Education

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Ron Paul works towards the elimination of the inefficient Department of Education, leaving education decisions to be made at the state, local or personal level. Parents should have the right to spend their money on the school or method of schooling they deem appropriate for their children.

On November 14, 2008 Ron Paul said in a New York Times interview:

“First, the Constitution does not authorize the Department of Education, and the founders never envisioned the federal government dictating those education policies.

Second, it is a huge bureaucracy that squanders our money. We send billions of dollars to Washington and get back less than we sent. The money would be much better off left in states and local communities rather than being squandered in Washington.

Finally, I think that the smallest level of government possible best performs education. Teachers, parents, and local community leaders should be making decisions about exactly how our children should be taught, not Washington bureaucrats.

The Department of Education has given us No Child Left Behind, massive unfunded mandates, indoctrination, and in some cases, forced medication of our children with psychotropic drugs. We should get rid of all of that and get those choices back in the hands of the people.”

Note: This summary of Ron Paul’s position has been determined to be incomplete! Contact us to join RonPaul.com as a voluntary editor. Help us set the record straight and keep this page up-to-date.


772 responses to “Education”

  1. John

    Get rid of the Board of Education. Our educational system has only gone down hill since it was established. There is no reason education can’t be handled at the state and local level.

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  2. Freedomfighter

    to DUSTIN QUINN:
    Are u serious? education givin to churches? You are an INMBECIL! Churches controlling education would be a replay of the middle ages! That is the MOST IDIOTIC statement i’ve heard all day! Homeschooling? homeschooling turns children into blind, submissive slaves that are to weak and controlled to question society. Churches would do the SAME, EXACT thing! Higher education free? You are seriously an IDIOT! not only is that SOCIALIST, but its also stupid. Do you know how much that would cost the gov’t? If The liberal fag pinko fartbags on Capitol hill didnt already spend WAY TOO MUCH, they would be spending on EVERY SINGLE kid going to college. You are the most pathetic, idiotic, imbecil who needs to quit talking out of his ass and who needs to start reading and watching the news more often.

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    1. Anastasia McCarter

      While I don’t think that education should be left up to the government and agree that free higher education isn’t the answer either, the point is that if parents want to homeschool their kids they should have that right. You make a very big blanket statement about those that are homeschooled, and I ask you, have you actually met someone who was homeschooled? Yes there are those who lack social skills, and those who are staggering into the world blindly unprepared, but I’ve known plenty in my community that were homeschooled and are brighter and more in touch with reality than anyone else I know.
      The same goes for churches doing education. I went to a Christian high school, and graduated from there. I knew exactly what was going on in the world, and while I’m a Christian and believe in the creation of the world, we were also taught about the theory of evolution, and we had people teaching there from all political sides as well.
      The point is that it should be up to the parents to decide what to do.
      And on a side note, you sound completely unintelligent when you bash someone’s opinion by calling them names.

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      1. freedomfighter

        Well I myself have been homeschooled, so I think I know what I’m talking about. I also have a teaching degree and a political science degree from the University of Texas. So I think you need to shove off and leave the real talking to INTELLIGENT people. In calling dustinquinn names, I was trying to push him into the right direction. So you need to just shut your mouth and learn something about politics and education.
        Thank you have a nice day.

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        1. Jake

          A teaching degree? Nice. Don’t think youdeserve my taxes, freeloader.

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          1. freedomfighter

            no, I don’t think that I deserve your taxes.

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    2. Xavier

      It’s spelled “imbecile”.

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  3. dustin quinn

    I believe our education should be given to our churchs, non-profit community, and also allow for more home schooling. Also all higher education should be free!!! Also for profit online schools are all scammers and need to be shut down. No one should make a profit from education.

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  4. Mark Chellis

    The real issue surrounding education is rarely discussed, although Ron Paul has come closer than most. The primary problem with education today is that everybody has forgotten who is responsible for the education of children. It is not the federal govt, nor the state, nor the town, nor the school board, nor the principal, nor the teacher. Parents, and parents alone are responsible for the education of our children. Parents have a greater impact on the education of their children, for good or bad, than all the other factors combined. If your child is failing in school, you are responsible. Once we reestablish the chain of responsibility, then we can address the task of education and how to best carry it out.

    »crosslinked«

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  5. Jeremy

    Education!
    This too easy to solve, first we have to look at what is true. Then at society and what and how the people go about certain things taught in schools from the elementary to college classes.
    FACT: “First, the Constitution does not authorize the Department of Education, and the founders never envisioned the federal government dictating those education policies.
    Created by the Department of Education Organization Act (Public Law 96-88) and signed into law by President Jimmy Carter on October 17, 1979, it began operating on May 16, 1980.
    I was born during that time and even in though days unconstitutional things where being put into law. How cause of the lack of education!
    Then the other thing everyone seems to know everything about anything. This too funny, and after all this all we can look at is the grade system of A, B, C, D, and F or the college loan payback.
    Then what do we teach kids in school do we teach them law about the constitution, the articles of confederations. Do we teach them about our founding fathers and what they went through to get this nation? In a way we do but we leave speeches out from Hancock, Jefferson, Patrick henry, and many others. We tend to look at Lincoln as the best president or that everything done was about slavery. In both revolutionary war and the civil war slavery was the last thing on people minds at that time.
    Even where all this began some 235 years ago!
    Most kids will say D.C. and we pass it off as good or not important to teach.
    Not only that, but back to the hole slavery we are tough that it is what started it all and on top of that if you are a white kid made to be ashamed to be white. So why should a kid study if the people just tear them down. Also we have only one side of thought in the school it seems to be the thought of what can you do for me without me adding anything to the table.
    Example race we tend call people by their race and at the same time argue over this thing called race. I.e. a black is now address by African American, the theirs Asian American, Native American and so on, yet no Scottish, German, and etc. American. Funny how that goes! Then about the hole race thing is we don’t focus on what has been proven. That we are different yet the same being our species is the same yet our breed is different. At first everything came out of Africa, but now the experts are saying um well now we believe everything came out of Asia. That being people and the prime mates. Also they can’t pin point the whole blue eyes. And if you like Oprah remember the time when she started a war in her studio with just eye color hints the fact we are to quick to jump on the bandwagon about something we have no idea about. Caused by that no more than Lack of Education. Then the whole slavery movement or that land was stolen, we don’t teach that two things happen during the slave trade somewhere sold by their own people somewhere already enslaved by one tribe or they were criminals and yes somewhere stolen that is expected in any type of trade. One will break the law or do something not moral its life it’s fact. We don’t focus or teach the African American that, why. Or how about this Arabs Middle Eastern people came to Africa first and enslaved the people and not only that took a whole cloture out of history being even the language. Look up the language of Swahili and how it came to be. Yet we don’t talk about that. Or that from the area of Egypt and other places close by, they had slaves. Or that even the white man had slaves from their own race. Basically if you read this the understanding is we have all done something bad to someone and played the role as victim. For us to strive and grow and to move forward we need to get past all this and move forward. And no one has to apologize about anything just let it be. Because we could turn this debate into something more than it needs to be and it will never end.
    And if we then want to jump into the whole area well then this land was stolen. Well ok um what about this archaeologists have discovered artifacts that date back older than any Native American artifacts found. They seem to belong to redhead descendants, this is funny to think of but no one wants to talk about these things.
    So when does it end or will it ever. I’m pretty sure in time something new will come and put this all out the window. And oh well as long as we focus on what is important. That being our country!
    Here are the facts about race:
    Scientific American:
    Coroners in crime labs can identify race from a skeleton or just the skull. Race can be identified from blood, hair, or semen.
    Yet genetics has proven that there is no gene for race! True no gene for race. Yet there are GENES for race.
    Race is defined by the correlation structure of a cluster of genes (alleles).
    Question1? What does genes influencing skin color have anything to do with genes influencing hair form, or eye shape?
    Race is more than “skin-deep” it is a unique, strongly correlated combination of genetic traits.
    Question2? Aren’t we more alike than, not different, we belong to one race the human race.
    We are not part of the same human race. We are different that belong to the same human SPECIES.
    Different species can inter mix under natural conditions. RACE CAN!
    Fact:
    Blacks have up to 19% more of the sex hormone testosterone than Asians or Whites. Black babies are born a week earlier yet are more mature as measured by bone development.
    Orientals have lower hormone levels yet have bigger brain size. Their dental and bone development during infancy is slower than blacks.
    Whites are similar to Orientals, and fall in between the two other races for hormone levels and bone development.
    Racial difference is a result of patterns of difference in gene frequencies.
    Argument is: There are no population differences, both physical and genetic, but they are of no importance and are not large enough to qualify as racial difference.
    The tiny amount of genetic variation between humans and chimpanzees is also not enough to account for the physical difference between the two species.
    This is because the way genes are expressed is of more importance than the amount of genetic difference itself. There is a significant difference in human- chimp gene expression, not the genes themselves.
    This is due to a small alteration in a single gene, the FOXP2. This gene allows us to speak; hint small changes have huge consequence. This is less than 2% difference. And this produces such an extraordinary physical and mental difference. Then likewise small difference between races has same important results.
    Now pretending that race denial will end racism is nothing more than an ILLUSION.
    And yet this is not taught it might help, cause there is more to it than just race might realize that small things make huge difference.
    Then our entertainment doesn’t help, but we need to look at it as what it is entertainment, all in fun. We need to stop depending on those in the media raise our kids stop finding someone to blame for one’s action.
    Example a kid shoots up the school and who do we blame the music TV and people like Mansion, Eminem and others, or kids comments suicide from being bullied and what do we do limits the area of free speech. We call it hate speech if you don’t agree you can’t say shit about it because if it is negative it will be regulated as hate speech. We can’t discipline the children of today for the fear they will be taken away or the parent taken to jail. We are quick to jump on the band wagon for something we don’t see the true out come of it.
    Demand justice right now thinking about what will happen in the long run.
    Example TSA we ask for it we demanded it right after 9/11. Now 8 years later we are saying screaming out to much. LOL in a nutshell!
    What about our Constitution does anyone know what or when something is put into law that is unconstitutional. Example people Obama’s healthcare act, Congress cannot mandate that you buy something.
    Just after the completion and signing of the Constitution, in reply to a woman’s inquiry as to the type of government the Founders had created, Benjamin Franklin said, “A Republic, if you can keep it.”
    Or this; are we a Republic or a Democratic. We are a Republic for those whom had no idea, and what is the difference between the two.
    A Republic is representative government ruled by law (the Constitution). A democracy is direct government ruled by the majority (mob rule).
    A Republic recognizes the inalienable rights of individuals while democracies are only concerned with group wants or needs (the public good).
    And yet this is not taught in school. Why I have to ask.
    What about Laws how are they made.
    Lawmaking is a slow, deliberate process in our Constitutional Republic requiring approval from the House, Senate, Executive (President or Governor), The Supreme Court, and individual jurors (jury-nullification).
    Lawmaking in our unlawful democracy occurs rapidly requiring approval from the whim of the majority as determined by polls and/or voter referendums. Voter referendums allow legislators to blame bad law on the people. A good example of democracy in action is a lynch mob.
    Democracies always self-destruct when the non-productive majority realizes that it can vote itself handouts from the productive minority by electing the candidate promising the most benefits from the public treasury. To maintain their power, these candidates must adopt an ever-increasing tax and spend policy to satisfy the ever-increasing desires of the majority. As taxes increase, incentive to produce decreases, causing many of the once productive to drop out and join the non-productive. When there are no longer enough producers to fund the legitimate functions of government and the socialist programs, the democracy will collapse, always to be followed by a Dictatorship.
    Even though nearly every politician, teacher, journalist and citizen believes that our Founders created a democracy, it is absolutely not true. The Founders knew full well the differences between a Republic and a Democracy. They repeatedly and emphatically said that they had founded a Republic.
    In retrospect we forgot about this and much more
    Article IV Section 4, of the Constitution “guarantees to every state in this union a Republican form of government”…. Conversely, the word Democracy is not mentioned even once in the Constitution. Madison warned us of the dangers of democracies with these words, and so did others at that time.
    And yet not taught who said these words give me liberty or give me death easy we all know that. Um ok and these words persuade us hang over the citizens of this commonwealth, to induce us to change the government, and adopt the new plan. Unless there be great and awful dangers, the change is dangerous, and the experiment ought not to be made. In estimating the magnitude of these dangers, we are obliged to take a most serious view of them — to see them, to handle them, and to be familiar with them. It is not sufficient to feign mere imaginary dangers; there must be a dreadful reality. The great question between us is, Does that reality exist? These dangers are partially attributed to bad laws, execrated by the community at large. It is said the people wish to change the government. I should be happy to meet them on that ground. Should the people wish to change it, we should be innocent of the dangers.
    Or these,
    There are sufficient guards placed against sedition and licentiousness; for, when power is given to this government to suppress these, or for any other purpose, the language it assumes is clear, express, and unequivocal; but when this Constitution speaks of privileges, there is an ambiguity, sir, a fatal ambiguity — an ambiguity which is very astonishing. In the clause under consideration, there is the strangest language that I can conceive. I mean, when it says that there shall not be more representatives than one for every thirty thousand. Now, sir, how easy is it to evade this privilege! “The number shall not exceed one for every thirty thousand.” This may be satisfied by one representative from each state. Let our numbers be ever so great, this immense continent may, by this artful expression, be reduced to have but thirteen representatives. I confess this construction is not natural; but the ambiguity of the expression lays a good ground for a quarrel.
    All by; Patrick Henry.
    ‘The states can never lose their powers until the whole people of the United States are robbed of their liberties.’ ALEXANDER HAMILTON

