USPIE Research Committee

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The USPIE Research Committee did the background work to develop the Blueprint to Close the Federal Department of Education found at The committee provides support to state chapters, watching for good legislation that can be shared and problematic legislation that might spread to other states.  They also work with the Marketing Committee and Leadership Team to research and draft USPIE Position papers. All Committee efforts are aligned with achieving USPIE’s mission of abolishing the U.S. Department of Education and ending all federal education mandates.

Chair – Melanie Kurdys (Michigan) Please contact Melanie: to join the USPIE Research Committee.


Florence Thompson (South Dakota)

Michael Gendre (Massachusetts)

Victoria Bucklin (Maine)

Roy Frady (North Carolina)

Theresa Hubbard (Alabama)

Chris Honeck (Iowa)

Good Things Happening in K-12 Education in Florida

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USPIE would like to give a shout out to our friends in Florida, Florida Citizens’ Alliance, who are working hard to help end government takeover of local education. Florida Citizens’ Alliance, Inc. (FLCA) is a 501c (3) grassroots organization working to educate parents, families, and community influencers regarding current activities of great concern in Florida public schools.

These efforts include pursuing legislative policies that promote universal school choice, supporting knowledge-based learning, encouraging the best K-12 standards and curriculum, stopping political, religious and pornographic indoctrination, and encouraging financial transparency/best practices to improve student learning. FLCA now has over 100 grassroots teams and leaders actively supporting what they are doing and 50,000 + people in their active database.

Curing Common Core

Florida citizens have all been fighting the flawed Common Core standards for years. Thanks to Gov. DeSantis, Florida has Executive Order 19-32 which gives Commissioner Corcoran until Jan 2020 to complete. But what does it mean to get rid of Common Core and most importantly what replaces it? Listen to this EVOLVING  Curing Common Core Podcast series. You will hear experts like Dr. Sandra Stotsky, creator of the Massachusetts Miracle; Dr Lawrence Gray from Minnesota, creator of pre-Common Core math standards that now have 11 years of stellar results; Dr Karen Effrem, expert on the evils of Social Emotional Learning; Dr Mark Bauerlein, ELA expert, and Dr Heidi Maier, Superintendent Marion County.  FLCA reports there will be more to follow including Commissioner Corcoran and key legislators as the process of getting Legislative approval takes shape starting in November.

Back to School Reading list

Commissioner Corcoran Releases New Back-to-School Reading List
~ Over 100 Books Make Up the Best Student Reading List in the Nation ~

This is really, really huge. Scroll down thru the list in the link below and remember it replaces the Sunshine Reader List (SRL). The SRL was a pop culture reading list published every year by the Florida Dept. of Education. This list required novels on the Sunshine Reading List to be published 2010 or newer- yes 2010 or newer! And it effectively banned the classics. NO LONGER!

This is a classical reading list and a major, major  win for our kids. It’s also a big win for FLCA. They have been working on this for 18 months and Richard Corcoran, Commissioner of Education, made it happen! Here is the Classical Reading List.

So what’s next?

Here is a working draft of FLCA’s K-12 Education Legislative agenda. FLCA is in the process of getting agreement from the Board and a 20 person state wide advisory team, then FLCA has leaders in over 30 counties who will present the final FLCA 2020 agenda to their respective County Legislative Delegation Hearing between September and December. In the meantime, FLCA will be working overtime to get legislative sponsors.

If we don’t fix the education system, nothing else we do will matter. We will spiral into Socialism or worse. Please subscribe to stay informed on what FLCA is doing to improve education in the Sunshine State.

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USPIE Position on Comprehensive Sexuality Education

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USPIE Position on Comprehensive Sexuality Education

A primary mission of United States Parents Involved in Education (USPIE) is to return control of education to parents and local communities.  We are alarmed by the expanded use of inappropriate Comprehensive Sexuality Education (CSE), in K-12 public schools. CSE is a blatant intrusion into a traditional family domain and a dangerous assault on the health and innocence of children.  We urgently encourage parents to retake control of their children’s sex education.

