USPIE Recruitment and Chapter Growth Committee


USPIE Recruitment and Chapter Growth Committee

The USPIE Recruitment and Chapter Growth Committee works to not only connect with like-minded people to establish new PIE state chapters, but they also help new PIE Presidents grow their state chapters. It is critical to USPIE’s mission to have a strong grassroots foundation to share our message with everyone including lawmakers. They work with the Marketing Committee and Leadership Team to promote various state chapters and recruit new members in the fight to Stop Fed Ed!

Co-Chairs- Mike Leuzzi (Washington State) and Michael Gendre (Massachusetts): Please contact Mike at or Michael at to join the USPIE Recruitment and Chapter Growth Committee.


Florence Thompson (South Dakota)

Sandy Torosian (California)


Parents, if you want to let your child’s school know you are refusing to allow your child to take “mandated” tests, please use this Test Refusal Form developed by the Thomas More Law Center.

Please send an email to if your school does not accept the form and we will connect you with the Thomas More Law Center.

test refusal snip

Visit and click on the Resources page for more information!

USPIE Marketing Committee


USPIE Marketing Committee

The USPIE Marketing Committee is essential for growing the Stop Fed Ed movement, especially on social media. The USPIE Marketing Committee’s focus is crafting messages, including petitions, newsletters, and resources for parents which promote USPIE’s mission of abolishing the wasteful and unconstitutional Federal Department of Education and ending ALL federal education mandates.

 Chair- April Few (South Carolina): Please contact April at to join the USPIE Marketing Committee.


Michelle Earle (New York)

Victoria Bucklin (Maine)

Mike Leuzzi (Washington State)

Tracy Shannon (Texas)

USPIE Research Committee

Research festival.png

USPIE Research Committee

The USPIE Research Committee did the background work to develop the Blueprint to Close the Federal Department of Education which can be found at They provide support to state chapters in their review of State ESSA Plans, keep an eye on proposed legislation in The US Congress, and watch for state legislation that might be problematic to help other states prevent bad ideas from spreading.  They work with the Marketing Committee and Leadership Team to research and draft USPIE Position papers.

Chair- Melanie Kurdys (Michigan): Please contact Melanie at to join the USPIE Research Committee.


Florence Thompson (South Dakota)

Michael Gendre (Massachusetts)

Victoria Bucklin (Maine)

Roy Frady (North Carolina)

Theresa Hubbard (Alabama)





Good Things Happening in K-12 Education in Florida

flca logo

USPIE would like to give a shout out to our friends in Florida, Florida Citizens’ Alliance, who are working hard to help end government takeover of local education. Florida Citizens’ Alliance, Inc. (FLCA) is a 501c (3) grassroots organization working to educate parents, families, and community influencers regarding current activities of great concern in Florida public schools.

These efforts include pursuing legislative policies that promote universal school choice, supporting knowledge-based learning, encouraging the best K-12 standards and curriculum, stopping political, religious and pornographic indoctrination, and encouraging financial transparency/best practices to improve student learning. FLCA now has over 100 grassroots teams and leaders actively supporting what they are doing and 50,000 + people in their active database.

Curing Common Core

Florida citizens have all been fighting the flawed Common Core standards for years. Thanks to Gov. DeSantis, Florida has Executive Order 19-32 which gives Commissioner Corcoran until Jan 2020 to complete. But what does it mean to get rid of Common Core and most importantly what replaces it? Listen to this EVOLVING  Curing Common Core Podcast series. You will hear experts like Dr. Sandra Stotsky, creator of the Massachusetts Miracle; Dr Lawrence Gray from Minnesota, creator of pre-Common Core math standards that now have 11 years of stellar results; Dr Karen Effrem, expert on the evils of Social Emotional Learning; Dr Mark Bauerlein, ELA expert, and Dr Heidi Maier, Superintendent Marion County.  FLCA reports there will be more to follow including Commissioner Corcoran and key legislators as the process of getting Legislative approval takes shape starting in November.

Back to School Reading list

Commissioner Corcoran Releases New Back-to-School Reading List
~ Over 100 Books Make Up the Best Student Reading List in the Nation ~

This is really, really huge. Scroll down thru the list in the link below and remember it replaces the Sunshine Reader List (SRL). The SRL was a pop culture reading list published every year by the Florida Dept. of Education. This list required novels on the Sunshine Reading List to be published 2010 or newer- yes 2010 or newer! And it effectively banned the classics. NO LONGER!

This is a classical reading list and a major, major  win for our kids. It’s also a big win for FLCA. They have been working on this for 18 months and Richard Corcoran, Commissioner of Education, made it happen! Here is the Classical Reading List.

So what’s next?