    And so on we have forgotten what and why all these things were said and brought forth.
    “A wise man will not leave the right to the mercy of chance, nor wish it to prevail through the power of the majority. There is but little virtue in the action of masses of men.” Henry David Thoreau.
    So what else is needed for our education, lots and lots of stuff? But the question right now is when are the people going to stop yelling about these unlawful acts and get involved with the schools meaning becoming the teachers, or working with teachers. When are the people going to become judges that will defend the constitution and the set laws by it and not worry about the people want? Example to this is the death penalty is it wrong is it right. Who truly knows can anyone make that call, don’t know don’t care. What I do know is what I have heard from people both law abiding citizens and the criminals themselves. Criminals are people too, true and yes I agree but what about their victims, you know the one they robbed, killed, or even raped. Were they not people also so why does one have the right to do such a thing, if one does not have respect for one’s life or liberties then why should we do the same?
    Again we jump so quick to get things changed and more rights and freedoms get taken from us.
    Ever heard of something called group warfare and an Ideology that comes from it? It is that every group as its own views of a self-serving view of the world. Its ideology is that the group is victimized by either real or imagery opponents made as the oppressors. So we all need a bad guy now we are back to racism, sexist, and name calling. These evil villains are seen as stupid, insane, and etc. And yet never, seen as just having a different opinion from the groups. Character assassination is the easiest way to dismiss critics. To the point where any opponent correct or incorrect is seen as sick or wicked.
    Then groups start to ask the government for special protection. This is where hate speech comes to play. Now with special privileges allows such groups to practice the double standard act. To where the group is allow to act certain ways or to say openly offensive to outsiders. While others can’t, sorry not allowed and this is done by the groups appeal is to collective guilt. And this justified why! The guilt of crimes from the past, passed down from generations. Now the objective of all this. The groups pretend to correct past discrimination with plain tribal revenge aka social justice. Which this social justice is just the counter-productive of the group. Since this will reduce effectiveness and legitimacy. Or just blame ever one. And this is why the group’s core grievances is ever met. And all this is done with public cash, yes that right your tax dollars cause some one was hurt by someone a hundred years ago or longer.
    So what is its true meaning of being surly not to correct the injustice, but to increase its own power? So what drives said groups can’t be the ethics of justice but that of the ethics of hate. Group warfare is the most effective way to break up society into tribes of constant confrontation. With relentless acts and attacks against basic values of society. Destroying nations and get ready for Globalization. And this why we have lost some many liberties.
    And if you ever want to see this in action one good place to go is anywhere in the states, but it’s hard to view what we are doing wrong at times so if it would help go to east Africa, or west Africa, and see the tribalism.
    OK last thing does anyone know the symbolism of place the American flag upside down, is it the same as burning the flag or maybe worse. If you said both or one then I would ask for you to go back to school become educated. The symbolism of doing such thing to the American flag is not that of bad or being unpatriotic it’s stating that of distress. And why not fly it like so this is my reason one the lack of education among the people. And two for this reason alone if nothing else stands we are a republic not a democratic
    DEMOCRACY:
    • A government of the masses.
    • Authority derived through mass meeting or any other form of “direct” expression.
    • Results in mobocracy.
    • Attitude toward property is communistic–negating property rights.
    • Attitude toward law is that the will of the majority shall regulate, whether is be based upon deliberation or governed by passion, prejudice, and impulse, without restraint or regard to consequences.
    • Results in demogogism, license, agitation, discontent, anarchy.
    THIS NOT US THIS IS NOT AMERICA.
    Did you know that Socrates was killed by his beloved roman empire the very birth place of Democracy? All because he practice free speech.

    NOW THIS IS US THIS IS AMERICA
    REPUBLIC:
    • Authority is derived through the election by the people of public officials best fitted to represent them.
    • Attitude toward law is the administration of justice in accord with fixed principles and established evidence, with a strict regard to consequences.
    • A greater number of citizens and extent of territory may be brought within its compass.
    • Avoids the dangerous extreme of either tyranny or mobocracy.
    • Results in statesmanship, liberty, reason, justice, contentment, and progress.
    • Is the “standard form” of government throughout the world.

    I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

    And the said part; under God offends you then let us take it out for because it wasn’t added until 1954. The pledge of allegiance was written in 1892 by Francis Bellamy.
    Just like from 1924 to 1954.
    We seem to miss the point of this pledge is that we swear allegiance to the USA and to its republic.
    Then last is this
    I, (NAME), do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; and that I will obey the orders of the President of the United States and the orders of the officers appointed over me, according to regulations and the Uniform Code of Military Justice. So help me God.
    I, (NAME), do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic;
    that I will bear true faith and allegiance to the same;

    The rest is nothing more to help set order in the military cause if ever was an order unlawful or if the rights of the people were are taken away. No longer does the rule of orders apply for the first part of this the most important this. For it is the duty of all those whom stand to protect America is to protect the constitution.

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    1. G

      Wow…. next time you decide to write a book maybe think about proof reading before you publish. The sporadic use of punctuation makes it a chore to read such a diatribe. Sadly, a chore with little payoff as after fighting through the terrible writing one wonders what the actual point was. Was it education? Some pointless commentary on the differences between the races? An argument of Republic Vs Democracy? Or, just unfiltered diarrhea of the mouth, an excrementous nebulous elucidation of every possible thing you find wrong with the country?
      In the future try to keep it concise. Your point would be easier found in a short paragraph or two. Asking the reader to find the meaning buried deep within a poorly constructed text is often asking too much.

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      1. jeremy

        Sorry about the long writen out set of words. I had a lot on my mind plus I was writting down notes for another thing. I didnt realize that I sent everthing until I did.
        You know that I re read it I forgot what point I was trying to make.

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  6. GypsyB

    It is now December 1st, 2010 and I’m not seeing much change in the economy in general. Our country is in debt yet they haven’t made it too well known that people like me, who obtain Stafford loans through a private bank have now faced the “Department of Education” taking over our loans!
    What business is it of the government? Two quarters back everyone at the college I attend, who had these loans, went through hell all because the system had to be changed to accommodate the governmental changes.
    Why are so much time and money being spent to get into the middle of everyones educations when they should be dealing with the deficit? I believe my freedom to chose who I owe money to has been taken away from me.

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  7. Clarence Richard Holtzclaw

    I SENT THIS INFORMATION VIA “REGISTERED MAIL” TO PRESIDENT OBAMA, MR. DOBBS, & MR. O’REILLY – NO RESPONSES FORM ANYONE – APPARENTLY NONE OF THEM GIVES A “RATA ASS” ABOUT OUR COUNTRIES STUDENTS – IF AFTER READING THIS INFORMATION YOU CARE – CALL ME OR SEND ME AN EMAIL!

    270-757-0993
    rholtzcl47_@hotmail.com

    August 7, 2009

    To: Mr. Lou Dobbs Mr. O’Reilly
    CNN Fox News Corp
    One CNN Center 1211 Ave of Americas, 8th Fl
    Atlanta, GA 30303 New York, NY 10036

    From: Clarence Richard Holtzclaw
    403 Brown Meadow Ln
    Central City, KY 42330
    rholtzcl47_@hotmail.com
    270-757-0993
    270-293-5110 (cell)

    RE: PRESIDENT OBAMA/STAFF DOESN’T GIVE A “RAT’S ASS” ABOUT OUR COLLEGE STUDENTS! – please just take the time to read or have your staff read the attached letter – if, after that, neither you nor your staff finds it “imperative” that this problem gets “fixed immediately” and the perpetrators held responsible – then I guess I truly don’t understand the responsibility of the news media!

    Mr. Dobbs and Mr. O’Reilly, I’ve attached a copy of the letter I sent to President Obama back in March –since I haven’t heard back from him or his staff I’ll assume it’s safe to assume no one going to even show me the courtesy of responding. Anyway, the correspondence is self explanatory – IF SOMEONE TAKES THE TIME TO READ IT! Please show our Collegiate Student’s that you care enough to take a stand to get the current “inaccurate (Grade Point Average) grading system” corrected. Today, every year, every Graduating Student (except the ones who make straight As) is receiving a GPA that is up to 50% lower than what their actual “Classroom Performance Percentage” equates to! In “tens of thousands” of instances this “inaccurate GPA” actually causes the Students to drop out or college, be placed on “probation” or even “suspended”! How can everyone just sit back and let that continue?

