The Web of Deceit

Note: The following email was sent to learn-usa.com by Gladys Stefany. The article is in the color blue; her remarks follow her name; my response back to her follows learn-usa.com and is red.

From: Gladys Stefany

To: learn-usa.com

Cc: K12PAVCS@yahoogroups.com, K12-SN@yahoogroups.com

Subject: Article by Lynn Stuter, Commentary IN CAPS by Gladys Stefany

Date: Fri, 20 Jun 2003 21:56:17 -0400

HOMESCHOOLS, PRIVATE SCHOOLS, AND SYSTEM EDUCATION

By Lynn Stuter

May 20, 2003

NewsWithViews.com

One of the “alternatives” parents have been encouraged to pursue, in circumventing the un-education being used in the government (aka, public) schools and the cost of private education, is homeschooling.

Homeschooling, up until the advent of Horace Mann and compulsory education, was how many parents educated their children. John Quincy Adams, son of John and Abigail Adams and sixth president of the United States, was homeschooled. He graduated Harvard College at the age of 20 and entered the study of law.

An added advantage, in homeschooling, is that the child is educated according to the world view of the parents, whatever that world view is. This was the intent of our Founding Fathers and conforms with the First Amendment prohibiting the government from establishing a state religion or interfering in the free exercise of religion.

Since the advent of Goals 2000 (aka, systems education) funded by the Elementary and Secondary Education Act (ESEA) of 1965 — also known as the Improving America's Schools Act in the Clinton Administration and the No Child Left Behind act in the Bush Jr Administration — the rise in the number of parents homeschooling their children has created a problem for the system. It is apparent that those implementing systems education never anticipated the number of parents who would turn to homeschooling as an alternative to the government un-education and the cost of private education.

GLADYS: LYNN, UP TO THIS POINT, YOU AND I ARE IN 100% AGREEMENT.

As such, there is a movement afoot to pull homeschoolers back into the system. This is being done by offering homeschoolers incentives such as computers, money for curriculum, testing, supervision and assistance in weak areas ... this type of thing.

GLADYS: I DO NOT BELIEVE THAT THE PURPOSE OF CYBERCHARTERS IS TO “PULL HOMESCHOOLERS BACK INTO THE SYSTEM”.

learn-usa.com: “I believe” is not equal to “I know.” Have you researched Goals 2000? What about HR 6? Have you followed the various task forces in your state regarding reform? Do you know what they are up to?

GLADYS: I BELIEVE THE PURPOSE IS TO OFFER PARENTS ANOTHER EDUCATIONAL CHOICE.

learn-usa.com: “I believe” does not equate to “I know.”

GLADYS: SOME OF US ARE FORMER HOMESCHOOLERS BUT, MANY OF THE STUDENTS IN THE SCHOOL MY DAUGHTER IS A MEMBER OF ARE PUBLIC SCHOOL STUDENTS TRYING TO FIND A BETTER PATH FOR THEIR CHILDREN. TO IMPLY THAT WE ARE LURED BY INCENTIVES SUCH AS COMPUTERS IS AN INSULT TO PARENTS WHO HAVE MADE A DIFFICULT CHOICE BY DECIDING THAT A CYBERCHARTER IS THE BEST CHOICE FOR THEIR CHILD.

learn-usa.com: Are you every homeschooler? Many homeschoolers make sacrifices to homeschool their children as well as pay the taxes for the public schools. Yes, they are lured by incentives which is why states have been encouraged to offer homeschoolers incentives to come back into the system.

GLADYS: WE OWN THREE COMPUTERS. I DON'T NEED THE COMPUTER GIVEN TO ME BY THE SCHOOL, IN FACT I'M SENDING IT BACK BECAUSE I DON'T LIKE IT AS WELL AS MY OTHERS. BELIEVE ME, EACH OF US HAS MADE THIS CHOICE BECAUSE IT IS THE BEST CHOICE FOR OUR OWN CHILD. WE HAVE DONE IT AFTER DOING A GREAT DEAL OF RESEARCH AND FOR VARIOUS REASONS. SOME OF US ARE USING THE CYBERCHARTER FOR ONE CHILD, HOMESCHOOLING ANOTHER, AND HAVE ANOTHER IN A PRIVATE OR PUBLIC SCHOOL. WE BELIEVE THAT EACH CHILD IS DIFFERENT AND HAS DIFFERENT NEEDS. WE APPLAUD YOUR CHOICES AND RESPECT YOUR RIGHT TO MAKE THEM. WE DO NOT INSULT YOU AS YOU HAVE INSULTED US BY IMPLYING THAT WE ARE LESS THAN INTELLIGENT AND ONLY LINING UP FOR FREEBIES.

