WHILE many are not into physics (let’s face it, it is not a discipline for light-weights), per se, likely, they have heard of Newton’s third law: For every action, there is an equal and opposite reaction. It is one of the three laws of motion. Simply put, for every interaction, there is a pair of forces acting on said two interacting objects. And the size of the forces on the first object equals that of the force of the second.

NOW that this scientific principle is (somewhat) clear, its basis is often attributed to situations which are not prone to scientific calculi; in particular, domestic politics and geo-politics, its hair-raising cousin. 

IN this respect, HUSSEIN Obama’s anti-American mischief  – accrued under his two-term wrecking ball(s) – was never meant to reach its peak throughout his tenure, rather, to “transform” the nation for decades to come. In other words, bomblet after bomblet was designed to cause as much chaos as possible – each one meant to override Constitutional protections, until none remained sustainable.

ALAS, what does the above have to do with the slaughter at Marjory Stoneman Douglas High School in Parkland, Florida, especially, via an intersection with HUSSEIN Obama and the American Federation of Teachers, A/K/A the AFT? Everything.

FIRST things first.

IN the main, for decades, the Department of Education has been rife with left-wing activism, to the degree in which they have become a political arm of Demster power players – never mind which party is in power! In fact, from the most prominent institutions (with Teachers College at Columbia U in the forefront, to Salisbury U in Maryland) to the lesser known, the drill is the same.

This qualitative study focused on educators who participated in grassroots social justice groups to explore the role teacher activism can play in the struggle for educational justice. Findings show teacher activists made three overarching commitments: to reconcile their vision for justice with the realities of injustice around them; to work within their classrooms to create liberatory space; and to work collectively against oppression as activists. To enact these commitments, they engaged in particular practices common across the teachers despite their years in the classroom or their geographic location. A framework of teacher activism is revealed through the commitments and practices of the teacher activists, which can help support other teachers who are interested in working toward equity and justice in their classrooms and in the streets.    

IN tandem, their unionized arm, the AFT, leans so far to the left that Common Core is considered a necessary “teaching tool”; an “agent of change” to level out educational curricula across the nation. As if. But some of us know better.

WHICH brings the tie-in to HUSSEIN Obama’s two-term imprint on the (mis)educational process straight back to the slaughter in Broward County! 

TO wit, even though the underpinnings for “transformation” preceded him (in reality, his close friend, domestic terrorist Billy boy Ayers, set the pedagogical stage, some of which can be gleaned within this investigative journalist’s book review at American Thinker, “Bringing Down America“), the fact remains that he sealed its basis through various maneuvers.

ENTER, HUSSEIN’s 2014 mandated “Dear Colleague” Letter; a dual-pronged shot from the U.S. Department of Education and the U.S. Department of Justice ala the Civil Rights Division!

Dear Colleague:
The U.S. Department of Education and the U.S. Department of Justice (Departments) are issuing this guidance to assist public elementary and secondary schools in meeting their obligations under Federal law to administer student discipline without discriminating on the basis of race, color, or national origin. The Departments recognize the commitment and effort of educators across the United States to provide their students with an excellent education. The Departments believe that guidance on how to identify, avoid, and remedy discriminatory discipline will assist schools in providing all students with equal educational opportunities.

The Departments strongly support schools in their efforts to create and maintain safe and orderly educational environments. Many schools have adopted comprehensive, appropriate, and effective programs demonstrated to: (1) reduce disruption and misconduct; (2) support and reinforce positive behavior and character development; and (3) help students succeed. Successful programs may incorporate a wide range
of strategies to reduce misbehavior and maintain a safe learning environment, including conflict resolution, restorative practices, counseling, and structured systems of positive interventions.

The Departments recognize that schools may use disciplinary measures as part of a program to promote safe and orderly educational environments.

Regardless of the program adopted, Federal law prohibits public school districts from
discriminating in the administration of student discipline based on certain personal
characteristics. (DOJ) is responsible for enforcing Title IV of the Civil Rights Act of 1964 (Title IV), 42 U.S.C. §§ 2000c et seq., which prohibits discrimination in public elementary and secondary schools based on race, color, or national origin, among other bases. (OCR) and the DOJ have responsibility for enforcing Title VI of the Civil Rights Act of 1964 (Title VI), 42 U.S.C. §§ 2000d et seq., and its implementing regulations, 34 C.F.R. Part 100, which prohibits discrimination based on race, color, or national origin by recipients of Federal financial assistance. Specifically, OCR enforces Title VI with respect to schools and other recipients of Federal financial assistance from the Department of Education.

The Departments initiate investigations of student discipline policies and practices at particular schools based on complaints the Departments receive from students, parents, community members, and others about possible racial discrimination in student discipline. The Departments also may initiate investigations based on public reports of racial disparities in student discipline combined with other information, or as part of their regular compliance monitoring activities.

This guidance will help public elementary and secondary schools administer student discipline in a manner that does not discriminate on the basis of race. Federal law also prohibits discriminatory discipline based on other factors, including disability, religion, and sex.

Those prohibitions are not specifically addressed in this guidance because they implicate separate statutes and sometimes different legal analyses (although this guidance applies to race discrimination against all students, including students of both sexes and students with disabilities). Schools are reminded, however, that they must ensure that their discipline policies and practices comply with all applicable constitutional requirements and Federal laws, including civil rights statutes and regulations.

OVERVIEW OF RACIAL DISPARITIES IN THE ADMINISTRATION OF
SCHOOL DISCIPLINE
….continue reading the full-on edict!!