    Please show our “Collegiate Students” than you care and your willingness to help me ‘correct this great injustice” being perpetrated on them!

    March 4, 2009

    To: The White House
    1600 Pennsylvania Avenue NW
    Washington, DC 20500
    Attn: President Obama

    From: Clarence Richard Holtzclaw
    403 Brown Meadow Ln
    Central city, KY 42330
    rholtzcl47_@hotmail.com
    270-757-0993
    270-293-5110 (cell)

    CC: Mr. Lou Dobbs
    CNN
    One CNN Center
    Atlanta, GE 30303

    Mr. O’Reilly
    Fox News Corp
    1211 Ave of Americas, 8th Fl
    New York, NY 10036

    RE: Unjust/Inaccurate GPAs (costing Collegiate Students and their
    Parents 3 to 19 billion dollars a year)!

    Mr. President, first let me congratulate you on becoming our first African-American President. My name is Clarence Richard Holtzclaw. I’m a retired AT&T Area Manager/Engineer. I live down here in the “sticks” in West Central Kentucky (Central City). That basically makes me a “nobody”, but a “nobody” with a “CRUSADE”. I recently uncovered the fact that “Inaccurate/Unjustified Grade Point Averages (GPAs)” are being awarded to the vast majority of Students by just about every High School, College, and University in the nation because of the “Flawed Straight 4.0 Grading System” that is being used! These “Inaccurate/Unjustified” GPAs are being calculated/created because of the four “Grouping Errors” that are inherent in the Straight 4.0 Grading System (60%-69% =s a D =s a 1.0 Grade Point (GP)), (70%-79% =s a C =s a 2.0 GP), (80%-89% =s a B =s a 3.0 GP), and (90%-100% =s an A =s a 4.0 GP). This “FLAWED” Grading System has no “rational or logical” mathematical relationship to a Student’s Classroom Performance Percentage (60% to 100%) whatsoever – refer to Attachment A. If you agree that a Student’s GPA should “accurately reflect” their “classroom performance” – (I can’t imagine that you or anyone else, for that matter, would take the position that a Student’s GPA “shouldn’t accurately reflect their classroom performance”), then be ready to be shocked by the information and examples I’m presenting to you. Currently under the Straight 4.0 Grading System a Straight “A” Student is the only Student that actually receives the “CORRECT GPA – a 4.0” All other Student’s Grade Point Averages (GPAs) as currently calculated/created by the “Flawed Grading System” are “significantly lower” than the GPA that is justified by the Student’s actual Average Classroom Performance Percentage (ACPP). The magnitude of the “error” varies according to how well the Student is actually performing in the classroom with the greatest impact felt by the Students that can least afford “Inaccurate GPAs”. For example, a C/D Student’s GPA is understated by as much as 80%, a B/C Student’s GPA is understated by as much as 40 %, and an A/B Student’s GPA is understated by as much as 25%. I realize that it’s hard to believe that some poorly performing Students can have their GPAs understated by as much as 80% (BUT IT’S TRUE)! For a detailed analysis of the “Impact on Students” refer to ATTACHMENT B.

    To provide you a quick understanding of the problem just consider the following example of a “struggling” Student.

    Most Common College Grading Scale

    Classroom Performance Letter Grade Grade Point
    Percentage
    60% – 69% D 1.0
    70% – 79% C 2.0
    80% – 89% B 3.0
    90% – 100% A 4.0

    A freshman completes 30 hours (ten 3 hour courses) and performs in the Classroom at an average of 78% (almost a B) – they receive a 79% for 9 of their courses and are awarded Cs, but receive a 69% in one of their courses and are awarded a D! The “Flawed Grading System calculates this Students GPA to be a 1.9 (9 x 2 plus 1 x 1 equals 19 divided by 10 equals 1.9). Assuming this Student receives nothing in the future but Cs (even if their Classroom Performance is at a 79% level for all those Cs), the Student’s GPA will never reach a 2.0 and the Student is therefore placed on “Probation” and ultimately “Suspended” from College even though they are performing in the Classroom at nearly a B level! In dramatic comparison another Student taking the very same courses could perform at a 70% level for all 10 courses and receive a GPA of 2.0 even though their Classroom Performance is 10.3% poorer (70% versus 78%) than the Student receiving the 1.9 GPA. To make the Grading System even less believable/understandable consider another student who takes the very same 10 courses and performs at an 80% level for all ten courses. This student’s performance in the classroom is just 2.6% better than the Student with the 1.9 GPA, but this Student receives a 3.0 GPA – a GPA that is 57.9% better than the Student with the 1.9 GPA even though their Classroom Performance was only 2.6% better. This is just one of an unlimited number of examples that can be composed. For other examples refer to ATTACHMENT C. HOW CAN THE EDUCATIONAL ESTABLISHMENT STAND BY AND LET THIS HAPPEN! A BETTER QUESTION THAN THAT IS HOW CAN THE GOVERNMENT AND THE PUBLIC STAND BY AND CONTINUE TO LET THIS HAPPEN!

    I’ve completed a quick “very conservative analysis” of the “FINANCIAL IMPACT” that this “Flawed Grading System” is having on Students and their Parents – refer to ATTACHMENT D. This “RIP-OFF” by the Educational Establishment is costing the “American Public” somewhere between “3.8 and 19.1 BILLION” dollars a year. After numerous emails (Presidents of Murray State and Western Kentucky as well as President Bush’s Secretary of Education – Ms. Spelling) I’ve come to the realization that the Educational Establishment and the Federal Government is aware of this “INHERENT FLAW”, but because of the “Billions” of dollars that’s involved and the potential of “legal recourse”, everyone chooses to just “ignore me” hoping that I will finally just give up and go away – let me tell you that just isn’t going to happen!

    In support of my assertion that the Educational Establishment is fully aware of the “Inaccurate/Unjustified” GPAs that they’re awarding to their Students just consider the 15 % of Colleges and Universities that have recently moved to a “Plus/Minus Grading System”. The only reasonable explanation for such a change in the “creation/calculation of GPAs” is that they were “fully aware” that the GPAs that they were awarding under the old Straight 4.0 Grading System were “Severely Inaccurate”! Our Colleges and Universities are literally filled with hundreds, if not thousands, of Educational Administrators with PHDs – possibly more PHDs than the Medical Field – what do these Educational Administrators have their PHDs in “injustice/stupidity/repression)?

    The solution to this problem is basically very simple- it’s not rocket science! Moving to a “Plus/Minus” Grading System as a few colleges and Universities have done “IS NOT THE CORRECT SOLUTION FOR THE PROBLEM”! It just replaces four large “grouping errors” with twelve ‘smaller grouping errors”! I’ve provided a solution based on the fact that I don’t think that society is ready to actually doing away with GPAs – refer to ATTACHMENT E – even though our reliance on GPAs should, in my opinion, be replaced with Average Classroom Performance Percentages (ACPPs). An ACPP would provide Employers with the real performance level that a Student has achieved – today for example every Student that gets straight As receives a 4.0 GPA – it doesn’t matter if their actual ACPP is 90 or 100 – they still get the same GPA – if GPAs were replaced with ACPPs then an Employer would have the ability to differentiate between the best performing Students!

    In summary, Mr. President you campaigned on “CHANGE, CHANGE, CHANGE”, I’m presenting you with a significant opportunity to help me dramatically improve/correct our Educational Grading System. This challenge will be monumental since the current “Flawed Grading System” is so widely used an accepted (accepted doesn’t mean understood or accurate)! Implementing this change nationwide would “significantly improve the graduation rates and GPAs” at our High Schools, Colleges, and Universities nationwide (maybe by as much as 20% or more). It’s hard to estimate just how many Student’s are dropping out of school because of the Inaccurate/Unjustified GPAs that they’re being awarded. The amazing thing is that this can be accomplished without any curriculum changes or any Student performance improvements” – it would just award the Students with the GPA that they actually already deserve! How many High School and College Students do you think are dropping out because they’re being told that their GPA is below a 2.0 when in reality they’re “actually performing in the Classroom at a 2.0 to 2.8 level? Many of these Student’s are right on the edge – they’re either going to become productive citizens or their going to become a drain on society – guess what, our current Grading System is causing a significant number of those Student to become a drain on society. I’m not asking or even suggesting that we award Students with GPAs that they don’t deserve, but I’m certainly requesting your help in making sure that we start to award them with the GPAs that they do deserve! Help me correct this “INJUSTICE” and history will remember you as the President that did more to ensure “equality in education” than any other President. Do nothing and you’ll be seen as just another President that’s just all talk and no action (no disrespect intended)! I just state the facts as I see them – IF IT LOOKS LIKE A DUCK, IF IT WALKS LIKE A DUCK, AND IF IT QUACKS LIKE A DUCK – I CALL IT A DUCK!

    This is my first correspondence to you regarding this matter – I’m pretty sure it won’t be the last. A detailed response from your staff would be appreciated. Thanks in advance for your assistance in this matter!

    ATTACHMENT A

    ANALYSIS OF CURRENT
    STRAIGHT 4.0 GRADING SYSTEM
    A=4.0 (90% – 100%), B=3.0 (80% – 89%)
    C=2.0 (70% – 79%), D=1.0 (60% – 69%)

    There is no “rational” or “logical” mathematical relationship between the Grading System’s Letter Grades (A, B, C, & D) and associated Grade Points (4.0, 3.0, 2.0, & 1.0) and Classroom Performance Percentages of 60% through 100% (A = 90% thru 100%, B = 80% thru 89%, C = 70% thru 79%, and D = 60% thru 69%). Let me explain,

    (FIRST EXAMPLE) C versus D – the greatest mathematical percentage difference between a C and a D is 19% (79% minus 60%) while the minimal mathematical difference is 1% (70% minus 69%). This stands in direct contrast to the “percentage difference” between the two Grade Points that are assigned to a C (Grade Point = 2) and a D (Grade Point = 1). The mathematical difference between these two Grade Points is “ALWAYS EQUAL TO 100% (2 MINUS 1 = 1, 1/1 = 100%) – IT’S NEVER EQUAL TO (19%) AND CERTAINLY NEVER EQUAL TO
    (1%)!

    (SECOND EXAMPLE) B versus C – the greatest mathematical percentage difference between a B and a C is 19% (89% minus 70%) while the minimal mathematical difference is 1% (80% minus 79%). This stands in direct contrast to the “percentage difference” between the two Grade Points that are assigned to a B (Grade Point = 3) and a D (Grade Point = 2). The mathematical difference between these two Grade Points is “ALWAYS EQUAL TO 50% (3 MINUS 2 = 1, 1//2 = 50%) – IT’S NEVER EQUAL TO (19%) AND CERTAINLY NEVER EQUAL TO (1%)!

