Face-to-face

"You know, we are sitting here, you and I, like a couple of regular fellas. You do what you do, and I do what I gotta do. And now that we've been face to face, if I'm there and I gotta put you away, I won't like it. But I tell you...brother, you are going down." --Al Pacino's cop to Robert de Niro's robber in "Heat" (1995)

It's hard to believe that the final showdown over the Minnesota Academic Standards for science and social studies, and over the confirmation of Cheri Pierson Yecke as Education Commissioner, happened barely one year ago. Our friends Craig Westover and King Banaian reflect on Yecke in their respective blogs.

Last year, social studies committee members (of which I was one), the Department of Education under Cheri Pierson Yecke, DFLers and Republicans, and educators organized by the Minnesota Council for the Social Studies mixed it up with dueling web sites, letters to the editor, Capitol demonstrations, lobbying, online petitions, and testimony at community and legislative committee hearings, all over the state. (That's MAPSSS activist Paul Spies in the photo, going toe-to-toe with EdWatch members in front of the Department of Education's Roseville HQ one morning last year before an Academic Standards Committee meeting.) This blog was born during those busy days. It was a fine example of an ongoing American political debate that involved lots of people, not just lobbyists. It got us thinking and arguing about the basic purposes of social studies and public education.

A year later, the number of blogs has grown exponentially. They brought us Rathergate and the Swiftees. They have evolved to where they have their own alliances, press credentials, and radio shows. But face-to-face contact between bloggers of opposing views is too rare.

Today's cyberspace duels are too antiseptic, too easy. Much of what happened last year occurred offline, at evening public hearings, in parking lots(!), at the Capitol, at the Department of Education, etc. A face-to-face debate would bring people of all political stripes into a room for some thought-provoking exchange that a cyberspace encounter can't match.

Think a joint meeting between the MOB and whatever its liberal counterpart is (I plead ignorance; please enlighten me in the comments section). Or a local version of the Hewitt v. Beinart debate (Westover v. Coleman?). Then pick a topic (education funding, taxes, transit, affordable housing). At the least we would get some good food and drink, minds might not be changed, but our assumptions would be challenged, always a good thing. And Anoka Flash would keep us all honest, left and right.

EDUCATION

A New Hope

EdWatch reports that on May 2, the "House Ways and Means Committee adopted a significant amendment to the House Education Omnibus bill that made important course corrections. As a result, the House has a strong position in conference committee with the Senate. Many thanks especially go to Reps. Barb Sykora, Sondra Erickson, Karen Klinzing, and Mark Buesgens for their important work.

"Mental health screening was removed from the House bill, for example, and references to Early Learning Indicators (the controversial curriculum standards developed initially under Christine Jax of the Ventura administration) were removed. Building on Representative Sykora's excellent language from a few years ago, even stronger protections against coerced drugging and new, important protections against coerced mental health screening were added to the House bill. Remember to thank these legislators."

Meanwhile, the Star Tribune reports on Governor Pawlenty's pessimism about the Legislature's ability to wrap up their business in time to avoid a special session:

"Are they going to get all their work done by Monday? No." Months of warnings that he would veto a tax increase were ignored, Pawlenty said, prompting him to ask, "How dumb can they be?"

EDUCATION

Eagle Ridge Academy update

After hearing the radio ad for Eagle Ridge Academy charter school in Eden Prairie, I asked board member Susan Brown for an update. Eagle Ridge Academy opened in the fall of 2004 with grades 6, 7 and 9. In the fall of 2005, it will add grades 8 and 10; in subsequent years it will add grades 11 and 12.

The school's radio ad on AM 1280 The Patriot has apparently generated a lot of interest. Susan says that they have over 100 applications for the 2005-2006 school year, from southwest metro residents and from as far away as Minneapolis and Saint Paul, Apple Valley, Glencoe, Maple Grove, and Brooklyn Park, and from outside the United States.

