105 Peavey Rd, Ste 116
Chaska, MN 55318
Candidate Questionnaire 2002

Candidate responses are in blue.


Clyde Billington
for Congressional District 4
PO Box 9815, Maplewood, MN 55109-0815
Email: clydeb@billingtonforcongress.com
Website: www.billingtonforcongress.com

1. The federal reauthorization of the Elementary and Secondary Education Act (ESEA), No Child Left Behind, signed into law in January of this year, continues and expands the federal Goals 2000 and School-to-Work education mandates on all states, districts, schools and teachers in the country at the risk of losing all federal education money. Minnesota's Profile of Learning fulfills the federal ESEA mandates.

2. Many legislators in Minnesota are committed to repealing the Profile of Learning. They want to restore knowledge-based teaching and tests as the basis of our education system. Federal law has established national standards that undermine objective, knowledge-based curriculum, substituting government-preferred attitudes, values and beliefs. Since federal funding of education requires states to implement these curricular mandates, they cannot be reasonably called "voluntary."

3. Will you sponsor and vote for legislation in Congress to allow Minnesota and other states to replace the Profile of Learning with a knowledge-based, liberal-arts, academic education in that is independent of the federal curricular mandates and without financial penalties?

4. Assessments drive the curriculum. According to the Minnesota Department of Children, Families and Learning, the purpose of the Minnesota Comprehensive Assessments (MCAs) is to measure how fully schools are implementing the Profile of Learning. The Profile of Learning is built on the federal curriculum of the National Assessment of Educational Progress (NAEP) and the federal SCANS work skills. In other words, the MCAs measure whether schools are teaching government-approved attitudes, beliefs and values, as directed by the federal curriculum. Government rewards and sanctions are tied to student MCA performance. No Child Left Behind of 2001 for the first time forced states to administer the NAEP to enforce states' assessment compliance with the federal curriculum.

5. Will you support legislation that prohibits U.S. federal and state government agencies from sharing data collection information on U.S. students with international agencies and which prohibits international agencies from collecting data on U.S. students?

6. Federal Goals 2000, School-to-Work and Workforce Investment laws are turning K-12 schools into job training centers where job skills training is replacing academic instruction. Students are frequently leaving the school sites for entry level, on-the-job training instead of pursuing academic knowledge. Students are required to plan careers by middle school. In some school districts, students are being required to apply for a specific career pathway (called Smaller Learning Communities) in the 8th grade.

7. Nonprofit foundations and the federal government are promoting a massive expansion of an early childcare system in every state that will place the government in authority over parenting. An early childhood government education system will require government credentialing, and therefore mandate a government curriculum. Government early childhood curriculum incorporates content aligned with the new federal curriculum similar to what is found in Minnesota's Profile of Learning. Government curriculum content often uses material deeply offensive to parental values and beliefs.

For example, the early childhood credentialing program called TEACH uses a curriculum that promotes childhood acceptance of homosexuality, engages in sexual identity training, promotes negative attitudes toward western civilization and history, rewrites history that reflects a bias against traditional values, and trains young children to be political activists.

8. The federal Workforce Investment Act of 1998 mandates that all states create a workforce system directed ultimately from Washington, DC. Appointed boards, accountable to the federal government, will plan and manage state economies by credentialing and placing workers into government-targeted industries. K-12 education becomes the human-resource supplier, trained under the new School-to-Work system.

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