Ohio Bill will Protect Children from Sexualization in Government Schools

This week members of the Ohio State House of Representatives introduced the “Parents’ Right to Know Act.” According to Ohio Values Voters, “The goal of this legislation is to increase the transparency of sex education in Ohio schools.” They say, “Parents or legal guardians have the right to know the education their children are receiving in the classroom.”

This bill adds to the state’s already strong law that requires teaching abstinence education (also known as sexual risk avoidance education) by requiring school districts to notify parents if anything outside of the parameters outlined in the current law are planned. If instruction is planned outside of the specified guidance of the state law, a parent must opt their children into the instruction.

Another advantage of this bill is that it requires the school district to conduct an annual audit to be published regarding compliance with the new requirements.

The most important addition to the current law should this bill pass is permitting parents the ability to bring civil action against school districts that do not comply.

As pointed out by Ohio Value Voters, “Delaying sex, ideally until marriage, is associated with higher academic achievement and better health/life outcomes. Early sexual activity is correlated with the opposite: lower school performance, teen pregnancy/abortion, more substance abuse and emotional disorders, and higher rates of sexually transmitted infections (STIs). This bill requires schools to inform parents completely if they plan to teach any other type of sex education. And then, schools must have written permission from parents before they teach an alternative.”

Schools across the country have been heavily influenced in the last decade (since gay marriage was legalized through a Supreme Court decision) to include instruction that encourages alternative sexual behaviors and demanding even the normalization and promotion of “sex change” through “gender reassignment.” 

USPIE applauds Ohio legislators who want to protect children from sexualization through government schools. The bill could be enhanced by adding clear language to prohibit discussion of alternative sexual lifestyles except in the context of the threat of disease, and by adding language that would prevent sexuality issues across all disciplines.

USPIE recently became a national partner in the Promise to America’s Children. National partners of the Promise are a coalition of non-profit organizations who work for the wellbeing of American families and are passionate about protecting children across America.

The coalition believes that children are victims of a culture – and sadly, a government – who seek to sexualize children for the sake of a political agenda. The national coalition seeks to protect children and nurture their minds, bodies, and relationships. That’s the heart of the Promise to America’s Children. Please visit the website and sign on to the Promise to America’s Children.

Please visit uspie.org and Join the Movement to Stop Fed Ed!

Who is the National Parents Union?

USPIE leadership recently learned that there is a new national organization, National Parents Union (NPU), with a similar focus as USPIE.  At first blush, the two organizations appear to have many positions in common.  Both seek to empower parents in the education of their children.  Both believe families should have a powerful voice that should influence educational policies and practices in the local, state and national level.  Both also seek to inform parents and provide them with resources and access to best practices in education.

However, there are important differences; both subtle and substantive.  For example, USPIE is open to all parents and grandparents as well as community members, but USPIE recruits members based on their similar concern for excellence in education rather than their differences in income, marital status, incarceration history, substance abuse issues or other personal characteristics. 

USPIE believes children are very important, but the core of the agenda is the family where parents are the first and most important educators of their children.  Parents are not a resource to be used or corralled into a union, but individuals free to act as they determine appropriate.  USPIE would never “reach around” parents to access children or make them the target of advocacy.  And USPIE firmly believes in the sanctity of the family and would never advocate for our coalition to disrupt the traditional role of families as NPU does.

Fundamentally, USPIE does not believe the United States’ education system is inherently an institution of generational oppression.  On the contrary, when it was at its best, the American education system provided an equitable opportunity for all children to learn to read, write and do math while developing their understanding of customary practices for success in American society.  USPIE seeks a return to this model of education.

The current government education system has become one that crushes a child’s individuality and commitment to learn; that sexualizes children at an early age; that undermines the family structure and traditional values, and that shames children for their faith and family traditions.  An emphasis on equity of outcome over equality of opportunity teaches our children that their own personal strengths, weaknesses and efforts are irrelevant, impediments to “justice and liberation” and must be controlled rather than nurtured.

