Education Fraud in LA Public Schools

Mary Morrison, American Renaissance, August 17, 2012

Snake oil to “close the achievement gap.”

Each year, we teachers in the Los Angeles Unified School District (LAUSD) are excitedly told about “breakthroughs” in “new” teaching methods that are “brain-based,” “research-based,” “data-based,” and/or “standards-based” and that will, once and for all, close the achievement gaps between blacks and Hispanics, and Asians and whites.

These “breakthroughs” are imparted to us every other Tuesday, throughout the school year, in mind-numbing “professional development” sessions. All teachers are required to attend. I’m lucky: I don’t teach in one of the schools with the lowest scores, where teachers have to meet every week for professional development, or “PD.” These sessions are led by education theorists and professional trainers who usually work in district headquarters, far away from children and classrooms.

I don’t know a single teacher who does not dread and despise these so-called “PD-days.” At the first meeting in September we are invariably told that the teaching methods we learned the previous year aren’t working. Test scores have not improved, so we are to “toss out any and all manuals” we may have lying around, and to get ready for everything to change.

The instructors frequently warn us what will happen if our students’ scores don’t improve, and if the achievement gap isn’t narrowed: There could be a “state takeover,” or “charter organizations” could come in and run our schools. In either case, the entire school staff, top to bottom, could be fired or transferred. The latest threat comes from the LAUSD board of trustees, which wants to eliminate teacher seniority and implement “merit-based pay” that would tie our salaries directly to test scores.

PD cuts into class time, so on PD days students get two hours less instruction. Such days are known, with no apparent sense of irony, as “minimum instructional days.” Students are dismissed at noon—that is, if they bother to show up at all, since attendance is usually low. On “minimum instructional days,” class time is cut from 50 minutes to 30 minutes or less, so the bell schedule is different. Confused students and teachers mill around, trying to remember where they are supposed to be, and in the chaos little or no teaching takes place. Many students wander the campus, hang out in the football stadium, or walk out the front gate after they’ve eaten their free breakfast.

There is even more intensive “professional development” that takes place off-campus, while a substitute teacher covers my classes for four, five, or on one occasion, seven days. There is a bewildering variety of these programs, each with an acronym and pompous title. Here are just a few:

ACE (Accelerated Cooperative Education), CAP (Comprehensive Assessment Program), training in how to use DIBELS (Dynamic Indicators of Basic Early Literacy Skills), IMPACT Training (Individuals Making Positive Assertive Choices Together), PHBAO Training (Predominately Hispanic, Black, Asian and Others), CTEL (California Teachers of English Learners), CLAD (Cross-Cultural Language and Academic Development).

There are plenty more, and most are known only by the acronym. That means I am told I am going to get ACE training, for example, without a clue as to what ACE stands for until I get there. These sessions are held at hotels, closed schools, community centers, or church meeting rooms. Sometimes I must drive to obscure locations in dicey parts of Los Angeles to get to them.

They always start with an hour or two of silly “getting-to-know-you” games. One began with a tug-of-war, and then proceeded to a “blind walk,” where one teacher led a blindfolded teacher around, supposedly to build trust. Next, we were matched with someone according to our favorite day of the week and according to the results of a personality test we had taken. We were supposed to cozy up to a “camp fire”—blankets thrown over half a dozen flashlights—and confide our innermost thoughts and feelings to each another. Often a school administrator lurks nearby, noting if anyone lacks enthusiasm for this silliness.

Workshops, training sessions, and professional development are mainly about how to teach the majority of LAUSD students, who are “of color:” non-English speakers who enter school two grade levels below whites and Asians of the same age. Asians are not white but are not exactly “of color” either, since they do well in school.

In these sessions we invariably learn that in order to teach students effectively we must foster “trust.” To do so we must have “compassion, sensitivity and understanding,” and acknowledge our students’ “cultural authenticity.” This is because they will not learn from teachers they see as “hostile to their reality.” Most of the people who run these sessions have never taught a class in their lives but believe me, the LAUSD is deadly serious about this stuff.

In these PC-heavy sessions, any mention of IQ or racial differences would be heresy. Educational dogma requires that we must never question the following:

1. IQ is meaningless. (I would note that IQ testing has been banned in California schools since the 1970s because blacks score badly on them. Therefore, there are no objective measures for who should be in gifted or special-education classes.)

2. All students have equal potential to succeed—and this even more cuckoo than it sounds. This does not mean simply that students of all races should get the same average score. It means that, ideally, every student should do equally well. If the black or Hispanic average is low, that is because of racism, oppression, cultural differences, and textbooks in which children “don’t see anyone like themselves.” If there are white or Asian students who do not learn, it is because of poor teaching methods, run-down school buildings, or lazy and uncaring teachers—although all that holds back black and Hispanic students, too. School failure is never the student’s fault.

3. There are no racial differences in behavior, focus, or drive. Students are never to blame if they misbehave, fail to study, or can’t understand the curriculum.

4. Unequal outcomes and low test scores are strictly the fault of teachers and schools. This is why more money must be “invested” in teacher training and “professional development.”

