BREAKING NEWS: Louisiana Governor Jindal Drops PARCC and Common Core


Jindal just finished a press conference.

His words, summarized:

PARCC selection did not comply with La state law requiring a bidding process– this voids PARCC agreement. Jindal has asked for a financial audit of PARCC spending and an open, competitive bidding process for assessment.

He said that suspending PARCC is what he was able to do immediately via executive order.

He also contacted NGA and CCSSO and terminated La’s memorandum of understanding (MOU) for Common COre (CCSS). He said when he signed on, he did not realize the federal control that CCSS would bring into the state.

He charged the La State Board of Ed (BESE) to produce state standards and state assessments. He wants BESE to work with legislature on this.

More to come.

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PARCC test security flaws are reminiscent of InBloom, News Corp. Microsoft attempt to gather personal student data, not to mention Microsoft’s cooperation with NSA eavesdropping

Tom Aswell writes about a complete conflict of interest between PARCC and parents that resulted in a loss of privacy and exposure of data to hackers. If PARCC and DOE’S can’t get privacy and security right during a small pilot of the exam, what are the chances they will be responsible and dilligent with security measures and privacy over a real run or over the long-haul. With all the scrutiny they are under to protect data and privacy, to allow such blatant violations and incompetent decisions is inexcusable and borders on the criminal.

Louisiana Voice

When LouisianaVoice broke the story about the stealth agreement between the Louisiana Department of Education (DOE) and Rupert Murdoch’s News Corp. whereby DOE would provide News Corp. with personal information on Louisiana’s public school students for use by a company affiliated with the Bill and Melinda Gates Foundation, the resulting firestorm resulted in cancellation of the agreement.

Or did it?

Remember, too, that it was Murdoch who, in 2010, speaking of the enormous business opportunity in public education awaiting corporate America, said, “When it comes to K through 12 education, we see a $500 billion sector in the U.S.”

In June of 2012, Erin Bendily, assistant deputy superintendent for departmental support and former education policy adviser to Gov. Bobby Jindal emailed Louisiana Superintendent of Education John White:

“I think we need to start with a very strong introduction and embed more CCSS (Common Core State Standards) alignment/integration throughout. This sounds…

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The New Orleans Imperative Next Show – June 16, 2014

I will be on the radio tomorrow at 10 am discussing data issues at LDOE.

Jason France researcher and blogger will discuss questions around the data crisis at the Louisiana Department of Education. Jason has an informative blog on public education in Louisiana


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The False Equivalence between Common Core Detractors and Defenders

The False Equivalence between Common Core Detractors and Defenders

Something has been bothering me lately about the way defenders and detractors are afforded equal time in an attempt to artificially provide some sort of “balance” between these two groups. This is a disingenuous attempt by some in the mainstream media to force parity into an issue where there really is none. Common Core was portrayed as a perfect solution to a [manufactured] education crises. Defenders have tried multiple strategies to defend Common Core, switching fluidly between completely contradictory defenses not based in reality – without being called out for their fickle and fictitious fluctuations. (say that 5 times fast.)

For example. . .Common Core was first portrayed at an internationally benchmarked set of standards that would surpass anything in the world in terms of “rigor”. When challenged on this point, to show even the existence of any international standards, let alone that these standards would surpass them, defenders of Common Core switched arguments without many in the media recognizing this as complete bullshit. When someone makes up a complete lie, and you call them on it, their credibility should be called into question and their other arguments should be considered suspect. That did not happen on this issue or any of these other points I will mention.