learn-usa.com: The only insult, Gladys, is that which you choose to try to append to that which was actually said. Again, you assume, not based on fact, but on how you want it to be.

GLADYS: (BTW, NONE OF IT IS FREE. I'VE PAID SCHOOL TAXES ALL OF MY ADULT LIFE AND THIS IS THE FIRST TIME I'VE ASKED FOR ANY OF THE MONEY I'VE INVESTED TO BE SPENT ON MY CHILD.”

learn-usa.com: BTW, I didn't say it was free ... Bill Bennett said it was free. And he says it is free because the impression many have, erroneously, is that what the feds pay for is free to the citizens. I'm not sure where the citizens think the feds get that money ... from someone else, I guess.

One “incentive” that has reached across the nation is William Bennett's K12® Virtual Academy program. Many will remember William Bennett as Secretary of Education in the Reagan Administration. Bennett was/is also a contractor in one of the original nine design teams funded by the New American Schools Development Corporation to oversee the transformation of American education to systems education. Bennett's design team was called the Modern Red Schoolhouse. For all his talk of virtues, Bennett is an avid supporter of systems education. The K12® Education for a Lifetime website www.k12.com states very clearly that the curriculums offered are standards-based, a term synonymous with outcome-based and performance-based education (aka, systems education).

Many homeschool parents are buying into Bennett's K12® Virtual Academy program under the assumption that it is free from government control.

GLADYS: FIRST OF ALL, YOU NEED TO DIFFERENTIATE BETWEEN K12 AND THE CYBERCHARTERS SPROUTING UP ALL OVER THE COUNTRY WHO ARE CHOOSING THE K12 CURRICULUM BECAUSE OF ITS OUTSTANDING ACADEMIC QUALITY. K12 IS NOT A CYBERCHARTER. IT IS A CURRICULUM. JUST AS SOME HOMESCHOOLERS HAVE CHOSEN A BEKA, BOB JONES, CALVERT, ROD AND STAFF, AND A HOST OF OTHER CURRICULA, SOME ARE NOW CHOOSING TO USE THE K12 CURRICULUM BECAUSE THEY SEE IT AS THE BEST ACADEMIC CURRICLUM OUT THERE. MANY PARENTS USE THIS CURRICULUM TO “HOMESCHOOL THEIR CHILD” WITHOUT BEING PART OF A CYBERCHARTER PROGRAM. THEY PURCHASE THE CURRICULUM JUST ANY OTHER HOMESCHOOLING PARENT PURCHASES CURRICULA AND THEY USE IT UNDER THE EXISTING HOMESCHOOL LAWS OF THEIR STATE OR COMMONWEALTH. SO, LET'S MAKE IT CLEAR THAT K12 IS A CURRICULUM COMPANY NOT A CYBERCHARTER.

learn-usa.com: Actually, Gladys, if you are talking about all states, you are wrong. I also have a K12 brochure. It was sent to me, as a homeschooler, by K12. In the brochure, K12 blurs the line between its “cyberschool” program or virtual academies and true homeschool. The brochure is very deceptive. Homeschoolers here are not the only ones to receive these deceptive brochures.

That is an assumption they should not make. The K12® Virtual Academy program receives from the state coffers full-time equivalent (FTE) money as though the child were sitting in a classroom in a government school. This means that if the parent joins Bennett's K12® Virtual Academy program, the child is no longer considered to be homeschooled but is enrolled in a government school.

GLADYS: THIS IS 100% CORRECT AND PARENTS ARE FULLY INFORMED OF THIS BEFORE THEY ENROLL IN A CYBERCHARTER. WE HAVE ALL DONE OUR RESEARCH AND NOT THE DELUDED AIRHEADS YOU PORTRAY US TO BE. WE KNOW WHAT WE ARE DOING AND WE'VE MADE THAT CHOICE. WHY DO YOU NEED TO PRETEND THAT WE'VE BEEN TRICKED IN SOME WAY?

learn-usa.com: Again, Gladys, you are the only individual homeschooling?

