Tag Archives: Education

‘Poop Equality!’ Students Hold ‘Sh*t-In’ at California University

‘Poop Equality!’ Students Hold ‘Sh*t-In’ at California University

Gender Neutral Restroom bathroom

The Queer Student Union at California Polytechnic University recently orchestrated a three-day “shit-in” at which students preached “Gender Diversity” and encouraged students to use solely gender-neutral bathrooms on campus.

“Put yourself in the shoes of a trans*/gender non-conforming student and take the pledge to use only all gender bathrooms,” a post from the organization’s Facebook page read.

Students reportedly created a staged toilet in the middle of campus, which students signed and decorated with several banners, one of which read “We’ve got shit to deal with,” according to images acquired by Campus Reform.

The group’s Facebook page is also circulating a petition that states that the publicly-funded university “has identified only five bathrooms that are reasonably accessible, leaving non-cisgender students with a paltry amount of options when it comes to using the bathroom.” It calls “on the university to establish more accessible all gender bathrooms, in addition to adding ‘Gender Diversity’ signs to existing gendered bathrooms.”

Despite having seventeen all-gender bathrooms in existence at Cal Poly, Campus Reform writes that flyers passed around during the “shit-in” called for the creation of new all-gender restrooms.

The online petition currently has 280 of 500 required signatures.

Not all who witnessed the transgender information dump were pleased with the outcome. “For many students, myself included, it’s hard to take something like a ‘shit-in’ very seriously,” Cal Poly senior Domenic Hjerpe told Campus Reform, detailing how “Cal Poly’s campus is already pretty extremely inclusive.”

West Hollywood passed a law this year requiring all single-stall bathrooms to replace gender-specific signs with gender-neutral signs, and San Diego Airport recently did the same thing by designating 12 restrooms as gender-neutral.

Follow Adelle Nazarian on Twitter @AdelleNaz

School Implants Device In Student Without Parental Consent

School Implants Device In Student Without Parental Consent

A mother is irate after discovering that her daughter’s school had given her an implant under her skin without parental consent nearly a year after the procedure had taken place.

Bernadette Jessop was informed by her daughter, Layla Rylands, that she had been fitted for a contraceptive implant at her school, Ashwell Academy in England. The implant had been injected a mere four days after the young girl’s thirteenth birthday.

As any parent would be, Bernadette was furious upon hearing the news. She believes her daughter is too young for a contraceptive procedure to have taken place without her prior consent.

According to Hull Daily Mail, “The implant, a small rod that is inserted under the skin of the upper arm after a local anaesthetic has been applied, releases hormones into the body to prevent pregnancy.”

School Implants Device In Student Without Parental Consent, Mother IRATE

“The school asked me not long ago for my consent for her to watch a film about sex. I didn’t give my consent until I knew what the film contained, yet I don’t get the chance to give my consent for her to get the implant?” Bernadette explained. “When I found out I felt sick. At the end of the day, I’m her mum, and at that age, it is wrong.”

Apparently, sexual health workers visit schools in the Bransholme area to give contraceptive advice to teenagers. If a student is deemed “competent,” they are allowed to give the okay for the procedure without parental consent.

The only problem is the school Layla attends is for students with “complex academic and social needs.”

“Layla is in that school because she has behavior problems,” explained the irate mother. “How can you deem a child with problems competent to make that decision?”

School Implants Device In Student Without Parental Consent, Mother IRATE

Bernadette believes her daughter was too young to not only make that type of decision, but was not at an appropriate age to be discussing contraceptive issues with anyone other than her family.

“In a moment of madness I said yes. If I was a parent and my daughter had it and I didn’t know, I would be furious, just like my mum,” explained Layla. “I do think parents should know, but I was afraid to say and I had signed a form that said it was confidential.”

The only response the school has offered is that “the academy has a duty of care towards its students, some of whom are extremely vulnerable, and their health and well-being is of the highest concern to us.”

If the school needs to get consent from the parents to show a student an educational film about sex, it seems that implanting something into a teenager would also require a consent form. Bernadette has a right to be irate — as well as any other parents who are unaware of the school’s influence in their child’s contraceptive choices.

