Who Owns YOUR Data?



The Founders of the United States government insisted that property rights were at least as important as personal rights.  In Federalist 54, James Madison stated tersely: “Government is instituted no less for the protection of the property than of the persons of individuals.”

The Fourth Amendment to the Constitution is an example of the intent to restrain government and fellow citizens in this regard: “The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.”

Elected officials from both political parties somehow conclude that personal information collected or seized without a warrant by the federal government belongs to the government, thereby granting government the right and obligation to integrate all personal information to make it accessible to all government agencies as well as the private sector.  They attempt to justify their actions under the guise of needing citizen level data to facilitate “evidence-based decision making,” which in reality should be termed “stolen evidence-based decision making”.

USPIE views the conclusion that government owns individual, citizen data — permitting broad use and availability — as erroneous. This is a dangerous over-reach of federal power.  The assumption of individual ownership of data is critical to ensure personal property protections.

For years, a false assumption suggested individual student and teacher education data belongs to the education system.  Initially, the vision of “cradle-to-grave,” now known as P-20W seamless system of human capital for workforce development, drew education activists into monitoring data initiatives.  Evidence shows the assumed “P” meaning “Pre-school” has become “Pre-natal,” whereby the government is collecting data on children prior to birth, through 20 years of education, and into the workforce.

It appears the government believes it now owns individual military data, IRS data, Census data, and all citizen-level data in any federal agency. One exception to this ownership assumption exists in medical data, which as defined and protected by HIPPA, belongs to the patient (or their guardian).  However, medical data is “leaking” into other data streams such as education data. This blurs the lines for HIPPA protections and allows medical information to become part of the integrated, government data system.

USPIE’s primary mission is to close the U.S. Department of Education, repeal all federal education mandates and return control of education to parents and local communities.  Our efforts include protecting the privacy of student data from government-directed collection, integration, and sharing. Big data is big business and America’s children are not for sale.

USPIE endeavors to help parents take advantage of independent alternatives to government schools, and to protect Data “Personal Property Rights” for the children and the family.



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2. USPIE is disseminating our official data privacy position statement December 4th. The plan is to contact as many local, state, and national radio talk shows as possible so we can request time on air to talk about this critical issue.

Please contact your local radio talk shows and ask if they would be willing to have a USPIE Leadership Team member discuss this. Communications Director April Few afew@uspie.org is happy to reach out to various radio stations if you provide:

  1. State

  2. Name of show & show host

  3. Phone number & email of host or contact person

Send all contact information to April Few afew@uspie.org and be sure to include all information listed above.


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The HERO Act Doesn’t Go Far Enough


By April Few, Melanie Kurdys, and Sheri Few

The Higher Education Act (HEA), passed in 1965, was part of Lyndon Johnson’s Great Society. This legislation increased federal funds to universities, created federal scholarships, established low-interest student loans, and established the National Teachers Corps.

H.R. 4274 or the Higher Education Reform and Opportunity (HERO) Act, introduced by Rep. Ron DeSantis (R-FL) is an amendment bill intended to provide:

  1. accreditation reform;

  2. school accountability for student loans;

  3. fiscal responsibility; and

  4. reporting of student success.

Accreditation reform within the bill will increase state authority to establish criteria for accreditation that must be “approved by the Secretary of Education.”

The bill allows states to create innovative and affordable education choices such as specialized courses or apprenticeship programs. Rep. DeSantis said, “Giving states the ability to innovate will make it possible for students to use Title IV funds in pursuit of a wide-range of educational approaches at potentially a fraction of the cost.” While some aspects of the bill are seemingly good, it also requires regular reporting on student success to the Secretary of Education including student default and non-repayment rates, or whether a student completes their degree.

The bill is a small step in the right direction, but it does not remove the federal footprint in higher education. How do States and Local Education Agencies (LEA) have more control when all things must be approved by the secretary of a massive executive branch department? This is similar to the Every Student Succeeds Act (ESSA), which gives the illusion of state and local authority and “flexibility,” but in reality it put more power into the hands of the Secretary of Education thereby expanding and maintaining federal control.

With the steady increase in federal student loan debt, a major focus should be reducing the cost of college. The legislation does nothing to address the ever-increasing cost curve.

Making this legislation great would require including the elimination of ineffective, duplicative, or unnecessary programs that have been around since President Jimmy Carter signed the Department of Education Organization Act (DEOA) in 1979. These outdated programs and titles  accrued over the last 40 years need to be reorganized and eliminated before passing any new legislation. Otherwise, it’s like putting a band-aid on a bullet hole.

