WHO BENEFITS FROM THE TIME THAT STUDENTS START SCHOOL?

Why do students sleep in class?

High school starts before daylight.   Most teenagers simply do not get enough sleep.   This deprivation of adequate sleep affects the student's ability to learn, listen and concentrate.  It also affects their mood and health.   

If school would start at a later time most students would have a much better academic performance.   Some districts have shifted to a later start time. Those that started later did support the medical evidence that well-rested individuals perform much better.  

Statistically academic performance and attendance improved.  The tardiness rates declined in schools that started at 8:35 a.m. or later.  The number of car crashes involving teen drivers went down when the schools started at 8:55 a.m. or later.  I would suggest that high school should start at 9:00 a.m. Teenagers need a minimum of eight hours of sleep per night.

The teacher's union and school administrators have known for years that a later start time for high school students is much better for their attention and for their health.   They refuse to change the schedule because it is not convenient for them.  Teachers prefer the early exit time.

We should regard the health of the students as a mandatory first priority.  We monitor the food they eat and drink as an issue to be addressed.   Mrs. Obama has drawn up mandatory menu selections for all meals served.   She demanded that healthy drinks and snacks were put in the vending machines. Yes, nutrition is important, as is recess and gym class.  Exercise is part of health. (Many school districts have abandoned recess.  How sad!) 

Puberty creates a later shift in the teen's sleep cycle and we cannot expect adult sleep schedules from teenagers.  Doctors attest to the fact the adolescent brain is still growing through age 25, and chronic sleep deprivation does significant harm.  Our children have plenty of time in their lifespan to rise before dawn and clock in 40+ hours of work.   Let them do that once puberty is done.  If teens are allowed to grow up healthy they'll be more productive adults with less substance abuse, diabetes, and heart disease. This is a win/win for our children and our economy.

There is overwhelming research that exposes the public health issue for sleep deprived teens.  A public health issue requires action and leadership.   Too bad that in the case of the student's health versus the dictates of the union and administration you can guess who wins.    

This change can and should be implemented.   This should not be negotiable. After all every time a levy is put on the ballot the administration sends out a multitude of cards, flyers, signs and phone calls touting the message that "it is for the children."    I say prove it.  Parents should demand the change.

EARLY CHILDHOOD DEVELOPMENT CENTER - COST VS BENEFITS

Does this small child need a classroom or his parents?

Head Start is an $8 billion per year federal preschool program.  It was designed to improve kindergarten readiness of low income children.  It was implemented in 1965 and taxpayers have spent more than $180 billion on the program.  

The HHS tracked 5,000 children.   Half of these children attended the Head Start program and half did not.  This study followed their progression from ages three or four through the end of third grade.  

The first-grade evaluation found that any benefits of the Head Start program were gone by the time they reached first-grade.  The  study revealed that Head Start failed to improve the literacy, math and language skills of the the four year-olds and had a negative impact on the math of three year olds.

The third-grade evaluation was even worse.  How could it be better if any benefits had dissipated by the end of the first-grade?  The third-grade follow-up study found that Head Start had no statistically measurable effects on cognitive ability including numerous measures of reading, language and math ability.

Additionally the evaluation examined the effects of Head Start on social-emotional development.   The results were that children in the 4-year-old age group reported worse peer relations in third grade than their non-Head Start classmates.   Teachers reported "strong evidence of an unfavorable impact on incidence of emotional symptoms."  

Head Start also failed to improve the parenting outcomes and child-health outcome of participants.  In other words, the program is an abysmal failure.

The bottom line:  Washington's 48-year experiment with federal preschool has failed to deliver long-lasting positive developments for its participants.  

Head Start fails children and costs taxpayers exorbitant amounts of money every year.  And it is just one of 69 federal preschool programs.  Small children do much better within the family unit. The government cannot provide the love and affection needed for healthy psychological growth.

With all of the studies that have been written the government just doesn't give up.   Their idea is to throw more money at a proven failed program.

