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As we trace the footsteps backwards… from WDDE here is the 24 panel.… who at cost only to themselves, allegedly at zero state expense, met in the Vision office….

“The group has no chairperson, but Taber said that she and retiring state Rep. Terry Schooley, D-Newark, chair of the House Education Committee, are coordinating the group’s work.

Other members of the working group are: Mark Murphy, secretary of education; John Carwell, charter school office director in the Department of Education; Rep. Darryl Scott (D-Dover); Rep. Earl Jaques, (D-Glasgow); Rep. Donald Blakey (R-Dover South); Sen. David Sokola (D-Newark), chair of the Senate Education Committee; Sen. Gary Simpson (R-Milford); Patrick Heffernan, State Board of Education member, and Donna Johnson, the state board’s executive director; Frederika Jenner, president of the Delaware State Education Association, and Jeff Taschner, DSEA’s general counsel; Charles Taylor, president of the Delaware Charter Schools Network and director of Providence Creek Academy; Jack Perry, the network’s vice president and director of Prestige Academy; Jim Taylor, the network’s general counsel; Mark Holodick, superintendent of the Brandywine School District; Susan Bunting, superintendent of the Indian River School District; Victoria Gehrt, superintendent of the New Castle County Vocational-Technical School District; Dave Sechler, past president of the Delaware School Boards Association; Amanda Gonye of Wilmington, PTA board member; Rod Ward and Madeleine Bayard of the Delaware Business Roundtable; and Dan Rich of the University of Delaware School of Public Policy and Administration…

The amount paid to Vision this past cycle (not itemized) was…


This is John Kowalko commenting on Kilroy’s of Delaware

I will try to answer your questions. I have earned the right to be engaged in any attempts to reform charter school law. I was the only legislator who stood in front of over 250, somewhat hostile, citizens at the public comment session to discuss the NCS expansion. My comments are a matter of record and I never attacked NCS but I did enumerate and specifically call for a comprehensive reformulation of Charter Law. Since that time I have worked with my good friend Rep. Jaques to craft and write legislation to address the many flaws in the Charter Law. The many flaws included but were not limited to, impact on existing schools, failure of charters to offer innovations and ideas that could be replicated in traditional schools, lack of socio-economic diversity in charters comparable to their geographically located sister schools. Geographical and ability restrictions that seem to exclude members of the reflective public school community. It became apparent that we would not be able to move this legislation through last year so we focused on a rejuvenation of efforts this year. In between last year and this a mysteriously secretive task force was formed to study, and by their own account “NOT” offer legislation to reform charter law. I asked formally to be allowed to serve on the committee??, which was heavily weighted with pro-charter and business interests to the real exclusion of supporters of the needs and negative effects on traditional schools, and my request was denied. That brings us full cycle to the current legislation that has taken on a complexion of giving a peanut butter sandwich to traditional schools needs while offering filet mignon to charters. The efforts of Rep. Jaques in this matter have been responsible and well-intended and he has managed to get a few good and necessary items into this variation. The reality, however, is that our original bill was only a few pages and this construction is 20 pages long filled with many obscure, nuanced and ambiguous passages that have caused me concern. Not to mention one very clear stipulation that creates a fund accessible only to charters that will be doled out by DOE and funded with money we should be returning to traditional public schools that we have imposed draconian cuts on.
Specifically, I know I’ve proved my legitimacy and right to prime co-sponsorship on this reform legislation and that does not preclude any considerations or questions I may have about this variation of the original intentions of legislation. If you are responsible for decorating your home and you want to be able to move the furniture and pictures and paint the walls you will find in the political world that you better stay in the house and not outside on the porch looking in the window and trying to have your suggestions heard through the shutters.


The question asked, was how could Kowalko and Jacques have their names listed as  sponsors to a bill that was so bizarre.  Is it possible to request one’s name be removed a sponsor to a piece of legislation?  There is precedence for that.

So can everyone ask this question.  Why is something that is supposed to be this good, being whisked through without being vetted first?  I remember a lot of people criticizing Obama for letting the Affordable Health Care have its innards displayed and a compromised, sown back up bill move forward.  After seeing the debacle of  educational reform in this state being sneaked through the House and Senate, Obama’s wisdom becomes prevalent.  If there are faults, they get exposed before it becomes law.  The controversial law has a better chance of standing if it is vetted first….