    (THIRD EXAMPLE) A versus B – the greatest mathematical percentage difference between an A and a B is 20% (100% minus 80%) while the minimal mathematical difference is 1% (90% minus 89%). This stands in direct contrast to the “percentage difference” between the two Grade Points that are assigned to an A (Grade Point = 4) and a B (Grade Point = 3). The mathematical difference between these two Grade Points is “ALWAYS EQUAL TO 33 1/3% (4 MINUS 3 = 1, 1/3 = 33 1/3%) – IT’S NEVER EQUAL TO (20%) AND CERTAINLY NEVER EQUAL TO (1%)!

    You’ve got to wonder “who ever devised such a “ill rational/illogical” Grading System, but even more “amazing” is how could this “Unjust/Inaccurate Grading System” still be in use in almost every High School, College, and University in the United States!

    ATTACHMENT B

    Impacts to Students
    Under the Current Grading System

    Student #1 – who is performing in the Classroom at a level of 60% is awarded the Letter Grade D and receives a Grade Pint of 1.0

    Students #2 thru #10 – who are performing in the Classroom at levels of 61% thru 69% respectively are also awarded the Letter Grade D and also receive a Grade Point of 1.0 – this means that Student #10 who’s performing in the Classroom at a 69% level gets the same Letter Grade D and the same Grade Point of 1.0 as Student #1 who’s performing in the Classroom at a 60% level. Student #10 is outperforming Student #1 by “15%, but receives the same Letter Grade D and same Grade Point 1.0! – How can any educated person consider that fair!

    Student #11 who is performing in the Classroom at a level of 70% is awarded the Letter Grade C and receives a Grade Point of 2.0. Student #11’s 70% performance level is “only a minimal 1% better” than Student #10’s Classroom performance level of 69%, but Student #11 receives a Grade Point of 2.0. A Grade Point that is 100% higher than Student #10’s Grade Point of 1.0! This is way beyond unfair – it’s insane!

    Students #12 thru #20 – who are performing in the Classroom at levels of 71% thru 79% respectively are also awarded the Letter Grade C and also receive a Grade Point of 2.0 – this means that Student #20 who’s performing in the Classroom at a 79% level gets the same Letter Grade C and the same Grade Point of 2.0 as Student #11 who’s performing in the Classroom at a 70% level. Student #20 is outperforming Student # 11 by “13%, but receives the same Letter Grade C and the same Grade Point 2.0! – How can any educated person consider that fair?

    Student #21 who is performing in the Classroom at a level of 80% is awarded the Letter Grade B and receives a Grade Point of 3.0. Student #21’s 80% performance level is “only a minimal 1% better” than Student #20’s Classroom performance level of 79%, but Student #21 receives a Grade Point of 3.0. A Grade Point that is 50% higher than Student #20 Grade Point of 2.0! This is way beyond unfair – it’s insane!

    Students #22 thru #30 – who are performing in the Classroom at levels of 81% thru 89% respectively are also awarded the Letter Grade B and also receive a Grade Point of 3.0 – this means that Student #30 who’s performing in the Classroom at an 89% level gets the same Letter Grade B and the same Grade Point of 3.0 as Student #21 who’s performing in the Classroom at a 80% level. Student #30 is outperforming Student # 21 by “11%, but receives the same Letter Grade B and the same Grade Point 3.0! – How can any educated person consider that fair?

    Student #31 who is performing in the Classroom at a level of 90% is awarded the Letter Grade A and receives a Grade Point of 4.0. Student #31’s 90% performance level is “only a minimal 1% better” than Student #30’s Classroom performance level of 89%, but Student #31 receives a Grade Point of 4.0. A Grade Point that is 33 1/3% higher than Student #30’s Grade Point of 3.0! This is way beyond unfair – it’s insane!

    Students #32 thru #41 – who are performing in the Classroom at levels of 91% thru 100% respectively are also awarded the Letter Grade A and also receive a Grade Point of 4.0 – STUDENTS #31 thru #41 ARE THE ONLY STUDENTS THAT ARE ACTUALLY BEING AWARDED THE CORRECT “GRADE POINT AVERAGE” UNDER THE CURRENT GRADING SYSTEM! HOW CAN WE SIT BACK AND ALLOW ONLY THE TOP PERFROMING STUDENTS TO BE AWARDED THE CORRECT GPAs? I KNOW I CAN’T, THAT’S WHY THIS IS MY “CRUSADE” – ONE I WILL CONTINUE TO FIGHT UNTIL MY LAST BREATH!

    ATTACHMENT C

    Specific Murray State University
    “Examples of “Unjust/Inaccurate GPAs”

    Note: These Examples are also applicable to every other College and University that uses the 4.0 Standard Grading System and that’s about
    85% of them nationwide!

    Example #1 – A Student completes 30 credit hours. They performed in the Classroom at an Average Classroom Performance Percentage (ACPP) of 69%. This Student received nothing but (Ds). MS’s Grading System calculates this Student’s GPA to be 1.0 (30 x 1.0 / 30 = 1.0). THIS STUDENT’S GPA OF 1.0 DOESN’T ACCURATELY REFELECT THEIR “CLASSROOM PERFORMANCE” – UNDER MY PROSPOSED FIX FOR THIS GPA PROBLEM (TABLE 1), THIS STUDENT WOULD RECEIVE A GPA OF 1.9 “NOT A GPA OF 1.0” – IF A GPA OF 1.0 IS “ACCURATELY REPRESENTATIVE” OF AN ACPP OF 60% AND A GPA OF 2.0 IS “ACCURATELY REPSESENTATIVE” OF AN ACPP OF 70% – WHICH IS MS’s ADMINISTRATION’S POSITION, THEN A GPA OF 1.9 IS “ACCURATELY REPRESENTATIVE” OF AN ACPP OF 69% (SIMPLE MATH)! This Student is placed on “PROBATION” and is ultimately “SUSPENDED” assuming they don’t get their GPA raised to at least a 2.0 – the minimum GPA required by MS to stay in school and graduate.

    Example #2 – Another Student completes the same 30 credit hours (same classes and same Professors) as the Student in Example #1, but their ACPP is 70% and they receive nothing but (Cs). This Student’s ACPP is a mere “ONE PERCENTAGE POINT” better than the ACPP received by the Student in Example #1. However, for this mere 1% improvement in their ACPP, MS’s Grading System calculates this Student’s GPA to be 2.0 (30 x 2.0 / 30 = 2.0). THIS STUDENT GETS A 100% INCREASE IN THEIR GPA AS COMPARED TO THE STUDENT IN EXAMPLE #1 WHEN THEIR CLASSROOM PERFORMANCE IS ONLY 1% BETTER THAN THE CLASSROOM PERFORMANCE OF THE STUDENT IN EXAMPLE #1 – ”)! HOW CAN THIS “NOT APPEAR” TO BE A SERIOUS GRADING SYSTEM FLAW TO MS’S ADMINISTRATION? HOW CAN EDUCATIONAL ADMINISTRATORS (SOME WITH PHDs) SUPPORT SUCH AN UNJUST CALCULATION FROM THEIR GRADING SYSTEM?

    Example #3 – Another Student completes 120 credit hours and receives nothing but (Cs) and has an ACPP of 79%. MS’s Grading System calculates this Student’s GPA to be 2.0 (120 x 2.0 / 120 = 2.0). This Student “also graduates from MS with “ONLY” a 2.0 GPA (the same as the Student in Example #2) even though his ACPP of 79% is “13% better than the ACPP of the Student in Example #2 and only 1% less than the ACPP of Student in Example #4 who graduates with a GPA of 3.0. THIS STUDENT’S GPA OF 2.0 DOESN’T ACCURATELY REFELECT THEIR “CLASSROOM PERFORMANCE” – UNDER MY PROSPOSED FIX FOR THIS GPA PROBLEM (TABLE 1), THIS STUDENT WOULD RECEIVE A GPA OF 2.9 “NOT A GPA OF 2.0” – IF A GPA OF 2.0 IS “ACCURATELY REPRESENTATIVE” OF AN ACPP OF 70% AND A GPA OF 3.0 IS “ACCURATELY REPSESENTATIVE” OF AN ACPP OF 80% – WHICH IS MS’s ADMINISTRATION’S POSITION, THEN A GPA OF 2.9 IS “ACCURATELY REPRESENTATIVE” OF AN ACPP OF 79% (SIMPLE MATH)!

    Example #4 – Another Student completes 120 credit hours (same courses and same Professors as the Student in Example #3, but their ACPP is 80% and they receive nothing but (Bs). This Student’s ACPP is a mere “ONE PERCENTAGE POINT” better than the ACPP received by the Student in Example #3. However, for this mere 1% improvement in their ACPP, MS’s Grading System calculates this Student’s GPA to be 3.0 (120 x 3.0 / 120 = 3.0). THIS STUDENT GETS A 50% INCREASE IN THEIR GPA AS COMPARED TO THE STUDENT IN EXAMPLE # 3 WHEN THEIR CLASSROOM PERFORMANCE IS ONLY 1% BETTER THAN THE CLASSROOM PERFORMANCE OF THE STUDENT IN EXAMPLE #3 – ”)! HOW CAN THIS “NOT APPEAR” TO BE A SERIOUS GRADING SYSTEM FLAW TO MS’S ADMINISTRATION? HOW CAN EDUCATIONAL ADMINISTRATORS (SOME WITH PHDs) SUPPORT SUCH AN UNJUST CALCULATION FROM THEIR GRADING SYSTEM?

    Example #5 – Another Student completes 120 credit hours and receives nothing but (Bs) and has an ACPP of 89%. MS’s Grading System calculates this Student’s GPA to be 3.0 (120 x 3.0 / 120 = 3.0). This Student “also graduates from MS with “ONLY” a 3.0 GPA (the same as the Student in Example #4) even though his ACPP of 89% is “11% better than the ACPP of the Student in Example #4 and only 1% less than the ACPP of Student in Example #6 who graduates with a GPA of 4.0. THIS STUDENT’S GPA OF 3.0 DOESN’T ACCURATELY REFELECT THEIR “CLASSROOM PERFORMANCE” – UNDER MY PROSPOSED FIX FOR THIS GPA PROBLEM (TABLE 1), THIS STUDENT WOULD RECEIVE A GPA OF 3.9 “NOT A GPA OF 3.0” –
    IF A GPA OF 3.0 IS “ACCURATELY REPRESENTATIVE” OF AN ACPP OF 80% AND A GPA OF 4.0 IS “ACCURATELY REPSESENTATIVE” OF AN ACPP OF 90% – WHICH IS MS’s ADMINISTRATION’S POSITION, THEN A GPA OF 3.9 IS “ACCURATELY REPRESENTATIVE” OF AN ACPP OF 89% (SIMPLE MATH)!

