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Tuesday, June 12, 2007
Phyllis Schlafly :: Townhall.com Columnist
Advice for U.S. Secretary of Education Margaret Spellings
by Phyllis Schlafly
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Secretary of Education Margaret Spellings, please call your boss and urge him to read your May 9 speech to the National Summit on America's Silent Epidemic in Washington, D.C. Your eloquence in describing the silent epidemic was exceeded only by our shock at the facts you described.

"The dropout rate for African-American, Hispanic, and Native American students approaches 50 percent. ... Every year nearly a million kids fail to graduate high school .... The United States has the most severe income gap between high school graduates and dropouts in the world."

You exhorted us to deal with this problem because "stopping the exodus" is both a "moral imperative" and an "economic necessity." You lambasted our government's current "state of denial" and demanded "a state of acknowledgment."

Right on, Secretary Spellings. But your own boss must be one of those in a state of denial. At the same time you were delivering your call for action, President George W. Bush was demanding passage of the Senate immigration bill that would dump many more millions of high school dropouts in your lap.

According to the Pew Hispanic Center, 49 percent of illegal immigrants are high school dropouts, compared with 25 percent of legal immigrants, and only 9 percent of native-born U.S. citizens.

Spellings proclaimed in her speech, "The days when you could earn a good living off the sweat of your brow are disappearing. In industries ranging from manufacturing to microprocessing, a high school diploma is the bare minimum for success."

But that's not what corporate lobbyists are telling members of the U.S. Senate. Lobbyists say that employers need waiters and dishwashers to work in restaurants, lettuce and strawberry pickers for big agriculture, and grass-cutters and shrub-trimmers to tend our lawns.

High school dropouts are the kind of workers these employers want to hire. That's why employers are lobbying to legalize between 12 million and 20 million illegal immigrants already here and also to bring in hundreds of thousands more in a guest-worker program.

The CEOs of multinationals publicly announced their dissatisfaction with the Senate bill because it contains some feeble provisions to give some limited preference, eight years into the future, to foreigners with skills. They would prefer instead to give preference to the remote relatives of illegal immigrants, those high school dropouts whom the Senate bill would legalize.

Big business employers prefer to import foreigners who are eager for any kind of menial job. They come from countries where they have endured poverty so severe that it is incomprehensible to even the poorest of U.S. citizens.

Big business employers know that illegal immigrants and guest-workers are willing to work long hours for pay below the minimum wage. Employers know that U.S. taxpayers will supplement those low wages by the handout called the Earned Income Tax Credit and to pay the costs of medical care, public schooling, school lunches, housing subsidies, and dozens of other tax-paid benefits that flow to low-income workers.

The Heritage Foundation, a conservative public policy research institute based in Washington, D.C., estimates that U.S. taxpayers pay about $20,000 per year to every household headed by a high school dropout. That's even before retirement age enables the high school dropouts and their imported relatives to cash in on Social Security and Medicare.

Spellings said it well. It's not just illegal immigrants who need to be brought out of "the shadows"; it's the scandal of forcing taxpayers to pay an average of $10,000 per public school student even though many students are not taught how to read.

Spellings' solution is to pour more taxpayers' money into the schools. But that could only address the problem of children still in school; it does nothing for the dropouts who have given up on schooling and gone out to the streets where they often get into all sorts of mischief.

What our own high school dropouts need is a job so they can get started building a life. Instead of rewarding illegal immigrants with a "Z visa" to enable them to hold a job legally, Spellings should ask the Senate to authorize a "Z diploma" to encourage U.S. businesses to hire our own high school dropouts.

The primary result of the Senate immigration bill will be to provide corporations with more high school dropouts, and that's exactly what the United States does not need. Secretary Spellings, when you phone President Bush, maybe he will answer if you press 2 for Spanish.

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About The Author

Phyllis Schlafly is a national leader of the pro-family movement, a nationally syndicated columnist and author of Feminist Fantasies.
 
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Public School Bashing
I agree with the Schafly piece, which provides the linkage between high drop-out rates in schools with illegal immigration. However, much of the discussion above illustrates the problem that people hear (read) what agrees with their beliefs and then filters out the rest. Whenever a serious piece that involves education is published everyone with issues about public schools comes out into the light of day with their pet peeves.

