By Jan Greenhawk

September 15, 2023

Article originally published at eastongazette.com

If you are the Governor of Maryland or a legislator, you may be able to ignore when counties like Caroline, Talbot, Garrett etc. protest state mandated programs. After all, those counties are small and won’t carry much water for your legislative agenda, or even more important, your re-election.

But, when counties like Montgomery, Baltimore, Prince George’s and even Baltimore City start pushing back on huge spending boondoggles like the Blueprint for Maryland’s Future, you know you have a problem.

The Blueprint, which is costing counties millions of dollars above their education budgets and increasing property taxes by as much at 10% in some areas, is quickly becoming political and practical poison for those in power in Annapolis especially during a time when the Governor has stated that the State is out of money. Like dominoes, counties across the state are resisting the strain on their budgets and lack of local control.

Projections of the cost of the bill and its unfunded mandates are staggering:

The legislative services department noted in its evaluation of the state’s financial condition that “the cash and structural budget outlook deteriorates…due to the costs of ongoing K-12 education enhancements.” Backers of the Kirwan plan (Blueprint) have often repeated the notion that it will cost $4 billion by 2033. However, the true cost will be more than $4 billion annually. Thus, it will cost the state and local governments more than $40 billion by 2033. This came as a surprise even to Democratic politicians like Baltimore Mayor Brandon Scott, who called the cost to the city a “gut punch.” -( Source:Marylanders should get ready for tax hikes – MarylandReporter.com).

County executives across the state are pushing back.

From Montgomery County Executive Marc Elrich (D):

“We do not have a truly cooperative, interactive relationship, at this point, but nobody does,” Elrich said. “Montgomery County is not unique. You’ll find these kinds of arguments all around the state between county governments and the local school boards. We’re like a money machine but we have no power in how the money gets tapped at some point.”

“The county has no authority,” he said. “We can’t even, for example, look at a budget line item and say we don’t think you should do that program. We’re not going to fund that program and we want you to fund a different program. County has no ability to do that. ”- Montgomery County Executive Marc Elrich ( D) Had to raise taxes 10% just for Education.

And, from Howard County:

“I think that there is an important conversation to be had about a county executive and a council or commissioner-based system who have so much funding responsibility and zero ability to actually ensure where those dollars go and that they’re used effectively,”-Calvin Ball, Howard County Executive, (D)

Stuart Pittman, Anne Arundel County Executive:

The question of whether county governments should have greater control over their school districts has been an ongoing conversation for the so-called Big 8 jurisdictions and the Maryland Association of Counties over several months, according to Anne Arundel County Executive Steuart Pittman (D).

“I think it’s mostly focused on transparency in budgeting,” he said. “Most of us feel like we don’t have a good sense of what their finances really look like and maybe there’s a more collaborative approach.”

Smaller counties point out that they not only don’t have the funding to support the education excesses required by the Blueprint, for example, the Head of Budget and Management from Carroll County, addressed the Maryland State Board of Education in the Spring and told them that the Blueprint will hurt schools in his district. He stated that the Blueprint will take resources away from schools in Carroll County and put them in schools targeted by the Blueprint. This will cause overcrowded classrooms in those schools that were previously successful.

Calvert County School Superintendent Andrew Townsend said the 10.5% increase in school funding is “unprecedented “and needed to meet the mandates of the Blueprint for Maryland.

State Delegate Jeff Ghrist, whose district includes parts of Caroline, Queen Anne’s, Cecil and Kent Counties has pointed out many times that districts such as the ones he represents can’t possibly meet the physical and staffing requirements of the Blueprint, much less the monetary.

In Talbot, county council members state that they want to have more local control of their education spending since it comprises 42.1% of the county’s yearly budget and drastically impacts taxes in the county. The council had to tack on a 4.8 % education tax supplement onto citizens’ tax bills on top of the taxes already levied. While paying more, citizens will have less input into education spending than ever before.

The pleas for sanity fell on deaf ears with some legislators.

Senate Majority Leader Nancy J. King (D-Montgomery), who chairs two Budget and Taxation subcommittees that deal with education issues, said there is no need to change the current system.

“I would be absolutely, 1000% against that,” King said, adding that Elrich and others lack the experience to make decisions for the school system.

“He needs to do his job and let the school board do their job,” she said.

King, a former school board member, said complaints about lack of oversight amount to “a nice political thing to say.”

“All these people, they want to re-do the budget. They want to re-do how school systems run, it’s like they don’t have enough of their own jobs to do,” she said.

Somebody check King’s hearing, because she isn’t getting the message, especially from the people. Marylanders don’t want expensive, frivolous mandates imposed on their schools particularly when they see miserable state test scores.

Sixty-three percent are against raising taxes to support the Blueprint according to a poll done by the Maryland Public Policy Institute. Forty-eight percent of Democrats and 84% of Republicans are against the spending.

Poll: Voters Don’t Like Higher Taxes to Fund the Kirwan Commission’s Education Plan » Research » Maryland Public Policy Institute (mdpolicy.org)

But, it could just be citizens, like State Senator Nancy King said, ” don’t have enough of their own jobs to do.” You mean, those jobs they hold to make ends meet and pay expensive tax bills in their counties and state, Nancy?You mean the jobs they hold to overcome inflation and put food on the table?

Maybe we should start a “Go Fund Me” to buy Nancy a pair of hearing aids. Do they have them to prevent being tone deaf?

County leaders renew push for oversight on education spending – Maryland Matters

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Jan Greenhawk

Jan Greenhawk is a former teacher and school administrator for over thirty years. She has two grown children and lives with her husband in Maryland. She also spent over twenty-five years coaching/judging gymnastics and coaching women’s softball.

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By Jan Greenhawk

This post was published initially on the eastongazette.com

September 7, 2023

Every time state test scores are released, the same cry comes up from the educational and political establishment, ” If we had more money, the scores would be better.”

So, when Maryland State scores came out in August, it happened again. Sure, they added the pandemic as part of the excuse, but it still boiled down to money. It didn’t matter which jurisdiction was doing the whining, it was still the same.

Same BS, different year.

Despite the fact that districts are coming off some fairly fat economic years with all the ESSR funding and the new Blueprint coming into effect, there wasn’t enough money to make the scores better.

For example, let’s take a look at the Baltimore City Public Schools. Granted, ESSR II and ESSRIII funds were supposed to be spread out over five school/fiscal years, however, no matter how you look at it, the city got a lot of money. $650 million to be exact. Prince George’s County came in second with $396 million.

On the losing end of the ESSR sweepstakes were counties like Talbot ($14 million), Queen Annes ($10 million), and Worcester Counties ($21 million). Still, a nice windfall.

As for the Blueprint, the funding formula for districts is based on student population. But, some students earn districts more than others. This inequality in funding is based on the concept of “equity.” Students who are English Language Learners, Special Education, or poor cost more money because they need more support or cost the county more.

