by AZ Free Enterprise Club | Sep 4, 2022 | Opinion
By the Arizona Free Enterprise Club |
Public schools are out of control. And it’s going to get worse if we don’t do something about it. Unfortunately, for far too long, school board elections have been some of the most ignored around our state. But whether you have kids in public school, private school, or homeschool—whether your kids are out of school or you don’t have kids at all—this year’s school board election will affect you.
How? Take a look at some of the worst abuses in public school districts in the past year.
A Financial Mess
As a taxpaying citizen, you probably care a lot about where your dollars go. But most school districts don’t share your same concerns. Mesa Public Schools (MPS) is one of them. Back in March, MPS failed to explain where over $32.3 million of their federal emergency funds slated for COVID-related expenditures went—which should’ve resulted in an audit by the State of Arizona.
But Mesa isn’t the only problem…
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by Dr. Thomas Patterson | Sep 2, 2022 | Opinion
By Dr. Thomas Patterson |
Phoenix Children’s Hospital has now confirmed on a Twitter feed that their standard treatment for gender dysphoria is “gender-affirming care.” This is strictly bad news for Arizona’s troubled or gender-curious adolescents.
The wildly expanding world of transgender services has generated its own euphemisms, so a translation is in order. “Gender-affirming care” means that when any adolescent professes doubt or confusion about their gender, the only acceptable response is to agree that the child’s feelings are reality-based and immutable. Therefore, they must be encouraged to advance into treatment (more on that later).
Critics of this approach, even those simply urging caution, are ridiculed and threatened with professional sanctions.
Teenage females are the largest and fastest growing demographic for “transitioning.” Yet anyone who has raised, lived with, or been a teenage girl knows that they’re notoriously subject to mood swings and temporary infatuations.
Many adolescents today live in an Internet/social milieu that works to encourage transgenderism. Internet quizzes ask “Are you sure” you’re not trans.
Coming out as trans is seen as courageous. It is rewarded with admiration and respect. It can be seductive for teens with self-esteem issues and limited ability to foresee long-term consequences.
But the gender-affirming care model is unique in believing the feelings of a teenager alone justify life-altering medical and surgical treatments. There are no tests of any kind available to confirm or deny the diagnosis. According to this model, if the youngster reports they feel like the other sex, then they are transsexual. Period.
Gender dysphoria, feeling psychological discomfort with your biological sex, clearly exists. Some transgendered adults who made the considered decision to transform once maturity had been reached are living productive, satisfying lives.
Rare individuals who have been clearly gender dysphoric from birth seem to have a legitimate if ill-defined psychological disorder which can be ameliorated by passing as the opposite sex.
But these examples have no relation to the waves of transgendered teens now occurring. In her meticulously researched book “Irreversible Damage,” Abigail Shrier recounts interviewing hundreds of parents with essentially the same story.
They thought they were raising a bright, well-adjusted daughter with normal emotional riffs. Then, suddenly, supported by her authority figures, she comes out as “trans.”
By the time they realize what happened, the deed is done, often medications have been prescribed, and the parents are out of the decision-making loop. If they don’t fully cooperate, they can lose custody of their child.
The result of this approach has been a huge leap in the incidence of transsexualism. Until recently, about 0.3% of Americans identified as transgender. Among today’s youth, that number is 1.8% and climbing.
In 2007 there was one American “comprehensive pediatric gender clinic.” Now there are 60.
It’s not logically possible that an identifiable, biologically-based condition would undergo such an enormous increase spontaneously. Yet patients continue to pour in from school clinics and pediatricians’ offices.
But what about those treatments? Once on the track, younger patients (i.e., some grade schoolers) are given puberty blockers which delay the effects of sex hormones, essentially causing an arrested development.
Later in high school, patients are given the hormones of the opposite gender—most commonly testosterone for girls, followed by mastectomy and other surgeries to remove unwanted organs, implant facsimile organs, and produce desired cosmetic results.
These ministrations are depicted as benign and reversible, but they are neither. At a minimum, they permanently terminate key functions like fertility and breast-feeding. Complications of organ transplants like the phallus can produce grotesque results. The medical ethics of sacrificing a body function for aesthetic or psychological purposes is questionable at best.
