Schoolroom Climate Change Indoctrination

Dear Friends,

A very informative and timely article writing by Paul H. Tice.  Mr. Tice works in investment management and is a former Wall Street energy research analyst.

Schoolroom Climate Change Indoctrination

While many American parents are angry about the Common Core educational standards and related student assessments in math and English, less attention is being paid to the federally driven green Common Core that is now being rolled out across the country. Under the guise of the first new K-12 science curriculum to be introduced in 15 years, the real goal seems to be to expose students to politically correct climate-change orthodoxy during their formative learning years.

In one assignment, students measure the size of their

family’s carbon footprint and suggest ways to shrink it.


The Next Generation of Science Standards were released in April 2013. Thirteen states and the District of Columbia have adopted them, including my state of New Jersey, which signed on in July 2014 and plans to phase in the new curriculum beginning with the 2016-2017 school year. The standards were designed to provide students with an internationally benchmarked science education.

While publicly billed as the result of a state-led process, the new science standards rely on a framework developed by the Washington, D.C.-based National Research Council. That is the research arm of the National Academy of Sciences that works closely with the federal government on most scientific matters.

All of the National Research Council’s work around global warming proceeds from the initial premise of its 2011 report, “America’s Climate Choices” which states that “climate change is already occurring, is based largely on human activities, and is supported by multiple lines of scientific evidence.” From the council’s perspective, the science of climate change has already been settled. Not surprisingly, global climate change is one of the disciplinary core ideas embedded in the Next Generation of Science Standards, making it required learning for students in grade, middle and high school.

The National Research Council framework for K-12 science education recommends that by the end of Grade 5, students should appreciate that rising average global temperatures will affect the lives of all humans and other organisms on the planet. By Grade 8, students should understand that the release of greenhouse gases from burning fossil fuels is a major factor in global warming. And by Grade 12, students should know that global climate models are very effective in modeling, predicting and managing the current and future impact of climate change. To give one example of the council’s reach, these climate-change learning concepts have been incorporated almost verbatim into the New Jersey Department of Education model science curriculum.

Many of the background materials and classroom resources used by instructors in teaching the new curriculum are sourced from government agencies. For example, the Environmental Protection Agency has an array of ready-to-download climate-change primers for classroom use by teachers, including handouts on the link between carbon dioxide and average global temperatures and tear sheets on the causal relationship between greenhouse-gas emissions and rising sea levels.

Similarly, the National Oceanic and Atmospheric Administration and the Energy Department have their own Climate Literacy & Energy Awareness Network, or Clean, which serves as an online portal for the distribution of digital resources to help educators teach about climate change. One such learning module requires students to measure the size of their family’s carbon footprint and come up with ways to shrink it.

Relying on a climate-change curriculum and teaching materials largely sourced from federal agencies—particularly those of the current ideologically driven administration—raises a number of issues. Along with the undue authoritative weight that such government-produced documents carry in the classroom, most of the work is one-sided and presented in categorical terms, leaving no room for a balanced discussion. Moreover, too much blind trust is placed in the predictive power of long-range computer simulations, despite the weak forecasting track record of most climate models to date.

This is unfortunate because the topic of man-made global warming, properly taught, would present many teachable moments and provide an example of the scientific method in action. Precisely because the science of climate change is still just a theory, discussion would help to build student skills in critical thinking, argumentation and reasoning, which is the stated objective of the new K-12 science standards.

For instance: Why has the planet inconveniently stopped warming since the late 1990s even as carbon dioxide levels have continued to rise? How reliable are historical measurements of average global temperatures and atmospheric carbon dioxide levels when, before the 1950s, much of the data are interpolated from such diverse sources as weather balloons, kites, cloud observations, primordial tree rings and Antarctic ice bubbles?

How statistically significant is a 1.4-degree Fahrenheit increase in average global surface temperatures since 1880 for a 4.6 billion-year-old planet with multiple ecosystems and a surface area of some 200 million square miles? How dangerous is the current level of carbon dioxide in the world’s atmosphere, when 400 parts per million expressed as a percentage of the volume of the atmosphere would equate to only 0.04% or approximately zero?

Employing such a Socratic approach to teaching climate change would likely lead to a rational and thought-provoking classroom debate on the merits of the case. However, that is not the point of this academic exercise—which seems to be to indoctrinate young people by using K-12 educators to establish the same positive political feedback loop around global warming that has existed between the federal government and the nation’s colleges and universities for the past two decades.


Tincy Miller

SBOE District 12

Pearson Loses Bulk of Texas Student Testing Contract


Dear Friends,

A very informative article written by Morgan Smith. Smith reports on politics and education for the Tribune, which she joined in November 2009. She writes about the effects of the state budget, school finance reform, accountability and testing in Texas public schools. Her political coverage has included congressional and legislative races, as well as Gov. Rick Perry’s presidential campaign, which she followed to Iowa and New Hampshire. In 2013, she received a National Education Writers Association award for “Death of a District,” a series on school closures. After earning a bachelor’s degree in English from Wellesley College, she moved to Austin in 2008 to enter law school at the University of Texas. A San Antonio native, her work has also appeared in Slate, where she spent a year as an editorial intern in Washington D.C.

 Pearson Loses Bulk of Texas Student Testing Contract

For the first time in three decades, a new company is poised to develop and administer the state-required exams Texas students begin taking in the third grade. 

The state is in negotiations with Educational Testing Service, or ETS, to take over the bulk of the four-year, $340 million student assessment contract, the Texas Education Agency announced Monday. Company Vice President John Oswald said ETS is “privileged and honored” to land the work. Final contracts are still being negotiated.

The London-based Pearson Education has held the state’s largest education-related contract — most recently, a five-year, $468 million deal to provide state exams through 2015 — since Texas began requiring state student assessments in the 1980s. Under the new agreement, the company would still develop the state’s assessments designed for special needs and foreign students. That portion of the contract is worth about $60 million.  

As the Legislature moved to reduce the state’s standardized testing program in response to widespread outcry from parents and school leaders in 2013, the state’s contract with Pearson became the focus of much criticism. Many lawmakers, including former Senate Education Committee Chairman and now Lt. Gov. Dan Patrick, R-Houston, attacked what they viewed as the company’s excessive influence in the policy-making process and called for greater scrutiny of testing contracts. 

In 2013, the state auditor concluded that the state education agency did not adequately oversee the contract with Pearson. At the time, Education Commissioner Michael Williams thanked the auditor’s office for its recommendations, which he said would be put into effect immediately.

