Parents across the country are incredibly frustrated with government school leadership. Parents are systematically being pushed out of a decision-making role despite the fact most states have laws ensuring parental authority over their children. Moreover, school districts across the country are lying to parents and the community.
Some of the most egregious examples include:
– Children being taught about gender alternatives and encouraged to claim a gender counter to reality without parental notification
– Children being frightened about dying from COVID, required to wear a mask to avoid death, and punished if their mask falls off or is removed
– Schools that have adopted Critical Theory, including Critical Race Theory, Critical Gender Theory, Critical Feminist Theory, and Critical Queer Theory into school lessons without informing parents and lying about its inclusion
– A well-known candidate for Governor insists parents should have no role in directing the education of their children and doubled down in a subsequent media interview
America’s parents are becoming more and more aware of the truth, and they want the indoctrination and manipulation of their children to stop. Most parents trusted government schools but are now realizing this trust was misplaced and they are mad. Community members are angry their tax dollars are being used to teach divisive philosophies and blatantly wrong information.
The National School Boards Association (NSBA), in its call for federal investigations and sanctions against parents who want authority over what their children learn, have proven their allegiance to leftist pedagogy at all costs. Their claims of violence are unfounded. U.S. Parents Involved in Education (USPIE) does not condone violence but shouting at a school board meeting is not violence. Shouting may be the most appropriate response when the school board arbitrarily cuts off community comments. Threats of physical harm are also inappropriate, but threats to remove people from office or threats of mass exodus from the school are not acts of violence. Nor is protesting in public spaces with signs. If some people become concerned or feel unsafe, local law enforcement is best equipped to respond.
Why are school districts across the country behaving in this similar way, systematically pushing parents out while simultaneously attempting to indoctrinate children to accept socialism, reject the laws of biology, accept racist thinking, become social justice warriors and more? It is not surprising that American parents are responding similarly without some spurious national terrorist organization providing a coordinated strategy. The idea that the National School Board Association would call for the US Department of Justice to label objecting parents “domestic terrorists” is ludicrous and itself an example of creating an explosive situation.
USPIE sincerely hopes local communities and their local school leadership begin to have more constructive conversations, moving back to teaching reading, writing and arithmetic and the virtues that have made America a great country. But if that does not happen fast, USPIE supports parents who pull their kids out of public schools. Perhaps a mass exodus would open some eyes, but more importantly, parents can keep their children safe and stop fighting the corrupt system.
The federal government has no authority to govern America’s classrooms. The U.S. Constitution enumerates the role of the federal government and leaves education up to the states. In fact, the tenth amendment of the Constitution says, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.” President Joe Biden and Education Secretary Miguel Cardona have no authority to supersede state laws that allow parents to decide health decisions for their children. In letters from Secretary Cardona to eight states on August 18, 2021, and in Biden’s address to the nation September 9, 2021, duly elected state officials that enacted laws that prohibit mask and vaccine mandates were warned that local education agencies (LEAs) have the support of the Biden administration to violate these state laws. Moreover, they say that if any LEA loses funding due to noncompliance with state law, the federal government will cover those loses.
The Biden administration has already dumped $130 billion dollars into LEAs across the country to incentivize following CDC guidelines and to advance the equity agenda (a.k.a. Critical Race Theory). Biden added in his remarks, that if the $130 billion wasn’t enough to cover loses to LEAs who don’t comply with state law, he would infuse more money into those states.
Federal interference in education has existed since the U.S. Department of Education was first founded under the Carter administration in 1979. Federal overreach isn’t just a Democrat idea; it blossomed and grew under Bush Senior and George W. Bush; however, the blatant disregard for duly elected state officials and their authority to govern according to the U.S. Constitution has never been so bold.
Parents and taxpayers must push back against Biden’s tyrannical abuse of power in state education. U.S. Parents Involved in Education (USPIE) stands with the states that have passed laws that protect a parent’s right to make medical decisions for their children.
Once the national political climate turns back to more conservative leadership, it should be an urgent priority to close the US Department of Education and end all federal education mandates. USPIE has written a Blueprint that does this in 5 easy steps. In the meantime, USPIE will provide resources to parents across the country to enable them to protect their God-given rights over health decisions for their children.
US Parents Involved in Education (USPIE) developed this activity in response to the 21 Day Challenges focused on racism, equity and diversity being used in schools, churches, businesses and government. Every story has two sides. This is the other overlooked side. Take this challenge if you dare to think critically and rationally. Open your mind.
It has been said it takes at least 21 days to start making achievable change in one’s life, so each day, please read, watch, or listen to the linked resources. Take a few minutes to reflect on your thinking; drawing connections, noting questions, and sitting with any discomfort. We hope this challenge will support a deeper understanding of race and racism in the United States. It represents only a small portion of, and a pathway into, a much larger conversation. Watch this introductory video and join the conversation at USPIE 21 Day Challenge FB Page!
