Sunday, January 15, 2023

Requiem for a School System/Society

Jesus will come soon. (Matthew 24: 1-3 (David Jeremiah https://www.youtube.com/watch?v=q710SSEyQy8) Look around you. What do you see and hear every night on the nightly news?

Recently the Representative who sponsored the 123 Bill in the House of Representatives was elected leader of the majority party (Republican)  of that august House. And so the consequences of putting school psychologists in every school, the purpose of that bill, begins. Just what do these psychologists believe and even if they don't what MUST they support?


All of this will be a part of the Comprehensive sex education agenda to pollute the minds of our children beginning in Kindergarten. You have lost the moral authority as parents. Both the Counselor’s Handbook and the BCPS mental health guidebook, “Mental Health Matters: Everyone has a Story,” suggest the Trevor Project and other LGBTQ+ organizations as a resource.

In another document provided by BCPS, titled “2022-2023 School Counselors’ Handbook,” confidentiality between student and counselor is thoroughly stressed.

Just imagine the images that your innocent child will be influenced by through their efforts. "Further, the training manual states the counselor’s “duty to self” is to “develop knowledge and understanding of historic and systemic oppression, social justice and cultural models (e.g., multicultural counseling, anti-racism, culturally sustaining practices) to further develop skills for systemic change and equitable outcomes for all students.” (Equity is NOT equality! Equity means equality of Outcome not opportunity.) 


As for depending on your representatives to carry on your values? How do you think we got here? The NEA/AEA has a lot more money than you or I do. They will elect those who kowtow to their standards and beliefs and they have been taken over by the radical Left. 

Whether this will be published on my own blog is questionable. I am not sure what post this notice refers to. 

I obviously no longer know what community standards are. 

I am seriously considering ending my education activism. When I first began battling Whole Language in the early 90s, after seeing how many illiterate middle schoolers I had in my classrooms, I really thought the teachers in Dothan would join with me to battle this foolishness.  Recently Judith Hanford, an investigative journalist produced a podcast that is an expose of this ridiculous "method" of reading instruction that actually teaches children "how not to read." (http://www.soldastory.org)


What happened in Dothan was a Whole Language hootenanny at the Dothan City School Board led by Dr. Patty Fritchie, the reading instructor at Troy State University. I do wish Judith Hanford could have been there to hear and see teachers supporting this method that had principals demanding that good/successful teachers leave their phonics books outside the door to be destroyed. The Hootenanny occurred when a group of parents (my husband and me included) flew an expert from a successful school that was 90% Black, served 3 housing projects, and had 40 identified dyslexics each year. The principal was given a mandate to improve that schools scores and he took a group of grudging teachers to participate in a seminar in learning the Systematic, Intensive, Direct and Early Method,  The Writing Road to Reading, developed by Romalda Spalding a colleague of Dr. Samuel Orton founder of the Orton Dyslexia Society. Dr. Orton calls most dyslexia "school induced." After one year the scores in that school rose from the 25th percentile to the 80th, the number of identified dyslexics dropped from 40 to less than 5, and discipline problems declined.  

My detractors will say everything I write is sour grapes because I was defeated in my run for Chairman of the Dothan City School Board where I refused donations because I did not want to be obligated to anyone. Twice. The campaign for the opposition was run out of the central office I was told by someone who was there. In the meantime, a local obstetrician who "had a heart for the children" and the president of Troy University became chairman of the Dothan City School Board and so everything the Director of Instruction and fellow "progressives" wanted got rubber stamped -- and still does. It is a circle the wagon mentality in education today. Don't rock the boat. Or as one principal of a very unsuccessful school put it, "Let's not get anybody hurt here." Losing one's retirement by going against the crowd isn't a wise move. 

And though the reading scores reveal the failure, more money gets spent on programs like Reading Recovery as discussed by Judith Hanford. Each child who cannot read thinks they are defective. Their remediation in the school is more intensive more of the same. Parents who can afford it get private tutoring. Those who can't have children who follow year after year of depression and failure and probably drop out early. 


Unfortunately, the legislators cannot legislate success in Math when the math instructors in the colleges of education pretty much do what the reading instructors do--teach how not to do math (successfully that is). Social Justice Math is more important than real Math instruction. 


Social Emotional Learning (SEL) is integrated into every subject in the Curriculum. 



