Tag Archives: MarcTucker

The failures in Kentucky coming to New Hampshire next?

Warning to Representative Mary Gile (D) and the other Reps who think following Marc Tucker (the Common Core GURU) is a good idea. Take a look at what’s happening in Kentucky.

Representatives Mary Gile (D), Rick Ladd (R) and Terry Wolf (R) invited legislators to come and listen to Marc Tucker explain his vision for redesigning public education in New Hampshire. For some strange reason, a man with no track record of success appoints himself as an expert on education reform, and our representatives think he deserves a platform.

If they have no confidence in Commissioner Barry and Governor Hassan, then maybe they should take their complaints directly to them.

We’ve been following Kentucky for many years in order to report on their successes and failures. Being one of the earliest states to implement the Common Core reforms, Kentucky has one of the longest records to analyze. AS we predicted, the outcomes are not good.

Early results of Common Core in Kentucky show little success. Who has been cashing in on this reform in Kentucky? National Center on Education and the Economy. (NCEE) Marc Tucker’s consulting group.

Let’s not forget that consultants (or snake oil salesmen) have been in a position to cash in on education reforms. Think of the slick and sleazy used car salesman who shows you that shiny red car but never opens the hood so you could see the old and trashed engine.

These guys make a killing off of the taxpayers. Taxpayers would be wise to start combing through their school’s budget to see what they are paying consultants and ask why you are also paying six figure salaries to administrators.

NCEE has been cashing in the Common Core reforms. Marc Tucker was part of the Common Core development team along with test makers, all of whom would cash in on the latest education reform.

This has been a cash cow to the testing, technology and consulting industry. Crony capitalism would be an understatement.

Now let’s look at the results.

In Something Rotten to the Core they report, “If there is any place where Common Core should be soaring it is Kentucky, which has had more time to implement and adapt to the standards than any other state. But a batch of results released earlier this year indicates that students are not doing better in most grades — and in some cases even worse.”

While Marc Tucker makes a killing off of taxpayers, we have to suffer with the dumbed down Common Core standards and dumbed down Competency Based Model. This is all done for greed and profit. This reform has benefited corporate elites who have used their political influence like an oligarchy.

Is Marc Tucker’s DISASTER coming to New Hampshire Next

Is Marc Tucker’s DISASTER in KY coming to NH next?

Marc Tucker, who will be speaking tomorrow to New Hampshire legislators, can now take credit for the disastrous results he helped to bring about in Kentucky.

The National Center on Education and the Economy (NCEE), headed up by Marc Tucker, has been consulting with the Kentucky Department of Education. Tucker is one of the Chief architects of the Common Core federal reform.

Remember when we warned that Common Core = NO VENDOR LEFT BEHIND? Well Tucker’s group is certainly cashing in now.

Here is a list of the NCEE funders: http://thefederalist.com/2015/11/09/college-professors-begin-revolt-against-common-core/ Included in that list are the typical ed reformers who’ve been involved in the dumbing down of public education in America, including Nellie Mae and The Gates Foundation. They are now out to take this national.
Maybe taxpayers should check to see how much your state department of education costs taxpayers and ask yourself, why do you need to hire consultants on top of that?

According to NCEE, “In 2014, the Commonwealth of Kentucky asked NCEE to help them engage in a process that could lead the state to create policies designed to enable Kentucky to match the performance of the top-performing nations in education.” Kentucky was implementing the federal education reforms but also asked the NCEE to further consult on the implementation process.

We also reported how Commissioner Barry was misleading parents on Kentucky’s achievement levels reported by the NH Dept. of Education. While the NH Dept. of Ed is reporting glowing reports on test scores in Kentucky, Kentucky’s Bluegrass Institute says, ” ….the college/career ready numbers are tied to those graduation rate figures, it turns out that a gruesomely large proportion of our students are leaving high school with only a hollow piece of paper. Thousands being declared ready are not really getting the educations they need.

BOWLING GREEN DAILY NEWS reported, “findings from two groups suggest the Kentucky Department of Education’s standards for preparing students for college and adult life are lacking and that the department’s statistics are misleading.

We’re not sure what to believe but until we get the truth, do we really want to go down the same path as Kentucky? Given the latest election results in Kentucky where parents overwhelmingly supported the anti-Common Core newly elected Governor, we tend to believe parents weren’t all that happy with what unfolded over the last few years.

