Category: Featured

ACTION ALERT RE: REAUTHORIZATION OF THE NCLB ACT

  1. Ask Senator Sessions (202)224-4124 and Senator Shelby (202)224-5744 to vote NO on The Every Child Achieves Act (S.1177).
  2. Ask Republicans to wait until Obama leaves office and pass a bill that rejects, not codifies, this President’s federalization of education.

US Senate leadership promised to write a bill to reauthorize No Child Left Behind (NCLB) that Obama wouldn’t veto. Unfortunately, on July 7th the Every Child Achieves Act (ECAA) moves to the Senate floor to be heard with Obama’s blessing. We need to STOP it!  Remember this bill has gone without reauthorization since it expired in 2008–WHY THE RUSH !!!! 

Republican leadership caved to Obama’s demands and agreed to language which expands, not reduces, the influence of the federal government over schools.   S.1177 is the largest piece of federal education legislation in over a decade and will last for at least 6 years.

21 talking points from American Principles in Action here include the following:

  • So-called protections from coercion to adopt Common Core are meaningless because they simply replicate existing protections that have no enforcement mechanism for the states.
  • Codifies previously uncodified NCLB waiver process; states have to submit to the feds for their approval detailed education plans in accordance with comprehensive federal guidelines.
  • Retains federal testing mandates in NCLB but adds assessment on behavioral/skills-based standards rather than truly academic standards and harvests data to resemble a psychological profile of the student. 
  • Creates national standards for PreK and childcare that result in compilation of psychological data under three year fed grants despite evidence that these early childhood programs have no lasting academic benefit but may actually do psychological harm.
  • “School climate” grants can pressure schools to suppress student expression of orthodox religious values.  See the symbol here from Sec. Arne Duncan indicating what values regarding marriage children will learn.
  • “Comprehensive school-based mental health services” enable “early identification of social, emotional or behavioral problems” thus enabling unprecedented government surveillance of students’ attitudes and mindsets.

http://www.americanprinciplesinaction.org/wp-content/uploads/ECAA-Talking-Points.pdf

Action Needed! Senate Debate on Every Child Achieves Act on Tuesday!

  1. Ask Senator Sessions (202)224-4124 and Senator Shelby (202)224-5744 to vote NO on The Every Child Achieves Act (S.1177)
  2. Ask Republicans to wait until Obama leaves office and pass a bill that rejects, not codifies, this President’s federalization of education.

US Senate leadership promised to write a bill to reauthorize No Child Left Behind (NCLB) that Obama wouldn’t veto. Unfortunately, on July 7th the Every Child Achieves Act (ECAA) moves to the Senate floor to be heard with Obama’s blessing. We need to STOP it!

Republican leadership caved to Obama’s demands and agreed to language which expands, not reduces, the influence of the federal government over schools.   S.1177 is the largest piece of federal education legislation in over a decade and will last for at least 6 years.

21 talking points from American Principles in Action here include the following:

  • So-called protections from coercion to adopt Common Core are meaningless because they simply replicate existing protections that have no enforcement mechanism for the states.
  • Codifies previously uncodified NCLB waiver process; states have to submit to the feds for their approval detailed education plans in accordance with comprehensive federal guidelines.
  • Retains federal testing mandates in NCLB but adds assessment on behavioral/skills-based standards rather than truly academic standards and harvests data to resemble a psychological profile of the student. 
  • Creates national standards for PreK and childcare that result in compilation of psychological data and three year fed grants despite evidence that these early childhood programs have no lasting academic benefit but may actually do psychological and academic harm.
  • “School climate” grants can pressure schools to suppress student expression of orthodox religious values.  See the symbol here from Sec. Arne Duncan indicating what values regarding marriage children will learn.
  • “Comprehensive school-based mental health services” enable “early identification of social, emotional or behavioral problems” thus enabling more government surveillance of students’ attitudes and mindsets.

http://www.americanprinciplesinaction.org/wp-content/uploads/ECAA-Talking-Points.pdf

Pediatric Association on Marriage Opinion

This past Friday, the President of the American College of Pediatricians, Dr. Michelle Cretella, criticized the Supreme Court’s decision to force every state in America to allow sodomy-based “marriage.”  Dr. Cretella argues,“[T]his is a tragic day for America’s children. The SCOTUS has just undermined the single greatest pro-child institution in the history of mankind: the natural family. Just as it did in the joint Roe v Wade and Doe v Bolton decisions, the SCOTUS has elevated and enshrined the wants of adults over the needs of children.”

At their website, the College has posted a wealth of information and scientific evidence that same-sex “marriage” is destructive to children and that children do best in natural families. In April, the College posted the following press release to their website, urging the Supreme Court to protect America’s children.

Same-Sex Marriage – Detrimental to Children
April 29, 2015 in Press Release

“The American College of Pediatricians urges the Supreme Court of the United States to consider the well-being of children in the case before them this week to legalize same-sex marriage.  While the debate over the legitimacy of same-sex marriage can be viewed from many perspectives, there should be little debate about the effects it has upon children: Same-sex marriage deliberately deprives the child of a mother or a father, and is therefore detrimental.  The College advocates for children in this debate from an objective position grounded in scientific evidence.

President, Michelle Cretella, states ‘The court must understand the gravity of their decision in its impact upon children around the world.  Every child needs a mother and a father.  Same-sex marriage directly disenfranchises children of this right.’