Hillary Clinton At Center Of Common Core National Standards Initiative

Hillary Clinton At Center Of Common Core National Standards Initiative

A veteran educator says parents can thank Hillary Clinton for the Common Core national standards

Hillary Clinton

WASHINGTON, D.C. – A veteran educator says parents can thank Hillary Clinton for the Common Core national standards that have been thrust upon schools across the country.

Even though most people probably believe that Common Core was developed during President Barack Obama’s term in office, the foundation of the initiative goes all the way back to the 1980s, reports veteran educator and now-commentatorDonna Garner.

Back then, she tells EAGnews Hillary Clinton worked with other left-leaning education reformers such as Marc Tucker of the National Committee on Education and the Economy(NCEE), Ira Magaziner and then-Gov. Mario Cuomo, known for his fiery, liberal speeches.

The ‘Whatiscommoncore’ website reports that Tucker “has … openly worked for decades to strengthen the role of the state education agencies in education governance at the expense of local control” and claims that “the United States will have to largely abandon the beloved emblem of American education: local control.”

In 1992, Tucker wrote a letter to Clinton outlining his vision of a “communist-styled pipeline of education and workforce.”

Magaziner has a long association with the Clintons. In addition to working with Hillary on radical education reform, he worked with her on the failed Task Force to Reform Health Care during the Clinton Administration, served as senior policy advisor for President Clinton and, as of today, serves in a leadership capacity for two of the Bill, Hillary & Chelsea Clinton Foundation’s international development initiatives.

In the 1980s, Hillary (et al.) laid the groundwork for a School-to-Work plan, better known by the term “cradle-to-grave,” according to Garner. The idea was to create a three-legged stool of education, labor and healthcare whereby the government would direct people’s lives from birth until they die.

Stop Common Core

Garner, who began teaching in the early ‘60s in Texas, says all were to be joined together under one banner with government healthcare, school healthcare clinics providing abortions and contraceptives, classrooms emphasizing workforce development skills instead of academic knowledge and the Department of Labor directing students into a career pathway at a very early age.

Garner, who was appointed by President Ronald Reagan and re-appointed by President George H. W. Bush to serve on the National Commission on Migrant Education, says the idea was “that students and everybody else would be tracked into the vocation that the government at the time thought was important. And it didn’t have anything to do with students’ natural desires or what their parents wanted them to do or what the students’ talents were. It all had to do with providing ‘worker bees’ for the government.”

And as insidious as the plan sounds, it has come to be under the Common Core national standards initiative, she says.

She further states the goal was to have about 10% of the population be well educated and then the other 90% would be trained to function within factories and companies.

Jane Robbins of the American Principles Project tells EAGnews, “When it was called School-to-Work 20 years ago, it was a fad for awhile and then it fell apart. And now it’s a fad again. But this time they are really focusing on cementing this through Common Core through federal money because the people who are influential in the progressive ed world are people….people like Marc Tucker…who has been an advocate of all of this forever. He thinks the schools should just be part of one, vast human development resource system and he’s been arguing that for decades.”

Known now as Student Learning Plans (SLPs), sixth graders in a growing number of states, along with their parents and a school counselor, develop career paths for the coming six years until the students are graduated. Robbins says this is all connected to the Common Core national standards initiative, which has never been an education model but a workforce development model. It’s not meant to produce many educated citizens.

Prior to “cradle-to-grave,” schools focused on academic-based content called Type #1. That involved memorization and drills comprised of basic education fundamentals.

Garner says once that was accomplished, students were enabled to do higher level reasoning. A 1991 report,The Secretary’s Commission on Achieving Necessary Skills, however, helped to change the direction of the nation’s schools from knowledge-based academic content (Type #1) into a education philosophy where the emphasis is on emotions, opinions and beliefs with an emphasis on workplace competencies (Type #2).

According to Garner, the standards movement popped up all over the country. States appointed writing teams to rewrite all K-12 courses, and the new standards required students “to be able to know and be able to do.”

She says, “We are living the plan that Hillary and her folks, her team, instigated back in the early ‘80s.”

The plan was delayed when George W. Bush was elected to office. But with Obama, another zealous Type #2 advocate, Garner says it’s the perfect storm, “that leads into relativism, into political correctness, multiculturalism, environmental extremism and then into the social justice agenda under Obama, which glorifies the LGBT community.”