CSE is promoted under the guise of “health” education and is based on false science and political agendas all without parental notification or permission. In a national survey given to teens in July 2015, teens say they feel pressured to have sex as a result of participating in federally funded “comprehensive” sexuality education programs. About 40% of 18-19 year-olds say their contraception focused sex education classes made them feel that sex was an absolute expectation. Sexually transmitted diseases (STDs) take a particularly heavy toll on young people. The Centers for Disease Control (CDC) estimate that youth ages 15-24 make up just over one quarter of the sexually active population, but account for half of the 20 million new STDs that occur in the US each year. STDs in the US hit a record high in 2017, establishing a steep, sustained increase over the last four years.

While there is no universal definition of CSE and what it includes, CSE is a highly controversial, “rights-based” approach to sex education. It encompasses a great deal more than just teaching children and youth about anatomy and physiology, sexual intercourse, and human reproduction. Comprehensive Sexuality Education programs seek to change society by changing sexual and gender norms and teaching youth to advocate for their sexual rights. Most CSE programs promote acceptance of diverse sexual identities and orientations and have an almost obsessive focus on sexual pleasure, instructing children and youth at the earliest ages on how to obtain sexual pleasure in a variety of ways. Some states, like California, teach young children that anal and oral sex are low-risk behaviors and are a means to avoid unwanted pregnancy.

Most CSE programs contain developmentally inappropriate sex education curricula yet are being foisted on very young children to normalize such behavior. These programs do not promote optimal health outcomes, nor do they empower children to increase self-regulation and goal setting.

USPIE strongly opposes Comprehensive Sexuality Education programs.  We encourage parents to become informed and do what must be done to protect their children.  Taxpayers and community members should support parents and demand public institutions exercise prudent judgment to ensure appropriate protection of the innocence and safety of children.





“Parents are, and must always be, the resident experts of their own children.”

– Dr. Gary Thompson, Psy.D.

The real, totalizing, and institutionally-sanctioned bully is CSE, which forces social justice sexual identity politics on children far too young to comprehend, masquerading as tolerance and (pseudo) science. The primary victims of this bullying are not gender confused or homosexual children, who are often singled out for elevated praise and sympathy designed to promote guilt and shame in “traditionally” oriented children. It is a hallmark of this type of institutional bullying that the vast, silent majority is made to feel predatory and unsophisticated by comparison. Do not be bullied by your school.  Exercise your parental rights.

  • At the beginning of each school year ask to see all curriculum containing sex related materials including gender and transgender identity, birth control, health services, STD’s, sexuality, sexual practices, the politics of sex and gender, and anything similar regardless of the class in which it is taught. Note, these materials may be presented in classes like health, PE, Social Studies, English Language Arts, even math problems.
  • If you do not want your child exposed to this material, write an OPT-OUT letter to your principal stating such. Give copies to all of your child’s teachers and counselors.   Insist that all substitute teachers be notified as well.  Keep a copy for yourself.
  • You may be told that state laws prevent you from opting your child out of these programs. Demand a specific reference to the law or laws being referenced and read the law for yourself.  If the law as written does in fact prevent you from opting out of offensive information, it may be time to pull your child out of public school in favor of home or private school.
  • Share your perspective and finding with other parents in your school.
  • Consider asking your school board to write a policy to permit signed Parental Active Opt-In as the preferred method for approving student participation in sexually related curriculum.
  • Propose a committee at the local level of parents and teachers who make the decision on what should or should not be taught to children and when. Demand the meetings be open to the public and minutes posted within 48 hours of the meeting. This includes a way for local leaders to combat the leaders at the state level.

Download this statement:

Teachers Required by Law to Positively Promote LGBT Lifestyle to Students

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Instead of affirming children in their biological bodies and supporting youth to live lifestyles that promote optimal health outcomes, the California State Assembly says that if a young boy thinks he is a girl everyone should encourage that child to transition to a girl. The California State Assembly passed AB-493 “Teachers: lesbian, gay, bisexual, transgender, queer, and questioning pupil resources and training” by an alarming vote of 61 to 0.  AB 493 is a mandatory training bill for public and charter school teachers for LGBT inclusivity and sensitivity.  If this bill passes the State Senate, teachers will be tracked and monitored to ensure they are positively promoting the LGBT lifestyle with students in publicly-funded schools. Are teachers okay with this? Are parents okay with this?

 Key information:

The materials and resources used to train teachers will be provided by progressive LGBTQ groups.