Here is a working draft of FLCA’s K-12 Education Legislative agenda. FLCA is in the process of getting agreement from the Board and a 20 person state wide advisory team, then FLCA has leaders in over 30 counties who will present the final FLCA 2020 agenda to their respective County Legislative Delegation Hearing between September and December. In the meantime, FLCA will be working overtime to get legislative sponsors.

If we don’t fix the education system, nothing else we do will matter. We will spiral into Socialism or worse. Please subscribe to stay informed on what FLCA is doing to improve education in the Sunshine State.

Visit and Join the National Movement to Stop Fed Ed!

USPIE Position on Comprehensive Sexuality Education

sex ed snip

USPIE Position on Comprehensive Sexuality Education

A primary mission of United States Parents Involved in Education (USPIE) is to return control of education to parents and local communities.  We are alarmed by the expanded use of inappropriate Comprehensive Sexuality Education (CSE), in K-12 public schools. CSE is a blatant intrusion into a traditional family domain and a dangerous assault on the health and innocence of children.  We urgently encourage parents to retake control of their children’s sex education.

CSE is promoted under the guise of “health” education and is based on false science and political agendas all without parental notification or permission. In a national survey given to teens in July 2015, teens say they feel pressured to have sex as a result of participating in federally funded “comprehensive” sexuality education programs. About 40% of 18-19 year-olds say their contraception focused sex education classes made them feel that sex was an absolute expectation. Sexually transmitted diseases (STDs) take a particularly heavy toll on young people. The Centers for Disease Control (CDC) estimate that youth ages 15-24 make up just over one quarter of the sexually active population, but account for half of the 20 million new STDs that occur in the US each year. STDs in the US hit a record high in 2017, establishing a steep, sustained increase over the last four years.

While there is no universal definition of CSE and what it includes, CSE is a highly controversial, “rights-based” approach to sex education. It encompasses a great deal more than just teaching children and youth about anatomy and physiology, sexual intercourse, and human reproduction. Comprehensive Sexuality Education programs seek to change society by changing sexual and gender norms and teaching youth to advocate for their sexual rights. Most CSE programs promote acceptance of diverse sexual identities and orientations and have an almost obsessive focus on sexual pleasure, instructing children and youth at the earliest ages on how to obtain sexual pleasure in a variety of ways. Some states, like California, teach young children that anal and oral sex are low-risk behaviors and are a means to avoid unwanted pregnancy.

Most CSE programs contain developmentally inappropriate sex education curricula yet are being foisted on very young children to normalize such behavior. These programs do not promote optimal health outcomes, nor do they empower children to increase self-regulation and goal setting.

USPIE strongly opposes Comprehensive Sexuality Education programs.  We encourage parents to become informed and do what must be done to protect their children.  Taxpayers and community members should support parents and demand public institutions exercise prudent judgment to ensure appropriate protection of the innocence and safety of children.





“Parents are, and must always be, the resident experts of their own children.”

– Dr. Gary Thompson, Psy.D.

The real, totalizing, and institutionally-sanctioned bully is CSE, which forces social justice sexual identity politics on children far too young to comprehend, masquerading as tolerance and (pseudo) science. The primary victims of this bullying are not gender confused or homosexual children, who are often singled out for elevated praise and sympathy designed to promote guilt and shame in “traditionally” oriented children. It is a hallmark of this type of institutional bullying that the vast, silent majority is made to feel predatory and unsophisticated by comparison. Do not be bullied by your school.  Exercise your parental rights.

  • At the beginning of each school year ask to see all curriculum containing sex related materials including gender and transgender identity, birth control, health services, STD’s, sexuality, sexual practices, the politics of sex and gender, and anything similar regardless of the class in which it is taught. Note, these materials may be presented in classes like health, PE, Social Studies, English Language Arts, even math problems.
  • If you do not want your child exposed to this material, write an OPT-OUT letter to your principal stating such. Give copies to all of your child’s teachers and counselors.   Insist that all substitute teachers be notified as well.  Keep a copy for yourself.
  • You may be told that state laws prevent you from opting your child out of these programs. Demand a specific reference to the law or laws being referenced and read the law for yourself.  If the law as written does in fact prevent you from opting out of offensive information, it may be time to pull your child out of public school in favor of home or private school.
  • Share your perspective and finding with other parents in your school.
  • Consider asking your school board to write a policy to permit signed Parental Active Opt-In as the preferred method for approving student participation in sexually related curriculum.
  • Propose a committee at the local level of parents and teachers who make the decision on what should or should not be taught to children and when. Demand the meetings be open to the public and minutes posted within 48 hours of the meeting. This includes a way for local leaders to combat the leaders at the state level.