USPIE is a nonprofit, nationwide coalition, open to parents of all backgrounds, that seeks to return education to its proper local roots and restore parental authority over their children’s education by helping parents and local communities to escape federal and other national influences. 

Grassroots leaders from around the country are working to 1) expose the lies being taught in government schools that harm children and threaten freedom, 2) encourage parents to take back responsibility to educate their children, 3) initiate and support efforts to return complete local control of government schools, and 4) encourage states to wean themselves off the federal education dole.

It is the vision of USPIE to create a culture where parents, empowered with the authority to choose what and how their children learn, are the undisputed primary educators of their children; where local schools operate in support of families, and where education is unencumbered by federal mandates.

Respect for others, the truth, fiscal accountability and excellence undergird all USPIE’s efforts.

Please join and support USPIE.org, not the divisive new organization, National Parents Union.

Social Emotional Learning: the tool for teaching Critical Race Theory and turning impressionable students into leftist activists

Social Emotional Learning (SEL) has become the latest panacea in a long line of progressive “education reforms” that have only served to distract from the fact that American public school children are failing academically. Presented as an effort to support student mental health, it is a veiled attempt to indoctrinate and categorize children.

This national movement influencing states like South Carolina is led by the Collaborative for Academic, Social, and Emotional Learning (CASEL). In December 2020, CASEL announced its revision of the definition and framework for social emotional learning (SEL) to highlight the value of SEL as a weapon for social justice.

Social emotional learning (SEL) standards, benchmarks, learning indicators, programs, and assessments address subjective, non-cognitive factors such as attributes, dispositions, social skills, attitudes, beliefs, feelings, grit, emotions, mindsets, motivation, and more, even though programs may use different terminology. For example, grit, a willingness to stick with difficult tasks is certainly a good attribute, but not fairly assessed by a computer.

Promoting and implementing formal SEL program standards, benchmarks, learning indicators and assessments will depersonalize the informal education good teachers have always provided. SEL gets in the way of effective teaching. Teachers implementing SEL programs and assessments may end up taking on the role of mental health therapists for which they are not professionally trained. SEL puts unreasonable demands on teachers.

Infringing upon parental rights to direct the upbringing and education of their children, SEL programs promote and establish thoughts, values, beliefs, and attitudes not necessarily reflective of those held by parents. SEL in school does not respect the nuclear family.

Sensitive, personally identifiable non-cognitive data will be collected on students through SEL programs. The collection and use of SEL data labels students. This data will follow individuals throughout their lifetime with the potential for unintended use resulting in negative consequences.

Concerns have been expressed that SEL programs and collected data may potentially be misused with a captive and vulnerable audience for indoctrination, social and emotional engineering, to influence compliance, and to predict future behavior.

SEL is an integral part of the foregoing Federal education fads: Common Core State Standards and Competency-Based Education (CBE). CBE digitally documents attainment of SEL and other skills to declare a student ready to move on in his or her “personal learning path,” and supplies data for corporations wanting employees with attitudes fitting their plans.

In a nutshell, it’s the latest fad to send the same old message pushed by progressives for more than a century that education should focus less on knowledge of academic content and more on student attitudes, mindsets, values, and behaviors. SEL will not improve children’s mental health or academic achievement.

Liberals are shamelessly using the COVID 19 education crisis to push their liberal agenda and some will be fooled by their phony attempt to express concern for the mental health of students in SEL legislation.

What’s Wrong With Competency-based Education?

