Tag Archives: Pearson


This is the third entry in Dana R. Casey’s Combat Diaries series.

This morning I climbed four flights of stairs to start my school day. The climb is a struggle, not just because I am not in the shape that I used to be, but because I am lugging three packs of printer paper and half a gallon of water, all purchased by me. I must climb these four flights because, as usual, the elevator is out of order. I must lug these heavy bags because I never receive most of the basic supplies that I need for the school year.

At the beginning of the school year, most teachers across this city receive only one case of paper, a box of pens, a box of chalk, an eraser, a few markers, a box of paper clips, a box of staples, and a roll or two of tape. We get another case of paper at the beginning of second semester. Some of the other supplies may or may not be replenished upon request.

I brought water with me today, because there is no water available to me unless I go down the four flights of steps to the lobby and get it from the one water cooler in the building. There are no water fountains. There is supposedly lead in the building’s pipes. Every water fountain was removed from every school in the school system regardless of the presence of lead or not for fear of lawsuits. There is not even a water cooler in the bare unwelcoming teacher’s lounge for teachers to access. There can be no water coolers in the hallways because the students will take the five gallon water bottle and dump it on the floor.

I only have enough English text books to use in the classroom; there are none to send home. No grammar books at all. I have received novels for the new modules from the school system this year; however, I did not get enough of the second title to send the books home with students. I let students sign them out overnight if they requested. More than half of those were never returned.

I received none of the third title and scrounged the building to find enough for at least a class set. Seven of these books have disappeared (though I can’t fathom why since most students don’t read them), so I currently do not have enough for every student in a class period and students have to share this small paperback.

I received enough of the final novel, but the book is more demanding than most of my students can handle especially with essentially five weeks of classes left, so I will be running off chapters of another more appropriate book, but only a class set since I will be buying all of the paper.

Keep in mind that I only get two cases of paper per year. I have 130 students in five periods. That means that I have enough paper to run off 1.9 sheets of paper per week per student. Without adequate textbooks, I need to run off many more pages per student to provide them with work.

I have an LCD projector and a document reader, which have been a blessing; however, the bulb on the projector burned out a month ago and it has yet to be replaced. A colleague who does not use his projector generously lent me his. The LCD projector can project an image from multiple sources like a computer or DVD player. The document reader has a camera lens under which one can place a book or worksheet and project the image. I use it to review directions or corrections, to have students present work, or to point out specific passages in a text. I use it daily. It is completely useless without a bulb.

My printer was damaged when the room above flooded from a leaky radiator. I had been waiting a month for ink anyway. I asked for another printer; I sent a second request two weeks later; I sent a third request two weeks after that. Finally, I brought in my own printer from home and spent $54.00 to buy replacement ink cartridges.

There are two laptop carts in this building; however, they are dedicated to the math department who must use a specific computer program for their classes, a program which costs a fortune and which the math teachers say is terrible. Scores at the top math school in the system, a school which garners praise and high SAT math scores, dropped when this computer program was added to their curriculum.

There is a “computer lab”. It is padlocked and few of the computers work anyway. There is no printer in there. There is no wireless in the building.

There are two other rooms with 25 computers. These are for the technology classes so they are not available to other classes. There are supposed to be enough computers for every student to have their own; however, there are 32 students in the class and 8-10 computers that are not functioning, so the ratio of computer to student is 2:1 instead of 1:1.

We have a “library”. There are no books in it. I literally mean ZERO books (see photo). There are five computers, but usually no one to supervise them and the library is generally locked.

I could go on, but I think that you get the picture. This is not just my experience; this is the experience of every teacher in my building, in my system, and in too many systems across this nation. The nation keeps calling for holding teachers accountable, but teachers are not provided with basic tools like paper, while they are also battling the culture of Blame and Complain/Accuse and Excuse (and if that doesn’t work, SUE!).

My first entry of “Combat Diaries”, which is about the chaos that is the norm in many schools, elicited this reply from one reader, “No school operates this way.” When I told my colleagues about this reply, each and every one laughed. My purpose in creating these diaries is to show America the truth about what is going on in the classroom. Those who are not in the classroom don’t have a clue. Liberals have it wrong; conservatives have it wrong; the average American citizen has it wrong. They don’t know the truth of what too many teachers face daily. If it seems too unbelievable, too outrageous to be the truth, my point is made.

