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Candidate Questionnaire 2002

USE THESE ISSUES TO EVALUATE YOUR CANDIDATES!
Candidate responses are in blue.

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CandidateInformation:
Representative Dan McElroy
for House District 36B
12805 Welcome Ln, Burnsville, MN 55337
(952) 890-2224
Website: www.danmcelroy.com

Thank you for sending me the Coalition's legislative questionnaire. I often agree with your positions and have worked closely with you on workforce development issues. I have two serious concerns, however, about the surveys and questionnaires that have become such a big part of obth the campaign process and issue advocacy in Minnesota.

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I would be happy to meet with you or any of your members to discuss the issues that are important to you. Our system of representative democracy works best when people care enough to get involved. I applaud your passion for common sense local control over our schools. Please call on me whenever there is an issue that you would like to discuss.

Warmest Regards,
Dan McElroy, State Representative

1. Independent evaluations provide evidence that the Profile of Learning is a costly failure.

2. Will you support a knowledge-based, liberal-arts, academic education in Minnesota that is independent of the federal curricular mandates?

3. Assessments drive the curriculum. According to the 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. In other words, the MCAs measure whether schools are teaching government approved attitudes, beliefs and values, as directed by the Profile. Government rewards and sanctions are tied to student MCA performance.

4. The Minnesota Board of Teaching adopted new licensure rules for teachers that tie teacher licensing to the Profile of Learning and force acceptance of the School-to-Work system.

5. The Profile of Learning and School-to-Work system 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.

6. 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. State early childhood curriculum incorporates content aligned with the Profile of Learning and 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.

7. 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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