Disclosure: Pearson is a corporate sponsor of The Texas Tribune. A complete list of Tribune donors and sponsors can be viewed here.

 Comment from Donna Garner

“Now that new tests are to be developed for Texas by Educational Testing Service, the TEA staffers will really have to monitor the development of these new tests carefully. They must follow the Type #1 TEKS adopted by the elected members of the SBOE. Part of the reason why Texas dumped Pearson is because of its very close ties to Common Core which has become a “dirty name” all across America, including in Texas. Hopefully when ETS produces its new set of Texas tests, the test writers will stay completely clear of Common Core.”  


Tincy Miller

SBOE, District 12

Open Letter to Argyle ISD Candidates for School Board from Alice Linahan


Dear Friends,

A timely and informative article written by Alice Linahan, a politically-active Texas mom.  Founder of Voices Empower a consulting firm working with for-profit and non-profit organizations nationwide.  Voices Empower works in the trenches of the grassroots movement to break the reliance on the media for news and information. Voices Empower is on track to re-define the meaning of “boots on the ground.” Specifically, by implementing a communication team strategy that gives activists the tools to “ENGAGE” and change hearts and minds vs. just a CLICK “LIKE” mentality on social media

To the Argyle ISD Candidates for School Board.

My name is Alice Linahan and I want to first take the time to say thank you for stepping up and running for our local school board. This position you are seeking is so important and is the best line of defense we have against a fundamental transformation of education in America. Our locally elected school boards have the power to say… “NO” and be a voice for all of us in the Argyle community.

I was the one who wrote the question at the PTA forum asking what your opinion was on technology in the classroom and if you were concerned about data being collected by the state and federal government on our children and their teachers.

I work with an organization called, who is working on this issue extensively. I also regularly post on Voices  I want to share with you information you need to know, should you become a school board member.  It is imperative you understand this issue in order to protect all of our children here in Argyle ISD.

There is a fundamental shift occurring in Education across America. The shift is NOT liberal vs conservative. Many liberals as well as conservatives are horrified by what they are seeing in the classrooms. The fundamental shift in education we are talking about is changing from a transmission of knowledge, that parents still expect from our schools, to an emphasis on altering the students world-views, their attitudes, values, beliefs and behaviors.

When education is focused on how students perceive the world, that is known as critical theory or “cultural marxism.” Two great exposes that clearly show the affects of this emphasis in history and literature can be found in these two books by university professors, Keith Windschuttle, The Killing of History and John Ellis’, Literature Lost: Social Agendas and the Corruption of the Humanities.

To understand what is happening, Robin Eubanks, author of Credentialed to Destroy explains how the College Board’s SAT and AP (Advanced Placement) assessments and conceptual frameworks can be described as “Transdisiplinary” in their purpose. Transdisiplinary is when the function of the subject matter, concept themes in the syllabus, and course frameworks are all used to guide how a student views the world. The technical term most commonly used is lenses. Effectively these lenses become the values, attitudes, and beliefs the students are to be taking away from the curriculum.

When you understand the template and the goal is to change the attitudes, values, beliefs and behaviors, you begin to clearly see the danger.

Education is no longer about knowledge which gives a child an opportunity in a free market society.  Education is now about “Equity” based on attitudes, values, beliefs and behaviors.  Then, the question becomes, whose attitudes, values and beliefs?

We have shifted, with the help of elected officials on both sides of the political aisle in Texas, through HB5 to what is a “Workforce Development” education system known as a P-20W (Pre-school through the Workforce) where we are allowing our children to be “Human Capital” in order to control the economy.

An essential element of this transformation is the collection of “necessary” personally identifiable data, which is data that can be gleaned from the captive audience of public-school students.  If ESEA (Elementary and Secondary Education Act)/NCLB (No Child Left Behind) is reauthorized which includes “school choice” language, private and homeschooled children will be impacted as well. Not only will we be handing our child’s private data over to the state and federal government, we will be handing over their freedom to choose what they want to be with they grow up. In this system from preschool on they are no longer being tested on knowledge, they are given formative assessments monitoring their competency for the workforce.

There were three major actions under the Obama administration, without legislative approval, to change two hundred years of traditional public education in the United States.

(1)  The Common Core copyright, which created a national curriculum and national testing mandating that individual students meet individual standards (similar to the Obamacare individual mandate). Please read; Texas Did Not Need Common Core Standards- We Are Ahead of the Curve

(2)  Unlocking data ‘to flow’ through the Family Education Rights in Privacy Act, FERPA, which allows personally identifiable information on our children to flow to outside 3rd party contractors for research and curriculum development to match Common Core. Please read about HB 2103 here…. Republicans Usher In Progressive Education Reform in Texas

(3)  No Child Left Behind Flexibility Waiver, (ESEA, Elementary and Secondary Education Act), that is re-training teachers to teach to Common Core. Please read Formative vs Summative Assessments- HR5 Mental Health Legislation

This allowed ALL children in public school to be funded under Title I by changing the definition of who is poor or educationally deprived to anyone not meeting Common Core/College and Career Ready Standards. (Free and reduced lunch guidelines of 40% school wide were dropped to 0%.)

These three important points control standards and testing, curriculum, and teachers with all public school children being funded under Title I.

‘Obama and Progressive Republican’s Equity in Education Plan‘ for our entire country:


• charter schools replace public schools:

• everyone has federal Title I choice funds to go to any school (charter, private or religious   schools)

• every child is taught the same standards:

• every teacher must teach the same standards:

• every test must be aligned to these standards:

• curriculum and software is aligned to standards:

• everything listed here is aligned to government data collection compliance.


In understand that this e-mail may be overwhelming and that I may be described as a tinfoil hat crazy mom but……

If I am right, not only are my children going to be impacted, your children will be harmed as well. As an elected school board member you are elected to represent the best interest of all Argyle students. That is why I bring all of this to your attention.

Please feel free to call me with any questions, comments or concerns.

I am here to help.


I highly recommend you watch this short video.
Jane Robbins – Workforce Development, Data Collection and the Big Picture of Fed Led Ed



Tincy Miller,

SBOE, District 12

Dyslexia and the “Privilege” of an Appropriate Education


Dear Friends,

A very informative and timely article written by Fernette Eide MD, Co-Founder and COO of Dyslexic Advantage.  Eide is co-author of The Dyslexic Advantage and The Mislabeled Child and is an international authority on dyslexia and learning differences. She is a Magna Cum Laude with highest departmental honors graduate of Harvard-Radcliffe College and the University of California-San Francisco, and has been a consultant to the President’s Council on Bioethics and visiting lecturer at the Stanford Graduate School of Education.