For example, the base per pupil spending in Maryland Public Schools is $8,310 per student per year. For every K-3 “struggling learner” as defined by the state the county gets an additional $665. A special education student will gain the standard per student expenditure plus $7146.00 (86%) or $15,456. An English Language Learner will gain the standard per student expenditure plus $8310 (100%) or $16,620. Compensatory aid for students who get free lunch is $6232.50.

So, if a county has an ELL, Special Education Student who gets free lunch, they hit the jackpot. You do the math.

These student numbers are determined by September 30th each year. With all that funding per student, one would think our kids would be knocking the socks off state testing. Apparently, those who developed the Blueprint thought that money would be the answer. You be the judge.

Here are the recently released Maryland State Assessment Scores for the Spring of 2023:

The above are the reading scores.

The establishment will crow about how pleased they are with these scores, and how it looks like they are “not quite as bad” as last year. With the exception of the tenth-grade scores, no other grade level had 50% of the students proficient or above. ” Proficient.” Not excellent or great, just proficient. This is out of a four-point scale with the top ranking called “distinguished.” Let me ask you, do you want a merely “proficient” carpenter building your house or a top level, distinguished carpenter, especially if you are paying top dollar?

Even more frightening are the math scores. The State doesn’t even attempt to spin these numbers. They are just bad.

There are only 1-2% of students who are considered distinguished in math. It’s going to be hard to compete internationally with just 1-2% of our population accomplished in what is basic math.

Never fear, however, there are a certain percentage of students who are ” on the cusp of proficiency” meaning that they are “almost there” in both reading and math. The fact that the state felt they needed to report this on a chart on their page shows you that they know these scores are so bad they have to celebrate “almost.”

No parent wants their child to be the “almost there” student. I don’t want bridges build by “almost there” engineers, or the law read by “almost there” judges.

I understand that these scores cannot be turned around in a year. Maybe not even two or three. It took us a long time (and a lot of money) to sink this low and it will take a while for us to dig our way out.

Problem is, we keep skirting the issue with all these ancillary, needless and expensive programs like the Blueprint that waste time and take the decision making out of the hands of the local districts and elected officials. School systems are so tied up funding the Blueprint, there’s no money left for locally designed and effective solutions.

I also question the determination of the education establishment and our government to actually fix this problem. When questioned about schools, particularly those in Baltimore City and how bad they are, Governor Moore deflected from proposing a solution or even a serious answer to the problem. He blamed climate change. Yes, he actually did.

His kids go to private school and so did he.

Truth is, If the problem gets solved, the Unions won’t be able to cry about teachers’ wages and local politicians will not be able to demand more money from taxpayers to “fix the problem.” It’s mediocrity and failure by design, and it is a big money maker.

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By Jan Greenhawk

Article originally published on eastongazette.com

September 4, 2023

Creative Commons — Attribution-ShareAlike 4.0 International — CC BY-SA 4.0

With the school year barely a week old in many districts, systems are struggling to staff classrooms.

In an informal survey of certificated openings in fifteen out of the 24 Maryland school districts, there were 473 openings as of 8/30. This doesn’t include positions that may exist in systems which don’t specifically list openings but hide them behind generic job search platforms. It also doesn’t include part time and non-certified classroom staff openings. There are approximately 60,000 certified teachers working in the Maryland’s Public Schools.

Having vacancies this late in the summer is bad for students!

Some districts such as Worcester, Queen Anne, Caroline, Cecil and Garrett have less than ten openings. Others like Baltimore County and Baltimore City, list between 60 and 79 vacancies. The rest are between 28 to 52. Again, this is for certificated classroom teachers only, not support or administrative staff.

Is this normal? Not really. Usually, systems advertise positions by the middle of April. At that point, teachers who wish to leave systems have told their districts, teachers who have not been rehired are looking, and college students in their final year of school are on the hunt for a job. Normally, by the end of July most positions have been filled. There might be one or two hard to fill jobs still being advertised, but that’s it. To have so many positions still unfilled by the end of August is almost unheard of, especially when most Maryland districts started the year on August 29 th.

Teacher shortages have happened before. I remember there were shortages at different points during my career. The Covid pandemic made things worse. Teachers left after the difficulty of the two years of virtual and hybrid learning.

In 2022, over 5,500 teachers left Maryland systems. Forty percent voluntarily resigned. Twenty-five percent left the classroom for other educational positions, particularly administration. Twenty percent retired. The rest were either fired, took a leave of absence, or went into another profession.

Maryland isn’t the only state facing teacher shortages. The map from the U.S. State Education Agencies and ABC below shows that of February 2023, many states are facing the same problem. Altogether, there are 55,000 teacher vacancies across the U.S. There are over 270,000 underqualified positions, meaning that non-certified teachers are filling positions as well as teachers not certified in the area they are currently teaching.

US Teacher Shortage (teachershortages.com)

Most of the US is dealing with a teaching shortage, but the data isn’t so simple – ABC News (go.com)

The problem is growing exponentially as enrollment in teacher education programs is declining drastically.

The Unions tell everyone that teachers leave because teachers’ pay is too low. In reality, teachers talk about poor working conditions, lack of support from administration, burnout, poor morale, and student behavior, especially violence.

What happens when schools are short staffed? The usual answer is that districts fill positions with uncertified substitute teachers. Many of these substitutes have yet to graduate college. However, there is a shortage of substitute teachers as well. The next solution? Increase class sizes beyond what is normal. At the secondary level, districts will cancel elective courses or force teachers to teach out of their content certification.

In some states, there is a new move to shorten the teacher work week.

Schools Take on 4 Day Work Week to Combat Rising Teacher Shortage (msn.com)

There are many problems with a 4-day school week. What do students and their families do during these days when the students are not in school? In a time when many parents could be working more than one job, students could be spending days home with little or no supervision. Certainly, some families will be able to afford childcare on those days, but many will not.

School days will be longer to make up for the lost time and to fulfill the teachers’ contracts. This will build in wasted time during the day. Studies have shown that during longer school days, the extra time is filled with non-instructional activities thus negating any benefit of being in school longer. This will also negatively impact extracurricular activities such as school sports or the arts.

From personal experience, I can tell you that is true.

Four-day work weeks will also support arguments against increasing teacher pay. The message of opponents is currently that teachers only work ten months out of the year, can you imagine when you take away one day a week during those ten months?

Some states are also fast-tracking teacher education. In Virginia, the Virginia State Board approved a three-year pilot with a company called iTeach:

Alternative Teacher Certification – Online Teaching Certification (iteach.net)

This company promises to train and certify teachers within one year at a very low price. While this may sound great to those trying to fill empty classrooms, many urge caution, saying that the process will yield poorly trained teachers and this, in turn, will hurt students.

Currently, eleven states are using iTeach, including Florida, Virginia, and Arizona.

