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MAGNOLIA ISD’S MONEY PIT & WASTEFUL SPENDING!

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School districts will NEVER have enough money, that is according to them. Magnolia ISD held a planned clandestine PUBLIC HEARING on May 21st at 7:30 AM regarding their TAX RATIFICATION ELECTION aka “penny swap”. With the room completely empty with the exception of elected school board members and Magnolia ISD administration they unanimously passed a TAX HIKE ELECTION to be held August 14th while families are off for summer break.

Of course school districts are masters of deception when it comes to passing their tax schemes unbeknownst to voters. The districts prepared a pro TRE video and showed it to teachers and staff prior to summer break and then the district removed the video from the district website. Teachers are promised raises and curriculum needs if this passes and encourages them to get out and vote YES. The district uses teachers as guinea pigs in order to pass their TAX HIKES by threatening them with no raises, cutting various services and curriculum needs. This method of operation has been utilized by school districts as long as I can remember in order to pass their tax hikes. Unfortunately for teachers they will NEVER be paid what they are truly worth and that is planned as well. If teachers were paid top notch salaries they could not hold elections over their head.  As Magnolia ISD’s Superintendent, Todd Stephens makes 250,000 in salary and benefits (See Contract) and the district pays it’s administration quite well (see below) the district will threaten teachers with no raises if they do not march to the beat of their drum in voting YES on their tax hikes.

NOTE: The district claims that they are not going to raise your tax rate they are just going to move 10 cents from the I & S sinking fund to the M & O account. What they don’t tell you is the their own NOTICE OF PUBLIC HEARING states they need a tax rate 1.4560 to keep up with their current spending and tax debt.  So to claim that we are not going to raise your tax rate is dishonest at best. They also did not tell the teachers or the public that they can come back and raise the I & S side they are planning on stealing from anytime without voter approval.

 

This is a TAX HIKE SCAM.


 

While threatening teachers with no raise in the event the TRE fails the district is currently putting the finishing touches on their new SIX MILLION DOLLAR conference center to compete with the private sector. Yes, you heard it right. They are using our TAX MONEY to build a Conference/Event facility to rent out.  I was under the understanding ISD’s were to be about the business educating children not creating for profit businesses within the district using our dime to compete with the private sector. What a waste of TAX PAYER FUNDS. And the poor district claims they have no money for teachers. GIVE ME A BREAK!!

https://www.youtube.com/watch?v=-1F-79ov-TA&t=4s

 

Another HUGE waste of Magnolia ISD’s government spending is the United Nations MARXIST International Baccalaureate Program that the currently two high schools are using for a handful of students. There is NO high academic criteria for a student to enter this program. It is very costly and a waste of TAX PAYER FUNDS. If their is any arbitration on a students scoring it is held under Swiss Law. If you notice both of the High Schools flaunt their IB WORLD SCHOOL EMBLEMS on the outside of the buildings. I often wonder why a global school is desired. What is wrong with an American School? Currently the district pays 11, 650 per high school just to be IB DIPLOMA PROGRAM.  More about IB here.  Teachers must be trained under the IB program and many are leaving the district and the district has to pay to have new ones retrained. This is not a cheap endeavor and it is another unneeded waste of tax money. Below are two former teacher comments.

 

Please go vote NO!!

Early voting locations and times are… …http://legacy.mctx.org/election/evPolls.asp?ELID=58 Locations and times for voting day are.. http://legacy.mctx.org/election/EDPolls.asp?ELID=58 If you are not sure where to vote please go to the following link and input your name and DOB and it will show you a sample ballot and your voting location. https://legacy.mctx.org/election/vrlookup.asp?curLang=English

 

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Magnolia ISD to Implement Buddhist Meditation?

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budda

Magnolia ISD has been working quietly the last few years to implement the United Nations, International Baccalaureate Program (IB), paid for with our tax dollars. The IB program is promoted as a “prestigious & valued” program taken by students seeking college admittance and scholarships. Hidden is the history of it’s creation and mission of changing  American Society. IB is no friend to the Christian faith or America’s western values.

poison tree

 

Magnolia ISD is no longer an American School teaching American Exceptionalism, but a Global School with a Global Mission. You can read more about the history and mission of the IB program at the following post,  Magnolia ISD Implementing “Marxist” Curriculum.

