The privatization movement is built on the ideology of “a backpack full of cash.” Give the money to the family and let them spend it where and how they want. The money is not actually in the child’s backpack, but handed out to families to spend as they wish. If they want their child to attend a religious school or a private school or a for-profit school or a virtual charter school or home school, here is a voucher worth $5,000.
This approach discounts the obligation of the community and society to provide certain basic goods and services that are available to everyone. We have public beaches, public parks, public transportation, police, firefighters, and other goods and services that are the responsibility of government. We pay taxes to maintain public schools, even if we don’t have children ourselves. We pay taxes to maintain public schools, even if our own children are grown and are no long in school. We pay taxes to maintain public schools, even if our own children attended private schools. That’s what a community does to make sure every child is educated. It is the job of the polity to assure that all public schools have equitable and adequate resources.
The “bait and switch” of the school choice is to individualize the social obligation and turn it into a consumer choice. This is a deceptive way of evading society’s obligation to ensure that every school, wherever it is located, has equitable and adequate resources. All schools should have the resources they need for the children they serve: well-tended buildings, a library with up-to-date technology, a full arts program, experienced teachers, small classes, a curriculum that includes history, science, civics, mathematics, literature and foreign languages.
But some very rich people don’t like paying taxes so poor kids can have what their children have, and they have persuaded many legislators to buy into the hoax of school choice. Persuasion takes the form of campaign contributions, and they are very generous with their efforts to evade taxes that serve the good of all.
This reader explains:
I just don’t get why it is so hard to get the message across that we are not purchasing our own child’s education, we are providing a public good that educates all children. We are not buying the right to use roads or police and fire services, we are participating in the funding of those common goods for the entire community.
This situation points out the importance of avoiding public/private partnerships or at least structuring them much differently (to avoid huge tax write-offs). If everyone pays their taxes, the needs of the community will be met through that common collection. When private sources get to direct what happens, that means the common good has been sabotaged. No private entity should be dictating what the common good will be.
Diane Ravitch's blog 
Bravo
“here is a voucher worth $5,000.”
It’s also a rip off. The ed reform plan to replace comprehensive K-12 public schooling with a low value voucher and a list of contractors is a a really bad deal for families.
It’s stunning how far from “public education” this “movement” has gone. Ten years ago ed reformers secretly proposed a $5500 dollar voucher to replace public schools in Michigan and it was a scandal. Now it’s been adopted by the entire echo chamber.
They’re no longer in the “public education” business at all- they’re in the privatize public services business. They don’t do anything to benefit public schools or public school students because they’ve abandoned the whole concept.
If you’re hiring these folks in government or as consultants just be aware you’re not going to get a whole lot of effort expended on public schools or public school students- they’re busy “creating an Amazon market for educational services”.
Well said. If I am unhappy with the job the police force is doing and I hire my own security, do I get a rebate on my taxes so I can pay for my private security? No! This is the absurdity of privatization. It allows transferring money out of the common schools without any regard for the consequences. Privatization is not a given or a right. It is a policy choice that is the result of our country moving further to the right. We need to pressure policymakers to stop the flow of public money out of public schools as the radical goal of privatization is to dismantle public education. This is the end game of predatory billionaires and corporations.
You have chosen the WRONG analogy in today’s world: Many poor communities of color are indeed “unhappy with the job the police force is doing” and might think it completely reasonable that they “get a rebate on taxes” so they can fund a police force for their neighborhoods which THEY oversee.
Mark How nice to be able to think for everyone else. But really, do you not get the point of the analogy? CBK
You wouldn’t get a rebate on your taxes, but you might rightly advocate for cutting funding for the police, and either reallocate it elsewhere or reduce taxes.
Our unelected education czar, Jeb Bush, now wants to design all vocational education for not just students but the entire workforce:
https://www.cnn.com/2021/04/08/perspectives/jeb-bush-american-worker-training/index.html
Twenty years this former governor has been running public education thru three presidents- does Biden really want to be the fourth? It seems it doesn’t matter who we elect- we get Jeb Bush’s education agenda, over and over and over.
The only thing Jeb knows about education is how to monetize it. I can’t believe that anyone in policy even listens to him. All Jeb understands is opportunism.