There are millions and billions being poured into education. Pearson[i] is making a fortune[ii] creating curriculum, texts, and tests like PARCC[iii] which will be forced on every student in America. Pearson is influencing the style and structure of the SATs so even home schooled students will not be protected. Bill Gates, who also was involved in forcing Common Core onto the states, will earn millions more than what he donated through the sale of the computers that will be mandatory to deliver the tests created by Pearson. Consultants who have never been in a classroom are paid hundreds and thousands of dollars to come up with brilliant gems such as (and this is a true example) “the schools should be kept clean”. Contractors are paid tens of thousands of dollars to paint classrooms that are never painted.

There is plenty of money being thrown at education, but it rarely arrives in the classroom, it is rarely there for teachers to use, and it rarely benefits the students.

I am sure that there are schools in this country where there are beautiful computer labs, libraries full of books, storerooms full of supplies, gymnasiums full of equipment, theaters full of costumes, and students who are more often than not ready to learn, but for most urban students and teachers this is a seemingly elusive dream.


Post Note: A colleague of mine, fairly new to the system, had an experience this week quite familiar to me. One student was trying to attack another student, but ended up kicking the teacher in the shin quite hard. The teacher is pressing charges; the parents have accused her of racism. I have been accused of the same at least once a year for my entire teaching career. Clearly, the accusations must be correct which is why I have dedicated my twenty years of service to a majority African-American population of students (in case you missed it that was sarcasm). However, for this young lady, it was the first time to experience such unearned vitriol. The parents were more concerned about keeping their child from being held accountable than they were about the truth. This is an example of what I call Blame and Complain/Accuse and Excuse.

She told me that the experience made her sick to her stomach. I completely understand. When you have considered yourself a kind, sympathetic, and compassionate person your whole life, being confronted by unjust accusations such as these can cut one to the quick, especially considering that she was the victim of his casual violence. The irony here is that she is a member of a protected minority herself; she is a gay woman. But as a gay woman working in an urban system where students are not expected to maintain basic civility she has been bombarded with “faggot”, “lesbian”, “dyke”, “dyke bitch” , and “white bitch”  repeatedly. Too many students and too many of the students’ parents who are so concerned that others respect their humanity have little respect for hers. She has gone home beaten down every day when she started this year full of enthusiasm for teaching. I weep for her; she genuinely bleeds. I teach my students (when I can teach) that we don’t have to agree with other people in order to respect their humanity. Her humanity, and the humanity of many teachers, is daily degraded; the whole of the nation tells us we are worthless all of the time.

[i] Pearson is an education publishing and assessment service to schools and corporations, as well as directly to students. Pearson owns leading educational media brands including Addison–Wesley, BBC Active, Bug Club, eCollege, Fronter, Longman, MyEnglishLab, Penguin Readers, Prentice HallPoptropica and Financial Times Press. (Wikipedia)

[iii] Partnership for Assessment of Readiness for College and Careers (PARCC)

Dana R. Casey is a veteran high school English teacher of more than two decades in an East-coast urban system.  She is a life-long student of theology, philosophy, and politics, dedicated to the true Liberalism of the Enlightenment, as defined by our Founders and enshrined in our Declaration of Independence, Constitution and Bill of Rights.

1 Comment

Filed under Guest Post, Speaking Out


This is a guest post from Karen Schroeder, President of Advocates for Academic Freedom.

Corporations buying into the federal healthcare data system using huge profits made from creating federal tests aligned with Common Core are destroying opportunities for ADHD kids.

The fears of many parents of ADHD kids will likely come true. Their child’s opportunities will be limited by an inanimate object created by a corporation that the parent cannot hold accountable.

Currently, American kids can be kids. Students who struggle can have bright futures when families and educators allow second chances for them.  Inanimate testing machines consider only programmed data and are incapable of identifying which ADHD student may have creative potential.

The first U.S. created tool for the objective measurement of Attention Deficit Hyperactivity Disorder is The Quotient ADHD Test, now owned by Pearson, an international testing company. ADHD is a medical diagnosis. Pediatric neurologists and psychiatrists test children before making the diagnosis. A child’s hyperactivity, impulsivity, and inattention are measured to identify an ADHD student.