Dyslexia and the “Privilege” of an Appropriate Education

Many of us were deeply disappointed this week when the Senate Health, Education, Labor and Pensions Committee voted down the amendments proposed by Senator Bill Cassidy (R-LA) to the Every Child Achieves Act of 2015. These amendments would have provided much needed federal support for the appropriate education of dyslexic students.

This loss was made particularly bitter by the comments of one senator who accused the amendments of trying to make dyslexic students a “privileged” group. The opposite is true. Rather than seeking special privileges, these amendments were simply trying to help schools provide dyslexic students to something which is already their right under existing laws: a fair and appropriate education.

Neither the dyslexic community nor the amendments supporters were trying to skirt the bounds of fairness and equity by seeking special treatment. Rather, it is the current educational system that regularly avoids the demands of fairness by denying dyslexic children the scientifically proven interventions they need to learn.

This systematic failure to provide a group of individuals the kind of education that is theirs by right is form of discrimination, equal in kind and degree to the failure to provide sound amplification for hearing impaired students, or braille text for blind students, or ramps for wheelchair bound students. The primary difference is this: while the need and rights of these other students have long been respected, the needs of dyslexic students are regularly and systematically flouted.

We know that most schools are currently not providing the kind of education to which dyslexic students have a right not only because of numerous studies and surveys, but because as parents and professionals we see with our own eyes the damage that is being done to dyslexic children. For many dyslexic children, school is a harmful rather than a nurturing experience. Studies have repeatedly shown the damage inappropriate schooling can do not only to the dyslexic child’s intellectual development, but to social and emotional development, as well. This systematic damage results fundamentally from our failure to provide them the fair and appropriate education they need. And this is a form of discrimination as insidious and corrosive as any other devaluation of human diversity.

Is “discrimination” too harsh a word? Ask a dyslexic person or the parent of a dyslexic child whether they understand the experiences described by Dr. Martin Luther King in his “Letter from a Birmingham Jail”. Whether they understand what he meant by “the blackness of corroding despair”, or the experience of “living constantly on a tiptoe stance never quite knowing what to expect next, and plagued with inner fears and outer resentments; when you are forever fighting a degenerating sense of nobodiness.” And like parents of the child King described who began to experience the evils of segregation, ask the parents of the dyslexic child whether they can see “the depressing clouds of inferiority begin to form in [their child’s] little mental sky, and to see her begin to distort her little personality”.

This steady decline into despair is precisely the experience of countless dyslexic students, who live day after day with the nightmare of being expected to learn in an educational system that is fundamentally unsuited to their needs. This systematic mistreatment of one-sixth of our population is a fundamental violation of everything we profess to believe as a people, and of justice itself. As Dr. King wrote, “Any law that uplifts human personality is just. Any law that degrades human personality is unjust.” We know that a law is unjust if it “distorts the soul and damages the personality.” This is as true of educational statutes as it is of any other law.

So no, Senators, we are not seeking special privileges. We are seeking the fundamental rights of dyslexic learners, and the simple respect and dignity that is their due as human beings. The question is not whether we should “privilege” them, but whether we will finally provide them what is already their right under law: an appropriate education.

To contact your Congressperson about dyslexia, click here:


Tincy Miller

SBOE, District 12



Dear Friends,

A very informative article written by Tracy Young, Tracy is director of the Education Reform initiative at the George W. Bush Institute.

What Texas Tests – and Why That Matters”

The exams that Texas students must take to graduate are being attacked again during this legislative session.  Legislators are calling into question whether it matters if students can show on an objective measure that they have the skills and knowledge the state is expecting students to have.

In reality, our entire community – including students, their parents, educators, employers and colleges, as well as taxpayers – have a need to know, based on independent, objective data, whether students are prepared for college or career when they complete their schooling.

Sadly, in a world where kids can get ribbons for simply showing up and participating, a key indicator is, and must remain, reliable statewide assessments that are highly aligned to the state’s standards.

Let’s look into the details.


The place to start is with the state’s education standards, which are known as the Texas Essential Knowledge and Skills or, affectionately, the TEKS (pronounced “teeks”). The elected State Board of Education determines what students should know to graduate. The board does so in collaboration with educators and seeks input from others such as business leaders and parents.   Together, they create the TEKS.

 These standards are not hidden away, either. They are in plain view for Texans to read.

            Summary of standards for sophomore English

via the Texas Education Agency

 Reading, where students read and understand a wide variety of literary and informational texts;

 Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail;

 Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information;

 Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups;

 Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.

 While maybe not easy, these standards are straightforward and reasonable expectations for a high school graduate.


The objective measure used to assess students’ grasp of such standards, otherwise known as a standardized test, has become a mysterious boogeyman. The STAAR exam (the most recent Texas statewide, standardized test) has ended up portrayed as something disconnected from the classroom and everyday learning. 

Let’s look again at the publicly-available English II test. The high school exam for that course is the last one that Texas students are supposed to pass to graduate. The Texas Education Agency has now released the 2014 English II test that was given to 10th graders a year ago. (You can read it on the agency’s website.)

This “disconnected” test is actually made up of passages to read with questions after the passage, a familiar format to anyone who has gone through school.

Some passages and questions relate to a student’s writing skills while other passages and questions have to do with whether a student has understood what he or she has read. The public often hears that schools need to measure more “higher order thinking.” It is clear that some questions expect that the student can utilize higher order thinking as well as simple recall of information.

For example, the first writing passage is one called “Grady the Famous Cow” and does not seem too difficult at all. The first question checks to see if the student can combine two related sentences in a paragraph in a way that makes sense. Another question expects a student to realize that just using the word “they” does not explain who the writer is talking about. A final question asks the student to choose which one of four sentences is an ending sentence that strengthens the story’s closing.

Other passages have questions that have the student show correct use of the word “however,” or use a comma correctly, or know that titles should be capitalized or know how to use “their” and “his” correctly.

Then there is a literary essay with questions that determine whether to use the words “good” or “well.” They also try to determine whether students understand the difference between “lose” and “loose.”

The final part of the writing test expects students to write a persuasive piece on whether learning has a positive effect on a person’s life.

None of this is exceptionally difficult.  However, it is clear that one cannot read the passage, then go to the questions and just answer them.

The student must go back to the passage and look at it carefully in order to answer almost each question. A student must be willing to check back again after having read the passage the first time in order to figure out the information. This is not unlike work each of us must often do every day with written materials we receive in our work.