None of the proposed solutions are good for students. In the long run, they will also burn out teachers and denigrate the profession, thereby exacerbating the shortage.

There are creative solutions that will not hurt students.

First, most systems have a glut of middle management administrators. Many of these staff members are certificated teachers who have left the classroom to work at the central offices and move up in the administrative hierarchy. They work on projects which range from developing curriculum, observing teachers, attending meetings at the local and state level, etc. Put these people back into the classroom, at least temporarily. This will serve two purposes, giving kids a certified teacher and allowing middle level administration to remember what it is like to teach in a classroom with real students instead of theoretical children. This may also give them more credibility among the teaching staff.

Second, recruit retired personnel to come back part time to fill some of the holes. Suspend the rules restricting retired teachers from collecting retirement while taking a check for teaching. These teachers still have the content knowledge and skills to educate our children. While this may only be a temporary solution, it will fill the gap effectively until all positions are filled. Some systems in Maryland are currently doing this, hiring retired teachers as independent contractors to teach in schools.

Third (and our county has implemented something like this), creatively group elementary students and plan secondary classes so that the available staff can rotate in and out of class to provide constant, professional coverage while giving teachers planning time. This takes some creativity in scheduling and grouping.

Fourth, pay available teachers extra to teach classes during their planning time. This will be a contract issue with the union but can probably be overcome with some negotiation. This has been done before with teachers volunteering to do overtime.

These are all short term solutions to the teacher shortage. What are the long term solutions?

While unions will tell you that pay is the main thing discouraging people from teaching, I strongly disagree. Most people go into teaching because they have a mission, a vocation, to help others, particularly children. It’s like being a nurse, firefighter, or a policeman. If you are choosing that profession for financial gain, you are kidding yourself. I was inspired to become a teacher because I wanted kids to be excited about learning how to write and reading great literature. I had teachers who inspired me, so I wanted to be like them.

Teaching is also a profession that allows one to share holidays with family, including summer. It also affords employees a fairly consistent workday. And while taking home student work to grade can be daunting, a smart, organized teacher can get it done during the workday.

As I tell people, teaching isn’t rocket science, just knowledge, patience and a lot of devotion.

I believe the real issues that keep people away from teaching are the issues of working environment. When I started teaching over 40 years ago, schools were very different. Students have always been challenging to work with at times, but I always knew I had authority and control over discipline in my class. I knew that if I established myself as the “adult in the room” and had the backup of administration and parents, discipline would not be an issue.

Today’s teachers don’t have that. They are constantly being told that the students are in charge, that their behavior should be excused. Teachers are told that THEY must not hold students accountable because students may have difficult lives. I’m not saying that a student’s life doesn’t have an influence over his/her behavior, but it’s a teacher’s job to help a student overcome circumstances, not give into or ignore their bad behavior because of them.

And students are much more violent in school than they were ten years ago. This is due in part to recent legislation in Maryland that excuses criminal behavior and violence for any child under 13 years of age. The students know this and take full advantage. Watch a video of someone breaking up a school fight and listen to the students tell teachers that no one can touch them or stop them because of the law.

Teachers are being asked to do too much. Instead of focusing on academics, they are told to be activists, to promote political and ideological ideas. Class time is eaten up by so many things that have NOTHING to do with academics, making it impossible for teachers to teach. So, while students attend school for approximately six to eight hours a day, many teachers report that they lose as much as 50% of instructional time on classroom management/discipline, non-academic activities, irrelevant and administrative disruptions. (The Passionate Learner, Robert Fried)

They’re also told to ignore parents instead of work with them. This not only makes the teacher’s job harder, it alienates the student from their parents. Once that happens, the teacher loses the value of the family to make discipline and teaching easier.

In Maryland, the focus on filling teacher vacancies needs to be changed from weakening the standards to be a teacher to putting more time and money into training teachers in content and classroom management. Instead of fast-tracking teacher education programs, officials need to allow college grads in education programs to spend at least one year as a paid apprentice in a classroom with an experienced master teacher. Money that is currently being spent on additional middle management central office positions and additional Blueprint programs that have no business in schools could be moved to fund these apprenticeships. Research has shown that teachers matter more to student achievement than any other aspect of schooling. (Rand.org) Why not invest the time and money into developing the best we can?

Finally, teaching needs to be showcased by education schools as a profession for knowledgeable, skillful students, not a throw away job for those who can’t do anything else. Recruiting teachers from other professions helps with that, as it shows how valuable teaching is as compared to the professions they came from. We need to allow the profession to gain respect again. And that means recruiting the best and brightest, not those seeking affirmation and acceptance from students or a place to bide their time until something better comes along.

Many of these ideas have been suggested by teachers for a very long time. But no one, not even their so-called Union, ever listens. The powers that be just keep piling on all the extras while not addressing what really needs to be done. They keep pretending if they add more social workers, more middle management, more program coordinators, that everything will work itself out.

It hasn’t so far and it won’t in the future.

Author

Jan Greenhawk

Jan Greenhawk is a former teacher and school administrator for over thirty years. She has two grown children and lives with her husband in Maryland. She also spent over twenty-five years coaching/judging gymnastics and coaching women’s softball.

By Jan Greenhawk

August 23, 2023

Article originally published at eastongazette.com

Creative Commons — Attribution 4.0 International — CC BY 4.0

Maryland Governor Wes Moore may not remember this phrase often used in stores, ” You broke it, you bought it.” He would do well to think of that phrase as he chastises Maryland locals and citizens that there will have to be “discipline” in spending.

While at the annual MACO (Maryland Association of Counties) Conference, Moore said: “As the old adage goes, ‘When the state catches a cold, local jurisdictions catch the flu,’” Moore said Saturday at his first counties’ conference as governor. “So it won’t be a surprise when I tell you that we’re facing budget shortfalls. He said the state “doesn’t just welcome partnership, we need it,” while noting that officials need to prepare to enter “a new season of challenge for Maryland.”

“It’s going to take the discipline of elected officials at the state and local levels, who commit to a spirit of partnership, even as we face some tough decisions ahead,” Moore said. “And yes, It will take the discipline of the governor — whereas I want to say “Yes” … you are going to hear some ‘No’s.’”

In urging restraint in spending as Maryland approaches 2024, the governor said: “This will be a season of discipline, and our choices must reflect that.” (Quotes Courtesy of The Baltimore Sun)

It’s interesting because when Moore took over from Maryland’s previous Governor, the state had a $5.5 billion surplus. Of course, Moore blames a shrinking state economy for the current deficit. He claims our economy shrank while surrounding states’ economies grew. And he will hold himself and the spendthrift Democrat controlled Legislature blameless.

The Governor offered no ideas for solving the problem, neither cutting spending nor increasing taxes. He does plan to appoint a chief performance officer to monitor government spending efficiency at the state and local levels. A May job posting listed the position’s annual salary range at $126,635 to $153,314. More bureaucracy, more money, and more intrusion on local governance.