The next argument was that the existing standards in every state were complete crap and while not internationally benchmarked (because there are no international benchmarks, and because these standards do not surpass those of even modest countries like Sweden and Finland, or even small US state’s like Massachusetts, let alone the entire international community) these standards were better than all existing standards in all places. To defend this claim, defenders of Common Core selected individual standards from individual grades and compared them to another grade and standard and made the gigantic false equivalency argument. They claimed that because of this small case (which in many cases were actually completely backwards as in the case of the example provided by a Common Core Lobbyist named Blogger Ryan Booth – political director of the Republican Party – that appeared on a recent LPB Common Core advertisement paid for by Exxon masquerading as a real debate – that our existing standards did not have children learning their multiplication tables in grade 3, and Common Core did, and don’t we think kids should and could be learning their multiplication table sin grade 3? (check out the 32.28 mark) Yes, and we had children learning multiplication tables in grade 3 before Common Core. Hey Ryan, Common Core actually removed that as a standard you complete mile-wide-inch-deep-talking-point stuffed parrot. It was changed back to start including rote memorization so kids could actually function in 4th grade without enormous remediation.) But let me go further to explain when someone makes and argument that they have the best burger in the world, I don’t have to have the best burger the world to disprove your claim. I can find any burger better than yours and your claim is disproven. To expand the analogy to what the Common Core proponents are claiming (their restaurant is better in all respects to every other restaurant out there) all I have to do is find one quality or one menu item that is superior in any restaurant that is better than any one of yours and your claim is proven. . . bogus. You can’t prove your claim by choosing to compare just your choice steak to my moldy bologna sandwich and support your claim. It’s true you have a harder task, to defend every aspect of your Common Core curriculum. I don’t dispute that. That’s how it should be. You are claiming you are better than everyone everywhere in all respects and you are replacing all restaurants with your Bill Gates burger joint claiming this will somehow make us better off. (While Bill Gates sends his own kids to Morton’s Steakhouse)

Another argument I’ve enjoyed seeing picked apart is that we need to adopt Common Core so we can compare our students to every other student in the United States. Two things. Why? Like . . . really? We are restructuring our entire education system and what almost every child in the United States is learning because you want some numbers to line up better on a chart? Seriously? That’s your argument for creating vast turmoil and endangering our entire public education system. So a report is easier to run? Someone needs to take your data away you stupid, stupid people. What genius decided making a report easier to run is worth billions and trillions of dollars to implement (when we already have reports that do this like NAEP) is a good reason to endanger the future of our country and sanity of our children, parents and teachers? (Oh, billionaires and education companies that stand to make billions of dollars implementing Common Core, you say? If you did say that it would at least make sense.(At least if you sold it as an economic model to drive billions of dollars of useless spending as a form of federal stimulus package your argument would have made sense. ) Second thing. No states are coordinating in where they are setting cut scores or category determinations. Giving the same test to a dozen states (not all the states like you portray to the ignorant)s not creating national comparative model that you stressed as one of the primary reasons to do all this. Second, second thing. Just because you give everyone the same test, if every state scores them differently they are not comparable. Are you idiots . . . or do you take us for them? Obviously the legislators that preach this false gospel are either idiots or bought off minions, but we are not. We have concrete, indisputable data to refute this argument. It’s perplexing to me that you still even try to make this argument from time to time. This is not something that is open to debate, or subject to interpretation. Claiming a test given to maybe a dozen states (we have between 50 and 59 states depending on who you ask, but that’s still a small percentage either way) ensures national comparability but without even any centralized mechanism to ensure those few scores are comparable is beyond untrue. . . it’s absurd. We have state superintendents of education in each state determining cut scores and proficiency levels independently. If 2 kids in two states are given the same test but one state grades 90% and above an A, and another state grades 50% and above as an A, you can compare them, but those two numbers are only equivalent using Common Core Math.

Anyways. . . just thought I’d get that out there. It’s been bothering me. See some of you tomorrow at the Rally. I’m tired now, but I’m still eating away at my elephant.


Here’s a Sesame Street video that summarizes my post.



