The Charge Against Those Keeping Common Core (aka College and Career Readiness) State Standards Initiative--George Hall Elementary, Mobile Example. Let the Children Go.

Is there not a cause?  Yes, there is and George Hall Elementary is a perfect example of how the Black Community was used as a pawn by the powers that be to usher in Race To The Top and Common Core State Standards Initiative (CCSSI).

If Martin Luther King Jr. was here he would be saying "Let my children go!" And he would be followed by parents of all color as the harm being done is being applied equally across all states and as the picture of the Alabama model shows--it crosses lines that now affect attitudes, values and beliefs. 

It is time for the American people to look at themselves and their legislators and their churches and understand the way things are headed where children are manipulated will not end with a free nation.  As a mental health counselor has said this will lead to generation that is easily manipulated, easily led.  We are a nation of free-thinkers and the Common Core State Standards Initiative is not the way to do it.  This person has been proven right with the rise of Antifa and Snowflakes. 

If you want to know how this happened...you need to read Arne Duncan's speech and realize parents desire for better education was used to promote an agenda to transform this nation and they had the audacity to use a little school name George Hall Elementary as a role model and have utterly destroyed it.  But then that's what evil does.  Take a good look and then say no more. Time to let the children go.

Here are some words from the Sec of Education, Arne Duncan that put in the new transformation of education:
Secretary Arne Duncan's Remarks at the National Urban League Centennial Conference
July 27, 2010

Good afternoon.
As you know, the President is going to be here tomorrow to talk about education, so I just want to take this opportunity to set the table.
I want to talk openly and honestly about how our reform agenda will close the achievement gap and serve students of color and those growing up in poverty.
And I want to directly address some of the concerns raised in the framework issued by the civil rights community this week.
We're moving a very aggressive agenda and we need to incorporate everyone's voice, so I thank you for your feedback. Your thoughts and ideas will continue to shape our collective agenda.
...
Our children are at risk. Their future—and ours—is at risk.
We must prepare them to compete in a global economy, and that requires all of us to move outside of our comfort zones.

At George Hall Elementary School in Mobile, Alabama and at Roxbury Prep in Boston, thoughtful and committed educators are helping students succeed at the highest levels."   So the question is why is George Hall Elementary at the bottom today?  Sadly this great school was used and when they were done, the school and children were no longer of importance.  Time their story was heard!

In recent months, our administration has been deeply engaged with the civil rights community.
We have met in my office, at the White House and in conferences across the country.
I can't tell you how much I appreciate the ongoing dialogue—it is making us smarter.
For example, at the NAACP convention in Kansas City two weeks ago, I announced that we will work with Congress to mandate community and family engagement before schools can be turned around...Our Office for Civil Rights has itself undergone a transformation. We have renewed its focus on enforcing civil rights laws and advancing equity under the powerful leadership of Assistant Secretary Russlynn Ali.

Last March, on the anniversary of Bloody Sunday, Russlynn and I stood together with 300 students on the Edmund Pettus Bridge in Selma Alabama and talked about our plan to revitalize the Office for Civil Rights.
We talked about how the story of the civil rights movement was written in the classroom and how educational equity is the civil rights issue of our generation.
We talked about what we would do as a Department of Education to challenge inequity and neglect wherever it exists"

