WE ARE MEXICO’S WELFARE, “FREE” EMERGENCY ROOM MEDICAL, “FREE” ANCHOR BABY = 18 YEARS WELFARE PLAN, JOBS, JAILS AND “FREE” EDUCATIONAL SYSTEM. FOR ALL THAT, THE MEXICANS STICK THEIR MEX FLAGS UP OUR NOSE AND DEMAND WE LEARN TO SPEAK SPANISH!
OBAMA’S ASSAULT ON MIDDLE AMERICA: How the first LA RAZA president buys the illegals’ votes off our backs!
WHILE OBAMA WORKS TO EXPAND TUITION WELFARE FOR LA RAZA AROUND THE COUNTRY, AS WELL AS AMNESTY, NO E-VERIFY AND CONTINUED NON-ENFORCEMENT, THE PUSHES FOR MORE CUTS AGAINST THE AMERICAN MIDDLE CLASS TO PAY FOR HIS MUSLIMS WARS, AND THE LOOTING OF THIS NATION BY HIS CRIMINAL BANKSTER DONORS!
WSWS.org
Obama’s 2012 budget deepens attack on public education
By Isabelle Belanger
30 April 2011
The proposed fiscal year 2012 federal education budget is an escalation of the Obama administration’s war on public education and teachers. The White House is expanding its policy of forcing states to compete for desperately needed funds, insisting that they remove caps on charter schools and attack the living standards and workplace rights of school employees in the name of “cost-effectiveness.”
The overall proposed education budget for FY 2012 is $77.4 billion, including what the White House is celebrating as a “significant increase for K-12 education” and “tough choices,” or rather cuts, “to put the Pell Grant program on a sustainable fiscal path.” The woefully inadequate increase will be distributed through competitive grants and, as the budget proposal states, to fund collaboration with for-profit businesses.
Highlights of the proposed budget include:
• $26.8 billion to the Elementary and Secondary Education Act (ESEA), which will direct funds to “reform-oriented competitive initiatives,” consolidate dozens of programs, and cut programs that do not “demand results.” This includes $372 million for charter schools, and $300 million for the Investing in Innovation (i3) program, which rewards partnerships with the private sector.
In other words, the federal government is escalating its program of looting the public treasury to give money to powerful business and “philanthropic” interests that run charter schools. The proposal also continues the unfair use of standardized test scores to determine whether schools are deserving of federal funding.
• Foster “productivity by encouraging states and districts to enact education reforms that are more cost-effective.”
The terms “productivity” and “cost-effective” are code words for the intensified exploitation of teachers and other school employees. States and districts that enforce mass layoffs of school personnel will be rewarded with funding for these cost-saving measures. Employees who are not laid off will be forced to do more with less, take on work once performed by their colleagues, and cope with larger class sizes.
Cost effectiveness is also achieved through school consolidations; districts desperate to save money close schools and move displaced students into buildings that are already filled to capacity. In cities across the country, teachers work in dangerously overcrowded classrooms, leading not only to impossible teaching conditions, but also an unsafe and unhealthy environment.
• $2.5 billion investment in an overhauled teacher-quality formula grant and $500 million in the Teacher and Leader Innovation Fund. The latter is intended for districts “willing to implement bold approaches to improving the effectiveness of the education workforce in high-need schools by creating the conditions needed to identify, reward, retain, and advance effective teachers, principals, and school leadership teams.”
This program encourages schools to hire newer, less expensive teachers, driving better paid, more experienced teachers with seniority rights out of the classroom on the basis of false claims that they are “burnouts.” The inclusion of the concept of rewarding “effective” teachers is just another way of promoting merit pay for teachers whose students score well on standardized tests.
• $600 million for School Improvement, or Turnaround, Grants (SIG) “to support the Administration’s commitment to helping states and districts turn around our nation’s lowest performing schools.” This represents a $54 million dollar increase from 2010 levels.
Turnaround grants are a ruthless means to punish schools in the nation’s poorest districts for failing to get students to score well on standardized tests. Schools that fall into this category are forced to choose a “turnaround model”: fire the principal and half the teaching staff, convert the school to a charter, or simply close. Only after implementing one of the first two options is the school provided with desperately needed funds to hire staff and purchase resources.
• $90 million for a “new Advanced Research Projects Agency-Education (ARPA-ED)…that would promote dramatic breakthroughs in educational technology,” such as adaptive online tutors.
This will further the government’s agenda of promoting “cost-effectiveness” through the creation of software that will replace expensive human teachers with online education. It will also be another boondoggle for private businesses.