I don't know how it is where you live, but in Texas the folllowing is true:

Education is a local issue. We have school administrators who manage and report to school boards who approve policy and are elected by the public. And the state has some oversight. If you don't like what you got, do something (locally) about it! Quit whining about the DOE. Feds are certainly a nuissance, but puleez, don't blame them for your failures as citizens and parents. But ceratinly get them out of the education business.

The NEA and other so-called teachers unions are irrelevant. They do nothing but spread money around Washington DC. They do not bargain for teachers. In fact, that is against the law (in Texas). Those that would blame the "Unions" for resistance to progressive compensation, please note that in Texas, there are no work rule/compensation bargaining units and yet compensation is time-based and master teachers are poorly compensated.

We get more than we pay for in teachers. Today a starting teacher in our district makes about $40,000 while a 10 year veteran makes $44,000. Then we wonder why we can't keep teachers. The new college graduate takes a teaching job till they can find gainfull employment elsewhere. Only the truly dedicated remain and they are paid little more than the newbies. But the football coach makes more than the average principals, and if successfull, has a good chance of becoming a superintendent!

Back to the point of the article: The high drop-out rates are found in independent school districts over-run with illegal migrants. They are typically are riddled with gangs, drugs, and children from broken families.

We do not have an education system problem. The education system is as good as it ever was. We do have a social problem. If you want to fix the problem you focus on providing jobs that pay a living (family raising) wage to citizens of this country. You build a fence and stop drugs, gang members, and illegals at the border, while you enforce the law at the workplace. And if you decide to have a guest worker program, you account for all the social services that are provided to "guests" and collect a guest worker user fee from their employers to aborb those costs.




Chain Migration brings only dropouts
Even in todays American Political cesspool it is rare when 70% of the information from our
Legislators are "lies". That must be a record!
Chain Migration (uniting families) will bring no workers; only those who will be most dependent on our social programs. None will have an education and none will work outside the home.
Each of the 20 million already here will bring
5 0r 6 older family members and Medicare will be
busted in 10 years. Yes, the illegals who are working, the 55% who are not being paid "under the table" will pay a pittance into SSI but all those dependent family members will have paid nothing, nor will they ever pay anything into medicare. Medicare will spend $200 thousand each
on them before they die. Wake up, generation X.
Stop worrying about whether SSI and Medicare will
be there for your kids. It won't even be there for you when this "Comprehensive Immigration Bill" immediately loads 80 million new bodies on
them. Talk about "Unfunded Mandates".

My God

All is not lost, some Americans actually still read the US Constitution.
And thankfully it just takes a grade school education to understand its plain text as its concurrent history is read also.


Takes law school to be so dumbed down to not be able to understand the Feds have NO Business (whatsoever) in public education anyway.

In fact for any person who wants a good example of complete incompetence for education, study the down fall of education in America since the clowns took it over.



Rebecca writes: Tuesday, June, 12, 2007 9:30 AM
U.S. Constitution, Art. 1, Section 8
Congress has NO powers except those expressly enumerated in Article 1, Section 8 of the U.S. Constitution. The Department of Education is an illegal, unconstitutional entity. The federal government has no power or constitutional right to be involved with education. Our federal government is presently operating outside the Constitution and, thus, outside the law - the very definition of tyranny. Allowing the federal government to influence or control education is especially insidious because, as Alan Keyes has often said, 'How can you except children educated in government controlled schools to learn to control their government, as is required in a free society?' Wake up America!

My theory
to the dropout rate is because parents have ceded responsibility in increments to schools in raising their kids. You cannot raise kids en masse. They end up angry and confused and see life as pointless.

My advice
is to dump the school system entirely. Let people either pay to go to school or home school. Get the government and the UNIONS out of it. If I could do life over my children would have been in private school. The only good thing to come out of it is liberal teachers fear us. As they should.

usage
[not literate in either Spanish nor English.]

either, or
neither, nor

Curriculum reform is badly needed
One of the biggest problems I see is the overloading of subject matter in the very early grades. There is an old adage about curricula: more can go in, but nothing ever comes out.