The untold data crisis at LDOE

The untold data crisis at LDOE



There is a data crisis at LDOE. Almost all of the data collection systems are failing. The data, statistics and reports being generated are garbage. Data is being ferried back and forth between the department and school districts using Excel worksheets and through e-mail correspondence. This leaves many students at high risk to data theft and privacy violations. Because the systems impacted are numerous and core to much of the reporting and analysis performed by the Department, it is impossible for LDOE to claim they are reporting accurate or reliable numbers for dropouts, graduates, TOPS scholarship awards, school performance scores, test scores, student counts and breakdowns for MFP funding, program counts. . . the list goes on and on. The situation is really serious and probably just about hopeless at this point.


I will explain how this situation developed and give specific examples of systems, impacted and correspondence I’ve received from school districts trying to work with the department.


This crisis was created intentionally by John White and his second in command that he brought with him from New York, Kunjan Narechania. White did not really care what the data said, because he had already determined the outcome for many of his programs. (I don’t think he was also not planning to be here longer than 2 years when all the cut-backs and destruction he’d wrought really started to impact daily operations.) White undertook a slash and burn campaign on the department’s data and analysis folks and immediately implemented policies that guaranteed data would deteriorate immediately. White abandoned a 4 million dollar warehouse named LEDRS we were just finishing. . . as he arrived on the scene, but not before using it to transmit almost all of the data contained in the Warehouse to CREDO to produce reform friendly propaganda masquerading as true data analysis.


John White immediately set about driving off all of the Department’s programming staff and replaced those positions with 6 figure salaried recruits with only a few years of teaching to their name and pricy vendors that cost 10 to 20 times more than the employees they replaced, and which in many cases were completely ineffective. The fresh faced 6 figured recruits came in with diverse backgrounds that ranged from shoe sales, Exxon intern, and barista and often sported poli sci degrees from expensive private universities. These folks talked about data, claimed they loved data, but they did not understand it, and did not care what the actual data said – only what they wanted it to say. This approach, combined with scrubbing the department website clean of historical data and refusing to produce data requests for anyone but reform biased organizations and cheerleaders worked for years. The data systems languished, bugs developed that were not addressed and workarounds introduced that didn’t work all that well. Eventually institutional knowledge was completely obliterated as data coordinators shuffled out 2 or 3 times and programmers supporting the internal systems dwindled from retirements, furloughs, and better offers – which was any offer at this point.


White sought to contract with numerous vendors like inBloom to house our data in their own warehouse and was planning to contract with them for all of our reporting needs until word of this scheme leaked out and parents fought back. When this plan failed White tried to squeeze IT blood out of the savaged turnip of a former department, but it was too late.


Kunjan, White’s second, fired existing heads of IT and data collections and replaced them with a former Education Technology Specialist named Kim Nesmith. (Education Technology Specialists basically review Ipad learning applications and make sure electronic blackboards turn on and review vendor products that might go to teachers, but they have no supervisory duties and they do not have significant data analysis, programming or reporting backgrounds.)


Kim is now the director of Data Collections and responsible for FERPA compliance, application modifications, state and federal data reporting and data requests. Before becoming appointed as the director of the Data Collections department, she shrewdly added the title “Data Quality Director” in her e-mail tagline. This means she self-appointed herself as a director of data (but not people). To get catapulted to a real director position, Kim worked out a special deal with Kunjan. Kunjan created a special position for Kim that they posted on the Civil Service website for one day to meet the minimum statutory requirements. Kim was instructed to immediately apply by completing an SF10 that would qualify her for the position. Her years of experience updating her church website for events became 10 years of web development. Kim and Kunjan went through the motions of the interview process, and then Kunjan gave Kim the job as they had discussed beforehand. I don’t believe anyone else was even interviewed, not that they would have had much chance to see the posting or apply. Sadly this is not entirely uncommon practice. As in so many things in life, it’s not what you know; it’s who you know that will land you a job, even in Civil Service land.


Kim comes off as very knowledgeable for people that have no idea what she is talking about. She often makes up jargon and details about processes on the spot to make her sound more informed and important. I’m told this drives the school districts crazy (many of them have contacted me about this and provided specific examples) because they know she’s making things up that don’t make any sense and which are not helpful or often even correct.