Because of this entrenched belief that teachers are the problem, we are the ones who have to change. For three decades we have had to suffer the indignity of being berated about program after program, featuring the latest fads in pedagogy. These come straight from theorists with PhDs who work in universities or think tanks and have little or no teaching experience.

Some of these tried-and-failed schemes have been recycled, given new names, and reintroduced as the latest innovation. Teachers whisper to each other, “We’ve already tried that and it didn’t work.” Professional developments I have been subjected to include: Left-brain/Right-Brain Strategies, Self-Esteem, Relevance, Alternative or Authentic Assessments, Values Clarification, Critical Thinking Skills, Inventive Spelling and Writing, SLCS (small schools within schools), Rubrics, Metacognition, Tapping into Prior Knowledge, Differentiated Instruction, Gardner’s Multiple Intelligences, Learning Centers, and Multi-Sensory Education. And there are many more.

Needless to say there is a huge PD bureaucracy that gets handsome salaries selling snake oil. Some of these idiot trainers are retired administrators, hired back as “experts” or “consultants,” and who receive fat pension checks plus large stipends for teaching this rubbish. We have heard rumors that they make around $100 an hour for their worthless “services,” although I’ve never been able to verify this information, as it is a closely guarded secret.  Nepotism and racial loyalty run deep in the LAUSD, so PD is a bonanza for people with the right connections.

All of this is based on deliberate blindness to the facts, but as long as educational dogma dictates that “IQ is meaningless,” the LAUSD will continue to spend millions of dollars on one program after another only to have them fail. Teachers are held accountable, never the educational theorists who believe “IQ is meaningless,” or the school board trustees—most of whom have never taught school—who approve and fund these programs despite shrinking budgets. The students are never held accountable either, but they are victims of these educational frauds just as much as we are.

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Mary Morrison
Mary Morrison has been teaching in Los Angeles schools for more than 20 years.
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  • JohnEngelman

    In these PC-heavy sessions, any mention of IQ or racial differences would be heresy.         
    Mary Morrison, American Renaissance, August 17, 2012 
    What would happen if anyone mentioned IQ or racial differences? 
    What do other teachers think of this?   

    • Bon, From the Land of Babble


      In one PD, I actually had had enough and couldn’t contain myself.  We were forced to watch a video of an urban Charter School in Chicago that was “working wonders” with black and Hispanic students.  WELL, no wonder because they vetted each student for admission and only accepted one in 14.  Students who didn’t get with the program were immediately dismissed back to public school.

      We were asked to discuss why we couldn’t achieve the same success as this school in the public schools.

      I stood up and stated that we in the public schools are not allowed to vet students for enrollment or cull students that cause problems as this charter school does and that after all, this particular school only accepted one in 14 of those who applied.

      Well, John, you would have thought that I had on a Nazi uniform or appeared in Klan robes with a burning torch.  I was instantly shouted down for “judging” students and that they were all “at promise” as all had the ability to be “whatever they could dream.”  

      I was shot hate stares for the rest of the PD from blacks AND whites.

      NO one came to my defense.  

      Let me repeat that NO ONE CAME TO MY DEFENSE

      (even though it was beyond obvious that I was right).

      Now maybe you can begin to see what kind of Reign of Terror we teachers have to endure in today’s schools.

      To anyone out there thinking about going into the teaching profession, on word:  DON’T.  I tell ALL the young people in my own family to NOT even think about teaching, it has become increasingly difficult and thankless. 0bama recently issued and edict that black students are not to be suspended or expelled in numbers greater than White or Asian students.

      Can you imagine?  Black schools are already anarchic and dangerous and now will become even more so as blacks get the message that there is NOTHING the teachers or administrators can do to them.

      Teaching has become increasingly thankless and oppressive as the education regime twists itself into even more knots trying to keep the LIE afloat that IQ and behavior are not race based, that any disparities are due to White racism.

      The entire system, top to bottom, takes its orders from the likes of 0bama and no-nothing educational theorists, from those who “know what’s best” wouldn’t deign to set foot in these schools.

      You are welcome to come to one of my PDs and stand up and ask about IQ.  Just expect to be called every name for racist, bigot and hater.


      • Rob

        I once ran into an older gentleman who told me about a teacher that he knew who had a black student in her class stand up and ask her “why in the F#&% such a good looking woman was teaching.” She told the principal, who said to her that he could do NOTHING about it (Peejay in Frisco)

        • They know they’re untouchable.

        • JohnEngelman

          When I was in school using that kind of language in class would get one suspended. 

      • American_cavalier

         As someone who has taught overseas and is a scion of educators, I sympathize with you entirely. Had I been there I would’ve come to your defense as my forefathers would. Unfortunately, they all steered me away from a career in education due to the fact teachers are little more than what block leaders were in the Communist Party States, always having to implement the next true socialist measure and being forced to deal with the people it had failed. My suggestion, pursue a career in private education or establish your own school or academy which serves the interests of YOUR PEOPLE. Alternatively, go overseas and teach where you will earn much more money, have much better respect, be able to properly teach, and after earning a few hundred thousand in a few years, come back and use your funds to establish an academy of your own or use it at your whim knowing the benefit you’ve given to others for your years of service.