Garner believes we have Hillary Clinton (et al.) to thank for the mess our country’s schools are in today. It is because of her Type #2 philosophy of education as birthed by the NCEE we now have the Common Core Standards Initiative pouring into our nation’s schools, capturing the College Board and its products (AP, SAT, PSAT), and making billions of dollars in profits for Bill Gates, Pearson, Jeb Bush, and others. Even theProgramme for International Student Assessment (PISA) is being rewritten to align with Common Core, she reports.

Parents need to lay the blame for Common Core right at Hillary’s feet, she says. The seeds for Common Core began to sprout under Bill Clinton’s administration thanks to Hillary and her associates. Then under Obama, these Common Core seedlings have grown into a complete takeover of our nation’s school system by the federal government.

According to Garner, “We have Hillary to blame for a nation of adult non-readers who get most of their news from their social media gadgets; and it is for that reason that I have used my institutional memory to try to educate those people who have no knowledge of Hillary Clinton. If she is to be a serious candidate for the Presidency, we must warn the public.”

Supreme Court may hear case on school barring American flag shirts on Cinco de Mayo

Supreme Court may hear case on school barring American flag shirts on Cinco de Mayo

Mexican American flag upside down
Montebello high school on Monday, March 27, 2006

A California school dispute that arose when students wore shirts emblazoned with the American flag on Cinco de Mayo could prompt the Supreme Court to take a new look at free-speech rules for high schools.

Ever since students protested the Vietnam War by wearing black armbands, the justices have said the 1st Amendment protects the rights of students to peacefully protest at school, so long as their actions do not lead to a “substantial disruption.”

In recent years, however, some school officials have moved to curtail political fashion statements such as wearing T-shirts with Confederate flags or anti-gay slogans. They have argued that some limits were necessary to avoid offending other students and possibly provoking violence.

On Friday, the justices met to decide on hearing a case asking whether a school official’s fear of violence justified disciplining students for wearing American flags on their shirts.

The appeal in Dariano vs. Morgan Hill Unified School District asks the justices to decide whether wearing an American flag can be curtailed as an unnecessary provocation, or instead is a right of every citizen protected by the 1st Amendment. A decision on whether they will accept the case could come as soon as Monday.

The legal battle began on May 5, 2010, at Live Oak High School south of San Jose, when several students wore shirts bearing the American flag on the Mexican holiday marking the May 5, 1862, defeat of French invaders.

Their protest came in response to an incident the year before when a group of Mexican American students unfurled a Mexican flag on the holiday and paraded around the campus, triggering tensions with white students who began chanting, “USA! USA!”

The school had seen at least 30 fights between white and Latino students, school officials said.

Upon seeing the white students wearing U.S. flags, Mexican American students called them racists and complained to Assistant Principal Miguel Rodriguez.

Fearing violence, the assistant principal told several of the white students wearing the American flag that they had to turn their shirts inside out or go home. They chose to leave.

The incident caused an uproar in the community, and Fox News channel picked up the story.

It rewards those who believe the flag is a symbol of hostility toward minorities. If they think there is a problem, then don’t hold a Cinco de Mayo celebration.
– William Becker, lawyer who sued on behalf of several parents

“This is heartbreaking to the students and parents who see the flag as a symbol of national unity,” said Los Angeles lawyer William Becker, who sued on behalf of several parents. “It rewards those who believe the flag is a symbol of hostility toward minorities. If they think there is a problem, then don’t hold a Cinco de Mayo celebration.”

He filed a free-speech suit on behalf of John and Dianna Dariano and two other families, but a federal judge in San Francisco dismissed the claim on the grounds that educators had acted to avoid violence or a disruption at school.

The 9th Circuit Court in San Francisco affirmed that decision last year. “Our role is not to second-guess the decision to have a Cinco de Mayo celebration or the precautions put in place to avoid violence,” wrote Judge Margaret McKeown. It was “reasonable for school officials to proceed as though the threat of a potentially violent disturbance was real.”

Judge Diarmuid F. O’Scannlain dissented, saying the ruling “permits the will of the mob to rule our schools.” He noted that 1st Amendment law frowns on a “heckler’s veto,” by which a speaker can be shut down not for what he says, but how others may react. He questioned how the wearing of an American flag shirt could be seen as offensive or disruptive.