Indications are that parents are not being told this before they join the K12® Virtual Academy program.

GLADYS: WHAT INDICATIONS? WHERE? I AM ON EMAIL LISTS WITH HUNDREDS OF K12 PARENTS AND HAVE YET TO HEAR OF ONE PARENT WHO DID NOT UNDERSTAND WHAT THEY WERE JOINING.

learn-usa.com: Well, maybe Gladys, you just don't hear everything. Ever thought of that?

There has been at least one instance in which parents came by this knowledge when the local school district called their home and requested their children's immunization records. Having joined the K12® Virtual Academy program, the local school district was able to include their children in its FTE count for state apportionment monies. As their children were now considered enrolled in the government school, the government school was required to ensure the children's immunization records were current in accordance with federal law.

GLADYS: WELL, I DON'T KNOW WHERE YOU HEARD THIS OR WHAT STATE IT IS IN, BUT WE ARE ENROLLED IN THE PENNSYLVANIA VIRTUAL CHARTER SCHOOL (PAVCS). ALL OF OUR RECORDS, IMMUNIZATION, ETC. ARE WITH PAVCS AND WE HAVE HAD NO CONTACT WITH OUR SCHOOL DISTRICT OTHER THAN TO NOTIFY THEM THAT WE WERE NO LONGER HOMESCHOOLING AND HAD ENROLLED OUR CHILD IN PAVCS.

learn-usa.com: Are you the only homeschool parent?

Note: Note here that Gladys states her child's immunization records are being held by the Pennsylvania Virtual Charter School. The virtual charter school must make sure those records are current to receive the federal money. This means that the virtual charter school, even though privately owned, has become the “agent” of the federal government and must abide the federal dictates. He who pays the piper calls the tune. There is no difference between the school district requesting the immunization records and the virtual charter having those same records — both are for the purposes of fulfilling federal mandates. Further, the virtual charter must turn those records over the to feds if requested to do so.

But there is a far more sinister side of all this, one that is not being spoken of except in whispers and certainly not publicly.

As way of explanation, in the 2003 Legislative Session, a House Bill 1658 was introduced by a supposedly conservative Republican, Gigi Talcott. The bill tied the ability of teenagers to obtain a driver's license to passing the Washington Assessment of Student Learning — the infamous WASL. (see Washington State Ties Assessment to Driver License.) Protest ensued when the bill became public knowledge and Talcott withdrew it.

But what Talcott proposed has been the intent all along. Remember that under systems education, all really does mean all. The system must include everyone. To that end, homeschoolers must be drawn back into the system. This is to be accomplished in one of two ways: 1) offer the homeschoolers incentives (carrots) sufficient enough to encourage them back into the system whether they know they are back in the system or not; 2) force the homeschoolers back into the system.

GLADYS: PROOF OF THIS? HOW DO YOU KNOW THIS IS THE INTENT? WHAT FACTS ARE YOU BASING IT ON?

learn-usa.com: Research, Gladys, over ten years of it. I know education reform inside and out, forward and backward. Their documents ... local, state, federal ... one wall of their books to five legal size file cabinets full of their documents. You should try reading some of these documents sometime. They are very enlightening, especially those that, hopefully, the public will never see!

The first is being accomplished via such means as Bennett's K12® Virtual Academy program.

GLADYS: WHY ARE YOU SINGLING OUT K12? THERE ARE MANY OTHER CURRICULUM PROGRAMS OUT THERE. WHY AREN'T YOU RESEARCHING AND COMMENTING ON THEM?

learn-usa.com: Because other curriculums out there for homeschoolers aren't taking government money.

The second will be accomplished by laws such as HB1658 introduced by Talcott in Washington state. Undoubtedly, the bill will be back either as a bill unto itself or as an amendment to another bill.