The next section of the exam is on Reading.  There are three-page passages to read with questions after the passages.  The questions require choosing one of four choices.

For example, in one the reader is expected to infer exactly why something is happening in the story and does require some re-reading to figure out the best answer.  Another question asks the reader if the tone of a particular short paragraph is “outraged,” “admiring,” “resigned” or “hopeful.” Another question asks the reader to pick which of four sentences best describes the author’s purpose for writing an article. Another question asks how two readings about different topics are actually similar. The answer is fairly obvious if one has read both selections carefully.

A 15-line poem is next with questions about imagery, themes and symbols.  These questions are definitely the kind of “higher order” thinking that many post-secondary institutions and business professionals say is required in today’s world.

A final selection has other questions and asks the test taker to provide a short written answer to explain the author’s opinion using evidence from the selection.


So, how are the tests created?

The Texas Education Agency works closely with the test maker, in this case Pearson, to make sure the test is constructed with quality and measures what the state standards expect students to know.

Texas teachers are involved in designing the questions.

Every test item goes through many checks to make sure it is a good one. Some questions are easier, some are harder. All well-constructed tests have some questions that are easy and others that are very hard.

Not many students would be able to answer all questions correctly. In fact, the state has set a low bar for what is considered passing – a student only has to get about half of the questions correct to pass the test. Also, the student gets five separate chances to take and re-take the test if he or she fails to pass.

In all, the test asks students to show that they can read and write with skill and understanding at a level that should be expected by a high school graduate.

But since a student only has to get about half of the questions correct, missing some of the more difficult ones will not keep him or her from passing.

The fact that some students cannot even get close to half correct after re-taking the test five times says pretty clearly that they have not been taught the skills that the state standards expect. Sadly, in Texas today, about 30,000 high school students fall into this category.

Instead of hearing about the importance of them walking the stage in May, we should be spending more time, effort and legislation on providing these students remedial help and tutoring. I would rather know that the student walking the stage has the skills needed for post-secondary or job success – skills that the state of Texas promised her before she graduated and received that diploma.


The big question is why students who cannot pass the exam might be receiving passing grades in the classroom. Testing and accountability started as a way to determine whether students are actually learning the required skills in a classroom.

I know classroom grades tell an important part of the story, but we must also have that independent cross-check that is the same for all students. That kind of test tells us if what is going on in the classroom actually translates to knowing the expected state standards. That’s where the state test comes in.

Bobby Kennedy raised the issue of comparability as a senator when the original Elementary and Secondary Education Act was being created 50 years ago in 1965. He quizzed educators about whether there was some way to test how well students were grasping critical information. 

Nationally, the pivotal A Nation at Risk report showed in the early 1980s that American students were coming up short in fundamental subjects like reading and math even though classroom grades did not reveal that.  What’s more, businesses and colleges were saying in states like Texas that students were graduating with good grades, but they could not do the work required of them.

That disconnection led states to look at classroom expectations. Was the school expecting the same level of work that the state standards require?  And does the school have the same expectations for every student?

As we consider what now is expected of Texas students, is there anything in the standards mentioned above that we don’t think students should know?  And don’t we want to cross-check whether they know it?

Standards and tests may not always be popular, leading some in Austin to move away from them. Yet standards are necessary for our state to thrive and advance, and tests show us whether or not Texas students are mastering those important standards.

If students do not have a firm grasp of what’s expected of them, being passed along to the next grade will only limit their ability to acquire the next level of skills. Eventually, they will enter the world unprepared for the challenges that await them. And they will not be qualified for the jobs that could provide a decent wage for them and their families.

In short, they will live in a world of limited horizons. Is that really the Texas we want for our children?



Tincy Miller

The End of History Part II By Lynne Cheney


Dear Friends,

A very important and timely article written by Lynne Cheney, wife of Vice President Dick Cheney.  She has loved history for as long as she can remember, and has spent much of her professional life writing and speaking about the importance of knowing history and teaching it well. As chairman of the National Endowment for the Humanities from 1986 to 1993, she wrote and spoke about the importance of teaching children about the leaders, events, and ideas that have shaped our world, and she worked to provide opportunities for educators to gain the in-depth knowledge that lies behind outstanding teaching. Cheney has worked to bring tales of the American past to a wide audience, writing articles about history for numerous publications on topics ranging from women’s suffrage in the West to the way Americans celebrated the country’s centennial. She has also turned her attention to children and their families, writing six bestselling history books for them, including “We the People: The Story of Our Constitution” (Simon & Schuster, 2008). Her most recent book — an in-depth biography of James Madison, titled James Madison: A Life Reconsidered” (Viking, 2014) — is a New

York Times bestseller.


The End of History, Part II

The new Advanced Placement U.S. history exam focuses on oppression, group identity and Reagan the warmonger.


President Reagan speaking in West Berlin near the Brandenburg Gate, June 12, 1987. Photo:

If you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!

—President Ronald Reagan, speech at the Brandenburg Gate, Berlin, 1987

President Reagan’s challenge to Soviet Premier Mikhail Gorbachev remains one of the most dramatic calls for freedom in our time. Thus I was heartened to find a passage from Reagan’s speech on the sample of the new Advanced Placement U.S. history exam that students will take for the first time in May. It seemed for a moment that students would be encouraged to learn about positive aspects of our past rather than be directed to focus on the negative, as happens all too often.

But when I looked closer to see the purpose for which the quotation was used, I found that it is held up as an example of “increased assertiveness and bellicosity” on the part of the U.S. in the 1980s. That’s the answer to a multiple-choice question about what Reagan’s speech reflects.

No notice is taken of the connection the president made between freedom and human flourishing, no attention to the fact that within 2½ years of the speech, people were chipping off pieces of the Berlin Wall as souvenirs. Instead of acknowledging important ideas and historical context, test makers have reduced President Reagan’s most eloquent moment to warmongering.

The AP U.S. history exam matters. Half a million of the nation’s best and brightest high-school students will take it this year, hoping to use it to earn college credit and to polish their applications to competitive colleges. To score well on the exam, students have to learn what the College Board, a private organization that creates the exam, wants them to know.

No one worried much about the College Board having this de facto power over curriculum until that organization released a detailed framework—for courses beginning last year—on which the Advanced Placement tests on U.S. history will be based from 2015 onward. When educators, academics and other concerned citizens realized how many notable figures were missing and how negative was the view of American history presented, they spoke out forcefully. The response of the College Board was to release the sample exam that features Ronald Reagan as a warmonger.