 

child meditation

IB has a World Magazine which is published twice a year.  The current issue promotes the practice  of Buddhist Meditation called “mindfulness” by students and teachers.  You can view this article in full on pages 11-19 of the March issue.

I have pasted a few excerpts from the article below. Please take the time to read the above mentioned blog post and the IB article.

 

ib world

 

buddhist

good thoughts

language

mind

lay flat

 

power of breath

 

well being

If you are a Christian and value America and it’s freedom please make your voice heard and call the

Magnolia ISD Administration office and tell then we do not want this in our schools. Phone: (281) 356-3571.

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Texas Schools on Marxist Path!

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texas flag

Our government run public schools are working fast at indoctrinating America’s school children.  You can call it Out based education, Project-based learning, Common Core, Cscope (Texas) or the United Nations International Baccalaureate (IB) Program, it is all based on Marxism.  Parents,grandparents and taxpayers need to start paying attention!

International Baccalaureate  is another arm of U.N. Agenda 21 indoctrination of our children into “global citizenship, social justice, intercultural understanding and respect,” submission to one-world socialist government, using American taxpayer dollars.  IB programs are devoted to the “radical transformation” of America’s classrooms and unfortunately most parents have no idea what it is.

These children are our future!

 

 

 

 

Texas states that Common Core is illegal in Texas but it is all smoke and mirrors. Believe me the philosophy behind Common Core (collectivism/Marxism) is in every public school in Texas, they change the name to protect the guilty.  Schools districts are masters at deception.

Activists need to rally the troops in Texas and let’s get this International Baccalaureate Program out of our state. IB maintains UN status as a non-governmental organization. You can find a wealth of information on IB at http://truthaboutib.com/.

 

If you would like to know if your school district is part of this indoctrination check HERE. 

NOTE: Some districts are in different stages of the application process and may not listed like

Magnolia ISD. Please check with your district.

 

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To Magnolia ISD School Board

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indoctrination_center_1

 

I had the opportunity to address the Magnolia ISD school board in relation to their implementation of the Marxist International Baccalaureate Program and my concerns. Below is my speech. I was not able to finish it due to a 5 min time limitation.

In 2012 my mother and I discovered the Cscope curriculum that the Education Service Centers had created and then leased to Texas School Districts. I may not be a public educator but as an American I knew something was wrong when I realized the material portrayed the Boston Tea Party as a terrorist act, asked students to draw a new communist flag, taught that Allah was the Almighty and portrayed communism as something to be achieved. My concerns were increased when teachers admitted to having to sign a non-disclosure statement stating they would not release the contents or say anything negative the about the Cscope material. Students had no textbooks and parents were forbidden from viewing the material. I contacted school administrators in numerous Cscope school districts regarding the content. Unexpectedly, administrators took to marginalizing my concerns, calling me names, from conspiracy theorist to a liar and then some. Their reactions strengthened my resolve and caused me to dig deeper into what was happening behind the scenes. Thankfully my concerns started getting statewide attention with the help of TV personality Glenn Beck, local radio hosts and the national media. At the beginning of the 83rd Texas State Legislature I met with Lt. Gov Dewhurst and as a result of our meeting, he called for a Texas Senate Hearing on Cscope which eventually led to a House hearing and bills being passed reigning in this rouge program and the ESC’s. A state audit of the program was then requested and performed, and as of today there is still 6.1 Million unaccounted for from the Cscope debacle. In light of this it is surprising that Texas Schools continue to fund the ESC’s. Texas has over 1000 school districts and it took me some time to realize the reason that 900 plus school districts would be so deceptive in their implementation of such a program. It was the ideology behind it. A Marxist one based on Social Constructivism. I then realized our education industry had becomes masters at deception when it comes to implementing programs that will attract public criticism. Terms have been redefined: “Rigor,” once associated with knowledge, has come to mean the ability to grapple with something that doesn’t have a defined answer. “Critical thinking” now means the ability to be critical (usually of traditional ideas and values), instead of the ability to analyze. Students are taught to question everything, even what they have learned from their parents which may include personal values, and Absolute Values are no longer taught. This brings me to my concern about the International Baccalaureate (IB) Program that Magnolia ISD is planning on implementing. Just like Cscope when criticism begins on a prescribed program, studies are then showcased in hopes of proving what a wonderful program the IB is. You have placed on the Magnolia West website a study by IB- Graduate, that sings IB’s praises which is based in London.
Will Archer is the CEO of that company and he travels the world promoting International education and the data mining of students. Magnolia ISD has also placed a Myth and Facts document about IB that really twists the facts around only to mislead the reader. IB was initially funded by the UNESCO and as per this UNESCO document IB is a NGO arm of UNESCO.
The IB Organization explains that IB and Common Core Standards share the values and beliefs of the UN’s Universal Declaration of Human Rights with emphasis on Article 26. These are values America does not support, such as surrendering the United States Constitution, national sovereignty, complete disarmament and individual rights where students then become members of the “world community. The district states anyone can enroll in the IB program which only proves it has nothing to do with high academic achievement. One required course for the IB program in the Theory of Knowledge class. This course has no academic value. Students are to learn what “Knowledge” is and are required to do an oral presentation and essay based on a “knowledge issue”. In this IB document some knowledge issue example questions are given for students to choose from. EXAMPLES…Is it reasonable to believe in God? What kind of knowledge is Math? Is religion necessary to have a good moral center? Should gay marriage be allowed? Is homosexuality a choice? Are there real differences in the sexes?
Magnolia ISD has not sought community input or board approval in purchasing and implementing the IB program. A feasibility study is required and as far as I know there has not been one. The district has not performed a cost analysis as to what the program will cost the district? You have spent 4,000.00 per high school to apply for the program and 9500.00 per school for annual candidacy fee. This fee for Sept 2015 will increase to 11,090 per school. Does the district know what it will be in 2016? This does not even touch what it cost to train the teachers and the other fees associated with the program. Why would our school board approve funding a program when you have no idea what this is going to cost the district? I am asking Magnolia ISD school board to do due diligence in investigating this program and its agenda. My question to you is what are you going to say to your children when they realize you could of stopped a program that is detrimental to not only our students but our country as a whole. The program is not needed and should be stopped. Thank you.