There is unequivocal evidence of the fundamental value of the married, father-mother family unit to the optimal development of the child.  For more information, including a link to the Amicus Brief filed with the Supreme Court, visit the Same-Sex Marriage page on the College website.”

If marriage reconfigured in the law…family, Western Civilization will likely crumble

The following letter from Dr. James Dobson was distributed to Eagle Forum leaders nationwide.

 

Dear Friends,
May I urge you to read this letter carefully? It has been written with a fervent prayer that you will recognize the urgency it conveys. It deals with a decision that is about to be announced by the U.S. Supreme Court, dealing with the definition of marriage. In late June or early July, the Justices will reveal their decision to either affirm the definition of marriage as being exclusively between one man and one woman, or it will redefine this institution to include same-sex unions….

Read entire letter here .

 

 

Action: Students are not Data

The State Board of Education is expected to vote on the proposed 2015 Comprehensive Counseling and Guidance Model (CCGM) at its June 11 meeting.

Eagle Forum considers this plan to be beyond the legitimate purview of counselors and an overreach that could be harmful rather than helpful to students and their families.  Eagle Forum believes the family is the rightful place for inculcating values and determining career choices.  It states, “All students will receive a data-informed counseling and guidance program that promotes academic achievement, career readiness, and personal/social development.” (p. 1)

  • CCGM shifts the primary goal of school counselors from helping children to collecting data on students and pushing Common Core objectives. (p. 38)
  • CCGM sets goals for changes in students’ behavior, emotions, feelings, attitudes, values and beliefs, thus expanding public authority over private lives of students into the affective domain, which has never before been allowed in Alabama schools (p. 16)
  • CCGM mandates in K-2 exercises to “identify changing family roles” (p. 15), “various family configurations” (p. 16) rather than modelling a natural family to which all may equally aspire
  • CCGM mandates acceptance of alternative lifestyles (p. 16)
  • CCGM violates students’ fundamental right to privacy by requiring students to disclose criminal records, language spoken in the home, socio-economic data, family composition, disability, beliefs, thus also violating student/professional counselor privacy protocol (p. 39 -40)
  • CCGM implements a series of assessments (with data collection and retention) that can disserve students by limiting student academic options and career possibilities: an assessment in the third grade that sets a trajectory for career tracking (ACT Aspire), another single assessment in the 8th grade (ACT Explore), and another in the 11th grade (ACT WorkKeys) with the resultant “annual career plan” to be only “annually approved” by the parents.  Career exploration/planning is desirable, but career tracking is unacceptable in a free society.  (p. 12-13)

You may view the CCGM herePlease ask your State School Board member here, to preserve proper counseling roles and stop this new model.  It facilitates psychological testing on all children and opens the door for school based health clinics, which would further usurp parental rights and responsibilities.   
http://www.wnd.com/2014/11/schools-to-mine-kids-for-mental-health-issues-with-feds-money/

Eunie Smith, President
Eagle Forum of Alabama
alaeagle@charter.net
(205)879-7096
http://alabamaeagle.org/donate

Dr. Alveda King’s Letter to Alabama Legislators on Common Core

May 22, 2015An Open LetterDear Alabama Legislator,The deep and sustaining desire that every child in Alabama will be given the best education possible to be ready to act upon God’s leading in his or her life is surely important to you.

To that end, please consider finding more creative solutions than what is offered in the one size fits all Common Core curriculum. Because we live in a one stop, instant coffee type of environment, we can be misled to believe that something like Common Core will fit the desired bill; but mounting research indicates that COMMON CORE will do more harm than good; hurting most those least able to pull themselves up out of the current educational environment of muck and more. All children need to and deserve to access their full God-given potential. By design, Common Core treats every child as a statistic to be measured by standardized tests.

The following statement from the Chicago Teachers Union in opposition to Common Core is relevant: “Common Core eliminates creativity in the classroom …We also know that high-stakes standardized testing is designed to rank and sort our children and it contributes significantly to racial discrimination and the achievement gap among students in America’s schools.” 9/8/2014 This sorting of students in Alabama based on the color of their skin or their parents income and the setting of lower achievement goals for African Americans than Caucasians has been widely reported. If teachers are told to expect less from minorities, they are likely to get less.

Additional concerns regarding Common Core are the lack of access to parents and local communities in contributing to what children are taught and how they are tested. Please ask yourself this: “Will our students be indoctrinated against the values of life, liberty and the pursuit of happiness enshrined in our Constitution?” These American values remain part of the sustaining success of our nation. Yet, there is a not so subtle erosion of these values. By design, Common Core will only add to this decline.  When Common Core is fully implemented, parents and our local communities will have little to no control over what is taught to our children through nationally prescribed Common Core assessments and the curriculum that has been developed to match those assessments.

Also, with the full disclosure features of Common Core, invasive, non-academic personal and family data being kept on state data bases will be at risk, with little or no guarantee that they can and will be protected.

As public Servants, you have the power to really assist children, their families and the communities you represent; please regain control over education in Alabama by passing the Alabama Ahead Act (SB101, HB424) ASAP. You can enable students to rise to new heights instead of holding them down to the lowest common denominator.

May God bless you – especially in your legislative endeavors that impact so many people.

Most sincerely,

Alveda Celeste King
Founder of Alveda King Ministries
Former College Professor and Author of KING RULES
3695F Cascade Road, Suite 307
Atlanta, GA 30331

asst@alvedaking.com www.kingrulesbook.com

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 Alabamaeagle.org. 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 Alabamaeagle.org.  Paid for by Eagle Forum of Alabama.

 

 

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