      • BON, you are 100% correct. I’m in it and looking to get out.  All black schools are zoos. I’ve taught in every type of school and it’s the same pattern. Though most on here would not want to believe it, I also taught in a majority Mexican school and the kids were really good. I’m on the East Coast, so maybe it’s different here. Anyway, yes, NO ONE should EVER consider teaching. EVER.  Even in a majority White school, all the other bs is overwhelming and getting worse every year. Oh, and God only knows it’s NOT for those like me who are NOT politically-correct.

  • John_D01

    I’d hate going to work every day of my life in that environment.  If it were not a private school with nearly all White and Asian students, I’d want absolutely no part of teaching.

    We become more and more like the ex-Soviet Union with each passing day, with the agitprop we’re bombarded with.  There’s always the implied (or explicit) threat of losing your job if you don’t appear  sufficiently enthusiastic about the latest moronic scheme to close uncloseable gaps.

    America really is in its death throes.  Thanks for this expose.


        “THE ERRORS OF RUSSIA” are upon us. The lady of Fatima warned us long time ago.

  • JohnEngelman

    How can the illusion be maintained after the failure of No Child Left Behind? 

  • JohnEngelman

    I don’t know how to fix all this mess, but I think cultural differences are the main root of the problem.                                     
    – JayII                  
    I think it’s genes. 

    • dukem1

      I totally agree with both Jay and John..Certainly genes play a  major part in the overall performance of various groups – “You can’t fix stupid” and all of that…but I would say the fact is that the culture is the predominant influence…a kid does not need to be a genius to do well in school..if he’s not as smart as his peers, he just has to “work a little harder”.  (remember that quaint phrase?)…
      To be realistic, a guy couldn’t even get elected dog catcher if he said that some dogs were smarter than others, let alone some one running for the local school board bringing up group differences in IQ!
      The evidence shows, however, that modern day black and brown society does not place any value on academic achievement – if it did, there would be some empirical proof  thereof…
      I know it’s probably way to late in the decline of civilization as we know (knew) it to say this, but I feel that there might be some type of progress  made if some of our public officials would seriously speak up on the social implications of  parents not demanding that their kids do well in school.
      I suspect that most AmRen followers heard repeatedly – as I did –  during their formative years that their job, their only job, was to go to school and do well.  As well as could be expected.  There does not seem to be any evidence that the coffee-colored masses in our public schools have ever been so informed.

      On a side note – if anyone would like to know how we got from there – those days when kids actually learned something in school -to here – see Ms. Morrison –  I would suggest getting a copy of “The Graves of Academe” by Richard Mitchell…at least you’ll learn how everything went so south before you die.

      • Ni123

         “a kid does not need to be a genius to do well in school..if he’s not as
        smart as his peers, he just has to “work a little harder”.

        I grew up in a homogeneous white society with high standards regarding schooling and academics, and let me tell you a stupid kid is a stupid kid, all the hard work in the world will not make him any smarter or more successful, nor will he have the desire or incentive to work harder because he is stupid, period. That is why the former Soviet Union along with the mandatory secondary education had a window for less fortunate (intelligence wise): those who were not smart enough to study organic chemistry were allowed to finish schooling after their 8th year at school and join the workforce, or continue education in vocational schools.

        Genetics is the clue, unfortunately. Unfortunately for all of us because until the system will accept this simple truth anything else is just a waste of money and human resources.

  • JohnEngelman

    This reality deserves more publicity. Not enough Americans are aware of this. Is this restricted to a few states, or is it widespread? 

  • Bon, From the Land of Babble

    You are also welcome to come to one of my professional developments and inquire as to why IQ is never discussed when all research supports and empirical evidence shows there are clear IQ differences between the races.   

    The government would rather spend a trillion dollars on “programs” than admit that ALL research shows that blacks are an average of one SD below Whites in IQ.

    Facts do not matter to these people, especially facts which burst their egalitarian myths.

    Rushton and Jensen have made it their life’s work to study difference in IQ.  Both have been physically assaulted and vilified for presenting irrefutable evidence of IQ differences while the much discounted lefty Gould is praised and given awards, grants and accolades for claiming that “IQ is a myth.”

    I wrote this last month:

    Both Ruston and Jensen have paid a very heavy price for pointing out that racial differences in IQ are mostly genetic and not caused by the environment — OR, White racism and oppression:

    Rushton had his classes disrupted to the point where campus bodyguards had to be hired for his security; Jensen’s lectures were videotaped for his personal safety. 

    Jensen published, “How Much Can We Boost I.Q. and Scholastic Achievement?” which concluded that Head Start programs designed to boost black IQ scores had failed, and that this was likely never to be remedied.

    When the work was initially published, students and faculty staged large, loud protests outside his University of California, Berkeley office, and he received multiple death threats. He was even denied reprints of his work by his publisher and was not permitted to reply in response to letters of criticism – both extremely unusual and exceptional policies for their day.
    For a long time Jensen received death threats, needed body guards while on his campus or others, had his home and office phones routed through the police station, received his mail only after a bomb squad examined it, was physically threatened or assaulted dozens of times by protesters disrupting his talks in the United States and abroad, regularly found messages like “Jensen Must Perish” and “Kill Jensen” scrawled across his office door, and much more. 