Oh, and during that time, with the debate over Goals 2000 and OBE/Mastery Learning/Outcomes Based Education (now called Equity) David Hornbeck (who wrote the Alabama First document promoted by A Plus, a clone of the Kentucky document) rewrote the Bylaws of Dothan City Schools replacing sequential learning with thematic learning. The Goals 2000 document also forbade drill and repetition (which Bear Bryant thankfully ignored). Phonics was kicked out and contemptuously labeled "drill and kill."  Memorizing  Addition/Subtraction/Multiplication/Division tables was now considered old fashioned so our children suffered through New Math and its later renamed clones. History Classes were shifted to Social Studies and the thematic lessons foreshadowed Critical Race Theory. 








Social Emotional Learning now includes Eastern Meditation and the access to books the gatekeepers of the past would never have allowed in our libraries. And now, since I made them public, I no longer have access to them. But, Dothan City School students do. Oh yes, welcome to Comprehensive Sex Education beginning in Kindergarten. Words, activities, and pictures most of us have never seen or heard (and wish we would never see or hear) are now a part of the comprehensive education of students in Alabama schools. 







But I did take screen shots before I was blocked. 




And then we have Common Core ironically created and promoted by the Chicago purveyors of Progressive Politics making schools bee hives of community activism: Bill Ayers, Saul Alinsky, Barach Obama (who attended Saul Alinsky's schools on community activism paid for by a Chicago pedophile priest Cardinal Bernardin), Arne Duncan (US Superintendent of Education) and David Coleman who worked with Ayers and Obama on the Chicago Annenberg Project, and destroyed education in Chicago. 






Coleman claims to have produced Common Core. His philosophy? "These standards are the most serious attempt this country has yet made to come to grips with those early sources of inequality." So now with a salary of over a million a year he heads the College Boards. 


Anyone who really researches education or asks questions knows that Common Core is not dead. They spent to much on it! They just renamed it and the public bought it. Because I really don't think most people really care. 

The same passion that brought Patty Fritche's Whole Language Stepford Teachers to the Dothan City School Board to yell down the words of the Principal from the successful school teaching phonics ought to bring the same passion for getting rid of it! And reclaim our schools for the sake of our children!  

But that won't happen and I am tired of banging my head against the wall of apathy.

Pray for Rick Rehm. He seems to be the only elected politician who actually understands what is happening here. All of us have family/friends employed by the school system. If they realize what is happening they dare not rock the boat if they want the retirement benefits for which they have worked so hard. If they don't it is because all of this comes from the colleges of education and the Department of Education that has been taken over by they purveyors of "Progressivism".

New World Order? One world religion? Guess what is happening every day in our schools. Do you ever wonder how Germany, a Christian nation, could succumb to the commands of the Nazi party, the Third Reich and produce the holocaust? It begins in the schools. 


See also: 


The word Requiem came to me first thing this Sunday morning as I said good morning to my Lord and prepared for Church. I am sure there is a reason God wanted me to use that word as a title for this post. I also think there is a warning there. 



The Lord gave me a verse after I wrote this: "Be ye doers of the Word and not hearers only deceiving your own selves..." What are we doing producing a situation where our children DO NOT HEAR ..."whatever things are true, whatever things are honorable, whatever things are just, whatever things are pure, whatever things are lovely, ..." but just the opposite.

The bigotry of low expectations has replaced excellence in education. Social justice is not the cure. You will be told that parents who care have snatched their children out of public schools and put them in private schools and the public schools are left to deal with those with special needs. 
 
The schools are creating the special needs with its educational malpractice and social justice malfeasance. Of course, there is a very small percentage of children with true dyslexia (according to Dr. Samuel Orton, founder of the Orton Dyslexia Society) and physical handicaps, but the immense amount of school induced dyslexia and consequential violence comes from the miseducation (see Pete Hegseth's book and series on Fox) that has come from the radical Left now running the NEA/AEA, Department of Education, and the colleges of education. 






































































Monday, November 7, 2022

Equity Plan of Action: Social Engineering Bereft of any Academic Value


Access the Equity Plan of Action

I write this article in an attempt to analyze the purpose and consequence of Dothan City Schools Equity Plan of Action. I share it on my blog for the purpose of alerting others about what is happening in their own schools and school boards across the country. No man (school system and school board) is an island in this nation of ours with the common contagion of teachers unions, Department of Education, and colleges and universities having adopted this philosophy of education. 

