common Core curriculum standards spark political
firestorm 08/17/13 [Last
modified: Saturday, August 17, 2013 6:36pm]
© 2013 Tampa Bay Times
Common Core Curriculum: A Look Behind the Curtain of
Hidden Language
August 17, 2013
March 18, 2013|9:43 am
Conservatives are in an uproar over Common Core, an
educational curriculum being forced upon the states by the Obama
administration, which is scheduled to be mostly implemented this year in the
46 states that have adopted it. Common Core eliminates local control over
K-12 curriculum in math and English, instead imposing a one-size-fits-all,
top-down curriculum that will also apply to private schools and
homeschoolers.
Superficially, it sounds good. It creates universal standards that
supposedly educate all children for college. But along with the universal
standards come a myriad of problems, which the administrators of Common Core
are disingenuously denying. The American Principles Project released an
analysis last year of Common Core, exposing the duplicitous language. Common
Core describes itself as "internationally benchmarked," "robust," "aligned
with college and work expectations," "rigorous," and "evidence-based." None
of this is true.
Common Core proponents claim that it is not a federal mandate, instead
using language like "state-led" and "voluntary." The Common Core website
asserts, "The federal government was NOT involved in the development of
the standards." It states that Common Core is not a national curriculum, but
"a clear set of shared goals and expectations for what knowledge and skills
will help our students succeed."
Diane Ravitch, a former assistant U.S. secretary of education who was
appointed to office by both Clinton and George H.W. Bush, recently changed
her mind about Common Cause. Ravitch now
refutes claims by Obama and Common Core that the standards were created
by the states and voluntarily adopted by them. She writes in The Washington
Post, "They were developed by an organization called Achieve and the
National Governors Association, both of which were generously funded by the
Gates Foundation. There was minimal public engagement in the development of
the Common Core. Their creation was neither grassroots nor did it emanate
from the states." Instead, Common Core is being driven by policymakers in
D.C.
Common Core is set up in such a way that it can hardly be called
voluntary. The Obama administration's grant program offers "Race to the Top"
federal educational grants – which come from stimulus funds - to states if
their school systems adopt preferred Obama policies like Common Core. States
that adopt Common Core receive higher "scoring" from the Obama
administration in their grant applications. As a result of this coercion,
only Nebraska, Alaska, Texas, Virginia and Minnesota have not adopted Common
Core. Minnesota adopted the language arts standards but kept its own math
standards.
There is no evidence that the curriculum works, and it will destroy
innovation amongst the states. Ravitch writes, "We are a nation of guinea
pigs, almost all trying an unknown new program at the same time...Would the
Federal Drug Administration approve the use of a drug with no trials, no
concern for possible harm or unintended consequences?" Jane Robbins, a
senior fellow for the American Principles Project,
writes, "Common Core has never been piloted. How can anyone say it is
good for kids when it's not in place anywhere?" In fact, the results are
coming in and they are the opposite. A principal in the Midwest told Ravitch
that "his school piloted the Common Core assessments and the failure rate
rocketed upwards, especially among the students with the highest needs."
Stephanie Bell, a member of the Alabama State Board of Education, has
been
speaking up against the standards. She said the standards were founded
on a flawed idea - which every child across America will "be on the same
page at the same time." She explains, "Every child is created, and I thank
the Lord for this, we're all created different," she said. Sadly, schools
superintendents and administrators are only being given one-sided
information from the promoters of Common Core.
The curriculum replaces the classics with government propaganda.
According to the American Principles Project, "They de-emphasize the study
of classic literature in favor of reading so-called 'informational texts,'
such as government documents, court opinions, and technical manuals." Over
half the reading materials in grades 6-12 are to consist of informational
texts rather than classical literature. Historical texts like the Gettysburg
Address are to be presented to students without context or explanation.
The math standards are equally dismal. Mathematics Professor R. James
Milgram of Stanford University, the only mathematician on the Validation
Committee, refused to sign off on the math standards, because they would put
many students two years behind those of many high-achieving countries. For
example, Algebra 1 would be taught in 9th grade, not 8th grade for many
students, making calculus inaccessible to them in high school. The quality
of the standards is low and not internationally benchmarked. Common Core
denies this on its website as a "myth," but Professor Milgram's opposition
contradicts this.