Elementary school developers and teachers have forgotten their mandate (to teach Johnny to read). Instead they have become college-professor wannabes, and load in too many subjects. They compete with other teachers for how much they can pile on.
They did a better job a century and more ago, and kids didn't even attend school all day, or for more than a few years in many cases. Abraham Lincoln is an example. Many of my forebears never graduated from high school, yet they were highly literate people. They knew how to read, right, and do math.
In the first 3 or 4 grades, ALL time should be devoted to reading, writing, arithmetic. Any spare time should be for music or play. When you yank them from their cursory 15 minutes of reading to do science and "projects", you create ADD in the kids, stress in the parents (because of all the "projects" and homework), and you suck the love of learning right out of them at an early age. No wonder they drop out.

Eben writes:
'We need to shake the system to its roots.'

I agree. The system is broken. The current education system guarantees failure if you can't get through the standard school flow. Education needs to be a much broader concept. And college is not suitable for many people.

Obviously everyone needs some basic skills - a work and learning ethic, the ability to communicate (how can you get anywhere if you don't even know your own language, let alone the primary language of the country), the desire to take ownership of your own life and progression in life, a desire to succeed.


It blows my mind
It blows my mind hearing that fifty percent of some groups of kids are dropping out. Not just because dropping out in the economy of today is guaranteed economic failure in life (except for a lucky few exceptions) but because it is such a massive failure of the education system and no one is being held accountable.

And Congress and George Bush want to admit more uneducated people? It belies belief.

This is a recipe for social disaster.

And its not even an issue of money, from what I have read. A report prepared for Shwarzenegger here in California specifically states that increased spending won't help the education of school kids. Its more about accountability.

We are facing a meltdown in this country. Combine the lack of education and the growing financial pressures on the lower and middle classes and we are talking blood in the streets.

More and more the elite in Washington D.C. look just like the French elite before the French Revolution. And we know what happened to them.

Bravo
Thank-you from this English teacher in Northern Las Vegas. I have students who openly state they are illegal, and, if lucky, have a fifth grade education by the time they are 17. How on earth can I bring them up to eleventh grade level in a year when they are not literate in either Spanish nor English.

Further
The issue isn't should people go to "college". I have a degree. I have two sons - one who ripped college, one who didn't. Both are productive people. I'm a businessman. I've hired those with degrees, and those without. The issue should be to go back to the values imbued in productive work. I also grew up on a farm - a great leveler for all people because farmers respect those who work - and then move onto other things. The ideal of High School is fine - it just doesn't connect to the majority of students. Ironically, it never has. The debate never changes. In the 60's, we were supposed to be engineers to beat the Russians - but they didn't turn out anymore engineers after, than before we decided that was a worthy goal. We give students only one choice from the ages of 14 - 18. Go to high school, or be viewed a failure. My points are simple. We need to shake the system to its roots. It's simply a poor system. We should have choice. We should let young people work if they prefer to, or learn a wide variety of skills that we refuse to teach because its not "classical". We want a bunch of round pegs to fit in an elitist early 20th century conception of round holes. But the pegs aren't round - they're individuals. They never were round.

If it were a business - we'd have shut it down years ago. The article is an article of failure - a systemic failure. But I've read similar one's for my entire adult life. The elitists think that more money, a "new math", an "old math", anything must be tried to justify the system they hold so firmly to. And then, of course, they become defensive when asked to produce results with this system. They couldn't do it 30 years ago. They aren't doing it now. It never changes.

After school, then what?
Just wait til all those grajooites get guaranteed student loans thinking they will have a guaranteed job! A.A. will not be any help. It will only get them into a deep hole when they try to pay back their student loans.

http://www.studentloanjustice.org


BTW, my disability payments are being garnished 15% and there is not a single thing I can do about it or a single lawyer can or will do. Boo hoo.

You don't know what you may need
I have a learning disability that stalled my math aptitude at Grade 3 -- I cannot to this day do multiplication tables or any kind of math in my head. When calculators were invented I took chemistry and algebra in night school and did well in both, to prove that I could. Algebra is much more useful than you might think it would be. For example, I used it to figure out if I could get by with a 2 lb. sack of flour to make my Christmas fruitcakes or if I had to buy a 5 lb. bag. When you live in Georgia where you can't use stuff up before the bugs get it, this was a moneysaver! Just this morning I had to answer a "skill testing" question to enter a sweepstakes that was a quadratic equation. Yes I needed my calculator to do it -- but I could do it! You never know what you will need.

The best pre-chemistry book I have ever had is Penn & Teller's book "Play With Your Food." My kids and my grandson absolutely love it.