Headed by director Judi Ingison, the school is ironing out first year issues like the school uniform policy, curriculum refinements, and new sports clubs. Like Veritas Academy in Minnetonka, Eagle Ridge touts a classical, liberal arts, college preparatory curriculum.

"As the end of the year approaches," said Brown in an e-mail message, "some of the popular and unique aspects of Eagle Ridge Academy have been Focused Studies on Wednesday, a three-hour block on Wednesday for students to explore other areas of study in more depth as well as some sports activities.

"Also, school community meetings are held once a month with our director and allow families the forum for the airing of both the positive and negative.

"Finally, the curriculum nights held every five weeks provide parents with valuable curriculum information such as the upcoming tests, papers and reading material for their students, but also, the curriculum grids that are handed out allow them to see how the curriculum is being integrated."

For further information, visit the information-packed Eagle Ridge Academy web site, e-mail Susan Brown, or call (952) 746-7760.

EDUCATION

Vertias Academy update

Mark Keller, director of Veritas Academy, a public high school with a private school curriculum, sent me this update on his school, which he hopes to build into "one of the finest college preparatory academies in the Midwest:"

• Building - The building project has moved ahead on two fronts: First, a nonprofit group dedicated to Veritas is very close to closing on the building that we will lease at the corner of I-394 and I-494 in Minnetonka. Second, the zoning permit is now entered into the system for review and decision.


• Staffing - We are in the process of hiring staff and are excited by the energy and competency of the people that we have interviewed. Janet Oliver has started working on the curriculum and is in the process of reviewing textbooks and other resources.


• Student Registrations - As of May 11 we have 38 students, we need to more than double this number in the near future. I am asking for your help in developing new ways to get the word out that a free "classical" education college prep school will be available to all students.


• Sports and activities - We are moving ahead with lifelong sports: tennis, golf, downhill skiing and track/cross-country. Further, I have heard that there are some students coming to Veritas who may be interested in a lacrosse team. Would you please email me at veritasadmin@hotmail.com with the activities that you would like to see?

All the best to Keller, the board, the staff, and growing faculty and student body at Veritas Academy as they work toward their first day of classes this fall. As Scholar says, In Scientia Libertas, In Knowledge, Liberty.

For more on Veritas Academy: "Birth of a charter school," February 17, 2005. Also visit the Veritas Academy web site for a schedule of parent information meetings, how to apply, and more.

EDUCATION

Ominous Omnibus, or Au Contraire, Au Pair

A while back, I blogged about the coming Minnesota "Nanny State," in which the state of Minnesota snatches our children from the cradle, usurping parental authority and privacy, taking away local control, and sending us the bill to boot.

Thanks to your complaints and some hard work from House Republicans, the Mary Poppins from Hell provisions have been excised from the House omnibus education bill (HF 872), but unfortunately she has her foot in the door in the Senate version. Now that both bodies have passed their versions, the dance of legislation moves to the House-Senate conference committee, where the two versions must be reconciled into one, which will be sent to the Governor's office for his signature and passage into law.

These omnibus bills are by nature complicated and difficult to track. The differences that must be reconciled clearly show the differences in philosphy between the Republican-controlled House and the DFL-controlled Senate (hat tip to EdWatch for this analysis):

1. Will the state adopt controversial Early Learning Indicators (curriculum standards) like the rejected Profile of Learning that define for all parents in Minnesota what their infants and toddlers -- birth through five -- should be taught, including indoctrination into the political agendas of gender identity, diversity training, vocations, environmentalism, and social activism?

The Senate version says YES. The House version says NO.

2. Will the state create big government oversight of public, private, and religious child care centers through a state rating system based on these controversial early learning curriculum standards?

The Senate version says YES. The House version says NO.

3. Will the controversial early learning curriculum be used as a basis for screening toddlers beginning at age three?

The Senate version says YES. The House version says NO.

4. Will toddlers be subjected to mental health screening?

The Senate version says YES. The House version says NO.

