I was born and raised in Seattle, Washington. I went to high school, and college, and started my business there. We were the fourth generation of our family to live in West Seattle where we founded and operated local businesses. Over the last 80 years, my family has founded four companies, employed hundreds of people, and created opportunities for many others to grow and succeed.
On August 5, 2020, we made the gut-wrenching decision to leave. That was the day that Washington’s Governor, Jay Inslee, proclaimed that it was “unsafe” for children to attend school in the state, extending our school closures indefinitely. Our school reopening guidelines were the among the strictest in the nation, and even most private schools (including our son’s) remained closed until further notice. Our boys were three and six at the time, and we expected another lockdown through the winter would do far more damage to our collective mental and physical health than COVID ever would.
Shortly after Governor Inslee’s press conference ended, we started packing. A few days later, we put 14 suitcases and duffle bags on an airplane and headed out to spend a year in the Sonoran Desert. As our son started in Scottsdale Public Schools, the battle between the districts, unions, and Governor Ducey were in full swing. After yet another week of “iPad school,” we began frantically looking for a private school that would guarantee an in-person education to our first grader.
We found an opening at a nearby for-profit private school and enrolled our boys on the spot. Within a few weeks, we heard from our older son’s teachers that he wasn’t learning normally. Initially, we dismissed their concerns, assuming they were caused by the impacts of Seattle’s hard lockdown and our extended school closures.
They gently pressed, and we agreed to seek a reading evaluation through a local clinic. The results were all over the place, so we were referred to a local neuropsychologist. Our son underwent two days of intensive testing which finally led us to the answer: he is gifted, has mixed dyslexia, and an ADHD (inattentive type) diagnosis would likely follow after he turned seven.
The number one recommendation was that our son would need to be in a private school long-term. The neuropsychologist described the challenges involved in getting an Individualized Education Program (IEP) and 504 plan, especially with a twice-exceptional child, where the giftedness often hides the disability. Our son would need small class sizes and individualized attention, as he would likely struggle in a public school classroom.
Our for-profit private school bent over backwards to accommodate his needs. They allowed him to continue to attend school through his eight-week, half-day intensive dyslexia treatment program so he could maintain the relationships in his class and participate in Spanish, PE, and STEM. His teacher taught his classmates about learning differences, so they’d approach our son with acceptance and curiosity instead of judgment. They approved his providers’ recommended accommodations without hesitation. They welcomed, loved, and supported our child, regardless of his learning differences.
One year later, our son is reading a grade level above his age thanks in part to the three weekly sessions with a reading specialist provided by his school. Three months into third grade, he no longer needs specialized support and is able to operate independently in an accelerated classroom environment.
Our journey was a privileged one. We had school choice, albeit across state lines. We had access to top private clinics and specialists. We used a combination of health insurance, HSA funds, and savings to cover the over $50,000 cost to remediate our son’s dyslexia and provide him with a private school education that met his unique needs. Very few families can afford this on their own.
Washington State has the exact education system that the teachers’ unions advocate for: strong and well-funded public schools. Seattle spends over $23,000 per child per year on school and teachers make around $100,000 on average. Every bond measure placed on the ballot gets approved overwhelmingly.
But choices are strictly limited – well-funded public school or very-expensive private school. Teachers’ unions have unfettered power to lobby the politicians for whatever they want. In response, over 30 percent of parents have pulled their kids out of Seattle Public Schools in neighborhoods where their families can afford to in just the past three years.
My family came to Arizona because of school choice. We stayed because our kids’ needs were met here. We’ve seen a union-first school system firsthand, and COVID revealed its shortcomings. In Arizona, we are leading the nation in building a child-first system, founded on universal ESAs.
As we hear Governor-Elect Katie Hobbs repeat her union supporters’ lines about Arizona’s school system and her criticism of the ESA program, please remember my family’s story of how a great Arizona private school and our school choice programs changed our son’s life and story for the better.
Every family should be able to choose the school that meets their kids’ unique needs, just like we did.
Kevin Gemeroy was recognized as Washington State’s Mr. Future Business Leader in 1998 and as a Puget Sound Business Journal’s 40 under 40 honoree in 2018. He and his wife reside in Scottsdale during the school year with their two twice-exceptional boys. You can follow Kevin on Twitter here.