According to Pearson, ADHD symptoms persist into adulthood for 60 % of the cases making it difficult for the patient to “control behavior and may have serious consequences, including failure in school, family stress and disruption, depression, problems with relationships, substance abuse, delinquency, risk for accidental injuries and job failure.” This definition ignores the fact that successful innovators, artists, and creative people often deal with dyslexia, ADHD, and many other alphabet labels. Students at every IQ level can be affected by ADHD.

One of Pearson’s many subsidiaries is Pearson PLC, a British-based media company, which will receive additional federal dollars to develop a new GED test that is aligned with Common Core State Standards. Educators, parents, and students are promised that the test will better prepare students for college and careers.

However, the American Council on Education will offer a “transition network that connects GED test takers to career and postsecondary educational opportunities.” Molly Corbett Broad, president of the ACE, explained that personal counseling to assist in the decision to pursue higher education or to go directly into a job will be provided by school officials. This will minimize any influence parents may have on a child and on the expectations they are allowed to have for him.

Pearson’s have invested in political campaigns and gained federal and international involvement in the medical tests provided for our children. Will parents and children be free to refuse taking federally aligned tests? Will the data collected be protected?

If the problems with the National Security Agency and the Internal Revenue Service represent our government’s ability to protect privacy, every citizen should be concerned for the future of these kids. All medical information will be under government control through Obamacare.

According to Pearson’s press release, the purchase of most of the assets of the BioBehavioral Diagnostics Company (BioBDx) which creates the ADHD test “marks a strategic entry into healthcare markets for Pearson, the world leader in clinical and educational assessment for learners.”

The federal government is providing many of the dollars Pearson needed to purchase the tests and the access to student data through the health care markets.

According to the Brookings Institute and others, the states’ cost for testing is expected to increase by 85% and Pearson is contracted to provide 39% of the testing tools available.

When internationally accumulated data follows a student throughout his career, will that student be allowed to fulfill his work, educational, and personal goals? Will surrendering responsibility for testing to the federal government and international companies limit America’s most creative, innovative students by a stereo-typical label?

We must protect a student’s privacy, his right to mature at his own pace, and his right to a second chance. That happens most easily when the federal government is OUT of education and citizens monitor who creates the tests, who collects the data, and how that data is used. Parents have a right to monitor testing and data collection by implementing local control of schools.

Karen Schroeder is President of Advocates for Academic Freedom, a member of the Wisconsin Educational Communications Board, an experienced public school teacher, and an educational consultant. Karen can be reached at kpfschroeder@centurylink.net or by calling715-234-5072.

Comments Off

Filed under National Standards (Common Core)

Support Alabama in Anti-Common Core Fight. It is NOT an “island” Withdrawing from Common Core.

by Gretchen Logue of Missouri Education Watchdog

From CE White in Alabama:

As you may know, Alabama has two identical bills to repeal Common Core. House Bill 254 and Senate Bill 190. There is a public hearing on Wednesday, February 27th at 3pm at the State House. I feel we have the votes for this to pass in the Senate, but the House is dealing dirty politics. One superintendent (who is connected to Broad Foundation and has invited Pearson to his district next month) wrote an article last week in a newspaper, claiming that Alabama would be “an island” if we withdrew from Common Core. Since that article, legislators have started to question why we need to pass these bills. In fact, they are using the same terminology that we might be “an island” if we pass this bill. I will be speaking at the public hearing Wednesday. However, we really need to get the word out to our legislators that we will not be “an island.” We need them to know that we are not alone in our fight. We need them to know that other states are also fighting against Common Core. Could you please help us get the word out, by having your organization and other states contact our legislators and tell them to please pass HB 254 and SB 190, and we will not be “an island.” We need to flood them with calls and emails. They need to know they have the support of the country. Here is the link to our Alabama legislature page, with links to contact information:http://www.legislature.state.al.us/senate/senators/senateroster_alpha.html


Contact Alabama legislators and let them know that Alabama is not an island, but is a state joining in reclaiming state academic freedom with these states who have various anti-Common Core State (sic) Standards pending legislation:
  • Missouri
  • Indiana
  • Oklahoma
  • Michigan
  • Georgia
  • South Carolina
  • Florida
  • Idaho
  • Utah
  • Colorado
  • Kansas
  • South Dakota

These states did not adopt Common Core State (sic) Standards:

  • Nebraska
  • Texas
  • Virginia
  • Arkansas

This state adopted ELA standards only:

  • Minnesota

Alabama is NOT an island and legislators are being misled if they refer to the state in this manner. This is from  the article in which superintendent Casey Wardynski refers to Alabama as an island:

The proposed bill - cosponsored by Sen. Bill Holtzclaw of Madison, Sen. Paul Sanford of Huntsville and Sen. Clay Scofield of Guntersville – would repeal the state’s adoption of those standards and prevent the state school board from adopting them a second time.