The rest of Moore’s speech contained a mix of finger pointing at the previous administration and pie in the sky solutions such as raging wages for workers, huge capital projects and bringing industry to the State. Apparently, he is not aware that citizens have recently been fleeing the state and its cities to escape high taxes and high crime.

For the local official, the county commissioner or council member, the speech must be baffling. While the Governor preaches about cutting expenditures, he supports initiatives that will cost counties and taxpayers billions.

One such initiative is the Blueprint for Maryland’s Future.

As local officials began creating their budgets this year, many faced the added burden of costs associated with the Blueprint for Maryland’s Future, an education boondoggle that will cost the State an additional $3.8 billion per year for the next 10 years. It expands access to pre-K and raises teacher pay. It also boosts specific spending on children experiencing poverty. The cost of the plan has been raised by $1.6 billion over the next five years due to an additional 110,000 students in that category¹. All of these additions are in conjunction with additional mandates for community schools, school counselors, administrative staff, and teacher training. Are these noble expenditures? Probably. Are they realistic? In many cases no.

Locally, because of the Blueprint, counties such as Talbot find themselves forced into funding education well beyond their means according to their tax revenues. Talbot had an additional $4.1 million in school funding. Baltimore County added $214 million making their education allotment for 2024 $2.58 billion. Montgomery County increased their budget by almost $300 million. This is not Monopoly money, it is real taxpayer funded dollars that can only be generated via higher taxes, despite the illusion the Governor may want to present.

So, if the Governor is truly preaching the idea of being more disciplined, then maybe counties should pick up that idea and run with it.What would happen if a county just said “no?”

I can hear all the county school board members and county council members in the state screaming at this idea. “Why, why we would lose all of our state funds and probably federal funds as well!”

Let’s think about that. In 2021, Talbot County funded approximately 65% of their education budget without State or Federal money. Worcester County funded 73.9%, Montgomery funded 62.8%. In Talbot that means that approximately $44 million or around $10,000 a pupil, was funded locally. In Worcester, this was around $94 million or $15,000 a student. In Montgomery, it was $1.8 billion or $11,000 per pupil.₁These three counties, without federal or state funding, would still spend quite a bit of money per student. Of course, when you add in the proportionally lower State and Federal funding, the per student allotment is higher, but not by more than approximately 30%.To be fair, other counties like Caroline, only funded 17.8% or $3000 per child through local money. Those counties have a much larger need for state help. In many ways, they are addicted to it.

Even so, would they be able to forgo State and Federal money if they were no longer encumbered by mandates such as three-year-old and all day four-year-old programs, forced increases in salaries, community schools, additional middle management staff such as Blueprint Coordinators, etc.?

It’s like buying a home. In my town alone, there are multi-million-dollar homes and there are homes that top out at around $300,000 in price. What’s the difference? Well, the more expensive homes have nicer, waterfront or historic district locations, possibly have more amenities like pools, fancy modern kitchens, more rooms, etc. Other homes are smaller, are in different areas of a town that may be considered less desirable, and have more modest kitchens, designs, etc. and cost less. But both sets of homes still fulfill the same basic function, shelter, privacy, comfort, etc.

Would all of us like to live in the fancy houses? Of course. But most of us can’t afford that and are actually quite happy where we are. We made the decision about which home to buy based on what we need and can afford.

School districts are the same and counties like Caroline can decide what their students truly need and the system can afford. State and federal mandates get in the way of that decision.

How much to each county’s budget do the mandates add? It’s hard to tell. But Talbot County presented these additional Blueprint required positions for FY23:

According to Talbot County Public Schools documents, this along with the 4% raise this year for all certificated staff in order to phase into a Blueprint required base salary of $60,000 in 2027, is an additional staffing cost of approximately $1.4 million this year alone. (As a side note, the county employs 321 full time professionals. As of yesterday, one week before school starts, they still have 26 vacancies, some of them mandated by the Blueprint.)

By Union projections, there will be an additional 15,000 educators hired in Maryland under the Blueprint. A boon for the union. Not so good for the systems. Systems will have to find educators to fill all the extra spots and the money to pay them. Already, the state is considering relaxing the certification requirements for teachers to get more people in the hiring pipeline.

Other Blueprint mandates that will cost more money are new buildings or building upgrades for mandatory pre-k or health care facilities within school buildings and/or communities. Without these mandates, counties could assess their own needs and make fiscally justified decisions.

The best part would be that locals would have more control over their own schools, what is taught there, and how money is best spent to support student achievement. In such an environment, parents and community members will be more involved. They will also be able to talk to school boards and have a larger voice which is so important.

Maybe saying “no” like the Governor suggested would be a great idea for local governments.

What would the State and Feds do in the case that locals refused Blueprint mandates? Take them to court? It’s been done before, and it takes years to get a case through the judiciary. During that time, schools in those areas will not shut down because of lack of State and Federal funding. Families will not be left to their own devices to educate their children.

It could be the best thing that ever happens to local school systems and the students who attend them. Imagine, an education system tailoring its program to its constituents and focusing resources on academic achievement for all children. What a novel idea.

“We can be a state where our finances support our ambition,” the governor said. “We can be a state that unleashes a new wave of dynamism by harnessing the great assets we already have — and getting them moving in the same direction.”

I’m not sure he was thinking about refusing expensive Blueprint mandates when he said this, but I can see how saying “no” might unleash a new wave of dynamism by harnessing the great LOCAL assets we have- and getting them moving in the right direction. And that right direction might be locals just saying, “no” and doing a better job of educating our children without State or Federal interference.

Gov. Wes Moore urges ‘season of discipline’ for state, local spending; warns Maryland’s economy hasn’t kept pace with its ambition (msn.com)

1. Funding – Blueprint (marylandpublicschools.org)Maryland Among ‘Most Moved From’ States In 2020, Study Says – CBS Baltimore (cbsnews.com)

**Writer’s note: Just in case you think I am delirious in my thinking that counties will ever do this, I’m not. One thing I have learned in the past three years is that NO ONE Republican or Democrat, really wants to solve the education problem or go against the tide.

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By Jan Greenhawk

This article was originally published at eastongazette.com

Creative Commons Zero, Public Domain Dedication

A federal appeals court ruled on Monday, August 14th that Montgomery County Public Schools can keep students’ gender transitions from parents.

Muslim, Catholic, and Greek Orthodox Christian parents sued the district after the Montgomery County School Board informed parents that the system would no longer notify families about gender identity plans and lessons and told parents they could NOT opt their children out of those lessons.

The weird thing is that the judge didn’t disagree with parents that this practice is wrong and a violation of parental rights. He dismissed it because the parents who sued did not have children who were transgender or using a gender support plan provided by the district, and therefore they had suffered “no harm” that would allow him to act.