Now comes the community school districts.   Every school district is on line to build new Early Childhood Development Centers.   These centers will take the child from the home into an institutional setting.   The property owners will have to pay more taxes to support these centers and to build them.   Even though these centers have been proven failures (they are Head Start with another name) school administrators have decided to keep on building them without informing the public and by passing bond issues without mentioning their plans.   

In Lebanon we receive an oversized-expensive post card quite often.   This is a public relations piece to keep the schools in our minds.   We are to believe that the district's superintendent and board really care about what we think.   They have a word that they use quite often and a word that taxpayers should be worried about hearing.    That word is "consensus."    The "consensus" that they arrived at was an agreement among themselves.   The public was not invited to the meeting where the decisions were made.   I urge everyone to start calling the Lebanon School Board office and ask questions.   Ask the superintendent to answer your questions as to exactly what will be built, where it will be built, if there are new administration offices in the plans and where will the Early Childhood Development Center be located.   

Common Core is designed to change the attitudes, values and beliefs of our children.   Change them from the values they learn at home and in church to the values of "the state."   Common Core values of values clarification and Secular Humanism.

We cannot trust the bureaucrats no matter where they lurk.

  

HERE THEY COME AGAIN - ANOTHER LEVY ON THE AUGUST BALLOT

 The Lebanon School board has decided to put another levy on the ballot in a costly special election.   This levy will be for 5.38 mills.   That will be approximately $412.00 annually for a $250,000.00 house.  This levy will generate approximately $4.2 million per year in operating funds.  $412.00 is huge in our family.  

Add that amount to the other levies that have been added to our tax bills in the past ten years.

Last August Lebanon put a levy on the ballot.  That passed with flying colors.   In November of last year they put two new levies on the ballot.   One is a 37 year bond issue with an additional millage listed as a “maintenance” levy.  The maintenance levy is supposed to generate an estimated $1,180,670 annually.   

In November of 2005 the district was, again in crisis mode and managed to closely pass 6.5 mills.   The count was 51.73% for the levy and 48.27% against.   This levy was a replay of a 5.9 mill levy that had been resoundingly defeated in May 60.28% against the levy and 39.72% for the levy.  Note that their needs went from 5.9 mills in May to 6.5 mills in November.

In November of 2011 Lebanon voters “avoided $3 million of additional budget cuts” by approving a five-year 3.78 mills operating levy by just 129 votes or 50.5% for and 49.5 percent against.

Most of us remember when this district had to go under state control because of the unconscionable poor management of district funds.  The waste and total lack of fiscal responsibility is still evident.   The more money they get the more they spend.  

They now have hired a person to manage the demolition of district buildings and construction of the new buildings.  What does Mark North do?   What does the architect do?   What does the construction companies do? 

The public has not been informed via public meetings or per the constant postcard that is sent to everyone in the district.  What are the plans?  What will be demolished?   Where will the board office be located?   Where will the school clinic be located?   How many children will you be adding to the district per the Early Childhood Development Center?   They managed to pass a levy with zero information as to your plans for the Lebanon children.

Your card gives mundane information that does not apply to over 67% of the homes in the district.   We do not need to know when kindergarten registration commences or how students may earn “extra credit.”  

The district does have access to every student’s email and their parent’s email.   They also have their phone numbers and addresses.

I would think that an email to one and all with this “post card” information would save money and time.    Alas, this district is not in the business of doing either.    Yes, and they could save even more money by doing their jobs and cutting the position of Public Relations.  The post card is part of their vague public relations.

I have listed just a few of the levies that have been passed and spent by the people who are in the business of running this district.  These people are insatiable.   They will never have enough money.    They spend it as fast as they grab it from us.   They take people to court that can’t afford to pay their taxes.   Those people are put out on the street.   They don’t care.  They will line their pockets and strip ours.  

They may claim that they operate in a fiscally responsible manner, but the facts tell a different story.