In schools and workplaces across the United States, Americans are being indoctrinated with a divisive, anti-American ideology: Critical Race Theory (CRT). Based in cultural Marxism, CRT bullies and demonizes whites while infantilizing and denying agency to blacks, creating a deep racial rift. As Abraham Lincoln famously observed, “A house divided against itself cannot stand.” CRT aims to divide the American nation against itself and burn down the house.
In Black Eye for America: How Critical Race Theory Is Burning Down the House, Carol Swain and Christopher Schorr expose the true nature of Critical Race Theory, and they offer concrete solutions for taking back the country’s stolen institutions. They describe CRT in theory and practice, accounting for its origins and weaponization within American schools and workplaces; explain how this ideology threatens traditional American values and legal doctrines, including civil rights; and equip everyday Americans with strategies to help them resist and defeat CRT’s pernicious influence.
Carol Swain (PhD)is an award-winning political scientist andformer tenured professor at Princeton and Vanderbilt Universities. She is the author or editor of 10 books, including Be the People: A Call to Reclaim America’s Faith and Promise and The New White Nationalism in America: Its Challenge to Integration.
Christopher Schorrholds a PhDin American Government from Georgetown University. His dissertation (“White Nationalism and its Challenge to the American Right”) considers factors that risk mainstreaming white nationalist politics in the United States, including Critical Race Theory.
On July 12, 2021, the Superintendent of South Carolina’s Kershaw County School District presented and answered questions during a Kershaw County Republican Party (KCGOP) meeting. Several community members and parents of Kershaw County schools attended the meeting to ask questions of Dr. Shane Robbins. During his presentation, Dr. Robbins said Critical Race Theory is not being taught in Kershaw County schools but talked about Culturally Responsive Teaching, which is being implemented. When USPIE President Sheri Few, who lives in Kershaw County, told him that Culturally Responsive Teaching is the same as Critical Race Theory, later in the Q&A session, he said it was not. Mrs. Few then went back to the microphone and asked him to prove they were not the same and he agreed to send her the teacher training materials for Culturally Responsive Teaching.
Another interesting fact arose from Dr. Robbins’ presentation to the KCGOP. He touted a 30-year-old South Carolina law as the rationale for a new high school course titled African American Studies. He talked about a District African American Studies Committee that worked with a consultant from the University of South Carolina. The committee was directed to develop a course and provide staffing for a high school African American Studies course to be offered in 2021-22. For Elementary and Middle schools, they were directed to embed culturally relevant resources in all subjects, add additional resources to curriculum guides and provide examples for teachers. A description of the high school African American Studies course found on the District’s website says, “Throughout U.S. History, African-Americans have faced great adversity in the form of enslavement and institutional racism. They fought for their freedom and worked to right a broken system, but their struggles continue today.”
On July 27, 2021, the Kershaw County School Board held a Special Called Meeting to discuss the federal ESSER III funds. Mrs. Few spoke during the public comment period and told the Board that Critical Race Theory is not a curriculum or a book you can identify in a K-12 school. She explained it is a pedagogy predicated upon equity, and equity is very different from equality. Equity, she said, otherwise known as “Culturally Responsive Teaching,” and “Diversity and Inclusion” is being implemented through teacher training. She said equity is about equal outcomes, which is impossible and will eventually lead to discrimination. She further explained to the Board that parents had requested to see the federal ESSER III full application because the application requires the District to certify it will advance equity and inclusivity, but parents were denied access to the plan. During the Board meeting, two Board members made pontificating comments about being opposed to Critical Race Theory and even suggested Dr. Robbins was “playing with fire” and utilizing semantics, and yet the Board voted unanimously in favor of budget categories for ESSER III without knowing HOW the district will advance equity and inclusion. It could be that the African American Studies Committee work is the plan for the District to advance equity and inclusion in order to qualify for $24 million in federal funds. Mrs. Few proposed the Board refuse the federal ESSER III funding, which mandates advancing the equity agenda. She said we need pedagogy that reflects local community values and we will never have that if we don’t stop taking federal funds with strings attached.
The day following the Board meeting, and ten days after Mrs. Few requested information from the KCGOP meeting, Dr. Robbins emailed a letter to Mrs. Few telling her she would need to access the Culturally Responsive Teaching training materials through the Freedom of Information Act. The letter also included responses to some other information she requested such as the name of the consultant who was hired to help develop the African American Studies course being implemented in high schools this year. After reviewing just two of the consultant Dr. Gloria Boutte’s most recent publications on “Culturally Relevant Teaching,” it is clear Critical Race Theory and its equity agenda is the impetus for the required course she teaches for preservice teachers at the University of South Carolina.
On August 2, 2021, Mrs. Few completed a Freedom of Information Request for the Culturally Responsive Teaching training materials. Through the Freedom of Information Act, Mrs. Few also requested documents related to the African American Studies course development and relative training materials, and for a copy of the contract between Dr. Boutte and the Kershaw County School District. More will be reported when those documents are received, but it appears Kershaw County School District is up to their eyeballs in Critical Race Theory (CRT), a.k.a. Culturally Responsive Teaching, Equity, Diversity and Inclusion.