Teachers will be instructed to use preferred pronouns to address students, to stop referring to students by their biological genders as boys and girls, and to teach sexual orientation and various gender identities.

Under AB 493, schools would be required to develop training curriculum for teachers in direct “consultation with leading experts in supporting LGBTQ pupils.”

Visit and Join the Movement to Stop Fed Ed!

Equality Act Increases Inequality


We call on you to kindly remind your Congressman that HR5 is NOT an equality act. Some members may vote yes because the bill title is tempting!

Frustrating that our elected officials have become so superficial. Please call or email your Congressman!

“Equality Act (H.R. 5)—Next week, the House will vote on the Equality Act (H.R. 5). This mistitled bill would actually create greater inequality, hurting women and individuals of faith—ironically, two out of the five groups that the Civil Rights Act was created to protect.

We need all hands on deck to curb Republican defections on this bill that, if signed into law, would force schools (both public and private), churches, hospitals, businesses, and other institutions to recognize an individuals ‘chosen gender’ instead of their biological sex.”

Please make sure to call your congressman about this dangerous liberal bill.

Visit and Join the Movement to Stop Fed Ed!

Testing, Testing 1, 2, 3


Standardized testing has a long history in education in the United States. Since the 1980s, lawmakers have worried that the declining academic performance of American students threatens the United States.. These fears have prompted the federal government to implement an increasingly intrusive set of policies intended to boost academic achievement.

Presidents Bill Clinton and George W. Bush attempted to lessen the concerns about public education through promoting statewide standards and assessments that all children should achieve. Clinton offered model standards that states could voluntarily adopt, since enforcing national standards was unconstitutional. Bush took it further by tying federal sanctions to the performance of schools and districts on statewide tests.

By now, most states have chosen not to use the PARCC (Partnership for the Assessment of Readiness for College and Career) and Smarter Balanced (SBAC) assessments, which were designed after the Common Core State Standards Initiative. In 2010, the PARCC and SBAC consortia reported having 26 and 32 member states, respectively, representing diverse political environments. Only Alaska, Minnesota, Nebraska, Texas, and Virginia declined to join by the end of that year. Alaska, whose state standards were closely aligned with the Common Core, affiliated with SBAC in 2013. Minnesota adopted only the English language arts standards and so did not join a consortium. Nebraska, Texas, and Virginia supposedly never adopted Common Core or affiliated with a consortium.

The states remaining in Smarter Balanced are: California, Connecticut, Delaware, Hawaii, Idaho, Maine, Michigan, Montana, Nevada, New Hampshire, North Dakota, Oregon, South Dakota, Vermont, Washington, West Virginia, and Wisconsin.

Iowa, North Carolina, and Wyoming are affiliate members. Previously, it had 30 members. Member states can associate with one or both consortia, without committing to using either test.

PARCC has suffered heavy loss of membership: As of March 2019, the three active PARCC members are the District of Columbia, Louisiana (hybrid, and grades 3-8 only), and Massachusetts (hybrid, and grades 3-8 only).PARCC assessments are also used by the federal Bureau of Indian Education, and the Department of Defense Education Activity.

Five Things every parent, educator, and legislator should know about high-stakes, standardized testing

  • These tests were rolled out having never been field tested and the results have been disastrous. Computer Adaptive Testing- was previously never been tried in the history of the US on such a large scale at the elementary level. Validation requires the test developer to show that the test actually measures what it claims to measure. This has never been demonstrated to anyone’s satisfaction.
  • These tests don’t tell us where we can improve. Many assessments such as classroom and performance tests have diagnostic and instructional value but high-stakes standardized tests have no such value. Teachers and students are barred from seeing the direct results of the tests to discover what went wrong.
  • The tests distort what and how teachers teach. What gets measured is what gets done, and not much else gets done. The tests cut out instruction in subjects not tested, yet some states have wanted teacher evaluations will eventually be tied to these tests.
  • The tests have shown no positive results. After more than a decade of standards and testing accountability efforts there has been virtually no increase in achievement outcomes.
  • The tests are incredibly costly in both time and money.

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Here are some fabulous guides about Opting Out of testing in Florida:


United States Parents Involved in Education (USPIE) is a nonprofit, nationwide coalition of state leaders focused on returning control of education to parents and local communities by eradicating federal intrusion.