These people are ingrates.   They are union thugs who don’t care if they put granny on the street.   The union, the OSBA, the ODE, the Buckeye Association of School Administrators, the Ohio Council for Elementary School Science, the OEA, NEA and other school related groups teach all of the locals how to manipulate the public and get more money from every property owner.   

They are experts and have years of experience in this “extortion racket.”    I feel free to call it that because they always promote each and every levy as “for the children.”    It is never ever for the children. 

Yes, the district does also receive federal grants, state money and other income.   When they accept certain federal funds they are obligated to implement Common Core.   The more of your tax dollars that you send to the local schools the easier it is for them to buy the entire Common Core curriculum and the computers necessary to indoctrinate your children. 

If you will notice every district is in the business of building new schools.  These schools are being planned and built for Agenda 21 – Sustainable Development.   This will be followed by The New World Order. 

 

Please wake up and see what your schools are really doing to your children.  Please monitor what they are being taught and what they are not taught about our country and how we are the last glimmer of light and of hope and liberty left in the world.    People die trying to immigrate to this great nation.   Our children are only taught negative stories about the United States. 

Yes, we are talking about a levy, but with our money the government school systems are destroying our country child by child.  Please do work to defeat this levy and every levy until the school leaders do their job . . . . . . educate our children how to think critically.   How to extrapolate facts from fiction would be beneficial to every person.    

YES, THERE IS CHILD ABUSE IN THE CLASSROOM

YES, THERE IS CHILD ABUSE IN THE CLASSROOM

Psychological and physical abuse is alive and well in our government schools.  Most school districts will sweep reported abuse under the carpet.  Heaven forbid that the taxpayers and parents should find out about any potential scandals in their schools.   After all, it is far more important to protect that tenured teacher and the union than to protect a child. 

If a parent does complain or ask questions, they are made to feel totally inadequate as a parent.  They are told over and over “to allow the system to work and allow the professionals do their job.” 

Psychological abuse comes in many forms and is easy to hide.  The children are usually not even aware that they are being deliberately targeted for a purpose.   Most parents are afraid to ask questions for fear that their child will become a target. 

In 2012 a friend of mine asked me for advice regarding a matter involving a serious child abuse situation in her district.   She had been contacted by an aide who had been an eye witness to the abuse.    In 2011 that teacher’s aide had contacted the proper administrators in the district, but nothing was done. 

My advice to my friend was for her to request documents that would give her some insight into the strategy being used by the administration and the school board.   With certain information she would be able to follow a trail as to how the district was covering up the abuse.   Eventually it was determined that the parents of the children were never notified of the abuse to their children.   For this reason, the district did not want the case to be exposed to the public.  

My friend had to consult with an attorney in order to obtain many of the records.   The district used the taxpayer’s money to pay lawyers to take the denial of records requests all the way to the Ohio Supreme Court.   (This case was filed by my friend on January 22, 2013.)  The  district refused her records request in order to protect the image of the district (a blue ribbon labeled district) rather than the children.    (After all, they wanted to be able to pass tax levies.)  

The case determined that the special education teacher was allowed to resign with a glowing recommendation from the Assistant Superintendent.  

Tina Blair, Assistant Superintendent

“To Whom It May Concern:

­­­__Ms. Doe _ was employed by the Kings Local School District Board of Education as a certified Special Education Instructor teaching multi-handicapped students from August 17, 2007 to August 2, 2012.   During Ms. Doe’s_  time of employment with the Kings Local School District Board of Education , she demonstrated performance which was either proficient or distinguished in all domains of her performance evaluations.   This includes planning and preparation, instruction, classroom environment and professional responsibilities.   Additionally, Ms. Doe    was rated distinguished in demonstrating knowledge of students, demonstrating flexibility and responsiveness in instruction, creating an environment of respect and rapport, and communicating with families.

If you have any additional questions concerning   Ms. Doe’s employment, please contact the undersigned.