Does that argument sound familiar to you? It should. It’s the same one that prevented judges from hearing President Trump’s case regarding election fraud.

Here’s the problem. If the district keeps these plans away from parents, how are the suing parents supposed to know if they have been using a plan or harmed? Do they have to wait until their children come home with new body parts, hormone treatments, or removal of vital organs?

I find the decision cowardly on the judges’ part. But then, I’m no legal expert.

Montgomery County saw this as a victory and certainly as an impetus to continue the practice of providing “gender support plans” to children since 2020- 2021. At least 350 students have taken advantage of the plans in the last three years. (Washington Post)

Frederick Claybrook Jr., lawyer for the plaintiffs, said in an interview with the Daily Caller News Foundation, ” Parents do not have to wait until they find out that damage has been done in secret before they may complain. Moreover, the policy, just by being in place affects family dynamics, as the dissenting judge pointed out. We are actively considering next steps in the legal process.”

Which leads us to the next point. Parents tell us all the time, ” It’s not happening here.” My question, based on this court decision and other events in schools is, “How do you know?”

Think about it. If schools are allowed to do anything with your child without your knowledge, how will you know if something horribly life altering such as gender transition is happening? What if it is something else? What if your child is being lured into a cult? Or a drug use? Or any other sick practice or relationship?

Many will say, ” I would know. I know my child.”

I can’t tell you how many parents told me that over my years of teaching. I can’t tell you how many of them were wrong. Some paid a horrible price for thinking they knew nothing was going on when it was.

If you think your child will tell you, you are also wrong. Most children don’t want to hurt or disappoint their parents, so they keep things from them.

That is why the schools MUST keep parents notified of major changes in a child’s life. Some will say that it is to protect children from abusive parents that schools don’t disclose all that students tell counselors and/or teachers. Again, from my experience, if a child expressed fear that a parent would abuse them for disclosures, there are official channels teachers follow to protect that child.

This is why parents must demand transparency from schools.

What can parents do? First, parents MUST have a presence in their child’s school whether it’s as a volunteer or a frequent visitor. The better a parent’s relationship with the administration and staff there, the more he/she will know about what goes on in the school.

Second, be clear with your children that you want to know what goes on in their lives, no matter how bad they think it is. Teach them from an early age that the people they can trust the most in their lives are their parents. Be consistent with being trustworthy. That doesn’t mean giving in to whims and foolish ideas but be honest with your child in an age-appropriate manner. A good relationship with your child will help you know what is going on with them. It’s not foolproof, but it works.

Know school and district policies. Don’t be caught flatfooted on what your rights are and what the school can and can’t do. Ask questions. Demand answers.

And Listen.

Talk to other parents.

One thing I have learned in my years in education is that what may not be in our school system today can and will make it here tomorrow. Montgomery County is like the California of Maryland, what starts there makes it everywhere.

You may say I am making parents paranoid. I sure hope so. This is their children. Sensible paranoia is not only recommended but required.

Parts of this story originated with the Daily Signal:

Court Says School District Can Keep Child Gender Transitions From Parents (dailysignal.com)

By Jan Greenhawk

This article was originally published at eastongazette.org

Familydestinationsguide.com Images, CC BY 2.0 https://creativecommons.org/licenses/by/2.0, via Wikimedia Commons

On Tuesday, August 22, 2023, the Maryland State Board of Education will meet to discuss whether Maryland will keep its current State Superintendent of Schools, Mohammed Choudhury or find someone more suitable to lead the State School System.

After a series of missteps including how state test results were reported and censured, his childish responses to local media asking questions, his mistreatment of state education employees, and possible violations to the Public Information Act via his redacted and hidden emails and 98 deleted texts messages from the Superintendent’s phone, it seems that Choudhury is on his way out and possibly to court.

“If someone willfully deletes a public record, it’s a crime. And they can go to jail for up to three years,” said attorney Scott Marder, “So it’s a very serious violation of the law here in Maryland if that was done.

“As anyone who has ever worked in the corporate of professional sports field will tell you, another indicator is the statement those higher up in “management” make about a person’s possible firing. Governor Wes Moore’s statement in April when interviewed by Fox 45 was telling:

“It’s an independent structure, and while we respect that, we also want to understand that we’ve got to do better when it comes to be able to present accountable and transparent results in our public education system,” Moore said. Moore’s office said, in response to an email from FOX 45 that they are “monitoring the situation” but had “no comment.

“If Choudhury was a CEO or Football Coach, he would already have his bags packed and his resumes sent.

Remember, Choudhury wasn’t hired under Moore’s administration. He was hired during Hogan’s tenure. Moore has ever justification to make the move.

For the sake of Education in Maryland, many citizens have sent letters to the State Board, signed petitions, and demanded Choudhury go. Others have said that whoever comes behind him might be worse.

I think it’s time to take that chance.

Parts of this article were taken from this link:

State School Board to soon vote on Superintendent’s future | WBFF (foxbaltimore.com)SHARE THIS ARTICLE

By Jan Greenhawk

This article was previously published eastongazette.com

Creative Commons — Attribution-ShareAlike 3.0 Unported — CC BY-SA 3.0When I was a teacher, I hated the month of August. August meant leaving behind vacation and getting back to the routine of the school year. I also loved August. August meant getting ready for new students, new classes, a new school year.Now that I am retired, August is just another hot month in summer. But it is a great time to remind parents of what they should do to prepare for the next school year.

In case you are getting out your supplies lists to add items etc.; don’t. I’m not here to tell you what to buy or not buy at local stores.

This is much more important. This list of questions has to do with determining if a school or teacher are right for your family and child(ren)

Most school systems bring teachers in one to two weeks before the children start. Usually it’s a staggered start, new staff reports prior to experience staff. The early start for new teachers is to prepare them to teach in the district, covering such things as planning lessons, curriculum taught, resources used, rules, etc. They get time to prepare their classrooms, get to know other staff, and acclimate themselves to a new school and community. Experienced teachers come in later, get mandated training, and learn about any changes in district policy, new curriculum, and new administrators. They spend most of their time getting their classrooms and plans ready for their students.

I remember thinking there wasn’t enough time to get it all done.

Systems usually build into that time “Meet the Teacher” or “Back to School” nights. These events are structured as cursory events and are not conducive to one-on-one conversations with teachers or administrators. Parents should go but should not expect anything more than a chance to meet staff and hear a generic spiel about what will be taught during the year.