President Trump issued two executive orders earlier this year, which will help maximize efficiency and eliminate waste in the Executive Branch, and has the potential for the type of “reforms” necessary to end federal over-reach in K-12 and Higher Education.

The Presidential Executive Order initiating a Comprehensive Plan for Reorganizing the Executive Branch gives authority to the Director of the Office of Management and Budget to propose a plan to reorganize governmental functions and “eliminate unnecessary agencies, components of agencies, and agency programs.” The proposed plan will “include recommendations for any legislation or administrative measures necessary to achieve the proposed reorganization.”

A month later, President Trump signed another Executive Order on Enforcing Statutory Prohibitions on Federal Control of Education, which directs the Secretary of Education to review all Department of Education regulations and guidance documents related to the DEOA, the General Education Provisions Act, and the Elementary and Secondary Education as amended by ESSA.

Any legislation that claims to give states more flexibility or authority is a farce if we continue to force new policies through wasteful, intrusive, and unconstitutional federal agencies.

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Congress Denies Privacy and Parental Rights Undermined!


November 16, 2017
By Melanie Kurdys and April Few

Privacy and parental rights are being undermined yet again by the federal government.

The House passed a bill yesterday that will create a massive national database with personal data on freeborn Americans. Today Congressman Trey Gowdy (SC-4), Chairman of the House Government Oversight Committee, sent out “clarification” to the Foundations for Evidence-based Policy-making Act (FEPA), or HR 4174.

Congressman Gowdy insists the bill:

  1. “does not create a federal data base, and does not collect federal data in one place,” although the bill says “establishment of a shared service to facilitate data sharing, and enable data linkage” across all government agencies; and
  2. does not authorize any new data analysis,” yet just yesterday, on the House floor, a key talking point was improving analysis of outcomes.

Do they think we are stupid?

This same parsing occurred with Common Core, folks. Congressmen Trey Gowdy, Paul Mitchell (MI-10), Justin Amash (MI-3), Paul Ryan (WI-1)- all of them are wrong.

This is in fact creating a federal data system about each and every one of us who has been in the military, filed a tax return, attend public school, completed a census form, bought a gun, received any government service or participated in any government program.

They imagine they are capable of setting up an easy to use, efficient, broadly accessible data system that “protects” our privacy. Talk about evidence-less decision making.

There was no press coverage, but then again the press was listed among the many beneficiaries of the new data access. Who would have guessed a Republican majority in DC would have been the first to usher in absolute tyranny?

There is a Senate twin bill, S.2046, which is in the Government Oversight Committee. Please continue to contact your senators and members of the Government Oversight Committee and tell them the dangers of this bill. Here are the members of the Government Oversight Committee and their contact information.

To stay abreast of what’s happening in education policy, visit uspie.org and Join the Movement!


NO National Data System!


November 13, 2017

The Foundations for Evidence-Based Policy-making Act (FEPA), sponsored by Speaker Paul Ryan, is scheduled for a vote Wednesday, Nov. 15th.

Introduced by House Speaker Paul Ryan and Senator Patty Murray, HR4174 takes a step toward establishing a Policy-making National Data System on all American citizens.

HR4174​ ​is another federal bill that will weaken parental ​and citizen ​authority and give the federal government flexibility to gather any data on any citizen on any topic they want, to answer their desired policy questions.

​Many organizations have reviewed the legislation and came to the same conclusion, including attorneys at American Principles Project.

​HR4174 was developed in response to the report by the Commission on Evidence-Based Policy-making (CEP). The justification is to monitor the effectiveness of federal programs, ​however no evidence is provided to:

  • ​      demonstrate that the federal government has the capacity to use evidence in policy development
  •       demonstrate the federal government has the capacity to protect personal data
  •    ​   demonstrate the federal government has the capacity to collect data accurately in the first place

​And just a few recent examples of system hacking, mistakes leading to citizen deaths, and the inappropriate use of data and authority by the IRS, ​make it clear, the government has a terrible track record for gathering, protecting and using data about American citizens.

Let the members of the House Oversight Committee know that you don’t want this bill.

Contact your member of Congress and tell them to vote NO on HR 4174!

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PA Public School Intrusive Survey

Communications Director April Few recently received the following information from PAPIE member Joanne Yurchak from West Chester , Pennsylvania.

“You should be aware of an intrusive survey that is being conducted this fall in many of Pennsylvania’s public schools, namely the PAYS (Pennsylvania Youth Survey).  PAYS is given to students in 6th, 8th, 10th and 12th grades in odd-numbered years.  This means that HALF of Pennsylvania’s students will never be surveyed.

