Study: Half Of American Public School Employees Are Non-Teachers

Maybe Johnny Can’t Read Because These Workers Crowd Out Teachers – Daily Signal

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Half of America’s public school employees aren’t classroom teachers, according to a new study. Instead, they’re non-teaching personnel such as instructional aides, bus drivers, cafeteria workers, secretaries, and librarians.

It hasn’t always been this way.

The study from the Thomas B. Fordham Institute, a nonprofit think tank specializing in education policy, found that the number of non-teaching staff grew by 130 percent from 1970 to 2010. Their salaries and benefits account for one-quarter of current education spending.

To show where each state is on the spectrum between least and most non-teaching personnel per 1,000 students, Fordham created this map:

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So why are non-teachers on the rise? The Fordham Institute left that up to school district and state education officials to explain.

By using national, state, and local data, though, “The Hidden Half: School Employees Who Don’t Teach” attempts to draw attention to what some education experts consider an alarming trend.

By a wide margin, Nevada and South Carolina public schools had the fewest non-teaching workers per 1,000 students, at 26 and 28 respectively, the study found. Virginia, Vermont, and Wyoming had the most at 104, as the chart below shows.

Lindsey Burke, the Will Skillman Fellow in education policy at The Heritage Foundation, argues for reducing the number of non-instructional and administrative positions in public schools:

States should consider cutting costs in areas that are long overdue for reform and pursue systemic reform to improve student achievement. Specifically, states should refrain from continuing to increase the number of non-teaching staff in public schools.

Michael Petrilli, president of the Fordham Institute, told The Daily Signal that the results of the study should encourage policymakers to “raise tough questions about whether these trends are helping or hurting children.”

Among the most significant findings of “The Hidden Half’,” the authors say in a release on the study:

Since 1950, school staffing has increased nearly 500 percent, and non-teaching personnel played a major part in that growth. Passage of several pieces of federal legislation – Section 504, the Education for All Handicapped Children Act, and Title IX (Equal Opportunity in Education Act) – likely were instrumental in changing the makeup of schools.

America spends far more on non-teaching staff (as a percentage of education spending) than do most of the nation’s economic peers in the Organization for Economic Cooperation and Development. The U.S. spends more than double what Korea, Mexico, Finland, Portugal, Ireland, Luxembourg, Austria, and Spain do. Only Denmark spends more.

States vary in staffing their schools, but much of the variation is because of differences within their borders. States with a large proportion of the population living in cities tend to have fewer workers per student. (See chart below.)

The category of teacher aides has been the largest gainer over the past 40 years. From 1970 to 2010, aides went from nearly non-existent to the largest group of workers other than teachers.

School districts vary greatly in number of employees, but the differences likely stem from staffing decisions made by leaders. Although factors such as location (rural, suburban, urban) and number of students in special education matter, they don’t explain most of the variation across school districts.

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Public School Behavioral Specialist Charged With Having Sex With Dog

School Behavioral Specialist Charged With Having Sex With Dog – Weekly Vice

Stephanie Mikles, a behavioral specialist employed by the Harford County School system in Maryland, was indicted earlier this month after photographs surfaced that allegedly show her having sex with a dog.

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According to police, incriminating photos of a perverse nature were discovered last year shortly after an investigation into her activities was launched by the Child Advocacy Center of Harford County.

Investigators say the photographic evidence was captured in August, 2008, and shows Mikles having sexual intercourse with the family dog. The animal reportedly still lives with the family in their home in Jarrettsville.

The photographs were an unexpected find during the investigation, according to court documents.

Although the alleged bestiality occurred several years ago, investigators say there are no statue of limitations for this type of charge.

Mikles was indicted on a charge of unnatural or perverted sexual practice. She was released after posting a $5,000 bond.

Mikles has been placed on administrative leave by the school district pending the outcome of her case.

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Public School Curriculum Instructs Students To Design A Socialist Flag, That Christianity Is A Cult

Texas Public School Curriculum Teaches Students To Design A Socialist Flag And That Christianity Is A Cult – American Dream

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Socialism is being promoted and Christianity is being demonized in the public school systems of some of the most conservative states in America. For example, students in Texas public schools have been taught to design a socialist flag for a new nation, that those that participated in the Boston Tea Party were “terrorists”, and that Christianity is a cult. If this kind of thing is happening in Texas, can you imagine what is happening in the rest of the nation? Sadly, education is a big part of the “progressive” agenda. Progressives are convinced that if they can “shape the minds” of the next generation through education that it will only be a matter of time before they achieve all of the major changes that they are seeking to implement in our society. And you know what? It’s working. If you look at any public opinion poll that is broken down by age, you will find that the youngest age brackets are the most likely to agree with progressive viewpoints. Millions of parents are sending their kids to public schools without having any idea that they are being taught that patriotism is divisive, that capitalism is evil and that Christianity is a fictitious cult. Instead of learning traditional American values, those kids are being taught that they should identify themselves as “global citizens”, that socialism is about “sharing” and that all of the religions of the world need to come together as one. If you are a parent, just pick up the textbooks that your kids have been assigned and actually read them. Once you know what to look for, you will see it everywhere.

When I was a little boy, my public school teachers were still teaching the the founding fathers that were involved in the Boston Tea Party were great patriots that were trying to throw off the vile oppression of the British.

But now many public schools are openly referring to them as “terrorists”. For example, down in Texas a public school curriculum known as CSCOPE is being widely used. The following is from a CSCOPE lesson plan labeled “World History Unit 12 Lesson 07″…

A local militia, believed to be a terrorist organization, attacked the property of private citizens today at our nation’s busiest port. Although no one was injured in the attack, a large quantity of merchandise, considered to be valuable to its owners and loathsome to the perpetrators, was destroyed. The terrorists, dressed in disguise and apparently intoxicated, were able to escape into the night with the help of local citizens who harbor these fugitives and conceal their identities from the authorities. It is believed that the terrorist attack was a response to the policies enacted by the occupying country’s government. Even stronger policies are anticipated by the local citizens.