    The media MISrepresent the majority view of the 53%  of scholars who think the black-White gap is partially genetic, and portray the 17% who think it is entirely environmental (as in Gould) as representative of mainstream opinion.

    I can tell you that the schools side with the 17%, like Gould, who believe that racial IQ and achievement differences are caused by the environment — poverty, oppression by Whites, inadequate teachers and books…

    What hope is there for foot soldiers like me if the researchers are physically attacked, receive death threats and need body guards to go about their day after they presented their findings?  Why did the government not put a stop to the harassment immediatley?  

    Most of us are just trying to get through the day and go home; fighting The Beast is not possible and, in the end, we we are not going to win as the government, media and education system is 100% against any hint of race realism or challenge to the myth that the races are equal in every single way.

    If the evidence were faulty, it would be easy to discount (as has been done to Gould); the evidence and research are clearly not faulty so lefties use violence and threats to shut up those with Hate Facts and data they don’t like.

    This is how it is in the schools, which are 100% controlled by entrenched lefties with the backing of government force.  

    I wish more people understood this.


    • Sarge

      We agree, Bon, that the system is totally corrupt. My point, though, is that the career foot soldiers who put into effect the corrupt policies of the corrupt government indoctrination centers called schools day by day are most certainly blameworthy. “I was just carrying out orders” is no excuse but merely a poor attempt at justification. 
      I’m sorry to sound harsh, but foot soldiers who are armed and on the field doing battle against me do not become my allies simply by declaring that the cause for which they are fighting is unjust. 

      “Fighting the Beast is not possible,” you say. 

      And I’m pointing out that teachers are a large PART of the Beast. 

      • Ni123

         Teachers have families, and families have needs that have to be paid for. with money.

        It’s sooooo easy to point fingers.

        • Sarge

          >>>Teachers have families, and families have needs that have to be paid for. with money. 

          True. If a race realist took a job as head of public relations at the NAACP and did his best work while at the same time opposing the agenda of his employer, it could also be said that he had a family to support. 

          Sorry. That’s no excuse. 

          >>>It’s sooooo easy to point fingers. 

          Yes, and I have all ten pointed at the National Education Association—the organization and its individual members. Don’t you? 

          • Ni123

             “Sorry. That’s no excuse. ‘

            really? Excuse? Are you ready to take off your internet mask and step forward telling the truth out loud, and suffer the consequences of this action? Are you ready to risk your career and welfare of your family? Are you ready to become a social pariah with the brand “racist” marching ahead of you? And what if the only thing you know how to do is teaching and you’re a middle aged person and no school under the sun in this country will be willing to employ you?

            It’s not an “excuse”, it’s something someone like Bob will be facing in an instant he decides to stop being “part of the BEAST” and fight with the windmills.

          • Sarge,

            Did it ever occur to you that many of us did not realize how much bs there is before we “jumped” in? Every year is getting worse. That’s not our fault.  Those of us who are not 22 years old and still living at home with mommy and daddy cannot just leave with the snap of our fingers. As mature adults, we need to be realistic and responsible to our families and ourselves. You make it sound so simple because you are not in the same situation.

      • Jerrybear

        I understand your point but standing up and telling the truth results in automatic career termination. The public education system is run like the Soviet Union.

    • ed91

       one of my principals was reading one of bill ayer’s books and trying to get everyone else to read it……….

      he’s big stuff in education community…….  I mentioned his past and was dismissed as an old dinosaur………

  • When I worked in LA one of my friend’s was a vendor and one day he gets a call from a LAUSD buyer. It went something like this:
    Buyer: “Do you sell widgets, I need 50 of them? 
    Vendor: “Yes, I do. They’re $200 each.”
    Buyer: Good, why don’t you let me cut you a Purchase Order at $500 each and we’ll split the difference.
    Vendor: “No thanks.”

    I can only imagine the amount of money wasted on the useless programs, books, consultants and valuable teaching time. And each of these useless politically-correct mandated programs are rife with waste, abuse and fraud.

    And at the end of the day the teachers union wants more money for the poor, under-achieving, under-represented, disadvantaged, minority kids.

  • JohnEngelman

    California is broke. How much does this nonsense cost? The voters and tax payers of California should be told about this. 

  • JohnEngelman

    Articles and essays original to American Renaissance may be used on the Internet free of charge, with proper attribution (author, title, date, American Renaissance, web address). 
    This essay should go viral on the internet.         

  • Neanderthaldna

    What has become “education” in this country is probably the biggest, and to anyone who knows, the most infuriating parasitical waste imaginable.  From pre-k through grad school, more good money after bad has been thrown down this black hole, year after year.

    The author’s descriptions of these PD sessions are dead on.  

    The irony is that I have come to seriously believe that the best we can do for our children in terms of education is probably…

    Nothing.  If they pass they pass, fail they fail.  Cease begging the idiots to appreciate all the money spent on them, cease pleading with them to love the glitter and unicorn strewn silliness education has become.  

    When you hold something barely within reach, it becomes more valuable.  When you slop it into someone’s lap…

    But of course, RACE.  