Frequently quoted in support of scrapping our current teaching standards, and replacing them with an untested approach, has been the works of one Dr. Louise Moats, a developer for Sopris Learning, a private company that makes money getting schools systems like Delaware’s, to buy its products.

Louise Moat’s writings were predominantly based off an NRP study, yet Dr. Moats appears unfamiliar with the actual findings of the NRP and with the subsequent re-analyses of the studies they examined…

NRP adjusted its earlier enthusiasm and found only a small positive effect for systematic phonics instruction, one that even if it were reliable is, of no practical significance in terms of improving  reading achievement.

Even the small effect disappears when the outcomes of the phonics studies are more appropriately analyzed.

Yet despite being disproven, today’s educational reformers such as Pat Heffernan’s piece in the News Journal use this as proof that today’s teachers are dumb and don’t know the newest research which teaches reading.

Old educational pros laugh at him because the same controversy swirled in the 70’s.

For this reason we have to change everything!

With SB 51 we are trading the educational excellence of the 31st best educational American school of teacher education, ranked as the University of Delaware was, for a philosophy that has been long discredited…. except by the sellers of programs they promote.

The real question is why?  And How… could this happen?  How could the everyone be fooled by a false study?  How could we scrap the 31st best teaching institution in the top nation for teaching excellence, for an advertisement?  How could this get passed without debate?

In any endeavor there comes a moment of challenge.  A reality-check point in time, where one can see the future road is not as rosy as it appears…   This happens often in corporate America.  The chief executive looks over his financials after launching a major investment into a new product and sees the writing on the wall….  Every executive is heavily invested in its outcome,  He should be.  To the shareholders, the employees, the media, he has projected confidence that his investment will create the turnaround he envisions….

Then he gets the spread sheets..  Customers are not buying his line.

What does he do?  He has the choice we all face at some point in our lives, whether professional, personal, or moral.. Which of his two options does he take?  Does he double down and push harder through the wall of circumstance to eventually break out on the other side?  Or does he accept the data being given and pull the operation’s plug….

Common Core is the “New Coke“… That oft studied debacle of the 80’s  where an iconic soft drink beverage formula was inexplicably changed… Was it better or worse?  The public said worse and flew to the competitor.

Sometimes one has to listen to the public….

SB 51 was the Markell’s DOE’s piñata dangled from the high ceilings of Legislative Hall… Play with it and goodies would fall out across all your districts….  But there is a old-salt rule of thumb worth remembering…. “Never strike a piñata that has hornets coming out of it.”

Now is that time for the executives to pivot.

Simply say without blame or apology:  we are making some modifications.

Here is what they need to be.

1) Tests will not be the overwhelming decider of a teacher’s evaluation, a school’s worth, or a district’s funding. however they will be maintained as an advisory tool only, to quantitate, illustrate, and track what works and what does not.

2) Before approval, the DCAS tests must be taken and the results published by the both the governor, head of the DOE, and all members of both the House and Senate Educational Committees.  If there are issues, we will then know.  This is so we have hands-on knowledge at the top of the organization, of exactly what we are getting into.

3) Start pivoting policy to achieving an 11 to 1 student teacher ratio.  Evidence shows that makes more difference than anything.

These three realizations may be enough to keep the good parts of Common Core from being thrown out in the coming backlash… Because there are some very good elements to Common Core that, were they implemented in better fashion, could have made a big difference in the outcome….

The biggest problem, I cannot stress more,  is the accountability piece tied to an arbitrary test.  A test that mysteriously appears and on which all depends. The more we learn about the details involved inside the making of this test and its grading, and the more we learn about the details inside each corporate packet handed to each student for which we pay billions nationwide, the worse the building-block pieces of this program appear to be…

A good executive knows, if he is wedded to a bad program, he goes down with the program.  As is, this program is going down… It’s time Jack, to get rid of that golden ticket that you thought let you board the Titanic on its maiden voyage….

Common Core was created in a corporate environment.  In fact. At the end they realized for marketing purposes, they didn’t have a math expert on board.  They called one in..

He calls himself the only the only math content expert on the Validation Committee reviewing the standards…

So,… Texas hauled him into committee to get his take on these math standards….   He was polite.

Common Core standards are“, as he told the Texas state legislature, “in large measure a political document that . . . is written at a very low level and does not adequately reflect our current understanding of why the math programs in the high-achieving countries give dramatically better results.