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Action Alert: Washington State Sex Ed Bill Hearing


Oppose 5395-CSE at March 12th Hearing

Urgent call to action!  Please attend and oppose SB 5395 – Comprehensive Sex Education at the House Education Comm Hearing on Tuesday, March 12th at 8:00am.

Bill Summary

You can learn more about the agenda behind Comprehensive Sex Ed in the following link:

This is a social agenda.  The Protect Child Health Coalition has identified 15 elements found in CSE programs that they believe are harmful to children.

They are as follows:


Normalizes child sex or desensitizes children to sexual things. May give examples of children having sex or imply many of their peers are sexually active. May glamorize sex, use graphic materials, teach explicit sexual vocabulary, or encourage discussion of sexual experiences, attractions, fantasies or desires.


May teach children how to negotiate sexual encounters or how to ask for or get “consent” from other children to engage in sexual acts with them. Note:“Consent” is often taught under the banner of sexual abuse prevention. While this may be appropriate for adults, children of minor age should never be encouraged to “consent” to sex.


Normalizes these high-risk sexual behaviors and may omit vital medical facts, such as the extremely high STI infection rates (i.e., HIV and HPV) and the oral and anal cancer rates of these high-risk sex acts.


Normalizes or promotes acceptance or exploration of diverse sexual orientations, sometimes in violation of state education laws. May omit vital health information and/or may provide medically inaccurate information about homosexuality or homosexual sex.


Teaches children they are entitled to or have a “right” to sexual pleasure or encourages children to seek out sexual pleasure. Fails to present data on the multiple negative potential outcomes for sexually active children.


While masturbation can be part of normal child development, encourages masturbation at young ages, which may make children more vulnerable to pornography use, sexual addictions or sexual exploitation. May instruct children on how to masturbate. May also encourage children to engage in mutual masturbation.


May inappropriately eroticize condom use (e.g., emphasizing sexual pleasure or “fun” with condoms) or use sexually explicit methods (i.e., penis and vagina models, seductive role plays, etc.) to promote condom use to children. May provide medically inaccurate information on condom effectiveness and omit or deemphasize failure rates. May imply that condoms will provide complete protection against pregnancy or STIs.


Teaches children they can choose to have sex when they feel they are ready or when they find a trusted partner. Fails to provide data about the well-documented negative consequences of early sexual debut. Fails to encourage sexually active children to return to abstinence.


Fails to establish abstinence (or a return to abstinence) as the expected standard for all school-age children.  May mention abstinence only in passing. May teach children that all sexual activity—other than “unprotected” vaginal and oral sex—is acceptable, and even healthy. May present abstinence and “protected” sex as equally good options for children.


Promotes affirmation of and/or exploration of diverse gender identities. May teach children they can change their gender or identify as multiple genders, or may present other unscientific and medically inaccurate theories. Fails to teach that most gender-confused children resolve their confusion by adulthood and that extreme gender confusion is a mental health disorder (gender dysphoria) that can be helped with mental health intervention.


Presents abortion as a safe or positive option while omitting data on the many potential negative physical and mental health consequences. May teach children they have a right to abortion
and refer them to abortion providers. May encourage the use of contraceptives,
while failing to present failure rates or side effects.


May train children to teach other children about sex or sexual pleasure, through peer-to-peer initiativesMay recruit children as spokespeople to advocate for controversial sexual rights (including a right to CSE itself) or to promote abortion.


May encourage children to question their parents’ beliefs or their cultural or religious values regarding early sex, sexual orientation or gender identity.


May instruct children they have rights to confidentiality and privacy from their parents. May teach children about accessing sexual commodities or services, including abortion, without parental consent. May instruct children not to tell their parents what they are being taught about sex in school.


Refers children to harmful websites, materials or outside entities. May also specifically refer children to Planned Parenthood or their affiliates or partners for their lucrative services or commodities (i.e., sexual counseling, condoms, contraceptives, gender hormones, STI testing and treatment, abortions, etc.) Please Note: A conflict of interest exists whenever an entity that profits from sexualizing children is involved in creating or implementing sex education programs. (For more information on how Planned Parenthood sexualizes children for profit see and ( , Accessed 3/5/2019)

ACTION ALERT: SC Education Reform Bill

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The SC Legislature’s latest attempt to circumvent voters and push for centralization of power comes in the form of an 84-page, Republican-led, omnibus, “education reform” bill- S.419.