Recently, Chandler Unified School District (CUSD) released an initiative entitled “Portrait of a Learner.” Not only does it seem to be focused primarily on social values that the district wants to promote to its students, but it’s similar to ones adopted by several other local school districts.
Through “Portrait of a Learner,” CUSD appears to be moving beyond the more traditional and universally accepted “Character Counts,” which emphasized the social values of trustworthiness, respect, responsibility, fairness, caring, and citizenship. While this new initiative contains some overlap with what has been promoted in the past, it seeks to advance more progressive values of adaptability, collaboration, communication, critical thinking, empathy, and global citizenship.
Clearly these are social values, but did you notice something? There is little reference to academic achievement or job skills training. In addition, there is no significant emphasis on practical hard skills for students to obtain, which would be far more useful for them in their careers after they leave school.
Most of all, “Portrait of a Learner” does not appear to recognize or acknowledge that the upbringing of children is reserved to parents in the home and is protected by Arizona state law (ARS 1-601 and ARS 1-602). Let’s look at one of the values from this new initiative as an example.
Globalism as a Political Ideology
The concept of “Global Citizenship” or “Globalism” has more far-reaching implications than what has been advanced in the CUSD initiative. It typically stands opposed to “American Idealism,” “American Exceptionalism,” or similar more nation-centered ideologies.
American Idealism is the belief that American ideals are inherently superior to those of other societies and states. It is sometimes referred to as “America First” policy in response to challenges from other global competitors in their efforts to dominate the world.
Globalism denies this and fosters an “open borders” policy that allows people, information, and goods to cross national borders unrestricted. It also promotes international organizations such as the European Union, the United Nations, the World Bank, the World Trade Organization (WTO), and the International Monetary Fund (IMF) to be the primary ruling bodies for policy instead of our own government.
Is this really what we should be teaching in American schools?
Controversial political issues like this should not be presented in classrooms as established doctrine, especially without clearly defined boundaries. But CUSD moved forward with it anyway.
When “Education” Becomes “Dogma”
Dogma is a principle or set of principles laid down by an authority as incontrovertibly true and not to be denied or disputed. When schools teach ideas like “Globalism” as dogma, it very easily leads to “indoctrination” where students are taught to accept a set of beliefs uncritically. This should be of great concern to parents and the rest of the community.
That’s why several questions about “Portrait of a Learner” and similar programs need to be examined more closely.
If controversial ideologies are being presented in schools, is it done so in a fair and balanced way that examines multiple sides of a particular issue? Is equal weight given to differing positions?
How does the “critical thinking” part of the “Portrait of a Learner” initiative get applied?
Are any dissenting or opposing positions encouraged or even allowed?
What is age appropriate for younger students?
Do parents get to review and approve the social and political lessons presented to their children?
What happens when parents object to controversial social and political positions being advanced in classrooms?
District policy needs to be more cognizant of the ideological controversies being presented in curriculum and seek to avoid taking positions on particular issues. There also needs to well-defined boundaries as to what is presented and how it is presented in classrooms. Finally, all lessons should be objective and unbiased. That’s the only way to ensure that students get a proper education founded on critical analysis and a better understanding of the sources, factual history, and future implications of certain social and political ideologies.
Kurt Rohrs is currently the leading the race for the Chandler Unified School District Governing Board. You can find out more about his campaign here.
Even though I was raised in a loving, conservative home, and first registered to vote as a Republican, I switched to Democrat. Why? Partly out of pressure (basically bullied by my husband), but also, like many others, I had heard liberals were the compassionate ones, concerned about protecting the rights of others.
I justified that my husband was one of those liberals, and I could help the Party by sharing my conservative ideas. But he turned out to be a Leftist—insisting that we were “entitled to state benefits,” always angry about supposed racism (but without evidence), and always in fear of COVID or global warming. This was not the compassion I expected from liberals but instead a lot of ‘righteous’ anger. Eventually I woke up tired and worn out from the anger of the Far Left. I still have dear liberal friends, but I had to escape the mindset that took away my sanity and hope. Here’s what I learned.
1 – Democrats are no longer “the compassionate ones.” They’re either old school liberals (like John F. Kennedy or even Bill Clinton) OR they’re Leftists. The true liberals still care, but they don’t realize that their party has been taken over by socialists, and it’s demolishing what they believe in—what our forefathers created in our Constitutional Republic. The Democrat platform no longer cares about the rights and freedoms of the people; only about taking control.