    Whoever you are out there – do not become a teacher.  If you are an intelligent, honest, dedicated person who really wants to teach…I’m sorry.  There is nothing for you.  The entire educational establishment, secondary and below, is filled with empty suits possessed of the most content worthless degrees imaginable (Eed’s and education Phd’s roundly seen by more rigorous disciplines as paid-for jokes), engaged in a never ending game of self justification and not-so-clever sophistry.  Spending other people’s good money after bad with a glee that turns the stomach, bullying and scapegoating hard working teachers, using kids as guinea pigs.  Talk about dystopia.  And if you do have a brain and are in teaching – you better figure out how to hide it because you are seen as a threat, not an asset, to a system run by self serving, duck speaking, incompetents.  Except for those sociopathic leeches who do have functional brains, who fully realize the idiocy they support as well as the good job of theirs that depends upon such.

    Perhaps the future lies in more home-schooling facilitators.  Folks with some experience in the game who work with concerned parents to help them educate their own, provide a social network for their kids.  Christian types have been doing this for a while.  Maybe some well heeled racial realists might be willing to ante up a little to help provide a good home education to white kids, especially those in heavy minority districts/schools.  Parents could help with neighbors’ kids, could sort of rotate, stuff like that.  Honestly, if you teach to the standards of most states these days, in standard classrooms, most white kids finish in fifteen minutes the simplest of assignments that take blacks over an hour, then either get chided for wanting to read a book (educate themselves – oh no, never that) or are burdened down by being expected to “help other kids learn” (futilely try to tutor, then do the minority’s work for them).  The struggle for kids with real potential, is to instill a respect for education, to cultivate curiosity at an early age that will translate into REAL lifelong SELF EDUCATORS, not the sort of mewling educational dependency the educational establishment encourages, to its own benefit, of course…

    And try to instill respect for education in a kid suffering through the sick, parasitical, double-talking joke that exists in our schools?  

    Soldier on, Mary.  Retirement…retirement…retirement…

    God bless you for telling the truth and soldiering on.

    • “The irony is that I have come to seriously believe that the best we can do for our children in terms of education is probably…

      Nothing.  If they pass they pass, fail they fail.”
      You are spot on. I have realized this myself. All the PD, latest educational fads, etc. are all useless. The bottom line is, kids will pass or fail based on two simple things: Their innate abilities and how hard they try. Those 2 factors are more or less everything. Yet, until I get out, I have to go on teaching despite knowing nothing much matters other than those 2 factors (assuming decent teaching is taking place).

  • lanceman

    “brain-based,” “research-based,” “data-based,” and/or “standards-based”Perhaps they left out “free-based” as in the way to use cocaine.

    • JohnEngelman

      They should have included “faith based.” If we all close our eyes and hope, maybe it can happen. 

  • I’ve said it many times before.

    There was the old theory which was said to be THE answer to low achievement but it failed so it had to be replaced with a new theory which was said to be THE solution but it also failed and needed to be replaced with yet another new theory which is tauted as THE answer to the achievement gap.

    Wash, rinse, repeat.

  • ncpride

    For heavens sake, it’s really sad to know that our nations teachers are being forced to participate in such childish nonsense as these PD sessions seem to be. I really feel for teachers, and have no idea how you tolerate it all. To be held accountable for educating certain groups of kids that have zero interest in learning, or worse still, lacking the intelligence to learn would drive me mad in a few short weeks.

    • It’s not easy and I’m trying to get out. At 41 it’s not  so easy. Though the pay sucks considering what we endure, I can’t jump to something that pays half of what I’m making now. I’m going to try my best though before I lose my mind….

  • chickensandkittens

    My son’s I.Q. was tested by the  California public schools–(San Jose area)–in 1985. His kindergarten teacher recommended the examination because of his performance in her class. The information garnered was helpful as his father and I made educational choices for him throughout his life. We were able to search out additional resources to avoid his possible disenchantment and boredom.
    Some of his siblings do not share his intellectual level. Teaching them, with their different abilities, in the same classroom, would have been quite impossible–and the variation in their scores were at most 20 points. How could you teach a student with a 75 I.Q. at the same time as a student with an I.Q. of 145? 

  • Stentorian_Commentator

    I wonder if I should be glad that they appear not to have dug up Paulo Freire and his educational program of creating little communists.

    • curri

       Paulo Freire has been holy writ in the education schools for many years: (…)”
      And it goes without saying that Hirsch’s ideas were anathema in the education schools, where the nation’s future teachers, instead of learning about the evidence supporting content knowledge in the classroom, are force-fed a toxic diet of radical political tracts by “education theorists” like Paulo Freire, William Ayers, and Jonathan Kozol. (Progressive-education doctrine holds that inculcating disadvantaged children in social-justice activism is just as important as teaching them the three Rs.) “(…)

    • Bon, From the Land of Babble

      Paulo Freire is alive and well in ed schools!! (well at least his stupid theories are).

      Paulo Freire and Bill Ayers are tremendously influential in ed schools.  I see young teachers clinging to Freire’s Pedagogy of the Oppressed as if it were Mao’s Little Red Book

      According to Human Events: 

      A survey made of the principal books used in the most prestigious schools of education were those of Paolo Freire and William Ayers.

