Category: Education

ACT NOW: Ask Your Representative to Support HB424

ASAP – Please ask your State Representative and key legislators listed below to vote for the Alabama Ahead Act (HB424) to restore sound, state-controlled education in Alabama so that our students will excel, not just be common. Please let us know their response.

Speaker Mike Hubbard; Education Policy Committee Members: Chairman Terri Collins, Oliver Robinson, Mack Butler (co-sponsor), Barbara Drummond, Bob Fincher  (sponsor), Ed Henry, Barry Moore, Jim Patterson, Chris Pringle, Rod Scott, Patricia Todd, Phil Williams, Chairman Rules Committee Mac McCutcheon.  To find your Representative, click here.

If your representative is a co-sponsor, please thank him and ask that he encourage Speaker Hubbard to put HB424 on the Special Order Calendar.

HB424 co-sponsors: Bob Fincher (sponsor), Arnold Mooney, Matt Fridy, Tommy Hanes, Ritchie Whorton, Nathaniel Ledbetter, Corey Harbison, Mike Holmes, Rich Wingo, Dickie Drake, Jack W. Williams, Randall Shedd, Steve Hurst, Mike MillicanRon Johnson, Dimitri Polizos, Reed Ingram, Paul Beckman, Randy Davis, Issac Whorton, Lynn Greer, Phillip Pettus, Mack Butler and Steve McMillan.

Hear our new radio ad!

We are excited to announce that we have a commercial airing now on the Rick and Bubba Show (WZZK), regarding Dr. James Milgram’s warning of the “irreversible harm” that is likely to occur after four years of Common Core Math.  Alabama students are currently experiencing their third year.   See the text of the ad below, or you may click on the link to hear it (will not play on Explorer).  Then contact your Senator and Representative and ask them to support SB101 in the Alabama Senate and HB424 in the Alabama House of Representatives.  Visit our “Find Your Legislators” tab here to find and contact yours.


Students in Alabama will soon embark on their 4th year of common core mathematics. Professor James Milgram, a national expert on school math standards, has a warning for Alabama parents. “Alabama friends, you need to be aware that four years of common core math can do students irreversible harm based on our experience in California”. Professor Milgram knows what he’s talking about. He authored the 1997 California Standards proving to be the best math standards in the nation. His advice to us: “Ask your state Senator to support Senate Bill 101 in the Alabama Legislature”.  Go now to There you can email your state legislator directly.  Ask your state Senator to support Senate Bill 101, and repeal common core.  “Protect Alabama students from the irreversible damage”.  Again, that’s  Paid for by Eagle Forum of Alabama.



Tennessee Replaces Common Core With Only One Dissenting Vote

Common Core is Replaced in Tennessee!

Hallelujah!  EVERY Tennessee legislator except ONE voted to Replace Common Core.  The Governor was involved in the legislative process and will sign the bill into law.

The South Carolina legislature passed a replacement bill in June 2014.  In March 2015, the SC Board of Education adopted replacement standards.

The Alabama Ahead Act, SB101 AND HB424, provides for the BEST replacement process.

What about it, Alabama?!!


Tennessee facts:


SB 1163 by *Bell, (HB 1035) by *Spivey
These three amendments now make up the body of SB1163-HB1035:
Amendment 1Amendment 2Amendment 3

These are final Votes:

House Floor and Committee Votes


Representatives voting aye were: Akbari, Alexander, Armstrong, Beck, Brooks H., Brooks K., Butt, Byrd, Calfee, Camper, Carter, Casada, Clemmons, Coley, Cooper, Daniel, DeBerry, Doss, Dunlap, Dunn, Durham, Eldridge, Faison, Farmer, Favors, Fitzhugh, Forgety, Gilmore, Goins, Gravitt, Halford, Hardaway, Harrison, Hawk, Haynes, Hazlewood, Hill M., Hill T., Holsclaw, Holt, Howell, Hulsey, Jernigan, Johnson, Jones, Kane, Keisling, Kumar, Lamberth, Littleton, Lollar, Love, Lundberg, Lynn, Madam Speaker Harwell, Marsh, Matheny, Matlock, McCormick, McDaniel, McManus, Miller, Mitchell, Moody, Parkinson, Pitts, Pody, Powell, Powers, Ragan, Ramsey, Reedy, Rogers, Sanderson, Sargent, Sexton C., Sexton J., Shaw, Shepard, Smith, Sparks, Spivey, Stewart, Swann, Terry, Todd, Towns, Travis, Turner, Van Huss, Weaver, White D., White M., Wilburn, Williams, Windle, Wirgau — 97.