I just don’t get why it is so hard to get the message across that we are not purchasing our own child’s education, we are providing a public good that educates all children.
They “get the message.” WE need to “get the message” that (1) many don’t WANT to pay taxes for others’ education; (2) they don’t WANT to live in or support a democratic political system; and (3) they don’t WANT everyone educated because the under educated are easily persuaded to vote against themselves, if they vote at all.
Also, When private sources get to direct what happens, that means the common good has been sabotaged. No private entity should be dictating what the common good will be.
Private entities are not voted into office and take no oath to uphold the law or their political order. If they gain power in a democracy, they automatically enter into a conflict of interest: the public good OR ME and my corporate or personal interests.
“Absolute power corrupts absolutely.” CBK
Nobody voted for the billionaires and corporations that seek to destroy public education. They buy the political clout that promotes anti-democratic policies like dismantling public education. We need to get the money out of politics.
Don’t you all ever get tired of reciting what used to be the commonplaces of civilized democratic society? I know I, my whole generation, and my parents’ whole generation, at the very least … learned these lessons by heart. What forces of mis-education and dis-information have erased them from the conscience and consciousness of so many today?
Republicans of yesteryear were nothing like many of today’s Republicans or even some of the corporate Democrats. Eisenhower was practically a socialist. Republicans supported public institutions. The free market fools and libertarian nutters are trying to destroy our civil society.
This is a good read. https://educationpost.org/its-time-to-call-american-public-education-what-it-is-a-caste-system/
NYC magnet schools are not very relevant to the overall question the EdPost addresses simply because they’re a small phenomenon in the big picture of US public school systems. Nevertheless because Stuyvesant is a public school, this skewed admissions policy at least got plenty of press and a huge outcry, coming on the heels of years of simmering about select admissions middle and high schools. This forced DeBlasio’s hand, & changed policies starting with middle schools just went into practice.
As one commenter to the EdPost noted, white folks are funding/ running nearly all of the supposedly independent black alternatives. Long way to go on this issue. I think the main point in the discussion here is that divvying up public school funds in the attempt to correct segregated substandard schools is like rearranging deck chairs on the Titanic. Our schools reflect our society; as our rich-poor gap accelerates, those on the short end just keep losing more.
But it is not just NYC magnet schools that are an issue. Title 1 funding gives local school boards a financial incentive to concentrate students from low income households into the same school buildings. School boards that insure an equal percentage of poor students in all their schools would be, in many cases, cutting the school district’s budget.
TE, any evidence that Local Bds of Ed gerrymander the school catchment areas to capture more Title I funds overall? I’m sure if they could, they would, but I don’t get how they could as the vast majority of Title I funds are distributed to districts, not individual schools.
“NYC magnet schools are not very relevant to the overall question the EdPost addresses simply because they’re a small phenomenon in the big picture of US public school systems.”
The magnet schools are very relevant to the black parents who choose them, as are the mere seven seats at Stuyvesant. Regarding the latter, I see no reason–given our nation’s history–to believe “problem solved” just because one mayor’s “hand was forced & changed policies.”
Continuing the Titanic analogy, when people have repeatedly been denied seats in lifeboats, why wouldn’t they seek solace by finding a comfortable chair? In reality, the comparison to remaining on the Titanic is of limited accuracy, because death was certain there, while the outcomes of the educational choices made by desperate and denied parents remain to be seen.
Of course you’re correct that magnet school policy is a big deal in NYC, and theirs is the biggest pubschsys in the US – I didn’t mean to minimize. It was just my picky point (& not a very good one) that the article was using the outrageous magsch adm # as a springboard for a different discussion. The discussion among commenters tho brief is a good one. I especially like the one who pushes back against author’s idea to ‘start our own schools,’ pointing out ‘we already have them’ by virtue of residential segregation, the challenge is figuring out how to get control of them and run them properly.
If the libertarian oligarch billionaires have their way, they will privatize public beaches, public parks, public transportation, police, firefighters, the U.S. military, and other goods and services that are now the responsibility of the U.S. government.
The money that will flow to support those former public services will still come from taxes the working class pays because the same libertarian billionaires do not want to pay taxes. Those billionaires will do anything to protect their wealth from being taxed. In fact, they are already doing that with tax-sheltered foundations, et al.