KINGS LOCAL SCHOOL DISTRICT

BOARD OF EDUCATION

By:  Tina Blair, Assistant Superintendent”

Amanda R. Kitcho

On January 6, 2012 Superintendent Valerie M. Browning notified the teacher that she was being placed on administrative leave.   She stated that the teacher would receive full pay and benefits.  She also stated that the teacher would not be allowed on school property without permission.

The teacher was paid her full salary and benefits until August 2, 2012.  Additionally, the board signed an agreement with the teacher on that date accepted her resignation with agreements.   Some of the agreements:

They agreed to provide her with the reference quoted above and to respond to inquiries by the terms in that letter.

They released her from any and all liability, claims, demands or controversies of any kind which the Board may have or claim to have arising out or relating to Ms. Doe’s employment with the Board.

The agreement does not constitute an admission of any kind whatsoever by any party.

The board will not oppose receipt of unemployment benefits.

The board will respond to inquiries by the media and others that Ms. Doe resigned for personal reasons and an investigation revealed no wrongdoing on her part.

The special needs of the children in Ms. Doe’s class included those with physical and mental handicaps, including being in protective chairs, wheelchairs, as well as non-verbal and developmentally disabled.

The parents were never notified that their children were victims of abuse in Ms. Kitcho’s classroom.  When the attorney called the parents they had no idea that their child had been abused by someone that was supposed to be helping them.   On January 20, 2014 a case was filed in Federal Court in Cincinnati accusing the teacher of torture.

Amanda R. Kitcho, special education teacher at Columbia Elementary, Kings Local School District, has been reported to scream at the students that she hated them, ate their lunches in front of them, duct-taped one to a chair, and refused to allow a child to use her walker to get to the bathroom, saying, “Let her crawl.”  One witness described it as like watching “a dying dog trying to get to the side of the road.  That’s how pathetic it looked to me.”  The same child was crying and screaming to be let out of the bathroom and Ms. Kitcho screamed back “I hate you.”  Kitcho would duct-tape the child in her special chair and make her stay in the bathroom for prolonged periods of time as punishment.  If the child managed to get out of the special chair Ms. Kitcho would hold the door so she couldn’t get out of the bathroom.   All of that time the child would be screaming and crying.   She would let the child scream and cry until she was too tired to scream anymore.

It is reported that she refused to allow one child to use the bathroom causing him to wet his pants.   She would eat the children’s cookies in front of them.   She would throw their possessions in the trash – then taunt them.  She would provoke and startle them into escalating behaviors, lied to them, deprived them of snacks and otherwise abused and ignored the multi-handicapped children in her classroom.   Parents would send a special luncheon for their child and she would eat it in front of the child. 

Parents of the four other children in the case say that Kitcho ridiculed their child by making fun of their clothes, stealing their snacks, neglecting them when they needed to use the bathroom and even ignoring them during episodes of vomiting and seizures.

The current principal of Columbia Elementary, Shelley Detmer-Bogaert  (she was the Assistant Principal at the time), walked into the classroom and heard the child screaming.   She walked out and did nothing, allowing the abuse to continue.  She is accused of participating in the cover-up. 

The mother of the child that was forced to crawl warned Ms. Kitcho that it was detrimental to the child’s health to crawl.  This child has a very rare and serious congenital disease that involves brain shrinking.  The parents reported that their daughter was a happy child until Amanda Kitcho became her teacher.   Then she went into withdrawal and refused to speak.   They moved to Utah and the child is slowly recovering from her withdrawal symptoms. 

These parents were told when their daughter was a baby that the disease would not allow their daughter to live very long.  They were preparing for her death because of the tremendous change in her personality.   Imagine that trauma to the family.

The aide and the librarian went over and over to the principal and reported the abuse.   The principal did nothing   There were three separate investigations: the school, the county prosecutor and the Ohio Department of Education.   Not one of these agencies notified the parents.   All of these agencies swept the case under the rug.   In fact, the legal team checked the Ohio Department of Education web site and Ms. Kitcho still had her license to teach. The district was hoping that the parents (and public) would never know what happened in that classroom.   