Now Tucker wants to do to New Hampshire what he’s doing to Kentucky. You can log into this archived audio (just type in any name) webinar and listen to the NCEE mislead the listeners about the findings in Kentucky. You should also note that one of Tucker’s biggest fans, Representative Mary Gile (D) is one of the participants.

During the webinar they detail their consulting work the NCEE did in Kentucky. They also talk about how NCEE plans on doing consulting work for other Departments of Education. In other words, not only do you give up local and state control in education, you give it up to the NCEE who receives their funding from the Federal partners in the Common Core reform.

Do you still wonder why Common Core has been dubbed, a federal take over in education?
One needs to ask Representatives Gile (D), Wolf (R) and Ladd (R) when they decided it was a good idea to abandon local control in education? These are the three representatives who are now pushing the Tucker agenda in New Hampshire.

Around 22 minutes they discuss waivers to state laws through the State Department of Education. In other words, if the state passes a law, the State DoE can essentially ignore the will of the people. It’s just another way to erode local control in education.

NCEE never tells the listeners about what the Bluegrass Institute reported in Kentucky. No wonder the NH Representatives are falling for all of this. They do not take the time to look past the sales pitch from the NCEE.

Here are a few articles archived at the Bluegrass Institute with some critical review of the achievement that has been reported. They have called attention to the misleading information that’s being promoted by organizations like NCEE.

Lack of improvement in Jefferson County’s NAEP Grade 8 achievement gaps no surprise
Within the measurement errors associated with the NAEP, which only examines a sample of students, there has been no discernable improvement in recent years in the achievement gaps for Jefferson County in the eighth grade in either math or reading.

Does NAEP really show much improvement in achievement gaps in Louisville?
No matter how we consider the Grade 8 NAEP Reading situation in Jefferson County, there has been no discernable improvement.

NAEP shows achievement gaps not improving in Kentucky
The new math and reading results from the National Assessment of Educational Progress (NAEP) have unhappy news for Kentucky’s predominant racial minority.

First Observations for Kentucky’s 2015 NAEP data
Overall conclusions:
• The NAEP “All Student” Scale Scores indicate there has been no statistically significant improvement in Kentucky’s performance in either reading or math in either the fourth or the eighth grade since the year before Kentucky adopted the Common Core State Standards.
• If Common Core had impacts in Kentucky, they are too small for the NAEP to confidently detect them.
• Given that Kentucky has more experience with Common Core than any other state – including more years of state Common Core testing, which started back in the 2011-12 school year – the state’s flat performance in “All Student” scores is of concern well beyond the Bluegrass State’s borders.

After you work your way through the NCEE’s propaganda, you begin to realize that one must look beyond their “findings” to notice that things don’t appear as the NCEE would like you to believe.

Finally, even the Kentucky college professors are now crying foul. College Professors Begin Revolt Against Common Core , reports that the the plan to change the remedial college classes, was dramatically changed.
CPE president Robert King explained to the Kentucky Board of Education during its October 6 meeting, students who formerly would have gone through remediation are now to be thrown into credit-bearing courses. But since such students obviously won’t be ready for real college work, the courses will be designated “co-requisite”—meaning lagging students will receive extra help of some sort so they can catch up.”

At what point will Tucker admit that his workforce development model, dubbed Common Core, is not only unraveling, but is harming students too? Why would New Hampshire want to follow Kentucky? Why again wouldn’t we look at states like Massachusetts to see what they did to bring their students the level of success they achieved prior to Common Core?

At 32:00 Representative Gile asks about all of the districts getting on board with the NCEE take-over. If you continue to listen, Rep. Gile even praises all of this. Note that none of this comes from the local districts or even the state.

At 40:00 Representative Gile references the improving test scores in Kentucky. Did she think to actually look at the critical analysis on those scores by the Bluegrass Institute?

She then goes on to ask about the public participation. We believe that was answered a few nights ago when the people of Kentucky elected an ANTI-COMMON CORE GOVERNOR. Will Rep. Gile listen to the good people of Ky or ignore them as she has ignored the parents in New Hampshire?

We have to admit, they did provide an interesting answer to her question. They simply haven’t engaged them yet. Why engage or reach out to parents in Kentucky who clearly reject Common Core? This is what the NCEE wants to shove down their throats! Instead they reference a “non-partisan” organization Prichard Committee will be the “voice.”

Where have we seen this before? Reaching Higher NH for instance? The front group for Common Core? The newly established organization to push the federal reforms?