  • CBE is the antithesis of a liberal-arts education. It focuses not on academic knowledge but on workforce skills. The natural devolution is to allow politically connected corporations to develop “badges” and “credentials” that will be required and to convert K-12 into merely a training program for their entry-level employees.
  • CBE does nothing to transmit our culture and our civilization. “If education is beaten by training, civilization dies,” C.S. Lewis wrote, for “the lesson of history” is that “civilization is a rarity, attained with difficulty and easily lost.”
  • The German model of CBE shows that students who have such training rather than a liberal-arts education struggle in later employment when their narrow skills become obsolete.i
  • Most parents don’t want “competency” for their children, but rather excellence.
  • Since this training in digital, education will be pared down to what can be digitized and what is considered “useful” in the (current) job market.
  • Genuine education requires human interaction, but CBE marginalizes the teacher as a professional. It’s “depersonalized learning.” No student was ever inspired by a machine.
  • CBE enables students to advance without committing knowledge to long-term memory.ii Click and move on. This will not prepare students for authentic college work.
  • CBE is about mining data on students not educating them. Every keystroke tells the developer/vendor something useful about the student- his capabilities, his behaviors, his attitudes. The data is then fed into non-transparent algorithms to create predictive profiles that can determine students’ future paths in life. The algorithms will be unalterable and permanent.iii
  • There is little chance this sensitive data will be kept secure,iv especially since the federal student privacy law has been gutted to allow widespread sharing of personally identifiable information.v Due to weak protections for student data, the data will be a marketing goldmine for corporations.
  • CBE will enable indoctrination of students with government-approved attitudes and opinions. Video-gaming, which is a much-hyped part of CBE,vi enables collection of massive amounts of behavioral data, which creates a personalized model of how the child makes decisions, enabling targeting influence algorithms.
  • CBE’s online content and badges will be created by national curricula providers and corporations, undermining local control by parents and local school boards.
  • If a significant number of Corporations require CBE badges for employment, homeschool parents may be forced to use the same training materials.
i http://hanushek.stanford.edu/publications/german-style-apprenticeships-simply-cant-be-replicated
ii https://eric.ed.gov/?q=personalization&ff1=souEducational+Leadership&id=EJ1132313
iii https://truthinamericaneducation.com/privacy-issues-state-longitudinal-data-systems/embedded-assessmentsend-around-parental-opt-outs/ 
iv https://oversight.house.gov/hearing/u-s-department-of-education-information-security-review/ 
v https://www.scribd.com/document/217174726/Ferpa-Aacrao-Comments 
vi http://jamespaulgee.com/pdfs/Learning%20Systems%2C%20Not%20Games.pdf

Critical Race Theory and Parental Control

Imagine your child comes home from school one day, sullen and quiet.  You ask what is wrong, but he will not say anything.  Or your child says he must watch a video for school as homework, but the teacher says it is not for parents.  Or your child suddenly announces at dinner that the only reason you live in a nice house, drive nice cars and have delicious food on your table is because you have white privilege, not because you worked hard to earn your success. 

Not very long ago, you might have thought these examples extreme and impossible.  “Not at my kid’s school,” you’d say.  But more and more parents across the country are reporting incidents like these and others.  This is no longer a hypothetical.  It is really happening, and it is highly likely to be happening in your neighborhood school.

If you doubt this assertion, you need to find out for yourself.  Check out your school’s curriculum online.  Look for classes like Global Learners Initiative, Global Social Theory and Diversity Clubs.  Then look for words like equity (not equality), racial justice, anti-racism, and social or political activism or action.  These are words from the racist, divisive, unproven theory that asserts all blacks are oppressed and all whites are oppressors and goes by the name of “Critical Race Theory.”

US Parents Involved in Education (USPIE) seeks to help parents and community members understand what is happening in America’s government schools and empower them with confidence and action plans to take back control.

USPIE Advisory Board member Dr. Gary Thompson was interviewed about his thoughts on Critical Race Theory (CRT).  Some key points Dr. Thompson highlighted include the assertion that “racism is assumed and need not be proven.”  As a matter of fact, it is not allowed to be debated as to do so is racist and tantamount to treason.  He also points out that CRT takes a dim view of religion and family, two core values most parents treasure. 

Here are some more words and ideas you can look for as you talk with your children, other parents and teachers in your district to see if CRT is being taught:

  • Racial justice is a journey and the work will never be finished.
  • We must disrupt the current policies and practices.
  • Everyone must act, no one can opt out.
  • Racism is our country’s original sin.
  • Do not say “All Lives Matter.” That is racist.
  • “Whiteness” as a term describing traditional characteristics of success, i.e., hard work, punctuality, correct math answers.
  • White fragility to describe why white people can’t talk about racism.

