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.
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.
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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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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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By Alabama PIE President and USPIE Leadership Team Member Theresa Hubbard
In Alabama, Common Core has caused devastating results that cannot be denied. In the early 2000’s, the state revamped its math and reading programs. Committees were appointed that included state educators, teachers, and parents. By the mid 2000’s new math standards and the “Alabama Reading Initiative” had been implemented. The National Assessment of Educational Progress (NAEP) results for 2011, showed marked improvement in both 4th and 8th graders math and reading scores.
A 2011 Alabama State Department of Education document touted: “In 2011 Alabama moved from near last to 25th in the nation in overall grades and scores [Education Week assessment] … 12th in the nation for standards, assessments and accountability… data from the National Assessment of Educational Progress (NAEP) showed a historic gain of eight points in fourth grade Reading for Alabama public school students – the … highest gain ever in NAEP recorded history. Since then, Alabama has maintained its progress in NAEP assessments.”
NAEP is a set of tests given every two years to a representative sample of students in all 50 states. This is the national scorecard that compares the educational performance throughout the nation.
All indicators for Alabama in 2011 pointed to an upward trend in math and reading with confidence of continued success into the future. Then with loud protests against it, Common Core math was introduced in 2012 and English in 2013. Renowned educator Dr. Sandra Stotsky came to Alabama and advised the state “to continue with its standards upon which success was building instead of adopting the unproven and flawed common core regimen.” Her recommendations fell on deaf ears. By 2015 NAEP assessments results showed Alabama 4th and 8th graders Math scores the lowest of any state. Only 26 percent of 4th graders and 17 percent of 8th graders were proficient in math. These scores were consistent in every demographic across the state. All peer groups scored lower than any other state in the nation.
The 2015 ACT report shows 16% of Alabama students meet the benchmark in all 4 subjects, down 5 points since 2014. The results show 20% proficiency in Math after three years of Common Core and 62% proficiency in English after 2 years. This cannot be explained away.
Common Core gets an “F” in Alabama.
United States Parents Involved in Education (USPIE) is a parent-led education policy organization fighting to eliminate Common Core and ALL federal education mandates! Visit uspie.org and Join the Movement to Stop Fed Ed!
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By Mary Byrne, Ed.D.
Edited by Michael Gendre, Ph.D., Massachusetts Parents Involved in Education President
In December 2015, Congress passed the Every Student Succeeds Act (ESSA) promising that the new federal law would return authority over education to the states and parents, and remove the federal government’s role from states’ adoption of the Common Core State Standards (CCSS).  Then, in the first quarter of 2017, Congress repealed midnight regulations Secretary John King promulgated in an effort to implement as much of the Obama administration’s agenda as possible before the end of his presidency.  Echoing the intent of Congress to reduce federal intrusion in education, President Trump signed an Executive Order in April 2017, Enforcing Statutory Prohibitions on Federal Control of Education. 
Specific language in Sec. 1111.(j)(1) of the act prohibits the U.S. Secretary of Education from attempting,
. . . to influence, incentivize, or coerce State— ‘‘(1) adoption of the Common Core State Standards developed under the Common Core State Standards Initiative [CCSSI] or any other academic standards common to a significant number of States, or assessments tied to such standards; or ‘‘(2) participation in such partnerships. *
President Trump’s Executive Order Section 1 states,
It shall be the policy of the executive branch to protect and preserve State and local control over the curriculum, program of instruction, administration, and personnel of educational institutions, schools, and school systems, consistent with applicable law, including ESEA, as amended by ESSA, and ESEA’s restrictions related to the Common Core State Standards developed under the Common Core State Standards Initiative. 
The intent of Congress and President Trump is clear: to assure the American public that the regulations promulgated by the Secretaries of Education in the Obama administration will be reversed, and local control of education restored.
AN UNDERBELLY REQUIREMENT OF THE OMNIBUS BILL/ACT ESSA
In spite of the seeming intent and declaration of the Act, several other sections of ESSA were crafted in such a way as to contradict the intent of Congress to devolve decisions to the states. For example, earlier in the statute, Sec. 1111 (a)(1)(B) mandate states to submit state accountability plans to qualify for Title I grant funds that are “coordinated with other programs under . . . the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9621 et seq,). . .
Despite explicit messaging of the intent of ESSA and reinforcement of that intent by President Trump’s Executive Order prohibiting the Secretary of Education from promoting the implementation of CCSS, we observe ESSA’s “underbelly” requirement entrapping states to coordinate their state accountability plans with the National Assessment of Educational Progress Authorization Act. This is tantamount to a hidden loophole that will result in states having to retain Common Core State Standards (CCSS) and assessments tied to them in order to receive Title I funds. In other words, Sec. 1111 (a)(1)(B) circumvents prohibitions on the Secretary in Sec. 1111.(j)(1).