 

daniel webster 1

 

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INTERNATIONAL BACCALAUREATE MUST BE STOPPED!

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IB

What we have learned about International Baccalaureate

(IB)

by Duncan and Aileen Koler

We have three children who have attended public schools in Coeur d’Alene, Idaho. We have been thrilled with the education they received here – until IB was introduced. In January we made the difficult decision to withdraw our two youngest from public school and began home-schooling them. The main reason for this was what we discovered through our research about IB: political indoctrination has replaced good academics in our local public schools.

We will refer to the International Baccalaureate Program (IB), its related Middle Years Program, (MYP) for middle schools and Primary Years Program (PYP) for elementary schools collectively as “IB”. All three are “curriculum in a box” programs created and sold to individual schools by the International Baccalaureate Organization (IBO) in Geneva, Switzerland, in cooperation with the United Nations Education, Scientific and Cultural Organization (UNESCO). These programs are now being used in the Coeur d’Alene School District. Every child at Hayden Meadows Elementary School is now being taught this curriculum – there is no “opt out” opportunity.

Our introduction to IB came at Coeur d’Alene High School’s 2006 orientation assembly for incoming freshmen and parents. They announced that CHS had been accepted as an “IB School.” They excitedly told the assembly that the IB Program meant: (a) academic excellence; (b) guaranteed college credits for IB classes; and (c) preferential college admissions. They told us that IB was far superior to the successful Advance Placement (“AP”) program already in place. We were excited for our academically-oriented freshman son, and he decided to take IB courses that were going to be offered starting his junior year.

We began to question the IB curriculum when we learned significant classroom time in our son’s supposedly hard-science IB chemistry and math courses was being devoted to environmental and cultural topics such as global warming and human overpopulation, and the slant that came with the classroom discussions.

We decided to do our own research regarding the IB curriculum. We were shocked by what we discovered about what IB teaches, and the strategies underlying the curriculum. In addition to being extremely controversial in other parts of the country, we discovered IB is extremely expensive, that very few students ever obtain the vaunted “IB Diploma” and that colleges prefer AP over IB for class credits and admissions.

Our research left us with the impression that we had been sold a bill of goods by our school administrators, who never said anything about the controversies surrounding the IB Program, whose stated goal (as shown below) is to produce good “Global Citizens.” We believe an honest public discussion about these issues should have occurred before the IB Program funding began using taxpayer dollars.