Let’s say you find CRT in your local government school.  What can you do?  First, you need to determine if you should withdraw your child and put them into a safe private or home school. Some children might need to be protected from the helpless feelings that develop from the negative messages in CRT.  Some children may find the situation too confusing to be able to focus on reading, writing and math – the primary objective of K-12 education.  Some schools may be so distracted by the social-justice teaching that they may actually be ignoring the basics.

If you decide to stay in the school, good for you, but realize, this will be a tough battle.  You need to find as many like-minded parents as you can find and work together.  Gather your facts about what is being taught in the schools based on what your children bring home.  Share with other parents.  Try to discern if there are teachers, administrators and school board members who are not comfortable with what is being taught.  They are likely to be wary of saying anything, as the pressure to conform is intense.

Once you have completed your data gathering, you can approach the School Board and Superintendent at a School Board meeting.  Be sure to be specific about what you would like to see happen.  Some parents might like to see an alternate perspective on racism presented to the students.  Others may ask that the issue be avoided completely, sticking with core learning.  If the administration and school boards are unwilling to cooperate, you may need to escalate further.  Research what parents in other communities are doing for additional ideas or contact your USPIE state chapter leader.

Dr. Gary Thompson offers one more very important piece of advice:  Racism and other forms of hate develop from fear of the unknown.  Parents and citizens within a community can meet people on a personal level, get to know people who are different.  Seek to understand others on a personal level.  Programs like Critical Race Theory divide us.  We must fight back by uniting in friendship and respect.

Visit uspie.org and Join the Movement to get connected with your PIE state chapter! Click the documentary button to learn more about our Truth and Lies in American Education documentary project.

Put Parents in the Driver’s Seat

February 27, 2021

The silver-lining of the CORONA virus pandemic is the opportunity for parents to get into the driver’s seat of their children’s education. USPIE encourages parents to seize every opportunity to direct the education of their children.  Parents have a chance to transform the American education system into an efficient and effective model where parents are in charge and children actually enjoy learning.

For example, homeschool parents direct their children’s education and choose what to study, when to study, and what approach to use. Homeschooling families learn which subjects can be group lessons allowing younger children to absorb intellectual topics at their pace, and older children mentor younger children. Homeschool parents are also able to adjust their schedules with great flexibility and viability for learning throughout the day on any given day.

Since the COVID lockdowns, homeschooling has become more popular. A recent survey found that over 50% of Black parents would prefer to homeschool. In many states, government schools are planning to remain closed, while some private schools are opening up. Parents want their children to have a good education and many are realizing that is not what they are getting in government schools.  Parents want to choose something else.

Many Americans support parental rights in selecting educational options for their children. But parents are frustrated that they pay high taxes in support of government schools and then pay out of pocket for private schools or homeschooling. In response, many elected officials are interested in providing parents a government-sponsored financial means to choose something other than government schools.  Unfortunately, most of these programs provide a means for a power grab to usurp even more parental, local and state control over education.

USPIE believes the best solution would put the money into the pockets of parents with no strings attached. We firmly believe parents are the undisputed primary educators of their children and are empowered with the authority to choose what and how their children learn unencumbered by Federal mandates.

Accomplishing this is quite simple. The Federal Income Tax form could be revised to allow parents to check a box, “My child(ren) do not attend public school.” This then entitles them to an additional tax deduction of say $6000 per child. No further information or justification would be necessary. Lower income earners who qualify for the Earned Income Tax Credit would get a tax refund bump. The only regulatory requirement would be a report from the local government school confirming the list of students opting out of the government system.

If the lawmakers want a means to recoup the “cost” of this tax deduction, the Federal dollars directed to each state could be reduced by the amount parents retain. This seems reasonable in that the state’s government schools would be serving fewer students while retaining some Federal funding per child.

We have reviewed ideas being floated in Congress, including Rand Paul’s SCHOOL Act and Lamar Alexander’s School Choice Now Act. Both attempt to provide funding to parents with limited strings, but both have qualifiers on how the money can be spent, which in itself is a string. Parents should not need anyone’s permission to choose curriculum or programs.