The Common Core math standards deemphasize performing procedures (solving many similar problems) in favor of attempting to push a deeper cognitive understanding — e.g., asking questions like “How do you know?”

Common Core math standards bear little resemblance to the national curriculum standards in countries with high-achieving math students: they seem to avoid cognitive understand like an epidemic, and focus on performing procedures (solving many similar problems)….

Remember doing 40 math problems at once?  Now they do two or three.  (Time is spent on explaining why math works the way it does)….

Would you the reader, prefer to learn that 2 +2 = 4  so you can use that later, or would you rather understand that when you later see 534 + 567 what you have is 534 blocks pushed against 567 blocks… As to how many, you never learned that… You know there are a lot of blocks pushed together though because  that’s what adding does….

Was anyone thinking when they came up with Common Core Standards?   Really?

Why is this new, unvalidated math approach suddenly appearing in all our schools?

Because it is…  SURPRISE!…  On the test that validates schools, teachers and students, and now our teaching institutions of higher learning.

Because this unvalidated math approach (which flat out doesn’t work btw),  is at the core of what’s on the test, we have to teach false mathematics to our children to keep the scores up…  We need those scores up so we look good comparing ourselves to other nations who teach math out of textbooks from the 1930’s.  The bright question needs to be asked.  “Shouldn’t we be doing what they are doing?”

If we had to teach creationism, we’d all be up in arms.  Consider this Common Core math program as the Mathematical Creationism…

Student:  “Teacher… how did they come up with that theorem?”

Teacher:  “Oh, I don’t know… It’s just there!… Nobody knows where these things come from.  Accept it for what it is…”

When I was in 8th Grade we had to prove the quadratic equation.  Those of us that did it perfectly, got A’s.  Those who came  close got B’s.  Those that got 3/4 of the way, got C’s… But all of us were exposed to doing that…  We know where that comes from, because we put ourselves through the same  steps Brahamgupta did in 674 BC.

It’s the difference between evolution…. and creationism… Common Core took the easy route…

These standards are designed not to produce well-educated citizens but to prepare students to enter community colleges and lower-level jobs. All students, not just non-college-material students, are going to be taught to this lower standard.

Although proponents  (like Mike O) may insist that Common Core does not get in the way of local input into curriculum choice, it does.  Whatever is on the test becomes the core of that year’s teaching.  Local Schoolboards have no input as to what will be on the test.  So though they may meet and discuss, and send up a report, it turns out it is just busy work.  The test was already made.

The  major objection to the Common Core standards is that they are not evidence-based. Their effect on academic achievement is simply unknown, because they have not been field-tested anywhere in the world, except on the students of Delaware and Tennessee… And in both cases, student achievement is failing. 

Surprise to us, WE are the front lines for this very experimental application, one incidentally that is not backed by any of  those scholars here or abroad who study education,  but is instead rabidly supported by those who once spent the night in a Holiday Inn Express, paid for by two private companies or as they call themselves, trade organizations:

  • National Governors Association Center for Best Practices
  •  Council of Chief State School Officers.

The standards and assessments are copyrighted and therefore cannot be changed or modified by the states.”

Why do these standards have so much professional endorsement?

If someone asks you to sign on in support of improving education,  by raising test scores across the country, are you going on record as saying “No”?  Neither did 59 Delaware Senators and Representatives who haven’t the slightest clue of  what common cores consists….. but couldn’t be held up in an election year as being against better standards….

No one knows what Common Core is…..  Here are three questions you need to ask, the next time any public official such as Democratic State Senator David Sokola says he supports better education thru Common Core.

Have you seen the lesson plans (homework)?

Have you personally taken the tests?

Have you talked to any parent who currently has a child in a Common Core curriculum?

If the answer is…. no, No, NO!   He is a stool.  He doesn’t even know what he is talking about, and therefore should not be believed about anything he is saying…

It is time to demand that our Legislature publicly take the tests they, by their inaction and complacency, are forcing upon our children… damaging them for life…..

Common Core has never, never, never, ever, been tried before….  And my gosh! it is horrible…. Really bad.

Seriously.  I like the package… but the product when you unwrap it… really stinks…

The educational department of the University of Delaware is ranked 31st in the nation... That is at least out of 5000 accredited teaching schools…

Not only that, they are 31st in the top ranked educational teacher training country in the entire world… Apparently there is no educational crises in America when it comes to teachers receiving top notch training.