      Paulo Freire developed “liberation” pedagogy out of his experience with illiterate peasants in Brazil, which has NO relation to the social or economic structures of the U.S.

      Ayers is the father of “social justice” theory, which teaches that America is racist, imperialistic, homophobic and unjust, that wealth, material and human resources should be redistributed and that socialism will solve all of our problems.

      John Dewey  the “father of modern education” is another that has tremendous influence over the American education system — and not for the good!!

      Dewey denounced education that focused on traditional character development and “hard knowledge” and promoted secular humanism with little concern as to what is “right” or “wrong.”

      There is a good reason Human Events lists Dewey’s Democracy and Education as the fifth worst book ever written.

      America’s future teachers are being indoctrinated by the likes of Ayers and Freire who in turn brainwash America’s children in socialist ideals using Zinn’s textbooks.


  • Sarge

    If we distill the scenario you presented, we have this: To be a foot soldier in the enemy army during the culture wars is understandable because the foot soldier reaps considerable financial rewards. 

    In what other area do we wink at someone who knows something to be wrong but does it anyway in exchange for money? And if we remove the financial considerations, the conditions of the scenario apply to government schoolteachers no more than they do to members of the Socialist Youth League, the Gay-Straight Alliance, or the New Black Panthers. As to speaking up: Again, “I was just following orders” (and making a career of it at taxpayer expense) is no excuse. 

    I know this sounds harsh, but now that we’ve reached the foot of the slide, we can look back and see how the constant compromising and excuse-making has been the grease that made the descent so quick and easy. 

    • Sarge, you have no clue. You sound like an early 20s child who still lives at home and thinks everything is so easy.

  • Neanderthaldna

    Soldier on.  I couldn’t.  Maybe I got a touch of Aspergers Syndrome.  Broke me.  

    Went into it under a bevy of naive notions about what I was supposed to be doing.  

    But kudos to ya, Exo.  Do what ya have to do.  Try to find a way out on your own terms, though.  Mark my words.  You are at all times a step or two away from being scapegoated and railroaded…

  • “deliberate blindness to the facts”.  Sounds like you’re trying to tell me that these “Professionals” are deliberatly obtuse.

  • Jerrybear

    Some good points. I never enjoyed the stuff they fed me while I was at school and teaching is just about the last profession I considered. Fortunately, my father is a right winger and raised me to recognize the nonsense. Not everyone has such a luxury.

  • ed91

     yes, I have been there.  I taught elementary grades.  98% women teachers.  You were in the clique or you were an outcast.  For a man that meant you were gay, passive or an outcast.  Girls were a joy, boys needed to be medicated. 
    To thrive and last in that situation you have to buy in to it.  

    To me it was stifling, phony, robotic and sexist. 
    Then the diversity and self esteem stuff came into the picture.

    Lord in heaven, you have to bask in it a few years to really feel the horror.

  •  I have my mind made up. When I take over, I’m NOT getting rid of the Department of Education. Instead, I’ll keep it and put you in charge of it. I offered the job to Bon, but she turned me down. Somehow, I don’t blame her.

    Now, all kidding aside, I’m not as hot on schools using corporeal punishment, even against the worst blacks, as I used to be. That’s because I wouldn’t use corporeal punishment on any children of my own if they responded to forms of non-corporeal punishment, and if I had to resort to corporeal, it would be in the spirit of due process, not vengeance.

    Even I’m against mandated proselytization of one given religion in public schools. Even if the schools and country as a whole was 100% Christian. Comparative religion instruction…not only fine, but necessary in a way to understand our own civilization but also the world’s in general.

    One thing you’re more right about than you might know:

    music and art class funding is fully restored and made mandatory with
    standardized testing of artistic ability necessary for graduation

    I wouldn’t want it a requirement to replicate any of Bernini’s works just to graduate from high school, but I do think some base level of appreciation of the fine arts, especially of our Occidental civilization’s fine arts, should be required.


    Similarly, physical ed is fully funded and expanded and made mandatory
    with standardized testing of athletic ability necessary for graduation

    Again, let’s not make running a four minute mile a prerequisite for graduation, but by the same token, what passes for modern physical education is a joke.

    I wrote this in a draft of a given document that was being prepared by someone else some time back, though this language didn’t appear in the final document:

    schools should (re)instate shooting and rifle teams, as well as
    boxing, wrestling, mixed martial arts and any other sport or event that is both in good
    taste and a moral endorsement of structured violence…. In case you haven’t noticed,
    the life histories of many professional soldiers, police officers and
    firefighters include organized athletics in their earlier years, and
    that’s not a coincidence; the latter is a good prerequisite for the
    former, and an investment in the latter is thus an investment in the
    former. In this vein, ROTC and JR-ROTC programs affixed to colleges
    and high schools, respectively, should be encouraged.

    I am not as enthusiastic about putting boxing teams in black schools as I was when I wrote this, because I’ve absorbed a lot of news in the meantime that indicates that teaching blacks to box is mostly counterproductive, including the phenomenon of Knockout Martin Luther King having its genesis of the boxing program of the recreation center very close to where I grew up. Even when it’s not counterproductive, it’s not exactly productive: A few years back, we read in the local media that the boxing program led by an ex-cop that taught Devon Alexander how to box started with 30 boys, (all black), and 28 of them are either dead or in prison.