THIS UNDERBELLY REQUIREMENT IMPLICITLY ENSURES THAT NAGB RATHER THAN THE PEOPLE OF THE STATES CONTROL EDUCATION BY CONTROLLING THE CONTENT AND ADMINISTRATION OF THE NATIONAL ASSESSMENT OF EDUCATION PROGRESS
The National Assessment of Educational Progress [NAEP] Authorization Act authorizes federal funding for an independent National Assessment Governing Board (NAGB) to oversee the content and design of the NAEP. NAGB acts independently of the U. S. Department of Education (USED) and is presumably not affected by ESSA’s prohibitions and directives as the Secretary of Education.
Yet meeting minutes posted on the NAGB website document NAGB’s Strategic Vision goals and discussions of the board considering alignment of the NAEP with the goals of the CCSSI and international assessments that include surveys of family perceptions and interactions with their child, as well as soft skills and values (e.g., same sex marriage),  all of which are outside the scope of objective measures of academic knowledge and skills authorized by law.
Some context information is in order: current NAGB members who are CCSS proponents were appointed by the Secretaries of Education during the Obama administration. They began initial discussions of NAGB’s Strategic Vision (SV) goals in 2014 and formally approved the vision statement in November 2016 as the Obama administration was ending., In addition, contracts for the design and implementation of the NAEP project are given to vendors and researchers who have close ties to the CCSSI inner circle and make recommendations to align the NAEP to the CCSS.  The Common Core standards are thus kept in place in the very belly of the independent metric by which we, the American People and taxpayers, should be able to detect how well or poorly those standards, surreptitiously introduced without a vote from Congress, are serving the nation.
The reasons are simple and they combine to push CCSS into the curriculum. Simply put, left unchecked, implementation of the NAGB’s SV will implicitly require states to retain CCSS in order to score well on the NAEP and NAGB will spend federal funding to:
Violate restrictions in NAEP content as specified in the National Assessment of Educational Progress Authorization Act to academic knowledge and skills;
Violate Congress’s intent when passing ESSA and President Trump’s April 2017 Executive Order by influencing states to maintain CCSSI standards and assessments tied to them to qualify for Title I funds;
Effectively conceal from Congress and the public information about the effects of the CCSSI on the academic performance of America’s students since the implementation of the CCSS and assessments tied to them;
Continue the conflict of interest and cronyism of board members, assessment vendors, and consultants as they work together to expand the infiltration of CCSS in America’s K-12 settings through ESSA’s Title I grant award program; and
Nullify the U.S. Constitution and result in states’ surrender to the centralized bureaucracy of the U.S. federal government or global entities with no accountability to the American people.
In conclusion, the entrapment of states in the ESSA is subtle, nonetheless, it is entrapment –that is, “nudging” state officials to abandon the constitutionally protected sovereignty of the people of their state and, in some cases, unlawfully alter their state’s constitutional definitions of the purpose of publicly supported education in exchange for federal dollars. A similar form of coercion by the Department of Health and Human Services effecting 10% of states’ Medicaid budget was exposed and deemed unconstitutional in National Federation of Independent Businesses v Sebelius.
The strategic secrecy and timing of the release of the final omnibus bill, sponsored by one U.S. Senator (no public record is available to identify who crafted the bill) mocked the legislative process. No public hearings were held before the passage of the bill and legislators were excluded from providing input to the bill throughout its development.,  Parents and critics are proven right, CCSI is a Trojan horse introduced by elitists through non-governmental organizations yet funded by taxpayers, to promote a national agenda controlled by elitists. It seems that the solution to the crafty requirements of an unconstitutional bureaucracy can only be thwarted when Congress simultaneously (1) investigates the Gates Foundation and partnering non-governmental organization for their roles in CCSI and ESSA and (2) returns USED to the level of a bureau with no enforcement mechanisms on testing and content.
 https://www.nagb.org/content/nagb/assets/documents/what-we-do/quarterly-board-meeting-materials/2015-11/02-august-2015-meeting-minutes.pdf (As of this writing, the NAGB Committee Reports had not been updated since May 2016)
Education Secretary Betsy DeVos has approved the Every Student Succeeds Act (ESSA) plans of New Mexico, Nevada, and New Jersey saying, “it has been exciting to see how each state has chosen to serve its students through the flexibility afforded to them under ESSA. Nevada, New Jersey and New Mexico’s plans meet the statutory requirements of ESSA and these plans will provide a solid framework for educating students in ways that meet each individual state’s needs.”
It is a bit of an arrogant claim from Secretary DeVos that she knows what a solid education framework looks like, since she has no experience in education. That aside, keep in mind, Secretary DeVos refused to approve ESSA plans of other states, like Michigan, which also sought to exercise ESSA flexibility, but apparently deviated from key “statutory requirements.” It certainly makes the case that flexibility under ESSA is all smoke and mirrors.
Under ESSA, every state must adopt “college- and career-ready” standards. Therefore Secretary DeVos appears to be asserting this law requires Common Core (however re-branded) stay in place or she won’t approve the state’s plan.