I imagine Kim snowed Kunjan this way at first. Kim actually called me to tell me much of this back when we were friends, that was when I thought she actually cared about my friends and former coworkers and the children of our state – so I did agree to help her numerous times to keep the systems running once she obtained her job. We both knew very well it was over her head (she told me as much herself when she asked for help) but I didn’t want to let the systems I had built and nurtured all those years go to seed and I was concerned about school districts getting a fair shake from the department. A lot of that data can make or break a school district and significantly impact all that district’s children. Even though I did not agree with her morals or behavior I set that aside and did my best to help when called upon . . . for a while. At first I thought Kim really wanted to try and be useful and help school districts out (as well as herself) and I still missed my job and the friends and school districts I had left behind. . . so I helped.


After we had a falling out I was contacted by a number of other former co-workers on the DL from time to time and districts connected with me through my blog and Facebook so I was able to communicate messages through them to send back to the department to help things run . . . if not smoothly, at least run. All of my coworkers are gone now. The first batch of replacements is gone . . . in two years this happened. Kim hired a few of her personal friends to run things . . .basically the same way she had been hired by Kunjan. Even though I could, I won’t name them because they may be decent people. I try not to hate the players until I have to, even if I do hate the game . . . but they know who they are. There is actually a lot more backstory I could go into, but it’s really not important for this piece. What is important is that I cannot help the department anymore . . .they are beyond my abilities to help through school district personnel. I tried before writing this piece and have now given up and I am imploring anyone who will listen to please try and secure the data and to provide the personnel LDOE needs to fix this area. I have learned 2 of the third round of replacements is leaving for reasons I won’t go into, but things are very bleak and this data can impact our schools. This data will impact our kids present, and their futures. State and federal funds are being jeopardized, which may not be recoverable, scholarship awards may be late or incorrect, SPS scores will be even more garbagy than usual. It’s a mess; a complete and utter cluster with no light in sight. That’s the sugar coating.


Here is an excerpt of an exasperated e-mail that was sent to LDOE about numerous system failures and problems from one of the district data coordinators.

  1. STS—-late start to open and broken at the moment (error report are not visible; processing limits, outside contractor hired to make up for the exodus of talent and yet no results) and have prevented LEA’s from relying on STS/OTS to verify graduation requirements and, thus, jeopardizing the integrity of graduates’ data at the LEA level;
  2. Dropout reports are chaotic and do not function properly—LDE has had conference calls this week with key, experienced LEA SIS coordinators whom I collaborate with regularly to pick their brains about what is wrong.   Shouldn’t they know already??
  3. CVR report tab not operational making it very challenging to manage this task for the state.  Furthermore, CVR and CIS was rumored to merge into a consolidated system.  They remain separate.  Why?
  4. Alternative Program reporting—LDE is due a report to BESE on alternative programs.  LDE made LEA’s adopt program codes (900), but, yet, LDE still wanted LEA’s to report data already reported to the state—-Barry Landry pulled this requirement from INSIGHT last week after concerned was expressed.  Why are others having to advise LDE of proper data management?
  5. Reports for Audit Schedules—Although I’m confident the LDE staff is managing time wisely and as efficiently as possible, request reports (ex:  schedule 6 class size characteristics report) have not been processed timely or by estimates provided by the department.
  6. Monthly webinars—lack actionable details and in-depth experienced is lacking to advise on the intricacies of complex requirements.


To summarize what these comments mean.