Five children are involved in the lawsuit.   How many more were there suffering during Ms. Kitcho’s stint at Columbia Elementary.  How many more teachers have been allowed to abuse helpless children that cannot speak for themselves? 

Yes, there is child abuse in the classroom and it is usually covered up so that no one will find out.   The abusers are almost always allowed to move on to another district.   Because of tenure it is very difficult to fire a teacher or administrator.   Like Amanda Kitcho, they are given glowing recommendations and moved on to abuse other children.  

Superintendent, Browning

They said that Ms. Kitcho was “proficient or distinguished in all domains of her performance evaluations.”   That was a lie.  They said she was distinguished in demonstrating knowledge of students, demonstrating knowledge of students, demonstrating flexibility and responsiveness in instruction, creating an environment of respect and rapport, and communicating with families.”   That was a blatant lie.  

The board, superintendent, assistant superintendent (who signed the letter) knew full well that Amanda Kitcho was none of those things.   In fact they never even communicated the situation to the parents.

Kings School Board

Yes, there is child abuse in the classroom and it is usually covered up so that no one will find out.   The abusers are almost always allowed to move on to another district.   Because of tenure it is very difficult to fire a teacher or administrator.   Like Amanda Kitcho, they are given glowing recommendations and moved on to abuse other children.  

They said that Ms. Kitcho was “proficient or distinguished in all domains of her performance evaluations.”   That was a lie.  They said she was distinguished in demonstrating knowledge of students, demonstrating knowledge of students, demonstrating flexibility and responsiveness in instruction, creating an environment of respect and rapport, and communicating with families.”   That was a blatant lie.  

The board, superintendent, assistant superintendent (who signed the letter) knew full well that Amanda Kitcho was none of those things.   In fact they never even communicated the situation to the parents.

Yes, there is child abuse in the classroom.   You can bet it is happening in your school district, but it has been and will continue to be swept under the rug.  

Valerie Browning, Superintendent

happening in your school district, but it will be swept under the rug.

MASTERY LEARNING - OUTCOME BASED EDUCATION

What happened to the good old days?

MASTERY LEARNING - OUTCOME BASED EDUCATION

REMEMBER THESE WORDS:  ATTITUDES, VALUES AND BELIEFS

Before Common Core there was Outcome Based Education (OBE) and Mastery Learning (ML).   These programs were developed through the years by social engineers with the intent of developing a cheap, relatively poorly educated and dependable labor force.   This labor force must be easily managed and trained. 

The system is endorsed by UNESCO to be used all over the world.   It is a part of the One World Government plan.   Add to that the Agenda 21 – Sustainable Development agenda that is racing to take over all phases of our lives.    With several generations of students “dumbed down” – the takeover will be accomplished with little or no opposition.   In fact parents have allowed their children to be pawns in the labs (classrooms) of the facilitators/teachers for a long time.   I started telling people about OBE in the mid 1970’s.   The children that were indoctrinated in the 1970’s are now grandparents.

The methods of indoctrination were designed by social engineers.   Two of the prominent engineers of the system are William Spady and Thomas Sticht.  They worked at the National Institute of Education and the United States Department of Education.    They were both consultants to the Washington, DC government school system.   The system of social engineering was tested on this and other inner city school systems.    The children are used as lab rats for the social engineers.  

Unfortunately, the inner cities were the first targets.   The megalomaniacs who designed these programs do not allow objective testing of the students that have been subjected to their program.   We do know that the Chicago program resulted in one-half of the 39,500 students in the 1980 freshman class failed to graduate.  After that the media would not publish results from the other urban school districts.  The media is on the side of the change-agents.

The program subjects the children to dehumanizing and manipulative conditioning.   Academic skills are not the goals of those who developed the curriculum.   A docile and easily manipulation population of workers is the ultimate goal of the program. 

B. F. Skinner

Behavior Modification is a conditioning process developed by B. F. Skinner, a behavior psychologist from Harvard University.    He believed that students could be trained by methods using Ivan Pavlov’s dehumanizing, manipulative conditioning.   The children are subjected to a system of rewards or punishment depending on the answer that the teacher wants.   The answer she wants probably is contrary to what the child has been taught at home or in his church.  This system is called “behavior modification.”