    Example #6 – Another Student completes 120 credit hours (same courses and same Professors as the Student in Example #5, but their ACPP is 90% and they receive nothing but (As). This Student’s ACPP is a mere “ONE PERCENTAGE POINT” better than the ACPP received by the Student in Example #5. However, for this mere 1% improvement in their ACPP, MS’s Grading System calculates this Student’s GPA to be 4.0 (120 x 4.0 / 120 = 4.0). THIS STUDENT GETS A 33 1/3 % INCREASE IN THEIR GPA AS COMPARED TO THE STUDENT IN EXAMPLE # 5 WHEN THEIR CLASSROOM PERFORMANCE IS ONLY 1% BETTER THAN THE CLASSROOM PERFORMANCE OF THE STUDENT IN EXAMPLE #5 – THIS STUDENT GET TO GRADUATE WITH THE HIGHEST POSSIBLE HONORS (“SUMMA CUM LAUDE”)! HOW CAN THIS “NOT APPEAR” TO BE A SERIOUS GRADING SYSTEM FLAW TO MS’S ADMINISTRATION? ”HOW CAN EDUCATIONAL ADMINISTRATORS (SOME WITH PHDs) SUPPORT SUCH AN UNJUST CALCULATION FROM THEIR GRADING SYSTEM?

    Example #7 – A freshman completes their first year (they complete 30 credit hours – for 27 of their credit hours they receive an ACPP of 79% (Cs or Grade Points (GPs) of 2.0) for the other 3 credit hours they receive a CPP of 69% (D or GP of 1.0). The freshman’s cumulative ACPP is 79 (27 x 79) + (3 x 69) = 2340 / 30 + 78). However, using MS’s Grading System, this freshmen has a GPA of 1.9 (27 x 2.0) + (3 x 1.0) = 57 / 30 = 1.9). The critically “unjust/discriminatory” thing here is that if this student continues their education at MS and continues to perform in the Classroom at the highest “C percentage” possible (all CPP levels of 79) – almost a B, MS, because of their “Flawed Grading System” will still ultimately inform the student that they’re on ”PROBATION” and then “SUSPEND” them! This can happen (and I’m quite sure some variations, although maybe not as pronounced as this one, have happened numerous times in the past) SUCH PROBATIONS AND SUSPENSIONS BY MS ARE TOTALLY UNWARRENTED AND UNJUSTIFIED! – ONCE A STUDENT’S GPA FALLS BELOW A 2.0, IT DOESN’T MATTER HOW MANY ADDITIONAL CLASSES THE STUDENT COMPLETES EVEN WITH CPPs AS HIGH AS 79 “LESS THAN ONE PERCENTAGE POINT BELOW A (B)” – THE STUDENT’S GPA WILL ALWAYS STAY BELOW THE 2.0 WHICH IS THE MINIMUM GPA YOU MUST HAVE TO GRADUATE FROM MS. This situation can exist even though another freshman may only receive CPPs of 70% in all 30 of their credit hours and with that ACPP of only 70% can still continue as a Student at MS and ultimately graduate! How can MS’s Administration allow a Student with an ACPP of 78 to be placed on Probation and ultimately Suspended, while another Student with an ACPP as low as 70 is allowed to continue and graduate? This example is just one of almost an unlimited number of scenarios (different number of credit hours combined with different ACPPs) that will produce the same outcome of a MS Student being placed on “PROBATION” and ultimately “SUSPENDED” even though they have a ACPP higher than the 70 which is the minimum ACPP required to graduate from MS.

    Note: I’m not a lawyer, but this example has the potential of having
    The biggest impact on MS – in fact, it appears to me that there could be real “legal ramifications (MS being a “prime candidate for a “class action Lawsuit”)!

    ATTACHMENT D

    There are approximately 18 million Collegiate Students nationwide. Approximately 85% of our Colleges and Universities use the Straight 4.0 Grading System. Therefore, 15.3 million Collegiate Students are affected by this “Flawed Grading System. Approximately 50% of Collegiate Students fail to graduate for one reason or another. Therefore, approximately 7.65 million Students who’s GPAs are calculated/created by a “Flawed Grading System fail to graduate. Lets assume that most Students fail to graduate because of “poor grades” – it’s obvious that most Students don’t “drop out” or are “suspended” because their grades are too high! Lets assume that 10 to 50 percent of the Students who fail to graduate do so because of their poor performance (low GPAs) – that’s “conservative”! That’s 765,000 to 3.825 million Students. Now lets assume that only 50% of those Students “drop out” or are “suspended” because of the “Inaccurate/Unjustified GPAs” that they’re awarded by Collegiate Administrators – that’s still 382,500 to 1,912,500 Students. Assuming that it costs approximately $10,000 a year to attend a College or University, it’s “unjustifiably” costing Students and/or their Parents 3.8 to 19.125 “billion” dollars a year for “basically nothing”. The real world out there wants to see that you’ve actually received a “degree” and they also want to know what your GPA was – it’s sad to say that “Employers” out there don’t know that the GPAs that they’re reviewing are “significantly inaccurate” and that one potential employee with a GPA of 3.5 could have actually performed better in College than another potential employee with a 4.0 GPA – who do you think the position is going to be awarded to the potential employee with the 3.5 GPA or the potential employee with the 4.0 GPA?

    ATTACHMENT E

    Solution Professors continue to us their same Grading Scales,
    still determine the Student’s Class Performance
    Percentage, but records the student’s Class
    Performance Percentage as a “two digit percentage”
    instead of the current procedure of recording a Letter Grade. The College/University’s Grading System” would then weight these “percentages” based on credit hours just like it currently weights the Letter Grades. Once a “weighted percentage” is determined the College/University’s Grading System would assign a Grade Point Average in a manner similar to the following!

    weighted GPA weighted GPA
    percentage percentage

    60% 1.0 80% 3.0
    61% 1.1 81% 3.1
    62% 1.2 82% 3.2
    63% 1.3 83% 3.3
    64% 1.4 84% 3.4
    65% 1.5 85% 3.5
    66% 1.6 86% 3.6
    67% 1.7 87% 3.7
    68% 1.8 88% 3.8
    69% 1.9 89% 3.9
    70% 2.0 90% 4.0*
    71% 2.1 91% 4.0*
    72% 2.2 92% 4.0*
    73% 2.3 93% 4.0*
    74% 2.4 94% 4.0*
    75% 2.5 95% 4.0*
    76% 2.6 96% 4.0*
    77% 2.7 97% 4.0*
    78% 2.8 98% 4.0*
    79% 2.9 99% 4.0*
    100% 4.0*

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  8. Clarence Richard Holtzclaw

    This is a “NATIONWIDE PROBLEM” – if your interested at all in the fair treatment (ACCURATE GRADE POINT AVERAGES”) for our high school and college students – “CONTACT ME’!

    LETTER TO THE EDITOR – County Students “LOSE” Over $2,000,000 in KEES Awards

    Written by C.R. Holtzclaw 270-757-0993 rholtzcl47_@hotmail.com
    Thursday, 02 September 2010 14:01

    MUHLENBERG COUNTY, KY – 2009 county students, once again, “LOST” out on approximately $200,000 in Kentucky Educational Excellence Scholarship (KEES) awards due to the continued use of a “Fatally Flawed” Grading System and the “Inaccurate Grade Point Averages (GPAs)” it creates. A student’s GPA is by far the most important “MEASURE” of how well a student has performed in the classroom and therefore an “ACCURATE GPA” is the least school administrators should be expected/required to provide to their students. Since the KEES Program was introduced back in 1998, county students have been “cheated out” of over $2,000,000 in KEES awards! The Grading System that was used, created “Inaccurate (SIGNIFICANTLY LOWER) Grade Point Averages” (GPAs) than what our county student’s actually deserved, which “basically stole” thousands of KEES dollars from these students. I made School Administrators aware of this problem back in 2008, but they have failed to correct it. Due to my continued ‘complaints” regarding this issue, in 2009 School Administrators changed the “Grading Scale” from the Standard A, B, C, &D to the Standard A+/-, B+/-, C+/-, & D+/- . Even though the Standard (+/-) plus/minus Grading Scale had some “advantages”, it also had some “disadvantages”. I’ve just now found out that School Administrators have “once again” changed the Grading Scale back to the Standard A, B, C, & D. The School’s “Student Handbook” has never even indicated that the Grading System even changed! It just states that here’s the Grading System and then provides a Grading Scale (not a Grading System). A Grading System would include an explanation of how Grade Point Averages are calculated. School Administrators never provide this information – they really don’t want the public, parents, or students to truly understand how the Grading System works – that might allow someone like me to do some calculations and identify that the Grading System is actually “BROKEN”!

    The “Fatal Flaw” that is embedded within the Grading System is not difficult to understand or for that fact difficult to correct (I’ve already presented a solution to the “problem” – it wasn’t “Rocket Science – just simple math”). The following analysis of As versus Bs explains the “Grading System’s Fatal Flaw” in a manner that should be understandable by most everyone. Until the 2009/2010 school year, the County School Administrators used the Grading Scale (92% to 100% equaled an A with an assigned Grade Point (GP) of 4.0 and 83% to 91% equaled a B with an assigned GP of 3.0. This Grading System Scale “states” that any student who had performed in the classroom at an average level of 92% or higher should receive a GPA of 4.0. The “Fatally Flawed” Grading System, in reality, kept many students whose “actual average classroom performance was 92% or above” from receiving a 4.0 GPA and the $8000 in KEES awards that they actually deserved.

    To understand exactly how the Grading System is “Fatally Flawed” just digest the following examples of “student average classroom performance”. Student #1 takes two classes and performs in the classroom at a 92% level in both classes. In accordance with the Grading System this student receives two As (one for each class) and receives a 4.0 GPA (4.0 + 4.0 = 8.0 / 2 = 4.0). However, the “Fatal Flaw” becomes apparent when you look at another 8 students all who take the very same two classes and performs in the classroom at a 91% and 93%, 90% and 94%, 89% and 95%, 88% and 96%, 87% and 97%, 86% and 98%, 85% and 99%, and 84% and 100% respectively. Every one of these 8 students performed in the classroom “at exactly the same average 92% level” as student #1, but in accordance with the Grading System each of these students received a B (GP 3.0) in one of the classes and an A (GP 4.0) in the other class. Each of these 8 students received a GPA of 3.5 (3.0 + 4.0 = 7.0 / 2 = 3.5) which was 12.5% lower than the 4.0 GPA of student #1)! Each of these students should have received a 4.0 GPA just like student #1 because each of these student’s “average classroom performance level was 92%” – exactly the same average 92% level as student #1. However, each one of these 8 students received only $6000 in KEES Awards (each was “cheated out of $2000” in KEES Awards) due to the “Inaccurate 3.5 GPA” that the “Fatally Flawed” Grading System created for them! As “unacceptable/incomprehensible” as this is, it’s just the “tip of the iceberg”! Just try to digest the next 28 examples of student average classroom performance. These 28 students all took the same two previously mentioned classes and performed in the classroom at the following average levels respectively (91% and 94%, thru 91% and 100%, 90% and 95%, thru 90% and 100%, 89% and 96%, thru 89% and 100%, 88% and 97%, thru 88% and 100%, 87% and 98%, thru 87% and 100%, 86% and 99%, 86% and 100%, 85% and 100%. Every one of these 28 students preformed in the classroom at an average level higher than the 92% level preformed by student #1. These student’s average classroom performance levels ranged from 92.5% to 95.5% and yet every one of these 28 students also received in accordance with the “Fatally Flawed” Grading System a GPA of 3.5 (one B 3.0 plus one A 4.0 (3.0 + 4.0 = 7.0 / 2 = 3.5)). In addition to not receiving the 4.0 GPAs and the “HONORS” they deserved, every one of these 28 students were also cheated out of $2000 worth of KEES Awards as well as untold monies in Scholarships and Grants.