Parents should still attend. You can find out so much from these glimpses into the classroom. Here are some things to look for during Back To School Nights:

1. Check out all the wall decorations/flags in the room. Are they all focused on academics? Are there flags, posters, etc. that may be of an inappropriate political/ideological nature not related to the subject(s) being taught? If so, make note.
2. Is there a classroom library? If so, make note of the books there. Do they seem age and content appropriate? Are there whole class sets of books?
3. Does the teacher seem professional yet approachable? Does he/she seem confident? Is the teacher appropriately dressed?
4. Is the class well organized?
5. Does the school seem well organized and well maintained? Are room numbers and offices clearly marked?
6. How are the desks arranged? This may be especially important if you have a child with a learning disability who needs special seating. Even children with no disabilities can benefit from the right seat in the room.
7. Is the staff professionally dressed? Do they act in a professional manner? Are they friendly and helpful to staff and parents? Does staff seem happy to be working in the school?

TEACHER/STAFF Conferences: I recommend you arrange a time before or right after the school year starts to meet with your child’s teacher AND the administration of the school individually.Reminders: Teachers and school administrators are not the enemy. Most of them want to do what is best for children. During this time when we hear of teachers and other school personnel doing ridiculous, harmful things in the classroom across the country, we have to remember that they are a minority.

As a parent, you need to know what your teachers and administrators will be teaching and promoting in their classroom and school. None of them should mind answering these questions, especially if they know that you are interested in helping them educate your child in the best way possible. Teachers love working with parents!

1. What are the syllabi and curricula for your class (course)? May I get a copy of it or see it online? If not, why not? How can I get access to it?

2. How can I help my child achieve in your class?

 3. What is the best way to communicate concerns or questions to you?

4. How can I monitor my child’s progress throughout the year?

5. What do you see as your primary mission as a teacher?

 For Administrators:1. What staff development and/or training did teachers participate in this summer? Who provided the training? What was the goal of the training? How do you think it will help them teach my child? Is there somewhere where I can learn about that staff development and who provided it?

2. Is it the policy of this school to hide any information (grades, counseling, behaviour, mental issues) about my child from me?

3. Can my child opt out of surveys or data collection?

4. How can my child opt out of controversial lessons I deem as inappropriate or in violation of our family’s beliefs, particularly those in Health and Sex Education? What will my child do instead if he/she opts out?

5. What is the school/district policy on flags other than the U.S., Maryland, and County Flag in the classrooms? Are individual teachers allowed to put controversial signs in their classrooms that have no academic purpose?

6. What is the policy about teachers revealing their personal political, sexual, or gender beliefs to students in or out of school? What is your social media policy for teachers, staff etc. and contact with students?

7. What is the process for addressing any issues with classes, teachers, content, books available. to my child or any other problems in school?

8. What are the discipline policies of the school? Are all students disciplined in the same way for the same infractions?

9. What can I do if I believe a teacher is not compatible or successful with my child? Can I ask for a change of teachers?

As always, use your own discretion when asking questions. However, when staff is reluctant to answer, this could be a red flag that the school/teacher may not be right for your child.

This list of questions is not all inclusive nor does it guarantee that you will get honest or accurate answers. In some schools and with some teachers, there may be negative consequences for asking these questions. Always keep a record of any conferences with a teacher or an administrator, date, time, and what was said. You may need this information.

What do you do if you don’t get answers that support sending your child to that school or having your child in that class?

The simple response is to get your child out of that class and/or school. You still are the parent and have rights. However, be prepared from pushback from the school/district. Each district has its own process and procedures for transferring students. Most would rather acquiesce to your request to change teachers or schools than cause an uproar. But, if they don’t, then be prepared to take the battle up the chain of command all the way to the school board. That’s where all that information comes into play.Be prepared for other options. That means private school or homeschooling.

It used to be a bit easier to send our children off to school each year.

But, it is a positive thing that parents now know being involved is critical!

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Author

Jan Greenhawk

Jan Greenhawk is a former teacher and school administrator for over thirty years. She has two grown children and lives with her husband in Maryland. She also spent over twenty-five years coaching/judging gymnastics and coaching women’s softball. 

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By Jan Greenhawk

August 11, 2023

I was always under the impression growing up that what is called the “fourth estate;” the media, reporters, newspapers, television news, had a mission to question government, dig into possible government corruption, and provide citizens with a factual account of events that affected their lives. And, when I took journalism classes I was taught to be objective and simply print the facts. You know, the old who, what, why, when and how questions.

It’s clear that has all disappeared into today’s world. On the world, national, and state level, media outlets seem more interested in carrying out the propaganda of governments and political parties. In tyrannical dictatorships, the government writes all the stories, and no one disputes what they say under the threat of punishment and even death.

At the local level, one would assume that reporters may have a little more accountability toward their subscribers. That assumption seems to be incorrect.

In our little town on Maryland’s Eastern Shore, it’s become clear in recent years that our tiny government is operating on its own agenda. The citizens have become quite angry about this and have demanded more transparency. It has happened at almost every town meeting. (Links to stories about these government actions are at the bottom of this article.)

There have been many Public Information Act requests filed with our town government in the last 6 months. It seems that this has annoyed some of our Town Commissioners and employees. It was no surprise the other night when another PIA request was read into the minutes of the town meeting. This request was based on a reliably sourced rumor regarding a possible hiring of another town employee. The filer wanted to know if the rumor was true. The filer requested all possible paperwork regarding this rumored hiring and of recent hirings in our town.

That is what Public Information Act requests are for, right? They are the avenue by which citizens can find out what is true and what is not. A PIA request demands that governments supply citizens with information. From the Maryland Attorney General’s website on PIA’s:

The Maryland Public Information Act is based on the enduring principle that
public knowledge of government activities is critical to the functioning of a
democratic society; that a Government of the people, by the people, and for the
people must be open to the people. Members of the public need and deserve complete
information as they make the decisions and form the opinions that determine our future
path, and the Act ensures that those needs are met fairly and expeditiously while protecting
important privacy rights and other public policy goals.Overview.pdf (marylandattorneygeneral.gov)Sounds reasonable, doesn’t it?

Yet governments seem threatened by it. In our town, those in charge seem to take great offense anytime they are questioned or asked for facts. When a citizen asks a simple question or files a simple request, it should be answered. That’s what the Maryland Public Information Act is for.

In our town they are so offended by a request that they enlist the support of local reporters in an attempt to embarrass and silence citizens who dare to ask questions. Here is an article written by local reporter Maggie Trovato from the STAR DEMOCRAT:

The full headline of this article is: Oxford Fights back on false rumor on secretary. ( It’s not even a good headline)The article is not listed as opinion. It is written as a straight news story. No context about the event is shared and the sources are one sided.

The interesting part about this article is that the reporter wasn’t present at the town meeting where this occurred. So, one wonders where she got her facts? Who gave her the idea to embarrass and intimidate a private citizen?

This article, printed below the fold on the front page of the hard copy newspaper, could not be found on the online site for the Star Democrat.

There was an interesting story from the meeting. It was discussion between one Commissioner, Katrina Greer and the Town Manager about the possibility of moving Oxford’s bank accounts from their current bank to the Maryland Local Government Investment Pool which, if it had been done three months ago, would have earned the town $28,000 in additional income. This story seems like one a good reporter could really sink her teeth into, finding out what the Investment Pool is, why it could earn more money and what the plusses and minuses of doing so would be. It could also provide a chance to do an investigation of WHY the Town Manager and others are against taking that action.