The human toll of this departure from normal scientific standards of care is now coming into view. According to a 2022 study by the National Institutes of Health called “Suicidality Among Transgender Youth,” “56% of transgender youth reported a previous suicide attempt and 86% reported suicidal thoughts.”
We are in the throes of an epidemic, not a viral but a social one. PCH and the other group-thinking experts serve us poorly by promoting this faddish, non-medical behavior. They should review the Hippocratic oath: First, do no harm.
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.
by Corinne Murdock | Jun 25, 2022 | News
By Corinne Murdock |
Scottsdale Unified School District (SUSD) unintentionally provided a parent with blank transgender patient intake forms for a Phoenix hormone and gender transition facility. The district provided the form in response to a public records request for communications concerning Michelle Schulke, a librarian at Desert Mountain High School involved with their Genders & Sexualities Alliance (GSA) Club. Schulke previously made headlines for being included on plans for sexuality and anti-racist programming for minors; one exercise asked minors to question their heterosexuality and if they’d had any “good gay/lesbian lovers.”
The top of the intake forms for the transition facility, Identity Hormones, reads as follows:
“Transgender History/Intake: This form should be done in addition to the regular intake form. It tells us more about you as a transgender person and how we can help you. Identity Hormones uses a Harm Reduction method to help transpeople. We want to keep you safe and healthy. We know that not everyone needs to or can follow the WPATH (formerly HBIGDA) Standards of Care. We will NEVER penalize you or deny you care based on what you tell us on this form. If you feel uncomfortable answering a question, leave it blank.”
The intake forms ask the individual to check all the boxes affiliated with how they identify: man, woman, transgender, nonbinary, FTM, MTF, genderqueer, intersex, and/or other. It then asks at what age the patient felt that their gender identity didn’t match their physical body.
The intake forms also ask about the sexual activities of the individual: if they’ve ever had sex, the gender identities of current and past sexual partners, the last time they had sex with another person, their sexual habits and safety, and if they want to discuss difficulties in their sex life.
SUSD General Counsel Lori Bird told the parent that the form was included in the records request by error, elaborating that the form was originally part of an attachment to an email sent by a parent to Schulke. When the parent asked if they could have the email in question, unredacted, to confirm that claim, Bird responded that no further documents would be provided. The Arizona Daily Independent first reported on this incident.
Several days after publication, the incident was noticed and posted about by the viral Twitter account highlighting leftist culture and ideology, Libs of TikTok. The account owner advised Governor Doug Ducey to investigate.
According to Schulke’s profile on DMHS, the librarian wants to make the school a “diverse and welcoming space for all students.” Schulke is a graduate of the Arizona State University (ASU) Mary Lou Fulton Teachers College. Prior to serving as the high school’s librarian, Schulke was an English teacher with the district for over four years.
As AZ Free News reported, Schulke is also one of over 200 Arizona educators who signed a pledge to teach Critical Race Theory (CRT) and all other social justice-oriented curriculum regardless of parental law or consent.
Attorney General Mark Brnovich already announced on Monday that his office sued SUSD for violating open meetings law. The lawsuit sought to remove former board president Jann-Michael Greenburg from the board. In a press release, Brnovich accused SUSD of putting its interests above those of SUSD parents.
“SUSD manipulated public input and silenced the voices of parents in order to advance its own agenda,” said Brnovich. “This type of bad school behavior demands expulsion.”
According to reporting by AZ Free News, Brnovich filed the lawsuit after receiving multiple complaints over the past year.
READ THE COMPLAINT HERE
Corinne Murdock is a reporter for AZ Free News. Follow her latest on Twitter, or email tips to corinne@azfreenews.com.
by Corinne Murdock | Feb 26, 2022 | Education, News
By Corinne Murdock |
Altadeña Middle School 6th grade English Language Arts (ELA) teacher Sara Adams was recorded teaching her students about gender identity and not trusting their parents on the subject. Adams said to her students that those who tell them otherwise, like their parents or other family members, are part of the “older generations,” intimating that their elders’ teachings of right and wrong concerning gender were a “hard line.”