“If it was to pass, immediately we would no longer be allowed to be aligned with anything that is going on in those other 47 states with regard to this common core curriculum. That would be devastating. Alabama would become an island,” Wardynski said.

Wardynski has mixed reviews as a superintendent and his association with The Broad Foundation in geekpalaver.com and Eli Broad’s Return On Investment:

So let’s recap:

  • Wardynski has recommended, and the board has approved hiring PROACT Search (with direct ties to The Broad Foundation) for $110,000 to hire approximately 10 new principals.
  • He has recommended, and the board has approved hiring SUPES Academy to provide professional development to new Principals for $300,000 for two years.
  • He has recommended, and the board will likely approve the hiring of 110 Teach for America (supported by The Broad Foundation) for $550,000 a year.

In five months, Dr. Wardynski recommended spending just shy of one million dollars on programs supported by The Broad Foundation.

That’s not bad for a five month tenure, is it? While it’s not clear how much The Broad Foundation has spent “training” Dr. Wardynski, if the “training” for Teach for America is any indication, it’s likely in the $20,000 range. In exchange for this investment, Dr. Wardynski has already returned $410,000 in five months. In all likelihood at some point in November the rubber stamp board will approve spending $550,000 for Teach for America to hire 110 teachers who haven’t been trained to teach.

If you’d like to read more about The Broad Foundation’s “commitment” to education, take a look at “How to Tell if your School District is Infected by the Broad Virus.” You might also consider following, “The Broad Report.”

$960,000 for five months work. Not bad. Not bad at all. I wish the ROI for Huntsville’s kids were as high.

The Broad Foundation is proud of Wardynski via its twitter feed:

Congrats to #broadacademy grad Dr. Casey Wardynski, named “Outstanding Superintendent of the Year” by Alabama PTA! http://blog.al.com/breaking/2012/04/alabama_pta_names_huntsville_s.html …

It’s no surprise that the Alabama PTA would name him “Outstanding Superintendent of the Year”.  The PTA has received a million dollars to support CCSS (even before they were written) via The Gates Foundation and $240,000 from the GE Foundation for CCS support.  See here.

It should matter to Alabama legislators that Wardynski is wanting to implement standards that are unproven, untested and underfunded.  It should matter to these legislators he is supporting/promoting The Broad Foundation agenda while using taxpayer money.  It should matter to Alabama legislators that the PTA has been persuaded by Bill Gates and GE to support an agenda that does not protect teachers or students or parents from a vast public/private partnership that negates any local control.

Calling Alabama an island is a technique to take legislators’ eyes off the pertinent facts of Common Core State (sic) Standards.  Once you examine who is behind them and why, there is no question they should be rescinded.  They are not for the “kids”.  They are for organizations like The Broad Foundation, Bill Gates, TFA, PTA, etc to make money.

Contact the Alabama legislators and tell them the truth and the facts about Common Core State (sic) Standards.  Tell them how private outside companies are trying to direct the educational delivery and direction for Alabama students and schools.


Filed under Uncategorized

Common Core Is An Insult to Everything Dr. King and President Lincoln Ever Taught

by C.E. White

This past week, President Obama was sworn into office as the 45th President of the United States of America. As a history teacher, I was elated to learn he would be placing his hand on two Bibles, one belonging to Dr. Martin Luther King, Jr., and the other belonging to President Abraham Lincoln, when he takes the oath of office to lead our great nation. Dr. King and President Lincoln helped define civil rights for America…historical heroes who transformed the idea of justice and equality.

As jubilant as I am that President Obama is symbolically using the bibles of two of the greatest Americans in our nation’s history, I am saddened that this administration seems to have forgotten what Dr. King and President Lincoln promoted regarding education.

In Dr. King’s “Letter from the Birmingham Jail,” he stated “the goal of America is freedom.” As a teacher, it is such an honor to teach America’s children about freedom and patriotism. However, over the past few years, I began to learn about a new education reform initiative called Common Core Standards. A few years ago, when I first heard of Common Core, I began doing my own research. My students represent the future of the United States of America, and what they learn is of utmost importance to me. I care about their future, and the future of our country.