    Most students, if not all, who have ever graduated from Muhlenberg North and South with a GPA of 3.5 or higher should have actually graduated with a 4.0 GPA (highest possible honors) and received a $8000 KEES Award. Instead, hundreds of students were “cheated out” of this “prestigious moment” in their lives! How can we go back and make things “right” for these students – we can’t! We can however, fix the “problem” so it doesn’t happen to future students!

    This simple analysis only looked at As versus Bs. The impact of the “Fatal Flaw” in the Grading System becomes more and more “DEVASTATING” to the student as we move down the Grading Scale to Bs versus Cs (up to 40% impact) and Cs versus Ds (up to 75% impact)!

    This “Grading System Fatal Flaw” has always existed, but didn’t present a “Problem” until Kentucky High Schools started to give out GPAs – and I don’t know when that actually started. Students, parents, residents, as well as teachers should demand that our High School Administrators fix this problem immediately.

    Anyone interested in finding out how many “KEES Awards” dollars they lost or what their “real GPA” should have been should contact me.

    This “Inaccurate GPA” problem is state wide/country wide in both high schools and colleges. Additional “Letters to the Editor” will be presented regarding other county high schools as well as colleges (Murray State and WKU)!

    C. R. Holtzclaw
    rholtzcl47_@hotmail.com This e-mail address is being protected from spambots. You need JavaScript enabled to view it

    Letters to the Editor do not necessarily represent the opinion of iSurf News staff.

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  9. Woopa

    Children are not to be considered slaves to any other humans including those who directly raise them. Parents do not own their children: parents are guardians of children and their capacity in that regard diminishes proportionally as the child choses to function autonomously. Ideally, the parents give encouragement to this natural process.

    The issue of “public education” comes down to this: no person in America should have their money taken from them by force for the purpose of funding anyone’s education, and no one should ever be forced to listen to or teach an ordained cirriculum.

    No child, specifically, should be forced to learn. All of them will chose to learn (what they are most interested in) and with decent parents/community support will learn a lot better than they do in todays K-12 concentration camps.

    Children have the same right to their lives and the fruits of their labor as anyone else and screaming that they “need an education nomatter what” cannot erase the fact that no one has a right to expropriate other people’s time, wealth, energy, and freedom of choice just because they think that they will make better use of it.

    It is a natural inclination for an individual to pursue spiritual truth, yet for many centuries, I have heard, the Catholic Church 1. convinced people that they were inherently sinful and destitute, 2. convinced them that they could pursue the truth that they had “lost”, but only through the Church and 3. expected compensation for the invalueable service of giving people access to spiritual truth.

    A parallel process has occured in the last century in America.

    Step 1 was accomplished somewhat subconciously: people were somehow convinced that parents do not have a natural tendency to raise their children: sure they’ll shove enough food into the tots mouths so that they don’t starve to death but that’s about all they’ll do. And the children will all roll in the mud and eat boogers and insist that the world is flat until they die unless… 2. a state funded scholar rescues them and 3. the state must have a monopoly of education because ANYTHING PARENTS AND TEACHERS DO THAT IS NOT SPONSORED BY THE STATE IS NOT “EDUCATION” (even if it is a structured ciriculum teaching math, sciences, logic, language, art, history that outpreforms the state’s)

    and…

    you do not have to pay income tax unless your “income” comes from privileged activities associated with the Federal government and you can demand back any money that has wrongly been withheld from you in the past!

    losthorizons.com

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  10. Citizen

    How about just teaching the fundamentals
    AND
    Include some
    unrevised American History
    AND
    some BASIC Economics

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  11. Bill

    close down the department of education.just google for-profit schools or for-profit education and you can see that these schools are a product of the department of education which has created the next sub-prime.google college inc a video that aired on pbs by front-line

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    1. Maria

      you are correct

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  12. Jennifer

    All I can say is, that I was homeschooled my entire life prior to college. Not only did I love it, but I also graduated a year early as a National Merit Scholar and went on to get a degree in physics. Neither of my parents ever took a single education course in their lives, and in fact neither ever completed a four year degree. They did make use of other resources (a homeschool co-op, extra-curricular activities, good curriculum, etc), but they were in charge. I don’t know if anybody else can learn anything from my parents’ example, but what I learned is that bureaucratized centralization is totally unnecessary for getting a good education.

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  13. PAEngr

    Though I overwhelmingly agree with Dr. Paul on most other issues, education is where I take a step back. I agree there must be some serious changes to the department of education, and drastically shrinking its size and influence is the first step, not eliminating it entirely.

    Psychological study upon psychological study find that our education grows poorer with each passing generation because its system is flawed. Children are not segregated based on thought-process (“mathy/sciency” vs. “artsy/englishy”), but ability. Most classes are teaching different subjects, but conducting those classes in the same manner with the same class sizes. Schools don’t cater much to “mathy/sciency” students. Math and Science courses are taught poorly – and fixing that issue in one place isn’t going to help the country any time soon.

    DOE’s purpose should be to encourage research and experimental ways to improve our teaching, then make strong suggestions concerning what schools should teach. It’s fascinating to me that there’s a body like the AMA for the medical industry and IBC for construction, Geneva for Physics, but nothing (to my knowledge) for education.

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  14. Bucks375

    It all depends what age of child you are talking about. If you’re talking about 1st and 2nd grade kids, they need to have structure and don’t really have the capacity to choose their own “developmental path”. Read about all the work that has done in the field of childhood developmental psychology and you will see that holds true. I think its important in a child’s development to give them structure and a good base to build upon, but once they reach the age of 14 or so then they are at a level where they can start to choose their own path and I support that. Most high schools are really only aimed at developing a small range of a young person’s intelligence or talents, and thats why many lose interest in school. If they are not “book smart” they are deemed unintelligent and more often that no that couldn’t be further from the truth. Its up to parents and educators to be creative and continue to explore new ways to reach out to and fully develop kids with all different kinds of intelligence.

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  15. Kelly

    I am a person who is actually becoming an educator, but not the old kind of educator, a new breed. I don’t know if there is anyone else out there like me but I have noticed every school Im in or I even volunteered somewhere that no one has the principles I do. Montessori education is the only way to go for me: Respect and courtesy, respect for a child’s ability to choose based on their interest, freedom to go on their own developmental path (i.e. not having to be apart of a standardized group) are all essentially important. Unfortunately, thinking for oneself is exactly what the people in Washington DON”T want, because what does that mean? A REVOLUTION!

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    1. Machine

      Are the schools costly; say for a family of 4 that makes less than 35k a year, do they work tuitions on a sliding income scale? What about athletics???

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  16. Ryan

    Since this is an Education thread; I think everyone needs a “time out”.
    Everyone go stand in the corner till you learn to play nice.
    *rolls eyes*

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  17. Theresa Romano

    Joan,
    Let me correct something.
    In an earlier post I wrote ” synergetic(I think that’s the word)”
    …..I shouldn’t have typed that.
    I was baiting you…
    I was daring you to call me stupid…
    I know what the word means…
    sorry…

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  18. Christine

    Common sense and following your intuition to navigate life are more important tools than IQ. Not everyone has common sense and an activated intuition (often overridden by ego and disregarded, not trusted). You intuition is only turned on when you acknowledge and can detect that there is a distinction between the rational of men/women on a purely intellectual level, which can be quite irrational at times and an inner voice that seemingly comes from nowhere, but is the truth, spot on higher intelligence. People can rationalize anything, very close in nature and akin to “personal opinion”. Everyone has an opinion about everything, but is it always intelligent? Opinions do not necessarily bring you to the truth, nor are they always a sign of intelligence. Your intuition, on the other hand, is by its very nature, a God-given higher intelligence, something way beyond IQ and ego.

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    1. bleu

      yea, your intuition can somehow teach you physics, building codes, laws; hey intuition might even teach you how to remove an appendix! Its that red thing, right?

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      1. Joshua

        bleu

        I think the point was that it should be up to a child to decide WHAT they want to learn, not that they should teach themselves. But it’s pretty pointless to try to teach economics to a child that just wants to draw, or art to a child that loves only science. And that’s true of higher ed, too. Half of my college classes were simply a waste of money, because they had absolutely nothing to so with what I’m learning (Physics, oddly enough). Those ‘required courses’ that one must take, which schools try to tell you one needs to have a ‘well-rounded’ education, are just a way to take more money. I got perfect scores on the English portion of the SAT, for instance, yet I still had to take TWO English classes. Never mind the fact that I read and wrote at a college level when I was in the sixth grade.

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  19. Theresa Romano

    Reality,
    I will absolutely google the material.
    I’ve not heard the term sheeple before but I always say they are raising ‘factory workers’. My own children as well as others I know understand how to be inquisitive. It’s frustrating to watch the public schools and media promoting rude and contentious behavior and then tell naive children that this is a form of questioning authority. Inquisitive leads to discovering. Contentious leads to disruptive and unnecessary battles. And dumbing down the schools…yes. I see that. Best way turn the masses into get serfs and slaves.

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  20. Travis Provin

    Ron we need you to run in 2012. We need a real president, someone who will uphold the constitution, and no one can do that except for Ron.