Somehow the reporter found the Commissioner’s comment about a PIA request regarding the rumored hiring much more interesting. Not interesting enough to actually interview all parties or get all the facts, though. Just interesting enough to meet the needs of a town government as they hope to silence citizen voices. Just enough to believe exactly what the President of the Commissioners told her.

None of us should be surprised by this. The last ten years have shown us that the mainstream media in this country has been severely compromised by political parties, foreign powers, and multi-national corporations. Even this small newspaper, the Star Democrat, is one small part of the Adams Publishing Group out of Coon Rapids, Minnesota. They own 27 dailies, 90 non-daily, and 220 media-related products across 19 states.What’s surprising is that as people have stopped relying on mainstream media and subscriptions are down because of flawed reporting, these newspapers haven’t gotten the message. Whether this reporter wrote this story because of bias, laziness or incompetence doesn’t matter. What matters is that she gave one side of a story and believed the statements of one town official blindly. And she achieved exactly what the government wanted instead of the truth. And she aided in the public suppression of PIA requests.

Richard Nixon would have loved her.

Additional Resources:

From the Federal Government: Intimidating someone from doing a Public Information Act request is illegal. According to the 18 U.S. Code § 1512, whoever knowingly uses intimidation, threatens, or corruptly persuades another person, or attempts to do so, or engages in misleading conduct toward another person, with intent to influence, delay, or prevent the testimony of any person in an official proceeding shall be punished as provided in paragraph (3). In the case of the threat of use of physical force against any person, imprisonment for not more than 20 years1.

The Greatest “Show” On Earth: Lies, Omissions, Nepotism, Conflict of Interest, and Disdain For Citizens In A Small Town – Radio Free Oxford

Oxford Commissioners: The Rubber Stamp Era Has Ended – Easton Gazette

Oxford Passes Commissioner Replacement Amendment – Easton Gazette

The Tyranny Of The Closed Public Meeting – Easton Gazette

The author of this article has written to both the reporter who wrote this story and her superiors for their comments. No responses as of publication

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By Jan Greenhawk

Reprinted from eastongazette.org

August 7, 2023

Creative CommonsAttribution-Share Alike 4.0 International

If the last three years have been nothing else for America’s parents, they have been illuminating regarding what is going on in our public schools. While schools were closed and lessons were virtual, parents saw their children being taught subjects that they were never aware of before. Critical Race Theory, Gender Ideology and a variety of other non-academic subjects were at the top of the list as well. While parents watched, they saw their children being taught a twisted, exclusively negative version of American History that would make any Communist propagandist proud.

Many wondered where these lessons came from. A group called Parents Defending Education thinks they know. Many of the lessons came from China. PDE did research on the issue and sent a letter to House Education & Workforce Committee Rep. Virginia Foxx, R-N.C.; House Armed Services Committee Chairman Rep. Mike Rogers, R-Ala.; and House Foreign Affairs Committee Chairman Rep. Mike McCaul, R-Texas detailing their findings.

The group discovered that 143 school districts across the United States have contracted to established Chinese Confucius Institutes and Classrooms. Twenty of these districts were located near U.S. Military Bases. These schools received over $17 million dollars in funding for “cultural and language programs.” The Confucius Institutes and Classrooms claim to be programs to teach U.S. children about China in an effort to encourage understanding and acceptance of the Chinese culture. In reality, they spend more time portraying the United States in a negative light while promoting Chinese Communism.

“The fact the Chinese government had so much access to American classrooms, students, and curriculums should worry families,” PDE senior adviser Michele P. Exner wrote to McCaul. “The Chinese government has long touted their Confucius programming as a way to advance their strategic goals around the world. In 2009, former Chinese Communist Party Senior Chairman Li Changchun admitted that Confucius Institutes were an ‘important part of China’s overseas propaganda set-up’ and in 2017 Chinese government officials lauded the programs as a way to push China’s Belt and Road initiative,” the Foxx letter continued. “Security concerns with these China-led courses in America’s schools are well documented.” Confucius Institutes were located in American Universities.

PDE also pointed to a pair of Chinese nationals who taught Mandarin at Appoquinimink School District in Delaware during the 2012-2013 school year. “According to a district webpage, these teachers underwent a ‘rigorous selection process’ in China. This includes interviews with Chinese government officials ‘at the national level,’” according to Exner, who also serves as PDE Action’s director of federal affairs. 

The letter to McCaul noted that “34 states and the District of Columbia have had schools that have engaged in financial exchanges with the Chinese government or affiliated entities ranging from a few thousand dollars to more than a million dollars per contract,” according to PDE findings. “Since 2009, the Chinese government has used Confucius Institutes and Confucius Classrooms to push their agenda in schools around the globe. Chinese Communist Party officials have openly stated how they are using these educational partnerships established under the guise of ‘cultural and language immersion programs’ to expand China’s overseas propaganda campaign,” Exner wrote. 

PDE informed Rogers that Confucius Institutes and Classrooms were operating in schools in the vicinity of the following U.S. military bases including U.S. Naval Academy, Buckley Air Force Base and Space Force, Davis-Monthan Air Force Base, Dover Air Force Base, Fort Bliss, Fort Liberty, Fort Knox, Naval Station Great Lakes, Hanscom Air Force Base, Hill Air Force Base, Lackland Air Force Base, Langley Air Force Base, Los Angeles Air Force Base, MacDill Air Force Base, McGuire Air Force Base, U.S. Coast Guard Academy, Nellis Air Force Base, Naval Station Norfolk, Puget Sound Naval Shipyard and Naval Base San Diego.

 “Allowing China to have unfettered access to America’s schools poses significant security risks to students and their families. It becomes even more dangerous when this is happening near sensitive locations containing information critical to our national security,” Exner wrote. A similar letter was sent to 33 additional governors on Wednesday morning, including Florida Gov. Ron DeSantis, California Gov. Gavin Newsom, Georgia Gov. Brian Kemp, New York Gov. Kathy Hochul, Oklahoma Gov. Kevin Stitt and Michigan Gov. Gretchen Whitmer. PDE’s “Little Red Classrooms” report details more examples that the group finds deeply concerning, breaking down the $17,967,565 spent across 143 school districts in 34 states plus the District of Columbia. There are four Maryland schools on the list of Confucius schools:

Confucius Classrooms | Global Maryland, University of Maryland (umd.edu)

• Centennial High School(link is external) in Ellicott City, MD, is a public 9-12 school that provides an environment for developing responsibility, integrity, self-respect, and respect for others; for nurturing a desire to be a lifelong learner; for fostering a sense of community; and that upholds an emphasis on academic and personal excellence. 
• Garrison Forest School(link is external) in Owings Mills, MD, is a private girls’ school with K-6, middle, and high school programs. GF challenges students to strive for academic excellence and grow into independent and creative thinkers; cultivates students with a resilient sense of self; and creates a diverse and inclusive community.
• Paint Branch Elementary School(link is external) is a public, K-6 school in College Park, MD, not far from the University of Maryland. Paint Branch ES is committed to ensuring that all students acquire the knowledge and skills needed to become productive citizens and lifelong learners.
• Washington Yu Ying Public Charter Elementary School(link is external)
  , in Washington, D.C., is a K-5 school. Yu Ying aims to spark the fire of lifelong learning by providing a world class education for students, and was the first public school in Washington, D.C. to offer Chinese language immersion.

