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    Westport, CT Board Of Education Begins Process Of Destroying School Standards, College Accession, Property Values

    April 27, 2022
    1 Comment

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    We have been writing for some time about the attempt by the Westport, CT Board of Education (BOE) to bring radical, racist indoctrination into the Westport School District on a systematic, permanent basis.

    The agenda was created in conjunction with the marxist NYU Metro Center 'On Equity And The Transformation Of Schools Innovations In Equity And Systematic Change' -- read we're going to fill your children's brains with a destructive ideology, that has never brought success and happiness to any human being throughout history, only misery.

    This time it's going to work right?

    Last night's BOE meeting was well-attended and contentious, as the 'recommendations' of the 'Equity Study' were finally presented to the public.

    Having been involved nationally in the fight against this ideology, I can agree with BOE Superintendent Scarice's characterization that 'There is a national conversation on the topics of diversity, equity and inclusion in our society'. However, the conversation is not what he wants you to believe - an army of furious parents have risen up across the nation to fight the implementation of this Marxist garbage in the education of our precious children. I've seen it from Miami-Dade, FL, to Loudoun County, VA, to Maricopa County, AZ.

    The 'Equity Study' report can be read in full in the PDF attached to the bottom of this article.

    The four recommendations were presented as follows:

    1. Develop welcoming and affirming school communities - this sounds innocuous and something everyone would obviously support; however, the devil is always in the details. In reality, the presenters declared they want everyone to feel safe, which meant to them teaching/learning grounded in relationship learning, cultural background, and being exposed to a variety of voices of marginalized identities, not to be put in a ‘mold to fit into in Westport’, and teach against microaggressions. They declared access to high level courses and getting the highest grades were currently a priority and that was deemed a bad thing and something that needed to be changed. On the recommendations from NYU, Westport needs to examine the impact of a culture of competitiveness. In other words, standards need to come down big time.

    In addition, Westport has to teach with awareness of historically marginalized identities, develop critical thinking (mean think only like we do), recruit minority teachers, focus on hiring persons of color (NOT minorities - they made that very clear, gotta keep out those Asians) to increase the number of teachers of color.

    2. Increased access to educational programming for every student - Again sounds great right? However, the report found conditions in the school district were steeped in a very competitive academic environment; this was a concern. The report recommended moving to an equity driven culturally responsive environment, auditing AP honors, assessing pathways on how students are selected for higher study, establishing review and revisions for outcomes. In other words - quotas for higher level classes, and a Politburo to force compliance with the Politburo's mandates.

    3. Overhaul data systems: disaggregate data collection, analysis, and usage - Sounds Fantastic! but...NYU recommended looking at how we document discipline referrals, to reduce discipline for a ‘welcoming climate’, and review ‘how behaviors are viewed’. in other words, no discipline, and a focus on gender race offenses and how they take place - any ‘overrepresentation’ of discipline problems?  The report said the Student Code of Conduct had language which was outdated, recommended a pro-active approach with discipline, restorative practices. (Look to NYC schools to see how this works, or rather, doesn't work)  Focus on the perception of how one is treated - find a new way of handling behavioral issues - no punishment, it's outdated and ineffective, restorative justice far more effective according to the report.

    4. Invest in ongoing professional learning and development...for a 'dynamic educational experience’. This is simple propaganda and re-education - a response to all students and family needs was called for along with district-wide ongoing professional learning and development. They want the Politburo to ensure compliance with long-term indoctrination of students and teachers.

    As shocking as all of this was, the most appalling reveal of the night is that none of the incompetent 'presenters' or BOE members pushing this garbage could actually say what the problem was, what the root causes of the 'perceived problems' were. It was all based on 'feelings' and political ideology.

    This begs the question - how can you fix something when you don't know what the problem is?

    But hey, let's pass the bill so we can find out what's in it, right?

    The evening was a disgrace for the Westport BOE and the community.

    Here is another viewpoint of the night focusing on the failures of the report.

    NYU Metro Equity Study Report fails on many fronts

    The consequences of this agenda, if allowed to be implemented, will be a significant drop in school standards and achievement, classrooms becoming violent and unsafe, and a drop in property values over time in Westport. It's as simple as that.















    L Todd Wood

    L Todd Wood, a graduate of the U.S. Air Force Academy, flew special operations helicopters supporting SEAL Team 6, Delta Force and others. After leaving the military, he pursued his other passion, finance, spending 18 years on Wall Street trading emerging market debt, and later, writing. The first of his many thrillers is "Currency." Todd has been a national security columnist for The Washington Times and contributed to One American News, Fox Business, Newsmax TV, Moscow Times, Novaya Vremya (Ukraine), the New York Post, National Review, the Jerusalem Post, Zero Hedge and others. He is also founder/publisher of CDM. For more information about L. Todd Wood, visit LToddWood.com.
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    Let's think about minority communities of the past - say, Italians... at the end of the 1800's Italians were considered low class; if they spoke English, it was with a heavy accent; they were Mafia families......the Italians congregated together - as people do, birds of a feather whether Italian, white, black, Ethiopian.... Back then communities paid for their own schools so the Italians received no financial assistance for libraries/school lunches/low income assistance/federal or state per capita handouts.

    The community had to decide on its own that education was important and pay for it themselves... and people who have to pay themselves tend to have more respect for the purchase. Education and teachers were given some weight in the community and over a couple of generations Italians became accomplished at more than manual labor.

    Until the black community decides to value education and push their children to behave at school, do their homework and study hard, things will not change. The only difference today is that the people who want their children socialized and educated are now forced to fund schools for the uncaring.


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