What we see below happened during MAOIST CULTURAL REVOLUTION and it indeed was simply a ploy to remove almost all 99% of Chinese citizens from the education process. Below we see the percentages given meaning NOTHING---but it shows how children were culled --33 million children in China of a few billion is very few. The end of the process having 99% of Chinese thrown into the industrial global factories in FOREIGN ECONOMIC ZONES.
We want to look today at what was our US MILITARY SCHOOLS most of which are overseas on bases used by long-term overseas military families.
WE ARE BEING TOLD ALL OF A SUDDEN THOSE GLOBAL PRIVATE MILITARY SCHOOLS OVERSEAS ARE GRADUATING TOP STUDENTS.
It must be all that MILITARY EDUCATION STRUCTURE.
Don't believe the stats but believe the process -----this is the same as today's US RACE TO TOP COMMONER CORE.
Education in Mao’s China
by Tyler Cowen March 28, 2015 at 3:02 am in
Advancement in China’s school system was highly competitive, and the odds of reaching the top of the educational ladder were very steep. Of the 32.9 million children who entered primary school in 1965, only 9 percent could expect to enter junior high school. Only 15 percent of junior high school entrants, in turn, could expect to graduate and enter high school. Among the highly selected groups that graduated from academic high schools, only 36 percent could expect to enroll in a university. Of those who entered primary school in 1965, only 1.3 percent could expect to attend an academic high school, and only one-half of 1 percent could expect to attend university.
Of course the Caplanian point is that China managed a lot of post-1979 economic growth with what was fundamentally a not very educated generation.
Having spent our elementary school years attached to a US military base in CA ----having a very good US PUBLIC ELEMENTARY SCHOOL as does most of our US sovereign military bases------we never attended a MILITARY BASE SCHOOL. We know that most military families try hard to send their children to US PUBLIC SCHOOLS and not military base schools. Our US 99% of WE THE MILITARY STUDENTS are no different than our BELL-CURVE public school students------most are average----some below some above-----a less-than-1% being that genius.
DoDEA as this article states are overseas military installations having those military base schools with no other choices for military families because of course there are no US PUBLIC SCHOOLS overseas.
'Nearly 75,000 school-aged military children are enrolled in the 172 Department of Defense Education Activity, or DoDEA, schools around the world'.
So, all of a sudden we are being handed stats saying these MILITARY BASE SCHOOLS are graduating students with higher achievements than our US public schools students---just as the same stats say global corporate neo-liberal schools in FOREIGN ECONOMIC ZONES are doing so as well.
March 15, 2018 @ 9:57 AM |
What Schools Are Available to Children on Military Installations?
When it's time to relocate, you need to know what education opportunities are available for your children at the new installation. The Department of Defense is committed to making sure all military children have the opportunity for a quality education that prepares them for success.
Nearly 75,000 school-aged military children are enrolled in the 172 Department of Defense Education Activity, or DoDEA, schools around the world. The rest are enrolled in public or private schools off the installations or in home-school programs. Schools on installations are either DoDEA schools or public schools.
Our Department of Defense Education Activity schools
Our DoDEA schools are 100 percent accredited and grouped into three geographic areas:
- DoDEA Americas: More than 23,000 students are enrolled in 57 schools in Alabama, Georgia, Kentucky, New York, North Carolina, Puerto Rico, South Carolina and Virginia.
- DoDEA Europe: On the continent, 66 schools serve more than 28,000 students in Bahrain, Belgium, Germany, the Netherlands, Spain, Turkey, Bahrain and the United Kingdom.
- DoDEA Pacific: In this region, 48 schools in Guam, Japan, South Korea and Okinawa serve more than 22,000 students.
Public schools on military installations
Currently, 160 public schools operate on military installations across the United States. Department of Defense strategies make sure that both public schools on military installations and DoDEA schools comply with quality standards.
These documents have more information about Department of Defense strategies:
- Department of Defense and Full-Year Continuing Appropriations Act, 2011
- Prioritization Methodology
- Grant Process
Call me skeptical when our US DOD is ground zero for trillions of dollars in Federal funding frauds, a complete corruption inside military spending------no source for REAL NEWS but PROPAGANDA as a military defense mechanism.
Just as in US private schools we discuss in detail how all these EDUCATION TEST SCORES are juked making a private school student appear a higher achiever than our public schools----this is the same thing. NO DODEA is not a model for civilian education but ALTERNET---a global banking 1% Clinton neo-liberal media outlet will suggest that since MOVING FORWARD inside US FOREIGN ECONOMIC ZONES comes with morphing into far-right wing authoritarian, militaristic, extreme wealth extreme poverty LIBERTARIAN MAOIST/STALINIST/HITLER MARXISM.
'Is the DoDEA a model for civilian education?
Looking at the model of education offered by the Pentagon, one might wonder if it’s possible to transfer the best of what it offers – like an emphasis on parental involvement and community building around the schoolhouse -- to the civilian world'.
Is today's US MILITARY even taken to global private military corporation operating as a MAOIST/STALINIST/HITLER MARXIST military education structure? Of course not. MOVING FORWARD US FOREIGN ECONOMIC ZONE corporate military schools will not look like our US military base schools because even as our US sovereignty has been attacked these few decades----our US military until NOW has retained the RIGHTS AS US CITIZENS soon to disappear.
So, US national FAKE NEWS and far-right wing global banking 1% academic DATA/RESEARCH is creating FAKE STATS telling us our US public K-university is a failure but look at what these MILITARY BASE SCHOOLS are achieving.
WE CAN EASILY IMAGINE THIS WAS THE SALESMENSHIP OF MAO AS HE BROKE DOWN CHINA'S FUNCTIONING SCHOOL SYSTEMS.
ALTERNET has always been a far-right wing global banking 1% Clinton neo-liberal media outlet---so our 5% freemason/Greek Clinton neo-liberal players are behind selling MILITARY BASE SCHOOLS--MAOIST EDUCATION as best.
We are not trying to disparage our military base students---we simply KNOW that BELL-CURVE on education achievements has worked for over 100 years ---now being discarded with only FAKE DATA allowed.
Why Are Students at Military Base Schools Out-Achieving Their Civilian Peers?
Kids educated on military bases regularly outscore kids educated in public schools on national assessment tests.
Is the model replicable?
By s.e. smith / AlterNet
December 12, 2012, 5:00 AM GMT
If someone asked you to describe expected achievement scores in a student population where a) many have high personal debt with only a single parent at home; b) 40% of the school population is Latino or black; and c) students can expect to change schools between six and nine times as they move through primary and secondary school, “below average results” would probably come to mind. All of these stressors, it would be fair to assume, could contribute to difficulty with math, reading and other school skills, setting students up for an uphill struggle in the classroom.
While those assumptions often hold true in the world of civilian education, a notable exception to the rule may be present on military bases around the country and the world. According to the latest available data from the National Assessment of Educational Progress (NAEP), released in December 2011, students enrolled at Department of Defense Education Activity (DoDEA) facilities -- the schools provided on military bases to educate students of soldiers and support personnel -- are performing at or above the national average in areas like math and reading when compared to their civilian counterparts. Critically, the results also note a narrower racial achievement gap than exists in the civilian world.