We, as parents, can see the problem clearly when presented in a chart like this. But this chart exists because I dug out the information and presented it in this chart. The problem is that children come home with A's and B's on their report cards throughout elementary school. Parents are unaware of the problem until secondary teachers tell them their children cannot read secondary text books or the questions on a test. The scores are blatantly obvious, but hidden from parents' knowledge by the public relations people who write the articles that local papers print. 

(Remember to double click on the images for the image to increase in size.) 

http://parcalabama.org/category/education-workforce-development/


What was the purpose of this Equity Plan of Action? 

Section 1: Culture of Academic Equity

Our data reflects that 40% of our student population identified as white are outperforming the slightly more than 60% of nonwhite students by a margin of 45% (2018) & 42% (2019) difference in Math and 45% (2018) & 45% (2019) in Reading. This trend reflects a gap in achievement over two years of data (2018 & 2019).

One might look at the number of students who are unable to read on the 3rd grade level in Dothan City Schools and assume that the administration would focus on the curriculum. No. They focus on an equity action plan to convert attitudes and beliefs using multicultural, social justice, and culturally responsive teaching. This is their gateway into the minds and hearts of our children, their justification for SEL (Social Emotional Learning). 

Please note that the second book mentioned, Culturally Proficient Instruction was published by Corwin Press, an entity of Sage Publications that publishes domestic terrorist Bill Ayers' books. Ayers' goals? 

"Education is the motor-force of revolution." Bill Ayers

"I get up every morning and think...today I'm going to end capitalism." Bill Ayers

"Everything was absolutely ideal on the day I bombed the Pentagon." Bill Ayers

"The only path to the final defeat of imperialism and the building of socialism is revolutionary war." Bill Ayers

"Kill all the rich people. Break up their cars and apartments. Bring the revolution home, kill your parents, that's where it's really at." Bill Ayers

"I haven't been silent. I teach, I lecture at universities, I write, I'm not silent." Bill Ayers




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By the way, what is a MAP test as mentioned below? 

1. What is MAP?

MAP tests are computer adaptive achievement assessments in Mathematics, Reading, Language Usage, and Science.

2. What are computer adaptive tests?

MAP dynamically adapts to a student’s responses – as they take the test.  Answer a question correctly and the test presents a more challenging item. Miss a question, and MAP offers a simpler item. In this way, the test narrows in on a student’s learning level, engaging them with content that allows them to succeed.

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DOTHAN CITY SCHOOLS EQUITY ACTION PLAN

Updated April, 2022 DCS Board approved June, 2022

The DCS Culturally Inspired Expertise Professional Learning Community Team Members gathered as a committee to address inequities in academic achievement between subgroups as evidenced in 2 years of state assessment data (Scantron/Performance Series) as well as local benchmark data (NWEA Maps) for the 2019/20 school year. This committee of 15 members across all aspects of the instructional community in DCS met monthly throughout this school year to discuss ways to address this gap in learning for our students. Our process for arriving at our Equity Action Plan began with a book study (Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press). 

As we engaged with the content of this work, we reached out to various resources i.e. data gathering within our schools and school community to ascertain the breadth and depth of cultural responsiveness understanding and equity in access to devices or Internet, in addition to support provided by Dr. Deloris Lindsey and colleagues in their work (Robins, K. N., Lindsey, R. B., Lindsey, D. B., & Terrell, R. D. (Eds.). (2005). Culturally proficient instruction: A guide for people who teach. Corwin Press). Using this knowledge, we collaborated, researched, and developed the following plan for moving DCS forward. 

Expand All

  • Phase 1: Investigate Implementation Practices
  • Phase 2: Empower Stakeholders for Inclusive Partnering
  • Phase 3: Institutionalize Cultural Knowledge

ACTION RESEARCH

  • Abstract/Rationale/Process

The Culturally Inspired Expertise Professional Learning Committee Team Members gathered as a committee to address inequities in academic achievement between subgroups as evidenced in 2 years of state assessment data as well as local benchmark data for the 2019/20 school year. This committee of 15 members across all aspects of the instructional community in our school district met monthly throughout to discuss ways to address this gap in learning for our students. Our process for arriving at our Equity Action Plan began with a book study Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. (Corwin Press)

 

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Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press) is the title of the book studied by the “Culturally Inspired Expertise Professional Learning Committee” of Dothan City Schools. 