5. Will parents be protected from the coercion of threats of child abuse, child neglect, educational or medical neglect charges for refusing to medicate their children with powerful psychotropic drugs that have potentially lethal side effects like suicide?

The Senate version says NO. The House version says YES.

6. Will your tax dollars be spent on coordinated services, including expensive, controversial, subjective, and invasive mental health and home visiting programs, for "at-risk" infants and preschool children when "at-risk" is never defined?

The Senate version says YES. The House version says NO.

7. Will districts be required to teach comprehensive sex education that does not allow an abstinence-only approach, and that will teach kids how to use contraceptives -- without active, opt-in parental consent?

The Senate version says YES. The House version says NO.

8. Will the South St. Paul International Baccalaureate curriculum for global citizenship expand to all of its K-12 programs?

The Senate version says YES. The House version says NO.

9. Will references to state and American religious history and founding documents be protected from classroom censorship, and will students' freedom to voluntarily write and report on religious topics be protected?

The Senate version says NO. The House version says YES.

We urge the conferees to adopt the House position on these issues in the final omnibus bill. It all comes down to a small group of legislators sitting in the conference committee, and they need your advice now on setting the future course of education and child rearing in Minnesota. The first meeting of the conference committee is scheduled for today after both bodies adjourn their floor sessions.

(The area code for all numbers is 651.)

House conferees:

Rep. Barb Sykora, 296-4315
Rep. Denise Dittrich, 296-5513
Rep. Mark Buesgens, 296-5185
Rep. Sondra Erickson, 296-6746
Rep. Bud Heidgerken, 296-4317

Senate conferees:

Sen. LeRoy Stumpf, 296-8660
Sen. Steve Kelley, 297-8065
Sen. Dan Sparks, 296-9248
Sen. Gen Olson, 296-1282
Sen. Linda Scheid, 296-8869

EDUCATION

Thank a teacher

Last night was the Ice Cream Social over at my daughter's elementary school. This is an annual event that has evolved over the years into something way beyond ice cream (and there was plenty of ice cream, six or seven flavors in fact).

After savoring our ice cream in the cafeteria, we walked next door to the gym, where the book fair was held with probably hundreds of books, computer software, and educational toys for sale.

At the appointed time, our PTA president took the microphone and recognized several PTA volunteers, and next year's PTA board was elected by acclamation. With several hundred pupils and parents in the gym, it was noisy, but it was a joyful noise. Several alumni, now in middle school or beyond, made an appearance. Parents conversed, some with their preschoolers in tow.

Then over a dozen staff and faculty took the stage, with our principal on lead guitar, for a rock-n-roll revue. One of the janitors was in full Las Vegas Elvis regalia, complete with white rhinestone-studded jump suit, wig, and oversized gold-rimmed sunglasses. The female teachers, dressed in white t-shirts and feather boas, sang in the chorus. The music teacher played keyboard, while other staff covered bass guitar, drums, and vocals. They sang a little Beach Boys, The Bangles, and of course Elvis. Our D.A.R.E. officer, whom the kids love and respect, rocked to the music. The kids clapped, waved their hands, and got up front at the end to dance with their teachers. The parents laughed as they recognized the songs and cringed at the occasional sour note.

The school is a special world unto itself, with alumni coming back to visit and two teachers who are also former pupils, active parent volunteers, a caring staff, high academic achievement, and a principal and teachers we will never forget. We all have sort of grown up together over these last several years. It's no wonder there is so much weeping at each year's fifth grade "graduation" event.

Here, as at your kids' school I am sure, teaching is more than pedagogy, and it's not something teachers do to get rich. As the song goes, how can you thank someone who has taken you from crayons to perfume? This Teacher Appreciation Week (it was actually last week), we put aside the politics, curriculum and instruction, funding, testing and assessment, accountability, and the rest of it, and simply say "Thank you, teachers, more than our words can say." Be sure to thank a teacher at your local school.