These results have become a conversation piece both in the military and in the larger world, where a number of journalists have suggested they indicate superior academic performance in DoDEA schools.
But such comparisons may be less reliable than they seem. In a conversation with AlterNet, education expert Paul Thomas cautioned that the results should be viewed with some skepticism, pointing out that comparing DoDEA schools and their civilian counterparts is difficult at best -- and that the NAEP itself can be a flawed measure of academic performance. “You must match a good deal of indicators, such as race, gender, socioeconomic, and subcategories that [are] often at the root of claimed ‘differences’ (ELL students, special needs students), before you can make any fair claim that military schools are better, the same, or worse,” Thomas explains.
This can be challenging to do, and requires, as he puts it, a lot of “tedious analysis,” some of which may be difficult to perform due to lack of data. If the data are correct, the next challenge involves identifying the sources of high student achievement and determining whether they can be replicated -- which, Thomas notes, may be impossible. “Can the causes of high achievement…be identified, and then can those cause-agents be replicated in the broader public schools that are unlike military base schools? (The answer is almost always, no.)”
Still, it seems fair to ask: If there is a performance disparity between civilian and military base schools, what’s behind it? And if the results on the racial achievement gap are accurate, what are DoDEA schools doing differently to erase that gap?
Statistics worth a second look
The Department of Defense operates almost 200 base schools around the world through the DoDEA, supplementing the 159 base schools operated within the United States by regional school districts. Up to 150,000 military children attend base schools for their education, though military parents may also opt for private schools and homeschooling.
The utterly counterintuitive NAEP statistics for military schools are especially remarkable when the full array of information about the state of life for military children becomes available – particularly when viewed alongside data about physical conditions at base schools. In a 2011 study, the Pentagon acknowledged that almost 40% of its physical facilities were failing, forcing students to attend classes in decrepit facilities. The same holds true for many base schools run by regional school districts. Catie Hunter, attending a base school at Fort Sill managed by the Lawton Public School District, describes navigating hallways filled with trashcans to collect water leaking from the ceiling of her school.
Poor conditions inside schools are not just a nuisance; they also present notable health hazards. High moisture and heat levels, common in many Pentagon-run schools, contribute to the growth of mold, which can cause respiratory problems, rashes and other health problems for students. Facilities with poor temperature control can increase the risk of illness, especially among students with immune systems weakened by travel, stress and other factors. Overcrowding is also a problem in many base schools.
At home, many military children deal with the stress of missing family members when one or both parents is out on deployment. A RAND study suggests that students with parents on lengthy deployments are more likely to experience a drop in test scores, and deployments can also be accompanied by emotional outbursts and difficulty focusing in school, phenomena witnessed by educators who work on military bases. This is disruptive not just for individual pupils, but for other members of their classes as well.
Given these conditions, how do we explain the possibility that students on military bases are outperforming their civilian peers? To start with, despite the many documented challenges they face, military children often benefit from experiential advantages unavailable to many of their civilian counterparts. They benefit from housing security in the form of base housing or a stipend designed to make local housing affordable. They also have access to routine healthcare services, which can radically increase their productivity as well as comfort; base students miss fewer days of school for health-related reasons as a result of preventative care and prompt treatment for illnesses, when compared to civilian children. Furthermore, they benefit from a large support network of military families and personnel, creating a community around pupils -- rather than forcing students and parents to navigate the system on their own.
Just as important, schools on military bases, when run well, focus on developing a culture of learning, instead of focusing on test scores. Performance-based evaluations are judged on detailed evaluations of students and teachers, not standardized test results. Accountability functions very differently in DoDEA facilities than it does in the civilian world, highlighting some key cultural differences between the military and the outside world.
A different school culture?
Take a look at how base schools are run and it’s hard not to be struck by the differences vis a vis how we operate schools in the civilian world. Because their funding originates with the Department of Defense, base schools are not subject to No Child Left Behind and its accompanying stringent and problematic requirements, which have been heavily criticized by educators. (Incidentally, DoDEA per-student funding averages are higher than those in the civilian world.) These schools also don’t participate in the Race to the Top, preferring to focus instead on creating a very different kind of educational and policy culture on campus.
Much like the military itself, base schools are highly organized and centralized. A clear chain of command establishes communication at every level of a school, and includes cooperation between teachers and administrators, who enjoy a relationship that tends to be less fraught than in the civilian world. The teachers’ union is a welcome participant in the educational landscape in many base schools, rather than being viewed as an adversary. (In one example, union representatives were made part of the planning for a school nutrition program, with the administration noting that teacher development and full participation in school initiatives was an important part of providing educational services.) As federal employees, DoDEA teachers and their unions work with management to resolve disputes effectively and maximize efficiency to focus on delivering services to students and parents.
These schools set clear achievement goals and use standardized tests not to assess teachers, but to evaluate students and determine which students may need additional help and support -- reflecting the original purpose for which such tests were designed. They also place a heavy focus on parental involvement, relying on parents and the community at large to support children in school. Many aim to create schools as community hubs for teachers and parents, recognizing that parents may feel isolated with partners overseas. For example, some schools host family resource centers and other services to attract parents and boost their involvement levels, while at others, educators and management maintain an “open door policy” for parents, inviting contact with any questions or concerns at any time during the school year.
When it comes to ameliorating the racial achievement gap, base schools also boast an historical advantage; military schools integrated students of different races earlier than civilian ones did, and nonwhite students may find it easier to learn in environments where they’re surrounded by diverse peers and instructors. Like the military itself, base schools aim to address potential discrimination and to provide equal opportunities for people of all races, including access to high quality education. High parental involvement is also credited as an important factor in the possible shrinking racial achievement gap at military base schools.
Finally, a focus on “good teaching” is central to base schools’ success. Administrators work to keep workplace satisfaction levels high at base schools, with the goal of attracting and retaining good teachers. Instead of relying on standardized tests with their accompanying flaws to gauge teacher performance in the classroom, administrators at base schools are more likely to visit and observe classes, meet with teachers individually, and interact with students and parents to assess satisfaction and achievement levels. This system rewards innovative and creative instruction that improves learning conditions for students, rather than obliging teachers to “teach to the test,” focusing on testing guides rather than the needs of their students.
Notably, as part of its accountability programs, the DoDEA conducts a biannual survey covering parents, teachers and students. The survey is used to determine where the system needs improvement, part of an evidence-based approach to education. In the most recent results, from the 2010-2011 school year, 77% of parents rated their schools with an A or B, mirroring their children – 73% gave the same marks to their schools. The use of detailed surveys and questionnaires is a common practice across the military, where such data can be valuable for improving performance and addressing concerns from people throughout the ranks.
Flaws within the base school system
Still, it’s not the case that every base school gets an A grade when it comes to providing the kind of supportive environments they claim to strive for. When looking at overall student performance statistics, it can be easy to forget to read between the lines, and while some DoDEA students are indeed performing better than civilian students, others are clearly struggling and may not be getting the support they need to succeed. Digging deeper, it becomes obvious that while base schools may be racking up superior academic performance in some cases, the daily environment for the students is not always pleasant.