Z Hammond is not a doctor and has not studied the brain. She has a Masters in Secondary English literacy.

These are her credentials taken from the COLLABORATIVE CLASSROOM website. 

She is a former high school and community college expository writing instructor. Ms. Hammond has also served as an adjunct instructor at St. Mary’s College School of Education in Moraga, California, where she taught The Foundations of Adolescent Literacy. As a consultant, she has advised and provided professional development to school districts and non-profit organizations across the country around issues of equity, literacy, and culturally responsive teaching for the past 25 years.

25 years as a consultant. And yet, she is considered an expert and the foundation for Dothan City Schools Equity Action Plan. 

One might challenge her credentials as we have no empirical data or research to refer to as the consequences of her plan of action in our schools. Nor do we have any real facts upon which to base her assumption that “
What I call ‘inequity by design’ was historically the brick and mortar of our school systems.” And yet, this is the basis of her philosophy of education. 

No, this is another example of the public schools using our children as fodder for their experimentation. Our children are mere lab rats now. I will guarantee you that professional journals will receive articles written by those in administration promoting this agenda. These people will rise in the ranks upon the backs of our children whose cultural literacy will be limited to oppression and diversity. 

In Hammonds' words: 

“Other educators have come to understand that multicultural education has its limits when it comes to instruction. Instead they focus on social justice education. But the misunderstanding that some educators have is, “If I simply discuss issues of oppressionread books about civil rights, their leaders, and people who worked against oppression, then my students’ cultural identity will be affirmed.”

Here’s a thought to consider: Second graders don’t want to talk about oppression, and when we as educators make that our sole focus, we’re doing students a disservice.

Instead we must build their background knowledge across a wide array of topics. To comprehend texts with critical literacy and critical consciousness, students must be equipped with that deep background knowledge. The social justice paradigm would have us only talking about issues of inequity, bias, or how we become non-racist.

But we know that’s not enough; the tendency is for that to get reduced into diverse books about boycotts and basketball or injustice topics of the day. Many social justice educators push back on the teaching of phonics and word study as oppressive when in fact, those elements of reading development are liberatory. 

Keep in mind that social justice and multicultural education are useful and necessary in the equity conversation, but they play supporting roles. On their own they are not sufficient for effectively promoting instructional equity.”

 

Collaborative Classroom  
"A Conversation with Z Hammond About Instructional Equity" 


Even Z Hammonds recognizes the need for real reading instruction and the unwillingness of teachers to actually teach phonics and word study because they have been led to believe that such education is “oppressive.” Yet, rather than focusing on literacy as the ticket out of their oppressive situations, they choose to focus on attitudes and beliefs, brainwashing children as to their oppression. 

 

IN OTHER WORDS, YOUR CHILD IS NOT MEMORIZING THE PLEDGE OF ALLEGIANCE, THE STAR SPANGLED BANNER, THE PREAMBLE TO THE CONSTITUTION OR THE DECLARATION OF INDEPENDENCE, IMPORTANT MILESTONES IN WESTERN CIVILIZATION THAT GAVE US OUR DEMOCRATIC REPUBLIC.

 

Now that we know that Z Hammond is the guru for Dothan City Schools Equity Plan of action, we need to go deeper into her belief system. 

Hammond cites Gloria Ladson-Billings as an expert she respects. 


“I believe that culturally responsive teaching as Dr. Gloria Ladson-Billings framed it is the heart of instructional equity.” 


"A Conversation with Z Hammond About Instructional Equity" 

 

So, who is Dr. Gloria Ladson-Billings so highly touted by Z Hammond upon whose book Dothan City Schools’ Equity Plan of Action is based? 

 

Bill Ayers, convicted domestic terrorist, recommends Ladson-Billings' writing  “Also, check out this Critical Race Theory in Education Teach-In today with Gloria Ladson-Billings...” So Bill Ayers tells us that Ladson-Billings is an expert in Critical Race Theory education, something Alabama has supposedly forbidden in our public schools by our governor and denied by most politicians…and yet, here it is touted by the author of the book upon which Dothan City Schools Equity Plan of Action is based. 