• The Early Learning Challenge Fund, proposed in 2009, will be rolled into Race to the Top (RTTT) in the amount of $350 million in competitive grants in 2012. Eligibility requires that states be “ready to take dramatic steps to improve the quality of their early childhood programs,” including the development of uniform standards, a quality rating system, and a system of program review, monitoring, and improvement.
Just as in K-12, ECE educators will be forced to “teach to the test,” and program quality will be based on faulty test scores. Programs deemed failing under the flawed constraints of the system will be “reformed.”
• $150 million for Promise Neighborhoods, an initiative that claims to support community and family services, and “rigorous comprehensive reforms to improve the educational and life outcomes for children and youth in high need communities.” Promise Neighborhoods was inspired by Geoffrey Canada’s Harlem Children’s Zone project, touted in the pseudo-documentary, Waiting for Superman. Nearly all Promise Neighborhoods fund charter school start-ups.
Officials from other capitalist regimes, who have come to tour Promise Neighborhoods, are exuberant over this funding model for poor communities. The far-right government of Hungary, for example, plans to replicate this model in oppressed and discriminated Roma communities, in an effort to starve their public schools of funds.
Obama’s 2012 budget claims to help “students with disabilities achieve their full potential.” One important aspect of this is a new $30 million pilot program—PROMISE—that will “develop and evaluate innovative approaches to improving outcomes of children receiving Supplemental Security Income [SSI] and their families.”
The program will divert public money from social services agencies to private companies that provide cheaper services. The claim that services provided by for-profit companies will lead to better chances for the disabled to live independently is absurd.
Pay for Success is modeled after the UK’s pilot program, Social Impact Bonds, which the British government describes as a means of attracting “private sector investment for interventions that will achieve better outcomes and lower government costs.” The goal of both the US and UK versions is to funnel public tax dollars into the hands of private profiteers, while simultaneously creating the rationale for stripping countless disabled people of SSI benefits.
The Obama budget will also drastically alter financing for public higher education, including extending competitive funding, imposing rules changes for teacher education programs that will result in the shutting down of countless education colleges, and enacting major cuts to the Pell Grant program, which provides poor and working class students with financial aid to attend college.
Both major political parties are exploiting the crisis in public education, which has been deliberately created through decades of financial starvation and punitive policies, in order to privatize America’s school system. In so doing, they reward their campaign contributors in the private sector with opportunities to make massive profits by giving them access to public educational funds that were previously outside of their reach.
For decades, Republican administrations have sought to enact draconian reforms in public education, but their policies were met with mass public resistance. Now, the Obama administration and the Democratic Party, with the collusion of the trade union apparatus in the American Federation of Teachers and the National Education Association, are successfully enacting these and even more right-wing policies.
*
THE PROBLEM WITH OBAMA’S HISPANDERING PROGRAM BELOW, IS THAT MEXICANS LOATH EDUCATION, AND LOATH ENGLISH. THE MEXICANS’ REFUSAL TO SPEAK IT IS PARTY OF THEIR INHERENT MEXICAN SUPREMACY. IT’S THE GRINGOS THAT MUST PUSH 2 FOR ENGLISH, AND LEARN SPANISH.
IN MEX WELFARE CAPITAL OF AMERICAN LOS ANGELES, WHERE ILLEGALS COLLECT $600 MILLION PER YEAR IN WELFARE, THE PUBLIC HIGH, SANTEE EDUCATIONAL COMPLEX, WHICH HAS A STUDENT BODY THAT IS OVERWHELMINGLY ILLEGALS, OR THE AMERICAN BORN OFFSPRING OF ILLEGALS, THE CLASSES ARE TAUGHT IN SPANISH, THE BOOKS AND HANDOUTS ARE IN SPANISH, THE STUDENTS SIT ON THEIR ASSES WHEN THE AMERICAN NATIONAL ANTHEM IS PLAYED, AND SCHOOL ASSEMBLIES END IN VIVA MEXICO! VIVA MEXICO!
WHAT ELSE DO YOU NEED TO KNOW?
*
FROM JUDICIAL WATCH BELOW:
Immigrant advocacy groups such as the Mexican-American Legal Defense Fund (MALDEF) and La Raza have additionally burdened the public schools by demanding that schools provide special controversial programs such as bilingual education, in which students are taught in Spanish for much of the day. Bilingual education programs exist throughout California even after longitudinal research has not demonstrated their effectiveness and after a voter-approved an on those programs.
*
Obama DOE: America’s Progress Depends On Latinos
Last Updated: Fri, 04/29/2011 - 2:09pm
America’s progress is “impossible” if Hispanics keep lagging in education because their success is of “immediate and long term importance” to the U.S. economy, according to a new Obama Administration report that vows to enhance opportunities for the “Latino community.”