As for the schools, if you brought back Basics and asked yourself "What will Henry need to know in order to live in today's world if he didn't have electronics?" you'd end up with a curriculum including reading, rhetoric (and memorization of great literature and poetry), music, arithmetic and algebra, history, orthography and grammar, plus at least one other romance language. Get him grounded in those things and he's educated.

And give him that Penn & Teller book.

Eben
I don't agree with everything you said, but you did make some valid points. I totally agree that too many kids are pushed into going to college when they really have no business being there. Many of these students receive financial aid from the government, and then drop out after the first year. What a waste of taxpayers' money!

Is it so hard to admit that some students are not cut out for college? Is it really so shameful if a student chooses to be a plumber, a mechanic, or an electrician? Such people certainly are needed in society, and most of them make more money than I do (I have a master's degree).

Instead of pushing all kids to go to college, why not encourage them to pursue careers in line with their own individual talents and interests?

Several Points
Carter may have started the DOE, but in the 90's we talked about shutting in down. The projected budget next year is $50 b - most related to Bush's No Child Left Behind and a Republican Congress and Senate. Indeed, this caused a better than 10X increase in spending.

As far as education - the hard facts always get confused with those having an ax to grind. 1 our of 5 students starting high school do not finish. Of the 4 out of 5 who do, barely 1 of 5 get some college - or finish. So, 1 of 5 don't finish, and 3 of 5 don't go to college.

Two things:

1. Stop pretending that all people are created equal. I can't run the 100 yd dash in 10 seconds, and some students are and will always be brighter and learn more easily than others.

2. Stop pretending that the purpose of high school is college because that fails 4 out of five students.

3. Stop being so in love with education that we pretend that high school for the 4 out of 5 has any relevance to what they do. Like it or not, 4 out of 5 students will never - and I mean never - have any need for Algebra II, Chemistry, Biology, and the rest.

4. Give students the option at 16 of going to a vocational school, going to work, or going to a college prep school.

Bottom line - stop boring students, stop wasting their time, stop baby sitting them, and stop pretending that High School can be salvaged.

It can't. It fails on every level. It was tacked onto the 3 "R"'s when we began leaving the farm and decided that students under 16 shouldn't work. So, we then developed a utopian vision of providing an advanced classical education - utterly diconnected from the work world - to everyone - whether they wanted it or not.

And to be blunt, the majority don't want it.

So, we stuff it down their throats and then complain about the results.


Rebecca
You can thank President Carter for the Dept of Education -it was his payback for thier support. In 1977, the DOEs budget was under $500 million; today, well today it is around $40 billion and growing.

When you account for all monies spent on education including Pell Grants and Student Loans, the taxpayers pony up over $600 billion a year for "education".

0h, the new NEW math mess....
> John Konop writes: ....with vaguely-titled
> Math 1, Math 2, and Math 3.

Yes, I have seen this. Dislike it greatly.
The concept is that instead of teaching stuff, you can actually have third graders exposed to Calculus. Before they can add and subtract well.

Bu we can make them feel good about themselves.

> There are currently four math tracks
> available to high school students. They
> vary in difficulty to accommodate

But we must have homogenious grouping. So I can teach a class with a kid who had already been accepted to Harvard at 16 (but so loved running cross country track that he decided to finish the last two years of high school) literally sitting next to a mainstreamed special needs kid with an IQ of maybe 80.

What the A/B-C/D track system let you do was to have A & C for the kids who wanted to learn - A for the faster and C for the slower; and to have B & D for those who didn't.

> make Georgia students eligible for college
> math courses in their junior year, which
> helps them get placed in the top colleges.

It also permits them to get AP credit for them, and that lets them waive introductory courses in college. They thus (a) don't have to pay for the courses, maybe even graduating in 3 years or (b) can take optional courses that they would like to take but otherwise wouldn't have time for.

> unrealistic plan to graduate 85% of our
> high school students with the equivalent
> of Algebra II will destroy the morale of
> math teachers.

No it won't. If 85% have to be given a certain piece of paper, 85% will get it. For a REAL eye opener, have a candid conversation with anyone familiar with the course offerings at any university (not community college) and the number of seats in REMEDIAL math and english classes.