Our research focused primarily on materials available directly from the International Baccalaureate Organization’s own website: http://ibo.org. In particular, we took the time to read the posted speeches given by IB administrators at its annual conferences, to learn how IB really sees itself and its mission. We found that IB’s mission is about pushing a UN social, economic and environmental agenda upon our children.

The IBO was formed in Geneva, Switzerland in 1968 under the guidance and funding of UNESCO (1). Today, the IBO is an “NGO” (Non-Governmental Organization) with formal ties to the UN (2). IBO works hand-in-glove with the UN to implement the UN and UNESCO’s educational objectives (3). To understand IB, you have to be aware of the overarching UN education campaigns that IB works to implement.

UNESCO has created a series of rolling/overlapping world-wide education campaigns. For example, 2001-2010 has been the UN’s “Decade for Teaching a Culture of Peace.” Peace is a worthy goal, but the UN (and consequently, IB) has its own ideas as to what teaching “peace” means. In its paper, “UNESCO – Mainstreaming the Culture of Peace,” UNESCO states its view that peace “is not simply the absence of war,” but requires equal distribution of economic and social resources (4). One of the “Action Areas” for the Decade for Teaching a Culture of Peace is to focus on teaching “sustainable economic and social development.”(5) This UNESCO paper presents redistribution of resources rhetoric at its best. It is apparent from reading it that “teaching a culture of peace” means teaching the UN’s viewpoint on all social, economic and environmental issues.

The IBO has been a major player in implementing the UN’s “Mainstreaming a Culture of Peace” campaign and this is reflected in an IB curriculum which strives to push the UN’s viewpoint in every one of its courses, even those such as math, chemistry and foreign language courses, which academically have nothing to do with these issues. Evidence: the IBO’s “Mid-Term Report on the International Decade for a Culture of Peace…,” addressed to “NGOs maintaining formal relations with UNESCO.” (6) On page 4 of this report, the IBO states its key difficulty in implementing the UN’s Culture of Peace program was, “realizing that peace education is not an add-on but an integral part of the curriculum at all levels.” (In other words, peace education concepts are injected in every course. This was our experience with our son’s IB math and chemistry courses at CHS.)

“Peace” and “Sustainable Development”

Overlapping both conceptually and time-wise with the UN’s Decade for Teaching a Culture of Peace, the UN has announced 2005-2014 as the “Decade of Education for Sustainable Development.”(7) This UN education campaign carries forward the UN’s concepts of economic and social justice through resource redistribution and environmentalism. Again, IBO is on the front lines of implementing this campaign’s goals. This conclusion is supported by looking at recent speeches and presentations given at annual IBO world conferences.

IBO’s Director General George Walker gave the keynote address at the Biennial Conference of IB Nordic Schools on September 9, 2005 (8). He confided that an “IB education” is not simply about a good academic education, but rather an education process geared toward creating the “true global citizen, the person who has the necessary intellectual skills, the cultural understanding and both the ability and the attitude that wants to shift another’s position as well as their own.” Dir. Gen. Walker goes on to speak glowingly of Marie-Therese Maurette, who was involved with UNESCO’s early efforts in the 1940’s to create a world educational framework, resulting in publication of a series of handbooks. Ms. Maurette’s views are revealing and echo those found in another UNESCO handbook, “In the Classroom with Children Under Thirteen Years of Age, Toward World Understanding-V,” (9) which contains the revealing quote at p. 44:

“As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather precarious results. As we have pointed out it is frequently the family that infects the child with extreme nationalism.”

Dir. Gen. Walker winds up his remarks noting, “But the IB can only do so much and within each element of the curriculum, and particularly in creating the hidden curriculum that determines the school’s values, it will be the teachers and administrators who have an overwhelming influence.”(9) This statement helps explain why there is costly and continuous teacher training/indoctrination that is part of the IB Program.

In 2006, the IBO held an International Conference in Hanoi. Keynote speaker Dr. Peter Vardy spoke on the topic of “values education,” noting the need for IB to balance its focus on moral relativism with appropriate values teaching, begging the question, whose values? (10) Dr. Vardy labeled as “dangerous” any viewpoint that would teach good vs. evil, right vs. wrong, and specifically, the “American Way.” Conversely, while Dr. Vardy characterized Western Ideas as “confused,” he praised “Asian values,” including Chinese Confucianism, as the kind of “Universal Values” that should be taught. Dr. Vardy equated Christianity as a kind of “fundamentalism” on par with Islamic Fundamentalism (11).