The Common Core website uses Orwellian language to deny that the
curriculum tells teachers what to teach. The site claims that is a myth:
"These standards will establish what students need to learn, but they will
not dictate how teachers should teach." This is like saying, teachers will
be required to teach sex education and evolution, but they can choose
whether to teach it using assignments, movies, class discussion or reading.
The bloated program is underfunded. Local school administrators have
already started complaining that the grants aren't enough to cover the
requirements behind them. "We were spending a disproportionate amount of
time following all the requirements,"
said Mike Johnson, the superintendent of Bexley schools in Ohio, which
turned down the last half of a $100,000, four-year grant this school year.
"It was costing us far more than that to implement all of the mandates."
Educators have expressed similar concerns for years about the costs of No
Child Left Behind, a similar federal educational program that became law in
2002. In response, the Obama administration began offering
waivers for states that could not afford to comply, moving them into the
Elementary and Secondary Education Act instead. 44 states have requested
waivers or been approved for one. It will be repeating an expensive history
lesson to force another underfunded educational program on the states.
Common Core amasses large amounts of personal information about students.
Michelle Malkin
cites research by Joy Pullmann of the Heartland Institute, who
discovered a report by the Department of Education revealing that Common
Core's data mining includes "using cameras to judge facial expressions, an
electronic seat that judges posture, a pressure-sensitive computer mouse and
a biometric wrap on kids' wrists."
Schoolteacher Chasidy Miroff
notes the corrupt part about Common Core, "The creators of the Common
Core standards have now taken jobs with testing companies which stand to
make millions of dollars developing tests based on the standards they
created."
The only good news is Common Core will not have as much of an effect on
the top, over-performing schools, which far exceed Common Core's standards.
If those children are already performing well in math, they will be
supposedly allowed to take Algebra 1 in 8th grade instead of 9th grade. But
this begs the question; if a state or local school district is making great
advances lately in English and math, why change a good thing?
States and localities should be allowed to innovate and figure out what
works best for their students. When Florida adopted the most favorable
climate for charter schools in the country, allowing for innovation from
school to school, student test scores increased dramatically. Education
policy expert Matthew Ladner, who studied the effects of the legislation in
Florida for the Goldwater Institute, concluded, "In 1999, when these reforms
were enacted, nearly half of Florida fourth-graders scored 'below basic' on
the NAEP reading test, meaning that they could not read at a basic level.
But by 2007, less than a decade after the education reforms took effect, 70
percent of Florida's fourth-graders scored basic or above. Florida's
Hispanic students now have the second-highest statewide reading scores in
the nation, and African-Americans score fourth-highest, when compared with
their peers."
Six states have
dropped out or are considering dropping out of Common Core. Nebraska has
dropped out, and is conducting a study to compare its own educational
standards to Common Core's. The Kansas House Committee is currently
considering a bill to withdraw. Last week, the Oklahoma House passed
House Bill 1989, which would prohibit the sharing of minors' school records
without parental consent. Michelle Malkin notes that you can download a
Common Core
opt-out form to submit to your school district, courtesy of the group
Truth in American Education.
Federal education mandates – whether disguised or not – don't work
because everyone is unique. When proponents resort to Orwellian language to
hide the truth about them, you know they must be bad for America.
Read more at
http://www.christianpost.com/news/common-core-cirriculum-a-look-behind-the-curtain-of-hidden-language-92070/#crfgSo8bmKIlItyd.99
-- Of the 45 states that adopted the Common Core
reading, math and writing standards, nine are having
second thoughts. Some states are seeking to sl...
It makes me sad to see the education of the heart --
the real core of any worthwhile English curriculum --
gutted for the sake of global competition, and to see
teachers once again take the hit for "dummied down"
education.
When I first heard about the Common Core, I was
excited. One article I read made it sound, well,
revolutionary. Maybe it will be. What I know right now,
though, is that it is asking third graders to approach
math in ways that seem terribly unsuited to them.