Sadly, our society has become one with little faith in parents. Many will argue that if a program such as the one just described were implemented, some parents would do a bad job, and maybe even abuse their children. Quite frankly, in many large urban school districts not a single child is reading or doing math at grade level. It is hard to imagine parents could do worse. And USPIE believes the Comprehensive Sex Education programs, Gender Ideology and White Privilege being taught in government schools today are in fact child abuse. 

The pandemic has clearly shown, the current model for funding and controlling schools has failed.  A new model must be embraced, one that eliminates failed bureaucracies and top-down policies to one that puts parents in the driver seat.

Follow USPIE on social media and click the button to learn more about our Truth and Lies in American Education documentary project.

Outstanding South Dakota Resolution Celebrating Black History Month

South Dakota Representative Phil Jensen introduced a resolution celebrating Black history that other states should adopt.

While it seems more and more school districts are beginning to use the Black Lives Matter curriculum, many parents are furious and don’t know how to combat this psychological manipulation of children using the color of their skin. The Black Lives Matter curriculum “teaches” white government school students the concept of “white privilege” by having students claim and denounce their own “white privilege.” This is child abuse. 

The 1619 project, published by the New York Times, claims “anti-black racism,” slavery, systemic oppression, and other evils are embedded “in the very DNA” of America. If, as alleged, America’s very DNA is evil, there can be no change in policy and no possible transformation that would make the nation redeemable. In short, under the view put forth by the Times and its project, the only possible conclusion is that America must die so that something new can replace it. That is the objective. The 1619 Project is being taught in government schools!

The complete version of Representative Jensen’s beautifully written, nine-page resolution can be found on the website (uspie.org), and here is an excerpt:

WHEREAS, by 1804, every northern state had passed laws for the abolition of slavery; and

WHEREAS, in 1807, the United States became the first nation in theworld to sign a law banning the slave trade, with Great Britain doing so shortly thereafter; and while the British law went into effect two months before that of the United States, it contained major loopholes, which the United States law did not, causing the United States to be the first nation in the world with an immediate ban on the slave trade; and

WHEREAS, beginning in 1819, the United States dispatched and maintained a naval presence off the coast of Africa to prevent other nations from taking slaves out of Africa, and United States naval vessels intercepted and turned back numerous ships from other countries, continuing this effort until the outbreak of the Civil War, when those ships were called home to fight the southern slave-holding Confederacy; and

WHEREAS, the United States was not a major world leader in the African slave trade; for of the 12.7 million Africans involuntarily removed from Africa and sold into slavery from 1501-1875, 46 percent were made slaves in Portuguese holdings, 26 percent in English holdings, 11 percent in French holdings, 8 percent in Spanish holdings, and 4 percent in Dutch holdings, while only 2.4 percent were brought to the United States; and

WHEREAS, of the nearly 200 nations in the world today, 94 still have not criminalized slavery or the slave trade; and

WHEREAS, there are currently 40 million slaves in the world—three times more than were taken in the entire 400 year history of the transatlantic African slave trade; and

WHEREAS, the United States is ranked as one of the top nations in the world when it comes to fighting slavery, the slave trade, and human trafficking;

Parents across the country are fed up with these division tactics. USPIE will lead the way for parents to take back their local schools. We need more people to stand up to the indoctrination happening in government schools. USPIE thanks Representative Phil Jensen for offering a positive and accurate approach to teaching history in government schools. 

United States Parents Involved in Education (USPIE) is a nonprofit, nationwide coalition that seeks to return education to its proper local roots and restore parental authority over their children’s education by helping parents and local communities to escape federal and other national influences.

Grassroots leaders from around the country will work to 1) expose the lies being taught in government schools that harm children and threaten freedom, 2) encourage parents to take back responsibility to educate their children, 3) initiate and support efforts to return complete local control of government schools, and 4) encourage states to wean themselves off the federal education dole.

Follow USPIE on social media and click the button to learn more about our Truth and Lies in American Education documentary project.