Download this statement:

Teachers Required by Law to Positively Promote LGBT Lifestyle to Students

AB493 picture

Instead of affirming children in their biological bodies and supporting youth to live lifestyles that promote optimal health outcomes, the California State Assembly says that if a young boy thinks he is a girl everyone should encourage that child to transition to a girl. The California State Assembly passed AB-493 “Teachers: lesbian, gay, bisexual, transgender, queer, and questioning pupil resources and training” by an alarming vote of 61 to 0.  AB 493 is a mandatory training bill for public and charter school teachers for LGBT inclusivity and sensitivity.  If this bill passes the State Senate, teachers will be tracked and monitored to ensure they are positively promoting the LGBT lifestyle with students in publicly-funded schools. Are teachers okay with this? Are parents okay with this?

 Key information:

The materials and resources used to train teachers will be provided by progressive LGBTQ groups.

Teachers will be instructed to use preferred pronouns to address students, to stop referring to students by their biological genders as boys and girls, and to teach sexual orientation and various gender identities.

Under AB 493, schools would be required to develop training curriculum for teachers in direct “consultation with leading experts in supporting LGBTQ pupils.”

Visit and Join the Movement to Stop Fed Ed!

Equality Act Increases Inequality


We call on you to kindly remind your Congressman that HR5 is NOT an equality act. Some members may vote yes because the bill title is tempting!

Frustrating that our elected officials have become so superficial. Please call or email your Congressman!

“Equality Act (H.R. 5)—Next week, the House will vote on the Equality Act (H.R. 5). This mistitled bill would actually create greater inequality, hurting women and individuals of faith—ironically, two out of the five groups that the Civil Rights Act was created to protect.

We need all hands on deck to curb Republican defections on this bill that, if signed into law, would force schools (both public and private), churches, hospitals, businesses, and other institutions to recognize an individuals ‘chosen gender’ instead of their biological sex.”

Please make sure to call your congressman about this dangerous liberal bill.

Visit and Join the Movement to Stop Fed Ed!

Testing, Testing 1, 2, 3


Standardized testing has a long history in education in the United States. Since the 1980s, lawmakers have worried that the declining academic performance of American students threatens the United States.. These fears have prompted the federal government to implement an increasingly intrusive set of policies intended to boost academic achievement.

Presidents Bill Clinton and George W. Bush attempted to lessen the concerns about public education through promoting statewide standards and assessments that all children should achieve. Clinton offered model standards that states could voluntarily adopt, since enforcing national standards was unconstitutional. Bush took it further by tying federal sanctions to the performance of schools and districts on statewide tests.

By now, most states have chosen not to use the PARCC (Partnership for the Assessment of Readiness for College and Career) and Smarter Balanced (SBAC) assessments, which were designed after the Common Core State Standards Initiative. In 2010, the PARCC and SBAC consortia reported having 26 and 32 member states, respectively, representing diverse political environments. Only Alaska, Minnesota, Nebraska, Texas, and Virginia declined to join by the end of that year. Alaska, whose state standards were closely aligned with the Common Core, affiliated with SBAC in 2013. Minnesota adopted only the English language arts standards and so did not join a consortium. Nebraska, Texas, and Virginia supposedly never adopted Common Core or affiliated with a consortium.

The states remaining in Smarter Balanced are: California, Connecticut, Delaware, Hawaii, Idaho, Maine, Michigan, Montana, Nevada, New Hampshire, North Dakota, Oregon, South Dakota, Vermont, Washington, West Virginia, and Wisconsin.

Iowa, North Carolina, and Wyoming are affiliate members. Previously, it had 30 members. Member states can associate with one or both consortia, without committing to using either test.

PARCC has suffered heavy loss of membership: As of March 2019, the three active PARCC members are the District of Columbia, Louisiana (hybrid, and grades 3-8 only), and Massachusetts (hybrid, and grades 3-8 only).PARCC assessments are also used by the federal Bureau of Indian Education, and the Department of Defense Education Activity.

Five Things every parent, educator, and legislator should know about high-stakes, standardized testing

  • These tests were rolled out having never been field tested and the results have been disastrous. Computer Adaptive Testing- was previously never been tried in the history of the US on such a large scale at the elementary level. Validation requires the test developer to show that the test actually measures what it claims to measure. This has never been demonstrated to anyone’s satisfaction.
  • These tests don’t tell us where we can improve. Many assessments such as classroom and performance tests have diagnostic and instructional value but high-stakes standardized tests have no such value. Teachers and students are barred from seeing the direct results of the tests to discover what went wrong.
  • The tests distort what and how teachers teach. What gets measured is what gets done, and not much else gets done. The tests cut out instruction in subjects not tested, yet some states have wanted teacher evaluations will eventually be tied to these tests.
  • The tests have shown no positive results. After more than a decade of standards and testing accountability efforts there has been virtually no increase in achievement outcomes.
  • The tests are incredibly costly in both time and money.

testing snip

Here are some fabulous guides about Opting Out of testing in Florida:


United States Parents Involved in Education (USPIE) is a nonprofit, nationwide coalition of state leaders focused on returning control of education to parents and local communities by eradicating federal intrusion.