My research of Common Core Standards kept me awake at night, because what I discovered was so shocking. I discovered that Common Core Standards is about so much more than educational standards. I wanted so badly to believe these changes would be good for our children. How can “common” standards be a bad thing? After all, isn’t it nice to have students learning the same exceptional standards from Alabama to Alaska, from Minnesota to Massachusetts?

As a teacher, I began to spend nights, weekends, summers, even Christmas Day researching Common Core, because these reforms were so massive and were happening so quickly, it was hard to keep up with how American education was being transformed. I quickly began to realize that the American education system under Common Core goes against everything great Americans like Dr. King and President Lincoln ever taught. The very freedoms we celebrate and hold dear are in question when I think of what Common Core means for the United States.

One of my favorite writings about education from Dr. King is a paper entitled “The Purpose of Education.” In it, he wrote “To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.”

When I sit in faculty meetings about Common Core, I hear “curriculum specialists” tell me that Common Core is here to stay and I must “embrace change.” I am forced to drink the kool-aid. These specialists don’t tell us to search for facts about Common Core on our own, they simply tell us what the people paid to promote Common Core want us to know. Didn’t Dr. King want us to separate facts from fiction? Why are we only given information from sources paid to say Common Core is a good thing? Isn’t that the exact same type of propaganda Dr. King discussed in his writings about education? Shouldn’t we discuss why thousands of Americans are calling for a repeal of the standards?

I am told that I must embrace Common Core and I infer that resisting the changes associated with Common Core will label me “resistant to change.” As a teacher, I definitely believe our classrooms are changing with the times and I am not afraid of change. Teachers across America are hearing similar stories about how they should “feel” about Common Core. This is a brainwashing bully tactic. It reminds me of my 8th graders’ lesson on bullying, when I teach them to have an opinion of their own. Just because “everyone’s doing it,” doesn’t make it right. In regards to Common Core, I am not afraid of change. I am just not going to sell-out my students’ education so that Pearson, the Gates Foundation, David Coleman, Sir Michael Barber, Marc Tucker and others can experiment on our children.

I agree with Dr. King, which is why I am so saddened at how propaganda from an elite few is literally changing the face of America’s future with nothing more than a grand experiment called Common Core Standards. Our children deserve more. Our teachers deserve more. Our country deserves more. Education reform is the civil rights issue of our generation, and sadly, parents, teachers, and students have been left out of the process.

President Lincoln once said “the philosophy of the classroom today, will be the philosophy of government tomorrow.” With Common Core, new standardized tests have inundated classrooms with problems of their own. Teachers find themselves “teaching to the test” more and more. These tests violate our states’ rights. I wonder if parents realized that all states aren’t created equal in Common Core tests? Shouldn’t all states, under “common” standards for everyone have everyone’s equal input on how students are tested?

What about privacy under Common Core? Why didn’t local boards of education tell parents about the changes to the Family Educational Rights and Privacy Act? Do parents realize their child’s data, including bio-metric data such as fingerprints and retinal scans, is being placed in a state longitudinal data system and shared with others?

If our philosophy of the classroom is to violate states’ rights, use children and teachers as guinea pigs, and hide from parents the fact that their child’s data is no longer private, it can only be inferred that the philosophy of government tomorrow will do the same. What is America becoming?

As I watched President Obama place his hand on the bibles of Dr. King and President Lincoln, the history teacher in me was overjoyed to watch such a patriotic moment in U.S. history. And yet, I was crushed at the realization that if we do not stop Common Core and preserve the United States educational system, the philosophy of our government tomorrow will not be the America we know and love.


Filed under National Standards (Common Core)

Meet the New Boss (Sir Michael Barber)…Same As the Old Boss (Marc Tucker)

This guest post comes to us from Missouri Education Watchdog.

Education Reform: We “won’t get fooled again”…or will we?

Who is Sir Michael Barber from England and why is he directing educational directives in the United States?

It’s because education is global now.  He’s accomplishing what Marc Tucker tried to implement in the 90′s but wasthwarted by Liz Cheney.  (Where is Liz Cheney’s voice in this global takeover of education today and why is she silent?)