As part of its implementation of the UN’s “Decade of Education for Sustainable Development,” the IBO held a regional conference in Singapore in October, 2007, with a presentation entitled: “Education for Sustainable Development: A Framework for Educational Reform.”(12) This presentation effectively communicates that “ESD” (Education for Sustainable Development) is based more on redistribution than conservation of resources. It notes that “values education” principles of peace and human rights are to be included in an integrated “ESD curriculum,” and aims for “integration of SD into all relevant subjects.”(13)

It is apparent from IBO’s own materials that Director General Walker was being absolutely candid in stating that IB education is not simply about getting a good education. IB’s goal is to indoctrinate our children with UN-Globalist values that are often at odds with American values and interests, and Judeo-Christian values. Although issues such as climate change, redistribution of wealth, the environment, global management of resources and disarmament are all hotly-debated political issues within our society, by allowing IB into our schools we are effectively allowing the UN free-reign to indoctrinate our children to their viewpoint. Thus, while we may reject many aspects of the UN’s agenda at this point, through our local schools and our children they are currently undermining the foundation of our future as a nation and a society founded on individual freedom and inalienable rights.

The above information was more than enough to cause us to withdraw our two youngest from public school, and motivate us to step well outside of our “comfort zone” by taking a public position that is contrary to the people and institutions we have placed our faith and trust in over the last 12 years. However, there is much more information available. We encourage you to educate yourself through your own research, to ask questions, and to insist on direct answers. (Also, be aware of what school programs you support financially, such as IB/PYP through “Extreme Raffle Baskets.”)

Additional Practical Reasons for Rejecting IB

First, the IB Program is expensive. According to figures obtained through a public information request, the program at CHS and LCHS alone has cost us $1,168,438 through 2008 and continues to cost taxpayers close to $150,000 per year. (This does not include the PYP costs.) Yet, out of only 411 students enrolled in IB classes at CHS and LCHS combined for ‘08-09, only 4.5% of IB students actually completed the Program (14). Instead of cutting teacher positions and/or salaries, we should be discussing ending an IB program that is more concerned with propagandizing our kids on political and social issues than teaching good academics.

Second, IB is not a good academic program. Every minute of class time in your child’s biology class (and other classes) spent on the need for resource redistribution or blaming mankind for Global Warming is time taken away from the core subject. At the primary school level, time spent developing the UN’s “true global citizen’s” proper social conscience is time not devoted to the basics. Perhaps that is why Fernan Elementary School’s principal Warren Olson recently suspended the school’s PYP program, noting that since its implementation, students’ test scores had “flat-lined.”

Third, the promise of college credits for IB courses and easier college admissions for IB students has proven doubtful. IB tests are graded with scores of 0-7. University of Idaho, Gonzaga and North Idaho College have all indicated they require a score of 5 or better for receiving college credit, and they often require students pass an oral interview to receive credit. Out of 103 total IB exams given at LCHS prior to this school year only 9 scores were 5 or better. Thus, less than 9% of the IB grades were eligible for college credit.

Fourth, there have been indications that some of our teachers may not be happy with the IB regime and curriculum. There has been a turnover involving well-respected teachers from Hayden Meadows moving on to other schools which coincided with Hayden Meadows’ implementation of PYP this past fall.

We feel strongly that it is time to start asking questions about our children’s education, and especially IB. Many of us came to North Idaho because of our relatively traditional and conservative values, or were raised here in North Idaho with such values. We have been astonished by the results of our research into IB, shocked that it is replacing quality education right here in our local schools, and frankly outraged that this controversial program was introduced without public discussion of the controversies.

For more information, please visit www.truthaboutib.com.