U.S. Constitution, Art. 1, Section 8
Congress has NO powers except those expressly enumerated in Article 1, Section 8 of the U.S. Constitution. The Department of Education is an illegal, unconstitutional entity. The federal government has no power or constitutional right to be involved with education. Our federal government is presently operating outside the Constitution and, thus, outside the law - the very definition of tyranny. Allowing the federal government to influence or control education is especially insidious because, as Alan Keyes has often said, 'How can you except children educated in government controlled schools to learn to control their government, as is required in a free society?' Wake up America!

And what about the big evil..
indoctrination of the one's who do stay in the public school system? With all the diversity garbage being taught our children; eg. " the gay way is a right way"; re-writing of history,et al. How more left behind can you get???

We need to scrap the present Department of Education and completely start over! President Bush ought to enlist the likes of Star Parker to oversee, or head up, a whole new Dept. of Education! One of the first tasks would be to rid the country's educational system of the demoncratically run NEA!!!!


BIG GOVERNMENT EDUCATION!
READ WHAT BIG GOVERNMENT IS DOING TO PAY OF LOBBYIST WHILE OUR KIDS GET LEFT BEHIND!

Sonny Perdue Must Stop Kathy Cox

Georgia’s State Superintendent of Schools, Kathy Cox, has imposed a dramatically different high school math curriculum without properly reviewing it with teachers and parents. She is replacing the traditional structure (Algebra I & II, Geometry, Trigonometry, and Calculus) with vaguely-titled Math 1, Math 2, and Math 3.

There are currently four math tracks available to high school students. They vary in difficulty to accommodate a broad range of math abilities. Under Cox’s proposed change, freshmen, sophomores, and juniors will now only have two tracks (Math 1 and Advanced Math 1, Math 2 and Advanced Math 2…). Cox’s new mandate may be well intended-but the devil’s in the details.

Lobbyist-Driven Education Policies

Politicians like Kathy Cox have been promoting programs like this to help fund their political campaigns instead of being straight with parents. David Chastain, Director of Georgia Libertarian Party, claims Kathy is bought and sold by the educational lobbyists who represent the companies that provide the consulting, textbooks, and testing materials needed to implement the new program.

Kids would be better served if we had far fewer heavy-handed state and federal mandates (which they aren’t responsible for implementing or funding), and instead gave more money directly to the local school district and let local voters hold them accountable. In fact, if we eliminated these kinds of pork-filled bureaucratic misadventures we could raise the proportion of education funding that goes to classrooms (versus administration) to 65%. Please click here for more information.

Problem #1: Cox punishes gifted and advanced kids

As part of her new math program, Cox wants to stop giving gifted and advanced middle school math students the chance to earn high school credit in math (algebra). Currently, these advanced junior high courses (that Cox wants to eliminate) make Georgia students eligible for college math courses in their junior year, which helps them get placed in the top colleges.

The Atlanta Journal Constitution reports that Cherokee County School Superintendent, Dr. Petruzielo, said this aspect of Cox’s new math program doesn’t make sense. “One of the things Cherokee County is proud of is the number of kids in middle school who take algebra. Next fall we will have ninth-graders in high school taking algebra for credit. Why not have seventh- and eighth-graders take algebra? And if they can pass the end of course test, why in the world would they not get credit?” In fact, 95% of Cherokee County’s junior high Algebra 1 students pass the Cox’s own, state-required, EOCT test.

Problem #2: Students will suffer under unrealistic goals

Cox spokesperson and Georgia’s math program manager Claire Pierce told me that a goal of the new math program is to have 85% of Georgia’s students graduate having completed the equivalent of Algebra II. I believe this goal makes the same mistake as President Bush’s unpopular No Child Left Behind (NCLB) program: not all high school students should prepare for college. As reported by the AJC, it is wildly unrealistic to expect that they should, and it damages the self-esteem of kids that would be better served by a vocational program.

It’s more likely that 85% is the proportion of students she wants to buy new textbooks for, as a favor to her education-industry campaign donors.

Problem #3: Unrealistic goals for the teachers

I support high (yet realistic) expectations. But Kathy Cox’s unrealistic plan to graduate 85% of our high school students with the equivalent of Algebra II will destroy the morale of math teachers. Georgia’s high school classrooms face an explosion of immigrants with very poor English skills, pregnant teens, drug users, and kids with parents who don’t support academics.

Finally, Cox needs to double check her math-if currently 44% of Georgia’s high school students drop out and only 29% (nationally) graduate with math proficiency (which doesn’t include Algebra II), how can she possibly meet her 85% goal? The only way is to hide watered-down standards behind the vaguely titled Math 1, 2, and 3.