Published this week by the Department of Education, the enlightening document (Winning the Future; Improving Education for the Latino Community) says that the success of Hispanics in education and in the labor market is crucial to the nation’s economy. The information comes as the president launches a full-throttle campaign pandering to immigrants and their liberal advocates. It was also conveniently released to coincide with Obama’s junior college commencement speech today in Miami Florida, which has an immense Hispanic population that includes many illegal immigrants.
Tragically, Hispanics have the lowest education attainment level of any group in the country, which means that the nation’s economy is at stake if you believe the Obama Administration’s argument. That’s because Hispanics face “persistent obstacles to educational attainment.” Those include low enrollment in early learning programs, dismal high school graduation rates and the fact that few Hispanics complete graduate or professional degree programs.
This is unacceptable since Latinos (the report uses Hispanics and Latinos interchangeably) are by far the largest minority group in the American public education system, according to the DOE. More than 12.4 million Hispanics are enrolled in U.S. elementary, middle and highs schools, which accounts for about 22% of all students in the taxpayer-funded system.
“Hispanic students have graduated at lower rates than the rest of the population for years, making America’s progress impossible if they continue to lag behind,” according to Juan Sepulveda, the community activist Obama appointed to run the White House Initiative on Educational Excellence for Hispanics. “Strengthening and improving educational excellence in this community isn’t just a Hispanic problem,” he added. “It’s a challenge to the entire country.”
Sepulveda, who claims that Latino education attainment is important in the global contest for jobs and industries, was rewarded with his cushy DOE job after serving as chair of Obama’s presidential campaign in Texas. Truth is that the DOE, created by Jimmy Carter, is largely viewed as an unnecessary federal agency that interferes with public education, which is supposed to be run by states.
Before joining the Obama Administration Sepulveda ran a well-funded Texas nonprofit that works to reduce “cultural tensions” by doing things like creating a “bi-national community” in the San Diego/Tijuana border area. Part of his education initiative includes developing the next generation of Latino teachers with “minority-serving institutions.”
*
Here’s one teacher’s report on the illegals in our schools.
TEACHER’S POSTING ON CRAIGSLIST:
Subject: Cheap Labor This should make everyone think, be you Democrat, Republican or Independent From a California school teacher.
"As you listen to the news about the student protests over illegal immigration, there are some things that you should be aware of: I am in charge of the English-as-a-second-language department at a large southern California high school which is designated a Title 1 school, meaning that its students average lower socioeconomic and income levels. Most of the schools you are hearing about, South Gate High, Bell Gardens, Huntington Park, etc., where these students are protesting, are also Title 1 schools. Title 1 schools are on the free breakfast and free lunch program. When I say free breakfast, I'm not talking a glass of milk and roll -- but a full breakfast and cereal bar with fruits and juices that would make a Marriott proud. The waste of this food is monumental, with trays and trays of it being dumped in the trash uneaten. (OUR TAX DOLLARS AT WORK) I estimate that well over 50% of these students are obese or at least moderately overweight. About 75% or more DO have cell phones. The school also provides day care centers for the unwed teenage pregnant girls (some as young as 13) so they can attend class without the inconvenience of having to arrange for babysitters or having family watch their kids. (OUR TAX DOLLARS AT WORK) I was ordered to spend $700,000 on my department or risk losing funding for the upcoming year even though there was little need for anything; my budget was already substantial. I ended up buying new computers for the computer learning center, half of which, one month later, have been carved with graffiti by the appreciative students who obviously feel humbled and grateful to have a free education in America. (OUR TAX DOLLARS A T WORK) I have had to intervene several times for young and substitute teachers whose classes consist of many illegal immigrant students here in the country less then 3 months who raised so much hell with the female teachers, calling them "Putas" whores and throwing things that the teachers were in tears. Free medical, free education, free food, day care etc., etc., etc. Is it any wonder they feel entitled to not only be in this country but to demand rights, privileges and entitlements? To those who want to point out how much these illegal immigrants contribute to our society because they LIKE their gardener and housekeeper and they like to pay less for tomatoes: spend some time in the real world of illegal immigration and see the TRUE costs.
Never underestimate Mexico’s or the Mexican’s contempt not only for our borders but for our laws.
The sad thing about the American people having to pay so much for the education of the illegals, is that this generous “gift” does not impact the racist attitudes of the Mexicans, or the notion instilled in them by their own government of entitlement. And then you have the Mexican contempt for English, and literacy.
Meanwhile there is no money left to properly education the children of Americans.
“There are an estimated 1.5 million school-aged illegal immigrants in the United States and the government spends an estimated $12 billion annually to educate them. The biggest chunks are spent by California ($7.7 billion) and Texas ($3.9 billion), where the situation has become a public education crisis with no end in sight. The Lone Star State’s public schools have seen a huge increase in illegal immigrant Hispanic students with dismal Mexican and Central American education histories that are contributing to an overall lowering of academic standards across the board.”