ENDNOTES

  1. See, “Founding Donors” at the IBO’s website, www.ibo.org.
  2. See, IBO’s completed “Questionnaire on the Implementation of the Programme of Action on a Culture of Peace, addressed to NGO’s maintaining formal relations with UNESCO,” found at: http://docs.google.com/viewer?a=v&q=cache:_ja_ZwoAlR4J:www3.unesco.org/iycp/Report/IBO.pdf+International+Baccalaureate+Organization+questionnaire+on+the+implementation+of+the+programme+of+action+on+a+culture+of+peace,+addressed+to+NGOs+maintaining+official+relations+with+UNESCO&hl=en&gl=us&sig=AHIEtbQOoVn0oDPtgQ_HjCG3okU16lK1Dw.
  3. Just enter “UNESCO” in the search window at the ibo.org web site.
  4. See, Mainstreaming the Culture of Peace, at p. 1, found at: http://unesdoc.unesco.org/images/0012/001263/126398e.pdf
  5. Id. at p. 10.
  6. Found at: http://docs.google.com/viewer?a=v&q=cache:_ja_ZwoAlR4J:www3.unesco.org/iycp/Report/IBO.pdf+International+Baccalaureate+Organization+questionnaire+on+the+implementation+of+the+programme+of+action+on+a+culture+of+peace,+addressed+to+NGOs+maintaining+official+relations+with+UNESCO&hl=en&gl=us&sig=AHIEtbQOoVn0oDPtgQ_HjCG3okU16lK1Dw.
  7. See, A Guide for Using the Earth Charter in Education, at p. 2, found at: http://www.earthcharterinaction.org/invent/images/uploads/EC_Education_Guide_2%20APRIL_2009.pdf. Please note earthcharter.org is another “NGO” working alongside UNESCO and IBO to achieve UN educational goals. The “Earth Charter” is “an earth-centered declaration which venerates global political-ethical-moral and spiritual education. Some, such as Mikhail Gorbachev have gone so far as to compare the Earth Charter with [the Ten Commandments].” Carl Teichrib, Social Engineering for Global Change, http://www.crossroad.to/articles2/04/teichrib-engineering-social-change.htm– citing, Mikhail Gorbachev, “The Earth Charter,” Speech: Rio+5 Forum, March 18, 1997, found at:[SORRY BROKEN LINK HERE:] http://web243.petrel.ch/GreenCrossFamily/gorby/newspeeches/speeches/speech18.3.97.html.
  8. Found at:http://www.ibo.org/ibap/conference/archive/documents/SheldonShaeffer-Plenary2AnOverarchingFrameworkforEducationalReform.pdf.
  9. Id. at p. 8.
  10. The full text of Dr. Vardy’s presentation can be found at: http://www.ibo.org/ibap/conference/2006regionalconf.cfm
  11. Id at p. 3-5 of the Word document of Dr. Vardy’s speech.
  12. See, http://www.ibo.org/ibap/conference/archive/documents/SheldonShaeffer-Plenary2AnOverarchingFrameworkforEducationalReform.pdf.
  13. Id. at 19-21.
  14. Apparently this low program completion rate is not unique to Coeur d’Alene, and signals that the IBO is less concerned with students actually completing the IB program than it is with exposing as many of our children as possible to UN Globalist doctrine.
  15. See, Carl Teichrib, Social Engineering for Global Change, http://www.crossroad.to/articles2/04/teichrib-engineering-social-change.htm; Allen Quist, The International Baccalaureate Curriculum, http://ednews.org/articles/the-international-baccalaureate-curriculum.html; Joseph Klein, Pennsylvania Schools Reject Indoctrination, http://97.74.65.51/readArticle.aspx?ARTID=5384; George Archibald, Learning Globally: U.N. Program Takes Root in U.S., http://www.freedomadvocates.org/articles/education_transformation/learning_globally:_u.n._program_takes_root_in_u.s._2004042091/

 

UNESCO INTELLECTUAL

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TEXAS LEGISLATION PROMOTES ……”UNITED NATIONS AGENDA”!

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united nations

 

The 73rd Texas Legislation gave way for the  Texas Education Agency to implement and promote the United Nations Socialist Agenda thorough out Texas Schools with the use “International Baccalaureate” Programs.

Our world is falling apart at the seams. Across the globe some of the most horrendous brutal murders are being committed on the innocent and the hatred of America grows across the world  daily. And here  in Texas we are implementing a global program set on removing American Exceptionalism and the History of what made the US the greatest country in the world.  Does this make sense? Absolutely not.

The International Baccalaureate Program Mission statement:

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

 

 

tea united nationsUNIS

Nothing like brainwashing your children with “social and emotional” learning? This is not about education but about making “global citizens” out of our children. This has got to stop if we are going to preserve our American Heritage and our Freedom. Why are Texas schools signing up for this expensive program to become World Schools? To create world citizens out of our children for a One-World government?

For additional info on the IB program check here.

world school

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