Want to Support Our Mission? Give a Gift Today!

Action Alert: Washington State Sex Ed Bill Hearing


Oppose 5395-CSE at March 12th Hearing

Urgent call to action!  Please attend and oppose SB 5395 – Comprehensive Sex Education at the House Education Comm Hearing on Tuesday, March 12th at 8:00am.

Bill Summary

You can learn more about the agenda behind Comprehensive Sex Ed in the following link:

This is a social agenda.  The Protect Child Health Coalition has identified 15 elements found in CSE programs that they believe are harmful to children.

They are as follows:


Normalizes child sex or desensitizes children to sexual things. May give examples of children having sex or imply many of their peers are sexually active. May glamorize sex, use graphic materials, teach explicit sexual vocabulary, or encourage discussion of sexual experiences, attractions, fantasies or desires.


May teach children how to negotiate sexual encounters or how to ask for or get “consent” from other children to engage in sexual acts with them. Note:“Consent” is often taught under the banner of sexual abuse prevention. While this may be appropriate for adults, children of minor age should never be encouraged to “consent” to sex.


Normalizes these high-risk sexual behaviors and may omit vital medical facts, such as the extremely high STI infection rates (i.e., HIV and HPV) and the oral and anal cancer rates of these high-risk sex acts.


Normalizes or promotes acceptance or exploration of diverse sexual orientations, sometimes in violation of state education laws. May omit vital health information and/or may provide medically inaccurate information about homosexuality or homosexual sex.


Teaches children they are entitled to or have a “right” to sexual pleasure or encourages children to seek out sexual pleasure. Fails to present data on the multiple negative potential outcomes for sexually active children.


While masturbation can be part of normal child development, encourages masturbation at young ages, which may make children more vulnerable to pornography use, sexual addictions or sexual exploitation. May instruct children on how to masturbate. May also encourage children to engage in mutual masturbation.


May inappropriately eroticize condom use (e.g., emphasizing sexual pleasure or “fun” with condoms) or use sexually explicit methods (i.e., penis and vagina models, seductive role plays, etc.) to promote condom use to children. May provide medically inaccurate information on condom effectiveness and omit or deemphasize failure rates. May imply that condoms will provide complete protection against pregnancy or STIs.


Teaches children they can choose to have sex when they feel they are ready or when they find a trusted partner. Fails to provide data about the well-documented negative consequences of early sexual debut. Fails to encourage sexually active children to return to abstinence.


Fails to establish abstinence (or a return to abstinence) as the expected standard for all school-age children.  May mention abstinence only in passing. May teach children that all sexual activity—other than “unprotected” vaginal and oral sex—is acceptable, and even healthy. May present abstinence and “protected” sex as equally good options for children.


Promotes affirmation of and/or exploration of diverse gender identities. May teach children they can change their gender or identify as multiple genders, or may present other unscientific and medically inaccurate theories. Fails to teach that most gender-confused children resolve their confusion by adulthood and that extreme gender confusion is a mental health disorder (gender dysphoria) that can be helped with mental health intervention.


Presents abortion as a safe or positive option while omitting data on the many potential negative physical and mental health consequences. May teach children they have a right to abortion
and refer them to abortion providers. May encourage the use of contraceptives,
while failing to present failure rates or side effects.


May train children to teach other children about sex or sexual pleasure, through peer-to-peer initiativesMay recruit children as spokespeople to advocate for controversial sexual rights (including a right to CSE itself) or to promote abortion.


May encourage children to question their parents’ beliefs or their cultural or religious values regarding early sex, sexual orientation or gender identity.


May instruct children they have rights to confidentiality and privacy from their parents. May teach children about accessing sexual commodities or services, including abortion, without parental consent. May instruct children not to tell their parents what they are being taught about sex in school.


Refers children to harmful websites, materials or outside entities. May also specifically refer children to Planned Parenthood or their affiliates or partners for their lucrative services or commodities (i.e., sexual counseling, condoms, contraceptives, gender hormones, STI testing and treatment, abortions, etc.) Please Note: A conflict of interest exists whenever an entity that profits from sexualizing children is involved in creating or implementing sex education programs. (For more information on how Planned Parenthood sexualizes children for profit see and ( , Accessed 3/5/2019)