It doesn’t stop there. On the multiple-choice part of the sample exam, there are 18 sections, and eight of them take up the oppression of women, blacks and immigrants. Knowing about the experiences of these groups is important—but truth requires that accomplishment be recognized as well as oppression, and the exam doesn’t have questions on subjects such as the transforming leadership of Martin Luther King Jr.

The framework requires that all questions take up sweeping issues, such as “group identity,” which leaves little place for transcendent individuals. Men and women who were once studied as inspirational figures have become examples of trends, and usually not uplifting ones. The immigrant story that the exam tells is of oppressed people escaping to America only to find more oppression. That many came seeking the Promised Land—and found it here—is no longer part of the narrative.

Critics have noted that Benjamin Franklin is absent from the new AP U.S. history framework, and perhaps in response, the College Board put a quotation from Franklin atop the sample exam. Yet not one of the questions that were asked about the quotation has to do with Franklin. They are about George Whitefield, an evangelist whom Franklin described in the quote. This odd deflection makes sense in the new test, considering that Franklin was a self-made man, whose rise from rags to riches would have been possible only in America—an example of the exceptionalism that doesn’t fit the worldview that pervades the AP framework and sample exam.

Evangelist Whitefield, an Irishman who preached in the colonies, was a key figure in the Great Awakening, an evangelical revival that began in the 1730s. Here, however, he is held up as an example of “trans-Atlantic exchanges,” which seems completely out of left field until one realizes that the underlying notion is that we need to stop thinking nationally and think globally. Our history is simply part of a larger story.

Aside from a section about mobilizing women to serve in the workforce, the sample exam has nothing to say about World War II, the conflict in which the U.S. liberated millions of people and ended one of the most evil regimes in the history of the world. The heroic acts of the men who landed on Omaha Beach and lifted the flag on Iwo Jima are ignored. The wartime experiences that the new framework prefers are those raising “questions about American values,” such as “the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and the decision to drop the atomic bomb.”


Why would the College Board respond to criticism by putting out a sample exam that proves the critics’ point? Perhaps it is a case of those on the left being so confirmed in their biases that they no longer notice them. Or maybe the College Board doesn’t care what others think.

Some states are trying to get its attention. The Texas State Board of Education, noting that the AP U.S. history framework is incompatible with that state’s standards, has formally requested that the College Board do a rewrite. The Georgia Senate has passed a resolution to encourage competition for the College Board’s AP program. If anything brings a change, it is likely to be such pressure from the states, which provide the College Board with substantial revenue.

Some 20 years ago, as chairman of the National Endowment for the Humanities, I made a grant to a group to create voluntary standards for U.S. history. When the project was finished, I had standards on my hands that were overwhelmingly negative about the American story, so biased that I felt obliged to condemn them in an op-ed for The Wall Street Journal called “The End of History.”

I learned an important lesson, one worth repeating today. The curriculum shouldn’t be farmed out, not to the federal government and not to private groups. It should stay in the hands of the people who are constitutionally responsible for it: the citizens of each state.

Lynne Cheney


Tincy Miller

SBOE, District 12


Girls May Be the Ones To Suffer Most Under Common Core Math


Dear Friends,

A very important and informative article written by Anne Marie Banfield, a wife and mother of three children.  She is an advocate for academic excellence in education and volunteers her time as the Education Liaison for Cornerstone Action.


2.17.14 – New Hampshire Nashua


“Girls May Be the Ones To Suffer Most Under Common Core Math”

By Anne Marie Banfield

 I remember when I was in 7th grade thinking math was so easy.  Understanding math is the key to learning math.  It’s also the key to getting  more students interested in careers involving mathematics.

This is why, years ago, I began researching education.  I particularly focused on math education.  I knew that if we took a math concept and made it easy to understand, we would unlock the door for many children to move through school with success and a real opportunity to go on to any career where math is a primary component.

We all hear about STEM career fields and that the future jobs involve knowing mathematics.  (Science, Technology, Engineering and Math)  However we have a nation of children and young adults who’ve grown up without the foundation in mathematics that would have allowed them to explore these careers.

As a researcher and one who has actually tutored students in mathematics, one thing is very clear to me, we are engaging in a process that not only confuses children but is also destroying any potential careers involving mathematics.
Where does this come from and what is killing opportunities that should be open to all children?  The biggest reason is “reform math”.  

Reform math or fuzzy math has been around for decades.  I remember when my oldest son was entering kindergarten over 15 years ago and looking at some of the textbooks that were being used in public schools.  I knew at that time, I had to avoid that disaster. 

I opted for a parochial school for many reasons, but one of them was because they were using a traditional textbook that focused on basic math.  There were no fads like: inquiry math, teachers as facilitators instead of instructors, multiple algorithms, strategies or vocabulary that was different.  It was just basic math.  

I didn’t have to do any work with my kids because the teacher taught the subject and it was easy to understand.  My kids were on their way to getting the much needed foundation I knew they needed in order to be successful in Algebra I and beyond.

I managed to connect with parents and experts across the country that were seeing something very different in their public school classrooms.  They were dealing with fuzzy math.

The effect of Fuzzy math on their children was heart wrenching to watch.   I’d hear the desperate cries by mothers who didn’t understand 3rd grade math.  I’d hear how their children were frustrated and angry because they couldn’t figure out the numerous ways to solve a long division problem.

Yes, there are now 
multiple ways to work a long division problem in fuzzy math.

What happens when you teach a child multiple strategies?  You create confusion and the inability to master one way, the most efficient and logical way.

What parents didn’t know was, the traditional long division algorithm is something a child must learn in order to do Polynomial long division when they get to Algebra.  I’m sorry to report that in some of the fuzzy math programs, the

traditional long division algorithm wasn’t even taught.

Is it any wonder our kids cannot do high school level math and beyond when we’ve subjected them to fuzzy math programs that never prepared them for anything beyond elementary school?


Wealthy families know how to handle this situation; they hire tutors.  Tutoring services in my own town of Bedford reported that they never had to offer their services until the district switched over to Everyday Math.    Everyday Math is a fuzzy math program found in many public schools throughout the United States.  It’s also one of the leading contributors to math illiteracy too.  I guess on the bright side, it has been profitable for tutoring companies.

So what happens to the children who come from homes where this is not an option, maybe due to lack of money or neglect?  If they are lucky, the school will catch them in a safety net called Title 1. 
Yes, we have schools contributing to math illiteracy by using fuzzy math programs then taking tax dollars to tutor the students they are failing.  It doesn’t make much sense, does it? 