  • Pjb535i

    The Atlanta public school system isn’t as sophisticated as Los Angeles. In Atlanta, they just change the test scores in order to demonstrate how successful their system is.

  • ViktorNN

    Cultural differences arise to a significant degree from genetic differences. 

    We’re only beginning to understand the fundamental, basic biological difference between populations, despite the leftist-dominated academy not wanting this area investigated.

    Whites and Asians have achieved what they’ve achieved because in large part of who they are biologically.

    We will never make whites and North Asians out of mestizo Latin Americans and Africans. Culturally they don’t want to be like us – they’re actually quite hostile to our culture, they despise us and our culture.

    But it’s more than that. They just don’t have the right stuff genetically.

    We could change them superficially into nice little white kids and they would still fail.

    Nice comment by the way.

  • rightrightright

    When is a strategy not brain-based?  In fact, the ugly adjectival thingy, “brain-based” is entirely redundant as any and every strategy begins in the brain.

    Or does it mean the strategy is aimed at the students’ brains?  I thought the word for that was “teaching”.

    Codswallop, the lot.

  • Schools are obsolete. People can learn anything they need to know via online textbooks, skype classes, message boards and online testing. Labs and some hands on experience are still necessary, but at this point chalk and talk classes themselves are obsolete.

    When information could only be passed on via book and voice, it was important to concentrate these things into a location so it could be shared. Into today’s world information is everywhere, there is no need to concentrate it into one location. 

  • We’re actually supposed to reject comments that do nothing but praise AR or say “ataboy.”  We’re already doing a great job:  That’s self-evident and obvious to all with at least a room temperature IQ:  We don’t need to read it in the comment section over and over again. Cheerleading distracts from discussion.

  • What’s wrong with this picture?,0,2515386.story

    If the teachers’ unions in California were as powerful as this article claims, there wouldn’t be any of these professional development sessions.

  • Lance de Boyle

    Ms. Morrison is dead right!  I work in a “school” of “education.”  You would not believe what goes on.

    Read more here, if you’ve got the stomach. 

  • If you want to improve the scores of your class then change the racial make up of it. White children do much better. The achievement gap will never be narrowed. It is amusing that our educational professionals are spending all their efforts trying to push a square peg into a round hole and wondering why it wont work. 

  • curri

    Of course I’m dubious, but the neocon City Journal claims that public education is changing for the better: 

    • Bon, From the Land of Babble

      Oh, you have no idea!! This is the latest fad that is coming my way

        “Common Core Standards” is the next boondoggle the education dept. is rolling out to “close the achievement gap!” Another program, that will cost between $380 million and $1.6 billion to implement in California (according to the Fordham Institute) —  and, destined to fail just like all the other programs that have been tried.

      Remember the axioms mentioned by Ms. Morrison above:  IQ is Meaningless and All Students are Equally Capable of Learning Equally.

      “Common Core creates a set of expectations for student learning throughout the entire country,” said Jaime Aquino, deputy superintendent for instruction. “It’s not going to matter the ZIP code of where you live. We’re going to expect the same out of every student.”

      In crafting the new benchmarks, the Common Core authors looked to the standards set by high-performing countries in Asia and Europe, where students are performing better than their U.S. counterparts in math and language arts.

      Students with IQs of 70-90 (most blacks and Mexicans) will be expected to achieve at the same level of those with IQs of 100 + (Asians and Whites).  

      What are Core Curriculum Standards?

      Students will start learning basic algebra and geometry skills in kindergarten.Multiple-choice tests will be replaced with complex essays, taken and scored by computer.

      And as students progress to geometry and statistics, they’ll also learn to build arguments and critique their classmates’ reasoning – again in preparation for real-world challenges.

      A high-school math student, for instance, might have to review a financial report, conduct a series of analyses and write an evidence-based conclusion.

      Here’s and example from the High school math “Core Curriculum Standards:


      *Understand congruence in terms of rigid motion.

      *Use geometric descriptions of rigid motion to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motion to decide if they are congruent.

      *Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.*Explain how the criteria for triangle congruence (ASA, SAS and SSS) follow from the definition of congruence in terms of rigid motions.

      How would you like to get THOSE concepts across to 70-90 IQs??  

      Released test questions from Smarter Balanced Assessment Consortium, which is developing Common Core tests for California and 26 other states:

      Literature question: Cite strong and thorough textual evidence from John Keats’s “Ode on a Grecian Urn” to support an analysis of what the poem says explicitly about the urn as well as what can be inferred about the urn from evidence in the poem. Based on a close reading, draw inferences from the text regarding what meanings the figures decorating the urn convey as well as noting where the poem leaves matters about the urn and its decoration uncertain.

      History question: Analyze how Abraham Lincoln in his “Second Inaugural Address” examines the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn among them.

      Now you know why I  NEVER recommend that anyone go into teaching as a career — you WILL be blamed when students inevitably fail.

      What’s another billion dollars wasted on the left side of the Bell Curve??

