Blogging For Arizona's Future-- Imagine What Arizona CAN Be!!

TUSD Ethnic Studies: A Report of My Review of Textbooks and Program

Fri, 21 Jan 2011 16:50:00 GMT

Five months ago I requested hard copies of the textbooks and reading lists given to students in Tucson Unified School District's "Raza Ethnic Studies" Program. That program exists in three high schools in TUSD. It consists of a formal class plus an after school MeCHA (Movement of Chicano Students) Program sponsored largely by the same teachers who teach the class. MeCHA posters fill the formal classroom; so it is clear that the programs are tied together. After two or three months of effort, I was finally told that I had to file a request under Arizona's Freedom of Information Act (FOIA) to receive such copies. Over two months after I had done THAT I still had not been supplied the books. It was only after I wrote threatening to file suit that the books were supplied. I have now reviewed the books and materials I was supplied. I have learned the following: 1) TUSD still did not provide all the books they use, since I have been able able to compare what they provided to me with materials acquired by other interested persons. They appear to supply different books and materials to different people; 2) What they did provide was a showpiece of classical Marxist oriented indoctrination of cultural and political oppression, incessant deprecation of anything not "Chicano," including the US Constitution, capitalism, and European culture. Students are taught that they are part of an oppressed minority of "indigenous" people (how those who are principally Mexican in background are "indigenous to the Southwestern US is not explained), whose lands (California, Arizona, New Mexico and Texas) have been stolen by the Europeans and should be taken back as a separate "Chicano" nation they call "Atzlan." They want political separation from the US based almost entirely on race and based on a Marxist economic model. Students are taught (sometimes subtly and sometimes expressly) that their "indigenous" culture has been corrupted by the predominant European culture of the US, that "Chicanos" should refuse to assimilate and instead should come together in "colonies" to exercise maximum political power until they are able to retake "Atzlan" as a separate nation--- an explicitly "bronze" nation, incidentally, based almost entirely on racial profiling. In the meantime they should recognize that capitalism is corrupt and they should work towards complete redistribution of wealth; that everyone is entitled to a home, healthcare, reasonably equal income, etc. Presumably Atzlan would be a place where Communism would finally, and happily, flourish. Having read the books the students must read, as well as the Principles and philosophies of MecHa, I found many interesting quotes and facts. First, there is NO book presenting American History generally, nor even the standard view of Southwestern American History---ALL the books speak solely from the point of view of the oppressed "Chicano," with no effort to teach alternative thought or facts. Second, the concepts and language in the materials is, frankly, classic Marxist indoctrination based on oppression and inculcation of hatred of anyone European or who might identify themselves as an American. One of the principal textbooks, neutrally named "Occupied America," teaches that America is nothing more than "conquerors" who have "exploited the conquered" (read "Chicanos"). Indeed, one enlightened student has been quoted as saying that, before taking the class, she "did not know" she was oppressed--but now she does. The author summarizes by saying that "The oppressors, . . . oppress, exploit, and rape by virtue of their power," and that "Only the power that springs from the weakness of the oppressed will be sufficiently strong to free you." In other words, attack the oppressors (read traditional America and Americans) where they are weak and tear them down. Sound good? Another book, entitled "Declarations of Independence" proffers ideas about many important American concepts. Of the US Constitution, the author writes: "In fact, while the Constitution was certainly an improvement over the Royal charters of England, it was still a document drawn up by rich men, merchants, and slaveowners who wanted a bit of political democracy but had no sympathy for economic democracy. It was designed to set up a "rule of law," which would efficiently prevent rebellion by dissatisfied elements inthe population (read oppressed "Chicanos.") Later, having established that this "rule of law" is corrupt, the author then concludes: "Protest beyond the law is not a departure from democracy; it is absolutely essential to it." In other words, armed rebellion, whether by terror or otherwise, is just fine. Indeed, he encourages "strikes, boycotts, noncooperation, mass demonstrations and SABOTAGE." Indeed, it is instructive that the very logo of MecHa includes a lit stick of dynamite. How warming. The author states "If the gringo does not get out of our way, we will stampede over him." Of course, says the author, one of the prime reasons for this oppression is that America does not have "equal income." He expressly highlights the teachings of the "higher phase of communist society" which would solve this inequality. He adds that "we don't have to get into complicated arguments about exactly how all things will be distributed. It would be an enormous accomplishment to get agreement that the fundamental requirements of existence ---food, housing, medical care, education, and work---be distributed according to need." In his opinion, the "drive for profit is ruthless," and such concepts have created "terrible human consequences." He states that the better alternative is the "ideal of communism---a classless society of equal abundance for all . . . ." In sum, he opines that "Only when wealth is equalized (at least roughly) will liberty be equalized." These are just some of the facts pertaining to TUSD's Ethnic Studies Program and MecHa. There is much, much more. These facts are based on reading the materials given our students to read. The results of this indoctrination are astounding. I have a photograph of one student of this program carrying a sign and protesting recently. The sign held by this student shouts in bold letters: "Dumb F*** Gringos. You Are Standing in Mexico Right Now!" Anyone who does not believe that racism, hatred, apartheid, and Marxism are being actively promulgated in these programs should think again. Every Arizonan should take the time to evaluate exactly what is being taught our children, with taxpayer money, in these Ethnic Studies programs and MecHa.