Following is how the second “option” works, in effect. In order for the child to obtain the CIM — the Certificate of Initial Mastery or Certificate of Mastery — the child must demonstrated proficiency of the new basics: team work, critical thinking, problem solving, communications, adapting to change, and understanding whole systems (WTECB, 1994). The new basics are defined by the exit outcomes established at the state level — the state “academic” standards — and benchmarked to varying grade levels. The tool used to demonstrate proficiency is the state assessment. The result of demonstrating proficiency is receiving the CIM at or about the age of 16. (Note: for the purposes here, generic terms are used, such as state 'academic' standards and state assessment as these instruments, although reading much the same in every state and being for the same purpose in every state, are called something different.)

It has been the intent, from the outset, that the child who does not have the CIM will not be able to 1) obtain a driver license; 2) go on to higher education; or 3) get a job. This will affect students in homeschools as well as private schools that do not pursue un-education under the federal/state system. These “sanctions” also fall under the heading of “accountability.” Will any child be able to take and pass the state assessment? In a word, “No.” Remember, the state assessment is to determine if the child has demonstrated proficiency of the new basics: team work, critical thinking, problem solving, communications, adapting to change, and understanding whole systems. Does this sound like math, science, history, English, geography ...?

GLADYS: WELL, THIS MUST BE A WASHINGTON ISSUE. WASHINGTON IT TYPICALLY OUT THERE (ON THE LEFT COAST AS THEY SAY). I HAVE HEARD NOTHING ABOUT THIS OCCURRING IN PENNSYLVANIA. DO YOU HAVE ANY INFORMATION TO SHARE THAT MIGHT SHED LIGHT ON WHERE ELSE THIS IS HAPPENING?

learn-usa.com: All over the United States, Gladys ... even in little old Pennsylvania. It's called Goals 2000/STW/WIA. Oh, and if you think Goals 2000 sunset ... the law may have but the system it put in place is moving forward nicely under NCLB.

Very few homeschool or private school education programs focus on these new basics.

GLADYS: PAVCS, USING THE K12 CURRICULUM DOESN'T USE THESE “NEW BASICS” EITHER. I THINK, OUT OF FAIRNESS, YOU NEED TO DO MORE COMPLETE RESEARCH BEFORE PAINTING EVERYONE WITH THE SAME BRUSH.

learn-usa.com: Yeah, I was reading one of Bill Bennett's quotes on the Arkansas Virtual Academy website the other day. Very much about the new basics as is the K12 website.

Too, the state assessment is looking to see if the child is performing the wanted process defined as behavior/procedure or product defined as result of doing (Stiggins, 1986). In other words, systems education is a process to inculcate in the child the wanted behaviors and procedures to assure the wanted product.

The documents forthcoming from the Schools for the 21st Century pilot project for education reform in Washington state (many states piloted this program) were very enlightening. It became very apparent from these documents that ...

•content is defined as excellence in terms of the change agenda;
•process is the product; the destination; what learning is about;
•emotionality and affectivity are the means by which content and process will be achieved;
•feelings are paramount (SBE, 1995).

To this end, subjects are “integrated” or taught across the curriculum in the context of unit themes or thematic units focusing on four areas: world ecology (environment), world economy (globalism), world security and world population growth. Knowledge is only incorporated as it is used and applied in teaching the unit themes or thematic units. If the child needs to know that 2 + 2 = 4 in the teaching of the unit theme or thematic unit, the child will be taught that. Otherwise, the child will not be taught that 2 + 2 = 4.

GLADYS: LYNN, SURELY YOU MUST KNOW THAT MANY HOMESCHOOLERS TEACH USING THE THEMATIC UNIT APPROACH. I NEVER USED IT, BUT THERE IS NOTHING SINISTER ABOUT IT. SOME FOLKS ARE VERY GOOD AT IT. I'M JUST NOT CREATIVE ENOUGH NOR DID I HAVE ENOUGH TIME TO PULL A QUALITY PROGRAM TOGETHER IN THAT FASHION.

learn-usa.com: Really ... they use thematic units or unit themes centered around world ecology, world economy, world security and world population growth with knowledge incorporated as it is used and applied in addressing the unit theme or thematic unit?

The same is true with career paths where the child will be taught what the child needs to know to pursue a career path. The child will not receive a liberal arts education. Systems education follows the socialist/communist/fascist mantra of “from each according to his ability to each according to his needs.” This falls right in line with the purpose of systems education: to produce a worldclass workforce (WTECB, 1994).