USPIE SHIFTS FOCUS DUE TO CURRENT POLITICAL ENVIRONMENT

United States Parents Involved in Education (USPIE) is a nonprofit, nationwide coalition that seeks to return control of education to parents and local communities by empowering parents and local communities to escape Federal and other national influences.

The primary mission of USPIE has been to close the Federal Department of Education and eliminate all education programs directed by the Federal government. USPIE developed a Blueprint articulating the means by which this can be achieved. This goal is possible with political leadership that is inclined to reduce the size of the Federal government.

Due to the current political environment, the USPIE Leadership Team decided to reprioritize efforts to emphasizing the important role parents and communities have in the education of children. The mission to close the Federal Department of Education remains and will return to a primary objective when the political environment is more conducive for success.

It is the vision of USPIE to create a culture where parents, empowered with the authority to choose what and how their children learn, are the undisputed primary educators of their children; where local schools operate in support of families, and where education is unencumbered by Federal mandates.

In 2021-22, USPIE will focus its efforts on empowering parents to exercise the freedoms and alternatives available to them in support of excellent education for their children. USPIE will also seek two partner states interested in extricating their public schools from Federal funds. Grassroots leaders from around the country will work to 1) expose the lies being taught in government schools that harm children and threaten freedom, 2) encourage parents to take back responsibility to educate their children, 3) initiate and support efforts to return complete local control of government schools, and 4) encourage states to wean themselves off the federal education dole.

The USPIE Research Team will work with activists and elected leaders in at least two states to facilitate the elimination of Federal funds for government schools. Preliminary research shows most states’ school funding is comprised of 10-12% Federal funding, yet these funds drive a significant share of policy and practice. Federal funds also carry a high cost of compliance in administrative overhead and supplemental requirements for spending. Once a state stops taking Federal funds for education, they will be free to eliminate the corrosive and problematic Federal mandates.

We will work to ensure that parents, grandparents and taxpayers understand how a perverse sexual agenda permeates policy and curriculum throughout the school day. It must also be understood that the great American story and the amazing experiment in individual freedom has been reduced to identity politics, racist attacks, and dependent citizens. Education is no longer designed to fill young minds with truth. USPIE contends this is not the fault of teachers. To the contrary, USPIE understands and empathizes with teachers who are forced to implement curricula that present distorted facts intended to deceive children and families. USPIE supports parents and teachers working together to take back local schools and teach curriculum that reflects local community values.

The current political environment is supportive of this mission. Many parents, advocacy organizations, and even teachers are awakening to the systemic tragedy our public schools have become. USPIE will endeavor to work with people and organizations from all walks of life to be a strong voice in the advocacy for parental rights and excellence in education for all children.

Follow USPIE on social media and click the button to learn more about our Truth and Lies in American Education documentary project.

Parents In Charge of Education

The silver-lining of the CORONA virus pandemic is the opportunity for parents to get into the driver’s seat of their children’s education.

USPIE has already opined on reopening schools, but because things have escalated and the landscape is changing, leadership is compelled to pivot the conversation toward the opportunity that presents itself. Teachers and their unions do not want schools to open and parents do. President Trump said recently that if the schools do not reopen, perhaps the money should go to parents. USPIE believes that parents are more open than ever to seizing every opportunity to direct the education of their children.

USPIE advocates for teachers and parents working together for the best interest of children. In this case, parents and teachers are in opposing camps like the battles against Common Core. Led by the National Education Association and state and local teacher unions, teachers say they fear for their health and are insisting that virtual schools are the only option. In many cases, unions are taking advantage of the situation to push their liberal agendas, which always starts with more money. According to a spokesperson for a 35,000-member California teachers’ union, their demands for reopening government schools include the defunding of police, a federal bailout of their schools, the abolition of charter schools, and “Medicare for All.”

USPIE believes teachers and parents who are fearful of reopening schools are responding to sensationalism by the media and false assertions about the risk involved. A well-cited article published by the Children’s Health Defense led by Robert Kennedy Jr. and flanked by an impressive Scientific Advisory Committee, is endorsed by USPIE as a critical resource for parents to evaluate safety for their children resuming school attendance. 