Here Comes Tort Reform For Arizona!!

Thu, 11 Nov 2010 18:11:00 GMT

Under the auspices of Rep. Ted Vogt (R-Dist. 30), and with his strong support, ImagineArizona will be introducing real Tort Reform in the legislature this next session. Our proposal is simple: It will provide that the "loser" in a medical malpractice, products liability, or other type of tort action will be subject to paying some portion of the prevailing partys' attorneys fees. This "loser pays" or "English" rule has been in effect in England for centuries, and even has been applicable in Contract Actions in Arizona for decades. Our Bill simply applies the same reasoning to ALL tort actions in Arizona.
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More Ways To Make Arizona Everything It CAN Be!

Fri, 05 Nov 2010 23:50:00 GMT

In our most recent Blog, entitled "Election Is Over -- It Is Time For Action!" we outlined five keys to growing investment and jobs again in Arizona, reforming K-12 Education, and "cleaning up" "Clean Elections." Since then, several folks have asked what else needs to be done. The above five items are just the first steps to making Arizona great again. But ImagineArizona is also working on several other projects.More...

Elections Are Over--- It Is Time For Action

Wed, 03 Nov 2010 20:57:00 GMT

The elections are over. Now it is time to quit the talk and start walking the walk. There is so much to do to return Arizona to the fullness of everything it CAN be. ImagineArizona suggests the Governor and Legislature immediately support a proactive, pro-growth agenda of real reforms:

1. SPUR INVESTMENT AND NEW JOBS WITH REGULATORY REFORM-- Any investor/job creator will tell you that amongst Arizona's biggest job killers are our arcane and ambiguous regulatory schemes disincentivize investment and job growth. With the wonderful help of STATE REPRESENTATIVE TED VOGT (R-Dist. 30), we are introducing a key regulatory reform, which will require that ALL GOVERNMENT RULES AND REGULATIONS MUST BE WRITTEN CLEARLY. If government wants to regulate, it should be required to tell investors EXACTLY what is being regulated and exactly how. Lets finally make Government rules and regulations clear and straightforward so that job creators can navigate efficiently through our regulatory processes. Lets not lose any more investors/job creators because of our unfair regulatory system. Support us!

2. STIMULATE THOUSANDS OF JOBS IMMEDIATELY WITH A PRIVATIZED STIMULUS-- We will be asking the Governor to move immediately to begin letting major State and local infrastructural projects to private companies in order to immediately begin creating thousands of jobs paid by private enterprise rather than by government. Badly needed infrastructure like major highways, sewer systems, and water systems can be built IMMEDIATELY, AND WITHOUT GOVERNMENT SPENDING, by allowing private investors to build them. We can have the infrastructure NOW, without public cost, by allowing private investments to build out that infrastructure, and CREATE THOUSANDS OF BADLY NEEDED JOBS IMMEDIATELY. Join us!

3. CREATE MORE JOBS WITH THE "PORT OF ARIZONA" PLAN-- We will continue to push the Governor to help coordinate with Mexico and the Federal Government to implement the infrastructure necessary to be sure that the expanding deep-sea port in Guaymas, Sonora, can efficiently transport cargo to, and through, Arizona by rail, highway, and air, with efficient security systems, so that Arizona becomes a major center of international trade, shipping, and finance for the Southwestern United States. By taking advantage of the new Guaymas Port Project we can TURN ARIZONA INTO A MAJOR PLAYER IN INTERNATIONAL SHIPPING, TRADE, AND COMMERCE---while CREATING THOUSANDS OF JOBS OVER THE NEXT DECADE.