There are those pushing back in the United States and internationally. In Oklahoma, State Superintendent of Education Ryan Walters exposed Chinese influence in the Tulsa Public Schools:

Oklahoma Superintendent Accuses Tulsa Public Schools Of Taking Money From Chinese Government (newson6.com)

In Sweden, the Institutes were closed nationwide in 2020:

Sweden has closed all Confucius Institutes and Classrooms – Scandasia

Confucius Institutes were defunded on U.S. college campuses in 2019 by a bill in the U.S. Senate.

The recent revelation about the Confucius Classrooms comes at a time when U.S./China relations are contentious. It also coincides with a report about U.S. Naval personnel leaking classified military information to the Chinese:

Two U.S. sailors charged with sharing military info with China (navytimes.com)

As reported by many outlets, this is just one possible example of strong Chinese influence in our military and government.

As tensions grow between China and the U.S., it’s likely that many more of the Confucius Classroom programs will be closely examined. However, the American public should be aware of what is going on in their children’s schools.

“The alarming evidence uncovered by our investigation should concern parents, educators, and policymakers alike. Families deserve to know who is influencing the American education system so that they can make informed choices about what their children are learning behind closed doors.”-Parents Defending Education President Nicole Neily

And, those with children in the private schools should also be on the lookout:

“We truly don’t understand the full extent of Communist China’s meddling in our education system . . . Not only is the CCP trying to promote their propaganda through education programs but are using Chinese shell companies to outright buy American private schools around the country.” Florida Representative Mike Waltz, Daily Mail

From Turning Point USA:

The Chinese government has also been tied to several land purchases across the U.S., including land surrounding military bases. As of 2021, China-controlled companies owned more than 380,000 acres of American agricultural land. Some governors have moved to prevent the CCP from purchasing land in their states, such as in Florida and Montana, with several others considering similar bans after weighing the threat to American farmers and food supply.

Lawmakers have urged the Department of Education to take action against the CCP’s initiatives in U.S. public schools, and are conducting threat assessments in an attempt to fully understand the harm that these programs can cause the American education system now and in the future.

Additional Source Links:

China’s Infiltration of American Education: $17 Million in CCP Funds Sent to K-12 Schools – TPUSA LIVE

‘Alarming evidence’ links China’s Communist Party to American K-12 schools, anti-indoctrination group claims | Fox

Institute Headquarters (Hanban) (chinadaily.com.cn)

By Jan GreenhawkAugust 4, 2023

The citizens of Oxford, Maryland can rest easy at night knowing that the town has instituted a new crime fighting strategy involving electronic reminder signs and posters asking those who may be scofflaws and criminals to “Please be Courteous of Our Neighbors Follow Speed Limits and Road Signs.”

The electronic sign and poster have been placed on the intersection of Pier Street and South Morris Street where patrons of a popular local bar and restaurant exit the street from the establishment. They were put there after a citizen complained that people leaving the restaurant were speeding and dangerously ignoring the stop sign.

In the olden days, like as late as last year, the solution would have been to station a policeman at this intersection on weekends when patrons would be leaving the restaurant. By parking around the corner, a cop could catch people who didn’t stop, assess their sobriety, and either issue a warning, ticket, or arrest them. A few random weekend nights with that happening and people might get the message.

How old fashioned.

Now, when you leave the restaurant the electronic sign flashes a message, ” Stop Sign Ahead.” The electronic sign is less than a tenth of a mile from the stop sign. Underneath the big, red, readily recognizable stop sign is the poster. Maybe the poster is a combination eye and sobriety test? If you can read it you aren’t drunk? Clever.

What is perfectly clear in the Town of Oxford is that we have now adopted a policing strategy of style over substance. We have a Facebook page, occasional coffee with a cop at the Community Center, and a swanky townhouse for housing non-resident police officers when they may have to work hours beyond a 9-5 day.One wonders why the easiest and more effective solution (a cop on the corner at strategic times) was NOT chosen.

Clearly, the resident who complained was worried about her safety and the safety of others at this busy intersection. As recent as the last town meeting, we had a Commissioner Delean-Botkin expressing her own great concern over the general safety of citizens on all of our streets, even saying that a friend of hers visiting the town opined that “she nearly hit a child.” Will the solution above be applied to all areas of town where a pedestrian may be struck or a car running a stop sign might cause an accident??That would be foolish.

Do we really think that people who are inebriated or less than noble will care about paying attention to this sign? Some of them will run the stop sign out of spite. They would be less likely to do that if they thought a police officer might be just around the corner.

But maybe that’s the point. Maybe the town administration doesn’t WANT people to know they may get caught if they run stop signs or speed in our town, especially if they are visiting a local restaurant. Maybe the safety of the town citizens is secondary to Oxford’s reputation as a beautiful, welcoming little town. And nothing puts a blanket on drinking and partying like the thought that one might get stopped for DWI.

I don’t blame the businesses. They, like the citizens, ask for solutions that will keep our town safe. We count on our commissioners, our town administration, and our police to come up with effective ideas, not band-aids that cover but don’t solve the problem.

We’ve seen that a speed sign has replaced a police officer at the entrance to the town. People know it. All one needs to do is watch people drive in and out every day violating the speed limit. The true deterrent is gone.

It’s not like we don’t have enough manpower. We now have at least two full time cops and one part time. All of them live outside of town, but overnight stays at the Oxford Townhouse were supposed to solve that problem and provide better coverage. All that did was get an occasional truck in the driveway and a happy note in Town meeting reports about how “cozy” the townhouse is.

And yet we have signs and impractical solutions. Funny thing, I didn’t think minding the speed limit or stopping at stop signs was merely a matter of “courtesy.” I thought it was the law. Was I wrong?

One wonders what’s next. Signs saying, ” Please be courteous to the residents of this town please don’t break into cars”? Or, even better, “Please be courteous to the residents of this town please don’t commit any crimes?”

Is the town just mirroring a nationwide push to cut police coverage and plead with criminals not to commit crimes? It hasn’t worked well anywhere it has been tried.

Doesn’t seem like a good crime fighting strategy to me.