If we want uncommon learning for our children in a
time of common standards, we must be willing to lower
the voices of discontent that threaten to overpower a
teaching force who is learning a precise, deliberate,
and cohesive practice.
Read More:
Common Core State Standards Initiative,
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Common Core State Standards,
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High School Reading,
Classroom Reading,
Reading,
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Home News
Said plainly, stories, drama, poetry, and other
literature account for the majority of reading that
students will do in the high school ELA classroom.
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Sex Education,
Louisiana School Voucher Program,
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Education,
Video,
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Over the past couple years, several states attempted
— and in some instances, succeeded — in passing
legislation that brought controversial change...
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As New York City works to integrate the Common Core
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Chancellor Shael Polakow-Suransky says both the ci...
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A report by Boston-based education nonprofit Jobs for
the Future urges policymakers to expand dual enrollment
after determining that high school stude...
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Under new education reforms adopted by North
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While speaking from Perez Elementary School on the
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Who's Behind the Common Core
Curriculum?
Like so many education reform initiatives that
seem to arise out of nowhere, the Common Core State
Standards is another of these sweeping phantom
movements that have gotten their impetus from a
cadre of invisible human beings endowed with
inordinate power to impose their ideas on everybody.
For example, the idea of collecting intimate
personal data on public school students and teachers
seems to have arisen spontaneously in the bowels of
the National Center for Education Statistics in
Washington. It required a small army of education
psychologists to put together the data handbooks,
which are periodically expanded to include more
personal information.
Nobody knows who exactly authorized the creation
of such a dossier on every student and teacher in
American public schools, but the program exists and
is being paid for by the taxpayer. And strange as it
may seem, it arose seemingly out of nowhere, like a
vampire, to suck the freedom out of the American
people. Unlike Santa’s elves who work behind the
scenes to bring happiness to children, these
subterranean phantoms work overtime to find ways of
making American children miserable.
The Common Core State Standards (CCSS) is another
such vampire calculated not only to suck the freedom
out of the American people, but also to suck out the
brains of their children. And all of this is planned
in the dark, away from the prying eyes of parents
and writers like me. Ask any educator: “Who is the
author of the Common Core Standards?” and they will
not be able to tell you.
So I decided to look into the origin of the CCSS.
It is said that it originated with the National
Governors Association (NGA). When and where? At what
meeting? At whose behest? The NGA’s Mission
Statement says on its website:
The Common Core State Standards provide a
consistent, clear understanding of what students are
expected to learn, so teachers and parents know what
they need to do to help them. The standards are
designed to be robust and relevant to the real
world, reflecting the knowledge and skills that our
young people need for success in college and
careers. With American students fully prepared for
the future, our communities will be best positioned
to compete successfully in the global economy.
Sounds wonderful. But why do we need it? Why are
we re-inventing the wheel? Didn’t our public schools
provide a decent education for the “greatest
generation” when they were in school? That
generation not only learned enough to win World War
II but also enough to create the scientific
foundation of our high-tech society. The only reason
why we need the CCSS is because all of these
graduate educationists need something to do to
justify their degrees and the salaries that go with
them. And of course the new curriculum will cost
billions of dollars which will enable these vampires
to live in the style to which they’ve become
accustomed. By the way, if you object to my
referring to these people as vampires, feel free to
use your own designations.
The CCSS adds nothing to what we know about how
to teach reading. It adds nothing to how we teach
arithmetic and mathematics. It adds nothing to how
we teach history, geography, and the “social
studies.” In short, it is a fraud to get the
American taxpayer to shell out big bucks for
something that we already know how to do. Yes,
science has greatly expanded, but it also expanded
from 1850 to 1950 and didn’t require a different
methodology from the scientific method developed by
the great scientists of the past. We may have better
equipment which students of science must learn to
operate, but the scientific method has not changed.
And of course, the CCSS were made to be as
complicated as possible so that no parent or normal
human being could understand them. For example,
there is something called “Common Core State
Standards Official Identifiers and XML
Representation.” It states:
As states, territories, the District of Columbia,
and the Department of Defense Education Activity
move from widespread adoption of the Common Core
State Standards (CCSS) to implementation, there is a
need to appropriately identify and link assets using
a shared system of identifiers and a common XML
representation. The Council of Chief State School
Officers (CCSSO) and National Governors Association
Center for Best Practices (NGA Center), working
closely with the standards authors, have released an
official, viable approach for publishing identifiers
and XML designation to represent the standards,
consistent with their adopted format, as outlined
below.