The following is excerpted from The Global Common Core on Sir Michael Barber and how he is taking Marc Tucker’s plan, adopting/adapting it to fit today’s philanthropists (who are funding much of this takeover of public education) for a global vision.  Read the full article from whatiscommoncore.wordpress.com for invaluable links and more discussion on the Barber/Pearson/Gates global takeover of education:

In an ongoing quest to comprehend what (and why) Common Core is what it is, I’ve found Sir Michael Barber, Chief Education Advisor at Pearson PLC.

Sir Barber, a passionate Common Core promoter with a nice British accent, is all about top-down, global McEducation –and global McEverything, actually, from transportation to jails.

“McEverything” is not Barber’s word.  His word is “Deliverology.”

His book, Deliverology 101,”  is purposed, oddly, specifically for leaders of American Education reform.” But what motivates a British citizen to write a manual on American states’ nationalized standards?

Barber comes across as a nice, slightly weird, old British knight.  Actually, he is a knight: Sir Michael Barber was knighted for producing education reforms in England.

Yet some (who are also respected far and wide) scorn his philosophies.  John Seddon, British management guru and president of Vanguard, has a multi-part YouTube series entitled “Why Deliverology Made Things Worse in the UK.”

“I don’t go around the world bashing Deliverology, but I think I should,” said Seddon.

Seddon defines “deliverology” as “a top-down method by which you undermine achievement of purpose and demoralize people.”

Seddon says ”deliverology” imposes arbitrary targets that damage morale.  Just like Common Core.

But Barber will have none of that.  He seems to feel that education reform is too big an issue to pause for things like individual morale.

In Barber’s view, education reform is a “global phenomenon,” so reform is no longer to be managed by individuals or sovereign countries; education reform has “no more frontiers, no more barriers.” 

Sir Michael Barber adds: “We want data about how people are doing. We want every child on the agenda.”  But who are the ”we” that will control global data?  That one he does not answer.

Pearson ”invests,” says Barber, by purchasing cheap schools in developing countries in partnership with governments. Pearson works hand in hand with both nongovernmental agencies (NGA and CCSSO) and with governmental agencies (U.S. Department of Education) to promote global education and Common Core. Because they see global education and Common Core as one and the same.

Then Barber explains that the “ethical underpinning” is “shared understanding” of earth and “sustainability” that every child in every school around the world will learn.

Will any of this be easy to reverse?  Sir Michael Barber emphasizes the importance of what he’s dubbed “irreversible reform.”  He defines “sustainable reform” as “irreversible reform” and aims to “make it so it can never go back to how it was before.”

“If you want irreversible reforms, work on the culture and the minds of teachers and parents,” Barber says. Otherwise parents or traditionalists might repeal what’s been done because of their ”wish for the past.”
Heaven help us.

This is the Marc Tucker redux from the 1990′s but with bigger players on a global perspective.  Heaven help us indeed.  We’re meeting the new boss…same as the old boss.  Lyrics compliments from The Who and “Won’t Get Fooled Again”:

We’ll be fighting in the streets
With our children at our feet
And the morals that they worship will be gone
And the men who spurred us on
Sit in judgment of all wrong
They decide and the shotgun sings the song

I’ll tip my hat to the new constitution 
Take a bow for the new revolution
Smile and grin at the change all around me
Pick up my guitar and play
Just like yesterday
And I’ll get on my knees and pray
We don’t get fooled again
Don’t get fooled again

Change it had to come 
We knew it all along
We were liberated from the fall that’s all
But the world looks just the same
And history ain’t changed
‘Cause the banners, they all flown in the last war

I’ll tip my hat to the new constitution 
Take a bow for the new revolution
Smile and grin at the change all around me
Pick up my guitar and play
Just like yesterday
And I’ll get on my knees and pray
We don’t get fooled again
Don’t get fooled again
No, no!

I’ll move myself and my family aside 
If we happen to be left half alive
I’ll get all my papers and smile at the sky
For I know that the hypnotized never lie

Do ya?

There’s nothing in the street 
Looks any different to me
And the slogans are replaced, by-the-bye
And the parting on the left
Is now the parting on the right
And the beards have all grown longer overnight

I’ll tip my hat to the new constitution 
Take a bow for the new revolution
Smile and grin at the change all around me
Pick up my guitar and play
Just like yesterday
Then I’ll get on my knees and pray
We don’t get fooled again
Don’t get fooled again
No, no!


Comments Off

Filed under National Standards (Common Core)