  • STS is the student Transcript System that defines which students meet the necessary graduate requirements and which ones qualify for TOPS scholarships. The report does not work and cannot calculate who should get a scholarship and what type of scholarship they qualify for. STS is one of the most complicated systems the department has. If this is broken beyond repair and a new vendor trying to rewrite it. . . that’s just messed up.
  • Dropouts have not been working completely correctly for years resulting in lower than actual dropout percentages and higher than actual graduation rates. Now districts cannot fix incorrectly flagged dropouts at all. Left unfixed this will result in ginormous dropout increases. Spreadsheets are being sent back and forth to try and rig the results behind the scenes. This is dangerous and unlikely to be accurate and could open up possibility for a lot of abuse. This will impact SPS scores significantly if not fixed, which are used to calculate letter grades, which are used to define which schools are eligible for takeover by the state or charter operators.
  • CVR is used to calculate highly effective and ineffective teachers. This translates to raises and firings. This was being done with spreadsheets earlier in the year and it is still fraught with problems. Using spreadsheets to transmit millions of teacher and student records and SSNs is bad. (If none of these transmissions resulted in some of this data being sent in an unsecured format and/or intercepted by criminals I would call that a miracle.) It also means the data is really, really crappy. . . and this is data that is used to rank teachers. Even though the results of VAM are postponed, VAM requires historical data to work. VAM requires accurate data to work. This data is probably complete garbage. Postponing the impacts of VAM is probably less attributable to being kind and listening to stakeholders, and more attributable to the fact they can’t actually create those reports or run that system anymore. If they do run a report off of this data the results will be random in many cases.
  • The alternative programming collection is the one I wrote about last month and helped get cancelled – in theory. It was entirely based on school districts sending data the LDOE already had via spreadsheets. Apparently LDOE lacks the ability to access or run reports against their own data, even when they can collect it, because this data collection required districts to calculate the reports for the Department. LDOE also asked school districts to provide dropout numbers, which is a data element that comes from the department, not the other way around. That request shows LDOE has little confidence in their ability to ever fix their dropout calculation – which is used to calculate SPS scores which are used to shutter schools.
  • The class size report is part of list of required documentation legislatively mandated auditors are obligated to ask school districts to produce every year. This report is supposed to come from LDOE and be compared to the numbers the district reflects in their systems at the end of the school year. This item indicates LDOE can’t produce this report for lack of resources or because they never collected the supporting data from the Student Information System in the first place. Class schedule data is used to pre-populate CVR which is used to rank teachers for VAM. Since the department was also requesting Excel files listing information for CVR earlier in the year, it is highly likely the Curriculum and Class Schedule data is complete crap.
  • I get lots of texts and e-mails mocking after every webinar Kim produces. LDOE folks that report to her are unable to answer any questions and they just read off of scripts for 30 minutes to an hour. The webinars are worse than useless since communication is completely one-sided and of poor quality. I’m assuming most data coordinators could read the script themselves. Unfortunately the content will still be weak and unhelpful in any event because of the lack of anyone with significant knowledge of how the various data systems work. Sadly this may be the only way LDOE data coordinators can communicate at all since John White passed a decree on the first day he took over LDOE that department staff cannot e-mail more than 10 people at a time, even in the event of emergencies. On the plus side they can submit a request to have info included in a newsletter every two weeks that only goes to the district superintendent. Brilliant.


Here are some additional e-mails I was included on so you can get a flavor of what kind of situation we have going on between LDOE and school districts.

Subject: Re: Revised Dropout Spreadsheet

YES — but how many of US will have to tell them that — Kim left me a voice mail today — that ended with I can send you a spread sheet of your STS data which will show you what you need to see???? come one people.
FIX the routines.

Yes. Apparently they are sending spreadsheets of STS data back and forth now.

Sent: Thursday, May 22, 2014 12:05:01 PM
Subject: RE: Revised Dropout Spreadsheet

Jessica [Baghian] and Kim,
Thank you for the call yesterday. It was very helpful to confirm that the Potential Drop out spreadsheet with the four students was a list of only those students who left my district and were never picked up by any school district in any processing period throughout the year. The three elementary students on the list will not affect dropout rates, but you will continue to research two of these children to try to locate them after leaving my district since the name link and social security links were not effective.  You are going to research using every possible data link available. You will let me know the status of that search.  I did mention the possibility of a search by the GUID.