2 – The Democrat media is NOT fact-based. When I registered as a Democrat, I noticed the videos posted to my Facebook made AOC look like the American Joan of Arc, standing up to Big Pharma and Big Tech. Nowhere was I shown the full sound bites where she makes no sense: ‘the Green New deal is going to save us from certain death in a decade!’ They use terms like fossil fuels, but have no idea what it really means. They say renewable energy is a great innovation that will keep improving, but it’s nowhere close to beating petroleum or nuclear power—both of which help most people in poorer countries.
3 – Democrat activists are kind of shady. Whenever someone found out that I was a registered Democrat, and they were too, the conversation turned SUPER secretive. They lowered their voice and looked around making sure no one else was listening, like we were part of a spy network. No joke. Every time! Once I was part of an activist group talking about staging a protest in front of a local GOP office—again it felt shady, rather than doing good work…. Eventually, I thought to myself: if what the Republicans (my family) are standing for is so bad, why is there a need to always be looking behind your shoulder? Why is everything in the Democrat party secretive?
After four years of living like this, I was obese, SUPER in debt, angry, and impatient with people: things I never wanted to be or have my son see. It hit me one day that my parents’ “normal” life was healthy. It had schedules, hard work, gratitude, and hope. Conservative values actually made happiness possible.
Leftist thinking had derailed my life. I had to make some tough choices, but now I’m free! Today, with my family’s support, I’ve lost and kept off over 20 pounds, paid off debts, been at peace with who I am, and become strong in my faith. Now, I have the ability to be fully present for my son. (He goes to the gym with me, and we even go to Republican meetings together!) Honestly, I can say it’s when I embraced conservative thinking that we started getting healthy.
Now I’m part of Chandler/Gilbert Republican Women, I’ve worked on campaigns, and contribute research and admin support for Arizona Women of Action. I’m excited to be an activist for freedom! I hope my story encourages others to think about their beliefs, and remember WHY we’re fighting—for a healthy, happy country.
Sarah is a part of the Chandler/Gilbert Republican Women and contributes research and administrative support for Arizona Women of Action.
One of the things I appreciated most during my 30 years practicing medicine in community hospital ERs was that race just didn’t matter very much. ERs were open to all, and there was one standard of care for all races and classes.
That was then. Today a wave of intolerant wokeness is sweeping over our healthcare system, insisting that medicine is shot through with systemic racism and that research and education efforts must be diverted from medical science to “dismantling white supremacy” in medicine.
The Association of American Medical Colleges (AAMC) recently introduced their new Diversity, Equity, and Inclusion (DEI) guidelines, which require that all medical students be taught to practice “allyship” when “witnessing injustice such as ‘microaggressions.’”
Residents are told to use their more advanced knowledge of intersectionality in making clinical decisions. (Just when you thought that race-based medical protocols were in our dark past.). Faculty are charged with teaching how “systems of power, privilege, and oppression inform policies and practices.”
Medical schools are enthusiastically falling in line. Examples abound. In 2021, the Anti-Racism Task Force at Columbia and the Diversity Task Force at Indiana University, joined by the University of Texas and other medical schools, endorsed the recommended AAMC “competencies.” “Health equity” concepts have become a prominent component of medical education.
The University of North Carolina is one of many schools that not only teach “social justice” and “anti-racism,” but use medical school applications to ensure compliance with principles of diversity in race, gender, and sexual orientation. Applicants who demonstrate reluctance toward the DEI agenda are weeded out in the application process. Oregon Health and Science University faculty are among those evaluated on their “DEI, anti-racism, and social justice core competencies” in performance appraisals.
The University of Arizona is on board too, with some additional twists. All faculty and staff are required to complete six hours of DEI training and complete one Implicit Association Test annually (in spite of its dubious relevance). Each of 17 clinical departments is required to hold three DEI credit-eligible events per year. All departments also have designated “diversity champions” to oversee compliance and round up laggards.
This is bad, very bad news for medical education, future doctors, and patients. Even before DEI was a thing, the quality of medical instruction had been in decline. Incoming students are less qualified and fail rates on board exams are climbing, partly because some students from groups that have been historically underserved are either allowed to skip the Medical College Admissions Test or are admitted with lower scores than those required from white and Asian applicants.