At 50:00 Representative Gile asks about how to get NCEE into the state as consultants. Let’s make sure Rep. Gile (D), Ladd (R) and Wolf (R) know that we want NO part of the NCEE or Marc Tucker running our schools and further eroding local control in Education.

It’s bad enough they refuse to offer a critical analysis of what Tucker is selling at tomorrows meeting, it’s worse that this is may translate into Tucker further facilitating the federal reforms using our tax dollars.


WARNING: Local Control In Education At Risk in New Hampshire

WARNING: Is there an effort to eliminate local control and local school boards in New Hampshire?

Dear Friends:
We need you to mark your calendar for TUESDAY Nov.10th at 9am. We need you to attend a meeting at the Legislative Office Building rooms: 210-211. There is an important meeting with Marc Tucker and New Hampshire Legislators.

Marc Tucker has been a vocal supporter of eliminating local control and local school boards. He is also famous for writing the “Letter to Hillary Clinton” on November 1, 1992. In this letter he lays out a plan to overtake individual state sovereignty of education. He writes, “We think the great opportunity you have is to remold the entire American system for human resources development…” This has essentially become the blueprint for the redesigning of public education under the Obama Administration.

This new system will be the “cradle to grave” we heard about years ago. This is a seamless web government system, designed to manage human resources.
This new system for everyone would be coordinated by labor market boards at the local, state and federal levels where curriculum and job matching will be handled by counselors. The mission is to change public schools from teaching children knowledge through rich academic content to training them for jobs selected by workforce boards in a planned economy. Nothing in his plan focuses on teaching children to read.

Tucker’s plan calls for completely redesigning education into a “national public school system.” Following his plan involves bypassing elected officials who sit on local school boards or who serve in state legislatures. It involves building a database that was set up when New Hampshire received “stimulus funding.” This new date based was set up in order to collect data on students and their families.

Marc Tucker has been invited to speak with legislators on Nov. 10th. It is important for you to first research Marc Tucker and to contact your legislators to let them know that we still value local control in education that is focused on academic excellence for all children. Students can then select the path in life they want to take rather than have the Government lay out the plan for them in an education system that would still be plagued with illiteracy.

Hate Common Core? NH has a chance to tell the Chief Architect

We are wondering why two Republicans on the House Education Committee, Rep. Rick Ladd and Terry Wolf, are joining Democrat Rep. Mary Gile, to bring one of the chief architects of Common Core to New Hampshire WITHOUT any critics to counter his propaganda?

If the two Republican Representatives have joined forces with Hillary Clinton and Bernie Sanders on this important issue, maybe it’s time for them to share that information with the rest of us!

We HIGHLY ENCOURAGE ALL PARENTS, TEACHERS, and ANYONE else concerned about the erosion of local control and the problems with “Common Core,” to ATTEND THIS MEETING.

The House Education Committee invites colleagues in the House and Senate to a day of continuing education entitled “Education Through an International Lens,” to be held Tuesday, November 10th at 9:00 a.m. in LOB rooms 210-211. Speakers will include Dr. Julie Bell, Education Program Director for the National Conference of State Legislators (NCSL), and Mr. Marc Tucker, President and CEO of the National Center for Education and the Economy. Dr. Bell will offer a brief introduction to NCSL and their rationale for a major study on international education. Mr. Tucker will provide an overview of how other industrialized countries compare to the U.S. on various indicators of student achievement, including educational standards, assessments and accountability, time and learning, funding and equity and teaching policy. A panel representing N.H. educators and businesses will follow.
HOSTED BY Reps. Rick Ladd, Mary Stuart Gile, and Terry Wolf

WE ALSO ENCOURAGE YOU TO READ the following articles about Marc Tucker to familiarize his positions on education reform. For instance, his support for ELIMINATING local control in education. Something New Hampshire prides itself on. (Dr. Sandra Stocky replies to Marc Tucker’s last visit to NH: Liar Liar Pants on Fire)

PARENTS need to write the three legislators and ask them WHY they would not invite Dr. Stotsky to this presentation given her close proximity to New Hampshire. Dr. Stotsky who is a resident of Massachusetts has visited New Hampshire many times to offer an expert analysis on the problems with the Common Core standards. Or Dr. Duke Pesta who has also traveled to New Hampshire on many occasions to bring parents critical information on Common Core.