Senate Floor and Committee Votes

HB1035 by Spivey – FLOOR VOTE: THIRD CONSIDERATION 4/21/2015

Senators voting aye were: Bailey, Beavers, Bell, Bowling, Briggs, Crowe, Dickerson, Gardenhire, Green, Gresham, Hensley, Jackson, Johnson, Kelsey, Ketron, Kyle, McNally, Mr. Speaker Ramsey, Niceley, Norris, Overbey, Roberts, Southerland, Stevens, Tracy, Watson, Yager, Yarbro — 28.
Senators voting no were: Harris — 1.

NOTE:  This is the bill we passed last year:
See Section 1 especially.

Information for Your Pastor

Following is the resolution that was unanimously approved by representatives of the 1.1 million member Alabama Baptist Convention in November 2014 which called for the repeal of the Common Core State Standards in Alabama.  Please forward this resolution to your pastor and ask that he share it with his state senator and representative with the request that they stop the miseducation and indoctrination of our children by supporting SB101 to replace common core with sound, superior standards.  SB101 has passed the Senate Education Committee and is in the Senate Rules Committee chaired by Sen. Jabo Waggoner.  We need it to get to the floor quickly so that the House will have time to act.  You may also want to print the resolution yourself to give to your representatives.

Information on how to find your senator and representative is here.

The following documentation appeared on the resolution that was submitted to the Resolutions Committee.


[2] Comprehensive Counseling and Guidance Model for Alabama Public Schools




Data Shows Another Year of AL Common Core Math “Irreversible Damage”

This week we learned of the impending danger for Alabama children if we don’t stop Common Core in THIS legislative session. Stanford Professor James Milgram is the acknowledged national expert on Math standards writing.  Based on a huge set of data on the failed 1992 California standards written by the same Phil Daro who was the lead author for the Common Core standards, Dr. Milgram addressed the following question:

“ ‘ How long would it take for a student initially in the Phil Daro 1992 program before its low level and erroneous perspective on mathematics would have produced irreversible damage?What the data showed was that if a student had been in the program for four or more years … statistically they never recovered… So you have a situation with the Common Core mathematics standards where you have a limited window and you pretty much know what is going to happen … because the guiding ideas behind it are the exact guiding ideas behind the 1992 CA standards.”   

 Alabama students are being tested on their THIRD year of Common Core math.  Next year – their FOURTH year – will be too late for most Alabama students.  They will never recover from the irreversible damage as experienced by California students.   

For the full text of Dr. Milgram’s letter, click the link below.

Dr. Milgram Letter

Update: Replace Common Core bill moving in Senate

The Senate Education Committee will be voting on Senator Rusty Glover’s SB101, the Alabama Ahead Act, that will repeal Common Core, this Wednesday, April 15th.  Please contact the committee members, thank them for hearing us at this past Wednesday’s hearing and ask that they vote FOR SB101. Brewbaker, Chairperson; Ross, Vice Chairperson; Bussman, Figures, Marsh, McClendon, Pittman, Sanders, Shelnutt.

SB101 will re-establish local and state control of education; terminate implementation of the Common Core standards; direct the State Board to replace these standards with the Math and English courses in use immediately prior to Common Core; convene Course of Study committees to update these standards and improve upon them using the pre-common core standards from states whose national scores ranked no less than the top 10%; implement these proven, improved standards and aligned assessments; prohibit imposition on Alabama of other such national standards or assessments that cede control away from Alabamians.

See the short DVD by Utah Mental Health Therapist Joan Landes that stresses the urgency of putting a stop to Common Core.  She spoke with some House and Senate members at the Alabama Statehouse last year.

You may want to look up her credentials and send it to your representatives.


We Must Adopt the Best Academic Standards

GUEST COLUMNIST: We must adopt the best academic standards
By Eunie Smith
Published: Saturday, April 4, 2015 at 3:30 a.m.