*
FROM JUDICIAL WATCH:
Mexican Kids Cross Border Daily For Free U.S. Education
Last Updated: Wed, 09/16/2009 - 11:06am
The superintendent of a Texas public school district has deployed staff members to a nearby border crossing to intercept hundreds of Mexican children who enter the U.S. daily to receive a free public education at one of his schools.
For years, Mexican children from nearby Ciudad Acuna have crossed a bridge north to attend public schools in Del Rio Texas as administrators and immigration officials looked the other way. Meanwhile U.S. taxpayers pick up the nearly $3 million annual tab to educate the Mexican kids whose parents have no regard for the nation’s laws.
Finally, the new superintendent of the depleted district (Del Rio Consolidated Independent School District) is working to end the costly practice. He has sent district employees to monitor the border crossing that connects Del Rio with Mexico and inform Mexican parents that essentially the gravy train has come to an abrupt halt.
The district has an enrollment of 10,232 students in 12 schools and more than 500 are believed to live south of the border. They used fake U.S. addresses to enroll illegally, according to district officials, and some walk over the border bridge while others simply have their parents drive them in vehicles with Mexican license plates.
“I’ve seen van loads of kids with plates from Coahuila State (Mexico) pulling in front of the school,” Del Rio Superintendent Kelt Cooper told a major news organization. “Everyone knows what is going on. It’s real blatant.
Cooper decided to take action because immigration authorities recently submitted a report to the district revealing that about 540 school-age children cross the bridge every morning. Cooper dealt with a similar situation as the superintendant in the border town of Nogales Arizona where he once caught dozens of students who used the same vacant lot as a home address.
So far nearly 200 Del Rio students have been informed that they must prove residency to stay in school. In most cases parents were handed letters at the crossing bridge warning that their children will be expelled from school unless they immediately provide proof that they live in the United States.
There are an estimated 1.5 million school-aged illegal immigrants in the United States and the government spends an estimated $12 billion annually to educate them. The biggest chunks are spent by California ($7.7 billion) and Texas ($3.9 billion), where the situation has become a public education crisis with no end in sight. The Lone Star State’s public schools have seen a huge increase in illegal immigrant Hispanic students with dismal Mexican and Central American education histories that are contributing to an overall lowering of academic standards across the board.
*
ON EDUCATING THE ILLEGALS: Ever wonder why Mexico doesn’t educate their own people?
Worse public schools. America’s public schools already suffer under severe budget constraints, causing large class sizes, textbook shortages, and leaky ceilings. Yet, US law requires that all illegals receive free public education K-12. The Federation for American Immigration Reform estimates that this costs $7.4 billion dollars each year.
The birthrate among illegals is more than double that of legal US residents. The Pew Hispanic Center calculates that within seven years, the children of immigrants, legal and illegal, will account for one in nine school-age children in the US. The Urban Institute estimates that already, 15% of all school children in California are illegals, many of whom speak little English. These students are usually mainstreamed in classes with native English speakers. This means that teachers must slow down instruction, denying native English speakers their right to an appropriate-level education.
The challenge is even greater because not all those students’ native language is Spanish: For example, in my nearest major school district, San Francisco, it would not be unusual to find a class that had native speakers of Chinese, Russian, Tagalog, Spanish, and English. Imagine the challenge of trying to educate them all. If your child were in that class, would you be confident that he or she would receive a quality education?
Immigrant children pose less obvious challenges to the schools. Barbara Nemko, the Napa County Superintendent of Schools, points out examples: “Unless she speaks Spanish, we have a hard time justifying hiring an even an excellent teacher… So much of our staff development
time must now be allocated to dealing with the needs of ‘English Language Learners.’ Our immigrant kids also come to school with serious health problems that we must address. For example, dentists now visit our high-immigrant schools providing dental services at no
cost to the student.”
Immigrant advocacy groups such as the Mexican-American Legal Defense Fund (MALDEF) and La Raza have additionally burdened the public schools by demanding that schools provide special controversial programs such as bilingual education, in which students are taught in Spanish for much of the day. Bilingual education programs exist throughout California even after longitudinal research has not demonstrated their effectiveness and after a voter-approved an on those programs.
MALDEF and La Raza also pushed through legislation that allows, in 19 states, illegal immigrants to not only attend any public university in those states, but to pay in-state tuition, while legal residents of neighboring states must pay the out-of-state rate which is three to eight times more. It’s quite an injustice, for example, that a legal resident can be denied admission to taxpayer-supported Berkeley and must attend community college so an illegal foreign national can attend Berkeley—at in-state rates! And often, because of reverse discrimination admission
policies, the illegal is admitted with B grades while the rejected legal resident may have Agrades.