NOW, the knock-on effects from this Letter have been very grave, as demonstrated below. But, overall, an absolute fear of disciplining “students of color” (who are indeed dangerous, as well as any student who meets the nebulous criteria of “personal characteristics”) is a direct outcome. No doubt. 

CONSEQUENTIALLY, in the case of Broward County, two inevitable forces – yes, Newton’s third law – collided, and herein can be found the crux. Onus. Most significantly, recall this portion of the Letter: “OCR enforces Title VI with respect to schools and other recipients of Federal financial assistance from the Department of Education.” Hmm.

The scandal that the media is ignoring, but is probably the most important part of this story, involves the Broward County School District and local police agencies colluding to lay the foundation of the Douglas High School tragedy.

The story all began about 6 years ago in Miami-Dade County (the county just South of Broward), where the school district was struggling to succeed. All of the data painted a picture of a failing school district. The district noticed that large portions of their school populations were being arrested at a higher proportion than the rest of their community, and they realized that if they could cut down on the criminality of their students, they could quickly improve the data coming out of their schools

With this in mind, the district entered into a relationship with their local police force and concluded a deal that would ensure the police would stop arresting so many of their students.

Within a year or two, surrounding communities began to notice the change in Miami-Dade’s fortunes (which included a new influx of money), and Broward County decided that it was time they entered into a similar deal with their local police force.

The Broward County School Board and District Superintendent entered into a political agreement with Broward County Law enforcement officials to stop arresting students for crimes.

The motive was simple. The school system administrators wanted to “improve their statistics” and gain state and federal grant money for improvements therein.

It’s important to remember that this was not an arbitrary change; this was a well-planned fundamental shift in the entire dynamic of how teenagers would be treated when they engaged in criminal conduct.

Continue reading the 1 + 1 and A + B devastating calculus; that which led to the non-arrest of Nikolas Cruz, even after menacing fellow students (for years) at Stoneman Douglas High!

EGREGIOUSLY, despite the carnage, a preponderance of AFT’s leadership are sticking to the (left-wing) (mis)educational program, as they attempt to distance themselves from the fall-out. But not everyone is allowing them to get away with it!

The school discipline policy that may have allowed Nikolas Cruz to escape arrest by Broward County law enforcement and ultimately purchase the firearm he used to kill 17 people is in effect in over 50 school districts across the country.

“He probably wouldn’t have been able to buy the murder weapon if the school had referred him to law enforcement,” veteran FBI agent Michael Biasello told RealClearInvestigations (RCI).

In 2014, the Obama administration issued a “Dear Colleague” guidance that threatened school districts – whose disciplinary measures showed a disproportionately greater number of minority students affected – could be subject to investigation by the Departments of Justice and Education, regardless of whether the behaviors leading to the discipline were unacceptable.

Deborah York, now a retired teacher in Edina, Minnesota, tells Breitbart News she sees “a lot of fear in schools, not only physical fear of being assaulted or violently abused, but ‘system fear’ that’s coming from the top down about gag orders and data privacy, where you can’t talk among your fellow teachers, even to share information.”

“If you do, you get into these lengthy investigations where they try to destroy you and – in a way – they’re trying to get rid of you,” she states.

York formed a coalition that worked with the Minnesota state legislature in 2016 to pass a bill that grants teachers a reinforced right to remove aggressive students and to be informed when students with violence in their histories are placed in their classrooms.

Her group produced the video above titled, Silenced Classroom.

In December, York and her group met with U.S. Education Secretary Betsy DeVos, other Trump administration education officials, and the Human Rights Commission to address the rise in school violence – particularly since the Obama Dear Colleague letter – and to ask them to consider a campaign to make the recent Minnesota teacher protection law a national law.

The American Federation of Teachers (AFT) has been supportive of the Obama school discipline policy. In fact, AFT is asking its members to register for a webinar about how to “protect the Obama-era school discipline guidance” that allows disruptive and even aggressive students to avoid disciplinary procedures “to help schools prevent and address discipline practices that discriminate against students of color.”

Dignity in Schools describes its mission as challenging “the systemic problem of pushout in our nation’s schools” and working “to dismantle the school-to-prison pipeline.”

“[T]he Dignity in Schools Campaign builds power amongst parents, youth, organizers, advocates and educators to transform their own communities, support alternatives to a culture of zero-tolerance, punishment, criminalization and the dismantling of public schools, and fight racism and all forms of oppression,” the groups states.

CONTINUE reading their blasted statements here, that is, if your head hasn’t already exploded!

CONCLUSIVELY, as always, it will be left to America’s patriots to hold their feet to the fire, even to the point of marching (at the very least, in the tens of thousands) onto the Dept. of Education and the AFT, with the stated intent: Unless (and until) the children are protected from left-wing social activism – that which endangers all, “children of color” too – said entities will be met with the fiercest push-back, the likes of which have never been seen!

SO, which patriotic group is going to lead the charge?? Oh, feel free to give a shout out – if assistance is needed to spread the message online. Of course, the aforementioned media amplification will be pro bono. 

(YES, a picture is worth a thousand words…..hence, akin to their comrades, Saint Paul Federation of Teachers raised their – communist-inclined – fists!)

{re-blogged at ConservativeFiringLine}

{re-blogged at TheHomelandSecurityNetwork} click on “Archives” to read, dated March 6, 2018

{re-blogged at RightWingConservativeNewsBlog.com}

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