 

Critical Race Theory in Education Scholars Respond to Executive Memo M-20-34

On September 4, 2020, Russell Vought, Director of the Office of Management and Budget for the Executive Office of the President issued M-20-34, a “memorandum for the heads of executive offices and agencies.” The document states that “Executive Branch agencies have spent millions of taxpayer dollars, to date, on “training” government workers to believe divisive, anti-American propaganda.”  As critical race scholars working in universities and communities across the globe, the following statement is our response to Mr. Vought’s memorandum.

Critical Race Theory (CRT) is committed to the historical documentation and naming of atrocities carried out in this country in the name of “freedom” and “liberty.”  In spite of this historical context, the claim that the United States is founded on freedom from tyranny, freedom of expression and speech, and the right to exist as a whole person, are ideals that all citizens of the US are taught in school to value, cherish and honor. From our purview as scholars of race and education, the United States of America has struggled to uphold not only the Constitution but also the Preamble of the Constitution. We are clear that racial healing cannot occur absent the recognition of the historical and current struggle against all forms of structural oppression that encumber the U.S. from ever fully living up to its democratic ideals.

You need to read this to understand the goals of these people. This was written eight months after President Biden took office.The following Alabama "scholars" signed on.

Critical Race Theory in Education Scholars Respond to Executive Memo M-20-34.  These are Bill Ayers Alabama Comrades in CRITICAL RACE THEORY. 
Steve D. Mobley, Jr. University of Alabama 

Fayth Owen Hope, The University of Alabama

A K Lewis-Maddox, University of Alabama at Birmingham

Denise Davis-Maye, Alabama State University  

Tonya E. Perry, Alabama A & M University

Jesus Tirado, Auburn University

Sara Demoiny, Auburn University

Megan Burton, Auburn University

Hannah Baggett, Auburn University

Carey Andrzejewski, Auburn University

In 1994, Ladson-Billings wrote: “All learning should be anchored in texts and other resources that reflect student’s cultures. She also suggested that culture plays an important role in not only communicating and receiving information, but also in the thinking process of groups and individuals. She defined Culturally Responsive Teaching as a pedagogy that recognizes the importance of including cultural references in all aspects of student learning.” 

Obviously, the Equity Plan of Action is based on CRT (CRITICAL RACE THEORY) a concept supposedly banned in Alabama.  

(Please note that none of this Equity Plan is objective. It all has to do with attitudes and beliefs.) 

Now, let’s take a minute to analyze this statement. In 1994, President Bill Clinton signed into law the Goals 2000 and Elementary and Secondary Education Act (ESEA) “
committed themselves to specific plans for systematic reform of K-12 education.” 

 

At that time Dothan City Schools signed onto Whole Language as the method of reading instruction. Whole Language is based on Paolo Freire’s book, Pedagogy of the Oppressed (read the Whole Language Catalog by Ken and Yetta Goodman and see the references to Freire and other Marxist leaders like Giroux, Apple, etc.). 




At the same time, Hillary Clinton sat on the board for the NCEE, National Center for Education and the Economy. Marc Tucker and David Hornbeck also sat on that board. Hornbeck edited a book titled Human Capital, the manifesto of this group. They proposed the idea of using the courts to achieve their goals. 


"Court orders can be exceptionally good vehicles for creating a sufficient sense of crisis and an imperative to act so that supporting legislation can be enacted." (Human Capital, p. 367)


Thus we got Goals 2000/Alabama First. Thank you, A Plus. (Sarcasm here. The Alabama Legislature still allows them to write legislation.)  


"




David Hornbeck wrote Alabama First, Alabama’s version of Goals 2000, promoted by A Plus, a supposed “research” organization that turns out to be a PR group for these radical new goals. 


Another aside: Ken Goodman wrote “Reading a Psycholinguistic Guessing Game” (1969) that became a major player in the shift from Phonics Intensive reading instruction to the Look-Say/Whole Language method of reading instruction. 

 

As cited in Goodman’s obituary“At the core of his work was a constructivist view of learning that insisted that students should be active participants in their learning, not mere recipients of some static ‘stuff’ called ‘knowledge.’”    Brian Cambourne 

 

Constructivist education boasts of producing cognitive dissonance.