This is something to keep in mind when schools ask for additional funding.  Maybe they should reconsider the curriculum selection so parents do not have to pay for outside tutoring and taxpayers do not have to pay for additional Title 1 teachers.  It kind of makes logical sense.

As a mother, a researcher and one who has tutored children in math, the biggest thing that bothers me is how this is impacting girls.  Not to say that our boys are not important, but what is this doing to the girls, and are we denying them an opportunity to the STEM careers by continuing down this to math illiteracy?

I’ve been researching this issue for years but it all came to a head recently when I read a few articles and posts on social media that summed it all up.   The first one was titled, “ Common Core Is Making Me Stupider”.   

In the example you can see the math problem given to a 3rd grade girl.  She is asked to round numbers in a way that her mother with a Bachelor’s degree and her father with a Master’s degree have trouble with.

This is not an uncommon story.  These problems have been around prior to Common Core and it shows that with Common Core, nothing is getting better.

What made this worse was 
when I saw this post by a mother who photographed her young daughter in tears as she tries to work on her Common Core Math homeworkYou can see in this photo the love of learning math begins the slow

death many math tutors have seen before.

As a young girl, I didn’t experience this kind of frustration but instead had good teachers
that taught me math the traditional way.  I wasn’t expected to learn several ways to add, subtract, multiply and divide.  I wasn’t expected to “discover” math through a “facilitator”.  Math was taught to me in a logical way and it was NOT “developmentally inappropriate”.  This is a term being used by child psychologists and teachers when describing Common Core Math.  They understand the problem with expecting young children to think abstractly when their brains do not work that way.

What we are seeing coming from the new Common Core aligned math textbooks do not fix these problems but seem to only add to these problems.  I wish those who insist on asking kids to struggle and discover math would realize that this kind of approach has serious consequences.  As I look to new ideas to promote STEM education, I wonder if those people have any idea where the real problems lie.  

 There is a focus on getting girls to take up an interest in the STEM fields.  Sounds wonderful but if you do not teach them basic math and you will leave them in tears and kill their love of learning the subject.  

Girls and boys who feel confident in math are a teacher’s greatest accomplishment.  When a tutor sees the confidence come back in the face of a girl who thinks she’s stupid because she can’t “inquire” her way through fuzzy math, there is a reward hard to describe.   

The focus on improving the quality of math has to come from advocates who recognize that confusing students doesn’t help them as a child and will never help them as an adult.  Those who are focusing on STEM Ed need to focus on improving the quality of math education in the classroom FIRST.

If you give a child the knowledge the confidence will automatically follow.  When they have the knowledge and the confidence, only then can children honestly look beyond to a career in STEM.

It is important to realize that Common Core is not leading our daughters or sons in that direction, and without that extra help, will deny many of them a real opportunity in life.

The path we are on right now will only work for children whose parents can identify the problem and pay to correct it.  That is a recipe that will leave many other children behind.

Additional Sources: 

1)  Lowering the Bar: How Common Core Math Fails to Prepare Students for STEM 

2)  Joanne Yatvin: The Common Core Standards May Be Harmful to Children

3) The Problem With MAP Assessments and Consequences 




Tincy Miller

“ Why Rolling Back Graduation Standards Is A Bad Idea”


Dear Friends,

A very informative article written by William McKenzie, an editorial director for the George W. Bush Institute, former Dallas Morning News editorial columnist now working on school reform issues.

‘Why Rolling Back Graduation Standards Is A Bad Idea’

Here they go again.

As they did in 2013, Texas legislators are working to reduce the requirements for a high school diploma. Senators already have voted to let students graduate even if they haven’t demonstrated the skills for college or the workplace.

Students who’ve failed up to two of Texas’ five high school exit exams — in courses like English and math — still could graduate if a committee agrees. The panel would consist of the principal, relevant teacher, school counselor and/or parent, parent-designee or student.

Committees now determine whether students who fail state tests in fifth or eighth grade can move to the next level. The vast majority of those students go ahead, so struggling high school students are likely to get a diploma, too.

This is a bad idea.

Here’s why:

Students stand to lose the most.

Look at our world. Professional, managerial and technical jobs that require critical thinking have increased over the last three decades. Jobs that require routine manual or cognitive skills — clerical, repair and sales work, e.g — have declined. The only other jobs to increase noticeably are low-skills jobs like food service and personal care that come with less pay and less economic mobility.

How is it fair to kids if we hand them a diploma without any objective assessment of their readiness for jobs that will lead to more mobility, many of which require some college?

It’s wrong to think we should just give a diploma to students failing state exams because they’ll drop out and struggle to get work.

Instead of talking about making graduation easier, why not provide students intensive interventions so they can master English, math or other subjects?

Perhaps nothing can help the 28,000 students who could qualify this year for an altered path to a diploma. But long-term, Austin should be investing in interventions, especially for students struggling with English. Schools know which students are at risk. Focus on intervening with them instead of lowering their expectations. And start long before high school.

Colleges and employers need an objective way of knowing whether high schoolers are ready for the next level.

Arbitrary graduation standards make that hard. As SMU political science professor Matthew Wilson puts it: “A diploma is supposed to be a signal to universities and employers alike, but it is meaningless if we keep providing path after path to circumvent mastering a subject.”

It’s wrong to devalue diplomas just because we already have a remediation problem.

It’s true that colleges and employers already must play catch-up with too many high school graduates. But why lower graduation standards? If a student can’t pass a state exam, there is always the GED route. GEDs limit what you can do, but we would limit high school students by giving them a diploma without the skills.

The content matters.

People may question standardized tests, but Texas’ final English exam assesses whether students can read, write and communicate clearly. The State Board of Education, teachers, colleges and employers deem these skills important. Read the test questions yourself at

Don’t concepts matter, such as how to use a comma or figure the sales tax while shopping?

Finally, this path to a diploma is unfair to the 90 percent of seniors who have passed all their exit exams.

They’ve fulfilled their responsibility, even if passing some exams requires answering only about half the questions correctly.

Sure, students with special needs might need more time to take tests. Others might require substantial resources to help with challenges such as dyslexia. And those with the most serious cognitive disabilities rightly don’t have to pass the state tests.

But how is it fair to students to give them a diploma when they can’t show the ability to think critically, write effectively and solve problems? The real world will demand those abilities, and there might not be an escape hatch once they enter it.

A high school diploma is a ticket to the next stage of life. It won’t help them if that ticket lacks meaning.



Tincy Miller

SBOE, District 12

“To Texas Lege: Do No Harm”


Dear Friends,

A very informative article written by Donna Garner a retired teacher and an education activist.