“So, now keep in mind that our society has changed somewhat in ways for the better, okay? No longer for most people is that a hard-drawn line,” said Adams. “Ok? That line gets blurred. There are still people in our society, the older generations, who, that’s the hard line. That’s how they grew up. That’s their mentality. You don’t cross that line. You are a boy, you are a girl, those are your roles, you know what you are supposed to do.”
Adams encouraged her class to reject that hard line. She said it was a “good thing” that the hard line is no longer permanent, and relayed that the hard line would disappear completely after the older generations die off.
“But as your generations [are] coming around and the generations that are gonna come after you. We are hoping that that line completely disappears. And there is no line. And you are free to be whoever it is who you want to be. And you dress and act and do whatever it is that you want to do because that is who you are,” said Adams. “Sometimes it’s a hard line for some. Sometimes it’s a faint line. Sometimes you can see the line’s been blurred and then someone comes and redraws it. That’s where we’re still at.”
Adams asked her students about society’s standards for boys’ preferences and behaviors. Children in the class respond that boys can’t wear dresses, play with dolls, or “be pretty,” and that they were expected to only play sports. Adams insinuated to the children that their parents’ teachings on right or wrong concerning gender were inaccurate.
“What else boys aren’t you supposed to do? And it might be that you heard this from family members,” said Adams.
Adams expanded on one student’s notion that boys can’t “be pretty” by saying that meant boys couldn’t wear makeup, style their hair, or wear nails. When a student asked why a boy would do those things, Adams replied that certain people desired them and added quickly that boys shouldn’t.
“Because some people like that. It’s who they are. But boys aren’t supposed to do that,” said Adams.
Then Adams asked the boys if they were supposed to cry. When the boys respond “yes,” Adams rebutted that “society says no.” She then asked the boys if they were supposed to show their emotions. Even when some of the boys respond “yes,” Adams interjected: “No, rub some dirt on it — you’re fine.” A little boy can be heard crying: it’s unclear whether he was serious or not.
“Don’t show your feelings. That’s a girl thing. Aw, you little sissy! Isn’t that all you’ve heard before as boys? Don’t cry! There’s no crying, you’re a boy!” said Adams.
Adams and her fellow teachers in Kyrene School District (KSD) appear to have shaped the students to be in agreement with their teachings already. Several of Adams’ middle school students came to the teacher’s defense on social media, both of whom put gender identity descriptions in their bios. Both students admitted that the incident didn’t occur during their class period.
One Twitter user who identifies as a “merman,” @rraae7, claimed that Adams was their ELA teacher. The user claimed that Adams was responding to a book in their curriculum, insisting that she was an “amazing teacher” and that many of the user’s peers supported what Adams was teaching.
“This is my ELA teacher. She was responding directly to the curriculum and explaining to the class (not my period) how people view the kid in this book and how things were viewed at the time. That’s exactly why [in] this recording she said that your grandparents have probably told you this,” wrote the user. “This is so dumb that you guys jump straight to assuming, this is a middle school kid recording this, you have no clue what they are trying to do??!! Ms. Adams is an amazing teacher and I know MANY people could support this. I can’t believe somebody would do this.”
Another user who identifies as “she/her,” @Lauren_NotEmo, agreed that the point of the assignment was to discuss gender identity issues.
“Hi I’m Lauren and Mrs Adams is also my teacher. She was talking about this in class and this was about the book that we were learning in class,” wrote the other user. “I think this is ridiculous and not called for but this was not my period also when this happened.”
It also appears that Adams’ district would be on board with her use of class time. KSD submitted a “Visioning Survey” to parents concerning diversity, equity, and inclusion (DEI), culture, Culturally Responsive Teaching (CRT), and Social Emotional Learning (SEL). As AZ Free News has reported, SEL and this version of CRT maintain congruous teachings with Critical Race Theory.
Corinne Murdock is a reporter for AZ Free News. Follow her latest on Twitter, or email tips to corinne@azfreenews.com.
