The Continuing Collapse

I read this on Voddie Bauchman’s blog and the author, Mr. Shortt encourages readers to circulate what he has written.

by Bruce Shortt, J.D., Ph.D.


“Doing the Education Research that Illegal Aliens Won’t Do Since 1997″

September 2008


Never forget that teachers’ unions always have our children’s best interests in mind.

The state’s largest teacher’s union says teachers who have sex with their 18-year-old students should not necessarily face felony charges.

The Washington Education Association filed a “friend of the court” briefing in the state Court of Appeals case of former Hoquiam High School choir teacher Matthew Hirschfelder, accused of having sexual relations with one of his 18-year-old students.

“Eighteen- year olds aren’t kids,” union spokesman Rich Wood said. “They are minors. … And should consenting adults be subject to criminal charges? That’s the question behind this case and this law.”…

Last year, Hirschfelder’s attorney Rob Hill argued that the case should be dismissed because the girl was not a minor. Hill questioned the state law, which says, in part, that a person is guilty of first-degree sexual misconduct with a minor if “the person is a school employee who has … sexual intercourse with a registered student of the school who is at least 16 years old and not married to the employee …”

The employee must also be five years older than the student.

Superior Court Judge David Foscue, who recently retired, ruled that there “is no ambiguity in the text of the statute.”

“As long as she’s still a student in the school, she can still be a victim of this crime,” Foscue said last year…

Here’s what our highly trained education professionals are really saying: “Trust your daughter to our public school. We promise she’ll be safe right up to her 18th birthday.”


Unless the schools adopt a “can the child fog a mirror” test, there is no accountability standard our highly trained educational professionals can meet.

Here is a story from California showing that, despite low standards and massive cheating, the schools simply cannot conceal massive levels of failure.

California schools, required by the federal No Child Left Behind Act to lift more students over a higher academic hurdle this year, instead stumbled and slipped back, as nearly 1,400 fewer schools met test-score targets.

The number of schools making “adequate yearly progress” plunged from 6,488 to 5,113 since last year, according to state educators who released school progress reports Thursday.

That’s a drop from 67 to 52 percent of the state’s public schools.

Officials said more schools faltered because No Child Left Behind requires a higher percentage of their students this year to have proficient scores in English and math on statewide exams – 35 percent of students this year from about 25 percent last year.

And it’s only going to get tougher. The percentage of students who must do well on the tests will rise steadily each year until 2014, when all students will be required to score at the proficient level in English and math – hence the name “No Child Left Behind.”

It could spell trouble for every school in the state….

Schools that fail to make adequate yearly progress for at least two years have to enter Program Improvement, a series of steps mandated by Congress to help raise test scores, such as free tutoring and teacher training.

Ultimately, schools can be shut or their staff replaced if failure persists for several more years…


The Nation, the sort of magazine whose readers think Stalin was just a misunderstood former seminarian, admits that our highly trained education professionals are engaging in massive fraud under No Child Left Behind. Women and minorities are hardest hit, of course….

When Congress passed George W. Bush’s signature education initiative, No Child Left Behind, it was widely hailed as a bipartisan breakthrough–a victory for American children, particularly those traditionally underserved by public schools.

Now, five years later, the debate over the law’s reauthorization has a decidedly different tone. As the House and Senate consider whether the law should be preserved–and if so, how it should be changed–high-profile Republicans are expressing their disenchantment with NCLB, while many newly elected Democrats are seeking a major overhaul as well….

Perhaps the most adverse unintended consequence of NCLB is that it creates incentives for schools to rid themselves of students who are not doing well, producing higher scores at the expense of vulnerable students’ education.

Studies have found that sanctioning schools based on average student scores leads schools to retain students in grade so that grade-level scores will look better (although these students ultimately do less well and drop out at higher rates), exclude low-scoring students from admissions and encourage such students to transfer or drop out.

Recent studies in Massachusetts, New York and Texas show how schools have raised test scores while “losing” large numbers of low-scoring students. In a large Texas city, for example, scores soared while tens of thousands of students–mostly African-American and Latino–disappeared from school.

Educators reported that exclusionary policies were used to hold back, suspend, expel or counsel out students in order to boost test scores. Overall, fewer than 40 percent of African-American and Latino students graduated. Paradoxically, NCLB’s requirement for disaggregating data by race creates incentives for eliminating those at the bottom of each subgroup, especially where schools have little capacity to improve the quality of services such students receive.

As a consequence of high-stakes testing, graduation rates for African-American and Latino students have declined in a number of states. In the NCLB paradigm, there is no solution to this problem, as two-way accountability does not exist: The child and the school are accountable to the state for test performance, but the state is not held accountable to the child or his school for providing adequate educational resources.


1. Feel free to circulate The Continuing Collapse.

2. If you aren’t hearing about at least some these government school problems from your pastor, why is he your pastor?


“Half the harm that is done in this world is due to people who want to feel important. They don’t mean to do harm – but the harm does not interest them. Or they do not see it, or they justify it because they are absorbed in the endless struggle to think well of themselves.”

-T.S. Eliot


101 Reasons to Homeschool

A fellow blogger wrote this post and with her permission I’m posting her link. She did an excellent job of gathering what I’m sure is just a small sampling of the perversion that is invaded the “education” (a term I use loosely) system. It is so pervasive in our society now that scouring every news outlet in the country would reveal thousands of articles such as she as posted. I sent her a link from Worldnet Daily in my comment (which should show at the bottom of her post) that you can also copy and paste into your browser address bar, which is an extensive list of female violators that were teachers who molested their students. It is just sickening!

101 Reasons to homeschool

John Taylor Gatto – State Controlled Conciousness

Many of you know that I’m a huge proponent for Homeschooling. Quite frankly, I despise the public education system because it isn’t education, it is a system designed to brainwash and program children. The video is about 8 minutes long by a former school teacher. I encourage you to do some research about the subject. Read up on the United Nations Agenda 21 with regard to education and the outcomes required of that agenda. Lest you think that the United Nations has no say in how we do things, think again. We lost our sovereignty as a nation long ago. Just think about it, the more control public schools have over our children the less influence you have as parents!