United States Navy veteran Brandann Hill-Mann, whose husband is still on active duty, notes that the culture at her base school has been less than supportive for her daughter:
Given the nature of military lives, I was surprised that the school seemed largely unprepared for a mid-term transfer. The teacher acted put out that we had trouble integrating [my daughter] in. The focus is very clearly on the group rather than the individual, and the classes are predictably larger [than in civilian classrooms]. There is very little adjustment time allowed before the student is expected to be caught up with the current goings on in the class.Her concerns are mirrored by many respondents to the latest DoDEA survey, who also cited class size as a concern. Furthermore, Hill-Mann agrees with many parents on the DoDEA survey on another important topic: while schools allegedly commit to anti-bullying efforts, the truth on the ground can be very different for students and parents:
There is a very public message that bullying is not permitted on school grounds, but that is not my experience. The kids are taught classes in how to basically "buck up" and not take things so personally. I feel like there is a very narrow definition of bullying, and everything else is just "kids play." I am not aware that hate speech is considered bullying (I have heard the words "gay" and "retarded" used pejoratively, even by teachers).As for parental involvement, Hill-Mann says, a heavy burden is placed on women, along with the assumption that all servicemembers are men. As a parent, she’s pushed to participate in school activities and in many cases to make up for shortcomings at the school:
I feel like a lot of school activities would cease to happen without parent volunteers. Time is considered free for use. All the on-base sports activities…are coached by parent volunteers and not anyone specifically qualified to be leading the sport. Little more than a background check is required before taking these duties on.Hill-Mann’s experiences with her base school suggest that the progress for which the Department of Defense has been praised may not be the whole picture. If students are performing well but struggling with bullying and large class sizes, how supportive is the learning environment? Hill-Mann’s concerns about group-focused learning also ring alarm bells when it comes to disabled students, who may need accommodations in the classroom. In 2011, the General Accounting Office found that the military may not be adequately serving disabled students, and recommended better screening for such students along with firmer accountability standards. The Air Force, in particular, has been criticized for failing disabled students: some installations have no special needs coordinator, others fail to offer accessible education services at all, and in some cases the educational opportunities available to the disabled are limited – all in direct contravention of the law.
Is the DoDEA a model for civilian education?
Looking at the model of education offered by the Pentagon, one might wonder if it’s possible to transfer the best of what it offers – like an emphasis on parental involvement and community building around the schoolhouse -- to the civilian world. Some might argue that military culture is a key factor, making it difficult to provide the same kind of educational opportunities to civilian students, but there’s more at work here than that. The genuine commitment to students, education and family life in some DoDEA schools seems as important as the culture in which base schools are rooted, and there is no doubt that this emphasis is something civilian “reformers” should be working to embrace.
Evaluating base schools to find out more about what is working and why could provide valuable information for those in the civilian world looking to improve student learning on an organic level –rather than on meeting flawed government metrics. A high-quality, free public education should be available to all students in the US no matter where they are, and if base schools offer any positive lessons in that regard, their achievements ought to be studied more closely.
Well, only if you have today's CLINTON/BUSH/OBAMA----the GREAT LEAPING LIZARD MAO of today's sacked, looted and colonized former sovereign nation UNITED STATES.
Our US 99% of WE THE MILITARY FAMILIES know as well as our US 99% civilian citizens that our US military troops are used for research and development across all industries. Whether PHARMA----ONLINE TECH------military housing/education-----when global banking 1% OLD WORLD KINGS AND QUEENS want to take a public policy into the public sector ---it is mainstreamed first in our US military. Same happened with RACE TO TOP COMMONER CORE----no one has been using ONLINE LESSONS written by global 1% having no connection to TRUTH/REAL INFORMATION----than these few decades of CLINTON/BUSH/OBAMA----our overseas military base schools. Our adult military have been pushed to ONLINE DEGREES removing them from attending a strong brick and mortar 4 year university for their GI BILL education.
'Is the DoDEA a model for civilian education'?
In comparing RACE TO TOP COMMONER CORE to the MAOIST CULTURAL REVOLUTION and its military-style schools----we must remember, back in China's 1950-70s MAO'S LITTLE RED BOOK was not tied to DEEP, DEEP, REALLY DEEP STATE SMART CITIES. The need for children to move through these corporate military school structures is greatly reduced.
MAO SAID NO SCHOOL FOR YOU-----SO, TOO THE GREAT DECIDERS ----CLINTON/BUSH/OBAMA---NOW TRUMP
On Military Bases, Common Core by Another Name
Schools on U.S. military bases are adopting the education framework – but don’t call it Common Core.
By The Hechinger Report, Contributor March 6, 2015, at 12:01 a.m.
Sixth-graders listen to English language arts teacher Tracy Lopez at Faith Middle School in Fort Benning, Ga.Cindy Givens/DoDEA
FORT BENNING, Ga.—With a father serving as a staff sergeant in the U.S. Army, 14-year-old Tamaria Reed is used to moving from state to state, uncertain when she’ll have to pack up and relocate once again.
When she was in third grade, Tamaria moved from a public school in Panama City, Florida, where her class was just beginning to study geometric shapes. But at her new school on the Fort Campbell, Kentucky, Army base, third-graders were learning fractions. “The frustration was so high – that’s probably why I remember it so vividly,” she said.
When Tamaria switched schools, she usually transferred to another Army base campus run by the U.S. Department of Defense Education Activity, or DoDEA, which educates about 78,000 children at 181 schools on military installations in 12 foreign countries and the United States (including its territories of Guam and Puerto Rico). It is a system that, over the past two decades, has been steadily downsized as military bases, at home and abroad, have consolidated or closed.
Children of military families often move between regular public schools and those in the DoDEA (pronounced “doe-dee-ah”) system, changing schools as many as six times over the course of their academic careers. Nearly 1.2 million school-aged children have a parent serving as an active-duty member of the U.S. Armed Forces, and the vast majority are enrolled in U.S. public schools.
Now, in part to ensure a smoother transition between the two systems, DoDEA plans to spend the next three to five years phasing in the Common Core State Standards, which set grade-level expectations for what students will know and be able do in reading and mathematics.
Even as DoDEA prepares to adopt the controversial new academic standards, it is facing incertitude of its own. The U.S. Department of Defense is reviewing a study (to be made public later this year) that could recommend drastic changes for its 60 campuses in the continental United States. Options under consideration include maintaining the status quo, turning over operations to a local school district, converting campuses to charter schools, or shuttering them outright.
In the meantime and despite the unsettled future, the Department of Defense has allocated $5 billion in school construction funds – a 9-year project slated to run through 2020 – to renovate or replace nearly 70 percent of DoDEA schools in poor or failing physical condition. And DoDEA is forging ahead with the massive academic overhaul, scheduled to begin next fall.
Should We Stop Making Kids Memorize Times Tables? ]Sixth-graders listen to English Language Arts teacher Tracy Lopez at Faith Middle School, Fort Benning, Ga.Cindy Givens/DoDEA
Currently in place in 42 states and the District of Columbia, the Common Core is often decried by opponents as a federal encroachment despite having originated out of a bipartisan coalition of the nation’s governors. So to sidestep that argument DoDEA – the closest thing the U.S. has to a federal school system – will use the phrase “College and Career-Ready Standards” rather than Common Core.