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    1. Mark Owens

      I totally agree with you that Ron Paul should run and will probably win. There is one HUGE obstacle to overcome first. 1. educate the people the difference between a Nationalist Republican and Consolidationalist Republic Representative, Ron Paul is a libertarian/consolidationalist Republic Representative. This country is what our founders wrangled with in 1776, Alexander Hamilton believed in a mercantilist system adopted from England, where the rich stay rich and the poor common people get the shaft through govt. monopolies with huge corporations and also heavy taxation. Every republican i have watched in the last 30+ years are all mecantilist Reps. except Ron Paul. The house and the senate need to be replaced by common everyday liberty minded people like me and you and GOOOH ( GET OUT OF OUR HOUSE ) is just that organization to make that happen. Please spread the news on facebook and twitter and on sites like this about them. I feel that this may be the only way we can truly save the Republic. Check them out at goooh.com

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  21. Theresa Romano

    About the fact that the virgin birth of Jesus is akin to other myths told about other gods in other cultures can I also say…
    The flood story is the same as the ‘Atlantis’ type myth told in all cultures…
    The fall of man and the need to slay the serpent is like the ‘prince rescuing princess and slaying dragon story”….
    This only proves that there is a common core belief in all human cultures.
    From where?
    Why does every culture tell a flood story???
    Some cultures say the destroyed culture of Atlantis was advanced. So does the Bible. They say that in the days prior to Noah the civilation was advanced.
    Maybe there was a time where all of humanity was told the same thing.
    Then each went off and created a different version of the story.
    Maybe if there was a tower of Babel and languages were confused and humanity was dispersed then each culture, arising out of each new language, passed on the belief that a flood destroyed a very advanced civilization, and an evil serpent like being with the ability to corrupt the human psych will one day be overcome by a powerful God-man.
    Maybe the difference is that Christians believe the victory has already occured in the spiritual realm and will soon be manifest to all who believe that in a more physical realm.
    So yeh…all the mythical aspects are the same.
    But Christianity exhudes a hope and faith that ”it is finished” , the victory belongs to man and to all who will dare to hope that Jesus, a meek, humble, giving, sacrificing manifestation of all that is kind….is God.

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    1. Christine

      And the bible says Jesus is the son of God. It also says we are the sons and daughter of God.

      The bible defines God as love. “God is love. This love is an energy (=light), the highest, purest form of energy. We are this. We are light, we are energy, we are love. We are born from this spiritual energy, thus the terms like “Father” to help us understand something that is not of this world, but the energy realm we come from, manifesting temporarily in human form, just like Jesus and others, to have human experiences, to learn and to advance spiritually.

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      1. Dave

        You might not be reading enough of your Bible. The Lord only loves the righteous. Psalm 11:5-7.

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        1. Christine

          You might not know how to correctly interpret yours. Keep reading. Even better yet, add a breathing meditation to your day. You’ll get to where I am some day and understand.

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        2. Dave

          So what is the correct interpretation of “The LORD trieth the righteous: but the wicked and him that loveth violence his soul hateth. Upon the wicked he shall rain snares; fire and brimstone and burning wind shall be the portion of their cup. For the LORD is righteous; he loveth righteousness: the upright shall behold his face.” ? In light of 1 Timothy 2:12, I don’t really see how you have a place in this, though. Continue to try to teach men and your pride will surely lead to your fall.

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        3. Christine

          It’s not my job to teach you or interpret for you. That is between you and the Lord, which is within you (not a person outside of you). It develops as you meditate and it will be your teacher.

          Nor is it your job to teach me, lest you fall.

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  22. Theresa Romano

    Reality,
    After debating with you on the abortion thread I have to let you know that we are in 100% agreement here. Would you believe I also homeschool three children. People don’t realize how much of an advantage the home-schooled children get.
    It is literally akin to having a private tutor.
    Why does Sylavan learning center advertise that they can improve a child’s understanding of any subject in two months…with only three hours a week of tutoring?
    It’s because that is more than the public school gives them in a year…in some cases.
    Teachers in the public school could be the best ever and often are but…children are in large classrooms competing with other children who have totally different learning styles.

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    1. Reality Calling

      Well, we can’t disagree on everything ; )

      I do think it is more than one-on-one attention that makes homeschooling a better option, although that it certainly a large part of it. Have you read Dumbing Us Down by John Taylor Gatto? Or read his “7 Lesson School Teacher” speech? If not I highly recommend Googling it. The basic issue is that school teachers are not there to teach children actual information, but rather to teach them how to become good sheeple-that’s why the schools still stand when they are a complete academic failure. The government school is not about academics, it is about raising/training children, so it is only natural that most children who come out of it are academically sub par.

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      1. Mark Owens

        Reality Calling, i have never read this by John Gatto and i will google it. Check out this book which is free to download called The Deliberate Dumbing Down Of America by: Charlotte Iserbyte. she was Ronald Reagans foreign policy advisor. She has compiled YEARS of research, interviews, policies and proof that we have been dumbed down for the last 100+ years and they/council on foreign relations /and our own govt. Google this free download. and tell everyone that will listen.

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  23. Christine

    Art Genius Akiane Kramarik Child Prodigy !
    http://www.youtube.com/watch?v=Dw7s4pjHSR8

    3 year old Genius
    http://www.youtube.com/watch?v=PrdRrAjpcDM

    Six year old girl wows Simon
    http://www.youtube.com/watch?v=jHND2TOSssM&feature=related

    The Original Video of Lilly: The World Map Master
    http://www.youtube.com/watch?v=r43yCiKlbCo&feature=related

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  24. Nashville Girl

    Mr. Paul
    do you really want to know what I think about education? send all the Mexicans home and we will have money to educate our children. Why would I say that? well I stumbled into a closed meeting for adminstrators only of colleges surrounding Tn. and Ky. I can not disclose how I was able to take this liberty, but the information flying around this room made me mad enough to write you.
    The purpose of the meeting at Voulnteer State Community college was to find lou-pools in the paper work for finical aide allowing illegals to go to school on the dime of United States Citizens. These school adminstrators were instructing there staff to not fill in the citizen status, claming she dose it and it has not been questioned, and was able to get pell grants for illegal Mexicans. The adminstrator from Ky. stood up and said our government needed to run their government like Hitler!!!! needless to say she was from outer space or she was a crake head, who knows?

    What I do know is over my three years of going to this school I was able be-friend people that know all of the corruption going on even in our colleges in the United States.

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  25. Christine

    Here’s a real education about our financial system, credit cards, fractional reserve banking, loans, the 9 yards of how we have been scammed into being slaves and losers in this monetary game, but how we can be winners. They don’t teach us the truth about finances, exchanges, our history, or our laws. We are under contract law, not constitutional or bill of rights as law. If we understand that, as the author explains, then we CAN play their game successfully! A MUST READ! I’m only part way through this 96 page e-book that someone in the forum shared, but oh, my goodness, how illuminating.

    HOW I CLOBBERED EVERY BUREAUCRATIC
    CASH-CONFISCATORY AGENCY KNOWN TO MAN

    http://www.freedomfiles.org/mary-book.pdf

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  26. Pistol

    I think that religion is a form of education.. albeit a brainwashing..

    To understand the origins of religion is to understand much of our true heritage & history of modern man.. Religion was created by the same forces that rule our world today. Banking & Finance, Politics & Religion, Media, Medical & Military are all created and or controlled by the same forces… Here is a quick bit of info for anyone convinced that religion is real and the Jesus is their savour… By the way, Jesus DID NOT Exist.. The word Jesus is symbolic, and was not a real living person.. Study of all the facts clearly concludes this to be true. To see the LIE that is religion is to receive a valuable education.

    OK, a little quiz. Who am I talking about?

    He was born to a virgin by immaculate conception through the intervention of a holy spirit. This fulfilled an ancient prophecy. When he was born the ruling tyrant wanted to kill him. His parents had to flee to safety. All male children under the age of two were slain by the ruler as he sought to kill the child. Angels and shepherds were at his birth and he was given gifts of gold, frankincense and myrrh. He was worshipped as the saviour of men and led a moral and humble life. He performed miracles which included healing the sick, giving sight to the blind, casting out devils and raising the dead. He was put to death on the cross between two thieves. He descended to hell and rose from the dead to ascend back to heaven.

    Sounds exactly like Jesus doesn’t it? But it’s not. That is how they described the Eastern saviour god known as Virishna 1,200 years before Jesus is claimed to have been born. If you want a saviour god who died so our sins could be forgiven, take your pick from the ancient world because there are a stream of them, all originating with the Aryan and reptile-Aryan race that came out of the Near East and the Caucasus Mountains.

    Here are just some of the ‘Son of God’ heroes who play the lead role in stories which mirror those attributed to Jesus and almost all were worshipped long before Jesus was even heard of:
    • Khrishna of Hindostan
    • Buddha Sakia of India
    • Salivahana of Bermuda
    • Osiris and Horus of Egypt
    • Odin of Scandinavia
    • Crite of Chaldea
    • Zoroaster of Persia
    • Baal and Taut of Phoenicia
    • Indra of Tibet
    • Bali of Afghanistan
    • Jao of Nepal
    • Wittoba of Bilingonese
    • Tammuz of Syria and Babylon
    • Attis of Phrygia
    • Xamolxis of Thrace
    • Zoar of the Bonzes
    • Adad of Assyria
    • Deva Tat and Sammonocadam of Siam
    • Alcides of Thebes
    • Mikado of the Sintoos
    • Beddru of Japan
    • Hesus or Eros, and Bremrillahm, of the Druids
    • Thor, son of Odin, of the Gauls
    • Cadmus of Greece
    • Hil and Feta of Mandaites
    • Gentaut and Quetzalcoatl of Mexico
    • Universal Monarch of the Sibyls
    • Ischy of Formosa
    • Divine Teacher of Plato
    • Holy One of Xaca
    • Fohi and Tien of China
    • Adonis, son of virgin lo, of Greece
    • Ixion and Quirinus of Rome
    • Prometheus of the Caucasus
    • Mohammed or Mahomet, of Arabia 22
    All but a few of those ‘sons of God’ or ‘prophets’, and the mind-prison religions founded in their names, come from the very lands occupied or influenced by peoples emerging from the Near East and the Caucasus. The lands of the Aryans and reptile-Aryans. Other ‘sons of God’ included Mithra or Mithras, the pre-Christian Roman-Persian god, and in Greece and Asia Minor they had Dionysus and Bacchus. These were sons of God who died so our sins could be forgiven, born of a virgin mother, and their birthdays were on… December 25th!

    In other words, Religion is a BIG LOAD of SHIT. The stories used in the bible were stolen from other ‘saviours’. Christians are meant to read the bible and take it literally, which keep them firmly imprisoned by their own minds. Initiates into the secret societies read the hidden coding within the bible and understand the symbolic nature of names, places and events and DONT take the stories literally. WAKE UP

    Peace I AM
    P xo

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    1. Joan

      I love your post. Religious people tend to skip the part about getting an education because their churches tell them how the Earth was created, how humans were created and that god will help them with everything, so they think they know what is real and have no need for education. That’s the problem. I didn’t mean anything negative when I said I liked Huckabee. I’m an atheist from San Francisco, far from a religious person from Arkansas, I was just going by things he had said about a flat tax and him challenging Obama’s policies. Ryan explained it to me so I better understand now that Huckabee thinks Christians are the only real Americans and things like that. Anyway, loved, loved your post. I wish I could copy it into a chat board in MSNBC where there are like five super religious women in there really mad at all the non-believers. You can’t make them get it that men made gods, you can’t get them to debate god, can’t get through, no way, no how. One says god made her have a child and made her get fat to make her humble. You have no idea. Arguing with idiots??