The one high school student on the spreadsheet is a true potential dropout for my district. He is the only potential dropout for us.

As for the SISR22, Potential Dropout roster on SIS, the students that are included on this list will remain until the other districts file SIS data.  At an undetermined time, you will work with these districts to clean up this data to  get these students off my Potential Dropout roster.

As for my question regarding  what dropout cleanup list will be used during the later Dropout cleanup time period, and how these children will be determined, I understand this list will be forthcoming from the SISR22 Potential Dropout roster on SIS. Any student who remains on the list at the close of the EOY processing period will be on the Dropout cleanup list. Therefore, it is imperative I have the SISR22 clean and the excess students from the other districts who are not potential dropouts removed.

I appreciate the information and will continue to monitor the SISR22.  Please let me know when you have information concerning the extra children on the report.

Thank you very much for your help.

Wow. Districts are telling Kim and LDOE step by step what they need to do, like they are children. Sadly even this approach is not working.

Sent: Thursday, May 22, 2014 12:28:09 PM
Subject: RE: Revised Dropout Spreadsheet

ha ha ha ha! another spreadsheet – that’s funny!
I just got a call from Kim – all of 14 min. after sending my email – guess what – Duplicate Student report doesn’t work!! Gasp! Shock! Duh!

Yup, another spreadsheet. Very impressive data system they have there, eh?


Date: Fri, 23 May 2014 08:10:05 -0500
Subject: Fwd: Revised Dropout Spreadsheet


Apparently not even the duplicate students report is working, Jason.   That is SIS-101 stuff.

I know, I know. That report is 20 years old and used by auditors to verify multiple districts are not getting paid for the same student. I have to wonder why bother auditing anything when the data is such a mess.

Date: Thu, May 22, 2014 at 12:20 PM
Subject: Re: Revised Dropout Spreadsheet

Well — they are steadiiily tearing down the data warehouse that WE worked so hard to create for the past twelve years.  I guess it is easier to loooooose data with excel spread sheets?

Farewell poor LEDRS. We hardly knew ye. On the plus side, Gates vendors did get to earn 4 million dollars of Uncle Sam’s money creating it.


Last, but not least, is a little cartoon explanation one of the districts created to describe the dropout problem that LDOE was denying existed. They have literally become a laughing stock; so absurd is the situation at LDOE now.

I made a simple visual explanation of what is wrong with dropouts at LDE.  I hope you enjoy it.  Perhaps I’ll turn it into a video with voice-over….who knows, it could become a you tube sensation!!

See attached (just scroll through the pdf images and imagine my most sarcastic voice accompanying the images).




How do you eat an elephant?

How do you eat an elephant?


How do you eat an elephant?

One bite at a time.


Have you ever come across a saying that seemed new to you, but then once it developed personal meaning it felt like you would never stop hearing it repeated?

I’ve been hearing this elephant joke a lot these days, but it’s never felt more appropriate to me personally than right now.  My personal life is facing a little upheaval to be sure, but so too are the education deform and pro-education movements.  Things seem to be spinning out of control for both sides.  People may be switching sides.  What was bad may be good?  Are enemies becoming friends?  I really can’t figure out if some people are being crafty, sincere or unbelievably stupid.  I’ve given up trying to figure it out but I put little stock in words these days.  Actions by those n the position to take them is what I will base my final judgments on.

But back to my elephant eating analogy.  I’ll be honest.  I can’t always keep up with the demands on my time.  It almost feels like I’ve been paralyzed into inaction, but it’s more than that.  With so much going on, so much happening so quickly, it’s hard to know exactly where to apply pressure, which topic to address, what post I might write that will have unintended consequences and tip the balance the wrong way. . . When I first started writing it didn’t rally matter because no one read what I wrote anyway 🙂 and I had no allies (that I knew of.).  Now things are different and I feel like I should be doing more, but the equations are much more complicated now.  Sometimes doing something, just because something needs to be done, is not the right answer.  It’s precisely that mindset that is the root of much of the horrible policies and decisions being made right now, and its that mindset that I’m so adamant about fighting.