The term cognitive dissonance is used to describe the mental discomfort that results from holding two conflicting beliefs, values, or attitudes. People tend to seek consistency in their attitudes and perceptions, so this conflict causes feelings of unease or discomfort. 


Please note the intrusion of affective education (attitudes, values and beliefs) being manipulated here. There is no objective data. No empirical research. See also the condescending attitude toward objective knowledge. 

 

But there is more about Gloria Ladings-Billings that should be known by the public, referred to frequently as stakeholders, because the public funds this protections racket promoted by "consultants" and now called the Equity Plan of Action. 

 

Back to Z Hammonds who comments in the article on the Collaborative Classroom: We have to make the brain work. This is [psychologist Lev] Vygotsky’s “zone of proximal development,” commonly called the “ZPD.” 

So, Vygotsky is Hammonds’ source for brain expertise. 

 

Who is Vygotsky? 



Note: "Inspired by the writings of Marx and Engels..." "cultural laboratories" to..."modify thinking." 
"social and cultural resources" "primary tools for mediating and promoting change."
Please understand the purpose for "collaborative activities" and the potential development as 
determined through "problem-solving" under adult guidance or in "collaboration" with more capable peers."

Those are all contemporary buzz words for "higher order thinking skills", terms that educators use to make their sales pitch appear scholarly and based on objective data. And the "stakeholders" buy it. 

 
This is taken from the Whole Language Catalog. Whole Language is a “method/philosophy of education” voted on by Dothan City Schools Board of Education (rejecting systematic, intensive, direct and early phonics) in the early 1990s that continues to be the method of choice for reading instruction (though they may claim to be eclectic, throwing in a smattering of phonics to appease those parents who who might come looking). I was there when that vote occurred because I was a part of a group of parents who financed bringing a principal in from Louisiana who had turned his school (90% Black, serving 3 housing projects) around (from the 25th to the 80th percentile on the then administered nationally SAT) with the phonics intensive Spalding Writing Road to Reading. Dr. Betty Fritche led a Whole Language Hootenanny drowning out the efforts of the parent group who brought the expert from the successful school to Dothan. 

I sometimes find a bit of irony in the fact that one Chairman of the Dothan City Schools Board of Education was president of Troy University Dothan which university hired Betty Fritche and supported Whole Language instruction. 

Now, let's ask the question why do we let our school curriculum be dominated by Marxists? 

"A Marxist begins with his prime truth that all evils are caused by the exploitation of the proletariat by the capitalists. From this he logically proceeds to the revolution to end capitalism, then into the third stage of reorganization into a new social order of the dictatorship of the proletariat, and finally the last stage -- the political paradise of communism." Saul Alinsky 

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  • Outcomes

We want educators to know and be able to implement guidelines for addressing cultural proficiency instructional practices to close achievement gaps between subgroups. We want educators to know and be able to implement guidelines for addressing stakeholder relationships in regard to barriers with socioeconomic status and equal access to online learning

We will measure success by our state and benchmark data reflecting closing achievement gaps among subgroups; internal and external climate surveys, implementation surveys, and reflections through Q/A documentation; school culture and climate data i.e. discipline data, SPED/ELL students, poverty/non- poverty. We will measure success with evaluation feedback 3 times a year through surveys for implementation via staff, students, parents, community.

www.dothan.k12.al.us

 

May I point out that these outcomes are psychological? Mainly Affective data. How does one measure benchmark data when testing is affective/subjective? Suddenly education is no longer academic but SOCIAL EMOTIONAL LEARNING. 

The important measure is how well the achievement gap is closed. How best to do that? 

Apparently it is to lower the academic standards. Then judge attitudes and beliefs, the true goal for this social engineering. 

Look back at the Reading Scores. Thirty years ago, Whole Language, something Dean Kunkel of Auburn said was "current wisdom" unsupported by any empirical data, was voted on by your Dothan City Schools Board of Education. Recently, accepting their poor performance and vowing to do something about it, Dothan City Schools endorsed the Equity Plan of Action. They now dig the hole deeper than ever. No longer with a goal to educate. The public schools exist to change the attitudes and beliefs that your child may come to school with. 

No change to actually address the failure of the curriculum --just everything and everyone else. 

If you live in another area, I challenge you to research your own school district's "equity plan of action."