The working class will also have to pay fees and/or tolls if they want to use those former public services once they are privatized while still being supported by working-class tax dollars.
The protections the U.S. Constitution provides to protect the working class will not exist once the police and military are publicly funded but managed by the private sector those billionaires control.
We are already witnessing in Florida and a few other Republican/Trump controlled states what life will be like for the working class once those billionaires have achieved their goals to privatize everything.
Florida has become the model of this public to private reform.
All this but no explanation for why the thermostat is remotely regulated to just above freezing for the last four decades… oh, and you cant wear a coat since that’s a gang sign….
No private entity should be dictating what the common good will be.
But why should a collectivist entity either? Argumentum ad populum is no guarantee of truth, especially, when that whole populous is of a mind for the pure purpose of being part of a collective. Agreement for the sake of agreement, or just from, group polarization dynamic, is not agreement based on the merits of the facts.
Just what “collectivist entity” are you referring to?
https://bfy.tw/Ql5B
“All schools should have the resources they need for the children they serve: well-tended buildings, a library with up-to-date technology, a full arts program, experienced teachers, small classes, a curriculum that includes history, science, civics, mathematics, literature and foreign languages.”
Agreed, but what should a parent do when a child is deprived of art class because she is scheduled for remediation; or banned from all music activities because he won’t play in the marching band; or assigned to a building with a leaky roof, large class sizes, uncertified teachers, or no science labs? And when these policies and conditions persist year after year and the school is unresponsive?
All of these (and many more) are actual policies and conditions that I have experienced over the last 50 years as a student, parent and teacher. At what point is a parent justified in looking for other options? What is the solution when parents cannot afford to pay for a private school?
Here is an account of a college professor who spent ten years trying unsuccessfully to get an appropriate education for her son at her local public school, before finding it “at a private school through an agreement with our district.” It’s titled “My son has intellectual disabilities. He deserves a rich and challenging curriculum.” Find it by googling “Chalkbeat Sarah Taylor.”
Students at private voucher schools do not have federally guaranteed rights.
YOU”RE BACK!
speduktr . . . sounds like it . . . I was afraid to say it . . . Don’t over-do, but if that’s YOU DIANE, I’m so very glad to “hear” your voice here. CBK
Baby steps.
But Ms. Taylor found that federally guaranteed rights were of no help in trying to get an appropriate curriculum for her son in public school, despite years of trying. Yet the private school, “through an agreement [unspecified] with our district”, provided a much richer curriculum for him, without federally guaranteed rights.
The area of education of most interest to me is those cases where schools do not meet the needs of certain students, even when the schools have the resources to do so. I have listed a couple of brief examples in my post above, but here is another in more detail–
When my son was in 2nd grade (early 1980s), the math curriculum began with several weeks devoted to review of 1st grade math. I asked that my son be accelerated, since he did not need the review. Could he go to a 3rd grade room for math? The principal said it was not possible because “it would be an administrative nightmare and other parents would want the same for their kids.”
Twelve years later, I was doing my first semester of student teaching at a different school. Imagine my surprise when I discovered that 1st, 2nd, and 3rd graders routinely changed classrooms for math so as to group them according to math level, not age. (My first assignment was to work with a group of five, consisting of two struggling 3rd graders, two 2nd graders, and an advanced 1st grader.) I could not resist asking the principal if this arrangement was an “administrative nightmare”. He looked puzzled, and said “No, it’s simple. The teachers just send students to the rooms that correspond to their individual math levels, and that can change as needed.”
Why couldn’t my son’s school have done that?
Mark These are good examples of problems that have to be worked out in public schools . . . we SHOULD be systematically set up to easily maintain good practices, with no moral hazards, and to keep getting better. In the meantime, some charter school and voucher experiences will outshine public school performance.
None of that, however, addresses the foundational break with a democratic political system that the privatization movement embodies. . . . such privatization INVITES moral hazard, including all sorts of biases . . . and the isolation of students in groups according to everything except being a citizen in a democracy . . . the first group distinction being: public and private schooling.
The arguments about “which is better,” related to specific INSTANCES of public or private schooling, are important for parents to work out for their children. However, those arguments are red herrings for the debate about K-12 public schools, as an essential institution to democratic government, being attacked and replaced by private educational systems.