The questions on the 2017 PAYS are tabulated in this PDF file labeled “2017 PAYS Question Dictionary.”

The survey asks extremely sensitive and probing questions “about students’ attitudes, knowledge and behaviors concerning alcohol, tobacco, other drugs (ATOD), violence, depression, and other problem behaviors.”  There are many questions about criminal acts, guns, suicide, and innumerable types of illegal drugs.

A prime concern of PAYS opponents is that questions of the type posed in this survey could do more harm than good, particularly to students who might be unusually susceptible to suggestion (e.g. suicide and drug abuse questions).  It is reasonable to question the value of these suggestive questions since individuals whose answers indicate they are at risk can’t be helped because of the supposed anonymity of the survey.

IMPORTANT!!!  Students are not required to take the survey but parents must tell the school that they do not want their child to participate.  The school will usually send out some type of notice to parents that provides them with information and asks parents to respond if they DO NOT want their student to participate.  In other words, YOU MUST ACT TO OPT OUT.  If you ignore the notification, your child will end up taking the survey and answering questions that you might find extremely objectionable, particularly for a sixth grader.

I strongly urge all parents of children in 6th, 8th, 10th and 12th grades this year to:

(1) determine whether or not their district is administering this survey,

(2) read the attached questions on this survey to see if they want their children subjected to them, and

(3) opt their child out ASAP if they find the questions objectionable.

It is the decision of each individual school district to determine whether or not they want to administer the survey to their students. A list of participating districts as of October 11, 2017 can be accessed at the this website.

Please share this information with as many people as possible.  It is essential that parents understand what this survey entails so that they can determine whether or not to allow their children to participate.

Joanne Yurchak

West Chester, PA”


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Blueprint to close USED

“It’s way past time to shut down the U.S. Department of Education. Not only is it unconstitutional, it’s a terrible idea. It has produced devastating consequences for quality education, our children, our teachers and our nation. This blueprint to shut it down by U.S. Parents Involved in Education (USPIE) offers a sensible, common-sense plan for starting to undo this damage. I urge every American to join with us to help restore control over education to parents and local communities. I also encourage every member of Congress to do the right thing and work with us to shut down the U.S. Department of Education as quickly as possible. America’s children deserve better.”   — Alex Newman

BP PR Snip







Will You Sign?


The USPIE Leadership Team is visiting Washington, D.C. in October to meet with key legislators, like-minded organizations, and staff within the U.S. Department of Education.

The goal of this trip is to discuss a hearing on House Bill 899 and to learn more about the Trump administration’s plan to achieve President Trump’s campaign promise of ending Common Core and returning education to local communities.

USPIE is circulating a petition in support of House Bill 899 and we need your help.

Please share this petition so we can get as many signatures as possible before the trip to show those we meet with that this goal is heavily supported nationwide. Please share this petition on social media, via email, etc.

This is a very simple way you can help.


Queer Kid Stuff


September 7, 2017 by USPIE Director of Communications April Few

Many young people cannot tell you who founded America, but most can describe the gender spectrum, gender binary, and transgender identities.

Transgender ideology is infiltrating our laws, our schools, and our children. There is an overwhelming drive to indoctrinate young children with this dysphoric counterculture.

“Today’s institutions that promote transition affirmation are pushing children to impersonate the opposite sex, sending many of them down the path of puberty blockers, sterilization, the removal of healthy body parts,” wrote Michelle Cretella, M.D., president of the American College of Pediatricians.

Education should not be a means to push political ideology, most of which young children cannot comprehend. For example, the Charlotte-Mecklenburg School District in North Carolina had “Jacob’s New Dress” as a part of their first grade reading requirements. “Jacob’s New Dress” is a book about a young boy who wants to wear girl’s clothes.

After backlash from teachers, parents, and N.C. lawmakers, the book has been removed from the reading list.

“The purpose of our elementary schools is to teach writing, reading and arithmetic, not to encourage boys to wear dresses,” said executive director Tami Fitzgerald of the North Carolina Values Coalition. “These lessons found in ‘Jacob’s New Dress’ and ‘My Princess Boy’ and other transgender curriculum are not appropriate for any child whose parents support traditional family values.”

There has been an obvious social justice and forced tolerance shift in schools, away from academics. The transgender movement is sweeping across America, and without parental permission.

Now, there are Drag Queen Story times for children of all ages and online “educational” videos titled “Queer Kid Stuff” geared for young children which normalize gender dysphoria and teach them all about how to be “trans,” never considering the emotional and psychological damage being done. The target audience for teaching gender identity and transgender ideology is getting younger and younger.