“It’s been my experience that as soon as you get in front of a group of parents or staff and you use the term ‘Common Core’ it becomes, immediately, politicized,” said Thomas Brady, who took over as DoDEA’s director last spring after serving as superintendent of Providence, Rhode Island’s public schools. “It gets confusing and emotional, for no reason whatsoever. We decided to defuse that unnecessary reaction.”
DoDEA’s decision to rename the initiative is a logical one, said Paul Peterson, a professor of government and education policy at Harvard University who has been tracking the public response to the new standards. His research found that using “Common Core” in an opinion poll triggers a negative response even though most people say they are in favor of national academic standards as a concept.
“The words have become tainted by the debate,” Peterson said. “I expect to see more of this kind of rebranding happening – many states are already thinking along these lines.”
ALL THAT DEMOCRATIC FREE POLITICAL DISCUSSIONS AND DEBATE BY A 99% WE THE PEOPLE----MAKE GLOBAL BANKING 1% ONE WORLD ONE GOVERNANCE MOVING FORWARD COMMONER CORE IS TAINTED----OH, MY.
Students in Flux
After elementary school in Kentucky, Tamaria and her family again relocated, this time to Fort Benning, Georgia, where she attended DoDEA’s Faith Middle School located on the base. She is now a freshman at Columbus High School in the public Muscogee County School District; it is one of the state’s top-ranked magnet programs. A common set of academic expectations among states would help DoDEA students, Tamaria said: Base reassignments and deployments don’t operate on a school calendar and children in military families often scramble to catch up academically.
A Guide to Common Core ]“We have so much else to worry about,” Tamaria said. “School should be the easy part.”
Frequent relocation and academic upheaval have long been an unavoidable part of life for children of U.S. military personnel. Forty percent of DoDEA’s students change schools every year. By comparison, Los Angeles, the nation’s second largest school district, has a transiency rate of just under 19 percent.
In DoDEA parlance, on-base schools are “inside the gate.” By aligning DoDEA’s academic standards with the majority of public schools “outside the gate,” students will have a better shot at a smooth transition as they move among districts, states, and countries, Brady said.
DoDEA budgets $454 million annually to operate 60 schools on 15 military installations in seven states: Alabama, Georgia, Kentucky, New York, North Carolina, South Carolina and Virginia. Local school districts are paid another $27 million each year to operate campuses and provide transportation for schools on military bases in Delaware, Massachusetts and New York
The new standards are part of a broader effort to better prepare DoDEA’s students for the postsecondary challenges of college and the workforce. The percentage of DoDEA’s high school seniors who said they planned to enroll in either a two- or four-year postsecondary institution was 80 percent last year, well above the national average of 66 percent, according to the federal Bureau of Labor Statistics.
Common Core, Charter Schools Work to Improve Student Achievement ]Brady also wants DoDEA schools to have a more streamlined focus, weeding out competing initiatives and programs contributing to what he called “education reform fatigue” among teachers and staff.
This is more than just a professional mission for Brady. In addition to serving in top positions in school districts in Philadelphia; Providence, Rhode Island; Washington, District of Columbia; and Fairfax County, Virginia, he previously spent 25 years as a commissioned officer in the U.S. Army. His wife, five children and two of his grandchildren all attended DoDEA schools.
“We’re going to do a rigorous and correct implementation,” Brady said. “That includes professional development, and the resources to make this work.”
That strategy is in keeping with recommendations laid for DoDEA by Rand researchers in a 2012 report, based on the best practices of 15 “diverse, large-scale reforms.”
Testing and Teachers
What It's Like Taking a Common Core Test
DoDEA’s schools are organized into regional districts, with a significant degree of local control. Because DoDEA is funded through the Defense Department rather than the Education Department, it is exempt from the federal No Child Left Behind Law, which laid out escalating sanctions for schools and districts that fail to show adequate progress on student test scores. (DoDEA’s leadership said the system voluntarily abides by the spirit and intent of the law’s provisions.) That means less time is spent preparing for, or worrying about, standardized tests, the system’s educators say.
All the same, DoDEA’s diverse population of students hold their own against their public school peers on several academic measures – including standardized assessments – and in many cases outperform them. Racial achievement gaps found at public schools with similar student demographics aren’t typical at DoDEA campuses. Indeed, on the most recent Scholastic Aptitude Test (SAT), African-American and Hispanic DoDEA students scored significantly above the national average for their subgroups.
DoDEA students, many of whom come from low-income households, benefit from an enviable network of support services designed to ensure their basic needs are met outside the classroom. Families have guaranteed access to housing, health care and nutritional programs – all important to student achievement.
“The parents work for the same organization as the teachers – that’s huge,” said Tom Loveless, a senior fellow at the Brookings Institution in Washington. “If a kid acts up, there’s motivation for the parents to come in and address the problem. It’s a closed system, and very often the kids, parents, teachers live in close proximity. They have optimal conditions for optimal achievement.”
Those benefits aside, it would be a mistake to paint life for the children of military families as idyllic, said Claire Smrekar, a Vanderbilt University associate professor of public policy and education who has conducted several large-scale evaluations of DoDEA.
It’s often difficult for spouses to find work, which can mean getting by on one income, Smrekar said. There is also a high rate of divorces and remarriage among military families, as well as frequent, extended – and often dangerous – deployments. That all takes an emotional toll on the children, Smrekar said.
While its students routinely deal with upheaval in their home lives, there’s one aspect of DoDEA that is remarkably stable: its workforce. DoDEA’s 8,000 teachers are typically more highly educated and experienced than their public school counterparts.More than two-thirds of them hold master’s degrees. It’s not unusual to find a DoDEA teacher with a doctorate. At its U.S. campuses, teacher pay is correlated against salaries in the nation’s largest urban districts. Turnover is low.
WE DO OF COURSE TAKE EXCEPTION TO ONLINE ADVANCED DEGREES AS TO MATCHING QUALITY OF BRICK AND MORTAR MASTER/DOCTORATES. THIS IS APPLES AND ORANGES IN COMPARISON.
The department fills roughly 500 to 700 vacancies annually, and there’s a database of more than 20,000 applicants who have been prescreened to meet basic requirements: U.S. citizenship, a minimum of a bachelor’s degree and at least some teaching experience.
During her visits to on-base schools, Smrekar heard from teacher after teacher that they would never want to work anywhere else.
“These are exceptionally well-trained teachers, many of whom stay in place for decades,” Smrekar said. “There’s a shared sense of mission and professional respect conveyed from the parents to the teachers to the students.”
Girls practice archery during gym class at Faith Middle School, Fort Benning, Ga.Cindy Givens/DoDEA
Deeper Math, More Reading
The intent of the Common Core standards is for students to not just answer questions correctly but also be able to explain their reasoning, craft and defend arguments, and read complex texts closely.
The new math standards will be in place for DoDEA elementary schools beginning with the 2015-16 academic year. The literacy standards will follow. The decision to start with math came from the difficulty it poses for DoDEA’s students in older grades, said Brady, who called it the system’s “Achilles’ heel.”
DoDEA students will be expected to master fewer mathematical concepts at each grade level, rather than get by with a superficial understanding of a larger number of topics. Eventually, they’ll be expected to demonstrate “deeper knowledge” through activities like creating mathematical proofs.