Parents who are considering government school alternatives, USPIE recommends homeschooling as the best option. Inquiries about homeschool options have increased dramatically since the pandemic, and USPIE has developed resources for parents who are interested in this alternative.  Micro schools are also a new and innovative option for parents including home-school parents whose co-ops have decided not to resume their operations.

Parents who decide to continue in government schools are encouraged to take charge of their children’s education, and attend local school board meetings to advocate for safely reopening schools.  If the Board is not responsive to parents, then elect like-minded people to the school board. School board elections typically have low turnout and with a few hundred active parents working to elect board members, parents can upset incumbents to regain control of what and how their children are taught.

Financial resources could be a hurdle for non-government school options. USPIE supports tax credits for parents by increasing the current federal child tax credit – a simple check-the-box on your income tax return, “My child(ren) do not attend public school.”  Parents could use this money as they see fit to educate their children without ineffective and wasteful government regulations. To offset the “cost” of this tax credit, money directed to the states for education could be reduced. The Federal government should eliminate all Federal education programs, shut down the U. S. Department of Education and put parents and local communities back in charge of education.

There is a silver lining in this CORONA Virus pandemic.  It is the chance to transform the American education system into an efficient and effective model where parents are in charge and children actually learn.

USPIE Mission, Vision, and Values

USPIE began as a statewide organization in South Carolina in 2001 and expanded nationally in 2014 in response to parent activists around the country frustrated with government stonewalling on Common Core. Since that time, the organization has grown and flourished and has become well-respected nationally as the only parent organization of its kind. In this time of uncertainly and ever-fluid education policy issues, USPIE has been moved to articulate a vision and values that represent the organization and its members. While the focus and mission of USPIE remain constant, we pray our vision and values are appealing to you. Please give us feedback and share with others.

MISSION
United States Parents Involved in Education (USPIE) is a nonprofit, nationwide coalition that seeks to return control of education to parents and local communities by eradicating federal intrusion. Grassroots leaders from around the country have joined forces to abolish the United States Education Department (USED) and put an end to all federal education mandates. 

USPIE endeavors to inform Americans of the trillions of dollars wasted on federal education in the last four decades with nothing to show for it but stagnant test scores and declining student academic achievement. It is the goal of USPIE to return American education to its proper local roots and restore parental authority over their children’s education. 

VISION
It is the vision of USPIE to create a culture where parents, empowered with the authority to choose what and how their children learn, are the undisputed primary educators of their children; where local schools operate in support of families, and where education is unencumbered by federal mandates.

VALUES
Respect for others, the truth, fiscal accountability and excellence undergird all USPIE’s efforts.

Respect
Respect for people, especially parents, is core to USPIE’s values. USPIE believes parents have the right and responsibility to raise their children and USPIE contends parents have the right to decide how their children should be taught and what they should learn. Moreover, USPIE understands the commitment to respecting parents is unique, as disrespect for parents, their values and their abilities is prevalent in government schools, with education bureaucrats and even with most elected officials.

Honesty
All of USPIE’s writings are thoroughly vetted and referenced for factual accuracy prior to publication. Of local schools funded by taxpayers, there is an expectation that truth will be taught, and when controversial topics are addressed, all sides of an issue will be presented without bias.

Financial Accountability
As the only grassroots 501(c)(3) of its kind, USPIE seeks to market the organization with hands-on practices and state chapter involvement, and in the most efficient way. The facts are clear that USED is costly and ineffective with the $285 billion taxpayer dollars that it oversees. While it is estimated USED funds only 10% of K-12 education, it now controls most education content and policies with little accountability. Since USED’s inception, costs have risen over 400% while academic scores have remained flat. Parental and local control will improve accountability in education.

Excellence
Only through striving for excellence for children, their teachers and mentors can American communities and their families achieve the American dream by providing the best scholastic offerings and learning of content.  As communities and families participate more broadly in the values of respecting others, of honest evaluation of teaching content, and of financial accountability, USPIE expects better communications will develop between parents and teachers. Then, and only then, will excellence emerge.

Visit USPIE.org and Join the Movement to Stop Fed Ed!