PLEASE CONTACT YOUR REPRESENTATIVES IN THE SENATE and recommend the following amendments to Senate Bill 419.

  1. Require Legislative Audit Council cost analysis for Federal Compliance
  2. Strike the entire Zero to Twenty Committee section of the bill
  3. Strike the Competency-based Education section of the bill
  4. Change State Board of Education to be elected by judicial circuit


Don’t know who your Senator is? Use this link to quickly find out!

  1. Require Legislative Audit Council cost analysis for Federal Compliance

USPIE endeavors to return local, parental and community control of education. This starts with eliminating all federal education mandates. This can be achieved by federal legislation and/or by states refusing federal funding. The latest national census report of federal funding for states showed South Carolina only receives 4.96 % of its education budget from federal sources, and yet the federal government controls South Carolina classrooms. The South Carolina Senate should require the Legislative Audit Council to conduct a cost analysis for compliance with Federal education mandates over time.

    2. Strike the entire Zero to Twenty Committee section of the bill

USPIE and its South Carolina chapter oppose Senate Bill 419 because it reinforces, and in many cases doubles down on the workforce development model for education driven by the federal government. This failed education model is predicated upon massive data collection of children from before birth into adulthood. The proposed Zero to Twenty Committee is designed to breakdown and share data silos in order to track children from before birth through adulthood. Creating another politically-appointed committee that is charged with data collection is the opposite of what the Legislature should be doing to improve education.  The entire section creating the Zero to Twenty Committee should be stricken from the bill.

    3. Strike the Competency-based Education section of the bill

Common Core was only a forerunner to Competency-based Education (CBE), the latest national/global education fad. CBE was added to the House version, H. 3759, this week. CBE embeds online, formative assessments in everyday learning, undermining children’s privacy and eliminating a parent’s opportunity to opt out of testing. The entirely computer-based CBE curriculum eliminates the need for a teacher; teachers are mere facilitators/babysitters.

    4. Change State Board of Education to be elected by judicial circuit

In order to restore local, parental, and community control of education, there has to be more direct accountability to parents, teachers and taxpayers of South Carolina for education policy decisions.  A fundamental step toward restoring local control, and accountability to education stakeholders is to elect the State Board of Education by judicial circuit.

PLEASE CONTACT YOUR SENATOR and recommend the following amendments to Senate Bill 419.

  1. Require Legislative Audit Council cost analysis for Federal Compliance
  2. Strike the entire Zero to Twenty Committee section of the bill
  3. Strike the Competency-based Education section of the bill
  4. Change State Board of Education to be elected by judicial circuit


Don’t know who your Senator is? Use this link to quickly find out!

If you have any questions about contacting your legislator, please email or call USPIE ACTION Communications Director April Few: (803) 421-9851  //

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USPIE Communications Director Testifies Against SC House Bill 3759

On Tuesday night USPIE Communications Director April Few, who is a South Carolina resident, testified against SC House Bill 3759 at the K-12 subcommittee meeting .

Watch the video to hear her remarks:





“Good afternoon, my name is April Few and I am the Communications Director for United States Parents Involved in Education. USPIE is a nonprofit organization that began as South Carolina Parents Involved in Education and expanded into a national organization in 2014. The primary goal of USPIE is to return local control of education to parents and communities by eradicating federal intrusion.

USPIE has reviewed House Bill 3759 and is compelled to declare its utter disappointment in the bill you are set to consider.

The bill begins with a false narrative suggesting “a vibrant workforce is critical to sustaining and growing the economy of this State by servicing industry and attracting new industry …”

USPIE opposes all efforts to continue to convert American education into a workforce development system. USPIE also opposes the massive data collection of citizens, ESPECIALLY CHILDREN, facilitated and coordinated by the Federal government through the guise of workforce development education.

Another troubling theme in the bill is the emphasis on “Student Empowerment” — with no mention of empowering parents! In fact, in the proposed legislation, parents are stripped of their right to appeal a decision to retain their child after the third grade.