      As long as it’s not going into RACIST AP or honor classes!! Those students have already won “life’s lottery” by being born smart — they can be used as tutors for the new “Core Curriculum Standards”


      •  Bon, looks like we live the same hell. I’m trying to get out as I’m sure you are as well.

        • 123hoop

           The life you lead is determined by the choices you make.

  • razorrare
  • vladdy1

     I love this article. It’s the one I’ve been meaning to write, but was too lazy for, for years.

    PD is  the most insulting, mind-draining, hypocritical BS you can imagine. Every excuse in the book is made for the same thugs that will beat you over the head on your way to the parking lot.


  • vladdy1

    Didn’t mean to “like.” Meant to remind that we
    are dealing with students who can’t or won’t read — including  those who are so noisy while you’re giving instructions (their backs turned to you, having a good ol’ time) that they never hear the assignment anyway. And darn it — keep leaving that book in the locker or at home . (They disapear after day one, never to be seen again…IG they were available in the first place.)

    They don’t even like to read on the net. Put ’em on a computer, and it’s either rap lyrics or looking at shoes — they can do that for hours.     

  • Bon, From the Land of Babble

    Thanks for you post.

    The schools are completely entrenched and paralyzed top to bottom by radical lefties who have control over the curriculum, promotions, assignments, textbook selection and professional developments. It’s a self-serving beast.

    If you have suggestions as to how to wrest the schools away from the lefties, I’d be interested in your ideas. That the U.S. is now (at least) 1/3 non-White doesn’t help.

    My way of fighting back is to refuse to teach anything that promotes White hatred and to speak out any time I hear anti-White rhetoric from anyone, anywhere in the schools.

    I am, always, open to suggestions from you or anyone else as to how to specifically fight The Educational Beast.

    All the best to you.


    •  I do the same. In my past school, every other book of the month, if not more, was black-based. I asked the reading coach who distributed them and choose them, why this is. I said there are other cultures and races, from Chinese to Italian to Indian. She said ok, I’ll see what I can find. The next two books of the month (the last two months of the year too btw) were black-based. What did I do? I refused to read them. Threw them in my desk never to be seen again.

    • EngineerPoet

      I am, always, open to suggestions from you or anyone else as to how to specifically fight The Educational Beast.

      Information is one weapon.  If your school and local libraries don’t have Cochran and Harpending’s fine book “The 10,000 Year Explosion” on the shelves, get that fixed.  And read it yourself.

      “Sometimes similarities are only skin deep.”

  • Pandemonium

    Agree. Culture is a physical manifestation of the genetic make-up of the population as a whole. 

  • Manual and blue collar type work creates wealth, too.   Think of the difficult, dangerous and necessary jobs that blue collar workers do.  It requires strength, physical stamina and endurance.  Perhaps  these jobs are undervalued and the elite blue collar  and many white collar jobs are overvalued.  Maybe a student would be better off quitting school at 16 and working full time at minimum wage vs. sitting in a classroom that is a bad fit.   I agree, teachers are expected to do too much.  They have to be parents, social workers and psychologists before they can be teachers.

  • debra


  • JohnEngelman

    It has been awhile since I have read 1984. Toward the end of the novel George Orwell writes that an ideology may claim that 2 + 2 = 5.  Everyone will be expected to say that with passionate intensity. Nevertheless, where truth matters, such as in military science, it will always be quietly understood that 2 + 2 = 4.
    Affluent liberals love to talk about how the races are equal in innate abilities. They make it dangerous to claim otherwise. Nevertheless, they do not send their children to predominantly black public schools, even when they are well financed, as they often are. 
    Employers in the private sector often claim to practice equal opportunity, affirmative action hiring.  Nevertheless, they increasingly give prospective employees mental aptitude tests. They know that IQ matters, and that if they do not hire the most intelligent, their competitors will. 

  • Voortrekker7

    “What is to be done?”
    Simple: if you can’t afford to go private, go homeschool.
    I went to public schools in Europe and you could see the rot and deterioration over time. They failed me, and all the other students – and the student body was 99% white. Communist nation-wrecking.

  • MBlanc46

    Thanks very much for your report from the trenches. I don’t have children, but from what I understand, suburban public schools still do a pretty decent job. Too much political correctness, perhaps, but the kids learn something. It’s the “urban” schools with large minority populations that are the disaster areas. While sorting out the hereditary from the cultural is not easy, clearly the problem is a combination of low analytical intelligence and dreadful social conditions. No gimmick is going to enable us to educate the uneducable.

  • Carney3

    Actually one of the most damning facts about the Holocaust is that.not a single German was punished for refusing to carry it out, let alone, say, shot. Being transferred was the worst outcome.

    • SplitPeaSoup

      I think that’s a little narrow-minded. Certainly you would sacrifice your career, social standing, and risk the anger of the State.

  • liz fbi

    I can’t believe I just read something from an educator who thinks Hispanic culture isn’t western. And that we should all get blue collar work. This reminds me of how my grandfather was told he didn’t need to go to Rensselaer to pick grapes. I guess I should give up on the teaching and become a custodian or lunch lady?

    Do me a favor: Don’t wonder why the minority kids don’t like you. Don’t wonder at all.