OBAMA’S ASSAULT ON MIDDLE AMERICA: How the first LA RAZA president buys the illegals’ votes off our backs!
WHILE OBAMA WORKS TO EXPAND TUITION WELFARE FOR LA RAZA AROUND THE COUNTRY, AS WELL AS AMNESTY, NO E-VERIFY AND CONTINUED NON-ENFORCEMENT, THE PUSHES FOR MORE CUTS AGAINST THE AMERICAN MIDDLE CLASS TO PAY FOR HIS MUSLIMS WARS, AND THE LOOTING OF THIS NATION BY HIS CRIMINAL BANKSTER DONORS!
WSWS.org
Obama’s 2012 budget deepens attack on public education
By Isabelle Belanger
30 April 2011
The proposed fiscal year 2012 federal education budget is an escalation of the Obama administration’s war on public education and teachers. The White House is expanding its policy of forcing states to compete for desperately needed funds, insisting that they remove caps on charter schools and attack the living standards and workplace rights of school employees in the name of “cost-effectiveness.”
The overall proposed education budget for FY 2012 is $77.4 billion, including what the White House is celebrating as a “significant increase for K-12 education” and “tough choices,” or rather cuts, “to put the Pell Grant program on a sustainable fiscal path.” The woefully inadequate increase will be distributed through competitive grants and, as the budget proposal states, to fund collaboration with for-profit businesses.
Highlights of the proposed budget include:
• $26.8 billion to the Elementary and Secondary Education Act (ESEA), which will direct funds to “reform-oriented competitive initiatives,” consolidate dozens of programs, and cut programs that do not “demand results.” This includes $372 million for charter schools, and $300 million for the Investing in Innovation (i3) program, which rewards partnerships with the private sector.
In other words, the federal government is escalating its program of looting the public treasury to give money to powerful business and “philanthropic” interests that run charter schools. The proposal also continues the unfair use of standardized test scores to determine whether schools are deserving of federal funding.
• Foster “productivity by encouraging states and districts to enact education reforms that are more cost-effective.”
The terms “productivity” and “cost-effective” are code words for the intensified exploitation of teachers and other school employees. States and districts that enforce mass layoffs of school personnel will be rewarded with funding for these cost-saving measures. Employees who are not laid off will be forced to do more with less, take on work once performed by their colleagues, and cope with larger class sizes.
Cost effectiveness is also achieved through school consolidations; districts desperate to save money close schools and move displaced students into buildings that are already filled to capacity. In cities across the country, teachers work in dangerously overcrowded classrooms, leading not only to impossible teaching conditions, but also an unsafe and unhealthy environment.
• $2.5 billion investment in an overhauled teacher-quality formula grant and $500 million in the Teacher and Leader Innovation Fund. The latter is intended for districts “willing to implement bold approaches to improving the effectiveness of the education workforce in high-need schools by creating the conditions needed to identify, reward, retain, and advance effective teachers, principals, and school leadership teams.”
This program encourages schools to hire newer, less expensive teachers, driving better paid, more experienced teachers with seniority rights out of the classroom on the basis of false claims that they are “burnouts.” The inclusion of the concept of rewarding “effective” teachers is just another way of promoting merit pay for teachers whose students score well on standardized tests.
• $600 million for School Improvement, or Turnaround, Grants (SIG) “to support the Administration’s commitment to helping states and districts turn around our nation’s lowest performing schools.” This represents a $54 million dollar increase from 2010 levels.
Turnaround grants are a ruthless means to punish schools in the nation’s poorest districts for failing to get students to score well on standardized tests. Schools that fall into this category are forced to choose a “turnaround model”: fire the principal and half the teaching staff, convert the school to a charter, or simply close. Only after implementing one of the first two options is the school provided with desperately needed funds to hire staff and purchase resources.
• $90 million for a “new Advanced Research Projects Agency-Education (ARPA-ED)…that would promote dramatic breakthroughs in educational technology,” such as adaptive online tutors.
This will further the government’s agenda of promoting “cost-effectiveness” through the creation of software that will replace expensive human teachers with online education. It will also be another boondoggle for private businesses.
• The Early Learning Challenge Fund, proposed in 2009, will be rolled into Race to the Top (RTTT) in the amount of $350 million in competitive grants in 2012. Eligibility requires that states be “ready to take dramatic steps to improve the quality of their early childhood programs,” including the development of uniform standards, a quality rating system, and a system of program review, monitoring, and improvement.