KEEP IN MIND RACE TO TOP COMMONER CORE VOCATIONAL TRACKING K-CAREER PUSHES THE MAJORITY OF STUDENTS OUT OF SCHOOL AFTER ELEMENTARY----DEFINITELY MIDDLE----SO, THESE CHILDREN WILL RECEIVE VERY LITTLE MATH CONCEPTS BEFORE THEY ARE PUSHED OUT-----MARY KELLER SAYS THIS IS GOOD.
DoDEA’s decision to focus first on mathematics is a smart move, said Mary Keller, president and chief executive of the Texas-based Military Child Education Coalition.
The national nonprofit organization provides support to families relocating both on and off base, helping them get up to speed on such items as state graduation requirements and transferring student records.
Falling behind in math can do both short-term and long-term damage to a student’s future prospects, Keller said, and it’s probably the most frequent academic concern the coalition hears from military parents.
“Gone Is Gone”
The majority of DoDEA’s campuses are elementary schools, followed by middle schools and a small number of high schools. By the time students reach the upper grades their parents have often moved off base or left active duty. That can mean former DoDEA students with shaky academic foundations struggle in later grades at a public school.
GOALS OF RACE TO TOP -----THERE WILL BE NO US HIGH SCHOOLS---STUDENTS WILL BE APPRENTICED TO GLOBAL CORPORATIONS
“The payoff in math is building on the prerequisite skills,” said Keller, who spent more than 20 years as a teacher and administrator in Texas public schools, including the Killeen Independent School District, which serves children with parents at Fort Hood. “But when you move a lot, you’re struggling in the next location, and kids lose their confidence as learners. That ultimately results in fewer Advanced Placement opportunities, weaker SAT and ACT scores, and other things affecting the decisions students make about life after high school.”
It doesn’t take much disruption for kids to get out of sync with school, she said. And it’s not just the stress placed on military families by 13 years of war in Iraq and Afghanistan. Parents are often deployed to places other than battle zones where their families can’t follow. Added Keller: “As the kids say, ‘Gone is gone.’”
Tamaria Reed agreed that military life can be tough on kids, particularly middle schoolers already experiencing the normal stresses that come with adolescence. It helped to be at an on-base school where her classmates and teachers already understand the challenges facing families like hers, Tamaria said.
She also sees an upside to her frequent moves, and the “real world” preparation that’s come with it. Tamaria is planning for a career in medicine, and expects to have to relocate for college and then likely again as part of her advanced training.
“I’ll have to adjust,” Tamaria said. “And I know the adjustment will be OK.”
Remember we posted a few days ago that global banking 1% and all those far-right wing Clinton/Bush/Obama who MOVED FORWARD dismantling of our strong US PUBLIC SCHOOL system are now saying---SORRY, WE MADE A MISTAKE---COMMON CORE IS NOT GOOD------pretending they are not installing RACE TO TOP COMMONER CORE. This is the tag-team of global banking where the FAKE RIGHT WING pretends to be US conservative Republicans being sold they are indeed stopping COMMONER CORE when in fact they are doing nothing to dismantle all those structures installed during OBAMA era. MARYLAND was first to jump into COMMONER CORE RACE TO TOP ----and it is MOVING FORWARD to global corporate neo-liberal campus schools as fast as GREAT LEAP FORWARD global banking 5% freemason/Greek player/pols black, white, and brown players can pass laws to advance these corporate military school structures.
Below we see TRUTHINAMERICANEDUCATION-----telling great big fat LIES.
We again want to remind our US 99% WE THE PEOPLE and new to US immigrant citizens-----when we have a CIVILIAN GOVERNMENT---we do not have 5% players thinking they must believe anything as TRUTH coming from a GLOBAL CORPORATE CEO they see as a COMMANDER.
So, we hear nothing from our Baltimore school teachers' union because they are under the umbrella of INTERNATIONAL LABOR ORGANIZATION/WORLD BANK/UNITED NATIONS-----AFL-CIO----which under TRUMKA has that fist up in ROMAN SALUTE acting as global banking 5% freemason FAKE LABOR LEADERS.
Here we see a MARYLAND REPUBLICAN GOVERNOR HOGAN being made to look right wing conservative while MOVING FORWARD same global banking 1% RACE TO TOP COMMONER CORE as far-right wing Clinton neo-liberal O'Malley
Maryland Plans to Dump PARCC
September 12, 2018 By Shane Vander Hart
Governor Larry Hogan (R-MD)Maryland plans to replace PARCC with an assessment of their own The Baltimore Sun reports. Maryland’s upcoming departure coupled with New Jersey’s exit will drop the Common Core assessment consortium that once boasted 27 partners (including 24 states) down to five.
PARCC’s active partners include the District of Columbia, Illinois (grades 3-8 only), Louisiana (hybrid, grades 3-8 only), New Jersey (plans to withdraw), Maryland, Massachusetts (hybrid, grades 3-8 only), New Mexico, Bureau of Indian Affairs, and the Department of Defense Education Activity.
Maryland’s schools struggled with PARCC since its implementation. Less than one-half of the state’s students passed in 2017. The Maryland State Board of Education announced last fall they were delaying the requirement that students pass PARCC to graduate.
Liz Bowie for The Baltimore Sun wrote:
The state is seeking bids from contractors to design a new assessment that requires less time to take and grade, but it will not be ready for use until the 2019-2020 school year. So the state will spend another $11 million to continue testing with PARCC this spring.
The impetus for change came from Maryland State Superintendent Karen Salmon and Gov. Larry Hogan, who said he got many complaints.
“Nearly everyone in Maryland — parents, teachers, students and the governor want these tests to end,” Hogan said at a Board of Public Works meeting last month.
As I’ve written before when a state has decided to jettison PARCC or Smarter Balanced, as long as a state continues to use Common Core math and ELA standards they will have a Common Core-aligned assessment. The Every Student Succeeds Act mandates the alignment of a state’s standards and assessment.
We will end this VETERAN'S DAY week discussion of NDAA and public policy tied to EDUCATION and our active and retired military 99% of citizens by again reminding-----many of those global banking 5% freemason/Greek FAKE LABOR players who could care less about our US sovereignty ----our US public schools ----our 99% of US WE THE CHILDREN AS STUDENTS------are today's US city labor leaders whether non-union or union. Below we see 700 union members won public office and they are the ones replacing global banking 1% CLINTON/BUSH/OBAMA neo-liberalism MORPHING into far-right wing, authoritarian, militaristic, extreme wealth extreme poverty LIBERTARIAN MARXISM.
We showed images of Eastern block POLAND----SOLIDARITY was not our strong US AGE OF ENLIGHTENMENT I AM MAN labor union----it worked for STALINIST/HITLER FASCISM promoting these guys---like GREAT LEAPING LIZARD MAO----as a PEOPLE'S REVOLUTION ---pro-workers pro comrade corporate military schools.
We are watching as what were DEMOCRATS as Clinton neo-liberals show wins for far-right wing LIBERTARIAN MARXISTS---whether they are HILLARY NASTY LADIES as MARXISTS or these labor union men........working for the same global 1% OLD WORLD KINGS KNIGHTS OF MALTA TRIBE OF JUDAH taking the US to colonial status along with our US 99% WE THE PEOPLE black, white, and brown citizens.