Why would they not want to offer the audience critical information on this education reform? What are they hiding and why are they attempting to keep our elected representatives IN THE DARK on this issue?


ALSO send an e-mail to the State Representatives and Senators and let them know they represent YOU. It’s WRONG to ask YOUR elected representatives to attend a propaganda session with NO balance on this important issue. HouseEducationCommittee@leg.state.nh.us, Senators@leg.state.nh.us

The RADICALIZATION of New Hampshire Teachers and Children

We’ve been warning about the Obama redesign in public education taking place in our New Hampshire Schools. There is a fundamental shift from public schools focused on literacy through a liberal arts education, to a workforce development model. This model has been the goal of Marc Tucker since he wrote his letter to Hillary Clinton.

This is the dumbing down of public education from one that focused on educating the child so they would be able go in a direction of their choosing, to training human capital for the workforce.

This has been a goal for many years and certainly started with prior reforms that were put in place by the U.S. Department of Education.

It’s important to remember, these education reforms do NOT focus on literacy. That is why it’s important to know who is involved and what they are doing in our New Hampshire Schools.

We’ve called attention to the Nellie Mae Grants that are coming into schools like Pittsfield.

Organizations like Annenberg, funded in part by the Gates Foundation, come into our schools to help radicalize students and teachers. They offer grant money through the Nellie Mae Foundation to greedy Superintendents who care more about money than they do your children.

If you are a parent in Pittsfield, here’s a suggestion. Send a “Right to Know” request to your Superintendent and ask him for ALL of the paperwork they had to submit to receive grant money from Nellie Mae. Then look at what your school has to do in order to get that money.

Are the parents calling the shots? NO. Parents are not asking for the teaching methods Nellie Mae requires. Are the school board members calling the shots? NO.

Keith Catone came into the Pittsfield Schools and the Manchester Public Schools but we wonder how many parents know how he wants to radicalize your teachers and children. Annenberg and Catone do not promote reading the classics, mastering math facts, etc. Instead they want to push radical political agendas.

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Catone who came out to speak to the parents in Pittsfield a while ago, failed to mention his personal goal of radicalizing teachers and students. He didn’t mention how Annenberg focuses on political agendas like “equity and social justice” versus LITERACY.

In the abstract it says:
Drawing from a larger portraiture study of four teacher activists connected to a grassroots teacher organization called the New York Collective of Radical Educators (NYCoRE), this paper sheds light upon teacher activism by primarily addressing the following question: How do teacher activists understand and explain the development of their approaches to teaching and activism? In becoming teacher activists, each of the participants in this study experiences sharp moments of apprehension about her reality and her ability to change it. From these moments, they derive their own purpose for what they do as teacher activists. Their identities as teacher activists are deeply autobiographical, drawing upon their pasts to give shape to their purpose in the present.

Is this what the NH DoE wants for our public schools? After all, the NH DoE is accepting Nellie Mae grants too.

Let’s look at this organization called New York Collective of Radical Educators (NYCoRE) Do you think that maybe they care about your child’s academic education? We WISH.

No they are a radical political organization focused on radical political agendas through curriculum development in YOUR schools.

When Manchester or Pittsfield invites Annenberg radicals to work closely with the administration or teachers, parents take note. Their focus is not on making sure your kids are reading at grade level or mastering math facts.

No, this is what they want your school to focus on:
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All of this can be found by going directly to their web site.

The radicalization of students in the New Hampshire public schools is coming directly from Annenberg (think ACORN) and through the NH Dept. of Ed.

It is the Governor who sets the agenda for public education in this state. It is Governor Hassan’s department of education that continues to facilitate the dumbing down of our public schools.

If parents want their schools to go back to focusing on the basics and return to math that is logical and makes sense, then it’s up to them to speak up.

Governor Hassan is failing the students in New Hampshire and until parents demand better, the focus will be on dumbed down workforce training and radical political indoctrination.

What can you do to stop the radicalization and dumbing down in New Hampshire Schools?

1) Call Governor Hassan and tell her to STOP Common Core & STOP the Obama redesign workforce model through Competency Based ed: (603)271-2121

2) Tell your local NH State Representatives and Senator to STOP all of this in our schools and stop using our children as political pawns

3) Work to elect local board members, and other political legislators committed to literacy and academic excellence in our schools.

4) Keep this issue in front of presidential candidates as they visit New Hampshire. Ask them if they support or oppose Common Core in our Schools.