Lawyers for the school district have urged the Supreme Court to turn down the case. They say all the students and even the principal have moved on from the school, and there is no need to revisit the matter.

The justices met behind closed doors Friday to go over dozens of pending appeals, including the flag case. The vast majority of appeals are rejected.

But some 1st Amendment lawyers think the flag case has a chance of winning a review because of uncertainty over how free-speech principles work in schools today.

The court has mostly steered clear of free-speech disputes at public schools in recent years, with one exception. A 5-4 ruling in 2007 upheld a principal’s disciplining of a student for holding up a banner that said “Bong Hits for Jesus” on the grounds the sign could be seen as promoting illegal drugs.

But Justices Samuel A. Alito Jr. and Anthony M. Kennedy, who were in the majority in that case, stressed that they would not go along with restricting speech “commenting on any political or social issue.”

By coincidence, the flag appeal petition came before the justices in the same week they were deciding whether a Texas group had a free-speech right to a specialty license plate bearing a Confederate battle flag. A state board refused the request on the grounds the symbol would be offensive to many, especially African Americans.

The justices sounded closely split on whether strict free-speech rules should apply to state license plates.


U. California students remove offensive American flag from ‘inclusive’ space

U. California students remove offensive American flag from ‘inclusive’ space

american decline flag

The Associated Students of University of California, Irvine (ASUCI) voted Tuesday to remove all flags, including American flags, from an inclusive space on campus because of their offensive nature.

The bill, R50-70, was authored by Social Ecology Representative Matthew Guevara, and accuses all flags, especially, the American flag, of being “symbols of patriotism or weapons for nationalism.”

“[F]lags construct paradigms of conformity and sets [sic] homogenized standards for others to obtain which in this country typically are idolized as freedom, equality, and democracy,” the bill reads.

The legislation argues that flags may be interpreted differently; the American flag, for example, can represent “American exceptionalism and superiority,” as well as oppression.

“[T]he American flag has been flown in instances of colonialism and imperialism,” the bill continues, arguing that “symbolism has negative and positive aspects that are interpreted differently by individuals.”

The anti-flag hanging bill adds that free speech, such as flags in inclusive spaces, can be interpreted as hate speech.

“[F]reedom of speech, in a space that aims to be as inclusive as possible[,] can be interpreted as hate speech,” the bill reads.

“Let it be resolved that ASUCI make every effort to make the Associated Students main lobby space as inclusive as possible.”

“Let it further be resolved that no flag, of any nation, may be hanged on the walls of the Associate Student main lobby space.”

“Let it be further be resolved that if a decorative item is in the Associate student lobby space and issues arise, the solution will be to remove the item if there is considerable request to do so.”

The flag banning legislation passed with six yea votes, four nay, and two abstentions.

The legislation resolved that any decoration that a student finds offensive will be removed from the Associate Student main lobby if the request is made.

ASUCI is the undergraduate governing body of UC-Irvine. According to its website, it’s student-led by those who are elected into their positions.

Campus Reform has contacted ASUCI and the UC system for comment.

Boy Dies After Leaping From 2nd-Floor Window of New Jersey Elementary School in Apparent Suicide

Boy Dies After Leaping From 2nd-Floor Window of New Jersey Elementary School in Apparent Suicide

By Brian Thompson


A student at a New Jersey elementary school plunged to his death from a second-story window in what police are investigating as a suicide, a law enforcement source familiar with the case tells NBC 4 New York.

The boy, in fifth grade at Grant Elementary School in Dumont, was initially taken to a hospital in critical condition after the jump around noon Friday, authorities say. The source said he later died at Hackensack University Medical Center later in the afternoon.

A law enforcement source said the boy got into a dispute with a classmate during a game of chess. Afterward, the boy passed his classmate a note, then went to the window, opened it and jumped, the source said.

Schools superintendent Emmanuel Triggiano said there were other students in the classroom at the time.

“We provided them with some assistance, and we’re going to continue to provide them with assistance through the weekend and on Monday,” said Triggiano.

The school had a regular dismissal, but some parents took their children out early.

A portion of the building was taped off as police investigated.