Remember, HITLER was sold as pro-worker as MAO----by these same global banking 5% FAKE LABOR leaders having replaced REAL LEFT SOCIAL PROGRESSIVE 99% of labor workers in pre-Weimar Germany
'German Labour Front - Wikipedia
The German Labour Front (German: Deutsche Arbeitsfront, pronounced [ˌdɔʏtʃə ˈʔaʁbaɪtsfʁɔnt]; DAF) was the National Socialist labour organisation which replaced the various independent trade unions in Germany after Adolf Hitler's rise to power'.
No one lost more over these few decades of global banking 1% CLINTON NEO-LIBERALISM than our US 99% of labor union members who were VETS as well.
Over 700 union members win public office in midterms
November 8, 2018 2:32 PM CST By Mark Gruenberg
Minnesota Gov.-elect Tim Walz celebrates during the election night event held by the Democratic Party Tuesday, Nov. 6, in St. Paul, Minn.| Hannah Foslien / AP
WASHINGTON—Led by Minnesota’s Tim Walz, some 743 unionists—and counting--won public office nationwide, from Congress down to county commissioner, the AFL-CIO calculates.
Walz, a member of Education Minnesota—the joint AFT-NEA affiliate in the state—and a Mankato High School history teacher, was the Democratic-Farmer-Labor congressman from the GOP-leaning 1st District for the last 12 years. Now, Walz will be Minnesota’s governor, and organized labor’s highest-ranking elected official.
RACE TO TOP COMMONER CORE AFT-NEA-----CLINTON/BUSH/OBAMA--MOVING FORWARD ONE WORLD ONE ONLINE COMMONER CORE.
Walz beat his Trumpite GOP 54 percent-42 percent on Election Day. And Julie Blaha, the former Minnesota AFL-CIO Secretary-Treasurer and also a former teacher (AFT), joins him among the state’s top four officials. She won the auditor’s post, 49 percent-42 percent.
Walz, Blaha, National Education Association member and history teacher Jahana Hayes, and former top Unite Here Nevada official Steven Horsford headline unionist winners on Nov. 6.
ALL GLOBAL BANKING BILL GATES TECHNOLOGY ONLINE CORPORATE EDUCATION ----NEA---IS GLOBAL BANKING 1% NOT US PUBLIC K-UNIVERSITY.
President Barack Obama, left, accompanied by Education Secretary John B. King Jr., right, hosts the 2016 National Teacher of the Year Jahana Hayes, center, May 3, 2016, at the White House. Hayes, an NEA member, is now a member of Congress.
| Pablo Martinez Monsivais / AP
Hayes, a Waterbury, Conn., social science teacher and 2016 National Teacher of the Year, won the open 5th Congressional District seat on a progressive platform—including Medicare for All and $15 and a union—after defeating the establishment favorite in the Democratic primary. Horsford, former head of Unite Here’s training academy in Las Vegas, reclaimed his old congressional seat in the Las Vegas suburbs. Both are African-Americans.
They join other active unionists in the Congressional Labor Caucus: Reps. David Norcross of New Jersey and Linda Sanchez of California (Electrical Workers), Mark Pocan of Wisconsin (Painters), and Stephen Lynch of Boston (Ironworkers). Norcross headed the Southern New Jersey Building Trades, while Sanchez is former Secretary-Treasurer of the Orange County, Calif., Central Labor Council.
Unionists also increased their numbers among state and local officials. Maria Elena Durazo, longtime Unite Here official and Executive Secretary-Treasurer of the Los Angeles County Federation of Labor, will now be a state senator from eastern Los Angeles. She won by a 62 percent-37 percent margin.
Maria Elena Durazo, of the Los Angeles County Federation of Labor, will be heading to the California State Assembly. | Reed Saxon / APIndeed, though the fed didn’t say so, many of the winning unionists did so handily. Pocan topped them: He was one of the few lawmakers who were unopposed.
Teamsters member candidates won four state House seats. Jeff Kurtz, (Brotherhood of Locomotive Engineers-IBT) won an open Iowa House seat. So did Susan Martinez, now a Nevada state rep, but also a shop steward and 30-year Local 986 member at Las Vegas’s Flamingo Hotel, won there.
Dave Delloso of Local 312 in Chester, Pa., and Steve Malagari of Local 830 in Philadelphia won open seats in the Pennsylvania House, even as it stayed Republican. “I want to go to Harrisburg and represent a class of people who are tired of being forgotten,” Delloso had told Teamster magazine. Angie Bodine of Local 777, challenging a GOP state House incumbent in downstate Illinois’ District 69, was in a race that’s too close to call.
The Teamster candidate with the biggest local impact also won: Incumbent Cook County (Chicago)
Commissioner Luis Arroyo, Jr., part of the panel’s reform bloc, coasted to victory on the city’s Northwest Side-based district.
So did the county commissioner with the smallest impact: Roger Parsons, a former Local 61 officer and UPS retiree, who sought his first full term in that small—population 14,294—jurisdiction. He told Teamster he’s “fighting for the working men and women” of his county.
The union winners even extended to D.C.: The only two unionists on the ballot—City Council member Elissa Silverman (News Guild) and Board of Education member Ruth Wattenberg (Teachers)—both won handily despite intense opposition from corporate interests, city Mayor Muriel Bowser and Silverman’s former employer, The Washington Post. Business and Bowser hate Silverman for pushing paid sick leave and an eventual $15 minimum wage for tipped workers.
There were other changes that helped workers on Election Day, even if the effect wasn’t immediately obvious. Walz not only won in Minnesota, for example, but also—aided by a strong effort from the state fed—dragged in a DFL majority in the Minnesota House. The State Senate stayed Republican.
The New Hampshire legislature was one of six states that flipped to pro-worker Democratic control, even as GOP Gov. Chris Sununu won again there. And Democrats picked up enough seats in the heavily GOP-gerrymandered North Carolina legislature—after a strong campaign by the state fed and civil rights groups—to end the GOP’s veto-proof majorities. Democratic Gov. Roy Cooper won in 2016 and the GOP solons promptly stripped him of power, while passing an illegally anti-black “voter ID” law.
One California initiative workers opposed went down the drain. Corporations and the right wing tried to roll back a gas tax hike the Democratic-run state legislature and retiring Gov. Jerry Brown (D) enacted, to help fund the state’s schools. Initiative foes lost.
In Nevada, Asian-Pacific American Labor Alliance Executive Director Alvina Yeh reported the group, which concentrated its effort there and in four other states, helped elect pro-worker Rep. Jacky Rosen (D) to the U.S. Senate, ousting a Republican incumbent—and enact automatic voter registration at the state Department of Motor Vehicles.
And in Harris County (Houston) Texas, voters ousted two right-wing “good ol’ boys” from the county commission, including its chair, as two Latino Democrats won. That’s important because the panel controls a $2 billion budget. The one pro-worker progressive who did not, Penny Morales Shaw, still got 45 percent of the vote in a deep-red county council district. Houston voters also approved a 10 percent raise for firefighters. And Dallas County unionists helped turn the city’s state senate delegation blue. The final tally was Democrats 12 seats, Republicans two—in a map the GOP gerrymandered in 2011.