Not surprisingly, the Common Core State Standards (CCSS) paved the way to teaching transgender ideology through national standards. The National Sexuality Education Standards teach young children abstract ideas such as gender identity, gender expression, and sexual identity.

different grades identity

On the National Sexuality Education Standards Advisory Committee sit, among others, the Director of Training and Curriculum Development of the Gay, Lesbian and Straight Education Network, Director of National Education Initiatives of the Planned Parenthood Federation of America, and the Director of Public Policy of Sexuality Information and Education Council of the United States (SIECUS). These are all pro-comprehensive sex education organizations.

With the hyper sexualized, do-what-makes-you-feel-good, no consequences culture we live in, many parents feel they want to have more control over their child’s education, something that is proving difficult in public school systems around the country.

For one Maine couple, homeschooling their children “was a way to ensure their familial values had a place in their children’s education as well as to offer their children the opportunity to learn in a format that was best for them.”

We are all stakeholders. Even if you do not have children in the public school system your tax dollars are still being spent to indoctrinate future generations.

United States Parents Involved in Education (USPIE) is working to remove the federal government from local education to stop political indoctrination of children. USPIE believes homeschooling is the best alternative until education laws are changed and the U.S. Department of Education no longer exists.

Visit uspie.org and Join the Movement to Stop Fed Ed!

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Redefining School Choice



USPIE “School Choice” Position Statement

For decades “school choice” has been the education policy mantra of the conservatives and has been fought hard by liberals every step of the way. Now, for the first time in history, we have a market for school choice and it appears even some former foes are embracing and perhaps co-opting the term. This, in and of itself, causes one to exert caution and question the continued reverence of “school choice” as the panacea to mend education.

The term “school choice” when thoughtfully considered is inadequate to describe the proper emphasis of authority necessary to right the education ship. Parents are a child’s first teacher and they should have absolute say in what and how their children learn. We must restore parental authority over children’s education and therefore USPIE will begin by redefining the solution from school choice to parental choice. Additionally, parental choice means curriculum choice where classical, technology-free, and other non-Common Core curricula are available.

Parental choice options such as charter schools, vouchers, education savings accounts, and tax credits are a step in the right direction away from government-controlled education if structured properly. However, outside of tax credits, government remains in control through mandatory testing, which undermines the viability of these options. Furthermore, if parental choice means a parent is simply empowered to choose which Common Core school their child will attend, USPIE posits this is no choice at all.

USPIE’s primary mission is to end the U.S. Department of Education and all federal education mandates and to return local, community and parental control of education. Thereby, USPIE is opposed to Title I portability and all federally-regulated choice options.

USPIE supports the parental choice option of increasing the federal Child Tax Credit for parents who do not chose to enroll their children in government schools. USPIE supports similar tax credits on the State level. Even if not initially, all other parental choice options directed by government have the potential to become regulated and tied to the federal government’s workforce development database.

USPIE endeavors to help parents find ways to take advantage of independent, private and home school alternatives to government schools, and is open-minded but leery of parental choice options that are currently driven by the federal government.

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Kindergartners Forced to Watch Peer “Gender Reveal”



A school board meeting in Rocklin, California made national news after angry parents showed up to voice their objection to a teacher who read books about transgenderism to a class of kindergartners without parental notification.

The Rocklin Academy Kindergarten teacher read two books which explained transgenderism to very young children, between the ages of four and eight.

The district says the books were age-appropriate and because gender identity isn’t sex education, the topic doesn’t require prior parental notice.

One of the books titled “I am Jazz” begins “From the time she was two years old, Jazz knew that she had a girl’s brain in a boy’s body.” The book goes on to explain,” “I have a girl brain but a boy body. This is called transgender. I was born this way!”

A child that young cannot think abstractly which is why many of the students were left confused and afraid. One parent at the meeting said, “My daughter came home crying and shaking so afraid she could turn into a boy.”

The teacher did not just read the explicit books to the children, but she also presented the boy as a girl to his five-year-old classmates, introducing the boy as “her.”

Karen England with the Capitol Resource Institute said, “The kindergartners came home very confused, about whether or not you can pick your gender, whether or not they really were a boy or a girl.”

This is nothing short of child abuse.

A number of families have decided to pull their children from Rocklin Academy, says Johnathan Keller of the California Family Council. They are circulating a petition asking for parental notification before any material outside of the curriculum is presented in the classroom.

United States Parents Involved in Education (USPIE) advocates for homeschooling during a time in our history where transgenderism is preached to a room full of children barely old enough to read and who cannot comprehend progressive concepts such as “gender identity.”

Join us, visit uspie.org and Join the Movement to return parental authority over their children’s education!

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