So now we know that there is such a body as “the
standards authors,” who work closely with such
bureaucratic organizations as the Council of Chief
State School Officers and the National Governors
Association Center for Best Practices. And to make
sure that the Standards are being correctly
implemented, we read the following in typical
vampire language:
De-referenceable Uniform Resource Identifier
(URIs) at the corestandards.org domain, e.g.
http://corestandards.org/2010/math/content/6/EE/1 or
http://corestandards.org/2010/math/practice/MP7.
Matching the published identifiers, these
dereferenceable URIs allow individuals and
technology systems to validate the content of a
standard by viewing the web page at the identifier’s
uniform resource locator (URL). The NGA Center and
CCSSO strongly recommend that www.corestandards.org
remain the address of record for referring to
standards.
What kind of human beings not only write such
gobbledegook but also know what it means? And these
educationists are among the well-paid elite who know
how to make everything so complicated that only they
are capable of understanding their own complexity.
Here’s more:
Globally unique identifiers (GUIDs), e.g.
A7D3275BC52147618D6CFEE43FB1A47E. These allow, when
needed, to refer to standards in both disciplines in
a common format without removing the differences in
the published identifiers. GUIDs are unwieldy for
human use, but they are necessarily complex to
guarantee uniqueness, an important characteristic
for databases, and are intended for use by computer
systems. There is no need for educators to decode
GUIDs.
Did you read that line, “GUIDS are unwieldy for
human use, but they are necessarily complex to
guarantee uniqueness”? These people are
masters at creating complexity for its own sake. The
more complex, the more difficult it is for normal
human beings to know what in blazes they are talking
about.
What is the National Governors Association for
Best Practices? Here is what their website says:
The National Governors Association Center for
Best Practices (NGA Center) develops innovative
solutions to today’s most pressing public policy
challenges and is the only research and development
firm that directly serves the nation’s governors....
The mission of NGA Office of Federal Relations is
to ensure governors’ views are represented in the
shaping of federal policy. Policy positions,
reflecting governors’ principles on priority issues,
guide the association’s work to influence federal
laws and regulations.
The initiative for the Common Core State
Standards seems to have arisen from a speech NGA
Chairman Governor Paul Patton, Democrat, of Kentucky
gave at the NGA meeting on June 12, 2002, in which
he said:
Governors are constantly searching for solutions
that will help all schools succeed, but some schools
require more help than others. The long-term goal
for states is to improve overall system performance
while closing persistent gaps in achievement between
minority and non-minority students. Fortunately,
there are places to look for guidance. Although some
schools continue to struggle, some have responded
successfully to state reform efforts and others have
gone far in improving student performance and
closing the achievement gap. Current research also
suggests there are ways state policies can
effectively stimulate and support school
improvement.
How that was translated into the need for Common
Core State Standards, is not very clear. The
Executive Director of the NGA is Dan Crippen, a
Washington policy bureaucrat who was director of the
Congressional Budget Office from 1999 to 2002. The
Director of the NGA Center for Best Practices is
David Moore, formerly of the Congressional Budget
Office. The Director of the Education Division is
Richard Laine. His profile states:
Laine directs research, policy analysis,
technical assistance and resource development for
the Education Division in the areas of early
childhood, K-12, and postsecondary education. The
Education Division is working on a number of key
policy issues relevant to governors’ efforts to
develop and support the implementation of policy,
including: birth to 3rd grade access, readiness and
quality; the Common Core State Standards, STEM and
related assessments; teacher and leader
effectiveness; turning around low-performing
schools; high school redesign; competency-based
learning; charter schools; and postsecondary (higher
education & workforce training) access, success &
affordability. The Division is also working on
policy issues related to bridging the system divides
between the early childhood, K-12 and postsecondary
systems.
Well now we know who’s in charge of the Common
Core State Standards. What is Mr. Laine’s
background?