Problem #4: A rushed and careless policy

Cherokee County’s Mark Smith says Cox’s new math program hasn’t been reviewed with any colleges except those within Georgia’s state system. Meaning no one knows if or how colleges from other states will accept it. “This is a sea change in the way registrars look at stuff,” Petruzielo said. “I’m not comfortable [with the new courses]. We wouldn’t want our kids to be at a disadvantage.”

The state has also failed address how to handle students transferring into Georgia public high schools. Since the new curriculum is mandatory, advanced students transferring into our systems could be forced to sit through math classes they have already mastered. The same holds true for middle school students who have taken advanced math courses.

What can we do?

David Chastain, who ran against Kathy Cox for State School superintendent, said this will be priority one for the Libertarian Party to fight. Chastain wants to hold Sonny to his word about less government and local control. Click here to help David with his fight to protect our children from bureaucrats with alternative motives.

Please contact Sonny Perdue at 404-656-1776 or click here and tell SONNY to STOP KATHY COX. Please forward this email to other concerned parents.

READ MORE

http://controlcongress.com/uncategorized/sonny-perdue-must-stop-kathy-cox

http://www.controlcongress.com

NO CHILD A BIG LIE
INVESTIGATION OF ‘NO CHILD’ READING PROGRAM

This is just one more example of the corruption behind No CHILD LEFT BEHIND that has elected officials like Kathy Cox reporting to lobbyist instead of the best interest of our children! Do you think we should re-authorize No Child Left Behind? How big of an issue will this be in 08?

FOXNEWS-WASHINGTON — A federal investigator looking into allegations of conflict of interest and mismanagement in a $1 billion-a-year Education Department reading program said Friday he has made criminal referrals to the Justice Department.

John Higgins, the Education Department’s inspector general, refused to specify for reporters what he has asked government prosecutors to look at, but investigators have been highly critical of the department’s management of the Reading First program.

Criminal referrals are made by investigators when they encounter evidence of possible federal crimes, which only the Justice Department has authority to prosecute.

Reading First, created by President Bush’s signature No Child Left Behind law, offers intensive reading help for low-income children in the early grades. But investigators say that federal officials intervened to influence state and local decisions about what programs to use, a potential violation of the law. Some of the people who were influencing those decisions had a financial interest in the programs that were being pushed, officials said.

READ MORE

http://controlcongress.com/uncategorized/investigation-of-no-child-reading-program

NO CHILD A BIG LIE


Congress should not re-authorize No Child Left Behind?

State tests put image ahead of performance

USATODAY-WASHINGTON — Almost every fourth-grader in Mississippi knows how to read. In Massachusetts, only half do.

So what’s Mississippi doing that Massachusetts, the state with the most college graduates, isn’t? Setting expectations too low, critics say.

The 2002 federal No Child Left Behind law was designed to raise education standards across the country by punishing schools that fail to make all kids proficient in math and reading.

But the law allows each state to chart its own course in meeting those objectives.

The result, according to a Gannett News Service analysis of test scores, is that many states have taken the safe route, keeping standards low and fooling parents into believing their kids are prepared for college and work.

READ MORE

Connundrum
If we insist on more rigor in academic courses in high school, the dropout rate will go up. No Child Left Behind insists that all students will be able to pass the standardized tests. This is a ridiculous notion, as some people are not able to pass unless standards are lowered. The reasoning that you can give people a college education and that makes them smart is a new slant on the Wizard of Oz and the Scarecrow, "If I only had a brain."


Too late Phyllis.
The corporations NEED all those workers.
America NEEDS immigrants

And we are all just racists who DARE to say such unkind things about those POOR people who are doing SO MUCH GOOD for America.

And Pirate: I had hope too when I found out MRS BUSH was a librarian! Does that mean MR BUSH knows how to read the writing on the wall?

Oh, the vast wasteland of Education....
I had hope.

I had hope, back in 00, that Lynn Cheney would be heard. She is only married to the Vice President and all...

I had hope when I heard about the new head of the Education Department's OCR and his "dear colleague" letter.

I have hope when I hear Margaret Spellings.

I can hope, can't I?

And if anyone wants to see a very detailed study along the lines of this, outside the aspect of immigration, see Thernstrom, _America in Black and White_.
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