The AFL-CIO reported the 743-and-counting workers elected to public office were part of a wide effort that included 2.35 million door knocks, five million worksite flyers, more than 12 million mail pieces, and 260,094 text messages—-and 69 million “impressions on social media.”
NOT REALLY----SINCE THE DNC HAS BEEN RIGGING AND MADE FRAUDULENT OUR US ELECTIONS THESE FEW DECADES AND ARE MORPHING TO FAR-RIGHT WING LIBERTARIAN MARXISM-----THESE 'LABOR CANDIDATES' WILL CONTINUE TO MOVE THE US FARTHER AND FARTHER AND FARTHER RIGHT WING GLOBAL CORPORATE FASCIST.
The result: “Union members made our voices heard loud and clear,” said AFL-CIO President Richard Trumka. “Working people trust our unions, and that trust was at the core of an unmatched political program… In every corner of the country, working people showed up to fill the halls of power with union members and our allies. We made clear that we won’t stand for those who prioritize the demands of an elite few—whether they’re anti-labor Republicans or pro-corporate Democrats.”
We discussed in detail how MAOIST MARXIST REBELS just happened to rise during last century's continuous wars by GLOBAL BANKING 1% OLD WORLD KINGS AND QUEENS KNIGHTS OF MALTA--TRIBE OF JUDAH----with our Asian global 1% OLD WORLD KINGS joining in. Here we see again FAKE NEWS as MAOIST MARXIST REBELS are called FAR-LEFT RADICALS----there is nothing 'LEFT' about global banking 1% authoritarian, militaristic, dictatorship extreme wealth extreme poverty LIBERTARIAN MARXISM. That was HITLER FASCISM----that was STALINIST FASCISM----that was MAOIST FASCISM---that was FRANCO FASCISM.
Several decades of US FAKE NEWS media showing all those overseas civil unrest/civil wars in southeast Asia---showing all those civil unrest civil wars in LATIN AMERICA are the exact same as today's tensions in CRIMEA-----POLAND-----WESTERN EUROPE---US -----brought to us by global banking 5% freemason/Greek civil unrest civil war players black, white, and brown citizens often FORMER US/ISRAELI MILITARY VETS often found in our LABOR UNIONS/NON-UNION LABOR LEADERS.
THIS IS WHO WE SEE AS HITLER NAZI PLAYERS----AS ANTIFA LEFTIST MARXIST PLAYERS-----AS KKK----AS TRADE UNIONISTS.
Naxalites are a group of far-left radical communists, supportive of Maoist political sentiment and ideology. Their origin can be traced to the splitting in 1967 of the Communist Party of India (Marxist), leading to the formation of the Communist Party of India (Marxist–Leninist)'.
All fighting for RACE TO THE TOP extreme wealth for global 1% ----and COMMONER CORE race to bottom impoverishment and enslavement for our US 99% WE THE PEOPLE and new to US immigrants.
'A typical Marxist, Mao didn’t believe in innate human worth. According to Halliday, he saw only four important things in people, “money, food, labour and soldiers.” '
Who was Chairman Mao, Lionized by Obama’s White house?
By Kelly OConnell —-- Bio and Archives--January 17, 2010
When a member of Barack Obama’s administration recently praised China’s Marxist Chairman Mao as a “favorite political philosopher,” confusion followed. So, who was Mao and why does Obama’s administration publicly praise him? It’s easy to briefly describe Mao Zedong.
He was a radical progressive who fought for a Marxist revolution in his native China, prevailing to lead the country for 27 tumultuous years. Despite boasting he fought “for the People,” Mao’s Great Leap Forward, Cultural Revolution, and other progressive policies resulted in the killing of 77 million people, according to genocide expert Professor J.R. Rummel.
Mao’s Background and Personality
Mao Zedong, ie Mao Tse-Tung, aka Chairman Mao, was delivered to a middle-class peasant family in a small town in 1893 in the valley of Shaoshan, Hunan Province, in China’s heartland. A very disobedient and disrespectful child, Mao was a natural-born rebel. An utter mama’s boy, Mao hated his father (a trait shared with many other dictators). His life was filled with tragic events, missed opportunities, rank cruelty and willfully ruinous decisions. A typical Marxist leader, Mao longed to put restraints on others, but was a fundamentally lawless and antinomian personality. While he claimed to want socialism to help the peasants rise, there is little evidence he was ever actually interested in the poor.
According to Jon Halliday in “Mao, The Unknown Story,” Mao proclaimed, “People like me only have a duty to ourselves; we have no duty to other people.” His supreme interest was satisfying his own desires. He did not believe in a life beyond this one. He rejected any concept of universal laws like the Ten Commandments, saying “I do not think these [commands like “Do not kill”] have to do with conscience. I think they are only out of self-interest for self-preservation.” Mao refused any external moral code, but chose to ruthlessly shatter his nation to force it into socialist shackles. As a result, Chairman Mao became the greatest killer of humans in history.
Chairman Mao’s early career
After winning the civil war in 1949, Mao became China’s supreme leader when the People’s Republic of China was established. Party opponents accused him of self-absorption and megalomania. Moscow sent financial aid and tactical direction, while Mao studied Lenin’s life. The main lesson learned from Lenin, and also Stalin, was how to establish power and control by sheer terror, through torture and killing. The terror campaign was coordinated by China’s KGB, the Political Security Bureau, all Soviet trained. In fact, the Chinese Communist Party was begun in Moscow, built on the Soviet model, with Russian aid and direction, writes Halliday.
Mao’s government began turning family farms into collectivized units to mimic the Soviets. Unfortunately, this model did not work, as production fell, and farmers rejected Mao’s direction. This sowed seeds of demise separating China from the Soviet model, allowing Maoism to take wing, says Clarence B. Carson, in “Basic Communism: Its Rise, Spread and Debacle in the 20th Century.”
Great Leap Forward
In 1958, Mao announced the Great Leap Forward to transform China into a modern state within a few years. In Mao’s mind, his plan to dominate and revolutionize China would then transfer to the rest of the globe. The Great Leap would occur when collectivized farms saw food production spike from new methodology. A compliant press celebrated massive increases in harvests, such as 100-fold gains in productivity. Yet after 6 months, the program was exposed as a massive failure, and instead of swelling production, widespread food shortages resulted. When reported to Mao, he replied all people would eat less since it was healthier anyway, according to Halliday.
The Great Leap Forward reveals Mao’s fevered and unhinged approach to “industrialization.” Among many harebrained growth schemes, a few must be mentioned. First, Mao sanctioned multiple canal and lake excavation projects, using primitive means, resulting in many peasant deaths. Yet, most either failed or were abandoned. Another strange plan was ridding China of the “Four Pests,” being rats, sparrows, flies and mosquitoes. Unfortunately, when Chinese sparrows were wiped out by rabid crowds of broom-waving peasants, it was only then discovered sparrow “pests” actually reduced real insect menaces. Many died when pestilence broke out, writes Halliday.