The program promotes moral relativism, premarital and extra-marital sex, homosexuality, abortion, undermining the parent’s authority, the family and patriotism.   Graphic sexual conversations are encouraged in the classroom (lab).   Much of the learning is group learning and peer pressure is used to change the student’s values.  What used to be considered traditional and basic learning skills is put on a back seat.   Instead the students are exposed to environmentally acceptable, “it takes a village” ideas, multiculturalism and their duty to work for the community.    Thus, the schools do require a student to participate in “civic service.”    The service is usually selected by the “facilitator” (teacher).

The U. S. Department of education does not publish the research that details the failure of all of the schools that used the OBE – ML methods.   The inner cities were the first great losers of the program.  It is quite evident by the huge increases in crime, unwed motherhood (over 70% of African-American babies are born to unwed mothers), rampant drug use, and the destruction of the family unit.  The government does want the population to be dependent on it.   The politicians own those that are dependent on the government.   (I would call that slavery.)   Obviously the government is a corrupt and utter failure in almost everything it takes over.

B. F. Skinner, who developed the method of conditioning students was a militant atheist-humanist, he was a signer of the Humanist Manifesto and a winner of the “humanist of the Year” award.   He was a totalitarian and OBE is a totalitarian philosophy.   There is no room for Christian morality or individual liberty in the ML-OBE, Common Core program of non-education.

The program is designed to change the attitudes, beliefs and values of our nation.   It is designed to destroy all of the Judeo-Christian values and morals of our population.   It is designed to allow for the takeover of our nation by a group of elitists that believe they can rebuild a Utopia on the ashes of our current civilization.   Values Clarification is another term that is used in the implementation of the program.   The school will clarify what they consider the acceptable values. 

  

Our children are victims of a malevolent group of elitists that think they can change the world.   Far too many people refuse to believe that this anti-God, anti-family, anti-United States curriculum is being taught in our nation’s government schools.   

Rebellious children are coming home from school displaying hateful and selfish attitudes.    When asked why he was acting so selfish a student said that his teacher had told him he could choose to do anything he wanted.  He was the only person that counted.  His ideas were the only ideas of importance.  No one else was important to him.  This is Secular Humanism at work.

It is very important to watch for the buzz words that teachers use when talking down to parents.    They are adamant that they “are the professionals.”    They know what is best.   The parents do not! 

Watch for your district to say that they are “implementing” a new curriculum.   Often they will say that it has been approved by a committee of parents, teachers, administrators and other experts.    They will report that the textbooks, computers, programs, curriculum, etc. has been approved by “consensus” of this representative group.   Nothing could be further from the truth.   The committees are ALWAYS stacked.  The decisions have ALWAYS been made in advance of any meetings. 

Just remember that all Humanists believe in suicide, abortion, euthanasia, sexual perversions, and divorce.  They talk about world peace, but insist that there is no God, no life hereafter, that man can make his own morals, his own values, and his own gods.   

Children are taught to make adult decisions from kindergarten on through high school.   Do they have knowledge to make these decisions?    What experience do they have to base these life shaking decisions?

Mastery Learning – Outcome Based Education has been in place for many years.   Common Core is just the latest and most blatant takeover of our children.

THE TEACHER'S UNION PENSION PLAN WILL COST PROPERTY OWNERS MORE

The following information is just the tip of the iceberg.   Many of us worked diligently to get SB 5 passed.  Unfortunately, the unions had more money than we did to buy lots of television ads that were intended to scare people (grandma) into voting to repeal that bill.   SB 5 would have served to put the public employee's retirement systems in a solvent financial status.    Instead GREED and not common sense won that battle.  

How many people in the private sector can retire at fifty years of age with their full salary for the rest of their lives?   On top of that they receive the best medical insurance on the planet.   Also, many teachers work during the summer (and through the year) so that they can receive Social Security benefits on top of their State Teachers Retirement System check - with its annual increase (3%).  