5) File “Right to Know” requests and look at the grant money flowing into your school.

6) Attend local school board meetings and demand better quality academic standards for your school.


What Does Hillary Clinton Have To Do With Common Core? A LOT

From Hillary to Bush to Obama.  Now you know the rest of the story…

These are excerpts from Donna Garner…


During the early 1980’s, Hillary Clinton worked hand-in-glove with Marc Tucker, Ira Magaziner, Gov. Cuomo, and the National Committee on Education and the Economy (NCEE) to implement the School-to-Work model. It was Hillary and the NCEE that came up with the term “cradle-to-the-grave.” 

The NCEE idea was to create a three-legged stool – education, labor, and healthcare; and the federal government would direct people’s lives from the cradle-to-the-grave. 

All were to be joined together under one banner with government healthcare controlling people’s lives; school healthcare clinics providing abortions and contraceptives; classrooms emphasizing workforce development skills instead of academic knowledge; and the Dept. of Labor directing students into a career pathway at a very early age.

The government was to manipulate students into the career pathways (or career clusters) based upon whatever the labor market needed at the moment – not upon what students’ natural talents, desires, and interests were.  A certificate of mastery was to be awarded instead of a graduation diploma based on the Carnegie credits, and the last two years of high school were basically dumbed down for those going out into the workforce instead of going to college.

The SCANS Report in 1991 *Taken from: What Work Requires of Schools: A SCANS Report for America 2000. The Secretary’s Commission on Achieving Necessary Skills, a publication of the US Department of Labor, June 1991 is what helped to change the direction of our nation’s schools from knowledge-based, academic content (Type #1)  INTO  the Type #2 philosophy that is subjective; project-based; constructivist; emphasis on emotions, opinions, beliefs (i.e., affective domain); performance standards (know and be able to do); workplace competencies, etc. 

Here is the link to the SCANS report:  http://www.academicinnovations.com/report.html

The U. S. Sect. of Labor Robert Reich under the Clinton administration took the SCANS report, introduced the idea of the Real World Forums (or similar names) in each state, and managed to drive the narrative that schools are meant to be for workforce development and not for students to gain a wide-and-deep liberal arts education based upon fact-based, academic content.

To make the public think they had thought of the changes schools needed to make, the NCEE, Hillary Clinton, and Robert Reich established the Real World Forums.  These were local community meetings in which the facilitators used the Delphi Technique (psychological manipulation methods) to make the attendees think they had actual input into the final Real World Forum report.

However, what actually happened is that the final “report” had already been written by NCEE/Clinton/Reich and focused schools on collaborative learning, interpersonal relations, and the affective domain (feelings, emotions, opinions).  This took the emphasis in the public schools off deep content knowledge and individual learning and moved classrooms into group think, co-operative learning,  and outcomes based education.

Reich organized a huge survey of businessmen through the Chambers of Commerce across the country; and it was widely reported that the majority of businessmen had said something such as, “What we want our employees to have more than anything else is good interpersonal skills.  We will take care of teaching them everything else.”

I believe this survey was bogus and that what the majority of businessmen really said was “What we want is employees who can read, write, and compute accurately and quickly.”  However, Reich reported it the NCEE way which drove classrooms from the academic to the performance-based, socio-emotional level.

As if on cue, the standards movement popped up all over the country.  Texas (similar to other states) appointed writing teams to rewrite all of the courses in K-12, and the new standards required students “to be able to know and be able to do.”

The emphasis in the classroom changed from students’ “knowing” to students’ being able to do; and it was this aspect that changed our curriculum into subjective assessments where the verbs used in the standards documents directed teachers into subjective evaluations.  The typical person would not have thought that verbs would make such a difference in standards, but let’s consider this partial list of verbs and the way they direct teachers’ lesson plans and testing:

Type #1 (right-or-wrong answers):  omit, label, choose, recite, describe, select, identify, list, locate, match, memorize, name, recognize, state.

Type #2 (subjective, fuzzy, values-and-opinion based):  dramatize, generalize, paint, prepare, sketch, survey, construct, design, make up, role play, hypothesize.

Up until this time, the U. S. Department of Education’s laws had required schools to offer students equal opportunities; but under the Clintons, there began to be a shift toward equal outcomes.  In other words, teachers were pressured to grade subjectively to make sure that the “outcomes” were the same for all students… that all students passed and felt good about themselves.