GLADYS: AND YOU ARE IMPLYING THAT THIS IS WHAT K12 DOES????? YOU COULDN'T BE MORE WRONG. MY CHILD IS RECEIVING A CLASSICAL EDUCATION FOLLOWING THE HIGHEST PRINCIPALS OF DUTY, HONOR, AND COUNTRY I'VE EVER SEEN IN A CURRICULUM. FURTHER, IT IS NOT REVISIONIST HISTORY BUT, COMPLETE HISTORY AND YOU WON'T GET THAT IN ANY “PUBLIC SCHOOL”. WHILE PAVCS IS A “PUBLIC SCHOOL”, THE K12 CURRICULUM IT USES IS FACTUAL AND HONEST. MANY OF THE STUDENTS IN OUR SCHOOL DISTRICT HAVE NO IDEA WHY THE PILGRIMS CAME TO AMERICA BECAUSE THE POWERS THAT BE AND THE REVISIONIST TEXT BOOKS WON'T TOUCH RELIGION WITH A 100 FOOT POLE. HOWEVER, IN PAVCS, MY DAUGHTER LEARNED THAT THE PILGRIMS CAME HERE SEEKING RELIGIOUS FREEDOM.

learn-usa.com: First of all, Gladys, if Bennett's curriculum taught history as it really is, and the foundations of our nation as they really are, he couldn't get government money.

GLADYS: AS A FORMER PUBLIC SCHOOL MUSIC TEACHER, I BECAME HORRIFIED IN RECENT YEARS TO SEE PUBLIC SCHOOL THROWING OUT “RELIGIOUS MUSIC”. THERE ARE ENTIRE CENTURIES OF MUSIC LITERATURE THAT CANNOT BE TAUGHT IF ONE IS IGNORING RELIGION.

I ASSURE YOU THAT THE K12 CURRICULUM IS AS FAR AWAY FROM THE COMMUNIST/SOCIALIST MANIFESTO AS YOU CAN GET!

learn-usa.com: Again ... “I assure” isn't “I know” ....

Should parents not pursue homeschooling or private education? Yes, they should. It is imperative that parents remove their children from harms way. But, once they have secured the immediate safety of their children, parents must pursue the long term safety of their children by getting involved to help stop the system that is being built and is almost complete at this time.

GLADYS: ONCE AGAIN, THIS IS WHERE WE ARE IN CONSIDERABLE DISAGREEMENT. YOU WANT TO TAKE FREEDOM OF CHOICE AWAY FROM SOME OF US BASED ON MISINFORMATION AND PARANOIA. MY CHILDREN HAVE BEEN IN PUBLIC SCHOOLS, CHRISTIAN SCHOOLS AND HOMESCHOOLED. I HAVE A DEGREE IN EDUCATION WITH AN ENDORSEMENT IN SPECIAL EDUCATION. I HAVE DONE A LOT OF RESEARCH AND FOR MY YOUNGEST CHILD WHO IS SEVERELY DISABLED PAVCS HAS BEEN A BLESSING AND I'LL FIGHT ANYONE WHO TRIES TO TAKE THAT CHOICE AWAY FROM US. NO ONE IS A MORE ARDENT SUPPORTER OF HOMESCHOOLERS THAN I AM. I SUPPORT YOUR RIGHT TO CHOOSE WHAT IS RIGHT FOR YOUR CHILD EVEN THOUGH YOU ARE MAKING IT APPARENT THAT YOU WANT TO DENY ME THAT RIGHT FOR MY CHILD IF MY CHOICE IS NOT THE SAME AS YOURS.

learn-usa.com: There is an old saying “you are cutting off your nose to spite your face.” K12 is not about choice ... maybe in the short term, but not in the long haul. While you may not care about those who come after you, there are those of us who do. As for misinformation and paranoia, Gladys, those are your assumptions based on your zeal to kill the messenger because you don't want to hear a message that conflicts with what you want to believe.

In stopping this system in its tracks, in returning to the intent of our Founding Fathers in the wording of the First Amendment, then and only then will future generations of Americans be able to enjoy the freedom that their forebears enjoyed, that their forebears fought and died for.