The analogy is the whole idea of freedom of the press and other First Amendment freedoms, like assembly. When all newspapers and outlets are owned by corporations, and where reporters cannot report on the corporation itself without being fired or worse, then the press is no longer free. (Consider right-wing radio or Fox “News.”) CBK
I don’t remember when differentiation became the latest buzzword, but I suspect it hadn’t hit that first school you spoke about. They were probably still on a more traditional track. By the time you did your student teaching, it had at least become established fact in the school where you taught. Fortunately, they had not yet moved to requiring one teacher to differentiate/create unique lessons for each one of their students. The best I saw was the teacher who created multiple ways on their assignments to demonstrate the same knowledge. That type of assignment could have allowed your son to demonstrate advanced knowledge of concepts that he had mastered.
“The arguments about “which is better,” related to specific INSTANCES of public or private schooling, are important for parents to work out for their children. However, those arguments are red herrings for the debate about K-12 public schools, as an essential institution to democratic government, being attacked and replaced by private educational systems.”
You miss my point. Yes, these are “red herrings for the DEBATE ABOUT K-12 PUBLIC SCHOOLS.” They are NOT red herrings for INDIVIDUAL parents and students. Two different issues. I agree strongly that public schools are essential and the assault on public education is a serious threat. But what does an INDIVIDUAL do when a public school REFUSES to meet his or her needs? Can you not see that these many instances in schools nationwide and through time have forced many INDIVIDUALS to look for alternatives? And that others will see an opportunity in providing–with good or bad intentions–those alternatives? WHY has public education so often contributed to this problem by being unresponsive and in denial?
“The arguments about “which is better,” related to specific INSTANCES of public or private schooling, are important for parents to work out for their children. ”
I don’t think she missed your point at all.
Mark, your point is well-taken. These are situations that lead to folks searching outside the pubschsys, making them (& the whole sys) vulnerable to the creation of privatization schemes – whose commercial [not ed-qual] motives are baked in.
RE: the individual difference you describe (your son’s school, vs one you later taught at) sounds like it has systemic causes. Were there differences between the districts in size? The bigger the class/ school/ district size, the less flexible the admin, whether the question is mainstreaming/ differentiated teaching or whatever the jargon du jour. And, natch, the less funding, the bigger/ more unwieldy the district. State law can be involved too. In NJ one can successfully sue the district to fund a specialized education they are not able to provide, & I’ve known a number who did so right in my little district. But who has the $$ for that? Yup, the same folks who can fund reasonably small schools/ classes via high RE taxes. The $/ funding issue seems to be at the base of all our pubschsys issues one way or another.
bethree5 and Mark I think we are looking straight into the face of WHY, in a democracy, everyone needs to understand what’s at stake, and everyone who can needs to be actively political. CBK
Mark I thought that’s what I said. Parents, even if they understand the whole of it, are caught in a short-term/long-term conundrum. Once the system is set, and set badly, it’s catch as catch can . . . for individuals, in this case, for parents.
The neo-liberal movement, by whatever name, has been going on for over 50 years . . . we are just now seeing its horrible effect. CBK
Catherine and speduktr: I took Catherine’s comments “NONE OF THAT ADDRESSES the foundational break with a democratic…” and “RED HERRING” to indicate she saw my concerns to be of less importance. I apologize if I misunderstood. In my response, I was trying to point out that there are TWO DIFFERENT CONCERNS OF IMPORTANCE HERE. It’s not either-or, nor is there a need to rank them. One can be an activist for public schools and against privatization, AND be concerned about the failure of individual public schools to respond to the needs of certain students. An aware and active parent has a dual role: that of a citizen supporting public schools for the benefit of all children, AND that of a parent supporting the best interests of his or her own children.
An example: many years ago, in my town there was an educator who would eventually complete over 40 years of service as a HS teacher, state college professor, dean, president, and school board member. When faced with the above dilemma, he decided to pay to send his daughter to a private high school. He continued to advocate throughout his career for increased funding for the school district and the college, but his opponent in the next school board election made a campaign issue out of the daughter in private school and won by claiming he was not a supporter of public education.