Overall, the top 10 countries in rank order are the United States, Sweden, Switzerland, Canada, Denmark, Finland, the Netherlands, Australia, Singapore and the United Kingdom….

What just passed last Thursday in Delaware, now requires the University of Delaware, again now ranked 31st in the top educator nation in the world, 🙂 to be judged solely on how its teachers administer Common Core when they go out into the field…

Common Core?

Just how good is this Common Core we are talking about?

New Attack on Common Core From Pennsylvania Democrats

Common Core Standards attacked by Republicans

‘Common Core’ Standards Come Under Attack By Lucas Johnson, Associated Press

Nation at Risk Anniversary, Common Core Under Attack

Common Core Conundrum

Common Core State Standards Under Attack

The RNC’s Attack on Common Standards

The War Against the Common Core

911: Common Core Under Attack

Rotten to the Core: Conservatives spearhead drive at RNC meeting to stop Common Core

Weingarten Calls For A Moratorium on the Implementation of the Common Core: A “Save Harmless” Year for Planning That Includes Parents, Teachers and Principals.

Washington Post: Common Core is in Trouble

Common Core Standards Facing Increased Opposition

Common Core – Language

Common Core Makes Waves

Indiana Among States Acting to Oppose Common Core Standards

Lisa Nielsen: Is the Common Core an Attack on Progressive Education?

Common Core: Education Without Representation

The Common Core: The Good, the Bad, the Possible

Your Children Need a Néw Brain for Common Core

Kentuckians Against Common Core Standards

Toynbee Predicted Privatization

One would think someone in Legislative Hall would have at least looked into Common Core before mandating that the 31st best teaching institution in the best ranked nation for turning out good teachers, would have to be judged on its effectiveness by the results of a program everyone is having so much trouble with.

Progressives are against it. Tea Party Advocates are against it. Democrats are against it. Republicans are against it.. Red States are against it. Blue States are against it. How could this be? Could it be possible they all have children?

In fact, it appears there is no one who is in favor of common core, across this entire great nation we are so fortunate to live in… No one except 59 Delaware legislators, who apparently didn’t get the memo…..

(from) John Kowalko May 19, 1:00 pm

With all due respect, I didn’t have to be awakened to the horrors of this poorly written and intended piece of legislation. I argued against it in the House Committee to no avail and spoke with some of the supporters, (DSEA), to attempt to alert them of its flaws.

The reality of this is that the administration, through its DOE policy head, was not honest, (on the floor, or in any of discussions leading up to the bills disposition), about the support it had from “higher ed. institutes” in Delaware.

The DSU Provost’s response (on the House floor, during debate) to the question “did your institution participate in crafting this legislation” was an unequivocal “NO” and my investigations lead to evidence that none of the institutions of higher learning participated in crafting this ill-conceived piece intended to reflect positively on the DOE and administrations abdication to RTTT compliance.

If you paid close attention as to how the alleged support was phrased/explained you can see the reality of the situation. DOE implied/suggested that a lack of pronounced objection implied “full” acquiescence to DOE’s contrived policy and this is at the least “intellectually” dishonest. If you ask yourself why none of the higher ed institutions voiced any trepidation in the matter I advise you to look at The calendar and note that starting this week the Joint Finance Committee meets to rule on recommended and suggested budget money increases for these institutions and only a fool would feel confident in challenging anything that might put them at a disadvantage in that arena.

As for the DSEA, I tried to make them understand that this legislation can and will be used as the first (and perhaps only) validation of “component 5″ test score evaluations of teacher effectiveness but I imagine I wasn’t convincing enough.

So I am copying you and your readers some of the talking points raised in support of the Potter/Kowalko amendment and in opposition to the bill.

Feel free to post or send this comment and content anywhere you please.

Rep. Kowalko

SB 51 purports to be a method to set high completion requirements, high-quality teaching experiences and ongoing evaluation of teaching program participants and to prepare prospective elementary school teachers in age-appropriate literacy and mathematics instruction. The bill also requires new educators to pass both an approved content-readiness exam and performance assessment before receiving an initial license.

While these ambitions are laudable, (and when we address the bill we can speak to its ability or lack thereof, to do that), this bill, as written intrudes into the arena of subjectively judging, with no verifiable proof or proven data, the ability of students to succeed in the programs of education studies. It contrives to prematurely eliminate students from entering into their chosen career path by legislating away their choices and options. All schools of higher education have relatively strict requirements and acceptance standards merely to be accepted as students and some have even more rigorous standards for acceptance to education pathway courses. We might presume that a quantifiable measure of success in the matters of teacher preparation and certification and educator evaluation can be achieved by this legislation but the chapters that prejudge and preclude individuals from participation in these programs should not be a matter of the imposition of laws that deny opportunity and access and violates the principles of individual rights. The schools are well positioned and qualified to make those judgments that best serve their own programs and those impositions should be removed from this bill before passage.

The current system works. Between the entrance and exit requirements, UD and DSU already winnow out over two-thirds of the students interested in teaching careers.

I’m usually done with a piece of legislation when it doesn’t go my way.. I always shared a disdain for those who lose and refuse to accept reality for what it is… But I’ve received so many questions over SB51, that I’ll break protocol, to discuss it for one last time…

The main question I’ve received most often, is why did I take on this unattainable cause. Surely one could see the writing on the wall when the Senate voted? Wasn’t it a waste of time?

Oddly, no. And I’m perplexed a little as to why I feel that way. Because it did suck up a lot of time and it had only two people vote against it in the entire General Assembly, and two abstentions (one principled and one physical.) So I’m going to try and work it out here, in type, as to why it was important to lead a fight against it. One that if one was keeping score, turned out to be an unmitigated disaster.

The reason for SB51″s success, was its stealth. It was out of committee, in the Senate, out of the Senate, in the House committee, and on the House floor, each time with very little notice. In fact, it wasn’t until after it had passed the Senate that I began hearing how bad this bill really was. Perhaps in a regular year, that would not have occurred. Someone would have read the bill earlier as it hit the docket and passed that information along. It should be noted this is an extraordinary year. The recomposition of this General Assembly has made many big changes possible. Gay Marriage, Background Checks, Reporting Stolen Firearms, Repeal of Death Penalty, Kinder-Morgan, Assault Bans, Bans of High Capacity Clips, have kind of sucked the wind out of the room when it comes to a bill that says something sensible like we should be hiring smart teachers instead of dumb ones.

One of our most progressive commentators said something like “I can see no one having a problem with that.”

And indeed. This bill seemed to have everyone on board. DSEA, that educational labor union who represents teachers, RODEL who represents the corporate Investors, the Governor who put this prominently in his state of the state address, both parties whom neither wanted to be seen as being against better education, the Chamber of Commerce and those who fund the entities inside the Community Service Building on 10th Street, progressives, conservatives. There was no one who seemed not to want to rubber stamp it…

It took a lot of work to wake up even three people to contest it…. And that is a start….

With overwhelming support, my goodness, in percentage terms…. 93% of the entire General Assembly was in favor. That ironically was the same percentage of Delawareans that wanted Offshore Wind over the objections of 4 well place members of the Executive Committee back in 2007-8…

How can anyone “credible” be against such a good bill with “overwhelming” support?

I would say there is one common thread among those who first voiced opposition and carried the water for trying to educate the public about this bill. And if you agree or disagree, please feel free to chime in. This is an informal piece.

Anyone who has experienced Common Core, who has actually experienced it, would be against this bill. I experienced it by helping a student with their homework assignment. Teachers and administrators experience it in their professional capacity. School Boards experience it by being in the cross fire between the DOE and parents who are as upset as I was with the crap that is being passed off as “learning.”…

Obviously from the results of the vote, very few people in Delaware have experience Common Core. Once you see what it has done to your kids, you are outraged. Outraged. There is no other accurate description….

So the vote in support of SB51, was primarily based, if I could extrapolate, on ignorance. I too would have been right there with them if I had not had the cathartic experience of meeting Common Core face to face. Once one does, one quickly learns to hate it. For many, many years I have been privy to a lot of grumbling from educators over each new “program of the year”, but never, never have I experienced a deterioration in a student’s drive to do well, as I have seen across the board with Common core…. “A” Students just giving up and settling for “C’s”, because of the capriciousness of the teaching and those learning materials that come in “packets.”

Here is what has to happen. These tests and packets need to get leaked to the public. Once seen and ridiculed, the proper perspective and potential damage from Common Core becomes clearer. Further more, every single member of the educational committees of both the Delaware Senate and House, should take this bill. Then the General Assembly would finally be in alignment with where the parents will be next year.

This year was really the first where Common Core was trialed. Next year it will be much more extensive.

So when one says that our teaching colleges and universities will be rated by how well their student teacher’s students do on Common Core tests over the next five years, quite a bit of that sentence totally depends on how good or bad Common Core is… I can tell you… it’s really.. really… bad.

Common Core is no better than “No Child Left Behind.” That too was a landmark piece of legislation to make teachers accountable to teaching, and not sending unprepared students up the ladder. It was hailed as the crowning achievement of American Society. Those very few who looked at the detail, and questioned how it would work, were laughed at as being among those who wanted to “leave children behind.” But guess what? When that was implemented in full across the nation, it didn’t work. Students did worse instead of better. Gee, the educational structure asked? How can this be? Answer was, it didn’t work in Texas under then Governor George W. Bush, either. They just tweaked the test scores.

Common Core is no better. In fact, it is probably worse. And there are many reasons why, which have been discussed on this blog many times, as well as on Transparent Christina, Kilroy’s of Delaware, Delaware Way, and Seventh Type… It “can” be better, but those pieces are being squashed under “bigger” principles, such as busting the teachers union, paying off Wall Street investors, making fistfuls of dough out of charter schools and vouchers… Big money has got its roots into education and is now trying to choke off all competition from good crops..

This bill’s overwhelming victory is not the end…. In fact, I think it may just hasten the end of Common Core, instead of extending it… I think so because I know how bad this program is.. I know there is no way you, once you experience it’s insanity, its inadequacy, and its ineptitude, will be supportive of common core… You can’t be.. No one like being inside a Kafka novel. We have nine months to educate Delaware what Common Core will do to your children. Nine months… If we are wrong, and the public does not by then demonize this program, then perhaps it is good that this bill passed.

But I’ve seen Common Core face to face… so I sincerely doubt that outcome….

Then, come next January, January 2014 an election year no doubt, we again will see these familiar words with a lot of support behind it.

“Section 1. Amend the title of Chapter 12, Title 14 of the Delaware Code, by making insertions as shown by underlining and deletions as shown by strikethrough as follows:”……

Today is School Board Elections…Polls are open 10-8…  If anyone is sponsored by Markell or Rodell or RTTT or WSFS, don’t vote for them.. If anyone is sponsored by DSEA, they are on the students side. They are safe.

So go out and vote like a goat… Be…  B-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-a-D

Look, I’m the most skeptical person ever,  But even I was skeptical when I saw the News Journal had this headline posts… (probably corrected by now.)…   Red Clay needs Minnehan on board ….

Tooting Tootle's Tooties
Courtesy of You Know Who

Yes, I’m sure they do, but she is running for a School Board spot in Christina.  At least her signs are all over Newark.  If someone had just checked,  inside the article this word…. C…H…R…I…S…T…I…N…A  is featured rather prominently, in the first sentence no less…  🙂  If anyone had doubts, they would go to this link, the News Journal Listing of School Board Elections,  and see there in Christina District E …. Minnehan.

So the question any skeptic should ask, is…. was this done on purpose? If so, why?

The why is the easiest to answer. She will augment the independent streak that Christina District has going. If you are new to education, you probably don’t know this: there are two sides. It’s not Democrat versus Republican… although it could be, but those lines of partisanship do not reach into our school districts. In education, one either puts “Student’s First” or “Business First” … The biggest battle going on in education now, is whether the money we are paying for education, should go to a) teachers and supplies and those that put the two together, or b)should that same money go to a business, who then keeps a big part of that money for itself, and replaces those high paying jobs with ones reflecting minimum wage… Students versus Business.

Minnehan puts students first.

But wait. As Kilroy points out, the News Journal FORGOT two district races in Red Clay.. Hmmm. three errors all aimed at Red Clay…

Why did The News Journal remove two Red Clay board candidate’s profile from their election guide re: board nominating district “D” Walters vs Wood and reference to an unchallenged race race in “E”?” Kilroy

The skeptic in me says the News Journal wants Red Clay voters to show up looking to vote Minnehan, and not seeing her, mark the others at random. If done, the “business” side of education, those “Wall Street darlings”, may though the confusion, get a extra votes on top of their core, which could upset the election, thereby making Red Clay more interested in which business gets to come in and profit, instead of whether students even graduate…

Minnehan is good, for those in Christina. Those in Red Clay need to go here…