No more red pens were to be used on students’ papers because it would hurt their self-esteem. This soon degenerated into not grading students’ compositions at all for both grammar/usage and for content but instead grading them holistically with a number score of 1, 2, 3, 4.

Holistic scoring was tied to whole language where students no longer had to go through the step-by-step process to learn phonics but instead were supposed to be surrounded by big, colorful books with lots of pictures.  This was supposed to help emergent readers to predict what the text was, and this whole-language method eventually raised up students who could not tell the difference between “horse” and “house.”  (Not much difference, right? Not so…)


When Pres. George W. Bush was elected in 2000, there was a legitimate effort made to implement the National Institutes of Health’s empirical reading research which emphasizes phonemic awareness and decoding skills (phonics).  Reading academies were set up all over the country to train teachers in these methods, and actual improvements in students’ reading skills (particularly among the low-income children) were recorded and became a part of the reading research.

However, the Type #2 people desperately did not want students to learn to read because then they could not be so easily manipulated at the ballot box; and these Type #2 people set out to destroy Pres. George W. Bush’s efforts.

Where Pres. George W. Bush and his administration went astray is when they set up No Child Left Behind (NCLB) and its “impossible” goals based upon states’ showing average yearly progress (AYP).

[At least NCLB still left the states in charge of their curriculum and tests.  Under Obama, the Common Core Standards Initiative completely takes that state control away and puts the federal government in charge.]

To get AYP under NCLB, the states quickly figured out that they needed to set up state-mandated tests that could be subjectively scored so that students’ scores could start out very low and then be raised artificially and at will to show AYP!  In other words, schools learned how to “rig the game.”

Texas and the other states set up Type #2 standards with Type #2 subjectively scored assessments that were steeped in multiculturalism and political correctness. This then drove the day-to-day curriculum to follow the same Type #2 philosophy of education.

I believe the main reason Pres. George W. Bush’s (GWB) administration collapsed in the last two years of his second term was a direct result of Karl Rove’s bad counsel to GWB throughout his Presidency.  Rove believed that the end justifies the means, and I believe he was capable of instigating almost anything to accomplish his goal.

After GWB was vilified and his administration collapsed when the House and Senate both fell into the Democrats’ hands (the last two years of his second term), the reading academies vanished; and the idea of nationalizing education went into full gear.  Of course, GWB and his family are all globalists; and they set in motion many of the foundational pieces that allowed the Common Core Standards Initiative to blossom.


Obama was exactly the person to resurrect School-to-Work, NCEE, Marc Tucker, Achieve, Inc., and Hillary Clinton’s scheme.  However, Obama brought something more to the table.  He brought the social justice ideology that fitted perfectly into the Common Core Standards Initiative, and his ruthless administration (followers of Bill Ayers, Saul Alinsky, Linda Darling-Hammond, Robert Marzano, Arne Duncan, David Coleman, Marc Tucker, Hillary Clinton, etc.) understood full well that: National standards lead to national curriculum which leads to national assessments which lead to teachers teaching the national curriculum each day because their own teacher evaluations depend upon their individual students’ scores.  The end game is the national database in which personally identifiable information can be gathered on every student, family, and teacher in America; and everything can be sent to the NSA.

Obama’s ideology also includes a heavy emphasis on victimization, white supremacy, fake climate change, race baiting, redistribution of wealth, multiculturalism, and political correctness.


We have Hillary Clinton (et al.) to thank for the mess our country’s schools are in today.  It is because of her Type #2 philosophy of education as birthed by the NCEE that we now have the Common Core Standards Initiative pouring into our nation’s schools, capturing the College Board and its products (AP, SAT, PSAT), and making billions of dollars in profits for Bill Gates, Pearson, Jeb Bush, and others.  Even PISA, the international test, is being rewritten to align with Common Core.

We also need to lay the blame for the Common Core Standards Initiative right at Hillary’s door.  It was birthed at the NCEE and partially implemented under Bill Clinton and Hillary.  Then under Obama, this germ of an idea has turned into the complete takeover of our nation’s school system by the federal government and the indoctrination of a nation of children into Obama’s social justice agenda.

We have Hillary to blame for a nation of adult non-readers who get most of their news from their social media gadgets; and it is for that reason that I have used my institutional memory to try to educate those people who have no knowledge of Hillary Clinton.

Whatever happens in the classroom eventually controls what happens at the ballot box.

Hopefully a large majority of people have now realized that terrible elections have terrible consequences.