Just as in K-12, ECE educators will be forced to “teach to the test,” and program quality will be based on faulty test scores. Programs deemed failing under the flawed constraints of the system will be “reformed.”
• $150 million for Promise Neighborhoods, an initiative that claims to support community and family services, and “rigorous comprehensive reforms to improve the educational and life outcomes for children and youth in high need communities.” Promise Neighborhoods was inspired by Geoffrey Canada’s Harlem Children’s Zone project, touted in the pseudo-documentary, Waiting for Superman. Nearly all Promise Neighborhoods fund charter school start-ups.
Officials from other capitalist regimes, who have come to tour Promise Neighborhoods, are exuberant over this funding model for poor communities. The far-right government of Hungary, for example, plans to replicate this model in oppressed and discriminated Roma communities, in an effort to starve their public schools of funds.
Obama’s 2012 budget claims to help “students with disabilities achieve their full potential.” One important aspect of this is a new $30 million pilot program—PROMISE—that will “develop and evaluate innovative approaches to improving outcomes of children receiving Supplemental Security Income [SSI] and their families.”
The program will divert public money from social services agencies to private companies that provide cheaper services. The claim that services provided by for-profit companies will lead to better chances for the disabled to live independently is absurd.
Pay for Success is modeled after the UK’s pilot program, Social Impact Bonds, which the British government describes as a means of attracting “private sector investment for interventions that will achieve better outcomes and lower government costs.” The goal of both the US and UK versions is to funnel public tax dollars into the hands of private profiteers, while simultaneously creating the rationale for stripping countless disabled people of SSI benefits.
The Obama budget will also drastically alter financing for public higher education, including extending competitive funding, imposing rules changes for teacher education programs that will result in the shutting down of countless education colleges, and enacting major cuts to the Pell Grant program, which provides poor and working class students with financial aid to attend college.
Both major political parties are exploiting the crisis in public education, which has been deliberately created through decades of financial starvation and punitive policies, in order to privatize America’s school system. In so doing, they reward their campaign contributors in the private sector with opportunities to make massive profits by giving them access to public educational funds that were previously outside of their reach.
For decades, Republican administrations have sought to enact draconian reforms in public education, but their policies were met with mass public resistance. Now, the Obama administration and the Democratic Party, with the collusion of the trade union apparatus in the American Federation of Teachers and the National Education Association, are successfully enacting these and even more right-wing policies.
*
THE PROBLEM WITH OBAMA’S HISPANDERING PROGRAM BELOW, IS THAT MEXICANS LOATH EDUCATION, AND LOATH ENGLISH. THE MEXICANS’ REFUSAL TO SPEAK IT IS PARTY OF THEIR INHERENT MEXICAN SUPREMACY. IT’S THE GRINGOS THAT MUST PUSH 2 FOR ENGLISH, AND LEARN SPANISH.
IN MEX WELFARE CAPITAL OF AMERICAN LOS ANGELES, WHERE ILLEGALS COLLECT $600 MILLION PER YEAR IN WELFARE, THE PUBLIC HIGH, SANTEE EDUCATIONAL COMPLEX, WHICH HAS A STUDENT BODY THAT IS OVERWHELMINGLY ILLEGALS, OR THE AMERICAN BORN OFFSPRING OF ILLEGALS, THE CLASSES ARE TAUGHT IN SPANISH, THE BOOKS AND HANDOUTS ARE IN SPANISH, THE STUDENTS SIT ON THEIR ASSES WHEN THE AMERICAN NATIONAL ANTHEM IS PLAYED, AND SCHOOL ASSEMBLIES END IN VIVA MEXICO! VIVA MEXICO!
WHAT ELSE DO YOU NEED TO KNOW?
*
FROM JUDICIAL WATCH BELOW:
Immigrant advocacy groups such as the Mexican-American Legal Defense Fund (MALDEF) and La Raza have additionally burdened the public schools by demanding that schools provide special controversial programs such as bilingual education, in which students are taught in Spanish for much of the day. Bilingual education programs exist throughout California even after longitudinal research has not demonstrated their effectiveness and after a voter-approved an on those programs.
*
Obama DOE: America’s Progress Depends On Latinos
Last Updated: Fri, 04/29/2011 - 2:09pm
America’s progress is “impossible” if Hispanics keep lagging in education because their success is of “immediate and long term importance” to the U.S. economy, according to a new Obama Administration report that vows to enhance opportunities for the “Latino community.”
Published this week by the Department of Education, the enlightening document (Winning the Future; Improving Education for the Latino Community) says that the success of Hispanics in education and in the labor market is crucial to the nation’s economy. The information comes as the president launches a full-throttle campaign pandering to immigrants and their liberal advocates. It was also conveniently released to coincide with Obama’s junior college commencement speech today in Miami Florida, which has an immense Hispanic population that includes many illegal immigrants.