So, while your teacher friends are basking in the sun, you are working like a dog.   Many senior citizens have to work past 80 years of age just to pay their property taxes,   These taxes will be going up to cover the lucrative retirement benefits that the teachers, police and firemen receive.    A fireman's mother told me her 55 year old son was retiring from a local fire department, receiving his full retirement and being hired back at more than he made previously.    We call that double-dipping and it happens all of the time.

SUCKERS!    YOU WILL BE PAYING THE TAB.    JUST KEEP PASSING LEVIES AND WE CAN ALL TURN OUR HOMES OVER TO THE GOVERNMENT.

14 state teachers unions have almost $700 million in unfunded liabilities

 

WASHINGTON, D.C. – The good folks at Bellwether Education Partners created a web site called TeacherPensions.org in order to focus some much-needed attention on the structure of the retirement system and its financial implications. The site features a range of opinions about teacher pensions, including that of National Education Association president Dennis Van Roekel, who says flatly: “There is no teacher pension crisis.”

Van Roekel defends the defined benefit system, and explains that a key principle of the system is “When actuarial liabilities exceed actuarial assets, the state and/or employer must make the necessary additional contributions to amortize the unfunded liability in no more than 30 years.”

That seems like a pretty simple solution, but if it were, perhaps Van Roekel’s own organization and its affiliates would not be experiencing their own mammoth shortfalls, due mostly to the pensions and retiree health care benefits they granted their own employees.

An Education Intelligence Agency analysis of 2011-12 Internal Revenue Service filings reveals 14 NEA state affiliates do not have the financial assets to match their liabilities and total almost $700 million in combined debt.

The ability of these affiliates to address their long-term debt by increasing pension contributions, as Van Roekel suggests, is compromised by their short-term debt. Nine of the 14 affiliates had deficits in 2011-12. In fact, the combined spending of all of NEA’s state affiliates exceeded their combined income by almost $24 million.

Even at the national level, NEA’s pension plan for its 2,600 employees and retirees was only 87.9 percent funded in 2012, down from 94.2 percent in 2010.

EIA has constructed a table that lists each of NEA’s state affiliates, its budget deficit or surplus for 2011-12 and its net assets, positive or negative, as of the end of the 2011-12 school year. For purposes of comparison, the table also lists the number of days each affiliate could operate solely on reserves based on its 2011-12 expenditures and net assets.

The 14 state affiliates with a negative net worth are:

* New York State United Teachers, with net assets of negative $302.8 million and a $24 million deficit in 2011-12. NYSUT contributed almost $30.8 million to its employee pension plan that year.

* Michigan Education Association, with net assets of negative $160.5 million, and a $4.8 million deficit in 2011-12. MEA contributed $14.1 million to its employee pension plan, and instituted a three-year, $50 annual assessment on its members for the express purpose of funding the staff pension.

* New Jersey Education Association, with net assets of negative $77.5 million. NJEA had a $13.2 million surplus in 2011-12, even after contributing $17.1 million to pension costs.

* Washington Education Association, with net assets of negative $35.1 million, and a $3.7 million deficit in 2011-12. WEA contributed $8.1 million to its employee pension plan.

* Massachusetts Teachers Association, with net assets of negative $26.7 million. MTA had a $7.8 million surplus in 2011-12 after contributing $4.1 million to its employee pension plan.

* Illinois Education Association, with net assets of negative $17.7 million, and a $17.9 million deficit in 2011-12. IEA paid $26.3 million to its employee pension plan. Despite its own mess, IEA is adamantly opposed to the Illinois state government’s efforts to address public employee pension debt.

* Indiana State Teachers Association, with net assets of negative $16.4 million, and a $4.5 million deficit in 2011-12. ISTA paid $4.1 million toward employee pensions.

* Iowa State Education Association, with net assets of negative $12.7 million, and a $4.3 million deficit in 2011-12. ISEA paid $2.2 million into its employee pension plan.