Of course thanks to a great outcry this particular lesson plan is now considered “outdated” and is not supposed to be used any longer, but this is just one example of the kind of things that are being taught.

Another CSCOPE lesson plan actually has children design a flag for a new socialist nation. The following comes directly from a CSCOPE lesson plan for sixth graders…

Notice socialist/communist nations use symbolism on their flags representing various aspects of their economic system. Imagine a new socialist nation is creating a flag and you have been put in charge of creating a flag. Use symbolism to represent aspects of socialism/communism on your flag. What kind of symbolism/colors would you use?

In the 1950s, children in the United States would have been taught that socialism and communism are evil. Now, lesson plans such as this one force our children to imagine themselves as socialists and communists.

Do you want your children to spend their time in school designing flags for socialist and communist regimes?

Or would you rather have them spend their time reading and writing?

Another very disturbing aspect of CSCOPE is that it teaches children that the god of Islam and the God of the Bible are the exact same thing.

The following is an excerpt from a CSCOPE lesson plan about religion. The statements where Allah has been made equivalent to the God of the Bible have been put in bold…

WH.1 History. The student understands traditional historical points of reference in world history. The student is expected to:

WH.1B Identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions.

Allah – monotheistic deity; also recognized as the God of Abraham (Yahweh)

WH.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:

WH.23A Describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity,Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism.

Abrahamic religions (Judaism, Christianity, Islam) – one supreme God; also referenced as Yahweh or Allah

Of course anyone that knows anything about Islam and Christianity knows that is a flat out lie. The god of Islam and the God of the Bible are most definitely not the same thing.

But those that are seeking to promote a “one world religion” want our children to believe that all religions are “different paths to God” and that we need to bring all of the religions of the world together for the sake of “global harmony”.

Progressives are often not just satisfied to list Christianity as “just another religion” though. In fact, they seem to love to demonize it however they can. For example, the CSCOPE curriculum actually refers to Christianity as a “cult”. The following is from CSCOPE World History Unit 3 Lesson 02

In the space of a few hundred years, a small, often brutally persecuted cult rose to become the dominant religion of the West. How did it happen?

Contemporary pagan and Christian sources preserve other accusations leveled against the Christians. These included charges of incest and cannibalism, probably resulting from garbled accounts of the rites which Christians celebrated in necessary secrecy, being the agape (the ‘love-feast’) and the Eucharist (partaking of the body and blood of Christ).

So why haven’t we heard more about this by now?

Well, teachers down in Texas were actually required to “sign a contract that would prevent them from revealing what was in the CSCOPE lessons or face civil and criminal penalties.”

They desperately do not want you to know what they are teaching to your children.

Eventually hearings about this curriculum were held down in Texas. One algebra teacher actually broke down in tears as he testified. He chose to quit his job because he felt like he was “aiding and abetting a crime“. Other Texas teachers expressed similar sentiments.

But you know what?

The curriculum is still being used.

Is it any wonder why our young people are so stupid? Instead of being taught basic reading, writing and math skills, they spend most of their time absorbing socialist indoctrination.

So when they get out of school most of them do not have what it takes to make it in the real world. In fact, up in New York City most high school graduates do not even have the basic skills that are necessary to enter community college

It’s an education bombshell.

Nearly 80 percent of New York City high school graduates need to relearn basic skills before they can enter the City University’s community college system.

The number of kids behind the 8-ball is the highest in years

Our public schools are a complete and total mess and they are getting worse by the day.

For much more on the horrifying decline of our public schools, please see the following articles…

-”11 Reasons To Get Your Kids Out Of The Government Schools

-”19 Crazy Things That School Children Are Being Arrested For In America

-”21 Signs That U.S. Public Schools Have Become Training Centers For Sexual Deviancy

So what do you think about the state of our public schools?

Please feel free to post a comment with your opinion below…

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Only 7% Of Detroit Public-School 8th Graders Proficient In Reading

Only 7% Of Detroit Public-School 8th Graders Proficient In Reading – CNS

In the public schools in Detroit, Mich., according to the U.S. Department of Education, only 7 percent of the eighth graders are grade-level proficient or better in reading.

Some public school teachers in the City of Detroit and around the state of Michigan are reportedly taking a vacation or a sick day today to protest right-to-work legislation likely to be approved by the state legislature. Under current law, Michigan public school teachers must pay dues to the teachers’ union. If the right-to-work law is enacted, Michigan public-school teachers will be free to join the union and pay dues to it if they wish, but they will also be free not to join the union and not to pay it dues.

Detroit public-school eighth graders do even worse in math than they do in reading, according to the Department of Education. While only 7 percent scored highly enough on the department’s National Assessment of Educational Progress test in 2011 to be rated “proficient” or better in reading, only 4 percent scored highly enough to be rated “proficient” or better in math.

Statewide in Michigan, only 32 percent of public-school eighth graders scored grade-level proficient or better in reading, and only 31 percent scored grade-level proficient or better in math.

68 percent of Michigan public-school eighth graders are not proficient in reading and 69 percent are not proficient in math.

Over the past decade, Michigan’s public school have shown no improvement at all in teaching children how to read. In 2002 just as in 2011, according to the U.S. Department of Education, only 32 percent of Michigan public-school eighth graders scored proficient or better in reading.

The state’s public schools have made a slight improvement in teaching math. In 2000, only 28 percent of Michigan public-school eighth graders were proficient or better in math. By 2011, that had inched up to 31 percent.

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