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      1. Dave

        Sorry, to both of you, but it’s “one nation, under God,” where “in God we trust,” and our elected officials and our soldiers swear oaths ending, “so help me God.” Since you haven’t read the Constitution, apparently, let me get you started:

        “We, the people of the United States, humbly acknowledging Almighty God as the source of all authority and power in civil government, the Lord Jesus Christ as the Ruler among the nations, His revealed will as the supreme law of the land, in order to constitute a Christian government, and in order to form a more perfect union, establish justice, insure domestic tranquillity, provide for the common defense, promote the general welfare, and secure the inalienable rights and the blessings of life, liberty, and the pursuit of happiness to ourselves and our posterity, and all the people, do ordain and establish this Constitution for the United States of America.”

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        1. Fluidly Unsure

          Might I ask where you got that?

          If it came from sarcasm you might want to use a smiley or two. If it is serious then please let me know.

          Sounds like a preamble or statement of purpose. The one I know it is nothing like that. But maybe I’ve been taught wrong and all my books are wrong so I did some RD on the internet finds:

          “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

          http://www.usconstitution.net/const.html#Preamble
          http://en.wikipedia.org/wiki/United_States_Constitution#Preamble:_Statement_of_purpose
          http://www.archives.gov/exhibits/charters/constitution_transcript.html

          I’m sure I can go on, but now it is your turn. Please make a decent rebuttal that I can learn from it.

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          1. Dave

            You won’t likely find it in the godless expanses of the internet. It’s part of the vision of restoring the Constitution to its original, biblically-guided wording and intent. The Secular Progressives have been working to destroy that history for two centuries and we see the fruit of their labors in the state of our country today.

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        2. Billo

          Wow. You’ve come close to copying theVirginia Act for Religious Freedom, before its final draft. According to author Thomas Jefferson:

          “Where the preamble declares, that coercion is a departure from the plan of the holy author of our religion, an amendment was proposed by inserting ‘Jesus Christ,’ so that it would read “A departure from the plan of Jesus Christ, the holy author of our religion;” the insertion was rejected by the great majority, in proof that they meant to comprehend, within the mantle of its protection, the Jew and the Gentile, the Christian and Mohammedan, the Hindoo and Infidel of every denomination.”

          Ah, so.

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  27. Jason

    Wow…to quote what you said…”The Department of Education has given…..and in come cases, forced medication of our children with psychotropic drugs.”

    Are you kidding me? I have worked in a public school for 12 years and I have never heard of The Department of Education forcing a parent to medicate their child. I have 3 children of my own..and guess what? Not once has the Dept. of Ed. asked me, or forced me, to medicate my children. I came to your website thinking I wanted to learn more about your ideas and as someone I could vote for President. After reading this…..not a chance!

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    1. Reality Calling

      Prior to 2005 many parents were told by their school district to put children on Ritalin (or it’s equivalent) or their child would be kicked out of school. A law has since passed that banned this coercive practice, however many schools still put heavy pressure parents to put their children on psychotropic drugs after they are labeled “ADD/ADHD”…which basically applies to any child who does not behave as like an adult when chained behind a desk for 8 hours a day. Any agency which would intrude on the lives of families like that is obviously corrupt, and just because it has been prevented from participating in that specific practice doesn’t mean that it is magically a good organization now.

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  28. Ryan

    I agree with Ron Paul. We should eliminate the Department of Education, and leave it to the parents to choose what is best for their own kids as far as education goes. As for a public option, which I believe should be available as well, it should be at the state or local level and not a federal bureaucracy.
    The federal government has no business indoctrinating our children with their agendas in mind.

    As someone who attended both public and private schools as a child, I can tell you that the private schools I attended were miles ahead of the public schools. I learned more in any given month at the private schools than I did in a year at the public schools.

    As a kid, I surely hated the 40 mile daily public bus drive to private school, but in hind sight it was well worth it. And if it were the norm, nation wide, that wouldn’t be an issue at all. There could be many different school selections for the parents to choose from. Kids with special needs or special talents could receive the education they need, and deserve, to become productive adults. On the other hand, the Federally designed public schools are like “off the rack” clothing, one size supposedly fits all, when in fact it fits nobody.

    We can do much better with a privatized school system, leaving a public option locally run.

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    1. michelle

      well said, I am so happy to find a group of Americans that think and actually know whats going on.

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      1. Ryan

        Thank you. :)

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    2. Frank

      A private school will always be miles ahead of a public school. A private school can pick who they want at their school. They do not have to enroll the bottom 50% of the population. They do not have to accept the students who can’t read or have behavior problems.

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      1. Dave

        I know, right? They don’t have to waste their money on educating kids who obviously won’t go anywhere with it. There would still be schools who would accept them. Plenty of parents would still be willing to throw away money on them and SOMEONE will see the potential in that market.

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      2. Reality Calling

        What is your excuse then, Frank, for the fact that homeschooled children have higher test scores than government schooled children? Government school children test in the 50th percentile in combined core subjects whereas homeschooled children score in the 88th percentile. Parents certainly don’t eliminate their children if they don’t test well or have behavior issues. Many homeschooled children even have disabilities and/or special needs, and yet match them up with their peers in government schools and the difference is obvious.

        25% of students in Texas government high schools during the 2007 school year could not say what country was on the border directly south of the United States. That same year, 45% of Washington students could not name the country directly north of them. My homeschooled six year old can name both and find them on an unmarked world map (along with Brazil, Argentina, the US, China, Australia, South Africa, Madagascar, India, Russia, Italy, Israel…)

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    3. Reality Calling

      Ryan-I would take it one step farther and say that those who choose to use government education should be the only ones to pay for it, on a local level of course, but with that footnote I agree with you.

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  29. chris kranjec

    http://www.harlemsuccess.org/about/school-culture

    This school is a perfect example of how when the government doesn’t get involved, education is improved, and its in one of the worst areas in the country. Also the teachers make more money than than public government run schools

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    1. Dave

      Charter schools really do great things, but unfortunately they still receive public funds. Why should my taxes be supporting something that has nothing to do with me? No more public schools. No more student financial aid.

      If parents want their kids to get a quality education they need to get involved with the schools and teachers and pay for it themselves. Public education acts against the success of private schools and provides substandard results.

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      1. Frank

        How much will tuition be per child for the top school that provide “quality” education? Just like buying a car, the best are the most expensive.

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        1. Dave

          If you want better, you have to pay for it. If you can’t afford to send your kids to the quality of school you want to, then maybe you need to take a look at yourself and get right with God. Besides, not every kid should get an advanced degree.

          Why waste the resources on the ones that should be ditch-diggers and gas-pumpers? Someone has to do those jobs and if your parents didn’t want better for you badly enough to work for it, maybe you’ll work harder for YOUR kids.

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          1. Frank

            “Right with God?” Sounds like what you are saying is that people who can not afford something are not “right with God” and just “do not work hard enough?”

            What does being “right with God” have to do with income and being able to afford something? Unless in your mind the poor = criminal.

            A HS diploma is not an advanced degree.

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      2. frank

        Because it has everything to do with you. I do not drive on the same road as you, yet my taxes go to paying for your roads. What do you think all those kids will do if they have no education and no opportunities to make a living?

        Either your tax dollars will go to making productive citizens or your tax dollars will go to locking up unproductive citizens.

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        1. Dave

          Why does road maintenance have to be funded by taxes? What’s wrong with toll roads? Every dollar that goes into a government road crew is a dollar stolen from an entrepreneur who could be EARNING that dollar. It’s wasted in an inefficient bloated system of waste that doesn’t make anyone wealthy.

          Also, I wasn’t able to directly reply to the other one because it seems the system only allows so many replies per thread. As far as getting right with God goes, I say you have to look at where you are and look at the choices you made that got you there. Everything happens according to God’s will, you know. Poverty has causes, and despite the best efforts of liberals, it still has consequences.

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          1. Jennifer

            Yeah, kids get leukemia, children are born into abuse, neglectful homes, kids are starving and dying in Africa all because God wants them to. If that’s your idea of a loving and caring God, you can have him. I’ll live my life by my own convictions with reason and objective morality as my guide.

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  30. Agne Nkunyane

    I think it is a good idea to let the Teachers,Parents and local community leaders to make decisions about exactly how thier children’s education should be constracted.I also think Children must also be included hence they are the one’s to perform the learning.

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  31. longshotlouie

    Obama’s Message to Schoolchildren

    http://www.campaignforliberty.com/article.php?view=672

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    1. christine

      He’s certainly not an American role model for children. The best thing we can do for our children and grandchildren is to teach them to think for themselves, not what to think, but how to think. The last frontier is to have control of our own minds. Far too much brainwashing and programming going on by those who have an overt need to control everyone and everything, as if! Children must be prepared to deal with it, to value themselves, their own creative minds, their own thoughts, to express their own values and high principles.

      People with titles are just that.

      If we all must be alike, one of us is not necessary.

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  32. Chandler

    Has anyone heard any news on education vouchers?

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  33. Christine

    Obama wants the govt to handle all of the college loans now. Does this mean the govt will control who goes and who doesn’t? Govt programs have a very low success rate, additional costs to the taxpayers for their salaries and benefits that we don’t even get for ourselves. Inequity. Unjust. Control control control. If only the federal govt would actually do the job they were given according to the constitution and leave the rest alone. They have to acknowledge their limitations someday or we’ll have to help them acknowledge it.

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    1. Joan

      He did okay with this move. Someone in here will hate me for saying this, but I think so much like Dick Morris, I think something, he says it. He liked the government running the student loans. Morris said, one of the best things Obama has done. The way it was, all schools would go to the feds anyway for pell grants and for loans, then the government would tell schools which lenders they could use for the loans, and then those banks would process the loans and they could raise interest charges as they wish. What Obama did is cut out the middle man so to speak. Now, no banks issuing the loans the federal government approves, the feds approve the loans directly, they keep the interest on the loans very low, they save money, and now they are giving out much larger Pell Grants. Obama said people shouldn’t have to go into a lot of debt to be able to get an education. I think he did good on this one. JMO, well, me and Dick Morris.

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  34. TJ Davis

    This is an issue that may not get a lot of attention but is dear to me …PLEASE URGE your Representatives to VOTE NO to HR 2054

    Here was my brief hurried letter:

    I am urging to all of my Senators and congressmen to NOT Pass the HR 2054, No Child Left Inside act of 2009

    This was originally a way to get kids outside and learn about nature and conservation and has now been bastardized into an environmental cause instead of what it was originally intended. Currently they are many programs, FREE programs that are not using tax payers dollars and government guidelines that dictate how the programs are taught.

    Do Not pass this bill, VOTE NO. The Department of Education should not get a foothold in this area especially when so much is still just theory. Basically its just another money grab by a bloated useless government organization that needs to be disbanded.

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  35. Education

    Nice post! Very complete and detail information. That

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