4. EDUCATIONAL REFORM IS A MAJOR KEY TO A SUCCESSFUL AND PROSPEROUS ARIZONA-- Thanks, again, to the terrific help of State Rep. Ted Vogt (R--Dist 30), we will be introducing legislation this year to require ALL School Districts to finally begin reporting ALL of their income and ALL of their expenses on a UNIFORM ACCOUNTING SYSTEM which will allow the public to know exactly how much is being spent for what in each District. This is KEY REQUIREMENT for knowing how and where monies are spent and, therefore, what steps must be taken for further improvements in our Educational System. We hope all Arizonans will support this major step in Educational Reform.

5. GET GOVERNMENT OUT OF OUR ELECTION PROCESSES-- We will place before the Legislature a fundamental election reform which will finally give NON-Clean Election candidates a fair chance to compete with Government Funded (i.e., "Clean Elections") candidates We can do this simply by increasing the contribution limits to "Traditionally funded" (NON-Clean Elections) campaigns to the long-standing Federal Contribution limits for Statewide candidates (and half that amount for legislative candidates. This will help eliminate the unfair advantage that so-called "Clean Elections" gives to Government Funded candidates.

Job creation, educational reform, and electoral reform are important keys to Arizona's future. Help us and support our efforts by calling YOUR legislator and telling them to watch for, and support, these important projects.

Thoughts On Where To Cut The Federal Budget

Sat, 23 Oct 2010 22:14:00 GMT

Democrat candidates keep asking Republican candidates where the latter might cut the Federal Budget, as if this question posed some kind of difficult dilemma. But there are so many potential places to cut the Federal Budget that the question leaves one realing about where to start. Too bad the Dems have to ask.More...

Abolish MeCHa Programs in our Schools

Fri, 22 Oct 2010 16:15:00 GMT

Google MEChA soon. You will be astounded. MEChA stands for "Movimeniento Estudiantil Chicano De Aztlan" or Movement of Chicano Students of Aztlan." And "Aztlan" means those areas of Arizona, Texas, California, and other American States which previously belonged to Mexico. The official national symbol for the organization is an eagle holding a machete-like weapon and a STICK OF DYNAMITE.

The MEChA program REJECTS "assimilation and accomodationist melting pot ideology." Indeed, rather than assimilate into American culture, the philosophy of the organization, adopted at its National Conference on March 15-18,2001, states that "as Mechistas, we vow to work for the LIBERATION OF AZTLAN." That is, the formally ratified "MEChA Philosophy" calls for separation of all of Arizona, Texas, California, and other previously Mexican areas from the United States, under the political government of MEChA!

Now for the really bad news: MEChA chapters exists in many Arizona schools. At least three chapters exist just in Tucson Unified School District. Many more chapters exists throughout Arizona.

In other words, Arizona's children are being taught sedition, and racial prejudice (and possibly even hatred), in our public schools.

The next time you see a sticker on an automobile or elsewhere referring to the greatness of "Aztlan," be aware that the owner is effectively advocating support for the "liberation" of "Aztlan" (including Arizona) from the United States.

Increase Teacher Competition and Better Reward High Performance By Controls on Merit Pay

Sun, 10 Oct 2010 16:59:00 GMT

Each year Arizona pays millions to school districts to distribute to teachers as "Merit Pay." But the school districts, too often surrogates for the teachers' unions, usually say: "ALL our teachers are great; so we'll give EVERYONE a share in this Merit Pay money." So much for rewarding performance and increasing competition for excellence.

Arizona needs to start placing conditions on all Merit Pay disbursals. First, Arizona should empower school principals, not school districts, by paying the money directly to individual schools for distribution by the principals. This will increase principals' ability to enforce excellence and reform in their individual schools. Second, Arizona should mandate that all Merit Pay monies should be paid ONLY to the top 25% of the teachers in a particular school (not ALL teachers) as determined by the principal. Third, principals should be given specific standards and criteria by which they can make these decisions, starting with the requirement that all recipients must demonstrate improvement in their students' testing scores on nationally accepted tests (e.g., the Stanford 9 or the Iowa Test of Basic Skills) over the school year. These standards and criteria must be objective and measureable and should not include considerations of tenure or seniority.

