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The Freedom in Education Act
No federal funds shall be used to develop, publish, advertise,
promote, or distribute textbooks or on-line curriculum.
Competitive bidding shall be required for all education-related
federal grants to non-governmental organizations.
All questions in federally funded education assessments shall be
released to the public within three years of being administered.
No federal funds shall be used for cooperative education activities
between the Department of Education and UNESCO.
- 1. This section would end the current federal funding of the textbook
We The People: The Citizen and the Constitution (WTP) by the Center
for Civic Education, funded through a DOE grant in the current ESEA.
- 2. WTP, in particular, promotes a worldview that is hostile to the
fundamental principles of the United States by redefining and undermining
the principles of inalienable rights, self-evident truth, natural law,
national sovereignty, the 2nd amendment, and the 10th amendment. At the
same time, it elevates global citizenship and the UN Universal
Declaration of Human Rights over our own Bill of Rights and Declaration
of Independence. (See Textbook Review of We The People: The Citizen and
- 3. There is no constitutional federal role for education (Amendment
X). Federal resources should be directed toward the numerous areas that
are constitutionally delegated, especially in this time of spending
“off-sets.” Textbooks and curriculum should be properly left to the
- 1. This section addresses the non-competitive federal contract to the
Center for Civic Education (CCE) to write, publish, promote and
distribute Congressionally un-reviewed federal civics standards and a
curriculum (We the People), as well the CCE contract to write the
federal assessments of those standards (the NAEP).
- 1. This section would require the NAEP to be open to public
scrutiny. The public has a right to know the questions students are being
asked, especially since 2/3 of the NAEP questions are non- academic. This
is a Freedom of Information Act in education.
- 2. The NAEP assesses students for ideologically slanted beliefs and
attitudes. It is based on the highly controversial and politicized
“national standards.” The public has right to know the kinds of attitudes
and values that are being assessed.
- 3. The NAEP is used by the federal government as a check on what the
states test. For that reason, the NAEP has a significant input on what
schools will teach. Schools will understandably be pressured to teach to
the NAEP. Therefore, public review of the NAEP is essential.
- 4. Current federal law which allows private citizens individually to
review the NAEP in private is unacceptable for proper public disclosure.
Under the 2002- passed NCLB, public criticism, exposure, or discussion of
specific NAEP questions is prohibited under penalty of felony charges. In
contrast, the Iowa Basics Skills Test, for example, has been open to
public scrutiny for years.
- 5. The cost of re-developing new questions every three years must be
considered as a cost of a federal assessment, if there is to be one.
Congressional NCLB prohibited development of a national test, yet under
NCLB, states are for the first time required to administer the NAEP in
math, reading, and science.
- 6. A current Senate bill, S 860, would extend state-required
participation in the NAEP to civics and history. S 860 and similar future
legislation would further expand the NAEP into a prohibited national
test. This section is a positive alternative to S 860.
- 1. Former President Bill Clinton signed the Education for All (EFA)
international agreement Dakar Update. The Dakar Update specifies that
UNESCO shall continue as the Secretariat for the implementation of the
EFA. The educational objectives of UNESCO are hostile to the United
States of America.
- 2. UNESCO establishes curriculum for U.S. and worldwide
implementation, all of which are based on global citizenship, United
Nations governance, international law, protocols, and international
agreements. Even agreements that have not been ratified by the U.S.
Senate are the basis of these curriculum, such as, the Convention on the
Rights of the Child, the Convention on the Elimination of Discrimination
Against Women, and the Kyoto Protocol. Examples of these curricula
are the UN Decade on Education for Sustainable Development, Peace
Education, Global Education, the GLOBE program, and many more.