Tragically, Hispanics have the lowest education attainment level of any group in the country, which means that the nation’s economy is at stake if you believe the Obama Administration’s argument. That’s because Hispanics face “persistent obstacles to educational attainment.” Those include low enrollment in early learning programs, dismal high school graduation rates and the fact that few Hispanics complete graduate or professional degree programs.
This is unacceptable since Latinos (the report uses Hispanics and Latinos interchangeably) are by far the largest minority group in the American public education system, according to the DOE. More than 12.4 million Hispanics are enrolled in U.S. elementary, middle and highs schools, which accounts for about 22% of all students in the taxpayer-funded system.
“Hispanic students have graduated at lower rates than the rest of the population for years, making America’s progress impossible if they continue to lag behind,” according to Juan Sepulveda, the community activist Obama appointed to run the White House Initiative on Educational Excellence for Hispanics. “Strengthening and improving educational excellence in this community isn’t just a Hispanic problem,” he added. “It’s a challenge to the entire country.”
Sepulveda, who claims that Latino education attainment is important in the global contest for jobs and industries, was rewarded with his cushy DOE job after serving as chair of Obama’s presidential campaign in Texas. Truth is that the DOE, created by Jimmy Carter, is largely viewed as an unnecessary federal agency that interferes with public education, which is supposed to be run by states.
Before joining the Obama Administration Sepulveda ran a well-funded Texas nonprofit that works to reduce “cultural tensions” by doing things like creating a “bi-national community” in the San Diego/Tijuana border area. Part of his education initiative includes developing the next generation of Latino teachers with “minority-serving institutions.”
*
Here’s one teacher’s report on the illegals in our schools.
TEACHER’S POSTING ON CRAIGSLIST:
Subject: Cheap Labor This should make everyone think, be you Democrat, Republican or Independent From a California school teacher.
"As you listen to the news about the student protests over illegal immigration, there are some things that you should be aware of: I am in charge of the English-as-a-second-language department at a large southern California high school which is designated a Title 1 school, meaning that its students average lower socioeconomic and income levels. Most of the schools you are hearing about, South Gate High, Bell Gardens, Huntington Park, etc., where these students are protesting, are also Title 1 schools. Title 1 schools are on the free breakfast and free lunch program. When I say free breakfast, I'm not talking a glass of milk and roll -- but a full breakfast and cereal bar with fruits and juices that would make a Marriott proud. The waste of this food is monumental, with trays and trays of it being dumped in the trash uneaten. (OUR TAX DOLLARS AT WORK) I estimate that well over 50% of these students are obese or at least moderately overweight. About 75% or more DO have cell phones. The school also provides day care centers for the unwed teenage pregnant girls (some as young as 13) so they can attend class without the inconvenience of having to arrange for babysitters or having family watch their kids. (OUR TAX DOLLARS AT WORK) I was ordered to spend $700,000 on my department or risk losing funding for the upcoming year even though there was little need for anything; my budget was already substantial. I ended up buying new computers for the computer learning center, half of which, one month later, have been carved with graffiti by the appreciative students who obviously feel humbled and grateful to have a free education in America. (OUR TAX DOLLARS A T WORK) I have had to intervene several times for young and substitute teachers whose classes consist of many illegal immigrant students here in the country less then 3 months who raised so much hell with the female teachers, calling them "Putas" whores and throwing things that the teachers were in tears. Free medical, free education, free food, day care etc., etc., etc. Is it any wonder they feel entitled to not only be in this country but to demand rights, privileges and entitlements? To those who want to point out how much these illegal immigrants contribute to our society because they LIKE their gardener and housekeeper and they like to pay less for tomatoes: spend some time in the real world of illegal immigration and see the TRUE costs.
Never underestimate Mexico’s or the Mexican’s contempt not only for our borders but for our laws.
The sad thing about the American people having to pay so much for the education of the illegals, is that this generous “gift” does not impact the racist attitudes of the Mexicans, or the notion instilled in them by their own government of entitlement. And then you have the Mexican contempt for English, and literacy.
Meanwhile there is no money left to properly education the children of Americans.
“There are an estimated 1.5 million school-aged illegal immigrants in the United States and the government spends an estimated $12 billion annually to educate them. The biggest chunks are spent by California ($7.7 billion) and Texas ($3.9 billion), where the situation has become a public education crisis with no end in sight. The Lone Star State’s public schools have seen a huge increase in illegal immigrant Hispanic students with dismal Mexican and Central American education histories that are contributing to an overall lowering of academic standards across the board.”
