Deliberate Dumbing Down of America Public Education

243

The "Effective" Eighties : c. 1988

628–630.

[Ed. Note: This Policy Notice extends to all government employees who resist manipulative New Age training which is based on the behavioral techniques and behavior modification de scribed in this book. Held captive in the classroom due to attendance laws, why haven’t our children been provided the same protection from the mind-bending curricula and methods used on government employees in the workplace? Why are not American teachers provided this protection from the mind-bending, brain-numbing, in-service sessions which violate their constitutional rights? The Protection of Pupil Rights Amendment which passed the U.S. Senate unanimously in 1978, for which regulations were drafted and approved in 1984, has proven to be useless since the educational bureaucracy refuses to enforce it and has consistently stonewalled when parents have attempted to assert their rights under the law.] T HE E FFECTIVE S CHOOL R EPORT ’ S M ARCH , 1988 ISSUE PUBLISHED “I NTERNATIONAL C ON gress for Effective Schools Draws Participants from 13 Nations to London” which heralded Effective School Research as representing “the” chosen organizational and pedagogical vehicle for the operation of the world’s schools. Excerpts follow: Representatives from thirteen countries came to London in January for the inaugural meeting of the International Congress for Effective Schools. In the United States, the Effective Schools Movement was begun to improve public schools for children from low income families. Thirty American states have used effective schools precepts as part of their reform efforts. Effective schools activities were reported from Australia, Canada, England, and Wales, Germany, Hungary, Ireland, Israel, the Netherlands, Norway, Scotland, Sweden, South Africa, and the United States. Dale Mann, a professor at Teachers College, Columbia University, and the founding chairman of the International Congress, said that the 130 registrants were using effective schools ideas in school improvement work that ran the gamut from early childhood education to high school reform. The Congress will meet next in January, 1989 in Rotterdam. A special section of the pro gram will offer legislators an opportunity to share their perspectives on school improvement. The Rotterdam meetings will be organized by a team led by D.A.A. Peters (Projectleider, Project Onderwijs en Social Milieu, Burg, Van Walmsumeg 892, 3011 MZ Rotterdam, the Netherlands 010–4113266). 18 [Ed. Note: By this time the reader is all too familiar with The Effective School Report and Ef fective School Research, as well as its role in the dumbing down of public school children, particularly those from low income families. The international change agents “used” these children (experimented on them—starting with children in Jackson, Mississippi where The Effective School Report was originally located) prior to recommending that all children be subjected to the Skinnerian dumb down methods (OBE/ML/DI). From this time on the reader will encounter entries in this book dealing with Effective Schools Research exchanges with Russia and China, thereby closing the circle on the imple mentation of Effective Schools Research on a global basis. Also of importance is the reference to the inclusion of England and Wales, not only in the original National Assessment of Edu cational Progress (NAEP) 1981 paper by Archie Lapointe and Willard Wirtz, but in the 1994 National Issues in Education: Goals 2000 and School-to-Work entry which reveals that: