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Iraq Policy/NCLB Policy, With Liberty and Justice for the Privileged Few, Part 2

Publication Date: 2008-01-16

This is Part 2 of a document designed to help us think about the devastation our government has brought to people in a distant country and to children and teachers in our own. here.

George W. Bush. âI am the commander in chief. I am also the educator in chief.â
--Wheeling, West Virginia, March 22, 2006

Part 2

IRAQ Policy

Presidentâs Message to the Iraqi People
This is George W Bush, the President of the United States. . . . The nightmare that Saddam Hussein has brought to your nation will soon be over. You are a good and gifted peopleâ"-the heirs of a great civilisation that contributes to all humanity. You deserve better than tyranny and corruption and torture chambers. You deserve to live as free people. And I assure every citizen of Iraq: your nation will soon be free.1
--President George W. Bush, April 10, 2003
[Speech broadcast to Iraqi people on Towards Freedom TV. Beamed into Iraq on the old frequencies used by Iraqi TV, the show comes from a transmitter aboard a C-130 transport plane aloft over Iraq.]


Shock and Awe
"[S]hock and awe" was the term the Bush administration used to announce its strategy of massive, high-tech air strikes on Baghdad. As doctrine of warfare, this term was introduced in a 1996 book by military strategists Harlan K. Ullman and James P. Wade and published by the Command and Control Research Program (CCRP) within the Office of the Assistant Secretary of Defense of the United States.
--Sheldon Rampton and John Stauber
Weapons of Mass Deception 2.


Economic Shock Therapy
[T]hat first summer left no doubt that any relinquishing of power would mean abandoning the dream of turning Iraq into a model privatized economy dotted with sprawling U. S. military bases; economic nationalism was far too deeply ingrained in the populace, particularly when it came to the national oil reserves, the greatest prize of all. So Washington abandoned its democratic promises and instead ordered increases in the shock levels in the hope that a higher dosage would finally do the trick. It was a decision that brought the crusade for a pure free market back full circle to its roots in the Southern Cone of Latin America, when economic shock therapy was enforced by brutally suppressing democracy and by disappearing and torturing anyone who stood in the way. 3
--Naomi Klein
The Shock Doctrine: The Rise of Disaster Capitalism


WDM
There is no doubt that Saddam Hussein now has weapons of mass destruction. Dick Cheney
addressing VFW, Nashville, August 26, 2001


Secret Sites: Iraqi Tells of Renovations at Sites for Chemical and Nuclear Arms
--front-page headline, New York Times
Judith Miller, Dec. 20, 2001

Weapons of Mass Destruction
We know for a fact that there are weapons there. --Ari Fleischer, press secretary
Washington, D. C. Jan. 9, 2003


Stay the Course
We will do whatever is necessary, we will spend what is necessary, to achieve this essential victory in the war on terror, to promote freedom, and to make our nation more secure. 4
--George W. Bush
Address to the nation, Sept. 7, 2003


Stay the Course
The key here is we must remain resolute.
--Condoleezza Rice, National Security Adviser
Sept. 7, 2003, CBS News


Stay the Course
We will stay the course until the job is done, Steve. And the temptation is to try to get the President or somebody to put a timetable on the definition of getting the job done. Weâre just going to stay the course. 5
--George W. Bush
Press Conference, Dec. 15, 2003


Stay the Course
And my message today to those in Iraq is: Weâll stay the course. 6
--George W. Bush
Address to the nation, April 13, 2004


Stay the Course
And thatâs why weâre going to stay the course in Iraq. And thatâs why when we say something in Iraq, weâre going to do it. 7
--George W. Bush
Press Conference, April 16, 2004


Stay the Course
We will stay the course, we will complete the job in Iraq. 8
--George W. Bush
Crawford, Texas, with President Uribe of Colombia, August 4, 2005


Stay the Course
We will stay the course. 9
--George W. Bush
Utah National Guard, August 30, 2006


Stay the Course
Weâve never been stay the course, George (Stephanopoulos!) Watch it. 10
--George W. Bush
ABC This Week, October 15. 2006


Bush Abandons Phrase âStay the Courseâ on Iraq
WASHINGTON, Oct. 23 â" The White House said Monday that President Bush was no longer using the phrase âstay the courseâ when speaking about the Iraq war, in a new effort to emphasize flexibility in the face of some of the bloodiest violence there since the 2003 invasion. 11
--Jim Rutenberg and David S. Cloud
New York Times, Oct. 24, 2006


Cut-and-run or stay the course? The debate among American generals
A virtual civil war has erupted as senior US generals disagree in public about whether to cut and run or stay the course. On the airwaves, the internet and in newspapers the argument is raging with commanders in the field coming to the point of insubordination with Pentagon generals.
--Leonard Doyle
The Independent, Aug. 27, 2007


Mission Accomplished
President Bush made a landing aboard the USS Abraham Lincoln, arriving in the co-pilot's seat of a Navy S-3B Viking after making two fly-bys of the carrier. . . .
Bush said he did take a turn at piloting the craft. "Yes, I flew it. Yeah, of course, I liked it," said Bush.
Moments after the landing, the president, wearing a green flight suit and holding a white helmet, got off the plane, saluted those on the flight deck and shook hands with them. Above him, the tower was adorned with a big sign that read, "Mission Accomplished." 13
--CNN
May 2, 2003

NCLB Policy

President Bush Addresses NAACP Annual Convention
I remember going to a ninth grade class when I was the governor. It was in a neighborhood that's -- a low-income neighborhood there in Houston. And I asked the ninth grade teacher, I said, how's it going? The man looked me in the eye and said, my students cannot read. That's wrong to hear a ninth grade teacher say, my students cannot read.
I decided to do something about it when I was the governor, and I decided to do something about that when I became the President. See, we must challenge a system that simply shuffles children through grade to grade, without determining whether they can read, write, and add and subtract. It's a system -- see, I like to call it this: We need to challenge the soft bigotry of low expectations. If you have low expectations, you're going to get lousy results. (Applause.) We must not tolerate a system that gives up on people.
So I came to Washington and I worked with Democrats and Republicans to pass the No Child Left Behind Act. 14
--George W. Bush
Washington Convention Center, July 20, 2006

Shock and Awe
The major thrust of the recently passed education legislation (PL 107-110) isnât based on âscientific evidence,â even though it invokes that phrase more than a hundred times. In fact, the accumulated weight of thirty years of scientific evidence on the f Effects of federal testing and accountability requirements indicate that this approach is largely devoid of any positive effects on student achievement. Is this new law another case of values trumping data? Of ideology trumping evidence? 15
--Richard Allington, "Accelerating in the Wrong Direction: Why Thirty Years of Federal Testing and Accountability Hasnât Worked Yet and What We Might Do Instead"

The Soft Bigotry of Low Expectations
We are challenging the soft bigotry of low expectations.
--George W. Bush
Fundraiser, Palm Beach Garden, FL, Jan 9, 2004

The Bigotry of Low Expectations
Low expectations doom children to a life half-lived. Education is about helping them soar to their highest possibilities. It is not about clipping their wings. So it is right for them to rail against this form of bigotry. Anyone who works with children must see the nobility of their possibilities.
However, let us also be sensitive to the hard bigotry of high expectations for all while some are left at a disadvantage. I have put it this way beforeâ"it is one thing to expect people to pull themselves up by their own bootstraps, but first you need to make sure they are wearing boots.16
--Paul D. Houston
School Administrator, Jan. 2003

NEA Terrorists
The NEA is a terrorist organization. 17
--Secretary of Education Rod Paige
Private White House meeting with governors, Feb. 22, 2004

Reid Lyonâs Language of Terror
If there was any piece of legislation that I could pass it would be to blow up colleges of education. 18
--Reid Lyon, Chief, Child Development and Behavior Branch, National Institute of Child Health and Human Development.
Speaking at a major policy forum held by the Council for Excellence in Government, Nov. 18, 2002

Stay the Course
Dear Mr. Speaker [House of Rep. Hastert]:
As the second year of the No Child Left Behind Act (NCLB) draws to a close, we want to reiterate the business communityâs strong support for this landmark reform effort that is positioned to bring so much improvement to our nationâs schools. As leaders of major business organizations throughout America, we applaud the Congress for its vision in passing this bipartisan legislation and urge you to give your full support to the lawâs implementation.
Despite the challenges, NCLB is helping American educators and students to make important progress. We urge Congress to keep its eyes on the prize â" a quality education for all. Letâs give the law the time it needs to work.
--Joseph M. Tucci President and CEO EMC Corporation; Chairman, Education & the Workforce Task Force Business Roundtable
--Edward B. Rust, Jr, Chairman and CEO State Farm Insurance Companies; Co-chairman, Business Roundtable
--John J. Castellani, President, Business Roundtable
[Plus 15 more signatures from the Business Roundtable
Letter sent to all members of Congress, Dec. 3, 2003

Stay the Course
[T]he core part of the law, which requires the states to close the achievement gap between white and minority students, must remain sacrosanct, and the Bush administration must stand firm against the districts that simply don't want to make the effort. . . . With No Child Left Behind, the federal government has set exactly the right goals. It cannot backtrack because the early progress has been rocky. If Washington wavers and begins to cut deals with recalcitrant states like Utah, the effort to remake the country's public schools will fail.19
--Editorial
The New York Times, April 5, 2005

We Are On the Right Path
[D]espite the shortfalls in funding and the anxiety about AYP, this law is having a dramatically positive impact on American education. Nobody thinks the law is perfect. But educators in every part of this country have told me that this law strengthens the hands of those who are working to improve overall achievement and close the achievement gaps that have for too long plagued our schools and our nation.
. . . Almost four years ago, this Committee showed great leadership in charting a new course in federal education policy.
. . . First and foremost, however, we need to recognize that we are on the right path, we are seeing some promising results, and we need to stay the course on demanding that all students count. 20
--Kati Haycock, Director, Education Trust
Testimony before House Committee on Education and the Workforce, Sept. 29, 2005

Stay the Course
Congress should âstay the courseâ on its policy process to transform American schools and ensure a quality education for every child. ("As leaders of major business organizations throughout America, we applaud the Congress for its vision in passing this bipartisan legislation and urge you to give your full support to the lawâs implementation.") 21
--Dr. Paul Kimmelman, Senior Advisor to the CEO, NCLB Implementation Center at Learning Point Associates
Testimony to U.S. House Subcommittee on Education Reform Hearing on No Child Left Behind, Aug. 28, 2006

Secretary of Education Staying the Course on NCLB
We need to stay the course on No Child Left Behind. And we need to extend the benefits of high standards and accountability to our high schools. 22
--Margaret Spellings, Secretary of Education
Interview, Education World, Oct. 6, 2006

Stay the Course
We need to stay the course. The mission is doable, and we don't need to back off that right now.23
--Raymond Simon, the U.S. deputy secretary of education
Washington Post, March 22, 2007

No Retreat on School Reform
In the weeks ahead, those opposed to doing what it takes to leave no child behind will do everything in their power to impede our progress. Don't let their rhetoric fool you. Local control means nothing without the resources for improvement. Increasing flexibility without preserving accountability is fiscally irresponsible and educationally unwise.
No Child Left Behind is not just a slogan. It's a national commitment, inspired by our fundamental values and aspirations. 24
--Sen. Edward Kennedy
Washington Post, March 26, 2007
The writer, a Democratic senator from Massachusetts, was a lead author of the Leave No Child Behind Act.
References 1 http://www.whitehouse.gov/news/releases/2003/04/20030410-2.html
2 http://www.thinkingpeace.com/Lib/lib076.html
3 Klein, Naomi, The Shock Doctrine: The Rise of Disaster Capitalism Metropolitan Books 2007, p. 362
4 http://www.cbsnews.com/stories/2003/09/07/iraq/main571967.shtml
5 http://www.whitehouse.gov/news/releases/2003/12/20031215-3.html
6 http://www.whitehouse.gov/news/releases/2004/04/20040413-20.html
7 http://www.whitehouse.gov/news/releases/2004/04/20040416-4.html
8 http://www.whitehouse.gov/news/releases/2005/08/20050804-2.html
9 http://www.whitehouse.gov/news/releases/2006/08/20060830-10.html
10 http://www.crooksandliars.com/2006/10/22/bush-well-listen-weve-never-been-stay-the-course-george/
11 http://www.nytimes.com/2006/10/24/world/middleeast/24policy.html?ref=washington
12 http://findarticles.com/p/articles/mi_qn4158/is_20070827/ai_n19488492
13 http://www.cnn.com/2003/ALLPOLITICS/05/01/bush.carrier.landing/
14 http://www.whitehouse.gov/news/releases/2006/07/20060720.html
15 Allington, Richard, Big Brother and the National Reading Curriculum: How Ideology Trumped Evidence, Heinemann 2002, p.237
16 Houston, Paul D., "The Bigotry of Expectations," School Administration, Jan. 2003
17 http://susanohanian.org/show_nclb_news.html?id=313
18 http://susanohanian.org/show_research.html?id=3
19 http://www.nytimes.com/2005/04/05/opinions/05tue3.html?_r=1&oref=slogin
20 http://www.2.edtrust.org/EdTrust/Press+Room/Haycock+Testimony+9.29.05.htm
21 http://www.learningpt.org/nclb/center/testimony08282006.pdf
22 http://www.education-world.com/a_issues/chat/chat148.shtml
23 http://susanohanian.org/show_nclb_outrages.html?id-2701
24 http://www.washingtonpost.com/wp-dyn/content/article/2007/03/25/AR2007032500910.html


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