How Public Schools Lie to Parents and Betray Our Children

Written by Joel Turtel

Underrepparttar "No Child Left Behind Act," public schools whose students consistently fail standardized tests can now be shut down. To protect their jobs, teachers and principals are now under intense pressure to cheat — to fudge test scores and report cards to fool parents and school administrators.

How do public schools deceive parents? Joel Turtel, author ofrepparttar 144046 new book, "Public Schools, Public Menace: How Public Schools Lie to Parents and Betray Our Children," lists some ofrepparttar 144047 ways public schools can “cheat”:

1. Poor students are excluded or discouraged from takingrepparttar 144048 tests.

2. Teachers assign tests as homework or teach test items in class.

3. Test security is minimal or even nonexistent.

4. Students are allowed more time than prescribed by test regulations.

5. Unrealistic, highly improbable improvements from test to test are not audited or investigated.

6. Teachers and administrators are not punished for flagrant violations of test procedures.

7. Test results are reported in ways that exaggerate achievement levels. (from Myron Lieberman's book, "Public Education: An Autopsy")

In December 1999, a special investigation of New York City schools revealed that two principals and dozens of teachers and assistant teachers were helping students cheat on standardized math and reading tests.

Andrew J. Coulson, in his brilliant book, "Market Education: The Unknown History," cites an example of how public schools deliberately lie to parents about their children’s academic abilities:

“Consistently greeted by A’s and B’s on their children’s report cards,repparttar 144049 parents of Zavala Elementary School had been lulled into complacency, believing that bothrepparttar 144050 school and its students were performing well. In fact, Zavala was one ofrepparttar 144051 worst schools inrepparttar 144052 district, and its students ranked nearrepparttar 144053 bottom on statewide standardized tests. When a new principal took overrepparttar 144054 helm and requested thatrepparttar 144055 statewide scores be read out at a PTA meeting, parents were dismayed by their children’s abysmal showing, and furious with teachers and school officials for misleading them with inflated grades.”

In 1992,repparttar 144056 scholarly journal Educational Measurement: Issues and Practice publishedrepparttar 144057 results of a national survey about teacher cheating. Janie Hall and Paul Kleine,repparttar 144058 authors ofrepparttar 144059 report, asked 2256 public-school teachers, principals, superintendents, and testing supervisors if their colleagues cheated on tests. Forty-four percent of those questioned answered yes. Also, 55 percent ofrepparttar 144060 teachers surveyed said they were aware that many of their fellow teachers changed students' answers, taught specific parts of tests prior torepparttar 144061 tests, and gave students hints during tests. Today,repparttar 144062 pressure for teachers and principals to cheat is even greater because ofrepparttar 144063 No Child Left Behind Act.

Pagan Religions Taught In Public Schools

Written by Joel Turtel

In classrooms throughoutrepparttar country, Judeo-Christian beliefs are often cast aside or ridiculed. Multiculturalism studies, environmental propaganda, and Save-the-Earth classes now indoctrinate children with New-Age religious beliefs, often without parents’ knowledge. Public schools sometimes try to sneak offensive pagan or new-age religions into their curriculum without parents’ knowledge underrepparttar 144045 guise of multiculturalism studies.

In January, 2003, a group of parents sued a Sacramento Unified School District because certain teachers at their local elementary school were aggressively, and secretly, teaching anthroposophy, a religion that combines traditional Western religion with astrology and New Age religion. Pacific Justice Institute lawyers representingrepparttar 144046 parents indicated that many other public schools in California are now adding New Age and Eastern religions, including Islam, to their curricula.

Below is only a small sample ofrepparttar 144047 flood of “spiritual” sessions taking place in classrooms throughoutrepparttar 144048 country (examples are from Berit Kjos’s book, "Brave New Schools"):

1. Altered states of consciousness: Teaching students to alter their consciousness through centering exercises, guided imagery, and visualizations has become standard practice in self-esteem, multicultural, and arts programs. They often encourage contact with spirit guides.

2. Dreams and visions: After studying a pagan myth, students are often asked to imagine or visualize a dream or vision, then describe it in a journal or lesson assignment.

Cont'd on page 2 ==> © 2005
Terms of Use