This type of scenario is playing out all over the country. In very liberal regions of the country, they are not shying away from the fact that they are teaching Critical Race Theory, but in other regions like the Southeast, they deny they are teaching it; denounce it publicly, and naïve school board members blindly trust the Superintendent and staff is telling the truth. Parents need to keep digging until they uncover this racist, Marxist poison so they can eradicate it from their schools. They need to start by looking into teacher trainings, and ESSER III plans. Read Dr. Boutte’s publications from the link above where she describes how she uses teacher training to indoctrinate teachers with the anticipation that they will influence their students to become activists to end White supremacy and White oppression.
Visit www.uspie.org to join the movement to return local and parental control of education. USPIE will keep you in the loop with the latest education policy issues that are harming children and threatening our country’s freedom. Also, inquire about a USPIE chapter in your state to stay on top of local education concerns.
Ever wonder why organizations like USPIE are so concerned with the federal government’s involvement in education? Well, here’s yet another reason why.
Last year, in order to address the impact of the COVID-19 pandemic, Congress passed the American Rescue Plan (ARP) Act. This legislation provided billions of dollars to school districts through the federal ESSER (Elementary and Secondary School Emergency Relief) program. ESSER funds flow from the US Department of Education, through each state’s Department of Education, and are then allocated to school districts according to a demographics-based funding formula. ESSER 3.0 is the third portion of these COVID-19 relief funds and unlike ESSER 1.0 and 2.0, this round of funding requires states and districts to describe how their efforts will address:
the social and emotional needs of students
student groups for which the pandemic exacerbated pre-existing inequities
advancing equity and inclusivity
School districts are also required to gather stakeholder feedback on their plans. Check your district’s website to see if an ESSER survey has been posted.
Furthering a Progressive Ideology
While the specifics of a spending plan are left to local districts, the US Department of Education has released a guidance document with recommendations for how to accomplish the abovementioned goals: ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students’ Needs (PDF) A review of this document provides first-hand insight into the current US Dept. of Education’s ideology. Many of the suggestions in the handbook were gathered from left-leaning national groups, such as the National Education Association, and openly promote LGBTQ+ advocacy and programs steeped in a neo-Marxist framework. All under the guise of helping off-set the learning loss students have experienced due to COVID-19.
Money, Money, Money
So, districts now have millions in new funding available to them, and schools seldom leave grant dollars unclaimed. These dollars have deadlines for expenditure, as well. Vendors in the education industry are well aware of the golden opportunity in front of them. Consulting firms that offer teacher training, education technology companies, instructional materials developers and the like are certain to start “peddling their wares” to schools and districts around the country, especially offerings focused on diversity, equity, and inclusion. This further opens the door for districts (intentionally or not) to contract with professional development providers and/or implement curriculum that uses the neo-Marxist framework of critical theory, or more specifically, critical race theory (CRT). Despite several states having recently banned CRT-related instruction, this remains a real threat.
Parents and other community members should keep all of this in mind as they provide feedback to school districts on their ESSER 3.0 spending plans. This is an opportunity to remind school officials that not all resources available to them are appropriate for our children or district educators. We must all be discerning and make it clear to school officials and school board members alike that we are holding them accountable. Your state’s ESSER plan is available online through US Department of Education’s website.
Carol Swain is an author, commentator, and entrepreneur. She is the host of Be the People Podcast” and “Conversations with Dr. Carol Swain,” a television talk show on YouTube, Rumble, and the Binge TV Network. She is the owner and President of Unity Training Solutions which offers an alternative to Diversity, Equity, and Inclusion Training. Dr. Swain has authored or edited 10 books. Her most recent book is Black Eye for America: How Critical Race Theory is Burning Down the House (Forthcoming, August 2021). She is a former professor at Princeton and Vanderbilt Universities. Her opinion pieces have been published in The New York Times, The Washington Post, The Epoch Times, the Financial Times, and The Wall Street Journal. She holds a Ph. D from the University of North Carolina Chapel Hill. Presidents Bush, Obama, and Trump have appointed her to positions in their administrations. Most recently, she served as Vice-Chair of the 1776 Commission.
Dr. Duke Pesta received his M.A. in Renaissance literature from John Carroll University and his Ph.D. in Shakespeare and Renaissance literature from Purdue University. He has taught at major research institutions and small liberal arts colleges, on a wide variety of subjects at the graduate and undergraduate level, including courses on Shakespeare, Renaissance literature, the Bible, Russian literature, Christian Apologetics, and C.S. Lewis. He has been active in educational reform and was instrumental in developing and implementing an elective Bible course that is currently available for public high school students in Texas. Dr. Pesta is the Academic Director of FreedomProject Academy, the American Opinion Foundation’s Online Classical school. He is also a nationally-recognized critic of Common Core, having delivered over 400 talks in 40 states, and has done more than 2500 radio and television interviews on the subject. He speaks at home school conventions and educational conferences across the nation on topics including the necessity of homeschooling, the decline of morality and critical thinking in the public schools, and the myriad ways that colleges and universities indoctrinate students.