Category Archives: FED-ucation

The history and results of Government Lobbying and it’s effects on the modern education system in America into the 21st Century

New Poll Finds Most Americans Don’t Realize What School Is For

The 49th Annual PDK Poll of the Public’s Attitudes Toward Public School was released. It finds that those surveyed apparently don’t realize what school is for – education, not social services.

92 percent of Americans support after-school programs.

The Atlantic reports:

“When it comes to judging a school’s quality, what matters most? A new poll suggests the American public puts a premium on offerings outside of traditional academics, including career-focused education, developing students’ interpersonal skills, and providing after-school programs and mental-health care.”

Education reformers have been pushing career technical education (CTE) and social-emotional learning and now we have a poll that shows Americans are eating the crap sandwich with a smile. Continue reading

Bolshevik-Style Cultural Purge

Bolshevism where the “equality” utopia will reign supreme except for the elites who will continue to live their debauched and obscene lives

If I had a world of my own, everything would be nonsense. Nothing would be what it is, because everything would be what it isn’t. And contrary wise, what is, it wouldn’t be. And what it wouldn’t be, it would. You see? ~ Mad Hatter, character in Lewis Carroll’s Alice’s Adventures in Wonderland

If you wondered about the deplorable state of American mis-education, all you have to do is look at the historical revisionist indoctrination in the textbooks, the classroom-forced Islamization of students, the Common Core standards that are dumbing down students across the board, and the Bolshevik-style cultural purge of Civil War monuments and heroes that are taking place around the country with the full approval and instigation from academia, the MSM, politicians, the current administration, and American citizens. Continue reading

Why Teachers Need Their Freedom

Educators must remain engaged and autonomous in order to do their jobs well and avoid burnout.

My co-teacher and I met in the parking lot before school and stared into my car trunk at the costumes and props we had gathered over the weekend. We were giddy with excitement and nervous because neither of us had tried anything like this before. We also taught in the kind of school where one wrong move in the classroom could lead to disastrous results because of our students’ intense behavioral and learning needs.

The co-teacher, Alice Gnau, had found a book called Teaching Content Outrageously by Stanley Pogrow, which explained how secondary classrooms can incorporate drama into any content to engage students in learning—incorporating the element of surprise, for example, or developing role-play or simulation experiences to teach content and standards. The book inspired us to change how we taught our seventh-grade language-arts students in a high-poverty school that struggled with test scores, especially reading and math. Continue reading

Feds Spend $138,000 Asking Four-Year-Olds About Their ‘Internal Sense Of Gender Identity

The Four ‘R’s?

(Photo TOBIAS SCHWARZ/AFP/Getty Images)

The National Science Foundation is spending over $130,000 on a study that asks four-year-olds about their “internal sense of gender identity.”

A grant for a two-year study was awarded to the University of Washington this summer. The project will interview 250 children aged four to six, and their parents, asking a series of questions about “gendered behavior.”

“Prominent theories of gender development have discussed the degree to which gender identity results from an internal sense of gender and socialization processes,” according to the grant. “However, tests of these theories have been limited because, for most children, internal gender identity and environmental socialization substantially overlap, rendering it impossible to distinguish the relative impact of each factor on gender development.” Continue reading

Schrock-Taylor: Let Teachers Tantrum … Then Fire Them

The following post is from the 2010 archives of Kettle Moraine Publishing (the Federal Observer). Although now retired, Linda Schrock-Taylor – is/was an extremely gifted and talented teacher and marvelous writer. Metropolis Café is proud to republish her work – for in the scheme of things – little has changed in the Public Fool System. ~ J.B.

When our son would tantrum – as all toddlers do at least once, we would calmly carry him to his room; explain that we did not want to see or hear such ugliness; and give him permission to rejoin us in the common areas of the home once he “finished.” Soon…then sooner…then soonest, he finished and the tantrum phase ended. Toddlers are much more sensible than many teachers. These public tantrums of public school teachers proves my point.

Unfortunately, the media is leading the way in giving attention to, and becoming too distraught over, badly behaving teachers. We cannot carry the teachers to their rooms let alone force them to actually teach but we can ignore them. Like toddlers, they should soon notice that no one is paying any attention to their fits and spurts. But on second thought…they have shown that they are not as sensible like toddlers. Continue reading

Government Destroys Education and Knowledge

Why does the government controlled education system keep trying to reinvent the knowledge wheel? The more they manipulate, the more distorted & unwieldy it becomes.

For Pete’s sake, some of the most esteemed educators in the history of the world taught in the 300’s B.C. Socrates set up a basis for learning by the use of hypothesis & questioning until a non-contradictory answer could be reached…a method used in science & law studies for centuries. Then there was Plato and his student Aristotle (the father of Reason & individuality) and his Lyceum (place of lectures & learning). How many students can even tell you who they were?

These efforts/achievements finally led to the Age of Enlightenment (e.g. John Locke), hence advancement in every field of endeavor, through the Industrial Revolution which lifted the standard of living for the masses within its sphere. Continue reading

Common Core? 6th Graders Taught How to Use Strap-On Dildo

Explicit: 11-12 year olds given sex toy lesson in Jacksonville

Shocking images out of a classroom in Jacksonville, Florida illustrate how 11-12 year olds in 6th grade are being taught how to use strap-on dildos amidst a debate about Common Core sex education standards which have been attacked by some as pornographic.

The pictures were taken by a student with a cellphone camera. They show a teacher demonstrating how to use a strap-on sex toy in a number of different positions.