* Ohio Education Association, with net assets of negative $11.5 million, and a $1.2 million deficit in 2011-12. OEA paid $8.2 million in pension costs.

* Texas State Teachers Association, with net assets of negative $11.3 million, and a $243,000 deficit in 2011-12. TSTA contributed $1.4 million to its pension plan, and holds a $1.6 million quasi-endowment “to sustain the association for the long-term.”

* Pennsylvania State Education Association, with net assets of negative $8.3 million, though it did have a $9.2 million surplus in 2011-12, suggesting another similar year would put it in the black. It spent $7.3 million on pensions.

* Virginia Education Association, with net assets of negative $5.1 million, and a budget surplus of $1 million. VEA contributed almost $2.2 million to its employee pension plan.

* West Virginia Education Association, with net assets of negative $2.2 million, and a budget surplus of $132,000. It is unclear how much WVEA contributed to its employee pension plan in 2011-12, but its pension liabilities totaled $3.7 million.

* Georgia Association of Educators, with net assets of negative $1.8 million, and a $476,000 deficit in 2011-12. GAE paid $746,000 to its employee pension plan.

NEA’s largest affiliates are overrepresented on this list. This is problematic because the health of the large affiliates, particularly in collective bargaining states with agency fee provisions, enables NEA national to funnel crucial subsidies to its small affiliates. Many small affiliates could not sustain themselves at current levels without those funds.

As a union, NEA believes state governments should extract more revenues from taxpayers to sustain the defined benefit system of public employees. As an employer, NEA is aware of the pitfalls of extracting more dues money from members to sustain the much more generous defined benefit system of union employees.

It’s a race against time for NEA as it attempts to stave off public pension reform before it is swamped by its own private pension costs.

WHAT IS IT ABOUT FEMINISTS?

  

It begins: New NYC schools chancellor will push ‘progressive agenda’

Why are leftist, liberal, Communist women so darn ugly?  These vermin do spew vicious venom and viral propaganda.  They hate the family, they hate moms, they hate the taxpayers, they punish anyone that doesn't agree with them and the list is endless.  They want change.   The woman above will "enforce" her own version of "Common Core."    You can bet it will be worse than the original.    

These Liberal-Progressive beasts usually call themselves "feminists."    There is not a smidgen of femininity about them.  It is interesting that when you see lesbians on TV they are always hot, dressed to kill and wearing make-up.   When they get into politics they are as ugly and as militant as humanly possible.    Maybe that is why they are so angry and so power hungry.   Possibly, they resent their appearance.   

These slugs are so eager to abort the unborn.   They are eager to destroy the family.  They are especially eager to indoctrinate the young.   Usually they do not have any children.of their own, but they are willing to tell everyone else how to raise their children.    

The latest plan (long in the planning) is to force all children to be kept in school all day.    Remember parents are not necessary.   Moms are "stupid" and not capable of rearing their children.  Three years of age is not young enough?  The mom should potty train the child and then send him off to the government indoctrination center.   

An "Early Childhood Development Center" will be part of every school district.  By forcing parents to send their children to these centers it will remove almost all of the family influence on the children..  These indoctrination centers will be "free-baby-sitting-centers.  For many women these will allow them the entire day to do their drugs and produce more dependents for larger welfare checks to pay for their drugs.  It will also be a place to babysit millions of illegal children.  The purpose is to dumb down everyone to achieve their socialist/Communist idea of how America should be.

All will be indoctrinated to believe that "the government" will take care of them.   Their plan doesn't include thinking about "What happens when they run out of other people's money?"  By the time the money runs out their mission will be accomplished.   The United States of America will be "changed" as we knew it.    Our liberty will be erased and the children who attended the government schools will not know the difference.    

They will be able to bow to the likes of the above feminist and the likes of the Communists that control our politics. 

"Evil preaches tolerance until it is dominant and then it seeks to silence good."    Charles J. Chaput, Archbishop of Philadelphia.

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