Once teachers see that Merit Pay is paid for true and objective demonstrations of performance excellence they will respond by redoubling their efforts to "win." And their win will be a win for our students.More...

Points To Consider---K-12 Education and Reform

Thu, 23 Sep 2010 04:29:00 GMT

FACTS TO CONSIDER--K-12 EDUCATION

1. Throwing money at public K-12 education will not solve its problems until endemic waste is eliminated

a. In 1945 Arizona spent $1,214 per student per year on an inflation adjusted basis, and now spends $9,707. Yet student performance and scores have dropped.

b. Throughout the US, we have increased spending per student by 73% since 1980 (on an inflation adjusted basis), class sizes are the smallest ever, student/teacher ratios have fallen by 18%, but student performance has declined.

c. In Arizona, 14 of the 15 top performing schools are Charter Schools, which spend less per student than classic public schools.

d. Florida spends about the same amount per student per year as Arizona, and spends less of personal income available to citizens than does Arizona. However, having adopted reforms focused on quality instruction in 1998, Florida's FREE LUNCH KIDS (the poorest kids in Florida) now outscore the average Arizona Student.

e. Arizona spends about $7,000 per student per year on K-12 public education (apart from capital and building costs), private schools spend only about $5,500 per year yet they demonstrate far superior results and student performance.

2. Arizona is not using its money wisely

a. According to the Arizona Auditor General, only 57% of Arizona's education dollars get into the classroom. In Tucson Unified School District, the percentage is only 53% percent.

b. Of the $7,000 per student per year spent in Arizona each year in public education (apart from capital building costs), the teachers receive only about $2,000 per student per year. The remaining $5,000 is used to pay administrators and other non-teaching staff.

c. If the above ratio were reversed and teachers were paid closer to $5,000 per student and only the remaining $2,000 were used to pay for administration and other staff, a teacher with a class of 20 students in ARizona could earn a salary near six figures. In turn, this high pay would allow Arizona to recruit from amongst the very best teaching candidates.

3. Arizona does not account for its education dollars transparently

a. There is no uniform accounting system in Arizona to account for income and spending of anything other than dollars received directly from the State. Thus, income and expenditures relating to federal dollars, property tax dollars, and other sources of revenues, are not accounted for in any uniform fashion, if at all. There is little transparency and, in any case, no clear and uniform way to account for income and expenditures or to compare performance to other school districts.

b. The only way to be able to fully understand how education dollars are used, a completely uniform accounting and reporting system is needed.

4. Teacher Certification Mechanisms are not well directed

a. To teach in Arizona, generally one must have an Education degree from a University.

b. Most College Education programs teach only "pedagogy," the science of teaching, including child psychology, how to create a teaching plan, student testing techniques, and social justice. Too often, NO KNOWLEDGE OF THE SUBSTANCE TO BE TAUGHT TO STUDENTS IS REQUIRED. Too often teachers teach math, English, science, etc., only from the knowledge they themselves gained in K-12. The result is that often the most knowledgeable persons on a subject may not be teachers because they do not have an Education Degree. BILL GATES OF MICROSOFT COULD NOT TEACH COMPUTER SCIENCE IN ARIZONA BECAUSE HE DOES NOT HAVE AN EDUCATION DEGREE.

c. Many States, like Oklahoma, have recognized that many private sector folks are highly knowledgeable in their areas, like engineers and scientists at the nation's high tech companies. To encourage these people to get into teaching, many States offer Continuing Pedagogical Training Programs to teach needed pedagogical skill while at the same time taking advantage of these resources and getting these highly knowledgeable people into the classroom without requiring an Education Degree.

d. While Charter Schools outperform classic public schools in Arizona, teachers in Charter Schools are not required to be "certified" by having an Education Degree. They are hired based on subject matter knowledge and excellence; and their performance proves this works.