EDUCATION

Carnival of Education, Week 13

In what is shaping up into the Education Week of the blogosphere, the thirteenth edition of the Carnival of Education has opened its gates, thanks to the hard work this week of Jenny D. So take a stroll from the big top to the midway for a national roundup of education news for the rest of us -- including my post from yesterday about International Baccalaureate (IB).

EDUCATION

International Boogeyman

What's all the fuss about International Baccalaureate (IB)?

In the Minnetonka Independent School District, parents are lobbying the school board to eliminate its IB program, citing costs, lack of local control, possible competition with Advanced Placement (AP) courses, and claim that it "'de-emphasizes national culture in favor of world culture and world views,' said Paul Borowski of Chanhassen, a father of three district students (Academic program causes stir, Star Tribune, April 20, 2005)."

In the NorthWest Suburban Integration School District (NWSISD), parents are asking why, if IB is so great, were opposing viewpoints not heard before IB was approved for its Evergreen Elementary and Champlin Park High School? (Hat tip to both Parents In Touch Anoka-Hennepin (PiTAH) and Al Winters, neither of which have web sites or blogs.) "When NWSISD surveyed the public on what magnet programs they would support," claims PiTAH in an e-mail, "IB was never listed as an option. The public wanted an emphasis on the basics and math and science."

(No rumblings yet in my home district of Wayzata.)

Yet some IB grads like blogger Bill Heyman (see Prairie of Eden, "IB Controversy in Minnetonka") say that "the International Baccalaureate program offers a rich, engaging educational experience for the students who participate in it. I have gained so much from the program that I recently made a contribution to my public school just last month in support of this fantastic program."

So are these people who can't "get with the programme" just a bunch of hyperventilating xenophobes? (Ad hominem attack here for irony.)

According to the IB web site, "The International Baccalaureate Organization was founded in Geneva, Switzerland in 1968 as a non-profit educational foundation. Its original purpose was to facilitate the international mobility of students preparing for university by providing schools with a curriculum and diploma recognized by universities around the world. Since then its mission has expanded, and it now seeks to make an IB education available to students of all ages."

Grassroots parent groups like PiTAH and EdWatch have a few basic problems with IB:

1. IB curriculum isn't knowledge-based. It is "transformational."


2. IB doesn't teach our students the basic founding principles that have made America free.


3. IB promotes a highly politicized and radical worldview.

According to an article cited by Kimberly Swygert at Number Two Pencil ("UN influence on US schools"):

No longer are American children learning about the structure of a federal republic compared to a parliamentary democracy. No longer are children learning the difference between capitalism and socialism. No longer are children being taught why the United States became the most powerful economic engine the world has ever known.

Instead, they are being taught that with less than 5 percent of the world's population, the U.S. uses 25 percent of the world's resources and produces 25 percent of the world's pollution. They are being taught that the U.S. is the No. 1 terrorist nation. They are being taught that the rest of the world is mired in poverty because of the greedy capitalists in the United States.

According to the IB web site, "IB programmes cultivate internationalism and respect for other cultures...Students are taught to be active learners, well-rounded individuals and engaged citizens, who gain practical experience of being part of an international community."

This is all well and good on the surface, but Scholar urges parents to not take their school district's marketing of IB at face value. Find out how IB will be funded in your district, what will be taught, and how it will be taught. If your child enrolls in an IB "programme," be sure that he or she also gets American history and civics in other coursework.

If you have a problem with the idea of state or federal curriculum, how do you feel about a curriculum developed by the United Nations? We may live in a global village in some ways, but national sovereignty still has a lot going for it. Unfortunately, even the supposedly home-grown federal social(ist) studies curriculum pushed by the Center for Civic Education is also replete with this stuff:

"In the past century, the civic mission of schools was education for democracy in a sovereign state. In this century, by contrast, education will become everywhere more global. And we ought to improve our curricular frameworks and standards for a world transformed by globally accepted and internationally transcendent principles."

"The philosophy of the schoolhouse in this generation," said Lincoln, "is the philosophy of the government in the next generation." Which is why the stakes are so high in K-12 education policy these days.

EDUCATION