Under Common Core, Alabama is progressing downward to a woefully inferior academic education under this one-size-fits-all national mandate. The first assessment results show that only 62 percent are proficient in English and only a pitiful 19 percent are proficient in math — so low that it can hardly be explained away. Is it any wonder when we recognize that the whole Common Core regimen is experimental and not written by seasoned educators?

Regarding K-3, over 500 early childhood experts warned that the standards are developmentally inappropriate, and their predictions — that they would only frustrate and depress, not educate and inspire students — are coming true. The elementary math emphasis on theory for students who, at their age, think in concrete, not abstract, terms, and on methodology rather than the correct answer, has the same sad results. Stanford Professor Dr. James Milgram, the only mathematician on the Common Core Validation Committee, said that Common Core math puts students two years behind high-achieving states and nations.

Common Core English language arts standards also place college readiness at risk. It cuts in half the kind of rich classic literature that has leveled the playing field for all students by teaching them to devour increasingly complex plots with their lessons of the perennial struggle between good and evil. Students for centuries have gleaned from these stories a desire to be on the side of the good. Among Common Core substitutes are readings from insulation manuals or excerpts from contemporary works about social studies or recommendations for age inappropriate dark stories of sexual promiscuity and abuse.

Common Core does a terrible disservice to students, whose school experience should prepare them for life, not just low-level jobs. Its denial of American exceptionalism ill equips these students to preserve what is left of the country that has provided more opportunities for more people with the highest standard of living and the greatest degree of individual freedom than any other country in world history. They are not being taught that limiting government increases individual liberty and unleashes creativity and achievement. Instead, too many are taught how to fill out government forms.

Common Core assessment content is out of the hands of Alabamians. It is written under the auspices of a federal contractor, ACT Aspire. Its data collection is being handled by Pearson, the international publisher that was exposed for “spying on students.” Even the liberal National Education Association expressed concern that Pearson is “mining information posted on social media and matching it with students’ private information that Pearson collects as a test provider.” These assessments drive what teachers teach, as they will be graded on how students perform. It was President Jimmy Carter’s education secretary who said that national control of testing means “national control of ideas.”

Regarding assertions that local systems are in control, teachers know that they are closely scrutinized to make sure that they are “Teaching to the Core.” However, Alabama Superintendent of Education Tommy Bice has said publicly, “If teachers do not like the way we are headed, I will be glad to show them the exit sign.” Current legislation prevents teachers from exercising their First Amendment right to criticize Common Core even outside of school.

Alabama College and Career Ready Standards are just the tip of the iceberg. The Common Core Initiative encompasses gathering non-academic individual student data, so-called learning supports, which invade family rights and privacy; grading teachers and principals on how the students score on standardized tests; job tracking of students starting in elementary school; and analyzing, in some cases via weekly assessments, to determine what career cluster the student will be placed into by 8th grade. This can limit a student’s horizons long before they are ready to choose for themselves.

As one astute commentator said, “Common Core changes the focus of traditional education from teaching students how to be future citizen-leaders and productive citizens of a self-governing republic, to training students for a planned economy (and to meet specific needs of employers).”

Sen. Rusty Glover’s SB 101 has our support because it would put a stop to Common Core, regain local control of education and begin the process to formulate new Alabama standards built upon past academic success using the best of the best pre-Common Core standards nationwide.

Eunie Smith is president of Eagle Forum of Alabama, a conservative advocacy group.

The End of History, Part II

The End of History, Part II

The new Advanced Placement U.S. history exam focuses on oppression, group identity and Reagan the warmonger.

President Reagan speaking in West Berlin near the Brandenburg Gate, June 12, 1987. PHOTO: AFP/GETTY IMAGES



April 1, 2015 7:07 p.m. ET


If you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!

—President Ronald Reagan, speech at the Brandenburg Gate, Berlin, 1987

President Reagan’s challenge to Soviet Premier Mikhail Gorbachev remains one of the most dramatic calls for freedom in our time. Thus I was heartened to find a passage from Reagan’s speech on the sample of the new Advanced Placement U.S. history exam that students will take for the first time in May. It seemed for a moment that students would be encouraged to learn about positive aspects of our past rather than be directed to focus on the negative, as happens all too often.