Previous Positions: Director of Education, The
Wallace Foundation; Director of Education Policy and
Initiatives, Illinois Business Roundtable; Associate
Superintendent for Policy, Planning and Resource
Management, Illinois State Board of Education;
Executive Director, Coalition for Educational
Rights; Executive Secretary, Committee for
Educational Rights; School Finance Analyst, Chicago
Panel on Public School Policy and Finance; Associate
Director, California Democratic Congressional
Delegation.
Education: M.P.P., M.B.A. and Certificate of
Advanced Study in Education Administration and
Public Policy, University of Chicago; B.A.,
University of California — Santa Barbara.
Obviously, Mr. Laine is one of those invisible
bureaucrats who create policies for the governors,
few of whom ever read them. He was Associate
Director of California’s Democratic Congressional
Delegation, which includes some of the worst
left-wing members of Congress. He’s also in charge
of “birth to 3rd grade access,” which the National
Education Association strongly favors. Among Mr.
Laine’s staff is Albert Wat, whose expertise is
Early Childhood Education. His profile states:
Wat provides state policymakers with analyses and
information on promising practices and the latest
research in early childhood education policy, from
birth through third grade. His work focuses on
preschool education systems and alignment of early
childhood and early elementary practices and
policies, including standards, assessments and data
systems.
Previous Positions: Research Manager, Senior
Research Associate and State Policy Analyst, The Pew
Charitable Trusts, Pew Center on the States, Pre-K
Now.
Education: Master of Arts in Education Policy
Studies, The George Washington University; Nonprofit
Management Executive Certificate, Georgetown
University; Master of Arts in Education, with focus
in Social Sciences in Education and Bachelor of Arts
in Psychology, with Distinction, Stanford
University.
Like so many Washington policy wonks, Mr. Wat has
to justify his bureaucratic position by thinking up
new ways to create costly education reform that no
freedom- loving citizen wants. Note his and Mr.
Laine’s interest in “birth to 3rd grade” education,
an area traditionally left up to parents. But then
the totalitarian mind wants control over everything
and everybody.
In other words, the Common Core State Standards
have no more legitimacy than the plans of your local
village idiot to reform education. They are the
thought emanations of those who have nothing better
to do. Yet, they will cost the American taxpayer
billions of dollars and make American public
education more confusing than ever.
PREVIOUS PAGES ABOUT EDUCATION
www.greatdreams.com/blog/dee-blog68.html
Nov 21, 2011 ... Dee Finney's blog ...
to find a man, and then he wouldn't let me get a good high school education
either, telling me I had to study to GET A JOB.
www.greatdreams.com/blog-2013-2/dee-blog501.html
May 21, 2013 ... Dee Finney's blog ....
I've provided you with more than enough educational resource material by
now, several times over, to DO something ...
www.greatdreams.com/blog-2012-2/dee-blog244.html
Jun 27, 2012 ... Dee Finney's blog ....
Implementation includes science, technology transfer, education,
international institutions and financial mechanisms.
www.greatdreams.com/blog/dee-blog80.html
Dec 1, 2011 ... Dee Finney'S blog .....
This analysis looks specifically at the costs of education, health care
and incarceration because they represent the ...
www.greatdreams.com/corporal.htm
Oct 1, 2002 ... "States Parties shall take all
appropriate legislative, administrative, social and educational measures
to protect the child from all forms of ...
www.greatdreams.com/disenfranchised.htm
Jul 31, 2002 ... The average woman of any
educational status who works full time makes only 68 % of what the average
man makes. Women with less than ...
www.greatdreams.com/teacher.htm
India Network Foundation - A nonprofit, charitable,
educational and community organization serving the Asian Indian Community
around the world and helping ...
www.greatdreams.com/political/united_nations_food_program.htm
Interventions such as the promotion of home gardens and
nutrition education for HIV/AIDS-affected households and malnourished
children are needed to help ...
www.greatdreams.com/book_of_rules.htm
May 21, 2009 ... "It is ...... a story of what hope,
hard work, education and dedication to make a better life can achieve."
New York Daily News. Sotomayor said in ...