“To Texas Lege: Do No Harm” 

Almost any bills that Texas Sen. Kel Seliger (R-Amarillo) offers have a questionable agenda behind them.  Even the left-leaning Dallas Morning News editorial board today is criticizing Seliger’s bill that weakens the power of regents of Texas universities to “vigorously question administrations and to gather the records required to do so.”  Seliger and other Texas Legislators are on a tirade because Wallace Hall, U. T. Regent, managed to uncover the fact that special admission favors were dished out to Texas legislators’ children and friends who applied to the U. T. Law School.    

Seliger is deeply tied to the wrong people. He is trying to get Gov. Abbott to appoint Marty Rowley (R – Amarillo) as the new chair of the SBOE.  [*Posted toward the bottom of this article, I have given my recommendation for the best person to be the SBOE chair.]  Rowley recently voted for Thomas Ratliff to become the vice-chair of the three-member SBOE executive committee that decides on the direction of the Board.  Thomas Ratliff is a long-time lobbyist for Microsoft; Ratliff managed to get himself placed on the SBOE Committee on the Permanent School Fund.  This committee makes decisions involving the PSF and millions of dollars’ worth of business with Microsoft. Bill Gates/Microsoft are behind the Common Core.  Ratliff is serving illegally on the SBOE because of his conflict of interest.  If Marty Rowley were to be appointed the chair of the SBOE, then Seliger and Ratliff would have an even bigger “seat at the education table.”

Seliger also works closely with TASA, TASB, TAMSA, Raise Your Hand Texas, and Teacher Parent PAC .  All of these organizations have common interests because they want to destroy the present Type #1 curriculum standards (TEKS) adopted by the SBOE from 2008 -2012 for each grade level and for each course.

 By destroying the Type #1 STAAR/End-of-Course tests (the “measuring stick”) that by law are aligned with the TEKS, then schools would be free to teach Type #2 undeterred by the Type #1 requirements.  Without a measuring stick based upon the measurable/objective data of the STAAR/EOC’s, schools would be rated on the soft data produced by subjective measurements and easily manipulated criteria.  

Yes, if these legislative bills to destroy the STAAR/EOC’s were to get passed, there would be massive celebrations all across Texas; however, the next day after the celebrations and the reality hits parents, they would be furious.  How would any parent (or taxpayer) know whether or not his local school district is doing a good job of educating students? How would a parent know whether his child is ready for the rigors of the next grade level?  How would parents know whether to get extra tutoring for their children or intensive remediation?  If a parent suspects that his child has been in a classroom where the teacher has inflated students’ grades, how would a parent know this without the “measuring stick” of the STAAR/EOC’s? Unless the STAAR/EOC’s are given at each grade level/course, who would both parents and administrators hold accountable for the gaps in learning?  

How would businessmen in the community know whether their future employees are prepared with basic skills?  It would be a delicate situation to fire employees once hired who do not have the basic skills to be good, well-prepared employees?

[Type #1 vs. Type #2 Chart —


SB 149( offers an escape mechanism for students not to learn and teachers not to teach the Type #1 curriculum standards (TEKS) adopted by the elected members of the Texas State Board of Education after numerous public hearings and thousands of grassroots citizens’ input.

SB 149allows students to graduate without passing the five STAAR/End-of-Course tests (English I, English II, Biology, U.S. History, and Algebra I) even though students have years to do so with released test questions, intensive remediation, and many different administrations of the test.  

 SB 313( requires the SBOE to review and modify all of the TEKS for every subject and every grade level by Sept. 2018.  Of course, this is an impossible task for the SBOE to do it thoroughly and well in that short length of timealong with the myriads of other responsibilities that the SBOE has.  The SBOE members are unpaid volunteers who receive no remuneration for staffers nor offices.

Sen. Seliger’s SB 313would disrupt the well-organized plan already put in motion by the Texas Education Agency and the SBOE to review/modify the TEKS in a systematic order (  As indicatedon the TEA website, currently the TEKS for English / Language Arts / Reading (ELAR) are up for consideration with writing teams being selected to review and modify them if necessary.   Seliger’s SB 313 is not needed and would be duplicative and confusing.  

SB 451authored by Sen. Seliger ( and its House companion piece HB 774(Mary Gonzalez– D — would not require students to be STAAR tested on writing, spelling, and grammarin Grades 4 and 7.  SB 451also would not require students to take the STAAR Social Studies test in Grade 8.  “What gets tested gets taught.”  It is the STAAR/EOC’s that hold teachers and their students accountable for having taught/learned the Type #1 TEKS.   

For years, Texas students have done worse on the writing portion of the STAAR/EOC’s (and the TAKS tests) than on any other section.  On the SAT in 2014, Texas students scored the lowest writing scores for the third consecutive year since the writing section was added to the SAT in 2006.  

As Education Commissioner Michael Williams has stated, “We must work together to assure our students are in a position to express themselves beyond 140 characters after they leave high school.” 

 It is hard for any thinking Texan to figure out why Sen. Seliger and Rep. Gonzalez would possibly want to pass legislation that would weaken our Texas students’ skills in writing/spelling/grammar.


 HB 742by Rep. Dan Huberty  (R — is similar to SB 451/HB 774but even goes a step further by removing U. S. History from the STAAR/End-of-Course list. 

 It is also hard for any thinking Texan to figure out why Sen. Seliger, Rep. Gonzalez, and Rep. Huberty would want to de-emphasize the STAAR Social Studies test in Grade 8 and the U. S. History STAAR/EOC in high school.  Texas’ Social Studies TEKS are the most fact-based, Type #1, patriotic curriculum standards in the entire United States.  “What gets tested gets taught.”  Why would Sen. Seliger/Gonzalez/Huberty possibly want to hurt our Texas students’ chances to become patriotic American citizens?    

 *My recommendation to Gov. Abbott is to appoint Donna Bahorich as the new chair of the SBOE.  Donna is known by those who have worked with her closely as someone who has strong conservative principles, good verbal and writing skills, solid political experience, much common sense, a stable family situation, a background as a homeschool and private school mother, and work experience as a skilled negotiator.  