Research shows adolescents make all their decisions from the emotional part of their brain. It is not until around age 25 that the human brain achieves full cognitive maturity associated with judgement, seeing into the future, abstract thinking, and rational behavior and decision making. This bill is irrational and defies the science of brain maturation to “empower students” with a bill of rights, and give them a voice on the State Board of Education.

Obviously problematic is the way the bill throws teachers under the bus! The bill would hold teachers accountable for failed standards and initiates the distribution of teacher’s personal data from high school forward. If this bill passes, teachers become the next victim of privacy invasion through data collection.

According to a report by the State Department of Education issued shortly after Common Core was “supposedly” replaced, South Carolina’s standards were, and remain 90% aligned with Common Core. As you may recall, these standards are faulty on many levels. The bill’s harsh treatment of failing schools, and the evaluation and grading of teachers based on mandated, failed standards is immoral.

The Zero to Twenty Committee created in this bill is alarming by its name alone! This Committee is mandated to collect data as early as the government can get their hands it and spans into post-high school actions. It is so surreal to me that the sponsors of this bill don’t even attempt to disguise their desire to collect data on children from birth into adulthood and beyond. Does cradle to grave ring a bell?

And finally, the biggest eyesore of the bill is the fact that it creates a whole new politically-appointed committee — unaccountable to individual voters, and audaciously names the director as “EDUCATION TSAR”! As if the Education Oversight Committee weren’t bad enough, bill sponsors want to create another layer of politically-manipulated individuals who are owed political favors. The voters of South Carolina responded loud and clear to a constitutional amendment question last year signifying they want to elect those who decide education policy.

I leave you with four ways the Legislature can promote a statewide culture of excellence in education.

1. To restore local control and foster innovation, the State should wean itself off federal funds. This should begin with a cost analysis of federal regulation compliance. Only 8% of South Carolina education dollars are federal, but they control 100% of the classroom!

2. To enable local incubators for excellence, the State should remove most state-level mandates and bureaucracy. Cost savings should be returned to communities for local education needs.

3. To foster accountability and decentralization of education, the State should eliminate the Education Oversight Committee, and allow voters to elect State Board of Education members.

4. To achieve a statewide culture of educational excellence, the State should abandon the attempt to control the economy with workforce development education and return to evidence-based classical education.

USPIE stands ready to assist with creating policy that will implement these simple four steps.

Please visit to learn more about the national movement to restore education authority to its proper local roots – to parents and communities.”

Trump Administration Proposes Federal “School Choice” Program



President Trump briefly announced a federal “school choice” proposal in his State of the Union address. Many Americans support parental rights in selecting educational options for their children. American parents are also frustrated that they pay high taxes in support of government schools and then pay out of pocket for private schools or homeschooling. The idea of a federally-supported program that allows parents to redirect their tax money to alternative government, private and home schooling options is very attractive.

USPIE suggests the term “school choice,” when thoughtfully considered, is inadequate to describe the proper emphasis of authority necessary to right the education ship. Parents are a child’s first teacher and should have absolute say in what and how their children learn. USPIE asserts families must restore parental authority over children’s education, and restore “parental choice.” Parental choice is not limited to choosing a building, a level of discipline, or a supplementary emphasis. Parental choice means curriculum choice where classical, technology-free, religious-based, non-Common Core curricula are available.

USPIE’s primary mission is to end the U.S. Department of Education and all federal education mandates returning local, community and parental control of education. Thereby, USPIE is opposed to ALL federally-regulated “school choice” options.

Many families who don’t trust government schools might benefit from a federal school tax credit that would allow them to retain more of their taxable income, afford for one parent to stay home to raise their children and homeschool, or afford a private school of their choice not limited by government funding regulations. There may be a way for parents to keep their own money to spend as they see fit to raise their children with no government involvement. We are anxious to be part of that solution.  But government-enabled school choice is not parental choice.

Please join USPIE in telling the Trump Administration to support true “parental choice.”

Please consider making a small donation to USPIE, a national, parent-led education policy group with the mission of ending the US Dept. of Ed and ALL federal education mandates. USPIE has 501(c)(3) non-profit status which makes all contributions tax deductible. DONATE TODAY!

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