In just four months, Russlynn's office has launched dozens of compliance reviews and investigations around the country to expose inequities.
Why are African American boys disciplined significantly more than whites?
Why don't schools that serve students of color offer the same rigorous curriculum and access to the kinds of courses that students need in today's global marketplace?
Why do some schools continue to track young African-Americans away from college and high-wage professions?
The Office for Civil Rights will also investigate issues like safety and sexual violence, equal opportunity for English learners, and subtle forms of re-segregation that deny minority children better opportunities.
It will ensure that all schools—public and charter—serve the kids most in need. That is also something you told us was important. We heard you loud and clear, we are responding and these schools will be held accountable.
Russlynn's office will also work to ensure that schools, districts and states distribute resources, including effective teachers, more equitably.
Through vigorous enforcement of civil rights laws, we will make sure our reforms are implemented in a fundamentally fair manner.
And we will work hard to eradicate the vestiges of segregation that still harm African-American students.
In so many ways, our reform agenda is all about equity, from increasing access to high-quality early learning programs, to boosting college access and completion. And yet, if you have been following the news lately, you know that some voices from the civil rights community have suggested otherwise.
As always, we listen carefully and we are always open to change.
As we speak, our Administration is working with Congress to rewrite the federal education law that is currently known as No Child Left Behind.
In the coming months we will continue to work closely with you and your colleagues in the civil rights community to strengthen the focus on equity in our blueprint for reauthorizing the Elementary and Secondary Education Act.
...
But the fact is Race to the Top has done so much to dismantle the barriers to education reform with less than 1% of what we spend on K-12 education.
For example, 13 states changed laws to allow more people like Geoffrey Canada of the Harlem Children's Zone, Tim King of Urban Prep in Chicago and the people at the KIPP charter network to create great schools that are serving low-income, minority children. The Urban League has partnered with this work around the country. Are charter schools the magic answer? NO! Are they all good? NO! It's the same for traditional public schools.
But should we stifle the growth of high-quality public charter schools like Geoffrey Canada's? Absolutely not!
Tens of thousands of minority parents are on waiting lists for these schools. They have to run lotteries because there is so much demand.
Of course, we should set a very high bar for charters to open their doors—we should set high expectations—and if they don't meet those expectations we should close them down.
But to suggest that somehow charters are bad for low-income and minority students is absolutely wrong.
Let's strengthen traditional public schools, which the vast majority of our children will always attend, and let's support good charters. These ideas are not in conflict—they reinforce each other.
Since Race to the Top, 17 states have also changed their laws around teacher evaluation to include student achievement.
Believe it or not, some states had laws prohibiting the use of student achievement in teacher evaluation.
Thanks to Race to the Top, those laws are all gone.
Now—should a teacher evaluation be based on a single test? NO! Should their salary be linked to a single test? NO!
But can you really evaluate teachers without factoring in student achievement at all? Of course not!
It should be one of multiple measures. That's just common sense—and many forward-thinking union leaders such as Randi Weingarten of the AFT agree with us...

Finally, I just want to talk about why we need high standards.
Today, states have dummied down standards in part because No Child Left Behind punishes them when they fall short. We're going to change that for several reasons.
First of all, low standards mean that we are lying to children and parents—telling them they are ready for college when in fact they are not.
That's why so many of them drop out after a year. That's why so many need remedial education.
America needs a high-bar college and career-ready standards for everyone so that we're all on a level playing field.
In basketball a three-pointer is always worth three points. In football a touchdown is always worth six points.
Only in education does the real value of a high school degree vary by state or zip code. Why have we allowed these gross inequities in expectations to exist, unchallenged for decades?
The brutal fact is, low income students are always hurt the most by low standards. Far too many leave high school woefully unprepared to succeed in college or the workforce.
Well, thanks in part to Race to the Top, 48 states are working together on high standards, and 30 states have already adopted them. This is courage in action at the local level—the days of dummying things down and lying to children is finally coming to an end.
One of the things that No Child Left Behind really got right was transparency.
It requires every district and state to show the test scores of all subgroups so we can see the insidious achievement gaps of poor, minority and special education students.
But because states can't hide those gaps any longer, many states lowered standards so poor children looked like they were doing better.
That was an absolute tragedy for American education.
This President and this administration will never acquiesce in a lie. Our first job is to tell parents and students the truth...
And we must keep this issue, and this debate, at the forefront of our collective agenda—nothing is more important than improving our nation's schools.
So I stand here today—deeply appreciative of all of you and your leadership and your remarkable organization.
You are partners and allies in the cause of public education. This is a movement—a movement for social justice. This is the civil rights issue of our time.
This is the only way to end poverty and the ignorance that perpetuates discrimination.
This is the only way to achieve the dream Dr. King so vividly described on the steps of the Lincoln Memorial.
I came to Washington for two reasons: to change our children's destiny through education, and, to put an end to the indefensible inequities in education that left far too many of my friends on the South Side of Chicago without freedom, opportunity or hope.  Entire speech here