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FROM JUDICIAL WATCH:
Mexican Kids Cross Border Daily For Free U.S. Education
Last Updated: Wed, 09/16/2009 - 11:06am
The superintendent of a Texas public school district has deployed staff members to a nearby border crossing to intercept hundreds of Mexican children who enter the U.S. daily to receive a free public education at one of his schools.
For years, Mexican children from nearby Ciudad Acuna have crossed a bridge north to attend public schools in Del Rio Texas as administrators and immigration officials looked the other way. Meanwhile U.S. taxpayers pick up the nearly $3 million annual tab to educate the Mexican kids whose parents have no regard for the nation’s laws.
Finally, the new superintendent of the depleted district (Del Rio Consolidated Independent School District) is working to end the costly practice. He has sent district employees to monitor the border crossing that connects Del Rio with Mexico and inform Mexican parents that essentially the gravy train has come to an abrupt halt.
The district has an enrollment of 10,232 students in 12 schools and more than 500 are believed to live south of the border. They used fake U.S. addresses to enroll illegally, according to district officials, and some walk over the border bridge while others simply have their parents drive them in vehicles with Mexican license plates.
“I’ve seen van loads of kids with plates from Coahuila State (Mexico) pulling in front of the school,” Del Rio Superintendent Kelt Cooper told a major news organization. “Everyone knows what is going on. It’s real blatant.
Cooper decided to take action because immigration authorities recently submitted a report to the district revealing that about 540 school-age children cross the bridge every morning. Cooper dealt with a similar situation as the superintendant in the border town of Nogales Arizona where he once caught dozens of students who used the same vacant lot as a home address.
So far nearly 200 Del Rio students have been informed that they must prove residency to stay in school. In most cases parents were handed letters at the crossing bridge warning that their children will be expelled from school unless they immediately provide proof that they live in the United States.
There are an estimated 1.5 million school-aged illegal immigrants in the United States and the government spends an estimated $12 billion annually to educate them. The biggest chunks are spent by California ($7.7 billion) and Texas ($3.9 billion), where the situation has become a public education crisis with no end in sight. The Lone Star State’s public schools have seen a huge increase in illegal immigrant Hispanic students with dismal Mexican and Central American education histories that are contributing to an overall lowering of academic standards across the board.
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ON EDUCATING THE ILLEGALS: Ever wonder why Mexico doesn’t educate their own people?
Worse public schools. America’s public schools already suffer under severe budget constraints, causing large class sizes, textbook shortages, and leaky ceilings. Yet, US law requires that all illegals receive free public education K-12. The Federation for American Immigration Reform estimates that this costs $7.4 billion dollars each year.
The birthrate among illegals is more than double that of legal US residents. The Pew Hispanic Center calculates that within seven years, the children of immigrants, legal and illegal, will account for one in nine school-age children in the US. The Urban Institute estimates that already, 15% of all school children in California are illegals, many of whom speak little English. These students are usually mainstreamed in classes with native English speakers. This means that teachers must slow down instruction, denying native English speakers their right to an appropriate-level education.
The challenge is even greater because not all those students’ native language is Spanish: For example, in my nearest major school district, San Francisco, it would not be unusual to find a class that had native speakers of Chinese, Russian, Tagalog, Spanish, and English. Imagine the challenge of trying to educate them all. If your child were in that class, would you be confident that he or she would receive a quality education?
Immigrant children pose less obvious challenges to the schools. Barbara Nemko, the Napa County Superintendent of Schools, points out examples: “Unless she speaks Spanish, we have a hard time justifying hiring an even an excellent teacher… So much of our staff development
time must now be allocated to dealing with the needs of ‘English Language Learners.’ Our immigrant kids also come to school with serious health problems that we must address. For example, dentists now visit our high-immigrant schools providing dental services at no
cost to the student.”
Immigrant advocacy groups such as the Mexican-American Legal Defense Fund (MALDEF) and La Raza have additionally burdened the public schools by demanding that schools provide special controversial programs such as bilingual education, in which students are taught in Spanish for much of the day. Bilingual education programs exist throughout California even after longitudinal research has not demonstrated their effectiveness and after a voter-approved an on those programs.
MALDEF and La Raza also pushed through legislation that allows, in 19 states, illegal immigrants to not only attend any public university in those states, but to pay in-state tuition, while legal residents of neighboring states must pay the out-of-state rate which is three to eight times more. It’s quite an injustice, for example, that a legal resident can be denied admission to taxpayer-supported Berkeley and must attend community college so an illegal foreign national can attend Berkeley—at in-state rates! And often, because of reverse discrimination admission
policies, the illegal is admitted with B grades while the rejected legal resident may have Agrades.
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