Mark Reformers and privatizers in fact have the upper hand precisely because they are in a 50+ year process of consistently and concertedly depriving public schools of their financial and public-opinion support (by drawing public money away and by anti-public school propaganda).
The less public schools CAN provide, the more attractive privatization will be to parents whose only choices are two: they can only take the bait when it’s private school OR deprive their children.
I think many still don’t understand what’s at stake, however, and just compare public and private schools, as if that’s all that mattered. And those who have the “upper hand,” in fact, make hostages out of students who pay the price of a slowly declining public school system if parents stand on principle.
And I don’t see your example parent, who advocates for public school, as a hypocrite. He’s doing what I was talking about earlier by being an active parent-advocate for public schools. CBK
speduktr and bethree5: It may be that differentiation began to receive more emphasis in the years separating the two incidents (1982-1995), but way back in 1959, my 5th grade teacher let a few of us pursue special interests during class time, including studying human reproduction, advanced reading, and–in my case–learning to use an abacus from an English translation of a Japanese instruction manual. The conditions were, we worked on our own, did not interrupt the regular class, and kept up with the regular class work.
Regarding the size, type, and resources of the two schools in 1982 and 1995– The school that would not accelerate my son in math in 1982 was in a scenic, historic village where the per capita income was twice the state average. The school enjoyed good relations and strong support from the citizens and a major education foundation.
The school where all 1st, 2nd, and 3rd graders received differentiated math, and where I did my first semester of student teaching in 1995, was about the same size, but in a larger town and district where there were four such elementary schools. I would guess that the per capita income was somewhat above the state average, but nowhere near double.
I really don’t see that you are saying anything everyone of us couldn’t say. I am fortunate to live in an area in which a consortium of public school districts supports a special education district that supplies services to member districts that would be cost prohibitive to individual districts. Where individual districts can’t provide a high quality program in-house, by pooling the students and resources, the consortium can. Some facilities are provided within member school districts, some are provided at a separate facility. The sad thing is that too many districts are so starved for funding that even such a consortium is beyond their means. All of this is provided with public resources by public programs. However, if a viable alternative was available for one of my children when a district was unable, I wouldn’t hesitate to use it.
“The sad thing is that too many districts are so starved for funding that even such a consortium is beyond their means.”
I am talking about programs and instruction that schools CAN afford, and are ALREADY providing to some; plus BASIC school policies. Such as sending a kid across the hall to a math class at her level instead of worrying about “administrative nightmares”. Such as the account by Sarah Taylor on Chalkbeat, about her school refusing to provide to her son, parts of the curriculum they were already providing to other students. Such as scheduling remediation so that kids don’t have to forfeit “specials” (meaning music, art, library, and computer lab). Not all of public education’s problems are caused by wealthy privatizers with an agenda, as is often claimed.
“Not all of public education’s problems are caused by wealthy privatizers with an agenda, as is often claimed.”
I think that is a gross oversimplification. I suppose it can seem like all problems are attributed to wealthy privatizers to one who is focused on the individual shortcomings that public schools have. It’s not a matter of minimizing the problems that public schools have but a larger issue: can we afford to disregard the threat to the existence of any public schools, well funded and resourced or not. You are dealing with the frustrations people have with their own public school(s). The focus on charters, vouchers, savings accounts, and any other privatization schemes has to do with the concern with the destruction of all public education. These are broad policy issues that have long term consequences for ALL children. I imagine that there are few of us with children who have not dealt with schooling issues at one point or another. I can recount numerous stories both as a parent and as a teacher, but what the forces behind the move to privatize education are doing is far larger than local issues no matter how painful those issues are to the involved individuals. Obviously, most of us with children are going to be more focused on the impact of local public school policies on our children. I don’t argue with that, but someone has to be focused on the broader picture if there are to be public choices in the future. These are not mutually exclusive issues, just different decisions on where to put one’s energy.
speduktr Yes, . . . and the big-funders who are invested in privatizing all-things-public, both financially and ideologically, have enough time and resources to appeal to (a) parents’ short-term but real needs; (b) parents’ clear understanding of what’s actually wrong with their local public schools (which often has been held-in-place, initiated, perpetrated, and/or bad-mouthed by those same funder-reformers) and (c) state and federal lawmakers, many of which they “buy” ahead of time with their donations for election bids.