Another astounding plan was the “Make Steel” program. Since existent Chinese steel mills couldn’t upgrade fast enough, Mao ordered private citizens to build foundries. These “backyard furnaces” were constructed by 90 million peasants encouraged to melt down any metal available, including farm implements. Mao bragged China’s steel output would excel Britain’s in three years, and America’s by ten. Instead, an absurd failure resulted, revealing Mao’s utter misapprehension of scientific or economic principles. Heaps of brittle, useless pig-iron resulted, destroying countless important household implements, claims Halliday. This well-illustrates the impetuous, smug and illogical mindset of Mao.
After the Korean War ended in 1953, Mao decided China must quickly join the globe’s most powerful nations via his secret “Superpowers Programme,” focused on grain sales. Chinese peasants were forced onto strict food rations. All excess production was earmarked for the state, with rations set at half of subsistence, although Mao actually demanded they consume less. Zedong felt no sacrifice was too great for peasants, echoing Lenin’s own persecutions of farmers. By 1958, officially sanctioned famine gripped huge numbers. Food was confiscated by force, and many farmers died of starvation, although some also committed suicide. Mao commented, “This is a war on food producers – as well as on food consumers,” according to Halliday.
Farmers suspected of hoarding were executed or sent to concentration camps, according to Jasper Becker, in “Hungry Ghosts, Mao’s Secret Famine.” The most unpopular citizens, termed by officials “enemies of the people,” comprised about 5% of the population. Becker lists these as, “Landlords, rich peasants, former members of the Nationalist regime, religious leaders, rightists, counter-revolutionaries, and the families of such individuals…” These were classic Marxist capitalist demons, fit only to burn. Mao stated, “It is necessary to bring about a reign of terror in every country.”
Mao’s bizarre plan eventually moved 700 Chinese peasants into communes, as couples were even held for a time separately. The goal here being destruction of the family under the Chinese Communist Party. Mao was proclaimed as greater than any parent. Becker estimates that between 33-40 million people died during Mao’s forced famine.
The Great Proletarian Cultural Revolution
Launched in 1965 against his own Chinese Communist Party, the Cultural Revolution pitted youth against the establishment, achieving one of histories worst political purges. Mao was infuriated his Great Leap failed, believing it lacked Party support. Proxies attacked the Arts, claiming it subversive. For example, the ten greatest living Chinese writers were publicly shamed. Mao wished to overturn conservative bourgeoisie culture, and set young against old, horrifying this ancestor venerating society.
Universities closed from 1966-1969 so students could better rampage. The young were encouraged to desecrate and destroy everything holy to Chinese society, including the school system, religion, the family, universities, and even museums. Students defied and physically attacked public officials. The Red Army singled out bureaucrats and executed them for the crime of ruling class membership, says Carson. Student gangs, including females, rampaged across China in murderous pods. Yet Mao was most interested in purging loathed Party members. Millions died during this ten-year period.
A typical Marxist, Mao didn’t believe in innate human worth. According to Halliday, he saw only four important things in people, “money, food, labour and soldiers.” Philip Short, in “Mao, A Life,” writes upon Zedong’s belief in “...the need for a strong state, with centralized political power…” Marxist fixation on strong central authority agreed with Confucian texts Mao read as a child. Typically elitist, he felt commoners were backwards and needed training, like children, for communist salvation.
Belief in a needed elite sect to guide and liberate blind masses predates Christianity, emanating from Gnostics writings. These pagan concepts heavily influenced early socialists, noted by Eric Voegelin in works like “Science, Politics and Gnosticism.” The goal was creation of materialistic paradise on earth, by ending all wars, famines, and greed, via communist mandate eliminating private property.
Mao was transfixed by cataclysmic events including large-scale staged executions, a love shared by other tyrants like Lenin and Stalin. Mao stated, “We love sailing on a sea of upheavals. To go from life to death is to experience the greatest upheaval. Isn’t it magnificent?” So, Zedong was not moved by murder, since it was a part of the great adventure of life. This attitude typifies Marxists who celebrated the ancient Greek philosopher Heraclitus, hugely influential on Marx. Heraclitus wrote, “War is the father of all and king of all, who manifested some as gods and some as men, who made some slaves and some freemen.” Mao made secret police, disappearances, concentration camps, beatings and murders a part of everyday life in China.
Spilled blood thrilled Mao. Informed of murderous attacks, he felt a “kind of ecstasy he never experienced before…It is wonderful! It is wonderful!” Asked how to confront critics, he said “We’ll slit their ankle tendons and cut off their ears!” Mao’s theory of revolution was pure destruction, a total Marxist vision. On changing China, Mao said, “the country must be…destroyed and then reformed.” He added a chilling overview, stating “This applies to the country, to the nation and to mankind…The destruction of the universe is the same…People like me long for its destruction, because when the old universe is destroyed, a new universe will be formed. Isn’t that better?!!” It would be nearly impossible to find a better description of Marx’s explosive Dialectic of History, nabbed from Hegel, which described the doctrine of creative destruction for building the perfect communist society.
Is Mao an inspiration to Obama?
White House Communications Director Anita Dunn extolled Chairman Mao in a 2009 speech to school children. Dunn is not obscure, but was originally one of four top consultants to Barack’s presidential campaign (a group including Obama’s current chief advisor, David Axelrod). Dunn’s husband is Robert Bauer, Barack’s personal lawyer and new chief White House Counsel. Echoing Maoist support were Manufacturing Czar Ron Bloom and Ex-Green Jobs Czar Van Jones, proving administration Maoism is not isolated.
OF COURSE BOTH RON BLOOM AND VAN JONES ARE FAR-RIGHT WING GLOBAL BANKING 1% CLINTON NEO-LIBERALS -----INDEED PRETENDING TO BE LEFT POPULISTS.
Dunn, on her favorite “...political philosophers: Mao Tse-tung…I turn to most to basically deliver a simple point which is ‘you’re going to make choices; you’re going to challenge; you’re going to say why not; you’re going to figure out how to do things that have never been done before.” So Dunn embraces Mao’s radical policies, and one must assume she considers his death toll and reign of terror acceptable collateral damage. Bill Ayers, U.S. Marxist terrorist and Obama mentor was also influenced by Mao, saying after America was overtaken by communists, 25 million resisters might have to be murdered, according to ex-Weatherman Larry Grathwohl.
Pillars of Marxist Political Philosophy
What are the pillars of Chairman Mao’s Marxist political philosophy? Essential Maoist beliefs include these:
- Any tactic that achieves a desired result is acceptable, regardless of the costs.
END JUSTIFIES MEANS......CONTINUOUS WARS SPENDING TENS OF TRILLIONS OF US FEDERAL TAX REVENUE.
- Individual people are irrelevant; only the group has any standing; human deaths mean nothing.
- A strong central government must be erected.
- Non-socialist states must be shattered to be remade along Marxist lines.
- There is no God; no set of rules exist above society, including any civil or human rights.
Finally, since Obama freely hired staff, choosing those he enjoys and finds laudable. So, like Dunn, does he also accept Chairman Mao and other dictators as role models?!! Given that many wonderful non-murderer leaders could have been chosen, Dunn’s choice was strategic. Obama’s answer to this question could well make many Americans uneasy.