But instead of beefing up instruction in anatomy, physiology, and other disciplines that might come in handy when actually practicing medicine, medical schools are spending instructional time on such matters as white privilege and anti-racism, including Critical Race Theory (CRT).
CRT includes the notion that white people are inherently prejudiced against people of color and that there really is nothing they can do but acknowledge their defect, apologize, and grant compensating privileges to people of contrasting skin color, who by definition are incapable of bigotry. Dissenters from this new orthodoxy can be accused of “micro-aggressions” and “repressive practices” with ominous repercussions for their careers.
This intellectual intolerance also extends to those skeptical of “gender affirming care” for adolescents. This new practice provides permanent medical and surgical alterations to gender-confused school children for the rest of their lives so they can pretend to be the gender they choose when a teen. What could go wrong?
Several countries, including the U.K., Sweden, and France are now pulling back from relying on the judgments of impressionable adolescents for such drastic remediation, but dissenters in the U.S. are still punished.
Medical educators who teach students that racism and mutilation are okay when officially approved should humbly recall the history of their own profession. Modern medicine has been of immeasurable benefit to mankind. But when evidence-based science is ignored and authority replaces free inquiry, bad things happen.
Bleeding and purging, eugenics, thalidomide, lobotomies, and nonsterile wound probing are among the historical results. It is the duty of the medical profession to protect us from such horrors, not promote them.
Dr. Thomas Patterson, former Chairman of the Goldwater Institute, is a retired emergency physician. He served as an Arizona State senator for 10 years in the 1990s, and as Majority Leader from 93-96. He is the author of Arizona’s original charter schools bill.
Right now, public unions are trying to fleece the taxpayers of Mesa. In addition to the dozens of candidates, judicial retention decisions, and statewide propositions, voters in Mesa will also decide on two amendments to their city Charter that will result in a shakedown of taxpayers and would insulate politicians from accountability.
The first, Prop 476, would give Mesa Unions special access to leverage for taxpayer-funded benefits behind closed doors. The other, Prop 477, removes accountability for wasteful spending, allowing unelected bureaucrats to spend money without council approval and letting elected politicians off the hook.
Arizona families need a complete change in our state’s Department of Education. The current superintendent, Kathy Hoffman, has not served Arizona’s children well, and she needs to be replaced. With the election upon us, NOW is the time for change.
For far too long, the Department of Education has placed its focus on teachers. But while the needs of teachers are important, the primary focus should always be on students. That’s why we need someone who will change the focus of the entire department to a service-oriented organization—and who will build a team that wants to serve the people of Arizona. The public servant that we need is Tom Horne!
Tom will not need any training. He successfully led this department before, and he will hit the ground running to get our children back on track immediately. Tom is an attorney and has served in the legislature and as our state attorney general. He supports the new ESA school choice law and wants to see that program serve our children well. Tom has met with many of Arizona’s families and has truly listened to our needs. I have full confidence that he will address them immediately when he is in office.
In contrast, under Kathy Hoffman, our children’s test scores have been plummeting. She pushed for extended school closures during the pandemic. She violated our families by releasing sensitive, private information on our children during the data breach of 2020. She pushed for professional development under gender and sex topics and equity, diversity, and inclusion. She also pushed to repeal the “No Promo Homo” law and started a “Q chat” on the ADE website where any child can be easily groomed or confused when exploring their sexuality online, away from their parents. The last four years have been dreadful for everyone except the unions who back her.
The role of the Superintendent is to execute the state education laws and the State Board of Education policies. The Empowerment Scholarship Account (ESA) law is administered by the Superintendent, and the State Board of Education writes the policies and rules around this program. It has been in effect for over 10 years. As our current Superintendent, Kathy Hoffman has publicly stated that she wants to see an end to the program and has proven in the last four years that ESA Students who are in the program are not her priority. The fact that she picks winners and losers and plays games with our children’s education proves that she is not a good leader. Every single child matters and deserves an education that they will thrive in.
It’s time to turn our focus back to the children of Arizona. The most important focus is the academic success of our children in the core areas of study. This is a very important race, and I implore all of the people in Arizona, especially parents and grandparents, to support Tom Horne so that our children will be front and center again. Our children deserve the very best, and our families deserve to have a fully functioning Department of Education.
Christine Accurso is a wife, mother, and ESA parent who led the charge for the Decline to Sign Movement. You can follow her on Twitter here.