4. Quality Teachers and teaching are not sufficiently valued in Arizona

a. Studies show that, by far, the most important element of student achievement is quality of instruction. Class size has little correlation to performance. The McKinsey report of 2008 demonstrates that clearly

b. While Arizona has many wonderful teachers, too many are not so good. Generally, statistics show that Arizona's teachers are hired from the BOTTOM 1/3 of college applicants by SAT scores.

c. In Arizona, pay and performance are too often judged by term of employment and seniority, not by teaching excellence.

d. In 2008, a designated candidate for Teacher of Year in Arizona was "Riffed" by Tucson Unified School District because he did not have the seniority or term of service of lower performing teachers.

e. But to get great teachers we have to compete for them, not only against schools elsewhere but against a wide variety of better paying industries. Great teachers have the ability to do other jobs if pay if better. Great teachers will demand great pay, and they deserve it.

f. Arizona responds to the special education interests, such as the Arizona Education Association, as if they were not truly special interests. But the AEA represents LESS THAN 50% of all Arizona teachers, and fewer than 50% of the members of the Union are teachers. The AEA is simply another special interest Union which is not supported by those it purports to speak for; and its real interests are gaining benefits for its non-teaching majority members.

g. Teachers should be judged according to objective and measureable results (such as student score advancement over the term), rather than by seniority.

5. Solutions

a. Adopt a uniform and transparent accounting system in Arizona so the people can see clearly where and how the educational dollars are spent. Watch the special interests object.

b. Teacher Certification/Hiring based on Subject Matter knowledge not mere pedagogy.

i.Open up Teaching Certification so that highly knowledgeable and qualified persons without Education Degrees can teach.

ii. Adopt Continuing Pedagogical Training programs to facilitate their knowledge of pedagogy without requiring them to obtain an Education degree.

iii. Authorize all school Principals to hire and fire all teachers, give them the budget and funds to do so (see below) and then hold those Principals accountable for school performance.

iv. Require Principals to judge teacher performance on objective improvement of student test scores during the term; and allow Principals to terminate teachers who fail to meet these standards of performance.

c. Get Great Teachers Into Our Classrooms, and Great Teachers Deserve Great Pay

i. We need to focus on getting teachers closer to $5,000 of the $7,000 spent per year per student, rather than the $2,000 they get today. With better accounting systems, more transparency, and less waste, this can be achieved, and Arizona can compete for the best teachers.

ii. Arizona needs to set a goal of getting 70% of its public education dollars into the classroom, up from 57%.

iii. All Arizona Merit Pay programs for teachers should be distributed only to the top 25% of performing teachers, rather than the current method of distributing it equally to all teachers. Teachers need to compete for merit pay, and those that perform best should be rewarded best.
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Obama: The economy is dying; quit writing childrens' books and get to work!

Fri, 17 Sep 2010 15:26:00 GMT

My goodness, how talented our President is! Never mind the economy is in a shambles----he has time to play more golf than any President in decades (in addition to daily basketball) AND write childrens' books. More...

Increase Business Investment in Arizona By Making Business Regulations Fair and Clear

Fri, 03 Sep 2010 18:32:00 GMT

One of the major impediments to economic growth in Arizona is our archaic and business-killing regulatory system. Regulations are written by the regulators in order to give them maximum room for exercising power. Regulations are therefore purposefully vague, allowing for broad interpretations which maximize regulators' power and correspondingly increase risk and costs to business investors being regulated. Unfortunately, the more vague regulations are, the more they are subject to "interpretation" by regulators, and the more difficult they are for businesses to satisfy. Businesses simply don't know what the rules are until the regulations are "interpreted" by the regulators. These kinds of vague regulations kill investment and jobs.
The way to solve this problem is to require regulators to write clear and unambiguous regulations which make the "rules" clear to all concerned. The way to do that is simple---just adopt a law in Arizona that says that all "interpretations" of regulations must be determined in favor of the business applicant. In other words, force regulators to write clear regulations, making it evident on the face of the regulations what it is they want to regulate and how. Clearly written regulations should not require "interpretations," and since the regulators are the people who write such regulations they should be the ones who carry the burden to write clearly. If they don't do so, and insist that their own regulations must be "interpreted" in the context of a business transaction, it should be them and not the business who carries the risk. The way to put the risk on them is to require that if any "interpretations" of their regulations are required, because they have written the regulations vaguely, then the rule WILL be interpreted in favor of the business applicant.
Businesses are willing to comply with regulations. They just want to know what the rules are. Regulators should be obligated to write the rules embodied in their regulations in a manner which is easily understandable, clear, and does not require "interpretations." Once Arizona's regulatory processes are made simple, clear, and fair to businesses trying to comply with them, more investment can and will occur. Jobs will be created, and Arizona's economy will begin to thrive again.