Then they use organizations like ALEC that write legislation for “their” people in state legislators all over the country, not to mention The US Congress itself.
The big-ticket reformers also use pervasive resources to keep parents politically in the dark or ill informed for as long as parents will allow it. The cards are intentionally stacked. CBK
Speduktr writes in response to one of my postings: “I don’t argue with that, but someone has to be focused on the broader picture if there are to be public choices in the future. These are not mutually exclusive issues, just different decisions on where to put one’s energy.”
Thank you–sincerely–for acknowledging that these are not “mutually exclusive issues.” Many on this blog seem to think they ARE mutually exclusive, or that “the broader picture” is more important and therefor no one should be discussing any other aspects of “better education.” Worse yet, are the comments that assume that if one criticizes some aspect of public education, he must therefor be in favor of or unknowingly enabling privatization! Yet—-
“A site to discuss better education for all.” is the title of this blog; it is not “A site to discuss STOPPING PRIVATIZATION to make education better for all.” I apologize for taking up the valuable space and time of others who see no relevance in my opinions. You can of course simple skip over them.
Going back to Speduktr’s response, I have stated previously–and I thought clearly–that I am a supporter of public education and consider privatization to be a big problem. In fact, I am actually MUCH MORE “focused on the broader picture” and putting MUCH MORE of “one’s energy” –MY energy–into this than into the issue I have raised in previous posts. How could it be otherwise–my student years are 50-60 years in the past, my parent years are 20 years in the past, and I have retired from teaching.
In closing, I will attempt again to state an issue that I see as related, but of course any and all of you can define it out of relevance if you so choose—- Our public schools have contributed over many years to the privatization crisis they now face. Our support of the schools must include constructive criticism at the local, state and federal levels, because the “small” problems that we define as such are NOT small to the students and parents involved. Each “small” local problem ignored or dismissed by a teacher, principal, school board, etc., has the potential to cause another family to embrace the private options that concern us.
Mark If you are referring to my notes, you have misinterpreted them. For years here, I have CONSISTENTLY drawn the distinction between the actual NEED for reform in public schools and the misguiding schtick of reformers–see my note published earlier here today.
The problem is an age-old method of propaganda . . . put the fox in the chicken house, OVER focus on the real problems that public school advocates are willing to talk about, omit their successes and efforts to improve, and provide bells and whistles for their own destructive reform, while appropriating public school advocates’ language to do so. CBK
If charters and vouchers had solved any important problems in their 30 years of existence, I would agree with you. But in the three decades we have invested billions in charters and vouchers, I have yet to see any problems other than how to satisfy the egos of billionaires and how to provide a steady stream of jobs to young people in search of a career fast track by without studying education.
Charter and voucher proponents take advantage of the very real frustration that some parents have with their local public school(s). As a special education teacher, I ran into situations where the school was not addressing the needs of a student adequately, and I had my own epic failures as a teacher. I also was scapegoated by administration on occasion and I have seen parents take down good teachers, too. ( Boy, was I naive!) I have seen it from all sides. We have been swallowed up in recent years by issues that go beyond what my local school is or is not doing well. Many voices who used to come to this blog disappeared as the focus shifted to national educational policy and partisan politics. I am not representing that shift adequately, but I miss those voices. I don’t know how long you have been coming to this blog, Mark, but I have feeling those missing voices would resonate with you.
“The big-ticket reformers also use pervasive resources to keep parents politically in the dark or ill informed for as long as parents will allow it. The cards are intentionally stacked.” CBK
A parallel paraphrase might be– Powerful public school officials and boards sometimes use their pervasive resources to ignore parents’ concerns and keep them in the dark or ill informed for as long as parents allow it. The cards are intentionally stacked against them and often drive frustrated parents to private schools.
Mark . . . such creative remarks you add to the site, and such a good use of the cut-and-paste tool. CBK
*** WARNING – DO NOT FEED TROLL ***
A warning is a statment that there might be harm or loss of life jsyk.
So yes, your usage of of that word has very little to do with the book billy goats gruff. But hey, yoire an educayor right? Its not like you need intellectual consistency as much as fallacy and rhetoric….
Note the complete inconsistency with billy goats gruff.