Paul Pastorek, John White’s predecessor as Louisiana Superintendent of Education, told my colleagues during one of his departmental meetings/rallies that public education was facing an imminent crisis of epic proportions and we needed to act.  There was no time to analyze the problem and come up with the best plan or best diagnosis.  Rather than readying our rifle, carefully aiming, and firing,  he told us, what we needed to do as a Department was just shoot! There was no time to ready or aim anymore. Shoot often, and hope for the best.  That seems to be the same way the current superintendent of education, John White, operates too.  The problem with this approach and analogy, obviously,  is that you probably won’t fix the problem, you almost certainly will create enormous collateral damage, and even if you hit your target, how will you know and how will you replicate your success?  This is the scattershot approach of the entire untested reform movement of which Common Core is just a symptom of a larger diseased mindset.  Shoot first, shoot often, take no prisoners and define your targets after you hit them.

Reform completed! Somewhere. . .

I have been doing more watching and listening than acting and speaking.  Fresh perspectives often lend themselves to improving clarity.  There are a lot of very determined parents and eloquent speakers leading the charge against the Public education “Reform” privatization movement these days.  II’ve learned a lot from these folks and I’m happy to see a few success now and again. What saddens me, and often takes the wind out of my sails, are the failures that keep building up in the face of our relentless grassroots counterattack.

We have won the information battle.

We have won the public opinion battle.

We have the moral high ground since we are fighting for our children and those opposed to us are fighting for money, power and prestige.

Despite our irrefutable advantages we are still losing on too many fronts – in my opinion. I have well over a dozen articles to write but I am in a place where I wonder. . . Will I ever be able to write enough to address all the problems or reach enough people to make a difference?  Money and power seem to be more important than right and wrong.

Whenever I start writing an article I can’t help but second guessing myself and wondering. Should I be spending my time writing something else? There is just so very much to cover, explain and address.

When given a chance to speak to folks directly, I much prefer that. I tend to drift around from topic to topic, but I cover a lot when speaking and I can respond to specific questions and concerns. This weekend I was asked to speak at an Anti-Common Core Rally down at the State Capitol. I promise not to speak for the entire time, I’ll probably only get 10-15 minutes before the long Sheppard’s hook whisks me off the stage like one of my bygone heroes of old.


In this format I won’t be able to answer a lot of questions (or perhaps any) directly, however if you would like for me to visit your group just drop me a line sometime or give me a call and we can work something out – I’m sure.  My e-mail addresses are or

Here are the details on the Rally:

Join us on Saturday, June 14th, 2014 from 9am to 12pm at the steps of the Louisiana State Capitol in Baton Rouge, as we rally to keep the control of education with the parents and the local school districts. We’re asking that Governor Bobby Jindal remove Louisiana from Common Core and PARCC, and we are asking for the removal of State Superintendent John White.

June 14th is Flag Day. Bring your flag, bring you kids, bring your family. This is a statewide event open to all those in favor of keeping education Constitutional.

And here is the Facebook event posting for the Rally.

I was also asked to be a guest on WBOK radio in New Orleans with Raynard Sanders at 10:00 am June 16th.  I will be discussing the latest test score release and the scandal that was revealed about the State Department of Education asking employees to directly alter the test scores for charter schools and the Recovery School District. You can listen to this broadcast online as well ass over the radio if you are in the New Orleans area and you can call in with your questions during the broadcast if you like. . .

As for that elephant?  I will start chewing away at him this week.


I hope if I chew slowly and deliberately enough I can begin to make a real dent in this sucker. . . or at least get his attention.