Teacher in California Found Hanging, Dead In High School Classroom

Teacher in California Found Hanging, Dead In High School Classroom

Police say Jillian Jacobson, 31, was found dead inside an El Dorado High classroom Monday morning. (Photo courtesy El Dorado High School)
Police say Jillian Jacobson, 31, was found dead inside an El Dorado High classroom Monday morning. (Photo courtesy El Dorado High School)

A high school teacher was found hanging Monday inside a classroom in Placentia, according to police.

The teacher was found deceased inside a classroom at El Dorado High School at 1641 Valencia Avenue just before school started Monday morning, according to Placentia police.

She was later identified as Jillian Jacobson, 31, by the assistant superintendent of the Placentia-Yorba Linda Unified School District.

KNX 1070’s Pete Demetriou reports students and another teacher got the woman down to the floor and called 911 about 8:40 a.m. this morning.

The discovery was made after students said the classroom door was locked during first period, according to Point. A neighboring teacher unlocked the door and students found the teacher hanging, Lt. Eric Point said.

Police and Orange County Fire Authority paramedics responded and found a female adult in full cardiac arrest, Point said. After attempts to revive her were unsuccessful, she was declared dead on the scene, according to Point.


The death is believed to be a suicide, but no note was found at the scene, police said.

Officials gathered the entire student body into the campus gymnasium about 11 a.m. and informed them of the death, and then dismissed students for the remainder of the day, a school administrator said.

Isaiah, a junior at El Dorado, said as the news spread, emotions came to the surface across campus.

“Just seeing people as I walk by really gets to me,” he said. “I’ve hugged some friends, it’s made my cry.”

Candy Plahy, Assistant Superintendent for Education for the Placentia-Yorba Linda Unified School District, said school will resume tomorrow with additional staffing on hand.

“We’ll have crisis counselors on staff all throughout the rest of the week,” said Plahy.

A spokesperson for the district said Jacobson was hired in the 2008-09 school year to teach art.  She worked at El Dorado High School for eight years, during which time she taught photography to students in the 9th-12th grades.


Students and loved ones gathered Monday night for a candlelight vigil, remembering the teacher and how she touched their lives. “Just because somebody smiles doesn’t mean they’re OK,” one mourner said. “She was always joking around and sarcastic and funny,” added student Hannah Rankin. “I just didn’t see it coming at all.”

Eliminating Common Core And The Federal Role In Education

Eliminating Common Core And The Federal Role In Education


Stop Common Core

Fifty years ago, President Lyndon Johnson pushed the Elementary and Secondary Education Act (ESEA) through Congress, a $1 billion program to help poor students and less fortunate school districts.

When he signed the bill into law on April 11, 1965, LBJ stated that he believed that “no law I have signed or will ever sign means more to the future of America.” If he meant a bleaker future, his prediction has certainly come true.

Even before the days of Lyndon Johnson’s Great Society, the federal government had been worming its way into the education systems of the individual states. In 1953, President Eisenhower, less than two months on the job, re-organized several agencies of the federal government into a new Cabinet department – Health, Education, and Welfare.

But it was Johnson who began a large-scale intrusion into education, an all-out effort that has not abated in half a century. And since those early days, the federal role in education has only grown, both in terms of its size and scope, as well as its cost to the American taxpayer.

From the ESEA to the Department of Education to No Child Left Behind, the new Common Core program is just the latest, and by far the worst, federal intrusion into American schools. Senator Mike Lee has rightly labeled it the “Obamacare of education,” a plan that will result in “the DC takeover of our school system. It will dumb down standards and cheapen the education our children receive.”

It will cheapen the education every American receives, no doubt, but it certainly won’t be cheap on the pocketbook of the taxpayers, if history is any indication. In the last 40 years we have seen a 375 percent increase in federal education spending with no sign Washington will stop anytime soon.

Since the 1965 ESEA, the total is $2 trillion. Annually, American taxpayers spend $13,000 per student, roughly a quarter of a million dollars per classroom, more than any other nation on the planet by far.

With so much money being spent, the question is: why are our schools still failing?

Because, as Investors’ Business Daily has editorialized, all this federal money “feeds a bureaucratic monster sheltered from competition.” With a monopoly on education, there is no incentive or good reason to improve public education. And that’s not to mention the vast and complex sociological concerns underlying the present failed system.