3.13.15 — UPDATED ON 3.13.15 – “Good News: HB 3571 and SB 1711 To Get Rid of CSCOPE and Common Core” — by Donna Garner —

3.18.15 — “No Need for Another Appointed Commission – Tex. SB 1200” — by Donna Garner —

2.19.15 — “Texas Schools and the Slippery Slope of Sen. Seliger’s SB 149” — by Donna Garner — 

2.14.15 – “Tex. Education Bills – Some Good, Some Bad” — by Donna Garner — 

Good bill – Sen. Bob Hall SB 447  –

to make English the official language of Texas.  With our state becoming more diversified as time goes on, the number of languages that proliferate Texas is increasing exponentially.  To make sure that everyone in our state can communicate well with one another, we must make English the official language of Texas in government as well as in our public schools.  Being able to communicate in the same language is an important unifying principle of a strong society.



Tincy Miller

SBOE, District 12

Bill Ames HB 3403 by Leach serves notice to ISD’s on Curriculum


Dear Friends,

A very informative article written by Bill Ames.  Bill is an education activist who lives in Dallas.  His book, “Texas Trounces The Left’s War On History” (  tells the story of his experience in developing Texas’ U.S. history standard in 2009-2010. Ames reviewed CSCOPE lessons as part of the State Board of Education’s AdHoc Committee Project.  His work in his local school district resulted in Board reviews of both its social studies curriculum and project based learning implementation, as well as securing a superintendent commitment to modify the AP history course to be Texas standards (TEKS) compliant.  He welcomes reader comments at

Education UPDATE: Texas ISD’s Should Comply with Texas Social Studies Standards

HB 3403 by Leach serves notice to ISD’s on Curriculum

By Bill Ames


Texas Insider Report: AUSTIN, Texas – In 2010, the Texas State Board of Education (SBOE) adopted Social Studies Standards (TEKS) that provided balance to the leftist-ideological standardsthat had been in effect for ten years. These, and other positive historical facts, brought howls of indignation, as well as bizarre insults, from leftist educators, politicians, and the media.

The new standards include study of key pro-American ideals:

o    The concept of American Exceptionalism;

o    the Declaration of Independence, Constitution, Bill of Rights, and the Founding Fathers; and

o    the study and meaning of “E Pluribus Unim” and “In God We Trust”.


Further, the new standards require the teaching of important historical facts summarily dismissed by the liberal education establishment:

o    The major military events of WWII

o    A significant number of communist spies worked in FDR and Truman administrations

o    The 1960’s civil rights legislation was generally supported by Republicans, opposed by Democrats

o    The free enterprise system, not government, is responsible for America’s success and technological superiority


These, and other positive historical facts, brought howls of indignation, as well as bizarre insults, from leftist educators, politicians, and the media.

For example, an especially egregious editorial in the January 27, 2010 Denton (TX) Record-Chronicle, typified the vitriolic attacks, condemning the SBOE’s “malignant stupidity”.


“A large and disruptive segment of the Texas State Board of Education is not only ignorant …..It is proudly and aggressively ignorant, which goes beyond simple ignorance and ventures into

the territory of malignant stupidity.


“The boobs on the State Board of Education aren’t historians, either. They aren’t even educators. For the most part, they are bottom-feeding politicians who have adopted the popular demagoguery of the day and have ridden it to membership on a little-known but very important state board.”

So much for rational debate.

In spite of the opposition, the new standards were adopted.

On May 27, 2010, current Texas Attorney General Ken Paxton’s article “SBOE, Thanks for Social Studies Curriculum Update” included the following quotes:


“The attacks on the State Board of Education ignored the transparent approach that the Board took toward developing curriculum standards for Texas school children, misstated many of the changes that the Board proposed, and sought to undermine the Board’s diligent work to execute its constitutional and statutory obligations.


“The Board (members) should be applauded for their conscientious efforts. Texas school children will be the long-term beneficiaries.”

Good so far.  But unfortunately, there was and is no oversight as Texas 1200+ school districts across the state develop or purchase their own social studies curriculum, supposedly based upon the new standards.

In my district, American Exceptionalism was initially ignored.  Locally prepared lesson plans hint that the United States embargo of Japan justified the attack on Pearl Harbor, significant post-WWI reparations justified WWII Nazi aggression, and Japanese internment resulted from American racism.

Some 900 small school districts purchased the controversial CSCOPE curriculum, complete with its lessons that the Boston Tea Party patriots were terrorists, and the 911 jihadists were freedom fighters.

The College Board’s controversial, revised Advanced Placement U. S. history course (APUSH) includes clearly anti-American bias.  When a patriotic school board in Colorado banned APUSH, the local teachers union recruited gullible students to take to the streets in protest.  When interviewed, student protesters were not even aware of APUSH course content.

A high school in New Mexico has recently designated “communism” as its theme for senior prom.

Last year the blog Campus Reform asked Harvard students if the United States or ISIS is the greater threat to world peace.  The students’ answer?  The United States.

And don’t forget that college professors across the country have signed a petition to ban the American flag on college campuses, in support of misguided students at the University of California, Irvine.

Bottom line, there is a nationwide, ongoing agenda to erase all that is good about America from our schools.

Contrary to all this anti-American negativity, the will of mainstream Texans and the legislature is well documented in Texas Education code.


“…..A primary purpose of the public school curriculum is to prepare thoughtful, active citizens who understand the importance of patriotism and can function productively in a free enterprise  society with appreciation for the basic democratic values of our state and national heritage.”

Not exactly what many school districts are teaching.

The legislature needs to send a clear message to Texas’ public school districts……teach to the state standards.


There are six elements in HB 3403 introduced by Texas State Representative Jeff Leach (right):


  1. The public school curriculum reflects the  importance of patriotism, United States citizenship, and promotes an appreciation for our free enterprise system and basic democratic values;
  2. Each historical event addressed in the public school curriculum meets a reasonable test of historical significance, considering the limited amount of time available for instruction;
  3. Each controversial issue addressed in the public school curriculum is presented in a balanced manner that reflects
    multiple viewpoints regarding the issue;
  4. The public school curriculum reflects an overall tone that portrays the United States as a country that has overcome its mistakes and has emerged as the freest, most democratic nation in the history of the world;
  5. The public school curriculum shall include the concept of American Exceptionalism and the Celebrate Freedom Week program;
  6. School district generated and purchased curriculum, including Advanced Placement and International Baccalaureate social studies, must be in compliance with Texas Essential Knowledge and Skills.


Each year, Texas public schools graduate some 300,000 students into Texas society.  If we allow students to be indoctrinated to embrace the left’s social justice agenda, rather than teaching our kids to be proud Americans, the face of Texas will forever change.

It is absurd that an overwhelmingly conservative state allows its tax dollars to support the liberal education establishment’s indoctrination of our future citizens.

Ask your legislator to support Representative Jeff Leach’s HB 3403.



Tincy Miller

SBOE, District 12