GLADYS: HOW DO YOU RETURN TO THE INTENT OF OUR FOUNDING FATHERS BY DENYING OTHERS THE RIGHT TO CHOICE THAT THEIR FOREBEARS FOUGHT AND DIED FOR.

learn-usa.com: Thomas Jefferson, George Washington, John Adams, James Madison would turn over in their graves were they to see what's going on in our nation today. They didn't fight and die so Bennett could take government money to pull homeschoolers back into a system they fought and died to make sure would never happen in this country.

GLADYS: I CLOSE BY WANTING YOU TO UNDERSTAND THAT WHEN I WAS, BY YOUR DEFINITION, A “HOMESCHOOLER” IN THE COMMONWEALTH OF PENNSYLVANIA, I SUFFERED MUCH MORE GOVERNMENT INTRUSION AND INTERFERENCE THAN I DO AS A PARENT OF A PAVCS STUDENT. THE FREEDOMS I HAVE FOUND IN THIS CYBERCHARTER ARE BLESSINGS I WILL NOT LIE DOWN AND LET YOU AND OTHERS TAKE FROM ME.

learn-usa.com: You just made my point and didn't even know it. As a homeschooler you were harassed because the government wanted you back in the system. As a K12 user, you are back in the system and Bennett is getting the money.

GLADYS: I THINK YOU HAVE AN AGENDA AND YOU ARE MAKING K12 YOUR OBVIOUS TARGET. DO YOU HAVE THE SAME OBJECTION TO PEOPLE WHO USE A BEKA VIRTUAL ACADEMY OR BOB JONES SATELLITE SCHOOLS? WHY ARE YOU SINGLING OUT K12 AND THE SCHOOLS THAT USE IT?

learn-usa.com: If they take government money to offer their curriculums to homeschoolers “tuition free” I do.

GLADYS: I WOULD MOST SINCERELY LIKE TO UNDERSTAND AND WOULD APPRECIATE A RESPONSE SO THAT PERHAPS WE CAN FIND SOME COMMON GROUND. THOSE OF US WHO ARE PIONEER PARENTS IN THIS MOVEMENT EXPECTED THE ATTACKS THAT HAVE COME UPON US FROM THE PUBLIC SCHOOL SYSTEM, BUT WE NEVER EXPECTED THEM FROM THE HOMESCHOOLING COMMUNITY WHERE WE BELIEVED FREEDOM OF CHOICE WAS A CHERISHED CONCEPT.

Note: The term “common ground” is another way of saying “let's work for consensus ... compromise ... unify our perceptions.” Facilitators use this term extensively.

GLADYS S. STEFANY
MILFORD, PA

learn-usa.com: In your last communiqué to me, Gladys, you stated you were going to debate the issues. This wasn't a debate, Gladys. There is a lot of “I think” and “I believe” here but “I know” is missing.

And I can tell, from what you have written, that you have no knowledge of systems education, how it is structured, the intent of it, or where it is headed. Unless you know, there is no way you can speak to anything I've written with intelligence.

Sincerely yours,
Lynn M Stuter

Sources:

State Board of Education; Final Report, Schools for the 21st Century; unpublished; 1995. (This document was 782 pages of haphazard, unorganized scribble, written by Peter Holly of Cambridge, England, who was paid at least $143,000 over the term of the pilot program as a consultant, including $15,000 to write the 782 pages of scribble. This mostly handwritten document was later typed by Lynn Stuter, proofed by many loyal Washington citizens, and reproduced in quantity by Senator Harold Hochstatter.)

Stiggins, Richard; Evaluating Students by Classroom Observation: Watching Students Grow; Washington, DC: National Education Association; 1986.

Workforce Training and Education Coordinating Board; High Skills, High Wages; Olympia; 1994.

Mother and wife, Stuter has spent the past ten years researching systems theory with a particular emphasis on education. She home schooled two daughters, now grown and on their own. She has worked with legislators, both state and federal, on issues pertaining to systems governance and education reform. She networks nationwide with other researchers and citizens concerned with the transformation of our nation. She has traveled the United States and lived overseas. Web site: www.learn-usa.com E-Mail: lmstuter@learn-usa.com

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