The results have been horrendous. According to the National Assessment of Educational Progress, the United States spends “more per pupil than any other country, but among industrialized nations, American students rank near the bottom in science and math. Only 13 percent of high school seniors know what high school seniors should know about American history.”

In December 2013, the Program for International Student Assessment (PISA) released its latest study and found that American teens have slipped to 31st in math, 24th in science, and 21st in reading. Shamefully, Third World and underdeveloped nations actually finished ahead of America.

In Mississippi, once again we are ranked dead last. This is unacceptable.

In my eight years in the senate I have fought to free us from federal intrusion and repeal Common Core.

With much hope, conservatives in the senate believed this year would finally see the end of Common Core. And after years of blocking any effort to get rid of Common Core, Lt. Gov. Tate Reeves indicated that he supported the cause. Yet when an amendment reached the floor designed to finally eliminate Common Core, Reeves mustered the necessary votes to kill it.

So on the specific instructions of Lt. Gov. Reeves, Common Core survives and will remain the standards for Mississippi schools.

But we fight on. Simply put, in keeping with our system of federalism, Washington has no right to meddle in our schools. It is only through state and local efforts that our schools can improve.

Unlike Washington bureaucrats, I care deeply for public education. My father was a college professor. My wife and mother-in-law are public school teachers. My children attend public schools. I will never turn my back on public education.

But I will say no to continued federal involvement in it.

My philosophy of education is based on one simple fact, one that is shared by the vast majority of Mississippians: I care more for my children than any bureaucrat in Washington, DC.

And it is only with that kind of thinking can we once again regain our position as world leader in education.

Senator Chris McDaniel is an attorney, conservative commentator, and was a Republican candidate for U.S. Senate in 2014. He has represented the 42nd District, which encompasses parts of South Mississippi, since 2008. He lives with his family in Ellisville, Mississippi.

Islamic prayer lessons in Florida school history class spark investigation

Islamic prayer lessons in Florida school history class spark investigation


A Florida father is concerned that his son is learning more about Islam than he is of major past events in his high school history class — and that includes being taught Islamic prayers.

“There is no god, but God. Muhammad is the messenger of God,” concerned father Ron Wagner read to WFTV News channel 9.

That passage came from his son’s Seminole County 10th grade history book.

“Students were instructed to recite this prayer as the first Pillar of Islam, off of the board at the teacher’s instruction,” Wagner told the station.

Wagner first got wind of what was going on when he noticed a text on his son’s phone reminding the teen to complete an assignment involving a prayer rug and study a handout on Islam for class.

“For it to be mandatory and part of the curriculum and in the textbooks, didn’t seem right,” Wagner said.

The text included a chapter titled “The Rise of Islam,” that contained scripture and prayers taken from the Quran.

Even more egregious for Wagner, who describes himself as being not very religious, is that 100 pages describing Judaism and Christianity were missing from the text. The district attributed that to a manufacturing error that affected about 70 other copies of the textbook.

WFTV reported:

According to Wagner, Dr. Michael Blasewitz, who oversees the high school curriculum, said, “The Pillars of Islam are benchmarks in the state curriculum.”

Wagner’s concerns prompted a district investigation that found the teacher never tried to indoctrinate or convert students.

Some other students interviewed by administrators said they were not required to recite the prayer aloud. They did discuss a video played during class about the religion, but Blasewitz got frustrated and stormed out when 9 Investigates asked whether the district is considering changes to the curriculum.

“You’re just going to walk away from our interview when we’re trying to get information,” investigative reporter Daralene Jones called out to him.

As expected, Florida’s chapter of the Council on American Islamic Relations threw in its 2 cents, and sent this statement to the station:

In a diverse society, young people should be taught about a wide variety of beliefs, cultures and faiths, and particularly about a faith practiced by millions of Americans and more than one-fifth of the world’s population.

Denying all students access to vital information based on the biased political or religious agenda of Islam phobic groups or a handful of misinformed parents does a disservice to our school system, our state and our nation. History is not kind to those who censor information or ban books.

– Hassan Shibly, executive director

I keep wondering if a public school would be permitted to teach the Ten Commandments, Old Testament psalms or the Gospels of Matthew, Mark, Luke or John.