In one image, the teacher even shows how to insert the strap-on while her buttocks are in the air and her legs up over her head.

In another image, the woman shows the children how to wear a harness to which the strap-on is attached. Continue reading

Education Created and Promoted Progressivism, ANTIFA, and BLM

Brainwashing of Academia, Hollywood, Communist foreign infiltrators, and the mainstream media

As a parent who struggles to pay the tuition for their child at the average university in America, or goes into debt borrowing the money, consider what your child must face in order to finish a four years of college education, which may or may not help them get a job.

The American campus is no longer the place of learning, to discuss and exchange ideas, it has become a place of indoctrination, of fear, a place where your children are further indoctrinated, and are not prepared to deal with or function in real life and in the job world. Continue reading

Does Education Work?

One Room Schoolhouse

Just about everyone from left to right believes in the power of more education for more Americans, that more education for all will open up opportunity, raise standards of living, and reduce economic inequality. Some scholars, however, are skeptical.

They have at least three related arguments. One is that the content of education–perhaps beyond basic literacy and skills– does not matter for individuals’ economic attainment, that what matters is the person’s relative level of education. When few people have graduated high school, doing so will make a big difference, but when most people have a high school diploma, then real success then requires going to college. Employers just up their requirements as educational attainment spreads, so what is important is being ahead of the pack. Continue reading

Teddy Stoddard ~ A Touching Story

There is a story many years ago of an elementary teacher. Her name was Mrs. Thompson. And as she stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard.

Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant.

It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X’s and then putting a big F at the top of his papers. Continue reading

K-12: Your – or Is It You’re?

It’s two lose, Lautrec! ~ (pun intended)

Your Tax Dollars at Work

Yes, of course, it’s the former. Millions of Americans can’t tell, thanks to the public schools and their waste of your money.

So here’s where we end up. Many allegedly educated Americans cannot avoid the simplest grammatical and spelling mistakes. Clearly, they have never been taught right from wrong, linguistically speaking.

Here are the most common examples now disfiguring blogs and comments by the billions: it’s or its? Who’s or whose? Know or no? Your or you’re? Too, to, or two? Their, there, or they’re? Loose or lose? Continue reading

The End of Government Schools

When in doubt, cry racism. It’s the left’s go-to weapon when the facts are against them. School choice advocates, then, should be heartened: Progressives lately have had to stoop low, get dirty, and hurl mudballs in our direction, because that’s all they’ve got.

This month progressives let fly three separate volleys, hoping the “racist” argument would somehow find its mark. The New York Times, the Center for American Progress, and the American Federation of Teachers all argued that educational choice is “racist,” rooted in “slavery,” and a cover for “segregation.” (One commentator also blames “anti-Catholic sentiment and a particular form of Christian fundamentalism.”) Worse, they declare authoritatively, “choice” will spell the end of democracy, as we know it. Continue reading

Why U.S. Schools Don’t Produce Adults ~ and Some Solutions…

One of the hallmarks of modern America is the tendency toward prolonged childhood. While it used to be the norm to enter the adult working world by one’s mid-to-late teens, students now extend their preparation for career well into their twenties (and sometimes beyond), enabled by parents who act as their caretakers, education experts who insist that they get as much classroom education as possible, and a government that encourages them to stay on the family health plan until age 26. Continue reading

Why Americans Are Such Suckers for Propaganda

To many Americans, high school seems like a normal part of life. To not attend is unheard of; to fail to graduate is a death sentence for one’s future.

But what we often forget is that the modern high school is a relatively new concept. As Paul Beston notes in a recent article for City Journal, a hundred years ago America was in the early stages of a high school boom, with 2 million students attending classes. That number rose to 6.6 million by the start of World War II. Today, the number of public high school students measures at 15 million.

But as Beston goes on to explain, the high school as we know it now isn’t the one America knew in its earlier years. That school was far more rigorous. Today’s high schools are the result of several decades of the gradual dumbing down of curriculum.

This dumbing down began in earnest during the Depression years, but as Beston notes, had been encouraged as early as 1912: Continue reading

N.H. Takes Action to End Common Core Mandate, But Feds Still a Threat

Common Core took a hit in New Hampshire last month.

Although the state adopted the Common Core standards, Republican Governor Chris Sununu signed Senate Bill 44 into law, which “prohibits the department of education and the state board of education” from requiring schools to implement Common Core. The bill will go into effect September 16.

Education Commissioner Frank Edelblut also said he plans an informal review of the Common Core standards, despite the state Board of Education voting against a formal review. Edelblut campaigned against Common Core in his unsuccessful run for governor last year.

Common Core is a set of education standards developed under the auspices of the National Governor’s Association to encourage uniform standards across state lines. It received flack from opponents who say the standards don’t help students and that local schools should be more autonomous. Continue reading

Congress Ignores Obvious Problems with State-Run Preschool at Hearing

The U.S. House Subcommittee on Preschool, Elementary, and Secondary Education recently held a hearing titled “Opportunities for State Leadership of Early Childhood Programs.” Although some on the subcommittee made an effort to focus on the duplicative and fragmented nature of the 44 different preschool programs, there was only one brave effort to discuss the preponderance of evidence that government preschool programs are not only ineffective but also, in several cases, harmful.

That courageous member, Rep. Thomas Garrett (R-Va.), who will be quoted in a moment, was a refreshing oasis in a desert of outrageous statements, such as this one by subcommittee Ranking Member Jared Polis (D-Colo.): Continue reading