But when I looked closer to see the purpose for which the quotation was used, I found that it is held up as an example of “increased assertiveness and bellicosity” on the part of the U.S. in the 1980s. That’s the answer to a multiple-choice question about what Reagan’s speech reflects.

No notice is taken of the connection the president made between freedom and human flourishing, no attention to the fact that within 2½ years of the speech, people were chipping off pieces of the Berlin Wall as souvenirs. Instead of acknowledging important ideas and historical context, test makers have reduced President Reagan’s most eloquent moment to warmongering.

The AP U.S. history exam matters. Half a million of the nation’s best and brightest high-school students will take it this year, hoping to use it to earn college credit and to polish their applications to competitive colleges. To score well on the exam, students have to learn what the College Board, a private organization that creates the exam, wants them to know.

No one worried much about the College Board having this de facto power over curriculum until that organization released a detailed framework—for courses beginning last year—on which the Advanced Placement tests on U.S. history will be based from 2015 onward. When educators, academics and other concerned citizens realized how many notable figures were missing and how negative was the view of American history presented, they spoke out forcefully. The response of the College Board was to release the sample exam that features Ronald Reagan as a warmonger.

It doesn’t stop there. On the multiple-choice part of the sample exam, there are 18 sections, and eight of them take up the oppression of women, blacks and immigrants. Knowing about the experiences of these groups is important—but truth requires that accomplishment be recognized as well as oppression, and the exam doesn’t have questions on subjects such as the transforming leadership of Martin Luther King Jr.

The framework requires that all questions take up sweeping issues, such as “group identity,” which leaves little place for transcendent individuals. Men and women who were once studied as inspirational figures have become examples of trends, and usually not uplifting ones. The immigrant story that the exam tells is of oppressed people escaping to America only to find more oppression. That many came seeking the Promised Land—and found it here—is no longer part of the narrative.

Critics have noted that Benjamin Franklin is absent from the new AP U.S. history framework, and perhaps in response, the College Board put a quotation from Franklin atop the sample exam. Yet not one of the questions that were asked about the quotation has to do with Franklin. They are about George Whitefield, an evangelist whom Franklin described in the quote. This odd deflection makes sense in the new test, considering that Franklin was a self-made man, whose rise from rags to riches would have been possible only in America—an example of the exceptionalism that doesn’t fit the worldview that pervades the AP framework and sample exam.

Evangelist Whitefield, an Englishman who preached in the colonies, was a key figure in the Great Awakening, an evangelical revival that began in the 1730s. Here, however, he is held up as an example of “trans-Atlantic exchanges,” which seems completely out of left field until one realizes that the underlying notion is that we need to stop thinking nationally and think globally. Our history is simply part of a larger story.

Aside from a section about mobilizing women to serve in the workforce, the sample exam has nothing to say about World War II, the conflict in which the U.S. liberated millions of people and ended one of the most evil regimes in the history of the world. The heroic acts of the men who landed on Omaha Beach and lifted the flag on Iwo Jima are ignored. The wartime experiences that the new framework prefers are those raising “questions about American values,” such as “the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb.”

Why would the College Board respond to criticism by putting out a sample exam that proves the critics’ point? Perhaps it is a case of those on the left being so confirmed in their biases that they no longer notice them. Or maybe the College Board doesn’t care what others think.

Some states are trying to get its attention. The Texas State Board of Education, noting that the AP U.S. history framework is incompatible with that state’s standards, has formally requested that the College Board do a rewrite. The Georgia Senate has passed a resolution to encourage competition for the College Board’s AP program. If anything brings a change, it is likely to be such pressure from the states, which provide the College Board with substantial revenue.

Some 20 years ago, as chairman of the National Endowment for the Humanities, I made a grant to a group to create voluntary standards for U.S. history. When the project was finished, I had standards on my hands that were overwhelmingly negative about the American story, so biased that I felt obliged to condemn them in an op-ed for The Wall Street Journal called “The End of History.”

I learned an important lesson, one worth repeating today. The curriculum shouldn’t be farmed out, not to the federal government and not to private groups. It should stay in the hands of the people who are constitutionally responsible for it: the citizens of each state.

Mrs. Cheney, a senior fellow at the American Enterprise Institute, writes about history. Her most recent book is “James Madison: A Life Reconsidered” (Viking, 2014).


Albert Boese