The US Department of Education shared “some of the unique elements from each state’s approved plan” on their website.
The evidence is clear that Common Core and globalization are structurally integrated and reinforced throughout all three states’ ESSA plans.
Nevada and New Mexico blatantly refer to horrendous Common Core State Standards and Nevada says they are preparing to assess “students’ readiness for success in a global 21st century.”
New Jersey is implementing The New Jersey Student Learning Standards which is Common Core renamed. In January of 2016, the Academic Standards Review Committee released its recommendations for proposed revisions to the standards which only changed 200 of 1,427 math and language arts standards that make up Common Core.
These ESSA plans are a complete farce.
USPIE Board Member Johnnelle Raines said, “Until we get Congress to repeal and not replace ESSA and end federal overreach in local education, we will continue to have these flawed standards that place children’s futures in the hands of DC bureaucrats instead of parents.”
Join USPIE in the fight against nationalized standards and global-ready graduates. Visit uspie.org and Join the Movement to Stop Fed Ed!
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Bureaucrats at every level seem to think there is no way a school can operate without federal money even though, on average, less than 10% of a state’s K-12 education budget comes from the inefficient federal government.
The North Carolina legislature has proposed a bill to study the costs for local schools to comply with federal education funding mandates. Senate bill 78 states that no later than January 15, 2018, the North Carolina Department of Public Instruction will study and provide data to the General Assembly on these costs.
The bill also establishes a Joint Legislative Study Commission on Efficiency and Cost-Savings in State Government which will consist of five senators appointed by the President Pro Tempore of the Senate and five representatives appointed by the Speaker of the House.
The Commission will “study whether there are obsolete programs, cost-reduction opportunities, or any cases where existing funds can be redirected to meet new and changing demands for public services.”
This is an effectual bill that will hopefully bring about the truth: that the federal government’s involvement in local education is burdensome and wasteful. The cost of implementing Common Core in North Carolina alone shows huge imposition.
The USPIE Research Committee is working on a blueprint to determine which programs under the U.S. Department of Education should be eliminated, which are beneficial and should be implemented on the state level, and what the costs are for each program. USPIE enthusiastically offers to work in partnership with the NC federal education cost study commission to share findings and solutions.
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Contact: April Few
COLUMBIA, SC – South Carolina Gubernatorial candidate Lieutenant Governor Kevin Bryant has signed the “Stop Fed Ed” pledge circulated by South Carolina Parents Involved in Education (SCPIE), a group demanding an end to the U.S. Department of Education.
Lt. Governor Bryant pledges “to reject all federal mandates tied to federal funding,” and “fight against federally mandated curriculum, standardized tests, and all illegal and unconstitutional mandates from the federal Department of Education.”
Sheri Few, who heads the parent group United States Parents Involved in Education (USPIE), said that “the fight against Common Core exposed the failures of a federally-based, one-size-fits-all curriculum on states and local school districts.”
“With the continued federal usurp of state education authority through the Every Student Succeeds Act (ESSA) and guidelines from the US Department of Education (USED), it is time to end the unconstitutional authority assumed by the USED,” said Few. She went on to say, “For half a century now this experiment with federal control of local public schools has gone on and it’s failed.”
Candidates at every level of government across the country are being asked to sign a pledge to end the US Department of Education. Send the pledge to a candidate in your area!
By: North Dakota PIE President Ida Frueh and Communications Director April Few
The Thomas B. Fordham Institute recently released an analysis of the 17 ESSA Accountability Plans submitted to the US Department of Education (USED).
The analysis read, “For each of the three objectives, states can earn grades of strong, medium, or weak. Three states—Arizona, Colorado, and Illinois—earn strong ratings across the board. Four others—Connecticut, the District of Columbia, Tennessee, and Vermont—receive two strong marks and one medium. Only one state, North Dakota, misses the mark entirely, earning three weak ratings.”
Our North Dakota PIE President, Ida Frueh, is deeply puzzled by this rating saying, “doesn’t Bill Gates like globalism?” Ida has been warning North Dakota leadership about the dangers of the push for globalized education. She urged the North Dakota Department of Public Instruction to delay the submission of their ESSA Accountability Plan, but was told the state had to submit their plan to begin implementation.
You see, North Dakota
encourages education summits where United Nations promoting speakers present ideas to transform education and turn students into “global citizens”;
provides teachers the School Retool training they need to “hack” problems and “shadow” students so that in 5 to 10 years all North Dakota schools will be “re-imagined”;
is pushing schools to use Project Based Learning that has no empirical proof it works and may take 10 to 15 years to see results;
is implementing personalized learning which is all computerized;
is using the Next Generation Science Standards under which evolution and environmentalism dominate science instruction;
still has Common Core, only re-branded;
requires students to be “Choice Ready” by 2030 which involves students choosing a career path that aligns to the global workforce and the College and Career Readiness Standards.