Reads billy goats gruff
B i l l y g o a t s g r u f f
Is an auto-moderated word, lol.
Intellectual consistency much? Fk no, you’re an educayor. The only tools you neef are fallacy and rhetoric.
The issue is whether we are a community or not. Not whether we are a comunism or democracy or much more accurately a functional corruption that’s recently no longer functional fo to ubiquitous: media and privatized domestic spy devices(cell phones). We simultaniusly blather american values at the same time we’re a multi ethnic multi cultural salad bowl from around the world. “American values” is a base oxymoron for altogether being anti communal while espousing the concept of collectively one value. We call for a nation under the rule of law but then mischaracterize purselves as “under god.” We make treaties under the declaration that we were in no way a country founded on christianity and then simultaniously put in charge the exact catholic slime we were coming here to escape in the first place. Our whole constitution was written by people fleeing catholicisM and at the same time we have the top three politicians are catholic baby killers and now a killer afghan pederast heroin cartel due to illegaly and unconstitutionally re-installing the exact killer heroin cartel specialists that set it up that way who are simultaniously co-opting a verified catholic invasion attempt WHILE going after our prime right they haven’t completely taken yet, the right to keep and bare arms.
So i ask you, what in hell was the value of this nation’s public education program as it stands?
“Freedom freedom freedom, every other word freedom, i cant believe jimmy hoffa has freedom.” – jfk
Lincoln didnt free the slaves and post civil war proves the civil war wasnt about slavery. No black man got his 40 achres and a mule. All were left to gtfo or serve land barrons, an even less responsable slave model. Jimmy hoffa and other union organizers freed the slaves, Not lincoln, and sure as fk not no dixiecrat catholic jfk. Note, the most recent graduating class from public school still does not even know the word dixiecrat. So, please forgive me if i internationaly declare i would not give a DAMN when california gets nuked.
And get the fking grassy nole ready for the battle of greasy grass. This sht is completely unacceptable.
At the same time this slime bag’s fbi talks about respect for the rule of law, it simultaneously employs intrapment (see fourth), starting its own extremist groups to make investigation easier, recruiting terrorists to commit acts of terror, harrasing people over tge edge to become monsters, warrantless searches, and out right commiting its own crimes to blame someone else. Mean while, bacha bazi dope dealers run wild with no tools AT ALL to investigate them. This is what public school examins? No, this is the sandy rectom where you hide your ostrich head.
You’re fired.
Pop quiz
In the event of an invasion, a 13B self propelled howitzer crewman’s job is to do what?
No where else in the world is the prospect of nuclear war on california more popular than within california.
Supporting citations
https://www.fema.gov/disasters/disaster-declarations?field_dv2_state_territory_tribal_value=CA&field_year_value=All&field_dv2_declaration_type_value=All&field_dv2_incident_type_target_id_selective=49121
262 fire disaster declarations up 3 just since ~december 2020
Far more declarations than years as a united nation.
https://wallpaperaccess.com/mushroom-cloud
Nuclear war fan art. Note tha clown face mushroom cloud.
California is hopelessly addicted to everything narcotic, completely filled with our nations enemies who’ve been our enemies since before independence(most notably catholic nepotists) and most notably durring ww2(Jesuit facists), and it behaves just as any cancer behaves.
Just a suggestion…
FYI: According to this article from “The Conversation,” we in the US are not the only one’s who are up against “predatory elites.”
SNIP: “Money alone can’t fix Central America – or stop migration to US. Biden’s $4 billion plan to fight crime, corruption and poverty in Central America is massive. But aid can’t build viable democracies if ‘predatory elites’ won’t help their own people.”
https://theconversation.com/money-alone-cant-fix-central-america-or-stop-migration-to-us-157953?utm_medium=email&utm_campaign=Daily%20Newsletter%2042221&utm_content=Daily%20Newsletter%2042221+CID_a5fe9b002ca2b3f757e1f5e44910dba5&utm_source=campaign_monitor_us&utm_term=Money%20alone%20cant%20fix%20Central%20America%20%20or%20stop%20migration%20to%20US
I’ve never know any reasonable person who would prevent those who want something other than what the community provides for all from sending their children to private schools — but that does not absolve them from their responsibility to the community from which they still benefit as much as anyone else.